What Is a Receptive-Expressive Language Disorder?

a. Communication: The exchange of ideas, information, or concepts. It can be non-language and can be communicated through body language and facial expressions. The prerequisites for communication are an exporter, a message, and a receiver. As long as the sender can correctly and completely convey his message and the receiver can fully understand the message, the meaning and purpose of communication can be counted.

language disability

Hearing loss can also cause speech abnormalities. If a child cannot hear his voice, it is difficult for him to speak. Communication anomalies are abnormal in both speech and language. Anomalous speech refers to abnormal speech intelligibility or fluency. Linguistic anomaly refers to the difficulty in understanding the language symbol system, that is, the development of the ability to speak, read, and write.

Definition of language barriers by general special education scholars

b. Language: It is a set of established symbols or words produced in systematic spoken language and used as a tool for humans to express and receive messages.

c. Speaking: Expressing language in a vocal or verbal way, as a means of communication between people is called speaking.

The production of speech involves the following four processes:

(A) Respiration produces the energy of pronunciation.

(B) Vocalization is the production of sound through the vibration of the vocal cords.

(D) The clear voice is the phoneme created by the movement of the mouth and tongue.

Damage to any of these processes will lead to language abnormalities, but it may not interfere with language learning or reading or writing. d. Cromer's definition of language abnormality is: it is not caused by other disorders (such as hearing impairment, mental retardation, personality disorder). (Kirk, Gallagher & Anastasiow, eighth edition)

Medical Definition of Speech Disorders

a. Speech disorders: Refers to those who have abnormalities in articulation, smooth speech, sound, or a combination of the above.

b. Secondary speech disorders: Speech disorders caused by abnormal speech, that is, speech disorders caused by difficulties in understanding the language, or speech disorders caused by abnormal speech combined with language abnormalities.

c. Developmental speech disorder: An individual's ability to learn and speak is caused by an abnormality in congenital neurological learning.

d. Mixed speech disorder: Individuals have problems or difficulties in the physical structure of speech, neural learning, and language understanding, resulting in mixed speech disorder.

Definition of Linguistics

Any abnormality in speech, semantics, grammar, pragmatics, language expression, linguistic cognition, or delay or abnormality in language development can be regarded as a language barrier. (Lv Yici & Gong Shunv)

Definition of language barrier and level of language communication

a. Linguistic-level obstacles: Individuals have obstacles in transmitting their specific concepts or information according to the rules of the language system, or individuals have obstacles in reading and receiving information. Such obstacles are related to high-level brain nervous system functions. Related obstacles.

b. Physiological barriers: can be divided into two types

(A) Respiratory, vocal, articulation, resonance, rhythm, and other physiological organs related to pronunciation and speech have obstacles, that is, obstacles to the output system of information.

(B) Obstacles in the auditory process, motion perception, and inherent sensations related to speech perception or articulation and motion perception, that is, obstacles to the input system of information. (Mao Lianchi & Xu Zeming, People 81)

Legal definition

(1) Definition of abnormal speech and language communication by the American Academy of Hearing (ASHA):

a. Speaking abnormality refers to the damage to the intelligibility and fluency of a speaking voice which can be observed in the process of transmission.

(A) Sound abnormality refers to the lack or abnormality of sound quality, tone, volume, resonance, length, or combination.

(B) Abnormal intelligibility refers to abnormal production of spoken speech.

(C) Abnormal fluency refers to abnormal fluency in language expression. The speed and rhythm are not smooth, and it is also accompanied by the behavior characteristics of the speaker's struggling.

b. Anomalies in language refer to difficulties in understanding or using the language (or both), difficulties in listening, speaking, reading and writing of the language, or incomplete development of other characters.

(2) The language barriers referred to in Article 15 (4) of the Special Education Law of China refer to those who have significant deviations or delays in language comprehension or language expression ability compared with those of the same age, which cause communication difficulties.

The causes of language disorders can be divided into two categories. One is primary language disorders. This category includes dysphonia, inarticulate speech, fluent speech, and stuttering. Most of the dysphonia occurs due to frequent respiratory infections and improper pronunciation. Caused by chronic laryngitis, inflammation of the vocal cords, and nodules. Stuttering in children around the age of three is a change in speaking rhythm, but only a few of these children continue into adulthood. Some data indicate that stuttering has obvious family factors, suggesting that it may be genetically related.

The other is called secondary language disorder. The main reason is mental retardation. Language development disorders due to mental retardation; hearing impairments, language disorders due to hearing impairments; mental illness, psychological disorders, reluctance to talk with others in language, and language disorders for a long time; certain brain disorders, language disorders; There are also families who live in mixed dialects, where children are unable to adapt and cause language barriers, or children who live in a lack of language stimulating environment, and their training in listening and speaking skills can also cause language barriers.

As a parent, when the child has reached the corresponding language stage, he should observe his listening and speaking ability in a timely manner. If his own judgment is inaccurate, he should regularly go to a local health center to give his child a health check and hearing screening, to identify problems early and intervene .

Classification of children with language impairment

Rapin & Allen classifies language barriers in preschool children:

a. Verbal auditory agnosia

Also known as "auditory sensation loss" and "word blindness". These children often cannot understand the language information transmitted through the auditory channel, but it is completely understandable if visual information is presented such as written or sign language. If this type of individual suffers from severe impairments in their ability to understand sexual language, it will also have a serious impact on their expressive language. Some children may become dumb or not fluent in speaking.

b. Verbal dyspraxia

Also known as "dysphonia" and "aphasia." This language barrier is mainly an expressive language barrier characterized by severely unspoken speech, simple short sentences and defective language. These children usually have sufficient or normal receptive language skills.

c. Phonologic programming deficit syndrome

Also known as "speech disorder", this disorder is also mainly expressive language disorder. However, their speech is much more fluent than that of children with speech impairment. It is only because of their speech defects that their speech intelligibility is very low.

d. Phonologic-syntactic deficit syndrome

Also known as "speech-syntax disorder", these children also show speech problems that occur in children with speech processing deficiency syndrome, but their severity is more serious, with grammatical problems. In particular, they often lack functional words in sentences, such as prepositions and adverbs.

e. Lexical-syntactic deficit syndrome

Also known as "lexical-syntactic disorder". This kind of child usually has normal speech, but starts to speak very late, and finds words difficult, the syntax is immature, and there are serious difficulties in speaking complete sentences. An obvious feature is that there are many inappropriate pauses and words to express the meaning of the discourse.

f. Semantic-pragmatic deficit syndrome

Also known as "semantic-pragmatic disorders", these children have many difficulties in the content and use of language, but are relatively normal in speech and grammar. They often violate the basic principles of dialogue and cooperation in communication. ^[1]