In lieu of an abstract, here is a brief excerpt of the content:

Reviews The importance of early symbolic representation , regardless of modality, as a necessary correlate to language development may be better understood from Rice's exposition. Ronnie Wilbur, Ph.D. Boston University Boston, Mass. 02215 Teaching Linguistically Handicapped Children, Mildred Freburg Berry, Ph.D., 318 pp., Prentice-Hall, Inc., Englewood Cliffs, NJ. 07632, 1980. This book is addressed to teachers involved in the education of linguistically handicapped children in school or clinical settings. The aim is to provide a framework for the teaching of such children in group situations. The author begins with a review of factors that underlie language learning, discussing neural functioning , motivation, attention, and memory. These topics are presented in relation to both normally developing and linguistically handicapped children . Teaching strategies to facilitate motivation , attention, and memory are suggested. Perceptual -semantic development from infancy to adolescence is reviewed, and corresponding linguistic developments are discussed in general terms. The author emphasizes the primacy of perceptual-semantic development over other aspects of language learning, such as syntax. Additionally, she stresses the importance of the social aspect of language and its contribution to development. A "situational teaching" approach is presented that is structured to target aU aspects of language learning through provision of carefully -planned experiential learning activities. Throughout the book, and especially in the chapter devoted to the teaching program, numerous examples of activities are provided. An appendix supplies additional suggestions for activities as well as references for stories, fingerplays , rhymes, and other materials the author has found to be effective. The purpose of this book is not to outline a sequence of specific linguistic goals to be targeted . The book is not a "cookbook" of developmentally -ordered language structures to be included in a curriculum. Rather, it presents a general model for teaching linguistically handicapped children that can be applied by those already having a strong background in language development. The author does not advocate a noninteractive "drill" approach to language teaching, but instead supports a strategy in which social and experiential factors are structured to maximally contribute to the growth of language skills. Occasionally, definitions of terminology are not explicit, making some concepts difficult to understand. The precise meaning of the author's notion of "perceptual-semantic" development , for example, remains unclear, although a general sense of the term's intent can be gleaned. Nonetheless, the viewpoints expressed regarding the instruction of linguistically handicapped children may provide constructive ideas to the teachers of this population. Jo E. Peters, M.S. Boys Town Institute for Communication Disorders in Children Omaha, Neb. 68131 The Voice and its Disorders, Fourth Ed., Margaret C. L. Greene, F.C.S.T., 446 pp., $47.50, J. B. Lippincott Co., East Washington Square, Philadelphia, Pa. 19105, 1980. Margaret Greene has done it again! She has written a lucid, practical, comprehensive text and manual for the serious speech professional and for all who would learn from acquaintance with the craft. The evidence is clear with every page. Here is a totally competent practitioner who loves her work and who shares with us her wisdom and skills, her philosophy and humor. The extensive bibliography is a clue to the depth of her academic searching. The text presents the material in an orderly and fascinating manner. This is a book about normal and disordered voice-phonation. The reader should approach it as just that, and no more. The other aspects of the speech professional's work are dealt with in print by other experts. The format gives the first one-third of the text to a concise, accurate discussion of the normal voice. In the remainder of the book, the author shares her (and other workers') expertise in techniques of rehabilitation for the dysphonic patient. Because patients usually come to the speech therapist with a diagnosis, assessment methods are given brief attention. Conversely, the tactics, therapy, and exercises are described in detail. Case histories are precise and pertinent. The updated section on post-laryngectomy communication is particularly effective. This is a superb book. I recommend it without reservation. Robert F. Nagel, Ph.D. Tucson, Arizona 85710 A.A.D. I February 1983 ...


Additional Information

Print ISSN
p. 6
Launched on MUSE
Open Access
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.