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Language Processing Treatment Activities
Ages: 2-15   Grades: Toddler-10

This research-based program trains language processing skills in the sequence of neurological development.  Goals, activities, and reproducible materials make this the go-to resource for language processing therapy.  


  • Use increasingly complex language
  • Retrieve words and language efficiently
  • Function better in the classroom
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The units are arranged in this developmental progression of language processing demands:

  • Labeling
  • Functions
  • Associations
  • Categorization
  • Antonyms
  • Synonyms
  • Similarities and Differences
  • Multiple Meanings
  • Idioms
  • Analogies

Each unit includes:

  • developmental age level for the language skill
  • long-term objective
  • short-term objectives gradually increasing in language processing demands as the modality input (e.g., tactile, visual, auditory) decreases 
  • suggested therapy activities and materials for each short-term objective
  • print-your-own picture and word cards in PDF format (these are on the CD-ROM that comes with the book)
  • suggestions for classroom implementation and incorporating curricular content in the therapy setting 
  • note: The Labeling, Functions, Associations, and Categorization units require the use of objects common in everyday environments such as a glove, spoon, apple, shoe, toy car, etc. 

The book comes with a FREE CD of an additional 128 printable pages of therapy materials in PDF format including:

  • 500 "print-your-own" picture cards and word cards
  • Language Processing Checklist to evaluate classroom behaviors associated with language processing deficits
  • progress tracking forms

Copyright © 2007

138-page book plus a CD of an additional 128 printable pages in PDF format (print-your-own therapy cards, Language Processing Checklist, and tracking form)

According to the Clinical Guidelines of the Royal College of Speech & Language Therapists (, 2005); the American Speech-Language-Hearing Association (; and research by van Daalen-Kapteijns, Elshout-Mohr, and de Glopper (2001), the following therapy principles are supported:

  • Children develop language comprehension and use in a hierarchy of semantic meaning (e.g., vocabulary of nouns and verbs precedes acquisition of conceptual vocabulary).
  • Children with language disorders frequently have problems in sentence processing or in abstracting information meaningfully for storage and retrieval and require specific instruction to improve their language processing skills.
  • Students need to understand semantic relationships among words.
  • Direct and indirect instruction of vocabulary words helps students improve reading comprehension and performance for semantic tasks.
  • Strategies should be employed to develop a child's skills at interpreting figurative language as this forms a substantial part of comprehension.
  • Organizing vocabulary via word associations facilitates word storage and retrieval.

Language Processing Treatment Activities incorporates these principles and is also based on expert professional practice.


Gail J. Richard, Mary Anne Hanner


Gail J. Richard, Ph.D., CCC-SLP, is a professor and department chair at Eastern Illinois University in Communication Disorders and Sciences.  She received her bachelor of arts from Augustana College in Rock Island, Illinois, master of science from Eastern Illinois University, and doctorate in Communication Disorders from Southern Illinois University-Carbondale.  Gail's first professional employment was in the Iowa public schools as a speech-language pathologist where she worked with children with language-learning disabilities and preschoolers with emotional disorders.  After four years in the schools, Gail joined the faculty at Eastern Illinois University where she has been a clinical supervisor and instructor dealing with various childhood language disabilities for 25 years.

Mary Anne Hanner, Ph.D., CCC-SLP, is dean of the College of Sciences and professor of Communication Disorders and Sciences at Eastern Illinois University.  She received bachelor and master of science degrees from Eastern Illinois University and a doctorate in Educational Administration from Indiana State University.  Mary Anne began her professional career as a speech-language pathologist in the elementary and secondary schools in rural central Illinois.  After nine years in the school setting, she joined the faculty at Eastern Illinois University.  During her 25 years at Eastern, Mary Anne has been a clinical instructor, served as clinic director and department chair, and has taught several courses in communication disorders and sciences.

Gail and Mary Anne are co-authors of the Language Processing Test 3.  Since the publication of the first edition of the Language Processing Test in 1985, they have been associated with LinguiSystems, Inc. as authors and they appreciate LinguiSystems' assistance and support.  The authors are pleased to have provided professionals in the field of Communication Disorders with insightful diagnostic and intervention tools for the past 20 years.


We are pleased to introduce our colleagues to Language Processing Treatment Activities.  This book is a compilation and revision of the Language Processing Kit (1995) and Language Processing Remediation (1987).  For teachers and speech-language pathologists who liked these products and found them useful for students with language-learning disabilities, we hope you will embrace the new product and find it just as useful.

You have heard the adage, "The more things change, the more they stay the same."  That is the best way to describe how Language Processing Treatment Activities evolved.  The basic premise of our earlier products remained valid, but publishing costs became prohibitive to continue producing the Language Processing Kit.  The hierarchy of language processing complexity and the compensatory cueing strategies continue to be the constructs of this treatment program, which is part of its success story; however, we were determined to format the material into a more concise package while maintaining the aspects we thought were most beneficial to busy clinicians.  Some things have changed, but professionals who used the previous two products will note familiarity as they progress through this book.  At the same time, we are excited about the revisions which make Language Processing Treatment Activities a completely new product!  We believe the changes make the product more effective, versatile, and applicable in meeting the needs of students and busy professionals today.

Language Processing Treatment Activities is a comprehensive program for improving language processing skills in preschool through 10th grade students with language and/or learning disabilities.  Students with language processing deficits have difficulty organizing what they hear and retrieving what they want to say.  For the purposes of the book, "language processing'" is defined as the ability to interpret or attach meaning to information received through the auditory channel which is then used to formulate a response.

Chapters in Language Processing Treatment Activities parallel units provided in the Language Processing Kit.  The chapters are arranged in a developmental progression of simple to complex language processing demands, based on the standardization of the Language Processing Test (LPT) (LinguiSystems, Inc., 1985), the Language Processing Test–Revised (LPT-R) (LinguiSystems, Inc., 1995), and the Language Processing Test 3 (LPT 3) LinguiSystems, Inc., 2005).  The chapters correspond to levels of language processing arranged in a hierarchical progression of language development and complexity.  The chapters in this book include:

• Labeling • Synonyms
• Functions • Similarities and Differences
• Associations • Multiple Meanings
• Categorizations              • Idioms
• Antonyms • Analogies


Each chapter includes:

  • a definition of the language processing skill involved in that level
  • a functional outcome description
  • the developmental age level for the language skill
  • a long-term objective
  • a progression of short-term objectives
  • suggested therapy activities and materials to meet each short-term objective
  • small black and white picture cards

Some units also contain small black and white word cards.  The picture cards and word cards are also provided in full-color and in a larger size on the enclosed CD.

Rationale is provided for the choice of materials and activities.  Activity procedures provide guidelines for using the materials.  The picture stimuli serve as a primary stimulus for many of the activities and can be used to address treatment goals throughout the book.

Language Processing Treatment Activities addresses language processing across a hierarchy of complexity within remediation activities.  The intent is to provide materials that sustain a sequence of increased language complexity as the modality input (i.e., tactile, visual, auditory) decreases across tasks.

The use of compensatory cues and questions to prompt responses is an essential part of an effective remediation strategy within language processing.  The Compensatory Cueing section describes specific cueing techniques and explains how to use cues with students.  These procedures are intended to help students compensate for language processing problems and should be used in combination with all the tasks throughout Language Processing Treatment Activities.

Another important component of this book is a collection of ideas and materials to integrate language processing therapy into the educational setting.  Classroom teachers are an essential link in recognizing and identifying students who will benefit from the treatment activities provided in Language Processing Treatment Activities.  A Language Processing Behavioral Checklist and a Recording Form for Cueing are included to assist the teacher in understanding language processing therapy and to provide easy, convenient materials to integrate therapy strategies into the classroom.

Our goal in writing clinical materials has always been to assist professionals in "making a difference" for the children with whom they work.  It is our hope that you'll discover that Language Processing Treatment Activities provides you with the organization needed for language processing remediation.  With that organization in place, you can enjoy the challenges of language processing therapy and see the eyes of your students sparkle as they experience success.

Gail and Mary Anne