Communicating Phonics - The Communication Trust

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Communicating PhonicsSection 4 > Different types ofspeech, language and communication needs > Children with pragmatic language impairmentThe outcome of the checkSome children with pragmatic language impairment canshow hyperlexia. Hyperlexic children are very good atword decoding, well above the expectation for their agebut often have poor reading comprehension abilities. Thismeans that they’re likely to perform well on the phonicsscreening check.It may be difficult for children to maintain their focusacross all of the check items if they are distracted, forexample on the unusual illustrations.Some children will make errors and under perform on thepseudo words as they would expect a word to make senseand so turn the non word into a real word.Responding to the outcomeof the checkReading comprehension must be considered in children withpragmatic language impairment, as it’s likely to be well belowdecoding ability 53 and will have long term negative effects onacademic achievement if not supported.Good decoding skills, may mean their difficulties with comprehensionmay be hidden and overlooked in the early stages of literacyacquisition. In addition to exposing them to story books, they’ll needintervention that targets the following areas in order that they beginto develop reading comprehension:✔ Conversation skills✔ Narrative skills✔ Social inference✔ Social adaptation62
Communicating PhonicsSection 4 > Different types ofspeech, language and communication needs > Children with pragmatic language impairmentAn evidence resource to inform next stepsResearch evidences a high level of variation of literacy forchildren with pragmatic language impairment; 54 some wellabove the norm and some well below. Overall their decodingskills tend to be in the lower end of the normal range.Intervention that develops conversation and narrative skills, inaddition to facilitating understanding of social inference andsocial adaptation, can bring about significant improvementin pragmatic skills and expressive language. ‘Changes incommunication skills had a concurrent beneficial effect onliteracy skills in the classroom’. 55Additional resources and further supportPublications and resources:Anderson-Wood, S. and Smith, B. R. (1997): Working withpragmatics Bicester: Winslow.Black Sheep Press, speech and language therapy resources,various materials for pragmatics, www.blacksheep-press.comTalkabout resources for developing social communication skills,www.shop.alexkelly.bizFirth, C. and Venkatesh, K. (1999) Semantic-pragmaticlanguage disorder, Winslow: BicesterGray, C. A., White, A. L. and McAndrew, S. (2002) My socialstories book, London, Jessica Kingsley53 Freed et al, 201154 Freed et al, 201155 Adams C., 2004McTear, M. and Conti-Ramsden, G. (1991) Pragmatic disordersin children: assessment and intervention, London, WhurrRhyner, P.M. (ed.) (2009) Emergent literacy and languagedevelopment: Promoting learning in early childhood, New York:The Guilford PressSocial Communication Intervention Projectwww.psych-sci.manchester.ac.uk/scipSocial Use of Language Programme for Infantswww.wendyrinaldi.com/wr-sulp-ip.stmOrganisations and websites:I CAN – www.ican.org.ukAfasic – www.afasic.org.uk63
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Communicating Phonics - The Communication Trust

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