Effects of Story Read‐Aloud Lessons on Literacy Development in the Early Grades: Experimental Evidence From Nigeria

2021 ◽  
Author(s):  
Wael Moussa ◽  
Emily Koester
Keyword(s):  
Experimental Evidence ◽  
Literacy Development ◽  
Read Aloud ◽  
Early Grades

scholarly journals A study of parents reading aloud habits with research on reading aloud applied to research-based practices for promoting students’ intrinsic motivation to read

2021 ◽  
Vol 9 (2) ◽  
pp. 30-41
Author(s):  
Linda Fälth
Keyword(s):  
Intrinsic Motivation ◽  
Literacy Development ◽  
Reading Aloud ◽  
Read Aloud ◽  
Read Alouds ◽  
Content Areas ◽  
Motivation To Read ◽  
Children's Literacy ◽  
Research Based Practices

Read-alouds play an important role in young children’s literacy development. This study investigates how, and to what extent, Swedish parents of children aged 1–16 engage in reading aloud. Previous research on reading aloud is also applied to research-based practices for promoting students’ intrinsic motivation to read and discussed in the present study. The results show that 9 out of 10 parents read aloud to children aged 0-4 years while only 4 of 10 read aloud to children aged 10-12 years. Several content areas that overlap were found where research on children's own reading can be easily transferred to the area of reading aloud.

Links to Literature: Interweaving Language and Mathematics Literacy through a Story

1999 ◽  
Vol 5 (9) ◽  
pp. 520-524
Author(s):  
Jacqueline Harris
Keyword(s):  
Literacy Development ◽  
Kindergarten Teacher ◽  
Esl Students ◽  
Mathematical Concepts ◽  
Mathematics Literacy ◽  
Early Grades ◽  
Language And Mathematics ◽  
And Mathematics

Programs that promote literacy development in the early grades, kindergarten through grade 2, are of prime interest to educators, particularly when they are also effective for ESL students. With interest, then, I talked with Silvana Bozzato, a kindergarten teacher at Our Lady of Victory School, set in a multicultural, downtown Toronto neighborhood. I wanted to know if she used in her program any books with a focus on mathematics, wondering how that practice might help students understand important mathematical concepts. Bozzato used many such books, and we agreed that she would model one lesson in which mathematics and language were interwoven, choosing a beautifully illustrated, lyrical story by Pat Brisson, Benny's Pennies (1993).

scholarly journals CREATIVE FATHERHOOD BEHIND BARS: THE READ TO YOUR CHILD PROGRAM

2020 ◽  
Vol 29 (2) ◽  
Author(s):  
Tabitha Stickel ◽  
Anna Kaiper-Marquez ◽  
Esther Prins
Keyword(s):  
Literacy Development ◽  
Family Literacy ◽  
Qualitative Data ◽  
Read Aloud ◽  
Literacy Program ◽  
Children’S Learning ◽  
Family Literacy Program ◽  
Physical Presence ◽  
The Usa ◽  
Minor Children

More than one-half of incarcerated people in the USA are parents of minor children. Family literacy and read-aloud programs not only provide these parents with ways to connect and communicate with their children, but also encourage children’s learning and literacy development through creative means. Research on such programs, however, is scarce. This article presents an analysis of one such family literacy program operating in a rural Pennsylvania prison. Using qualitative data, the authors describe the Read to Your Child/Grandchild (RYCG) program and the experiences of the 11 fathers who participated in the program in fall 2018. The article examines how the program bridges gaps between fathers and children in communication, physical presence, and literacy development; the unique benefits the program’s components afford its participants; and the fathers’ acts of creativity and creation while in a restricted carceral setting.

How do memory modules differentially contribute to familiarity and recollection?

2019 ◽  
Vol 42 ◽  
Author(s):  
Olya Hakobyan ◽  
Sen Cheng
Keyword(s):  
Recognition Memory ◽  
Experimental Evidence ◽  
Subjective Experience ◽  
Target Article ◽  
Memory Modules ◽  
Familiarity And Recollection ◽  
Memory Contents

Abstract We fully support dissociating the subjective experience from the memory contents in recognition memory, as Bastin et al. posit in the target article. However, having two generic memory modules with qualitatively different functions is not mandatory and is in fact inconsistent with experimental evidence. We propose that quantitative differences in the properties of the memory modules can account for the apparent dissociation of recollection and familiarity along anatomical lines.

Redox Reactions in Lipid Membranes as a Model for Primordial Energy-Conserving Systems

1997 ◽  
Vol 161 ◽  
pp. 437-442
Author(s):  
Salvatore Di Bernardo ◽  
Romana Fato ◽  
Giorgio Lenaz
Keyword(s):  
Experimental Evidence ◽  
Lipid Membranes ◽  
Energy Supply ◽  
Redox Reactions ◽  
Living Systems ◽  
Asymmetric Distribution ◽  
Conservation Of Energy ◽  
Asymmetrical Distribution ◽  
Energy Conserving ◽  
Living Organisms

AbstractOne of the peculiar aspects of living systems is the production and conservation of energy. This aspect is provided by specialized organelles, such as the mitochondria and chloroplasts, in developed living organisms. In primordial systems lacking specialized enzymatic complexes the energy supply was probably bound to the generation and maintenance of an asymmetric distribution of charged molecules in compartmentalized systems. On the basis of experimental evidence, we suggest that lipophilic quinones were involved in the generation of this asymmetrical distribution of charges through vectorial redox reactions across lipid membranes.

A Method for Setting the Clearance Angle

1972 ◽  
Vol 30 ◽  
pp. 388-389
Author(s):  
Michael T. Bucek ◽  
Howard J. Arnott
Keyword(s):  
Experimental Evidence ◽  
Light Source ◽  
Black Spot ◽  
Critical Factor ◽  
Clearance Angle ◽  
Crude Approximation ◽  
Ultrathin Sections

It is believed by the authors, with supporting experimental evidence, that as little as 0.5°, or less, knife clearance angle may be a critical factor in obtaining optimum quality ultrathin sections. The degree increments located on the knife holder provides the investigator with only a crude approximation of the angle at which the holder is set. With the increments displayed on the holder one cannot set the clearance angle precisely and reproducibly. The ability to routinely set this angle precisely and without difficulty would obviously be of great assistance to the operator. A device has been contrived to aid the investigator in precisely setting the clearance angle. This device is relatively simple and is easily constructed. It consists of a light source and an optically flat, front surfaced mirror with a minute black spot in the center. The mirror is affixed to the knife by placing it permanently on top of the knife holder.

Introductory Remarks

1980 ◽  
Vol 38 ◽  
pp. 598-599
Author(s):  
H. Mohri
Keyword(s):  
Muscle Contraction ◽  
Experimental Evidence ◽  
Sea Urchin ◽  
Constant Length ◽  
Thin Filaments ◽  
Bridge Formation ◽  
Thick Filaments ◽  
Sliding Mechanism ◽  
Radial Spokes ◽  
Cilia And Flagella

In 1959, Afzelius observed the presence of two rows of arms projecting from each outer doublet microtubule of the so-called 9 + 2 pattern of cilia and flagella, and suggested a possibility that the outer doublet microtubules slide with respect to each other with the aid of these arms during ciliary and flagellar movement. The identification of the arms as an ATPase, dynein, by Gibbons (1963)strengthened this hypothesis, since the ATPase-bearing heads of myosin molecules projecting from the thick filaments pull the thin filaments by cross-bridge formation during muscle contraction. The first experimental evidence for the sliding mechanism in cilia and flagella was obtained by examining the tip patterns of molluscan gill cilia by Satir (1965) who observed constant length of the microtubules during ciliary bending. Further evidence for the sliding-tubule mechanism was given by Summers and Gibbons (1971), using trypsin-treated axonemal fragments of sea urchin spermatozoa. Upon the addition of ATP, the outer doublets telescoped out from these fragments and the total length reached up to seven or more times that of the original fragment. Thus, the arms on a certain doublet microtubule can walk along the adjacent doublet when the doublet microtubules are disconnected by digestion of the interdoublet links which connect them with each other, or the radial spokes which connect them with the central pair-central sheath complex as illustrated in Fig. 1. On the basis of these pioneer works, the sliding-tubule mechanism has been established as one of the basic mechanisms for ciliary and flagellar movement.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Writing in Aphasia Rehabilitation: Cursive vs Manuscript

1976 ◽  
Vol 41 (4) ◽  
pp. 523-529 ◽  
Author(s):  
Daniel R. Boone ◽  
Harold M. Friedman
Keyword(s):  
Correct Response ◽  
The Other ◽  
Read Aloud ◽  
Writing Style ◽  
Reading And Writing ◽  
Manual Responses ◽  
Significant Difference ◽  
Written Form ◽  
The Individual ◽  
Read Number

Reading and writing performance was observed in 30 adult aphasic patients to determine whether there was a significant difference when stimuli and manual responses were varied in the written form: cursive versus manuscript. Patients were asked to read aloud 10 words written cursively and 10 words written in manuscript form. They were then asked to write on dictation 10 word responses using cursive writing and 10 words using manuscript writing. Number of words correctly read, number of words correctly written, and number of letters correctly written in the proper sequence were tallied for both cursive and manuscript writing tasks for each patient. Results indicated no significant difference in correct response between cursive and manuscript writing style for these aphasic patients as a group; however, it was noted that individual patients varied widely in their success using one writing form over the other. It appeared that since neither writing form showed better facilitation of performance, the writing style used should be determined according to the individual patient’s own preference and best performance.

Overheard: Know Your Morphemes

ASHA Leader ◽  
2013 ◽  
Vol 18 (7) ◽  
pp. 16-17
Author(s):  
Julie Wolter
Keyword(s):  
Language Development ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Early Language ◽  
Online Chat ◽  
Early Language Development

Julie Wolter, an expert in early language development, recently led an online chat about the contribution of morphological awareness to semantic understanding and literacy development. Here's what the Leader overheard ...

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