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6 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Typically Developing Language Child - characteristics
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- expressive vocab > 50 words
- begin to combine words --> sentences - not yet mastered all components of basic sentence structure |
- MLU > 2, not > than 5 morphemes
- move from telegraphic utterances --> mastery of basic sentence construction - occurs as early as 2 - ends at about 5 |
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Appropriate usage of testing
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- test a child who is able to be tested using standardized instruments
- use testing to point out areas where child is doing poorly in comparison to peers - understand functions and limitations of standardized instrument you will use |
DON'T use testing to:
- determine progress on goals - determine intervention goals |
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Criterion-Referenced Measures of Phonological Development
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Proportion of Intelligible words:
- record sample of child's speech - count # of unintelligible words - divide by total # of words for ratio of unintelligible words - check ration against intelligibility chart for interpretation |
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Phonological Awareness
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- abilitly to detect rhymes, # of syllables, & first/last sounds in a word
- ability to perceive, store, retrieve, manipulate sounds for language |
Important pre-literacy skill
related to reading and spelling |
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Criterion-Referenced Methods for assessing syntax & morphology: comprehension strategies
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Probable Event Strategies
- used by normally developing 2 & 3 yr olds - helps in deciding which noun represents the AGENT & OBJ of an action |
If asked to act out "baby feeds mommy," more likely to interpret it in the more probable direction
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Why test Pragmatics?
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Can tell us whether child is weaker or stronger in pragmatics skills (in relation to semantic, syntax, & phonology skills)
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to DETERMINE pragmatic contexts in which new forms should be practiced
to IDENTIFY particular problems in interactions and conversations faced by those individuals whose prag. skills are the only lang deficit |
