Grammatical Intervention for Elementary Students (and beyond) with Persistent
Grammatical Deficits
A child’s proficiency at generating grammatical utterances to convey his/her
thoughts and ideas is an essential skill for academic success (e.g., Common Core
standards). The IEPs of preschool children often include grammatical goals and the
evidence-base for preschool grammatical intervention is extensive. What about
school-age children? The needs are great, but validated interventions specific to
school-age children are scarce. In this session we’ll delineate the scope of
intervention to address the grammatical deficits (needs) of school-age children and
plan treatment.
C. Melanie Schuele, PhD, CCC-SLP is an associate professor at Vanderbilt University
in the Department of Hearing and Speech Sciences. She teaches classes in child
language disorders and speech sound disorders. Her research focuses on language
and literacy acquisition with a focus on phonological awareness and complex
syntax. Melanie research is funded by the US Department of Education, Institute of
Education Sciences, and National Institutes of Health. She is a frequent provider of
professional development at the local, state, and national levels. Melanie is the coauthor of the intervention program, Intensive Phonological Awareness Program
(Brookes Publishing).