Literacy Intensive

During school holidays, Chatterbox Speech Pathology offers group based literacy intensives. These programs have been specifically developed for children entering school the following year, as well as children in Kindergarten and Year 1 who are at risk of experiencing difficulties with literacy.

The intensives run for 5 days, for 1 and a half hours each day.

 

Who is it for?

The Literacy Intensive programs have been developed specifically for children who are at risk of experiencing difficulties with literacy. Children at risk include:

  • Children with speech and/or language difficulty
  • Children who have a sibling who has experienced a speech and/or language difficulty
  • Children who have a sibling who has experienced a reading and/or spelling difficulty
  • Children who have a parent who has experienced a reading and/or spelling difficulty as a child.

The School Starters program is for children starting school the following year.

The Reading Rockets program is for children in Kindergarten and Year 1.

 

What do the programs offer?

The programs aim to develop a child's pre-literacy and literacy skills. The group will focus on helping your child's ability to understand the relationship between sounds, letters, words and sentences.

School Starters aims to make your child aware of:

  • Hearing the drumbeats in words (identifying syllables in words)
  • Understanding we read from the left to the right of the page
  • Developing their awareness of how sounds are made in their mouth
  • Understanding that pictures tell us information about the book we are reading

Reading Rockets aims to make your child aware of:

  • Letter to sound matching
  • Understand the difference between a sound versus a word, versus a sentence
  • Identifying the first and last sound in a word
  • Learning to read a range of letters, and chunks in words
  • Learning to write a range of letters, and chunks in words
  • Read and spell simple words

Chatterbox Speech Pathologists are trained in a number of reading programs, including Spalding, Lindamood Phonemic Sequencing, Seeing Stars Program and Visualising and Verbalising. This knowledge allows the speech Pathologist to devise specific programs that are tailored to each child and their specific needs, maximizing the child's learning in the group setting.

The intensives build a child's self-esteem and confidence, maximizing a child's learning and development while having fun!!

 

What does the research say?

Children who have had speech and/or language difficulties in the preschool years, are 4 to 5 times more likely to experience reading difficulties. These include difficulties with:

  • Reading letters
  • Reading words
  • Breaking up the sounds in words
  • Spelling words
  • Formulating letters
  • Using correct grammar

Research has shown that catching these difficulties early can make a huge difference to your child's overall education success and attitude towards school and learning. Don't let your child fall behind!

 

Where can I access further information?

Should you require more information such as dates and cost of the programs, please don't hesitate to contact Chatterbox Speech Pathology on 02 47312432.

 

References:

Catts, H.W. (1993) The Relationship Between Speech Language and Reading Disabilities. Journal of Speech and Hearing Research 36:948-58.

Catts, H.W., Fey, M.E., Zhang, X., & Tomblin, J.B., (2001) Estimating the Risk of Future Reading Difficulties in Kindergarten Children: A Research-based Model and Its Clinical Implementation. Journal of Language Speech Hearing Research 32:38-50.

Goulandris, N.K, Snowling, M.J., Walker, I. (2000) Is dyslexia a form of specific language impairment? A comparison of dyslexic and language impaired children as adolescents. Annals of Dyslexia

Nathan, L., Stachoue, J., Goulandris, N., & Snowling, M.J. (2004) The development of Early Literacy Skills among children with Speech Difficulties. Journal of Speech Language Hearing Research 47:377-391.

Snowling, M.J. (1991) Developmental reading disorders. Journal of Child Psychology and Psychiatry 32:49-78.

Snowling, M.J (2000) Language and Literacy Skills. Who is at risk and why? In Speech and Language Impairments: From Research to Practice, D.V.M Bishop and L.C Leonard, eds. Hove: Psychology Press

Snowling, M.J., Bishop, D.V.M., & Stothard, S.E. (2000). Is pre-school language impairment a risk factor for dyslexia in adolescence? Journal of Child Psychology and Psychiatry 41:587-600.