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Libros sobre el tema "Specific language impairment"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 9 de junio de 2025

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1

Stavrakaki, Stavroula, ed. Specific Language Impairment. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/lald.58.

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2

National Institute on Deafness and Other Communication Disorders (U.S.). Specific language impairment. 2nd ed. Bethesda, MD: U.S. Department of Health & Human Services, National Institutes of Health, National Institute on Deafness and other Communication Disorders, 2011.

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3

Yonata, Levy, and Schaeffer Jeannette C, eds. Language competence across populations: Toward a definition of specific language impairment. Mahwah, N.J: L. Erlbaum Associates, 2003.

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4

Murao, Aimi. Nihongo o bogo to suru tokuiteki gengo hattatsu shōgaiji no gengo tokuchō. Tōkyō: Kazama Shobō, 2021.

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5

McGuckian, Maria O'N. Gram matical morpheme deficit in children with hearing impairment,children with Down's Syndrome and children with specific language impairment. [S.l: The author], 2004.

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6

Slingerland, Beth H. A multi-sensory approach to language arts for specific language disability children. Cambridge, Mass: Educators Pub. Service, 1994.

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7

Månsson, Ann-Christin. The relation between gestures and semantic processes: A study of normal language development and specific language impairment in children. Göteborg: Dept. of Linguistics, Göteborg University, 2003.

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8

1966-, Prévost Philippe, and Paradis Johanne, eds. The acquisition of French in different contexts: Focus on functional categories. Amsterdam: John Benjamins Pub., 2004.

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9

Slingerland, Beth H. The slingerland multisensory approach: A practical guide for teaching reading, writing and spelling. Bellevue, Wash: Slingerland Institute for literacy, 2008.

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10

Slingerland, Beth H. The slingerland multisensory approach: A practical guide for teaching reading, writing and spelling. Edited by King Nancy B. Bellevue, Wash: Slingerland Institute for literacy, 2008.

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11

Slingerland, Beth H. The slingerland multisensory approach: A practical guide for teaching reading, writing and spelling. Edited by King Nancy B. Bellevue, Wash: Slingerland Institute for literacy, 2008.

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12

John, Grinstead, ed. Hispanic child languages: Typical and impaired development. Amsterdan: John Benjamins Pub. Company, 2009.

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13

John, Grinstead, ed. Hispanic child languages: Typical and impaired development. Philadelphia: John Benjamins Pub. Company, 2009.

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14

Brinton, Bonnie. Conversational management with language impaired children: Pragmatic assessment and intervention. Austin, TX: Pro-Ed, 2004.

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15

V, Watkins Ruth, Rice Mabel, and Bruton Conference on Specific Language Impairments in Children (1992 : Dallas, Tex.), eds. Specific language impairments in children. Baltimore: P.H. Brookes Pub., 1994.

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16

Doug, Wakefield, and Dixon Judith M, eds. Adaptive technology for the Internet: Making electronic resources accessible to all. Chicago, Ill: American Library Association, 1999.

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17

Leonard, Laurence B. Children with Specific Language Impairment. The MIT Press, 1997. http://dx.doi.org/10.7551/mitpress/1810.001.0001.

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Children with Specific Language Impairment covers all aspects of SLI, including its history, possible genetic and neurobiological origins, and clinical and educational practice. Approximately five percent of all children are born with the disorder known as specific language impairment (SLI). These children show a significant deficit in spoken language ability with no obvious accompanying condition such as mental retardation, neurological damage, or hearing impairment. Children with Specific Language Impairment covers all aspects of SLI, including its history, possible genetic and neurobiological origins, and clinical and educational practice. The book highlights important research strategies in the quest to find the cause of SLI and to develop methods of prevention and treatment. It also explores how knowledge of SLI may add to our understanding of language organization and development in general. Leonard does not limit his study to English, but shows how SLI is manifested in speakers of other languages. Although his focus is on children, he also discusses adults who exhibited SLI as children, as well as parents of children with the disorder whose own language abilities became the object of study. Bradford Books imprint
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18

Leonard, Laurence B. Children with Specific Language Impairment. A Bradford Book, 2017.

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19

Leonard, Laurence B. Children with Specific Language Impairment. The MIT Press, 2014. http://dx.doi.org/10.7551/mitpress/9152.001.0001.

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20

Leonard, Laurence B. Children with Specific Language Impairment. MIT Press, 2014.

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21

Children with specific language impairment. Cambridge, Mass: MIT Press, 2000.

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22

Children with Specific Language Impairment. MIT Press, 2014.

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23

Leonard, Laurence B. Children with Specific Language Impairment. MIT Press, 2014.

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24

Leonard, Laurence B. Children with Specific Language Impairment. MIT Press, 2014.

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25

Children with specific language impairment. Cambridge, Mass: The MIT Press, 1998.

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26

Specific language impairment: Current trends in research. Amsterdam: John Benjamins Publishing Company, 2015.

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27

Miles, Melanie E. A linguistic analysis of specific language impairment. 1993.

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28

Sandhya, Naidoo, ed. Children with specific speech and language impairment. Mac Keith, 1991.

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29

Mercado, Laurie Rose. Brain morphology in children with specific language impairment. 1995.

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30

Schaeffer, Jeannette C., and Yonata Levy. Language Competence Across Populations: Toward a Definition of Specific Language Impairment. Taylor & Francis Group, 2003.

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31

Schaeffer, Jeannette C., and Yonata Levy. Language Competence Across Populations: Toward a Definition of Specific Language Impairment. Taylor & Francis Group, 2013.

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32

Schaeffer, Jeannette C., and Yonata Levy. Language Competence Across Populations: Toward a Definition of Specific Language Impairment. Taylor & Francis Group, 2003.

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33

Schaeffer, Jeannette C., and Yonata Levy. Language Competence Across Populations: Toward a Definition of Specific Language Impairment. Taylor & Francis Group, 2003.

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34

(Editor), Yonata Levy, and Jeannette C. Schaeffer (Editor), eds. Language Competence Across Populations: Toward a Definition of Specific Language Impairment. Lawrence Erlbaum, 2002.

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35

Schaeffer, Jeannette C., and Yonata Levy. Language Competence Across Populations: Toward a Definition of Specific Language Impairment. Taylor & Francis Group, 2003.

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36

Schaeffer, Jeannette C., and Yonata Levy. Language Competence Across Populations: Toward a Definition of Specific Language Impairment. Taylor & Francis Group, 2003.

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37

Preschool Language Disorders Resource Guide: Specific Language Impairment (Singular Resource Guide Series). Singular, 2001.

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38

Naidoo, Sandhya, and Corinne Haynes. Children with Specific Speech and Language Impairment (Clinics in Developmental Medicine). MacKeith Press, 1991.

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39

Oram, Janis Elizabeth. Seeking cognitive markers of specific language impairment and attention-deficit/hyperactivity disorder. 2003.

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40

McInnes, Alison Jean. Listening comprehension abilities in children with attention deficit hyperactivity disorder and language impairment. 2001.

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41

The Acquisition of French in Different Contexts: Focus on Functional Categories (Language Acquisition and Language Disorders). John Benjamins Publishing Co, 2004.

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42

Naidoo, Sandhya, and Corinne Haynes. Children with Specific Speech and Language Impairment (Clinics in Developmental Medicine (Mac Keith Press)). Cambridge University Press, 1991.

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43

Feature-Based Syntax of Functional Categories: The Structure, Acquisition and Specific Impairment of Functional Systems. De Gruyter, Inc., 2011.

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44

Harvard University. Graduate School of Education, ed. Fostering a multi-faceted perspective for neuroimaging studies of specific language impairment and developmental dyslexia. 2009.

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45

The acquisition of French in different contexts: Focus on functional categories. Amsterdam: Benjamins, 2003.

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46

The communication of language impaired children: A study of discourse coherence in conversations of specific language impaired and normal language acquiring children with their primary caregivers. Amsterdam: Swets & Zeitlinger, 1991.

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47

Supporting Children With Speech And Language Impairment And Associated Difficulties (Supporting Children). 2nd ed. Continuum International Publishing Group, 2006.

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48

Hispanic child languages: Typical and impaired development. Amsterdan: John Benjamins Pub. Company, 2009.

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49

Ganger, Jennifer. The Genetics of Spoken Language. Edited by Jeffrey L. Lidz, William Snyder, and Joe Pater. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199601264.013.32.

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This chapter reviews recent research on the genetics of spoken language, both behavioral and molecular, and explains the methodologies for non-geneticists. Twin studies, which have benefited from statistical advances and larger sample sizes in recent decades, have progressed from merely establishing the presence of heritability in language to making claims about whether sub-domains of language (such as vocabulary and syntax) share common genes. Molecular studies have identified at least ten promising genes associated with reading impairment, Specific Language Impairment, and speech-language impairment, but in most cases have only begun to explore the pathways from gene to behavior.
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50

Lonigan, Christopher J. Specific Learning Disabilities. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.16.

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Specific learning disability is a common neurodevelopmental disorder affecting about 5–8% of the school-aged population. A key concept in specific learning disabilities is unexpected low achievement. An individual whose achievement in reading, math, or writing is both low and less than what would be expected based on developmental capacity and opportunity to learn and whose low achievement cannot be explained by a sensory impairment, limited language proficiency, or other impairing medical condition is considered to have a specific learning disability. This chapter provides an overview of issues and challenges involved in the identification and diagnosis of a specific learning disability, and it provides information on prevalence, epidemiology, and interventions for specific learning disabilities. Response-to-instruction models of identification hold promise for the identification of individuals with a specific learning disability, and they provide a means for the identification of false positives while enhancing the instructional context for children at risk.
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