Three critical factors must be considered when choosing and implementing communication therapies for the LD student.
Get full access to this article
View all access options for this article.
References
1.
Benton, A.1978. Some conclusions about dyslexia. In Dyslexia: An appraisal of current knowledge, eds. A. Benton, and D. Pearl, pp. 451–76. New York: Oxford University Press.
2.
Bryan, T.; Donahue, M.; and Pearl, R.1981. Learning disabled children's peer interactions during a small-group problem-solving task. Learning Disability Quarterly4:1, pp. 13–22.
3.
Cohen, S.; and Plaskon, S.1980. Language arts and the mildly handicapped. Columbus, Ohio: Charles E. Merrill.
4.
Cruickshank, W.1977. Learning disabilities in home, school, and community. Syracuse: Syracuse University Press.
5.
Donahue, M.1980. Requesting strategies of learning disabled children. Applied Psycholinguistics1:3, pp. 213–34.
6.
Donahue, M; Pearl, R.; and Bryan, T.1980. Learning disabled children's conversational competence: Response to inadequate messages. Applied Psycholinguistics1:4, pp. 387–403.
7.
Gerber, A.; and Bryen, D.1981. Language and learning disabilities. Baltimore: University Park Press.
8.
Hammill, D.; Leigh, J.; McNutt, G.; and Larsen, S.1981. A new definition of learning disabilities. Learning Disability Quarterly4:4, pp. 336–42.
9.
Lieberman, L.1980. Territoriality—Who does what to whom? Journal of Learning Disabilities13:3, pp. 124–8.
10.
Myklebust, H.1954. Auditory disorders in children: A manual for differential diagnosis. New York: Grune and Stratton.
11.
Pirozzolo, F.1979. The neuropsychology of developmental reading disorders. New York: Praeger.
12.
Russell, S. C.1981. The syntactic, semantic, and pragmatic oral language production of normal and learning disabled children: A single-subject approach. Unpublished doctoral dissertation, The University of Michigan, Ann Arbor, Michigan.
13.
Russell, S. C.1983. Oral language disorders of the learning disabled: A single-subject approach. In Academics and beyond: The best of ACLD, Vol. 4, eds. W. Cruickshank, and E. Tash, pp. 3–26. Syracuse: Syracuse University Press.
14.
Satz, P.; and Morris, R.1980. Learning disability subtypes: A review. In Neuropsychological and cognitive processes in reading, eds. F. Pirozzolo, and M. Wittrock, pp. 109–41. New York: Academic Press.
15.
Wiig, E.1976. Language and learning disabilities: Identification and evaluation. Australian Journal of Remedial Education8:4, pp. 4–14.
16.
Wiig, E.; Lapointe, C.; and Semel, E.1977. Relationships among language processing and production abilities of learning disabled adolescents. Journal of Learning Disabilities10:5, pp. 292–99.
17.
Wiig, E.; and Roach, M.1975. Immediate recall of semantically varied “sentences” by learning-disabled adolescents. Perceptual and Motor Skills40:1, pp. 119–25.
18.
Wiig, E.; and Semel, E.1974. Logico-grammatical sentence comprehension by adolescents with learning disabilities. Perceptual and Motor Skills38:3, Part 2 pp. 1331–34.
19.
Wiig, E.; and Semel, E.1975. Productive language abilities in learning disabled adolescents. Journal of Learning Disabilities8:9, pp. 578–86.
20.
Wiig, E.; and Semel, E.1976. Language disabilities in children and adolescents. Columbus, Ohio: Charles E. Merrill.
21.
Wiig, E.; and Semel, E.1980. Language assessment and intervention for the learning disabled. Columbus, Ohio: Charles E. Merrill.