Executive Function, Memory, and Literacy in Deaf Learners

2020 ◽  
pp. 301-319
Author(s):  
Donna Morere
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Working Memory ◽  
Executive Function ◽  
Writing Skills ◽  
Literacy Skills ◽  
Reading And Writing

This chapter discusses the interactions among executive function (EF), memory, and literacy skills. Research with hearing populations has suggested a relationship between EF and academic achievement, and there has been particular interest in its relationship with reading. While the majority of research on memory and reading has focused on working memory (WM), there appears to be a broader relationship between memory and reading than just that involving WM. This chapter presents and reviews the general literature and the research with deaf learners on the relationships among EF, memory, and reading and writing. It also presents research with deaf college students that demonstrates the relationships between reading and writing tasks and measures of memory and EF. A general discussion of the integration of EF and memory and their effects on reading and writing skills of individuals who are deaf is presented.

scholarly journals Avaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridade

2021 ◽  
pp. 40-53
Author(s):  
Joana Batalha ◽  
Maria Lobo ◽  
Antónia Estrela ◽  
Bruna Bragança
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Word Reading ◽  
Writing Skills ◽  
First Grade ◽  
Literacy Skills ◽  
Early Years ◽  
Second Grade ◽  
Syntactic Awareness ◽  
Reading And Writing

In this article, we present an assessment instrument aimed at diagnosing oral language and reading and writing skills in children attending pre-school (5 years) and the early years of primary school. The instrument was mainly designed for the school context, and it was developed in collaboration with kindergarten educators and primary teachers who participated in PIPALE - Preventive Intervention Project for Reading and Writing, a project which is integrated in the National Program for the Promotion of School Success. The instrument covers the assessment of phonological and syntactic awareness, comprehension of syntactic structures, early literacy, and reading and writing skills (word reading, word and sentence writing, text comprehension, and text production). Besides offering a detailed description of the structure and tasks of the instrument, the present study includes the results of the first implementation of this tool to a total of 495 students in pre-school, first grade and second grade. The results show significant differences between the three groups (pre-school, first grade and second grade) in phonological awareness (identification of initial syllable, initial phoneme and final rhyme) and between the younger groups and the second graders in syntactic awareness (acceptability judgement task) and early literacy skills. As for reading and writing skills, the results show better performance in reading tasks than in writing tasks, a strong significant correlation between phonological awareness and word reading and word writing, and between literacy skills and word reading and writing. We also found a milder correlation between syntactic awareness and reading comprehension, as well as text writing. These results suggest that the instrument is effective for an early diagnosis and early intervention of reading and writing skills.

Guidance on Writing Literary Works for Students as Support for The School Literacy Movement

2021 ◽  
Vol 1 (1) ◽  
pp. 18-22
Author(s):  
Patricia Wulandari
Keyword(s):  
Community Service ◽  
School Environment ◽  
Writing Skills ◽  
Community Empowerment ◽  
Literacy Skills ◽  
Literacy Programme ◽  
Literary Works ◽  
Reading And Writing ◽  
Existing Problems ◽  
Implementation Method

Community empowerment program in literacy aims to provide training and coachingin writing literary works for students. This activity is an effort to foster students'critical literacy skills, primarily through writing skills. Also, this activity is a way tobring schools and students closer to literature. The implementation method,Community Service, is carried out by providing training and mentoring on an ongoingbasis. The training is conducted for three days for students. This training is carriedout in two ways, namely in-class and outclass. In-class training is conducted toprovide students with the same understanding of writing literary works.Simultaneously, outclass training is conducted to hone students' sensitivity, criticalpower, and intuition to capture any existing problems around them to be used as amaterial in writing literary works. Likewise, with students' writing skills increasingand better, This is evidenced by the results of literary works that they make in theform of an anthology of poetry. The poems they made was varied in typography, theme,and contents. The students were enthusiastic and enthusiastic in participating in theactivity. The activities of fostering literary writing in schools can help students andschool parties better recognize literacy, especially in literary works' authorship. Onthe other hand, fostering the writing of literary works in schools can help teachersform the School Literacy Programme in their respective schools, bearing in mind isstill very important in the school environment, so there is a need for sweet activitiesto increase student competency and love in reading and writing.

scholarly journals Neuroplasticity-Based Cognitive and Linguistic Skills Training Improves Reading and Writing Skills in College Students

2013 ◽  
Vol 4 ◽  
Author(s):  
Beth A. Rogowsky ◽  
Pericles Papamichalis ◽  
Laura Villa ◽  
Sabine Heim ◽  
Paula Tallal
Keyword(s):  
College Students ◽  
Writing Skills ◽  
Skills Training ◽  
Reading And Writing ◽  
Linguistic Skills

scholarly journals Early Bifrontal Brain Injury: Disturbances in Cognitive Function Development

2010 ◽  
Vol 2010 ◽  
pp. 1-14 ◽  
Author(s):  
Christine Bonnier ◽  
Aurélie Costet ◽  
Ghassan Hmaimess ◽  
Corinne Catale ◽  
Christelle Maillart ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Working Memory ◽  
Executive Function ◽  
Brain Injury ◽  
Cognitive Function ◽  
Cognitive Functions ◽  
Writing Skills ◽  
The Other ◽  
Frontal Brain ◽  
Executive Deficits

We describe six psychomotor, language, and neuropsychological sequential developmental evaluations in a boy who sustained a severe bifrontal traumatic brain injury (TBI) at 19 months of age. Visuospatial, drawing, and writing skills failed to develop normally. Gradually increasing difficulties were noted in language leading to reading and spontaneous speech difficulties. The last two evaluations showed executive deficits in inhibition, flexibility, and working memory. Those executive abnormalities seemed to be involved in the other impairments. In conclusion, early frontal brain injury disorganizes the development of cognitive functions, and interactions exist between executive function and other cognitive functions during development.

Signing on: A reconsideration of Newfoundland seafarers’ ‘illiteracy’, 1860-1930

2019 ◽  
Vol 31 (2) ◽  
pp. 369-388
Author(s):  
Cynthia Power
Keyword(s):  
Twentieth Century ◽  
Relative Frequency ◽  
Economic Inequality ◽  
Writing Skills ◽  
Literacy Skills ◽  
Oral Culture ◽  
Reading And Writing

Newfoundland-born seafarers stood out from others aboard nineteenth- and twentieth-century vessels by the relative frequency with which they used an ‘x’ to sign a crew agreement. According to historians’ conventions, this identified them as illiterate. Inadequacy in reading and writing skills is often construed as ignorance, a supposition David Alexander challenged in his 1970s study of social and economic inequality. In a more concerted analysis of Newfoundland seafarers’ literacy skills, I argue against the binary understanding of literate and illiterate people. In a place where maritime activity has spawned a strong oral culture, the groundwork of researchers based in Memorial University has facilitated an understanding of the dynamic and robust nature of vernacular knowledge. Nevertheless, a lack of education can operate ideologically and materially as discriminatory. While the evidence comes from a predominantly male workplace, I take into account the methods by which seafarers acquired reading and writing capabilities. Considering women’s higher literacy rates and their role in education in Newfoundland bridges seafarers’ lives onshore and at sea.

Impact of reading and writing skills on academic achievement among school-aged hearing-impaired children

2019 ◽  
Vol 126 ◽  
pp. 109619 ◽  
Author(s):  
Akiko Sugaya ◽  
Kunihiro Fukushima ◽  
Soshi Takao ◽  
Norio Kasai ◽  
Yukihide Maeda ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Writing Skills ◽  
Hearing Impaired ◽  
Reading And Writing ◽  
Impaired Children ◽  
Hearing Impaired Children

scholarly journals Early Literacy Skills and Later Reading and Writing Performance Across Countries: The Effects of Orthographic Consistency and Preschool Curriculum

2021 ◽  
Author(s):  
Marinella Majorano ◽  
Tamara Bastianello ◽  
Carolina Bodea-Hategan ◽  
Patrizia Fantuzzi ◽  
Giulia Fontana ◽  
...  
Keyword(s):  
Early Literacy ◽  
Assessment Tool ◽  
Writing Skills ◽  
Literacy Acquisition ◽  
Literacy Skills ◽  
Preschool Curriculum ◽  
Early Literacy Skills ◽  
Reading And Writing ◽  
Curriculum Practices ◽  
Orthographic Consistency

Abstract Background Studies have reported a strong association between children's early literacy skills at preschool and their reading and writing skills at primary school. However, it is unclear whether this association is affected by language and curriculum practices. Objective The study investigates (i) whether early literacy skills are influenced by orthographic consistency and by preschool curriculum, and (ii) how early skills are related to later literacy skills across countries. Method Three countries, Italy (n = 73), Romania (n = 65), and Belgium (n = 109) were involved in the study, for a total of 247 children. Language and early literacy in preschool were assessed using a novel assessment tool (the ‘Talk’). Early visual-phonological and manual aspects integration were investigated using rapid automatized naming and grapho-motor tasks. The children’s reading and writing skills nine months later were assessed using standardized tests. Results Results showed higher early literacy scores for the groups of children speaking languages with more transparent orthographic systems and for the group taking part in preschool activities designed to enhance literacy acquisition. Later reading and writing skills were predicted by early competences, albeit with differences across countries. Conclusions Findings suggest that literacy acquisition trajectories are not only associated with early skills but are also influenced by language characteristics and curriculum practices. The study also presents preliminary findings relative to the ‘Talk’, an assessment tool that may have important implications for early identification and intervention of language and literacy difficulties, as well as for improving cross-country curriculum practices.

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