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.

scholarly journals Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia

2017 ◽  
Vol 27 (2) ◽  
pp. 198 ◽  
Author(s):  
Cláudia Da Silva ◽  
Simone Aparecida Capellini
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Random Order ◽  
Superior Performance ◽  
Students At Risk ◽  
Cognitive Linguistic ◽  
The Mean ◽  
Linguistic Skills ◽  
Letter Sound ◽  
Initial Literacy

Introduction: Studies on students at risk for dyslexia have increased  as well as the interest in verifying whether tasks involving a phonological basis can favor the performance of these students in the initial literacy process.Objective:Evaluate the performance of students with and without risk of dyslexia in metalinguistic tasks.Methods: Participants of this study were 40 students, aged between 5-6 years, enrolled in the 1st year of elementary school, divided into two groups, GI: composed of 20 students without risk of dyslexia and GII: composed of 20 students at risk of dyslexia, both groups were submitted to the Evaluation Cognitive Linguistic Skills Protocol - collective and individual version (adapted), and phonological intervention composed of tasks of relation letter/sound alphabet in sequence and in random order, rhyme, identification and manipulation of words, identification and production of syllables, syllabic segmentation and analysis, identification and phonemic segmentation, substitution, synthesis, analysis and phonemic discrimination. Results: Indicated that the students from GI and GII showed statistically superior performance in the post testing compared to the performance obtained in the pre testing.Conclusion: The students at risk of dyslexia showed an increase in the mean of performance after the intervention, however, when compared with the performance of the students without risk for dyslexia, they presented inferior performance, indicating that, even after have underwent  to the intervention, they did not reach the mean of performance of students without risk for dyslexia in metalinguistic tests.

scholarly journals Model for Tutoring in Reading and Writing Tasks for Brazilian Children with Developmental Dyslexia

2019 ◽  
Vol 5 (1) ◽  
pp. 01-05
Author(s):  
Andréa Machado
Keyword(s):  
Public Schools ◽  
Developmental Dyslexia ◽  
Intervention Program ◽  
School Context ◽  
Superior Performance ◽  
Control Group ◽  
Reading And Writing ◽  
Tutoring Program ◽  
Cognitive Linguistic ◽  
Significant Difference

Developmental dyslexia is characterized by impairment in reading and writing because of changes in the cognitive-linguistic behavior and anatomofunctional structures. The goal of the research was to analyze and compare the performance on the skills of reading and writing in children with developmental dyslexia after a tutoring program. Participated of the study fifteen children from both genders from the 2rd to the 6th year from public schools in a city in the State of São Paulo.They were divided into two groups: GI-experimental and GII – control group. Were divided according to sex and age group. The children were subjected to the assessment of reading and writing and to the intervention program in Reading Recovery tutoring. The results revealed statistically significant difference between the GI and GII, where children with dyslexia in the GI showed superior performance on the skill of reading words and reading the book I in relation to children from the GII. It was concluded that the GI introduced significant advances compared to GII that did not receive tutoring intervention, demonstrating that due to variability of cognitive-linguistic profile of children with dyslexia, it is necessary to develop, mainly, in the school context, multimethod programs with specific difficulties that focus on interventions of this population.

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.

scholarly journals Study on the Implementation of a Simple and Effective Memory System for an AI Chip

Electronics ◽  
2021 ◽  
Vol 10 (12) ◽  
pp. 1399
Author(s):  
Taepyeong Kim ◽  
Sangun Park ◽  
Yongbeom Cho
Keyword(s):  
High Speed ◽  
Memory Systems ◽  
Memory System ◽  
External Memory ◽  
Essential Factor ◽  
Wide Bandwidth ◽  
Reading And Writing ◽  
Data Skew ◽  
Lower Performance ◽  
Efficient Memory

In this study, a simple and effective memory system required for the implementation of an AI chip is proposed. To implement an AI chip, the use of internal or external memory is an essential factor, because the reading and writing of data in memory occurs a lot. Those memory systems that are currently used are large in design size and complex to implement in order to handle a high speed and a wide bandwidth. Therefore, depending on the AI application, there are cases where the circuit size of the memory system is larger than that of the AI core. In this study, SDRAM, which has a lower performance than the currently used memory system but does not have a problem in operating AI, was used and all circuits were implemented digitally for simple and efficient implementation. In particular, a delay controller was designed to reduce the error due to data skew inside the memory bus to ensure stability in reading and writing data. First of all, it verified the memory system based on the You Only Look Once (YOLO) algorithm in FPGA to confirm that the memory system proposed in AI works efficiently. Based on the proven memory system, we implemented a chip using Samsung Electronics’ 65 nm process and tested it. As a result, we designed a simple and efficient memory system for AI chip implementation and verified it with hardware.

scholarly journals Effects of the COVID-19 Pandemic Outbreak on the Performance of Sign Language Interpreters

2021 ◽  
Vol 13 (2) ◽  
pp. 1077-1085
Author(s):  
Saeb Kamel Ellala ◽  
Ibrahim Hammad ◽  
Mohamed Abushaira
Keyword(s):  
Sign Language ◽  
Psychological Health ◽  
Environmental Aspects ◽  
Sign Language Interpreters ◽  
Arab Region ◽  
Performance Levels ◽  
Average Performance ◽  
General Stress ◽  
Cognitive Linguistic ◽  
Stress Levels

In general, stress affects the efficiency of workers’ performance. With the coronavirus disease 2019 pandemic outbreak, sign language interpreters experience increased stress due to various factors. This study aims to determine the stressors faced by sign language interpreters during the pandemic. To achieve this goal, we prepared a questionnaire consisting of 15 paragraphs covering psychological, health, cognitive, linguistic and environmental aspects. Then, we surveyed 57 sign language interpreters in the Arab region. In the analysis, we calculated the average performance levels in addition to the differences between participants’ average scores. We also divided the stress levels into three categories: simple, moderate and severe. Results indicated that the stress was medium on average and no statistically significant differences in the performance average in accordance with the study variables (gender, experience and workplace).

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.

Sign in / Sign up

Export Citation Format

Share Document