Spoken Languae - University of Dayton

Spoken Languae
CHAPER 7
Define the following:
Communication
Speech
Language
Components of Language
Content
Form
Use
Language Development
What are some of the
speech and language
developmental milestones?
Language Disorders Defined
ASHA (1982) defines a language disorder as
the impairment or deviant development of
comprehension and/or use of a spoken,
written, and/or other symbol system.
What are three things the
disorder may involve?
Communicative Variations
Includes:
 Communicative differences
 Communicative dialects
 Augmentative communication
ACC used in schools
What are communication boards
and electronic communication
devices, and how are they used?
Signs of Language Disabilities
What indicators or symptoms of
language disabilities should
teachers be able to recognize
for referral?
Assessment of Oral Language
Formal
Assessment
Norm-referenced
Speech
Tests
& Language
 Articulation
 Voice
 Fluency
 Receptive &
Expressive Language
Elements
of Language
 Phonology
 Morphology
 Syntax
 Semantics
 Pragmatics
Assessment of Oral Language

Informal Assessment
 Language
Sampling
 Ecological Assessment
 Curriculum Based Assessment
 Direct Observation
 Dynamic Assessment
 Ethnographic Procedures
 Informant Interviews
Assessing Students from Culturally &
Linguistically Diverse (CLD)
Backgrounds
 Bilingual
English proficient
 Limited English proficient (LEP)
 Limited proficiency in both English
and the native language
Comprehensive Language Assessment
What is included in a
comprehensive language assessment?
What assessment procedures
could be used to collect
information in each area?
Damico’s 4-Component
Assessment Strategy
Component
 Component
 Component
 Component

1234-
Collaboration
Prereferral Intervention
Diversity Framework
Focus on Functionality
Collaborative Service Delivery (CSD)
What is the CSD designed to do?
What does “transactional” mean?
What are the major roles of the
professionals involved in CSD?
SCA Standards
 Speaking
 Listening
 Media
Literacy
TEACHING SPOKEN LANGUAGE

Cognitive Approaches
 Memory
Strategies
 Verbal Rehearsal
 Pegword Strategy
 Categorization
 Vocabulary Strategies
 Visual Format Strategies
 LINCS
TEACHING SPOKEN LANGUAGE

Behavioral Approaches
 Modeling
 Imitation
 Shaping
 Cueing
and Prompting
 Combination
TEACHING SPOKEN LANGUAGE

Social-Cultural Approaches
 Expansion
 Extension
 Self-Talk
 Parallel-Talk

Additional Methods
Application of Instructional
Approaches to Specific
Language Problems
USE
 Indicating
Level of Understanding & Giving
Feedback
 Requesting Clarification
 Initiating Conversations
 Giving Information and Making Requests
 Response to the Listener
 Turn-taking
 Topic Maintenance
 Repairing Communication Breakdowns
CONTENT
Vocabulary
 Multiple Meanings
 Figurative Language

 Sense-able
Lessons
 Word Search
 Explain That
FORM
Syntax
 Wh- Questions

 Who
 What
 Where
 When
 Why
Special Needs of Adolescents
What are some special
considerations a special
education teacher needs
to make for adolescents?
Special Needs of CLD Students
What are some special
considerations a special
education teacher needs
to make for CLD students?
MODIFICATIONS

Modifications of Language Environment
 Small

Groups
Teacher Discourse
 Questioning
 Lecturing

Modifications of Instructional Environment
 Integrating
Curricula
 Integrating Oral and Written Forms
 Retelling
THE END

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