Prologue: Developing Evidence-Based Practices and Research Collaborations in School Settings This clinical forum is both eclectic and unified. The eclecticism is most notable when the reader considers the topics covered. In the first article, Goldstein and Washington demonstrate a process for acquiring new information on the phonological skills of students who speak both Spanish and English. Next, Porter and ... Clinical Forum
Clinical Forum  |   July 01, 2001
Prologue: Developing Evidence-Based Practices and Research Collaborations in School Settings
 
Author Affiliations & Notes
  • Kenn Apel, PhD
    Western Washington University, Bellingham
  • Contact author: Kenn Apel, PhD, Department of Communication Sciences and Disorders, Western Washington University, Parks Hall, Room 17, Bellingham, WA 98225-9078.
    Contact author: Kenn Apel, PhD, Department of Communication Sciences and Disorders, Western Washington University, Parks Hall, Room 17, Bellingham, WA 98225-9078.×
  • Corresponding author: e-mail: Kenn.Apel@wwu.edu
Article Information
School-Based Settings / Research Issues, Methods & Evidence-Based Practice / Regulatory, Legislative & Advocacy / Clinical Forum: Evidence-Based Practice and Research Collaborations
Clinical Forum   |   July 01, 2001
Prologue: Developing Evidence-Based Practices and Research Collaborations in School Settings
Language, Speech, and Hearing Services in Schools, July 2001, Vol. 32, 149-152. doi:10.1044/0161-1461(2001/013)
History: Received March 11, 2001 , Accepted March 24, 2001
 
Language, Speech, and Hearing Services in Schools, July 2001, Vol. 32, 149-152. doi:10.1044/0161-1461(2001/013)
History: Received March 11, 2001; Accepted March 24, 2001
Web of Science® Times Cited: 5
This clinical forum is both eclectic and unified. The eclecticism is most notable when the reader considers the topics covered. In the first article, Goldstein and Washington demonstrate a process for acquiring new information on the phonological skills of students who speak both Spanish and English. Next, Porter and Hodson provide a template for how phonological acquisition data in preschool and elementary school-age children might be gathered. The final two contributions pertain to spelling. Bourassa and Treiman, who are major researchers in spelling development, present an in-depth review of linguistic factors that govern spelling development and the implications of these linguistic factors for understanding spelling disabilities. Apel and Masterson apply the Bourassa and Treiman framework to the assessment and intervention case study of a 13-year-old student with spelling difficulties.
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