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

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
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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:

Processing Information

  • 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

Math Language

  • number words
  • quantity concepts
  • word problems
  • calendar and time
  • measurement concepts

Self Expression

  • 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:

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 © 1991

190 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

  • 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


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 2, HELP 3, HELP 4, HELP Elementary, HELP for Word Finding, and HELP for Auditory Processing.


In the past ten years, language remediation has expanded significantly. HELP 5 Handbook of Exercises for Language Processing reflects these changes, while maintaining the quality, variety, and range of exercises that have proven so effective in daily therapy.  The exercises in this volume place an emphasis on functional language use, enabling the client to communicate basic needs in everyday situations.

The tasks in the first section, Processing Information, help clients process the vast amount of information they receive every day.  Although these types of tasks have been routinely used with post-stroke patients, they can be just as effective for remediation with school-age children, especially those with language-based learning disabilities.

Section two, Comparing and Contrasting, provides new approaches to many of the skills presented in previous HELP volumes.  These tasks provide an intensive, synthesized approach to comparing and contrasting words and terms.  The focus is on functional, practical activities to organize the client's immediate linguistic environment.

Children with language deficits may have trouble with math due to their difficulty in processing the language of math, rather than an inability to perform mathematic functions.  The tasks in the Math Language section help children understand the meaning of math terms from a linguistic basis.  Adults are also faced with math language daily—from changing the television channel to writing checks and paying bills.  Understanding the basic terminology in these tasks will help your clients, both children and adults, be more successful in their daily environments.

The HELP focus has always been the development and extension of functional language.  The fourth section, Self-Expression, provides opportunities for your clients to encounter pragmatic skill-oriented tasks that will enhance their life skills training.  Often, clinicians focus intently on the structure of language, yet overlook the client's ability to reflect on his own needs. In this section, clients are given many opportunities to analyze and react to everyday events.

As with each of the HELP manuals, IEP goals have been included at the bottom of each page to further explain the individual tasks and to help the clinician write goals.  The general activities sections assist in the carryover of skills to everyday situations.

The exercises in HELP 5 Handbook of Exercises for Language Processing reflect many suggestions from practicing clinicians who have used the HELP manuals, picture cards, and games in their therapy.  We would like to express our appreciation for the support and encouragement of our colleagues over the past ten years.  As you add another volume to your HELP library, we hope the HELP approach continues to provide you with the support needed for successful language intervention.