Sonia Q. Cabell, Cynthia S. Puranik, Laura S. Tortorelli
In this article, the authors outline how writing during the preschool years is connected with the development of literacy and briefly discuss research on early writing development in children with ...
在这篇文章中，作者概述了学前写作与读写能力发展的关系，并简要讨论了儿童早期写作发展的研究。
{"title":"Supporting Early Literacy Skills through Preschool Writing Instruction in Therapeutic and Classroom Contexts","authors":"Sonia Q. Cabell, Cynthia S. Puranik, Laura S. Tortorelli","doi":"10.1044/LLE21.3.88","DOIUrl":"https://doi.org/10.1044/LLE21.3.88","url":null,"abstract":"In this article, the authors outline how writing during the preschool years is connected with the development of literacy and briefly discuss research on early writing development in children with ...","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"21 1","pages":"88-97"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Handwriting abilities have been shown to play an important role in the academic performance of children, especially children who have disorders of written language. Dysgraphia is the most commonly identified neurodevelopmental grapho-motor disorder of handwriting and it often co-occurs with dyslexia. Even in an age where much print is accomplished by keyboarding, legible handwriting continues to be an indispensable skill for a range of academic, vocational, social, and professional activities. In keeping with research that supports the importance of cursive writing, this paper focuses on guidelines for speech-language pathologists (SLPs) who evaluate, diagnose, and treat children with disorders of written language accompanied by marked deficits in handwriting.
{"title":"Strategies for Teaching Handwriting to Children with Writing Disabilities","authors":"J. E. Andrews, L. Lombardino","doi":"10.1044/LLE21.3.114","DOIUrl":"https://doi.org/10.1044/LLE21.3.114","url":null,"abstract":"Handwriting abilities have been shown to play an important role in the academic performance of children, especially children who have disorders of written language. Dysgraphia is the most commonly identified neurodevelopmental grapho-motor disorder of handwriting and it often co-occurs with dyslexia. Even in an age where much print is accomplished by keyboarding, legible handwriting continues to be an indispensable skill for a range of academic, vocational, social, and professional activities. In keeping with research that supports the importance of cursive writing, this paper focuses on guidelines for speech-language pathologists (SLPs) who evaluate, diagnose, and treat children with disorders of written language accompanied by marked deficits in handwriting.","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"21 1","pages":"114-126"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dyslexia, the most commonly identified learning disability, frequently goes unidentified in school age children, especially when children perform adequately on high stakes tests. The purpose of thi...
{"title":"Dyslexia: Why Is This Diagnosis so Challenging?","authors":"L. Lombardino, Laurie M. Gauger","doi":"10.1044/LLE21.3.98","DOIUrl":"https://doi.org/10.1044/LLE21.3.98","url":null,"abstract":"Dyslexia, the most commonly identified learning disability, frequently goes unidentified in school age children, especially when children perform adequately on high stakes tests. The purpose of thi...","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"131 1","pages":"98-113"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Expository writing can pose seemingly insurmountable challenges to students with language processing problems. However, word-level difficulties need not prevent these students from becoming successful writers. This article outlines a cognitive writing strategy that enables students with learning disabilities such as dyslexia to employ their higher-level cognitive abilities in developing exceptional writing skills.
{"title":"Turning the Tables: Helping Students with Dyslexia Become Accomplished Writers","authors":"Mark J. Hallenbeck","doi":"10.1044/LLE21.3.127","DOIUrl":"https://doi.org/10.1044/LLE21.3.127","url":null,"abstract":"Expository writing can pose seemingly insurmountable challenges to students with language processing problems. However, word-level difficulties need not prevent these students from becoming successful writers. This article outlines a cognitive writing strategy that enables students with learning disabilities such as dyslexia to employ their higher-level cognitive abilities in developing exceptional writing skills.","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"17 1","pages":"127-143"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Self-talk, particularly privatized, inner speech is used as a tool to support self-regulation. Thus, adequate language is a necessary component for regulatory inner speech. However, behavioral control and planful deliberation is also dependent upon adequate executive function (EF) development. Increasing evidence suggests that children with specific language impairment (SLI) display deficits in more than just language, with differences in various cognitive processes, the use of language for inner speech, and self-regulating EF. Assessment and treatment by speech-language pathologists (SLPs) should account for these variables. In particular, Vygotskian application of hands-on problem solving tasks is suggested to support the intersection of language and EF for planful, self-regulated efforts in children with SLI.
{"title":"Language and Executive Functions: Self-Talk for Self-Regulation","authors":"J. Fahy","doi":"10.1044/LLE21.2.61","DOIUrl":"https://doi.org/10.1044/LLE21.2.61","url":null,"abstract":"Self-talk, particularly privatized, inner speech is used as a tool to support self-regulation. Thus, adequate language is a necessary component for regulatory inner speech. However, behavioral control and planful deliberation is also dependent upon adequate executive function (EF) development. Increasing evidence suggests that children with specific language impairment (SLI) display deficits in more than just language, with differences in various cognitive processes, the use of language for inner speech, and self-regulating EF. Assessment and treatment by speech-language pathologists (SLPs) should account for these variables. In particular, Vygotskian application of hands-on problem solving tasks is suggested to support the intersection of language and EF for planful, self-regulated efforts in children with SLI.","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"21 1","pages":"61-71"},"PeriodicalIF":0.0,"publicationDate":"2014-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1044/LLE21.2.61","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article discusses executive functions in preschool children with language impairments. Critical stages of executive function development are reviewed with respect to the key skills of inhibiti...
本文探讨学龄前语言障碍儿童的执行功能。对执行功能发展的关键阶段进行了回顾，涉及抑制的关键技能。
{"title":"Developing Executive Control Skills in Preschool Children With Language Impairment","authors":"Karole A Howland","doi":"10.1044/LLE21.2.51","DOIUrl":"https://doi.org/10.1044/LLE21.2.51","url":null,"abstract":"This article discusses executive functions in preschool children with language impairments. Critical stages of executive function development are reviewed with respect to the key skills of inhibiti...","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"21 1","pages":"51-60"},"PeriodicalIF":0.0,"publicationDate":"2014-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this article is to describe a therapeutic program developed by our clinic that (a) considers the core features of executive control which must be understood in order to effectively i...
{"title":"A Clinical Model for Developing Executive Function Skills","authors":"S. Ward, Kristen Jacobsen","doi":"10.1044/LLE21.2.72","DOIUrl":"https://doi.org/10.1044/LLE21.2.72","url":null,"abstract":"The purpose of this article is to describe a therapeutic program developed by our clinic that (a) considers the core features of executive control which must be understood in order to effectively i...","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"21 1","pages":"72-84"},"PeriodicalIF":0.0,"publicationDate":"2014-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The development of treatment plans and related strategies to help our students with social pragmatic challenges improve upon their social communicative competencies requires us to explore how Theor...
{"title":"Executive Functioning and Social Pragmatic Communication Skills: Exploring the Threads in Our Social Fabric","authors":"M. Winner, Pamela J. Crooke","doi":"10.1044/LLE21.2.42","DOIUrl":"https://doi.org/10.1044/LLE21.2.42","url":null,"abstract":"The development of treatment plans and related strategies to help our students with social pragmatic challenges improve upon their social communicative competencies requires us to explore how Theor...","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"21 1","pages":"42-50"},"PeriodicalIF":0.0,"publicationDate":"2014-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1044/LLE21.2.42","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Narrative assessment is a valid means for evaluating social pragmatic skills in high-functioning individuals with autism spectrum disorder (ASD). Speech-language pathologists (SLPs) typically analy...
{"title":"Personal Narratives in Individuals with High-Functioning ASD: A Lens Into Social Skills","authors":"P. Rollins","doi":"10.1044/LLE21.1.13","DOIUrl":"https://doi.org/10.1044/LLE21.1.13","url":null,"abstract":"Narrative assessment is a valid means for evaluating social pragmatic skills in high-functioning individuals with autism spectrum disorder (ASD). Speech-language pathologists (SLPs) typically analy...","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"21 1","pages":"13-20"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adults on the autism spectrum, despite having received intervention throughout their childhood and adolescence, continue to experience challenges with everyday social interactions, forming and maintaining relationships, and social abilities needed in work settings. This article presents a case example of a 22-year-old adult with Asperger syndrome, and highlights the issues in providing intervention for highly able young adults on the autism spectrum. A unique feature of this report is the inclusion of the client's own insights into his experiences, perspectives, and challenges with the intervention. The approaches used to address his social communication and organizational needs are outlined, and clinical implications discussed.
{"title":"Social Communication Intervention for an Adult with Asperger Syndrome: Experiences, Perspectives, and Challenges","authors":"S. Santhanam","doi":"10.1044/LLE21.1.29","DOIUrl":"https://doi.org/10.1044/LLE21.1.29","url":null,"abstract":"Adults on the autism spectrum, despite having received intervention throughout their childhood and adolescence, continue to experience challenges with everyday social interactions, forming and maintaining relationships, and social abilities needed in work settings. This article presents a case example of a 22-year-old adult with Asperger syndrome, and highlights the issues in providing intervention for highly able young adults on the autism spectrum. A unique feature of this report is the inclusion of the client's own insights into his experiences, perspectives, and challenges with the intervention. The approaches used to address his social communication and organizational needs are outlined, and clinical implications discussed.","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"21 1","pages":"29-37"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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