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Magic Beans - Feeding & Speech Therapy (Speech & Language Services) http://www.magicbeans.sg/communication-services/services/

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Magic Beans - Feeding & Speech Therapy (Speech & Language Services) http://www.magicbeans.sg/communication-services/services/

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This resource offers assessment, treatment and therapy services in speech and language delays and difficulties (and other areas involving speech and language e.g. social skills, processing auditory information) based on the child's need and severity in approaches that would benefit the child most.

This relates to both encoding and decoding of the Literacy Continuum Process Model. There are primary and secondary difficulties that could affect children's development when there is more delay in intervention. Difficulties such as expressive language and receptive language disorders, hearing loss, intellectual disability, autism spectrum disorder, physical speech problems, or selective mutism (McLaughlin, 2011).

NEL (2013) believes that the significance of children's thoughts and how to they think and process information , along with their interests would start a positive holistic development in their childhood. There are 6 areas in the NEL framework – language and literacy, numeracy, discovery of the word, aesthetics and creative expressions, socio-emotional and motor skills development (NEL, 2013). Language is an expansive idea, which has numerous correspondence modes and styles for one to comprehend. For example, verbal, non-verbal, written , listening and visual (Willkomm, 2018). Language is coordinated in all spaces to comprehend and clarify ideas, models and learnings. Hence, it is significant for parents and teachers to keep watch of any conceivable taking in incapacities since early on.

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This resource offers the knowledge of prepositions of places with its name and spelling. Prepositions of places are commonly used on a daily basis to give and receive directions and to locate objects or even people. Being able to use the right preposition based on its context would provide understanding between the speaker and listener.

This relates to word recognition and grammar sections the Literacy Continuum Process Model. Prepositions are words that is to portray a connection between nouns or pronouns. Almost immediately, children utilize these sorts of words to describe and/or locate places and objects etc. (Talkingtogether, 2018).

Johannes, Wilson & Landau (2016) focuses on the ver of spatial preposition of 'in' and 'on'. What may seem, by all accounts, to be a reasonable redesign can rather be ascribed to the expanding availability of lexical action words, which steadily override the fundamental spatial relational words when the last neglect to communicate significant semantic differentiations (Johannes, Wilson & Landau, 2016).

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This resource tests children's knowledge in letter sounds. Letter sounds knowledge is tested as children have to find the vehicle, object etc. that has the same initial sound as the word given. E.g. I spy something that has the same first letter sound as 'socks'. The answer given may be 'sky' or 'seat'.

This relates to phonics awareness and knowledge under the Literacy Continuum Process Model. Knowing of letter sounds is essential for the securing of word understanding and reading ability (Cardoso-Martins, Mesquita & Ehri, 2011).

In relation to development of reading, there are 3 phases to reading - pre, initial and fluent (NEL, 2013). In initial reading, as children as of now perceive the letter sounds, it permits the children to blend the sounds together to unravel the words in a text (NEL 2013). Children would then be able to advance to a fluent reader and ultimately would have the ability to compose words and sentences, where the teacher facilitates and audit the children's' composition (NEL, 2013).

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This resource offers the challenge in understanding the meaning of the word given. Ability to interpret a word/an action is important to understand the complex world in the long run.

This relates to the understanding of texts in the Literacy Continuum Process Model. Stated by Fengting & Hong (n.d.), It encourages children to process the word information, demonstrate it physically whilst to decode is the ability to understand the actions as much as possible to guess the right answer to the word/phrase, and decode it using the clues given physically.

To secure the regular representative connection between a word and an item, a child should decide the expected referent of the word (Bohn, Tessler, Merrick, & Frank, 2021). Therefore, based on the information given, the guesser have to determine the possible outcomes as the answer.

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This resource offers phonemic awareness as it requires the players to think of a word that rhymes with or has the same word syllable as the food or ingredient on the table.

This relates to the phonological awareness under the Literacy Continuum Process Model. The earliest phonological ability is rhythm and rhyme According to Konza (2011), understanding the idea of rhyming requires the child to know what portion of the word is significant for rhyming thus the importance in model acknowledgment and creation of rhyme. Children who can't perceive hand produce rhyme are in danger of not fostering the abilities they should be fruitful in utilizing natural word parts for reading and spelling (Konza, 2011).

As indicated by Bower & Barrett (2014), a child figures out how to rhyme whether or not they are aware of it. Rhymes are in tunes, stories, here and there, even discussions. There are distinctive approaches to rhyme words, those that children are more acquainted with, end-rhyme, and internal, where the end sound and middle sound of a word in an expression or sentence sounds something similar respectively. Along these lines, children would likewise learn and recollect new words as they comprehend the word.

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EDF3034 AT1B Nur Adawiyah Razali Reference List