Verbal ComprehensionChildren who have difficulty in this area may:+ Have problems with understanding oral directions and instructions+ Have poor attention and listening skills+ Be easily distracted by classroom noise+ Often ask for repetition of what has been said+ Have difficulty following more complex discussion+ Have some word-find difficulties+ Have reading comprehension problems+ Have difficulty in understanding information wihout visual and concrete clues+ Have difficulty in understanding abstract concepts+ Give inappropriate answers to questions+ Have poor organisational skills+ have kinaesthetic strengths+ Have visual/spatial strengthsActivities to develop verbal comprehension skills:Follow Directions - Follow everyday directions (for example, line up by the door), following more complex directions, using directional and positional language (forwards, right, half-turn, north etc.)Simon Says - The familiar game, using a range of body movementsFollowing Instructions - Follow simple instructions a)using possessives (put your book on my desk) b) using language of time (go out to play after you have tidied up) c) using adjectives (put the small, blue balls in the basket).Listen and colour/ listen and draw - Listen to oral descriptions, then colour or draw a picture.Yes or no? - Oral true/false statements; can a fish swim? can a dog whistle? becoming more complex as needed.Sense or nonesense - Listen to sentences, then identify those that make sense; this could be linked to subject topic. Pupils can also read, write or draw sentences that make sense.Picture/sentence matching - Listen to sentences, then identify the correct picture for each - could be used to focus on grammatical understanding of works within sentences (e.g. The brown dog is behind the tree).What am I? - guess the person after listening to descriptive clues (story, characters, occupations, animals etc).Where am I? - choose a location on a map after listening to oral clues (positional language).Cause and effect - Complete a sentence orally (e.g. The tree fell down because...).Why? Because - Story character motivation activities (e.g. Why do you think hie shut the gate?) using a range of familiar/unfamiliar texts.