Natural Complements: Collaborative Approaches for Educators to Support Students With Learning Disabilities and Literacy Difficulties

Authors: Falk-Ross, Francine¹; Watman, Lizabeth²; Kokesh, Karen²; Iverson, Mary²; Williams, Eileen²; Wallace, Anne²

Source: Reading and Writing Quarterly, Volume 25, Number 1, January 2009 , pp. 104-117(14)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

The overall goal of this research study was to facilitate discussion about support for educators learning about the relationships between language and literacy achievement in order to lay the groundwork for more effective future interventions by language and literacy specialists. Findings pinpoint new perceptions regarding how remedial and compensatory interventions differ as approached by speech/language versus literacy specialists, the extent to which language and literacy specialists' perceptions change as they engage in collaborative conversations regarding students' competencies and progress, common literacy strategies that develop language knowledge, and the transitional changes in perceptions of these specialists toward collaboration and applied interventions.

Document Type: Research article

DOI: http://dx.doi.org/10.1080/10573560802004530

Affiliations: 1: Pace University, Pleasantville, New York, USA 2: Northern Illinois University, DeKalb, Illinois, USA

Publication date: 2009-01-01

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