language has acoustical base

auditory processing

auditory perception

phonemic awareness

phonological processing

• some kids do not pay attention vs. having ability to process
• kids who struggle with language/linguistics often show up in terms of trouble with auditory processing
• which problem came first????
• auditory stimuli for these kids fades quickly- insufficient time to attach meaning

bucket theory

(david crystal)

*not mutually exclusive

• cognition- resource that can help kids learn language
• bigger bucket better language processing and vice versa

do congenitally blind have language impairments/delay?

• trouble with spatial references, nonverbal cues/pragmatics
• differences in learning of language due to lack of visual stimuli/referent but do not have disorder or impairment

• can occur in the presence of other conditions- number of problems not just language (i.e. autism)
• impairment exists in the absence of all other problesm/conditions

• syntax/morphology
• semantics
• pragmatics
• metalinguistics
• discourse/narrative
• excutive planning/metacogntion

• syntax/morphology
• semantics
• pragmatics
• metalinguistics
• discourse
• inference
• world knowledge

• phonemic awareness
• phonics
• fluency
• vocabulary instruction
• comprehension instruction

Ability to recognize and play with sounds and phonemes that make up the language; segmenting words, blending words, moving phonemes to make new words; pig latin

Sound letter correspondence (grapheme-phoneme matching); sounding out through the phonics approach

  Get to the point of being able to read and having reading instruction that allows them to move across lines of text or paragraphs without lots of having to stop and work things out

 language comprehension abilities- make meaning from what is heard and read

definition of writing 

• using language orthographically to convey meaning
• sensory motor process
• not an exactly correlation between what is said and what is put down on paper
• literate writing requires different skills than oral use of language

• extended text:Literate use of language, such as speeches, debates, etc, where meaning is not limited to any one word
• discourse: can be one sided or an exchange
  
• children must be able to draw inferences from discourse and extended text, cannot be bound by elements but rather get information from whole picture
  

• family history of language impairment/disorder?
• enviromental impact?
• issues surrounding birth and general health?
• environmental factors- neglect,abuse, SES, cultural and language influences?

• trying to get at kid's underlying language abilities to learn language (attention, auditory memory, neurological power of the brain and how that power works)
• what is their capacity for language and language like stimuli- can they learn strings of language stimuli
• auditory memory for digits- words that are outside the context of meaning

• NWR (nonword repetition)- looking at ability to process phonologically relevant information (must conform to phonotactic structure of the language)

all norm-referenced tests are standardized but not vice versa

• the task and performance of individuals given the test have been compared to another population (population sampling)
• norming sample- means of comparison
• normal range is determined arbitrarily

what are the 3 functions of narratives?

1. method of obtaining language sample
2. provides a way of evaluating story grammar/structure knoweldge
3. stress the language system

1. tell a familiar story
2. make up story
3. retell story
4. aids to telling the story
5. preparation time

Narrative Levels and Story Grammar

Applebee

*6 developmental levels (2-5 years)

1. heaps of information, bits and pieces (2 yrs)
2. sequences starting to get some order
3. primitive narratives
4. unfocused chains but are sequential but lack theme, cause and effect
5. themes, morals emergy (emotions begin to be included
6. true narratives

*structural patterns and properties of narratives

1. descriptive (preschool) no temporal or causal links
2. action sequence (preschool but a later) setting and action statements, chronological but no causal links
3. reaction sequence (preschool) setting statement, initiating event, several action statements in direct cause effect order but no goal direction
4. abbreviated episodes (~6) setting and 1) initiating statement plus consequency or 2) event plus consequence (goal direction explicit or implicit
5. complete episode (7-8) setting and 2 or 3 initiating event, internal response, attempt, followed by consequency, goal direction obvious
6. complex episode (~11) multiple episodes, complete episodes, action statemetns, internal plans, goal direction is obvious
7. interactive episodes (+11) more than one character and separate episodes for each with interacting influences

Index of Narrative Complexity

Petersen, Gillam & Gillam

• criterion based instrument
• integrates research and conceptual/analytic approaches of macrostructural (story grammar) and microstructural (cohesive devices- what is used to express macro) aspects of narrative
• *macro and micro must be used together
• weights aspects according to developmental complexity

• a person who can engage in good language use must be both assertive and responsive to communication partner
• language impaired kids tend to be either +R,-A or -R,-A (very rare that you see LI kid being assertive with language)
• some autistic kids are assertive via challenging behaviors, assertive communicators just not verbally

• assertive conversational acts
• responsive conversational acts
• discourse level codes

*communicative acts do not have to be verbal, can be nonverbal but can still be coded as conversational acts

• RQIN- request for information
• RQAC- request for action
• ASCO-comment (that dog)
• PERF- performatives (look at this, that mine)

• RSIN- responses to request info (provide new info when asked)
• RSCL- responsess to request for clarification (clarifies when requested)
• RSAS- responses to assertive & performatives (no new info e.g. ok, oh)

initiate topic

maintain topic

extend topic

not what you know going in but what you can retrieve

• NWR
  auditory memory
• RAN
• sentence repetition

• supposedly a culturally neutral task; check phonological composition of stimuli
• make sure tasks are phonotactically consistent with primary language
• most kids get up to 3 syllables, start to break down around 4, around 5 they are toast

• words, digits, commands
• memory for commands (ecologically valid)- how many speech commands can a kid remember and perform???
• memory for digits- may not be able to go beyond 3 or 4

• speed of naming/retrieval of words- how fast can they get the words out
• typically assessed via naming pictures/numbers on a page as fast you can- make sure familiar with pictures

• kid asked to repeat verbatim sentences that are increasingly longer
• *test of kids's morpho-syntax ability possibly more than a test of auditory memory
• quick and dirty screening of morphology and syntax via sentence repetition but you to exceed auditory memory capacity
• kids who do not have morphological or syntactic knowledge that was present in those sentences, were thus unable to repeat the sentences and vice versa

• testing language processing is extremely important in determining whether it is an impairment or difference
• rule confusion, vocabulary confusion as a result of second lanuage influenc

Nonsense words

Berko Gleason study

using nonsense words- kids have perform grammatical closure task

• ex. "this is a wug, now there is another one, there are two of them, there are two ______" (close sentence with "wugs")

here is a girl, she knows how to fip. she is fipping, she really likes to fip. yesterday she ___________

(fipped)

point between adults level of knowledge and the kids current capability, if we give enough scaffolds of a particular kind, we can move the kids from current level of ability to adult level

bottom line: how much clincian effort, how quickly and what kinds of stimulation does it take to move the childs performance toward the adult target

• sort out delay/disorder/difference
• identify intevention objectives

test-teach-retest

graduated prompting

limits testing

*all fo these can be standardized

*want to start with medium teaching effortand medium student responsiveness (close to what they are ready to learn)

1. test with no prompts and record child's performance
2. teach (briefly) components of the task)
3. retest- determine level of gain

hierarcy of prompts developed and introduced one at a time

determine amount of help child needs to learn- how many prompts does it take?

• see what it takes fro the kids to learn to do the task better

1. modifiy standardized stimuli (explain the task to the child, explain how to approach the task)
2. give the test the right way the first time, then the second time modify the directions to see if that helps (make it easier, teach the kid how to approach the task)
3. then give it again according to standardized directions (invalidates the scores)

frequency of use of particular words shifts depending upon dialect- reflective of environmnet in which the child lives

*hypothetically: you could have Spanish dialect coming from an area that is completely desert and landlocked OR you could have another kid spanish speaking kid whose background is from jungle surrounding Brazil

english variations- australian, english, american, south african, etc.

spanish (not all spanish is the same)

some standard and some nonstandard

influences alot aobut thought and how we think and therefore thinking processes that people go through

more than just language use

ability to understand conceptsin a sociaty or perceptions of the world as reflected in different langauges - often can do vocabulary but actual comprehension is not there

• communication difference vs. communication impairment
• rarely wil have equal proficiency in both languages
• even when child grows up in totally bilingual family

practice of moving between variations of languages in different contexts

*kids who code-switch and do it well do not have a language impairment- code-switching is a high level language function therefore must be a good language learner in order to do so

verb morphology is a really good predictor for mainstream english speaking kids but it can lead you into a hornets nest when you are dealing with second language influences

*different languages deal with morphology in different ways

White Americans

Communicative Behavior

• touching of hair is considered  sign of affection, especially between adults and children
• uninvited touching between men and women may be considered harrassment
• direct eye contact is maintained during listening but avoided during speaking
• public behavior should be emotionally restrained

• touching of hair may be considered offensive 
• direct eye contact is avoided during listening but maintained during speaking
• public behaviro may be emotionally intense and demonstrative
• interruption of another speaker during conversation is acceptable

• touching is more acceptable between members of the same sex than between men and women
• backslapping is considered offensive
• men and women do not customarily shake hands
• being singled out can cause distress
• many children are socialized to listen more than to speak and to speak in a soft voice

• learning through quiet observation is valued; group teaching activities that encourage each child to speak may be disfavored 
• "wait time" the amount of time speakers are given to speak and respond is substantially longer
• individual humility and group harmony are valued; displaying knowledge in front of others may be uncomfortable

Regional Dialect

example: Southern, Brooklyn

produces variation in:

• phonology (use of vocal /r/)
• rate of speech
• syntax (use of y'all)
• use of gestures
• use of specific words or idioms
• vocal intensity
• vocal quality (nasality)

ethnic dialect

example: AAE, Spanish influenced English

produces variation in:

• distance between speaker and listener
• morphology (use of plural marker)
• phonology (use of theta)
• rate of speech
• stress and intonation
• syntax (use of copulla)
• use of specific words or idioms

register

example: formal, informal, caretaker

produces variation in:

• distance between speaker and listener
• eye contact
• lexical specificity
• rate of speech
• stress and intonation
• syntax (simple/complex)
• use of gestures
• use of specific words or idioms
• vocal intensity

idiolect

ex: every individual speaker

produces variation in:

• rate of speech
• stress and intonation
• use of gestures
• use of specific words or idioms
• vocal quality

MYTH:

learning a second language takes little time and effort

TRUTH:

 studies have shown that ESL may take from 2-3 years for oral langauge skills and 5-7 years for higher-level cognitive and academic language skills

MYTH:

first and second language learners encouter the critical stage at puberty where learning is severly reduced

TRUTH:

early versus late learning is dependent upon 2 main variables: Age Upon Arrival and Length of Residence in the US. Second language learning is primarily linear, inversely related to age where there is no cutoff age at which learning severely drops off

MYTH:

All language skills (listening, speaking, reading, writing) readily transfer from L1 to L2

TRUTH:

reading is the skill that transfers most readily

MYTH:

code switching is an automatic indication of a language disorder

TRUTH:

CS may indicate high-level language skills in both L1 and L2

MYTH:

All bilinguals are balanced and exert little effort in maintaing their balance

TRUTH:

balanced bilinguals are the exception adn it takes great effort to maintain high levels in both languages

MYTH:

children do not lose their first langauge

TRUTH:

loss of L1 occurs unless considerable effort to avoid it; underdeveloped L2 is also possible

MYTH:

exposure to English is sufficent for L2 learning

TRUTH:

conditions for language learning are the same for young L1 learners; need, exposure to native speakers, support, feedback, time

MYTH:

for child to better learn English their parents should speak only English at home

TRUTH:

conditions under which English is most likely to be an additive process include: 1. learning both L1 and L2 in the social context (both are valued and used in various contexts); 2. bilingualism is promoted at home; 3. a well-developed L1 before learning English; 4. ample opportunities to interact with English speakers; 5. the English speakers know the language well enough; 6. learners receive appropriate instruction

MYTH:

reading in the native language is detrimental to reading in English

TRUTH:

normal children who live in literacy-rich home environmens, regardless of whether it is in L1 or L2, develop the encessary prereading skills and literacy orientation skills taht result in successful reading

MYTH:

SLPs can test only in English to determine a language impairment in a bilingual child

TRUTH:

children must be tested in L1 and L2