Introduction to Children with Language Disorders, An

<p>TABLE &nbsp;OF CONTENTS</p> <p>&nbsp;</p> <p>PART ONE:&nbsp;&nbsp; ASPECTS OF NORMAL LANGUAGE AND COMMUNICATION</p> <p>Chapter 1:&nbsp;&nbsp; LANGUAGE AND HUMAN COMMUNICATION:&nbsp; AN OVERVIEW</p> <p>COMMUNICATION</p> <p>Language</p> <p>&nbsp;&nbsp; Speech</p> <p>Extralinguistic Aspects of Communication</p> <p>A Bit More about the Relationships among Speech, Language, and Communication </p> <p>COMPONENTS OF LANGUAGE</p> <p>Phonology</p> <p>Semantics </p> <p>Syntax</p> <p>Morphology</p> <p>Pragmatics</p> <p>COMPREHENSION AND PRODUCTION</p> <p>COMMUNICATION MODES</p> <p>&nbsp;&nbsp; Auditory-Oral System:&nbsp; Hearing and Speech</p> <p>&nbsp;&nbsp; Visual-Graphic System:&nbsp; Reading and Writing</p> <p>Visual-Gestural Systems</p> <p>BIOLOGICAL, COGNITIVE AND SOCIAL BASES OF HUMAN COMMUNICATION</p> <p>Biological Bases of Communication</p> <p>Cognitive Bases for Language</p> <p>Social Bases of Human Communication</p> <p>SUMMARY</p> <p>&nbsp;</p> <p>Chapter 2:&nbsp;&nbsp; NORMAL LANGUAGE DEVELOPMENT: A REVIEW</p> <p>THE PRELINGUISTIC PERIOD: THE FIRST 12 MONTHS</p> <p>Prelinguistic Communication Development</p> <p>Prelinguistic Vocal Development</p> <p>THE FIRST WORD PERIOD</p> <p>Phonology</p> <p>Semantics</p> <p>Pragmatics</p> <p>THE PERIOD OF TWO-WORD UTTERANCES</p> <p>Semantic—Syntactic Development</p> <p>Types of Two-word Utterances</p> <p>THE PRESCHOOL YEARS AND BEYOND</p> <p>Phonology</p> <p>Semantics</p> <p>Morphology</p> <p>Syntax</p> <p>Pragmatics</p> <p>LANGUAGE, LITERACY, AND EDUCATION</p> <p>Emergent Literacy and Preliteracy</p> <p>School</p> <p>SUMMARY</p> <p>&nbsp;</p> <p>PART TWO:&nbsp; CHILDREN WITH LANGUAGE DISORDERS</p> <p>Chapter 3: TODDLERS AND PRESCHOOLERS WITH SPECIFIC LANGUAGE IMPAIRMENT</p> <p>IDENTIFICATION OF CHILDREN WITH LANGUAGE IMPAIRMENT</p> <p>Mental Age, Chronological Age, and Language Age</p> <p>Normal Variation, Normal Distribution, and a Statistical Approach</p> <p>Social Standard</p> <p>Clinical Markers</p> <p>Challenging and Changing the Child’s Language Performance</p> <p>Risk Factors for Language Problems</p> <p>AN OVERVIEW OF SPECIFIC LANGUAGE IMPAIRMENT</p> <p>Delay versus Disorder</p> <p>Subgroups of Young Children with Specific Language Impairments</p> <p>A Label for It and Reasons for It</p> <p>Prevalence</p> <p>Predicting Spontaneous Recovery from Early Language Delay</p> <p>LANGUAGE CHARACTERISTICS OF CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT</p> <p>Some Language Precursors</p> <p>Phonology</p> <p>Semantics</p> <p>Syntax and Morphology</p> <p>Pragmatics and Discourse</p> <p>Socialization and Psychosocial Factors</p> <p>Narratives</p> <p>IMPLICATIONS FOR INTERVENTION</p> <p>Assessment</p> <p>Intervention</p> <p>SUMMARY</p> <p>&nbsp;</p> <p>Chapter 4: LANGUAGE AND CHILDREN WITH LEARNING DISABILITIES</p>Mona R. Griffer <p>Vijayachandra Ramachandra</p> <p>AN OVERVIEW OF CHILDREN WITH LEARNING DISABILITIES</p> <p>Labels and Terminology</p> <p>Prevalence</p> <p>Risk Factors</p> <p>The Natural History of Learning Disabilities</p> <p>LINGUISTIC ISSUES RELEVANT TO LEARNING DISABILITY</p> <p>Metalinguistic Skills</p> <p>Differences Between Spoken and Written Language</p> <p>Differences in Developmental Expectations for Language Knowledge and Use</p> <p>COMMUNICATION PROBLEMS IN CHILDREN WITH LEARNING DISABILITIES</p> <p>Semantics</p> <p>Grammar</p> <p>Narratives</p> <p>Pragmatics </p> <p>Reading </p> <p>Writing</p>IMPLICATIONS FOR INTERVENTION <p>Issues in General and Special Education</p> <p>Psychosocial Problems and Reactions</p> <p>The Collaborative Service Delivery Model</p> <p>A Traditional Service Delivery Model</p> <p>Intervention Strategies</p> <p>SUMMARY</p> <p>&nbsp;</p> <p>Chapter 5: ADOLESCENTS WITH LANGUAGE IMPAIRMENT</p> <p>AN UNDERRECOGNIZED GROUP WITH SIGNIFICANT PROBLEMS</p> <p>Personal and Societal Costs of Adolescent Language Impairment</p> <p>Reasons for Neglect and Underrecognition</p> <p>LANGUAGE DEVELOPMENT</p> <p>Fo &nbsp;Form</p> <p>Content</p> <p>Us &nbsp;Use</p> <p>&nbsp;CHARACTERISTICS OF ADOLESCENTS WITH LANGUAGE IMPAIRMENT ASSESSMENT</p> <p>Identif</p>