Clinical Forum | July 01, 1999Second ChancesImproving Decoding Skills in the Older Student Kenn Apel and Linda K. Swank 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 Copyright © 1999 American Speech-Language-Hearing Association Article Information Development / Language Disorders / Reading & Writing Disorders / Speech, Voice & Prosody Clinical Forum | July 01, 1999 Second ChancesImproving Decoding Skills in the Older Student 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 Web of Science® Times Cited: 19 View Article Figures Tables PDF PDF Supplemental Data Supplements Multimedia Share Email Twitter Facebook Pinterest Tools Get Citation Citation Apel, K. & Swank, L. K. (1999). Second ChancesImproving Decoding Skills in the Older Student. Lang Speech Hear Serv Sch, 30(3), 231-242. doi: 10.1044/0161-1461.3003.231. Download citation file: RIS (Zotero) EndNote BibTex Medlars ProCite RefWorks Reference Manager © 2018 American Speech-Language-Hearing Association × Alerts User Alerts You are adding an alert for: Second ChancesImproving Decoding Skills in the Older Student You will receive an email whenever this article is corrected, updated, or cited in the literature. You can manage this and all other alerts in My Account The alert will be sent to: Confirm × Sign In or Create a free account to receive alerts. × 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. Subscribe to view more For full access to this article, log in to an existing user account, purchase an annual subscription, or purchase a short-term subscription. Order a Subscription Subscribe Pay Per View Entire Language, Speech, and Hearing Services in Schools content & archive 24-hour access $30.00 Buy Now This Article 24-hour access $15.00 Buy Now Become a Visiting Scholar Sign In or Create an Account Please sign in using your ASHA.org login. If you do not have an ASHA login, you may register with us for free by creating a new account. Sign In or Create an Account Related Articles Interactive Storybook Reading Instruction for Preschoolers Who Are Deaf and Hard of Hearing: A Multiple Probe Across Behaviors Analysis Language, Speech, and Hearing Services in Schools, July 2018, Vol. , 1-16. doi:10.1044/2018_LSHSS-17-0085 Curriculum-Based Language Interventions: What, Who, Why, Where, and How? Language, Speech, and Hearing Services in Schools, April 2018, Vol. 49, 165-175. doi:10.1044/2017_LSHSS-17-0057 Using Multilinguistic Strategies to Improve Decoding in Older School-Age Students in a Contextualized and Motivational Approach Perspectives of the ASHA Special Interest Groups, August 2017, Vol. 2, 105-112. doi:10.1044/persp2.SIG1.105 Comprehensive Literacy Instruction, Interprofessional Collaborative Practice, and Students With Severe Disabilities American Journal of Speech-Language Pathology, May 2017, Vol. 26, 193-205. doi:10.1044/2017_AJSLP-15-0067 An Interactive View of Reading Comprehension: Implications for Assessment Language, Speech, and Hearing Services in Schools, April 2017, Vol. 48, 77-83. doi:10.1044/2017_LSHSS-16-0030 Related Topics Development Language Disorders Reading & Writing Disorders Speech, Voice & Prosody