The Idea of an Essay, Volume 4

Research Writing 173 children, particularly these children with CP, have varying, case by case factors which cannot be limited to looking at one factor at a time. In other words, it may be that the factors play roles in literary ability when mixed with other factors, rather than on their own. Since it would be ridiculous to claim children only have one, single characteristic, pretending so for a series of studies is, expectedly, relatively unfruitful. It is apparent that results in the multiple case studies reviewed here are largely varying. This does not mean, though, that Connor has a clear advantage for being a good reader (which he is) over other students who are younger, a different sex, or have different educational background. But how? It seems there must be some sort of factors involved in determining literacy levels of these children, many of whom have severe cerebral palsy, like Connor, but are not as good at reading. Another approach is to better understand the possibility of problems with the language comprehension tests used to measure skill level in phonology. The number of factors contributing to literacy in non-vocal children with CP is a large one. There are two factors which seem notable, in addition to the others. The first is the children’s parents. Due to the overwhelming amount of time someone with severe CP will spend with their parents throughout childhood, the role a parent plays in the children’s lives is vital. More specifically, the attitudes they have towards their child receiving literacy help is important. Connor’s parents have always put an emphasis on education and being a well-rounded person. Connors older brother, Liam, is an accomplished student, as is Connor’s sister, Julia, who has autism spectrum disorder. One study shows that in overwhelming conclusion, parents want to help their children, but they need guidance, and usually much more information, as well as technical support for their child in regards to decision making regarding the alternative or assistive communication techniques their child will receive. A clearer understanding of the many factors which go into literacy and their outcomes enables parents to find the best means of educational assistance for their child (Wray et. al., 2014). Unfortunately, many parents do not understand the strengths and weaknesses of their children in the classroom. Specialized phonologic tests are not only productive in the classroom, but are productive in home and family settings.