scholarly journals Computer-based Training Programs to Stimulate Learning to Read in French for Newcomer Migrant Children: A Pilot Study

2020 ◽  
Author(s):  
Jean Ecalle ◽  
Jean-Luc Vidalenc ◽  
Annie Magnan
Keyword(s):  
Phonemic Awareness ◽  
Word Reading ◽  
Literacy Skills ◽  
Migrant Children ◽  
Host Countries ◽  
Learning To Read ◽  
Computer Based Training ◽  
Computer Based ◽  
The Impact ◽  
Initial Results

The integration of newcomer migrant children is a vital challenge for host countries. For such children, learning to read in a new language is a prerequisite for the acquisition of knowledge in all academic domains at school. To investigate this issue, two experiments were conducted: one with children who were just at the beginning of learning to read in French and another with children who could already read a few words in French. Two specific software programs were used for each group. Each group was exposed to the same experimental design, which included three assessment sessions, namely two before training to obtain a baseline of scores in different literacy skills and a third after training to examine the impact of 10 hours of training. In Experiment 1, the alphabetic code was stimulated: a significant effect on phonemic awareness was observed. In Experiment 2, the grapho-syllabic processing required to read words was stimulated: a significant effect on word reading was observed. Our initial results show that teachers can improve learning to read in ways tailored to the needs of newcomer migrant children.

Children With Chinese Dyslexia Acquiring English Literacy: Interaction Between Cognitive Subtypes of Dyslexia and Orthographies

2021 ◽  
pp. 002221942110178
Author(s):  
Shuting Huo ◽  
Ka Chun Wu ◽  
Jianhong Mo ◽  
Jie Wang ◽  
Urs Maurer
Keyword(s):  
Phonemic Awareness ◽  
Reading Fluency ◽  
English Language ◽  
Word Reading ◽  
English Word ◽  
Literacy Skills ◽  
Language Experience ◽  
English Literacy ◽  
Matrix Reasoning ◽  
The Impact

This study investigated the impact of Chinese dyslexia subtypes on English literacy skills (i.e., reading fluency and dictation) in Hong Kong children. Eighty-four Cantonese-speaking children officially diagnosed with dyslexia ( Mage = 103 months) and 48 age-matched typical developing (TD) children were tested. Cluster analysis with performances on Chinese syllable awareness (CSA), Chinese phonemic awareness (CPA), Chinese phonological memory (CPM), Chinese orthographic awareness (COA), and matrix reasoning (MR) yielded three cognitive subtypes: the phonological deficit (PD) subtype, the orthographic deficit (OD) subtype, and the global deficit (GD) subtype. After controlling for English language experience, age, and gender, all three dyslexia subtypes performed significantly worse in English word reading fluency and dictation than TD children. In addition, PD performed worse in English PA; OD performed worse in English OA; and GD performed worse in all English skills except English PM. We compared the level of impairment in literacy between languages and dyslexia subtypes. In word reading fluency, all subtypes experienced less impairment in English than Chinese, while OD showed the largest English advantage. In dictation, only OD showed a significant language effect favoring English. The findings suggest that different subtypes of Chinese dyslexia bear different risks for difficulties in English literacy.

The impact of information and computer based training on negotiators' performance

1990 ◽  
Vol 28 (3) ◽  
pp. 331-354 ◽  
Author(s):  
St�phane Gauvin ◽  
Gary L. Lilien ◽  
Kalyan Chatterjee
Keyword(s):  
Computer Based Training ◽  
Computer Based ◽  
The Impact

scholarly journals MSL in the digital ages: Effects and effectiveness of computer-mediated intervention for FL learners with dyslexia

2015 ◽  
Vol 5 (1) ◽  
pp. 109-133 ◽  
Author(s):  
Simone E. Pfenninger
Keyword(s):  
Word Reading ◽  
Control Groups ◽  
Third Language ◽  
Computer Based Training ◽  
Swiss German ◽  
Computer Mediated ◽  
Before And After ◽  
Computer Based ◽  
Learning Software ◽  
Positive Effect

The longitudinal intervention study reported here is the first to investigate the efficiency of computer learning software specifically designed for dyslexic Swiss German learners of Standard German as a second language (L2) and English as a third language (L3). A total of 40 subjects (20 of them dyslexics and 20 of them nondyslexics; 10 students from each group participated in in- terventions and the other 10 from each group served as control groups) were assessed with a battery of verbal and written pre- and posttests involving pho- nological/orthographic and semantic measures of their L2 and L3 before and after three months of daily intervention with the software. The results show that computer-based training in the L3 is potentially an important tool of intervention for dyslexic students as it has a positive effect on the components of L3 as well as L2 learning. As a consequence of their progress in acquiring the relationships between L3 graphemes and phonemes, the experimental groups, but not the control groups, made significant gains on L2 naming accuracy and speed, L2 and L3 word reading, L2 and L3 phonological awareness, and L2 and L3 receptive and productive vocabulary and comprehension tasks.

Illegality and Children’s Power in Families

2019 ◽  
pp. 45-57
Author(s):  
Joanna Dreby
Keyword(s):  
United States ◽  
Birth Order ◽  
The United States ◽  
Migrant Children ◽  
Children And Youth ◽  
Host Countries ◽  
Parents And Children ◽  
Migrant Families ◽  
Mexican Migrant ◽  
The Impact

This chapter focuses on how regimes of illegality shape children’s power within families, specifically in their relationships with parents and siblings. It explores how unauthorized migration alters the experiences of three groups of children in Mexican migrant families: children in Mexico whose parents are unauthorized migrants in the United States; child migrants living in the United States, most often unauthorized like their parents; and children born in the United States to unauthorized parents. Drawing on interviews conducted with children in both Mexico and the United States, this chapter emphasizes the impact of gender, age and birth order on children’s experiences of power vis-à-vis their relationships with parents and other family members. A turn toward restrictive immigration policies has magnified the detrimental effects of enhanced enforcement and deportation regimes on families and especially on children and youth. U.S. immigration controls affect migrant and non-migrant children; both those whose parents migrate without them as well as those born to migrant parents in host countries. The specter of illegality within a family changes children’s roles and concrete responsibilities in their families as well as their feelings related to these changes.

Early Literacy: A Developmental and Comparative Analysis

1996 ◽  
Vol 20 (1) ◽  
pp. 49-60
Author(s):  
G. Robinson ◽  
C. M. Rutten
Keyword(s):  
Comparative Analysis ◽  
Early Literacy ◽  
Phonemic Awareness ◽  
Word Reading ◽  
Literacy Skills ◽  
Developmental Model ◽  
Developmental Sequence ◽  
Skill Levels ◽  
Concepts About Print ◽  
Better Than

In two experiments, the acquisition of literacy skills by three to six year olds was examined to (1) assess a possible developmental sequence of knowledge about print and word reading, and (2) compare the skill levels of good and poor six year old readers using a developmental model.The first experiment involved 30 three, four and five year olds from a preschool and primary school who were assessed on a battery of tasks designed to measure five aspects of awareness of print and word reading concepts. The five aspects assessed were concepts about print, graphic awareness, phonemic awareness, grapheme-phoneme correspondence knowledge and word reading. Analysis of the data showed a developmental expansion of print related concepts and skills with age.In the second experiment, using similar methodology, 25 good six year old readers performed significantly better than 22 poor six year old readers across all component measures and a developmental lag reading disability model was thus implied.

English as a foreign language spelling development: A longitudinal study

2011 ◽  
Vol 33 (2) ◽  
pp. 343-363 ◽  
Author(s):  
JANINA KAHN-HORWITZ ◽  
RICHARD L. SPARKS ◽  
ZAHAVA GOLDSTEIN
Keyword(s):  
Foreign Language ◽  
Phonemic Awareness ◽  
Fourth Grade ◽  
English Word ◽  
Literacy Skills ◽  
First Year ◽  
Spelling Development ◽  
Word Attack ◽  
English Spelling ◽  
The Impact

ABSTRACTEnglish as a foreign language (EFL) spelling was examined longitudinally three times (4th, 9th, 12th grades) during 9 years of EFL study among Hebrew first language (L1) students. The study examined the impact of L1 literacy variables including phonemic awareness, word attack, and spelling on EFL spelling and the relationship between EFL literacy variables and EFL spelling. Results showed that English spelling measured at earlier points strongly predicted later English spelling. L1 literacy skills measured in fourth grade were more significant than English word recognition in explaining end of ninth grade EFL spelling. Beginning of first year EFL letter knowledge in fourth grade predicted end of first-year EFL spelling. These results show qualitatively different L1 and EFL literacy abilities impacting EFL spelling at 4th, 9th, and 12th grades.

On-Road Effectiveness of a Tablet-Based Teen Driver Training Intervention

2016 ◽  
Vol 60 (1) ◽  
pp. 1926-1930 ◽  
Author(s):  
Tracy M. Zafian ◽  
Siby Samuel ◽  
Jennifer Coppola ◽  
Erin G. O’Neill ◽  
Matthew R.E. Romoser ◽  
...  
Keyword(s):  
Training Programs ◽  
Training System ◽  
Training Intervention ◽  
Driver Training ◽  
Novice Drivers ◽  
Computer Based Training ◽  
Computer Based ◽  
Novice Driver ◽  
The Difference ◽  
The Impact

The largest cause of novice driver crashes is their inexperience, causing both failures to anticipate hazards and to maintain attention to the forward roadway. A number of computer-based training programs have been shown to improve novice drivers’ hazard anticipation and attention maintenance skills. The Engaged Driver Training System (EDTS) is a computer tablet-based program targeted at teaching novice drivers both, to anticipate latent hazards and decrease distracting activities in the presence of such hazards. Previous simulator testing of EDTS has found it to be effective at improving latent hazard anticipation and decreasing distraction. This current study extends that research by conducting an on-road evaluation of EDTS, and by examining the impact of training parents along with their teens. This evaluation found that EDTS-trained teens showed better hazard anticipation on-road than the placebo-trained teens. Teens who participated with their parents in training identified a higher proportion of latent hazards than teens who did not participate with their parents, but the difference was not statistically significant.

The Effect of Student-Instructor Interaction on Achievement in a Dyad Computer-Based Training (CBT) Environment

1992 ◽  
Vol 21 (1) ◽  
pp. 27-35 ◽  
Author(s):  
Stanley D. Stephenson
Keyword(s):  
Student Interaction ◽  
Traditional Classroom ◽  
Social Functions ◽  
Computer Based Training ◽  
Software Developer ◽  
The Social ◽  
Instructor Interaction ◽  
Computer Based ◽  
The Impact

Most computer-based training (CBT) research has ignored variables other than the software itself. Yet there are other factors which can influence achievement. This study explored the impact of instructor-student interaction when students worked CBT in pairs. Compared to an earlier study in which instructor interaction positively influence achievement when students worked CBT individually, instructor interaction had no effect on achievement. Evidently, many if not all of the social functions served by the instructor in the traditional classroom can be provided by a CBT team partner. Implications of these results, to include the role of the instructor and the responsibility of the software developer, are discussed.

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