Saying too Little can Make a Big Impact: Graduate Student Knowledge and Use of Telegraphic Input

Abstract

Telegraphic communication is considered a simplification of speech by shortening utterances. This includes omitting function words but keeping content words like nouns and verbs. For example, telegraphic communication may read: “See car.” “More toy?” “Put in box.” “My turn bubbles.” “Doggie run!” (Stronach & Venker, 2017). Methods: A total of 44 Speech-Language Pathology (SLP) graduate students completed an online survey of 20 questions that analyzed their current knowledge, attitudes and practices, and terminology exposure. These questions were taken into comparison when reporting data between first year graduate students and second year graduate students. Results: The majority of participants (59%) answered “yes” as in knowing the term telegraphic communication. Graduate students reported that they use shortened utterances “most of the time” when speaking to children with language delays. Researchers found that the majority of SLP programs do not use the term telegraphic communication. The majority of participants reported not hearing the term mentioned by graduate professors (48%). When comparing first year graduate students with second year graduate students, researchers found that the majority of their attitudes and practices with telegraphic communication aligned with minor differentiation of limiting function words during play.