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| Norris, Janet A. | 2 |
| Damico, Jack S. | 1 |
| Goodman, Kenneth S. | 1 |
| Hoffman, Paul R. | 1 |
| King, Dorothy F. | 1 |
| Milosky, Linda M. | 1 |
| Schory, Maria Emmi | 1 |
| Shapiro, Holly Rose | 1 |
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Norris, Janet A.; Hoffman, Paul R. – Journal of Childhood Communication Disorders, 1994
This article for speech language pathologists discusses theories of language learning and use that are consistent with whole language, including lexical contrast, connectionism, schemata, event representations, and parsing. Direct application is made to intervention, and examples of interactions between speech language pathologists and children…
Descriptors: Associative Learning, Elementary Secondary Education, Intervention, Language Acquisition
Peer reviewedShapiro, Holly Rose – Language, Speech, and Hearing Services in Schools, 1992
This article challenges two assumptions underlying whole-language philosophy: spoken language is directly comparable to written language, and skilled readers rely on contextual information more than on the printed word. Speech-language professionals are urged to engage in some instructional practices associated with whole language but also…
Descriptors: Educational Philosophy, Intervention, Language Handicaps, Learning Theories
Peer reviewedMilosky, Linda M. – Topics in Language Disorders, 1990
This article discusses the concept of world knowledge and its relevance to intervention processes. Roles of linguistic and physical context in interpretation and levels of speaker experience are discussed. Levels of involvement are related to communication goals, and these principles are extended to applications in the teaching of language skills.…
Descriptors: Communication Skills, Comprehension, Context Effect, Elementary Secondary Education
Peer reviewedKing, Dorothy F.; Goodman, Kenneth S. – Language, Speech, and Hearing Services in Schools, 1990
This article applies whole language techniques to children with cultural and linguistic differences and provides guidelines for enabling speech-language pathologists to assume a role of active involvement. Whole language can provide a context for involvement in the areas of bilingual education and other language and dialect learning and for…
Descriptors: Bilingual Education, Cultural Differences, Elementary Secondary Education, Intervention
Peer reviewedNorris, Janet A.; Damico, Jack S. – Language, Speech, and Hearing Services in Schools, 1990
This paper presents theoretical principles of the whole language approach and its historical interdisciplinary influences. Suggestions for implementing whole language intervention with language-disordered children are presented, such as using theme building to achieve long- and short-term objectives, using scaffolding strategies, and using…
Descriptors: Educational History, Elementary Secondary Education, Integrated Activities, Interdisciplinary Approach
Peer reviewedSchory, Maria Emmi – Language, Speech, and Hearing Services in Schools, 1990
The whole language approach to literacy parallels the acquisition of oral language, which enables speech-language pathologists to assume leadership roles in such literacy programs. Aspects of whole language programs are discussed, including language, both oral and written; assessment and planning; service delivery; intervention; and the oral…
Descriptors: Communication Disorders, Consultation Programs, Delivery Systems, Elementary Secondary Education
