![]() Repetition and reinforcement of correct language structures Giving correct models of language structures Use appropriate and consistent vocabularyĬolour coding different groups of words/sets of pictures ![]() Vocabulary lists to help with word finding difficulties. Visual clues to help children order ideas effectively before expressing them Opportunities to speak and time to rehearse before speaking Strategies to Develop Expressive Language Skills in the Classroom Language models are key in fostering the development of communication And regardless of your child’s skill set, keep talking and interacting with your child- however they are able. If your concerns persist, seek out the advice of a Speech-Language Pathologist who can evaluate your child and determine if their development is on track, or whether therapy is warranted. Give credit to the gestural cues and facial expressions that your child uses and reacts to as this is an early-developing and important skill. If you have concerns about your child’s language development, consider both how they respond to directions you provide, as well as the words and word combinations they use. This is separate from one’s ability to formulate thoughts that are expressed using the appropriate word or combination of words. Speech production relates to the formulation of individual speech sounds using one’s lips, teeth, and tongue. It is important to make the distinction here between expressive language and speech production. Success is usually seen in small steps when the above strategies are implemented consistently. Remember, language is complex for a large number of students, be patient and consistent. Be sure to provide a variety of listening opportunities for students that have follow up activities.Encourage this type of student to seek clarification when uncertain.ALWAYS present information in short, simple sentences and repeat them often or present information both orally and in writing.Provide reading materials that are matched to the child’s interest and ability level. ![]() Whenever possible, ask the student to re-tell stories and re-state directions and instructions.Teach the student how to use effective organizers like agendas and to do lists.Clarify and demonstrate organizational strategies that will assist the student.Make frequent eye contact and focus the student by using close proximity or a touch on the shoulder, this often helps to engage the student.Chunk information into small pieces at a time, use headings when possible.Each time the student is reading, provide opportunties for him/her to predict outcomes or why the character acted in that way.For instance, before you give the instructions, let the student know that he will be responsible for repeating them. You can do this by making sure the child understands the goals. Provide ample opportunties for the child to practice effective listening behaviors.The following list of strategies will help with the programming needs of the language deficit student: ![]() It is important that there is consistency between approaches used and home and at school after all, both parents and teachers share the goals for students. Communication between home and school is important. Once again, a consistent approach is vital in order for this type of student to achieve success. There are a variety of strategies and approaches you can use to support the language deficits mentioned above. Often uses the term ‘I don’t know’ or ‘I forget’.The child may be able to read but when questioned about the passage just read, he/she has limited understanding.
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