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Chapter 10
| Term | Definition |
|---|---|
| Phonology | refers to the rules governing speech sounds---the particular Sounds and how they are sequenced |
| Language disorders | include problems in comprehension and expression Remember that language is governed by rules. The problems---rule violations---may Involve the form (phonology, morphology, syntax), content (semantics), or use of language \pragmatics) |
| Speech disorders | are impairments in the production and use of oral language. The include disabilities in making speech sounds, producing speech with a normal flow and producing voice |
| Communication | Communication is the process sharing information and involves many communicative functions, such as seeking social interaction, requesting objects, sharing ideas, and rejecting an object or interaction,. |
| Communicative Functions | such as seeking social interaction, requesting objects, sharing ideas, and rejecting an object or interaction,. |
| Communication disorders | Impairs the ability to transmit or receive ideas, facts, feelings and desire and may involve language or speech or both, including hearing, listening, reading, etc, |
| Expressive language | Encoding or sending messages. |
| Receptive language | Decoding or understanding messages. |
| Speech | The neuromuscular activity of forming and sequencing sounds of oral language. |
| Augmentative and alternative communication (AAC) | For people with disabilities involving the physical movements of of speech may consist of alternatives to the speech sounds of oral language. |
| Morphology | Morphology refers to the rules that govern alterations of the internal organization of words, such as adding suffixes and other grammatical inflections to make proper plurals-verb tenses. |
| Syntax | Syntax refers to the rules of organizing sentences in a meaningful way including, for example, guidelines about using subjects and predicates and placing modifiers correctly. |
| Semantics | Semantics refers to the rules about attaching meanings and concepts to words Pragmatics refers to the rules about using language for social purposes |
| Language-based reading impairment | Language-based reading impairment involves a reading problem (i.e., dyslexia). |
| Early Expressive Language Delay (EELD). | Early expressive language delay (EELD) refers to a significant lag in expressive language (e,g, the child doesn't have a 50-word vocabulary or use 2-word utterances by age 2) that the child might not outgrow. |
| Specific Language Impairment (SLI) & Developmental Language Disorder (DLD) | Specific language impairment (SLI), now often referred to as developmental language disorder (DLD), refers to a neurodevelopmental language disorder that has no identifiable cause. |
| Primary Language disorder | has no known cause. A secondary language disorder is caused by another condition, such as intellectual disabilities, hearing impairment autism spectrum disorder, cerebral palsy, or traumatic brain injury. |
| Phonological disorders | Occur in children younger than 9 years of age. These disorders do not include the normally developing young child's inability too say words correctly. They have difficulty producing sounds correctly. |
| Phonological Awareness | An understanding of the sound structure of language; it includes the abilities to blend sounds into words. |
| Larynx | Can be abused by voice disorders. |
| Cleft palate | Abnormality of oral cavity example |
| Resonance | Vocal quality |
| aphonia | complete loss of voice |
| dysfluencies | hesitations, repetitions, etc., in speech. |
| stuttering | part-word repetitions |
| dysarthria | issues controlling speech sounds. Slurred speech, etc. |
| apraxia | coordination speech. Disruption of motor planning. |
| Developmental apraxia | disorder or motor planning that emerges as the child develops speech and language skills. |
| acquired apraxia | has similar symptoms but is caused due to a stroke or other type of brain damage. |
| dynamic assessments | can be used during the learning process, and the speech-language pathologist. |
| curriculum-based language and communication assessment (CBLA) | Teachers can use to monitor students' progress. It measures a students' speech, language, and communication skills. |
| Decoding | refers to the ability to transfer the written words into speech. |
| Prelinguistic communication | Children making noises to communicate. |
| milieu teaching | a strategy to teach functional language skills in the natural environment. |
Created by:
Emmaleeg