Supporting and reinforcing your child's language growth
SUPPORTING AND REINFORCING YOUR CHILD’S LANGUAGE GROWTH: VOCABULARY THROUGH LITERACY Lois Kam Heymann, M.A. CCC-SLP
Originally presented at: October 30, 2011Center for Hearing and Communication ● 50 Broadway, New York, NY 10004 ● (917) 305-7850 ● www.CHChearing.org
A Language Model Language Semantics- vocabulary Dog Receptive- understanding Expressive-what is stated Syntax- grammar The dog is running Pragmatics- use of language Requesting I want a dog Commenting I see a dog Questioning Where is the dog? Asking for clarification Did you say “dog” Turn-taking
How a child’s vocabulary develops A brain of a growing child is always forging links Sounds Images Emotions Experiences Tastes Smells An infant’s mental development proceeds by linking new information to old information
Semantics How do words “grow”? Vertically– word upon word upon word Apple Banana Grape Pear Horizontally Apple– red (green, yellow), round, shiny, grows on a tree, has skin, seeds, stem, fruit, crunchy, apple juice, apple sauce The big apple, apple of my eye, sleeping beauty’s poison apple, apple cheeks
Semantics Best ways to learn vocabulary Listening to others In context In variety of contexts Direct teaching Incidental language Being read to Reading yourself
Semantics We build vocabulary, vertically and horizontally, receptively and expressively through: Categories Descriptions Multiple meanings Synonyms Antonyms
Semantics When we build these “file folders” well, the child can store and later retrieve new words and concepts.
Semantics Vocabulary learning is based on listening Hearing Listening Sounds-words-sentences - paragraphs
What is different for children who aredeaf or hard of hearing? Amplification or implants for hearing Therapy for developing listening Detection Discrimination Identification Comprehension
Why read to your child Best way to learn to listen, grow vocabulary, and create a space for interaction. Words, ideas and images in books can take children to places outside of their immediate experience. Increase imagination Expand perspective
Why read to your child It will take years for your child to learn through reading a book to themselves. Reading to your child can begin at birth.
Why are you reading the book Therapy? Pleasure? How should we sit? On the lap? Across from each other? Should she see the pictures first?
Picking a book Is the book funny? Does it have interesting vocabulary words Does it have rhythm and rhyme? Does it encourage your child to predict what will happen? Does it relate to something your child is learning at school or in therapy? Does the book give you something new to talk about?
How long should I read? Infants- as long as they stay focused Preschool- 5-10 minutes Kindergarten- 10- 15 minutes First- third grade- 20-30 minutes
Reading ritual Try to establish a familiar routine Create a space Shared focus
ExamplesGood Night Moon by Margaret Wise Brown Pointing to and labeling the things in the bunny’s room: the red balloon, the telephone, the cow jumping over the moon As your child gets older and becomes more familiar with the story, she will start pointing to the pictures (receptive language) Your child will then be able to name all the things in the bunny’s room (expressive language) Once your child is talking you can practice rhyming: “there were three little bears sitting in __________”
ExamplesThe Three Bears by Burton Barton Talk about the things Goldilocks finds in the bear’s house.” Look at Papa’s big chair and baby bear’s little chair.” Make size comparisons between objects that you see in your own home: Daddy’s big shoe, your little shoe. Act out some of the scenes in the story: setting the table, making oatmeal, sitting on chairs, sleeping in the bed.
ExamplesThe Snowy Day by Jack Ezra Keats Discussion about winter Make a list of things you do in the winter Cut out pictures from a magazine of things you wear in winter, make a collage and talk about the season Create you own book about you child doing winter activities
Books by age group Birth-3 The Rainbow Fish- Marcus Pfister Hush Little Baby- Sylvia Long The Runaway Bunny- Margaret Wise Brown Brown Bear by Bill Martin, Jr. Rosie’s Walk- by Pat Hutchins I Went Walking by Sue Williams Old MacDonald Had a Farm by Colin Hawkins and Jacqui Hawkins Good Night Moon by Margaret Wise Brown
Books by age group Age 3-6 The Snowy Day- Jack Ezra Keats A Color of his Own by Leo Lionni If You Give a Mouse a Cookie by Laura Joffe Numeroff Sam Who Never Forgets by Eve Rice Sadie and the Snowman by Allen Morgan Jack and the Beanstalk- Paul Galdone
Books by age group Age 6-8 Strega Nona by Tomie dePaola Frederick by Leo Lionni Lentil by Robert M. McCloskey Thunder Cake by Patricia Polacco Wemberly Worried by Kevin Henkes Freckle Juice by Lois Bloom James and the Giant peach by Poald Dahl
More activities available at ListenLoveLearn Blog LOIS KAM HEYMANN, M.A., CCC-SLP, is a recognized leader in the treatment of children with listening, learning and auditory challenges. As a private speech andlanguage pathologist, she has more than 30 years of experience working with families. Visit her website at www.listenlovelearn.com