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 From assessment to intervention

Products, procedures, and contexts of intervention for children with

emerging language

Toddlers with autism spectrum disorder

Considerations for older clients in the emerging language stage

Conclusions

Study guide

Proportion of multiword utterances

Semantic relations expressed in multiword utterances

Proportion of multiword utterances in “other” category

8. Assessment of developing language

Family-centered assessment

Assessing collateral areas

Screening for language disorders in the period of developing language

Using standardized tests in assessing developing language

Criterion-referenced assessment and behavioral observation for

children with developing language

Considerations for the older clients with severe disabilities and those
with autism spectrum disorder at the developing language stage

Conclusions

Study guide

9. Intervention for developing language

Intervention policy issues at the developing language level

Intervention for developing language: Products, processes, and

contexts

8
 Intervention for older clients with severe impairment and autism
spectrum disorder at the developing language level

Conclusions

Study guide

SECTION III. Working with Language Learning

Disabilities

10. Language, reading, and learning in school: What the speech-

language pathologist needs to know
School-based practice in speech-language pathology

Students with language learning disabilities

Language, learning, and reading: What’s the connection?

Conclusions

Study guide

11. Assessing students’ language for learning

Child and family in the assessment process

Identifying students for communication assessment

Evaluation for special educational needs

Criterion-referenced assessment and behavioral observation in the

language for learning stage

Considerations for older, severely affected students at the language for

learning stage

Considerations for speakers with autism spectrum disorder at the

language for learning stage

Conclusions

Study guide

9
 Percentage complex sentences

Complex sentence types

Conjunctions used

Evaluation

Plan

Narrative macrostructure

Literary language style (box 11.11)

Evaluation

12. Intervening at the language-for-learning period

Planning intervention in the language for learning stage

Intervention products in the language for learning period

Intervention processes in the language for learning period

Intervention contexts in the language for learning period

Considerations for the older clients with moderate to severe disabilities

and those with autism spectrum disorder

Conclusions

Study guide

13. Assessing advanced language

Language development in adolescence

Student-centered assessment

Screening, case finding, and establishing eligibility with standardized

tests in the advanced language stage

Criterion-referenced assessment and behavioral observation in the

advanced language stage

10
 Assessing functional communication in students with severe disabilities
in the advanced language stage

Conclusions

Study guide

14. Intervention for advanced language

Issues in intervention at the advanced language stage

Products of intervention in the advanced language stage

Processes of intervention in the advanced language stage

Contexts of intervention in the advanced language stage

Special considerations for high functioning students with autism

spectrum disorder

Transitional intervention planning

Conclusions

Study guide

Transition planning summary

Bibliography

Name index

Subject index

Inside back cover

11
Inside front cover
Milestones of Early Communication Development

12
Data from Chapman, R. (2000). Children’s language learning: An interactionist

13
perspective. Journal of Child Psychology and Psychiatry, 41, 33-54; Miller, J. (1981).
Assessing language production in children. Boston, MA: Allyn & Bacon; Weiss, C.,
Gordon, M., & Lillywhite, H. (1987). Clinical management of articulatory and
phonological disorders (ed. 2). Baltimore, MD: Williams & Wilkins.

14
Copyright

3251 Riverport Lane

St. Louis, Missouri 63043

LANGUAGE DISORDERS FROM INFANCY THROUGH

ADOLESCENCE: LISTENING, SPEAKING, READING, WRITING,
AND COMMUNICATING, FIFTH EDITION ISBN: 978-0-323-
44234-3

Copyright © 2018 by Elsevier, Inc. All rights reserved.

No part of this publication may be reproduced or transmitted in

any form or by any means, electronic or mechanical, including
photocopying, recording, or any information storage and retrieval
system, without permission in writing from the publisher. Details
on how to seek permission, further information about the
Publisher’s permissions policies and our arrangements with
organizations such as the Copyright Clearance Center and the
Copyright Licensing Agency, can be found at our website:
www.elsevier.com/permissions.

This book and the individual contributions contained in it are

protected under copyright by the Publisher (other than as may be
noted herein).

15
Notices
Practitioners and researchers must always rely on their own
experience and knowledge in evaluating and using any
information, methods, compounds or experiments described
herein. Because of rapid advances in the medical sciences, in
particular, independent verification of diagnoses and drug dosages
should be made. To the fullest extent of the law, no responsibility is
assumed by Elsevier, authors, editors or contributors for any injury
and/or damage to persons or property as a matter of products
liability, negligence or otherwise, or from any use or operation of
any methods, products, instructions, or ideas contained in the
material herein.

Previous editions copyrighted 2012, 2007, 2001 and 1995.

International Standard Book Number: 978-0-323-44234-3

Content Strategist: Lauren Willis

Content Development Manager: Ellen Wurm-Cutter
Content Development Specialist: Alexandra York
Publishing Services Manager: Julie Eddy
Senior Project Manager: Marquita Parker
Designer: Ryan Cook

Printed in the United States of America

Last digit is the print number: 9 8 7 6 5 4 3 2 1

16
Dedication

To the memory of my father, who was the kind of teacher I have

always tried to be, and of my sister, whose too-short life was
devoted to helping handicapped children.
—Rhea Paul

17
A note to the
instructor
This book attempts to tell students everything they ever wanted to
know—and then some—about child language disorders. It covers
the entire developmental period and delves into many additional
concepts that are important to the treatment of child language
disorders, including prevention, syndromes associated with
language disorders, and multicultural practice. The fifth edition of
Child Language Disorders from Infancy through Adolescence adds to the
remarkable knowledge and energy of coauthor Dr. Courtenay
Norbury by bringing on a next-generation resource, Dr. Carolyn
Gosse. Dr. Norbury is one of the foremost young researchers in
child language disorders in the world today, and she has an
astonishing command of emerging evidence on genetic,
neuropsychological, and neurophysiological aspects of child
language disorders. Her perspective adds greatly to the currency of
this edition. She also brings with her a commitment to integrating
all forms of linguistic communication into our work. Dr. Gosse has
experience in literacy acquisition and curriculum development that
will also greatly enrich this edition.
In reviewing the literature since the fourth edition of this text, we
continue to see evidence of more sophisticated, rigorous evaluation
of assessment and treatment approaches. When I prepared the third
edition, I found many studies that systematically examined the
efficacy of approaches that had been advocated extensively and
used widely without much basis in empirical evidence. Preparing
the fourth edition demonstrated many of these studies had been

18
aggregated and subjected to meta-analyses, so that the evidence in
their favor has become clearer and stronger. In preparing the fifth
edition, we found a greater number and broader range of these high
levels of evidence, particularly in interventions for school-aged
children, although evidence levels for younger children remain less
fully explored. This has been one of the most gratifying aspects of
updating the text—seeing our field advance as it develops a
stronger commitment to and a broader basis for evidence-based
practice.
As before, this book is relatively short on theory (although not
quite so short as it was before Dr. Norbury signed on) and long on
clinical application and concrete procedures. Our goal has been to
provide a broadly based, practical introduction to the field of
language pathology to students planning a career as clinicians in
evaluating and treating children with communication disorders,
students who need to know what to do that first Monday morning
of their clinical career, but who also need to develop the ability to
think critically and creatively about the myriad kinds of clinical
problems they would encounter in the course of their practice.
Our hope is that students will use this book during their
introductory language disorders courses and will also find it a
helpful reference as they progress through their clinical education
and even into their professional practice. For this reason, students
reading the book for the first time may feel that it is too
comprehensive, that they cannot possibly absorb all the information
in it in one or two terms. They are probably right. Our hope is that
their instructors can help them understand that they can return to
the book later and not only refresh their memories but also take in
more of it as their experience broadens and they have more
background information and more clinical savvy with which to
approach it. Helping students understand that they do not have to
master the entire volume the first time through, that they will have
opportunities as their career goes on to assimilate more of the
material, can help alleviate their anxiety. What they should get
from reading the book the first time is knowledge of the basic
concepts and vocabulary used in the field, an overview of its issues
and controversies, an understanding of the scope of communicative
difficulties that make up child language disorders, and a sense of

19
how a speech-language pathologist approaches the processes of
assessment and intervention.
In order to provide this sense, case studies and vignettes are
included throughout the book. These are meant to serve as
examples of applying the material in the text to some real-life
situations. In using the case studies in class presentations, one
approach might include having students work in groups to come
up with alternative approaches to the ones given in the book for
dealing with the cases presented. This can help students develop a
sense that there is no one “right” way to deal with a client and that
several different approaches might be equally appropriate, so long
as each takes the client’s needs into account. Another way to use the
case studies is to have some students present their own clients as
case studies for the chapters that apply to them. They can use the
case studies in the book as models for applying the principles
discussed in the chapter and use a similar approach to come up
with an assessment or intervention plan for a client being
presented. If the students work on the case in a cooperative
learning arrangement, with several groups of four to six students
working independently to come up with a plan for the case to
present to the whole class, the diversity of possibilities for
addressing a client’s needs can again be illustrated.
As the Preface of this book states, much of the material contained
here represents the authors’ opinion or point of view. As a result,
many instructors who teach courses in child language disorders
will find themselves in disagreement with some aspects of the
book’s content. Our hope is that instructors will let students know
when this happens and give them that alternate point of view. As
we’ve tried to emphasize throughout the book, language pathology
is not a field in which there are long-established sets of accepted
premises and practices. Our field is lively with controversy and
differing opinions about how to conceptualize, organize, categorize,
explain, assess, and treat child language disorders. Students should
be aware of this ferment. The best way to give them this awareness
is for an instructor to focus on points of disagreement with the text,
to elaborate and explicate the differences, and argue an alternative
point of view. Students exposed to opposing points of view from
two authoritative sources—their teacher and their textbook—have a

20
good chance of becoming critical thinkers about the material in
their coursework and later in their professional practice.
This book is organized into 14 chapters, which could correspond
roughly to the 14 weeks of a typical semester. If the book is being
used to teach a one-semester course, one chapter of the book could
be covered during each week of the term. Increasingly, though,
programs in speech-language pathology are expanding their
language curriculum to cover two terms rather than one. Some
programs divide the curriculum into assessment and intervention
portions. Others divide along developmental lines, teaching early
assessment and intervention during a first term and language
learning disorders in school-age children in the second. If this book
is used over a two-term sequence using an assessment/intervention
structure, the chapters could be covered in the following order:
Term 1 Assessment
Chapter 1 Definitions and Models of Language Disorders in Children
Chapter 2 Principles of Assessment
Chapter 6 Assessment and Intervention in the Prelinguistic Period
Chapter 7 Assessment and Intervention for Emerging Language
Chapter 8 Assessment of Developing Language
Chapter 10 Language, Reading, and Learning in School: What the SLP Needs to Know
Chapter 11 Assessment of Language for Learning
Chapter 13 Assessing Advanced Language
Term 2 Intervention
Chapter 3 Principles of Intervention
Chapter 9 Intervention for Developing Language
Chapter 12 Intervention at the Language-for-Learning Period
Chapter 14 Intervention for Advanced Language
Chapter 4 Special Considerations for Special Populations
Chapter 5 Child Language Disorders in a Pluralistic Society

If, on the other hand, the sequence is organized along

developmental lines, the chapters could be covered as follows:
Term 1 Early Assessment and Intervention
Chapter 1 Definitions and Models of Language Disorders in Children
Chapter 2 Principles of Assessment
Chapter 3 Principles of Intervention
Chapter 6 Assessment and Intervention in the Prelinguistic Period
Chapter 7 Assessment and Intervention for Emerging Language
Chapter 8 Assessment of Developing Language
Chapter 9 Intervention for Developing Language
Term 2 Working with Language Learning Disabilities
Chapter 10 Language, Reading, and Learning in School: What the SLP Needs to Know
Chapter 5 Child Language Disorders in a Pluralistic Society

21
Chapter 11 Assessment of Language for Learning
Chapter 12 Intervention at the Language-for-Learning Period
Chapter 13 Assessing Advanced Language
Chapter 14 Intervention for Advanced Language
Chapter 4 Special Considerations for Special Populations

Finally, if an undergraduate course is included in the child

language curriculum, the first section of the book, Topics in Child
Language Disorders, could serve as the text for the undergraduate
course, and Chapters 6 through 14 could be covered in the graduate
curriculum.
Most of the chapters on assessment contain detailed procedures
for doing analyses of various communicative behaviors. Some of
these contain sample transcripts or other material on which
students can try the analyses being presented. The best way to learn
these analyses is by doing them, either on the transcripts given in
the book or on others provided by the instructor. Having students
work in groups, again, reduces their anxiety and provides more
heads addressing the problem. Using class time to practice some of
the analyses or assigning students to do them as group projects
outside of class can be effective ways to be sure that students “get
their hands dirty” with the nitty-gritty of analyzing
communication. Having done so will give them more confidence to
try some on their own and, we hope, to continue using
communication analyses in addition to testing as part of their
professional practice.
As stated in the Preface, the answers to the exercises given in the
book are, like all language sampling results, subject to
disagreement. If disagreements with the answers given to the
exercises occur, this is an excellent opportunity to discuss the
reasons for the disagreement and to probe the justification for the
opposing judgments. It may be that the instructor and class
together will decide that their answer is better than the one given in
the text. Over the years the text has been in use, I have received
feedback from instructors who worked through the communication
samples with their classes, disagreed with the answers in the text,
and wrote to let me know. At least two of our analyses have been
changed because instructors were convincing in their arguments.
This kind of exercise, too, helps students realize the subjectivity

22
involved in most communicative analyses and brings home the
point that so long as analyses are thorough, thoughtful, and careful,
they do not always have to be in exact agreement to be useful in
intervention planning.
Each chapter has an accompanying study guide at the end to help
students review the material. Some instructors may wish to use the
study guides to structure discussion of the topics in class. Students
also can be encouraged to form study groups and discuss the
questions in the guide together. Taking questions from the guides
to elicit essay responses on examinations is another way to use
them. Students can be encouraged to study the guides for a
particular set of chapters on which they are to be tested, and can be
told that examination questions will be chosen from among the
questions in the guides. I have found this method to be an effective
way of getting students to study the full range of material covered,
and still have a reasonably small number of questions for them to
answer on a 1- or 2-hour examination.
Suggested projects for each chapter are provided in the Evolve
site. These can be used in several ways. Students can be asked to
choose two or three of the suggested projects from the chapters
covered each term and turn them in as short papers. Some of the
projects also lend themselves to in-class cooperative learning
activities. Each set of suggested projects contains several ideas for
research papers as well. Instructors might have students choose a
research paper subject from the topics listed in the chapters covered
for a particular term. In my courses, I have students do two short
papers and one 10- to 12-page research paper each term, using the
suggested projects for the chapters covered during that term.
The companion website also offers a video vignette to accompany
each chapter. These provide additional examples drawn from topics
covered in the chapter. Some contain communication samples for
analysis, some provide visual models of various approaches to
intervention, and others show how children at particular
developmental levels manifest language disorders. There are also
some comments by parents to help students understand family
perspectives. These can be used as in-class material, or students can
be assigned to view them on their own and discuss them or apply
concepts discussed in class to each one. Our hope is that the video

23
vignettes will bring a touch of authenticity and save the instructor
hours of YouTube searching!
We hope instructors will find using this book helpful in
preparing their students for practice in child language disorders. In
some ways, having a comprehensive text should make this job
easier. It won’t be necessary to gather reams of reprints and
handouts to copy and distribute in order to cover all the material
that needs to be covered. It should no longer be as difficult to find
video samples, case studies, and transcripts with which to illustrate
points made in class; at least a starter set is provided here. Teaching
child language disorders, though, will continue to be a challenge. It
requires helping students begin to assimilate the vast amount of
information that has been accumulated and letting them know that
it won’t all stick with them after just one pass. It includes helping
students accept the degree of flux and tension over ideas in the field
and teaching them by example to find a way to develop their own
point of view on controversial topics. It means imparting the skills
to master many specific procedures and concepts without losing
sight of the need to remain flexible, creative, and attuned to the
needs of each client. While it is hoped that this book can help
instructors meet these challenges, it is certain that teaching child
language disorders will remain an exciting and demanding
endeavor.

24
Preface
One thing you will notice right away as you read this book is that it
is written in first person. It’s cranky, preachy, and personal. Many
of the positions taken here will be debated by others in the field.
Your instructor, in fact, may disagree with some of the material in
the book. It is this lack of consensus among experts in language
pathology that prompted us to write this book as we did, in a style
that constantly reminds the reader that a lot of what it contains is
opinion rather than established fact. Language pathology is a
relatively young field, and many of its tenets, assumptions, and
paradigms are still in the process of being established. Given this
state of affairs, it would be inaccurate to suggest to students that
there is a broad consensus about its basic issues. It’s just not true,
although it is more true now than it was when the first edition of
this book appeared, and changes in this edition reflect the evolution
of our field. Still, a range of opinion exists, and we’ve given you our
perspective on it. Your instructor’s point of view may differ, but
our hope is that when it does, you will be exposed to both sets of
thinking and be in a better position to establish your own view.
While it may seem confusing at first to be told that your textbook
does not contain the last word on every question, learning to live
with this kind of “creative confusion” is part of what it takes to
develop into a thoughtful and critical professional, one who
evaluates information rather than merely “consumes” it.
Creative confusion reigns even in the text’s practice exercises.
The chapters on assessment contain several example transcripts on
which you can try the analysis methods discussed in each chapter.
Answers to these practice exercises are given in the appendices to
these chapters. We’ve called these “our” answers rather than the

25
Another random document with
no related content on Scribd:
il retournait au bouquet d’arbres où tous deux avaient fait la cache,
ensuite dévalisée par ce voleur d’ours noir.
Un jour, sa chasse aux racines l’entraîna plus loin qu’à l’ordinaire.
Il était bien à un demi-mille de son domicile et il reniflait à un coin de
rocher quand une grande ombre le couvrit. Il leva les yeux et,
pendant une demi-minute, il resta comme pétrifié, le cœur battant et
sautant comme jamais il n’avait sauté et battu de toute sa vie !
Tyr était à deux pas de lui. Le grizzly géant restait aussi immobile
que le petit qu’il regardait fixement. Alors, Muskwa poussa un petit
gémissement de joie puérile et courut à lui. Tyr abaissa sa grosse
tête et, pendant une minute encore, ils restèrent immobiles, le nez
de Tyr enseveli dans la fourrure au dos de Muskwa.
Et puis Tyr se remit à gravir la pente comme si jamais l’ourson
n’avait été perdu et Muskwa le suivit avec joie.
Alors, ce furent de longs jours de voyage et de festins
magnifiques. Tyr conduisit Muskwa dans plus de mille coins des
deux vallées et des montagnes qui les enfermaient. Oh ! les beaux
jours de pêche ! Et l’on tua un autre caribou dans la montagne, et
Muskwa devenait chaque jour de plus en plus gros et de plus en
plus lourd. Si bien qu’à la mi-septembre, il était déjà de la taille d’un
beau chien.
Et ce fut le temps des baies. Tyr savait où on les trouve dans les
vallées. Ce furent d’abord les framboises sauvages, puis les baies
de savonnier, puis les délicieux cassis qui mûrissent dans les
fraîches profondeurs des forêts, presque aussi gros que des cerises
et presque aussi doux que le sucre de Langdon. Ces cassis, c’était
la passion de Muskwa. Cela poussait en buissons épais et féconds.
On n’était point gêné par les feuilles des arbustes nus qui les
portaient et l’on pouvait en trouver et en déguster deux cents en cinq
minutes.
Le temps coula et les baies disparurent. Ce fut octobre. Les nuits
se firent très froides et des jours entiers s’écoulèrent sans qu’on revît
le soleil briller dans un ciel sombre et pesant de nuages. Sur les
pics, la neige s’amassait en couches toujours plus épaisses sans
plus jamais fondre à l’approche des crêtes.
Puis la neige tomba jusque dans les vallées. Ce ne fut d’abord
qu’un blanc tapis qui fit frissonner les pieds de Muskwa, mais
disparut bientôt. Des vents rudes descendirent du Nord. Au doux
bourdonnement estival de la vallée succédèrent des gémissements
et des cris rauques dans la nuit. Des chants tristes sortaient des
arbres et Muskwa trouva le monde transformé.
En ces jours glacés et si sombres, il se demandait pourquoi Tyr
restait sur ces pentes balayées par les vents quand on eût trouvé en
bas de bons abris. Mais Tyr aurait pu lui expliquer que l’hiver,
désormais, était proche et que ces pentes exposées restaient le seul
terrain où ils pussent trouver leur nourriture.
Plus de baies, dans les vallées ; l’herbe et les racines n’y
contenaient plus guère de sucs nourriciers ; c’eût été temps perdu
que d’y chercher des fourmis et des larves et, au lieu de venir
batifoler à la surface des lacs, les poissons se tenaient en eau
profonde.
C’était la saison où les caribous ont autant de flair que des
renards et où ils filent comme le vent.
Les seuls repas sur quoi on pût faire fond, vrais dîners de famille
se composaient de quelques misérables rongeurs que Tyr devait
gagner à la peine de ses griffes, en fouissant, travail où Muskwa
l’aidait dans la faible mesure de ses forces. Il leur arriva plus d’une
fois de retourner des mètres cubes de terre avant que de parvenir au
chaud abri hivernal d’une famille d’infortunés dormeurs. Ils
creusaient pendant des heures pour s’emparer, en tout et pour tout,
de trois ou quatre rongeurs gros comme des écureuils, mais, en
revanche, délicieusement gras.
Ils vécurent ainsi les premiers jours d’octobre et les premiers de
novembre. Alors, la neige, les vents glacés et les furieuses tempêtes
du Nord se donnèrent pleine carrière. Mares et lacs commencèrent à
se recouvrir d’une couche glacée. Mais Tyr s’obstinait à rester à
flanc de montagne. Muskwa grelottait dans les nuits froides et il se
demandait douloureusement si le soleil n’était pas disparu pour
jamais.
Un jour, vers la mi-novembre, Tyr s’arrêta soudain, alors qu’il
était en train de fouir en quête d’un déjeuner et il partit vers le Sud
avec un air tout affairé. Ils se trouvaient alors à environ dix milles du
défilé, mais le grizzly menait un train si vif et si soutenu qu’ils y
parvinrent avant la nuit, dans le même après-midi.
Pendant les deux jours qui suivirent, Tyr ne parut plus avoir
aucun but dans la vie. Il n’y avait rien à manger dans ce défilé. Il
errait parmi les rochers, flairant, écoutant et se conduisant, en
somme, d’une façon fort incompréhensible pour Muskwa.
L’après-midi du second jour, Tyr fit halte dans un bouquet de pins
où le sol était jonché d’aiguilles tombées, qu’il se mit à manger.
Muskwa trouvait cette nourriture assez mauvaise, mais quelque
chose disait à l’ourson qu’il lui fallait agir à l’exemple de Tyr. Alors il
attrapait avec sa langue ces mauvaises aiguilles et il les avalait
sagement, sans se douter que la nature prépare ainsi les ours au
long sommeil de l’hiver.
A quatre heures, ils parvinrent à l’entrée de la caverne où Tyr
était né. Là encore le grizzly s’arrêta, flairant le vent en haut puis en
bas, attendant on ne savait quoi. Le jour s’assombrissait. Une
tempête hurlante s’abattait sur le défilé. Des vents mordants
tombaient du haut des pics ; le ciel était noir et tout plein de neige.
Pendant une minute, le grizzly resta là, à moitié engagé dans
l’entrée de la caverne, puis il y pénétra, suivi de Muskwa. Ils
s’enfoncèrent sous terre, plus bas, toujours plus bas, à travers des
ténèbres de poix, tandis que l’air se réchauffait sans cesse et que la
plainte du vent mourait au loin. Bientôt elle ne fut plus qu’un
murmure.
Il fallut bien une demi-heure à Tyr avant que de s’être placé bien
convenablement pour dormir. Alors Muskwa se coucha en rond à
ses côtés, tout pénétré de bonne chaleur, avec un grand sentiment
de confortable.
 Ce fut une nuit de furieuse tempête et la neige tomba en
abondance. Elle venait sur le défilé en nuages qui entraînaient
encore d’autres nuages plus épais, et le monde se trouva comme
enterré. Au matin, il n’y avait plus de rocs, plus d’entrée de caverne,
plus de buissons, plus de noir ni de rouge sur les arbres. Tout était
blanc, immobile et silencieux ; plus un murmure dans la vallée.
Loin, au fond de la caverne, Muskwa s’agitait sans répit. Tyr fit un
grand soupir et tous deux s’endormirent d’un long et profond
sommeil. Peut-être bien qu’ils rêvèrent.

FIN
 TABLE DES MATIÈRES

Chapitres Pages
I. — Le monarque et son domaine 1
II. — Langdon 8
III. — Tyr 17
IV. — Le plan de chasse 26
V. — Muskwa 34
VI. — Le caribou 47
VII. — Bruce bavarde 59
VIII. — La mère de Muskwa 70
IX. — Le duel de Tyr 83
X. — Par-dessus les montagnes 96
XI. — Bruce et Langdon sur le théâtre du combat 107
XII. — Pimootao 112
XIII. — Les amours de Tyr 129
XIV. — La venue des chiens 140
XV. — A la recherche de Tyr 158
XVI. — Muskwa se civilise 171
XVII. — Face à face 187
XVIII. — La miséricorde des forts 197
XIX. — Le dernier combat 205
XX. — Adieu, Muskwa 213
XXI. — Muskwa à la recherche de son ami 219
ACHEVÉ D’IMPRIMER LE 19 FÉVRIER
MIL NEUF CENT VINGT-SIX, PAR
L’IMPRIMERIE FLOCH A MAYENNE
POUR LES ÉDITIONS G. CRÈS ET Cie.
 LES LIVRES QU’IL FAUT LIRE

J.-O. Curwood. —Nomades du Nord.

— Kazan.
— Le Piège d’Or.
— Les Chasseurs de Loups.
— Les Cœurs les plus farouches.
— Bari, chien-loup.
Jack London. —Le Vagabond des Étoiles.
— Michaël, chien de cirque.
— La Peste écarlate.
— Le Talon de fer.
— Croc-Blanc.
— Jerry dans l’Ile.
— Le Fils du Loup (Nouvelle Édition).
— Martin Eden.
Maurice Renard. —Le Singe.
— Suite fantastique.
— Le Péril bleu.
— Le Voyage immobile.
— Le Docteur Lerne, sous-dieu.
Cyril-Berger. — L’Expérience du Docteur Lorde.
Rd-P. Lefers. — La Tragique histoire des flibustiers.
Trelawny. — Les Aventures d’un Cadet.
Daniel de Foe. — L’Étonnante vie du colonel Jack.
Pierre Mac Orlan. — Le Chant de l’Équipage.
H.-H. Ewers. — Mandragore.
L. Chadourne. — Le Maître du Navire.

LES ÉDITIONS CRÈS & Cie

24, Rue de Hautefeuille
PARIS (VIe)
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