Supporting adjective learning by children with Developmental Language Disorder: Enhancing metalinguistic approaches
Supporting adjective learning by children with Developmental Language Disorder: Enhancing metalinguistic approaches
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DOI：
10.1111/1460-6984.12792
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发表时间：
2022-11-30
影响因子：
2.4
通讯作者：
Zuniga-Montanez，Cecilia
中科院分区：
文献类型：
--
作者：
Davies，Catherine;Ebbels，Susan;Zuniga-Montanez，Cecilia
研究背景形容词对于交际、概念发展和学业成功都是必不可少的。然而，它们在语义和句法上都很复杂，对于患有发育性语言障碍（DLD）的儿童来说尤其具有挑战性。目的：（1）为学习者提供一个支持性的、易理解的形容词基础知识;（2）探索如何将SHAPE CODINGTM系统应用于DLD的形容词学习;（3）为临床实践和教育中如何支持形容词学习提供实践性建议。ProcedureWe synthesize语言和心理学研究形容词语义，临床见解DLD和教学实践支持this population.Main ContributionWe解决缺乏具体的培训的性质和收购的形容词的语音和语言治疗师（SLT）通过提供一个方便的引物。我们还提供了一个创新的指南，详细介绍了如何建立元语言干预可能会被调整，以支持形容词learning.Conclusions/ImplicationsWithout定向支持形容词learning，DLD儿童的交际潜力受到损害。我们的建议可以用于在一系列的治疗和教育的背景下，以指导SLT和教学人员在开发实践中在这方面的area.What本文addsWhat是已经知道的主题形容词是一个必不可少的词类需要有效的沟通。它们对于成功实现所有课程领域的学术目标也至关重要。例如，大多数科目要求儿童能够描述、评估、比较和区分不同的事件、物体或技术。发展性语言障碍（DLD）儿童在语言的各个领域都有缺陷，这些缺陷会影响形容词的学习和使用。本文补充了现有的知识尽管形容词很重要，但言语和语言治疗师（SLT）和其他支持语言发展的专业人员很少接受关于形容词结构和意义的具体培训，以及如何教授和支持形容词的使用。这篇文章提供了一个关于形容词的许多子类型以及这些子类型在句法和语义上如何表现的可访问的入门。它探讨了如何形容词教学可以提高DLD儿童适应既定的元语言技术，并提供了实施这种方法的实际建议。这项工作的潜在或实际的临床意义是什么？通过提高人们对形容词复杂性的认识，并提供策略来支持DLD儿童获得形容词，本文将使SLT和教学人员能够提高他们在这一领域的理解和实践，并通过进一步的研究，为DLD儿童制定强大，有效的干预措施。这将有助于提高DLD儿童的长期学术，社会和就业成功。
BackgroundAdjectives are essential for communication, conceptual development and academic success. However, they are semantically and syntactically complex and can be particularly challenging for children with Developmental Language Disorder (DLD). Surprisingly, language interventions have not typically focused on this important word class.Aims(1) To provide a supportive and accessible primer on adjectives for practitioners; (2) to explore how the SHAPE CODINGTMsystem can be adapted to support adjective learning in DLD; and (3) to provide practical recommendations on how to support adjective learning in clinical practice and education.Methods/ProcedureWe synthesise linguistic and psychological research on adjective semantics, clinical insights into DLD and pedagogical practice supporting this population.Main ContributionWe address the lack of specific training in the nature and acquisition of adjectives for speech and language therapists (SLTs) by providing an accessible primer. We also provide an innovative guide detailing how an established metalinguistic intervention might be adapted to support adjective learning.Conclusions/ImplicationsWithout targeted support for adjective learning, the communicative potential of children with DLD is compromised. Our recommendations can be used across a range of therapeutic and educational contexts to guide SLTs and teaching staff in developing practice in this area.What this paper addsWhat is already known on the subjectAdjectives are an essential word class needed for effective communication. They are also vital to successfully achieve academic objectives across all curriculum areas. For example, most subjects require children to be able to describe, evaluate, compare and discriminate different events, objects or techniques. Children with Developmental Language Disorder (DLD) have deficits in various domains of language that can affect adjective learning and use.What this paper adds to existing knowledgeDespite the importance of adjectives, speech and language therapists (SLTs) and other professionals supporting language development rarely receive specific training regarding their structure and meanings, and how to teach and support their use. This article provides an accessible primer on the many subtypes of adjectives and how these behave syntactically and semantically. It explores how adjective teaching could be enhanced for children with DLD by adapting an established metalinguistic technique and provides practical recommendations for implementing this approach.What are the potential or actual clinical implications of this work?By raising awareness of the complexities of adjectives and providing strategies to support their acquisition by children with DLD, this article will enable SLTs and teaching staff to improve their understanding and practice in this area and, with further research, to develop robust, effective interventions for children with DLD. This will contribute to enhancing the long‐term academic, social and employment success of children with DLD.