"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.…

Fifteen exercises are presented that are intended to increase reading comprehension in seventh and eighth graders via emphasis on word recognition, language comprehension (syntax and semantics), and reasoning skills (including inference, analogies, relationships, and direction following). (CL)

This article focuses on the value of developing the skills involved in grouping text into syntactically appropriate units with students having reading problems. It suggests use of phrase-cued texts (in which phrase boundaries are explicitly marked) to move from word-by-word reading to reading in meaningful phrases. (DB)

In this commentary on Linda Siegel's paper (EC221505), it is argued that a minimum level of general ability is needed for successful reading performance. Above this threshold other kinds of intelligence are required and more important is the contribution of verbal efficiency, which is predicated on the covariance of phonology, morphology, and…

A study found that both paradigmatic and syntagmatic aspects of text were important for signifying meaning of text in the reading comprehension of 102 Australian students at 3 age levels (10, 12, and 14 years). Underlying comprehension problems was a lack of prior experience of text topics. Reading preparation through developing shared meanings is…

This paper discusses five language roots of reading: phonology, syntax, semantics, short-term and long-term memory, and auditory segmenting. Teachers are urged to focus early school experiences toward development of these five skills to reduce the incidence of reading difficulties. Specific teaching suggestions are offered. (Author/DB)