Original Research

A therapy programme for pre-school language impaired children

Linda Narun
South African Journal of Communication Disorders | Journal of the South African Speech and Hearing Association: Vol 23, No 1 | a383 | DOI: https://doi.org/10.4102/sajcd.v23i1.383 | © 2019 Linda Narun | This work is licensed under CC Attribution 4.0
Submitted: 15 November 2016 | Published: 31 December 1976

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Linda Narun, Department of Speech Pathology and Audiology, University of the Witwatersrand, South Africa

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This study aimed to establish effective language programmes for pre-school language impaired children based on psycholinguistic principles. Eight language-impaired children 6 males and 2 females between the ages of 3 and 6 years, were the subjects. Language samples were transcribed and subjected to syntactic analysis; semantic aspects were also considered and programmes developed for each subject, based on the information obtained from the language analyses. A developmental sequence was adopted as the basis for therapy A 'slot-method' was used in which language was taught as rule-operated behaviour Principles of discrimination learning were adopted for teaching some aspects of grammar. Auxiliary verbs are reported in detail as this was the most universal error and difficult to teach. The role of imitation in language learning and therapy is discussed.


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