Applications of responsiveness to intervention and the speech-language pathologist in elementary school settings.
This article addresses ways in which speech-language pathologists can play a proactive and substantive part in school-wide language and reading disability prevention and intervention efforts within the responsiveness to intervention framework. Within a collaborative working paradigm, specific student-focused instructional targets are presented in the areas of oral language, metacognition, and reading comprehension. A discussion of professional development focuses on enhancing teacher-student communication interaction, a critical yet often undervalued component of teacher training.
Roth
Froma P
FP
Department of Hearing and Speech Sciences, University of Maryland, College Park, Maryland, USA. froth@hesp.umd.edu
Troia
Gary A
GA
D002648:Child; D002663:Child Language; D002675:Child, Preschool; D003142:Communication; D032882:Comprehension; D005178:Faculty; D006801:Humans; D007398:Interpersonal Relations; D007806:Language Disorders / Q000517:prevention & control*; D007859:Learning Disabilities / Q000517:prevention & control*; D017145:Models, Educational; D010700:Phonetics; D011932:Reading; D012574:Schools; D012660:Semantics; D013066:Speech-Language Pathology / Q000379:methods*; D013334:Students; D014825:Vocabulary