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dc.contributor.authorZedler, Empress Youngen_US
dc.date.accessioned2009-10-27T10:18:52Z
dc.date.available2012-02-24T10:18:52Z
dc.date.issued1968-04-26en_US
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/3888
dc.descriptionOriginally published as an ERIC Document (ED020096).en_US
dc.description.abstractNeurologically handicapped children of normal intelligence can be helped to improve their academic achievement through language therapy. A 2-year study suggested not only that this statement is true but also that significantly greater improvement comes in situations where these students are permitted to remain in regular classrooms and to receive individual language therapy by trained clinicians during out-of-school hours. The therapeutic program taught the children to understand what they heard, to express their own thoughts orally, to read, and to write. The study showed that language difficulty for these children often resulted from inability to interpret oral statements or to reproduce their own ideas in accepted speech patterns. Also, reading confusion is frequently the result of picture placement in books, print type and spacing, pronoun usage, figurative language, expanded sentences, and punctuation. This paper was presented at the international reading association conference (boston, april 24-27, 1968). (BS)en_US
dc.formatText
dc.format.extent19 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_US
dc.subjectAcademic achievementen_US
dc.subjectCommunication problemsen_US
dc.subjectComprehensionen_US
dc.subjectDyslexiaen_US
dc.subjectElementary school studentsen_US
dc.subjectLanguage proficiencyen_US
dc.subjectLearningproblemsen_US
dc.subjectNeurological impairmentsen_US
dc.subjectRemedial programsen_US
dc.subjectRemedial readingen_US
dc.subject.classificationEducationen_US
dc.subject.classificationSpecial Education and Teachingen_US
dc.titleLanguage Therapy for Scholastic Underachieversen_US
txstate.documenttypePaper
txstate.departmentCurriculum and Instruction


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