Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Linguistic & Literacy Development, History of Natural Language Development & Learning Disabilities

No description
by

Quin Alpuerto

on 24 August 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Linguistic & Literacy Development, History of Natural Language Development & Learning Disabilities

&
Linguistic
DEVELOPMENT
Literacy
The scientific study of language and its structure, including the study of morphology, syntax, phonetics, and semantics.
Four kinds of linguistic knowledge:

1. phonology
refers to the set of basic units of speech: phonemes.
2. semantics
is the stage at which the individually meaningless phonemes are assembled to produce meaningful portions of language, called morphemes.
3. syntax
refers to the form or structure of the language, and deals with the rules that specify how words are combined in order to express meanings.
4. pragmatics
is the knowledge of the social complications of communication
Language implies a
complex set of mental processes:

1. Extraction of meaning from words and sentences.

2. Recalling verbal symbols from memory.

3. Associating verbal symbols with referents.

4. Organizing sentences that convey specific meaning and that follow prescribed syntactic orders, and precise phonological rules etc.
Lesions to the left hemisphere produce:
Disorders of reading and writing
Loss of verbal memory
Defects in left right orientation
Oversimplification and lack of detail in drawings
Inability to perform certain kinds of movements
Lesions to the right hemisphere produce disorders in:

Spatial orientation
Facial recognition
Certain emotional responses
Grossly distorted drawing
3 different types of crying:

Hunger cries
The cry starts as a quiet and intermittent cry which gradually becomes louder and more rhythmical.

Angry cry
the angry cry follows the same sequence as the basic crying pattern, but which is characterized by different lengths of sound and pause.

Pained cry
The cry of pain is sudden and loud from the start and consists of a long cry followed by a long silence, then a series of short gasping sounds.
From 0 ; 1 onwards
babies are able to make a
cooing sound that seems
to be produced in response
to pleasurable sociable interactions.

From 0 ; 6 to 0 ; 9
the baby enters the babbling or echolalia stage, in which the baby reproduces
vowels and some consonants.
At the age of 0 ; 9
"Jargon Period"
What is Linguistic?
Prelinguistic Period
Echolalia is the frequent repetition of syllabic sounds such as /adadadadada/ or /mamamamama/
From around 1;0
babies begin to use words consistently to refer to things that they want, or to name people or objects.
The Holophrastic Period
single word phrase stage. It starts at around the age 1 ; 0 and ends at about 1 ; 6
At the age around 1 ; 6
the child's vocabulary begins to grow
From 1 ; 6 to 1 ; 9
a child's vocabulary will expand
from around 20 words to 200 words.
The telegraphic period is so called because of its terseness and lack of function words such as
tense endings, verb endings,
prepositions, conjunctions and articles.
It occurs between the ages of 1 ; 6 to 3 ; 0
The Telegraphic Period
The Complex Period
Between the ages of 2 ; 6 and 5
the Mean Length of Utterance (MLU) increases dramatically. Sentences become considerably more sophisticated.
The Intuitive Linguistic Period
After age 6 children will tend to produce \tag" questions.
Tag questions are placed at the end of declarative sentences,
Children will be using larger words and longer
and more complex sentences. They will also develop the capacity to think about language itself in a way which was previously impossible. This is the so called "linguistic intuitive" period.
The understanding of semantics grows throughout the period, by 6 the child is likely to understand
between 8000 and 14,000 words,
Stages of Literacy Development
Emergent Literacy
Emergent literacy is a gradual process that takes place over time from birth - until a child can read and write in what we consider to be a conventional sense.
Word Reading
Frith (1985) described this development in three phases:

Vocabulary
Vocabulary knowledge is a core component in language proficiency and provides much of the basis for how learners speak, listen, read and write (Carr, 2005).
Fluency
The US National Reading Panel in 2000 described fluency as the ability of readers ‘to read orally with speed, accuracy, and proper expression’

Nichols, Rupley and Rasinski (2009) expand on this definition by describing ‘speed’ as ‘automaticity of word recognition’
Comprehension
Comprehension has been described as the ‘essence’ of reading (Durkin, 1993).
Literacy
literacy includes the capacity to read, understand and critically appreciate various forms of communication including spoken language, printed text, broadcast media, and digital media.
(DES, 2011, p. 8)
The Reading Process
Bottom-up Models
sequentially-ordered set of transformation
Top-down Models
Smith (1971) and
Goodman (1967, 1994)
emphasize the role of text context in identify words that are not known to the reader
Interactive Model
letter -> to phoneme ->
to lexical level -> deep structural representation
four processors that interact and cooperate
to deliver information to the reader:
Context processor
context processor constructs a coherent interpretation or message.
Meaning processor
Orthographic Processor
The most important system in this model is the orthographic processor which receives information directly from the printed page, and, if the word is known to the reader, its meaning is accessed automatically.
Phonological Processor
Logographic
refers to the use of visual or graphic features to read words
Orthographic
refers to the use of spelling patterns
Alphabetic
refers to the use of grapheme-phoneme relations to process words
Pre-alphabetic phase
children do not make letter sound connections to make words – they rely on selected visual features.
partial-alphabetic phase
They will form connections between only some of the letters and sounds, often just the first and final letter sounds.
Full-alphabetic phase
children use mainly grapheme phoneme connections correspondences to identify words.
Consolidated-alphabetic phase
represents the child’s growing knowledge and use of specific orthographic patterns, knowledge of morphological patterns and syllabic units.
Reading Proficiency
Spelling Development
Writing
and
Handwriting
Digital Literacy
NATURAL HISTORY
OF LANGUAGE
DEVELOPMENT
L E A R N I N G
DISABILITIES

http://www.odc.state.or.us/tadoc/ada40.htm
http://65.54.187.250/cgibin/linkrd?_lang=EN&lah=d0b0b9bbf10d4f4426ce5e44a90e1454&lat=1084629747&hm___action=http%3a%2f%2fericec%2eorg%2ffact%2ffamous%2ehtml
http://www.addforums.com/forums/showthread/t-4159.html
Flynn, M. & Flynn, P. (1998). Thinking about having a learning disability. London:
Belitha Press.
 Girod, C. M. (2001). Diseases and disorders: Learning disabilities. San Diego: Lucent
Books.
 Landau, E. (2004). Dyslexia. New York: Franklin Watts.
 Silverstein, A., Silverstein V., & Silverstein Nunn, L. (2001). Dyslexia. New York:
Franklin Watts.
"How Not to Diagnose ADHD" Contemporary Pediatrics Archive, Nov. 1996 by Martin Baren MD, James Swanson, PhD
"The Clinical Characteristics of Behaviors of ADD/ADHD People Vary with Age" ADD Medical Treatment Center of Santa Clara valley
The Gardner School online site. www.gardnerschool.org
"Georgetown researchers to present evidence of biological cause of dyslexia" Press release Feb 14, 2001. Georgetown University Medical Center
Learning Disabilities Association of America www.ldanatl.org
The International Dyslexia Society, www.interdys.org


Resources

Learning Disabilities Association of America 4156 Library Road Pittsburgh, PA 15234 (412) 341-1515
President's Committee on Employment of People with Disabilities 1331 F Street, N.W. Washington, DC 20004 (202) 376-6200
National Center for Law and Learning Disabilities P.O. Box 368 Cabin John, MD 20818 (301) 469-8308
http://www.ldonline.org/
http://www.iser.com/index.shtml
http://www.childdevelopmentinfo.com/learning/learning_disabilities.shtml
http://www.starbeacon.com/index.asp?MC=NEXT&NID=4&AID=3767

Additional Resources

Teachers may:
Allow students to use calculators during Math, when the goal is concept attainment (and not automaticity of math facts)
Allow students to tape record lectures and/or tape notes for students.
Allow students who cannot speak clearly to use a speech synthesizer
Assessment:
Allow for alternate forms of assessment by allowing students to demonstrate learning through such things as portfolios, slide presentations, photographic essays, or taped interviews.

OTHER ASSISTIVE TECHNOLOGY

EMOTIONAL ISSUES
Students with learning disabilities may suffer from
emotional problems/depression, and/or low
self-esteem. This may cause students to withdraw
from social interaction.
These same students may turn to drugs or alcohol for relief
from feelings of low self-worth.
As many as 35% of students with learning disorders,
drop out of High School (Girod, 2001, p. 31).
“Teenagers with dyslexia …[are] more likely to…think about
and to attempt suicide than other young people their age” (Landau, 2004, pp. 48-9).

INTERESTING TIDBITS

POTPOURRI
Because many people with dyslexia are right-brained thinkers, they may be more artistic and creative, becoming poets, actors, inventors, and artists.

Children with dyslexia use “almost five times as much brain area as other children while doing a simple language task” (Silverstein et al., 2001, p. 22).

“In the past, doctors…tried to prevent [children with disabilities] from being born; they…also…tried to stop some [people with disabilities] from having children of their own” (Flynn, 1998, p. 11).

INTERESTING TIDBITS

COMPUTERS:
For writing assignments, students with LD should be allowed to use a computer (if available) so that they can get spelling support through the spell check program.
Students with dyslexia may find that writing assignments are more easily completed on a computer.
Consider trying computer software, like Kurzweil 3000, which reads textbooks and other materials to students.

TECHNOLOGY USED


ASSISTANCE DURING ASSESSMENTS:

Reading characteristics

Writing characteristics

Numbers/Sequencing



Does my student have dyslexia?

Today, only after a student has reading difficulties can dyslexia be diagnosed

Dyslexia may have “biological roots”
Psychological testing can determine if a child has dyslexia

Approaches used to diagnose dyslexia

Evaluate student’s behavior
Continuous performance test (CPT)
Diagnosis should be based on multiple pieces of information and observations

Approaches to diagnose ADD and ADHD

NO real causes
Might be caused by:
Hereditary
Teratogenic
Medical
Environmental


Causes or Presumed causes of Learning Disabilities

Having trouble:
Processing information
Organizing information
Applying information


What is a learning disability?

Learning Disabilities

Teachers should:
Supporting learning with visuals
Stressing step-by-step instructions

For students with ADHD, teachers should:
Give only one assignment at a time.

ADDITIONAL INSTRUCTIONAL IDEAS



Teachers may find the following helpful:

Repeat and summarize oral lecture notes and give students written versions of key points.
Verbalize what is being written on the chalkboard and read aloud material contained in handouts.
Send students a copy of booklist for upcoming semester/school year so that students can “get a jump on” the reading assignments.


INSTRUCTIONAL IDEAS:
ASSISTANCE WITH AUDIO AND VISUAL ASPECTS OF LEARNING


Central Auditory Processing Disorder Difficulty processing and remembering language-related tasks
Non-Verbal Learning Disorders Trouble with nonverbal cues, e.g., body language; poor coordination, clumsy
Visual Perceptual/Visual Motor Deficit Reverses letters; cannot copy accurately;
Language Disorders (Aphasia/Dysphasia) Trouble understanding spoken language; poor reading comprehension
Dyslexia
A language and reading disability
Dyscalculia
Problems with arithmetic and math concepts
Dysgraphia
A writing disorder resulting in illegibility
Dyspraxia
(Sensory Integration Disorder) Problems with motor coordination
Types of Learning Disabilities

Robin Williams



Tracy Gold


Ty Pennington






Ellen Degeneres

Celebrities with ADD/ADHD

Henry “The Fonz” Winkler




Magic Johnson

Tom Cruise





Walt Disney

Celebrities with dyslexia

How will I know if my student has a LD?

Most students exhibit uneven areas of ability
Student is physically “normal”
Average or above average intelligence
Commonly found in gen ed classes: dyslexia and ADD/ADHD
Many LDs need to be medically diagnosed

Characteristics of Learning Disabilities

Unreasonable emotional negativity
Emotional outbursts
Frustration over minor issues
Bedwetting
(All characteristics may vary with age)

Hyperactive
Impulsive
Fidgety
Inattentive
Disorganized

Does my student have ADD or ADHD?

A 'learning disability' is a disorder in one or more of the basic psychological processes involved in understanding and using language spoken or written which may manifest itself in an imperfect ability to listen, think, speak, read, spell, or do mathematical calculations.
The teacher may wish to:

Choose an alternate exam site away from the general education classroom. Ensure that this alternate locale is free from auditory and visual distracters.
Avoid confusing or complicated language and/or consider a substitute exam/assessment.
Allow student extra time to complete exams/assignments, especially if there are unique demands regarding reading and writing skills.

Quinnie D. Alpuerto
BEE 4a
Full transcript