ERIC Number: EJ1081527
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: N/A
Characteristics, Assessment, and Treatment of Writing Difficulties in College Students with Language Disorders and/or Learning Disabilities
Richards, Stephanie A.
Topics in Language Disorders, v35 n4 p329-344 Oct-Dec 2015
Many students currently are enrolled in colleges and universities across the country with language disorders and/or learning disabilities (LLD). The majority of these students struggle with writing, creating a need to identify and provide them with writing intervention services. Speech-language pathologists (SLPs) may provide this intervention; however, many report lacking the confidence, training, and experience to assess and treat writing difficulties in this or any population (Fallon & Katz, 2011). Therefore, the purpose of this article is to provide information that will assist SLPs and other professionals to identify the writing problems of college students with LLD and develop individualized treatment plans for them. Specifically, information is provided relating to (a) the types of writing difficulties typically seen in this population, (b) the best methods of assessing the writing problems of this population, (c) how to develop and provide individualized therapy for these individuals, and (d) the types of accommodations that can be used with this population.
Descriptors: Writing Difficulties, College Students, Language Impairments, Communication Disorders, Learning Disabilities, Speech Language Pathology, Intervention, Writing Instruction, Individualized Education Programs, Writing Evaluation, Therapy, Academic Accommodations (Disabilities)
Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: http://www.lww.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A