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Direct linkPiasta, Shayne B.; Bridges, Mindy Sittner; Park, Somin; Nelson-Strouts, Kelley; Hikida, Michiko – Reading and Writing: An Interdisciplinary Journal, 2022
Efforts to improve classroom language practices and children's language learning, as a means of supporting reading comprehension, may depend on teachers' knowledge about language structures and language development. To date, however, educational researchers and teacher educators have little understanding about teachers' knowledge about oral…
Descriptors: Oral Language, Pedagogical Content Knowledge, Preschool Teachers, Validity
Brimo, Danielle; Schuele, C. Melanie; Lund, Emily – Reading and Writing: An Interdisciplinary Journal, 2022
Children with developmental language disorder (DLD) exhibit weaknesses in the syntactic aspects of language that affect their spoken language (i.e., speaking and listening) and written language (i.e., reading and writing). Speech-language pathologists (SLP) who work with children with DLD are the team member with the greatest expertise in syntax.…
Descriptors: Pilot Projects, Speech Language Pathology, Syntax, Graduate Students
Wilson, Leanne; McNeill, Brigid; Gillon, Gail T. – Reading and Writing: An Interdisciplinary Journal, 2016
Ensuring teacher and speech and language pathology graduates are prepared to work collaboratively together to meet the diverse language literacy learning needs of children is an important goal. This study investigated the efficacy of a 3-h inter-professional education program focused on explicit instruction in the language skills that underpin…
Descriptors: Professional Education, Interdisciplinary Approach, Speech Language Pathology, Preservice Teachers
