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Essay / Research Paper Abstract
This 16 page paper provides an overview of the problem of functional language disorder for one student. Bibliography lists 10 sources.
Page Count:
16 pages (~225 words per page)
File: MH11_MHOralAs.rtf
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traditional state-related models. At the same time, children who have a speech/language delay or disorder may find that their language functioning impacts other educational and psychosocial domains, influencing performance
in content areas and self-esteem that can translate into social isolation. "John" is a student who demonstrates some characteristics of a lack of early phonological and phonemic awareness and conflicts
with memory encoding and recall. These limitations not only influence his use of language skills, but also impact his function in mathematics and his ability to express language orally
and in writing. Understanding the background information about deficits in phonemic and phonological awareness and the impacts over time is important in determining the best approach for "John."
Review of Literature Mayo et al (2003) relate the concept of phonemic awareness in the development of both cueing and acoustic perspective
in speech development. What is evidenced in this study is that early interventions for children with disabilities that are linked to phonemic awareness demonstrate better gains than when addressing
the extended problems in later adolescence (Mayo et al, 2003). Essentially, long-term memory encoding and phonological specificity are defined by the capacity to demonstrate phonemic and phonological awareness (Mayo
et al, 2003). More specifically, in early development of language skills, children must understand a specific set of representations that are linked to specific lexicons in order to create
the ability to assess similarities and differences in word structure (Mayo et al, 2003). Mayo et al (2003) also recognized that early developmental processes, including the improvements in categorical expression
and phonological awareness are necessary components of language acquisition. For young children, this process often combines both phonological and phonemic perceptions that occur simultaneously (Mayo et al, 2003).
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