Earlier reports of verb morphology use by Hebrew-speaking children with specific language impairment (SLI) have suggested that these children mark agreement with the subject as accurately as younger control children matched according to mean length of utterance (MLU). This issue was examined in greater detail in the present study by including a wider range of agreement inflections from the present and past tense paradigms and employing verbs of different patterns (binyanim). It was hypothesized that children with SLI would be more limited than would MLU controls in their use of agreement inflections within past tense because the past tense agreement paradigm of Hebrew requires the simultaneous manipulation of three features-person, number, and gender. Differences between the groups were not expected for the use of agreement inflections within present tense, because only two features-number and gender-must be manipulated in the present tense paradigm. A group of preschool-age children with SLI was found to have more difficulty than did MLU controls in the use of most past tense agreement inflections. Within present tense, the two groups differed in their use of agreement inflections in only one pattern. For both groups, most errant productions differed from the target form by only one feature, usually person or tense. We found no feature that was consistently problematic for the children. The findings are discussed within a limited processing capacity framework.
The aim of the present study was to reveal the criteria of conversational appropriateness displayed to children (age range: 3;01—4;09 and 5;0—6;05) through adults' metapragmatic comments in preschool and kindergarten settings. The study focused on two categories of comments: violation of a discourse maxim and discourse management. The results indicate a distinct pattern of use of metapragmatic comments by the adults. Teachers tend to conduct the discourse mainly by allocating turns to the children and to indicate the violation of the degree of informativeness (maxim of quantity), signaling to the children the shortcomings of their responses. Considering the differences between the educational frameworks of the two age groups (preschool vs. kindergarten) we expected to find that teachers' comments reflect their acknowledgement of the level of the children's developing conversational skills. However, this expectation was not met in any of the categories and subcategories of metapragmatic comments. The findings lead us to discuss their impact on the children's pragmatic and conversational skills that are still in the process of forming.
The promotion of literacy skills is considered a cornerstone in the work of special education teachers (SETs) and speech-language pathologists (SLPs). The present study examined the selfreported literacy knowledge of Israeli 67 SETs and 72 SLPs along three dimensions: development, assessment and intervention, and emergent literacy. Participants in both groups completed an individually delivered Likert-based survey. The main findings indicated positive correlations between development, assessment, and emergent literacy in both groups and no differences in their knowledge about emergent literacy. In contrast, SLPs reported lack of knowledge in literacy development, assessment and intervention, compared to SETs. The relationship between language modalities -reading, writing, oral languageseems to determine the role of each profession in literacy. Furthermore, the perception of written language as a modality or as a style of discourse was not conclusive in both groups. Therefore, policy makers and training programs should continue to deepen the training of professional staffs, especially by encouraging and training SLPs to address written language. Furthermore, the demarcation of the field of linguistic literacy of each profession is not evident in practice and needs to be discussed and coordinated to achieve true and optimal interprofessional cooperation.
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