Some second-language children may read with difficulty not simply because they require more time to develop their second-language oral proficiency but because they have problems with the acquisition of basic reading skills. It is important to look beyond oral language proficiency and not to delay assessment and intervention. Both health care providers and classroom teachers need to be trained and empowered to identify the warning signs early and to adapt instruction accordingly.

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This topic first explains how to view or change the Region and Language settings on your computer and then discusses some specific considerations for Synthesis applications.

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The user interface for Synthesis applications is available in several languages. You can change this language at any time by opening the Synthesis Setup window () and selecting an option from the drop-down list.

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Because there is no evidence that bilingualism has a negative impact on children’s intellectual and socio-emotional development, parents can be encouraged to speak their native language at home and allow their children to learn the majority language in school. The evidence for the overwhelming positive benefit of bilingualism, together with evidence that bilingual children are not cognitively handicapped, indicates an important role for schools. They can provide a means for these children to build up their language skills in the school language, enabling them to become full participants in the classroom and reap the benefits of their educational experience.

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Phonological awareness (the ability to break words into their components, synthesize their sounds and learn their features), rapid naming and to some extent verbal working memory are sources of individual differences that are associated with reading development and reading difficulties in monolingual children. These processing skills measured in monolingual and second-language children often correlate with each other, and can predict decoding and spelling skills in both languages. This has been found across different language groups. As well, regardless of the type of orthographies (regularity of correspondence between letters or letter combinations and their associated sounds) involved, second-language learners who have decoding and spelling problems in their first language have difficulties in their second language as well. Finally, second-language learners who have serious problems with word-based reading skills and with the cognitive processes that are necessary to develop good word-based skills in the second language also have poor reading fluency, reading comprehension and writing skills.

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Research shows that it is possible to diagnose reading disability in second-language children rather early. In fact, delaying diagnosis and treatment of potential reading disability in second-language children is costly and has long-term consequences for children who have difficulties in learning to read and write in the school language. The profiles of at-risk readers include persistent and extremely poor performance on word recognition, pseudo-word decoding (units of speech or text that look and sound like words in a particular language but that are not actually words) and spelling tasks and concomitant poor performance on phonological processing measures (such as phonological awareness and rapid naming).

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If those types of intentional acts are committed, a parent can be held financially responsible up to certain dollar limits, despite having no prior knowledge, involvement or opportunity to prevent the harm ap english synthesis essay daylight savings time.

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Social-policy initiatives should focus on early identification with a speech pathologist, comprehensive assessments and providing highly responsive environments early on. As well, appropriate training and continuing education should be provided to everyone who works with children and their families, such as speech-language pathologists, early interventionists, early childhood educators and child-care providers. Yet there are still several barriers to overcome. These include developing more sensitive screening measures to identify the various kinds of impairments, achieving consensus on case definition, and enhancing parent recognition of children’s potential problems and the need to seek help.