Over the brink of the millennium: have we said all we can say about language-based learning disabilities?
In this article, the author reviews the state of the art in school-age language learning disabilities. Some of the key connections among language, learning, and reading disabilities are outlined. The challenges facing speech and language professionals and other specialists who work within and outsid...
| Publicado en: | Communication Disorders Quarterly Vol. 25; no. 2; pp. 44 - 61 |
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| Autor principal: | |
| Formato: | CEU exam questions review Journal Article |
| Publicado: |
Sage Publications Inc.
Winter2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106574498&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106574498 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15257401 9WH jtl: Communication Disorders Quarterly issn: 15257401 maglogo: N pubinfo: dt: Winter2004 vid: 25 iid: 2 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 106574498 14514629 2005030090 10.1177/15257401040250020201 106574498 ppf: 44 ppct: 17 formats: fmt: @attributes: type: P tig: atl: Over the brink of the millennium: have we said all we can say about language-based learning disabilities? aug: au: Wallach GP affil: Department of Communicative Disorders, California State University, Long Beach, 1250 Bellflower Blvd., Long Beach, CA 90840 sug: subj: Language Disorders Trends Learning Disorders Trends School Health Services Trends Academic Achievement Adolescence Child Education, Continuing (Credit) Learning Environment Literacy Speech-Language Pathology Trends Adolescent: 13-18 years Child: 6-12 years ab: In this article, the author reviews the state of the art in school-age language learning disabilities. Some of the key connections among language, learning, and reading disabilities are outlined. The challenges facing speech and language professionals and other specialists who work within and outside of postmillennium classrooms are presented, and several solutions are offered. A 'good news'/'bad news' metaphor is used to summarize the advances and roadblocks that exist in both research and practice in language learning disabilities. The centrality of language in literacy and academic success is emphasized throughout the discussion. Professionals are encouraged to evaluate the appropriateness and relevance of their language intervention decisions and to take a hard look at some of the popular ideas in school-age language disorders that require further scrutiny. pubtype: Academic Journal doctype: CEU exam questions review Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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