A lot of academic difficulties are language based, and so the beginning place to anticipate red flags is in the language system. Here are 6 areas:

The age at which a child beginnings to speak may indicate that kid ease with language.

Kids who know and use words well have worked out that the sounds people make in conversation represent another things and people in the world: “mommy,” “cookie,” or “baby.” First, children start to know the language they hear, then they mimic language reciprocally. Nearly adults take this for granted, simply we must Stop! and appreciate what a complex task the child is performing.

A few children get onto to words early. For others, language is a hard game or a hard system. These children are sending a alert. Whenever spoken language is hard or unsympathetic, normally written communication (reading and writing, letters and numbers) will be too.

Sensory language is what the child takes in, beginning by hearing and later through listening and reading.

You as a parent need to notice whether your child’s sensory language channel works effectively. Does your kid delight in listening to tales? Can your child tell you what happened in the tale? Can your child remember the high points (or the details) from yesterday’s tale? Does your child assimilate those pieces of family news they are not meant to hear: Uncle Ernie’s on a binge, or why does Aunt Sophie wear those eyelashes at her age?

Kids who absorb such information comfortably are demonstrating excellent receptive language skills. Children who are uninterested in tales, do not follow and remember a tale line, or don’t pick up news from conversation are flying a danger flag. They’ll miss news, explanations, questions, and concepts now. Later on, the process of reading may either not make sense to them or may be too hard. At all ages, we need to Stop! Look! and Listen! to a child’s receptive language.

Expressive language is the vehicle for giving out thoughts, questions, emotions, or facts. In normal development, children practice expressively what they’ve taken in receptively. Parents need to Listen!

Does your child use pronouns, plurals, and verb tenses correctly? Most children are reasonably accurate by first grade. The elementary school child who says, “Here are the thingies I branged for Tom and I” is telling us a lot. Can your kid retrieve needed words smoothly? The child who strains when trying to use such words as “marker,” “basketball,” or “peanut butter” is, in effect, saying, “Listen! I have distress finding the words I need.”

Does your child keep sounds in right sequence or do individual sounds or syllables slide around? Is it an “elephant” or an “ephelant”? A “hamburger” or a “hanga-burger”? A “birthday party” or a “birthparty day”? Children who tangle their sound sequences in spontaneous speech are warning us they’ll probably have distress stringing sounds together when trying to read words, or breaking sounds apart when trying to spell.

Litter and clutter are warning signals. Nearly children can say what they mean so that others can know them. Children who have problem getting to the point, who litter and clutter their speech with distracting, unnecessary information, are telling us their thought processes don’t go straight to the target. This difficulty will hamper their reading, classroom discussion and, above all, their writing the whole way by schooling and life. They require help.