Shelley VellemanElena ZaretskyMichael KrezmienIuliano, Beverly2024-04-262024-04-262012-0210.7275/n3kn-se08https://hdl.handle.net/20.500.14394/38975The purpose of this current study was to first examine through assessments and the use of school-based disability criteria, the quantitative and qualitative patterns in phonological processing, phonological working memory, oral retellings, and oral and written narratives in middle school-aged children with reading disabilities (RD; N=10) and those with language impairments (LI; N=5) in order to provide data to further explain the complex profiles of these two clinical populations. Secondly, a single-subject multiple baseline across subjects design study examined the effectiveness of an intervention program targeting expository and narrative discourse in adolescents with language and reading deficits (N=4). Expository and narrative discourse assessments were replicated at post-intervention for pre and post comparisons of performance. The findings will assist speech-language pathologists in accurately and efficiently evaluating and treating these two clinical populations in linguistic areas that are critical to successful academic and social development.adolescentsexpositorylanguage impairmentnarrativereading disabilityCommunication Sciences and Disordersdissertation