Cheryl M. Scott

Measures of Syntax in School-Age Children and Adolescents

Syntactic measures developed for preschool children are insensitive to later-developing forms produced by older children. Information concerning syntax in school-age children and adolescents is ava...

Adverbial connectivity in conversations of children 6 to 12

Natural language samples of 114 children aged 6 to 12 years are analysed for instances of discourse connectivity via adverbial conjuncts and disjuncts. Conjunct use is just emerging at 6 and is limited to the encoding of a subset of possible logical relations with only one lexical item per relation (transitional now , inferential then , result so and concessive though ). Developmental progress takes the form of increasing use of the same conjuncts, plus additional logical relations and an increasing repertoire of lexical items per relation. Disjunct use is rare at all ages and largely limited to really and probably . Developmental interactions between form, content and use (discourse context) are probed. The 12-year-old child falls far short of an adult rate of production but is learning a similar set of connectivity forms.

The Grammar of Information: Challenges for Older Students With Language Impairments

Purpose: The purpose of this article is to describe the nature of informational (expository) language in terms of unique grammatical characteristics and discuss applications for assessment and intervention for older school-aged children and adolescents with language impairments. Methods: Information presented is based on a selected literature review of topics including the nature of academic texts, expository text processing of older children and adolescents with language impairments and/or learning disabilities, and language intervention studies that target higher level language in the same population. Results: We summarize key grammatical strategies found in informational text: (a) complex nominal (noun phrase) groups, (b) clausal subordination, and (c) theme and information mechanisms. Although facility with these structures is not routinely or systematically tested by language clinicians, we highlight assessment procedures useful for this purpose. Promising intervention evidence suggests that grammatical features characteristic of informational text can be targeted with positive results for students who struggle with this aspect of higher level language. Conclusions: Success comprehending and producing informational text requires unique grammatical knowledge. A qualitative literature review is used to derive best practices in assessment and intervention with school-aged children who are particularly challenged by these types of texts.

Principles and Methods of Spelling Instruction: Applications for Poor Spellers.

Three methods of teaching spelling in classrooms are reviewed and critiqued from the standpoint of the poor speller. Memorization of word lists and word analysis methods are direct methods that focus on individual words. Spelling can also be taught indirectly as part of authentic reading and writing

Discourse analysis of language intervention

Qualitative studies have produced new but fragmentary observations of the discourse of clinical lessons. This paper surveys these findings and integrates them around the principles of conversational discourse and discourse analysis. The picture which emerges is that training lessons are patterned within and across levels of conversational discourse. Social, verbal, and nonverbal components of clinician—child interaction are organized hierarchically for the purposes of eliciting correct linguistic responses. Clinical discourse research is discussed with reference to questions of clinical validity and practicality. Five learning hypotheses are also suggested.

Expository Discourse in Children, Adolescents, and Adults : Development and Disorders

M.A. Nippold, C.M. Scott, Overview of Expository Discourse: Development and Disorders. L. Snyder, D. Caccamise, Comprehension Processes for Expository Text: Building Meaning and Making Sense. M.A. Nippold, Explaining Complex Matters: How Knowledge of a Domain Drives Language. J.M. Colletta, C. Pellenq, The Development of Multimodal Explanations in French Children. R.A. Berman, B. Nir-Sagiv, The Language of Expository Texts Across Adolescence. D. Ravid, E. Dromi, P. Kotler, Linguistic Complexity in School-Age Text Production: Expository vs. Mathematical Discourse. J. Ward-Lonergan, Expository Discourse in School-Age Children and Adolescents with Language Disorders: Nature of the Problem. C.M. Scott, Assessing Expository Discourse Production in Children and Adolescents. B.J. Ehren, Reading Comprehension and Expository Text Structure: Direction for Intervention with Adolescents. J. Ward-Lonergan, Expository Discourse Intervention: Helping School-Age Children and Adolescents with Language Disorders Master the Language of the Curriculum. C.A. Moran, G.T. Gillon, Expository Discourse in School-Age Children and Adolescents with Traumatic Brain Injury.

Assessment of Language and Literacy: A Process of Hypothesis Testing for Individual Differences.

Purpose: Older school-aged children and adolescents with persistent language and literacy impairments vary in their individual profiles of linguistic strengths and weaknesses. Given the multidimensional nature and complexity of language, designing an assessment protocol capable of uncovering linguistic variation is challenging. A process of clinical reasoning characterized as hypothesis testing is described to assist in language and literacy assessment. In-depth and explanatory assessment can contribute to establishing a common language across professionals and disciplines concerned with these impairments. Methods: Hypothesis testing relies on(a) review of research on language impairment variations found in the school-aged population and (b) careful analysis of content and form of commonly used assessment tools. A case study illustrates application of this material with a 10-year-old child. Results: Major sources of language variation include language and reading profiles, linguistic components and levels (word, sentence, text),gatekeeping factors, and explanations of language and literacy impairments. Three hypotheses and assessment tools that would be useful in attempts to confirm each hypothesis are described. Conclusions: Uncovering the “core” features of a persistent language and/or literacy impairment is difficult. Casting the process as one of testing hypotheses derived from research and analysis of testing tools has the potential to (a) assist language clinicians in determining best assessment practices and (b) improve communication among professionals.

One size does not fit all: improving clinical practice in older children and adolescents with language and learning disorders.

PURPOSE In the lead article for this clinical forum, Kamhi (2014) suggests ways that current knowledge on instructional practices in learning and language can be applied to clinical practice in language disorders. I propose that Kamhis suggestions are in need of fine-tuning for older children and adolescents with language disorders. A one-size-fits-all approach to language intervention across a broad age range is untenable due to unique needs and capabilities of this older population. METHOD Three intervention goal priorities for older students are presented with supporting research: complex (multiclausal) sentences, verb structure, and expository text. Methodologies for teaching complex sentences are discussed next, including topics of content/form balance and treatment intensity. These goals and methods are designed to assist students with language disorders in the comprehension and production of complex language they encounter in school. CONCLUSION Guidance for high-priority language intervention goals with older students comes from a consideration of language needs in academic settings and language weaknesses that persist in this population. Although current research offers support for these goals, less is known about methodological variables such as treatment intensity.