Integrated Phonological Awareness Intervention Case Study

One strategy that EYPs could use to help SLI children is by conducting a language intervention programme. Gail (2000) investigated the effectiveness of an integrated phonological awareness intervention approach for children with SLI. Children participated in three different programmes in which one of them was an integrated phonological awareness programme. Results from all three interventions were analysed. It was determined that the phonological awareness intervention was the most effective in helping SLI children to improve their phonological awareness and speech articulation ability at the level of typically developing children. In addition, imitation is another way that could help SLI children. Connell and Stone (1992) conducted a study where they taught SLI and normal developing children the comprehension and production of novel morphemes. They asked children to imitate the morphemes after they taught them. After 4 teaching sessions over two weeks, it was found that SLI children’s grammar was significantly improved through the imitation technique.
Furthermore, bilingualism is another factor that could cause delay in language development. According to Macnamara (1967), “a bilingual is anyone who possesses
Children with SLI and low SES present significant challenges to practitioners as they need to take into account a number of factor before planning an appropriate intervention strategy. Factors such as the amount of input by parents and their education level and how distorted their speech is due to SLI. A qualified speech and language therapist needs to visit children at their home to observe the interaction of these factors and then plan an appropriate strategy. The educational programmes such as HIPPY and Tandem project could also tackle these issues successfully depending on how often they are carried