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Language Disorders in Children: Fundamental Concepts of Assessment and Intervention Paperback – 14 April 2014

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Product details

  • Paperback: 468 pages
  • Publisher: P&C Education; 2 edition (14 April 2014)
  • Language: English
  • ISBN-10: 0133352021
  • ISBN-13: 978-0133352023
  • Product Dimensions: 20.4 x 3.3 x 25.7 cm
  • Boxed-product Weight: 680 g
  • Customer Reviews: 3.5 out of 5 stars10 customer ratings

Product description

From the Back Cover

This text is more than an introductory look at language disorders. It goes beyond basic concepts and basic definitions to teach students how to analyze, synthesize, evaluate, and link the information they are learning. It offers readers opportunities for higher-order learning, while preparing students to become careful evaluators of information, as well as adept problem solvers. Organized by disorder groups and theme, Language Disorders in Children, 2/e students easily make connections between theoretical information and clinical practice through a number of thoughtful features such as case histories, clinical decision trees, and hot topic discussions. It’s an approach that meets the needs of today’s students to learn lifetime critical thinking skills, to see relationships between isolated ideas and facts, and to think like a speech-language pathologist.

 

The new Second Edition features:

  • Extensive pedagogical aids
  • A model based on five form/content/use communication subdomains
  • A redesigned first chapter overviewing the field of language disorders and introducing the concept of evidence-based practice
  • Chapter case studies
  • A chapter (4) devoted to clinical decision making
  • A step-by-step approach to fostering students’ abilities to understand and use decision trees to guide their clinical problem solving
  • A revised and integrated discussion of multi-cultural issues
  • Updated information and research throughout
  • A revised approach to teaching language theories
  • Two new appendices with step-by-step tutorials to T-unit analysis and language analysis of children who demonstrate African American English

About the Author

Joan Kaderavek, Ph.D. is a Distinguished University Professor in the department of Early Childhood Education at the University of Toledo. Dr. Kaderavek is a certified speech-language pathologist with extensive clinical and classroom experience. Her work has centered on investigating the early reading skills and language concepts that impact children’s later reading ability and how classroom discourse impacts children’s academic performance.

 

Her appointment as a Distinguished University Professor represents special recognition based on exemplary teaching, research, scholarship and professional service. Dr. Kaderavek is a Fellow of the American Speech-Language-Hearing Association and has been a Fulbright Scholar. 

 

Dr. Joan Kaderavek is a frequent presenter and author in the area of language development, early literacy, and teacher-child interactions. She has over 60 peer-reviewed articles in leading journals. Her work has been published in Journal of Speech-Language Hearing Research, Language, Speech, and Hearing Services in Schools, Topics in Early Childhood Special Education, and Early Childhood Research Quarterly. Dr. Kaderavek has been a co-investigator in multi-million dollar grant projects funded by the U.S. Department of Education and the National Science Foundation. Her research has investigated the effects of a teacher-provided book reading intervention on children’s literacy development; current research focuses on teacher-child and child-child discourse in early childhood classrooms during science inquiry lessons.

 

Dr. Kaderavek is involved nationally and internationally in professional service. She has been an Associate Editor for Language, Speech, and Hearing in the Schools.  She has worked internationally in training teachers and speech-language pathologists.

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