scholarly journals Tools and Teaching Strategies for Vocabulary Assessment and Instruction: A Review

2021 ◽  
pp. 34-66
Author(s):  
E. Dujardin ◽  
P. Auphan ◽  
N. Bailloud ◽  
J. Ecalle ◽  
A. Magnan
Keyword(s):  
Literacy Development ◽  
New Technologies ◽  
State Of The Art ◽  
Digital Technologies ◽  
Written Language ◽  
Language And Literacy ◽  
Language Abilities ◽  
Vocabulary Assessment ◽  
Familial Environment ◽  
And Training

Vocabulary is a complex intermediate component between oral and written language, which the influence on associated skills and general language abilities (e.g., decoding processing, comprehension) has been largely studied in children, suggesting its important role in literacy. The main aim of this article is to review some questions on vocabulary assessment and stimulation in children and identify the advantage of new technologies for evaluating and training vocabulary. It seems necessary to give the importance of vocabulary in language and literacy development, and the heterogeneity of vocabulary acquisition, depending on preschool word exposure (e.g., familial environment). After a state-of-the-art of conceptualization of vocabulary's notion, we revisit assumptions on vocabulary assessment and instruction indicating the main existing tools. This review lies in the attempt to enhance perspectives for new valid and effective tools using digital technologies.

Language Assessment

2020 ◽  
pp. 234-250
Author(s):  
Charlotte Enns ◽  
Lynn McQuarrie
Keyword(s):  
Hard Of Hearing ◽  
Culturally Responsive ◽  
Literacy Learning ◽  
Written Language ◽  
Language And Literacy ◽  
Language Abilities ◽  
Literacy Teaching ◽  
Signed Language ◽  
Language Measures ◽  
The Relationship

Assessment is an essential component of an effective bilingual literacy program. The relationship between language and literacy is complex. For bilingual individuals, the complexity of that relationship is increased. When bilingualism involves a signed language, the relationship becomes even more complicated, and disentangling the critical strands of language and literacy learning can be an ongoing challenge. This chapter provides a strengths-based perspective to guide educators in their assessment considerations when developing the literacy abilities of deaf and hard-of-hearing (DHH) bilingual learners, defined as children who are learning a signed language and concurrently a spoken/written language, such as ASL–English. In particular, the chapter explores the valuable ways that signed language abilities contribute to literacy development. Also highlighted is the critical and ongoing need for effective and culturally responsive signed language measures to better inform literacy teaching approaches.

scholarly journals Planning of the educational and training process taking into account the accelerated psychophysiological recovery of athletes using digital technologies

2021 ◽  
Vol 273 ◽  
pp. 09032
Author(s):  
Vitaly Belmach ◽  
Svetlana Grigan ◽  
Alla Vishina
Keyword(s):  
New Technologies ◽  
Digital Technologies ◽  
Pedagogical Knowledge ◽  
Physical Work ◽  
Training Process ◽  
Types Of Knowledge ◽  
Different Types ◽  
High Level ◽  
Psychophysiological Recovery ◽  
And Training

The article shows that new technologies radically change education and the training process in general. In particular, the context of physical education and the training process also faces some important questions regarding why, when and whether it is necessary to include digital technologies in the training process. Pedagogical knowledge is merged in various ways with technological and substantive knowledge; for this integration of different types of knowledge, it is necessary to develop a new “digital platform”. A high level of physical activity during training entails the use of the maximum capabilities of the human body. Therefore, it is necessary to have a clear program in which the rhythm of training is traced by days, weeks and months, the obligatory alternation of load and rest is observed. The aim of the study is to identify the links between physical work and psychophysiological recovery, as well as to substantiate the need to use digital technologies to ensure the effectiveness of the training process.

A Holistic Approach to New Language and Literacy Development of Refugee Women

2020 ◽  
pp. 448-471
Author(s):  
Aydın Yücesan Durgunoğlu ◽  
Maissam Nimer
Keyword(s):  
Formal Education ◽  
Language Education ◽  
Holistic Approach ◽  
Written Language ◽  
Language And Literacy ◽  
Integrated Instruction ◽  
Displaced People ◽  
Instructional Settings ◽  
Affective Dimensions ◽  
And Training

As the number of displaced people who need to learn the oral and written language(s) of their host communities increases, educators are faced with serious challenges. This chapter discusses some of these issues and ways to improve the language education of refugees, using as an example the case of Syrian women in Turkey with limited formal education. Good practices both at the program level and within particular instructional settings are outlined. At the program level, the authors suggest adopting a holistic approach; addressing challenges such as trauma, poverty, and unwelcoming social environment; offering lifelong education in local centers; and training teachers. Within the educational settings, teachers should get to know the learners in all their diversity; build on existing strengths; offer systematic, integrated instruction grounded in real-world needs and uses of language; consider both cognitive and affective dimensions of literacy; use technology; and facilitate language development through social interactions.

scholarly journals Oral language, written language and language awareness

2002 ◽  
Vol 29 (2) ◽  
pp. 449-488 ◽  
Author(s):  
CHRISTOPHE PARISSE
Keyword(s):  
Oral Language ◽  
Literacy Development ◽  
Written Language ◽  
School Age ◽  
Language Awareness ◽  
Language And Literacy ◽  
Comprehensive Picture ◽  
Before School ◽  
The Relationship

Ravid & Tolchinsky's paper draws a comprehensive picture of the fact that literacy is a lengthy developing process involving many linguistic factors which sometimes begins even before school age and lasts until adulthood. I very much appreciated the breadth and thoroughness of Ravid & Tolchinsky's paper and, in particular, the fact that they have taken the relationship between oral language and literacy into account. It seems to me that this is rarely the case in current linguistic theories and I would like to offer a few comments on some of the consequences that a serious approach to literacy development would have on the studies of both oral language and literacy, and on linguistic theories themselves as well.

Training as the Beginning of a Deeper Conversation

2020 ◽  
pp. 125-141
Author(s):  
Jesse Strycker
Keyword(s):  
New Technologies ◽  
State Of The Art ◽  
Teaching Technology ◽  
Scheduling System ◽  
Limited Communication ◽  
And Training

A substantial renovation to a historic college and building resulted in a state-of-the-art building, full of new technologies and possibilities for new kinds of technology-enhanced teaching. Technology malfunctions slowed adoption and exploration of these possibilities, but limited communication and training accompanied by institutionally-mandated scheduling system stagnated adoption and innovation further. This case explores these issues and how an unconventional training series has started a deeper conversation about these issues and promoted more pedagogical experimentation.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

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