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Chapter 13 - Coggle Diagram
Chapter 13
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Assessment
Stackhouse and Wells (1997, 2001) have developed a profiling scheme based on these psycholinguistic processing models to be used to assess children’s difficulties with speech and spelling.
The pathways in the diagram characterize successive stages in the processes of speech reception (A–F) and production(G–K). Stage L represents the child’s ability to self-monitor.
For example, at Stage B the child should be able to tell whether two made-up words (nonwords) are the same or different; Stage F can be tested by asking the child to decide whether pairs of words rhyme or not; for Stage H the child might be asked to pronounce a word with the first consonant missing (‘Can you say “spot” without the “s”?’)
Treatment
The range of treatment and management programmes is, perhaps unsurprisingly, almost as varied as the array of disorders identified.
The degree of success of any particular intervention will depend, in part, on the accuracy of the specific diagnosis and integrated assessment of the client.
Treatments can tackle different aspects of the client’s language-related problem, and it’s important to clarify at the outset that they’re not all carried out by speech and language therapists. In the case of disorders with a clearly identified organic cause, surgical procedures or pharmacological therapies will often be recommended and will be administered by physicians, not linguists.
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Language pathology.
Language pathology must grapple with the ultimate physical forms of language: the neural circuits which underlie grammar and lexicon, and the motor and perceptual systems, which allow us to externalize and internalize the messages which grammar and lexicon jointly encode.