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Journal articles on the topic 'Transcription skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Scharton, Maurice. "Transcription and Basic Writing Skills." College Composition and Communication 36, no. 4 (1985): 485. http://dx.doi.org/10.2307/357868.

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2

Stelma, Juurd H., and Lynne J. Cameron. "Intonation units in spoken interaction: Developing transcription skills." Text & Talk - An Interdisciplinary Journal of Language, Discourse Communication Studies 27, no. 3 (2007): 361–93. http://dx.doi.org/10.1515/text.2007.015.

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3

Irawan, Bambang, and Muhammad Ahsan Tampubolon. "USING PHONETIC TRANSCRIPTION TO IMPROVE STUDENTS’ PRONUNCIATION SKILLS." Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris 7, no. 2 (2020): 1–12. http://dx.doi.org/10.34001/edulingua.v7i2.1325.

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For EFL students especially the students of English Letters Department at Pamulang University, mastering English is something challenging. There are several problems which they face in learning English. One of the most crucial problems is pronunciation. Hence, appropriate teaching methods such as using phonetic transcription are needed to help the students to improve their pronunciation. This research focused on using phonetic transcription to improve the pronunciation skills of the fourth semester students of English Letters Department of Pamulang University. It was aimed to reveal if the utilization of phonetic transcription was able to improve the students’ pronunciation. It was also aimed to figure out how phonetic transcription improved the students’ pronunciation. This research implemented Classroom Action Research which was carried out from February until April 2020. There were two cycles in this research and each cycle consisted of three meetings. In collecting the data, the writers used field notes, interviews and tests. The average of the students’ score in the pre-cycle and cycle 1 were 59,86 and 66,07 which were still lower than 75 as the target. In the cycle 2, the average of the students’ score was 75,56 which was higher than 75. Based on the results of the study, it can be concluded that phonetic transcription was able to improve the students’ pronunciation. Phonetic transcription had role in improving both segmental and supra segmental features of the students’ pronunciation.

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4

Joyce, Pauline. "Developing Physician Assistant Faculty Feedback Skills." Journal of Physician Assistant Education 32, no. 3 (2021): 154–58. http://dx.doi.org/10.1097/jpa.0000000000000371.

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5

Ragan, Patti. "Integrating Self-Assessment Skills Into the Curriculum." Journal of Physician Assistant Education 14, no. 1 (2003): 50–52. http://dx.doi.org/10.1097/01367895-200314010-00026.

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6

Landel, G., R. Cupp, D. Brock, and K. Wick. "WHAT HAPPENED IN BASIC CLINICAL SKILLS 2005?" Journal of Physician Assistant Education 17, no. 2 (2006): 49. http://dx.doi.org/10.1097/01367895-200617020-00010.

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7

Yeung, Pui-sze, Connie Suk-han Ho, David Wai-ock Chan, and Kevin Kien-hoa Chung. "Contribution of Oral Language Skills, Linguistic Skills, and Transcription Skills to Chinese Written Composition Among Fourth-Grade Students." Discourse Processes 50, no. 7 (2013): 498–529. http://dx.doi.org/10.1080/0163853x.2013.841070.

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8

YEUNG, PUI-SZE, CONNIE SUK-HAN HO, DAVID WAI-OCK CHAN, and KEVIN KIEN-HOA CHUNG. "The role of transcription skills and oral language skills in Chinese writing among children in upper elementary grades." Applied Psycholinguistics 38, no. 1 (2016): 211–31. http://dx.doi.org/10.1017/s0142716416000163.

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ABSTRACTThis study examined the role of transcription skills (including spelling and handwriting fluency) and oral language skills in Chinese writing development among upper elementary grade students in Hong Kong. Measures assessing verbal working memory, spelling, handwriting fluency, oral narrative skills, syntactic skills, and written composition were administered to 97 students in Grade 4 (n = 47) and Grade 6 (n = 50). Hierarchical multiple regression results showed that spelling and oral narrative skills were unique predictors of Chinese writing performance. The significant interaction effect of grade and spelling showed that transcription skills played a more important role in Chinese writing performance among sixth graders than among fourth graders. Together, the present results provide important support for the “simple view of writing” model and underscore the importance of transcription skills and oral narrative skills in children's writing development in Chinese.

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9

Quincy, Brenda, Mark Archambault, Mona Sedrak, Alison C. Essary, and Claire Hull. "Basic Skills Workshop for Physician Assistant Educators: Effects of Participation on Perceived Mastery of Teaching Skills and Job Satisfaction." Journal of Physician Assistant Education 23, no. 3 (2012): 12–20. http://dx.doi.org/10.1097/01367895-201223030-00003.

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10

García, Eduardo, Patricia Crespo, and Ivana Bermúdez. "Writing an Independently Composed Sentence by Spanish-Speaking Children With and Without Poor Transcription Skills: A Writing-Level Match Design." Journal of Learning Disabilities 50, no. 5 (2016): 511–21. http://dx.doi.org/10.1177/0022219416633862.

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The main objective of this research was to analyze the impact of transcription skills of Spanish writers when writing an independently composed sentence within a writing-level design. The free-writing sentence task from the Early Grade Writing Assessment (Jiménez, in press) was used to examine the production, accuracy, speed, syntactic complexity, quality, and fluency of children with poor transcription skills (PTS). The results showed that there were significant differences between children with PTS and peers who had good transcription skills. The PTS group members were less accurate, slower, and less fluent or even dysfluent. Furthermore, their sentences were less complex and contained lower quality content. These results suggest that transcription skills play a crucial role in early written expression in Spanish, and poor transcription abilities hamper the acquisition and normal development of sentence composition.

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11

Overton, Sarah, and Yvonne Wren. "Outcome measurement using naturalistic language samples: A feasibility pilot study using language transcription software and speech and language therapy assistants." Child Language Teaching and Therapy 30, no. 2 (2014): 221–29. http://dx.doi.org/10.1177/0265659013519251.

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The ultimate aim of intervention for children with language impairment is an improvement in their functional language skills. Baseline and outcome measurement of this is often problematic however and practitioners commonly resort to using formal assessments that may not adequately reflect the child’s competence. Language sampling, transcription and analysis provide a more thorough and realistic picture of a child’s abilities but are time consuming and usually considered unfeasible in the typical clinic setting. This article reports on a pilot study in which a speech and language therapy assistant (SLTA) carried out language transcription using language analysis software. Following a brief initial training period, the SLTA carried out transcriptions on 17 language samples at two time periods. Reliability between a speech and language therapist and the assistant’s transcriptions were calculated and were found to be acceptable for the majority of measures taken. The use of software by assistants is proposed as a viable alternative for outcome measurement of naturalistic language skills.

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12

Dehn, Richard. "What Technological Skills Should We Expect of Our Graduates?" Journal of Physician Assistant Education 12, no. 2 (2001): 137–38. http://dx.doi.org/10.1097/01367895-200107000-00014.

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13

Chappell, Rachel, Amanda Goumas, Shay Hollie, Elizabeth G. Levitzky, and Tina Patel Gunaldo. "Measuring Student Interprofessional Skills in the Roles/Responsibilities Competency." Journal of Physician Assistant Education 31, no. 3 (2020): 146–49. http://dx.doi.org/10.1097/jpa.0000000000000314.

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14

Romero, Rachel. "Poetic Transcription in the Sociology Classroom: Developing Empathy, Analytical Skills, Creativity, and Engagement." Teaching Sociology 48, no. 3 (2020): 211–19. http://dx.doi.org/10.1177/0092055x20923703.

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This note overviews a class activity and an assignment for engaging poetic transcription. Poetic transcription is an arts-based research method commonly employed in the analysis and representation of qualitative data. The discussion provides some background on arts-based research, poetic inquiry, and poetic transcription as research practices within the qualitative tradition. Furthermore, it shows how utilizing poetry in the classroom can help develop empathy and analytical skills as well as facilitate collaboration, creativity, and student engagement. This teaching note includes an examination of the students’ impressions using poetic transcription and links poetic transcription to critical pedagogical practices for teaching and learning sociology. I conclude with a discussion that offers considerations for future practitioners.

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15

Glicken, Anita Duhl. "Qualitative Methodology: Enhanced Instruction and Clinical Skills for Physician Assistants Students." Journal of Physician Assistant Education 10, no. 2 (1999): 70–72. http://dx.doi.org/10.1097/01367895-199910020-00002.

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16

Issenberg, Barry S., David Lee Gordon, Gloria M. Stewart, and Joel M. Felner. "Bedside Cardiology Skills Training for the Physician Assistant Using Simulation Technology." Journal of Physician Assistant Education 11, no. 2 (2000): 99–103. http://dx.doi.org/10.1097/01367895-200011020-00004.

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17

Scott, R., and P. Dezendorf. "Improving Student Skills and Community Health in an Hispanic Clinical Rotation." Journal of Physician Assistant Education 13, no. 2 (2002): 112. http://dx.doi.org/10.1097/01367895-200213020-00022.

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18

Asprey, David. "Clinical Skills Utilized by Physician Assistants in Rural Primary Care Settings." Journal of Physician Assistant Education 17, no. 2 (2006): 45–47. http://dx.doi.org/10.1097/01367895-200617020-00007.

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19

Kortyna, D., M. Hertweck, J. Laird, S. Hawkins, S. Fortnam, and B. Marcieski. "ASSIGNMENTS AIMED AT DEVELOPING COMPETENCY IN PROFESSIONAL WRITING AND PRESENTATION SKILLS." Journal of Physician Assistant Education 17, no. 4 (2006): 26–27. http://dx.doi.org/10.1097/01367895-200617040-00006.

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20

Blattner, S. "15. INTRODUCTION TO THE OPERATING ROOM THEATER: A CLINICAL SKILLS LAB." Journal of Physician Assistant Education 19, no. 4 (2008): 38–39. http://dx.doi.org/10.1097/01367895-200819040-00019.

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21

Lie, Désirée A., Sonia Nodal, Margarita de la Torre, Christopher P. Forest, Regina Richter-Lagha, and Kevin Lohenry. "Impact of a Longitudinal Medical Spanish Curriculum on Student Communication Skills." Journal of Physician Assistant Education 31, no. 1 (2020): 23–27. http://dx.doi.org/10.1097/jpa.0000000000000293.

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22

Goldgar, Constance, and David Keahey. "Demonstrating Evidence-Based Medicine Skills and Comprehension with a Student Capstone Project." Journal of Physician Assistant Education 21, no. 1 (2010): 34–42. http://dx.doi.org/10.1097/01367895-201021010-00008.

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23

Kirk, Julienne K., Carol A. Hildebrandt, Stephen W. Davis, Sonia J. Crandall та Gail S. Marion. "Standardized Patient Instructorsʼ and Physician Assistant Studentsʼ Evaluation of Diabetes Counseling Skills". Journal of Physician Assistant Education 24, № 4 (2013): 9–14. http://dx.doi.org/10.1097/01367895-201324040-00002.

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24

Goldgar, Constance, and David Keahey. "Demonstrating Evidence-Based Medicine Skills and Comprehension with a Student Capstone Project." Journal of Physician Assistant Education 21, no. 1 (2014): 34–42. http://dx.doi.org/10.1097/01367895-201421010-00008.

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25

Hudak, Nicholas M., Sandro O. Pinheiro та Mamata Yanamadala. "Increasing Physician Assistant Studentsʼ Team Communication Skills and Confidence Throughout Clinical Training". Journal of Physician Assistant Education 30, № 4 (2019): 219–22. http://dx.doi.org/10.1097/jpa.0000000000000278.

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26

Kim, Young-Suk Grace, Brandy Gatlin, Stephanie Al Otaiba, and Jeanne Wanzek. "Theorization and an Empirical Investigation of the Component-Based and Developmental Text Writing Fluency Construct." Journal of Learning Disabilities 51, no. 4 (2017): 320–35. http://dx.doi.org/10.1177/0022219417712016.

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We discuss a component-based, developmental view of text writing fluency, which we tested using data from children in Grades 2 and 3. Text writing fluency was defined as efficiency and automaticity in writing connected texts, which acts as a mediator between text generation (oral language), transcription skills, and writing quality. We hypothesized that in the beginning phase, text writing fluency would be largely constrained by transcription skills (spelling and handwriting), while at a later phase, oral language would make an independent contribution to text writing fluency. Furthermore, we hypothesized that text writing fluency would have a stronger relationship with writing quality at a later phase than at an earlier phase. We operationalized text writing fluency using two curriculum-based measurement writing scores: percentage correct word sequences and correct minus incorrect word sequences. Results revealed that in Grade 2, only transcription skills were uniquely related to text writing fluency, whereas in Grade 3, oral language was also related to text writing fluency. Text writing fluency was weakly related to writing quality in Grade 2 but strongly related to writing quality in Grade 3, over and above oral language and transcription skills. In both grades, oral language and handwriting fluency were independently related to writing quality. Theoretical and practical implications are discussed.

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27

Auth, P., J. Barcega та G. Buck. "Effect of Standardized Patient Program on Studentsʼ History Taking and Physical Examination Skills". Journal of Physician Assistant Education 13, № 2 (2002): 111. http://dx.doi.org/10.1097/01367895-200213020-00017.

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28

Limpo, Teresa, and Rui A. Alves. "Written Language Bursts Mediate the Relationship Between Transcription Skills and Writing Performance." Written Communication 34, no. 3 (2017): 306–32. http://dx.doi.org/10.1177/0741088317714234.

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It is established that transcription skills (handwriting and spelling) constrain children’s writing. Yet, little is known about the mechanism underlying this relationship. This study examined the mediating role of bursts and pauses on the link between transcription skills and writing fluency or text quality. For that, 174 second graders did the alphabet task and wrote a story using HandSpy. Path analyses indicated that writing fluency and text quality models were excellent descriptions of the data, with 80% and 46% of explained variance, respectively. Results showed that handwriting and spelling influenced writing fluency only indirectly via burst length and short pauses duration (full mediation); and that whereas only handwriting contributed to text quality directly, both handwriting and spelling contributed to text quality indirectly, via burst length (partial mediation). These findings suggest that better transcription skills allow students to write more words without pausing, which in turn results in more fluent and better writing.

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29

Rahayu, Lusiana Sari, Barli Bram, and Dyah Ayu Kusumawardani. "Analyzing English Pronunciation Skills of Indonesian Bilingual School Teachers Using Phonetic Transcription." Pedagogy : Journal of English Language Teaching 7, no. 2 (2019): 104. http://dx.doi.org/10.32332/pedagogy.v7i2.1499.

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This paper analyzed English pronunciation skill of teachers in one of Indonesian bilingual schools which apply a combined curriculum to provide high quality of education. The teachers are demanded to have good English proficiency. Pronunciation is considered to be crucial in English speaking skill since the teachers have the responsibility to teach Cambridge International Primary Program (CIPP) subjects, such as Math, English and Science. It is to give good examples in pronouncing words and not to mislead the students during the content delivery in teaching. Fifteen homeroom teachers involved as participants in the research. It considers their having essential role in developing the students’ English abilities and become a model to speak English despites their various English abilities since they graduated from non-English departments. The researchers used the recordings of the testing instrument involving 15 teachers and a questionnaire to collect data. Findings showed the words best, both, first, high, question, sure, table, television, with and wrong were frequently mispronounced by the teachers.

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30

Shyamala K.C, Saddam H. M. Issa,. "Improvement of cognitive ability of English language learners through writing skills." Psychology and Education Journal 58, no. 1 (2021): 5457–72. http://dx.doi.org/10.17762/pae.v58i1.1859.

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This paper explores the interrelation between the cognitive linguistic skills that are necessary for children to write on both words and texts. Three types of cognitive-linguistic abilities, which were considered to be more specifically interested in the text writing research, were transcriptional skills, ideation and syntax. The first two emerged out of a simplistic writing view (Berninger, 2010) while the predicted value of syntactic skills was based on an "extended triangle model" (Bishop & Snowling, 2011). The transcription skills in the present research have been operationalized to generate strokes in line with the proper order of stroke. With respect to the ideation, we tested the capacity of children to create orally sentences on such subjects and the requirements for grading are close to the criteria of text composition. Although good handwriting enhances student reading, improves skills, the process of abandoning handwriting has already started in a number of countries. This study paper reveals that handwriting is not only meant for primary school students, but also in high school education with regard to some important studies.

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31

Telford, Carolyn, Thomas Edwards та Daisha Cipher. "Performance in Physical Examination Skills Course As a Predictor of Studentsʼ Risk for Attrition". Journal of Physician Assistant Education 13, № 2 (2002): 87–91. http://dx.doi.org/10.1097/01367895-200213020-00003.

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32

Telford, Carolyn, Thomas Edwards та Daisha Cipher. "Performance in Physical Examination Skills Course As a Predictor of Studentsʼ Risk For Attrition". Journal of Physician Assistant Education 14, № 3 (2003): 179. http://dx.doi.org/10.1097/01367895-200314030-00012.

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33

Coniglio, David, Prema Menezes, Patricia Moorman, Perri Morgan, and Margaret Schmidt. "Evaluation of Student Confidence in Utilizing EBM Skills Following Completion of an EBM Curriculum." Journal of Physician Assistant Education 18, no. 2 (2007): 7–13. http://dx.doi.org/10.1097/01367895-200718020-00003.

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34

Mabee, John, Janice Tramel, and Désirée Lie. "Current Status of Procedural Skills Training in Physician Assistant Programs in the United States." Journal of Physician Assistant Education 25, no. 4 (2014): 4–11. http://dx.doi.org/10.1097/01367895-201425040-00001.

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35

Hill, Kathryn, and Jan Hamilton. "Using videoed simulated clinical interaction to promote communication skills and reflective practice for overseas-born medical students." Communication and Medicine 10, no. 1 (2014): 1–11. http://dx.doi.org/10.1558/cam.v10i1.1.

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This paper describes a teaching intervention designed to promote the clinical communications skills of overseas-born medical students through critical reflection on the practice of others. Using a staged process and a video recording of a simulated medical interaction it investigated the extent to which the participants were able to anticipate, identify and resolve the targeted communication issues, and demonstrate selected skills in a simulated interaction. Data comprised worksheet notes, transcriptions (group discussions) and completed questionnaires (ratings and comments). Analysis was thematic (worksheet notes, transcription, questionnaire feedback) and quantitative (questionnaire ratings). The results suggest the notion of reflective practice could be productively extended to take account of current developments in pedagogy and learning. This includes providing opportunities for students to share ideas, resolve differences and ambiguities, and address gaps in their communication skills as well as to apply learned concepts and receive targeted feedback. While the intervention specifically targeted overseas-born medical students, the approach described in the paper has potential for developing the communication skills of ‘local’ medical students and healthcare professionals more generally.

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36

Carlson, J., S. Laack, and C. Stilp. "WHAT PRIMARY CARE PROCEDURAL SKILLS ARE PA SCHOOLS TEACHING AND HOW ARE THEY TEACHING THEM?" Journal of Physician Assistant Education 17, no. 2 (2006): 49–50. http://dx.doi.org/10.1097/01367895-200617020-00011.

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37

DiMatteo, W., and M. Vail. "DESIGNING AN INTRODUCTORY CLINICAL CURRICULUM TO DEVELOP PATIENT ASSESSMENT SKILLS OF FIRST-YEAR PA STUDENTS." Journal of Physician Assistant Education 17, no. 4 (2006): 28–29. http://dx.doi.org/10.1097/01367895-200617040-00010.

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38

Limpo, Teresa, and Rui A. Alves. "Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training." Journal of Learning Disabilities 51, no. 4 (2017): 381–98. http://dx.doi.org/10.1177/0022219417708170.

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Writing proficiency is heavily based on acquisition and development of self-regulation and transcription skills. The present study examined the effects of combining transcription training with a self-regulation intervention (self-regulated strategy development [SRSD]) in Grade 2 (ages 7–8). Forty-three students receiving self-regulation plus transcription (SRSD+TR) intervention were compared with 37 students receiving a self-regulation only (SRSD only) intervention and 39 students receiving the standard language arts curriculum. Compared with control instruction, SRSD instruction—with or without transcription training—resulted in more complex plans; longer, better, and more complete stories; and the effects transferred to story written recall. Transcription training produced an incremental effect on students’ composing skills. In particular, the SRSD+TR intervention increased handwriting fluency, spelling accuracy for inconsistent words, planning and story completeness, writing fluency, clause length, and burst length. Compared with the SRSD-only intervention, the SRSD+TR intervention was particularly effective in raising the writing quality of poorer writers. This pattern of findings suggests that students benefit from writing instruction coupling self-regulation and transcription training from very early on. This seems to be a promising instructional approach not only to ameliorate all students’ writing ability and prevent future writing problems but also to minimize struggling writers’ difficulties and support them in mastering writing.

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39

Graham, Steve, and Karen R. Harris. "The Role of Self-Regulation and Transcription Skills in Writing and Writing Development." Educational Psychologist 35, no. 1 (2000): 3–12. http://dx.doi.org/10.1207/s15326985ep3501_2.

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40

Herzberg, Tina S., L. Penny Rosenblum, and Mary E. Robbins. "Results of an Online Refresher Course to Build Braille Transcription Skills in Professionals." Journal of Visual Impairment & Blindness 110, no. 4 (2016): 269–73. http://dx.doi.org/10.1177/0145482x1611000406.

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41

Jiménez, Juan E., and Juan A. Hernández-Cabrera. "Transcription skills and written composition in Spanish beginning writers: pen and keyboard modes." Reading and Writing 32, no. 7 (2018): 1847–79. http://dx.doi.org/10.1007/s11145-018-9928-4.

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42

Troia, Gary A., Julie S. Brehmer, Kaitlin Glause, Heather L. Reichmuth, and Frank Lawrence. "Direct and Indirect Effects of Literacy Skills and Writing Fluency on Writing Quality Across Three Genres." Education Sciences 10, no. 11 (2020): 297. http://dx.doi.org/10.3390/educsci10110297.

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Data were collected for this study early in the school year to analyze the direct and indirect effects of word-level literacy skills (word recognition, spelling, and written vocabulary use) and handwriting fluency on writing quality across three genres of typewritten papers. We further explored whether typing fluency and text generation fluency mediated the effects. Finally, we examined whether there was any difference in the effects across three writing genres. Fourth and fifth graders (N = 175) from 21 typical classrooms in 12 different Midwestern U.S. schools participated. Regression path analyses were employed and revealed that word-level literacy skills had both significant direct and serial indirect effects on quality, via typing fluency and then text generation fluency (text length) when controlling for handwriting fluency. Further, handwriting fluency had no direct effect when controlling for word-level literacy skills but did have a significant serial indirect effect on writing quality via typing fluency then text generation fluency. Results indicate that handwriting fluency matters, even when composing on the computer. Stronger transcription fluency, particularly by hand, leads to higher quality writing, likely because less cognitive effort is devoted to transcription. This study adds to limited research on the cross-modal effects of transcription on writing quality.

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43

Multak, Nina, Karen Newell, Sherrie Spear, Ross J. Scalese, and S. Barry Issenberg. "A Multi-Institutional Study Using Simulation to Teach Cardiopulmonary Physical Examination and Diagnosis Skills to Physician Assistant Students." Journal of Physician Assistant Education 26, no. 2 (2015): 70–76. http://dx.doi.org/10.1097/jpa.0000000000000021.

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44

Kuntz, Susan, Syed Haris Ali, and Emily Hahn. "Educational Needs Assessment Highlights Several Areas of Emphasis in Teaching Evidence-Based Medicine Skills to Physician Assistant Students." Journal of Physician Assistant Education 27, no. 3 (2016): 136–40. http://dx.doi.org/10.1097/jpa.0000000000000078.

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45

Wardley, Sonia C., Brooks E. Applegate, and James A. Van Rhee. "A Comparison of Student Knowledge Acquisition by Organ System and Skills in Parallel Problem-Based and Lecture-Based Curricula." Journal of Physician Assistant Education 24, no. 1 (2013): 5–14. http://dx.doi.org/10.1097/01367895-201324010-00002.

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46

Meusch, Stella M., Elizabeth P. Elliott та Carl E. Fasser. "Physician Assistant Studentsʼ Perceived Breastfeeding Knowledge and Counseling Skills Before and After Web-Based Curriculum and Lactation Shadowing Experience". Journal of Physician Assistant Education 24, № 3 (2013): 31–33. http://dx.doi.org/10.1097/01367895-201324030-00006.

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47

Alperito, Henry Orbasayan, and Cristobal Millenes Ambayon. "Basic English Speech Support And Pronunciation Skills Of Senior High School Students." Advances in Social Sciences Research Journal 8, no. 3 (2021): 662–71. http://dx.doi.org/10.14738/assrj.83.9936.

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The Basic English Speech Support is audio with transcription which is composed of the features of pronunciation that is purposely compiled to enhance pronunciation skills specifically, the sounds of English, stress, intonation, and linking. It is applied within the study with the aim of measuring its effectiveness to the pronunciation skills of Senior High School students. The study is designed to evaluate, validate and determine the effectiveness of Basic English Speech Support to the Senior High School, Grade 12, Accountancy, Business and Management students in Libertad National High School. English-teacher Evaluators evaluated the audio and its transcription. The design involved the experimental group and the control group which were carefully selected through the randomization process. The data gathered were analyzed using both descriptive and inferential tools such as mean, standard deviation, and t-test. The results revealed that students from the experimental group got a higher mean gain compared to the control group. It was factually and statistically confirmed that the utilization of Basic English Speech Support served as a significant element in teaching pronunciation and evidently, advances better learning among Senior High School students.

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48

Zoccolotti, Pierluigi, Paola Angelelli, Chiara Valeria Marinelli, and Daniele Luigi Romano. "A Network Analysis of the Relationship among Reading, Spelling and Maths Skills." Brain Sciences 11, no. 5 (2021): 656. http://dx.doi.org/10.3390/brainsci11050656.

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Background. Skill learning (e.g., reading, spelling and maths) has been predominantly treated separately in the neuropsychological literature. However, skills (as well as their corresponding deficits), tend to partially overlap. We recently proposed a multi-level model of learning skills (based on the distinction among competence, performance, and acquisition) as a framework to provide a unitary account of these learning skills. In the present study, we examined the performance of an unselected group of third- to fifth-grade children on standard reading, spelling, and maths tasks, and tested the relationships among these skills with a network analysis, i.e., a method particularly suited to analysing relations among different domains. Methods. We administered a battery of reading, spelling, and maths tests to 185 third-, fourth-, and fifth-grade children (103 M, 82 F). Results. The network analysis indicated that the different measures of the same ability (i.e., reading, spelling, and maths) formed separate clusters, in keeping with the idea that they are based on different competences. However, these clusters were also related to each other, so that three nodes were more central in connecting them. In keeping with the multi-level model of learning skills, two of these tests (arithmetic facts subtest and spelling words with ambiguous transcription) relied heavily on the ability to recall specific instances, a factor hypothesised to underlie the co-variation among learning skills. Conclusions. The network analysis indicated both elements of association and of partial independence among learning skills. Interestingly, the study was based on standard clinical instruments, indicating that the multi-level model of learning skills might provide a framework for the clinical analysis of these learning skills.

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Limpo, Teresa, Vanessa Vigário, Renata Rocha, and Steve Graham. "Promoting transcription in third-grade classrooms: Effects on handwriting and spelling skills, composing, and motivation." Contemporary Educational Psychology 61 (April 2020): 101856. http://dx.doi.org/10.1016/j.cedpsych.2020.101856.

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Lockart, Rebekah, and Sharynne McLeod. "Factors That Enhance English-Speaking Speech-Language Pathologists' Transcription of Cantonese-Speaking Children's Consonants." American Journal of Speech-Language Pathology 22, no. 3 (2013): 523–39. http://dx.doi.org/10.1044/1058-0360(2012/12-0009).

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Purpose To investigate speech-language pathology students' ability to identify errors and transcribe typical and atypical speech in Cantonese, a nonnative language. Method Thirty-three English-speaking speech-language pathology students completed 3 tasks in an experimental within-subjects design. Results Task 1 (baseline) involved transcribing English words. In Task 2, students transcribed 25 words spoken by a Cantonese adult. An average of 59.1% consonants was transcribed correctly (72.9% when Cantonese–English transfer patterns were allowed). There was higher accuracy on shared English and Cantonese syllable-initial consonants /m,n,f,s,h,j,w,l/ and syllable-final consonants. In Task 3, students identified consonant errors and transcribed 100 words spoken by Cantonese-speaking children under 4 additive conditions: (1) baseline, (2) +adult model, (3) +information about Cantonese phonology, and (4) all variables (2 and 3 were counterbalanced). There was a significant improvement in the students' identification and transcription scores for conditions 2, 3, and 4, with a moderate effect size. Increased skill was not based on listeners' proficiency in speaking another language, perceived transcription skill, musicality, or confidence with multilingual clients. Conclusion Speech-language pathology students, with no exposure to or specific training in Cantonese, have some skills to identify errors and transcribe Cantonese. Provision of a Cantonese-adult model and information about Cantonese phonology increased students' accuracy in transcribing Cantonese speech.

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