This session will present new ways of thinking about spelling and writing in the academic language register. Semantic-syntactic and spelling data from students in grades 5–9 across three diagnostic profiles, oral-written language learning disability (OWL LD; traditionally referred to as language impairment), dyslexia, and dysgraphia, are presented. Discussion will consider the clinical implications of similarities and differences in profiles and offer integrative instructional strategies for facilitating competence with specialized academic languages.
Professor Emeritus, Dept. of Communication Sciences and Disorders,
University of South Florida, Tampa, FL
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