Handouts

Over the last few years, Speech & Language Development Australia has developed more than 150 handouts to ensure educators are provided with current information and practical tools to use in their classroom.

Each month we will showcase a selection of our  handouts, as well as our top handouts that are a must read.

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  • Understanding Language Disorder
    Understanding Language Disorder

    Children with Language Disorder are as able and healthy as other children. With one exception, they have great difficulty thinking about, understanding and using language. They are often as intelligent as other children their age, but still have difficulties with language. There may be no outward signs of disability and no obvious physical indicators of a problem. For this reason, Language Disorder is also known as a ‘hidden disability’ affecting 1 in 14 children.

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  • Typical Speech Sound Development

    Developing the ability to communicate using clear speech sounds is an important part of early childhood development. Speech sound acquisition is a gradual process that is different for every child, and there is a wide range of ‘normal’ speech development. However, knowing what typical speech sound development looks like can be helpful in deciding whether a child’s speech needs further investigation.

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  • Typical Language Development- Birth to 2 years

    Children grow and develop at different rates. However, most pass through developmental milestones in a progressive and predictable pattern, with skills building from simple to complex over time. For example, a typically developing child will begin babbling single syllables (4-6 months) before using multiple syllables (7-9 months), and then progress to using meaningful words (12-18 months).

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  • Typical Language Development- 2-4 years

    Children grow and develop at different rates. However, most pass through developmental milestones in a progressive and predictable pattern, with skills building from simple to complex over time.

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  • Typical Language Development- 4-8 years

    Children grow and develop at different rates. However, most pass through developmental milestones in a progressive and predictable pattern, with skills building from simple to complex over time.

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  • Foundations for Learning Framework

    The ‘Foundations for Learning’ framework, developed by Speech & Language Development Australia (SALDA), provides a useful visual to understand and explore the various domains of development. All children develop skills within these domains at different rates. It is important to understand a child’s strengths and areas of need to support their access to learning. This handout will explain the different domains to support a holistic understanding of students with Language Disorder.

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  • Vocabulary

    Vocabulary is the knowledge of words and their meanings (Kamil & Hiebert, 2005). Having a large and varied vocabulary is important for understanding spoken and written language, and communicating effectively when speaking with others (Biemiller, 2005).

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  • Semantics

    The term ‘semantics’ is often used interchangeably with vocabulary. Semantics is the meaning and understanding of words, phrases and sentences in a language. Semantic skills include naming, categorising, understanding and recognising different words, defining words, synonyms and antonyms, and understanding multiple meanings (e.g. fly (verb) / fly (noun)). Semantic knowledge has a profound impact on students’ overall language development and success at school.

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  • Tiers of Vocabulary

    Vocabulary is important for all aspects of daily life such as during conversation, following instructions, reading and writing. Early language development is important for reading and academic success. Some students require vocabulary to be explicitly taught as it may be difficult to acquire vocabulary through incidental learning alone.

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  • Word Finding Difficulties

    Word finding difficulties, also known as word retrieval problems, refer to the temporary inability to access and retrieve a previously used and understood words from your memory. Commonly, this may be referred to as the tip of the tongue phenomenon, where the word is known but is unable to be recalled, hence the saying “it’s on the tip of my tongue”.

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  • Blank’s Levels of Questioning

    Blank’s Levels of Questioning is a questioning framework developed by Marion Blank, a renowned psychologist. There are four levels of questioning which move from simple, concrete questions to more difficult, abstract questions. Blank’s questions encourage development of general language and vocabulary as well as skills in comprehension, reasoning, inferencing, predicting and problem solving (Blank, 2000).

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