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A Comparison Of Intervention Approaches For Improving Literate Language Use By Children With Language Impairments, Kristina Morrey, Lichelle Slater, Kelsi Bailey
A Comparison Of Intervention Approaches For Improving Literate Language Use By Children With Language Impairments, Kristina Morrey, Lichelle Slater, Kelsi Bailey
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Westby (1985) has characterized language development in terms of an “oral-literature” continuum. Oral language resides at one end of this continuum while “literate language” resides at the other. Broadly defined, oral language acquisition has been characterized as the process by which children “learn to talk.” Literate language has been described as “talking to learn.” Literate language is used to monitor, reflect, reason, plan and predict and is more “scholarly” than oral language. Children who use literate tend to perform well in school (Wallach & Butler, 1994) and have diverse vocabularies that can be used to describe and elaborate on concepts …