Linguistic and cultural diversity: further problems for determining who shall be called language disordered.
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Biomedical subjects
Publications and source records attributed to M Lahey.
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Three children were observed interacting with their mothers at three different times: before the onset of single words, when vocabulary consisted of 10 words, and when vocabulary consisted of 50 words. Relations between communicative functions and acoustic analyses of prosodic variables (i.e. rise vs. nonrise of terminal contours) were studied. Considerable variability was found among the children in the number of rises produced overall and those produced for any function. Each child's use of rise was fairly constant over time and rises were produced relatively more frequently than nonrises with functions requiring a response from the listener. Factors affecting similarities and differences are discussed.
This paper discusses some issues involved in identifying children who have language problems. The perspective taken is that (a) the goal of identification must be clearly distinguished from other goals of assessment; (b) identification of children with language disorders is better based on language performance than on inferences about the language knowledge that underlies this performance; (c) language performance must be sampled in more than one context, including, for purposes of identification, contexts that stress the language system; (d) the standards of expectations for comparing performance and determining differences must be explicit; (e) standards used to determine differences are better based on the performance of chronological-age peers than on the performance of children with similar mental abilities; and (f) children who do not evidence poor language performance but are considered at risk for language-related problems should be distinguished from children who demonstrate poor language skills.
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