Barbara Culatta

DISTRACTIBIU7Y AND VOCABULARY DEFICITS IN CHILDREN WITH SPINA BIFIDA AND HYDROCEPHALUS

This experiment tested the hypothesis that children with spina bifida and hydrocephalus (SBH) are more distractible than normal children, and that the distractibility partially accounts for the language deficits of these children. In Part 1, 15 of these children of primary‐school age were compared with controls matched for mental age on a non‐verbal task during which irrelevant stimuli were present or absent. Interference effects of the irrelevant stimuli were larger and more persistent for the SBH children. In Part 2, the children and their controls were tested for comprehension of relational words, with and without irrelevant information. The two groups performed similarly when there was no irrelevant information, but the SBH children exhibited vocabulary deficiencies when irrelevant items were present. These findings support the original hypothesis of a relationship between distractibility and language deficits.

Teaching Expository Comprehension Skills in Early Childhood Classrooms

Purpose: This pilot project implemented and evaluated a theme-based unit designed to teach expository comprehension skills to young children in four preschool classrooms. Method: The program and the unit were collaborative efforts of speech-language pathologists (SLPs) and early childhood educators. Within topically related units, 71 children ages 4:1 to 5:0 engaged in first-hand experiences related to narrative texts, adapted expository texts, and mapping tasks within large group, small group, and class routine contexts. Data sources consisted of expository compare/contrast and problem/solution tasks, classroom observations, teacher and parent interviews, and parent surveys. Results: During instruction most of the 71 participating children made gains in both the compare/contrast and problem/solution tasks. They spontaneously applied problem/solution strategies in noninstructional settings. Teachers and parents reported that children were motivated by and engaged in the playful but systematic instruction. Discussion: Although there were limitations in the study, results suggest that preschool children are able to benefit from expository instruction that is explicit, purposeful, and focused on topics of natural interest to young children. The study should be replicated with refined measures and a more diverse population.

Talking Things Through Roles of Instructional Discourse in Children's Processing of Expository Texts

Academic success depends heavily on students’ ability to acquire information, but expository texts are difficult to process and comprehend, particularly for students with language difficulties. Support can be provided through instructional discourse, the interactive adult–student conversations that scaffold comprehension and content learning. This article suggests ways in which teachers and speech–language pathologists (SLPs) can collaborate in using instructional discourse to guide students in the processes of attending to text, relating implied to stated information, connecting text content to background knowledge, and applying text content to students’ own experiences. SLPs and teachers can promote comprehension within discourse as they modify text demands and apply strategies pertaining to questioning, responding, commenting, and extending discussions. This article reviews the literature in the area of instructional discourse and illustrates strategies that can be implemented to facilitate students’ ability to participate in class discussions and process expository texts.

LINGUISTIC PERFORMANCE AS A FUNCTION OF ABSTRACT TASK DEMANDS IN CHILDREN WITH SPINA BIFIDA

Children with spina bifida and hydrocephalus (SBH) have been observed to have deficits in discourse, characterized by a high frequency of irrelevant utterrances and poorer performance with abstract than concrete language. The Preschool Language Assessment Instrument (PLAI) was used to compare children with SBH and language‐age controls on discourse skills at four levels of abstraction. In addition, a qualitative assessment of differences in types of inadequate productions was conducted. Children with SBH performed comparably to controls on concrete levels of the PLAI, but they produced significantly more ‘no response’ and irrelevant responses than the controls.

Meaning-Based Intervention for a Child with Speech and Language Disorders.

This case study follows Casey, a child with significant speech and language deficits, from age 4 years 2 months until 9 years 9 months. It focuses on a 9-month period starting at age 5 years 9 months during which a meaning-based phonological intervention was used to improve his intelligibility and language skills. Clinicians evoked frequent word and sound productions in interactive, naturalistic contexts while manipulating levels of support for sound production and communicative complexity. Casey progressed from producing target words in routines with high levels of support to producing targets in scripted conversational exchanges with low levels of support. Although his phonological and language skills have improved, his academic, higher level language, and social concerns have become more apparent.

Systematic Modification of Parental Input to Train Language Symbols

This study attempted to maximize environmental language learning for four hearing-impaired children. The childrens mothers were systematically trained to present specific language symbols to their...