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OverviewComprehension is the ultimate aim of reading and listening. How do children develop the ability to comprehend written and spoken language, and what can be done to help those who are having difficulties? This book presents cutting-edge research on comprehension problems experienced by children without any formal diagnosis as well as those with specific language impairment, autism, ADHD, learning disabilities, hearing impairment, head injuries, and spina bifida. Providing in-depth information to guide research and practice, chapters describe innovative assessment strategies and identify important implications for intervention and classroom instruction. The book also sheds light on typical development and the key cognitive skills and processes that underlie successful comprehension. Full Product DetailsAuthor: Kate Cain , Jane Oakhill (University of Sussex, United Kingdom) , Nicola Botting , Jacquelyn F GaminoPublisher: Guilford Publications Imprint: Guilford Publications Dimensions: Width: 15.60cm , Height: 2.90cm , Length: 23.40cm Weight: 0.490kg ISBN: 9781593854430ISBN 10: 1593854439 Pages: 302 Publication Date: 19 April 2007 Audience: College/higher education , College/higher education , Undergraduate , Postgraduate, Research & Scholarly Format: Hardback Publisher's Status: Out of Print Availability: In Print  Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock. Table of ContentsPart 1. Comprehension Processes and Impairments in Typically Developing Children. Oakhill, Cain, Introduction to Comprehension Development. Oakhill, Cain, Reading Comprehension Difficulties: Correlates, Causes, and Consequence. Part 2. Comprehension Impairments in Children with Developmental Disorders. Botting, Comprehension Difficulties in Children with Specific Language Impairment and Pragmatic Language Impairment. Leekam, Language Comprehension Difficulties in Children with Autism Spectrum Disorders. Lorch, Berthiaume, Milich, van den Broek, Story Comprehension Impairments in Children with Attention-Deficit/Hyperactivity Disorder. Swanson, Howard, Sáez, Reading Comprehension and Working Memory in Children with Learning Disabilities in Reading. Part 3. Comprehension Impairments in Association with Neurological Damage and Sensory Impairment. Barnes, Johnston, Dennis, Comprehension in a Neurodevelopmental Disorder, Spina Bifida Myelomeningocele. Cook, Chapman, Gamino, Impaired Discourse Gist in Pediatric Brain Injury: Missing the Forest for the Trees. Kelly, Barac-Cikoja, The Comprehension of Skilled Deaf Readers: The Roles of Word Recognition and Other Potentially Critical Aspects of Competence. Part 4. Conclusions. Oakhill, Cain, Cognitive Bases of Children’s Language Comprehension Difficulties: Where Do We Go From Here?ReviewsThe book's coverage is unusually broad: We learn about comprehension impairments in children with neurodevelopmental disorders, acquired disorders, and sensory impairments. Cain and Oakill bring a very strong editorial voice to these diverse contributions, drawing together common themes and setting out questions for future research and practice. Providing a detailed and up-to-date review, this volume is guaranteed to be of great interest to advanced students, researchers, and practitioners. - Kate Nation, Department of Experimental Psychology, University of Oxford Cain and Oakhill have brought together recent findings on the many populations in which comprehension failure occurs. This affords the reader a unique opportunity to discover the commonalities and differences across groups and measures...This book will be much appreciated by researchers and practitioners interested in comprehension and the factors that influence it. - Hollis Scarborough, Haskins Laboratories This volume will go a long way to improve our understanding of why children have comprehension difficulties, while also showing what we can do to prevent and treat these problems. - Alan G. Kamhi, Department of Communication Sciences and Disorders, University of North Carolina-Greensboro This welcome, comprehensive text begins with an overview of central concepts related to the normal acquisition of written and spoken language comprehension, and then proceeds to examine related neurodevelopmental problems that historically have been both perplexing and pervasive. The authors provide an important summary of theoretical models and relevant research without neglecting practical implications and educational interventions. There is ample coverage of both typically developing children and those with commonly encountered neurodevelopmental disorders. This volume will be a useful reference for a broad spectrum of clinical disciplines, including pediatric neuropsychologists, school psychologists, speech and language pathologists, special education teachers, graduate students, and advanced trainees. It should also prove to be a valuable stimulus for future investigators. - Ida Sue Baron, Department of Pediatrics, University of Virginia School of Medicine Highly suitable for courses on learning disabilities and speech and language development. - Jack M. Fletcher, Department of Psychology, University of Houston The book is unique in covering comprehension disabilities in many different populations, as well as in relation to normal comprehension...Cain and Oakhill have made seminal contributions to the field of comprehension research, and they have assembled top-notch contributors for this important volume. - Virginia W. Berninger, Educational Psychology Program, University of Washington The authors use a wealth of research to describe cognitive processes involved in comprehension difficulties. Importantly for practice, the inter-dependency of verbal skills, verbal comprehension, and reading comprehension is discussed....I recommend this book to any speech and language therapist, psychologist, teacher, and graduate student with a specific interest in literacy and comprehension difficulties. -- Speech & Language Therapy in Practice Author InformationEdited by Kate Cain, DPhil, Department of Psychology, Fylde College, Lancaster University, UK, and Jane Oakhill, DPhil, Department of Psychology, University of Sussex, UK Tab Content 6Author Website:Countries AvailableAll regions |
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