Handbook of Communications Disorders

971 Pages·2018·14.954 MB·English

by  Amalia Bar-On, Dorit Ravid, Elitzur Dattner (eds.)

AmaliaBar-OnandDoritRavid(Eds.)
HandbookofCommunicationDisorders
Handbooks of
Applied Linguistics
Communication Competence
Language and Communication Problems
Practical Solutions
Editors
Karlfried Knapp
Daniel Perrin
Marjolijn Verspoor
Volume 15
Handbook of
Communication
Disorders
Edited by
Amalia Bar-On and Dorit Ravid
Elitzur Dattner, Editorial Associate
ISBN978-1-61451-685-9
e-ISBN(PDF)978-1-61451-490-9
e-ISBN(EPUB)978-1-5015-0094-7
LibraryofCongressControlNumber:2018934562
BibliographicinformationpublishedbytheDeutscheNationalbibliothek
TheDeutscheNationalbibliothekliststhispublicationintheDeutscheNationalbibliografie;
detailedbibliographicdataareavailableontheInternetathttp://dnb.dnb.de.
62018WalterdeGruyterInc.,Boston/Berlin
Typesetting:RoyalStandard,HongKong
Printingandbinding:CPIbooksGmbH,Leck
www.degruyter.com
Preface to the Handbooks of Applied
Linguistics Series
ThepresenthandbookconstitutesVolume15oftheDeGruyterMoutonHandbooksof
Applied Linguistics.This series is based on an understanding of Applied Linguistics
as an inter- and transdisciplinary field of academic enquiry. The Handbooks of
AppliedLinguisticsprovideastate-of-the-artdescriptionofestablishedandemerging
areas of Applied Linguistics. Each volume gives an overview of the field, identifies
mostimportanttraditionsandtheirfindings,identifiesthegapsincurrentresearch,
andgivesperspectivesforfuturedirections.
Inthelate1990swhenthehandbookserieswasplannedbyitsFoundingEditors
GerdAntosandKarlfriedKnapp,intensivedebatesweregoingonastowhetherApplied
Linguisticsshouldberestrictedtoapplyingmethodsandfindingsfromlinguisticsonly
or whether it should be regarded as a field of interdisciplinary synthesis drawing on
psychology, sociology, ethnology and similar disciplines that are also dealing with
aspects of language and communication. Should it be limited to foreign language
teaching or should it widen its scope to language-related issues in general? Thus,
what Applied Linguistics means and what an Applied Linguist does was highly con-
troversialatthetime.
Againstthisbackdrop,GerdAntosandKarlfriedKnappfeltthataseriesofhand-
books of Applied Linguistics could not simply be an accidental selection of descrip-
tionsofresearchfindingsandpracticalactivitiesthatwereorcouldbepublishedin
booksandarticleslabeledas“appliedlinguistic”.Rather,forthemsuchaserieshad
to be based on an epistemological concept that frames the status and scope of the
conceptofAppliedLinguistics.DepartingfromcontemporaryPhilosophyofScience,
which sees academic disciplines under the pressure to successfully solve practical
everyday problems encountered by the societies which aliment them, the founding
editorsemphasizedtheviewthatwasonlyemergingatthattime–theprogrammatic
viewthatAppliedLinguisticsmeansthesolvingofrealworldproblemswithlanguage
andcommunication.Thisconcepthasbecomemainstreamsince.
In line with the conviction that Applied Linguistics is for problem solving, we
developed a seriesof handbooks to give representativedescriptions of the abilityof
this field of academic inquiry and to provide accounts, analyses, explanations and,
where possible, solutions of everyday problems with language and communication.
Each volume of the Handbooks of Applied Linguistics series is unique in its explicit
focus ontopicsinlanguageand communicationasareas ofeverydayproblemsand
inpointingouttherelevanceofAppliedLinguisticsindealingwiththem.
This series has been well received in the academic community and among
practitioners. In fact, its success has even triggered competitive handbook series by
DOI10.1515/9781614514909-202
vi Preface
other publishers. Moreover, we recognized further challenges with language and
communicationanddistinguishedcolleagueskeeponapproachinguswithproposals
to edit further volumes in this handbook series. This motivates both De Gruyter
MoutonandtheserieseditorstofurtherdeveloptheHandbooksofAppliedLinguistics.
KarlfriedKnapp(Erfurt),FoundingEditor
DanielPerrin(Zürich),Editor
MarjolijnVerspoor(Groningen),Editor
Table of contents
PrefacetotheHandbooksofAppliedLinguisticsSeries v
AmaliaBar-On,DoritRavid,andElitzurDattner
Introduction 1
I Linguistic acquisition
Section 1: Phonology and speech
LiatKishon-RabinandArthurBoothroyd
1 Theroleofhearinginspeechandlanguageacquisitionandprocessing 19
DerekM.HoustonandAndreaWarner-Czyz
2 Speechperceptionandauditorydevelopmentininfantswithandwithout
hearingloss 43
OutiBat-ElandAvivitBen-David
3 Developingphonology 63
Section 2: Lexical knowledge
SuviStolt
4 Earlylexiconandthedevelopmentthatprecedesitandthedevelopmentthat
follows–Adevelopmentalviewtoearlylexicon 91
LiSheng
5 Typicalandatypicallexicaldevelopment 101
HerbertL.Colston
6 Figurativelanguageacquisitionanddevelopment 117
FatanehFarnia
7 Figurativelanguagedevelopment:Implicationsforassessmentandclinical
practice 137
BrittaBiedermann,NoraFiederandLyndseyNickels
8 Spokenwordproduction:Processesandpotentialbreakdown 155
viii Tableofcontents
Section 3: Grammatical constructions
MichaelRamscar,MelodyDye,JamesBlevinsandHaraldBaayen
9 Morphologicaldevelopment 181
F.NihanKetrez
10 Acquisitionofanagglutinativelanguageunderadverseneonatal
condition 203
BatiaSeroussi
11 Latermorpho-lexicalacquisition 219
RuthA.Berman
12 Developmentofcomplexsyntax:Fromearly-clausecombiningto
text-embeddedsyntacticpackaging 235
II Oral and written communication
Section 4: Communication and discourse
VanessaSchellandMarkSabbagh
13 Theoryofmindandcommunication:Developmentalperspectives 259
BeyzaŞ.AteşandAylinC.Küntay
14 Socio-pragmaticskillsunderlyinglanguagedevelopment:Boundariesbetween
typicalandatypicaldevelopment 279
EdyVeneziano
15 Learningconversationalskillsandlearningfromconversation 311
AyhanAksu-KoçandAslıAktanErciyes
16 Narrativediscourse:Developmentalperspectives 329
AgelikiNicolopoulouandSarahTrapp
17 Narrativeinterventionsforchildrenwithlanguagedisorders:Areviewof
practicesandfindings 357
JulieRadford
18 Helpinglanguagelearningininclusiveclassrooms 387
Section 5: Linguistic literacy
DavidR.Olson
19 Whatisliteracy?Andwhatisaliteratedisability? 405
Tableofcontents ix
DoritAram
20 Promotingearlyliteracyofchildrenfromlowsocioeconomicbackgroundsin
preschoolandathome 415
DavidL.Share
21 Foundationsforauniversalmodeloflearningtoread 437
SéverineCasalis
22 Acquisitionofspelling:Normalandimpaired/disorderedpopulations 461
DominiekSandra
23 Theroleofmorphologyinreadingandwriting 477
JuliaSchindlerandTobiasRichter
24 Readingcomprehension:Individualdifferences,disorders,andunderlying
cognitiveprocesses 503
LilianaTolchinskyandNayméSalas
25 Grammarforwritingandgrammarinwriting 525
III Environmental effects
Section 6: Socio-economic status
AdrianaWeislederandVirginiaA.Marchman
26 Howsocioeconomicdifferencesinearlylanguageenvironmentsshape
children’slanguagedevelopment 545
KylieSchibli,NinaHedayati,HannahHobbs,AminaSheik-Ahmedand
AmedeoD’Angiulli
27 Cognitionandlanguageindifferentsocioeconomicandenvironmental
settings 565
CarolynLetts
28 Languagedisorderversuslanguagedifference:Theimpactofsocioeconomic
status 585
Section 7: Multilingualism
AnnickDeHouwer
29 Input,contextandearlychildbilingualism:Implicationsforclinical
practice 601