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A speech and language therapist provides assessment and treatments for children with communication problems and speech disorders.  AWWA Singapore has a programme titled Developmental Support and Learning Support was (DS/LS) which was introduced for mainstream preschool children with mild developmental delays. Therapists come down to preschools to observe and assess children and from there, plan and provide them with short-term specialised and individualised intervention once a week for a period of 15 weeks. Research has shown that individualised interventions are effective in accelerating children's foundational literacy skills to an extent that can be transferred to the reading and writing processes  (Gillon et al., 2019) . Furthermore, speech and language therapists work with families to put communication skills in place early to try and prevent problems from developing as the child grows older and may work indirectly by advising or supporting a setting to meet a child’s individual needs, providing training and giving advice on how to provide a language rich environment to support language development  (Royal College of Speech and Language Therapists, n.d.) .

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Development Support and Learning Support - AWWA

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Development Support and Learning Support Started in October 2012, Development Support and Learning Support (DS/LS) offers early intervention for mainstream pre-school children (K1 and K2) with mild developmental delays to overcome challenges in their early stages of learning. DS/LS seeks to support children by focusing on their immediate environment, such as parents, teachers and classmates, [...]

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Through this video, children can learn about the upper and lowercase letters, the letter sounds as well as words that begins with the different letters.
It is important for children to know their letter sounds as it builds the foundation for reading and writing in the future. Understanding that each letter has a different letter sound and recognising the letter sound is important as it will aid children in sounding out letters and combining sounds to form words when reading. When a child can read, he/she will enjoy reading more as compared to when a child does not know how to read as he/she is unsure of how to sound out letters and words.
Phonics instruction teaches children how to decode letters into their respective sounds, a skill that is essential for them to read unfamiliar words by themselves  (Hua-Chen Wang , 2018) . Furthermore, having letter-sound knowledge will allow children to make the link between the unfamiliar print words to their spoken language (Hua-Chen Wang , 2018).

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See It, Say It, Sign It | Letter Sounds | ASL Alphabet | Jack Hartmann

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An activity that can be played in a car will be 'I-Spy'. It is a simple and easy game where one of the players gives simple clues about the object that they have spotted/seen/eyeing on. For example, if player 1 wants player 2 to guess about the clouds in the sky, player 1 can say, "I spy something with my little eye that is white in colour." Player 2 will then have to guess what it is until he gets the correct answer. To make it even more interesting, A5 sized alphabet cards from A to Z can be prepared and brought along in the car. Once the correct answer has been guessed, the player can sound out the letter sound that the word begins with, for example , "C" for cloud.
This activity aids comprehension and language development. I-Spy can also improve visualisation and the child's listening and questioning skills  and can improve communication skills and develop vocabulary  (Moto Hospitality, 2019) .

A study, found that younger children are able to identify objects at a faster pace when prompted by words rather than only prompted by images. Spoken language taps into children’s cognitive system, thus enhancing their ability to learn and pay attention. Research into the way language affects the course of development is particularly important for young children who experience difficulties with school and other attention-related tasks  (Indiana University, 2014) .

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Rhyming food. This game can be played by everyone at the dining table. To start off the start game, anyone can name a food that is available on the table and the rest of the people will have to think of a word that rhymes with it. If anyone fails to come up with a rhyming word, the game will start over again where another food on the table will have to be named, and rhyming words will have to be said.
This relates to NEL (2013),  learning goal 1, which is to listen for information and enjoyment. Children are having fun but at the same time learning and being exposed to new vocabulary words as well. Furtheremore, it is said that acquaintance with rhyme could be an importance experience for young children because the recognition and production of rhymes are clear examples of phonological skills (Maclean et al., 1987).  To recognize that pear and bear rhyme, it must be understood that the two words, though different, have a sound in common, and that this common sound is a segment of those two monosyllabic words. Thus, the recognition that the single syllables rhyme involves breaking them into p-ear and b-ear segments (Maclean et al., 1987).

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Snake and ladder; creating a customized snake and ladder whereby each grid that you land on when the dice is rolled, would be followed by a literacy question. These literacy questions can come in a variety and may include rhymes, letter sounds, spelling or fill in the blank in the sentence.
The rationale for this activity would be then to reinforce children's learning on what has been taught in the classroom to them. Furthermore, this game can help children to develop skills like phonics, phonemic awareness, vocabulary, reading comprehension and fluency – the five basic components of reading. This resource enables children to enjoy but learn and pick up literacy skills at the same time, which is align to the NEL (2013) learning goals of literacy framework.