More handpicked essays just for you.
The three theories of child language acquisition
4.1 child language acquisition theory
Child language ACQUISITION ESSSAY
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: The three theories of child language acquisition
The focus of this study, written by Brady, Duewer, and King, was to examine nonnative speakers of English and how proficient a vowel-targeted intervention is. By using established articulation strategies combined with a visual feedback program, they were able to conduct a successful experiment. In order to test this, the experiment used a single-subject multiple-probe design. The experiment targeted three vowels and an additional untrained vowel as a control. Each vowel was presented in three words, two of which were monosyllabic and one that was multisyllabic. Before training began, the participant read the vowel assessment list three times. Two authors, who decided whether the vowel was accurate or inaccurate, judged the participant. The
In an experiment, around 350 Chicagoans, were recorded reading the following paragraph, titled “Too Hot for Hockey”, this script was written specifically to force readers to vocalize vowels “that reveal how closely key sounds resemble the accent's dominant traits” (Wbez). The paragraph is as follows:
Student support teams develop and implement indluvailed plans for the students that are in need of tier 3 interventions. Students that many need tier 3 interventions is put into place when that child is struggling with their tier 2 supports. The school team determines whether the child needs to up their intervention to tier 3 or not. The school team hsa to review a progression monitoring data sheet before determining who is struggling and needs a referral to the tier 3 interventions. A tier ⅔ systems team comes into place when the child is in need of changing interventions. The ⅔ systems team helps create a student support team based of the child's needs. The student support team includes a content expert, someone who is familiar with the school system, individuals who are familiar with the students, and a member of the tier ⅔ systems team. The member of the ⅔ systems team is the main communication spokesman between the teams. Allowing this member to communicate for both teams allows the ⅔ systems team to listen or provided feedback and concerns, to secure tools or opportunities for
This paper explores - with illustrative demonstrations - four queries concerning different aspects of phonemic restoration:
Establishment consisted of teaching the children correct placement of articulators to produce the targeted speech sound across all word positions. The randomized-variable practice began once the child could produce the sound 80% of the time in certain syllables. It usually took children 1-5 sessions to complete the establishment phase. Random teaching tasks such as imitated single syllables, imitated single words, nonimitated single words, imitated two-to-four word phrases, nonimitated two-to-four word phrases, imitated sentences, nonimitated sentences, and storytelling or conversations were selected in the second phase. Participants remained in this phase until they obtained 80% mastery across two
The integrated threat theory model consists of four types of threats that can lead to prejudice. These threats are: realistic threats, symbolic threats, intergroup anxiety, and negative stereotypes. Realistic threats are posed by the outgroup and have several types of consequence and impact. They can either be threats of war, threats to political and/or economic power of the ingroup, and threats to physical and/or material well-being of the ingroup and its members. Symbolic threats is usually based on perceived group differences in morals, values, standards, beliefs, and attitudes. Symbolic threats are also threats to the ingroup’s worldview and these threats arise because the ingroup believes that its system of values are morally correct.
I. The Multiple Oppositions approach is an approach that concurrently contrasts multiple target sounds to a comparison sound. Often there is a phoneme collapse, with many sounds being represented by one sound. The phoneme /d/ may replace /t/, /k/, and/or /g/. Any word containing replacement sounds is treated as a homophone. “For example, for a child who collapses voiceless obstruents to /t/ word-initially, the multiple opposition treatment set might include /t/~/k, s, tʃ/ and result in contrastive training words such as tip versus Kip, sip, and chip” (Williams, 2000, p. 290). The Multiple Opposition approach focuses on the child’s sound system as a whole, rather than placing emphasis on one or two phonemes.
To start off, in this paper I will use the information that I have learned about the Generalist Intervention Model (GIM) as well as the Hernandez family case to explain how I would use each stage of the GIM to work with the family. Second, I will discuss the impact of diversity on this case. Third, I will discuss, evaluate, and critique the social workers in the case, the group intervention, and the agency.
In the partial alphabetic phase individuals pay attention to different letters in a word in order to attempt its pronunciation, usually the first and final letters of a word are focused on, Ehri referred to this as ‘phonetic cue reading’. This is a skill which along with others which shows phonological awareness.
The purpose of this paper is to investigate how Speech Sound Disorders affect the development of early literacy skills. This topic is particularly valuable to parents and teachers of language learners because working with individuals who manifest persistent speech errors and language difficulties may have a difficult time developing literacy skills in reading, writing, speaking, and listening. A Speech Sound Disorder occurs when language errors continue past a certain age. This may require that a language teacher intervene with explicit and adapted remedial speech or literacy instruction. To understand Speech Sound Disorders in greater detail, I will explore the most common characteristics of a Speech Sound Disorders and how it relates to the phonological process, generally supposed contributors of these speech delays, the predictors and challenges for literacy outcomes, and the most effective approaches and phonological interventions practiced.
Two things in the reading I thought were of potential value and relevance to my practice where the characteristics of a crisis and the crisis intervention models. In the reading it discuss the characteristics of a crisis, which is basically gives us an expanded definition of crisis. Crisis has a presence of both danger and opportunity. It is a danger because it can overwhelm the individual to the extent that serious pathology, including homicide and suicide, may result. Crisis is an opportunity because the pain it induces impels the person to seek help.
There comes a time in our life when we know what we want to say, but it does not come out the way we thought it would. Such as being worried about reading out loud in class, going up to an employee in a fast food restaurant to order a simple meal, or making a presentation in class can be terrifying for most individuals with an articulation disorder. An articulation disorder consist of having difficulties producing sounds, substituting sounds, leaving out letters in a word, or adding or changing letters in a word. In most cases when individuals have trouble articulating words he/she might have problems with the main articulators which include: the jaw, lips, teeth, tongue, velum, alveolar ridge, and hard/soft palate. These articulators play
It is also of paramount importance that educators set high expectations for all students and ensure students that they can meet those expectations, regardless of income and opportunity. While many teachers hold low-opportunity students to a lower standard out of good will, this prevents students from rising to meet high standards and allows more room for bias to come into play (Source G). A study conducted by David Yeager confirms this. During the study, students were given feedback on essays. When they were told “I’m giving you these comments so you’ll have feedback on your paper,” 24% of Black students revised their essays. On the other hand, when they were told, “I’m giving you these comments because I have very high expectations and I know
These three groups were then asked to complete three different tasks. The first was to repeat and segment 20 different words (5 consonant-vowel-consonant, 5 CCVC, 5 CVCC, and 5 CCVCC) and two overall scores were administered to the participants. Both scores were out of a maximum of 20 points; the first score was based on giving 1 point for each correctly analyzed word, and the second score was based on giving 1 point for correctly analyzing medial vowels.
Torgesen, J. K. And Mathes, P. G. (1998). What Every Teacher Should Know about Phonological Awareness. Florida: Florida Department of Education.
Besides accomplishing training with perfection, teachers should be able to speak English fluently and correctly to insure the betterment of a student’s education. The fluency and pronunciation of English can be vital especially when teaching a class that is based on the foundations of it. A reasonable and sensible solution to help non-native English speaking teachers would be by demanding them to take programs that enhance their pronunciation skills to ensure the effectiveness of their