This research is being carried out to explore how recent developments in language research contribute to interventions in reading disabilities. The findings from the research tend to have a big impact on reading disabilities experienced over the years…
According to the research findings, many people believe that socioeconomic status is one of the determinants of language development. This is a claim supported by various researchers after conducting and sampling language proficiency reports on both children of the lower socioeconomic families and those in the advantage families. Based on their report, it is evident that children of lower-SES have smaller or shallow vocabularies as compared to those in the High-SES. This new research was aimed at explaining the reasons behind the SES language disparities. Adriana Weisleder who is a lead researcher disputed the recent efforts of determining the impact of directed speech in children. This was an arrangement that involved mother-child interaction in a span of one hour. Actually, Adriana claimed that the artificial setup ignored the basic concepts ideal in child development. Anne Fernald and Adriana, both Stanford University professors, suggested a daily recording of children activities in the home environment to achieve good and ideal result on children behavior and language development. This suggestion was in the bid of modifying the previous child-mother interaction research setup. In the research suggested by Adriana, more than 29 children were enrolled in the observation program and each fitted with a special shirt that contained an audio recorder. The children ages ranged between 16 to 19 months though from the different socioeconomic setup. After a long period of observation, the two researchers who were the pioneers of this arrangement claimed the results were ideal because they gave natural occurrences or experience with the language. The recordings showed that child-directed speech helped in building children’s language vocabulary. After viewing all, the reactions and analyzing the outcome of this research, Adriana and his fellow researcher came to a conclusion that anybody can have a great interpretation of words as he or she continues to learn the language. ...
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The oral factor of communication is the most apparent, although it is just a single component of a much bigger structure that consists of “visual, social, and behavioral skills” (Klinger et al, 2008). The capability to understand facial as well as postural signs appropriately in addition to matching these signs with one’s personal verbal language is necessary for knowledgeable communication.
From that time until they are 4 to 6 months old is when they begin to recognize individual sounds and their parents and siblings voices. The child's sounds have a more babble like sound to them (mama dada) and they can make a lot of gurgling sounds when playing alone.
The human languages are known as natural language, artificial languages , constructed languages (individual groups have constructed for practical, experimental, personal or ideological reasons), formal languages, and the programming languages.
The key question that the author is addressing is: what are the existing programs that will help students with reading disabilities to overcome their disability. The article attempts to evaluate, not just describe, the existing instructional practices for teaching word reading to students with reading disabilities.
Through the application of sign language, the areas of brain that are associated with speech are stimulated, and the ability to acquire and apply expressive language and verbal ability is developed (Toth, 2009). Children with
Analysis of the historical background of the linguistic studies pertaining to the various academic dimensions of SLA helps the reader to understand and utilize the theories of linguistic research evolution through ages since its conception in the 1970s.
Language disability/impediment to fluency does not necessarily mean that the affected individuals are retarded in normal growth and development. People suffering from language disabilities are equally intelligent as the non-stuttering individual, and thus given a chance they will compete with the non-stuttering individual in different aspects of life at a similar level (Hoodin, 33).
The author states that language development in infants involves learning receptive and expressive language. According to the learning perspective theory, children learn through imitating what they see and hear as well as through punishment and reinforcement. According to the proponents of this theory, adults strengthen babbling speeches of children.
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