| Adds, substitutes, or
rearranges sounds in
words, as in
phemomenon for
phenomenon or Pacific
for specific. |
Make learners aware and 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 lists
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. |
Allow adults to demonstrate
knowledge and abilities by
writing instead of speaking.
Allow preparation time and
the use of notes for required
oral presentations. |
| Uses a similar-sounding
word, like
generic instead of
genetic.
|
Make them learners aware and 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 lists
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. |
Allow adults to demonstrate
knowledge and abilities by
writing instead of speaking.
Allow preparation time and
the use of notes for required
oral presentations. |
| Uses the wrong form
of a word, such as
calling the Declaration
of Independence the
Declaring of
Independence. |
Same as above. |
Allow adults to demonstrate
knowledge and abilities by
writing instead of speaking.
Allow preparation time and
the use of notes for required
oral presentations. |
| 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. |
Give them advance notice
prior to having them speak
and encourage them to use
notes. Give them specific
questions to answer and
guide them through the
discussion to help organize
the information that is
conveyed.
|
| Omits or uses
grammatical markers
incorrectly, such as
tense, number,
possession, and
negation. |
Help them become aware of this challenge.
Determine what areas are most frequently
incorrect and focus on these areas for remediation. |
Allow adults to
demonstrate knowledge
and abilities by writing
instead of speaking. Allow
preparation time and the
use of notes for required
oral presentations. |
| 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. |
Allow adults to demonstrate
knowledge and abilities by
writing instead of speaking.
Allow preparation time and the
use of notes for required oral
presentations. |
| Has problems giving
directions or explaining
a recipe; talks around the
topic, but doesn't get to
the point.
|
Make learners aware and help them
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 |
Allow time for learners to think
before speaking. |
| Interjects irrelevant
information into a story.
Starts out discussing one
thing and then goes off
in another direction
without making the
connection.
|
Make learners aware and help them
recognize this challenge. Utilize story
grammar to help them understand the
components of a story. Encoura ge them to
write down their thoughts before speaking.
Encourage them to slow down and pace
themselves. |
Make specific and limited
requests to provide structure
for learners. |
| 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.
|
Make learners aware and help them
recognize this challenge. |
Use written notes prior to
presentations. Give notice prior
to having them speak. |
| Does not follow rules of
conversation like turn
taking. Does not switch
styles of speaking when
addressing different
people.
|
Make learners aware and help them
recognize this challenge. Provide
individualized practice listening for,
identifying and producing the sounds,
practice taking turns and following the
rules of conversation. |
Use video cameras to help them
recognize challenge areas and
to monitor progress. |