scholarly journals Probing the Enactment of Reading Miscues: A Study Examining Reading Fluency

2017 ◽  
Vol 7 (1) ◽  
pp. 14 ◽  
Author(s):  
Edward Lehner
Keyword(s):  
Reading Fluency ◽  
Reading Skills ◽  
Semantic Knowledge ◽  
Complex Interplay ◽  
Decoding Instruction ◽  
Reading Miscues

Subsequent to the National Reading Panel’s (2000) report, more researchers have been examining the role that reading fluency plays in the development of a child’s reading skills. This study investigated the efficacy of the National Reading Panel’s research claim that a child learns reading fluency skills mainly through phonics and decoding instruction. Using a methodology to track the source of reading miscues, this paper demonstrates that a student’scultural and semantic knowledge of textvitally influences the development of reading fluency skills. Specifically, the findings suggest that a child culturally enacts reading fluency both through graphophonic and semantic knowledge of words. In the process of cultural enactment, reading fluency embodies a complex interplay between graphophonic understandings and a student’s cultural domains. Lastly, this work theorizes the role that cultural and semantical influences play in the role of a student acquiring reading fluency.

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.

The Human Factor of Cybercrime

2021 ◽  
pp. 089443932110115
Author(s):  
Benoît Dupont ◽  
Thomas Holt
Keyword(s):  
Human Factor ◽  
The United States ◽  
Complex Interplay ◽  
The United Kingdom ◽  
The Social ◽  
Different Types ◽  
Qualitative Methodologies ◽  
Societal Dimensions ◽  
Individual Human

This volume highlights the central role of the human factor in cybercrime and the need to develop a more interdisciplinary research agenda to understand better the constant evolution of online harms and craft more effective responses. The term “human factor” is understood very broadly and encompasses individual, institutional, and societal dimensions. It covers individual human behaviors and the social structures that enable collective action by groups and communities of various sizes, as well as the different types of institutional assemblages that shape societal responses. This volume is organized around three general themes whose complementary perspectives allow us to map the complex interplay between offenders, machines, and victims, moving beyond static typologies to offer a more dynamic analysis of the cybercrime ecology and its underlying behaviors. The contributions use quantitative and qualitative methodologies and bring together researchers from the United States, the United Kingdom, the Netherlands, Denmark, Australia, and Canada.

scholarly journals “Les copains *dit au revoir”: On Subject–Verb Agreement in L2 French and Cross-Linguistic Influence

Languages ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 7
Author(s):  
Malin Ågren ◽  
Marie-Eve Michot ◽  
Cyrille Granget ◽  
Sonia Gerolimich ◽  
Pascale Hadermann ◽  
...  
Keyword(s):  
Second Language Acquisition ◽  
Oral Narrative ◽  
Complex Interplay ◽  
Verb Morphology ◽  
Future Studies ◽  
Proficiency Levels ◽  
Verb Agreement ◽  
Significant Difference ◽  
L2 Development

This study focuses on the production of subject–verb (SV) agreement in number in L2 French and investigates the role of cross-linguistic influence (CLI) in this particular morphosyntactic domain. CLI is a well-known phenomenon in Second Language Acquisition (SLA) research but it has rarely been investigated systematically in relation to SV agreement in French. The participants of the study are 114 learners with Italian, German, Dutch and Swedish as L1. The source languages are all inflectional languages but they vary in terms of morphological richness in the verb paradigm, ranging from very poor (Swedish) to very rich (Italian). The participants performed an oral narrative task contrasting singular and plural contexts of SV agreement. Results indicate a significant difference between L1 groups in terms of correct SV agreement but they also show that the overall presence of rich verb morphology in the L1 does not, on its own, result in a more correct SV agreement. It is when comparing learners at two different proficiency levels that we observe differences in the rate of L2 development, which may be explained as an effect of CLI. Overall, results indicate a complex interplay of different factors, where the role of CLI must be further investigated in future studies in relation to L2 French.

scholarly journals The Role of Co‐Occurrence Statistics in Developing Semantic Knowledge

2020 ◽  
Vol 44 (9) ◽  
Author(s):  
Layla Unger ◽  
Catarina Vales ◽  
Anna V. Fisher
Keyword(s):  
Semantic Knowledge

scholarly journals The role of phagocytosis-dependent activation of TFEB in the clearance of salmonella

2021 ◽  
Author(s):  
Erika Ospina Escobar
Keyword(s):  
Transcription Factor ◽  
Salmonella Typhimurium ◽  
Nuclear Translocation ◽  
Steady Increase ◽  
Phagosome Maturation ◽  
Salmonella Infection ◽  
Complex Interplay ◽  
Transcription Factor Eb ◽  
Insight Into

During phagocytosis, macrophages engulf and sequester pathogens into phagosomes. Phagosomes then fuse with acidic and degradative lysosomes to degrade the internalized pathogen. We previously demonstrated that phagocytosis of IgG-opsonized particles and non-opsonized E.coli causes activation of the Transcription Factor EB (TFEB), which enhances the expression of lysosomal genes, increases the degradative capacity of lysosomes and boosts bactericidal activity. However, pathogens like Salmonella typhimurium have evolved mechanisms to evade and/or alter phagosome maturation to promote their own survival. We investigated: i) whether pathogens like Salmonella can alter TFEB activation and ii) whether phagocytosis-dependent activation of TFEB can counteract the pathogenicity of microorganisms. Here, we show that non-viable (heat-killed) S. typhimurium, pathogenic (EHEC and UPEC) and non-pathogenic E.coli (DH5α) all caused TFEB nuclear translocation in RAW macrophages, while strikingly live S. typhimurium maintained TFEB in the cytosol in the first hours post-infection. By contrast, Salmonella mutants for ΔsifA, ΔsopD2, ΔphoP all triggered TFEB activation in the first hour of infection. However, Salmonella infection eventually triggered a steady increase in nuclear TFEB after 4 h of infection, suggesting a more complex interplay between TFEB and Salmonella infection. We dissected the importance of TFEB activation towards Salmonella survivability by pre-activating TFEB before infection within WT macrophages and macrophages with a CRISPR-based deletion of TFEB. Our work suggests that Salmonella actively interferes with TFEB signaling in order to enhance its own survival. These results could provide insight into using TFEB as a target for the clearance of infections.

scholarly journals Rapid, Experience-Related Changes in the Organization of Children’s Semantic Knowledge

2018 ◽  
Author(s):  
Layla Unger ◽  
Anna Fisher
Keyword(s):  
Learning Experiences ◽  
Semantic Knowledge ◽  
Knowledge Organization ◽  
Control School ◽  
School Based ◽  
Naturally Occurring ◽  
Rapid Changes ◽  
Taxonomic Organization ◽  
Post Test

The organization of knowledge according to relations between concepts is crucially important for many cognitive processes, and its emergence during childhood is a key focus of cognitive development research. Prior evidence about the role of learning and experience in the development of knowledge organization primarily comes from studies investigating naturally-occurring group differenes (such as children from rural vs. ubran settings, or children who own a pet vs. children who don’t). However, we know little about whether knowledge organization can be relatively rapidly molded by shorter-term learning experiences (e.g., on a time-scale of days vs. months and years). The present study investigated whether learning experiences can drive rapid, measurable changes in knowledge organization in children by investigating the effects of a week-long Zoo summer camp (compared to a control school-based camp) on the degree to which 4- to 9-year-old children’s knowledge about animals was organized according to taxonomic relations. Although there were no differences in taxonomic organization between the Zoo and the school-based camp at pre-test, only children who participated in the Zoo camp showed increases in taxonomic organization at post-test. These findings provide novel evidence that experiences can drive rapid changes in knowledge organization.

Sign in / Sign up

Export Citation Format

Share Document