Definition: Repetition is an indirect or informal language stimulation technique where a targeted sound, word, phrase or sentence is said more than one time (Weybright, 1984). (Fickenscher, S., & Gaffney, E. (2016). Auditory verbal strategies to build listening and spoken language skills. Retrieved from http://www.auditory-verbal-mentoring.com/contact/contact.php) *can also be retrieved from this website using the navigation at the top of the page*

There are two ways to use Repetition:

an adult repeats back what a child has said, but models correct articulation, vocabulary usage or grammatical structure
- child: Da bear go in da cabe
- parent: Yes, the bear goes in the cave
  (using acoustic highlighting to emphasize age appropriate target- da/the, go/goes, cabe/cave)
an adult simply repeats the command or statement for a second time after appropriate wait time, in an effort to give the child another chance to hear and respond
- adult: What do you want for a snack?
- child: What?
- adult: (pauses- sometimes kids answer correctly even though they act like they didn’t understand) What do you want for a snack?

Both methods of utilizing repetition give opportunity for the auditory feedback loop to assist the child in matching the language model or to have another opportunity to listen to the intended message.

Jim Trelease (The Read Aloud Handbook, 2006) says “Grammar is more caught than taught, and the way you catch it is the same way you catch the flu: you’re exposed to it.” (p.40). A very untimely reference, but a clear illustration of how it can take multiple exposure or opportunities for a child to listen to language targets before they start to use the targets independently. What are some times when we can utilize Repetition without there being a correction or breakdown to remedy?

Infants have multiple diaper changes, nap routines, and feedings.

Toddlers have…diaper changes, nap routines, and meals and snacks.

Young children have…toileting, nap routines (or just bedtime), and meals and snacks.

Then there are the types of playing, singing, cooking, physical activity, pet care, grooming, and shopping that a family engages in and around their community. Each of these routines provides an opportunity for multiple, rich exposures to language.

When children are young and in the early stages of language development, parents naturally use repetition often as a part of Parentese (child-directed speech) or as Self-Talk/Parallel-Talk, with their child to encourage communication. These repetitions serve to confirm, model, prompt and often to correct (Hart & Risley, 1995). Our brains make connections through repetitions. The knock at the door followed by the dog barking (like a maniac) has come to mean to me that the mail has been delivered. Eventually my brain also comes to learn that an absence of a routine means something as well.

A word of caution about the overuse of Repetition. We can quickly repeat a message for a child without pausing first and analyzing if the repetition is necessary or if a different strategy would be a better fit. When we repeat excessively, a child might start to think that they do not need to listen to the message the first time because surely it will be repeated. Be mindful to pause and consider background noise, distance, and complexity of language before giving a repetition. This thought process will take time to develop so be patient with yourself and know that your ability to decide on Repetition will grow into your “gut” with time and practice.