scholarly journals EXTENDING THE VOCABULARY TO 5-6-YEAR-OLD CHILDREN AFTER CORRECTING SOUNDS S-Z; SH-TICK PHONETIC DISORDERS

2021 ◽  
Vol 2 ◽  
pp. 39-47
Author(s):  
Evita Michule ◽  
Mārīte Rozenfelde ◽  
Regina Ogrina
Keyword(s):  
Speech Therapy ◽  
Grammatical Structure ◽  
Conversational Language ◽  
Asking Questions ◽  
Answering Questions

Children nowadays have insufficient vocabulary, difficulties in expressing their opinion and expressing themselves, difficulties in asking questions and answering them. Therefore, it can be concluded that it is important to improve child's speech and vocabulary, which includes all of the aforementioned elements. Even after eliminating the pronunciation disorders of the sounds s-z and sh-zh, it is necessary to develop the active and passive vocabulary, to ensure that as many words as possible are in the active vocabulary. It is important to improve the grammatical structure of the language, so that children can form longer simple extended sentences instead of sentences consisting of 2-3 words. It is necessary to work on improving the conversational language, so that children, when answering questions, can substantiate their thoughts, attitudes, are able to perceive the essence of the content, preserve it and express themselves in the end. The paper provides information about a set of speech therapy games, developed and approbated by E. Michule, for the enrichment of the vocabulary of 5-6 year old children after the elimination of pronunciation disorders of the sounds s-z and sh-zh, as well as the results obtained in the approbation.

scholarly journals Puppet As Media In Improving Young Learners’ Participation In Conversation

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Wardah Wardah ◽  
Ridha Nabillha
Keyword(s):  
Action Research ◽  
Fifth Grade ◽  
Young Learners ◽  
The Third ◽  
Fifth Grade Students ◽  
Asking Questions ◽  
Answering Questions

This action research aimed to improve students’ participation in English conversation. The participants were 38 of the fifth grade students of SD Muhammadiyah 2 Pontianak. Observation and fieldnote were used to collect and analyze the data.  The research findings  showed that the use of puppet as media can improve students’ participation in English conversation. In the first cycle, the percentage of the students’ participation in English conversation was 53%: 11 students participated in asking question, 6 students participated in answering questions,  and 3 students participated in giving opinions. In the second cycle, the students’ participation improved to 61%: 14 students participated in asking question, 8 students participated in answering question,  and 4 students participated in giving opinions. Finally, in the third cycle, the percentage of students’ participation was 74%: 14 students participated in asking questions, 11 students participated in answering questions,  and 5 students participated in giving opinions. Cycle two and three  showed improvement on the students’ participation in asking questions, answering questions, and giving opinions when being taught by using puppet. Hence, Puppet as media can improve students’ participation in English conversation. Keywords: Puppet, Young Learners, Conversation

scholarly journals Asking and Answering Questions: Partners, Peer Learning, and Participation

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
John Rivers ◽  
Aaron B. Smith ◽  
Denise Higgins ◽  
Ruth Mills ◽  
Alex Gerd Maier ◽  
...  
Keyword(s):  
Experimental Design ◽  
Peer Learning ◽  
Learning Activities ◽  
Peer Mentors ◽  
Peer Assisted Learning ◽  
Scientific Content ◽  
Science Courses ◽  
Asking Questions ◽  
Answering Questions

Science is about asking questions but not all science courses provide students with opportunities to practice this essential skill. We give students ownership of the processes of asking and answering questions to help them take greater responsibility for their own learning and to better understand the process of science with its inherent uncertainty. Peer learning activities throughout the course embed multidirectional feedback within and between students and instructors. Students are our partners in the design and evaluation of exam questions and we learn from them as they rise to the challenge of identifying important information and applying it. The lab program is supported by peer assisted learning in which peer mentors partner with instructors to generate activities addressing the use of evidence and experimental design. While not all students engage as partners, those who do value these experiences and demonstrate they can use scientific content creatively and critically.

Speech therapy technologies

2021 ◽  
Author(s):  
Ol'ga Azova ◽  
Elena D'yakova ◽  
Zhanna Antipova ◽  
Mariya Vorob'eva
Keyword(s):  
Undergraduate Students ◽  
Speech Therapy ◽  
Educational Institutions ◽  
Federal State ◽  
Grammatical Structure ◽  
School Teachers ◽  
Motor Functions ◽  
Primary School Teachers ◽  
State Educational ◽  
Rhythmic Organization

The textbook discusses the features of the formation of speech and motor functions in children, as well as their disorders. Technologies of examination of the pronouncing side of speech, lexical and grammatical structure of language and coherent speech, tempo-rhythmic organization of speech and motor functions in children are presented. The methods and techniques of diagnostics, criteria for assessing the violation of the formation of functions are described in detail. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the direction of training 44.03.03 "Special (defectological) education" (bachelor's level). It may be useful for undergraduate students studying in the areas of training 44.03.02 "Psychological and pedagogical education" and 44.03.01 "Pedagogical education" - future primary school teachers. It is recommended for the examination of all components of speech and motor functions in children with various disorders.

scholarly journals Features of inflection skills of preschoolers with general speech underdevelopment

2020 ◽  
Vol 8 (2) ◽  
pp. 7
Author(s):  
Yu. A. Bazhenova ◽  
Yu. S. Mokhova
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Speech Development ◽  
Grammatical Structure ◽  
Leading Role ◽  
Oral Speech ◽  
And Gender ◽  
High Level ◽  
Normal Speech

Introduction. The article is devoted to the study of the features of inflection skills of the preschoolers with a general speech disorders. The problem of studying the grammatical structure of speech plays a leading role in modern scientific and practical research, and the question of the mechanisms of the formation of grammatical patterns of language of children having general speech underdevelopment and the development of recommendations for speech therapy effects on this basis is especially relevant. Taking this factor into consideration, it is important to study the characteristics of inflection skills of preschoolers with a general speech disorders, as one of the categories of the grammatical structure. Accordingly, the purpose of the study was to investigate the characteristics of inflection skills of preschoolers with general speech underdevelopment. In accordance with the purpose, the course of the study is described, its results are analyzed, and conclusions are formulated. Accordingly, recommendations for speech therapy have been developed.Materials and methods. The study of the features of inflection skills of preschoolers with a general underdevelopment of speech was carried out in several stages. At the stage of analysis, synthesis, generalization and comparison of scientific literature data, the main theoretical and practical works of leading specialists were studied, dealing with the problem of formation and development of inflection skills in both normal and impaired speech development process. At the stage of the ascertaining experiment, preschoolers were offered a test aimed at determining the level of formation of inflection skills. At the final stage, empirical methods for processing empirical data (quantitative and qualitative analysis) were used.Results. As a result of the study, it was found that the inflection skills  of preschool children with general speech disorders are mainly formed at a lower-than-average level, while their peers with normal speech development are formed at a high level. The hypothesis of the study, which suggested that the word-modification skills of preschoolers with General speech disorders, in contrast to preschoolers with normal speech development, are characterized by inconsistencies in gender, number, case of nouns and adjectives, errors in the use of forms of number and gender of verbs, was confirmed.Discussion and Conclusions. Taking into consideration the results of the study, we concluded that there is a need for speech therapy to compensate for the underdevelopment of inflection skills, as a result, logopedic recommendations were developed for developing inflection skills of preschool children with general speech disorders, which are part of a comprehensive speech therapy on the development of oral speech.

scholarly journals IMPLEMENTASI MODEL INTEGRASI KEARIFAN LOKAL DALAM PEMBELAJARAN UNTUK MENDESKRIPSIKAN KETERAMPILAN KOMUNIKASI ILMIAH SISWA

2019 ◽  
Vol 7 (2) ◽  
pp. 182
Author(s):  
Baiq Muli Harisanti
Keyword(s):  
High School ◽  
High School Students ◽  
Communication Skills ◽  
Oral Communication ◽  
Scientific Communication ◽  
School Students ◽  
Integration Model ◽  
Asking Questions ◽  
Short Time ◽  
Answering Questions

Verbal scientific communication skills observed in this study include: asking questions, answering questions, contributing ideas / opinions, responding to other students' opinions, and conveying the results of the discussion. Based on the results of the study concluded that the oral communication skills of Al-Azhar Kayangan high school students through learning the integration model of local wisdom are still in the low category. A skill cannot be taught in a short time so it needs to be practiced repeatedly so that students become more skilled. Further research is needed to be related to non-verbal communication skills at the same location and students so that observation of students' communication skills is more comprehensive.

scholarly journals Conversational agent for supporting learners on a MOOC on programming with Java

2021 ◽  
pp. 20-20
Author(s):  
Cristina Catalán Aguirre ◽  
Nuria González-Castro ◽  
Carlos Delgado Kloos ◽  
Carlos Alario-Hoyos ◽  
Pedro Muñoz-Merino
Keyword(s):  
Conversational Agent ◽  
Conversational Agents ◽  
Web Interface ◽  
System Usability Scale ◽  
System Usability ◽  
Key Concepts ◽  
Asking Questions ◽  
Answering Questions ◽  
The Web

One important problem in MOOCs is the lack of personalized support from teachers. Conversational agents arise as one possible solution to assist MOOC learners and help them to study. For example, conversational agents can help review key concepts of the MOOC by asking questions to the learners and providing examples. JavaPAL, a voice-based conversational agent for supporting learners on a MOOC on programming with Java offered on edX. This paper evaluates JavaPAL from different perspectives. First, the usability of JavaPAL is analyzed, obtaining a score of 74.41 according to a System Usability Scale (SUS). Second, learners? performance is compared when answering questions directly through JavaPAL and through the equivalent web interface on edX, getting similar results in terms of performance. Finally, interviews with JavaPAL users reveal that this conversational agent can be helpful as a complementary tool for the MOOC due to its portability and flexibility compared to accessing the MOOC contents through the web interface.

Recreating Experiences: Improving the Validity of Data

2005 ◽  
Vol 4 (1-2) ◽  
pp. 44-51
Author(s):  
David Roberts
Keyword(s):  
Focus Groups ◽  
Case Studies ◽  
Social Research ◽  
Accurate Data ◽  
Inaccurate Data ◽  
Perceptions And Attitudes ◽  
Interview Survey ◽  
Asking Questions ◽  
Answering Questions

This paper explores the dynamics of peoples' responses to questions and uses case studies to explore ways in which the validity of data can be improved. Much social research takes for granted that the process of asking questions through interview, survey or focus groups provides accurate data about behaviour, perceptions and attitudes. However, the literature suggests that many questionnaires produce inaccurate data. Cognitive psychologists report that people tend to minimise the difficult recall or imaginative tasks when answering questions. Instead, respondents use ‘schemas’ or ‘scripts’ to interpret and respond to their immediate situation. A schema provides a ‘logic’ or ‘rationality’ that informs their responses. Some practitioners have found that they get more robust results by asking respondents to recreate mentally, specific events before asking questions based on those events.

scholarly journals ONLINE INTERACTION TOOLS: IMPACTS ON STUDENTS’ PARTICIPATION AND LEARNING

2020 ◽  
Author(s):  
Mahsa Khalili ◽  
Peter M. Ostafichuk
Keyword(s):  
Real Time ◽  
Classroom Participation ◽  
Online Interaction ◽  
Online Tool ◽  
Classroom Activities ◽  
Audience Interaction ◽  
Response Systems ◽  
Asking Questions ◽  
The Common ◽  
Answering Questions

Shyness, low self-esteem, and fear of peer/instructor’s judgment are among the common factors hindering students’ participation (e.g., asking/answering questions) in classrooms. In this regard, anonymous response systems such as iClickers have been used to improve students’ engagement in classroom activities. Although iClickers can enhance students’ participation, they promote one-way interactions only (i.e., students answering questions). Online interaction platforms are alternatives to traditional clickers that provide more flexibility for students and allow them to answer/ask questions in real-time. In this study, we investigated the use of an online tool that allows for real-time presentation of the lecture’s slides integrated with an audience interaction platform for anonymous classroom participation. The findings of our study provide evidence regarding the positive impacts of using this tool (e.g., improved classroom participation through asking questions and voting in polls) in an undergraduate Mechanical Engineering Design course. We discuss the potential improvements that can be made to the implementation of this approach in future courses to enhance students engagement when using this interactive tool. 

scholarly journals EFEKTIVITAS PEMBELAJARAN BERDASARKAN MASALAH DALAM MENINGKATKAN AKTIVITAS DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SMA

2019 ◽  
Vol 1 (2) ◽  
pp. 29-36
Author(s):  
Sumarti
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Problem Based Learning ◽  
First Year ◽  
Minimum Standard ◽  
First Year Students ◽  
Asking Questions ◽  
Answering Questions

During teaching and learning process, the students tended to be passive and the class was dominated by the teacher. This situation made the students’ activity in learning became low as they just memorized the concepts instead of understood them. This research was aimed at improving students’ activity and ability in problem solving in Math through problem-based learning model.This was a classroom action research which was conducted in two cycles. The data of this research was collected through observation sheet and a test. The data gotten then was analyzed descriptively. The result of the research showed that the use of problem-based learning model could improve the first year students’ activity and ability of problem solving in Math at SMA Negeri 1 Pekanbaru. Students’ activities in completing LKS, asking questions to the teachers and peers, answering questions from the teachers and peers, presenting the result of group discussion and drawing a conclusion had been in very good category. In problem solving, the percentage of the students who had gained the minimum standard of achievement (KKM) improved from 61,30% in the first cycle into 82,14% in the second cycle.

The Efforts of Religious Teachers in Applying Body Care Materials through Practice Rehearsal Pairs Strategies for the Appointment of PAI Learning Outcomes at Assa'adah Islamic Middle School Karawang

2021 ◽  
Vol 4 (2) ◽  
pp. 188-197
Author(s):  
Bunda Naeji ◽  
Masykur ◽  
Slamet Sholeh
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Learning Outcomes ◽  
Religious Education ◽  
Junior High School ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Asking Questions ◽  
Body Care ◽  
Answering Questions

So far, teachers in learning Islamic Religious Education use a conventional approach where the teacher dominates teaching and learning activities and processes. The teacher only explains in class deb, giving notes and assignments to students to become bored and sleepy. This causes the value of Islamic religious education to be still low. This study aims to see the efforts of religious teachers in implementing corpse care materials through practice rehearsal pairs strategies on the appointment of PAI learning outcomes at Assa'adah Islamic Junior High School Karawang. This research is in the form of qualitative research and refers to Classroom Action Research (CAR). The results showed that the practice strategy of rehearsal pairs affected increasing and elevating the value of Islamic Religious Education for students at SMP Islam Assa'adah Karawang. It can be seen from the activeness of students asking questions reaching 61.91% before 9.52%; active students in answering questions 71.43% previously 14.29%; the activeness of students in being 80.95% once 19.05% and the ability of students to work on questions independently 90.48% previously 33.33%.

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