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January/March 2019 - Volume 39 - Issue 1

  • Sarah E. Wallace, PhD, CCC-SLP
    Gary A. Troia, PhD, CCC-SLP
    Issue Editors
    Catherine Off, PhD, CCC-SLP
    Kathryn Yorkston, PhD, CCC-SLP
  • 0271-8294
  • 1550-3259
  • 4 issues / year
  • Rehabilitation 58/69; Linguistics 97/181
  • 2.059

​​Dear Readers:

Welcome to Volume 38, Number 3 of Topics in Language Disorders. In it, issue editors, Drs. Linda I. Rosa-Lugo and Barbara J. Ehren worked with authors to address the topic of Language in Children and Adolescents with Hearing Loss Who Are Learning English as Another Spoken Language. The issue begins with a discussion by Rosa-Lugo and Ehren of higher level language skills that are essential for all learners to have access to employment and academic success. Then Alfano and Douglas discuss literature that can guide efforts to facilitate pre-literacy development in children with hearing loss when the family's home language is not English, followed by Soman and Nevins, who outline principles of listening and spoken language practices that can promote support the acquisition of higher language abilities. Guiberson and Crowe, next, provide a scoping review of literature that addresses when children or adolescents have hearing loss, when instruction and intervention need to account for the process of learning English as another language, or both. Finally, Houston, Robertson, and Wray take the perspective of what professionals need to know as they promote listening, spoken language, and literacy for this special population. We recommend this issue for its insights into best practices for facilitating language learning for school-age students, particularly those with hearing loss who are learning more than one spoken language. 

Nickola Wolf Nelson, Ph.D., Editor-in-Chief

Gary A. Troia, Associate Editor

We also draw your attention to the list of reviewers who have contributed reviews for TLD in recent years. TLD depends on scholars who accept invitations to conduct blind peer reviews of the submitted and contributed articles as a means of maintaining its high quality as a peer-reviewed journal. We publish reviewers' names periodically as a form of appreciation, but in a manner that individual reviewers cannot be connected to individual articles.

As a reminder, we have recently rolled out changes in how TLD continuing education tests may be taken. Tests for individual articles now may be completed online via At this website, readers can find all Wolters Kluwer CE activities available for speech-language pathologists. Starting with Vol. 36 (Nos. 3 and 4), all articles in each issue of TLD are available individually for CEU credit 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.]

Caregivers of Individuals with Acquired Language Disorders 

As a handy resource and excellent reference, you can download the following documents:

Topics in Language Disorders Issue Topics (by Volume and Issue)

Topics in Language Disorders Topical Issues, Issue Editors, and Authors 1980-2009


Current Issue Highlights

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