The Routledge Companion to Dyslexia is a ground-breaking analysis of the whole field of dyslexia by a distinguished team of international contributors and editors, engaged in literacy, inclusion and learning. Their diverse perspectives and wide expertise make this invaluable guide one of the most important additions to the field of dyslexia for over a decade. Dyslexia is without doubt the most high profile and contentious learning difficulty, and it is a topic that has attracted a vast amount of research, opinion, professional schisms, and debate. The Companion provides an invaluable overview of the field of dyslexia with vital and clear emphasis on linking theoretical perspectives with best practice. This accessible text: presents a survey of current and future development in research, with a focus on how research can inform practice focuses on areas such as neurobiology, phonological processing, literacy acquisition, numeracy and multilingualism considers assessment and identification, with contributions on early identification, reading, spelling and mathematics addresses identifying and meeting needs in an inclusive context discusses inclusion and barriers to learning in a variety of different national contexts includes models of instruction, direct instruction, co-operative learning and cross-curricular learning. The Routledge Companion to Dyslexia is a superb resource for anyone interested in the subject, whether in education or related subjects such as psychology or neurology. Fully indexed and cross-referenced, with helpful further reading sections at the end of each entry, it is ideal for those coming to the field of dyslexia for the first time as well as students and practitioners already familiar with the subject.

This practical, interactive resource is designed to be used by professionals who work with children and young people who have Social, Emotional and Mental Health needs and Speech, Language and Communication needs. Gaps in language and emotional skills can have a negative impact on behaviour as well as mental health and self-esteem. The Language for Behaviour and Emotions approach provides a systematic approach to developing these skills so that young people can understand and work through social interaction difficulties. Key features include: A focus on specific skills that are linked to behaviour, such as understanding meaning, verbal reasoning and emotional literacy skills. A framework for assessment, as well as a range of downloadable activities, worksheets and resources for supporting students. Sixty illustrated scenarios that can be used flexibly with a wide range of ages and abilities to promote language skills, emotional skills and self-awareness. This invaluable resource is suitable for use with young people with a range of abilities in one to one, small group or whole class settings. It is particularly applicable to children and young people who are aiming to develop wider language, social and emotional skills including those with Developmental Language Disorder and Autism Spectrum Disorder.

This practical teaching resource has been designed to give children aged 9-12 the basic tools required to challenge some of the conflicting information which they may encounter in everyday life. With increasing exposure to modern information technology and social media, amongst other things, children are increasingly exposed to misleading information that can seriously influence their worldview and self-esteem. The sooner they are helped to approach some of this material with a critical eye, the better they will be able to make independent judgements and resist undue persuasion. Key features of this book include: * Short texts designed to give opportunities for critical examination, created to be points of discussion with individuals, groups or whole classes * Topics covering seven areas of critical thought, ordered in level of difficulty, including finding contradictions, and detecting bias and fake news * Supporting teacher prompts and questions, as well as photocopiable resources without prompts The ability to question and evaluate information is an essential life skill, as well as a key skill for academic learning, yet it remains one of the most challenging aspects of comprehension to teach. This is a vital text for teachers, teaching assistants and other professionals looking to develop critical thinking skills in their students.

"Clinical Sociolinguistics" examines how sociolinguistic research paradigms can be applied to assessment, diagnosis and treatment in the clinical situation.
fills gap in the literature for speech-language pathologists by addressing how sociolinguistic research paradigms can be applied to assessment, diagnosis and treatment in the clinical situation
collects newly commissioned articles written by top scholars in the field
includes chapters that outline findings from sociolinguistic research over the last 40 years and point to the relevance of such findings for practicing speech-language pathologists
discusses topics including bilingualism, code-switching, language planning, and African-American English

First published in 2012. Routledge is an imprint of Taylor and Francis, an informa company.

Milestones in the History of Aphasia surveys the history of aphasia from its earliest mentions in ancient times, to the turn of the new millennium in 2000. The book takes a predominantly chronological approach starting with an examination of the earliest medical documents and medieval attempts to understand aphasia, to the momentous events of the Nineteenth and Twentieth Centuries, up to the development of modern cognitive neuroscience in recent years. It traces the development of theory about and understanding of aphasia, and the role of significant individuals in this history. The result is a well illustrated introduction to the main events and personalities in the rich history of aphasia. This accessible book provides a unique insight into the fascinating development of research in aphasia. It will be of great interest to undergraduates and postgraduates, researchers, teachers and clinicians in psychology, speech and language pathology and therapy, neurology and linguistics.

Language is of central importance in children's development and vital for their success at school and in the world beyond. Designed for the many professionals involved in encouraging language development, Early Language Development, originally published in 1990, will enable them to get to grips with the practical issues of helping children with language difficulties. John Harris provides an invaluable summary of recent research on language development and how it relates to the practical concerns of language assessment and language teaching. Readers are given a clear account of the ways in which research has expanded our understanding of just what language is and how this has led to different approaches to language assessment. Various theories of language development are summarised and discussed in terms of their implications for language teaching. Dr Harris also describes different ways of encouraging language development and explains how teachers and therapists can overcome the special problems faced by children with particular difficulties, such as visual impairment, hearing impairment, general learning difficulties, and environmental deprivation. With its emphasis on the relevance of research-based knowledge to practical concerns, the book provides a useful bridge between the world of research and practice. It will be of particular interest to teachers of young children, speech therapists, and child psychologists, as well as to students taking courses on child development, and to parents of young children.

Social Theory and the Urban Question offers a guide to, and a critical evaluation of key themes in contemporary urban social theory, as well as a re-examination of more traditional approaches in the light of recent developments and criticism. Dr. Saunders discusses current theoretical positions in the context of the work of Marx, Weber and Durkheim. He suggests that later writers have often misunderstood or ignored the arguments of these 'founding fathers' of the urban question. Dr. Saunders uses his final chapter to apply the lessons learned from a review of their work in order to develop a new framework for urban social and political analysis. This book was first published in 1981.

The ability to communicate with written language is critical for success in school and in the workplace. Unfortunately, many children suffer from developmental dysgraphia-impairment in acquiring spelling or handwriting skills-and this form of impairment has received relatively little attention from researchers and educators. This volume brings together, for the first time, theoretically grounded and methodologically rigorous research on developmental dysgraphia, presented alongside reviews of the typical development of spelling and writing skills. Leading experts on writing and dysgraphia shed light on different types of impairments that can affect the learning of spelling and writing skills, and provide insights into the typical development of these skills. The volume, which contributes both to the basic science of literacy and to the applied science of diagnosing and treating developmental dysgraphia, should interest researchers, educators, and clinicians. This book was originally published as a special issue of Cognitive Neuropsychology.

The last 25 years have witnessed an explosion of research at the intersection of typical language development and child language disorders. A pioneer in bringing these fields of study together is Robin S. Chapman, Emerita, University of Wisconsin. This contributed volume honors her with chapters written by former students and colleagues, who track in their own research the theme of psycholinguistic contributions to our understanding of the nature and remediation of child language disorders.
In this volume, such renowned researchers in child language development as Dorothy Bishop, Judith Johnston, Ray Kent, among others, discuss their research in certain populations in the context of the significance of, limits of, and alternatives to Robin Chapman's developmental interactionist perspective. Studies of disordered language in Down's Syndrome and Specific Language Impairment, in particular, attribute much progress in our understanding of the pragmatic and comprehension skills inthese populations to the developmental perspective.
"Language Disorders From a Developmental Perspective" opens with a reprint of Robin Chapman's seminal 2001 article from "The Journal of Child Psychiatry and Psychology," It concludes with a new chapter from Dr. Chapman summarizing what we know and what we don't know about language disorders within the developmental framework, and pointing to future areas of research and intervention.
Clinicians as well as scholars will benefit from this book, as will students in programs of developmental psycholinguistics, child language disorders, and learning disabilities.

The Invisible Brain Injury recounts, in her own words, the experience of Aurora Lassaletta, a clinical psychologist who suffered a traumatic brain injury (TBI) after a traffic accident. Presenting her unique dual perspective as both a patient and a clinician, Aurora highlights the less visible cognitive, emotional and behavioural symptoms common to acquired brain injury (ABI). This moving account showcases Aurora's growing awareness of her impairments, their manifestation in daily life, how they are perceived, or not, by others and the tools that helped her survive. Each chapter combines Aurora's perspective with the scientific view of a professional neuropsychologist or physiatrist who provide commentaries on her various symptoms. This book is valuable reading for professionals involved in neurorehabilitation and clinical neuropsychology and for clinical psychology students. It is a must read for ABI survivors, those around them and clinicians, who are all an essential part of the rehabilitation, adjustment and acceptance process involved with ABI.

This state-of-the art volume is a follow-up to the 1999 publication, "Stuttering Research and Practice: Bridging the Gap," edited by Nan Ratner and E. Charles Healey. Like its predecessor, the current book is an edited collection of the presentations from the American Speech-Language-Hearing Association' s Annual Leadership Conference in Fluency and Fluency Disorders.

Among the topics covered are evidence-based practice, impact of the self-help and support groups, meta-analyses of selected assessment and intervention programs, current theories of stuttering, and the predicted path of stuttering intervention in the future. The authoritative representation of contributors offers the reader the most up to date presentation of fluency issues, with a special emphasis placed on the practical clinical implications of fluency assessment, treatment, and evolving theories of the disorder.

The book is written for fluency specialists and graduate students in programs of fluency disorders. It will also be valuable for the clinicians who wish to upgrade their skills in treating fluency disorders.

This text promotes the view that the clinical education process offers both clinical educators and students opportunities for personal and professional development. It guides the reader through the clinical education process, from pre--placement preparation to assessment of learning that supports and encourages personal and professional development. Included are resources for supporting the clinical education process, such as checklists, case studies and proformas, and vignettes illustrate the richness of studentsa and clinical educatorsa learning experiences.

This book constitutes a timely contribution to the existing literature by presenting a relatively comprehensive, neurobiological account of certain aspects of second language acquisition. It represents the collaborative efforts of members of the Neurobiology of Language Research Group in the Applied Linguistics and TESL Department at UCLA. Members of the group are trained in neurobiology and then use this knowledge to develop biological accounts of various aspects of applied linguistics.
The volume avoids the corticocentric bias that characterizes many brain-language publications--both cortical and subcortical structures receive their appropriate attention. In addition, it demonstrates that enough is presently known about the brain to inform our conceptualizations of how humans acquire second languages, thus, it provides a refreshingly novel, highly integrative contribution to the (second) language acquisition literature.
The goal of the research program was based on the need to drawmore links between the neurobiological mechanisms and second language acquisition. As such, the book promotes a neurobiology of language that starts with the brain and moves to behavior. The fundamental insights presented should guide second language acquisition researchers for years to come.

The book is designed as an introduction to the scientific study of speech. No prior knowledge of phonetics is assumed. As far as mathematical knowlege is concerned, all that is assumed is a knowledge of simple arithmetic and as far as possible concepts are dealt with on an intuitive rather than mathematical level. The anatomical material is all fully explained and illustrated. The book is arranged in four parts. Part 1, Basic Principles, provides an introduction to established phonetic theory and to the principles of phonetic analysis and description, including phonetic transcription. Part 2, Acoustic Phonetics, considers the physical nature of speech sounds as they pass through the air between speaker and hearer. It includes sections on temporal measurement, fundamental frequency, spectra and spectrograms. Part 3, Auditory Phonetics, covers the anatomy of the ear and the perception of loudness, pitch and quality. The final part, Part 4, covers the articulatory production of speech, and shows how experimentaltechniques and tools can enhance our understanding of the complexities of speech production.
Though the audience for this book is mainly students and professors in the Speech Sciences, it will also be valuable to any students studying hearing science and acoustics. The book is well supported with figures, tables, and practice boxes with experiments.

This practical introduction to linguistics is a must-have resource for all speech and language therapy students, providing you with the fundamental theory needed as a foundation for practice. Written by authors with extensive experience in both research and teaching, Introductory Linguistics for Speech and Language Practice equips you with a practical understanding of relevant linguistic concepts in the key language areas of morphology, syntax, semantics, discourse and pragmatics. Each chapter opens by explaining why the information is of relevance to the speech language therapist, and this integrated approach is emphasised via reference to relevant clinical resources. Exercises throughout each chapter also allow you to test your understanding of key principles and apply this knowledge to other areas of your study. This concise, readable guide is a core text for all undergraduate and postgraduate students of speech and language therapy, and is also ideal for qualified therapists wanting to enrich their understanding of the linguistic assessments they use in practice.

This dictionary provides clear and concise explanations of terms used in the field of speech, therapy pathology and relevant terms in related fields including augmentative, alternative communication, hearing, linguistic, medicine, phonetics/phonology and psychology/psychiatry.

Those working with people who have communication disorders and those who may be returning to this field will find the explanations easy to understand. Terms include assessments, therapy programmes and current theories in these fields.

This edition has been thoroughly updated. It includes useful website addresses for manufacturers and suppliers of communication aids and publishers of assessments, and where to find useful information on the internet for various conditions.

To date, there are 300 disorders associated with voice, but until now there has never been a published reference manual that classifies these disorders. Borrowing from the successful organization schema of the American Psychiatric Association' s "Diagnostic Statistical Manual" (DSM), the" Classification Manual for Voice Disorders-I "provides the framework for classifying voice disorders using the following criteria for each disorder: essential and associated features; vocal impairment; clinical history and demographic profile; course and complications; medical and voice differential diagnosis; and severity criteria.
" "
"Classification Manual for Voice Disorders-I" is a project of ASHA' s Special Interest Division 3, Voice and Voice Disorders (DIV 3), originally directed by contributing authors Moya Andrews, Diane Bless, Daniel Boone, Janina Casper, Leslie Glaze, Mike Karnell, Christy Ludlow, and Joe Stemple. The text was edited over a period of several years by the authoritative group of voice disorders professionals, including Katherine Verdolini, Clark Rosen, and Ryan Branski. This version represents the fields of speech-language pathology, voice science, and otolaryngology.
"CMVD-I" lists most conditions that may negatively affect the ability to produce voice, based on the most current knowledge. These conditions comprise 30 structural pathologies, 25 neurological disorders, 20 aerodigestive conditions, 13 psychological disturbances, 15 systemic diseases, four inflammatory processes, four traumatic conditions, and five miscellaneous voice disorders.
"CMVD-I "is a must-have resource for professionals who specializein voice disorders, especially speech-language pathologists and otolaryngologists. The handy organization of this reference makes it a convenient and accessible resource for voice coaches and teachers of singing. It will also be invaluable as a textbook in master' s-level communication sciences programs throughout the world.
Proceeds received by Division 3 will be used to support the mission of Special Interest Division 3, which provides continuing education and networking opportunities to promote leadership and advocacy for voice issues from professional, clinical, educational, and scientific perspectives.

This comprehensive textbook offers a basic introduction to phonetics in an applied systematic presentation that equips the communication disorders student to deal with the wide range of speech types that will be encountered in a clinic. While the major discussion is articulatory, speech acoustics are also examined. Illustrations of sample spectrograms appear in tandem with the more traditional articulatory drawings. Downloadable resources of sound examples accompany the textbook. This comprehensive textbook offers a basic introduction to phonetics in an applied systematic presentation that equips the communication disorders student to deal with the wide range of speech types that will be encountered in a clinic. While the major discussion is articulatory, speech acoustics

This text introduces therapists and speech pathologists to the principles of evidence-based practice and guides readers to the best available evidence regarding the management of a range of disorders within speech pathology. It should be applicable to speech pathologists at any stage of their clinical career, as well as being of use to speech pathology students and other health care professionals.

The book is organized into three sections. In the first, the subject of evidence-based practice is introduced. Its application to the profession of speech pathology is addressed and types and levels of evidence are described. The second part focuses on a number of sub-specialist areas of speech pathology practice (dysphagia; paediatric motor speech disorders; aphasiology; voice; paediatric language and AAC). In the third section of the book the authors demonstrate how to apply the principles of evidence-based practice to clinical practice, to research and to education.

This book reports recent research on mechanisms of normal formulation and control in speaking and in language disorders such as stuttering, aphasia, and verbal dyspraxia. The theoretical claim is that such disorders result from (1) deficits in a component of the language production system and (2) interactions between this component and the system that "monitors" for errors and undertakes corrective behavior. More in particular, the book focuses on phonological encoding in speech (the construction of a phonetic plan for the utterance), on verbal self-monitoring (checking for correctness and initiating corrective action if necessary), and on interactions between these processes.
The first part of the book deals with phonological encoding. The architecture of the phonological encoding system is described, with regard to both normal and patholgical (conduction aphasia, stuttering, developmental dyspraxia) production. Both in normal and in pathological speech, there are monitoring processes thatcontrol speech. These control mechanisms for detecting and correcting these errors are discussed.
The second part of the book outlines the architecture of monitoring, both from an empirical and a modelling approach. subsquent chapters deal with language dysfunction, either as a disturbance in monitoring itself or as the result of interactions between monitoring and phonologiclal encoding.

Chapters written by leading authorities offer current perspectives on the origins and development of language disorders. They address the question: How can the child's linguistic environment be restructured so that children at risk can develop important adaptive skills in the domains of self-care, social interaction, and problem solving? This theory-based, but practical book emphasizes the importance of accurate definitions of subtypes for assessment and intervention. It will be of interest to students, researchers, and practitioners in the field of developmental language disorders.

Chapters written by leading authorities offer current perspectives on the origins and development of language disorders. They address the question: How can the child's linguistic environment be restructured so that children at risk can develop important adaptive skills in the domains of self-care, social interaction, and problem solving? This theory-based, but practical book emphasizes the importance of accurate definitions of subtypes for assessment and intervention. It will be of interest to students, researchers, and practitioners in the field of developmental language disorders.

Much of the groundbreaking work in many fields is now occurring at the intersection of traditional academic disciplines. This development is well demonstrated in this important and unique volume, which offers a multidisciplinary view of current findings and cutting-edge issues involving the relationship between mind, brain, and language. Marie T. Banich and Molly Mack have edited a collection of 11 invited chapters from top researchers (and have contributed two of their own chapters) to create a volume organized around five major topics--language emergence, influence, and development; models of language and language processing; the neurological bases of language; language disruption and loss; and dual-language systems. Topics range from the evolution of language and child-language acquisition to brain imaging and the "bilingual brain." To maintain continuity throughout, care has been taken to ensure that the chapters have been written in a style accessible to scholars across many disciplines, from anthropology and psycholinguistics to cognitive science and neurobiology. Because of its depth and breadth, this book is appropriate both as a textbook in a variety of undergraduate and graduate-level courses and as a valuable resource for researchers and scholars interested in further understanding the background of and current developments in our understanding of the mind/brain/language relationship.

With growing numbers of children with autism spectrum disorder (ASD) being diagnosed in the early years, it is becoming increasingly important for education and health professionals to understand ASD and to implement supportive strategies as part of the everyday curriculum and routine. This book serves as an essential tool kit for anyone working with young children with ASD and speech, language, and communication needs (SLCN). Filled with practical and up-to-date tips, advice, and guidance, it shifts the responsibility of change from the child onto the caregiver, asking the question: what can we do to support the child? Key features of this book include the following: An introduction to ASD Detailed case studies illustrating the varied impacts ASD can have on the life of a child Practical activities and resources, including planning sheets and activity suggestions Easy-to-follow chapters focusing on the classroom environment, communication, social interaction, play, and behaviour Comprehensive, practical, and evidence based, this manual is essential reading for anyone working with children experiencing social communication difficulties and ASD in an early years setting.