Language Includes
Form-structure of language Content-meaning of language Function-social use of language Inherent language knowledgeawareness of sounds, words, grammar and social
use
Phonology-rules for combining sounds Morphology- words and parts of words that carry meaning Syntax-rules governing the order and combination of words to express ideas
Meanings of words and sentences Intent of the message such as request, demand, inform
Skills needed to carry on a conversation Knowing how to initiate, maintain and end a conversation Taking the perspective of the listener
Phonemic awareness
Segment words into sounds and syllables
Word awareness Segment sentences into words Grammatic awareness Judge correctness Pragmatic awarenessJudge social appropriateness
of communication
Speech Includes:
Articulation-the motor act of saying the speech sounds Voice- pitch, loudness, and quality Fluency-rate and rhythm of speechSome amount of dysfluency is normal- Listen to your peers! Bursts of dysfluency may occur when speech and language skills are challenged.
Eligibility Criteria
Articulation Problems
Unrelated to dialect, cultural differences Unrelated to influence of a foreign language Adversely affect educational performance
Listening and Speaking - part of the Language Literacy Arts Core Curriculum May affect oral reading, math, social studies, etc.
Student exhibits one or more sound production pattern problems (beyond mastery age by 90% of population)
10th percentile or 1.5 standard deviations (Mean standard score =10) One standard deviation is +/-3 7 to 13 is within one standard deviation)
Both must be unrelated to dialect, cultural differences or the influence of foreign language At least mild severity rating Voice problem: must be present on two occasions at least 3-4 weeks apart. We suggest they ask for their pediatricians opinion. Fluency: dysfluency on 5% or more of words spoken on formal testing and in speech sample
Help identify children whose speech, language, voice and fluency problems have an educational impact After written referral, complete a checklist to help further define the problem
Written request for an initial evaluation Referral can be initiated by parent, teacher, other school personnel or agency concerned with the child
When to Refer
Review the speech cheat sheet for information If you are still not sure, contact me and we can discuss the student. If you are sure theres a problem, please contact the childs parents. Then submit referral in writing. (See Initial Referral Form/Teacher Checklist)
Direct service providerproviding services to students Evaluator-identify speech and language problems, develop remediation strategies
Consultant-work with teachers, CST members, other school personnel Child study team member
Case manager-for students
who are Eligible for Speech and Language Services only
Collaboration is important as we work together to help students extend their newly-learned skills into the classroom!