Language Development and Impact of Language Deficits in the School Years Chapter 8.

Language Development and Impact of Language Deficits in the School YearsChapter 8

Transitioning from Preschool to School Age

• Children with a language delay/disorder find school year transitions _________ than typically developing children

• Must learn to process language that is more _______ and ________________ than at home

• Must recognize on their own when ______________ are needed and then make them

• Must learn new rules for making ___________ to take communicative turn (raising their hands)

• Must learn to keep their turn _____, to the ______, and ___________ to topics raised by teachers

Effects of Speech-Language Deficits on Social and Academic Achievement

• Studies have shown speech and language deficits in the preschool years have residual effects on _____ and ____________ in the school years. Pg 357-359

Predictors of need for Language Intervention

• Age at which a child _______________

• A child’s performance on ______ can predict how they will do in ____ _______

• ______ issues and concerns

• Table 8-1

Pertinent Terminologies• Receptive Language –

• Expressive Language –

• Metalinguistic skills –

• Metapragmatic skills –

• Metacognition –

• Abstract thought process –

• Lexicon –

• Nonliteral language –

• Metalinguistic devices –

Development of Metalinguistic Skills

• Occurs primarily at ______ years age

• Continues to mature well into ___________

Development of Syntax

• Includes expansion of __________________

• Use of ______________ (compound sentences; consisting of two independent clauses)

• Using words such as: ______, ______, and _______ – interpretation of these words doesn’t occur until appx __ years of age

• More advanced ________ and __________ growth – pg. 366 for details

Growth of Lexicon

• Significant increase in ______, or vocabulary, in both learning new words and being able to more clearly ____ new words

• Significant increase in the use of words denoting _______, ______, ______, and _______ relationships between ages 7 to 11 years

• Increased use of words with ___________

• Increased abilities to comprehend and use _______ language (abstract and symbolic language – metaphors, idioms, humor and proverbs)

Functional Illiteracy

• 2006 study found the rate of functional illiteracy among adults 16 years and older in the U.S. was ____

• ___ million Americans cannot read

• ___ million can only read at the ___ or ___ grade level

• Prevalence of adults who are functionally illiterate is increasing appx _____ million persons each year

• ____ of high school graduates are considered functionally illiterate

Functional Illiteracy (con’t)

• Functionally Illiterate: Persons who cannot read and write well enough to complete ______ tasks such as filling out a job application or reading the newspaper

• ____ of prisoners can be classified as illiterate

• ____ of juvenile offenders rate as functionally illiterate or marginally illiterate

• ___ of those whose literacy skills are lowest live in poverty

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