Download Child Language Disability: Semantic and pragmatic by Kay Mogford-Bevan, Jane Sadler PDF

By Kay Mogford-Bevan, Jane Sadler

Emerging acceptance of semantic and pragmatic disabilities in young children with particular language impairment has created a requirement for a passable framework and appropriate equipment for review and remediation. paintings in tackling those difficulties is at an early degree. This booklet studies on growth in examine and perform in a kind available to execs from various backgrounds.

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Additional resources for Child Language Disability: Semantic and pragmatic difficulties

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For example, `the kettle is boiling' might be fulfilling one of several speech acts. It might be a warning to a child, an invitation to a responsible adult to make the tea, a Page 6 reassurance to an invalid that refreshments are soon to be served. In each of these cases the act the speaker carries out is different even though its form is the same. It follows from this that the relationship between a speech act and grammatical form is by no means predictable. This is evident in the examples above.

Failure to develop this aspect of deixis is evident often in autistic and visually handicapped children who use the term `you' rather than `I' when referring to themselves. Semantic Relations The second branch of semantics which has been applied to the study of child language development is called semantic relations. This concerns the relationship between words at the level of the sentence and how this affects their meaning. The meaning of a sentence in adult language is derived from its grammar as well as on the meanings of individual words.

Semantic-pragmatic Disorder/syndrome The second term, semantic-pragmatic disorder/syndrome, implies, firstly, that semantic and pragmatic difficulties co-exist and, secondly, that they are to be found in a group of children who have already been diagnosed as having a specific language impairment: that is, that none of the factors known to cause language disabilities in childhood have been identified or can explain the slow and disordered acquisition of language. When the term `semantic-pragmatic disorder/syndrome' is used it usually implies a complex of linguistic symptoms and associated behavioural and psychological characteristics, even though it is not yet certain that these can be Page 8 listed or identified reliably.

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