We started the year off brainstorming why the students come to speech. We worked on creating a definition of what receptive and expressive language is and then how they use their language skills in the classroom.

Expressive language is a broad term that describes how a person communicates their wants and needs. It encompasses verbal and nonverbal communication skills and how an individual uses language. Expressive language skills include: facial expressions, gestures, intentionality, vocabulary, semantics (word/sentence meaning), morphology, and syntax (grammar rules)

Receptive language is the ability understand and comprehend what is being said or read. Students with basic language comprehension (receptive)needs can exhibit a variety of observable behaviors. The following checklist will help you to determine if your student has comprehension difficulties:

• Difficulty understanding and following directions or instructions.
• Becomes overwhelmed when given 2 or multi step directions.
• Often doesn’t understand longer more complex sentences, thus becomes confused easily.
• Struggles with figurative versus literal language and will usually need explanations.
• Regularly requires clarification and to have the instructions/directions repeated.

Often uses the term ‘I don’t know’ or ‘I forget’.The child may be able to read but when questioned about the passage just read, he/she has limited understanding.

What can you do?

There are a variety of strategies and approaches you can use to support the language deficits mentioned above. Once again, a consistent approach is vital in order for this type of student to achieve success. Communication between home and school is important. It is important that there is consistency between approaches used and home and at school; after all, both parents and teachers share the goals for students. The following list of strategies will help with the programming needs of the language deficit student:

• • Provide ample opportunties for the child to practice effective listening behaviors. You can do this by making sure the child understands the goals. For instance, before you give the instructions, let the student know that he will be responsible for repeating them.
  • Each time the student is reading, provide opportunties for him/her to predict outcomes or why the character acted in that way.
  • Chunk information into small pieces at a time, use headings when possible.
  • Make frequent eye contact and focus the student by using close proximity or a touch on the shoulder, this often helps to engage the student.
  • Clarify and demonstrate organizational strategies that will assist the student.
  • Teach the student how to use effective organizers like agendas and to do lists.
  • Whenever possible, ask the student to re-tell stories and re-state directions and instructions.
  • Provide reading materials that are matched to the child’s interest and ability level.
  • ALWAYS present information in short, simple sentences and repeat them often or present information both orally and in writing.
  • Encourage this type of student to seek clarification when uncertain.
  • Be sure to provide a variety of listening opportunities for students that have follow up activities.

Remember, language is complex for a large number of students, be patient and consistent. Success is usually seen in small steps when the above strategies are implemented consistently.

It is important to make the distinction here between expressive language and speech production. Speech production relates to the formulation of individual speech sounds using one’s lips, teeth, and tongue. This is separate from one’s ability to formulate thoughts that are expressed using the appropriate word or combination of words.

If you have concerns about your child’s language development, consider both how they respond to directions you provide, as well as the words and word combinations they use. Give credit to the gestural cues and facial expressions that your child uses and reacts to as this is an early-developing and important skill. If your concerns persist, seek out the advice of a Speech-Language Pathologist who can evaluate your child and determine if their development is on track, or whether therapy is warranted. And regardless of your child’s skill set, keep talking and interacting with your child- however they are able. Language models are key in fostering the development of communication

Strategies to Develop Expressive Language Skills in the Classroom

Opportunities to speak and time to rehearse before speaking

Visual clues to help children order ideas effectively before expressing them

Vocabulary lists to help with word finding difficulties. Use appropriate and consistent vocabulary

Colour coding different groups of words/sets of pictures

Giving correct models of language structures

Repetition and reinforcement of correct language structures

Small group work to give children confidence to express themselves

Appropriate questioning to give children the opportunity to reply

Self-questioning and the development of learning scripts (e.g. What do I know already? What do I do next?)

Rhymes

Word play

Restrict your language to short unambiguous language

Story telling – cutting up picture segments and retelling stories

Try and keep children ‘on topic’. Be specific, remind children e.g. ‘We are talking about…’

Discussing what they have seen or done with an adult or more verbally able peer

Puppet play/drama etc.

Sharing books

Revise links and associations between ideas and vocabulary – categorisation/function/

context/similarity/association