| Adds, substitutes, or rearranges
sounds in words, as in phemomenon
for phenomenon or Pacific for
specific.
|
Help learners recognize this challenge. Work on
vocabulary and phonetic skills such as: overt word
strategy, and visually highlighting the differences in
the words. Make a list of words that they commonly
substitute to help them increase their awareness and
ability to self-monitor. Provide practice listening for,
identifying and producing the sounds.
|
| Omits or uses grammatical
markers incorrectly, such as tense,
number, possession, and negation. |
Help learners become aware of this challenge.
Determine what areas are incorrect most frequently
and make these the focus areas for remediation. |
| Uses a similar-sounding word,
like generic instead of genetic.
|
Help them recognize this challenge. Work on
vocabulary and phonetic skills such as: overt word
strategy, and visually highlighting the differences in
the words. Make a list of words that they commonly
substitute to help them increase their awareness and
ability to self-monitor. Provide practice listening for,
identifying and producing the sounds. |
| Uses the wrong form of a word,
such as calling the Declaration of
Independence the Declaring of
Independence.
|
Same as above
|
| Uses the same words over and
over in giving information and
explaining ideas. Has difficulty
in conveying ideas.
|
Work on building vocabulary. Encourage learners to
write down their thoughts prior to speaking. |
| Uses mostly simple sentence
construction. Overuses and to
connect thoughts and make
statements. |
Build vocabulary through the use of word-building,
word maps and illustrate and associate strategies. |
| Has problems giving directions
or explaining a recipe; talks
around the topic, but doesn't get
to the point. |
Help learners recognize this challenge. Have them
write down key points and use as a reference when
talking or providing information. Teach learners to
plan, make notes and rehearse when preparing for
important communications. |
| Interjects irrelevant information
into a story. Starts out
discussing one thing and then
goes off in another direction
without making the connection. |
Help learners recognize this challenge. Utilize story
grammar to help them understand the components of
a story. Encourage learners to write down their
thoughts before speaking. Encourage learners to slow
down and pace themselves. |
| Can't call forth a known word
when it is needed and may use
fillers, such as "ummm," and
"You know." May substitute a
word related in meaning or
sound, as in boat for submarine or
selfish for bashful. |
Help learners recognize this challenge. |
| Does not follow rules of
conversation like turn taking.
Does not switch styles of
speaking when addressing
different people. |
Help learners recognize this challenge. Provide
individualized practice listening for and identifying
different styles of speech, and practice taking turns
and following the rules of conversation. |