scholarly journals Impact of extensive reading to develop speaking skills

2019 ◽  
Vol 2 (4) ◽  
pp. 11-13
Author(s):  
Raxmanova Oymonjon Hamrayevna ◽  
Saparmatova Munira Rashidovna ◽  
Ro’zmetova Robiyajon Shuhrat qizi
Keyword(s):  
Reading Skills ◽  
Word Knowledge ◽  
Extensive Reading ◽  
Wide Reading ◽  
Spoken Words ◽  
The Relationship ◽  
Very High ◽  
Speaking Skills

The role of the relationship between reading and speaking is very high. Most of the time learners do not pay attention to extending the vocabulary from reading due to improve speaking skills.The importance of vocabulary, which facilitates speaking skills, has been a major resource in the development of reading skills. Therefore providing improvement in word knowledge through wide reading has the potential for providing improvement in speaking skills. This article focuses on how vocabulary wealthrelate to spoken words and finally how reading contributes to speech.

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

scholarly journals Vocabulary acquisition, input, and extensive reading: A conversation

2013 ◽  
Vol 37 (4) ◽  
pp. 56
Author(s):  
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Vocabulary Acquisition ◽  
Online Discussion ◽  
Word Knowledge ◽  
Relative Importance ◽  
Extensive Reading ◽  
Acquisition Process

JALT member Joseph Poulshock recently posted a video entitled “How do humans acquire language?” to the extensive reading (ER) website BeeOasis.com. In it, he describes his ALBUM Theory (acquire language by understanding messages), by which he means that the comprehension of input―for example, through ER―is the best way to acquire a second language. The video prompted an online discussion in which a number of JALT members exchanged ideas about the acquisition of vocabulary, the role of ER in the acquisition of various aspects of word knowledge, and the relative importance of input to the language acquisition process. An abbreviated version of this conversation is presented here.

Minireview: Role of Salicylic Acid in Plant Abiotic Stress

2008 ◽  
Vol 63 (5-6) ◽  
pp. 313-320 ◽  
Author(s):  
Shu Yuan ◽  
Hong-Hui Lin
Keyword(s):  
Salicylic Acid ◽  
Abiotic Stress ◽  
Pathogenesis Related ◽  
Intracellular Signal ◽  
High Level ◽  
The Relationship ◽  
Very High ◽  
Plant Abiotic Stress ◽  
Plant Susceptibility

Salicylic acid (SA) plays many roles in plant physiology. Besides pathogenesis-related resistance, SA is involved in the response to abiotic stress. However, the effects of SA on plant resistance to abiotic stress were found contradictionary, and the actual role of SA in abiotic stress remains unresolved. Generally, deficiency of SA or a very high level of SA increase the plant susceptibility to abiotic stress. The optimal levels for the highest stress tolerance range from 0.1 mm to 0.5 mm for most plants. But the role of SA at a certain level in moderate and severe abiotic stress may be different. This can be attributed to redox regulations in plant cells. In this paper, we discuss the relationship between reactive oxygen species (ROS) and SA, and propose a subsequent intracellular signal transduction network of SA and ROS under abiotic stress. Anti-stress substances besides antioxidant enzymes induced by SA are also summarized.

scholarly journals Mean length of utterance and the acquisition of Irish

1991 ◽  
Vol 18 (3) ◽  
pp. 553-569 ◽  
Author(s):  
Tina Hickey
Keyword(s):  
Language Development ◽  
Early Development ◽  
Word Count ◽  
Utterance Length ◽  
Grammatical Complexity ◽  
Mean Length Of Utterance ◽  
The Relationship ◽  
Predictive Relationship ◽  
Very High

ABSTRACTOne of the most widely used indices of language development is a measure of utterance length in morphemes (MLUm). This study examines the applicability of MLUm to the acquisition of Irish. MLUm was calculated for data from Cian, aged 1;11–3;0. Even when an attempt was made to ‘assume the maximum’ by counting all possible morphemes, the correlation between a morpheme MLU (MLUm) and a word count MLU (MLUw) was very high (0·99). This points to MLUw being as effective a measure of Irish development as MLUm, as well as being easier to apply and more reliable. MLUw was calculated for the two younger children in the study (Eibhlís 1;4–2;1 and Eoin 1;10–2;6). An examination of the relationship between the three children's MLUw values and their grammatical complexity as measured on ILARSP (the Irish adaptation of LARSP) indicates that MLUw is a useful preliminary index for early development in Irish. However, further data are necessary to check whether MLUw loses its predictive relationship with grammatical complexity after a certain point. The study emphasizes the caution necessary in applying MLU to languages whose acquisition has not hitherto been studied, and underlines the role of MLU as a preliminary measure, which must not be overinterpreted.

scholarly journals The Role of CYP2A6 Genetic Polymorphism in Nicotine Dependence and Tobacco Consumption among Bataknese Male Smokers

2018 ◽  
Vol 6 (5) ◽  
pp. 864-866 ◽  
Author(s):  
Noni Novisari Soeroso ◽  
Rozaimah Zain-Hamid ◽  
Bintang Y. M. Sinaga ◽  
Ahmad Hamim Sadewa ◽  
Tamsil Syafiuddin ◽  
...  
Keyword(s):  
Nicotine Dependence ◽  
Tobacco Consumption ◽  
Cross Sectional Study ◽  
Cigarette Consumption ◽  
Research Subjects ◽  
Cross Sectional ◽  
The Relationship ◽  
Very High ◽  
Cyp2a6 Gene

AIM: This research aimed to analyse the relationship between CYP2A6 gene polymorphism with nicotine dependence and its relation to the number of cigarette consumption among Bataknese smokers.METHOD: This study was a cross-sectional study involving 140 research subjects in Medan, Indonesia.RESULTS: Nicotine dependence rates were found to be significantly associated with the number of cigarette consumption expressed in the Brinkman Index.CONCLUSION: The *1A wild-type alleles have a greater risk of high-very high dependence rate compared to the other variants.

scholarly journals The Relationship Between EFL Students’ Word-Knowledge in a Text and Their Reading Comprehension as Demonstrated by Saudi University Students

2018 ◽  
Vol 7 (4) ◽  
pp. 236
Author(s):  
Farooq AlTameemy ◽  
Amer Daradkeh ◽  
Abdulhameed Alhamod
Keyword(s):  
Reading Comprehension ◽  
Word Meaning ◽  
Vocabulary Knowledge ◽  
Male Students ◽  
Placement Test ◽  
Word Knowledge ◽  
First Semester ◽  
Preparatory Year ◽  
The Relationship ◽  
Very High

This study reports the outcomes of research investigating the relationship between two variables; percentage of word knowledge in an academic English text and reading comprehension scores the participants got for the same text. The study was conducted at Prince Sattam Bin Abdulaziz University, Preparatory Year Deanship, during the first semester of 2017-2018. Seventy-one Saudi male students participated in the study. They came from four groups of students selected from the Preparatory Year population to represent four various levels of English (Groups one, seven, fourteen and seventeen) based on their achievement in the placement test. Data was collected using two instruments: two word—meaning association test-lists and a reading comprehension test. The results showed that there is a statistically significant correlation (r=.702) between percentage of known words and reading comprehension in general i.e., for all the participants. The effect of word knowledge on reading comprehension was very high R square =.49. However, results for the groups separately showed that correlation was positive but not statistically significant for the higher levels i.e., groups one and seven. Also, there was a low effect of word knowledge on comprehension. For the lower levels i.e., groups 14 and 17, the correlation was positive and statistically significant. Results also showed a very high effect of vocabulary knowledge on reading comprehension.Based on the results and analysis of the study, the researchers provided recommendations that will help improve reading curriculum selection and English teaching practices, and suggestions for deeper research into the topic that will include female students and other related concepts.

Working Memory Predicts Reading Skills of Children at Risk of Dyslexia

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Sandhyarani Hawbam
Keyword(s):  
At Risk ◽  
Working Memory ◽  
Significant Relationship ◽  
Reading Skills ◽  
Sampling Method ◽  
Children At Risk ◽  
Correlation And Regression Analysis ◽  
Current Thinking ◽  
The Relationship

Working memory enables storage of information in our mind for brief periods and makes it available for current thinking and activities. Many studies have documented the role of working memory in academic achievements. The study examines the relationship between working memory and reading skills among children at risk of dyslexia. It also attempts to see if working memory can significantly predict these reading skills. The study comprises 40 children at risk of dyslexia selected through purposive sampling method. Various standardized tools were used to assess working memory and reading skills of the participants. The data were quantitatively analyzed using correlation and regression analysis methods. The findings of the study show that there is statistically significant relationship between working memory and reading skills among children at risk of dyslexia and working memory can predict reading skills such as reading rate, accuracy and fluency. However no significant relationship was found between working memory and comprehension. It confirms various theories that emphasize on the role working memory in reading. Thus it can be inferred that training targeting working memory may improve reading skills.

scholarly journals An Extensive Reading Approach to Language Teaching

2008 ◽  
Vol 4 (1-2 (5)) ◽  
pp. 70-75
Author(s):  
Lili Karapetyan
Keyword(s):  
Foreign Language ◽  
Reading Skills ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Extensive Reading ◽  
New Meanings ◽  
Leading Position ◽  
Teaching Programs

Reading, together with its various expressions, holds a leading position in foreign language teaching programs due to its huge educational significance. The article studies the role of extensive reading in language teaching, the ways of its application as well as its contribution to language teaching as a whole. Research suggests that extensive reading not only contributes to the improvement of reading skills of students, but also enriches their vocabulary and helps them perceive the new meanings of the already familiar words more easily.

scholarly journals Implementasi Jenis Khat Naskhi dalam Pembelajaran Bahasa Arab

2017 ◽  
Vol 3 (2) ◽  
pp. 291-316
Author(s):  
Nurul Huda
Keyword(s):  
Language Learning ◽  
Reading Skills ◽  
Writing Skills ◽  
Field Research ◽  
Arabic Language ◽  
Qualitative Approach ◽  
Teachers And Students ◽  
The Relationship ◽  
Arabic Calligraphy

This paper aims to obtain a description of various types of Arabic calligraphy, to find out the extent to which Naskhi type calligraphy is used in basic Arabic learning and to know the factors that support the optimization of the use of Naskhi khat in basic Arabic learning. This type of research is field research with a qualitative approach. Data analysis uses descriptive analytic. Based on the analysis, it can be concluded that Arabic with calligraphy is an integrated one even in a learning model, both are interrelated and supportive. The relationship can be seen through several aspects; aspects of history, practical aspects, aspects of form, aspects of character and aspects of psychology. The factors that support the use of Khat Naskhi are the factors of teachers and students in line with learning methods and media. While the analysis of the role of the use of Khat Naskhi in basic Arabic language learning is: 1. Khat Naskhi helps the process of learning Arabic. 2. Khat Naskhi helps writing skills in basic Arabic. 3. Khat Naskhi helps reading skills in basic Arabic, and 4. Khat Naskhi also plays a role in student learning.

The relationship between listening comprehension of text and sentences in preschoolers: Specific or mediated by lower and higher level components?

2011 ◽  
Vol 34 (2) ◽  
pp. 395-415 ◽  
Author(s):  
ELENA FLORIT ◽  
MAJA ROCH ◽  
M. CHIARA LEVORATO
Keyword(s):  
Working Memory ◽  
Text Comprehension ◽  
Listening Comprehension ◽  
Sentence Comprehension ◽  
Verbal Working Memory ◽  
Word Knowledge ◽  
Not Given ◽  
Linguistic Context ◽  
The Relationship

ABSTRACTTwo studies explored the relation between listening comprehension of text and listening comprehension of sentences in preschoolers aged 4 to 5 years, 11 months. The first study analyzed this relationship taking into account the role of lower level components, namely, word knowledge and verbal working memory, as possible mediators. These components specifically accounted for listening text comprehension, whereas sentence comprehension did not. Given that sentences forming a text are not processed in isolation but in context, the second study explored the role of the ability to use linguistic context, a higher level component, in listening comprehension of text and sentences. Listening sentence comprehension was facilitated by the use of context, which accounted for individual differences in listening text comprehension. Overall, results showed that listening text comprehension is related to lower level as well as higher level components, whereas listening sentence comprehension does not play a specific role.

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