Journal article
A Cognitive-Linguistic Approach to Language Development for the Preschool Child with Hearing Impairment: Implications for Music Therapy Practice
Music therapy perspectives, Vol.8(1), pp.47-51
01/01/1990
DOI: 10.1093/mtp/8.1.47
Abstract
Current thought on language rehabilitation for hearing-impaired preschoolers emphasizes the role of cognition and social context in language development. This paper outlines the basic components of a cognitive-linguistic model for language rehabilitation: (a) levels of representation, (b) levels of operation, and (c) core content area. Each of there components is discussed as they relate to music therapy practice.
Details
- Title: Subtitle
- A Cognitive-Linguistic Approach to Language Development for the Preschool Child with Hearing Impairment: Implications for Music Therapy Practice
- Creators
- Kate Gfeller - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Music therapy perspectives, Vol.8(1), pp.47-51
- Publisher
- Oxford Academic
- DOI
- 10.1093/mtp/8.1.47
- ISSN
- 0734-6875
- eISSN
- 2053-7387
- Number of pages
- 5
- Language
- English
- Date published
- 01/01/1990
- Academic Unit
- School of Music; Communication Sciences and Disorders; Otolaryngology
- Record Identifier
- 9984824313802771
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