Introduction to Speech, Language and Literacy

Sharynne McLeod and Jane McCormack

Written specifically for Australian and New Zealand students studying education, speech pathology and linguistics and each chapter directly addresses key relevant information for each of these groups in summary 'key messages'
Includes Indigenous people and languages of Australia and New Zealand
Takes a lifespan approach and summarises typical acquisition
Addresses impairments and disorders impacting speech, language and literacy
Video case studies are fully integrated in the book and are used to demonstrate the development and use of speech, language and literacy by different people in different contexts. The linked 'look and learn' activities enables application and consolidation of knowledge while viewing the video cases
Real-world case studies and critical reflection questions
Integrated print and digital package for students - including access to Introduction to Speech, Language, and Literacy videos

Introduction to Speech, Language and Literacy

Sharynne McLeod and Jane McCormack

Description

Introduction to Speech, Language, and Literacy is written for Australian and New Zealand students studying education, speech pathology and linguistics; fields with a strong focus on communication. The book provides readers with a theoretical understanding of speech, language and literacy acquisition, and the ability to apply this understanding to individuals of different ages and developmental stages, including those who are developing typically and those with speech, language and literacy difficulties. Within most chapters, Indigenous people and languages of Australia and New Zealand are included as well as people from other cultural and linguistic backgrounds.

The book uses a lifespan approach to consider communication skills from childhood, to adolescence and adulthood. Typical acquisition is described throughout the book and many chapters provide tables of typical milestones or developmental sequences. Readers are provided with descriptions of difficulties people may have acquiring speech, language and literacy skills and strategies are provided for educators, speech pathologists and linguists to support speech, language and literacy.

The inclusion of case studies is a key feature of this book, used to demonstrate the development and use of speech, language and literacy by different people in different contexts. The book comes with access to 10 video case studies. The videos are of Australian children, university students, and a retired teacher. These people have been videoed talking, playing, drawing, reading and writing. The people in the case studies are introduced in chapter 1 and the chapter authors draw on these videos to demonstrate features of speech, language, and literacy. In addition, authors draw on their professional practice to describe other cases that are illustrative of the chapter content and its real-world application.

Introduction to Speech, Language and Literacy

Sharynne McLeod and Jane McCormack

INTRODUCTION
1. What is speech, language, and literacy?
2. Environments of speech, language, and literacy
SPEECH
3. Phonetics
4. Phonology
LANGUAGE
5. Semantics
6. Morphology
7. Syntax
8. Discourse and pragmatics
LITERACY
9. Reading
10. Writing
FOUNDATIONS FOR SPEECH, LANGUAGE, AND LITERACY
11. Cognitive basis for speech, language, and literacy
12. Neurobiological basis for speech, language, and literacy
SPEECH, LANGUAGE, AND LITERACY IN CONTEXT
13. Interaction between speech, language, and literacy

Introduction to Speech, Language and Literacy

Sharynne McLeod and Jane McCormack

Author Information

Sharynne McLeod, Professor of Speech and Language Acquisition, Charles Sturt University, and Jane McCormack, Associate Professor and Discipline Leader, Charles Sturt University

Sharynne McLeod is Professor of Speech and Language Acquisition in the School of Education at Charles Sturt University.

Jane McCormack is Associate Professor and Discipline Leader - Speech Pathology in the School of Community Health at Charles Sturt University.

Contributors:

Elise Baker (Discipline of Speech Pathology, The University of Sydney); Felicity Cox (Department of Linguistics, Macquarie University); Catherine Easton (School of Community Health, Charles Sturt University); Katherine Demuth (Department of Linguistics, Macquarie University); Sithembinkosi Dube (Department of Linguistics, Macquarie University); Alison Ferguson (Speech Pathology Discipline, University of Newcastle); Suze Leitão (School of Psychology and Speech Pathology, Curtin University); Frédérique J. Liégeois (University College London Institute of Child Health, London, UK); Noella Mackenzie (School of Education, Charles Sturt University); Sarah Masso (Research Institute for Professional Practice, Learning and Education, Charles Sturt University); Jane McCormack (School of Community Health, Charles Sturt University); Sarah McDonagh (School of Teacher Education, Charles Sturt University); Karla McGregor (Department of Communication Sciences and Disorders, The University of Iowa); Sharynne McLeod (School of Teacher Education, Charles Sturt University); Kelly Miles (Department of Linguistics, Macquarie University); Angela Morgan (Murdoch Childrens Research Institute and The University of Melbourne); Natalie Munro (Speech Pathology Department The University of Sydney); Lyndsey Nickels (Australian Research Council Centre of Excellence for Cognition and its Disorders, Department of Cognitive Science, Macquarie University); Janet Scull (Faculty of Education, Monash University); Karen Smith-Lock (Australian Research Council Centre of Excellence for Cognition and its Disorders, Department of Cognitive Science, Macquarie University); Elizabeth Spencer (Speech Pathology Discipline, University of Newcastle); Rosalind Thornton (Department of Linguistics, Macquarie University); Ekaterina Tomas (Department of Linguistics, Macquarie University).