Handbook of Exercises for Language Processing
Add language richness to everyday communication with these stimulating activities in metalinguistics, humor, written language, and vocabulary expansion.
- Add richness to verbal expression
- Improve written expression
- Develop metalinguistics
- Understand and use humor
Thousands of SLPs use the HELP books for:
- high quality, timeless content
- a broad age-range
- a wide scope of developmental and acquired language disorders
- goal-driven activities
- gradual increase in complexity within and between activities
The HELP 4 Handbook of Exercises for Language Processing book helps clients:
- define and describe objects in a variety of ways
- manipulate written sentences and write short paragraphs
- talk about elements of language
- understand humor, idioms, exaggerations, and other word play
The activities develop language processing in four general areas:
Defining and Describing
- define words by function, location, events, origin, and critical attributes
- describe items using adjectives, adverbs, and imagery
- discriminate and sort by attributes
- write words to complete a sentence
- combine simple sentences
- reduce compound and complex sentences
- write sentences
- write paragraphs
Talking about Language
- work with syllables, suffixes, prefixes, sounds in words, and rhyming words
- identify sentences and rearrange words to make sentences
- identify and apply linguistic terms such as sentence, question, title, and more
Word Play and Humor
- complete rhyming poems, phrases, and sentences
- complete silly sentences, animal similes, and riddles
- match idioms
You may purchase HELP 4 individually or as part of a 5-Book Set. The 5-Book Set consists of:
Copyright © 1989
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, analyzing word features, and using visual aids (Kester-Phillips, Foote, & Harper, 2008).
- Spoken and written grammatical abilities were found to be quantitatively different in school-aged children with specific language impairment (SLI) in comparison to age- and language-matched children. Poor judgment of syntax persisted into later elementary years despite other language measures improving within the SLI population (Gillam & Johnston, 1992).
- In a survey of educators and speech-language pathologists, respondents agreed that a good understanding of figurative language can benefit students both academically and socially by increasing effective communication and reading comprehension (Moshein, 2006).
- The inability to interpret figurative language leads to a breakdown in text comprehension, which in turn, can frustrate readers and discourage them from continuing reading tasks, and can cause delays in later language development (Palmer & Brooks, 2004).
- Tasks that require students to manipulate spoken units larger than phonemes are simpler for beginners than tasks requiring phoneme manipulation. These activities include rhyming, breaking sentences into words, and breaking words into syllables (NRP, 2000).
HELP 4 Handbook of Exercises for Language Processing incorporates these principles and is also based on expert professional practice that is functionally based.
Gillam, R.B., & Johnston, J. (1992). Spoken and written language relationships in language/learning impaired and normally achieving school-age children. Journal of Speech and Hearing Research, 35, 1303-1315.
Kester-Phillips, D.C., Foote, C.J., & Harper, L.J. (2008). Strategies for effective vocabulary instruction. Reading Improvement, 45(2), 62-68.
Moshein, J. (2006). Figurative language: A different model of communication. Advance for Speech-Language Pathologists, 16, 6.
National Reading Panel (NRP). (2000). Teaching children to read: An evidence based assessment of the scientific research literature on reading and its implication for reading and instruction-Reports of the subgroups. Retrieved January 14, 2010, from www.nichd.nih.gov/publications/nrp/upload/report.pdf
Palmer, B.C., & Brooks, M.A. (2004). Reading until the cows come home: Figurative language and reading comprehension. Journal of Adolescent & Adult Literacy, 47, 370-379.