Abstract
This book contains 13 chapters written by 23 authors in total, organized into six sections: introduction; speech; language; literacy; foundations for speech, language and literacy; and speech, language and literacy in context.
The book aims to provide readers with a theoretical understanding of speech, language and literacy acquisition, and to be able to apply this to both typical development and to those children and adults who may experience difficulties with speech, language and/or literacy. The book has been written for students studying education, speech pathology and linguistics, and it is important to note that it is primarily aimed at an Australian / New Zealand audience.
Each chapter is clearly set out and follows a common format in order to meet the specified objectives. Following the topic information, there is a summary, including key messages for each of the student groups the book is aimed at, a number of look-and-learn video activities, critical reflection activities and further reading, as well as chapter references. Key words are defined both within the text and collated within a glossary at the end of the book.
In my opinion, there are a number of key strengths of this text. Throughout, the book presents current theory and is written in a particularly accessible style, frequently using relevant and practical examples to clearly illustrate theory and support understanding. This is further enhanced by the excellent addition of video and other learning resources, integrated within each chapter. Positively, the book brings together speech, language and literacy effectively and, as well as enabling readers to gain a clear understanding of each domain independently, it also consistently demonstrates links and interactions between them, ensuring readers may understand these critical relationships. Through taking a lifespan approach, it also draws together learning and application, both within child and adult contexts; this approach may often be taught, and viewed by students, very separately. Of the three different audiences the book is aimed at, perhaps this approach is most beneficial for those studying to be speech and language therapists. The book also includes a wide range of internet sources of information which is very useful, although this may become more challenging over time if links change or break, making information less accessible.
As this book is written for an Antipodean audience, there are of course a number of limitations for students in other parts of the world. This is most apparent in relation to the section on speech, where phonemic symbols and systems for transcribing speech are relevant for Australia and New Zealand rather than the UK. Additionally, references to country-specific assessments or frameworks will be considerably less relevant to readers in other parts of the world, although it does of course enable a broader perspective to be gained which may be of interest within an increasingly global society.
This book sets out to provide an introduction to speech, language and literacy and, from the perspective of speech and language therapy teaching, I feel it takes a particularly strong approach to student learning through clear theoretical discussion, practical activities, critical reflections and further signposting to support and extend learning in a way which many undergraduates, particularly early on in their studies, will find very beneficial. While there are elements that are only relevant to the intended Australia / New Zealand readership, there is certainly much which will very positively support the teaching and learning for students elsewhere.