Discussion help

The purpose of this Discussion is to develop an understanding of literacy-based trends in speech and language development and disorders. This discussion is intended to show evidence that you have achieved or are working on the following learning objective(s):

• Identify the anatomy and neural circuitry that subserve language.
• Explain the influence of language experience, genetics and epigenetics on brain development.
• Explain the neurolinguistics of language impairments.

Directions

Using the articles that were provided, you will write a critical discussion. You will do the following:

• Read the three (3) peer reviewed journal articles that I attached.
• Summarize the main concepts of each article in your own words.
• Provide a critical discussion of the quality of each article. Was it compelling? Do you agree or disagree with the main premise of each article? What are the articles’ strengths and weaknesses?
• Discuss the implications and application of the information in each article to clients and/or the field of SLP.

• 3 pages (after being double-spaced)
• Include full citations using APA format

Annotated Bibliography

I have a strong passion for preschool language development, particularly in understanding how
early interventions can shape literacy and communication skills. Research shows that early
identification and support for language disorders can significantly improve a child’s academic
and social success.

Bao, X., Komesidou, R., & Hogan, T. P. (2024). A review of screeners to identify risk of
developmental language disorder. American Journal of Speech-Language Pathology, 33(5),
1548-1571. https://doi.org/10.1044/2023_AJSLP-23-00286

This article provides a comprehensive review of various screening tools used to identify children
at risk for developmental language disorder (DLD). It highlights the importance of early
identification and intervention for children with DLD, a condition that often goes unnoticed. I
selected this article because it evaluates the effectiveness and limitations of existing screeners,
providing valuable insights into best practices for early language assessment.

Pfeiffer, D. L., Feuerstein, J., & Landa, R. J. (2023). Speech-language pathologists’
perceptions of language and literacy instruction for pre-K children with developmental language
disorder. Language, Speech, and Hearing Services in Schools, 54(5), 1295-1307.
https://doi.org/10.1044/2023_LSHSS-23-00002

This study explores the perspectives of SLPs on effective language and literacy instruction for
preschool children with DLD. The findings emphasize the importance of collaborative teaching
strategies, repeated exposure to books, and peer interactions to support literacy development. I
selected this article because it sheds light on practical classroom-based interventions and the
need for stronger partnerships between SLPs, teachers, and parents.

Rodgers, L., Harding, S., Rees, R., & Clarke, M. T. (2022). Interventions for preschool
children with co-occurring phonological speech sound disorder and expressive language
difficulties: A scoping review. International Journal of Language & Communication Disorders,
57(5), 700-716. https://doi.org/10.1111/1460-6984.12719

This scoping review examines interventions for preschool children who have both phonological
speech sound disorder and expressive language difficulties. The study categorizes intervention
approaches into integrated and single-domain methods, analyzing their effectiveness and clinical
applications. I selected this article because it provides a detailed evaluation of speech and
language interventions, which are critical for improving both communication and literacy skills
in young children. The review offers practical insights for SLPs designing interventions tailored
to children with dual speech and language challenges.

https://doi.org/10.1044/2023_AJSLP-23-00286

https://doi.org/10.1044/2023_LSHSS-23-00002

https://doi.org/10.1111/1460-6984.12719