Sentences with phrase «specific language development»

Specific language development milestones and an activity suggestions are broken down in more detail below.

Not exact matches

You can seek or provide support via language specific development channels.

Since Kim believed in a coaching model to help her parents learn and apply language development techniques at home, she often provided specific praise on how well a parent started to use a new technique.

Her specific interests include pediatric dysphagia (feeding), language development, articulation, and voice disorders.

You don't always have to sit down and do specific speech therapy activities to work on their language development.

knowledge of their specific scientific area, assess general ability in verbal and numerical reasoning, and examine their knowledge of the main developments in European integration and Community policies, this last in a second EU language of the candidate?s choice.

University of Kansas researchers have found that certain specific parenting practices are significantly associated with the development of communication and language skills in children with Fragile X syndrome.

When English learners master the language, they are «reclassified» and no longer receive specific services to support their language development.

Biemiller's current research involves vocabulary development identifying specific vocabulary needed during the elementary years, analysis of developmental factors in vocabulary development, and testing new teaching methods for promoting vocabulary and language development in both primary and junior grades.

While subject - area knowledge is privileged in the standards — INTASC has developed specific standards for science, mathematics, English language arts, and special education, and will soon release those for the elementary - school level, social studies, and foreign language — the standards also make clear that knowledge of child development, learning theory, and teaching approaches is essential.

Keiffer, who won the Spencer Dissertation Fellowship last year, also received an 2010 Exemplary Dissertation Award for his dissertation, The Development of Morphological Awareness and Vocabulary Knowledge in Adolescent Language Minority Learners and Their Classmates, which examines two specific English skills considered to be important in LM learners» language development during early adolescence - morphological awareness (i.e., understanding of complex words as combinations of meaningful units) and vocabulary knowledge (i.e., knowledge of wordDevelopment of Morphological Awareness and Vocabulary Knowledge in Adolescent Language Minority Learners and Their Classmates, which examines two specific English skills considered to be important in LM learners» language development during early adolescence - morphological awareness (i.e., understanding of complex words as combinations of meaningful units) and vocabulary knowledge (i.e., knowledge of worddevelopment during early adolescence - morphological awareness (i.e., understanding of complex words as combinations of meaningful units) and vocabulary knowledge (i.e., knowledge of word meanings).

Kim is currently an assistant professor of teaching and learning at Florida State University, who focuses on the role that specific language skills play in reading development, especially for children and adults who negotiate two languages.

Elementary Literacy - Discusses the literacy challenges that are specific to English language learners and identifies effective teaching strategies for scaffolding oral language, reading, and writing development.

Aggregate child - level assessment data means the data collected by an agency on the status and progress of the children it serves that have been combined to provide summary information about groups of children enrolled in specific classrooms, centers, home - based or other options, groups or settings, or other groups of children such as dual language learners, or to provide summary information by specific domains of development.

I think teaching a child a second language is important for brain development, irrespective of the specific language, so this was not an easy decision.

The review also called for mentors to focus on «systematic development» of trainees» subject - specific knowledge and expertise in language teaching.

The NFER Reception Baseline Assessment assesses language through a number of practical, child friendly activities which have been carefully designed to measure specific aspects of language development.

The regular weekly appointment allows you to get to know your tutor, who in turn gets to know your language - specific writing needs; although you may not be working on course - based writing assignments every week, the tutor can lead you in language - based writing activities which support second language acquisition and the development of English language fluency.

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

Guided by a common language and specific conversations, CAR creates a coherent plan for systemic implementation of effective practice, and makes curriculum development a priority — a shift from program to practice.

From the perspective of teacher development, a practical question is how to guide teachers to systematically incorporate students» academic language growth while teaching the specific academic content such as math, science, and social studies.

Our approach to teacher development with a focus on students» academic language / literacy skills in content specific context is influenced by SFL that views learning as a linguistic process.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Finally, as a dual language leader, ensure that teachers have access to specific and targeted dual language professional development focused on biliteracy and facilitated in both program languages, rather than delivered solely through an English lens.

Where ESSA falls short, however, is in explicitly supporting state's development of bilingual and dual language programs as well as in attending to capacity - building efforts specific to English learners.

«Developmental editors offer specific suggestions about the core intentions and goals of the book, the underlying premise, the story, character development, use of dialogue and sensory description, the polish, narrative voice, pacing, style, language — the craft and literary art of the book.»

This small - scale exhibition does not document the events of this year nor does it aim to predict the ones of next years, it rather sets to confront the deep and rapid changes brought to our culture by the historic developments, claiming that art's specific language possesses unique possibilities that allow us to identify the most intimate representations and aspirations of our times and to offer us the critical instruments for making sense of our reality and for approaching our common future.

Having an experienced risk management team, one familiar with the local language, regulations and business cultures — and the specific obstacles to project development that can arise — is the best way for investors to ensure their financial aims are realised, and further the spread of renewable energy across Southeast Asia.

Specialists who go deep in a specific hardware, application, programming language, or development process.

In Denver, low - resource families who received home visiting showed modest benefits in children's language and cognitive development.102 In Elmira, only the intervention children whose mothers smoked cigarettes before the experiment experienced cognitive benefits.103 In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.107

Children who experience poverty, particularly during early life or for an extended period, are at risk of a host of adverse health and developmental outcomes through their life course.1 Poverty has a profound effect on specific circumstances, such as birth weight, infant mortality, language development, chronic illness, environmental exposure, nutrition, and injury.

ECD programmes can take many forms, including promotion of good health and nutrition, support for safe and stimulating environments, protection from risks such as violence or abandonment, parenting support and early learning experiences, media, preschools and community groups.4 Poverty is the key underlying cause of poor child development; children living in poverty are exposed to many negative influences, including poor physical environments, inadequate nutrition, parental stress and insufficient cognitive stimulation.5 Undernutrition can influence brain development directly by affecting brain structure and function, or indirectly via poor physical or motor development, in addition to other pathways.6 — 8 Exposure to multiple co-occurring risks most likely contributes to greater disparities in developmental trajectories among children with differential exposure.9 — 12 This paper focuses on associations between specific aspects of children's physical environments — access to improved water and sanitation (W&S)-- and childhood development as measured by performance on a test of receptive language.

In addition to literacy and numeracy difficulties, many pupils will have specific needs in such areas as oral language, social interaction, behaviour, emotional development and application to learning.

The Personal Responsibility and Individual Development for Everyone (PRIDE) Act, introduced by Senator Grassley, contains specific language clarifying that point.

Formal, supervised mental health, speech / language, occupational therapy, social work, counseling, and / or educational training specific to assessing children, or in infant and child development, and formal training in the ethical administration, scoring, and interpretation of clinical assessments.

Other measures of caregiver - or parent - reported young child development exist or are under development, including the Early Development Instrument and the Index of Early Human Capability, which incorporate items representing each of these domains and are being used across high -, middle -, and low - income countries.1 Important complements to this form of measure are those assessments that can capture development in specific areas over time (e.g. growth in language or emotiondevelopment exist or are under development, including the Early Development Instrument and the Index of Early Human Capability, which incorporate items representing each of these domains and are being used across high -, middle -, and low - income countries.1 Important complements to this form of measure are those assessments that can capture development in specific areas over time (e.g. growth in language or emotiondevelopment, including the Early Development Instrument and the Index of Early Human Capability, which incorporate items representing each of these domains and are being used across high -, middle -, and low - income countries.1 Important complements to this form of measure are those assessments that can capture development in specific areas over time (e.g. growth in language or emotionDevelopment Instrument and the Index of Early Human Capability, which incorporate items representing each of these domains and are being used across high -, middle -, and low - income countries.1 Important complements to this form of measure are those assessments that can capture development in specific areas over time (e.g. growth in language or emotiondevelopment in specific areas over time (e.g. growth in language or emotional skills).

[jounal] Farrant, B. M. / 2012 / Language, cognitive flexibility, and explicit false belief understanding: longitudinal analysis in typical development and specific language impairment / Child Development 83 (1)development and specific language impairment / Child Development 83 (1)Development 83 (1): 223 ~ 235