Language and Literacy Connections: Intervention for School-Age Children and Adolescents, Second Edition takes readers on a path of knowledge steeped in principles and practical applications. Integrating language learning, disorders, and literacy together in a coherent and cohesive narrative, it covers the challenges facing school-age students from early elementary levels through high school. Using past and current research from speech-language pathology (SLP) and reading and literacy arenas, the authors present transcripts, cases, and detailed intervention sessions to provide a template for daily practice. The text provides some answers to one of the most complex, yet basic, questions: Why am I doing this?
The text has four major goals: (1) to encourage readers to evaluate past and current clinical and educational practices in language intervention at school-age levels; (2) to present intervention goals and activities that are theoretically-sound but may require further research scrutiny; (3) to explore aspects of curriculum-relevant language intervention for students with language learning disabilities; (4) to provide guidelines for school-based practitioners that clarify how professionals with diverse backgrounds and roles share responsibility in language, literacy, and academic programming. With its strong focus on language and language disorders, this text serves as a valuable resource for teachers and other specialists who collaborate with school-based speech-language pathologists (SLPs) to support students with language learning disabilities (LLD).
New to the Second Edition
A new chapter, Application Activities to Stretch Your Knowledge, includes problems with possible answers and rationales that review significant concepts in language and literacy with a focus on adolescents A road map to scenarios and reports and key information at the beginning of the text Application activities in Chapter 10 with icons that highlight easy access to key information and connections with understanding the Whys
Key Features
Questions at the beginning of each chapter that reflect concerns of SLPs and their teams Projects and assignments that supplement and review the material Examples of teaching modules with practical lesson plans that integrate the role of SLPs in Interprofessional Practices (IPP) while explicitly addressing the curriculum across a variety of subject areas
Foreword
Preface
Acknowledgments
Quick Reference: Road Map to Topics and Cases (Table A)
Part I: Conceptual Frameworks for Consideration
Chapter
1. Innovative Language-Literacy Intervention, Principles and
Strategies for Success: What It Takes to Get There
Summary Statement
Questions for
Chapter 1
Forming a Framework for Language Intervention, Some Beginnings: What Is Your
Definition of Language? Of Literacy?
On Language
On Literacy
Brief Summary of Definitional Issues
Aspects of Knowledge Needed in Clinicians Toolboxes: Peeling Away Some
Misconceptions and Moving Forward
Keeping Definitional Issues in Mind: Language Has Layers
Keeping a Broad-Based Perspective: The Forest Versus the Trees
Getting Beneath Isolated Symptoms of Language Learning Problems:
Tip-of-the-Iceberg Phenomenon
Appreciating the Reciprocity Among Systems: Beware the One-Way Street
Interpretation
Approaching Assessment and Intervention With an Inside and Outside
Perspective: External Factors Matter
A Mini-Summary
Getting to Innovative Language-Literacy Intervention: Where Do We Go From
Here?
Language Roots Provide a Familiar Framework for Speech-Language Pathologists
as They Embrace Roles in Literacy Learning
To Conclude and Move Forward
Reflections and Projects for
Chapter 1
Chapter
2. The Continuum of Language Disorders and Learning Disabilities:
Definitional and Eligibility Issues From Historical and Current Perspectives
Summary Statement
Questions for
Chapter 2
Introductory Thoughts
Definitions and Diagnostic Labels: Interesting Interactions for
Clinicians to Note
Language Disorders Terminology
Learning Disabilities Terminology
Related and Intersecting Terminology: Language at the Core?
Additional Terminology: Alive and Well in Schools (and Other Places)
Partial Summary: Language, Language Disorder, and Reading Along a
Continuum
An Introductory Road Map of Language Disorders and Language Learning Over
Time
Labels Revisited: Disorders Viewed on a Continuum of Change
Language Learning on a Continuum of Changing Styles, Contexts, and
Demands
The Path From Language Disorders to Learning Disabilities
Reciprocity
Illusionary Recovery
Populations Revisited: Alternatives in Our Midst?
Statistics Suggest Some Patterns Within Schools
The Evolution of Response to Intervention
Some Key Takeaways for Speech-Language Pathologist and Collaborators
Looking Ahead
Reflections and Projects for
Chapter 2
Scenarios: Language and Learning Disabilities
Scenario 1
Scenario 2: Eligibility Considerations
Reflections and Projects for
Chapter 2
Chapter
3. Integrating Spoken and Written Language: How Early Does Becoming
Literate Begin?
Summary Statement
Questions for
Chapter 3
Social/Communicative Language and Academic Language: A River and Highway
Intersecting Across Time
The Conversations in Early Reading Routines: A Social Experience Connected to
Academic Success
Scenario 1
Scenario 2
Scenario 3
What the Scenarios Say to Us
Print Awareness: Another Bridge to Literacy
Scenario 4
Language Intervention Within Literature-Based Frameworks: Pulling the Pieces
Together by Linking the Forest and the Trees
Scenario 5
Scenario 6
Summary Points From the Scenarios: Early Reading Routines, Print Awareness,
and Literature-Based Frameworks Meet on the Road to Literacy
The Horizon Looms Large: Connecting Early and Later Literacy Experiences
Fast Forward to Grade 5
The Continuum Revisited: Keeping the Big Picture in Mind
The Early Stage (Preschool and Very Beginnings of School: Kindergarten and
Grade 1)
The Middle Stage (Grades 26)
Advanced Stage (Grades 56 and Beyond)
In Closing for Now
Reflections and Projects for
Chapter 3
Chapter
4. From Preliteracy to the Literacies of School: How
Curriculum-Relevant Intervention
Begins
Summary Statement
Questions for
Chapter 4
Curriculum-Based Intervention: Some Beginnings
Math Is Language and a Symbol System on Top of an Existing Symbol
System
Examples From Grade 6 Provide Additional Insights Into the Complexity of
Language in Curricula Content
Opportunities for Speech-Language Pathologists: What Language Do Our Students
Need to Access and Acquire Curricular Knowledge?
Reflections: What the Math Examples Say to Us
Curriculum-Relevant Intervention Continued: A Historical Example
Reflections: Speech-Language Pathologists and History
Curriculum-Relevant Intervention Continued: A Look at Science
A Closer Look at the Language of Science: What Speech-Language
Pathologists Need to Know
In Sum: The Importance of Understanding Disciplinary Literacy
For Speech-Language Pathologists, the Following Points Might Be Highlighted
Roles and Responsibilities: Introduction to the Long Road to Clarification
Revisiting Clinicians Perceptions About Daily Practice: Roles in Literacy
and Beyond
Thoughts on Shared Responsibilities in Literacy
Ending Comments
Reflections and Projects for
Chapter 4
Content-Area Excerpts
Part II: A Bridge to Ongoing Practical Applications
Chapter
5. Exploring Elements of Processing and Comprehension: Areas Often
Misunderstood at School-Age Levels
Summary Statement
Questions for
Chapter 5
Second Language Learning Experiences: Do They Help Us Understand Language
Disorders and Related Symptoms?
Processing and Comprehension Challenges in French: Based on a True Story
The Language Participants
First Scenario
Second Scenario
Last Scenario
What the Scenarios Say to Clinicians: Factors to Consider When Creating
Language Intervention Goals
Cases in Point: Perceptual and Language Knowledge Revisited
Auditory Discrimination and New Vocabulary
Auditory Figure-Ground and Language Proficiency
Some Classic Missteps
Case 1
Case 2
Case 3
Case 4
Where Do the Cases Take Us?
Beware of Quick and Easy Answers
Concepts From Information Processing Theory Offer Insights Into Language
Learning Disabilities
The Concept of Mental Models
The Idea of Competing Resources
The Role of Automaticity
From Information Processing Considerations to the Metalinguistic Component
Reflections and Projects for
Chapter 5
Chapter
6. What Language Intervention Looks Like at School-Age Levels: The
Intervention Assessment Connection
Summary Statement
Key Questions for
Chapter Six
Who Should Be Called Language Disordered? Selected Thoughts Revisited
Principles of Assessment at School-Age Levels: Broader Paths to
Intervention
Consider the Following Five Assessment Principles
Five Assessment Takeaways
Snapshots From Clinical Sessions That Demonstrate Aspects of What Language
Intervention Looks Like at School-Age Levels
Snapshot #1
Snapshot #2
Snapshot #3
Snap Shot #4 (Taking a More In-Depth Look at a Language Intervention
Session)
Snapshot Summary: A Review of Our Five Principles and Beyond
Asking Additional Questions About School-Age Intervention
Language Underlying Academic Tasks
The Knowledge, Skills, and Strategies Triad
Question Summary
Taking a Closer Look at What Intervention Goals Might Look Like
Going Back to the Theoretical Base for Additional Examples of Intervention
Directions
Sentence Comprehension: Some General Points
Sentence Comprehension: Some Classics From the Psycholinguistic
Literature
From Theory to Practice: How Might We Bridge the Gap?
A Phonemic Segmentation Cover Sheet
From the Student to the Context: Back to Classroom and Curricular Concerns
The Culture of Schools Encased in Teacher Talk: More of What It Takes
Curricular Issues Revisited: Even More What It Takes Examples
Some Preliminary Closing Thoughts: What It Must Be Like to Have a Language
Disorder
Intervention Is a Complex Balance of Many Variables: Chewing Gum and Walking
at the Same Time
In Closing
Reflections and Projects for
Chapter 6
Chapter
7. Seeing the World Through Connected Text: Bringing Structure and
Content, Macro
and Micro Pieces Together (Part 1)
Summary Statement
Questions for
Chapter 7
What Written Language Samples May Tell Us
Dissection of the Mars Piece: Keep the Disciplinary Literacy of
Science in Mind
Microstructure
Disciplinary Literacy Revisited: Keep Science in Mind
Summary: From Written Samples, to Textbooks, To Knowing Text
Requirements
Discourse Sampling and Additional Resources for Consideration
A Useful Discourse Protocol
Students With Language Learning Disabilities and the Hadley Protocol
Narrative and Expository Text: Taking an Even Closer Look
Additional Patterns in Connected Text: Selected Examples From the Field
Revisiting Some Generalities About Text and Text Processing
Moving On
Acknowledgments for
Chapter 7
Reflections and Projects for
Chapter 7
Chapter
8. Seeing the World Through Connected Text: Bringing Structure and
Selected Micro Pieces Together (Part 2)
Summary Statement
Questions for
Chapter 8
Syntactic Skill and Word Knowledge: Moving Toward Successful Strategic
Acquisition and Use
Syntactic Considerations
Helping Students Appreciate, Recognize, and Use Literate Forms
A Closer Look: Word Knowledge and Skill
Word Savvy Summary: A Curriculum Connection Worth Repeating
What Strategic Language Intervention Looks Like
Selected Samples to Help Students Become More Strategic
Schools Back in Session: An Integration of Components and Disciplinary
Literacies of Science and Social Studies
Science Revisited
Creating Authenticity: A Pragmatic Notion
Using Accessible Text to Create Content Knowledge
Understanding the Text Itself: Matching Text Activities to Content-Area
Subjects
History Repeats Itself: Some Reminders
Toward a Summary: Macro and Micro Components Come Together in a Backdrop
Drawn From Classroom Content
Stop Light Organization
Really Finally
Acknowledgments
Reflections and Projects for
Chapter 8
Part III: Toward a Summary
Chapter
9. Back Into the Field: Starting to Pull the Missing Pieces Together
Summary Statement
Questions for
Chapter 9
State-of-the-Art in Public Education: Finding a Collaborative Balance
Brief Thoughts as We Look Back
State Standards: An Example of Keeping Language Functional and Relevant
English Language Arts Content
From Grades 7 and 8
From Grade Five
Looking Across the State Standards
Explicit Common Core State Standards Connections With Disciplinary
Literacy
Examples of an In-Class History Lesson for Middle School (Sixth
Grade)
Reading History
Sample Lesson
The Middle Kingdom
Keep the Conversation Going
Reflections and Projects for
Chapter 9
Chapter
10. The End Becomes a New Beginning: Evaluating Intervention Sessions
and Sequences
Summary Statement
Questions for
Chapter 10
Why Am I Doing This? A Meta-Exploration of Selected Cases and Strategic
Activities
Activities: At-a-Glance
Case: Linking Strategies With The Whys
Activities Focused on Vocabulary/Word Knowledge
Activity 1: Brainstorming
Activity 2: Rating Checklist
Activity 3: Predict-O-Gram
Activity 4: Poetry
Activity 5: Sentence/Paragraph Completion Task
Activity 6: Curriculum-Based Cohesion Task
Activity 7: Multiple Meanings
Activity 8: Before/During/After Reading Strategies
Activities Focused on Literate-Style Forms in Both Reading and Writing
Activity 9: Persuasive Writing Frame
Activity 10: Understanding Passive Forms
Activity 11: Paraphrasing
Ending on a Positive Note
Chapter
11. Application Activities to Stretch Your Knowledge
How Would You Respond to Each Problem?
Problem 1
Problem 2
Problem 3
Problem 4
Problem 5
Problem 6
Problem 7
Problem 8
Problem 9
Problem 10
Problem 11
Problem 12
Answer Options and Rationales for Problem 1
Correct Answer
Answer Options and Rationales for Problem 2
Answer Options and Rationales for Problem 3
Answer Options and Rationales for Problem 4
Answer Options and Rationales for Problem 5
Answer Options and Rationales for Problem 6
Answer Options and Rationales for Problem 7
Answer Options and Rationales for Problem 8
Answer Options and Rationales for Problem 9
Answer Options and Rationales for Problem 10
Answer Options and Rationales for Problem 11
Answer Options and Rationales for Problem 12
Appendices
References
Geraldine P. Wallach, PhD, CCC-SLP, is Professor Emerita in the Department of Speech-Language Pathology at California State University, Long Beach. Her special area of expertise is language and literacy in school-age children and adolescents. An ASHA Fellow and ASHA Honoree, she has published and presented widely at national, state, local, and international levels. Alaine Ocampo, PhD, CCC-SLP, is an Associate Professor in the Department of Speech-Language Pathology at California State University, Long Beach. Her areas of research are in language-based learning disorders in school-age children, culturally responsive practices, collaboration, and school-based issues. She has a long history of practice, administration and supervision.
