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.
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• 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?)