Comprehensive word finding intervention includes 3 prongs: strategy instruction, self-advocacy, and classroom accommodations.* What accommodations are appropriate? Of course, accommodations will vary from student to student and setting to setting. These are the recommendations I typically make:
- Preferential seating: Confirm that the student is seated so he/she can clearly see and hear his/her teachers and any teaching materials.
- Provide a context for learning. The student will benefit from having an overview of how his/her learning fits into the “big picture.”
- Provide time for the student to organize his/her thoughts before expecting an oral response. When possible, provide the questions ahead of time.
- Assess the student’s reading abilities with silent reading tasks instead of oral reading tasks. Because of his or her retrieval difficulties, he/she may be a stronger reader than is apparent.
5. Assess learning with recognition tasks instead of recall. Use multiple choice, T/F, and matching. When essay tests are used, provide a word bank of important words.
6. Allow the student to use a written outline or scaffold for oral presentations.
7. Allow extended time for all classroom and standardized assessments.
Notice the theme here? We are looking for recognition, not recall. Don’t let a child’s expressive language difficulties interfere with his or her ability to demonstrate knowledge.
*Dr. Diane German, Word Finding Intervention Program-Second Edition (WFIP-2), available from Pro-Ed.