Communicating Phonics - The Communication Trust

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Communicating PhonicsSection 4 > Different types of speech, language and communication needs > Children with phonological delay/disorderCase StudyYasmin has a phonological disorder. Her teaching staff findunderstanding her very difficult and she has regular speech andlanguage therapy support. Yasmin was able to do some of the itemson the phonics screen - those that contained the sounds that sheis able to say. However on some items it was difficult for the adultadministering the check to know if she had blended the soundscorrectly or not as she cannot say all sounds the right way.What helps YasminTo help, staff used a signing system that represented sounds whenthey spoke, Cued Articulation. Seeing the sounds as well as hearingthem helped Yasmin to remember what she had heard and gave herlonger to process the information.Yasmin was also helped by a very systematic approach to learningphonics; staff needed to build in opportunities for over learning andrevision and build on previous knowledge. Multi-sensory approachesand hands on manipulation of sounds using resources such asphoneme frames and wooden letters also helped her to process andread the target words.40
Communicating PhonicsSection 4 > Different types of speech, language and communication needs > Children with verbal dyspraxiaChildren with verbal dyspraxiaAlso known as developmental verbal dyspraxia or childhood apraxia of speechGeneral informationVerbal dyspraxia is a disorder that affects a child’sability to produce clear speech. The condition canrange from mild to severe.Although there is no physical difficulty, childrenstruggle to say speech sounds accurately, consistentlyand/or in the correct sequence to say wordsaccurately. Speech can be extremely difficult tounderstand, even to people who know the child well.Often they can’t say words and sounds when theyneed them and the way they say these sounds can bevery inconsistent, changing with different attempts.Typically, a child with verbal dyspraxia will have thefollowing characteristics in their speech:• Limited range of consonant and vowel soundsChildren with verbal dyspraxia may be able to demonstrate graphemephonemerecognition by using a sign to represent the sound – forexample, the gestures associated with Jolly Phonics or the hand signsused with Cued Articulation. However, this will not usually help withblending the sounds to produce words or non-words. Children withmore generalised dyspraxia may not be able to use signs to support theirspeech.Helping to access the phonics screening checkPossible issuesChildren with verbal dyspraxiawill often have age-appropriateunderstanding of language soshould be able to understand thetask, but some may notWays to helpThe adult should check that thechild understands the task theyare being asked to do• Overuse of certain sounds and distorted vowels• Difficulty sequencing sounds in words, especially in longerwords and sentences• Difficulty using stress, intonation and rhythm in their speechChildren may not be able to‘sound out’ the graphemes orblend the sounds into words orthey may take much longer to dothis than other childrenNo time constraint should beimposed41
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Communicating Phonics - The Communication Trust

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