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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.
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.
Developmental language disorders (DLD) occur when a child fails to
develop his or her native language often for no apparent reason.
Delayed development of speech and/or language is one of the most
common reasons for parents of preschool children to seek the advice
of their family doctor. Although some children rapidly improve,
others have more persistent language difficulties. These long-term
deficits can adversely affect academic progress, social
relationships and mental well-being. Although DLDs are common, we
are still a long way from understanding what causes them and how
best to intervene. Understanding Developmental Language Disorders
summarises the recent research developments in genetics and
neuroimaging studies, assessment techniques and treatment studies
to provide an overview of all aspects of DLD. The book investigates
the possible genetic and biological causes of the disorder, how
best to assess children's language skills to identify when and
where communication breakdown occurs, what the long-term outcomes
are for children who grow up with DLD, overlaps between DLD and
other childhood disorders such as dyslexia and autism and how best
to treat children with the disorder. Each chapter is written by a
leading authority in the field in a format accessible to
researchers, clinicians and families alike. This book, with its
focus on both theory and practice, will be invaluable to students
and researchers of speech-language pathology, psychology,
psychiatry, linguistics and education. It will also be of interest
to practicing speech-language pathologists, clinical psychologists,
psychiatrists, educational psychologists, and teachers and parents
of children with developmental language disorders.
Developmental language disorders (DLD) occur when a child fails to
develop his or her native language often for no apparent reason.
Delayed development of speech and/or language is one of the most
common reasons for parents of preschool children to seek the advice
of their family doctor. Although some children rapidly improve,
others have more persistent language difficulties. These long-term
deficits can adversely affect academic progress, social
relationships and mental well-being. Although DLDs are common, we
are still a long way from understanding what causes them and how
best to intervene. Understanding Developmental Language Disorders
summarises the recent research developments in genetics and
neuroimaging studies, assessment techniques and treatment studies
to provide an overview of all aspects of DLD. The book investigates
the possible genetic and biological causes of the disorder, how
best to assess children's language skills to identify when and
where communication breakdown occurs, what the long-term outcomes
are for children who grow up with DLD, overlaps between DLD and
other childhood disorders such as dyslexia and autism and how best
to treat children with the disorder. Each chapter is written by a
leading authority in the field in a format accessible to
researchers, clinicians and families alike. This book, with its
focus on both theory and practice, will be invaluable to students
and researchers of speech-language pathology, psychology,
psychiatry, linguistics and education. It will also be of interest
to practicing speech-language pathologists, clinical psychologists,
psychiatrists, educational psychologists, and teachers and parents
of children with developmental language disorders.
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