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Frequently used speech and language terms
Auditory-Verbal Therapy: The
auditory-verbal approach uses technology and teaching
strategies that enable deaf and hard of hearing children to
learn to listen, understand spoken language, and communicate
through speech.
Augmentative Communication:
Augmentative communication refers to a wide variety of
non-verbal techniques used to supplement or 'augment' a
person's oral speech, which allows them to use and develop
their language. These may include natural gestures, sign
language, photographs and other kinds of pictures, spelling
out words on alphabet displays, as well as 'higher tech'
devices such as voice output devices, etc.
Communication Board: This
Augmentative Communication device is a picture or alphabet
display available to the child when he needs or has the
opportunity to use it. The visual representation may include
photographs, Picture Communication Symbols (PCS), Bliss
symbols, alphabet letters/words, etc.
Expressive Language: The
ability to express oneself. This usually refers to language
expression through speech, but it also includes gestures,
sign language, use of a communication board, and other forms
of expression.
Fluency: The smooth,
uninterrupted, effortless flow of speech; speech that is not
hindered by excessive dysfluencies.
Grammar: Systems, rules or
underlying principles that describe the structure of
language (eg. Word order in sentences, grammatical markers
such as plurals, verb tenses, pronouns etc).
Language: Language involves
listening, speaking, reading and writing. Language problems
may affect the ability to use acceptable vocabulary and
grammar, to organize ideas for expression, and to
communicate in a socially appropriate manner.
Morphology: How sounds and
words are put together to form meaning. A 'morpheme' is the
smallest unit of language that has meaning. The addition of
a morpheme, such as "s", can change the meaning of a word.
For example, cat becomes cats a plural, but the addition of
"s" to bike can also change it from a noun to a verb, bikes.
Language is made up of rules about how sounds and words are
put together to create meaning and children often have
difficulty learning and using the rules.
Phonology: The sound system of
language including speech sounds, speech patterns and rules
that apply to those sounds.
Pragmatics: The rules that
govern and describe how language is used in different
contexts and environments. For example, the words and tone
of voice will be more formal when talking with the principal
and may be very casual and include slang when talking with
other children. Social rules are very subtle. Some children
have difficulty figuring these rules out and applying them
appropriately. As a result, they may be identified as having
inappropriate or poor behaviour.
Receptive
Language: The ability to understand or comprehend
language. It usually refers to the ability to understand
verbal expression, but it also includes the ability to
understand sign language, writing, braille and other forms
of language.
Resonance: Vibration of one or
more structures related to the source of a sound. In voice,
resonance relates to the quality of the voice produced (eg.
hyponasal, hypernasal).
Semantics: The study of the
meaning of language, including meaning at the word,
sentence, and conversational level.
Sign Language: American Sign
Language (ASL) is a gestural language used primarily by the
deaf community. It has its own structure, independent of
English. There are other sign language systems in use as
well.
Speech: Speech refers to the
transmission of language orally. Speech impairment includes
articulation and/or phonological disorder, dysfluency,
apraxia, dysarthria, voice and resonance.
Syntax: The order of language,
especially the way words are put together in phrases or
sentences to produce meaning.
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