The use of nonwords in teaching reading to a 13-year-old language- impaired pupil: an intervention case study

1989 ◽  
Vol 5 (1) ◽  
pp. 1-14
Author(s):  
Cheryl Davies ◽  
Eva Grauberg
Keyword(s):  
Teaching Reading ◽  
Language Impaired

Rule Invention in the Acquisition of Morphology Revisited

1988 ◽  
Vol 31 (3) ◽  
pp. 425-431 ◽  
Author(s):  
Stephen M. Camarata ◽  
Lisa Erwin
Keyword(s):  
Language Acquisition ◽  
Active Role ◽  
Acoustic Parameters ◽  
Impaired Child ◽  
Language Impaired ◽  
Intensity Parameters ◽  
Suprasegmental Features ◽  
Acoustic Analyses ◽  
Suprasegmental Cues

This paper presents a case study of a language-impaired child who signaled the distinction between English singular and plural using suprasegmental cues rather than the usual segmental form used within the parent language. Acoustic analyses performed within the first study in the paper revealed that the suprasegmental features used to maintain this distinction included various duration, fundamental frequency, and intensity parameters. Acoustic analyses Were also performed on a set of matched two- and four-item plural forms within a second study. The results of these analyses indicated that the same acoustic parameters were used to distinguish two-item plural forms from four-item plural forms. This case of linguistic creativity is offered as further evidence in support of the model of language acquisition that emphasizes the active role children take in the acquisition process. Additionally, the phonological, morphological, and psycholinguistic factors that may contribute to such rule invention are discussed.

Sexual Exploitation in Language Impaired Girls and Women: A Case Study

2021 ◽  
Author(s):  
Jocelyn Kadish ◽  
Catherine Grimes ◽  
Mariam Vania ◽  
Connie Taras-Gold
Keyword(s):  
Sexual Exploitation ◽  
Language Impaired

The Use of Authentic Materials on Teaching Reading and Its Effects on Students’ Reading Motivation

2018 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Vinda Ryandani ◽  
Joko Nurkamto ◽  
Teguh Sarosa
Keyword(s):  
Goal Orientation ◽  
Case Study Research ◽  
Reading Motivation ◽  
Task Orientation ◽  
Teaching Reading ◽  
Authentic Materials ◽  
Tolerance Of Ambiguity ◽  
Positive Effects ◽  
High Aspiration

<p>The goals of this research are to describe the use of authentic materials on teaching reading, the problems and the solutions in using authentic materials, and its effects on students reading motivation. This research was case study research. The sources of data were event, informant, and document. The techniques of data collection were observation, interview, and document. The results of the research are in determining the materials; the teacher considers criteria such as the topic and the difficult level of the text. The problems of the  use of authentic materials are related to time constrain and the students’ lack of vocabulary mastery, proper use of authentic materials gives positive effects on students reading motivation. The student have positive task orientation, ego involvement, need for achievement, high aspiration, goal-orientation, perseverance and tolerance of ambiguity.</p>

scholarly journals EFFECTIVE METHOD OF TEACHING READING (A CASE STUDY)

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Ahmad Girsa Ariandika ◽  
Dina Kartikawati
Keyword(s):  
Teaching Reading

scholarly journals Teachers’ Knowledge about Higher-order Thinking Skill and It’s Implementation in Teaching Reading Classroom: A Case Study in a Higher Secondary School in Indonesia

2020 ◽  
Vol 7 (2) ◽  
pp. 75-84
Author(s):  
Desy Pusparini ◽  
Suparno Suparno ◽  
Teguh Sarosa
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Secondary School ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Teaching Reading ◽  
Thinking Skill ◽  
Depth Interviews ◽  
Research Show

ABSTRACTHigher-order Thinking Skills (HOTS) is a well-known term that is nowadays being discussed among researchers, especially in education contexts. In this globalization era, developing students’ ability to think with HOTS becomes teachers’ challenging task to do. They are responsible to enrich their knowledge about HOTS and update findings and ideas of HOTS implementation in teaching. So, they will be able to implement HOTS in teaching they believe will be ideal and effective to develop students’ HOTS. This research aims to investigate teachers’ knowledge about HOTS and investigate how they implement their knowledge of HOTS in teaching reading classroom. This is a qualitative research with case study as the research design. The data were collected using in-depth interviews followed by observation. The participants of this research are three English teachers from a senior high school who teach different grades. The results of this research show that the teachers’ knowledge of HOTS is still low. They do not understand HOTS conceptually. However, their implementation of HOTS in teaching reading show that they implement HOTS to teach reading that enables students to activate their HOTS. They include the concept of effective HOTS teaching suggested by Fogarty (2009).

Moving from Theory to Practice

2016 ◽  
Vol 7 (2) ◽  
pp. 28-43
Author(s):  
Lisa-Marie Bald ◽  
Judith A. Orth ◽  
Kathleen M. Hargiss
Keyword(s):  
Professional Development ◽  
Learning Styles ◽  
Mobile Devices ◽  
Teaching Reading ◽  
Collegial Interactions ◽  
Theory To Practice ◽  
Emerging Themes ◽  
Adult Learning Styles

Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this investigation was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. In a case study design, 10 K-4 teachers participated in one 60-minute interview, one follow-up interview, and one 45-minute focus group. With the use of typological analysis, transcripts were coded for initial and emerging themes. Results indicated that integrating mobile devices was highly dependent upon teachers being self-directed learners. Teachers relied on informal collegial interactions when deciding to use mobile devices. Continuous professional development that addresses adult learning styles was recommended by the teachers to support technology adoption.

scholarly journals Role of Mobile Phones in Developing Motivation through Reading Activities in English Language Learners

2021 ◽  
pp. 7-19
Author(s):  
Roger Segura Arias
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Mobile Phones ◽  
English Language ◽  
Teaching Reading ◽  
Efl Students ◽  
Second Year ◽  
Reading Activities

This case study attempts to elucidate the effects that the use of mobile phones as tools for teaching reading have in fostering motivation in EFL students. Through the use of qualitative research techniques, the professor executes a set of activities in a reading techniques course for second-year English language learners; focus groups and questionnaires help gather the students' perceptions on their involvement, enjoyment, and investment; the atmosphere created during the implementation of the activities, and their overall experience. In conclusion, the ubiquity of cell phones provides advantages in the development of motivation towards learning English and in fostering independence.

scholarly journals Methods of Teaching Reading to EFL Learners: A Case Study

2014 ◽  
Vol 2 (2) ◽  
pp. 9-14
Author(s):  
Dedi Sanjaya ◽  
S Rahmah ◽  
Johan Sinulingga ◽  
Azhar Aziz Lubis ◽  
Muhammad Yusuf
Keyword(s):  
Teaching Reading ◽  
Efl Learners

scholarly journals Exploring Effective Reading Comprehension Strategies Taught in a Madarasa-cum-School in Karachi

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yasmeen Sultana Farooqui ◽  
Dilawar Khan
Keyword(s):  
Reading Comprehension ◽  
Academic Skills ◽  
Comprehension Strategies ◽  
Teaching Reading ◽  
Reading Comprehension Strategies ◽  
Case Study Design ◽  
University Level ◽  
Effective Reading Strategies ◽  
Research Show

Reading is one of the most essential academic skills that students need in order to carry out their studies at university level. Therefore, the present study aimed to explore the effective reading strategies taught in a madrasa-cum-school. The study was qualitative in nature and used a case study design. In this connection, 10 teachers of a madrasa-cum-school were selected as a sample of the population. They were interviewed for 30 to 40 minutes. The interviews were transcribed, and then analysed through thematic analysis. The findings of the research show that the teachers were familiar with the reading comprehension strategies, such as implying, inferring, predicting, making predictions; and they were applying these strategies successfully while teaching reading comprehension.

scholarly journals Difficulties Encountering Multileveled Classes Teachers' in Teaching Reading Comprehension (A case study of Cambridge Training Centers and British Educational Institutes in Khartoum State, Sudan)

2020 ◽  
Author(s):  
Osama Yousif Ibrahim Abualzain
Keyword(s):  
Reading Comprehension ◽  
Adverse Selection ◽  
Quantitative Method ◽  
Classroom Observation ◽  
Background Knowledge ◽  
Teaching Reading ◽  
Reading Materials ◽  
Teachers Training ◽  
Selection Of

The study aims at investigating the difficulties encountered by English centers teachers of multileveled classes in teaching reading comprehension, and suggests some suitable strategies that can alleviate the problems. To run the study, thirty-four language center teachers' from Khartoum State are the sample of the study. A questionnaire, supported by classroom observation, was the collecting data tool. The quantitative method matches this type of research. The findings of the study reveal that the difficulties encountered by multileveled classes teachers' attributed to the students' limited vocabulary, poor background knowledge, annoying reading materials, lack of teachers' training, and adverse selection of suitable strategies. The findings of this study are of high value for syllables designers as well as multileveled classes’teachers. Teachers have to adopt adequate strategies, choosing attractive reading materials, and they should be equipped with the required training.

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