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The Language and Working Memory Laboratory. Thursday, May 28, 2015. Domain-specific knowledge and why teaching generic skills does not work. Tricot, A., and Sweller, J. (2014). Domain-specific knowledge and why teaching generic skills does not work. Educational Psychology Review, 26, 265-283. The authors provide two examples of instructional strategies that follow from their views on the acquisition of domain-general (biologically primary) and domain-specific (biologically secondary) information. (1)...

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The Canadian SLP | canadianslp.blogspot.com Reviews

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The Language and Working Memory Laboratory. Thursday, May 28, 2015. Domain-specific knowledge and why teaching generic skills does not work. Tricot, A., and Sweller, J. (2014). Domain-specific knowledge and why teaching generic skills does not work. Educational Psychology Review, 26, 265-283. The authors provide two examples of instructional strategies that follow from their views on the acquisition of domain-general (biologically primary) and domain-specific (biologically secondary) information. (1)...

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The Canadian SLP | canadianslp.blogspot.com Reviews

https://canadianslp.blogspot.com

The Language and Working Memory Laboratory. Thursday, May 28, 2015. Domain-specific knowledge and why teaching generic skills does not work. Tricot, A., and Sweller, J. (2014). Domain-specific knowledge and why teaching generic skills does not work. Educational Psychology Review, 26, 265-283. The authors provide two examples of instructional strategies that follow from their views on the acquisition of domain-general (biologically primary) and domain-specific (biologically secondary) information. (1)...

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canadianslp.blogspot.com

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The Canadian SLP: Domain-specific knowledge and why teaching generic skills does not work.

http://canadianslp.blogspot.com/2015/05/domain-specific-knowledge-and-why.html

The Language and Working Memory Laboratory. Thursday, May 28, 2015. Domain-specific knowledge and why teaching generic skills does not work. Tricot, A., and Sweller, J. (2014). Domain-specific knowledge and why teaching generic skills does not work. Educational Psychology Review, 26, 265-283. The authors provide two examples of instructional strategies that follow from their views on the acquisition of domain-general (biologically primary) and domain-specific (biologically secondary) information. (1)...

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The Canadian SLP: May 2015

http://canadianslp.blogspot.com/2015_05_01_archive.html

The Language and Working Memory Laboratory. Thursday, May 28, 2015. Domain-specific knowledge and why teaching generic skills does not work. Tricot, A., and Sweller, J. (2014). Domain-specific knowledge and why teaching generic skills does not work. Educational Psychology Review, 26, 265-283. The authors provide two examples of instructional strategies that follow from their views on the acquisition of domain-general (biologically primary) and domain-specific (biologically secondary) information. (1)...

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The Canadian SLP: Sentence Processing

http://canadianslp.blogspot.com/2015/03/sentence-processing.html

The Language and Working Memory Laboratory. Monday, March 9, 2015. Nemeth, D., Janacsek, K., Csifcsak, G., Szvoboda, G., Howard, J. H., and Howard, D. V. (2011). Interference between sentence processing and probabilistic implicit sequence learning. PLoS One, 6. System, which is responsible for learning words, and the procedural. The main finding was that engagement in the sentence-processing task reduced sequence learning in the ASRT task. It was interesting that the mathematics task did not diminish...

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The Canadian SLP: March 2015

http://canadianslp.blogspot.com/2015_03_01_archive.html

The Language and Working Memory Laboratory. Monday, March 9, 2015. Nemeth, D., Janacsek, K., Csifcsak, G., Szvoboda, G., Howard, J. H., and Howard, D. V. (2011). Interference between sentence processing and probabilistic implicit sequence learning. PLoS One, 6. System, which is responsible for learning words, and the procedural. The main finding was that engagement in the sentence-processing task reduced sequence learning in the ASRT task. It was interesting that the mathematics task did not diminish...

5

The Canadian SLP: October 2013

http://canadianslp.blogspot.com/2013_10_01_archive.html

The Language and Working Memory Laboratory. Saturday, October 12, 2013. The Underlying Nature of Specific Language Impairment. Bishop, D. V. (1992). The underlying nature of specific language impairment. The Journal of Child Psychology and Psychiatry and Allied Disciplines. Hypothesis 1 – Language Impairment as an Output Disorder. Hypothesis 2 – Language Impairment as an Auditory Disorder. Hypothesis 3 – Linguistic Interpretations of SLI. Hypothesis 4 - Explanation of SLI in Terms of Piagetian Theory.

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Hvad føler jeg på? Kan du gætte, hvem det er? Sådan fanger man en mus. Disse opslagstavler hænger sammen med de tilsvarende opslagstavler med opgaveark. Hvis du vil gemme eller printe en given illustration, skal du først ind i selve Pinterest. Venstreklik dernæst på illustrationen. Så kommer du frem til en noget større udgave af billedet, som du højreklikker på og vælger, om du vil gemme, printe eller kopiere. Skriv et svar Annuller svar. Ugens pin (bogstavplakat, igen). At være mor til sentalerbørn.

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Hvad hører jeg? |

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Hvad føler jeg på? Kan du gætte, hvem det er? Sådan fanger man en mus. På hver side er der en gåde om en lydgiver og mulige løsninger i form af 4 små billeder. Når I løfter flappen, kan I se, om I har gættet rigtigt. Når man arbejder med gåder, kræver det, at barnet kan huske flere informationer af gangen. Så giv barnet en enkelt information ad gangen (læs kun én information) – sig evt. kun lydordet. Klik på forsidebilledet, hvis du vil bestille bogen på bibliotek.dk. Skriv et svar Annuller svar. Theme: ...

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Sådan fanger man en mus |

http://sprogkiosken.dk/boger/boger-med-gader/sadan-fanger-man-en-mus

Hvad føler jeg på? Kan du gætte, hvem det er? Sådan fanger man en mus. Sådan fanger man en mus. Sådan fanger man en mus. Katten Fifi er musejæger. Det er svært at finde musen, for hun har aldrig set en i virkeligheden. I Fifis hus er der imidlertid en snedig, forklædt mus, som hun nu er på jagt efter. Og selv om musen er ret så snedig og god til at forklæde sig, er Fifi endnu snedigere! Hvis du vil lege en bog. Sådan fanger man en mus. Skriv et svar Annuller svar. Ugens pin (bogstavplakat, igen). Proudly...

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Hvad føler jeg på? Kan du gætte, hvem det er? Sådan fanger man en mus. At arbejde med gåder med små børn er en god måde at få snakket om. Ting/aktiviteter og ikke kun benævne dem – jf. indlæggene om ordforråd. 8211; for at beskrive substantiver og aktiviteter har I brug for masser af adjektiver og verber. At løse gåder er altså endnu en af de aktiviteter, du kan ty til, når du vil have brug af sprog til at være selve omdrejningspunktet. Bøgerne her på siden er alle til små børn. Ugens pin (hvad siger de?

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Bøger med verber |

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Hvad føler jeg på? Kan du gætte, hvem det er? Sådan fanger man en mus. Rigtigt mange bøger til de allermindste børn handler om (at benævne) substantiver. For at lave enkle sætninger har barnet imidlertid også brug for verber. Og det kan være nødvendigt at høre verberne mange gange og møde dem i mange sproglige sammenhænge, for at barnet får dem på sit ordforråd. Klik på bøgernes forsider for at komme til en omtale af dem. Skriv et svar Annuller svar. Ugens pin (bogstavplakat, igen). At være nogens nogen.

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Hvad føler jeg på? Kan du gætte, hvem det er? Sådan fanger man en mus. 6 dyr, der bevæger sig på hver deres måde. Løft flappen på hver side og se, hvordan dyrene kommer rundt: klatrer, svømmer, går, hopper, flagrer, flyver. Med denne helt enkle bog kan du tage en snak med barnet om forskellige bevægeverber. Kan I komme i tanker om andre? Hvordan kan mennesker bevæge sig? Hvordan kan arme/ben/tæer/fingre bevæge sig? Klik på forsidebilledet, hvis du vil bestille bogen på bibliotek.dk. At være nogens nogen.

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About the NPR News piece “Mexican-American Toddlers: Understanding The Achievement Gap” | 2 Languages 2 Worlds

https://2languages2worlds.wordpress.com/2015/04/13/about-the-npr-news-piece-mexican-american-toddlers-understanding-the-achievement-gap

Bilingualism across the lifespan. 2 Languages 2 Worlds. Elizabeth D. Peña. Laquo; Bilingual Assessment and Language Dominance: We need to MOVE ON. Intervention in Two Languages. About the NPR News piece “Mexican-American Toddlers: Understanding The Achievement Gap”. After reading this piece. On the NPR website, as well as the research article. It reports on, I felt I had to write to the ombudsman. The text of my letter follows. All Things Considered,. Click to share on Reddit (Opens in new window). This ...

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Konsonanter |

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Hvad føler jeg på? Kan du gætte, hvem det er? Sådan fanger man en mus. For at siden her ikke skal blive alt for lang, har jeg delt konsonantbillederne op på 2 sider:. Skriv et svar Annuller svar. Ugens pin (bogstavplakat, igen). Må eksperter optræde som eksperter? Store forskelle i 0-3-åriges kompetencer. At være mor til sentalerbørn. Hvordan følger man en blog? Nyhedsbrev om logopædisk forskning. Sådan får du barnet til at fortælle. Ugens pin (hvad siger de? Ka’ du gætte, hvad jeg er? Læs om ….

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Sjove fødder |

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Hvad føler jeg på? Kan du gætte, hvem det er? Sådan fanger man en mus. 8 sider med forskellige dyr. Siderne i bogen er todelte, så fåret fx kan få andefødder og frøen elefantfødder. Der er også lidt tekst om dyrene og deres fødder, som du kan læse eller lade være. Hvert dyr har den samme baggrundsfarve på krop og fødder, så det er nemt at se, når I har matchet rigtigt. Bogen er velegnet til at snakke om at sætte ting sammen rigtigt og forkert – og lige som bogen om Sjove haler. Skriv et svar Annuller svar.

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The Canadian SLP

The Language and Working Memory Laboratory. Thursday, May 28, 2015. Domain-specific knowledge and why teaching generic skills does not work. Tricot, A., and Sweller, J. (2014). Domain-specific knowledge and why teaching generic skills does not work. Educational Psychology Review, 26, 265-283. The authors provide two examples of instructional strategies that follow from their views on the acquisition of domain-general (biologically primary) and domain-specific (biologically secondary) information. (1)...

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