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SUPPORTING PARENTS OF CHILDREN WITH COMMUNICATION DIFFICULTIES: A MODEL
Author(s) -
Stevens Leslie,
Watson Kirstie,
Dodd Kay
Publication year - 2001
Publication title -
international journal of language and communication disorders
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.101
H-Index - 67
eISSN - 1460-6984
pISSN - 1368-2822
DOI - 10.3109/13682820109177861
Subject(s) - active listening , psychology , phonological awareness , foundation (evidence) , literacy , curriculum , developmental psychology , pedagogy , medical education , communication , medicine , archaeology , history
The project focuses on ‘shared listening’ from a structured developmental framework of ‘sound/no sound awareness’ to basic ‘phonological awareness’ linking it to the Foundation Curriculum: Early Years Goals (Department for Education and Employment 2000) and National Literacy Framework (Department for Education and Employment 1998). The project is based around parents borrowing topic bags where their children have been identified by speech and language therapy/specialist language and communication support teachers as having listening/phonological difficulties. Following a simple screening assessment parents borrow the bags weekly for a potential 30 weeks. These have been shown to have an effect on both parental attitudes to helping listening (practically‐based and focused) and their children's listening skills.