WEEK 2 Child Language copy
Chapter 3/ Week 2 Child Language Disorders
Page 1: Overview
Introduction to child language disorders in the context of language development.
Page 2: Pre-Assessment
Consider knowledge on:
Normal language development
Signs of disordered development
Page 3: Importance of Language
Language is essential for communication, problem solving, and knowledge synthesis.
Disorders can deeply affect learning and functioning in society.
Page 4: Components of Language Development
Comprehension (Receptive): Understanding language.
Production (Expressive): Ability to use language.
Example: Visiting Australia engages both comprehension and production.
Page 5: Skills in Language Development (Bloom & Lahey)
Three crucial skills:
Form: Phonology, morphology, syntax.
Content: Semantics.
Use: Pragmatics.
Importance of Lois Bloom in the field.
Page 6: The Form of Language: Phonology
Phonology: Sound system of a language.
Morphology: Smallest units of language (phonemes).
Phonotactics: Rules governing sound combination to form words.
Page 7: The Form of Language: Morphology
Morphology: Minimal meaningful units in language.
Free Morpheme: Stands alone (e.g., “cat”).
Bound Morpheme: Attached to free morphemes (e.g., “cats”).
Practice: Count morphemes in given words.
Page 8: The Form of Language: Syntax
Syntax: Sentence structure and word organization rules.
Example: Subject-Verb structure (“He is running” vs. “Running is he”).
Page 9: The Content of Language: Semantics
Semantics: Meaning of words and combinations.
Denotative Meaning: Literal definitions.
Connotative Meaning: Emotional associations.
Importance of figurative language.
Page 10: Understanding Meanings
Examples of denotative and connotative meanings (Mother, Female).
How connotation adds depth to communication.
Page 11: Figurative Language
Idiom: Expression without literal meaning (e.g., “raining cats & dogs”).
Proverb: Saying expressing basic truths (e.g., “The early bird catches the worm”).
Page 12: Vocabulary and Language Terms
Includes denotative vs connotative meanings.
Exploration of figurative language terms.
Page 13: Use of Language: Pragmatics
Pragmatics: Contextual language use.
Examples: Greetings, inquiries, and information sharing.
Page 14: Language Competence
Competence components:
Form: Phonology, morphology, syntax.
Content: Semantics.
Use: Pragmatics.
Page 15: Understanding Language Development
Recognizing normal vs disordered language development.
Extensive research on development stages from infancy to school age.
Page 16: Pre-Speech Communication in Infants
Prelinguistic Communication: How infants communicate before language.
Gaze Coupling: Eye contact enhancing bonding with caregivers.
Vocal Stages: Progression leading to language acquisition.
Page 17: Stages of Vocal Development
Crying/Cooing: (0-4 months).
Development: Differential cries, reduplicated sounds, and cooing to babbling.
Page 18: Continued Vocal Development
Vocal Development: Strengthening of vocal abilities and sounds by 5 months.
Page 19: Milestone: First Word
First words typically emerge around 12 months.
Vocalization progression towards language use.
Page 20: Word Recognition and Use
Receptive Language: Understanding words by 13 months (50 words).
Expressive Language: Producing 50 words by 20 months.
Two-word combinations start around 2 years.
Page 21: Language Levels by Age
Breakdown of language development milestones from birth to 6 years.
Key stages in vocal and language functionality.
Page 22: School-Aged Language Development
Continued growth in language skills, especially semantics and pragmatics.
Emergence of metalinguistic awareness.
Page 23: Written Language Development
Written skills development starts by age 2.
Relationship between oral and written language.
Page 24: Historic Insight into Language Disorders
Jean-Marc Gaspard Itard: Emphasized environmental factors for language development.
Roger Brown: Identified orderly development in children's language across stages.
Page 25: Brown's Stages of MLU
Breakdown of stages reflecting grammatical mean length of utterance and examples.
Page 27: Language Disorders Overview
Affecting 13% of children; definition and severity spectrum.
Page 28: Causes of Language Disorders
Include physical, genetic, intellectual, and environmental factors.
Page 29: Classification of Language Disorders
Categories like Language Delay and Language Deviance.
Page 30: Key Considerations in Disorders
Differentiating nonverbal, deviant, delayed language; significance of acquired disorders.
Page 31: IQ and Intellectual Disability
Understanding IQ levels in correlation to intellectual disability severity.
Page 32: Types of Language Disorders
Key types: Specific Language Impairment, ASD, Down’s Syndrome, and others.
Page 33: Theories of Language Development
Overview of theories by Piaget, Skinner, Chomsky, and Bates.
Page 34: Assessment of Language Disorders
Systematic observation and measurement for diagnosis and treatment planning.
Page 35: Components of Language Assessment
Case history, observation, language sampling, hearing evaluation, and reporting.
Page 36: Importance of Case History
Collecting background information on development, communication reports, and family history.
Page 37: Hearing Evaluation
Assessing hearing as a crucial factor in language development.
Page 38: Standardized Testing
Types of tests: Norm-Referenced and Criterion-Referenced.
Page 39: Non-Standardized Testing
Informal assessment methods without normative comparisons.
Page 40: Language Sampling Process
Recording typical language behaviors to analyze expression and comprehension.
Page 41: MLU Recording in Children
MLU calculation methodology showcasing age-appropriate grammatical morpheme use.
Page 42: Written Reports after Assessment
Summarizing findings regarding language issues, severity, and recommendations.
Page 43: Treatment Approaches
Focus on communicative competence through varied therapeutic approaches.
Page 44: Cultural Considerations
Language diversity challenges in assessment and intervention within schools.
Page 45: Bilingualism in Language Disorders
Understanding bilingual proficiency and challenges for SLPs in diagnosis and treatment.
Page 46: Terminology in Bilingualism
Differentiating between first and second languages and identifying language differences vs disorders.
Page 47: Assignment Guidance
Chapter 3 reflections and open-book assessment preparation.
Page 48: Next Week’s Readings
Preparation for discussing Chapter 4 on Phonological Disorders.