Output Memory For Special Education

Weak Language Processing

Language processing occurs at multiple levels

-l Language sounds (phonology)

At the phonological level of language processing students perceive individual language sounds with precision and speed.

-2 Word part meanings (morphology)

Morpheme- small unit of language

-3 Word meanings (semantics)

Children build a strong vocabulary and develop a rich understanding of the relationships between different word (antonyms, synonyms, derivatives, etc) and figures of speech.

Children who engage in rich comparisons and associations between words are said to be building a semantic network

Semantic network- a rich set of interrelationships that with facilitate and enrich language experience and learning.

-4 Sentence work order (syntax)

Dependent upon a child's appreciation of the effects of work order, punctuation, and grammatical construction.

-5 Paragraph and passage organization (discourse)

Processing involves grasping the cohesion between sentences. It requires considerable active working memory.

Forms of Weak Language Processing

- Problems with Language Sounds (phonological deficits)

A. Children have an incomplete appreciation of distinctiveness of individual sounds in their native language.

B. Some cases students are unable to process certain sounds quickly enough.

C. Children with these problems find it hard to process language in the classroom and often misinterpret words and sentences.

D. These students depend upon visual configurations and context clues. (Making use of what words they pronounce well)

- Problems with Word Meanings (semantic Deficits)

A. Student may have limited vocabularies.

B. Some have sufficient vocabularies but have trouble with precise word meanings, or be slow to associate meanings with the words they already know.

C. Morphology- Not grasping the meaning-laden modifications that can be made in root words by mean of prefixes, suffixes, and tenses.

- Problems at the Sentence Level (syntactic deficits)

A. Deciding which noun a pronoun refers to.

B. Knowing which noun or noun phrase a subordinate clause refers to.

C. Interpreting passive tenses.

D. Responding accurately to "wh.." questions

E. Dealing with clauses in the middle of sentences.

- Problems with Paragraphs and Passages (discourse)

A. To be effective at understanding discourse a student must discern cohesion.

B. Two major forms of discourse children are expected to deal with I school are narrative and exposition.

Narrative- The intent is to convey the movement of events.

Exposition- The intent is to inform the reader.

- Some Additional Language Processing Weaknesses

A. Rate of processing- Children who cannot take in and understand language quickly enough experience a kind of mental exhaustion which may reveal itself in the form of inattention in class.

B. Children who can only handle a small amount of verbal material at one time.

C. Comprehending abstract terms, figurative language, metaphors, analogies, and symbolic words.

D. A person's ability to learn is influenced by the extent to which he or she reflects on language, thinks about how language works, and develops strong and helpful insights regarding his or her own understanding of language.

Managing Weak Language at Home

A sympathetic approach to the child with weak language processing can go a long way toward preventing misunderstanding and even conflict at home.

A. Parents need to be aware that children with language processing problems sometimes fail to understand directions. (repeating, speaking slowly, and trying to make good eye contact with the child)

B. Parents may need to help these children acquire new vocabulary . They can make use of various word games.

C. Reading may be one of the best ways for children with weak language processing skills to strengthen them. (Read at a specific time a day for a specific amount of time)

D. Parents can read to younger children and have their older children read to them as a way to bolster language processing.

Managing Weak Language Processing in School

Teachers need to be keenly aware of their students with weak language processing. These youngsters can learn despite their deficits.

A. When calling on a child with language processing weaknesses teachers need to be aware that the student may not understand the question. (They may need it to repeat it, reword it, or simplify it.)

B. Similarity oral direction or explanations should be communicated in short sentences, at a slow pace, and with strong intonation to emphasize critical points.

C. Children with weak language processing can consciously try to visualize during oral directions. They should picture in their mind what exactly they are being asked to do.

D. A teacher can encourage children with semantic weaknesses to keep a personal illustrated dictionary. Especially for technical vocabulary and words they find particularly hard.

E. Children with weak language processing may need considerable help understanding abstract language-metaphors, figures, speech, and proverbs.

Incomplete Concept Formation

Forms