Whole Language and the Speech-Language Pathologist Although many speech-language pathologists service children who have difficulty with oral and written language, many have expressed a lack of confidence in their knowledge of the oral language-reading relationship (Casby, 1988). There is an approach to literacy known as whole language which is largely based on the principles of oral ... Clinical Forum
Clinical Forum  |   October 01, 1990
Whole Language and the Speech-Language Pathologist
 
Author Affiliations & Notes
  • Maria Emmi Schory
    Buffalo Public Schools, Buffalo, NY
  • Requests for reprints may be sent to Maria Emmi Schory, 101 Riverwood Drive, Grand Island, NY 14072.
Article Information
Development / School-Based Settings / Normal Language Processing / Attention, Memory & Executive Functions / Clinical Forum: Whole Language and the Speech-Language Pathologist
Clinical Forum   |   October 01, 1990
Whole Language and the Speech-Language Pathologist
Language, Speech, and Hearing Services in Schools, October 1990, Vol. 21, 206-211. doi:10.1044/0161-1461.2104.206
History: Received March 6, 1989 , Accepted March 5, 1990
 
Language, Speech, and Hearing Services in Schools, October 1990, Vol. 21, 206-211. doi:10.1044/0161-1461.2104.206
History: Received March 6, 1989; Accepted March 5, 1990

Although many speech-language pathologists service children who have difficulty with oral and written language, many have expressed a lack of confidence in their knowledge of the oral language-reading relationship (Casby, 1988). There is an approach to literacy known as whole language which is largely based on the principles of oral language acquisition. A speech-language pathologist based in a school that utilizes a whole language approach would not only be able to address the language needs of her students, but could assume a leadership role in the literacy program by virtue of her expertise in oral language acquisition.

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