• "A spoken language disorder represents a persistent difficulty in the acquisition and use of listening and speaking skills across any of the five language domains: phonology, morphology, syntax, semantics, and pragmatics. Language disorders may persist across the life span, and symptoms may change over time. A spoken language disorder can occur in isolation or in the presence of other conditions. Children who have experienced trauma may also exhibit language problems." -ASHA

    See the link below to learn more about spoken language disorders

    info about language

     

    Unlike articulation, working on language is not as cut and dry. There is a wide variety of skills we target for language; including but not limited to vocabulary, 'wh questions, comprehension questions, describing, comparing/ contrasting, synonyms/ antonyms, inferences, etc. 

    For specific activities, resources, and 'homework' to target your childs goals please email me at cimler@eriesd.org and I'd be happy to send things home. 

    Building vocabulary:

    • -Provide many exposures to words in a variety of contexts, students with language delays need up to 36 engagements with a word before it's mastered
    • -provide explicit info - give 'kid-friendly' definitions of words
    • -Provide features (looks like) and functions (what it does/ what we do with it)
    • -Give associations talk about different items that are related

     

    One of the best ways to target all areas of language is to read with your children. See the link below for tips on shared book reading and how to make it a language-rich experience for your child. 

    Shared book reading

    Start with a book walk, pick a new book flip through and talk about the pictures, what you see, what's happening, where they are, who all is in the story, make predictions about what might happen on the next page

    Work on rhyming- identify rhyming words in books, give your child words and have them identify if they rhyme or not, if that is easy for them have them identify the rhyming words on each page or give them one word from the story and have them come up with a rhyming word. 

    Compare and contrast items from stories or things at home. Talk about how they are the same and how they are different. 

    Synonyms and antonyms - give two words and have your child identify if they have the same meaning or if they have opposite meanings. If you can, give context, for example, a hot drink and a cold drink- if this is too easy give them one word and have them come up with a synonym or antonym. 

    Describe items as much as you can talk about;

    • features- what does it look like, its size, its color
    • function- what does it do or what do we use it for
    • Whats it made out of
    • what parts does it have
    • where can we find it

    Work on answering questions about the story:

    • Who
    • What 
    • When
    • Where 
    • Why

    Pick new/ challenging words from stories or daily activities - use context clues/ or act out actions to help your child determine the meaning of unknown words!