Speech and language disorders Books
Taylor & Francis Ltd Supporting Children with Fun Rules for Tricky
Book Synopsis*This workbook should be used alongside the storybook, Who Put the Spell into Spelling?*This illustrated workbook has been created to support learners who, after acquiring the basics of reading and writing, have struggled to organically grasp the rules that govern spelling in the English language. Each photocopiable worksheet is designed to support a key spelling rule, explored in the colourful storybook Who Put the Spell into Spelling? This activity workbook is designed to be used alongside the storybook.Key features include: Twenty-two activity worksheets designed to help learners understand and practise key spelling rules Activities designed to support skills in reading, spelling and writing Quirky illustrations designed to make the rules come to life Developed with feedback from teachers and students, this is an invaluable resource for teachers and parents looking to support learners who find spelling a challenge, or who are learning English as an additional language.Table of ContentsIntroductionWorksheet 1 Worksheet 2 – Rule 1 – Magic EWorksheet 3 – Rule 2 – V before EWorksheet 4 – Rule 3 – Y takes the place of I and says its nameWorksheet 5 – Rule 4 – Y can sound like E’s name at the end of wordsWorksheet 6 – Rule 5 – Doubling L, Z, F and SWorksheet 7 – Rule 6 – C comes before KWorksheet 8 – Rule 7 – T, C and H can go together after a single, short vowel sound at the end of a syllableWorksheet 9 – Rule 8 – S comes before H, making one sound /sh/ after a short vowel sound at the end of a syllableWorksheet 10 – Rule 9 – S is added to the end of most words to make plural nouns and to help verbs agree with subjectsWorksheet 11 – Rule 10 – E and S are added to the end of ‘hissing’ words to make plural nouns and to help verbs agree with subjectsWorksheet 12 – Rule 11 – V, E and S replace F when making plural nounsWorksheet 13 – Rule 12 – I, E and S replace Y when making plural nouns and to help verbs agree with subjectsWorksheet 14 – Rule 13 – The letter name for O can end some wordsWorksheet 15 – Rules 14 and 15 – the determiners: A comes before an consonant and ‘an’ comes before a vowel soundWorksheet 16 – Rule 16 – I is a word on its ownWorksheet 17 – Rule 17 – I comes before E except after C and makes an /ee/ soundWorksheet 18 – Rule 18 – Where there is a Q, it is always followed by UWorksheet 19 – Rule 19 – W can change the vowel sounds that followWorksheet 20 – Rule 20 – T can change irregular verbs to put them in the past tenseWorksheet 21 – Rule 21 – Copycat C can be soft like S or hard like KWorksheet 22 – Rule 22 – The sound for /y/ can only be heard at the beginning of wordsGlossary
£20.89
Springer Us Aphasia Treatment World Perspectives
Book SynopsisThis volume encompasses the work of aphasiologists from 12 different countries. Each author describes the current status of aphasia therapy in their own country and describes the methodology they employ for assessment and treatment.Table of ContentsTherapy for aphasia in Italy. Aphasia therapy in South Africa: some pragmatic and personal perspectives. Approaches to aphasia therapy in Aachen. Perspectives on aphasia intervention in French-speaking Canada. Hypothesis testing and aphasia therapy. The re-education of aphasics: between theory and practice. The concept of holistic rehabilitation of persons with aphasia. Aphasic treatment in Japan. Functional is not enough: training conversation partners for aphasic adults. A multidisciplinary approach to aphasia therapy. Aphasia rehabilitation: a sociolinguistic perspective. Which route to aphasia therapy? Psychosocial aspects in the treatment of adult aphasics and their families: a group approach. Clinical intervention for aphasia in the United States of America.
£40.49
Taylor & Francis Speech And Language Therapy The DecisionMaking
Book SynopsisNow in its second edition, Speech and Language Therapy: the decision-making process when working with children reveals how recent research and changes in health and education services have affected the decision-making process in the assessment and management of children with speech and language problems.With individual chapters written by experts in their field, this book: Illustrates how the decisions made by practitioners may vary within different work settings Shows how these decisions may need to be adapted when working with specific client groups Explores how such decisions are part of effective evidence-based practice Offers an overview of the skills required by the developing professional Provides insight into working as a newly qualified therapist in the current job market. Rigorously underpinned with current research and revised legislation, this is an important textbook for speech and language therapy students, potential students and specialist teachers in training. Speech and Language Therapy: the decision-making process when working with children will also be relevant to newly qualified therapists, therapists returning to the profession, specialist teachers and Special Educational Needs Coordinators.Trade Review"...this is highly recommended reading for SENCOs and others getting to grips with managing speech, language and communication needs in the classroom and it provides important insight into evidence-based practice within a collaborative multi-agency approach, consistant with current thinking in special educational needs." - John Perry, nasen Special Magazine.Table of ContentsIntroduction Section I. Learning How to Be a Professional Chapter 1. The Decision-Making Process in Speech and Language Therapy Myra Kersner Chapter 2. Developing As a Speech and Language Therapist Myra Kersner and Ann Parker Chapter 3. The First Job Deanne Rennie Section II. Management in Different Settings Chapter 4. Managing Pre-School Children in Community Settings Kirsty Pullen and Sarah Hulme Chapter 5. The Roles of Speech and Language Therapists Working In Community Clinics, Child Development Centres and Hospitals Sue Roulstone, Mary Gale and Helen Marks Chapter 6. Working With Children with Speech, Language and Communication Needs (SLCN) In School Settings Marie Gascoigne Chapter 7. Managing Children Individually and In Groups Oonagh Reilly Section III. Working With Others Chapter 8. Working With Parents Monica Bray Chapter 9. Working With Other Practitioners Jannet A. Wright Section IV. Assessing and Managing Children With Communication Problems Chapter 10. Working With Children with Specific Speech Impairment (SSI) Sally Bates And Jocelynne Watson Chapter 11. Children With Autism Spectrum Disorders Tom Loucas Chapter 12. Working With Children With Language Delay And Specific Language Impairment (SLI) Janet Wood Chapter 13. Working With Deaf Children Sarah Beazley, Ruth Merritt And Judy Halden Chapter 14. Multicultural Issues In Assessment And Management Carolyn Letts Chapter 15. Children With Communication Problems and Additional Emotional/Behavioural Problems Alison Wintgens Chapter 16. Working With Children With Written Language Difficulties Sarah Simpson Chapter 17. Cleft Palate And Velopharyngeal Anomalies Debbie Sell And Anne Harding-Bell Chapter 18: Children Who Stammer Louise Wright Chapter 19. Children With Severe Learning Disabilities (SLD) Celia Harding Chapter 20. Children With Acquired Speech And Language Problems Janet Lees Chapter 21. Augmentative And Alternative Communication (AAC) Mike Clarke, Katie Price And Nicola Jolleff Chapter 22. Children With Feeding Difficulties Carolyn Anderson References Index
£40.84
John Wiley & Sons Inc Persisting Speech Difficulties 3 Childrens Speech
Book SynopsisThis is the third book in the series Children's Speech and Literacy Difficulties and is based on research and practice with school-age children with persisting speech and associated difficulties. It focuses on the psycholinguistic nature of their difficulties, how to design intervention programmes, and how intervention outcomes might be measured.Table of ContentsForeword. Preface. Acknowledgements. Chapter 1: Persisting Speech Difficulties. Chapter 2: Theory, Therapy and Methodology. Chapter 3: Stimuli Design: Segments in Single Words. Chapter 4: Working on Segments in Single Words. Chapter 5: Stimuli Design: Consonant Clusters in Single Words. Chapter 6: Working on Consonant Clusters. Chapter 7: Stimuli Design: Connected Speech. Chapter 8: Working on Connected Speech. Chapter 9: Generalisation. Chapter 10: Linking with Literacy. Chapter 11: Intelligibility. Chapter 12: Evaluating Intervention Outcomes. Chapter 13: Service Delivery Issues. Chapter 14: Putting the Speech back into Speech Therapy. Appendix 1: Speech processing profile. Appendix 2: Updated List of Examples of Tests for Each Question in the Psycholinguistic. Assessment Framework. Appendix 3: Speech processing model. Appendix 4: Template for Journal Review. Appendix 5: Examples of Core Vocabulary used with a child with PSDs. Appendix 6: Sample minimal pair lists. Appendix 7: Pro-forma for describing therapy tasks. Appendix 8: Child interview questions. Glossary. References. Index.
£57.56
John Wiley and Sons Ltd The Handbook of Speech Production
Book SynopsisThe Handbook of Speech Production is the first reference work to provide an overview of this burgeoning area of study. Twenty-four chapters written by an international team of authors examine issues in speech planning, motor control, the physical aspects of speech production, and external factors that impact speech production.Table of ContentsNotes on Contributors vii Acknowledgments xii 1 Introduction 1 Melissa A. Redford Part I The Speech Mechanism 11 2 Speech Breathing Across the Life Span and in Disease 13 Jessica E. Huber and Elaine T. Stathopoulos 3 Mechanisms of Voice Production 34 Brad H. Story 4 Supralaryngeal Articulators in the Oropharyngeal Region 59 Kiyoshi Honda 5 Jaw and Lips 79 Pascal H.H.M. Van Lieshout 6 Velopharyngeal Function in Speech Production: Some Developmental and Structural Considerations 109 David J. Zajac Part II Coordination and Multimodal Speech 131 7 Interarticulatory Coordination: Speech Sounds 133 Philip Hoole and Marianne Pouplier 8 Rhythm and Speech 158 Fred Cummins 9 Auditory‐Visual Speech Processing: Something Doesn’t Add Up 178 Eric Vatikiotis‐Bateson and Kevin G. Munhall 10 Multimodal Speech Production 200 Lucie Ménard Part III Speech Motor Control 223 11 Motor Equivalence in Speech Production 225 Pascal Perrier and Susanne Fuchs 12 Orofacial Cutaneous Function in Speech Motor Control and Learning 248 Takayuki Ito 13 Auditory Feedback 267 John Houde and Srikantan Nagarajan 14 Speech Production in Motor Speech Disorders: Lesions, Models, and a Research Agenda 298 Gary Weismer and Jordan R. Green 15 Process‐Oriented Diagnosis of Childhood and Adult Apraxia of Speech (CAS and AOS) 331 Ben Maassen and Hayo Terband Part IV Sequencing and Planning 351 16 Central Tenets of the Frame/Content Theory of Evolution and Acquisition of Speech Production 353 Peter F. MacNeilage 17 The Acquisition of Temporal Patterns 379 Melissa A. Redford 18 Insights for Speech Production Planning from Errors in Inner Speech 404 Gary S. Dell and Gary M. Oppenheim 19 Prosodic Frames in Speech Production 419 Stefanie Shattuck‐Hufnagel 20 Fluency and Disfluency 445 Robin J. Lickley Part V Language Factors 475 21 Insights from the Field 477 Didier Demolin 22 Language Effects on Timing at the Segmental and Suprasegmental Levels 505 Taehong Cho 23 Cross‐Language Differences in Acquisition 530 Jan R. Edwards, Mary E. Beckman, and Benjamin Munson 24 Effects of Language on Motor Processes in Development 555 Lisa Goffman Index of Authors 578 Index of Subjects 592
£152.06
John Wiley and Sons Ltd Introductory Linguistics for Speech and Language
Book SynopsisThis practical introduction to linguistics is a must-have resource for all speech and language therapy students, providing you with the fundamental theory needed as a foundation for practice.Table of Contents1 Introduction 1 1.0 Why do speech and language therapy students need to study linguistics? 1 1.1 Why do speech and language therapy students need this book? 2 1.2 Aims of this book, and what this book will not aim to do 3 1.3 Some preliminaries 4 1.3.1 Levels of description in language 5 1.4 How this book is organised 8 1.5 Exercises 9 Exercises using clinical assessments 9 Further reading 9 2 Words and Non-words 10 2.0 Introduction 10 2.1 Why do SLTs need this knowledge? 11 2.2 Learning objectives 12 2.3 Words, word-forms and lexemes 12 2.4 Testing word processing and related abilities 14 2.5 Principles of selection of items in clinical resources 15 2.6 Words and non-words 22 Chapter summary 23 Exercises using clinical resources 24 Further reading 24 3 Word Meaning 25 3.0 Introduction 25 3.1 Why do SLTs need this knowledge? 26 3.2 Learning objectives 26 3.3 Reference and sense 27 3.4 Lexical semantics 28 3.4.1 Lexemes, categories and concepts 28 3.4.2 Decomposition of word meaning 29 3.4.3 Basic concepts 31 3.4.4 Semantic fields 32 3.4.5 Sense relations 34 3.4.6 Lexical ambiguity 37 Chapter summary 38 Exercises using clinical resources 39 Further reading 40 4 Sentence Meaning 41 4.0 Introduction 41 4.1 Why do SLTs need this knowledge? 41 4.2 Learning objectives 42 4.3 Sentence-level meaning 42 4.3.1 Semantic roles 44 4.3.2 Reversibility 47 4.3.3 Contradiction 49 4.3.4 Syntactic ambiguity 50 Chapter summary 51 Exercises using clinical resources 51 Further reading 52 5 Parts of Speech 53 5.0 Introduction 53 5.1 Why do SLTs need this knowledge? 54 5.2 Learning objectives 54 5.3 Identifying parts of speech 55 5.3.1 Content words and function words 55 5.3.2 Why is it sometimes difficult to identify parts of speech in English? 55 5.3.3 Traditional, meaning-based criteria 57 5.3.4 Form-based criteria 57 5.3.5 Tests for parts of speech 61 Chapter summary 83 Exercises using clinical resources 83 Further reading 84 6 Word Structure 85 6.0 Introduction 85 6.1 Why do SLTs need this knowledge? 86 6.2 Learning objectives 86 6.3 Words and morphemes 87 6.4 Free and bound forms 89 6.5 Allomorphs 90 6.6 Common mechanisms of word formation in English 92 6.6.1 Compounding 92 6.6.2 Affixation 94 6.7 Mean length of utterance in morphemes 104 Chapter summary 104 Exercises using clinical resources 105 Further reading 106 7 Sentence Structure 1: Phrases and Clauses 107 7.0 Introduction 107 7.1 Why do SLTs need this knowledge? 108 7.2 Learning objectives 109 7.3 Syntax, morphology and the lexicon 109 7.4 Phrases 110 7.4.1 Criteria for phrases 111 7.4.2 Types of phrases 112 7.4.3 Heads, modifiers and phrase types 113 7.4.4 Phrases: noun phrases 114 7.4.5 Phrases: prepositional phrases 115 7.4.6 Phrases: adjective phrases 116 7.4.7 Phrases: adverb phrases 116 7.4.8 Phrases: verb phrases 117 7.5 Clauses 118 7.5.1 Elements of the clause 119 7.5.2 Elements of the clause: verb 121 7.5.3 Elements of the clause: subject 121 7.5.4 Elements of the clause: object 123 7.5.5 Elements of the clause: complement 127 7.5.6 Elements of the clause: adverbial 129 7.5.7 Phrases and grammatical functions 131 7.5.8 Notation for clauses 131 Chapter summary 133 Exercises using clinical resources 133 Further reading 134 8 Sentence Structure 2: Constructions and Main Clauses 135 8.0 Introduction 135 8.1 Why do SLTs need this knowledge? 136 8.2 Learning objectives 137 8.3 Declarative, interrogative and imperative clauses 137 8.3.1 Basic constructions: declarative clauses 138 8.3.2 Imperative clauses 139 8.3.3 Interrogative clauses: yes–no interrogatives 140 8.3.4 Interrogative clauses: wh interrogatives 141 8.3.5 Interrogative clauses: tag questions 141 8.4 The active, passive and middle constructions 143 8.4.1 Active clauses/constructions 143 8.4.2 Passive clauses/constructions 144 8.4.3 Middle clauses/constructions 145 8.5 Negation 147 Chapter summary 151 Exercises using clinical resources 152 Further reading 152 9 Sentence Structure 3: Subordinate Clauses and Sentences 153 9.0 Introduction 153 9.1 Why do SLTs need this knowledge? 153 9.2 Learning objectives 154 9.3 Main and subordinate clauses 154 9.4 Recognising different types of subordinate clause 155 9.4.1 Relative clauses 155 9.4.2 Adverbial clauses 156 9.4.3 Complement clauses 157 9.5 Clauses that modify nouns 159 9.6 Optional extra on relative clauses 161 9.7 Sentences 165 Chapter summary 166 Exercises using clinical resources 168 Further reading 168 10 Sentence Structure 4: Non-finite Clauses 169 10.0 Introduction 169 10.1 Why do SLTs need this knowledge? 170 10.2 Learning outcomes 170 10.3 Infinitives and (Type 1) gerunds 170 10.3.1 Understood subject and control 172 10.4 Type 2 gerunds 173 10.5 Bare-verb clauses 175 10.6 Free participle clauses 175 10.7 Reduced clauses 176 Chapter summary 179 Exercises using clinical resources 180 Further reading 180 11 Language in Use 1: Deixis and Reference 181 11.0 Introduction 181 11.1 Why do SLTs need this knowledge? 181 11.2 Learning objectives 182 11.3 Reference and deixis 182 11.3.1 Deixis: introduction 183 11.3.2 Deixis: personal pronouns 184 11.3.3 Deixis: demonstratives 186 11.3.4 Deixis: spatial expressions 188 11.3.5 Deixis: verbs of movement 189 11.3.6 Deixis: temporal expressions 191 11.3.7 Deixis: tense 193 11.3.8 Deixis: extended uses 194 11.4 Reference 197 Chapter summary 202 Exercises using clinical resources 202 Further reading 203 12 Language in Use 2: Frames and Scripts, Metaphor and Irony, Implicature, Explicature 204 12.0 Introduction 204 12.1 Why do SLTs need this knowledge? 205 12.2 Learning outcomes 206 12.3 Frames and scripts 206 12.4 Metaphor, irony, humour 209 12.5 Implicature 211 12.6 Explicature 216 12.7 Presupposition 219 Chapter summary 221 Exercises using clinical resources 222 Further reading 222 13 Language in Use 3: Speech Acts, Conversation 223 13.0 Introduction 223 13.1 Why do SLTs need this knowledge? 224 13.2 Learning objectives 224 13.3 Frames, scripts and norms 224 13.4 Speech acts 226 13.5 Conversation: scripts and routines 233 13.5.1 Turn taking 233 13.5.2 Adjacency pairs 234 13.5.3 Expansions 235 13.5.4 Preference organisation 236 13.5.5 Opening a conversation 237 13.5.6 Politeness 238 13.5.7 Topic management 238 13.5.8 Repair 241 13.6 Paralinguistic signals 244 Chapter summary 246 Exercises using clinical resources 246 Further reading 247 14 Narrative 1: Introduction – Coherence and Cohesion 248 14.0 Introduction 248 14.1 Why do SLTs need this knowledge? 249 14.2 Learning objectives 249 14.3 Tasks for speakers and writers 250 14.4 Concepts for analysing narrative 250 14.5 Spoken text 252 14.6 Coherence and cohesion 254 14.6.1 Coherence 254 14.6.2 Cohesion 255 Chapter summary 259 Exercises using clinical resources 260 Further reading 260 15 Narrative 2: Given and New, Theme, Focus 261 15.0 Introduction 261 15.1 Why do SLTs need this knowledge? 261 15.2 Learning objectives 262 15.3 Given and new information 262 15.4 Theme 264 15.5 Focus 270 15.5.1 Focus: tonic accent 270 15.5.2 Focus: IT clefts 272 15.5.3 Focus: WH clefts 274 15.5.4 Focus: TH clefts 275 15.6 Conclusion 276 Chapter summary 277 Exercises using clinical resources 278 Further reading 278 16 Narrative 3: Syntax and the Organisation of Text 279 16.0 Introduction 279 16.1 Why do SLTs need this knowledge? 279 16.2 Learning objectives 280 16.3 Tense and aspect in narrative 280 16.3.1 Tense and aspect: reminder of the main points 280 16.3.2 Simple Past versus Progressive in narrative 281 16.3.3 Perfect 281 16.3.4 Tense and aspect: problems of usage 282 16.4 Analysing clinical test narratives 283 16.4.1 The runaway tractor story 283 16.4.2 The safari park story 286 16.4.3 The sports day story 286 16.4.4 The squirrel story 287 16.5 Some loose ends 288 16.5.1 End weight 288 16.5.2 End weight: extraposition 288 16.5.3 Passives in narrative text 290 16.5.4 Non-finite clauses 292 Chapter summary 294 Exercises using clinical resources 294 17 Conclusion 297 Appendix A: Islands of Reliability for Determining Parts of Speech 299 Appendix B: SLT Resources Referenced in This Text 302 Answers to Exercises 306 Annotated Bibliography 343 Index 345
£32.36
John Wiley & Sons Inc Adult Dyslexia
Book SynopsisDyslexia is usually considered a disorder of childhood, but many sufferers continue to have problems during adulthood or were never helped in childhood. In the workplace, dyslexia can be the root cause of under performance that manifests itself in ways other than those typically associated with child dyslexics. This work deals with this topic.Table of ContentsAbout the Authors. Preface. Adult Dyslexia: Myths, Realities and Success. How Society can Disable or Empower Dyslexics. Disability Anti-Discrimination Legislation. Dyslexics in the Workforce: Strengths, Weaknesses and Reasonable Adjustments. Managing Adult Dyslexia in the Work Place. Counselling Adult Dyslexics. Appendix. Useful Organisations. References. Index.
£137.66
John Wiley & Sons Inc Handbook for Communication and ProblemSolving
Book SynopsisThis book explains the principles of effective communication and demonstrates how techniques adopted from theoretical models like operant learning, classical learning, social learning, and cognitive therapy can be used to enhance the interactive and problem-solving skills of patients. These skills can help patients develop better coping mechanisms and form healthier relationships.Table of ContentsKey Concepts of Communication and Problem-Solving SkillsTraining. Self-Awareness: A Foundation for Communication andProblem-Solving. Awareness of Others: A Fundamental Communication andProblem-Solving Skill. Communicating Requests. Responding to a Request from Another Person. Introduction to Assertive, Aggressive, and Passive Behaviors. Problem-Solving: Basic Principles and Cognitive-BehavioralStrategies. Coping with Factors that Interfere with Learning and Using NewSkills. Applications of Communication and Problem-Solving SkillsTraining. References. Indexes.
£118.76
Wiley Adult Dyslexia
Book SynopsisDyslexia is usually considered a disorder of childhood, but many sufferers continue to have problems during adulthood or were never helped in childhood. In the workplace, dyslexia can be the root cause of under-performance that manifests itself in ways other than those typically associated with child dyslexics.Trade Review"…I recommend it as essential reading for practitioners…" (The Occupational Psychologist, December 2002)Table of ContentsAdult Dyslexia: Myths, Realities and Success How Society can Disable or Empower Dyslexics Disability Anti-Discrimination Legislation Dyslexics in the Workforce: Strengths, Weaknesses and Reasonable Adjustments Managing Adult Dyslexia in the Work Place Counselling Adult Dyslexics
£44.06
John Wiley & Sons Inc The International Book of Dyslexia
Book SynopsisAre difficulties in dyslexia the same the world over? What can we learn from resources and practice in different countries? In this book, individuals, institutions and organisations have been gathered from around the world to report on the policies, resources and training for people with dyslexia and those who work with them. Over 50 countries are included in this guide, together with details of dyslexia associations and resources. This unique collection offers a wealth of information to parents, teachers and individuals who are seeking support. It also will be of interest to researchers, practitioners and policy makers. This book is also available as an electronic supplement to The International Book of Dyslexia: A Cross-Language Comparison and Practice Guide which is available from your bookshop or from John Wiley & Sons Ltd ISBN 0471498416 The complete volume is an extensive and wide-ranging guide to both dyslexia research and practice around the world.Table of Contents1 Dyslexia: A cross-linguistic framework (Ian Smythe and John Everatt). 2 Dyslexia in Arabic (Salim Abu-Rabia). 3 Dyslexia in Chinese (Wengang Yin and Brendan Weekes). 4 Research in Dyslexia in Danish (Dorthe Haven and Birgit Dilling Jandorf). 5 Developmental Dyslexia in the Dutch Language (Pieter Reitsma). 6 Developmental Dyslexia in English (Usha Goswami). 7 Dyslexia in Farsi (Kaveh Farrokh). 8 Dyslexia in Highly Orthographically Regular Finnish (Heikki Lyytinen, Mikko Aro and Leena Holopainen). 9 Dyslexia Research in German-Speaking Countries (Gerd Shulte-Körne). 10 Reading, Spelling and Dyslexia in Greek: Research on the) role of linguistic and cognitive skills (Costas D. Porpodas). 11 Developmental Dyslexia in the Hebrew Language (David L. Share and Mark Leikin). 12 Research on Dyslexia in Hungarian (Éva Gyarmathy). 13 Dyslexia in Italian (Patrizzio Tressoldi). 14 Learning to Read in Japanese: Word to sentence reading (Jun Yamada). 15 Dyslexia in Polish: Specific problems of dyslexic children in Poland (Marta Bogdanowicz). 16 Research on the Role of Phonology, Orthography and Cognitive Skills upon Reading, Spelling and Dyslexia in Brazilian Portuguese (Fernando C. Capovilla and Alessandra G.S. Capovilla). 17 Problems of Dyslexia in Russian (Olga Inshakova). 18 Dyslexia in Spanish (Almudena Giménez de la Pena). 19 Dyslexia in Swedish (Ingvar Lundberg). 20 Issues in the Assessment of Reading Disability in Second Language Children (Esther Geva and Lesly Wade-Woolley).
£64.76
John Wiley and Sons Ltd Dyslexia
Book Synopsisaeo Extensively re--written and updated, ensuring it remains the leading text in the field. aeo Reviews research on the cognitive deficits of dyslexia and the evidence concerning its biological basis. aeo Represents the only single authored book that offers a cognitive perspective on dyslexia.Trade Review"This book by Margaret Snowling...is a very welcome update of her well-received first edition book published in 1987 and reflects the significant amount of research that has taken place since this time. Margaret Snowling's thesis is that dyslexia is a consequence of a phonological deficit. Her evidence for this is extremely well presented throughout her book. Chapter 3 - The Phonological Representations Hypothesis - is exceptionally well written and assertively lays down the foundation of her argument. This book, although written with an academic rigour, cleverly embraces the impact of dyslexia on the individual...This promotes a very positive and optimistic theme on the treatment of dyslexia throughout the book. This book successfully provides a contemporary synthesis of research on the cognitive deficits of dyslexia and is strongly recommended to anyone with any involvement or interest in this complex area. It will be of enormous value to educational psychologists and teachers of students with specific learning difficulties and, no doubt, will continue to be the essential book on any training course's reading list on the subject. The book is very generously priced and therefore of exceptional value, given its contents." Dr. Barry Johnson BSc, Cert Ed, Dip Ed Psych, PhD, C. Psych Principal Educational Psychologist, The Dyslexia Institute. "An excellent view of the current state-of-the-art in dyslexia research, as is to be expected from this author, who is a recognized authority in the field. It is committed to a phonological approach to dyslexia, which explains the condition as a deficit of phonological representations. Snowling's book gives an outstanding account of this research tradition." TRENDS in Cognitive Sciences, Vol 5, No 3, March 2001. "Dyslexia is a basic work that explains in a very understandable way, very complex themes. It gives insight in the definition, ethicality and the treatment of children with dyslexia. That makes this work definitely a must-read (or: definitely very recommendable) for anyone that wants to resource himself in the understanding of and dealing with children that have dyslexia. On top of that, even experienced therapists get a better insight in the severity and characteristics of the problems of their clients". SIG NAAL, Journaal van Vormingsdienst SIG, August-September 2001.Table of ContentsPreface to the Second Edition. 1. What is Dyslexia?. 2. The Definition of Dyslexia. 3. The Phonological Representations Hypothesis. 4. Learning to Read and to Spell. 5. Dyslexia: A Written Language Disorder. 6. Individual Differences in Dyslexia. 7. The Severity Hypothesis. 8. Biological Bases of Dyslexia. 9. Dyslexia: A Sensory Impairment?. 10. Helping to Overcome Dyslexia. 11. Proficiency and Deficiency: The Role of Compensation. 12. Conclusions and Future Prospects. References. Index.
£30.56
Hearing Aid Buyers Companion for the Empowered
Book Synopsis
£10.24
Edinburgh University Press Clinical Linguistics
Book SynopsisLouise Cummings provides a comprehensive introduction to speech and language therapy which will give SLT students an excellent starting point for a wide range of communication impairments.The Royal College of Speech and Language Therapists estimates that 2.5 million people in the UK have a communication disorder. Of this number, some 800,000 people have a disorder that is so severe that it is hard for anyone outside their immediate families to understand them. In Clinical Linguistics, Louise Cummings provides a comprehensive introduction to speech and language therapy which will give SLT students an excellent starting point for a wide range of communication impairments. In chapters that are dedicated to the discussion of individual communication disorders, Cummings argues that no treatment of this area can reasonably neglect an examination of the prevalence and causes of communication disorders. The assessment and treatment of these disorders by speech and language therapists are discussed at length.Table of Contents1 THE SCOPE OF CLINICAL LINGUISTICS; 1.1 A New Definition of an Established Practice; 1.2 Human Communication: Processes; 1.3 Human Communication: Disorders; 1.4 The Contribution of Linguistic Science; 1.5 The Contribution of Medical Science and Its Practitioners; 1.6 The Purpose of Structure; 1.6.1 Epidemiology and Aetiology; 1.6.2 Clinical Assessment; 1.6.3 Clinical Intervention; 2 DISORDERS OF THE PRE- AND PERINATAL PERIOD; 2.1 Introduction; 2.2 Cleft Lip and Palate; 2.2.1 Epidemiology and Aetiology; 2.2.2 Clinical Assessment; 2.2.2.1 Feeding; 2.2.2.2 Speech; 2.2.2.3 Hearing; 2.2.2.4 Language; 2.2.3 Clinical Treatment; 2.2.3.1 Surgical Intervention; 2.2.3.2 Speech and Language Intervention; 2.3 Cerebral Palsy; 2.3.1 Epidemiology and Aetiology; 2.3.2 Clinical Assessment; 2.3.2.1 Feeding; 2.3.2.2 Speech; 2.3.2.3 Hearing; 2.3.2.4 Language; 2.3.3 Clinical Treatment; 2.3.3.1 Feeding Intervention; 2.3.3.2 Communication Intervention; 3 DISORDERS OF COGNITIVE DEVELOPMENT; 3.1 Introduction; 3.2 Learning Disability; 3.2.1 Epidemiology and Aetiology; 3.2.2 Clinical Presentation; 3.2.2.1 Feeding; 3.2.2.2 Speech; 3.2.2.3 Hearing; 3.2.2.4 Language; 3.2.3 Clinical Treatment; 3.2.3.1 Early Communication Intervention; 3.2.3.2 Speech and Language Intervention; 3.2.3.3 Augmentative and Alternative Communication; 3.3 Autistic Spectrum Disorder; 3.3.1 Epidemiology and Aetiology; 3.3.2 Clinical Presentation; 3.3.2.1 Comorbid Conditions; 3.3.2.2 Communication Features; 3.3.3 Clinical Assessment; 3.3.4 Clinical Intervention; 4 DISORDERS OF SPEECH AND LANGUAGE DEVELOPMENT; 4.1 Introduction; 4.2 Developmental Verbal Dyspraxia; 4.2.1 Epidemiology and Aetiology; 4.2.2 Clinical Presentation; 4.2.3 Assessment and Diagnosis; 4.2.4 Clinical Intervention; 4.3 Developmental Phonological Disorder; 4.3.1 Epidemiology and Aetiology; 4.3.2 Clinical Presentation; 4.3.3 Phonological Assessment; 4.3.4 Phonological Intervention; 4.4 Specific Language Impairment; 4.4.1 Epidemiology and Aetiology; 4.4.2 Clinical Presentation; 4.4.3 Clinical Intervention; 4.4.4 SLI and Cognitive Deficits; 4.5 Landau-Kleffner Syndrome; 5 ACQUIRED COMMUNICATION AND SWALLOWING DISORDERS; 5.1 Introduction; 5.2 Acquired Dysarthria; 5.2.1 Epidemiology and Aetiology; 5.2.2 Clinical Presentation; 5.2.3 Dysarthria Assessment; 5.2.4 Dysarthria Treatment; 5.3 Apraxia of Speech; 5.3.1 Epidemiology and Aetiology; 5.3.2 Clinical Presentation; 5.3.3 Assessment and Intervention; 5.4 Acquired Aphasia; 5.4.1 Epidemiology and Aetiology; 5.4.2 Clinical Presentation; 5.4.3 Aphasia Assessment; 5.4.4 Aphasia Intervention; 5.5 Acquired Dysphagia; 5.5.1 Epidemiology and Aetiology; 5.5.2 Clinical Presentation; 5.5.3 Dysphagia Assessment; 5.5.4 Dysphagia Intervention; 5.6 Schizophrenia; 6 DISORDERS OF FLUENCY; 6.1 Introduction; 6.2 Stuttering; 6.2.1 Epidemiology and Aetiology; 6.2.2 Clinical Presentation; 6.2.3 Clinical Assessment; 6.2.4 Clinical Intervention; 6.3 Cluttering; 7 DISORDERS OF VOICE; 7.1 Introduction; 7.2 Voice Disorders; 7.2.1 Epidemiology and Aetiology; 7.2.2 Clinical Presentation; 7.2.3 Clinical Assessment; 7.2.4 Clinical Intervention; 7.2.4.1 Surgery; 7.2.4.2 Radiotherapy; 7.2.4.3 Drugs; 7.2.4.4 Voice Therapy.
£103.50
Edinburgh University Press Clinical Linguistics
Book SynopsisLouise Cummings provides a comprehensive introduction to speech and language therapy which will give SLT students an excellent starting point for a wide range of communication impairments.Trade ReviewClinical Linguistics by Louise Cummings is a monumental undertaking. Cummings covers the discipline, from child language and speech disorders to failed communication in adulthood. Further, she covers each of the disorders comprehensively as well, from its biology and its medical features to its epidemiology; from treatment to assessment. And it is all done with a sound and disciplined scholarship. This almost encyclopedic text is even-handed and fair, focusing on the disorders and the individuals who have them, rather than on professional opinions concerning effective treatment. It is truly breathtaking, in scope and in consistency of purpose. I really can't think of anything like it. -- Audrey L. Holland, Regents' Professor Emerita, University of Arizona Louise Cummings' book makes a significant contribution to the literature on the SLP's role and the critical areas of her occupation. Practicing SLPs will find it a comprehensive reference, providing evidence on which to base clinical practice and many useful references for practical guidance. -- Leah R. Paltiel-Gedalyovich, Ben-Gurion University of the Negev LINGUIST list An impressive undertaking, the book is comprehensive in scope and thorough in covering basic aspects of speech-language and swallowing disorders from childhood through adulthood using current research wherever possible. It is well written and well organized. It would be a valuable source of information for students learning about the professions of speech-language pathology and audiology. It would also be a useful reference for audiologists wishing to better understand communication difficulties and related issues that may be experienced by individuals with whom they are working. -- Ruth Stoeckel, Mayo Clinic International Journal of Audiology Cummings, a reader at Nottingham Trent University, displays in her work an encyclopaedic knowledge of a wide range of difficulties. The work is impressive not only in its scope, but also in its style and clarity, and the book should be a reference for students, researchers, and clinicians working in the area of speech, language, and communication disorders. ... Its main benefits are its wide definition of clinical linguistics, its recognition of the multidisciplinary of the field, its great clarity, and especially its wealth of information. It is bound to become one of the top 'go to' books on the shelves of students and clinicians alike. -- Jodi Tommerdahl International Journal of Language and Communication Disorders Clinical Linguistics by Louise Cummings is a monumental undertaking. Cummings covers the discipline, from child language and speech disorders to failed communication in adulthood. Further, she covers each of the disorders comprehensively as well, from its biology and its medical features to its epidemiology; from treatment to assessment. And it is all done with a sound and disciplined scholarship. This almost encyclopedic text is even-handed and fair, focusing on the disorders and the individuals who have them, rather than on professional opinions concerning effective treatment. It is truly breathtaking, in scope and in consistency of purpose. I really can't think of anything like it. Louise Cummings' book makes a significant contribution to the literature on the SLP's role and the critical areas of her occupation. Practicing SLPs will find it a comprehensive reference, providing evidence on which to base clinical practice and many useful references for practical guidance. An impressive undertaking, the book is comprehensive in scope and thorough in covering basic aspects of speech-language and swallowing disorders from childhood through adulthood using current research wherever possible. It is well written and well organized. It would be a valuable source of information for students learning about the professions of speech-language pathology and audiology. It would also be a useful reference for audiologists wishing to better understand communication difficulties and related issues that may be experienced by individuals with whom they are working. Cummings, a reader at Nottingham Trent University, displays in her work an encyclopaedic knowledge of a wide range of difficulties. The work is impressive not only in its scope, but also in its style and clarity, and the book should be a reference for students, researchers, and clinicians working in the area of speech, language, and communication disorders. ... Its main benefits are its wide definition of clinical linguistics, its recognition of the multidisciplinary of the field, its great clarity, and especially its wealth of information. It is bound to become one of the top 'go to' books on the shelves of students and clinicians alike.Table of Contents1 THE SCOPE OF CLINICAL LINGUISTICS; 1.1 A New Definition of an Established Practice; 1.2 Human Communication: Processes; 1.3 Human Communication: Disorders; 1.4 The Contribution of Linguistic Science; 1.5 The Contribution of Medical Science and Its Practitioners; 1.6 The Purpose of Structure; 1.6.1 Epidemiology and Aetiology; 1.6.2 Clinical Assessment; 1.6.3 Clinical Intervention; 2 DISORDERS OF THE PRE- AND PERINATAL PERIOD; 2.1 Introduction; 2.2 Cleft Lip and Palate; 2.2.1 Epidemiology and Aetiology; 2.2.2 Clinical Assessment; 2.2.2.1 Feeding; 2.2.2.2 Speech; 2.2.2.3 Hearing; 2.2.2.4 Language; 2.2.3 Clinical Treatment; 2.2.3.1 Surgical Intervention; 2.2.3.2 Speech and Language Intervention; 2.3 Cerebral Palsy; 2.3.1 Epidemiology and Aetiology; 2.3.2 Clinical Assessment; 2.3.2.1 Feeding; 2.3.2.2 Speech; 2.3.2.3 Hearing; 2.3.2.4 Language; 2.3.3 Clinical Treatment; 2.3.3.1 Feeding Intervention; 2.3.3.2 Communication Intervention; 3 DISORDERS OF COGNITIVE DEVELOPMENT; 3.1 Introduction; 3.2 Learning Disability; 3.2.1 Epidemiology and Aetiology; 3.2.2 Clinical Presentation; 3.2.2.1 Feeding; 3.2.2.2 Speech; 3.2.2.3 Hearing; 3.2.2.4 Language; 3.2.3 Clinical Treatment; 3.2.3.1 Early Communication Intervention; 3.2.3.2 Speech and Language Intervention; 3.2.3.3 Augmentative and Alternative Communication; 3.3 Autistic Spectrum Disorder; 3.3.1 Epidemiology and Aetiology; 3.3.2 Clinical Presentation; 3.3.2.1 Comorbid Conditions; 3.3.2.2 Communication Features; 3.3.3 Clinical Assessment; 3.3.4 Clinical Intervention; 4 DISORDERS OF SPEECH AND LANGUAGE DEVELOPMENT; 4.1 Introduction; 4.2 Developmental Verbal Dyspraxia; 4.2.1 Epidemiology and Aetiology; 4.2.2 Clinical Presentation; 4.2.3 Assessment and Diagnosis; 4.2.4 Clinical Intervention; 4.3 Developmental Phonological Disorder; 4.3.1 Epidemiology and Aetiology; 4.3.2 Clinical Presentation; 4.3.3 Phonological Assessment; 4.3.4 Phonological Intervention; 4.4 Specific Language Impairment; 4.4.1 Epidemiology and Aetiology; 4.4.2 Clinical Presentation; 4.4.3 Clinical Intervention; 4.4.4 SLI and Cognitive Deficits; 4.5 Landau-Kleffner Syndrome; 5 ACQUIRED COMMUNICATION AND SWALLOWING DISORDERS; 5.1 Introduction; 5.2 Acquired Dysarthria; 5.2.1 Epidemiology and Aetiology; 5.2.2 Clinical Presentation; 5.2.3 Dysarthria Assessment; 5.2.4 Dysarthria Treatment; 5.3 Apraxia of Speech; 5.3.1 Epidemiology and Aetiology; 5.3.2 Clinical Presentation; 5.3.3 Assessment and Intervention; 5.4 Acquired Aphasia; 5.4.1 Epidemiology and Aetiology; 5.4.2 Clinical Presentation; 5.4.3 Aphasia Assessment; 5.4.4 Aphasia Intervention; 5.5 Acquired Dysphagia; 5.5.1 Epidemiology and Aetiology; 5.5.2 Clinical Presentation; 5.5.3 Dysphagia Assessment; 5.5.4 Dysphagia Intervention; 5.6 Schizophrenia; 6 DISORDERS OF FLUENCY; 6.1 Introduction; 6.2 Stuttering; 6.2.1 Epidemiology and Aetiology; 6.2.2 Clinical Presentation; 6.2.3 Clinical Assessment; 6.2.4 Clinical Intervention; 6.3 Cluttering; 7 DISORDERS OF VOICE; 7.1 Introduction; 7.2 Voice Disorders; 7.2.1 Epidemiology and Aetiology; 7.2.2 Clinical Presentation; 7.2.3 Clinical Assessment; 7.2.4 Clinical Intervention; 7.2.4.1 Surgery; 7.2.4.2 Radiotherapy; 7.2.4.3 Drugs; 7.2.4.4 Voice Therapy.
£29.45
Square One Publishers Reversing Dyslexia Improving Learning Behavior
Book Synopsis
£12.79
Lippincott Williams and Wilkins Hearing Science
Book SynopsisThis textbook provides a comprehensive presentation of all aspects of hearing science, including acoustics, psychoacoustics, anatomy and physiology, and related topics such as introduction to digital signal processing and instrumentation in hearing science. It is designed to supplement in-class instruction with both remedial and advanced material for students with different academic backgrounds, and is ideally suited for speech pathology and audiology students at the undergraduate and introductory graduate levels.Online student resources on thePoint will include video demonstrations, a quiz bank, labeling exercises for images in the book, PDFs for selected chapters, Web links, and audio clips. Online instructor resources on thePoint will include PowerPoint slides, a test generator, an image bank, and homework assignments with answers.Table of ContentsPrefaceAcknowledgementsContributorsReviewersPart I: FOUNDATION SKILLS Chapter 1: Mathematics Chapter 2: PhysicsPart II: ACOUSTICS Chapter 3: Oscillations and Vibrations Chapter 4: Complex Vibrations and Waveform Analysis Chapter 5: The Nature of Sound Waves Chapter 6: Sound Propagation Chapter 7: The DecibelPart III: HEARING Chapter 8: Outer Ear and Middle Ear Chapter 9: Inner Ear and Vestibulocochlear Nerve Chapter 10: Central Auditory Nervous System Chapter 11: Bone Conduction Chapter 12: PsychoacousticsPart IV: AUDIO SYSTEMS Chapter 13: Electricity and Electric Circuits Chapter 14: Audio Signals and Devices Chapter 15: Digital Signal ProcessingGlossaryReferencesAdditional Help in Basic MathematicsIndex
£83.16
Taylor & Francis Inc Current Issues in Stuttering Research and
Book SynopsisThis state-of-the art volume is a follow-up to the 1999 publication, Stuttering Research and Practice: Bridging the Gap, edited by Nan Ratner and E. Charles Healey. Like its predecessor, the current book is an edited collection of the presentations from the American Speech-Language-Hearing Association’s Annual Leadership Conference in Fluency and Fluency Disorders. Among the topics covered are evidence-based practice, impact of the self-help and support groups, meta-analyses of selected assessment and intervention programs, current theories of stuttering, and the predicted path of stuttering intervention in the future. The authoritative representation of contributors offers the reader the most up to date presentation of fluency issues, with a special emphasis placed on the practical clinical implications of fluency assessment, treatment, and evolving theories of the disorder. The book is written for fluency specialists and graduate students in proTrade Review"The forthrightness of the authors in acknowledging the needs of the field is a giant step toward setting the stage for further progress."—PsycCRITIQUES"The forthrightness of the authors in acknowledging the needs of the field is a giant step toward setting the stage for further progress."—PsycCRITIQUESTable of ContentsContents: N.B. Ratner, J.A. Tetnowski, Stuttering Treatment in the New Millennium: Changes in the Traditional Parameters of Clinical Focus. E.G. Conture, T.A. Walden, H.S. Arnold, C.G. Graham, K.N. Hartfield, J. Karrass, Communication-Emotional Model of Stuttering. A.A. Pietranton, An Evidence-Based Practice Primer: Implications and Challenges for the Treatment of Fluency Disorders. K.O. St. Louis, Measurement Issues in Fluency Disorders. N.G. Ambrose, Early Stuttering: Parent Counseling. N.B. Ratner, B. Guitar, Treatment of Very Early Stuttering and Parent-Administered Therapy: The State of the Art. W. Manning, Therapeutic Change and the Nature of Our Evidence: Improving Our Ability to Help. C.S. Montgomery, The Treatment of Stuttering: From the Hub to the Spoke. K. Bakker, Technical Support for Stuttering Treatment. C.L. Ludlow, Neuropharmacology of Stuttering: Concepts and Current Findings. L. Reeves, The Role of Self-Help/Mutual Aid in Addressing the Needs of Individuals Who Stutter.
£137.75
Wayne State University Press Aphasia My World Alone William Beaumont Hospital Speech and Language Pathology
£21.80
Taylor & Francis Inc Developing Baseline Communication Skills
Book SynopsisDeveloping Baseline Communication Skills is a practical resource designed to fit with baseline assessments in primary school. The second edition of this bestselling resource contains a programme of games and activities to foster personal and social development, and promote language and literacy skills in 35 year olds. The book seeks to address language and communication difficulties for children coming into reception class by providing a range of fun and engaging activities. Suitable for whole classes or small groups of children, the activities focus on both personal, social, emotional development as well as language and literacy in areas such as body language, independence, turn taking, listening, speaking and auditory memory.Features include: 200 games and activities which are differentiated for different ages and levels of ability; A clear aim, equipment list and instructions for each activity; Photocopiable templates for ease of use; SupTable of ContentsPart 1: Personal, Social and Emotional Development Activities 1. Turn Taking 2. Body Language 3. Awareness of Others 4. Confidence and Independence 5. Feelings and Emotions Part 2: Language and Literacy Activities 6. Understanding 7. Listening and Attention 8. Speaking 9. Auditory Memory 10. Phonological Awareness Part 3: Activity Resources
£44.64
Taylor & Francis Inc Understanding and Using Spoken Language
Book SynopsisUnderstanding and Using Spoken Language is a collection of original games and activities designed to help and support children aged from 7 to 9 years.The book seeks to address language and communication diffi culties for children aged 79 by providing a range of fun and engaging activities. The activities focus on both social and language development in areas such as body language, independence, emotions, listening, speaking and auditory memory. The book includes:?? Over 150 games and activities, which are differentiated for different ages and levels of ability;?? A clear aim, equipment list and instructions for each activity;?? Photocopiable templates for ease of use;?? Supplementary resource sheets including pictures and scripts to use with the activities.Now fully revised and updated in line with current policy and legislation, this book includes material to create an effective speech and language therapy programme in consultation wTable of ContentsPreface Acknowledgements Introduction How to use this book Understanding Spoken Language Active Listening and Memory Thinking and Reasoning Word Play Using Spoken Language Explaining and Describing Reporting and Debating Using Speech Effectively Activity Resources Teaching Resources Bibliography
£44.64
Taylor & Francis Inc Speaking Listening and Understanding
Book SynopsisSpeaking, Listening and Understanding is a practical resource packed full of games to improve young childrenâs communication skills. The second edition of this bestselling resource contains a programme of games and activities to foster the speaking, listening and understanding skills of children aged from 5 to 7 years. The book seeks to address language and communication difficulties for primary-aged children by providing a range of fun and engaging activities. Suitable for whole classes or small groups of children, the activities focus on both understanding and using language in areas such as following instructions, thinking skills, inference, describing, narrating and playing with words.Features include: 160 games and activities which are differentiated by stages and levels of ability; A clear aim, equipment list and instructions for each activity; Photocopiable templates for ease of use; Supplementary resource sheets including pictures and scripTable of ContentsPart 1: Understanding Spoken Language Following Instructions Developing Vocabulary Getting the Main Idea Thinking Skills Drawing Inference Part 2: Using Spoken Language Describing Explaining Narrating Predicting Playing with Words Part 3: Teaching Resources
£44.64
University of Minnesota Press Made to Hear
Book SynopsisTrade Review"A superb account of how a controversial technology becomes normalized patient by patient. While following families from newborn screening to post-Cochlear implant, Laura Mauldin shows that little of the political turmoil related to this medical technology is salient for the parents faced with a child with hearing loss."—Stefan Timmermans, University of California, Los Angeles"Dr Mauldin is a talented writer who offers keen insight in several areas where practitioners can improve."—Journal of Deaf Studies and Deaf Education Table of ContentsContentsAbbreviations Introduction: Medicalization, Deaf Children, and Cochlear Implants1. A Diagnosis of Deafness: How Mothers Experience Newborn Hearing Screening2. Early Intervention: Turning Parents into Trainers3. Candidates for Implantation: Class, Cultural Background, and Compliance4. The Neural Project: The Role of the Brain5. Sound in School: Linking the School and the ClinicConclusion: The Power and Limits of TechnologyAcknowledgmentsNotesBibliographyIndex
£19.79
Floris Books Anthroposophical Therapeutic Speech
Book SynopsisWritten for speech therapists and doctors, this book gives a precise, practical summary of anthroposophical therapeutic speech.Table of ContentsIntroductionPart One: Foundations of Therapeutic Speech1. Historical Development2. The Significance of Air3. Speech as Formed Exhalation4. Artistic Means4.1 The Consonants4.2 The Vowels4.3 Sound -- Syllable -- Word -- Sentence -- Gesture5. Relationship Between the Artistic Means and the Human Being5.1 The Human Being and the Consonants5.2 The Human Being and his Voice5.3 The Breathing Human Being 6. "Knowledge of the Human Being" with Regard to Speech 6.1 The Threefold Human Being6.2 The Bodily Members and their Involvement in the Speech Process6.3 Five Effects of Speech Development6.4 Speech and its Relation to Other Arts6.5 Therapeutic Speech and Eurythmy TherapyPart Two: The Practice of Therapeutic Speech 7. General Diagnosis in Therapeutic Speech7.1 Diagnosis According to Stance, Breath, Voice, Articulation and Thinking8. Aspects of Therapy8.1 Cause and Cure of Illness8.2 Speech Formation as a Path of Practice 8.3 The Specific Therapeutic Approach8.4 Additional Therapeutic Speech Elements9. Neurasthenia and Hysteria: A Medical-Artistic Comparison9.1 The Medical Perspective9.2 The Artistic Perpective9.3 Recitation and Declamation9.4 The Therapeutic Ideal9.5 Characteristics of Both Types of Constitution in Speech Diagnosis 10. Observations of Some Illnesses with Case Examples10.1 Asthma and Depression -- A Comparative Breathing Study10.2 Eating Disorders -- The Soul's Refusal to Breathe its way down into the Body10.3 Iron Deficiency Anaemia and Speech Processes10.4 Tinnitus -- The Hearing Activity Turned Inside Out 11. Further Case Examples12. Typical Speech Disorders, their Assignment to the Articulation Regions and Therapy12.1 Labial (Lip) Region12.2 Dental (Tongue/Teeth) Region12.3 Velar (Palate) Region12.4 Voice and Breath13. Processes of Development13.1 Process Description of a Course of Therapy in Seven Steps of Development13.2 The Schooling Path of the Therapeutic Speech Practitioner
£21.25
Floris Books The Background to Anthroposophical Therapeutic
Book SynopsisA comprehensive overview of the pioneering time of therapeutic speech, including biographies, speech exercises and background essays.Trade Review'It's a great step to have a publication dealing with this little understood and under appreciated work which hopefully will make it more accessible to others outside the field ... this book also provides a stimulus and inspiration to present and future specialists in the field.'-- New View
£21.25
Taylor & Francis Ltd Transcortical Aphasias Brain Behaviour and
Book SynopsisTranscortical aphasias is the term used for syndromes in which the ability to repeat language is relatively preserved despite marked disturbances in other linguistic domains. Although there are a number of well-known reference texts on language disturbances after acquired brain damage that uncover the classical syndromes of aphasia (e.g. conduction aphasia) in a comprehensive fashion, this monograph is unique in its coverage of the different clinical, linguistic, and neuroanatomical aspects of transcortical aphasias.This book offers a comprehensive, contemporary and scholarly account of transcortical aphasias by combining valuable information upon cognitive neuropsychology, neuroimaging and functional localization of residual repetition and other language functions among patients with transcortical aphasias.The book covers: historical aspects; assessment of language deficits from a clinical and psycholinguistic perspective; clinical phenomenology, aetiology, neural substrates, Trade Review'Berthier has written a remarkably extensive and comprehensive account of the transcortical aphasias. His book is a valuable contribution to our knowledge of aphasias, cognitive psychology, and functional localization. It is a most useful current reference for clinicians, psycholinguistic researchers, and aphasiologists, and their students.' - Andrew Kertesz'Readers immersed in the detailed study of aphasia will welcome this book as a valid attempt to integrate the accumulated knowledge, which in other texts on aphasia is usually discussed only briefly.' - Otfried Spreen, University of Victoria, Canada, APA Review of Books'Readers immersed in the detailed study of aphasia will welcome this book as a valid attempt to integrate the accumulated knowledge, which in other texts on aphasia is usually discussed only briefly.' - APA Review of BooksTable of Contents1.Historical Aspects 2.Language Testing 3.Transcortical Motor Aphasia 4.Transcortical Sensory Aphasia 5.Mixed Transcortical Aphasia 6.Echophenomena, Automatic Speech, and Prosody in Transcortical Sensory Aphasia 7.Neuroanatomical Correlates of Transcortical Aphasias 8.Conclusions Aphasia.
£41.79
Taylor & Francis Ltd Beyond Aphasia Therapies For Living With
Book SynopsisThis book focuses explicitly on therapeutic techniques developed from a social model approach to disability and learning to live with difference. It describes theories, activities and methods of implementation developed from the work of Connect with people with long term aphasia. Theoretical discussion runs alongside practical ideas for therapy and evaluation, case studies and commentaries from the authors regarding the method and means of implementation. Synthesises theory and practice in this new area of service delivery. Its non-impairment led focus of the therapies means that it has wide appeal to therapists, health service professionals and volunteers who work with people with chronic disabilities affecting lifestyle and communication.Trade Review'This simply written and excellently organised book describes an integrated social and linguistic model and practice for living with aphasia...is a highly useful clinical guide and resource for those working in rehabilitation centres or community agencies' - Marilyn Gomberg-Silver, Aphasia Institute, Toronto, Ontario, JSLPA 'The material is clearly written and the book provides well produced visual aids...particularly impressive is the drawing by Daniel of stress and aphasia. It provides good instruction on how to facilitate communication in a variety of existing ways. Any professional could gain something from this book' - Shelagh Brumfitt, University of Sheffield, International Journal of Geriatric Psychiatry 'Overall, I highly recommend this book. Speech pathologists and speech pathology students should find it useful...It is practical, theoretically and clinically stimulating, readable, and thought-provoking...it has a powerful message' - Deborah Hersh, Speech Pathology Australia '..an excellent, accessible synthesis of theory and practice...[and] is an enjoyable, inspiring read for anyone involved in group therapy for people with aphasia' - RCSLT BulletinTable of Contents Developing therapies for living with communication disability; Partnerships and practicalities: groupwork, goal setting and evaluation; Facilitating Communication; Breaking down the barriers; Developing therapies for developing identities; Aphasia and beyond: real-life therapy.
£42.74
Taylor & Francis Ltd Life Times Colorcards Life Events
Book SynopsisThis is a collection of 36 cards representing a range of key moments in life, offering an opportunity to consider, reflect and discuss how this might affect the individual, family, friends or group. Subjects include: Birth of a sibling First day at school; Running away from home; Moving house; Becoming a parent; Acquiring a pet; Car crash; Serious illness or disability; Death of a relative or friend; Time with family or friends; Holidays Walks; First day at work; Passing an examination; and, An act or bravery. The cards are suitable for use in a whole range or environments and will encourage participants to recall and discuss their own personal experiences. Also included is a booklet containing ideas for use and discussion points. This title includes 36 A5 cards with instruction booklet, boxed.Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.Table of ContentsEvents and experiences that shape our lives. A collection of 36 cards representing a range of key moments in life, offering an opportunity to consider, reflect and discuss how this might affect the individual, family, friends or group. Subjects include: Birth of a sibling First day at school Running away from home Moving house Becoming a parent Acquiring a pet Car crash Serious illness or disability Death of a relative or friend Time with family or friends Holidays Walks First day at work Passing an examination An act of bravery.The cards are suitable for use in a whole range of environments and will encourage participants to recall and discuss their own personal experiences. Also included is a booklet containing ideas for use and discussion points. Contents-36 cards, 148 x 210mm (A5) + instruction booklet, boxed.
£42.11
Taylor & Francis Ltd Improving Concentration A Professional Resource
Book SynopsisImproving Concentration has been designed to help individuals improve their concentration skills. It is aimed primarily at those taking on a training role in relation to the individual concerned. However, it can also be used by the individuals themselves as a self-help resource. This resource will help trainers to convey to their students: an understanding of concentration how concentration works for them how to improve their concentration skills how to manage concentration in relation to their performance. This Psychological skills training resource is arranged in a format that is both easy to use and clear to follow. The activities can be used with both individual students and groups Part 1 ''The knowledge base'' outlines theoretical perspectives on concentration and describes the Bailey / Brown model of concentration. Part 2 ''Pathways to improving concentration'' explains and describes how the Bailey / Brown model of concentration can be used as a guide to raising awareness, undersTrade Review"The authors of this practical resource have produced it as a companion volume to their earlier Speechmark publication on assessing concentration. Bailey and Brown are highly experienced psychologists who have worked with teachers and schools to produce and refine this guide to improving concentration. It is designed to help students to develop an understanding of the concept and it provides explanations of how concentration can be improved and managed in relation to performance.Part 1 outlines the theoretical perspectives on the subject and describes the model the authors have developed. In Parts 2 and 3, a mindful approach to coaching is introduced that covers aspects such as attention, openness, curiosity, patience and thinking. A range of photocopiable activities is also provided. These can be used singly or combined as part of a structured intervention to improve an individual’s concentration skills.This book would be useful for those working with secondary age students who may have a diagnosis of specific learning difficulties or weaknesses in aspects of monitoring their own levels of attention and performance.The activities are well designed and the book is written in a user-friendly workbook format." — Mary Mountstephen, MA(SEN) Associate Editor, SEN MagazineTable of ContentsPreface, Introduction, Part 1 Understanding concentration, Part 2 Pathways to improving concentration, Part 3 Concentration skills training, References
£27.54
Anthroposophic Press Inc Speech and Drama
Book Synopsis
£33.75
Connect Press The Communication Disability Profile Packed
Book Synopsis
£112.50
Connect Press Interview FormsExam Packs Interview Forms for
Book Synopsis
£15.00
Taylor & Francis Ltd Clinical Cases in Dysarthria
Book SynopsisThrough the medium of detailed clinical case reports, written by well-respected clinicians and researchers working internationally in the field, Clinical Cases in Dysarthria discusses the challenges, and rewards of applying evidence-based procedures to people with dysarthria in real-life busy routine clinical settings. The text opens with an introduction to the latest research and practices within dysarthria treatment and sets the scene for the eight individual case reports which follow. These case reports form the core chapters of the text and cover themes that range from clinical diagnostic conundrums to applying popular, and/or novel intervention approaches to different populations where dysarthria presents. Each chapter has a specific argument drawing on theoretical principles of assessment and rehabilitation, incorporating latest research evidence to help readers problem-solve similar cases in their clinical practice. Throughout the text, readers are encourTrade Review"'What do I need to do to make a difference?' might be our most important and frequently asked question as clinicians. In this insightful and accessible presentation of Clinical Cases in Dysarthria, well-known authors and editors Margaret Walshe and Nick Miller describe, together with invited authors, a number of relevant and informative case examples, cases that reveal the depth and complexity of the communication problems faced by individuals with dysarthria and their clinicians. And they do it with the passion to make a difference. Walshe and Miller provide us with an opportunity to learn from individuals and to thereby find principles to apply in other cases. We gain new perspectives, rather than just solving problems." -- Professor Lena Hartelius, Department of Health and Rehabilitation, University of Gothenburg, Sweden.'"What do I need to do to make a difference?" might be our most important and frequently asked question as clinicians. In this insightful and accessible presentation of Clinical Cases in Dysarthria, well-known authors and editors Margaret Walshe and Nick Miller describe, together with invited authors, a number of relevant and informative case examples, cases that reveal the depth and complexity of the communication problems faced by individuals with dysarthria and their clinicians. And they do it with the passion to make a difference. Walshe and Miller provide us with an opportunity to learn from individuals and to thereby find principles to apply in other cases. We gain new perspectives, rather than just solving problems.' Professor Lena Hartelius, Department of Health and Rehabilitation, University of Gothenburg, Sweden'There are a multitude of valuable ways to study and improve the evaluation, diagnosis and care of people with dysarthria. The cases in this book illustrate more effectively than any randomized controlled trial or rigorously-controlled single-subject study that optimal real-world clinical care for people with dysarthria is an art based on science. This book exemplifies the great educational and heuristic value of case studies from expert clinicians and experienced researchers who understand the importance of evidence in diagnostic and treatment decision-making, while maintaining a central focus on the needs of our patients within the world in which they live'.Professor Joseph R. Duffy, Emeritus Consultant & Professor Speech Pathology, Mayo Clinic, Rochester, USATable of Contents1. Dysarthria: Setting the Scene 2. A Trip Up the Garden Path: Functional Speech Disorders 3. Dysarthria Associated with Hypoglossal Nerve Palsy and COVID-19 4. Case Report on Speech Treatment of a Young Adult with Down Syndrome 5. Be Clear, an Intensive Treatment for Non-Progressive Dysarthria: A Case Report 6. Be Clear Online – A Telepractice Application for Dysarthria Rehabilitation 7. Looking Beyond the Impairment: The Psychosocial Impact of Dysarthria on the Speaker 8. Saving Lost Voices: A Toolkit for Preserving Communicative Identity 9. A Better Conversations Approach for People Living with Dysarthria 10. Concluding Thoughts
£24.69
Taylor & Francis Ltd Navigating Adult Stammering
Book SynopsisThis book, the first in an exciting new series, provides speech and language therapy students and newly qualified and beginning stammering specialists with 100 key points that will help form a strong foundation for their work supporting adults and teenagers who stammer.Composed of practical, relevant and useful advice from an experienced clinician, chapters break advice down into sections which include information about the therapeutic relationship, therapeutic approaches and signposts to further resources. Throughout the book, comments from stammering specialists describe what they wish they had known at the start of their careers. This book: Puts the person who stammers at the heart of therapy, following the clinical choices they might make Is written in an accessible style, designed to be dipped in and out of as required Draws on the experience of therapists working with those who stammer Full of advice and guidance to support Trade ReviewDr Trudy Stewart has done it again: written a highly accessible, comprehensive and practical book aimed at newly qualified and therapists starting to specialise in stammering. I would argue that this book is also useful for experienced speech and language therapists looking to keep up-to-date with the latest thinking on therapy approaches for young people and adults who stammer.Navigating Adult Stammering has a pleasing logical structure, starting (quite rightly) with the person who stammers, moving onto the therapist and the relationship between the two, before describing a range of therapy approaches. In this way the reader gains an overview of the different options available. The book is peppered with useful example of real people Trudy has worked with over the years and their stammering therapy journeys, bringing to life the therapy process. In this way Trudy generously shares her skills and knowledge and is not afraid to describe when she has not always got things right and what she learnt from those experiences. In line with this desire to share learning from others, she includes comments from practising therapists reflecting on what they wish they had known at the start of their work with dysfluent clients.Another useful feature occurring throughout the book is the way Trudy highlights commonly occurring difficulties/challenges and possible solutions when describing particular ways of working. In this way Trudy skilfully anticipates the questions often posed by therapists new to the stammering field: ‘what do I do if this happens?’. Moreover, she signposts the reader to a list of useful resources at the end of every section.The two sections which I believe deserve particular mention focus on psychological approaches and the stammer more proudly movement, the former for the way it brings so many different psychological approaches together in one place, the latter for its inclusive and reflective content. For any therapist working in stammering, whether new to the area or experienced, it is incredibly helpful to become more knowledgeable about the ways a client can be supported psychologically and how we as therapists are often the best people to carry out this role.With regards to the Stammer more proudly section. I was deeply impressed by the way Trudy describes this relatively new way of considering stammering through the lens of the social model of disability. She takes into account ground-breaking work in this area as well as seeking individual views of people who stammer. She does not shy away from reflecting on the potentially uncomfortable questions the stammer more proudly movement pose for us as therapists, and how her own thinking and practice has changed. In summary, Trudy proves herself once again to be the ultimate clinician’s clinician. Drawing upon her decades of working with people who stammer, she offers through this book an invaluable overview and insight into how we as therapists can best empower our clients who stammer.Rachel Everard, Speech Therapy, City Lit., LondonRecently, the publishing market has come with more and more increasingly valuable publications on stammering. Trudy Stewart's book, although intended for newly qualified speech-language therapists and those just starting to specialize in stammering, will – without a doubt – be enthusiastically received by experienced fluency experts as well. This publication covers all the essential topics related to the stammering intervention. Attentive readers are granted access to both – the primary theoretical content and the details on stammering therapy practice. The publication also discusses the psychological approaches used in stammering. Furthermore, the author explains complex topics, e.g., relapse in stammering therapy. The book is written clearly and reader-friendly while integrating updated knowledge with the author's rich clinical experience. From the very beginning, the reader will confront a holistic and humanistic approach to stammering and people who stammer. This book promotes stammering therapy based on trust, acceptance, and partner cooperation between the speech-language therapist and the clients along with their families and community.The uniqueness of this book is that it was written by a wise, extraordinarily experienced, and modest professional who emphasizes building a partner relationship from the first moments of contact with the client. The author shows how important it is to become an attentive therapist who can listen to the clients – learn from them and with them. It should be appreciated how open and ready the author is to share her own thoughts, be authentic and sincere in contact with the client. Her eagerness as an SLT to reveal her imperfections is laudable. Her understanding and acceptance toward the stammering phenomenon and individuals who stammer can model her readers. Above all, the commentaries by the experienced clinicians, including the author herself, wishing that they had attained this knowledge when they were newly qualified clinicians have added vital wisdom. These comments are a treasure trove and contain important lessons for any clinician. I cannot wait for this book to be available in the bookstores. As a professor, I can imagine how meaningful it will be for speech-language therapy students to familiarize themselves with its content. I wish I had had the opportunity to read this book when I took my first steps in stammering therapy.Professor Katarzyna Węsierska, University of Silesia in Katowice, Poland, European Fluency Specialist & ECSF coach, International Cluttering Association Secretary Despite stammering being a core part of Speech and Language Therapy training, the first steps into working with clients who stammer can be daunting. I well remember the anxiety before stepping into the waiting room to greet my first adult client who stammered. What if they ask me something I couldn’t answer? Am I up to the job of this ‘specialist’ area? And, worst of all, what if my lack of experience makes their situation worse? In this book, Dr Trudy Stewart eases the transition into the world of working with adults who stammer by acknowledging these worries and providing clear and sensible steps forward. Dr Stewart has long been a leading voice in the field of stammering. Her background of clinical work, leadership, research and teaching all have a common thread of ‘client-centeredness’ woven through them. The same is true from this book. Through these navigational points she provides a road map for working with adults who stammer, but with the reassurance that the final destination isn’t ours to know. The client will set the destination and choose the mode of travel. Our job is to help plan the route and make appropriate stop offs at key places. Through a clearly laid out and accessibly written series of chapters we are guided through this journey; starting with first principals about stammering and challenging the potential preconceptions that newer clinicians may have about their role and purpose when working with adults who stammer, moving through initial meetings and case histories and into the range of therapy and support options we may employ. To do this she draws on well-established ways of working and also introduces newer ideas (e.g., stammer more proudly) with equal weighting to the old. She shares what has worked from personal and shared experiences, as well as discussing what the academic literature has to say on the subject, suggesting stop off points along the way by sign posting resources or further reading for those who wish to delve deeper. Throughout the book Dr Stewart provides a neutral discussion about the range of approaches to working with stammering, placing herself firmly in the midpoint, not pushing a particular approach on the client, but being there to explore options and find what works for them. Each chapter is broken down into short bite sized points to consider along the journey. This allows the reader to dip in and out of the book, using the book as a reference guide and checking in throughout working with the client. I heartily recommend this book to clinicians taking their first steps into the world of stammering. I’m certain that had this been available to me as a new clinician I would have had a well thumbed copy in the top drawer of my desk at all times. And who knows, I may still do so. Whilst reading this book I couldn’t help but reflect on the clients that I’m currently working with, checking in that I had spent enough time at each stage of the journey, making sure that I hadn’t missed or over looked part of the process. After all, even experienced travellers need a map sometimes.Ben Bolton-Grant, Course Director, MSc Speech and Language Therapy, Speech and Language Sciences, Leeds Beckett UniversityI never thought I’d say this about a textbook but this book is a great read! The book is filled with an extensive variety of information and approaches which is not only detailed, but clear and comprehensive. From a Speech and Language Therapist (SLT) student’s perspective (having not learnt about stammering yet), the book gave me a deep insight into dysfluency and most importantly, individuals who stammer. Trudy truthfully reflects on her personal growth as a therapist and emphasises the positivity in inexperience; showing your uncertainty and vulnerability is an influential approach when working with a client. I can only imagine how useful this book will be to a therapist who is feeling inexperienced in a role where they are new to stammering. The advice felt relatable and reassuring, whilst reminding me that we, as therapists, should always aspire to self-improve. What traits can I develop further? What can I do now that I wasn’t doing before? The use of hypothetical situations, real-life case examples and analogies helps evoke a profound sense of empathy and understanding from the reader - making the book distinct in contrast to other textbooks. By the end of the book, I felt I had a well-rounded, holistic view of the person who stammers and the various therapy approaches. The use of critical evaluation in the book on perspectives such as the medical and social models of disability also allows the reader to challenge the generalizations and stereotypes associated with stammering.This book is invaluable to a therapist new to stammering, as Trudy talks about knowledge that she wishes she had known at the start of her role. I really recommend this book, whether it is utilised to update therapists on new research or as a starting out ‘go to’ resource. I will certainly take forward many of the book’s approaches and advice into my future as a SLT.Isobel Hart, Student Speech & Language therapist Dr. Trudy Stewart has composed a true gift for both Speech and Language Therapists (SLTs) working in the field of Stammering, as well as clients seen by therapists who read this book. I would go as far to say that this brilliantly structured book is a Stammering Therapy Bible for SLTs. Dr. Stewart’s wealth of knowledge and experience is admirable, and she has created a practical, applicable, and generalisable guide for SLTs. This book is extremely comprehensive whilst remaining concise and easy to read and navigate, and is essential reading for SLTs in this field. It will support therapists to be truly person-centred, use evidence-based practise, and empower and promote advocacy for a person with a stammer. The incorporation of advice regarding how to be a good therapist and build an appropriate, strong, therapeutic relationship is invaluable. For newly qualified therapists or those starting out in this area, the many therapeutic methods in this field can often feel overwhelming and daunting; however, this book consolidates the extensive volume of research and therapy approaches available into an organised filing cabinet. The anecdotal examples, structure and diagrams make this book highly accessible and enable a therapist to apply their knowledge from this book to their practise. This book is also a fantastic resource for further reading, as Dr. Stewart provides references and recommendations regarding where to find further information on specific areas- essentially, doing all the legwork and saving many hours of research for the reader. Furthermore, this book is highly relevant to current times in terms of considering and exploring newer approaches such as telehealth, the social model to health, the importance of psychological approaches such as mindfulness, and stammering pride. I am truly grateful for Dr. Stewart’s ability to create such an enjoyable, comprehensive, and accessible book for which I would like to thank her on behalf of all SLTs with an interest in this area.Ashleigh Wolinsky, Speech and Language Therapist, Gesher SchoolIt's far too common to see a great divide in the world of stuttering. The divide between the top of the iceberg and the bottom of the iceberg, between professionals and people who stutter, between the push to change and the need to accept, between the individual journey and the broader movements.This book weaves it together - presenting a broader range of perspective and experiences. The reader of this book will be smarter about stuttering in general.And more importantly and far more rare, the reader will understand more of the inside story.Uri Schneider, MA CCC-SLP, Director, Schneider Speech Faculty, University of California Riverside School of MedicineTable of ContentsIntroduction Section A: The Person who Stammers Section B: The therapist Section C: The therapeutic relationship Section D: Beginning sessions Section E: Therapy: General points Section F: Therapy: Fluency modification or speak more fluently approach Section G: Therapy: Stammering modification or stammer more easily approach Section H: Therapy: Stammer more proudly Section I: Psychology approaches Section J: Maintaining positive outcomes and planning for the re-emergence of roles and behaviours Section K: Support Networks Final Thoughts Appendix 1: Formal assessments currently in use Appendix 2: Cognitive Restructuring: learning to attach unhelpful thoughts
£21.99
Taylor & Francis Ltd Comprehensive Aphasia Test
Book SynopsisEach Scoring Book is a complete set of score sheets for the Comprehensive Aphasia Test bound together in a convenient booklet with intuitive layout for scoring of each sub-test. Front page features a client information sheet for easy filing, whilst a master page allows for recording re-test scores in the same place for easy comparison. Scoring Books are supplied in packs of ten. The Comprehensive Aphasia Test (CAT) is a test for people who have acquired aphasia and can be completed over one or two assessment sessions. The test includes a user manual, a ring-bound cognitive screen and language battery a scoring booklet, and - new to this release - a concise Aphasia Impact Questionnaire which replaces the former Disability Questionnaire. The cognitive section assesses people''s abilities across a range of task that can affect rehabilitation. Forming the main body of the test, the language battery provides a profile of performance across all modalities of language production and
£37.99
Taylor & Francis Ltd Supporting Children with DLD
Book SynopsisFor effective use, this book should be purchased alongside the illustrated picture book Harry's Story. Both books can be purchased together as a set, Supporting Children with DLD: A Picture Book and User Guide to Learn About Developmental Language Disorder [978-0-367-70920-4].Supporting Children with DLD, has been developed to help raise awareness of Developmental Language Disorder, and to highlight the impact of the condition from the child's point of view.With activities, prompts and sample questions, this is an essential resource to enable adults to understand the reality of living with DLD, helping children feel heard and respected, as well as providing a solid foundation for tailoring support to individual needs. Drawing on specific examples from Harry's Story, the book does not assume any prior knowledge of DLD and is designed to offer the reader accessible information and practical advice, teaching as you go. This book: Table of ContentsAcknowledgements Introduction Considerations What is Developmental Language Disorder (DLD)? Facts about DLD? Why do we need to know about DLD? What is language and why is it important? What does ‘Harry’s Story’ teach us? Difficulties understanding language Vocabulary & Word finding difficulties Difficulties with behaviour and social interactions Literacy Difficulties Communication friendly environments Talking to children about DLD Involving children in decision making Top tips for talking to children with DLD Talking about feelings thoughts and wishes Comments, prompts and questions Prompts and questions to use alongside Harry’s Story Children’s profiles Make your own profile Easy or hard? Asking for help How to ask for help
£16.99
Taylor & Francis Ltd Harrys Story A Picture Book to Raise Awareness of
Book SynopsisFor effective use, this book can be purchased alongside the professional guide, Supporting Children with DLD. Both books can be purchased together as a set, Supporting Children with DLD: A Picture Book and User Guide to Learn About Developmental Language Disorder [978-0-367-70920-4].This beautifully illustrated picture book has been created to develop awareness of Developmental Language Disorder and provides a unique opportunity to sensitively gain childrenâs perspectives of the condition.Harry enjoys school, but faces daily challenges due to his language difficulties. When he is asked to write a story, he struggles to find the words to put his thoughts onto paper. He learns to share his stories through pictures instead and, in doing so, helps his supportive teacher understand what she can do to make life easier for him.With bright illustrations and language that can be accessed by children with DLD, this story can be used to startTable of ContentsHarry's Story: A Picture Book to Raise Awareness of and Support Children with DLD
£15.43
Taylor & Francis Analysis of Neurogenic Disordered Discourse
Book SynopsisAnalysis of discourse production among speakers with acquired communication disorders is an important and necessary clinical procedure. This book provides a comprehensive review and discussion of aphasia and its related disorders, their corresponding clinical discourse symptoms that speech-and-language pathologists should address, and the different methods of discourse elicitation that are clinically and research oriented.This edition has been thoroughly updated throughout to include the latest research, including advances in word retrieval and discourse production, cognitive and multicultural aspects of disordered discourse production, application of technology to understand and evaluate spoken discourse, and evidence-based intervention of discourse impairments. Contemporary issues related to disordered/clinical discourse elicitation are added. Recent advancement in discourse analysis is covered and discussions of various treatment options of discourse symptoms are provided.Table of ContentsChapter 1 – Acquired Language Deficits Associated with Aphasia and Related DisordersChapter 2 – Elicitation Procedures of Discourse SamplesChapter 3 – Clinical Assessment of Disordered DiscourseChapter 4 – Research-Oriented Frameworks for Narrative AnalysisChapter 5 – Multi-Linear Transcription and Analysis of Oral DiscourseChapter 6 – Multi-Modal and Multi-Level Analysis of Oral DiscourseChapter 7 – Considerations for Treatment Options That Can Facilitate and Enhance Discourse ProductionChapter 8 – Considerations for Multilingual and Culturally-Diverse PopulationsChapter 9 – Further Directions of Clinical Discourse Analysis
£51.29
Taylor & Francis Ltd Targeting Adult Stammering
Book SynopsisTable of Contents27 cards containing a word related to a therapeutic target 5 blank cards Guidance booklet
£38.48
Taylor & Francis Working with Child and Adolescent Mental Health
Book SynopsisIn children, mental health challenges and communication differences typically combine in complex and inter-related ways. Remarkably, this crucial point is all too often forgotten, and communication is overlooked. Services are frequently fragmented, leading professionals to look at children through distinct lenses of either mental health or communication, meaning insights can be incomplete and important perspectives unshared.Working with Child and Adolescent Mental Health makes the compelling case that communication is central and should be a primary consideration whenever we think about childrenâs mental health. With a practical focus, and an easy- to-read format, it suggests how this can be achieved by identifying how practitioners and services can work more cohesively to understand and optimise childrenâs communication capacities.This book includes: Practical advice, grounded in current research, and presented in an easy-to-read, digestible styleTrade Review“Addressing mental health needs in children and young people is one of the most urgent challenges of our time. McCool makes a compelling case for placing social communication at the centre of managing these needs. This book is essential reading for all speech-language pathologists involved in the care of these clients.” Louise Cummings, The Hong Kong Polytechnic University, China “This is an important book for anyone who wants to support young people’s mental health, offering both theoretical and practical insights. Communication support needs are often overlooked in young people with mental health issues although they can have devastating implications, not least on the efficacy of any intervention offered.” Melanie Cross, Speech and language therapist, author, and video interaction guidance supervisor “The format of this book is beautifully balanced: it is authoritative, yet concisely and clearly written; it is highly practical yet packed with useful information. It will go a long way towards closing the gap between speech and language therapy and the rest of the child mental health world.” Helen Minnis, Professor of Child and Adolescent Psychiatry, University of Glasgow, Scotland "This book is an excellent resource for SLTs working, in child and adolescent mental health services (CAMHS) and anywhere else where a child or young person has mental health needs. It is the book I have been waiting for since I started working in an inpatient CAMHS service. The book is full of useful resources which can be used straight away, and it is written in a very accessible format. There are very clear examples of why it is so important to look at both communication and mental health and it describes how these are so intertwined. I feel it is also a useful resource for other mental health professionals to help them understand why SLTs are so important in mental health settings." - Hayley Rosenthall, Advanced Specialist SLT, RCSLT Bulletin, Winter 23/24 Table of ContentsAcknowledgements List of Tables Introduction Chapter 1: The central role of language and communication Chapter 2: Ways of thinking about mental health and communication Chapter 3: Practitioner competencies Chapter 4: Learning from experience Chapter 5: Considering social communication in children and young people Chapter 6: Responding to social communication needs Chapter 7: Changing contexts and cultures Index
£33.24
Taylor & Francis Ltd Thats My Story Drama for Confidence Communication
Book SynopsisThe ability to communicate is an essential life skill for all children and young people and it underpins their social, emotional and educational development. If a child experiences a positive relationship with an adult listening carefully, they are more likely to constructively share their thoughts, feelings and their imaginative ideas.Thatâs My Story! places childrenâs imagined stories at the heart of their own development and provides a joyful, creative approach to support young childrenâs personal and social development and to encourage their communication. In this book you will find: Tried-and-tested drama games and activities that support communication and well-being, all adaptable to complement your current practice Guidance and advice on how to promote positive adult-child interactions Examples of creative interventions that support childrenâs communication development A celebration of the joy that comes with carefully listening to childrenâs own imagined stories Those of us who work with children can sense a tangible connection between how young children feel and how they communicate. This essential and practical resource will be valuable reading for primary teachers, teaching assistants, speech and language therapists, and drama practitioners, as well as outreach and education departments of theatre companies and other arts organisations.
£23.74
Taylor & Francis Ltd The Reading Aloud Resource Book
Book SynopsisThis practical guide is the ideal tool for the busy practitioner or speech and language therapist to provide an effective, meaningful, and contextualised approach to language development using picture books. Drawing from up-to-date, evidence-based research, each chapter shows you how to get the most out of picture books to support language development, with a focus on the range of opportunities that reading aloud can bring. The guide offers a complete package to promote speech, language, and early literacy, and to enrich language comprehension, vocabulary, phonological awareness, and oral language all by using books to provide a context for meaningful language learning. The resource also includes advice on how to develop intervention goals and outcome measures for reading aloud, with practical suggestions covering topics from creating a reading routine and book nooks, to encouraging reluctant readers and reading aloud challenges.Language skills are essential for acadeTable of Contents1. Introduction 2. Benefits of picture books 3. How to use picture books to support language 4. Phonological awareness and strategies 5. How to choose a good book for language development 6. Picture books in education settings 7. Picture books in Speech and Language Therapy clinic 8. Book recommendations
£18.99
Taylor & Francis The Sense of Hearing
Book SynopsisThe Sense of Hearing is a highly accessible introduction to auditory perception, addressing the fundamental aspects of hearing. This fourth edition has been revised to include up-to-date research and references. In particular, Chapter 7 on Pitch and Periodicity Coding and Chapter 13 on Hearing Loss include new material to reflect the fast pace of research in these areas. The book introduces the nature of sound and the spectrum, and the anatomy and physiology of the auditory system, before discussing basic auditory processes such as frequency selectivity, loudness and pitch perception, temporal resolution, and sound localization. Subsequent chapters show how complex processes such as perceptual organization, speech perception, and music perception are dependent on the initial analysis that occurs when sounds enter the ear. The book concludes with a description of the physiological bases and perceptual consequences of hearing loss, as well as the latest diagnostic techniques and management options that are available.Featuring student-friendly resources, including an overview of research techniques, an extensive glossary of technical terms, and over 150 original illustrations, The Sense of Hearing offers a clear introduction and an essential resource for students in the fields of audiology and sound perception.Trade Review'I am delighted to recommend the fourth edition of The Sense of Hearing. The book is fully up to date and provides a very clear and accurate introduction to auditory perception and its neural basis, including disorders of hearing. The book is written in a highly accessible way and will be suitable for undergraduate and masters level courses in psychology, audiology, music, audio engineering, and audio design.'Brian C.J. Moore, Cambridge University, UK'Every course on auditory psychophysics needs a book that summarizes the history of the field and highlights new and exciting findings in existing literature in a manner that can be digested by students. Chris Plack’s new book offers the perfect combination of experimental outcomes and models with outstanding diagrams.'Ruth Litovsky, University of Wisconsin, USA'This book is a must-have for students of auditory perception, and hearing sciences more generally. Even the more complicated topics are presented in an approachable and systematic way that makes it suitable both for classroom teaching and for self-study. I would highly recommend it for courses at both the undergraduate and graduate level.'Andrew Oxenham, University of Minnesota, USA'Written in an approachable and comfortable style, The Sense of Hearing is fully recommended to any student interested in hearing science. It is an engaging introduction to all the key topics, from the classic experiments that underpin current knowledge to the potential research questions of the future.' Michael Akeroyd, University of Nottingham, UKTable of ContentsPreface 1. Introduction 2.The Nature of Sound 3. Production, Propagation, and Processing 4. A Journey through the Auditory System 5. Frequency Selectivity 6. Loudness and Intensity Coding 7. Pitch and Periodicity Coding 8. Hearing over Time 9. Spatial Hearing 10. The Auditory Scene 11. Speech 12. Music 13. Hearing Loss 14. Concluding Remarks. Appendix: Researching the Ear
£43.69
Taylor & Francis Ltd A Clinicians Guide to Functional Neurological
Book SynopsisThis manual for clinicians presents a ground-breaking, accessible and unifying new model for understanding functional neurological disorder (FND) that bridges the gap between theoretical FND-specific models and the more practical, but non-FND-specific Cognitive Behavioural Therapy (CBT) models. Grounded in psychology, the Pressure Cooker Model provides a clear metaphor for FND, focusing on intra-individual and inter-individual cognitive, emotional and behavioural processes. Developed based on years of clinical experience in the field, it is applicable to the assessment and treatment of every type of FND. Viewed as a systemic condition with unique psychosocial features, the book will describe the rationale for radically transforming FND recovery by providing a treatment model that aims to resolve emotion dysregulation processes and repair relationships between the person and the system. It uses a unifying framework to guide the steps of intervention and can be adapted fTable of Contents1. The Rationale for Developing the Pressure Cooker Model to understand FND. 2. Evidence-Based data for the Pressure Cooker Model. 3. The Principles of the Pressure Cooker Model. 4. Using the Pressure Cooker Model in the Clinic: Tools, Strategies and Practical Advice. 5. Clinical Applications of the Pressure Cooker Model: Case Studies. 6. Pressure Cooker Model Adaptations for different populations with FND. 7. Pressure Cooker Model Complex Case Discussions. 8. Using the Pressure Cooker Model alongside CBT models. References. Index.
£39.99
Taylor & Francis Ltd The Social Communication Intervention Programme
Book SynopsisThe Social Communication Intervention Programme (SCIP) has been developed to support school-aged children (6â11 years) with social communication, pragmatic, and language needs. The Social Communication Intervention Programme Manual provides a rationale and method for providing specialist level language therapy for these children who have significant social communication differences. Evidence for the effectiveness of SCIP is included in The Manual.This book introduces the SCIP model and explores the three main components: social understanding/social inference, pragmatics, and language processing. Guidance is included on how to link assessment with therapy, how to plan and individualise interventions, and how to proceed with the programme. It contains a wealth of real-life case examples to illustrate key points, with step-by-step instructions for carrying out the interventions.Used alongside The Social Communication Intervention Programme R
£42.74
Taylor & Francis Augmentative and Alternative Communication for Children Adolescents and Adults with Developmental Disorders
This book is about the possibilities and achievements of children, adolescents and adults who have developmental disorders that make their development of speech difficult or very delayed and who therefore need to develop communication and language with other means than speech. For some, the difficulties are temporary in childhood, others continue to communicate with alternative communication systems throughout adulthood.This comprehensive and accessible volume offers guidance based on current knowledge about typical and atypical language development for all those supporting families and professionals involved with children, adolescents and adults who may benefit from using augmentative and alternative communication (AAC) systems.The text covers all major issues and gives a thorough introduction to factors that are important when choosing communication systems, vocabularies of manual signs and graphic symbols. It guides the reader in assessment strategies, adaptation of
£66.49
Cengage Learning, Inc Motor Speech Disorders Diagnosis Treatment
Book SynopsisMOTOR SPEECH DISORDERS: DIAGNOSIS AND TREATMENT, 2E offers a detailed, yet streamlined introduction to motor speech disorders. The book opens with a brief historical review of motor speech disorders, providing useful context for understanding the technology and methodology modern speech-language pathologists employ for evaluation and treatment today. Without overwhelming you with complex detail, the book also provides a practical introduction to the human motor system, including the anatomy and physiology involved in motor speech disorders. A series of chapters offers an in-depth look at the six pure dysarthrias, as well as mixed dysarthria and apraxia of speech, including detailed information on etiology, characteristics, and treatment. MOTOR SPEECH DISORDERS: DIAGNOSIS AND TREATMENT, 2E has been updated with high quality illustrations, as well as information on cutting-edge treatment procedures and current best practices. An accompanying DVD features clinical videos to deepen your un
£65.99
John Wiley and Sons Ltd Dyslexia
Book SynopsisNewly updated, Gavin Reid''s best-selling handbook remains an essential resource for those helping dyslexic individuals of all ages, from preschoolers to adults in the workplace. Combines theoretical explanations, the latest research, and practical solutions with a focus on inclusion and meeting the individual''s needs New and expanded coverage includes: multilingualism; the use of technology; co-existing conditions such as dyspraxia, dyscalculia, and ADHD; and positive dyslexia Assembles the latest policies and best practices for dyslexia from around the world, and makes current debates regarding education and literacy accessible to trainees and practitioners Table of ContentsAbout the Author xiv Other Books by Gavin Reid xvi Foreword xviii Preface xxi Chapter 1 Defining Dyslexia 1 Defining Dyslexia 2 Purpose of Definitions 4 How Should We Define Dyslexia? 5 Definitions 7 Barriers to Implementing Policy 11 Rose Review and Dyslexia 11 Education for Learners with Dyslexia 12 Different Perspectives and Agenda 14 Points for Reflection 15 Chapter 2 Explaining Dyslexia: The Range of Research 17 Causal Modelling Framework 18 Genetic Factors 19 Neurobiological Factors 20 Visual and Temporal Processing 20 Magnocellular Visual System 20 Procedural Timing 22 Hemispheric Symmetry 23 Processing Speed 24 Phonological Processing 25 Phonological Awareness and Multisensory Programmes 25 Morphological Processing 26 Glue Ear 27 Cognitive Skills 29 Metacognition 29 Environmental Factors 29 Additional Language Learning 30 Dyslexia in Different Orthographies 31 Self]disclosure in Adults 33 Points for Reflection 34 Chapter 3 Assessment: Issues and Considerations 35 The Context 35 Assessment Aims 37 Discrepancy Criteria 37 Listening Comprehension 38 Componential Model of Reading 38 Curriculum Focus 39 Why an Assessment? 40 How? The Assessment Process 40 Effect of an Assessment 42 Assessment—Points to Consider 42 Some Other Considerations 42 Assessment and Inclusion 46 The Bilingual Learner 46 Points for Reflection 47 Chapter 4 Identifying Needs 48 The Context 48 Information Processing 49 Factors That Can Prompt Concern 50 Linking Assessment with Intervention and Support 52 Key Aspects of an IEP 52 The Overlap 53 Assessing Performances 53 Criteria: Summary 54 Whose Responsibility? 57 Early Identification 57 Models of Identification 59 Expert/Intervention—Attainment 59 Barriers to Learning 63 Whole]School Involvement 64 Points for Reflection 65 Chapter 5 Assessment: Approaches and Resources 66 The Use of Tests—Points to Ponder 67 Assessment and Information Processing 67 Cognitive Measures 68 Assessment of Processing Skills 69 Comprehensive Test of Phonological Processing (CTOPP]2) 70 Woodcock Reading Mastery Tests 71 Gray Oral Reading Tests (GORT]5) 71 Standardised/Psychometric Criteria 71 Standardisation 72 Psychometric 73 Wechsler Individual Achievement Test (WIAT]II and III) 74 Comment 74 Phonological Representation and Assessment 75 Screening 76 Curriculum Assessment 79 Miscue Analysis 80 Assessment in Context 81 Assessment for Learning 82 Metacognitive Assessment 83 Multiple Intelligences Approaches 85 A Components Approach 86 Observational Assessment 88 Observational Framework 88 Systematic Observation 92 Summary 93 Points for Reflection 94 Chapter 6 Reading—Social, Cultural and Government Perspectives 95 The Social Context for Literacy 95 Literacy and Culture 95 Defining Literacy 96 Critical Literacy 98 Challenging Assumptions 101 Government Initiatives 102 Literacy Standards and International Comparisons 104 PISA Study 106 Literacy Initiatives 106 Points for Reflection 107 Chapter 7 The Acquisition of Literacy 108 What is Reading? 108 Factors to Consider 109 Reading as a Process 110 Reading Skills 111 Reading Practice 112 Developing Reading Skills 112 Key Factors 112 The Development of Reading 114 Stages of Reading Development 117 Limitations of the Stage Model of Reading 119 Reading and Memory 120 Relationship Between Phonology and Orthography 120 Dyslexia and Different Orthographies 121 Points for Reflection 122 Chapter 8 Reading Models and Methods 123 Bottom]Up and Top]Down Models 123 Connectionist Models 125 Balance Model of Reading 126 Method of Teaching Reading 127 Developing Reading Skills 131 Teaching Reading—the Debate 132 Reading Interventions 135 Methodological Issues in Reading Intervention Research 137 Factors to Consider in Developing and Using Reading Approaches 138 The Literacy Experience 141 Framework for Teaching 142 Summary 143 Points for Reflection 144 Chapter 9 The Acquisition of Literacy: Spelling 145 Why is Spelling Difficult? 145 Systems Involved in Spelling 146 Spelling Skills 148 Spelling Development 149 Spelling Policy 150 Spelling Strategies 150 Spelling Materials 156 Points for Reflection 157 Chapter 10 Expressive Writing 158 The Importance of Writing 158 Relationship Between Writing and Spelling 159 Expressive Writing: The Process 160 Cognitive Skills Associated with Writing 160 Writing in the Curriculum 161 Developing Metacognitive Skills through Writing 162 Metacognitive Strategies for Writing 163 Strategies for Writing 165 Motivation and Writing 166 Planning 167 Pre]writing Framework 167 Developing Ideas 169 Handwriting 171 Summary 172 Points for Reflection 173 Chapter 11 Teaching Approaches: Points to Consider 174 Overview of Approaches 175 The Context 176 Assessment and the Curriculum 177 The Learner 178 Programmes and Approaches—Some Considerations 179 Overlearning 182 Principles 183 Issues 183 Points for Reflection 186 Chapter 12 Supporting Literacy: Individualised Programmes 188 Criteria for Selection 189 Orton–Gillingham (OG) 192 The Hickey Multisensory Language Course 194 Bangor Dyslexia Teaching System 195 Letterland 197 Reading Recovery 198 Toe by Toe: Multisensory Manual for Teachers and Parents 202 Alternative Approaches 203 Comment—Issues to Consider 209 Points for Reflection 210 Chapter 13 Supporting Literacy: Approaches and Strategies 211 Phonics Instructional Approaches 211 Language Experience 215 Other Support Approaches 216 Phonological Approaches 218 High]Interest Books—History 219 Barrington Stoke (www.barringtonstoke.com) 220 Start to Finish Books 220 Differentiated Texts 221 Visual Factors 221 Motor Aspects 224 Assisted Learning 225 Summary 229 Points for Reflection 230 Chapter 14 Supporting Learning 231 Effective Learning 231 Key Points about Learning 233 The Learning Process 233 Realising Potential 236 Zone of Proximal Development 237 Developing Learning Skills 237 Learning Strategies 238 Multiple Intelligences 241 Study Skills 244 Set Goals 246 Feedback 246 Memory—Some Strategies 247 The Role of Self]esteem 249 Creativity and the ‘Gifted’ Dyslexic Student 249 Summary 250 Points for Reflection 251 Chapter 15 Inclusion: Curriculum Access 252 The Context 252 Responding to the Diverse Needs of Students 254 The Challenges 255 Meeting Curriculum Objectives 257 Index for Inclusion 257 Tensions and Contradictions 259 Assessment, Need and Accountability 260 Removing Barriers to Achievement 261 Interventions and Inclusion 261 Making the School Inclusive 264 Equity 265 Principles of Inclusion 266 An Inclusive School 268 Healthy Schools 268 Supporting Inclusion 269 Staff Support and Training 270 Student Advocacy 272 Dyslexia and Self]advocacy 273 Staff Support 274 Key Factors 275 Points for Reflection 275 Chapter 16 Inclusion in Secondary Education: Accessing the Curriculum 276 Responsibility 277 Features of Secondary Schools 277 Differentiation and Curricular Development 280 Differentiation and Assessment 281 Subject Areas 281 Multiple Intelligences in Secondary Schools 294 Physical Education 295 Staff Development 296 Challenges: Key Areas 297 Points for Reflection 299 Chapter 17 Inclusion: Further and Higher Education and the Workplace 300 Further and Higher Education 301 The Workplace 313 Concluding Comment 315 Points for Reflection 316 Chapter 18 The Role of Parents 317 Parental Concerns 318 Parental Support 320 Parents’ Challenges 322 Parents as Partners 324 Points for Reflection 324 Chapter 19 Multilingualism: Challenges and Responses 325 Background and Context 325 Cultural Factors 326 Culture]fair Assessment 330 Teaching 331 Key Principles 332 Metacognitive Awareness/Schema 333 Concluding Points 334 Points for Reflection 334 Chapter 20 The Overlap—Dyslexia: Attention, Coordination, Auditory Processing and Numeracy 335 Introduction 335 The Overlap Dilemma 336 Attention Issues 337 Identifying and Defining Attention Difficulties 340 Intervention 342 ADHD and Creativity 345 Coordination, Movement and Handwriting 346 Intervention Strategies—15 Tasks to Try 347 Handwriting 348 Dysgraphia Strategies 349 Early Intervention 350 Auditory Processing 351 Diagnosis and Overlap 351 Management of APD 352 Intervention 352 Difficulty with Numbers 354 Reading in Mathematics 356 Diagnosing Dyscalculia 356 Intervention 357 Points for Reflection 359 Chapter 21 The Use of Computers and Technology 360 Introduction 360 Approaches Using New Technology 363 Resources—Computer Programs 364 British Dyslexia Association New Technologies Committee (BDA NTC) 365 Comment 366 Points for Reflection 366 Chapter 22 Positive Dyslexia 367 The Background 367 Five Key Factors 368 How Dyslexia Affects Children’s Learning 370 Metacognition 370 Encourage Creativity 371 Provide Feedback to Students About Their Own Personal Progress 371 Encourage Self]assessment 371 Develop Student Responsibility 372 Enhancing Creativity 372 Concluding Comment 374 Points for Reflection 374 Appendix 1 Some Popular Tests for Dyslexia that Can Be Used by Teachers 375 Test of Phonological Awareness, Second Edition: Plus (TOPA-2+) (2004) 375 Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2) (2013) 375 Launch Into Reading Success—Test of Phonological Awareness (1997) 376 GORT-5: Gray Oral Reading Tests, Fifth Edition (2012) 376 TOWRE-2—Test of Word Reading Efficiency, Second Edition (2012) 377 WIST (Word Identification and Spelling Test) (2004) 377 DIBELS 378 Bangor Dyslexia Screening Test 378 Dyslexia Screening Test—Junior (DST-J) (2004) 379 Dyslexia Screening Test—Secondary (DST-S) (2004) 379 Dyslexia Screener (2004) 380 Cognitive Profiling System (CoPS) Version 5.1 (2010) 381 Special Needs Assessment Profile 381 WIAT-II UK for Teachers (2006) 382 Wechsler Individual Achievement Test (WIAT-II) (UK Norms and III US and Canada Norms Only) 382 Phonological Assessment Battery Revised (PhAB-2 ) 383 HAST-2 Helen Arkell Spelling Test 383 Wide Range Achievement Test (WRAT 4) 384 Wide Range Assessment of Memory and Learning, Second Edition (WRAML-2) (2003) 384 Test of Auditory Processing Skills—3 (TAPS-3) 384 Appendix 2 Further Contacts 385 International 385 North and South America and Canada 385 Australia and New Zealand 387 Europe 387 Middle East 388 Asia 389 Africa 389 Other Websites 390 Organisations 391 Articles and Reviews About Dyslexia 392 Literacy 393 References 394 Index 437
£79.16
John Wiley and Sons Ltd Dyslexia
Book SynopsisNewly updated, Gavin Reid''s best-selling handbook remains an essential resource for those helping dyslexic individuals of all ages, from preschoolers to adults in the workplace. Combines theoretical explanations, the latest research, and practical solutions with a focus on inclusion and meeting the individual''s needs New and expanded coverage includes: multilingualism; the use of technology; co-existing conditions such as dyspraxia, dyscalculia, and ADHD; and positive dyslexia Assembles the latest policies and best practices for dyslexia from around the world, and makes current debates regarding education and literacy accessible to trainees and practitioners Table of ContentsAbout the Author xiv Other Books by Gavin Reid xvi Foreword xviii Preface xxi Chapter 1 Defining Dyslexia 1 Defining Dyslexia 2 Purpose of Definitions 4 How Should We Define Dyslexia? 5 Definitions 7 Barriers to Implementing Policy 11 Rose Review and Dyslexia 11 Education for Learners with Dyslexia 12 Different Perspectives and Agenda 14 Points for Reflection 15 Chapter 2 Explaining Dyslexia: The Range of Research 17 Causal Modelling Framework 18 Genetic Factors 19 Neurobiological Factors 20 Visual and Temporal Processing 20 Magnocellular Visual System 20 Procedural Timing 22 Hemispheric Symmetry 23 Processing Speed 24 Phonological Processing 25 Phonological Awareness and Multisensory Programmes 25 Morphological Processing 26 Glue Ear 27 Cognitive Skills 29 Metacognition 29 Environmental Factors 29 Additional Language Learning 30 Dyslexia in Different Orthographies 31 Self‐disclosure in Adults 33 Points for Reflection 34 Chapter 3 Assessment: Issues and Considerations 35 The Context 35 Assessment Aims 37 Discrepancy Criteria 37 Listening Comprehension 38 Componential Model of Reading 38 Curriculum Focus 39 Why an Assessment? 40 How? The Assessment Process 40 Effect of an Assessment 42 Assessment—Points to Consider 42 Some Other Considerations 42 Assessment and Inclusion 46 The Bilingual Learner 46 Points for Reflection 47 Chapter 4 Identifying Needs 48 The Context 48 Information Processing 49 Factors That Can Prompt Concern 50 Linking Assessment with Intervention and Support 52 Key Aspects of an IEP 52 The Overlap 53 Assessing Performances 53 Criteria: Summary 54 Whose Responsibility? 57 Early Identification 57 Models of Identification 59 Expert/Intervention—Attainment 59 Barriers to Learning 63 Whole‐School Involvement 64 Points for Reflection 65 Chapter 5 Assessment: Approaches and Resources 66 The Use of Tests—Points to Ponder 67 Assessment and Information Processing 67 Cognitive Measures 68 Assessment of Processing Skills 69 Comprehensive Test of Phonological Processing (CTOPP‐2) 70 Woodcock Reading Mastery Tests 71 Gray Oral Reading Tests (GORT‐5) 71 Standardised/Psychometric Criteria 71 Standardisation 72 Psychometric 73 Wechsler Individual Achievement Test (WIAT‐II and III) 74 Comment 74 Phonological Representation and Assessment 75 Screening 76 Curriculum Assessment 79 Miscue Analysis 80 Assessment in Context 81 Assessment for Learning 82 Metacognitive Assessment 83 Multiple Intelligences Approaches 85 A Components Approach 86 Observational Assessment 88 Observational Framework 88 Systematic Observation 92 Summary 93 Points for Reflection 94 Chapter 6 Reading—Social, Cultural and Government Perspectives 95 The Social Context for Literacy 95 Literacy and Culture 95 Defining Literacy 96 Critical Literacy 98 Challenging Assumptions 101 Government Initiatives 102 Literacy Standards and International Comparisons 104 PISA Study 106 Literacy Initiatives 106 Points for Reflection 107 Chapter 7 The Acquisition of Literacy 108 What is Reading? 108 Factors to Consider 109 Reading as a Process 110 Reading Skills 111 Reading Practice 112 Developing Reading Skills 112 Key Factors 112 The Development of Reading 114 Stages of Reading Development 117 Limitations of the Stage Model of Reading 119 Reading and Memory 120 Relationship Between Phonology and Orthography 120 Dyslexia and Different Orthographies 121 Points for Reflection 122 Chapter 8 Reading Models and Methods 123 Bottom‐Up and Top‐Down Models 123 Connectionist Models 125 Balance Model of Reading 126 Method of Teaching Reading 127 Developing Reading Skills 131 Teaching Reading—the Debate 132 Reading Interventions 135 Methodological Issues in Reading Intervention Research 137 Factors to Consider in Developing and Using Reading Approaches 138 The Literacy Experience 141 Framework for Teaching 142 Summary 143 Points for Reflection 144 Chapter 9 The Acquisition of Literacy: Spelling 145 Why is Spelling Difficult? 145 Systems Involved in Spelling 146 Spelling Skills 148 Spelling Development 149 Spelling Policy 150 Spelling Strategies 150 Spelling Materials 156 Points for Reflection 157 Chapter 10 Expressive Writing 158 The Importance of Writing 158 Relationship Between Writing and Spelling 159 Expressive Writing: The Process 160 Cognitive Skills Associated with Writing 160 Writing in the Curriculum 161 Developing Metacognitive Skills through Writing 162 Metacognitive Strategies for Writing 163 Strategies for Writing 165 Motivation and Writing 166 Planning 167 Pre‐writing Framework 167 Developing Ideas 169 Handwriting 171 Summary 172 Points for Reflection 173 Chapter 11 Teaching Approaches: Points to Consider 174 Overview of Approaches 175 The Context 176 Assessment and the Curriculum 177 The Learner 178 Programmes and Approaches—Some Considerations 179 Overlearning 182 Principles 183 Issues 183 Points for Reflection 186 Chapter 12 Supporting Literacy: Individualised Programmes 188 Criteria for Selection 189 Orton–Gillingham (OG) 192 The Hickey Multisensory Language Course 194 Bangor Dyslexia Teaching System 195 Letterland 197 Reading Recovery 198 Toe by Toe: Multisensory Manual for Teachers and Parents 202 Alternative Approaches 203 Comment—Issues to Consider 209 Points for Reflection 210 Chapter 13 Supporting Literacy: Approaches and Strategies 211 Phonics Instructional Approaches 211 Language Experience 215 Other Support Approaches 216 Phonological Approaches 218 High‐Interest Books—History 219 Barrington Stoke (www.barringtonstoke.com) 220 Start to Finish Books 220 Differentiated Texts 221 Visual Factors 221 Motor Aspects 224 Assisted Learning 225 Summary 229 Points for Reflection 230 Chapter 14 Supporting Learning 231 Effective Learning 231 Key Points about Learning 233 The Learning Process 233 Realising Potential 236 Zone of Proximal Development 237 Developing Learning Skills 237 Learning Strategies 238 Multiple Intelligences 241 Study Skills 244 Set Goals 246 Feedback 246 Memory—Some Strategies 247 The Role of Self‐esteem 249 Creativity and the ‘Gifted’ Dyslexic Student 249 Summary 250 Points for Reflection 251 Chapter 15 Inclusion: Curriculum Access 252 The Context 252 Responding to the Diverse Needs of Students 254 The Challenges 255 Meeting Curriculum Objectives 257 Index for Inclusion 257 Tensions and Contradictions 259 Assessment, Need and Accountability 260 Removing Barriers to Achievement 261 Interventions and Inclusion 261 Making the School Inclusive 264 Equity 265 Principles of Inclusion 266 An Inclusive School 268 Healthy Schools 268 Supporting Inclusion 269 Staff Support and Training 270 Student Advocacy 272 Dyslexia and Self‐advocacy 273 Staff Support 274 Key Factors 275 Points for Reflection 275 Chapter 16 Inclusion in Secondary Education: Accessing the Curriculum 276 Responsibility 277 Features of Secondary Schools 277 Differentiation and Curricular Development 280 Differentiation and Assessment 281 Subject Areas 281 Multiple Intelligences in Secondary Schools 294 Physical Education 295 Staff Development 296 Challenges: Key Areas 297 Points for Reflection 299 Chapter 17 Inclusion: Further and Higher Education and the Workplace 300 Further and Higher Education 301 The Workplace 313 Concluding Comment 315 Points for Reflection 316 Chapter 18 The Role of Parents 317 Parental Concerns 318 Parental Support 320 Parents’ Challenges 322 Parents as Partners 324 Points for Reflection 324 Chapter 19 Multilingualism: Challenges and Responses 325 Background and Context 325 Cultural Factors 326 Culture‐fair Assessment 330 Teaching 331 Key Principles 332 Metacognitive Awareness/Schema 333 Concluding Points 334 Points for Reflection 334 Chapter 20 The Overlap—Dyslexia: Attention, Coordination, Auditory Processing and Numeracy 335 Introduction 335 The Overlap Dilemma 336 Attention Issues 337 Identifying and Defining Attention Difficulties 340 Intervention 342 ADHD and Creativity 345 Coordination, Movement and Handwriting 346 Intervention Strategies—15 Tasks to Try 347 Handwriting 348 Dysgraphia Strategies 349 Early Intervention 350 Auditory Processing 351 Diagnosis and Overlap 351 Management of APD 352 Intervention 352 Difficulty with Numbers 354 Reading in Mathematics 356 Diagnosing Dyscalculia 356 Intervention 357 Points for Reflection 359 Chapter 21 The Use of Computers and Technology 360 Introduction 360 Approaches Using New Technology 363 Resources—Computer Programs 364 British Dyslexia Association New Technologies Committee (BDA NTC) 365 Comment 366 Points for Reflection 366 Chapter 22 Positive Dyslexia 367 The Background 367 Five Key Factors 368 How Dyslexia Affects Children’s Learning 370 Metacognition 370 Encourage Creativity 371 Provide Feedback to Students About Their Own Personal Progress 371 Encourage Self‐assessment 371 Develop Student Responsibility 372 Enhancing Creativity 372 Concluding Comment 374 Points for Reflection 374 Appendix 1 Some Popular Tests for Dyslexia that Can Be Used by Teachers 375 Test of Phonological Awareness, Second Edition: Plus (TOPA-2+) (2004) 375 Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2) (2013) 375 Launch Into Reading Success—Test of Phonological Awareness (1997) 376 GORT-5: Gray Oral Reading Tests, Fifth Edition (2012) 376 TOWRE-2—Test of Word Reading Efficiency, Second Edition (2012) 377 WIST (Word Identification and Spelling Test) (2004) 377 DIBELS 378 Bangor Dyslexia Screening Test 378 Dyslexia Screening Test—Junior (DST-J) (2004) 379 Dyslexia Screening Test—Secondary (DST-S) (2004) 379 Dyslexia Screener (2004) 380 Cognitive Profiling System (CoPS) Version 5.1 (2010) 381 Special Needs Assessment Profile 381 WIAT-II UK for Teachers (2006) 382 Wechsler Individual Achievement Test (WIAT-II) (UK Norms and III US and Canada Norms Only) 382 Phonological Assessment Battery Revised (PhAB-2) 383 HAST-2 Helen Arkell Spelling Test 383 Wide Range Achievement Test (WRAT 4) 384 Wide Range Assessment of Memory and Learning, Second Edition (WRAML-2) (2003) 384 Test of Auditory Processing Skills—3 (TAPS-3) 384 Appendix 2 Further Contacts 385 International 385 North and South America and Canada 385 Australia and New Zealand 387 Europe 387 Middle East 388 Asia 389 Africa 389 Other Websites 390 Organisations 391 Articles and Reviews About Dyslexia 392 Literacy 393 References 394 Index 437
£32.25
