On the Cusp of Middle School…With Minimal Reading and Writing Skills This article uses a case study to consider how speech-language pathologists (SLPs) and the Individualized Education Program (IEP) team meets the challenges of students with speech sound disorder plus specific language impairment. The case study student is a fourth grader with intellectual skills in the normal range whose speech and ... Article
Article  |   September 29, 2017
On the Cusp of Middle School…With Minimal Reading and Writing Skills
Author Affiliations & Notes
  • C. Melanie Schuele
    Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN
  • Kristina Young
    Hearing and Speech Sciences, Vanderbilt University, Nashville, TN
  • Disclosures
    Disclosures ×
  • Financial: C. Melanie Schuele receives book royalties from Brookes Publishing Company. Kristina Young has no relevant financial interests to disclose.
    Financial: C. Melanie Schuele receives book royalties from Brookes Publishing Company. Kristina Young has no relevant financial interests to disclose.×
  • Nonfinancial: C. Melanie Schuele has no relevant nonfinancial interests to disclose. Kristina Young has no relevant nonfinancial interests to disclose.
    Nonfinancial: C. Melanie Schuele has no relevant nonfinancial interests to disclose. Kristina Young has no relevant nonfinancial interests to disclose.×
Article Information
Development / Speech, Voice & Prosodic Disorders / School-Based Settings / Language Disorders / Attention, Memory & Executive Functions / Speech, Voice & Prosody / Part 3
Article   |   September 29, 2017
On the Cusp of Middle School…With Minimal Reading and Writing Skills
Perspectives of the ASHA Special Interest Groups, September 2017, Vol. 2, 138-150. doi:10.1044/persp2.SIG1.138
History: Received February 5, 2017 , Revised May 30, 2017 , Accepted July 5, 2017
Perspectives of the ASHA Special Interest Groups, September 2017, Vol. 2, 138-150. doi:10.1044/persp2.SIG1.138
History: Received February 5, 2017; Revised May 30, 2017; Accepted July 5, 2017

This article uses a case study to consider how speech-language pathologists (SLPs) and the Individualized Education Program (IEP) team meets the challenges of students with speech sound disorder plus specific language impairment. The case study student is a fourth grader with intellectual skills in the normal range whose speech and language skills have not normalized. Multiple challenges are described and opportunities for collaboration are illustrated.

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