We have been busily preparing for our new school year, and I have not had much time for blog posts, but I want to post something that may help others of you that have hyperlexic (or even not reading yet if you just do this exercise out loud) children that need to expand their language.
You can’t really say that P is non-verbal. He can definitely talk. If he thinks you may have a cookie hidden somewhere, he will break out in one of his most common lines: “[Mom], Can I have a ____ (fill in sugary snack here), please.” That is not a problem. He can also read anything you put in front of him (although you may not understand well because of his articulation issues and he may not understand the meaning of all the words). What I am trying to help him do, is to EXPAND his communication.
Lindamood-Bell uses the Talkies program for just this purpose, but he is really still at the very beginning levels because of some receptive language issues, so we needed something to help him understand how to describe what he sees (concrete and then later images brought to mind). They use a modified version of the “structure words” in Visualizing and Verbalizing.
In V/V, the structure words are: What, Size, Color, Number, Shape, Where, Movement, Mood, Background, Perspective, When, and Sound. Talkies simplifies it to: What, Color, Number, Shape, Size, Where, Movement. I also have cards that I got here, that give a visual cue when needed. We use the nice, simple pictures in the “Picture to Picture Book,” to describe images, but I have also been using videos that P loves and making questions that get at those same ideas in the Talkies structure words. We have a subscription to Amazon Prime and we use videos that are free with Prime, but you could use whatever videos you have.
Here is an example of one that we used this week:
Super Why: The Gingerbread Boy
Minute 0:00 through 2:05
|0:08||What is the boy’s name?|
|The boy’s name is _____________________.|
|0:10||What size is the boy?|
|The boy is _____________________.|
|1:00||How many Super Readers are there?|
|There are _______________________Super Readers.|
|1:10||What are the Super Readers doing?|
|They are _________________________.|
|1:41||Where are the children?|
|The children are at the ___________________________.|
|1:54||What color is the question mark?|
|The question mark is ____________________________.|
|2:05||What is the weather in Storybook Village?|
|The weather is ____________________________________.|
We read the questions together and he fills in the answer. If he is unsure what a question is asking, we looks at our structure word cards for a clue. We started this last year, about mid-year and he had a tough time with most of the questions and needed lots of help. Now he almost never needs help and I have seen him watching the video more closely, instead of passively. He is excited to fill in the correct answers and I have made them just a little more difficult, but he has kept up. I usually make one sheet of questions for each day of the week (from just one episode per week), so that one episode will have about 30 questions.
I have been so excited about this exercise and wanted to share it because it uses something he is interested in, helps him observe and describe (rather than using language for requesting all the time), increases his attention, and models proper questions and sentence structure. I am hoping to soon be able to leave more blanks for him to form the sentence more independently.
If you would like to see the whole week’s questions, I am including it here: Super why gingerbread boy season 3 episode 5.
Feel free to try it yourself or modify it for your own lessons. Sorry for any typos! These are usually done at 11 or 12 at night!