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What do speech therapists do?
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<blockquote data-quote="Marguerite" data-source="post: 429313" data-attributes="member: 1991"><p>difficult child 3 began his journey towards language, with individual words. When he tried to say more, it sounded "blurred" and was pure mimicry, merely repetition of phonemes with no comprehension. But as he learned more words, he spoke them more clearly and with comprehension. Because of how we taught him to read, and because his thinking was very concrete, his first words were all nouns. He did NOT learn by listening, he learned by reading. So I wrote him a book about himself (something you could try - it's a fun exercise anyway and really boosts the child's self-esteem). I put in photos as well. "My name is difficult child 3. I'm a boy. [I put that in because he had trouble working out the difference]. I like to climb trees. [photo of difficult child 3 up the tree]." and so on. As we read it together, and then difficult child 3 read it on his own, he learned the whole sequence and also how to use other parts of speech (pronouns, adjectives, verbs etc). He began to use sentences well.</p><p></p><p>Your son is not in the same category, but the same technique could be worth trying, to help him become more fluent. As I said to difficult child 3 today (he wants to be a writer!) the more he reads, the more fluent he will get. And kids love to read about themselves.</p><p></p><p>Being able to repeat a sequence of nonsense words (phonemes - the individual sounds that make up speech) is something we should be able to do, for the number of phonemes we should be able to manage according to how old we are. There would be guidelines - even if you don't know the words, you should be able to repeat the word. It is how we learn a foreign language. The interesting thing for my hyperlexic kids, is they prefer to have the word written down for them first. Even now that he has a vocabulary in the superior range, difficult child 3 still prefers to watch TV or movies with subtitles on. His hearing is fine, but his comprehension is far greater when he can read it.</p><p></p><p>Does this make sense, especially with your "Japanese" analogy? I think you're on the money with that one, by the way.</p><p></p><p>Also - is J bilingual? That can seem to slow down acquisition of language, although it doesn't really.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 429313, member: 1991"] difficult child 3 began his journey towards language, with individual words. When he tried to say more, it sounded "blurred" and was pure mimicry, merely repetition of phonemes with no comprehension. But as he learned more words, he spoke them more clearly and with comprehension. Because of how we taught him to read, and because his thinking was very concrete, his first words were all nouns. He did NOT learn by listening, he learned by reading. So I wrote him a book about himself (something you could try - it's a fun exercise anyway and really boosts the child's self-esteem). I put in photos as well. "My name is difficult child 3. I'm a boy. [I put that in because he had trouble working out the difference]. I like to climb trees. [photo of difficult child 3 up the tree]." and so on. As we read it together, and then difficult child 3 read it on his own, he learned the whole sequence and also how to use other parts of speech (pronouns, adjectives, verbs etc). He began to use sentences well. Your son is not in the same category, but the same technique could be worth trying, to help him become more fluent. As I said to difficult child 3 today (he wants to be a writer!) the more he reads, the more fluent he will get. And kids love to read about themselves. Being able to repeat a sequence of nonsense words (phonemes - the individual sounds that make up speech) is something we should be able to do, for the number of phonemes we should be able to manage according to how old we are. There would be guidelines - even if you don't know the words, you should be able to repeat the word. It is how we learn a foreign language. The interesting thing for my hyperlexic kids, is they prefer to have the word written down for them first. Even now that he has a vocabulary in the superior range, difficult child 3 still prefers to watch TV or movies with subtitles on. His hearing is fine, but his comprehension is far greater when he can read it. Does this make sense, especially with your "Japanese" analogy? I think you're on the money with that one, by the way. Also - is J bilingual? That can seem to slow down acquisition of language, although it doesn't really. Marg [/QUOTE]
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