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|Freida van Staden
I graduated as a Speech-Language Pathologist in 1973, from the University of the Witwatersrand. In 1972 I received a Speech and Drama Licentiate Diploma from the University of South Africa (UNISA).
My clinical background
includes positions as a Speech-Language Pathologist with the Transvaal Education
Department, and as a research assistant and clinical tutor at the University of the
Witwatersrand. While there, a special unit for young language and hearing impaired
children was established and I was involved with the language impaired section of this
unit. My experience includes working in a remedial school and at a boys home.
I am a Member of Speech Pathology Australia, and also a
I was privileged to be part of a group of Speech-Language Pathologists, situated in Gordon, Sydney, Australia, which I joined in April 1998. I worked at this practice for just over 5 years until 30th June 2003.
In July 2003 I relocated to Albury NSW Australia and now work in Albury, Thurgoona, Table Top and Jinderra.
The practice in Gordon was originally co-founded by Dr Caroline Bowen.
Caroline Bowen PhD is an Australian Speech-Language Pathologist. Her clearly written, user-friendly and regularly updated Web Site provides theoretically sound information for families, students and SLP professionals about speech, language, voice, fluency and pragmatic disorders in children. Throughout the site, fact is clearly differentiated from opinion. Caroline includes a lot of information about her research interest of developmental phonological disorders, a question and answer section for non speech language pathologists about phonological and articulation disorders and dyspraxia , and extensive links to other sites.
In Dr Caroline Bowen's section on Developmental Phonological Disorders she states:
"Speech-Language Pathologists are constantly asked the following two questions:
As parents and professionals we are finally beginning to get some answers to these important questions. Current research is showing that it is because these children have poor phonological awareness in particular, and poor metalinguistic skills generally.
Research is showing more and more that phonemic manipulation is important for developing reading, writing and spelling skills. The better able the child is to manipulate phonemes, the better equipped he will be, to read, write and spell. Some children who have difficulty with phonological development also have difficulty acquiring reading, writing and spelling skills. It is also beginning to emerge that linking the written symbol with the sounds (when the child is old enough), is beneficial in acquiring 'phonological awareness' and may enhance skills for reading.
It remains a constant challenge to provide motivating and positively reinforcing material for children just beginning to learn to read. Sometimes the mere initiation of the task of reading is difficult. Often, for children who find reading difficult, much coaxing, motivation and positive reinforcement is required.
As an incentive Creative Writing has been introduced.
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