Learning to Say Words
Aims
This activity is designed to:
- build on single sounds your child can say, moving towards using these sounds in words
- encourage your child to make attempts at saying words
- encourage your child to use sounds at the beginnings of words (many children with Down syndrome often leave off the beginnings of words)
When to start
This activity is suitable for children who are saying some consonant sounds and some combined consonants and vowels (for example, [two], [key] or [raa]).
Getting ready
Selecting a set of words
Select a set of words beginning with a sound that your child can say as a single sound and in combination with a vowel. For example, if your child can say [t] and can also say [two] then it would be appropriate to select the set of [t] words.
You can work through the initial sounds in See and Learn Saying Words 3 in any order. Start with the sounds that your child can say most confidently.
Cards
Get the chosen set of cards and check that they are in the intended order. The printed cards are numbered on the reverse side.
App
Select Activities > Learning to Say Words and select the required set of words. By default, the words are presented in a fixed order.
The apps are designed so that you can hold a tablet against your chest and operate the controls at the bottom of the display. If you are using a larger computer display you should try to position yourself so that your child can easily switch their attention from the screen to your face.
Initially, the recorded voice prompts are switched off so your child can hear and see you saying the words. These options can be changed via the settings menu.
Instructions
| 1 | Cards: Select the first card and hold it next to your face, avoiding covering your mouth.
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App: Begin the activity and position the tablet/computer screen so that your child can see the screen and your face. (You can hold a tablet device against your chest below your chin.)
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| 2 | Attract your child's attention. Give your child time to look at the card that you are showing them. |
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| 3 | Clearly say the word represented on the card. Use a natural mouth/lip pattern and do not over-emphasise your mouth movements. Encourage your child to look at your face. |
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| 4 | Repeat the word three times. Pause briefly between each repetition so your child can take in the information. |
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| 5 | Encourage your child to imitate the word. Allow some time for your child to imitate the word. Their imitations may include lip movements or attempts to use their voice, saying the initial sound or attempting the full word. |
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| 6 | Repeat the word clearly if the attempt is incomplete or unclear. Say the word correctly to reinforce your child's effort and give them another correct model. Reward your child's attempt at a word by simply repeating the word in an encouraging tone of voice. Avoid disrupting their learning by saying "good talking" when they need to focus on the word while they process and store it. |
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| 7 | Cards: Select the next card in the set and hold it next to your face, avoiding covering your mouth. --------------------------------------------------------------------------------------------------------------------------- | App: Select the next card in the set by tapping or clicking the right arrow at the bottom of the screen. Position the tablet/computer screen so that your child can see the screen and your face. -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------+ |
| Consider having a box for your child to post the completed cards in or letting them tap the right arrow in the app to encourage their active engagement. | ||
| 8 | Repeat steps 1-7 for each remaining card in the set. Work through all of the cards in the set. |
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| 9 | Praise your child. Reward your child for working through the set. If your child does not attempt to vocalise, praise their focus and attention to maintain motivation and participation in the activity with "good looking" or similar. They are still learning through watching and listening. (By default, the apps will play applause at the end of each set when the check button displayed to the bottom right of the screen is tapped or clicked.) |
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| 10 | (Optionally) Repeat steps 1-9 with another set of words. We recommend working on up to 3 sets of words - if your child can make the initial sounds needed for each set. You can vary the selection of sets or work on more sets of words if your child can confidently produce more than 3 of the initial sounds and if they are happy to engage in the activities. |
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Recording progress
Sessions Record
The record sheets include a Sessions Record where you may record the dates of each teaching session and target sounds/words.
Achievements
To monitor progress, you should use the Progress Record sheets provided to record your child's attempts at producing the words as follows:
- Attempts to say at least part of the word - if your child makes a recognisable attempt to say a word (saying just part of the word is sufficient for success) then note the date in the corresponding box in the "said part of word" column.
- Says more complete word - if your child says a more complete word (with most or all sounds or syllables attempted so that the word is likely to be recognised by family members, carers and teachers who have frequent contact with your child) then note the date in the corresponding box in the "said word recognisably" column.
- Says the whole word clearly - if your child says a word clearly enough to be understood by someone meeting them for the first time, then note the date in the corresponding box in the "said whole word clearly" column.
You can note any responses/reactions made by your child in the notes column next to each word. For example, your child may vocalise, move their lips, say the first sound, say part of word, simplify sounds or say the end sound.
When to move on
When your child is attempting to say at least 5 of the words in a set (recorded in the "said part of word" column on the record sheet), you can start Activity 2 - Practising Sounds in Words using that set of words.
It may take your child a long time to achieve this target. Young children just starting to talk may take many months to achieve 5 words from a set. You should continue to work with See and Learn Speech Sounds and See and Learn Combining Sounds to practise single sounds and combinations they cannot yet produce. Older children may progress faster. If you feel that your child is making little or no progress, where possible you should consult your speech and language therapist for further advice.
Additional activities
- Assemble a bag of toys that all start with the same sound (for example, a [c]/[k] bag of toys could include a [cat], [car], [cow], [cup], [coat], etc.). Play "what's in the bag?" games, pulling out each object and naming it.
- Give your child choices of toys to play with - using toys with names beginning with the same initial sound. For example, "would you like the car or the cat?" When your child reaches for a particular toy, encourage them to name it through imitation.
- Cards: Hide the cards around the room and ask your child to find them. As they find each card, you model the word for them to imitate. Then post the card in a box and look for the next one.
- App: Let your child step through the activity with the recorded voice switched on for extra input and practice. Let them tap or click to move on and to repeat the audio prompt, if they can.
Selecting additional words
When considering additional activities, choose words that have the target initial sound [followed by a vowel]. For example, a [c]/[k] bag of toys could include a car, cow, coat, but should not include chalk or crayon.
However, you should continue to encourage your child to attempt more difficult words, like chalk or crayon, in regular communication. Children learn words because they want to use them to communicate.
We have chosen words for speech practice based on their production difficulty but you should not limit your child to these words in everyday communication.
