Grammar and syntax : developing school-age children's oral and written language skills / Monica Gordon-Pershey, EdD, CCC-SLP.

Format:

Book

Author/Creator:

Gordon-Pershey, Monica, author.

Language:

English

Subjects (All):

Language disorders in children.

Communicative competence in children.

Language acquisition.

Infants.

Children.

Physical Description:

1 online resource (405 pages) : illustrations

Edition:

1st ed.

Place of Publication:

San Diego : Plural Publishing, Inc., [2022]

Summary:

This book provides insight for clinical speech-language pathologists (SLPs) as well as students and faculty in communication sciences and disorders programs. Offering a practicing speech-language pathologist's perspective on school-age language development, this professional reference book focuses on later language development and the crucial role oral grammar and syntax plays in successful academic performance.

Contents:

Intro

Preface

Acknowledgments

Reviewers

Chapter 1: Introduction: Educational Contexts for Improving School-Age Learners' Grammar and Syntax

Anticipation Guide

A Professional Reference Book

Grammar and Syntax: Professional Skills for Descriptions, Diagnosis, and Interventions

Terminology Used in This Book: "Language Impairment"

Language Deficits Versus Language Differences

Chapters 2 Through 6: The Developmental Trajectory for Grammar and Syntax

Learners Who Will Benefit When Professionals Apply the Content of This Text

Language Arts and Literacy Instruction in the Schools

Populations of Students Who Have Language Needs That May Impede Their Success in Language Arts and Literacy Instructional Contexts

A Closer Look at Diagnostic Designations

Professional Considerations for SLPs

Mainstream Education: An Emphasis on Meta language

Educational Systems: The Contexts That Surround School-Based Speech-Language Therapy

Collaborative Goals and Service Delivery

Chapter 2: The Development of Grammar and Syntax: Foundations From First Words Through the Preschool Years

Language Form

Structural Linguistics and Generative Grammar

Grammaticality

Syntactic Competence and Performance

Defining and Describing Morphology

Free Morphemes and Bound Morphemes

Defining and Describing Syntax

Grammatical Categories

Grammatical Person: Pronoun Usage

Grammatical Number

Grammatical Aspect

Grammatical Mood

Grammatical Voice

Grammatical Gender

The Development of Morphology and Syntax

Order of Emergence of Morphological Forms

Order of Emergence of Syntactic Forms

Successive Single-Word Utterances

Linear Syntactic Relationships

Hierarchical Syntactic Relationships

Defining and Describing Language Content and Its Relationship to Form.

Content: A Fund of Information

Content Categories

Verb Phrase Constituents

Negation

Question Formation

Pronouns

Measuring Length and Complexity of Utterances

Mean Length of Utterance (MLU)

MLU as Corresponding to Syntactic Forms

Accuracy and Representativeness of MLU

T-Units

C-Units

Manifestations of Impairment of Morphology and Syntax in Preschool Children

Syntactic Regularities and Syntactic Variation

Developmental Constructs

Characteristics of Form Difficulties

Morpheme Use

Phrase Construction and Linguistic Productivity

Syntactic and Morphological Development in the Early School Years

Phrase Elaborations

Noun Phrase Elaboration

Verb Phrase Elaboration

Forming and Combining Clauses

Coordination

Complementation

Embedding

Passive Voice

Conjunctions

Prepositions

Later-Developing Morphology

Summary: Later Developmental Expectations

Contractions

Sentence Formation and Clausal Constructions (Sometimes Appearing as Noun Phrase Elaborations and Verb Phrase Elaborations)

Tense, Aspect, Mood, Voice

Manifestations of Syntactic Impairment in the School-Age Years

Language and Communication

Impairment in Receptive Syntax

Impairment in Syntactic Regularities and Syntactic Variation

African American English Features of Morphology and Syntax

Chapter 3: Cognitive-Linguistic, Psycholinguistic, and Pragmatic Language Factors That Influence the Competent Use of Grammar and Syntax Throughout Childhood and Adolescence

The Magic of Turning4

Cognitive-Linguistic Competence as Foundational to Grammatical and Syntactic Skills

Cognitive Connectionism

Information Processing and Syntactic Abilities.

Psycholinguistic Explanations for Grammatical and Syntactic Abilities

Pragmatic Language Competence as Foundational to Grammatical and Syntactic Skills

The Cognitive Processes Underlying Pragmatic Competence

Pragmatic Language Purposes: Ideational, Interpersonal, and Textual

Communicative Acts and Their Syntactic Properties

Typologies of Message Function and Their Syntactic Properties

Pragmatic Cohesion

The Pragmatics of Discourse

Social Pragmatics and Linguistic Pragmatics

Social Validity

Manifestations of Pragmatic Language Impairments

How Language Is Impaired: Structural and Functional Deficits

Chapter 4: Grammar and Syntax in School-Age Children and Adolescents: Conceptualizations and Measurements

Describing Conceptualizations About Grammar and Syntax

Measurement of Grammar and Syntax Abilities

Interventions for Spoken Grammar and Syntax

Describing the Form of Language: The Grammatical and Syntactic Elements of Mature English

Learners' Ability to Develop Syntactic Language Complexity

Receptive Language Influences on Expressive Syntactic Maturity

Learning and Memory

Social Interactionism, Social Constructivism, and Dynamic Assessment of Grammar and Syntax

Metalinguistic Awareness of Syntax

Deficits in Grammar and Syntax

Syntax Delay Versus Syntax Disorder

Syntax Delay

Syntax Disorder

Commonalities Between Syntax Delay and Syntax Disorder

Linguistic Considerations for Measurement of Older Learners' Syntactic Abilities of Utterance in Morphemes

Grammatical Elements

Grammatical Elements Computational Analysis: Mean Length

Clausal Structures

Clausal Elements Used in Grammatical Transformations of Sentences

How the Use of Clausal Structures Matures

Approaches to Language Sampling and Analysis for School-Age Children and Adolescents.

Elicitation of a Language Sample

Manual and Computer-Based Computational Analyses of Language Samples

Manual Computational Analysis: Clausal Structures Measured by the Subordination Index

Computer-Based Analyses

Testing to Reveal Grammatical and Syntactic Capabilities and Performance

The Utility of Information From Achievement Testing, Abilities Testing, and Diagnostic Testing

Considerations for Choosing Commercially Available Tests of Grammar and Syntax

Commercially Available Tests of Grammar and Syntax

The Properties of Tests of Grammar and Syntax

Items That Test Receptive and Expressive Syntax

Item Analyses of Tests of Grammar and Syntax

Test Questions That Probe Grammatical and Syntactic Skills: Performance Demands

Test Questions That Probe Grammatical and Syntactic Skills: Metalinguistic Awareness

Clinician-Constructed Probes of Grammatical and Syntactic Skills

Enhancing Metalinguistic Capabilities

Metalinguistic Strategies for School-Age and Adolescent Learners

Therapy Should Have SPICE

Chapter 5: Reading Comprehension: Processing Sentence-Level Grammar and Syntax to Understand the Meaning of Text

Language Form and Reading Comprehension

SLPs' Services to Aid Language Form and Reading Comprehension

Spoken Grammar as Preparation for Reading Comprehension

Research on SLPs' Interventions Related to Syntax and Literacy

The Cognitive-Linguistic Elements of Reading Comprehension

Language Form Is Essential to Learning the Meanings of Words

Prosody and Sentence Reading

The Importance of Reading Comprehension for Older Students

The Comprehension Demands of Informational Text

Reading Difficulties in School-Age and Adolescent Learners

Achieving Adult Literacy

Prose Literacy: Continuous Text

Document Literacy: Noncontinuous Text.

Quantitative Literacy: Numerical Skills

Sentence-Level Grammar and Syntax: Identifying Students' Needs

Response to Intervention (RTI) and Multitiered Systems of Support (MTSS) Frameworks

Sentence-Level Grammar and Syntax: Suggestions for Interventions

Interventions for Grammar and Syntax in the Context of the Multiple Cognitive-Linguistic Skills Needed for Reading

Plan for Activities for Before, During, and After Reading

Mini-Lessons

Linguistic Microstructures and Macrostructures

Prosodic Interventions

Grammar Instruction

Cloze Procedures Designed to Generate Grammatical Elements

Language Objectives for Grammar and Syntax Based on Academic Standards

Chapter 6: Improving Grammar and Syntax in Written Language

School Writing Expectations

The Components of Skilled Writing

Diagnosing Written Language Difficulties

Written Language Difficulties: Structural and Functional Deficits

Syntactic Knowledge and Syntactic Processing

Formal Assessment

Informal Assessment

Sampling and/or Inventorying Written Language Performance

Informally Assessing Grammar and Syntax Using Probes

A Written Language Assessment Tool

Interventions to Develop the Grammatical and Syntactic Components of Skilled Writing

A Model for a Continuum of Interventions

Content, Process, and Product: Three Considerations for Interventions

Grammar and Syntax Instruction and the Teaching of Writing

Grammatical and Syntactic Necessities

Oral Language Usage to Guide Written Language Targets

Written Sentence Skills

Sentence Expansions

Intersentential Syntactic Skills

Revising and Editing

Interventions to Develop Skills in Written Composition

Semantic Content: Language Choices When Writing

Pragmatic Consideration for Composition Skills

Conclusion

Glossary

References.

Notes:

Includes bibliographical references and index.

Description based on publisher supplied metadata and other sources.

Other Format:

Print version: Gordon-Pershey, Monica Grammar and Syntax

ISBN:

9781944883560

OCLC:

1314625095