index [] · index biber, d., 288 bics. see basic interpersonal communicative skills biemer, c., 17...

1234567891011121314151617181920212223242526272829303132333435363738394041424344

MASTERFINAL Pages

Job No.: PRO00041-0Managing Ed: CKBProduction Mgr: EL

Copyeditor: APProofreader: COB

655

Index

American Speech-Language-Hearing Associa-tion (ASHA)

at-risk students, 412introduction to, 3, 8policy statement, 11prevention services report, 19reading disorders, 611reading fundamentals, 493–494regulation of SLP aides, 17scope of practice of SLPs, 43

Americans With Disabilities Act (ADA), 121, 125

Anaphoric ties, 346Anderson, R. C., 253Anderson, R. T., 220Archibald, L. M. D., 185Argumentative discourse, 385, 392–393Arsenian, S., 223Articulatory cues and mnemonics, 509–510Artiles, A. J., 210, 224ASHA. See American Speech-Language-

Hearing AssociationASL. See American Sign LanguageAssessment for intervention. See also Lan-

guage-based assessment and intervention; School-age assessment; Syntax in language assessment and intervention

academic syntax, 296–298, 313–323at-risk students, 423conditions of activities, 77–78contextualized skill intervention, 76–80dynamic assessment, 79, 234–235, 254evaluations, defi ned, 350for fl uency, 503–506motivation and purpose of school activities,

76–77problem-solving stance to, 79–80reading comprehension, 615–619reading fundamentals, 501–503RTI model, 234–235, 501selecting goals, 80–82skills and strategies of activities, 78–79spelling, 541–544, 551, 556vocabulary development, 252–254

At-risk studentsassessment of, 423

Abella, R., 229Academically relevant progress, 86–88, 584,

631Academic language ability

development of, 291, 294–295features of, 282–288grammar intervention principles, 295wheres and whys of, 288–290

Academic syntaxassessment and intervention, 296–298,

313–323exposure and practice, 318–320metalinguistic means of teaching, 315–318principles and practices, 314–316priorities and goals, 313–314in the writing process, 320–323

Accuracy-disabled children, 173Achievement standards

accountability and, 8evaluations based on, 127–128, 129IEP goals, 135, 136progress monitoring to, 83–88service delivery, 10teamwork and, 20

Action sequence, 342, 344Activity components, 74, 89–90ADA. See Americans With Disabilities ActAdams, Marilyn, 457, 499ADD. See Attention defi cit disorderADHD. See Attention-defi cit/hyperactivity

disorderAdlof, S. M., 173, 174Advanced performance, 87Affl erbach, P., 614African American storytelling, 338Alber-Morgan, S. R., 362Allophones, defi ned, 448Alphabetic stage of spelling, 533Alphabetic systems in reading, 452, 612Alvermann, D. E., 594Th e Amazing Circulatory System (Burstein), 103American Academy of Ophthalmology, 183American Academy of Pediatrics, 183American Recovery and Reinvestment Act

(ARRA), 122American Sign Language (ASL), 89, 130, 134

123456789

1011121314151617181920212223242526272829303132333435363738394041424344

656

FINAL Pages

MASTER Managing Ed: CKBProduction Mgr: EL


Job No.: PRO00041-0

Index

Biber, D., 288BICS. See Basic interpersonal communicative

skillsBiemer, C., 17Biemiller, A., 251, 254, 257, 258, 260, 262Bilingual English Spanish Oral Screener,

233–234Bilingual learners (bilingualism). See also

Monolingual learnersacademic achievement in minority learners,

222–225code-mixing and code-switching, 212–213cognition, 223defi ned, 209–211fi rst language development, 220–222intervention with, 235–237language and reading intervention, 232–237models of schooling, 225–229rating of English language profi ciency, 210second language learning, 213–220simultaneous language learning, 211–212transfer eff ect, 224–225transitional bilingual education, 226–227

Bishop, D. V. M., 160, 165, 174, 175, 190Blachman, B. A., 453Blackwell, L. S., 434Blanton, D. J., 415Blending and phonemic awareness

cues for, 219defi ned, 460improvements to, 455, 457, 483isolation of, 545with letters, 510–511letter-sound correspondence, 508morphological awareness, 549older students, 479phonological awareness, 450, 453, 494scaff olding, 475–477 single-skill activities for, 463, 465, 467–469,

471tasks for, 451, 462

Bloom’s taxonomy, 428, 431Boote, C., 260Bottom-up intervention, 41–42Boustead, T. M., 455Bowers, P. N., 270, 555Bowlby, B., 139Bradley, L., 450Brady, S., 456Braille, 127, 134, 136, 144Brandel, J., 10, 424, 636Bridges, M. S., 461Brinton, B., 163Broca’s area, 186, 187Brown, A. L., 578, 614Brown v. Board of Education (1954), 118–119,

120Bruner, J. S., 62

At-risk students (continued)classroom social routines, 420–421common challenges, 415–421communicative fl exibility, 427–430defi cits in regulated learning, 421–422demographic and socioeconomic, 412–414educators, lack of awareness, 415–416emotional connection, 425–427instructional discourse, 416–420intervention for classroom success, 425–436making implicit rules explicit, 435–437overview, 412RTI model, 423–425school curriculum impact, 414–415self-regulation skills, 430–434treatment scheduling eff ects, 456

Attention and information processing, 184–185Attention defi cit disorder (ADD), 43, 44, 124Attention-defi cit/hyperactivity disorder

(ADHD), 184, 188Auditory discrimination, 6, 44Auditory dyslexia, 170, 181Auditory memory, 6, 44, 268Auditory processing

disorders, 8, 44, 159improvements in, 55, 56, 65in language development, 6SLI and, 158, 181

August, D. L., 578Austen, Jane, 346Automaticity

in fl uency, 495–496, 503, 505, 516–519importance of, 91measure of, 620, 621reading problems, 171

Awareness. See also Morphological aware-ness; Phonemic awareness; Phonological awareness

educators, lack of, 415–416of narrative and exposition, 584ownership in vocabulary development,

266–271phonetic awareness, defi ned, 448semantic awareness, 449

Ball, E. W., 453Barton, J., 416Basal ganglia abnormalities, 187–188Basic interpersonal communicative skills

(BICS), 222–223Basic performance, defi ned, 87Bazerman, C., 578Beck, I. L., 255, 256, 262Beers, S. F., 290Below basic performance, defi ned, 87Berninger, V. W., 48, 55, 548, 551, 554Betjemann, R. S., 618Bialystok, E., 223

657

MASTERFINAL Pages



Index

Semel, Wiig, & Secord), 252, 299–300, 302, 303–304, 308, 310, 312

Cloze procedure, 94, 101, 174, 360, 398, 399, 519Cobo-Lewis, A. B., 217, 224–225Code-based reading approach, 255, 499–500Code-mixing and code-switching, 212–213Codes of federal regulation (CFRs), 117Cognitive academic language profi ciency

(CALP), 222–224, 416–417Cognitive-linguistic scaff olding support,

228–229Cohesion analysis in narrative structure,

345–347Coh-Metrix tool, 289–290Cole, C. A. S., 173Cole, P. G., 584Coleman, C., 618–619Collaborative consultation, 34–37Collins Cobuild (Sinclair, Hanks, Fox, Moon, &

Stock), 265Columbia Institution for the Instruction of the

Deaf and Dumb and Blind, 118Commission on Special Education, 168Common Core State Standards for English

Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

academic syntax, 295, 297, 313informational discourse, 403–405language skills, 585learning to read, 572, 573, 574narrative structure, 339overview, 83–86phonological awareness, 462reading comprehension, 591–592, 594reading disorders, 610speech-language pathology, 8syntax, 289word identifi cation, 507

Communication games, 73–75, 107Communicative fl exibility, 427–430Complex Sentence Observation checklist,

330–331Complex sentences

CELF-4 Formulated Sentences subtest, 303–304

follow-up procedures, 311–313language sample analysis, 305–308performance analysis, 302test items, analysis, 302–305

Th e Comprehensive Assessment of Spoken Lan-guage (Carrow-Woolfolk), 252

Comprehensive Test of Phonological Processing–Second Edition (CTOPP-2; Wagner, Torge-son, Rashotte, & Pearson), 501, 541

Computerized tomography (CT) scans, 186Concept-Oriented Reading Instruction (CORI),

596–598Conditions of activities, 77–78

Bryant, P., 450Building Complex Language Project, 287, 298Buttrill, J., 17Byrne, B., 454

Caesar, L. G., 233Cain, K., 267CALP. See Cognitive academic language profi -

ciency (CALP)Canadian Association of Speech–Language Pa-

thologists and Audiologists, 4, 138Canadian special education law, 137–140CAPD. See Central auditory processing

disorderCarey, S., 250Carnine, D., 258Carson, K. L., 455, 457, 459Cataphoric ties, 346, 365Catts, H. W., 170, 173, 174, 178, 179, 189, 308,

461Caverly, D. C., 639–640Cazden, C., 416–417CEC. See Council for Exceptional ChildrenCELF-4. See Clinical Evaluation of Language

Fundamentals—Fourth Edition Celinska, D. K., 351Center-embedded clauses, 286–287, 293, 295,

309–310, 331Central auditory processing disorder (CAPD),

44, 181CFRs. See Codes of federal regulationChall, Jeanne, 496–497, 499Chall’s Stages of Reading, 497–498Chan, L. K. S., 584Chapman, R. S., 7, 162Cherokee writing system, 449Children’s literature

episodic structure, 376–377literature-based intervention units, 102–103narrative structure, 337, 340, 352–354, 363,

369personal narratives, 55story grammar, 15, 362, 363vocabulary instruction, 46, 360

Chinese logography, 355, 452CIA World FactBook, 575Cirrin, F. M., 24, 27, 54–55Civil Rights Act of 1964, 119, 120Classic dyslexia, 172–177, 187, 190Classroom-based intervention, 15–16, 20, 24,

424, 637Classroom routines assessment checklist, 422Classroom rules, 415, 419–420, 434–437Classroom teacher vs. SLP, 27–28, 295Clause density, 289–293, 305–307Clift , R., 578Clinical Evaluation of Language

Fundamentals—Fourth Edition (CELF-4;

123456789

1011121314151617181920212223242526272829303132333435363738394041424344

658

FINAL Pages



Job No.: PRO00041-0

Index

Daniel R.R. v. State Board of Education (1989), 121

Deacon, S. H., 270Deaf education principles, 5Decontextualized discourse, 381, 391Deep dyslexics, 173Defi nitions, teaching, 264–266Delayed immersion, 230DELV. See Th e Diagnostic Evaluation of Lan-

guage Variance (DELV)-Criterion ReferencedDempsey, L., 185Denne, M., 455Denton, C. A., 258, 631Dependent clauses, 330, 382–383Derivational constancy stage of spelling, 534Descriptive design research, 51Descriptive sequence, 341, 347Developmental disorders. See Specifi c language

impairmentDiagnostic Assessments of Reading–Second Edi-

tion (Roswell, Chall, Curtis, & Kearns), 616Th e Diagnostic Evaluation of Language Vari-

ance (DELV)-Criterion Referenced (Seymoor, Roeper, & deVilliers), 254

Diagnostic therapy on reading strategies, 624–627

DIBELS. See Dynamic Indicators of Basic Early Literacy Skills

Dimensions of control for school-age activi-ties, 90

Direct intervention, 45, 47, 82, 494, 614Direct teaching in vocabulary development,

260–264, 271, 555Disability support services (DSS), 639Disciplinary reading, 574–575Discourse structures

contextualized skill intervention, 82, 83informational discourse, 405overview, 382–383reading comprehension, 585, 590–591, 596,

598strategy instruction, 583

Dobrich, W., 160Domain knowledge in reading comprehension,

568, 570, 584Donaldson, M. L., 260, 386Dorsal parieto-temporal area of brain, 188Dosage intensity framework, 60, 61Dose units, in teaching, 60, 465–466Down syndrome, 212Dramatic discourse, 338, 360DSS. See disability support servicesDurgunoglu, A., 452Dweck, C., 434Dynamic assessment

bilingual learners, 233contextualized skill intervention, 79, 94, 95,

101

Conley, J. M., 26Connor, C. M., 414Conscious attention, 79, 91–92Content approach, instruction, 631–632Contextualized skill intervention

achievement standards, 83–88assessment for, 76–80communication games, 73–75conditions of activities, 77–78eff ective treatments, 55game plan, 88–92motivation and purpose of school activities,

76–77organizing intervention, 98–100overview, 49, 73potential instructional targets, 92setting intervention goals, 80–83in speech-language intervention, 29, 47, 65student ownership of learning, 96–98, 113systematic learning support, 93–96using narrative and exposition, 100–107

Continuing education courses, 3, 19, 50Cooperative roles in speech-language pathol-

ogy, 27–30Core language quotient, 300CORI. See Concept-Oriented Reading

InstructionCouncil for Exceptional Children (CEC), 124Council of Chief State School Offi cers, 8, 83Cover-Copy-Compare method, 548Coyne, M. D., 255Crabtree, T., 362Crago, M. B., 190, 211Crossley, S. A., 289Cross-linguistic cognates, 219, 291CT. See Computerized tomography (CT) scansCTOPP-2. See Comprehensive Test of Phonolog-

ical Processing—Second EditionCulatta, B., 48, 416Cultural considerations

of at-risk students, 419, 421, 426, 428for bilingual learners, 209–210, 217, 221, 226–

227, 233, 237curriculum-based language intervention, 7, 21diversity and, 412–414, 416narrative structure, 338reading disability and, 166–169

Cultural curriculum, 21Cummins, J., 216, 223Curricular vocabulary, 24, 46, 584–585Curriculum-based intervention, 7–8, 16, 20, 30Customized narrative intervention, 100–102Customized narratives, 337, 354–355, 358, 363,

369Cutting, L. E., 173

Dagenais, P. A., 415Daily life activities, 44, 45, 47, 49, 65, 93

1234567891011121314151617181920212223242526272829303132333435363738394041424344

659

MASTERFINAL Pages



Index

Erratic eye movements, 182, 183ESEA. See Elementary and Secondary Educa-

tion Act and AmendmentsESL. See English as a second languageEvaluations, defi ned, 350Evans, J. L., 294Evidence-based practice

lack of methodology, 231language intervention, 50–54, 65reading disorders, 641speech-language pathology, 11word identifi cation, 500

Evoked response potential (ERP), 186Executive skills, 216, 613–614Explicit instruction

contextualized skill intervention, 49, 107environmental risks, 415language intervention, 54–55phonological awareness, 454, 458, 466reading comprehension, 574, 581, 585, 589reading disability, 167reading disorders, 631, 632, 633spelling and word study, 531, 552–553, 555teamwork and, 20

Explicit skill focus, 58, 62, 369, 464Expository discourse

curriculum-based language intervention, 7informational discourse, 379–388intervention, 393language impairment, 162narrative structure, 338phonological intervention, 482reading comprehension, 590reading disorder, 623scaff olding generalized accounts, 392

Expository intervention units, 104–107Expository text

comprehension and production, 393–403connections between ideas, 396discuss and elaborate, 394–400graphic organizer, 399–400known and unknown, 394modifying complexity, 394–396representation of, 398signal words, 399text structure, 397–398

Expository writing, 11, 163, 293, 302, 306Expressive elaboration in story art analysis,

348–352Extraordinary facilitation, 61–62

Fairbanks, M. M., 259Falcons Nest on Skyscrapers (Jenkins), 394, 397Fang, Z., 289Farah, M. J., 421Fey, M. E., 6, 178, 179, 465Fielding-Barnsley, R., 454Fill-in-the-Blank game, 468, 470

language impairment, 168phonological intervention, 456RTI model, 19, 234–235in school-age intervention, 297, 299, 313of word learning, 254

Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski), 459, 461, 502

Dyslexiaauditory dyslexia, 170classic dyslexia, 172–177, 187, 190deep dyslexics, 173defi ned, 167–168, 172features of, 182specifi c language impairment vs., 186–187visuoperceptual theories in, 182–183word-recognition and fl uency problems of,

178word-recognition-only dyslexia, 176–177

Earobics, 468Ebbers, S. M., 258, 631Education for All Handicapped Children Act,

119, 121, 123, 140Education of Mentally Retarded Children Act,

119, 120Education of the Handicapped Act, 119, 120Educators, lack of awareness, 415–416Effi ciency, defi ned, 51Ehri, L. C., 451, 452, 454–455, 496, 612–613Elementary and Secondary Education Act

(ESEA) and Amendments, 119, 120, 126Elkonin, David, 510ELLs. See English language learnersEmergent literacy, 8, 571Emotional connection with at-risk students,

425–427Endophoric ties, 346, 347English as a second language (ESL), 209, 213,

225–226English language learners (ELLs)

at-risk students, 411, 412–413, 417, 421–422, 436

bilingual learners, 209, 216–217cognitive academic language profi ciency, 224emotional connection, 425–427learning disability, 166

Epi-SLI project, 159–160, 164, 170, 174Episodic structure/organization

in children’s literature, 376–377contextualized skill intervention, 94development of, 344–345examples of, 354–355narrative structure, 342–344narrative structure and, 340teaching through literature units, 100treatment studies, 362–363

ERP. See Evoked response potential

123456789

1011121314151617181920212223242526272829303132333435363738394041424344

660

FINAL Pages



Job No.: PRO00041-0

Index

Golberg, H., 217, 218, 220Goldstein, Kurt, 5GORT-3. See Gray Oral Reading Tests—Th ird

EditionGORT-4. See Gray Oral Reading Tests—Fourth

EditionGORT-5. See Gray Oral Reading Tests—Fift h

EditionGough, P. B., 612Goulandris, N.K., 165Grammar

intervention principles, 295narrative structure and, 340story grammar, teaching, 361–365story grammar analysis, 340–345

Grammatical-error index discriminated lan-guage impairment, 232

Graphical organizers, 587, 590–591Graves, A., 362, 365Gray Oral Reading Tests—Fift h Edition (GORT-

5; Wiederholt & Bryant), 503, 505–506, 616, 619

Gray Oral Reading Tests—Fourth Edition (GORT-4; Wiederholt & Bryant), 300, 619

Gray Oral Reading Tests—Th ird Edition (GORT-3; Wiederholt & Bryant), 618

Great Recession, 413Greene, D., 64Gregg, K. N., 618–619Group experimental studies, 51, 53, 54, 88, 236,

591Group Reading Assessment and Diagnostic

Evaluation (Williams), 503, 616Guiberson, M., 234Gummersall, D., 319Guthrie, J. T., 63, 64, 596–598Gyral development, abnormal, 186

Haden, C. A., 351Haine, R. A., 351Halliday, M. A. K., 288Hamayan, E., 220, 230Hao, L., 222Harm, H. M., 60, 455, 463, 467Hart, C. H., 163Hart, K. I., 163Hatcher, P. J., 454Hayward, D., 362Hearn, S, 17Hemispheric lateralization, 186Henderson, E. H., 534Herron, J., 458Hidden curriculum, 21, 412, 415–422Higareda, I., 210High frequency words, 46, 497, 505, 512, 517Hinshelwood, J., 169Hmong children, 212, 216, 218, 226Hock, M. F., 612

Fillmore, L. W., 215Final essay case study, 332–333Finite forms of subordinate clauses, 287First language development, 220–222First Nation students, 139Fivush, R., 351Flavell, J. H., 578Flinspach, S. L., 253Fluency

assessment, 503–506automaticity, 495–496, 503, 505, 516–519dyslexia and, 178intervention, 516–519phrasing and chunking text, 518–519processing, 495–496repeated readings, 517–518syntax skills and, 178text comprehension, 630word identifi cation, 503–506, 629–630word-recognition problems, 84, 164, 167, 170,

178, 482, 495, 503, 505, 517, 520word study and, 629–630

Focused stimulation, 6, 55, 94“Fourth-grade slump,” 170, 315, 572Fowler, A., 456Fox, B., 450French immersion, 211, 220, 230–231Fresquez, E. F., 26, 632Friedmann, N., 316Frith, U., 179, 496, 497–498Frog stories, 341–345Frost, J., 453Fry’s formula, 569Fujiki, M., 163Functional fl exibility, 428Functional magnetic resonance imaging

(fMRI), 186

Gabriel, A., 184Gandara, P., 427Garcia, G. E., 253Garcia-Madruga, J. A., 480Garner, R., 578Garrett, Z., 54Gates-MacGinitie Reading Tests–Fourth Edition

(MacGinitie, MacGinitie, Maria, Dreyer, & Hughes), 503, 616

Gathercole, S. E., 185General processing capacity, 158, 184, 185Genesee, F., 211, 230, 231Genetics in language impairment and reading

disorder, 185–190Gersten, R., 258, 581, 600Gildea, P. M., 265Gillam, R. B., 8, 52, 54–55, 56, 63, 104, 320, 348Gillam, S. L., 52, 320Gillon, G. T., 45, 362, 449, 455Goal-directedness, 340, 342, 344

661

MASTERFINAL Pages



Index

elaboration of content, 389–390explaining and problem solving, 389expository discourse, 392expository text, comprehension and produc-

tion, 393–403facilitating skills within, 388–393interactional processes, 385–388model text production, 400–403nature and development of, 380–388noncongruence of other cultures, 419organizational structure, 384–385overview, 380structure and, 390–391

Information processing, 184–185Initiation-Response-Evaluation (IRE), 417, 592Institute for Education Sciences, 611“Instructional casualties” in special education,

168Instructional discourse

at-risk students, 416–420, 423–425, 428communicative fl exibility, 427informational discourse with, 405noncongruence of other cultures with, 419revoicing student responses, 431

Intelligence quotient (IQ), 131, 166–167, 169, 231

Intelligence tests, 118, 130Intensity in treatment, 59–61, 465, 554Interactive learning support, 62, 93–94, 554Interlanguage, 215–217, 221Intervention. See also Assessment for interven-

tion; Contextualized skill intervention; Lan-guage intervention; Response to Intervention (RTI) model; School-age language interven-tion; Syntax in language assessment and intervention

academic standards, 73automaticity and fl uency intervention,

516–519with bilingual learners, 235–237bottom-up intervention, 41–42classroom-based intervention, 15–16, 20, 24,

424, 637for classroom success, 425–436context and criteria, 82–83curriculum-based intervention, 7–8, 16,

20, 30defi ned, 41direct intervention, 45, 47, 82, 494, 614grammar intervention principles, 295language targets, 81–82level of support rubric for, 88literature-based intervention units, 100, 102–

104, 105–106multilinguistic spelling intervention, 544–551organizing intervention, 98–100problem solving during treatment, 80progress report, 83

Holobow, N. E., 231Hoover, M., 253Horizontal integrated skill instruction, 457,

464, 483Hoskins, B., 22Hoskyn, M., 580Hughes, D., 305Hulme, C., 454Hurt, H., 421

IDEA. See Individuals with Disabilities Educa-tion Act

Identifi cation, Placement, and Review Com-mittee (IPRC), 139

IEP. See Individualized Education ProgramIllinois Test of Psycholinguistic Abilities (ITPA),

5Illiteracy concerns, 452, 575–576Illusory recovery, 160–161Ima, K., 226Immersion programs, 211, 220, 229–230Incidental exposure, 259–260, 368Incidental vocabulary, 46Individualized Education Program (IEP)

academic achievement and performance, 145–146

academic syntax, 313–314annual goals, 135–136copy for parent, 153elements of, 134–137evaluation process, 133–134extended school year, 146–147measurable annual goals, 147–149parental consent, 139process and product, 132–136programs and services, 149–151remediation prior to referral, 133required components, 135sample of, 142–153selecting goals, 80, 91special education and, 127, 132–137, 140special factors, 144state/district assessments, 151–153strengths/concerns/interests, 144team member participation, 153teaming over, 25–26

Individuals with Disabilities Education Act (IDEA), 43, 124–125, 136, 501

Individuals With Disabilities Education Im-provement Act, 122

Inferring meaning from context, 266–267Informational discourse

argumentative discourse, 392–393characteristics of, 380–383continuum of, 383–385decontextualized discourse, 391defi ned, 380educational expectations for, 403–405

123456789

1011121314151617181920212223242526272829303132333435363738394041424344

662

FINAL Pages



Job No.: PRO00041-0

Index

Langdown, N., 455Language

aptitude, 220comprehension, 613, 622–623defi ned, 11, 41delayed, 161goals/targets for, 81, 85, 88reading intervention for bilingual learners,

232–237social and academic uses of, 222–223

Language-based assessment and intervention, 529, 530–533

Language disorders/impairment and reading disorders. See also Reading disorders; Spe-cifi c language impairment

in bilingual students, 232–235contributors to, 181–185identifi cation of, 233–235introduction, 4, 7, 8language and phonological processing of SLI,

177–180neurobiology and genetics, 185–190phonemic awareness intervention, 459reading disability overview, 166–177specifi c language impairment, 157–166syntactic problems with, 301syntax considerations, 293–294

Language intervention. See also Syntax in lan-guage assessment and intervention

contextualized skill intervention, 47, 49critical features, 57–64defi ned, 41enrichment and task assistance, 47, 48–49evaluating treatment eff ects, 53–54evidence-based practice, 50–54fi xing at the source, 43four approaches to, 99goals for, 85hierarchal skill intervention, 47–48individual perspective in, 45level of interception, 41–45reprogramming neuropsychological process-

ing, 43–44school-age language intervention, 54–57skill stimulation, 47, 48social and physical environment,

modifying, 45structure of, 45–49teaching skills and behaviors, 44vocabulary instruction, 46

Language-learning-disabled, 7, 35, 98, 158–159, 161

Language skills. See also Academic language ability; Bilingual learners; Blending and pho-nemic awareness; Complex sentences; Con-textualized skill intervention; English lan-guage learners

academic syntax, intervention, 296

Intervention (continued)pull-out intervention, 13–14with reading comprehension, 598–602,

631–632scheduling of, 60school-age assessment and, 302, 310–311, 313,

320selection of, 80–81text comprehension intervention, 601top-down intervention, 41–42in vocabulary development, 248–249, 254,

255–256, 259–271word identifi cation, 507–516

Intonation practice, 518–519IPRC. See Identifi cation, Placement, and Re-

view CommitteeIQ. See Intelligence quotientI-R-E. See Initiation-Response-Evaluation

(IRE) Irregular words

in Common Core, 572instruction procedures, 508language impairment, 173letter-sound correspondence, 504, 512memorization aids, 515–516speech sound units, 448speed drills, 517

ITPA. See Illinois Test of Psycholinguistic Abilities

Japanese American storytelling, 338Jenkins, P. B., 394Johnson, D., 170Johnson, G., 258Johnston, J. R., 54, 73Just, M. A., 188

Kamhi, A., 308, 568Kan, P. F., 216Keenan, J. M., 618Keller, T. A., 188Kennedy, John F., 119Kirby, J. R., 270Koestner, R., 64Kohler, P. D., 233Kohnert, K., 216, 217, 219–221, 234, 237Konold, T. R., 255Konrad, M., 362Korean storytelling, 338Koutsoft as, A. D., 163Kucan, L., 256, 262Kuhn, M. R., 495K-W-L+ reading guides, 592

Lahey, Margaret, 10Lai, W.-F., 351Lambert, W. E., 223, 231Landerl, K., 179

1234567891011121314151617181920212223242526272829303132333435363738394041424344

663

MASTERFINAL Pages



Index

Chall’s Stages and, 498diffi culties in, 509phonemic awareness, 508, 510–511in reading development, 496, 622Say-It-and-Move-It activity, 511in spelling development, 533, 537word identifi cation, 504, 512

Level of interception, 41–45Level of support rubric for intervention goals,

88Levine, T. M., 173Levy, H., 316Lewis, B. A., 189Lexical cohesion, 347Lexical knowledge limitations, 301Life activities

daily life activities, 44, 45, 47, 49, 65, 93major life activities, 122, 125signifi cant life activities, 74–75, 80, 84

Lindamood Phoneme Sequencing Program (LiPS; Lindamood & Lindamood), 6, 47–48, 458, 483, 506, 509

Lindstrom, J., 618–619Lindstrom, W., 618–619Linguistic analysis, 348, 539, 556Linguistic scaff olds, 93–96, 465, 474Link to literacy, 556LiPS. See Lindamood Phoneme Sequencing

ProgramLiterature, defi ned, 353. See also Children’s

literatureLiterature-based intervention units, 100, 102–

104, 105–106Little, T. D., 173, 174Lively Letters (Telian), 506, 508, 509–510, 512Lobitz, K., 234Loeb, D. F., 10, 56, 424Loft us, S. M., 255Love, M., 414Lovett, M. W., 173LRE. See Least restrictive environmentLundberg, I., 453, 456

MacArthur-Bates Communicative Develop-ment Inventory Lex2005 database, 258

MacLachlan, B., 162Magnetic resonance imaging (MRI), 186, 187Mahone, E. M., 173Majority vs. minority language, 213–214Major life activities, 122, 125Mandarin immersion school, 229MARSI. See Metacognitive Awareness of Read-

ing Strategies InventoryMason, L. H., 579, 601Massachusetts School for Idiotic Children and

Youth, 118Mateer, C. A., 48Materek, A., 173

assessment of, 78, 529, 613, 622comprehensive reading, 598, 600computer skills for, 56executive function and, 185expressive language development, 161general language skills, 632increases in, 517, 519, 585, 632informational discourse, 381, 386, 387, 388language impairment, 175learning behaviors, 637metacognitive strategies, 624narrative structure, 337–339, 353, 354, 361,

363phonological awareness, 447, 448, 457, 459,

466, 481reading comprehension, 567, 568reading development, 496, 497reading disability and, 178scaff olding, 108selecting goals, 80skill stimulation, 48–49speech-language pathologist, role in, 529speech-language pathology for, 17, 28, 86, 493,

501spelling intervention, 551teaching, 46, 88, 98, 101, 584, 595text language and structure, 584thematic treatment unit guide, 111written language skills, 107, 519, 628, 639

Law, J., 54Learner factor in RISE+ treatment, 62–64Learning centers, 15Learning disability. See also Language disor-

ders/impairment and reading disordersassessment of, 501, 517categorization of, 124, 126, 127, 132–133, 139evaluation for, 157language impairment as, 129–131language-learning-disabled, 7, 35, 98, 158–

159, 161legislation for, 119narrative structure and, 362rates of, 611reading comprehension and, 580, 586, 589,

591reading disability, 166–177RTI model for, 19SLI and, 158–161SLP help for, 9, 16, 25, 28, 137, 296story art, 351teaching writing to, 90, 107writing concerns with, 165

Learning to Read: Th e Great Debate (Chall), 499Least restrictive environment (LRE), 15, 24,

125, 136, 140, 151Legislative basis of education, 117Letter-sound correspondence

in bilingual learners, 229

123456789

1011121314151617181920212223242526272829303132333435363738394041424344

664

FINAL Pages



Job No.: PRO00041-0

Index

word identifi cation, 507written words, 613

Morphological Completion subtest, 542Morphosyntax

in bilingual learners, 211, 212, 218, 232–233errors in, 161, 308genetics and, 190improvements to, 89introduction, 5, 7SLP and, 19, 43spoken language measures of, 178vocabulary and, 217

Morrow, L. M., 354Morsy, L., 615Motivation

activities and, 570assessment of, 76–77CORI and, 596–598defi ned, 63–64, 75facilitation of, 640–641goals for, 80, 83impact of, 627, 637increases in, 45, 47, 368lack of, 589in language learning, 219learning supports, 93, 100narrative structure, 365purpose of school activities, 76–77service delivery and, 10SLP and, 79in story grammar, 343, 364student performance evaluation, 107vocabulary development, 262

Mouse Mess (Riley), 390Mueller, K. L., 184Multidisciplinary teams, 22, 552Multilinguistic spelling intervention, 544–551Multimodal texts, 595Multiskilling, 22–24Multisyllabic words, 170, 449, 451, 478, 501,

514–517, 629Mushroom in the Rain (Ginsburg), 104Mycenean Greek writing system, 449My Five Senses (Aliki), 103Myklebust, Helmur, 5, 170

Nagy, W. E., 253, 262, 290Name play activities, 465, 467Narrative and exposition

analysis of, 302, 536awareness of, 584Common Core standards and, 89conjugative cohesion, 346contextualized skill intervention using,

100–107curriculum-based language intervention, 7genetics and linguistics, 288organization of, 590

Matthew eff ect, 171–172Matthews, S., 219Maxfi eld, N. D., 186Mayer, Mercer, 341, 362Maynard, K. L., 255McCabe, A., 342, 351McCarthy, P. M., 289McCoach, D. B., 255McFadden, T. U., 348McGillivray, L., 305McGinnis, Mildred, 4–5McKeown, M. G., 255, 256, 261, 262, 593McKinnis, Sandra, 600McNamara, D. S., 289Meaning contrasts, 320, 321Meister, C., 580Mental graphemic representations (MGRs),

531–532, 540, 547–549, 553Merritt, D. D., 48, 416Metacognitive Awareness of Reading Strategies

Inventory (MARSI), 623, 632Metacognitive skills, 80, 612, 613, 623–627Metalinguistic approach to vocabulary instruc-

tion, 266Metalinguistic means of teaching, 315–318MGRs. See Mental graphemic representationsMihai, F. M., 413Milieu teaching, 6, 49, 55, 94Miller, G. A., 265Miller, J. F., 7Mills v. D.C. Board of Education (1972), 120Ministry of Education (ON), 139Mixed reading disability, 174, 176Mnemonics, 506, 509–510Model instructional discourse, 431Model texts, 400–403Moff ett, J., 295, 385Monolingual learners. See also Bilingual

learnerscognition and, 223–225cultural diff erences in, 237early language milestones, 211–212, 214education, 231, 415fi rst language development, 219, 220–222intervention, 235IQ scores, 159models of schooling, 225, 227primary language disorders in, 130reading impairment, 232–234, 236vocabulary tests, 217–218vocabulary treatment, 236written tests normed on, 209

Montague, M., 362, 365Montgomery, J. W., 294Morphological asymmetry, 186Morphological awareness

spelling, 532–533, 537–538, 546, 549–552structure of, 514–515

1234567891011121314151617181920212223242526272829303132333435363738394041424344

665

MASTERFINAL Pages



Index

intervention goals, 82language assessment, 27, 76, 78of metacognitive skills, 623progress monitoring, 502reading comprehension, 571, 616–618, 620school-age assessment, 299, 305, 308, 311SLI in, 159spelling assessment, 535student scores on, 73, 129vocabulary knowledge, 252

NRP. See National Reading PanelNutta, J. W., 413Nye, C., 54

Oakhill, J. V., 568, 599O’Barr, W. M., 26O’Brien, G., 216Oller, D. K., 217, 224–225Olszewski-Kubilius, P., 426Omanson, R. C., 255Oney, B., 452Operational identifi cation criteria, 167–168Oral and Written Language Scales (OWLS-II;

Carrow-Woolfolk), 299, 310Organizing intervention, 98–100Orthographic pattern knowledge

bilingual learners, 233spelling, 529, 531, 537, 546–547visual recognition, 514word automaticity, 516word identifi cation/recognition, 498, 511

Orthographic processing, 495, 512, 531, 537, 546–547

Orthographic recognition, 164, 188Orton, Samuel, 4–5, 169–170Orton-Gillingham program, 70, 506, 509, 510Osgood, Charles, 5OWLS-II. See Oral and Written Language

Scales

Palincsar, A. S., 90Paradis, J., 12–213, 217, 218, 230Paraphrasing task

high-school and college students, 633informational discourse, 395, 401reading comprehension, 570, 572, 578, 585–

587, 589school-age assessment and intervention, 302,

310–311, 313, 320Parkinson’s disorder, 188Partial-alphabetic stage of spelling, 533Passive sentences, 162, 165, 289Paul, R., 436Pearson, B. Z., 211, 213, 217, 224–225Pearson, P. D., 253Pennington, B. F., 184Pennsylvania Assoc. for Retarded Children v.

Commonwealth of Pennsylvania (1971), 120

skill stimulation, 48spoken language treatments, 482

Narrative structurein children’s literature, 352–354cohesion analysis, 345–347customized narratives, 354–355early narrative intervention, 358–361as episodic, 590evaluation of, 353expressive elaboration, 348–351features of, 337–338importance of, 337–340intervention tools, 352–358language impairment and, 339–340making stories artful, 365–368other cohesive devices, 346–347overview, 337pictography, 355–358pronominal reference, 346, 365, 366school and, 338–339story art analysis, 347–352story grammar, analysis, 340–345story grammar, teaching, 361–365teaching of, 358–368

Nash, H., 260Nation, K., 178National Assessment of Adult Literacy (2003),

576National Governors Association Center for

Best Practices, 8, 83National Institute of Child Health and Human

Development, 579National Reading Council, 500National Reading Panel (NRP), 500, 579, 601Nelson, J., 618–619Nelson, N. W., 82, 320, 412Nelson-Denny Reading Test (Brown, Fishco, &

Hanna), 617, 619Neuman, S. B., 434Neurobiology in language impairment and

reading disorder, 185–190Neuropsychological processing, 42, 43–44, 56Next Oral Reading Fluency subtest, 505Ngoi, D., 426Ngoi, M., 426Nicholson, S. A., 639–640Nippold, M. A., 293, 305, 424Nisbett, R. E., 64Nizawa, J., 17Noble, K. G., 421No Child Left Behind Act (NCLB), 122,

125–128Norbury, C. F., 436Norm-referenced testing

academically relevant progress, 86age-appropriate comprehension with, 80at-risk students, 423in bilingual learners, 233

123456789

1011121314151617181920212223242526272829303132333435363738394041424344

666

FINAL Pages



Job No.: PRO00041-0

Index

reciprocal relations with reading and spelling, 451–452

research evidence for, 452–458RISE intervention, 464–466scaff old learning, 473–478single-skill instruction, 463skill selection and ordering, 456–458spelling, 530–531, 537, 545–546structure of intervention, 460–466through writing, 471–473types and tasks of, 448–450for typical learners, 452–453with verse books, 468–471vertical and horizontal goal order, 462–464

Phonological Awareness Test–Second Edition (Robertson & Salter), 504, 505

Phonological code retrieval, 44, 180, 188, 447, 478, 482–483

Phonological memoryin bilingual learners, 232, 234as decoding skill, 225intervention in, 480, 483overview, 179–180, 190, 447processing of, 494in reading assessment, 501as verbal working memory, 478

Phonological processingdefi cits in, 167, 620defi ned, 447phonemic awareness and, 478–483, 508reading comprehension, 232, 234, 236in reading disabilities, 5, 167–168, 171–180,

183–186, 189–190RTI model and, 168of SLI, 160, 162, 166, 177–180SLP focus on, 30in word identifi cation, 494–495

Phonological production, 178, 180–181, 447, 478

Physical movements in storytelling, 360Pictography, 15, 97, 106, 337, 355–363Picture-naming task, 180, 188Piece of text, defi ned, 569, 633Pierpont, E. I., 188Pintner, R., 223Plaut, D. C., 175PLD. See Primary Language DisorderPoor comprehenders/comprehension, 162, 173–

174, 269, 578Poplack, S., 213Pople, M. T., 255Portes, A., 222Positron emission tomography (PET) scans,

186Pre-episodic organization, 340–342, 362Prefi xes and suffi xes, teaching, 252, 270, 517Present Level of Performance in IEP, 134–135Present tense, 59, 338, 352

PET. See Positron emission tomography (PET) scans

Petersen, D., 52, 55, 100–102, 355Peterson, C., 341, 342, 351Peterson, O. P., 453Petrides, A., 568, 599Pham, G., 219, 234, 236Phoneme isolation, 453, 457–465, 460, 469, 471,

483, 545Phonemes/phonemic awareness. See also

Blending and phonemic awarenessauditory dyslexia, 170code mixing, 212defi ned, 6, 448fi nal phenomes, 450–452, 460, 462fi rst phenomes, 450, 458–461, 463, 471introduction, 5, 7, 15manipulation of, 249medial phonemes, 460metalinguistic skills, 80phonological processing and, 478–483in reading fundamentals, 494single vs. multiple, 46SLP role in, 459in spelling, 452, 545start of, 477–478verse books for, 490word identifi cation, 508

Phonemic Awareness for Young Children (Ad-ams et al.), 453

Phonetic awareness, 448, 458Phonetic stage of spelling, 533Phonics

as code-based skill, 255defi ned, 7, 448instruction in, 55, 169, 173, 512–513interventions with, 479, 483language skills and, 629phonemic awareness and, 460–461, 508,

510reading instruction, 454, 498, 500word identifi cation using, 502, 507

Phonological awarenessfor at-risk learners, 454Common Core standards and, 462development of, 450–451errors, 537fundamentals of, 447–452horizontal integrated skill instruction, 464intensity and distribution of intervention,

454–456intervention activities, 55, 467–473name play activities, 467other skills and, 460–462overview, 179, 447phoneme isolation, blending, segmenting

skills, 460phonemic awareness, 477–483

1234567891011121314151617181920212223242526272829303132333435363738394041424344

667

MASTERFINAL Pages



Index

strategic reading skills, 576–584teaching disciplinary comprehension,

594–596teaching strategies, 580–583the text, defi ned, 569–570text language and structure, 584–591text preview, 591text summarization, 585–589

Reading developmentbrain diff erences, 186IQ and, 131phonological awareness importance, 249stages of, 493, 496–499teaching and, 7

Reading disability. See also Dyslexia; Language disorders/impairment and reading disorders

auditory processing, 181brief history of, 168–170course of, 171–172heritability of, 189–190IQ discrepancy criterion, 169language and phonological processing of,

177–180as learning disability, 166–167linguistic characteristics of, 178neurobiology and genetics of, 185–190phonological awareness, 179phonological code retrieval, 180phonological memory, 179–180phonological production, 180–181possible contributions to, 181–185prevalence of, 170–171specifi c language impairment and, 164–165,

174–177types of, 172–174visuoperceptual processing of, 182–183

Reading disorders, high school and college stu-dents. See also Language disorders/impair-ment and reading disorders

academic independence, 635challenges with, 638–640diagnostic therapy on reading strategies,

624–627four S’s of intervention, 628impact on older students, 610–611intervention with, 627–641overview, 610reading comprehension models, 611–614service delivery models, 634–638underlying language skills, 629–632written text comprehension, 614–627

Reading fundamentals. See also Spelling; Word identifi cation

assessment types, 501–503automaticity and fl uency intervention,

516–519best practices, 499–501characteristics of good instruction, 506–507

President’s Commission on Excellence in Spe-cial Education, 126

Pressley, M., 614, 626Primary Language Disorder (PLD), 130,

158–160Priming in sentence production, 319–320Pring, T., 455Probe procedure, 309, 310Problem-solving stance to assessment, 79–80Process writing, 7Profi cient performance, 87Project EXCITE, 426–427Promise Is a Promise (Munsch & Kusugak), 355Pronominal reference, 301, 346, 365, 366Psychological support in storytelling, 360Puente Project, 427Pullen, P. C., 255Pull-out intervention, 8, 10–17, 20, 24–25, 30

Qualitative Reading Inventory–Fift h Edition (Leslie & Caldwell), 617, 623

Questioning the Author (QtA) procedure, 592–593

QuickReads (Hiebert), 599

Radcliff e, R., 639–640Randomized clinical trials (RCTs), 51, 637RAND Reading Study Group (2002), 28Rapid automatic naming, 173, 180, 234, 494,

501, 516Rashotte, C., 458Rate-disabled readers, 173Reactive sequence, 342, 344Read, Write and Type (Herron), 458Readability, defi ned, 569Reading by the Rules. See WKRP Reading by the

RulesReading comprehension

the activity, 570adolescent, measures of, 619assessment of, 615–619combining instructional elements, 595–598content in instruction, 591–598defi ned, 567–570development of, 570–576disciplinary reading, 574–575emergent literacy, 571graphical organizers, 587, 590–591intervention with, 598–602, 631–632language skills, 584–585learning to read, 571–572multimodal texts, 595overview, 567the reader, 568–569reading disorders, models, 611–614reading profi ciency in adults, 575–576reading to learn, 572–574reciprocal teaching, 582–583

123456789

1011121314151617181920212223242526272829303132333435363738394041424344

668

FINAL Pages



Job No.: PRO00041-0

Index

Retherford, K., 305RISE+. See Repeated opportunities for In-

tensive, Systematically supported, Explicit instruction

Road to the Code (Blachman, Ball, Black, & Tangel), 453, 468

Robinson, H. B., 123Robinson, N. M., 123Robust Vocabulary Instruction, 262, 263Rodriguez, B. L., 234Rosa-Lugo, L. I., 413Rosenshine, B., 580, 583Ross, C. L., 60, 107, 455, 463, 467, 583, 600Routh, D. K., 450Roy, P., 455RTI. See Response to interventionRueda, R., 210Rumbaut, R. G., 226Ryan, R., 64

Salazar, J., 210SALT. See Systematic Analysis of Language

TranscriptsSaunders, W., 216Saville-Troike, M., 222–223Say-It-and-Move-It (SIMI) activity, 453, 458,

510–511Scaff olding

blending and segmentation, 475–477cognitive-linguistic scaff olding support,

228–229generalized accounts, 392interactive scaff olding, 474–475language skills, 108linguistic scaff olds, 93–96, 465, 474in phonological awareness, 473–478regulatory scaff olds, 93–96, 112, 465reporting of past events and, 387structural scaff olds, 474

Scalp electroencephalography, 186Scanlon, D., 581Scarborough, H. S., 160, 172, 178Schlagal, B., 534Schmidek, M., 305Schneider, P., 97, 362School-age assessment. See also Assessment for

interventionintervention and, 302, 310–311, 313, 320norm-referenced testing, 299, 305, 308, 311paraphrasing task, 302, 310–311, 313, 320relative clauses, 312–319, 321–323subordinate clauses, 301–302, 304–306, 311working memory, 282, 289

School-age development of syntax, 290–293School-age language intervention. See also

At-risk students; Bilingual learners (bilin-gualism); Contextualized skill intervention; English language learners; Individualized

Reading fundamentals (continued)diagnostic assessments, 502–503fl uency processing, 495–496overview, 493progress monitoring, 502reading development stages, 496–499screening, 501–502SLP role, 493–494spelling, reciprocal relations, 451–452text choices, 599–600

Reading-to-learn strategies, 493, 499, 516, 572–574, 632–636

Reciprocal teaching, 96, 582–583Reece, K., 320Rees, N. S., 5–6Referential function of narrative, 347Regulatory scaff olds, 93–96, 112, 465Rehabilitation Act, 119, 120Reis, R., 578Relative clauses

in academic language, 284bilingual learners and, 219center-embedded relative clauses, 309, 310–

312, 331as grammar intervention principle, 295in language disorders, 301–302, 304–305, 307practice in, 49, 111, 287reading disabilities and, 161, 162, 165school-age assessment of, 312–319, 321–323teaching of, 60, 61, 85–86, 287–288, 291–293types, 286

Repeated opportunities for Intensive, Systemat-ically supported, Explicit instruction (RISE+)

with bilingual students, 235continuum of, 58explicit skill focus, 62intensity in, 59–61learner factor in, 62–64organizing intervention, 98overview, 57phonological awareness, 464–466repeated opportunities, 58–59spelling intervention, 552–555systematic support, 61–62

Repertoire theory, 534–535Research studies, 41, 50–53, 170, 580–581, 583Response to Intervention (RTI) model

academic syntax, 297at-risk students, 423–425defi ned, 41dynamic assessment in, 234–235Individualized Education Program and, 133reading assessments, 501reading intervention, 598–599reading performance and, 168SLPs and, 19–20vocabulary development, 255

Restrepo, M. A., 232

1234567891011121314151617181920212223242526272829303132333435363738394041424344

669

MASTERFINAL Pages



Index

intensity of, 554intervention and, 598minimum level of, 117overview, 10, 11–13for postsecondary settings, 638–640prevention, 18–19pull-out intervention, 13–14, 424for reading defi ciency, 9RISE and, 464, 553RTI model, 19–20selection of, 24–25self-contained class, 16–17SLI and, 132, 161SLPs and, 3, 11–14, 24–25, 253supervision, 17–18

SES. See Socioeconomic statusShafer, V. L., 186Shanahan, C., 594Shanahan, T., 594Share, D., 496Shaywitz, S. E., 169, 170, 188Shneyderman, A., 229Short sentences, 323, 352, 512Short-term memory, 185, 427, 591Sight words, 173, 499–500, 504, 612–613, 630Signal words, 382, 397, 399–400Sign language. See American Sign Language

(ASL)Signifi cant life activities, 74–75, 80, 84Single-skill instruction/activities, 463, 465,

467–469, 471Single-subject experimental research design,

24, 51–54, 103, 236Sink-or-swim education, 225Skarakis-Doyle, E., 185Skills. See also Contextualized skill interven-

tion; Language skillsbasic interpersonal communicative skills,

222–223defi ned, 75executive skills, 216, 613–614explicit skill focus, 58, 62, 369, 464facilitating skills within informational dis-

course, 388–393horizontal integrated skill instruction, 464metacognitive skills, 80, 612, 613, 623–627multiskilling, 22–24progression of skill handover, 97single-skill activities for, 463, 465, 467–469,

471strategic reading skills, 576–584strategies of activities, 78–79syntax skills, 178vertical skill ordering, 465written language skills, 107, 519, 628, 639

Skill stimulation, 47, 48, 65, 98, 99SLI. See Specifi c language impairmentSlonim, N., 251

Education Program; Intervention; Language disorders/impairment and reading disorders; Language intervention; Learning disabil-ity; Reading disability; Reading disorders; Repeated opportunities for Intensive, Sys-tematically supported, Explicit instruction; Response to Intervention (RTI) model; Sec-ond language learning; Special education; Speech-language pathology; Syntax in lan-guage assessment and intervention

assessment, 302, 310–311, 313, 320dimensions of control for, 90dynamic assessment, 297, 299, 313norm-referenced testing, 299, 305, 308, 311research evidence, 54–57school sentence forms, 290–293

Schuele, C. M., 456, 457Scotopic sensitivity syndrome, 182, 183Scott, C. M., 162–163Scott, J. A., 253SEAC. See Special Education Advisory

CommitteeSecond language learning

academic achievement in minority learners, 222–225

in adults, 216–217bilingualism and cognition, 223fi rst language development of, 220–222fi rst language infl uence on, 218–219individual variation in, 219–220for majority learners, 229–231majority vs. minority language, 213–214progress across areas of language, 217–218spoken development, 214–216transfer eff ects, 224–225

Segmenting skills, 460, 475–477, 510–512SELD. See Slow expressive language

developmentSelf discovery model, 544, 546, 549, 555Self-effi cacy, defi ned, 640Self-regulated learning, 421–422Self-regulation skills, 430–434, 437Selinker, L., 215Semantic awareness, 449Semilingualism, 221Semiphonetic stage of spelling, 451, 533, 535Sense and Sensibility (Austen), 346Sensorimotor and procedural learning, 183Sentence construction, 318–319Sentence deconstruction, 316–318, 319Sentence-level skills, 55, 289, 296, 310, 318, 518Serial naming, 180Service delivery formats

collaboration and, 297consultant, 18curriculum modifi cation, 16for high schools, 634–638in-class intervention, 15–16

123456789

1011121314151617181920212223242526272829303132333435363738394041424344

670

FINAL Pages



Job No.: PRO00041-0

Index

classroom teacher vs., 27–28, 295as consultant, 18, 23curriculum modifi cation, 16, 20distinctive practices of, 29–30expository text, 395–400in-class intervention, 15–16, 20, 24informational discourse, 388, 389label of, 4language-based assessment and intervention,

529learning disability help, 9, 16, 25, 28, 137, 296model text production, 401–403phonemic awareness, 459, 461prevention services, 18–19pull-out intervention, 13–14reading comprehension, 583, 592reading disorder challenges, 610reading fundamentals, 493–494, 501roles and responsibilities, 10–13RTI model, 19–20scope of practice, 43self-contained class, 16–17service delivery formats, 3, 10–14, 24–25, 253services to high school students, 637–638spelling assessments, 551, 556story grammar, teaching, 363, 365, 366–368supervision by, 17–18syntax and children, 281text comprehension intervention, 601vocabulary development and, 248written text comprehension, 614–615

Speech-language pathologyaccountability and achievement standards,

8–9college accessibility, 639–640cooperative roles, 27–30current practice, 9–11curriculum-based language, 7–8emergence of, 4–6evolution of, 3–4legislative basis of education, 117within NCLB and IDEA, 128–132service delivery formats, 11–20service delivery model for high school,

634–638service delivery model for postsecondary set-

tings, 638–640special education law, 117–125student buy-in, 640–641teamwork in, 20–26

Speech sound disorder, 9, 163, 189Speech-specifi c cognitive processes, 158, 181SPELL-2. See Spelling Performance Evaluation

for Language and Literacy–Second EditionSpelling

assessment, 535–544, 551, 556development, 533–535eff ective intervention, 551–556

Slow expressive language development (SELD), 159, 161

SLPs. See Speech-language pathologistsSmith, Barb, 401Smith, M. E., 236Snow, Catherine, 500Snowling, M. J., 165, 174, 175, 190, 454Social and academic uses of language, 222–223Socioeconomic status (SES)

at-risk students, 414, 418–422, 433, 436bilingualism and, 223, 225, 227, 229–233dual language learning, 219, 220vocabulary development, 250–251

Sohlberg, M. M., 48Sound talk

single-skilled contrived activities, 469–470through writing, 471–473with verse books, 458, 464–465, 468–471, 472

Special educationbefore 1975, 118–119Canada, 137–140ELL student representation, 234funding and procedural changes, 127history of, 117–125IEP for, 127, 132–137, 140major federal legislation aff ecting, 120–122No Child Left Behind Act, 125–128performance expectations, 127–128societal attitude to disability, 123speech-language pathology, 128–132

Special Education Advisory Committee (SEAC), 139

Specialized Program Individualizing Reading Excellence (Clark-Edmands), 506

Specifi c comprehension defi cit, 173–174, 177, 575Specifi c language impairment (SLI)

auditory processing, 158, 181in bilingual students, 232–235dyslexia vs., 186–187Epi-SLI project, 159–160, 164, 170, 174heritability of, 189–190identifi cation of, 158–159language and phonological processing of

reading disability, 177–180linguistic characteristics of, 161–163neurobiology and genetics of, 185–190overview, 7, 157–158phonological awareness and, 447phonological processing, 160, 162–164, 166,

177–180prevalence and persistence, 160–161reading and writing of, 164–165reading disability vs., 174–177in the schools, 161subtypes of, 165–166

Speech, defi ned, 4, 41Speech-language impairment, 3, 27, 131, 298Speech-language pathologists (SLPs)

1234567891011121314151617181920212223242526272829303132333435363738394041424344

671

MASTERFINAL Pages



Index

Subordinate clausesage-related changes, 292dosage intensity framework to, 61level of, 286priming and, 319school-age assessment and, 301–302, 304–

306, 311syntactic patterns, 382syntactic target of, 102types of, 286, 287, 293, 295

Sutton-Smith, B., 369Swanson, L. A., 362Syllable division, 449, 508, 513–514, 516–517Syllable types, 505, 508, 513–514, 516Syntactic patterns, 319, 382, 387, 395, 405Syntax in language assessment and

interventionacademic language features, 282–288academic syntax, 296–298, 313–323complex sentences, 302–308comprehension assessment, 308–309fundamentals of, 281–296guidelines for, 299importance of attending to, 296overview, 281school sentence forms, 290–295systematic investigation of, 298–313

Syntax skills, 105, 178Systematic Analysis of Language Transcripts

(SALT), 7, 305Systematic learning support

interactive learning support, 93–96language intervention, 61–62peers as, 96in spelling, 554

Takahashi, C., 17Teaching

defi nitions, 264–266direct teaching in vocabulary development,

260–264, 271, 555dose units in, 60, 465–466language intervention, 44language skills, 46, 88, 98, 101, 584, 595metalinguistic means of, 315–318milieu teaching, 6, 49, 55, 94narrative structure, 358–368, 361–365prefi xes and suffi xes, 252, 270, 517reading comprehension, 580–583, 582–583,

594–596reading development, 7relative clauses, 60, 61, 85–86, 287–288,

291–293story grammar analysis, 361–365through conscious attention, 91–92through literature units, 100vocabulary development, 260–266writing to learning disabled, 90, 107

follow-up assessment, 541–544linguistic analysis, 539mental graphemic representations, 531–532,

538, 547–549models of development, 533–534morphological awareness, 532–533, 537–538,

546, 549–551multilinguistic intervention, 544–552orthographic pattern knowledge, 529, 531,

537, 546–547phonological awareness, 530–531, 537,

545–546prescriptive spelling analysis practice items,

540–541reading and language skills, 530–533reciprocal relations with, 451–452repertoire theory of, 534–535RISE model, 552–555semantic errors, 538spelling sample, 536–537stage theory, 533–534standardized measures for, 535–536systematic analysis, 538–541, 554

Spelling Performance Evaluation for Language and Literacy–Second Edition (SPELL-2; Mas-terson, Apel, & Wasowicz), 536

SPELL-Links (Wasowicz et al.), 549, 551, 555–556

Spencer, T., 52, 100–102, 355SPIRE program, 512, 517Stahl, S. A., 259, 262, 495Stallman, A. C., 253Standardized achievement tests, 87, 126, 210,

226, 231Standards of living, 413–414Stanford-Binet test, 118Stanovich, K. E., 171–172, 248Static assessment of vocabulary knowledge,

252–253Stone, B., 456Story art analysis, 347–352Story Champs intervention, 100–102, 355Story grammar analysis

episodic organization, 342–344episodic structure, development, 344–345overview, 340pre-episodic organization, 340–342teaching of, 361–365types of, 344

Story plot, shape, 59, 350Story quality, holistic rating, 348Strategic reading skills, 576–584Strategies, defi ned, 75Strong, C., 319Structural learning support, 73, 93Student ownership of learning, 96–98Student self-evaluation, 113–114Submersion education, 225

123456789

1011121314151617181920212223242526272829303132333435363738394041424344

672

FINAL Pages



Job No.: PRO00041-0

Index

Tourette’s disorder, 188Transdisciplinary teams, 22, 24Transfer eff ects in reading, 224–225Transitional bilingual education, 226–227Treatment, defi ned, 41Treatment effi cacy, 50–51, 55, 86, 340, 580Triangle model of reading, 174, 175Trzesniewski, K. H., 434Tuckwiller, E. D., 255Tunmer, W. E., 612TWA. See Th ink before reading, While reading,

Aft er reading, checklistTwin studies in reading disorders, 189202 Oozing, Bubbling, Dripping, and Bouncing

Experiments (Van Cleave), 600

Ukrainetz, T. A., 26, 60, 104, 107, 354, 447, 455, 457–458, 463, 467, 600, 632

Ullman, M. T., 183, 188Underground curriculum, 21U.S. Census Bureau, 412

Verse books, 458, 464–465, 468–471, 472Vertical skill ordering, 463, 465, 477Vevea, J. L., 253Visuoperceptual theories in dyslexia, 182–183Visuospatial stimuli, 173, 185, 481Vocabulary development

assessment of, 252–254direct teaching, 260–264incidental exposure, 259–260increasing awareness and ownership, 266–271in informational discourse, 381–382instruction, 46, 54–55, 631intervention methods, 259–271location of intervention, 255–256narrative structure, 340overview, 248rationale for intervention, 248–249Robust Vocabulary Instruction, 262, 263targets during, 256–259teaching defi nitions, 264–266timing intervention, 254

Wagner, R., 458“Wait to fail” model, 126Walker, I., 165Warren, S. F., 60, 465Watkins, R. V., 97Wernicke’s area, 188Westby, C. E., 25, 342, 358, 436Westerveld, M. F., 362Wilce, L. S., 451, 452, 454–455Willcutt, E. G., 184Williams, C., 547Wilson, A. A., 594Wilson Reading Program (Wilson Language

Training Corporation), 506, 518

Teamwork/teaming speech-language pathol-ogy, 20–27

Technology Related Assistance for Individuals With Disabilities Act, 121

Tell Me a Story Mama (Johnson), 338Templin, Mildred, 5Terry, N. P., 414Test of Adolescent and Adult Language—Fourth

Edition (Hammill, Brown, Larsen, & Wie-derholt), 252–253

Test of Language Development Primary–Fourth Edition (Newcomer & Hammill), 299, 542

Test of Narrative Language (TNL; Gillam & Pearson), 305, 348

Test of Reading Comprehension–Fourth Edition (Brown, Wiederholt, & Hammill), 617

Test of Word Reading Effi ciency–Second Edition (Torgesen, Wagner, & Rashotte), 505

Test of Written Language–Fourth Edition (Hammill & Larsen), 299, 535

Test of Written Spelling–Fift h Edition (Larsen, Hamill, & Moats), 535

Text, defi ned, 569–570Text comprehension

development of, 571–572fl uency and, 630intervention, 599–602language and structure, 584reading comprehension and, 599–600

Text preview, 591Text summarization, 585–589Text Talk (Beck & McKeown), 103Th ematic treatment units, 103, 111–113Th erapeutic instruction, 16, 28, 41, 62, 340Th ink-alouds

comprehension assessment strategy, 311defi ned, 601metacognitive skills, 623SLPs and, 88, 552speech sounds and, 459while reading, 581, 582, 623–624word meaning, 266

Th ink before reading, While reading, Aft er reading, checklist (TWA), 579–580, 601

Th omas-Tate, S., 414Th ompson, L. A., 189Th ordardottir, E. T., 236Tier One words in vocabulary development,

256, 257Tier Th ree words in vocabulary development,

256, 257Tier Two words in vocabulary development,

256, 257–258Time-on-task argument, 227–230TNL. See Test of Narrative LanguageTomblin, J. B., 178, 179, 184Top-down intervention, 41–42, 45, 499Torgesen, J. K., 458

1234567891011121314151617181920212223242526272829303132333435363738394041424344

673

MASTERFINAL Pages



Index

SLI and, 164specifi c problems with, 232transfer eff ects, 224

Word-recognition-only dyslexia, 176Words Th eir Way (Bear et al.), 536, 547, 551Words Worth Teaching: Closing the Vocabulary

Gap (Biemiller), 257Working memory

auditory working memory, 181, 448of bilingual learners, 220, 223language intervention, 43–44, 57phonological intervention and, 450, 460, 478,

480–483, 494school-age assessment, 282, 289sensorimotor and procedural learning, 183SES background and, 421SLI and, 177SLP goals, 80verbal working memory, 447for visuospatial stimuli, 185

Work-plan contract, 431–432World Health Organization (WHO), 123Writing/written text

academic syntax, 320–323Cherokee writing system, 449comprehension, 614–627expository writing, 11, 163, 293, 302, 306learning disability and, 90, 107, 165Mycenean Greek writing system, 449overview, 614–615phonological awareness through, 471–473process writing, 7reading comprehension assessment, 615–619SLI and, 164–165sound talk through, 471–473specifi c language impairment, 164–165word reading skills, assessment, 619–622

Written language skills, 107, 496, 519, 628, 639WRMT-III. See Woodcock Reading Mastery

Tests–Th ird Edition

Yip, V., 219Yoder, P. J., 465

Zarnowski, M., 394Zdorenko, T., 218Zhang, X., 165, 178, 179Zipoli, R., 255

Wimmer, H., 179Winbury, N., 456Windsor, J., 162–163, 234WKRP Reading by the Rules (Weiss-Kapp), 506,

509, 514Wolter, J. A., 551Wong, B. Y. L., 586, 589Wood, D., 62Woodcock-Johnson III Diagnostic Reading Bat-

tery (Woodcock, Mather, & Schrank), 618Woodcock Reading Mastery Tests–Th ird Edition

(WRMT-III; Woodcock), 310, 502Word blindness, 119, 168–170, 182Word identifi cation

articulatory cues and mnemonics, 509–510controlled orthography tests, 512fl uency assessment, 503–506, 629–630intervention, 507–516irregular word memorization aids, 515letter-sound correspondence, 508morphological awareness, 514–515overview, 507–508phonemic awareness, 508processes, 494–495segmenting and blending letters, 510–512syllable types, 505, 513–514

Word reading skillsassessment, 615, 619–622, 624phoneme segmenting, 453prevalence and persistence, 160preventive intervention, 500strategies, 629–630vocabulary development, 249

Word recognitioncode-based approach, 499–500comprehension assessment, 308direct instruction, 494English letter-word recognition, 237fl uency problems, 84, 164, 167, 170, 178, 482,

495, 503, 505, 517, 520improvements to, 630, 634late-appearing problems, 170orthographic pattern knowledge, 498, 511phonics instruction, 55phonological awareness, 530, 610phonological processing, 174–175reading assessment, 501, 503reading comprehension, 185–186, 190, 571reading disability as, 43, 166, 171–174

index [] · index biber, d., 288 bics. see basic interpersonal communicative skills biemer, c., 17...

Documents