Week+8

Week 8 Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)

=Components of Language =

Phonology-
The sound system of a language and the linguistic rules that govern the sound combinations Can be assessed informally by analyzing the student’s production of phonemes in single words. Smallest unit of language and is distinguished from the other language components in that a phoneme alone sounds not convey a meaning

Morphology-
The linguistic rule system that governs the structure of words and the construction of word forms from the basic elements of meaning Informal measures of morphology can determine the mastery level of each morpheme in a hierarchy. Examiner can use Brown’s rank ordering of morpheme acquisition to make sentences that assess each morpheme. Smallest unit or segment of language that conveys meaning Students may not use appropriate endings in their speech

Syntax-
The linguistic rule system that governs the order and combination of words to form sentences, and the relationships among the elements within a sentence Expressive syntax can be assessed informally by analyzing the students spontaneous speech for use of grammatical forms. Rules of syntax specific work, phrase, and clause order, sentence organization and the relationship between words, word classes, and other sentence elements.

Semantics
The psycholinguistic system that patterns the content of an utterance, intent, and meanings of words and sentences Developmental delay in word meaning is observed in youngsters who use or understand a limited number of words

 Pragmatics-
==Use of language to affect the behavior of others or to relay information, thus it concentrates on language as a communication tool that is used to achieve social ends. == ===The sociolinguistic system that patterns the use of language in communication, which may be expressed motorically, vocally, or verbally === Delay in pragmatics is evident when students do not use functions that are expected for their developmental age

SCENARIO Ms. Campbell is a language specialist who works with students at both the elementary- and middle-school levels. She has several elementary-level students who have difficulty retrieving words when speaking. Often, these students will shift in their seats and say, “I know it” when trying to describe an event. In addition, these students have trouble participating in group discussions, sharing ideas on a topic, and developing ideas that follow previous learning. Interpreting critical parts of a story is a tremendous challenge for these students. Recently, many of these students have demonstrated immature social skills. They may misinterpret social cues, fail to think of others’ thoughts and feelings, and be unable to predict the consequences of their behavior.

1. One of Ms. Campbell’s students is a bilingual student who speaks Spanish and has acquired English as a second language. What factors should Ms. Campbell consider when assessing this student? **Ms. Campbell shouldn't expect this student to speak English all the time, if some Spanish comes out she should be happy. Since this student is bilingual he/she might not be able to speak in complete sentences when talking in English. Since Spanish has different ways of changing the form of the word it might not sound correctly to others but he/she is learning to change that when speaking English.**

2. Describe two formal language assessment instruments that Ms. Campbell can use to gain information regarding her students’ language abilities.
 * <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Ms. Campbell could test her student with a screening test or diagnostic test. A screening test provides a general overview of a student's performance in a particular area and then can be compared with the performance of other students in the same age or grade level who are "normal". A diagnostic test measures one or more specific language components including receptive and expressive language. This provides an overall view of the student's understanding and use of language. **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">3. Ms. Campbell believes that one of her kindergarten students has phonological deficits that affect language development. How can she test this student’s phonological skills?
 * Ms. Campbell could use Test of Language Development-Primary 4 or Goldman Fristoe test of Articulation-2. **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">4. Ms. Campbell wants to use strategies for increasing language production. Present three strategies that may improve the expressive skills of her students.
 * <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Ms. Campbell could use role play where the students have to read off a script and use drama and expression when speaking. The second thing she can do is story telling where the student has to tell whats happening and give a beginning, middle, and an end to the story. The last thing she could try is act as a good model to the students where they can imitate what she does and what they hear. Most kids usually pick up from what the teacher does on a day to day basis. **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">5. Describe two instructional language games that can be played by Ms. Campbell’s students in small groups.