摘要:

As interest in phonemic awareness increases across disciplines, the speech-language pathologist is in the position of having the most knowledge about and ability to intervene in the area of phonemic awareness as it relates to reading and language arts. Although it is recognized that phonemic awareness is important to the processes of learning to read and spell, the exact nature of phonemic awareness and its origin(s) is poorly understood. This article uses a developmental model of language (Situational-Discourse-Semantic or SDS), along with a constellation or neuro-network model, to describe the developmental emergence of phonemic awareness. Ten sources of phonemic awareness are profiled along the developmental continuum, providing an integrated view of this complex development. Assessment and intervention consequently do not involve determining whether children “have” phonemic awareness, but rather where their abilities fall along the developmental continuum for each of the 10 sources of phonemic awareness.

ISSN:0271-8294    

出版商:OVID    

年代:2002

数据来源: OVID

摘要:

Curriculum-based language assessment requires tools that differ from those used for traditional assessment. Analysis of reading and written language samples can provide information about curriculum-based language strengths and needs that can be used recursively to establish goals and benchmarks, provide intervention, evaluate change, and begin the next round of planning—all aimed at influencing students' progress in the general education curriculum. This article presents methods and tools for conducting these analyses and a case example to illustrate their use.

ISSN:0271-8294    

出版商:OVID    

年代:2002

数据来源: OVID

摘要:

A long-standing problem in the public schools has been that speech-language services to high school students are not as fully implemented as warranted, considering the needs of adolescents with language learning disabilities. Effective high school programming by speech-language pathologists (SLPs) would enable them to make a significant contribution to the academic success of adolescents. To do so, SLPs should reflect on the problems in providing services in high schools, understand the context for providing services, and consider best practice parameters. It is suggested that SLPs (a) accept new or expanded roles with curriculum in general and literacy specifically; (b) provide curriculum-relevant therapy to students and assistance to teachers; and (c) design and implement delivery models based on the nature and setting demands of high school, the teaching realities, and the challenges faced by high school students.

ISSN:0271-8294    

出版商:OVID    

年代:2002

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2002

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2002

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2002

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2002

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2002

数据来源: OVID