Fluency

purposes. His lexical diversity, syntactic knowledge and use were judged to be age-appropriate. The Stuttering Severity Instrument-4 (SSI-4) was administered to formally assess L.R.’s fluency. L.R. received a total overall score of 29, which places him in the 78th – 88th percentile, and indicates a severe fluency disorder. Therefore, Speech and Language Therapy is recommended. L.R.’s was administered the A-19 Scale, to assess his feelings toward his difluences. L.R. obtained a score of 4,…

Informal assessment of N~’s syntactic usage revealed syntactical difficulties. He predominately produced simple sentence during conversation (e.g. “my ear hurts”). N~’s syntax was negatively impacted by language formulation difficulties as his sentences deteriorated into fragments and short phrases that were linked with the connective “and”. He exhibited errors in subject-verb agreement during discourse (e.g. “I no feel good”) and in formalized testing (e.g., “pencil is do your homework”).…

of their thoughts and feelings. We are not going to be changing fluency until we address their feelings and thoughts first. When most people discuss stuttering they are only referring to the motor movements involved in speech. When in reality, this is only the “tip of the icecberg.” Other components such as fear, shame, guilt, anxiety, hopelessness, isolation, and denial need to be address during therapy. As stated in our DVD, “Fluency problems are multifactorial. Much happens under the surface…

Assessment Findings Record Review Background Britney is a 7th grade student at Ann Arbor Middle School. She currently lives with her mother, father, twin sister, and younger brother (7 years-old). Britney enjoys writing short stories and playing the violin. Medical History Britney’s medical records indicate that she is a healthy 13-year-old with no evident medical conditions. She passed a hearing screen and vision screen with glasses on in 2016. Academic History Britney attended Ann…

Case Study 'The value of precision teaching lies in identifying a subject area in which the child is failing to progress, followed by a daily session of teaching, fluency building, monitoring and evaluating progress in order to optimise learning . '(Lindsley, 1992). The context and aims of this Case Study This Case Study was chosen to evaluate and reflect upon the effectiveness of the Intervention of Precision Teaching in Key Stage 2. The aim of this Case Study is to determine the…

Demotivators of Japanese English-as-a-Foreign-Language Learners ' Oral Fluency The increasing use of English in global business and international communication has led many countries to emphasize English as a foreign language (EFL) in their education systems. In Japan, compulsory English education extends from elementary school to high school. However, oral fluency continues to be a weak point in Japan’s education system when compared to written and reading skills. One possible reason for this…

The biggest struggle I see on my current campus, which is primarily bilingual, is that my teachers are unprepared and lack the knowledge of how to teach English Language Learners. Most of them are phenomenal monolingual teachers, but do not know how to differentiate their teaching for ELL students. So, in hopes of finding strategies and techniques that can be implemented in my Bilingual and ELL classrooms, I selected Reading Strategies for my Literature Review topic. Reading the articles I…

and WWII and review them before the reading is started. Subsequently, I will start my next approach by conducting the shared reading approach to strengthen fluency. I will start the reading session and ask volunteers to join in and share. The shared reading strategy is a great way to monitor the student’s reading progress as well as promote fluency. ELL and ESE students will be paired up with a fluent English reader for coaching while reading. At times I will stop for short Q&A sessions to…

The oral analytic rubric is composed of five individual grading aspects. Each of these aspects plays a major role in grading an ELL student’s oral language. The five grading components are comprehension, fluency, vocabulary, pronunciation and grammar. To begin with, in order to develop an effective academic speech, comprehension is an imperative learning skill. One prime example of how crucial comprehension is by following a doctor’s direction concerning the steps needed for the consumption of…

explain what information you could get from the assessment to drive your intervention choices. WMLS-R language proficiency or Dynamic Assessment and it assess the child basic literacy skill which includes Letter Naming Fluency, Phoneme Segmentation Fluency, and Nonsense Word Fluency. The result of the assessment drive us to the needs of the child in the literacy skill and we can chose the intervention wherever the result indicate the weakness on these areas Targeted Alphabet review letters and…