scholarly journals Learning to Read Interacts with Children’s Spoken Language Fluency

2021 ◽  
pp. 1-20
Author(s):  
Anisia Popescu ◽  
Aude Noiray
Keyword(s):  
Spoken Language ◽  
Language Fluency ◽  
Learning To Read

2. How to learn to read (or not)

2019 ◽  
pp. 12-33
Author(s):  
Margaret J. Snowling
Keyword(s):  
Phonological Awareness ◽  
Reading Development ◽  
Spoken Language ◽  
Rapid Naming ◽  
Phoneme Awareness ◽  
Alphabetic Principle ◽  
Learning To Read

‘How to learn to read (or not)’ looks at the stages through which a child must progress on the journey to literacy and the demands of learning to read. It argues that literacy builds on a foundation of spoken language and emphasizes the importance of the skills a child brings to reading. It also discusses the alphabetic principle, phoneme awareness, learning to spell, reading for meaning, and learning to read in different languages. In summary, a ‘triple foundation’ of symbol knowledge, phonological awareness, and rapid naming ability appears to underpin reading development universally. However, there are also additional predictors that are language-specific.

Visual Word Recognition

2018 ◽  
pp. 47-70
Author(s):  
Kathleen Rastle
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Letter String ◽  
Spoken Language ◽  
Human Experience ◽  
Scientific Discipline ◽  
Learning To Read ◽  
New Knowledge ◽  
Unique Word ◽  
Functional Mechanisms

Learning to read is arguably the most important aspect of a child’s schooling, and provides the key means to obtaining new knowledge into adulthood. Yet, unlike human capacity for spoken language, reading is not a universal part of human experience. Instead, reading is a relatively recent cultural invention, acquired only through years of instruction and practice. Understanding the functional mechanisms that underpin this astonishing form of expertise is a central aim of modern psycholinguistics, and has been a question of interest since the beginnings of psychology as a scientific discipline. This chapter considers how we identify a printed letter string as a unique word and compute its meaning, focusing in particular on evidence gathered from the analysis of behavior. It identifies the most important emerging questions and describes areas in which neuroscience methods may make a substantive contribution.

Literacy Attainment Among Children Who Are Deaf or Hard of Hearing

2020 ◽  
pp. 9-23
Author(s):  
Margaret Harris ◽  
Emmanouela Terlektsi
Keyword(s):  
Hearing Loss ◽  
Hard Of Hearing ◽  
Hearing Aid ◽  
Spoken Language ◽  
Learning To Read ◽  
Future Developments ◽  
Literacy Outcomes ◽  
Looking Back

The chapter begins by looking back at the review of literacy outcomes among children who are deaf or hard of hearing (DHH), published in 1996 by Marschark and Harris. In the light of developments in hearing aid technology and the age at which hearing loss is now identified, the chapter considers whether the picture described in the review has changed significantly in the two decades that have elapsed since its publication. It assesses evidence about levels of literacy attainment across the two decades and shows that, while spoken language has improved for many children, levels of literacy have not seen a commensurate improvement. The chapter also considers how views of the skills that predict success and failure in learning to read have evolved. It ends by considering how children who are DHH can be taught most effectively to read, and it speculates about future developments both in technology and in teaching.

Language skills, learning to read and reading intervention

2006 ◽  
Author(s):  
Margaret J Snowling ◽  
Charles Hulme
Keyword(s):  
Language Processing ◽  
Reading Intervention ◽  
Speech Processing ◽  
Reading Interventions ◽  
Language Skills ◽  
Reading Difficulties ◽  
Spoken Language ◽  
Reading Failure ◽  
Learning To Read ◽  
Skills Learning

The paper outlines a framework for the development of reading that shows it is heavily dependent upon spoken language processes. Within this view, reading difficulties can follow from difficulties with speech processing (decoding problems) or from broader language processing impairments (comprehension problems). The paper describes the literacy development of children at high-risk of reading failure and shows how their reading outcome depends on the interaction of the phonological and language skills they bring to the task of reading. Findings have implications for the development of theoretically motivated reading interventions. The evaluation of such interventions is described.

Orthographic Learning

2022 ◽  
pp. 136-160
Author(s):  
Daniel R. Espinas ◽  
Min Wang ◽  
Yixun Li
Keyword(s):  
Mental Representations ◽  
Spoken Language ◽  
Writing System ◽  
Writing Systems ◽  
Learning To Read ◽  
Form And Function ◽  
Developmental Course ◽  
And Function ◽  
Orthographic Learning

This chapter discusses orthographic learning, i.e., how children learn the relation between their spoken language and writing system. The process is discussed for children learning to read and write in one language, as well as for multilingual children acquiring literacy in more than one language. In both cases, the developmental course is mapped from children's first insights into the form and function of their writing systems to the development of word-specific mental representations that code for multiple linguistic forms (i.e., sound, spelling, and meaning). The chapter concludes with instructional recommendations for supporting children's orthographic learning throughout development.

scholarly journals Application for Iraqi sign language translation on Android system

2020 ◽  
Vol 10 (5) ◽  
pp. 5227
Author(s):  
Miaad Ahmed Alobaidy ◽  
Sundus Khaleel Ebraheem
Keyword(s):  
Sign Language ◽  
Social Communication ◽  
Language Translation ◽  
Spoken Language ◽  
Deaf People ◽  
Deaf Students ◽  
Learning To Read ◽  
Reading And Writing ◽  
Java Language ◽  
E Learning

Deaf people suffer from difficulty in social communication, especially those who have been denied the blessing of hearing before the acquisition of spoken language and before learning to read and write. For the purpose of employing mobile devices for the benefit of these people, their teachers and everyone who has contact with them, this research aims to design an application for social communication and learning by translating Iraqi sign language into text in Arabic and vice versa. Iraqi sign language has been chosen because of a lack of applications for this field. The current research, to the best of our knowledge, is the first of its kind in Iraq. The application is open source; words that are not found in the application database can be processed by translating them into letters alphabetically. The importance of the application lies in the fact that it is a means of communication and e-learning through Iraqi sign language, reading and writing in Arabic. Similarly, it is regarded as a means of social communication between deaf people and those with normal hearing. This application is designed by using JAVA language and it was tested on several deaf students at Al-Amal Institute for Special Needs Care in Mosul, Iraq. It was well comprehended and accepted.

scholarly journals Brazilian Bimodal Bilinguals as Heritage Signers

Languages ◽  
2018 ◽  
Vol 3 (3) ◽  
pp. 32
Author(s):  
Ronice Quadros ◽  
Diane Lillo-Martin
Keyword(s):  
Sign Language ◽  
Language Production ◽  
Heritage Language ◽  
Spoken Language ◽  
Production Data ◽  
Language Fluency ◽  
Heritage Speakers ◽  
Deaf Parents ◽  
Hearing Children ◽  
Theoretical Issues

This paper presents an analysis of heritage signers: bimodal bilinguals, who are adult hearing children of Deaf parents who acquired sign language at home with their parents and the spoken language from the surrounding community. Analyzing heritage language with bimodal bilinguals who possess pairs of languages in different modalities provides a new kind of evidence for understanding the heritage language phenomenon as well as for theoretical issues regarding human language. Language production data were collected from four Brazilian bimodal bilinguals separately in both sign and speech, as well as from monolingual comparison Deaf signers and hearing speakers. The data were subsequently analyzed for various grammatical components. As with other types of heritage speakers, we observed a great degree of individual variation in the sign (heritage) language of balanced participants who patterned similarly to the monolingual signers, compared to those whose use of sign language differed greatly from monolinguals. One participant showed some weaknesses in the second (spoken) language. We approach the variation in language fluency in the two languages by considering the different contexts of language development and continuing use.

Sign in / Sign up

Export Citation Format

Share Document