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Octavio is a 5-year-old student in Ms. Hudson’s kindergarten c

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Octavio is a 5-year-old student in Ms. Hudson’s kindergarten classroom in San Diego, California. Octavio has only limited proficiency in English, as he comes from a home in which Spanish is spoken exclusively. Octavio speaks few words in English in the classroom and does not interact at all with his peers. He works with an English as a second language (ESL) teacher, Mr. Peras, who is bilingual in Spanish and English. Both Mr. Peras and Ms. Hudson are concerned about Octavio’s speech sound production, noticing that in both Spanish and English he is very hard to understand. In English, for instance, he says “obby” for doggy and “aa-oo” for bathroom. Mr. Peras and Ms. Hudson have asked the speech-language pathologist to come to the kindergarten classroom and observe Octavio for an evaluation. They have also called for a child-study meeting to begin the process of referral for a formal speech-language evaluation.
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Phonological disorders and reading problems appear to co-occur in a number of children. If Octavio has a phonological disorder, how would you expect it to impact his reading development in kindergarten and first grade?

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