65. Which of the following instructional supports is most likely to create a learning environment that encourages the development of oral communication skills in a second-grade student with expressive language delays?
Answer: D
Increasing wait time before expecting a response to a question
Providing increased wait time before expecting a response allows second-grade students with expressive language delays the necessary time to process information and formulate their responses. This practice helps to create a supportive learning environment that fosters effective oral communication.
A) Breaking a task into small, easy-to-manage steps during instruction
While breaking tasks into manageable steps can help with overall comprehension and task completion, it does not directly target the improvement of oral communication skills. This approach may facilitate understanding but does not provide specific support for developing expressive language abilities.
B) Rehearsing how to follow multistep directions for simple tasks
Rehearsing multistep directions can improve a student's ability to understand and follow instructions, yet it does not actively encourage the student to express themselves verbally. This method focuses more on comprehension rather than the development of the student's own oral communication skills.
C) Asking yes and no questions that assess functional vocabulary
Asking yes and no questions can help assess a student's vocabulary comprehension; however, it limits the student's opportunities for expressive language practice. This method does not encourage elaboration or the development of more complex oral communication skills.
D) Increasing wait time before expecting a response to a question
Increasing wait time is crucial for students with expressive language delays as it provides them with the necessary processing time to think and articulate their responses. This practice not only reduces anxiety but also encourages more thoughtful and complete verbal participation, thereby enhancing their communication skills.
Conclusion
Increasing wait time is the most effective instructional support for fostering oral communication skills in students with expressive language delays. It allows them the time needed to respond, which is vital for developing their verbal abilities. In contrast, the other options either focus on comprehension or do not provide the necessary environment for expressive language growth.