Clinical Forum: Older Students With Language-Learning Impairments  |   July 1999
Mediating Literacy Skills in Spanish-Speaking Children With Special Needs
Author Notes
Special Populations / Cultural & Linguistic Diversity / Normal Language Processing / Clinical Forum
Clinical Forum: Older Students With Language-Learning Impairments   |   July 1999
Mediating Literacy Skills in Spanish-Speaking Children With Special Needs
Language, Speech, and Hearing Services in Schools July 1999, Vol.30, 285-292. doi:10.1044/0161-1461.3003.285
History: Accepted 05 Apr 1999 , Received 21 Feb 1999
Language, Speech, and Hearing Services in Schools July 1999, Vol.30, 285-292. doi:10.1044/0161-1461.3003.285
History: Accepted 05 Apr 1999 , Received 21 Feb 1999

The purpose of this article is to: (a) describe sources of variability in reading and spelling performance of children learning English as a second language, with a specific emphasis on Spanish-speaking children; (b) encourage teachers and clinicians to consider these differences when developing intervention plans; and (c) suggest specific intervention procedures that might facilitate development of reading and spelling skills of Spanish-speaking children with language difficulties and limited English proficiency. An integrated approach to intervention is highlighted that addresses reading and spelling as reciprocal processes. Implementation of this approach is presented using various contexts for learning and strategies specific to developing second-language reading and writing skills.

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