Speech- Final

At what age do children shift to gaining more of their language input from text?

8-10 years

• language becomes more individualized

What roles does reading play?

• building lexical knowledge

• developing phonological, semantic, and pragmatic aspects of oral language

Pre-reading stage

-spans from birth until formal education begins

Includes

• oral language development

• print awareness

• Phonological awareness

5 stages of reading development

1. initial reading/decoding

2. confirmation, fluency, and ungluing from print

3. reading to learn the new

4. multiple viewpoints

5. construction and reconstruction

Stage 1- initial reading/decoding

• between 5-7 years of age

• children decode words by associating letters with spoken sounds

3 phases of initial reading/decoding stage

1. errors are semantically and syntactically probable

2. errors have a graphic resemblance, but does not make sense

3. errors have a graphic resemblance and is also semantically acceptable

Stage 2- confirmation fluency and ungluing from print

• between 7-8 years of age

  • children improve decoding skills and become more confident

  • children gain fluency, or reading that is efficient, well paced, and free of errors

  • Reading becomes more automatic with confidence and fluency

Stage 3- reading to learn the new

• 9-14 years of age

• children read to gain new information and to learn

Two stages

1. Phase 3a: Learn conventional information about the world, can read same length as adults but not difficulty

2. Phase 3b: can read on a general adult level

Stage 4- multiple viewpoints

• between 14-18 years of age

• Students learn to navigate increasingly difficult concepts through text

Stage 5- construction and reconstruction

• 18 years and beyond

• readers read selectively to suit their purpose and make judgements about…

  • what to read

  • how much to read

  • the level of detail needed to achieve comprehension

Metalinguistic competence

the ability to think about and analyze language as the object of attention

• increases in school-age years

Sound manipulation

the most complex phonological awareness ability

• developed by 2nd grade- (7 years)

Phonological awareness

later developing abilities- 2nd grade

• involve smallest unit of sound (phoneme)

• Include blending sounds. segmenting sounds from words, and manipulating sounds

Metaphors

used to make a comparison between two things that aren’t alike but have something in common

• ex. life is a rollercoaster

• ex. the snow is a white blanket

Similes

directly compare two things using ‘like’ or ‘as’

• ex. as big as an elephant

• ex. as good as gold

Hyperbole

extreme exaggeration for emphasis or effect

• ex. I have a million things to do

Idioms

expressions containing a literal and figurative meaning

• ex. piece of cake

• ex. its in the bag

Irony

• incongruity between what is said and what happens

  • verbal irony- the speaker says one thing, but means another

  • dramatic irony- the audience is aware of facts the other characters are not aware of

• Ex. the chair is as comfortable as sitting on nails

Sarcasm

depends on the voice

• using irony and sarcasm requires theory of mind

• ex. well what a surprise

Proverbs

statements that express conventional values, beliefs, and wisdom of a society

• can serve many communication functions

  • commenting

  • interpreting

  • advising

  • warning

  • encouraging

  **Ex. don’t count your chickens before they hatch

What is the most important achievement in form in the school age years?

Complex syntax

Morphophonemic development

the interaction between morphological and phonological processes

Sound modification

• used when phonemes are joined

• around the age of 5 or 6, children correctly use the plural /IZ/, which differs from other pluralized words

Vowel shifting

• used when the form class of a word is change by adding a derivational suffix

  • ex. /ai/ to /I/

  • repeat » repetitions

• not mastered until 17

stress and emphasis

• used to distinguish phrases from compound words, and to distinguish nouns from verbs

• usually mastered around 12 years of age

When are suffixes acquired?

• y the age of 11

• ly - adolescence

Complex syntax

• developmentally advanced grammatical structure

  • passive voice, noun phrase, post modification

• Development of complex syntax is related to the complexity of caregivers syntax

narrative task & complex syntax

adolescents participating in a narrative task that involves listening to fables and retelling them exhibit greater syntactic complexity than in conversation

Multiple meaning words

• understanding multiple definitions for words having several common meanings is easier than words with secondary meanings

  **requires both lexical and metalinguistic knowledge

Homophones

words that sound alike and can be spelled alike

• ex. bear vs bear weight

homographs

words that are spelled the same and may sound alike

• ex. record player vs record a movie

homonyms

words that are alike in spelling and pronunciation but differ in meaning

Senential ambiguity

• ambiguity at the sentence level

• includes lexical ambiguity and..

  • phonological ambiguity

  • surface structure ambiguity

  • deep structure ambiguity

Literate language

• term used to describe highly decontextualized language children hear and use when they enter school

functional flexibility

the ability to use language for a variety of communication purposes

• compare/contrast

• persuade

• hypothesize

• explain

• classify

• predict

Conversational skills

can be improved by…

• staying on topic longer

• having extended dialogues with other people that last for several conversational turns

• making a larger number of relevant and factual comments

• shifting smoothly from one topic to another

• adjusting the content and style of their speech to the listeners thoughts and feelings

Recounts

telling a story about a personal experience or retelling a story that has been read

accounts

a type of personal narrative, like recounts, however are spontaneous.

• highly individualized because the adult can’t prompt the child or supply missing information

Event cast

describe a current situation or event that is happening, often used in play to direct other peoples action

fictionalized stories

made up and usually include a main character who overcomes a challenge or problem

Gender differences

• parents refer more frequently to emotion with daughters and describe negative emotions more often with them

• context & social status may influence language more than gender

• Greater use of ‘we’ words among married couples >positive emotional behavior

Hedges

• linguistic devices that soften utterances by signaling imprecision or noncommitment

  • ex. about, sort of

  • Both men and women use fewer hedges in competitive contexts and more hedges when addressing males

Tip of the tongue phenomenon

difficulty producing the spoken forms of familiar words

Dialects

regional or social varieties of language that differ from one another in terms of their pronunciation, vocabulary, and grammar

Accents

varieties of language that differ solely on pronunciation

Pidgin

a simplified type of language that develops when speakers who do not share a common language come into prolonged contact with each other

• usually uses the lexicon of the most dominant language and the syntactic structure of the less dominant language

Creole

• a pidgin language becomes a creole when it is passed down through generations as a first language

Biases in educational settings

• 91% of SLPs in the US are white

• correlation between nonstandard dialect and poorer educational outcomes

Assessment considerations

most assessments are standardized using middle class, white individuals with a midwest dialect

• teachers make referrals based on what sounds right or wrong to them

  • own cultural experiences or influences

  • comparison to other classmates

  • many not aware of who uses nonmainstream dialect of SAE

Dual language learner

generic term for someone who has learned more than one language

Bilingualism

the process by which children acquire their first two languages

• simultaneous bilingualism- a child acquires two or more languages from birth

  • two contexts:

    1. majority ethnolinguistic community

    2. minority ethnolinguistic community

Multilingualism

learning more than two languages

Intrautterance mixing

alternation occurs within a single utterance

Interutterance mixing

alternation occurs between utterances

Reasons for code switching

1. getting excited/emotional

2. word finding difficulties

3. pragmatic effect

4. acceptable form of communication for the community

5. lack of translation

6. fill lexical or grammatical gaps

Developmental language disorder

language deficit, but without accompanying factors such as hearing loss, low cognitive scores, or neurological damage

Diagnosis for DLD

• language scores at least 1.25 SD below the mean

• Intact cognitive scores (SS of 85 or above)

• Hearing within normal limits

• Oral structures within normal limits

• No evidence of a neurological disorder

Prevelance of DLD

7.5%

• more common in males with a ratio of 1.22:1

Communication at home

when a child struggles with a language development the parent may use more directive language- requests that a child says or does something

Primary deficit for children with DLD

Morphosynatactic features

Vocabulary growth deficits- DLD

• children with DLD can be up to 3.5 years behind their peers

• they often have difficulty with verb usage

  • smaller variety of verbs

  • rely on a handful of high frequency verbs

Pragmatic difficulties- DLD

• may have limitations in the language skills necessary for appropriate and meaningful interpersonal communication

• others may struggle to enter a peer group and make conversational repairs

How more likely are children with DLD to develop ADHD?

2x more likely to show symptoms than a normal developing child

What percentage of school-aged children with DLD experience reading difficulties?

80%

• DLD and dyslexia are linked