Topics in Language Disorders Issue Topics
1(1) (1980): Language Disorders and Learning Disabilities
1(2) (1981): Language in Context: Listening, Reading, and Writing
1(3) (1981): Language Assessment: Selected Critical Issues
1(4) (1981): Adult Language Disorders
2(1) (1981): Cognition and Language in the Preschool Years
2(2) (1982): Communication Interaction Strategies for the Severely, Communicatively Impaired
2(3) (1982): Language Disorders of Hearing-Impaired Children
2(4) (1982): Assessment of Formal School Language: Reading, Writing, and Speaking
3(1) (1982): Communication Problems of Autistic Children: The Role of Context
3(2) (1983): Case Studies of Phonological Disorders
3(3) (1983): Nonbiased Assessment of Language Differences
3(4) (1983): Aphasia: Selected Contemporary Considerations
4(1) (1983): Pragmatics in Language-Disordered Children
4(2) (1984): Adolescent Language Learning Disorders
4(3) (1984): Neurolinguistic Approaches to Language Disorders
4(4) (1984): Language Development and Disorders in the Social Context
5(1) (1984): Communication Management with Mentally Retarded Children
5(2) (1985): Discourse and Language-Impaired Children: Clinical Issues
5(3) (1985): Language Impaired Youth: The years between 10 and 18
5(4) (1985): Language 1 and Language 2: Implications for Language Disorders
6(1) (1985): High Technology and Language Disorders
6(2) (1986): Interdisciplinary Perspectives on Classroom Discourse
6(3) (1986): Hearing Impairment: Implications from Normal Child Language
6(4) (1986): Semantic Factors in Language Development and Disorders
7(1) (1986): Narrative Discourse: Development and Disorders
7(2) (1987): The Metas: Implications for the Language Impaired
7(3) (1987): Language Facilitation: The Role of Parents and Others
7(4) (1987): Written Language Instruction for Adolescents and Adults
8(1) (1987): Approaches to Post-stroke Treatment
8(2) (1988): Teaching Language to Children: Developmental Considerations
8(3) (1988): Language and Cognitive Processing: Issues for Assessment and Intervention
8(4) (1988): Language and the Mentally Retarded: Changing Perspectives
9(1) (1988): Autism: Ecological Issues in Intervention
9(2) (1989): Cognitive-Communicative Impairments Following Head Injury
9(3) (1989): Language Assessment and Intervention with LEP Children: Implications from an
Asian/Pacific Perspective
9(4) (1989): Communicative Competence of Hearing Impaired Students: Implications for
Assessment and Learning
10(1) (1989): Early Intervention: Infants, Toddlers, and Families
10(2) (1990): Language, Learning, and Literacy
10(3) (1990): World Knowledge and Language: Development and Disorders
10(4) (1990): Children and Adolescents with Communication, Emotional, and Behavioral
Disorders
11(1) (1990): Otitis Media: Implications for Language Learning

11(2) (1991): Integrating Microcomputer Applications into Clinical Practice
11(3) (1991): Whole Language Theory and Practice: Implications for the Language Impaired
11(4) (1991): Late Bloomers: Language Development and Delay in Toddlers
12(1) (1991): Reading Disabilities: Early Identification, Assessment, and Remediation
12(2) (1992): Analyzing Spontaneous Language: New Methods, Measures, and Meanings
12(3) (1992): Changing Paradigms in Language-Learning Disabilities: The Role of Ethnography
12(4) (1992): Facilitated Communication: Implications for People with Autism and Other
Developmental Disabilities
13(1) (1992): Word-Finding Problems in Children and Adolescents: Intervention Issues
13(2) (1993): Literacy Learning and Persons with Severe Speech Impairments
13(3) (1993): Adults with Mental Retardation: Maximizing Communicative Competence
13(4) (1993): Child Abuse: Cognitive, Linguistic, and Developmental Considerations
14(1) (1993): Collaborative Consultation: A Problem-Solving Process
14(2) (1994): From Phonology to Metaphonology: Issues, Assessment, and Intervention
14(3) (1994): Pragmatics and Social Skills in School-Age Children and Adolescents
14(4) (1994): ADD and Its Relationships to Spoken and Written Language
15(1) (1994): Collaborations in Assessment and Intervention after TBI
15(2) (1995): Communication Status and Enhancement in Long-Term Care Settings
15(3) (1995): Language and Stuttering in Children: Perspectives on an Interrelationship
15(4) (1995): The New Narrative Landscape: Interface between Ability and Disability
16(1) (1995): Language Learning Disabilities Update: Toward a Literate Millennium
16(2) (1996): Dyslexia: A Developmental Language-Based Learning Difference
16(3) (1996): Transitions into Adulthood: Possibilities and Realities
16(4) (1996): Beyond Bilingualism: Language Acquisition and Disorders-A Global Perspective
17(1) (1996): Working Memory and Language Impairment: New Perspectives
17(2) (1997): Functional Approaches to Language Intervention
17(3) (1997): Perspectives on Relations between Oral Language Knowledge and Reading
17(4) (1997): Prosody: New Directions in Language Interactions and Intervention
18(1) (1997): Long Term Memory and Language Impairment: Evaluation and Treatment Issues
18(2) (1998): New Directions: Science and Service in the 90s and Beyond
18(3) (1998): Contemporary Perspectives on Early Intervention: Research to Practice
18(4) (1998): ASL Proficiency and English Literacy Acquisition: New Perspectives
19(1) (1998): Facilitating Support for Language Research and Practice
19(2) (1999): Children’s Language, Behavior, and Emotional Problems
19(3) (1999): Partnerships in Language and Literacy Learning
19(4) (1999): Many Voices, Many Tongues: Accents, Dialects, and Variations
20(1) (1999): From Oracy to Literacy: A Millennial Perspectives
20(2) (2000): Adolescence and Language Disorders
20(3) (2000): The ABCs of Spelling: Development, Assessment, and Intervention
20(4) (2000): Written Language Disabilities and Educational Strategies
21(1) (2000): Assessment and Intervention with Adults with LLD: A Paradigm Shift
21(2) (2001): Accommodations for College Students with Learning Disabilities
21(3) (2001): The Neural Basis of Language: Current Neuroimaging Perspectives
21(4) (2001): Collecting and Transcribing Speech Samples: Enhancing Phonological Analysis
22(1) (2001): Alternative Measures for Evaluating Treatment Outcomes
22(2) (2002): Enhancing Academic Performance of Students with LLD

22(3) (2002): Information Processing: Implications for Assessment and Intervention
22(4) (2002): The Child Language Specialist in a Digital Environment
22(5) (2002): Dyslexia among Bilaterates: A Global Perspective
23(1) (2003): Cochlear Implants in Children: Ideas for Intervention
23(2) (2003): Children and Young Adults with Autism Spectrum Disorder
23(3) (2003): Readability in Classroom and Clinic: New Perspectives
23(4) (2003): Enhancing Literacy in Individuals with Autism and Severe Communication
Impairments
24(1) (2004): Language and Augmentative Communication
24(2) (2004): Group Treatment: Common Threads Across Disorders
24(3) (2004): The Social Construction of Identity: The Clinical Challenge
24(4) (2004): Asperger Syndrome and High-Functioning Autism: Addressing Social
Communication and Emotional Regulation
25(1) (2005): Reading Comprehension’s New Look: Influences of Theory and Technology on
Practice
25(2) (2005): Responsiveness to Intervention and the Speech-Language Pathologist
25(3) (2005): Clinical Perspectives on Speech Sound Disorders
25(4) (2005): Language Disorders and Learning Disabilities: A Look Across 25 Years
26(2) (2006): Dyslexia in the Current Context
26(3) (2006): Communication Access: Models and Methods for Promoting Social Inclusion
26(4) (2006): English Language Learners: Language and Literacy Development and Intervention
27(1) (2007): Explorations in Clinical Discourse
27(2) (2007): Social Communication Problems and Peer Interactions
27(3) (2007): Virtual Reality: Exploring New Dimensions for Conversation, Language, and
Learning
27(4) (2007): Life Participation Approaches to Aphasia Therapy: Theory and Practical
Applications
28(1) (2008): Understanding the Linguistic Aspects of Dyslexia: Beyond Phonological
Processing
28(2) (2008): Narrative Abilities: New Research and Clinical Implications
28(3) (2008): Teaching and Learning in Clinical Education
28(4) (2008): Supporting Social Communication, Perspective Taking, and Participation in
Children with Autism Spectrum Disorders
29(1) (2009): Language Risk, Adapation, and Resilience: Children Adopted from Abroad
29(2) (2009): Language, Literacy, and Genetic Syndromes
29(3) (2009): Brain-Based Assessment and Treatment in Pediatric Brain Injury
29(4) (2009): How Much is Enough? The Intensity Evidence in Language Intervention