Janet Howell

Developing linguistic awareness: A theoretically based approach to phonological disorders

This paper provides a comprehensive therapeutic model for the treatment of phonological disorders, using linguistic and psychological theory as a basis for intervention.The intervention strategy adopts a view of the child as learning through conflict and reflection and utilises metalinguistic awareness as a therapeutic tool. The practical application of the model is described and specific treatment examples are provided. The possible advantages of the model are discussed and appraised briefly against other phonological intervention strategies.

A study of the comparative effectiveness of different language tests with two groups of children.

SummaryThis study looked at two groups of children each consisting of nineteen four-year-olds, one group who were referred for speech therapy and a control group. Their performances were compared on a range of commonly used clinical tests.A large measure of correspondence was found among the tests and within each of the two groups. A degree of discrimination - of value to the clinician - was found between the two groups of children. An argument is developed for the intelligent use of tests supported by qualitative analysis.

'I think that's a noisy sound': reflection and learning in the therapeutic situation:

How the child learns in the therapeutic situation is as important as what he learns. Theories which view the child as an active participant in the learning process are believed to be particularly appropriate in this context. A remedial strategy for children with phonological disorder is described. In this two-phase approach the child is encouraged to actively reflect about language. This reflection takes place during therapeutic activities where the patient and therapist are seen as equal participants.

The competencies underlying metaphonological processing in pre‐literate children

The ability to reflect on the speech sound system of language, phonological awareness, has been shown to influence the acquisition of literacy. Previously published evidence of the nature of the linguistic and cognitive competencies underlying phonological awareness has involved primarily study of children older than 6 years. Within the United Kingdom, children enter school aged between 4 years 6 months and 5 years. There is therefore a need to investigate the variables which influence the emergence of metaphonological processing in this population of pre-school, pre-literate children. The current study involved 41 monolingual pre-literate children aged within a month of their fifth birthday. An exploratory regression analysis indicated that the most significant predictors of the metaphonological skills of 5-year-old children were phonological memory, speech output processing and non-verbal cognitive skills. The results provided additional evidence that different children employed different combinations of processing competencies in order to perform metaphonological tasks. The findings of this study have implications for the content of programmes designed to facilitate phonological awareness in pre-school children.

The implications of event theory for speech and language therapy

high prevalence (1 in 500) compared with profound ’deafness’ (1 in 4000), but relatively little is known about the factors that affect language and communication in the less impaired group. Sixteen hearing-impaired children, average age 57 (sd 16) months and average hearing level 62 (sd 25) dB were observed in a play setting with their caregiver and some gross measures of expressive language competence (e.g., MLU, size of vocabulary, rate of interaction, use of questions and the use of non-verbal