H.E.L.P Book 5 Handbook of Exercises For Language Processing

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H.E.L.P Book 5 Handbook of Exercises For Language Processing

Ready-to-use lessons targeting a variety of language processes that build language complexity and flexibility.

Uploaded by

Anna Renfrew

We take content rights seriously. If you suspect this is your content, claim it here.

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Download as PDF, TXT or read online on Scribd

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08/08/2019 - RS0000000000000000000002124047 - HELP 5: Handbook of Exercises for Language

Processing - 33604E
08/08/2019 - RS0000000000000000000002124047 - HELP 5: Handbook of Exercises for Language
Processing - 33604E
08/08/2019 - RS0000000000000000000002124047 - HELP 5: Handbook of Exercises for Language
Processing - 33604E
HELP 5 ®
Handbook of Exercises for Language Processing

by Andrea M. Lazzari and Patricia Myers Peters

Skill Ages
I language I 6 through adult

Grades
I 1 and up

Evidence-Based Practice
I An efficient lexicon is not organized like a dictionary. Instead, words and their properties
(e.g., semantic meaning) are interconnected and associative. Language-impaired children
have fewer lexical entries than typically-developing peers and fewer connections among
the words they know (Brackenbury & Pye, 2007).
I When information shares a semantic relationship and is associated, meaningful information
is first extracted from the association between items (Rhodes & Donaldson, 2008).
I Students need the basic skills of listening in order to succeed in school, social situations,
and later in the workplace. These skills include receiving, attending to, interpreting, and
responding to verbal messages (U.S. Department of Labor, 1991).
I Students are expected to make inferences in authentic reading situations as well as on
high-stakes standardized tests (McMackin & Lawrence, 2001).
I Reasoning skills encourage critical thinking and meta-awareness of internal thought processes.
Reasoning skills support students' logical judgments based on conscious reflection (Little, 2002).
HELP 5 incorporates these principles and is also based on expert professional practice that is
functionally based.
References
Brackenbury, T., & Pye, C. (2007). Semantic deficits in children with language impairments: Issues for clinical assessment. Language,
Speech, and Hearing Services in Schools, 36, 5-16.
Little, C. (2002). Reasoning as a key component of language arts curricula. The Journal of Secondary Gifted Education, 13(2), 52-59.
McMackin, M.C., & Lawrence, S. (2001). Investigating inferences: Constructing meaning from expository texts. Reading Horizons,
42(2), 118-137.
Rhodes, S.M., & Donaldson, D.I. (2008). Association and not semantic relationships elicit the N400 effect: Electrophysiological
evidence from an explicit language comprehension task. Psychophysiology, 45, 50-59.
U.S. Department of Labor. (1991). What work requires of schools. (A SCANS report from America 2000). Washington, DC:
Retrieved October 15, 2009, from http://wdr.doleta.gov/SCANS/whatwork/whatwork.pdf

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08/08/2019 - RS0000000000000000000002124047 - HELP 5: Handbook of Exercises for Language

Processing - 33604E
About the Authors
___________________________________________________________________________________________

Andrea M. Lazzari, Ed.D., is a speech-language pathologist for Henrico

County Public Schools in Richmond, Virginia. She has previously worked
in a community clinic and in private practice. She has also taught preschool
students with disabilities and was the Supervisor of Early Childhood Special
Education Programs for the state of Virginia. She also served as a teacher
trainer at the college and university levels. She is the author or co-author of
numerous publications with LinguiSystems, including No-Glamour Question
Structure: Wh- Questions, No-Glamour Question Structure: Interrogative
Reversals, Vocabulary To Go, and the HELP series.

Patricia M. Peters, M.Ed., M.P.S., CCC-SLP, is a speech-language pathologist

in private practice in Roanoke, Virginia, and is an adjudicator of speech and
language disability claims for the Department of Rehabilitative Services for
the Commonwealth of Virginia. She has worked in a community speech and
hearing clinic; a private, outpatient rehabilitation clinic; and in a Level 1 acute
and trauma center and rehabilitation hospital. In these settings she has gained
experience working with all ages and communication disorders, with specific
interest in traumatic brain injury, post stroke, laryngectomy, and voice, as well
as articulation and language disorders of varied etiology. Patti is a Fellow of the
Speech-Language-Hearing Association of Virginia and the recipient of the DiCarlo
Award for Excellence in Clinical Achievement for the Commonwealth of Virginia.
She is the co-author of HELP 1, HELP 2, HELP 3, HELP 4, HELP Elementary,
HELP for Word Finding, and HELP for Auditory Processing.