Cued speech
The system of cued speech was designed primarily to help deaf and hearing impaired speakers to learn English, to help lip reading and to support the development of literacy. Cued speech is a system of hand shapes and hand positions used in combination with lip shapes to show all the different speech sounds.
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Cued speech
The system of cued speech was designed primarily to help deaf and hearing impaired speakers to learn English, to help lip reading and to support the development of literacy. Cued speech is a system of hand shapes and hand positions used in combination with lip shapes to show all the different speech sounds.
Evidence Rating: Indicative
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Core vocabulary
The Core Vocabulary approach (Crosbie, Holm & Dodd, 2005) is designed for use with children who have an inconsistent speech disorder (Dodd, 2005), i.e. many of their words are produced with inconsistent pronunciations but there are no signs of developmental verbal dyspraxia.
Evidence Rating: Moderate
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Literate language intervention
Literate Language Intervention targets the literate language skills of preschool children with identified low oral language skills. Intervention focusses on both sentence- and narrative-level understanding of literate language concepts, and is delivered in four 3-week units, 12 weeks in total, 4 days per week in school by trained interventionists with a variety of teaching experience. The intervention evaluation is based on a US sample of children.
Evidence Rating: Moderate
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Multiple opposition therapy
Multiple opposition therapy (Williams, 2000, 2005) is an approach for speech and language therapists who are working with children who have unclear speech due to phonological impairment and is one of the variants of contrast therapies.
Evidence Rating: Moderate
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Let’s learn language
Let’s Learn Language is a parent language promotion training programme modified from the Hanen parent programme ‘You Make a Difference’. It was developed in Australia at the Royal Children’s Hospital, Melbourne and targeted at children aged 18 months with delayed expressive language in a community sample.
Evidence Rating: Moderate
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Language Focused Curriculum (LFC)
LFC aims to create linguistically responsive conversations between educators and pre-school children that simultaneously increase children’s exposure to key linguistic concepts
Evidence Rating: Moderate
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Instructional language modification
Instructional language modification targets teachers’ oral and written language used in the classroom to improve the oral and written language of adolescents with Language Impairment. Intervention involves four modification techniques: teachers’ written language, teachers’ oral language, information processing and direct vocabulary instruction. Teachers are trained by a Speech Language Pathologist in these techniques over a 10-week period, one 50-minute session per week.
Evidence Rating: Moderate
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Broad target recast
Broad Target Recast (BTR) is a specific intervention programme based on recast technique. A recast is where a more experienced speaker responds to what a child says by expanding, deleting, or changing their utterances while maintaining the meaning (Saxton, 2005).
Evidence Rating: Moderate
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The Becky Shanks Narrative Intervention
The Becky Shanks Narrative Intervention was developed by Becky Shanks (2001). It focuses on understanding and using story grammar to support children to tell verbal narratives and stories and is specifically designed for children with language difficulty.
Evidence Rating: Indicative
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