The book summarises research findings from a range of projects using a set of auditory and speech procedures designed for the psycholinguistic framework developed by Stackhouse and Wells (1997). These procedures have been used with children and adolescents with a range of difficulties associated wit
Children's Speech and Literacy Difficulties: A Psycholinguistic Framework
β Scribed by Stackhouse, Joy; Wells, Bill
- Publisher
- Wiley
- Year
- 1
- Tongue
- English
- Leaves
- 362
- Edition
- 1
- Category
- Library
No coin nor oath required. For personal study only.
β¦ Synopsis
This book presents a systematic hypothesis testing approach to the assessment of speech processing skills in children, and is based on the popular courses run by the authors. The book aims to develop the knowledge and analytical skills of those who need to administer and evaluate assessment materials. Principles of psycholinguistic investigation are introduced through a series of activities relating to theoretical and practical issues. The book demonstrates through case studies how to profile and interpret a child's performance within a developmental psycholinguistic model. It will be of particular interest to practitioners, researchers and students in the following areas: speech and language therapy; education; clinical, educational and developmental psychology and child language and clinical linguistics
β¦ Table of Contents
Content: [Book 1]. A psycholinguistic framework --
Book 2. Identification and intervention.
π SIMILAR VOLUMES
This is the third book in the seriesΒ βChildrenβs Speech and Literacy Difficultiesβ and is based on research and practice with school-age children with persisting speech and associated difficulties. It focuses on the psycholinguistic nature of their difficulties, how to design intervention programme
xvii, 403 p. : 23 cm
How and when does the ability to give and understand explanations develop? Morag Donaldson directly addresses this question in the present study, providing evidence from a series of imaginative experiments she carried out with 3- to 10-year-olds. In contrast to many earlier accounts, she demonstrate
How and when does the ability to give and understand explanations develop? Morag Donaldson directly addresses this question in the present study, providing evidence from a series of imaginative experiments she carried out with 3- to 10-year-olds. In contrast to many earlier accounts, she demonstrate
How and when does the ability to give and understand explanations develop? Morag Donaldson directly addresses this question in the present study, providing evidence from a series of imaginative experiments she carried out with 3- to 10-year-olds. In contrast to many earlier accounts, she demonstrate