Supporting students experiencing difficulties
Oral comprehension difficulties
The teacher:
• simplifies their language using sentences at a word-length just above what the student
is using
• teaches active listening behaviours
• supports students to link new information to existing knowledge
• provides additional time for responding
• uses direct rather than indirect language with an implied meaning, for example:
– ‘
Should you be doing that?
’ (indirect)
– ‘
Face the front.
’ (direct)
• limits the use of sarcasm, idioms, metaphors and similes
• explains the meaning of sarcasm, idioms, metaphors and similes when they are used
and how the meaning was determined (ie through tone, context, multiple meanings),
eg the teacher says ‘
I have a frog in my throat
. That doesn’t mean that there is a
small green animal living in my throat. It means, I sound croaky. Listen to my voice
(demonstrates croaky quality). Frogs croak. So the saying
I have a frog in my throat
is because I sound like a frog’
• chunks instructions into small steps, separating instructions from explanations
• emphasises key words and pauses before saying more to help students to process and
retain key information
• prompts students to listen for specific information during listening activities, eg the main
idea of a short statement, or answer to a given question
• provides clear classroom routines particularly for the commencement and end of lessons
or activities
• prompts students using visual or other cues.
Active listening behaviours
The explicit teaching of active listening behaviours assists students to attend to and process
oral language.
The teacher:
• models and role-plays active listening behaviours, eg legs still, hands in lap, looking at
the person talking, listening with ears and quiet lips (no talking)
• provides illustrated and written supports to represent active listening behaviours
• obtains students’ attention before providing instructions or information and prompts
them to use listening behaviours.
Comprehending and answering questions
The teacher:
• reviews previously learned information relevant to the question, for example:
Teacher:
Remember when you poured the rice into the rice cooker. It was hard
and crunchy. It made noise when we shook it. Then we cooked it and
it changed. We tasted it and it was …
48
Support Materials for Students with Special Education Needs
English K–6
Speaking and listening
IMPLEMENTATION
