Language problems at school age, for example, can lead to grammatical difficulties, but a poor vocabulary (semantics) can also be noticeable. In grammar, articles, singular and plural, adapting verbs in a sentence or accusative and dative can be practiced among many other topics.

Vocabulary therapy is particularly about expanding and specifying vocabulary in an everyday-oriented manner. It is also particularly important at this age to develop a good feeling for the language. In so-called phonological awareness therapy, your child can learn, for example, how to clap syllables, how to rhyme or which sounds are at the beginning, in the middle or at the end of a word.

This area is very closely related to your child's auditory perception and processing. This does not mean that your child cannot hear well, but that the language that your child hears is optimally processed in the brain.

In this area, for example, there may be difficulties in the memory span or the attention of what is heard and also in the analysis of sounds in a word that is heard. These skills are an important foundation for learning to read and write without problems.

Thus, it is not uncommon for children who have difficulties in this area to develop a reading and writing weakness. This is to be distinguished from developmental dyslexia, in which there is a pure weakness of the sense of reading comprehension.

This means that the adolescents or adults concerned have difficulty processing and understanding what they have read, but not having problems with spelling. On the other hand, it can also lead to a developmental dysgraphy in which there is a pure writing weakness but no reading weakness.

Speech problems in school age can take the form of stuttering and rumbling, dyspraxia and audiogenic speech difficulties. Phonological difficulties, the incorrect pronunciation of sounds, should no longer occur at this age.

Stuttering usually develops up to early teenage years and is considered treatable. However, this means that the symptoms can be alleviated and compensated, but not "cured". Stuttering creates blockages, stretches or repetitions of words, which, in different degrees of severity, can range from slight, short interruptions to the inability to continue speaking.

External and internal side effects such as high stress and insecurity, but also movements in the face or with the body, are just as individual. The rumbling is characterized by a very high speaking speed and unclear pronunciation, which reduces intelligibility.

Another form of speech problems is developmental dyspraxia, which manifests itself in very incomprehensible speech because the planning of speech movements by the brain is not correct. This means that the muscle groups for precise speech are not correctly controlled by the brain. Speech comprehension is not impaired.

For example, the affected child may know that it would like to speak a "t", but cannot specifically move the tongue into the correct position, although the muscular prerequisites for this are available and the movement could thus be carried out.

Developmental dyspraxia should actually be diagnosed as early as infancy. However, the diagnosis and therapy of this is very difficult, so that many children only attract attention when the therapy fails.

We are happy to help you by phone or email at any time and look forward to a personal registration on site in one of the speech therapy practices in Lichtenberg, Pankow or Bernau near Berlin.