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This book frames the development of the capability to reflect upon language in children as a way of reasoning on language, which changes their mind into a metalinguistic one. This capability, in turn, is highly involved in learning and communication processes.
The book also offers pictures of typical and atypical profiles of metalinguistic developmental trajectories. These pictures are drawn from research conducted with a wide range of metalinguistic tests, from preschool to young adulthood, used also in studies on bilingualism in several linguistic versions. Additionally, it provides examples of treatment implemented to face specific weaknesses in the metalinguistic abilities of atypically-developing children with a special focus on figurative language, by exploiting strengths in production and comprehension.
These populations include children with neurodevelopmental disorders, such as Autism Spectrum Disorders (ASD) without intellectual disability, twice-exceptional children, such as ASD with giftedness, and also rarer conditions such as Klinefelter syndrome, Agenesis of the Corpus Callosum, and bimodal bilingualism in deaf individuals.
The variety of these cases, analyzed in differences and convergences, is a further factor that makes this book relevant to developmental, educational and clinical psychologists addressing subjects from early childhood to adulthood.
The book also offers pictures of typical and atypical profiles of metalinguistic developmental trajectories. These pictures are drawn from research conducted with a wide range of metalinguistic tests, from preschool to young adulthood, used also in studies on bilingualism in several linguistic versions. Additionally, it provides examples of treatment implemented to face specific weaknesses in the metalinguistic abilities of atypically-developing children with a special focus on figurative language, by exploiting strengths in production and comprehension.
These populations include children with neurodevelopmental disorders, such as Autism Spectrum Disorders (ASD) without intellectual disability, twice-exceptional children, such as ASD with giftedness, and also rarer conditions such as Klinefelter syndrome, Agenesis of the Corpus Callosum, and bimodal bilingualism in deaf individuals.
The variety of these cases, analyzed in differences and convergences, is a further factor that makes this book relevant to developmental, educational and clinical psychologists addressing subjects from early childhood to adulthood.