Speech Pathology News: Recasting

The speech team has now finished their language assessment and analysis. We have met with the teachers to establish language goals for each class. We are now working in class providing in-class intervention. One of the strategies used frequently during in-class intervention is recasting. Recasting is a very positive way to support student when they make mistakes when talking. The adult simply repeats what the child has said with the error corrected.  For example:

CHILD SAYS: I maked my bed.

ADULT SAYS: You made your bed.

Recasting is most effective when you repeat the correction many times in different ways immediately after the error.  In the example above your recasting might go something like this:

CHILD SAYS: I maked my bed.

ADULT SAYS: You made your bed. I like the way you made your bed. I like the way you pulled up the covers when you made your bed. I will have to tell mum how well you made the bed. I wonder if X made his bed too.

Every time children make little errors like this is an opportunity to teach them about language. Over the next week ‘tune in’ to what your child is saying and how they say it and try some recasting.

Speech Team

Speech Pathology News: Phonological Awareness

This term the speech pathology team has been excited to have two opportunities to share with teachers and staff some new information about phonological awareness.

Phonological awareness is the ability to hear and manipulate the sound parts in the language. These parts can be as big as a syllables like ca-ter-pill-ar or as small as individual sounds such as the sounds in cat –  /c/- /a/ -/t/. Having good phonological awareness skills supports children when they are learning to read and spell.

At the Fremantle LDC, teachers provide explicit teaching around breaking words into sounds and blending sounds together to identify words. However, more recent research suggests that being able to manipulate sounds in words (i.e. taking sounds or sound parts out of a word and replacing it with another is really important for helping children to recall and recognise words when reading. Over the next semester the teachers and speech pathology team will be working to introduce some manipulation tasks into our Phonological Awareness program.

These are some of the tasks we will be doing. It begins with lots of demonstrating by the adult using blocks to represent each of the sound parts until eventually the children can do it on their own in their heads without the use of concrete objects.