Connectionist Learning to Read Aloud and Comparison to Human Data

2020 ◽  
pp. 706-711
Author(s):  
Ivelin Stoianov ◽  
Laurie Stowe ◽  
John Nerbonne
Keyword(s):  
Read Aloud ◽  
Learning To Read ◽  
Human Data ◽  
Connectionist Learning

Why learning to read is easier in Welsh than in English: Orthographic transparency effects evinced with frequency-matched tests

2001 ◽  
Vol 22 (4) ◽  
pp. 571-599 ◽  
Author(s):  
NICK C. ELLIS ◽  
A. MARI HOOPER
Keyword(s):  
Reading Instruction ◽  
Word Length ◽  
Read Aloud ◽  
Bilingual Children ◽  
Real Word ◽  
Reading Tests ◽  
Orthographic Transparency ◽  
Learning To Read ◽  
Math Ability ◽  
Reading Errors

This study compared the rate of literacy acquisition in orthographically transparent Welsh and orthographically opaque English using reading tests that were equated for frequency of written exposure. Year 2 English-educated monolingual children were compared with Welsh-educated bilingual children, matched for reading instruction, background, locale, and math ability. Welsh children were able to read aloud accurately significantly more of their language (61% of tokens, 1821 types) than were English children (52% tokens, 716 types), allowing them to read aloud beyond their comprehension levels (168 vs. 116%, respectively). Various observations suggested that Welsh readers were more reliant on an alphabetic decoding strategy: word length determined 70% of reading latency in Welsh but only 22% in English, and Welsh reading errors tended to be nonword mispronunciations, whereas English children made more real word substitutions and null attempts. These findings demonstrate that the orthographic transparency of a language can have a profound effect on the rate of acquisition and style of reading adopted by its speakers.

LRNG to Read: A Simulation for Teacher Training

1973 ◽  
Vol 6 (8) ◽  
pp. 479-485
Author(s):  
Catherine Morsink
Keyword(s):  
Teacher Training ◽  
Small Group ◽  
Read Aloud ◽  
Complex Task ◽  
Learning To Read ◽  
The Disabled ◽  
Live Demonstration

This is a live demonstration on how to teach children who have difficulty in learning. Its purpose is to simulate for educators the experience of the disabled reader and, in so doing, help them to reach him. A small group from the audience acts as students who are taught to read a weather code for pilots. The entire audience participates by following silently, hoping they won't be asked to read aloud. Through failure they gain empathy, and in success they develop insight. Discussion follows. Time for the demonstration is about 30 minutes, plus discussion. The author wishes to point out that learning to read is not as simple as the task presented in this article. This simulation was not designed to parallel the complex task of reading. Instead, it was created to heighten the teacher's sensitivity to the importance of her role in helping the disabled reader.

scholarly journals Implementasi Read Aloud pada Orang Tua Siswa dalam Mendorong Gerakan Literasi Sekolah di SDN Harapan Baru III

2020 ◽  
Vol 3 (2) ◽  
pp. 105-114
Author(s):  
Nunuy Nurkaeti ◽  
Apriyanti Widiansyah ◽  
Dariyanto Dariyanto ◽  
Husna Farhana
Keyword(s):  
Reading Aloud ◽  
Read Aloud ◽  
Government Program ◽  
Learning To Read ◽  
Literacy Activities ◽  
At Home

Socialization needs to be carried out in order to introduce and educate parents in realizing sustainable literacy activities. This activity aims to socialize literacy activities and read aloud methods as an alternative in carrying out literacy activities at home, so as to foster interest in reading students. This dedication activity is carried out using presentation, discussion, and demonstration methods. This activity is carried out on 28 parents of grade I SDN Harapan Baru III students. The result is that parents are very enthusiastic and can practice reading aloud activities to students. This activity is also an alternative to bridging the roles of parents and students in learning to read, so the parents could understand their role and contribution to the implementation of the school literacy movement as a government program.   Keywords: School Literacy Movement, Read Aloud.   Abstrak   Sosialisasi perlu dilakukan dalam rangka mengenalkan dan mengedukasi orang tua dalam mewujudkan kegiatan literasi yang berkesinambungan. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mensosialisasikan kegiatan literasi dan metode read aloud sebagai salah satu alternatif dalam melakukan kegiatan literasi di rumah, sehingga menumbuhkembangkan minat baca siswa. Kegiatan pengabdian ini dilakukan dengan menggunakan metode presentasi, diskusi, dan demonstrasi. Pengabdian kepada masyarakat dilakukan terhadap orang tua siswa kelas I SDN Harapan Baru III sebanyak 28 orang. Hasilnya orang tua sangat antusias dan dapat mempraktikan kegiatan read aloud kepada siswa. Kegiatan pengabdian ini juga menjadi salah satu alternatif dalam menjembatani peran orang tua dan siswa dalam melakukan pembelajaran membaca, sehingga orang tua memahami peran dan kontribusinya dalam pelaksanaan kegiatan gerakan literasi sekolah sebagai program pemerintah.     Kata kunci: Gerakan Literasi Sekolah, Read Aloud.

scholarly journals Penggunaan Desain Pembelajaran dalam Meningkatkan Keterampilan Membaca Siswa SD Kelas III SDN Curug 1

AS-SABIQUN ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 30-48
Author(s):  
Ina Magdalena ◽  
Tio Saputra ◽  
Sihury Wellya Pamungkas ◽  
Raihan Fadhlurahman Jamirullah
Keyword(s):  
Qualitative Research ◽  
Reading Skills ◽  
Design Method ◽  
Read Aloud ◽  
Third Grade ◽  
Class Iii ◽  
Learning To Read ◽  
Third Grade Students ◽  
Interesting Reading

This research was conducted at SDN Curug 1. The purpose of this study was to determine the use of learning designs in improving reading skills of third grade students. The object of this research is a class III teacher at SDN Curug 1. The method used in this research is qualitative research using observation, interview and documentation techniques. Class teachers at SDN Curug 1 use the design method of learning to read aloud and fast and the teacher also uses the existing library in the form of interesting reading books so that students are expected to be able to improve their reading skills.

Addressing African American English in Early Literacy Assessment and Instruction

2008 ◽  
Vol 15 (2) ◽  
pp. 54-61 ◽  
Author(s):  
Nicole Patton Terry
Keyword(s):  
African American ◽  
Early Literacy ◽  
American English ◽  
Critical Role ◽  
Literacy Skills ◽  
African American English ◽  
Literacy Assessment ◽  
Learning To Read ◽  
Speech Language Pathologist ◽  
Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

Writing in Aphasia Rehabilitation: Cursive vs Manuscript

1976 ◽  
Vol 41 (4) ◽  
pp. 523-529 ◽  
Author(s):  
Daniel R. Boone ◽  
Harold M. Friedman
Keyword(s):  
Correct Response ◽  
The Other ◽  
Read Aloud ◽  
Writing Style ◽  
Reading And Writing ◽  
Manual Responses ◽  
Significant Difference ◽  
Written Form ◽  
The Individual ◽  
Read Number

Reading and writing performance was observed in 30 adult aphasic patients to determine whether there was a significant difference when stimuli and manual responses were varied in the written form: cursive versus manuscript. Patients were asked to read aloud 10 words written cursively and 10 words written in manuscript form. They were then asked to write on dictation 10 word responses using cursive writing and 10 words using manuscript writing. Number of words correctly read, number of words correctly written, and number of letters correctly written in the proper sequence were tallied for both cursive and manuscript writing tasks for each patient. Results indicated no significant difference in correct response between cursive and manuscript writing style for these aphasic patients as a group; however, it was noted that individual patients varied widely in their success using one writing form over the other. It appeared that since neither writing form showed better facilitation of performance, the writing style used should be determined according to the individual patient’s own preference and best performance.

Functional and structural neural plasticity effects of literacy acquisition in adulthood

2019 ◽  
Vol 30 (2) ◽  
pp. 97-107
Author(s):  
Melanie Boltzmann ◽  
Thomas Münte ◽  
Bahram Mohammadi ◽  
Jascha Rüsseler
Keyword(s):  
Neural Plasticity ◽  
Adult Literacy ◽  
Writing Skills ◽  
Literacy Skills ◽  
Written Language ◽  
Learning To Read ◽  
Workplace Literacy ◽  
Functional Illiteracy ◽  
Brain Changes ◽  
Definition Of

Abstract. In Germany, 7.5 Million individuals between 18 and 64 years are considered to be functionally illiterate (Grotlüschen & Riekmann, 2012). Functional illiterates have only rudimentary literacy skills despite attending school for several years. Although they can use written language to a very limited extent, only few functional illiterates attend literacy courses for adults. In addition, most adult literacy courses primarily aim at promoting basic reading and writing skills. Offers specific to workplace literacy are scarce. This review gives an overview of the definition of functional illiteracy. Afterwards, a specific literacy program (AlphaPlus) and its effectiveness will be presented. The reviewed studies indicate that learning to read in adulthood is associated with structural and functional brain changes.

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