School-aged children with language and learning impairments often experience significant difficulty as they learn to use language in academic, literate contexts. Two key areas of difficulty are reading comprehension and written language. These complex skills fall within the SLP scope of practice, but can be challenging to address. The first half of this presentation will focus on written language. We will review key areas of struggle as children with language and learning impairments work to develop written language skills. Empirically-based intervention strategies, including self-regulated strategies, will be presented. The second half of this presentation will focus on reading comprehension. After reviewing common areas of difficulty, specific, evidence-based intervention techniques will be presented. Numerous examples will be provided throughout the presentation.
