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Handbook of Exercises for Language Processing
Ages: 6-Adult   Grades: 1-Adult

A skilled progression of activities builds language processing in clients, helping them communicate at
deeper levels and with more preciseness. 


  • Improve word retrieval and ease of expression
  • Answer wh- questions
  • Use grammatically correct sentences
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Written in the best-selling format of the HELP series, these lessons are widely-recognized 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:

  • use associations and categories to recall words
  • discriminate question types
  • answer questions
  • use correct grammar

The activities develop language processing in four general areas:

Specific Word Finding

  • phrase completion for verbs, nouns, and prepositions
  • sentence completion for nouns
  • completion of common sayings and proverbs


  • name items in categories
  • label categories
  • exclude items from categories

Wh- Questions

  • answer wh- and how questions
  • contrast wh- question types


  • choose correct grammar forms
  • supply correct grammar forms
  • form grammatically correct sentences

You may purchase HELP 2 individually or as part of a 5-Book Set.  The 5-Book Set consists of:

HELP 1 Handbook of Exercises for Language Processing

HELP 2 Handbook of Exercises for Language Processing

HELP 3 Handbook of Exercises for Language Processing

HELP 4 Handbook of Exercises for Language Processing

HELP 5 Handbook of Exercises for Language Processing


Copyright © 1987

175 pages, IEP goals, answer key

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

  • Communication is a fundamental human need.  Meeting this need by facilitating and enhancing communication in any form can be vital to a client's well-being (NSA, 2005).
  • Intervention for word finding should include retrieval strategies, word finding accommodations, and patient self-awareness (German, 2009).
  • Therapy should include tasks that focus on semantic processing, including semantic cueing of spoken output, semantic judgments, and categorization (Taylor-Goh, 2005).
  • Asking wh- questions is a common method of teaching.  Difficulty answering wh- questions affects a child academically, linguistically, and socially (Parnell, Amerman, & Hartin, 1986).
  • A study by Feng and Powers (2005) found that grammatical mini-lessons targeting students' error patterns resulted in improved short- and long-term accuracy.

HELP 2 Handbook of Exercises for Language Processing incorporates these principles and is also based on expert professional practice that is functionally based.


Feng, S., & Powers, K. (2005). The short- and long-term effect of explicit grammar instruction on fifth graders' writing. Reading Improvement, 42(2), 67-72.

German, D.J. (2009). Child word finding: Student voices enlighten us. ASHA Leader, 14(2), 10-13.

National Stroke Association (NSA). (2005). Clinical guidelines for stroke rehabilitation and recovery. Retrieved September 30, 2009, from

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.

Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.


Andrea M. Lazzari, Patricia M. Peters


Andrea M. Lazzari, Ed.D., is a speech-language pathologist for Henrico County Public Schools in Richmond, Virginia.  She has previously worked in a community clinic and in private practice.  She has also taught preschool students with disabilities and was the supervisor of early childhood special education programs for the state of Virginia.  She also served as a teacher trainer at the college and university levels.  She is the author or co-author of numerous publications with LinguiSystems, including No-Glamour Question Structure Wh- Questions, No-Glamour Question Structure Interrogative Reversals, Vocabulary To Go, and the HELP series.

Patricia M. Peters, M.Ed., M.P.S., CCC-SLP, is a speech-language pathologist in private practice in Roanoke, Virginia, and is an adjudicator of speech and language disability claims for the Department of Rehabilitative Services for the Commonwealth of Virginia.  She has worked in a community speech and hearing clinic; a private, outpatient rehabilitation clinic; and in a Level 1 acute and trauma center and rehabilitation hospital.  In these settings she has gained experience working with all ages and communication disorders, with specific interest in traumatic brain injury, post stroke, laryngectomy, and voice, as well as articulation and language disorders of varied etiology.  Patti is a fellow of the Speech-Language-Hearing Association of Virginia and the recipient of the DiCarlo Award for Excellence in Clinical Achievement for the Commonwealth of Virginia.  She is the co-author of HELP 1, HELP 3, HELP 4, HELP 5, HELP Elementary, HELP for Word Finding, and HELP for Auditory Processing.


Help 2 Handbook of Exercises for Language Processing has been written to help speech-language pathologists, teachers of the learning disabled, parents, and other interested individuals in planning remediation activities for clients with auditory or language learning disabilities.  This book originated from our frustration in trying to find materials in book or manual form which would provide the quality, variety, and range of exercises needed in daily therapy with clients exhibiting varied deficits, abilities, and ages.  We were seeking a book which did not require accompanying materials, was not a portion of an expensive kit, and could be used by paraprofessionals and parents, as well as by speech-language pathologists and teachers.

In presenting this handbook, we have attempted to provide a sufficient amount of material for repeated practice and drill work, which is vital in the remediation of language deficits. In addition, we have included more difficult exercises to be used with older students and adults.  These exercises have also been found to be helpful to post-stroke patients with deficits in auditory processing and verbal expression.  All exercises contained within this handbook are or are similar to exercises we generated and implemented daily in our therapy sessions.  The various exercises are intended to be used in individual or small group therapy sessions; however, they may also be successfully used in learning centers and self-contained classrooms.

Since HELP was first introduced in 1980, we have received overwhelming, enthusiastic response from our colleagues.  Our initial goals to produce an inexpensive, practical, and quality product apparently were met and appreciated by other professionals, parents, and paraprofessionals in their work with language impaired individuals of all ages.  Suggestions for improvement have been noted throughout the years and have been combined with some of our ideas for the product to bring you the new, improved manuals.

Help 2 Handbook of Exercises for Language Processing is divided into logical chapters covering a broad range of activities.  We have included those areas with which we have had the most success, hoping to provide a therapeutic instrument that is economical, practical, and thorough.  Activities are provided at the end of each chapter to aid in carryover to everyday situations.

The quality, variety, and range of materials have not been changed in revising.  Some adjustments in stimulus items and answers have been made, however, to allow to remain current.  We hope that the improvements that have been made to the manuals will satisfy some, if not all, of the needs expressed to us and to LinguiSystems over the years.  Your support and constructive suggestions have been and will continue to be very much appreciated.  We hope you will find Help 2 Handbook of Exercises for Language Processing to be beneficial to you in your everyday therapy and instruction experiences.