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Journal articles on the topic 'Receptive Skills'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Pan, Xiaoxuan. "Receptive Skills." Learning & Education 10, no. 5 (2022): 157. http://dx.doi.org/10.18282/l-e.v10i5.2716.

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The training of reading and listening ability is very important in a comprehension lesson of English as a second language  teaching. it refers to some factors, for example, inherent in the reading and listening material (its linguistic difficulties, contents,  length and types), some are presented on the students (their motivation and level). The receptive skills of listening and reading is  different in many ways, the essay provides a basic model and specific activities for teaching and organizing them.

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N. Archana and K. Somasundaram. "RECEPTIVE SKILLS AMONG B.Ed. TRAINEES." International Journal of Research -GRANTHAALAYAH 5, no. 3(SE) (2017): 13–17. http://dx.doi.org/10.29121/granthaalayah.v5.i3(se).2017.1928.

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Language and life are inter-related. The scope of language is widened with the widening scope of human activity. Today there is no activity, which does not find its expression in terms of language. Listening and reading are passive or receptive skills and speaking and writing are active or productive skills. The paper is an attempt to find to identify the receptive skills in English among B.Ed trainees. The investigator adopted the survey method to study receptive skills of B.Ed trainees. The study is based on primary data which is collected from 300 BEd trainees in and around Coimbatore distr

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N., Archana, and Somasundaram K. "RECEPTIVE SKILLS AMONG B.Ed. TRAINEES." International Journal of Research - Granthaalayah 5, SE3 (2017): 13–17. https://doi.org/10.5281/zenodo.545956.

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Language and life are inter-related. The scope of language is widened with the widening scope of human activity. Today there is no activity, which does not find its expression in terms of language. Listening and reading are passive or receptive skills and speaking and writing are active or productive skills. The paper is an attempt to find to identify the receptive skills in English among B.Ed trainees. The investigator adopted the survey method to study receptive skills of B.Ed trainees. The study is based on primary data which is collected from 300 BEd trainees in and around Coimbatore distr

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Grow, Laura, and Linda LeBlanc. "Teaching Receptive Language Skills." Behavior Analysis in Practice 6, no. 1 (2013): 56–75. http://dx.doi.org/10.1007/bf03391791.

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Amirzai, Gul Ahmad. "Assessing the Effects of Teaching Vocabulary in Developing Receptive Skills: A Review Article." Journal of World Englishes and Educational Practices 3, no. 3 (2021): 15–21. http://dx.doi.org/10.32996/jweep.2021.3.3.2.

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Vocabulary is central to English language teaching. Through vocabulary, students can understand, communicate, and write well. Without sufficient vocabulary knowledge, students cannot understand others or express their own ideas. The aim of this topic is to find out if teaching vocabulary can help students in improving reading or listening or not? Behind this question, there are some reasons in the Afghan context. First, students mostly have basic vocabulary knowledge and a mass of vocabulary, but the reading power is weak. This is especially true in most university students having a problem re

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Ouaja, Mariem, Utami Widiati, Yazid Basthomi, and Khalil Jahbel. "THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND RECEPTIVE ENGLISH SKILLS OF TUNISIAN IT STUDENTS: A PRELIMINARY STUDY." TEFLIN Journal - A publication on the teaching and learning of English 31, no. 2 (2020): 230. http://dx.doi.org/10.15639/teflinjournal.v31i2/230-258.

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This study aims at discovering the emotional intelligence and receptive English skills of Tunisian IT students, studying the relationship between the two variables, and determining the best predictors of receptive English skills among the emotional intelligence categories. It involved 31 students of the Higher Institute of Technology and Communications Science of Tunis. Data were collected by administering an English proficiency test (TOEIC) and distributing an emotional intelligence inventory (Bar-On EI Inventory) to the students. The results of statistical analyses revealed that (1) the emot

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Rakhimova, Shakhribonu. "ENHANCING RECEPTIVE SKILLS IN FOREIGN LANGUAGE LEARNING: THE INTERPLAY OF READING AND LISTENING COMPREHENSION." AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS 6, no. 8 (2024): 38–56. http://dx.doi.org/10.37547/tajssei/volume06issue08-04.

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Receptive skills, particularly reading and listening comprehension, are crucial components of foreign language acquisition. This study explores the interplay between these skills and their significance in language learning by utilizing the scientific literary and analytical–synthetic method. The literature suggests that reading proficiency can enhance other language skills, whereas listening comprehension facilitates foreign language learning through various activities and the use of Information and Communication Technology (ICT). Specific learning disorders, auditory functioning, and instruct

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Sreena, S., and M. Ilankumaran. "Developing Productive Skills Through Receptive Skills – A Cognitive Approach." International Journal of Engineering & Technology 7, no. 4.36 (2018): 669. http://dx.doi.org/10.14419/ijet.v7i4.36.24220.

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Communication plays an important role nowadays. The transmission and interchange of ideas, facts, and feelings of action are known as communication. It is done through words, actions, signs, objects or combination of all these. Communication skills are needed in each and every field of life. Everyone uses a language to communicate and to express oneself to get ideas and to connect with persons for a purpose. There are four basic skills of learning English language such as speaking, listening, reading and writing. The difficulties in speaking and writing can be found and then improved by some c

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Maulida, Fariha Nur, Wiwik Mardiana, and Syihabul Irfan. "Exploring Teriary Students’ Experience of Informal Digital Learning of English for Boosting English Receptive Skills." Indonesian Journal of English Language Studies (IJELS) 8, no. 2 (2022): 41–51. http://dx.doi.org/10.24071/ijels.v8i2.5046.

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The speed of technology development facilities students in learning English digitally. They could express and use English in informal digital environment through social media and learning English application or resources. Informal Digital Learning of English (IDLE) contributes to students language enhancement. This study is want to dig in about the use of digital learning to informal and independent learning of English. Therefore, this research aims to explore how IDLE activity can engage receptive skills in university students and to explore how IDLE receptive skill activity can develop unive

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Barton-Hulsey, Andrea, Rose A. Sevcik, and MaryAnn Romski. "The Relationship Between Speech, Language, and Phonological Awareness in Preschool-Age Children With Developmental Disabilities." American Journal of Speech-Language Pathology 27, no. 2 (2018): 616–32. http://dx.doi.org/10.1044/2017_ajslp-17-0066.

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Purpose A number of intrinsic factors, including expressive speech skills, have been suggested to place children with developmental disabilities at risk for limited development of reading skills. This study examines the relationship between these factors, speech ability, and children's phonological awareness skills. Method A nonexperimental study design was used to examine the relationship between intrinsic skills of speech, language, print, and letter–sound knowledge to phonological awareness in 42 children with developmental disabilities between the ages of 48 and 69 months. Hierarchical mul

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Abdullah, Iis Susiawati, and Dadan Mardani Samsudin. "Learning Arabic Language Skills for Adults (Jack C. Richard Thought Review)." Alibbaa': Jurnal Pendidikan Bahasa Arab 3, no. 2 (2022): 103–23. http://dx.doi.org/10.19105/ajpba.v3i2.5924.

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Richards' thoughts on language learning are indeed very interesting to study. According to Richard on receptive language skills, there are three methods: Oral Approach and Situational Language Teaching, Audiolingual Method and The Silent Way. The approach of this study is literature from several sources related to the relevant discussion. The author uses the text study method in analyzing the collected data with the aim of describing the content clearly and in detail and aiming to reveal the concept of Jack C. Richard's thinking in learning receptive language skills and knowing the right recep

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Jasim, Basim, and Suha Yahya. "Integrating Critical Thinking Skills in Teaching English Language Receptive skills." College Of Basic Education Research Journal 19, no. 1 (2023): 904–25. http://dx.doi.org/10.33899/berj.2023.178147.

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Sultanova, Umidakhan Matkarimovna, and Sevara Kamiljanovna Xaitbayeva. "THE IMPORTANCE AND MAIN PRINCIPLES OF TEACHING RECEPTIVE SKILLS." GOLDEN BRAIN 2, no. 22 (2024): 9–13. https://doi.org/10.5281/zenodo.14427054.

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<em>  This article explains how effective listening and reading in classroom management are critical components of teaching. Students can learn and develop in a well-managed receptive skills classroom. However, receptive skills can be difficult, particularly for inexperienced educators.</em> <em>   Different approaches to receptive skills can be used, and what works for one teacher might not work for another. Nonetheless, some universal guidelines might assist all educators in developing their abilities to control the classroom. </em>

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Rahmaningrum, Citya, and Muryanti Muryanti. "Pengaruh Nursery Rhymes terhadap Kemampuan Kosakata Reseptif pada Anak Usia Prasekolah di TK Negeri Pembina Trenggalek." Jurnal Terapi Wicara dan Bahasa 2, no. 2 (2024): 755–62. http://dx.doi.org/10.59686/jtwb.v2i2.111.

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Abstract Background: Nursery Rhymes is a song that is specifically made for children, that range from simple but happy notes and consist of lyrics that have specific meaning. While some rhymes seem designed purely to amuse, others are didactic and educational. Educational experts believe that nursery rhymes can sharpen children’s language skills. Through nursery rhymes, children can learn and understand many new vocabulary. Objectives: This study aims to find out the effect of nursery rhymes on receptive vocabulary skills in preschool children at TK Negeri Pembina Trenggalek. Methods: This stu

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Khudayberdiyevna, Khudoyberdiyeva Zumrat, and Zainiyeva Hilola Shukhratullaevna. "Methodical Basis of Development of Receptive Skills in German Language Learning." European International Journal of Philological Sciences 5, no. 5 (2025): 46–48. https://doi.org/10.55640/eijps-05-05-10.

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The research is devoted to the analysis of methodical approaches to the development of receptive skills (listening and reading) in the process of teaching German. On the basis of the analysis of modern pedagogical strategies and experimental data effective methods of formation of receptive skills of foreign language speech are proposed. Special attention is paid to the use of authentic materials and digital technologies. The results of the study can be applied in the practice of teaching German at schools and universities.

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Awa-ao, Jeramie S., and Josephine B. Baguio. "Receptive and Productive Skills of Senior High School Students in a Secondary School." Archives of Current Research International 25, no. 7 (2025): 275–84. https://doi.org/10.9734/acri/2025/v25i71331.

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This study aimed to determine the significant relationship between receptive skills and productive skills among senior high school students. Employing a correlational research design, the study surveyed 148 students from a secondary education institution in Mati District, Division of Mati City, using standardized questionnaires administered face-to-face. Data were analyzed using the mean, Pearson product-moment correlation, and multiple linear regression. Results revealed that students exhibited a moderate level of both receptive and productive skills, suggesting functional language ability wi

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Ribot, Krystal M., and Erika Hoff. "“¿Cómo estas?” “I’m good.” Conversational code-switching is related to profiles of expressive and receptive proficiency in Spanish-English bilingual toddlers." International Journal of Behavioral Development 38, no. 4 (2014): 333–41. http://dx.doi.org/10.1177/0165025414533225.

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Relations between bilingual children’s patterns of conversational code-switching (responding to one language with another), the balance of their dual language input, and their expressive and receptive proficiency in two languages were examined in 115 2½-year-old simultaneous Spanish-English bilinguals in the U.S. Children were more likely to code-switch in response to Spanish than English. Children’s expressive vocabulary scores were higher in English than in Spanish, while their English and Spanish receptive language scores were not different. Analyses of subgroups of children with different

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Riionheimo, Helka, Annekatrin Kaivapalu, and Hanna-Ilona Härmävaara. "Introduction: Receptive multilingualism." Nordic Journal of Linguistics 40, no. 2 (2017): 117–21. http://dx.doi.org/10.1017/s0332586517000117.

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This special issue of the Nordic Journal of Linguistics is devoted to receptive multilingualism (RM), and includes papers presented in the conference Receptive Multilingualism: Multilingual Resources in the Service of Mutual Understanding, held at the University of Eastern Finland, Joensuu, in 2015. RM refers to a language contact situation in which hearers’ or readers’ understanding of a non-native language is based on their skills in either their first language or languages that they have learned later in life. In such situations comprehension can be based on linguistic similarity of the lan

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Weltens, Bert, Theo J. M. Van Els, and Erik Schils. "The Long-Term Retention of French by Dutch Students." Studies in Second Language Acquisition 11, no. 2 (1989): 205–16. http://dx.doi.org/10.1017/s0272263100000619.

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The present study investigated the retention of school-learned French language skills in Dutch students across a period of 4 years following the training period. Two training levels were investigated: 4 and 6 years of French training. The skills tested were all receptive: general receptive proficiency; listening and reading comprehension; and receptive phonological, lexical, and grammatical skills. In addition, self-assessment measures were administered.The results indicated that global skills improved, if anything, and that only lexical and, particularly, grammatical skills “attrited” during

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Orçan, Maide, Canan Yildiz Çiçekler, and Neriman Aral. "Communication Skills of Roma and Non-Roma Mothers and Receptive Language Levels of Their Children." Social Behavior and Personality: an international journal 40, no. 8 (2012): 1357–63. http://dx.doi.org/10.2224/sbp.2012.40.8.1357.

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The communication skills of Roma and non-Roma mothers and the receptive language levels of their children were compared. The analysis was based on a relational scanning model, and conducted on 28 Roma and 29 non-Roma mothers and their children aged between 5 and 6 years, who live in Konya, Turkey. The Communication Skills Rating Scale (Korkut, 1996) and the Peabody Picture Vocabulary Test (PPVT; Dunn, 1959) were used and data were assessed using the Mann-Whitney U test. Results indicate that in terms of communication skills of mothers, and their children's receptive language levels, non-Roma m

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MODESTOVA, Tetyana, and Olga KRSEK. "Receptive skills development in English exams preparation." Humanities science current issues 3, no. 35 (2021): 188–94. http://dx.doi.org/10.24919/2308-4863/35-3-27.

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Reves, Thea, and Adina Levine. "The FL receptive skills: Same or different?" System 16, no. 3 (1988): 327–36. http://dx.doi.org/10.1016/0346-251x(88)90075-9.

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Dura, Jason R. "Computerized instruction of beginning receptive language skills." Applied Research in Mental Retardation 6, no. 2 (1985): I—VI. http://dx.doi.org/10.1016/s0270-3092(85)80064-3.

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Muller, Kristen, and Nancy Brady. "Assessing Early Receptive Language Skills in Children With ASD." Perspectives of the ASHA Special Interest Groups 1, no. 1 (2016): 12–19. http://dx.doi.org/10.1044/persp1.sig1.12.

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Language assessments play a large role in the diagnosis and treatment of autism spectrum disorders (ASD) because language impairments are often part of an ASD diagnosis and language status is a fundamental prognostic indicator for individuals with ASD. Receptive language forms the foundation for competent expressive language including literacy skills. Information from language assessments is also used to create therapy goals and monitor progress on these goals. Therefore, valid and accurate assessment of receptive language for individuals with ASD is paramount. Current assessments include task

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Salsabil, Nesa, and Nadya Susanti. "Hubungan Storytelling dengan Kemampuan Bahasa Reseptif Anak PAUD di Kecamatan Jebres Surakarta." Jurnal Terapi Wicara dan Bahasa 3, no. 1 (2024): 128–38. https://doi.org/10.59686/jtwb.v3i1.147.

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Background: Language is one way of stimulating a child's way of thinking. If a child's language skills are low then it is likely that the child will experience delays in his thinking process. Receptive language development is a complex process in a child's development. Parents can develop their children's receptive language through activities in the form of telling stories, because it can stimulate their language development, especially in the way they think, listen, solve problems and form their character. Storytelling is known to be able to improve children's language skills, because vocabul

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Rvachew, Susan, Alyssa Ohberg, Meghann Grawburg, and Joan Heyding. "Phonological Awareness and Phonemic Perception in 4-Year-Old Children With Delayed Expressive Phonology Skills." American Journal of Speech-Language Pathology 12, no. 4 (2003): 463–71. http://dx.doi.org/10.1044/1058-0360(2003/092).

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The purpose of this study was to compare the phonological awareness abilities of 2 groups of 4-year-old children: one with normally developing speech and language skills and the other with moderately or severely delayed expressive phonological skills but age-appropriate receptive vocabulary skills. Each group received tests of articulation, receptive vocabulary, phonemic perception, early literacy, and phonological awareness skills. The groups were matched for receptive language skills, age, socioeconomic status, and emergent literacy knowledge. The children with expressive phonological delays

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Nawaz Ali, Zulfiqar Ali, and Muhammad Ashraf Kaloi. "The Effect of Online Learning Resources to Develop Receptive Skills: A Quantitative Study of IBA University, Sukkur." ACADEMIA International Journal for Social Sciences 4, no. 1 (2025): 1023–43. https://doi.org/10.63056/acad.004.01.0151.

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Online learning has a great effect to develop receptive skills of learners at graduation level as well as kindergarten to middle-higher level. In online leaning students try to engage themselves with the help of their teachers as they would improve their basic skills and pass the subject with flying colors. In online learning students listen different speakers and solve grammar exercise as well as other problem-solving exercise to boast up their receptive skills. Reading and listening are skills through which writing, and speaking can be improved in a jiffy. Learners have said resources where

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Raximova, Shaxribonu M. "PRACTICE OF USING DEDUCTIVE APPROACH IN TEACHING AND ASSESSING RECEPTIVE SPEECH SKILLS IN ARABIC." Oriental Journal of Philology 05, no. 03 (2025): 542–48. https://doi.org/10.37547/supsci-ojp-05-03-62.

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The purpose of this article is to explore specific aspects of teaching and assessing Arabic language learners’ receptive language skills using a deductive approach. By teaching and assessing Arabic receptive language skills, learners can gain a deeper understanding of the language and build a solid foundation for other skills. This approach has been shown to have a positive impact on their future professional and academic success.

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Yenprem, Watchara, Phra Wichian Parichano, Phra Dhamma Vachirodom, and Phramaha Suriya Varamethi. "The Development of A Digital Game to Enhance the English Receptive Skills and Learning Motivation of Mattayomsuksa 3 Students." Interdisciplinary Academic and Research Journal 5, no. 3 (2025): 865–86. https://doi.org/10.60027/iarj.2025.283897.

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Background and Aims: This research developed and evaluated a digital game to enhance English receptive skills (listening and reading) and motivation among Mattayomsuksa 3 students in Thailand. Despite efforts to improve English education, students face challenges with receptive skills due to limited exposure and traditional methods. The objectives were to develop the digital game, validate its effectiveness, compare its impact with conventional methods, and analyze its influence on learning motivation. Methodology: The study used a mixed-methods approach with a pre-test and post-test control g

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Trinite, Baiba, Gundega Tomele, and Malgozata Rascevska. "EXPLORING THE CONSISTENCY BETWEEN TEACHERS' AND PARENTS' RATINGS OF CHILDREN'S LANGUAGE SKILLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 22, 2024): 102–12. http://dx.doi.org/10.17770/sie2024vol2.7856.

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Aim: The study investigated the correspondence between parent and teacher assessments of 3 to 6-year-old children's language skills using the Expressive and Receptive Language Scales from the Early Childhood Developmental Screening Toolkit – BAASIK (an acronym in Latvian). Material and methods: Ninety-five preschool teachers and 424 parents participated in an online survey assessing the expressive and receptive language skills of children aged 3 to 6 years. Results: Spearman's correlation analysis revealed statistically significant (p < .001) moderate to strong correlations between the rati

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Thurman, Angela John, Stephanie Summers Swinehart, Jessica Klusek, et al. "Daily Living Skills in Adolescent and Young Adult Males With Fragile X Syndrome." American Journal on Intellectual and Developmental Disabilities 127, no. 1 (2022): 64–83. http://dx.doi.org/10.1352/1944-7558-127.1.64.

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Abstract By adulthood, most males with fragile X syndrome (FXS) require support to navigate day-to-day settings. The present study cross-sectionally: (1) characterized the profile of daily living skills in males with FXS and (2) examined associated participant characteristics (i.e., fragile X mental retardation protein [FMRP] expression, nonverbal cognition, language, autism symptomatology, and anxiety symptomatology) using the Waisman-Activities of Daily Living questionnaire. Males with FXS (n = 57, ages 15–23 years) needed more help/support in the areas of domestic and community daily living

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Ihsan, Lovenia, and Rohmani Nur Indah. "Receptive Skill and Prosodic Deficiency of Adult with Autism: A Psycholinguistics Analysis." Journal of English Language Teaching and Linguistics 9, no. 3 (2024): 227. https://doi.org/10.21462/jeltl.v9i3.1380.

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<em>Autism spectrum disorder (ASD) which affects communication skills and social interaction, is often accompanied by language comprehension challenges an appropriate prosody use. This study analyses receptive skills and prosodic deficiencies in adults with autism through a psycholinguistic approach. The method used in this study is qualitative, which is used to gain a deeper understanding of the receptive language skills and prosodic deficiencies of adults with ASD. The data in the study are utterances produced by individuals with ASD from the podcast ‘Special Book by Special Kids’ on Y

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Nurimova, Ayzada Razatdinovna. "DEVELOPING THE METHODOLOGY OF ENGLISH READING." Results of National Scientific Research International Journal 3, no. 7 (2024): 61–63. https://doi.org/10.5281/zenodo.12740712.

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This paper discusses the present method of developing the reading in the context of receptive skills, point out importance, and emphasize the need for receptive skills, students’ acquisition for professional as well as pragmatic excellence<strong>.</strong>

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Baharun, Hasan, and Alqoyla Rosabila Dini. "Penguatan Receptive Skills Santri Melalui Pendekatan Mastery Learning dalam Pembelajaran Al-Qur’an di Pondok Pesantren." Jurnal Pendidikan Islam Indonesia 3, no. 2 (2019): 275–89. http://dx.doi.org/10.35316/jpii.v3i2.133.

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This study presents the strengthening of santri receptive skills through the mastery learning approach of al-Quran learning in pesantren. Receptive skills as competencies that must be possessed by santri related to listening and reading skills of the Qur'an must be possessed by every person santri. Therefore a mastery learning approach is needed in realizing the skills of these students. This study uses qualitative with a case study. This research site is Pondok Pesantren Nurul Jadid, Paiton, Probolinggo, East Java. The results showed that the mastery learning approach in strengthening student

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Sasmita, Andi Elisa Dian, Nur Qalbi, and Muh Arief Muhsin. "CORRELATION BETWEEN RECEPTIVE VOCABULARY AND LITERAL COMPREHENSION IN ENGLISH LANGUAGE LEARNING AT SMPN SATAP 5 RUMBIA JENEPONTO." Journal of Language Testing and Assessment 4, no. 2 (2024): 45–52. https://doi.org/10.56983/jlta.v4i2.183.

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This research aimed to know the correlation between students' Receptive Vocabulary and Literal Comprehension. The subject of this research consisted of 20 students in the 9th grade in SMPN Satap 5 Rumbia Jeneponto. Correlation research was conducted using research design. The questionnaire was the tool utilized to get the data.The results of this study are the students have balance skills in receptive vocabulary. They are not good at applying their receptive vocabulary. And second, the students have good skills in literal comprehension, the students have good skills in literal comprehension as

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Rahmawati, Santika Yulia, and Anisyah Dewi Syah Fitri. "PENGARUH METODE MODELLING TERHADAP KEMAMPUAN BAHASA RESEPTIF PADA ANAK GANGGUAN PENDENGARAN UMUR TUJUH SAMPAI SEPULUH TAHUN DI SLB B YAYASAN REHABILITASI ANAK TUNA RUNGU WICARA." Medical Journal of Nusantara 2, no. 3 (2023): 122–29. http://dx.doi.org/10.55080/mjn.v2i3.583.

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Not all hearing impaired children can understand speech just by reading lips. That way, it requires the right way to improve receptive language skills, one of which is using the modeling method. By using the modeling method, it is hoped that children will more easily understand what other people are saying.The aim of this study was to determine the effect of the modeling method on receptive language skills in children with hearing loss aged seven to ten years. The type of research used is quantitative with a one-group pre and post test only design. The data collection technique uses tota

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Juniati, Ratih, Azizah Amal, and Syamsuardi Syamsuardi. "Chain Whispering Games: The Effective Methods of Developing Receptive Language Skills of Children Aged 5 - 6 Years." Child Education Journal 4, no. 1 (2022): 13–24. http://dx.doi.org/10.33086/cej.v4i1.2889.

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This research examines the Whispering Chain Game on Receptive Language Skills of 5-6-year-old Children in Kindergartens in Makassar City. The purpose of this study was to determine the description of children's receptive language skills before being treated, to find out the description of children's receptive language skills after being treated, and to determine whether or not there was an effect of the chain-whisper game on the receptive language skills of children aged 5-6 years in kindergarten. Makassar city before and after the chain whispering activity was given. The research approach use

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Qadi, Ahmad. "The Role of Facebook in Enhancement of Undergraduates’ Receptive Skills at a Saudi University." English Language Teaching 14, no. 8 (2021): 19. http://dx.doi.org/10.5539/elt.v14n8p19.

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Observing receptive skills development in Saudi Arabia&rsquo;s undergraduates at Summer University (pseudonym), this paper immaculately investigates students&rsquo; perceptions regarding the uses of Facebook as a well-liked forum of social media pertinent to enhancement of Receptive Skill of English, as a foreign language. At greater extent, their approaches have been scrutinized while using Facebook and the nature of influence of Facebook have been examined as well. Data have been collected from seventy-five undergraduate&rsquo;s students via questionnaire. In addition, findings p

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Hayati, Nur, and Mualim Wijaya. "Pengelolaan Pembelajaran melalui Blanded Learning dalam Meningkatkan Receptive Skill Peserta Didik di Pondok Pesantren." PALAPA 6, no. 2 (2018): 1–18. http://dx.doi.org/10.36088/palapa.v6i2.64.

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This study discusses the management of learning through blanded learning in improving receptive skill of students in boarding school Bahrul Ulum Besuk Kidul, Besuk, Probolinggo. Arabic is now widely provided by using varied models and online learning media. However, the various learning models are still less relevant and efficient, which causes students to understand less ability receptive skill, especially on learning Arabic. The rapid development of information technology has provided a great opportunity for the development of online learning model on motivation or increase student learning

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Susini, Made. "Strategi Meningkatkan Kemampuan Berbahasa Inggris." Linguistic Community Services Journal 1, no. 2 (2020): 37–48. http://dx.doi.org/10.55637/licosjournal.1.2.2732.37-48.

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Language has been the target of studies by experts, scholars, researchers and writers in the field of language to reveal various things related to it. One issue that has often been under the highlight is language skills. As widely known, language skills are determined by two general skills, namely receptive and productive skills. Receptive skills consist of listening and reading, while productive skills consist of speaking and writing. Unfortunately, not all of the suggested findings can help foreign language learners to master it completely. Therefore, this study published in this report is t

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Gumban, Jr. Emmanuel. "Computer-Assisted Language Learning: Its Effectiveness in Enhancing Receptive Skills of College Students." Psychology and Education: A Multidisciplinary Journal 24, no. 4 (2024): 455–60. https://doi.org/10.5281/zenodo.13377395.

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Listening and reading are receptive skills that are crucial components of language learning. This study aimed to determine the effectiveness of Computer-Assisted Language Learning software in enhancing the receptive skills of college students during the Academic Year 2022-2023. This study is anchored on the theory of constructivism and Input Processing Theory. The study utilized a descriptive research design. The study participants were two hundred twenty-nine (299) first-year college students of a private tertiary school in Bacolod City. The pre-test and post-test scores of the college studen

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Tika, Desy Dela. "PERMAINAN BAHASA UNTUK STIMULASI KEMAMPUAN BAHASA RESEPTIF ANAK USIA DINI." TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini 7, no. 1 (2021): 1. http://dx.doi.org/10.26858/tematik.v7i1.15355.

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Language games for stimulation early childhood receptive language. Receptive language is ability for listen and read. Receptive language development for children needs to be developed so that children can absorb information properly. For this reason, stimulation is needed so that the children’s receptive language can develop. One that can be do is playing language games. Language games can be done because basically playing is the main need for children. This research uses a literature study method where the data retrieval system in this research comes from books or journals that are analyzed b

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Erda, Ayu Marsela. "The Relationship between Metacognitive Awareness and Receptive Skills of University Students." Lingua Cultura 14, no. 1 (2020): 121–27. http://dx.doi.org/10.21512/lc.v14i1.6403.

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The research investigated the influence of metacognitive awareness on receptive skills in higher education students. Moreover, participants’ level of metacognitive awareness was also taken into account. The research utilized a survey in the form of Metacognitive Awareness Listening Questionnaire (MALQ) and Metacognitive Awareness Reading Strategy Inventory (MARSI) and test of listening and reading comprehension to collect the data and multiple regression to analyze it. The participants were 59 English educational students in the first semester of a public university in Yogyakarta. The finding

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NOEL, MELANIE, CAROLE PETERSON, and BEULAH JESSO. "The relationship of parenting stress and child temperament to language development among economically disadvantaged preschoolers." Journal of Child Language 35, no. 4 (2008): 823–43. http://dx.doi.org/10.1017/s0305000908008805.

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ABSTRACTOral language skills in the preschool years are predictive of children's later reading success and literacy acquisition, and among these language skills, vocabulary and narrative ability play important roles. Children from low socioeconomic families face risks to their language development and because of threats to these skills it is important to identify factors that promote their development among high-risk groups. This preliminary study explored two potential factors that may be related to language skills in 56 low SES mother–child dyads (children aged 2 ; 8–4 ; 10), namely child te

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Hikmatuzzohrah, Shofia, Amir Syamsudin, and Ika Budi Maryatun. "Factors Influencing Receptive Language Skills in Preschoolers: The Role of Intelligence, Social Environment, and Family Background." Jurnal Pendidikan Anak Usia Dini Undiksha 12, no. 2 (2024): 223–34. https://doi.org/10.23887/paud.v12i2.73630.

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Receptive language ability in early childhood is an important indicator of language development, influenced by various factors. However, the understanding of the factors that contribute most significantly to receptive language remains limited, warranting further investigation. This study aims to confirm the factors affecting receptive language and identify the most significant contributors to children's receptive language development. This research employs a quantitative method with an ex post facto design. The sample consists of 87 children from five kindergartens. Data were collected using a

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Davis, Alexandra Nicole, and Cathy Huaqing Qi. "A Longitudinal Examination of Language Skills, Social Skills, and Behavior Problems of Preschool Children From Low-Income Families." Topics in Early Childhood Special Education 40, no. 3 (2020): 172–86. http://dx.doi.org/10.1177/0271121420946104.

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We examined the relations between language skills and behavior problems and whether social skills mediated these relations among preschool children enrolled in Head Start programs. Participants included 242 preschool children and their parents in Head Start programs. Over a 2-year period, parents and teachers reported children’s behavior problems using the Child Behavior Checklist Ages 1½-5, and social skills using the Social Skills Improvement System-Rating Scales. Children’s expressive and receptive language skills were assessed individually using the Preschool Language Scale-5. Results sugg

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Dr. Bhakti Natoo. "Read, Listen, Succeed: How English Skills Drive Workplace Success." Voice of Creative Research 7, no. 1 (2025): 325–30. https://doi.org/10.53032/tvcr/2025.v7n1.37.

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Language is the key to success, especially in areas with high demand for communication, such as academia, business, and leadership. Proficiency in language use enables effective communication. Further, English, being the global language, is commonly used as the workplace language in a multicultural environment. But an important and common aspect that one can think of is, how can anyone gain proficiency/expertise in the English language? English language proficiency is based on the four fundamental skills of language, i.e., listening, speaking, reading, and writing. These four skills are comple

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Byrd, Kathryn, and Eugene B. Cooper. "Expressive and receptive language skills in stuttering children." Journal of Fluency Disorders 14, no. 2 (1989): 121–26. http://dx.doi.org/10.1016/0094-730x(89)90005-3.

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Usarova, Nilufar Yakubovna. "RECEPTIVE AND PRODUCTIVE SKILLS IN FOREIGN LANGUAGE TEACHING." ACADEMIC RESEARCH IN MODERN SCIENCE 1, no. 19 (2022): 337–40. https://doi.org/10.5281/zenodo.7457133.

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Atmowardoyo, Haryanto, and Geminastiti Sakkir. "Effects of best-practice based materials in receptive language learning behaviours in improving receptive language skills." Linguistics and Culture Review 5, S1 (2021): 1313–34. http://dx.doi.org/10.21744/lingcure.v5ns1.1604.

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This is a part of the research results entitled “The Effects of Best-Practice based Materials in Language Learning Behaviors in Improving Language Skills”. Best practice can generate good theory. In the field of language learning, many experts who have developed language learning theory based on best practices. Theory developed based on best practice has been used for complementary learning materials in the course Belajar dan Pembelajaran (Learning and Teaching) in English Department in a state university as an experimental study. This study aims to find out the effects of Best Practice–based

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