Language Development and Language Impairment E-Book

Paul Fletcher

• Herausgeber: John Wiley & Sons
• Kategorie: Geisteswissenschaft
• Sprache: Englisch

Seitenzahl: 700

Veröffentlichungsjahr: 2015

Beschreibung

Language Development and Language Impairment offers a problem-based introduction to the assessment and treatment of a wide variety of childhood language developmental disorders.

• Focuses for the most part on the pre-school years, the period during which the foundations for language development are laid
• Uses a problem-based approach, designed  to motivate students to find the information they need to identify and explore learning issues that a particular speech or language issue raises
• Examines the development of a child’s phonological system, the growth of vocabulary, the development of grammar, and issues related to conversational and narrative competence
• Integrates information on typical and atypical language development

Leseprobe

Table of Contents

Cover

Title page

Companion Website

Preface

References

1 Overview

1.1 The Effects of Preschool Language Impairment

1.2 The Ambient Language

1.3 Typical Language Development

1.4 Atypical Language Development

References

2 The First Year of Life

2.1 Introduction

2.2 Social Development and Language Learning

2.3 Cognitive Development and Language Development

2.4 Speech Production in Infancy

2.5 Speech Perception in Infancy

2.6 Further Problems

References

3 Sounds

3.1 The Learning Task

3.2 The Role of Perception

3.3 The Production of Vowels

3.4 The Production of Consonants

3.5 Further Problems

References

4 Words

4.1 Early Vocabulary Development

4.2 Learning to Label: First Steps

4.3 Building a Lexicon

4.4 Lexical Growth and Individual Differences

4.5 Beyond Nouns

4.6 A Bridge to Syntax

4.7 Further Problems

References

5 Combining Words

5.1 Introduction

5.2 Transcribing and Analyzing Language Samples

5.3 Verb Forms

5.4 Interrogatives: Asking Questions

5.5 Complex Sentences

5.6 Further Problems

References

6 Beyond the Sentence

6.1 Introduction

6.2 Early Pragmatic Competence

6.3 Discourse Skills 1: Conversations

6.4 Discourse Skills 2: Telling Stories

6.5 Presupposition

6.6 Pragmatic Language Difficulties: Implications for Treatment

6.7 Further Problems

References

Appendix 1: The International Phonetic Alphabet

Appendix 2: Reliability and Validity

Reliability

Validity

References

Appendix 3: Sensitivity and Specificity

Reference

Appendix 4: Techniques for Exploring Speech Perception in Infants

High-Amplitude Sucking Procedure

Head-Turn Preference Procedure

Appendix 5: Grammatical Analysis Using the LARSP Profile

Stages I–IV

The profile

Stage V sentence structure: linking of clauses (items 70–77 and 66–69)

Reference

Index

End User License Agreement

List of Tables

Chapter 01

Table 1.1 Vowels of RP and GenAm.

Table 1.2 Variation in present tense marking in some dialects of English.

Table 1.3 Prevalence values.

Chapter 02

Table 2.1 Early communicative intentions and means of communication (

completed again for Rory age 16 months

).

Table 2.2 Outline of early communication milestones.

Table 2.3 Symbolic play: stages of normal development.

Table 2.4 Newborn infants’ speech preferences as measured in the laboratory.

Chapter 03

Table 3.1 Dan’s realizations of target vowels.

Table 3.2 Zak’s vowels at 25 months.

Table 3.3 Dan’s consonant inventory.

Table 3.4 Joe’s word structures.

Table 3.5 Joe’s consonant inventory.

Table 3.6 Comparison of Joe’s problem consonant substitutions with the sequences seen in Zak’s and Amahl’s development.

Table 3.7 Developmental order of speech sounds.

Table 3.8 A comparison of Joe’s initial cluster realizations with the developmental sequence from Zak.

Table 3.9 Zak’s realizations for /pl/ in

play

.

Table 3.10 Correct initial clusters available to subjects at the age of 2;11.

Table 3.11 Zak’s versions of

plants

over time.

Table 3.12 Sub-types of phonological impairment.

Chapter 04

Table 4.1 Examples of familiar and novel words.

Table 4.2 An excerpt from the Irish-English CDI.

Table 4.3 Top 20 words for children who can say 1–10 words on CDI, in rank order.

Table 4.4 Verbs used by six of the children in the multi-child diary study by Naigles

et al.

(Verbs in bold are “early” verbs – used before 21 months).

Chapter 05

Table 5.1 Grammatical morphemes included in KIDEVAL.

Table 5.2 SALT standard measures output.

Table 5.3 Mean percentages of S and O clause elements at Stages II and III showing phrasal expansions.

Table 5.4 The English verb paradigm.

Table 5.5 Percentages of children between 2 and 4 years of age who use auxiliaries in 20-minute language samples.

Table 5.6 Age of emergence of wh-words in TD children.

Table 5.7 Declarative structures at Stage V.

Table 5.8 Percentage of children using Stage V structures (Klee and Gavin, 2010).

Table 5.9 Frequencies of Stage V structures in five children.

Table 5.10 Frequencies of Stage V structures in Adam.

List of Illustrations

bapp01

Figure A1 IPA Chart, http://www.internationalphoneticassociation.org/content/ipa-chart, available under a Creative Commons Attribution-Sharealike 3.0 Unported License.

bapp05

Figure 5.1 LARSP profile chart (modified from Crystal

et al.

, 1989).

Chapter 01

Figure 1.1 Word production on the CDI Words and Sentences scale .

Figure 1.2 Language development scale scores by family background for children at 42 months (Wells, 1985).

Chapter 02

Figure 2.1 Protodecarative pointing combined with early words is a powerful communication device.

Figure 2.2 Early reaching, gestures (All gone!), and pointing are important language precursors.

Figure 2.3 Links between language and symbolic play.

Figure 2.4 Components of the speech mechanism.

Figure 2.5 English monophthongal vowels. IPA Chart, http://www.internationalphoneticassociation.org/content/ipa-chart, available under a Creative Commons Attribution-Sharealike 3.0 Unported License. Copyright © 2005 International Phonetic Association.

Chapter 03

Figure 3.1 Model of the child’s lexical phonology (Smith, 2010).

Figure 3.2 Locke’s Speech-Perception Production Task (Locke, 1980).

Chapter 04

Figure 4.1 Accumulation of vocabulary between 10 and 17 months by Keren (Dromi, 1987). Reproduced with permission from Esther Dromi.

Figure 4.2 Candidate “chair” items

Figure 4.3 Possible relationships between child and adult extension (Reich, 1976).

Chapter 05

Figure 5.1 LARSP profile chart (modified from Crystal

et al.

, 1989).

Figure 5.2 LARSP interrogative structures.

Figure 5.3 Development of correct auxiliary placement in wh-questions (reproduced from Labov and Labov, 1978).

Guide

Cover

Table of Contents

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Language Development and Language Impairment

A Problem–Based Introduction

Paul Fletcher and Ciara O'Toole

University College Cork

This edition first published 2016© 2016 John Wiley & Sons, Inc

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Companion Website

Please visit the companion website at http://www.wiley.com/go/fletcher/PBL to view additional content for this title.

The companion website provides:

An introductory essay to trigger thinking about the process of problem-based learning.

A list of useful references, including websites, concerning the history and practice of PBL.

For each of the Further Problems at the end of

chapters 2

–

6

in the text:

A list of the learning areas, learning issues, and learning outcomes associated with the problem.

Selected readings and resources relevant to the problem.

Background notes for instructors/tutors on the topic of the problem.

Preface

For most children, learning a language is an effortless achievement. For a minority, it is a task fraught with difficulty. For these children, failure to learn to communicate effectively in their native tongue (or tongues) can lead to serious educational and social consequences. The development of language in the majority of children has always been a source of fascination to parents, and there is a long record of philosophical and scientific interest (Levelt, 2012). From Plato, to St Augustine, and on to Locke and Darwin, what comes out of the mouths of babes has provoked enquiry and hypothesis. An interest in communication disorders in children and others also stretches back into history (Duchan, 2014). More recently, systematic research programs have been devoted to detailed study of the progress of language development in typically developing children. This research effort has provided benchmarks against which the linguistic fault lines in children with language impairment can be evaluated. The aim of this book is to introduce students to significant features of typical language development and language impairment in children.

Child development generally, and language development in particular, attract the interest of several disciplines other than linguistics – for example genetics, neuroscience, psychology, and psychiatry. Each of these disciplines has made significant contributions to our knowledge of language development and communication disorders, and will continue to be important in the future. But it will be some time before we can translate the information from this research into assessment and intervention procedures. Meanwhile, clinicians are faced daily with children whose language development is lagging behind that of their peers. These clinicians – speech and language pathologists or speech and language therapists, depending on where in the world they practice – have extensive responsibilities. They have a duty of care for the screening, assessment, diagnosis, and remediation of a wide range of communication disorders. Central to their concerns, as the titles for the profession imply, are the speech and language behaviors of their clients. It follows that an ability to address these behaviors analytically has to be a fundamental feature of their skill set. Accordingly, we concentrate here on describing the linguistic characteristics of typically developing children and those with speech and language impairment – the sounds, words, and sentences that they produce and understand, and the conversations and narratives in which their words and sentences are embedded.

Aside from an introductory chapter entitled “Overview,” the material in each chapter in the book is organized around a series of problems. These can take various forms: a brief account of the history of a child with language difficulties, transcriptions of a child’s pronunciations of a set of words, a transcript of a telephone conversation, an extract from a conversation with a child, a quotation from a book or a research article, and so on. Problems are designed as triggers which will motivate students to identify the information they need in order to identify and explore the learning issues that the problem raises. It is important to realize that the problems are not there to be solved, necessarily. They do not have correct answers. They are designed to encourage exploration and debate about the learning issues, as a way of enhancing relevant knowledge, skills, and understanding. In the body of the text we have identified the learning issues associated with each of the problems, and then proceeded to explore them. However, following each chapter there is a selection of further problems which are designed either to reinforce some of the themes of that chapter or to extend them. Students are encouraged to identify the learning issues that these problems provoke, and to work through them, under instructor guidance.

Following the Overview chapter, we deal with the first 12 months of the child’s life, during which the foundations for language development are laid. Then, in separate chapters, we examine development of the child’s sound system; the growth of vocabulary; the development of grammar; and finally, issues related to conversational and narrative competence. Within each of these areas we outline what is known about typical language learning, and consider aspects of language impairment in relation to typical development. For each chapter there is an extensive set of references, in line with our view that from the outset students need to have contact with the primary literature, and to become familiar with the many journals in which research relevant to language development and impairment is and will be published.

We owe a considerable debt to the many colleagues, past and present, who have influenced and informed us in various ways. We are particularly grateful to Robert Fourie, who gave us advice and encouragement at the beginning of this project, and who contributed to Chapter 2 and also to the instructor website associated with the book. We also had the advantage of comments on the manuscript from Jan de Jong, from four anonymous reviewers, and from our editors at Wiley, Danielle Descouteaux and Julia Kirk. We thank all of them for their input and advice, but they do not of course bear any responsibility for shortcomings that remain. We are grateful also to the following organizations and individuals who gave us permission for previously published material to be used in the text:

American Speech-Language-Hearing Association:

Figure 3.2

Cambridge University Press:

Figure 1.2

,

Figure 3.1

,

Figure 4.2

,

Figure 4.3

Multilingual Matters, and Thomas Klee and William Gavin:

Tables 5.3

,

5.5

,

5.8

and text extracts in Problem 5.2.

Esther Dromi:

Figure 4.1

Jon Miller:

Table 5.2

Sage Publications: Data for Problem 3.2

Brian MacWhinney on behalf of CHILDES: text extracts in

Chapter 6

Paul Fletcher and Ciara O’Toole

References

Levelt, W. 2012.

A history of psycholinguistics: the pre-Chomskyan era

. Oxford: Oxford University Press.

Duchan, J. 2014. “A history of speech-language pathology.”

http://www.acsu.buffalo.edu/~duchan/new_history/overview.html

(accessed April 20, 2015).

1Overview

Learning Areas

The educational and social effects of language impairment.

The child’s language environment:

Learning more than one language

Accents and dialects of English.

Typical language development:

Variation in rate of language development

External factors influencing variation

Intrinsic factors influencing variation.

Speech and language impairment:

Speech and language impairment associated with identifiable conditions

Speech and language problems whose causes remain unexplained.

1.1 The Effects of Preschool Language Impairment

The ability to speak and understand is something we take completely for granted. Conversing with friends or partners, listening to the radio, talking on the phone, or telling stories to the children at bedtime are no more remarkable or reflected on than walking or eating, for most of us. We have engaged in these various linguistic activities for a long time – a good part of the competence that underpins our linguistic ability was in place by 5 years of age. After a few short years of childhood, at the time of school entry, each of us had a vocabulary of several thousand words. We could pronounce most of these accurately. We were able to organize words into coherent sentences, and deploy these sentences in conversations with parents, grandparents, siblings, and others, at the same time understanding what our interlocutors were saying to us. We were ready at that point to begin the long educational haul into literacy and numeracy, the skills on which full participation in our culture depends. And as we stepped outside the family unit into the wider society for the first time, we were able to use the language we had learned to make friends in school, and later in life to embark on relationships. What we learn about language in that first five years of our lives is an indispensable foundation for social well-being and educational progress. And for the vast majority it is acquired effortlessly. But if the process of language learning is constrained or restricted in any way in the preschool years, and delay or impairment results, the effects on educational advancement, and on socialization in childhood and beyond, can be severely inhibiting on life chances.