Many children with literacy difficulties or a diagnosis of dyslexia have associated speech and language difficulties.
These speech and language needs can be overlooked, though, as literacy skills are more noticeable and tend to become more of a priority, so that children are able to keep up with learning to spell and read.
In fact, speech and language problems, such as word retrieval difficulties, limited sentence construction skills, difficulties producing sounds and overall reduced speech intelligibility, can sometimes be an indicator of dyslexia amongst younger children before they are diagnosed.
So how can speech and language therapy help a child who has weak literacy skills or who has a dyslexia diagnosis? There are several areas to consider, and language needs to be addressed directly, in addition to developing alternative, multisensory strategies that can be used to support overall language and literacy development.
The ideas summarised in this article draw from my own experiences of working with school aged children in a variety of settings. While there is no empirical data to support the methods of therapy suggested, these strategies have proved to be effective through regular progress reviews following therapy input.
Read more at SEN magazine
These speech and language needs can be overlooked, though, as literacy skills are more noticeable and tend to become more of a priority, so that children are able to keep up with learning to spell and read.
In fact, speech and language problems, such as word retrieval difficulties, limited sentence construction skills, difficulties producing sounds and overall reduced speech intelligibility, can sometimes be an indicator of dyslexia amongst younger children before they are diagnosed.
So how can speech and language therapy help a child who has weak literacy skills or who has a dyslexia diagnosis? There are several areas to consider, and language needs to be addressed directly, in addition to developing alternative, multisensory strategies that can be used to support overall language and literacy development.
The ideas summarised in this article draw from my own experiences of working with school aged children in a variety of settings. While there is no empirical data to support the methods of therapy suggested, these strategies have proved to be effective through regular progress reviews following therapy input.
Read more at SEN magazine
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