Language Strategies for Older Students (2001). Vicki Prouty & Michele Fogan. Thinking Publications, 424 Galloway St., Eau Claire, WI 54703. $39. Reviewed by Ronna Siegel Woloshin, Arlington Heights, IL.

Language Strategies for Older Students is a resource for reinforcing the communication skills of students from upper elementary to middle school (grades 5–8). This resource consists of 25 lessons organized in three primary areas: language comprehension, language expression, and story grammar knowledge. Each lesson incorporates language arts concepts, curriculum concepts, and literature-based intervention techniques. In addition, pragmatic and written language goals are incorporated in the three primary areas and within each lesson.

Some of the goals targeted in the area of language comprehension include giving and receiving directions, re‑reading for clarity, evaluative listening, identifying critical vs. noncritical information, and differentiating fact from opinion. The section on language expression addresses goals that include understanding and using higher-level vocabulary and figurative language, identifying and switching between communication registers, using precise and descriptive language, and using language skills for problem-solving and higher-level thinking. Finally, the story grammar knowledge section addresses goals that include using a story grammar framework for telling or retelling a story, identifying the main idea, understanding cause‑effect relationships, using story grammar strategies for oral and written language, and applying higher-level inferencing skills.

Although each major unit emphasizes one of the core areas, all areas are integrated within each unit. This resource uses a “strategy-based” approach. Each strategy is accompanied by a visual graphic, an activity for learning it, and an opportunity for demonstrating use of the strategy both orally and in writing. The strategies also provide students with the opportunity to self-evaluate and self-monitor their skills outside of the classroom setting.

This resource is extremely well organized. Each lesson gives very detailed and specific directions for presentation of the activity. Each lesson plan includes clearly stated goals/objectives, a scripted introduction with a tie-in to prior learning, a focus/relevance section, specific lessons/activities, and a closure that summarizes the lesson concepts and provides a bridge to the next lesson. The connection between oral and written language also is reinforced through short, written activities called “Rapid Writes,” which present structure for completing assignments. Each lesson is intended to be presented in a classroom and can be taught during a 30-minute class period. Each lesson contains a full-page graphic that functions as a visual aid to help students remember the strategies. Graphics can be enlarged and duplicated. A helpful, organizational chart is included that cross references the units/lessons with communication goals. This chart can be helpful in developing IIEP goals and objectives.

This resource has benefits for both new speech-language pathologists and more experienced professionals. It provides a framework that is structured enough for a beginner to follow, yet flexible enough for an experienced professional to incorporate into their current program. The scripted lessons—with their concrete, detailed examples of presenting the idea—can be a cookbook for an SLP who is new to the field. SLPs with more experience can use the activities as a springboard for their own ideas and go beyond the limitations of the lessons. The activities are written in a flexible format so that SLPs and educators can develop their own lessons utilizing their own teaching style. Although the lessons and activities are intended for use in the classroom. they also could easily be adapted for use with small groups or for work with individual students. Many of the lessons contain helpful hints and suggestions for expanding, modifying, and adapting the information to meet the needs of students with a variety of ability levels.

This resource successfully integrates curriculum vocabulary and concepts with communication goals through emphasizing the connection between verbal and written language. The emphasis on teaching written language within the context of pragmatics adds motivation by continuously making connections between the language skills being learned and the context in which the skills will be used. Each activity highlights the social importance of each strategy, which makes it more relevant for students. The activities develop skills that emphasize successful communication both in and out of the school setting. Numerous opportunities are provided for the children to practice their new skills in “real-life” contexts. This helps the children take responsibility for their communication goals and contributes to the development of self-­monitoring skills. The literature‑based activities are interesting, engaging, motivating, and relevant to the students’ daily lives. This resource also increases parent awareness of their child’s goals and encourages participation through providing home activities relating to language goals.

This resource would be of value for SLPs working in schools that are using an inclusion model. This flexible, cutting‑edge resource also will provide school‑based SLPs with a variety of valuable strategies to help them integrate their speech‑language goals with classroom curriculum activities.