Building
Language-Rich Homes
A Site for Families of
Hearing-Impaired Children

Lesson 1: "Getting Dressed" - PRACTICE

Did you notice a difference in the way that Mom spoke with her daughter this time around? Did you see any good examples of using strategies relating to:

Physical Cues and Length of Utterance?

Now that you know the importance of these two strategies, please evaluate what you've seen in the second video clip and identify what you think is the most important step that Mom took to help her daughter's language development in this conversation:

Mom hugged her daughter.

Mom pointed to her mouth to cue her daughter that a verbal response was expected of her.

Mom helped pick out decent clothing for her daughter to wear
that day.

Mom "chunked" her language into small pieces that her daughter could access.

Mom made sure to establish eye contact before communication began.

Mom pointed to the shirts as she was naming each one.

Mom cooked a great breakfast.

Mom held up the shoes as she talked about them.

Mom turned her head away from the child as she spoke.

(Note: In real life, each of the buttons in the table above would, upon mouse-click, elicit a response such as:

"We agree! It's very important to establish eye contact before communicating so that the child realizes that this is a two-party exchange", or

"Hmm...It's great that Mom is cooking a balanced breakfast for her child, but it doesn't really relate to helping with language development.")

Wow! Great job! If you'd like to review what we've done so far, you may use your "Back" buttons to page back through this lesson. If you are ready to move on, you may click the "Next" button to be returned to the entry page for the 3 lessons. From there you may choose another lesson to try: "Snack Time" or "Going Shopping"!

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