ERIC Number: EJ927245
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 0
Important Constructs in Literacy Learning across Disciplines
Foorman, Barbara R.; Arndt, Elissa J.; Crawford, Elizabeth C.
Topics in Language Disorders, v31 n1 p73-83 Jan-Mar 2011
Currently students who struggle with language and literacy learning are classified with various labels in different states--language learning disabilities, dyslexia, specific language impairment, and specific learning disability--in spite of having similar diagnostic profiles. Drawing on the research on comprehension of written language, we propose common language for teachers of language and literacy to use in planning intervention. The common language is based on a common set of constructs and measures rooted in research in linguistics and psychology and applied to educational science. The common constructs are knowledge of phonological structures, knowledge of the alphabetic principle, fluency in decoding and encoding, comprehension of oral and written language, and extensive reading and writing. The common language should facilitate communication between speech, language, and reading specialists in their efforts to address intraindividual differences in individual students with evidence-based diagnostic profiles that can inform treatment.
Descriptors: Evidence, Reading Consultants, Written Language, Learning Disabilities, Language Impairments, Profiles, Specialists, Literacy, Intervention, Jargon, Language Research, Social Science Research, Decoding (Reading), Coding, Reading Fluency, Phonology, Phoneme Grapheme Correspondence, Students
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
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