If I've said it once, I've said it a thousand times [a day!] Those electronic game devices are the scourge of my life. However, they are the single most motivating force in the boys' lives.
It's hard to pin point which feature is most annoying: the irritating, monotonous tunes that jangle through my brain, the inability of anyone to wear a set of head phones, the squeaks and yells that they utter continuously whilst playing, their meltdowns of frustration as the fight their way up the learning curve of a new game or new level,
Then today, what do I find? I find that the wireless feature, that we parents have been unable to locate, utilize or translate, they discover for themselves. As if this isn't proof enough of their innate abilities, we also learn that they are willing to communicate, one to the other. One draws a little picture with a word or two of description, or a message and then pings it across to the other one. The other one roars with laughter and then returns the favour. Facilitated communication, reciprocal something or other and a whole heap for fun for them both.
Their willingness to communicate in this manner is unprecedented. I am stunned into awestruck silence as I watch them ping back and forth. This heady experience has me dumbstruck until I'm prompted by “how you are spell?”
“How do you spell what dear?”
“How you are spell 'room.'?”
“How you are spell?”
“How do you spell what dear?” The all essential and most elusive skill of referencing back is still missing. Will always be missing. They will never ever put the clue in the question.
“How you are spell 'thank you'?”
I oblige. He opens his mouth to ask another one but I jump right in, “you know instead of saying two sentences, you can just say one and get the answer quicker.”
He looks at me blankly, too many words to process. I try again.
“You could say 'how to you spell……' and then fill in the blank?”
“Fill in the blank? I am not wanting blank?” I bite my lip.
“No……how do you spell Torchic or Treecko or Mudkip. You add the word you want to spell to the question.”
“I am not want spell doze words.” I grab a pad of paper and a pencil. For some reason the written word so often works, where the spoken word is indecipherable. I write it down for my visual learner with dodgy auditory processing skills. He reads with care. I wait.
“So what do you want to spell now?”
He spells it out to me, word by word, syllable by syllable, just to make it clear.
“Er……how you be…….can I be spell……how you are spell….B..I..N..G..O!” he blasts before rolling on the floor in guffaws of laughter.
Oh the misery of it all.