| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "LANGUAGE CHILDREN": |
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Language Problems in Children with Learning Disabilities, 2002.
An in-depth discussion and analysis of the article ""Language Problems in Children with Learning Disabilities: Do They Interfere with Maternal Communication?" by Helena Rasku-Puttonen.
8,004 words (approx. 32.0 pages), 23 sources, MLA, $ 172.95
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Abstract
This research delves into the still open question of the influence of family interaction on communication impairments and learning disabilities. It shows how some have suggested that interactional or family environment factors combined with neurocognitive issues are relevant in the etiology, the manifestation, and the maintenance of learning disabilities, since guided participation through joint involvement with parents as well as with other social partners is essential for "learning to learn." The paper explains how this is where the child first learns to handle intellectual skills and tools such as language. Some parental behaviors are thought to hinder language development. Children with learning disabilities show the inability to employ effective communication strategies, and this lack seems to develop over time. It analyzes why children with language disorders show greater difficulty in selecting and using appropriate vocabulary than do children with language disorders, but why the evidence implicates underlying language deficits for children with LD as well.
From the Paper
"This article reports on a study of parent-child interaction by observing two carefully matched subgroups: 1) school-age boys with learning disabilities (LD) who showed a discrepancy between their verbal IQ and performance IQ and had more extensive difficulties in higher-level language abilities; and 2) boys with LD who did not manifest a discrepancy between verbal IQ and performance IQ. The effects of the child's language problems on child task performance and on the quality of maternal communication were analyzed in a mother-child problem solving task. Children in the first group were found to be less successful on the task than children in the second group, and their mothers also showed lower communication clarity in their instructions than the mothers of the children in the second group. The researcher also notes an interesting interaction effect for communication deviances. For mothers in the first group, the extent of deficient communication increased from the monologue to the dialogue situation, whereas communication deviances decreased for mothers in the second group. This leads to a discussion of three possible models to explain the differences between the two groups."
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The Effects of Television on the Language Development of Children, 2002.
A historical overview of studies done on the effects of television viewing on children's language development.
1,845 words (approx. 7.4 pages), 22 sources, MLA, $ 59.95
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Abstract
A discussion of the negative and fewer positive effects that television has on children and their language skills. Several propositions seem undisputed by all the researchers such as: children are the largest audience for television, television is a continuing interest for most children, and television can provoke a response in children. This paper concludes that television can invigorate the vocabulary of children, encourage their reading, and inspire their writing.
From the Paper
"Without doubt, television influences the mental processes and speaking habits of young people who may develop their language skills in the family den as much as they do in the classroom. Indeed, statistics abound on the television habits of children. High school seniors will have watched about 15,000 hours of television by the time they graduate (1986 Nielson Report as cited in Powell 41). To gain perspective, Hal Blythe and Charlie Sweet put it this way: "By the time the vidkids matriculate at their favorite institution of higher learning, almost one-half of their waking life will have been spent being Superseted, Chromacolored, and Colortaked" (22-23). Sister Rosemary Winkeljohann reports this incident: A few seasons ago, on an episode of "Happy Days," Fonzie got a library card as a small part of the overall story. The producers thought nothing of it until they later learned that librarians all over the country were swamped the next day with children coming to the library. Children who had never used the library facilities now wanted library cards! (100) "
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Language Acquisition in Children, 2009.
An analysis of the language acquisition and phonological processes in young children.
976 words (approx. 3.9 pages), 1 source, APA, $ 34.95
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Abstract
This paper examines the language acquisition of two children, A and G, who are each two years old. The paper places particular emphasis on their strategies for simplifying word-initial s+ consonant clusters. The paper also discusses noted deviations from adult forms, suggesting possible explanations to account for those deviations.
Outline:
Introduction
Evaluation of Data
Conclusion
From the Paper
"Language acquisition is a complex and gradual process for children. The process works on two levels. Part of it is innate, and part is learned. As they advance developmentally, children absorb what they hear in their interactions with others, especially in their home environments. Phonological development is a gradual process during which speech patterns are first reproduced, and then eventually acquired. It is normal for mistakes, or phonological deviations, to be made during this process. Since young children are still developing their sound systems, their speech can at times be difficult to understand. Anyone who has tried to communicate with small children will have experienced this at some point. This is particularly true in very young children, specifically those under the age of five, since they have not yet mastered the ability to organize sound systems in the same way that adults do."
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Children and Language, 2006.
A review of Paul Bloom's book, "How Children Learn the Meanings of Words", on language acquisition in children.
1,045 words (approx. 4.2 pages), 1 source, MLA, $ 36.95
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Abstract
In this book review of "How Children Learn the Meanings of Words", author Paul Bloom's theory of language acquisition in small children is explained. The paper discusses the primary theory called the "theory of mind," which is also called naive psychology. The paper explains that the book presents this theory on language acquisition through descriptions of research, presented in a clear and largely conversational manner. The writer of the review recommends this book to both students and to parents interested in helping their children acquire language.
Outline:
Theory of Mind
Fast Mapping
Objects and Concepts
Context Learning
About this Book
Conclusion
From the Paper
"This book describes the process of language acquisition through syntactic cues that are present in the child's environment. Such a process is not just a part of language acquisition, but is also part of other forms of reasoning as well. The capacity to learn language in such a way belongs to human beings alone. Although other mammals are capable of communicating in what could be considered to be a limited language, only humans have the capability to acquire abstract concepts."
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How Children Learn Language, 2007.
A review of a book on the language of infants and toddlers by Roberta Golinkoff and Kathy Hirsch-Pasek, entitled "How Babies Talk: The Magic and Mystery of Language in the First Three Years of Life".
994 words (approx. 4.0 pages), 1 source, MLA, $ 35.95
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Abstract
This paper discusses the book "How Babies Talk: The Magic and Mystery of Language in the First Three Years of Life" by Roberta Golinkoff and Kathy Hirsch-Pasek." It explains that the book is geared toward parents with infants who are interested in tracking how their children learn language. The paper looks at a portion of this book which is devoted to "experiments" that parents can do with their children. This also paper examines the style in which the book is written, the language used and the use of humour. Overall the writer was not impressed with this book and feels that it adds very little to the study of language development.
Outline:
Overview
In Utero
Tactile Learning
Babbling and Other Things
Toddlers
Conclusion
From the Paper
"The authors of this book, Roberta Golinkoff and Kathy Hirsch-Pasek, claim that the fetus is being prepared to hear "the contours of our voice and the cadences of speech without ever hearing words the way that we do" (13). The words that the fetus hears, the authors state, is like the swimming pool game of guessing words spoken underwater.It is possible to hear the syllables and pitch of those words, but in most cases the words are indistinct at best. Using an experiment that monitored fetal heart rate, which declines initially before rising again when the fetus is exposed to a new experience, researchers found that babies can even differentiate between new sounds even in the uterus (14-15). Other experiments revealed that the fetus could determine differences in music and in poetry as well."
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Children and Language, 2005.
This paper explains how children learn and build new words.
1,350 words (approx. 5.4 pages), 10 sources, $ 53.95
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Abstract
The paper explains that the principles of reference, extendability and object scope are the building blocks of new words. The paper relates that children build new words by paying attention to their environment and sometimes just by being in an environment. The paper points out that culture is an important part of the language for children just as memory and cognition are important factors in children learning new words. The paper says that children learn new words in many different ways including overhearing words, one-on-one contact with adults and building onto words they know.
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Language and Literacy Acquisition in Hearing Impaired Children, 2000.
An exploration of recent research into fostering language acquisition in the deaf and hearing-impaired.
2,521 words (approx. 10.1 pages), 13 sources, APA, $ 76.95
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Abstract
Many factors determine how a hearing-impaired child will acquire language skills, including the severity of the hearing disability, the age of onset, whether the child has hearing or deaf parents, the technology to which the child has access, and the home and school environments, among others. This paper explores various methods of teaching deaf students, including manual languages such as ASL and codes such as SEE 1, the oral approach, speech reading, and total communication. Each can be effective alone or in combination. In addition, there are various ways schools and parents can facilitate the language and reading abilities of hearing-impaired students.
From the Paper
"The bilingual-bicultural school of thought holds that deaf children need to be bilingual (in both manual and oral communication) in order to thrive. Bilingual-bicultural education programs emphasize early language acquisition and the special social needs of deaf children (Andrews et al., 1997). This philosophy advocates for the use of ASL as the first language of the deaf child, and maintains that such children are visual learners and should not be mainstreamed, but should be in environments that provide full communicative access to the curriculum. Adherents to this school of thought also believe that one should not speak English while signing ASL (Baker & Baker, 1997)."
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Bilingual Language Development, 2004.
An exploration of the process of double language acquisition by children.
2,676 words (approx. 10.7 pages), 11 sources, MLA, $ 80.95
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Abstract
This paper examines how there are several different ways to expose children to a second language. It looks at how some children are exposed to two languages since birth and how others are exposed to a second language once they enter a school program. It discusses how the process of double language acquisition is not so smooth and how there are a few discrepancies in fluency and language confusion to be taken into account.
Outline
Introduction
How Children Learn Two Languages
Stages of Development
Code Switching
Language Mixing
Two Languages, One Sentence: Not a Sign of Confusion
Language Imbalance
Language Loss and Semilingualism
Conclusion
From the Paper
"For some bilingual children, code switching is a normal language phenomenon. While some children acquiring a second language appear to confuse the two languages at first, code switching is a normal aspect of second language acquisition. Young bilingual children tend to insert single items from one language into the other (McClure, 1977), primarily to resolve ambiguities and clarify statements. Children over nine and adults, however, tend to switch languages at the phrase or sentence level, typically to convey social meanings. Studies of code switching in adults show it to be a sophisticated, rule-governed communicative device used to achieve goals such as conveying emphasis or establishing cultural identity."
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Improving Language, 2005.
A discussion regarding the speech and language skills in children.
675 words (approx. 2.7 pages), 0 sources, $ 26.95
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Abstract
This paper takes a look at language and speech development in young children. According to this paper, this development is quite rapid, unless there are issues. Children with language development issues are recognised at an early age. This paper takes a look at specific examples of two children and their language and speech development.
From the Paper
"Children rapidly begin learning different words beginning as early as six months. Looking at the examples of Adam and Mike show that normal language develops quickly unless the child develops language problems. There are expected language behaviors for children of different ages. These behaviors should be seen by observing different conversations with children. Parents and teachers can do some simple strategies to help children build their word knowledge. Adam is four years and seven months old. He should be able to carry on a normal conversation with an adult using extensive verbalization as he plays, yet Adam barely talks to the adult."
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Autism and Figurative Language, 2008.
A dissertation on autism spectrum disorder and interventions to specifically target deficits in figurative language.
12,520 words (approx. 50.1 pages), 53 sources, APA, $ 240.95
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Abstract
The goals of this study are to identify and analyse common autism spectrum disorder (ASD) interventions targeting social communication; to ascertain whether any of these strategies specifically target deficits in figurative language, such as the inability to understand metaphors, irony, idiomatic expressions and humour; and to discover whether any of the current strategies have proven effective in addressing deficits in figurative language. Children with ASD suffer an increased likelihood of severe anxiety (such as hypochondriasis, panic, specific fears or excessive worrying) and depression or other mood disorders. Thus, it is extremely important to develop and implement effective strategies to help such children interact in socially positive ways in order to decrease their anxieties and improve their opportunities to establish friendships.
While there has recently been a proliferation of therapeutic approaches designed to remedy the deficits in the social and linguistic skills of children who suffer from ASD, there are few published studies available regarding the efficacy of such strategies in addressing the inability to understand figurative language such as metaphor, irony, idiomatic expressions and humour. This dissertation intends to contribute to the sparse literature on this subject by looking at the communication intervention strategies currently being used with ASD children and to what degree these have proven effective in addressing figurative language deficits.
Table of Contents:
Introduction
Literature Review
Methodology
Discussion
Conclusion
From the Paper
"Children with ASD suffer increased likelihood of severe anxiety (such as hypochondriasis, panic, specific fears or excessive worrying) and depression or other mood disorders (Sofronoff, Attwood & Hinton, 2005). This can be predominantly attributed to the bullying and social rejection they suffer as a result of their inability to communicate in socially appropriate ways (Harvard Mental Health Letter, 2005). Difficulties in social reasoning due to an inability to accurately gauge and respond to social cues, particularly those involved with verbal and nonverbal communication, leads to problems in establishing supportive friendships with others (Sofronoff, Attwood & Hinton, 2005). In addition, impairments in social communication render the individual with ASD naive and vulnerable to being taken advantage of by unscrupulous individuals (Rajendran, Mitchell & Rickards, 2005). Thus, it is extremely important to develop and implement effective strategies to help such children interact in socially positive ways in order to decrease their anxieties and improve their opportunities to establish friendships."
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Low Income Families and Language Development, 2005.
A discussion on children from low-income families and the effect this has on their language development.
2,700 words (approx. 10.8 pages), 10 sources, $ 106.95
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Abstract
This paper discusses children from low income families, and language development in modern society. The paper examines the societal contention that children raised in poverty will develop inadequate language patterns as well as be candidates for special education programs when their school years commence. The research provides evidence that low income children may develop language complications because the resources for learning are not available to them.
From the Paper
"Children learn language by sound or phonology that allows them to begin to form words, sentences, and structures that serve them in communication (Wright, 2004, p. 61). Children, by nature have a strong inclination to attempt to understand what things mean in order to function within their lives, and relate to the world around them (Athey, 1983, p. 197). It has been contended, however, that children of low-income families have historically suffered from language problems that begin in early childhood, and then progress throughout life because the society in which poor children are reared is absent of the verbal intricacies that children of higher income households are accustomed to."
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Bilingual First Language Acquisition, 2002.
An examination of early language development theory for potential bilingual children.
7,808 words (approx. 31.2 pages), 35 sources, MLA, $ 169.95
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Abstract
This paper examines the criteria for measuring early language development, the concepts associated with ascertaining a child?s developmental progress, the research supporting the prevailing theories and the significant findings inherent in credible research in these areas. It discusses how all over the globe young children seem to effortlessly acquire two or more languages at one time, while some uphold the belief that children who are exposed to multiple languages too early may experience developmental language delays and/or confusion. It evaluates how scientific research has attempted to examine whether young bilinguals can ascertain that they are acquiring two separate and distinct languages early on.
Outline
Introduction
Research and Analysis
Bilingual Paradox
Bilingual Deficit Hypothesis
Unitary Language System Hypothesis
Bilingual Advantage Hypothesis
Differentiated Language System Hypothesis
Vocabulary Development
The MacArthur CDI
Linguistic Milestones
Lexical Identifiers
Neutrals
Translation Equivalents
Interlocutor Sensitivity
Language Choice
Codemixing
Parental Discourse Strategies
Early Constraints
Conclusion
Bibliography
From the Paper
"The line of thought that resembles popular opinion about whether or not children should be raised bilingual from birth is called the ?Bilingual Paradox?. It is a paradox because there are conflicting contemporary theories about whether or not it is the preferred method of introducing two languages. While much research shows that, by several measures, children who are exposed to two languages simultaneously between the ages of zero and three achieve major milestones within the same timeframe and with similar results as monolinguals, the contemporary line of thought has been to teach a child one language early on, reserving the introduction of a second language for the later school years. The thinking associated with the latter opinion is that introducing two languages early on will confuse the child, or that the child will be disadvantaged in mastery of one or both languages. There are, however, steps parents can take early on based on proven research to give their child an advantage in learning language skills. Methodologies, tools, timing mechanisms and support strategies have been developed through testing and observation that aids children in successful and timely language development, specifically in the adoption of multiple languages."
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Sign Language, 2003.
Discusses the development of sign language competency and communication skills in children.
2,025 words (approx. 8.1 pages), 8 sources, $ 71.95
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Abstract
Presents conflicting approaches to education of deaf children or children with vocal language impairments. Discusses educational philosophy and American Sign Language (ASL).
From the Paper
"While sign languages are generally regarded as languages that are most useful for individuals with hearing or verbal communication impairments, research suggests that such languages are also useful in other contexts ..."
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Teaching the English Language, 2007.
A look at language development in school-aged children.
940 words (approx. 3.8 pages), 1 source, MLA, $ 33.95
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Abstract
The paper discusses four aspects of learning English. The paper explains that many students today are from different nationalities and backgrounds, with different cultural ideas and English as a second language. The paper addresses the language and cultural boundaries that exist in many schools between teachers and students. The paper looks at the problem of dyslexia, a lack of phonological awareness and problems with syntax and/or semantics. The paper points out that it is important to teach children about figurative language and how to use it correctly; including metaphors, idioms and proverbs. The paper also talks about the use of conjunctions and independent and dependent clauses that are of importance in school-age learning.
From the Paper
"The diversity that is being seen more and more today in schools would be thought to be good, but it can actually be difficult for students. This is largely because most teachers in this country are white and speak English as their only language. In contrast to this, their students are from many different nationalities and backgrounds. They also have different cultural ideas and many speak English as a second language, and often not very well. There are more and more immigrants coming into this country today, and so there are many more children that must be taught. These children are getting an education, but there is some concern over whether they are really getting the high quality of education that they want and need because of language and cultural boundaries that still exist in many schools between teachers and students."
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The Study of Language, 2001.
The following paper examines the theories of bilingualism and multilingalism, language acquisition and language learning, making reference to a number of case studies.
2,790 words (approx. 11.2 pages), 8 sources, MLA, $ 83.95
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Abstract
The following paper examines the theories on language acquisition and looks at the useful distinction between acquisition and learning. The writer also comments on approaches and methods to teaching second and foreign languages. Lastly the writer comments on interference as a factor in language learning.
Table of Contents
Bilingualism and Multilingualism
Diglossia
First Language Acquisition
Using a text-mapping device to depict the important stages in first-language acquisition
Theories on how language is acquired
Innateness
Cognition
Input
Approaches and methods to teaching second and foreign languages
Interference as a factor in language learning.
From the Paper
"Diglossia is the coexistence of two forms of the same language in speech community. The one form will often be the literary or prestige dialect, and the other one can be a dialect commonly spoken by most of the population. The term diglossia could also be used to indicate bilingualism, or the speaking of two languages by the people of the same community. An example for the first definition is the use of Dutch in Belgium. Dutch is one of the official languages in Belgium. Dutch-speaking Belgians are called the ?Flemish? where the French-speaking Belgians are called ?Walloons?. Dutch spoken by Belgians is also referred to as ?Flemish?, which is not a literary form of the language, but a spoken ?dialect?. They are different varieties of the same language."
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