What is the best support for a student with Speech/Language Impairment (SLI)?

What is the best support for a student with Speech/Language Impairment (SLI)?

• A. Speak for the student
• B. Do not prompt language
• C. Use only written materials
• D. Encouraging communication attempts and modeling language

Answer: (D)

Encouraging communication attempts and modeling language is the most effective approach because it actively supports the student’s language development in real, meaningful interactions. When you invite the student to share ideas, needs, and questions, you create authentic opportunities to practice expressive and receptive language, which helps build confidence and fluency. Modeling language—providing clear, correct examples and scaffolding—gives the student concrete templates to imitate, expand, and refine their own speech. This combination helps the student hear and experience how language works in context, see how others respond, and gradually gain independence in communication. Speaking for the student removes the chance to practice and learn, which can hinder progress. Not prompting language can leave the student without necessary support to respond or participate. Relying only on written materials ignores the essential spoken language skills that students with Speech/Language Impairment need to develop and can create barriers to expressive communication.

Encouraging communication attempts and modeling language is the most effective approach because it actively supports the student’s language development in real, meaningful interactions. When you invite the student to share ideas, needs, and questions, you create authentic opportunities to practice expressive and receptive language, which helps build confidence and fluency. Modeling language—providing clear, correct examples and scaffolding—gives the student concrete templates to imitate, expand, and refine their own speech. This combination helps the student hear and experience how language works in context, see how others respond, and gradually gain independence in communication.

Speaking for the student removes the chance to practice and learn, which can hinder progress. Not prompting language can leave the student without necessary support to respond or participate. Relying only on written materials ignores the essential spoken language skills that students with Speech/Language Impairment need to develop and can create barriers to expressive communication.