ASHA Convention

We have two presentations at ASHA, Seattle, this year (December 5-6). One of the presentations will highlight the application of the NsLLT to the preschool population and the other presentation will highlight how language and behavior in school age students are connected. Here are the reference pages for the two presentations.

References for Language in Infants through Preschoolers Presentation

Alencar, C. D., Butler, B. E., & Lomber, S. G. (2019). What and how the deaf brain sees. Journal of cognitive neuroscience, 31(8), 1091-1109.

Arsenault, J. S., & Buchsbaum, B. R. (2015). Distributed Neural Representations of Phonological Features during Speech Perception. The Journal of Neuroscience, 35(2), 634-642.

Arwood. (1983). Pragmaticism: Theory and application. Rockville, MD: Aspen.

Arwood, E. (2011). Language function: An introduction to pragmatic assessment and intervention for higher order thinking and better literacy. Jessica Kingsley Publishers.

Arwood, E. L., Merideth, C. (2017). Neuro-education: A translation from theory to practice: A brain-based teaching guide for the remediation of language literacy, behavior support, mental health, and academic challenges. Arwood Neuro-Viconics, an Arwood Neuro-Viconics Publication, a division of APRICOT, Incorporated

Brown, R. (1973). A first language: The early stages. Harvard University Press.

Cardin, V.; Smittenaar, R.C.; Orfanidou,E.; Rönnberg, J.; Capek, C.M.; Rudner, M. & Woll, B.

(2016). Differential activity in Heschl's gyrus between deaf and hearing individuals is due to auditory deprivation rather than language modality. NeuroImage,124 (A) 96-106,

ISSN 1053-8119,https://doi.org/10.1016/j.neuroimage.2015.08.073.

(https://www.sciencedirect.com/science/article/pii/S1053811915007946)

Clark, E. V. (1978). Strategies for communicating. Child Development, 953-959.

Clark, H. H. (1977). Psychology and language: an introduction to psycholinguistics. New York : Harcourt Brace Jovanovich.

Clark, E. V. (1978). Awareness of language: Some evidence from what children say and do. In The child’s conception of language (pp. 17-43). Berlin, Heidelberg: Springer Berlin Heidelberg.

Cooper, J. D. (2006). Literacy: helping children construct meaning (6th ed. ed.). Boston : Houghton Mifflin Co.

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Dore, J. (1975). Holophrases, speech acts and language universals. Journal of child language, 2(1), 21-40.

Gage, F. H., & Muotri, A. R. (2012). What makes each brain unique. Scientific American, 306(3), 26.

Halliday, M. A. K. (1977). Learning how to mean : explorations in the development of language. New York : Elsevier.

Lucas, E. (1980). Semantic and pragmatic language disorders. Maryland: Aspen Pub.

Pulvermüller, F. (2005). Brain mechanisms linking language and action. Nature reviews. Neuroscience, 6(7), 576.

Pulvermüller, F. (2012). Meaning and the brain: The neurosemantics of referential, interactive,

and combinatorial knowledge, Journal of Neurolinguistics, 25(5), 423-459.

https://doi.org/10.1016/j.jneuroling.2011.03.004.(https://www.sciencedirect.com/science/article/pii/S0911604411000340)

Pulvermüller, F. (2013). How neurons make meaning: brain mechanisms for embodied and

abstract-symbolic semantics, Trends in Cognitive Sciences, 17, (9). http://dx.doi.org/10.1016/j.tics.2013.06.004

Rinaldi, S., Caselli, M. C., Cofelice, V., D’Amico, S., De Cagno, A. G., Della Corte, G., ... & Zoccolotti, P. (2021). Efficacy of the treatment of developmental language disorder: A systematic review. Brain sciences, 11(3), 407.

Sadato, N. (2005). How the blind “see” Braille: lessons from functional magnetic resonance imaging. The Neuroscientist, 11(6), 577-582.

Tang, J., LeBel, A., Jain, S., & Huth, A. G. (2023). Semantic reconstruction of continuous language from non-invasive brain recordings. Nature Neuroscience, 26(5), 858-866.

Wei, W., Barnaghi, P. M., & Bargiela, A. (2008). Search with meanings: an overview of semantic search systems. International journal of Communications of SIWN, 3, 76-82.

REFERENCES for Language and Learning in School Age Individuals

Ahearn, L. (2001). Language and agency. Annual Review of Anthropology, 30, 109-137

Arum, R. (2005). Judging school discipline. Cambridge, MA: Harvard University Press

Arwood, E. (1991). Semantic and pragmatic language disorders. Gaithersburg, MD: Aspen Publishers, Inc.

Arwood, E. (2011). Language function: An introduction to pragmatic assessment and intervention for higher order thinking and better literacy. UK: JKP

Arwood, E., Brown, M., & Kaulitz, C. (2015). Pro-social language: A way to think about behavior. Portland, OR: APRICOT, Inc.

Arwood, E. & Merideth, C. (2017). Neuroeducation: A translation from theory to practice. Portland, OR.

Arwood, E. & Young, E. (2000). The language of RESPECT: The right of each student to participate in an environment of communicative thoughtfulness. Portland, OR

ASHA (2017). Social communication disorders in school-aged children. http://www.asha.org/Practice-Portal/Clinical-Topics/Social Communication Disorders in School-Age-Children.

ASHA.org (2024). Frequency of language disorders.

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Clark, ER. (2016). First language acquisition (3rd ed). Cambridge University Press.

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Pulvermuller, F. (2010). Brain embodiment of syntax and grammar: Discrete combinatorial mechanisms spelt out in neuronal circuits. Brain and Language, 11(3), 167-179.

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