Collaborative working within a psycholinguistic framework

Abstract

In this paper we aim to show the benefits we, as speech and language therapists, have found for children with phonological disorder, includ ing dyspraxia, through working within a psycholinguistic framework in an integrated way with teachers. We aim to do this by presenting two case studies. Working together in this way not only enables the child to develop speech skills, but also the phonological skills which are necessary for the development of reading and spelling.