Language-Reading Resource Model In the 1978–1979 school year, the Cobb County School District implemented a full-day program for students with severe language-learning disabilities. The program was taught by speech-language pathologists and included all academic subjects. It was developed at a time when general education was focusing on skill-based instruction, basal readers, as ... Article
Article  |   April 01, 2003
Language-Reading Resource Model
Author Affiliations & Notes
  • Deborah Lozo
    Cobb County School District, Marietta, GA
  • Kathryn Dix
    Cobb County School District, Marietta, GA
Article Information
School-Based Settings / Language Disorders / Reading & Writing Disorders / Articles
Article   |   April 01, 2003
Language-Reading Resource Model
SIG 16 Perspectives on School-Based Issues, April 2003, Vol. 4, 52-54. doi:10.1044/sbi4.1.52
SIG 16 Perspectives on School-Based Issues, April 2003, Vol. 4, 52-54. doi:10.1044/sbi4.1.52
In the 1978–1979 school year, the Cobb County School District implemented a full-day program for students with severe language-learning disabilities. The program was taught by speech-language pathologists and included all academic subjects. It was developed at a time when general education was focusing on skill-based instruction, basal readers, as well as scripted teacher editions for classroom instruction. At that time, little focus was placed on language skills and their role in developing literacy skills. The severe language program offered a different kind of instruction than was provided in general education or learning disabilities classes. Speech-language pathologists integrated language therapy techniques with content area instruction. Oral language development was emphasized along with visual cues to teach the alphabetic principal. Thematic units were also used to integrate language and literacy skills.
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