One-on-One: Schools: A Conversation With Elaine Silliman on the Interconnection of Language and Literacy: A Key to Our Disciplinary and Professional Futures Elaine Silliman agreed to talk to Special Interest Division 1 concerning the knowledge and skills of speech language pathologists in respect to reading and writing and how this knowledge may shape the future of our profession. This is certainly not the first time that Dr. Silliman has generously offered ... Viewpoint
Viewpoint  |   October 01, 2002
One-on-One: Schools: A Conversation With Elaine Silliman on the Interconnection of Language and Literacy: A Key to Our Disciplinary and Professional Futures
Author Affiliations & Notes
  • Sylvia F. Diehl
    Communication Sciences and Disorders, University of South Florida, Tampa, FL
Article Information
School-Based Settings / Normal Language Processing / One-on-One
Viewpoint   |   October 01, 2002
One-on-One: Schools: A Conversation With Elaine Silliman on the Interconnection of Language and Literacy: A Key to Our Disciplinary and Professional Futures
SIG 1 Perspectives on Language Learning and Education, October 2002, Vol. 9, 40-43. doi:10.1044/lle9.3.40
SIG 1 Perspectives on Language Learning and Education, October 2002, Vol. 9, 40-43. doi:10.1044/lle9.3.40
Elaine Silliman agreed to talk to Special Interest Division 1 concerning the knowledge and skills of speech language pathologists in respect to reading and writing and how this knowledge may shape the future of our profession. This is certainly not the first time that Dr. Silliman has generously offered her leadership to the Division 1 membership. She served for five years as the coordinator of this division and was the editor of Language, Speech, and Hearing Services in Schools from 1998–2000. She is a member of the Specialty Board on Child Language and an ASHA fellow. Her research and numerous publications give her a unique and thoughtful perspective on these issues in our profession. This research includes the scaffolding of literacy learning in self-contained and inclusive classrooms, cultural and linguistic variations in narrative and literacy development, and a dynamic systems approach to the assessment of writing in children and adolescents with a language learning disability.
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