[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-418391-105":3,"doc-detail-418391-en":85,"detail-sidebar-cat-0-en-105":101},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":78,"head_meta":80,"extra_data":82,"updated_unix":84},105,"en","expand-grammar-6","EXPAND GRAMMAR - 6","","EXPAND GRAMMAR provides guidance for supporting children who experience persistent word order difficulties, especially children with hearing loss. It explains how vocabulary growth connects to grammar, then breaks down core grammar skills: word order, how words are built (compound words and add-ons like prefixes/suffixes), subject-verb agreement, and linking sentences using conjunctions. It also offers learning strategies through exposure to complete correct sentences and activities such as checklists.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/expand-grammar-6/418391/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/expand-grammar-6/418391.png","ImageObject",300,407,{"name":42,"@type":43},"Sophia Brooks","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-09-28",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"Why is focusing on grammar important for children with hearing loss?","Question",{"text":63,"@type":64},"Grammar, including word order and sentence construction, is harder to develop for some children with hearing loss. The document advises focusing on it when other language foundations are ready.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How can parents help children learn word order?",{"text":68,"@type":64},"Expose the child to many simply structured, complete sentences so they can internalize the word order. The document emphasizes using correct models consistently.",{"name":70,"@type":61,"acceptedAnswer":71},"What are common examples of word-building to support grammar?",{"text":72,"@type":64},"It covers compound words (e.g., greenhouse, teapot), add-ons using prefixes and suffixes (e.g., pre-, un-, -ed, -ly), and how word forms change in sentences (e.g., rabbit/rabbits, faster/fastest).",{"name":74,"@type":61,"acceptedAnswer":75},"What is the Listening Loop strategy mentioned in the guide?",{"text":76,"@type":64},"Let the child hear complete, grammatically correct sentences. If they get it wrong, prompt them to compare what they said with what they have just heard, then model the correct sentence form.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},418391,1791183312,{"code":4,"msg":86,"data":87},"success",{"doc_id":83,"user_id":88,"nickname":42,"user_avatar":89,"doc_module":4,"category_id":90,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":91,"file_id":92,"file_url":93,"file_type":94,"file_size":95,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":96,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":97,"faqs":98,"seo_title":99,"seo_description":12,"update_tm":100,"read_time":55,"preview_page_count":4},962084925636,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d",7,"EXPAND GRAMMAR  \nIf your child is experiencing persistent word order difficulties when constructing their sentences, please contact a specialist Speech and Language Therapist.  \nRemember: Children who understand how words can be built up, broken down or manipulated, tend to have larger vocabularies and better reading comprehension.  \nUnderstanding how vocabulary is built up helps us to understand grammar.   \nIf your child has quite a good understanding of the alphabet and the sounds in words, and has a large vocabulary, they are ready to think more about how words are built up into sentences.  \nHow we build words into sentences is ‘Grammar’. It is one of the harder things for a child with a hearing loss to develop, so it’s worth focusing upon when the time is right. Make sure the other language building blocks are in place first. Your child needs to be using at least four words in a sentence, and they need to understand about the sounds in words and how words are built into sentences. Then they are ready to think about how they are creating sentences.  \nWhat is Grammar?  \nGRAMMAR INVOLVES WORD ORDER  \nIf your child signs, they may use a different word order in their sign language compared with their spoken language.  \nWord order is really important to the meaning of sentences. Generally, we are finding that with better hearing technology children are developing a more auditory based spoken language system and so the big word order issues of a decade ago are not as evident in the written and spoken language of children’s with hearing loss. This is very exciting, but it does mean that you must expose your child to a lot of simply structured sentences if they are going to internalize and learn the word order of our language.  \nGRAMMAR INVOLVES KNOWING HOW WORDS ARE BUILT UP  \nCompound words  \nMany short words are joined together to make longer words (blended words) . Sometimes this gives you clues to what they mean and sometimes it helps you read and remember the word.  \n» Greenhouse – where green plants are grown outside in a little house made of glass.» Forever – for a long time, ever and ever.  \n» Teapot – the pot for your tea.  \nAdd ons  \nGrammar involves building new vocabulary using a combination of elements (‘Add ons’ i.e. suffixes and prefixes) . Children who understand how words are formed by adding elements (‘add ons’) onto the beginning (prefix) or end (suffix) of the word (the base word) tend to have larger vocabularies and better reading comprehension. It’s therefore important that children  \nrecognize these in their reading and writing.  \n» Do – undo, able – unable, comfortable-uncomfortable » Like – dislike, able – disable, arm – disarm  \n» Incompetent – competent, indescribable – describable Spoken English involves a lot of ‘add ons’ at the ends of words (a suffix) or the beginnings of words (a prefix) -ed, -ly, -s, pre-, un-, e.g. I ran quickly NOT I ran quick, and the fastest boy won the race NOT the most fast boy won the race.  \n© 2013 Cochlear Ltd & The Ear Foundation  \nMany words change their form within sentences. Understanding this can help your child know their meaning within the sentence and focuses upon grammar.  \n• Rabbit and rabbits – plural / more than one  \n• Rabbit’s – it belongs to the rabbit  \n• Fast – faster – fastest, big – bigger – biggest, long – longer – longest Are all comparing words  \n• ‘ian’, ‘ist’ and ‘er’ all turn a base word into people words  \nMusic – musician, magic – magician, art – artist, jog – jogger, teach – teacher, build – builder, speak – speaker  \nGRAMMAR INVOLVES SUBJECTS AND VERBS AGREEING  \n• He is walking to school NOT he are walking to school  \n• The child is cross NOT the children is cross  \n• He walks to school NOT he walk to school  \nGRAMMAR INVOLVES LINKING SENTENCES  \nMore complicated grammar involves longer sentences joined with linking words. Two short sentences: The man ran out of his house. He was late for his bus. Linked: The man ran out of his house because h","cbCaisQrDgJAJrXB","https://ap.wps.com/l/cbCaisQrDgJAJrXB","pdf",2227843,"English","# What is Grammar?\n## Grammar Involves Word Order\n## Grammar Involves Knowing How Words Are Built Up\n## Compound Words\n## Add-ons (Prefixes and Suffixes)\n## Grammar Involves Subjects and Verbs Agreeing\n## Grammar Involves Linking Sentences\n# How do we learn grammar?\n## The Listening Loop\n## Learning through repetition\n# ACTIVITY: Checklist","[{\"question\":\"Why is focusing on grammar important for children with hearing loss?\",\"answer\":\"Grammar, including word order and sentence construction, is harder to develop for some children with hearing loss. The document advises focusing on it when other language foundations are ready.\"},{\"question\":\"How can parents help children learn word order?\",\"answer\":\"Expose the child to many simply structured, complete sentences so they can internalize the word order. The document emphasizes using correct models consistently.\"},{\"question\":\"What are common examples of word-building to support grammar?\",\"answer\":\"It covers compound words (e.g., greenhouse, teapot), add-ons using prefixes and suffixes (e.g., pre-, un-, -ed, -ly), and how word forms change in sentences (e.g., rabbit/rabbits, faster/fastest).\"},{\"question\":\"What is the Listening Loop strategy mentioned in the guide?\",\"answer\":\"Let the child hear complete, grammatically correct sentences. 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