ERIC Number: ED314907
Record Type: RIE
Publication Date: 1989
Reference Count: N/A
Enable: Developing Instructional Language Skills.
The program presented in this manual provides a structure and activities for systematic development of effective listening comprehension in typical and atypical children. The complete ENABLE kit comes with pictures, cut-outs, and puppets to illustrate the directives, questions, and narrative activities. The manual includes an organizational and informational overview, assessment information, and two levels of unit-organized activities and narratives for the development of listening comprehension. ENABLE I is appropriate for children with chronological, language, and/or cognitive ages of 1-3 years, while ENABLE II serves children aged 3-6. ENABLE I presents activities for development of basic directive responses and typical question-responses expected of children from 1-3 years. ENABLE II includes compound and complex directives, and narratives of increasing length and complexity followed by reasoning and inferential questions. Examples of unit topics include: self, family, animals, home, furniture, utensils, simple tools and machines, clothing, health and safety, transportation, shopping, community helpers, foods, playtime, weather, holidays, music, and nature. Visual materials to aid the use of each unit include a list of suggested manipulatives, flannel board illustrations of objects and places, and pictures of people and animals to be made into puppets. (PB)
Descriptors: Classroom Techniques, Intervention, Language Handicaps, Listening Comprehension, Listening Skills, Preschool Education, Primary Education, Student Evaluation, Teaching Methods
Communication Skill Builders, 3830 E. Bellevue, P.O. Box 42050, Tucson, AZ 85733 ($69.00, Catalog No. 7476. Price includes manual; 136 illustrations/cutouts; 2 doll figures; colorforms; illustrated house interior and exterior and storage box).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A