Does Eddie Have Many Weaknesses And Weaknesses As A Communicator?

Eddie’s father influenced Eddie to be the chaperone in the family despite his age. At an early age he felt as though he had a financial responsibility, which influenced him to get a job as both a shoe-shiner and a paperboy. He describes his family’s structure as the father being the head of the family, and the mother as the heart. This helped create a balance within the family, but caused tension between Eddie and his father’s expectations. Eddie experienced two spheres of education, American school and Chinese school. “I loved going to American school, but Chinese school was another matter.” (Yung 25) He disliked the limited exposure of Chinese education, and felt that he had been exposed to a wider world in American school, which eventually led him to flunk out of school. This came as a disappointment to Eddie’s father, and added immense pressure to Eddie. The confinement he felt in Chinatown frustrated him, his overprotective mother crippled his adventurous-ambition and the pressure added by his father to lead the family caused him to runaway when at the age of 13. He

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

He was able to state his first and last name and that he was a boy. He stated words correctly in the articulation section but did miss the spl, th and ch. He was to expressively identify a key, hanger, drum, umbrella, eggs and receptively identify tweezers. He could expressively tell the function of key, hanger, drum, umbrella and eggs. He was to expressively state in a one word sentence what to do when a fly was in the kitchen, what a fork was used for, what to do when thirsty, what to do when entering a dark room, and what happens if he breaks a

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

Pupil B communicates verbally however he has severely delayed receptive and expressive language skills. He has poor speech sound production that fluctuates in quality, tone and struggles to form a complete

During Eddie’s wrestling match he uses his brain

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).

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

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.

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.

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

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.

At the beginning of the play, Eddie is portrayed as a sensible and smart character. Eddie and the girls (Catherine and Beatrice) all have a requited respect for each other – Beatrice: “Mmm! You’re an angel! God’ll bless you” – and there are no problems as such, even when the immigrants first come. He is also respected by the community – Alfieri: “He was good a man as he had to be in life that was.” But this dominant respect that he gains is what he is very used to and the slight changes where Catherine finds another man in her life and Beatrice also looks after the two immigrants (Rodolpho and Marco) effects Eddie hugely. The respect that he becomes used to is now shared by the women in his life between the men in his house and he craves for more attention. This can be considered one of his flaws that lead to his downfall. He is also shown caring for Catherine in the beginning of the play. He can be seen as a normal uncle or father – Beatrice: “She’s got a job.” Eddie: “What job? She’s gonna finish school.” He is also very proud of Catherine – “Sure she’s the best… You look like a

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.