Description
But our goal in publishing it has also been educational and didactic: to offer the speech therapist, the pedagogue and the re-educator a material for visual comprehension, visual association and grammatical integration.
By visual comprehension we mean the ability to obtain meanings from visual symbols, choosing the least appropriate among a set of drawings. The type of exercises proposed to develop this psycholinguistic ability would be to show a drawing for a few seconds and then present several others, including one that is the opposite. The child must point out the opposite one.
Visual association evaluates the ability to relate visually presented concepts. It is a matter of choosing the drawing that is least related to the stimulus. Also, do not forget that these decks can be used as objects of the house, of the fauna… and, therefore, as material to make classifications.
Grammatical integration is the ability to understand inherent relationships between words or to complete sentences supported by pictures. A picture-stimulus is placed in front of the children while saying an incomplete sentence, highlighting the opposite word that is the object of the picture; for example:
- This child is very thin; that one is…
- The ant is a hard worker, but the cicada behaved in a way that…
- The child is very…; the ant is very…
