Working with LARSP PDF
Preview Working with LARSP
David Crystal Studies in language disability and remediation la General editors: David Crystal Professor of Linguistic Science, University of Reading Jean Cooper Principal of the National Hospitals College of Speech Sciences, London Also published in this series: 1 The grammatical analysis of language disability: a procedure for assessment and remediation David Crystal, Paul Fletcher and Michael Garman 2 Phonological disability in children David Ingram 3 Disorders of fluency and their effects on communication Peggy Dalton and W. J. Hardcastle 4 Linguistic investigations of aphasia Ruth Lesser 5 Language and disadvantage John R. Edward~ Working with LARSP David Crystal Edward Arnold Introduction, sections 1.1-1.4 and part 4 © David Crystal 1979 sections 1.5, 1.6 and parts 2 and 3 © Edward Arnold (Publishers) Ltd 1979 First published 1979 by Edward Arnold (Publishers) Ltd 41 Bedford Square, London WCIB 3DQ Cloth edition ISBN: 0 7131 6117 5 Paper edition ISBN: 0 7131 6118 3 All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of Edward Arnold (Publishers) Ltd. This book is published in two editions. The paperback edition is sold subject to the condition that it shall not by way of trade or otherwise be lent, resold, hired out or otherwise circulated without the publishers' prior consent in any form of binding or cover other than that in which it is published and without a similar condition including the first condition being imposed on the subsequent purchaser. Working with LARSP.-(Studies in language disability and remediation; I a). I. Communicative disorders 2. Linguistic analysis (Linguistics) I. Crystal, David II. Series 616.8'55'0754 ISBN 0-7131--6117-5 ISBN 0-7131--6118-3 Printed in Great Britain by Butler & Tanner Ltd, Frome and London Contents List of Contributors VI General Preface vii Preface Introduction 3 Part 1 The LARSP procedure I. I Sampling and transcription 21 1.2 Analysis and profiling 25 1.3 Developmental stages 61 1.4 Interpretation and remediation 106 1.5 Micro-profile of Stage I 119 1.6 Micro-profile of the Stage III Verb Phrase 132 Part 2 LARSP in clinical settings 2.1 Dawn House School 143 2.2 John Horniman School 153 2.3 The Nuffie1d Hearing and Speech Centre 179 2.4 The Audiology Unit, Reading: a preschool group ]94 2.5 A partially-hearing unit 2]4 Part 3 LARSP in research and teaching 3.] A grammatical analysis of the speech of partially-hearing children 245 3.2 Sentence-repetition tasks compared with expressive language per- formance 266 3.3 Some remarks on the teaching of LARSP 275 Part 4 Workbook: exercises and solutions 287 References 347 Index 353 Contributors Mary J. L. Auckland Clinical Chief Speech Therapist, Audiology Unit, Royal Berkshire Hospital John M. Bamford Audiology Unit, Royal Berkshire Hospital John Bench Audiology Unit, Royal Berkshire Hospital J uUe Brinton Chief Speech Therapist, Guy's Hospital, London J. H. Connolly Lecturer in Linguistics, Leicester Polytechnic D. B. Dennis Teacher in charge, Partially-Hearing Unit, Coleridge Secondary School, Cam bridge Paul Fletcher Department of Linguistic Science, University of Reading Michael Garman Department of Linguistic Science, University of Reading Corinne Haynes Chief Speech Therapist, Dawn House School, Rainworth, Nottinghamshire Ella Hutt Remedial Teacher, John Horniman School, Worthing, Sussex Elspeth Paul Formerly Chief Speech Therapist, Nuffield Hearing and Speech Centre, Royal National Throat Nose and Ear Hospital, London J. E. Williams Peripatetic Teacher of Children with Impaired Hearing, Cambridgeshire Educa tion Committee General Preface This series is the first to approach the problem of language disability as a single field. It attempts to bring togeth,er areas of study which have traditionally been treated under separate headings, and to focus on the common problems of analysis, assessment and treatment which characterize them. Its scope therefore includes the specifically linguistic aspects of the work of such areas as speech therapy, remedial teaching, teaching ofthe deaf and educational psychology, as well as those aspects of mother-tongue and foreign-language teaching which pose similar prob lems. The research findings and practical techniques from each of these fields can inform the others, and we hope one of the main functions of this series will be to put people from one profession into contact with the analogous situations found in others. It is therefore not a series about specific syndromes or educationally narrow problems. While the orientation of a volume is naturally towards a single main area, and reflects an author's background, it is editorial policy to ask authors to consider the implications of what they say for the fields with which they have not been primarily concerned. Nor is this a series about disability in general. The medi cal, social, educational and other factors which enter into a comprehensive evalua tion of any problems will not be studied as ends in themselves, but only in so far as they bear directly on the understanding of the nature of the language behaviour involved. The aim is to provide a much needed emphasis on the description and analysis oflanguage as such, and on the provision of specific techniques of therapy or remediation. In this way, we hope to bridge the gap between the theoretical discussion of 'causes' and the practical tasks of treatment-two sides oflanguage disability which it is uncommon to see systematically related. Despite restricting the area of disability to specifically linguistic matters-and in particular emphasizing problems of the production and comprehension of spoken language-it should be clear that the series' scope goes considerably beyond this. Forthe first books, we have selected topics which have been particu larly neglected in recent years, and which seem most able to benefit from con temporary research in linguistics and its related disciplines, English studies, psychology, sociology and education. Each volume will put its subject matter in perspective, and will provide an introductory slant to its presentation. In this way, we hope to provide specialized studies which can be used as texts for com ponents of teaching courses, as well as material that is directly applicable to the needs of professional workers. It is also hoped that this orientation will place viii GENERAL PREFACE the series within the reach of the interested layman-in particular, the parents or family of the linguistically disabled. David Crystal Jean Cooper Preface This book has been written as a response to a demand for more detailed informa tion concerning the application of the procedure described in The grammatical analysis ofl anguage disability (GALD. Crystal, Fletcher and Garman 1976). That book was primarily concerned to provide a theoretical perspective for work on language assessment and remediation, and thus a great deal of space was devoted to general issues. Since its appearance, LARSP has come to be used in a much wider range of clinical settings than we originally expected; also, the demand for in-service courses on the procedure has much increased, and it is being taught on diploma and degree training courses. As a result, we now know which aspects of the procedure give rise to the greatest problems of understanding, and we have accumulated much more experience in working routinely with LARSP in clinics and schools. The present book therefore tries to make good the deficiencies of GALD, by amplifying points of theory and practice which have led to misunder standing, and by adding a large amount of illustration, some of which is re-analysed in workbook form (Part 4). Also, rather than attempting to summarize a wide range of LARSP's uses from assessment, remedial, research and teaching set tings-and also to provide other points of view-I have asked some of the people who have been using the procedure in their work to contribute sections, and these are presented in Parts 2 and 3. This book has one major limitation: it contains no example of the detailed application of the procedure to adults. Far fewer clinicians have begun to use LARSP routinely with adults than with children; and as a result of discussing why this is so, it seemed sensible to deal with the field of adult applications separately. We therefore anticipate a special publication on this topic. However, I am anxious that this decision should not foster the impression that LARSP is solely a child assessment procedure (as it has in fact been listed, in one bookseller's catalogue): the fact that it is more frequently used in this way seems simply to be a reflection of the clinical situation. The whole of Parts I and 4 can bc applied directly to the analysis of adult clinical interaction, and indeed several of the insights discussed in Parts 2 and 3 are highly relevant to adult remediation. Nonetheless, we look forward to redressing the balance in due course. Forthe present book, I have brought together a wide range of clinical examples to illustrate profile characteristics and grammatical structures, and I am most grateful to the many clinicians who have provided me with this material on the various LARSP courses, and who keep me informed of their progress in using
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