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| Topics in Language Disorders | 8 |
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| Clarke-Klein, Susan M. | 1 |
| Crago, Martha B. | 1 |
| Dennis, Maureen | 1 |
| Greenberg, Karen L. | 1 |
| Nippold, Marilyn A. | 1 |
| Singer, Bonnie D. | 1 |
| Smith-Burke, M. Trika | 1 |
| Weaver, Constance | 1 |
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| Information Analyses | 8 |
| Journal Articles | 8 |
| Guides - Non-Classroom | 3 |
| Opinion Papers | 3 |
| Reports - Descriptive | 1 |
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| Practitioners | 2 |
| Researchers | 2 |
| Teachers | 1 |
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Peer reviewedNippold, Marilyn A. – Topics in Language Disorders, 1992
This review considers aspects of normal mental storage and retrieval, storage and retrieval in disordered word finding, possible causes of word finding disorders, and clinical implications in both storage and retrieval components. Implications call for attention to increasing word knowledge, storage strength, naming accuracy and speed, retrieval…
Descriptors: Adolescents, Children, Cognitive Processes, Etiology
Peer reviewedClarke-Klein, Susan M. – Topics in Language Disorders, 1994
Associations among expressive phonological development, metaphonological skills, and spelling performance are examined. Suggestions are offered for analyzing and remediating phonological deficiencies of children with phonologically based spelling problems. A case study of a third grader with spelling problems exemplifies assessment and…
Descriptors: Case Studies, Elementary Education, Expressive Language, Intervention
Peer reviewedDennis, Maureen – Topics in Language Disorders, 1992
Word finding in relation to brain injury is discussed for children and adolescents with unilateral congenital malformations of the brain, early hydrocephalus, childhood-acquired left hemisphere stroke, and acquired traumatic head injury. Studies examining the recovery of word-finding deficits after brain injury are discussed, along with…
Descriptors: Adolescents, Adventitious Impairments, Children, Congenital Impairments
Peer reviewedWeaver, Constance – Topics in Language Disorders, 1991
This paper discusses major principles characterizing the whole language philosophy of teaching and learning; assumptions of the mechanistic and relational paradigms; whole language practices such as the Shared Book Experience and Reading Recovery for helping students with reading difficulties; and the potential of whole language for developing…
Descriptors: Beginning Reading, Educational Principles, Reading Difficulties, Reading Instruction
Peer reviewedGreenberg, Karen L. – Topics in Language Disorders, 1987
The article describes components of writing competence for instructors of basic writers (e.g., remedial, disadvantaged, language/learning disabled) emphasizing fluency, clarity, and appropriateness. Implications of research for the teaching of writing (such as the significance of errors) and assessment of writing competence are noted. (DB)
Descriptors: Competence, Disadvantaged Youth, Elementary Secondary Education, Language Handicaps
Peer reviewedCrago, Martha B. – Topics in Language Disorders, 1992
This cross-cultural perspective to language development addresses the historical background and methods of language socialization studies; variation in language socialization; and contributions of language socialization studies to theory, educational, and clinical practice. Stressed is the importance of educating (and remediating) children in a…
Descriptors: Bilingual Education, Cultural Awareness, Cultural Differences, Cultural Influences
Peer reviewedSinger, Bonnie D. – Topics in Language Disorders, 1995
Theories of writing development put forth by C. Bereiter (1980), B. Kroll (1981), and K. Perera (1984) are reviewed and presented as frameworks for practitioners working with students having language learning disabilities (LLD). The theories are considered with regard to the assessment of written language, and written language intervention…
Descriptors: Elementary Secondary Education, Intervention, Language Acquisition, Language Impairments
Peer reviewedSmith-Burke, M. Trika; And Others – Topics in Language Disorders, 1991
This article explores the assumptions of traditional remedial and learning disabilities education and summarizes empirical evidence challenging this approach; examines the assumptions underlying whole language and the teacher's role in a whole language context; presents data on the efficacy of whole language instructional programs; and discusses…
Descriptors: Educational Change, Elementary Secondary Education, Holistic Approach, Instructional Effectiveness
