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Wordless Picture Books and the Young Language-Disabled Child

• Language-disabled children or youth often have difficulty in communicating for one or a number of reasons. These children may exhibit oral language disabilities in the areas of articulation, voice, and/or communication (McCartan, 1977). Children with articulation and voice disorders exhibit speech problems such as omissions, substitutions, distortions, repetitions, prolongations, and problems with phonation and resonance. Children with communication disorders exhibit (a) an inability to use or understand a wide variety of words, (b) omissions or incorrect use of syntax, and (c) an inability to respond appropriately to questions. According to McCartan (1977), communication disorders among language-disabled children are characterized by certain behaviors. These children generally demonstrate a knowledge of word meaning and usage that is below what can be expected for their chronological age. They often misuse pronouns, verb tenses, plurals, prepositions, adverbs, and conjunctions. They may fail to respond to a question, respond by repeating part of the question, or respond with an inappropriate answer. Language-disabled children exhibiting these communication disorders need numerous opportunities to develop satisfactory oral language skills which form the basis for learning to read. Success in reading for language-disabled children or youth can begin in school or at home with wordless books. Picture books that tell stories but have no text are valuable for the language-disabled child who does not use or understand a wide variety of words and who does not use, or has not yet acquired. appropriate rules of syntax. Wordless books can promote those oral language and reading readiness skills necessary to becoming a successful reader (Degler. 1979; Larrick, 1976). Wordless books are being published in increasing numbers today and can be found on most library shelves. They vary in artistic style and story content from simple to complex and share one valuable distinction-they contain pictures but no words. For each picture in a wordless book. a child can supply as little or as much oral language as ability allows. With these books, a child is not hindered by or restricted to the print that normally occurs in books.