Tree organigram

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Second Language Acquisition

María Gabriela Pittíにより

UNITAT DIDÀCTICA EN ANGLÈS

Maite Ortizにより

Describing the English language

Karen Albornoz Guerreroにより

Middle School Art Syllabus

leslie garciaにより

Language Impairment (Communication Exceptionality)

Teaching Strategies

Develop a cue for the student to focus on listening before important information is given (Ex."Stop, look and listen")

Reduce auditory distractions in clss

Use clear and concise language

Pre-teach vocabulary with concrete materials and visuals

Pair visuals with oral instructions

Allow student to present in small group instead of whole class

Allow for use of written prompts during student presentations

Provide advance notice and specific expectations for presentations

Give additional time for student to speak

Impacts on Learning

May struggle with expanding vocabulary and understanding meaning

Struggle with reading

Struggle with written communication

Struggle with attention skills

Struggle with phonological processing

Difficulty understanding and processing verbal language

Struggle with articulation and oral communication

Characteristics

Improper use of words with a reduced vocabulary

May include one or more of: language delay, dysfluency, voice and articulation development

May be associated with neurological, psychological, physical or sensory factors

Impairment in use of oral, verbal and/or written

Comprehension impairment