|
The Acquisition of Consonant Sounds
Children acquire consonant sounds in a front-to-back pattern. Sounds for the letters m, p, b, and w are made at the front of the mouth, while sounds of the letters k, g, ng, and h are made at the back of the mouth.
The stages below are based on typical development. However, it is important to remember that children often develop skills at different rates.
Some students with significant difficulties or disabilities may not achieve all the developmental stages or may progress through these stages more slowly than their peers.
It is important to recognise that all students can learn and extend their communication skills.
If you are concerned that a child is not developing skills at the ages outlined in this section, see below for what to do.
Students need to use different speech, language and communication skills at school than they use at home. Difficulties or skills seen at home may not be seen at school and vice versa. It is important for the family and school to talk about what they see at home and school. It is also helpful for parents to discuss their child’s strengths and difficulties, with their child’s teacher. By working together, the family, teacher and speech pathologist can identify how best to support the student.
The teacher might mention a student has difficulty with:
understanding, starting and completing set work after a verbal instructions is provided. For example, instructions may need to be repeated several times, instructions are ignored or misunderstood
taking part in activities where they have to talk
explaining things
making and keeping friends
organisation, managing time and belongings.
Where to get advice and discuss concerns
Seek help early if you are concerned
In this video by Raising Awareness of Developmental Language DisorderExternal link, parents talk about the benefits of getting support for their child with speech, language and communication needs.
Parents
Talk to your child’s teacher. To help you to describe what’s worrying you:
o Look at Speech, language and communication stages
o Look at Spotting the signs: Should I be concerned?
o Note down what your child is doing well and where they seem to have difficulties
o Write down or record on your phone some of the words your child says, sentences they use or instructions they don’t understand. This will be useful to give to teachers and other people working with your child.
Speech Pathology AustraliaExternal link has information about finding a speech pathologist in your area.
Contact your local community health service or hospitalExternal link. These are free services.
See your local doctor
In this video by Raising Awareness of Developmental Language DisorderExternal link (www.radld.orgExternal link), parents talk about the importance of getting help for their child and themselves.
How parents can help a child’s speech, language and communication skills
In this video by Raising Awareness of Developmental Language DisorderExternal link (www.radld.orgExternal link), parents talk about what strategies they use to help their children with speech, language and communication needs.
Speaking
Play and conversations are important ways for a child or adolescent to develop their speech, language and communication skills.
Things you can do to help:
● talk to a child about their interests or what they are doing at the time
● allow plenty of time for a child to respond after a comment or question
● expand on what a child has said to help build longer, more complex sentences. For example, if they say “We are going shopping” you could say “Yes, we're going shopping because we need more bread”
● comment on what a child is doing. For example, “You are pushing the car fast"
● if a child can’t think of what to say, give the words they need to use. For example, when they want to join in a game, say, 'Ben, you could say ‘Can I join in?’
● demonstrate how to say a word or sentence instead of telling them that what they’ve said is wrong. For example, if they say “I roded my bike really fast” you can continue the conversation by adding “Great, you rode your bike fast, how fast did you go?”
● use a variety of words in your conversation. For example, Instead of saying "you look tired", you could say “You look exhausted, how was soccer?”
● give a child lots of praise for talking, using new words, asking questions and joining conversations
● don't ask too many closed questions that can only be answered with only yes or no
● if a child suddenly changes topic, redirect them. "Let's finish talking about soccer before we talk about school".
Understanding
Things you can do to help a child follow instructions and conversations:
● speak a little more slowly
● use shorter sentences
● break instructions into separate steps. For example, ‘after you finish breakfast, (pause), go and get your shoes, (pause), then go to the front door’
● give more time to respond
● use gestures, pictures, photos or other visual images as well as words
● check for understanding by asking a child to repeat what they have to do
● minimise the use of slang sayings and idioms (pull your socks up, it’s a piece of cake, sitting on the fence)
● explain new words by linking the word to an easier word. For example, a beverage is a drink, I like to drink beverages, my favourite beverage is water, what beverages do you like?
● use a new word often in a variety of situations
● try and explain a new word with simple words and by giving examples and non-examples. For example, nutritious food that is good for you and helps you grow, fruit is nutritious, lollies are not.
When a child is learning English as an additional language because their first language is not English or they speak a dialect of English such as Aboriginal English it can be harder to tell if the child has speech, language and communication difficulties. Children may have speech, language and communication difficulties in their home language or home talk before they start to learn English as an additional language. It is important to get help early if there are concerns. Here are some important points:
Do'stlaringiz bilan baham: |
