How To Help Children And Youth With Language/Writing Problems
Difficulty Communicating Easily And Clearly; Dyslexia; Dysgraphia; Afraid To Make A Mistake So Does Not Try; Difficulty Sequencing Thoughts So Writing Does Not Make Sense; Does Not Know About Sentences And Paragraphs; Does Not Know Writing Strategies; Does Not Know How To Put Ideas Into Words Or Written Words; Does Not Use Rich Speech Or Written Language With Descriptive Words And Complex Sentences
Speaking is a very complicated skill that we take for granted. Writing language is even more complicated. Writing well is a remarkable achievement for children & youth. Learning to write well and effortlessly is easier when a child or youth can speak clearly, has a large vocabulary and uses descriptive words and phrases. Having a large vocabulary depends on hearing a great deal of rich, descriptive language and then having opportunities to use the words. Descriptive language is more easily learned through example by hearing and talking.
Written language challenges can be due to or complicated by:
Learning/developmental challenges; dyslexia; dysgraphia; genetics; family patterns; vision/hearing challenges; coordination difficulties; medical conditions; insufficient teaching and practice; adult over/under expectation; challenges from unresolved shock, abuses and other traumas; inability to relax and think; coordination challenges; emotional turmoil; memory challenges; body chemistry imbalances; nutrition imbalances; allergies and exposure to environmental pollutants.
Dysgraphia and Dyslexia:
Dysgraphia and Dyslexia are neurological conditions that can cause various levels of difficulties in reading, spelling and writing language. They can be complicated by other factors and learning challenges.
Dysgraphia is the term describing difficulty in the ability to write due to difficulties with eye-hand co-ordination.
Dyslexia is the term describing difficulty reading and spelling.
Afraid To Make A Mistake So Does Not Try To Communicate:
Without help, this can seriously slow school performance. It can create ineffective attitudes towards learning and habits of quitting and lower self-esteem.
Difficulty Sequencing Thoughts So Writing Does Not Make Sense:
Without relaxed help, this can create failure at school and adulthood.
Does Not Know About Sentences And Paragraphs:
Learning about sentences and paragraphs is a natural step in written language development. Not knowing this can be due to and complicated by a combination of a lack of effective instruction, premature expectations and/or a lack of sufficient practice.
Does Not Know Writing Strategies/Does Not Know How To Put Ideas Into Words or Written Words:
It is important to solve these challenges quickly. Not knowing these skills can create habits of quitting and ineffective attitudes towards learning and can lower self-esteem.
Does Not Use Rich Speech Or Written Language With Descriptive Words (adverbs and adjectives) And Two Part Sentences:
Without help, learning to communicate effectively using written language is extremely difficult. A lack of this skill can often contribute to a lack of success in school and adulthood–especially with society’s use of computer communication.
First, We Would Investigate
Second, We Would Investigate
For Long Term Support
On Our Own We Would Try: • Bedtime Stories and Chats • Wholesome Pleasures • Back Rubs and Foot Massages • Replace sodas, juices, sugars, fats, fast foods with water, veggies, whole grains, nuts, protein, fruit, slow food • Long Walks/Hikes • Nature • Pets • Less or No TV, Movies, Video/Computer Games
For Parents: • Check out hearing, vision, eye coordination. Get a medical/psychological evaluation as soon as you notice any difficulties with these. • The best way to give a child or youth a large vocabulary is to read stories rich in language to them every night (from infancy to graduating High School) and then to have talks later about the stories you read. • Frequent, easy, relaxed, interesting conversations are essential. • Make time each day when everyone in the family reads to themselves or out loud. • Play a game of making mistakes on purpose. • In relaxed ways, tell family stories, read stories, play “I spy” games, read signs, and use open-ended invitations to communicate like: “Tell me about that ….” • Try to avoid questions that elicit a “yes” or “no” response. • Ask librarians and teachers to help you learn these skills. Learning Nonviolent Communication and teaching it to your child or youth can help them and you. • Pay a compliment before every correction.