In this issue of Topics in Language Disorders, issue editor, Sandra Gillam, and her authors take readers on a circle tour of discourse across the lifespan. Starting at the preschool level, Petersen and Spencer (2016) review literature and describe their own narrative intervention to accelerate canonical story grammar and complex language growth in culturally diverse preschoolers. Then, moving to the school-age level, Gillam, S., and Gillam, R. (2016) describe their SKILL approach for targeting narrative discourse by emphasizing the multiple levels involved. Taking readers into adolescence, Danzak and Arfe’ (2016) describe how persuasive writing varies when bilingual high school students are writing in their first or second language. Ward-Lonergan and Duthie (2016) then address the needs of older children and adolescents, describing interventions designed to improve expository reading comprehension skills in students with language disorders. Cannizzaro, Stephens, Breidenstein, & Crovo (2016) shift the level in a different way by providing insights into the prefrontal cortical activity that occurs during discourse processing. Finally, Milman (2016) describes integrated discourse treatment for aphasia as a way to promote transfer of impairment-based language learning to everyday communicative use.
Nickola W. Nelson