Stephanie Downey Toledo is a bilingual speech language pathologist in New York City as well as a professor at Teachers College, Columbia University. She has collaborated with the LEADERS project on this module series and others.
This module examines the implicit knowledge that proficient/native speakers have about their language through a linguistic task. This implicit knowledge is necessary for successful development of reading. However, young children, English language learners (ELL) and children with speech and language impairment may not yet have this knowledge.
