The Idea of an Essay, Volume 4

Research Writing 185 to measure skill level in phonology. According to Geytenbeek et. Al. (2010) language comprehension tests for childrenwith severeCP are scarce.This is not only important for better understanding the various factors which help determine literary abilities, but in order to have benchmarks for children in order to help them continue to learn. It is stated “A language comprehension test specifically designed for (young) children with severe CP is therefore warranted” (Geytenbeek et. al., 2010, p. 276). Additional Factors The number of factors contributing to literacy in non-vocal children with CP is a large one. There are two additional factors which seemnotable,inadditiontotheothers.Thefirstisthechildrens’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). 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