Handbook of Child Language Disorders: 2nd Edition (Paperback)Richard G. Schwartz (editor)
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The acquisition of language is one of the most remarkable human achievements. When language acquisition fails to occur as expected, the impact can be far-reaching, affecting all aspects of the child's life and the child's family. Thus, research into the nature, causes, and remediation of children's language disorders provides important insights into the nature of language acquisition and its underlying bases and leads to innovative clinical approaches to these disorders.
This second edition of the Handbook of Child Language Disorders brings together a distinguished group of clinical and academic researchers who present novel perspectives on researching the nature of language disorders in children. The handbook is divided into five sections: Typology; Bases; Language Contexts; Deficits, Assessment, and Intervention; and Research Methods. Topics addressed include autism, specific language impairment, dyslexia, hearing impairment, and genetic syndromes and their deficits, along with introductions to genetics, speech production and perception, neurobiology, linguistics, cognitive science, and research methods. With its global context, this handbook also includes studies concerning children acquiring more than one language and variations within and across languages.
Thoroughly revised, this edition offers state-of-the-art information in child language disorders together in a single volume for advanced undergraduate students and graduate students. It will also serve as a valuable resource for researchers and practitioners in speech-language pathology, audiology, special education, and neuropsychology, as well as for individuals interested in any aspect of language acquisition and its disorders.
Publisher: Taylor & Francis Ltd
Number of pages: 656
Weight: 1225 g
Dimensions: 254 x 178 mm
Edition: 2nd New edition
'The Handbook of Child Language Disorders masterfully brings together carefully written state-of-the-art chapters on diverse language disorders and their phenotypes, etiologies, and intervention methods. Its interdisciplinary scope, ranging from genetics and neurobiology to linguistics, and its unique focus on behavioural and neuroscientific research methods and multilingual acquisition contexts make it an invaluable resource for students, seasoned researchers, and practitioners alike.' - Vicky Chondrogianni, University of Edinburgh, UK
'Richard Schwartz has assembled a remarkable array of researchers to provide a deep, clinically trenchant, and wonderfully nuanced account of children with language disorders. The Handbook of Child Language Disorders is a must-read for students, clinicians, and researchers interested in understanding the underlying bases of language disorders in children, and in their instantiation across diagnostic categories and language learning contexts.' - Lisa Goffman, University of Texas at Dallas, USA
'This second edition updates the unique endeavour of the first edition to bring together research, assessment, and intervention results with the most recent developments, incorporating changes in terminology and in the definitions of disorders. It remains the go-to reference work for both researchers and clinicians seeking state-of-the-art information on the various aspects and different forms of developmental language impairment.' - Agnes Lukacs, Budapest University of Technology and Economics, Hungary
'Professor Schwartz has delivered a comprehensive, thought-provoking, engaging guide to child language disorders. Each chapter is filled with important information and insights. I believe the Handbook of Child Language Disorders is an essential resource: a must-read for students, researchers, and practitioners alike.' - Gina Conti-Ramsden, The University of Manchester, UK
'The fact that a revision of the Handbook of Child Language Disorders is necessary after only seven years testifies to the richness of the research in this field. The book is a treasure trove for researchers and students, a reliable and well-informed guide to our current state of knowledge.' - Jan de Jong, University of Bergen, Norway
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