Loss of Written Language Due to Dissolution of the Phonetic Structure of the Word in Brain Abscess

1951 ◽  
Vol 97 (407) ◽  
pp. 328-339 ◽  
Author(s):  
R. Klein
Keyword(s):  
Brain Abscess ◽  
Complex Function ◽  
Spoken Word ◽  
Written Language ◽  
Reading And Writing ◽  
Special Skill

Written language is a complex function; being built on the spoken word it has to draw on a variety of subsidiary functions which have to be unified in one particular skill. Moreover, the subsidiary functions are not the same for reading and writing; in reading, visual-gnostic factors are of major importance, in writing, special skill of hand and finger is required.

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

The effects of the World Wide Web on reading and writing skills in a Spanish cultural studies courseLos efectos de la Web en la adquisición de destrezas lectoras y escritas en un curso de cultura hispana

ReCALL ◽  
2000 ◽  
Vol 12 (1) ◽  
pp. 63-72 ◽  
Author(s):  
CARMEN CABOT
Keyword(s):  
Writing Skills ◽  
Written Language ◽  
Web Based ◽  
Reading And Writing ◽  
Spanish Speaking ◽  
South Wales ◽  
Effective Use ◽  
The University ◽  
Task Oriented ◽  
Target Culture

This paper presents the results of a study that demonstrates an effective use of the Web as a tool to increase motivation and thus promote reading and writing skills in Spanish as well as a deeper sense of the culture of the Spanish speaking world. In the study, thirty students of second year Spanish at the University of New South Wales were required to prepare an itinerary for a trip to a Spanish speaking country of their choice using the WWW as the only resource. In general our findings regarding improved language skills were consistent with the literature: an increase of vocabulary, more use of references, more student initiated interactions and greater interactivity in the classroom amongst students were observed. There was, however, one aspect, linguistic accuracy, in which improvement was not greatly noted. The data collected confirms that a task-oriented Web based course can increase the motivation of students, improve the scope of their reading, and enhance their perception of the target culture, all with a great effect on range of language explored, learned and re-processed, but a much lesser effect on the accuracy of written language produced.

Point-and-Chat®

2011 ◽  
pp. 169-178 ◽  
Author(s):  
Benjamin Slotznick
Keyword(s):  
Instant Messaging ◽  
Spoken Word ◽  
Alternative Communication ◽  
Augmentative Alternative Communication ◽  
Reading And Writing ◽  
Vocabulary Strategies ◽  
Face To Face ◽  
Text Chat ◽  
Written Word ◽  
Effective Use

Point-and-Chat®, most simply, is the first software for Instant Messaging with a built-in screen reader, designed to be used in conjunction with Augmentative/Alternative Communication (AAC) devices. For many AAC users, especially those who have difficulty reading and writing, an AAC device is the primary or only way they can communicate with other people. This communication is primarily one-on-one and face-to-face. The goal of Point-and-Chat® is to take the skills that an AAC user has in producing the spoken word and provide scaffolding that will enable the AAC user to use those skills to communicate with the written word. The primary impediment to effective use of Point-and-Chat® by AAC users appears to be a lack of appropriate text-chat vocabularies for poor readers, including vocabulary strategies to re-establish conversations when the conversational thread has been lost.

SLA and Classroom Instruction: Reading

1988 ◽  
Vol 9 ◽  
pp. 223-242 ◽  
Author(s):  
Patricia L. Carrell
Keyword(s):  
Language Acquisition ◽  
Oral Language ◽  
Written Language ◽  
Point Of View ◽  
Simple Explanation ◽  
Significant Extent ◽  
Reading Research ◽  
Reading And Writing ◽  
Broad Consensus

Theories and models of seond language acquisition have tended to focus on the role of oral language. While some acknowledgement is given to the role of reading (andwriting) in SLA (e.g., by Krashen 1984; 1985), the relative inattention given to reading in SLA had resulted in a dearth to reading research which is explicitly tied to the most popular theories and models of SLA or which is expressly designed to deal with issues commonly addressed in SLA. Although there is no simple explanation as to why SLAresearch has focused almost exclusively on oral language, to the neglect of written language, it is interesting to speculate about why the “canonical” theories of SLA do not to any significant extent deal with reading and writing, especially when there seems to be broad consensus that language has to be considered from a textual point of view, and when written as well as oral language may be a substantial source of language input. One possibility is that SLA, while in some sense part of the backlash against the structuralism of the audiolingual approach, has nonetheless simply maintained the focus on oral-aural language of audiolingualism (which itself originated as a reaction against earlier grammartranslation models relying heavily on reading and writing).

scholarly journals PENGENALAN BAHASA TULIS BERBASIS PEMEROLEHAN UNTUK ANAK KB DAN TK

Diksi ◽  
2015 ◽  
Vol 15 (1) ◽  
Author(s):  
Tadkiroatun Musfiroh
Keyword(s):  
Field Testing ◽  
Receptive Language ◽  
Written Language ◽  
Research Subjects ◽  
Reading And Writing ◽  
Learning Conditions ◽  
The Media ◽  
Extended Field ◽  
Written Language Acquisition ◽  
Validation Testing

There are three main aspects of problems concerning the introduction ofthe written language (the language used in reading and writing activities) in playgroups and kindergartens: the method, the learning approach, and the media andsources used for the activities related to it. Inappropriateness in choosing the threeaspects will result in undesired development of the children on the whole,including their interest in reading and writing activities. Therefore, there needs tobe developed a model for introducing written language for children whichaccommodates the three aspects. A research study has been conducted with theobjective of developing and finalizing such a model and guidelines for itsapplication by means of (1) validation testing by experts and users, (2) limited fieldtesting, and (3) extended field testing.The research subjects were 107 teachers and 178 chidren in play groupsand kindergartens in the Yogyakarta Province. The data were obtained by means ofvarious methods: observation, questionnaire, interview, and documentation. Theinterview data were orthographically transcribed and then combined with fieldnotedata and data of the children's written expressions were documented by usinga scanner. The analysis was both qualitatively and quantitatively descriptive.Validity was confirmed by means of intra-rater and inter-rater techniques.The research results indicate that, after validation testing by experts andusers as well as limited and extended field testing, the model has shown an abilityto improve learning conditions, increase children's acquisition of the writtenlanguage for the related productive and receptive language activities, improvetheir symbol sensitivity, and strengthen the foundations of their reading andwriting activities. The application of the model has also improved the teachers'competence.Keywords: introducing written language, acquisition-based written language,children in play groups and kindergartens

Expanding the Definitions of Text and Literacy in the Secondary Content Areas

2014 ◽  
pp. 202-219
Author(s):  
Robyn Seglem ◽  
Kara L. Lycke
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Education Program ◽  
Written Language ◽  
Content Literacy ◽  
Student Responses ◽  
Reading And Writing ◽  
Content Area Teachers ◽  
Literacy Course ◽  
Material Sample

Content area teachers are often prepared to instruct with texts that are heavily grounded in written language despite research that demonstrates that literacy and text expand beyond these parameters. Traditional content literacy/reading courses maintain preservice teachers’ traditional understandings of text and of literacy as reading and writing, and they do not take into account broader definitions of text and literacy. This chapter describes how the authors, faculty in a medium-sized university teacher education program, redesigned their secondary content literacy course. The intention was to help preservice teachers better understand the nature of literacy in their particular disciplines and to demonstrate how to incorporate a variety of texts to effectively teach their content material. Sample lessons and assignments are described and student responses are discussed in terms of their larger implications for teacher education.

The Effect of Medium and Interaction

1999 ◽  
Author(s):  
Agnes Kukulska-Hulme
Keyword(s):  
Visual Processing ◽  
Natural Habitat ◽  
Spoken Language ◽  
Written Language ◽  
Spatial Proximity ◽  
Older Children ◽  
Reading And Writing ◽  
The World ◽  
The Relationship ◽  
Indirect Reference

• Why are electronic texts suspect? • Can you tear out a page on a screen? • How does chopping up sentences make them coherent? • When do actions speak louder than words? • How can we use questions to map out knowledge needs? . . . We begin this chapter by looking at what is to be gained from understanding the relationship between written and spoken language. The consequences of putting words on the screen are explored, in terms of changes in the meaning of terms, pronunciation, and the effect of spatial proximity on meanings. We then move on to consider aspects of verbal interaction, such as politeness and fluency, and conclude with an overview of users’ knowledge needs identified by analyzing their language. Written texts all have to be related somehow, directly or indirectly, to the world of sound, the natural habitat of language, to yield their meanings. The world of sound as “the natural habitat of language.” Historically, and in an individual’s development, speech comes before writing. For a small child, language is all speech. This is obviously not so for older children and adults, and for some, language is nearly all reading and writing. Still, for most people, language is strongly associated with sound, in a concrete way through hearing and producing language as well as through mental association. In a situation where computers are used, spoken and written language are both present in some way (not necessarily at the same time), not least of all because it is most unusual for someone to use an application without ever speaking about its use! In general, indirect reference from written language to sound through a reader’s prior experience of spoken language or through a special notation is acceptable in many different circumstances, such as in books and newspapers. The question is, What, if anything, do we lose when real sound is missing? Physical demands on the reader (user) are now focused on visual processing.

Oral and Written Language Mode Adaptations in Stories by Kindergarten Children

1982 ◽  
Vol 14 (1) ◽  
pp. 51-59 ◽  
Author(s):  
Elizabeth Sulzby
Keyword(s):  
Reading Ability ◽  
Written Language ◽  
Kindergarten Children ◽  
Emergent Reading ◽  
Reading And Writing ◽  
Oral Production ◽  
Reading Abilities ◽  
Related Language ◽  
Related Mode

The study describes differences between two kinds of oral production, told and dictated stories, by kindergarten children who vary in emergent reading ability. Two replications of told, dictated, and handwritten story sets were elicited from 24 kindergarten children who were not being instructed in reading and writing. Re-reading attempts were collected and used to derive Judgments of Emergent Reading Abilities for Dictated and Handwritten Stories. The Judgments and scores from a traditional readiness test were significantly correlated. Results from examination of story characteristics indicated that children's oral productions signalled differences between told and dictated stories; that children adapted told stories toward the related language mode of conversation and adapted dictated stories toward the related mode of handwritten composition; and that these adaptations were related to degree of reading-related abilities for children at extremes of the distribution.

Sign in / Sign up

Export Citation Format

Share Document