How+to+help+your+child+with+developing+language+skills



What are some ways I can help my child in language ? 
 * **Consider input vs. intake. Input refers to all the language to which a child is exposed. Intake refers to whether the child notices, hears and listens to the input and how the child interprets the information. The goal of improving communication is to adjust the input for maximum intake.**


 * **Gain the child's attention by using alerting cues and signs, such as calling the child's name or by a gentle touch.**


 * **Monitor the child's comprehension. Periodically ask the child questions related to the subject under discussion.**


 * **Restate material by rephrasing what has been misunderstood rather than repeat the information.**


 * **Use brief instructions. Reduce complexity of the message.**


 * **Pretutor. Familiarize the child with new vocabulary and concepts to be covered in class. Parents can be particularly helpful in this activity.**


 * **List key vocabulary before dealing with new material.**


 * **Present information in several formats. The children need to interact with information in a variety of ways, such as in small groups, individually, collaboratively with others, and to have different opportunities and ways in which to express themselves.**


 * **Multisensory approaches are helpful.**


 * **Write instructions on the board.**


 * **Provide visual aids. Jotting key words on the board or providing simple written/picture outlines may be useful.**


 * **Auditory attention can be enhanced by having child listen to tapes, transcribing from tapes, and playing games such as Simon Says.**

> **"Mary had a little lamb it's fleece was white as snow** > **And everywhere that Mary went the lamb was sure to go"** Nursery rhymes are a part of everyone's childhood, and are an essential element and building block to many listening and reading skills. The gentle rhythms and the predictable words that rhyme help build memory. sound association, sound awareness, and sound sequencing skills that are necessary for reading as well as other language based skills such as spelling. Children are never too old to hear and practice rhymes, and to help finish the words or lines of the nursery rhymes. Poems are also an excellent source for older children to repeat and listen to. Reading them to younger siblings is an ideal way to reintroduce these familiar stories. Taking turns to recite the rhymes while doing chores or riding in the car can be a fun challenge. So pull out the old Mother Goose Book and share your favorites with your children, for your never too old to build on your memory skills! > > Verbal Organization Strategies > We work on our expressive language skills to improve our ability to use language efficiently and in an organized way. This includes using the vocabulary and information from classroom lessons or units when possible. > Some of the activities include retelling stories, discussing events, making inferences, comparing, and giving opinions, making up new events, or associating events together. We also make explanations for what happened, what is happening and what will happen by describing what > might happen and why. > The children are encouraged to use full sentences and to elaborate upon what they have said. This is done by asking for more information, or by providing a word which would encourage additional information. The words that I say include: because, when, so, that, since, if, but, and other words that tie a cause or effect to the answer. Many children very simply continue their thought when provided with the starter word. > The major expectations of each grade vary. My guidelines, in general > are as follows: > Grade 1: To Listen to information, recall what was heard, and to answer simple questions based on specific details, often with pictures to help. The basic who, what, where, when, and why questions are asked. > Grade 2: All of the above should be fairly easy for the students. In addition they learn to master determining what the beginning, middle, and end of a story are and start to make guesses about what, where,and why events happen. Details remain somewhat concrete, however inferences or guesses about why thing did or will happen are becoming easier. > Grade 3: The students at this stage should be able to determine the main idea of a story and the basic outline of beginning, middle and end on with minimal help. At this stage the ability to figure out out it all fits together and what events caused the next stage of a story are learned. Creative writing is starting to emerge. ( Although I'm sure many of you KNOW your child uses creative story telling !) > Those student who have difficulties recalling details and organizing their thoughts are provided with ways to help remember and develop information. We may use Maps or Webs, which are basic outlines. Other means of help included sentence starters, word lists, providing a question or a comment to help recall specific details and use oi pictures and word lists. > The best way to help at home is to read to your child and discuss what happened in the story > > Working memory website [] > > [] > >
 * **Provide breaks since children with auditory processing expend more effort in paying attention and in discriminating information than other children** A Rhyme in Time