Auditory processing disorder (APD) affects the brain's temporal regions and causes difficulties interpreting auditory information. It is associated with language disorders like dyslexia and learning disabilities. Traditional learning methods are ineffective for students with APD. Alternative methods like peer tutoring, video instruction, and early intervention that use language-based approaches can help these students learn. Further research on APD is still needed to better understand the condition and help professionals who work with students experiencing it.
Inconsistent Speech Disorder and The Core Vocabulary Approachkmbrlyslp
This document summarizes research on the core vocabulary approach for treating inconsistent speech disorder (ISD). It defines ISD and differentiates it from childhood apraxia of speech. Existing treatment models are outlined including PROMPT and phonological awareness interventions. The core vocabulary approach targets consistent production of high-frequency words and focuses on establishing a consistent phonological plan rather than correct production. Research studies show the core vocabulary approach improved consistency for children with ISD, especially for bilingual children. More research is still needed but results support the effectiveness of this approach for children with ISD.
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
This document discusses modifying learning and assessment techniques to accommodate students with hearing impairment. It outlines several challenges faced by students with hearing impairment including language deprivation affecting language processing, comprehension, and production. This lag in language development affects literacy acquisition and educational outcomes. The document recommends classroom accommodations like ensuring the teacher directly faces students and speaks clearly, as well as providing materials in advance. It suggests modifying assessment techniques for students with hearing impairment by allowing extra time, providing questions in print, and altering response requirements without changing content.
Success with Speech Sound Disorders: Finding the Best Fit for English and Spa...Bilinguistics
This presentation reviews how to better identify and treat speech disorders and evaluates existing therapy approaches and programs for addressing them. Speech sound disorders are classified into five distinct subgroups. You will learn how to determine which strategies are most appropriate for a child, depending on his/her types of errors. This presentation also describes the differences in articulatory and phonological development and error patterns in Spanish and in English.
This lesson plan aims to develop empathy in students for their hearing-impaired peers. It involves having students listen to an audiotape called the "Unfair Hearing Test", which simulates different types and degrees of hearing loss. After listening, students write about how they felt when they could not hear well, how hearing loss could impact classroom participation, and how those with hearing loss may compensate. The goal is for students to gain appreciation for the challenges of hearing loss and how to work more effectively with hearing-impaired classmates.
This document discusses dyslexia in English language learners. It notes that there is no single pattern that identifies dyslexia, which is defined as difficulty with language and words. Core difficulties include problems with phonological processing and memory retrieval. Dyslexia affects 15-20% of the general school population. The document discusses myths about dyslexia and differences in identifying dyslexia in bilingual students, noting that fluency and phonological deficits are major indicators. It outlines the process for assessing bilingual and English language learning students for dyslexia and providing intervention in either English or Spanish.
1) The document outlines the daily lesson format and activities for a phonics program called Speech Sound Pics (SSP) for students in Prep (equivalent to kindergarten).
2) The daily schedule includes a morning routine, table activities focused on phonics skills, floor activities, and group lessons covering spelling, sound-picture recognition, decoding, and reading.
3) The SSP approach uses sound-picture cards and visual prompts to explicitly teach phonics segmentation, encoding, and decoding skills in a scaffolded manner to prepare students to read independently by the end of their first year of school.
Inconsistent Speech Disorder and The Core Vocabulary Approachkmbrlyslp
This document summarizes research on the core vocabulary approach for treating inconsistent speech disorder (ISD). It defines ISD and differentiates it from childhood apraxia of speech. Existing treatment models are outlined including PROMPT and phonological awareness interventions. The core vocabulary approach targets consistent production of high-frequency words and focuses on establishing a consistent phonological plan rather than correct production. Research studies show the core vocabulary approach improved consistency for children with ISD, especially for bilingual children. More research is still needed but results support the effectiveness of this approach for children with ISD.
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
This document discusses modifying learning and assessment techniques to accommodate students with hearing impairment. It outlines several challenges faced by students with hearing impairment including language deprivation affecting language processing, comprehension, and production. This lag in language development affects literacy acquisition and educational outcomes. The document recommends classroom accommodations like ensuring the teacher directly faces students and speaks clearly, as well as providing materials in advance. It suggests modifying assessment techniques for students with hearing impairment by allowing extra time, providing questions in print, and altering response requirements without changing content.
Success with Speech Sound Disorders: Finding the Best Fit for English and Spa...Bilinguistics
This presentation reviews how to better identify and treat speech disorders and evaluates existing therapy approaches and programs for addressing them. Speech sound disorders are classified into five distinct subgroups. You will learn how to determine which strategies are most appropriate for a child, depending on his/her types of errors. This presentation also describes the differences in articulatory and phonological development and error patterns in Spanish and in English.
This lesson plan aims to develop empathy in students for their hearing-impaired peers. It involves having students listen to an audiotape called the "Unfair Hearing Test", which simulates different types and degrees of hearing loss. After listening, students write about how they felt when they could not hear well, how hearing loss could impact classroom participation, and how those with hearing loss may compensate. The goal is for students to gain appreciation for the challenges of hearing loss and how to work more effectively with hearing-impaired classmates.
This document discusses dyslexia in English language learners. It notes that there is no single pattern that identifies dyslexia, which is defined as difficulty with language and words. Core difficulties include problems with phonological processing and memory retrieval. Dyslexia affects 15-20% of the general school population. The document discusses myths about dyslexia and differences in identifying dyslexia in bilingual students, noting that fluency and phonological deficits are major indicators. It outlines the process for assessing bilingual and English language learning students for dyslexia and providing intervention in either English or Spanish.
1) The document outlines the daily lesson format and activities for a phonics program called Speech Sound Pics (SSP) for students in Prep (equivalent to kindergarten).
2) The daily schedule includes a morning routine, table activities focused on phonics skills, floor activities, and group lessons covering spelling, sound-picture recognition, decoding, and reading.
3) The SSP approach uses sound-picture cards and visual prompts to explicitly teach phonics segmentation, encoding, and decoding skills in a scaffolded manner to prepare students to read independently by the end of their first year of school.
Why Do Some Children Find Language So Hard to Learn?Dorothy Bishop
This document discusses specific language impairment (SLI) in children. It summarizes that:
1) SLI causes language development to deviate from the typical course even though other areas develop normally, and is not due to hearing loss, physical issues, or brain damage.
2) Children with SLI often struggle with phonology and sentence comprehension.
3) Previous theories proposed that SLI is caused by auditory processing or short-term memory deficits, but recent studies found computerized training did not consistently help, and not all children with SLI have auditory issues.
4) A new study found that children with SLI learned vocabulary and sentences at a similar rate to controls when material was repeated,
Dyslexia is a brain-based disorder that makes it difficult to read, write or spell at a level commensurate with one's intelligence, despite normal vision, hearing, opportunities, and conventional instruction. Common errors made by those with dyslexia include omissions, mispronunciations, transpositions, reversals, and inversions. Difficulties associated with dyslexia include sequencing, long-term memory, recall, integration, abstract thinking, and transferring information. Remedial instruction should be multisensory, phonetic, structured, repetitive, and direct to help address dyslexia.
NB. THIS FILE TOO BIG TO VIEW ONLINE. You need to save it in order to read it! Chapter on Speech and language difficulties, from 4th edition of Rutter and Taylor: Child and Adolescent Psychiatry, 2002.
The document discusses communication disorders including speech disorders like articulation disorders, phonological disorders, voice disorders, and fluency disorders like stuttering. It also covers language disorders where a child's language development is absent, quantitatively different, delayed, or interrupted. The document provides classroom accommodations for both speech and language disorders like improving comprehension, using naturalistic techniques, developing conversational skills, and collaborating with a speech language pathologist. It also discusses assessment considerations and augmentative and alternative communication methods.
This document provides information about Dr. Edward M. Petrosky, a licensed psychologist who specializes in dyslexia and learning disability testing. It discusses the importance of testing to understand learning disabilities, empower students, and help students. Testing evaluates areas like decoding, phonics, fluency, spelling, comprehension, and processing skills to properly diagnose dyslexia or other learning disabilities.
This document discusses speech and language impairments (SLI) in students. It defines SLI as a communication disorder that negatively impacts a child's educational performance. Common causes of SLI include anatomical, cognitive, genetic, neurological, and physiological factors. The document provides information on identifying and assessing SLI in students, working with speech language pathologists, and implementing instructional strategies to support students with SLI.
Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Readers, PM benchmarking - all have to go, if every Australian student is to learn to read and spell with confidence by 6 (before grade 2)
www.wiringbrains.com
The document discusses how brain development involves more complex processes than simply growing from simple to complex. It involves addition of neurons and connections, subtraction through pruning of unused connections, and reorganization of brain regions and representations. Language acquisition similarly involves learning to ignore irrelevant information, represent concepts economically, and develop modular organization over time. The brain areas involved in learned skills change as the skills become automatic. Environmental factors can influence all stages of neurological development, including growth, pruning and functional specialization.
The document discusses gifted students with dyslexia and how remedial programs can help enhance their potential. It defines dyslexia as a specific learning disability involving difficulties with word recognition, spelling, and decoding abilities. While gifted dyslexics show different patterns of challenges than non-gifted dyslexics, such as issues with spelling, reading aloud, writing, and note-taking. The document also discusses different brain imaging research on dyslexia and various multi-sensory remedial programs and assessments that can help gifted students with dyslexia.
Auditory measures of attention & working memory in children with learning dis...Alexander Decker
This document summarizes a study that compared the auditory attention and working memory abilities of children with learning disabilities to typically developing children. The study assessed 19 children aged 10-14 years using dichotic listening, auditory Stroop, and digit backward recall tasks. The results showed that children with learning disabilities performed significantly worse than typically developing children on all tasks. Specifically, children with learning disabilities had longer reaction times on the auditory Stroop task, lower scores on digit backward recall, and poorer performance on the dichotic listening task. The findings suggest that children with learning disabilities have deficits in selective attention and working memory compared to their typically developing peers.
Communication disorders are impairments in sending, receiving, processing, or comprehending verbal or non-verbal concepts. They can range in severity and may be developmental or acquired. Common types include speech disorders involving articulation, fluency, or voice, and language disorders involving content, form, or use. Causes include hearing impairment, physical disabilities, or developmental disabilities. Teachers should provide appropriate language models, communication opportunities, and strategies like expansion and parallel talk to facilitate language development for students with communication disorders.
Underlying nature of specific language impairmentDorothy Bishop
This summary provides an overview of the key points and hypotheses discussed in the document:
1. The document discusses several hypotheses to explain specific language impairment (SLI) in children, including the hypothesis that SLI results from an impairment in the output processes involved in converting linguistic knowledge into speech.
2. It evaluates evidence for and against viewing speech sound errors in SLI children as resulting from an output disorder versus deficits in auditory perception or phonological learning. Error analysis and patterns of associated motor deficits provide some support for output explanations but are not definitive.
3. The document analyzes different types of speech errors seen in SLI children and how they relate to theories of perceptual, learning, or output deficits.
Using i pad technology to support students with autismJuIia
About 1 in 110 children in the US have an autism spectrum disorder which can include impairments in social interaction, verbal and nonverbal communication, imaginative ability, and sensory processing. Research shows that children with ASD learn best with clear instructions and routines. iPad apps can help address these learning barriers, such as text-to-speech apps that read text aloud, visual schedule apps using pictures, and note-taking apps that record audio to assist with auditory processing.
Auditory Processing Disorder and Specific Language ImpairmentDorothy Bishop
Some children have specific language impairment (SLI) where they have problems understanding or producing language despite having no obvious medical cause. While their language issues may seem less severe as they age, formal testing still reveals difficulties. These children are often referred to audiologists to rule out hearing loss, but their hearing is typically normal. Some researchers have proposed that SLI could be caused by problems in higher-level auditory processing, but tests for auditory processing disorder (APD) are problematic because they often rely on language and can be influenced by other issues like attention. It is difficult to distinguish true auditory processing difficulties from higher-level language or cognitive impairments. Many children with listening problems actually meet criteria for neurodevelopmental
This chapter discusses communication disorders including language disorders involving problems with form, content, and use of language as well as speech disorders involving articulation, fluency, and voice. It covers identifying communication disorders through reviewing history, interviews, questionnaires, and testing as well as delivering services through monitoring, consultation, classroom-based, and pullout models. The chapter emphasizes collaboration between teachers and speech language pathologists to support students with communication disorders.
Students with Language Disorders
Katie, Simona, Kara, Sheree and John
(YouTube videos are included directly following the slides on which they are linked i.e. you don't need to click the link as the videos are on the next slide)
Developmental Language Disorder (DLD): The consensus explainedRADLD
The document summarizes the findings and recommendations of the CATALISE project, which aimed to achieve consensus on terminology and criteria for developmental language disorders (DLD) in children. The project recommended replacing the term "specific language impairment" with DLD. DLD is defined as a persistent language disorder that affects everyday functioning and is not attributable to other conditions like intellectual disability. Co-occurring difficulties do not exclude a DLD diagnosis. The terminology seeks to improve identification and provision of services for children with language disorders.
This document provides definitions and explanations of key terms related to language acquisition and teaching approaches. It discusses the differences between acquisition and learning, defining acquisition as a natural process focused on communication and learning as more artificial and focused on language forms. It also defines other important concepts like the critical period hypothesis, digital literacy, English as a foreign/second language, the language acquisition device, mother tongue and target language, multiple intelligences, phonics, the silent period, total physical response teaching, and the zone of proximal development.
This document summarizes an international consensus on diagnosis and terminology for children with language disorders.
The consensus was reached through a Delphi approach involving 57 experts. They agreed on using the term "developmental language disorder" or DLD to identify children needing specialist help beyond what is available in the classroom. DLD is a broad category that encompasses heterogeneous impairments and overlaps with other neurodevelopmental disorders.
The experts outlined diagnostic criteria for DLD, including impaired social/educational functioning and risk factors. Key issues discussed were distinguishing delays from disorders, ensuring access to services, and the need for more intervention research to strengthen the evidence base and outcomes. The goal was to find agreed terminology to help children while minimizing negative
This document discusses executive functioning skills and how teachers at Sage Vista develop these skills in students. It defines executive functioning as skills that help balance demands, regulate behavior, and meet goals. Teachers develop these skills by creating predictable routines, clearly outlining expectations, and designing flexible classroom spaces. They break tasks into small steps, provide frontal lobe support, and emphasize practicing skills to rewire the brain. This repeated practice of executive functioning skills is critical for student development and allows more focus on learning.
Why Do Some Children Find Language So Hard to Learn?Dorothy Bishop
This document discusses specific language impairment (SLI) in children. It summarizes that:
1) SLI causes language development to deviate from the typical course even though other areas develop normally, and is not due to hearing loss, physical issues, or brain damage.
2) Children with SLI often struggle with phonology and sentence comprehension.
3) Previous theories proposed that SLI is caused by auditory processing or short-term memory deficits, but recent studies found computerized training did not consistently help, and not all children with SLI have auditory issues.
4) A new study found that children with SLI learned vocabulary and sentences at a similar rate to controls when material was repeated,
Dyslexia is a brain-based disorder that makes it difficult to read, write or spell at a level commensurate with one's intelligence, despite normal vision, hearing, opportunities, and conventional instruction. Common errors made by those with dyslexia include omissions, mispronunciations, transpositions, reversals, and inversions. Difficulties associated with dyslexia include sequencing, long-term memory, recall, integration, abstract thinking, and transferring information. Remedial instruction should be multisensory, phonetic, structured, repetitive, and direct to help address dyslexia.
NB. THIS FILE TOO BIG TO VIEW ONLINE. You need to save it in order to read it! Chapter on Speech and language difficulties, from 4th edition of Rutter and Taylor: Child and Adolescent Psychiatry, 2002.
The document discusses communication disorders including speech disorders like articulation disorders, phonological disorders, voice disorders, and fluency disorders like stuttering. It also covers language disorders where a child's language development is absent, quantitatively different, delayed, or interrupted. The document provides classroom accommodations for both speech and language disorders like improving comprehension, using naturalistic techniques, developing conversational skills, and collaborating with a speech language pathologist. It also discusses assessment considerations and augmentative and alternative communication methods.
This document provides information about Dr. Edward M. Petrosky, a licensed psychologist who specializes in dyslexia and learning disability testing. It discusses the importance of testing to understand learning disabilities, empower students, and help students. Testing evaluates areas like decoding, phonics, fluency, spelling, comprehension, and processing skills to properly diagnose dyslexia or other learning disabilities.
This document discusses speech and language impairments (SLI) in students. It defines SLI as a communication disorder that negatively impacts a child's educational performance. Common causes of SLI include anatomical, cognitive, genetic, neurological, and physiological factors. The document provides information on identifying and assessing SLI in students, working with speech language pathologists, and implementing instructional strategies to support students with SLI.
Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Readers, PM benchmarking - all have to go, if every Australian student is to learn to read and spell with confidence by 6 (before grade 2)
www.wiringbrains.com
The document discusses how brain development involves more complex processes than simply growing from simple to complex. It involves addition of neurons and connections, subtraction through pruning of unused connections, and reorganization of brain regions and representations. Language acquisition similarly involves learning to ignore irrelevant information, represent concepts economically, and develop modular organization over time. The brain areas involved in learned skills change as the skills become automatic. Environmental factors can influence all stages of neurological development, including growth, pruning and functional specialization.
The document discusses gifted students with dyslexia and how remedial programs can help enhance their potential. It defines dyslexia as a specific learning disability involving difficulties with word recognition, spelling, and decoding abilities. While gifted dyslexics show different patterns of challenges than non-gifted dyslexics, such as issues with spelling, reading aloud, writing, and note-taking. The document also discusses different brain imaging research on dyslexia and various multi-sensory remedial programs and assessments that can help gifted students with dyslexia.
Auditory measures of attention & working memory in children with learning dis...Alexander Decker
This document summarizes a study that compared the auditory attention and working memory abilities of children with learning disabilities to typically developing children. The study assessed 19 children aged 10-14 years using dichotic listening, auditory Stroop, and digit backward recall tasks. The results showed that children with learning disabilities performed significantly worse than typically developing children on all tasks. Specifically, children with learning disabilities had longer reaction times on the auditory Stroop task, lower scores on digit backward recall, and poorer performance on the dichotic listening task. The findings suggest that children with learning disabilities have deficits in selective attention and working memory compared to their typically developing peers.
Communication disorders are impairments in sending, receiving, processing, or comprehending verbal or non-verbal concepts. They can range in severity and may be developmental or acquired. Common types include speech disorders involving articulation, fluency, or voice, and language disorders involving content, form, or use. Causes include hearing impairment, physical disabilities, or developmental disabilities. Teachers should provide appropriate language models, communication opportunities, and strategies like expansion and parallel talk to facilitate language development for students with communication disorders.
Underlying nature of specific language impairmentDorothy Bishop
This summary provides an overview of the key points and hypotheses discussed in the document:
1. The document discusses several hypotheses to explain specific language impairment (SLI) in children, including the hypothesis that SLI results from an impairment in the output processes involved in converting linguistic knowledge into speech.
2. It evaluates evidence for and against viewing speech sound errors in SLI children as resulting from an output disorder versus deficits in auditory perception or phonological learning. Error analysis and patterns of associated motor deficits provide some support for output explanations but are not definitive.
3. The document analyzes different types of speech errors seen in SLI children and how they relate to theories of perceptual, learning, or output deficits.
Using i pad technology to support students with autismJuIia
About 1 in 110 children in the US have an autism spectrum disorder which can include impairments in social interaction, verbal and nonverbal communication, imaginative ability, and sensory processing. Research shows that children with ASD learn best with clear instructions and routines. iPad apps can help address these learning barriers, such as text-to-speech apps that read text aloud, visual schedule apps using pictures, and note-taking apps that record audio to assist with auditory processing.
Auditory Processing Disorder and Specific Language ImpairmentDorothy Bishop
Some children have specific language impairment (SLI) where they have problems understanding or producing language despite having no obvious medical cause. While their language issues may seem less severe as they age, formal testing still reveals difficulties. These children are often referred to audiologists to rule out hearing loss, but their hearing is typically normal. Some researchers have proposed that SLI could be caused by problems in higher-level auditory processing, but tests for auditory processing disorder (APD) are problematic because they often rely on language and can be influenced by other issues like attention. It is difficult to distinguish true auditory processing difficulties from higher-level language or cognitive impairments. Many children with listening problems actually meet criteria for neurodevelopmental
This chapter discusses communication disorders including language disorders involving problems with form, content, and use of language as well as speech disorders involving articulation, fluency, and voice. It covers identifying communication disorders through reviewing history, interviews, questionnaires, and testing as well as delivering services through monitoring, consultation, classroom-based, and pullout models. The chapter emphasizes collaboration between teachers and speech language pathologists to support students with communication disorders.
Students with Language Disorders
Katie, Simona, Kara, Sheree and John
(YouTube videos are included directly following the slides on which they are linked i.e. you don't need to click the link as the videos are on the next slide)
Developmental Language Disorder (DLD): The consensus explainedRADLD
The document summarizes the findings and recommendations of the CATALISE project, which aimed to achieve consensus on terminology and criteria for developmental language disorders (DLD) in children. The project recommended replacing the term "specific language impairment" with DLD. DLD is defined as a persistent language disorder that affects everyday functioning and is not attributable to other conditions like intellectual disability. Co-occurring difficulties do not exclude a DLD diagnosis. The terminology seeks to improve identification and provision of services for children with language disorders.
This document provides definitions and explanations of key terms related to language acquisition and teaching approaches. It discusses the differences between acquisition and learning, defining acquisition as a natural process focused on communication and learning as more artificial and focused on language forms. It also defines other important concepts like the critical period hypothesis, digital literacy, English as a foreign/second language, the language acquisition device, mother tongue and target language, multiple intelligences, phonics, the silent period, total physical response teaching, and the zone of proximal development.
This document summarizes an international consensus on diagnosis and terminology for children with language disorders.
The consensus was reached through a Delphi approach involving 57 experts. They agreed on using the term "developmental language disorder" or DLD to identify children needing specialist help beyond what is available in the classroom. DLD is a broad category that encompasses heterogeneous impairments and overlaps with other neurodevelopmental disorders.
The experts outlined diagnostic criteria for DLD, including impaired social/educational functioning and risk factors. Key issues discussed were distinguishing delays from disorders, ensuring access to services, and the need for more intervention research to strengthen the evidence base and outcomes. The goal was to find agreed terminology to help children while minimizing negative
This document discusses executive functioning skills and how teachers at Sage Vista develop these skills in students. It defines executive functioning as skills that help balance demands, regulate behavior, and meet goals. Teachers develop these skills by creating predictable routines, clearly outlining expectations, and designing flexible classroom spaces. They break tasks into small steps, provide frontal lobe support, and emphasize practicing skills to rewire the brain. This repeated practice of executive functioning skills is critical for student development and allows more focus on learning.
1) Auditory processing disorder (APD) refers to difficulties in the neural processing of auditory stimuli in the central nervous system that are not due to higher-order language, cognitive, or related factors. It can affect abilities like sound localization, auditory discrimination, auditory pattern recognition, and auditory performance in competing acoustic signals.
2) APD can manifest as behaviors like difficulty hearing in noise, following conversations, misunderstanding messages, and difficulty remembering spoken information. It is commonly identified in elementary school when academic demands increase.
3) Effective classroom accommodations for students with APD include preferential seating, reducing background noise, speaking slowly and clearly, using visual aids, and considering the use of an FM system
This document outlines 9 levels of phonological awareness in children, from exposure to nursery rhymes to phoneme manipulation. Each level is described in 1-2 paragraphs and includes example activities to develop skills at that level, such as rhyming games for level 3 recognition and production of rhyme. The levels progress from whole word awareness to individual phoneme skills, showing how phonological awareness develops from larger to smaller linguistic units.
Executive function and Self Regulation for Special Education StudentsErnest Brown
This document discusses executive functioning skills and classroom accommodations that can help students with executive functioning difficulties. It defines executive functioning as skills that support learning like attention, working memory, cognitive flexibility, and inhibitory control. The document recommends accommodations like initiating action, maintaining attention, organizing work, planning projects, and improving working memory. It describes common behaviors seen in students with executive functioning issues and closes by emphasizing the importance of executive functioning for school success and its role in self-control, reflection, and considering multiple perspectives.
The document outlines a study investigating factors that affect the listening skills of 6th grade students at Mendigorin Elementary School in Rizal District. It identifies potential factors like physical environment, health, lack of interest, teacher-related issues, classroom atmosphere, and home life. The study aims to determine which factors most strongly influence listening skills and what teaching methods could best improve student listening performance. It was limited to 6th grade students during the 2015-2016 school year who completed a questionnaire about the potential influencing factors.
The document discusses executive functioning skills and how deficits in these skills can impact students in the classroom. It describes common executive functioning skills like sustained attention, cognitive flexibility, planning, and more. For each skill, it provides examples of how difficulties might appear in school and strategies teachers can use to support students. The presentation was given by Dr. Edward Petrosky, a psychologist who specializes in neuropsychological evaluations for conditions like dyslexia, ADHD, and learning disabilities.
The document summarizes a study comparing the language and phonological skills of children at high risk of reading difficulties due to speech difficulties and those with a family history of dyslexia. The two at-risk groups performed similarly, with average vocabulary but poor speech processing, phonological learning, awareness, and reading development. Both groups showed deficits in developing phonological representations, suggesting similar antecedents of reading difficulty.
This document discusses the importance of phonemic awareness, phonology, and fluency for reading instruction. It notes that children with spoken language delays are at risk for literacy problems, and early language factors can predict reading outcomes. Specific variables like sentence imitation, letter identification, and phonological awareness can identify 88% of children at risk of reading problems. The document also discusses phonological processing skills, phonological awareness, and the role of speech language pathologists in assessing and providing intervention in these areas to support reading.
This document summarizes a study that investigated the impact of different caption modes (full captions, keyword captions, and annotated keyword captions) on EFL students' listening comprehension and ability to recognize reduced forms. The study found that:
1) All three caption groups showed improved listening scores from pre-to-post test, with the annotated keyword caption group showing the highest average score.
2) When comparing group performances, the annotated keyword caption group performed as well or better than the full caption and keyword-only groups, particularly in recognizing reduced forms.
3) The results indicate that annotated keyword captions may be effective for enhancing both reduced forms learning and overall listening comprehension for EFL students.
This document discusses various language disorders and provides strategies for supporting students with language disorders in the classroom. It describes language disorders as involving the processing of linguistic information and notes they can arise from brain damage, neurological disorders, hearing loss, or unknown causes. Symptoms may include slow speech/language acquisition, inability to produce sounds, or failure to comprehend language. The document recommends classroom strategies like reducing noise, speaking slowly, using visual cues, focusing students frequently, and avoiding correcting speech to support students with language disorders.
This document discusses the importance of phonemic awareness in learning to read. It provides research evidence that phonemic awareness is the strongest predictor of reading success and the lack of phonemic awareness makes learning to read very difficult. Phonemic awareness involves being able to hear and manipulate the individual sounds in spoken words. The document emphasizes that phonemic awareness can be developed in children through activities that encourage exploring and manipulating sounds in language. Screening for phonemic awareness is important to identify any children who may need additional support. Providing systematic phonics instruction integrated with other reading instruction in phonemic awareness, fluency and comprehension can create an effective reading program.
This document discusses communication disorders and difficulties in learners. It defines communication, speech, and language and how they differ. There are two main types of communication disorders - speech impairments and language disorders. Speech impairments include articulation disorders, phonological disorders, fluency disorders, and voice disorders. Language disorders can be expressive, receptive, or a combination. Comprehensive evaluations are used to identify communication disorders and include case history, hearing tests, language samples, and observation. Children with communication disorders often struggle with expressive and receptive language skills and may display behavioral issues. Adaptations like Universal Design for Learning can help support these learners.
Using visual phonics as a strategic intervention to increase literacymanal312
This study evaluated the effectiveness of See the Sound/Visual Phonics (STS/VP) intervention for kindergarten students at risk for reading failure. Five students with the lowest scores on assessments of early literacy skills received small group STS/VP instruction 3 times per week for 10-12 minutes, focusing on letter-sound relationships. Their performance was compared to same-grade peers receiving typical classroom instruction. Results showed that participants receiving STS/VP intervention made gains on early literacy assessments and learned letter-sounds more quickly and accurately than without the visual phonics component. The preliminary findings suggest STS/VP is an appropriate intervention for kindergarten students falling behind in reading.
The document provides information about a Listening Skills course offered at Ambo University. It includes the course rationale, objectives, description, and contents. The course aims to help students develop basic listening skills and strategies to enhance their language competence. It covers theoretical concepts of listening, characteristics of effective listening, pronunciation, listening strategies like predicting and note-taking, and interpreting elements like context. The document also discusses definitions of listening and listening comprehension provided by various scholars and identifies major problems students face with listening comprehension related to quality of recordings, cultural differences, unfamiliar accents, vocabulary, length and speed of listening passages.
The document summarizes the Diagnostic Reading Tool (DRT) created by the Reading Assessment Pilot Program (RAPP) committee to comprehensively assess students' reading abilities. It describes the DRT's assessment of key reading components including language comprehension, decoding/basic reading skills, and reading comprehension. It then provides more detailed explanations of the subcomponents assessed within language (listening comprehension, background knowledge, vocabulary), phonics (phonemic decoding fluency, word attack, letter-sound knowledge), and phonological awareness (phonemic awareness, syllables, rhyming).
Promoting reading comprehension in children with cochlear implantGabriella Traisci
The document discusses promoting reading comprehension in deaf children with cochlear implants. It notes that deaf children often have reading comprehension levels comparable to hearing children who are around 9 years old, due to difficulties with phonological, spelling, and syntactic skills from deafness. The study applies a rehabilitation process to help deaf children with fair cognitive and linguistic skills improve their text comprehension skills and limit falling behind in this area. It involved a group of 4 deaf children in Rome with cochlear implants who underwent rehabilitation to facilitate text comprehension, comparing their skills to a control group.
Communication disorders encompass a wide variety of language, speech, and hearing struggles that can affect students in the classroom. These disorders may be caused by genetic factors, events during pregnancy or birth, or conditions like autism. There are three main categories of communication disorders: speech, language, and hearing disorders. Teachers can create an inclusive classroom for students with communication disorders by showing patience, allowing extra time, encouraging speech practice, and using visual aids and assistive technology. Strategies like clear instruction, modeling correct pronunciation, and giving students opportunities to practice skills can help modify speech problems over time.
This document describes an auditory masked priming study that investigated lexical access in native English speakers with differing familial handedness (FS+ vs FS-). The study presented word and pseudoword targets preceded by related or unrelated primes at varying intervals. Results showed FS+ individuals experienced word repetition priming on average 29 ms, while FS- individuals only showed priming for high frequency words. This suggests FS+ individuals have more efficient isolated lexical processing than FS-.
1. The document discusses phonics instruction and the findings of the National Reading Panel's report on phonics. The panel found that systematic phonics instruction significantly improves students' reading abilities.
2. Good phonics instruction includes developing an understanding of the alphabetic principle, phonological awareness, providing thorough letter instruction, and leading to automatic word recognition. It should be part of a balanced reading program.
3. Past research studies have found that explicit, systematic phonics instruction outperforms other approaches and benefits students, especially those at risk for reading difficulties.
#775632 Topic Don Quixote6.1 What Are Speech and Language Imp.docxmayank272369
#775632 Topic: Don Quixote
6.1 What Are Speech and Language Impairments?
Students receive services for SLI more than any other disability except for SLD. This section discusses the difference between a speech impairment and a language impairment. It presents the definition for SLI as outlined by IDEA and discusses the prevalence of SLI in schools in the United States.
Defining SLI
Speech and language impairment (SLI) refers to a group of disorders that affect a student's speech or language skill and development. Language refers to the systems that people use to communicate with each other; it also refers to the meanings of words, and how words are assembled into meaningful thoughts. It can be oral (spoken), written, or even gestural. For example, in the United States, the gestural language of a "high five" usually signals "Congratulations!" Speech, which refers to the oral aspect of language, is how people express ideas or thoughts through sounds. Speech is the main form of communication for people around the world.
A language impairment is a disorder that affects how people understand or use words. This can mean that they have difficulty understanding what people say (receptive language) or that they have difficulty constructing thoughts or ideas (expressive language), or both. Receptive language refers to how people organize and understand information provided through oral, written, or visual means. Expressive language refers to how people construct the words, symbols, or gestures they want to communicate to others. A speech impairment is a disorder that affects the production of sounds and words.
The category of SLI incorporates a wide variety of difficulties, including difficulties related to articulation (pronunciation), fluency (flow of speech), voice, and language (which includes putting words and sentences into meaningful forms). Students with SLI may experience difficulties with speech or language, with approximately half of diagnosed students experiencing both (Seeff-Gabriel, Chiat, & Pring, 2012).
In the field of medicine, SLI often falls under an umbrella category called communication disorders or communicative disorders (as do hearing difficulties; Chapter 10 discusses hearing impairments in detail, as they have their own IDEA 2004 category.) Evaluations or diagnoses from medical professionals may use the term communication disorder, but schools will use the term SLI.
Students with SLI may have academic skills that are below average, average, or above average, but researchers have demonstrated that they often perform below students without SLI on assessments of intelligence, language, and literacy (Ferguson, Hall, Riley, & Moore, 2011). The effects of an SLI on educational outcomes vary and are dependent upon the student's specific difficulties. For some students, the impairments do not hinder learning new material or participating in classroom activities. Other students with SLI, however, have difficulty with working memory ...
1. Systematic phonics instruction teaches the relationship between letters and sounds and how to blend sounds to read words. It has been shown to significantly improve reading ability for students in kindergarten through 1st grade.
2. Good phonics instruction develops an understanding of the alphabetic principle, phonological awareness, letter knowledge, and automatic word recognition as part of a balanced reading program.
3. The National Reading Panel found that systematic phonics instruction improves decoding, spelling, and reading comprehension for students of all backgrounds and prevents reading difficulties.
6.1 What Are Speech and Language ImpairmentsStudents receive se.docxalinainglis
6.1 What Are Speech and Language Impairments?
Students receive services for SLI more than any other disability except for SLD. This section discusses the difference between a speech impairment and a language impairment. It presents the definition for SLI as outlined by IDEA and discusses the prevalence of SLI in schools in the United States.
Defining SLI
Speech and language impairment (SLI) refers to a group of disorders that affect a student's speech or language skill and development. Language refers to the systems that people use to communicate with each other; it also refers to the meanings of words, and how words are assembled into meaningful thoughts. It can be oral (spoken), written, or even gestural. For example, in the United States, the gestural language of a "high five" usually signals "Congratulations!" Speech, which refers to the oral aspect of language, is how people express ideas or thoughts through sounds. Speech is the main form of communication for people around the world.
A language impairment is a disorder that affects how people understand or use words. This can mean that they have difficulty understanding what people say (receptive language) or that they have difficulty constructing thoughts or ideas (expressive language), or both. Receptive language refers to how people organize and understand information provided through oral, written, or visual means. Expressive language refers to how people construct the words, symbols, or gestures they want to communicate to others. A speech impairment is a disorder that affects the production of sounds and words.
The category of SLI incorporates a wide variety of difficulties, including difficulties related to articulation (pronunciation), fluency (flow of speech), voice, and language (which includes putting words and sentences into meaningful forms). Students with SLI may experience difficulties with speech or language, with approximately half of diagnosed students experiencing both (Seeff-Gabriel, Chiat, & Pring, 2012).
In the field of medicine, SLI often falls under an umbrella category called communication disorders or communicative disorders (as do hearing difficulties; Chapter 10 discusses hearing impairments in detail, as they have their own IDEA 2004 category.) Evaluations or diagnoses from medical professionals may use the term communication disorder, but schools will use the term SLI.
Students with SLI may have academic skills that are below average, average, or above average, but researchers have demonstrated that they often perform below students without SLI on assessments of intelligence, language, and literacy (Ferguson, Hall, Riley, & Moore, 2011). The effects of an SLI on educational outcomes vary and are dependent upon the student's specific difficulties. For some students, the impairments do not hinder learning new material or participating in classroom activities. Other students with SLI, however, have difficulty with working memory, which influences how they .
This document discusses the connection between speech, language, and reading development. It notes that early speech and language milestones are important indicators of later reading success. The key skills identified in preschool that predict reading outcomes are alphabet knowledge, phonological awareness, early writing skills, and print awareness. Oral language strategies like vocabulary instruction, morphological awareness, and summarization can support reading comprehension.
2. What is auditory processing disorder (APD)? APD affects the temporal regions of the brain. Auditory inputs are misinterpreted
3. Auditory processing disorder (APD) is defined as difficulties in the perceptual processing auditory information (De Bonis & Moncrieff, 2008). Rosen, Adlard, and Van der Lely (2009) describe common difficulties children exhibit associated with APD which are: Distracted by background noise, difficulty following multi-step instructions, longer time comprehending auditory directions, and occasionally misconstruing what is spoken by another and apparent selective hearing. Individuals identified as APD are found to use inefficient integration of auditory inputs (Fiorello, Hale, & Snyder, 2006). Auditory processing is located in the temporal regions of the brain. Tallal, Merzenich, Miller, & Jenkins (1998) found that temporal processing deficits correlate highly with the phonological discrimination and processing deficits.
5. ASHA (2005) and DeBonis & Moncrieff (2008) conclude that auditory deficits do not Cause language disorders, but occur in association with them. Other research supports the idea that auditory processing deficits do underlie language and learning problems (Cacace & Mc Farland, 1998; DeBonis &Moncrieff, 2008). APD, language impairment (LI) And reading disorder (RD) all reflect difficulties processing language-based Information. Sharma, Purdy, and Kelly (2008) link the symptoms of APD, LI, and RD and also found that memory and attention deficits could co-occur with auditory deficits. Dyslexia is another learning disability that is linked to auditory difficulties. Greany, Tumner, and Chapman (1997) contend that dyslexics tend to use ineffective Learning strategies, such as partial letter cues. Faulty phonemic awareness makes Sounding out words difficult, and reading comprehension impaired. Staudt (2009) reasons that if a child cannot read fluently that this seriously impairs reading comprehension.
7. This audible example of APD demonstrates the difficulty of discriminating between auditory inputs. Some disruptive auditory signals are more disruptive than others. Rosen, Adlard, and Van der Lely (2009) contend that certain tones presented in various placements and decibel levels could cause auditory processing disruption. Most classroom instruction is auditory. The constant disruptive auditory signals within a classroom make learning auditory information very difficult. The noise causes a person with APD to either miss critical information or misconstrue instruction. This leads to the conclusion that language-based alternative instruction methods are needed for students with APD.
9. Research shows that traditional learning methods are ineffective for children diagnosed with APD (Xin & Reith, 2001; Van Keer & Verhaeghe, 2005; Greany, Hale, & Snyder, 2006; Staudt, 2009). Van Keer & Verhaeghe (2005) suggest peer tutoring is an effective method of boosting both reading comprehension and reading self-efficacy. The active nature of tutoring, which requires monitoring and regulating the reading process of the younger student, helped improve meta-cognition skills and therefore reading comprehension (Van Keer & Verhaeghe, 2005). APD students benefit from an enriched learning environment. Xin & Reith (2001) found that video along with audio cues in context provide children concrete conceptions of vocabulary. Concrete conceptions of abstract word meanings allow children to build schemas that assist with accurate word encoding and retrieval. Early intervention is one of the most effective ways to help learning disabled children. Hay, Elias, Fielding-Barnsley, Homel, and Freiberg (2007) discovered that children with limited communication experience should have opportunities for verbal interactions that support the child in using progressively more linguistically complex dialogues. Practicing language through speech is an effective means of organizing and processing language-based information (Hay et al.).
10. Language-Based Alternative Learning Methods Play Rhymes Rhymes Mary, Mary quite contrary How does your grow? With silver bells and cockle shells All in a row. Humpty dumpty Sat on a wall…
11. Staudt (2009) and Greany, Tumner and Chapman (1997) developed reading interventions centered on the use of rhyme. Staudt reasoned that an effective way to increase reading fluency is through the use of fun, easy-to-read poetry. Reading fluency is linked to solid reading comprehension (Staudt, 2009). The more fluently a child reads the better able the child is to comprehend or process what is being read. Greany et al. (1997) discovered that dyslexic children use ineffective word parsing strategies. This means that these children do not correctly sound out words. Rhyming words are more accessible to dyslexic children than phonemes (Greany et al.). The use of rhymes help dyslexic children replace ineffective with effective learning strategies. This also leads to better language processing
12. Professional Involvement and Further Research of APD Audiologists Speech Language Pathologists Special Education Teachers Students
13. Professionals, such as audiologists, speech language pathologists, and special education teachers have questioned the existence of APD. Some argue that APD does not have enough research to be a valid diagnosis (DeBonis and Moncrieff, 2008). Others argue that the existence of APD is an indisputable fact due to clinical or teaching experience with individuals exhibiting symptoms of APD (DeBonis and Moncrieff, 2008). More research is needed to provide more empirical evidence of APD and to continue providing alternative education methods. Another important outcome of research is to provide more knowledge for professionals who help individuals struggling with APD. The roles that audiologists, speech language pathologists and special education teachers will be further defined by research on APD. Students who are identified as having APD will have a more hopeful and promising educational experience if research on APD continues.
14. References References are in a document in the box.net application on my LinkedIn profile. Thank you for watching this presentation!
Editor's Notes
Auditory processing disorder (APD) is defined as difficulties in the perceptual processing of auditory information (DeBonis & Moncrieff, 2008). Rosen, Adlard, and Van der Lely (2009) describe common difficulties children exhibit associated with APD which are: distracted by background noise, difficulty following multi-step instructions, longer time comprehending auditory directions, and occasionally misconstrue what is spoken by another, and apparent selective hearing. Individuals identified as APD are found to use inefficient integration of auditory inputs (Fiorello, Hale, & Snyder, 2006). Auditory processing is located in the temporal regions of the brain. (Tallal, Merzenich, Miller, & Jenkins (1998) found that temporal processing deficits correlate highly with the phonological discrimination and processing deficits.
ASHA (2005) and DeBonis & Moncrieff (2008) conclude that auditory deficits do not cause language disorders, but occur in association with them. Other research supports the idea that auditory processing deficits do underlie language and learning problems (Cacace & McFarland, 1998; DeBonis & Moncrieff, 2008). APD, language impairment (LI) and reading disorder (RD) all reflect difficulties processing language-based information. Sharma, Purdy, and Kelly (2008) link the symptoms of APD, LI, and RD and also found that memory and attention deficits could co-occur with auditory deficits. Dyslexia is another learning disability that is linked to auditory difficulties. Greany, Tumner and Chapman (1997) contend that dyslexics tend to use ineffective learning strategies, such as partial letter-sound cues. Faulty phonemic awareness makes sounding out words difficult, and reading comprehension impaired. Staudt (2009) reasons that if a child cannot read fluently that this seriously impairs reading comprehension.
This audible example of APD demonstrates the difficulty of discriminating between auditory inputs. Some disruptive auditory signals are more disruptive than others. Rosen, Adlard, and Van der Lely (2009) contend that certain tones presented in various placements and decibel levels could cause auditory processing disruption. Most classroom instruction is auditory. The constant disruptive auditory signals within a classroom make learning auditory information very difficult. The noise causes a person with APD to either miss critical information or misconstrue instruction. This leads to the conclusion that language-based alternative instruction methods are needed for students with APD.
Research shows that traditional learning methods are ineffective for children diagnosed with APD (Xin & Reith, 2001; Van Keer & Verhaeghe, 2005; Greany, Hale, & Snyder, 2006; Staudt, 2009). Van Keer & Verhaeghe (2005) suggest peer tutoring is an effective method of boosting both reading comprehension and reading self-efficacy. The active nature of tutoring, which requires monitoring and regulating the reading process of the younger student, helped improve meta-cognition skills and therefore reading comprehension (Van Keer & Verhaeghe, 2005). APD students benefit from an enriched learning environment. Xin & Reith (2001) found that video along with audio cues in context provide children concrete conceptions of vocabulary. Concrete conceptions of abstract word meanings allow children to build schemas that assist with accurate word encoding and retrieval. Early intervention is one of the most effective ways to help learning disabled children. Hay, Elias, Fielding-Barnsley, Homel, and Freiberg (2007) discovered that children with limited communication experience should have opportunities for verbal interactions that support the child in using progressively more linguistically complex dialogues. Practicing language through speech is an effective means of organizing and processing language-based information (Hay et al.).
Staudt (2009) and Greany, Tumner and Chapman (1997) developed reading interventions centered on the use of rhyme. Staudt reasoned that an effective way to increase reading fluency is through the use of fun, easy-to-read poetry. Reading fluency is linked to solid reading comprehension (Staudt, 2009). The more fluently a child reads the better able the child is to comprehend or process what is being read. Greany et al. (1997) discovered that dyslexic children use ineffective word parsing strategies. This means that these children do not correctly sound out words. Rhyming words are more accessible to dyslexic children than phonemes (Greany et al.). The use of rhymes help dyslexic children replace ineffective with effective learning strategies. This also leads to better language processing.
Professionals, such as audiologists, speech language pathologists, and special education teachers have questioned the existence of APD. Some argue that APD does not have enough research to be a valid diagnosis (DeBonis and Moncrieff, 2008). Others argue that the existence of APD is an indisputable fact due to clinical or teaching experience with individuals exhibiting symptoms of APD (DeBonis and Moncrieff, 2008). More research is needed to provide more empirical evidence of APD and to continue providing alternative education methods. Another important outcome of research is to provide more knowledge for professionals who help individuals struggling with APD. The roles that audiologists, speech language pathologists and special education teachers will be further defined by research on APD. Students who are identified as having APD will have a more hopeful and promising educational experience if research on APD continues.
De Bonis, D.A., Moncrieff, D. (2008). Auditory processing disorders: An update for speech and language pathologists. American Journal of Speech-Language Pathology, 17, 4-18. Retrieved on January 15, 2010, from, http://wfxsearch.webfeat.org/wfsearch/search. Fiorello, C.A., Hale, J.B., Snyder, L.E. (2006). Cognitive hypothesis testing and response to intervention for children with reading problems. Psychology in the Schools, 43, (8) 836-853. Retrieved on January 15, 2010, from, http://wfxsearch.webfeat.org/wfsearch/search. Greaney, K.T., Tunmer, W.E., Chapman, J.W. (1997). Effects of rime-based orthographic analogy training on the word recognition skills of children with reading disability. Journal of Educational Psychology, 89, (4) 645-651. Retrieved on January 15, 2010, from, http://wfxsearch.webfeat.org/wfsearch/search. Hay, I., Elias, G. Fielding-Barnsley, R., Homel, R., Freiberg, K. (2007). Language delays, reading delays, and learning difficulties: interactive elements requiring multi-dimensional programming. Journal of Learning Disabilities, 40 (5), 400-409. Retrieved on January 15, 2010, from, http://wfxsearch.webfeat.org/wfsearch/search. Rosen, S., Adlard, A. van der Lely, H.K.J. (2009). Backward and simultaneous masking in children with grammatical specific language impairment: No simple link between auditory and language abilities. Journal of Speech, Language, and Hearing Research, 52, 396-411. Retrieved on January 15, 2010, from, http://wfxsearch.webfeat.org/wfsearch/search. http://www.shutterstock.com/ Staudt, D.H. (2009). Intensive word study and repeated reading improves reading skills for two with learning disabilities. The Reading Teacher, 63, (2) 142-151 Retrieved on January 15, 2010, from, http://wfxsearch.webfeat.org/wfsearch/search. Sharma, M., Purdy, S.C., Kelly, A.S. (2009). Comorbidity of auditory processing, language, and reading disorders. Journal of Speech, Language, and Hearing Research, 52, 706-722.Retrieved on January 15, 2010, from, http://wfxsearch.webfeat.org/wfsearch/search. Tallal, P., Merzenich, M., Miller, S., Jenkins, W. (1998). Language learning impairment: Integrating research and remediation. Scandinavian Journal of Psychology, 39, 197-199.Retrieved on January 15, 2010, from, http://wfxsearch.webfeat.org/wfsearch/search Van Keer, H., Verhaeghe, J.P. (2005).Effects of explicit reading strategies instruction and peer tutoring on second and fifth graders’ reading comprehension and self-efficacy perceptions. The Journal of Experimental Education, 73 (4) 291-329 Retrieved on January 15, 2010, from, http://wfxsearch.webfeat.org/wfsearch/search. Xin, J.F., Reith, H. (2001). Video-assisted vocabulary instruction for elementaryschoolsStudents with learning disabilities. Information Technology in Childhood Education Annual 87-103.Retrieved on January 15, 2010, from, http://wfxsearch.webfeat.org/wfsearch/search.