Language Processing Disorder Support Beyond Tutoring
Students with language processing disorders experience difficulties understanding spoken or written language, reading comprehension, finding the right words to say, or producing written work. This often causes stress and frustration with being unable to express thoughts, needs and opinions.
Ruth Rumack’s Learning Space (RRLS) helps students manage this learning difference by creating individualized academic plan of actions, explicit teaching methods for reading comprehension and conversational skills, and providing a supporting environment for students to develop these skills and practice.
Types of Language Processing Disorders
Expressive Language: Characteristics include inability to describe items or events through language; poor written expression (output, word choice, organization); challenges answering questions orally and/or in writing; unable to use the right word, difficulty participating conversations; frustration with inability to express yourself.
Receptive Language: Characteristics include inability to follow directions (oral and/or written); challenges with reading comprehension; difficulty following spoken lessons or lectures or participating in conversation; inability to understand jokes.
Common Issues Associated with Learning Processing Disorders
Written Expression: Students may struggle transforming their ideas into written language and avoid writing tasks, write very little, produce work that is difficult to understand, or use poor word choices.
Reading Comprehension: Students may have difficulties understanding what they read, answering text-based and/or higher order thinking questions involving inferring, drawing conclusions, or determining the main idea.
Oral Language: Students may struggle explaining their thinking, describing an item or event, understanding conversations and large amounts of information delivered orally in classrooms (lessons, instructions, due dates).
Social/Emotional Issues: Students may have difficulties maintaining friendships due to trouble participating in conversations and understanding jokes leaving students frustrated, upset and/or depressed.
How We Help Students with Language Processing Disorders:
Explicit teaching techniques for writing using RRLS’ Power Writing programs (Power Sentences, Power Writing, and Power Essay). The programs use a numerical approach to writing that are easy to follow, understand and can be utilized for multiple types of writing.
One-to-one Direct Instruction that teaches reading comprehension skills including answering text-based questions, locating information in a text, making inferences, determining main ideas and supporting details, and drawing conclusions.
Matching students independent reading levels to move forward with reading comprehension.
Teaching conversational skills by practising answering academic questions aloud, gaining self-awareness around how students learn and advocating for their learning needs to school.
Providing a one-to-one safe and supporting environment for students to learn strategies and practice putting their thoughts and ideas into words.