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Expanding Language Norms For School-Age Children And Adolescents

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1. Jan Norris. Expanding Language Norms for School-Age Children and Adolescents: Is It Pragmatic?.Language, Speech, and Hearing Services in Schools. Vol.26 342-352 October 1995. Abstract: Within this article, Norris expresses the concern that even after years of research within the field of pragmatic development, finding norms within this development has not been successful. There are skills that apparent within the pragmatic development period but these do not carry over into the classroom, home or social environments. There has been further studies to see if the pragmatic developments of children who are receiving more skills at an early age than those children of older or adolescents are increasing the pragmatic performance in the …show more content…

They are a type of a graphic organizer. Semantic mapping can be used as a pre or post reading activity or to be used as a study skill strategy. This article is presented as a teaching guide broken into 3 sections. The first two sections discuss the three most common uses of semantic mapping within the classroom. The third section presents an actual classroom application. 3. Blau, Eileen K. The Effect of Syntax on Readability for ESL Students in Puerto Rico. TESOL Quarterly, 16:517-528. doi: 10.2307/3586469 Abstract: The article discusses the importance of ESL students to be able to recognize word order and sentence structure. The older the student is, the more difficult it is for them to recognize word order and sentence structure. Speaking mistakes are harder to correct in older students. 4. Kieffer, Michael J. Breaking Down Words to Build Meaning: Morphology, Vocabulary, and Reading Comprehension n the Urban Classroom. The Reading Teacher, 61: 134-144. doi: …show more content…

These disorders manifest at different ages and have typically been studied by researchers in different disciplines. However, a growing body of evidence suggests that the disorders overlap at symptomatic, cognitive, and etiological levels of analysis. In previous studies, each disorder has been found to be heritable, and there is also evidence that RD and PD run together in families, but no studies to date have documented whether there is a shared genetic influence between the two disorders. The present study examined this question in a sample of RD and non-RD twins. Subjects with a history of PD were identified and the etiological relation between the two disorders was examined. Results indicated that in the present sample, RD and PD are each heritable on their own. Further, even when correcting for RD, the two disorders were found to be coheritable, indicating that the finding of cofamiliality of RD and PD is at least partially driven by genetic influences. The implications of these results for the conceptualization, identification, and treatment of these two disorders are

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Goal: When reading a 5th grade passage and a word is unknown, Scott will be able to use the context clues, word roots, prefixes, suffixes and inflectional ending within a passage for 3 out of 4 trials. In reading, Scott is diligently working on expanding his vocabulary words. When Scott comes to a word that he doesn’t know he is able to figure out the meaning within the context, but he doesn’t know how to pronounce the word. He has been working on expanding on his vocabulary range of words that are of grade appropriate.

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John George Haigh, A man of many epithets, was a well-dressed, middle class man with a surplus of charm. Using his power of charismatic seduction, combined with the motivation of money, Haigh murdered and dissolved his victims in a bath of sulfuric acid, after he drank their blood (Crime& Investigation, 2015). He was meticulous in his killings; he believed he was untouchable, without a body or any physical evidence, it would be impossible for him to get caught. In the end, his arrogance lead to his downfall.

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One of the drawbacks of SWE in school is the way it can single out students, especially little kids. As mentioned by Foster Wallace, “He cannot alter his vocabulary, usage, or grammar, cannot use slang or vulgarity; and it’s these abilities that are really required for ‘peer rapport,’ which is just a fancy academic term for being accepted by the second-most-important group in the little kid’s life” (Wallace 412). The little kid referred to in this quotation has had the effect of being taught SWE his whole life, and being brought up only requiring that type of English, pushed him away from peers that might’ve developed a new type of communication and slang among themselves. The utilization of SWE can be disadvantageous in certain circumstances as it may become a little unappealing to others who prefer to communicate with individuals who are familiar with their dialect or way of conversing. Consequently, the use of SWE could lead to disinterest in

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Additionally, it was noted by Mendez et al (2015) that many students, specifically Latino English language learner students’ were able to learn through various modalities such as visual cues, answering questions, writing, and drawing as it was related to activities done in the classroom, that would allow them to reinforce their understanding of the meaning of new words. Indeed, most students learn vocabulary indirectly when they hear and see words used in many different contexts, for the Latino Dual language learner students, they had prior knowledge during their early years in school. In short, the researchers did not find any discrepancy between Latino English language learner students when compared to their peers in terms of vocabulary

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There are many factors that can affect a child’s language and communication. Some of these factors can be positive; however, some can be negative. A cultural factor affecting emergent literacy could be children who have English as an additional language (EAL) this is because they know more of their native language than they do English and can be difficult to grasp another language at such a young age. Also some EAL children may have the knowledge of the English language and can speak the language however; their self-esteem, self-confidence and shyness could play a part in this and therefore may not be willing to use the English language. Also, EAL children may find it difficult to grasp the English alphabet.

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