Recognising why a child fails to understand something is often a challenge. It is impossible to advise what a particular child needs from a distance. Children who clearly need help with speech and language should be referred for professional assessment carried out by a professional in SLT / SLP. In general, children’s development follows a pattern. Things may happen at the usual time – or later if there is delay. So a rule of thumb can be to find a checklist of developmental attainments and start at the point where the child seems to be, even if the child is much older than the checklist says. Such checklists are available from many sources and school expectations are usually available too.
The age group my speech and language activities will suit is quite wide. Children with a specific problem with their speech and language may have excellent skills in other areas. Youngsters with a more global delay are likely to need to work with resources designed for a developmental level below their chronological age. The developmental age range of children for whom most of the activities were originally designed is approximately 2:6-8y. Some resources will be especially suitable for pre-schoolers, others for school children. It all depends on the actual child. No two are exactly the same, but many are similar. (The six stories in Reading for Meaning and Inferring Pts I and II are for children who are a bit older and they are not intended for children with learning disability.)