Dynamic Assessment And Intervention Of A Child's Performance

All language theorists acknowledge nature and nurture both play significant roles in children’s language development. However, the theoretical debate to whether nature or nurture is the dominant tool during a child’s language

Nature and nurture both play a significant role in language development. Language development refers to how children understand, organise, speak and use words in order to communicate at an effective, age-appropriate level (Karen Kearns, 2013, P.105). For centuries, theorists have been debating the roles of nature versus nurture. Although, each child’s language will develop at their own pace and there will be many individual differences based on culture, ethnicity, health and ability. As well as physical, social, emotional and cognitive development in which will contribute to a child’s language development.

There are many forms of both formal and informal assessment tools and approaches that help teachers evaluate the language development and the progress performance of their students. Assessment approaches are the way teachers assess their students and assessment tools referred to the instruments that utilize to measure each method. Some of those tools includes: Tests, quizzes, projects, classroom performances, tasks, observations, portfolios and standardize tests. Tests and quizzes are given periodically to ensure students comprehend the subject contents. Performance tasks and projects are used to measure students’ accumulated skills and knowledge in problem-solving and critical thinking whereas observations and portfolios are evidences to show students performance and achievement over the period of time. Each of these forms of assessment is very effective when utilized and conducted at an appropriate time.

The film Precious is an emotional movie that deals with the unfortunate realities of everyday life for some individuals. The film that stares Gabourey Sidibe who plays the main character Clarice “Precious” Jones is based out of Harlem in the year of 1987. Precious is a sixteen year-old obese and uneducated teenager whom has had to grow up in a severely dysfunctional family environment. Her mother verbally and physically abuses her, often times using her as a personal servant. Her father has been sexually abusing her since childhood, and has impregnated her twice. Precious has lived with the ugly truth that because of her weight, skin color, and sexual abuse, she does not fit in

This study will require almost 40 children, aged 6, to participate. The reason for this is many children at this age they are on the ongoing process of learning and are on the verge to still develop their English vocabulary as well as the capacity to hold large amounts of vocabulary. Participants will be put into two groups, those who have English as a second language and those that have English as their native language. It is essential to have 20 participants in each group to avoid any biases.

However, rather than evaluating a child’s language with stationary measures, dynamic assessments could play a critical role. Additionally, Justice suggests that only the most critical components of literacy including those skills directly influencing word recognition are of concern. But if the goal is to deliver the ability to read and academic achievement, other characteristics of language are certainly pertinent. SLPs have transformed over time to become more

Although Jim did learn speech it became noticeably odd to others around him as he had developed his own, unique grammatical characteristics and his poor articulation meant he didn’t acquire normal language skills (Sachs et al 1981). Bruner suggests that this was due to lack of social interaction in his learning of speech, which again highlights the importance of nurture in promoting a child’s language development.

Each participant rated 4 healthcare and health related questions on a 1-5 scale (with 1 being very unlikely to 5 being very likely). Each rating was made on a 5 point scale, where lower values indicated more negative responses to each question, and higher values indicated more positive responses.

Two particular aspects of this topic I saw play out was their economic status, and linguistic background. The learning cite where I participated was aimed at helping children who came from a low income household, and also those who had English as their secondary language. Due to the fact that their families struggled financially I noticed many of these children where behind in school, and primarily in their English development. This could be a direct effect of low economic status because perhaps they lacked resources which could aid their learning, or their parents where not as involved because they were constantly at work. Therefore, they had very limited schedules and their involvement in their child’s education was short. Their linguistic background played a significant role in how they performed at school, because their practice was strictly limited to the time they spent at school they showed detriments in how well they acquired other languages such as English. They came from homes where they only spoke Spanish or otherwise and therefore they were taught to not practice it at home and leave everything they learnt or acquired at school, restricting them from further developing skills, which would develop their English. The environmental context in which children are brought up has a very significant role in children’s development; in my experience, I particularly saw the effect it had within their cognitive

We believe that everything in our life is usually fine with no problems but that are times that we tend to realize the difference in our life, “But, I do think that the language spoken in the family, especially in immigrant families which are more insular, plays a large role in shaping the language of the child” (Tan P.199). The family plays a major language modeling role onto the child. The author contradicts sociologists and linguists on the influenced by peers of developing language skills. She believes it is through family that affects how the child interprets language. In addition, the quality of speech is at home. Steele’s quote conveys to readers that life observations are based on a particular person’s perspective. Tan provides ample evidence on sociologists and linguists research on developing language skills, their research points out that children’s language skills are influenced by classmates. Yet Tan’s belief is that immigrant families have greater impact on the child due to their grasp of the english language. Ultimately, it is Tan’s personal experience that lead to her idea on with developing language skills compare to the sociologist and linguist whether than by family. Tan indicates that her life experiences with language developing skills are influenced by

1) a. The primary purpose of Weislender and Fernald’s (2013) study was to investigate the extent that early language experiences effect children’s ability to process language later in life and to examine whether children’s vocabulary is a result of their language exposure, their ability to understand language, or both combined.

Communication plays an essential role when developing a child’s language, however, the strategies involved between ELL students and Non-ELL students differ. The idea of integrating communication into instruction is a method that teachers use to give opportunities for ELL students in developing language and also building their confidence. Sociodramatic Play has lately been the focus of centers when developing children’s communication skills in preschool. This is even more so for ELL children who is struggling in communication and show delays in language. “English language learners (ELLs) consistently underperform on academic achievement tests when compared to native English speakers; not only is the overall achievement level for ELLs significantly lower, but the gap also widens over time.” (Banerjee, 2016) According to Banerjee (2016) research indicates that

Children rely heavily on the input of their surrounding environments to develop these skills further (Eileen Allen & Marotz, 2003). The communication strategy used by children over the first year of life is predominately non-verbal before development progresses to include verbal communication (Rodnick & Wood, 1973). McDevitt and Ormrod (2010) suggest social emotional, physical and cognitive development is facilitated by the experiences children have in their “family, school and community” (p. 5). This raises the idea that the level of communicative development may differ greatly between children depending on experiential exposure. Rodnick and Wood (1973) expand on this further suggesting children will actually develop a level of grammatical and language understanding which is essential to communication, long before they commence schooling. In research conducted by Rodnick and Wood (1973) it was noted in their findings that the children subject to their research demonstrated a lower level of communication than expected at around the age of seven and suggest it may be due to environmental factors. This then draws some attention to the educator and their ability to teach a developing child not only the importance of communication, but also the skills of appropriate and effective communication.

Carol Woodard, Guy Haskins, Grace Schaefer, and Linda Smolen address the issue of bridging the gap between fluent speakers and non-fluent speakers of English in classrooms in the United States. The article explains how an urban school had tested the children in “kindergarten” and the results of the test “showed a nearly two-year lag in oral language development” (2004, p.92). The large gap in oral language development of the less fluent speakers can be detrimental to their education. The school has to try to bridge the gap quickly in the early years of the student’s education; in order to catch the students up to the developmentally appropriate level of oral language before it’s too late. If the school is unable to bridge the gap the less fluent speakers may be delayed in their reading and writing skills.

From a baby 's first word to their first complete sentence, there 's a lot to debate with their language development. The average child has a vocabulary of up to six-thousand words by the time they turn five years old (Brighthubcom, 2016). Language development is one of the most critical roles for an educator in both early childhood and primary settings. It is this ability of language development that is particularly interesting in the nature vs nurture debate. In order for educators to provide effective communication, it is important that they have the knowledge and understanding of the four key concepts of language, such as phonological, syntactic, semantic and pragmatic development and the underlying theoretical perspectives that explain the processes of language acquisition and development.