Clinical Issues: Comments From the Guest Editor I wish I had a nickel for every vocabulary goal I have seen on IEPs for preschool and school age youngsters over the years. The fact that vocabulary is almost always targeted as an area of growth for children and adolescents with language impairments is not surprising. Lexicon deficits ... Editorial
Editorial  |   October 01, 2002
Clinical Issues: Comments From the Guest Editor
Author Notes
  • Barbara J. EhrenGuest Editor
Article Information
Editorial
Editorial   |   October 01, 2002
Clinical Issues: Comments From the Guest Editor
SIG 1 Perspectives on Language Learning and Education, October 2002, Vol. 9, 1-2. doi:10.1044/lle9.3.1-a
SIG 1 Perspectives on Language Learning and Education, October 2002, Vol. 9, 1-2. doi:10.1044/lle9.3.1-a
I wish I had a nickel for every vocabulary goal I have seen on IEPs for preschool and school age youngsters over the years. The fact that vocabulary is almost always targeted as an area of growth for children and adolescents with language impairments is not surprising. Lexicon deficits are a huge issue for students with language problems of various kinds with far reaching affects on their ability to access the school curriculum.
Because vocabulary is such an important area, it is crucial that speech-language pathologists understand the variables that affect vocabulary acquisition. It is also essential that we conceptualize vocabulary in the broad context of all literacy processes (listening, speaking, reading, and writing), because vocabulary is a linchpin for reading and writing proficiency. Given the severity of the vocabulary deficits characteristic of so many students with language impairments, we have little time to waste in intervention. Our practices must be maximally effective and efficient.
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