School-Age Children and Adolescents Norms for Word Definition Clinical Forum
Clinical Forum  |   October 01, 1995
School-Age Children and Adolescents
 
Author Affiliations & Notes
  • Marilyn A. Nippold, PhD
    University of Oregon, Eugene
  • Contact author: Marilyn A. Nippold, PhD, Communication Disorders and Sciences, University of Oregon, Eugene, OR 97403. E-mail: nippold@oregon.uoregon.edu
    Contact author: Marilyn A. Nippold, PhD, Communication Disorders and Sciences, University of Oregon, Eugene, OR 97403. E-mail: nippold@oregon.uoregon.edu×
Article Information
Development / Speech, Voice & Prosodic Disorders / School-Based Settings / Clinical Forum: Language Norms in Children and Adolescents
Clinical Forum   |   October 01, 1995
School-Age Children and Adolescents
Language, Speech, and Hearing Services in Schools, October 1995, Vol. 26, 320-325. doi:10.1044/0161-1461.2604.320
History: Received September 13, 1993 , Accepted January 26, 1994
 
Language, Speech, and Hearing Services in Schools, October 1995, Vol. 26, 320-325. doi:10.1044/0161-1461.2604.320
History: Received September 13, 1993; Accepted January 26, 1994

Word definition, as it is usually examined, is a prime example of decontextualized language use. Current trends in speech-language pathology emphasize the use of contextualized activities for assessing language development, and increasingly view decontextualized activities as outmoded. Word definition, however, should represent an exception to this trend, particularly with respect to school-age children and adolescents. This article describes various types of word definitions, explains the importance of the ability to define words, and reviews the growth of word definition during the school-age and adolescent years. It also offers suggestions for expanding the normative database for this sophisticated semantic ability.

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