Are you being told that your students lack basic language skills but no real solutions are being offered?
You know that these poor language skills will result in gaps in reading comprehension but SLPs are unable to get to each of these students with any regularity.
Educational assistants are able to offer care and help but they are only masking the underlying language difficulties that the student continues to suffer.
Even when the speech-language pathologist gives written recommendations, classroom teachers cannot possibly take 20-30 minutes out of each day to give attention to only one student.
Traditional approaches to language delays fail because they are too complicated.
Students with tier II language delays in the early years need a simple, structured approach that covers listening (vocabulary, comprehension, concept development, categorization, grammar and expressive language) that will bring them ultimately to the all-important "story retell". We know that kindergarten students who are able to re-tell a three-sentence story (with no picture support) are more likely to read with comprehension by grade three. In fact, students who are able to re-tell a story are more likely to find success throughout their academic career and graduate on time. Word Weavers gives young students these language skills in an organized way no matter what the student's starting level.
