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Receptive Language Disorders
- Use a multisensory approach
- Supplement verbal information with written and/or visual materials and directions
- Monitor the speed at which information is presented
- Slow down and repeat information and directions
- Have students reiterate directions before starting a task
- Provide students with extra response time
- Allow students with receptive language disorders 10–15 seconds longer to respond than their peers
Expressive Language Disorders
- Focus on content of message versus delivery of message
- Provide alternative formats for students to demonstrate knowledge
- Allow students with expressive language disorders to present information in a written format versus a verbal one
- Provide students with choices or provide the initial sound in word-finding problems
- Phrase questions as a choice among alternative (e.g., Is this a wat, or is a rat?) versus as an open-ended re n (e.g., This is a rat, not a wat; say rat)
- Prepare students for verbal question-answering
- Tell students when you will be calling on them
- Allow students preparatory time to formulate a response
- Provide students with extra time when responding
francis1897 answered the question on March 10, 2023 at 11:45
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