Language Disorders in Childhood and Adolescence: Implications for Learning and Socialization

Bashir, Anthony S.; Wiig, Elisabeth H.; Abrams, Jules C.

doi:10.3928/0090-4481-19870201-08

Cited by 17 publications

(5 citation statements)

References 10 publications

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“…Transitions associated with changes in curriculum as well as literacy demands may result in previously undisclosed difficulties with language tasks for certain children (Bashir, Wiig, & Abrams, 1988). A few studies have indicated that some children who score within normal limits on standardized language tests and who carry on acceptable casual conversations have difficulty learning to read (Liebergott, Menyuk, & Chesnick, 1988).…”

Section: Goals Of Assessmentmentioning

confidence: 98%

Who shall be Called Language Disordered? Some Reflections and One Perspective

Lahey

1990

J Speech Hear Disord

111

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This paper discusses some issues involved in identifying children who have language problems. The perspective taken is that (a) the goal of identification must be clearly distinguished from other goals of assessment; (b) identification of children with language disorders is better based on language performance than on inferences about the language knowledge that underlies this performance; (c) language performance must be sampled in more than one context, including, for purposes of identification, contexts that stress the language system; (d) the standards of expectations for comparing performance and determining differences must be explicit; (e) standards used to determine differences are better based on the performance of chronological-age peers than on the performance of children with similar mental abilities; and (f) children who do not evidence poor language performance but are considered at risk for language-related problems should be distinguished from children who demonstrate poor language skills.

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Section: Goals Of Assessmentmentioning

confidence: 98%

Who shall be Called Language Disordered? Some Reflections and One Perspective

Lahey

1990

J Speech Hear Disord

111

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“…Short-term follow-up evaluations over the preschool period have shown that many ELD children achieve normal levels of language proficiency by about age 5 to 6 years (Bishop & Edmundson, 1987;MacKeith & Rutter, 1972;Morley, 1972;Silva, 1980). The interpretation of this evidence for recovery from ELD is unclear, however, in light of strong evidence that longer-term outcomes may often be less favorable (ASHA, 1982;Bashir, Wiig, & Abrams, 1987;Wallach & Butler, 1984). That is, it has been shown that in later childhood and beyond, from 28% to 75% of children whose preschool language was impaired exhibit residual language/speech problems, and from 52% to 95% show impairments in reading achievement (Aram, Ekelman, & Nation, 1984;Aram & Nation, 1980;Fundudis, Kolvin, & Garside, 1979;Hall & Tomblin, 1978;Levi, Capozzi, Fabrizi, & Sechi, 1982;Padgett, 1988;Stark et al, 1984;Strominger & Bashir, 1977).…”

mentioning

confidence: 99%

Development of Children with Early Language Delay

Scarborough

Dobrich

1990

J Speech Lang Hear Res

307

190

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Four children with early language delays (ELD) were compared to a control group of 12 children with respect to their preschool language abilities from age 2 1/2 to 5 years and their verbal skills at the end of Grade 2. The language-delayed children each initially showed severe and broad impairments in syntactic, phonological, and lexical production. Over time, their deficits became milder and more selective, such that normal or nearly normal speech and language proficiency was exhibited by age 60 months. Nevertheless, when followed up 3 years later, three of the four cases were severely reading disabled. These findings are discussed with respect to prior findings and hypotheses about the sequelae of early language delay and the relationship of language development to reading achievement.

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“…Speech-language pathologists a r e becoming increasingly aware of the relationships among learning disabilities and mental health problems. It is now widely acknowledged that the anxieties, frustrations, and tension associated with learning disabilities and language and communication disorders may result in secondary emotional problems (Rashir, Wiig & Abrams, 1987;Lavoie, 1990). Preadolescents and adolescents with language and learning disabilities are often described as aggressive, defensive, direct, rude or stubborn, to mention but a few labels.…”

Section: Professional Perspectivesmentioning

confidence: 99%

Assessments of Adolescent Language

Wiig

1995

Semin Speech Lang

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I have stressed that language and learning disabilities that are exhibited in the preschool or elementary school years often persist into adolescence but that the characteristics and implications of these disabilities change with the preadolescent and adolescent transitions to metalinguistic maturity. As the student with language disabilities matures and as educational demands increase in complexity and in level of abstractness, the interactions between language and cognition become more apparent. Language disabilities of adolescents are often described in relation to observed deficits in the acquisition of content (semantics), form (morphology and syntax), and use (pragmatics). I have broadened this perspective to consider identification of metalinguistic strengths and/or deficits, deficits in the integration and organization of communication, reasoning and problem solving, and in conceptualization and creativity. Several assessment options were discussed, among them, norm-and criterion- referenced testing, language sample analysis, portfolio assessments of integrated communication, observational checklists and interviews, classroom language probes, and self-assessments. The perspectives taken for assessment have been that no single assessment option can satisfy all assessment objectives and/or constraints. I have also stressed that all tests are subject to measurement error and how to account for this error. Last, but not least, I have shared some of the voices of adolescents which express their perspectives and priorities.

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Language Disorders in Childhood and Adolescence: Implications for Learning and Socialization

Cited by 17 publications

References 10 publications

Who shall be Called Language Disordered? Some Reflections and One Perspective

Who shall be Called Language Disordered? Some Reflections and One Perspective

Development of Children with Early Language Delay

Assessments of Adolescent Language

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