STRATEGIES TO HELP RECEPTIVE LANGUAGE (COMPREHENSION)
0 - 5 years old
To support a child with comprehension difficulties, we need to establish how much the
child understands e.g. words they know and the amount of information carrying words they
understand.
To enable a child to access spoken information and comprehend what is being said it is
important for those around them to consider and modify their own language (with the
above in mind). The following modifications support children with receptive language
difficulties:

















Ensure you have the child’s attention before saying anything to them
Repeat instructions using the same words / phrases as the first time (as long as they
understand the vocabulary used and can follow the level of instruction i.e. 2 information
carrying words)
Restate and emphasise key information
Allow children time to process the information (6-8 seconds)
Limit the amount of material presented at one time
Slow the rate of presentation and use pauses
Give instructions in the order they need to be done and break these down into
manageable chunks
Avoid using lots of sequential vocabulary such as ‘do X before Y and then do Z’.
Rather say, ‘do X and then Y’ once this is achieved you would then say ‘now do Z’
Break up periods of spoken language with practical activities
Use visual cues such as pictures and / or objects to support spoken messages where
possible
Use visual timetables to support understanding of what will happen next
Use natural gesture and visual cues to help retention and recall of information.
Position children so they can see the teacher and the board without turning and can
benefit from additional visual clues
Try not to use ambiguous and non-literal language such as idioms e.g. pull your socks
up.
Create a classroom culture where the pupils feel safe to ask. Encourage pupils to
identify when they have not understood. Remind them of set phrases that they can
use.
Ask the child to tell you what they are going to do to check they have understood
Limit visual distractions
October 2012
RL Intro 4
Vocabulary




Use familiar vocabulary when giving instructions and explanations
Where possible try to be consistent in the use of vocabulary
Use visual support (pictures and / or objects) when teaching new vocabulary
When using abstract concepts ensure the meaning is made clear by rephrasing the
sentence
October 2012
RL Intro 4