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No-Glamour® Language Cards
Ages: 6-11   Grades: 1-6         

Get nine to ten stimulus items on the back of each of these full-color cards!  Use them to target ten major language skill areas, including semantics, social communication, making inferences, paraphrasing, listening, and more.


  • Improve expressive language skills through these tasks: exclusion/ negatives, comparing/contrasting, grammar, problem solving, asking/answering questions, semantics, social communication, listening, paraphrasing/retelling, and making inferences
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You get 200 cards (20 cards for each of the ten skill areas) portraying everyday situations.  Instruction cards for each skill area include teaching rationale and therapy tips.  The cards are sequenced by language skill complexity.  The ten major language skill areas include:

Asking/Answering Questions
The student answers wh-, how, and if questions and generates questions about the picture.

The student tells if a statement is true or false, answers questions that contain negative markers (e.g., doesn't can't, isn't), makes inferences based on facial expressions, completes sentences that require some reasoning, and identifies what doesn't belong in a list of words.

The student looks at a picture that signals the likely overall context of a story.  The therapist then reads the story out loud and asks the student questions about the story.

The student explains common idiomatic expressions, states antonyms and synonyms, makes associations, names items in a category, and explains multiple meaning words.


  • The student listens for grammatical errors in sentences and fixes them.  Errors are based on sound confusion (e.g., himset vs. himself), semantic substitutions (e.g., square vs. round), and verb tense.
  • The student listens to a string of words and re-sequences them to make a logical, complete sentence.
  • The student responds to questions using present, past, and future tense verbs in his answers.
  • The student formulates grammatically-correct questions.

Making Inferences

  • The student studies a picture and answers questions that require him to make inferences about it.  Some of the questions rely on interpreting body postures and facial expressions.
  • The student reasons, expresses logical answers, gives opinions, and predicts what might happen.

The student gives general descriptions and responds to questions by telling how things are alike and different.

The student either reads a story or listens to a story. Then the student retells the story in his own words.  The stories are easily shortened to make the task easier.

Social Communication
The instructor gives an explanation of the picture and asks the student questions about it.  The student must interpret body postures and facial expressions and answer questions with logical explanations and examples of socially acceptable behaviors.

Problem Solving
The student identifies problems, makes inferences, predicts consequences of actions, and tells characters what to do to solve their problems.


Copyright © 2002

200 4" x 6" double-sided, coated, picture/stimuli cards; 10 instruction cards
  • Grammar, discourse structure, and metalinguistics are all connected to reading and writing achievement and are required for text comprehension (ASHA, 2001).
  • Questioning is the core of critical reflection.  It prompts students to engage in a research process that fosters higher-order thinking skills (Daniel et al., 2005).
  • Explicitly teaching and reinforcing inference-making leads to better outcomes in overall text comprehension, text engagement, and metacognitive thinking (Borné, Cox, Hartgering, & Pratt, 2005).

No-Glamour Language Cards 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 January 15, 2010, from

Borné, L., Cox, J., Hartgering, M., & Pratt, E. (2005). Making inferences from text [Overview]. Dorchester, MA: Project for School Innovation.

Daniel, M.F., Lafortune, L., Pallascio, R., Splitter, L., Slade, C., & de la Garza, T. (2005). Modeling the development process of dialogical critical thinking in pupils aged 10 to 12 years. Communication Education 54(4), 334-354.


Carolyn LoGiudice


Carolyn LoGiudice, M.S., CCC-SLP, wrote and edited products and tests for LinguiSystems for 25 years, incorporating her previous experience as an SLP in school and clinic settings.  She is now retired and savoring time with her family, friends, and hobbies.


Students who have difficulty expressing themselves need as much practice as possible in speaking and writing.  The 200 cards in this box offer pictures of everyday situations and stimuli that prompt students to respond appropriately to questions or tasks for each picture.  Ten specific language skill areas are featured; the cards within each skill area are sequenced according to the complexity of the language required to respond appropriately.

  • Present a picture and talk about it with the student.  Then read the card stimuli, allowing time for the student to respond.  If necessary, provide a model.
  • Although common responses are given for most questions, accept all other logical responses as correct.
  • Alert the student whether or not you expect complete sentences as responses.
  • Use your own judgment about how many stimuli to present to a student for each card.
  • Where appropriate, encourage students to write their responses before expressing them aloud.
  • Once a student can respond to the stimuli fluently, encourage the student to create new stimuli for each picture.  Use these stimuli in a group setting.