However, for this to be effective it is important to understand the correct way to approach this method. Play therapy is a nondirective approach that involves the use of toys and other play related materials to facilitate a child’s verbal and nonverbal communication, as young children lack the skills necessary for emotional expression (Muro et al. 2017). Furthermore, it is an intervention that is supported empirically to address numerous issues children have to face (Trice-Black, Bailey & Riechel 2013). Moreover, evidence in a study conducted by Stulmaker and Ray (2015) shows that play therapy resulted in reduced stress for anxiety prone children. It is important to be mindful of the child’s independence and sense of self, by offering options and encouragement rather than requests or assistance, as this will just result in the child being frustrated and discouraged from communication (Deering & Cody 2002).
The static phonological awareness task cannot identify EFL learners who may have trouble in learning to read or spelling. In fact, static assessment is often used by teachers based on its rapid and convenient features, but it is difficult to realize whether low language performance on a language measure is due to lack of language learning experiences or language learning disabilities. In contrast, the present study shows that the dynamic phonological awareness can provide EFL learners more opportunities to demonstrate their learning potential for early literacy success. Obviously, in the present study, most EFL students who lacking of English learning experience could truly try obtain assistances through the dynamic assessment of phonological awareness. If students did not make any progress during the period of dynamic assessment, they could consider in taking more accurate and specific diagnosis in relation to reading
The author suggested based off of the tests that teachers should display spellings as part of vocabulary instruction to help learning. Along with directing students to pronounce new words aloud when encountering them in
Research Question How do the parents (Mr. and Mrs. Burg), teachers, students and Laura Burg at HT Private Day School view Laura’s Social Pragmatic Communication diagnosis? How do medical, social/emotional development, culture, laws and religious beliefs impact their experiences and perceptions? Descriptions of Context Laura is a 12 ½ year old student who attends a private religious day school in the northern suburbs of Chicago.
While feedback generally originates from a teacher, learners are also supposed to play an important role in formative assessment through self-evaluation. Two experimental research studies have shown that students who understand the learning objectives and assessment criteria and have opportunities to reflect on their work show greater improvement than those who do not (Fontana and Fernandes, 1994). Students with learning disabilities who are taught to use self-monitoring strategies related to their understanding of reading and writing tasks also show performance gains
Children When used appropriately, technology can help aid young children in learning, however, while effective in some areas, it cannot teach valuable social skills developed through real-life interaction. Educational television programs, interactive apps, and e-books are examples of technology that can help children learn by promoting reading and academic skills. Some of these tactics work better than others, depending on the age of the child. For instance, Jenny Radesky, Jayna Schumacher, and Barry Zuckerman from the Boston Medical Center have found that children under the age of 30 months learn better from real-life interactions and interactive media than from watching television (2015). As mentioned before, technology can be a great tool, but should not be used for every situation.
Whether the language is learned through a formal, informal or mixed context will influence the outcome of how they use it and perceive it, which is not surprising due to the fact that, as mentioned by Toya & Kodis (1996), Dewaele (2004a; 2005) and Horan (2013), books do not often present students with taboo words, sticking to a more formal language that many times is far from reality and from what people will find in everyday conversations. Mercury (1995) argues in favour of the importance of teaching adult students of English about taboo language – not the words per se, but a more comprehensive view of why people use it and its meaning within a social context. The author says that “it is probable that EFL/ESL speakers often misunderstand and misuse obscene language simply because they are left on their own to learn about its use”
Researchers talk about several characteristics that people with SLI would have, which are given using both exclusive and inclusive criteria. Begging with the exclusive criteria, children with SLI would not have any deficits in other areas, such as hearing sensitivity, social and affective status, motor skills and as it is already said non-verbal intellect (Rice, 1996). Moreover, according to Leonard (1987) children with SLI have been provided with largely ordinary linguistic experience. One of the inclusive criteria of SLI is the discrepancy between language and non-verbal skills (DSM-IV-TR). Another criterion for Reed (2005) is that children with SLI have difficulties with aspects of language form such as
This shapes and argument because it provides an experiment with children with learning disabilities and without and provides data on how they interact with each other. This source can be used to pull data from and also to explain how to help the teachers better cope with the children and make it an ideal learning environment for all children. Barrett, Courtenay A., et al. " Training School Psychologists to Identify Specific Learning Disabilities:
Children don't like the notion of being singled out with a group setting because they already feel stigmatized by their peers. It was then recommended that the group setting because integrated with socially accepted children. This elevates the status of the group within the school. Another benefit is that children with social skills deficits will learn appropriate behavior from other children. It is also believed that if the group is advertised as an activity group, the negative backlash that a social skills group would bring is
Supporting the Student with Down Syndrome in your Classroom, is an article that supports learning for children with this disorder. Rather than an overview of how to support these learners, the author goes into detail of each health condition and how to promote classroom success. The article begins with an overview of Down syndrome, giving the reader some background knowledge. The overview consists of what Down syndrome is, common myths and an explanation of appropriate terminology. Lastly, the author provides within the conclusion, alternatives for hugging and appropriate social
Discussion and implications. What do the results suggest is important to apply in professional practice. What do the conclusions/results mean for students with learning disabilities, researchers, practitioners, teachers, or parents of students with learning disabilities. (2) It is important to note that this study found that the RtI model reduced disproportionate representation. The effect size differences suggest that when students with access to RTI were identified with LD their reading skills were more impaired than the group without access to RTI.
On the other hand, Mr. Smith acknowledged that Keesha was intelligent, but he thought that Keesha could compensate for anything resulting from her OCD symptoms (Weishaar and Scott, 2006, pg. 71). In reality, most children with OCD have at least average intelligence and experience impairments in the domains of school, home, and social functioning. Furthermore, commonly reported problems among children with OCD are focused on schoolwork and doing homework (Mckay and Storch, 2011, p. 466).