By John Harris
Language is of imperative value in kid's schooling and improvement, so offering aid for the kid suspected of getting language problems is obviously of significant problem. delivering such support, or advising a instructor or mum or dad on how most sensible to continue is, besides the fact that, faraway from uncomplicated. Early Language improvement attracts jointly in one quantity the result of the very newest findings on language improvement and indicates practitioners how top they could utilize them. particularly, designated emphasis is given to the 2 most crucial useful questions for the practitioner: How am i able to discover precisely what the matter is? and What am i able to do approximately it?
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Extra resources for Early Language Development: Implications for Clinical and Educational Practice
What evidence is there for overextension, underextension and mismatch in terms of the child’s word usage? Second, what alternative words does the child use and what is the ‘conceptual’ space between the words? For example, if a child knows only one word for an animal such as cat, it is likely that the absence of contrast words will lead to ‘cat’ being inappropriately applied to other animals; the conceptual category embraced by ‘cat’ will not match the more restricted adult category. This does not, of course, mean that the child does not recognise the difference between cats and other animals, only that the child has not yet translated such conceptual distinctions into the words found in the language.
First, do the descriptions fit children’s language or, perhaps more accurately, does children’s language fit the descriptions provided? Second, are there grounds for believing that the descriptions provide an accurate characterisation of children’s knowledge at different stages of development? This latter question is concerned with the psychological validity of descriptions of children’s language (Maratsos and Chalkley 1980). Language is a developmental phenomenon, and all normal children eventually come to possess skills which reflect an enormously sophisticated knowledge of the grammatical system.
For example, active and passive sentences can be derived from the same underlying case relations. g. g. g. g. ’ Thus, a sentence such as ‘On the way home John used his Access card to 37 Describing Children’s Language buy some petrol,’ can be described in terms of the following case relations co-ordinated with the verb forms ‘used’ and ‘to buy’. On the way home John Access card some petrol his Locative Agentive Instrumental Objective Possession In terms of children’s language, the case grammar approach has a number of specific advantages.
Early Language Development: Implications for Clinical and Educational Practice by John Harris
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