A Think-Aloud and Talk-Aloud Approach to Building Language by Reuven Feuerstein, Visit Amazon's Louis H. Falik Page,

By Reuven Feuerstein, Visit Amazon's Louis H. Falik Page, search results, Learn about Author Central, Louis H. Falik, , Refael Feuerstein, Krisztina Bohacs

Whereas self-talk like ''Now we're buckling you within the vehicle seat so that you can visit the store'' is usual parental perform, this publication indicates how academics, mom and dad, and therapists can take this to raised degrees to develop language cognitive improvement and studying capability. in keeping with neuroscience and their very own cutting edge paintings, the authors give you the reason and a step by step technique for utilizing intentional self-talk and think-aloud the way to enhance either language and cognitive improvement in common and language-delayed kids, in addition to in older people with disabilities. tales are sprinkled during the textual content to illustrate mediated self-talk in motion and the notable effects completed with actual kids. With transparent directions for supply, content material, and timing, the the most important center of the method is to relate considering, motion, and emotion within the presence of youngsters with out requiring their reaction. ebook positive factors: Addresses the transforming into numbers of kids coming into college with ''language poverty,'' describes the concept that of mediated soliloquy (MSL), or self-talk, with participants or study rooms who may still use it and whilst, the place and the way it may be utilized, and anticipated consequence, and illustrates using MSL for particular language problems and to enhance either language and interpersonal functionality with young ones displaying delays, disabilities, spectrum habit, and social/emotional problems.

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Sample text

Another aspect of the needed communication process was identified. Feuerstein observed that many people in the targeted populations, as well as their teachers and caretakers, spoke to children in childish ways that were presumed to foster understanding (the motherese we described in Chapter 1). He concluded that this actually impoverished the child’s linguistic environment. He observed that even in this restricted linguistic interaction, if the children did not respond, the adults in their environments stopped speaking to them.

However, the approach described in this book is particularly valuable to those who are at risk of failing to develop linguistic processes due to a variety of conditions—autism, brain injury, genetic/chromosomal conditions, language poverty, language deterioration or loss due to aging, and other kinds of developmental delays. Our approach is innovative because it applies our concept of mediated learning experience (as we describe in Chapter 2) to what is now known about how the brain functions, and that can be modified by exposure to language.

MLE creates three transformations: the stimuli are changed in ways that make them more salient for the learner; the learner is changed, acquiring alertness, readiness, and a disposition to receive the changed stimuli, becoming more able to experience new ways of perceiving and responding; and in the mediator, who orients him or herself to the needs of the mediatee following observation, assessment, and engagement. The development and application of MST rests upon the incorporation of 13 parameters of MLE that have been identified and used by the mediator to orient and organize interventions to bring about changes and/or to enhance the learning experience.

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