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Intervention to Improve Expository Reading Comprehension Skills in Older Children and Adolescents with Language Disorders

Ward-Lonergan, Jeannene M.; Duthie, Jill K.

doi: 10.1097/TLD.0000000000000079
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With the recent renewed emphasis on the importance of providing instruction to improve expository discourse comprehension and production skills, speech–language pathologists need to be prepared to implement effective intervention to meet this critical need in older children and adolescents with language disorders. The purpose of this review article is to present intervention techniques, approaches, and strategies for facilitating expository reading comprehension skills in older children and adolescents with language disorders, as reported in the research literature. Evidence supports both content and strategic approaches to facilitating reading comprehension of expository text in these students.

Department of Speech-Language Pathology & Audiology, University of the Pacific, Stockton, California.

Corresponding Author: Jeannene M. Ward-Lonergan, PhD, Department of Speech-Language Pathology & Audiology, University of the Pacific, 3601 Pacific Ave, Stockton, CA 95211 (jwardlon@pacific.edu).

The authors have indicated that they have no financial and no nonfinancial relationships to disclose.

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