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Students with weak language processing improve with multisensory-cognitive techniques
Single Paper Presentation
Patricia Lindamood
Lindamood-Bell Learning Processes
Abstract ID Number: 130 Full text:
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Last modified: May 20, 2003 Abstract
Students with Weak Language Processing
Improve with Multisensory-Cognitive Techniques
Patricia Lindamood,
Lindamood-Bell Learning Processes®, San Luis Obispo, CA, USA
While their classmates respond to instruction with ease, many students struggle
due to weak language processing: they may be unable to read accurately, or
may be unable to comprehend what they read, or both. Research shows sensory-
cognitive causes of weak language processing - and academic failure - can usually
be identified. Techniques highly successful in developing competence in reading,
spelling, and language comprehension and expression include: 1) Socratic
questioning that emphasizes the sensory-language connection and brings
multisensory processing to a conscious level; 2) a responding-to-responses
procedure to stimulate self-correction by requiring students to monitor and compare
crossmodal information related to speech and language. Data from clinical and
classroom application of these techniques indicate substantial improvement in
students' oral and written language processing, underscoring the importance of
establishing for all students - prior to curriculum content goals - a basic goal of
automatic, integrated, multisensory processing of spoken and written language.
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