scholarly journals Impact of Reading on the Biological Foundations of Language, Cognition, and Emotion

2020 ◽  
Vol 12 (6) ◽  
Author(s):  
Radhakrishnan Sriganesh ◽  
◽  
R. Joseph Ponniah ◽  
Keyword(s):  
Language Learning ◽  
Conceptual Model ◽  
Reading Ability ◽  
Neuronal Development ◽  
Learning Difficulties ◽  
Educational Interventions ◽  
Cognition And Emotion ◽  
Biological Relationship ◽  
Genetic Makeup ◽  
Reading Aids

The article explores the biology of reading and how reading influences the biological relationship among language, cognition, and emotion (LCE). Reading aids in the enhancement of LCE under the precondition that biological predispositions for reading ability and LCE, such as genetic makeup, epigenetic modifications and neuronal development are favourable. A conceptual model was developed to explain how reading incrementally enhances LCE. The model serves as a tool to understand the biological and pedagogical conditions through which reading helps in progressing through successive LCE levels. The article also proposes that this holistic perspective of reading, considering genetics, epigenetics, neuroscience, neuropsychology and pedagogy, paves way for targeted clinical and educational interventions for people with language learning difficulties/disability.

Recommending Intervention for Toddlers With Specific Language Learning Difficulties

1998 ◽  
Vol 7 (1) ◽  
pp. 23-32 ◽  
Author(s):  
Lesley B. Olswang ◽  
Barbara Rodriguez ◽  
Geralyn Timler
Keyword(s):  
Risk Factors ◽  
Language Learning ◽  
Language Impairment ◽  
Language Change ◽  
Learning Difficulties ◽  
Review Of The Literature ◽  
Child Behaviors ◽  
Specific Language ◽  
Learning Language ◽  
Predictors Of Change

This paper presents a review of the literature designed to identify child behaviors that shape a profile of toddlers who should receive intervention. The review presents empirically documented predictors of language change and risk factors for language impairment. It examines research addressing the children having difficulty learning language and children developing typically. The argument presented is that toddlers who exhibit few positive predictors of change and many risk factors are more likely to have a true impairment and need intervention than toddlers who exhibit many predictors of change and few risk factors. The review attempts to paint a profile of toddlers for whom treatment should be recommended and those for whom a watch and see approach should be followed.

Reading strategy training in second language contexts

1993 ◽  
Vol 16 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Sara Cotterall
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
First Language ◽  
Learning Difficulties ◽  
Reading Strategy ◽  
Strategy Training ◽  
Learning Context

Strategy training appears to be a promising means of assisting second language learners. However, strategy training operates within a context. If factors in that context are not considered, the training will not be successful. This paper discusses a number of insights highlighted by a reading strategy training study conducted in a second language (L2) setting. It cautions against the uncritical adoption of strategy training as a panacea for learning difficulties, and stresses the importance of recognising and taking account of factors in the second language learning context which may suggest modifications to procedures carried out successfully in first language (L1) settings.

Taalleerproblemen en het Ontwikkelen van een Nieuwe Leergang Engels

1998 ◽  
Vol 60 ◽  
pp. 39-45
Author(s):  
M.C.L.F. Hoeks-Mentjens
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learning Difficulties ◽  
Independent Learning ◽  
Complex Task ◽  
Age Group ◽  
Dutch Government ◽  
Writing Course ◽  
Educational Programmes ◽  
The One

Since in 1993 the Dutch government set detailed goals for educational programmes on secondary schools for 14-year-olds, writing EFL materials has become an increasingly complex task for textbook writers. Not only are they supposed to deal with these new objectives, but they are also expected to cater for all pupils within that age-group and ensure that (teacher)independent learning can be achieved. Writing course books for all pupils implies writing for pupils with language learning difficulties as well. In a newly developed English course a distinction was made between dyslexic pupils, who experience purely phonological problems, on the one hand and poor language learners, who in addition are characterized by a poor general understanding on the other. In this article the editor of 'Worldwide', the new Dutch EFL course, reports on how the various elements mentioned above have been incorporated into the material.

scholarly journals A Study of the Difficulties in Learning of English Faced by Hindi and Urdu Speaking Students in India and Indian Expatriates in Saudi Arabia

2016 ◽  
Vol 8 (4) ◽  
pp. 29
Author(s):  
Qudsia Iqbal Hashmi
Keyword(s):  
Saudi Arabia ◽  
Second Language ◽  
Learning Environment ◽  
Language Learning ◽  
Learning Process ◽  
Second Language Learning ◽  
Learning Difficulties ◽  
English Learning ◽  
Statistical Inferences ◽  
Better Than

Main aim of the study was to explore and analyze the learning difficulties faced by Hindi and Urdu speaking-students in India and Indian expatriates in Saudi Arabia. It is generally felt that learning of English varies in different context. Learners having background of Urdu, Hindi differ on account of learning achievements. Similarly those who enjoy more English learning environment may perform better than their counterparts. In order to carry out the study, three types of subjects were purpose. The study, though was descriptive-qualitative in nature, quantification was used to arrive at statistical inferences. The results indicated that most of the learner’s problems arose due to L1 interference on second language learning process.

scholarly journals Language Learning Difficulties among Malaysian Gifted Students

2013 ◽  
Vol 9 (15) ◽  
Author(s):  
Melor Md Yunus ◽  
Ainil Sulaiman ◽  
Mohd Hasrul Kamarulzaman ◽  
Noriah Mohd Ishak
Keyword(s):  
Language Learning ◽  
Learning Difficulties ◽  
Gifted Students

scholarly journals Self-directed use of mobile devices for language learning beyond the classroom

ReCALL ◽  
2017 ◽  
Vol 30 (3) ◽  
pp. 299-318 ◽  
Author(s):  
Chun Lai ◽  
Dongping Zheng
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Language Learners ◽  
Mobile Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Educational Interventions ◽  
Three Dimensions ◽  
Foreign Language Learners ◽  
Learning Tasks

AbstractThe essence of mobile learning is learners’ agentic use of mobile devices to create learning experiences across time and space. Thus, understanding learners’ perceptions and preferred use of mobile devices for learning are critical to realizing the educational potentials of mobile learning. This study explored language learners’ self-directed use of mobile devices beyond the classroom through a survey and interview study with foreign language learners at a university in Hong Kong. A total of 256 learners were surveyed and 18 were interviewed to understand the nature of mobile language learning experiences that these learners engaged in autonomously beyond the classroom. Exploratory factor analysis yielded three dimensions of self-directed out-of-class mobile learning experience. Among the three dimensions, learners were found to use mobile devices more for facilitating the personalization of learning than for enhancing the authenticity and social connection in learning. This study further revealed that selective use was an outcome of the interaction between learner-defined affordances of the devices, their culturally informed and habitual use of the devices, their perceptions of the nature of the learning tasks, and the tempo-spatial circumstances of task implementation. The findings suggest that these factors need to be considered when designing mobile learning activities and educational interventions that promote mobile learning beyond the classroom.

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