Curriculum Guide

Curriculum Guide for Spoken Language and Word Recognition

Introduction

Understanding spoken/oral language and speech recognition is the underpinning of the development of phonemic and phoneme awareness and sight word recognition. Sight word and phoneme understandings then are foundations for developing reading and writing skills. Problems with language skills development may not become evident until a child enters school for the first time. It is important to identify children whose language is not developing normally so curriculum can be specifically developed with accommodations and modifications for students with learning disabilities. The focus of much of this curriculum will center on spoken language and word recognition skills.

Spoken Language

At a very basic level, spoken language has two components − natural language, in which words are articulated through the mouth, and speech recognition. These two major categories of language are often referred to as receptive and expressive. Receptive language is what one understands. Expressive language is the production of language. The process of developing spoken language and speech recognition occurs through exposure to spoken language. Spoken or oral language is the foundation for learning to read and comprehend written language. Because language difficulties differ in type and severity, identifying these difficulties early is important so individualized education plans (IEPs) can be developed.

More students with learning disabilities have difficulty with expressive language rather than with receptive language. Problems in expression, according to the National Institute on Deafness & Other Communication Web site http://www.nidcd.nih.gov (2009) include:

* Dysnomia − Memory problems that cause specific difficulties with remembering names and key words. Dysnomia often coexists with auditory memory problems.

* Dysarthria − A weakness in the muscles of the mouth, face, and throat that enables...