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Rupley, William H., William Dee Nichols, Timothy V. Rasinski, and David Paige. "Fluency: Deep Roots in Reading Instruction." Education Sciences 10, no. 6 (June 3, 2020): 155. http://dx.doi.org/10.3390/educsci10060155.
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Over the past two decades, reading fluency has been increasingly recognized as an important instructional variable for success in reading. Yet, this has not always been the case. This article presents a historical review of the nature and role of fluency instruction in the United States. The roots of oral reading fluency began in an age when texts and other forms of entertainment and information were limited. Historically, in America, oral reading was the predominant means for conveying ideas and passing the time at home with the family. In the 1800s, American education’s primary method of instruction emphasized the need for being able to read aloud with expression and fluency, in order to hold the listeners’ attention and convey information. As texts and other forms of information became more available, oral reading became deemphasized, and silent reading was viewed as a better approach to developing readers’ comprehension at the cost of fluency development. With continued research and national reports that indicate the significant contributions of oral reading fluency to reading comprehension and academic proficiency, it is clear that the roots of oral reading run deep, and that fluent reading development is important to learners’ academic achievement and reading comprehension.
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Kocaarslan, Mustafa, and Akile Ergün. "Evaluating Year-end Oral Reading Records of First Graders in terms of Prosody Proficiency." Journal of Education and Training Studies 5, no. 1 (December 2, 2016): 20. http://dx.doi.org/10.11114/jets.v5i1.1948.
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Prosody is evaluated as an important factor in fluent reading and in literature it is expressed as a significant reading skill that affects comprehension. Prosody -described as a fluent reading ability of a reader with suitable sentences and expressions- includes stress, intonation, duration (time passed on voicing a word) and pausing properties that contribute to effective reading of a text. First grade students are supposed to have fluent reading abilities at the end of the year and they are expected to develop effective prosodic reading. Therefore, the aim of this study is to examine first grade students’ oral reading performances in terms of prosodic competences. Study sample in this study which has been conducted using descriptive survey model consists of 49 first grade students who participated in the study voluntarily in four different classes in a primary school in the city centre of Bartin in Turkey. For the evaluation of the reading prosodies of the students, their oral reading performances of a narrative and an expository text are recorded for one minute with a video camera and these records are evaluated with reading prosody rubric. As a result of the analysis, it is observed that students’ reading prosody score means are low in both narrative and expository texts. According to reading prosody scale, it appears that 59% of the students are at low level in narrative text and 41% of the students are at low level in expository text. Additionally, as a result of Mann-Whitney U test it appears that gender of the students does not make a significant difference in oral reading prosodies of the students in both narrative and expository texts.
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Kuhn, Melanie R. "Whole Class or Small Group Fluency Instruction: A Tutorial of Four Effective Approaches." Education Sciences 10, no. 5 (May 21, 2020): 145. http://dx.doi.org/10.3390/educsci10050145.
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Four scientifically validated approaches to fluency instruction (Fluency-Oriented Reading Instruction, Wide Fluency-Oriented Reading Instruction, Fluency-Oriented Oral Reading, and Wide Fluency-Oriented Oral Reading) are reviewed. Two for the whole class and two for small groups. Key components of fluency, automaticity, and prosody are defined, and their contribution to reading comprehension is discussed. Automaticity contributes through its freeing up of attention to attend to meaning, and prosody contributes through its addressing of pacing and expression that, in turn, reflect textual meaning. Four principles for effective fluency instruction are also presented: Modeling, extensive opportunities for practice, the use of scaffolding, and the incorporation of prosodic elements. The four instructional approaches presented in this article are based on two different strategies for integrating extensive opportunities to read: Repeated versus wide reading. All four approaches use challenging texts, or texts at the upper end of the learners’ zone of proximal development, thus providing learners with access to a broader range of vocabulary and concepts than would be the case if they read only instructional level texts. All four also provided highly effective procedures for either whole-class or small-group reading instruction. The goal of this summary is to provide readers with effective approaches for classroom instruction.
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Koriakin, Taylor A., and Alan S. Kaufman. "Investigating Patterns of Errors for Specific Comprehension and Fluency Difficulties." Journal of Psychoeducational Assessment 35, no. 1-2 (September 26, 2016): 138–48. http://dx.doi.org/10.1177/0734282916669914.
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Although word reading has traditionally been viewed as a foundational skill for development of reading fluency and comprehension, some children demonstrate “specific” reading comprehension problems, in the context of intact word reading. The purpose of this study was to identify specific patterns of errors associated with reading profiles—basic reading difficulties (BRD), reading fluency difficulties (RFD), reading comprehension difficulties (RCD), and typical readers (total n = 821). Results indicated significant differences between the groups on most error factors. Post hoc analyses indicated there were no significant differences between the RFD and RCD groups, but these groups demonstrated different patterns of significant weakness relative to typical readers. The RFD group was weaker in spelling and oral expression whereas the RCD group demonstrated difficulties in writing mechanics and listening comprehension. These findings indicate that comprehension deficits cannot be attributed only to fluency difficulties and that specific reading difficulties may translate to other aspects of achievement.
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Draper, Kim, and Nic Spaull. "Examining oral reading fluency among Grade 5 rural English Second Language (ESL) learners in South Africa? An analysis of NEEDU 2013." South African Journal of Childhood Education 5, no. 2 (December 7, 2015): 34. http://dx.doi.org/10.4102/sajce.v5i2.390.
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The ability to read for meaning and pleasure is arguably the most important skill children learn in primary school. One integral component of learning to read is Oral Reading Fluency (ORF), defined as the ability to read text quickly, accurately, and with meaningful expression. Although widely acknowledged in the literature as important, to date there have been no large-scale studies on ORF in English in South Africa, despite this being the language of learning and teaching for 80% of ESL students from Grade 4 onwards. We analyze data provided by the National Education and Evaluation Development Unit (NEEDU) of South Africa, which tested 4667 Grade 5 English Second Language (ESL) students from 214 schools across rural areas in South Africa in 2013. This included ORF and comprehension measures for a subset of 1772 students. We find that 41% of the sample were non-readers in English (<40 Words Correct Per Minute, WCPM) and only 6% achieved comprehension scores above 60%. By calibrating comprehension levels and WCPM rates we develop tentative benchmarks and argue that a range of 90-100 WCPM in English is acceptable for Grade 5 ESL students in South Africa. In addition we outline policy priorities for remedying the reading crisis in the country.
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Druks, Judit, Jennifer Aydelott, Marios Genethliou, Helen Jacobs, and Brendan Weekes. "Progressive Dyslexia: Evidence from Hungarian and English." Behavioural Neurology 25, no. 3 (2012): 185–91. http://dx.doi.org/10.1155/2012/702792.
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We report a patient with non-fluent Primary Progressive Aphasia who was premorbidly literate in two alphabetic scripts, Hungarian (L1) and English (L2). Testing was performed over a two-year period to assess the impact of progressive illness on oral reading and repetition of single words. Results showed significant decline in oral reading in both languages, and an effect of language status in favour of oral reading in L1. Phonological complexity was a significant predictor of oral reading decline in both languages. Of interest, we observed an effect of language status on task performance whereby repetition was better in L2 than L1 but oral reading was better in L1 than L2. We conclude that language status has an effect on repetition and oral reading abilities for bilingual speakers with non-fluent Primary Progressive Aphasia.
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Dolean, Dacian Dorin, Arne Lervåg, Laura Visu-Petra, and Monica Melby-Lervåg. "Language skills, and not executive functions, predict the development of reading comprehension of early readers: evidence from an orthographically transparent language." Reading and Writing 34, no. 6 (January 24, 2021): 1491–512. http://dx.doi.org/10.1007/s11145-020-10107-4.
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AbstractThe simple view of reading proposes that the development of reading comprehension in early elementary school is best predicted by children’s fluent decoding and oral language skills. Recent studies challenge this view and suggest that executive functions should also be included in this theoretical model; however, the empirical evidence is not strong enough to clearly support or refute this hypothesis. In this short-term longitudinal study, we used latent variables to test whether executive functions have direct effects on the development of reading comprehension in 184 Romanian second graders, beyond fluent decoding and oral language skills. The results indicated that the initial stages of reading comprehension were associated with executive functions, but only the language skills could independently predict the development of reading comprehension. Our findings show that executive functions do not have a significant direct effect on the development of reading comprehension in early readers beyond fluent decoding and oral language skills in languages with transparent orthography. The results also suggest that once children learn to decode well, their language skills (and not their executive functions) have a strong effect on the development of reading comprehension. Therefore, reading interventions in elementary school should stress on the development of oral language skills.
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Baştuğ, Muhammet. "How do fluent and poor readers' endurance differ in reading?" Cypriot Journal of Educational Sciences 12, no. 4 (December 30, 2017): 157–66. http://dx.doi.org/10.18844/cjes.v12i4.2492.
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It was observed in this research that how endurance status of fluent readers and poor readers changed as the text became longer. 40 students who were attending the primary school 4th-grade, 20 of whom were fluent readers and other 20 were poor readers, participated in the research. A narrative text was utilized in the data collection process. Students' oral readings were recorded with a voice recorder and their cores of reading rates and reading accuracy percentages were obtained by listening to the readings. The scores were analyzed with the Friedman and Nemenyi tests. At the end of the analysis, it was seen that fluent readers' reading rates did not differ significantly from the beginning to end of the text whereas poor readers' reading rates differed in favor of the first parts of the text. Accordingly, while the fluent readers read the text at the same rate all the way, the poor readers' reading rates significantly dropped from the beginning towards to the end of the text. Furthermore, fluent readers' reading accuracy percentages differed significantly from the beginning towards the end of the text in favor of the last parts while poor readers' reading accuracy percentages differed in favor of the first parts. As per the finding, whereas fluent readers' reading accuracy percentages gradually increased, poor readers' percentages gradually dropped. In other words, as the reading time and volume increased, poor readers' reading errors increased, too. These results were discussed in the light of the literature.
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Graham, K. S. "The relationship between comprehension and oral reading in progressive fluent aphasia." Neurocase 1, no. 2 (June 1, 1995): 167b—172. http://dx.doi.org/10.1093/neucas/1.2.167-b.
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Graham, Kim S., John R. Hodges, and Karalyn Patterson. "The relationship between comprehension and oral reading in progressive fluent aphasia." Neuropsychologia 32, no. 3 (March 1994): 299–316. http://dx.doi.org/10.1016/0028-3932(94)90133-3.
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Prawiro, Indra Yoga, and Sri Lefina. "AN INVESTIGATION OF ORAL READING FLUENCY OF TENTH GRADE IN ONE OF SENIOR HIGH SCHOOLS IN INDRAMAYU." Globish: An English-Indonesian Journal for English, Education, and Culture 10, no. 1 (January 12, 2021): 30. http://dx.doi.org/10.31000/globish.v10i1.3899.
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The purpose of this study is to investigate students oral reading fluency of tenth grade in one of Senior High Schools in Indramayu. According to Zuhra (2015) the students faced difficulties in English because of their poor vocabulary. The students also faced difficulties when the texts were long and complicated with various different modifying phrases. There are three subskills to measure oral reading fluency. As stated by Pey, et al (2014) there are ‘accuracy’. ‘speed’, and ‘prosody’. Case study is chosen as a research method in this study. Two instruments were used to collect the data. The first is oral reading fluency test, this was used to measure students’ fluency in oral reading. The second is questionnaire. It was used to find out the students’ reading interest and reading habit. After the writers got the data. Then it will be analyzed qualitatively. The results showed that there were 36 students who took the oral reading fluency test. But, unfortunately that almost all students were not fluent in oral reading. The lowest score obtained by students in reading rate is 58 wpm. While for reading accuracy the lowest score obtained by students is 0,7 wc. And the lowest score obtained by students in reading prosody is 4. In reading prosody, almost all students get score of 4. It is because there are still many students who read only if they have to and they read not for own pleasure. Meanwhile, only two students out of thirty-six students who are almost fluent reading are able to do oral reading fluency. Have fluency in oral reading the students have practiced reading a lot. With reading rate 110 wpm and 127 wpm, reading accuracy 0,95 wc and 0,91 wc, and reading prosody are 9 of out 16.
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Healey, E. Charles, and Peter R. Ramig. "Acoustic Measures of Stutterers' and Nonstutterers' Fluency in Two Speech Contexts." Journal of Speech, Language, and Hearing Research 29, no. 3 (September 1986): 325–31. http://dx.doi.org/10.1044/jshr.2903.325.
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The purpose of this study was to compare stutterers' and nonstutterers' fluency during multiple productions of two dissimilar speech contexts. Twenty-two adult stutterers were matched within 1 year of age to 22 nonstutterers. Spectrographic analyses were performed on subjects' five consecutively fluent productions of a simple isolated phrase and a phrase extracted from an oral reading passage. Measures of fluent voice onset time (VOT), and vowel, consonant, and total phrase durations were calculated from the five repetitions of each phrase. From the isolated phrase, there were a total of five fluent durational measures (i.e., one VOT, two vowel, one consonant, & one phrase duration). For the phrase taken from the oral reading passage, six fluent measures were obtained (i.e., one VOT, three vowel, one consonant, & one phrase duration). Results demonstrated that only one of the five measurements taken during the isolated phrase condition was significantly different between the groups. Three of the six measures obtained from the phrase taken from the oral reading condition revealed significant between-group differences. No group differences were associated with the repetitions of either phrase for any of the dependent measures for both groups. These findings suggest that the length and complexity of the speech tasks used to obtain acoustic measures of stutterers' fluency play an important role in the discovery of differences between the fluency of the two groups.
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Mason, Lee L., Christopher J. Rivera, Trina D. Spencer, Breda V. O'Keeffe, Douglas B. Petersen, and Timothy A. Slocum. "A PRELIMINARY INVESTIGATION OF VISUAL GOAL MARKERS TO PROMPT FLUENT ORAL READING." Psychology in the Schools 53, no. 1 (December 10, 2015): 58–72. http://dx.doi.org/10.1002/pits.21888.
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Schwanenflugel, Paula J., Anne Marie Hamilton, Melanie R. Kuhn, Joseph M. Wisenbaker, and Steven A. Stahl. "Becoming a Fluent Reader: Reading Skill and Prosodic Features in the Oral Reading of Young Readers." Journal of Educational Psychology 96, no. 1 (2004): 119–29. http://dx.doi.org/10.1037/0022-0663.96.1.119.
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Türkyılmaz, Mustafa. "A research on fluent reading skills of secondary school students." Pegem Eğitim ve Öğretim Dergisi 8, no. 1 (November 21, 2017): 91–118. http://dx.doi.org/10.14527/pegegog.2018.005.
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The study aims to determine the relationship of reading fluency skills of secondary school students and level of using social media sites, reading attitudes and reading self-competence perceptions, and whether fluent reading skills of students vary depending on text genres. In this context, texts of different genres were read to 112 secondary school students. Oral readings of each text by students were recorded. These records were resolved by the researcher. Incorrectly read and skipped words were identified, and it was determined how many words were read without error in three minutes. In addition, each student marked for Reading Attitude Scale, Reading Self-Competence Perception Scale, and Facebook Addiction Scale. As a result of the study, it was determined that all of text genres were read different pacing. Moreover, a significant and positive relationship is observed between text-reading speeds. A positive relationship is observed between perceptions of students relating to their competence as readers and reading speed and attitude. It can be said that individuals with increased Facebook addiction level have decreased self-competence perceptions relating to reading. In other words, it may be said that reading competences of participants are affected negatively as addiction to Facebook social media sites increases.
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Bakker, Klaas, and Gene J. Brutten. "Speech-Related Reaction Times of Stutterers and Nonstutterers." Journal of Speech and Hearing Disorders 55, no. 2 (May 1990): 295–99. http://dx.doi.org/10.1044/jshd.5502.295.
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Speech-related reaction time measures (laryngeal premotor and adjustment time for /a/, labial initiation and physiological voice onset time for /pa/) and fluency-related measures (number of stutterings, number of normal disfluencies, and time needed to complete an oral reading) of 24 stutterers and a like number of nonstutterers were assessed to determine their diagnostic discriminative power. Discriminant analysis showed that stutterers were most effectively differentiated from normally fluent speakers by the total number of stutterings and normal disfluencies during oral reading and by the duration of laryngeal adjustments prior to cued phonation. Factor analysis revealed that the fluency failure and reaction time measures clustered independently for both stutterers and nonstutterers. These findings suggest that both fluency failures and the duration of laryngeal adjustment time are useful diagnostic measures for discriminating stutterers from those who are normally fluent.
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LEVASSEUR, VALERIE MARCIARILLE, PAUL MACARUSO, LAURA CONWAY PALUMBO, and DONALD SHANKWEILER. "Syntactically cued text facilitates oral reading fluency in developing readers." Applied Psycholinguistics 27, no. 3 (July 2006): 423–45. http://dx.doi.org/10.1017/s0142716406060346.
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Can fluency in oral reading be facilitated by formatting text to preserve major syntactic boundaries? Seven-, 8-, and 9-year-old children read aloud passages under two text format conditions. In the structure-preserving condition, the ends of lines coincided with ends of clauses; in the phrase-disrupting condition, line breaks always interrupted a phrasal unit. Experiment 1 showed that oral reading fluency, as indexed by skill in phrasal reading, was rated higher when children were reading in the structure-preserving condition. In addition, the structure-preserving condition resulted in significantly fewer false starts at the beginning of lines following a return sweep. The results of Experiment 2, in which texts of varying levels of difficulty were read by slightly older readers, confirmed both findings. Measures of fluency were correlated with other language and reading measures; however, no effects of format were obtained on oral reading rate (words correct per minute). Taken as a whole, these findings indicate a benefit of keeping clausal units intact in promoting fluent reading by facilitating the transition from one line to the next.
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Ja’afar, Hasimah, Wan Mazlini Othman, Hema Vanita Kesevan, and Budi M.S. "Enhancing Oral Reading Fluency (ORF) Through Computer Assisted Repeated Reading (CARR)." Asian Journal of University Education 17, no. 1 (March 8, 2021): 207. http://dx.doi.org/10.24191/ajue.v17i1.12618.
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This study was carried out to investigate the effectiveness of using the Computer Assisted Repeated Reading (CARR) technique to enhance Form One rural students’ oral reading fluency (ORF). The single subject experimental design (SSED) which emphasised on the individual participant was used to collect data. Five students participated in this 12 week study in which the CARR intervention was carried out two times a week. CARR, the adaptation of the CBM/ORF procedure was used to improve the participants’ accuracy and automaticity in word decoding. Each participant’s accuracy and automaticity in word decoding before and after intervention were charted on line graphs. Accuracy was determined by the percentage of words read correctly. The participant’s initial reading accuracy which stood at 96.7%, 94.2%, 96.6%, 97.3% and 97.1% showed that they could only read at instructional level. After the CARR intervention their reading accuracy improved and stood at 98.8%, 99.2%,97.2%,98.8% and 98.0%.This showed that they can now read the assessment texts or other texts of comparable difficulty independently. Automaticity was determined by the reading rate or words read correctly per minute (WCPM). The participant’s initial WCPM was between 104 to 143 WCPM, 85 WCPM to 127 WCPM, 99 to 128, 57 to 209 WCPM and 103 and 163 WCPM. After the CARR intervention their reading automaticity improved between 108 to 158 WCPM, 99 to 146 WCPM, 99 to 135, 52 to 120 WCPM and 114 and 167 WCPM. Based on the participants’ individual results, it can be concluded that the CARR technique was effective in improving struggling readers’ reading fluency. The results further implied that the CARR technique will ease burnt out English teachers’ workloads. CARR is user friendly and it can help teachers to help their students become better readers while helping struggling readers to become fluent.
Keywords: Reading fluency, Accuracy, Automaticity, Repeated reading, Computer Assisted Repeated Reading (CARR)
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Hidayat, Ila Nurlaila. "PENGARUH TEKNIK REPEATED READING TERHADAP KEMAMPUAN READING FLUENCY PADA SISWA KELAS III SEKOLAH DASAR." Psympathic : Jurnal Ilmiah Psikologi 6, no. 1 (February 27, 2018): 766–75. http://dx.doi.org/10.15575/psy.v6i1.2134.
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This research was conducted with students of grade III elementary school who are not fluent in reading with the goal to improve their reading fluency. Having quasi-experimental approach with single subject randomized time series design. researcher give repeated reading technique for 12 days. Every measurement session has data in WPCM score (word correct per minute). Comparison between pre-test and post-test show the increasing score of WPCM for 15.79. Error frequency and self-correction are getting decreased while reading expression is getting improved as the treatment session have. Repeated reading technique can improve reading influency.
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Kohn, Susan E., Katherine L. Smith, and Michael P. Alexander. "A longitudinal comparison of the oral reading and repetition of nouns in acute fluent aphasics." Aphasiology 6, no. 4 (July 1992): 397–401. http://dx.doi.org/10.1080/02687039208248610.
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Hudson, Alida, Poh Wee Koh, Karol A. Moore, and Emily Binks-Cantrell. "Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019." Education Sciences 10, no. 3 (February 28, 2020): 52. http://dx.doi.org/10.3390/educsci10030052.
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Oral reading fluency (ORF) deficits are a hallmark of reading difficulties. The impact of fluency struggles extends beyond word-level difficulties to include deficits in reading comprehension. Sixteen empirical studies conducted in 2000–2019 that examined ORF interventions among elementary students identified as having reading difficulties were reviewed to identify the characteristics (e.g., instructional variables, group size, type of interventionist) of effective ORF interventions and their impact on English oral reading fluency and reading comprehension outcomes. The systematic review revealed that interventions reported centered around repeated reading procedures (86.5%). Across the 16 studies, outcomes for oral reading fluency varied widely and most focused on speed and rate aspects rather than prosody. Effect sizes for rate and accuracy measures ranged from negligible to large (i.e., 0.01 to 1.18) and three studies found large effects for prosody outcomes. Effect sizes for reading comprehension ranged between non-significant and large significant effects. Findings support the use of repeated reading of text to build up ORF of students with reading difficulties. Interventions that were found to be most effective were those that were conducted one-on-one with a trained model of fluent word reading and accuracy. Findings also point to three gaps in our understanding: (1) the efficacy of interventions other than repeated reading, (2) effects of ORF interventions on prosody outcomes, and (3) sustainability of outcomes.
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Kim, James S. "Effects of a Voluntary Summer Reading Intervention on Reading Achievement: Results From a Randomized Field Trial." Educational Evaluation and Policy Analysis 28, no. 4 (December 2006): 335–55. http://dx.doi.org/10.3102/01623737028004335.
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The effects of a voluntary summer reading intervention were assessed in a randomized field trial involving 552 students in 10 schools. In this study, fourth-grade children received eight books to read during their summer vacation and were encouraged by their teachers to practice oral reading at home with a family member and to use comprehension strategies during independent, silent reading. Reading lessons occurred during the last month of school in June, and eight books were mailed to students biweekly during July and August. The estimated treatment effects on a standardized test of reading achievement (Iowa Test of Basic Skills) were largest for Black students (ES = .22), Latino students (ES = .14), less fluent readers (ES = .17), and students who reported owning fewer than 50 children’s books (ES = .13). The main findings suggest that a voluntary summer reading intervention may represent a scalable policy for improving reading achievement among lower performing students.
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Carretti, Barbara, Eleonora Motta, and Anna Maria Re. "Oral and Written Expression in Children With Reading Comprehension Difficulties." Journal of Learning Disabilities 49, no. 1 (April 7, 2014): 65–76. http://dx.doi.org/10.1177/0022219414528539.
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Hernandez, Sarah. "Translating and Retranslating “Fallen Star”." English Language Notes 58, no. 1 (April 1, 2020): 178–85. http://dx.doi.org/10.1215/00138282-8237498.
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Abstract This article provides a comparative close reading of Ella Deloria’s and Stephen Riggs’s translations of the ancient and sacred Dakota creation story “Fallen Star.” Although Deloria, a fluent Dakota/Lakota speaker, published several books on the Dakota oral storytelling tradition, Riggs is often viewed as the expert on Dakota culture, language, and literature. The impulse to privilege Riggs is problematic, because it is a new iteration of settler colonialism and patriarchy that further oppresses the Dakota nation and delegitimizes its rich and complex literary traditions. As an ethnologist and linguist, Riggs transformed the rich and complex Dakota oral storytelling tradition into a static cultural artifact. This article examines how Deloria corrected Riggs’s work to incorporate tribally specific beliefs, values, and worldviews into a new interpretation of “Fallen Star.”
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Bosshardt, Hans-Georg. "Subvocalization and Reading Rate Differences between Stuttering and Nonstuttering Children and Adults." Journal of Speech, Language, and Hearing Research 33, no. 4 (December 1990): 776–85. http://dx.doi.org/10.1044/jshr.3304.776.
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The hypothesis tested was that stutterers subvocalize more slowly than nonstutterers and that they need more time for the overt production of the fluent parts of their speech. We also investigated whether rate differences could only be observed for those words on which the stutterers expect to stutter. Fifty-nine school children (27 stutterers and 32 nonstutterers) and 19 adults (18 stutterers and 21 nonstutterers) performed a reading task in which a noun was presented together with its definite article. The presentation times of the reading material were controlled by the subjects. Half of the material had to be read silently, the other half orally. In oral reading, only the data from those trials without any indication of disfluencies were used. Dependent variables were presentation times, speech latency, and speech duration. The stutterers’ silent presentation times were significantly longer than those of nonstutterers and this difference was significantly greater for children than for adults. In oral reading all stutterers, regardless of age, had longer presentation times, speech latencies, and article durations than the nonstutterers. Some nouns, however, were uttered significantly more rapidly by stutterers than by nonstutterers. These time differences were found to be independent of the stutterers’ expectation to stutter. Our results indicate that a strictly motoric explanation of stuttering is inadequate. The data show that the stutterers and nonstutterers differ with respect to the temporal parameters not only during speech execution, but during speech planning as well.
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Hatcher, Ryan C., Kristina C. Breaux, Xiaochen Liu, Melissa A. Bray, Karen L. Ottone-Cross, Troy Courville, Sarah R. Luria, and Susan Dulong Langley. "Analysis of Children’s Errors in Comprehension and Expression." Journal of Psychoeducational Assessment 35, no. 1-2 (September 24, 2016): 57–73. http://dx.doi.org/10.1177/0734282916669019.
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Children’s oral language skills typically begin to develop sooner than their written language skills; however, the four language systems (listening, speaking, reading, and writing) then develop concurrently as integrated strands that influence one another. This research explored relationships between students’ errors in language comprehension of passages across oral and written modalities (listening and reading) and in language expression across oral and written modalities (speaking and writing). The data for this study were acquired during the standardization of the Kaufman Test of Educational Achievement–Third Edition (KTEA-3). Correlational analyses from the total sample ( n = 2,443-3,552) and within grade bands revealed low to moderate correlations (.26-.50). No evidence of convergent or divergent validity was found when comparing correlations of “same-name” error types (e.g., inferential errors across modalities) with correlations of “different-name” error types. These results support previous research findings and hypotheses that language by ear, eye, hand, and mouth are separable but interacting systems that differ in more ways than modality of input/output.
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Wang , Yiwen, and Mijin Won . "A Study on the Effects of Korean Reading Methods on Advanced Learners` Comprehension and Expression - by Comparing Oral Reading and Silent Reading -." Korean Language and Literature in International Context 72 (March 31, 2017): 205–28. http://dx.doi.org/10.31147/iall.72.8.
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Richman, Lynn C., and Susan M. Ryan. "Do the Reading Disabilities of Children with Cleft Fit into Current Models of Developmental Dyslexia?" Cleft Palate-Craniofacial Journal 40, no. 2 (March 2003): 154–57. http://dx.doi.org/10.1597/1545-1569_2003_040_0154_dtrdoc_2.0.co_2.
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Objective The purpose of this study was to determine whether the reading problems of children with cleft fit models of developmental dyslexia. Design The study compared children with nonsyndromic cleft lip and palate who had reading disability (n = 46) with those who did not have reading disability (n = 46). The children were matched for age, sex, and grade. The two groups were compared (t tests) on measures of verbal expression, phonemic awareness, and rapid naming. Also, regression analyses compared the relative relationships of these variables to reading disability. Participants Children were selected from 154 patients originally screened. Results Children with reading disability scored significantly lower on rapid naming and verbal expression, with no differences found on phonemic awareness. Rapid naming was shown to have the most significant association with reading disability. Conclusion Children with nonsyndromic cleft lip and palate show symptoms similar to a naming-memory deficit model of developmental dyslexia. Reading treatment should avoid sight word approaches and focus on oral phonics treatment.
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Jaelani, Alan, Amalia Sadyawati, and Wida Rosmawati. "Using Reading Aloud Technique to Stimulate Students Reading Comprehension." Tarling : Journal of Language Education 3, no. 2 (June 19, 2020): 191–99. http://dx.doi.org/10.24090/tarling.v3i2.3499.
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This article aims to stimulate students' reading comprehension skills using the Reading Aloud technique. Reading aloud is the main axis connecting reading and speaking English. Reading aloud not only increases reading and basic knowledge but also improves oral expression. How the Read aloud technique can stimulate students' reading skills. Reading plays an important role as one of four abilities in improving students' English performance. This study involved 16 respondents who were 5th-semester students of the English Language Education Program at Ibn Khaldun University. This research was a descriptive study in which the researcher used a qualitative method. Data collected by interview, questionnaire, and observation. The results of the study showed that most of them did not agree with the techniques from Reading aloud. Based on respondents' statements, we found that the use of the reading method with hard reading techniques helped students to stimulate reading comprehension, especially to help students in pronunciation.
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Xiao, Xiao-Yun, and Connie Suk-Han Ho. "Weaknesses in Semantic, Syntactic and Oral Language Expression Contribute to Reading Difficulties in Chinese Dyslexic Children." Dyslexia 20, no. 1 (July 31, 2013): 74–98. http://dx.doi.org/10.1002/dys.1460.
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Sinaga, Ali Imran, Farida Jaya, and Andi Prahara Hasibuan. "The Teacher's Role in Applying the Hadith Release Method in SDIT Cendekia Pematangsiantar District." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 3 (August 31, 2020): 1577–80. http://dx.doi.org/10.33258/birle.v3i3.1238.
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The research objectives were to determine: (1) the role of the teacher in the implementation of memorizing hadith in SDIT Cendekia, (2) the method applied by the teacher in memorizing hadith at SDIT Cendekia and (3) the impact obtained by students from the application of memorizing hadith in SDIT Cendekia. The research method used is qualitative. Data collection is done by observation and interviews. The research findings show: (1) the role of the teacher is as a facilitator, motivator, and the most important role in memorizing this hadith is to instill good morals to students who are in accordance with the guidance and behavior of the prophet through habituation. (2) the method applied by the teacher in memorizing hadiths used the oral method and movement, they did this on the basis of the age of grade 1-2, they were still not very fluent in reading hadith and were still not very fluent in reciting it, while for grades 3-6 the method was used. The tasalsuli thariqah, the jam'i thariqah method and the muqassam thariqah method. and, (3) the impact that students get from the application of memorizing hadiths is positive things that are felt by students, teachers and parents, including students' morals and actions that are more focused, students know and love the prophet more, students can find out the existing morals. in the Prophet's self, students remember each other friends if their actions are not in accordance with the hadith of the prophet they learned, and always try to behave according to the hadith of the prophet.
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Berninger, Virginia W., and Robert D. Abbott. "Listening comprehension, oral expression, reading comprehension, and written expression: Related yet unique language systems in grades 1, 3, 5, and 7." Journal of Educational Psychology 102, no. 3 (2010): 635–51. http://dx.doi.org/10.1037/a0019319.
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Lloyd, Rebecca J. "Awakening Movement Consciousness in the Physical Landscapes of Literacy: Leaving, Reading and Being Moved by One’s Trace." Phenomenology & Practice 5, no. 2 (December 17, 2011): 73–92. http://dx.doi.org/10.29173/pandpr19846.
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Physical literacy, a concept introduced by Britain’s physical education and phenomenological scholar, Margaret Whitehead, who aligned the term with her monist view of the human condition and emphasis that we are essentially embodied beings in-the-world, is a foundational hub of recent physical education curricular revision. The adoption of the term serves a political purpose as it helps stakeholders advocate for the educational, specifically literacy, rights of the whole child. Yet, one might wonder what impact conceptual shifts of becoming “physically literate” in lieu of becoming “physically educated” have on physical education research and practice. Terms such as “reading” the game and metaphors that describe the body as an “instrument of expression” are entering the lexicon of physical education but from a seemingly cognitive frame of reference. Arguably, the extent to which the adoption of physical literacy has on dissolving Cartesian views of the body and the mechanization of movement it performs has yet to be questioned. This article thus acts as an invitation to explore physical literacy in a Merleau-Pontian inspired act of inscribing the world through movement and how a reading of a reversible imprint might awaken a more fluent sense of what it means to become physically literate as new curricular pathways in the field of physical education emerge.
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Михальчук, Наталія, and Ernest Ivashkevych. "INNOVATIVE MEANS FOR TESTING KNOWLEDGE, SKILLS AND ABILITIES OF ADOLESCENTS AT THE LESSONS OF FOREIGN LANGUAGES." Інноватика у вихованні 2, no. 11 (May 30, 2020): 28–34. http://dx.doi.org/10.35619/iiu.v2i11.216.
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In this article we found out the ways of creating innovating means for testing pupils’ skills, abilities and knowledge which not only help the teacher to control teenagers’ process of studying, but also are directed on the development of pupils’ person. In this article we proposed the stages of pupils’ activity with text material which are based not only on information of the text but also on own experience of pupils.
It was shown that the first stage (pretext) was implemented before reading the text. Exercises at this stage are aimed at predicting content and semantic information of the text, as well as the removal of possible difficulties in the phonetic, lexical and grammatical nature. The second stage (textual) is the reading of the entire text silently. The reading process can take place in the classroom or at home by the teacher’s instructions. The third stage (post-text) involves performing tasks to control the understanding of the content of the text having been read, as well as exercises aimed at assimilating the linguistic means that provide the skills for operating by pupils these tools in their own statements at the level of the phrase or unpublished unity in connection with the content of the text. The fourth stage is the stage of performing speech exercises, the purpose of which is to develop pupils’ abilities to make fluent oral monologues on the basis of semantic information of the text. Exercises with problematic tasks are carried out, which are based not only on information of the text but also on own experience of pupils.
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Radanovic, Márcia, Mirna Lie Hosogi Senaha, Letícia Lessa Mansur, Ricardo Nitrini, Valéria Santoro Bahia, Maria Teresa Carthery, Flávia Nóbrega Freire Aires, Sandra Christina Mathias, and Paulo Caramelli. "Primary progressive aphasia: analisys of 16 cases." Arquivos de Neuro-Psiquiatria 59, no. 3A (September 2001): 512–20. http://dx.doi.org/10.1590/s0004-282x2001000400006.
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Primary progressive aphasia (PPA) is an intriguing syndrome, showing some peculiar aspects that differentiate it from classical aphasic pictures caused by focal cerebral lesions or dementia. The slow and progressive deterioration of language occurring in these cases provides an interesting model to better understand the mechanisms involved in the linguistic process. We describe clinical and neuroimaging aspects found in 16 cases of PPA. Our patients underwent language and neuropsychological evaluation, magnetic resonance imaging (MRI) and single photon emission computerized tomography (SPECT). We observed a clear distinction in oral expression patterns; patients were classified as fluent and nonfluent. Anomia was the earliest and most evident symptom in both groups. Neuroimaging pointed to SPECT as a valuable instrument in guiding the differential diagnosis, as well as in making useful clinical and anatomical correlations. This report and a comparison to literature are an attempt to contribute to a better understanding of PPA.
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Avitia, Maria, Matthew Pagirsky, Troy Courville, Emily DeBiase, Tawnya Knupp, and Karen Ottone-Cross. "Differences in Errors Between Students With Language and Reading Disabilities." Journal of Psychoeducational Assessment 35, no. 1-2 (September 26, 2016): 149–54. http://dx.doi.org/10.1177/0734282916669655.
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Children with a specific learning disability in reading/writing (LDRW) and/or language impairment (LI) are likely to have difficulties across all areas of academic achievement, as a great deal of teaching and learning depends on intact reading skill and linguistic communication. Despite a large number of studies examining academic difficulties among these groups, there has been minimal research investigating types of errors made on tests of academic achievement. The present study compared academic error types of children with LDRW (Group 1) and children with LI (Group 3) to two distinct demographically matched control groups (Groups 2 and 4) using the Kaufman Test of Educational Achievement–Third Edition (KTEA-3) error analysis system. Findings indicate that children in the LDRW group or LI group, on average, made a greater number of errors than their matched counterparts. Statistically significant differences, with moderate effect sizes, were found between examinees in the clinical groups and their respective matched control groups across several error categories. Some of the largest differences were found in the Written Expression and Oral Expression subtests. Most importantly, the patterns of errors made by LDRW and LI samples differed notably on the various tasks, providing new insights about these clinical samples.
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Parkin, Jason R. "The Simple Views of Reading and Writing: Frameworks for Interpretation of the Woodcock–Johnson IV." Journal of Psychoeducational Assessment 39, no. 7 (June 1, 2021): 832–47. http://dx.doi.org/10.1177/07342829211023325.
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The simple views of reading (SVRs) and writing (SVWs) reflect useful frameworks for the psychoeducational evaluation of literacy difficulties. They describe reading comprehension and written expression as the outcome of oral language, decoding, and transcription skills. Prior research has demonstrated that these components explain the vast majority of variance in comprehension and written expression. However, subtests’ specific task demands can influence the relationships among these components within the models. As a result, practitioners should know the degree to which various test batteries operationalize these frameworks. Using correlations from school-age participants provided in the technical manual, these analyses investigated the SVR and SVW within the Woodcock–Johnson IV battery through structural equation modeling. Results suggest that the battery’s measures conform to many of the expectations stemming from the SVR/SVW. However, its comprehension and written expression measures appear less language-influenced and more affected by decoding/spelling. Implications for psychoeducational practice are discussed.
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Aydın, Gülnur, and Bilge Bağcı Ayrancı. "Reading Preferences of Middle School Students." World Journal of Education 8, no. 2 (April 17, 2018): 127. http://dx.doi.org/10.5430/wje.v8n2p127.
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Four fundamental language skills interact with each other. Developing reading skills will also develop listening,speaking, and writing skills. Reading comprehension, using what is understood on new subjects and learning newwords during reading can influence listening comprehension as well as oral and written self-expression. Generalcomplaints of teachers and parents regarding middle school students are that the students do not read enough.Increasing love for reading in middle school students can only be possible by determining the interests and needs ofthose students and guiding the students towards those needs and interests. When the literature was reviewed, therewere no functional researches regarding the reading preferences of middle school students. In this regard, this studywas necessary to contribute to the literature.The purpose of this study was to determine the reading preferences of middle school students. The pattern of thisresearch was created based on qualitative case study and under the scope of this study, 25 participants were selectedfor each class level including 5th, 6th, 7th, and 8th grade students. Data was collected with the semi-structuredinterview technique. Data was themed by two experts using content analysis. Similar answers were converted intonumerical data and presented in the form of tables. Examples from student statements were given to support thetables. The results of the research indicated that a majority of students preferred reading on printed resources,selected novels as genre, read texts with 300 or more pages, and preferred adventure as subject. Additionally,students expressed that unknown words in reading texts should be low, they voluntarily spend 1-2 hours per dayreading, and preferred silent reading.
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Ahmed, T. Assist Yasmeen Bade'a. "Evaluating the questions of Reading Book for the Sixth Grade from Teachers' Viewpoints." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 222, no. 2 (November 6, 2018): 335–56. http://dx.doi.org/10.36473/ujhss.v222i2.406.
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The researcher has addressed the questions of the Reading Book for the Sixth Primary Grade to be studied as the subject needs to be paid an adequate attention for its importance in teaching and not to be seen as a subordinated subject. The researcher has chosen the reading book for the Sixth Primary Grade since the Sixth Primary grade is the final and the elementary stage of education as well as pupils should adequately practise the exact reading and oral expression. The study aims at evaluating the questions of the Reading Book for the Sixth Primary Grade from Teachers' Viewpoints. To attain the study aim, the researcher has chosen the sample of 40 (females and male) teachers in the Directorates General (Al-Rusafa 1,2 and Karkh 1,2). The researcher analyzed the results and presented them according to the questionnaires and their fields, and reached several conclusions and recommendations. The researcher examined the results and recommendations of the research sample of teachers and teachers. And proposals.
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Johnson, Andrew S., Nicole Maronian, and Jeffrey Vieira. "Activation of Kaposi's Sarcoma-Associated Herpesvirus Lytic Gene Expression during Epithelial Differentiation." Journal of Virology 79, no. 21 (November 1, 2005): 13769–77. http://dx.doi.org/10.1128/jvi.79.21.13769-13777.2005.
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ABSTRACT The oral cavity has been identified as the major site for the shedding of infectious Kaposi's sarcoma-associated herpesvirus (KSHV). While KSHV DNA is frequently detected in the saliva of KSHV seropositive persons, it does not appear to replicate in salivary glands. Some viruses employ the process of epithelial differentiation for productive viral replication. To test if KSHV utilizes the differentiation of oral epithelium as a mechanism for the activation of lytic replication and virus production, we developed an organotypic raft culture model of epithelium using keratinocytes from human tonsils. This system produced a nonkeratinized stratified squamous oral epithelium in vitro, as demonstrated by the presence of nucleated cells at the apical surface; the expression of involucrin and keratins 6, 13, 14, and 19; and the absence of keratin 1. The activation of KSHV lytic-gene expression was examined in this system using rKSHV.219, a recombinant virus that expresses the green fluorescent protein during latency from the cellular EF-1α promoter and the red fluorescent protein (RFP) during lytic replication from the viral early PAN promoter. Infection of keratinocytes with rKSHV.219 resulted in latent infection; however, when these keratinocytes differentiated into a multilayered epithelium, lytic cycle activation of rKSHV.219 occurred, as evidenced by RFP expression, the expression of the late virion protein open reading frame K8.1, and the production of infectious rKSHV.219 at the epithelial surface. These findings demonstrate that KSHV lytic activation occurs as keratinocytes differentiate into a mature epithelium, and it may be responsible for the presence of infectious KSHV in saliva.
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Brendel, O. "SOME ASPECTS OF VISUAL-AUDITORY PERCEPTION OF ORAL SPEECH WHILE VIDEO AND SOUND RECORDINGS EXAMINATION." Theory and Practice of Forensic Science and Criminalistics 21, no. 1 (December 15, 2020): 349–58. http://dx.doi.org/10.32353/khrife.1.2020_24.
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A problematic issue that frequently arises in the examination of video and audio recordings, namely the question of visual and auditory perception of oral speech – the establishment of the content of a conversation based on its image (lip reading) – is considered.
The article purpose is to analyze the possibility and feasibility of examining the visual-auditory perception of oral speech in the framework of the examination of video and sound recordings, considering the peculiarities of such research; the ability to use visual information either as an independent object of examination (lip reading), or as a supplementary, additional to auditory analysis of a particular message. The main components of the process of lip reading, the possibility of visual examination of visual and auditory information in order to establish the content of a conversation are considered. Attention is paid to the features of visual and auditory perception of oral speech, and the factors that contribute enormously to the informative nature of the overall picture of oral speech perception by an image are analyzed.
The influence of the visual image on the speech perception by an image is considered, such as active articulation, facial expressions, head movement, position of teeth, gestures, etc. In addition to the quality of the image, the duration of the speech fragment also affects the perception of oral speech by the image: a fully uttered expression is usually read better than its individual parts. The article also draws attention to the ambiguity of articulatory images of sounds. The features of the McGurk effect – a perception phenomenon that demonstrates the interaction between hearing and vision while the perception of speech – are considered.
The analysis of the possibility and feasibility of examining visual and auditory perception of oral speech within the framework of the examination of video and sound recordings is carried out, and the peculiarities of such research are highlighted.
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Boștină-Bratu, Simona, Alina-Gabriela Negoescu, and Lucia Morar. "Giving Voice to Written Words." International conference KNOWLEDGE-BASED ORGANIZATION 26, no. 2 (June 1, 2020): 268–71. http://dx.doi.org/10.2478/kbo-2020-0088.
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AbstractThe article aims to present the role of reading aloud in a foreign language class. Why is this ability to read important in student learning? What is its place and function in learning? How? ‘or’ What to do so that reading aloud can serve expression not only oral but also written? We assume that learning foreign languages is very useful for those who need to acquire basic communication skills in a short period of time. Nevertheless, it must also be appropriate for those who learn the foreign language with a professional purpose, and who will have to communicate correctly and to pronounce well in specialized contexts. We consider reading aloudto bea good technique for memorizing certain information over the long term. In addition, it opens up a cultural, social and emotional dimension of the language. Unfortunately, this activity has been wrongly overlooked. Therefore, in the first section of the paper, we will try to rehabilitate the reading aloud activity in the foreign language class. The next section discusses the implications and benefits of reading aloud for advanced students. The final section presents activities and objectives of reading aloud, as well as certain strategies used to facilitate the initiation of spontaneous speech and communication.
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Deng, Li, Shayan Sharif, and Éva Nagy. "Oral Inoculation of Chickens with a Candidate Fowl Adenovirus 9 Vector." Clinical and Vaccine Immunology 20, no. 8 (June 5, 2013): 1189–96. http://dx.doi.org/10.1128/cvi.00187-13.
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ABSTRACTFowl adenoviruses (FAdVs) are a potential alternative to human adenovirus-based vaccine vectors. Our previous studies demonstrated that a 2.4-kb region at the left end of the FAdV-9 genome is nonessential for virus replication and is suitable for the insertion or replacement of transgenes. Ourin vivostudy showed that the virus FAdV-9Δ4, lacking six open reading frames (ORFs) at the left end of its genome, replicates less efficiently than wild-type FAdV-9 (wtFAdV-9) in chickens that were infected intramuscularly. However, the fecal-oral route is the natural route of FAdV infection, and the oral administration of a vaccine confers some advantages compared to administration through other routes, especially when developing an adenovirus as a vaccine vector. Therefore, we sought to investigate the effects of FAdV-9 in orally inoculated chickens. In the present study, we orally inoculated specific-pathogen-free (SPF) chickens with FAdV-9 and FAdV-9Δ4 and assessed virus shedding, antibody response, and viral genome copy number and cytokine gene expression in tissues. Our data showed that FAdV-9Δ4 replicated less efficiently than did wtFAdV-9, as evidenced by reduced virus shedding in feces, lower viral genome copy number in tissues, and lower antibody response, which are consistent with the results of the intramuscular route of immunization. Furthermore, we found that both wtFAdV-9 and FAdV-9Δ4 upregulated the mRNA expression of alpha interferon (IFN-α), IFN-γ, and interleukin-12 (IL-12). In addition, there was a trend toward downregulation of IL-10 gene expression caused by both viruses. These findings indicate that one or more of the six deleted ORFs contribute to modulating the host response against virus infection as well as virus replicationin vivo.
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Abu Mhammad Sawaween, Rashid. "The Effectiveness of Picture Reading Strategy in Developing the Oral Expression Skills for the Third Grader Pupils in Gaza Governorates Keywords: Psychological." International Journal of Research in Education and Psychology 5, no. 2 (October 1, 2017): 348–67. http://dx.doi.org/10.12785/ijrep/050206.
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Achkasov, Andrei, and Yana Barsova. "Gender Differences in Disagreement Strategies in Oral Academic Discourse." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 5 (January 2021): 14–24. http://dx.doi.org/10.15688/jvolsu2.2020.5.2.
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The research aims to identify the gender differences in expressing disagreement in oral academic discourse. Examples containing explicit and implicit ways of expressing disagreement are collected through reading a corpus of texts chosen from the Michigan Corpus of Academic Spoken English (MICASE), including speech genres of seminar, discussion, defense of the dissertation and colloquium. Our study confirmed previous observations that utterances of explicit unmitigated disagreement or criticism are generally not typical of the American academic environment. The research findings reveal that both men and women tend to express disagreement explicitly using basic mitigation strategies. Unmitigated utterances with straightforward disagreement are infrequent and used mainly by teachers, which is most likely due to the other sociolinguistic variables apart from gender, and in particular by the status of speakers in teacher-student situations. Contrary to previous claims, men prefer the tactics of down-toning, represented by language patterns with the meaning of problematic certainty and subjectivity, as well as the use of lexical hedges. Female teachers recurrently use particular ways of implementing the tactics of mitigating implicit expression of disagreement, which may be specific of their individual styles. The research confirms that the distribution of particular language patterns across speakers should be taken into account when studying the gender aspects of communication.
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Huertas-Abril, Cristina A. "Developing Speaking with 21st Century Digital Tools in the English as a Foreign Language Classroom:." Aula Abierta 50, no. 2 (June 24, 2021): 625–34. http://dx.doi.org/10.17811/rifie.50.2.2021.625-634.
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In a changing, dynamic world increasingly dependent on technologies, it is necessary to educate children so that they can participate fully in today’s and future society. Literacy thus needs much more than the traditional approaches to reading and writing in students’ first language. After analyzing the concept and implications of new literacies in foreign language learning, a quantitative study was carried out to explore Spanish primary education students’ perceptions (n = 82) on the development of new literacies in the English as a foreign language (EFL) lesson after using the online video discussion platform Flipgrid to practice their oral expression and create meanings in EFL during the COVID-19 pandemic. The analysis also aims to analyze whether there are differences based on gender, age and educational stage. The results show that the participants in this study were motivated to use this digital tool that enables them to make comments to their partners’ videos, send messages about the oral texts, and include additional media, among many other options, going then beyond reading texts on a computer screen. This study concludes with a series of considerations for possible future implementations.
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Breaux, Kristina C., Maria Avitia, Taylor Koriakin, Melissa A. Bray, Emily DeBiase, Troy Courville, Xingyu Pan, Thomas Witholt, and Sandy Grossman. "Patterns of Strengths and Weaknesses on the WISC-V, DAS-II, and KABC-II and Their Relationship to Students’ Errors in Oral Language, Reading, Writing, Spelling, and Math." Journal of Psychoeducational Assessment 35, no. 1-2 (September 26, 2016): 168–85. http://dx.doi.org/10.1177/0734282916669657.
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This study investigated the relationship between specific cognitive patterns of strengths and weaknesses and the errors children make on oral language, reading, writing, spelling, and math subtests from the Kaufman Test of Educational Achievement–Third Edition (KTEA-3). Participants with scores from the KTEA-3 and either the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V), Differential Ability Scales–Second Edition (DAS-II), or Kaufman Assessment Battery for Children–Second Edition (KABC-II) were selected based on their profile of scores. Error factor scores for the oral and written language tests were compared for three groups: High Gc paired with low processing speed, long-term memory, and/or reasoning abilities; Low Gc paired with high speed, memory, and/or reasoning; and Low orthographic and/or phonological processing. Error factor scores for the math tests were compared for three groups: High Gc profile; High Gf paired with low processing speed and/or long-term memory; and Low Gf paired with high processing speed and/or long-term memory. Results indicated a difference in Oral Expression and Written Expression error factor scores between the group with High Gc paired with low processing speed, long-term memory, and/or reasoning abilities; and the group with Low Gc paired with high speed, memory, and/or reasoning.
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Noudelmann, Francois. "Philosophical Aurality." PMLA/Publications of the Modern Language Association of America 135, no. 2 (March 2020): 412–18. http://dx.doi.org/10.1632/pmla.2020.135.2.412.
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The Notion of Aurality, by Going Beyond the Usual Distinction Between Written and Oral Language, Raises Questions About the nature of listening while reading. The academic rehabilitation of orality in relation to writing has certainly made way for audible performing arts. It has also led to reassessments of cultures in all continents and archipelagoes that favor oral transmission. However, this attention to the auditory should not cause us to forget an orality inside writing, which comes not only from its inspiration but also from its very material. Let us therefore follow Friedrich Nietzsche's injunction to remove the plugs from our ears (332) and forget the legend of ideas being silent, abstracted from any sonic reality. Even if we do not use the expression “oral philosophy,” we must remember that many discourses since antiquity, especially those of Socrates, have been oral performances. Our reading of ancient philosophy should therefore be sensitive to this acoustic dimension. But Western philosophy has constantly been suspicious of hearing, probably because the ear is always suspected of passivity, compared to an eye that objectifies reality. Since the ears have no lids to interrupt perception, they allow the sonic matter of the world to pass through without the subject's being able to control it. Consequently, the history of metaphysics presents a series of interdictions against sounds, and warnings about their enchanting power and their betrayal of the meaning they are supposed to carry. The desire to channel and domesticate the anarchy of sounds reflects a philosophical malentendu: sound is both misheard and misunderstood.
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Berninger, Virginia W., and Maggie O'Malley May. "Evidence-Based Diagnosis and Treatment for Specific Learning Disabilities Involving Impairments in Written and/or Oral Language." Journal of Learning Disabilities 44, no. 2 (March 2011): 167–83. http://dx.doi.org/10.1177/0022219410391189.
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Programmatic, multidisciplinary research provided converging brain, genetic, and developmental support for evidence-based diagnoses of three specific learning disabilities based on hallmark phenotypes (behavioral expression of underlying genotypes) with treatment relevance: dysgraphia (impaired legible automatic letter writing, orthographic coding, and finger sequencing), dyslexia (impaired pseudoword reading, spelling, phonological and orthographic coding, rapid automatic naming, and executive functions; inhibition and rapid automatic switching), and oral and written language learning disability (same impairments as dyslexia plus morphological and syntactic coding and comprehension). Two case studies illustrate how these differential diagnoses can be made within a conceptual framework of a working memory architecture and generate treatment plans that transformed treatment nonresponders into treatment responders. Findings are discussed in reference to the importance of (a) considering individual differences (diagnosis of impaired hallmark phenotypes) in planning and evaluating response to instruction and modifying instruction when a student is not responding; (b) recognizing that teaching may change epigenetic gene expression at one stage of schooling, but not the underlying gene sequences that render individuals still vulnerable as curriculum requirements increase in nature, complexity, and volume in the upper grades; and (c) using evidence-based diagnoses of specific learning disabilities that are consistent across states for free and appropriate education K to 12 and for accommodations throughout higher education and professional credentialing.
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Spatafora, Grace A., Megan Sheets, Rebecca June, David Luyimbazi, Katherine Howard, Robin Hulbert, Daron Barnard, Mariam el Janne, and Michael C. Hudson. "Regulated Expression of the Streptococcus mutans dltGenes Correlates with Intracellular Polysaccharide Accumulation." Journal of Bacteriology 181, no. 8 (April 15, 1999): 2363–72. http://dx.doi.org/10.1128/jb.181.8.2363-2372.1999.
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ABSTRACT Intracellular polysaccharides (IPS) are glycogen-like storage polymers which contribute significantly to Streptococcus mutans-induced cariogenesis. We previously identified and cloned a locus from the S. mutans chromosome which is required for the accumulation of IPS. Sequencing of this locus revealed at least four contiguous open reading frames, all of which are preceded by a common promoter region and are transcribed in the same direction. Analysis of the amino acid sequence deduced from the first of these open reading frames (ORF1) revealed domains which are highly conserved among d-alanine-activating enzymes (DltA) inLactobacillus rhamnosus (formerlyLactobacillus casei) and Bacillus subtilis. The deduced amino acid sequences derived from ORF2, -3, and -4 also exhibit extensive similarity to DltB, -C, and -D, respectively, in these microorganisms. However, Southern hybridization experiments indicate that this operon maps to a locus on the S. mutanschromosome which is separate from the glgP,glgA, and glgD genes, whose products are known mediators of bacterial IPS accumulation. We therefore assigned a newdlt designation to the locus which we had formerly calledglg. We maintain that the dlt genes are involved in S. mutans IPS accumulation, however, since they complement a mutation in trans which otherwise rendersS. mutans IPS deficient. In this study, we found that expression of the S. mutans dlt genes is growth phase dependent and is modulated by carbohydrates internalized via the phosphoenolpyruvate phosphotransferase system (PTS). We demonstrated that the S. mutans dlt genes are expressed constitutively when non-PTS sugars are provided as the sole source of carbohydrate. Consistent with a role for the PTS in dltexpression is a similar constitutive expression of the dltgenes in an S. mutans PTS mutant grown in a chemically defined medium supplemented with glucose. In summary, these findings support a novel role for the dlt gene products inS. mutans IPS accumulation and suggest thatdlt expression in this oral pathogen is subject to complex mechanisms of control imposed by growth phase, dietary carbohydrate, and other factors present in the plaque environment.