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Reviews Audiology for the School Speech-Language Clinician , John Greer Clark, M.A., 184 pp., $14.75, Charles C Thomas, 301-327 East Lawrence Avenue, Springfield , 111., 1980. This text offers the basics of audiology in an educational framework. To an educational audiologist, this thin volume is happily received. In the majority of small school systems where audiologists are not employed, the school speechlanguage clinician needs to be versed in the identification of hearing-impaired children, the ramifications of their losses, and appropriate therapy and management techniques for them. Too many educators only know hearing-impaired children as "those kids who need to sit up front." Mr. Clark's book provides a good overview of pathologies of the hearing mechanism, central auditory disorders, educational implications, and therapy management as well as hearing aids and how to explain audiological testing results to teachers and parents. While the book has a few minor drawbacks, it provides state-of-the-art material in educational audiology. The section which notes the advantages of combining pure tone testing with impedance audiometry is timely and useful; however, expecting a school speech-language clinician to have time to perform accurate air and bone conduction testing is somewhat unrealistic. Most speech-language clinicians barely have enough time to supply speech services to their large caseloads. The chapter on hearing aids carefully explores all types of wearable amplification but erroneously equates volume control with hearing aid gain and fails to mention the obvious disadvantages of eyeglass aid fittings. Lastly, while Mr. Clark presents information regarding the potential educational loss a child with mild hearing loss can suffer, in another chapter he states the impedance testing results have "little practical implication toward classroom management" (p. 135). This is misleading because abnormal impedance results may be only indication of a fluctuating mild hearing loss, which often causes behavior problems, missed directions, and incomplete school work. AU in all, while there are minor flaws in this text, it provides a good basic reference about audiology for speech-language clinicians. For those who may not be up on new developments, it offers some of the latest information on impedance, central auditory disorder management , and the field of educational audiology. It is information needed by speech professionals in education. Catherine R. Dykstra, M.A., CCCIA Board of Education of Frederick County Frederick, Md. 21701 Cognition to Language: Categories, Word Meanings, and Training, Mabel Rice, Ph.D., 203 pp., University Park Press, 233 East Redwood Street, Baltimore, Md., 21202, 1980. Rice presents a training study of color names with normal intelligence, hearing children (Chapter 4) within a larger context of theoreticals and applied concerns. The results of the training study challenge the traditional notions of the relationship between comprehension and production and demonstrate a relationship between these two aspects of language processing and the development of nonlinguistic categorization. In the first chapter, Rice presents both an historical and theoretical perspective on the relationship between language and cognition that, along with the second chapter on the specifics of categorization and how it is measured, provides an excellent overview of current developments to those who may feel that their training has left them unprepared to deal with these new directions in psycholinguistics. In this sense, the book is not for beginners, but rather for those who are either theoreticians in the field of language and cognition or those who are already involved in the hands-on problems of remediation of language problems. The issues raised in Chapters 3 and 5, on how to establish the nature of the links between language and cognition and how to interpret the results once obtained, are of direct relevance to those engaged in testing theoretical models of the early development of language as a function of cognitive processes. The issues addressed in Chapter 6, on the training of word meanings as a part of overall language intervention, may be applied to clinic and classroom with children of varying special problems. For the teachers of the deaf, particularly those involved in early preschool development, the concepts presented in this book have special import. Understanding the nature of underlying cognition, or at least what the debate is about, is a prerequisite to the...


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