Clarity of a child’s speech (ie. lisps), how easily understood they are by other speakers and their range of speech sounds.
Use grammar & vocabulary to form basic utterances and more complex sentences.
Comprehension of concepts, vocabulary and grammar, and following instructions.
Use language in social settings (ie. home, daycare, school) with a range of speakers (ie. parents, siblings, peers, teachers).
Understand that words comprise of sounds and syllables and these can be manipulated ie. syllabification, rhyming, blending, segmenting. Also known as 'school readiness' skills.
Read, spell and formulate ideas into sentences and written texts. Reading comprehension is also an essential skill.
Stuttering refers to disruptions in the flow of speech, such as repeating sounds or words (e.g. “Can I–Can I–Can I”), prolongating sounds (e.g. “ssssssnake”), or using frequent hesitations and fillers (e.g. “um, ah, well”).
How a child eats, chews, swallows and drinks. ‘Picky’ eaters or 'fussy' eaters tolerate a limited range of foods with preferences for texture, taste, colour & shape.
Vocal quality (ie. hoarse, husky or breathy voice), pitch (ie. highness/lowness), volume (ie. loudness/softness) and the way in which a child uses their voice.
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