What happens when oral language development goes wrong?
- Language Impairment (LI)
- Specific Language Impairment (SLI)- cause is unknown, no other diagnosis
- Language-Learning Disorders- LI co-exists with literacy disorder
Is there one single cause of LI?
NO
What are the three different factors in the environment that affect LI? and give an example of each.
Biological (family hx)
Cognitive (neurological, info processing)
Behavioural (socioeconomic status)
What are the three different things we talk about when observing oral language development?
Form
Content
Use
What does FORM include?
Syntax, Morphology and Phonology
What does CONTENT include?
Semantics
What does USE include?
Pragmatics
What does FORM look like in kids with LI? (6)
- Deficits in grammar
- Omission of morphosyntax take markers
- Deficits in production comprehension/grammatical judgment
- Inconsistent in their application
- Deficits in phonology
- Fail to recognize which sounds are important for signaling meanings in language
What does CONTENT look like in kids with LI? (5)
- Impoverished vocabularies
- Word retrieval (ah, um, vague)
- Slow to learn new words
- # of exposures to learn a new word for someone with LI is up to 55 (normal=35)
- Encode fewer semantic features of the new items (cold)
What does USE look like in kids with LI? (4)
- Have trouble using conversational rules
- Difficulty understanding complex language
- Difficulty telling a coherent narrative
- Difficulty understanding abstract and ambiguous language
What does FORM look like for us as clinicians? (3)
- Necessary for language comprehension and expression
- Shared understanding between speakers
- Understanding language of conversation, instructions or books
What does CONTENT look like for us as clinicians? (6)
- Sharing information
- Giving and following directions
- Learning new concepts/words
- Retailing information
- Using language to predict & infer
- Using language to problem solve
When we are teaching CONTENT, how can we help a client activate their mental files?
Schema (knowledge you drive on to construct meaning)
What are three ways we can make connections when learning CONTENT?
- Text to self
- Text to text
- Text to world
What does USE look like for us as clinicians? (7)
- Conveying a clear message
- Start and end convo
- Interact appropriately
- When and how to take turns
- Ask for clarification
- Understand body language
- Use appropriate volume, tone and pitch
What is one skill you need to have to master proper USE?
flexibility
What does LISTENING look like for Kindergartens? (3)
- Follow 1 to 2 step directions in a sequence
- Listen and understand age-appropriate stories
- Follow simple conversation
What does SPEAKING look like for Kindergartens? (6)
- Be understood by most people
- Answer simple yes no and open ended questions
- Use conjunction
- Verbs, 3rd person, regular past tense
- Retail a story or talk about an event
- Show interest in and start conversations
What does LISTENING look like for Grade 1? (3)
- Remember information
- Respond to instructions
- Follow 2 to 3 step directions and the sequence
What does SPEAKING look like for Grade 1? (9)
- Be easily understood
- Answer complex yes no questions
- Tell and retell stories and events in a logical order with the central focus
- Express ideas (vocab 3-5k)
- Use most parts of speech correctly
- Ask and respond to WH questions
- Stay on topic and take turns and conversation
- Get directions
- Start conversations
What does LISTENING look like for Grade 2? (3)
- Follow 3 to 4 oral directions in the sequence
- Understand direction words
- Correctly answer questions about grade level story
What does SPEAKING look like for Grade 2? (6)
- Ask and answer to WH questions
- Complex sentence structures
- Clarify and explain words and ideas
- Get directions with 3 to 4 steps
- Use oral language to inform, persuade and entertain
- Open and close conversation appropriately
What does LISTENING look like for Grade 3? (2)
- Listen attentively a group situation
- Understand grade level material
What does SPEAKING look like for Grade 3? (7)
- Speak clear with appropriate voice
- Participate in conversations and group discussion
- Use subject related vocab
- Increase perspective taking for persuasion
- Summarize the story accurately
- Narratives contain complete and multiple episodes
- Explain what has been learned
