Speech Language Pathologists and the Remediation of Reading Disabilities (original) (raw)
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The Linguistic Basis of Reading Disorders: Implications for the Speech-Language Pathologist
Language Speech and Hearing Services in Schools
Recent theory and clinical insight have emphasized the linguistic aspects of reading and reading disorders. As a result, some speech-language pathologists are playing a more integral role in the identification, assessment, and remediation of reading disorders. This paper discusses the linguistic basis of reading and reading problems, and provides some guidance to speech-language pathologists on how they can use their knowledge of language to deal more effectively with developmental reading disorders.
Learning Disabilities Research and Practice, 2006
Researchers and practitioners in the fields of reading and language are well informed about the importance of phonological awareness in beginning reading. The purpose of this special issue of Learning Disabilities Research & Practice is to present recent research that extends the search for language and reading connections beyond the realm of phonological awareness. Many children with language impairment (LI) identified before formal schooling experience persistent difficulty in learning to read. Two interrelated issues are prerequisite for understanding the developmental course of events that might link language and reading (dis)ability in these children. One is an appreciation of exactly what is meant by LI, while the second concerns how LI should be explained. In this introductory article, we explore the complexities of these two issues, in particular the controversy between the domain-specific perspective and the domain-general perspective on the nature of specific LI (SLI). Consistent with these perspectives, future studies on possible language-reading links will need to measure language and related processes in greater breadth and depth, over time, and within a variety of experiential contexts. The five articles in this issue represent a critical first step in this direction.
Reading Disability and Its Treatment. EMIR Report No. 2
1997
This book presents eight articles on reading disability and its treatment, dealing with research in the field of dyslexia, reading and writing difficulties, and their handicapping consequences. Phonological awareness intervention approaches, different kinds of dyslexia subtyping, early prevention issues, and longitudinal data are dealt with in the book from neurobiological as well as psychological and socio-educational perspectives. Authors of articles in the book represent seven different countries. Articles are (1) "Levels of Approaching Reading and Its Difficulties" (Ingvar Lundberg and Torleiv Hoien); "A Component-Based Approach to the Diagnosis and Treatment of Reading" (PG Aaron); (3) "Successful Remedial Teaching with Fewer Resources" (Pekka Niemi and Elisa Poskiparta); (4) "Phonological Training and Reading Skill: Why Do Some Resist?" (Stefan Gustafsson and others); (5) "Hemispheric Specific Stimulation: Neuropsychological Treatment of Dyslexia" (Jan W van Strien); (6) "Reading Difficulties and Special Instruction" (Aryan van der Leij); (7) "Twenty-Five Years of Longitudinal Studies on Dyslexia" (Hanna Jaklewicz; and (8) "Reading Disability and Its Treatment" (Mogens Jansen). (Author/RS)
Learning Disabilities Research and Practice
Researchers and practitioners in the fields of reading and language are well informed about the importance of phonological awareness in beginning reading. The purpose of this special issue of Learning Disabilities Research & Practice is to present recent research that extends the search for language and reading connections beyond the realm of phonological awareness. Many children with language impairment (LI) identified before formal schooling experience persistent difficulty in learning to read. Two interrelated issues are prerequisite for understanding the developmental course of events that might link language and reading (dis)ability in these children. One is an appreciation of exactly what is meant by LI, while the second concerns how LI should be explained. In this introductory article, we explore the complexities of these two issues, in particular the controversy between the domain-specific perspective and the domain-general perspective on the nature of specific LI (SLI). Consistent with these perspectives, future studies on possible language-reading links will need to measure language and related processes in greater breadth and depth, over time, and within a variety of experiential contexts. The five articles in this issue represent a critical first step in this direction.
Toward an Understanding of Developmental Language and Reading Disorders
Journal of Speech and Hearing Disorders, 1986
The primary purpose of this study was to compare the ability of language-impaired and reading-impaired children to process (i.e.', encode and retrieve) phonological information. Four measures of phonological awareness and several measures of word and sentence repetition abilities were used to evaluate phono!ogica! processing skills. Two additional measures assessed children's awareness of lexical and morphological information. Subjects were 12 language-impaired (LI), 12 reading-impaired (RI), and 12 normal children between the ages of 6 and 8 years. The findings supported previous claims that children with reading impairments have difficulty processing phonological information. To our surprise, however, the LI children performed significantly worse than the RI children on only three measures, all involving word and sentence repetition. These findings raise questions about the distinctiveness of school-age children with a history of language impairment and poor readers with no history of language impairment,