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Difficulty processing and remembering language-related
tasks
Signs and Symptoms
- Has difficulty processing and remembering language-related tasks
but may have no trouble interpreting or recalling non-verbal environmental
sounds, music, etc.
- May process thoughts and ideas slowly and have difficulty explaining
them
- Misspells and mispronounces similar-sounding words or omits
syllables; confuses similar-sounding words (celery/salary; belt/built;
three/free; jab/job; bash/batch)
- May be confused by figurative language (metaphor, similes) or
misunderstand puns and jokes; interprets words too literally
- Often is distracted by background sounds/noises
- Finds it difficult to stay focused on or remember a verbal presentation
or lecture
- May misinterpret or have difficulty remembering oral directions;
difficulty following directions in a series
- Has difficulty comprehending complex sentence structure or rapid
speech
- “Ignores” people, especially if engrossed
- Says “What?” a lot, even when has heard much of
what was said
Strategies
- Show rather than explain
- Supplement with more intact senses (use visual cues, signals,
handouts, manipulatives)
- Reduce or space directions, give cues such as “ready?”
- Reword or help decipher confusing oral and/or written directions
- Teach abstract vocabulary, word roots, synonyms/antonyms
- Vary pitch and tone of voice, alter pace, stress key words
- Ask specific questions as you teach to find out if they do understand
- Allow them 5-6 seconds to respond (“think time”)
- Have the student constantly verbalize concepts, vocabulary words,
rules, etc.
- Avoid asking the child to listen and write at the same time
Excerpted from the LDA of California and UC Davis M.I.N.D. Institute
"Q.U.I.L.T.S." Calendar 2001-2002 |
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