Journal articles: 'Oral instruction'

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Et.al, Maria Shu Hong Bee Abdullah. "Effective Instructions by Novice Teacher to Improve Teaching Repertoire in School." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 181–84. http://dx.doi.org/10.17762/turcomat.v12i3.654.

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This paper highlights a review on the importance of giving clear instructions and strategies to improve oral instruction by novice teachers as they improve their teaching repertoires in schools. Essentially, this will help teachers to develop a clear oral instruction for good class management. It is an agreeable fact that giving instruction is a skill that takes many years of experience to master and meets the ideal set of practice that teachers set for themselves. Novice teachers face a lot of challenges to master the skill of giving instruction effectively and that is a mark of great quality of a teacher. An effective instructional strategy will deliver the lesson clearly and help learners to understand the focus, engage actively and take ownership of their learning.

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Golshah, Amin, Mahya Salahshour, Maryam Kiani, and Ali Fatahi. "Effect of Traditional and Virtual Oral Hygiene Instruction to School Health Instructors on Plaque Index of Elementary Schoolchildren." Open Access Macedonian Journal of Medical Sciences 9, no. D (March 26, 2021): 68–71. http://dx.doi.org/10.3889/oamjms.2021.5867.

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AIM: This study compared the effect of traditional and virtual oral hygiene instruction to school health instructors on plaque index (PI) of elementary schoolchildren. METHODS AND MATERIALS: In this descriptive, analytical study, 66 elementary schools in Kermanshah city were selected by cluster sampling. The school health instructors first participated in a pretest and filled out a questionnaire. The O’Leary’s index of 339 elementary schoolchildren was measured at baseline. Next, the school health instructors received oral hygiene instructions in two groups (n = 33) of virtual instruction through an online course and traditional classroom setting. After 3 weeks, a post-test was held and school health instructors filled out the same questionnaire for the 2nd time. After 3 months, the PI of students was measured again. Data were analyzed using the Chi-square test, t-test, Mann–Whitney U-test, and ANOVA. RESULTS: Both instruction methods significantly enhanced the oral hygiene knowledge of instructors (p < 0.001) but virtual instruction was significantly more effective (p = 0.02). No significant association was noted between age, work experience of instructors, or their level of education with their knowledge level in the virtual group (p > 0.05). An inverse correlation was noted between age and work experience of instructors with their knowledge level in the traditional instruction group (p < 0.05). Both instruction methods caused significant improvement of PI of students (p < 0.001) but virtual instruction was more effective (p < 0.001). CONCLUSION: Correct oral hygiene instruction to school health instructors (preferably by virtual instruction) can reduce PI elementary schoolchildren.

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Otis-Wilborn, Amy. "Developing Oral Communication in Students With Hearing Impairments." Language, Speech, and Hearing Services in Schools 23, no. 1 (January 1992): 71–77. http://dx.doi.org/10.1044/0161-1461.2301.71.

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In the past 20 years, there have been significant changes in educational services for students with hearing impairments in the public schools. These changes include the enactment of the Education for All Handicapped Children Act of 1975, the provision of related services by speech-language pathologists and the transition from primarily oral instructional philosophies and practices to those of total communication. Policies and procedures for delivering instruction in oral communication to students with hearing impairments have accompanied these changes. This article presents the results of a survey completed by speech-language pathologists and teachers of hearing-impaired students to identify parameters of instruction for developing oral communication in hearing impaired students. Specifically examined were aspects of professional preparation, roles, and responsibilities of speech-language pathologists and teachers, and parameters of direct instruction. Based on the findings of this survey and knowledge regarding how students learn oral communication, recommendations for the implementation of collaboration and consultation models by speech-language pathologists, teachers, and audiologists are proposed.

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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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Spencer, Trina D., and Douglas B. Petersen. "Bridging Oral and Written Language: An Oral Narrative Language Intervention Study With Writing Outcomes." Language, Speech, and Hearing Services in Schools 49, no. 3 (July 5, 2018): 569–81. http://dx.doi.org/10.1044/2018_lshss-17-0030.

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Purpose Despite literature showing a correlation between oral language and written language ability, there is little evidence documenting a causal connection between oral and written language skills. The current study examines the extent to which oral language instruction using narratives impacts students' writing skills. Method Following multiple baseline design conventions to minimize threats to internal validity, 3 groups of 1st-grade students were exposed to staggered baseline, intervention, and maintenance conditions. During the intervention condition, groups received 6 sessions of small-group oral narrative instruction over 2 weeks. Separated in the school day from the instruction, students wrote their own stories, forming the dependent variable across baseline, intervention, and maintenance conditions. Written stories were analyzed for story structure and language complexity using a narrative scoring flow chart based on current academic standards. Results Corresponding to the onset of oral narrative instruction, all but 1 student showed meaningful improvements in story writing. All 4 students, for whom improvements were observed and maintenance data were available, continued to produce written narratives above baseline levels once the instruction was withdrawn. Conclusions Results suggest that narrative instruction delivered exclusively in an oral modality had a positive effect on students' writing. Implications include the efficiency and inclusiveness of oral language instruction to improve writing quality, especially for young students.

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van Batenburg, Eline, Ron Oostdam, Amos van Gelderen, Ruben Fukkink, and Nivja de Jong. "The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction." ITL - International Journal of Applied Linguistics 171, no. 2 (June 25, 2019): 153–90. http://dx.doi.org/10.1075/itl.18027.van.

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Abstract Little is known about the effect of diverging pedagogies on the development of interactional oral skills in a foreign language. In a controlled study, we evaluated three newly developed instructional programmes that were situated in the same training context, but that differed in instructional focus and type of task. These were compared to the effects of business-as-usual instruction. Multilevel analysis revealed that all experimental groups outperformed the ‘business-as-usual’ control group on oral interaction skills (N = 199), with similar results for the programmes. Positive effects were found on interaction skills for trained contexts of use only. No transfer was found to tasks in other contexts of use. We conclude that receiving contextualised oral interaction instruction is beneficial to the development of pre-vocational learners’ interaction skills.

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Brooks, Maneka Deanna, and Katherine K. Frankel. "Oral reading: practices and purposes in secondary classrooms." English Teaching: Practice & Critique 17, no. 4 (November 12, 2018): 328–41. http://dx.doi.org/10.1108/etpc-01-2018-0010.

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Purpose This paper aims to investigate teacher-initiated whole-group oral reading practices in two ninth-grade reading intervention classrooms and how teachers understood the purposes of those practices. Design/methodology/approach In this qualitative cross-case analysis, a literacy-as-social-practice perspective is used to collaboratively analyze ethnographic data (fieldnotes, audio recordings, interviews, artifacts) across two classrooms. Findings Oral reading was a routine instructional reading event in both classrooms. However, the literacy practices that characterized oral reading and teachers’ purposes for using oral reading varied depending on teachers’ pedagogical philosophies, instructional goals and contextual constraints. During oral reading, students’ opportunities to engage in independent meaning making with texts were either absent or secondary to other purposes or goals. Practical implications Findings emphasize the significance of understanding both how and why oral reading happens in secondary classrooms. Specifically, they point to the importance of collaborating with teachers to (a) examine their own ideas about the power of oral reading and the institutional factors that shape their existing oral reading practices; (b) investigate the intended and actual outcomes of oral reading for their students and (c) develop other instructional approaches to support students to individually and collaboratively make meaning from texts. Originality/value This study falls at the intersection of three under-researched areas of study: the nature of everyday instruction in secondary literacy intervention settings, the persistence of oral reading in secondary school and teachers’ purposes for using oral reading in their instruction. Consequently, it contributes new knowledge that can support educators in creating more equitable instructional environments.

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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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Abad, José Vicente, and Paula Andrea Alzate. "Strategies Instruction to Improve the Preparation for English Oral Exams." PROFILE Issues in Teachers' Professional Development 18, no. 1 (January 28, 2016): 129–47. http://dx.doi.org/10.15446/profile.v18n1.49592.

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<p><span>This article presents the results of an inter-institutional research study that assessed the impact of strategies instruction on students’ preparation for and performance in oral exams. Two teacher-researchers at different universities trained 26 students in their respective B1-English-level courses in using language learning strategies. The study included pre- and post-intervention tests and on-line questionnaires after each oral exam. After comparing the test scores and analyzing the questionnaire responses, we arrived at two main conclusions: First, that strategies instruction, especially in combination with evaluation rubrics, promotes students’ autonomy and enhances their oral test performance. Second, that students’ use of language learning strategies is influenced by instructional variations tied to the relative importance that teachers ascribe to specific aspects of oral communication.</span></p>

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Murranka, Patricia A., and David Lynch. "Developing a Competency-based Fundamentals of Management Communication Course." Business Communication Quarterly 62, no. 3 (September 1999): 9–23. http://dx.doi.org/10.1177/108056999906200302.

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An innovative course in fundamentals of management communication derives from competency-based instruction. Course designers created a list of competen cies and behavioral objectives for each of four modules: business writing funda mentals, formal report writing, informative oral presentations, and persuasive oral presentations. Students receive the list before instructions. Students also gain instruction in class or through self-study or both. They are assessed through multi ple forms of assessment, and those assessments are measured in relation to individ ual demonstration of competencies rather than course norms. In general, the stu dents, faculty, and administration have viewed this course positively.

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Reid, Ethna R. "Practicing Effective Instruction: The Exemplary Center for Reading Instruction Approach." Exceptional Children 52, no. 6 (April 1986): 510–19. http://dx.doi.org/10.1177/001440298605200604.

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The Exemplary Center for Reading Instruction (ECRI) teaches teachers how to use instructional strategies and a management system that have been proven to prevent reading failure and enhance the learning of ail language skills. Through a series of early research studies, ECRI found that student learning increased when (a) pupils are provided with greater amounts of quality instructional time; (b) teachers positively reinforce their students for increasing oral reading speed and accuracy; (c) students are taught to display overt, rapid, and accurate responses to specific teacher directives; (d) teachers provide a supervised practice time for students and require high levels of student mastery; (e) teachers increase their, rates of particular teaching behaviors; (f) instruction is introduced in a three-step process: demonstration, prompt, and practice; and (g) the teaching of language skills is correlated.

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Shake, Mary C. "Teacher Interruptions During Oral Reading Instruction." Remedial and Special Education 7, no. 5 (September 1986): 18–24. http://dx.doi.org/10.1177/074193258600700505.

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Spada, Nina, and Patsy M. Lightbown. "Instruction and the Development of Questions in L2 Classrooms." Studies in Second Language Acquisition 15, no. 2 (June 1993): 205–24. http://dx.doi.org/10.1017/s0272263100011967.

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This paper is a report on a quasi-experimental study designed to investigate contributions of form-focused instruction and corrective feedback to the development of interrogative constructions in the oral performance of English-as-a-second-language (ESL) learners. The subjects were young francophone learners of English (age 10–12) receiving intensive ESL instruction. Their accuracy and developmental progress in the use of interrogative structures was measured prior to a 2-week period of instructional treatment. Immediate and delayed posttests were administered after the instruction. The language produced by the instructors while teaching interrogative structures was examined in relation to the learners' oral performance. Similar analyses were carried out with a comparison group. The results support the hypothesis that form-focused instruction and corrective feedback provided within the context of communicative interaction can contribute positively to second language development in both the short and long term.

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Prasad, Arya S., and Arvind Sivakumar. "Do Audio-Visual Aids Help in Improving Oral Hygiene in Orthodontic Patients?" Journal of Evolution of Medical and Dental Sciences 10, no. 22 (May 31, 2021): 1667–71. http://dx.doi.org/10.14260/jemds/2021/346.

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BACKGROUND Oral hygiene maintenance is a crucial factor for successful orthodontic therapy. Oral hygiene compliance is a must to maintain better oral hygiene and plaque control in orthodontic patients. To get good oral hygiene compliance the information has to reach the patients in a proper way. The purpose of this study was to determine whether audio - visual aids help in improving oral hygiene status in orthodontic patients. METHODS A prospective randomized control trial study was done on 30 subjects, who underwent fixed orthodontic appliances selected from the out-patient department of Department of Orthodontics and Dentofacial Orthopaedics, Saveetha Dental College and Hospitals, (SIMATs), Chennai. They were divided randomly into two groups based on a computer - generated randomization chart: group 1 – experimental group (audio - visual aids group), group 2 – control group (verbal instruction) respectively. Group 1 subjects received oral hygiene instruction through videotape instructions and group 2 received verbal and written instructions. RESULTS The results were assessed with respect to plaque index scores of both groups. A parametric intragroup comparison (paired ‘t’ test) was done to compare the before and after plaque score of each group and student independent sample ‘t’ test to compare both groups. The plaque score for the verbal group was found to be 0.666 + / - 0.417 and for the audio - visual group it was 1.211 + / - 0.261. A statistically significant P - value (< 0.05) was found between the groups. CONCLUSIONS Patients who were given instructions through audio - visual aids had better improvement in plaque scores than patients who were given instructions verbally. KEY WORDS Audio - Visual Aids, Dental Plaque Index, Oral Hygiene, Oral Hygiene Index, Orthodontic Appliance

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Fetters, Carol, Evan Ortlieb, and Earl H. Cheek. "Reading First, Science Last: An Investigation into Reading Comprehension Strategy Usage in Science Education." Journal of Sociological Research 5, no. 1 (April 25, 2014): 74. http://dx.doi.org/10.5296/jsr.v5i1.5528.

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This qualitative exploration was designed to examine strategy-based reading instruction using science expository text in grades 2-5. This study centered on case studies of six elementary teachers and how they used reading strategies during science instruction. Findings revealed that although the teachers’ use of expository text was limited, teachers utilized particular reading strategies that extended and elaborated the students’ oral discussions during science instruction. The classroom conversations about science topics extended the students’ background knowledge of the science concepts that related to science expository text materials in grades 2-5. Further research could include alignment of reading strategy instruction with science instruction using print materials that are matched with the students’ instructional reading levels.

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Harnacke, Daniela, Magdalena Beldoch, Gertrude-Heidi Bohn, Ouarda Seghaoui, Nicole Hegel, and Renate Deinzer. "Oral and Written Instruction of Oral Hygiene: A Randomized Trial." Journal of Periodontology 83, no. 10 (October 2012): 1206–12. http://dx.doi.org/10.1902/jop.2012.110550.

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Wardrope, William J., and Marsha L. Bayless. "Oral Communication Skills Instruction in Business Schools." Journal of Education for Business 69, no. 3 (February 1994): 132–35. http://dx.doi.org/10.1080/08832323.1994.10117670.

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Walley, Siân. "Considerations when giving patients oral hygiene instruction." Dental Nursing 10, no. 11 (November 2, 2014): 656–57. http://dx.doi.org/10.12968/denn.2014.10.11.656.

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Carrell, Patricia L. "SLA and Classroom Instruction: Reading." Annual Review of Applied Linguistics 9 (March 1988): 223–42. http://dx.doi.org/10.1017/s026719050000091x.

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Theories and models of seond language acquisition have tended to focus on the role of oral language. While some acknowledgement is given to the role of reading (andwriting) in SLA (e.g., by Krashen 1984; 1985), the relative inattention given to reading in SLA had resulted in a dearth to reading research which is explicitly tied to the most popular theories and models of SLA or which is expressly designed to deal with issues commonly addressed in SLA. Although there is no simple explanation as to why SLAresearch has focused almost exclusively on oral language, to the neglect of written language, it is interesting to speculate about why the “canonical” theories of SLA do not to any significant extent deal with reading and writing, especially when there seems to be broad consensus that language has to be considered from a textual point of view, and when written as well as oral language may be a substantial source of language input. One possibility is that SLA, while in some sense part of the backlash against the structuralism of the audiolingual approach, has nonetheless simply maintained the focus on oral-aural language of audiolingualism (which itself originated as a reaction against earlier grammartranslation models relying heavily on reading and writing).

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Jacobs, Victoria R. "How Do Students Think about Statistical Sampling before Instruction?" Mathematics Teaching in the Middle School 5, no. 4 (December 1999): 240–63. http://dx.doi.org/10.5951/mtms.5.4.0240.

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How would your students respond to the Raffle Scenario in figure 1? What information about your students' knowledge would help you plan instruction for statistical issues related to the Raffle Scenario? This article highlights students' thinking and instructional implications from two studies that examined upper-elementary students' written and oral explanations as they responded to survey situations.

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Nayak, Sangeeta U., and Swati Pralhad. "Evaluation of the Effect of Oral Hygiene Instructions on Maintenance of Gingival Health." World Journal of Dentistry 7, no. 3 (2016): 123–25. http://dx.doi.org/10.5005/jp-journals-10015-1379.

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ABSTRACT Aim Tooth brushing is the most widespread means of controlling plaque at home. Research on instruction techniques for promotion of oral health abilities plays an important role in the prevention of periodontal diseases. Thus the aim of the present study was to compare the effect of written and oral individualized instructions of oral hygiene on gingivitis in an adult population. Materials and methods Sixty participants above the age of 18 years were included in the study. They were randomly allocated into one of the three groups: Oral instructions, written instructions, and oral individualized instructions. For all the participants, plaque and gingival indices were recorded using periodontal probe with Williams's markings and a mouth mirror, at baseline, at the end of 1st, 2nd, and 3rd week. Results Plaque and gingival index scores reduced in all the groups. However, it was seen that plaque index significantly reduced in the group receiving individualized instructions. Conclusion In view of the results of the present study, it can be implied that oral hygiene instructions should be provided, and they should be tailormade for each individual that would help correct the individual deficits in the learners. How to cite this article Nayak SU, Pralhad S. Evaluation of the Effect of Oral Hygiene Instructions on Maintenance of Gingival Health. World J Dent 2016;7(3):123-125.

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Cochi, Carol. "Oral Vocabulary Instruction Practices of Teachers of Nonacademic Adult English Language Learners." Journal of Multilingual Education Research 10 (2020): 35–61. http://dx.doi.org/10.5422/jmer.2020.v10.35-61.

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The number of non-academic adults who need English as a second language (ESL) classes is ever increasing, yet little is known about the instructional practices used to teach this population of learners. The focus of this article is to describe an exploratory single case study of the instructional practices used by teachers in a nonacademic adult English as a second language (NAESL) program. Specifically, the study looked at vocabulary instruction teachers employed with beginner-level adult ESL students. The data was collected using questionnaires, classroom observations, and post-observation interviews with the teachers. The findings show that teachers used two categories of activities to teach vocabulary: oral vocabulary activities and written vocabulary activities. It is significant that not only did the participants use twice as many written vocabulary activities as oral vocabulary activities in their NAESL classrooms, but they did not identify written vocabulary activities and oral vocabulary activities as addressing different language skills. Considering the importance of listening and speaking as entry-level language skills, NAESL teachers need to become aware of the importance of the distinction between these two types of instructional activities and the need to focus more instructional time to building and strengthening listening and speaking as these basic, necessary communication skills.

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Cann, Colette, and Janette Hernandez. "Dealing with resistant teachers while maintaining the vision: How novice social justice leaders “do” instructional leadership." Journal of Transformative Leadership & Policy Studies 2, no. 1 (May 1, 2010): 47–64. http://dx.doi.org/10.36851/jtlps.v2i1.457.

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This research examines how novice social justice leaders provide instructional leadership to underperforming, resistant teachers in urban schools. Using a critical race theoretical framework, we analyze seventy-five oral stories told by novice leaders during a leadership support program. We find that these leaders, limited in their repertoire of strategies and motivated to quickly improve the classroom experiences of their youth, define instructional leadership as monitoring and “evaluating out” teachers who do not meet their expectations for instruction. Such instructional leadership results in what we term “hyper-bureaucratized” actions and a lack of emphasis on relationship building with teachers. This compromised conception of instruction leadership, though, allows them to continue to advocate for students even when their own lack of experience impedes their ability to support underperforming teachers to improve classroom instruction. Thus, novice social justice leaders are buoyed in their work and commitment to transformative leadership, even as they struggle to support underperforming teachers.

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Huang, Hung-Tzu, and Yu-Jung Chang. "Applying Genre-based and L2 Pragmatic Instruction to Teaching Oral Presentations on the Web." International Journal of Computer-Assisted Language Learning and Teaching 5, no. 4 (October 2015): 66–82. http://dx.doi.org/10.4018/ijcallt.2015100105.

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This article describes the development of an Internet-based instructional platform, which aims to guide EFL college students in learning and practicing oral presentation skills. Genre-based instruction and insights from L2 pragmatic instructional research inspired the platform's design. The instructional units in the online platform engage learners in a comparative analysis of rhetorical and language features at both expert speaker and learner speech levels and scaffold the learners in utilizing these features to deliver practice presentations. Documenting the four EFL students' experiences using the platform, the user reports show how the guided tasks expanded the students' understanding of ‘good presentations.' For learners whose language-learning goals are directed towards participating in a global community, it is suggested that key factors in developing web-based oral presentations materials are corpus selection and pedagogical tasks, which consider the learners' subjectivity in determining rhetorical and pragmatic norms.

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Ponce, Gregorio A., and Leslie Garrison. "Overcoming the Walls Surrounding Word Problems." Teaching Children Mathematics 11, no. 5 (January 2005): 256–62. http://dx.doi.org/10.5951/tcm.11.5.0256.

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The integration of two powerful instructional theories (Daily Oral Language and Cognitively Guided Instruction) into one classroom activity that is helping break the barriers teachers and students face when working with word problems. Teachers will gain informative techniques to integrate these strategies to include reading, writing, and mathematics in the classroom.

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Singla, Sapna, Priyanka Gupta, Gurvanit Lehl, and Manjit Talwar. "Effects of Reinforced Oral Hygiene Instruction Program With and Without Professional Tooth Cleaning on Plaque Control and Gingival Health of Orthodontic Patients Wearing Multibracket Appliances." Journal of Indian Orthodontic Society 53, no. 4 (October 2019): 272–77. http://dx.doi.org/10.1177/0301574219878947.

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Introduction: Fixed orthodontic therapy is considered to be one of the important risk factor for plaque accumulation, since various orthodontic components serves as the retentive areas for plaque accumulation and thus increasing the risk of caries and periodontitis. Therefore these patients must be encouraged to maintain good oral health throughout the treatment. Objective: To investigate the effects of reinforced oral hygiene instruction programme with and without professional tooth cleaning on the plaque accumulation and gingival health of orthodontic patients wearing fixed multibracket appliances. Material and Methods: Forty patients with fixed orthodontic appliances in the age range of 12–28 years were divided randomly into Group I (n=20) and Group II (n=20). Group I received oral hygiene instructions and Group II received similar instructions supplemented with one sitting of professional tooth cleaning. The plaque and gingival index were recorded at the baseline (before the instructions), after 4 and 8 weeks in both the groups. At each visit all the instructions were reinforced in both the groups. Results: Intergroup comparison showed significant decrease in the mean plaque score at 4 weeks in Group II (p<0.01), but no significant difference in the mean plaque score at 8 weeks and mean gingival scores at 4 and 8 weeks between both the groups. Within the group comparison, showed that the mean values of both the indices showed significant decrease after 8 weeks in both the groups (p<0.01). Conclusion: Reinforced oral hygiene instruction programme with or without professional prophylaxis can lead to efficient control of plaque accumulation as well as improvement in the gingival health of orthodontic patients wearing multibracket appliances. However, provision of professional tooth cleaning should be based on individual plaque control needs.

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Korb, Katrina A., Binfa Kelvin Gono, Samuel Adekunle Jinadu, Abangom Ruth John, Gabriel N. Mwoltu, and Rimdan Nanle Oona. "Effect of Instructional Medium on Students’ Performance: A Comparison of Reading and Oral Instruction in Nigeria." Makerere Journal of Higher Education 7, no. 2 (May 13, 2016): 105–16. http://dx.doi.org/10.4314/majohe.v7i2.7.

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Nigeria has a rich oral tradition. In the pre-literate Nigerian culture, knowledge and wisdom were shared through the oral methods of proverbs and storytelling. However, in modern formal education, knowledge is communicated largely through text. The purpose of this paper was to compare students’ performance based on these instructional mediums. Two studies using a between-subjects experimental design were conducted among Nigerian university students. Both studies included two conditions: lecture (oral) and reading (text). In both conditions, the same content was presented. In the reading condition, students read the content as an article whereas in the lecture condition, students listened to the content as a lecture. Post-test examination performance was then compared. Both experiments found that reading resulted in considerably higher academic performance than lecturing.Keywords: Instructional medium; Curriculum innovation; Teaching and learning

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Conderman, Greg, and Debra Strobel. "Problem Solving With Guided Repeated Oral Reading Instruction." Intervention in School and Clinic 42, no. 1 (September 2006): 34–39. http://dx.doi.org/10.1177/10534512060420010601.

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Dybska, Tetiana. "Blended Learning Models of Japanese Oral Language Instruction." IMAGE OF THE MODERN PEDAGOGUE 1, no. 2 (July 8, 2020): 51–54. http://dx.doi.org/10.33272/2522-9729-2020-2(191)-51-54.

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Wright, Tanya S., and Susan B. Neuman. "Paucity and Disparity in Kindergarten Oral Vocabulary Instruction." Journal of Literacy Research 46, no. 3 (September 2014): 330–57. http://dx.doi.org/10.1177/1086296x14551474.

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Lehtinen, Erno. "Motivational orientation and comprehension processes during oral instruction." European Journal of Psychology of Education 3, S1 (January 1988): 36. http://dx.doi.org/10.1007/bf03326316.

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Willmington, S. Clay. "Oral Communication Instruction for a Career in Nursing." Journal of Nursing Education 25, no. 7 (September 1986): 291–94. http://dx.doi.org/10.3928/0148-4834-19860901-07.

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Yang, Yu-Fu, Ming-Chia Hsieh, and Man-Ting Ku. "Development of a Kinesthetic Learning System for Schoolchildren’s Baseball Learning Based on Competence Motivation Theory: Its Effect on Students’ Skill and Motivation." Acta Oeconomica 65, s2 (December 2015): 295–307. http://dx.doi.org/10.1556/032.65.2015.s2.22.

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The traditional baseball instruction strategies were mainly conducted by the instructors with oral explanation and exemplification while students had to improve their performance in athletic activities through continuous practice. During the learning process of athletic skills, students oftentimes posed less confidence due to unskilled body movement resulting in lower achievement sense. Finally, they started to reject the engagement in relevant athletic activities and even never practice anymore. Therefore, this research aimed to explore the influence on the learning motivation and the performance of athletic skills made by students in the conventionally instructive mode by introducing the Computer-Aided Design (CAD) instruction strategies of the kinect baseball learning system. Research results indicated: (1) after the kinect baseball learning system was introduced into instruction, it positively affected the learning motivation of students; (2) after the kinect baseball learning system was introduced into instruction, it positively affected the performance of athletic skills of students.

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Diepenbroek, Lori G., and Tracey M. Derwing. "To What Extent Do Popular ESL Textbooks Incorporate Oral Fluency and Pragmatic Development." TESL Canada Journal 30, no. 7 (February 20, 2014): 1. http://dx.doi.org/10.18806/tesl.v30i7.1149.

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We examined several popular integrated skills textbooks used in Language Instruc- tion for Newcomers to Canada (LINC) and English as a second language (ESL) programs for pragmatics and oral fluency activities. Although many instructors use other resources to supplement classroom instruction, the textbook is still the backbone of many language courses. We wanted to know to what extent textbooks focus on pragmatics and oral fluency, as well as the range of activities featured in each. In light of the recent federal evaluation of LINC programs in Canada, which indicated extremely limited improvement in speaking and listening skills as a result of language instruction, it is important to know which textbooks offer the best opportunities for pragmatics and fluency development. We determined that very few textbook series are consistent in their inclusion of pragmatic content in terms of scope, quality, and quantity. As might be expected, oral fluency is not a major focus in integrated skills texts; however, those activities that are intended to enhance fluency development could easily be improved by an instructor.

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Shih, Yeng-Hung, and Chien-Huey Sophie Chang. "Teaching Oral Hygiene Skills to Elementary Students with Visual Impairments." Journal of Visual Impairment & Blindness 99, no. 1 (January 2005): 26–39. http://dx.doi.org/10.1177/0145482x0509900104.

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This study investigated the effects of a program that taught oral hygiene skills to students with visual impairments using group instruction and individual coaching. The results showed that the program enhanced the oral hygiene skills of the three participants significantly, and its effectiveness lasted for at least two months after the instruction ended.

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Tong, Fuhui, Rafael Lara-Alecio, Beverly Irby, Patricia Mathes, and Oi-man Kwok. "Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs." American Educational Research Journal 45, no. 4 (December 2008): 1011–44. http://dx.doi.org/10.3102/0002831208320790.

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The authors examined the effectiveness of a 2-year (kindergarten and first grade) oral English intervention provided to 534 Hispanic English-language learners in transitional bilingual education (TBE) and structured English immersion (SEI) programs. Using latent growth modeling, the authors compared instructional programs in relation to growth trajectories and rates in academic English oracy. The findings revealed that students in all four programs (treatment TBE, control TBE, treatment SEI, and control SEI) improved significantly ( p < .05) in a linear pattern over 2 years, and students receiving the intervention developed at a faster rate than those receiving typical instruction ( p < .05, effect sizes >0.46). The authors concluded that (a) first-language instruction did not impede the learning of a second language, and (b) enhancements and best practices in TBE and SEI programs are needed to accelerate oral English acquisition to remove the initial disadvantage of low levels of English proficiency.

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Hebda, Aleksandra, Guillaume A. Odri, and Raphael Olszewski. "Quality assessment of instructions for authors in dental, oral and maxillofacial journals." NEMESIS 5, no. 1 (February 10, 2019): 18. http://dx.doi.org/10.14428/nemesis.v5i1.18263.

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Objective: to develop and test inter-observer reproducibility of instructions for authors quality rating (IAQR) tool measuring the quality of instructions for authors at journal level for a possible improvement of editorial guidelines.Material and methods: instructions for authors of 75 dental and maxillofacial surgery journals were assessed by two independent observers using assessment tool inspired from AGREE with 16 questions and 1 to 4 points scale per answer. Two observers evaluated the instructions of authors independently and blind to impact factor of a given journal. Scores obtained from our tool were compared with “journal impact factor 2013”. Results: IAQR presented with an excellent interobserver reproducibility (κ= 0.81) despite a difference in data distribution between observers. There existed a weak positive correlation between IAQR and “journal impact factor 2013”. Conclusions: The IAQR is a reproducible quality assessment tool at the journal level. The IAQR assess the quality of instruction for authors and it is a goodstarting point for possible improvements of the instructions for authors, especially when it comes to their completeness. Nemesis relevance: 28% of dental and maxillofacial journals might revise their instructions for authors to provide more up-to-date version.

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Yeh, Meng, and Xian Zhang. "Corpus-based instruction." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 53, no. 1 (October 19, 2018): 1–23. http://dx.doi.org/10.1075/csl.17019.yeh.

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Abstract The aim of this study is two-fold. First, it demonstrates the use of learner and native speaker spoken Chinese corpora to identify learners’ non-use of the discourse-linking jiu in the narration of stories. To guide students to notice and practice jiu in spoken narrative contexts, we designed and implemented four 50-minute classes of corpus-based instruction. Second, this study investigates the effect of the corpus-based instruction in teaching discourse-linking jiu. Evaluation of the oral production of story narration from the pretest and posttest reveals that the students in the experimental group outperformed the control group. The results suggest that the corpus-based instruction had a positive effect on students’ learning of jiu in storytelling.

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Fitzgerald, Jill. "English-as-a-Second-Language Reading Instruction in the United States: A Research Review." Journal of Reading Behavior 27, no. 2 (June 1995): 115–52. http://dx.doi.org/10.1080/10862969509547875.

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The purpose of this review is to characterize research and portray findings on English-as-a-second-language (ESL) reading instruction in the United States. The spectrum of research on ESL reading instruction in the United States might best be characterized as having considerable breadth, but little depth. However, some tentative themes emerged. Among the most important statements that could be made were the following. First, some broad classroom parameters were discerned: Students may work mainly in small groups, stressing word recognition and oral reading; typical instructional discourse patterns may be incompatible with common home-discourse patterns; and teachers may work with lower ESL groups in different ways and stress lower level skills even more as compared to higher ESL groups. Second, research contributed little clarification on issues surrounding the role and timing of native-language reading instruction and ESL reading instruction for ESL reading achievement. Third, instruction targeting specific student knowledge, such as vocabulary knowledge, background knowledge, and text-structure knowledge, was generally effective. Fourth, there was a paucity of information about important issues related to ESL reading in teacher materials.

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Lam, Wendy Y. K. "Metacognitive strategy teaching in the ESL oral classroom." Australian Review of Applied Linguistics 33, no. 1 (January 1, 2010): 2.1–2.19. http://dx.doi.org/10.2104/aral1002.

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While strategy instruction research generally focuses on the effect of the teaching on learners’ use of the strategies targeted for instruction, the present study examines the ‘wash over’ effect on learners’ use of pre-existing, non-target strategies. The study involved a treatment class and a comparison class in the ESL oral classroom in Hong Kong. A quasi-experimental design was adopted in which the treatment class received metacognitive strategy instruction to enhance students’ ability to manage English group discussion tasks. A data collection method comprising observations and stimulated recall interviews that aimed to tap respectively overt strategy use and covert strategic thoughts was employed. The findings indicate that, for the treatment class, while there seemed to be no ‘wash over’ effect from target to non-target strategies in the frequency of use of the whole sample of non-target strategies over time, there were increases in the frequency of use of individual, non-target strategies that were pertinent to the specific nature of small group discussion tasks. The findings are discussed with respect to the differential and desirable effects of the strategy teaching and to the relationship between task type and strategy choice. Implications for strategy instruction will also be drawn.

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Lam, Wendy Y. K. "Metacognitive strategy teaching in the ESL oral classroom." Australian Review of Applied Linguistics 33, no. 1 (2010): 2.1–2.19. http://dx.doi.org/10.1075/aral.33.1.01lam.

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While strategy instruction research generally focuses on the effect of the teaching on learners’ use of the strategies targeted for instruction, the present study examines the ‘wash over’ effect on learners’ use of pre-existing, non-target strategies. The study involved a treatment class and a comparison class in the ESL oral classroom in Hong Kong. A quasi-experimental design was adopted in which the treatment class received metacognitive strategy instruction to enhance students’ ability to manage English group discussion tasks. A data collection method comprising observations and stimulated recall interviews that aimed to tap respectively overt strategy use and covert strategic thoughts was employed. The findings indicate that, for the treatment class, while there seemed to be no ‘wash over’ effect from target to non-target strategies in the frequency of use of the whole sample of non-target strategies over time, there were increases in the frequency of use of individual, non-target strategies that were pertinent to the specific nature of small group discussion tasks. The findings are discussed with respect to the differential and desirable effects of the strategy teaching and to the relationship between task type and strategy choice. Implications for strategy instruction will also be drawn.

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Panggabean, Christina Innocenti Tumiar, and Risa Triassanti. "THE IMPLEMENTATION OF METACOGNITIVE STRATEGY TRAINING TO ENHANCE EFL STUDENTS ORAL PRESENTATION SKILL." English Education : Journal of English Teaching and Research 5, no. 1 (May 25, 2020): 32–40. http://dx.doi.org/10.29407/jetar.v5i1.14324.

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Doing oral presentation has been a common classroom activity for university students including EFL students for almost any subject they are taking, but the writer found that students still had problems with their presentation and could not do their presentation effectively. In order to do the task successfully, students need metacognitive skill because they need to think about the task, plan for the task, monitor the task, and evaluate how well they have done the task. To reach this purpose, teachers need to facilitate the process through strategy instruction, especially metacognitive strategy instruction. By applying metacognitive strategies, students will be more aware of the importance of their active role in their learning. This paper is intended to present metacognitive strategy instruction adopting Oxford’ metacognitive strategies to enhance EFL students’ oral presentation skill in their speaking class and the students’ responses toward the strategy instruction. Based on the analysis of the students’ performance, video recording, teacher evaluation, self evaluation, peer evaluation, and written reflection, they have done their oral presentation better, and they had positive responses toward metacognitive instruction and became more aware of themselves as learners who are responsible for their success. Keywords: EFL students, Oral presentation skill, metacognitive strategy training

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Malloy, Jacquelynn A., Kelly N. Tracy, Roya Q. Scales, Kristin Menickelli, and W. David Scales. "It’s Not About Being Right: Developing Argument Through Debate." Journal of Literacy Research 52, no. 1 (January 3, 2020): 79–100. http://dx.doi.org/10.1177/1086296x19896495.

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This research sought to develop argument as a problem-solving process by adding debate to social studies instruction with three groups of fifth-grade students. This design-based research (DBR) reports on the ways that instruction was refined across three topical units to develop argumentative agency and a critical participatory literacy. Students addressed current issues extended from historical events and engaged in issues collaboratively through debates, then individually in their writing. DBR approaches afforded a description of the factors that enhanced and inhibited argument development across the debate cycles and chronicled the modifications that were put in place to refine the instruction. A retrospective analysis led to pedagogical assertions that illuminate what was learned about the interrelationship of oral and written argument and the instructional refinements that were required to support arguments as a means of solving problems.

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Marraffino, Matthew D., and Cheryl I. Johnson. "Applying Multimedia Learning Principles to Design Effective Mobile Training." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (September 2016): 1205–9. http://dx.doi.org/10.1177/1541931213601282.

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In the training literature, little empirical research has been devoted to the design of effective mobile-based instruction for training transfer. In this experiment, we tested the applicability of a multimedia learning design principle, the redundancy principle, in the context of a highly interactive tablet-based simulation for training m4 rifle disassembly procedures. In the narration condition, the simulation included oral instructions describing each disassembly step, while the narration and text condition included onscreen text in addition to the simulation and oral instructions. While we found no significant differences on a written recall test or a training transfer test of disassembling a physical rifle, the narration condition reported higher satisfaction and usability ratings than the narration and text condition. These results indicate that multimedia design principles apply to more complex platforms and procedural tasks.

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Halonen, Heidi, Paula Pesonen, Liisa Seppä, Eija Peltonen, Leo Tjäderhane, and Vuokko Anttonen. "Outcome of a Community-Based Oral Health Promotion Project on Primary Schoolchildren’s Oral Hygiene Habits." International Journal of Dentistry 2013 (2013): 1–6. http://dx.doi.org/10.1155/2013/485741.

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The aim of this study was to evaluate the effect of a school-based intervention project conducted in a mid-sized Finnish city, Laukaa on schoolchildren’s oral health behavior.Material and Methods. In the intervention, all children received dental education and some of the 7–12-year-old schoolchildren received individual tooth brushing instructions by a dental nurse in 2009-2010. Parents were present at the instruction sessions. In 2009 and 2010, all the children answered a questionnaire or an oral hygienist on their oral health behavior without identification.Results. Tooth brushing frequency increased significantly among the schoolchildren between the years 2009 (61.2%) and 2010 (65%) (); more so among younger children (7–10-year-olds) compared to the older ones (11-12-year-olds). The 2010 results showed a slight trend of decreasing tooth brushing frequency by age both among girls and boys. Younger children got significantly more often parental help or reminding. The girls brushed their teeth significantly more frequently (71.9%) than boys (57.0%).Conclusions. Our findings indicate that oral health intervention can be beneficial on health behavior especially for children at low grades. All children, 11 to 12 years of age, especially boys, need continuous health promotion.

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Reutzel, D. Ray, Paul M. Hollingsworth, and J. Lloyd Eldredge. "Oral Reading Instruction: The Impact on Student Reading Development." Reading Research Quarterly 29, no. 1 (January 1994): 40. http://dx.doi.org/10.2307/747737.

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Tsou, Wenli. "Improving Speaking Skills Through Instruction in Oral Classroom Participation." Foreign Language Annals 38, no. 1 (March 2005): 46–55. http://dx.doi.org/10.1111/j.1944-9720.2005.tb02452.x.

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Hoffman, James V. "Rethinking the Role of Oral Reading in Basal Instruction." Elementary School Journal 87, no. 3 (January 1987): 367–73. http://dx.doi.org/10.1086/461501.

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Hedgcock, John, and Natalie Lefkowitz. "Collaborative oral/aural revision in foreign language writing instruction." Journal of Second Language Writing 1, no. 3 (September 1992): 255–76. http://dx.doi.org/10.1016/1060-3743(92)90006-b.

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Gani, Asdar, and Taufiqurrahman Taufiqurrahman. "Kebutuhan perawatan periodontal remaja di Kabupaten Sinjai tahun 2007." Journal of Dentomaxillofacial Science 7, no. 2 (October 30, 2008): 131. http://dx.doi.org/10.15562/jdmfs.v7i2.203.

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This study was aimed to determine the periodontal treatment needs of teenagers inKabupaten Sinjai. The study samples consisted of 306 subjects, age range between15-20 years old, consisted 121 males and 185 females. Samples were selected throughstratified random sampling from two different senior high schools in Sinjai. Flatdental mirror and CPITN probes were used in this study. Periodontal condition wasevaluated using CPITN. The severity and prevalence of periodontal disease, as wellas its frequency distribution were evaluated and reported according to gender, age,frequency of dental brushing, and sample’s bad habit. In this study, only 11.8% ofsubjects demonstrated a healthy periodontal status. Bleeding was noted in 4.6% ofsubjects and calculus had the highest score (70.3%). Shallow and deep pockets werefound in 12.7% and 0.3% of the population studied, respectively. Hence, 11.8% ofsubjects didn’t need periodontal treatment. Oral hygiene instruction, throughdemonstration, instruction, etc, was needed by 33.7% of subjects. Scaling and oralhygiene instruction was needed by 77.3%. Then, 12.7% of subjects needed scalingand oral hygiene care. And 0.3% needed scaling, root planning and oral hygieneinstruction. Scaling and oral hygiene instruction is the most needed periodontaltreatment of teenagers in Sinjai.

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Journal articles on the topic 'Oral instruction'

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