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Oral, written lang in school age children (1) (Phonological awareness…

- - - - Oral difficulties can exist into adulthood
      - Literacy: impact on written lang
      - Numeracy: demands of mathematics task (issues w problem solving)
      - Academic: at risk of weaker performance in education
      - Behaviour: can be more overlooked when they go into hiding, show withdrawn behaviours, complaints or aggression (bcos they learn they can avoid doing work)
      - Vocational: After graduating, many children X engaged in education, employment, training
      - Social: poorer friendship, difficulty maintaining friendships
      - Mental health: risk of anxiety, depressive symptoms
- - - - Use, unds diff b/w active, passive sentences
      - Mastery of grammatical rules, fewer errors in verb tense
      - Irregular past tense, plurals
      - Sentence length, complexity continues to increase, conjunctions in complex sentences
    - - prefixes to make verb--> noun eg. paint to painter
    - - Last residual speech errors, articulation mostly error free by 9;0
  - - - Person, situation, time, topic, play, peers
      - eg. friend vs. adult, know that they need to change manner of speech to get msg across.
- - - - Recognition
      - Production
      - Does meat and shoe rhyme? Tell me another word that rhymes w 'hat' Can accept neologisms
    - - How many syllables?
    - - Ability to recognise separate phonemes in words. Must say /k/ /ae/ /t/ as sounds, not letters!
    - - What word is this? /m/ /ae/ /n/. Can also be consonant clusters.
    - - Count separate phonemes in word
    - - 2-5 y/o
        
        Rhyming, syllable
      - 5-7 y/o
        
        Isolation, blending, segmentation, manipulation
    - - Substituting
        
        How do you make [baet] to [kaet]?
      - Adding
        
        park--> spark
      - Deleting
        
        spit--> pit
      - can combine also: remove /s/ in spit to the end
    - - Divisions w/i syllable, onset: part of syllable before vowel, rime=vowel and everything after
    - - remove initial phoneme from word, move it to the end and add vocalised syllable
- - - - Deficits related to poor academic performance
      - Child's ability to organise knowledge of causal, temporal r/s cohesively, coherently.
      - Child's unds of causal, temporal r/s
      - Child's unds of physical, social world
      - Functional skills in classroom
    - - personal narrative in convo w adult partner
      - story retell
        
        check if they get the meaning using comprehension qns, using wordless picture books
        
        pictures
        
        event
      - Expository, procedural narratives
        
        tell me about your favourite game OR persuasive essay prompt
    - - Micro
        
        Lexical diversity
        
        Number of diff words
        
        Variety of word classes
        
        Word finding difficulties, interjections?
        
        Sentence structure, complexity (utterance lvl)
        
        Types
        
        Simple
        
        only one independent clause, no dependent clauses, only 1 principle verb
        
        Compound
        
        2 independent clauses, usually w conjunction/adverb
        
        Complex
        
        1 independent, 1/more dependent clauses, subordinate conjunction loses meaning if broken up
        
        Stages of dev: milestones for syntax
        
        Grammatical errors
      - Macro
        
        Story grammar
        
        Episode complexity
        
        Components
        
        Setting, initiating event, internal response (psych state), attempt, plan, consequence, resolution, end