https://padlet.com/plee0006/exjnvzruibp2 Chern Ying Lee (27335577) & Pei En Lee (28432851) en-us 2019-04-29 11:06:44 UTC 2024-05-26 01:31:41 UTC hello@padlet.com plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357032161 Phonological Processing
Auditory Processing
Language Processing]]> 2019-05-06 03:03:49 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357032161 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357034164 Intro 1.1 - Introduction and Listening]]> 2019-05-06 03:16:55 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357034164 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357034432 Intro 1.2- Speaking]]> 2019-05-06 03:18:52 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357034432 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357035608 This video entails numerous rhyme songs for young children to sing along while learning more vocabularies, phrases, phonemes and rhythm of the language. Children develop a sense of the sound structure of language by saying rhymes, singing, and reciting fingerplays (Jenkins & Bowen, 1994). Rhyming songs play an important part in children’s lives because music act as a mean of communication that young children use intuitively (Carlow, 2008). McMullen and Saffran (2004) hypothesised that music and literacy are supported by similar mechanisms of learning and memory, and mutually benefit one another.

]]> 2019-05-06 03:27:52 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357035608 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357035843 This site provides several strategies for pre-service educators to enhance student’s listening skills in classroom and the strategies are social-political. Classroom talk is instrumental for teaching and for learning. At its most influential, it has the power to improve both the teachers’ ability to teach responsively and the students’ ability to use language more flexibly, productively and purposefully in their learning (Edwards-Groves, 2003). Pre-service teacher can learn to engage students in productive and substantive focused-learning through the building of a ‘supportive’ social environment and a culture of learning, talking and listening for learning (Anderson et al., 2011).

]]> 2019-05-06 03:29:17 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357035843 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357036206 This site offers some strategic listening games that parents can play with children at home and this relates to socio-cultural learning theory where children are supported by a more capable ‘player’ through play with their parents (Vygotsky, 1967). Parental activity strongly benefits children for language development which enhances comprehension, expression language skills, listening and speaking skills (Mwangi, 2018). Although parental involvement has the greatest effect in the early years, its importance to children’s educational and literacy outcomes continues into the teenage and even adult years (Bergen, Zuijen, Bishop & Jong, 2017).

]]> 2019-05-06 03:31:27 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357036206 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357036405 This site offers ways of how teachers can enhance children’s speaking and listening skills at different levels. It signifies the importance of classroom activity that promotes active participation of children communicate and listen in class. This relates to social learning opportunity where teacher represents the more knowledgeable other models the language of the field and inducts students into the language practices of the subject discipline (Vygotsky, 1978).  Teacher-child conversations with open-ended and cognitively challenging questions would help children to develop perquisite oral language skills that are beneficial for children to become excellent readers in the future ((Dickinson and Porche 2011). 

]]> 2019-05-06 03:32:41 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357036405 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357036859 This site suggests different ways of engaging children with autism and special needs to enhance auditory processing skills through listening-based activities. The activities can be guided by both parents and educators. This resource is useful because student’s ability to process and analyse the sounds of language may also influence their ability to translate the sounds of language into their written form (Yalçınkaya, Muluk & Şahin, 2009). 

]]> 2019-05-06 03:33:58 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357036859 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357037049 This site is filled with different teaching strategies with teaching tips and sample dialogue for educators to help students to enhance speaking and listening skills through learning about idioms with dialogue writing and role-play. the dialogues the students write function as basic communication at all levels (Scott, and, Ytreberg, L., 2000). To speak English language fluently, it is recommended strongly to learn idioms it increases communication skills as it promotes a natural, conversational and creative idea when speaking with the use of idioms (De Caro, 2009).

]]> 2019-05-06 03:34:58 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357037049 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357037191 This article suggests several ways to help students understanding how sounds work.  As early as six weeks, infants will begin to spontaneously make cooing sounds (Reich, 1986; Wolff, 1969). This Articulation is important to be able to produce sounds, words and sentences which are clear and can be easily understood and interpreted by others in order to be able to express basic needs and wants, right through to being able to engage in complex conversations (Kid Sense Child Development, 2017). 

]]> 2019-05-06 03:35:59 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357037191 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357037335 This site provides various fun activities for children to learn speaking and listening skills. Studies have revealed that children show motivation and become active learners when teacher present them with instructional material that are meaningful and interesting to them (Darling-Hammond & Bransford, 2005). Participating in recreational activities is an effective way to develop language and communication skills. It also helps your children to be more socially confident and may be a way to forge friendships (British Council, 2019).

]]> 2019-05-06 03:37:01 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357037335 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357037586 This site provides a range of cognitive-approach activities to enhance children’s listening and speaking skills. Building on Piaget’s cognitive theory, Roskos and Christie (2004) believe that as children engage in play, they are using their memories to assist to connect their play to pre-literacy skills such as naming and symbolic thought. Children recall their past play experiences and create new meanings each time they play. (as cited in Tsao, 2008, p.518).

]]> 2019-05-06 03:39:05 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357037586 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357037762 This journal offers an insight of the effect of listening ability on literacy development for children and strategic tools for educators to minimize consequences of auditory deficits for children. This journal signifies the importance of both parents and educators play in recognizing children’s ability and deficits to be able to enhance their listening skills. Gravel, Wallace, and Ruben reported a study in 1996 in which they followed children with and without early ear infections (otitis media) from the first year of life through nine years of age. The act of processing speech is very complex and involves the engagement of auditory, cognitive, and language mechanisms, often simultaneously (Medwetsky, 2011). 

]]> 2019-05-06 03:40:24 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357037762 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357038033 This journal indicates strategies to teach listening effectively for students whose English not their first language. The activities are constructed by socio-constructivism theory in which children develop language skills and grasp new concepts as they speak to and listen to each other” (Mooney, 2000, p.83).  By designing learning experiences with relevance and authenticity, teachers can plan for learning goals to be achieved, allowing teachers to become ‘coaches of understanding, not mere purveyors of content or activity’ (Wiggins and McTighe, 2011). Any learning experience should aim to instil authenticity into every task, lesson and unit to ensure that students can develop problem solving skills and confidence in their own learning abilities’ (Nicaise, Gibney and Crane, 2000).

]]> 2019-05-06 03:42:36 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357038033 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357038231 This journal offers an insight of child language acquisition for children with down syndrome. This is supported by naturalistic theory. The strategy concludes interactions with caregivers and teachers which targets functional communication skills in the context of play and everyday routines (Kaiser, Ostrosky, & Alpert, 1993). Naturalistic teaching offers the opportunity to increase children’s engagement and participation in routines, which in turn creates additional opportunities for communication (Kasinath, Woods, & Goldstein, 2006). Naturalistic communication intervention increases play and symbol-infused joint engagement including visual as well as spoken forms of language might further provide the linguistic, play, social, and symbolic support needed to improve communication development in children with down syndrome (Hancock & Kaiser, 2006).

*** For Monash staff & students please use this link to access full text:
https://web-a-ebscohost-com.ezproxy.lib.monash.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=3ec9cac9-c747-4f2e-a031-9fc3a673fac3%40sessionmgr4006]]> 2019-05-06 03:43:45 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357038231 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357038926 This site provides a range of storybooks with scenic background music for educators or parents to read to children with the flow of conforming music to engage children fully. Through music, memory skills can be improved, and aural discrimination increased (Chong & Gan 1997). Music can focus the mind on the sounds being perceived and promote learning through an interactive process (Woodall & Ziembroski, 2012). Davies (2000) also suggested that brain function is increased when listening to music and that music promotes more complex thinking that can make connections between emotions, thinking and learning. 

]]> 2019-05-06 03:48:18 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357038926 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357039130 This application offers podcasts with a variety of stories with different themes that is fun and interesting for young children to listen to. Podcasts allow students to practice their listening comprehension of complex texts that are both conversational and formal, and the corresponding transcripts enable students to confirm their success (Godsey, 2018). Hasan, & Hoon, (2011) found that podcasts can fasten learners’ listening skills but other language components as well like pronunciation, vocabulary, grammar, speaking and related learning activities. Technological phase of learning is needed as part of English learning styles to change the traditional language rules (Rajval & Devi, 2011).  

]]> 2019-05-06 03:49:58 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357039130 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357039248 This site provides a range of resources for parents and families to understand and support children from new born to teens, including children with autism and disability. The direct link links to communication skills for young children in speaking and listening at home, with strategies for families to understand and support children in communication such as social interactive turn taking, social language, etc. The communication skills provided is supported with Vygotsky’s social constructivism theory that children actively construct knowledge (Susan, 2013). The resource is suitable for families because families and cultural groups are believed to have a significant importance in children’s learning (Department of Education and Training, 2019). Hence, parents and families can make use of this resource to support children’s communication skills.

]]> 2019-05-06 03:50:42 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357039248 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357039360 This site offers a range of fun games and videos as a reference for educators and carers to engage children in learning more creatively, and it also provides some help tool to assessment for each activity. This video of ‘Clap Clap Clap’ offers children a platform to learn about phonology of words and language, which would be helpful for children to identify and remember the words for body parts and movement. Children begin to make echolalic babbling at early stage that reflects intonation and rhythm of speech of the adults in the child's environment (Sachs, 1989). Children are born phonating in a high and tuneful range, and their babble is inherently musical (Carlow, 2008). 

]]> 2019-05-06 03:51:32 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357039360 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357039478 This slide documented the excursion from our placement that provides a wide range of opportunities to engage in active speaking and listening. This project was a children’s interest-based activity, Trivette (2019) indicates that interest construct the foundation for children’s learning. That is, allow children to engage in their learning more effectively. On top of that, this activity is aligned with the learning outcomes in The Early Years Learning Framework for Australia (Australian Government Department of Education, Employment and Workplace Relations, 2009). To demonstrate, children are actively engaged in their learning and develop a strong sense of belonging by involving in the wider community. From that, it enables children to become effective communicators by interact with a wider learning context. 

]]> 2019-05-06 03:52:29 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357039478 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357122907 This video documented a multi-sensory learning activity from our placement. Cousins and Cunnah (2017) stated that sensory experience leads to active learning that allow children to develop critical thinking skills while linking between ideas and prior experiences. Children have different learning styles and pace; therefore, it is important to provide alternative learning experience that allow children engage in learning thoroughly. According to HighScope approach it values children’s natural play and interactions with the environment, people, materials and more (HighScope Educational Research Foundation, 2019). Howitt and Blake (2009) stressed that sensory and linguistic experience allow children to develop language, critical thinking skills and the sharing of knowledge in classroom.

]]> 2019-05-06 11:20:05 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357122907 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357123175 This video demonstrates a nursery song in sign language. Apart from auditory speaking and listening, sign language is a visual language that incorporates body language, hand gestures and facial expression. Educational Playcare Ltd (2016) stressed that signing songs could improve children’s speech acquisition while blending language and motor movements together. On top of that, it could create greater memory retention as muscle memory is constantly practiced (Daniels, 2005). Furthermore, it could also help children to develop emphatic towards disabilities and cultivates an inclusive learning environment. That is, to create a multi-dimensional perspective that encourage social inclusiveness in our classroom.  

]]> 2019-05-06 11:21:06 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357123175 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357123463 This pin offers a language learning phone application that encompasses great amount of educational games and activities. Bolstad (2004) stated that children are strongly exposed to the environment that is filled with information and communication technologies. Therefore, children could create meaningful learning by engaging with knowledge acquisition through ICT. On the other hand, this application provides a wide range of interactive activities that allow children to practice their listening skills as well as speaking skills in their own pace. Cox (2009) stressed that technology enables children to learn with their own pace with individualized instruction. This application provides different level of complexity for children that offers suitable learning activities for them.

]]> 2019-05-06 11:22:16 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357123463 plee0006 https://padlet.com/plee0006/exjnvzruibp2/wish/357124892 2019-05-06 11:27:57 UTC https://padlet.com/plee0006/exjnvzruibp2/wish/357124892