The Role of Phonemic Awareness in Learning to Read

2004 ◽  
pp. 110-139 ◽  
Author(s):  
Linnea C. Ehri ◽  
Simone R. Nunes
Keyword(s):  
Phonemic Awareness ◽  
Learning To Read

scholarly journals Dyslexia: An overview

2011 ◽  
Vol 70 (2) ◽  
Author(s):  
S. O. Wajuihian ◽  
K. S. Naidoo
Keyword(s):  
Developmental Disorder ◽  
Imaging Techniques ◽  
Neural Pathways ◽  
Learning Disorder ◽  
Conventional Instruction ◽  
Management Options ◽  
Learning To Read ◽  
Neuro Imaging ◽  
Sociocultural Background

Dyslexia is a neuro-developmental disorder characterized by difficulties in learning to read despite conventional instruction, adequate intelligence and a balanced sociocultural background.  Dyslexia is the most common type of learning disorder.  Reading difficulties affect a child’s academic achievement.  As primary eye care practitioners, optometrists have a role in attending to patients who may present with symptoms indicative of dyslexia, therefore an understanding of dyslexia will be beneficial to the optometrist.  This paper presents an overview of dyslexia and discusses its prevalence, aetiology, classifications, neural pathways involved in reading, theories, neuro-imaging techniques and management options. The role of optometry in the multidisciplinary management of dyslexia is discussed.  (S Afr Optom 2011 70(2) 89-98)

Cosmopolitan English, traditional Japanese

2018 ◽  
Vol 4 (3) ◽  
pp. 238-256 ◽  
Author(s):  
Thomas Baudinette
Keyword(s):  
Identity Construction ◽  
Gay Men ◽  
English Language ◽  
Ethnographic Study ◽  
Linguistic Landscape ◽  
Japanese Men ◽  
Learning To Read ◽  
Sexual Identities ◽  
Queer Space

Abstract The Linguistic Landscape of Tokyo’s premier gay district, Shinjuku Ni-chōme, contains much English-language signage. Previously described in touristic literature as marking out spaces for foreign gay men, this article draws upon an ethnographic study of how signage produces queer space in Japan to argue that English instead constructs a sense of cosmopolitan worldliness. The ethnography also reveals that participants within Ni-chōme’s gay bar sub-culture contrast this cosmopolitan identity with a “traditional” identity indexed by Japanese-language signage. In exploring how Japanese men navigate Ni-chōme’s signage, this article deploys Piller and Takahashi’s (2006) notion of “language desire” to investigate the role of LL in influencing individual queer men’s sense(s) of self. This article thus broadens the focus of LL research to account for how engagement with an LL may impact identity construction, with an emphasis placed on how learning to “read” an LL influences the formation of sexual identities.

Dyslexia: A Very Short Introduction

2019 ◽  
Author(s):  
Margaret J. Snowling
Keyword(s):  
Risk Factors ◽  
Environmental Factors ◽  
Short Introduction ◽  
Learning To Read ◽  
Innovative Research ◽  
Genetic And Environmental Factors ◽  
Associated Risk Factors

Dyslexia: A Very Short Introduction provides an accessible overview of the innovative research surrounding dyslexia, beginning with its history, and drawing on the experiences of children and adults with dyslexia today. Considering the skills involved in learning to read, and looking at the role of genetic and environmental factors including the language of learning, this VSI discusses the causes of dyslexia and its associated risk factors. Discussing the various brain-scanning techniques that have been used to find out if the brains of people with dyslexia differ in structure or function from those of typical readers, it moves on to weigh up various strategies and interventions that can help people living with dyslexia today.

scholarly journals The role of language skills in learning to read: The case of bilingualism in French overseas departments

2011 ◽  
Vol 33 (4) ◽  
pp. 799-828
Author(s):  
ISABELLE NEGRO ◽  
SOPHIE GENELOT
Keyword(s):  
Data Analysis ◽  
Negative Impact ◽  
Language Skills ◽  
Learning Processes ◽  
Early Exposure ◽  
Learning To Read ◽  
Reading Competence ◽  
End Of Grade

ABSTRACTThis study aims to explain how the practice of two languages (French and Creole) in French overseas departments affects the first educational competencies acquired by children. The students’ performance in both languages was investigated at the beginning of kindergarten, and their reading capacities were measured at the end of Grade 1. The data analysis shows that the practice of Creole has no negative impact on success at reading in French. Furthermore, it appears that the students who performed the best in reading were those who were either more competent in French than in Creole, or those who were equally competent in both languages, according to their assessed reading competence. Thus, also discussed is the necessity of early exposure to a language's written code and the contribution that bilingualism makes to learning processes of reading.

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