Intervention Strategies for Learning Disabled Children with Oral Communication Disorders

1984 ◽  
Vol 7 (1) ◽  
pp. 7-18 ◽  
Author(s):  
Nancy J. Spekman ◽  
Froma P. Roth
Keyword(s):  
Social Organization ◽  
Oral Communication ◽  
Communication Disorders ◽  
Learning Disabled ◽  
Intervention Strategies ◽  
Specific Intervention ◽  
Disabled Children ◽  
Communicative Intention ◽  
Instructional Activities ◽  
Organizational Framework

This paper presents intervention strategies for managing learning disabled children with oral communication disorders. The strategies are based on a comprehensive organizational framework of pragmatic abilities comprised of three major components: communicative intention, presupposition, and social organization of discourse. Following a brief description of the components, specific intervention goals and instructional activities related to each area will be addressed.

An Intervention Framework for Learning Disabled Students with Communication Disorders

1982 ◽  
Vol 5 (4) ◽  
pp. 429-437 ◽  
Author(s):  
Nancy J. Spekman ◽  
Froma P. Roth
Keyword(s):  
Social Organization ◽  
Communication Disorders ◽  
Learning Disabled ◽  
Disabled Children ◽  
Relevant Research ◽  
Disabled Students ◽  
The Social

This paper presents an intervention framework for the management of communication disorders in learning disabled children. The model is comprised of three major components: communicative intentions, presupposition, and the social organization of discourse. A description of each component is provided along with a review of relevant research. Finally, a set of general instructional guidelines and principles is presented.

An Intervention Framework for Learning Disabled Students with Communication Disorders

1988 ◽  
Vol 11 (3) ◽  
pp. 248-256
Author(s):  
Nancy J. Spekman ◽  
Froma P. Roth
Keyword(s):  
Social Organization ◽  
Communication Disorders ◽  
Learning Disabled ◽  
Disabled Children ◽  
Relevant Research ◽  
Disabled Students ◽  
The Social

This paper presents an intervention framework for the management of communication disorders in learning disabled children. The model is comprised of three major components: communicative intentions, presupposition, and the social organization of discourse. A description of each component is provided along with a review of relevant research. Finally, a set of general instructional guidelines and principles is presented.

Assessing the Pragmatic Abilities of Children

1984 ◽  
Vol 49 (1) ◽  
pp. 2-11 ◽  
Author(s):  
Froma P. Roth ◽  
Nancy J. Spekman
Keyword(s):  
Social Organization ◽  
Pertinent Literature ◽  
Communicative Intention ◽  
The Social ◽  
Organizational Framework

This paper describes an organizational framework for the assessment of pragmatic abilities in children. The framework addresses the areas of communicative intention, presupposition, and the social organization of discourse. For each area, assessment parameters are presented in coordination with a review of pertinent literature.

Repeated Reading and Reading Fluency in Learning Disabled Children

1985 ◽  
Vol 20 (2) ◽  
pp. 180-188 ◽  
Author(s):  
Carol A. Rashotte ◽  
Joseph K. Torgesen
Keyword(s):  
Reading Fluency ◽  
Repeated Reading ◽  
Learning Disabled ◽  
Disabled Children

Arousal and Cognition: Picture Vocabulary Performance and Individual Differences in Physiological Arousal

1980 ◽  
Vol 50 (2) ◽  
pp. 579-582
Author(s):  
Frank H. Farley ◽  
Valerie J. Reynolds
Keyword(s):  
Individual Differences ◽  
Physiological Arousal ◽  
Learning Disabled ◽  
Significant Trend ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
Disabled Children ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test

The contribution of individual differences in physiological arousal to intellective assessment in learning disabled children was studied. Arousal was measured by salivary response and intellective function (receptive vocabulary) by the Peabody Picture Vocabulary Test. It was predicted that best performance would be found at intermediate levels of arousal. Peabody scores of learning disabled subjects of high, middle, and low arousal showed a non-significant trend in the predicted direction. Reasons for the lack of significance of this hypothesized trend were proposed and needed research outlined.

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