Introduction Whole language is a term, originated by Ken Goodman, that is used to designate an educational philosophy regarding language and how it should be taught. Although many identify the movement with written language, it evolved from theoretical and empirical research in oral language development and principles of natural language ... Clinical Forum
Clinical Forum  |   October 01, 1990
Introduction
 
Author Affiliations & Notes
  • Janet A. Norris
    Louisiana State University, Baton Rouge
Article Information
Development / Speech, Voice & Prosodic Disorders / School-Based Settings / Professional Issues & Training / Normal Language Processing / Language Disorders / Attention, Memory & Executive Functions / Speech, Voice & Prosody / Clinical Forum: Whole Language and the Speech-Language Pathologist
Clinical Forum   |   October 01, 1990
Introduction
Language, Speech, and Hearing Services in Schools, October 1990, Vol. 21, 205. doi:10.1044/0161-1461.2104.205
 
Language, Speech, and Hearing Services in Schools, October 1990, Vol. 21, 205. doi:10.1044/0161-1461.2104.205
Whole language is a term, originated by Ken Goodman, that is used to designate an educational philosophy regarding language and how it should be taught. Although many identify the movement with written language, it evolved from theoretical and empirical research in oral language development and principles of natural language learning. The whole language movement has many implications for speech-language pathologists, both in terms of their role as resource personnel for classroom teachers who are implementing whole language, and in terms of the models of intervention that are used in treatment for children with language disorders. As the professionals with the most extensive training in language and language learning, it is clear that we need to become actively involved in the whole language movement. The authors in this forum provide a cross section of viewpoints regarding whole language and its implications for speech-language pathologists.
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