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October/December 2021 - Volume 41 - Issue 4

  • Sarah E. Wallace, PhD, CCC-SLP
    Gary A. Troia, PhD, CCC-SLP
  • 0271-8294
  • 1550-3259
  • 4 issues / year
  • 1.484

    5-Year Impact Factor: 1.796
Dear Readers,

Issue editors Mark Guiberson and Linda Rosa-Lugo asked authors to present work that investigates and/or supports the language and literacy development of English learners. The five articles in this issue of Topics in Language Disorders should help guide the work of practitioners with preschool and school-age English learners, including those who are at risk for or who display language learning difficulties. 

First, Mark Guiberson employs convergent parallel mixed methods to identify 26 culturally consistent early literacy support strategies for caregivers of two- to three-year-old dual language learners, 15 of which possess compelling empirical evidence. Christine Fiestas and her colleagues present a pilot study that evaluates the feasibility of the Language and Literacy Together intervention delivered in Spanish to address semantic and narrative skills in bilingual first graders at risk for developmental language disorder. Celeste Roseberry-Mckibbin discusses in the third article research-supported means of supporting academic vocabulary learning in English learners who exhibit developmental language disorder. Next, Barbara Ehren and her colleagues present an adapted version of the promising Vocabulary Scenario Technique to assist English learners with Tier 2 vocabulary learning. In the final article (online only), Hilal Peker and Linda Rosa-Lugo present findings from a pilot study that examined speech-language pathology graduate students’ reflections on a simulation experience and their self-efficacy beliefs before and after engaging with a TeachLivE simulation in which they practiced using questioning strategies and specific leveled questions they had prepared beforehand with English learner avatars with varied English proficiency levels.   

Gary A. Troia & Sarah E. Wallace, Co-Editors​


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 

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