Handbook of Exercises for Language Processing
This book is packed with well-planned exercises for higher level language processing. Use them with a variety of ages and ability levels.
- Understand and use higher level concepts
- Develop flexibility in language
- Improve critical thinking
- Improve social language
Written in the widely-acclaimed format of the HELP series, these lessons are known for:
- high quality, timeless content
- application to a wide range of developmental and acquired language disorders
- goal-driven activities
- gradual increase in complexity within and between activities
Clients learn to:
- use concepts to describe, compare, and reason
- be flexible in thinking and communicating
- use language to identify and solve problems
- adjust their language to fit the social situation
The activities develop language processing in four general areas:
- understand and use spatial, part/whole relationships, and temporal concepts in language
- apply word meanings to new contexts
- use concepts for more complex reasoning
- identify synonyms, antonyms, similar words, and associated words
- identify accurate paraphrasing
- paraphrase sentences, common sayings, and paragraphs
- identify items and information needed to perform activities
- predict difficulties in activities and possible outcomes of situations
- choose the best solutions to problems
- give instructions to solve a problem
- identify causes of problems
- request information
- initiate and terminate conversations appropriately
- change conversational topics
- make inferences
You may purchase HELP 3 individually or as part of a 5-Book Set. The 5-Book Set consists of:
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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
- Language issues that underlie and support the school curriculum need to be addressed (Taylor-Goh, 2005).
- Impairments in the ability to comprehend concepts will negatively affect communication and should be targeted for intervention (ASHA, 2000).
- Summarization is a skill that helps students identify main ideas, generalize what they have read, and recall information needed to answer comprehension questions (NRP, 2000).
- Explicitly teaching and reinforcing inference skills, including understanding idioms, yields better overall text comprehension, text engagement, and metacognitive thinking. Students should cite evidence they used to draw conclusions in order to make the implicit process of making inferences more explicit (McMackin & Lawrence, 2001).
- Children with language impairments have greater deficits in social cognitive processing than children with normally developing language, particularly recognizing emotions, solving social problems, identifying the feelings of each participant in a conflict, identifying and evaluating strategies to overcome obstacles, and knowing when a conflict is resolved (Cohen et al., 1998).
- Reasoning and critical thinking are necessary skills for competence across the curriculum. They require students to examine, relate, and analyze all aspects of a problem or situation. Students engaged in critical thinking must make associations that connect problems with their prior knowledge (Pelligrini, 1995).
HELP 3 Handbook of Exercises for Language Processing incorporates these principles and is also based on expert professional practice that is functionally based.
American Speech-Language-Hearing Association (ASHA). (2000). Guidelines for roles and responsibilities of the school-based speech-language pathologist. Retrieved on October 19, 2009, from www.asha.org/docs/html/GL2000-00053.html
Cohen, N.J., Menna, R., Vallance, D.D., Barwick, M.A., Im, N., & Horodezky, N.B. (1998). Language, social cognitive processing, and behavioral characteristics of psychiatrically disturbed children with previously identified and unsuspected language impairments. Journal of Child Psychology and Psychiatry, 39, 853-864.
McMackin, M.C., & Lawrence, S. (2001). Investing inferences: Constructing meaning from expository texts. Reading Horizons, 42, 117-137.
National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction-Reports of the subgroups. Retrieved October 19, 2009, from www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf
Pelligrini, J. (1995). Developing thinking and reasoning skills in primary learners using detective fiction. Yale-New Haven Teachers Institute (Vol. 1). Retrieved October 19, 2009, from www.yale.edu/ynhti/curriculum/units/1995/1/95.01.05.x.html
Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.