These cards offer practical content for helping adolescents develop age-appropriate language skills.
- Build higher-level semantic skills
- Understand and use complex language forms
- Improve comprehension and use of abstract language
- Effectively express opinions and participate in discussions
The format—stimuli on the front and answers on the back of the card—gives several teaching options. Use the cards for direct instruction, to launch discussions, as stimuli in games, in learning centers, and for independent study. Each card has four to ten stimulus items. The content reflects the vocabulary and language demands of junior high and high school classrooms.
The material is organized into three major areas:
- Semantics—antonyms, synonyms, categories, similarities and differences, multiple meanings, idioms, and homonyms
- Syntax and Morphology—past tense verbs, discriminating verb tenses, pronouns, verbs and adverbs, and plurals
- Pragmatics—stating opinions, discussion topics, Who am I?, Persuade Me, and role-playing
Stimulus items within each skill area (e.g., antonyms, past tense verbs, etc.) are presented in a hierarchical order.
Copyright © 2009
- Students who struggle with vocabulary acquisition need more trials than typical learners to maximize vocabulary growth (Montgomery, 2007).
- Semantic knowledge is thought to drive the processing of meaning in language (Rhodes & Donaldson, 2008).
- Language and literacy are important for successful transition to adulthood and are associated with adolescents' independent functioning and the successful management of that independence. Findings show the need to reinforce oral language skills throughout the school years (Conti-Ramsden & Durkin, 2008).
That's LIFE! Language Cards incorporates these principles and is also based on expert professional practice.
Conti-Ramsden, G., & Durkin, K. (2008). Language and independence in adolescents with and without a history of specific language impairment (SLI). Journal of Speech, Language, and Hearing Research, 51, 70-83.
Montgomery, J. (2007, November). Vocabulary interventions for RTI: Tiers 1, 2, 3. Presentation at the annual American Speech-Language-Hearing Association (ASHA) conference, Boston: MA.
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.