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She is rarely verbal, usually pointing to what she wants and grunting when ignored. At four she should be jabbering all the time, trying her best to be heard over the cacophony caused by her classmates. But she just sits, watching the play instead.
Although seldom a behavior problem, she prefers to play by herself instead of with others. Born to elderly parents, and with no siblings, her world is small and solitary. She’ll never make it in kindergarten without better verbal communication skills. That’s where I come in.
“Don’t you want to play too?”
Her eyes dart toward the sound of my voice. I smile. Her eyes light up. Her nonverbal communication serves her well at times. She can speak, but chooses not to. Her eyes beg the question “Does she consider our reading lessons play?”
I hold up flash cards. She responds, naming each letter with a clear voice. Letter cards give way to picture cards. Today she even surprises me by matching the word CAT to a picture of a cat. Without thinking I let my surprise show. She giggles. Lesson over.
I take her back to her class. While the others are preparing for naptime she chooses a book about cats, crosses the room to stand beside me, looks up and states, “Read me book.”
With her in my lap and turning the pages, I read. Could she be following the words? We finish the book. She turns her face up to mine, smiles and flatly states, “Me read book.”
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