Literacy Flashcards
What do SLT NOT DO
They do not teach reading!
can promote literacy development as part of the intervention
At age 4 what may you do
If child has speech impairment- may bring in PA at a very basic level such as rhyming!
What to do with literacy intervention for child?
After the age of 4 when child receives literacy instructions at school
We may bring in literacy development in the child’s intervention - whether it be for speech language or communication.
How can literacy development support speech language and communication?
?
If a child has speech impairment
Look at explicit phonological awareness work.
Once a child knows how to read and is reading to learn what do you do?
We look at their literacy development!!
Pre - school children literacy development
In pre-school children:
Therapy
Use books
Reading books - left to right. Teach them this skill
- if I’m focussing on speech - use the sound cards that fit in with the schools phonics (teaching letter to sound)
Why doesn’t jolly phonics work for vowels?
?
What is important for literacy development
Phoneme awareness is important for literacy development in pre-school
PHONEME AWARENESS - is how the child manipulate and segments sounds!!
What do you mean by phoneme awareness
Phoneme awareness is more important than phonological awareness (organisation of speech sounds - rhyme, syllables, words, alliteration,
How does phoneme awareness differ from phonics?
Phoneme awareness is the individual sounds
Phonics - how letters relate to spoken sounds
Why is phoneme awareness important for literacy development
- because we need to be able to discriminate the sounds in order to read and write
What is literacy?
The ability to read and write!!
As SLT do we teach learning to read?
No - we assess and describe the child’s language skills
We assess and describe child language skills that a relevant to literacy. What might this be?
Speech
Can the child identify and manipulate parts of spoken language. phonological and phonemic
Intelligibility - clarity are they fluent? Percentage that the listener understands
Delayed - are they using any phonological processors (speech simplifications?)
Language
Can they understand what they have read
Do they have good vocabulary knowledge?
Understand the words they read?
When we assess a child’s speech and language skills - what are we looking for?
- expressive
- receptive
Receptive language (vocab morphology and syntax)
Any difficulties with receptive language vocab syntax and morphology will affect comprehension of written language.
