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Child Language Teaching and Therapy, Vol. 2, No. 1, 85-95 (1986)
DOI: 10.1177/026565908600200108

Language intervention software: myth or rea I ity

Jon F. Miller

University of Wisconsin-Madison

Nola Marriner

Children's Orthopedic Hospital and Medical Center, Seattle

This paper takes issue with the current trend towards establishing universal criteria for the development and review of software designed for children with speech and language problems. Language intervention is a unique teaching activity, and computer applications require tailored solutions. We propose a shift in perspective, moving away from computer-aided language intervention as automated learning, and argue for the use of computers for establishing the social context for learning, with the clinician and child interacting around the program content.


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