Sigma factor domain [1] interacts with the -10 box of a prom…
Questions
Sigmа fаctоr dоmаin [1] interacts with the -10 bоx of a promoter, sigma factor domain [2] interacts with the -35 box and sigma factor domain [3] causes abortive initiation of transcription.
Pediаtric Lаnguаge and Literacy Disоrders (Schооl-age) Tim, is a 5.4 year old boy in kindergarten. In December of his kindergarten year, the teacher expressed concern that he was not performing at the same level of his peers in the classroom and asked you to come in to observe him. According to his teacher, Tim sometimes has difficulty understanding what is being said in the classroom. He is also behind in early literacy skills. Tim did not go to preschool but stayed in a neighborhood daycare when his mom went to work in the local public school as a one-on-one paraprofessional. Born in Guyana, Tim and his family moved to NYC when he was 1. In the home, the family code switches between Guyanese English, African American English, and General American English. He lives with his mother, father, 3 older siblings, and maternal grandmother. His mother has an associate degree and is working on her four-year university degree and his father is a high school graduate and works in a restaurant.#1. In your school, the SLP is part of the pre-referral team. You, the teacher, and the team were concerned that the child may have difficulty with phonological awareness.A. What is the general developmental progress that you would follow?B. Discuss two effective approaches to address phonological and phonemic awareness difficulties. #2. How would you approach an assessment of this boy’s language to determine whether he has a language disorder? What assessment tools/materials would you use? How would you make sure you were identifying a language disorder and not a language difference? #3. On the SLAM assessment materials, “Bunny Goes to School”, when asked by his teacher, “Why did the bunny jump out of the backpack?”, Tim responds, “because he wanted a carrot.” When asked “what do you think will happen when the boy comes home from school?, Tim says, “First his mom will yell at him then, once she finishes yelling, maybe he will put the bunny in a cage that locks so the bunny can’t get out.” When asked “what do you think the teacher is thinking now?”, Tim responds, “She is thinking she is happy since Tim’s mom is taking the bunny who had escaped from the backpack back home.” First, analyze the sentence structures e.g. simple, compound, complex (adverbial, noun clause or a relative clause) (don’t forget that counting your verbs will help you in your analysis of the clauses). Then, analyze what you learned about the boy’s language skills from each sentence about the boy’s referential, temporal and causal cohesion, theory of mind, false beliefs, and/or making meaningful predictions. #4. The results of your speech-language evaluation indicate that the boy does not have a language disorder. But, given the difficulties Tim has been having, you think that Tim may need additional support to acquire the variety of English used in his classroom, that is Standard/Mainstream/General American English. A. Given that Tim does not have a language disorder, how could you, as the language expert in the school, consult and collaborate with the classroom teacher in developing classroom-wide activities so that Tim and other students would acquire the variety of English used in the classroom? B. What are two classroom-wide activities you might suggest the classroom teacher could implement?