| Foreword |
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xiii | |
| Preface |
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xvii | |
| Acknowledgments |
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xxiii | |
| Reviewers |
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xxvii | |
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Part I Conceptual Frameworks for Consideration |
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1 Innovative Language Literacy Intervention at School-Age Levels: What It Takes to Get There |
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3 | (18) |
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3 | (1) |
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4 | (1) |
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Forming a Framework for Language Intervention: Some Beginnings |
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5 | (6) |
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5 | (3) |
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8 | (2) |
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Brief Summary of Definitional Issues |
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10 | (1) |
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Aspects of Knowledge Needed in Clinicians' Toolboxes: Peeling Away Some Misconceptions and Moving Forward |
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11 | (1) |
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Keeping Definitional Issues in Mind: Language Has Layers |
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11 | (6) |
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Keeping a Broad-Based Perspective: The Forest Versus the Trees |
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12 | (1) |
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Getting Beneath Isolated Symptoms of Language-Learning Problems: "Tip-of-the-Iceberg" Phenomena |
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13 | (1) |
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Appreciating the Reciprocity Among Systems: Beware the One-Way Street Interpretation |
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14 | (1) |
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Approaching Assessment and Intervention with an "Inside" and "Outside" Perspective: External Factors Matter |
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15 | (2) |
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17 | (1) |
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Getting to Innovative Language Literacy Intervention: Where Do We Go from Here? |
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17 | (2) |
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Language Roots Provide a Familiar Framework for SLPs as They Embrace Roles in Literacy Learning |
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18 | (1) |
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How We Define Ourselves and the Terminology We Use May Require Some Updating |
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19 | (1) |
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To Conclude and Move Forward |
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19 | (1) |
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Reflections and Projects for
Chapter 1 |
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20 | (1) |
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20 | (1) |
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2 The Continuum of Language Disorders and Learning Disabilities Definitional and Eligibility Issues |
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21 | (24) |
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21 | (1) |
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22 | (1) |
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22 | (2) |
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Definitions and Diagnostic Labels: Some Interesting Interactions for Clinicians to Note |
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24 | (6) |
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Language Disorders Terminology |
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24 | (2) |
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Learning Disabilities Terminology |
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26 | (1) |
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Related and Intersecting Terminology: Language at the Core? |
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27 | (1) |
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Additional Terminology: Alive and Well in Schools (and Other Places) |
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28 | (2) |
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Partial Summary: Language, LD, and Reading Along a Continuum |
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30 | (1) |
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An Introductory Roadmap of Language Disorders and Language Learning Over Time |
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30 | (4) |
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Labels Revisited: Disorders Viewed on a Continuum of Change |
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30 | (2) |
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Language Learning on a Continuum of Changing Styles, Contexts, and Demands |
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32 | (2) |
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The Path from Language Disorders to Learning Disabilities |
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34 | (3) |
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36 | (1) |
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36 | (1) |
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Populations Revisited: Alternatives in Our Midst? |
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37 | (3) |
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Statistics Suggest Some Patterns within Schools |
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37 | (1) |
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The Evolution of Response-to-intervention (RtI) |
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38 | (2) |
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Some Key Takeaways for SLPs and Collaborators |
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40 | (1) |
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41 | (1) |
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Possible Discussion Points and Projects for
Chapter 2 |
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41 | (4) |
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Scenario 1 Language and Learning Disabilities |
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41 | (1) |
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Scenario 2 Eligibility Considerations |
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42 | (1) |
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42 | (1) |
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Additional Projects That Relate Concepts from
Chapter 2 |
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43 | (2) |
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3 Integrating Spoken and Written Language: An Eye Toward Becoming Literate |
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45 | (34) |
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45 | (1) |
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46 | (1) |
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Social/Communicative Language and Academic Language: A River and Highway Intersecting Across Time |
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46 | (1) |
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The Conversations in Early Reading Routines: A Social Experience Connected to Academic Success |
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47 | (9) |
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48 | (1) |
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Scenario #2 (Also Reported by DeTemple, 2001) |
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48 | (1) |
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48 | (2) |
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What the Scenarios Say to Us |
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50 | (6) |
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Print Awareness: Another Bridge to Literacy |
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56 | (4) |
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56 | (4) |
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Language Intervention Within Literature-Based Frameworks: Pulling the Pieces Together by Linking the Forest and the Trees |
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60 | (5) |
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60 | (1) |
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61 | (4) |
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Summary Points from the Scenarios: Early Reading Routines, Print Awareness, and Literature-Based Frameworks Meet on the Road to Literacy |
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65 | (1) |
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The Horizon Looms Large: Connecting Early and Later Literacy Experiences |
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66 | (3) |
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66 | (3) |
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The Continuum Revisited: Keeping the "Bigger Picture" in Mind |
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69 | (2) |
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The Early Stage (Preschool and Very Beginnings of School: Kindergarten and Grade 1) |
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69 | (1) |
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The Middle Stage (Grades 2-6) |
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70 | (1) |
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Advanced Stage (Grades 5-6 and Beyond) |
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70 | (1) |
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71 | (1) |
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Possible Discussion Points and Projects for
Chapter 3 |
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71 | (2) |
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Appendix 3-A. Examples of Scripts at Each Level Used in the Book-Sharing Intervention Based Upon the Work of van Kleeck et al. (2006) |
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73 | (4) |
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Appendix 3-B. Suggested Sequence of Literature-Based Language Activities Based Upon the Work from Gillam and Ukrainetz (2006) |
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77 | (2) |
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4 From Preliteracy to the Literacies of School: How Curriculum-Relevant Intervention Begins |
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79 | (22) |
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79 | (1) |
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80 | (1) |
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Curriculum-Based Intervention: Some Beginnings |
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80 | (4) |
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Math Is Language and a Symbol System on Top of a Symbol System |
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80 | (1) |
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Examples from Grade 6 Provide Additional Insights into the Complexity of Language in Curricular Content |
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81 | (2) |
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Opportunities For SLPs: What Language Do Our Students Need to Access and Acquire Curricular Knowledge? |
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83 | (1) |
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Reflections: What the Math Examples Say to Us |
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84 | (1) |
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Curriculum-Relevant Intervention Continued: A Historical Example |
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85 | (3) |
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Reflections: SLPs and History |
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88 | (1) |
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Curriculum-Relevant Intervention Continued: A Look at Science |
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89 | (3) |
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A Closer Look at the Language of Science: What SLPs Need to Know |
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89 | (3) |
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In Sum: The Importance of Understanding Disciplinary Literacy |
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92 | (1) |
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The Following Points Might Be Highlighted for School-Based SLPs and Future Clinicians |
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92 | (1) |
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Roles and Responsibilities: The Long Road to Clarification |
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93 | (2) |
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Revisiting Clinicians' Perceptions About Daily Practice: Roles in Literacy and Beyond |
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95 | (1) |
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Aspects of Self-Reflection |
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95 | (1) |
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Thoughts on Shared Responsibilities in Literacy |
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95 | (2) |
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97 | (1) |
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Possible Discussion Points and Projects for
Chapter 4 |
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98 | (3) |
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98 | (3) |
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Part II Practical Applications of the Frameworks |
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5 Exploring Elements of Processing and Comprehension: Getting Beneath the "Tip-of-the-lceberg" of Symptoms and Intervention Choices |
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101 | (32) |
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101 | (1) |
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102 | (1) |
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Second-Language Learning Experiences: Do They Help Us Understand Language Disorders and Related Symptoms? |
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102 | (1) |
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Processing and Comprehension Challenges in French: Based Upon a True Story |
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103 | (5) |
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The Language Participants |
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103 | (1) |
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103 | (1) |
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103 | (1) |
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103 | (1) |
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What the Scenarios Say to Clinicians: Factors to Consider When Creating Language Intervention Goals |
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104 | (4) |
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Cases in Point: Perceptual and Language Knowledge Revisited |
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108 | (2) |
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Auditory Discrimination and New Vocabulary |
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108 | (1) |
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Auditory Figure Ground and Language Proficiency |
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109 | (1) |
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110 | (9) |
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110 | (2) |
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112 | (2) |
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114 | (3) |
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117 | (2) |
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Where Do the Cases Take Us? |
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119 | (2) |
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Beware of Quick and Easy Answers |
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119 | (2) |
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Concepts from Information Processing Theory Offer Insights into Language Learning Disabilities |
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121 | (3) |
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1 The Concept of Mental Models |
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122 | (1) |
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2 The Idea of Competing Resources |
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122 | (1) |
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3 The Role of Automaticity |
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123 | (1) |
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From Information Processing Considerations to the Metalinguistic Component |
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124 | (3) |
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Keep the Conversation Going |
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127 | (4) |
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Possible Discussion Points and Projects for
Chapter 5 |
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131 | (2) |
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6 What Language Intervention "Looks Like" at School-Age Levels: The Intervention-Assessment Connection |
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133 | (54) |
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133 | (1) |
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134 | (1) |
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Who Shall Be Called "Language Disordered"? Selected Thoughts Revisited |
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134 | (1) |
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Principles of Assessment at School-Age Levels: Broader Paths to Intervention |
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135 | (4) |
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Consider the Following Five Assessment Principles (Adapted from Ocampo & Wallach, 2019; Wallach, 2018a) |
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135 | (4) |
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Snapshots from Clinical Sessions That Demonstrate Aspects of What Language Intervention "Looks Like" at School-Age Levels |
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139 | (9) |
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139 | (1) |
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140 | (1) |
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141 | (1) |
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Snapshot #4 (Taking a More In-Depth Look at a Language Intervention Session) |
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142 | (5) |
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Snapshot Summary: A Review of Our Five Principles and Beyond |
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147 | (1) |
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Asking Additional Questions About School-Age Intervention |
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148 | (2) |
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Language Underlying Academic Tasks |
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148 | (1) |
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The Knowledge, Skills, and Strategies Triad |
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149 | (1) |
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150 | (1) |
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Taking a Closer Look at What Intervention Goals Might Look Like |
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150 | (7) |
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Going Back to the Theoretical Base for Additional Examples of Intervention Directions |
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157 | (5) |
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Sentence Comprehension: Some General Points |
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157 | (1) |
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Sentence Comprehension: Some Classics from the Psycholinguistic Literature |
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158 | (2) |
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From Theory to Practice: How Might We Bridge the Gap? |
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160 | (2) |
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A Phonemic Segmentation Cover Sheet |
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162 | (1) |
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From the Student to the Context: Back to Classroom and Curricular Concerns |
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162 | (5) |
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The Culture of Schools Encased in Teacher Talk: More of What It Takes? |
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163 | (4) |
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Curricular Issues Revisited: Even More "What It Takes?" Examples |
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167 | (1) |
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Some Preliminary Closing Thoughts: What It Must Be Like to Have a Language Disorder |
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167 | (2) |
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Intervention Is a Complex Balance of Many Variables: Chewing Gum and Walking at the Same Time |
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169 | (1) |
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170 | (1) |
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Possible Discussion Points and Projects for
Chapter 6 |
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171 | (2) |
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Appendix 6-A Levels of Questioning (Blank, Rose, & Berlin 1978,2003) |
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173 | (2) |
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Appendix 6-B Example of an Assessment Report for Treatment Planning |
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175 | (8) |
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Appendix 6-C Revised Bloom's Taxonomy Action Verbs--Reference These Verbs When Formulating Goals for Students |
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183 | (4) |
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7 Seeing the World Through Connected Text: Bringing Structure and Content, Macro and Micro Pieces Together (Part I) |
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187 | (46) |
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187 | (1) |
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188 | (1) |
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What Written Language Samples May Tell Us |
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188 | (9) |
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Dissection of the Mars Piece: Keep the Disciplinary Literacy of Science in Mind |
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190 | (5) |
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Disciplinary Literacy Revisited: Keep Science in Mind |
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195 | (1) |
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Summary: From Written Samples, to Textbooks, to Knowing Text Requirements |
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196 | (1) |
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Discourse Sampling and Additional Resources for Consideration |
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197 | (15) |
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A Useful Discourse Protocol |
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199 | (2) |
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Students with Language Learning Disabilities and the Hadley Protocol |
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201 | (11) |
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Narrative and Expository Text: Taking an Even Closer Look |
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212 | (4) |
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Additional Patterns in Connected Text: Selected Examples from the Field |
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216 | (2) |
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217 | (1) |
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Revisiting Some Generalities About Text and Text Processing |
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218 | (2) |
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220 | (1) |
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Possible Discussion Points and Projects for
Chapter 7 |
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221 | (2) |
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Appendix 7-A Suggestions on Eliciting Conversation, Narrative, and Expository Samples of Connected Speech and Eliciting Story Retelling/Generation (Adapted from Hadley, 1998) |
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223 | (6) |
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Appendix 7-B Five Traits Related to a Holistic Scoring Rubric and Descriptors (for Expository and Narrative Passages) |
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229 | (4) |
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8 Seeing the World Through Connected Text: Bringing Structure and Content, Macro and Micro Pieces Together (Part 2) |
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233 | (66) |
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233 | (1) |
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234 | (1) |
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Syntactic Skill and Word Knowledge: Moving Toward Successful Strategic Acquisition and Use |
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234 | (39) |
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234 | (4) |
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Helping Students Appreciate, Recognize, and Use Literate Forms |
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238 | (12) |
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A Closer Look at Word Knowledge and Skill |
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250 | (12) |
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Word Savvy Summary: A Curriculum Connection Worth Repeating |
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262 | (1) |
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What "Strategic" Language Intervention Looks Like: Moving Beyond Syntax and Vocabulary |
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263 | (3) |
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Selected Samples to Help Students Become More Strategic |
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266 | (7) |
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School's Back in Session: An Integration of Components and Disciplinary Literacies of Science and Social Studies |
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273 | (7) |
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273 | (1) |
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Creating Authenticity: A Pragmatic Notion |
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274 | (1) |
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Using Accessible Text to Create Content Knowledge |
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274 | (1) |
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Understanding the Text Itself: Matching Text Activities to Content-Area Subjects |
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275 | (3) |
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History Repeats Itself: Some Reminders |
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278 | (2) |
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Toward a Summary: Macro and Micro Components Come Together in a Backdrop Drawn from Classroom Content |
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280 | (2) |
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281 | (1) |
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282 | (1) |
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Possible Discussion Points and Projects for
Chapter 8 |
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282 | (1) |
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Appendix 8-A Targeting 10 Missteps: Scenarios for Further Discussion |
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283 | (16) |
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Part III Toward a Summary |
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9 Back into the Field: Starting to Pull the Missing Pieces Together |
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299 | (18) |
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299 | (1) |
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300 | (1) |
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State of the Art in Public Education: Keep "Fighting the Fight" to Collaborate |
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300 | (4) |
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Thoughts as We Look Back and Approach the End |
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304 | (1) |
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State Standards: An Example of Keeping Language Functional and Relevant |
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304 | (5) |
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English Language Arts Content |
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309 | (1) |
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309 | (1) |
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309 | (1) |
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Looking Across the State Standards |
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309 | (1) |
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Explicit CCSS Connections with Disciplinary Literacy |
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310 | (3) |
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Example of an In-Class History Lesson for Middle School (Sixth Grade) |
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310 | (3) |
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313 | (2) |
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Possible Discussion Points and Projects for
Chapter 9 |
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315 | (2) |
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10 Tne End Becomes a New Beginning: Evaluating Intervention Sessions and Sequences |
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317 | (18) |
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317 | (1) |
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318 | (1) |
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Why Am I Doing This? A Metaexploration of Selected Intervention Activities |
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319 | (13) |
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319 | (1) |
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320 | (1) |
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321 | (2) |
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323 | (1) |
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324 | (1) |
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325 | (1) |
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326 | (1) |
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327 | (1) |
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328 | (1) |
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329 | (2) |
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331 | (1) |
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Ending on a Positive Note |
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332 | (3) |
| References |
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335 | (14) |
| Web Resources |
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349 | (2) |
| Index |
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351 | |
