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Obstacles to reading can be physical, psychological, environmental, or socio-economic. Physically, visual or auditory impairments like farsightedness or speech impediments can affect reading ability. Psychologically, a lack of self-confidence or negative personality traits in the child can impact reading. Environmentally, poor conditions at home or school around lighting, seating, and ventilation can pose obstacles. Socio-economically, factors like low economic status, commercial influences in media, and government policies can also influence a child's reading achievement.
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Obstacles to reading
This document discusses various obstacles to reading achievement in children. Physical obstacles include visual or auditory impairments that make it difficult to differentiate letters. Psychological obstacles involve a lack of self-confidence or negative personality traits in the child or teacher qualities like lack of competence. Environmental factors also impact reading, such as poor lighting or seating at home. Socioeconomic status, commercial influences, and school reading programs can additionally influence a child's ability to read.
Obstacles to reading
This document discusses various obstacles to reading achievement that have been discovered by specialists. These include physical obstacles like visual or auditory impairments, psychological factors like lack of confidence or negative personality traits, environmental conditions like poor lighting or seating, and socioeconomic factors like poverty or commercial influences. Specific findings mentioned are that some children are left brain or left eye dominant, handicapped children may have spatial issues, and intellectual or emotional delays can cause reading retardation. A close correlation between intelligence and reading skills is also noted.
Obstacle to Reading
Specialists have discovered several facts about reading abilities. Left-handedness or eye dominance does not affect reading skills. Children with disabilities may experience spatial or directional disorientation when reading. Maturation lag can cause reading delays, and IQ is correlated with reading ability. Successful reading requires visual and auditory sharpness to integrate words and sounds. Physical, psychological, environmental, and socioeconomic factors can also influence reading.
Language Development in Children
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Deaf children in hearing homes
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Children with speech and language disorders have difficulties with both receptive and expressive language. They have problems understanding spoken communication and expressing ideas orally, through sign language, or in writing. Specifically, they may struggle to follow directions, use words properly, convey thoughts, respond to questions, recall information, and perform abstract tasks. Speech and language disorders can be caused by other disabilities and negatively impact cognitive and social development. Assessment of these disorders involves screening, formal evaluation using tests, and determining delays compared to typical language milestones. Educational programs for children with speech disorders focus on inclusion in regular classrooms with teacher support and accommodations to address their specific needs.
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The document provides a checklist of typical language development milestones from birth to 4 years old. It outlines skills in understanding and producing language at various stages, starting with turning towards sounds at birth and advancing to repeating sentences and using pronouns between ages 3-4. The document notes that at ages 3-4, children start repeating what they hear, so parents should be mindful of what they say around children.
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Obstacles to reading
This document discusses various obstacles to reading achievement in children. Physical obstacles include visual or auditory impairments that make it difficult to differentiate letters. Psychological obstacles involve a lack of self-confidence or negative personality traits in the child or teacher qualities like lack of competence. Environmental factors also impact reading, such as poor lighting or seating at home. Socioeconomic status, commercial influences, and school reading programs can additionally influence a child's ability to read.
Obstacles to reading
This document discusses various obstacles to reading achievement that have been discovered by specialists. These include physical obstacles like visual or auditory impairments, psychological factors like lack of confidence or negative personality traits, environmental conditions like poor lighting or seating, and socioeconomic factors like poverty or commercial influences. Specific findings mentioned are that some children are left brain or left eye dominant, handicapped children may have spatial issues, and intellectual or emotional delays can cause reading retardation. A close correlation between intelligence and reading skills is also noted.
Obstacle to Reading
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The document discusses language development and language disorders in children. It describes the stages of language development from birth to age 5. It also discusses several common language disorders, including aphasia, lisps, and autism. The causes of language disorders can include genetic factors, developmental problems, accidents, or damage to parts of the brain involved in language processing. Early intervention and treatment is important to address language delays or disorders in children.
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This document discusses deaf culture and raising a deaf child. It notes that approximately 1 in 1000 babies are born deaf. When a child is discovered to be deaf, parents often feel shock, anger, and blame themselves. They must then make choices about communication methods, whether sign language, cochlear implants, or oral programs. However, only 23% of parents of deaf children learn sign language. The document emphasizes that deaf children who acquire sign language from their families have better communication, self-esteem, and mental health outcomes. It concludes by sharing a poem from the perspective of a deaf child whose family did not learn sign language.
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2. Speech refers to verbal production while language refers to conceptual processing; the left hemisphere is dominant for language in most.
3. Speech delays can be in articulation, voice, or fluency while language delays can be receptive or expressive. Developmental delays and disorders like autism can also cause speech/language problems.
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This document outlines an action plan for Emilio, a 9-year-old student with bilateral mixed hearing loss caused by meningitis at 13 months. The plan involves multiple disciplines working together to provide Emilio with educational supports, modifications, assistive technology, and related services like speech and translation. The overarching goals are to create positive educational outcomes for Emilio and monitor his progress in various academic and social areas.
Speech and language disorders copy
Speech and language disorders involve significant impairments in receptive or expressive language that can result in learning problems. They refer to difficulties understanding and/or using speech and language. There are several types of speech and language disorders including specific language impairment, fluency disorders, articulation disorders, voice disorders, aphasia, and delayed language. The causes of these disorders relate to hearing loss, memory issues, neurological conditions, head injuries, viruses, drugs, physical impairments, and inadequate language models at home. Different types of aphasia include Broca's, Wernicke's, anomic, conduction, and word deafness.
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3) People with a history of SLI may show weaker lateralization of language functions to the left side of the brain compared to typically developing individuals. However, the evidence from brain studies is mixed and abnormalities are often subtle or not present in all individuals with SLI.
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How specific is SLI - slides
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Sla final presentation
The document discusses the effects of age on second language acquisition. It examines several studies that have looked at how factors like age of acquisition, biological maturity, and amount of practice and use of the second language can influence ultimate attainment levels, particularly in terms of grammar, syntax and pronunciation. While age of acquisition is a factor, with younger learners generally achieving higher levels of proficiency, talent and amounts of practice can also influence outcomes. The document also explores the critical period hypothesis but notes there is no consensus on an exact critical period for second language learning.
Speech and language difficulties (2002)
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.
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This document discusses various topics in developmental psychology, including language development, attachment theory, caregiver characteristics, parenting styles, and their long-term effects. It explores how infant-directed speech promotes language learning and how parent-child interactions and secure attachments in early childhood are important for social and emotional development. Caregiver characteristics like sensitivity, responsiveness and mental health can impact attachment and a child's development. Parenting styles like authoritarian, permissive and authoritative each influence behavioral and social outcomes differently. The document considers how this knowledge relates to the author's personal and professional life as a future nurse.
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This presentation discusses late talkers and specific language impairment. Late talkers are identified at age 2 when they produce fewer than 50 words and do not combine words. Specific language impairment is a language impairment without other issues, where nonverbal skills are normal. It affects around 7% of children and persists into adulthood. The presentation reviews predicting, diagnosing, and helping late talkers versus those with specific language impairment. Parents and teachers can help late talkers through techniques like self-talk, parallel talk, and expanding on a child's words. A speech pathologist diagnoses specific language impairment through language testing.
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Language disorders involve problems processing linguistic information that can affect grammar, semantics, and other aspects of language. They can be receptive, involving comprehension issues, expressive, involving production problems, or both. Common language disorders include specific language impairment and aphasia. The document goes on to describe receptive language disorders which impact understanding language inputs, expressive disorders affecting output of language, speech disorders, communication disorders, and several specific types of language disorders like dyslexia, dysgraphia, and their symptoms.
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1. Speech and language development is an important indicator of a child's overall development. This document discusses normal speech and language development, types of speech and language delays, diagnosis, and management.
2. Speech refers to verbal production while language refers to conceptual processing; the left hemisphere is dominant for language in most.
3. Speech delays can be in articulation, voice, or fluency while language delays can be receptive or expressive. Developmental delays and disorders like autism can also cause speech/language problems.
Communication Disorders
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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Every child that appears to have speech delay is not really the way it seems in each case. unless there is a clear hearing/ larynx deficit , there cangt be true speech delay. Its very prudent to pick up associated feature of communication delay, social delay, sensory issues and audiotory processing defects early without wasting time. A visit to a neuro developmental pediatrician usually helps solve the confusion in diagnosis. A delayed diagnosis may make them permanent disability. Dr kondekar addresses various forms of social communication and speech patterns that may point towards autism evaluation. Read Dr Kondekars way to manage autism DSM 5 way at www.pedneuro.in
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2) Some studies have found subtle abnormalities in brain structure and function associated with SLI, such as minor differences in grey matter volumes or reduced activity in language areas during tasks.
3) People with a history of SLI may show weaker lateralization of language functions to the left side of the brain compared to typically developing individuals. However, the evidence from brain studies is mixed and abnormalities are often subtle or not present in all individuals with SLI.
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- Assessing children requires developmentally appropriate evaluations that involve families and others, using concrete language and observation. Diagnoses involve psychological testing and consider developmental norms.
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Reading is a complex process that involves various skills and steps. It requires an active dialogue between the author and reader involving sensation, perception, comprehension, application and integration of ideas. Common reading difficulties include issues with decoding words, poor comprehension, and slow speed. Factors like ineffective teachers, lack of materials, and large class sizes can influence reading proficiency. Diagnosing reading problems involves looking at causes of symptoms and assessing comprehension, decoding, and other skills. Interventions aim to improve skills like phonemic awareness, phonics, fluency, vocabulary and comprehension.
LEARNING DISORDERS
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3. The most serious challenges for adults are not understanding the alphabetic principle, reading too slowly to comprehend, and having limited background knowledge. Addressing these challenges is key to helping adults become proficient readers.
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- Causes may include genetics, brain injury, problems during pregnancy/birth.
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This document discusses dyslexia, including what it is, common myths about it, and facts to dispel those myths. Some key points:
- Dyslexia is a neurologically-based condition that makes reading, writing, and spelling difficult despite average or above average intelligence.
- Many myths exist, such as that dyslexia is a visual problem or can be outgrown, but research has disproven these.
- Dyslexia affects about 20% of the population and is lifelong, though early intervention can help minimize effects. Intelligence and dyslexia are unrelated.
Cognitive science by wasan abu baker
Cognitive science studies how the human mind works through processes like reasoning, perception, memory, emotion, language use, and more. Second language acquisition (SLA) relies on cognitive science as it is the process by which people learn additional languages. SLA is complex and draws on multiple disciplines including linguistics, psychology, and education. Theories of SLA posit that it is construction-based, exemplar-driven, and emergent. For children, being proficient in their first language is essential before progressing to a second language. Assessing SLA involves performance assessments and portfolios to monitor progress in oral language, reading, and writing over time. Recent evidence shows the brain's neuroplasticity allows it to change
Gifted Students With Dyslexia
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.
Biotechnology is poised to become one of the most valuable scienti.docx
Biotechnology is poised to become one of the most valuable scientific revolutions of the 21st century. Because the field is developing so quickly, the gap between expert and non-expert knowledge is increasing at a time when societal decisions about it are becoming more and more important.
Use evidence-based responses to the discussion questions below:
1) Should we or should we not label GMOs?
2) Should genetically engineered plants and animals be prohibited?
Research these biotechnology applications before responding and justify your position toward each question.
As always, your main response should be a minimum of 150 words, and your substantial reply at least 100 words.
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Students with neurological problems may need special education services, adaptation of
physical facilities, knowledge of special equipment, use of technology, and modification of
curricular activities. Conditions such as TBI, cerebral palsy, and the like, have neurological
foundations that impact the students’ speech-language skills, and ultimately, academic
performance. Communication deficits may be part of another condition in which the student
has motor impairments, perceptual difficulties, cognitive deficits, behavioral problems, etc.
Problems may be subtle or highly noticeable.
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CP – a disorder of voluntary movement and posture. No clear relationship (if any) between
the degree of motor impairment and degree of intellectual impairment
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Cerebral palsy is often associated with other disabilities. It is not unusual to find children with
cerebral palsy who also have hearing or vision problems or who have intellectual
impairments. We know that all these conditions can adversely affect language.
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Children with cerebral palsy are at significant risk for speech and language difficulties. The
speech difficulties of children with cerebral palsy are extremely heterogeneous and depend, to
a great extent, on the specific nature of the physical disability. Individuals with cerebral palsy
may have speech production difficulties in one or several areas, including respiration (e.g.,
rapid, shallow breathing), phonation (inadequate airflow), resonation (hypernasality), and
articulation. Articulation is often affected because of difficulty controlling the tongue, lips, or
mouth.
Differences in early development may have an impact on language. Studies of the interactions
between children with cerebral palsy and their parents has shown a pattern of conversational
dominance by parents and child passivity. Typically, parents have been reported to initiate
most conversational exchanges, introduce topics, ask many closed questions, and issue many
commands. Children tend to reply with limited information and fail to take a similar number
of turns, to initiate an equal number of exchanges, or to use a full range of pragmatic
functions. Children with cerebral palsy who have better speech intelligibility have been foun.
Dyslexia
Dyslexia is a neurological condition that impairs a person's ability to read, write, and spell. It is caused by genetic anomalies in areas of the brain related to language processing. There are several proposed models to explain dyslexia, including a phonological model which argues dyslexics have an impaired ability to connect letters to sounds, preventing word identification and comprehension. Dyslexia is diagnosed through tests that evaluate a person's reading ability compared to their intelligence. Treatments focus on strengthening weaknesses, such as using multisensory techniques to help connect letters to sounds. There is no cure for dyslexia, but treatment plans involving specialized instruction can help dyslexic individuals learn compensatory strategies.
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- 1. Obstacles to reading KIM, Ye Jin PRIETO, Lovely Mae HAQUE, Irish MIGUEL, JeffrenPancho
- 2. Facts discovered by specialists .. Children display dominance in the two spheres of their brain, such is the case with those whoare left handed or left eye dominant. Such manifestations don’t affectthe ability to read. It is advised that children be allowedto display their left handed or left eye dominant tendencies.
- 3. Handicappedchildrenmay display spatialor directionaldisorientation.Thus,they have difficultiesin differentiatingletters, especiallyin caseof letters which are alike such asf andt,p and b,g andd. Facts discovered by specialists ..
- 4. Intellectual or emotional maturation lag is a cause for reading retardation. Facts discovered by specialists ..
- 5. Thereis a closecorrelationbetween intelligenceand reading achievement.Those with high IQ will acquirehigher readingskills fasterthan thosewith lowerIQ. Facts discovered by specialists ..
- 6. Basic to success in readingare: (a) Visualacuity with eyesintegratingimages well (b) Auditory acuitywith clearhearing ofthe sounds of words. Facts discovered by specialists ..
- 7. Readingis intertwined with language,and so non-speakersof a languagewill havemore difficultiesreadinga secondlanguage. Facts discovered by specialists ..
- 8. Readingand listening arecloselyrelated. Proficiencyin listening is conduciveto proficiencyin reading. Facts discovered by specialists ..
- 9. FACTS THAT RELATE TO OBSTACLES IN READING ACHIEVEMENT
- 10. PHYSICAL Malfunction of the visual and auditory faculties. In particular, eye defects such as farsightedness, speech impediments, etfile:///C:/Users/aaaaa/Downloads/upl oad.htmc. Physical discomfort among students such as headache, stomachache, etc.
- 11. Psychological The child’s lack of self-confidence, feelings of rejection and other negative personality traits. Teacher personality factors such as lack of competence, emotional immaturity, lack or social sense, etc. General emotional atmosphere at home and school, including the attitude among parents in guiding their child’s progress in school.
- 12. Environmental Conditions at home and school including conditions of poor room lighting, ventilation, seating arrangement and etc.
- 13. Socio-economic Low economic status (poverty) of children of poor families. Sensationalism and retrogressive literacy as fostered by commercialism in mass media. Policies and programs of government and of the schools on the development reading program.