Week 5 Re-Cap

What...
As a class, we discussed how to create a benchmark. We also discussed the different assessments that districts use to assess language development. The material covered in class was over chapters 13 and 14 of Teaching Students with Language and Communication Disorders by S. Jay Kruder. The class discussion took place on February 14, 2013.

Why...
There has to be assessment of language in place for students so that districts can analyze a child's language development. The district needs to know if its students are developing speech and language at an age-appropriate pace or if a school needs to develop a program for the student in order to catch him or her up to her peers. The earlier the language or speech delay is detected, the earlier an intervention can be put in place. The earlier the intervention in started the better chance a student has of "catching up" to his peers.

Reaction...
It's interesting to see how widely used some language assessments are, but how little validity they have for multiple groups of students. The reliability seems good for the tests, but the bulk of the tests we analyzed seemed outdated and not designed for English language learners or students that come from low income families.

Learned...

Age	Phonology	Morphology	Syntax	Semantics	Pragmatics
Birth-12 months	-Reflexive cries -Vegetative sounds -Sound discrimination -Cooing and laughing -Vowel-like sounds -Cry more controlled -Increased control over speech -Prolonged vocalizations -Babble -Cargivers interpret sounds as attempts to communicate	-Jargon speech -Some words -Protowords -Transition to language	N/A	-Communicating biological and physical needs -Differentiated crying (hunger, distress) -Beginning of semantic functions -Expansion of semantic functions -Overextensions -Underextensions	-Eye contact -Using for routines -Using language with the intent to communicate -Illocutionary stage -Locutionary stage
1 year- 2 years	-Imiatates animal sounds -Imitates words	-Protowords -Transition to language -Emergence of true words -10 Plus words in their vocabulary -Learning new words every month -MLU Stage I	-Nouns -Modifiers -Negative -Action + Object	-points to a few body parts and familiar faces	-Can follow one step directions -Using language sounds to get and keep parents’ attention
2-3 Years	-Using /p, b, h, w, m, n/ sounds -Understood by 50% to 75% of familiar listeners	-Says their name -Vocabulary of over 100 words -MLU Stage II	-1-3 word sentences	-Identifies pictures -Asks for objects by naming them	-Follows 2-step related requests -Understands actions
3 years- 4 years	-Understood by 75% of familiar listeners	-Say their name -MLU II, III, IV, V	-Negation:    ~”No” used alone    ~ “No used with outher words    ~Negative contractions -Yes/No questions -What/where questions -Inversion of auxiliary -Determiners such as articles and possessive pronouns -Ordinal adjectives -Only, all, both -Use of conjunctions -Development of embedding-joining a main clause with a subordinate clause -Elaboration and refinement of syntactical structures	-Matches shapes -Can answer questions regarding physical needs	-Answer simple “wh” questions
4-5years	-Voice sounds clear -says most sounds correctly -cannot always say /l,s,r,z,j,ch,sh,th/ sounds correctly	-Girls have between 5,000-7,00 words -Boys have betweem 3,000 and 5,000 words -MLU VI	-Uses sentences with a lot of detail -Uses the same grammar as the rest of the family	-Sticks to the topic -Communicates with other children and adults -Hears and understands most of what is being said	-Pays attention to a short story and is able to answer questions about them -Follows complex commands without needing gestures for understanding

Teaching Students with Language Communication Disabilities.  S. J. Kuder

PowerPoint created by Yvette Evans

Goal Setting...
I wil complete and update my blog with my LAIP I analysis this weekend.