Category Archives: FA16-Project 13


All children have a different way of learning, it all depends on the child and if the child has incapability’s that do not let them develop learning skills as other children would.

Speech delay is when a child’s language is developing in the right sequence, but at a slower rate. Delayed speech is the most common developmental problem. It affects five to ten percent of preschool kids. Many children develop a speech delay because of medical conditions as well, such as ear infections. In doing my research many sites like and explain how children may develop these delays and how it may be improved.

In these articles they explain how important it is to detect these delays as early as 9 months. The signs to look for and what steps to take if your child falls into this category.

I found in doing my research as well that children may develop a speech delay due to a frequent amount of ear infections. Children, who suffer from ear infections tend to hear things underwater, they also suffer vocabulary, sentence structure, and social structure and have a hard time speaking. The study that is going to be done is to have a child with speech delay play a word game with a child whose speech is normal. While playing a game like this not only is the child learning new words, but the child is learning how to pronounce words by listening to the child without the delay pronounce it correctly.

It is predicted that when a child with speech delay plays a game that encourages them to identify words and pronounce them, helps their speech skills, but it is better if they are playing with a child who does not have delays. If the child is playing with another child whose verbal skills are more advanced than theirs the child will want to pronounce the word correctly as well. This will bring in what is called reinforcement learning. When the child is playing this game they are constantly learning.


Methods Section


My population of interest is children with speech delays from the ages of 2-4 years of age, and children who have no delays from ages 4-8 years of age. The two subjects that were sampled was a 2-year-old female who recently has tubes placed in her ears, and also has speech delay, and the other was a 6-year-old female with no issues. The condition’s that were set is that one child has a speech delay and other doesn’t. The subjects that were selected were one from each group. The criteria I set were that one child had to have a speech delay and the other one to have one. Children fewer than 2 years old were excluded, and children over the age were excluded. The subjects were motivated to play, by ice cream. When the children finished the game, they would be served ice cream.


I created a game board, and flash cards with color to match the items on the game board. I also had two shopkins characters that I used as game pieces. Each flash card had item, for example an apple, with the word spelled on the bottom. The items I used in the game were everyday things that we use or eat. The children each have a turn and are to try to pronounce the word on the card and if they pronounce the word correctly they are able to put their game piece on that item. Whichever child finishes first will then go to the last piece of the game which is ice cream and cake. The reason I incorporated everyday items/words is so that the child is familiar with the items and is able to pronounce the word in his/her everyday life. The responses were measured by how many words the child with the speech delay said correctly.


The conditions that were created were that if a child did not say the word correctly the other child is able to take that child’s turn to say the word correctly, by doing this, it will construct reinforcing learning for the child with the speech delay. I also did different trials I did one where the children played with an adult to see if the child with the speech delay would learn more or less from the adult, compared to playing alone with the other child. I explain to the children that they had to pick up the card and pronounce the item they say the item on the card, and if they pronounce the item correctly they are able to move on in the game, if not the child has to give up their turn and let the other child take over and if the other child gets it correct they are able to put their piece on the game board. The data I collect was the number of words that were said correct, and the number that were said incorrectly.

In the chart that I have provided in the power point it shows the results of when the children played six games 3 with an adult, and 3 on their own. By showing this, the results showed that the child with the speech delay learned more while playing with the child alone. The child had more correct words, and also repeated more words when they lost their turn to the other child then when playing with the adult. This study showed that children feel more comfortable learning from other children then when playing with adults.

Mean of child with speech delay

Mean of words pronounce correctly while playing with another child that didn’t have a speech delay.

6.33 of words correct, mean of words pronounced wrong 7.66.

results of child with speech delay while an adult playing

4.6 6 of words pronounced correctly 9.33 of words pronounce wrong.

The mean reaction for correct words while playing with a child is

6.33 (SD=2)

the variance is 9.5

Mean reaction for correct words while playing with an adult

4.66 (SD=2)

the variance is 7

Limitations the games have are the following:

  • There is no progress after they have learned all the words in the game.
  • The other child without the delay may get bored and not want to play with the other child anymore.
  • The game can only benefit a child if they want to play.
  • The child may not may not understand the rules and just want to take over the game, and not help the child with the speech delay.

Children, who have speech delay, can learn how to pronounce words when playing games with children who have no speech delay. Having a child who has speech delay play a word game with a child who doesn’t would help the child pronounce words better if they hear it from another child. It is also fun when they are learning and playing with another child. This experiment will help children with speech delays; enhance their vocabulary while also learning to play a game with other children. Many children who have speech delays don’t have a reinforcing way to learn how to pronounce words. By playing this game with other children not only will they be learning new words as they play, but hear the other child say the word correctly and the child will mimic exactly what the other child is saying. Helping children with speech delays by playing this game can help speech therapist; enhance their teaching by introducing this game while having a session. Speech therapist already includes games and blocks while in their session, why not introduce this to help the child with the delay enhance their vocabulary. Sometimes getting through to a child as an adult is hard. This game can make it easier for the child to pronounce words hearing it from another child.


Activities to develop Speech and Language Skills. (n.d.). Retrieved December 10, 2016, from

ALEXANDER K.C. LEUNG, M.B.B.S., Alberta Children’s Hospital and University of Calgary, Alberta, Canada, & C. PION KAO, M.D., Alberta Children’s Hospital, Calgary, Alberta, Canada. (n.d.). Evaluation and Management of the Child with Speech Delay. Retrieved December 10, 2016, from

project powerpoint






As the project comes to an end. I can say creating this game, has made me see many ways I can help a child with speech delay, improve their speech. This game made me see that a child can learn more efficiently if they are continuously learning without even knowing. Having games that a child can have fun and also learn is helpful. I believe younger children are like sponges, and if we can try to start early and help them, playing games like this may work. I also see with the results of this game that playing with another child makes the child with delay want to learn more and mimic the other child, this is where the reinforcement learning comes into play. From the study i can see the difference between playing with an adult and the child playing with another child, my evidence showed that child learned more while playing with the other child alone.



fa16-project13-week 15

The game that I designed which is called Ice Cream Phrase, helps children with speech delays develop a better skill of pronouncing words and understanding how to associate words with pictures. Children with speech delay have difficulty pronouncing words and putting sentences together. Usually the younger children with this issue are usually set up with speech therapy. The speech therapist will have session with the child to try to help them develop a better understanding for language.

In my study, I had the child with the speech delay play Ice Cream Phrase with another child to see if playing with another child that didn’t have speech delay enhance reinforcement learning. The idea of the game is so that child is constantly learning words and how to pronounce them, even when its not their time to go in the game.

Another study done in this similar field by the ASHA, was making scrapbook of favorite or familiar things and cutting out pictures. Group them into categories, such as things that we ride on, foods the children love, fruits, and things to play in. Then glue the picture with the different items that you have cut out, for example a dog in a car, and then ask the child if that is correct.

The difference in my study is that i want to help the child with the speech delay pronounce their words better, while playing with another child who does not have a speech delay. I had the children play several times and even a trial with an adult to see if adding the adult would help the child. In my findings i found that the child learned more while just playing with the other child and not the adult.

While this game did help out the child, every child is different and all learn differently then others. I believe a game should be created were all children may benefit from reinforcement learning, while playing with other children.



This week the conditions I set for the game were a bit different. This week I decided to have an adult which is myself to play with the children to see if this would play a difference on how the child with the speech delay would learn more efficiently. I played with the children the first 3 games to see if the child with the speech delay would learn more from the adult. Then after i had the children play 3 games alone. I noticed when i played with them the child with the speech delay had an issue that i was playing she kept saying no mama, don’t play and was upset every time i took a turn. She did not want me to steal her turn and got upset when i did so, she kept telling me to give the card to the other child. She also got more word wrong when playing with the adult, and seemed less interested in the game. When she played just with the other child she seemed more happy and was able to sit through the game and pronounce more words. In conclusion, playing with an adult slowed the child down, she pronounced more words while playing with just the child without speech delay.

Mean score while playing with just the child

number of correct words-6.33

number incorrect-7.66

Mean score while playing with the adult

number of correct words-4.66

number of incorrect words- 9.33



I have the children play at least once a week. I have noticed that child with the speech delay has improved in this game so well. She knows once i get the game how to set it up, and calls her sister to play the game with her. She has also improved her vocabulary, the words she learns from here she uses everyday, if she sees the same item in a book, t.v. and even in the supermarket, she will pronounce the word correctly. Her S’s have gotten better as well, certain things she couldn’t pronounce before she tries to say it better. The one thing I would change in the game is the items, or have different levels after the mastered the first game, that way they learn new words once they mastered the first game. I would set this game in maybe 5 levels, and see where it goes from there.

fa16-project16-week 12

This week I had the children do another trial. This week I noticed that the child with the speech delay knew more words, and was able to pronounce and recognize the items on the game cards, better the first trials. I did notice that when she didn’t know the word she looked for the other child’s response to say the word correctly.  She knew already if she didn’t know the word to hand the card over to other child so that the other child could tell her the word. The child also was able to pronounce b, and s words much better without struggling. The child has an issue pronouncing bumblebee and strawberry, this week she pronounced the word with out mistakes. The child also looked at the other childs lip movement to mimic the words. In this trial the child has come a long way from when first playing the game. She gets how to play the game correctly and also is very happy when she says the word right.  I believe this game had its most importance with reinforcement learning.

fa16-project13-week 11


This week the children played the game twice. The first time I noticed the child with the speech impairment pronounced the items on the cards with better pronunciation. She remembered a lot of the words by the color of the items. She also made sure to sound out words like balloon and bumble bee. I noticed this time she took more time and tried her best to say the words correctly. She even said red apple because the card was red and so was the apple. She also was pronouncing the word blue like boo and pronounced blue correctly this time around.

fa16-project-13-week 10

I used a total of two subjects. My two and six year old daughters. My daughter that is 2 has delayed speech, due to countless ear, and throat infections, she has her tonsils, adenoids, and tubes put in her ears. Since this surgery her speech has developed better, but she still needs help with her speech. Seeing this made me want to develop some kind of game to help her. My game Ice Cream Phrase will not only help here say words better, but also help her with reinforced learning through her sister. The game consist of index cards, and a game board and game pieces, the object of the game is to say the item correctly that is on the card and place your game piece on the board, whoever gets to the ice cream and cake first wins the game.One condition of the game is that if they can’t pronounce the item or say it incorrectly they lose their turn and the other player is able to take the turn and move their piece. By doing this i believe that the other child will hear the word and want to say it correctly the next time. I had the children both play 3 times, to see if the 2 year old would be able to pronounce more words with this game. The first game the child said 6 words correctly, but did repeat words as the other child said the items on the card. By the end of the third game the two year old said 13 words that she could never pronounce before. After seeing this i was very impressed and felt like this game was helpful for the child and her speech skills.

FA16-project-13-week 9


My game is called ice cream phrase, this upcoming week i will be working on a better game board, since i was having a bit of issue when the kids were playing before. When the children played this week I noticed the child with the speech delay pronounce the words much better then last week. This game is really helping her pronounce the words better and her memory skill is great as well. She is learning the words and colors at the same time which is a plus.

fa16-project13-week 8

This week I tested out the game called Ice Cream Phrase, with 2 children. One child is 2 years old with speech delays due to excessive ear infections and tubes put in her ears. The other child is 6 years old, and is perfectly healthy. The reason I put the six-year-old to play with the 2-year-old is to see if the 2-year-old would feed off of the six-year-old. The game is pretty simple and the cards are colorful and the pictures on the cards are vibrant, the words are also large. I am not expecting the two-year old to read the card, but more to look at the pictures and associate the word with pictures on the card and the game board. I had the children play 3 times to see if the younger child would grasp anything while playing with the other child. The reason I didn’t play with the 2-year-old, is because I feel children who play together tend to pick up what the other child is doing. At first the two-year old was confused about the game, but picked up as the game progressed and she saw how the other child was playing. I would say this would be reinforcement learning where these children are feeding off each other to succeed in the game.

The 2-year-old was also amazed by the colors and associated colors with the words as well, when she saw red she automatically said apple because the picture was of a red apple. The child also tried to repeat things the older child was saying even though it wasn’t her turn. By the third try the children had the concept and the game became easier. The 2-year-old was repeating some words that she had never said prior to this game.