By Joy Stackhouse, Maggie Vance, Michelle Pascoe, Bill Wells
The booklet summarises study findings from more than a few tasks utilizing a collection of auditory and speech tactics designed for the psycholinguistic framework constructed by means of Stackhouse and Wells (1997). those systems were used with young children and kids with a number of problems linked to cleft lip and palate, dysarthria, dyspraxia, phonological impairment, Down syndrome, dyslexia, stammering, autism, semantic-pragmatic problems, basic studying problems, and deprived backgrounds. The approaches have additionally been used with in general constructing kids within the age variety of 3-7 years. consequently, the publication contains descriptions of general functionality at the techniques in order that bizarre might be pointed out extra simply. moreover, because the fabrics have been utilized in a longitudinal research of children’s speech and literacy improvement among the age of four and seven years we will spotlight which methods can help in picking young ones a) who're more likely to stick with their speech problems and b) have linked literacy problems.
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Additional info for Compendium of Auditory and Speech Tasks: Children's Speech and Literacy Difficulties, Book 4
These tasks were used in this study to investigate typical development in normally developing children, for later comparison with children presenting with speech difficulties. , 2004a). Each child with speech difficulties was matched to a normally developing control child. This study allowed us to develop the procedures used in the first, cross-sectional study; make a direct comparison of the development of children with and without speech difficulties over time; and examine possible clinical markers for identifying children at risk for persisting speech difficulties and associated literacy problems.
Reproduced by permission of John Wiley & Sons, Ltd. 10 Compendium of Auditory and Speech Tasks (G–K) address output; questions near/at the top of the model on both sides are addressed by tasks that require access to lexical representations; and questions near/at the bottom of the model on both sides are addressed by tasks that do not require lexical access. We have added a question ‘L’ between the mouth and the ear to remind us of the importance of observing if a child can monitor their own speech output, and, if so, can change it to produce a more accurate pronunciation.
Source: Stackhouse & Wells (1997). Reproduced by permission of John Wiley & Sons, Ltd. • Phonological recognition describes the level at which a listener recognises the language heard as familiar as compared to a language that is not. The listener is using knowledge about language-specific structures and will recognise, for example, that BLICK is a possible English word but BNICK is not. • Phonetic discrimination is the recognition of phonetic distinctions that are new to the listener, and is used in early stages in language learning as a child begins to learn which segments are contrastive.