Sequential—Simultaneous Processing and Reading Skills in Primary Grade Children

1986 ◽  
Vol 19 (8) ◽  
pp. 509-511 ◽  
Author(s):  
Sandra G. McRae
Keyword(s):  
Reading Skills ◽  
Primary Grade ◽  
Simultaneous Processing

A Fluency Disorders Prevention Program for Preschoolers and Children in the Primary Grades

1991 ◽  
Vol 1 (1) ◽  
pp. 28-31 ◽  
Author(s):  
Eugene B. Cooper ◽  
Crystal S. Cooper
Keyword(s):  
Motor Skills ◽  
Prevention Program ◽  
Primary Grades ◽  
Primary Grade ◽  
Fluency Disorders ◽  
Classroom Use ◽  
Metalinguistic Skills

A fluency disorders prevention program for classroom use, designed to develop the feeling of fluency control in normally fluent preschool and primary grade children, is described. The program addresses the affective, behavioral, and cognitive aspects of fluency and features activities that not only develop the child’s fluency motor skills but also teach the language of fluency by developing the child’s metalinguistic skills.

Developing Evidence-Based Assessment to Prevent Over- or Underidentification of Disorders for New Language Learners

2020 ◽  
Vol 5 (4) ◽  
pp. 1026-1038
Author(s):  
Sandra Levey ◽  
Li-Rong Lilly Cheng ◽  
Diana Almodovar
Keyword(s):  
Language Learners ◽  
Grade Level ◽  
Reading Skills ◽  
Language Disorder ◽  
Academic Development ◽  
Review Article ◽  
Evidence Based ◽  
Clinical Knowledge ◽  
Language And Literacy ◽  
Support Evidence

Purpose The purpose of this review article is to present certain linguistic domains to consider in the assessment of children learning a new language. Speech-language pathologists frequently face difficulty when determining if a bilingual or multilingual child possesses a true speech or language disorder. Given the increased number of new language learners across the world, clinicians must understand differences versus disorders to prevent underidentification or overidentification of a disorder. Conclusions Early identification of a true disorder has been shown to prevent language and literacy difficulties, given that children are able to achieve grade-level reading skills when given intervention. Clinical knowledge and skills are strongly required so that children receive evidence-based assessment to support their academic development. Learning Goal Readers will gain an understanding of the factors that support evidence-based assessment of bilingual and multilingual language learners.

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