OCSLHA

Oakland County Speech-Language-Hearing Association

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EARLY IDENTIFICATION OF LANGUAGE
-BASED READING DISABILITIES: A CHECKLIST

     Child’s Name:__________________________________   Birthday: ________________________
   Date Completed:  _______________________________    Age:
________________

This checklist is designed to identify children who are at risk for language-based reading disabilities, it is intended for use with children at the end of kindergarten or beginning of first grade. Each of the descriptors listed below should be carefully considered and those that characterize the child’s behavior/history should be checked. A child receiving a large number of checks should be referred for a more in-depth evaluation.

Speech Sound Awareness
__ doesn’t understand and enjoy rhymes  
__ doesn’t easily recognize that words may begin with the same sound  
__ has difficulty counting the syllables in.spoken words  
__ has problem clapping hands or tapping feet in rhythm with songs and/or rhymes  
__ demonstrates prob!ems learning sound-letter correspondences

Word Retrieval
__ has difficulty retrieving a specific word (e.g., calls a sheep
a “goat” or says "you know, a woolly animal”)
__ shows poor memory for classmates’ names
__ speech is hesitant, filled with pauses or vocalizations (e.g.. “um,” “you know”)
__ frequently uses words lacking specificity (e.g., "stuff", "thing,” “what you call it”)
__ has a problem remembering/retrieving verbal sequences (e.g., days of the week, alphabet)

Verbal Memory
__ has difficulty remembering instructions or directions
__ shows problems learning names of people or places
__ has difficulty remembering the words to songs or poems
__ has problems learning a second language

Speech Production/Perception
__ has problems saying common words with difficult sound patterns (e.g., animal, cinnamon, specific)
__ mishears and subsequently mispronounces words or names
__ confuses a similar sounding word with another word (e.g.,  saying “The Entire State. Building is in New York”)
__ combines sound patterns of similar words (e.g., saying “escavator” for escalator)
__ shows frequent slips of the tongue (e.g., saying "true blush” for blue brush.)
__ has difficulty with tongue twisters (e.g., she sells seashells,)

Comprehension
__ only responds to part of a multiple element request
or instruction
__ requests multiple repetitions of instructions/directions with little improvement in comprehension
__ relies too much on context to understand what is said

Expressive Language
__ talks in short sentences
__ makes errors in grammar (e.g., “he goed to the store” or “me want that”)
__ lacks variety in vocabulary (e.g., uses “good” to mean happy, kind, polite)
__ has difficulty giving directions or explanations ~c.g., may show multiple revisions or dead ends)

__ relates stories or events in a disorganized or incomplete manner

__ may have much
to say, but provides little specific detail
__ has difficulty with the rules of conversation, such as turn taking; staying on topic, indicating when he/she does not understand

Other Important Factors
__
has a prior history of problems in language comprehension and/dr production

Comments

Language, Speech, and Hearing in Schools, Vol. 28   January 1997
This checklist was prepared by Hugh W. Catts, University of Kansas.  Some descriptors have been taken from Language for Learning: A Checklist for Language Difficulties, Melbourne, Australia: OZ Child.  The American Speech-Language-Hearing Association grants permission to ohotocopy this checklist for professional use.

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Literacy Survey

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Literacy Interventions

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Early Identification

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Here's What We Can Do

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SLP Role in Reading and Writing

 

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