By Joy Stackhouse, Maggie Vance, Michelle Pascoe, Bill Wells
The ebook summarises examine findings from various initiatives utilizing a collection of auditory and speech strategies designed for the psycholinguistic framework constructed via Stackhouse and Wells (1997). those approaches were used with little ones and teens with a number of problems linked to cleft lip and palate, dysarthria, dyspraxia, phonological impairment, Down syndrome, dyslexia, stammering, autism, semantic-pragmatic problems, common studying problems, and deprived backgrounds. The strategies have additionally been used with mostly constructing youngsters within the age variety of 3-7 years. accordingly, the e-book contains descriptions of common functionality at the approaches in order that ordinary may 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 be able to spotlight which methods can assist in deciding upon youngsters a) who're more likely to stick to their speech problems and b) have linked literacy problems.
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Additional resources for Compendium of Auditory and Speech Tasks: Children's Speech and Literacy Difficulties, Book 4
1 illustrates the basic structure of a psycholinguistic model of speech processing. On the left of the figure there is a channel for the input of information via the ear and on the right a channel for the output of information through the mouth. 1 The basic structure of the speech processing system Source: Stackhouse & Wells (1997). Reproduced by permission of John Wiley & Sons, Ltd. 6 Compendium of Auditory and Speech Tasks there is no such store. g. animal, food. • Phonological representation – information about how the word sounds, allowing discrimination of the target word from other similar words.
3 Order of presentation of the six assessment tasks in the crosssectional study (and chapter in which task is presented in detail in this volume) Non-word repetition (Chapter 5) Word repetition (Chapter 5) Naming (Chapter 5) Mispronunciation detection (Chapter 4) ABX task (Chapter 3) Same/different task (from Bridgeman & Snowling, 1988) (Chapter 3) Session 1 Session 2 List A List B List A List A List A All List B List A List B List B List B • Describe the profile of performance across different tasks and how this changes with age.
For example, to assess the effectiveness of processing at point A, nearest the ear, we asked: Does the child have adequate auditory perception? This could be answered by doing a hearing test. At point K, nearest to the mouth, we asked: Does the child have adequate sound production skills? This could be answered by an oral examination. 4 for a complete list of assessment questions). 4 Questions for the speech processing profile. Source: Stackhouse & Wells (1997). Reproduced by permission of John Wiley & Sons, Ltd.