Communicating Phonics - The Communication Trust

More documents

Recommendations

Info

Communicating PhonicsSection 4 > Different types of speech, language and communication needs > Children with dysarthriaAn evidence resource to inform next stepsResearch shows that dysarthria does not necessarily putchildren at particular risk for later literacy difficulties. 45 However,many important phonological awareness tasks 46 are supportedby clear speech as well as children’s awareness of the clarity oftheir own speech sounds.Additional resources and further supportPublications and resources:Cued Articulation and THRASS -www.thrass.co.uk/cuedarticulationTalktools - www.talktools.comNuffield Centre Dyspraxia Programme - www.ndp3.orgEarobics - www.earobics.comClicker Phonics -www.cricksoft.com/uk/products/content/clicker-phonicsClicker - www.cricksoft.com/uk/products/tools/clickerGrid 2 - www.sensorysoftware.com/thegrid2Communicate in Print - www.widgit.com/products/inprintCo-Writer Word Prediction -www.donjohnston.com/products/cowriterPenfriend Word Prediction - www.penfriend.bizOrganisations and websites:Worster-Drought syndrome support group: Worster-Droughtsyndrome is a type of cerebral palsy that affects the muscles ofspeech, eating and drinking. It’s sometimes diagnosed quite late ifthe symptoms are mild - www.wdssg.org.ukAce Centre North (for advice on specialist technology, includingword prediction) - www.ace-north.org.ukScope Reading Project - www.scope.org.uk/news/publicationsChild Brain Injury Trust - www.childbraininjurytrust.org.ukThe Bobath Centre - www.bobath.org.ukNational Institute of Conductive Education -www.conductive-education.org.uk45 Stackhouse and Wells, 1987; Bishop and Robson, 198946 Card and Dodd, 200648
Communicating PhonicsSection 4 > Different types of speech, language and communication needs > Children with dysarthriaCase StudyDaniel is 8 and has Cerebral Palsy. His speech consists entirely ofvowels. Meaningful rhythm and intonation enable people whoknow him well to understand Daniel most of the time, providedthe context is known. When misunderstood, Daniel indicatesinitial letters on an alphabet board and repeats the word. Thisstrategy usually works but some phonic errors result in frustrating‘blind alleys.’ Daniel’s learning to record work using text-to-speechsoftware with word prediction. He usually recognises predictedtarget words but the strategy fails if he mis-selects initial letters.Daniel’s in a mainstream school and outshines some of hisclassmates in a number of literacy skills. He’s frustrated by the facthe sometimes makes phonic errors and can’t hear the difference.What helps DanielDaniel’s benefiting from a heightened multi-sensory focus onphoneme discrimination and initial sound awareness. Phonologicalawareness is of functional importance to his communication.49
Page 1 and 2: Communicating PhonicsA guide to sup
Page 4 and 5: Communicating PhonicsSection1 > Int
Page 8 and 9: Communicating PhonicsSection 2 > Ge
Page 10: Communicating PhonicsSection 2 > Ge
Page 14 and 15: Communicating PhonicsSection 3 > Qu
Page 16 and 17: Communicating PhonicsSection 3 > Qu
Page 18 and 19: Communicating PhonicsSection 4 > Di
Page 86 and 87: Communicating PhonicsAppendix 1 > K
Page 88 and 89: Communicating PhonicsAppendix 2 > A
Page 90 and 91: Communicating PhonicsAppendix 3 > R
Page 96: Communicating PhonicsThe Communicat

Communicating Phonics - The Communication Trust

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?