Thinking Higher: Developing Critical Thinking Skills in Pre-Reading and Reading Activities There is much information in the literature about the role of speech-language pathologists in the development of a child’s literacy skills as they directly relate to the classroom curriculum. Guidelines in the Individuals with Disabilities in Education Act (IDEA, 1997) require speech-language pathologists to assess skills using a variety of ... Article
Article  |   July 01, 2003
Thinking Higher: Developing Critical Thinking Skills in Pre-Reading and Reading Activities
Author Affiliations & Notes
  • Michele M. Christon
    Yancey County Schools, Burnsville, NC
Article Information
School-Based Settings / Professional Issues & Training / Regulatory, Legislative & Advocacy / Contributions From Our Members
Article   |   July 01, 2003
Thinking Higher: Developing Critical Thinking Skills in Pre-Reading and Reading Activities
SIG 16 Perspectives on School-Based Issues, July 2003, Vol. 4, 18-19. doi:10.1044/sbi4.2.18
SIG 16 Perspectives on School-Based Issues, July 2003, Vol. 4, 18-19. doi:10.1044/sbi4.2.18
There is much information in the literature about the role of speech-language pathologists in the development of a child’s literacy skills as they directly relate to the classroom curriculum. Guidelines in the Individuals with Disabilities in Education Act (IDEA, 1997) require speech-language pathologists to assess skills using a variety of testing instruments and provide services that are directly aligned with the school curriculum standards. In addition, changes in the format and content of questions on the end of grade testing require students to be more adept in their knowledge and application of language.
Our challenge, as speech–language pathologists, is threefold: (a) to become more familiar with the curriculum standards for each grade level; (b) to know how and when to use portfolio and dynamic assessments in conjunction with standardized testing; (c) to develop language objectives that will focus on the critical thinking skills needed in preparation for the demands of the curriculum and successful performance on end of grade testing. Our goal is to help students to “think higher.”
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