The Speech-Language Pathologist's Role in a Writing Lab Approach

Nickola Wolf Nelson; Adelia M. Van Meter; Dawn Chamberlain; Christine M. Bahr

doi:10.1055/s-2001-16148

Seminars in Speech and Language, Table of Contents

Semin Speech Lang 2001; 22(3): 209-220
DOI: 10.1055/s-2001-16148

The Speech-Language Pathologist's Role in a Writing Lab Approach

Nickola Wolf Nelson,¹ , Adelia M. Van Meter¹ , Dawn Chamberlain² , Christine M. Bahr³

¹Department of Speech Pathology and Audiology, Western Michigan University, Kalamazoo, Michigan
²Kalamazoo Public Schools, Kalamazoo, Michigan
³St. Mary-of-the-Woods College, St. Mary-of-the-Woods, Indiana

Abstract

ABSTRACT

In a writing lab approach, speech-language pathologists (SLPs) work on collaborative teams with general and special educators to foster language growth using inclusive, curriculum-based, computer-supported writing process instruction. By engaging students in authentic writing projects using recursive writing processes-planning, organizing, drafting, revising, editing, publishing, presenting-and supporting them with instructional scaffolding, peer feedback, and computers, SLPs can address individualized needs while achieving goals of the general education curriculum. Case examples illustrate how intervention can be designed to meet the needs of students with diverse disabilities to interact socially and progress academically within the general education curriculum.

KEYWORD

Writing process instruction - computer supports - inclusive language intervention - speech-language pathologists' roles in literacy

Full Text

References

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