Abstract
A game designed to support the development of vocabulary and to improve word finding ability is always welcome by teachers who work with pupils with language impairment. Children with word finding difficulties have problems in recalling the right word and those with vocabulary difficulties may not know the word. Teaching these skills is fundamental to the development of vocabulary and continually need support.
The model of word finding in this game is related to Levelt’s (1991) model of learning new words by linking to previously learnt words through category, function, location and attributes, and later developing the ability to sort, identify and generate words. These seven areas are explained clearly in the accompanying leaflet.
We trialled this game with several children from five to eleven years old, all of whom had speech and language impairment, and had not necessarily expected a positive response. However, the children thoroughly enjoyed the game and asked to play it again. It was fun and enjoyable to them, and it was not onerous. The game helped to develop the skills of category, function, location and attributes. The three challenge cards – time, teaser and link – developed their ability to name, categorize and give an increasing number of objects within 30 seconds.
This game consists of a baseboard, three sets of challenge cards, counters, dice, reward boards and a timer. The instruction leaflet explains the theory and rationale behind the game, although the explanation of how to play the suggested games was not as clear as it might have been.
The game supported and developed the children’s word finding and improved their ability to categorize. As an assessment tool, areas in which the children had difficulties were highlighted and identified for future therapy. All of the pupils’ ability to explain the odd one out, to explain the category, and to name a set of objects within a set time using the timer provided improved over the course of the activity.