The Idea of an Essay, Volume 4

Research Writing 171 Multiple studies assume that the connections between understanding and producing speech involve a variety of different abilities. Because of this, a deficit in one area at a given point may affect both input and output functions. This is important because it begs the question if some phonological abilities are gained only through speech. For example, it is clear that Connor can read. This is known because teachers can ask him to read a passage, and then ask him questions about it which he can answer through use of his iPad or various other methods they have developed. However, if Connor’s classmates developed certain aspects of literacy solely from the acquisition of speech, is he less of a “good reader?” Some argue that children with some sort of speech difficulty often have difficulties with associated phonological awareness. Inconsistancies The mere presence such inconsistencies justifies a need for more specific phonological analysis tests for non-vocal children with CP, who, like Connor, will flourish much more in the classroom if specific strengths andweaknesses can bemore objectively addressed. Unfortunately, inconsistencies and lack of correlative results do not stop at the research mentioned above. Studies show there must be some sort of factors which must be noted in terms of studying literacy in non-vocal children with CP. This is mostly due to the fact that they are not a homogenous group. First, they differ in severity and co-occurrence of other disabilities such as dyspraxia. Additionally, they differ in cognitive abilities, experiences with school, and the type of communication assistance they have or have not been given in the past. Moreover, there could be differences based on age, due to the fact that it correlates with the amount of literacy the children have been presented with. Also, problems occur sometimes in trying to make case studies because comparing children with a motor impairment with children with none makes it difficult to find controls, considering poor motor coordination is relative to those without poor motor coordination. Research shows that chronological age, school experience, gender, social class, and possibly the extent to which the child has motor constraints are of importance. As time progresses, these various factors become increasingly important when specifying phonological tests further than the