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SPTH2002 Child Language & Hearing Across the Lifespan Language

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Running head: ENGLISH LANGUAGE AND LINGUISTICSSPTH2002 Child Language & Hearing across the Lifespan Language Written Assignment 2018Name of the StudentName of the UniversityAuthor Note
1ENGLISH LANGUAGE AND LINGUISTICSCase Study AnalysisAnswer 1CELF -5 IndexesSum of subtestscaled scoresPercentile rankSeverity ratingCore language score182Severe severityReceptive language185ModerateseverityExpressive language121Severe severityLanguage content142Severe severityLanguage structure182Severe severityOverall speechpathology diagnosisAn overview of the obtained scores suggests that Xsuffers from serious impairment in language abilities.Although he displays moderate capabilities relatedunderstanding information that is being conveyed tohim, he suffers from severe speech disorder thatsignify an impairment in the general language abilityand its comprehension.Answer 2The Clinical Evaluation of Language Fundamentals (CELF-5) is a language assessmenttool that was individually administered to the student X. This assessment tool is composed of 18subtests that are further organized into four different levels of language testing. The primary aim
2ENGLISH LANGUAGE AND LINGUISTICSof using this tool was to evaluate or investigate X’s skills that pertain to language structure,content, and use (Zibulsky & Viezel, 2013). The specific groups of subtests were administered,with the aim of gaining significant information on the different aspects of language disorder thatare prevalent in X. An analysis of the results demonstrates that X suffered from severe generallanguage disability, which in turn confirms the presence of language disorder. The subsequentlevels of testing helped to evaluate the presence of disabilities in expressive language, in additionto problems in forming the appropriate content and structure. The four core language skills thatmust be demonstrated by the student X are related to listening, reading, speaking, and writing(Uccelli, Barr, Dobbs, Galloway, Meneses & Sanchez, 2015). The results suggest that X shows adisability in regards to concepts of phonological awareness and reading skills. Furtherweaknesses are related to the fact that there were persistent difficulties in communicating theneeds and wants, in the form of verbal and nonverbal communication.Hence, the low score suggests that X suffered from severe problems with the use ofsentences, gestures, words, and while writing. Moreover, language is absolutely central to theoverall learning process that occurs in a classroom (Bornstein, Hahn & Putnick, 2016). Lowscores for the language content and structure provide supporting evidences for the fact that Xfaced inconvenience in framing appropriate sentences (Overvliet et al., 2013). Hence, his wordswere incoherent, not structured well and resulted in his failure to convey his intended thoughtsand actions. However, the major strength that can be deduced from the aforementioned scores isrelated to the fact that his severity was of a moderate level in terms of receptive language.Furthermore, he provides support to his peer as well. This indicates that X could oftenunderstand what was being conveyed to him.
3ENGLISH LANGUAGE AND LINGUISTICSThe scores will directly affect his learning process in the classroom. He has a moderateunderstanding of the sentences, words and meaning of what others said or what is being read tohim. Thus, he will be most often display a moderate likelihood of understanding the instructionsof his teachers. However, the low scores for all other subset of tests will make it uncomfortablefor him to put his thoughts into words and proper sentences. He will also display an inability tomake sense through his sentences that will be grammatically inaccurate. These difficulties willmake it extremely inconvenient for him to communicate with his teachers and classmates, whichin turn will impede questioning sessions and result in a delay in the learning process.Answer 3Prior to implementing any therapy that will improve the language disabilities, which Xsuffers from, there is a need to conduct a dyslexia screening test as well that will identify if thechild is suffering from or is at a risk of dyslexia. The screening test will give a clearunderstanding of possible difficulties related to dyslexia. Dyslexia refers to specific learningdisabilities among children, and is often referred to as reading disorders (Sun et al., 2013).Children suffering from dyslexia often face troubles in reading, despite having high intelligence.Research evidences have correlated dyslexia with other language difficulties such as, spellingwords, writing and reading quickly (Mohtaram, Pee & Sibgatullah, 2014). There is a need toconduct the dyslexia screening test due to the fact that children suffering from language disordermight often report problems related to sounding out words in their head, or pronouncing wrongwords while reading aloud.Owing to the fact that high severity was reported in expressive and core language, inaddition to problems in language structure and content, there are possible chances of exhibitingdelay in phonological awareness and segmenting words into separate fragments or sounds. This
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