Children's Language and Communication Difficulties: Understanding, Identification, and Intervention (Henry McBride Series in Modernism and Modernity)

Reference

Dockrell, Julie

Foreign Language Study & Reference

Cassell

Considers a wide range of communication difficulties and makes use of different viewpoints to provide an integrated perspective on children's development. It contains an account of the acquisition of language in typical children, and a discussion of the processes of identification.

Children's Language and Communication Difficulties

Messer, David J.

Words, Language & Grammar

UNKNO

Many children experience learning difficulties which may be specific, such as with language, reading and numbers, or more general, such as "mental handicap". In this book, the authors provide an account of learning difficulties, linking the theoretical with the practical. The central theme of the book is the role that cognitive factors play in these problems: how do children with learning difficulties differ in the way they process information?; and are the differences due to lack of efficiency or a disturbance in the cognitive system? The authors argue that it is only when the child's difficulty is established within a theoretical model of cognitive development that it is possible to develop intervention techniques to help the child in the acquisition of new skills. They go on to describe the skills and strategies children need in order to read, spell, talk and use arithmetic; they show how to assess what missing skills and wrong techniques lie behind learning difficulties, and they discuss the techniques which can be used to correct and compensate for these problems.

Children's Learning Difficulties: A Cognitive Approach

Health, Fitness & Dieting

McShane, John

Psychology & Counseling

Blackwell Pub.

<p>Many children experience difficulties in learning. These difficulties may be specific, as occurs when a child experiences problems with some particular task such as reading, or they can be more general, as occurs when learning is slower than normal across a range of tasks. In this book Julie Dockrell and John McShane aim to give a clear account of learning difficulties, linking the theoretical with the practical in an accessible framework.<br><br> A central theme of the book is the role that cognitive factors play in learning difficulties. What impedes a child's progress in acquiring new knowledge? Why are children with learning difficulties impoverished in their use of strategies? How do children with learning difficulties differ from children developing without such problems? The authors argue that in order both to assess a child's problems and to design successful intervention programs it is essential to have an understanding of the demands placed on a child's cognitive system and the abilities of that system to deal with these demands They go on to describe the skills and strategies children need in order to read, spell, talk and use arithmetic; they show how to assess what missing skills and techniques lie behind learning difficulties, and discuss techniques which can be used to correct and compensate for these problems. Throughout the authors aim to give practitioners a way, based in theory, of evaluating and tackling the problems facing any given child.</p>

Wiley/Blackwell

Children's language difficulties affect many areas of functioning and devlopment. Since most children with these difficulties are expected to function in ordinary schools and nurseries it is important that parents, teachers and practitioners have a broad understanding of the issues. Language and communication problems typically fall under the umbrella terms 'language disability, 'language delay', or 'language difficulties. They can range from an occasional difficulty with certain sounds to an inability to communicate using spoken language. These problems can occur in isolation or be associated with a range of special needs such as hearing loss, visual impairment or learning disabilities. This is the first introductory text to outline the difficulties experienced by children and link these to issues surrounding multidisciplinary assessment, intervention and service provision. Children's Language and Communication Difficulties offers professionals and parents an up-to-date account of: -the developmental language problems that children experience -the provision available to meet the child's needs the long term impact of language difficulties The authors examine the problems of identification and diagnosis, and explore the range of physical and cognitive disabilities associated with language problems. They have also looked closely at alternative forms of communication and have provided the reader with discussion and evaluation of recently developed intervention techniques. Julie Dockwell is Professor of Psychology at South Bank University and is a qualified clinical and educational psychologist. David Messer is Professor of Developmental Psychology at the University of Hertfordshire.

Children's Language and Communication Difficulties (Continuum Education)

Continuum

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