By Joy Stackhouse, Maggie Vance, Michelle Pascoe, Bill Wells
The booklet summarises study findings from a variety of initiatives utilizing a suite of auditory and speech systems designed for the psycholinguistic framework constructed through Stackhouse and Wells (1997). those tactics were used with young ones and children with quite a number 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 tactics have additionally been used with in most cases constructing teenagers within the age variety of 3-7 years. therefore, the e-book contains descriptions of ordinary functionality at the systems in order that odd will be pointed out extra simply. moreover, because the fabrics have been utilized in a longitudinal examine of children’s speech and literacy improvement among the age of four and seven years we will be able to spotlight which approaches may also help in picking out little ones a) who're more likely to follow their speech problems and b) have linked literacy problems.
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Extra resources for Compendium of Auditory and Speech Tasks: Children's Speech and Literacy Difficulties, Book 4
G. ‘auditory discrimination’, or ‘phonological awareness’ or ‘speech’) clustered together. They were tapping the same level of processing, for example auditory discrimination of spoken minimal pairs and rhyme detection of spoken words (without pictures). g. auditory discrimination) were tapping different levels of processing because of the nature of the stimuli involved, for instance discrimination of real or non-words. ’ Before using a task, it should be analysed in terms of how it is presented; the stimuli involved; and the response required.
D. s below the mean. There is a tension between the provision of normative data for tasks and sets of stimuli to allow inter-child comparison, and the need to identify individual children’s particular profiles. These profiles will be more accurate when the stimuli used in input and output tasks reflect the speech errors that the individual child makes (see the example from Rees, 2001 above). It is not possible in this volume to present normative data on every possible type of speech error that children make.
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.