Understanding Individual Differences in Language Development Across the School Years

Nonfiction, Reference & Language, Education & Teaching, Special Education, Health & Well Being, Psychology, Child & Adolescent, Child Development, Cognitive Psychology
Cover of the book Understanding Individual Differences in Language Development Across the School Years by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781317752172
Publisher: Taylor and Francis Publication: March 26, 2014
Imprint: Psychology Press Language: English
Author:
ISBN: 9781317752172
Publisher: Taylor and Francis
Publication: March 26, 2014
Imprint: Psychology Press
Language: English

This volume presents the findings of a large-scale study of individual differences in spoken (and heard) language development during the school years. The goal of the study was to investigate the degree to which language abilities at school entry were stable over time and influential in the child’s overall success in important aspects of development.

The methodology was a longitudinal study of over 600 children in the US Midwest during a 10-year period. The language skills of these children -- along with reading, academic, and psychosocial outcomes -- were measured. There was intentional oversampling of children with poor language ability without being associated with other developmental or sensory disorders. Furthermore, these children could be sub-grouped based on their nonverbal abilities, such that one group represents children with specific language impairment (SLI), and the other group with nonspecific language impairment (NLI) represents poor language along with depressed nonverbal abilities.

Throughout the book, the authors consider whether these distinctions are supported by evidence obtained in this study and which aspects of development are impacted by poor language ability. Data are provided that allow conclusions to be made regarding the level of risk associated with different degrees of poor language and whether this risk should be viewed as lying on a continuum.

The volume will appeal to researchers and professionals with an interest in children’s language development, particularly those working with children who have a range of language impairments. This includes Speech and Language Pathologists; Child Neuropsychologists; Clinical Psychologists working in Education, as well as Psycholinguists and Developmental Psychologists.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This volume presents the findings of a large-scale study of individual differences in spoken (and heard) language development during the school years. The goal of the study was to investigate the degree to which language abilities at school entry were stable over time and influential in the child’s overall success in important aspects of development.

The methodology was a longitudinal study of over 600 children in the US Midwest during a 10-year period. The language skills of these children -- along with reading, academic, and psychosocial outcomes -- were measured. There was intentional oversampling of children with poor language ability without being associated with other developmental or sensory disorders. Furthermore, these children could be sub-grouped based on their nonverbal abilities, such that one group represents children with specific language impairment (SLI), and the other group with nonspecific language impairment (NLI) represents poor language along with depressed nonverbal abilities.

Throughout the book, the authors consider whether these distinctions are supported by evidence obtained in this study and which aspects of development are impacted by poor language ability. Data are provided that allow conclusions to be made regarding the level of risk associated with different degrees of poor language and whether this risk should be viewed as lying on a continuum.

The volume will appeal to researchers and professionals with an interest in children’s language development, particularly those working with children who have a range of language impairments. This includes Speech and Language Pathologists; Child Neuropsychologists; Clinical Psychologists working in Education, as well as Psycholinguists and Developmental Psychologists.

More books from Taylor and Francis

Cover of the book Bush Base, Forest Farm by
Cover of the book The History of the Seljuq State by
Cover of the book The Revival of Planetary Astronomy in Carolingian and Post-Carolingian Europe by
Cover of the book The Meaning of Illness by
Cover of the book Risk, Education and Culture by
Cover of the book The Ethics of Competition by
Cover of the book The Making of Modern Tibet by
Cover of the book Sprawling Cities and Our Endangered Public Health by
Cover of the book Techniques for Coaching and Mentoring by
Cover of the book Psychoanalysis and Philosophy of Mind by
Cover of the book Contemporary US Cinema by
Cover of the book Marxism Beyond Marxism by
Cover of the book Women's Movements by
Cover of the book Therapist Stories of Inspiration, Passion, and Renewal by
Cover of the book The Life of Ezra Pound by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy