Does Eddie Have Many Weaknesses And Weaknesses As A Communicator?

Pupil B requires an intensive language and communication programme devised and monitored by Speech and Language Therapists. Pupil B is aware of which adults are specifically trained and he will respond to them if needed. His LSA’s try to encourage him to communicate his wants and needs; however, there is a level of anticipating as he is functioning at a much lower level of development than his chronological age.

Jane’s raw score (number right) of 48 words on the pretest for the Slosson Oral Reading Test (SORT), placed her at the 41st percentile. Her score at the 41st percentile is considered to be in the middle part of the average range. Jane’s miscues were visually similar to the printed words up to List 2. For example, she confused “there” for “three,” and “wat” for “what,” suggesting the need for reinforcement of irregular high frequency words. She also substituted “brother” for “better,” and “drink” for “dark,” suggesting Jane attended to the beginning and ending sounds, but had difficulty with medial sounds and short vowels. Jane also substituted “log” for “large,” and “hop” for “hope,” further demonstrating a need for instruction on medial

Thank you all for coming, I would like you to, with me look back on some of Eddie’s greatest moments in his life. His greatest accomplishments, his greatest achievements. To most Ed was known as the person who stood up for Aboriginal rights. However, he was so much more. He was a loving husband to his wife Bonita, Son to Annie and Robert and a great father to 10 children. It is amazing how strong a person can be when they are young and put under tough conditions as five days after Eddie’s birth his mother passed away. He would always wonder often how things may be different if the circumstances had have been different. Adopted by his Uncle and Aunt, Benny and Maiga Mabo. I had first met Eddie when he moved to Townsville at a job working on

Brock’s language development has not developed as it should have for his age. At eighteen months, he was speaking over fifty words and was talking in two word sentences, which was average. At two years of age, Brock began speaking in two or three telegraphic sentences. He has also expressed a great desire to learn new words. During his two and a half year developmental tests, Brock scored average in comprehension and production. He is also beginning to show more consistent use in conversational speech. At age three, he relies on complete sentences and understands what is being said. During his kindergarten developmental test, he was still average in vocabulary and a year later he could hold his own conversation with adults. According to his

The following speech-language evaluation was performed based on April’s interview.  Madeline is a 6 years old female child. This evaluation is based on Oral Language analysis, phonemes awareness, the concept of words, the concept of print, graphemes awareness, grammatical morphemes, and others. April word born in the united states, her parents are both from Panama. April speaks Spanish at home and English at school, her parents are not fluent in English. April is socially active, she likes to interact with her friends and work in groups. She is actually in first grade. understanding. Currently, she is still reading on a level C in first grade as per Fountas & Pinnell reading scale, which is a kindergarten level and April is already in first grade.

The brother’s case history would indicate any correlational causes and would suggest potential treatment options. From family members, I would like to identify the ‘few words’ Jack uses to gain an insight into his phonological awareness, as this will enable me to identify any speech sounds or error patterns present.

Brexton is beginning to adjust to grade four and a new teacher. He is working on learning the names of the children in his class. He is a good helper and enjoys handing out completed work and 4B’s to his classmates. Brexton is getting better at accepting when it is time for work. Brexton enjoys swimming on Tuesdays. The swimming tires him out, making it difficult for school work in the afternoon. Therefore, Tuesday afternoons tend to be less demanding. We are encouraging Brexton to use an age appropriate voice. He has met with the Speech and Language Pathologist and is working on speech goals. Next term we are going to continue to work on using words when he wants an item, when someone upsets him and keeping his hands to himself, waiting

When choosing a theory or developmental domain for this project only one stood out among the others. I chose Garvey’s talk analysis. This theory focuses on the language that occurs during play. The particular language that appears in play drives or influences what happens during play. There are several types of play talk that arise during

Eddie has very strong feelings that he finds very difficult to cope with, this leads the audience to feel sympathy towards him. He loves Catherine and feels very responsible for her well being. He shows

Alex’s independent level is estimated to be grade 5, her instructional level is estimated to be grade 5.5, and her frustration level is grade six. Alex scored 10/10 on the grade five-word list and 6/10 on the grade six-word list. She exhibits good decoding skills and is at grade level for word recognition. Next steps are explicit instruction in reading multisyllabic words, short and long vowels as well as vowel teams (digraphs and diphthongs).

According to Lev Vygotsky, play is essential part of both language development and a child’s understanding of the external world. Children at play make sense through a process of inner speech. This is what Alonte’ showed when talking out loud to himself in his play. This shows that he is able to use his imagination a relate what he explores through his play.

J. was consistently using two and three-word phrases but was unintelligible, he was not using any consonants. J. was having severe difficulty (consistent imitation of vowels but seemingly lacking any ability to imitate consonants) as Motor refers to muscle movement. The child may be inconsistent in his ability to produce speech sounds. He shows difficulty sequencing sounds into syllables and syllables into words and be very hard to understand. The clinician creates a fun activity, a target that is doable, encourage the child as he is trying. The clinician is spurred by the child’s increased confidence that he can successfully imitate speech sounds. The clinician is using to producing imitate responses to the best of one’s ability will eventually lead to the production of more clear spontaneous utterances. He is encouraging the child to produce an imitation that is consistent, and is as close as he can get at the moment to the target sound or syllable or multisyllabic utterance. Moreover, J., who is able to imitate vowel sounds, the clinician might use a foam toy rocket by squeezed air and said that “let’s make it go up. the clinician accepts that, if it is letter consistent, substituting a “d” or “t” for the “g” in “go.” He uses the “o” vowel to be produced as an “uh” if it is consistent. Glen did a great job being patient and attentive during the

During Eddie’s wrestling match he uses his brain

Andrea enthusiastically participated with the examiner during the language sample. She initiated the conversation by choosing to explain how to play the game “Googly Eyes” rather than utilize any of the activities provided by the examiner. Andrea’s explanation of the game was mostly chronological, she occasionally forgot a part of the game, but always corrected herself for any confusion. Her speech was fluent, though used the word “like” frequently. The slight overuse of the word could be attributed to her age, rather than a reflection of her lexical diversity. Her descriptions of the game were spontaneous, mostly fluid, and she was 100% intelligible. These observations suggest this sample was a valid representation of Andrea’s language abilities as the game required several complex explanations in which she performed well.

The child generally lacks knowledge of the alphabet, lacks left-to-right directionality in writing, and lacks concept of word (one-to-one matching of spoken and written words). Consistent spacing between words and consistent use of letter-sound correspondences are absent.