Literacy Program

At the Listen And Learn Centre the Literacy Programs are designed and delivered to meet the specific needs of the child. The programs are established based on psychoeducational pre-assessments and client relevant information with the intent to help children build and reinforce critical skills. Qualified teachers supervise the programs. These Programs also involve the teaching of various reading and writing strategies that are aligned with current literacy-based research.

Speech and language impairments may occur separately in an individual, or the individual may demonstrate both types of impairments; to further complicate matters, this distinction is usually not easy to make. Children with a Speech Impairment will exhibit problems in the actual pronunciation and production of words beyond the usual immaturities or irregularities that occur during the normal process of speech development.

Examples of this include:

  • Stuttering
    i.e. repeating syllables or words, prolonging sounds, or “blocking” on a word or sound) phonological or articulation disorders (inability to say sounds properly)
  • Speech in the hearing impaired
    i.e. speech may be difficult to understand, nasal-sounding, unusual in pitch or rhythm
  • Apraxia
    i.e. facial grimaces or unusual movements which accompanying speech, such as groping to produce sounds, syllables and words
  • Difficulty planning and sequencing movements of speech within the brain
  • Speech may be unintelligible

On the other hand, children with Language Impairment may speak very clearly but will have a disorder in the way they understand spoken and written language (receptive language) or in the way they produce their own language (expressive language). Children with Language Impairment will have difficulties processing the grammar or syntax of spoken or written language. They may misunderstand complex sentence structures and have to guess at what is being said.

Click here to find out more about Speech and Language Delay?
At the Listen And Learn Centre there a two styles of Literacy Programs:

1. Literacy Acceleration Program

The Speech Pathologist firstly conducts a series of assessments to identify and diagnose a speech or language difficulty. A range of standardized assessment tools are administered for infants, school-aged children, adolescents and adults. Assessments primarily examine the form, content, understanding and use of language, as well as articulation and phonology. Treatment programs vary depending on the nature and severity of the disorder. Accordingly, the Speech Pathologist develops a series of fun activities which aim to strengthen a child in their areas of weakness. For example, for mechanical issues, treatment may include exercises to strengthen the tongue and lips such as blowing bubbles or licking an icy pole. Other kinesthetic techniques can assist with articulation. For language, this might involve games to stimulate word retrieval, comprehension or conversation. Treatment may include instructive or repetitive practice and drilling. Other interventions that are applied may include the use of augmented communication systems. These refer to methods that supplements or replaces speech and writing, when these are temporarily or permanently impaired in order to meet all or some of a child’s communication needs. A number of different systems are available including the use of objects, pictures, keyword signing and electronic systems. Parent programs are also available to assist parents to communicate with their child at home.

2. Combining literacy programs with The Auditory Training Program

Literacy programs can be completed alongside our Auditory Training Program. The Auditory Training Program assists with re-educating the brain to become more efficient and effective at processing auditory information, and in the process strengthening other neural connections to improve performance.

Educators are often surprised to learn that in an fMRI or PET scan (which depicts activity levels in the brain) the auditory cortex is active even when a person is reading silently. This occurs because the brain is busy processing all the “sounds” associated with reading through an activity called subvocalization, just as it would be if the person were listening to someone speak (Bookheimer, Zeffiro, Blaxton, Gaillard & Theodore, 1995). It is not surprising, then, that difficulty within the auditory processing areas of the brain affects one’s ability to learn to read.

Much research has shown that poor readers do not necessarily process various sounds of the alphabet quickly enough. This means that a person with an auditory processing difficulty would not be able to clearly distinguish the difference between consonant sounds such as the ‘b’ and ‘p’ sounds.

By combining the auditory training program with a systematic and intense literacy program, this allows one to work on specific neural pathways responsible for the development and extension of speech and language, ultimately improving the child’s ability to develop the skills necessary for reading.

Would you like to learn more about our Literacy Programs

Speak to one of our friendly staff today to find out more and make an assessment

Literacy Assessment and Follow up

At the Listen and Learn Centre, we will assess children’s learning (includes areas such as reading, writing, spelling, speaking, listening; and/or mathematics) liaise with parents, schools, teachers and other education professionals to discuss and determine measurable objectives and strategies for achieving improved outcomes in literacy (and mathematics) design an individualised literacy program that seeks to improve academic achievement of children determine the roles and responsibilities of those involved in implementing the literacy program monitor and assess children’s literacy achievement, ensuring that the program is effective

Suggested Action Plans

  • Children with Speech or Language Impairments
Children with Speech or Language Impairments

Arrange for a comprehensive assessment to diagnose the exact nature of the Language Impairment and to eliminate other possible causes for the student’s language difficulties. Consider the possibility that a child with a significant Language Impairment may find continuous processing of language very challenging.

Ensure that information and instructions given to the child are given in short, clear sentences, with accompanied practical demonstration if possible. Avoid long, complex verbal explanations for a child. Allow plenty of time and offer support when talking to the child. For instance, if the child has a word-finding difficulty, first allow them plenty of unpressured time, and then give support by offering them a couple of possibilities.

  • Specific Learning Disability
Specific Learning Disability

A Specific Learning Disability is marked by significant difficulties in the acquisition of basic skills in reading, written language, or mathematics. These difficulties occur despite adequate instruction and normal intelligence. This disability occurs due to a dysfunction in the way the child processes and retains information. This disorder often means that the child’s response to appropriate intervention may be slow and inconsistent in comparison with other children who are experiencing learning difficulties due to other reasons, such as missed schooling or inadequate instruction. Children with a Specific Learning Disability may often become very frustrated and lose motivation because of their continual struggles with learning.

  • Attention Deficit Disorder & Attention Deficit Hyperactivity Disorder (ADHD)
Attention Deficit Disorder & Attention Deficit Hyperactivity Disorder (ADHD)

Attention-Deficit Disorder comes in two main forms, which may overlap, so that the same child may have some characteristics of both forms of the disorder or one form may be strongly predominant.

Attention-Deficit Disorder (ADD) can be in an inattentive form. These are some characteristics of children with ADD:

      • They may often seem to be in a daydream.
      • They work very slowly and seldom finish work in the allotted time.
      • They have substantial difficulties with their learning because they fail to pay attention and have difficulties in sustaining effort.

Attention-Deficit/Hyperactivity Disorder is the impulsive-hyperactive form. These are some characteristics of children with ADHD:

      • They often become restless, impulsive and loud.
      • They find it hard to keep still or constantly touching, and fiddling with things.
      • They find it difficult to sustain concentration and often behave in an impulsive way.

They are easily excited and may not know when to stop.

Suggested Action Plan for ADD/ADHD

Consider using cognitive – behavioural strategies to teach the child how to use self-monitoring to improve their own concentration and application.

      • Provide more reminders and more help with organizational tasks.
      • Use positive encouragements and rewards to encourage controlled, on-task behaviour.
      • Tasks should be short, goal-focused, and active.
      • Structure the learning environment so that the child can attain success despite his or her difficulties.

Acknowledge episodes of appropriate concentration, even if these are brief and very occasional.

Are you considering our therapy programs for your child?

Get in touch with our friendly staff to arrange a consultation and assessment

Level 1, 66 Whitehorse Rd, Balwyn VIC
Level 19, 56 Pitt St, Sydney NSW

T: (03) 9816 8811

E: [email protected]


Listen And Learn Centre is part of the neurocare group, a global network of clinics providing personalised and sustainable therapies for mental health, learning and development.

To find out more about our clinics in Australia, visit:

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