What are audio-verbal difficulties? What remedial measures will you take to address these difficulties?

 Audio-verbal difficulties:

Delay in language development may lead to auditory discrimination and the child may not be able to retell a story. 

Although the child may maintain a correct sequence, the language structures and vocabulary would be poor.

Such children may have difficulty pronouncing letters like ‘sh’ or ‘c’ (sip for ship and tat for cat). They also may not be able to repeat more than four numbers forwards or backward in a sequence of numbers they hear.

Children with auditory-verbal and language difficulties may also have difficulties in blending sounds.

They may be able to pronounce the letters individually but are unable to blend them in a word. A child might be able to read ‘sh’, ‘i’ and ‘p’ separately but is unable to pronounce them together in the word ‘ship’.

They have this problem especially when they are reading longer words.

Such children can be helped by reading out books, magazines or any other text in the environment, to them.

They also need to learn that the language of books is different from the language of speech.

Remedial measures will you take to address audio-verbal difficulties:

i. Children must be read to and they need to read themselves.

ii. Let them go over various types of the register (thematic vocabulary) which might help in developing the child’s reflective awareness.

iii. Use nursery rhymes and alliteration at the initial stages and continue it into poetry at a later stage.

iv. Use of folk tales and fairy tales.

v. Modern imaginative stories for listening and reading.

vi. Factual texts.

vii. Use of cloze exercises where the child guesses the context and fills in the blanks which have been deleted after a uniform gap.

There may be gaps where more than one alternative is possible and children can justify their choices, compare with the original and comment upon the difference.

Yet, despite a plethora of activities discussed and suggested to remediate reading difficulty, it is not possible to make definitive statements recommending specific methods for particular reading difficulties. 

The best thing for the teacher is to make an intelligent guess about the child’s strengths and weaknesses based upon observation.

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