Explaining Language Skill Development to Parents Using a House-Building Analogy

2020 ◽  
Keyword(s):  
Skill Development ◽  
Language Skill ◽  
House Building

Language skill development in children with cochlear implants and the impact of age at switch-on

2021 ◽  
pp. 1-20
Author(s):  
Lauren Sophie Hand ◽  
Charlotte Ka Yun Liu ◽  
Gemma Hardman ◽  
Merle Mahon
Keyword(s):  
Cochlear Implants ◽  
Skill Development ◽  
Language Skill ◽  
The Impact

Early markers of vulnerable language skill development in galactosaemia

2014 ◽  
Vol 184 (12) ◽  
pp. 1787-1799
Author(s):  
Fiona M. Lewis ◽  
David J. Coman ◽  
Maryanne Syrmis
Keyword(s):  
Skill Development ◽  
Language Skill ◽  
Early Markers

Language Skill Development and EAP

2018 ◽  
pp. 243-255
Author(s):  
Jonathan M. Newton ◽  
William Grabe ◽  
Fredricka L. Stoller
Keyword(s):  
Skill Development ◽  
Language Skill

scholarly journals A Study of Vocabulary Learning Strategies in EFL Reading of High, Middle and Low Vocabulary Achievers of Thai Tertiary Students

2021 ◽  
Vol 4 (2) ◽  
pp. 27-34
Author(s):  
Jarinya Srimanee ◽  
Kritchada Ruangnoi ◽  
Mohamad Jafre Bin Zainol Abidin
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Skill Development ◽  
Cognitive Strategies ◽  
Structured Interview ◽  
Language Skill ◽  
Close Link ◽  
Interview Session ◽  
Vocabulary Learning Strategies ◽  
Southern Thailand

This research investigated vocabulary acquisition (VA) and vocabulary learning strategies (VLS) use of Thai EFL graduates of a government university in southern Thailand through English narrative readings that inserted fifteen target words into each reading text.  The main purpose of the reading treatment was reading comprehension skills. The study also examined implications for EFL vocabulary learning and teaching in Thai context. The sample of fifteen Thai EFL graduates was selected from one group of 40 first year students majoring in Accountancy from a southern Thailand government university.  Data were collected using a semi-structured interview. The interview session was used to elicit information about their VLS use and vocabulary learning experiences. The interview forms after the reading treatment provided a greater insight into the interviewing process behind the participants’ VLS selection and showed how they deduced word meanings of unfamiliar English vocabulary in the narrative reading tasks. Research findings showed that Thai EFL learners in this study apparently show a greater preference for the translation, metacognitive regulation, memory and cognitive strategies than for the determination, metacognitive and social strategies. The findings demonstrate the indirect influence of learners’ previous English vocabulary learning on their English language skill development. In addition, this study suggests a close link between vocabulary learning strategy selection, vocabulary knowledge and language skill development in EFL context, especially southern Thailand. 

What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

2019 ◽  
Vol 50 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Elizabeth Runnion ◽  
Shelley Gray
Keyword(s):  
Hearing Loss ◽  
Early Literacy ◽  
Skill Development ◽  
Reading Proficiency ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Early Literacy Development ◽  
Literacy Skill Development ◽  
Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

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