Soham’s Story Cards A Journey Through Words and Wonder

In a peaceful little neighborhood filled with laughter and the sound of children playing, lived a kind-hearted boy named Soham. At five years old, Soham was full of curiosity and imagination. But unlike his classmates, Soham was a bit slower in speaking and often struggled to put his thoughts into words.

His mother, Meghana, began to notice that Soham used fewer words during conversations. He often hesitated when answering questions and found it difficult to describe his experiences, even though he understood what others were saying. While his peers chatted freely in school, Soham preferred to stay quiet or speak in short phrases.

Concerned but hopeful, Meghana decided to seek guidance. After talking to his class teacher, she scheduled an appointment with a Speech-Language Pathologist (SLP) named Ms. Rhea.

After carefully assessing Soham, Ms. Rhea said warmly, “Soham’s understanding is good, but his expressive language needs support. He’s developing at his own pace, just a little behind his age group. With the right help, he can catch up beautifully.”

Meghana asked, “What can I do to help him at home?”

Ms. Rhea reached into a colorful box and pulled out a set of Story Cards. “These are amazing tools,” she said. “Each card has a bright, engaging picture on one side and a short, simple story on the other. They’re perfect for children like Soham. You can read them together, talk about the pictures, ask him questions, help him arrange them in order, or even encourage him to retell the story in his own words.”

That night, Meghana sat with Soham and picked their first card. It showed a little girl planting a tree. On the back was a story titled “A Tree for Tomorrow”. Meghana read the story aloud, pointed to the picture, and gently asked Soham questions: “What is the girl doing? What will happen next?” At first, Soham gave one-word answers. But over time, his responses grew longer.

They read a new story card every day. Some days, Meghana mixed up the cards and Soham put them in the correct order. Other times, he acted out the stories with his toys. The learning became play—and play became progress.

Soham also continued his speech therapy sessions with Ms. Rhea, who was thrilled to see the improvement. “His confidence is blooming,” she said. “He’s not just learning vocabulary—he’s beginning to express his ideas.”

Meghana also noticed how much Soham now enjoyed storytelling. He even began creating his own little tales using the pictures. And what made it even more special? Soham’s older cousin, who had no speech difficulties, also loved using the story cards. They played, laughed, and learned together.

Meghana realized something powerful: Story Cards weren’t just tools for children with delays—they were magical for every child.

That evening, as Soham proudly retold an entire story on his own, Meghana smiled with pride and gratitude.

She had discovered the truth: Stories don’t just build language. They build confidence, connection, and joy.