Speech Train

Frequently Asked Questions

Below you will find the most frequently asked questions and concerns regarding speech and language difficulties. If the answer to your question cannot be found here you can ask us directly by using the online contact form.

1. Will my child’s speech and language problem effect his literacy skills?
2. Are spoken language and literacy connected?
3. Who is at risk of developing speech-language difficulties?
4. What are the early warning signs?
5. What is the role of the Speech-Language Therapist?
6. Why is early intervention so critical?
7. What can parents do?
8. How will speech-language therapy benefit my child?

1. Will my child’s speech and language problem effect his literacy skills? | [top]

Children start to learn language from the day they are born. As they grow and develop, their speech and language skills become increasingly more complex. They learn to understand and use language to express their ideas, thoughts, and feelings, and to communicate with others. During early speech and language development, children learn skills that are important to the development of literacy (reading and writing). This stage, known as emergent literacy, begins at birth and continues through the preschool years. Children see and interact with print (e.g., books, magazines, grocery lists) in everyday situations (e.g., home, in preschool, and at daycare) well before they start elementary school. Parents can see their child's growing appreciation and enjoyment of print as he or she begins to recognize words that rhyme, scribble with crayons, point out logos and street signs, and name some letters of the alphabet. Gradually, children combine what they know about speaking and listening with what they know about print and become ready to learn to read and write.

2. Are spoken language and literacy connected? | [top]

Yes. The experiences with talking and listening gained during the preschool period prepare children to learn to read and write during the early elementary school years. This means that children who enter school with weaker verbal abilities are much more likely to experience difficulties learning literacy skills than those who do not. One spoken language skill that is strongly connected to early reading and writing is phonological awareness-the recognition that words are made up of separate speech sounds, for example, that the word dog is composed of three sounds: d, aw, g. There are a variety of oral language activities that show children's natural development of phonological awareness, including rhyming (e.g., "cat-hat") and alliteration (e.g., "big bears bounce on beds"), and isolating sounds ("Mom, f is the first sound in the word fish"). As children playfully engage in sound play, they eventually learn to segment words into their separate sounds, and "map" sounds onto printed letters, which allows them to begin to learn to read and write. Children who perform well on sound awareness tasks become successful readers and writers, while children who struggle with such tasks often do not.

3. Who is at risk of developing speech-language difficulties? | [top]

There are some early signs that may place a child at risk for the acquisition of literacy skills. Preschool children with speech and language disorders often experience problems learning to read and write when they enter school. Other factors include physical or medical conditions (e.g., preterm birth requiring placement in a neonatal intensive care unit, chronic ear infections, fetal alcohol syndrome, cerebral palsy), developmental disorders (e.g., mental retardation, autism spectrum), poverty, home literacy environment, and family history of language or literacy disabilities.

4. What are the early warning signs? | [top]

Signs that may indicate later reading and writing and learning problems include persistent baby talk, absence of interest in or appreciation for nursery rhymes or shared book reading, difficulty understanding simple directions, difficulty learning (or remembering) names of letters, failure to recognize or identify letters in the child's own name.

5. What is the role of the Speech-Language Therapist? | [top]

Speech & language Therapists (SLT's) have a key role in promoting the emergent literacy skills of all children, and especially those with known or suspected literacy-related learning difficulties. The SLT may help to prevent such problems, identify children at risk for reading and writing difficulties, and provide intervention to re-mediate literacy-related difficulties. Prevention efforts involve working in collaboration with families, caregivers, and teachers to ensure that young children have high quality and ample opportunities to participate in emergent literacy activities both at home and in daycare and preschool environments. SLT's also help older children or those with developmental delays who have missed such opportunities. Children who have difficulty grasping emergent literacy games and activities may be referred for further assessment so that intervention can begin as early as possible to foster growth in needed areas and increase the likelihood of successful learning and academic achievement.

6. Why is early intervention so critical? | [top]

Emergent literacy instruction is most beneficial when it begins early in the preschool period because these difficulties are persistent and often affect children's further language and literacy learning throughout the school years. Promoting literacy development, however, is not confined to young children. Older children, particularly those with speech and language impairments, may be functioning in the emergent literacy stage and require intervention aimed at establishing and strengthening these skills that are essential to learning to read and write.

7. What can parents do? | [top]

You can help your child develop literacy skills during regular activities without adding extra time to your day. There also are things you can do during planned play and reading times. Show your children that reading and writing are a part of everyday life and can be fun and enjoyable. Activities for preschool children include the following:

• Talk to your child and name objects, people, and events in the everyday environment.
• Repeat your child's strings of sounds (e.g., "dadadada, bababa") and add to them.
• Talk to your child during daily routine activities such as bath or mealtime and respond to his or her questions.
• Draw your child's attention to print in everyday settings such as traffic signs, store logos, and food containers.
• Introduce new vocabulary words during holidays and special activities such as outings to the zoo, the park, and so on.
• Engage your child in singing, rhyming games, and nursery rhymes.
• Read picture and story books that focus on sounds, rhymes, and alliteration (words that start with the same sound, as found in Dr. Seuss books).
• Reread your child's favorite book(s).
• Focus your child's attention on books by pointing to words and pictures as you read.
• Provide a variety of materials to encourage drawing and scribbling (e.g., crayons, paper, markers, finger paints).
• Encourage your child to describe or tell a story about his/her drawing and write down the words.

8. How will speech-language therapy benefit my child? | [top]

The benefit of speech-language therapy for children with communication difficulties are numerous, the main reasons are highlighted below:

• Your child will be easier to understand.
• It will be less frustrating interacting for both parent and child.
• Increased self-esteem.
• Reduction of parental uncertainty about speech issues.
• Better communication at school, resulting in better learning.
• Improved social relationships.
• Better listening and following directions.
• More precise, organized oral and written expression.
• More realistic expectations of the child's ability.

Adapted from the ASHA paper, Let's Talk (2006). To ask us a specific question that may not be mentioned above please contact us using our online contact form.