Written language intervention approaches

A brief review

Edward Gillian, Lindy McAllister, Sharynne McLeod, Robert J. Parkes

Research output: Contribution to journalArticle

Abstract

SLPs working in schools are often asked to work on oral and written language of children with communication impairments. This paper discusses evidence for three major approaches to written language intervention: traditional pen and paper intervention and two different types of computer based learning (CBL). The traditional pen and paper intervention has been found to be successful when it incorporates language-based and explicit instruction; however, difficulties with spelling and legibility can decrease its effectiveness. The word processing software approach has a small body of supporting evidence; however, it does not provide explicit scaffolding for the development of vocabulary and punctuation. Writing prompt software has a small body of evidence supporting its effectiveness. More research into the use of writing prompt software for written language intervention is recommended.
Original languageEnglish
Pages (from-to)111-117
Number of pages7
JournalAsia Pacific Journal of Speech Language and Hearing
Volume11
Issue number2
Publication statusPublished - 2008

Fingerprint

written language
Language
Software
Word Processing
Child Language
Vocabulary
evidence
Communication
Learning
vocabulary
instruction
Research
communication
language
school
learning
software

Cite this

Gillian, Edward ; McAllister, Lindy ; McLeod, Sharynne ; Parkes, Robert J. / Written language intervention approaches : A brief review. In: Asia Pacific Journal of Speech Language and Hearing. 2008 ; Vol. 11, No. 2. pp. 111-117.
@article{de7fadab80d9441780705c8ea9c13078,
title = "Written language intervention approaches: A brief review",
abstract = "SLPs working in schools are often asked to work on oral and written language of children with communication impairments. This paper discusses evidence for three major approaches to written language intervention: traditional pen and paper intervention and two different types of computer based learning (CBL). The traditional pen and paper intervention has been found to be successful when it incorporates language-based and explicit instruction; however, difficulties with spelling and legibility can decrease its effectiveness. The word processing software approach has a small body of supporting evidence; however, it does not provide explicit scaffolding for the development of vocabulary and punctuation. Writing prompt software has a small body of evidence supporting its effectiveness. More research into the use of writing prompt software for written language intervention is recommended.",
keywords = "Computer based learning, Schools, Written language intervention",
author = "Edward Gillian and Lindy McAllister and Sharynne McLeod and Parkes, {Robert J.}",
note = "Imported on 12 Apr 2017 - DigiTool details were: Journal title (773t) = Asia Pacific Journal of Speech Language and Hearing. ISSNs: 1361-3286;",
year = "2008",
language = "English",
volume = "11",
pages = "111--117",
journal = "Asia Pacific Journal of Speech Language and Hearing",
issn = "1361-3286",
publisher = "Taylor & Francis",
number = "2",

}

Gillian, E, McAllister, L, McLeod, S & Parkes, RJ 2008, 'Written language intervention approaches: A brief review', Asia Pacific Journal of Speech Language and Hearing, vol. 11, no. 2, pp. 111-117.

Written language intervention approaches : A brief review. / Gillian, Edward; McAllister, Lindy; McLeod, Sharynne; Parkes, Robert J.

In: Asia Pacific Journal of Speech Language and Hearing, Vol. 11, No. 2, 2008, p. 111-117.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Written language intervention approaches

T2 - A brief review

AU - Gillian, Edward

AU - McAllister, Lindy

AU - McLeod, Sharynne

AU - Parkes, Robert J.

N1 - Imported on 12 Apr 2017 - DigiTool details were: Journal title (773t) = Asia Pacific Journal of Speech Language and Hearing. ISSNs: 1361-3286;

PY - 2008

Y1 - 2008

N2 - SLPs working in schools are often asked to work on oral and written language of children with communication impairments. This paper discusses evidence for three major approaches to written language intervention: traditional pen and paper intervention and two different types of computer based learning (CBL). The traditional pen and paper intervention has been found to be successful when it incorporates language-based and explicit instruction; however, difficulties with spelling and legibility can decrease its effectiveness. The word processing software approach has a small body of supporting evidence; however, it does not provide explicit scaffolding for the development of vocabulary and punctuation. Writing prompt software has a small body of evidence supporting its effectiveness. More research into the use of writing prompt software for written language intervention is recommended.

AB - SLPs working in schools are often asked to work on oral and written language of children with communication impairments. This paper discusses evidence for three major approaches to written language intervention: traditional pen and paper intervention and two different types of computer based learning (CBL). The traditional pen and paper intervention has been found to be successful when it incorporates language-based and explicit instruction; however, difficulties with spelling and legibility can decrease its effectiveness. The word processing software approach has a small body of supporting evidence; however, it does not provide explicit scaffolding for the development of vocabulary and punctuation. Writing prompt software has a small body of evidence supporting its effectiveness. More research into the use of writing prompt software for written language intervention is recommended.

KW - Computer based learning

KW - Schools

KW - Written language intervention

M3 - Article

VL - 11

SP - 111

EP - 117

JO - Asia Pacific Journal of Speech Language and Hearing

JF - Asia Pacific Journal of Speech Language and Hearing

SN - 1361-3286

IS - 2

ER -