Practising Saying Words
Aims
This activity is designed to:
- build on your child's attempts to say words
- encourage your child to begin to say all of the sounds in words
When to start
This activity is suitable if your child is making recognisable attempts to say at least part of 5 or more of the words in one of the sets of words they have been practising in Activity 1.
You can refer to information recorded in the records booklet: if your child has achieved "said part of word" or better for 5 or more words in a set, then they are ready to start this activity with that set of words.
Getting ready
Selecting a set of words
Select a set of words that you have worked with in Activity 1 and for which your child can make recognisable attempts at least part of 5 or more words (see above).
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 > Practising Saying Words and select the required set of words.
Initially, the app is configured to present the words in a random order and to play applause at the end of the set (when the check button is clicked or tapped). Initially, voice prompts are switched off. These options can be changed via the settings menu.
Developmental errors
Substitution
Sound changes in which one sound class replaces another class of sounds: for example, 'tun' for 'sun', 'too' for 'zoo', 'wed' for 'red', 'tat' for 'cat', 'doe' for 'go'
Assimilation
Sound changes in which one sound or syllable influences another sound or syllable: for example, 'bub' for 'bus', 'doze' for 'nose', 'pick' for 'pig', 'gomb' for 'comb', 'foon' for 'spoon', 'baba' for 'bottle'
Syllable structure
Sound changes that cause sounds or syllables to be reduced in number, deleted, or repeated: for example, 'bed' for 'bread', 'no' for 'snow', 'toe' for 'toad', 'unny for bunny', 'nana' for 'banana'
These are common for all children and can be accepted as correct or 'best possible' production while still modelling correct version to child.
They disappear between 3 and 6 years for most children but we would expect this to be later for children with Down syndrome.
When voice prompts are enabled, the recorded word is played each time a picture card is clicked or tapped after being rotated.
General guidance
This activity is designed to encourage more practice and more complete production - even if it is only approximate. It is not necessary to hold the cards or display close to your face every time you practice but you should do so if you think it will help - for example, if you wish to model an end sound or syllable for your child.
Start by saying the words clearly but naturally. However, if your child is not attempting all the sounds in the word you can stress each sound or syllable in the word as you join the sounds or syllables to say the word to ensure your child is hearing each sound in the word and can see how you put them together.
It takes typically developing children approximately 7 or 8 years to produce all of the sound patterns in words as adults do. While we have chosen early words that start with the easier sounds, some have more difficult end sounds (for example, [z], [th], [s], [v]) which your child may not yet be able to produce.
All children reduce or alter sounds in words to make them easier and these 'developmental errors' are to be expected. If your child says a word consistently using one of these 'typical' errors (see box) this is fine.
Instructions
| 1 | Cards: Select the first two cards and place them face down on the table.
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[Apps]: Start the activity and place the device/screen in front of your child. The reverse side of two cards will be displayed.
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| 2 | Ask your child to select a card and turn it over ([Apps]: tapping or clicking the card turns it over) Let your child look at it. Say the word and encourage your child to say it. Repeat the word so that your child hears the correct model. You can stress parts of the word your child did not say like the last sound or syllable and encourage them to have another attempt. Praise your child at the end of a set rather than after each word to avoid disrupting their learning. (By default, the app plays applause at the end of a set.) |
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| 3 |
Let your child turn over the next card (App: tapping or clicking the card turns it over) Let your child look at it. Say the word and encourage your child to say it. As your child becomes more confident at saying the words, do not say the word immediately - give your child the chance to say it first and then repeat it to confirm they are right and provide a correct model for them to remember. |
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| 4 | [Print]: Select the next two cards and place them face down on the table. | App: Move to the next two cards by tapping/clicking the right arrow. |
| 5 | Repeat steps 2 to 4. Work through all of the remaining cards in the set. As your child gets used to this activity you will be able to work through the words quite quickly. The sets have words in which the consonant is followed by a different vowel, so that working through the set challenges your child to listen to and produce a range of word patterns. This should help to develop their control over their phonology (speech sound system). |
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| 6 |
Praise your child. Reward your child for working through the set. (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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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.
When to move on
When you have marked 10 or more words in the "said word recognisably" column you can work on improving clarity with Activity 3 - Rehearsing Saying Words. You should continue to practise each complete set in Activity 2 until all of the words in the set are marked in the "said word recognisably" column.
You can work on 3 sets at a time in Activity 2 or more if your child is happy to try more.
It may take your child a long time to achieve this target. Young children just starting to talk may take many months to learn to say a word recognisably. 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.
Additional activities
- Cards: Once your child is gaining confidence and accuracy with 2 or 3 sets you can begin to mix the words from different sets to increase the speech challenge.
- 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.
- Make some cards with photographs for words that are important in your child's life such as family names, pet's names, names of school friends and teachers, favourite foods and activities. Choose words that your child tries to say frequently but has difficulty saying the whole word clearly.
- Cards: Let your child choose a set of cards that you are working with and put them on the fridge door with magnets. You can then practice when in the kitchen preparing a meal.
- Spread out a set of cards face down and take turns to pick them up and say the word. Turn taking is a good way to lessen the pressure. Brothers and sisters can join in. With the apps, take it in turns to choose a card and say the word.
