Original ArticlesAssessing Expository Discourse Abilities Across Elementary, Middle, and High SchoolLundine, Jennifer P.Author Information Department of Speech & Hearing Science, The Ohio State University, Columbus; and Division of Clinical Therapies & Inpatient Rehabilitation Program, Nationwide Children's Hospital, Columbus, Ohio. Corresponding Author: Jennifer P. Lundine, PhD, CCC-SLP, Department of Speech & Hearing Science, The Ohio State University, 101A Pressey Hall, 1070 Carmack Rd, Columbus, OH 43210 (firstname.lastname@example.org). The author has indicated that she has no financial and no nonfinancial relationships to disclose. Topics in Language Disorders: April/June 2020 - Volume 40 - Issue 2 - p 149-165 doi: 10.1097/TLD.0000000000000211 Buy Metrics Abstract For academic success, it is increasingly important that students of all ages can produce and comprehend expository discourse. This article provides guidance to clinicians and educators on using language sample analysis (LSA) to assess the expository language abilities of students across grades. Focusing on microstructural and macrostructural characteristics and comparing with grade-level standards, clinicians can use LSA to assess a student's production and comprehension of academic language and to guide intervention planning. Example discourse samples are included, along with a brief discussion of how the LSA results for these samples can be used for intervention planning. Using curriculum-based materials, LSA in expository contexts can lead to improved identification of students who struggle with the complex language of the classroom. Educator–clinician collaboration to identify and address these struggles can lead to improved student success at school and beyond. © 2020 Wolters Kluwer Health, Inc. All rights reserved.