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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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