Chapter+6+Scenario

Ms. Campbell is a language specialist who works with students at both the elementary- and middle-school levels. She has several elementary-level students who have difficulty retrieving words when speaking. Often, these students will shift in their seats and say, “I know it” when trying to describe an event. In addition, these students have trouble participating in group discussions, sharing ideas on a topic, and developing ideas that follow previous learning. Interpreting critical parts of a story is a tremendous challenge for these students. Recently, many of these students have demonstrated immature social skills. They may misinterpret social cues, fail to think of others’ thoughts and feelings, and be unable to predict the consequences of their behavior.

1. One of Ms. Campbell’s students is a bilingual student who speaks Spanish and has acquired English as a second language. What factors should Ms. Campbell consider when assessing this student? Ms. Campbell will not be able to assess the students true ability unless she assess the student in his/her native language as well. The student my have more of an understanding of the subject then believed except is having a language barrier. By assessing the student in their native language, this will tell if they have an understanding of the material or if they are just having difficulties with the language.

2. Describe two formal language assessment instruments that Ms. Campbell can use to gain information regarding her students’ language abilities. There are two different assessments that I feel would be beneficial for Ms. Campbell to preform on the student to asses their language ability. The first test is the Peabody Picture Vocabulary Test. This test will allow the students to point at pictures as the word is said to them. This is beneficial because this will be able to assess the students ability by spoken word. The last test is the Test of Language Development-Primary or Intermediate. This would be beneficial to assess the students receptive or expressive language. Both assessments test a variety of thing and would all be beneficial for testing the students language abilities

3. Ms. Campbell believes that one of her kindergarten students has phonological deficits that affect language development. How can she test this student’s phonological skills? Ms. Campbell can use the Goldman-Fistoe Test of Articulation. Each select subtest would allow the student to be tested on articulation of major speech retelling of a story, or the articulation of phonemes. The combination of the subtests allow the students to use pictures to test these abilities.

4. Ms. Campbell wants to use strategies for increasing language production. Present three strategies that may improve the expressive skills of her students
 * Language should be taught in a variety of natural setting to allow for generalizations. This could include the classroom, lunchroom or playground. It is also beneficial to teach the language skills along with the curriculum
 * Comment on students thoughts or ideas and elaborate when need be.
 * To improve expression, encourage story telling where the students must recite all objects and explain what is happening in the story.

5. Describe two instructional language games that can be played by Ms. Campbell’s students in small groups. Sentence game - this will teach the students sentence construction. The students use picture cards that allows the students to form sentences Say the Whole sentence - Also teaches sentence construction. Students play a go fish version of creating sentences.