There is a word count requirement of 125-200 words for each DQ. Each post should include at least one empirically based source with an in-text citation. Topic 1 DQ 1 Describe the five major components of spoken language (phonology, semantics, syntax, morphology, and pragmatics). Are any of these components more important than the other? Why or why not? Topic 1 DQ 2 Describe the three modes of communication (auditory-oral, visual-graphic, and visual-gestural). Provide an example of how one of these modes of communication influences reading and writing skills. Be specific. Read “Young Children’s Oral-Language Development,” by Genishi, located on the Reading Rockets website. URL: http://www.readingrockets.org/article/young-childrens-oral-language-development Read Chapters 1 and 2. URL: http://www.gcumedia.com/digital-resources/pearson/2017/an-introduction-to-children-with-language-disorders_5e.php Read “Semantic–syntactic Partial Word Knowledge Growth through Reading,” by Wagovich, Hill, and Petroski, from American Journal of Speech-Language Pathology (2015). URL: http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-12674-006&site=eds-live&scope=site Read “Literacy Development,” located on the Literacy for Children with Combined Vision and Hearing Loss website. URL: http://literacy.nationaldb.org/index.php/literacy-development-continuum/ Read “Identifying the Dimensionality of Oral Language Skills of Children with Typical Development in Preschool through Fifth Grade,” by Lonigan and Milburn, from the Journal of Speech, Language & Hearing Research (2017). URL: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=124673052&site=eds-live&scope=site Read “Developmental Norms for Speech and Language,” located on the American Speech-Language-Hearing Association website. URL: http://www.asha.org/slp/schools/prof-consult/norms/ Read “Speech and Language Developmental Milestones,” located on the National Institute on Deafness and Other Communication Disorders website. URL: https://www.nidcd.nih.gov/health/speech-and-language Topic 2 DQ 1 Why is it important for teams to involve parents/caregivers in the decision-making process when choosing interventions for a student with language impairment? Describe two recommended ways to involve parents in the process. Rationalize your choices. Topic 2 DQ 2 Why is the chronological age-language ability gap approach preferred over the mental age-language ability gap approach when identifying students who may have a specific language impairment? How does this approach help in instructional planning and intervention? Read “English Language Learners and the Common Core State Standards: Meeting the Needs of Students with Low Socioeconomic Status and Language Impairment,” by Roseberry-McKibbin, from Perspectives on Communication Disorders & Sciences in Culturally & Linguistically Diverse Populations (2015). URL: https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109799745&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1 Read Chapters 3 and 5. URL: http://www.gcumedia.com/digital-resources/pearson/2017/an-introduction-to-children-with-language-disorders_5e.php Read “Text Structure Strategies for Improving Expository Reading Comprehension,” by Roehling, Hebert, Nelson, and Bohaty, from Reading Teacher (2017). URL: https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1146103&site=ehost-live&scope=site Read “Supporting Beginning Readers in Reading to Learn: A Comprehension Strategy,” by McKee and Carr, from Reading Teacher (2016). URL: https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=119088616&site=ehost-live&scope=site Read “Theory of Mind in Children with Specific Learning Impairment: A Systematic review and Meta-Analysis,” by Nilsson and de Lopez, located in Child Development (2016). URL: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=112574074&site=eds-live&scope=site Read “Review: The Impact of Motor Development on Typical and Atypical Social Cognition and Language: A Systematic Review,” by Leonard and Hill, from Child and Adolescent Mental Health (2014). URL: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-33854-002&site=eds-live&scope=site Read “An Examination of the Relationship between a Child’s Developmental Age and Early Literacy Learning,” by Moran and Senseny, from Cogent Education (2016). URL: https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/2127124303?accountid=7374

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Choose one of the following activities. Option 1: Starting from segment 15:44 of The Silk Road, we have scholars debating whether or not Marco Polo actually traveled from Europe to Mongol-ruled China. Pay close attention to both arguments, and then, in about two paragraphs, explain whether you think it’s more likely that he did travel to China or that he had not traveled to China but was instead repeating what other people had written about China. Why do you think so?After you have made your initial post, respond to at least two of your classmates. Option 2: Imagine that you are a traveler from Mongol-ruled China who has traveled to Western Europe in the 1200s. Describe the customs and lifeways of medieval Europe in a way that would be familiar to a reader from medieval China.Remember that your answer needs to be at least two paragraphs long. When you reply to a fellow student, write as though you are a medieval Central Asian Turk or Chinese person trying to understand the lifeways and customs of the medieval Europeans. You need to reply to two fellow students.