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1) The document discusses barriers to effective listening from a communication skills perspective. It identifies several categories of barriers including environmental, physiological, psychological, and linguistic barriers. 2) Specific barriers mentioned include hearing problems, poor concentration, noise, unfamiliar words, cultural differences in language rhythms and tones, and lack of context for the listener. 3) The document provides tips for overcoming barriers such as avoiding distractions, improving memory of received information, and developing familiarity with linguistic patterns of English.
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160210111068
This document discusses barriers to effective listening in communication. It identifies several types of barriers including physical, socio-physiological, linguistic, cultural, emotional, and environmental barriers. Some specific barriers mentioned are ambiguity, inability to convey the message appropriately, inappropriate medium, lack of understanding cultural differences, lack of interest, prejudiced mindset, physical discomfort, noise, jargon, monotonous voice, tone, hesitancy, complex sentences, emotional states like anxiety and anger, tiredness, pain, discomfort, temperature, lighting, seating, smells, infrastructure, and noise. The document emphasizes that barriers can be caused by the speaker, listener, or location and hinder the listening process.
PPT-9048
This document discusses the barriers of effective listening. It identifies four main types of barriers: physical barriers, physiological barriers, linguistic barriers, and cultural barriers. Physical barriers include noise, distractions, and other physical disruptions that make it difficult to hear. Physiological barriers refer to a listener's emotional state like anger or anxiety that impacts receptiveness. Linguistic barriers occur when a message is improperly decoded due to differences in language or dialect between the speaker and listener. Cultural barriers can also interfere with listening when the speaker and listener have different cultural backgrounds and values.
niralee 160210125094
The document discusses various barriers to effective listening in communication. It identifies several types of barriers including physical barriers like tiredness or discomfort, socio-physiological barriers like emotions, linguistic barriers like use of jargon or complex vocabulary, cultural barriers, and environmental barriers like noise or uncomfortable seating. Specific barriers mentioned are ambiguity, inability to convey the message appropriately, using the wrong medium, lack of understanding cultural differences, lack of interest, listening with preconceived ideas, physical discomfort, and noise. Effective listening is important for successful communication, but these barriers can interfere with the listening process.
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This document discusses various aspects of teaching listening skills to language learners. It begins by defining listening as the ability to understand what others are saying, including pronunciation, grammar, vocabulary, and meaning. Several challenges that students face with listening are then outlined, such as problems with sounds and keeping up with fast speech.
The document distinguishes between two types of listening: intensive listening, which occurs in the classroom using authentic materials; and extensive listening, which takes place outside of class from sources like books with CDs. Techniques for teaching listening are also categorized into top-down, which relies on background knowledge, and bottom-up, which focuses on the language itself.
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This document discusses rehabilitation of adult communication deficits following brain injury or stroke. It begins by defining communication and outlining the four D's of communication impairments - dysphonia, dysarthria, dyspraxia, and dysphasia. Each communication impairment is then defined, and the typical characteristics, pathophysiology, assessment, and rehabilitation approaches are described. Both formal and informal assessment methods are discussed. The document emphasizes the importance of patient-centered rehabilitation focused on participation and using strategies like augmentative communication devices.
160210119046
This document discusses the barriers to effective listening. It identifies four main types of barriers: physical, physiological, linguistic, and cultural. Physical barriers include physical distractions that can disturb listening. Physiological barriers refer to factors like a disturbed mind or nervousness that can discomfort a listener. Linguistic barriers occur when a message is decoded incorrectly, such as an Indian student not understanding French. Cultural barriers arise when speaker and listener have different cultures or values, like workers listening to management. Overcoming these barriers can improve effective listening.
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This document discusses considerations for students with speech/language delays or communication disabilities as well as those who are deaf or have hearing loss. For speech/language delays, early intervention is important for equal language development compared to peers. Teachers should reduce distractions, use visual aids and written directions, and allow flexible grouping. For deaf/hearing loss students, teachers must be trained in communication strategies and an interpreter or assistive technology may be needed. Noise should be reduced and visual communication modes incorporated for deaf students to learn best.
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160210111068
This document discusses barriers to effective listening in communication. It identifies several types of barriers including physical, socio-physiological, linguistic, cultural, emotional, and environmental barriers. Some specific barriers mentioned are ambiguity, inability to convey the message appropriately, inappropriate medium, lack of understanding cultural differences, lack of interest, prejudiced mindset, physical discomfort, noise, jargon, monotonous voice, tone, hesitancy, complex sentences, emotional states like anxiety and anger, tiredness, pain, discomfort, temperature, lighting, seating, smells, infrastructure, and noise. The document emphasizes that barriers can be caused by the speaker, listener, or location and hinder the listening process.
PPT-9048
This document discusses the barriers of effective listening. It identifies four main types of barriers: physical barriers, physiological barriers, linguistic barriers, and cultural barriers. Physical barriers include noise, distractions, and other physical disruptions that make it difficult to hear. Physiological barriers refer to a listener's emotional state like anger or anxiety that impacts receptiveness. Linguistic barriers occur when a message is improperly decoded due to differences in language or dialect between the speaker and listener. Cultural barriers can also interfere with listening when the speaker and listener have different cultural backgrounds and values.
niralee 160210125094
The document discusses various barriers to effective listening in communication. It identifies several types of barriers including physical barriers like tiredness or discomfort, socio-physiological barriers like emotions, linguistic barriers like use of jargon or complex vocabulary, cultural barriers, and environmental barriers like noise or uncomfortable seating. Specific barriers mentioned are ambiguity, inability to convey the message appropriately, using the wrong medium, lack of understanding cultural differences, lack of interest, listening with preconceived ideas, physical discomfort, and noise. Effective listening is important for successful communication, but these barriers can interfere with the listening process.
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This document discusses various aspects of teaching listening skills to language learners. It begins by defining listening as the ability to understand what others are saying, including pronunciation, grammar, vocabulary, and meaning. Several challenges that students face with listening are then outlined, such as problems with sounds and keeping up with fast speech.
The document distinguishes between two types of listening: intensive listening, which occurs in the classroom using authentic materials; and extensive listening, which takes place outside of class from sources like books with CDs. Techniques for teaching listening are also categorized into top-down, which relies on background knowledge, and bottom-up, which focuses on the language itself.
Principles for effective listening instruction are provided,
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This document discusses rehabilitation of adult communication deficits following brain injury or stroke. It begins by defining communication and outlining the four D's of communication impairments - dysphonia, dysarthria, dyspraxia, and dysphasia. Each communication impairment is then defined, and the typical characteristics, pathophysiology, assessment, and rehabilitation approaches are described. Both formal and informal assessment methods are discussed. The document emphasizes the importance of patient-centered rehabilitation focused on participation and using strategies like augmentative communication devices.
160210119046
This document discusses the barriers to effective listening. It identifies four main types of barriers: physical, physiological, linguistic, and cultural. Physical barriers include physical distractions that can disturb listening. Physiological barriers refer to factors like a disturbed mind or nervousness that can discomfort a listener. Linguistic barriers occur when a message is decoded incorrectly, such as an Indian student not understanding French. Cultural barriers arise when speaker and listener have different cultures or values, like workers listening to management. Overcoming these barriers can improve effective listening.
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This document discusses considerations for students with speech/language delays or communication disabilities as well as those who are deaf or have hearing loss. For speech/language delays, early intervention is important for equal language development compared to peers. Teachers should reduce distractions, use visual aids and written directions, and allow flexible grouping. For deaf/hearing loss students, teachers must be trained in communication strategies and an interpreter or assistive technology may be needed. Noise should be reduced and visual communication modes incorporated for deaf students to learn best.
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Communication is the process of expressing and receiving ideas through language, speech, and other means. Typical speech and language development follows predictable patterns through childhood. Speech disorders involve difficulties producing sounds, while language disorders involve challenges with comprehension, expression, or formulation of ideas. Communication disorders can be caused by brain injury, disease, lack of early stimulation, or other factors. Students with communication disorders are evaluated and teachers adapt instruction to support their needs through techniques like repetition, visual aids, and social skills training. Alternative communication systems can also help those unable to communicate verbally.
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Deafness is defined as a severe hearing impairment that negatively impacts a student's ability to process linguistic information through hearing alone. It is important to distinguish deafness from hearing impairment. Characteristics of deaf students include having no visible indicators of their impairment and difficulty with vocabulary, grammar, and social skills. Types of hearing loss include conductive, sensorineural, mixed, and central. Suggested learning strategies for deaf students are reducing noise, using visual aids, clear speech, and learning sign language.
Deafness group presentation
Deafness is defined as a severe hearing impairment that negatively impacts a student's ability to process linguistic information through hearing alone. There are various types of hearing loss including conductive, sensorineural, mixed, and central. Teachers of deaf students should reduce noise, face the class, use visual aids, and consider learning sign language. Suggested learning tools include amplification devices, American Sign Language, C-Print typing, and closed captioning in videos.
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Students with communication disorders may have impairments in speech, language, or both. Speech involves the physical production of language through respiration, voicing, resonance, and articulation, while language refers to the system of symbols used to communicate. Characteristics of students with language disorders can include problems with phonology, morphology, semantics, or pragmatics. Students with speech disorders may have difficulties with voice, articulation, or fluency. Speech-language pathologists identify communication disorders through standardized tests, observations, interviews, and language samples. General education teachers should collaborate with other professionals, involve families, encourage peer interaction, model correct speech, and provide a motivating learning environment for students with communication disorders.
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Communication disorders involve difficulties receiving, understanding, or expressing information through speech, language, or voice. There are several types of communication disorders including speech disorders like articulation disorders which involve difficulties producing sounds, and language disorders which involve difficulties with understanding or using language. Statistics show that around 18.8% of students receiving special education have speech or language services, and communication disorders are among the most common disabilities in the United States. Early identification and treatment of communication disorders can greatly improve a child's future success.
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Hearing impairment is defined under federal law as an impairment in hearing that negatively impacts educational performance but is not considered deafness. Common characteristics of those with hearing impairments include lack of attention, using gestures, monotone voice, speech delays, working best in small groups, and difficulty following directions. Teaching strategies include ensuring the student can see your face, using visual aids, speaking clearly without shouting, writing on boards, and using captions.
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Zaid Hjab
The ear is the part of the body that is used for hearing. Information about the
world is acquired through hearing. Anybody that hears nothing around him, no
matter how loud the sound is should be seen as having ear problem. It is a condition
or rather an impairment which is a physical, observable condition of tissue that can
affect the function of the organ system of which that tissue is a part. Hearing
impairment is a disability that can affect the effective functioning of the total
personality no matter the period of onset. Among the earliest attempt to define
hearing impaired was the one made by the committee of Nomenclature of the
conference of Executives of American schools for the deaf (1938) which says
that the deaf are those people in whom the sense of hearing is non-functioning for
the ordinary purpose of life. According to them also, the hard-of-hearing can be
defined as those in whom the sense of hearing although defective is functional with
or without a hearing aid.
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This document discusses communication disorders, their prevalence, and how they are evaluated and accommodated for in students. It notes that approximately 16% of Americans have a communication disorder, which can impact academic performance. Communication disorders are evaluated through observations, screenings, prereferrals, and formal assessments. Evaluations consider cultural and linguistic factors for ELL students. Accommodations may include changes to presentation, response, setting, and the use of assistive technology.
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This presentation on Social Pragmatic Communication Disorder explores this particular exceptionality from the formal definition, to characteristics, educational considerations for a classroom educator and intervention techniques from the perspective of a Canadian educator and includes additional digital resources. This inclusive presentation was created with all learning styles in mind and includes visual, auditory and written components as well as videos from Dr. Lydia Soifer and other specialists in the area of special education and exceptionalities.
Deafness group presentation
Deafness is defined as a severe hearing impairment that negatively impacts a student's ability to process linguistic information through hearing alone. It is important to distinguish deafness from hearing impairment. Characteristics of deaf students include having no visible indicators of their impairment and difficulty with vocabulary, grammar, and social skills. Types of hearing loss include conductive, sensorineural, mixed, and central. Suggested learning strategies for deaf students are reducing noise, using visual aids, clear speech, and learning sign language.
Deafness group presentation
Deafness is defined as a severe hearing impairment that negatively impacts a student's ability to process linguistic information through hearing alone. There are various types of hearing loss including conductive, sensorineural, mixed, and central. Teachers of deaf students should reduce noise, face the class, use visual aids, and consider learning sign language. Suggested learning tools include amplification devices, American Sign Language, C-Print typing, and closed captioning in videos.
Characteristics of student with communication disorders
Students with communication disorders may have impairments in speech, language, or both. Speech involves the physical production of language through respiration, voicing, resonance, and articulation, while language refers to the system of symbols used to communicate. Characteristics of students with language disorders can include problems with phonology, morphology, semantics, or pragmatics. Students with speech disorders may have difficulties with voice, articulation, or fluency. Speech-language pathologists identify communication disorders through standardized tests, observations, interviews, and language samples. General education teachers should collaborate with other professionals, involve families, encourage peer interaction, model correct speech, and provide a motivating learning environment for students with communication disorders.
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This presentation is about how a teacher can help a student with Communication Disorder in the classroom.
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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.
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Communication disorders involve difficulties receiving, understanding, or expressing information through speech, language, or voice. There are several types of communication disorders including speech disorders like articulation disorders which involve difficulties producing sounds, and language disorders which involve difficulties with understanding or using language. Statistics show that around 18.8% of students receiving special education have speech or language services, and communication disorders are among the most common disabilities in the United States. Early identification and treatment of communication disorders can greatly improve a child's future success.
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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.
Hearing impairment
Hearing impairment is defined under federal law as an impairment in hearing that negatively impacts educational performance but is not considered deafness. Common characteristics of those with hearing impairments include lack of attention, using gestures, monotone voice, speech delays, working best in small groups, and difficulty following directions. Teaching strategies include ensuring the student can see your face, using visual aids, speaking clearly without shouting, writing on boards, and using captions.
Hearing impairment
Zaid Hjab
The ear is the part of the body that is used for hearing. Information about the
world is acquired through hearing. Anybody that hears nothing around him, no
matter how loud the sound is should be seen as having ear problem. It is a condition
or rather an impairment which is a physical, observable condition of tissue that can
affect the function of the organ system of which that tissue is a part. Hearing
impairment is a disability that can affect the effective functioning of the total
personality no matter the period of onset. Among the earliest attempt to define
hearing impaired was the one made by the committee of Nomenclature of the
conference of Executives of American schools for the deaf (1938) which says
that the deaf are those people in whom the sense of hearing is non-functioning for
the ordinary purpose of life. According to them also, the hard-of-hearing can be
defined as those in whom the sense of hearing although defective is functional with
or without a hearing aid.
Communication Disorders
This document discusses communication disorders, their prevalence, and how they are evaluated and accommodated for in students. It notes that approximately 16% of Americans have a communication disorder, which can impact academic performance. Communication disorders are evaluated through observations, screenings, prereferrals, and formal assessments. Evaluations consider cultural and linguistic factors for ELL students. Accommodations may include changes to presentation, response, setting, and the use of assistive technology.
Teaching Listening Using MP3 Players
MP3 players offer unlimited audio language exposure outside of class, allowing students to listen to hundreds of hours of comprehensible input. They provide culturally relevant and accurate listening material that students can enjoy listening to for its own interest. MP3 players connect students to the target culture and provide extra language exposure where students can review and expand on classroom lessons and cultural topics in a more engaging way than traditional listening activities.
Speech defects and speech
This document discusses speech disorders, including their causes, symptoms, diagnosis, and treatment. It defines different types of speech disorders such as stuttering, cluttering, dysprosody, and articulation disorders. It also outlines assessments used to diagnose speech disorders and treatments including speech therapy, which involves exercises to strengthen oral muscles and techniques to improve communication. Early treatment is emphasized to prevent conditions from worsening and improve outcomes.
Communication Disorders
This document provides information about an 11-year-old boy named Kolya. It describes his family background, medical history including speech issues, social challenges at school, and academic struggles. Kolya's parents have reservations about further assessments or interventions. The document also provides context on communication disorders and augmentative communication strategies that could potentially help Kolya.
The nature of language
The document discusses the nature and psychology of language as well as the structure, functions, and processes involved in its use and comprehension. It covers three main points about the study of language: the structure of language including sentences, words, and grammar; the functions of language such as speech acts, thematic structure, and propositional content; and the processes used in language including how speakers select and produce words. Comprehension is defined as both the building of meaning from sounds and listeners applying the interpretations they construct. There are two key processes in comprehension: the construction process of deriving an interpretation from words, and the utilization process of applying this interpretation for various purposes.
Chapter 11: Communication Disorders
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.
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This document provides an overview of language disorders, including their classification, characteristics, and neurological underpinnings. It discusses the key elements of communication and defines speech and language. The four domains of language are identified as phonology, grammar, semantics, and pragmatics. Common speech and language disorders are then outlined, including their symptoms, causes, and brain regions involved. The major types discussed are fluency disorders like stuttering, articulation disorders, voice disorders, and language disorders involving expression and reception. Bilingualism and its effects on language development are also addressed.
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The document discusses mainstreaming English and language proficiency. It defines mainstreaming as the bridge to language proficiency, especially for listening skills. There are five stages of language proficiency from basic to advanced proficient levels. Mainstreaming is important because it acknowledges minority languages and allows students to learn in their native language before transitioning to English, helping ensure they do not fall behind in other subjects.
Bilingualism
This document discusses different types of bilingualism and multilingualism, as well as methods for acquiring a second language. It defines bilingualism as speaking two languages and multilingualism as speaking more than two languages. Second language acquisition can occur through birth in bilingual families, immigration as a child or adult, or formal education. Several barriers to second language acquisition are identified, including age, time spent learning, occupation, motivation, and muscular flexibility of the tongue. The document also examines different language teaching methods, including grammar translation, audiolingualism, and communicative approaches. It emphasizes the importance of focusing on the learner and allowing errors as a natural part of the language learning process.
Teaching speaking
This document discusses teaching speaking skills. It covers topics like types of spoken language, what makes speaking difficult, micro-and macro-skills of speaking, principles for teaching speaking like focusing on fluency and accuracy. It also discusses teaching conversation, pronunciation, factors affecting it. The role of feedback and how to treat errors is explained. Assessment of speaking is discussed covering item types, tasks and criteria for evaluation.
1335417653294 tema 3
This document discusses principles for selecting resources and activities for teaching English as a second language in primary education. It covers the role of listening, speaking, reading and writing activities, as well as songs and stories. It provides definitions of materials and resources, and discusses criteria for selecting activities to develop skills like listening, speaking, pronunciation, and fluency. A variety of activity types are described, including total physical response, games, drills, dialogs, presentations and more.
Teaching listening
The document discusses teaching listening skills. It defines listening as an active process where the listener tries to understand meaning from sounds. Listening was historically overlooked but is now recognized as active. Teaching listening helps students function in real situations and activates their mental lexicon. Active listening focuses on understanding without responding, while passive listening involves multitasking. Active listening improves learning and relationships. The listening process involves bottom-up and top-down models as well as using schemas. Challenges include difficulties with sounds, speed of speech, and maintaining focus.
Second Language Acquisition - Presentation Slides - By Rehan Butt
The document discusses second language acquisition, distinguishing between foreign language learning and second language learning. It covers barriers to acquisition for adults, including embarrassment over accent and lack of interest in the other culture. The document also examines factors important for learners such as motivation, comprehensible input and output, and the development of communicative competence, which involves grammatical, sociolinguistic, and strategic competence. Finally, it notes that applied linguistics investigates the nature of second language learning and deals with practical teaching issues.
Cc eng 3
The document discusses five components of reading instruction: phonological awareness, phonics, fluency, vocabulary, and comprehension. It provides details on phonological awareness training, enhancing effectiveness, phonemic awareness activities, teaching phonics through letter-sound correspondence and sounding out words. The document also discusses enhancing fluency, direct vocabulary instruction, comprehension strategies, and six core developmental reading approaches: basal reading, literature-based reading, whole language, language experience, phonics, and linguistic word families and onset-rime. Additionally, it mentions several other reading instructional methods.
dyslexia a specific language and phonology disorder
dyslexia a specific language and phonology disorder
Teaching reading
This document provides an overview of teaching reading and its key components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It describes various instructional approaches like basal reading, literature-based reading, whole language, and phonics. It also discusses specific strategies for teaching each reading component, such as phonemic awareness activities, teaching the alphabetic principle, and comprehension strategies. Finally, it mentions additional reading methods, software programs, drill/practice activities, and principles for designing an effective reading program.
Teaching reading (2)
This document provides information on teaching reading through five components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It discusses techniques for each component, including phonemic awareness activities, teaching the alphabetic principle through letter sounds and blending, measuring fluency, direct vocabulary instruction, and seven comprehension strategies. The document also summarizes six core developmental reading approaches and several other instructional methods.
Teaching reading (1)
This document provides information on teaching reading through five components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It discusses techniques for each component, including phonemic awareness activities, teaching the alphabetic principle through letter sounds and blending, measuring fluency, direct vocabulary instruction, and seven comprehension strategies. The document also summarizes six core developmental reading approaches and several other instructional methods.
Teaching reading
This document provides an overview of teaching reading and its key components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It describes various instructional approaches like basal reading, literature-based reading, whole language, and phonics. It also discusses specific strategies for teaching each reading component, such as phonemic awareness activities, teaching the alphabetic principle, and comprehension strategies. Finally, it mentions additional reading methods, software programs, drill/practice activities, and principles for designing an effective reading program.
EDUC 551 recognizing and overcoming reading problems
This document discusses recognizing and overcoming reading problems. It provides signs that a child may be struggling with reading, such as difficulty with rhyming, hearing sounds, or retelling stories. It also discusses causes of reading difficulties like phonological or phonemic awareness deficits. The document outlines what beginning readers need to learn, such as letter sounds and comprehension skills. Effective intervention programs are described, including Reading Recovery and READ 180. Suggestions are provided for teachers to help students with reading problems, such as using a multisensory approach, developing rapport, and involving parents.
Educ 551 recognizing and overcoming reading problems
This document discusses recognizing and overcoming reading problems. It provides signs that a child may be struggling with reading, such as difficulty with rhyming, hearing sounds, or retelling stories. It also discusses the physical and linguistic causes of reading difficulties like dyslexia. Several effective reading intervention programs are described, including Reading Recovery and READ 180, which provide explicit phonics instruction and show improvements in reading scores. The document concludes with ideas for teachers to help students with reading problems, such as using multisensory instruction, developing rapport, and recognizing their potential beyond performance.
Educ 551 recognizing and overcoming reading problems
This document discusses recognizing and overcoming reading problems. It provides signs that a child may be struggling with reading, such as difficulty with rhyming, hearing sounds, or retelling stories. It also discusses the physical and linguistic causes of reading difficulties like dyslexia. Some effective reading intervention programs mentioned are Reading Recovery, Success for ALL, and READ 180. The document provides ideas for teachers to help students with reading problems, such as using a multisensory approach, developing rapport, and involving parents.
Paper 12 English language Teaching.
English language Teaching, LSRW Skills, Listening skill, Active Listening, types of Listening, difference between Listening and hearing Elementat collages and learning center
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- 1. GOVERMENT ENGINEERING COLLAGE BHAVNAGAR SUBJECT:- COMMUNICATION SKILL TOPIC:- BARRIERS OF EFFECTIVE LISTENING ADVISER:- HIMANSHU SIR
- 2. PREPAID BY:-HINISHA NAROLA EC-B(2016-17) SEM-1 ENROLL NO-160210111072
- 4. WHAT IS LISTENING? “Listening is a process of receiving ,integrating and reacting to the message received from communication.” Effective listening is an art of communication ,which is often taken for granted and ignore. Like any other art ,listening requires to cultivated continuously and carefully . What listening can be considered , as a mighty barriers of communication as listening is fundamental to all communication.
- 5. Barriers to Listening :Take a Dictation • Speed of delivery • Clarity of voice and utterance • Accent and dialect • No pause and rewind • The materials aren’t matched to the learner’s proficiency: too lengthy and/or complex • Lack of context or meaningless to the learner: topic unfamiliar • Poor quality audio materials
- 6. BARRIERS OF EFFECTIVE LISTENING Listening is complex process , it is desirable to take care of various that may obstuct the smooth flow of oral communication. Awareness of this barriers can help the listener adept effective strategies to avoid them the barriers of listening process may be eliminated from either the speaker , listener or circumstance.
- 8. BARRIERS OF ACTIVE LISTENING Environmental Barrier Physiological Barrier Psychological Barrier Selective Listening Negative Listening Attitude Personal Reaction Poor Motivation Habitudinal Barrier Linguistic Barrier
- 10. • Barriers to Listening 1) Physical Barriers • Hearing problems • Poor concentration: tiredness, frustration, boredom, resistance • Noise • Defective machanical devices.
- 11. Habitudinal Barriers Insistence on listening word by word • Silently translating in to the L1 in order to comprehend
- 12. Linguistic Barriers • Lexical, syntactical and grammatical knowledge isn’t in place and so can’t pick up key words • Unfamilar words • Thought speed • Faking attention • Nonverbal distraction • Grandstanding
- 14. Physiological Barriers • Inability to hold gathering information in short term memory • Allowing yourself to get distracted • Unable to process English phonemic patterns • Unable to distinguish words in connected speech • Unable to process English rhythm and intonation
- 16. Cultural Barriers • Learners whose native language possesses stress and intonation features similar to English are likely to have less trouble than learners whose L1 is based on different rhythms and tones • Students whose culture and education includes a strong storytelling and oral communication tradition are generally better at listening comprehension than those from a reading and book-based background
- 18. Sources ideas.aetn.org free-management-ebooks.com 2012books.lardbucket.org wikeducation.org shreya thakore's book from books India publication.