Child Language Teaching and Therapy recent issues

Storytelling skills of children with specific language impairment

Epstein, S.-A., Phillips, J. — Mon, 26 Oct 2009 08:46:08 PDT

Research has demonstrated that children with specific language impairment (SLI) have difficulties producing oral narratives, particularly features of macrostructural and microstructural organization. In addition, numerous methods of eliciting oral narratives (e.g. visual images and conversation techniques) have been used, with little agreement as to which is the most effective in eliciting optimal narratives in children with and without SLI. The aim of the current study was to investigate the oral narrative skills of children with SLI, focusing on their ability to generate and use elements related to macrostructural and microstructural organization when presented with visual vs. verbal methods of oral narrative elicitation. Eight participants with SLI (mean age 7;7) were recruited from a mainstream school with an attached language unit in the North West of England. The participants produced oral narratives elicited using a wordless picture book and a conversation prompt technique. An examination of the results and raw data suggested that the conversation prompts (verbal method) were more effective at recognizing the oral narrative abilities of children with SLI. Implications for clinical practice are discussed.

Case against diagnosing developmental language disorder by default: A single case study of acquired aphasia associated with convulsive disorder

Marinac, J. V., Harper, L. — Mon, 26 Oct 2009 08:46:08 PDT

The aim of this article is to inform the diagnostic kwnowledge base for professionals working in the field of language disorders when classic symptoms, characteristics and sequences are not found. The information reveals the risk of diagnosis with a developmental language disorder (DLD) by default when no underlying cause can be readily identified. Diagnostic history was obtained retrospectively from parental interview and contemporary professional reports. Ten years of diagnostic investigations are reported in time-related sequences. Due to variability and inconsistency in his receptive and expressive language skills, the case-study participant (David) was unable to be reliably assessed using standardized tests. Therefore, numerical data and statistical analyses are not reported. The report, however, details the multitude of investigations and opinions obtained before a definitive diagnosis of acquired aphasia associated with convulsive disorder (AACD) was made. David’s history cautions that diagnosing developmental language disorder when no underlying cause for the impairment is recognized may allow underlying disorders and conditions to progress. Clinicians faced with a child whose skill profile is not consistent with a specific diagnosis or expected criteria are thus advised to pursue a definitive diagnosis rather than accept one by default.

Task-setting at home and in speech and language therapy

Tykkylainen, T. — Mon, 26 Oct 2009 08:46:08 PDT

The aim of this article is to analyse and describe task-setting in game-like interactions. The task-setting is studied in two contexts: in everyday interaction and in speech and language therapy. The data comprises task interaction between mothers and 5-year-old typically developing children (6 pairs) and task interaction between speech and language therapists and 5-year-old children with specific language impairment (6 pairs). Through detailed examination of data extracts it is shown how mothers and speech and language therapists set tasks. Analysis and comparison of the empirical findings reveal the multimodal and specified character of the speech and language therapists’ task-setting. The use of speech prosody (use of pausing and focal emphasis) and the non-verbal substance of interaction (body behaviour, gestures and the use of therapy materials) play a prominent role. When comparing the task-setting between mothers and speech and language therapists it is evident how practices found in everyday interaction become specialized tools systematically used in the institutional context of speech and language therapy.

Effectiveness of an integrated phonological awareness approach for children with childhood apraxia of speech (CAS)

McNeill, B. C., Gillon, G. T., Dodd, B. — Mon, 26 Oct 2009 08:46:08 PDT

This study investigated the effectiveness of an integrated phonological awareness approach for children with childhood apraxia of speech (CAS). Change in speech, phonological awareness, letter knowledge, word decoding, and spelling skills were examined. A controlled multiple single-subject design was employed. Twelve children aged 4—7 years with CAS participated in two 6-week intervention blocks (2 sessions per week), separated by a 6-week withdrawal block. Nine children with CAS made significant gains in their production of target speech sounds and these demonstrated transfer of skills to connected speech for at least one speech target. Eight children showed significant gains in at least one target phoneme awareness skill, and these children demonstrated transfer of skills to novel phoneme awareness tasks. As a group the children with CAS demonstrated improvement in phonological awareness, letter knowledge, word decoding, and spelling ability. An integrated phonological awareness programme was an effective method of simultaneously improving speech, phoneme awareness, word decoding, and spelling ability for some children with CAS.

Book reviews: Communication, language and literacy from birth to five Brock, A. and Rankin, C: Sage: London (2008) 144pp. Pbk {pound}18.99; ISBN 978 1 4129 4590 5

Freeman, K. — Mon, 26 Oct 2009 08:46:08 PDT

Book reviews: Language and literacy development: what educators need to know Byrnes, J.P. and Wasik, B.A: Guilford Press: New York (2009) x + 432pp. Pbk {pound}24.95; ISBN 978 1 5938 5990 9

Paradice, R. — Mon, 26 Oct 2009 08:46:08 PDT

Book review: Developing pre-school communication and language Dukes, C. and Smith, M: Sage: London (2007) 128pp. Pbk {pound}19.99; ISBN 978 1 4129 4523 3

Freeman, K. — Mon, 26 Oct 2009 08:46:08 PDT

Book review: Getting to grips with word problems Gallow, C: Qed Publications: Stafford (2009) 128pp. Pbk {pound}12.99; ISBN 978 1 8988 7333 4

Martin, V. — Mon, 26 Oct 2009 08:46:08 PDT

Book review: Spotlight on language Hannell G: Routledge: London and New York (2009) 123 pp. Pbk {pound}16.99; ISBN 978 0 4154 7311 8

McMinn, J. — Mon, 26 Oct 2009 08:46:08 PDT

Book review: Understanding developmental language disorders: from theory to practice: Norbury, C.F., Tomblin, J.B. and Bishop, D.V.M. Psychology Press: Hove (2008) xiii+ 232pp. Pbk {pound} 22.50; ISBN 978 1 8416 9667 9

Gardner, H. — Mon, 26 Oct 2009 08:46:08 PDT

Book review: Handbook of child language disorders Schwartz, R.G. (ed.): Psychology Press: New York and Hove (2009) 590pp. Hbk {pound}55.00; ISBN 978 1 8416 9433 7

Bate, C. — Mon, 26 Oct 2009 08:46:08 PDT

List of reviewers

Mon, 26 Oct 2009 08:46:08 PDT

Child Language Seminar City University London 24 and 25 June 2010

Mon, 26 Oct 2009 08:46:08 PDT

Notes on contributors

Mon, 26 Oct 2009 08:46:08 PDT

Editorial

Clegg, J., Vance, M., Parrott, J. — Wed, 17 Jun 2009 07:29:15 PDT

Specific language impairment as a language learning disability

Bishop, D. V.M. — Wed, 17 Jun 2009 07:29:15 PDT

The field of language impairment is growing up

Conti-Ramsden, G. — Wed, 17 Jun 2009 07:29:15 PDT

Some reflections on the study of children with specific language impairment

Leonard, L. B. — Wed, 17 Jun 2009 07:29:15 PDT

Communicative acts of a child with Rubinstein--Taybi syndrome during early communicative development

Carvey, J. S., Bernhardt, B. M. — Wed, 17 Jun 2009 07:29:15 PDT

Rubinstein—Taybi syndrome (RTS) is a rare genetic developmental disorder that often shows associated language delay. However, literature on language development in RTS is very limited, particularly for the period of early communicative development, when standardized testing can be minimally informative. The purpose of the current study was to present a descriptive profile of the intentional communicative acts of a 4-year-old child with RTS, both to add to the literature on the syndrome, and as an example of non-standard profiling of early communication. The child was video-recorded in a natural context with familiar conversational partners. Analyses of the videotaped interactions included rate of communication, communicative functions and modes, and discourse patterns in terms of initiation and response. The child's mean rate of communication was 6 communicative acts per minute. In terms of communicative function, assertive (commenting) communicative acts were most common, followed by directive (requests) and expressive (affective) acts. Mode of communication was less advanced than communicative function; vocalizations were the most frequent mode, although linguistic skills were emerging (signs, single words). Implications for treatment are suggested for children with development delays on the threshold between prelinguistic and one-word phases of development.

An independent psychometric evaluation of a speech and language tool for two-year-old children from a Sure Start trailblazer site in the West Midlands

Adamson-Macedo, E. N., Patel, R., Sallah, D. K. — Wed, 17 Jun 2009 07:29:15 PDT

Speech and language difficulties can be indicative of other cognitive, social and developmental problems. Tools used in the UK have not (1) targeted two-year-old children, (2) included both parents' reports and independent observations, and (3) simultaneously evaluated expression, understanding and speech. This cross-sectional study of two separate cohorts included 244 children. Good internal consistency reliability for total scale and for understanding and expression sub-scales was found but not for the Speech sub-scale. External reliability from 101 participants was high. The standardized tool includes parental report and direct observation, and it assesses expression, understanding and speech, simultaneously. Internal reliability results suggest that the fewer the number of items included in a sub-scale, the lower the internal consistency. A significant gender main effect on pre-school speech and language scores was identified supporting previous findings that girls perform better than boys.

Speech and language therapists and teachers working together: Exploring the issues

Baxter, S., Brookes, C., Bianchi, K., Rashid, K., Hay, F. — Wed, 17 Jun 2009 07:29:15 PDT

Research suggests that there are benefits for children and staff from joint working between speech and language therapists (SLTs) and teachers. However, differing models and a number of obstacles to successful joint working have been identified. Using a survey design, this study aimed to: explore the perceptions of school staff regarding a speech and language therapy service to mainstream schools in one education authority; identify issues regarding the components of current service delivery from the school staff perspective; and explore how these perceptions may be used to contribute to future planning.

Development of communication skills in Finnish pre-school children examined by the Children's Communication Checklist (CCC)

Yliherva, A., Loukusa, S., Vaisanen, R., Pyper, A., Moilanen, I. — Wed, 17 Jun 2009 07:29:15 PDT

The communication skills of typically developing Finnish-speaking children between three and six years of age were examined using the Children's Communication Checklist (CCC). The differences between the boys and girls were also investigated. Results showed that the performance of the three-year-old children differed on the Speech subscale of the CCC compared to the five-year-old and six-year-old children and on the Syntax, Coherence and Use of Context subscales from the six-year-old children. Four-year-old children differed from the six-year-olds on the Syntax and Coherence subscales, and the five-year-olds differed from the six-year-olds on the Rapport subscale. Boys performed similarly to girls except on the Interests scale where the boys' performance was poorer. The CCC was effective in evaluating typical communication skills in pre-school children, and it can be used to investigate pragmatic skills in children as young as three years of age. As the development of pragmatic abilities may develop differently across languages and cultures, studies about children's pragmatic development in different languages and cultural backgrounds are needed to identify if there is a universal developmental pattern of communication, as well as features that are specific to a given culture and to a given language.

Cognitive flexibility in children with and without speech disorder

Crosbie, S., Holm, A., Dodd, B. — Wed, 17 Jun 2009 07:29:15 PDT

Most children's speech difficulties are `functional' (i.e. no known sensory, motor or intellectual deficits). Speech disorder may, however, be associated with cognitive deficits considered core abilities in executive function: rule abstraction and cognitive flexibility. The study compares the rule abstraction and cognitive flexibility of children with speech disorder and typically developing controls. Three groups of five-year-old children (typically developing, consistent atypical speech disorder and inconsistent speech disorder) were assessed on the Flexible Item Selection Test (Jacques and Zelazo, 2001). Children were shown a set of three cards and asked to select two that matched on one dimension (selection 1: abstraction). Children were then asked to select a different pair of cards that matched on another dimension (selection 2: flexibility). The children with consistent atypical speech disorder performed worse than the other two groups on selections 1 and 2. The children with an inconsistent speech disorder performed similarly to their typically developing peers. Children who use consistent atypical error patterns have difficulties with rule abstraction and flexibility that are not confined to the linguistic system. The results are discussed in terms of the deficits underlying different types of speech disorders.

Book review: How children develop social understanding Carpendale, M. and Lewis, C: Blackwell: Malden, MA. (2006) xii + 311pp. Hbk {pound}55.00; ISBN 978 1 4051 0549 1. Pbk {pound}19.99; ISBN 978 1 4051 0550 7

Tommerdahl, J. — Wed, 17 Jun 2009 07:29:15 PDT

Book review: 100 ideas for teaching communication, language and literacy Elkin, S: Continuum: London. (2008) ix + 118pp. Pbk {pound}12.99; ISBN 978 0 8264 9869 4

Russell, M. — Wed, 17 Jun 2009 07:29:15 PDT

Book review: Social skills games for children Plummer, D.M: London: Jessica Kingsley. (2008) 176pp. Pbk {pound}15.99; ISBN 978 1 8431 0617 3

Sartin, M. — Wed, 17 Jun 2009 07:29:15 PDT

Book review: Supporting speech, language and communication needs Ripley K. and Barrett J: Sage: London. (2008) xi + 116pp. Pbk {pound}23.99; ISBN 978 1 4129 4761 9

Hartshorne, M. — Wed, 17 Jun 2009 07:29:15 PDT

Erratum

Wed, 04 Mar 2009 02:52:00 PST

Evaluation of Core Vocabulary intervention for treatment of inconsistent phonological disorder: Three treatment case studies

McIntosh, B., Dodd, B. — Wed, 04 Mar 2009 02:52:00 PST

Children with unintelligible speech differ in severity, underlying deficit, type of surface error patterns and response to treatment. Detailed treatment case studies, evaluating specific intervention protocols for particular diagnostic groups, can identify best practice for children with speech disorder. Three treatment case studies evaluated the efficacy of Core Vocabulary intervention for three boys with inconsistent speech disorder. The cases examined the effects of previous intervention, use of default preferred word plans and behaviour disorder on intervention outcome. Inconsistent speech disorder was diagnosed after Diagnostic Evaluation of Articulation and Phonology assessment. A Core Vocabulary approach to intervention was selected to focus on planning whole word production rather than surface error patterns or specific sound features. Individual differences between cases led to different amounts of intervention and the number of words taught during intervention. All three boys showed gains in intelligibility, accuracy and consistency of word production. Core Vocabulary intervention was shown to be appropriate for all three children, although their individual differences required clinical adaptation of the approach.

Cognitive and language acquisition in typical and aided language learning: A review of recent evidence from an aided communication perspective

Murray, J., Goldbart, J. — Wed, 04 Mar 2009 02:52:00 PST

Augmentative and alternative communication (AAC) is a discipline that has seen recent developments as a consequence of the worldwide technological revolution. Children with complex communication needs, who benefit from such systems, are now afforded an opportunity to develop independent communication skills.

The aim of this paper is to review theory and research relating to language acquisition in typical and aided language learning. Becoming a skilled aided communicator takes many years, but as this review demonstrates, little is known about the processes of skill development. In particular there is limited research evidence to support current language and communication intervention strategies typically used by practitioners working in the field of AAC. This review synthesizes current knowledge within an evidence-based framework and provides a summary to support practice and future research activity.

Using conversation analysis to study prosodic problems in a child with language impairment

Samuelsson, C. — Wed, 04 Mar 2009 02:52:00 PST

Prosody carries a lot of information relevant for our understanding of spoken messages. In addition, prosody plays an important role in signalling attitudes and emotions. Prosodic features also constitute an important resource that participants use to achieve mutual understanding in interaction. The aim of this study was to point to possible recurring patterns in the prosodic structure of language testing activities. A further aim was to discuss similarities between English and Swedish in these patterns.

The main findings indicated a systematic use of prosody in the language testing activity. Questions are mainly posed with rising intonation and answers are produced with rising intonation. Evaluations are produced with a final fall in the intonation. There was also some support for the assumption that this pattern occurs within a similar activity involving an English-speaking child and his SLT. The results of the present study showed that analysis of conversation and prosody in its conversational context is useful in order to reveal possible functions of features that would have been overlooked with a more deficit driven perspective.

The content of children's definitions: The oral-written distinction

Marinellie, S. A. — Wed, 04 Mar 2009 02:52:00 PST

The extant literature on oral and written language has shown several interesting differences in terms of production and style. The purpose of the present study was to investigate the content of word definitions provided by children in both the oral and written modes. A total of 30 typically developing children (mean age: 9 years; 2 months) defined common nouns in the oral and written modes. The definitions were coded for use of categorical terms (e.g., apple: fruit) and attributes (e.g., apple: red). The findings indicated that children displayed different types of word knowledge in the two modes, with written definitions generally having the advantage for production of categorical terms. Results are discussed with respect to the higher level of planning that is generally involved in written language compared to oral language. Implications for assessment and education are also discussed. This study expands the extant literature on how mode of language production can exert a considerable influence on a child's display of lexical knowledge.

`I went to a language unit': Adolescents' views on specialist educational provision and their language difficulties

Simkin, Z., Conti-Ramsden, G. — Wed, 04 Mar 2009 02:52:00 PST

The opinions of adolescents about their earlier specialist educational provision in the UK, i.e. language units, have received little attention in the literature. This study examines the views of young people and their parents on language units and also evaluates opinions concerning the young people's language difficulties. One hundred and thirty-nine adolescents with specific language impairment (SLI) aged approximately 16 years, who had all attended a language unit at 7 years of age, were interviewed along with their parents and teachers. A broadly positive experience of language unit attendance was reported by young people and their parents. However, a fifth of adolescents and nearly a third of parents thought there had been too little educational support during schooling. In addition, a fifth of the adolescents felt there were lots of ways in which they could not do things currently due to language difficulties. It was also found that nearly a third of the young people had tried to hide their language difficulties in the past year. Within the context of an overall positive picture of results, young people with SLI may require support during adolescence with regard to their continued language difficulties, their confidence and self-esteem.

Language abilities of secondary age pupils at risk of school exclusion: A preliminary report

Clegg, J., Stackhouse, J., Finch, K., Murphy, C., Nicholls, S. — Wed, 04 Mar 2009 02:52:00 PST

In the UK, exclusions from school because of behaviour problems usually occur when other alternatives have proved unsuccessful. There is some evidence to suggest that behaviour problems and resulting school exclusions are associated with language impairment. In older children who are permanently excluded, expressive rather than receptive language impairment is more common and this is associated with increased rates of emotional problems (Ripley and Yuill, 2005). The language abilities of secondary age pupils at risk of permanent school exclusion who are still in mainstream educational provision have not yet been a focus of study. Fifteen pupils attending a mainstream secondary school located in an area of socio-economic deprivation were studied. All the pupils were at risk of permanent exclusion owing to significant behaviour problems. Measures of language and behaviour identified language difficulties in 10 of the 15 pupils, where five of these pupils had significant and severe language difficulties. In contrast, the remaining five pupils showed age-appropriate or typical language abilities. Although differences were identified in language abilities, severe behaviour problems were found in both the pupils with language difficulties and those with age-appropriate language. Mixed receptive-expressive language difficulties were more common than expressive only difficulties but these were not associated with a particular type of behaviour problem. For a high proportion of secondary age pupils at risk of permanent school exclusion, language difficulties are a factor in their behaviour problems and school exclusion. The preliminary findings are discussed with reference to the relationship between language impairment and behaviour problems, the criteria for defining language impairment in this population, the need for further research and potential implications for education and speech and language therapy.

Book Review: Teacher Collaboration and talk in multilingual classrooms Creese, A. Multilingual Matters Ltd: Clevedon, 2005. 217pp. Pbk {pound}24.95. ISBN: 1-85359-821-6

Ewen, C. — Wed, 04 Mar 2009 02:52:00 PST

Book Review: Introducing English as an additional language to young children- A practical handbook Crosse, K. SAGE Publications: London, 2007 171pp Pbk {pound}18.99. ISBN: 978-1-4129-3611-8

Reeves, L. — Wed, 04 Mar 2009 02:52:00 PST

Book Review: Clinical linguistics Cummins, L. Edinburgh: Edinburgh University Press, 2008. 514pp. Pbk. 24.99 ISBN: 978 0 7486 2077 7

Stojanovik, V. — Wed, 04 Mar 2009 02:52:00 PST

Book Review: Talking, listening, learning; effective talk in the primary classroom Myhill D., Jones S. and Hopper, R. Open University Press: Maidenhead, 2006 xii 1 154pp. Pbk {pound}18.99 IBSN 0-335-21744-3

St. John, P. — Wed, 04 Mar 2009 02:52:00 PST

Book Review: Working with dysfluent children: Practical approaches to assessment and therapy Stewart, T. & Turnbull, J. Speechmark Publishing Ltd: Brackley 2007. Revised edition. 298pp Pbk. {pound}36.99 ISBN: 13: 978 0 86388 514 3

Jenkins, H. — Wed, 04 Mar 2009 02:52:00 PST

Book Review: Sharing Books and Stories to Promote Language and Literacy Van Kleeck, A. (Ed) Plural Publishing: Oxford 2006. xi 1356 pp. Pbk. {pound}35.00 ISBN: 1 59756 901 X

Kelly, D. — Wed, 04 Mar 2009 02:52:00 PST

Child Language Teaching and Therapy: Special Edition on `Research and practice in the language and communication needs of adolescents in secondary education' Call for Papers

Clegg, J., Vance, M. — Wed, 04 Mar 2009 02:52:00 PST

CLT Special Edition: Editorial

Clegg, J., Vance, M. — Wed, 08 Oct 2008 03:57:52 PDT

Requests for clarification and children's speech responses: Changing `pasghetti' to `spaghetti'

Gozzard, H., Baker, E., McCabe, P. — Wed, 08 Oct 2008 03:57:52 PDT

One way children improve their pronunciation of monosyllabic words is via clarification requests, specifically, the adult saying an incorrect production that differs from the child's incorrect production (Weiner and Ostrowski, 1979). The aim of this study was to investigate children's responses to clarification requests when producing polysyllabic words (three or more syllables). Six typically developing children, aged 4;1 to 4;9 years, produced polysyllabic words during both a single word task and in conversational speech. When participants produced polysyllabic words incorrectly, a predetermined clarification request was used. Following this request, participants improved in their production of polysyllabic words, suggesting that clarification requests may have therapeutic applications.

Investigating adult language input and young children's responses in naturalistic environments: An Observational Framework

Marinac, J. V., Woodyatt, G. C., Ozanne, A. E. — Wed, 08 Oct 2008 03:57:52 PDT

This paper reports the design and trial of an original Observational Framework for quantitative investigation of young children's responses to adult language in their typical language learning environments. The Framework permits recording of both the response expectation of the adult utterances, and the degree of compliance in the child's responses. The former are evaluated under the categories of Response Required (RR), Response Not Required (RNR), and Other Directed (OD) spoken to a child other than the one who responds); the latter, based on both verbal and non-verbal behaviours, as Compliance (correct in the context), Valid (correct in another context), Ambiguous (unable to be classified), Acknowledgement, Inappropriate and No Response. Details are given for the initial application of the Observational Framework with 10 children in two- or three-year-old childcare centre classrooms. The findings that RR utterances in the adult input were more frequently addressed to younger children, while RNR utterances were more prevalent in the older classroom are discussed in terms of both adult and child communicative behaviours and the practicality of using the Observational Framework in naturalistic conditions.

Retrospective parent report of early vocal behaviours in children with suspected Childhood Apraxia of Speech (sCAS)

Highman, C., Hennessey, N., Sherwood, M., Leitao, S. — Wed, 08 Oct 2008 03:57:52 PDT

Parents of children with suspected Childhood Apraxia of Speech (sCAS, n = 20), Specific Language Impairment (SLI, n = 20), and typically developing speech and language skills (TD, n = 20) participated in this study, which aimed to quantify and compare reports of early vocal development. Via a questionnaire, parents reported on their child's early babbling and vocalizations, along with other developmental milestones. Consistent with previous anecdotal reports and theoretical predictions, the sCAS children were reported to be significantly less vocal, less likely to babble, later in the emergence of first words and later in the emergence of two-word combinations than the TD children. However, on many (but not all) of the items, the SLI children were reported similarly to the sCAS group. Notable exceptions where the sCAS group differed significantly to the SLI group were with the percentage of children reported to have babbled and the reported age of emergence of two-word combinations. The results support previous anecdotal clinical suggestions relating to children with CAS but highlight the need for longitudinal studies to analyse speech and language trajectories over time.

Evaluation of Core Vocabulary intervention for treatment of inconsistent phonological disorder: Three treatment case studies

McIntosh, B., Dodd, B. — Wed, 08 Oct 2008 03:57:52 PDT

Children's reading comprehension and narrative recall in sung and spoken story contexts

Kouri, T., Telander, K. — Wed, 08 Oct 2008 03:57:52 PDT

A growing number of reading professionals have advocated teaching literacy through music and song; however, little research exists supporting such practices. The purpose of this study was to determine if sung story book readings would enhance story comprehension and narrative re-tellings in children with histories of speech and language delay. Thirty kindergarten and first grade children listened to story books read in either a sung or spoken voice and were then asked to retell stories and answer story comprehension questions. Findings revealed that story re-telling and comprehension scores did not differ between conditions; however, certain advantages associated with language expression and attentional focus were indicated in both conditions.

Book review: Anning, A., Cottrell, D., Frost, N., Green, J. and Robinson, M. Developing Multi-professional Teamwork for Integrated Children's Services: Research, Policy and Practice. Maidenhead: Open University Press. (2006) 127 pp. Pbk. {pound}19.99 ISBN: 0335219780. Hbk. {pound}55 ISBN: 0335219799

Chivers, L., Trodd, L. — Wed, 08 Oct 2008 03:57:52 PDT

Book review: Clegg, J. and Ginsbourg, J. (eds). Language and Social Disadvantage: Theory into Practice (2006) Chichester:Wiley (2007) 240 pp. Pbk. {pound}25.99 ISBN: 978--0--470--01975--7

Cross, M. — Wed, 08 Oct 2008 03:57:52 PDT

Book review: De La Bedoyere, C. and Lowry, C. School Start -- Programmes for Language and Sound Awareness. Brackley: Speechmark Publishing (2007) 200 pp. Pbk {pound}33.99 ISBN 978 086388 613 3

Freeman, K. — Wed, 08 Oct 2008 03:57:52 PDT

Book review: Delamain, C. and Spring, J. Achieving Speech & Language Targets. Brackley: Speechmark Publishing. (2007) 268 pp. Pbk {pound}33.99 ISBN 978 086388 579 2

McMinn, J. — Wed, 08 Oct 2008 03:57:52 PDT

Book review: Hegde, M. N. and Pena-Brooks, A. Treatment Protocols for Articulation and Phonological Disorders. Plural Publishing: San Diego, CA, 2006. xxvi 1 458 pp. Pbk {pound}51.00. ISBN: 978 1597560849

McKean, C. — Wed, 08 Oct 2008 03:57:52 PDT

Book review: Smidt, S. Supporting Multilingual Learners in the Early Years. Many Languages -- Many Children. Abingdon: Nursery World/Routledge (2008) viii + 149 pp. Pbk {pound}14.99. ISBN: 978--0--415--43801--8

Donaldson, S. — Wed, 08 Oct 2008 03:57:52 PDT

Special Edition on `Research and practice in the language and communication needs of adolescents in secondary education': Call for Papers

Clegg, J., Vance, M. — Wed, 08 Oct 2008 03:57:52 PDT