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This book is the first to summarize the voluminous literature on
the development of cognitive, codification, language, and
expressive/affective (CCCE) skills "from a clinical standpoint."
Emphasizing the need to ground services in research and theory, the
author constructs three basic clinical models--a conceptual model
for understanding, a descriptive model for formal assessment, and a
facilitative model for intervention. These models have major
implications for the work of all those who deal with CCCE problems
in a professional capacity.
This book is the first to summarize the voluminous literature on
the development of cognitive, codification, language, and
expressive/affective (CCCE) skills "from a clinical standpoint."
Emphasizing the need to ground services in research and theory, the
author constructs three basic clinical models--a conceptual model
for understanding, a descriptive model for formal assessment, and a
facilitative model for intervention. These models have major
implications for the work of all those who deal with CCCE problems
in a professional capacity.
Language Acquisition provides readers with excellent critical
coverage of current literature in the field. The book uses three
influential theories-relevance theory, dynamic processing theory,
and usage-based theory to address nearly sixty issues that have
been missed or ignored in current language acquisition books. In
order to do this, it takes into account rational evidence in
conjunction with the most influential philosophical view of
constructionism. Students will gain historical perspective, learn
how communication acquisition is more general than actual language
acquisition, and enhance their understanding of constructionism,
relevance theory, usage theory, and dynamic systems theory. The
book also examines cognitive development and affect in language
acquisition, pre-grammatical and grammatical children, speech and
hearing mechanisms, phonology, pragmatics, and literacy. Language
Acquisition is designed for courses in language acquisition in any
of the following fields of study: child development, communication
disorders, deaf education, linguistics, special education and
psychology. Language Acquisition is a companion text to the book
Best Practices, which introduces and explores the new field of
communication sciences and disorders.
Best Practices is a response to the recent paradigm shift in the
field of language acquisition. The book launches the field of
communication sciences and disorders by identifying major
shortcomings in the traditional field of speech and hearing
sciences. Best Practices is based on developments in scholarly
literature. In order to define and elucidate best practices it
pinpoints numerous issues that have been missed or ignored in the
contemporary clinical published writings. It addresses levels of
scholarship, rational evidence as the precursor of empirical
evidence, and influential theoretical perspectives. The book also
examines substantive differences between pre-grammatical and
grammatical children, the limitations of normative tests, and
intervention principles for various clinical populations. Best
Practices is ideally suited to classes in language acquisition,
language intervention, and language assessment. Best Practices is a
companion text to the book Language Acquisition, which uses
influential theories to address critical issues often overlooked or
ignored in standard textbooks in the field.
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