Handbook of Exercises for Language Processing
Here are hundreds of ready-to-use, auditory and language processing activities for clients of all ages and abilities.
- Improve auditory discrimination and auditory memory
- Understand questions
- Build language associations
Written in the best-selling format of the HELP series, these lessons are known for their:
- high quality, timeless content
- appeal to a broad age-range
- application to a wide scope of developmental and acquired language disorders
- goal-driven activities
- gradual increase in complexity within and between activities
Clients learn to:
- discriminate auditory differences at sound, word, and sentence levels
- process and comprehend a variety of verbal information
- manipulate language and apply language-based concepts to new situations
- recall progressively longer units of auditory information
The activities develop auditory and language processing in four general areas:
- discriminate minimal pairs; sounds in words; word endings; and similar phonemes
- identify and generate rhyming words
- identify incorrect words in context
- can, do/does, if, and yes/no questions
- quantity/comparison questions
- some/all questions
- true/false and always/sometimes/never statements
- simple question response requirements to accommodate clients with deficits in verbal expression
- if/then statements
- situational associations
- comparison of characteristics
- detect nonsense in sentences
- associate objects and functions
- analogies and word relationships
- recognize numbers and words in a pattern
- recall facts in sentences
- recall sequences of digits, words, and directions
- recall information in paragraphs
You may purchase HELP 1 individually or as part of a 5-Book Set. The 5-Book Set consists of:
Copyright © 1987
The HELP books are all superior products that go the extra mile to help children with special needs. Thank you!
Mary Fratianni, Special Needs Coordinator
Port Jefferson Station, NY
- Effective vocabulary instruction strategies actively engage the student and require higher-level cognitive processing. These strategies include using new words in novel sentences based on connections to prior knowledge, identifying synonyms and antonyms, and analyzing word features (Kester-Phillips, Foote, & Harper, 2008).
- Evidence indicates that beyond elementary school, phonological awareness and decoding tasks can be improved by teaching phonological awareness (Schuele & Boudreau, 2008).
- Association is a powerful way of connecting new vocabulary to well-established vocabulary. Also, direct teaching of common prefixes, roots, and suffixes is also effective as this targeted information can assist with comprehension of a variety of words (Bromley, 2007).
- Children with specific language impairment have significant difficulty storing and retrieving verbal information in short-term memory in comparison to visual or nonverbal information (Riccio, Cash, & Cohen, 2007).
- Explicit teaching of listening skills is vital in both elementary and middle school given that a majority of academic skills are delivered verbally. Listening skills are necessary for both literacy development and overall academic achievement (Beall, Gill-Rosier, Tate, & Matten, 2008).
- Asking wh- questions is a common method of teaching. Difficulty answering wh- questions affects a child academically, linguistically, and socially (Parnell, Amerman, & Hartin, 1986).
HELP 1 Handbook of Exercises for Language Processing incorporates these principles and is also based on expert professional practice that is functionally based.
Beall, M.L., Gill-Rosier, J., Tate, J., & Matten, A. (2008). State of the context: Listening in education. The International Journal of Listening, 22, 123-132.
Bromley, K. (2007). Nine things every teacher should know about words and vocabulary instruction. Journal of Adolescent & Adult Literacy, 50(7), 528-537.
Kester-Phillips, D.C., Foote, C.J., & Harper, L.J. (2008). Strategies for effective vocabulary instruction. Reading Improvement, 45(2), 62-68.
Parnell, M.M., Amerman, J.D., & Hartin, R.D. (1986). Responses of language-disordered children to wh- questions. Language, Speech, and Hearing Services in Schools, 17, 95-106.
Riccio, C.A., Cash, D.L., & Cohen, M.J. (2007). Learning and memory performance of children with specific language impairment (SLI). Applied Neuropsychology, 14(4), 255-261.
Schuele, C.M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39, 3-20.