Sound Stories: Using Nonverbal Sound Effects to Support English Word Learning in First‐Grade Music Classrooms

2019 ◽  
Vol 55 (3) ◽  
pp. 419-441
Author(s):  
Jessica Lawson‐Adams ◽  
David K. Dickinson
Keyword(s):  
Word Learning ◽  
First Grade ◽  
English Word ◽  
Sound Effects ◽  
Music Classrooms

Implementation of English word learning system using Smartphone TTS

2016 ◽  
Vol 75 (21) ◽  
pp. 13179-13192 ◽  
Author(s):  
Bong-Hyun Kim ◽  
Ki-Chan Kim ◽  
Sang-Young Oh ◽  
Sung-Eon Hong
Keyword(s):  
Word Learning ◽  
English Word ◽  
Learning System

Word Learning: Concrete vs Abstract Acquisition

1977 ◽  
Vol 45 (1) ◽  
pp. 292-294 ◽  
Author(s):  
Mark G. Richmond ◽  
George Mc Ninch
Keyword(s):  
Analysis Of Variance ◽  
Word Learning ◽  
First Grade ◽  
Significant Degree ◽  
Reading Readiness ◽  
Abstract Word ◽  
Abstract Words ◽  
Published Research

Concrete vs abstract word learning was investigated in first grade subjects on a trials-to-criterion basis. Eight four-letter words were selected (four concrete, four abstract) from a list of common words and presented mechanically to subjects. Subjects were divided into groups high and low in reading readiness. A 2 × 2 analysis of variance indicated that contrary to previously published research, there is no difference in the ability to learn concrete or abstract words. Further, low-readiness subjects did not perform with any significant degree of difference from subjects high in readiness. It was concluded that concreteness or abstractness may not be a significant factor in word learning, as previously assumed.

scholarly journals Overlapping and distinct neural networks supporting novel word learning in bilinguals and monolinguals

2021 ◽  
pp. 1-13
Author(s):  
Iske Bakker-Marshall ◽  
Atsuko Takashima ◽  
Carla B. Fernandez ◽  
Gabriele Janzen ◽  
James M. McQueen ◽  
...  
Keyword(s):  
Word Learning ◽  
Recognition Task ◽  
English Word ◽  
Control Networks ◽  
Bilingual Lexicon ◽  
Word Memory ◽  
Memory Integration ◽  
New Information ◽  
Novel Word Learning ◽  
Novel Words

Abstract This study investigated how bilingual experience alters neural mechanisms supporting novel word learning. We hypothesised that novel words elicit increased semantic activation in the larger bilingual lexicon, potentially stimulating stronger memory integration than in monolinguals. English monolinguals and Spanish–English bilinguals were trained on two sets of written Swahili–English word pairs, one set on each of two consecutive days, and performed a recognition task in the MRI-scanner. Lexical integration was measured through visual primed lexical decision. Surprisingly, no group difference emerged in explicit word memory, and priming occurred only in the monolingual group. This difference in lexical integration may indicate an increased need for slow neocortical interleaving of old and new information in the denser bilingual lexicon. The fMRI data were consistent with increased use of cognitive control networks in monolinguals and of articulatory motor processes in bilinguals, providing further evidence for experience-induced neural changes: monolinguals and bilinguals reached largely comparable behavioural performance levels in novel word learning, but did so by recruiting partially overlapping but non-identical neural systems to acquire novel words.

scholarly journals ASL Stories with Handshape Rhyme: An Exploratory Intervention to Support English Vocabulary with Signing Deaf Readers Abstract An exploratory reading intervention using ASL stories, some with no visual handshape rhymes and others with handshape rhymes, t

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Merrilee R. Gietz ◽  
Jean F. Andrews ◽  
M Diane Clark
Keyword(s):  
American Sign Language ◽  
Reading Intervention ◽  
First Grade ◽  
English Word ◽  
Deaf Children ◽  
Deaf Students ◽  
Future Directions ◽  
Bilingual Programs ◽  
Word Families ◽  
Deaf Readers

Abstract   An exploratory reading intervention using ASL stories, some with no visual handshape rhymes and others with handshape rhymes, to foster English print vocabulary was evaluated. Four signing deaf students, who were prelingually and profoundly deaf, between the ages of seven and eight years of age and reading at the first-grade level or below were engaged in the intervention.  During group story time sessions, stories in American Sign Language (ASL) were presented on PowerPoint slides that included stories translated into both ASL and English, and short lessons using bilingual strategies. Using a pretest-posttest design, the print words were presented within ASL stories across three conditions; 1) with no ASL handshape rhyme, 2) with ASL handshape rhyme, and 3) with English word families (e.g., cat, sat, bat) that rhyme. Students’ vocabulary scores were significantly higher on the ASL stories with handshape rhymes, marginally significant in the non-rhyming ASL stories, and non-significant in the ones with rhyming English word families. This findings point to the importance of rhyme for young deaf children attending ASL/English bilingual programs and suggest that creating ASL stories with rhyme can help to bootstrap literacy.  Future directions for research are recommended.    

PROCESSING VARIABILITY IN INTENTIONAL AND INCIDENTAL WORD LEARNING

2019 ◽  
Vol 42 (2) ◽  
pp. 327-357 ◽  
Author(s):  
Bronson Hui
Keyword(s):  
Eye Tracking ◽  
Word Learning ◽  
Frequency Control ◽  
Native English Speakers ◽  
English Word ◽  
Word Knowledge ◽  
Tracking Data ◽  
Learning Experiment ◽  
And Control ◽  
Incidental Word Learning

AbstractI investigated the trajectory of processing variability, as measured by coefficient of variation (CV), using an intentional word learning experiment and reanalyzing published eye-tracking data of an incidental word learning study (Elgort et al., 2018). In the word learning experiment, native English speakers (N = 35) studied Swahili-English word pairs (k = 16) before performing 10 blocks of animacy judgment tasks. Results replicated the initial CV increase reported in Solovyeva and DeKeyser (2018) and, importantly, captured a roughly inverted U-shaped development in CV. In the reanalysis of eye-tracking data, I computed CVs based on reading times on the target and control words. Results did not reveal a similar inverted U-shaped development over time but suggested more stable processing of the high-frequency control words. Taken together, these results uncovered a fuller trajectory in CV development, differences in processing demands for different aspects of word knowledge, and the potential use of CV with eye-tracking research.

scholarly journals The Role of Prekindergarten Spanish in Predicting First-Grade English Word Reading Among Dual-Language Learners

2019 ◽  
Vol 62 (6) ◽  
pp. 1755-1774
Author(s):  
Language and Reading Research Conso ◽  
Carol Mesa ◽  
Gloria Yeomans-Maldonado
Keyword(s):  
Language Proficiency ◽  
Oral Language ◽  
Structural Equation ◽  
Word Reading ◽  
First Grade ◽  
English Word ◽  
Literacy Skills ◽  
Equation Modeling ◽  
Language And Literacy

Purpose The purpose of the current study was to examine the role that the 1st language, Spanish, at prekindergarten (pre-K) plays in predicting 2nd language (L2), English, word reading in 1st grade. In addition, it examines the role of conceptual vocabulary in predicting word reading in English. Method As part of a longitudinal study of predictors and models of reading comprehension from pre-K to 3rd grade, 248 children attending preschool programs completed Spanish and English measures in the spring of each academic year. In this article, we report the results of English and Spanish measures of oral language and literacy skills that were administered in pre-K and 4 measures of English word reading that were administered in 1st grade. Results Results from structural equation modeling indicated that Spanish oral language made significant direct and indirect contributions to English oral language and word reading. Further, results supported previous evidence indicating that L2 letter knowledge and L2 oral language proficiency are the strongest predictors of L2 word reading in 1st grade. Discussion Similar to findings with monolingual English-speaking children, results support findings that, in the early stages of reading development, oral language in both 1st language and L2 make a significant and independent contribution to word reading. This study has important implications for the support of oral language skills in Latino preschool children.

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