Member FAQs

Our game boards have three levels of difficulty. You work on the “Let’s get started” level initially until this can be completed easily, then commence the “Let’s get harder” level. Some children have more trouble than others.

If your child is struggling, send us a private message and we’ll give you some other strategies to try.

Current research on vocabulary suggests that most vocabulary is learned indirectly but some must be taught explicitly. Continue to provide oral language experiences such as reading a wide range of books and having rich conversations with your child.

Increased vocabulary can be achieved through introducing and teaching specific words. Pick difficult words from a story, important words from the environment or interesting words from a dictionary. Discuss their meaning and use them in sentences.

If you have ongoing concerns, consult a speech pathologist or send us a private message.

• Model correct utterances your child has said incorrectly (e.g. child: “Me want that one”; adult: “I want the blue car please”).
• Play often. Follow your child’s lead and talk about what they’re doing with the toys.
• Get face-to-face with your child when talking so they can watch your mouth and imitate how to produce words.
• Expand their language by repeating their words in a more mature way. (e.g. child: “cat”; adult: “Look at the fluffy cat”).
• Read lots of books to your child and talk about the pictures and the story.
• Turn off background noise such as the TV or radio.

No. Children develop these skills at different rates. For some, developing phonemic awareness is very difficult. Our activities are graded into three levels. Remain at the “Let’s get started” level until your child can complete these independently.

Play lots of listening games, have fun with rhymes, talk in speech sounds and talk about the sounds you hear in words. It will develop with support.

Early mastery of phonemic awareness and a greater development of oral language provide the foundation for learning to read and write at school. Research tells us that children at risk of reading problems should have early exposure to games and activities which develop these skills in a fun and engaging way.

Adults who have learned to spell by rote can find these tasks difficult. Our ability to spell can get in the way. We need to temporarily regress and focus on the sounds and not the letters. To be able to help a child, we need to have these skills.