To support improved understanding of interaction among the heterogeneous people with aphasia who attend facilitated conversation groups we applied discourse structure analysis (DSA). We focused on group members with mild and severe aphasia. We identified the function of each communicative move, an utterance unit core to DSA, individuals made in…

Evidence indicates that well-planned vocabulary interventions can be highly effective in helping students with language-based learning disabilities to develop the necessary vocabulary skills for literacy success. Although many researchers recognize the general importance of attending to psychological factors such as student motivation in…

Purpose: Peer network interventions support social interaction among students with autism and their peers and may be able to support reciprocal friendship development. However, little research has attempted to examine the nature of relationships that form within them. This study utilized a convergent parallel mixed methods design to explore how…

To support adolescents with language-based learning disabilities (LLD), speech-language pathologists (SLPs) should adopt a multiliteracies framework that targets critical media literacy skills. Multiliteracies recognize the increasingly digital and collaborative nature of written language that adolescents encounter and promote using online…

One aim of this article is to shift mindsets from the traditional identification of written language abilities that are "missing" in students with specific learning disabilities (SLDs) to writing assessment as the discovery of more complex language strengths foundational to success across disciplines. The multiple language-levels (MLL)…

The discussion about the words and concepts related to autism is alive in the scholarly community, tacitly or explicitly. Contrasting ideologies linked to the medical model and neurodiversity paradigm underlie terminology referring to autism. The present proof-of-concept study conducted a critical discourse analysis of the terminology (i.e.,…

The present study explores the relationships among executive functions (EFs) (working memory, inhibition, and cognitive flexibility), number of friends, friendship stability and friendship quality in neurotypical (NT) children and peers with attention deficit/hyperactivity disorder (ADHD) or dyslexia. The participants were 192 children…

The neurodiversity movement is reshaping how we conceptualize neurodevelopmental differences--emphasizing the inherent value of diverse neurological experiences and advocating for meaningful societal inclusion. This article explores the neurodiversity paradigm and considers its implications for the evaluation of social stories intervention based…

Children with difficulties in language learning experience considerable problems in writing and spelling. This systematic review explores the research literature that has been conducted with children who have language learning difficulties (developmental language disorder) through the lens of Chenoweth and Hayes' (2003) model of writing. The model…

We conducted a scoping review following the Preferred Reporting Items for Systematic Reviews and Meta-analyses to map the available research describing verbal pragmatic skills development and problems in school-age children with primary language impairments and children with language-learning disabilities. A total of 112 reports met inclusion…

This article explores the potential of technology-enhanced dialogic reading (DR) approaches to enhance language skills in young children via examining evidence from systematic reviews and extant technology integration research plus a preliminary study of caregivers' perceptions of digital tutorials designed to promote DR. Systematic reviews…

The purpose of this study was to compare the types of morphological and syntactic errors in written simple and complex sentences produced by children with developmental language disorder (DLD) and children with typical language (TL). We analyzed the writing products of 30 children with DLD and 33 children with TL for morphological (e.g., past…

Being able to write a sentence is an essential part of overall writing proficiency, but this can be a challenge for many students. This article provides a systematic review of the extant literature on sentence-writing instruction. Sixteen studies designed to improve sentence writing for students who are typically achieving or have disabilities or…

The primary objective of this study was to compare the syntactic complexity of informational texts produced by fifth-grade students (a) with and without language impairment and (b) with and without native English-speaking proficiency on a curriculum-based reading and writing task. Expository writing samples produced by 114 children enrolled in the…

In this clinical tutorial, we describe the implementation of interventions provided to struggling writers using telepractice as the method of service delivery. The intervention of focus in this article was provided by graduate students who received advanced training in supporting writing to elementary school children with and without learning…