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Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks

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Published on: September 5, 2019

Language intervention at the middle school: complex talk reflects complex thought.

Marilyn A Nippold

Language, Speech, and Hearing Services in Schools

|May 3, 2014

Summary

Speech-language pathologists should consider typical language development and complex syntax when planning interventions for adolescents with language impairments. This approach helps students succeed in academic settings.

Area of Science:

Linguistics
Developmental Psychology
Education

Background:

Adolescents with language impairments often struggle with academic tasks.
Effective intervention requires understanding typical language development and complex syntax.

Purpose of the Study:

To highlight the challenges middle school adolescents with language impairments face in academic settings.
To propose strategies for speech-language pathologists to support these students' success.

Main Methods:

Presentation of a hypothetical 7th-grade English assignment.
Analysis of potential difficulties for students with language impairments.
Description of speech-language pathologist intervention strategies.

Main Results:

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Collaboration with educators and knowledge of academic language demands are crucial.
Understanding later language development informs effective intervention.

Conclusions:

Language intervention incorporating typical development and complex syntax aids adolescents with language impairments.
These skills are essential for meaningful academic progress.