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Word of Mouth: A newsletter dedicated to speech & language in school-age children

Conversational interaction is an important and natural context for learning both oral and written language. Written language is similar in many ways to oral language. Writers and readers interact and exchange meaning and knowledge just as speakers do, making written language as interactive as speech. Although some conventions for communicating in writing are different from those of oral language, the principles for facilitating oral conversations may be used to develop more effective interactions in the written mode. Developing therapeutic contexts in which to teach interactive language is challenging butimportantChildren with language disorders often fail to transfer skills taught out of context into their everyday conversation. The author presents a conversational framework for teaching students with a range of language-learning disabilities. The focus of the framework is on teaching specific foundation skills within meaningful oral and written conversational contexts. Therapists facilitate small group peer interactions, introducing a range of language skills through various communication topics. During the natural flow of conversation and activities, the facilitator identifies specific foundation skills each student needs (e.g., using nonverbal skills, getting your partner's attention, asking questions, making comments, using clear references). Activities are selected (from curriculum activities, past therapy sessions, etc.) for practicing the conversational skills. The facilitator gives control to the learner in the sessions. Learning is based on the student's questions or concerns. The facilitator Reviews Conversational Framework for Language and Literacy 1 Intervention Effectiveness 3 Photography for Language and Learning 5 Teaching Phonemic Awareness Through Text — 6 Figurative Language in the Classroom 8