Linking Reading with Meaning: A Case Study of a Hyperlexic Reader

1995 ◽  
Vol 27 (4) ◽  
pp. 585-603 ◽  
Author(s):  
Jo Worthy ◽  
Marcia A. Invernizzi
Keyword(s):  
Great Difficulty ◽  
Instructional Program ◽  
Making Meaning ◽  
Learner Centered ◽  
Writing Competency ◽  
Directed Instruction ◽  
Work Samples ◽  
Printed Word ◽  
Assessment Procedures

The research presented in this paper is a two-part case study of a 14-year-old mentally handicapped girl, Rachelle, who is hyperlexic. That is, she is able to easily decode the printed word, yet has great difficulty comprehending what she has read. We describe the characteristics of hyperlexia in a diagnostic case study of Rachelle and then outline an instructional program, implemented over a 1 1/2-year period, which we based on current research and theory about the normal processes of reading and learning. Using a learner-centered, literature-based approach, we directed instruction toward helping Rachelle to connect reading with making meaning. Her reading and writing competency and attitudes improved steadily throughout the intervention, as shown through collected work samples and a variety of assessment procedures. We suggest that instruction for hyperlexics and for all readers should focus on linking reading with meaning.

Territorial capital as a company intangible

2016 ◽  
Vol 17 (1) ◽  
pp. 148-167 ◽  
Author(s):  
Mariachiara Barzotto ◽  
Giancarlo Corò ◽  
Mario Volpe
Keyword(s):  
Great Difficulty ◽  
Future Research ◽  
Manufacturing Companies ◽  
Policy Makers ◽  
Content Type ◽  
Capital Growth ◽  
Multiple Case ◽  
Definition Of ◽  
A Company

Purpose – The purpose of this paper is twofold. First, to explore to what extent being located in a territory is value-relevant for a company. Second, to understand if a company is aware of, and how it can sustain, the territorial tangible and intangible assets present in the economic area in which it is located. Design/methodology/approach – The study presents an empirical multiple case-study, investigating ten mid-/large-sized Italian companies in manufacturing sectors. Findings – The results indicate that the sampled manufacturing companies are intertwined with the environment in which they are embedded, both in their home country and in host ones. The domestic territorial capital has provided, and still provides, enterprises with workers endowed with the necessary technical skills that they can have great difficulty in finding in other places. In turn, companies support territorial capital generation through their activities. Research limitations/implications – To increase the generalisability of the results, future research should expand the sample and examine firms based in different countries and sectors. Practical implications – Implications for policy makers: developing effective initiatives to support and guide a sustainable territorial capital growth. Implications for managers and investors: improving managerial and investors’ decisions by disclosing a complete picture of the enterprise, also outside the firm boundaries. Originality/value – The study contributes to intangibles/intellectual capital literature by shedding light on the importance of including territorial capital in a company’s report to improve the definition of the firm’s value. Accounting of the territorial capital would increase the awareness of the socio-economic environment value in which companies are located and its use.

scholarly journals Exploring the Use of Learner-Centered Instruction with English Language Learners in Social Studies Classrooms

2021 ◽  
Vol 8 (2) ◽  
pp. p36
Author(s):  
Taraneh Sabouri ◽  
Chris Cale ◽  
Sunddip Panesar-Aguilar ◽  
Michelle McCraney
Keyword(s):  
Professional Development ◽  
Social Studies ◽  
Instructional Strategies ◽  
English Language ◽  
Language Learner ◽  
Social Studies Teachers ◽  
Marginal Effect ◽  
Instructional Approaches ◽  
Learner Centered

Despite English Language Learner (ELL) supplemental instruction on Saturdays and evenings and professional development for teachers, learner-centered instructional strategies in social studies are currently ineffective in meeting the learning needs of the ELL population in an urban school in the northeastern United States. The instructional approaches being used to deliver curriculum have a marginal effect on learning for ELL students, and the local school board supports the importance of exploring this problem. The purpose of this instrumental case study was to explore the learner-centered instructional practices used at the study site and how teachers are using Weimer’s framework to engage ELLs in social studies. Guided by Weimer’s learner-centered instruction theory, the research questions focused on exploring how teachers use Weimer’s learner-centered instructional strategies and how teachers plan their instruction for ELLs and social studies using Weimer’s framework. As a case study, this qualitative research involved gathering data during 1 academic year through observations and interviews of 10 teacher participants. Research data collected through observations and interviews were coded into an Excel document to assign and filter codes. A 3-day professional development opportunity and monthly follow-up sessions were the results of the analysis of data collected from interviews and classroom observations of 10 ELL social studies teachers in Grades 9-12. The results of this study may lead to positive social change if social studies teachers modify their learner-centered instructional approaches to increase students’ motivation and satisfaction in learning.

scholarly journals Pemerolehan Bahasa dan Penggunaan Bahasa Anak Usia Sekolah Dasar

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Tri Mahajani, Ruyatul Hilal Muhtar
Keyword(s):  
Language Acquisition ◽  
English Language ◽  
School Level ◽  
Longitudinal Case Study ◽  
Making Meaning ◽  
System A ◽  
Language Structure ◽  
Learner Language ◽  
Descriptive Method

<p>Abstract. The present study aims to examine a description of language acquisition and its usage by pupils in their daily conversations. This study employed a longitudinal case study and applieda descriptive method, while it used a content analysis for the research technique. The resultrevealed a finding upon the young learner language acquisition and its usage, the language acquisition included Bahasa Indonesia, Javanese language, Sundanese language and English language. The uses of language for a system, a personal expression, and an interpersonal expression were broad good enough and were uttered structurally, however, mistakes were founded on applying structures and making meaning to language in use. To pupils whom are at elementary school level, they have acquired a range of language structure and its use for perfection. Their parents, teachers, and their society have any real and valuable<br />influence over them in the way language is structured and is used for exemplifying examples ofthe perfect language acquisition.</p>

Identifying Effective Uses of Mobiles for Encouraging 21st Century Skills

2018 ◽  
pp. 106-122
Author(s):  
Cynthia C. M. Deaton ◽  
Sandra M. Linder ◽  
Benjamin E. Deaton
Keyword(s):  
Secondary Teachers ◽  
Mobile Technology ◽  
21St Century ◽  
21St Century Skills ◽  
Pedagogical Content ◽  
Student Ownership ◽  
Learner Centered ◽  
Multiple Case ◽  
Learning Data

This chapter outlines characteristics of inquiry-oriented projects that blend theories of constructivism with mobile technology. These characteristics capitalize upon 21st Century Skills (P21, 2009) that align with learner-centered instructional practices. We share insights from a multiple case study of four secondary teachers' integration of mobiles to encourage student engagement in 21st century skills and inquiry. These teachers integrated mobiles into inquiry-based lessons to promote student ownership of their learning. Data collection from this study included reflective writings, teacher products and an open-ended question from the Technological and Pedagogical Content Knowledge (TPACK) survey (Mishra & Koehler, 2006). Findings indicated that participants consistently encourage their students to engage in 21st Century Skills. Communication, Collaboration, Creativity most common 21st Skills encouraged by the participant as they used mobiles.

Information and Communication Technologies

2008 ◽  
pp. 1047-1065
Author(s):  
Glenn Finger ◽  
Maret McGlasson ◽  
Paul Finger
Keyword(s):  
Learning Environments ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Course Design ◽  
Communication Technologies ◽  
Learner Centered ◽  
Learning Stories ◽  
Information And Communication ◽  
Portfolio Approach

Teaching and learning in the 21st century should be markedly different from earlier times through the design of new teaching and learning environments. Through the presentation of three models of technology-rich learning environments (teacherdirected, learner-centered and mediated), this chapter provides a case study of the design and delivery of a course called Learning with Information and Communication Technologies (ICTs) guided by a mediated learner approach, using new approaches to using ICTs and assessment for learning as key course design drivers. That course aims to prepare future teachers who demonstrate strong theoretical and practical understanding of designing and creating effective ICT teaching and learning experiences, and are confident and proficient users of ICTs. We provide an analysis of the implementation of that course through the presentation of the learning stories and reflections of students. Specific discussion is provided about the conceptualization and implementation of an e-portfolio approach to promote deep learning.

Brittle Fracture Assessment and Failure Assessment Diagrams

2021 ◽  
pp. 1-8
Author(s):  
Brian Macejko
Keyword(s):  
Fracture Mechanics ◽  
Brittle Fracture ◽  
Flaw Size ◽  
Process Equipment ◽  
Reliable Prediction ◽  
Fracture Failure ◽  
Failure Assessment ◽  
Fracture Assessment ◽  
Assessment Procedures

Abstract A detailed fracture mechanics evaluation is the most accurate and reliable prediction of process equipment susceptibility to brittle fracture. This article provides an overview and discussion on brittle fracture. The discussion covers the purpose for evaluating, provides a brief summary of historical failures that were found to be a result of brittle fracture, and describes key components that drive susceptibility to a brittle fracture failure, namely stress, toughness/temperature, and flaw size. It also presents industry codes and standards that assess susceptibility to brittle fracture. Additionally, a series of case study examples are presented that demonstrate assessment procedures used to mitigate the risk of brittle fracture in process equipment.

The Promise of Protocols in the Virtual Classroom

2021 ◽  
pp. 812-836
Author(s):  
Harriette Thurber Rasmussen ◽  
Amy Baeder ◽  
Margaret A. Hunter ◽  
Jane Chadsey
Keyword(s):  
Learning Environments ◽  
Professional Learning ◽  
Virtual Classroom ◽  
Learner Engagement ◽  
Face To Face ◽  
Engagement Strategies ◽  
Learner Centered ◽  
And Performance ◽  
Professional Learning Network

Learner engagement in online learning environments tends to be erratic and dependent upon the learners themselves, not necessarily fostered by the macrostructures that house the virtual classroom. Protocols—which the authors term microstructures—can bring engagement strategies traditionally seen in face-to-face classrooms to the virtual world of online adult learning. This chapter explores how the use of microstructures supports learner-centered engagement, illustrated through a case study of a successful virtual professional learning network. This chapter also introduces the concept of accountability for participation, its role in creating engaged learners, and how microstructures can foster the psychological safety required for high levels of engagement and performance in the virtual classroom.

Engaging Teachers in a Digital Learner-Centered Approach to Support Understanding Foundational Literacy

2020 ◽  
pp. 284-306 ◽  
Author(s):  
Beth Beschorner ◽  
Lindsay Woodward
Keyword(s):  
Technology Integration ◽  
School Level ◽  
High School Level ◽  
Learner Centered ◽  
Rural Settings ◽  
Planning Cycle ◽  
Integration Planning ◽  
Reading Endorsement ◽  
Work Samples ◽  
K 12

This chapter describes a graduate level course that is required for the state's reading endorsement and is offered entirely online. The course emphasizes recent research, issues, teaching methods, and new materials in reading at the K-12 level and was intentionally designed as a learner-centered environment using the Technology Integration Planning Cycle. Students in the course (n = 38) were practicing teachers at the elementary, middle, or high school level in a wide range of urban, suburban, or rural settings. The instructor's use of the Technology Integration Planning Cycle to create a learner-centered environment and the teachers' work samples throughout the course are described. Finally, implications for teacher education are discussed.

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