Understanding Individual Differences in Language Development Across the School Years (Language and Speech Disorders) / Tomblin, J. Bruce (EDT)/ Nippold, Marilyn A. (EDT)

学齢期の言語発達の個人差の理解<br>Understanding Individual Differences in Language Development Across the School Years (Language and Speech Disorders)

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学齢期の言語発達の個人差の理解
Understanding Individual Differences in Language Development Across the School Years (Language and Speech Disorders)

Tomblin, J. Bruce (EDT)/ Nippold, Marilyn A. (EDT)

ウェブストア価格 ¥14,053（本体¥12,776）
Psychology Press Ltd（2014/03発売）
外貨定価 US$ 66.99
ポイント 127pt

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製本 Paperback:紙装版/ペーパーバック版／ページ数 226 p.
言語 ENG
商品コード 9781848725331
DDC分類 401.93

Full Description

This volume presents the findings of a large-scale study of individual differences in spoken (and heard) language development during the school years. The goal of the study was to investigate the degree to which language abilities at school entry were stable over time and influential in the child's overall success in important aspects of development.

The methodology was a longitudinal study of over 600 children in the US Midwest during a 10-year period. The language skills of these children -- along with reading, academic, and psychosocial outcomes -- were measured. There was intentional oversampling of children with poor language ability without being associated with other developmental or sensory disorders. Furthermore, these children could be sub-grouped based on their nonverbal abilities, such that one group represents children with specific language impairment (SLI), and the other group with nonspecific language impairment (NLI) represents poor language along with depressed nonverbal abilities.

Throughout the book, the authors consider whether these distinctions are supported by evidence obtained in this study and which aspects of development are impacted by poor language ability. Data are provided that allow conclusions to be made regarding the level of risk associated with different degrees of poor language and whether this risk should be viewed as lying on a continuum.

The volume will appeal to researchers and professionals with an interest in children's language development, particularly those working with children who have a range of language impairments. This includes Speech and Language Pathologists; Child Neuropsychologists; Clinical Psychologists working in Education, as well as Psycholinguists and Developmental Psychologists.

1. Background of the Study, J.B. Tomblin. 2. General Design and Methods, J.B. Tomblin. 3. The Character and Course of Individual Differences in Spoken Language, J.B. Tomblin, M.A. Nippold, M.E. Fey, X. Zhang. 4. Features of Language Impairment in the School Years, J.B. Tomblin, M. Nippold. 5. The Role of Processing in Children and Adolescents with Language Impairment, L.B. Leonard, S.E. Weismer, C. Weber-Fox, C.A. Miller. 6. The Relationship Between Language and Reading Abilities. H.W. Catts, M. Fey, S.E. Weismer, M.S. Bridges. 7. Educational and Psychosocial Outcomes of Language Impairment in Kindergarten, J.B. Tomblin.