Communication Disorders in Spanish Speakers Theoretical, Research and Clinical Aspects

by Centeno, Jose G.; Anderson, Raquel T.; Obler, Loraine K.

• ISBN13: 9781853599729
• ISBN10: 1853599727
• Format: Hardcover
• Copyright: 2007-07-11
• Publisher: Multilingual Matters

Summary

Spanish speakers, whether in monolingual or bilingual situations, or in majority or minority contexts, represent a considerable population worldwide. Spanish speakers in the U.S. constitute an illustrative context of the challenges faced by speech-language practitioners to provide realistic services to an increasing and diverse Spanish-speaking caseload. There is still considerable paucity in the amount of literature on Hispanic individuals with clinical relevance in speech-language pathology. Particularly lacking are works that link both empirical and theoretical bases to evidence-based procedures for child and adult Spanish users with communication disorders. Further, because communication skills depend on multiple phenomena beyond strictly linguistic factors, speech-language students and practitioners require multidisciplinary bases to realistically understand Spanish clients' communication performance. This volume attempts to address those gaps. This publication takes a multidisciplinary approach that integrates both theoretical and empirical grounds from Speech-Language Pathology, Neurolinguistics, Neuropsychology, Education, and Clinical Psychology to develop evidence-based clinical procedures for monolingual Spanish and bilingual Spanish-English children and adults with communication disorders.

Author Biography

José G. Centeno, Ph.D., is an Associate Professor in the Speech-Language Pathology and Audiology Program at St. John's University, New York City. He has worked extensively as a bilingual speech-language pathologist and published on bilingualism issues in Spanish-English bilinguals in the U.S. and on stroke-related language impairments in monolingual Spanish speakers. His current research and professional interests focus on stroke-related impairments and aspects of service delivery in monolingual Spanish/bilingual Spanish-English adults.Raquel T. Anderson, Ph.D., is an Associate Professor in the Department of Speech and Hearing Sciences at Indiana University, Bloomington, Indiana. She has worked with both monolingual Spanish and bilingual English-Spanish preschool and early elementary school children with language learning disorders. She has published in the areas of language impairment in Spanish-speaking children, with a special focus on children with specific language impairment (SLI). Her current research is in first language loss and grammatical skill in bilingual Spanish-English speaking children with SLI.Loraine K. Obler, Ph.D., is a Distinguished Professor in the Programs in Speech and Hearing Sciences and Linguistics at the City University of New York Graduate Center. She began publishing on bilingualism and the brain in 1977. Her books include The Bilingual Brain: Neuropsychological and Neurolinguistic Aspects of Bilingualism (with Martin Albert), Language and the Brain (with Kris Gjerlow), Bilingualism Across the Lifespan: Acquisition, Maturity and Loss (with Kenneth Hyltenstam), and Agrammatic Aphasia: A Cross-language Narrative Sourcebook (with Lise Menn). Her current research interests include L2 performance under stress, L2 acquisition by talented/limited language learners, and aphasia therapy for bilinguals.

Table of Contents

Contrastive analysis between Spanish and English	p. 11
English language learners : literacy and biliteracy considerations	p. 34
Bilingual development and communication : implications for clinical language studies	p. 46
Neurolinguistic aspects of bilingualism	p. 57
Sociocultural, societal, and psychological aspects of bilingualism : variables, interactions, and therapeutic implications in speech-language pathology	p. 67
Cross-linguistic research : the convergence of monolingual and bilingual data	p. 82
The cognitive neuropsychology of language disorders among Spanish speakers	p. 91
Ethical and methodological considerations in clinical communication research with hispanic populations	p. 99
Exploring the grammar of spanish-speaking children with specific language impairment	p. 113
Language elicitation and analysis as a research and clinical tool for latino children	p. 127
Utterance length measures for Spanish-speaking toddlers : the morpheme versus word issue revisited	p. 142
Lexical skills in young children learning a second language : methods, results, and clinical applications	p. 156
Measuring phonological skills in bilingual children : methodology and clinical applications	p. 169
Prepositional processing in Spanish speakers with aphasia : the role of semantic value and amount of contextual information	p. 183
Cohesion in the conversational samples of Broca's aphasic individuals : theoretical and clinical implications	p. 198
Language switching in the context of Spanish-English bilingual aphasia	p. 214
Description and detection of acquired dyslexia and dysgraphia in Spanish	p. 231
Cross-linguistic aspects of dyslexia in Spanish-English bilinguals	p. 243
Neuropsychological profile of adult illiterates and the development and application of a neuropsychological program for learning to read	p. 256
Phonetic descriptions of speech production in bilingual speakers : empirical evidence and clinical considerations	p. 276
Table of Contents provided by Blackwell. All Rights Reserved.