Description
This book is a collection of papers presented at a 2003 conference focused on the relationship between language and reading disabilities. The conference was attended by prominent scholars in the field and aimed to discuss theoretical issues and research findings related to neurological, behavioral, and genetic factors. It also explored other factors that contribute to reading difficulties in children and adolescents, particularly those with dyslexia. The book is written for scholars in the areas of language disorders and reading disabilities, as well as for speech-language pathologists, special educators, and reading specialists. It may also be used in graduate courses on language disorders or reading disabilities in schools of communication disorders or education.
This is an edited book based on papers presented at a 2003 invitee-only conference under the sponsorship of the Merrill Advanced Studies Center of the University of Kansas. The participants were prominent scholars in the areas of language and reading, and have research programs funded by NIH and other sources. The purpose of the gathering was to discuss theoretical issues and research findings concerning the relationship between developmental language and reading disabilities, specifically looking at neurological, behavioral, and genetic factors. In addition, it discussed other factors contributing to reading difficulties in the middle elementary school years through adolescence and literacy outcomes for children with early language impairments, and how these problems relate to children with dyslexia. The Foreword is written by Reid Lyon, Branch Chief, Child Development and Behavior Branch, NICHD-National Institutes of Health. This book appeals to scholars in the areas of language disorders and reading disabilities, as well as to practicing speech-language pathologists, special educators, and reading specialists. It may also be used in graduate courses designed as seminars in either language disorders or reading disabilities in schools of communication disorders, as well as schools of education--especially special education departments.
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