Language Therapy for Scholastic Underachievers




Zedler, Empress Young

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Neurologically handicapped children of normal intelligence can be helped to improve their academic achievement through language therapy. A 2-year study suggested not only that this statement is true but also that significantly greater improvement comes in situations where these students are permitted to remain in regular classrooms and to receive individual language therapy by trained clinicians during out-of-school hours. The therapeutic program taught the children to understand what they heard, to express their own thoughts orally, to read, and to write. The study showed that language difficulty for these children often resulted from inability to interpret oral statements or to reproduce their own ideas in accepted speech patterns. Also, reading confusion is frequently the result of picture placement in books, print type and spacing, pronoun usage, figurative language, expanded sentences, and punctuation. This paper was presented at the international reading association conference (Boston, April 24-27, 1968). (BS)



academic achievement, communication problems, comprehension, dyslexia, elementary school students, language proficiency, learning problems, neurological impairments, remedial programs, remedial reading, Curriculum and Instruction


Zedler, E. Y. (1968). Language therapy for scholastic underachievers. Paper presented at the Thirteenth Annual Convention of the International Reading Association, Boston, Massachusetts.


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