A child may have significant problems both understanding spoken language and producing language (written and/or spoken). The demands of a verbally-based curriculum become especially challenging for her, and it is helpful to be sensitive to that fact. In such cases, a thoughtful combination of the strategies suggested for both expressive and receptive language disorders would be helpful.

Suggested Teaching Strategies:

• When appropriate, offer occasional alternative assessments that do not rely exclusively on language (e.g., drawings, paintings, music compositions, dance pieces).

• The child may be hesitant about participating in class discussions. Sometimes, it is helpful to prepare her beforehand. In other words, the day before tell her what specific question you will be asking so that she has a chance to prepare herself. Another strategy is to encourage partner and/or small group discussions.
• With written assignments, try to focus on scaffolding a specific skill. For instance, if she has trouble with topic sentences, make that the focus of the assignment. Work one-on-one with her beforehand. Too much feedback in her writing can overwhelm her.
• With written assignments, try to focus on scaffold a specific skill. For instance, if she has trouble with topic sentences, make that the focus of the assignment. Work one-on-one with her beforehand. Too much feedback in her writing can overwhelm her.

• When posing an oral question or promoting discussion with a student, be concise and clear. Allow for ample wait time while the student is formulating her response.

• Present information and concepts in a variety of formats. Include visual cues such as pictures, photographs, flow diagrams, etc. in your class discussions and lectures.

• When presenting verbal information, speak slowly and break it down into small, carefully sequenced units.

• When presenting new information, try to connect new concepts to previously established concepts.

• Check for understanding. In one-on-one situations, have the child restate in her own words what just has been taught. In whole-class situations, pair/share and summary writing can be useful strategies.

Last updated 1.09.07

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