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Children and Language: Development, Impairment and Training
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Editors: Michael A. Reed
Book Description:
The theory of mind (ToM) is the ability to perceive, interpret and predict behaviors or actions of others based on their underlying mental states. The linguistic influence on the developmental neural basis of ToM is described in this book. Furthermore, the deferential effects of context and isolated word training on reading fluency is explained.
Using children's literature to assist in science inquiry and in building knowledge in other subject areas has been on the rise, due to the benefits of supporting children's language and literacy learning. Such developments are explored. In addition, the authors give an overview of the electrophysiological correlates of developmental dyslexia, a reading impairment in childhood.
This book describes the impact of various cognitive functions on language acquisition and language processing in different groups of children. In addition, the effects of bilingual teaching on the development of children's literacy skills during the first six years of school are explored. Furthermore, selective mutism, a disorder characterized by a lack of speech in specific unfamiliar situations or around unfamiliar people, is described.

Crying represents the very first communicative channel infants can use to communicate with their environment and thus, it plays an important role in child development. Studies that have investigated expressions of distress, specifically crying, during early stages of infancy development are reviewed. In addition, studies done to test whether language input strongly influences the development of vocabulary and syntax in children are described. Children with developmental dysphasia were also studied and the outcomes of this study are reviewed.

This book looks at the connection between middle ear effusion (MEE) in the first years of life compared to central auditory processing at age seven. Furthermore, problems and questions with regard to diagnosis and intervention of multilingual specific language impairment (SLI) is examined. Future areas of research in this field are also addressed. Finally, the results from a longitudinal study between apparent pain insensibility and non-verbal communication and symbolisation disorders in autism is explored.

Table of Contents:
Preface

Research and Reviews

Language and Thought: Linguistic Influence on Developmental Neural Basis of ‘Theory of Mind’;pp. 3-30
(Chiyoko Kobayashi, Dep. of Psychology, Cornell Univ.)

Is a Story the Same as the Sum of its Parts? The Deferential Effects of Context and Isolated Word Training on Reading Fluency;pp. 31-51
(Sandra Lyn Martin-Chang, Concordia Univ.)

Children's Language and Literacy Learning During a Science Concept Inquiry;pp. 53-112
(Ni Chang, Indiana University South Bend, USA)

Reading Impairment in Childhood: Overview of the Electrophysiological Correlates of Developmental Dyslexia;pp. 113-145
(Barbara Penolazzi, Chiara Spironelli, Dep. of Gneral Psychology, Univ. of Padova, and Alessandro Angrilli, CNR Inst. of Neuroscience, Padova, Italy)

Interaction Between Flexible Cognition and Language Comprehension in Children With and Without Language Impairment;pp. 147-171
(Klara Marton, Brooklyn College, City Uviv. of New York and Barczi Gustav Faculty of Special Education, Eotvos Lorand Univ., Budapest)

Ready for Tomorrow's International World: Content and Language Integrated Learning (CLIL) Providing Children with Good First and Foreign Language Skills;pp. 173-189
(Tuula Merisuo-Storm, Dep. of Teacher Education, Univ. of Turku)

Language Development in Special Populations: The Case of Selective Mutism;pp. 191-205
(Matilda E. Nowakowski, Louis A Schmidt, Dep. of Psychology, Neuroscience and Behaviour, McMaster Univ., Charles E. Cunninham, Dep. of Psychiatry and Behavioral Neurosciences, McMaster Univ, and Angela E. McHolm, Dep. of Psychology, Univ. of Guelph)

Early Communicative Channel in Childhood: Development and Impairment;pp. 207-221
(Gianluca Esposito and Paola Venuti, Dep. of Cognitive Science, Univ. of Trento, Italy)

Does Language Experience Influence the Aquisition of Lexicon? Insights from the Intellectual Disability Field;pp. 223-242
(Bruno Facon, Univ. Lille Nord de France and Therese Bollengier, Service de Psychologie, Circonscription Education Nationale de Roubaix, France)

Late Talkers: Children with Developmental Dysphasia (Longitudinal Follow-up);pp. 243-265
(Olga Dlouha, Phoniatric Dep., First Faculty of Medicine and General Teaching Hosp., Charles Univ., Prague)

Short Communications

(A) Early Middle Ear Effusion and Central Auditory Processing at Age Seven;pp. 269-278
(Dale L. Johnson, Univ. of Houston, Constance D. Baldwin, Univ. of Rochester School of Medicine and Dentistry, and David P. McCormick, Univ. Of Texas Medical Branch, Galveston)

(B) Multilingual Specific Language Impairment (SLI): Future Directions for Resear;pp. 279-284
(Tanja Rinker and Steffi Sachse, Transfercenter for Neuroscience and Learning (ZLN), Ulm, Germany)

Longitudinal Study Between the Apparent Pain Insensibility and the Non-verbal Communication and Symbolisation Disorders in Autism;pp. 285-291
(Guillaume Bronsard, Maison Dep. de l'adolescent, Olivier Bonnot, Hopital Pitie-Salpetriere, Genevieve Haag and Sylvie Tordjman, Hopital de Rennes, France)

Index pp.293-311

   Binding: Hardcover
   Pub. Date: 2009 1st Quarter
   Pages: 311 pp.
   ISBN: 978-1-60692-395-5
   Status: AV
  
Status Code Description
AN Announcing
FM Formatting
PP Page Proofs
FP Final Production
EP Editorial Production
PR At Prepress
AP At Press
AV Available
  
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Children and Language: Development, Impairment and Training