Results of an Online Refresher Course to Build Braille Transcription Skills in Professionals

2016 ◽  
Vol 110 (4) ◽  
pp. 269-273 ◽  
Author(s):  
Tina S. Herzberg ◽  
L. Penny Rosenblum ◽  
Mary E. Robbins
Keyword(s):  
Transcription Skills

scholarly journals Written Language Bursts Mediate the Relationship Between Transcription Skills and Writing Performance

2017 ◽  
Vol 34 (3) ◽  
pp. 306-332 ◽  
Author(s):  
Teresa Limpo ◽  
Rui A. Alves
Keyword(s):  
Second Graders ◽  
Written Language ◽  
Writing Fluency ◽  
Burst Length ◽  
Mediating Role ◽  
Text Quality ◽  
Path Analyses ◽  
Children's Writing ◽  
Transcription Skills

It is established that transcription skills (handwriting and spelling) constrain children’s writing. Yet, little is known about the mechanism underlying this relationship. This study examined the mediating role of bursts and pauses on the link between transcription skills and writing fluency or text quality. For that, 174 second graders did the alphabet task and wrote a story using HandSpy. Path analyses indicated that writing fluency and text quality models were excellent descriptions of the data, with 80% and 46% of explained variance, respectively. Results showed that handwriting and spelling influenced writing fluency only indirectly via burst length and short pauses duration (full mediation); and that whereas only handwriting contributed to text quality directly, both handwriting and spelling contributed to text quality indirectly, via burst length (partial mediation). These findings suggest that better transcription skills allow students to write more words without pausing, which in turn results in more fluent and better writing.

Writing an Independently Composed Sentence by Spanish-Speaking Children With and Without Poor Transcription Skills: A Writing-Level Match Design

2016 ◽  
Vol 50 (5) ◽  
pp. 511-521 ◽  
Author(s):  
Eduardo García ◽  
Patricia Crespo ◽  
Ivana Bermúdez
Keyword(s):  
Writing Assessment ◽  
Normal Development ◽  
Written Expression ◽  
Syntactic Complexity ◽  
Spanish Speaking ◽  
Group Members ◽  
Early Grade ◽  
The Impact ◽  
Accuracy Speed ◽  
Transcription Skills

The main objective of this research was to analyze the impact of transcription skills of Spanish writers when writing an independently composed sentence within a writing-level design. The free-writing sentence task from the Early Grade Writing Assessment (Jiménez, in press) was used to examine the production, accuracy, speed, syntactic complexity, quality, and fluency of children with poor transcription skills (PTS). The results showed that there were significant differences between children with PTS and peers who had good transcription skills. The PTS group members were less accurate, slower, and less fluent or even dysfluent. Furthermore, their sentences were less complex and contained lower quality content. These results suggest that transcription skills play a crucial role in early written expression in Spanish, and poor transcription abilities hamper the acquisition and normal development of sentence composition.

scholarly journals Characteristics of the preschool home literacy environment which predict writing skills at school

2021 ◽  
Author(s):  
Anne-Marie Adams ◽  
Elena Soto-Calvo ◽  
Hannah N. Francis ◽  
Hannah Patel ◽  
Courtney Hartley ◽  
...  
Keyword(s):  
Writing Skills ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Home Learning Environment ◽  
Literacy Environment ◽  
Literacy Experiences ◽  
Exploratory Factor Analyses ◽  
Word Spelling ◽  
Letter Sound ◽  
Transcription Skills

AbstractAspects of the preschool home learning environment which may foster reading development have been identified, although their relationships with spelling and writing remain unclear. The present study explored associations between the preschool home literacy environment (HLE), language and nonverbal abilities and children’s spelling and writing skills measured two years later. A parental questionnaire recorded the reported frequency of pre-schoolers’ code- and meaning-related home literacy experiences, alongside an index of book exposure. One hundred and twenty one children (60 female, Mage = 6:7, SD = 3.67 months) contributed data assessing their transcription skills, indexed by handwriting fluency and word spelling, and translation abilities, indexed by sentence generation and the ability to produce more extended text. Exploratory factor analyses confirmed distinct factors relating to the productivity and complexity of writing samples. Regression analyses revealed that the frequency of preschool code-related, letter-sound interactions explained significant variance in children’s transcription skills at school, independently of earlier language and nonverbal abilities. In contrast, experiences in the preschool HLE were not related to the higher level writing skills of translation and text production. The implications of the findings for our understanding of the cognitive and environmental factors associated with children’s early writing development are discussed.

scholarly journals From introduction to phonemic symbols to development of transcription skills: A case study in the English Department at University of Tuzla

ExELL ◽  
2014 ◽  
Vol 2 (2) ◽  
pp. 116-132
Author(s):  
Sanel Hadžiahmetović Jurida
Keyword(s):  
Undergraduate Students ◽  
English Department ◽  
Connected Speech ◽  
Sound System ◽  
Fluent Speech ◽  
Key Aspects ◽  
Academic Year ◽  
Year 2013 ◽  
Transcription Skills

Abstract The present study portrays some of the key aspects of connected speech in English, as adopted by 42 native Bosnian/Croatian/Serbian-speaking undergraduate students of English in the English Department, University of Tuzla, in the academic year 2013/2014. More specifically, the study shows how successfully these students developed their transcription skills in English, particularly when it comes to the use of diacritics for dental, velarised, and syllabic consonants of English, as well as for aspirated and unreleased (unexploded) English plosives. In addition, the study focuses on the coalescent type of assimilation. Connected speech (also known as rapid, relaxed, casual, or fluent speech) is characterised by a number of phonetic phenomena. The paper also analyses the level to which students enrolled in the English Department in Tuzla have developed a sense of elementary terms in this field, an understanding of the English sound system, and generally speaking, to what extent they developed their broad and narrow transcription skills.

The role of transcription skills and oral language skills in Chinese writing among children in upper elementary grades

2016 ◽  
Vol 38 (1) ◽  
pp. 211-231 ◽  
Author(s):  
PUI-SZE YEUNG ◽  
CONNIE SUK-HAN HO ◽  
DAVID WAI-OCK CHAN ◽  
KEVIN KIEN-HOA CHUNG
Keyword(s):  
Oral Language ◽  
Language Skills ◽  
Writing Development ◽  
Upper Elementary ◽  
Oral Narrative ◽  
Narrative Skills ◽  
Oral Language Skills ◽  
Chinese Writing ◽  
Transcription Skills

ABSTRACTThis study examined the role of transcription skills (including spelling and handwriting fluency) and oral language skills in Chinese writing development among upper elementary grade students in Hong Kong. Measures assessing verbal working memory, spelling, handwriting fluency, oral narrative skills, syntactic skills, and written composition were administered to 97 students in Grade 4 (n = 47) and Grade 6 (n = 50). Hierarchical multiple regression results showed that spelling and oral narrative skills were unique predictors of Chinese writing performance. The significant interaction effect of grade and spelling showed that transcription skills played a more important role in Chinese writing performance among sixth graders than among fourth graders. Together, the present results provide important support for the “simple view of writing” model and underscore the importance of transcription skills and oral narrative skills in children's writing development in Chinese.

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