The Derbyshire Language Scheme (DLS) is a widely-used structured
method to aid in the teaching of both expression and comprehension to
children with difficulties in learning their first language. This study
examines the teaching strategies for comprehension within DLS em
ployed by three speech therapists, with a variety of children ranging
from the two-word to four-word level. The results indicate that a range
of techniques were used by the therapists in response to the children, and
these are discussed in relation to their inclusion in a computer-aided
learning system to help speech therapists.
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