Understanding Individual Differences in Language Development Across the School Years

Nonfiction, Reference & Language, Education & Teaching, Special Education, Health & Well Being, Psychology, Child & Adolescent, Child Development, Cognitive Psychology
Cover of the book Understanding Individual Differences in Language Development Across the School Years by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781317752172
Publisher: Taylor and Francis Publication: March 26, 2014
Imprint: Psychology Press Language: English
Author:
ISBN: 9781317752172
Publisher: Taylor and Francis
Publication: March 26, 2014
Imprint: Psychology Press
Language: English

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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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.

More books from Taylor and Francis

Cover of the book Geography and Economy in South Africa and its Neighbours by
Cover of the book Rethinking Teacher Education by
Cover of the book Real Life Economics by
Cover of the book The Economy of the Short Story in British Periodicals of the 1890s by
Cover of the book The Securitization of Migration and Refugee Women by
Cover of the book Slave Trades, 1500–1800 by
Cover of the book Working Memories by
Cover of the book Genre and the City by
Cover of the book Gender in Learning and Teaching by
Cover of the book Strategies for Sustainability: Asia by
Cover of the book Hindi: An Essential Grammar by
Cover of the book Handbook of Mental Health Administration and Management by
Cover of the book The Soviet Union and Its Southern Neighbours by
Cover of the book Handbook of Land and Water Grabs in Africa by
Cover of the book Crim Just & Soc Recon Ils 203 by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy