Target the processing skills that underpin steady, consistent language development. This systematic progression of tasks focuses on word relationships, prosody, and language organization.
- Understand and use abstract language
- Interpret and effectively use prosody
- Develop language-based reasoning
These lessons individually and as a group, teach children to manipulate increasingly complex units of language. Each one-page activity has a clear, measurable goal and a performance grid for easy measurement, identification of error patterns, and quick documentation of progress.
The lessons are grouped into three skill areas:
- Associations—recognize and explain associations; generate associated words
- Comparisons—identify and explain similarities and differences
- Synonyms —identify, generate, and compare synonyms
- Antonyms—recognize and generate antonyms
- Multiple-Meaning Words—identify, explain, and define multiple-meaning words
- Similes—identify similar characteristics, identify items by characteristics, complete and generate similes
- Emotions—recognize and infer emotions and identify emotional intonation
- Sentence Intonation—recognize intonation, infer sentence meaning from intonation, use intonation appropriately
- Stress and Rhythm—discriminate syllable and word stress and rhythm, interpret changes in stress and rhythm
- Convergent Naming—identify objects from clues, discriminate and identify categories, identify commonalities among objects
- Divergent Naming—name category members by function, parts, and attributes; complete analogies
- Feature Description—describe objects by attributes, parts, and function; generate effective clues about objects
You may purchase Linguistic Tasks individually or as part of the Differential Processing Training Program 3-book set. The 3-book set consists of:
Copyright © 2007
- Interpretation of spoken and written figurative language is a substantial part of understanding language (ASHA, 2001).
- Effective vocabulary instruction strategies actively engage students and require higher-level cognitive processing. These strategies include identifying synonyms and antonyms, analyzing word features, and using visual aids (Kester-Phillips, Foote, & Harper, 2008).
- Children with language difficulties benefit from direct teaching in analytical skills (Masterson & Perrey, 1999).
- Children with language disorders show difficulty inferring emotions and this may lead to negative social interactions with peers (Ford & Milosky, 2003).
- Students may demonstrate hidden intonation comprehension difficulties when their general speech production skills appear appropriate (Wells & Peppé, 2003).
Differential Processing Training Program Linguistic Tasks 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. Retrieved September 10, 2009, from http://www.asha.org/docs/pdf/PS2001-00104.pdf
Ford, J.A., & Milosky, L.M. (2003). Inferring emotion reaction in social situations: Different in children with language impairment. Journal of Speech, Language, and Hearing Research, 46, 21-30.
Kester-Phillips, D.C., Foote, C.J., & Harper, L.J. (2008). Strategies for effective vocabulary instruction. Reading Improvement, 45(2), 62-68.
Masterson, J.J., & Perrey, C.D. (1999). Training analogical reasoning skills in children with language disorders. American Journal of Speech-Language Pathology, 8, 53-61.
Wells, B., & Peppé, S. (2003). Intonation abilities of children with speech and language impairments. Journal of Speech, Language, and Hearing Research, 46, 5-20.