The Connections Between Language And Reading Disabilities
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This is an edited book based on papers presented at a 2003 invitee-only conference under the sponsorship of the Merrill Advanced Studies Center of the University of Kansas. The participants were prominent scholars in the areas of language and reading, and have research programs funded by NIH and other sources. The purpose of the gathering was to discuss theoretical issues and research findings concerning the relationship between developmental language and reading disabilities, specifically looking at neurological, behavioral, and genetic factors. In addition, it discussed other factors contributing to reading difficulties in the middle elementary school years through adolescence and literacy outcomes for children with early language impairments, and how these problems relate to children with dyslexia. The Foreword is written by Reid Lyon, Branch Chief, Child Development and Behavior Branch, NICHD-National Institutes of Health.This book appeals to scholars in the areas of language disorders and reading disabilities, as well as to practicing speech-language pathologists, special educators, and reading specialists. It may also be used in graduate courses designed as seminars in either language disorders or reading disabilities in schools of communication disorders, as well as schools of education--especially special education departments.
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Dr. Hugh W. Catts, (Ph.D. University of Florida) is currently Professor and Chair in the Department of Speech-Language-Hearing Sciences and Disorders at the University of Kansas. He teaches undergraduate courses in communication disorders and graduate seminars in language and reading disabilities. Dr. Catts's research interests include the study of the relationship between oral and written language disorders. He is currently involved in a large-scale longitudinal investigation of language and reading development. Dr. Catts serves on the editorial boards of several scientific journals and is on the scientific advisory board of the International Dyslexia Association.
Alan G. Kamhi (Ph.D. Indiana University at Bloomington) is currently an Adjunct Professor in the Department of Communicative Disorders at Northern Illinois University where he teaches graduate courses in school-age language disorders and reading disabilities. He has served as co-principal investigator of two leadership personnel preparation grants funded by the U.S. Department of Education OSEP: (a) Preparation of leadership personnel for multicultural issues in communication disorders, and (b) Preparation of leadership personnel for communication and literacy in African-American children and youth. His early research focused on linguistic and cognitive abilities of children with specific language impairments (SLI) and mental handicaps. Later research has focused on language-learning disabilities. Dr. Kamhi is currently the editor for the Language section of the Journal of Speech, Language, and Hearing Research.
Alan G. Kamhi (Ph.D. Indiana University at Bloomington) is currently an Adjunct Professor in the Department of Communicative Disorders at Northern Illinois University where he teaches graduate courses in school-age language disorders and reading disabilities. He has served as co-principal investigator of two leadership personnel preparation grants funded by the U.S. Department of Education OSEP: (a) Preparation of leadership personnel for multicultural issues in communication disorders, and (b) Preparation of leadership personnel for communication and literacy in African-American children and youth. His early research focused on linguistic and cognitive abilities of children with specific language impairments (SLI) and mental handicaps. Later research has focused on language-learning disabilities. Dr. Kamhi is currently the editor for the Language section of the Journal of Speech, Language, and Hearing Research.
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