Written Language Disorders: Speech-Language Pathologists' Training, Knowledge, and Confidence

2010 ◽  
Vol 41 (4) ◽  
pp. 416-428 ◽  
Author(s):  
Gordon W. Blood ◽  
Callie Mamett ◽  
Rebecca Gordon ◽  
Ingrid M. Blood
Keyword(s):  
Language Disorders ◽  
Written Language ◽  
Speech Language Pathologists

Word Prompt Programs

1997 ◽  
Vol 6 (3) ◽  
pp. 57-65 ◽  
Author(s):  
Lisa A. Wood ◽  
Joan L. Rankin ◽  
David R. Beukelman
Keyword(s):  
Learning Disabilities ◽  
Current Literature ◽  
Word Processing ◽  
Computer Software ◽  
Written Language ◽  
Written Communication ◽  
Speech Language Pathologists ◽  
Basic Word ◽  
The Matrix ◽  
Language Needs

Word prompt programs are computer software programs or program features that are used in addition to basic word processing. These programs provide word lists from which a user selects a desired word and inserts it into a line of text. This software is used to support individuals with severe speech, physical, and learning disabilities. This tutorial describes the features of a variety of word prompt programs and reviews the current literature on the use of these programs by people with oral and written language needs. In addition, a matrix that identifies the features contained in eight sample word prompt programs is provided. The descriptions of features and the matrix are designed to assist speech-language pathologists and teachers in evaluating and selecting word prompt programs to support their clients' oral and written communication.

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

scholarly journals Assessing assistive technology requirements in children with written language disorders. A decision tree to guide counseling

2019 ◽  
Vol 26 (1) ◽  
pp. 48-54
Author(s):  
A. Cado ◽  
J. Nicli ◽  
B. Bourgois ◽  
L. Vallée ◽  
M.-P. Lemaitre
Keyword(s):  
Decision Tree ◽  
Assistive Technology ◽  
Language Disorders ◽  
Written Language

The Clinical Utility of Language Samples

2010 ◽  
Vol 17 (1) ◽  
pp. 9-15 ◽  
Author(s):  
Amy Costanza-Smith
Keyword(s):  
Standardized Tests ◽  
Clinical Utility ◽  
Language Disorders ◽  
Standardized Assessments ◽  
School Age ◽  
Sample Analysis ◽  
Speech Language Pathologists ◽  
Language Sample Analysis ◽  
Language Sample

Abstract Speech-language pathologists typically use standardized assessments to diagnose language disorders. Although standardized tests are important in diagnosing school-age language disorders, the use of language sample analysis should not be ignored. This article summarizes the benefits of language sample analysis and introduces considerations for collecting and analyzing language samples.

scholarly journals Prerequisites for Written Language Acquisition and It’s Disorders Correction in Montessori Pedagogy

2015 ◽  
Vol 2 ◽  
pp. 222
Author(s):  
Gundega Tomele
Keyword(s):  
Academic Achievement ◽  
Primary Prevention ◽  
Language Acquisition ◽  
Language Development ◽  
Primary School ◽  
Language Disorders ◽  
Written Language ◽  
Theoretical Knowledge ◽  
Written Language Development ◽  
Written Language Acquisition

The successful acquisition of written language is an important precondition for schoolchildren academic achievement. Written language disorders are usually diagnosed during primary school, although the etiology of them is largely associated to children oral and written language development in the pre-school years. This article presents the need of primary prevention of written language disorders at the preschool level and its realization with a help of Montessori pedagogy. There is summarized theoretical knowledge in the context of language acquisition and reflected Montessori pedagogy prerequisites for the successful written language acquisition and correction of early signs of disorders in the pre-school years.

scholarly journals A Multidisciplinary Delphi Consensus Study of Communicative Participation in Young Children With Language Disorders

2020 ◽  
Vol 63 (6) ◽  
pp. 1793-1806
Author(s):  
Ingrid Singer ◽  
Inge S. Klatte ◽  
Marlies Welbie ◽  
Ingrid C. Cnossen ◽  
Ellen Gerrits
Keyword(s):  
Young Children ◽  
Delphi Study ◽  
Language Disorders ◽  
Likert Scale ◽  
Delphi Panel ◽  
Delphi Consensus ◽  
Speech Language Pathologists ◽  
Communication Problems ◽  
Communicative Participation ◽  
Definition Of

Purpose Our aim was to develop consensus on the definition and operationalization of communicative participation (CP) in 2- to 8-year-old children with language disorders (LDs). A clear definition and operationalization can facilitate the discussion about children's communication problems in daily life between parents and professionals. Method In an online Delphi study, anonymized thoughts and opinions were collected on the definition and operationalization of CP in young children with LD. The 47 Delphi panel members were Dutch parents, young adults with LDs, teachers and assistants, speech-language pathologists, clinical linguists, and clinical researchers. Thematic content analysis was used to develop a concept definition and items operationalizing CP. The Delphi panel rated the suitability of concept definitions using a 7-point Likert scale. Concept definitions were revised with feedback from the Delphi panel until consensus was achieved. The Delphi panel rated items on how well they operationalize CP, using the same Likert scale. Results The majority (79%) of the Delphi panel indicated that the essence of CP was captured by the definition: “CP is understanding and being understood in a social context, by applying verbal and non-verbal communication skills.” In addition, 33 behavioral items were developed. Conclusion This study resulted in strong consensus on the definition of CP between Dutch parents and professionals. Items were developed that can inform speech-language pathologists on the type of questions to ask a child's parents or teacher when discussing CP. Further research is needed on how the items can best be used in clinical practice.

Structured Literacy Intervention for Students With Dyslexia: Focus on Growing Morphological Skills

2020 ◽  
Vol 51 (2) ◽  
pp. 336-344 ◽  
Author(s):  
Karen A. Fallon ◽  
Lauren A. Katz
Keyword(s):  
Academic Success ◽  
Morphological Awareness ◽  
Research Literature ◽  
Language Impairments ◽  
Written Language ◽  
Literacy Intervention ◽  
Evidence Based ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
Morphological Skills

Purpose Structured literacy (SL) is an umbrella term used by the International Dyslexia Association that refers to evidence-based instructional approaches that incorporate all aspects of spoken language into the teaching of reading, spelling, and writing ( International Dyslexia Association, 2016 ). SL has gained prominence in the field of reading but is less familiar to speech-language pathologists. This tutorial seeks to describe SL with specific attention to the morphological component. Using current research literature combined with descriptions of specific therapeutic practices, this tutorial offers research-informed, clinical strategies for facilitating the development of morphological skills in students with spoken and written language impairments including dyslexia. Method In this tutorial, the authors focus on the research literature and clinical applications related to the topics of (a) spoken and written language impairments, including dyslexia; (b) SL intervention; (c) intervention in the areas of morphological awareness and analysis; and (d) the promotion of academic success in students who struggle with language and literacy. Conclusions SL is a term used to unify and describe evidence-based principles and components that should be included in all effective reading and writing instructions. Among other linguistic skills, morphology holds a prominent place in SL. It is critical that speech-language pathologists become familiar with SL and the evidence-based practices for growing these students' morphological awareness skills in order to promote language and literacy success.

A Survey of Reading Teachers: Collaboration With Speech-Language Pathologists

2020 ◽  
Vol 5 (1) ◽  
pp. 304-313
Author(s):  
Maggie Watson ◽  
Casey O'Keefe ◽  
Abigail Wallace ◽  
Pamela Terrell
Keyword(s):  
Literacy Instruction ◽  
Administrative Support ◽  
School Personnel ◽  
The United States ◽  
Evidence Base ◽  
Language Instruction ◽  
Written Language ◽  
Language Intervention ◽  
Reading Teachers ◽  
Speech Language Pathologists

Purpose This study investigated reading teachers' (RTs) views of speech-language pathologists' (SLPs) abilities to provide services for clients who have written language disorders. Previous research has shown SLPs often do not provide such services due to time constraints, lack of training, and their perception that other school personnel are more qualified. However, little is known about RTs' views of SLPs' abilities to provide reading/writing intervention. Method Three hundred twenty-three RTs responded to a survey designed to determine their perceptions and experiences of SLPs providing services to children with written language difficulties. Respondents were from all regions of the United States. Results Approximately 80% of the respondents supported the idea of SLPs providing written language intervention services, with 69% recognizing that there was an evidence base for such intervention. However, many RTs registered some disagreement that SLPs had sufficient training to provide written language instruction and may lack knowledge of the curriculum. These results also identified factors that SLPs wishing to be involved in literacy instruction may need to address including administrative support, involvement in school-wide literacy learning decisions, and participation in professional development opportunities on literacy instruction. Conclusion These results indicated that RTs may be supportive of SLPs addressing the written language needs of the students they serve. Although written language intervention is within SLPs' scope of practice, SLPs currently practicing in school settings may need to advocate for themselves to actively be involved in written language instruction.

Strategies for Teaching Handwriting to Children with Writing Disabilities

2014 ◽  
Vol 21 (3) ◽  
pp. 114-126
Author(s):  
Jane E. Andrews ◽  
Linda J. Lombardino
Keyword(s):  
Academic Performance ◽  
Written Language ◽  
Motor Disorder ◽  
Speech Language Pathologists ◽  
Professional Activities ◽  
Writing Disabilities

Handwriting abilities have been shown to play an important role in the academic performance of children, especially children who have disorders of written language. Dysgraphia is the most commonly identified neurodevelopmental grapho-motor disorder of handwriting and it often co-occurs with dyslexia. Even in an age where much print is accomplished by keyboarding, legible handwriting continues to be an indispensable skill for a range of academic, vocational, social, and professional activities. In keeping with research that supports the importance of cursive writing, this paper focuses on guidelines for speech-language pathologists (SLPs) who evaluate, diagnose, and treat children with disorders of written language accompanied by marked deficits in handwriting.

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