Language learning impairments: integrating basic science, technology, and remediation

1998 ◽  
Vol 123 (1-2) ◽  
pp. 210-219 ◽  
Author(s):  
P. Tallal ◽  
Michael M. Merzenich ◽  
Steve Miller ◽  
William Jenkins
Keyword(s):  
Language Learning ◽  
Basic Science ◽  
Learning Impairments ◽  
Science Technology

Visual Speech Perception in Children With Language Learning Impairments

2016 ◽  
Vol 59 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Victoria C. P. Knowland ◽  
Sam Evans ◽  
Caroline Snell ◽  
Stuart Rosen
Keyword(s):  
Speech Perception ◽  
Language Learning ◽  
Visual Cues ◽  
Visual Speech ◽  
Typically Developing ◽  
Cross Sectional ◽  
Learning Impairments ◽  
Speech In Noise ◽  
Listening In Noise ◽  
Talking Face

Purpose The purpose of the study was to assess the ability of children with developmental language learning impairments (LLIs) to use visual speech cues from the talking face. Method In this cross-sectional study, 41 typically developing children (mean age: 8 years 0 months, range: 4 years 5 months to 11 years 10 months) and 27 children with diagnosed LLI (mean age: 8 years 10 months, range: 5 years 2 months to 11 years 6 months) completed a silent speechreading task and a speech-in-noise task with and without visual support from the talking face. The speech-in-noise task involved the identification of a target word in a carrier sentence with a single competing speaker as a masker. Results Children in the LLI group showed a deficit in speechreading when compared with their typically developing peers. Beyond the single-word level, this deficit became more apparent in older children. On the speech-in-noise task, a substantial benefit of visual cues was found regardless of age or group membership, although the LLI group showed an overall developmental delay in speech perception. Conclusion Although children with LLI were less accurate than their peers on the speechreading and speech-in noise-tasks, both groups were able to make equivalent use of visual cues to boost performance accuracy when listening in noise.

scholarly journals Is Enjoyment Still Important in University Second Language Education?

2017 ◽  
Vol 3 (2) ◽  
pp. 51 ◽  
Author(s):  
Junko Winch
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Language Education ◽  
Leisure Activity ◽  
General Assumption ◽  
Language Teachers ◽  
Japanese Language ◽  
Second Language Education ◽  
Science Technology ◽  
Academic Year

This study investigates if undergraduate students majoring in Science, Technology, Engineering and Medicine (STEM) who have studied Japanese in the Institution-Wide Language Provision (IWLP) context experienced enjoyment in Japanese language learning. This research was held at a British STEM university in London. Questionnaires were used to generate the quantitative and qualitative data. The participants were STEM undergraduate students who were studying Japanese in the 2015/16 academic year. The results showed that the majority of students experienced enjoyment and flow in Japanese language learning. These results show that the general assumption that all learning is grim and unpleasant is not necessarily true and that the assumption may be changed. Furthermore, language learning may be considered as the same as a leisure activity such as games, shopping or hobbies. As an implication for professional practices, language teachers are encouraged to be familiar with the concept of enjoyment and flow so that they are able to manipulate to invoke students’ enjoyment and flow.

Basic science [Technology 1998 analysis and forecast]

IEEE Spectrum ◽  
1998 ◽  
Vol 35 (1) ◽  
pp. 100-103 ◽  
Author(s):  
A. Helemans
Keyword(s):  
Basic Science ◽  
Science Technology

scholarly journals Peningkatan Hasil Belajar Speaking Menggunakan Teknik Know, What To Know, Learned And Monologue Text

2020 ◽  
Vol 9 (1) ◽  
pp. 87-95
Author(s):  
Noerdjanah Noerdjanah ◽  
Sugiono Sugiono
Keyword(s):  
Language Learning ◽  
English Language ◽  
First Grade ◽  
T Test ◽  
Test Results ◽  
Science Technology ◽  
The Arts ◽  
Self Development ◽  
Physiotherapy Students ◽  
Paired T Test

Background: Speaking in english learning was crucial and important. An increase in english language learning is not easy. The limitation of student speaking inhibits self-development in science, technology and the arts. This study aims to determine the increase in the outcome of speaking learning using the technique of know, what to know, learned and monologue text in physiotherapy students college. Methods: A quantitavive experiment research with out control grup design. Amount of sample is 48 physiotherapy students in first grade. Instrumen to describe result of study consist of 40 questions. Students study using know, what to know, learned and monologue text during 2 month. Date was analized using paired t test. Results: Result of paired t test show that P vslue is 0,000. Based on the results the technical influence testing technique of know, what to know, learned and monologue text, there is an increase in the outcome of learning outcomes, from results pretest, postest. This can be noted there are influences of the technique of know, what to know, learned and monologue text in improving the outcome of learning physiotherapy students college of Poltekes Surakarta. Conclusion: Recommendation and implication of the study, students are expected to be able to provide new knowledge about KWL techniques that are applied in understanding monologue texts and speaking practices so that students are easy to understand a text in English and spoken in speaking prantice.

Dyslexia

2015 ◽  
Author(s):  
Margaret J. Snowling
Keyword(s):  
Language Learning ◽  
Reading Instruction ◽  
Educational Achievement ◽  
Current Evidence ◽  
Language Delays ◽  
Family Risk ◽  
Learning Impairments ◽  
Literacy Outcomes ◽  
Downward Spiral ◽  
Outcomes For Children

Without the ability to read fluently with comprehension there is a downward spiral of poor educational achievement and career prospects. Dyslexia is therefore a major problem for society and a key question is whether it is possible to intervene early to ameliorate its impact. Studies following the development of children at family-risk of dyslexia reveal that it is associated with language delays and speech difficulties in the pre-school years before reading instruction begins. Literacy outcomes for children depend not only on the risk factors that predispose to reading difficulties but also on protective factors which mitigate the risk. Together current evidence places dyslexia on a continuum with other language learning impairments.

scholarly journals RALLI: An internet campaign for raising awareness of language learning impairments

2012 ◽  
Vol 28 (3) ◽  
pp. 259-262 ◽  
Author(s):  
Dorothy VM Bishop ◽  
Becky Clark ◽  
Gina Conti-Ramsden ◽  
Courtenay Frazier Norbury ◽  
Margaret J Snowling
Keyword(s):  
Language Learning ◽  
Learning Impairments ◽  
Raising Awareness

Computer-Assisted Language Intervention Using Fast ForWord®

1999 ◽  
Vol 30 (4) ◽  
pp. 363-370 ◽  
Author(s):  
Ronald B. Gillam
Keyword(s):  
Language Learning ◽  
Speech Processing ◽  
Intervention Program ◽  
Language Intervention ◽  
Computer Assisted ◽  
Fast Forword ◽  
Learning Impairments ◽  
Clinical Methods ◽  
Magazine Articles ◽  
Scientific Learning

A computer-assisted language intervention program called Fast ForWord® (Scientific Learning Corporation, 1998) has received a great deal of attention at professional meetings and in the popular media. Newspaper and magazine articles about this program contain statements like, "On average, after only 6 to 7 weeks of training, language-learning impaired children ages 4 to 12 showed improvement of more than one and a half years in speech processing and language ability." (Scientific Learning Corporation, 1997). Are the claims that are being made about this intervention approach just a matter of product promotion, or is this really a scientifically proven remedy for language-learning impairments? This article critiques the theoretical basis of Fast ForWord®, the documented treatment outcomes, and the clinical methods associated with the procedure. Fifteen cautionary statements are provided that clinicians may want to consider before they recommend Fast ForWord® intervention for the children they serve.

Sign in / Sign up

Export Citation Format

Share Document