Children's language development is of interest to students and practitioners across education and the social and health sciences. This book presents novel analyses and evidence syntheses on individual differences in language development in population studies, and introduces a public health approach to language learning difficulties and disorders.
The majority of children acquire language effortlessly but approximately 10% of all children find it difficult especially in the early or preschool years with consequences for many aspects of their subsequent development and experience: literacy, social skills, educational qualifications, mental health and employment. With contributions from an international team of researchers, this book is the first to draw together a series of new analyses of data related to children's language development, primarily from large-scale nationally representative population studies, and to bring a public health perspective to the field. The book begins with a section on factors influencing the patterns of language development. A second section explores continuity and change in language development over time. The third explores the impact on individuals with developmental language disorders (DLD), the effectiveness of available interventions, and broader issues about the need for equity in the delivery of services to those with DLD.
Muu info
An interdisciplinary examination of recent research into how children's language develops over time.
Part I. Introduction:
1. Language development: Individual differences in
a social context James Law, Sheena Reilly, and Cristina McKean;
2. Social
Contexts and Language Development: Past, Present, and Future Erika Hoff,
Anders Højen, and Dorthe Bleses; Part II. Factors Influencing Language
Development Sheena Reilly:
3. Genetic Studies of Language Disorders Hayley
Mountford, Ruth Braden, Angela Morgan, and Diane Newbury;
4. Hearing and
Language Peter Carew and Traci Flynn;
5. Comorbidity between language
difficulties and common conditions in childhood Emma Sciberras, Amanda
Brignell, and Katy Mueller;
6. Language and Cognition Sabine Weinert;
7.
Growing Up in Multilingual Communities Elizabeth D. Peña, Lisa M. Bedore,
Julio Torres, and Yenda Prado;
8. Parent-child interaction and language
learning Penny Levickis, Laura Conway, Jodie Smith, and Shannon Bennetts;
9.
Cognitive Competencies and Signals of Risk Kirsten Asmussen, James Law, and
Jenna Charlton;
10. Creating Equitable Opportunities for Language and
Literacy Development in Childhood and Adolescence Catherine L. Taylor, Daniel
Christensen, and Stephen R. Zubrick; Part III. Continuity and Change James
Law;
11. Language Trajectories in Childhood: The Nature and Drivers of
Individual Differences and their Implications for Intervention Cristina
McKean, Fiona Mensah, and Sheena Reilly;
12. Patterns of Language Development
from Childhood to Adulthood and the Associated Long-Term Psychosocial
Outcomes Rebecca Armstrong and James G. Scott;
13. Social Inequalities in
Vocabulary and the Role of Reading Alice Sullivan, Vanessa Moulton, Matthew
Brown, and Emla Fitzsimons;
14. The Dynamic Nature of Predictors and Outcomes
in Children's Language Development throughout Childhood Elizabeth Westrupp,
Maggie Yu, Jan Nicholson, and Donna Berthelsen; Part IV. Impact Intervention
and Equity Cristina McKean:
15. Communication, Participation and Cohort
Studies Sharynne McLeod, Jane McCormack, and Helen L. Blake;
16. Capturing
the Voice of Parents and Children: The Potential Impact for the Design and
Implementation of Research and Services Sue Roulstone and Rena Lyons;
17.
Oral Language Skills as a Foundation for Learning to Learn Patricia Eadie;
18. The Economic Impact of Low Language Ability in Childhood Ha N.D Le, Fiona
Mensah, Patricia Eadie, Sheena Reilly, and Lisa Gold;
19. A Review of
Interventions to Promote Language Development in Early Childhood Penny
Levickis, Pooja Patel, Cristina McKean, Jodie Smith, Naomi Hackworth, James
Law, Elizabeth Westrupp, and Sheena Reilly;
20. Interventions to Promote
Language Development in Typical and Atypical Populations James Law and Jenna
Charlton;
21. The Effect of Kindergarten Instructional Policies on Reading
and Math Achievement Gaps Jane Waldfogel and Yi Wang;
22. Educational
Interventions Targeting Language Development Laura M. Justice and Sonia Q.
Cabell; 23 Equity and Access to Services for Children with Language
Difficulties Sheena Reilly, James Law, Maya Conway, and Michelle Krahe; Index.
James Law is Professor of Speech and Language Science at Newcastle University. He received an OBE for services to speech and language therapy in 2018. Sheena Reilly is Pro-Vice Chancellor of the Health Group at Griffith University. She was appointed a Member of the Order of Australia (AM) for her service to tertiary education, medical research, and paediatric speech pathology in 2020. Cristina McKean is Professor of Child Language Development and Disorders at Newcastle University. Her work focuses on identifying children at risk, and the design of internationally relevant, effective interventions and services.
Lisainfo e-raamatute kohta