Top Tips for Pre-Literacy Skills & Phonological Awareness

What is Phonological Awareness?

‘Phonological Awareness’ basically means the awareness of how words can be broken down into parts and how sounds can be put together to make words. Phonological awareness is essential for literacy. Most young pre-school children are aware of words as whole chunks that help them communicate with others. They are not typically aware that each word is made up of smaller bits. As they approach school age, they start to become more aware that there are divisions within words and might start to experiment with syllables and rhyming (word endings). These broad divisions are the beginnings of phonological awareness for literacy.

Why do we need Phonological Awareness for Literacy?

Our spelling system is ‘alphabetic’ which means that there is a letter or sometimes a group of letters (like ‘sh’) that correspond to each spoken sound. To be able to match sounds to letters to read & spell, children need to be able to divide words up into individual parts, a bit like taking apart a jigsaw to see how many pieces there are. Because the first and last sounds in words are emphasised by virtue of being the first & last sounds you hear, children typically learn to pick these out first. They then go on to break the word down further and start to realise that there are more individual sounds in the middle too. There is now a lot of research which shows that well developed phonological awareness is linked strongly to later success in learning to read and write.

This sheet gives you some suggestions for some simple phonological awareness activities that should fit easily into everyday activities and routines. You will not need to find a ‘special time’ to do them.

Top Tips for Pre-Literacy & Phonological Awareness

How to “Correct” your Child – Using Positive Correction

Correction is something I think everyone asks about when they have a child with a communication problem. The temptation is to do things like say ‘No it’s not this, it’s that’ or ask the child to say it again correctly. This sort of negative correction puts a lot of pressure on the child and can have very negative consequences for their self esteem, confidence and desire to communicate. So how can you help your child get it right? Well, the good news is that there are lots of positive correction strategies that are very effective and, with a little bit of self-monitoring, easy to incorporate into your daily communication with your child.

Find out about positive correction strategies by clicking on the link below to download the Top Tips Sheet:

Top Tips For Correcting Your Child

Top Tips for Pre-verbal Communicators

This sheet is intended for anyone who is working with someone whose communication is at the pre-verbal stage of development. This is someone who doesn’t use any words and may communicate using non-verbal channels like facial expression, non-speech noises or other physical methods like pulling your hand to something. It will give you some good hints and tips how to get the best out of communication at this stage. Click on the title below to download it.

Top Tips for Working With Pre Verbal Communicators

Top Tips for Using Visual Supports

Using visual supports can be very effective in supporting understanding and expressive communication. How you use visual supports will be specific to each individual and this advice sheets lays down some key points that you should consider when setting up a visual support system for an individual who has a communication disorder. Click on the title below to download it:

Top Tips for Using Visual Supports

Top Tips for Speech Work

If your child gets their sounds mixed up when they are talking you should always speak to a speech and language therapist first to get an assessment and advice that is specific to your child. This sheet is useful for parents whose child has started in therapy and gives some ideas for activities that you can do at each level of difficulty when working on speech production. Click on the link below to download it:

Top Tips for Working on Speech Sounds

The Fundamentals of Communication

If you have a child or are working with a child who doesn’t speak yet, then this post is for you. I often hear comments like ‘He doesn’t have any communication’ in relation to these children when I think, in reality, what people actually mean is ‘He doesn’t speak yet’. Before we think about the Fundamentals of Communication, it’s very important that we understand that speech and communication are not the same thing.

The communication chain

The communication chain is all about getting an idea from one person’s head into another person’s so that both people end up with the same idea in their minds.

Communication is essentially about getting a thought from your head into someone else’s head. To do this, we make our thoughts into messages that other people can understand. Those messages take many different forms from gestures and facial expressions to noises like laughing or spoken words. Speech is simply one of many forms of communication that are available to human beings.

 

Communication development represented as a tower.Typically, human communication is a rich and complex thing. Communication is a skill that we typically learn and use subconsciously. Like any other complex skill, communication requires a strong foundation of basic skills to support the development of increasingly complex skills. I like to think of it like a tower, without strong and established foundations, a tower will fall down. In the same way, adult communication relies on a solid foundation of basic skills. If the basic skills don’t develop, the more advanced skills won’t either. As you can see, the first level of foundations is where the Fundamentals of Communication need to be. The most amazing thing to my mind, is the fact that we learn all of those fundamentals through simple exposure to interaction with others. No-one ever sits us down and formally teaches us these skills, we just pick it up and typically we’ve learned the Fundamentals of Communication before we say our first words at 18-24 months.

Before we look at the Fundamentals of Communication in more depth and define what they are, I think it is important to consider a couple of key stages in early communication development.

Pre-intentional Communication

Pre-intentional communication is really communicating by accident. This is what babies do in their first days of life. What happens here is the baby responds to some discomfort (maybe hunger or pain) by crying. Typically, the baby’s parent will respond by doing something to comfort the baby, perhaps feeding them or giving them a cuddle. Clearly some communication has occurred here because the parent has realised that the baby needs something. It is important to understand that at this stage the crying is simply a response to the feeling of discomfort and not a calculated attempt at communication. The fact that something happens to fix the problem is simply a happy accident.

Intentional Communication

Over time the baby starts to make the connection between crying and something positive happening. Because the parents respond to the baby’s crying by doing something to comfort him/her, the baby starts to realise that crying (cause) makes something happen (effect).  Here we have the beginnings of intentional communication. The baby now starts to cry with the specific intention of communicating the message ‘I need something’.

The Fundamentals of Communication

The Fundamentals of Communication are woven into this process of pre-intentional and intentional communication development. They are not learned in a sequence, rather they are learned alongside one another as part of the process of communication.

The Fundamentals of Communication are a set of basic communication skills that form the foundations of more advanced communication skills, including speech. If these fundamentals are missing, it is unlikely that more advanced communication can develop. Sometimes children develop most but not all of the fundamentals. When this happens, spoken communication may be achieved but it is likely to be unusual. For example, a child who fails to pay attention to others may speak at length about things that no-one else is interested in without realising that they have lost their listener’s interest. The key Fundamentals of Communication are as follows:

  • Enjoying being with another person – quite simply, communication requires you to enjoy being with other people. If you do not want to be around other people, you will have very little motivation to communicate at all.
  • Developing the ability to attend to another person – paying attention to other people is an essential learning skill. As I said earlier, we learn the fundamentals of communication and indeed all the communication skills we acquire in our preschool years through simple exposure to communication situations. To learn in this way, we have to be able to pay attention to other people, recognise that they are different from objects, take interest in what they are doing and to have a go at copying what they do.
  • Concentration and attention span – In order to learn from an activity or an interaction we have to be able to sustain attention to it. If we flit between activities too quickly, we miss learning opportunities. For communication to be successful, we have to be able to pay attention for long enough to receive and understand messages that are coming to us and to concentrate for long enough to pull together what we want to communicate ourselves. As we develop and grow, we learn to maintain attention for the full course of a conversation, sometimes over a period of days in the case of email or text conversations!
  • Learning to do sequences of activity with another person – For example, a sequence of causes and effects like [mum tickles, baby laughs, mum laughs, baby waits, mum tickles again]. This sort of play sequence reinforces cause and effect understanding as well as turn-taking. It is also fun for both parties and reinforces the idea that communicating is a satisfying and rewarding thing to do. Let’s also not forget that a spoken conversation is essentially a sequence of activities that we share with another person.
  • Taking turns in exchanges of behaviour – this is linked to the idea of completing a sequence of activities with another person. To take part in a sequence of activities, you have to be able to give and take turns. Turn taking is an essential skill for communication as all successful communication relies on one person being able to take a turn to communicate their message and their listener being able to wait until the message is finished before responding.
  • Sharing personal space – in communication, particularly in the early stages of development, we are usually seeking to form some sort of bond or relationship with another person. In order to do that, we usually need to be physically close to that other person and depending on the type of relationship, to engage in some form of physical contact. For example, family members may hug each other or friends may nudge each other to share a joke.
  • Using and understanding non-verbal communication – by non-verbal communication here, I mean things like facial expressions, eye contact and gestures. Basically the messages we send to each other without using words. We typically learn to understand these messages subconsciously and without formal teaching and they allow us to ‘mind read’ how our conversational partner is feeling so that we can modify our communication accordingly. They also influence the unwritten ‘rules’ of conversation, for example eye contact helps us to know whose turn it is in a conversation because the speaker will usually stop talking and look at the person whose turn it is next.
  • Using vocalisations with meaning – following on from that earliest stage of intentional communication is the realisation that different noises can be used to communicate different things. This understanding is essential for the development of spoken language because words are essentially unique collections of noises with specific meanings attached to them.
  • Learning to regulate and control arousal levels – self-regulation just means the ability to know if you are getting either over excited or bored and being able to do something constructive about it. It’s an essential communication skill. In very young children, overexcitement can result in overstimulation unless the child has a way to show you ‘I need a break’.
  • Cause and Effect – I mentioned this when I talked earlier about pre-intentional and intentional communication and it is simply the understanding of ‘I do something and something else happens’. Communication does not develop without some understanding of cause and effect.
  • Anticipation – developing anticipation in familiar routines is essential for communication development. It helps to build understanding & use of language as well as reinforcing the idea that communication is a rewarding and fun thing to do. The repetitive nature of anticipation routines like ’round & round the garden, like a teddy bear, one step, two step…***PAUSE***… tickle you under there!’ means that the child gets to hear the same words and see the same nonverbal communication used over and over again without it becoming boring.

Therapy to Develop the Fundamentals of Communication

So now you know about the Fundamentals of Communication, what do you do about supporting their development? Well, a speech & language therapist will be able to give you lots of guidance here. Most therapists will advocate either or both of the Hanen approach or Intensive Interaction. Hanen is an approach developed in Canada for children with delayed communication development. It is based on specially trained therapists providing training and coaching for parents to support them to get the best from their child’s communication skills. It is a very effective and popular approach which is offered by most NHS speech & language therapy teams. Go to the Hanen official website for more information.

Intensive Interaction is more specifically aimed at the population of people who have severe and complex learning difficulties however it has much in common with the Hanen approach. It encourages a very naturalistic approach to communication where the ‘teacher person’ uses their knowledge of the Fundamentals of Communication to provide a communication situation that promotes and supports their development in the ‘learner person’. Many speech & language therapists are trained to use Intensive Interaction and Isla at Blethers is trained to an advanced level which means she can not only use Intensive Interaction with clients but can deliver detailed training for parents and care staff. You can find more information about Intensive Interaction on the Intensive Interaction website or in my post called Intensive Interaction Video.

Working With a Speech & Language Therapist

Speech and language therapy sessions work best if parents and speech and language therapists work collaboratively. Therapy has to be a 2-way relationship after all, while the speech & language therapist is an expert in communication, parents are THE experts on their child!

Speech and language therapy is different form some medical treatments where a doctor can ‘fix it’ by giving you a specific medicine that will make your condition go away. It is more like physiotherapy where the therapist guides you but carrying out the recommended exercises between sessions is what really fixes the problem.

Working with a Speech and Language Therapist is an advice sheet for parents. It gives you some handy tips and ideas about how to work well with your child’s speech and language therapist to get the most out of your child’s treatment programme. Click on the link below to download it:

10 Top Tips for Working with a Speech & Language Therapist

 

First, Then Card

A first, then card is the first step in developing a visual timetable system for your child. Visual timetables help development of all sorts of important concepts like ‘finished’, sequence vocabulary and moving on from one task to the next. They are also useful for developing independent working for children who wouldn’t otherwise cope with being left to complete a task independently. A visual timetable prepares a child for what is coming and can be used to reduce anxiety by giving warning of surprise, a change of plan or an unusual activity. Download an example of a first, then card by clicking on the link below.

First, Then Card