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This important new text is a comprehensive survey of current thinking and research on a wide range of developmental disorders. Highlights key research on normal and typical development Includes clinical case studies and diagrams to illustrate key concepts A reader-friendly writing style
Difficulties with reading and writing are not confined to English-speaking countries. The aim of this book is to provide a reference for researchers, practitioners and policy makers. It brings together professionals from across the world who have experience in teaching individuals with dyslexia.
An examination of how we use the term 'dyslexia' and how this may undermine aid for struggling readers.
Many children and adults experience impairment of their communication skills. These communication disorders impact adversely on all aspects of these individuals' lives. In thirty dedicated chapters, The Cambridge Handbook of Communication Disorders examines the full range of developmental and acquired communication disorders and provides the most up-to-date and comprehensive guide to the epidemiology, aetiology and clinical features of these disorders. The volume also examines how these disorders are assessed and treated by speech and language therapists and addresses recent theoretical developments in the field. The handbook goes beyond well-known communication disorders to include populations such as children with emotional disturbance, adults with non-Alzheimer dementias and people with personality disorders. Each chapter describes in accessible terms the most recent thinking and research in communication disorders. The volume is an ideal guide for academic researchers, graduate students and professionals in speech and language therapy.
Children with Specific Language Impairment covers all aspects of SLI, including its history, possible genetic and neurobiological origins, and clinical and educational practice.
Most studies on reading have been conducted with English-speaking subjects. It is crucial to also examine studies conducted in different languages, in order to highlight which aspects of reading acquisition and dyslexia appear to be language-specific, and which are universal. Reading Acquisition and Developmental Dyslexia sheds new light on dyslexia and its relationship with reading acquisition, presenting two unique advancements in this area. Looking at studies conducted in different languages, the prerequisites of reading acquisition are examined, and the findings from studies of skilled adult readers are presented. The manifestations of developmental dyslexia and the main contemporary explanations for it are outlined, providing an in-depth, well researched discussion of the topic. The authors conclude by offering a new framework which could explain both reading acquisition and developmental dyslexia. A fascinating book offering a unique insight into the topic of dyslexia, it will be of great interest to students and lecturers in cognitive psychology, educational psychology, and psycholinguistics, as well as those with a more everyday involvement with the disorder such as speech and language therapists.
The author interprets reading difficulties and dyslexia in terms of PASS (Planning-Attention-Simultaneous-Successive) processes, which are the four main processes of knowing and thinking that replace the traditional views of IQ and redefine intelligence. The PASS theory is used to explain reading problems that are not explained by a traditional IQ assessment.
The first comprehensive quantitative analysis of intervention research in the learning disabilities field, this volume synthesizes the results of 272 scientifically credible group and single-subject studies in an effort to identify what works best for learning disabled children. The book examines pertinent findings on all academic, cognitive, and behavioral domains. Intervention outcomes are evaluated across instructional domains, sample characteristics, intervention parameters, methodological procedures, and article characteristics. Addressing such questions as the merits of inclusion settings and the relative benefits of direct and strategy instruction, Swanson offers timely recommendations for instructional design, assessment, and policy.
Develops concept imagery: the ability to create mental representations and integrate them with language. This sensory-cognitive skill underlies language comprehension and higher order thinking for students of all ages.