Speech Development and Literacy: A Graphic Organizer

This graphic organiser is developed with the primary aim of highlighting the problems that the children suffering from Developmental Language Disorder face. Speech related problems can hinder a child’s development in a lot of cognitive and behavioural ways. There are a range of problems, from language development to overall psycho-social wellbeing that the children may face if their issue of language related disorders are not effectively taken care of. Alternately, a well-developed speech can also provide a child with a range of opportunities for development and those developmental practices should start at home from an early age.

Running head: GRAPHIC ORGANIZER
SPEECH DEVELOPMENT GRAPHIC ORGANIZER
Name of the Student
Name of the University
Author note

1GRAPHIC ORGANIZER
How speech affects literacy
There is a strong relationship between speech
development and literacy. Duff and Tomblin
(2018) state that:
Children with DLD have poorer reading
outcomes and higher rates of Reading
Disorders.
Inability to understand language and early
phonological disorders entail poor language
decoding skills and comprehension abilities.
Poor speech development means lack of
meaningful communication with teachers, thus
leading to fewer opportunities of literacy
development (Shelton, 2018).
Poor speech development has also been
identified to inflict behavioral disorders (Lyons
& Roulstone, 2018).

2GRAPHIC ORGANIZER
Description for Graphic Organizer presentation
This Graphic organiser is developed with the primary aim of highlighting the
problems that the children suffering from Developmental Language Disorder face. Speech
related problems can hinder a child’s development in a lot of cognitive and behavioural ways
(Bishop, 2017). There are a range of problems, from language development to overall
psycho-social wellbeing that the children may face if their issue of language related disorders
are not effectively taken care of. Alternately, a well-developed speech can also provide a
child with a range of opportunities for development and those developmental practices should
start at home from an early age (Brodin & Renblad, 2019).
This graphic organiser will be shared with as well as presented to the general
education colleagues in a variety of ways. This organiser can be printed and pasted as a
poster in the premises on notice boards. Alternately, an e-copy of the organiser can be shared
with them via online resources as well as social media. This organizer can also be taken up
for a group based presentation and discussion.
While presenting this graphic organiser to my general education colleagues, I will
follow certain key steps as indicated below.
1. Firstly, I will start by addressing the topic of speech development in children,
progressing to what the specific speech developmental barriers are.
2. Secondly, I will progress to discussing how the aspect of speech related
developmental barriers can impact their social, behavioural and most importantly
educational outcomes.
Typical and atypical patterns of language
development
Children who have difficulty learning their
native language despite having no
developmental issues or environmental
incompatibility are said to suffer from
Developmental Language Disorder (DLD) or
Specific Language Impairment (SLI) (Bishop,
2017). Where typical patterns of language
development start at the early stages of
babbling and cooing and progresses to primary
words by age 4 and basic conversational
sentences by age 8, some atypical language
development patterns include difficulty in
managing the phonological system, recalling
recently learned words, isolating sounds in
words and providing wrong and unrelated
responses to questions.
Patterns of speech and language development
in children aged 4-8 years
Appropriate sounds for ages 4-8
Typically, for the age group of 4-8, the following
sounds (Gard, Gilman & Gorman, 1993) are
identified to be appropriate:
4 to 5 years – Mastered consonants like b, d, k, g, f,
y; Simple monosyllabic words like cat, back etc.
should have no problems; primary consonant
clustering like bless, tree, spike etc. should be
developing (minor cluster reduction allowed)
5 to 6 years – consonants like t, r, l and velar nasal
(ng, as in King) should be identified.
6 to 7 years – Voiceless consonants like th, sh, ch, j
should be mastered
7 to 8 years – Voiced consonants like th (the), v
(violin) and z / zh (zone, zebra) should be mastered.
Activities to encourage speech and language
development (Brodin & Renblad, 2019).
4-5 years – engage in full conversation; provide
opportunities for communication; offer clues for
identifying specific words and provide explicit
examples for pronunciation.
5-6 years – form and explain categories by
identifying things that do not belong in a category
(like a broom does not belong in category of pets);
Engage the children in direction providing tasks
6-7 years – engage actively with the children in their
language based tasks provided from school; engage in
question answer based activities with the children.
7-8 years – converse in fully syntactically developed
sentences and correct their mistakes; engage the
children in daily household tasks like grocery
shopping etc.
Language development resources
Center on the Social and Emotional Foundations for Early
Learning (CSEFEL)—Family Tools
Early Childhood Technical Assistance Center’s (ECTA’s)
Inclusion Resources
U.S. Department of Education (ED) Resources about
Disabilities for Parents

3GRAPHIC ORGANIZER
3. Afterwards, I will progress to discussing about the typical and the atypical features of
child speech in children aged 4-8 years, followed by a presentation on which sounds
are appropriate for their age.
4. Finally, I will conclude by highlighting some activities that can be done in homes to
promote speech and language development. I will end the discussion by mentioning
some services that the parents can opt for in order to help their child’s language and
speech developmental process.

4GRAPHIC ORGANIZER
References
Bishop, D. V. (2017). Why is it so hard to reach agreement on terminology? The case of
developmental language disorder (DLD). International journal of language &
communication disorders, 52(6), 671-680.
Brodin, J., & Renblad, K. (2019). Improvement of preschool children’s speech and language
skills. Early child development and care, 1-9.
Duff, D. and Tomblin, B. (2018). Literacy as an Outcome of Language Development and its
Impact on Children’s Psychosocial and Emotional Development. Encyclopedia of
Early Childhood Development, (Online). Retrieved from: http://www.child-
encyclopedia.com/language-development-and-literacy/according-experts/literacy-
outcome-language-development-and-its
Gard, A., Gilman, L., & Gorman, J. (1993). Speech and Language Development Chart.
Austin, TX: Pro-Ed.
Lyons, R., & Roulstone, S. (2018). Well-being and resilience in children with speech and
language disorders. Journal of Speech, Language, and Hearing Research, 61(2), 324-
344.
Shelton, M. D. A. (2018). School-Based Speech-Language Pathologists: Perspective of
Literacy and Collaboration with Classroom Teachers (Doctoral dissertation).