From the Editor

Article excerpt

Three thoughts as you consider this issue of Communication Disorders Quarterly:

1. literacy and classroom-based instruction,

2. what you can contribute, and

3. continuing education rewards.

First, look at the contents of this issue and note that each of the articles relates to literacy and classroom-based instruction for children with different needs. Dee M. Lance and her colleagues present eight methods of literacy instruction for typically developing children and also provide useful suggestions for employing these methods with students who are exhibiting language-based learning problems. Brenda K. Gorman and Ronald B. Gillam address the needs of students whose primary language is Spanish by offering a tutorial for professionals seeking to improve the phonological awareness skills of these children. The third article is an action research report. To quote Jennifer Johnson Howell and John L. Luckner: "The development of reading skills is regarded as the highest priority area in contemporary education." As Howell and Luckner note, however, for students who are deaf or hard of hearing, this is one of the most difficult academic skills to develop. These authors provide insight into the challenges for and achievements of one student in developing content literacy skills in a general education context. This brings me to the fourth article, a clinical exchange that offers valuable insights into the use of sound-field amplification in classrooms. …