NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ764656
Record Type: Journal
Publication Date: 2005
Pages: 10
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0271-8294
The Context of Discourse Difficulty in Classroom and Clinic: An Update
Nelson, Nickola Wolf
Topics in Language Disorders, v25 n4 p322-331 Oct-Dec 2005
In two original articles from the inaugural issue of "Topics in Language Disorders", Berlin, Blank, and Rose proposed a model of dialogue complexity on the basis of a continuum of abstractness defined as perceptual-language distance; Carlson, Gruenewald, and Nyberg proposed a triadic model of academic concepts, student language, and teacher language to explain classroom breakdowns, particularly in math story problems. The update credits the original contributions as stepping-stones toward a contextualized view of language learning disability and curriculum-based language assessment and intervention. Implications are considered for a complex model of integrated spoken and written language processing and for current discussions of inclusive classrooms, differentiated instruction, and scaffolding discourse. Questions remain about best service delivery contexts for improved instructional and intervention discourse. The writing lab approach is offered as one example of a context for integrating differentiated instruction that can be adjusted to appropriate difficulty levels for all.
Lippincott Williams & Wilkins. P.O. Box 1600, Hagerstown, MD 21741. Tel: 800-638-3030; Tel: 301-223-2300; Fax: 301-223-2400; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany (Berlin)