SIG 1 Perspectives Vol. 21, No. 3, July 2014

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SIG 1 Perspectives Vol. 21, No. 3, July 2014

This issue of Perspectives addresses strategies to help SLPs identify and treat children with written language disorders. Topics include early development of writing skills in children with language disorders, the complexities involved in accurately identifying children with dyslexia, the important role of handwriting in academic performance for children with language disorders, and strategies to improve expository writing in children with dyslexia.

Learning Outcomes
You will be able to:

  • summarize the developmental trajectory of early writing abilities in preschool, describe how these skills are related to other literacy skills, and describe appropriate early writing activities in therapeutic and classroom settings
  • identify key features in the differential diagnosis of dyslexia
  • provide a rationale for the role of the SLP in handwriting intervention
  • describe several developmentally sequenced strategies that should be used with students who have handwriting deficits
  • identify specific modeling, scaffolding, and collaborative strategies that can be employed at each stage of the writing process in order to enable students with severe writing difficulties to become more accomplished and self-regulated writers

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Continuing Education

: 0.2 PDHs: 2.0
: 7/17/2014 to 7/1/2017
: Intermediate

Product Information

Item #(s): WEBS0120103
Client Age: Children
Format(s): SIG Perspectives and Exam
Language: English
Author: A Collaborative Project of ASHA Professional Development and SIG 1, Language Learning and Education

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