Making a broader case for the narrow view: Where to begin?
Language, Speech, and Hearing Services in Schools, ISSN: 0161-1461, Vol: 40, Issue: 2, Page: 201-211
2009
- 11Citations
- 74Captures
Metric Options: CountsSelecting the 1-year or 3-year option will change the metrics count to percentiles, illustrating how an article or review compares to other articles or reviews within the selected time period in the same journal. Selecting the 1-year option compares the metrics against other articles/reviews that were also published in the same calendar year. Selecting the 3-year option compares the metrics against other articles/reviews that were also published in the same calendar year plus the two years prior.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Citations11
- Citation Indexes9
- CrossRef9
- Policy Citations2
- Policy Citation2
- Captures74
- Readers74
- 74
Article Description
Purpose: This final article covering the topic of the interplay between decoding, comprehension, and content versus structure knowledge describes a set of language initiatives that are focused toward content area learning. Inspired by the work of their colleagues from diverse fields and their own work, the authors offer suggestions to clinicians who are interested in creating and delivering curriculum-relevant and strategic-based language intervention to school-age students with language learning disabilities (LLD). Method: The discussion covers selected topics that form the foundation for an evolving intervention framework, including (a) understanding the content and structural requirements of textbooks, (b) integrating metacognitive and metalinguistic techniques into intervention goals and objectives, and (c) emphasizing meaning-based activities that cut across connected discourse (macrostructure levels) and sentence/word components (micro-structure levels) of spoken and written language. Conclusion: Starting with ways to find clues about "what to do" with students by looking in their textbooks, the authors continue with examples that integrate content and structure knowledge using social studies and science as backdrops for language intervention. The article ends with a reminder to clinicians to consider ways that preschool language intervention can be more effective in helping children prepare for the academic demands of the future. © American Speech-Language-Hearing Association.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=66349127392&origin=inward; http://dx.doi.org/10.1044/0161-1461(2009/08-0043); http://www.ncbi.nlm.nih.gov/pubmed/19336835; http://pubs.asha.org/doi/10.1044/0161-1461%282009/08-0043%29; http://dx.doi.org/10.1044/0161-1461%282009/08-0043%29; https://dx.doi.org/10.1044/0161-1461%282009/08-0043%29; https://pubs.asha.org/doi/10.1044/0161-1461%282009/08-0043%29
American Speech Language Hearing Association
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