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Characteristics of Language, Speech, and Literacy Development

Terms in this set (84)

language
communication behavior that allows ideas to be shared
traditional framework
focus on one rule system at a time
-syntax
-morphology
-phonology
-semantics
-pragmatics
present day approaches
focus on natural learning, whole-language
factors affecting language development
-limited auditory access
-compound influence: degree of loss, age of onset (congenital, pre- and post-lingual), other disabilities
-diminished quality of spoken language interactions with parents of children with deafness
quality of spoken language interactions
-increase in nonverbal communication (6-36 mos.)
-syntactically short and semantically simple utterances
-repetitive utterances relevant to concrete immediate environment
-distortion of message in spoken communication
-dominate interactions and fail to respond to child's behaviors, comments, or focus of interest
impact of hearing loss on language development
-form
-content
-use
form
deals with syntax, morphology, and phonology (use nouns, pronouns, prepositions, endings like 's, ed & ing)
content
deals with vocabulary and semantics
use
deals with pragmatics or function use of language
schemas of children with hearing loss
-limited schemas
-limited, incomplete messages from parents, siblings, peers
-limited access to incidental learning
schema knowledge
-development established through daily routines and sequence of events
-this stored body of knowledge is referred to as a schema
development of pragmatic and semantic knowledge
-children w/ normal hearing demonstrate a full range of communicative intent by age 2 yrs
-semantic & pragmatic function for deaf children at 2-4 yrs of age is similar to normal children in pre-linguistic and one-word stage
-vocabulary deficits compared to children with no hearing loss
-difficulty initiating or maintaining a conversation or repairing a communication breakdown
-difficulty with turn taking, acknowledging a message was heard, or changing the topic of a conversation
-difficulty with words with multiple meanings (stand-verb or noun)
-learn more concrete words than abstract words (wise, sentimental)
Why don't hearing impaired children learn to correct conversational pragmatics?
-dont receive extensive practice using language
-dont overhear parents or people talk (incidental learning)
-dont receive same formal instruction as normally hearing children
most pervasive language problem
significant restricted vocabulary
development of syntax and morphology
-restricted knowledge on word classes, syntax, morphological markers, complex sentence structure
-decrease in length of utterance
-omits functional words
-sentences have dew words compared to normal hearing children
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