School-Age Children and Adolescents

Abstract

Word definition, as it is usually examined, is a prime example of decontextualized language use. Current trends in speech-language pathology emphasize the use of contextualized activities for assessing language development, and increasingly view decontextualized activities as outmoded. Word definition, however, should represent an exception to this trend, particularly with respect to school-age children and adolescents. This article describes various types of word definitions, explains the importance of the ability to define words, and reviews the growth of word definition during the school-age and adolescent years. It also offers suggestions for expanding the normative database for this sophisticated semantic ability.