NAME



|Name |

|IDENTIFYING ORAL COMMUNICATION CHALLENGES & STRATEGIES TO HELP |

|Challenges |Strategies for Instruction |

|Delay or difficulty in perceiving or producing| |

|complex sounds. | |

|Deficiency in awareness of sounds | |

|(phonological awareness. | |

| | |

| | |

|Difficulty with verb tenses, possessive | |

|determinants & pronouns. | |

|Difficulty in deriving meanings of new words | |

|from other known words (e. g. Knowing that the| |

|prefix un- often means not as in unhappy & | |

|unkind) | |

Difficulty with word-finding

Difficulty defining literal meaning of words

D differentiating among words that have a number of meanings.

Frequent use of imprecise terms (that, the thing, stuff).

D with relational terms (comparisons, time or space)

D integrating ideas within & between sentences.

D integrating prior knowledge with what is heard

| | |

Tendency to monopolise the conversation

Difficulty interpreting clues in verbal & non-verbal communication.

D in understanding that the hearer does not understand & tendency to continue talking rather than adapting the conversation | | |Taken & modified from Education for All p. 94-97. For instructional strategies see the same section.

See also:

Teaching Writing: Balancing Process and Product by Gail E. Tompkins

Really Writing!: Ready-To-Use Writing Process Activities for the Elementary Grades by Cherlyn Sunflower

Teaching Writing with Rubrics: Practical Strategies and Lesson Plans for Grades 2-8 by Laura A. Flynn & Ellen M. Flynn

Writing for Understanding: Strategies to Increase Content Learning by Donovan R. Walling

Growing Up Writing: Mini-Lessons for Emergent and Beginning Writers by Connie Campbell Dierking & Sherra Ann Jones

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