Butler, Katharine : Syracuse University Main Campus
Summary
Here is an exciting new text for language assessment and language disorders courses...one whose thought-provoking
chapters by well-known contributors provide prospective speech-language professionals and special educators with
the research-to-practice knowledge they need for working effectively with school-age children and adolescents with
language learning and academic problems.
The test provides readers with specific strategies for facilitating language learning and literacy learning. Several
themes are woven throughout: The meaning of academic learning and learning potential; the effect of oral and written
language proficiency on successful learning in both social and academic contexts; and, the �whys� and �hows� of
delivering services to language and learning disable students, particularly as education moves toward classroom-based
models of inclusion.
Coverage emphasizes the reciprocal relationship between oral and written language, and the changing nature of that
relationship over time. It puts into perspective �whole language� and structural approaches to reading through
an explanation of communication and metalinguistic development across the discourse continuum.
Language Learning Disabilities in School-Age Children and Adolescents includes a unique synthesizing chapter in
which invited authorities explore critical language learning issues in an appealing question-and-answer format.
Table of Contents
PART I. INTRODUCTORY CONSIDERATIONS, ORAL LANGUAGE CONNECTIONS TO LITERACY, AND THE CLASSROOM.
1. Creating Communication, Literacy, and Academic Success: Concepts for Consideration, Geraldine P. Wallach
and Katherine G. Butler.
2. Discourse Scaffolds for Classroom Intervention, Elaine R. Silliman and Louise Cherry Wilkinson.
3. Metalinguistic Development, Anne van Kleeck.
PART II. FOCUS ON THE �WHAT TO LOOK FOR�: THE CURRICULUM, LEARNING POTENTIAL, AND MEASURING �REAL� PROGRESS.
4. Curriculum-Based Language Assessment and Intervention Across the Grades, Nickola Wolf Nelson.
5. Models and Practices of Dynamic Assessment, Annemarie Palincsar, Ann L. Brown, and Joseph C. Campione.
6. Observation is More Than Looking: Assessing Students' Progress in Classroom Language Learning, Elaine R. Silliman
and Louise Cherry Wilkinson.
PART III. A CLOSER LOOK: SPOKEN AND WRITTEN DISCOURSE ACROSS AGES, STAGES, AND LANGUAGE STYLES AND ABILITIES.
7. The Effects of Culture on Genre, Structure, and Style of Oral and Written Texts, Carol E. Westby.
8. A Discourse Continuum for School-Age Students: Impact of Modality and Genre, Cheryl M. Scott.
9. Early Literacy Acquisition: The Role of Phonological Awareness, Benita A. Blachman.
10. On Being Literate: The Comprehension and Use of Nonliteral Language, Linda M. Milosky.
11. Problem Solving Strategies for Academic Success: Comprehension and Vocabulary Alternatives, Camille L.Z. Blachowicz.
12. Word Finding Disorders in Children and Adolescents, Diane J. German.
PART IV. SPECIAL ISSUES: UNDERSTANDING THE NATURE OF LANGUAGE DISORDERS ACROSS TASKS AND TIME.
13. Variability and Language Learning Disabilities: An Information Processing Perspective, Margaret Lahey and
Lois Bloom.
14. Auditory Linguistic Processing and Language Learning: New Perspectives on a Familiar Problem, Sandy Friel-Patti.
15. Directions for Meeting the Needs of Adolescents with Language Learning Disabilities, Barbara J. Ehren.
16. Q and A Forum From the Field�Invited Authors.
17. Butler and Wallach Finale.
