ERIC Number: ED529002
Record Type: Non-Journal
Publication Date: 2009-Oct
Reference Count: N/A
Expository Discourse in Children, Adolescents, and Adults: Development and Disorders. New Directions in Communication Disorders Research
Nippold, Marilyn A., Ed.; Scott, Cheryl M., Ed.
Psychology Press, Taylor & Francis Group
School success in the 21st century requires proficiency with expository discourse--the use and understanding of informative language in spoken and written modalities. This occurs, for example, when high school students read their textbooks and listen to their teachers' lectures, and later are asked to demonstrate their knowledge of this complex topic through oral reports and essay examinations. Although many students are proficient with the expository genre, others struggle to meet these expectations. This book is designed to provide information on the use and understanding of expository discourse in school-age children, adolescents, and young adults. Recently, researchers from around the world have been investigating the development of this genre in typical students and in those with language disorders. Although many books have addressed the development of conversational and narrative discourse, by comparison, books devoted to the topic of expository discourse are sparse. This cross-disciplinary volume fills that gap in the literature and makes a unique contribution to the study of language development and disorders. It will be of interest to a range of professionals, including speech-language pathologists, teachers, linguists, and psychologists who are concerned with language development and disorders. Contents of this book include: (1) Overview of Expository Discourse: Development and Disorders (M. A. Nippold, C.M. Scott); (2) Comprehension Processes for Expository Text: Building Meaning and Making Sense (L. Snyder, D. Caccamise); (3) Explaining Complex Matters: How Knowledge of a Domain Drives Language (M. A. Nippold); (4) The Development of Multi-modal Explanations in French Children (J. M. Colletta, C. Pellenq); (5) The Language of Expository Texts Across Adolescence (R. A. Berman, B. Nir-Sagiv); (6) Linguistic Complexity in School-Age Text Production: Expository vs. Mathematical Discourse (D. Ravid, E. Dromi, P. Kotler); (7) Expository Discourse in School-Age Children and Adolescents with Language Disorders: Nature of the Problem (J. Ward-Lonergan); (8) Assessing Expository Discourse Production in Children and Adolescents (C. M. Scott); (9) Reading Comprehension and Expository Text Structure: Direction for Intervention with Adolescents (B. J. Ehren); (10) Expository Discourse Intervention: Helping School-Age Children and Adolescents with Language Disorders Master the Language of the Curriculum (J. Ward-Lonergan); and (11) Expository Discourse in School-Age Children and Adolescents with Traumatic Brain Injury (C. A. Moran, G. T. Gillon).
Descriptors: Foreign Countries, Reading Comprehension, Text Structure, Intervention, Textbooks, Language Impairments, Communication Disorders, Speech Language Pathology, Young Adults, Adolescents, Expository Writing, Academic Discourse, Language Processing, Language Research, Children, Mathematics, Evaluation Methods, Curriculum, Head Injuries, Neurological Impairments
Psychology Press, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: firstname.lastname@example.org; Web site: http://www.psypress.com/
Publication Type: Books; Collected Works - General; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Support Staff; Teachers
Authoring Institution: N/A
Identifiers - Location: France