Background Information: Sarah was born at 39 weeks gestation. Her parents reported typical prenatal and early childhood development. She met developmental milestones within expected timeframes. She has a history of middle ear infections between the ages of 2 and 5. Since birth, Sarah has been social and has made friends easily. She received speech and language services for articulation difficulties (lateral lisp) beginning when she was 6. She made progress with articulation, and treatment was discontinued when she was 8. Sarah’s mother reported that, at times, Sarah mispronounces words. Specifically, she transposes phonemes (i.e., says “aminal” for “animal” and “ephelant” for “elephant.”) Sarah’s mother also reported that Sarah likes to memorize books and “read” them out loud to people. In second grade, Sarah’s parents and teacher noticed that Sarah demonstrated difficulty decoding and reading fluently. Despite support through Response to Intervention, Sarah was not making adequate progress. Sarah was referred for an evaluation for special education. Results of speech and language testing revealed articulation skills within normal limits. Her receptive and expressive language skills were also in the average range. She was able to produce a well-sequenced, organized oral narrative that included appropriate story elements. Her conversational skills were also judged to be good. Sarah performed significantly below the average range in phonological awareness. Results of achievement testing revealed that Sarah had normal sight word vocabulary. She had below average scores in her ability to apply phonics and structural analysis skills to decode nonsense words. Her reading rate and fluency were also significantly below average. Her spelling skills were below average; she demonstrated multiple spelling errors in a written narrative and used incorrect capitalization and punctuation. Throughout third grade, Sarah participated in a mainstream classroom with special education support. Sarah is now in fourth grade in a mainstream classroom and continues to receive the same services. Her teachers have noted that she is making progress but continues to read two years below grade level. In addition, her teachers have noted that her reading difficulty affects her performance in math,
Background Information: Sarah was born at 39 weeks gestation. Her parents reported typical prenatal and early childhood development. She met developmental milestones within expected timeframes. She has a history of middle ear infections between the ages of 2 and 5. Since birth, Sarah has been social and has made friends easily. She received speech and language services for articulation difficulties (lateral lisp) beginning when she was 6. She made progress with articulation, and treatment was discontinued when she was 8. Sarah’s mother reported that, at times, Sarah mispronounces words. Specifically, she transposes phonemes (i.e., says “aminal” for “animal” and “ephelant” for “elephant.”) Sarah’s mother also reported that Sarah likes to memorize books and “read” them out loud to people. In second grade, Sarah’s parents and teacher noticed that Sarah demonstrated difficulty decoding and reading fluently. Despite support through Response to Intervention, Sarah was not making adequate progress. Sarah was referred for an evaluation for special education. Results of speech and language testing revealed articulation skills within normal limits. Her receptive and expressive language skills were also in the average range. She was able to produce a well-sequenced, organized oral narrative that included appropriate story elements. Her conversational skills were also judged to be good. Sarah performed significantly below the average range in phonological awareness. Results of achievement testing revealed that Sarah had normal sight word vocabulary. She had below average scores in her ability to apply phonics and structural analysis skills to decode nonsense words. Her reading rate and fluency were also significantly below average. Her spelling skills were below average; she demonstrated multiple spelling errors in a written narrative and used incorrect capitalization and punctuation. Throughout third grade, Sarah participated in a mainstream classroom with special education support. Sarah is now in fourth grade in a mainstream classroom and continues to receive the same services. Her teachers have noted that she is making progress but continues to read two years below grade level. In addition, her teachers have noted that her reading difficulty affects her performance in math,
Nutrition Through The Life Cycle
7th Edition
ISBN:9781337919333
Author:Brown, Judith E.
Publisher:Brown, Judith E.
Chapter9: Infant Nutrition- Conditions And Interventions
Section: Chapter Questions
Problem 8RQ
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Question
Background Information: Sarah was born at 39 weeks gestation. Her parents reported typical
prenatal and early childhood development. She met developmental milestones within expected
timeframes. She has a history of middle ear infections between the ages of 2 and 5. Since birth,
Sarah has been social and has made friends easily. She received speech and language services
for articulation difficulties (lateral lisp) beginning when she was 6. She made progress with
articulation, and treatment was discontinued when she was 8. Sarah’s mother reported that, at
times, Sarah mispronounces words. Specifically, she transposes phonemes (i.e., says “aminal ”
for “animal” and “ephelant” for “elephant.”) Sarah’s mother also reported that Sarah likes to
memorize books and “read” them out loud to people.
In second grade, Sarah’s parents and teacher noticed that Sarah demonstrated difficulty
decoding and reading fluently. Despite support through Response to Intervention, Sarah was
not making adequate progress. Sarah was referred for an evaluation for special education.
Results of speech and language testing revealed articulation skills within normal limits. Her
receptive and expressive language skills were also in the average range. She was able to
produce a well-sequenced, organized oral narrative that included appropriate story elements.
Her conversational skills were also judged to be good. Sarah performed significantly below the
average range in phonological awareness. Results of achievement testing revealed that Sarah
had normal sight word vocabulary. She had below average scores in her ability to apply phonics
and structural analysis skills to decode nonsense words. Her reading rate and fluency were also
significantly below average. Her spelling skills were below average; she demonstrated multiple
spelling errors in a written narrative and used incorrect capitalization and punctuation.
Throughout third grade, Sarah participated in a mainstream classroom with special education
support. Sarah is now in fourth grade in a mainstream classroom and continues to receive the
same services. Her teachers have noted that she is making progress but continues to read two
years below grade level. In addition, her teachers have noted that her reading difficulty affects
her performance in math,
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Introduction:-
Gestation refers to the period of time during which a baby develops inside the mother's womb, from conception to birth. The duration of gestation varies among species, but in humans, it typically lasts around 40 weeks, or about nine months. During gestation, the fetus undergoes a remarkable transformation from a single cell to a fully formed baby, with all of its organs, systems, and structures in place
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