This review article starts with an overview of changing education paradigms and the literature on cognitive and linguistic relationships in imaginative play related to comprehension of oral and written texts. Strategies for developing the cognitive and linguistic foundations for text comprehension through play are described. A review of current…

Working with students who are deaf or hard of hearing (DHH) can raise questions about whether language and literacy delays and difficulties are related directly to late and limited access to spoken language, to co-occurring language learning disabilities (LLD), or to both. A new Test of Integrated Language and Literacy Skills, which incorporates…

Growing evidence suggests that, as a group, many internationally adopted children catch up to their peers in terms of their language development by the time they reach their school-age years. Although this appears to be particularly true for children adopted during the first few years of life, it is not true for all internationally adopted…

Use of reading and writing to enhance oral communication skills requires analysis of the individual's performance; understanding of the interaction among auditory, oral, and written language disorders; integration of speech-language and educational services; and attention to skills of phonemic discrimination, auditory verbal comprehension, word…

This article presents strategies, including communicative reading strategies, to facilitate holistic language learning in young children with language and learning disorders. Strategies include pairing oral and written language and using preparatory sets, semantic maps, flowcharts, and theme building. An example of narrative discourse demonstrates…

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…

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…