School-age Language Intervention: Evidence-based Practices - Softcover

Ukrainetz, Teresa A.

Softcover

ISBN 10: 141640595X ISBN 13: 9781416405955

Publisher: Pro Ed, 2014

Synopsis

School-Age Language Intervention: Evidence-based Practices explains how to teach the language and literacy skills, strategies, and underlying processes needed for educational success. 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.

About this title

About the Author

Teresa Ukrainetz, Ph.D., S-LP(C), is professor and director of communication disorders at the University of Wyoming. 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. Her publications include assessment validity, treatment efficacy, intervention practices, phonemic awareness, narrative, and the role of the SLP in the schools. Her other language intervention book,
Contextualized Language Intervention:
Scaffolding PreK 12 Literacy Achievement, is also available from PRO-ED.
About the Editor

Edition details

• Publisher: Pro Ed
• Publication date: 2014
• ISBN 10: 141640595X
• ISBN 13: 9781416405955
• Binding: Paperback
• Language: English
• Edition number: 1
• Number of pages: 696