Use categories and word associations to help children retrieve words. I tend to think of categories as lists: dog, fish, and giraffe are animals, chair, bed, and desk are furniture. Word associations I think of as “words that one thinks of when one thinks of that category”: leash, collar, bone, fur go with animals; seat, cushion, leg go with furniture. I have also heard “divergent” and “convergent” naming used to distinguish between the two. Whatever you call connected words, they help children find the words they need. The more connections among different words, the more synapses fire in the brain.
I have had success by helping children organize their mental maps of categories. First I ask the kids to write (or dictate) as many “animals” as possible. In 60 seconds, I usually get some random list: dog, cat, elephant, fish, giraffe, horse, etc. Then I ask them to name as many pets as possible, followed by farm animals, sea creatures, and jungle animals. They are often amazed that they can name many more animals when they think in “sub-categories.” As adults, we tend to mentally organize lists. Young kids, however, don’t necessarily do so. I have absolutely no research to back that up: only many years of working with elementary aged (and younger) children.
Word associations are great for helping children develop a better, deeper understanding of vocabulary words. But do they speed retrieval? I think the verdict is still out on that respect (see reference below) There seem to be some children who can use word associations to help cue themselves to find words, while others are not helped by this strategy. If a child is truly stuck on a word and he uses word associations and good descriptions with his listener, his listener may be able to help him come up with the target word. The important issue is to target your therapy for the individual child. When he finds a strategy that works for him, encourage him to use it in the future. Once he finds the word, anchor it in his repertoire. Repeat, repeat, repeat. Use phonological mnemonics and a “word finding 5:” Say the word 5 times, use it in a sentence, then get a high 5. One of my favorite analogies is a “brain tattoo.” Ask him to tattoo it on his brain. Thanks to 5th grade teacher extraordinaire Karla for that idea.
Send me your favorite word association games and activities! I’ll feature them in an upcoming post.
ASHA members will find good information in this article: