Targeting Written Expression for Students with Learning Disabilities
SLPs can work with teams of general and special educators to target language growth in students (ages 6–18) with language-based learning disabilities (LLD). Explore techniques for assessing written story probes, quantify and describe language and self-regulatory abilities at the discourse-, sentence-, and sound-/word-levels, and learn to prioritize language intervention targets. Plan collaborative, curriculum-based approaches to engage students with LLD in all stages of the writing process—targeting multiple language levels—and use scaffolding techniques to increase students’ knowledge of language at the sound/word and sentence/discourse levels.
You will be able to
- apply the term language-learning disability (LLD) appropriately to describe school-age students with co-occurring language impairments and learning disabilities
- use a variety of sound/word and sentence/discourse measures and descriptors to prioritize targets for intervention
- target and scaffold students’ knowledge of sound/word and sentence/discourse structures to convey and comprehend more complex ideas
- measure change in children’s written language skills using written story probes