All children learn to speak, but not many understand the benefits of staying silent. The ability to wait and observe, listen and absorb information before speaking is a skill that lasts a lifetime. The more patience we can cultivate in our children at an early age, the less likely it will be that they experience self-talk events such as anxiety or depression during adolescence or adulthood.
This article discusses how children are taught to stop talking before they have anything meaningful to say which can create psychological torment later on in life. Lack of practice with prereading and prewriting skills could cause speech stress disorders such as stuttering or dysfluency later in life for those who have difficulty reading their own thoughts beforehand. Limited practice with writing and reading could make it difficult for someone to express their thinking fluidly on paper.
Reading, Writing and Speaking
All three skills (reading, writing and speaking) are necessary for effective communication. Writing/typing one's ideas onto a screen before speaking about them may help eliminate time-wasting comments that take the conversation in a different direction than where it was originally heading. It might also save time when preparing lectures, papers or reports. In addition, the writing/tything process of getting thoughts down before speaking can help with articulation and phrasing of words in order to say what is meant more clearly.
Children are often taught to read and write before speaking. Parents, teachers and school staff may use the following techniques to shape young children's speech patterns:
Teaching young children to read and write one day at a time may be the most important factor affecting their literacy skills later on. If they are not permitted to learn how to 'read and write' by using the alphabet, they will learn it through trial-and-error methods when making mistakes. Many of these errors will be from mispronouncing or mistyping letters and words. This can cause self-talk events such as anxiety and depression or a lack of interest in learning these skills as an adult.
Children with language disorders could benefit from taking courses in literacy and writing skills. A person who stutters or dysfluent may have limited practice with these skills due to the fact that they may not have been taught them since early childhood. In addition, a person who has difficulty reading thoughts before speaking could benefit from taking an English course in college or university. This would make them more comfortable in discussing their ideas and feelings on paper after practicing all three of these skills in childhood.
Some people believe that it's easier for children to read and write letters than it is to speak when confronted with a new question, afraid they might make a mistake at the same time. The benefit of reading and writing first before speaking is that the child will get more practice with these skills without the pressure of speaking in front of their class.
Cantor, L. (1989). What we Don't Know About Stuttering: Who Is Stuttering? What Might Be Done and What Can's Be Done. Chicago, IL: American Speech-Language Hearing Assoc., pp. 271–282.
Engebretson, L. (1992). Outsmarting Speech Blocks in Children with Specific Language Impairments; An Empirical Study . Los Angeles, CA: SLIC Publications Inc., University of Southern California
Jefferson, K., & Brayton, M. (1994). Stuttering: Research Findings, Practice Implications, and Recommended Interventions (2nd ed.). Austin, TX: Pro-Ed
Kucera-McEnonan, J.T. (1986). The Prevalence of Speech Disabilities in Children . Rockville, MD: Aspen Publications
Sussman, M., Razel, D., & Chotkowski L. (1975). The Bases for the Merck Stuttering Project. In P. Critchley & N. Watson (ed.), Psycholinguistics and Communication Disorders . New York University Press; London: Victor Gollancz
Walton Iii, L., Bergeron-Wise, L., & Williams L. R.
Post a Comment