II. Reading Passages
Part A 閱讀理解
Passage One
Speech and language disorders refer to problems in communication and related areas such as oral motor function. These delays and disorders range from simple sound substitutions to the inability to understand or use language or use the oral-motor mechanism for functional speech and feeding. Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, mental retardation, drug abuse, physical impairments such as cleft lip or palate, and vocal abuse or misuse. Frequently, however, the cause is unknown.
More than one million of the students served in the public schools' special education programs in the 1998-99 school year were categorized as having a speech or language impairment. This estimate does not include children who have speech/language problems secondary to other conditions such as deafness. Language disorders may be related to other disabilities such as mental retardation, autism, or cerebral palsy. It is estimated that communication disorders affect one of every 10 people in the United States.
A child's communication is considered delayed when the child is noticeably behind his or her peers in the acquisition of speech and/or language skills. Sometimes a child will have greater receptive （understanding） than expressive （speaking） language skills, but this is not always the case.
Speech disorders refer to difficulties producing speech sounds or problems with voice quality. Speech disorders may be problems with the way sounds are formed, called articulation or phonological disorders, or they may be difficulties with the pitch, volume or quality of the voice. There may be a combination of several problems. People with speech disorders have trouble using some speech sounds. They may say "see" when they mean "ski" or they may have trouble using other sounds like "l" or "r". People with voice disorders may have trouble with the way their voices sound.
A language disorder is an impairment in the ability to understand and/or use words in context. Some characteristics of language disorders include improper use of words and their meanings, inability to express ideas, inappropriate grammatical patterns, reduced vocabulary and inability to follow directions. Children may hear or see a word but not be able to understand its meaning. They may have trouble getting others to understand what they are trying to communicate.
Because all communication disorders carry the potential to isolate individuals from their social and educational surroundings, it is essential to find appropriate timely intervention. While many speech and language patterns can be called "baby talk" and are part of a young child's normal development, they can become problems if they are not outgrown as expected. In this way an initial delay in speech and language or an initial speech pattern can become a disorder which can cause difficulties in learning. Because of the way the brain develops, it is easier to learn language and communication skills before the age of 5.
Speech-language pathologists assist children who have communication disorders in various ways. They provide individual therapy for the child; consult with the child's teacher about the most effective ways to facilitate the child's communication in the class setting; and work closely with the family to develop goals and techniques for effective therapy in class and at home. Technology can help children whose physical conditions make communication difficult.
Vocabulary and concept growth continues during the years children are in school. Reading and writing are taught and, as students get older, the understanding and use of language becomes more complex. Communication skills are at the heart of the education experience. Speech and/or language therapy may continue throughout a student's school year either in the form of direct therapy or on a consultant basis. The speech-language pathologist may assist vocational teachers and counselors in establishing communication goals related to the work experiences of students and suggest strategies that are effective for the important transition from school to employment and adult life.
Communication has many components. All serve to increase the way people learn about the world around them, utilize knowledge and skills, and interact with colleagues, family and friends.
1. The possible causes of speech and language disorders do not include
[A] brain injury.
[B] drug abuse.
[C] inability to use oral-motor mechanism.
[D] physical impairments.
2. Which of the following is correct about communication disorders?
[A] About one million students in public school have communication disorders.
[B] Communication disorder does not include deafness.
[C] In most of the time, a child with communication disorder has greater receptive than expressive language skills.
[D] Communication disorder includes speech and language disorders.
3. By comparison of speech disorder and language disorder, we know that .
[A] they are almost the same
[B] people with language disorder have problems using some sounds
[C] people with speech disorder sometimes have difficulty in using appropriate grammatical patterns
[D] if a person can not pronounce "l" and "r" correctly, he might have speech disorders
4. Which sentence can best summarize Paragraph 6-8?
[A] Incidence of communication disorder.
[B] Characteristics of communication disorder.
[C] Educational implications for communication disorder.
[D] Various forms of communication disorder.
5. Which is NOT mentioned about the function of communication at the end of the article?
[A] increase the way people learn about the world around them.
[B] Improve one's image.
[C] Utilize knowledge and skills.
[D] Interact with colleagues, family and friends.
Part A 閱讀理解
Passage One
Speech and language disorders refer to problems in communication and related areas such as oral motor function. These delays and disorders range from simple sound substitutions to the inability to understand or use language or use the oral-motor mechanism for functional speech and feeding. Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, mental retardation, drug abuse, physical impairments such as cleft lip or palate, and vocal abuse or misuse. Frequently, however, the cause is unknown.
More than one million of the students served in the public schools' special education programs in the 1998-99 school year were categorized as having a speech or language impairment. This estimate does not include children who have speech/language problems secondary to other conditions such as deafness. Language disorders may be related to other disabilities such as mental retardation, autism, or cerebral palsy. It is estimated that communication disorders affect one of every 10 people in the United States.
A child's communication is considered delayed when the child is noticeably behind his or her peers in the acquisition of speech and/or language skills. Sometimes a child will have greater receptive （understanding） than expressive （speaking） language skills, but this is not always the case.
Speech disorders refer to difficulties producing speech sounds or problems with voice quality. Speech disorders may be problems with the way sounds are formed, called articulation or phonological disorders, or they may be difficulties with the pitch, volume or quality of the voice. There may be a combination of several problems. People with speech disorders have trouble using some speech sounds. They may say "see" when they mean "ski" or they may have trouble using other sounds like "l" or "r". People with voice disorders may have trouble with the way their voices sound.
A language disorder is an impairment in the ability to understand and/or use words in context. Some characteristics of language disorders include improper use of words and their meanings, inability to express ideas, inappropriate grammatical patterns, reduced vocabulary and inability to follow directions. Children may hear or see a word but not be able to understand its meaning. They may have trouble getting others to understand what they are trying to communicate.
Because all communication disorders carry the potential to isolate individuals from their social and educational surroundings, it is essential to find appropriate timely intervention. While many speech and language patterns can be called "baby talk" and are part of a young child's normal development, they can become problems if they are not outgrown as expected. In this way an initial delay in speech and language or an initial speech pattern can become a disorder which can cause difficulties in learning. Because of the way the brain develops, it is easier to learn language and communication skills before the age of 5.
Speech-language pathologists assist children who have communication disorders in various ways. They provide individual therapy for the child; consult with the child's teacher about the most effective ways to facilitate the child's communication in the class setting; and work closely with the family to develop goals and techniques for effective therapy in class and at home. Technology can help children whose physical conditions make communication difficult.
Vocabulary and concept growth continues during the years children are in school. Reading and writing are taught and, as students get older, the understanding and use of language becomes more complex. Communication skills are at the heart of the education experience. Speech and/or language therapy may continue throughout a student's school year either in the form of direct therapy or on a consultant basis. The speech-language pathologist may assist vocational teachers and counselors in establishing communication goals related to the work experiences of students and suggest strategies that are effective for the important transition from school to employment and adult life.
Communication has many components. All serve to increase the way people learn about the world around them, utilize knowledge and skills, and interact with colleagues, family and friends.
1. The possible causes of speech and language disorders do not include
[A] brain injury.
[B] drug abuse.
[C] inability to use oral-motor mechanism.
[D] physical impairments.
2. Which of the following is correct about communication disorders?
[A] About one million students in public school have communication disorders.
[B] Communication disorder does not include deafness.
[C] In most of the time, a child with communication disorder has greater receptive than expressive language skills.
[D] Communication disorder includes speech and language disorders.
3. By comparison of speech disorder and language disorder, we know that .
[A] they are almost the same
[B] people with language disorder have problems using some sounds
[C] people with speech disorder sometimes have difficulty in using appropriate grammatical patterns
[D] if a person can not pronounce "l" and "r" correctly, he might have speech disorders
4. Which sentence can best summarize Paragraph 6-8?
[A] Incidence of communication disorder.
[B] Characteristics of communication disorder.
[C] Educational implications for communication disorder.
[D] Various forms of communication disorder.
5. Which is NOT mentioned about the function of communication at the end of the article?
[A] increase the way people learn about the world around them.
[B] Improve one's image.
[C] Utilize knowledge and skills.
[D] Interact with colleagues, family and friends.