Reading Achievement & Language Disorders

This is an excerpt from the paper...

There are many types of speech disorders which afflict human beings, though males seem to suffer from speech disorders at a much higher ratio than females. Different speech disorders can include aphasia, articulation disorders, mutism, stuttering, velopharyngeal insufficiency, voice disorders and others. All of these speech disorders can interfere with reading achievement if left untreated. Speech disorders interfere with reading achievement for a variety of reasons. The first is that some speech disorders directly interfere with the reading process from limited comprehension to inability to form certain sounds. Second, speech disorders can also interfere with reading achievement because the individual who suffers from a speech disorder often experiences low self-esteem because of anxiety, feelings of inadequacy, or inappropriate behavior from listeners when their speech is unintelligible or inferior to peers thus drawing unwelcome attention to the speaker. In general, speech disorders can be grouped into the following three categories:

Dysfluency (repetition, prolongation, hesitation, block, incomplete phrases)

Voice (problems with pitch, intensity, quality, intonation, e.g., nasal, whisper)

Articulation (lips, sound substitution, distortion, or omission).

The causes of speech disorders may or may not be physical. For example, some individuals may have a speech disorder as the resu

. . .
creates their own perception as to what is preventing achievement in the early reader (i.e., laziness, stupidity, not trying hard enough). However, even when children are properly diagnosed with a disorder, adult educator perceptions and bias can interfere with achievement. Expressive language disorder (ELD) is one speech disorder that causes great concern and has been shown in the literature to impact reading achievement. One study reported observed the interactions of twenty adults on three children of normal development and one child previously diagnosed with ELD. The study divided the adults into a labeled group (who knew which child was the one with ELD) and a non-labeled group (who did not know which child was the one with ELD). After the teachers interacted with the children, they were asked to rank the behavioral characteristics and competencies of each child. The results of the study “indicated that the non-label group ranked the child with ELD as significantly less likeable and productive, and they predicted less academic competence from her. In contrast, the label group did not differentiate the children behaviorally, but they predicted less social competence from the child with ELD” (Wood and Valdez-Menchaca,
. . .

Some common words found in the essay are:
Medical Association, SPEECH DISORDERS, Crain-Thorenson Dale, Disadvantaged Students, Reading CAR, INTERVENTION STRATEGIES, Wood Valdez-Menchaca, Learning Disabilities, Children Act, Dialogic Reading, speech disorders, reading achievement, speech disorder, children speech, children speech disorders, phonologic impairment, reading writing, intervention strategies, book reading, learning disabilities, cooperative inclusive, shared book reading, raise level reading, level reading achievement, poor reading achievement,
Approximate Word count = 3041
Approximate Pages = 12 (250 words per page)

Reading Achievement & Language Disorders

More Essays on Reading Achievement & Language Disorders