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Annals of Dyslexia

, Volume 41, Issue 1, pp 1–22 | Cite as

Language-learning disabilities: Paradigms for the nineties

  • Elisabeth H. Wiig
Part I The Long View

Abstract

We are beginning a decade, during which many traditional paradigms in education, special education, and speech-language pathology will undergo change. Among paradigms considered promising for speech-language pathology in the schools are collaborative language intervention and strategy training for language and communication. This presentation introduces management models for developing a collaborative language intervention process, among them the Deming Management Method for Total Quality (TQ) (Deming 1986). Implementation models for language assessment and IEP planning and multicultural issues are also introduced (Damico and Nye 1990; Secord and Wiig in press). While attention to processes involved in developing and implementing collaborative language intervention is paramount, content should not be neglected. To this end, strategy training for language and communication is introduced as a viable paradigm. Macro- and micro-level process models for strategy training are featured and general issues are discussed (Ellis, Deshler, and Schumaker 1989; Swanson 1989; Wiig 1989).

Keywords

Total Quality Learn Disability Strategy Training Dyslexia Language Intervention 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© The Orton Dyslexia Society 1991

Authors and Affiliations

  • Elisabeth H. Wiig
    • 1
  1. 1.Boston UniversityBoston

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