Compendium of Auditory and Speech Tasks: Children's Speech by Joy Stackhouse, Maggie Vance, Michelle Pascoe, Bill Wells

By Joy Stackhouse, Maggie Vance, Michelle Pascoe, Bill Wells

The publication summarises learn findings from a number tasks utilizing a collection of auditory and speech systems designed for the psycholinguistic framework built by means of Stackhouse and Wells (1997). those techniques were used with kids and young people with a number problems linked to cleft lip and palate, dysarthria, dyspraxia, phonological impairment, Down syndrome, dyslexia, stammering, autism, semantic-pragmatic problems, normal studying problems, and deprived backgrounds. The approaches have additionally been used with regularly constructing teenagers within the age variety of 3-7 years. for that reason, the booklet contains descriptions of standard functionality at the techniques in order that bizarre 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 spotlight which techniques can assist in selecting teenagers a) who're prone to stick to 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

Example text

A child may make errors on a picture-naming task for a number of reasons. The difficulty may be related to inaccuracies within the lexical representations, and/or at the level of assembling the word for spoken output, and/or at a lower level of articulatory difficulty that affects the pronunciation of the word. Comparison of performance across a number of output levels will allow the precise nature of the difficulty to be identified (see Book 1, p. 100, for more details). Identifying which levels of processing are involved will have implications for the design and delivery of an intervention programme (see Constable, 2001, Chapter 10 in Book 2).

However, the framework of questions is not restricted to only the tasks presented here; any task that involves speech processing can be classified within this framework. Indeed, an aim of this series is to encourage readers to devise their own procedures, based on a hypothesis testing approach, for investigating children’s speech and literacy difficulties. Answering each question about a child’s speech processing skills will normally involve administering more than one procedure (Book 1, pp. 99–101).

G. epilepsy). Monolingual speaker of English. Similar home background/mother’s educational level. 22) This putative control group was tested on the WPSSI-R Block Design and Picture Completion Tests (Wechsler, 1990). 4). They were also tested on the singleword reading test of the British Ability Scales (BAS) (Elliott, Murray & Pearson, 1983). e. reading between one and three words and scoring below the 60th centile on the BAS). In 25 cases, the typically developing control child attended the same nursery or school as the matched child with speech difficulties in order to control for teaching environment.

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