Second Chances Improving Decoding Skills in the Older Student Clinical Forum
Clinical Forum  |   July 01, 1999
Second Chances
 
Author Affiliations & Notes
  • Kenn Apel
    Department of Communication Sciences and Disorders, Western Washington University, Parks Hall, R. 17, Bellingham, WA 98225-9078
  • Linda K. Swank
    Wichita State University, Wichita, KS
  • Corresponding author: e-mail: kennapel@cc.wwu.edu
Article Information
Development / Language Disorders / Reading & Writing Disorders / Speech, Voice & Prosody
Clinical Forum   |   July 01, 1999
Second Chances
Language, Speech, and Hearing Services in Schools, July 1999, Vol. 30, 231-242. doi:10.1044/0161-1461.3003.231
History: Received February 9, 1999 , Accepted April 5, 1999
 
Language, Speech, and Hearing Services in Schools, July 1999, Vol. 30, 231-242. doi:10.1044/0161-1461.3003.231
History: Received February 9, 1999; Accepted April 5, 1999

The case of a 29-year-old university student is used to discuss impairments in decoding skills in older students. Factors are reviewed that contribute to decoding unfamiliar words, such as phonological awareness skills, quality of visual orthographic images, type of decoding strategy used, and morphological awareness skills. The assessment and intervention procedures used with this student highlight the application of current literature when developing assessment and intervention programs for students from middle school and high school to the university level. Additionally, the need is emphasized to recognize and work with the special emotional needs of older students with reading impairments.

ACKNOWLEDGMENT
We wish to thank those graduate students involved in the early stages of the Learning Skills Center at Western Washington University. Through their clinical work, we have grown in our understanding of the factors to consider when facilitating older students’ reading abilities.
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