This is the first book-length study of phonological development and impairment of Chinese-speaking children. It provides the first normative data on this population, which will be of value to speech and language therapists and other professionals. It also advances the notion of 'phonological saliency' which explains the cross-linguistic similarities and differences in children's phonological development.

This volume brings together a collection of empirical studies on phonological acquisition and disorder of monolingual children speaking different languages (English, German, Putonghua, Cantonese, Maltese, Telugu, Colloquial Egyptian Arabic and Turkish) and bilingual children speaking different language pairs (Spanish-English, Cantonese-English, Mirpuri/Punjabi/Urdu-English, Welsch-English, Arabic-English and Putonghua-Cantonese). The research findings provide much-needed baseline information for clinical assessment and diagnosis as well as valuable evidence concerning theories of language acquisition and the role of the ambient language.

Developmental Phonological Disorders: Foundations of Clinical Practice, Second Edition is the only graduate-level textbook designed for a competency-based approach to teaching, learning, and assessment. The book provides a deep review of the knowledge base necessary for the competent assessment, diagnosis, and treatment of developmental phonological disorders. Thoroughly revised and updated, the textbook contains learning objectives in each chapter to further support understanding of concepts and carefully designed case studies and demonstrations to promote application to clinical problem solving. Key Features: Learning objectives for each chapter subsectionIncludes the "how, why, and when" to apply each assessment and treatment procedure in clinical practice62 tables containing clinically relevant information such as normative data to interpret phonological assessment results99 figures to support clinical decision making such as recommending a treatment delivery model, selecting treatment targets, or choosing evidence-based interventions35 case studies to support a competency-based approach to teaching and assessment35 demonstrations that show how to implement assessment and treatment procedures The second edition provides a comprehensive overview of seminal studies and leading-edge research on both phonological development and phonological disorders, including motor speech disorders and emergent literacy. This wealth of theoretical background is integrated with detailed descriptions and demonstrations of clinical practice, allowing the speech-language pathologist to design interventions that are adapted to the unique needs of each child while being consistent with the best research evidence. New to the Second Edition: Updated and expanded section on childhood apraxia of speechUpdated and expanded sections on the identification and treatment of inconsistent phonological disorderAdministration and interpretation of the Syllable Repetition Task addedAdministration and interpretation of the Diagnostic Evaluation of Articulation and Phonology added with case studies and demonstrationsNew organization, formatting, and editing to reduce the size of the bookCase studies revised to a single-page formatImproved Table of Contents to ease access to content, including norms tables, case studies, and demonstrations

Hua (speech, U. of Newcastle upon Tyne) presents the first book-length study of phonological development and impairment of Chinese-speaking children, adding to the fast expanding body of literature on cross- linguistic studies of language acquisition. The text contains a series of six studies of Putonghua- (Modern Standard Chinese) speaking children in four specific contexts--normally developing children, children with speech disorders, children with hearing impairments, and twins--examining the influence of universal tendencies and language- specific features in phonological acquisition in this language population. For linguists, speech and language therapists, and other related professionals. Annotation copyrighted by Book News, Inc., Portland, OR

This publication is concerned with the early stages of language acquisition and is designed for use by early childhood teachers, nursery nurses, special education teachers and others working with children experiencing difficulties in learning to talk. Procedures are described that can be used to assess a child' s current skills and plan activities to increase communicative competence. The programme described is based on a developmental sequence that moves the early skills of joint attention, turn-taking and appropriate play to the more complex skills of asking and answering questions. Other issues discussed include sound development and intelligibility, the use of augmentative and alternative communication as stepping stones to speech, working with children and with families. The second edition has an expanded focus on the place of communicative intentions in early language development.

Research on the development on written language and literacy is inherently multidisciplinary. In this book, leading researchers studying brain, cognition and behavior, come together in revealing how children develop written language and literacy, why they may experience difficulties, and which interventions may help those who struggle. Each chapter provides an overview of a specific area of expertise, focusing on typical and atypical development, providing steps for future research, and discussing practical implications of the work. The book covers areas of bilingualism, dyslexia, reading comprehension, learning to read, atypical populations, intervention, and new media. Thus, the book presents a comprehensive overview of the current state of affairs in this field of research. The various book chapters have been written by researchers who all have collaborated at some point in their careers with Ludo Verhoeven, whose research sets the example for the importance of crossing disciplinary borders to research to take the next, important steps. The combination of the research in this book sets the stage for future research that connects various fields, and hopes to inspire anyone interested in the development of written language and literacy.

"Research interest in Chinese language impairments can be traced back to the 1930s. Despite the significant advances made in this field over the past two decades, this body of work has not received the attention it deserves. This book fills a gap in the field and represents the latest research in Chinese language disorders in children and adults. The work presented in this volume addresses theoretical and clinical issues relevant to specific language impairment in children, developmental dyslexia, phonological impairment in children and adults, and acquired dyslexia and dysgraphia. The book will appeal to interdisciplinary researchers from cognitive psychology, linguistics, and neurology with interests in the Chinese language, speech-language therapists working with Chinese-speaking clients, educationists, in particular language teachers of children learning to read and write Chinese, as well as neuroscientists. It will serve as a good reference book for advanced level undergraduate courses or graduate courses in speech/language pathologies and psycholinguistics."--Jacket.