Late Talking Children

It is one of the most important strategy teachers can do with a child. Interactively reading aloud to children has them actively involved in the process. A teacher has the children asking questions and making a prediction. Shared reading helps the students build a framework to draw attention to vocabulary. This read aloud strategy should have carefully thought-out questions. For example, a shared reading activity for Chicka Chicka Boom Boom: First, point out the cover of the book. One should point to the words as you read the title, the authors, and the illustrator. According to the Resource in Early Learning, Chicka Chicka Boom Boom has a lively musical rhythm. As you read, emphasize the beat and rhythm of the words. Have the children join in the lines that repeat. It is also important to point to each letter as you read. After reading the book ask questions such as, “What happens when all the letter get to the top of the tree” or “Let’s count the

Specific language disorders, or SLI, affect approximately 7-8% of children in kindergarten. SLI are diagnosed in children, mostly, age 3 and older. The relatively late diagnosis is done to distinguish the children that have SLI from those who are simply “late talkers”. Some of the characteristics of SLI involve problem in only one area and some with problems in all areas of language. The children who are diagnosed with SLI may have a delayed vocabulary growth, disinterest in engagement in social interactions relevant to their age, difficulty in comprehension and/or production in any of the following: morphology, semantics, phonology, syntax, and pragmatics. For example, a 4.8 year old child that does not engage in social interactions

Speech, language and communication difficulties can have a profound and lasting effect on children’s lives and development. These can affect their ability to communicate and interact with others. The impact of these difficulties will vary depending on the severity of the problems, the support they receive, the demands of the child’s environment

Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and

Through the course, I learned that there are many benefits of reading books to children. Children would improve their communicative skills by talking about their favorite part of the story. Children would respect each other by taking turns. They would improve their cognitive skills by predicting the events of a story. Moreover, reading books would expand children’s vocabularies by introducing new words.

In a similar study by Pentimonti and Justice (2009), preschool teachers used scaffolds as a way to gain language and literacy ideas that may be significant to children who are struggling. This method will help struggling children to be more effective. When the whole group read aloud, the teacher used high and low support scaffolds. Teachers used videotaped classroom surveillance to conduct whole group read aloud sessions in their respective classroom. Young students figure out how to discuss words, stories and characters, and answer questions about these components of the content through the joint read-aloud communication. Perusing resoundingly gives a connection through which adults and kids share a joint subject center which bears an open

Any parents from the day they see their new baby they dream to hear word “mama" or "dada". I was waiting to hear this word from my son, for more than two years until I since I will never heard it; I wasn’t know what was wrong. I was try to do anything to help him to talk normal as anyone else in his age, but I couldn’t. Later on, I knew that this normal for my son “boy” to talk late- as it recorded from CNN's Jack Cafferty in the article “Some Kids Reach Age 3 Without Saying a Word” “boys are almost twice as likely as girls to have difficulties learning to speak. The average baby speaks their first word at around 10 or 11 months.” Every late-talking child has a different situation, some normal and other may has some health issue; and parents

I chose to use the article “From the Reading Rug to the Play Center: Enhancing Vocabulary and Comprehensive Language Skills by Connecting Storybook Reading and Guided Play” by Susan L. Massey for my study group. As a primary school teacher, I try to implement storybooks into every literacy lesson possible. “Quality children’s literature provides exposure to abstract language and abstract concepts not commonly experienced in typical adult-child conversation” (Massey, 2013, p. 125). I chose this article because the variety of strategies and scaffolding techniques introduced. Not only has this article provided me with numerous ways of enhancing student involvement through conversation but, also by expanding student vocabulary and comprehension

Potential impact of speech, language and communication difficulties on the overall development of a child, both currently and in the longer term 1.3 Speech, language and communication difficulties can have a profound and lasting effect on

“We see what happens when we introduce toddlers to books. They fall in love.” (Johnson). Luanne Johnson, an accomplished author, discusses how children are not born with a natural distaste for reading, they are very curious and most find books intriguing. Much like my own experiences, I recall my parents always reading to me right before bed, there were two very important authors that my parents would read from, including Dr. Suess and Sandra Boynton, these were authors whose books were the first ones I tried to pick up and read myself. I would sit my stuffed animals up around me and I would read to them, reading aloud to my animals gave me a sense of impeccable intelligence, I continued that habit clear up until I was approximately 9 years

Interactive shared book reading is a practice that adults can use when reading with children, which are intended to enhance young children’s language and literacy skills (Phillips, Norris, & Anderson, 2008). This practice can be used in an individual, small group, school or center-based setting. Most of the environments where this practice is taking place, according to the WWC Intervention Report, are day care centers or HeadStart classrooms with children aged 3 to 5 and often minority racial groups of low socioeconomic status (Bochna, 2010). This is implemented by an adult reader reading aloud, making sure the students can easily see, and using different structured interactive techniques to engage the children

In 2010, according to Leventhal and Newman, a young person who was living in residence that has an insufficient space would enormously influence their performance and strive and work hard from teething troubles. For instance, a child is trying to engage and interact with the community. It can perhaps also encompass a high opportunity that having an insufficient house capacity can create jealousy, such as being envy about the portion of the furniture. It also provokes arguments that can possibly cause the children to exhibit extra violent behaviour. Also, unenthusiastic communications with the individuals they are interacting with daily can be the basis of a great deal of impending obstacles that would form delicate and skilled relationship

Speech and language delays can be problematic for preschoolers, school aged children and adolescents. These delays range in degree of severity and have many causes; physical and developmentally. Communication plays a specific and important role to all people, especially, preschool children who are developing speech and language skills at fast rate. The consequences of these delays can be devastating for the children affected and can follow them into adulthood. These effects may include academic problems, social and emotional issues and may even lead into mental illness. Children with speech and language delays need professional intervention as young as possible. However even with intervention, some children are still at risk of suffering

Children who read literature usually have sheer enjoyment for reading, and as this continues will instils a sense of love for literature as they mature and get older. Children’s literature engages the child, and creates a pattern, a ritual whereby children continue to read, and there by learn and grow from all its other benefits. There are many benefits to reading as a child, one of the main benefits of reading is a Social development, this includes emotional, cultural benefits and also reading can promote language development. ‘Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development’ (DfES. National Cirriculum. 2013). Reading to children may be the single most important thing that any child can do to improve children's chances for success emotionally, culturally and improve language skills.

As children interact with their environment and the people around them, their linguistic, cognitive, social, and emotional abilities develop further. Through these interactions, children construct knowledge by organizing and classifying the new knowledge based on prior learning experiences (Brown, & Lee, 2012). Vygotsky believed social interactions influence both intellectual and language development, and he identified social interactions as the key method in developing new understandings. Therefore, providing books and reading experiences which include social interactions will enhance literacy development (Traverse, & Traverse, 2008). The purpose of this paper is to explain the importance of possessing knowledge of child developmental theory when selecting appropriate children’s books, and explain why considering language development, social and emotional response, and cognitive ability are important. The paper will conclude with issues and insights regarding Reading Readiness and the impact of gender on book choice.