Preschool language skills can determine how a student will fare later on
What was your child’s vocabulary like at age three?
How well a child speaks at that age is a good predictor on how they will succeed with reading comprehension by Grade 3, says an Ottawa-based speech language pathologist.
“Oral language skills are the precursor to reading,” says Roxane Bélanger, a speech-language pathologist with First Words Preschool Speech and Language Program of Ottawa and Renfrew County. “Know the signs. Act early when it comes to communication development.”
The more words children know and understand, the more information they can access about the world around them, Bélanger says. She wants parents to liken their child’s vocabulary repertoire to a snowball: “if you roll it down a hill, it will just pick up more and more snow,” she says. “You do the same thing when you expose your child to lots of words. The more words they have, the more connections they can make with other skills.”
Roxane Belanger. Photo Courtesy Roxane Belanger
Bélanger encourages parents to talk to their children and read to them from birth.
Narrative skills are also one of the early literacy skills important for children to have in order to learn to read.
Research shows that narrative skills—the ability to describe things, to tell events in order and to retell stories—help children understand what they hear and read. This happens through their experience with language in daily activities with their parents, their peers and other significant adults.
“It is important for parents and other adults to talk in daily routines,” says Belanger. “Your baby learns to talk when you name objects and actions as you go through the day. With your toddler and preschooler, narrate your life. Talk about some of the things and actions you are doing, seeing, hearing. Simple things like, “First, let’s put our boots on. Then, our hat and our coat. Then, we’ll go for a walk.”
“These strategies really help children develop the speech and language skills needed to succeed later on at school.”
In addition to vocabulary and narrative skills, Bélanger puts emphasis on the importance of developing phonological awareness skills at home and at school.
Phonological awareness skills refer to a child’s understanding that words are made of smaller units such as syllables and sounds. “Phonological awareness is a crucial predictor of reading and writing success at school,” she says. “Play with words to develop an interest in sounds. Start with easy rhyming games around three years of age. It can be fun to listen and make rhymes like cat, hat, pat.”
Next, focus on sounds. For example, finding objects around the house that all start with the same sound.
Associate the sound to the letter, says Bélanger. She suggests making up silly songs, using nursery rhymes or clapping out syllables, it all helps them learn that words are made up of smaller units of sounds. Learning about sounds is really important, Bélanger stresses. Learning that each letter has a sound is key.
“Phonological awareness skills are important skills,” says Bélanger, “and usually develop in the preschool years, from ages three to five. These skills are the bridge between words and reading and writing.”
Don’t wait: Bélanger
If a parent or caregiver suspects a child is struggling with communication development, they should use the First Words Communication checkup online screening tool. Parents get immediate results about their child’s communication development and can refer immediately online to the appropriate agencies. All referrals go to the CHEO Access team. “The earlier the better,” says Bélanger. “Early identification and access to services before 30 months will help your child in their communication and overall development and learning. Don’t wait. Know the signs. Refer early.”
The First Words website
In addition to the First Words Communication checkup online screening tool, the First Words website features resources and webinars that lay out the milestones a child should be reaching for speech and language development. “We can help make sure that your child is reaching their milestones,” says Bélanger. “And we’ll show parents ways to use strategies in daily activities to keep children excited about learning before they even attend school.”
Take a deep breath
Shelley Holloway, a program specialist at the Learning Disabilities Association of Ottawa-Carleton, understands parents’ frustration.
“We know how overwhelming it can be when your child is struggling with reading and especially if you are trying to tutor your child at home,” says Holloway. “Having someone who understands is a benefit.”
Shelley Holloway. Photo Credit Steve Holloway
Holloway says that getting help early is key. “Getting that help before Grade 3, or even earlier is important,” says Holloway.
The struggle with reading will spill over into other subjects, like math and science, where students really need to understand words and sentences, says Holloway. “Then, that struggle starts to affect their self-esteem,” she says. “These kids will label themselves stupid when they’re not at all. And perhaps even withdraw socially or display other behaviours.” Holloway says the number one indicator that there is a problem is whether a child can child rhyme and/or identify the sound of the first letter of a word.
The Learning Disabilities Association of Ottawa-Carleton uses RISE – Reading Intervention that Supports Everyone – the Orton-Gillingham Reading Program, a scientifically backed program for remediation reading. “We understand it’s difficult to reach out for help sometimes,” says Holloway. “There are lots of emotions, but we can really help to point parents in the right direction.” The organization’s new facility at Emerald Plaza has tutoring in all its programs, says Holloway. “And we have some great clubs to help with socialization. We’re here to help.”
Heritage Academy’s students all learn in their own way, says school principal Cheryl Ward.
Cheryl Ward. Photo Courtesy Heritage Academy
For students with dyslexia, this means teaching them how to decode language and empowering them to become lifelong readers and learners.
Ward says that many students are brilliant at masking their problems.
“These are very bright students, and they have great ways of memorizing material and words,” says Ward. “But eventually, they run out of memory space.”
The issue of learning disabilities is increasing, says Ward. “The problem is a systemic one. There is a genetic component to dyslexia. We now have former students who are parents themselves, and they can quickly identify when their child is struggling and seek the support they need.” She also says that with new technologies like ChatGPT or Grammarly, it’s almost impossible to determine if there is a reading or writing problem.
Heritage Academy uses the Simultaneous Multisensory Teaching (SMT) method developed by Ward’s mother, Louise Brazeau, in the early 90s.
“Thirty years ago, Heritage Academy offered our teaching method to several school boards, says Ward. “Only a few took up the offer… We would have had a generation better equipped to deal with learning disabilities like dyslexia.”
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