Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other
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Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other word-types. Children with language delays often have difficulty switching to new types of words and may get “stuck” using very concrete noun-based language. It is important to model verbs for these children. Use self-talk to talk about the things YOU are DOING. For example, “I am washing dishes, I am opening dishwasher, I am loading dishes, I am turning off the water, I am putting spoons away.” Use parallel-talk to talk about the things your CHILD is DOING. For example, “The car is driving, the car is crashing, the car is falling, the car is landing on the floor.” Modeling language rich in verbs will help your child understand how words are related to the ways in which they act with the environment and people around them. As you click your way through this slideshow, state the action. Add –ing to the verb to make it present tense. Have your child imitate the word. Use complete sentences if your child is at the sentence level. If your child can say the verb without your help, then ask your child “what is he/she doing?”
Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other word-types. Children with language delays often have difficulty switching to new types of words and may get “stuck” using very concrete noun-based language.
It is important to model verbs for these children. Use self-talk to talk about the things YOU are DOING. For example, “I am washing dishes, I am opening dishwasher, I am loading dishes, I am turning off the water, I am putting spoons away.”
Use parallel-talk to talk about the things your CHILD is DOING. For example, “The car is driving, the car is crashing, the car is falling, the car is landing on the floor.”
Modeling language rich in verbs will help your child understand how words are related to the ways in which they act with the environment and people around them.
As you click your way through this slideshow, state the action. Add –ing to the verb to make it present tense. Have your child imitate the word. Use complete sentences if your child is at the sentence level. If your child can say the verb without your help, then ask your child “what is he/she doing?”
Click the “SLIDE SHOW” tab at the top of this page. Then click the first button on the left labeled “FROM BEGINNING”