Pediatrics

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 ebook summarises examine findings from more than a few tasks utilizing a collection of auditory and speech techniques designed for the psycholinguistic framework constructed through Stackhouse and Wells (1997). those approaches were used with kids and kids with more than a few 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 strategies have additionally been used with commonly constructing young children within the age variety of 3-7 years. consequently, the publication contains descriptions of ordinary functionality at the techniques in order that bizarre should be pointed out extra simply. additionally, because the fabrics have been utilized in a longitudinal learn of children’s speech and literacy improvement among the age of four and seven years we will be able to spotlight which methods may also help in determining youngsters a) who're prone to follow their speech problems and b) have linked literacy problems.

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Additional info for Compendium of Auditory and Speech Tasks: Children's Speech and Literacy Difficulties, Book 4

Sample text

173–187 for examples of routes). The model can, therefore, be used to illustrate the processing demands made by individual tasks and tracking routes through the model allows the demands of different tasks to be compared. 9: • Peripheral auditory processing refers to general auditory ability, not specifically related to speech. • Speech/non-speech discrimination is a pre-linguistic level of recognising that what is heard is speech rather than non-speech sounds and noises. 9 The box-and-arrow model.

As a result, we can provide information about sensitivity at different ages, and which procedures are the best predictors of speech and literacy outcome at the age of around 7 years. However, there is no one assessment that stands alone as a predictor of persisting speech difficulties and associated risk of literacy problems. Rather, it is the collective findings from the procedures and the monitoring of type and rate of progress that form the most important clinical marker of outcome (see Chapter 8 for further discussion).

Able to be represented by a picture. Of appropriate word length. Representing a range of consonants and clusters within the list at each word length. • Half of the items within the 2- and 3/4-syllable word lists able to be manipulated to result in a metathetic change; that is, segments could be transposed within the word as in CATERPILLAR to CAPERTILLAR. Phonetically matched non-words were then derived from these real word stimuli by changing the vowels. Each vowel was replaced by one of a similar length; that is, short, long or diphthong.

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