Preface | p. vii |
Understanding Language and Communication | |
Language and Language Disorders | p. 1 |
Kevin: A Case Study | p. 1 |
Speech, Language, and Communication | p. 2 |
Language Disorder | p. 8 |
Summary | p. 11 |
Review Questions | p. 11 |
Suggested Activities | p. 12 |
Resources on the Web | p. 12 |
References | p. 13 |
The Elements of Language | p. 14 |
Phonology | p. 15 |
Morphology | p. 17 |
Syntax | p. 19 |
Semantics | p. 21 |
Pragmatics | p. 22 |
Summary | p. 24 |
Review Questions | p. 24 |
Suggested Activities | p. 25 |
Resources on the Web | p. 26 |
References | p. 26 |
Language Acquisition: Bases for Development | p. 27 |
Physiological Bases of Language Development | p. 27 |
Cognitive Bases of LanguageDevelopment | p. 35 |
Social Bases of Language Development | p. 38 |
Summary | p. 40 |
Review Questions | p. 41 |
Suggested Activities | p. 41 |
Resources on the Web | p. 41 |
References | p. 42 |
Language Acquisition: Models | p. 44 |
The Behavioral Model | p. 45 |
The Nativist or Syntactic Model | p. 48 |
The Semantic-Cognitive Model | p. 50 |
The Social Interactionist Model | p. 51 |
The Information Processing Model | p. 52 |
The Emergentist Model | p. 54 |
Implications for Language Intervention | p. 55 |
Summary | p. 57 |
Review Questions | p. 57 |
Suggested Activities | p. 57 |
Resources on the Web | p. 58 |
References | p. 58 |
Language Development: Birth Through the Preschool Years | p. 60 |
Prelinguistic Development | p. 61 |
Emergence of Expressive Language | p. 65 |
Language Development in the Preschool Years | p. 67 |
Learning to Mean: The Development of Semantics | p. 73 |
Learning to Converse: The Development of Pragmatics | p. 74 |
Language Development and Emergent Literacy | p. 75 |
Summary | p. 78 |
Review Questions | p. 78 |
Suggested Activity | p. 78 |
Resources on the Web | p. 79 |
References | p. 79 |
Language and Literacy in the School Years | p. 82 |
Teacher View: Ninth/Tenth Grade Alternative School Teacher | p. 82 |
Language Development in the School Years | p. 83 |
Implications for Instruction | p. 90 |
Language and Literacy | p. 91 |
Implications for Instruction | p. 96 |
Summary | p. 97 |
Review Questions | p. 97 |
Suggested Activities | p. 97 |
Resources on the Web | p. 98 |
References | p. 98 |
Language and Communications Disorders | |
Language and Students with Learning Disabilities and Attention Deficit Disorders | p. 101 |
Case Study: Keisha W. | p. 101 |
The Dilemma of Learning Disabilities | p. 102 |
Teacher Perspective: Students with Reading Disabilities | p. 104 |
Language and Learning Disabilities | p. 107 |
Instruction | p. 117 |
Summary | p. 128 |
Review Questions | p. 128 |
Alex S.: A Case Study | p. 129 |
Suggested Activities | p. 131 |
Resources on the Web | p. 132 |
References | p. 132 |
Language and Students with Intellectual Disabilities | p. 139 |
Case Study: Karen | p. 139 |
Case Study: Danny | p. 140 |
The Changing View of Intellectual Disabilities | p. 141 |
Language and Communication Characteristics | p. 144 |
Factors Related to Language and Communication Impairments | p. 154 |
Literacy and Students with Intellectual Disabilities | p. 157 |
Teacher Perspective | p. 157 |
Approaches to Instruction | p. 158 |
Summary | p. 162 |
Review Questions | p. 162 |
Suggested Activities | p. 163 |
Resources on the Web | p. 164 |
References | p. 164 |
Language and Students with Autism Spectrum Disorders | p. 169 |
Case Study: Anderson | p. 169 |
Case Study: Mitchell | p. 171 |
Definition of Autism Spectrum Disorders | p. 172 |
Characteristics of Autism Spectrum Disorders | p. 173 |
Factors Related to Language and Communication Disorders in Autism Spectrum Disorders | p. 184 |
Literacy and Autism Spectrum Disorders | p. 187 |
Intervention for Language and Communication Impairments | p. 189 |
Summary | p. 197 |
Review Questions | p. 197 |
Suggested Activities | p. 198 |
Resources on the Web | p. 198 |
References | p. 199 |
Language and Students with Emotional and Behavioral Disorders | p. 204 |
Case Study: Angel | p. 204 |
Case Study: Luis | p. 205 |
Defining the Population | p. 206 |
Evidence for Language and Communication Deficiencies | p. 208 |
Literacy and Students with Emotional and Behavioral Disorders | p. 214 |
Assessment and Instruction | p. 215 |
Summary | p. 221 |
Review Questions | p. 221 |
Suggested Activities | p. 222 |
Resources on the Web | p. 222 |
References | p. 222 |
Language and Students with Sensory Disabilities | p. 226 |
Case Study: John A. | p. 226 |
Case Study: Marisol | p. 228 |
The Changing World of Hearing Impairments | p. 229 |
Defining Hearing Impairment | p. 230 |
Language Characteristics | p. 234 |
Factors Related to Language Development | p. 242 |
Educational Performance | p. 244 |
Otitis Media | p. 247 |
Educational Programs | p. 248 |
Visual Impairment and Language | p. 256 |
Language Characteristics | p. 260 |
Literacy Development | p. 262 |
Implications for Teaching | p. 263 |
Summary | p. 264 |
Review Questions | p. 265 |
Suggested Activities | p. 266 |
Resources on the Web | p. 266 |
References | p. 267 |
Language and Students with Neuromotor Disabilities and Brain Injury | p. 273 |
Case Study: Alfonso | p. 273 |
Case Study: Ethan | p. 274 |
Cerebral Palsy | p. 275 |
Other Neuromotor Disorders | p. 280 |
Implications for Intervention | p. 282 |
Brain Injury and Language | p. 284 |
Summary | p. 289 |
Review Questions | p. 290 |
Suggested Activity | p. 290 |
Resources on the Web | p. 290 |
References | p. 291 |
Language and Communication in the Classroom | |
Assessing Language and Communication | p. 294 |
Understanding Language Assessment | p. 294 |
Summary | p. 312 |
Case Study: Marvin | p. 312 |
Review Questions | p. 313 |
Suggested Activities | p. 314 |
Resources on the Web | p. 314 |
References | p. 315 |
Enhancing Language and Communication | p. 317 |
Teacher Perspective | p. 318 |
Rationale for Language Instruction | p. 318 |
Tier 1: Language Instruction in the Classroom | p. 321 |
Enhancing Language Skills in the Classroom | p. 322 |
Enhancing Communication in Specific Classroom Environments | p. 325 |
Tier 2: Supplemental Instruction | p. 334 |
Tier 3: Language Intervention | p. 336 |
Summary | p. 343 |
Case Study: David | p. 344 |
Review Questions | p. 345 |
Suggested Activities | p. 345 |
Resources on the Web | p. 346 |
References | p. 346 |
Augmentative and Alternative Communication | p. 350 |
Components of Augmentative and Alternative Communication | p. 351 |
Implementing AAC Systems | p. 357 |
Integrating AAC Use into General Education Classrooms | p. 365 |
Literacy and Augmentative and Alternative Communication | p. 368 |
Outcomes of AAC System Usage | p. 369 |
Summary | p. 370 |
Review Questions | p. 371 |
Suggested Activities | p. 371 |
Resources on the Web | p. 372 |
References | p. 372 |
Language, Culture, and English Language Learners | p. 376 |
Case Study: Rosemary | p. 376 |
Teacher Perspective | p. 377 |
Cultural Diversity | p. 378 |
Dialect Differences | p. 379 |
Language and Culture | p. 381 |
English Language Learners | p. 382 |
Appropriate Assessment | p. 385 |
Instructional Programs | p. 389 |
Summary | p. 398 |
Review Questions | p. 399 |
Suggested Activities | p. 399 |
Resources on the Web | p. 400 |
References | p. 400 |
Glossary | p. 403 |
Index | p. 408 |
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