Reading and Spelling Instruction
Our service offers evidence-based reading and spelling instruction to help students with reading difficulties. Therapists are trained in a systematic synthetic phonics approach and have up to date knowledge in reading science. Please view this link for a further understanding of systematic synthetic phonics.
Each lesson is made up of the following components:
- Phonological and phonemic awareness
- Sight word automaticity
After a thorough language and literacy assessment, a recommendation will be made for this instruction. The instruction aims to provide students with evidence-based teaching in order to make efficient progress that is cost and time effective for parents. It also assists Learning and Support staff at schools with Tier 3 Response to Intervention instruction.
How does it work?
- Families are asked to make a commitment twice a week for 50 minutes each session running over a school term (10 weeks).
- Payment is made a week in advance.
- Sessions are offered before and after school hours online and face to face during school hours. Parents need to seek permission from their child’s school to allow a therapist on-site at the school.
- Further information may be obtained by emailing email@example.com or calling the service on 1300 650 494.
How do speech pathologists help with literacy?
As the experts in supporting children with communication difficulties, speech pathologists are a useful part of any literacy team.
Speech pathologists can:
- Assess speech and language skills to determine if there are any difficulties and provide intervention and strategies to support oral language development.
- Support oral language development in areas that are relevant to literacy, in preschools and schools.
- Work with preschools, schools and families for example, providing strategies in order to support children’s oral language development.
- Use their specialist knowledge of the sound system of English to help children who are having difficulty with letter-sound relationships.
- Help children to use strategies for understanding what they read.
When should I get help for literacy problems?
Research has shown that getting help for literacy problems early can prevent those problems becoming more severe. Some children may show signs of potential difficulties before they reach school. Seeking help before your child starts school may reduce or eliminate those problems.
These signs may include:
- being very late to start talking
- using pronunciation patterns that are not typical ‘baby talk’ and that make the child difficult to understand
- having difficulty learning and remembering new words
- not being able to provide simple information clearly
- needing very simple instructions
- showing poor awareness of sounds in speech
- not learning to recognise alphabet letters
- not showing an interest in listening to stories
- Any of these difficulties with a family history of literacy learning difficulties.
When your child is at school some of the signs may include:
- Not developing confidence with letters and sounds; not ‘having a go’ at spelling.
- Mispronouncing several longer words (e.g. ‘congratulations’; ‘computer’).
- Persisting with immature grammar (e.g. ‘Her broked her glasses’).
- Not developing the ability to tell stories and give explanations.
As your child moves through the school you may notice that your child is:
- Not reading grade-level texts fluently and accurately.
- Not using a strong range of spelling strategies.
- Not able to make inferences as they read, getting the main idea and reading ‘between the lines’.
If your child is showing any of the above difficulties please contact us.
This information was taken from Speech Pathology Australia