What does it take for a child with hearing loss (or any child) to learn more than one language? I break it down into three simple components: Language Learning = Perceptual Access, Quantity, and Quality. What does this mean? Perceptual Access. The language needs to be “catchable” by the child, which means we need to…
This is one of those things that is so simple, it’s almost silly to post about it… but it’s also too fun not to share! Grab your inflatable beach ball (you know, the one that’s in your one-bag AVT kit). Blow it up about three-quarters full. Squash the top down to make a “nest” for…
Auditory Verbal Therapists know a lot about the kinds of talk that build children’s communication skills, and parents of children with hearing loss turn to us for guidance and coaching. They’re not paying us to hold our tongues! The danger comes when we shift from being descriptive about strategies that support listening and spoken language…
When your child suddenly spouts out a new word, sound, or sentence type, it’s a cause for celebration! How exciting — they’ve learned something new! And then… it disappears. You try to tell your spouse or friend or therapist about this new accomplishment and get your child to show off their new skill and… nothing….
There’s a saying that “Language is caught, not taught.” It would be impossible (and boring for both the adult and child!) to sit down and directly teach a child every word, phrase, or sentence structure he needs to know. It also wouldn’t lead to very natural results. Instead, the best language that children learn is picked…
“Shut the door,” “Sit down,” “Go to sleep.” We write them as multiple words, but do young children view them that way? How do we know if a child has learned a “chunk” versus really putting together a multi-word utterance?
Young children love to be in control (who doesn’t?). Think about it: so many aspects of their lives are decided for them — what and when they’ll eat, where they go each day, when they take a bath, etc. For children with hearing loss, parents may tend to be even more directive, giving short, simple…
Figurative language: idioms, metaphors, similes, and the like, can be one of the most difficult aspects of language for English language learners, and children with hearing loss, to master. How can we help children learn, understand, and use nonliteral language in a way that is natural?
When I coach other professionals, I tell them to work smarter, not harder! I like to pick just one book and make it work for ALL of the children I see in a week. My schedule is filled with listeners of all different ages, developmental levels, and needs, but with some creative thinking, you can…
Nutritionists advise diners to think about building a “balanced plate” of proteins, carbohydrates, fruits, and vegetables for every meal. Eating too much of one thing isn’t good for your health! An Auditory Verbal session can be imagined in the same way. Too much focus on one type of goal or activity doesn’t help children…
