Teaching Reading and Writing Skills to a Teenaged Spastic Cerebral Palsied Person: A Long-Term Case Study

1978 ◽  
Vol 46 (1) ◽  
pp. 31-41 ◽  
Author(s):  
James D. Block
Keyword(s):  
Strain Gage ◽  
Reading Speed ◽  
Writing Skills ◽  
Task Orientation ◽  
Teaching Reading ◽  
Feedback Mechanisms ◽  
Reading And Writing ◽  
Time Scheduling

After a 2-mo. combined reading and writing training period followed by a 1 1/2-yr. lapse, an initially 16-yr.-old paraplegic cerebral palsied boy received 1 yr. of reading training followed by 2 3/4 yr. of writing training. Reading speed increased from 5 pages/hr. to about 40 pages/hr. Tolerance for protracted reading increased from a maximum of 15 min. to well over 2 hr. Writing progressed from the printing of letters more than 1/2 in- high with a fist grasp of the pen, to cursive writing of letters 1/8 to 1/4 in. high. Writing speed increased to about one-third of the normal rare. Training modes ranged from biofeedback methods employing EMG, electrooculogram, inertia detector, strain gage, contact detector, and amplified-image closed-circuit TV to discussions of attitudes, task orientation, and time scheduling. Intermediate were methods employing intrinsic feedback mechanisms. Results demonstrate the effectiveness of this approach, as well as trainability of this spastic boy well beyond childhood. The methods devised provide a base for further application and investigation.

scholarly journals Boundary Spanning Roles and Power in Educational Partnerships

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110168
Author(s):  
Christopher M. Wegemer ◽  
Jennifer R. Renick
Keyword(s):  
Educational Outcomes ◽  
Boundary Spanning ◽  
Comparative Case Study ◽  
Task Orientation ◽  
Boundary Spanners ◽  
Educational Partnerships ◽  
Field Notes ◽  
Reflexive Analysis

Research-practice partnerships (RPPs) offer promising approaches to improve educational outcomes. Navigating boundaries between contexts is essential for RPP effectiveness, yet much work remains to establish a conceptual framework of boundary spanning in partnerships. Our longitudinal comparative case study draws from our experiences as graduate student boundary spanners in three long-term partnerships to examine boundary spanning roles in RPPs, with particular attention to the ways in which power permeates partnership work. Using qualitative, critically reflexive analysis of meeting artifacts and field notes, we found that our boundary spanning roles varied along five spectrums: institutional focus, task orientation, expertise, partnership disposition, and agency. Our roles were shaped by the organizational, cultural, relational, and historical features of the partnerships and contexts of interaction. We aim to promote the development of effective RPP strategies by leveraging the perspectives and positionality of graduate students in order to advance understanding of boundary spanning roles.

The Use of Authentic Materials on Teaching Reading and Its Effects on Students’ Reading Motivation

2018 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Vinda Ryandani ◽  
Joko Nurkamto ◽  
Teguh Sarosa
Keyword(s):  
Goal Orientation ◽  
Case Study Research ◽  
Reading Motivation ◽  
Task Orientation ◽  
Teaching Reading ◽  
Authentic Materials ◽  
Tolerance Of Ambiguity ◽  
Positive Effects ◽  
High Aspiration

<p>The goals of this research are to describe the use of authentic materials on teaching reading, the problems and the solutions in using authentic materials, and its effects on students reading motivation. This research was case study research. The sources of data were event, informant, and document. The techniques of data collection were observation, interview, and document. The results of the research are in determining the materials; the teacher considers criteria such as the topic and the difficult level of the text. The problems of the  use of authentic materials are related to time constrain and the students’ lack of vocabulary mastery, proper use of authentic materials gives positive effects on students reading motivation. The student have positive task orientation, ego involvement, need for achievement, high aspiration, goal-orientation, perseverance and tolerance of ambiguity.</p>

scholarly journals Book Reviews for Mathematics Undergraduates: an assignment to enhance reading and writing skills essential for today’s workplace and to promote collaboration between library and academic staff’

2013 ◽  
Vol 4 (7) ◽  
Author(s):  
Noel-Ann Bradshaw ◽  
Karen Richardson
Keyword(s):  
Academic Staff ◽  
Writing Skills ◽  
Employability Skills ◽  
Mathematics Students ◽  
Reading And Writing ◽  
Mathematical Sciences ◽  
The University ◽  
Successful Collaboration

This case-study shows how successful collaboration between colleagues from the University of Greenwich library and Mathematical Sciences department has resulted in increased library usage and an improvement in important employability skills for mathematics students.  It is argued that similar collaborations in other STEM disciplines within the University could have an equally beneficial effect.

A Single Case Study Illustrating the Reduction in Subvocalisation with Electromyography

1988 ◽  
Vol 16 (3) ◽  
pp. 231-240
Author(s):  
Catherine Dooley ◽  
R. E. George
Keyword(s):  
Reading Speed ◽  
Single Case ◽  
Muscle Tension ◽  
Single Case Study ◽  
Complex Material ◽  
Electromyographic Biofeedback

The effect of subvocalisation on reading speed and comprehension is briefly reviewed. Reading speed is slowed by subvocalisation but comprehension and retention of complex material is improved. In this single case study the activities of the laryngeal and mylohyoid muscles were recorded during reading and other activities. Through electromyographic biofeedback the patient learnt to reduce muscle tension and to discontinue the long term habit of subvocalisation.

scholarly journals تعليم المحادثة باستخدام كتاب "العربية بين يديك" في المرحلة الأولى قسم تعليم اللغة العربية جامعة بنجكولو الإسلامية الحكومية

2020 ◽  
Vol 4 (1) ◽  
pp. 51
Author(s):  
Ikke Wulandari ◽  
Amir Abdullah
Keyword(s):  
Writing Skills ◽  
Arabic Language ◽  
Islamic State ◽  
State University ◽  
Study Program ◽  
Reading And Writing ◽  
Level 1 ◽  
Listening And Speaking ◽  
Research Type

This research focuses how to teach muhadatsah in the Arabic language section using the Arabiah Baina Yadaik, What are the results of teaching conversation in the Arabic language section using the Arabiah Baina Yadaik? As for the objectives of the research To describe the results of conversation teaching in the Arabic language section using the Arabiah Baina Yadaik? This research is of the qualitative research type in the case study and data is obtained by means of the interview, observation and documents. The researcher chose a data analysis method is a Miles and Huberman analysis, which says about data classification, data presentation, and data summary / conclusion. As for the search results Are learning muhadatsah in the first stage, Department of Teaching Arabic Language, Islamic State University of Bengkulu with listening and speaking skills, then reading and writing skills. As for listening and speaking, the teacher provides dialogue and vocabulary. As for reading and writing skills, the teacher provides grammatical or morphological rules and understanding dialogue. This research was conducted at level 1 Arabic language study program totaling 3 classes. Each class consists of 19 students. Final results muhadatsah scores are taken from the value of the assignment, midterm and final semester exams. For A class, the Muhadatsah score of the " Very Good " category, 5 students were presented to be 26%, and the "good" category, 10 students were presented to be 53% and the "enough" category, 4 people were presented to 21%. Then in B class, the grade of muhadatsah in the category of "Very Good" there were 11 students who were presented to be 58%, the category of "Good" there were 4 people who were presented to be 21% and in the category of "good enough" there were 4 people who were presented to be 21%. And C class, the grade Muhadatsah score of the "Very Good" category there were 6 students presented to 32%, the category of "Good" there were 9 people were presented to be 47% and the category of "Enough" there were 4 people were presented to be 21%.

scholarly journals The Use of Authentic Materials on Teaching Reading and Its Effects on Students’ Reading Motivation

2018 ◽  
Vol 6 (3) ◽  
pp. 263
Author(s):  
Vinda Ryandani ◽  
Joko Nurkamto ◽  
Teguh Sarosa
Keyword(s):  
Goal Orientation ◽  
Case Study Research ◽  
Reading Motivation ◽  
Task Orientation ◽  
Teaching Reading ◽  
Authentic Materials ◽  
Tolerance Of Ambiguity ◽  
Positive Effects ◽  
High Aspiration

<p>The goals of this research are to describe the use of authentic materials on teaching reading, the problems and the solutions in using authentic materials, and its effects on students reading motivation. This research was case study research. The sources of data were event, informant, and document. The techniques of data collection were observation, interview, and document. The results of the research are in determining the materials; the teacher considers criteria such as the topic and the difficult level of the text. The problems of the  use of authentic materials are related to time constrain and the students’ lack of vocabulary mastery, proper use of authentic materials gives positive effects on students reading motivation. The student have positive task orientation, ego involvement, need for achievement, high aspiration, goal-orientation, perseverance and tolerance of ambiguity.</p>

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