This is a little technique that helped to improve my son Kyle’s language skills.
“Fill in the Blank.”
I believe that most children have an instinctive need to complete a known pattern. To see what I mean, try this experiment at home: While you do something such as the dishes, (so your actions don’t appear purposeful) sing a song in the presence of a young child who is verbal. Something simple. Then, suddenly leave off the last word. “Mary had a little lamb, little lamb, little lamb. Mary had a little lamb whose fleece was white as…” If the child is listening, and knows the song, I’ll bet she’ll sing, “snow” to fill in the gap.
Whatever this “fill in the blank” urge is, it can be used in a variety of ways to promote language in young or disabled children.
Numbers
Line up five blocks on the ground. Say, “Let’s count them.” Take your child’s hand and touch his hand to each block as you slowly count. “One, two, three, four, five.” Repeat twice more. Now, as you do it a fourth time, slightly increase the intensity in your voice. Say “One, two, three, four….” and touch the child’s hand on the fifth block without saying anything.
Very often, this will prompt the child to say, “Five.” If he doesn’t, wait about ten seconds and say it. “Five.”
As your child begins to understand, in time you should vary the technique by changing or rearranging the objects, and leaving off middle numbers. “One, two….” (let the child answer “three”) “four, five.” As you play the from time to time, increase the numbers to eight, ten, etc.
Colors
Find several similar objects of different colors and line them up. Play the game the same way, first by taking the child’s hand and helping her point to the colors as you say each of them. After three repetitions, start the pattern again and leave off one. If the child doesn’t respond, wait a few seconds and say the color.
Vocabulary
Read a very simple book to your child with few words. For several nights at bedtime, read the same storybook. These words become a pattern in the child’s mind. After several readings, occasionally hesitate before saying the last word on each page. Vary this in future readings by leaving off middle words. When the child gets good at filling in the blanks, you might reach a point where you can just turn a page and say nothing. Your hesitation should prompt the child to start saying the words. Although this isn’t true “reading” yet, your child is learning the concepts of reading, by saying the words and turning the pages. She can build upon this later on.
You can also use the hesitation technique as your child plays with toys. Hand balls to your child one by one as he drops them into a bucket. Then, suddenly withhold one. As he reaches for it, state the words he needs to say. “Ball.” Or later, “I want the ball please.” If the child makes any attempt to say the phrase, give him the ball. As he improves, don’t give a verbal prompt. Simply withhold the ball, looking at him inquisitively. Eventually the hesitation alone should prompt him to make the statement, “I want the ball please.” If he doesn’t, say it for him again, then give him the ball. Don’t unnecessarily frustrate the child.
The great thing about this technique is its pure simplicity. You don’t need to ask questions or even give any explanation to the child. With simple hesitation and the right technique, you can promote her language development.