Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners (Essentials of Psychological Assessment) by Mascolo Jennifer T. & Alfonso Vincent C. & Flanagan Dawn P

Author:Mascolo, Jennifer T. & Alfonso, Vincent C. & Flanagan, Dawn P. [Mascolo, Jennifer T.]
Language: eng
Format: epub
ISBN: 9781118368213
Publisher: Wiley
Published: 2014-02-24T00:00:00+00:00

Caution

Instead of just identifying language impairment, specify which level of language is impaired in which language system—language by ear, language by mouth, language by eye, or language by hand.

Figure 8.2 Pathways from Sensory and Motor Systems in Language by Ear, Mouth, Eye, and Hand

Source: Copyrighted June 24, 2012, by V. W. Berninger, UW Center for OWLs. Permission granted by V.W. Berninger to reproduce this figure.

Language by Ear

All initial auditory input is sound waves, first processed in the peripheral nervous system, but subsequently in the central nervous system, in specific pathways depending on the nature of the auditory stimuli—noises like thunder, music, or heard speech. Some students are deaf due to impairments in either the peripheral nervous system (ear only) or central nervous system (brain). Other students may have auditory processing problems that involve the central, but not peripheral nervous system. Exactly how to show that impaired central auditory processing is not specific to speech and/or subsequent language processing has been fraught with controversy that has not yet been resolved.

Some students have central nervous system difficulties that affect abstraction of sound patterns in heard music and/or heard speech. Speech-specific processing is referred to as phonetic and typically emerges during infancy, and the toddler and preschool years for both heard words through ears and spoken words through mouth. A variety of phonetic difficulties may occur in speech-sound disorders through the auditory channel, that is, our ears: (a) identifying segmental consonants or continuous vowels within a syllable (subword level), (b) transitioning across syllables (subword level), (c) detecting patterns in speech sounds within syllables, including place and manner of articulation, and voicing (subword level), (d) discriminating among heard words (word level), or (e) abstracting phonotactic patterns of identity, positioning, and sequencing of sounds within and across syllables (subword and word levels), and/or rhythms across syllables within words and/or across words within multi-word units—timing and stress patterns (word, syntax, and text levels). Currently, research is advancing our knowledge about speech-sound disorders due to efforts of Pennington and colleagues at the Colorado Learning Disabilities Center, Pugh and colleagues at the Haskins Laboratory in Connecticut, Rice in Kansas, Treiman in Missouri, Storkel in British Columbia, and others throughout the world (see Arfé, Dockrell, & Berninger, in press). At an even higher level of central processing, language input by our ears is processed as language beyond speech alone—that is, phonemes are abstracted, which are the smallest units of sound that make a difference in meaning and correspond to graphemes (one or more alphabet letters) in the alphabetic principle. Thus, this higher level of sound processing is abstract and referred to as phonemic, which requires phonological awareness that is necessary for learning to decode written words—turn them into spoken words—in the beginning stages of learning to read. In turn, phonological awareness develops further as children gain practice pronouncing decoded words, which increase in phonological complexity across the grades (see Rapid Reference 8.1).

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