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Öğe Adapting LARSP to Turkish: TR-LARSP part II(Channel View Publications, 2019) Yaşar, Özlem Cangökçe; Topbaş, Seyhun[Abstract Not Available]Öğe Multicultural commonalities in stuttering and intervention(Taylor and Francis, 2022) Gado, Francesca Del; Özdemir, Ramazan Sertan; Merouwe, Selma Saad; W?sierska, KatarzynaThis chapter is the result of a collaboration between four fluency specialists who compare their cultural and professional experiences with regards to stuttering and stuttering therapy. The similarities and differences between the four countries are addressed based on literature as well as standard clinical experience. The authors hope that this chapter will be instrumental in providing support to clinicians as they tackle the cultural differences that impact the stuttering experience of their clients and families. The chapter aims to further readers' understanding of how the treatment perspective and therapy efficacy is influenced by the cultural perceptions and the severity level of the stigma related to stuttering.Öğe The contribution of statistical learning to language and literacy acquisition(Academic Press Inc., 2020) Wu, Denise Hsien; Bulut, TalatAcquisition and processing of written and spoken language is an impressive cognitive accomplishment considering the complexity of the tasks. While only humans seem to have evolved to the fullest extent the capacity that underpins these remarkable feats of development and civilization, the exact nature of such capacity has been subject to ongoing research. In this chapter, we focus on language competence and what makes it unique among the communication systems of different species. We then elaborate on the classical debate between nativist and environmentalist accounts of language acquisition, with reference to evidence for and against the critical period hypothesis. After introducing the regularity embedded in different languages and particularly in drastically different orthographies, we present behavioral and neurophysiological evidence for the sensitivity to systematic mapping between orthography and phonology. Because learning to read is to master such mapping, we assume that the ability to use statistical learning to appreciate the dependency among items would contribute to literacy acquisition. Empirical results from behavioral and neuroimaging experiments conducted in our and other laboratories provide support for the close link between statistical learning and literacy acquisition in native and foreign language. Such findings highlight the significance of domain-general statistical learning to domain-specific language acquisition, and point to an important direction for theories and practices of language education.Öğe The social and cultural context of intervention for children with developmental language disorder(Taylor and Francis, 2019) Thordardottir, Elin; Topbaş, SeyhunThe activity of working group 3 of COST Action IS1406 was concerned with whether and how social and cultural factors impact children’s access to language services, whether the services offered fit their needs and are consistent with the types of services their families consider appropriate. To this end, working group 3’s portion of the practitioner survey examined the impact on service delivery of demographic factors, such as place of residence and income level, the impact of social factors such as parental views on child development, language impairment and child-rearing practices and the impact of situational factors such as migration. Finally, working group 3 examines the implications of cultural competency for workforce development.Öğe Turkey(Taylor and Francis, 2019) Topbaş, Seyhun; Bulut, Talat; Günhan, Nazmiye EvraThis book is about the management of children and young people with developmental language disorders (DLD). DLD is a relatively common condition affecting children and young people. The latest figures suggest that 9 per cent of children experience it at school entry. DLD occurs when the child’s language skills are judged to be significantly delayed relative to those of children of the same age. This judgement is usually made by means of a combination of formal assessment, observations of linguistic performance and professional judgement.Öğe Comparing measures of spontaneous speech of Turkish-speaking children with and without language impairment(Multilingual Matters Ltd., 2016) Topbaş, Seyhun; Maviş, İlknurChildren with language impairments (LIs) have deficits in one or more ofthe language areas, including phonology, syntax, morphology, semanticsand pragmatics. In Turkey, identification of children with LI has recentlybeen raised as an important issue. Speech-language therapy (SLT) is ayoung profession in Turkey, although it is growing rapidly (Topbaş, 2006).As part of the new professional law establishing SLT, regulations setforth by the Ministry of Health (2011) in cooperation with the Ministryof National Education (MoNE, 2014) included obligations to offer SLTservices to individuals with speech-language impairments. Until a decadeago, the identification of children with LIs (including those who wouldnow be diagnosed with specific language impairment [SLI]) was left to theintuition of doctors or other professionals’ opinions. Language disorderswere (a) included along with developmental disabilities occurring secondaryto hearing impairment, mental retardation, learning disabilities, autism andother organic, neurological or psychiatric disorders; or (b) denied altogether,often by taking a wait-and-see approach for many years. No doubt, manychildren were inappropriately underdiagnosed or unattended.
