By : Setiyati Anna Dwi Maya Marhani Iwan Wahyudi

A.

Fact file on speaking. 18 files 18th file :

Oral language deficits often are connected with Attention-Deficits Hyperactivity Disorder (ADHD), which is characterized by developmentally inappropriate levels of hyperactivity, impulsivity and inattention symptoms that are pervasive across time and setting and impair daily functioning. Children with ADHD may comprehend surface details adequately but show deficits on tasks that require relatively higher degrees of vigilance, effort, and controlled processing (McInnes, Humphries, HoggJohnson, & Tannock, 2003)

Express affection and sincere interest in children Send congruent verbal and nonverbal messages Invite children into extended conversation and interaction with peers and adults Listen attentively to what children have to say Use childrens interest as a basis for conversation

Speak courteously to children Plan or take advantage of spontaneous opportunities to talk with each child informally Refrain from making judgmental comments about the children, either to them or within their hearing. (Kostelnik, Stein & whiren, 1988)

Basic types: 1. Right-there questions call on children to think literally and give short answers that could be found right in the story. 2. Inference questions call on children to read the lines and fill in information that in not directly stated-for instance. 3. Personal connection question invite children to connect books witth their own lives and experiences.

Benefits of open-ended questions 1. Let the children know that they have your undivided attention. 2. Allow children to participate more fully in conversation and talk more, 3. Require more elaborate answers and longer sentences from children

Opportunities to ask open-ended question 1. When the children show an interst in a particular object or thing. 2. When sharing books together. 3. During quiet and relaxed times

When Ms. Donovan thinks about the talk of the children that attend her preschool in a thriving suburb of northern Virginia, the most striking feature is :

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2. 3.

the different languages

cultures ethnic groups they represent.

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.

Contributions of the teacher

Contributions of the family Contributions of other professional Consequences of collaboration

1. 2. 3. 4. 5. 6. 7.

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Bilingualism is an asset and should be fostered There is an ebb and flow to childrens bilingualism Different cultural patterns in language use Code switching is a normal language Children learns L2 in many different ways Language is used to communicate meaning Language flourishes best in a language-rich environment Children should be encouraged to experiment with language

Speech production depends on precise

physiological and neuromuscular

coordination of : 1. respiration 2. phonation 3. Resonance 4. articulation

Neurological Factors
Structural and physiological Factors

Environmental Factors

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

Four-year-old Darlene lives in Pennsylvania. Her aunt lives in California, and she knows its far away. Five-year-old Stephan is going for a ride in his grandfathers talking car.

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2. 3.

Three types of non communicative speech commonly observed in children under the age of 6 or 7 are : Repetition Monologue Dual or collective monologue

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2. 3. 4. 5. 6.

Play Talk
Negotiation Talk

Excluding Talk
Challenge Talk

Emphatic Talk
Information and Understanding Talk

 Mastery

of nonverbal behavior
with conversational rules

Familiarity Ability

to sequence
to interpret messages

Capacity Ability

to formulate and produce a response

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

VERBAL Eye contact Proximity to the listener Body posture Gestures Touch
NONVERBAL 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

Instead of denying feelings, put them in to words. instead of difficulty scolding, give information instead of demanding a confession, describe the problem 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 problem together

Dictation story Group discussion Convey enthusiasm and enjoy interacting with children Keep the group small and stable Plan carefully yet be flexible Begin promptly when children start to gather Adjust the pace and include variety

Encourage discussion through supportive comments. Ask skillful, open-ended question Draw the group to close before it falls a part Focus on childrens communication, rather their material possessions Model the kinds of behavior you want to see in the children Recognized that young childrens contributions may be wish fulfillment, rather than factual reporting Allow the children to take the lead and say what they want to say, rather than quiz them

Interview Co-playing Creative dramatic Reenactment of imaginary scenes and everyday events Role-playing solution Presenting a puppet show Dramatizing a portion of a story Narrated theater Scripted drama Sound amplification Say something about

When teachers build on the oral language learning which it has already taken place at home before, it may make the children learn to speak more completely and confidently. The teacher can make a significant contribution to childrens expressive language abilities by appreciating the rich diversity in the language of the students and emphasizing functional language activities.