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Word of Mouth: A newsletter dedicated to speech & language in school-age children

Directed tasks focus on the process the student goes through to perform the task; the product is irrelevant. Each task should be followed with appropriate metacognitive, metalinguistic, and/or metacommunication questions (e.g., What did you have to think about to solve that problem? How did you figure out what was important to listen to? Was that direction difficult for you to understand? Why? What words were unfamiliar to you? What made that story/message difficult to tell? Do you think that was a clear message? Do you think I understood what you meant? Why didn't I? Do you know some grocery store categories?) A student with less awareness is probably more impaired than a student with greater awareness. Difficult tasks should be administered again with slight variations (e.g., change from a grocery store scenario to a drug store) in order to observe a child's ability to learn from a prior structured experience.