scholarly journals ISACCO: a corpus for investigating spoken and written language development in Italian school–age children

2016 ◽  
Vol 2 (1) ◽  
pp. 63-76
Author(s):  
Dominique Brunato ◽  
Felice Dell’Orletta
Keyword(s):  
Language Development ◽  
Written Language ◽  
School Age Children ◽  
School Age ◽  
Italian School ◽  
Written Language Development

Preservice Efforts To Promote School-Based SLPs' Roles in Written Language Development

2011 ◽  
Vol 12 (4) ◽  
pp. 121-127 ◽  
Author(s):  
Elizabeth Lanter ◽  
Claire Waldron
Keyword(s):  
Public Schools ◽  
Language Development ◽  
Clinical Education ◽  
Written Language ◽  
School Age Children ◽  
Leadership Roles ◽  
Clinical Experiences ◽  
School Based ◽  
Language Pathology ◽  
Written Language Development

Abstract The authors describe an innovative clinical education program that emphasizes the provision of written language services by preservice speech-language pathology graduate students at Radford University in Virginia. Clinicians combined academic coursework in language acquisition in school-age children and clinical experiences that target children's written language development to promote future literacy-based leadership roles and collaborative efforts among school-based speech-language pathologists (SLPs). These literacy-based experiences prepare SLPs to serve in the growing numbers of American public schools that are implementing Response to Intervention models.

They Have a Write to Go To College Too: Challenges for Secondary Level Students

2009 ◽  
Vol 16 (1) ◽  
pp. 9-13
Author(s):  
Joan Aker
Keyword(s):  
Language Development ◽  
Writing Process ◽  
Secondary Level ◽  
Written Language ◽  
Language Disabilities ◽  
Written Language Development

Abstract Children with language disabilities at the secondary level experience significant difficulty in all components of the writing process. This article discusses issues contributing to student’s difficulty in writing as well as suggestions for how to support written language development in this population.

Mental State Language Use in Children with Down Syndrome and the Role of Caregivers

2021 ◽  
Vol 42 (04) ◽  
pp. 318-329
Author(s):  
Marie Moore Channell ◽  
Rebekah Bosley
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Mental State ◽  
Social Communication ◽  
School Age Children ◽  
School Age ◽  
Children With Down Syndrome ◽  
Mental State Language ◽  
State Language

AbstractChildren with Down syndrome (DS) have both strengths and difficulties in speech, language, and social communication. Mental state language—the ability to discuss others' perspectives such as their thoughts, feelings, and intentions—represents a foundational social communicative skill that is delayed in many children with DS, even into the school-age years. The purpose of this article is to review the evidence base on mental state language development in school-age children with DS, focusing in particular on assessment and intervention. We discuss assessment procedures that are both age appropriate and developmentally appropriate for this population. We also present preliminary data highlighting the role of caregivers in supporting mental state language development in school-age children with DS through shared storytelling. We propose that interventions aimed at supporting mental state language development in DS should include a focus on caregiver–child shared storybook reading, even in the school-age years. Therefore, we discuss key considerations for clinicians when teaching caregivers strategies for supporting mental state language and social communication in children with DS.

Syntactic and Vocabulary Development in the Written Language of Learning Disabled and Non-Learning Disabled Students at Four Age Levels

1982 ◽  
Vol 5 (2) ◽  
pp. 163-172 ◽  
Author(s):  
Nancy T. Morris ◽  
W. Donald Crump
Keyword(s):  
Language Development ◽  
Computer Technology ◽  
Vocabulary Development ◽  
Learning Disabled ◽  
Written Language ◽  
Written Expression ◽  
Disabled Students ◽  
Sensitive Index ◽  
Written Language Development ◽  
Federal Guidelines

Learning disabled students demonstrate serious problems in developing written language facility. Although written expression is one of seven aspects of achievement specified in the federal guidelines for identification of learning disabled students, measurement of written language development is quite complex. The search for a single, sensitive index of written language development is compounded by the synergistic nature of written language and the influence of contrived formats used in assessment. Syntax and vocabulary are frequently employed in research on written language development. Thus, the minimal terminable unit (T-unit) and the type/token ratio have been used as indices of syntactic and vocabulary development in analyzing samples of students' written language. Recently, computer technology has permitted the use of more complex measures of syntactic density and vocabulary intensity. The purpose of this study was to compare the written language development of learning disabled and non-learning disabled students at four age levels on measures of syntactic and vocabulary development. Implications for measurement and research are discussed.

scholarly journals Prerequisites for Written Language Acquisition and It’s Disorders Correction in Montessori Pedagogy

2015 ◽  
Vol 2 ◽  
pp. 222
Author(s):  
Gundega Tomele
Keyword(s):  
Academic Achievement ◽  
Primary Prevention ◽  
Language Acquisition ◽  
Language Development ◽  
Primary School ◽  
Language Disorders ◽  
Written Language ◽  
Theoretical Knowledge ◽  
Written Language Development ◽  
Written Language Acquisition

The successful acquisition of written language is an important precondition for schoolchildren academic achievement. Written language disorders are usually diagnosed during primary school, although the etiology of them is largely associated to children oral and written language development in the pre-school years. This article presents the need of primary prevention of written language disorders at the preschool level and its realization with a help of Montessori pedagogy. There is summarized theoretical knowledge in the context of language acquisition and reflected Montessori pedagogy prerequisites for the successful written language acquisition and correction of early signs of disorders in the pre-school years.

A Comparison of Tactful Messages by Children With and Without Language Impairment

1992 ◽  
Vol 23 (4) ◽  
pp. 343-347 ◽  
Author(s):  
Lynn S. Bliss
Keyword(s):  
School District ◽  
Language Development ◽  
Language Impairment ◽  
Scoring Systems ◽  
Role Playing ◽  
Language Impairments ◽  
School Age Children ◽  
Chronological Age ◽  
School Age ◽  
Normal Language

The purpose of this investigation was to compare the level of tactfulness produced in messages constructed by school-age children with language impairment (LI) and school-age children with normal language development (NL). The LI children were enrolled in special classes for children with language impairments. They ranged in age from 8 to 12 years. They were matched by gender and chronological age to a group of NL children from the same school district. The subjects were presented with role-playing situations that required the construction of tactful messages. The responses were coded according to a five-point heirarchical system that reflected tactfulness. The procedures and scoring systems were adapted from the research of Pearl, Donahue, and Bryan (1985). The LI children gave significantly less tactful messages than the NL children. Developmental advances in the scores were noted only for the NL children. The results are discussed in terms of the nature of language impairment and clinical significance.

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