Many children with severe phonological disorders or language impairment in the preschool years are at risk for mastering the print code in kindergarten and first grade. Other children, who exhibited typical language development in their preschool years, exhibit metaphonological language difficulties when they must decode print. Children’s difficulty in mastering the code is complicated by the fact that English orthography is among the most complex orthographies in the world. Children at risk for dyslexia and other long-term difficulties in decoding print can be identified in their early school years. Speech-language pathologists can play a major role in developing children’s metaphonological skills essential for efficient print decoding. This session will explain the relationships between “the simple view of reading” and language disorders and dyslexia; the role and development of metaphonological skills essential for decoding print; “red flags” for diagnosing dyslexia; and strategies to develop early phonological awareness skills.

 

This course is offered for 0.1 ASHA CEUs
Intermediate Level, Professional Area