irregular past tense verbs for young students

2018) Pairing auditory bombardment with conversational recast produced significant effects for children with DLD.

Auditory bombardment at the end of the session has been proven to be slightly more beneficial compared to auditory bombardment in the beginning (Plante et al.*Use all these approaches together for the best outcome. – Child-Directed ( Implicit) – recasting, using natural context, following the interest of the child – Hybrid – Imitation, modeling/focused stimulation – Clinician Directed ( Explicit) – discrete trials, presented targets, manipulation of input You’re going to spend A LOT of time teaching, maybe more than practicing for a while. There’s no one-stop-shop for teaching these and one single strategy won’t work for all students. TEACH, TEACH, TEACH – Irregular verbs need to be memorized or acquired through a lot of modeling/exposure. It’s also a good segue into the teaching portion of the lesson. This will help build their confidence and understanding by leading with their strengths. If you know your student uses some irregular verbs correctly, try to take note of this, jot a few of their correct words down, and use these words as your example so they have the ability to correct you. This will hopefully get your students attention and they may be able to correct you. Introduction – Discuss what irregular verbs are and give examples using words in error, like, “I goed to the store”, “He drinked his milk”, “She eated a sandwich”, etc.

Irregular past tense verbs for young students