Activating the Vocabulary Sponge: What Happens When Authors Need Words to Tell Their Stories For the past 10 years or so, my colleagues and I, our graduate students, and collaborating partners have been exploring and marveling at the language development potential of an inclusive, computer-supported writing lab approach. Working with general and special education teachers in classrooms and school computer labs, we have ... Article
Article  |   October 01, 2002
Activating the Vocabulary Sponge: What Happens When Authors Need Words to Tell Their Stories
Author Affiliations & Notes
  • Nickola Wolf Nelson
    Speech Pathology and Audiology, Western Michigan University, Kalamazoo, MI
Article Information
Development / School-Based Settings / Professional Issues & Training / Normal Language Processing / Attention, Memory & Executive Functions / Speech, Voice & Prosody / Articles
Article   |   October 01, 2002
Activating the Vocabulary Sponge: What Happens When Authors Need Words to Tell Their Stories
SIG 1 Perspectives on Language Learning and Education, October 2002, Vol. 9, 18-24. doi:10.1044/lle9.3.18
SIG 1 Perspectives on Language Learning and Education, October 2002, Vol. 9, 18-24. doi:10.1044/lle9.3.18
Acknowledgments
The work in this article was supported partially by the Writing Lab Outreach Project from 1998–2002 as Grant No. H324R980120 from the U.S. Department of Education (N.W. Nelson and C.M. Bahr, Co-Directors; A.M. Van Meter, Project Coordinator, Western Michigan University, in collaboration with the Kalamazoo Public Schools). It was also supported partially by a prior research project, “Linking Test Processing Tools to Student Needs” (also a collaborative effort of Nelson, Bahr, and Van Meter), U.S. Dept. of Education, Grant No. H180G20005. Many of the ideas in this article will be presented in the forthcoming book, Using a Writing Lab Approach to Build Language and Literacy (tentative title, by Nelson, Bahr, & Van Meter, to be published by Paul H. Brookes in 2003).
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