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Informationen zum Autor Alan G. Kamhi, Ph.D. , is Adjunct Professor in the Department of Communicative Disorders at Northern Illinois University. Since the mid-1970s, he has conducted research on many aspects of developmental speech, language, and reading disorders. He has written several books with Hugh Catts on the connections between language and reading disabilities as well as two books with Karen E. Pollock and Joyce Harris on communication development and disorders in African American speakers. His current research focuses on how to use research and reason to make clinical decisions in the treatment of children with speech, language, and literacy problems. He began a 3-year term as the Language Editor for the Journal of Speech, Language, and Hearing Research in January 2004 and served as Editor of Language, Speech, and Hearing Services in Schools from 1986 to 1992. Klappentext Covering a wide range of topics and a broad age span (infancy to adolescence)! this text is the most complete treatment of a critical subject area: working effectively with children who have developmental language disorders. More than two dozen expert contributors lay out the latest research on language disorders and add their own wisdom from years of practice! showing preservice and in-service SLPs how to use sound clinical judgment to fill the gaps in available evidence. With this indispensable resource! SLPs will be ready! to make the best possible clinical decisions--and improve the communication and overall quality of life for children and adolescents with language disorders. Zusammenfassung Addresses assessment and intervention for children and adolescents with developmental language disorders. This work includes a section that discusses assessment and target selection for children across a span of ages and also addresses the topics of regional dialects! English Language Learning! and the influence of legislation. Inhaltsverzeichnis Considerations for Family-Guided Communication Assessment of Infants and Toddlers in Natural Environments; Assessment of Pre-linguistic & Emerging Language Skills of Children with Developmental Language Disorders; Assessment of Preschool & Early School-Aged Children with Developmental Language Disorders; Assessment/Diagnosis of Adolescents and Young Adults: Spoken Language Disorders; Assessment of Reading Comprehension and Written Expression in Adolescents and Adults; Language Variation! Assessment! and Intervention; Facilitation of Early Communicative Behaviors; Syntax-Morphology; Semantic Intervention: Enhancing Vocabulary Knowledge in Children with Language Impairment; Addressing the Social Concomitants of Developmental Language Impairments; Supporting the Development of Spoken Narrative Skills in Children with Language Impairment; Early Literacy Development; Spelling and Word-Level Reading: A Multilinguistic Approach; Understanding and Remediating Text Comprehension Problems in School-Aged Children; The Right to Write: Composition Instruction for Students with Language/Learning Disabilities; Serving Secondary Students; Facilitating Language Skills in Individuals Who Use Augmentative and Alternative; Communication; Legal Mandates: Impetus for Improving Assessment! Diagnosis! and Treatment of School-Age; Children and Adolescents with Developmental Language Disorders; Thoughts and Reflections on Developmental Language Disorders. ...
