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Updated with the latest research, this third edition of the bestselling textbook prepares SLPs and educators to support young children who are dual language learners and make informed decisions about assessment and intervention when a disorder is present.
This monograph offers a comprehensive account of the L1-acquisition and use of yes-no questions in English from a usage-based, construction grammar perspective. On the basis of the BNC and a high-density, longitudinal CHILDES corpus, the book explores two issues which have largely been neglected in previous research: 1. the prevalence of non-canonical questions (such as elliptical and declarative questions) in adult-to-adult as well as child(-directed) speech and the L1-acquisition of these structures. 2. The discourse-functional properties of both canonical and non-canonical yes-no questions, especially with regard to their influence on the acquisition process.
Language, Children and Society: The Effect of Social Factors on Children Learning to Communicate investigates the processes involved in the development of communicative skills in young children, in particular as these unfold during the child's participation in social interactions in a variety of everyday, educational situations. For a fuller understanding of these processes, through which the child learns the vast array of communicative skills necessary to function effectively in social contexts, the broad range of situations in which the communicative exchanges are embedded—school, home, community, etc.—are examined. Comprised of 17 chapters, this volume begins by painting a vivid picture of human discrimination and prejudice that touches every child involved in the education process in the United States, a result that can be linked to language ignorance. The discussion then turns to some of the contributions of linguistics to education and some of the problems involved in reaching greater cooperation between linguists and educators. The relevance of developments in sociolinguistics to the study of language learning and early education is emphasized. Subsequent chapters focus on the communicative competence of kindergarten children; children's situational variation and situational competence; sex differences in the language of children and parents; and dialogue, monologue, and egocentric speech by children in nursery schools. This book will be of interest to teachers and students, as well as to practitioners in the fields of educational psychology, psychobiology, psychiatry, linguistics, and childhood education.
This book provides new insight into the development of the child's ability to become a competent participant in conversation. The author combines a pragmatic analysis of the functions language can perform with an innovative and extensive empirical investigation of the development of young children's language use and sociocognitive skills. She gives a detailed description of the development of children's language between the ages of three-and-a-half and seven, broadens the scope of theorizing about language development by placing it in relation to the development of social understanding, and provides a new framework for understanding speech problems and designing ways to solve them. It is the first study to find a strong link between language, sociocognitive development, and social development. It will be welcomed by child language specialists, developmental and social psychologists, conversation and discourse analysts, and their advanced students.
A fundamental study of language development from infancy to primary school written by members of the Bristol Study of Language Development research team. Their central thesis is that conversation provides the natural context of language development and that the child learns through exploring his world in interaction with other people.
This multidisciplinary handbook pulls together in one volume the research on children's and young adult literature which is currently scattered across three intersecting disciplines: education, English, and library and information science.
Your ideal textbook for undergraduate speech-langauge curriculum courses in language development and language acquisition! This comprehensive resource, written by experts in the field, offers an accessible overview of language development to the undergraduate student. The book's 15 chapters are divided into two parts: Basis of Language and Communication Development and Language and Communication Development. A key feature of the book are the clinical practice applications, which will help your students prepare for the situations they will face in their careers. Companion Web site with the following helpful resources: Instructor Resources: PowerpointTM Slides, Discussion Questions, Chapter Quizzes, TestBank, and Assignments and Activities. Student Resources: Flash Cards, Crossword Puzzles, and an Interactive Glossary.
This collection of essays is a representative sample of the current research and researchers in the fields of language and social interactions and social context. The opening chapter, entitled "Context in Language," is written by Susan Ervin-Tripp, whose diverse and innovative research inspired the editors to dedicate this book to her honor. Ervin-Tripp is known for her work in the fields of linguistics, psychology, child development, sociology, anthropology, rhetoric, and women's studies. She has played a central role in the definition and establishment of psycholinguistics, child language development, and sociolinguistics, and has been an innovator in terms of approaches and methods of study. This book covers a wide range of research interests in the field, from linguistically oriented approaches to social and ethnography oriented approaches. The issue of the relationships between forms and structures of language and social interactions is examined in studies of both adult and child speech. It is a useful anthology for graduate students studying language and social interaction, as well as for researchers in this field.
Throughout history there have been efforts to help deaf children develop spoken language through which they could have full access to the hearing world. These efforts, although pursued seriously and with great care, frequently proved fruitless, and often only resulted in passionate arguments over the efficacy of particular approaches. Although some deaf children did develop spoken language, there was little evidence to suggest that this development had been facilitated by any particular education approach, and moreover, many, even most deaf children--especially those with profound loss--never develop spoken language at all. Recent technological advances, however, have led to more positive expectations for deaf children's acquisition of spoken language: Innovative testing procedures for hearing allow for early identification of loss that leads to intervention services during the first weeks and months of life. Programmable hearing aids allow more children to make use of residual hearing abilities. Children with the most profound losses are able to reap greater benefits from cochlear-implant technologies. At the same time, there have been great advances in research into the processes of deaf children's language development and the outcomes they experience. As a result, we are, for the first time, accruing a sufficient base of evidence and information to allow reliable predictions about children's progress that will, in turn, lead to further advances. The contributors to this volume are recognized leaders in this research, and here they present the latest information on both the new world evolving for deaf and hard-of-hearing children and the improved expectations for their acquisition of spoken language. Chapters cover topics such as the significance of early vocalizations, the uses and potential of technological advances, and the cognitive processes related to spoken language. The contributors provide objective information from children in a variety of programming: using signs; using speech only; using cued speech, and cutting-edge information on the language development of children using cochlear implants and the innovations in service provision. Along with its companion volume, Advances in Sign-Language Development of Deaf Children, this book will provide a deep and broad picture of what is known about deaf children's language development in a variety of situations and contexts. From this base of information, progress in research and its application will accelerate, and barriers to deaf children's full participation in the world around them will continue to be overcome.
Published in 1981, this book describes and critically examines the standardised tests and modes of assessment available and most commonly used by speech therapists, psychologists and educationalists. Tests and other assessment procedures are discussed and therapeutic strategies suggested. Thus, psycholinguistic approaches such as ITPA, the Reynell Developmental Language Scales and the Aston Index; linguistic techniques such as LARSP and phonological assessments are described, and adult disorders as well as childhood problems, are reviewed. There is also a brief consideration of the problem of assessing the language of those not speaking English as a first language. The book serves as a core text for student speech therapists and also as a reference for those practicing or researching in speech therapy, special education and linguistic pathology.