alexa Linking Executive Functions and Written Language: Intervention for Students with Language Learning Disorders
ISSN: 2469-9837

International Journal of School and Cognitive Psychology
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Research Article

Linking Executive Functions and Written Language: Intervention for Students with Language Learning Disorders

Silvana MR Watson*, Anne MP Michalek and Robert A Gable

Old Dominion University, Norfolk, VA, USA

Corresponding Author:
Silvana MR Watson
Old Dominion University, Norfolk, VA, USA
Tel: + (757) 683-6364
E-mail: [email protected]

Received date: July 20, 2016; Accepted date: July 28, 2016; Published date: July 28, 2016

Citation: Watson SMR, Michalek MPA, Gable RA (2016) Linking Executive Functions and Written Language: Intervention for Students with Language Learning Disorders. Int J Sch Cog Psychol 3:178. doi:10.4172/2469-9837.1000178

Copyright: © 2016 Watson SMR, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.



Purpose: School based speech-language pathologists (SLPs) has an important role in the identification and intervention of problems in oral and written language. In collaboration with classroom teachers, they often are asked to develop intervention plans that include evidence-based practices for those students with language learning disabilities (LLD) who have language deficits. The purpose of this article is to bridge theory to practice by explaining an evidence-based instructional model, the self-regulated strategy development model (SRSD), for SLPs to consider as they deliver instruction to support the written language deficits of students with LLD.

Method: The authors examine critically the relationship between executive functions (EFs) and written expression. They discuss the EFs researchers have identified as important to students’ development of written expression and the difficulties students with LLD encounter in completing written expression tasks. The authors outline a model of EFs in relationship to the “Not-So-Simple view of writing” model which provides a framework for viewing the multiple components of the writing system.

Conclusion: Based on the review of the literature, the SRSD is an effective evidence-based teaching model for instructing students with LLD that integrates and scaffolds the EFs essential for developing written expression skills.


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