Education: Language Abilities and Literacy Development
Language ability is vitally linked to literacy development. In fact, an effective approach to literacy development is its treatment as a "processing of written language." As the eleven key areas for effective reading show, the varying language abilities of children must be analyzed and addressed to fashion a literacy program enhancing their abilities in those areas.
Literacy development is linked to a number of human abilities and external forces. The influence of these factors is most often determined through their negative impacts on literacy. Some of those factors include: physical impairments such as hearing deficiencies, vision deficiencies or other impairments; external causes such as minimal or no exposure to written sources, oral stories or language beyond television, the child's lack of attention to accessible language or written sources (Fountas & Pinnell, When Readers Struggle: Teaching That Works, 2009, p. 32), inadequate preschool opportunities or instruction in literacy, and/or incompatibility between the child's development and opportunities provided by home and school (Netten, Droop, & Verhoeven, 2011, p. 414). Nevertheless, an educator is faced with providing adequate literacy development for children of varying abilities, in areas including but not limited to language.
One effective approach to dealing with literacy development is to treat it as the "processing of written language" and treat language as the child's most important resource, acquired through his/her interactions with his/her family, friends and community at large (Netten, Droop, & Verhoeven, 2011, p. 414; Fountas & Pinnell, When Readers Struggle: Teaching That Works, 2009, p. 32). Examining the aspects of this important resource of language -- any language - experts find that it consists of: a meaning system with ideas, labels and emotions giving meaning; a language system, with rules for proper grammar; a sound system, converting sounds to meaning; and a lexicon, consisting of the words a person uses in oral language (Conrad, Harris, & Williams, 2013, p. 1225; Fountas & Pinnell, When Readers Struggle: Teaching That Works, 2009, p. 32). Though written language differs from oral language in certain ways, the more facile a child is with oral language, the easier reading will be for the child. Oral language...
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" Stated to be indentified in this framework are three categories of knowledge that represent "key components in the process of cognitive appraisal" which are those of: 1) Person knowledge; 2) Task knowledge; and 3) Strategy knowledge. Task knowledge is stated to "acknowledge the successes or failures in one's learning. Person knowledge is related to one's learning abilities and knowledge about internal and external factors that affect the success of failure in one's learning."
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2) states: An eligible employee shall be entitled to a total of seven days of leave because of the death of a parent, spouse, son, daughter, or person for whom the employee serves as designated representative... If the deceased died in the line of duty as a member of the uniformed services. Such leave is intended to permit the employee to prepare for or attend the burial ceremony of the
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