Difficulty understanding language that is spoken or written by others; problems relating speech and words to meaning.
|Delayed speech development, vocabulary problems — difficulty attaching meaning to words.||– Use simple language.|
– Tape record resource material; can rewind if necessary.
– Build vocabulary.
|Has trouble understanding figurative language, seeing different shades of meaning: i.e., “go fly a kite,” “six of one, half a dozen of the other.” Takes literally.||– Begin with simple, more concrete words; build to more abstract.|
– Provide hands-on activities.
– Make use of facial expressions, body language or dramatics to illustrate.
|Slow to respond to verbal stimuli — takes extra time to process, repeats directions to himself/herself.||– Needs extra time; just wait.|
– Give short, simple directions whenever possible.
– Provide auditory highlights – song and rhythm.
– Break into pieces, step by step.
– Provide visual clues, use a highlighter.
|Has difficulty understanding cause and effect; may have social problems because he/she fails to understand the rules of the game.||– Give simple examples, like, “If you shove, Johnny, he will… ” (the effect)|
– Take specific situation and discuss each choice.
– Use concrete examples from different subject areas.
– Have student keep a log or journal of choices and consequences with dates
|Difficulty in problem-solving ability or ability to use strategies. is often at teacher’s desk for help.||– Give examples of different ways questions can be worded.|
– Teach student to look for answers to who, what, when, where, how questions.
– Ask, “What would you do if…?” questions.
– Provide brief overview and summary of lesson.
– Reinforce independent work.
– Reinforce listening skills.
– Teach comprehension of directions.