Literacy and Numeracy Skills
It is widely recognised that children with severe speech and language difficulties often have great difficulty
in acquiring literacy and numeracy skills, because of the language concepts and phonological skills required (e.g. Bird, Bishop & Freeman(1995)1 and Leitao, Hogben, Fletcher (1997)2).
Literacy and numeracy skills are taught on a 1:1 basis, with carefully structured individual programs, based
on Unit core programs.
The Unit has its own langauge-based reading scheme, supported by colour patterning. Language Through Reading
and Oxford Reading Tree schemes are also used.
Thee is a strong emphasis on the teaching of phonics, underpinned by carefully structured development
of children's awareness of sounds in words. This is worked on, in conjunction with the development of speech
skills, by the speech and language therapists. Therapists and teachers work closely together to ensure
optimal progress in literacy skills.
Many of these children have difficulty learning the motor patterns for writing (writing dyspraxia).
Letter formations are therefore specifially taught and practiced. Children with more severe motor difficulties
are also able to use the Clicker program or word processor for written work.
The linguistic demands of mathematics also pose a challenge to this group of children, and skills are developed
in a carefully structured, cumulative approach.
A range of early years and special needs software is used to support the teaching of literacy and numeracy,
including Clicker, First Keys, Wordshark, Numbershark.
Bird, J., Bishop D.V.M. & Freeman, N.H.(1995: Phonological awareness and literacy development in children with expressive phonological impairments. Journal of Speech and Hearing Research. 38, 446-462.
Leitao, S., Hogben, J. & Fletcher, J.(1997): Phonological processing skills in speech and language impaired children. European Journal of Disorders of Communication, 32, 2, 91-113.
(Reproduced with kind permission of the Nuffield Hearing and Speech Centre, Copyright NHSC)