Speech Sound Problems: /s/

 

Jj is for Jottings 139.  Speech Sound Problems:/s/.

Probably one of the first sounds that springs to mind when one thinks of speech sound problems would be /s/ and, more specifically, a lisp.  (Remember that the slashes / / mean that we pronounce the sound; ‘s‘ or s means to say the letter name.  I think I may have done both at some point.  Certainly it is underlined in Aa is for Alpacas.)

The word “lisp” generally refers to the tongue tip protruding between the teeth for /s,z/.  (Note that /s,z/ are minimal pairs, and therefore have the same error. For the sake of ease I shall refer to just /s/ from now on, but remember that what refers to /s/ also refers to /z/.)   Some definitions of a lisp are much broader, and refer to any speech sound problem involving any or all sibilant sounds.  Since this is cause for confusion, I am not going to use the term “lisp” at all.  This particular /s/ problem is called an interdental /s/.  “Inter” means “between”, and of course “dental” means “teeth”, so there can be no confusion about what it is. Continue reading →

Brain Gym.

Jj is for Jottings 138.  Brain Gym.

WHAT IS BRAIN GYM?

Brain gym is a series of movements which claim to enhance whole-brain learning.  An alternative term is “educational kinesiology”.  The word “education” comes from the Latin educare, which means “to draw out”.  “Kinesiology” is from the Greek root kinesis, which means “motion” and is the study of the movement of the human body. Continue reading →

Auditory Processing Disorders.

Jj is for Jottings 137.  Auditory Processing Disorders.

Following on from auditory skills and developing auditory processing skills, we now turn our attention to auditory processing disorders.  There are so many conflicting ideas in the literature as to exactly what constitutes auditory skills. One could really become bogged down by this and therefore any resulting disorders.  There is even disagreement as to whether it should be “auditory processing disorders” or “central auditory processing disorders.”  I’ve decided to go with the thinking that “central” implies problems only at the brain level and consequently limits the definition.

Picture of woman reading "Aa is for Alpacas" book to a group of children, with baby alpacas in the background, and the caption: "Auditory processing disorders - attempting to prevent them is a good policy."

Auditory processing disorders – attempting to prevent them is a good policy.

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Developing Auditory Processing Skills.

Jj is for Jottings 136.  Developing Auditory Processing Skills.

Following on from the article on auditory skills, we turn to the topic of developing auditory processing skills.  An article on communication milestones from 12 months to 5 years can be found here.   But now we will explore the development of auditory processing skills in a little more detail.

Photo of man reading to 2 children, with the caption: One general way of developing auditory processing skills is to read to your children.

One general way of developing auditory processing skills is to read to your children.

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Morphemes.

Jj is for Jottings 135.  Morphemes.

There was a brief definition of morphemes in the article on learning vocabulary.  Direct vocabulary instruction referred to using morphological knowledge to work out meanings of more complex words.  So it’s probably time to go more thoroughly into morphemes and how important they really are.  Knowledge of morphemes is important in phonics for both reading and spelling; and also in vocabulary and comprehension.  That’s a broad sweep across both language and literacy. Continue reading →

Word Confusions: Bought/Brought; In A Moment/Momentarily.

Jj is for Jottings 134.  Word Confusions: Bought/Brought; In a Moment/Momentarily.

In this article I want to concentrate on word confusions: Bought/Brought; and In a Moment/Momentarily.  I said in my first article on word confusions that I would write about other word confusions from time to time.  (And I freely admitted that ton/tonne was a somewhat unusual choice for a first article. But I received a very complimentary comment on my blog from a transport company who appreciated the article.  They said how vital it was in their line of business and that the distinction was underappreciated.  I was similarly complimentary to an oblivious news reporter on television the other night when she pronounced “tonne” correctly. It makes a pleasant change from berating them about their errors.)  Anyway – to the topics in hand… Continue reading →

Vocabulary: Homonyms, Heteronyms and Homophones.

Jj is for Jottings 133.  Vocabulary: Homonyms, Heteronyms and Homophones.

 

Following on from learning vocabulary and direct vocabulary instruction, it is useful to consider another aspect of vocabulary: homonyms, heteronyms and homophones.  These categories are often either unknown or confusing for many people, so this is a good time to sort them out.  We can also see how useful they are as part of the approach to teaching vocabulary.

Much of the confusion about these word categories can be ironed out by discovering the root words of each category.  Then it is easy to remember what they mean. Continue reading →

Direct Vocabulary Instruction.

Jj is for Jottings 132.  Direct Vocabulary Instruction.

When a child has poor vocabulary knowledge for their age, it indicates that they struggle to learn vocabulary from their written or spoken language experiences.  They will then need direct vocabulary instruction to increase their chances of catching up with their peers.

It also makes sense to teach them strategies to help them learn new word meanings from their language experiences.  These strategies involve teaching them to use morphological knowledge (see previous article) to work out meanings of more complex words, or to search for words that might provide clues to the meanings of other words in context.  A combination of this broad, strategy-based approach and direct vocabulary instruction will provide the best results, according to recent research.  And it aids not just vocabulary knowledge, but also reading comprehension.

 

SUPERFICIAL WORD KNOWLEDGE.

Many children with poor language and reading skills will have only a nodding acquaintance with many word meanings.  They can even be quite common, concrete words which you would expect them to know.  These children can easily slip through the net. Parents and teachers may not observe that, although children may use a word, their knowledge of it is actually very limited.  It’s not just a case of “he used that word so we can mentally tick it off as part of his vocabulary”.  We need to be more vigilant than that.

Picture of woman holding a baby alpaca with the caption: Direct Vocabulary Instruction needed at this age? Probably not for a cria.

Direct Vocabulary Instruction needed at this age? Probably not for a cria.

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Learning Vocabulary.

Jj is for Jottings 131. Learning Vocabulary.

Learning vocabulary – the words a person knows and uses – is a lifelong process. Talking to and reading with your child right from the start is a good recipe for a child to develop a rich vocabulary.  I have talked about vocabulary in previous articles, mainly in the context of reading with children and children reading for themselves.  But, given that vocabulary is so important, I thought it was worth going into a little further.

Photo of a father reading to a young child with the caption: Learning Vocabulary. The User Guide in "Aa is for Alpacas" explains how to use the book to enhance vocabulary skills.

Learning Vocabulary. The User Guide in “Aa is for Alpacas” explains how to use the book to enhance vocabulary skills.

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