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chapter 1 paul

language disorders book work

what is included in form syntax, morphology and phonology
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
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)
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
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
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.
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.
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
what is sli specific language impairment
what is g-sli gramatical specific language impairment
Created by: boone.reavis