There is a word count requirement of 125-200 words for each DQ. Each post should include at least one empirically based source with an in-text citation.
Topic 1 DQ 1
Describe the five major components of spoken language (phonology, semantics, syntax, morphology, and pragmatics). Are any of these components more important than the other? Why or why not?
Topic 1 DQ 2
Describe the three modes of communication (auditory-oral, visual-graphic, and visual-gestural). Provide an example of how one of these modes of communication influences reading and writing skills. Be specific.
Read “Young Children’s Oral-Language Development,” by Genishi, located on the Reading Rockets website.
URL:
http://www.readingrockets.org/article/young-childrens-oral-language-development
Read Chapters 1 and 2.
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Read “Semantic–syntactic Partial Word Knowledge Growth through Reading,” by Wagovich, Hill, and Petroski, from American Journal of Speech-Language Pathology (2015).
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Read “Literacy Development,” located on the Literacy for Children with Combined Vision and Hearing Loss website.
URL:
http://literacy.nationaldb.org/index.php/literacy-development-continuum/
Read “Identifying the Dimensionality of Oral Language Skills of Children with Typical Development in Preschool through Fifth Grade,” by Lonigan and Milburn, from the Journal of Speech, Language & Hearing Research (2017).
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Read “Developmental Norms for Speech and Language,” located on the American Speech-Language-Hearing Association website.
URL:
http://www.asha.org/slp/schools/prof-consult/norms/
Read “Speech and Language Developmental Milestones,” located on the National Institute on Deafness and Other Communication Disorders website.
URL:
https://www.nidcd.nih.gov/health/speech-and-language
Topic 2 DQ 1
Why is it important for teams to involve parents/caregivers in the decision-making process when choosing interventions for a student with language impairment? Describe two recommended ways to involve parents in the process. Rationalize your choices.
Topic 2 DQ 2
Why is the chronological age-language ability gap approach preferred over the mental age-language ability gap approach when identifying students who may have a specific language impairment? How does this approach help in instructional planning and intervention?
Read “English Language Learners and the Common Core State Standards: Meeting the Needs of Students with Low Socioeconomic Status and Language Impairment,” by Roseberry-McKibbin, from Perspectives on Communication Disorders & Sciences in Culturally & Linguistically Diverse Populations (2015).
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Read Chapters 3 and 5.
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Read “Text Structure Strategies for Improving Expository Reading Comprehension,” by Roehling, Hebert, Nelson, and Bohaty, from Reading Teacher (2017).
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Read “Supporting Beginning Readers in Reading to Learn: A Comprehension Strategy,” by McKee and Carr, from Reading Teacher (2016).
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Read “Theory of Mind in Children with Specific Learning Impairment: A Systematic review and Meta-Analysis,” by Nilsson and de Lopez, located in Child Development (2016).
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Read “Review: The Impact of Motor Development on Typical and Atypical Social Cognition and Language: A Systematic Review,” by Leonard and Hill, from Child and Adolescent Mental Health (2014).
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Read “An Examination of the Relationship between a Child’s Developmental Age and Early Literacy Learning,” by Moran and Senseny, from Cogent Education (2016).
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