Introduction to Children with Language Disorders

Resources and Instruction SPD 560 Week 4A

Resources

Introduction to Children with Language Disorders

Read Chapters 7 and 12.

URL:

http://gcumedia.com/digital-resources/pearson/2012/introduction-to-children-with-language-disorders_ebook_4e.php

Assistive Technology for Kids with Learning Disabilities: An Overview

Read “Assistive Technology for Kids with Learning Disabilities: An Overview,” located on the Reading Rockets website.

URL:

https://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview

Augmentative and Alternative Communication (AAC)

Read “Augmentative and Alternative Communication (AAC),” located on the American Speech-Language-Hearing Association website.

URL:

http://www.asha.org/public/speech/disorders/AAC/

Tech Tools for Students with Learning Disabilities: Infusion into Inclusive Classrooms

Read “Tech Tools for Students with Learning Disabilities: Infusion into Inclusive Classrooms,” by Quenneville, located on the LD Online website.

URL:

http://www.ldonline.org/article/6380/

Instruction

Discussion (200 words) and 2 Posts Responses (75 words total)

Discussion (200 words)

Describe assistive technology (AT) or augmentative and alternative communication (AAC) and who benefits from the use of it. In addition, describe current trends in AT or AAC that can be utilized in the classroom. Be specific.

peers’ responses (75 words total)

Post 1 (40 words)

There are many ways for teachers to assist elementary aged students of sounds and print by using pre-reading strategies along with post-reading strategies. One strategy is to look at the images within the text before reading (Melesse et al., 2020). Having the students look at the images before the reading will allow them to get a sense of what the reading will be about. An example is reading the book, Jack and the Beanstalk, which has multiple images within the book, so students will become familiar with the sounds that will be written in the text. Another example of a pre-reading strategy is to go over words that are bolded, italicized or even repeated multiple times (Ardhian et al., 2020). This strategy will allow students to become familiar with words prior to begin reading the text. This lets the student with word recognition and print concepts. A strategy for post reading is the use of exit slips. Exit slips allow the student to reflect on what they just learned (Ardhian et al., 2020). These exit slips can be as simple as having the students write down one thing that they learned from the reading or a little deeper by discussing one thing that they can use in the real world after what they learned today. Another example is the use of concept maps at the end of reading. Concept maps help students remember information, especially from a reading activity (Melesse et al., 2020). Having the students complete a concept map after reading a short passage will allow the student to facilitate conversations with the teacher and their peers.

Sources:

Melesse, S., & Enyew, C. (2020). Effects of Reading Strategies on Grade One Children’s Phonemic Awareness Performance. Journal of Education and Learning (EduLearn), 14(3), 385–392.

Ardhian, T., Ummah, I., Anafiah, S., & Rachmadtullah, R. (2020). Reading and Critical Thinking Techniques on Understanding Reading Skills for Early Grade Students in Elementary School. International Journal of Instruction, 13(2), 107–118.

Post 2 (35 words)

The difference between a student that has language delays due to being a multi-language home and a student who is having delays due to a learning disability is unfortunately very difficult to diagnose and can be inaccurately diagnosed. We must must look at all parts of the student’s language development and determine if there is a disability or literacy delay due to multi-language home.

The teacher needs to determine if the student has had a hard time in their native language. Studying the family history is always a great start. Also study their developmental stages.