Whole language intervention for school-age children
著者
書誌事項
Whole language intervention for school-age children
（School-age children series）
Singular Pub. Group, c1993
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注記
Includes bibliographical references (p. 321-333) and index
内容説明・目次
内容説明
Clinicians should find this text a practical guide to the design and implementation of whole language based intervention for school-aged children. The authors advocate and set forth intervention plans and strategies to integrate the treatment of oral and written aspects of language using the child's classroom language. This approach can be adapted to different cirricula to enhance children's abilities to talk and write about the activities of the classroom. Specific strategies focus on language development, use, and higher-level comprehension through reading, writing, and oral discussion.
目次
From more to less: language learning as a whole to part process. From less to more: a model of language organized along the situational, discourse, and semantic dimensions. When more is less: the effects of context oral and written language. When less is more: intervention for the early elementary level child. Deriving more from less: developing implicit understanding of language.
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