Pengaruh Penerapan Oral Motor Untuk Anak Speech Delay Usia 2-4 Tahun

Speech is one aspect of child development that starts from birth. By talking, children can communicate to those around them about themselves, about their condition and about what they want to convey. A child is said to be late in speaking if at the age the ability to process vocals and communicate is not in accordance with the age of the development period or is below the average age of the child. The impact that will be very visible and clearly felt is when communicating with the environment and experiencing difficulties in adaptation and socialization. Oro motor is the movement of the mouth (oral). In newborns this ability is carried out reflexively, then through the learning process an automatic and skilled oromotor will be achieved. Oral motor training is the coordination and movement of hard tissue, soft tissue, vascular system, and control of the nerves in the face and mouth areas that form the function of oral motor. Coordination of these structures is essential for speech, chewing and swallowing with a wide variety of food textures. In general, this paper is to review the results of research that identifies oral motor stimulation increasing the function of orofacial muscles in speech delay children. Method; qualitative descriptive with SSR (Single Subject Research) technique. Literature Review: The oral motor stimulation program includes activities to improve tongue literacy, lip control and chewing power. Oral motor stimulation includes active exercises and passive exercises. Results: The oral motor stimulation program can improve the function of orofacial muscles in children such as pronouncing letters, swallowing food and breathing properly. Language and speech disorders are a type of communication disorder which is indicated by a disturbance in the symbolic process. Language and speech disorders can be caused by disorders of the nervous system or abnormalities in organs related to language and speech processes. Oral motor stimulation can improve the functional ability of the muscles in the mouth area. Good oral motor skills will support the child's speech process

MULTI-PURPOSE EMBEDDED VOICE ASSISTANCE GADGET

One of the important problems that our society faces is that people with disabilities are finding it hard to cope up with the fast growing technology. In the recent years, there has been a rapid increase in the number of hearing impaired and speech disabled victims due to birth defects, oral diseases and accidents. When a deaf-dumb person speaks to a normal person, the normal person seldom understands and asks the deaf-dumb person to show gestures for his/her needs. Dumb persons have their own language to communicate to us; the only thing is that we need to understand their language. So, we need a translator to understand what they speak and communicate to us. In order to achieve this, we have proposed a system that can provide basic communication needs for a deaf-dumb person and also aid him in many ways. In the proposed system, we have used a speech recognition unit along with audio pre recorder and embedded controllers which will be helpful for deaf and dumb persons to express their needs to normal person. The frequently spoken words are stored in audio pre recorder which can be easily retrieved and also displayed using Liquid Crystal Display. The proposed device is also helpful for born deaf children to learn the basics of any language. In addition, voice based home automation system is also proposed for elderly and disabled people. Home automation system is achieved by wireless RF transmission and reception techniques integrated with our Embedded Voice Translator Kit. The proposed system along with text to speech converter and language translators as future enhancements will provide great assistance to deaf and dumb persons to portray their needs to society. Our system can also be incorporated for various applications like personal security, wireless TV remote control etc

Means for forming foreign communicative competence of primary school pupils: results of empirical studies

У статті автор визначає типи та види вправ і завдань, характеризує їх функції для компетентнісно орієнтованого навчання іншомовного спілкування учнів початкової школи. Свої погляди він ґрунтує на сутності тенденцій розвитку сучасної шкільної іншомовної освіти, вікових особливостях і потенційних можливостях учнів молодшого шкільного віку. Розглядаючи вправи і завдання основними засобами оволодіння учнями іншомовним спілкуванням, автор описує їх характеристики та дає рекомендації щодо використання з метою формування іншомовної комунікативної компетентності. У статті представлено та схарактеризовано якісні характеристики навчальної діяльності, яку мають навчитися виконувати з допомогою вправ і завдань учні початкової школи у процесі вивчення іноземної мови.В статье автор определяет типы и виды упражнений и заданий, характеризует их функции для компетентностно ориентированного обучения иноязычного общения учащихся начальной школы. Свои взгляды он основывает на сущности тенденций развития современного школьного иноязычного образования, возрастных особенностях и потенциальных возможностях учащихся младшего школьного возраста. Рассматривая упражнения и задания основными средствами овладения учащимися иноязычным общением, автор описывает их характеристики и дает рекомендации по использованию с целью формирования иноязычной коммуникативной компетентности. В статье представлены и охарактеризованы качественные характеристики учебной деятельности, которую должны научиться выполнять с помощью упражнений и заданий учащиеся начальной школы в процессе изучения иностранного языка.The author of the article defines types and kinds of exercises and tasks, characterizes their functions for competence-oriented teaching foreign language communication among primary school pupils. Authors’ views are based on the essence of trends in the development of modern school-based foreign education, age-specific features and potential opportunities of primary schoolchildren. Considering the exercises and tasks as the main means for pupils to master a foreign language, the author describes their characteristics and gives recommendations of its use for the purpose of forming a foreign language communicative competence. The article presents and characterizes the qualitative characteristics of the educational activities that pupils of primary school should learn to do with the help of exercises and tasks in the process of studying a foreign language. According to the author, the basis of the typology of exercises and tasks is the category of communication and the stages of its organization in the educational process. Accordingly, it is advisable to distinguish between exercises training activities for communication, structuring the act of communication (at the reproductive and reproductive-productive levels), form the mechanisms of communication (at the productive level) and provide the formation of skills to control the level for abilities formation to communicate in a foreign language. In the process of performing such exercises, a pupil overcomes the stages from reception to products, mastering the experience of constructing their own statements in oral and written forms, while in a continuous communicative mode. This necessitates the need to determine: a) the appropriate type of exercise aimed at developing skills in oral and written communication; b) the hierarchy of exercises in the constructed system; c) the form of performing exercises (individual, pair, group); d) volume of linguistic and speech material, its complexity and difficulty of assimilation; e) the level of training (experience) of pupils in the performance of certain exercises, which depends on the degree of their language and speech preparedness and individual characteristics

Does Motor Development Influence Language Development?

The emergence of language in infants is one of biggest achievements in their first two years of life. At the present, there is a great deal of information available regarding the precursors that influence the onset of language in both typically and atypically developing children. It is commonly acknowledged that achievements in cognitive development during these stages of life widely influence the emerging language system. However, one of the other precursors that require additional attention is motor development. The implications that this system has on future language development is something that needs further consideration in the study of both typically and atypically developing populations with deficits in these areas

The weight of phonetic substance in the structure of sound inventories

In the research field initiated by Lindblom & Liljencrants in 1972, we illustrate the possibility of giving substance to phonology, predicting the structure of phonological systems with nonphonological principles, be they listener-oriented (perceptual contrast and stability) or speaker-oriented (articulatory contrast and economy). We proposed for vowel systems the Dispersion-Focalisation Theory (Schwartz et al., 1997b). With the DFT, we can predict vowel systems using two competing perceptual constraints weighted with two parameters, respectively λ and α. The first one aims at increasing auditory distances between vowel spectra (dispersion), the second one aims at increasing the perceptual salience of each spectrum through formant proximities (focalisation). We also introduced new variants based on research in physics - namely, phase space (λ,α) and polymorphism of a given phase, or superstructures in phonological organisations (Vallée et al., 1999) which allow us to generate 85.6% of 342 UPSID systems from 3- to 7-vowel qualities. No similar theory for consonants seems to exist yet. Therefore we present in detail a typology of consonants, and then suggest ways to explain plosive vs. fricative and voiceless vs. voiced consonants predominances by i) comparing them with language acquisition data at the babbling stage and looking at the capacity to acquire relatively different linguistic systems in relation with the main degrees of freedom of the articulators; ii) showing that the places “preferred” for each manner are at least partly conditioned by the morphological constraints that facilitate or complicate, make possible or impossible the needed articulatory gestures, e.g. the complexity of the articulatory control for voicing and the aerodynamics of fricatives. A rather strict coordination between the glottis and the oral constriction is needed to produce acceptable voiced fricatives (Mawass et al., 2000). We determine that the region where the combinations of Ag (glottal area) and Ac (constriction area) values results in a balance between the voice and noise components is indeed very narrow. We thus demonstrate that some of the main tendencies in the phonological vowel and consonant structures of the world’s languages can be explained partly by sensorimotor constraints, and argue that actually phonology can take part in a theory of Perception-for-Action-Control

Motor Performance in Children with Childhood Apraxia of Speech and Speech Sound Disorders

Purpose: This study sought to determine if (a) children with childhood apraxia of speech (CAS), other speech sound disorders (SSDs), and typical development (TD) would perform differently on a standardized motor assessment and (b) whether comorbid language impairment would impact group differences. Method: Speech, language, and motor abilities were assessed in children with CAS (n = 10), SSD (n = 16), and TD (n = 14) between the ages of 43 and 105 months. Motor skills were evaluated using the Movement Assessment Battery for Children-Second Edition (Henderson, Sugden, & Barnett, 2007), a behavioral assessment that is sensitive in identifying fine/gross motor impairments in children with a range of motor and learning abilities. Data were reanalyzed after reclassifying children by language ability. Results: The CAS group performed below the normal limit on all components of the motor assessment and more poorly than the TD and SSD groups on Aiming and Catching and Balance. When children were reclassified by language ability, the comorbid CAS + language impairment group performed worse than the SSD-only and TD groups on Manual Dexterity and Balance and worse than the TD group on Aiming and Catching; all 7 children with CAS + language impairment evidenced performance in the disordered range compared to 1 of 3 children in the CAS-only group and 2 of 6 children in the SSD + language impairment group. Conclusions: Children with CAS + language impairment appear to be at an increased risk for motor impairments, which may negatively impact social, academic, and vocational outcomes; referrals for motor screenings/assessments should be considered. Findings may suggest a higher order deficit that mediates cognitive-linguistic and motor impairments in this population

KEYNOTE ADDRESS: On the Binding Biases of Time

Lance Strate is Professor of Communication and Media Studies at Fordham University, and Executive Director of the Institute of General Semantics. He is a Past President of the New York State Communication Association, and a recipient of NYSCA\u27s John F. Wilson Award. He is a founder and Past President of the Media Ecology Association, and author of Echoes and Reflections: On Media Ecology as a Field of Study. This is the text of his Keynote Address presented at the 67th Annual Conference of the New York State Communication Association, Ellenville, NY, October 23-25, 2009

Orality and literacy: epic heroes of human destiny?

Human Speech has often been presented as the crucial line dividing humanity from animals, with Literacy then entering in as the fulfiller of human destiny, the redeemer from primitive orality, and, in alphabetic apotheosis, the all-conquering hero of the west's civilising mission. This epic tale, pervasive as it still remains, is now under attack from many directions, not least in the expanding work on multiple literacy practices. This paper takes the complementary line of starting from the 'oral' end of the apparent equation. Building on anthropological fieldwork, experience of teaching at the UK's Open University, and the gathering comparative literature, it questions the limiting linguistic bias of this tale – itself a kind of myth explaining and justifying the social order. Verbal language is just one of many modes and media of human communication and can only be fully understood in conjunction with them. The traditional myth also underplays the multiplex nature of language itself: researchers across several disciplines are now increasingly revealing the multimodal nature of human speech and writing. To focus on narrower definitions of language and, as in the heroic elevation of 'orality' and 'literacy', to propose the treatment of language as the crucial factor in human culture is to proffer a thin and single-line tale of human history and, with it, a misleading and ethnocentric account not only of humanity more generally but also of many of our actual educational practices. It needs to be replaced by a broader, more cross-cultural and more generous model of both learning and communication

The contribution of verbal working memory to deaf children's oral and written production

open3noopenArfé, Barbara; Rossi, Cristina; Sicoli, SilviaArfe', Barbara; Rossi, Cristina; Sicoli, Silvi