Hello I Am Looking For Someone To Write An Essay On The Relationship Between Pho
Hello, I am looking for someone to write an essay on The Relationship between Phonological Awareness and Development of Literacy. It needs to be at least 2500 words.
Specific language impaired children (SLI) show a prevalence in weak literacy and phonology profiles. Children from low socio-economic (SES) backgrounds proved to score poorly in comparison with children who had a history of a speech-language impairment that could be resolved by the age of five and children with a history of continual speech-language impairments.
Most studies on the subject are in agreement relative to the connection between a child’s poor spoken and written language skills and his or her low socio-economic background. This link has prompted many implementations of literacy programs such as Head Start. Researchers examined the relationship between early phonological awareness and literacy skills with and without intervention therapy. They compared phonologically and literacy skills in children with mild to moderate language disabilities to children from the low social-economic background and typically developing children who come from a middle-class background. This research paper also discusses an investigation on relationships of phonological awareness and literacy in young children with mild intellectual abilities compared to children with mixed etiologies who show learning difficulties and weak literacy and language skills. In this analysis vocabulary and letter knowledge, as well as spelling and reading abilities are addressed in the context of phonological awareness. These findings are compared to children from middle-class backgrounds with normally developing phonological and literacy skills.
This research report provides data that addresses many important issues. Poor phonological awareness is directly linked to subsequent weak literacy development. Children with specific language impairment who show fragile phonological awareness will have not only difficulties in spelling, learning, reading, decoding, comprehension, nonverbal, oral and written language. . .
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