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All About Language


All About Language Coming Soon

Science, Theory, and Practice
Volume Editors: Elena L. Grigorenko, Peggy McCardle Ph.D., MPH, Yuri Shtyrov   Chapter Authors: Leonard Abbeduto Ph.D., Tatiana Akhutina, Amy Banasik, Laura A. Barquero, Lauren Bullard, Ferenc Bunta, Olga Burenkova, Brian Castelluccio, Robin P. Church Ed.D., Paul Cirino, Laurie E. Cutting, Inge-Marie Eigsti, Sara ElHasan, Julian Elliott, Simon Fisher, Jack Fletcher, David J. Francis, Jonathan Grainger, Svenja Gusewski, Lindsey Hiebert, Tiffany P. Hogan Ph.D., Shiva Khalaf, Aleksi Korneev, Ghene't Lee-Yong, Ekaterina Matveeva, Joan A. Mele-McCarthy, Jeremy Miciak, Robin D. Morris Ph.D., Sarah Nelson, Vivian Nguyen, Courtenay Norbury, Ben Powers, Kenneth R. Pugh, Mabel L. Rice Ph.D., Raul Rojas Ph.D., CCC-SLP, Jeny Saffran, Margaret J. Snowling Ph.D., Robyn Tempero Feigles, Richard K. Wagner Ph.D., Jason D. Zevin, Jessica Church

ISBN: 978-1-68125-355-8
Pages: 280
Copyright: 2020
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Size:  6.0 x 9.0
Stock Number:  53558
Format:  Hardcover
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What do we know today about the development of human language, and what future research will help improve diagnosis of disorders and ensure effective intervention? Explore the answers in this comprehensive volume: an in-depth study of both oral and written forms of language, both typical and atypical language development, and the evolutionary, biological, sociocultural, and cognitive factors that affect literacy acquisition.

Based on presentations from a joint meeting of the 16th Extraordinary Brain Symposium and the conference All About Language, which was hosted and supported by St. Petersburg State University, Russia, this volume combines cutting-edge research, insights, questions, and recommendations from more than 40 respected contributors. Readers will explore key topics such as

  • how infants learn and build a body of words
  • what eye tracking can tell us about reading development
  • whether language impairments are inherited
  • how early intervention promotes language acquisition in children with autism spectrum disorder
  • what role executive function plays in both reading development and disorders
  • how students with reading difficulties respond to intervention
  • how reading disabilities are identified in children learning English as a second language
  • what recent studies say about the relationship between spoken and written language
  • how telehealth can make language interventions more accessible

Essential reading for researchers, specialists, and future professionals, this book expertly synthesizes our current knowledge about language and literacy development—and highlights the knowledge gaps we need to fill to support better outcomes for children.

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About the Editors
About the Contributors
The Dyslexia Foundation and the Extraordinary Brain Series
Preface
Acknowledgments

1 All About Language: Science, Theory, and Practice:An Overview and Introduction to the Volume
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Elena L.Grigorenko, Yury Shtyrov, and Peggy McCardle

I Biological Underpinnings of Language

2 Genetic Insights Into the Neurobiology of Speechand
Olga V, Burenkova and Simon E, Fisher

3 Mapping the Literate Brain: Where We Are and What Must Come Next
Ken Pugh

Integrative Commentary 1 Are We Witnessing a Synthesis in the Neurobiology of Language?
Jason Zevin

II Typical Language Development (Spoken and Written)
4 Building a Lexicon
Jenny Saffran

5 Reading in Grades 2 and 3: Eye Tracking and Neuropsychological Analysis
Tatiana V. Akhutina, Aleksi A. Korneev,and Ekaterina Y. Matveeva

6 Orthographic Processing and Reading
Jonathan Grainger

Integrative Commentary 2 Typical Language Development( Spoken and Written)
Tiffany P. Hogan

III Atypical Oral Language
7 Longitudinal Study of Language and Speech of Twins: New Insights Into Possible Causal Pathway
Mabel Rice

8 Stability and Change in Developmental Language Disorder
Courtenay Norbury

9 Language in Autism Spectrum Disorder: What Optimal Outcomes Can Tell Us About Neural Plasticity
Inge-Marie Eigsti and Brian Castelluccio

Integrative Commentary 3 Language and Reading Disorders—Same and Different?
Margaret Snowling

IV Atypical Reading Development (Dyslexia)
10 The Role of Executive Functions in Reading Development,Reading Disability, and Intervention Response
Paul T.Cirino, Jessica A. Church, Jeremy Miciak, and Jack M. Fletcher

11 Predicting Response to Reading Disabilities Intervention
Robin Morris

12 Identification of Disabilities in Spanish-Speaking Children in English-Speaking Contexts
David J.Francis,Kristi L. Santi, Shiva Khalaf, Ferenc Bunta, Raúl Rojas, Svenja Gusewski, and Lindsey Hiebert

13 Relationship Between Spoken and Written Text Over Development: Application of Network Approaches
Laurie Cutting, Ghene’t Lee-Yong, and Laura Barquero

Integrative Commentary 4 New Directions in the Study of Atypical Reading Development
Richard K. Wagner

V Language, Education, Disability, and Society
14 Using Technology to Bring Treatments to Families Affected by Autism and Related Neurodevelopmental Disorders in Their Communities
Leonard Abbeduto, Lauren Bullard, Sarah Nelson, Amy Banasik, Robyn Tempero Feigles, Vivian Nguyen, and Sara Elhasan

15 Identification, Assessment, and Treatment of Reading Difficulties: Learning From Examination of U.S. and U.K. Practice
Julian Elliott

Integrative Commentary 5 Great Expectations: A Current Perspective on Education, Disability, and Society
Joan Mele-McCarthy and Ben Powers

VI Finale
16 Future Directions for Research and Practice: Integrating Language Development With Reading and Learning Disabilities
Elena Grigorenko, Yury Shtyrov, and Peggy McCardle

Index

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Dyslexia
By Washington, Julie

Connecting Through Talk
By Dickinson, David

Early Childhood Literacy
By Shanahan, Timothy

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