Advertisement
| metalinguistics celf 5: Grammar and Syntax Monica Gordon-Pershey, 2022-02-22 Grammar and Syntax: Developing School-Age Children's Oral and Written Language Skills provides insight for clinical speech-language pathologists (SLPs) as well as students and faculty in communication sciences and disorders programs. Offering a practicing speech-language pathologist’s perspective on school-age language development, this professional reference book focuses on later language development and the crucial role oral grammar and syntax plays in successful academic performance. This resource synthesizes the four main components of professional expertise for SLPs: academic and theoretical knowledge, strategies for gathering diagnostic evidence, the ability to seek, understand, and apply evolving scientific evidence, and the application of therapeutic strategies. Designed to encourage creative approaches to curriculum-based speech-language therapy practices, Grammar and Syntax: Developing School-Age Children's Oral and Written Language Skills provides the foundation SLPs need to help children and adolescents achieve academic success. Key Features: * Anticipation guides at the beginning of each chapter stimulate readers to prepare for reading * Bolded key terms and a comprehensive glossary improve retention of material * Related resources in addition to cited sources provide jumping off points for deeper understanding * Tables of language development references to use at-a-glance * An evidence-based approach that references many primary and historical sources, including the “big names” in each content area * A unique combination of the perspectives of language development and language disorders with literacy development and literacy difficulties |
| metalinguistics celf 5: Assessment of Autism in Females and Nuanced Presentations Terisa P. Gabrielsen, K. Kawena Begay, Kathleen Campbell, Katrina Hahn, Lucas T. Harrington, 2023-09-09 This book examines autism characteristics that may be different than expected (atypical), primarily found in females, but also in others and are likely to be missed or misdiagnosed when identification and support are needed. It follows a lifespan framework, guiding readers through comprehensive assessment processes at any age. The book integrates interpretations of standardized measures, information from scientific literature, and context from first-person accounts to provide a more nuanced and sensitive approach to assessment. It addresses implications for improved treatment and supports based on comprehensive assessment processes and includes case studies within each age range to consolidate and illustrate assessment processes. Key areas of coverage include: Interdisciplinary assessment processes, including psychology, speech and language pathology, education, and health care disciplines. Lifespan approach to comprehensive assessment of autism in females/atypical autism. Guide to interpretation of standardized measures in females/atypical autism. Additional assessment tools and processes to provide diagnostic clarity. Descriptions of barriers in diagnostic processes from first-person accounts. Intervention and support strategies tied to assessment data. In-depth explanations of evidence and at-a-glance summaries. Assessment of Autism in Females and Nuanced Presentations is a must-have resource for researchers, professors, and graduate students as well as clinicians, practitioners, and policymakers in developmental and clinical psychology, speech language pathology, medicine, education, social work, mental health, and all interrelated disciplines. |
| metalinguistics celf 5: Handbook of Pragmatic Language Disorders Louise Cummings, 2021-09-22 This reference work is the first to examine pragmatic language disorders of clients in complex and underserved populations. In chapters written by a range of experts, the unique pragmatic language skills of clients are examined, allowing for a broad overview. The text gives focus to client groups with complex cognitive and psychiatric problems and children and adults that have been underserved by clinical language services because of maltreatment and social exclusion. Pragmatic disorders are examined in children with sensory loss, children who have been exposed to HIV and substance abuse, and adults with Huntington's disease and other complex neurodegenerative pathologies. This Handbook is an essential reference for researchers and clinicians in speech-language pathology, linguistics, psychology, and education. |
| metalinguistics celf 5: The Handbook of Language Assessment Across Modalities Tobias Haug, Wolfgang Mann, Ute Knoch, 2021-12-21 The identification of language problems and subsequent evaluation of interventions depend in part on the availability of useful and psychometrically robust assessments to determine the nature and severity of their problems and monitor progress. The purpose of these assessments may be to measure a child's language proficiency, that is, how they perform relative to other children and whether they have the language level expected and needed for schooling, or they may have a specifically clinical purpose, to identify the occurrence and nature of a disorder. The purpose of assessment is key to the aspects of language targeted in an assessment and the methods used to target these. In the case of spoken English, there are many language assessments ranging from broad language tests to more narrowly focused measures, reflecting the complexity of the language system and its use-- |
| metalinguistics celf 5: Developmental and Clinical Pragmatics Klaus P. Schneider, Elly Ifantidou, 2020-08-24 This handbook provides a comprehensive and up-to-date survey of a wide range of developmental and clinical issues in pragmatics. Principally, the contributions to this volume deal with pragmatic competence in a native language, in a second or foreign language, and in a selection of language disorders. The topics which are covered explore questions of production and comprehension on the utterance and discourse level. Topics addressed concern the acquisition and learning, teaching and testing, assessment and treatment of various aspects of pragmatic ability, knowledge and use. These include, for example, the acquisition and development of speech acts, implicatures, irony, story-telling and interactional competence. Phenomena such as pragmatic awareness and pragmatic transfer are also addressed. The disorders considered include clinical conditions pertaining to children and to adults. Specifically, these are, among others, autism spectrum disorders, Down syndrome, and Alzheimer's disease. |
| metalinguistics celf 5: A Guide to Clinical Assessment and Professional Report Writing in Speech-Language Pathology Cyndi Stein-Rubin, Renee Fabus, 2024-06-01 Learning to assess speech and language disorders and write diagnostic reports may be an overwhelming experience, especially when most texts don’t cover both topics at once. With that in mind, A Guide to Clinical Assessment and Professional Report Writing in Speech-Language Pathology, Second Edition combines the latest assessment protocols and diagnostic techniques with vital diagnostic report writing tools into a single definitive guide. Cyndi Stein-Rubin, Renee Fabus, and their contributors recognize that clinical assessment is inextricably linked to report writing and have updated this Second Edition to synthesize the two. Following the introductory chapters, which discuss the basics of assessment and report writing, each subsequent chapter focuses on a particular disorder, provides in-depth assessment tools, and presents a corresponding sample report. Key Features: An inventory and explanation of formal and informal assessment measures A glossary of key vocabulary Sample case histories with assessment tools Relevant and useful interview questions Each disorder’s background and characteristics Assessment parameters A differential diagnosis section A model report The accessible format of A Guide to Clinical Assessment and Professional Report Writing in Speech-Language Pathology, Second Edition will help students learn how to assess and document speech and language disorders and will also make for a perfect reference for them as clinicians for years to come. |
| metalinguistics celf 5: Capute and Accardo's Neurodevelopmental Disabilities in Infancy and Childhood Fatima Y Ismail, Pasquale J. Accardo, Bruce K Shapiro, 2024-11-26 Capute and Accardo's Neurodevelopmental Disabilities in Infancy and Childhood, Fourth Edition provides updated foundational, theoretical, and practical knowledge on the spectrum and continuum of neurodevelopmental disabilities shaped by ongoing advances in neuroscience and related disciplines. It reviews the over-arching principles of assessment, diagnosis, and management of patients with a wide range of neurodevelopmental disabilities. Streamlined or fully rewritten chapters, including developmental screening and surveillance, neuroimaging and genetic evaluation, early intervention, principles of pharmacological treatment, principles of successful management programs, aging and transition planning, telemedicine and care in low-resource settings are included.The book's practical, expert-led approach aims to prepare future clinicians to skillfully assess and manage children with neurodevelopmental disabilities with the aid of clinical approach flowcharts to common presentations, diagnostic algorithms and clinic notes templates. - Provides the most comprehensive, authoritative, and up-to-date single volume on practical aspects of care for patients with neurodevelopmental disabilities - Presents a reorganized single volume that is more accessible than previous editions - Features new chapters on telemedicine, novel therapies, care in low resource settings, and the future of neurodevelopmental disabilities - Includes full color illustrations throughout, along with explanatory figures - Covers clinical approaches and diagnostic algorithms and templates for clinic notes that are available for online download |
| metalinguistics celf 5: WISC-V Assessment and Interpretation Lawrence G. Weiss, Donald H. Saklofske, James A. Holdnack, Aurelio Prifitera, 2015-06-08 The Wechsler Intelligence Scale is the most widely used intelligence test for children worldwide. WISC-V introduces new subtests, composite scores, process scores, error scores, and scaled scores as a more complex and accurate means of assessing cognitive abilities. WISC-V Assessment and Interpretation provides practical information for clinicians on selection of subtest measures, administration, and interpretation. New subtests are described along with tips for accurate administration and scoring. Full Scale IQ is identified as important for predicting relevant behaviors, and primary index scores for characterizing the child's strengths and weaknesses. Classroom indicators of low scores on each of these abilities are identified, with suggested interventions, accommodations, and instructional strategies for low scorers. Coverage includes ethnic differences for the Full Scale IQ and each primary index score, along with evidence of the profound influence of parental attitudes and expectations. Several other societal and contextual factors relevant to understanding racial/ethnic differences are presented. Two chapters review use of the WISC-V for identifying learning disabilities, testing of individuals with dyslexia, and best-practice recommendations to ensure accurate diagnosis and intervention. Concluding chapters describe advances in the Q-interactive system platform allowing administration of the WISC-V on iPads and other tablets and how clinicians can tailor assessment using select WISC-V subtests and features. - Authored by the creators of the WISC-V - Describes the new subtests, revised test structure, and test extensions - Advises clinicians on test selection and custom tailoring of assessment measures - Provides best practice recommendations for accurate administration and scoring - Addresses electronic administration via tablets and comparison to print scores - Reviews social/contextual factors for understanding racial/ethnic differences - Translates scores to predict behaviors and identify child strengths and weaknesses - Suggests interventions, accommodations, and instructional strategies for low scorers |
| metalinguistics celf 5: Working with Child and Adolescent Mental Health: The Central Role of Language and Communication Susan McCool, 2023-09-04 In children, mental health challenges and communication differences typically combine in complex and inter-related ways. Remarkably, this crucial point is all too often forgotten, and communication is overlooked. Services are frequently fragmented, leading professionals to look at children through distinct lenses of either mental health or communication, meaning insights can be incomplete and important perspectives unshared. Working with Child and Adolescent Mental Health makes the compelling case that communication is central and should be a primary consideration whenever we think about children’s mental health. With a practical focus, and an easy- to-read format, it suggests how this can be achieved by identifying how practitioners and services can work more cohesively to understand and optimise children’s communication capacities. This book includes: Practical advice, grounded in current research, and presented in an easy-to-read, digestible style Guidance to help practitioners competently and compassionately identify and respond to the needs of children and young people with complex combined communication and mental health needs Real-life case studies from a wide range of settings, unpicked to clearly illustrate topics discussed in the book and offer encouragement and inspiration to practitioners Checklists and questionnaires to help practitioners in daily practice Recommendations for, and links to, useful additional resources Tools to support reflection and enhancement for individual practitioners and services Essential reading for speech and language therapists, psychologists, mental health practitioners, educators, social workers, and anyone else concerned with children’s wellbeing and resilience, this book highlights the transformational impact of placing communication at the heart of all efforts to support children and young people’s mental health. |
| metalinguistics celf 5: Autism Spectrum Disorders Eric Hollander, M.D., Randi Hagerman, M.D., Deborah Fein, Ph.D., 2018-04-30 The book's emphasis on types of assessment, genetic testing and counseling, and medical and psychological treatment will be exceedingly useful to health care providers navigating the new diagnostic criteria introduced in DSM-5. |
| metalinguistics celf 5: Language and Literacy Connections Geraldine P. Wallach, Alaine Ocampo, 2025-06-02 Language and Literacy Connections: Intervention for School-Age Children and Adolescents, Second Edition takes readers on a path of knowledge steeped in principles and practical applications. Integrating language learning and disorders and literacy together in a coherent and cohesive narrative, it covers the challenges facing school-age students from early elementary levels through high school. Using past and current research and interventions from speech-language pathology (SLP) and reading and literacy arenas, the authors present transcripts, cases, and detailed intervention sessions to provide a template for daily practice. The text raises questions relating to “why am I doing this?” and provides some answers to this most complex, yet basic, question. The text has four major goals: (1) to encourage readers to evaluate past and current clinical and educational practices in language intervention at school-age levels; (2) to present intervention goals and activities that are theoretically-sound but may require further research scrutiny; (3) to explore aspects of curriculum-relevant language intervention for students with language learning disabilities; (4) to provide guidelines for school-based practitioners that clarify how professionals with diverse backgrounds and roles share responsibility in language, literacy, and academic programming. While taking a strong language/language disorders’ perspective, the text would be a useful resource for teachers and other specialists who share students with language learning disabilities (LLD) with their school-based speech-language pathologists (SLPs). New to the Second Edition * A new chapter, “Application Activities to Stretch Your Knowledge,” includes problems with possible answers and rationales that review significant concepts in language and literacy with a focus on adolescents * A roadmap to scenarios and reports and key information at the beginning of the text * Application activities in Chapter 10 with icons that highlight easy access to key information and connections with understanding the “Whys” Key Features * Questions at the beginning of each chapter that reflect concerns of SLPs and their teams * Projects and assignments that supplement and review the material * Examples of teaching modules with practical lesson plans that integrate the role of SLPs in Interprofessional Practices (IPP) while explicitly addressing the curriculum across a variety of subject areas |
| metalinguistics celf 5: Pediatric Traumatic Brain Injury Roberta DePompei, Jean Blosser, 2019-01-15 Pediatric Traumatic Brain Injury: Proactive Intervention, Third Edition presents a unique philosophy for assessing and treating children and adolescents with traumatic brain injury. The text is written for the many service providers and families who support children or adolescents with TBI. The road to recovery after an injury or illness can be challenging and complicated. The authors' proactive approach encourages strong collaborative partnerships that encourage family, healthcare, and education providers to join forces in order to acquire the insights, knowledge, and tools needed to identify problems and implement personalized solutions. Readers will gain valuable resources and information about extending services beyond the walls of hospital and school settings. The authors stress the importance of focusing on cognitive-communication skills and supporting reintegration and functional success in home, school, community and work situations. The authors build readers' understanding of the causes, characteristics, and impact of pediatric TBI. Functional assessment and treatment approaches are recommended to facilitate positive reintegration experiences. The text illustrates the challenges students face when confronted with demands and expectations in social and academic situations. Educators and healthcare providers will recognize the value of interprofessional collaboration and be motivated to employ problem solving approaches. Key Features Provides practical resources, forms, and handouts that can be personalized and shared with families and colleaguesPresents a framework for developing Individualized Transition and Individual Family Service PlansRecommends topics for professional developmentIncludes information on returning to learning following concussion |
| metalinguistics celf 5: Social Communication Development and Disorders Deborah A. Hwa-Froelich, 2022-11-08 Social Communication Development and Disorders examines the integrated development of social, linguistic, and cognitive functions. It provides evidence-based clinical information on effective assessment and intervention for individuals with social communication disorders. The second edition of this standout text is fully updated to reflect up-to-date research evidence and the application of the International Classification of Functioning, Disability and Health (Children and Youth version), and places a strong focus on cultural differences in social communication and extended developmental information from birth to adulthood. Part 1 explores topics including theoretical perspectives on social communication, neuroscience of social communication and social cognitive, social emotional, and social communication development. Part 2 covers social pragmatic communication disorder and associated disorders such as language impairment, autism spectrum disorder, attention deficit disorder and disruptive behavior disorder. Chapters feature case studies, incidence/prevalence estimates, DSM-5 definitions, referral guidelines, recommended assessment and intervention practices, as well as a list of clinical and instructional resources. This comprehensive and practical text is essential reading for both undergraduate and graduate students of communication sciences, speech and language disorders, as well as speech-language pathology. It is also an excellent reference for professionals working with individuals with social competence or social communication problems, including speech-language pathologists, teachers, psychologists, social workers, counsellors, school nurses, behavioral therapists, and occupational therapists. |
| metalinguistics celf 5: Kaufman Speech Praxis Test for Children Nancy R. Kaufman, 1995-04-30 m |
| metalinguistics celf 5: Language Steps Amanda Armstrong, 2000-02-01 |
| metalinguistics celf 5: Social Engagement & the Steps to Being Social Kathleen Taylor, ORL/L, Marci Laurel, MA, CCC-SLP, 2016-11-17 Social Engagement & the Steps to Being Social is a unique, visual and easy to use model that was developed to guide assessment and intervention across severity levels and age groups for individuals with Autism Spectrum Disorder (ASD). This user friendly book defines social engagement in observable language and breaks down social skills into a series of clearly defined steps. Each step is further broken down into pivotal skills that can be taught directly, and matched with evidence based practices to support teaching and learning. Case studies help illuminate concepts discussed at each step and sample activities are provided to support immediate real-world application. Readers will have access to a practical model that supports the teaching of social skills, including: • A structured framework for social development that shows how one skill builds on another • Sub-skills to provide specific direction for skills to teach • An assessment to determine where treatment should begin and for monitoring progress • Links to specific evidence based practices connected to the skill sets of the model • A Social Plan that can be used as a tool for bridging assessment to specific treatment goals • Case studies of individuals of varying ages and abilities • Sample activities for promoting social development Co-authors Kathleen “Mo” Taylor and Marci Laurel have been working and teaching together for the past 25 years. Together they have developed this model based on their work with individuals with Autism Spectrum Disorder and their families who have guided the process every step of the way. Mo and Marci have had the opportunity to present Social Engagement & the Steps to Being Social in New Mexico, nationally and internationally and have been excited and humbled by the many family members and professionals who have found the work of use in home, school, university and clinical settings. |
| metalinguistics celf 5: Movie Time Social Learning Anna Vagin, 2012 |
| metalinguistics celf 5: Longer-Term Psychiatric Inpatient Care for Adolescents Philip Hazell, 2022-07-25 This open access book describes the theoretical underpinnings and operational aspects of delivering longer-term inpatient psychiatric care to adolescents experiencing severe, unremitting mental illness. The authorship is drawn from the multidisciplinary team that supports the Walker Adolescent Unit, located in Sydney, Australia. The book begins with an account of the planning and development of the unit, an examination of the physical environment, and the adaptations that have been made to ensure its functionality. There follows a consideration of the therapeutic milieu. The book describes clinical processes such as admission and discharge planning, formulation and case review. There is information about the specific roles of professionals and the therapies that they provide. The book describes the steps taken to maintain and enhance the physical wellbeing of patients. There are chapters dedicated to governance, and to training and education. The final chapter describes how the unit responded to challenges created by the COVID-19 pandemic. |
| metalinguistics celf 5: Special and Gifted Education: Concepts, Methodologies, Tools, and Applications Management Association, Information Resources, 2016-04-25 Diverse learners with exceptional needs require a specialized curriculum that will help them to develop socially and intellectually in a way that traditional pedagogical practice is unable to fulfill. As educational technologies and theoretical approaches to learning continue to advance, so do the opportunities for exceptional children. Special and Gifted Education: Concepts, Methodologies, Tools, and Applications is an exhaustive compilation of emerging research, theoretical concepts, and real-world examples of the ways in which the education of special needs and exceptional children is evolving. Emphasizing pedagogical innovation and new ways of looking at contemporary educational practice, this multi-volume reference work is ideal for inclusion in academic libraries for use by pre-service and in-service teachers, graduate-level students, researchers, and educational software designers and developers. |
| metalinguistics celf 5: Genetic Models and Molecular Pathways Underlying Autism Spectrum Disorders , 2018-11-14 Genetic Models and Molecular Pathways Underlying Autism Spectrum Disorders, Volume 241 provides the most recent information on the animal model systems that are available to study different forms of autism spectrum disorders. In addition to genetically engineered animals that uniquely model genetic forms of ASD, this volume also provides detailed chapters on a variety of specific topics, including An overview of genetic models of ASDs, Phenotypic modeling of ASD symptoms, Molecular mechanisms of NF1 model of ASD symptoms, Ube3a gene dosage disorders: molecular and circuit mechanisms of ASD, Circuit dysfunctions in ASD models, ERK signaling in genetic models of ASD, and more. - Presents a timely, comprehensive assessment of the field - Includes helpful summaries on current knowledge, gaps and future directions in autism research |
| metalinguistics celf 5: Test of Language Development-2 Donald D. Hammill, 1988 Measures language skills in the areas of both listening and speaking, including visual and oral vocabulary, word articulation and discrimination, grammar, and comprehension. Primary for children ages 4 to 8, intermediate for ages 8 to 12. |
| metalinguistics celf 5: Handbook of Pragmatic Language Disorders Louise Cummings, 2022-09-24 This reference work is the first to examine pragmatic language disorders of clients in complex and underserved populations. In chapters written by a range of experts, the unique pragmatic language skills of clients are examined, allowing for a broad overview. The text gives focus to client groups with complex cognitive and psychiatric problems and children and adults that have been underserved by clinical language services because of maltreatment and social exclusion. Pragmatic disorders are examined in children with sensory loss, children who have been exposed to HIV and substance abuse, and adults with Huntington's disease and other complex neurodegenerative pathologies. This Handbook is an essential reference for researchers and clinicians in speech-language pathology, linguistics, psychology, and education. |
| metalinguistics celf 5: Asperger Syndrome James C. McPartland, Ami Klin, Fred R. Volkmar, 2014-04-28 Completely revised with the latest research and clinical strategies, this is the authoritative volume on Asperger syndrome (now part of DSM-5 autism spectrum disorder). Considered the definitive reference since its initial publication, the book focuses on how to assess each child or adolescent's needs and provide effective interventions in the areas of communication, behavior, and academic and vocational functioning. The neural and genetic bases of autism spectrum disorders are also explored. New to This Edition *Expanded coverage of evidence-based assessment and treatment, including two chapters on behavioral interventions. *Addresses challenges in the transition to new diagnostic criteria for autism spectrum disorder in DSM-5. *Chapters on neuropsychological advances, the transition to higher education, and forensic issues. *Many new authors and extensively revised chapters. |
| metalinguistics celf 5: Developing Early Literacy Susan Hill, 2006 Focuses on the development of reading, writing, speaking and listening for children from birth to eight years. |
| metalinguistics celf 5: Deaf Children in America Arthur N. Schildroth, Michael A. Karchmer, 1986 |
| metalinguistics celf 5: Developing Early Literacy Christopher J. Lonigan, Timothy Shanahan, 2008 The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement. In 1997, the U.S. Congress asked that a review of research be conducted to determine what could be done to improve reading and writing achievement. The resulting Report of the National Reading Panel: Teaching Children to Read (NICHD, 2000) has been influential in helping to guide reading-education policy and practice in the United States. However, that report did not examine the implications of instructional practices used with children from birth through age 5. To address this gap in the knowledge base, the National Early Literacy Panel (NELP) was convened. The panel was asked to apply a similar methodological review process to that used by the National Reading Panel (NRP) to issues of instructional practices for young children so that parents and teachers could better support their emerging literacy skills. The NELP report represents a systematic and extensive synthesis of the published research literature concerning children's early literacy skills. It provides educators and policymakers with important information about the early skills that are implicated in later literacy learning, as well as information about the type of instruction that can enhance these skills. The results also identify areas in which additional research is needed. The meta-analyses conducted by the panel showed that a wide range of interventions had a positive impact on children's early literacy learning. |
| metalinguistics celf 5: Essentials of Cross-Battery Assessment Dawn P. Flanagan, Samuel O. Ortiz, Vincent C. Alfonso, 2013-03-06 The most up-to-date resource of comprehensive information for conducting cross-battery assessments The Cross-Battery assessment approach—also referred to as the XBA approach—is a time-efficient assessment method grounded solidly in contemporary theory and research. The XBA approach systematically integrates data across cognitive, achievement, and neuropsychological batteries, enabling practitioners to expand their traditional assessments to more comprehensively address referral concerns. This approach also includes guidelines for identification of specific learning disabilities and assessment of cognitive strengths and weaknesses in individuals from culturally and linguistically diverse backgrounds. Like all the volumes in the Essentials of Psychological Assessment series, Essentials of Cross-Battery Assessment, Third Edition is designed to help busy practitioners quickly acquire the knowledge and skills they need to make optimal use of psychological assessment instruments. Each concise chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help you to gauge and reinforce your grasp of the information covered. Essentials of Cross-Battery Assessment, Third Edition is updated to include the latest editions of cognitive ability test batteries , such as the WISC-IV, WAIS-IV, and WJ III COG, and special purpose cognitive tests including the WMS-IV and TOMAL-II. This book now also overs many neuropsychological batteries such as the NEPSY-II and D-KEFS and provides extensive coverage of achievement batteries and special purpose tests, including the WIAT-III, KM-3, WRMT-3 and TOWL-4. In all, this book includes over 100 psychological batteries and 750 subtests, all of which are classified according to CHC (and many according to neuropsychlogical theory. This useful guide includes a timesaving CD-ROM, Essential Tools for Cross-Battery Assessment (XBA) Applications and Interpretation, which allows users to enter data and review results and interpretive statements that may be included in psychological reports. Note: CD-ROM/DVD and other supplementary materials are not included as part of eBook file. |
| metalinguistics celf 5: On Reading Books to Children Anne van Kleeck, Steven A. Stahl, Eurydice B. Bauer, 2003-04-02 Brings together current research on adult book reading to children; chapter authors are eminent scholars from fields of reading and literacy, child language, speech pathology, and psychology, representing diverse perspectives. |
| metalinguistics celf 5: What the Hands Reveal about the Brain Howard Poizner, Edward S. Klima, Ursula Bellugi, 1987 What the Hands Reveal About the Brain provides dramatic evidence that language is not limited to hearing and speech, that there are primary linguistic systems passed down from one generation of deaf people to the next, which have been forged into antonomous languages and are not derived front spoken languages. |
| metalinguistics celf 5: Dyslexia Sally E. Shaywitz, 1996 This prevalent reading problem has puzzled medical researchers and parents alike for 100 years. The latest evidence indicates that dyslexic children have trouble breaking words into constituent sounds, which makes it harder for them to connect speech with letters of the alphabet. |
| metalinguistics celf 5: Explaining Individual Differences in Reading Susan A. Brady, David Braze, Carol A. Fowler, 2011-05-09 Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory. The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development. The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading. |
| metalinguistics celf 5: Navigating Speech Sound Disorders in Children Kathryn Murrell, 2025-05-16 Navigating Speech Sound Disorders in Children is an easy-to-read resource which gives an overview of the whole area of speech sound disorders (SSDs) in children, covering assessment, diagnosis, treatment, and management, underpinned by the latest research in the field. The book focuses on key information, providing helpful therapy tips and evidence-based, practical advice drawing on clinical research and the author’s extensive experience. Presented in 50 bite-sized chunks, therapists can find and refer to information quickly and easily. Additional guidance and links to further reading are signposted throughout so that the reader can explore topics in more detail, and a wealth of case examples is included to illustrate each point and demonstrate real-life application. Written by a specialist in the field, this book provides strategies for students and qualified speech and language therapists (SALTs) working with children who present with many different types of SSD. It is valuable reading for both students and less experienced speech and language therapists, as well as seasoned clinicians. |
| metalinguistics celf 5: Speech and Language Impairments in Children Dorothy V.M Bishop, Laurence B Leonard, 2014-04-23 Delayed development of speech and/or language is one of the commonest reasons for parents of preschool children to seek the advice of a paediatrician. Accessible to non-academic Speech and Language Impairments provides an overview of recent research developments in specific speech and language impairments, written by experts in the field. Topics include normal and disordered development of problems , crosslinguistic studies, pragmatic language impairments, early identification, educational and psychiatric outcomes, acquired epileptic aphasia and experimental studies of remediation. The book concludes with a chapter by Michael Rutter that gives guidelines for conducting and evaluating research in this field. |
| metalinguistics celf 5: The Power of RTI and Reading Profiles Louise Spear-Swerling, 2015 The reading problems addressed in the book move beyond those associated with disabilities such as dyslexia or high-functioning autism. The author addresses experientially based reading difficulties caused by inadequate instruction or limited exposure to academic language/literacy. Unlike other books on response to intervention (RTI), this book presents an argument for using RTI as a method of identification as well as intervention in combination with individual students' reading profiles. The case studies and practical examples cover a broad range of reading problems (not only learning disabilities) to help make research findings applicable to a multidisciplinary audience, especially practitioners-- |
| metalinguistics celf 5: Developmental Dysphasia Maria A. Wyke, 1978 |
| metalinguistics celf 5: Minority Students in Special and Gifted Education National Research Council, Division of Behavioral and Social Sciences and Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on Minority Representation in Special Education, 2002-08-30 Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem? Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared? By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments. |
| metalinguistics celf 5: Gallistel-Ellis Test of Coding Skills Elizabeth Gallistel, 2005-01-01 Individual, reusable student Test Booklet to replace books lost from the Complete Kit of the Gallistel-Ellis Test. |
| metalinguistics celf 5: Pragmatic Development in First Language Acquisition Danielle Matthews, 2014-06-15 Pragmatic development is increasingly seen as the foundation stone of language acquisition more generally. From very early on, children demonstrate a strong desire to understand and be understood that motivates the acquisition of lexicon and grammar and enables ever more effective communication. In the 35 years since the first edited volume on the topic, a flourishing literature has reported on the broad set of skills that can be called pragmatic. This volume aims to bring that literature together in a digestible format. It provides a series of succinct review chapters on 19 key topics ranging from preverbal skills right up to irony and argumentative discourse. Each chapter equips the reader with an overview of current theories, key empirical findings and questions for new research. This valuable resource will be of interest to scholars of psychology, linguistics, speech therapy, and cognitive science. |
| metalinguistics celf 5: Developing Reading and Writing in Second-Language Learners Diance August, Timothy Shanahan, 2007-10-10 A Co-Publication of Routledge, the Center for Applied Linguistics, and the International Reading Association This book is a shorter version of Developing Literacy in Second-Language Learners, reporting the findings of the National Literacy Panel on Language-Minority Children and Youth. This book concisely summarizes what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment. This more accessible version of the full report is intended for teachers, administrators, and researchers and for use in a wide range of teacher preparation courses and in inservice/ staff development programs that deal with educating English language learners. Visit www.reading.org for more information about IRA books, membership, and other services. Visit www.cal.org to learn more about the Center for Applied Linguistics. |
| metalinguistics celf 5: Beginning to Spell Rebecca Treiman, 1993 This study on the psycholinguistics of spelling supplies the theoretical framework necessary to understand how children's ability to write is related to their ability to speak a language. The importance of learning to spell is highlighted, and the findings presented outline the implications for how spelling should best be taught. |
Metalinguistics - Wikipedia
Metalinguistics is the branch of linguistics that studies language and its relationship to other cultural behaviors. It is the study of how different parts of …
Metalinguistics and the school-age child - Speech la…
Metalinguistics, or meta - awareness skill is to do with the ability of a person to reflect on and consciously ponder about oral and written language and …
What are Metalinguistic Skills and What Do They Look Like i…
Feb 1, 2024 · Metalinguistic skills involve the awareness and control of linguistic components of language. Simply put, it implies the ability to …
1.1 What Is Metalinguistic Awareness? 1 What Are the …
us knowledge about language (see a review in Roehr-Brackin, 2018). Researchers who are inter-ested in the cognitive advantages of …
METALINGUISTICS Definition & Meaning - Merriam-Webster
The meaning of METALINGUISTICS is a branch of linguistics that deals with the relation between language and other cultural factors in a society.
Metalinguistics - Wikipedia
Metalinguistics is the branch of linguistics that studies language and its relationship to other cultural behaviors. It is the study of how different parts of speech and communication interact …
Metalinguistics and the school-age child - Speech language …
Metalinguistics, or meta - awareness skill is to do with the ability of a person to reflect on and consciously ponder about oral and written language and how it is used. Meta is an ancient …
What are Metalinguistic Skills and What Do They Look Like in My …
Feb 1, 2024 · Metalinguistic skills involve the awareness and control of linguistic components of language. Simply put, it implies the ability to think and discuss language. These skills require …
1.1 What Is Metalinguistic Awareness? 1 What Are the Key …
us knowledge about language (see a review in Roehr-Brackin, 2018). Researchers who are inter-ested in the cognitive advantages of bilingualism/multilingualism over mono-lingualism have …
METALINGUISTICS Definition & Meaning - Merriam-Webster
The meaning of METALINGUISTICS is a branch of linguistics that deals with the relation between language and other cultural factors in a society.
Metalinguistic Awareness - an overview | ScienceDirect Topics
Metalinguistic awareness refers to the ability to understand and analyze the underlying structure of language, separate from its meaning. It involves recognizing grammatical rules and being …
Metalinguistic Skills | SpringerLink
Metalinguistics as a field of study examines the relation between language and culture. Metalinguistic skills are strategies that are applied, either consciously or automatically, to an …
Metalinguistics: Definition, Strategies & Examples | StudySmarter
Aug 22, 2023 · Metalinguistics refers to the awareness and understanding of the various components, rules, and functions of language. It goes beyond simply using language for …
What are metalinguistic skills and how are they stimulated?
Feb 2, 2023 · What we know as metalinguistic skills are a set of abilities that allow us to reflect on language. When we learn a language, we usually identify two levels of learning, the theoretical …
Why Metalinguistic Awareness Makes a Difference - Gemm …
Metalinguistics awareness is the ability to look at language as a thing; to evaluate language as a process or even a system, and to maneuver around successfully in using language. It involves …
