Speech Comprehension and Early Augmented Language Intervention: Concepts, Measurement, and Clinical Considerations The relationship between comprehension and production has been an issue in language intervention research for some time (Ruder & Smith, 1984). We know that in order for children to develop functional communication skills, they must be able to comprehend and produce language so that they can take on the ... Article
Article  |   May 01, 1999
Speech Comprehension and Early Augmented Language Intervention: Concepts, Measurement, and Clinical Considerations
Author Affiliations & Notes
  • Mary Ann Romski
    Georgia State University, Atlanta, GA
  • Rose A. Sevcik
    Georgia State University, Atlanta, GA
Article Information
Augmentative & Alternative Communication / Articles
Article   |   May 01, 1999
Speech Comprehension and Early Augmented Language Intervention: Concepts, Measurement, and Clinical Considerations
SIG 12 Perspectives on Augmentative and Alternative Communication, May 1999, Vol. 8, 7-10. doi:10.1044/aac8.2.7
SIG 12 Perspectives on Augmentative and Alternative Communication, May 1999, Vol. 8, 7-10. doi:10.1044/aac8.2.7
The relationship between comprehension and production has been an issue in language intervention research for some time (Ruder & Smith, 1984). We know that in order for children to develop functional communication skills, they must be able to comprehend and produce language so that they can take on the roles of both listener and speaker. Early in development, language comprehension skills are one important foundation upon which children develop and overlay productive language skills, regardless of the mode (Romski & Sevcik, 1993; Sevcik & Romski, 1997). In this paper, we present some concepts about the development of speech comprehension in relation to augmented language intervention, describe the range of measures available to assess comprehension skills, and offer the reader some clinical issues to consider.
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