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A certified speech therapist with rich experiences and vast knowledge working in Magic Beans Singapore

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Evelyn graduated from La Trobe University, Australia with a Bachelors in Speech Pathology (first class honours) in 2010. She has more than 8 years of experience working at KK Women's and Children's Hospital (KKH) and specialises working with late talkers, children with language delays and/or disorders, and children with articulation and/or phonological disorders.

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Additional information on the different services (therapy & treatments) available

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Additional information on the different services (therapy & treatments) available

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Treatment varies depending on you or your child's diagnosis and severity. Some people will have difficulties with the correct pronunciation of words. The Speech Therapist will work with you to identify and correct the sounds that are most challenging for speech. The Speech and Language Therapist will find out if you or your child's language skill is age- appropriate.

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I recommended this local professional as she has been able to support and collaborate well with caregivers and families on the journey to discover and unleash the unique communication potential in each child. Through working hand in hand with families, families will feel more empowered and confident to be involved in their child's speech and language development at home. This plays a crucial role in children's language development as parents and other family members influence children's learning and language acquisition. Through the varied interactions and spoken languages at home, they foster children's competency in oral communication (Fellowes & Oakley, 2014).

In relation to the speaking and listening aspect in the literacy continuum process model, by tapping into the expertise of a speech therapist, the speech therapist has the specialised knowledge and experience to provide the help that children require in order to build their literacy skills. This facilitates the development of early literacy in children, which is key in building the foundation for future skills and dispositions as evidenced in a research done by Piper (2016).

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Literacy game to play in groups: Soundopoly game (my favourite!!)

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Literacy game to play in groups: Soundopoly game (my favourite!!)

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Referenced from (Making English Fun, 2021).

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Game resources + Instructions on how to play Soundopoly

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Game resources + Instructions on how to play Soundopoly

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Click on the above pdf to access the printable games resources (3 different game boards + "Lucky cards") as well as rules and instructions on how to play the game. Referenced from (Making English Fun, 2021). Source link: https://makingenglishfun.com/portfolio/soundopoly-phonics-and-english-game/

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Video literacy resources: Activities to develop letter recognition

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Video literacy resources: Activities to develop letter recognition

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9 Awesome Alphabet Activities for Preschoolers, Toddlers and Kindergarteners | Learning the Alphabet

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Literacy resource to play in transit: I-Spy

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Literacy resource to play in transit: I-Spy

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Referenced from (Braley, 2014).
Source link: https://theinspiredtreehouse.com/backyard-activities-for-kids-spy-twist/

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Having the ability to recognise and name letters of the alphabet is a crucial foundational skill that aids in later reading success (Fellowes & Oakley, 2014). This video is suitable for beginning and emergent writers. Educators and families can modify the activities by introducing different elements of literacy such as phonics and sight words and incorporating them into the activities.

Through the activities shown in this video, they help to build alphabet knowledge and letter recognition skills in children. Additionally, the activities also promote the fun of learning and encourage children's active participation. Through engaging in the different activities, they offer opportunities for children to develop pre-writing requisites (eg., the ability to hold and use a writing instrument and the ability to draw, write and copy) which hone their skills and abilities for later literacy success (Kid Sense, 2021). This relates to the writing aspect of the literacy continuum process model which is supported by Hall (2019) who emphasised the importance of building foundational writing skills as a means to achieve higher-level composition skills and later academic success.

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Play is a natural learning context for children, it captures children's interest and attention while providing opportunities for them to construct knowledge about the world around them (Fellowes & Oakley, 2014). Through this game, it incorporates the element of fun while helping children to learn and improve their language and literacy. This game is suitable for emergent readers, however, educators and families can modify the game by adjusting the difficulty levels (see the above attachment for reference).

Through this interactive game, it taps on children's social-emotional development as well as their ability to recognise and read words (Ministry of Education, 2013), which relates to the components of speaking and listening as well as reading and viewing of the literacy continuum process model. Additionally, through such social interactions, they encourage children to actively exchange and share meaning which aids in their literacy development (Taylor & Leung, 2020).

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Rationale for chosen activity to do in transit

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Rationale for chosen activity to do in transit

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The use of language affects how an individual perceives the world around them (Vales & Smith, 2014). Through this activity, it fosters children's language and literacy development through opportunities to improve and develop vocabulary as well as skills on object recognition. This activity is suitable for all ages and can be modified according to the child's ability (see the above image as a reference).

In this activity "I-spy", children are required to use words to describe a particular object in their surroundings. This relates to the components of speaking and listening as well as reading and viewing in the literacy continuum process model. Besides reinforcing words that the children already know, this activity also allows children to pick up and learn new vocabulary, which hones their skills in recognising words in print (Plano Library, 2020). Additionally, this also enhances children's ability with semantics where they construct new knowledge about themselves, others, and the world around them through different experiences (Fellowes & Oakley, 2014).

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Literacy resource to play during meal time: Food rhyme

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Literacy resource to play during meal time: Food rhyme

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Rationale for chosen meal time literacy resource

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Rationale for chosen meal time literacy resource

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In this activity named "Food Rhyme", a child is required to call out an ingredient or food during mealtime, and the rest of the children will go around the table to think and identify a word that rhymes with the said food item. If a child faces difficulty in producing a rhyme, he/she will call out a new ingredient or food on their dinner plate and the new round begins (Mcdonald, 2021). This activity is suitable for emergent readers and can be modified across different ability levels of children. For example, instead of rhyming, educators can change the requirement to words that start with the same alphabet.

This activity also relates to the components of speaking and listening as well as reading and viewing in the literacy continuum process model. Through such purposeful and meaningful conversations that support children's interests, encompassing new vocabulary as well as open-ended questions, these experiences can foster the development of rich oral language skills which are crucial for later reading success (Whorrall & Cabell, 2016). In addition, through engaging in this activity, children are also encouraged to experiment with words and sounds which taps into the language component of phonology (Fellowes & Oakley, 2014).