Language Processing

Introduce information using a multi modality approach: A stimulus will be stronger if it is experienced in multiple areas of the brain.

Supplement auditory information with visual materials: Back up auditory information with a more permanent visual record when possible.

Allow ‘thinking time’; monitor external pressure when latencies occur: Students with processing problems need more time to make neurological connections.

Limit timed activities and performances: It further stresses an already overworked neurological system for the student with language processing problems.

Shorten length of assignments to focus on accuracy: The student with language processing deficits is likely to require extra time on exams or assignments to accommodate his slower latency in retrieving and organizing information.

Refresh stimuli with repetition, rephrasing, and expansion clarifications: This serves as a check on the processing students have completed so far and helps the student catch up if his train of thought was derailed by a distraction.

Teach with stories and examples to associate main points: Relevant information is usually easier to process because a student can use personal experiences to help process the material.

Give instructions in the right sequence: For example, don't say: "Take the attendance before you start your group work, but be sure to get the books you need first."

Use of Graphic Organizers: They make content area information more accessible to the student with a language delay because they convert complex information into manageable chunks.