Language Development and Impact of Language Deficits in the School Years

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

2. 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

3. 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

4. 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

5. Pertinent Terminologies • Receptive Language – • Expressive Language – • Metalinguistic skills – • Metapragmatic skills –

6. Metacognition – • Abstract thought process – • Lexicon – • Nonliteral language –

7. Metalinguistic devices –

8. Development of Metalinguistic Skills • Occurs primarily at ______ years age • Continues to mature well into ___________

9. 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

10. 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)

11. 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

12. 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

13. Let’s Talk • Page 364