A recurrent theme throughout each chapter is the impact of linguistics upon our understanding and management of children′ s problems in learning to pronounce. There is no doubt that the linguistic revolution in speech and language pathology has produced an entirely new perspective on these disorders by identifying the phonological dimension of speech development.
Of equal importance is the expansion of knowledge about children′ s language development. Much more information is now available about phonological development in terms of what the developmental changes are and when they occur. This information is valuable in assessment and diagnosis. The book also includes a number of competing theories explaining how children develop their pronunciation patterns. These theories provide the premises upon which to establish a principled theory of therapy.
To reflect these issues and their clinical implications the book is divided into three sections. The first section explores the framework within which to discuss developmental speech disorders. The second section covers three specific types of pathological conditions with which developmental speech disorders are associated. The third section examines the problems of children who have no evident major disabling condition and yet they experience severe difficulties learning to pronounce and subsequently, more often than not, learning to read and write.
Issues in Speech Development and Speech Disorders, Processes of Development and Production, Nigel Hewlett.
Approaches to Remediation, Janet howell and Elspeth Mccartney.
Speech Disorders in Children, Cleft Palate and Orofacial Abnormalites, Elizabeth Albery and Jane Russell.
Deaf Children′s phonological Development, Ann Parker and Helen Rose.
Developmental Neurological disorders, Nancy Milloy and Rosemarie Morgan–barry.
Speech and Language disorders in Children, Specific Language Learning Difficulties, Fiona Gibbon and Pamela Grunwell.
Phonological Deficits in Developmental Reading and spelling Disorders, Joy Stackhouse.