Language and Literacy Disorders: Infancy through Adolescence [Paperback]

Each chapter begins with advance organisers, incorporates case examples and other learning supports, concludes with a chapter summary, and includes suggestions for extended learning opportunities.  

Combines concise presentation of content with the expectation that students can reach higher levels of thinking regarding difficult and controversial concepts, including the ability to recognise theoretical biases of researchers and to appraise sources critically when conducting evidence-based practice reviews on their own. 

Procedures of evidence-based practice and asking good questions are introduced in Chapter 1 and emphasised throughout the text.

Chapter 3 introduces theoretical perspectives with ties to assessing and planning treatment for addressing varied systems and functions.

Emphasis on learning about categories and classifications through a framework of multiple systems (language levels and modalities, socio-emotional systems, and sensory-motor) is used across sections and chapters.

A developmental systems approach that makes it possible to associate concrete assessment and intervention activities with specific goal areas and targets at each age and stage of development. Both IDEA04 and NCLB legislation emphasise goals for keeping children active in their natural environments (infants and toddlers) and in the general education curriculum (school-age children). (Chapters 8-13)

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