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Helping Your Child with Word Finding Difficulties

We’ve all had that feeling where our word or thought is on “the tip of the tongue.”  However, when this is recurring and interrupts communication with your child, then it becomes a problem.  Word finding difficulties (also called “word retrieval difficulties”) are not a vocabulary disorder.  Your child understands the definition of the word(s) and has used them before.  Word finding difficulties are the result of difficulties accessing the vocabulary they already have in their repertoire.  Imagine that your child’s vocabulary is like a library.  All the books are there, but your child just may not know where or how to get them.  Word finding difficulties are common in children with ADHD, learning disorders, and language disorders.

Common Signs of Word Finding Difficulty:

  • Using many filler words in place of specific vocabulary: “Where’s my, ah, um, my, um, you know….my backpack?”
  • Whole word/phrase repetition: “Do you know where, where, where my…. backpack is?”
  • Delayed responses: “Where’s my……………..backpack?”
  • Nonspecific language: “It’s on the thing.”

Strategies and Activities to Help Your Child:

  • Give your child time: It is easy to interrupt and fill in your child’s language during moments of word finding.  However, it is important to avoid this and give your child time to think about what he/she wants to say, and independently utilize word finding strategies.
  • Discuss attributes:  ‘Attributes’ are the common features that describe vocabulary – category, function, location, parts, and physical descriptions such as color, shape, and size.  During moments of word finding, encourage your child to describe the common attributes. For example, if your child cannot recall the word “cow,” he/she can provide attributes such as “it’s a big animal that lives on a farm, says moo, and gives us milk.”  As a communication partner, you can prompt your child by saying, “Tell me what it looks like; tell me where you find it.”
  • Sound/Letter cues:  Sometimes providing the initial letter or sound is as helpful to the child as providing the entire word.  As a communication partner, if you know the word your child is thinking of, use this strategy.  When you are unsure, encourage your child to give you the first letter or sound.
  • Word finding games: Word finding games such as Scattergories, Last Word, and Outburst are great games that target word finding skills.  If your child is having word finding difficulties, encourage him/her to use strategies such as identifying the category or function, describing what it looks like, or drawing a picture.

Feel free to share any of your word finding strategies below.  If you think your child has word finding difficulties, contact North Shore Pediatric Therapy and set up a speech-language evaluation.

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3 Signs Your Child May Have Dyslexia | Pediatric Therapy Tv

In today’s Webisode, an Academic Specialist explains ways to determine if your child has dyslexia.

Click here to learn more about dyslexia and find out more signs and characteristics to look for.

In this video you will learn:

  • What is dyslexia
  • How do children develop dyslexia
  • What are common signs in children with dyslexia

Video Transcription:

Announcer: From Chicago’s leading experts in pediatrics to a worldwide
audience, this is Pediatric Therapy TV where we provide experience and
innovation to maximize your child’s potential. Now your host, here’s Robyn.

Robyn: Hello, and welcome to Pediatric Therapy TV. I’m your host Robyn
Ackerman. I’m sitting here today with Elizabeth Galin [SP], an academic
specialist. Elizabeth, can you tell us three signs to look out for that a
child may suffer from dyslexia?

Elizabeth: Absolutely. And to start, dyslexia is a learning disability
characterized by an inability to decode words. So kids who have dyslexia
show trouble with spelling, with reading fluently, reading with accuracy.
It’s a deficit in the phonological component of language. So the first
thing that is a sign that your child may have dyslexia is a lack of
interest in reading. Most young children really enjoy reading and look
forward to that time but dyslexic kids, it’s difficult so they might run
away and hide. They’re not interested. Second is a lack of understanding
that letters make a sound, the phonological component again. So each letter
has an associated sound and that’s a really difficult association for
dyslexic kids to make. And lastly, dyslexic kids, when they begin to read
once they get a little bit older, they often make reading errors that
really just don’t even connect to the word at all. It’s different sounds.
Dyslexic kids often have a hard time sounding out words, and they have a
hard time with even the most basic of sight words. So if you’re seeing any
of those in your child, it might be worth a look.

Robyn: All right. Thank you so much, Elizabeth, and thank you to our
viewers and remember, keep on blossoming.

Announcer: This has been Pediatric Therapy TV, where we bring peace of mind
to your family with the best in educational programming. To subscribe to
our broadcast, read our blogs, or learn more, visit our website at
learnmore.me. That’s learnmore.me.