Overview

"Many therapies and instructional models have been developed for children who have difficulties with language and literacy. How do speech-language pathologists, teachers, and other school-based practitioners decide which of these practices to implement--and why do conflicts arise between professionals from different disciplines? This important volume surveys a range of approaches to addressing children's language and literacy disabilities, focusing on the underlying interpretive concepts, or frames, that set different approaches apart. Readers are guided to learn new practices, reflect on the frames that shape their existing practices, and deal more productively with ""frame clashes"" when they occur. Paving the way for reflective practices and cross-disciplinary collaboration, this is a much-needed resource for all those working to help students succeed."

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9781572309494

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Reviews

"""From a gifted writer, researcher, and clinician, this innovative text offers a unique perspective on language learning in children. Duchan illuminates the ways that different conceptual lenses or frameworks inform our understanding of communication and literacy difficulties in children, as well as our decision making in the areas of assessment and intervention. Numerous concrete examples guide readers to think more reflectively about their own preferred practices and to broaden the perspective they bring to their work. The book will appeal to both graduate students and practicing professionals. As a text, it is suitable for introductory to advanced courses in language learning and language disorders. - Patricia A. Prelock, University of Vermont; This well-researched and well-integrated text addresses what is frequently an area of confusion for students and professionals in child language and literacy. All too often, scholars in the field discuss theories and approaches from a particular perspective, or frame, without specifying what that frame is or whether alternatives exist. Duchan clearly describes the various frames that guide our work, challenging readers to consider how their professional preparation and clinical experiences have led them to their current practices. Speech language professionals and students will be stimulated to engage in more self-reflective practice through reading this book. As a teaching text, it will be appropriate for courses addressing children's language disorders, advanced clinical practice, and professional development. - Vicki A. Reed, University of Sydney, Australia"""

From a gifted writer, researcher, and clinician, this innovative text offers a unique perspective on language learning in children. Duchan illuminates the ways that different conceptual lenses or frameworks inform our understanding of communication and literacy difficulties in children, as well as our decision making in the areas of assessment and intervention. Numerous concrete examples guide readers to think more reflectively about their own preferred practices and to broaden the perspective they bring to their work. The book will appeal to both graduate students and practicing professionals. As a text, it is suitable for introductory to advanced courses in language learning and language disorders. - Patricia A. Prelock, University of Vermont; This well-researched and well-integrated text addresses what is frequently an area of confusion for students and professionals in child language and literacy. All too often, scholars in the field discuss theories and approaches from a particular perspective, or frame, without specifying what that frame is or whether alternatives exist. Duchan clearly describes the various frames that guide our work, challenging readers to consider how their professional preparation and clinical experiences have led them to their current practices. Speech language professionals and students will be stimulated to engage in more self-reflective practice through reading this book. As a teaching text, it will be appropriate for courses addressing children's language disorders, advanced clinical practice, and professional development. - Vicki A. Reed, University of Sydney, Australia

Author Information

Judith Felson Duchan, PhD, is Emeritus Professor at the State University of New York at Buffalo. She has published widely on language pathology and development, with particular emphasis on autism, pragmatics, normal language acquisition, and aphasia. Much of her early work indirectly addressed issues related to the influence of frames on clinical and educational practices. This book is the first she has written that elaborates on the frame work done by professionals.

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