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HELP® 1-5 Book Set
Handbook of Exercises for Language Processing
Ages: 6-Adult   Grades: 1-Adult

Thousands of SLPs use these books to help their clients develop the language skills needed for independence.  Ready-to-use lessons target a variety of language processes that build language complexity and flexibility.

Outcomes

  • Develop language processing and auditory processing
  • Improve language flexibility
  • Increase participation in social exchanges
  • Improve critical thinking
Book
#31605
$209.75
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CD*
#32605
$209.75
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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. .

The HELP books are widely-recognized for their:

  • high quality, timeless content
  • appeal to a broad age-range
  • application to a wide scope of developmental and acquired language disorders
  • goal-driven activities
  • gradual increase in complexity within and between activities

 

Each book targets four areas of language processing.  The books may be purchased as a 5-book set or individually.  Save $10 when you buy the HELP 1-5 Book Set, which consists of:

HELP 1 Handbook of Exercises for Language Processing

  • discriminate auditory differences at sound, word, and sentence levels
  • process and comprehend a variety of verbal information
  • manipulate language and apply language-based concepts to new situations
  • recall progressively longer units of auditory information
  • Copyright © 1987

HELP 2 Handbook of Exercises for Language Processing

  • use associations and categories to recall words
  • discriminate question types
  • answer questions
  • use correct grammar
  • Copyright © 1987

HELP 3 Handbook of Exercises for Language Processing

  • use concepts to describe, compare, and reason
  • paraphrase sentences, common sayings, and paragraphs
  • use language to identify and solve problems
  • match expressive language to the social situation
  • Copyright © 1988

HELP 4 Handbook of Exercises for Language Processing

  • define and describe objects in a variety of ways
  • manipulate written sentences and write short paragraphs
  • talk about elements of language
  • understand humor, idioms, exaggerations, and other word plays
  • Copyright © 1989

HELP 5 Handbook of Exercises for Language Processing

  • receive, organize, and relay information
  • compare and contrast to develop conceptual frameworks
  • use the language of measurements, quantity concepts, and time
  • identify and express needs, opinions, and feelings 
  • Copyright © 1991
Components
5-Book Set: each book approximately 180 pages, IEP goals, answer key

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

  • Explicit teaching of listening skills is vital in both elementary and middle school given that a majority of academic skills are delivered verbally.  Listening skills are necessary for both literacy development and overall academic achievement (Beall, Gill-Rosier, Tate, & Matten, 2008).
  • Asking wh- questions is a common method of teaching.  Difficulty answering wh- questions affects a child academically, linguistically, and socially (Parnell, Amerman, & Hartin, 1986).
  • A study by Feng and Powers (2005) found that grammatical mini-lessons targeting students' error patterns resulted in improved short- and long-term accuracy.
  • Explicitly teaching and reinforcing inference skills, including understanding idioms, yields better overall text comprehension, text engagement, and metacognitive thinking.  Students should cite evidence they used to draw conclusions in order to make the implicit process of making inferences more explicit (McMackin & Lawrence, 2001).
  • When information shares a semantic relationship and is associated, meaningful information is first extracted from the association between items (Rhodes & Donaldson, 2008).

HELP 1-5 Book Set incorporates these principles and is also based on expert professional practice that is functionally based.

References

Beall, M.L., Gill-Rosier, J., Tate, J., & Matten, A. (2008). State of the context: Listening in education. The International Journal of Listening, 22, 123-132.

Feng, S., & Powers, K. (2005). The short- and long-term effect of explicit grammar instruction on fifth graders' writing. Reading Improvement, 42(2), 67-72.

McMackin, M.C., & Lawrence, S. (2001). Investing inferences: Constructing meaning from expository texts. Reading Horizons, 42, 117-137.

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.

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.

Author(s)

Andrea M. Lazzari, Patricia M. Peters

Biography

Andrea M. Lazzari, Ed.D., is a speech-language pathologist for Henrico County Public Schools in Richmond, Virginia.  She has previously worked in a community clinic and in private practice.  She has also taught preschool students with disabilities and was the supervisor of early childhood special education programs for the state of Virginia.  She also served as a teacher trainer at the college and university levels.  She is the author or co-author of numerous publications with LinguiSystems, including No-Glamour Question Structure Wh- Questions, No-Glamour Question Structure Interrogative Reversals, Vocabulary To Go, and the HELP series.

Patricia M. Peters, M.Ed., M.P.S., CCC-SLP, is a speech-language pathologist in private practice in Roanoke, Virginia, and is an adjudicator of speech and language disability claims for the Department of Rehabilitative Services for the Commonwealth of Virginia.  She has worked in a community speech and hearing clinic; a private, outpatient rehabilitation clinic; and in a Level 1 acute and trauma center and rehabilitation hospital.  In these settings she has gained experience working with all ages and communication disorders, with specific interest in traumatic brain injury, post stroke, laryngectomy, and voice, as well as articulation and language disorders of varied etiology.  Patti is a fellow of the Speech-Language-Hearing Association of Virginia and the recipient of the DiCarlo Award for Excellence in Clinical Achievement for the Commonwealth of Virginia.  She is the co-author of HELP 1, HELP 2, HELP 3, HELP 4, HELP 5, HELP Elementary, HELP for Word Finding, and HELP for Auditory Processing.