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Direct linkTomblin, J. Bruce; Mueller, Kathyrn L. – Topics in Language Disorders, 2012
This article provides a background for the topic of comorbidity of attention-deficit/hyperactivity disorder and spoken and written language and speech disorders that extends through this issue of "Topics in Language Disorders." Comorbidity is common within developmental disorders and may be explained by many possible reasons. Some of these can be…
Descriptors: Attention Deficit Hyperactivity Disorder, Written Language, Language Impairments, Comorbidity
Peer reviewedYoshinaga-Itano, Christine – Topics in Language Disorders, 1986
A model for studying written language is described and illustrated in a written language sample of a 12-year-old with profound hearing impairment. Approaches are noted for analyzing semantic components, coherence, and causality. Implications for remediation are offered. (CL)
Descriptors: Case Studies, Deafness, Elementary Secondary Education, Intervention
Nelson, Nickola Wolf – Topics in Language Disorders, 2005
In two original articles from the inaugural issue of "Topics in Language Disorders", Berlin, Blank, and Rose proposed a model of dialogue complexity on the basis of a continuum of abstractness defined as perceptual-language distance; Carlson, Gruenewald, and Nyberg proposed a triadic model of academic concepts, student language, and…
Descriptors: Written Language, Language Processing, Intervention, Learning Disabilities
Roberts, Jenny A.; Scott, Kathleen A. – Topics in Language Disorders, 2006
The Simple View of Reading (P. B. Gough & W. Tunmer, 1986; W. A. Hoover & P. B. Gough, 1990) provides a 2-component model of reading. Each of these 2 components, decoding and comprehension, is necessary for normal reading to occur. The Simple View of Reading provides a relatively transparent model that can be used by professionals not only to…
Descriptors: Written Language, Reading Difficulties, Language Skills, Intervention
