scholarly journals Interrelationships Among Language Skills, Externalizing Behavior, and Academic Fluency and Their Impact on the Academic Skills of Students With ED

2006 ◽  
Vol 14 (4) ◽  
pp. 209-216 ◽  
Author(s):  
J. Ron Nelson ◽  
Gregory J. Benner ◽  
Stern Neill ◽  
Scott A. Stage
Keyword(s):  
Externalizing Behavior ◽  
Language Skills ◽  
Academic Skills ◽  
Academic Fluency

scholarly journals Developing Academic English in Speaking and Writing

2020 ◽  
Author(s):  
Július Rozenfeld ◽  
Slávka Tomaščíková
Keyword(s):  
Academic Writing ◽  
Scientific Inquiry ◽  
Teaching Practice ◽  
Language Skills ◽  
Academic Skills ◽  
Academic Community ◽  
Academic English ◽  
Practical Guidelines ◽  
Academic Competencies ◽  
Doctoral Dissertations

The academic textbook entitled “Developing Academic English in Speaking and Writing” responds to the need identified by the authors in their own teaching practice to integrate the enhancement of the academic skills of speaking and writing into a single coherent approach. Using complex methodologies of academic speaking and academic writing, the authors offer practical guidelines on how to broaden students’ knowledge of the discourse of Academic English and how to improve their academic competencies and productive language skills in speaking and writing in English. The textbook is designed for university students of English philology, students of literary and cultural studies focusing on Anglophone areas, students of English translation and interpretation study programmes, but also for students who study in English and who are expected to engage in scientific inquiry, document their research in Bachelor and Master theses or in doctoral dissertations written in English, and to present their work to their academic community.

scholarly journals Competency-Based Syllabus and Skills-Based Syllabus of Arabic Learning in College

2019 ◽  
Vol 11 (1) ◽  
pp. 25-52
Author(s):  
Nuraini Nuraini
Keyword(s):  
Language Learning ◽  
Research Method ◽  
Language Skills ◽  
Academic Skills ◽  
Arabic Language ◽  
Educational Institutions ◽  
Language Usage ◽  
Development Research ◽  
Competency Based ◽  
And Function

A challenging and uncertain millennial era requires that educational institutions design their education based on real needs in the field capable of producing human resources with attitude, knowledge and skill competencies, in order to prepare this, syllabus plays an important role because it is one of the stages of the curriculum, to answer what to learn to deal with this problem. Competence can be interpreted as knowledge, skills, and abilities controlled by someone who has become part of himself. So that he can perform cognitive, affective and psychomotor behaviors as well as possible.This study uses a development research method developed by Jack Richard which modified according to the needs in the development of the syllabus. Thus, the research steps include the study of documents on the syllabus that is already running, observation of learning using a running syllabus, and analysis of needs for the development of the syllabus, and developing the syllabus for Arabic language learning in higher education. The skill-based syllabus contains a number of specific "predictable" abilities to be part of language usage. Skill-based syllabus organizes materials around the language skills or academic skills that students need to learn the language. further this article present kind and function of syllabus, its also discuss about how to organizing materials to reach goals of arabic learning, and also doscuss some problem encountered in the implementation of the syllabus.

A Functional Curriculum Sequencing Model for Teaching the Severely Handicapped

AAESPH Review ◽  
1978 ◽  
Vol 3 (4) ◽  
pp. 202-215 ◽  
Author(s):  
Doug Guess ◽  
R. Don Horner ◽  
Bonnie Utley ◽  
Jennifer Holvoet ◽  
Debbie Maxon ◽  
...  
Keyword(s):  
Motor Skills ◽  
Language Skills ◽  
Academic Skills ◽  
Curriculum Model ◽  
Self Help ◽  
Functional Curriculum ◽  
Sensory Motor ◽  
Severely Handicapped ◽  
Curriculum Sequencing

This paper presents the rationale and structure for a curriculum model for educating the severely handicapped. The model combines the advantages of the two logics used up to this point in developing curricula: the developmental/cognitive logic and the remedial/behavioral logic. It provides for sequencing of skills to be taught across and within levels of difficulty and across six content domains: self-help skills, sensory-motor skills, socialization, language skills, academic skills, and vocational preparation. Some preliminary applications of the model are given.

Gender gaps in preschool age: A study of behavior, neurodevelopment and pre-academic skills

2020 ◽  
pp. 140349482094474
Author(s):  
Ragnhild E. Brandlistuen ◽  
Martin Flatø ◽  
Camilla Stoltenberg ◽  
Siri S. Helland ◽  
Mari V. Wang
Keyword(s):  
Gender Differences ◽  
Standard Deviation ◽  
School Readiness ◽  
Externalizing Behavior ◽  
Academic Skills ◽  
Attention Problems ◽  
Preschool Age ◽  
Internalizing Behavior ◽  
School Entry ◽  
Neurodevelopmental Outcomes

Background: Female educational advantage is evident from elementary school and throughout the education system. Understanding the gender differences that precede school entry might provide important insight as to why girls outperform boys later in their educational careers. Aims: The aim of this study was to explore gender differences in early literacy and numeracy skills, as well as a range of neurodevelopmental and behavioral domains between the age of five and six years. Methods: We used questionnaire data from preschool teachers in the Norwegian Mother, Father and Child Cohort Study reported for 7467 children attending the final year in preschool, to explore gender differences and age patterns by fitting flexible regression models predicting pre-academic, behavioral and neurodevelopmental outcomes. Results: We found gender differences favoring girls for all outcomes except internalizing behavior. For neurodevelopment and behavior, differences in adjusted standardized scores ranged from 46% of a standard deviation (95% confidence interval (CI) 0.41, 0.50) in overall school readiness to 31% of a standard deviation difference in externalizing behavior problems (CI 0.21, 0.41). We found gender differences for all literacy skills in favor of girls. The gender gap in naming and adding numbers was small, but in favor of girls. Increasing age was associated with improved pre-academic skills and school readiness, as well as reduction of attention problems and language difficulties, the latter especially for boys. Conclusions: We conclude that gender differences favoring girls exist prior to school entry for a broad range of pre-academic, behavioral and neurodevelopmental skills relevant to school functioning.

scholarly journals Sluggish Cognitive Tempo Predicts Academic Fluency, Beyond Contributions of Core Academic Skills, Attention, and Motor Speed

2018 ◽  
Vol 23 (14) ◽  
pp. 1703-1710 ◽  
Author(s):  
Lisa A. Jacobson ◽  
E. Mark Mahone
Keyword(s):  
Child Outcomes ◽  
Academic Skills ◽  
Sluggish Cognitive Tempo ◽  
Motor Speed ◽  
Math Skills ◽  
Component Skills ◽  
Reading And Math ◽  
Child Performance ◽  
Academic Fluency ◽  
Cognitive Tempo

Objective: Sluggish Cognitive Tempo (SCT) is a distinct behavioral phenotype characterized by such symptoms as being slow to complete tasks, appearing drowsy or sleepy, and lacking initiative. Subcomponents of SCT appear differentially associated with inattention symptoms and child outcomes. Much of the work in this area has examined associations between SCT symptoms and ratings of behavior; few studies have examined associations with child performance. Method: We examined associations between SCT and timed reading and math skills in 247 referred youth ( M age = 11.55, range = 6-20; 67.6% male), controlling for the untimed academic skills, inattention, and graphomotor speed. Results: SCT consistently predicted timed academic fluency, after controlling for other component skills, for both reading (SCT Δ R2 = .039, p = .001) and math (Δ R2 = .049, p = .001). Conclusion: Results provide initial evidence for the unique association of SCT with timed academic performance. Understanding associations of SCT with actual child performance may allow for greater specificity in targeting interventions to address speed of performance.

Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools

2017 ◽  
Vol 60 (6) ◽  
pp. 1590-1605 ◽  
Author(s):  
Laura M. Justice ◽  
Hui Jiang ◽  
Jessica A. Logan ◽  
Mary Beth Schmitt
Keyword(s):  
Public Schools ◽  
Phonological Awareness ◽  
Language Impairment ◽  
Externalizing Behavior ◽  
Language Skills ◽  
Self Regulation ◽  
School Age Children ◽  
Multilevel Regression ◽  
The Public ◽  
Nonverbal Cognition

Purpose This study aimed to identify child-level characteristics that predict gains in language skills for children with language impairment who were receiving therapy within the public schools. The therapy provided represented business-as-usual speech/language treatment provided by speech-language pathologists in the public schools. Method The sample included 272 kindergartners and first-graders with language impairment who participated in a larger study titled “Speech-Therapy Experiences in the Public Schools.” Multilevel regression analyses were applied to examine the extent to which select child-level characteristics, including age, nonverbal cognition, memory, phonological awareness, vocabulary, behavior problems, and self-regulation, predicted children's language gains over an academic year. Pratt indices were computed to establish the relative importance of the predictors of interest. Results Phonological awareness and vocabulary skill related to greater gains in language skills, and together they accounted for nearly 70% of the explained variance, or 10% of total variance at child level. Externalizing behavior, nonverbal cognition, and age were also potentially important predictors of language gains. Conclusions This study significantly advances our understanding of the characteristics of children that may contribute to their language gains while receiving therapy in the public schools. Researchers can explore how these characteristics may serve to moderate treatment outcomes, whereas clinicians can assess how these characteristics may factor into understanding treatment responses.

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