The fourth-quarter 2016 issue of Topics in Language Disorders is now available with a special thank you to our new associate editor, Dr. Julie Wolter, who managed the final stages of bringing this issue to life. Vol. 36, Issue 4 addresses the topic of “Listening and Reading Comprehension” for children from preschool through the school-age years. It was envisioned by issue editors, Drs. Shelley Gray and M. Adelaida Restrepo. They invited contributors to report on research conducted as part of the Reading for Understanding (RFU) Research Initiative of the U. S. Department of Education, Institute of Education Sciences (although no endorsement should be inferred). In their Issue Editor Foreword, Restrepo and Gray provide the rationale for the issue and an overview of its contents. Briefly, Kim and Phillips (2016) begin the issue by discussing the links between listening and reading comprehension and providing a model for how to facilitate the early development of these skills in prekindergarten. Next, Alonzo, Yeomans-Maldonado, Murphy, Bevens, and members of the Language and Reading Research Consortium (LARRC; 2016), which was convened by Tiffany Hogan, report on prekindergarten measures of listening comprehension and other aspects of language ability (i.e., story retelling and sentence repetition) that predict listening comprehension in Grade 2. The Alonzo et al. article, which is based on research discussed by LARRC member, Dr. Hugh Catts at the 2016 conference of the International Dyslexia Association in Orlando, is currently available for free access. Focusing on intervention, Barth, Vaughn, et al. (2016) next explore how middle school students with reading difficulties can be taught strategies, such as the use of key words and summarization of main ideas through a text-based discussion model to improve both listening and reading comprehension. Finally, Sabatini, O’Reilly, Halderman, and Weeks (2016) discuss the challenges of assessing listening and reading comprehension and provide evidence for the alternative method of Scenario-Based Assessment to evaluate and explore early comprehension abilities. All in all, we think you will agree that this is a stimulating issue that represents well the complex issues involved in language comprehension, spoken and written.
In other TLD
news, the publisher has recently rolled out changes in how the continuing education tests may be taken. Now, the continuing education tests are available for individual articles to be completed online via http://alliedhealth.ceconnection.com/browse/professions
. At this website, readers can find all Wolters Kluwer CE activities available for Speech-Language Pathologists. Starting with the Volume 36, Issues 3 and 4, all articles in each issue of TLD
are available individually for CEU credit for readers who want to take them online. TLD
subscribers receive a discounted price for all CE, both in print and online. As before, an annual ASHA CE Registry fee is required to register ASHA CEUs. ASHA CE Registry fees are paid by the participant directly to the ASHA National Office. [Note: The ASHA CE Registry fee allows registration to an unlimited number of ASHA CEUs for a calendar year. Contact the ASHA staff at 800-498-2071 ext. 4219 for CE Registry fee subscription information.]
Nickola Wolf Nelson, Ph.D., Editor-in-Chief
Julie Wolter, Ph.D., Associate Editor