Develop language flexibility and reasoning for everyday situations. Clients learn abstract language as it applies to functional skills like question-answering, question-asking, and descriptive language.
- Improve understanding of abstract and ambiguous language by interpreting subtle meanings; discriminating between literal and rhetorical questions; explaining metaphors, proverbs, and similes; and explaining oxymorons and meanings of intonations
Written in the best-selling format of the HELP series, these language lessons are known for their:
- expansive content
- appeal to a broad age-range
- goal-driven activities
- gradual increase in complexity within and between activities
- application to a wide range of developmental and acquired language processing disorders
Clients learn to:
- read between the lines
- draw logical conclusions from inadequate information
- discriminate among multiple meanings of words
- choose between literal and non-literal meanings
- extrapolate useful from irrelevant information
The activities develop higher-level language in four areas:
- what would happen if
- what could
- when do/does
- how do/does
- why don't/doesn't
- if questions and true/false statements
- object attributes, functions and actions
- exclusion and negation
- similarities, differences, and classifying
- descriptive words
- using context to determine word meanings
- predicting content
- identify the main idea
- paraphrase passages
- draw inferences from stories
- describe and interpret pictures
- interpret subtle meanings
- discriminate between literal and rhetorical questions
- interpret idioms and proverbs
- explain similes, metaphors, and oxymorons
- understand intonation
Copyright © 2004
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
- Students are expected to make inferences in authentic reading situations as well as on high-stakes standardized tests (McMackin & Newton, 2001).
- Standardized tests require students to predict, draw conclusions, elaborate, explain, and make analogies (McMackin & Newton, 2001).
- Grammar, discourse structure, and metalinguistics are all connected to reading and writing achievement and required for text comprehension (ASHA, 2001).
- Summarization is a skill that helps students identify main ideas and recall information needed to answer comprehension questions (NRP, 2000).
- Answering wh- questions is a common method of teaching. Difficulty answering wh- questions affects a child academically, linguistically, and socially (Parnell, Amerman, & Hartin, 1986).
- The inability to interpret figurative language leads to a breakdown in text comprehension, which in turn, can frustrate readers and discourage them from continuing reading tasks, and can cause delays in later language development (Palmer & Brooks, 2004).
Help for Language 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 18, 2010, from www.asha.org/docs/pdf/GL2001-00062.pdf
McMackin, M.C., & Newton, S.L. (2001). Investigative inferences: Constructing meaning from expository texts. Reading Horizons, 42(2), 118-137.
National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction-Reports of the subgroups. Retrieved March 18, 2010, from www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf
Palmer, B.C., & Brooks, M.A. (2004). Reading until the cows come home: Figurative language and reading comprehension. Journal of Adolescent & Adult Literacy, 47, 370-379.
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.