A study was conducted to examine the use of Index of Narrative Complexity (INC) scoring system. Findings show the use of INC as a clinical tool for evaluating the outcomes of narrative intervention.

A seven-step evidence-based practice decision-making process within an authentic learning context, which is used by the supervisors to teach the graduate students, is discussed. The approach is extremely useful for teaching the evidence-based intervention decisions to the students is highlighted.

This article explores evidence related to the idea that children with language impairments present co-occurring limitations in data-driven and conceptually driven processing. It concludes that together, these limitations contribute to a heightened sensitivity to increasing task demands in children with language impairments. Assessment and…

This article describes a process known as dynamic assessment used to evaluate children's narrative and expository discourse abilities. These assessment procedures help speech-language pathologists better describe language learning potential of children who are referred for language assessment. How dynamic assessment provides critical information…

Discusses the relationship between language impairments and memory. A discovery process that can be used to determine the degree to which children's long-term memories vary across recall content and contexts, and a method for determining which memory facilitation strategies are the most effective are discussed. (CR)

Two metacognitive strategies, ARROW and BRIDGE, are presented that can be taught to students with language-based learning disabilities to help them manage the long-term memory demands of middle school and high school curricula. A metastrategy is presented that is designed to facilitate the development of strategic problem solving. (Author/CR)

Summarizes findings on the relationship of working memory and long-term memory to language impairments. Language interventions are discussed, including promoting attention, speaking clearly and slowly, promoting phonological coding, planning activities around topics familiar to the learners, helping learners organize new knowledge, and providing…

This article finds that two aspects of phonological working memory, phonological coding and phonological recoding, appear to be important elements in the relationship between phonological working memory and phonological awareness. It suggests an approach to training in phonological awareness and reports an intervention study in which phonological…