Oral and Written Language Mode Adaptations in Stories by Kindergarten Children

1982 ◽  
Vol 14 (1) ◽  
pp. 51-59 ◽  
Author(s):  
Elizabeth Sulzby
Keyword(s):  
Reading Ability ◽  
Written Language ◽  
Kindergarten Children ◽  
Emergent Reading ◽  
Reading And Writing ◽  
Oral Production ◽  
Reading Abilities ◽  
Related Language ◽  
Related Mode

The study describes differences between two kinds of oral production, told and dictated stories, by kindergarten children who vary in emergent reading ability. Two replications of told, dictated, and handwritten story sets were elicited from 24 kindergarten children who were not being instructed in reading and writing. Re-reading attempts were collected and used to derive Judgments of Emergent Reading Abilities for Dictated and Handwritten Stories. The Judgments and scores from a traditional readiness test were significantly correlated. Results from examination of story characteristics indicated that children's oral productions signalled differences between told and dictated stories; that children adapted told stories toward the related language mode of conversation and adapted dictated stories toward the related mode of handwritten composition; and that these adaptations were related to degree of reading-related abilities for children at extremes of the distribution.

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.

The effects of the World Wide Web on reading and writing skills in a Spanish cultural studies courseLos efectos de la Web en la adquisición de destrezas lectoras y escritas en un curso de cultura hispana

ReCALL ◽  
2000 ◽  
Vol 12 (1) ◽  
pp. 63-72 ◽  
Author(s):  
CARMEN CABOT
Keyword(s):  
Writing Skills ◽  
Written Language ◽  
Web Based ◽  
Reading And Writing ◽  
Spanish Speaking ◽  
South Wales ◽  
Effective Use ◽  
The University ◽  
Task Oriented ◽  
Target Culture

This paper presents the results of a study that demonstrates an effective use of the Web as a tool to increase motivation and thus promote reading and writing skills in Spanish as well as a deeper sense of the culture of the Spanish speaking world. In the study, thirty students of second year Spanish at the University of New South Wales were required to prepare an itinerary for a trip to a Spanish speaking country of their choice using the WWW as the only resource. In general our findings regarding improved language skills were consistent with the literature: an increase of vocabulary, more use of references, more student initiated interactions and greater interactivity in the classroom amongst students were observed. There was, however, one aspect, linguistic accuracy, in which improvement was not greatly noted. The data collected confirms that a task-oriented Web based course can increase the motivation of students, improve the scope of their reading, and enhance their perception of the target culture, all with a great effect on range of language explored, learned and re-processed, but a much lesser effect on the accuracy of written language produced.

scholarly journals Assessing undergraduate students' reading process: insights from questionnaire and reading task data

2010 ◽  
Vol 10 (3) ◽  
pp. 723-746
Author(s):  
Claudia Finger-Kratochvil ◽  
Rosane Silveira
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Reading Ability ◽  
Native Language ◽  
Reading Process ◽  
Reading Practices ◽  
Reading Task ◽  
Entry Level ◽  
Reading Abilities ◽  
Time Reading

Many institutions have been studying the construction of different aspects of the reading process and the reader (e.g. OECD, INEP), and they have revealed a gap in the process of building reading abilities at all levels of education. The present study focuses on entry-level college students and analyzes data from thirty-three students, collected by means of (a) two questionnaires assessing the participants' views of the reading process, purposes of reading, and their reading practices, and (b) three reading units designed to measure the participants' reading ability in their native language. The results revealed that a large number of students spend little time reading, although they report that reading is a rewarding activity. Moreover, for most of them, reading is a bottom-up process, and the consequences of this view can be observed in their performance on the reading tasks.

Literacy Level and Vocational Training for Substance-Using Hispanic Adults

2012 ◽  
pp. 69-81
Author(s):  
Michele M. Wood ◽  
Dennis G. Fisher ◽  
Grace L. Reynolds ◽  
Yesenia Guzman ◽  
William C. Pedersen
Keyword(s):  
United States ◽  
Social Service ◽  
Vocational Training ◽  
Reading Ability ◽  
Minority Group ◽  
Reading Level ◽  
Spanish Speakers ◽  
Health Programs ◽  
Prevention Services ◽  
Reading Abilities

The Hispanic population has become the largest ethnic minority group in the United States. To successfully incorporate this population in adult vocational training, social service, and health programs, it is essential that programs design and implement materials at a reading level appropriate for the population served. This study determines the reading level in a population of Hispanic adult substance users receiving HIV prevention services in Long Beach, California. One hundred seven Spanish speakers were administered the Spanish Reading Comprehension Test. Spanish reading ability was determined to be at the third grade level for this sample. Results suggest that substance-using subpopulations of Spanish speakers in the Southwest United States face considerable language and literacy barriers. Findings have implications for adult vocational training as well as social service and health programs that include Hispanic subpopulations, and highlight the importance of designing materials that do not exceed the reading abilities of target populations.

Loss of Written Language Due to Dissolution of the Phonetic Structure of the Word in Brain Abscess

1951 ◽  
Vol 97 (407) ◽  
pp. 328-339 ◽  
Author(s):  
R. Klein
Keyword(s):  
Brain Abscess ◽  
Complex Function ◽  
Spoken Word ◽  
Written Language ◽  
Reading And Writing ◽  
Special Skill

Written language is a complex function; being built on the spoken word it has to draw on a variety of subsidiary functions which have to be unified in one particular skill. Moreover, the subsidiary functions are not the same for reading and writing; in reading, visual-gnostic factors are of major importance, in writing, special skill of hand and finger is required.

scholarly journals The Lexical Development of Kindergarteners: Learning from Written Context

1988 ◽  
Vol 20 (1) ◽  
pp. 5-24 ◽  
Author(s):  
Rebecca G. Eller ◽  
Christine C. Pappas ◽  
Elga Brown
Keyword(s):  
Vocabulary Development ◽  
Written Language ◽  
Kindergarten Children ◽  
Word Knowledge ◽  
Lexical Development ◽  
Category System ◽  
Vocabulary Growth

This paper argues that an important aspect of vocabulary development is readers' understanding of the nature of written language. The purpose of the study was to investigate the process involved in acquiring word knowledge from written context. Prereading kindergarten children were read two picture storybooks on three separate occasions (per book) and were then invited to take their turns to “read” the books. Using an ordinal category system developed for the study, three analyses of the three “readings” of each book were made which identified patterns of vocabulary growth. The results showed the ways that children learned lexicogrammatical information incidentally through exposure to written context.

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