West Coast LANGUAGE DEVELOPMENT CENTRE CHANGING FUTURES Working Together to Change Futures Information for Parents of Exiting LDC Students
West CoastLANGUAGE DEVELOPMENT CENTRE
Changing Futures
WorkingTogether
to ChangeFutures
Information for Parentsof Exiting
LDC Students
D L D THREE THINGS YOU NEED TO KNOW ABOUT DEVELOPMENTAL LANGUAGE DISORDER (DLD)
DLD 1 DIFFICULTIES TALKING AND/OR UNDERSTANDING
Developmental Language Disorder is a diagnosis given when a child or adult has difficulties talking and/or understanding language.
l Involves difficulties with spoken language
l Affects children and persists into adulthood
l Creates obstacles to communication at school, work and in everyday life
l Has no known cause, although it may run in families
DLD 2 HIDDEN BUT COMMON
DLD is hidden and affects approximately 2 children in every classroom impacting on literacy, learning, friendships and emotional well-being.
l Can be missed, misdiagnosed or misinterpreted as poor behaviour, poor listening or inattention
l Was found in 7.5% of 4-5 year olds in a recent study
l Affects a child’s ability to learn at school because learning is mainly through language
l Affects reading or writing and is often linked with dyslexia
l Can be socially isolating: joining in with conversations and activities with peers can be harder, there is an increased vulnerability to bullying
l Increases the risk of lower academic achievement
l Can be associated with behavioural and/or mental health problems, unemployment and economic disadvantage
DLD 3 SUPPORT CAN MAKE A REAL DIFFERENCE
Support from professionals, including speech and language therapists and teachers, can make a real difference.
l It is important that DLD is identified so individuals can be adequately supported
l Speech and language therapists and specialist teachers can help those with DLD to develop skills and strategies, and to understand their difficulties and their strengths
l Teachers can support children through understanding the individual child’s difficulties and adapting their teaching methods
l DLD can be a long term difficulty thus adults with DLD may also need support and adjustments in the work place
l Individuals with DLD are sociable and with appropriate support can have satisfying lives, with friendships, families and contributing to their community
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Tips For Parents of Exiting LDC students
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• Difficulty communicating in an everyday setting
• Unlikely to resolve by 5 years of age• No other explanation for the difficulties
with the language• Given many different names
What is a language disorder?
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• Many names:– Developmental Language Disorder– Specific Language Impairment– Language Disorder– Language Impairment
• Useful website:– Raising Awareness Of Developmental Language
Disordershttps://www.facebook.com/radld.page/
Where to go for more information?
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• Sentences and grammar (Expressive Language)
• Understanding (Receptive Language)
• Difference between Speech and Language (Articulation of Sounds)
Areas of Difficulty
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• Provide help and break tasks down• Build language and understanding of
the world• Think and Talk Out Loud
– Comment– Think Aloud
How do we support Comprehension?
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Comment
You can use comments to…• Provide Language for actions and
events• Explain things • Relate to own experiences• Talk about feelings• Make predictions • Think of solutions
What can you do?
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Governed by the WA Curriculum and
Kindergarten Guidelines
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What is Reading?A process of making meaning from printed
wordsReading involves:• Recognition of words through the process
of sounding them out (Decoding)• Understanding the words, sentences and
texts (Comprehension)
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What is writing?A process of expressing ideas in print
Writing involves:• Isolating the sounds in words and
representing them with letters and letter combinations (Encoding)
• Expressing thoughts and ideas in words and sentences (Expression)
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New understandings of how reading is taught– Learning to read or spell is not natural– This is a process that needs to be taught – Varying parts of the brain need to link
together to make this happen– Students with DLD have difficulty with this,
so they may take longer to learn to read and write
– Need an explicit and systematic approach to reading instruction
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Learning to Read
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Language Difficulties & Reading
Learning to read can be difficult for many children with DLD because:• They have speech sound difficulties• They have smaller vocabularies• They have memory and processing
difficulties
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3
How do we support children with DLD to read?
By providing:• Systematic and explicit instruction • Lots of demonstration of how to do the
process• Lots of practice• Lots of encouragement for having-a-go• Lots of feedback on what was right
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Identify first /middle / final sounds
• Sounds not letters!
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Blending & Segmenting • Sounds not letters!
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Manipulate Sounds• Deletion
e.g. Say ‘shop’ without /sh/• Changing sounds
e.g. pat – change /t/ to /k/
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Pre Primary and Year 1• The sounds and the corresponding
letters and letter patterns are introduced by building words
• The students are taught how to blend the sounds together to read the word/s
• Then how to break the sounds apart to write the word
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Beginning Reading Instruction
m pa
m a pWEST COAST LANGUAGE DEVELOPMENT CENTRE
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4
Beginning Reading Instruction
shpee
sh ee p
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Beginning Spelling Instruction
Tell me the sounds you hear in ____ as I write them.
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Helping Your PP & Year 1 Child
• If your child gets stuck reading a word or reads a word incorrectly:–Encourage them to say a sound for
each letter or each letter combination
• If your child does not know the sound for the letter or the letter combination:– Tell them.
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Helping Your PP & Year 1 Child
• If your child comes to a word which is not easy to sound out because of the unusual letter patterns (e.g. yacht, use, one)– Say that word is ____.
• Practise, praise and make it positive
• Encourage your child to have-a-go at spelling words
• READ talk, READ talk, READ talkWEST COAST LANGUAGE DEVELOPMENT CENTRE
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Pronunciation• It is important to pronounce all sounds
carefully, e.g• The emphasis is on letter sounds not
letter names– Letter names are the ones you sing when
singing the alphabet song– Letter sounds are the spoken sounds in
words
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Decodable Books• We only use decodable books when
students are first learning to read.– Example of book
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5
Decodable vs PredictableDecodable
PipPip is on the mop.Pip is on the top.Pip is on the tin.Pip is in the pan.Pip is in the pot.
PredictableI Can, Can You?
Can you hop?I can.Can you jump?I can.Can you fly?I can.Can you crawl?I can.
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Concept Knowledge1. Letters are symbols (spellings) that represent
sounds2. A sound may be spelled by 1, 2, 3 or 4 letters:
dog ship night dough3. The same sound can be spelled in more than
one way:rain stay gate break
4. Many spellings can represent more than one sound:
head seat break
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The 44 Sounds (Phonemes) of English
A phoneme is a speech sound. It’s the smallest unit of sound that distinguishes one word from another. Since sounds cannot be written, we use letters to represent or stand for the sounds. A grapheme is the written representation (a letter or cluster of letters) of one sound. It is generally agreed that there are approximately 44 sounds in English, with some variation dependent on accent and articulation. The 44 English phonemes are represented by the 26 letters of the alphabet individually and in combination. Phonics instruction involves teaching the relationship between sounds and the letters used to represent them. There are hundreds of spelling alternatives that can be used to represent the 44 English phonemes. Only the most common sound / letter relationships need to be taught explicitly. The 44 English sounds can be divided into two major categories – consonants and vowels. A consonant sound is one in which the air flow is cut off, either partially or completely, when the sound is produced. In contrast, a vowel sound is one in which the air flow is unobstructed when the sound is made. The vowel sounds are the music, or movement, of our language. The 44 phonemes represented below are in line with the International Phonetic Alphabet.
Consonants
Sound Common spelling
Spelling alternatives
/b/ b ball
bb ribbon
/d/ d dog
dd add
ed filled
/f/ f fan
ff cliff
ph phone
gh laugh
lf calf
ft often
/g/ g grapes
gg egg
gh ghost
gu guest
gue catalogue
/h/ h hat
wh who
/j/ j jellyfish
ge cage
g giraffe
dge edge
di soldier
gg exaggerat
e c
cat ch
christmascc
acclaim /k/ k
kite
q(u) queen
ck back
X box
lk folk
qu bouquet
/l/ l leaf
ll spell
/m/ m monkey
mm summer
mb climb
mn autumn
lm palm
/n/ n nest
nn funny
kn knight
gn gnat
pn pneumonia
/ng/ ng ring
n sink
ngue tongue
©DSF Literacy Resources – This document may be reproduced for educational purposes
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‘Sounds Write’ parent course
https://www.udemy.com/help-your-child-to-read-and-write/
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Questions ?
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SOUND AWARENESS
Sound awareness involves being able to hear the individual sounds in words. This includes identifying, blending, segmenting and changing sounds in words. Remember to say the SOUND, not the letter name (sounds are what we can hear).
SKILL EXAMPLE
Match the first sound
“Which word begins with the same sound as
moon? – Monday or teacher?”
Identify the first sound in words “What’s the first sound in bike” (b)
Identify the last sound in words “What is the last sound in ‘egg’?” (g)
Identify the middle sound in words “What’s the sound in the middle of ‘dog’?” (o)
Blend first sound with rest of word
“I’m going to stretch this word out, tell me
what it is”
l – eaf à leaf
c – ake à cake
Blend sounds to form 1 syllable words
“I’m going to stretch this word out - tell me
what it is”
c – a – t à cat
b – u – s à bus
Blend sounds to form words with consonant
clusters “I’m going to stretch this word out -
tell me what it is”
f – r – o – g à frog
p – i – n – k à pink
Segment (sound out) the sounds in 1
syllable words
Cat à c - a - t
Bus à b - u - s
Segment the sounds in words with
consonant clusters
Frog à f - r - o – g
Pink à p – i – n - k
Delete first sound
“Say house. Say it again but don’t say /h/”
à ouse
Delete final/last sound
“Say ‘warm’. Say it again but don’t say /m/”
à war
Substitute/replace first sound “Say ‘light’. Now say “light” but say /b/ instead
of /l/” à bight
As of 260819
DEVELOPMENTAL PAEDIATRICIANS PERTH * Please note that these professionals are NOT listed in any order of preference or recommendation.
NEDLANDS, CLAREMONT EMMA ARGIRO GAVIN HUTANA AGGIE JUDKINS DONALD PAYNE THE ELIZABETH CLINIC 222 Stirling Highway Claremont WA 6010 (08) 9384 4565 www.elizabethclinic.com.au
ASHANTI MUNASINGHE Suite 26 Hollywood Specialist Centre 95 Monash Avenue Nedlands WA 6009 (08) 9386 1004
JAMES FITZPATRICK ANDREW TANDY PATCHES PAEDIATRICS 10 Leura Street Nedlands WA 6009 (08) 6280 1259 www.patches-paediatrics.com.au
SUBIACO, SHENTON PARK, WEST LEEDERVILLE
NIKKI PANOTIDIS (closed to new patients) SHVETHA PATEL BENEDICTA ITOTOH Perth Paediatrics Suite 5/2 McCourt Street West Leederville WA 6007 (08) 6162 1615 www.perthpaediatrics.com.au
JOHN WRAY LYNDA CHADWICK McCourt Street Paediatrics Suite 8/10 McCourt Street West Leederville WA 6007 (08) 9380 6055
SENQ J LEE (General Paediatrician and Paediatric Rheumatologist) 17 Lemnos Street Shenton Park WA 6008 (08) 9380 9484
HELEN FREARSON 64 Churchill Avenue Subiaco WA 6008 (08) 9381 4522
JACQUELINE SCURLOCK 3/25 Hamilton Street Subiaco WA 6008 (08) 9381 7211
MOUNT LAWLEY
MOHAMMED JAHANGIR SMART PAEDIATRICS Suite 6 Killowen House St John of God Hospital Ellesmere Road Mount Lawley WA 6050 (08) 9370 9711
SARAH SKELDON INDRAJIT KARANDE JANKE DESCHMUKH Walcott Street Child Development Clinic 8 Walcott Street Mount Lawley WA 6050 (08) 9272 4560 www.walcottcdc.com/services
As of 260819
DEVELOPMENTAL PAEDIATRICIANS PERTH * Please note that these professionals are NOT listed in any order of preference or recommendation.
KARRINYUP JACK VERCO UNIT G2016, BURROUGHS ROAD KARRINYUP WA 6018 (08) 9204 2133 WARWICK ANDREW HAAK 312 WARWICK ROAD WARWICK WA 6 (08) 9203 5414 / 5641
WESTMINSTER HOCK LENG CHUA Westminster Specialist Centre, 476 Wanneroo Road WESTMINSTER WA 6061 (08) 9497 1771
JOONDALUP (Please be aware some Paediatricians based in Joondalup may be closed to new patients)
LANA BELL ALIDE SMIT SUITE 210, JOONDALUP HEALTH CAMPUS, 60 SHENTON AVENUE JOONDALUP WA 6027 (08) 9300 9559 PAUL WALLMAN SUITE 204, JOONDALUP HEALTH CAMPUS, 60 SHENTON AVENUE JOONDALUP WA 6027 (08) 9400 9919 RAVISHA SRINIVAS JOIS SUITE 204, JOONDALUP HEALTH CAMPUS, 60 SHENTON AVENUE JOONDALUP WA 6027 (08) 9400 9910 PAUL POTTER SUITE 210, JOONDALUP HEALTH CAMPUS, 60 SHENTON AVENUE JOONDALUP WA 6027 (08) 9400 9919 BRAD JONGELING SUITE 204, JOONDALUP HEALTH CAMPUS, 60 SHENTON AVENUE JOONDALUP WA 6027 (08) 9400 9910 JAMIE TAN SUITE 208, JOONDALUP HEALTH CAMPUS, 60 SHENTON AVENUE JOONDALUP WA 6027 (08) 9400 9889
MIDLAND RICHARD CHRISTIE Suite 4 14 Stafford Street Midland WA 6056 (08) 9274 6388 / 6982 SOUTH METROPOLITAN
ANDREW SAVERY 550 CANNING HIGHWAY BOORAGOON WA 6156 (08) 9317 8755
ELIZABETH GREEN SUITE 69, ST JOHN OF GOD MURDOCH, 100 MURDOCH DRIVE MURDOCH WA 6150 (08) 9332 3012
Description Chart
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/ie/ y i-e
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/ow/ ou ow
/or/ or aw
/oo/ oo u
/er/
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/oy/ oi oy
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West Coast LANGUAGE DEVELOPMENT CENTRE
Changing Futures
C/- Padbury Primary SchoolMacDonald Avenue
PadburyWA 6025
9401 5433