The Effects of Context on the Classroom Discourse Skills of Children With Language Impairment

Peets, Kathleen F.

doi:10.1044/0161-1461(2008/07-0012)

Cited by 17 publications

(12 citation statements)

References 43 publications

(47 reference statements)

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“…Ketch (2005) advised teachers, "Conversation helps individuals make sense of their world. Language production rates for children with language delays and disabilities have been shown to vary with classroom contexts (Peets, 2009). Used as a connection to cognitive strategies, conversation fosters comprehension acquisition" (p. 8).…”

Section: Engaging In Supported Conversationsmentioning

confidence: 99%

Teaching Expository Comprehension Skills in Early Childhood Classrooms

Culatta

Hall‐Kenyon

Black

2010

Topics in Language Disorders

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Purpose: This pilot project implemented and evaluated a theme-based unit designed to teach expository comprehension skills to young children in four preschool classrooms. Method: The program and the unit were collaborative efforts of speech-language pathologists (SLPs) and early childhood educators. Within topically related units, 71 children ages 4:1 to 5:0 engaged in first-hand experiences related to narrative texts, adapted expository texts, and mapping tasks within large group, small group, and class routine contexts. Data sources consisted of expository compare/contrast and problem/solution tasks, classroom observations, teacher and parent interviews, and parent surveys. Results: During instruction most of the 71 participating children made gains in both the compare/contrast and problem/solution tasks. They spontaneously applied problem/solution strategies in noninstructional settings. Teachers and parents reported that children were motivated by and engaged in the playful but systematic instruction. Discussion: Although there were limitations in the study, results suggest that preschool children are able to benefit from expository instruction that is explicit, purposeful, and focused on topics of natural interest to young children. The study should be replicated with refined measures and a more diverse population.

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Section: Engaging In Supported Conversationsmentioning

confidence: 99%

Teaching Expository Comprehension Skills in Early Childhood Classrooms

Culatta

Hall‐Kenyon

Black

2010

Topics in Language Disorders

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“…As the literature points out the context influences the children's language use (4,12,13) , vocabulary and syntax (13) . Therefore, any language assessment or intervention must take into account the context in which the communication occurs (4,12,16,19) .…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, any language assessment or therapeutic intervention should take into account the context in which the communication takes place (4,12,16,19) . The inclusion of ASD children in different communicative contexts of language therapy has produced different functional communicative profiles and social cognitive performances (12) and interpretation of the vocal expression (15) .…”

Section: Introductionmentioning

confidence: 99%

Terapia de linguagem no espectro autístico: a interferência do ambiente terapêutico

Misquiatti

Fernandes²

2011

Rev. soc. bras. fonoaudiol.

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OBJETIVO: Analisar o perfil funcional da comunicação de crianças e adolescentes com distúrbios do espectro autístico em dois ambientes de terapia de linguagem, que se diferenciam quanto ao aspecto físico. MÉTODOS: Participaram dez sujeitos com distúrbios do espectro autístico, seis do gênero masculino e quatro do gênero feminino, com idades entre 4 e 13 anos. Na coleta de dados, foram realizadas filmagens de oito sessões de terapia de linguagem individual com duração de 30 minutos, sendo quatro sessões em uma sala comum e quatro em uma sala com ambientação específica (sala NIC), intercaladamente, durante um mês. Para a análise dos dados foi empregado o Protocolo de Pragmática, e os resultados receberam tratamento estatístico. RESULTADOS: Verificou-se que não houve diferença significativa entre o perfil pragmático apresentado pelos dez sujeitos na sala comum e na sala NIC. CONCLUSÃO: O contexto físico aqui estudado não influenciou significativamente no perfil funcional da comunicação de indivíduos do espectro autístico, ainda que se tenha verificado tendências individuais apresentando melhor desempenho em uma sala ou em outra.

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“…With regard to data coverage, this account suffers from many of the same concerns facing the UCC account. In addition to the challenges with morphology described above, it also does not directly explain the nonsyntactic deficits observed, including lexical deficits (Nation 2014) and discourse-level problems (Nippold et al 2008, Peets 2009). It is possible that, at older ages, this deficit might hinder sentence interpretation to such a degree that it would explain limitations in vocabulary, but it is unlikely that it explains early limitations while children are in the single-word stage, and this is one of the few characteristics reported identically across languages (Leonard 1998).…”

Section: 2mentioning

confidence: 96%

Development of interventions for language impairment: Why universal grammar may be harmful (Commentary on Ambridge, Pine, and Lieven)

Horne¹,

Curran²

2014

lan

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Although theories of specific language impairment grounded in universal grammar (UG ) have advanced the description of SLI considerably, they provide limited utility as far as treatment is concerned. Because UG assumes deficits in language principles and parameter setting, remediation of the difficulty is not possible; rather, reliance on compensatory mechanisms is recommended. Compensatory mechanisms rely on the same learning principles as are adopted by theorists that adopt a more emergentist view. Thus, we agree with Ambridge, Pine, and Lieven that a UG-based approach is redundant and recommend focusing efforts on identifying and strengthening treatment strategies associated with general learning principles instead.

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The Effects of Context on the Classroom Discourse Skills of Children With Language Impairment

Abstract: Classroom discourse as a set of discourse genres is critical in the assessment and intervention of LI. In order to be representative of a given child's competence, several of such genres must be sampled in language assessment.

Cited by 17 publications

References 43 publications

Teaching Expository Comprehension Skills in Early Childhood Classrooms

Teaching Expository Comprehension Skills in Early Childhood Classrooms

Terapia de linguagem no espectro autístico: a interferência do ambiente terapêutico

Development of interventions for language impairment: Why universal grammar may be harmful (Commentary on Ambridge, Pine, and Lieven)

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