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Peer reviewedShapiro, Holly Rose – Language, Speech, and Hearing Services in Schools, 1992
This article challenges two assumptions underlying whole-language philosophy: spoken language is directly comparable to written language, and skilled readers rely on contextual information more than on the printed word. Speech-language professionals are urged to engage in some instructional practices associated with whole language but also…
Descriptors: Educational Philosophy, Intervention, Language Handicaps, Learning Theories
