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No-Glamour® Following Directions
Ages: 5-8   Grades: K-3         

Help your students with communication difficulties learn to listen and follow directions in the classroom and in test-taking.


  • Follow directions in the classroom and for test-taking
  • Comprehend basic concepts
  • Improve listening skills
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*The CD contains the complete book.  All pages are printable.
** This is a Cloud E-Book that is accessible from any device with Internet access. .

Developed by SLPs with input from classroom teachers, No-Glamour Following Directions features lots of interesting, straightforward activity pages with the materials students need to master their target skills:

  • a pretest/posttest for each set of directions
  • learning activities with specific directions
  • practice activities
  • review activities

The book consists of eight units:

  • Basic Directions—such as draw X on, draw line next to, and draw circle around
  • Position/Location Directions—such as on/off, top/bottom, and left/right
  • Size/Duration Directions—such as big/little and long/short
  • Associations—such as shape, object, and size and action-object matching
  • Sequencing Directions—such as before/after and first/last
  • Negation Directions—such as not the same, skip, and does not belong
  • Test-taking Directions—such as underline, fill in the bubble, and fill in the blank
  • One-step and Multi-step Classroom Directions—such as sit in a circle and get your backpack and line up

The No-Glamour style makes it easy to isolate, evaluate, teach, and provide practice for the important skill of following directions.

Copyright © 2009

304 pages, pretests/posttests
  • Given the use of basic concepts in classrooms, it is not surprising that basic concept acquisition is strongly related to early childhood academic achievement (Bracken, 1998; Breen, 1985; Sterner & McCallum, 1988; Zucker & Riordan, 1990).
  • Following directions should influence auditory comprehension, knowledge of basic concepts, responses to classroom instructions, and independence (Wilson & Fox, 1997).
  • Students need to understand basic concepts to follow teacher directions; follow instructions in the curriculum areas of language arts, math, and science; and follow teacher-made and standardized test instructions (Boehm, 2001).

No-Glamour Following Directions incorporates the above principles and is also based on expert professional practice.


Boehm, A. (2001). Boehm test of basic concepts (3rd ed.). San Antonio, TX: The Psychological Corporation.

Bracken, B. (1998). Bracken basic concept scale-Revised. San Antonio, TX: The Psychological Corporation.

Breen, M.J. (1985). Concurrent validity of the Bracken basic concept scale. Journal of Psychoeducational Assessment, 3, 37-44.

Sterner, A.G., & McCallum, R.S. (1988). Relationship of the Gesell developmental exam and the Bracken basic concept scale to academic achievement. Journal of School Psychology, 26, 297-300.

Wilson , M.S., & Fox, B.J. (1997). Following directions. Winooski, VT: Laureate Learning Systems.

Zucker, S., & Riordan, J. (1990). One-year predictive validity of new and revised conceptual measurement. Journal of Psychoeducational Assessment, 8, 4-8.


Lynn K. Flahive, Janet R. Lanza


Lynn K. Flahive, M.S., CCC-SLP, has over 25 years experience as a speech-language pathologist.  She worked in private and public schools in Wisconsin, Ohio, Illinois, and Texas for 12 years before joining the Department of Communication Sciences and Disorders at Texas Christian University in Fort Worth, Texas.  Lynn has special interests in working with early childhood and early elementary-aged children with phonological and/or language delays.  She is a board recognized specialist in Child Language.  Lynn is past president of the Texas Speech-Language-Hearing Association (TSHA) and past executive director of the National Student Speech Language Hearing Association (NSSLHA).

Janet R. Lanza, M.S., CCC-SLP, has worked as a speech-language pathologist in public schools, private practice, and a university clinic in Texas since 1976.  She has been on the faculty of the Department of Communication Sciences and Disorders at Texas Christian University in Fort Worth, Texas, since 1989.  At the TCU Miller Speech and Hearing Clinic, Janet is an instructor and clinical supervisor for classroom settings of preschool children with a variety of communication disorders.

Lynn and Janet have co-authored numerous products for LinguiSystems.  They also present workshops nationally and in Canada on the topics of practical and motivational speech and language therapy in young children.


In all aspects of life, especially in school, children are bombarded with directions.  There are directions for lining up in the hall, for playing a game, for completing a worksheet, and for taking a test.  A child must be able to pay attention to, listen to, process, remember, and follow directions.

Many children with communication disorders have difficulty following directions.  They may not know the important words to listen for or understand the concepts used in directions.  Maybe they can only remember one direction when the teacher just told them three.  Some may remember the directions but not the order in which to follow them.

In developing this product, we sought input from prekindergarten through third grade teachers in public and private schools.  We incorporated many of the direction words and concepts that children demonstrated difficulty with in their classrooms.

No-Glamour Following Directions provides straightforward activity pages with step-by-step directions in a variety of contexts.  Each set of directions begins with a pretest/posttest.  Then each type of direction is taught with specific support for the child.  The Learn pages present the concept/direction in a teaching format, the Practice pages provide guided practice, and the Review pages combine directions for additional practice and reinforcement.  The page layouts are varied to provide the student practice following directions in a variety of formats.  No-Glamour Following Directions is a flexible program.  You can present the lessons in all of the units, or you can pick and choose lessons/units specific to your student's direction-following needs.

No-Glamour Following Directions targets these skills:

basic worksheet                sequencing
position/location exclusion/negation
size/duration test taking
association classroom/multi-step directions


No-Glamour Following Directions interfaces well with a response-to-intervention (RTI) approach.  The lessons can be used with a large group suitable for Tier 1 instruction.  Using the lessons with small groups and individuals allows for the more individualized and focused intervention required at Tier 2.  The pretests and posttests allow for frequent progress monitoring at this level.  Students who need more intensive, individualized Tier 3 instruction will benefit from the multiple opportunities for practice.

Following directions is a critical skill. No-Glamour Following Directions will make it easier for you to isolate, evaluate, teach, and provide practice for the concepts and tasks needed to follow directions successfully.  It is our hope that you, the children you work with, their teachers, and their families will find success in this vital area of communication.

Lynn and Janet