Using Self-Regulated Strategy Development to Support Curriculum-Based Homework: A Case Study There are multiple aspects of language to consider when treating language and literacy impairments in school-age children. Therefore, it is important for speech-language pathologists (SLPs) to understand how to systematically and comprehensively target language in intervention while also considering home and school expectations. The purpose of this paper is to ... Article
Article  |   September 29, 2017
Using Self-Regulated Strategy Development to Support Curriculum-Based Homework: A Case Study
Author Affiliations & Notes
  • Megan Dunn Davison
    Queens College, City University of New York, Queens, NY
  • Disclosures
    Disclosures ×
  • Financial: Megan Dunn Davison is employed at Queens College, City University of New York.
    Financial: Megan Dunn Davison is employed at Queens College, City University of New York.×
  • Nonfinancial: Megan Dunn Davison has no relevant nonfinancial interests to disclose.
    Nonfinancial: Megan Dunn Davison has no relevant nonfinancial interests to disclose.×
Article Information
Development / School-Based Settings / Professional Issues & Training / Normal Language Processing / Attention, Memory & Executive Functions / Part 3
Article   |   September 29, 2017
Using Self-Regulated Strategy Development to Support Curriculum-Based Homework: A Case Study
Perspectives of the ASHA Special Interest Groups, September 2017, Vol. 2, 133-137. doi:10.1044/persp2.SIG1.133
History: Received February 28, 2017 , Accepted July 3, 2017
Perspectives of the ASHA Special Interest Groups, September 2017, Vol. 2, 133-137. doi:10.1044/persp2.SIG1.133
History: Received February 28, 2017; Accepted July 3, 2017

There are multiple aspects of language to consider when treating language and literacy impairments in school-age children. Therefore, it is important for speech-language pathologists (SLPs) to understand how to systematically and comprehensively target language in intervention while also considering home and school expectations. The purpose of this paper is to explore a case involving a third grade student struggling with writing and the use of a cognitive apprenticeship model of writing to promote multiple aspects of language using curriculum-based materials and parent support.

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