Handbook of Communications Disorders (Handbooks of Applied Linguistics) (Handbooks of Applied Linguistics [Hal])

This volume, taking an applied linguistics perspective, presents researchers and practitioners with state-of-the-art information on all facets of communication disorders. This information will serve the identification, diagnosis, treatment and therapy of a broad range of disabilities across the human life span in various social and communicative contexts. Series page 3 Title page 4 Copyright 5 Preface to the Handbooks of Applied Linguistics Series 6 Table of contents 8 Introduction to the Handbook of Communication Disorders: Theoretical, Empirical, and Applied Linguistic Perspectives • Amalia Bar-On, Dorit Ravid and Elitzur Dattner 14 I Linguistic acquisition 30 Section 1: Phonology and speech 30 1 The role of hearing in speech and language acquisition and processing • Liat Kishon-Rabin and Arthur Boothroyd 32 2 Speech perception and auditory development in infants with and without hearing loss • Derek M. Houston and Andrea Warner-Czyz 56 3 Developing phonology • Outi Bat-El and Avivit Ben-David 76 Section 2: Lexical knowledge 102 4 Early lexicon and the development that precedes and follows it – A developmental view to early lexicon • Suvi Stolt 104 5 Typical and atypical lexical development • Li Sheng 114 6 Figurative language acquisition and development • Herbert L. Colston 130 7 Figurative language development: Implications for assessment andclinical practice • Fataneh Farnia 150 8 Spoken word production: Processes and potential breakdown • Britta Biedermann, Nora Fieder and Lyndsey Nickels 168 Section 3: Grammatical constructions 192 9 Morphological development • Michael Ramscar, Melody Dye, James Blevins and Harald Baayen 194 10 Acquisition of an agglutinative language under adverse neonatal conditions • F. Nihan Ketrez 216 11 Later morpho-lexical acquisition • Batia Seroussi 232 12 Development of complex syntax: From early clause-combining to text-embedded syntactic packaging • Ruth A. Berman 248 II Oral and written communication 270 Section 4: Communication and discourse 270 13 Theory of mind and communication: Developmental perspectives • Vanessa Schell and Mark Sabbagh 272 14 Socio-pragmatic skills underlying language development: Boundaries between typical and atypical development • Beyza Ş. Ateş and Aylin C. Küntay 292 15 Learning conversational skills and learning from conversation • Edy Veneziano 324 16 Narrative Discourse: Developmental Perspectives • Ayhan Aksu-Koç & Aslı Aktan-Erciyes 342 17 Narrative interventions for children with language disorders: A review of practices and findings • Ageliki Nicolopoulou and Sarah Trapp 370 18 Helping language learning in inclusive classrooms • Julie Radford 400 Section 5: Linguistic literacy 416 19 What is literacy? And what is a literate disability? • David R. Olson 418 20 Promoting early literacy of children from low socioeconomic backgrounds in preschool and at home • Dorit Aram 428 21 Foundations for a universal model of learning to read • David L. Share 450 22 Acquisition of spelling: Normal and impaired/disordered populations • Séverine Casalis 474 23 The role of morphology in reading and writing • Dominiek Sandra 490 24 Reading comprehension: Individual differences, disorders, and underlying cognitive processes • Julia Schindler and Tobias Richter 516 25 Grammar for writing and grammar in writing • Liliana Tolchinsky and Naymé Salas 538 III Environmental effects 556 Section 6: Socio-economic status 556 26 How socioeconomic differences in early language environments shape children’s language development • Adriana Weisleder and Virginia A. Marchman 558 27 Cognition and language in different socioeconomic and environmental settings • Kylie Schibli, Nina Hedayati, Hannah Hobbs, Amina Sheik-Ahmed and Amedeo D’Angiulli 578 28 Language disorder versus language difference: The impact of socio-economic status • Carolyn Letts 598 Section 7: Multilingualism 612 29 Input, context and early child bilingualism: Implications for clinical practice • Annick De Houwer 614 30 SLI in bilingual development: How do we approach assessment? • Sharon Armon-Lotem 630 31 Development of vocabulary knowledge and its relationship with reading comprehension among emergent bilingual children:An overview • C. Patrick Proctor and Rebecca Louick 656 32 Factors affecting second language acquisition: Successes and nonsuccesses • Susan Gass 680 IV Language and communication disorders 700 Section 8: Developmental and neurological disorders 700 33 The changing profile of Specific Language Impairment • Jan de Jong 702 34 Neuroplasticity and development: Discourse in children with perinatal stroke and children with language impairment • Lara R. Polse, Samantha M. Engel and Judy S. Reilly 718 35 Types of developmental dyslexia • Naama Friedmann and Max Coltheart 734 36 Implicit learning in developmental dyslexia as demonstrated by the Serial Reaction Time (SRT) and the Artificial Grammar Learning (AGL) tasks • Rachel Schiff, Eli Vakil, Yafit Gabay and Shani Kahta 766 37 Speech and language in congenitally deaf children with a cochlear implant • Steven Gillis 778 38 Parental involvement in early intervention for children with hearing loss • Sara Ingber and Tova Most 806 39 Communication, language, and speech in young children with autism spectrum disorder (ASD) • Esther Dromi, Yonat Rum and Jessica Goldberg Florian 824 40 Language in people with Williams syndrome • Yonata Levy 842 41 Making language accessible for people with cognitive disabilities: Intellectual disability as a test case • Sigal Uziel-Karl and Michal Tenne-Rinde 858 Section 9: Disorders in aging 874 42 Brain and language in healthy aging • Eve Higby, Dalia Cahana-Amitay and Loraine K. Obler 876 43 Language impairments in acquired aphasia: Features and frameworks • Rosemary Varley and Vitor Zimmerer 894 44 Language in neurodegenerative diseases • Frédéric Assal and Ariane Laurent 912 Index 932 The domain of Communication Disorders has grown exponentially in the last two decades and has come to encompass much more than audiology, speech impediments and early language impairment. The realization that most developmental and learning disorders are language-based or language-related has brought insights from theoretical and empirical linguistics and its clinical applications to the forefront of Communication Disorders science. The current handbook takes an integrated psycholinguistic, neurolinguistic, and sociolinguistic perspective on Communication Disorders by targeting the interface between language and cognition as the context for understanding disrupted abilities and behaviors and providing solutions for treatment and therapy. Researchers and practitioners will be able to find in this handbook state-of-the-art information on typical and atypical development of language and communication (dis)abilities across the human lifespan from infancy to the aging brain, covering all major clinical disorders and conditions in various social and communicative contexts, such as spoken and written language and discourse, literacy issues, bilingualism, and socio-economic status The Handbooks of Applied Linguistics provide a state-of-the-art description of established and emerging areas of Applied Linguistics. Each volume gives an overview of the field, explains the most important traditions and their findings, identifies the gaps in current research, and gives perspectives for future directions.