Applied Sciences Homework Help

 Rationale

As a University of St. Augustine graduate student, you are expected to read, summarize, and provide feedback on peer-reviewed journal articles. The purpose of this assignment is to develop an understanding of literacy-based trends in speech and language development and disorders. This assignment is intended to show evidence that you have achieved or are working on the following learning objective(s):

• Identify the anatomy and neural circuitry that subserve language.
• Explain the influence of language experience, genetics and epigenetics on brain development.
• Explain the neurolinguistics of language impairments.

Directions

Using the articles that were approved by your instructor in week 9 (attached) you will write a critical analysis writing. You will do the following:

• Read the three (3) peer reviewed journal articles that were approved by your instructor in week 9.
• Summarize the main concepts of each article in your own words.
• Provide a critical analysis of the quality of each article. Was it compelling? Do you agree or disagree with the main premise of each article? What are the articles’ strengths and weaknesses?
• Discuss the implications and application of the information in each article to clients and/or the field of SLP.

writing Format

The paper should follow the this format:

• 3 pages (after being double-spaced)
• Include full citations using APA format

Points Possible: 100 points

Due Date: Consult the Course Calendar document for the assignment due date.

Bibliography

Ramírez, R., Huang, B. H., Salazar, K., & Eik, M. (2023). Predictors of Reading Development Among School-Age Bilingual Children With Developmental Language Disorder: A Scoping Review. Language, Speech, and Hearing Services in Schools, 54, 1020–1033.

https://doi.org/10.1044/2023_LSHSS-22-00093

This article was selected because it explores the predictors of reading development among bilingual children with developmental language disorder (DLD). The study provides insight into how phonological awareness, rapid naming, and first-language blending influence literacy development. This article is useful in understanding the connection between spoken and written language in bilingual children, an area that is under-researched but critical for developing effective literacy interventions.

Helm, K., & Selin, C. (2025). The Conversational Language Profile of Children in Low Socioeconomic Environments: A Systematic Review. Perspectives of the ASHA Special Interest Groups, 10, 88–106.

https://doi.org/10.1044/2024_PERSP-23-00299

This systematic review was chosen because it examines how socioeconomic status influences children’s language development. The study critically evaluates the assumption that children from lower socioeconomic backgrounds have language deficits rather than differences. This article contributes to the discussion on normal literacy development by highlighting how external factors, such as socioeconomic status, influence oral language acquisition and literacy skills.

Guiberson, M. (2024). Culturally Responsive Literacy Interventions in Speech-Language Pathology: A Scoping Review. Perspectives of the ASHA Special Interest Groups, 9, 1165–1175.

https://doi.org/10.1044/2024_PERSP-24-00008

This article was selected because it focuses on culturally responsive literacy interventions for children from diverse linguistic backgrounds. The study presents strategies used in speech-language pathology to support literacy development in bilingual and multilingual children. This article is valuable for understanding how oral language skills can be nurtured through culturally responsive literacy instruction, further reinforcing the connection between spoken and written language development.

These articles collectively support the assignment’s objectives by addressing phonological awareness, the relationship between spoken and written language, and normal literacy development, especially in bilingual and low socioeconomic populations.