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 Recent Publications 


Recent Publications from Brookes Publishing Co.
www.brookespublishing.com

NEW
Talk to Me, Baby! How You Can Support Young Children's Language Development, Second Edition

By Betty S. Bardige, Ed.D.

Talking to young children matters, and this friendly, down-to-earth book is your guide to playful, engaging talk that supercharges young minds and sets the stage for school success. Includes critical new research and invaluable downloadable handouts and study guide.

TILLS™: Test of Integrated Language & Literacy Skills™

Developed by Nickola W. Nelson, Ph.D., Nancy Helm-Estabrooks, Sc.D., Gillian Hotz, Ph.D., and Elena Plante, Ph.D.

The Test of Integrated Language & Literacy Skills™ (TILLS™) is the groundbreaking assessment professionals need to test listening, speaking, reading, and writing skills in students ages 6—18, and to assess the role of memory in how students perform. Reliable, valid, and comprehensive, TILLS will help you streamline assessment, monitor progress, and reach your ultimate goal: improving students' communication skills so they can succeed in school.

Why use TILLS?
TILLS is the only test that assesses both spoken AND written language and shows how these skills relate to each other. You'll get a meaningful profile of skills for each learner, so you can be sure you understand a student's strengths and needs and aren't overlooking something crucial. Unlike most other tests, TILLS also provides diagnostic accuracy in "age bands" meaningful to the development of language and literacy skills, so you'll have the evidence base you need to determine if test scores reflect typical or impaired performance. And if you're an experienced clinician, you can finish TILLS in just 90 minutes or less—which means you'll spend less time testing and more time helping students and planning interventions.

This Examiner's Kit gives you everything you need to get started with TILLS: an Examiner's Manual, Stimulus Book, 25 Record Forms, Technical Manual, Quick Start Guide, 1 Practice Workbook, 25 Student Response Forms, tablet of Student Rating Scales, and a USB drive of audio and text files.

Pediatric Test of Brain Injury™ (PTBI™)

By Gillian Hotz, Ph.D., Nancy Helm-Estabrooks, Sc.D., Nickola Wolf Nelson, Ph.D., & Elena Plante, Ph.D.

The first criterion-referenced, standardized test that assesses cognitive and academic skills after pediatric brain injury, PTBI™ is the tool every SLP needs to develop effective supports for children ages 6-16 and get them ready for a successful return to the classroom. The complete PTBI™ includes an Examiner’s Manual with comprehensive guidelines and technical data; a Stimulus Book with all the visual stimuli needed to conduct the test; and Test Forms for recording information about the child’s performance and scoring PTBI™.

Promoting Language and Literacy in Children who are Deaf or Hard of Hearing

Edited by Mary Pat Moeller, Ph.D., David J. Ertmer, Ph.D., & Carol Stoel-Gammon, Ph.D.

This comprehensive textbook-and-DVD set presents today’s best interventions that support literacy and language competence for children who are deaf or hard of hearing. More than a dozen experts offer balanced perspectives, evidence-based approaches, and video clips that demonstrate interventions in action.

Stay tuned to www.brookespublishing.com to learn more!

Let’s Talk: Navigating Communication Services and Supports for Your Young Child with Autism

By Rhea Paul, Ph.D., CCC-SLP, and Donia Fahim, Ph.D.

This friendly, accessible guidebook helps parents of young children with autism evaluate evidence-based communication interventions—and choose the best ones for their child.

Stay tuned to www.brookespublishing.com to learn more!

- Teaching Communication Skills to Students with Severe Disabilities, Third Edition

By June E. Downing, Ph.D., Amy Hanreddy, Ph.D., & Kathryn D. Peckham Hardin, Ph.D., with invited contributors

Support every student’s right to communicate with this trusted text and teaching guide, now updated with today’s best research and strategies on technology, literacy, challenging behavior, and peers as communication partners.

- Accelerating Language Skills and Content Knowledge through Shared Book Reading

By Sharolyn D. Pollard-Durodola, Ed.D., Jorge E. Gonzalez, Ph.D., Deborah C. Simmons, Ph.D., & Leslie Simmons

This accessible textbook prepares early childhood educators to teach vocabulary-rich science and social studies lessons through shared book reading. Presents a complete framework for boosting language skills and content knowledge.

- Developing Early Comprehension: Laying the Foundation for Reading Success

Edited by Andrea DeBruin-Parecki, Ph.D., Anne van Kleeck, Ph.D., CCC-SLP, & Sabra Gear, Ph.D.

How does early comprehension develop in young children, and how can we better prepare preschoolers to become successful readers? This important volume compiles today’s best research from more than two dozen literacy experts.

- Introduction to Clinical Methods in Communication Disorders, Third Edition

Edited by Rhea Paul Ph.D., CCC-SLP

The bestselling core textbook on communication disorders is better than ever with this new third edition, thoroughly revised and based on updated ASHA standards. Covering a broad range of disorders and developmental levels, this text gives future professionals up-to-date guidance on evidence-based practice from more than 20 academics and working clinicians. Preservice SLPs and audiologists will get a comprehensive guide to contemporary clinical practice—one they’ll use for the rest of their careers to provide the best possible services for people with communication disorders.

- The Speech-Language Pathologist’s Handbook for Inclusive School Practices

By Julie Causton Ph.D. and Chelsea P. Tracy-Bronson M.A.

This is the practical, friendly guide SLPs need to go beyond pull-out services and deliver successful communication and language supports as part of an inclusive school team. Packed with immediately useful strategies, relatable examples, and invaluable insights from experienced SLPs, this guidebook is key to helping students with disabilities improve their communicative functioning so they can access the curriculum and fully participate in classroom routines and activities.

Teaching Reading and Writing: Improving Instruction and Student Achievement

Edited by Brett Miller Ph.D., Peggy McCardle Ph.D., MPH, and Richard Long Ed.D.

Featuring groundbreaking contributions from a who’s who of top-level researchers, this important volume gives educators the foundational knowledge they’ll need to plan and deliver high-quality, evidence-based reading and writing instruction aligned with Common Core State Standards. Educators will fully explore the link between reading and writing, learn how they complement and enhance each other, and discover promising instructional approaches that can strengthen all students’ literacy skills and reduce achievement gaps.

Fundamentals of Literacy Instruction and Assessment, 6-12

Edited by Martha C. Hougen, Ph.D.

The perfect first text on adolescent literacy, this expertly organized volume covers all the fundamentals of how reading and writing skills develop in older students and how to teach literacy within key academic content areas: language arts, math, science, and history.

The Fundamentals of Literacy Instruction and Assessment, Pre-K–6

Edited by Martha C. Hougen Ph.D., Susan M. Smartt Ph.D.

This core textbook prepares educators to teach literacy skills to students pre-K—Grade 6—critical years for mastering the basics and becoming a successful reader. Guidance on teaching phonemic awareness, alphabetic principle, vocabulary, fluency, spelling, and more.

Late Talkers: Language Development, Interventions, and Outcomes

Edited by Leslie A. Rescorla, Ph.D., and Philip S. Dale, Ph.D.

Discover the latest findings in this important volume, a comprehensive survey of 30+ years of research about young children with delayed expressive language. More than 25 top researchers explore the causes and characteristics of late language emergence, long-term outcomes for late talkers, effective intervention approaches, and future directions for new research studies.



Supported in part by: NIDCD and NICHD, NIH, R13 DC001677, Susan Ellis Weismer, Principal Investigator
University of Wisconsin-Madison - Department of Communication Sciences and Disorders