Program integrat de dezvoltare a laturii morfo-sintactice a limbajului în contextul dizabilității intelectuale
Integrated program for morpho-syntactic language development in children with intellectual disabilities
Mădălina VAIDA
Abstract
The study presents a program meant to develop the morpho-syntactic aspects of language in children with intellectual disabilities. It involves aimed strategies like the intentional use of the article, of plural forms of nouns and of verbs, and also implicit learning and exercise in structured contexts and categories.
Keywords: intellectual disabilities, morphology, syntax, speech and language development, morphologic categories
pdf
DOI:10.26744/rrttlc.2024.10.1.06
Published on line: 03/31/2024
References
Anglin, J. M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, 58(10)
Balthazar C. H., & Scott C. M. (2017). Complex sentence intervention. In McCauley R., Fey M., & Gillam R. (Eds.), Treatment of language disorders (2nd ed.). Brookes.
Balthazar CH, Ebbels S, Zwitserlood R. (2020). Explicit Grammatical Intervention for Developmental Language Disorder: Three Approaches. Lang Speech Hear Serv Sch. Apr 7;51(2):226-246. doi: 10.1044/2019_LSHSS-19-00046. Epub 2020 Apr 7. PMID: 32255746; PMCID: PMC7225018. Balthazar CH, Ebbels S, Zwitserlood R. (2020). Explicit Grammatical Intervention for Developmental Language Disorder: Three Approaches. Lang Speech Hear Serv Sch;51(2):226-246. doi: 10.1044/2019_LSHSS-19-00046. Epub 2020 Apr 7. PMID: 32255746; PMCID: PMC7225018
Beyersmann, E., Castles, A., & Coltheart, M. (2012). Morphological processing during visual word recognition in developing readers: Evidence from masked priming. Quarterly Journal of Experimental Psychology, 65(7), 1306– 1326.
Bodea-Haţegan, C. (2021). Proba de evaluare a abilităților morfologice în limba română [E-book]: aplicații psiholingvistice, Editura ASTTLR, Cluj-Napoca.
Bowey, J. A., & Patel, R. K. (1988). Metalinguistic ability and early reading achievement. Applied Psycholinguistics, 9, 367–383.
Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 189–209). Hillsdale, NJ: Erlbaum.
Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169–190.
Carlisle, J. F., & Stone, C. A. (2003). The effects of morphological structure on children’s reading of derived words. In E. Assink & D. Santa (Eds.), Reading complex words: Cross-language studies. New York: Kluwer.
Dawson, N., Rastle, K., & Ricketts, J. (2017). Morphological Effects in Visual Word Recognition: Children, Adolescents, and Adults.
Dawson, N., Rastle, K., & Ricketts, J. (2021). Finding the man amongst many: A developmental perspective on mechanisms of morphological decomposition. Cognition, 211, 104605.
Ebbels S. H. (2007). Teaching grammar to school-aged children with specific language impairment using shape coding. Child Language Teaching and Therapy, 23(1), 67–93.
Ebbels S. H., Maric N., Murphy A., & Turner G. (2014). Improving comprehension in adolescents with severe receptive language impairments: A randomised control trial of intervention for coordinating conjunctions. International Journal of Language & Communication Disorders, 49(1), 30–48.
Elbro, C., & Arnbak, E. (1996). The role of morpheme recognition and morphological awareness in dyslexia. Annals of Dyslexia, 46(1), 209– 240.
Falcaro M., Pickles A., Newbury D.F., Addis L., Banfield L., Fisher S.E., Monaco A.P., Simkin Z., Conti-Ramsden G.(2007). Genetic and phenotypic effects of phonological shortterm memory and grammatical morphology in specific language impairment. In Genes, Brain and Behavior (2008) 7: 393–402
Finestack L. H., & Satterlund K. E. (2018). Current practice of child grammar intervention: A survey of speech-language pathologists. American Journal of Speech-Language Pathology, 21(4), 1329–1351. https://doi.org/10.1044/2018_AJSLP-17-0168
Fowler, A. E., & Liberman, I. Y. (1995). The role of phonology and orthography in morphological awareness. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 157–188). Hillsdale, NJ: Erlbaum.
Gathercole, S.E. & Baddeley, A.D. (1989) Evaluation of the role of STM in the development of vocabulary in children: a longitudinal study. J Mem Lang 29, 336–360.
Hategan C., (2011). Abordari structuralist-integrate in terapia tulburarilor de limbaj si comunicare. Ed. Presa Universitara Clujeana
Henry, M. K. (1988). Beyond phonics: Integrated decoding and spelling instruction based on word origin and structure. Annals of Dyslexia, 38, 259–275.
Henry, M. K. (1993). Morphological structure: Latin and Greek roots and affixes as upper grade code strategies. Reading and Writing: An Interdisciplinary Journal, 5, 227–241
Henry, M. K. (1998). Structured, sequential, multisensory teaching: The Orton legacy. Annals of Dyslexia, 48, 3–26
Hestvick A., Epstein B., Schwartz R.G., Shafer V.L. (2021). Developmental Language Disorder as Syntactic Prediction Impairment. Front Commun (Lausanne). 2022 ; 6: doi:10.3389/fcomm.2021.637585
Lazaro M., Schreuder R., Aceituno V (2011). The processing of morphology in children with and without reading disabilities, in Revista de investigación en Logopedia 1 (2011) 76-86, disponibilă on-line: http://revistalogopedia.uclm.es
Leong, C. K. (1989). Productive knowledge of derivational rules in poor readers. Annals of Dyslexia, 39, 94–115.
McKay, Anna, „Language Sampling Methods for Early Adolescents with Specific Language Impairment” (2019). Honors College Capstone Experience/Thesis Projects. Paper 804. https://digitalcommons.wku.edu/stu_hon_theses/804
Montgomery J.W., Gillam R.B., Evans J.L. (2021). A New Memory Perspective on the Sentence Comprehension Deficits of School-Age Children With Developmental Language Disorder: Implications for Theory, Assessment, and Intervention. Language, Speech, and Hearing Services in Schools, Vol. 52, p. 449–446, April 2021
Nagy, W. E., & Anderson, R. C. (1984). The number of words in printed school English. Reading Research Quarterly, 19, 304–330
Schiff, R., Raveh, M., & Fighel, A. (2012). The development of the Hebrew mental lexicon: When morphological representations become devoid of their meaning. Scientific Studies of Reading, 16(5), 383– 403.
Singson, M., Mahoney, D., & Mann, V. (2000). The relation between reading ability and morphological skills: Evidence from derivational suffixes. Reading and Writing: An Interdisciplinary Journal, 12, 219–252.
Snyder, W.B. (1995). Language acquisition and language variation: the role of morphology. Lucrare de doctorat la Massachusetts Institute of Techology.
Walter J.A., Green L., Gibson F., (2013). Morphological Awareness Intervention in School-Age Children With Language and Literacy Deficits A Case Study, ȋn Top Lang Disorders Vol. 33, No. 1, pp. 27–41
Wiesman Weil L., Schuele M. (2019). A scholarly forum for guiding evidence-based practices in speech-language pathology, ȋn EBP Briefs, 13(5), 1–9. Bloomington, MN: NCS Pearson, Inc.
Windsor, J. (2000). The role of phonological opacity in reading achievement. Journal of Speech, Language, and Hearing Research, 43, 50–61.
Zwitserlood R., Wijnen F., van Weerdenburg M., & Verhoeven L. (2015). ‘MetaTaal’: Enhancing complex syntax in children with specific language impairment—A metalinguistic and multimodal approach. International Journal of Language & Communication Disorders, 50(3), 273–279. https://doi.org/10.1111/1460-6984.12131
Keywords: intellectual disabilities, morphology, syntax, speech and language development, morphologic categories
pdfDOI:10.26744/rrttlc.2024.10.1.06
Published on line: 03/31/2024
References
Anglin, J. M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, 58(10)
Balthazar C. H., & Scott C. M. (2017). Complex sentence intervention. In McCauley R., Fey M., & Gillam R. (Eds.), Treatment of language disorders (2nd ed.). Brookes.
Balthazar CH, Ebbels S, Zwitserlood R. (2020). Explicit Grammatical Intervention for Developmental Language Disorder: Three Approaches. Lang Speech Hear Serv Sch. Apr 7;51(2):226-246. doi: 10.1044/2019_LSHSS-19-00046. Epub 2020 Apr 7. PMID: 32255746; PMCID: PMC7225018. Balthazar CH, Ebbels S, Zwitserlood R. (2020). Explicit Grammatical Intervention for Developmental Language Disorder: Three Approaches. Lang Speech Hear Serv Sch;51(2):226-246. doi: 10.1044/2019_LSHSS-19-00046. Epub 2020 Apr 7. PMID: 32255746; PMCID: PMC7225018
Beyersmann, E., Castles, A., & Coltheart, M. (2012). Morphological processing during visual word recognition in developing readers: Evidence from masked priming. Quarterly Journal of Experimental Psychology, 65(7), 1306– 1326.
Bodea-Haţegan, C. (2021). Proba de evaluare a abilităților morfologice în limba română [E-book]: aplicații psiholingvistice, Editura ASTTLR, Cluj-Napoca.
Bowey, J. A., & Patel, R. K. (1988). Metalinguistic ability and early reading achievement. Applied Psycholinguistics, 9, 367–383.
Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 189–209). Hillsdale, NJ: Erlbaum.
Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169–190.
Carlisle, J. F., & Stone, C. A. (2003). The effects of morphological structure on children’s reading of derived words. In E. Assink & D. Santa (Eds.), Reading complex words: Cross-language studies. New York: Kluwer.
Dawson, N., Rastle, K., & Ricketts, J. (2017). Morphological Effects in Visual Word Recognition: Children, Adolescents, and Adults.
Dawson, N., Rastle, K., & Ricketts, J. (2021). Finding the man amongst many: A developmental perspective on mechanisms of morphological decomposition. Cognition, 211, 104605.
Ebbels S. H. (2007). Teaching grammar to school-aged children with specific language impairment using shape coding. Child Language Teaching and Therapy, 23(1), 67–93.
Ebbels S. H., Maric N., Murphy A., & Turner G. (2014). Improving comprehension in adolescents with severe receptive language impairments: A randomised control trial of intervention for coordinating conjunctions. International Journal of Language & Communication Disorders, 49(1), 30–48.
Elbro, C., & Arnbak, E. (1996). The role of morpheme recognition and morphological awareness in dyslexia. Annals of Dyslexia, 46(1), 209– 240.
Falcaro M., Pickles A., Newbury D.F., Addis L., Banfield L., Fisher S.E., Monaco A.P., Simkin Z., Conti-Ramsden G.(2007). Genetic and phenotypic effects of phonological shortterm memory and grammatical morphology in specific language impairment. In Genes, Brain and Behavior (2008) 7: 393–402
Finestack L. H., & Satterlund K. E. (2018). Current practice of child grammar intervention: A survey of speech-language pathologists. American Journal of Speech-Language Pathology, 21(4), 1329–1351. https://doi.org/10.1044/2018_AJSLP-17-0168
Fowler, A. E., & Liberman, I. Y. (1995). The role of phonology and orthography in morphological awareness. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 157–188). Hillsdale, NJ: Erlbaum.
Gathercole, S.E. & Baddeley, A.D. (1989) Evaluation of the role of STM in the development of vocabulary in children: a longitudinal study. J Mem Lang 29, 336–360.
Hategan C., (2011). Abordari structuralist-integrate in terapia tulburarilor de limbaj si comunicare. Ed. Presa Universitara Clujeana
Henry, M. K. (1988). Beyond phonics: Integrated decoding and spelling instruction based on word origin and structure. Annals of Dyslexia, 38, 259–275.
Henry, M. K. (1993). Morphological structure: Latin and Greek roots and affixes as upper grade code strategies. Reading and Writing: An Interdisciplinary Journal, 5, 227–241
Henry, M. K. (1998). Structured, sequential, multisensory teaching: The Orton legacy. Annals of Dyslexia, 48, 3–26
Hestvick A., Epstein B., Schwartz R.G., Shafer V.L. (2021). Developmental Language Disorder as Syntactic Prediction Impairment. Front Commun (Lausanne). 2022 ; 6: doi:10.3389/fcomm.2021.637585
Lazaro M., Schreuder R., Aceituno V (2011). The processing of morphology in children with and without reading disabilities, in Revista de investigación en Logopedia 1 (2011) 76-86, disponibilă on-line: http://revistalogopedia.uclm.es
Leong, C. K. (1989). Productive knowledge of derivational rules in poor readers. Annals of Dyslexia, 39, 94–115.
McKay, Anna, „Language Sampling Methods for Early Adolescents with Specific Language Impairment” (2019). Honors College Capstone Experience/Thesis Projects. Paper 804. https://digitalcommons.wku.edu/stu_hon_theses/804
Montgomery J.W., Gillam R.B., Evans J.L. (2021). A New Memory Perspective on the Sentence Comprehension Deficits of School-Age Children With Developmental Language Disorder: Implications for Theory, Assessment, and Intervention. Language, Speech, and Hearing Services in Schools, Vol. 52, p. 449–446, April 2021
Nagy, W. E., & Anderson, R. C. (1984). The number of words in printed school English. Reading Research Quarterly, 19, 304–330
Schiff, R., Raveh, M., & Fighel, A. (2012). The development of the Hebrew mental lexicon: When morphological representations become devoid of their meaning. Scientific Studies of Reading, 16(5), 383– 403.
Singson, M., Mahoney, D., & Mann, V. (2000). The relation between reading ability and morphological skills: Evidence from derivational suffixes. Reading and Writing: An Interdisciplinary Journal, 12, 219–252.
Snyder, W.B. (1995). Language acquisition and language variation: the role of morphology. Lucrare de doctorat la Massachusetts Institute of Techology.
Walter J.A., Green L., Gibson F., (2013). Morphological Awareness Intervention in School-Age Children With Language and Literacy Deficits A Case Study, ȋn Top Lang Disorders Vol. 33, No. 1, pp. 27–41
Wiesman Weil L., Schuele M. (2019). A scholarly forum for guiding evidence-based practices in speech-language pathology, ȋn EBP Briefs, 13(5), 1–9. Bloomington, MN: NCS Pearson, Inc.
Windsor, J. (2000). The role of phonological opacity in reading achievement. Journal of Speech, Language, and Hearing Research, 43, 50–61.
Zwitserlood R., Wijnen F., van Weerdenburg M., & Verhoeven L. (2015). ‘MetaTaal’: Enhancing complex syntax in children with specific language impairment—A metalinguistic and multimodal approach. International Journal of Language & Communication Disorders, 50(3), 273–279. https://doi.org/10.1111/1460-6984.12131