ACQ Vol 12 no 1 2010

Resource reviews

Speech pathology resources

to intervene with children with pragmatic language impairments. The authors of each of these chapters consider the available evidence and provide practical suggestions for clinical practice and future research. In summary, this book provides an excellent compilation of recent research related to developmental language disorders. It would be a valuable resource for clinicians, postgraduate students and researchers in speech pathology who are interested in this particular area. Hiebert, E. H., & Sailors, M. (2008). Finding the right texts: What works for beginning and struggling readers . New York, The Guilford Press. ISBN 978 159385 885 8; pp. 266; A$46.95; www.footprint.com.au Julie Marinac

Norbury, C. F., Tomblin, J. B., & Bishop, D. V. M. (Editors). (2008). Understanding developmental language disorders: From theory to practice . New York: Psychology Press. ISBN 978 1 841696676 (soft bound); pp. 232; A$72; available from Palgrave Macmillan. Marleen Westerveld

This book contains 13 chapters related to developmental language disorders, mostly written by world- renowned experts, including Dorothy Bishop, Gina Conti-Ramsden, Charles Hulme, Kate Nation, Courtenay Frazier Norbury, and Margaret Snowling. Most of the content of the chapters was presented at the 4th Afasic International Symposium, held in April 2007, at the University of

This book appears to be well researched and written, with 19 contributors whose work is drawn together skilfully by the editors. Hiebert and Sailors have divided the contents into three broad aims: 1) an in-depth view of “text” construction, use, and genres; 2) text knowledge per se; and 3) the paucity of research-based study in this area. In addition, this work appears to have three primary reader targets: 1) those who determine text

Warwick. As the title proclaims and the foreword explains, this book aims to provide the reader with an update of the literature relating to “key questions parents ask when their child is diagnosed with a developmental language disorder” (p. ix). Fulfilling that promise, the book covers topics ranging from identification and assessment of language impairment to long-term outcomes and intervention. The first six chapters of the book address the assessment of children suspected of a developmental language disorder. Apart from two more traditional chapters discussing general terminology and short-term memory difficulties, there are some fascinating chapters investigating other areas related to language disorders. For example, in chapter 3, Kate Nation explains how the measurement of children’s eye movements can be used to investigate children’s weaknesses in language processing. Chapter 4 looks at the use of magnetic resonance imaging (MRI) to investigate developmental language disorders and contains a useful overview of the mechanics of MRI, whereas chapters 5 and 6 discuss results from genetic studies related to specific language impairment. The next three chapters deal with longer term outcomes of children with developmental language impairment. For example, in chapter 7, Bruce Tomblin reports the data obtained from tenth grade adolescents from his well-known longitudinal epidemiologic study of specific language impairment. The participants are divided into groups based on language status at kindergarten age: 1) specific language impairment, 2) general delay, and 3) typically developing. Results are presented in the areas of academic competence, social skills competence, rule-abiding conduct, as well as sense of well-being. In chapter 8, Gina Conti-Ramsden provides the outcomes at age 16 of her longitudinal study of children who first presented with language impairment in grade 2. The last chapters of the book address different types of intervention for children with language impairment. Topics include improving grammatical skills in children with language impairment, providing reading intervention for children with language learning difficulties, and how

and curricular requirements at overall policy levels in schools; 2) those who determine, at local school authority levels, resource selection to meet those requirements; and 3) those who work in the classroom to meet student and curricular needs and expectations. Overall, Hiebert and Sailors appear to have achieved these aims, with particular success both in the first area of study (i.e., the study of “text” per se) and in the first readership group (i.e., at the policy level). The initial chapters may be useful and very informative as a reference text for those charged with curricular development and guidance. Unfortunately, this section is very densely written with a great deal of genre-specific language that is unfamiliar to many educators. This, combined with a very heavy cultural bias (USA-based information), may limit the book’s value for local educators. In subsequent chapters, definitions, strategies, and direct advice to enable text modifications for individual and groups of students are given. These provide assistance for those who are seeking to match delayed reading skills with age-appropriate, and curricular-demanded, linguistic and content text structures. Once again, these are presented as individual chapters from contributors that are centred on specific populations (e.g., science-based text reading or ESL students learning to read English). This information should prove valuable to classroom teachers who are expected to recommend, select, and/or adapt set text materials for cross-curricular literacy learning. The bottom line: one for the regional office or staff room library rather than for individual teachers or speech pathologists.

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ACQ Volume 12, Number 1 2010

ACQ uiring knowledge in speech, language and hearing