Understanding Individual Differences in Language Development Across the School Years
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This volume presents the findings of a major, large-scale study of individual differences in spoken (and heard) language development during the school years. The goal of the study was to investigate the degree to which language abilities at school entry were stable over time and influential in the child's overall success in important aspects of development. The volume will appeal to researchers and professionals with an interest in children's language development, particularly those working with children who have a range of language impairments.

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Produktbeschreibung
This volume presents the findings of a major, large-scale study of individual differences in spoken (and heard) language development during the school years. The goal of the study was to investigate the degree to which language abilities at school entry were stable over time and influential in the child's overall success in important aspects of development. The volume will appeal to researchers and professionals with an interest in children's language development, particularly those working with children who have a range of language impairments.
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Autorenporträt
J. Bruce Tomblin, Ph.D., CCC-SLP is the D.C. Spriestersbach Distinguished Professor of Liberal Arts and Sciences at the University of Iowa. He is a Fellow and Honors recipient of the American Speech-Language-Hearing Association. He also received the Callier Prize in Communication Disorders. His research has been concerned with the causes, course, and consequences of developmental language impairments. This research has focused on children with specific language impairment and children with hearing loss. Marilyn A. Nippold, Ph.D., CCC-SLP is Professor of Communication Disorders and Sciences at the University of Oregon where she has taught and conducted research since 1982. She is a Fellow of the American Speech-Language-Hearing Association (ASHA) and served as Editor (2010-2012) of the ASHA journal Language, Speech, and Hearing Services in Schools (LSHSS), which publishes articles that address communication disorders in school-age children and adolescents, including evidence-based intervention studies.