SPTH2002 Child Language & Hearing Across the Lifespan Language
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Added on 2021-05-31
SPTH2002 Child Language & Hearing Across the Lifespan Language
Added on 2021-05-31
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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 severity Receptive language185Moderate severityExpressive language121Severe severityLanguage content142Severe severityLanguage structure182Severe severityOverall speechpathology diagnosisAn overview of the obtained scores suggests that X suffers from serious impairment in language abilities. Although he displays moderate capabilities related understanding information that is being conveyed to him, he suffers from severe speech disorder that signify an impairment in the general language ability and its comprehension.Answer 2The Clinical Evaluation of Language Fundamentals (CELF-5) is a language assessment tool that was individually administered to the student X. This assessment tool is composed of 18 subtests 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 that are prevalent in X. An analysis of the results demonstrates that X suffered from severe general language disability, which in turn confirms the presence of language disorder. The subsequent levels 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 that must 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. Further weaknesses are related to the fact that there were persistent difficulties in communicating the needs and wants, in the form of verbal and nonverbal communication. Hence, the low score suggests that X suffered from severe problems with the use of sentences, gestures, words, and while writing. Moreover, language is absolutely central to the overall learning process that occurs in a classroom (Bornstein, Hahn & Putnick, 2016). Low scores for the language content and structure provide supporting evidences for the fact that X faced inconvenience in framing appropriate sentences (Overvliet et al., 2013). Hence, his words were incoherent, not structured well and resulted in his failure to convey his intended thoughts and actions. However, the major strength that can be deduced from the aforementioned scores is related 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 often understand what was being conveyed to him.
3ENGLISH LANGUAGE AND LINGUISTICSThe scores will directly affect his learning process in the classroom. He has a moderate understanding of the sentences, words and meaning of what others said or what is being read to him. Thus, he will be most often display a moderate likelihood of understanding the instructions of his teachers. However, the low scores for all other subset of tests will make it uncomfortable for him to put his thoughts into words and proper sentences. He will also display an inability to make sense through his sentences that will be grammatically inaccurate. These difficulties will make it extremely inconvenient for him to communicate with his teachers and classmates, which in 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 X suffers from, there is a need to conduct a dyslexia screening test as well that will identify if the child is suffering from or is at a risk of dyslexia. The screening test will give a clear understanding of possible difficulties related to dyslexia. Dyslexia refers to specific learning disabilities 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, spelling words, writing and reading quickly (Mohtaram, Pee & Sibgatullah, 2014). There is a need to conduct the dyslexia screening test due to the fact that children suffering from language disorder might often report problems related to sounding out words in their head, or pronouncing wrong words while reading aloud. Owing to the fact that high severity was reported in expressive and core language, in addition to problems in language structure and content, there are possible chances of exhibiting delay in phonological awareness and segmenting words into separate fragments or sounds. This
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