This book brings together an array of experts to provide the latest practical and evidence-based guidance to school speech-language pathologists. School-Age Language Intervention shows that the research evidence continues to support the themes of the popular Contextualized Language Intervention: intervention within naturalistic, motivating communicative contexts, using the critical treatment elements of RISE Repeated opportunities, Intensive schedule, Systematic support, Explicit skill focus.
School-age Language Intervention is organized into three sections: Section 1: addresses the fundamentals of school SLP practice: who works on what; the ways treatment can be structured; and the rules of the road that govern special education and SLP services.
This section explains evidence-based practice and helps students and clinicians make sense of the complicated world of research evidence.
The best of skill-based and naturalistic intervention are combined in a RISE-based whole-part-whole framework. Academic standards, particularly the new Common Core State Standards, are used to link treatment to the classroom. This section ends with critical consideration of specific language impairment and reading disability that includes the latest brain research, and how second-language-learners fare in different instructional and treatment formats.
Section 2: details best practices for spoken and written language intervention. Chapters address how to effectively teach diverse and deep vocabulary knowledge, complex syntactic skills, and the narrative and informational discourse needed to understand and produce academic texts. A chapter is devoted to helping children at environmental risk to cope with the expectations of school.
Section 3: addresses the written code and the cognitive underpinnings of school success: phonological processing, word identification, reading fluency, and spelling.
Language and print demands come together in a chapter addressing effective instruction for text comprehension. The book ends with the final frontier of supporting high school and college students who have reading difficulties.
She has a Bachelor s degree in psychology and French from the University of Calgary and a Master s degree in speech language pathology from the University of British Columbia. Teresa worked as a school speech language pathologist for several years in British Columbia, Canada, before earning her doctorate in speech language pathology from the University of Texas at Austin. She enjoys the small town and mountain life of Wyoming, with frequent trips back north of the border.
Teresa s research and scholarship address the intersection of skill and context in school-age language intervention. From France to U. Quantity: 1. Carte Postale Ancienne Torrent non localsiee. Contact seller. Within U. Light rubbing wear to cover, spine and page edges. Very minimal writing or notations in margins not affecting the text. Possible clean ex-library copy, with their stickers and or stamp s.
Published by Ace Books. Mass Market Paperback. Condition: GOOD. Spine creases, wear to binding and pages from reading. May contain limited notes, underlining or highlighting that does affect the text.
Possible ex library copy, will have the markings and stickers associated from the library. Accessories such as CD, codes, toys, may not be included. Published by Metropolitan Books, Used - Hardcover Condition: Very Good. Condition: Very Good. Also find Hardcover Signed. Published by AuthorHouse, Used Condition: Good. Condition: Good. Used book that is in clean, average condition without any missing pages.
Published by Read Books, Used - Softcover Condition: Good. Former library book; may include library markings. Published by Christian Mystery Series, Quantity: 2.
Large Print. Used - Softcover Condition: Very Good. Quantity: 4. Used book that is in excellent condition.
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