Spelling, Phonology, and the Speech-Language Pathologist A Whole Language Perspective Clinical Forum
Clinical Forum  |   October 01, 1990
Spelling, Phonology, and the Speech-Language Pathologist
 
Author Affiliations & Notes
  • Paul R. Hoffman
    Louisiana State University, Baton Rouge
  • Requests for reprints may be sent to Paul R. Hoffman, Division of Communication Disorders, 163 Music and Dramatic Arts Building, Louisiana State University, Baton Rouge, LA 70803.
Article Information
Development / Speech, Voice & Prosodic Disorders / School-Based Settings / Speech, Voice & Prosody / Clinical Forum: Whole Language and the Speech-Language Pathologist
Clinical Forum   |   October 01, 1990
Spelling, Phonology, and the Speech-Language Pathologist
Language, Speech, and Hearing Services in Schools, October 1990, Vol. 21, 238-243. doi:10.1044/0161-1461.2104.238
History: Received October 9, 1989 , Accepted February 8, 1990
 
Language, Speech, and Hearing Services in Schools, October 1990, Vol. 21, 238-243. doi:10.1044/0161-1461.2104.238
History: Received October 9, 1989; Accepted February 8, 1990

Assumptions basic to the whole language philosophy of education are enumerated and exemplified with regard to facilitation of spelling and phonological abilities. It is suggested that development of spelling and phonological knowledge progress through similar stages and are enhanced by whole language experiences. Inasmuch as speech-language pathologists are the school-based professionals who are most knowledgeable regarding phonological development, they are encouraged to: (a) serve as a resource to teachers in the instruction of spelling, (b) be aware of potential problems in spelling development in phonologically delayed children, and (c) utilize whole language strategies that relate speech production to reading and writing within their phonological therapy.

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