lynda wilson early literacy specialist 519-821-6638 ext 203 lets talk about language
Post on 27-Dec-2015
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Who am I?
I am not a Registered Speech Pathologist in OntarioBSc Clinical Speech and Language Studies, Trinity
College Dublin (2001-2005)Worked for Health Service Executive for 7 years as a
Speech and Language Pathologist (2005-2012) in Dublin.
Worked with children aged 0-18 with a wide range of communication difficulties – speech, language delays, cleft palate, ASD, selective mutism, Specific language impairment, Dyspraxia etc.
Worked in different location– inner city, affluent areas, multilingual populations, traveller populations. Worked in clinics and schools and preschools.
Communication Activity
Everyone stand up Split into 2 groupsWithout talking or writing, organise
yourselves in order of you birthdays (day and month)
E.g. Jan 3, Jan 27, Feb 8 etc
Communication
Communicating is not only about what we say but it is also about the way we say it.
The three components of communication are:
Verbal (what we say - 7% of any message is communicated through words
Vocal (how we say it)- 38% of a message is communicated by our voice
Visual (what our body says)- 55% is conveyed by non-verbal body language
Adapted from "Communication Role of Language" - University of Michigan
The Communication Tree
Speech & Grammar
Receptive Language
Underlying Abilities
Expressive Language
Communication Partners
Opportunities to Learn
Roots
Roots: factors contributing to communication development.
Cognitive skills – underlying IQMemory Skills – Short term and long term ListeningAttentionHearingVisionMotivation Interest
Trunk
Receptive language skills Understanding Language
Non verbal: interpreting non verbal communication such as gestures, facial expressions, signs etcVerbal: comprehension of what is being said – words and sentencesUnderstanding ideasRemembering informationConsolidating information
Branches
Expressive Language SkillsUsing Language
Ability to convey messages through spoken language. Skills in this area include:
Using appropriate words/vocabulary (semantics)Using appropriate combinations of words and grammatical structures (syntax and morphology)
Leaves & Apples
Speech & Grammar
The ‘fine tuning’Features that don’t take away from the meaning of the message. Speaking clearly – using all correct speech sounds, following the speech sound patterns (articulation & phonological skills)Using good grammar i.e. tenses, plurals, pronounsBeing fluent in speech
Sun & Rain
The Environment of Growth
Things a child needs in order for their language skills to growCommunication partners to learn from – Children and AdultsGood role modelsRepetitionBite size learningSomeone to listen and shape language
The Communication Tree
Speech & Grammar
Receptive Language
Underlying Abilities
Expressive Language
Communication Partners
Opportunities to Learn
Attention and Listening
Turn-Taking: ‘Roll the Ball’ Building clocks together
Listening: Introduce ‘Stop/Go’: Using a musical instrument. Pass the parcel Matching two pairs of sounds: Sound containers Can child identify which has a sound inside? Sorting noises into quiet and loud noises Changing the words/outcome in a common
storybook/nursery rhyme
Attention and Listening
Eye contact: Use funny face shapes – naming parts of face together.
Emphasis on eyes and positive reinforcement when eye contact made by children.
What colour of eyes do people have
Memory: Shopping list game Name game Reciting songs and rhymes
Terminology
Delayed Language – language is slow to develop but it follows the normal sequence of development
Disordered Language – language is developing atypically, there is an uneven scatter in language abilities. Development does not follow the normal sequence of development
Specific Language Impairment – Disordered language skills specifically in 1 area of language
Semantics – knowledge of the meanings of wordsSyntax & Morphology – knowledge of the
structure/grammar of languagePragmatics – being socially appropriate and
flexible
General Language Tips
‘Its not what you do its the way that you do it’Be face to face
Create eye (face) contact, observe what they are looking at
Change the way you talk Maintain interest, use gestures and props, make your
language easier to understand, slow down.
Take turns Questions and Comments, wait on a response.
General Language Tips
Follow the child’s lead Comment on their interests, encourage the child to
initiate and develop the communication
Watch, wait and respond Communicate about what the child is interested in
Expand what the child says Repeat what they say and add a little more. Use a
variety of words not just names (nouns)
General Language Tips
Language Therapy is very ‘emergent’ Not testingNot teaching
Follow child’s lead, learn from the child and shape their communication
Vocabulary Development
Reproduced with permission — Torstar Syndication Services. Copyright King Features Syndicate.
Vocabulary Development
Children need to learn lots of kinds of words
Naming words – nounsDescribing wordsWords about belonging toLocation wordsFeeling wordsAction words
Vocabulary Development
Receptive and ExpressiveUnderstanding and Use of new words
The key to vocabulary development is ……….
Semantic links
To learn a new word a child may be helped by thinking about its semantic links or meaning
links with other wordsWhat is it called? What does it feel like?
What do you do with it? What is it made of?
Where would you find it? What parts does it have?
What group (category) does it belong to?
What does it look like?
What is the first sound and last sound in the word?
How many syllables?
Speech Development
Speech develops following a patternVowels first – eeee, oooo, ahhhh
Early Sounds include ‘d’, ‘m’ ‘t’, ‘b’, ‘p’Then ‘k’, ‘g’, ‘f’, ‘v’, ‘l’
Finally ‘r’ ‘s’ ‘sh’ ‘ch’ ‘j’All sounds generally in place by age 6.
Ages and Stages
Please remember Speech Development Norms are not exact.
They are meant to be used as a guide
Different organisational policy follow different norms
Different SLPs follow different normsDifferent backgrounds affect ages and stages
Terminology
Articulation – how we make sounds in isolation or in words e.g. Say ‘k’ – ‘t’
Phonology - a pattern of development of sounds e.g. Say ‘k’ – ‘k’, say car – tar. Appling rules to speech sounds
Delayed – Slow to develop but it follows the normal sequence of development
Disordered – Developing atypically, there is an uneven scatter in abilities. Not following the normal sequence of development.
Dyspraxia/Apraxia/DVD/DAS – difficulty in planning and executing motor speech movement. No muscle problems. When asked cannot say some words, but can say the word spontaneously
Cleft Palate – a gap in the oral cavity, air doesn’t flow through the mouth and nose as it should.
General Speech Help
Reinforcing Concepts Same/different Up/down Front/back First/last
Clapping out syllables in wordsListening activities – what do you hear?Rhyming
Nursery rhymes Rhyming books
How to help a Child with Speech Problem
Use ages and stages to keep decide if a referral to a Speech Pathologist is needed.
Talk with the SLP about what kind of speech problem the child has. Child who says ‘tat’ for ‘cat’ can have either an articulation
or a phonology problem which require different therapy techniques
Working on speech is quite prescriptive.What is working well for 1 child may not help
another (it may even cause more problems)
Stuttering
Stammering is characterized by interruptions in the flow of speech, such as: Repeating words & phrases eg. Is the is the is the door shut Fillers eg. Um, er, uh, eh Repeating sounds eg. B b b book Blocks eg. ...............I want Prolonging sounds eg. Sssssssssome
Stammering usually begins between the ages of three and six. It usually starts gradually but may be quite sudden.
Stammering is highly variable – sometimes in a day a child will stammer a lot and sometimes they won’t stammer at all in a day.
Multilingualism
Contrary to our natural intuition, it is actually not more difficult to learn two languages than it is to learn one.
Never encourage parents who have a poor standard of English to speak only English to their child as this will lead to an impoverished language model.
Never discourage the use of any non-English language. Remember that learning to speak the (non-English) family language connects the child to a rich social and cultural heritage. It aids the building of family bonds as the child can communicate with grandparents and extended family members and makes a large contribution to the developing child’s identity and self-esteem.
Working with Speech & Language Pathologists
Know the SLP – Names and Numbers Check to see if information/handouts/activities
they provided is for one particular child or can be used with everyone
Can the SLP do a school visit to give you advice on what to do? If not- arrange a phone consult, ask to join an appointment with mum
Document how the child is getting on – what they said and did, any questions you have. Send your notes along to the child’s next appointment – ask for a response
Bibliography
From Birth to Five years – Children’s Developmental Progress. Third edition. Mary D Sheridan, revised and updated by Ajay Sharma and Helen Cockerill. 2008.
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