Hearing loss also impacts the development of word association.
As typically developing children are exposed to language, their semantic understanding expands. Newly learned words are receptively organized in the brain in categories according to how the words are used and associated with other words. (The word ’houseboat’ goes in the ‘dwelling’ file as well as the ‘watercraft’ file.) This receptive language organization allows words to be quickly and easily recalled and expressively used according to the appropriate meaning.
This can be compared to having a mental file cabinet. In comparison, children with hearing loss often have a laundry basket for the organization of receptive word understanding. Mishearing of words and ‘spotty’ comprehension of language limits the development of categories of understanding. A child with hearing loss can have a vocabulary level in the low average or average range but still struggle with word recall and appropriate interpretation of meaning within the context of instruction or conversation. When recalling a word, their efforts are similar to digging through a laundry basket of randomly heaped clothing to find the one shirt with just the right color, buttons and collar. The time spent digging to recall a word results in delayed oral and expressive language. This workbook on Attributes is meant to help you assist your students in developing these skills in an organized, sequential manner. Karen Anderson, Director
Ages: 6-8 Grades: 1-3
Teach children to describe things in new ways and enrich their oral and written language skills. Appealing one-page lessons with simple language demands are perfect for children with language-learning issues.
- Understand and use describing words
- Recognize and use specific strategies to understand and use an increasingly rich vocabulary
- Expand working vocabulary and curricular vocabulary
The activity pages have lots of visual supports. Lesson formats vary and consist of tasks like circling pictured items, matching pictured and written items, formulating one-word written answers, and lively games. Vocabulary is taken from graded vocabulary lists and is familiar to most students. A pretest/posttest makes it easy to measure instruction results.
Children learn to:
- describe what things look, feel like, taste like, sound like, or smell like
- use actions, functions, or parts to describe things
- exclude words that are not logical attributes of things
- describe things