scholarly journals Mobile Learning: Fonik Application (FA) Using Spaced Repetition Algorithm (SRA) in The Covid-19 Era

2021 ◽  
Vol 12 (5) ◽  
pp. 1805-1811
Author(s):  
Mohd Rahmat Mohd Noordin, Et. al.
Keyword(s):  
Reading Skills ◽  
Word Reading ◽  
Slow Learner ◽  
User Input ◽  
Target User ◽  
Hearing Test ◽  
The Right ◽  
Spaced Repetition ◽  
The Voice ◽  
Test User

Phonics is one of the techniques to teach kids to learn alphabet. This technique used the sound of alphabet to teach kids. This project is to improve word reading skills by learn how to spell. The user’s mood of study can increase by the time. The memorizing technique which is Spaced Repetition Algorithm that implemented in the application can help the slow learner that have problem to memorize. The spaced repetition approach will strengthen memory, although at another efficiency using intervals. The Fonik Application (FA) target user is slow learner. This project provides the video of lips motion of how to sound the alphabet using phonics technique. It also provides two tests to view the user understanding of the learner. The tests are test of pronunciation and test of hearing. In pronunciation test, user needs to input the voice of the word that display in the screen. Speech recognition will recognize whether the speech that user input is correct or wrong. In the hearing test, user need to recognize the sound of the phonics that have given and answer the right alphabet by choosing the correct alphabet.

scholarly journals Left and right arcuate fasciculi are uniquely related to word reading skills in Chinese-English bilingual children

2021 ◽  
pp. 1-70
Author(s):  
Yue Gao ◽  
Xiangzhi Meng ◽  
Zilin Bai ◽  
Xin Liu ◽  
Manli Zhang ◽  
...  
Keyword(s):  
Reading Skills ◽  
Word Reading ◽  
Reading Skill ◽  
Bilingual Children ◽  
Chinese Reading ◽  
Discrimination Ability ◽  
Visual Spatial ◽  
English Bilingual ◽  
The Right ◽  
Language Universal

Abstract Whether reading in different writing systems recruits language-unique or language-universal neural processes is a long-standing debate. Many studies have shown the left Arcuate Fasciculus (AF) to be involved in phonological and reading processes. In contrast, little is known about the role of the right AF in reading, but some have suggested that it may play a role in visual spatial aspects of reading or the prosodic components of language. The right AF may be more important for reading in Chinese due to its logographic and tonal properties, but this hypothesis has yet to be tested. We recruited a group of Chinese-English bilingual children (8.2 to 12.0 years old) to explore the common and unique relation of reading skill in English and Chinese to Fractional Anisotropy (FA) in the bilateral AF. We found that both English and Chinese reading skills were positively correlated with FA in the rostral part of the left AF-direct segment. Additionally, English reading skill was positively correlated with FA in the caudal part of the left AF-direct segment, which was also positively correlated with phonological awareness. In contrast, Chinese reading skill was positively correlated with FA in certain segments of the right AF, which was positively correlated with visual spatial ability, but not tone discrimination ability. Our results suggest that there are language universal substrates of reading across languages, but that certain left AF nodes support phonological mechanisms important for reading in English, whereas certain right AF nodes support visual spatial mechanisms important for reading in Chinese.

Brain-Behavior Dynamics Between The Left Fusiform and Reading

2021 ◽  
Author(s):  
Caroline Beelen ◽  
Jan Wouters ◽  
Pol Ghesquière ◽  
Maaike Vandermosten
Keyword(s):  
Reading Skills ◽  
Word Reading ◽  
Brain Plasticity ◽  
Early Stage ◽  
Fusiform Gyrus ◽  
Advanced Stage ◽  
Behavior Dynamics ◽  
Grade 5 ◽  
Bidirectional Relations ◽  
Mri Study

Abstract The visual word form area (VWFA) plays a significant role in the development of reading skills. However, the developmental course and anatomical properties of the VWFA have only limitedly been investigated. The aim of the current longitudinal MRI study was to investigate dynamic, bidirectional relations between reading and the structure of the left fusiform gyrus at the early-to-advanced reading stage. More specifically, by means of bivariate correlations and a cross-lagged panel model (CLPM), the interrelations between the size of the left fusiform gyrus and reading skills (a composite score of a word and pseudo-word reading task) were studied in a longitudinal cohort of 43 Flemish children (29M, 14F) with variable reading skills in grade 2 (the early stage of reading) and grade 5 (the advanced stage of reading) of primary school. Results revealed that better reading skills at grade 2 lead to a larger size of the left fusiform gyrus at grade 5, whereas there are no directional effects between the size of the left fusiform gyrus at grade 2 and reading skills at grade 5. Hence, according to our results there is behavior-driven brain plasticity and no brain-driven reading change between the early and advanced stage of reading. Together with pre-reading brain studies showing predictive relations to later reading scores, our results suggest that the direction of brain-behavioral influences changes throughout the course of reading development.

The impact of language on the relationships between phonological awareness and word reading in different orthographies: A test of the psycholinguistic grain size theory in bilinguals

2015 ◽  
Vol 37 (5) ◽  
pp. 1083-1115 ◽  
Author(s):  
ALEXANDRA GOTTARDO ◽  
ADRIAN PASQUARELLA ◽  
XI CHEN ◽  
GLORIA RAMIREZ
Keyword(s):  
Grain Size ◽  
Phonological Awareness ◽  
Reading Skills ◽  
Word Reading ◽  
First Language ◽  
Phonological Sensitivity ◽  
English Reading ◽  
Syllable Onset ◽  
Different Orthographies ◽  
The Impact

ABSTRACTThe relationships among first language (L1) and second language (L2) phonological awareness and reading skills were examined in English L2 learners with a variety of L1s, specifically Spanish, Portuguese, and Chinese (maximum N = 252). Longitudinal and concurrent relations between word reading and subcomponents of phonological awareness (i.e., syllable, onset-rime, phoneme, and, where applicable, tone awareness) were examined in kindergarten and first and second grades. The relationships between reading and specific subcomponents of phonological awareness were associated with the orthography being read, English or the L1. Phonological awareness subcomponents related to English reading were generally similar for the three English L2 groups, despite differences in the orthographies of learners’ native language. The findings support the psycholinguistic grain size theory with regard to links between phonological sensitivity and the sound–symbol correspondences used to read the specific languages.

scholarly journals LEXSSA KIT IMPROVE READING SKILLS FOR STUDENT WITH DISABILITIES

2021 ◽  
Vol 3 (8) ◽  
pp. 149-166
Author(s):  
Norleena Gutasan ◽  
Rojiah Saiwah Karim ◽  
Zoriffah Mohd Kudin ◽  
Nor Jannah Hassan
Keyword(s):  
Learning Disabilities ◽  
Active Learning ◽  
Reading Skills ◽  
Cost Effective ◽  
Survey Method ◽  
Slow Learner ◽  
Students With Learning Disabilities ◽  
Learning Aids ◽  
Students With Autism ◽  
Adaptation Processes

The LEXSSA Kit (More Effective Xtra Fun Suitable for Student Levels) is produced for Students with Learning Disabilities. The aim of this research is to help students with Learning Disabilities such as students with Autism, Dyslexia, Slow Learner, Down Syndrome, and Attention Deficit Hyperactive Disorder (ADHD) improve their reading skills. This study was conducted to observe the perception of Students with Learning Disabilities of using LEXSSA Kit as learning aids that can encourage active learning and improve the mastery of reading. The design of this research has used a survey method and presented in the form of descriptive statistics (frequency and percentage). Meanwhile, the LEXSSA Kit was produced through four adaptation processes using the PDCA Model and was implemented for Students with Learning Disabilities in the district of Tuaran, Kudat, and Kota Belud. Preliminary findings found that Students with Learning Disabilities unable to read simple syllables, words, phrases, and sentences without the help of a teacher. The result of the intervention using the LEXSSA Kit shows that Students with Learning Disabilities can read simple syllables and words independently. The finding of the assessment phase shows that 95 percent of Students with Learning Disabilities can read syllables and words using the LEXSSA Kit. The implication of this study proves that the LEXSSA Kit can help improve Students with Learning Disabilities' reading skills. It is easy to use, interactive, fun, engaging, encourages active learning among Students with Learning Disabilities, and cost-effective for teachers to use.

scholarly journals Early Phonological Neural Specialization Predicts Later Growth in Word Reading Skills

2019 ◽  
Author(s):  
Brianna L. Yamasaki ◽  
Karla Kay McGregor ◽  
James R. Booth
Keyword(s):  
Phonological Processing ◽  
Semantic Processing ◽  
Reading Skills ◽  
Word Reading ◽  
Superior Temporal Gyrus ◽  
Preliminary Evidence ◽  
Reading Growth ◽  
Best Fitting ◽  
And Performance ◽  
Performance Results

According to the Interactive Specialization Theory, cognitive skill development is facilitated by a process of neural specialization. In line with this theory, the current study investigated whether neural specialization for phonological and semantic processing at 5-to-6 years old was predictive of growth in word reading skills from 5-to-8 years old. Specifically, four regression models were estimated in which reading growth was predicted from: (1) an intercept-only model, (2) measures of semantic and phonological neural specialization, (3) performance on semantic and phonological behavioral tasks, or (4) a combination of neural specialization and behavioral performance. Results from the preregistered analyses revealed little evidence in favor of the hypothesis that early semantic and phonological skills predict growth in reading. However, results from the exploratory analyses, which included a larger sample, focused exclusively on the phonological predictors, and investigated relative growth in reading, demonstrated strong evidence that variability in phonological processing is predictive of growth in word reading skills. Specifically, the best fitting model included both measures of phonological neural specialization within the posterior superior temporal gyrus and performance on a phonological behavioral task. This work provides important preliminary evidence in favor of the Interactive Specialization Theory and, more specifically, for the role of phonological neural specialization in the development of early word reading skills.

Multicomponent Reading Interventions for Students With Intellectual Disability

2017 ◽  
Vol 39 (4) ◽  
pp. 229-242 ◽  
Author(s):  
Kemal Afacan ◽  
Kimber L. Wilkerson ◽  
Andrea L. Ruppar
Keyword(s):  
Intellectual Disability ◽  
Literature Review ◽  
General Education ◽  
Reading Instruction ◽  
Reading Skills ◽  
Word Reading ◽  
Reading Interventions ◽  
Future Research ◽  
Sight Word ◽  
The Impact

Reading instruction for students with intellectual disability (ID) has traditionally focused on single skill instruction such as sight word reading. Given that multicomponent reading interventions have been linked to improved reading skills across multiple reading components for students in general education, it is logical to examine the impact of multicomponent reading interventions for students with ID. The purpose of this literature review was to examine characteristics, outcomes, and quality of multicomponent reading interventions for students with ID. In this review, seven empirical articles fit the inclusionary criteria. Findings indicate that students with ID who were exposed to multicomponent reading programs significantly improved their reading skills compared to their peers with ID who received traditional sight word instruction or to their previous reading performance. This literature review highlights effective strategies used to provide multicomponent reading instruction to students with ID. Implications for reading instruction for students with ID are provided, along with implications for future research.

Are Reading Interventions for English Language Learners Effective? A Meta-Analysis

2019 ◽  
Vol 52 (3) ◽  
pp. 220-231 ◽  
Author(s):  
Caralyn Ludwig ◽  
Kan Guo ◽  
George K. Georgiou
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Reading Fluency ◽  
English Language ◽  
Reading Skills ◽  
Word Reading ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Reading Accuracy ◽  
Positive Effects

Despite concerted efforts to improve the reading skills of English language learners (ELLs), it remains unclear if the interventions they have been receiving produce any positive results. Thus, the purpose of this meta-analysis was to examine how effective reading interventions are in improving ELLs’ reading skills and what factors may influence their effectiveness. Twenty-six studies with reported outcomes for pretest and posttest were selected, and four moderators (group size, intensity of intervention, students’ risk status, and type of intervention) were coded. The results of random-effects analyses showed that the reading interventions had a large effect on ELLs’ reading accuracy ( d = 1.221) and reading fluency ( d = 0.802) and a moderate effect on reading comprehension ( d = 0.499). In addition, for real-word reading accuracy, intervention groups composed of more than five students were less effective than groups composed of two to five students, and longer intervention sessions were less effective than shorter ones. Overall, our findings suggest that reading interventions have positive effects on ELLs’ reading skills, and they should not be delayed until these students have reached a certain level of oral English proficiency.

Sign in / Sign up

Export Citation Format

Share Document