Language and literacy disorders: infancy through adolescence

601 Pages·6.775 MB·

by  Nelson, Nickola Wolf

Language and
Literacy Disorders
Infancy through Adolescence
Nickola Wolf Nelson
Western Michigan University
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Library of Congress Cataloging-in-Publication Data
Nelson, Nickola.
Language and literacy disorders / Nickola Wolf Nelson.
p. cm.
Includes bibliographical references and index.
ISBN-13: 978-0-205-50178-6 (pbk.)
ISBN-10: 0-205-50178-8 (pbk.)
1. Language disorders in children. 2. Language disorders in
adolescence. I. Title.
RJ496.L35N46 2010
618.92'855—dc22 2008050910
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1 HAM 13 12 11 10 09
Credits appear on page 582, which constitutes an extension of the copyright page.
Allyn & Bacon
is an imprint of
ISBN-10: 0-205-50178-8
www.pearsonhighered.com ISBN-13: 978-0-205-50178-6
To my family across generations
And our shared stories of language, literacy, and education
And to all families who have provided the motivation and hope for this book
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Brief Contents
Part I Frameworks for Clinical Practice 1
Chapter 1 Frameworks for Guiding Practice 3
Chapter 2 Speech, Language/Literacy, and Communication 23
Chapter 3 Language/Literacy and Related Systems 55
Part II Policies, Practices, and Populations 85
Chapter 4 Policies and Practices 87
Chapter 5 Primary Disorders of Speech, Language, and Literacy 122
Chapter 6 Motor and Sensory Impairments 151
Chapter 7 Cognitive–Communicative Impairments 177
Part III Assessment and Intervention 213
Chapter 8 Infant and Toddler Policies and Practices 215
Chapter 9 Infant and Toddler Intervention 239
Chapter 10 Preschool Policies and Practices 268
Chapter 11 Preschool Intervention 282
Chapter 12 School-Age Policies and Practices 333
Chapter 13 School-Age Intervention 376
Chapter 14 Interventions for Special Populations 442
Part III Appendix 501
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Contents
Preface xv
Part I Frameworks for Clinical Practice 1
1
CHAPTER
Frameworks for Guiding Practice 3
Importance of Asking Good Questions 4
Questions and Evidence-Based Practice 4 • Questions, Attention,
and Collaboration 9 • Summary 12
Contextualized Assessment and Intervention 13
Ethnographic Approaches 13 • Four Questions of Context-Based Language/
Literacy Assessment and Intervention 19 • Summary 20
World Health Organization Definitions 20
International Classification of Functioning, Disability and Health (ICF) 20 •
Application of ICF Categories to Language Disorders 21 • Summary 21
Chapter Summary 22
Exercises and Study Questions 22
2
CHAPTER
Speech, Language/Literacy, and Communication 23
Speech, Language (Including Literacy), and Communication 24
Speech 24 • Language and Literacy 24 • Communication 27 •
Summary 34
Five Language Parameters 35
Phonology 35 • Morphology 37 • Syntax 40 • Semantics 43 •
Pragmatics 45 • Summary 48
Content, Form, and Use 48
Language Levels and Modalities 50
Summary 50
vii
viii Contents
Cultural–Linguistic Variation 50
Dual Language Learning 52 • Dialect Differences 53 • Summary 53
Chapter Summary 54
Exercises and Study Questions 54
3
CHAPTER
Language/Literacy and Related Systems 55
Theoretical Accounts 56
A Key Debate 56 • Seven Theoretical Accounts 58 • Summary 70
System Theory 70
Systems Incorporate Both Wholes and Parts 70 • Systems Are Stable but
Changing 71 • Subsystems Have Boundaries and Interconnect with Circular
Causal Patterns 71 • Summary 72
Systems Supporting Language Development 72
Neuro–Cognitive–Linguistic Systems 72 • Sensory–Motor Development and
Systems 81 • Social–Emotional Development and Sensory–Motor Systems 82 •
Familial, Cultural, and Educational Systems 82 • Summary 83
Chapter Summary 84
Exercises and Study Questions 84
Part II Policies, Practices, and Populations 85
4
CHAPTER
Policies and Practices 87
Policies 88
Section 504 of the Rehabilitation Act of 1973 89 • Individuals with Disabilities
Education Act (IDEA) 90 • No Child Left Behind Act 91 • Summary 92
Clinical Practices 92
Service Delivery as a Collaborative Process 93 • A Flowchart of Clinical
Questions 95 • Summary 102
Categorization, Diagnosis, and Causation 102
Pros and Cons of Categorization 102 • Sources Defining Disorders 103 •
Questions about Causation 104 • Summary 105
Testing and Exclusionary Factors in Diagnosis 105
Using Standardized Tests to Diagnose Disorders 106 • Understanding Factors
That Might Lead to Misdiagnosis 112 • Summary 115
Contents ix
Prevalence, Prevention, and Prognosis 115
Prevalence and Incidence 115 • Prevention 117 • Prognosis 117 •
Sharing Prognostic Information with Parents 119 • Summary 120
Chapter Summary 121
Exercises and Study Questions 121
5
CHAPTER
Primary Disorders of Speech, Language, and Literacy 122
Speech Sound Disorders 123
Articulation, Phonology, and Speech Perception 124 • Theoretical Approaches
for Describing Developing Speech Systems 124 • Speech Sound Disorder
Subclassification 125 • Summary 127
Language Impairment 128
Late Talking 129 • Language Impairment Subclassification 130 •
Summary 136
Learning Disability 136
Defining Learning Disability 137 • Learning Disability Subclassification 139 •
Summary 141
Spoken and Written Language Associations and Dissociations 141
Speech Production, Phonological Awareness, and Reading Ability 143 •
Broader Language Skills and Reading Ability, Including Comprehension 145 •
Evidence for a Simple Model of Deficits in Spoken and Written Language 147 •
Where Do Vocabulary Skills Fit? 148 • Summary 150
Chapter Summary 150
Exercises and Study Questions 150
6
CHAPTER
Motor and Sensory Impairments 151
Motor System Impairment 152
Dysarthria 152 • Childhood Apraxia of Speech 153 • Children
with Complex Communication Needs 154 • Summary 156
Auditory System Impairment 156
Deafness and Hard of Hearing (D/HH) 157 • (Central) Auditory-Processing
Disorder 167 • Summary 169
Visual System Impairment 169
Blindness and Low Vision (B/LV) 169 • Deafblindness 173 •
Summary 174
ix