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No-Glamour® Grammar
Ages: 8-13   Grades: 3-8

This book is designed to teach all the basic grammar skills to your students with language or learning disorders.  The activities have a slow, straightforward progression; simple directions; and lots of practice pages.


  • Use 19 parts of speech in grammatically correct sentences
  • Boost receptive, expressive, and written language
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*The CD contains the complete book.  All pages are printable.
** This is a Cloud E-Book that is accessible from any device with Internet access. .

Nineteen units of exercises teach one aspect of grammar at a time.  There are 350 pages of practice activities and 50 pages of pretests/posttests (two tests for each unit).  Students master these skills:

  • Nouns
  • Pronouns
  • Verbs
  • Verb To Be
  • Sentences
  • Present Tense
  • Future Tense
  • Past Tense, Regular Verbs
  • Past Tense, Irregular Verbs
  • Contractions
  • Plurals
  • Adjectives
  • Possessive Nouns
  • Possessive Pronouns
  • Conjunctions
  • Adverbs
  • Negatives
  • Prepositions
  • Questions

Units follow a consistent teaching pattern:

  • grammar concept explanation
  • examples of usage
  • exercises to identify the grammar concept
  • fill-in-the-blank and/or multiple-choice exercises
  • creating sentences using target words from the unit

Copyright © 1986

415 pages, pretests/posttests, answer key

This product is extremely well written and gave great results.  I'm using it with ESL children who are having great difficulty with grammar.  I know they will benefit from this product.

Nancy A. Harrington-Davis, Teacher
Orlando, FL


  • In contrast to spoken language, written language is a more concrete, permanent modality for working on sentence structure (ASHA, 2001).
  • A study by Feng & Powers (2005) found that grammatical mini-lessons targeting students' error patterns resulted in improved short- and long-term accuracy.
  • Students are unlikely to formulate and comprehend complex syntax unless such linguistic forms are included in their experiences and convey authentic, complex meanings (ASHA, 2001).
  • Children with language disorders often struggle with expository text and produce shorter and grammatically simpler sentences (Nippold, Mansfield, & Billow, 2007).

No-Glamour Grammar 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 February 8, 2010, from

Feng, S., & Powers, K. (2005). The short- and long-term effect of explicit grammar instruction on fifth graders' writing. Reading Improvement, 42(2), 67-72.

Nippold, M.A., Mansfield, T.C., & Billow, J.L. (2007). Peer conflict explanations in children, adolescents, and adults: Examining development of complex syntax. American Journal of Speech-Language Pathology, 16, 179-188.


Suzanna Mayer Watt


Suzanne Mayer Watt, M.A., CCC is a speech-language pathologist.  She has worked with language-learning disordered students in San Diego area public schools for the past eleven years.  Her experience has been at the elementary and secondary levels in both classroom and therapy settings.  No Glamour Grammar is her first publication with LinguiSystems.



The special education students that I have worked with in the elementary and secondary school systems as both a speech pathologist and a classroom teacher have presented a variety of teaching challenges.  Some had auditory-perceptual or visual-perceptual disorders.  Some were bilingual with a perceptual disorder. Others were environmentally depressed and simply had missed too much school.  All of these students had at least two things in common.  First, they functioned two or more years below grade level in reading, writing, or spelling.  Additionally, they were frustrated because they know their potential ability was greater than their actual performance.

I needed a thorough grammar program appropriate for older students (ages nine through adult) to develop their language skills properly.  After much research, I came to the conclusion that a program that fit my specific needs did not exist.  The programs I did find had one or more of the following deficiencies:

  • The subject matter was too limited in scope.
  • The print on the page was too small or too close together.
  • The progression in difficulty level was too rapid.
  • The reading level was too high.
  • The directions for each exercise were too complicated.
  • There were not enough practice exercises to completely master each concept.

Therefore, I was forced to piece together parts from many different grammar programs.  The inconsistencies among the various programs only complicated matters.  It was time-consuming to gather and review all these materials and, in many cases, I still felt I was not adequately remediating the students' language deficits.

No-Glamour Grammar provides a comprehensive solution to the problems outlined above.  It is my hope that this program will help older students to master basic grammar skills and allow instructors to focus on their students rather than on gathering or developing materials.