Handbook of Exercises for Language Processing
These unique activities develop language skills necessary for independence: processing information, analytical thinking, math language, and expressing feelings.
- Accurately process information
- Improve critical thinking
- Understand the language of math
- Express needs and feelings
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 5 book trains clients to:
- receive, organize, and relay information
- compare and contrast to develop advanced conceptual frameworks
- use the language of measurements, quantity, concepts, and time
- identify and express needs, opinions, and feelings
The activities develop language processing in four general areas:
- understand signs and directions
- use reference materials
- handle phone calls
- relay personal information
- formulate messages
Comparing and Contrasting
- compare critical elements
- compare part/whole relationships
- make associations by categories, analogies, semantics, context, and functions
- number words
- quantity concepts
- word problems
- calendar and time
- measurement concepts
- label and express feelings
- infer feelings from statements, actions, and situations
- determine reasons for actions
- express personal opinions
You may purchase HELP 5 individually or as part of a 5-Book Set. The 5-Book Set consists of:
Copyright © 1991
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
- An efficient lexicon is not organized like a dictionary. Instead, words and their properties (e.g., semantic meaning) are interconnected and associative. Language-impaired children have fewer lexical entries than typically-developing peers and fewer connections among the words they know (Brackenbury & Pye, 2007).
- When information shares a semantic relationship and is associated, meaningful information is first extracted from the association between items (Rhodes & Donaldson, 2008).
- Students need the basic skills of listening in order to succeed in school, social situations, and later in the workplace. These skills include receiving, attending to, interpreting, and responding to verbal messages (U.S. Department of Labor, 1991).
- Students are expected to make inferences in authentic reading situations as well as on high-stakes standardized tests (McMackin & Lawrence, 2001). Reasoning skills encourage critical thinking and meta-awareness of internal thought processes.
- Reasoning skills support students' logical judgments based on conscious reflection (Little, 2002).
HELP 5 Handbook of Exercises for Language Processing incorporates these principles and is also based on expert professional practice that is functionally based.
Brackenbury, T., & Pye, C. (2007). Semantic deficits in children with language impairments: Issues for clinical assessment. Language, Speech, and Hearing Services in Schools, 36, 5-16.
Little, C. (2002). Reasoning as a key component of language arts curricula. The Journal of Secondary Gifted Education, 13(2), 52-59.
McMackin, M.C., & Lawrence, S. (2001). Investigating inferences: Constructing meaning from expository texts. Reading Horizons, 42(2), 118-137.
Rhodes, S.M., & Donaldson, D.I. (2008). Association and not semantic relationships elicit the N400 effect: Electrophysiological evidence from an explicit language comprehension task. Psychophysiology, 45, 50-59.
U.S. Department of Labor. (1991). What work requires of schools. (A SCANS report from America 2000). Washington, DC: Retrieved October 15, 2009, from http://wdr.doleta.gov/SCANS/whatwork/whatwork.pdf