Language Interventions:
- Provide an approriate language model.
- Allow extra time for the student to respond to questions and to request. Students need additional time for processing and formulating language.
- Listen to the student, note grammar errors and model correct grammatical form.
- Request repetition of correct grammatical form after a model.
- Request a repetition of classroom directions.
- Reduce teacher verbal output when giving instructions or presenting new topics.
- Rephrase direction if comprehension is not evident.
- Require the student to outline key ideas prior to oral presentations.
- Present main idea and key words prior to any comprehension activity.
- Give verbal and tactile cues to students to listen to auditory information.
- Introduce new vocabulary to student prior to the activity.
- Provide semantic cues (attributes, synonyms or sentence completion) when a student experiences difficulty recalling information.
- Pair semantic clues with phonemic cues (give the first sound in a word) to encourage word recall.
- Encourage students to use descriptive language.
- Provide gestural cues (use fingers for 1, 2, 3) to assist with relating stories or events in sequence.
- Show how nonverbal signal are important to communication.
- Role play conversations that might occur with different people in different situations.
- Phonological Awareness Interventions:
- Demonstrate the relationships of parts to whole.
- Model correct production of target sounds during all classroom activities.
- Segment short sentences into individual words.
- Segment multi-syllable words into syllables.
- Model and have the student manipulate sounds in words: Phoneme deletion (What do you get if you takethe /s/out of sit?), Word to word match (Do big and boy begin with the same sound?), Blending (What worddoes it make if you blend the sounds /p/ /a/ /t/ together?), Phoneme segmentation (What sounds do youhear in top?), Phoneme counting (How many sounds do you hear in home?), Rhyming (What rhymes withme?)