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By Ludo Verhoeven, Hans van Balkom

Chapters written via best specialists provide present views at the origins and improvement of language problems. They handle the query: How can the kid's linguistic surroundings be restructured in order that youngsters in danger can enhance vital adaptive talents within the domain names of self-care, social interplay, and challenge fixing? This theory-based, yet sensible e-book emphasizes the significance of exact definitions of subtypes for evaluation and intervention. will probably be of curiosity to scholars, researchers, and practitioners within the box of developmental language problems.

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18 VERHOEVEN AND VAN BALKOM Cole, K. , Schwartz, I. , Notari, A. , Dale, Ph. , & Mills, P. E. (1995). Examination of the stability of two methods of defining specific language impairment. Applied Psycholinguistics, 16, 103–123. , & Botting, N. (1999). Classification of children with specific language impairment: Longitudinal considerations. Journal of Speech, Language and Hearing Research, 42, 1195–1204. , & Botting, N. (2000). Educational placements for children with specific language impairment.

Our Cluster 3 children had good naming vocabulary, but were poor at all other tests used in the study. Furthermore, we find the labeling of different profiles of SLI as deficit syndromes problematic and prefer to describe the subgroups as different profiles of SLI. We now describe the clusters we found in more detail in terms of the profiles of difficulties they presented. Cluster 1 children have difficulties with comprehension of grammar, word reading, and retelling a story in the context of good phonology and adequate expressive vocabulary.

1989). Speaking: From intention to articulation. London: Bradford. Levelt, W. J. , & Meyer, A. S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22, 1–75. Levy, Y. (1996). Modularity of language reconsidered. Brain and Language, 55, 240–263. Norris, J. (1995). Expanding language norms for school-age children and adolescents: Is it pragmatic? Language, Speech and Hearing Services in Schools, 26, 342–352. Obrzut, J. , & Hynd, G. W. (1991). Neuropsychological foundations of learning disabilities.

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