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Griffin, Richard A. – Journal of Learning Disabilities, 1981
The author asserts that superintendent's leadership behavior, more than any other factor, determines the character and quality of the instructional programs provided for learning and language disabled students. (Author)
Descriptors: Administrator Role, Administrators, Language Handicaps, Leadership
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Van Dongen, Richard; Westby, Carol E. – Topics in Language Disorders, 1986
High quality children's literature should be used to facilitate language-learning-disabled children's narrative abilities in the areas of structure, content, values, and aesthetic appreciation. Using the macrostructure of the story can lead to the exploration of feelings and values in real or imagined situations. (DB)
Descriptors: Aesthetic Education, Childrens Literature, Cognitive Development, Educational Methods
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Tiger, Ruth J.; And Others – Language, Speech, and Hearing Services in Schools, 1980
Research is reviewed regarding cluttering (a speech language disorder typified by problems of fluency, articulation, receptive and expressive language, and perceptual motor skills), and the concept is advanced that cluttering is a syndrome of learning disability symptoms. (CL)
Descriptors: Case Studies, Language Acquisition, Language Handicaps, Learning Disabilities
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Wiig, Elisabeth H. – Learning Disability Quarterly, 1990
The paper describes and advocates process-oriented rather than product-oriented approaches to language intervention for students with language-learning disabilities. The paper discusses the need for different reasoning strategies in language intervention, a "levels of competence" macromodel for language intervention, a process-oriented micromodel,…
Descriptors: Cognitive Processes, Elementary Secondary Education, Intervention, Language Acquisition
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Smith, Cheryl A. – Teacher Education and Special Education, 1991
The concept of language learning disability is discussed in terms of such language components as phonology, morphology, syntax, semantics, and pragmatics; input and output dimensions of language performance; information processing; and the social construction of meaning. (DB)
Descriptors: Cognitive Processes, Communication (Thought Transfer), Language Acquisition, Language Handicaps
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Greenberg, 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
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Rees, Norma S. – Topics in Language Disorders, 1992
This article addresses the concept of communication and social role including dimensions of speaker-listener relations, speaking options in these relations, and implications of language/learning-disabled individuals' failure to appreciate these dimensions and options. (DB)
Descriptors: Communication (Thought Transfer), Communication Skills, Ethnography, Expressive Language
Rotheray, D. R.; And Others – Programmed Learning and Educational Technology, 1986
Argues that much software designed for children needing remedial education is inappropriate, and a more relevant approach can be found in cognitive learning theory. These issues are discussed with reference to application of principle derived from cognitive and language development model to software designed for children with severe language…
Descriptors: Children, Cognitive Development, Courseware, Instructional Design
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Dean, Raymond S. – School Psychology Review, 1981
An examination of Orton's early hypothesis of inconsistent cerebral dominance for linguistically disabled children in light of some 50 years of research is provided. Although a hypothesis based on data from nonintrusive measures of functional asymmetry with learning impaired children is postulated, caution in this area is suggested. (Author/AL)
Descriptors: Cerebral Dominance, Cognitive Processes, Elementary Secondary Education, Language Handicaps
Donahue, Mavis L.; Pidek, Catherine M. – Journal of Childhood Communication Disorders, 1993
Oral paraphrase is presented as an informal and versatile strategy for assessing and enhancing listening comprehension in mainstreamed students with language/learning disabilities. Approaches to assessing the listening comprehension demands of individual classrooms and using various dimensions of paraphrasing to enhance language comprehension and…
Descriptors: Evaluation Methods, Informal Assessment, Intervention, Language Handicaps
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Patterson, Karen; Wright, Audrey E. – Childhood Education, 1990
Early intervention of speech, language, and hearing problems is advocated. Guidelines for the identification of articulation, language, voice fluency, and hearing disorders are discussed. (DG)
Descriptors: Classroom Observation Techniques, Elementary Education, Hearing Impairments, High Risk Students
Luetke-Stahlman, Barbara – 1989
This paper discusses ideas for teachers to increase successful comprehension of their questions by language delayed students. Three kinds of questioning techniques are described. Most often used by teachers are "WH-words" (e.g., who, what, how). Noun-verb reversal (e.g., Can you come to the group?) follows in amount of usage. The least used…
Descriptors: Communication Disorders, Discussion (Teaching Technique), Elementary Secondary Education, Hearing Impairments
Bain, Ann M. – Learning Disabilities: An Interdisciplinary Journal, 1982
The educational evaluation and remediation of written language disorders in learning disabled students are considered. It is suggested that a written language assessment should involve a thorough educational history and a complete psychoeducational evaluation. Attention is directed to written language assessment and remediation for handwriting,…
Descriptors: Diagnostic Teaching, Educational Diagnosis, Elementary Secondary Education, Handwriting Instruction
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Wiig, Elisabeth H. – Annals of Dyslexia, 1991
This paper introduces management models for developing a collaborative language intervention process, implementation models for language assessment and Individualized Education Program planning, and multicultural issues. Strategy training for language and communication is introduced as a feasible example, with macrolevel and microlevel process…
Descriptors: Administration, Communication Skills, Cooperation, Educational Principles
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Bashir, Anthony S.; Scavuzzo, Annebelle – Journal of Learning Disabilities, 1992
This article addresses the academic difficulties of children with language disorders (including dyslexia) and suggests that their persistent academic vulnerability results from the lifelong need to acquire language, to learn with language, and to apply language knowledge for academic learning and social development. The need for continuing…
Descriptors: Academic Achievement, Communication Skills, Dyslexia, Educational Needs
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