The Relationships among Spelling, Cognitive-Linguistic Skills and Written Expression

2020 ◽  
Vol 59 (1) ◽  
pp. 265-287
Author(s):  
Ae-Hwa Kim
Keyword(s):  
Written Expression ◽  
Cognitive Linguistic ◽  
Linguistic Skills

A Cognitive-Linguistic Intervention Program: Basic Concept Formation Level

1977 ◽  
Vol 8 (1) ◽  
pp. 23-32
Author(s):  
Gerald E. Chappell
Keyword(s):  
Basic Concept ◽  
Concept Formation ◽  
Intervention Program ◽  
Cognitive Linguistic ◽  
Basic Concepts ◽  
Linguistic Skills ◽  
Linguistic Intervention

Test-teach questioning is a strategy that can be used to help children develop basic concepts. It fosters the use of multisensory exploration and discovery in learning which leads to the development of cognitive-linguistic skills. This article outlines some of the theoretical bases for this approach and indicates possibilities for their applications in child-clinician transactions.

Terminology and Methodology in the Assessment of Cognitive-Linguistic Disorders

2006 ◽  
Vol 7 (3) ◽  
pp. 212-222 ◽  
Author(s):  
Richard Body ◽  
Michael R. Perkins
Keyword(s):  
Explanatory Power ◽  
Communication Disorders ◽  
Communicative Function ◽  
Systematic Assessment ◽  
Cognitive Linguistic ◽  
Neurogenic Origin ◽  
Linguistic Skills

AbstractThe term ‘cognitive-linguistic’ has been widely adopted in descriptions of a variety of communication disorders of neurogenic origin. Despite this, clear agreement on the meaning of the term has yet to be reached, with the result that it is used both inconsistently and misleadingly. This lack of terminological clarity also undermines the assessment of complex communicative function. In this article the terminology associated with complex communication disorders is discussed and a simple framework for conceptualising cognitive-linguistic function is outlined. On the basis of this it is proposed that some currently available assessments that purport to measure cognitive-linguistic skills in fact have less explanatory power than other assessments that are often not specifically targeted at communication. Further, it is suggested that the framework offers an ecologically valid basis for the systematic assessment of cognitive-linguistic function.

THE BENEFICIAL ROLE OF L1 SPOKEN LANGUAGE SKILLS ON INITIAL L2 SIGN LANGUAGE LEARNING

2016 ◽  
Vol 39 (4) ◽  
pp. 833-850 ◽  
Author(s):  
Joshua T. Williams ◽  
Isabelle Darcy ◽  
Sharlene D. Newman
Keyword(s):  
Second Language ◽  
Language Learning ◽  
American Sign Language ◽  
Sign Language ◽  
Verbal Memory ◽  
Linear Regression Analysis ◽  
Vocabulary Knowledge ◽  
Cognitive Linguistic ◽  
Linguistic Skills ◽  
Phonetic Categorization

Understanding how language modality (i.e., signed vs. spoken) affects second language outcomes in hearing adults is important both theoretically and pedagogically, as it can determine the specificity of second language (L2) theory and inform how best to teach a language that uses a new modality. The present study investigated which cognitive-linguistic skills predict successful L2 sign language acquisition. A group (n = 25) of adult hearing L2 learners of American Sign Language underwent a cognitive-linguistic test battery before and after one semester of sign language instruction. A number of cognitive-linguistic measures of verbal memory, phonetic categorization skills, and vocabulary knowledge were examined to determine whether they predicted proficiency in a multiple linear regression analysis. Results indicated that English vocabulary knowledge and phonetic categorization skills predicted both vocabulary growth and self-rated proficiency at the end of one semester of instruction. Memory skills did not significantly predict either proficiency measures. These results highlight how linguistic skills in the first language (L1) directly predict L2 learning outcomes regardless of differences in L1 and L2 language modalities.

scholarly journals Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students

2012 ◽  
Vol 26 (7) ◽  
pp. 1195-1221 ◽  
Author(s):  
Pui-sze Yeung ◽  
Connie Suk-han Ho ◽  
David Wai-ock Chan ◽  
Kevin Kien-hoa Chung
Keyword(s):  
Elementary Grades ◽  
Cognitive Linguistic ◽  
Linguistic Skills

scholarly journals Performance of early literacy students in cognitive-linguistic skills during the pandemic

2021 ◽  
Vol 31 (3) ◽  
pp. 484-490
Author(s):  
Mariana Taborda Stolf ◽  
Natália Lemes dos Santos ◽  
Ilaria D’Angelo ◽  
Noemi Del Bianco ◽  
Catia Giaconi ◽  
...  
Keyword(s):  
Early Literacy ◽  
Random Order ◽  
Superior Performance ◽  
Reading And Writing ◽  
Average Performance ◽  
Assessment Protocol ◽  
Lower Performance ◽  
Cognitive Linguistic ◽  
Sequential Memory ◽  
Linguistic Skills

Introduction: The Covid-19 pandemic made discrepancies between the different educational realities more evident for schoolchildren in the beginning of literacy. Objective: to characterize the performance of cognitive-linguistic skills of students in early literacy phases during the pandemic. Methods: Twenty-two elementary school students participated in this study, distributed in GI 1st year students and 2nd year GII students, submitted to the application of the Cognitive-Linguistic Skills Assessment Protocol for students in the initial stage of literacy. Results: Students from GI and GII showed average performance for writing the name and writing the alphabet in sequence. The GI presented a refusal response for the subtests of word dictation, pseudoword dictation and picture dictation, word repetition and visual sequential memory of shapes and poor performance for alphabet recognition in random order and average performance for alphabet recognition in sequence. GII showed lower performance for the subtests of word dictation, pseudoword dictation, picture dictation and superior performance for alphabet recognition in random order, alphabet in sequence and visual sequential memory of shapes. Discussion: The appropriation of the letter-sound relationship mechanism raises questions, since it evidenced the difficulty of all students in cognitive-linguistic skills necessary for the full development of reading and writing in an alphabetic writing system such as Brazilian Portuguese . Conclusion: Students in the 1st and 2nd years showed lower performance in cognitive-linguistic skills important for learning reading and writing.

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