- Created on Wednesday, 23 November 2011 14:20
- Updated on Friday, 15 March 2013 18:46
The psycholinguistic approach (Stackhouse and Wells, 1997; Stackhouse, Wells, Pascoe and Rees, 2002; Stackhouse, Pascoe and Gardner, 2006) provides an inclusive means of investigating, describing and profiling children’s speech and literacy difficulties through the application of a speech processing model and a developmental phase models of speech and literacy.
A child’s spoken and written language-skill strengths are identified and used as a foundation for selecting intervention targets that build on a child’s existing abilities.
For a child with speech processing and production difficulties these targets would be selected not only in relation to speech data but also in relation to linguistic, educational, medical and psychosocial factors, according to individual need, thereby optimising the prospect of across-the-board case management.
The basic structure of the speech processing system Source: Stackhouse & Wells (1997). Reproduced by permission of John Wiley & Sons, Ltd.
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Gardner, H. P. (2009). Finding the psycholinguistic model in everyday practice. In C. Bowen, Children's speech sound disorders. Oxford: Wiley-Blackwell, pp. 138-142.
Stackhouse, J. & Pascoe, M. (2010). Psycholinguistic intervention. In Williams, A.L., McLeod S. & McCauley. (Eds.).Interventions for Speech Sound Disorders in Children. Paul Brookes.
Stackhouse, J., Pascoe, M., & Gardner, H. (2006). Intervention for a child with persisting speech and literacy difficulties: A psycholinguistic approach. Advances in Speech-Language Pathology, 8(3), 231 - 244. Click here
Stackhouse, J., Vance, M., Pascoe, M. & Wells, B. (2007). Children's Speech and Literacy Difficulties IV: Compendium of Auditory and Speech Tasks. Chichester: John Wiley and Sons. Chapter 1: A psycholinguistic approach
Stackhouse, J. & Wells, B. (1997). Children's Speech and Literacy Difficulties I: A Psycholinguistic Framework. London: Whurr Publishers.
Stackhouse, J. & Wells, B. (2001). Children's Speech and Literacy Difficulties II: Identification and Intervention. London: Whurr Publishers.
Stackhouse, J., Wells, B., Pascoe, M., & Rees, R. (2002). From phonological therapy to phonological awareness. Seminars in Speech and Language, 23(1), 27-42. Click here