Language Intervention at the Middle School: Complex Talk Reflects Complex Thought Purpose In this article, the author discusses 2 points raised by Kamhi (2014)  in his lead article to this clinical forum: (a) the need for speech-language pathologists to consider typical language development as they plan intervention and (b) the importance of addressing complex syntax. Method A hypothetical scenario ... Clinical Forum
Clinical Forum  |   April 01, 2014
Language Intervention at the Middle School: Complex Talk Reflects Complex Thought
 
Author Affiliations & Notes
  • Marilyn A. Nippold
    University of Oregon, Eugene
  • Disclosure: The author of this article is the Editor for Language, Speech, and Hearing Services in Schools (2014).
    Disclosure: The author of this article is the Editor for Language, Speech, and Hearing Services in Schools (2014).×
  • Correspondence to Marilyn A. Nippold: nippold@uoregon.edu
  • Editor: Rhea Paul
    Editor: Rhea Paul×
  • Associate Editor: LaVae Hoffman
    Associate Editor: LaVae Hoffman×
Article Information
School-Based Settings / Language Disorders
Clinical Forum   |   April 01, 2014
Language Intervention at the Middle School: Complex Talk Reflects Complex Thought
Language, Speech, and Hearing Services in Schools, April 2014, Vol. 45, 153-156. doi:10.1044/2014_LSHSS-14-0027
History: Received March 12, 2014 , Revised March 18, 2014 , Accepted March 23, 2014
 
Language, Speech, and Hearing Services in Schools, April 2014, Vol. 45, 153-156. doi:10.1044/2014_LSHSS-14-0027
History: Received March 12, 2014; Revised March 18, 2014; Accepted March 23, 2014
Web of Science® Times Cited: 3

Purpose In this article, the author discusses 2 points raised by Kamhi (2014)  in his lead article to this clinical forum: (a) the need for speech-language pathologists to consider typical language development as they plan intervention and (b) the importance of addressing complex syntax.

Method A hypothetical scenario of a 7th grade English class assignment is presented, and aspects of the assignment that would be quite challenging to middle school adolescents with language impairments are highlighted. The author then describes strategies that a speech-language pathologist could use to enhance students' success with the assignment. This approach emphasizes the importance of collaborating with the classroom teacher and reading specialist, having knowledge of the Common Core State Standards and the language demands of the classroom, and understanding later language development and the reasons why speakers and writers use complex syntax.

Conclusion When language intervention incorporates these points, adolescents with language impairments can acquire skills that will help them make meaningful progress in the classroom.

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