An Analysis of Articulation and Language Discourse Patterns

Abstract

Six public school speech-language pathologists interacted with second-graders under two conditions: articulation and language intervention. A ten-minute segment from each of 12 therapy sessions was recorded, transcribed, segmented, coded, quantitatively and qualitatively analyzed using several discourse features. Discourse patterns during both conditions resembled the tutorial discourse pattern. However, language remediation utterances were longer and more natural than those of articulation sessions. All transcripts contained patterns of discourse consistent with tutorial interaction styles: clinicians made requests, evaluated children's remarks, and controlled the topic; children produced responses and statements in large numbers.

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