The Idea of an Essay, Volume 4

174 The Idea of an Essay: Volume 4 Additionally, the communication skills of the child is extremely important. Though Connor is extremely vocal in his own ways, he cannot simply list his wants and needs like some other children can. Likewise, he cannot interact in terms of phonological analysis tests the same as child who can speak. Although there are some differences in communication of children with CP, there are strong patterns which emerge in various studies, regardless of age or developmental level. One study looks at various aspects of communication and tests them separately, concluding the strong patterns previously mentioned. The article also provides discussion on the implications of such study results. This article concludes various interventions are necessary in improving interaction patterns with some children, particularly in teaching things such as active participation and communicative interaction (Light & Lund, 2007). It should be noted these interventions are not necessary for all children with severe CP, which adds to the overall point that there are a large number of factors going into all of this. These overarching characteristics may be the best ways to begin phonological tests for non-vocal children with CP, since most of these children share the same issues. Starting with the same fundamental questions which then move towards more specific, case oriented questions may be fruitful. The List Goes On It is apparent there are a large number of factors in evaluating literacy in non-vocal children with CP. Many studies aiming to evaluate various factors in regards to specific phonological areas contradict eachother. BecauseCP is amuscle andmovement disorder, areas of sensorimotor functioning and literary skills are in need of constant study (Obrzut & Straub, 2009). It is clear that there are a seemingly infinite number of factors which are necessary to study in terms of understanding literacy in this setting better and more thoroughly. The reality remains that “non-vocal” and “illiterate” are not synonymous with each other, particularly in children with CP, and because of this truth, mixed with the seemingly infinite amount of factors contributing to the literary abilities of non-vocal children with CP, more specific language tests are absolutely necessary. AccordingtoGeytenbeeket.al.(2010)languagecomprehension tests for childrenwith severe CP are scarce.This is not only important for better understanding the various factors which help determine