phonemic awareness skills

Phonemic Awareness Skills

in , , ,

Phonemic awareness is a building block for literacy. Phonemic awareness, or a child’s ability to manipulate sounds to change word meaning, make new words, or even segment and then blend sounds together to make words, are all important skills when children are learning to read. Parents can practice the skills below with their children, adding onto previous knowledge while increasing complexity. As with any skills, it is important that children have a strong phonemic awareness foundation to aid in reading and ultimately writing, too!

Building Phonemic Awareness Skills By Age:

Age Skills Acquired During Year
3 years ·         Begin to familiarize children with nursery rhymes·         Stress alliteration (e.g., “big boat” or “many mumbling mice”)

·         Identify words that rhyme (e.g., snake/cake)
4 years ·         Child can begin to segment sentences into words·         Children start to break down multisyllabic words (e.g., “El-i-an-a”)

·         Children generate rhyming words
5 years ·         Notes words that do not rhyme within a given group·         Blends sounds together
6 years ·         Blends sounds together to create words (e.g., /p/ /a/ /t/, pat)·         Segments sounds to identify parts of words

·         Enjoys creating multiple rhymes
7 years ·         Begins to spell phonetically·         Counts sounds in words
8 years ·         Moves sounds to create new words (e.g., “tar” turns to “art”)

 

The above ages highlight typical skill mastery. As with most skills, there are varying ranges of development. Parents should incorporate phonemic awareness activities into usual book reading, and have fun talking about sounds and words!

New Call-to-action
NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview and Des Plaines. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates today!

Reference: Goldsworthy (2003); Justice (2006); Naremore, Densmore, & Harman (2001).

 

Strategies and Resources for Your Child’s Writing Disorder

in , , , , , , ,

Writing disorders can make every day school tasks like taking notes, writing assignments into a planner, and completing written work very challenging for students.  Nonetheless, this does not mean that it should hold a child back from learning to be a great writer.  There are many resources available to help assist students become proficient writers and the following is a list that children and adolescents in our clinic have found helpful:

  • Assistive Technology Devices that may be available in your child’s school:

    • Word Processor
    • Dictation (e.g., Dragon Naturally Speaking programs)
    • Co-Writer Word Prediction Software
    • Inspiration Software http://www.inspiration.com/

  • Classroom-based accommodations:

    • Reduce overall written work load
    • Copy of teacher notes and outlines
    • Focus on one writing skill at a time until the child masters it

  • At home:

    • Encourage free writing about your child’s favorite topic
    • Help them talk out key points to cover and reinforce the organization format taught in school
  • If legibility of writing is a concern, a trial of Occupational Therapy can help with fine motor control and coordination.

Writing is a vital skill that should never be out of reach for any child.  For additional strategies, please visit: http://www.ldonline.org.  For information about your child’s rights and standards in public education, please visit: Idea.ed.gov.



Learning Disabilities Demystified

in , , , , , , , , , , , , , , ,

Learning concerns are one of the most common neurological issues with which children and adolescents present.  It has been estimated that approximately six percent of the general population meet the clinical criteria for a diagnosis of a learning disability.  The Diagnostic and Statistical Manual, Fifth Edition (American Psychiatric Association, 2013), which is the guide book for psychologists and psychiatrists that provides information regarding diagnostic information, indicates that there are several essential features of specific learning disabilities in children.

5 Features of Learning Disabilities in Children:

  1. Persistent difficulties learning basic foundational academic skills with onset during the early elementary years.  The manual indicates that these foundation academic skills include: reading of single words accurately and fluently, reading comprehension, written expression and spelling, arithmetic computation, and mathematical reasoning.
  2. A child’s performance is well below average for his or her age.
  3. Learning difficulties are readily apparent in the early school years in most individuals.  That being said, there are some instances in which the concerns are not fully evident until later in the individual’s academic life.
  4. The learning disorder is specific in that it is not attributed to other factors such as intellectual disability, socio-economic status, medical conditions, or environmental factors.
  5. The deficit may be restricted only one academic skill or domain.

Prior studies have indicated that learning disorders are more common in males than females.  There are several long-term consequences associated with learning disorders in which the individual never receives any intervention, including:  lower academic achievement, higher rates of high school dropout, higher levels of psychological distress, higher rates of unemployment, and lower incomes.
Data has indicated that children with learning disabilities are often at risk for a variety of co-existing conditions including ADHD and social-emotional concerns.  Click here for more information on learning disabilities.


Toys to Promote Fine Motor Skills in Children of All Ages

in , , , , , , ,

Whether you are shopping for a baby, a preschooler, or a pre-teen this season, there are an array of toys to work on kids’ dexterity, upper extremity coordination, and fine motor development.  Certain activities that your children take part in during the day may be working their hand-eye coordination and visual-motor skills without you even realizing it.

Between puzzles, arts and crafts, and board games, below are some recommendations for things to look for when shopping for your growing explorer.

Games that promote fine motor skills:

Puzzles/Board Games:

Puzzles are a great way to promote cognitive enhancement and fine motor development during each stage of a child’s growth. For younger kids, puzzles don’t just come with larger pieces. There are many puzzles with handles or pegs on each piece so they can work on pinch, grasp, or grip.  Some classic toys for babies, such as ring stacking and shape sorting games, are great for learning how pieces fit together and for working on visual-motor integration and visual perceptual skills. Though it might not look like a typical puzzle, Mr. Potato Head is also a game that encourages fine motor skills. Read more

Multi-Sensory Activities to Practice Pre-Writing Shapes

in , , , , , , , , , , ,

Mastery of the pre-writing shapes is an essential part of a child’s development towards efficient handwriting.

Pre-writing shapes include the following (in order of development):

Pre-writing shape

Approximate age of development
Horizontal lines 2 years
Vertical lines 2.5 years
Circle 3 years
Cross 3.5-4 years
Square 4 years
Diagonal line 4.5 years
Triangle 5 years

Activities to promote appropriate development of pre-writing shapes:

  • Play with Shaving Cream: Cover a surface with shaving cream, and have your child use her index finger to imitate, copy, trace or draw the pre-writing shapes. Try this activity on a vertical plane to add an extra challenge to this activity. For example, write on a mirror or on a tile wall while in the bathtub. By working on a vertical plane, your child uses her shoulder to stabilize the arm movements, creating extra strengthening and increased stability of the arm and shoulder.
  • Finger Paint: Finger painting can be done on a table, easel, or by taping paper to the wall. Have your child cover the paper with paint and then use her fingers to imitate, copy, trace or draw the pre-writing shapes.
  • Use Sand or Rice: Pour a small amount of sand on a table or a plate and have your child create these shapes with her fingers.
  • Use a Chalk Board: Use chalk to create the pre-writing shapes, then use a wet paint brush to trace them. This creates two opportunities to practice! This can be also done without a paintbrush. Instead, dip your child’s finger in water, and then trace the shapes.
  • Play with Play Dough: Use little fingers to mold play dough into various shapes. This can be done by copying a shape, either on top of a shape (imitation) or by memory. This activity also provides an opportunity to address fine motor coordination and strength; have your child pull, pinch, or roll the dough for an extra challenge. A fork and knife can also be used to manipulate the dough while simultaneously addressing feeding skills.

Once the pre-writing shapes are mastered, these same strategies can be used to practice letters! Using a multi-sensory approach to pre-writing shapes increases your child’s awareness, memory and motor learning to learn and maintain these skills. If your child continues to have difficulty with these shapes, please contact a certified occupational therapist.

10 Easy Strategies to Boost Your Child’s Reading Comprehension

in , , , , , , , , , , , , ,

Reading is a critical skill for academic success.  Reading allows us to learn from texts and articles, gives us directions on homework assignments and class projects, and opens the world of books.  But what if your child is falling behind?  It might feel discouraging to learn that your child is struggling with reading comprehension.  Not only do you want your child to succeed, but you also want your child to enjoy reading.  There are many things parents can do to help.

10 practical strategies to improve your child’s reading comprehension:

  1. Ask “check-in” questions as your child reads.  Who is in the story so far?  What is the pig’s house made of?
  2. Encourage your child to monitor her own comprehension while she reads.  Do you understand the last sentence?  What’s happened in the story so far?
  3. Have your child reread challenging sentences.  Talk about the meaning.
  4. Encourage your child to restate challenging sentences in her own words.
  5. Help your child build the story as she reads.  Graphic organizers are great tools to use.  For example, make a “character wheel” by writing important traits about a particular character on each spoke.  Or fill in a worksheet that identifies the story’s main events, problem and solution.
  6. Have your child make predictions about the story as she is reading.  What do you think this story will be about?  What do you think will happen next?
  7. Encourage your child to write down challenging vocabulary words.  Have your child make flashcards of each word by drawing a picture of the word and writing the definition in her own words.  Practice using the new vocabulary words throughout the week.
  8. Encourage your child to summarize the story in her own words.  If this is hard, have her use her graphic organizer to recall specific events or details.
  9. Ask your child to identify the “main idea” of the story.  What is the story about?  Why do you think the author wrote it?  If you could give the story a new title, what would it be and why?
  10. Gradually encourage your child to use these strategies on her own.  As your child is more successful, take a step back.  If they have difficulty, help her decide what she can do to better understand the story.

Finally, make reading fun!  Choose material that is interesting to your child.  Keep in mind that reading is not limited to only books.  You might read a movie review from a film your child recently saw, or a recipe your child is excited to try.  Take your child to the bookstore and encourage her to choose a fun book to read before bed.  If you’re unsure what reading level is appropriate, ask your child’s teacher for the latest recommended books for your child’s age.

For more reading help, contact our Blossom Reading Center.

To subscribe to our blogs via e-mail, click here.

Build Your Child’s Vocabulary Through Salient Features

in , , , , , , , , , , , , , , , ,

salient featuresLabeling an item and expecting your child to remember the word is not as easy as 1, 2, 3.  In order to map new words into your child’s lexicon (i.e., his/her word dictionary), particularly if he or she has a language disorder, teaching salient features is essential for word understanding, use, and retrieval.  The following are key salient features when teaching new vocabulary, maintaining previously learned words, and expanding vocabulary.

Key Salient Features:

  • Category: Including the category into which a word belongs helps organize the word into a group.  This then facilitates further thought about words that are related to the target vocabulary word. For example, a pencil belongs to school supplies.  What else belongs to school supplies?
  • Place Item is Found: Identifying a location where a word may be found allows your child to visualize the target word.  For example, a pencil can be found in a pencil cup or in a drawer at home and in a desk or backpack at school.  Avoid non-specific locations such as the store or at school, as many items are found there.
  • Function:  Talk about the purpose of the item.  For example, a pencil is used for writing.   Identifying this feature allows a child to connect a noun to an action. Read more

Help Your Child Learn to Sequence

in , , , , , , , , , , , ,

Whether we know it or not, we are constantly sequencing throughout the day. As we tie our shoes, we sequence the steps. When we complete a project, we plan the order tasks will be accomplished. As we talk with friends, we organize our thoughts and ideas into a logical order. For some children, however, sequencing can be challenging. 

You might notice your child having difficulty verbally expressing herself. Her ideas might appear fragmented or disconnected. She may leave out important information while including irrelevant details. Or you might notice your child forgetting important steps when completing daily tasks, such as going to the bathroom. She might forget to close the door or flush the toilet. If you find this is a problem for your child, fear not. There are many ways to practice sequencing with your child.

5 fun activities to help your child develop sequence skills at home:

  1. Retell a favorite storybook. Read a book with your child. Afterwards, retell the story together while thinking about three important things that happened. This may be challenging for your child, so simplify it by using pictures as you retell the story. Photocopy pictures from the book (choose just a few important pages as opposed to every page), and have your child tape pictures on the wall in the correct order.
  2. Plan a fun recipe. Plan out the steps you will need to complete the recipe. Based on your child’s age and level, you might write the steps out or draw pictures of each step. After you’ve completed the steps to make the recipe, encourage your child to share it with others. Have her describe how she made it.
  3. Make a scrapbook from a family outing. Plan a fun outing and take pictures throughout the day. Afterwards, have your child put the pictures in the correct order (limit it to 3-5 pictures, depending on your child’s level). Glue each picture in a construction paper book and help your child write a sentence to go with each picture (first…then…etc.). Encourage your child to share her book with others and tell them about her fun day.
  4. Have your child be the “teacher” while you play a game. Choose a favorite board game, and pretend you forgot the rules. Encourage your child to be the “teacher” and tell others how to play. Guide her language by writing or drawing pictures of each step while she explains the rules.
  5. Talk about various sequence concepts. Concepts might include first, then, second, last, before, or after. Line up your child’s stuffed animals and encourage your child to find the animal who is “first.” Or you play “Simon Says” while encouraging your child to follow directions in the correct order (“Simon says first___, then___”).

Most importantly, have fun! The best kind of learning is often when your child doesn’t know she’s learning at all. By choosing fun activities, you can enjoy time with your child while still helping her learn and grow.

Do you want to learn more about sequencing?  Click here to learn about the difference between sequencing and memory.

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

Meet-With-An-Occupational-Therapist

5 Ways to Help Your Pre-Writer Develop Her Pencil Grasp

in , , , , , , , , , , , , ,

Your child is constantly growing, learning, and developing motor skills that she will use later in life.  One of thesedeveloping pencil grasp important motor skills is her pencil grasp.  By the time your child is three and half, she should have developed the skills necessary to hold her pencil with her thumb and the pad of her index finger.  Below you will find 5 ways to help her develop this skill.

5 Tips for Helping Your Pre-Writer Develop Her Pencil Grip:

  1. Employ “The Alligator”: Have your child make her hand into an alligator’s mouth, as if her fingers and thumb form the teeth and lips.  This “puppet-like” shape will help your child to grab onto a pencil, crayon, or marker using the pads of her fingers.  Instruct your child to place the marker in the alligator’s teeth and to keep the alligator’s mouth (web space) open.
  2. Use Stickers:  Place 2 stickers near the tip of your child’s markers.  These stickers will serve as a visual cue for your child when she is picking up the marker.  This additional cue may help her to remember where to put her fingers and to use her thumb and pointer finger together.
  3. Keep Supplies Her Size:  Give your child various small supplies, such as short pencils (much like the ones you find at the mini-golf course), broken crayons, or short markers.  Since your child’s hands are much smaller than your own, giving them supplies that are just their size will make it easier for them to use a more refined grasp.
  4. Use Lacing Cards: Engaging your pre-writer in activities that don’t involve a pencil or paper can also help her to develop her grasping skills.  Pick up some lacing cards (you can also use cardboard and a hole puncher to make your own).  Encourage your child to hold a shoe-lace with her thumb and pad of index finger as she weaves it in and out of the holes.  This activity helps to develop her visual-motor skills that are so important for writing. Read more

Debunking Dyslexia Myths

in , , , , , , , , , , , , , , , , , ,

Dyslexia is a word that often stirs up fear and misunderstanding. In addition, it is awash in myths. Often, people think of adyslexia person with Dyslexia as an individual who confuses b’s and d’s or reads backwards. Others may think of a troubled reader who is confused by basic letters.  This simplistic and incorrect understanding of Dyslexia often causes people, especially parents, to feel a series of negative emotions when their child has trouble reading and a Dyslexia diagnosis is given. In reality, as many as 1 in 5 children are diagnosed with Dyslexia, which is defined a deficit in the phonological processing component of language that results in trouble reading and decoding words. Read on for the truth about Dyslexia.

Dyslexia myths and the truths behind them:

  • Myth: “Dyslexia means readers see letters and words backwards.”
  • Fact: Letter reversals are a symptom of Dyslexia; however, this is not the condition itself. Dyslexia is a much more complex phonological processing disorder in which the reader has difficulty associating the letters and the resulting sounds. Read more