{"product_id":"introductory-linguistics-for-speech-and-language-therapy-practice-isbn-9780470671108","title":"Introductory Linguistics for Speech and Language Therapy Practice","description":"\u003cp\u003e\u003cb\u003eThis practical introduction to linguistics is a must-have resource for all speech and language therapy students, providing you with the fundamental theory needed as a foundation for practice.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWritten by authors with extensive experience in both research and teaching, \u003ci\u003eIntroductory Linguistics for Speech and Language Practice\u003c\/i\u003e equips you with a practical understanding of relevant linguistic concepts in the key language areas of morphology, syntax, semantics, discourse and pragmatics. Each chapter opens by explaining why the information is of relevance to the speech language therapist, and this integrated approach is emphasised via reference to relevant clinical resources. Exercises throughout each chapter also allow you to test your understanding of key principles and apply this knowledge to other areas of your study.\u003c\/p\u003e \u003cp\u003eThis concise, readable guide is a core text for all undergraduate and postgraduate students of speech and language therapy, and is also ideal for qualified therapists wanting to enrich their understanding of the linguistic assessments they use in practice.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Introduction 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1.0 Why do speech and language therapy students need to study linguistics? 1\u003c\/p\u003e \u003cp\u003e1.1 Why do speech and language therapy students need this book? 2\u003c\/p\u003e \u003cp\u003e1.2 Aims of this book, and what this book will not aim to do 3\u003c\/p\u003e \u003cp\u003e1.3 Some preliminaries 4\u003c\/p\u003e \u003cp\u003e1.3.1 Levels of description in language 5\u003c\/p\u003e \u003cp\u003e1.4 How this book is organised 8\u003c\/p\u003e \u003cp\u003e1.5 Exercises 9\u003c\/p\u003e \u003cp\u003eExercises using clinical assessments 9\u003c\/p\u003e \u003cp\u003eFurther reading 9\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Words and Non-words 10\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e2.0 Introduction 10\u003c\/p\u003e \u003cp\u003e2.1 Why do SLTs need this knowledge? 11\u003c\/p\u003e \u003cp\u003e2.2 Learning objectives 12\u003c\/p\u003e \u003cp\u003e2.3 Words, word-forms and lexemes 12\u003c\/p\u003e \u003cp\u003e2.4 Testing word processing and related abilities 14\u003c\/p\u003e \u003cp\u003e2.5 Principles of selection of items in clinical resources 15\u003c\/p\u003e \u003cp\u003e2.6 Words and non-words 22\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter summary 23\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eExercises using clinical resources 24\u003c\/p\u003e \u003cp\u003eFurther reading 24\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Word Meaning 25\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e3.0 Introduction 25\u003c\/p\u003e \u003cp\u003e3.1 Why do SLTs need this knowledge? 26\u003c\/p\u003e \u003cp\u003e3.2 Learning objectives 26\u003c\/p\u003e \u003cp\u003e3.3 Reference and sense 27\u003c\/p\u003e \u003cp\u003e3.4 Lexical semantics 28\u003c\/p\u003e \u003cp\u003e3.4.1 Lexemes, categories and concepts 28\u003c\/p\u003e \u003cp\u003e3.4.2 Decomposition of word meaning 29\u003c\/p\u003e \u003cp\u003e3.4.3 Basic concepts 31\u003c\/p\u003e \u003cp\u003e3.4.4 Semantic fields 32\u003c\/p\u003e \u003cp\u003e3.4.5 Sense relations 34\u003c\/p\u003e \u003cp\u003e3.4.6 Lexical ambiguity 37\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter summary 38\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eExercises using clinical resources 39\u003c\/p\u003e \u003cp\u003eFurther reading 40\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Sentence Meaning 41\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e4.0 Introduction 41\u003c\/p\u003e \u003cp\u003e4.1 Why do SLTs need this knowledge? 41\u003c\/p\u003e \u003cp\u003e4.2 Learning objectives 42\u003c\/p\u003e \u003cp\u003e4.3 Sentence-level meaning 42\u003c\/p\u003e \u003cp\u003e4.3.1 Semantic roles 44\u003c\/p\u003e \u003cp\u003e4.3.2 Reversibility 47\u003c\/p\u003e \u003cp\u003e4.3.3 Contradiction 49\u003c\/p\u003e \u003cp\u003e4.3.4 Syntactic ambiguity 50\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter summary 51\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eExercises using clinical resources 51\u003c\/p\u003e \u003cp\u003eFurther reading 52\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Parts of Speech 53\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e5.0 Introduction 53\u003c\/p\u003e \u003cp\u003e5.1 Why do SLTs need this knowledge? 54\u003c\/p\u003e \u003cp\u003e5.2 Learning objectives 54\u003c\/p\u003e \u003cp\u003e5.3 Identifying parts of speech 55\u003c\/p\u003e \u003cp\u003e5.3.1 Content words and function words 55\u003c\/p\u003e \u003cp\u003e5.3.2 Why is it sometimes difficult to identify parts of speech in English? 55\u003c\/p\u003e \u003cp\u003e5.3.3 Traditional, meaning-based criteria 57\u003c\/p\u003e \u003cp\u003e5.3.4 Form-based criteria 57\u003c\/p\u003e \u003cp\u003e5.3.5 Tests for parts of speech 61\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter summary 83\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eExercises using clinical resources 83\u003c\/p\u003e \u003cp\u003eFurther reading 84\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Word Structure 85\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e6.0 Introduction 85\u003c\/p\u003e \u003cp\u003e6.1 Why do SLTs need this knowledge? 86\u003c\/p\u003e \u003cp\u003e6.2 Learning objectives 86\u003c\/p\u003e \u003cp\u003e6.3 Words and morphemes 87\u003c\/p\u003e \u003cp\u003e6.4 Free and bound forms 89\u003c\/p\u003e \u003cp\u003e6.5 Allomorphs 90\u003c\/p\u003e \u003cp\u003e6.6 Common mechanisms of word formation in English 92\u003c\/p\u003e \u003cp\u003e6.6.1 Compounding 92\u003c\/p\u003e \u003cp\u003e6.6.2 Affixation 94\u003c\/p\u003e \u003cp\u003e6.7 Mean length of utterance in morphemes 104\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter summary 104\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eExercises using clinical resources 105\u003c\/p\u003e \u003cp\u003eFurther reading 106\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Sentence Structure 1: Phrases and Clauses 107\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e7.0 Introduction 107\u003c\/p\u003e \u003cp\u003e7.1 Why do SLTs need this knowledge? 108\u003c\/p\u003e \u003cp\u003e7.2 Learning objectives 109\u003c\/p\u003e \u003cp\u003e7.3 Syntax, morphology and the lexicon 109\u003c\/p\u003e \u003cp\u003e7.4 Phrases 110\u003c\/p\u003e \u003cp\u003e7.4.1 Criteria for phrases 111\u003c\/p\u003e \u003cp\u003e7.4.2 Types of phrases 112\u003c\/p\u003e \u003cp\u003e7.4.3 Heads, modifiers and phrase types 113\u003c\/p\u003e \u003cp\u003e7.4.4 Phrases: noun phrases 114\u003c\/p\u003e \u003cp\u003e7.4.5 Phrases: prepositional phrases 115\u003c\/p\u003e \u003cp\u003e7.4.6 Phrases: adjective phrases 116\u003c\/p\u003e \u003cp\u003e7.4.7 Phrases: adverb phrases 116\u003c\/p\u003e \u003cp\u003e7.4.8 Phrases: verb phrases 117\u003c\/p\u003e \u003cp\u003e7.5 Clauses 118\u003c\/p\u003e \u003cp\u003e7.5.1 Elements of the clause 119\u003c\/p\u003e \u003cp\u003e7.5.2 Elements of the clause: verb 121\u003c\/p\u003e \u003cp\u003e7.5.3 Elements of the clause: subject 121\u003c\/p\u003e \u003cp\u003e7.5.4 Elements of the clause: object 123\u003c\/p\u003e \u003cp\u003e7.5.5 Elements of the clause: complement 127\u003c\/p\u003e \u003cp\u003e7.5.6 Elements of the clause: adverbial 129\u003c\/p\u003e \u003cp\u003e7.5.7 Phrases and grammatical functions 131\u003c\/p\u003e \u003cp\u003e7.5.8 Notation for clauses 131\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter summary 133\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eExercises using clinical resources 133\u003c\/p\u003e \u003cp\u003eFurther reading 134\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Sentence Structure 2: Constructions and Main Clauses 135\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e8.0 Introduction 135\u003c\/p\u003e \u003cp\u003e8.1 Why do SLTs need this knowledge? 136\u003c\/p\u003e \u003cp\u003e8.2 Learning objectives 137\u003c\/p\u003e \u003cp\u003e8.3 Declarative, interrogative and imperative clauses 137\u003c\/p\u003e \u003cp\u003e8.3.1 Basic constructions: declarative clauses 138\u003c\/p\u003e \u003cp\u003e8.3.2 Imperative clauses 139\u003c\/p\u003e \u003cp\u003e8.3.3 Interrogative clauses: yes–no interrogatives 140\u003c\/p\u003e \u003cp\u003e8.3.4 Interrogative clauses: wh interrogatives 141\u003c\/p\u003e \u003cp\u003e8.3.5 Interrogative clauses: tag questions 141\u003c\/p\u003e \u003cp\u003e8.4 The active, passive and middle constructions 143\u003c\/p\u003e \u003cp\u003e8.4.1 Active clauses\/constructions 143\u003c\/p\u003e \u003cp\u003e8.4.2 Passive clauses\/constructions 144\u003c\/p\u003e \u003cp\u003e8.4.3 Middle clauses\/constructions 145\u003c\/p\u003e \u003cp\u003e8.5 Negation 147\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter summary 151\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eExercises using clinical resources 152\u003c\/p\u003e \u003cp\u003eFurther reading 152\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Sentence Structure 3: Subordinate Clauses and Sentences 153\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e9.0 Introduction 153\u003c\/p\u003e \u003cp\u003e9.1 Why do SLTs need this knowledge? 153\u003c\/p\u003e \u003cp\u003e9.2 Learning objectives 154\u003c\/p\u003e \u003cp\u003e9.3 Main and subordinate clauses 154\u003c\/p\u003e \u003cp\u003e9.4 Recognising different types of subordinate clause 155\u003c\/p\u003e \u003cp\u003e9.4.1 Relative clauses 155\u003c\/p\u003e \u003cp\u003e9.4.2 Adverbial clauses 156\u003c\/p\u003e \u003cp\u003e9.4.3 Complement clauses 157\u003c\/p\u003e \u003cp\u003e9.5 Clauses that modify nouns 159\u003c\/p\u003e \u003cp\u003e9.6 Optional extra on relative clauses 161\u003c\/p\u003e \u003cp\u003e9.7 Sentences 165\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter summary 166\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eExercises using clinical resources 168\u003c\/p\u003e \u003cp\u003eFurther reading 168\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Sentence Structure 4: Non-finite Clauses 169\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e10.0 Introduction 169\u003c\/p\u003e \u003cp\u003e10.1 Why do SLTs need this knowledge? 170\u003c\/p\u003e \u003cp\u003e10.2 Learning outcomes 170\u003c\/p\u003e \u003cp\u003e10.3 Infinitives and (Type 1) gerunds 170\u003c\/p\u003e \u003cp\u003e10.3.1 Understood subject and control 172\u003c\/p\u003e \u003cp\u003e10.4 Type 2 gerunds 173\u003c\/p\u003e \u003cp\u003e10.5 Bare-verb clauses 175\u003c\/p\u003e \u003cp\u003e10.6 Free participle clauses 175\u003c\/p\u003e \u003cp\u003e10.7 Reduced clauses 176\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter summary 179\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eExercises using clinical resources 180\u003c\/p\u003e \u003cp\u003eFurther reading 180\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Language in Use 1: Deixis and Reference 181\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e11.0 Introduction 181\u003c\/p\u003e \u003cp\u003e11.1 Why do SLTs need this knowledge? 181\u003c\/p\u003e \u003cp\u003e11.2 Learning objectives 182\u003c\/p\u003e \u003cp\u003e11.3 Reference and deixis 182\u003c\/p\u003e \u003cp\u003e11.3.1 Deixis: introduction 183\u003c\/p\u003e \u003cp\u003e11.3.2 Deixis: personal pronouns 184\u003c\/p\u003e \u003cp\u003e11.3.3 Deixis: demonstratives 186\u003c\/p\u003e \u003cp\u003e11.3.4 Deixis: spatial expressions 188\u003c\/p\u003e \u003cp\u003e11.3.5 Deixis: verbs of movement 189\u003c\/p\u003e \u003cp\u003e11.3.6 Deixis: temporal expressions 191\u003c\/p\u003e \u003cp\u003e11.3.7 Deixis: tense 193\u003c\/p\u003e \u003cp\u003e11.3.8 Deixis: extended uses 194\u003c\/p\u003e \u003cp\u003e11.4 Reference 197\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter summary 202\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eExercises using clinical resources 202\u003c\/p\u003e \u003cp\u003eFurther reading 203\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Language in Use 2: Frames and Scripts, Metaphor and Irony, Implicature, Explicature 204\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e12.0 Introduction 204\u003c\/p\u003e \u003cp\u003e12.1 Why do SLTs need this knowledge? 205\u003c\/p\u003e \u003cp\u003e12.2 Learning outcomes 206\u003c\/p\u003e \u003cp\u003e12.3 Frames and scripts 206\u003c\/p\u003e \u003cp\u003e12.4 Metaphor, irony, humour 209\u003c\/p\u003e \u003cp\u003e12.5 Implicature 211\u003c\/p\u003e \u003cp\u003e12.6 Explicature 216\u003c\/p\u003e \u003cp\u003e12.7 Presupposition 219\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter summary 221\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eExercises using clinical resources 222\u003c\/p\u003e \u003cp\u003eFurther reading 222\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Language in Use 3: Speech Acts, Conversation 223\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e13.0 Introduction 223\u003c\/p\u003e \u003cp\u003e13.1 Why do SLTs need this knowledge? 224\u003c\/p\u003e \u003cp\u003e13.2 Learning objectives 224\u003c\/p\u003e \u003cp\u003e13.3 Frames, scripts and norms 224\u003c\/p\u003e \u003cp\u003e13.4 Speech acts 226\u003c\/p\u003e \u003cp\u003e13.5 Conversation: scripts and routines 233\u003c\/p\u003e \u003cp\u003e13.5.1 Turn taking 233\u003c\/p\u003e \u003cp\u003e13.5.2 Adjacency pairs 234\u003c\/p\u003e \u003cp\u003e13.5.3 Expansions 235\u003c\/p\u003e \u003cp\u003e13.5.4 Preference organisation 236\u003c\/p\u003e \u003cp\u003e13.5.5 Opening a conversation 237\u003c\/p\u003e \u003cp\u003e13.5.6 Politeness 238\u003c\/p\u003e \u003cp\u003e13.5.7 Topic management 238\u003c\/p\u003e \u003cp\u003e13.5.8 Repair 241\u003c\/p\u003e \u003cp\u003e13.6 Paralinguistic signals 244\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter summary 246\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eExercises using clinical resources 246\u003c\/p\u003e \u003cp\u003eFurther reading 247\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Narrative 1: Introduction – Coherence and Cohesion 248\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e14.0 Introduction 248\u003c\/p\u003e \u003cp\u003e14.1 Why do SLTs need this knowledge? 249\u003c\/p\u003e \u003cp\u003e14.2 Learning objectives 249\u003c\/p\u003e \u003cp\u003e14.3 Tasks for speakers and writers 250\u003c\/p\u003e \u003cp\u003e14.4 Concepts for analysing narrative 250\u003c\/p\u003e \u003cp\u003e14.5 Spoken text 252\u003c\/p\u003e \u003cp\u003e14.6 Coherence and cohesion 254\u003c\/p\u003e \u003cp\u003e14.6.1 Coherence 254\u003c\/p\u003e \u003cp\u003e14.6.2 Cohesion 255\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter summary 259\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eExercises using clinical resources 260\u003c\/p\u003e \u003cp\u003eFurther reading 260\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Narrative 2: Given and New, Theme, Focus 261\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e15.0 Introduction 261\u003c\/p\u003e \u003cp\u003e15.1 Why do SLTs need this knowledge? 261\u003c\/p\u003e \u003cp\u003e15.2 Learning objectives 262\u003c\/p\u003e \u003cp\u003e15.3 Given and new information 262\u003c\/p\u003e \u003cp\u003e15.4 Theme 264\u003c\/p\u003e \u003cp\u003e15.5 Focus 270\u003c\/p\u003e \u003cp\u003e15.5.1 Focus: tonic accent 270\u003c\/p\u003e \u003cp\u003e15.5.2 Focus: IT clefts 272\u003c\/p\u003e \u003cp\u003e15.5.3 Focus: WH clefts 274\u003c\/p\u003e \u003cp\u003e15.5.4 Focus: TH clefts 275\u003c\/p\u003e \u003cp\u003e15.6 Conclusion 276\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter summary 277\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eExercises using clinical resources 278\u003c\/p\u003e \u003cp\u003eFurther reading 278\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Narrative 3: Syntax and the Organisation of Text 279\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e16.0 Introduction 279\u003c\/p\u003e \u003cp\u003e16.1 Why do SLTs need this knowledge? 279\u003c\/p\u003e \u003cp\u003e16.2 Learning objectives 280\u003c\/p\u003e \u003cp\u003e16.3 Tense and aspect in narrative 280\u003c\/p\u003e \u003cp\u003e16.3.1 Tense and aspect: reminder of the main points 280\u003c\/p\u003e \u003cp\u003e16.3.2 Simple Past versus Progressive in narrative 281\u003c\/p\u003e \u003cp\u003e16.3.3 Perfect 281\u003c\/p\u003e \u003cp\u003e16.3.4 Tense and aspect: problems of usage 282\u003c\/p\u003e \u003cp\u003e16.4 Analysing clinical test narratives 283\u003c\/p\u003e \u003cp\u003e16.4.1 The runaway tractor story 283\u003c\/p\u003e \u003cp\u003e16.4.2 The safari park story 286\u003c\/p\u003e \u003cp\u003e16.4.3 The sports day story 286\u003c\/p\u003e \u003cp\u003e16.4.4 The squirrel story 287\u003c\/p\u003e \u003cp\u003e16.5 Some loose ends 288\u003c\/p\u003e \u003cp\u003e16.5.1 End weight 288\u003c\/p\u003e \u003cp\u003e16.5.2 End weight: extraposition 288\u003c\/p\u003e \u003cp\u003e16.5.3 Passives in narrative text 290\u003c\/p\u003e \u003cp\u003e16.5.4 Non-finite clauses 292\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter summary 294\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eExercises using clinical resources 294\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 Conclusion 297\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAppendix A: Islands of Reliability for Determining Parts of Speech 299\u003c\/p\u003e \u003cp\u003eAppendix B: SLT Resources Referenced in This Text 302\u003c\/p\u003e \u003cp\u003eAnswers to Exercises 306\u003c\/p\u003e \u003cp\u003eAnnotated Bibliography 343\u003c\/p\u003e \u003cp\u003eIndex 345\u003c\/p\u003e \u003cp\u003e\u003cb\u003eJan McAllister\u003c\/b\u003e, Senior Lecturer, University of East Anglia, UK\u003c\/p\u003e \u003cp\u003e\u003cb\u003eJim Miller\u003c\/b\u003e, Emeritus Professor, University of Edinburgh, UK\u003c\/p\u003e \u003cp\u003eThis practical introduction to linguistics is a must-have resource for all speech and language therapy students, providing you with the fundamental theory needed as a foundation for practice.\u003c\/p\u003e \u003cp\u003eWritten by authors with extensive experience in both research and teaching, \u003ci\u003eIntroductory Linguistics for Speech and Language Therapy Practice\u003c\/i\u003e equips you with a practical understanding of relevant linguistic concepts in the key language areas of morphology, syntax, semantics, discourse and pragmatics. Each chapter opens by explaining why the information is of relevance to the speech language therapist, and this integrated approach is emphasised via reference to relevant clinical resources. Exercises throughout each chapter also allow you to test your understanding of key principles and apply this knowledge to other areas of your study.\u003c\/p\u003e \u003cp\u003eThis concise, readable guide is a core text for all undergraduate and postgraduate students of speech and language therapy, and is also ideal for qualified therapists wanting to enrich their understanding of the linguistic assessments they use in practice.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989470101733,"sku":"NP9780470671108","price":44.5,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780470671108.jpg?v=1761784228","url":"https:\/\/k12savings.com\/products\/introductory-linguistics-for-speech-and-language-therapy-practice-isbn-9780470671108","provider":"K12savings","version":"1.0","type":"link"}