Working Together to Change Futures

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

WEST COAST LANGUAGE DEVELOPMENT CENTRECHANGING FUTURES

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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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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

CHANGING FUTURES

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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.

mapWEST COAST LANGUAGE DEVELOPMENT CENTRE

CHANGING FUTURES

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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

CHANGING FUTURES

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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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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

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West Coast LANGUAGE DEVELOPMENT CENTRE

Changing Futures

C/- Padbury Primary SchoolMacDonald Avenue

PadburyWA 6025

9401 5433

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Working Together to Change Futures