BenchmarkAssignment.docx SPD-200 Part one: Case Study Evaluation What are three ways in which cultural, language, and family background could influence Larissas learning? According to an article I found How do Lang
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BenchmarkAssignment.docx SPD-200 Part one: Case Study Evaluation What are three ways in which cultural, language, and family background could influence Larissas learning? According to an article I found How do Language Difficulties affect learning; language is used as the primary medium of learning because everything is either heard or read. In this situation Larissa was already at a disadvantage from other kids in her class do to her cultural and language barriers. At 14 months when she moved from el Salvador was already learning in another language and with both languages being used at home is someone beneficial but can also be confusing to her which impact her written expression and confidence in school. Withthe recent separation of her mother from father can affect students more than parent can understand at times. Studies found that student with divorced parents often lack interest in school and can even suffer from behavior/ attention disorders such as ADD. (8 ways divorce can impact a childs academic pursuits). This does not include the effects that can be caused by the living situation that has come from the separation. Not having enough food and space to provide the necessities can also affect Larissas ability to concentrate and focus. It is hard for a student to attend school and be productive in the classroom if they are worried about their circumstances outside the school building. How will understanding Larissa's home environment and her developmental levels assist her teachers i. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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