|
Showing 1 - 4 of
4 matches in All Departments
This collection of original contributions by leading researchers
celebrates the 1996 centenary of the births of the two most seminal
figures in education and developmental psychology - Jean Piaget and
Lev Vygotsky. Research in their footsteps continues worldwide and
is growing.
What are the implications for the future for this extensive
programme? Which of the large body of findings has proved most
important to current research? Based around five themes, these
original contributions cover educational intervention and teaching,
social collaboration and learning, cognitive skills and domains,
the measurement of development and the development of modal
understanding.
Full Contributors: Professor Michael Beveridge, University of Bristol; Professor Michael Shayer, University of Cambridge; Dr. Gerard Duveen, University of Cambridge; Professor A.N. Perret-Clermont, Universite de Neuchatel, Switzerland; Professor Peter Bryant, University of Oxford; Professor Lauren Resnick, University of Pittsburg, USA; Dr. Trevor Bond, James Cook University, Australia; Dr. Margaret Chalmers, University of Edinburgh; Dr. Brendan McGonigle, University of Edinburgh; Dr. Paul Harris, University of Oxford; Professor Deanna Kuhn, Columbia University, USA; Dr. Julie Dockrell, Institute of Education, London; Dr. P. Tomlinson, University of Leeds; Dr. R. Campbell, Stirling University; Dr. Gerry Finn Strathclyde University; Dr. Jon Ridgeway, Lancaster University; Professor Kathy Sylva, Institute of Education, London
Writing is challenging for the majority of learners. For students
with language problems, difficulties with written expression are
considered one of the most common learning challenges. There is
much to learn about the ways in which oral language skills impact
on the acquisition of written language in children. Writing
Development in Children with Hearing Loss, Dyslexia, or Oral
Language Problems focuses on the nature of the writing problems
experienced by children with oral language problems. Three clinical
groups are considered: children with hearing loss, oral language
difficulties, and dyslexia. Each contribution comes from an expert
or team of experts in these three areas and in the field of
language and writing. The volume provides current understandings to
help guide and support practitioners and researchers alike. It
provides timely information across languages and countries,
enhancing our understanding of the links between oral language and
written language across languages.
Children's language difficulties affect many areas of functioning
and devlopment. Since most children with these difficulties are
expected to function in ordinary schools and nurseries it is
important that parents, teachers and practitioners have a broad
understanding of the issues. Language and communication problems
typically fall under the umbrella terms 'language disability,
'language delay', or 'language difficulties. They can range from an
occasional difficulty with certain sounds to an inability to
communicate using spoken language. These problems can occur in
isolation or be associated with a range of special needs such as
hearing loss, visual impairment or learning disabilities. This is
the first introductory text to outline the difficulties experienced
by children and link these to issues surrounding multidisciplinary
assessment, intervention and service provision.Children's Language
and Communication Difficulties offers professionals and parents an
up-to-date account of: -the developmental language problems that
children experience -the provision available to meet the child's
needs the long term impact of language difficulties The authors
examine the problems of identification and diagnosis, and explore
the range of physical and cognitive disabilities associated with
language problems. They have also looked closely at alternative
forms of communication and have provided the reader with discussion
and evaluation of recently developed intervention techniques. Julie
Dockwell is Professor of Psychology at South Bank University and is
a qualified clinical and educational psychologist. David Messer is
Professor of Developmental Psychology at the University of
Hertfordshire.
|
|