Language Disorders:from Infancy through Adolescence:

Listening, Speaking, Reading, Writing, and Communicating

Rhea Paul, PhD, CCC-SLPProfessor, Yale Child Study Center

New Haven, Connecticut

Courtenay F. Norbury, PhD

Senior Research Fellow Department of Psychology Royal Holloway University of London London,England

pages 510-520

cohesion

working on pronouns by taking sentences that contain a referent and a pronoun from a literature selection.

work on relations and conjunctions in the following order:

1.temporal relations with conjunctions then,when,before,after,etc.

2.causal relations with conjunctions because,so,etc.

3.conditional relations with conjunctions if-then

4.epistemic relations with conjunction that

5.notic-perception relationos with wh- conjunctions such as what,where,how,etc.

6.specification relations with conjunctions that,which

7.adversative relations with conjunctions but,though,although,etc.

artful story telling

elements of artful story telling(p.512)

introducer(once upon a time...)

abstract(alexander was having a bad day)

theme(it was a terrible,horrible,no good very bad day)

coda(some days are like that,even in australia)

ender(and they lived happily ever after)

character names(alexander,doggie)

character roles(his mother,the mail carrier)

ongoing conditions(it was a dark and stormy night)

personality attributes(he was always friendly)

modifiers(angrily,slyly)

phrases and expressions(terribel,horrible,no good,very bad...)

repetition(very,very dark,he tried and tried)

dialogue(i've found it !he cried)

internal state words(wanted,attempted,hoped,wondered,enthusiastically)

the metas

phonological awareness:a foundation for decoding and spelling

children who struggle to learn to read need more intensive provision of explicit and comprehensiven instruction in individual and small group settings that provide additonal guide practice with developing phonological awareness and alphabet knowledge,along with high levels of both emotional support and cognitive scaffolding.

rhythmic activities are fun for developing syllable awareness.

starting with compound words(cupcake,hotdogs),moving the two-syllable words ( candy, mitt-en),and then to longer ones(elephant,hippopotamus).

working on alliterative words（疊詞） is a common practice in primary classrooms.

word sorts are another technique that has been show to facilitatate PA.each child in the group receives a set of chips and three cards,each with a word exemplifying a different word family,such as hen;cat;hand.

additional suggestions for phonological awareness activities(P.515)

onset-rime awareness

mail a package

sound synthesis

make a word

phoneme awareness

find you partners

bag games

scavenger hunts

guess which one

metalinguistics,reading fluency,and writing

reading fluency as accurate and effortless docoding at grade-appropriate reading rates using appropriate prosody and phrasing.

promoting fluency,which include:

echo reading:the adult reads a short passage to the students/the student rereads the same passage aloud

choral reading:groups of children read passage together,so that weaker readers are supported by stronger ones

guide oral reading:students reread passage 3 to 5 times with feedback and guidance from the adult

partner reading:two students read the same text aloud in unison,or alternate turns reading while the partner listens and provides feedback

assisted reading:students listen to a prerecorded reading,such as an audiobook,while reading along out loud

performance reading,or readers' theater:students reread passage multiple times as "rehearsal" for a performance of the reading for friends and/or family,which may utilize costumes and props

pause when you come to a comma,or raise your voice when you come to a question mark

metacognitive:organizational and self-rugulation skills

comprehension monitoring

organizational and learning strategies

these strategies involve teaching students to actively  control,coordinate,and monitor their learning activities and processes,several kinds of strategies are available,such as the following:

creating inferential sets by invoking all the background information and prior knowledge we have about a topic when attempting to learn new information about it and asking ourselves a set of prereading question.

what i knew before reading

what i know now

what i don't know ye

self-questioning.stopping during an assignment and ask themselves questions.

questions appropriate for students in the language for learning period can be posted and students can be referred to them:

what is my job;what am i supposed to do?

what is my plan;how can i do it?

am i using my plan?

how did i do?

think alouds.

reciprocal teaching and buddy programs involve grouping or pairing students to accomplish a task,and having students cue each other to use the following strategies while completing their assignment:

predict

generate questions

summarize

clarify

graphic organizers and sensory imaging.students are taught to draw,map,or visualize material to help them comprehend and recall it.

intervention contexts in the language for learning period

scheduling

consultation with teachers,paraprofessionals,parents,other specialists

student evaluations

completion of third party medical billing

participation in special education meetings

praticipation in small group workshop/instruction

agents of intervention

examples of permitted and nonpermitted acitivities for SLP assistants(P.519)

permitted activities/nonpermitted activities

conduct speech,language,and hearing screening/conduct standardized testing or diagnostic assessment

follow documented treatment plans/interpret test or assessment results

document client progress in therapy and mainstream settings/provide conseling

assist during assessment/write IEPs

prepare clinic materials and perform clerical duties(filling,etc.)/implement treatment without supervision

program AAC devices/select or discharge students from intervention

prepare schedules/make referrals

display data on charts,graphs,etc./share clinical information with anyone or communicate with family or staff without SLP direction

check and maintain equipment/represent self as SLP

cooperative learning groups are another excellent opportunity for peer interaction and instruction,in these groups,a problem or assignment must be completed by the group as a whole,students work together to devise a solution that involves the entire group.

the students can help each other edit their sentences,but each member must provide an original contribution.

using cooperative learning groups in collaborative classroom work requires careful palcement of students in group,so that students on IEPs get exposure to more linguistically advanced peers.

guidelines for facilitating interactions between typical students and those with disabilities in learning groups

provide service in the least-restrictive environment,as required by law.

students with LLD can tutor younger peers to practice communication strategies

increase the client's opportunities for interacting with the mainstream teacher and peers, decreasing the amount of classroom content"missed"because of being pulled out,and making the students' day more cohesive and integrated.

target success in the natural environment with relevant tasks that encourage participation in both the overt and the hidden curricula.

make students and teachers see language intervention as more meaningful because they perceive its relation to their daily work in school.

provide greater opportunities for generalization across curriculum areas.

provide beneficial input or modification of classroom instruction that helps not only the identified client but other students in the class.

encourage teamwork and transdisciplinary practice among teachers,special educators,and SLPs,making SLPs a more integral part of the school community.

provide peers with concrete strategies to use in interaction,such as pompting the student with a disability to produce a particular behavior(you make a list of all the cities in the state we need to study),and praising completed work.