Language Sample Analysis Child 's Name

Being able to use polite words like please and thank you. I will be observing Miss S at 11:00 A.M. at head start during center time and free play in her classroom. I will be asking and talking with Miss S. by asking open ended questions and having her reply back. The information on general development continuum is for articulation is Repeats consonant vowel in multisyllabic words, deletes unstressed syllables, replaces liquid sounds. Reduces constant clusters, and pronounces vowel sounds. Few mispronunciations and replaces liquid sounds. Is 90 percent masters most sounds like SH. Is 100 percent can pronounce z, th, and sh. Vocabulary is understanding possessive, verbs, adjectives, and functions of common nouns. Follows a complex 3 step command, and understands polite forms. Understands indirect speech acts, and understands jokes, and appreciates jokes. The grammar is using present tense, prepositions, plural nouns, verbs and adjectives. Uses contractions past, future verbs, and different types of questions asked. Uses embedded clauses, indirect and direct object construction. The use of passive voice and infinitive phrases. Use 3-4 syllable words with more adjectives, adverbs and

Parents may feel overwhelmed by the assessment process and this assessment allows them to be involved every step of the way. Their role is also crucial to obtaining an accurate developmental level for the child. As part of the screening, there is an informal questionnaire and

The Welsh Government has categorised the different stages of language development that an EAL child can be assessed at.

Formal standardized tests or screens that are used for children whose mother tongue is not English are often not very helpful for the following reasons

The second article, A Methodology for Assessing the Functions of Emerging Speech in Children with Developmental Disabilities by Lerman, Parten, Addison, Vorndran, Volkert, & Kodak, 2005 (2005), is about an experimental study aimed to develop and evaluate

Reflecting on the required video, Stages of language development, ponder the “wait time” used by the teacher in the video.  Address the following questions in your journal:

She told us that he did not speak Georgian and that she did not speak Ukrainian. They both were able to speak Russian. They had two children and her husband will only allow Russian to be spoken in their house. Larisa said her daughter understand Russian more than her son, who is younger. I understand why her husband might want their children only to know Russian. I would think it is only fair being it could be a little insulting that they learn Ukrainian or Georgian. The only issue with them not learning their parents’ home language is they are not passing down the tradition and keeping their language alive.

I am contacting you in reference to the Vanderbilt Assessment document that I gave the front office staff this morning, the document was placed in your mailbox. The assessment was provided by Natalia's pediatrician. She requested for all teachers to complete the form, to further evaluate If Natalia, needs additional resources to help her thrive academically. If you have any questions please contact me. I appreciate your time and support. Thank you.

She reported having a normal delivery, full term with no complications; developed normally. Major events: none. Nutrition history: fair. Social history: Currently lives with 2 children in her mother’s house, separated with ex-husband, who is in jail and plans to get a divorce.

This writer met with Branden and Brandeon and they both reported that since their mother

The PLS-4 provides standardized age equivalents; thus, when carrying out an assessment with a child, comparisons can be made. Age equivalents can be useful to describe to caregivers where a child’s language ability is at (Papathanasiou, Coppens and Potagas, 2013), for example, informing Ruby’s mother about Ruby’s age equivalent can aid understanding about Ruby’s needs. However, a limitation of age equivalents is that it does not reflect the entire population equally but only on those which assessment was standardised on, therefore this reduces representativeness (Shipley and McAfee,

The more you know about your student going to help him better academically. The checklist provided is completed enough to determine Julia’s weaknesses. If the Child Study Team wants to conduct any other assessment they are free to use it. For example, Conners 3 will cover the following areas:

She has to learn a new language in order to communicate with the other students. Learning a new language is not easy. It can be time consuming and difficult. She would watch reruns of “Three’s Company” to learn the English language. She would also use the dictionary to look up the meaning of words.

The developmental stages of language are; pre-linguistic stage, one-word stage, two or three-word utterances, more complex sentences, further development between 3-4, and further development between 4 and 5. In the pre-linguistic stage from birth to 1 year, babies can tell the difference between voices and other sounds, they can start to use sounds such as ‘dadadadada’ or ‘mamamamama’. In the one-word stage from 12 to 18 months young children can have a variety of

Morphological awareness supports a variety of literacy skills, including word identification, reading fluency, reading comprehension, and spelling. “Increased morphological awareness enables children to analyze the internal structure of words and decode them more quickly and accurately ("Morphological awareness: Implications," 2013).” Aaron exhibited problems with his morphological awareness in various spots throughout the language sample. For example Aaron said “And she felled in the thing”, “And the lady sawed her”. In these two utterances Aaron has shown a failure to meet and use the correct past tense morphology. Through intervention the SLP can influence the use of and knowledge of phonology and morphology on word recognition and spelling, ultimately increasing one’s morphological awareness.