Phonological sensitivity, rapid naming, and beginning reading

1998 ◽  
Vol 19 (3) ◽  
pp. 447-461 ◽  
Author(s):  
Virginia Cronin ◽  
Paula Carver
Keyword(s):  
Longitudinal Study ◽  
Reading Development ◽  
First Grade ◽  
Rapid Naming ◽  
First Year ◽  
Grade Levels ◽  
Phonological Sensitivity ◽  
Separate Factor ◽  
Second Year ◽  
Naming Tasks

ABSTRACTReading acquisition was related to phonological sensitivity and rapid naming in a longitudinal study with young children. Phonological assessment consisted of rhyme and initial consonant discrimination, while the rapid naming tasks were made up of pictures, letters, and numbers. The subjects were 95 children from two grade levels, primary and first grade. They were tested in the fall and spring of the first year and the spring of the second year. It was found that the phonological and rapid naming tests each predicted unique variance in reading attainment, as measured at the end of the second year of the study. The rapid naming responses became more automatic early in the first grade year, while naming times generally became faster. Although many researchers regard rapid naming as part of the phonological core, the present article discusses the various advantages of considering rapid naming as a separate factor in reading development.

On the Acquisition of Verb Morphology in Dutch Speaking Children

1986 ◽  
Vol 71 ◽  
pp. 19-41
Author(s):  
F. Van Besien ◽  
L. Moerman-Coetsier
Keyword(s):  
Elementary School ◽  
Longitudinal Study ◽  
First Year ◽  
School Age ◽  
Past Participle ◽  
Verb Morphology ◽  
Elementary School Age ◽  
Second Year ◽  
One Year

The article discusses the results of a longitudinal study with 72 children who were subjected to a morphology test at the start of their first year of elementary school (age 6-7 years) and were retested with the same test one year later. The test consists of pictures and stimulus sentences to be completed by either a preterite or a past participle. The results show that, although the number of correct responses increases significantly from the first to the second year, verb morphology has not yet been fully acquired at the age of 8. The incorrect responses show that over-generalization of regular forms is not the only strategy followed by the children. Finally, a developmental chart for the acquisition of Dutch preterite and past participle is presented.

scholarly journals The relationship between abnormalities detected in live lambs on farms and those detected at post mortem meat inspection

1997 ◽  
Vol 118 (3) ◽  
pp. 267-273 ◽  
Author(s):  
L. E. GREEN ◽  
E. BERRIATUA ◽  
K. L. MORGAN
Keyword(s):  
Longitudinal Study ◽  
Meat Inspection ◽  
First Year ◽  
Post Mortem ◽  
Routine Examination ◽  
Prospective Longitudinal Study ◽  
Second Year ◽  
Prospective Longitudinal ◽  
The Relationship ◽  
Clinical Abnormality

A prospective longitudinal study of diseases of lambs born in December and January and housed through to slaughter was carried out on three flocks (A, B and C) between 1989 and 1991. In the first year of the investigation (1989–90) three cohorts of approximately 80 lambs were examined in detail on a regular (weekly or fortnightly) basis. This involved over 2000 examinations and at least one clinical abnormality was observed in each lamb. In the second year (1990–1) the farmers were asked to present sick lambs for treatment on the farm. Farmers from flocks A and B participated in this part of the study; a total of 97/1295 lambs that were slaughtered received at least one treatment.The carcases and visceral organs of lambs from each flock were observed after slaughter. There was no association between the abnormalities observed during routine examination of the cohort lambs (year 1) and those observed at post mortem meat inspection. However, in year 2, in lambs from flock A, there was a significant association between lambs treated for arthritis or pneumonia on the farm and the presence of arthritic or pleuritic lesions, respectively, post mortem. In both years of the study lambs which were older when slaughtered were significantly more likely to have pleuritic, pneumonic or arthritic lesions at meat inspection.It was concluded that routine examination of groups of lambs is an inefficient and possibly ineffective method to identify lambs with lesions at slaughter. However, lambs which have been treated for disease, and the older lambs in a flock, had an increased prevalence of lesions post mortem and hence more detailed inspection of these animals would increase the efficiency of meat inspection.

scholarly journals Aşılı Asma Fidanı Üretiminde Kokteyl Mikoriza Uygulamalarının Fidan Randıman ve Kök Kalitesine Etkisi

2019 ◽  
Vol 7 (12) ◽  
pp. 2121
Author(s):  
Duran Kılıç ◽  
Rüstem Cangi
Keyword(s):  
Dry Weight ◽  
First Grade ◽  
First Year ◽  
Grape Cultivar ◽  
Polyethylene Bags ◽  
Second Year ◽  
Root Quality

This study was carried out in order to determine the effects of Mychorrizal Preparation (MP) applications on final take and root quality in grafted and potted grapevine sapling production. In this research, cuttings of five different Vine rootstocks (140 Ru, 110 R, 41 B, 1103 P and 5 BB) and scions of Narince grape cultivar were used. In addition, 5 commercials symbiotic mychorriza preparations (MP); Roots Deep Gel (RD), Endo Roots Soluble (ER), Myco Apply (MA), Bio-one (BO) and Biovam were applied. Scions were grafted on rootstocks by omega table grafting machine and then grafted cuttings were stored for three weeks at stratification room. The grafted cuttings were planted into polyethylene bags (12 × 20 cm size) containing 1:1 sterile perlite-peat mixture. Grafted cuttings were kept in greenhouse during 2 months for growing. After grapevine final take rates were determined, grapevine saplings were transferred to acclimatization environment. Root fresh and dry weights of grapevine saplings were detected in the first week of September. Research was designed according to completely randomized plot as three replications and as 50 grafted cuttings each plot. At the end of study, it was determined that both MP applications and rootstocks have a significant effect on final take and sapling quality. The ratios of first grade sapling varied from 21.5% to 93.3% in first year and from 10.3% to 79.3% in second year. Effects of MP applications on the total final take ratios differed depending on the rootstocks in both years. MP applications showed significant effect on total final take ratios of 110 R and 41 B in the first year, and total final take ratios of 5 BB, 41 B and 140 Ru in the second year. While the best results were obtained from MA, EN, RD applications in the first year, the highest final take ratios were in EN, RD and BO applications in the second year. The highest value on final take was obtained from 5BB rootstock, while the lowest value was recorded in 140 Ru rootstock. Effect of MP applications on the fresh and dry weight of root changed according to rootstocks.

scholarly journals Cognitive Development and Non-Aerobic Physical Fitness in Preschoolers: a Longitudinal Study

2021 ◽  
Vol 26 (281) ◽  
pp. 21-42
Author(s):  
Daniel Kreuger de Aguiar ◽  
Peter B. Tymms ◽  
Mariane Campelo Koslinski ◽  
Claudio Gil Soares de Araújo ◽  
Tiago Lisboa Bartholo
Keyword(s):  
Longitudinal Study ◽  
Cognitive Development ◽  
Physical Fitness ◽  
Primary Schools ◽  
Human Life ◽  
First Year ◽  
Childhood And Adolescence ◽  
Linear Regression Models ◽  
Early School ◽  
Second Year

Introduction: Early childhood is the most critical period of healthy motor and cognitive development in human life and increased physical activity may provide health benefits across childhood and adolescence. Objective: The aim of this study was to quantify the relationship between non-aerobic physical fitness and cognitive development in preschool children. Methods: Participants included children from a longitudinal study in the city of Rio de Janeiro, Brazil (N=1380, first year; N=1320, second year). Non-aerobic physical fitness was assessed with the Sitting-Rising Test (SRT) and cognitive development with the Performance Indicators for Primary Schools (PIPS). Results: Non-aerobic physical fitness and cognitive development (0.25 for language and 0.17 mathematics, p<0.05) were positively correlated. The hierarchical linear regression models revealed that baseline measurements of non-aerobic physical fitness presented a small but significant association with prospective mathematic performance but not language after controlling for confounder variables (ES=0.16 for mathematics first year; ES=0.11 for mathematics second year). Conclusions: These results suggest an association between non-aerobic physical fitness and children's cognitive development in early school years.

Do Spanish Children Use the Syllable in Visual Word Recognition in Learning to Read?

2010 ◽  
Vol 13 (1) ◽  
pp. 63-74 ◽  
Author(s):  
Juan E. Jiménez ◽  
Eduardo García ◽  
Isabel O'Shanahan ◽  
Estefanía Rojas
Keyword(s):  
Word Recognition ◽  
Reading Instruction ◽  
Visual Word Recognition ◽  
Word Reading ◽  
First Grade ◽  
Visual Word ◽  
First Year ◽  
Learning To Read ◽  
Initial Syllable ◽  
Second Year

The purpose of this study was to investigate whether Spanish children that are learning to read use the syllable unit in word reading. We used a visual version of the syllable monitoring technique (Mehler, Dommerges, Freavenfelder & Seguí, 1981). For Experiment I, we selected first grade readers at the end of the first year of reading instruction. In the Experiment II we selected second grade readers at the middle of the second year of reading instruction. Participants responded whenever the structure of the target string (e.g., bal) appeared at the beginning of a subsequently presented printed word (e.g., bala). The target was either a consonant-vowel (CV) or consonant-vowel-consonant (CVC) structure and either did or did not correspond to the initial syllable of the target-bearing word. At the end of the first year of reading instruction, children showed significant effects of syllable compatibility (faster detection times when the targets correspond to the initial syllable of target-bearing words than when they did not). When we tested children of the second year of reading instruction, they also showed a syllable compatibility effect. These results suggest that Spanish children use syllabic units at the beginning of reading instruction in the visual word recognition.

An inevitable crisis? From first to second year in counsellor training

2020 ◽  
Vol 5 (1) ◽  
pp. 74-89
Author(s):  
Hugh Crago
Keyword(s):  
Right Hemisphere ◽  
Training Programme ◽  
First Year ◽  
Training Experience ◽  
Counsellor Training ◽  
Student Dropout ◽  
Second Year ◽  
Neurological Research ◽  
First Year Of Life ◽  
And Control

In a seminal 1973 paper, Robert Clark described the very different “cultures” of the first and second year students in a four year clinical psychology PhD programme. The author applies Clark’s template to his own experiences as trainee or trainer in five different counsellor education programmes, one in the US and four in Australia. Each of the programmes, to varying degrees, demonstrates key features of the pattern identified by Clark, where the first year is “therapeutic” and other-oriented, the second is “professional” and self-focused. The author concludes that all the surveyed programmes exhibited some level of “second year crisis”, in which a significant number of students felt abandoned, dissatisfied, or rebellious. The author extends and refines Clark’s developmental analogy (first year = childhood; second year = adolescence) to reflect recent neurological research, in particular, the shift from a right hemisphere-dominant first year of life, prioritising affiliative needs, to a left hemisphere-dominant second year, prioritising autonomy and control. This shift is paralleled later by a more gradual move from a protective, supportive childhood to necessary, but sometimes conflictual, individuation in adolescence. The first two years of a counsellor training programme broadly echo this process, a process exacerbated by the second year internship/placement, in which students must “leave home” and adjust to unfamiliar, potentially less nurturing, authority figures. Finally, the author suggests introducing more rigorous “academic holding” into the first year, and greater attention to “therapeutic holding” of dissident students in the second, hopefully decreasing student dropout, and achieving a better balanced training experience.

AN ANALYSIS ON STUDENTS’ SPEAKING ABILITY THROUGH STORYTELLING FOR GRADE X SENIOR HIGH SCHOOL

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Khairani Nur Adha And Rahmad Husein
Keyword(s):  
Research Finding ◽  
Sampling Technique ◽  
First Grade ◽  
First Year ◽  
English Teacher ◽  
First Year Students ◽  
Descriptive Research ◽  
Oral Test ◽  
Fluency And Comprehension ◽  
Low Ability

The aim of this research was to find out the ability of the first year students in speaking by using storytelling at MAS. Al-Jam’iyatul Wasliyah. The design of this research was descriptive research. The population of this research was 20 students of XC class in the first grade at MAS. Al-Jam’iyatul Wasliyah. In selecting the sample the writer used random sampling technique. The total number of the sample was 12 students. The data was collected by using oral test. The researcher only measured the ability of students’ speaking in storytelling by considering five components of speaking: (grammar, vocabulary, pronunciation, fluency, and comprehension). And their speaking had been recorded by using phone recorder. From the result of analyzing the data, the researcher found that the students’ speaking ability by using storytelling was moderate. It proved by the fact that 4 students (33.33%) classified as high ability, 4 students (33.33%) classified as moderate ability, and 4 students (33.33%) classified as low ability. Based on the data, the students’ score were bigger in the high and moderate level than in the low ability level. Based on the research finding, the English teacher is suggested to consider the five components in scoring speaking ability (grammar, vocabulary, pronunciation, fluency, and comprehension). The students are suggested to do more practice in pronunciation and fluency, because they dominantly speak incorrect pronunciation and have pauses in the sentences. Students are also suggested to enrich their vocabulary by using storytelling.

Implementation of the Second-year course in an Engineering Professional Spine

2018 ◽  
Author(s):  
Umar Iqbal ◽  
Deena Salem ◽  
David Strong
Keyword(s):  
Learning Outcomes ◽  
Research University ◽  
Engineering Students ◽  
Employability Skills ◽  
First Year ◽  
Computer Engineering ◽  
Core Courses ◽  
Second Year ◽  
First Time ◽  
Academic Year

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

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