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The 'point' of language intervention lessons
There has been a small accumulation of studies of clinician-child discourse. Early work has demonstrated the value of careful description of real lessons as they are carried out by clinicians working with speech and language-disordered children. In this descriptive report the role of non verbal comm...
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Published in: | Child language teaching and therapy 1986-02, Vol.2 (1), p.50-62 |
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Main Authors: | , |
Format: | Article |
Language: | English |
Citations: | Items that this one cites Items that cite this one |
Online Access: | Get full text |
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Summary: | There has been a small accumulation of studies of clinician-child discourse. Early work has demonstrated the value of careful description of real lessons as they are carried out by clinicians working with speech and language-disordered children. In this descriptive report the role of non
verbal communication is emphasized, particularly with reference to
pointing as a clinical teaching device. Transcriptions of three clinician-led
lessons were analysed. The results verified the systematic nature of pointing
as an augmentation to remedial control. The need for full descriptions of
nonverbal communication as it facilitates lesson applications is discussed. |
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ISSN: | 0265-6590 1477-0865 |
DOI: | 10.1177/026565908600200105 |