| Contents |
Foreword -- Preface -- Acknowledgments -- Reviewers -- Part I. Conceptual Frameworks for Consideration -- 1. Innovative Language Literacy Intervention at School-Age Levels: What It Takes to Get There -- Summary Statement -- Questions for Chapter 1 -- Forming a Framework for Language Intervention: Some Beginnings -- On Language -- On Literacy -- Brief Summary of Definitional Issues -- Aspects of Knowledge Needed in Clinicians' Toolboxes: Peeling Away Some Misconceptions and Moving Forward -- Keeping Definitional Issues in Mind: Language Has Layers -- Keeping a Broad-Based Perspective: The Forest Versus the Trees |
| Contents |
Getting Beneath Isolated Symptoms of Language-Learning Problems: "Tip-of-the-Iceberg" Phenomena -- Appreciating the Reciprocity Among Systems: Beware the One-Way Street Interpretation -- Approaching Assessment and Intervention with an "Inside" and "Outside" Perspective: External Factors Matter -- A Mini Summary -- Getting to Innovative Language Literacy Intervention: Where Do We Go from Here? -- Language Roots Provide a Familiar Framework for SLPs as They Embrace Roles in Literacy Learning -- How We Define Ourselves and the Terminology We Use May Require Some Updating -- To Conclude and Move Forward |
| Contents |
Reflections and Projects for Chapter 1 -- Reflection #1 -- 2. The Continuum of Language Disorders and Learning -- Disabilities Definitional and Eligibility Issues Summary Statement -- Questions for Chapter 2 -- Introductory Thoughts -- Definitions and Diagnostic Labels: Some Interesting Interactions for Clinicians to Note -- Language Disorders Terminology -- Learning Disabilities Terminology -- Related and Intersecting Terminology: Language at the Core? -- Additional Terminology: Alive and Well in Schools (and Other Places) -- Partial Summary: Language, LD, and Reading Along a Continuum |
| Contents |
An Introductory Roadmap of Language Disorders and Language Learning Over Time -- Labels Revisited: Disorders Viewed on a Continuum of Change -- Language Learning on a Continuum of Changing Styles, Contexts, and Demands -- The Path from Language Disorders to Learning Disabilities -- Reciprocity -- Illusionary Recovery -- Populations Revisited: Alternatives in Our Midst? -- Statistics Suggest Some Patterns within Schools -- The Evolution of Response-to-Intervention (RtI) -- Some Key Takeaways for SLPs and Collaborators -- Looking Ahead -- Possible Discussion Points and Projects for Chapter 2 |
| Abstract |
Language and Literacy Connections: Intervention for School-Age Children and Adolescents takes readers on a path of knowledge steeped in principles and practical applications. This much-needed new text uniquely integrates language learning and disorders and literacy together in a coherent and cohesive narrative that covers the challenges facing school-age students from early elementary levels through high school. Using past and current research and interventions from speech-language pathology (SLP) and reading and literacy arenas, the authors present transcripts, cases, and detailed interventio. |
| Bibliography note | Includes bibliographical references and index. |
| Source of description | Online resource; title from PDF title page (ProQuest Ebook Central, viewed April 26, 2021). |
| Issued in other form | Print version: Wallach, Geraldine P. Language and literacy connections. San Diego, CA : Plural Publishing, Inc., [2022] 9781635502138 |
| Genre/form | Electronic books. |
| ISBN | 9781635502213 (electronic bk.) |
| ISBN | 1635502217 (electronic bk.) |
