Debatable Issues Underlying Whole-Language Philosophy

1992 ◽  
Vol 23 (4) ◽  
pp. 308-311 ◽  
Author(s):  
Holly Rose Shapiro
Keyword(s):  
Instructional Practices ◽  
Whole Language ◽  
Contextual Information ◽  
Spoken Language ◽  
Written Language ◽  
Speech Language Pathology ◽  
Language Philosophy ◽  
Skilled Readers ◽  
Language Pathology ◽  
Printed Word

This article challenges two important assumptions underlying whole-language philosophy: (a) spoken language is directly comparable to written language, and (b) skilled readers rely on contextual information more than on the printed word. Aspects of whole-language practice that stem from the above assumptions are discussed. The speech-language pathology profession is urged to engage in some of the instructional practices that have come to be associated with whole language. However, language professionals also are encouraged to advocate methodologies that are inconsistent with the whole-language position.

Whole Language in Theory and Practice

1990 ◽  
Vol 21 (4) ◽  
pp. 212-220 ◽  
Author(s):  
Janet A. Norris ◽  
Jack S. Damico
Keyword(s):  
Language Learning ◽  
Whole Language ◽  
Developmentally Appropriate ◽  
Theory And Practice ◽  
Speech Language Pathology ◽  
Short Term ◽  
Language Pathology ◽  
Natural Result ◽  
Collaborative Activities ◽  
Scaffolding Strategies

The increasing attention to the whole language movement in speech-language pathology is a natural result of the evolution of our field toward more interactive and naturalistic intervention practices. This paper presents the historical influence of many disciplines that have led to the whole language movement and some of the theoretical principles underlying this philosophy. The differences between assumptions underlying traditional intervention practices are contrasted with those of whole language. Specific suggestions for implementing whole language intervention with language-disordered children is presented, including using theme building to achieve long- and short-term objectives, accomplishing multiple goals through collaborative activities, and facilitating the language learning process using scaffolding strategies and developmentally appropriate interactions.

The Number of Individual Treatment Units Necessary to Facilitate Functional Communication Improvements in the Speech and Language of Young Children

2002 ◽  
Vol 11 (4) ◽  
pp. 370-380 ◽  
Author(s):  
Gregory P. Jacoby ◽  
Linda Lee ◽  
Ann W. Kummer ◽  
Linda Levin ◽  
Nancy A. Creaghead
Keyword(s):  
Language Production ◽  
Medical Center ◽  
Spoken Language ◽  
Individual Treatment ◽  
Functional Communication ◽  
Functional Abilities ◽  
Speech Language Pathology ◽  
Ability Levels ◽  
Language Pathology ◽  
Number Of Treatment

The present study was conducted to determine the average number of treatment units needed to achieve improvements in functional communication. The subjects, ages 3 to 6 years, consisted of 234 children who received speech-language pathology services over a two-year period at Children's Hospital Medical Center (CHMC) in Cincinnati, Ohio. Subjects had disorders of articulation and/or language and were rated on all areas of deficit using the ASHA functional communication measures (FCMs) of articulation/intelligibility, spoken language production, and spoken language comprehension. Because many subjects had more than one area of deficit, a total of 394 ratings were obtained. Results indicated that as the number of treatment units increased, the FCM level improved. These improvements were statistically significant for subjects with articulation/intelligibility and spoken language production disorders only. Younger children received the greatest benefit per units of therapy provided. Children with lower initial functional abilities generally required more units of therapy to demonstrate improvement than children with higher initial ability levels. Children with an associated factor, (i.e., anoxic brain damage, syndromes, hearing loss, etc.) generally required more units of therapy than those who had no other factors, although the results were not statistically significant. The majority of subjects (76.5%) improved by at least one FCM level following 20 hours or more of therapy. There was improvement of two FCM levels in 38.5%, and more than two levels in 18.5% of the overall group. The present study indicates that improvement in FCM abilities is made with treatment, and that the degree of improvement is correlated with the number of treatment units provided.

Current Issues: Camp JumpStart: Clinical Training in Prevention

2011 ◽  
Vol 21 (3) ◽  
pp. 87-92
Author(s):  
Peggy C. Agee
Keyword(s):  
Emergent Literacy ◽  
Clinical Training ◽  
Language Disorders ◽  
Written Language ◽  
Speech Language Pathology ◽  
Knowledge And Skills ◽  
Wide Range ◽  
Assessment And Treatment ◽  
Language Pathology ◽  
Training Opportunities

The American Speech-Language-Hearing Association (ASHA) has expanded the scope of practice in speech-language pathology to include a focus on prevention (2007). Similarly, the knowledge and skills required of speech-language pathologists have broadened to include the prevention, assessment, and treatment of written language disorders. University training programs have a responsibility to provide graduate student clinicians with a wide range of clinical training opportunities that prepare them to enter the profession of speech-language pathology with the requisite knowledge and skills. Therefore, university programs must be creative in designing training opportunities that fulfill this mandate. This article explores one clinical training approach for the prevention of written language disorders through a systematic focus on emergent literacy.

Elective Mutism

1996 ◽  
Vol 27 (1) ◽  
pp. 10-15 ◽  
Author(s):  
Holly F. Harris
Keyword(s):  
Differential Diagnosis ◽  
American Psychiatric Association ◽  
Spoken Language ◽  
Diagnosis And Treatment ◽  
Speech Language Pathology ◽  
Social Situations ◽  
Speech Language Pathologists ◽  
Elective Mutism ◽  
Diagnosis And Management ◽  
Language Pathology

Elective mutism is a "persistent refusal to talk in one or more major social situations&despite [the] ability to comprehend spoken language and to speak" (American Psychiatric Association, 1987, p. 89). This article serves as a tutorial, providing information on elective mutism, a disorder potentially encountered by speech-language pathologists typically inexperienced in its diagnosis and management. It is the first article concerning elective mutism in a major speech-language pathology journal since the 1950s. The history, characteristics, classification, differential diagnosis, and treatment of elective mutism are discussed.

Making Sense of Reading— And of Reading Instruction

1977 ◽  
Vol 47 (3) ◽  
pp. 386-395 ◽  
Author(s):  
Frank Smith
Keyword(s):  
Reading Instruction ◽  
Instructional Practices ◽  
Spoken Language ◽  
Written Language ◽  
Learning To Read ◽  
Making Sense ◽  
Perceptual Factors

For many years researchers and educators have sought to specify the prerequisites for learning to read. Physical, intellectual, and perceptual factors are often cited as the necessary precursors. Frank Smith has often argued that reading is not a matter of decoding but consists of bringing meaning to print. In this essay Smith claims that the essential antecedents of reading consist of two cognitive insights:that written language is meaningful and that written language is different from spoken language. Smith discusses the importance of each of these insights and explains how children typically learn them. He argues that current instructional practices may thwart the learning of these insights and suggests ways in which parents and teachers may help children to understand that reading makes sense.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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