Week Eight Submission
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School
Clayton State University *
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Course
3035
Subject
Linguistics
Date
Feb 20, 2024
Type
docx
Pages
6
Uploaded by GrandFire11414
WEEK SEVEN1
Abstract
For this week eight assignment, I will be completing the Chapter 9 Quiz and the Journal Review.
For the Chapter 9 Quiz, I will be answering 10 questions pertaining to chapter 9. Secondly, for the Journal Review, I will be writing a two-page review of a peer reviewed article.
WEEK SEVEN2
Chapter 9 Quiz
1.
Because many other students have conditions other than a primary disability of speech/language impairment, the total percentage of students served by speech-language pathologists is about ________.
Answer: 5%
2.
________ refers to the content of language and relates to the meaning of words and word
combinations.
Answer: Semantics
3.
Speech disorders include disorders of all of the following except
Answer: Language disorders
4.
________ is the sound system of a language and the linguistic rules that govern the sound combinations.
Answer: Phonology
5.
Consider the following two sentences
Larry hit the ball.
The ball hit Larry.
These sentences relate a concern of Answer: Syntax
6.
The following analogy is an issue related to
"A rolling stone gathers no moss."
Answer: Semantics
7.
________ and ________ disorders are the most common speech disorders.
WEEK SEVEN3
Answer: Articulatory and phonological
8.
Two (2) types of communication disorders are ______________.
Answer: Speech disorder and language disorder
9.
________ language involves receiving and decoding or interpreting language.
Answer: Receptive
10.
________ language involves encoding or producing a message. Examples include speaking and writing.
Answer: Expressive
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WEEK SEVEN4
Journal Review
The journal that I will be reviewing is Speech Language Pathologists’ Assessment practices for Children with suspected Speech Sound Disorders: Results of a National Survey. The main purpose of this article is:
To discuss the study that was completed to examine the assessment procedures that speech- language pathologists use to assess children who are expected to have speech sound disorders. This article also discuss how non- native English speakers are evaluated for speech sound disorders and how much time is spent on assessments. The key question that the author is addressing is: What assessment procedures are used to determine if expected children have a speech sound disorder, including formal and informal measures, data analysis, the amount of time spent on assessments, and how non- native English speakers are evaluated? The most important information in the article is:
The data of the study. It shows the pathologists’ years of experience and caseload size; the amount of time typically spent on evaluations; the procedures used; the tests administered; and assessment measures of non- Native English speakers.
The key concepts that we need to understand in the article are:
Speech language pathologists
Speech sound disorders
Articulation/ phonological assessment
Standardized testing
English language learners
WEEK SEVEN5
Phonetic inventory
Stimulability. The main assumptions underlying the authors thinking are:
Little is known about the clinical assessment practices that speech language pathologists use to identify expected children with speech sound disorders. The authors of this article believe that this information will be useful to clinical service providers and that it could offer directions for future research. They note that clinicians can compare their own assessment procedures to the participants of the study. If we accept this line of reasoning, the implications are:
This information could be useful for practicing clinicians, which would result in improvements being made in this field. If the data of this study is used effectively, clinicians can compare methods and make changes. Issues could be addressed such as how so many non- native English learners are being given English-only standardize tests instead of being given tests in their native
language. Also, the high caseloads and lack of appropriate staffing needs could be addressed. If we fail to accept this line of reasoning, the implications are:
That nothing will change. The main point of view presented in this article is: If clinicians and future clinicians were given insight on speech language pathologists practices for children with suspected speech sound disorder, it could be beneficial to them ad possibly used as research for preservice clinicians.
WEEK SEVEN6
References
Skahan, S.M, Lof, G.L. (2007). Speech language pathologists’ assessment practices for children with suspected speech sound disorders: Results of a national survey. American journal of speech language pathology. 16, 246-259.
Smith, T. E., Polloway, E.A., Doughty, T., Patton, J.P., Dowdy, C.A. (2016). Teaching students with special needs in inclusive settings.
Pearson.
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