Language Disorders in Children Fundamental Concepts of Assessment and Intervention

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 helps 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.

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.

Brief Contents

Chapter 1

The Foundations of Language and Clinical Practice

Chapter 2

Language Theory and the Communication Subdomains

Chapter 3

Assessment of Language Disorders

Chapter 4

Decision Making in Assessment and Intervention

Chapter 5

Principles of Intervention

Chapter 6

Children with Specific Language Impairment

Chapter 7

Children with Hearing Loss

Chapter 8

Children with Intellectual Disability

Chapter 9

Children with Autism Spectrum Disorders

Chapter 10

Early Literacy, Reading, and Writing for School-Age Children

Chapter 11

Augmentative and Alternative Communication (AAC) and Children with Language Disorders

Appendix A

A Tutorial: The Meaning of Standard Scores

Appendix B

T-Unit Analysis

Appendix C

Report Writing

Appendix D

Language Sample Analysis Worksheet

Glossary

References

Index

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