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Frame Work in Language and Literacy: How Theory Informs Practice (Challenges in Language and Literacy) - Hardcover
Synopsis
Many therapies and instructional models have been developed for children who have difficulties with language and literacy. How do speech-language pathologists, teachers, and other school-based practitioners decide which of these practices to implement--and why do conflicts arise between professionals from different disciplines? This important volume surveys a range of approaches to addressing children's language and literacy disabilities, focusing on the underlying interpretive concepts, or frames, that set different approaches apart. Readers are guided to learn new practices, reflect on the frames that shape their existing practices, and deal more productively with "frame clashes" when they occur. Paving the way for reflective practices and cross-disciplinary collaboration, this is a much-needed resource for all those working to help students succeed.
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About the Author
Judith Felson Duchan is Emeritus Professor at the State University of New York at Buffalo. She has published widely on language pathology and development, with particular emphasis on autism, pragmatics, normal language acquisition, and aphasia. Much of her early work indirectly addressed issues related to the influence of frames on clinical and educational practices. This book is the first she has written that elaborates on the frame work done by professionals.
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1. Interpretive Frames 2. Diagnostic Frames 3. Assessment Frames 4. Intervention, Instruction, and Support Frames 5. Framing Progress of Students and Professionals 6. Framing Literacy 7. School Frames 8. Reflecting Frames References Index
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Frame Work in Language and Literacy: How Theory Informs Practice (Challenges in Language and Literacy)
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Frame Work in Language and Literacy - How Theory Informs Practice - Challenges in Language and Literacy (Special Education - Speech & Language)
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The Guildford Press, New York and London, 2004
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ISBN 13: 9781572309494
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