IJLCD Winter Lecture 2016-7 : References
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Dorothy Bishop gave a lecture on the difficulty of agreeing on definitions and terminology for children's language disorders. She discussed how different disciplines and countries use varying definitions and labels for conditions like specific language impairment. Bishop highlighted research she has conducted using the CATALISE project, a multinational Delphi consensus study, to try to establish common terminology through an expert review process. However, she noted there are still sticking points in reaching full agreement across all perspectives.
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Why Do Some Children Find Language So Hard to Learn?
This document discusses specific language impairment (SLI) in children. It summarizes that:
1) SLI causes language development to deviate from the typical course even though other areas develop normally, and is not due to hearing loss, physical issues, or brain damage.
2) Children with SLI often struggle with phonology and sentence comprehension.
3) Previous theories proposed that SLI is caused by auditory processing or short-term memory deficits, but recent studies found computerized training did not consistently help, and not all children with SLI have auditory issues.
4) A new study found that children with SLI learned vocabulary and sentences at a similar rate to controls when material was repeated,
Reading List 2016; "Why do some children find language so hard to learn?"
Reading list for talk "Why do some children find language so hard to learn?"
Dorothy V. M. Bishop
VIIIth International Conference of Language Acquisition
Palma de Mallorca, Spain
6-9th September
How is specific language impairment identified
Specific language impairment (SLI) is identified in children when their language development falls significantly behind that of other children their age and cannot be explained by other factors like hearing loss, brain damage, or lack of experience with language. SLI is assessed through a combination of parental reports, direct observation of the child's communication skills, and standardized language tests in areas like vocabulary, grammar, and narrative skills. While test scores provide objective measures, both parental input and a variety of language assessments are needed to fully understand a child's language abilities and identify whether they have SLI.
Language, sex chromosomes and autism: unravelling the mystery
Abstract and references for John Damien lecture
Thursday 13th October 2016, University of Stirling
Pragmatic language impairment in relation to autism and SLI
Bishop DVM. 2000. Pragmatic language impairment: a correlate of SLI, a distinct subgroup, or part of the autistic continuum? In: Bishop DVM, and Leonard LB, eds. Speech and Language Impairments in Children: Causes, Characteristics, Intervention and Outcome. Hove, UK: Psychology Press, 99-113.
How common is SLI?
SLI, or specific language impairment, is a common speech and language disorder. Several studies have found that between 3-7% of kindergarten aged children have a diagnosis of SLI. Longitudinal studies show that language delays in early childhood often persist into the school-aged years without treatment. The prevalence and prognosis of SLI has been well-documented in multiple epidemiological studies published between 1978-2012.
Why do neurodevelopmental disorders co-occur?
Neurodevelopmental disorders like autism, dyslexia, and language impairment often co-occur. This document discusses several possible explanations for why this is the case, including shared genetic risk factors, correlated environmental risks, and gene-gene interactions. It also notes evidence that for some children, their language problems may be a "phenomimic" of autism rather than sharing the same root cause. The document advocates classifying children based on their profile of difficulties rather than diagnostic labels, to best address their needs.
Identification of SLI: references
SLI is identified through a combination of standardized language tests, parental reports of language difficulties, and clinical judgment. Bishop (2004, 2009) and Bishop and Norbury (2008) discuss using both language test scores and parental reports to properly identify SLI in children. Tomblin et al. (1996, 1997) developed systems for diagnosing SLI in kindergarten-aged children using standardized language assessments. Cohen (1996) notes that unidentified language impairments are common in psychiatrically disturbed children.
Recommended
Why Do Some Children Find Language So Hard to Learn?
This document discusses specific language impairment (SLI) in children. It summarizes that:
1) SLI causes language development to deviate from the typical course even though other areas develop normally, and is not due to hearing loss, physical issues, or brain damage.
2) Children with SLI often struggle with phonology and sentence comprehension.
3) Previous theories proposed that SLI is caused by auditory processing or short-term memory deficits, but recent studies found computerized training did not consistently help, and not all children with SLI have auditory issues.
4) A new study found that children with SLI learned vocabulary and sentences at a similar rate to controls when material was repeated,
Reading List 2016; "Why do some children find language so hard to learn?"
Reading list for talk "Why do some children find language so hard to learn?"
Dorothy V. M. Bishop
VIIIth International Conference of Language Acquisition
Palma de Mallorca, Spain
6-9th September
How is specific language impairment identified
Specific language impairment (SLI) is identified in children when their language development falls significantly behind that of other children their age and cannot be explained by other factors like hearing loss, brain damage, or lack of experience with language. SLI is assessed through a combination of parental reports, direct observation of the child's communication skills, and standardized language tests in areas like vocabulary, grammar, and narrative skills. While test scores provide objective measures, both parental input and a variety of language assessments are needed to fully understand a child's language abilities and identify whether they have SLI.
Language, sex chromosomes and autism: unravelling the mystery
Abstract and references for John Damien lecture
Thursday 13th October 2016, University of Stirling
Pragmatic language impairment in relation to autism and SLI
Bishop DVM. 2000. Pragmatic language impairment: a correlate of SLI, a distinct subgroup, or part of the autistic continuum? In: Bishop DVM, and Leonard LB, eds. Speech and Language Impairments in Children: Causes, Characteristics, Intervention and Outcome. Hove, UK: Psychology Press, 99-113.
How common is SLI?
SLI, or specific language impairment, is a common speech and language disorder. Several studies have found that between 3-7% of kindergarten aged children have a diagnosis of SLI. Longitudinal studies show that language delays in early childhood often persist into the school-aged years without treatment. The prevalence and prognosis of SLI has been well-documented in multiple epidemiological studies published between 1978-2012.
Why do neurodevelopmental disorders co-occur?
Neurodevelopmental disorders like autism, dyslexia, and language impairment often co-occur. This document discusses several possible explanations for why this is the case, including shared genetic risk factors, correlated environmental risks, and gene-gene interactions. It also notes evidence that for some children, their language problems may be a "phenomimic" of autism rather than sharing the same root cause. The document advocates classifying children based on their profile of difficulties rather than diagnostic labels, to best address their needs.
Identification of SLI: references
SLI is identified through a combination of standardized language tests, parental reports of language difficulties, and clinical judgment. Bishop (2004, 2009) and Bishop and Norbury (2008) discuss using both language test scores and parental reports to properly identify SLI in children. Tomblin et al. (1996, 1997) developed systems for diagnosing SLI in kindergarten-aged children using standardized language assessments. Cohen (1996) notes that unidentified language impairments are common in psychiatrically disturbed children.
Nyborg causes2
1) Specific language impairment (SLI) is diagnosed in children when language development is atypical and not caused by other issues like hearing loss or brain damage.
2) Several theories have been proposed for the causes of SLI, including inadequate language input from parents, problems with speech perception from conditions like otitis media, and abnormal neurodevelopment in language areas of the brain.
3) While poor language environment and speech perception issues are plausible contributing factors, evidence suggests they are not primary causes, as children with atypical language input or hearing issues do not always develop SLI. Genetic factors are likely involved given family aggregation studies.
SLI: diagnostic dilemmas
Preprint of:
Bishop, D. V. M. (2004). Specific language impairment: diagnostic dilemmas. In L. Verhoeven & H. Van Balkom (Eds.), Classification of Developmental Language Disorders (pp. 309-326). Mahwah, NJ.: Erlbaum.
Identification of SLI: references
SLI is identified through a combination of standardized language tests, parental reports of language difficulties, and clinical judgement. Bishop (2004, 2009) and Bishop & Norbury (2008) discuss the diagnostic dilemmas of SLI and how combining test scores and parental reports can help with identification. Tomblin et al. (1996, 1997) developed systems for diagnosing SLI in kindergarten-aged children using standardized tests. Cohen (1996) notes that language impairments are sometimes unsuspected in psychiatrically disturbed children.
How common is SLI?
The document discusses the prevalence of specific language impairment (SLI) in children. [1] Most studies estimate that SLI affects around 3% of children, meaning approximately one child in every classroom. [2] However, the exact number varies depending on the definition used to identify SLI and can range from 1% to 7% depending on how strict the criteria is. [3] SLI is most common when using broader definitions that do not require as severe language deficits or a discrepancy between language and nonverbal abilities.
How is specific language impairment identified?
Specific language impairment (SLI) is identified in children when their language development falls significantly behind peers despite having normal nonverbal abilities, hearing, and environment. SLI is assessed through parental reports, direct observation of the child's communication, and standardized language tests in areas like vocabulary, grammar, and narrative skills. A child is identified as having SLI if they score below the 10th percentile on two or more standardized language assessments and have average nonverbal problem-solving skills. Assessing both language and nonverbal abilities provides a comprehensive evaluation of a child's communication development and needs.
SLI and the brain
1) Specific language impairment (SLI) is not caused by brain damage like aphasia in adults, as brain scans do not typically show injuries in children with SLI unless they have other neurological issues.
2) Some studies have found subtle abnormalities in brain structure and function associated with SLI, such as minor differences in grey matter volumes or reduced activity in language areas during tasks.
3) People with a history of SLI may show weaker lateralization of language functions to the left side of the brain compared to typically developing individuals. However, the evidence from brain studies is mixed and abnormalities are often subtle or not present in all individuals with SLI.
Disclosure of a diagnosis to a child with Trisomy X or 47,XYY
With funding from the Nuffield Foundation, we have developed materials to help parents decide whether, when and how to tell their children about a sex chromosome trisomy (XXX or XYY). These slides describe the background and the development of a booklet for parents and a picture-book for children.
What is Developmental Language Disorder
This document summarizes an international consensus on diagnosis and terminology for children with language disorders.
The consensus was reached through a Delphi approach involving 57 experts. They agreed on using the term "developmental language disorder" or DLD to identify children needing specialist help beyond what is available in the classroom. DLD is a broad category that encompasses heterogeneous impairments and overlaps with other neurodevelopmental disorders.
The experts outlined diagnostic criteria for DLD, including impaired social/educational functioning and risk factors. Key issues discussed were distinguishing delays from disorders, ensuring access to services, and the need for more intervention research to strengthen the evidence base and outcomes. The goal was to find agreed terminology to help children while minimizing negative
The effect of an extra sex chromosome on language development
This document summarizes research on the effects of sex chromosome trisomies (XXX, XXY, XYY) on language development. It finds that children with these trisomies are more likely to have educational difficulties affecting language compared to siblings, though effects are relatively mild. Specific language impairment, autism, and other communication problems are more common in children with extra sex chromosomes. However, there is also large individual variation. The document hypothesizes that extra copies of genes on the sex chromosomes like neuroligins may multiply the effects of other genetic risk factors on language development.
Autism and SLI: diagnostic distinctions
Autism and specific language impairment both involve problems with language and communcation, so how are they distinguished? This slide show accompanies a youtube video for the RALLI campaign.
http://www.youtube.com/rallicampaign
State-of-Science Review: Specific Language Impairment
Review commissioned as part of the UK Government’s Foresight Project,
Mental Capital and Wellbeing, 2008
How specific is SLI - slides
1) Specific language impairment (SLI) is identified when a child's language development falls significantly behind peers without an obvious medical cause like hearing loss, slow general development, brain damage, or physical abnormalities.
2) SLI often co-occurs with other neurodevelopmental disorders like dyslexia, ADHD, autism spectrum disorder, and developmental coordination disorder.
3) The boundaries between SLI and other conditions are unclear as the same child may receive different diagnoses depending on the assessing clinician, and underlying genetic factors may increase risks for multiple related impairments.
Developmental language disorder and auditory processing disorder:
Same or di...
Presentation at course on Auditory Processing, Language and Cognition. Ear Institute, UCL. March 2018
Developmental Language Disorder (DLD): The consensus explained
The document summarizes the findings and recommendations of the CATALISE project, which aimed to achieve consensus on terminology and criteria for developmental language disorders (DLD) in children. The project recommended replacing the term "specific language impairment" with DLD. DLD is defined as a persistent language disorder that affects everyday functioning and is not attributable to other conditions like intellectual disability. Co-occurring difficulties do not exclude a DLD diagnosis. The terminology seeks to improve identification and provision of services for children with language disorders.
Genetics and SLI
Slides to accompany RALLIcampaign YouTube presentation by Professor Dorothy Bishop on Genetics and SLI
A full-length videoed lecture on this topic can be found here:
http://podcasts.ox.ac.uk/languages-disorders-children-what-can-they-tell-us-about-genes-and-brains-video
OR audio version here:
http://podcasts.ox.ac.uk/languages-disorders-children-what-can-they-tell-us-about-genes-and-brains-audio
Underlying nature of specific language impairment
This summary provides an overview of the key points and hypotheses discussed in the document:
1. The document discusses several hypotheses to explain specific language impairment (SLI) in children, including the hypothesis that SLI results from an impairment in the output processes involved in converting linguistic knowledge into speech.
2. It evaluates evidence for and against viewing speech sound errors in SLI children as resulting from an output disorder versus deficits in auditory perception or phonological learning. Error analysis and patterns of associated motor deficits provide some support for output explanations but are not definitive.
3. The document analyzes different types of speech errors seen in SLI children and how they relate to theories of perceptual, learning, or output deficits.
Argentina talk references
References to accompany talk: Varieties of language impairment in children, Buenos Aires, Argentina. June 8th 2012
Unsuspected language impairments
Slides to accompany RALLI video on Unsuspected language impairments, see:
https://www.youtube.com/RALLIcampaign/
Genes, cognition and communication
Bishop, D. V. M. (2009). Genes, cognition and communication: insights from neurodevelopmental disorders. The Year in Cognitive Neuroscience: Annals of the New York Academy of Sciences, 1156, 1-18.
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Slides to accompany RALLI video on SLI and reading, part 1. see http://www.youtube.com/watch?v=AAmLmMEiX4c
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Late-talking toddlers often show wide variation in language development, but most will catch up without intervention. The study followed late-talking toddlers at 20 months and 4 years, finding that while most resolved without issues, some had persistent language problems. Key predictors of later problems included a family history of language/literacy difficulties, poorer language skills like comprehension at 20 months, and parental language abilities like nonword repetition. For late-talkers without risk factors and good comprehension, a watchful waiting approach is appropriate to avoid over-identifying children likely to catch up on their own.
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1) Specific language impairment (SLI) is diagnosed in children when language development is atypical and not caused by other issues like hearing loss or brain damage.
2) Several theories have been proposed for the causes of SLI, including inadequate language input from parents, problems with speech perception from conditions like otitis media, and abnormal neurodevelopment in language areas of the brain.
3) While poor language environment and speech perception issues are plausible contributing factors, evidence suggests they are not primary causes, as children with atypical language input or hearing issues do not always develop SLI. Genetic factors are likely involved given family aggregation studies.
SLI: diagnostic dilemmas
Preprint of:
Bishop, D. V. M. (2004). Specific language impairment: diagnostic dilemmas. In L. Verhoeven & H. Van Balkom (Eds.), Classification of Developmental Language Disorders (pp. 309-326). Mahwah, NJ.: Erlbaum.
Identification of SLI: references
SLI is identified through a combination of standardized language tests, parental reports of language difficulties, and clinical judgement. Bishop (2004, 2009) and Bishop & Norbury (2008) discuss the diagnostic dilemmas of SLI and how combining test scores and parental reports can help with identification. Tomblin et al. (1996, 1997) developed systems for diagnosing SLI in kindergarten-aged children using standardized tests. Cohen (1996) notes that language impairments are sometimes unsuspected in psychiatrically disturbed children.
How common is SLI?
The document discusses the prevalence of specific language impairment (SLI) in children. [1] Most studies estimate that SLI affects around 3% of children, meaning approximately one child in every classroom. [2] However, the exact number varies depending on the definition used to identify SLI and can range from 1% to 7% depending on how strict the criteria is. [3] SLI is most common when using broader definitions that do not require as severe language deficits or a discrepancy between language and nonverbal abilities.
How is specific language impairment identified?
Specific language impairment (SLI) is identified in children when their language development falls significantly behind peers despite having normal nonverbal abilities, hearing, and environment. SLI is assessed through parental reports, direct observation of the child's communication, and standardized language tests in areas like vocabulary, grammar, and narrative skills. A child is identified as having SLI if they score below the 10th percentile on two or more standardized language assessments and have average nonverbal problem-solving skills. Assessing both language and nonverbal abilities provides a comprehensive evaluation of a child's communication development and needs.
SLI and the brain
1) Specific language impairment (SLI) is not caused by brain damage like aphasia in adults, as brain scans do not typically show injuries in children with SLI unless they have other neurological issues.
2) Some studies have found subtle abnormalities in brain structure and function associated with SLI, such as minor differences in grey matter volumes or reduced activity in language areas during tasks.
3) People with a history of SLI may show weaker lateralization of language functions to the left side of the brain compared to typically developing individuals. However, the evidence from brain studies is mixed and abnormalities are often subtle or not present in all individuals with SLI.
Disclosure of a diagnosis to a child with Trisomy X or 47,XYY
With funding from the Nuffield Foundation, we have developed materials to help parents decide whether, when and how to tell their children about a sex chromosome trisomy (XXX or XYY). These slides describe the background and the development of a booklet for parents and a picture-book for children.
What is Developmental Language Disorder
This document summarizes an international consensus on diagnosis and terminology for children with language disorders.
The consensus was reached through a Delphi approach involving 57 experts. They agreed on using the term "developmental language disorder" or DLD to identify children needing specialist help beyond what is available in the classroom. DLD is a broad category that encompasses heterogeneous impairments and overlaps with other neurodevelopmental disorders.
The experts outlined diagnostic criteria for DLD, including impaired social/educational functioning and risk factors. Key issues discussed were distinguishing delays from disorders, ensuring access to services, and the need for more intervention research to strengthen the evidence base and outcomes. The goal was to find agreed terminology to help children while minimizing negative
The effect of an extra sex chromosome on language development
This document summarizes research on the effects of sex chromosome trisomies (XXX, XXY, XYY) on language development. It finds that children with these trisomies are more likely to have educational difficulties affecting language compared to siblings, though effects are relatively mild. Specific language impairment, autism, and other communication problems are more common in children with extra sex chromosomes. However, there is also large individual variation. The document hypothesizes that extra copies of genes on the sex chromosomes like neuroligins may multiply the effects of other genetic risk factors on language development.
Autism and SLI: diagnostic distinctions
Autism and specific language impairment both involve problems with language and communcation, so how are they distinguished? This slide show accompanies a youtube video for the RALLI campaign.
http://www.youtube.com/rallicampaign
State-of-Science Review: Specific Language Impairment
Review commissioned as part of the UK Government’s Foresight Project,
Mental Capital and Wellbeing, 2008
How specific is SLI - slides
1) Specific language impairment (SLI) is identified when a child's language development falls significantly behind peers without an obvious medical cause like hearing loss, slow general development, brain damage, or physical abnormalities.
2) SLI often co-occurs with other neurodevelopmental disorders like dyslexia, ADHD, autism spectrum disorder, and developmental coordination disorder.
3) The boundaries between SLI and other conditions are unclear as the same child may receive different diagnoses depending on the assessing clinician, and underlying genetic factors may increase risks for multiple related impairments.
Developmental language disorder and auditory processing disorder:
Same or di...
Presentation at course on Auditory Processing, Language and Cognition. Ear Institute, UCL. March 2018
Developmental Language Disorder (DLD): The consensus explained
The document summarizes the findings and recommendations of the CATALISE project, which aimed to achieve consensus on terminology and criteria for developmental language disorders (DLD) in children. The project recommended replacing the term "specific language impairment" with DLD. DLD is defined as a persistent language disorder that affects everyday functioning and is not attributable to other conditions like intellectual disability. Co-occurring difficulties do not exclude a DLD diagnosis. The terminology seeks to improve identification and provision of services for children with language disorders.
Genetics and SLI
Slides to accompany RALLIcampaign YouTube presentation by Professor Dorothy Bishop on Genetics and SLI
A full-length videoed lecture on this topic can be found here:
http://podcasts.ox.ac.uk/languages-disorders-children-what-can-they-tell-us-about-genes-and-brains-video
OR audio version here:
http://podcasts.ox.ac.uk/languages-disorders-children-what-can-they-tell-us-about-genes-and-brains-audio
Underlying nature of specific language impairment
This summary provides an overview of the key points and hypotheses discussed in the document:
1. The document discusses several hypotheses to explain specific language impairment (SLI) in children, including the hypothesis that SLI results from an impairment in the output processes involved in converting linguistic knowledge into speech.
2. It evaluates evidence for and against viewing speech sound errors in SLI children as resulting from an output disorder versus deficits in auditory perception or phonological learning. Error analysis and patterns of associated motor deficits provide some support for output explanations but are not definitive.
3. The document analyzes different types of speech errors seen in SLI children and how they relate to theories of perceptual, learning, or output deficits.
Argentina talk references
References to accompany talk: Varieties of language impairment in children, Buenos Aires, Argentina. June 8th 2012
Unsuspected language impairments
Slides to accompany RALLI video on Unsuspected language impairments, see:
https://www.youtube.com/RALLIcampaign/
Genes, cognition and communication
Bishop, D. V. M. (2009). Genes, cognition and communication: insights from neurodevelopmental disorders. The Year in Cognitive Neuroscience: Annals of the New York Academy of Sciences, 1156, 1-18.
SLI and reading: 1. decoding
Slides to accompany RALLI video on SLI and reading, part 1. see http://www.youtube.com/watch?v=AAmLmMEiX4c
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Question 1: Describe one advantage for child and adolescent development in a multilingual environment?
There are a lot of misconceptions and stereotypes about multilingual environments. One of the biggest stereotypes is that when children and adolescents are raised in multilingual environments, their cognitive development will be hindered because two or more languages will confuse their brains (Souto-Manning, 2006). Despite these popular beliefs, empirical research shows that this is not the case. According to Souto-Manning (2006), humans have the ability to learn infinite languages, and knowing one language is advantageous for learning another one with more ease. Very early in their development, infants and toddlers are like sponges and are able to be receptive to and absorb language easily. However, as we age, language acquisition is more difficult and takes more time and energy to learn. From personal experience, I was in multilingual Spanish classes in Jr. High and High School. I took four years of Spanish and only know the basics and I am not fluent. However, some of the students were raised in multilingual families growing up and were able to speak both languages with little effort. This example illustrates that from early development, children can become very efficient in multiple languages and have an advantage at language acquisition and comprehension. Parents and teachers can create positive atmospheres where children and adolescents naturally can interact with one another and enrich their vocabulary and better appreciate the cultural context of other languages (Souto-Manning, 2006). Research shows that bilingual children and adolescents have an advantage with thinking about more than one way about a concept and can be better problem solvers (Souto-Manning, 2006). Personally, if I ever have children, I would love to have them raised in a multilingual environment if possible.
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Journal.pone.0158753
This document describes a Delphi consensus study conducted to identify criteria for language impairments in children. A panel of 59 experts from various disciplines and countries participated in a two-round online Delphi process. In the first round, the panel rated statements on relevance and validity. Their responses were analyzed and revised statements were sent back for a second round, where consensus of 80% or more was reached for most statements. The resulting consensus criteria and commentary are presented, with the goal of improving identification of children who would benefit from language intervention services. However, some disagreements remained around terminology and conceptualization of language difficulties between professions.
#775632 Topic Don Quixote6.1 What Are Speech and Language Imp.docx
#775632 Topic: Don Quixote
6.1 What Are Speech and Language Impairments?
Students receive services for SLI more than any other disability except for SLD. This section discusses the difference between a speech impairment and a language impairment. It presents the definition for SLI as outlined by IDEA and discusses the prevalence of SLI in schools in the United States.
Defining SLI
Speech and language impairment (SLI) refers to a group of disorders that affect a student's speech or language skill and development. Language refers to the systems that people use to communicate with each other; it also refers to the meanings of words, and how words are assembled into meaningful thoughts. It can be oral (spoken), written, or even gestural. For example, in the United States, the gestural language of a "high five" usually signals "Congratulations!" Speech, which refers to the oral aspect of language, is how people express ideas or thoughts through sounds. Speech is the main form of communication for people around the world.
A language impairment is a disorder that affects how people understand or use words. This can mean that they have difficulty understanding what people say (receptive language) or that they have difficulty constructing thoughts or ideas (expressive language), or both. Receptive language refers to how people organize and understand information provided through oral, written, or visual means. Expressive language refers to how people construct the words, symbols, or gestures they want to communicate to others. A speech impairment is a disorder that affects the production of sounds and words.
The category of SLI incorporates a wide variety of difficulties, including difficulties related to articulation (pronunciation), fluency (flow of speech), voice, and language (which includes putting words and sentences into meaningful forms). Students with SLI may experience difficulties with speech or language, with approximately half of diagnosed students experiencing both (Seeff-Gabriel, Chiat, & Pring, 2012).
In the field of medicine, SLI often falls under an umbrella category called communication disorders or communicative disorders (as do hearing difficulties; Chapter 10 discusses hearing impairments in detail, as they have their own IDEA 2004 category.) Evaluations or diagnoses from medical professionals may use the term communication disorder, but schools will use the term SLI.
Students with SLI may have academic skills that are below average, average, or above average, but researchers have demonstrated that they often perform below students without SLI on assessments of intelligence, language, and literacy (Ferguson, Hall, Riley, & Moore, 2011). The effects of an SLI on educational outcomes vary and are dependent upon the student's specific difficulties. For some students, the impairments do not hinder learning new material or participating in classroom activities. Other students with SLI, however, have difficulty with working memory ...
StevenFletcher57
Steven Fletcher is a 69-year-old American educator seeking a position to facilitate human development through creativity, cultural sensitivity, technology and interdisciplinary curriculum development. He has over 40 years of experience in education including positions at Lanzhou University, Encourage International English School, and Guizhou University in China. Fletcher has a PhD in Higher Education and Social Change and has published several books and papers on topics related to language acquisition, story-based learning, and transformational education.
How Advanced Is Advanced Is Advanced? Identifying the Top Five Errors in High...
This presentation was given by Robert Bushong and Florin Mihai at the Sunshine State TESOL 34th Annual Convention in Orlando on May 12, 2012. It was based on a study in which the presenters identified errors common among advanced level ESL writers at the intensive English program at the University of Central Florida.
Instruction how to write an abstract Due on 310 (week 10 Tue.docx
Instruction: how to write an abstract Due on 3/10 (week 10 Tuesday) at noon by email
([email protected]) One submission per group
This study explores the omission of the passive participle in passive sentences in
simultaneously bilingual who speaks both Mandarin and English children. Active sentences
usually take the form “A did B.” Passive sentences usually come in the form of “B was done
by A.”
Within the past decade, people were debating two main theories in the bilingual language
process system. They are Unitary Systems Hypothesis and Separate Systems Hypothesis.
The purpose of this study is to explore whether simultaneously bilingual children have more
USH-like our SSH-like system by producing passive sentences.
We report on one experiment: “passive sentence production task”. To see whether our
hypotheses could be supported, we gathered the data from age 4-8 children with the passive
sentence production task.
After all, data was collected and analyzed, we found that our data shows the distinct feature
between children who simultaneously acquired Mandarin and English, acquired Mandarin
first then learned English, and learned English as a native language.
Mono-English and simultaneous shows difference, however, it is not significantly. But these
two groups show significant differences from sequential bilingual children.
Conflicting with our hypothesis, the results support that simultaneously bilingual children
have a more USH-like system when producing passive sentences.
word counts: 200
One‑Way ANOVA
One‑Way ANOVA (Welch's)
F df1 df2 p
Errors 13.4 2 5.52 0.008
Group Descriptives
group N Mean SD SE
Errors Mono 4 0.250 0.500 0.250
Simultaneous 4 1.500 0.577 0.289
Sequential 4 4.000 1.414 0.707
Plots
Errors
Tukey Post‑Hoc Test – Errors
Mono Simultaneous Sequential
Mono Mean difference — ‑1.25 ‑3.75***
p‑value — 0.193 < .001
Simultaneous Mean difference — ‑2.50*
p‑value — 0.010
Sequential Mean difference —
p‑value —
Note. * p < .05, ** p < .01, *** p < .001
Descriptives
group Errors age
N Mono 4 4
Simultaneous 4 4
Sequential 4 4
Missing Mono 0 0
Simultaneous 0 0
Sequential 0 0
Mean Mono 0.250 5.50
Simultaneous 1.50 6.25
Sequential 4.00 5.75
Median Mono 0.00 5.50
Simultaneous 1.50 6.00
Sequential 4.50 5.50
Minimum Mono 0 4
Simultaneous 1 5
Sequential 2 5
Maximum Mono 1 7
Simultaneous 2 8
Sequential 5 7
...
Developing an Intercultural Orientation in the Classroom and Community
The document discusses developing an intercultural orientation for teaching English Language Learners (ELLs) with the use of technology. It presents Ruiz's and Cummins' frameworks on language orientations in schools and argues for an inclusive, intercultural approach. Examples are given of how Web 2.0 tools and mobile applications can support ELLs' first language and culture, engage parents, and allow flexible assessment. The goal is to validate students' backgrounds and encourage creative self-expression.
References for 'late talkers' video and slides
References to academic articles about outcomes of late talkers: to accompany the RALLI video and slides on this topic
Language acquisition
Language is a cognition that makes us human.
Other species do communicate with an innate ability
To produce a limited number of meaningful vocalizations (e.g. bonobos), or
Partially learned systems (e.g. bird songs)
No other species known to date that can express infinite ideas (sentences) with a limited set of symbols (speech sounds and words).
Researchers are finding evidence for mastery of this complex skill in increasingly younger children.
Infants as young as 12 months are reported to have sensitivity to the grammar needed to understand causative sentences (who did what to whom; e.g. the bunny pushed the frog (Rowland & Noble, 2010).
Still a enigma
The mechanism that enables children to segment syllables and words out of the strings of sounds they hear, and
To acquire grammar to understand and produce language
EXTENDED ESSAY
This document provides an overview of a student paper comparing language development in children to second language acquisition in adults. It discusses various theories of both language development and second language acquisition. The key conclusion is that while both are influenced by internal and external factors, the factors differ and are more supportive for language development in children. As adults, the external factors and need that support language development in children are not as strong, making second language acquisition more difficult.
6.1 What Are Speech and Language ImpairmentsStudents receive se.docx
6.1 What Are Speech and Language Impairments?
Students receive services for SLI more than any other disability except for SLD. This section discusses the difference between a speech impairment and a language impairment. It presents the definition for SLI as outlined by IDEA and discusses the prevalence of SLI in schools in the United States.
Defining SLI
Speech and language impairment (SLI) refers to a group of disorders that affect a student's speech or language skill and development. Language refers to the systems that people use to communicate with each other; it also refers to the meanings of words, and how words are assembled into meaningful thoughts. It can be oral (spoken), written, or even gestural. For example, in the United States, the gestural language of a "high five" usually signals "Congratulations!" Speech, which refers to the oral aspect of language, is how people express ideas or thoughts through sounds. Speech is the main form of communication for people around the world.
A language impairment is a disorder that affects how people understand or use words. This can mean that they have difficulty understanding what people say (receptive language) or that they have difficulty constructing thoughts or ideas (expressive language), or both. Receptive language refers to how people organize and understand information provided through oral, written, or visual means. Expressive language refers to how people construct the words, symbols, or gestures they want to communicate to others. A speech impairment is a disorder that affects the production of sounds and words.
The category of SLI incorporates a wide variety of difficulties, including difficulties related to articulation (pronunciation), fluency (flow of speech), voice, and language (which includes putting words and sentences into meaningful forms). Students with SLI may experience difficulties with speech or language, with approximately half of diagnosed students experiencing both (Seeff-Gabriel, Chiat, & Pring, 2012).
In the field of medicine, SLI often falls under an umbrella category called communication disorders or communicative disorders (as do hearing difficulties; Chapter 10 discusses hearing impairments in detail, as they have their own IDEA 2004 category.) Evaluations or diagnoses from medical professionals may use the term communication disorder, but schools will use the term SLI.
Students with SLI may have academic skills that are below average, average, or above average, but researchers have demonstrated that they often perform below students without SLI on assessments of intelligence, language, and literacy (Ferguson, Hall, Riley, & Moore, 2011). The effects of an SLI on educational outcomes vary and are dependent upon the student's specific difficulties. For some students, the impairments do not hinder learning new material or participating in classroom activities. Other students with SLI, however, have difficulty with working memory, which influences how they .
Cultural Identifiers Topic EssayThe field of education is vast
Cultural Identifiers Topic Essay
The field of education is vast and complex with many stakeholders involved, sometimes controversies arise. These controversial issues usually begin with a single or a series of historical events. There also are usually arguments on both sides of the issue, both supporting and opposing. Since these issues may cause strife and division, federal and state policymakers, state and local administration, teachers, students, parents, and community members attempt to offer solutions to these controversial issues.
Relating to these controversial issues are cultural identifiers which can be defined as characteristics or conditions that make each individual unique. Usually one or more cultural identifiers are at the root of the controversial issues. Understanding both the controversial issue and the related cultural identifier can help stakeholders find the best, most equitable, and most ethical solution for everyone involved.
Throughout this course, you will be working on a 1,000-1,250 word research essay on a controversial topic involving a cultural identifier and the implications of the controversial topic on K-12 education. Your first draft of the research paper will be due in Topic 4, and you will be required to submit it to the peer review forum on day 1 in Topic 5, and your final version will be submitted in Topic 7.
Part 1
Identify a controversial topic related to diverse cultures and communities currently affecting K-12 education, such as body image, citizenship status, plastic/cosmetic surgery for teenagers, bathrooms for transgender students, ethnic curriculum/classes, religious clothing, prayer in schools, or other topics that involve at least one cultural identifier. In 500-750 words, begin brainstorming on your topic and address the following prompts:
· Describe the cultural identifier and why you chose it. Explain your connection to your choice of cultural identifier and the role of social justice in regard to your topic.
· Summarize the key historical events that have significantly affected your specific cultural identifier.
· Summarize the topic in context of K-12 education, including the related cultural identifier and any associated controversies.
· Identify current opinions for the controversial argument, including at least one supporting and one opposing.
· Describe how this controversial issue could affect your future teaching practices and how it could affect your future students.
· Summarize related policies or methods that have been implemented in schools as a solution to the controversial issue.
Part 2
Begin conducting research to support your opinion on the controversial issue. Collect a minimum of three scholarly resources from the last three years to support your rough draft due in Topic 4. Submit a 50-150 word summary for each of the three articles, including how the articles apply to your chosen topic.
While APA style format is not required for the body of this assignment, solid academic ...
Arantxa Dominguez Assingment 3
This document discusses early childhood language development and learning experiences that can promote it. It outlines the stages of language acquisition from birth to age 5 based on research studies. These include babbling and first words by age 1, two-word phrases by 2 years, and competence in the native language by age 5. Theories on language learning are reviewed, with interactionist theory viewed as most accurate, emphasizing the need for children to interact with and be spoken to by others. Suggestions are made for learning experiences to stimulate language development at each stage.
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Language-impaired preschoolers: A follow-up into adolescence.
Stothard, S. E., Snowling, M. J., Bishop, D. V., Chipchase, B. B., & Kaplan, C. A. (1998). Language-impaired preschoolers: A follow-up into adolescence. Journal of Speech, Language, and Hearing Research: JSLHR, 41(2), 407–418. https://doi.org/10.1044/jslhr.4102.407
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IJLCD Winter Lecture 2016-7 : References
- 1. IJLCD Winter Lecture 2016-2017 11th January 2017 Why is it so hard to agree on definitions and terminology for children’s language disorders? Dorothy V. M. Bishop References Bishop, D. V. M. (2010). "Which neurodevelopmental disorders get researched and why?" PLOS One 5(11): e15112. Bishop, D. V. M., et al. (2016). "CATALISE: a multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children." PLOS One 11(7): e0158753. Bishop, D. V. M., et al. (under review). "CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development. Phase 2. Terminology." https://peerj.com/preprints/2484/ Bishop, D. V. M., et al. (2012). "RALLI: An internet campaign for raising awareness of language learning impairments." Child Language Teaching & Therapy 28(3): 259- 262. Ebbels, S. (2014). "Introducing the SLI debate." International Journal of Language & Communication Disorders 49(4): 377-380. Elliott, J. G. and E. L. Grigorenko (2014). The Dyslexia Debate. Cambridge, Cambridge University Press. Hasson, F., et al. (2000). "Research guidelines for the Delphi survey technique." Journal of Advanced Nursing 32(4): 1008-1015. Reilly, S., et al. (2014). "Specific language impairment: a convenient label for whom?" International Journal of Language & Communication Disorders 49(4): 416-451. Reilly, S., et al. (2014). "Terminological debate over language impairment in children: forward movement and sticking points." International Journal of Language & Communication Disorders 49(4): 452-462.