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Improving clinical practice: a school-age and school-based perspective.

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    |May 3, 2014
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    Summary
    This summary is machine-generated.

    This study offers a framework for school-age language intervention, focusing on integrating background knowledge and curriculum demands to improve clinical practices for students with language learning difficulties.

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    Area of Science:

    • Speech and Language Pathology
    • Educational Psychology

    Background:

    • Traditional intervention practices persist despite research on language learning disabilities.
    • There's a gap between research in language, literacy, and current school practices.

    Purpose of the Study:

    • To present a conceptual framework for school-age language intervention.
    • To address challenges in prioritizing intervention goals for students with language learning difficulties.
    • To integrate advanced language goals beyond early elementary levels, focusing on comprehension and meta-abilities.

    Main Methods:

    • A 3-tiered macrostructure is proposed for intervention.
    • Integrating students' background knowledge is key.
    • Developing awareness of structure-content interactions and addressing curriculum demands are crucial.

    Main Results:

    • The framework provides a roadmap for improving clinical practices.
    • It highlights the need to move beyond traditional, less effective approaches.
    • Advanced language goals, including comprehension and meta-abilities, are emphasized.

    Conclusions:

    • Professionals face challenges with outdated practices in language intervention.
    • There is optimism for the future of supporting children and adolescents with language learning disabilities.
    • Bridging the gap between research and practice is essential for effective intervention.