Target the language skills that students with language disorders struggle with, particularly in the classroom: question comprehension, social language, concepts, and more.
- Develop language competency for the classroom
- Improve social language and self expression
Written in the widely-acclaimed format of the HELP series, these lessons are known for their:
- high quality, timeless content
- goal-driven activities
- gradual increase in complexity within and between activities
- application to a wide range of developmental and acquired language disorders
HELP Elementary combines the best of the original HELP 1-5 series. New stimulus items are combined with the most requested lessons from the original volumes. The result is a resource that addresses language needs of elementary-age students.
Copyright © 1993
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
- Fisher and Blachowicz (2005) found semantic connections among words, including instruction on synonyms, antonyms, and word classes, beneficial for significant gains in vocabulary development among struggling elementary readers and English-language-learners.
- Explicit teaching of listening skills is vital in elementary school given that a majority of academic skills are delivered verbally. Listening skills are necessary for both literacy development and overall academic achievement (Beall, Gill-Rosier, Tate, & Matten, 2008).
- Ebbels, van der Lely, and Dockrell (2007) found that children with specific language impairment (SLI) showed learning across trials of verb use vs. a control group of children with SLI with no direct intervention on verb use. Generalization of untargeted verbs also showed carryover of targeted language skill.
- Students with language disorders often perform much like younger, typically-developing students on measures of pragmatic development (Lapadat, 1991).
- In contrast to spoken language, written language is a more concrete, permanent modality for working on sentence structure (ASHA, 2001).
- Word-finding problems can negatively impact learning and socialization at all ages (German, 2009).
HELP Elementary incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents [Guidelines]. Retrieved March 29, 2010, from www.asha.org/docs/pdf/GL2001-00062.pdf
Beall, M.L., Gill-Rosier, J., Tate, J., & Matten, A. (2008). State of the context: Listening in education. The International Journal of Listening, 22, 123-132.
Ebbels, S.H., van der Lely, H.K.J., & Dockrell, J.E. (2007). Intervention for verb argument structure in children with persistent SLI: A randomized control trial. Journal of Speech, Language, and Hearing Research, 50, 1330-1349.
Fisher, P.J., & Blachowicz, C.L.Z. (2005). Vocabulary instruction in a remedial setting. Reading & Writing Quarterly, 21, 281-300.
German, D.J. (2009). Child word finding: Student voices enlighten us. ASHA Leader, 14(2), 10-13.
Lapadat, J.D. (1991). Pragmatic language skills of students with language and/or learning disabilities: A quantitative synthesis. Journal of Learning Disabilities, 24, 147-158.