Students Need Strong Multimedia Comprehension Skills To Succeed in Web-Based Courses

2002 ◽  
Author(s):  
Keyword(s):  
Web Based ◽  
Comprehension Skills

scholarly journals Measuring Listening Comprehension Skills of 5th Grade School Students with the Help of Web Based System

2016 ◽  
Vol 9 (1) ◽  
pp. 211-224 ◽  
Author(s):  
M. Bahaddin Acat ◽  
◽  
Hilmi Demiral ◽  
Mehmet Fatih Kaya ◽  
◽  
...  
Keyword(s):  
Listening Comprehension ◽  
Grade School ◽  
School Students ◽  
Web Based ◽  
Comprehension Skills ◽  
5Th Grade ◽  
Web Based System

The PBL-Evaluator: a web-based tool for assessment in tutorials

1998 ◽  
Vol 62 (9) ◽  
pp. 671-674
Author(s):  
JF Chaves ◽  
JA Chaves ◽  
MS Lantz
Keyword(s):  
Web Based

Lexical Comprehension in Young Children With Developmental Delays

1994 ◽  
Vol 3 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Normal Development ◽  
Clinical Applications ◽  
Group Status ◽  
Novel Object ◽  
Related Information ◽  
Comprehension Skills ◽  
Lexical Items ◽  
Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

Hearing Screening Failure Among Students With Reading Impairment: Rate and Relation to Specific Reading Deficits

2020 ◽  
Vol 5 (5) ◽  
pp. 1212-1220
Author(s):  
Krystal L. Werfel ◽  
Laura Peek ◽  
Gabriella Reynolds ◽  
Sydney Bassard
Keyword(s):  
Hearing Screening ◽  
Literacy Assessment ◽  
Poor Reading ◽  
Reading Deficits ◽  
Reading Impairment ◽  
Underlying Factor ◽  
Specific Reading ◽  
Comprehension Skills ◽  
Preliminary Study ◽  
Reading Impairments

Background The purpose of this preliminary study was to explore one potential underlying factor that may contribute to poor reading outcomes: minimal hearing loss. Additionally, we compared decoding and comprehension deficits in students who passed or failed the hearing screening. Method Forty-three school-age students completed a hearing screening and a literacy assessment. Results Fifty-four percent of children with reading impairments failed the hearing screening, compared to only 21% of children with typical reading. Additionally, students who failed the hearing screening were more likely to exhibit decoding deficits; comprehension skills between the hearing screening groups did not differ. Conclusions Thus, children with reading impairments are more likely to fail hearing screenings than children with typical reading, and the deficits of those who fail hearing screenings appear to center on decoding rather than comprehension skills. Supplemental Material https://doi.org/10.23641/asha.12818252

Using Popular Mobile Devices in Voice Therapy

2013 ◽  
Vol 23 (3) ◽  
pp. 82-87 ◽  
Author(s):  
Eva van Leer
Keyword(s):  
Exercise Behavior ◽  
Voice Therapy ◽  
Pure Oxygen ◽  
Mobile Platforms ◽  
Self Monitoring ◽  
Web Based ◽  
Motivational Messages ◽  
Related Information ◽  
Health Related ◽  
Tailored Approach

Mobile tools are increasingly available to help individuals monitor their progress toward health behavior goals. Commonly known commercial products for health and fitness self-monitoring include wearable devices such as the Fitbit© and Nike + Pedometer© that work independently or in conjunction with mobile platforms (e.g., smartphones, media players) as well as web-based interfaces. These tools track and graph exercise behavior, provide motivational messages, offer health-related information, and allow users to share their accomplishments via social media. Approximately 2 million software programs or “apps” have been designed for mobile platforms (Pure Oxygen Mobile, 2013), many of which are health-related. The development of mobile health devices and applications is advancing so quickly that the Food and Drug Administration issued a Guidance statement with the purpose of defining mobile medical applications and describing a tailored approach to their regulation.

Web-Based Asthma Management Coming Soon

2008 ◽  
Vol 41 (8) ◽  
pp. 23
Author(s):  
MITCHEL L. ZOLER
Keyword(s):  
Asthma Management ◽  
Web Based

Web-Based STD Tool Makes Screening Accessible

2009 ◽  
Vol 42 (19) ◽  
pp. 27
Author(s):  
BRUCE JANCIN
Keyword(s):  
Web Based

Regulation of Experienced and Anticipated Regret for Daily Decisions in Younger and Older Adults in a Swedish One-Week Diary Study

GeroPsych ◽  
2013 ◽  
Vol 26 (4) ◽  
pp. 233-241 ◽  
Author(s):  
Pär Bjälkebring ◽  
Daniel Västfjäll ◽  
Boo Johansson
Keyword(s):  
Older Adults ◽  
Diary Study ◽  
Anticipated Regret ◽  
Younger Adults ◽  
Web Based ◽  
Decision Regret ◽  
Diary Method ◽  
Regulation Strategies

Regret and regret regulation were studied using a weeklong web-based diary method. 108 participants aged 19 to 89 years reported regret for a decision made and a decision to be made. They also reported the extent to which they used strategies to prevent or regulate decision regret. Older adults reported both less experienced and anticipated regret compared to younger adults. The lower level of experienced regret in older adults was mediated by reappraisal of the decision. The lower level of anticipated regret was mediated by delaying the decision, and expecting regret in older adults. It is suggested that the lower level of regret observed in older adults is partly explained by regret prevention and regulation strategies.

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