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1. Why are speech and language skills so important for literacy?

Spoken language provides the foundation for the development of basic skills of reading and writing. Spoken and written language have a reciprocal relationship. In other words, one builds on the other and the result is a language and literacy competence. Good standards of oral language provide good conditions for written language. There are sub-processes but all are somehow connected.

2. How do speech, language and hearing disorders affect learning?

Reading , writing, gesturing, listening and speaking are all different forms of language. Language is a code we use to communicate ideas. Learning takes place through the process of communication. For children who are developing language it must be taken into account the fact that communication skills are the heart of life’s experience. Besides being critical to cognitive development, communication skills are vital to learning in general. Good hearing (quantitative and qualitative) is one of the most important access to help interactive communication among peers and adults.

3. How can speech-language pathology services help children with speech and language disorders?

As it has already been stated by ASHA “Speech-language pathology services can help children become effective communicators, problem solvers and decision-makers. As a result of services such as memory retraining, cognitive reorganization, language enhancement, and efforts to improve abstract thinking, children can benefit from a more successful and satisfying educational experience as well as improved peer relationships. The services that speech-language pathologists provide can help children overcome their disabilities, achieve pride and self-esteem, and find meaningful roles in their lives”.

4. How can a language delay be identified in a child with two languages?

The ordinary evaluation should also take into account social and emotional factors which can affect a child’s transition to a new country or a new culture. Milestones for social interaction and receptive language, though, are similar in bilingual and monolingual children. Generally speaking, prior to age three, two or three months can be added to the milestones for expressive language in children exposed to two languages.

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