Table Of ContentDavid Crystal
Studies in language disability and
remediation la
General editors:
David Crystal
Professor of Linguistic Science, University of Reading
Jean Cooper
Principal of the National Hospitals College of Speech Sciences, London
Also published in this series:
1 The grammatical analysis of language disability:
a procedure for assessment and remediation
David Crystal, Paul Fletcher and Michael Garman
2 Phonological disability in children
David Ingram
3 Disorders of fluency and their effects on communication
Peggy Dalton and W. J. Hardcastle
4 Linguistic investigations of aphasia
Ruth Lesser
5 Language and disadvantage
John R. Edward~
Working with LARSP
David Crystal
Edward Arnold
Introduction, sections 1.1-1.4 and part 4 © David Crystal 1979
sections 1.5, 1.6 and parts 2 and 3 © Edward Arnold (Publishers) Ltd 1979
First published 1979 by
Edward Arnold (Publishers) Ltd
41 Bedford Square, London WCIB 3DQ
Cloth edition ISBN: 0 7131 6117 5
Paper edition ISBN: 0 7131 6118 3
All Rights Reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording or otherwise,
without the prior permission of Edward Arnold (Publishers) Ltd.
This book is published in two editions. The paperback edition is
sold subject to the condition that it shall not by way of trade or
otherwise be lent, resold, hired out or otherwise circulated without
the publishers' prior consent in any form of binding or cover other
than that in which it is published and without a similar condition
including the first condition being imposed on the subsequent purchaser.
Working with LARSP.-(Studies in language disability
and remediation; I a).
I. Communicative disorders
2. Linguistic analysis (Linguistics)
I. Crystal, David II. Series
616.8'55'0754
ISBN 0-7131--6117-5
ISBN 0-7131--6118-3
Printed in Great Britain by
Butler & Tanner Ltd, Frome and London
Contents
List of Contributors VI
General Preface vii
Preface
Introduction 3
Part 1 The LARSP procedure
I. I Sampling and transcription 21
1.2 Analysis and profiling 25
1.3 Developmental stages 61
1.4 Interpretation and remediation 106
1.5 Micro-profile of Stage I 119
1.6 Micro-profile of the Stage III Verb Phrase 132
Part 2 LARSP in clinical settings
2.1 Dawn House School 143
2.2 John Horniman School 153
2.3 The Nuffie1d Hearing and Speech Centre 179
2.4 The Audiology Unit, Reading: a preschool group ]94
2.5 A partially-hearing unit 2]4
Part 3 LARSP in research and teaching
3.] A grammatical analysis of the speech of partially-hearing children 245
3.2 Sentence-repetition tasks compared with expressive language per-
formance 266
3.3 Some remarks on the teaching of LARSP 275
Part 4 Workbook: exercises and solutions 287
References 347
Index 353
Contributors
Mary J. L. Auckland
Clinical Chief Speech Therapist, Audiology Unit, Royal Berkshire Hospital
John M. Bamford
Audiology Unit, Royal Berkshire Hospital
John Bench
Audiology Unit, Royal Berkshire Hospital
J uUe Brinton
Chief Speech Therapist, Guy's Hospital, London
J. H. Connolly
Lecturer in Linguistics, Leicester Polytechnic
D. B. Dennis
Teacher in charge, Partially-Hearing Unit, Coleridge Secondary School, Cam
bridge
Paul Fletcher
Department of Linguistic Science, University of Reading
Michael Garman
Department of Linguistic Science, University of Reading
Corinne Haynes
Chief Speech Therapist, Dawn House School, Rainworth, Nottinghamshire
Ella Hutt
Remedial Teacher, John Horniman School, Worthing, Sussex
Elspeth Paul
Formerly Chief Speech Therapist, Nuffield Hearing and Speech Centre, Royal
National Throat Nose and Ear Hospital, London
J. E. Williams
Peripatetic Teacher of Children with Impaired Hearing, Cambridgeshire Educa
tion Committee
General Preface
This series is the first to approach the problem of language disability as a single
field. It attempts to bring togeth,er areas of study which have traditionally been
treated under separate headings, and to focus on the common problems of analysis,
assessment and treatment which characterize them. Its scope therefore includes
the specifically linguistic aspects of the work of such areas as speech therapy,
remedial teaching, teaching ofthe deaf and educational psychology, as well as those
aspects of mother-tongue and foreign-language teaching which pose similar prob
lems. The research findings and practical techniques from each of these fields can
inform the others, and we hope one of the main functions of this series will be
to put people from one profession into contact with the analogous situations found
in others.
It is therefore not a series about specific syndromes or educationally narrow
problems. While the orientation of a volume is naturally towards a single main
area, and reflects an author's background, it is editorial policy to ask authors to
consider the implications of what they say for the fields with which they have not
been primarily concerned. Nor is this a series about disability in general. The medi
cal, social, educational and other factors which enter into a comprehensive evalua
tion of any problems will not be studied as ends in themselves, but only in so far
as they bear directly on the understanding of the nature of the language behaviour
involved. The aim is to provide a much needed emphasis on the description and
analysis oflanguage as such, and on the provision of specific techniques of therapy
or remediation. In this way, we hope to bridge the gap between the theoretical
discussion of 'causes' and the practical tasks of treatment-two sides oflanguage
disability which it is uncommon to see systematically related.
Despite restricting the area of disability to specifically linguistic matters-and
in particular emphasizing problems of the production and comprehension of
spoken language-it should be clear that the series' scope goes considerably
beyond this. Forthe first books, we have selected topics which have been particu
larly neglected in recent years, and which seem most able to benefit from con
temporary research in linguistics and its related disciplines, English studies,
psychology, sociology and education. Each volume will put its subject matter in
perspective, and will provide an introductory slant to its presentation. In this
way, we hope to provide specialized studies which can be used as texts for com
ponents of teaching courses, as well as material that is directly applicable to the
needs of professional workers. It is also hoped that this orientation will place
viii GENERAL PREFACE
the series within the reach of the interested layman-in particular, the parents or
family of the linguistically disabled.
David Crystal
Jean Cooper
Preface
This book has been written as a response to a demand for more detailed informa
tion concerning the application of the procedure described in The grammatical
analysis ofl anguage disability (GALD. Crystal, Fletcher and Garman 1976). That
book was primarily concerned to provide a theoretical perspective for work on
language assessment and remediation, and thus a great deal of space was devoted
to general issues. Since its appearance, LARSP has come to be used in a much
wider range of clinical settings than we originally expected; also, the demand for
in-service courses on the procedure has much increased, and it is being taught on
diploma and degree training courses. As a result, we now know which aspects of
the procedure give rise to the greatest problems of understanding, and we have
accumulated much more experience in working routinely with LARSP in clinics
and schools. The present book therefore tries to make good the deficiencies of
GALD, by amplifying points of theory and practice which have led to misunder
standing, and by adding a large amount of illustration, some of which is re-analysed
in workbook form (Part 4). Also, rather than attempting to summarize a wide
range of LARSP's uses from assessment, remedial, research and teaching set
tings-and also to provide other points of view-I have asked some of the people
who have been using the procedure in their work to contribute sections, and these
are presented in Parts 2 and 3.
This book has one major limitation: it contains no example of the detailed
application of the procedure to adults. Far fewer clinicians have begun to use
LARSP routinely with adults than with children; and as a result of discussing why
this is so, it seemed sensible to deal with the field of adult applications separately.
We therefore anticipate a special publication on this topic. However, I am anxious
that this decision should not foster the impression that LARSP is solely a child
assessment procedure (as it has in fact been listed, in one bookseller's catalogue):
the fact that it is more frequently used in this way seems simply to be a reflection
of the clinical situation. The whole of Parts I and 4 can bc applied directly to
the analysis of adult clinical interaction, and indeed several of the insights discussed
in Parts 2 and 3 are highly relevant to adult remediation. Nonetheless, we look
forward to redressing the balance in due course.
Forthe present book, I have brought together a wide range of clinical examples
to illustrate profile characteristics and grammatical structures, and I am most
grateful to the many clinicians who have provided me with this material on the
various LARSP courses, and who keep me informed of their progress in using
