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By :Setiyati
Anna Dwi Maya
Marhani
Iwan Wahyudi
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A. Fact file on speaking.18 files18th file :Oral language deficits often are connected withAttention-Deficits Hyperactivity Disorder (ADHD),
which is characterized by developmentallyinappropriate levels of hyperactivity, impulsivity andinattention symptoms that are pervasive across timeand setting and impair daily functioning. Childrenwith ADHD may comprehend surface detailsadequately but show deficits on tasks that require
relatively higher degrees of vigilance, effort, andcontrolled processing(McInnes, Humphries, Hogg-
Johnson, & Tannock, 2003)
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Express affection and sincere interest inchildren
Send congruent verbal and nonverbalmessages
Invite children into extended conversationand interaction with peers and adults
Listen attentively to what children have to say
Use childrens interest as a basis forconversation
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Speak courteously to children Plan or take advantage of spontaneous
opportunities to talk with each childinformally
Refrain from making judgmental commentsabout the children, either to them or withintheir hearing. (Kostelnik, Stein & whiren,
1988)
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Basic types:1. Right-there questions call on children to
think literally and give short answers thatcould be found right in the story.
2. Inference questions call on children to readthe lines and fill in information that in notdirectly stated-for instance.
3. Personal connection question invite childrento connect books witth their own lives andexperiences.
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Benefits of open-ended questions1. Let the children know that they have your
undivided attention.
2.
Allow children to participate more fully inconversation and talk more,
3. Require more elaborate answers and longersentences from children
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Opportunities to ask open-ended question1. When the children show an interst in a
particular object or thing.
2.
When sharing books together.3. During quiet and relaxed times
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When Ms. Donovan thinks about the talk of the
children that attend her preschool in a thriving
suburb of northern Virginia, the most strikingfeature is :
1. the different languages
2. cultures
3. ethnic groups they represent.
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There is Graziella, who recently immigrated
to the united States from the philippines;
Mongolia
a girl from Kenya who speaks English,
Kiswahili, and her tribal language
Li, who speaks a cantonnese dialect of
Chinese and has very little English.
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Contributions of the teacher
Contributions of the family
Contributions of other professional
Consequences of collaboration
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1. Bilingualism is an asset and should be fostered
2. There is an ebb and flow to childrensbilingualism
3. Different cultural patterns in language use
4. Code switching is a normal language
5. Children learns L2 in many different ways
6. Language is used to communicate meaning
7. Language flourishes best in a language-richenvironment
8. Children should be encouraged to experimentwith language
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Speech production depends on precise
physiological and neuromuscular
coordination of :
1. respiration
2. phonation
3. Resonance
4. articulation
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Neurological Factors
Structural and physiological Factors
Environmental Factors
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When 3-year-old Lizbeth overhears her family
talking about an ice hockey game at the Civic Area,
she hears the sounds and tries to imitate them,
even though she cannot produce the words
independently and does not comprehend their
meaning
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Four-year-old Darlene lives in Pennsylvania.Her aunt lives in California, and she knowsits far away.
Five-year-old Stephan is going for a ride inhis grandfatherstalkingcar.
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Three types of non communicative speech
commonly observed in children under the ageof 6 or 7 are :
1. Repetition
2. Monologue3. Dual or collective monologue
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1. Play Talk
2. Negotiation Talk
3. Excluding Talk
4. Challenge Talk
5. Emphatic Talk
6. Information and Understanding Talk
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Mastery of nonverbal behavior
Familiarity with conversational rules
Ability to sequence
Capacity to interpret messages
Ability to formulate and produce a response
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How would you respond to these situation?
A 3-years-old named Robbie pronounced his name
as Wobbie
Alaina tells you that she saw cows standing in a
grassture during her trip to Kentucky
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Eye contact Proximity to the listener Body posture Gestures Touch
Amount of talk Beliefs about the reasons for talking How speakers present themselves Who controls the topic Concept of politeness Time lapses between speaking turns Ways of expressing ideas
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Instead of denying feelings, put them in to
words. instead of difficulty scolding, give information
instead of demanding a confession, describe theproblem
instead of giving orders, offer choices
instead of lecturing, say it briefly
instead of emphasizing childrens difficulties,describe their success.
instead of talking, put in writing
Instead of being judge and jury, solve problemtogether
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Dictation story
Group discussion
Convey enthusiasm and enjoy interacting withchildren
Keep the group small and stable
Plan carefully yet be flexible
Begin promptly when children start to gather Adjust the pace and include variety
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Encourage discussion through supportivecomments.
Ask skillful, open-ended question
Draw the group to close before it falls a part
Focus on childrens communication, rather theirmaterial possessions
Model the kinds of behavior you want to see in
the children Recognized that young childrens contributions
may be wish fulfillment, rather than factualreporting
Allow the children to take the lead and say whatthey want to say, rather than quiz them
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Interview
Co-playing
Creative dramatic
Reenactment of imaginary scenes andeveryday events
Role-playing solution
Presenting a puppet show Dramatizing a portion of a story
Narrated theater
Scripted drama
Sound amplification
Say something about
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When teachers build on the oral languagelearning which it has already taken place athome before, it may make the children learnto speak more completely and confidently.
The teacher can make a significantcontribution to childrens expressivelanguage abilities by appreciating the richdiversity in the language of the students and
emphasizing functional language activities.