"School-Age Language Intervention: Evidence-based Practices" explains how to teach the language and literacy skills, strategies, and underlying processes needed for educational success. This book brings together an array of experts to provide the latest practical and evidence-based guidance to school speech-language pathologists.…

Purpose: This final article covering the topic of the interplay between decoding, comprehension, and content versus structure knowledge describes a set of language initiatives that are focused toward content area learning. Inspired by the work of their colleagues from diverse fields and their own work, the authors offer suggestions to clinicians…

Common problems encountered in teaching Chinese that involve classical, intentional malapropisms (learned errors) are discussed. Three aspects unique to Chinese are addressed: (1) since Chinese writing is logographic, some malapropisms occur because of similar graphs; (2) since many expressions come from classical Chinese, and instruction in…

Discusses a paragraph-centered approach to the teaching of reading in a foreign language. (CFM)

Describes a classroom activity that emphasizes syntactic fluency and the richness of linguistic resources available in written language, while downplaying the "dos and don'ts" of traditional punctuation instruction. (RL)

Discusses the need for systematic exploration of claims about the advantages of language experience dictations; recommends that teachers guide the rereading and editing of early dictations to facilitate comprehending behaviors, and that they help children explore writing conventions as their dictations indicate a readiness to learn them. (ET)

This article presents strategies, including communicative reading strategies, to facilitate holistic language learning in young children with language and learning disorders. Strategies include pairing oral and written language and using preparatory sets, semantic maps, flowcharts, and theme building. An example of narrative discourse demonstrates…

Current research on information processing suggests that short term memory plays a central role in the sorting and manipulation of text information during reading. Because an entire text cannot be processed simultaneously, successive "chunks" or units of information enter the short term memory where they are compared to the reader's previous…

The four issues of this journal, written entirely in Spanish, are intended for reading teachers. The first issue focuses on the role of school in the development of readers and writers and contains articles discussing the results of an investigation into the validity of the idea of "level" when measuring students' comprehension of…

A study of predictors of reading comprehension in English as a second language had as subjects 33 adult students in full-time intensive English classes at the intermediate and advanced levels of reading. Each was tested with an oral and a written language inventory, and each response was recorded as syntagmatic or paradigmatic. Other tests…

The graphemic and functional distribution of Chinese punctuation markers are outlined, and the implications of Chinese punctuation practices for second language instruction are discussed. Three kinds of Chinese punctuation markers are described: those graphically unique to Chinese, those written and used in the same manner in both Chinese and…

This book provides functional, pragmatic activities for educators, future teachers, and parents to promote the gift of literacy to others. The book offers 101 detailed lesson plans for the four literacy domains of oral and written language, word recognition, comprehension and strategic reading for narrative text, and study skills and strategic…

The manual is designed to be used in workshops to train English-as-a-Second-Language (ESL) teachers and contains a series of exercises for teaching reading comprehension, writing, and testing. An introductory section contains notes to workshop participants and facilitators. The exercises are then presented in three sections: reading comprehension;…

Intended to discourage classroom reading teachers from relying on "phonics instruction" as a remedy for students' inadequate reading performance, this pamphlet presents reasons why phonics drills should not be taught at all in the classroom and offers a set of practical phonic awareness activities to help poor readers overcome reading…

The manual for administration of the Chinese Proficiency Test contains an overview of the program, including: (1) its history, content, and format; (2) its primary focus and uses; (3) administration procedures, including registration, ordering the test, reporting scores, and billing; (4) the interpretation of test scores based on normative data…