Understanding Developmental Disorders of Auditory Processing, Language and Literacy Across Languages
A volume in the series: Research on Sociocultural Influences on Motivation and Learning. Editor(s): Dennis M. McInerney, The Education University of Hong Kong.
Understanding Developmental Disorders of Auditory Processing, Language and Literacy Across Languages Auditory processing disorders, reading and writing disorders, language disorders, and other related disorders - these disorders seem distinct among one another from historical and professional practice perspectives but more and more research suggests that they in fact overlap in many ways including clinical presentations, suspected underlying causes, diagnostic criteria, and re/habilitation strategies.
On January 4-7, 2012, the conference Global Conference on Disorders in Auditory Processing, Literacy, Language & Related Sciences (APLL 2012) was held in The Hong Kong Institute of Education. This was the world’s first platform for interdisciplinary discussions and collaborations on ways we can better serve children who suffer from the above closely related disorders through future research. Due to the huge success of APLL2012, to promote continuous discussions of the conference theme, the conference organizing committee decided to invite scholars, scientists, and practitioners to contribute their work to the eleventh volume in the Research on Sociocultural Influences on Motivation and Learning research monograph series. This volume is focused on issues in typical and disordered developments in auditory processing, literacy, and language across different cultural and linguistic contexts in Asia, Europe and North America. The contributors of this volume offer insightful theoretical and practical ideas to shape future directions in research, assessment, intervention, and education. This is an intriguing and inspiring volume for students, researchers, and practitioners in the fields of speech-language pathology, audiology, developmental psychology, educational psychology, neuropsychology, and other related disciplines.
By bringing in respective leaders in the fields, we hope that this book will open new windows to promote advancements in related research initiatives, continuing cross disciplinary discussions and collaborations on ways that we can better service individuals suffer from these closely related disorders through future research.
Preface. Acknowledgments. Auditory Processing Disorder in Children and its Relation to Language and Literacy Disorders, David R. Moore. A Framework for Evaluating the Role of Auditory Processing in Language Learning Disorders, Carol Miller. Auditory Processing and Cognition, Kenneth Hugdahl. Clinical Assessment of Auditory Processing Disorder in Children, Piers Dawes. The Challenges and Implications of Assessing Auditory Processing in Diverse Communities Based on Current Guidelines, Jenny H. Y. Loo. Theory and Research in the Study of Early Reading Difficulties: A Personal Odyssey, Frank R. Vellutino. Specific Reading Disabilities: The Case for Differentiation of Assessment in Multilingual Malaysia, Lay Wah Lee. Visual-Spatial Attention and its Relationship With Reading, Duo Liu. Pinyin Knowledge as a Potentially Important Marker of Early Literacy, Ying Wang, Silvia Siu-Yin Lam, Jianhong Mo, and Catherine McBride-Chang. An Integration of Findings on Chinese Dyslexia With the Application of John Morton’s Causal Modeling Framework, Simpson W. L. Wong. Relationship Between Morphological Awareness and Chinese Reading Development: A Treatment Study, Dustin Lau and Man Tak Leung. About the Editors/Authors.
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