Chapter6

﻿ SCENARIO 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.
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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? Ms. Campbell should consider assessing this student in their native language, as well as English. This will tell her if the student has a language problem, or if the problem is because the student does not have an understanding of the English language.

2. Describe two formal language assessment instruments that Ms. Campbell can use to gain information regarding her students’ language abilities. From the scenario, I think Ms. Campbell students are struggling with semantics. The Peabody Picture Vocabulary Test, which is when a student is shown four pictures. The student points to the picture that best represents the stijmulus word spolken by the examiner. Ms. Campbell could also use the Test of Language Development - Primary or Intermediate. This assessment will assess receptive and expressive language. These assessments assess picture vocabulary, relational vocabulary, and oral vocabulary assess the understanding and maningful use of spoken words; syntactic understand, sentence imitation and morphological completion assess differing aspects of grammar; Word articulation, word analysis, and word discrimination measure the abilities to say words correctly and to distinguish between words that sound similar.

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? ﻿Ms. Campbell could use the Goldman-Fristoe Test of Articulation. The first subtest, Sounds in Words, consists of pictures that elicit the student's articulation of the major speech sounds in the initial, medial, and final positions. In the second subtest, Sounds in Sentences, the student is asked to retell a short story based on a picture cue. The third subtest, Stimulability, determines whether misarticulated phonemes are articulated correctly when the student is given maximum stimulation. The student is asked to watch and listen carefully while the sound is pronounced in a syllable, used in a word, and used in a sentence.

4. Ms. Campbell wants to use strategies for increasing language production. Present three strategies that may improve the expressive skills of her students. ﻿1. Teach language invarious natural settings (e.g., classroom, cafeteria, and playground) rather than only in isolated groups. Also, teach langage skillsonly in isolated groups. Also, teach language skills in connection with other curriculum content. 2. comment or elaborate on students' ideas to deomonstrate how more information can be expressed and how concepts can be associated. 3. To improve a student's verbal expression, encourage stroytelling activities in which the student must name all of the objects or pictures, tell what is happening, and create an ending.

5. Describe two instructional language games that can be played by Ms. Campbell’s students in small groups. 1. Sentence Game - To teach sentence construction. Materials - A start-to-finish game board, a deck of cards displaying stimulus pictures, a spinner, markers. Directions - Each player places a marker at the start position, and the picture cards are placed face down. The first player spons the spinner and moves the designated number of spaces. Then the player selects a card from the deck and must say a sentence using the word or words illustrated in the picture. If the sentence is complete and correct, the player remains on the square. If the sentence is complete and correct, the player remains on the square. If the word or words are not used correctly, the player moves back one square at a time and piks up another card until able to produce a correct sentence. the first player to reach the finish square wins. 2. Say the Whole Sentence - To teach sentence construction. Materials - Deck of cards of matching pairs with several of the pairs having only one attribute different from other pairs (e.g., three pairs of Christmas trees--one set with blue lights, one set with red lights, and one set with green lights). Directions - Six cards are dealt to each player, and the remaining cards are placed face down in a stack on the table. Each player combines any matching sets in his or her hand and lays them face up on the table. Each player in turn asks for a card from another player by using all the attributes (e.g., "Do you have a Christmas tree with green lights?"). If the other player has that card, it is given to the first player. If the other player does not have the requested card, the first player takes a card from the deck. The first player who matches all of his or her cards wins the game.

from - Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)