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__**Chapter #6**__ __**Chapter #6 Outline**__**: **

Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) ** Components of Language **
 * Phonology **
 * The sound system of a language and the linguistic rules that govern the sound combinations
 * Smallest unit of language and is distinguished from the other language components in that a phoneme alone sounds not convey a meaning.
 * Most commonly in the child who is developmentally delayed in consonant acquisition.
 * May omit a consonant, substitute one consonant for another, or distort a consonant.

**Morphology**
 * The linguistic rule system that governs the structure of words and the construction of word forms from the basic elements of meaning
 * Smallest unit or segment of language that conveys meaning
 * Free Morpheme: one that has meaning and may stand along (root words)
 * Bound Morpheme: One that may not stand alone (prefixes, suffixes)
 * Students many not use appropriate inflectional endings in their speech.

**Syntax**
 * The linguistic rule system that governs the order and combination of words to form sentences, and the relationships among the elements within a sentence
 * System of rules governing how words or morphemes are combined to make grammatically correct sentences.
 * <span style="color: #215968; font-family: 'Comic Sans MS',cursive; font-size: 90%;">Rules of syntax specific word, phrase, and clause order; sentence organization, and the relationship between words, word classes, and other sentence elements.
 * <span style="color: #215968; font-family: 'Comic Sans MS',cursive; font-size: 90%;">Delay in syntax use sentences that lack the length or syntactic complexity expected for their age.

<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 110%;">**Semantics**
 * <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 90%;">The psycholinguistic system that patterns the content of an utterance, intent, and meanings of words and sentences
 * <span style="color: #215968; font-family: 'Comic Sans MS',cursive; font-size: 90%;">Language meaning and is concerned with the meaning of individual words as well as the meaning produced by combinations of words.
 * <span style="color: #215968; font-family: 'Comic Sans MS',cursive; font-size: 90%;">Developmental delay in word meaning is observed in youngsters who use or understand a limited number of words.

Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 110%;"> Pragmatics **
 * <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 90%;">The sociolinguistic system that patterns the use of language in communication, which may be expressed motorically, vocally, or verbally
 * <span style="color: #215968; font-family: 'Comic Sans MS',cursive; font-size: 90%;">Concentrates on language as a communication tool that is used to achieve social ends.
 * <span style="color: #215968; font-family: 'Comic Sans MS',cursive; font-size: 90%;">Delay in pragmatics is evident when students do not use functions that are expected for their developmental delay.

<span style="color: #72ab11; font-family: 'Comic Sans MS',cursive; font-size: 140%;">** Scenario ** <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Ms. Campbell is a language specialist who works with students at both the elementary- and middle-school levels. She has several elementary-level students who have difficulty retrieving words when speaking. Often, these students will shift in their seats and say, “I know it” when trying to describe an event. In addition, these students have trouble participating in group discussions, sharing ideas on a topic, and developing ideas that follow previous learning. Interpreting critical parts of a story is a tremendous challenge for these students. Recently, many of these students have demonstrated immature social skills. They may misinterpret social cues, fail to think of others’ thoughts and feelings, and be unable to predict the consequences of their behavior. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 110%; text-align: left;">**1. One of Ms. Campbell’s students is a bilingual student who speaks Spanish and has acquired English as a second language. What factors should Ms. Campbell consider when assessing this student?** <span style="font-family: 'Comic Sans MS',cursive;">Ms. Campbell should expect for the student to maybe use some English terms and Spanish terms together. The student may not speech in complete sentences and some words may not be pronounced correctly. The student many not be able to change the form of the word or words to make the sentence sound correctly either. The students many not have a wide range of words either.

<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 110%; text-align: left;">2. **Describe two formal language assessment instruments that Ms. Campbell can use to gain information regarding her students’ language abilities.** <span style="font-family: 'Comic Sans MS',cursive;">**__Screening Tests__:** Provides a general overview of a student's performance in a particular area, which can be compared with the performance of a student of the same age or grade who is developing normally. Screening requires little administration time and thus allows a large number of students to be evaluated. <span style="font-family: 'Comic Sans MS',cursive;">__**Diagnostic Tests:**__ Measure one or more specific language components including receptive and expressive language. Administer a test that provides an overall view of the student's understanding and use of language.

<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 110%; text-align: left;">**3. Ms. Campbell believes that one of her kindergarten students has phonological deficits that affect language development. How can she test this student’s phonological skills?** <span style="font-family: 'Comic Sans MS',cursive;">Ms. Campbell could use the Test of Language Development -- Primary 4 or Goldman-Fristoe test of Articulation -2. <span style="font-family: 'Comic Sans MS',cursive;">Informal tests that could be done are making a list of all the consonant phonemes and collects pictures to depict words that contain each phoneme. Show the student the picture and ask them to tell you the name of the picture. Record the results on a check sheet. List all the phoneme errors and determine which phonemes should have been mastered at the student's developmental age.

<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 110%; text-align: left;">**4. Ms. Campbell wants to use strategies for increasing language production. Present three strategies that may improve the expressive skills of her students.** <span style="font-family: 'Comic Sans MS',cursive;"> 1. To improve a student's verbal expression, encourage storytelling activities in which the student must name all the objects or pictures, tell what is happening and create an ending. <span style="font-family: 'Comic Sans MS',cursive;"> 2. Act as a good language model, and ask students to imitate what they hear. Imitation is frequently a good measure of language skills because students tend to imitate only the forms they know and not necessarily what they hear. <span style="font-family: 'Comic Sans MS',cursive;"> 3. Activities such as role playing and charades to improve a student's use of language in different contexts and to enhance the ability to recognize the importance of nonverbal skills such as eye contact, facial expressions, and gestures. Also, model and reinforce appropriate turn-taking in conversations.

<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 110%; text-align: left;">**5. Describe two instructional language games that can be played by Ms. Campbell’s students in small groups.** <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 110%; text-align: left;">1. __**His, Her, or Their**__: Uses a spinner and takes the number off the spinner and draws from that deck of cards. The student tries to make as many pronouns as possible. Players take turns spinning and making pronouns. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 110%; text-align: left;">2. __**Deal A Sentence**__: Each player receives five cards and the remaining cards go in the middle. Each player in an order selects a card from the deck and discards a card from their hand. The object of the game is to try to be the first one to make a complete sentence.