language disorders book work
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| what is included in form | syntax, morphology and phonology
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| what is the most consistently reported finding in young children with primary dld? | the ommission of morphosyntactic markers of grammatical tense in spontaneous speech where the morphemes are obligatory
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| what are obligatory morphemes that kids with primary dld omit, examples? 3 | omission of past tense -ed (we walk- to school yesterday, third person singular -s (she walk- to school everyday) and copular form of the verb be (i eat chocolate)
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| what are phonological deficits frequently described in terms of? 2 | the child's repertoire of available speech sounds and the consistent error patters a child uses in speech
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| what are the basis for most phonological impairments? 1 the 5 | Phonological processing and this includes the ability to discriminate and categorize speech sounds, produce speech sounds, meaningful phonemic contrasts and manipulate the sounds of the language
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| when thinking about content portion of language what are some key features of deficits in semantic knowledge 3 | delayed acquisition of first words and phrases and restricted vocabulary with problems finding the words they know are there, substituting "thing" for known objects.
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| what are some deficits in use, pragmatics, that one would see in a child with dld 4 | difficulties understanding and applying pragmatic rules, trouble initiating and maintaining conversational topics, requesting and providing clarification and turn taking along with matching communication style to the social context.
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| is it a reasonable expectation to expect a child functioning at a 3 year old level overall to perform in a language level of his chronological age of 8? why or why not | nope. if the child is functioning at a 3 year old level cognitively we would rarely expect his language skills to outpace his cognitive skills
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| what is sli | specific language impairment
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| what is g-sli | gramatical specific language impairment
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