SLA and Classroom Instruction: Reading

1988 ◽  
Vol 9 ◽  
pp. 223-242 ◽  
Author(s):  
Patricia L. Carrell
Keyword(s):  
Language Acquisition ◽  
Oral Language ◽  
Written Language ◽  
Point Of View ◽  
Simple Explanation ◽  
Significant Extent ◽  
Reading Research ◽  
Reading And Writing ◽  
Broad Consensus

Theories and models of seond language acquisition have tended to focus on the role of oral language. While some acknowledgement is given to the role of reading (andwriting) in SLA (e.g., by Krashen 1984; 1985), the relative inattention given to reading in SLA had resulted in a dearth to reading research which is explicitly tied to the most popular theories and models of SLA or which is expressly designed to deal with issues commonly addressed in SLA. Although there is no simple explanation as to why SLAresearch has focused almost exclusively on oral language, to the neglect of written language, it is interesting to speculate about why the “canonical” theories of SLA do not to any significant extent deal with reading and writing, especially when there seems to be broad consensus that language has to be considered from a textual point of view, and when written as well as oral language may be a substantial source of language input. One possibility is that SLA, while in some sense part of the backlash against the structuralism of the audiolingual approach, has nonetheless simply maintained the focus on oral-aural language of audiolingualism (which itself originated as a reaction against earlier grammartranslation models relying heavily on reading and writing).

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

Non-Linguistic Factors in Oral Language Productivity

1969 ◽  
Vol 29 (3) ◽  
pp. 871-874 ◽  
Author(s):  
Meredith D. Gall ◽  
Amos K. Hobby ◽  
Kenneth H. Craik
Keyword(s):  
Individual Differences ◽  
Oral Language ◽  
Specific Role ◽  
Visual Displays ◽  
Significant Extent ◽  
Men And Women ◽  
Personality Variables ◽  
Degree Of Stability ◽  
High Degree

Individual differences in oral language productivity were assessed by word counts of Ss' spoken descriptions of 9 different visual displays. Women attained higher word counts than men in 8 of their 9 descriptions, in 3 instances to a statistically significant extent. Individual differences in oral language productivity showed a moderately high degree of stability across situations. The pattern of correlations between oral language productivity and personality variables differed in the samples of men and women. The sex-specific and situation-specific role of personality variables in oral language productivity is illustrated and discussed.

Role of Intelligence Tests in Speech/Language Referrals

1996 ◽  
Vol 83 (1) ◽  
pp. 195-204 ◽  
Author(s):  
Richard Sparks ◽  
Leonore Ganschow ◽  
Alex Thomas
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Reading Skills ◽  
Total Sample ◽  
Receptive Language ◽  
Written Language ◽  
Receptive Vocabulary ◽  
Verbal Iq ◽  
Basic Reading Skills

This study examined the relation of the WISC–R Verbal IQ with measures of oral and written language among 190 students referred to a private educational clinic over a 5-yr. period. Correlations of Verbal IQ with scores on measures of oral language, written language, receptive language, reading comprehension, and basic reading skills were calculated for the total sample and by Grades 1–3, 4–7, and 8–11. Standard regression coefficients were used to estimate the proportion of variance explained by these five measures. Significant correlations were found for Verbal IQ with the measures, ranging from .36 (Basic Reading Skills) to .69 (Receptive Vocabulary). Multiple regression indicated that 59% of the variance was explained by the five measures and that three—Oral Language, Receptive Vocabulary, and Reading Comprehension—contributed significantly to Verbal IQ. Correlations across grades showed inconsistent differences by grade for Verbal IQ with language variables. Implications for speech-language referral practices are discussed.

scholarly journals Writing and Deafness: State of the Evidence and Implications for Research and Practice

2019 ◽  
Vol 9 (3) ◽  
pp. 185 ◽  
Author(s):  
Connie Mayer ◽  
Beverly Trezek
Keyword(s):  
Oral Language ◽  
Research Evidence ◽  
Deaf Education ◽  
Written Language ◽  
Future Research ◽  
Text Generation ◽  
Reading And Writing ◽  
Research And Practice ◽  
Composing Process ◽  
Age Appropriate

Although reading and writing play equally important roles in the literacy development of deaf individuals, far more attention has been paid to reading than to writing in both research and practice. This is concerning as outcomes in writing have remained poor despite changes in communication philosophies (e.g., spoken and/or signed) and pedagogical approaches. Although there are indications of a positive shift as the context for deaf education has been transformed with advances in hearing technologies, challenges are ongoing. In order to better understand why deaf learners struggle to achieve age-appropriate outcomes in written language, the goal of this paper will be to take stock of the available research evidence in writing and deafness, and interpret it in light of both the Simple View of Writing (SVW), in which ideation or text generation is linked to oral language, and current models of the composing process. Based on this overview and analysis, implications and directions for future research and practice will be discussed.

scholarly journals A Chinese regard oblique

2017 ◽  
Vol 71 (3) ◽  
pp. 1003-1013
Author(s):  
Alessandra C. Lavagnino
Keyword(s):  
Information Sources ◽  
Written Language ◽  
Point Of View ◽  
Literary Language ◽  
Ancient China ◽  
Close Link ◽  
Imperial Power ◽  
The World ◽  
Vast Range

Abstract The wealth of topics and the vast range of themes dealt during the Zurich Workshop have stimulated me to propose some preliminary remarks coming from a Chinese point of view. The difficulty of dealing with different set of words and different way of classifying things makes it necessary to provide some basic information, sources and insights into how such fundamental issues as the power of writing, the categorisation of knowledge, and the preeminence of the role of the traditional Classic texts in intellectual, political and administrative life were developed in ancient China. The written language was an empowering language. The privilege of mastering the Classical texts and the ability to write elegantly made success in the imperial exams possible, allowing the scholar to become a member of the powerful élite. This explains the close link established in China between the exercice of power and the literary language. The need to provide the necessary tools to acquire this ability became the main incentive for the production of a set of texts such as dictionaries, glossaries, thesaurus, and encyclopaedias or “books according to categories”. In these texts the world of knowledge was ordered according to categories which were functional and useful for the preservation of imperial power in the hands of loyal bureaucrats, carefully selected through the perfect machinery of the examinations, to perpetuate the “mandate of heaven” throughout the centuries.

scholarly journals Phenomenology of Rhythm: The Role of Rhythm in Written Language

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Casper Feilberg ◽  
John Maul
Keyword(s):  
Philosophy Of Language ◽  
Developmental Psychology ◽  
Language Skills ◽  
Secondary School Student ◽  
Written Language ◽  
Point Of View ◽  
Language Difficulties ◽  
Holistic Interpretation

Based on existential-phenomenological perspectives from Merleau-Ponty and Løgstrup, we examine the significance of rhythm for written language skills. Rhythm is both omnipresent and a difficult phenomenon to explore. Methodologically, the article presents phenomenological descriptions and exemplifications, not least a case study of a secondary school student with written language difficulties. Our intention is to illuminate connections between rhythmic perspectives in movement, speech, working memory and language as prerequisites for the acquisition of written language skills. We conclude that rhythm is an essential aspect of our bodily being, and based on the work of Merleau-Ponty, we are able to bring to light relationships between body, rhythm, and written language skills in ways that would not be possible from a natural scientific point of view. Inspired by Merleau-Ponty's analytical approach and the hermeneutic phenomenology of Ricoeur, we will combine an understanding perspective with both human scientific and natural scientific explanations, into a holistic interpretation. The article thus draws empirically on qualitative descriptions of rhythmic phenomena, and theoretically on perspectives from philosophy of language, developmental psychology and neuropsychology, but they are all interpreted in the light of existential-phenomenological ontology.

scholarly journals Coesão e interatividade em texto de elocução formal

2011 ◽  
Vol 44 ◽  
pp. 239-250
Author(s):  
Helena Hathsue Negamine Brandão
Keyword(s):  
Oral Language ◽  
Theoretical Framework ◽  
Written Language ◽  
Point Of View ◽  
Oral Form ◽  
Academic Settings

In this essay I intend to verify how a genre of textual formal elocution – the conference – is organized, from both a linguistic construction point of view as well as its pragmatic and interactive marks. I will analyze the presence of identifying elements not only related to the oral language but also the ones derived from the written language, since the conference is a genre of oral form, used in formal and academic settings. I will start by explaining the theoretical framework in which the analysis is conducted.

scholarly journals Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas

2016 ◽  
Vol 36 ◽  
pp. 117-135 ◽  
Author(s):  
Roger Gilabert ◽  
Rosa Manchón ◽  
Olena Vasylets
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Research Agenda ◽  
Language Teaching ◽  
Written Language ◽  
Learning Processes ◽  
General Description ◽  
And Task

ABSTRACTIn this article we explore how oral and written modes may differentially influence processes involved in second language acquisition (SLA) in the context of task-based language teaching (TBLT). We first start by reflecting on the differences between spoken and written language. In what follows, we provide a general description of tasks in relation to the SLA processes. We then establish the links between the learning processes and task phases/features in the two modes. Concluding that the role of mode has been underresearched, we call for a more integrative and mode-sensitive TBLT research agenda, in which hybridness of discourse (i.e., mingling of the two modes within one communicative event/task) is taken into account.

The Role of Number Sense in the Identification and Prevention of Mathematics Disability: A Consideration of the Phonemic Awareness/Number Sense Analogy

2004 ◽  
Vol 28 (2) ◽  
pp. 65-78 ◽  
Author(s):  
Sally Howell ◽  
Coral Kemp
Keyword(s):  
At Risk ◽  
Phonemic Awareness ◽  
Number Sense ◽  
Research Community ◽  
Point Of View ◽  
Sufficient Evidence ◽  
Students At Risk ◽  
Reading Research ◽  
Definition Of

In a 1999 paper Gersten and Chard proposed that number sense might be to mathematics what phonemic awareness is to reading. They explained the role of phonemic awareness in reading acquisition and its influence on reading research and argued that an understanding of the concept of number sense could be equally influential in the field of mathematics, in particular for the population of students at risk of developing mathematical disabilities (MD). The present paper examines the analogy in the light of existing literature in the area of number sense and concludes that while it may have some merit from a research point of view there are some inherent risks in the promotion of the analogy prior to the research community providing a definition of number sense and sufficient evidence that it is a prerequisite for mathematics success.

Sign in / Sign up

Export Citation Format

Share Document