Oral Language

Receptive (listening, understanding)

Expressive (speaking)

Identify ideas, feelings

construct appropriate grammatical expression

coordinate appropriate speech producing mechanism to produce speech.

Informal Assessment

Language sample by asking child to tell a story or relate an event.

Transcribed sample can be evaluated for pronunciation, fluency, syntax, morphology, and semantics.

Ask: Does the vocabulary match intent?

Sentences fit together meaningfully?

Connected by references to time and space?

Oral Language Programs

Should be taught or reinforced by all people in a child’s environment.

Should occur in natural environments as much as possible.

Should be implemented as early as possible.

Use commercial, teacher-made, materials from the "natural" setting

Commercial Language Programs

May be good for some students but not others

May need some modification to address specific needs

Should be supplemented with materials in the classroom

A. Identity

Polars

Prepositions

Pronouns

Multiple Attributes

Comparatives-Superlatives

B. Action

Same-Different

Only

Categories

Plurals

 

Why

Verbs of Sense (feels)

Verb Tense

In-Then

Before-After

C. Parts

Or

All

One

Some All None

 

Instructional Activities

General Strategies (Salend, 1990)

Modeling

Role-playing

Prompting

Coaching

Scripting

Instructional Activities

Language Stimulation

facilitate language leadership activities, social interactions, dramatic play, nonverbal

Vocabulary Development

reading, writing, general conversation

teacher developed; language programs

start with familiar objects, functions (verbs)

Listening Skills (Forster & Doyle)

Prepare materials (tape, video, outline, list)

State purpose

Organize prelistening (outline, new words)

Present information

Clarify (students ask questions when appropriate)

Recapitulate (students describe from memory)

Summarize (students create a summary)

Test, grade, evaluate

Listening Comprehension Skills

Following directions

Listening for Main Ideas

Vocabulary (preview)

Interpretation (feelings, meanings)

Listening for sequence (directions, story)

Critical listening (subjective v. objective)

Syntactical/Morphological Skill Building

Correction (teacher corrects mistakes)

Expansion (increase brief utterances)

Expatiation (adds semantic features)

Completion ("Yesterday we _____")

Combination (sentence combining)

Revision (retelling in own words)

Phonological Production

Articulation difficulties ("wed wabbit")

Voice disorders (timber, pitch)

Speech dysfluencies (stuttering)

Often referred to speech/language pathologist

Providing a Language
Enriching Environment

Develop conducive setting (groups, play areas, bring in objects to class)

Provide opportunities (provide talking activities

Opportunities for different purposes, audiences (guests, older/younger students)

Encourage student speech.

Intervention Activities

Introduce naming and other language in outdoor activities.

Labeling, grouping classroom objects

Students raise hand, stand up when they hear certain word in a story

Following a list of directions

Describe an object to another child who can not see it

"How are these things alike/different?"

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