Facilitating word combination in language-impaired children through discourse structure
The Journal of Speech and Hearing Disorders
|February 1, 1985
Summary
Vertical structures, a discourse strategy, significantly boosted early word combinations in language-impaired children. This method proved effective, mirroring results seen in typically developing children.
Area of Science:
- Child Language Acquisition
- Developmental Psychology
- Speech-Language Pathology
Background:
- Children with language impairments often struggle with early word combinations.
- Adult-child interaction plays a crucial role in language development.
- Vertical structures are a specific discourse technique used in adult-child conversations.
Purpose of the Study:
- To investigate the effect of vertical structures on the production of early word combinations in language-impaired children.
- To compare the effectiveness of vertical structures in language-impaired children to normally developing children.
- To explore the potential of naturally occurring discourse structures as an intervention.
Main Methods:
- Ten language-impaired children (2:8-3:4) at the single-word stage participated.
- Eight children received 10 experimental sessions using vertical structures.
- Control children engaged in an alternate activity; pretest and posttest data were collected.
Main Results:
- Most children in the experimental group showed a substantial increase in multiword productions.
- Children in the control group did not show similar gains.
- The facilitating effect was comparable to that observed in normally developing children.
Conclusions:
- Vertical structures effectively facilitate multiword productions in language-impaired children.
- Naturally occurring adult-child discourse can be a viable intervention strategy.
- This approach shows promise for supporting language development in clinical populations.
Related Concept Videos
01:10Higher Mental Functions of the Brain: Language
Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...
01:24Components of Language
Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs. “eh”). Phonemes combine to...
01:22Language Development
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
01:27Language and Cognition
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
01:23Mnemonic Devices
Mnemonic devices are cognitive tools that facilitate memory retention by linking new information to familiar patterns or organizational strategies. These techniques are beneficial for remembering complex or lengthy sets of information by simplifying and structuring them in easily retrievable ways.
Acronyms
Acronyms are created by using the initial letters of a series of words to form a new word or phrase. This approach condenses complex information into a single, memorable entity. For example,...
Acronyms
Acronyms are created by using the initial letters of a series of words to form a new word or phrase. This approach condenses complex information into a single, memorable entity. For example,...
01:25Learning Disabilities
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Dyslexia
Dyslexia is a...