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|Author by||: Sandra Bochner,Jane Jones|
|Editor||: John Wiley & Sons|
This publication is concerned with the early stages of language acquisition and is designed for use by early childhood teachers, nursery nurses, special education teachers and others working with children experiencing difficulties in learning to talk. Procedures are described that can be used to assess a child' s current skills and plan activities to increase communicative competence. The programme described is based on a developmental sequence that moves the early skills of joint attention, turn-taking and appropriate play to the more complex skills of asking and answering questions. Other issues discussed include sound development and intelligibility, the use of augmentative and alternative communication as stepping stones to speech, working with children and with families. The second edition has an expanded focus on the place of communicative intentions in early language development.
|Author by||: Marion Nash,Jackie Lowe,David Leah|
Early years practitioners, parents and carers, child minders, health visitors do you need effective ideas for giving your babies and toddlers support to become confident talkers? National research shows that poor language and communication skills have a profound effect on the life chances of children and young people. This highly practical book will enable you to give children in your care the help they need to build their crucial language skills at the earliest point in their development. Based on the author's highly regarded SPIRALS language development programme, the book provides over 40 tried and tested sessions to help develop children's early speech, language and communication. Each language concept is introduced one at a time and builds on the most frequently used words by infants. It suggests ways to use music, repetition, simple meaningful gestures and signing to reinforce children's understanding. Features include: Clear guidelines for introducing specific games and activities at the right developmental level for babies and toddlers to develop their language skills from 0 to 3 ½ years Ideas for progression based on child development Insights into the underlying psychology of the activities we suggest Advice on when to begin to use small group activities Guidance on what to do if a child is reluctant to join in. Practical suggestions for involving parents as partners Photocopiable recording sheets Suggestions for further reading and resources. Written by a leading authority in the field, this exciting new resource provides everything you need to support young children's language skills at the earliest point in their development.
|Author by||: Ruth Aronson Berman|
|Editor||: John Benjamins Publishing|
This volume brings together work by scholars with backgrounds in linguistics, psycholinguistics, developmental psychology, education, and language pathology. As such, the book adds psycholinguistic and crosslinguistic perspectives to the clinical and classroom approaches that have dominated the study of later language development . Incorporating insights from prior language acquisition research, it goes beyond preschool age to consider both isolated utterances and extended discourse, conversational interactions and monologic text construction, and both written and spoken language use from early school-age across adolescence. Data from French, Hebrew, Spanish, and Swedish as well as English cover varied domains: morphology and lexicon, syntax and verb argument structure, as well as peer interaction, spelling, processing of on-line writing, and reading poetry. The epilogue suggests explanations for the findings documented. Across the book, the authors show how cognitive and social maturation combines with increased literacy in the path taken by schoolchildren and adolescents towards the flexible deployment of a growing repertoire of lexical elements in varied morpho-syntactic constructions and different discourse contexts that constitutes the hallmark of maturely proficient language use.
|Author by||: Susan H.Foster- Cohen|
This volume introduces the field of child language development studies, and presents hypotheses in an accessible, largely non-technical language, aiming to demonstrate the relationship between these hypotheses and interpretations of data. It makes the assumption that having a theory of language development is as important as having reliable data about what children say and understand, and it advocates a combination of both `rationalist' and more 'empiricist' traditions. In fact, the author overtly argues that different traditions provide different pieces of the picture, and that taking any single approach is unlikely to lead to productive understanding. Susan Foster-Cohen explores a range of issues, including the nature of prelinguistic communication and its possible relationship to linguistic development; early stages of language development and how they can be viewed in the light of later developments; the nature and role of children's experience with the language(s) around them; variations in language development due to both pathological and non-pathological differences between children, and (in the latter case) between the languages they learn; later oral language development; and literacy. The approach is distinctly psycholinguistic and linguistic rather than sociolinguistic, although there is significant treatment of issues which intersect with more sociolinguistic concerns (e.g. literacy, language play, and bilingualism). There are exercises and discussion questions throughout, designed to reinforce the ideas being presented, as well as to offer the student the opportunity to think beyond the text to ideas at the cutting edge of research. The accessible presentation of key issues will appeal to the intended undergraduate readership, and will be of interest to those taking courses in language development, linguistics, developmental psychology, educational linguistics, and speech pathology. The book will also serve as a useful introduction to students wishing to pursue post-graduate courses which deal with child language development.
|Author by||: Margaret Harris|
|Editor||: Psychology Press|
Addresses one debate in language development, namely the relationship between children's language development and their language experience.
|Author by||: W. Yule,M. Rutter|
|Editor||: Cambridge University Press|
Communication disabilities are common, although their precise nature and degree of severity vary greatly among individuals. They are among the most handicapping of disabilities because they isolate a person and in so doing restrict social, educational, and occupational opportunities. One of the purposes of this book was to bring together theoretical, practical, and clinical knowledge from several disciplines that bear on language and communication into some reasonably accessible form. The intent is to provide a broad and multi-faceted view of language development and language disorders. Thus, contributions from education, linguistics, psychology, pediatrics, psychiatry, neurology, neuropsychology, and speech therapy are included. They describe our current knowledge of language development, suggest classifications for language pathology, outline what is known of the epidemiology of language difficulties, consider assessment and therapy, alternative communication systems and the impact of the new technology on communication aids. The variety of perspectives that it provides will make it particularly useful to the range of specialists who are concerned with the development of communication skills and language disorders.
|Author by||: John Harris|
Language is of central importance in children's education and development, so providing help for the child suspected of having language difficulties is clearly of vital concern. Providing such help, or advising a teacher or parent on how best to proceed is, however, far from straightforward. Early Language Development draws together in a single volume the results of the very latest findings on language development and shows practitioners how best they can make use of them. In particular, special emphasis is given to the two most important practical questions for the practitioner: How can I find out exactly what the problem is? and What can I do about it?
|Author by||: Kimi Kondo-Brown|
|Editor||: John Benjamins Publishing|
This collection of studies investigates the individual, micro-psychological, and macro-societal factors that promote or discourage the development of child and young adult heritage language learners' spoken and written skills in East Asian languages (Chinese, Japanese, and Korean). The research presented in this book is based on empirical data from various learning and social settings in the United States and Canada. The contributors are themselves mostly from East Asian immigrant backgrounds and have worked closely with students from such backgrounds. This book also speaks to the needs for future research within East Asian communities that will (a) promote East Asian heritage language development in applied linguistics, (b) encourage parental, community, and national support for East Asian heritage language development, and (c) improve the teaching of oral and written skills for heritage learners of East Asian languages in various educational settings.
|Author by||: Eric H. Lenneberg,Elizabeth Lenneberg|
|Editor||: Academic Press|
Foundations of Language Development: A Multidisciplinary Approach, Volume 1 provides information pertinent to the important discoveries and issues in the area of language development. This book covers important topics, including language policy, language rehabilitation, and language in the classroom. Organized into three parts encompassing 19 chapters, this volume begins with an overview of the relationship between animal communication and language proper. This text then examines the early metaphysical views as to the origin of speech and explores the probable nature of the language employed by early man. Other chapters consider the growing conception that language is essentially a localizable cerebral function. This book discusses as well the shortcomings of speech as a means of human communication. The final chapter deals with a comparison of child language with deteriorated language in senile dementia. This book is a valuable resource for linguists and readers who are faced with practical decisions concerning language.
|Author by||: Bess Milton|
|Editor||: The Rosen Publishing Group, Inc|
Language Development: Writing Process supports the development of writing skills, from pre-write to final edit. A variety of curriculum-correlated activities help learners explore a variety of methods to develop ideas, organize, compose, and edit their writing, and pre- and post-assessments aid teachers in individualizing instruction, diagnosing the areas where students are struggling, and measuring achievement, and support standards.
|Author by||: Martyn Barrett|
|Editor||: Psychology Press|
This book presents a general overview of our current knowledge of language development in children. All the principal strands of language development are covered, including phonological, lexical, syntactic and pragmatic development; bilingualism; precursors to language development in infancy; and the language development of children with developmental disabilities, including children with specific language impairment. Written by leading international authorities, each chapter summarises clearly and lucidly our current state of knowledge, and carefully explains and evaluates the theories which have been proposed to account for children's development in that area.
|Author by||: Ralf Thiede|
This book correlates English-speaking children’s brain development and acquisition of language with the linguistic input that comes from children’s books. Drawing from the most current research on the developing brain, the author demonstrates how language acquisition is exclusively interactive, and highlights the benefit that accrues when that interaction includes the exploratory language play found in early childhood literature. Through discussions of specific domains of grammar, the relation of these domains to children’s literature through scaffolding, and the resultant linguistic and cognitive advantages for the child, this volume offers an innovative approach to early brain maturation.
|Author by||: Robert E. Owens|
|Editor||: Prentice Hall|
Clearly written, well-organized, and comprehensive, Language Development: An Introduction is the most widely used text in its area. With its updated coverage of pre-school and school-age language development and increased coverage of multicultural issues, the new fourth edition continues its thorough coverage of the five major areas of language. Within a practical, chronological framework, Language Development: An Introduction examines every aspect of syntax, morphology, semantics, phonology, and pragmatics. It also explores early cognition and presymbolic communication -- topics not often found in introductory texts -- with a chapter on language variations, a strengthened chapter on learning and teaching language, and a renewed emphasis on pragmatics. The author presents even the most complex, technical concepts at an appropriate level for beginning students. In doing so, he has created a text that will be useful to future parents, educators, psychologists, and speech-language pathologists.
|Author by||: Paula M. Rhyner|
|Editor||: Guilford Press|
This concise, accessible book explores the connection between language acquisition and emergent literacy skills, and how this sets the stage for later literacy development. Chapters address formative early experiences such as speaking and listening, being read to, and talking about print concepts and the alphabet. Written for early childhood professionals, reading specialists, and speech–language pathologists, the book describes effective assessment and instructional approaches for fostering language learning and emergent literacy in typically developing children and those at risk for language delays. Vivid case examples illustrate specific ways to collaborate with parents to give all children a strong foundation for school readiness and success.
|Author by||: Erika Hoff|
|Editor||: Cengage Learning|
Erika Hoff's LANGUAGE DEVELOPMENT, 5th Edition communicates both the content and the excitement of this quickly evolving field. By presenting a balanced treatment that examines all sides of the issues, Hoff helps readers understand different theoretical points of view-- and the research processes that have lead theorists to their findings. After an overview and history of the field, Hoff thoroughly covers the biological bases of language development and the core topics of phonological, lexical, and syntactic development. She also provides in-depth discussions of the communicative foundations of language, the development of communicative competence, language development in special populations, childhood bilingualism, and language development in the school years. Available with InfoTrac Student Collections http://gocengage.com/infotrac. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
|Author by||: Misha Becker,Kamil Ud Deen|
|Editor||: MIT Press|
An introduction to the study of children's language development that provides a uniquely accessible perspective on generative/universal grammar–based approaches. How children acquire language so quickly, easily, and uniformly is one of the great mysteries of the human experience. The theory of Universal Grammar suggests that one reason for the relative ease of early language acquisition is that children are born with a predisposition to create a grammar. This textbook offers an introduction to the study of children's acquisition and development of language from a generative/universal grammar–based theoretical perspective, providing comprehensive coverage of children's acquisition while presenting core concepts crucial to understanding generative linguistics more broadly. After laying the theoretical groundwork, including consideration of alternative frameworks, the book explores the development of the sound system of language—children's perception and production of speech sound; examines how words are learned (lexical semantics) and how words are formed (morphology); investigates sentence structure (syntax), including argument structure, functional structure, and tense; considers such “nontypical” circumstances as acquiring a first language past infancy and early childhood, without the abilities to hear or see, and with certain cognitive disorders; and studies bilingual language acquisition, both simultaneously and in sequence. Each chapter offers a summary section, suggestions for further reading, and exercises designed to test students' understanding of the material and provide opportunities to practice analyzing children's language. Appendixes provide charts of the International Phonetic Alphabet (with links to websites that allow students to listen to the sounds associated with these symbols) and a summary of selected experimental methodologies.
|Author by||: Sandra Levey,Susan Polirstok|
Language Development: Understanding Language Diversity in the Classroom offers comprehensive coverage of the language development process for pre- and in-service teachers while emphasizing the factors that further academic success in the classroom, including literacy skills, phonological awareness, and narrative. With chapters written by respected specialists in various fields, this interdisciplinary text illuminates the impact of language development on learning success and distinguishes between language differences and disorders, integrating illustrative case studies as well as helpful classroom strategies that teachers can implement right away.
|Author by||: Scott McLaughlin|
|Editor||: Singular Publishing Group|
Introduction to Language Development (2nd Ed.) continues to provide the foundational information necessary for understanding the factors related to language development across the lifespan. Principles related to the fundamental domains the neuromotor, social, cognitive, and behavioral changes - that drive language development and their interactions are described. This text is intended to present information in a manner that is clear, concise, and reader-friendly. Fundamental concepts are presented through understandable text, relevant illustrations, straightforward tables, and bulleted reviews.
|Author by||: Alejna Brugos,Manuella R. Clark-Cotton,Seungwan Ha|
The 29th annual Boston University Conference on Language Development was held November 5-7, 2004, in Boston, MA. This 2-volume proceedings contains 59 of the papers presented at the conference, including the keynote address by Elizabeth Spelke.