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.

The chapters in this volume are based on presentations made at a recent conference on cognitive and linguistic foundations of reading acquisition. The researchers who participated have all made contributions to the theoretical and empirical understanding of how children learn to read. They were asked to address not only what they have learned from their research, but also to discuss unsolved problems. This dialogue prompted numerous questions of both a theoretical and applied nature, generated heated debate, and fueled optimism about the important gains that have been made in the scientific understanding of the reading process, especially of the critical role played by phonological abilities.

The Routledge International Handbook of Dyslexia in Education showcases the various examples, expertise, and successful initiatives attempted to include students with dyslexia around the globe. It highlights progress and identifies gaps for growth globally to stand united against dyslexia as a literacy problem and a specific learning disability challenge. Taking a truly global view, each chapter from world-leading experts highlights issues related to the definition of dyslexia and how it is recognised locally, its implications on relevant legislations and educational policy and how teacher training programs on dyslexia are delivered at both pre-service and in-service levels. Contributors to this handbook also discuss and compare the services and tools available to identify individuals with dyslexia, such as nationally standardized tests and tools for dyslexia assessment. Students, researchers, teachers and other educational professionals who require highly relevant, research-informed guidance on dyslexia and its awareness, identification, training, outreach, and intervention around the globe will find this handbook an essential and timely resource. Readers will also be able to identify shared experiences and good lessons from around the world, as well as learn about better strategies to guide their journey in their own local community.

Dyslexia in Adolescence: Global Perspectives presents international case studies on the psychosocial development and academic progress of adolescents with dyslexia to enhance understanding of adjustment factors, outcomes and support. The continuation of a qualitative longitudinal research project that focused on children between ten and twelve years of age, this volume revisits them between ages fourteen and sixteen. Through semi-structured interviews, personal narratives, and other assessments, these case studies relate the trials and tribulations associated with the development of adolescents with dyslexia from around the world and the challenges that parents face in supporting their children.

The first truly systematic, multi-disciplinary, and cross-linguistic study of the language and writing system factors affecting the emergence of dyslexia.

Students’ school motivation and engagement are key contributors to the quality of their academic learning and performance, as well as growth in other important areas of life (social, emotional, and physical health). Fostering motivation and engagement is thus a meaningful educational purpose, both in and of itself and as a pathway to holistic student development. However, motivation and engagement do not develop in a vacuum, and effort seeking to facilitate them cannot be effectively pursued without understanding their underpinning sociocultural influences. In the first edition of this volume, “Big Theories Revisited” (McInerney & Van Etten, 2004), authors of major models of school motivation and engagement were ‘challenged’ to look into their theoretical work through a sociocultural lens. The volume has been well received as objectively reflected in the number of citations of its chapters. Significant progress has since been made in the theorizing and research of ‘big theories’ of school motivation and engagement. In this volume, we invited a group of internationally-renowned scholars to re-examine their theoretical and conceptual work by highlighting the ‘what’ (factors) and ‘how’ (processes) of sociocultural influences in association with the key motivation and/or engagement construct(s) of their expertise. We made it clear to our contributors that we solicited new chapters rather than chapters with merely rehashed materials. As a result, this volume, “Big Theories Revisited 2” (Liem & McInerney, 2018) contains chapters that critically discuss sociocultural influences on school motivation and engagement constructs as viewed from focal theories including self-determination theory, achievement goal theory, personal investment theory, expectancy value theory, self-efficacy theory, self- and co-regulated learning models, and many others. Whereas some of the chapter topics covered in the initial edition are also part of this edition, some are new and provide fresh sociocultural angles on achievement-relevant processes and outcomes. Likewise, whereas some of the authors contributed to the earlier edition of the Volume, many of them are different. What appears to be the same across the two editions is the scholarly distinction of the authors and the substantive rigor of the chapters in advancing our current understanding of this field of enquiry. Readers will learn much from and be inspired by stimulating ideas presented in this volume.

The youth of today is confronted with a myriad of challenges of living in a world that has never been more volatile, uncertain, complex, and ambiguous. These multifaceted challenges compromise their well-being. Fostering the well-being of young people across sociocultural boundaries, rather than of the select groups of privileged individuals, is a timely and worthy endeavor and should not take a back seat. The advent of Positive Education, which is an educational paradigm that emphasizes the goal of developing both cognitive abilities and well-being skills in students and young people in general, has offered a promising generic approach to promoting the well-being of young people. The twin goals of Positive Education are indeed aligned with two major views of well-being: eudaimonia highlighting the importance of one’s engaged pursuit of meaningful goals, and hedonia stressing the importance of one’s positive emotion and life satisfaction in one’s well-being. Their combination – that wellness is achieved when a person is feeling good and functioning well – has often been termed ‘flourishing’. Unfortunately, scholarly discussions on sociocultural influences on flourishing or well-being and ways of promoting it have been scarce. This volume addresses such a gap in a rigorous and timely manner. International scholars from culturally diverse backgrounds put together their thoughts and ideas in their respective chapter contributions that, collectively, invite us to mindfully take into account youth’s sociocultural and sociodemographic backgrounds in promoting their flourishing. This book, which embodies the ‘who’, ‘what’, when, ‘where’, and ‘how’ of youth well-being, will be extremely insightful and useful for scholars and researchers as well as policy makers and practitioners (teachers, interventionists, counsellors, youth mentors) who seek to promote the well-being of young people in their respective contexts and beyond.

Chermak and Musiek's two-volume, award-winning handbooks are back in newly revised editions. Extensively revised and expanded, Volume I provides comprehensive coverage of the auditory neuroscience and clinical science needed to accurately diagnose the range of developmental and acquired central auditory processing disorders in children, adults, and older adults. Building on the excellence achieved with the best-selling 1st editions which earned the 2007 Speech, Language, and Hearing Book of the Year Award, the second editions include contributions from world-renowned authors detailing major advances in auditory neuroscience and cognitive science; diagnosis; best practice intervention strategies in clinical and school settings; as well as emerging and future directions in diagnosis and intervention. Exciting new chapters for Volume II include: Development of the Central Auditory Nervous System, by Jos J. EggermontCausation: Neuroanatomic Abnormalities, Neurological Disorders, and Neuromaturational Delays, by Gail D. Chermak and Frank E. MusiekCentral Auditory Processing As Seen From Dichotic Listening Studies, by Kenneth Hugdahl and Turid HellandAuditory Processing (Disorder): An Intersection of Cognitive, Sensory, and Reward Circuits, by Karen Banai and Nina KrausClinical and Research Issues in CAPD, by Jeffrey Weihing, Teri James Bellis, Gail D. Chermak, and Frank E. MusiekPrimer on Clinical Decision Analysis, by Jeffrey Weihing and Sam AtchersonCase Studies, by Annette E. HurleyThe CANS and CAPD: What We Know and What We Need to Learn, by Dennis P. Phillips

The second edition of The SAGE Handbook of Special Education provides a comprehensive overview of special education, offering a wide range of views on key issues from all over the world. The contributors bring together up-to-date theory, research and innovations in practice, with an emphasis on future directions for the role of special education in a global context of inclusion. This brand new edition features: " New chapters on families, interagency collaboration and issues of lifelong learning " The UN Convention on the Rights of Persons with Disabilities " Policy reform proposals " Equity and social justice in education " The impact of new thinking on assessment " Issues and developments in classification " The preparation and qualifications that teachers need The Handbook′s breadth, clarity and academic rigour will make it essential reading for researchers and postgraduate students, and also for practitioners, teachers, school managers and administrators.

Children with Specific Language Impairment covers all aspects of SLI, including its history, possible genetic and neurobiological origins, and clinical and educational practice.