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

Avant-garde is a French term, that when applied to art, refers to artists who experiment with new media, invent new art techniques, and deviate from traditional art approaches.Identify one traditional art medium or technique and one experimental art medium or technique . How has your perception of art changed or expanded as a result of learning about traditional and experimental art media?This is a discussion question that need to be answered in 8 or 10 sentences. No research or essay paper.

A logic model is a tool that can be used in planning a program. Using a logic model, social workers can systematically analyze a proposed new program and how the various elements involved in a program relate to each other. At the program level, social workers consider the range of problems and needs that members of a particular population present. Furthermore, at the program level, the logic model establishes the connection between the resources needed for the program, the planned interventions, the anticipated outcomes, and ways of measuring success. The logic model provides a clear picture of the program for all stakeholders involved.To prepare for this Assignment, review the case study of the Petrakis family, located in this week’s resources. Conduct research to locate information on an evidence-based program for caregivers like Helen Petrakis that will help you understand her needs as someone who is a caregiver for multiple generations of her family. You can use the NREPP registry. Use this information to generate two logic models for a support group that might help Helen manage her stress and anxiety.First, consider the practice level. Focus on Helen’s needs and interventions that would address those needs and lead to improved outcomes. Then consider the support group on a new program level. Think about the resources that would be required to implement such a program (inputs) and about how you can measure the outcomes.By Day 7Submit the following:A completed practice-level logic model outline (table) from the Week 7 Assignment handoutA completed program logic model outline (table) in the Week 7 Assignment Handout2–3 paragraphs that elaborate on your practice-level logic model outline. Describe the activities that would take place in the support group sessions that would address needs and lead to improved outcomes2–3 paragraphs that elaborate on your program-level logic model and address the following: Decisions that would need to be made about characteristics of group membershipGroup activitiesShort- and long-term outcomesWays to measure the outcomes