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Im stuck on songs, or poems to promote phonological awareness who home language is other than english for kids? Im currently working on my cda and got stuck on that question, so if someone could help me out please. Select 4 songs, fingerplays, word games or poems that promote phonological awareness with strategies among children whose home language is other than english. Where could I find that information at and what web site if any?

what are some effective activities for achieving phonological awareness in 5 year-olds? i'm a novice kindy teacher and i need to know some fun and effective games to play with 5 year-olds that cultivate phonological awareness. i really need some suggestions. kindy teachers answers prefered. if you know any official sites that would be helpful too.

Speech therapy- what age should phonological awareness develop? Phonological awareness should be developed by age four but at what ages do the different aspects develop? I cant seem to find a reference that has a chart of normal development. Any suggestions? x

What is the difference between implicit and explicit phonological awareness? I am a little confused by these types in Literacy Development.

how can you promote phonological awareness among children whose home language is other than english? I am a licensed family child care provider, applying for my child development associate also in school for early child hood education. this is one of my research questions and I am having a hard time trying to find the answer.

How can you build success into the early phonological awareness stage to increase motivation at that level? homework help thanks

What Is Phonological Awareness? I am taking the GACE Teacher Education Test and I have a few topics that i am unclear on.

Where can I find a songs, fingerplays or word games to promote phonological awareness in young children?

The Phonological Awareness Test? Is The Phonological Awareness Test a valid and reliable assessment? http://www.linguisystems.com/itemdetail.php?id=945 please give evidence to support your answer.

children who experience difficulties in learning to read have poor phonological awareness? Many educational psychologists think that children who experience difficulties in learning to read have poor phonological awareness (ability to hear the different sounds within words). They claim that dyslexia is caused by a phonological deficit in those children affected, whilst accepting that other factors (e.g. poor short term memory) can make the condition worse. Note: Dyslexia is defined as “a learning disorder marked by impairment of the ability to recognize and comprehend written words”. (i) Which one of the following statements will be true if the theory of these educational psychologists is correct? A Children with a phonological deficit will become dyslexic. B A phonological deficit is the root cause of dyslexia. C Dyslexia is the result of poor phonological awareness only when combined with other problems. D Non-dyslexic children will have no phonological deficit. E Poor phonological awareness is often accompanied by poor short term memory.

Difference between phonological, phonemic and phonic awareness? YELP please... Easy 10 points!

hi does anyone know where i can find a list for phonological awareness type children's songs? thank you?

"ESL phonological awareness activities".?

I need suggestions on transitions for preschool activities.? I'm an early childhood development major, and I have a project that consists of telling a flannel board story. It's important to include transitions that include phonological awareness. Any ideas would be great. I would appreciate ideas for flannel board stories.

how does songs like baa baa black sheep, head sholders knees and toes, 5 little ducks, and im going to mail my? how does songs like baa baa black sheep, head shoulders knees and toes, 5 little ducks, and im going to mail myself to you help promote phonological awareness among children whose home language is other than English?

CDA competency goal question? Cda help can anyone who has there cda can you please help with this question. Competency goal 2 number 5 select 4 songs, poems, word games or finger plays to promote phonological awareness among chldren whose home language is other than English.

I am a teacher and I have a student that has a great difficulty knowing and remembering the sound of letters. The Student has good phonological awareness skills

Would my son qualify for SSI? He is 10 years old and he was diagnosed with ADHD, PAD (phonological awareness disorder), and a learning disability about 4 years ago. He also has an IEP. I was told by a special ed teacher to apply, but from what i understand your disablity has to severley interupt daily functions. He has alot of trouble with everyday things but he still functions so if anyone has had any experience with this i would really appreciate your comments. thank you

CELF Subtests - what do they show? "Could someone please tell me a bit about what the following subtests assess and what you can tell about a child from these subtests: Sentence Structure Word Structure Expressive Vocabulary (core language) Phonological awareness" I saw this question asked and it is very relevant to me, I'm really struggling to get my head around assessing children's language. I am using my mums email at the moment and am very happy to chat with someone via email.

Lesson plans??? (kindergarten - first grade)? what are some lesson plans that I can do with children in my class who are suffering a lack of phonological awareness (kindergarten to 1st grade)...they seem to be having problems segmenting and blending words. are there any good sites where I can find lesson plans?

About the CELF subtests? Could someone please tell me a bit about what the following subtests assess and what you can tell about a child from these subtests: Sentence Structure Word Structure Expressive Vocabulary (core language) Phonological awareness

Case Study? IEP? please help? where can I find an example online of a childs case study? I need some ideas so I can create one. (kindergarten or 1st grade level ) and what assessments and lesson plans can I use in this case study to assess a child who has problems with reading (ex. phonological awareness)

Need assistance in identifying research? I am a school psych working the Chesterfield County Public Schools in Virginia. I currently work in two high schools however I have served in all levels of education. As a devoted disciple of CHC theory and the WJ III, I have administered hundreds of cognitive batteries and have observed the progress, and sometimes lack of progress, of students from elementary school through high school. I am observing that the cognitive demands for educational progress change over time. Educational demands in elementary school are different from the educational demands in middle school and then in high school. While the academic demands change the eligibility for special education often remains the same. For example, a student may be found eligible for learning disability services because of phonological processing/awareness difficulties in early ES, yet each successive triennial eligibility, and IEP goals, continue to site phonological processing/awareness as the primary disability. (Reading demands of the middle school student are different than the reading demands of the ES student. Reading cognitive demands at the secondary level appear to be related to general knowledge, fluent retrieval of information, working memory, etc). Often subsequent testing focuses on the same disability without consideration for possible changes in educational needs as the student and school demands evolve. I often see students in the high school who continue to have, for example, phonological processing as the primary area of disability even though the student is now able to read fluently and without evidence of decoding difficulty. This phenomenon appears to exist for all disabilities in the cognitive realm. I find that some of my colleagues pursue reevaluation testing looking for any area of weakness regardless of what educational demands may exist. I want to help change this point of view but need research based evidence to back my theories. I believe cognitive testing should focus on the cognitive demands of the student's environment (education) and developmental level. I would like to present a workshop/in-service to my colleagues on the achievement demands at each age/grade level and the best practices for identifying weaknesses relative to those demands. I would like to site research evidence to strengthen my arguments. I am needing assistance in find

What is the difference between implicit and explicit phonological awareness?

Need assistance in identifying research? I am a school psych working the Chesterfield County Public Schools in Virginia. I currently work in two high schools however I have served in all levels of education. As a devoted disciple of CHC theory and the WJ III, I have administered hundreds of cognitive batteries and have observed the progress, and sometimes lack of progress, of students from elementary school through high school. I am observing that the cognitive demands for educational progress change over time. Educational demands in elementary school are different from the educational demands in middle school and then in high school. While the academic demands change the eligibility for special education often remains the same. For example, a student may be found eligible for learning disability services because of phonological processing/awareness difficulties in early ES, yet each successive triennial eligibility, and IEP goals, continue to site phonological processing/awareness as the primary disability. (Reading demands of the middle school student are different than the reading demands of the ES student. Reading cognitive demands at the secondary level appear to be related to general knowledge, fluent retrieval of information, working memory, etc). Often subsequent testing focuses on the same disability without consideration for possible changes in educational needs as the student and school demands evolve. I often see students in the high school who continue to have, for example, phonological processing as the primary area of disability even though the student is now able to read fluently and without evidence of decoding difficulty. This phenomenon appears to exist for all disabilities in the cognitive realm. I find that some of my colleagues pursue reevaluation testing looking for any area of weakness regardless of what educational demands may exist. I want to help change this point of view but need research based evidence to back my theories. I believe cognitive testing should focus on the cognitive demands of the student's environment (education) and developmental level. I would like to present a workshop/in-service to my colleagues on the achievement demands at each age/grade level and the best practices for identifying weaknesses relative to those demands. I would like to site research evidence to strengthen my ar

four songs, finger plays, word games, or poems that you can use to promote phonological awareness in children.? four songs, finger plays, word games, or poems that you can use to promote phonological awareness in children. Describe strategies to promote phonological awareness among children who's home language is other than English.