This resource manual--proceedings of two task force meetings--is intended to assist Florida school districts, state agencies, and parents in the provision of special programs for students who exhibit disorders in oral or written language. As part of a continuing effort to improve services for exceptional students in Florida's public schools, the…

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…

The article describes ways in which the oral language specialist can help language-delayed children develop reading comprehension skills. Examples include using discussion techniques to bring meaning to personalized written communications; using barrier games to enhance comprehension of messages; and providing oral experiences to help children…

Special issue devoted to neurolinguistics and neuropsychology. (VM)

Discusses the "Plain English" movement in relation to legal and bureaucratic documents and, especially, courtroom proceedings. Points out ways that language can be manipulated in order to enhance the powerlessness of participants in court litigation. (GC)

A study of graphic disorders observed afflicted with cortical lesions. The topics discussed are: elements of graphic activity, linguistic theories on the relationship between written and spoken language and the principal theses of aphasiologists on disorders in written language. A bibliography is attached. (Text is in French.) (AMH)

This article considers the acquisition and command of written language and how it is affected by brain damage. The aim is to show the close connections between psychology, linguistics and medical brain research. (Text is in German.) (TL)

Examines the language difficulties of an adult aphasic, particularly in the areas of reading and writing, in an attempt to fill a gap in the study of reading and writing pathology. (AM)

It is argued that a student's poor written English is often bound up with his confusions about the content and rhetoric of his various disciplines. The use of language specialists to assist subject specialists in clarifying the nature and source of difficulty is seen as a possible solution to the problem. (JMD)

The article presents suggestions for speech language pathologists in helping primary grade teachers create a literate classroom environment conducive to written language development for all children including the language handicapped through teacher modeling, classroom organization and management, and meaningful reading and writing opportunities.…

Reports a case of a native speaker of Spanish with reading and spelling difficulties in both English and Spanish. Argues that the regular Spanish spelling system prevented these difficulties from becoming apparent and discusses the connections between writing systems and second language learning. (Author/SED)

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…

Writing is a highly complex process requiring skills that are not possessed by all students. In some cases, students may have been taught writing skills before they were developmentally ready for them, thus diminishing their future ability to learn those skills. Some students may have specific learning disabilities, sometimes affecting only the…

Nine children suffering from Landau-Kleffner (L-K) syndrome and 25 children with developmental expressive disorders were tested for comprehension of English grammatical structures in spoken, written, and signed language modalities. L-K children demonstrated comprehension problems in all three language modalities and tended to treat language as…