Morphological Knowledge: Opportunities for Collaboration Through Multitiered System of Supports

Purpose The study of morphological knowledge and its role in literacy development for early elementary students is growing. The aim of this tutorial is to illustrate the role a school-based speech-language pathologist (SLP) has as a collaborative partner in multitiered system of supports (MTSS) in elementary for morphological knowledge. Method This tutorial presents the role of morphology in the English writing system and the documented benefit of morphological interventions to support students' oral and written language development. Next, the role of morphology in literacy development as it appears in curricular standards is highlighted. Lastly, strategies are provided for how SLPs can be part of a collaborative educational team to increase morphological knowledge in early elementary school within an MTSS framework. Conclusion Given school-based SLPs' language and literacy expertise, we are well suited for engaging in collaborative partnerships in the school setting to increase academic outcomes. The information presented in this tutorial provides a guide to establish collaborative partnerships within educational teams to support morphological knowledge development through all MTSS tiers. Additionally, the need for further evidence to support the role of morphological knowledge in literacy development is presented.

Written Language Outcomes of Deaf Elementary Students Engaged in Authentic Writing

This study explores the impact of Strategic and Interactive Writing Instruction (SIWI) on six students’ written language skills through the application of a multiple-baseline probe single case design with embedded condition. This was part of a larger Institute of Education Sciences (IES)-funded project focused on the development and feasibility of implementation of SIWI. For the majority of skills analyzed, there were improvements in the mean level of performance with the implementation of SIWI, as well as more consistent responding and positive trends in the data. The study also revealed that teachers are in need of additional tools to aid the systematic identification and tracking of syntax skills in children’s written language development, and to distinguish these from other writing skills such as conventions or handwriting.

Quantitative Analysis Of The Effect Of Synchronous Online Discussions On Oral And Written Language Development For EFL University Students In Vietnam

<p><span>The study investigated the effects of synchronous online discussions on oral and written skills development for EFL university students in Vietnam after one semester of instruction, using a pretest-posttest quasi-experimental approach. One 15-student class of B1-level English participated in oral role plays, whereas another 15-student class engaged in synchronous online discussions after comparable preparation. Results showed no statistically significant differences in oral and written proficiency between the two treatment groups at the end of the semester. However, students in both groups achieved great progress in speaking and writing skills, especially speaking skill after one semester. The fact that there was no significant difference of the groups strengthens the belief that online discussions support the development of the same processes that underlie oral speech. Synchronous online discussions are thus shown to be a valuable addition to the foreign language classroom, in terms of second language acquisition and learners’ language development.</span></p>

Flashcard computer generated imagery medicinal plant for orthopedagogic education

The Indonesia natural wealth of tropical forest store various plants such as ornamental plants, fruits, vegetables, spices and medicinal plants. Medicinal plants are a variety of plants that are recognized as plants for medicines. However, due to the lack of community knowledge about medicinal plants. So it takes the application of learning about the benefits of medicinal plants to the community, especially to children. Orthopedagogic Orthodontic Objects are exceptional children, who have abnormalities that require special educator services. Learning media associated with motor censorship can overcome the limitations of deaf and tuneless children who can improve the motor skills of the child. Because children with hearing impairment and speech have a lack of understanding of spoken and written language. Development of Computer Science technology today, thus encouraging the educational process to be more interesting and applicable in order to improve the quality of education media and learning interests of learners. Augmented Reality (AR) learning media is a technique of displaying objects directly by directing the camera to a real (marker) object. The aim of current developd application are to show 3 Dimensional interactive learning media using a marker of flashcards about medicinal plants as many as 20 types of medicinal plants. This is intended to facilitate the user especially on orthopedagogic education in recognizing the types of plants that are efficacious for treatment.

Prerequisites for Written Language Acquisition and It’s Disorders Correction in Montessori Pedagogy

The successful acquisition of written language is an important precondition for schoolchildren academic achievement. Written language disorders are usually diagnosed during primary school, although the etiology of them is largely associated to children oral and written language development in the pre-school years. This article presents the need of primary prevention of written language disorders at the preschool level and its realization with a help of Montessori pedagogy. There is summarized theoretical knowledge in the context of language acquisition and reflected Montessori pedagogy prerequisites for the successful written language acquisition and correction of early signs of disorders in the pre-school years.