Handbook of Exercises for Language Processing
Thousands of SLPs use these books to help their clients develop the language skills needed for independence. Ready-to-use lessons target a variety of language processes that build language complexity and flexibility.
- Develop language processing and auditory processing
- Improve language flexibility
- Increase participation in social exchanges
- Improve critical thinking
The HELP books are widely-recognized for their:
- high quality, timeless content
- appeal to a broad age-range
- application to a wide scope of developmental and acquired language disorders
- goal-driven activities
- gradual increase in complexity within and between activities
Each book targets four areas of language processing. The books may be purchased as a 5-book set or individually. Save $10 when you buy the HELP 1-5 Book Set, which consists of:
- discriminate auditory differences at sound, word, and sentence levels
- process and comprehend a variety of verbal information
- manipulate language and apply language-based concepts to new situations
- recall progressively longer units of auditory information
- Copyright © 1987
- use associations and categories to recall words
- discriminate question types
- answer questions
- use correct grammar
- Copyright © 1987
- use concepts to describe, compare, and reason
- paraphrase sentences, common sayings, and paragraphs
- use language to identify and solve problems
- match expressive language to the social situation
- Copyright © 1988
- define and describe objects in a variety of ways
- manipulate written sentences and write short paragraphs
- talk about elements of language
- understand humor, idioms, exaggerations, and other word plays
- Copyright © 1989
- receive, organize, and relay information
- compare and contrast to develop conceptual frameworks
- use the language of measurements, quantity concepts, and time
- identify and express needs, opinions, and feelings
- 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
- Explicit teaching of listening skills is vital in both elementary and middle 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).
- Asking wh- questions is a common method of teaching. Difficulty answering wh- questions affects a child academically, linguistically, and socially (Parnell, Amerman, & Hartin, 1986).
- A study by Feng and Powers (2005) found that grammatical mini-lessons targeting students' error patterns resulted in improved short- and long-term accuracy.
- Explicitly teaching and reinforcing inference skills, including understanding idioms, yields better overall text comprehension, text engagement, and metacognitive thinking. Students should cite evidence they used to draw conclusions in order to make the implicit process of making inferences more explicit (McMackin & Lawrence, 2001).
- When information shares a semantic relationship and is associated, meaningful information is first extracted from the association between items (Rhodes & Donaldson, 2008).
HELP 1-5 Book Set incorporates these principles and is also based on expert professional practice that is functionally based.
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.
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.
McMackin, M.C., & Lawrence, S. (2001). Investing inferences: Constructing meaning from expository texts. Reading Horizons, 42, 117-137.
Parnell, M.M., Amerman, J.D., & Hartin, R.D. (1986). Responses of language-disordered children to wh- questions. Language, Speech, and Hearing Services in Schools, 17, 95-106.
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.