Whole Language in Theory and Practice Implications for Language Intervention Clinical Forum
Clinical Forum  |   October 01, 1990
Whole Language in Theory and Practice
 
Author Affiliations & Notes
  • Janet A. Norris, Ph.D.
    Louisiana State University, Baton Rouge
  • Jack S. Damico
    Louisiana State University, Baton Rouge
  • Requests for reprints may be sent to Janet A. Norris, Ph.D., Division of Communication Disorders, 163 M & DA Building, Louisiana State University, Baton Rouge, LA 70803-2606.
Article Information
Development / Language Disorders / Attention, Memory & Executive Functions / Clinical Forum: Whole Language and the Speech-Language Pathologist
Clinical Forum   |   October 01, 1990
Whole Language in Theory and Practice
Language, Speech, and Hearing Services in Schools, October 1990, Vol. 21, 212-220. doi:10.1044/0161-1461.2104.212
History: Received January 3, 1990 , Accepted May 3, 1990
 
Language, Speech, and Hearing Services in Schools, October 1990, Vol. 21, 212-220. doi:10.1044/0161-1461.2104.212
History: Received January 3, 1990; Accepted May 3, 1990

The increasing attention to the whole language movement in speech-language pathology is a natural result of the evolution of our field toward more interactive and naturalistic intervention practices. This paper presents the historical influence of many disciplines that have led to the whole language movement and some of the theoretical principles underlying this philosophy. The differences between assumptions underlying traditional intervention practices are contrasted with those of whole language. Specific suggestions for implementing whole language intervention with language-disordered children is presented, including using theme building to achieve long- and short-term objectives, accomplishing multiple goals through collaborative activities, and facilitating the language learning process using scaffolding strategies and developmentally appropriate interactions.

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