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A critical review of the literature on written expression disorders
of individuals with learning disabilities. The purpose of the book
is to shed light on issues concerning definition, assessment and
interaction for individuals with writing disorders. The integrated
model of written expression offered draws on the work of cognitive
psychology, neurolinguistics and sociolinguistics. The model
illustrates the interrelationship between cognitive and affective
processing networks that influence the selection and use of
linguistics and information structures in producing a written text.
Particularly noteworthy aspects of this book are: the emphasis on
the role of writing in developing higher mental functions (other
texts on writing disorders have placed greater emphasis on
lower-order aspects); not only the addition and integration of the
sociolinguistic dimension into the model of writing but also the
inclusion of guidelines for assessing this dimension; specification
of needed research in which both populations and tasks have been
carefully defined; and, finally, notice of the importance of a
continuum for defining, assessing and treating each component of
written expression. This state-of-the-art work on disorders of
writing is of interest to both researchers and clinicians concerned
with written expression disorders in children and/or adults.
A critical review of the literature on written expression disorders
of individuals with learning disabilities. The purpose of the book
is to shed light on issues concerning definition, assessment and
interaction for individuals with writing disorders. The integrated
model of written expression offered draws on the work of cognitive
psychology, neurolinguistics and sociolinguistics. The model
illustrates the interrelationship between cognitive and affective
processing networks that influence the selection and use of
linguistics and information structures in producing a written text.
Particularly noteworthy aspects of this book are: the emphasis on
the role of writing in developing higher mental functions (other
texts on writing disorders have placed greater emphasis on
lower-order aspects); not only the addition and integration of the
sociolinguistic dimension into the model of writing but also the
inclusion of guidelines for assessing this dimension; specification
of needed research in which both populations and tasks have been
carefully defined; and, finally, notice of the importance of a
continuum for defining, assessing and treating each component of
written expression. This state-of-the-art work on disorders of
writing is of interest to both researchers and clinicians concerned
with written expression disorders in children and/or adults.
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