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This unique, edited book bridges studies in language disorders and linguistic theory with timely contributions from leading scholars in language development. It presents an attempt to define Specific Language Impairment, relating it to children of normal and disordered language capabilities. The ...

This unique, edited book bridges studies in language disorders and linguistic theory with timely contributions from leading scholars in language development. It presents an attempt to define Specific Language Impairment, relating it to children of normal and disordered language capabilities. The chapter presentations examine language development across a variety of populations of children, from those with Specific Language Impairment to second language learners. The contributors discuss criteria for the definition of SLI, compare and contrast SLI with profiles of children with other disorders and dialects, and offer a comprehensive look at the Whole Human Language, which ties together spoken and signed languages. Methodological concerns that affect the credibility and generalizability of the findings are discussed and controversies between opposing linguistic approaches to language acquisition are presented. The conceptual thread that gradually reveals itself as the chapters unfold is a theoretical issue of central importance to cognitive theory, as well as to our understanding of the biological correlates of language-it concerns the variability that linguistic competence can manifest in children under different biological conditions and life circumstances. Language Competence Across Populations: Toward a Definition of Specific Language Impairment is an essential volume for advanced students and scholars in linguistics and psychology who have an interest in language acquisition and language disorders, as well as for the clinical professionals dealing with children with language impairments.

Language Disorders From Infancy Through Adolescence, 2eprovides students with the information needed to properly assess childhood language disorders and provide appropriate treatments. Using a developmental approach, the text covers language development from birth to adolescence. The book is divided ...

Language Disorders From Infancy Through Adolescence, 2eprovides students with the information needed to properly assess childhood language disorders and provide appropriate treatments. Using a developmental approach, the text covers language development from birth to adolescence. The book is divided into three sections: the first deals with issues in language development, which are common to all developmental stages, such as how disorders are defined and organized. The second addresses language development from birth to the end of preschool (until age 5). The third handles language development from age five through adolescence. The developmental organization of the book is uniqueand has scored high ratings with faculty. The very engaging writing style, first person, has made this book very popular with students at the graduate level. Due to its readability, undergraduate students find the subject matter easy to comprehend. Theoretical and clinical content are effectively balanced, making the product not only a good text but an excellent clinical reference as well.

This book constitutes a clear, comprehensive, up-to-date introduction to the basic principles of psychological and educational assessment that underlie effective clinical decisions about childhood language disorders. Rebecca McCauley describes specific commonly used tools, as well as general ...

This book constitutes a clear, comprehensive, up-to-date introduction to the basic principles of psychological and educational assessment that underlie effective clinical decisions about childhood language disorders. Rebecca McCauley describes specific commonly used tools, as well as general approaches ranging from traditional standardized norm-referenced testing to more recent ones, such as dynamic and qualitative assessment. Highlighting special considerations in testing and expected patterns of performance, she reviews the challenges presented by children with a variety of problems--specific language impairment, hearing loss, mental retardation, and autism spectrum disorders. Three extended case examples illustrate her discussion of each of these target groups. Her overarching theme is the crucial role of well-formed questions as fundamental guides to decision making, independent of approach. Each chapter features lists of key concepts and terms, study questions, and recommended readings. Tables throughout offer succinct summaries and aids to memory. Students, their instructors, and speech-language pathologists continuing their professional education will all welcome this invaluable new resource. Distinctive features include: * a comprehensive consideration of both psychometric and descriptive approaches to the characterization of children's language; * a detailed discussion of background issues important in the language assessment of the major groups of children with language impairment; * timely information on assessment of change--a topic frequently not covered in other texts; * extensive guidance on how to evaluate individual norm-referenced measures for adoption; * an extensive appendix listing about 50 measures used to assess language in children; and * a test review guide that can be reproduced for use by readers.