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Levine states that receptive problems lie in the ability to interpret language. These children often speak well but have difficulty in comprehending what is being said to them. Casual conversations come easily, but the receptive problems reveal themselves in school. For example, they can't express themselves when asked to write a book report or interpret a story or poem out loud (Macready, 2004).
Research shows that the language center in the brain expands in early adolescence. Children's speech should become more sophisticated -- tightly packed with information with abstract ideas increasing more and more. But not every child will move into this stage of development. The author suggests a test for identifying receptive problems in communication. One suggestion is to ask the child to give two different meanings for one ambiguous sentence. For example, "It is too cold to play." Students with higher language discrepancies may only be able to determine one meaning, not be able to comprehend that one sentence can have two different meanings, or not understand the question at all (Macready, 2004).
According to Dr. Levine, children may be able to overcome some of these difficulties if parents and educators...
Dr. Levine further suggests asking the child to talk about topics that interest them, such as music, computers, and various hobbies. Parents and educators should then provide positive reinforcement for the child's effort (Macready, 2004).
From these articles I have gained more insight on the topic of child communication disorders. My goal is to recognize communication disorder signs and symptoms in order for students to receive early corrective intervention.
References
Macready, N. (2004). Receptive problems key in communication disorders. (Child/Adolescent Psychiatry). Clinical Psychiatry News, 49 (1).
Retrieved on 30 Nov 2007 from Thompson Gale Databases at http://find.galegroup.com/menu/commonmenu.do?userGroupName=lom_willard
Ogletree, B.T. (2007). What makes communication intervention successful with children with autism spectrum disorders? Focus on Autism and Other Developmental Disabilities, 190 (3). Retrieved on 30 Nov 2007 from Thompson Gale Databases at http://find.galegroup.com/menu/commonmenu.do?userGroupName=lom_willard
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Therefore, the reason for my interest in the graduate program is to participate in this exciting and growing field. In particular I hope to work with children and their families who encounter different speech, language, and communication difficulties. In addition to providing core support in terms of speech and language therapy, I also intend to become active as a community leader who can address issues like social stigma and alternative