Table of Contents
A Task Analysis of Language Processes
Language must be analyzed in terms of Receptive, Inner and Expressive Language Processes.
A person with no speech may still have normal Receptive and Inner Language Skills but be mistakenly diagnosed as a "vegetable," with no communication ability.
Language exists in several channels in the brain: The Auditory, Visual and Haptic Modalities
The Auditory modality consists of those neural networks that extend between the receptive (ear) and expressive transducers
The Visual Modality includes those neural circuits between the receptive transducer (the eye) and the expressive transducers.
The Haptic modality is a composite of two modalities: The Tactile and Proprioceptive modalities.
The role of the Tactile Modality in our cognitive development may be underestimated by most of us.
The sense of touch is an important player in the development of self concept.
The sense of touch also plays an important role in speech production
The Proprioceptive Modality is two sub modalities experienced as one: The Kinesthetic and Vestibular Modalities
The Kinesthetic sense is our "eyes" inward to our own body
The story of Montessori is in great part the story of the the Kinesthetic modality.
The Vestibular Modality gives us our sense of position in space (relative to gravity
the Vestibular system has some interesting connections with the neurological centers for arousal
The key to developing neurological channels is to stimulate them early in life when the growth rate is at its highest.
A slogan for parents to hold to as they plan for their baby's early life: "BE THERE!"
An IDEAL MODEL of a Task Analysis evaluates every language process.
Each modality is tested on two levels: Conceptual and Symbolic.
Examples of Receptive, Inner and Expressive Conceptual and Symbolic tasks in the Auditory modality.
Examples of Receptive, Inner and Expressive Conceptual tasks in the Visual modality
Examples of Receptive, Inner and Expressive Symbolic tasks in the Visual modality.
Examples of Receptive, Inner and Expressive Conceptual and Symbolic tasks in the Haptic modality.
To make the Haptic tasks symbolic, words are interjected through touch-signs, Braille, or typing.
One test which evaluates and compares the Auditory & Visual modalities is the Illinois Test of Psycholinguistic Ability (ITPA).
The ITPA differs in many ways from the IDEAL MODEL.
The Peabody Picture Vocabulary test is a cross modality task.
Learning to read can involve various combinations of modalities.
The Look-See method involves a single (Visual) modality.
The Phonetic approach involves two (Auditory& Visual) modalities.
Each modality combination has weaknesses and strengths.
Reading though Phonics involves a symbol system of a symbol system.
The Writing Road to Reading can involve three (Visual, Auditory and Haptic) modalities.
Receptive, Inner and Expressive language analyses should include the sub- processes of the Language Bridge.
Receptive Language includes Transduction, Perception, Symbolization and Conceptualization processes.
Dyslexia is a form of Receptive Aphasia
Inner Language includes Discrimination, Analysis, Synthesis and Generalization processes.
Expressive Language includes Conceptualization, Symbolization, Mixer and Transduction processes.
Expressive Aphasia involves only an inability in using symbols to express thoughts.
Apraxia and Dysarthria are disabilities that effect both symbolic and non symbolic movements.
The impact of a disability on language varies with the process.
A Dysarthria is always evident in both reflexive and voluntary motor responses.
Apraxia involves only voluntary motor acts; and Aphasia is evident only in symbolic motor acts.
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