摘要:

Current thinking about language, learning, and literacy connections are discussed. A number of themes frame the article to make the relations between language disorders and learning disabilities explicit: literacy as a part of language learning, understanding text and written language modes, the “metas” in language and cognition, and maintaining a clinical focus in classroom contexts and beyond. A forum section includes the observations of four researcher-clinicians about the status of practice in language learning disabilities.

ISSN:0271-8294    

出版商:OVID    

年代:1995

数据来源: OVID

摘要:

Advocates of phonics approaches believe that the form aspect of print (the sound-letter correspondences) should not only be emphasized in teaching beginning reading, but that it should initially be taught in isolation of meaningful print. Supporters of whole language approaches take the opposite view and suggest that all literacy instruction should take place in a context using print that is meaningful and relevant to children. An alternative view is presented in this article, namely, that meaning and form are both important, but initially they should both be taught separately. Support for this position is provided, and a two-stage model of preliteracy development grounded in research on emergent literacy is offered. The first stage emphasizes the meaning foundation and the second stage emphasizes the form foundation for later literacy development. However, both form and meaning are focused upon separately during both of these stages.

ISSN:0271-8294    

出版商:OVID    

年代:1995

数据来源: OVID

摘要:

Society is requiring increasingly higher literacy levels if individuals are to be responsible, self-supporting citizens. Children from nondominant cultural groups frequently experience difficulty in acquiring high literacy levels because they do not share the mainstream values and related communication skills that would enable them to interact successfully in school environments to acquire the information of the curriculum and the ability to use literacy for problem solving. This article will present a framework for understanding cultural variations in beliefs, values, and communication styles and will describe the role of culture in relation to children's response to formal education and literacy.

ISSN:0271-8294    

出版商:OVID    

年代:1995

数据来源: OVID

摘要:

Concerns about the instructional validity of traditional assessment have led researchers and teachers to explore different ways to evaluate students' performance on general literacy abilities. Valid assessment has particular significance for children with special needs, for whom effective instruction is so closely tied to accurate and appropriate diagnosis. Among the most commonly used forms of alternative assessment are literacy portfolios. While portfolio assessment appears to be a promising practice, teachers, administrators, and parents have raised questions about two particular aspects: (1) establishing shared standards across classrooms and grades and (2) achieving agreement in judging individual pieces of work. The purpose of this article is to describe one framework for using portfolios in which common benchmarks and rubrics provided explicit and shared criteria for judging both the collection of work in the portfolio and individual performance samples.

ISSN:0271-8294    

出版商:OVID    

年代:1995

数据来源: OVID

摘要:

Theories of writing development put forth by Bereiter (1980), Kroll (1981), and Perera (1984) are reviewed and presented as frameworks for practitioners working with language learning disabled (LLD) students. The theoretical notions presented are considered with regard to the assessment of written language, and selected written language intervention approaches for LLD children are presented.

ISSN:0271-8294    

出版商:OVID    

年代:1995

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:1995

数据来源: OVID