Whole Language

1990 ◽  
Vol 21 (4) ◽  
pp. 221-227 ◽  
Author(s):  
Dorothy F. King ◽  
Kenneth S. Goodman
Keyword(s):  
Bilingual Education ◽  
Whole Language ◽  
English Speakers ◽  
Standard English ◽  
Speech Language Pathologists ◽  
Linguistic Differences ◽  
Active Involvement ◽  
Speech Language Pathologist

Speech-language pathologists are becoming increasingly involved in issues of bilingual education, other language and dialect learning, and other facets of learning for non-standard English speakers. Whole language provides a context for involvement in these areas that is uniquely suited for conducting communicatively based assessments and interventions, and for fostering an attitude of acceptance and advocacy. This article describes whole language as it is applied to children with cultural and linguistic differences and provides guidelines for enabling the speech-language pathologist to assume a role of active involvement.

Maternal Postpartum Depression and Communication Development in Infants: Is There a Role for the Speech-Language Pathologist?

2016 ◽  
Vol 1 (1) ◽  
pp. 175-181
Author(s):  
Nancy Hall
Keyword(s):  
Cognitive Development ◽  
Postpartum Depression ◽  
Speech Language Pathologists ◽  
Communication Development ◽  
Speech Language Pathologist ◽  
Question Survey ◽  
Maternal Postpartum Depression

Objective To survey speech-language pathologists (SLPs) regarding their involvement in treating infants whose mothers experience postpartum depression. Method SIG 1 members were invited to participate in an 8-question survey examining their involvement with infant-mother pairs, including mothers diagnosed with postpartum depression (PPD). Results Results indicate that, while some SLPs frequently work with infant-mother pairs, few have knowledge regarding the diagnosis of PPD in the mothers. Conclusions It is likely that many SLPs are working with infant-mother pairs that include mothers who are experiencing PPD. Suggestions regarding the role of the SLP are offered, including providing support for these mothers in terms of obtaining services and helping these mothers use appropriate infant-directed speech to facilitate communication and cognitive development in their infants.

The Role of the Speech-Language Pathologist in Whole Language

1990 ◽  
Vol 21 (4) ◽  
pp. 228-237 ◽  
Author(s):  
Carol E. Westby
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Oral Language ◽  
Whole Language ◽  
Learning Disabled ◽  
Speech Language Pathologists ◽  
Language Program ◽  
Language Programs ◽  
Oral Language Proficiency ◽  
Speech Language Pathologist

Many schools are implementing whole language methodology in the teaching of reading and writing. Whole language programs assume that children have a certain degree of oral language proficiency. For language-learning disabled students, such assumptions may be incorrect. The whole language literacy movement provides an excellent opportunity for speech-language pathologists to work as an integral part of the school team seeking to build literacy. This article presents a framework for understanding the pragmatic, semantic, syntactic, text, and phonological aspects of language that underlie both oral and written communication and gives suggestions for ways speech-language pathologists can assess children's language skills that are essential for success in a whole language program.

CHARGE Syndrome: An Introduction for Speech-Language Pathologists

2014 ◽  
Vol 15 (2) ◽  
pp. 94-102
Author(s):  
Timothy S. Hartshorne ◽  
Kirsten N. Hissong
Keyword(s):  
Charge Syndrome ◽  
Speech Language Pathologists ◽  
Know How ◽  
Speech Language Pathologist ◽  
Treatment Characteristic

CHARGE syndrome, identified in 1979 and a gene found in 2004, is a highly variable disorder, making “typical” CHARGE hard to describe. Few children will have all of the characteristic anomalies. Therefore, it is essential to know what the anomalies are and be able to know how the specific child is affected in order to plan well for treatment. Characteristic behaviors, which can be challenging, can be understood as attempts to self-regulate and must be understood. These children manage best in an environment that is predictable. Children with CHARGE are multisensory impaired, which can severely restrict their “communication bubble.” Building communication is essential for children with CHARGE and the role of the speech-language pathologist is critical to their success in life.

Chronic Communicable Diseases and Risk Management in the Schools

1991 ◽  
Vol 22 (1) ◽  
pp. 345-352 ◽  
Author(s):  
◽  
Judith I. Kulpa ◽  
Sarah W. Blackstone ◽  
Christina C. Clarke ◽  
Margaret M. Collignon ◽  
...  
Keyword(s):  
Risk Management ◽  
Private Schools ◽  
Day Care ◽  
Communicable Diseases ◽  
Speech Language Pathologists ◽  
Public And Private ◽  
Day Care Centers ◽  
Speech Language Pathologist ◽  
Management Procedures

This paper provides information about four chronic communicable diseases. Both legal and professional considerations are discussed. Guidelines for speech-language pathologists and audiologists, particularly applicable to those who work in public and private schools, day care centers, and other institutional environments, are suggested. The goal of the paper is to increase awareness and to encourage use of appropriate risk management procedures. Speech-language pathologists and audiologists are encouraged to share this information with their administrators and colleagues. The role of the speech-language pathologist and audiologist in the schools includes protection of their clients, themselves, and coworkers.

scholarly journals STUDY OF DISTINGUISHING FEATURES OF PAKISTANI STANDARD ENGLISH

2020 ◽  
Vol 7 (2) ◽  
pp. 112
Author(s):  
Ameer Ali ◽  
Abdul Wahid Samoon ◽  
Mansoor Ali
Keyword(s):  
Cultural Context ◽  
Secondary Data ◽  
Systematic Investigation ◽  
World Englishes ◽  
Standard English ◽  
Linguistic Features ◽  
New Variety ◽  
Linguistic Differences ◽  
Distinguishing Features

The current research has adopted a qualitative approach to investigate the linguistic differences of Pakistani Standard English in contrast to British Standard English. We studied morphological, lexical, and hybrid characteristics of Pakistani Standard English. Besides, we investigated the linguistic features to prove the fact that cultural context determines the use of a language. Moreover, the findings of this research also support the fact that a language keeps evolving in different contexts leading to the development of different varieties of the language. However, the researchers have studied comparatively many varieties of Englishes, but this research investigates the distinguishing features of Pakistani Standard English employing secondary data from Dawn e-newspaper. Additionally, the researchers have also qualitatively codified the data into broader themes. The findings of this research will help readers in understanding the role of a cultural context in developing a new variety of a language. Consequently, they will be able to carry out further research in the field of World Englishes. Hence, this research is a systematic investigation of Pakistani Standard English and its differentiating features. 

The Speech-Language Pathologist—A Resource Consultant for Enhancing Standard English Competencies Among Inner-City Children

1977 ◽  
Vol 8 (4) ◽  
pp. 245-249 ◽  
Author(s):  
Robert David Baskervill
Keyword(s):  
Inner City ◽  
Standard English ◽  
Classroom Teachers ◽  
Speech Language Pathologists ◽  
Traditional Methods ◽  
Speech Language Pathologist

This article focuses on problems pertaining to the lack of mastery of Standard English among inner-city children. It discusses some of the traditional methods used by classroom teachers, possible alternatives which can be utilized for enhancement of Standard English skills, and specific goals for speech-language pathologists in working as resource consultants to classroom teachers.

The Development of a New Era of Speech-Language Pathology in Greece

1995 ◽  
Vol 4 (1) ◽  
pp. 5-7 ◽  
Author(s):  
Marinella Tsoukala ◽  
Rebecca Tziorvas
Keyword(s):  
Communication Disorders ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
The Creation ◽  
The Government ◽  
Exciting Time ◽  
The Many

Speech-language pathology services in Greece continue to expand, and it is an exciting time to be a speech-language pathologist within the existing structure. The role of speech-language pathologists in Greece has changed over the years from therapist, to include educator, advocate, and politician. The many tasks facing speech-language pathologists in Greece have been difficult ones. It has taken patience and persistence to educate the general public about communication disorders and the role of speech-language pathologists in treating these problems. It has also been arduous to convince the government to recognize our profession and its value within the community. We believe that by the establishment of a speech-language department at a Greek university, our profession will be fortified and renewed. The development of a university-based training program will aid in the creation of posts in educational and hospital settings, as well as bridge the gap that exists between the current number of speech-language pathologists and the number of people requiring treatment. Furthermore, the creation of a university department will allow for much needed research within the Greek community. In particular, it may aid in the gathering of normative data and the standardization of tests for the Greek population. The path in establishing speech-language pathology education and services in Greece is a long one, but through our commitment and our energetic and earnest approach, we hope to reach our goals.

Ethics: Speech-Language Pathologists’ Role in Audiologic Screenings

2011 ◽  
Vol 21 (3) ◽  
pp. 99-102
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Code Of Ethics ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist

This article clarifies the role of the speech-language pathologist (SLP) in audiologic screenings. The article addresses recommended procedures consistent with the ASHA Code of Ethics (2010) and other professional documents (ASHA, 1994, 1997, 2004a, 2004b, 2007). In addition, this article explores education needed by SLPs to conduct audiologic screenings.

Writing Funding Proposals for Speech-Language Staff Development Projects

1982 ◽  
Vol 13 (3) ◽  
pp. 163-171
Author(s):  
Carol A. Esterreicher ◽  
Ralph J. Haws
Keyword(s):  
Staff Development ◽  
Development Project ◽  
Project Manager ◽  
State Funding ◽  
Service Needs ◽  
School Environments ◽  
Speech Language Pathologists ◽  
Service Programs ◽  
Speech Language Pathologist ◽  
Special Programs

Speech-language pathologists providing services to handicapped children have pointed out that special education in-service programs in their public school environments frequently do not satisfy the need for updating specific diagnostic and therapy skills. It is the purpose of this article to alert speech-language pathologists to PL 94-142 regulations providing for personnel development, and to inform them of ways to seek state funding for projects to meet their specialized in-service needs. Although a brief project summary is included, primarily the article outlines a procedure whereby the project manager (a speech-language pathologist) and the project director (an administrator in charge of special programs in a Utah school district) collaborated successfully to propose a staff development project which was funded.

Effect of Teacher Training Sessions on Listener Perception of Voice Disorders

1985 ◽  
Vol 16 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Nicholas J. DeGregorio ◽  
Nancy Gross Polow
Keyword(s):  
Teacher Training ◽  
School System ◽  
Voice Disorders ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Bergen County ◽  
Experimental Group

The present study was designed to investigate the effect of teacher training sessions on listener perception of voice disorders. Three ASHA certified speech-language pathologists provided the criteria mean. Thirty randomly selected teachers from a Bergen County school system, randomly placed into two groups, served as subjects. The experimental group received three training sessions on consecutive weeks. Three weeks after the end of training, both groups were given a posttest. Listener perception scores were significantly higher for the experimental group. The implications of these results for in-service workshops, teacher/speech-language pathologist interaction and future research are discussed.

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