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 500-510

noun phrase elaboration

to increase noun phrase elaboration with relative clauses,the clinician might use a story the group has read in class.writing each clause in the story on a strip and allowing students to add their strip to the story as it is read,students can then write their own version of the story,using different clauses to elaborate the tale.

start with a simple,kernel sentence and encourage students to expand on the kernels.

verbal phrase elaboration

auxiliary verbs 

verb arguments

writing verb arguments taken from the classroom leterature selection or from a theme-based unit

adverbs

modulating verb meaning with adverbs

the range of advanced intentions expressed;the way the client can modify the message depending on the context;and the management of discourse turns,topics,and breakdown.

set up an activity in which students had to solve a proble,after letting students try on their own,you might report their success to them.you might then think out loud about how to proceed with the next step.任務完成後，讓學生說說他們打算怎樣告訴別的同學去作這項任務，可以問一下孩子為什麼他們一開始會遇到困難，通過什麼方法解決問題

engaging the client in a conversation about a topic of the child's interest,the clinician provides scaffolding to remain on the topic.gradually,the scaffolding should be reduced,so that only cues are provided.

elements of conversational treatment study of brinton,robinson,and fujiki(p.503)

brinton and fujiki's guidelines for facilitating peer group access

step 1 why?(explain that it is fun to do things with others;dicuss how to choose a group to join based on what the group is doing or talking about)

step 2 walk(have the student approach a group after practice with toy figures,pictures,or written cue cards)

step 3:watch(have the student observe the others and identify a topic or task before entering the group,after practice with toy figures,pictures,or written cue cards.)

step 4 talk(encourage student to give a compliment you're building a cool building,offer a suggestion,ask a question,or offer help,after practice with toy figures,pictures,or written cue cards.)

step 5 try again(help the student understand that the first bid may not work and we may need to try again,practice scenarios with toy figures,pictures,or cue cards to try several strategies for modifying the approach.have peers coach the student)

step 6 reflect(discuss the process,rehearse alternate strategies,model mistakes and have student correct them(e.g.,approach a group and gran material,ask student,"did i do it right ?what should i have done?)

classroom discourse skill

components of classroom scripts

rules for participation in classroom discussion

getekeeping(teacher determines who can talk,when,where,why,with whom)

sequencing(students must wait their turn or wait to be called on)

topic management(teacher chooses topic;teacher determines which contributions are/are not relevant

turn taking

automatic(follows pre-set order e.g.,alphabetical)

nomination(teacher calls students by name to respond)

invitation(teacher allows students to reply by raising hands,or as a whole group)

I-R-E(teacher initiates turn sequence,chidl resopond,teacher evaluates the response )

revoicing(instead of evaluating response,teacher reframes or rephrases it "so you're explaining that when plans are put in the dark they can't grow,plants need light,don't they?)

narrative skill:the bridge from oral to literate language

comprehending narratives:geteway to reading comprehension

developing a preparatory set with students before they read a story to activate  their background knowledge about the story's topic and to get them ready to take in the new information the story will provide.

helping students develop a preparatory set by encouraging them to relate their own experiences to previewing activities and using the opportunity to expand their background knowledge by adding new information to this discussion.

advance organizers to aid narrative comprehension

stews questions

skim through the pages of the story;what clues do they give you?

what does the title tell you the story may be about?

examine pictures,headings,maps for clues,what new predictions can you make?

what are the words that might be important to the story,what words that are new to you will you need to understand before you read/listen?

think about the story's setting;does it make you think the story will be fact or fiction?

story grammar organizing questions

listen for the answers to these questions as you read/listen:

who is in the story and where does it take place?

what happens in the beginning?

what do the characters try to do about it?

what happens at the end?

examples of communicative reading strategies to improve story comprehension during oral reading

summarize as you read

explain and define new words

clarify pronoun reference

provide cohesive ties

using repeated,scaffolding exposure;that is ,reading the story more than once and providing follow-up questions at varying levels of complexity

1.where did the story happen?

2.who were the important people in it?

3.what problem got the story going?

4.how did the people try to solve the problem?

5.how did it end?

character web for use with trickster(p.508)

character:

strengths:

weaknesses:

desires:

personality traits:

fears:

age and appearance:

dislikes:

likes:

question types used in the QART technique(p.509)

question type1:right there

the answer can be found easily in the story,the words for the question and the words for the answer can be found in the same sentence.（我恆哥只會這種）

question type2:think and search

the answer can be found in the story but requires information from more than one sentence or paragraph.

question type3:author and you

the answer is not in the story,students need to think about what they already know about the topic and combine that knowledge what are the author provides in the story to infer the answer to the question.

question type4:on my own

an inferential question that encourages students to search their knowledge base.the answer to the question is relevant to the text but does not appear in it.

composing narratives:supporting the development of writing

beginning writers can be given a photocopy of a page or pages from a favorite story and some typewriter correction fluid.

stickwriting

what happened first.draw a quick picture of that.then what?draw that next.remember to keep the drawing quick and easy.

procedures for improving narrative production(p.5100

prewriting:drawing by hand or with computer programs

story web:a graphic organizer in which each element of story grammar is represented as a node on a web

schematic story sturcture:each story grammar component is sequentially introduced and defined,students identify these elements in stories,and build their own stories using the following:

story frames

scrambled stories

story grammar facilitation

story grammar cue cards

story prompts 

acronyms :setting ,problem,action,consequence,end

self-regulated strategy development:teaching the planning,production,and revision processes.it can make use of think sheets that serve as cues for student to carry out specific activities within each of these phases.