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Assessments

Phoneme Factory Phonology Screener

Phoneme Factory Phonology Screener

£99.00 plus VAT

This software identifies specific pre-set activities in Phoneme Factory SoundSorter (sold separately) to use with a particular child

by Dr Yvonne Wren & Professor Sue Roulstone,
Bristol Speech & Language Therapy Research Unit

This software programme identifies specific pre-set activities in Phoneme Factory SoundSorter (sold separately) to use with a particular child.

Orders for this product will only be accepted within the UK

It enables users to screen for speech impairment in children aged 4-8 years old. It is particularly useful for teaching staff who might wish to know whether or not a child needs to be referred to speech and language therapy because of unclear speech and pronunciation.

The Phonology Screener consists of:

  • Child Assessment – assesses the child’s production of consonants and consonant clusters at the beginnings and ends of words and identifies the numbers of syllables produced by the child in multisyllabic words.
  • Phoneme Ready Reckoner – helps users distinguish between similar speech sounds used in the response options to the Screener.
  • Teacher training – contains practice screens for the user to work through prior to screening a child.
  • Reporting – delivers robust assessment results on the child’s phonological errors in relation to his or her age and recommends customised intervention activities to use from the SoundSorter software as well as guidance on whether or not the child needs referral to speech and language therapy.
  • Administration – multiple user capabilities and secure, efficient record-keeping

 
The Phoneme Factory works!  For evidence click here.

Phoneme Factory Set

Phoneme Factory Set

£163.00 plus VAT

A range of activities to develop children’s listening and discrimination of speech sounds.

by Dr Yvonne Wren & Professor Sue Roulstone,
Bristol Speech & Language Therapy Research Unit

This software programme provides a range of activities to develop children’s listening and discrimination of speech sounds. The Phoneme Factory Phonology Screener included in this set identifies specific pre-set activities on the SoundSorter to use with a particular child. Alternatively it can be used by speech and language therapists to customise activities for a child’s specific pattern of speech sound errors through the selection of targets, contrasts, word position and other settings.

SoundSorter is aimed at children aged between 4 and 8 and:

  • Contains age-appropriate activities to develop a child’s listening and awareness of sounds in speech.
  • Provides busy teachers, SENCO’s and LSA’s with easy configuration, accessibility and record keeping options, consistent with common error patterns seen in young children’s speech.
  • Provides speech and language therapists with the option for more complex configurations for those children who are using unusual speech sound errors.

Phonology Screener consists of:

  • Child Assessment – assesses the child’s production of consonants and consonant clusters at the beginnings and ends of words and identifies the numbers of syllables produced by the child in multisyllabic words.
  • Phoneme Ready Reckoner – helps users distinguish between similar speech sounds used in the response options to the Screener.
  • Teacher training – contains practice screens for the user to work through prior to screening a child.
  • Reporting – delivers robust assessment results on the child’s phonological errors in relation to his or her age and recommends customised intervention activities to use from the SoundSorter software as well as guidance on whether or not the child needs referral to speech and language therapy.
  • Administration – multiple user capabilities and secure, efficient record-keeping

 
The Phoneme Factory works!  For evidence click here.

PORIC

PORIC

£55.00 plus VAT

A wealth of ideas to assess and develop the linguistic concepts (descriptive vocabulary) needed to access the Foundation and Key Stage 1 curricula, based on Ann Locke's 'Living Language' programme which underpins most of the Maths and Science curricula throughout the UK.

PORIC provides a wealth of ideas to assess and develop the linguistic concepts (descriptive vocabulary) needed to access the Foundation and Key Stage 1 curricula. It is based on the core vocabulary and linguistic concepts incorporated in Ann Locke's 'Living Language' programme which underpins most of the Maths and Science curriculai in all four countries of the UK. it is an invaluable resource for staff supporting children who need more help to learn these important words.

PORIC is a long established product that has been used by many teachers and Therapists, it was written by Glinette Woods and Deborah Acors in 1999. The publisher retired and the authors have worked with Henrietta to produce a brand new edition which is now published by Elklan.

The PORIC pack gives you:

  • A book of ideas to develop an understanding and use of each linguistic concept in alphabetical order.
  • A CD disc with all same ideas to develop the concepts but organised in the order in which children acquire the vocabulary.
  • A linguistic concept booklet with 16 coloured, laminated pictures to use for informal assessment and teaching.


The CD disc also contains:

  • Concept check lists and assessment forms in alphabetical and developmental order. All these forms can be printed as and when they are needed.
  • Four exercise books. These are called 'Concept Consolidation' books and contain worksheets ideal for reinforcement of the concepts at home.

TALC Prawf Deall Iaith Haniaethol (Welsh edition)

TALC Prawf Deall Iaith Haniaethol (Welsh edition)

£45.00

A resource designed to help speech and language therapists, education staff and the wider workforce to assess and develop the verbal reasoning skills primary aged children who experience difficulty understanding what is said to them.

This beautifully illustrated resource is designed to help speech and language therapists, education staff and the wider workforce to assess and develop the verbal reasoning skills of all under 5s and primary aged children who experience difficulty understanding what is said to them

The TALC is based on the Language of Learning Model proposed by Blank, Rose and Berlin (1978). The Language of Learning Model is popular in Australia where it is referred to as 'Blanks' or 'The Blank Language Scheme.' This scheme is very popular with early years and education staff as it helps them to differentiate class based activities for all children. This assessment will enable children to be appropriately assessed and supported at the right level for them. Anyone familiar with the principles of assessing children can conduct the TALC.

More information about 'Blank' is written in the resource and in all Elklan Language Builders books (excepting Communication Support for Children with Severe and Complex Needs).

The TALC can be used to:

  • Assess the level of abstract language a child can understand
  • Set individual, specific, measurable, achievable, realistic and timely (SMART) targets
  • Increase the awareness of the types of questions and directions the child might be expected to understand
  • Indicate how the language used to interact with the child can be modified to ensure that the child understands the linguistic demands
  • Encourage the development of the child's abstract reasoning skills within his level of ability
  • Develop the child's confidence because the demands will be realistic
  • Measure change


There are two parts to the TALC assessment:

  • Part I involves a picture assessment. The topics for the six pictures have been carefully chosen to reflect the experiences of a wide and diverse population. The child is shown a picture or is given four pictures to put in the correct order. The assessor asks the questions listed on the score sheet and notes can be made about the child's response. There are 70 questions.
  • Part II of the TALC gives a list of the types of questions which can be adapted to suit all situations so that assessment can take place during natural communicative interactions. A simple record sheet is provided.


All the score forms can be photocopied for multiple use.

Test of Abstract Language Comprehension

Test of Abstract Language Comprehension

£45.00

A resource designed to help speech and language therapists, education staff and the wider workforce to assess and develop the verbal reasoning skills primary aged children who experience difficulty understanding what is said to them.

This beautifully illustrated resource is designed to help speech and language therapists, education staff and the wider workforce to assess and develop the verbal reasoning skills of all under 5s and primary aged children who experience difficulty understanding what is said to them

The TALC is based on the Language of Learning Model proposed by Blank, Rose and Berlin (1978). The Language of Learning Model is popular in Australia where it is referred to as 'Blanks' or 'The Blank Language Scheme.' This scheme is very popular with early years and education staff as it helps them to differentiate class based activities for all children. This assessment will enable children to be appropriately assessed and supported at the right level for them. Anyone familiar with the principles of assessing children can conduct the TALC.

More information about 'Blank' is written in the resource and in all Elklan Language Builders books (excepting Communication Support for Children with Severe and Complex Needs).

The TALC can be used to:

  • Assess the level of abstract language a child can understand
  • Set individual, specific, measurable, achievable, realistic and timely (SMART) targets
  • Increase the awareness of the types of questions and directions the child might be expected to understand
  • Indicate how the language used to interact with the child can be modified to ensure that the child understands the linguistic demands
  • Encourage the development of the child's abstract reasoning skills within his level of ability
  • Develop the child's confidence because the demands will be realistic
  • Measure change


There are two parts to the TALC assessment:

  • Part I involves a picture assessment. The topics for the six pictures have been carefully chosen to reflect the experiences of a wide and diverse population. The child is shown a picture or is given four pictures to put in the correct order. The assessor asks the questions listed on the score sheet and notes can be made about the child's response. There are 70 questions.
  • Part II of the TALC gives a list of the types of questions which can be adapted to suit all situations so that assessment can take place during natural communicative interactions. A simple record sheet is provided.


All the score forms can be photocopied for multiple use.

Test of Abstract Language Comprehension 2

Test of Abstract Language Comprehension 2

£45.00

This beautifully illustrated resource is designed to help speech and language therapists, education staff and the wider workforce to assess and develop the verbal reasoning skills of pupils aged 11 and over.

This beautifully illustrated resource is designed to help speech and language therapists, education staff and the wider workforce to assess and develop the verbal reasoning skills of pupils aged 11 and over.

The TALC 2 is based on the Language of Learning Model proposed by Blank, Rose and Berlin (1978). The Language of Learning Model is popular in Australia where it is referred to as 'Blanks' or 'The Blank Language Scheme.' This scheme is well received by teachers and teaching assistants working with children at Key Stages 2 & 3 as it helps them to differentiate class based activities for all children but especially those having difficulty understanding language and talking. The assessment will enable children to be appropriately assessed and supported at the right level for them. Anyone familiar with the principles of assessing children can use TALC 2.

More information about 'Blank' is written in the resource and in all Elklan Language Builders books apart from 'Communication Support for Children with Severe and Complex Needs.

TALC 2 can be used to:

  • Assess the level of abstract language a young person can understand.
  • Set individual, specific, measurable, achievable, realistic and timely (SMART) targets.
  • Increase the awareness of the types of questions and directions the pupil might be expected to understand.
  • Indicate how the language used to interact with the young person can be modified to ensure that the pupil understands the linguistic demands.
  • Encourage the development of the young person's abstract reasoning skills within his level of ability.
  • Develop the young person's confidence because the demands will be realistic.
  • Measure change.


There are three parts to the TALC 2 assessment:

  • Part I involves a picture assessment. The topics for the six pictures have been carefully chosen to reflect the experiences of a wide and diverse population. A picture is shown or four pictures are given to put in the correct order. The assessor asks the questions listed on the score sheet and notes can be made about the responses. There are 60 questions.
  • Part II of the TALC gives a list of the types of questions which can be adapted to suit all situations so that assessment can take place during natural communicative interactions. A simple record sheet is provided.
  • Part III of the TALC provides examples of how to modify questions asked whilst teaching different curriculum subjects. Examples are given for English Literature, Maths, Science, Technology, Geography and History.


All the score forms can be photocopied for multiple use.