Texting versus txtng: reading and writing text messages, and links with other linguistic skills

2010 ◽  
Vol 2 (1) ◽  
pp. 53-71 ◽  
Author(s):  
Nenagh Kemp
Keyword(s):  
Text Messages ◽  
Reading And Writing ◽  
Linguistic Skills

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 Bilingualism Impact on Intelligence and Scholastic Achievement

لارك ◽  
2020 ◽  
Vol 1 (40) ◽  
pp. 1163-1156
Author(s):  
Abu-Shnein Ahmed Lecturer
Keyword(s):  
Second Language ◽  
Scholastic Achievement ◽  
Bilingual Students ◽  
Social Psychological ◽  
Political Factors ◽  
Reading And Writing ◽  
Linguistic Skills

Bilingualism can refer to the ability to preserve linguistic skills, to a certain level, at two separate linguistic systems, in the four linguistic modalities: listening, speaking, reading, and writing. It is related to social, psychological, economic, and political factors. The aim of this study is to review previous studies that targeted the influence, whether positive or negative, a second language may have on the intelligence and then on scholastic achievement of bilingual students versus the intelligence and scholastic achievement of monolinguals.

scholarly journals THEORETICAL AND EMPIRICAL FOUNDATION FOR INTEGRATION OF LANGUAGE EDUCATION IN CLASSES OF OTHER DISCIPLINES

2016 ◽  
Vol 4 ◽  
pp. 544-552
Author(s):  
Daiva Jakavonytė-Staškuvienė
Keyword(s):  
Qualitative Research ◽  
European Union ◽  
Union Member ◽  
Language Education ◽  
Reading Literacy ◽  
Member States ◽  
Reading And Writing ◽  
Linguistic Skills ◽  
European Union Member States ◽  
Empirical Foundation

Recently, Lithuania and other European Union member states experienced a marked deterioration of pupils’ linguistic skills (especially reading and writing), according to data from the 2006 and 2011 Progress in International Reading Literacy Study. This article analyzes the possibilities of integrating the education of linguistic skills into classes of other disciplines, in terms of the planning and organization of integrated linguistic education, how to begin, and what to expect. To solve these issues, the experience of such matters in Switzerland was studied by analyzing the results of qualitative research.

scholarly journals Performance of early literacy students in cognitive-linguistic skills during the pandemic

2021 ◽  
Vol 31 (3) ◽  
pp. 484-490
Author(s):  
Mariana Taborda Stolf ◽  
Natália Lemes dos Santos ◽  
Ilaria D’Angelo ◽  
Noemi Del Bianco ◽  
Catia Giaconi ◽  
...  
Keyword(s):  
Early Literacy ◽  
Random Order ◽  
Superior Performance ◽  
Reading And Writing ◽  
Average Performance ◽  
Assessment Protocol ◽  
Lower Performance ◽  
Cognitive Linguistic ◽  
Sequential Memory ◽  
Linguistic Skills

Introduction: The Covid-19 pandemic made discrepancies between the different educational realities more evident for schoolchildren in the beginning of literacy. Objective: to characterize the performance of cognitive-linguistic skills of students in early literacy phases during the pandemic. Methods: Twenty-two elementary school students participated in this study, distributed in GI 1st year students and 2nd year GII students, submitted to the application of the Cognitive-Linguistic Skills Assessment Protocol for students in the initial stage of literacy. Results: Students from GI and GII showed average performance for writing the name and writing the alphabet in sequence. The GI presented a refusal response for the subtests of word dictation, pseudoword dictation and picture dictation, word repetition and visual sequential memory of shapes and poor performance for alphabet recognition in random order and average performance for alphabet recognition in sequence. GII showed lower performance for the subtests of word dictation, pseudoword dictation, picture dictation and superior performance for alphabet recognition in random order, alphabet in sequence and visual sequential memory of shapes. Discussion: The appropriation of the letter-sound relationship mechanism raises questions, since it evidenced the difficulty of all students in cognitive-linguistic skills necessary for the full development of reading and writing in an alphabetic writing system such as Brazilian Portuguese . Conclusion: Students in the 1st and 2nd years showed lower performance in cognitive-linguistic skills important for learning reading and writing.

A Cognitive-Linguistic Intervention Program: Basic Concept Formation Level

1977 ◽  
Vol 8 (1) ◽  
pp. 23-32
Author(s):  
Gerald E. Chappell
Keyword(s):  
Basic Concept ◽  
Concept Formation ◽  
Intervention Program ◽  
Cognitive Linguistic ◽  
Basic Concepts ◽  
Linguistic Skills ◽  
Linguistic Intervention

Test-teach questioning is a strategy that can be used to help children develop basic concepts. It fosters the use of multisensory exploration and discovery in learning which leads to the development of cognitive-linguistic skills. This article outlines some of the theoretical bases for this approach and indicates possibilities for their applications in child-clinician transactions.

Writing in Aphasia Rehabilitation: Cursive vs Manuscript

1976 ◽  
Vol 41 (4) ◽  
pp. 523-529 ◽  
Author(s):  
Daniel R. Boone ◽  
Harold M. Friedman
Keyword(s):  
Correct Response ◽  
The Other ◽  
Read Aloud ◽  
Writing Style ◽  
Reading And Writing ◽  
Manual Responses ◽  
Significant Difference ◽  
Written Form ◽  
The Individual ◽  
Read Number

Reading and writing performance was observed in 30 adult aphasic patients to determine whether there was a significant difference when stimuli and manual responses were varied in the written form: cursive versus manuscript. Patients were asked to read aloud 10 words written cursively and 10 words written in manuscript form. They were then asked to write on dictation 10 word responses using cursive writing and 10 words using manuscript writing. Number of words correctly read, number of words correctly written, and number of letters correctly written in the proper sequence were tallied for both cursive and manuscript writing tasks for each patient. Results indicated no significant difference in correct response between cursive and manuscript writing style for these aphasic patients as a group; however, it was noted that individual patients varied widely in their success using one writing form over the other. It appeared that since neither writing form showed better facilitation of performance, the writing style used should be determined according to the individual patient’s own preference and best performance.

Research on Reading: What SLPs Want (or Need) to Know

2009 ◽  
Vol 10 (2) ◽  
pp. 65-68 ◽  
Author(s):  
Judy Montgomery
Keyword(s):  
Spoken Language ◽  
Cognitive Skill ◽  
Language Intervention ◽  
Reading Teachers ◽  
Successful Therapy ◽  
Speech Language Pathologists ◽  
Reading Research ◽  
Reading And Writing ◽  
Language Problems

Abstract As increasing numbers of speech language pathologists (SLPs) have embraced their burgeoning roles in written as well as spoken language intervention, they have recognized that there is much to be gained from the research in reading. While some SLPs reportedly fear they will “morph” into reading teachers, many more are confidently aware that SLPs who work with adult clients routinely use reading as one of their rehabilitation modalities. Reading functions as both a tool to reach language in adults, and as a measure of successful therapy. This advanced cognitive skill can serve the same purpose for children. Language is the foundational support to reading. Consequently spoken language problems are often predictors of reading and writing challenges that may be ahead for the student (Juel & Deffes, 2004; Moats, 2001; Wallach, 2004). A targeted review of reading research may assist the SLP to appreciate the language/reading interface.

OMG! Text Messages May Boost Compliance

2010 ◽  
Vol 44 (4) ◽  
pp. 48
Author(s):  
SHARON WORCESTER
Keyword(s):  
Text Messages
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