• Expressive Language
     
    Expressive Language Disorder means that a child has difficulty communicating effectively through speaking or gesturing.  In school students are expected to use language to formulate sentences showing an understanding of our syntax system, use age appropriate vocabulary and explain how words and concepts are related, and be able to verbally recall information that is presented to them.  Some factors that can contribute to an expressive language disorder are genetic susceptibility, exposure to language, and developmental and cognitive abilities.  Children need to work on expressive language skills to have the ability to become efficient and organized in the use of language. Children with expressive language difficulties may exhibit one or more of the following:
    • Pronouncing words inaccurately
    • Difficulty with word recall for objects and for words they want to use
    • Difficulty with using clear and concise language when expressing themselves
    • Verbalizations may appear immature and incomplete
    • May be reluctant to volunteer ideas and/or respond to questions 
    • May be reluctant to participate in discussions, do oral presentations, or read aloud
    • Difficulty being able to verbally summarize information
    • can have difficulty formulating questions related to conversations or academic work
    • oral communication skills appear to be immature
    What can be done to help?
    • Ask questions that will encourage your child to use phrases or sentences instead of one-word responses
    • Talk to your child about experiences around them
    • Maintain eye contact during conversation
    • Encourage experimentation of new words
    • Have your child answer questions or re-tell a story that you have read together
    • Leave out certain words or phrases to encourage your child to fill in the missing word
    • Introduce riddles and play rhyming games with your child
    • encourage visualization of information and concepts before they verbally respond
    • Provide cues such as mnemonic devices, rhymes, auditory associations, and categorization to facilitate remembering
    • Use newly learned vocabulary with the child on varying occasions and make connections to your and their lives to make the vocabulary more meaningful
    • Provide a visual aid for them to refer to when doing work in class or when doing homework
    • Allow them to practice and have extra time to formulate responses
    Helpful Links:
     

    Syntax/Grammar:

    https://www.quia.com/pages/sls.htm

    https://www.quia.com/pages/grammarcrackers.htm (Includes: Adjectives, Conjunctions, Comparatives, Story fill-in, Possessives, Pronouns, Noun verb agreement, Sentence Structure Regular and Irregular Plurals and Verbs, and More)

    https://www.quia.com/pages/havefun.html (Includes: Noun/Verb Agreement, Pronoun, Irregular Plurals, and More)

    https://www.ixl.com/ela/grade-3#vocabulary  (Includes Sentence, fragments, run-ons, Verb, Subject Verb Agreement, Conjunctions, Verb Tense, Prepositions Nouns,Adjectives, Adverbs, Pronouns and more)

    https://www.ixl.com/ela/grade-4#vocabulary  (Includes Sentence, fragments, run-ons, Verb, Subject Verb Agreement, Conjunctions, Verb Tense, Prepositions Nouns,Adjectives, Adverbs, Pronouns and more)

     

    https://www.ixl.com/ela/grade-5#vocabulary  (Includes Sentence, fragments, run-ons, Verb, Subject Verb Agreement, Conjunctions, Verb Tense, Prepositions Nouns,Adjectives, Adverbs, Pronouns and more)

    https://www.quia.com/pages/pbordasconjunctions.html (Conjunctions Activities)

     
    On the above websites, please look for the specific skill your child is working on i.e. grammar, parts of speech- adjectives, adverbs, irregular past tense verbs and plurals, etc. This will allow your child to access activities to work on their targeted skill.
     
    Please contact me via email, ccramer@newpaltz.k12.ny.us, if you have any questions.
     
     
Last Modified on September 15, 2021