ABSTRACT
As discussed in chapter 7, students with language impairments exhibit signifi cant diffi culty when required to listen to, verbally produce, read, and write expository discourse as compared to students with normal language abilities. Therefore, intervention focused on improving expository discourse abilities is essential for facilitating academic success in school-age children and adolescents with language impairments. The primary purpose of this chapter is to present a comprehensive review of research fi ndings that have clinical implications for the treatment of expository discourse abilities in students with language impairments. The fi rst section addresses reading comprehension, and the second section addresses written expression. The intent is to provide information on language intervention that attempts to
help this population master the “language of the curriculum” (i.e., expository discourse) in order to achieve academic success.
