Evidence indicates that well-planned vocabulary interventions can be highly effective in helping students with language-based learning disabilities to develop the necessary vocabulary skills for literacy success. Although many researchers recognize the general importance of attending to psychological factors such as student motivation in…

This study investigated literacy learning in students with specific kinds of language challenges at a specific stage of schooling--transition to high school--when the language requirements of the curriculum can be especially challenging. For this exploratory research, a case study approach was adopted that compared 2 adolescent boys both with…

Many students currently are enrolled in colleges and universities across the country with language disorders and/or learning disabilities (LLD). The majority of these students struggle with writing, creating a need to identify and provide them with writing intervention services. Speech-language pathologists (SLPs) may provide this intervention;…

Purpose: On the basis of Baddeley's working memory model (1986), we examined working memory functioning in children with learning disorders with and without specific language impairment (SLI). We pursued the question whether children with learning disorders exhibit similar working memory deficits as children with additional SLI. Method: In…

Purpose: The purpose of this article is to describe the nature of informational (expository) language in terms of unique grammatical characteristics and discuss applications for assessment and intervention for older school-aged children and adolescents with language impairments. Methods: Information presented is based on a selected literature…

In this article, the visual metaphor of drifting snow is used as a reminder of past and current practices in language-learning disabilities that sometimes keep professionals frozen in time. Continuing with metaphoric images, readers are reminded to evaluate their intervention choices, question popular but outdated concepts, and examine real…

Currently students who struggle with language and literacy learning are classified with various labels in different states--language learning disabilities, dyslexia, specific language impairment, and specific learning disability--in spite of having similar diagnostic profiles. Drawing on the research on comprehension of written language, we…

Considered are implications for learning disabled students of the simultaneous, successive, and planning (SSP) model, a model of information integration that emphasizes processes rather than ability. Remedial training guidelines are offered, including assessment of learning potential and determination of the nature of the weakness and its…

A dialogue about responsiveness to intervention (RTI) is being conducted by experts in the field of special education and more particularly in learning disabilities (IIX). RTI is proposed at once as a method of prevention and as an alternative to IQ-achievement discrepancy for diagnosing LD, depending on the author's perspective or the vintage of…

Research is reviewed on language growth between 10-14 years in children with language-learning disabilities. Delays are discussed in semantic development, concept formation, syntactic development, memory, and pragmatics. A strategies-based intervention focus is described along with the need for counseling and for developing adaptive coping and…

Begins by using the traditional psycholinguistic view of comprehension as a framework to compare the processes involved in listening and reading comprehension. Two other views of comprehension are then discussed. Finally, ways in which these different views of comprehension affect approaches to assessment and treatment are reviewed. (Author/CR)

This article addresses ways in which speech-language pathologists can play a proactive and substantive part in schoolwide reading disability prevention and intervention efforts within the responsiveness to intervention framework. First, the driving forces that led Congress to alter how schools may operationalize learning disabilities are…

The values of learning to express oneself in writing are noted, major components of writing (psychological factors, content, and craftsmanship) are identified, and approaches to evaluating written language disorders through formal and informal methods are described. Intervention information focuses on hierarchial skills, motivation, content area…

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…

Discusses the beliefs of children with learning disabilities about listening and the listener's role in repairing communicative breakdowns. Describes ways of using children's literature to enable students to reflect on the interactive roles of speaker and listener using stories with a theme of resolving communication breakdowns. (Author/CR)