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School-Age Language & Phonology > Overview of Issues > Flashcards

Overview of Issues Flashcards

1
Q

At 3-4 years of age, a child…

A

has acquired the major components of his/her language

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2
Q

At school age, the child…

A

varies speech to fit socio-communicative needs of any situation (tone, certain words, etc.)
Knows & pronounces thousands of words
Is skilled at production of complex grammatical forms
(these are not perfect but getting there)

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3
Q

Language Learning….

A

never stops

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4
Q

Owens Jr.’s Definition of Language

A

socially shared code or conventional system for representing concepts through use of arbitrary symbols & rule-governed combination of those symbols

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5
Q

Kretschmer’s Definition of Language***

A

an arbitrary but systematic set of symbolic relationships mutually agreed upon by a speech community to designate experiences

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6
Q

Characteristics of Language

A 
Generative & productive (constantly changes like slang)
Symbolic-doesn't need to be exact representation of object/action: ABSTRACT
Demonstrates displacement (not tied to here & now)
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7
Q

Modalities of Language

A

oral, written, sign/gesture

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8
Q

Most of school-age language is…

A

very abstract

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9
Q

How many times does a child need something repeated to map a word

A

3-5 times

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10
Q

How many times does an aging person have to hear a word to map it?

A

6-10 times

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11
Q

Does language learning ever stop?

A

no

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12
Q

New technology & age of neurological maturation

A

Keeps extending age

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13
Q

How long is MLU good for?

A

great for up to age 4, but can’t account for complete syntax

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14
Q

Problems in working with older school-age children

A

Therapy & assessment based on adult models
Looking for fixed developmental sequences based on preschool language acquisition milestones
Looking for large, clear differences between age level as in preschool models but norms are scarce, show smaller differences in avg. performance, & show greater variability

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15
Q

Older kids need meta skills…

A

across communication domains: pragmatics, phonology, semantics, syntax, morphology

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16
Q

Current Preferred Practice Patterns from ASHA

A

SLPs should assess reading & writing skills & support development of skills when identified as delayed

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17
Q

Failure of Brown’s MLU Stage V

A

Many children identified, treated & released as preschoolers “pop up” again in mid-elementary school
Many kids transition into school w/ identified speech/language needs (other kids identified mid elementary)

18
Q

Brown’s MLU Stage V & Language Ability

A

Achieving stage V is no guarantee of of “normal” language ability

19
Q

Learning Disability as Defined by LD Association

A

significant difficulty in the acquisition &/or use of reading, writing, speaking, listening, math, & social skills
Social skills added later

20
Q

How long has LD definition been around?

A

since late 1970s

21
Q

Wallach & Butler’s language learning disability definition

A

Definition is language-based: even with math, it’s usually being able to follow the instruction of math; spatial perspective has to do w/ numbers
How do you comprehend what you’ve read if all your energy is focused on decoding (have to be able to read with fluency & automaticity 1st)

22
Q

LD as defined by IDEA

A

disorder in 1 or more processes involved in understanding or using spoken or written language
Manifestations may include imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations
LLD still fits
Many LD students will have language probs in school context (which aren’t always identified by standardized tests)

23
Q

LLD Processing

A

Processing is not automatic; everyone has to process but with non-LD it’s more automatic

24
Q

Language Learning Disabled

A

Seem to have subtle phonological deficits that impact reading, spelling, & learning

25
Q

Language Learning Disabled & Phonological Production

A

Generally intelligible; speech errors appear “inconsistent,” restricted to complex forms like “statistics” and “aluminum”
Often had significant phonological errors as preschoolers
Phonological awareness limitations
Retrieval of phonological codes for memory, impacts: speech production, word retrieval, reading

26
Q

Syntax & Language Learning Disabled

A

Over reliance on comprehension strategies for processing verbal info; word order, regardless of ordinal terms such as “before”; do what you usually do, except

27
Q

Immature Productions & LLD

A

fewer complex sentences, probs with later-developing morphological structures (comparatives & superlatives; irregular forms: past tense, plurals)

28
Q

Semantics & LLD

A 
Smaller vocabulary w/ a tendency toward high-frequency, short words
Restricted word meanings
Multiple meaning words limited
Poor semantic organization
Word-retrieval difficulties
29
Q

Pragmatics & Discourse in LLD

A

Limited verbal fluency; may exhibit: mazes, abandoned utterances, false starts

30
Q

Mazes

A

Don’t go in straight line; Instead of “I went to the grocery store,” “I-I-I went; do you know…”; detours, might repeat word/phrase, may abandon utterance

31
Q

False Starts

A

“I went; well, my mom took me to the store”

32
Q

Abandoned Utterance

A

utterance isn’t finished

33
Q

Discourse is _________

A

conversation; can be monologue

34
Q

Conversation

A

intentional turn-taking; a connected series of utterances

35
Q

Disfluencies & Language

A

Language that’s not fluent can be a disfluency, but it’s not stuttering
Little kids don’t have language disfluencies often because of the simple structure
Nerves impact disfluencies
CELF & OWLS don’t track these at all

36
Q

Disfluencies in typical speech

A

in a clean 100 word count, most people will have 5 dysfluencies/ linguistic disruptions (SD is a little more than 2)

37
Q

Other issues related to LLD

A

Figurative language (including metaphors, similes, & idioms); expressive & receptive difficulties
Difficulties processing complex language, tracking across multiple utterances
Jokes require metaX skills

38
Q

The more you read…

A

the more you’re exposed to figurative language & need to understand what it means

39
Q

How we identify those who need language intevention:

A

IDEA doesn’t require standardized test scores but some districts/states do

40
Q

Remediation

A

fix a problem (/r/ or /s/ problem)

41
Q

Intervention

A

can’t fix it; will still be there; help them be successful with various interventions (LD): pre-screening; preferential seating
(Can be before a problem is identified specifically)

School-Age Language & Phonology (2 decks)

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