A Short Report: Word-Level Phonological and Lexical Characteristics Interact to Influence Phoneme Awareness

PubMed Central

Hogan, Tiffany P.

2010-01-01

In this study, we examined the influence of word-level phonological and lexical characteristics on early phoneme awareness. Typically-developing children, ages 61–78 months, completed a phoneme-based, odd-one-out task that included consonant-vowel-consonant word sets (e.g., “chair-chain-ship”) that varied orthogonally by a phonological characteristic, sound-contrast similarity (similar vs. dissimilar), and a lexical characteristic, neighborhood density (dense vs. sparse). In a subsample of the participants – those with the highest vocabularies – results were in line with a predicted interactive effect of phonological and lexical characteristics on phoneme awareness performance: word sets contrasting similar sounds were less likely to yield correct responses in words from sparse neighborhoods than words from dense neighborhoods. Word sets contrasting dissimilar sounds were most likely to yield correct responses regardless of the words’ neighborhood density. Based on these findings, theories of early phoneme awareness development should consider both word-level (e.g., phonological and lexical characteristics) and child-level (e.g., vocabulary knowledge) influences on phoneme awareness performance. Attention to these word-level item influences is predicted to result in more sensitive and specific measures of reading risk. PMID:20574064

The Influence of Specific Phonemic Awareness Processes on the Reading Comprehension of African American Students

ERIC Educational Resources Information Center

Edwards, Oliver W.; Taub, Gordon E.

2016-01-01

Research indicates the primary difference between strong and weak readers is their phonemic awareness skills. However, there is no consensus regarding which specific components of phonemic awareness contribute most robustly to reading comprehension. In this study, the relationship among sound blending, sound segmentation, and reading comprehension…

Explicit Instruction in Phonemic Awareness and Phonemically Based Decoding Skills as an Intervention Strategy for Struggling Readers in Whole Language Classrooms

ERIC Educational Resources Information Center

Ryder, Janice F.; Tunmer, William E.; Greaney, Keith T.

2008-01-01

The aim of this study was to determine whether explicit instruction in phonemic awareness and phonemically based decoding skills would be an effective intervention strategy for children with early reading difficulties in a whole language instructional environment. Twenty-four 6- and 7-year-old struggling readers were randomly assigned to an…

Universal and Language-Specific Constraints on Phonemic Awareness: Evidence from Russian-Hebrew Bilingual Children

ERIC Educational Resources Information Center

Saiegh-Haddad, Elinor; Kogan, Nadya; Walters, Joel

2010-01-01

The study tested phonemic awareness in the two languages of Russian (L1)-Hebrew (L2) sequential bilingual children (N = 20) using phoneme deletion tasks where the phoneme to be deleted occurred word initial, word final, as a singleton, or part of a cluster, in long and short words and stressed and unstressed syllables. The experiments were…

Pre-Service Teachers' Knowledge of Phonemic Awareness: Relationship to Perceived Knowledge, Self-Efficacy Beliefs, and Exposure to a Multimedia-Enhanced Lecture

ERIC Educational Resources Information Center

Martinussen, Rhonda; Ferrari, Julia; Aitken, Madison; Willows, Dale

2015-01-01

This study examined the relations among perceived and actual knowledge of phonemic awareness (PA), exposure to PA instruction during practicum, and self-efficacy for teaching PA in a sample of 54 teacher candidates (TCs) enrolled in a 1-year Bachelor of Education program in a Canadian university. It also assessed the effects of a brief…

Preschool Teacher Knowledge and Skills: Phonemic Awareness and Instruction

ERIC Educational Resources Information Center

Billow, Cecilia

2017-01-01

The extent of phonemic awareness knowledge and skills early childhood teachers bring to beginning literacy instruction lays the foundation upon which reading success is built for preschool children in their care. A significant number of preschool children receive their first literacy instruction in community-based or Head Start preschools.…

First-Year Teacher Knowledge of Phonemic Awareness and Its Instruction

ERIC Educational Resources Information Center

Cheesman, Elaine A.; McGuire, Joan M.; Shankweiler, Donald; Coyne, Michael

2009-01-01

Converging evidence has identified phonemic awareness (PA) as one of five essential components of beginning reading instruction. Evidence suggests that many teachers do not have the recommended knowledge or skills sufficient to provide effective PA instruction within the context of scientifically validated reading education. This study examines…

An Investigation of Treatment Scheduling for Phonemic Awareness with Kindergartners Who Are at Risk for Reading Difficulties

ERIC Educational Resources Information Center

Ukrainetz, Teresa A.; Ross, Catherine L.; Harm, Heide M.

2009-01-01

Purpose: This study examined 2 schedules of treatment for phonemic awareness. Method: Forty-one 5- to 6-year-old kindergartners, including 22 English learners, with low letter-name and first-sound knowledge received 11 hr of phonemic awareness treatment: concentrated (CP, 3x/wk to December), dispersed (DP, 1x/wk to March), and dispersed vocabulary…

The Effect of Phoneme Awareness Instruction on Students in Small Group and Whole Class Settings

ERIC Educational Resources Information Center

VanBoden, Angelique Fleurette

2011-01-01

Phoneme awareness instruction plays a crucial role in reading acquisition for young children. While this early literacy topic has been studied for over 30 years, and cited by the National Reading Panel Report (2000) as an important area for further research, no reports to date explore the influence of instructional group size on phoneme awareness…

Age and Schooling Effects on Early Literacy and Phoneme Awareness

ERIC Educational Resources Information Center

Cunningham, Anna; Carroll, Julia

2011-01-01

Previous research on age and schooling effects is largely restricted to studies of children who begin formal schooling at 6 years of age, and the measures of phoneme awareness used have typically lacked sensitivity for beginning readers. Our study addresses these issues by testing 4 to 6 year-olds (first 2 years of formal schooling in the United…

Phoneme Awareness, Visual-Verbal Paired-Associate Learning, and Rapid Automatized Naming as Predictors of Individual Differences in Reading Ability

ERIC Educational Resources Information Center

Warmington, Meesha; Hulme, Charles

2012-01-01

This study examines the concurrent relationships between phoneme awareness, visual-verbal paired-associate learning, rapid automatized naming (RAN), and reading skills in 7- to 11-year-old children. Path analyses showed that visual-verbal paired-associate learning and RAN, but not phoneme awareness, were unique predictors of word recognition,…

Phonemic Awareness and Middle-Ear Disease among Bedouin Arabs in Israel.

ERIC Educational Resources Information Center

Abu-Rabia, Salim

2002-01-01

Investigates the effect of middle-ear infections on phonemic awareness on first-grade Bedouin Arab elementary school children in northern Israel. Divides 49 children who were screened according to their infant medical records into two groups: one with repeated middle-ear infection and one without. Indicates a nonsignificant effect of middle-ear…

The Influence of Spanish Vocabulary and Phonemic Awareness on Beginning English Reading Development: A Three-Year (K-2nd) Longitudinal Study

ERIC Educational Resources Information Center

Kelley, Michael F.; Roe, Mary; Blanchard, Jay; Atwill, Kim

2015-01-01

This investigation examined the influence of varying levels of Spanish receptive vocabulary and phonemic awareness ability on beginning English vocabulary, phonemic awareness, word reading fluency, and reading comprehension development across kindergarten through second grade. The 80 respondents were Spanish speaking children with no English…

Assessing the Effects of the "McGraw Hill Phonemic Awareness" Program with Preschool Children with Developmental Delays: A Case Study

ERIC Educational Resources Information Center

Isakson, Lisa; Marchand-Martella, Nancy; Martella, Ronald C.

2011-01-01

This study assessed the effects of "McGraw Hill Phonemic Awareness" on the phonemic awareness skills of 5 preschool children with developmental delays. The children received 60 of the 110 lessons included in this program over 5 months. They were pre- and posttested using the kindergarten level Initial Sound Fluency and Phoneme…

Teaching Reading to Youth with Fragile X Syndrome: Should Phonemic Awareness and Phonics Instruction Be Used? EBP Briefs. Volume 9, Issue 6

ERIC Educational Resources Information Center

Brazendale, Allison; Adlof, Suzanne; Klusek, Jessica; Roberts, Jane

2015-01-01

Clinical Question: Would a child with fragile X syndrome benefit more from phonemic awareness and phonics instruction or whole-word training to increase reading skills? Method: Systematic review. Study Sources: PsycINFO. Search Terms: fragile X OR Down syndrome OR cognitive impairment OR cognitive deficit OR cognitive disability OR intellectual…

Phoneme Awareness, Vocabulary and Word Decoding in Monolingual and Bilingual Dutch Children

ERIC Educational Resources Information Center

Janssen, Marije; Bosman, Anna M. T.; Leseman, Paul P. M.

2013-01-01

The aim of this study was to investigate whether bilingually raised children in the Netherlands, who receive literacy instruction in their second language only, show an advantage on Dutch phoneme-awareness tasks compared with monolingual Dutch-speaking children. Language performance of a group of 47 immigrant first-grade children with various…

Prosodic and Phonemic Awareness in Children's Reading of Long and Short Words

ERIC Educational Resources Information Center

Wade-Woolley, Lesly

2016-01-01

Phonemic and prosodic awareness are both phonological processes that operate at different levels: the former at the level of the individual sound segment and the latter at the suprasegmental level across syllables. Both have been shown to be related to word reading in young readers. In this study we examine how these processes are differentially…

The Relative Predictive Contribution and Causal Role of Phoneme Awareness, Rhyme Awareness and Verbal Short-Term Memory in Reading Skills: A Review

ERIC Educational Resources Information Center

Melby-Lervag, Monica

2012-01-01

The acknowledgement that educational achievement is highly dependent on successful reading development, has led to extensive research on its underlying factors. Evidence clearly suggests that the relation between reading skills, phoneme awareness, rhyme awareness, and verbal short-term memory is more than a mere association. A strong argument has…

Word-Level Reading Achievement and Behavioral Inattention: Exploring Their Overlap and Relations with Naming Speed and Phonemic Awareness in a Community Sample of Children

PubMed Central

Martinussen, Rhonda; Grimbos, Teresa; Ferrari, Julia L. S.

2014-01-01

This study investigated the contribution of naming speed and phonemic awareness to teacher inattention ratings and word-level reading proficiency in 79 first grade children (43 boys, 36 girls). Participants completed the cognitive and reading measures midway through the school year. Teacher ratings of inattention were obtained for each child at the same time point. A path analysis revealed that behavioral inattention had a significant direct effect on word reading proficiency as well as significant indirect effects through phonemic awareness and naming speed. For pseudoword reading proficiency, the effects of inattention were indirect only through phonemic awareness and naming speed. A regression analysis indicated that naming speed, but not phonemic awareness, was significantly associated with teacher inattention ratings controlling for word reading proficiency. The findings highlight the need to better understand the role of behavioral inattention in the development of emergent literacy skills and reading proficiency. PMID:25178628

Early Orthographic Influences on Phonemic Awareness Tasks: Evidence from a Preschool Training Study

ERIC Educational Resources Information Center

Castles, Anne; Wilson, Katherine; Coltheart, Max

2011-01-01

Experienced readers show influences of orthographic knowledge on tasks ostensibly tapping phonemic awareness. Here we draw on data from an experimental training study to demonstrate that even preschoolers show influences of their emerging orthographic abilities in such tasks. A total of 40 children were taught some letter-sound correspondences but…

African American English Dialect and Performance on Nonword Spelling and Phonemic Awareness Tasks

ERIC Educational Resources Information Center

Kohler, Candida T.; Bahr, Ruth Huntley; Silliman, Elaine R.; Bryant, Judith Becker; Apel, Kenn; Wilkinson, Louise C.

2007-01-01

Purpose: To evaluate the role of dialect on phonemic awareness and nonword spelling tasks. These tasks were selected for their reliance on phonological and orthographic processing, which may be influenced by dialect use. Method: Eighty typically developing African American children in Grades 1 and 3 were first screened for dialect use and then…

Word-level reading achievement and behavioral inattention: exploring their overlap and relations with naming speed and phonemic awareness in a community sample of children.

PubMed

Martinussen, Rhonda; Grimbos, Teresa; Ferrari, Julia L S

2014-11-01

This study investigated the contribution of naming speed and phonemic awareness to teacher inattention ratings and word-level reading proficiency in 79 first grade children (43 boys, 36 girls). Participants completed the cognitive and reading measures midway through the school year. Teacher ratings of inattention were obtained for each child at the same time point. A path analysis revealed that behavioral inattention had a significant direct effect on word reading proficiency as well as significant indirect effects through phonemic awareness and naming speed. For pseudoword reading proficiency, the effects of inattention were indirect only through phonemic awareness and naming speed. A regression analysis indicated that naming speed, but not phonemic awareness, was significantly associated with teacher inattention ratings controlling for word reading proficiency. The findings highlight the need to better understand the role of behavioral inattention in the development of emergent literacy skills and reading proficiency. © The Author 2014. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Phonemic awareness of English second language learners

PubMed Central

2017-01-01

Background The PA skills of phonological blending and segmentation and auditory word discrimination relate directly to literacy and may be weak in English second language (EL2) learners. In South Africa, literacy skills have been found to be poor in especially EL2 learners. Objectives The purpose of this paper is to determine the effects of vowel perception and production intervention on phonemic awareness (PA) and literacy skills of Setswana first language (L1) learners. These learners are English second language (EL2) learners in Grade 3. Method The present study employed a quasi-experimental, pre-test–post-test design. Results The findings of low–literacy skill levels concurred with previous investigations. However, post-test results of intervention in PA seemed to improve the literacy skills of EL2 learners. Conclusion PA skills should be a crucial part of the literacy curriculum in South Africa. PMID:28155282

The Relative Predictive Contribution and Causal Role of Phoneme Awareness, Rhyme Awareness, and Verbal Short-Term Memory in Reading Skills: A Review

ERIC Educational Resources Information Center

Melby-Lervag, Monica

2012-01-01

The acknowledgement that educational achievement is highly dependent on successful reading development has led to extensive research on its underlying factors. A strong argument has been made for a causal relationship between reading and phoneme awareness; similarly, causal relations have been suggested for reading with short-term memory and rhyme…

Pre-service teachers' knowledge of phonemic awareness: relationship to perceived knowledge, self-efficacy beliefs, and exposure to a multimedia-enhanced lecture.

PubMed

Martinussen, Rhonda; Ferrari, Julia; Aitken, Madison; Willows, Dale

2015-10-01

This study examined the relations among perceived and actual knowledge of phonemic awareness (PA), exposure to PA instruction during practicum, and self-efficacy for teaching PA in a sample of 54 teacher candidates (TCs) enrolled in a 1-year Bachelor of Education program in a Canadian university. It also assessed the effects of a brief multimedia-enhanced lecture on TCs' actual knowledge of PA and efficacy ratings. Prior to the lecture, teacher candidates' scores on the PA assessment were relatively low with a mean percentage correct of 56.3%. Actual knowledge was not significantly correlated with perceived knowledge or self-efficacy ratings. Perceived knowledge was significantly and positively correlated with efficacy ratings and students' rating of their exposure to PA instruction during their practicum experience. A path analysis revealed that the relationship between exposure to PA instruction and self-efficacy beliefs was mediated by perceived knowledge controlling for actual knowledge and general prior experience working with young children. Analyses also revealed that TCs made significant gains in self-efficacy as well as actual knowledge when re-assessed after the lecture with a mean post-lecture score of 71.4%. Written feedback from the TCs indicated that the digital video clips included in the lecture provided clarity regarding the type of instructional practices that teachers could use to support phonemic awareness development in children. Implications for practice and future research on teacher preparation are discussed.

Phonemic Awareness Is a More Important Predictor of Orthographic Processing than Rapid Serial Naming: Evidence from Russian

ERIC Educational Resources Information Center

Rakhlin, Natalia; Cardoso-Martins, Cláudia; Grigorenko, Elena L.

2014-01-01

We studied the relationship between rapid serial naming (RSN) and orthographic processing in Russian, an asymmetrically transparent orthography. Ninety-six students (M age = 13.73) completed tests of word and pseudoword reading fluency, spelling, orthographic choice, phonological choice, phoneme awareness (PA), and RSN. PA was a better predictor…

The Effects of Phonemic Awareness Instruction on the Writing Ability of First Grade At Risk Students.

ERIC Educational Resources Information Center

Carro, Dorothy J.

The purpose of this study was to evaluate the effect of increased phonemic awareness instruction on the writing ability of At Risk first graders. Twenty-three students from a suburban first grade classroom in Central New Jersey were involved in the study. Twelve at risk students were divided into two groups, each of which received one half hour of…

Teaching the Alphabet to Young Children.

ERIC Educational Resources Information Center

Wasik, Barbara A.

2001-01-01

Clarifies issues surrounding teaching of the alphabet to preschoolers. Considers the meaning of "teaching" and examines links between letter knowledge, phonemic awareness, and learning to read. Presents suggestions for teaching the alphabet within developmentally appropriate practice guidelines, including beginning with the familiar, creating a…

A Study of the Knowledge of Phonics, Phonemic Awareness, and Developmental Spelling Ability in Primary Non-Readers.

ERIC Educational Resources Information Center

Hill, Susan

Since one way to study a non-reading primary child's phonics knowledge is to examine his/her invented spelling, a researcher's quandary led to a quasi-experimental design study, employed to answer three questions: (1) Do primary non-readers possess phonics knowledge? (2) Do primary non-readers possess phonemic awareness? and (3) Do primary…

The Effects of Intervention in Phonemic Awareness on the Reading Achievement of English Language Learners in Kindergarten

ERIC Educational Resources Information Center

Walter, Nancy

2010-01-01

Students entering school with little knowledge of English do not have the foundation in place to develop reading skills. This lack of foundation puts English Learners at a disadvantage that they struggle to overcome. The purpose of the quantitative study was twofold: (a) to determine whether measures of phonemic awareness are predictive of end of…

The Effects of Phonemic Awareness Instruction in First Grade on the Reading Scores of Rural Primary Students.

ERIC Educational Resources Information Center

Thornton, Linda H.; Vinzant, Rebecca S.

A study investigated the effect of phonemic awareness instruction on the reading ability of first and second grade students. Participants were 100 second graders who had been in 5 first grades at Westside Elementary in Searcy, Arkansas. Using a posttest only control group design and a t test for independent samples, it was found that second grade…

The Relation between Speech Perception and Phonemic Awareness: Evidence from Low-SES Children and Children with Chronic OM.

ERIC Educational Resources Information Center

Nittrouer, Susan

1996-01-01

This study of 41 children (ages 7 and 8) studied the effects of low socioeconomic status (SES) and chronic otitis media (OM) on speech perception and phonemic awareness. Findings indicated the children with low SES did poorly on both kinds of tasks whether or not they had chronic OM. (CR)

Reading: Phonemic Awareness, Vocabulary Acquisition, Teaching and Intervention.

ERIC Educational Resources Information Center

Poliakof, Anne Rogers, Ed.

2001-01-01

To spread the word that reading instruction must be based on research and to improve the preparation of teachers to teach reading, this edition of "Basic Education" emphasizes some of the most significant findings of recent reading research and suggests how these findings should translate into immediate action and policy. The first article, "A…

The Effect of a Suggested Multisensory Phonics Program on Developing Kindergarten Pre-Service Teachers' EFL Reading Accuracy and Phonemic Awareness

ERIC Educational Resources Information Center

Ghoneim, Nahed Mohammed Mahmoud; Elghotmy, Heba Elsayed Abdelsalam

2015-01-01

The current study investigates the effect of a suggested multisensory phonics program on developing kindergarten pre-service teachers' EFL reading accuracy and phonemic awareness. A total of 40 fourth year kindergarten pre-service teachers, Faculty of Education, participated in the study that involved one group experimental design. Pre-post tests…

Direct and Indirect Effects of Stimulating Phoneme Awareness vs. Other Linguistic Skills in Preschoolers with Co-Occurring Speech and Language Impairments

ERIC Educational Resources Information Center

Tyler, Ann A.; Gillon, Gail; Macrae, Toby; Johnson, Roberta L.

2011-01-01

Aim: The purpose of this study was to examine the effects of an integrated phoneme awareness/speech intervention in comparison to an alternating speech/morphosyntax intervention for specific areas targeted by the different interventions, as well as the extent of indirect gains in nontargeted areas. Method: A total of 30 children with co-occurring…

Discrimination Training of Phonemic Contrasts Enhances Phonological Processing in Mainstream School Children

ERIC Educational Resources Information Center

Moore, D.R.; Rosenberg, J.F.; Coleman, J.S.

2005-01-01

Auditory perceptual learning has been proposed as effective for remediating impaired language and for enhancing normal language development. We examined the effect of phonemic contrast discrimination training on the discrimination of whole words and on phonological awareness in 8- to 10-year-old mainstream school children. Eleven phonemic contrast…

Evidence for a Simplicity Principle: Teaching Common Complex Grapheme-to-Phonemes Improves Reading and Motivation in At-Risk Readers

ERIC Educational Resources Information Center

Chen, Victoria; Savage, Robert S.

2014-01-01

This study examines the effects of teaching common complex grapheme-to-phoneme correspondences (GPCs) on reading and reading motivation for at-risk readers using a randomised control trial design with taught intervention and control conditions. One reading programme taught children complex GPCs ordered by their frequency of occurrence in…

Teaching Phonics in the Literature-Based Classroom. Bill Harp Professional Teachers Library.

ERIC Educational Resources Information Center

Fowler, Dorothy; Frey, Jean

Intended for preschool, kindergarten, and primary grade teachers, the ideas in this book will support teachers as they plan language and literacy experiences that develop phonological awareness. Stressing that a knowledge of phonemic awareness and phonics is critical to successful reading, the authors encourage teaching all aspects of reading,…

Training Phoneme Blending Skills in Children with Down Syndrome

ERIC Educational Resources Information Center

Burgoyne, Kelly; Duff, Fiona; Snowling, Maggie; Buckley, Sue; Hulme, Charles

2013-01-01

This article reports the evaluation of a 6-week programme of teaching designed to support the development of phoneme blending skills in children with Down syndrome (DS). Teaching assistants (TAs) were trained to deliver the intervention to individual children in daily 10-15-minute sessions, within a broader context of reading and language…

[Phoneme analysis and phoneme discrimination of juvenile speech therapy school students].

PubMed

Franz, S; Rosanowski, F; Eysholdt, U; Hoppe, U

2011-05-01

Phoneme analysis and phoneme discrimination, important factors in acquiring spoken and written language, have been evaluated in juvenile speech therapy school students. The results have been correlated with the results of a school achievement test. The following questions were of interest: Do students in the lower verbal skill segment show pathological phoneme analysis and phoneme discrimination skills? Do the results of the school achievement test differ from the results by students visiting German "Hauptschule"? How does phoneme analysis and phoneme discrimination performance correlate to other tested parameters? 74 students of a speech therapy school ranging from 7 (th) to 9 (th) grade were examined (ages 12;10-17;04) with the Heidelberg Phoneme Discrimination Test H-LAD and the school achievement test "Prüfsystem für Schul- und Bildungsberatung PSB-R 6-13". Compared to 4 (th) graders the juvenile speech therapy school students showed worse results in the H-LAD test with good differentiation in the lower measuring range. In the PSB-R 6-13 test the examined students did worse compared to students visiting German "Hauptschule" for all grades except 9 (th) grade. Comparing H-LAD and PSB-R 6-13 shows a significant correlation for the sub-tests covering language competence and intelligence but not for the concentration tests. Pathological phoneme analysis and phoneme discrimination skills suggest elevated need for counseling, but this needs to corroborated through additional linguistic parameters and measuring non-verbal intelligence. Further trails are needed in order to clarify whether the results can lead to sophisticated therapy algorithms for educational purposes. © Georg Thieme Verlag KG Stuttgart · New York.

Phonemes: Lexical access and beyond.

PubMed

Kazanina, Nina; Bowers, Jeffrey S; Idsardi, William

2018-04-01

Phonemes play a central role in traditional theories as units of speech perception and access codes to lexical representations. Phonemes have two essential properties: they are 'segment-sized' (the size of a consonant or vowel) and abstract (a single phoneme may be have different acoustic realisations). Nevertheless, there is a long history of challenging the phoneme hypothesis, with some theorists arguing for differently sized phonological units (e.g. features or syllables) and others rejecting abstract codes in favour of representations that encode detailed acoustic properties of the stimulus. The phoneme hypothesis is the minority view today. We defend the phoneme hypothesis in two complementary ways. First, we show that rejection of phonemes is based on a flawed interpretation of empirical findings. For example, it is commonly argued that the failure to find acoustic invariances for phonemes rules out phonemes. However, the lack of invariance is only a problem on the assumption that speech perception is a bottom-up process. If learned sublexical codes are modified by top-down constraints (which they are), then this argument loses all force. Second, we provide strong positive evidence for phonemes on the basis of linguistic data. Almost all findings that are taken (incorrectly) as evidence against phonemes are based on psycholinguistic studies of single words. However, phonemes were first introduced in linguistics, and the best evidence for phonemes comes from linguistic analyses of complex word forms and sentences. In short, the rejection of phonemes is based on a false analysis and a too-narrow consideration of the relevant data.

How Well Prepared Are Australian Preservice Teachers to Teach Early Reading Skills?

ERIC Educational Resources Information Center

Meeks, Linda J.; Kemp, Coral R.

2017-01-01

Preservice early childhood and primary teachers from teacher preparation institutions across five Australian states were surveyed regarding their perceptions of preparedness and ability to teach early reading and spelling skills, as well as their knowledge of components of early reading, such as phonemic awareness, alphabet knowledge and early…

Bilingualism affects audiovisual phoneme identification

PubMed Central

Burfin, Sabine; Pascalis, Olivier; Ruiz Tada, Elisa; Costa, Albert; Savariaux, Christophe; Kandel, Sonia

2014-01-01

We all go through a process of perceptual narrowing for phoneme identification. As we become experts in the languages we hear in our environment we lose the ability to identify phonemes that do not exist in our native phonological inventory. This research examined how linguistic experience—i.e., the exposure to a double phonological code during childhood—affects the visual processes involved in non-native phoneme identification in audiovisual speech perception. We conducted a phoneme identification experiment with bilingual and monolingual adult participants. It was an ABX task involving a Bengali dental-retroflex contrast that does not exist in any of the participants' languages. The phonemes were presented in audiovisual (AV) and audio-only (A) conditions. The results revealed that in the audio-only condition monolinguals and bilinguals had difficulties in discriminating the retroflex non-native phoneme. They were phonologically “deaf” and assimilated it to the dental phoneme that exists in their native languages. In the audiovisual presentation instead, both groups could overcome the phonological deafness for the retroflex non-native phoneme and identify both Bengali phonemes. However, monolinguals were more accurate and responded quicker than bilinguals. This suggests that bilinguals do not use the same processes as monolinguals to decode visual speech. PMID:25374551

University Teaching Staffs' Pedagogical Awareness Displayed through ICT-Facilitated Teaching

ERIC Educational Resources Information Center

Lofstrom, Erika; Nevgi, Anne

2008-01-01

This article focuses on how the teachers' pedagogical awareness is displayed and shaped while they learn to use information and communication technology (ICT) in their teaching and the aim here is to increase our understanding of university teachers as learners and as developers of their pedagogical awareness. The pedagogical awareness of teachers…

A Brief Critique of Chomsky's Challenge to Classical Phonemic Phonology.

ERIC Educational Resources Information Center

Liu, Ngar-Fun

1994-01-01

Phonemic phonology became important because it provided a descriptive account of dialects and languages that had never been transcribed before, and it derives its greatest strength from its practical orientation, which has proved beneficial to language teaching and learning. Noam Chomsky's criticisms of it are largely unjust because he has not…

A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions.

PubMed

Suggate, Sebastian P

2016-01-01

Much is known about short-term--but very little about the long-term--effects of reading interventions. To rectify this, a detailed analysis of follow-up effects as a function of intervention, sample, and methodological variables was conducted. A total of 71 intervention-control groups were selected (N = 8,161 at posttest) from studies reporting posttest and follow-up data (M = 11.17 months) for previously established reading interventions. The posttest effect sizes indicated effects (dw = 0.37) that decreased to follow-up (dw = 0.22). Overall, comprehension and phonemic awareness interventions showed good maintenance of effect that transferred to nontargeted skills, whereas phonics and fluency interventions, and those for preschool and kindergarten children, tended not to. Several methodological features also related to effect sizes at follow-up, namely experimental design and dosage, and sample attrition, risk status, and gender balance. © Hammill Institute on Disabilities 2014.

Teacher candidates' mastery of phoneme-grapheme correspondence: massed versus distributed practice in teacher education.

PubMed

Sayeski, Kristin L; Earle, Gentry A; Eslinger, R Paige; Whitenton, Jessy N

2017-04-01

Matching phonemes (speech sounds) to graphemes (letters and letter combinations) is an important aspect of decoding (translating print to speech) and encoding (translating speech to print). Yet, many teacher candidates do not receive explicit training in phoneme-grapheme correspondence. Difficulty with accurate phoneme production and/or lack of understanding of sound-symbol correspondence can make it challenging for teachers to (a) identify student errors on common assessments and (b) serve as a model for students when teaching beginning reading or providing remedial reading instruction. For students with dyslexia, lack of teacher proficiency in this area is particularly problematic. This study examined differences between two learning conditions (massed and distributed practice) on teacher candidates' development of phoneme-grapheme correspondence knowledge and skills. An experimental, pretest-posttest-delayed test design was employed with teacher candidates (n = 52) to compare a massed practice condition (one, 60-min session) to a distributed practice condition (four, 15-min sessions distributed over 4 weeks) for learning phonemes associated with letters and letter combinations. Participants in the distributed practice condition significantly outperformed participants in the massed practice condition on their ability to correctly produce phonemes associated with different letters and letter combinations. Implications for teacher preparation are discussed.

A Multimedia English Learning System Using HMMs to Improve Phonemic Awareness for English Learning

ERIC Educational Resources Information Center

Lai, Yen-Shou; Tsai, Hung-Hsu; Yu, Pao-Ta

2009-01-01

This paper proposes a multimedia English learning (MEL) system, based on Hidden Markov Models (HMMs) and mastery theory strategy, for teaching students with the aim of enhancing their English phonetic awareness and pronunciation. It can analyze phonetic structures, identify and capture pronunciation errors to provide students with targeted advice…

[Intervention in dyslexic disorders: phonological awareness training].

PubMed

Etchepareborda, M C

2003-02-01

Taking into account the systems for the treatment of brain information when drawing up a work plan allows us to recreate processing routines that go from multisensory perception to motor, oral and cognitive production, which is the step prior to executive levels of thought, bottom-up and top-down processing systems. In recent years, the use of phonological methods to prevent or resolve reading disorders has become the fundamental mainstay in the treatment of dyslexia. The work is mainly based on phonological proficiency, which enables the patient to detect phonemes (input), to think about them (performance) and to use them to build words (output). Daily work with rhymes, the capacity to listen, the identification of phrases and words, and handling syllables and phonemes allows us to perform a preventive intervention that enhances the capacity to identify letters, phonological analysis and the reading of single words. We present the different therapeutic models that are most frequently employed. Fast For Word (FFW) training helps make progress in phonematic awareness and other linguistic skills, such as phonological awareness, semantics, syntax, grammar, working memory and event sequencing. With Deco-Fon, a programme for training phonological decoding, work is carried out on the auditory discrimination of pure tones, letters and consonant clusters, auditory processing speed, auditory and phonematic memory, and graphophonological processing, which is fundamental for speech, language and reading writing disorders. Hamlet is a programme based on categorisation activities for working on phonological conceptualisation. It attempts to encourage the analysis of the segments of words, syllables or phonemes, and the classification of a certain segment as belonging or not to a particular phonological or orthographical category. Therapeutic approaches in the early phases of reading are oriented towards two poles based on the basic mechanisms underlying the process of learning

Teaching Energy Awareness. Environmental Education Series.

ERIC Educational Resources Information Center

Gore, Patrick D.; And Others

The major objective of the 32 activities in this teaching guide is to make students aware of energy issues. Although the activities are designed for students in grades 4-12, they can be adapted for younger students and for adults. Departing from the standard expository approaches found in most curriculum materials, these teaching strategies…

Tell Me about Fred's Fat Foot Again: Four Tips for Successful PA Lessons

ERIC Educational Resources Information Center

Murray, Bruce A.

2012-01-01

This teaching tip applies research on phoneme awareness (PA) to propose an instructional model for teaching PA. Research suggests children need to learn the identifying features of phonemes to recognize them in spoken words. In the model, teachers focus on one phoneme at a time; make it memorable to children through sound analogies supported by…

Lindamood Phonemic Sequencing (LiPS) [R]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2008

2008-01-01

The Lindamood Phonemic Sequencing (LiPS)[R] program (formerly called the Auditory Discrimination in Depth[R] [ADD] program) is designed to teach students skills to decode words and to identify individual sounds and blends in words. The program is individualized to meet student needs and is often used with students who have learning disabilities or…

Developing Cultural Awareness in Foreign Language Teaching

ERIC Educational Resources Information Center

Shemshadsara, Zahra Ghorbani

2012-01-01

Culture awareness has become an important focus of modern language education, a shift that reflects a greater awareness of the inseparability of language and culture, and the need to prepare students for intercultural communication. The paper reports on an ongoing study into the presence and status of cultural understanding in EFL teaching. In…

Using a Multimodal Approach to Facilitate Articulation, Phonemic Awareness, and Literacy in Young Children

ERIC Educational Resources Information Center

Pieretti, Robert A.; Kaul, Sandra D.; Zarchy, Razi M.; O'Hanlon, Laureen M.

2015-01-01

The primary focus of this research study was to examine the benefit of a using a multimodal approach to speech sound correction with preschool children. The approach uses the auditory, tactile, and kinesthetic modalities and includes a unique, interactive visual focus that attempts to provide a visual representation of a phonemic category. The…

Strategic Deployment of Orthographic Knowledge in Phoneme Detection

ERIC Educational Resources Information Center

Cutler, Anne; Treiman, Rebecca; van Ooijen, Brit

2010-01-01

The phoneme detection task is widely used in spoken-word recognition research. Alphabetically literate participants, however, are more used to explicit representations of letters than of phonemes. The present study explored whether phoneme detection is sensitive to how target phonemes are, or may be, orthographically realized. Listeners detected…

Homophone Dominance Modulates the Phonemic-Masking Effect.

ERIC Educational Resources Information Center

Berent, Iris; Van Orden, Guy C.

2000-01-01

Finds (1) positive phonemic-masking effects occurred for dominant homophones; (2) null phonemic-masking effects occurred for subordinate homophones; and (3) subordinate homophones were much more likely to be falsely identified as their dominant mate. Suggests the source of these null phonemic-masking is itself a phonology effect. Concludes…

Teaching Environmental Awareness Using a Terrarium.

ERIC Educational Resources Information Center

Doutt, Kathleen M.; Airhart, Douglas L.

1991-01-01

Techniques for using a terrarium to teach principles of environmental science and environmental awareness to mildly retarded, learning-disabled, or gifted students are suggested. Environmental cycles (water, respiration, photosynthesis), appropriate plants, and terrarium construction and care are covered. (DB)

Critical Language Awareness in the Teaching of Portuguese.

ERIC Educational Resources Information Center

Leal, Maria Christina Diniz

1998-01-01

Reports a two-phase project aimed at developing critical language awareness through the teaching of Portuguese. During the first phase, 13-year-olds in a Brazilian state school evaluated their Portuguese lessons, and identified features they felt needed altering to develop critical awareness of language and social reality. Changes were proposed…

Nursery Rhyme Knowledge and Phonological Awareness in Preschool Children

ERIC Educational Resources Information Center

Harper, Laurie J.

2011-01-01

Phonological awareness is an important precursor in learning to read. This awareness of phonemes fosters a child's ability to hear and blend sounds, encode and decode words, and to spell phonetically. This quantitative study assessed pre-K children's existing Euro-American nursery rhyme knowledge and phonological awareness literacy, provided…

Investigating lexical competition and the cost of phonemic restoration.

PubMed

Balling, Laura Winther; Morris, David Jackson; Tøndering, John

2017-12-01

Due to phonemic restoration, listeners can reliably perceive words when a phoneme is replaced with noise. The cost associated with this process was investigated along with the effect of lexical uniqueness on phonemic restoration, using data from a lexical decision experiment where noise replaced phonemes that were either uniqueness points (the phoneme at which a word deviates from all nonrelated words that share the same onset) or phonemes immediately prior to these. A baseline condition was also included with no noise-interrupted stimuli. Results showed a significant cost of phonemic restoration, with 100 ms longer word identification times and a 14% decrease in word identification accuracy for interrupted stimuli compared to the baseline. Regression analysis of response times from the interrupted conditions showed no effect of whether the interrupted phoneme was a uniqueness point, but significant effects for several temporal attributes of the stimuli, including the duration and position of the interrupted segment. These results indicate that uniqueness points are not distinct breakpoints in the cohort reduction that occurs during lexical processing, but that temporal properties of the interrupted stimuli are central to auditory word recognition. These results are interpreted in the context of models of speech perception.

Learning Phonemes with a Proto-Lexicon

ERIC Educational Resources Information Center

Martin, Andrew; Peperkamp, Sharon; Dupoux, Emmanuel

2013-01-01

Before the end of the first year of life, infants begin to lose the ability to perceive distinctions between sounds that are not phonemic in their native language. It is typically assumed that this developmental change reflects the construction of language-specific phoneme categories, but how these categories are learned largely remains a mystery.…

Strategic deployment of orthographic knowledge in phoneme detection.

PubMed

Cutler, Anne; Treiman, Rebecca; van Ooijen, Brit

2010-01-01

The phoneme detection task is widely used in spoken-word recognition research. Alphabetically literate participants, however, are more used to explicit representations of letters than of phonemes. The present study explored whether phoneme detection is sensitive to how target phonemes are, or may be, orthographically realized. Listeners detected the target sounds [b, m, t, f, s, k] in word-initial position in sequences of isolated English words. Response times were faster to the targets [b, m, t], which have consistent word-initial spelling, than to the targets [f, s, k], which are inconsistently spelled, but only when spelling was rendered salient by the presence in the experiment of many irregularly spelled filler words. Within the inconsistent targets [f, s, k], there was no significant difference between responses to targets in words with more usual (foam, seed, cattle) versus less usual (phone, cede, kettle) spellings. Phoneme detection is thus not necessarily sensitive to orthographic effects; knowledge of spelling stored in the lexical representations of words does not automatically become available as word candidates are activated. However, salient orthographic manipulations in experimental input can induce such sensitivity. We attribute this to listeners' experience of the value of spelling in everyday situations that encourage phonemic decisions (such as learning new names).

Adapted cuing technique: facilitating sequential phoneme production.

PubMed

Klick, S L

1994-09-01

ACT is a visual cuing technique designed to facilitate dyspraxic speech by highlighting the sequential production of phonemes. In using ACT, cues are presented in such a way as to suggest sequential, coarticulatory movement in an overall pattern of motion. While using ACT, the facilitator's hand moves forward and back along the side of her (or his) own face. Finger movements signal specific speech sounds in formations loosely based on the manual alphabet for the hearing impaired. The best movements suggest the flowing, interactive nature of coarticulated phonemes. The synergistic nature of speech is suggested by coordinated hand motions which tighten and relax, move quickly or slowly, reflecting the motions of the vocal tract at various points during production of phonemic sequences. General principles involved in using ACT include a primary focus on speech-in-motion, the monitoring and fading of cues, and the presentation of stimuli based on motor-task analysis of phonemic sequences. Phonemic sequences are cued along three dimensions: place, manner, and vowel-related mandibular motion. Cuing vowels is a central feature of ACT. Two parameters of vowel production, focal point of resonance and mandibular closure, are cued. The facilitator's hand motions reflect the changing shape of the vocal tract and the trajectory of the tongue that result from the coarticulation of vowels and consonants. Rigid presentation of the phonemes is secondary to the facilitator's primary focus on presenting the overall sequential movement. The facilitator's goal is to self-tailor ACT in response to the changing needs and abilities of the client.(ABSTRACT TRUNCATED AT 250 WORDS)

Phonological Skills and Ability to Perceive Auditorily the Structure of a Word at the Level of a Single Phoneme at Ages 2-6

ERIC Educational Resources Information Center

Suortti, Outi; Lipponen, Lasse

2014-01-01

The present study is the first part of a longitudinal research project investigating whether children become more aware of phonemes or rhyming when they learn letters or letter sounds or even begin to read, and if so how. For the present paper, the phonological awareness of young children aged 2-6 years was analyzed, particularly their auditory…

Can Explicit Training in Cued Speech Improve Phoneme Identification?

ERIC Educational Resources Information Center

Rees, R.; Fitzpatrick, C.; Foulkes, J.; Peterson, H.; Newton, C.

2017-01-01

When identifying phonemes in new spoken words, lipreading is an important source of information for many deaf people. Because many groups of phonemes are virtually indistinguishable by sight, deaf people are able to identify about 30% of phonemes when lipreading non-words. Cued speech (CS) is a system of hand shapes and hand positions used…

Making Diversity Awareness Part of Your Teaching.

ERIC Educational Resources Information Center

Kirk, Rea; Nkemnji, John; Gudgeon, Katherine; Hardy, Sarah; Hooker, Gina; Lowry, Mark; Roberts, Brionne

This paper presents a series of interactive activities designed to help educators make diversity awareness part of their teaching. The activities are: "Best Friends," which helps people recognize the role race plays in their perceptions of people and in their values; "Conclusion Jumping," which helps people identify common stereotypes and raise…

A comparison of worldwide phonemic and genetic variation in human populations

PubMed Central

Creanza, Nicole; Ruhlen, Merritt; Pemberton, Trevor J.; Rosenberg, Noah A.; Feldman, Marcus W.; Ramachandran, Sohini

2015-01-01

Worldwide patterns of genetic variation are driven by human demographic history. Here, we test whether this demographic history has left similar signatures on phonemes—sound units that distinguish meaning between words in languages—to those it has left on genes. We analyze, jointly and in parallel, phoneme inventories from 2,082 worldwide languages and microsatellite polymorphisms from 246 worldwide populations. On a global scale, both genetic distance and phonemic distance between populations are significantly correlated with geographic distance. Geographically close language pairs share significantly more phonemes than distant language pairs, whether or not the languages are closely related. The regional geographic axes of greatest phonemic differentiation correspond to axes of genetic differentiation, suggesting that there is a relationship between human dispersal and linguistic variation. However, the geographic distribution of phoneme inventory sizes does not follow the predictions of a serial founder effect during human expansion out of Africa. Furthermore, although geographically isolated populations lose genetic diversity via genetic drift, phonemes are not subject to drift in the same way: within a given geographic radius, languages that are relatively isolated exhibit more variance in number of phonemes than languages with many neighbors. This finding suggests that relatively isolated languages are more susceptible to phonemic change than languages with many neighbors. Within a language family, phoneme evolution along genetic, geographic, or cognate-based linguistic trees predicts similar ancestral phoneme states to those predicted from ancient sources. More genetic sampling could further elucidate the relative roles of vertical and horizontal transmission in phoneme evolution. PMID:25605893

Teaching Global Awareness Using the Media. Grades 6-12, Global Awareness Series.

ERIC Educational Resources Information Center

Lamy, Steven L.; And Others

This teaching guide on global awareness contains 15 media-related activities for students in grades 6-12. The objective is to help students see how the media affect their opinions and the roles the media plays in world affairs. The activities are divided into five sections. The first section contains a general survey of the students' knowledge of…

Speaker-independent phoneme recognition with a binaural auditory image model

NASA Astrophysics Data System (ADS)

Francis, Keith Ivan

1997-09-01

This dissertation presents phoneme recognition techniques based on a binaural fusion of outputs of the auditory image model and subsequent azimuth-selective phoneme recognition in a noisy environment. Background information concerning speech variations, phoneme recognition, current binaural fusion techniques and auditory modeling issues is explained. The research is constrained to sources in the frontal azimuthal plane of a simulated listener. A new method based on coincidence detection of neural activity patterns from the auditory image model of Patterson is used for azimuth-selective phoneme recognition. The method is tested in various levels of noise and the results are reported in contrast to binaural fusion methods based on various forms of correlation to demonstrate the potential of coincidence- based binaural phoneme recognition. This method overcomes smearing of fine speech detail typical of correlation based methods. Nevertheless, coincidence is able to measure similarity of left and right inputs and fuse them into useful feature vectors for phoneme recognition in noise.

Statistical properties of Chinese phonemic networks

NASA Astrophysics Data System (ADS)

Yu, Shuiyuan; Liu, Haitao; Xu, Chunshan

2011-04-01

The study of properties of speech sound systems is of great significance in understanding the human cognitive mechanism and the working principles of speech sound systems. Some properties of speech sound systems, such as the listener-oriented feature and the talker-oriented feature, have been unveiled with the statistical study of phonemes in human languages and the research of the interrelations between human articulatory gestures and the corresponding acoustic parameters. With all the phonemes of speech sound systems treated as a coherent whole, our research, which focuses on the dynamic properties of speech sound systems in operation, investigates some statistical parameters of Chinese phoneme networks based on real text and dictionaries. The findings are as follows: phonemic networks have high connectivity degrees and short average distances; the degrees obey normal distribution and the weighted degrees obey power law distribution; vowels enjoy higher priority than consonants in the actual operation of speech sound systems; the phonemic networks have high robustness against targeted attacks and random errors. In addition, for investigating the structural properties of a speech sound system, a statistical study of dictionaries is conducted, which shows the higher frequency of shorter words and syllables and the tendency that the longer a word is, the shorter the syllables composing it are. From these structural properties and dynamic properties one can derive the following conclusion: the static structure of a speech sound system tends to promote communication efficiency and save articulation effort while the dynamic operation of this system gives preference to reliable transmission and easy recognition. In short, a speech sound system is an effective, efficient and reliable communication system optimized in many aspects.

The Linguistic Affiliation Constraint and Phoneme Recognition in Diglossic Arabic

ERIC Educational Resources Information Center

Saiegh-Haddad, Elinor; Levin, Iris; Hende, Nareman; Ziv, Margalit

2011-01-01

This study tested the effect of the phoneme's linguistic affiliation (Standard Arabic versus Spoken Arabic) on phoneme recognition among five-year-old Arabic native speaking kindergarteners (N=60). Using a picture selection task of words beginning with the same phoneme, and through careful manipulation of the phonological properties of target…

The relationship between maternal education and the neural substrates of phoneme perception in children: Interactions between socioeconomic status and proficiency level.

PubMed

Conant, Lisa L; Liebenthal, Einat; Desai, Anjali; Binder, Jeffrey R

2017-08-01

Relationships between maternal education (ME) and both behavioral performances and brain activation during the discrimination of phonemic and nonphonemic sounds were examined using fMRI in children with different levels of phoneme categorization proficiency (CP). Significant relationships were found between ME and intellectual functioning and vocabulary, with a trend for phonological awareness. A significant interaction between CP and ME was seen for nonverbal reasoning abilities. In addition, fMRI analyses revealed a significant interaction between CP and ME for phonemic discrimination in left prefrontal cortex. Thus, ME was associated with differential patterns of both neuropsychological performance and brain activation contingent on the level of CP. These results highlight the importance of examining SES effects at different proficiency levels. The pattern of results may suggest the presence of neurobiological differences in the children with low CP that affect the nature of relationships with ME. Copyright © 2017 Elsevier Inc. All rights reserved.

Chinese EFL teachers' knowledge of basic language constructs and their self-perceived teaching abilities.

PubMed

Zhao, Jing; Joshi, R Malatesha; Dixon, L Quentin; Huang, Liyan

2016-04-01

The present study examined the knowledge and skills of basic language constructs among elementary school teachers who were teaching English as a Foreign Language (EFL) in China. Six hundred and thirty in-service teachers completed the adapted Reading Teacher Knowledge Survey. Survey results showed that English teachers' self-perceived ability to teach vocabulary was the highest and self-perceived ability to teach reading to struggling readers was the lowest. Morphological knowledge was positively correlated with teachers' self-perceived teaching abilities, and it contributed unique variance even after controlling for the effects of ultimate educational attainment and years of teaching. Findings suggest that elementary school EFL teachers in China, on average, were able to display implicit skills related to certain basic language constructs, but less able to demonstrate explicit knowledge of other skills, especially sub-lexical units (e.g., phonemic awareness and morphemes). The high self-perceived ability of teaching vocabulary and high scores on syllable counting reflected the focus on larger units in the English reading curriculum.

A Comparison of Two Phonological Awareness Techniques between Samples of Preschool Children.

ERIC Educational Resources Information Center

Maslanka, Phyllis; Joseph, Laurice M.

2002-01-01

Examines the differential effects of sound boxes and sound sort phonological awareness instructional techniques on preschoolers' phonological awareness performance. Finds that children in the sound box group significantly outperformed children in the sound sort group on isolating medial sounds and segmenting phonemes. Reveals that preschool…

Assessing Specific Grapho-Phonemic Skills in Elementary Students

ERIC Educational Resources Information Center

Robbins, Kelly P.; Hosp, John L.; Hosp, Michelle K.; Flynn, Lindsay J.

2010-01-01

This study examines the relation between decoding and spelling performance on tasks that represent identical specific grapho-phonemic patterns. Elementary students (N = 206) were administered a 597 pseudoword decoding inventory representing 12 specific grapho-phonemic patterns and a 104 real-word spelling inventory representing identical…

Sounds Like Fun: Activities for Developing Phonological Awareness, Revised Edition

ERIC Educational Resources Information Center

Spector, Cecile Cyrul

2009-01-01

Kids love jokes--and teachers and SLPs love fast and easy ways to improve students' phonological awareness. That's why every elementary and middle-school SLP and educator needs this playful, effective activity book, packed with jokes and riddles that increase students' awareness of the phonemes that make up words. The perfect way to avoid "drill…

Survey of Residents' Attitudes and Awareness Toward Teaching and Student Feedback

PubMed Central

Tuck, Keiran K.; Murchison, Charles; Flores, Christine; Kraakevik, Jeff

2014-01-01

Background Teaching medical students is an important component of residency; however, little is known about student feedback regarding resident teaching skills. Objective We sought to explore resident awareness of medical student feedback mechanisms and how feedback is obtained, and also identified attitudes about teaching more commonly found in residents who seek feedback. Methods We surveyed all resident physicians at a university-affiliated academic health center about awareness of student feedback regarding their teaching abilities, and their attitudes related to teaching that may impact whether residents seek feedback. Results Of 605 residents, 335 (55%) responded, with 72% (242 of 335) noting they did not formally review student feedback of their teaching with their advisor during regularly scheduled meetings, 42% (140 of 332) reporting they did not know of any formal feedback mechanisms, and 28.4% (95 of 334) reporting they had not received feedback from students in any format. Although only a quarter of residents solicit feedback always or often, more than half would like feedback always or often. Reported barriers to feedback included student apprehension, time constraints, and lack of a formal system. A majority of residents had positive attitudes toward teaching and felt that student feedback would help teaching ability and medical proficiency. Conclusions A large percentage of residents at 1 teaching institution reported not receiving feedback from students on their teaching abilities. Residents who did receive feedback were more likely to have actively solicited it. Overall, residents believe that this feedback from students would benefit their clinical and teaching performance. PMID:26140121

Enhancing Phonological Awareness and Letter Knowledge in Preschool Children with Down Syndrome

ERIC Educational Resources Information Center

van Bysterveldt, Anne K.; Gillon, Gail T.; Moran, Catherine

2006-01-01

This study investigated the effectiveness of a phonological awareness intervention for 4-year-old children with Down syndrome. Seven children with Down syndrome who attended an early intervention centre participated in the intervention. Their performance on measures of phonological awareness (initial phoneme identity), letter name and sound…

Reflective Awareness in Mathematics Teachers' Learning and Teaching

ERIC Educational Resources Information Center

Chapman, Olive

2015-01-01

The nature of mathematics teachers' knowledge specific to teaching mathematics [MTK] is of ongoing concern in mathematics education research. This article contributes to our under-standing of this knowledge with particular focus on reflective awareness. It discusses MTK based on ways it has been used in research. It highlights reflective awareness…

Auditory Phoneme Discrimination in Illiterates: Mismatch Negativity--A Question of Literacy?

ERIC Educational Resources Information Center

Schaadt, Gesa; Pannekamp, Ann; van der Meer, Elke

2013-01-01

These days, illiteracy is still a major problem. There is empirical evidence that auditory phoneme discrimination is one of the factors contributing to written language acquisition. The current study investigated auditory phoneme discrimination in participants who did not acquire written language sufficiently. Auditory phoneme discrimination was…

Phonological Awareness: Explicit Instruction for Young Deaf and Hard-of-Hearing Children

ERIC Educational Resources Information Center

Miller, Elizabeth M.; Lederberg, Amy R.; Easterbrooks, Susan R.

2013-01-01

The goal of this study was to explore the development of spoken phonological awareness for deaf and hard-of-hearing children (DHH) with functional hearing (i.e., the ability to access spoken language through hearing). Teachers explicitly taught five preschoolers the phonological awareness skills of syllable segmentation, initial phoneme isolation,…

Functions of graphemic and phonemic codes in visual word-recognition.

PubMed

Meyer, D E; Schvaneveldt, R W; Ruddy, M G

1974-03-01

Previous investigators have argued that printed words are recognized directly from visual representations and/or phonological representations obtained through phonemic recoding. The present research tested these hypotheses by manipulating graphemic and phonemic relations within various pairs of letter strings. Ss in two experiments classified the pairs as words or nonwords. Reaction times and error rates were relatively small for word pairs (e.g., BRIBE-TRIBE) that were both graphemically, and phonemically similar. Graphemic similarity alone inhibited performance on other word pairs (e.g., COUCH-TOUCH). These and other results suggest that phonological representations play a significant role in visual word recognition and that there is a dependence between successive phonemic-encoding operations. An encoding-bias model is proposed to explain the data.

Development of Model for Teaching Cultural and Ethnic Awareness.

ERIC Educational Resources Information Center

Price, Dorothy Z.

1991-01-01

A model for teaching cultural awareness includes three environments that affect an entity such as a family: (1) macroenvironment (cultural, political, and economic systems); (2) intermediate environment (motivation, needs, values, roles, and resources); and (3) microenvironment--the means by which goals are achieved (structure, communication,…

Exploring Assessment Demands and Task Supports in Early Childhood Phonological Awareness Assessments

ERIC Educational Resources Information Center

Cassano, Christina M.; Steiner, Lilly

2016-01-01

Phonological awareness is assessed in various ways in both research studies and early childhood classrooms. The measures used to assess phonological awareness are related closely, although they differ in the linguistic unit used (e.g., word, syllable, onset-rime, or phoneme), the position of the linguistic unit (e.g., initial, medial, final), the…

Acquisition of Malay word recognition skills: lessons from low-progress early readers.

PubMed

Lee, Lay Wah; Wheldall, Kevin

2011-02-01

Malay is a consistent alphabetic orthography with complex syllable structures. The focus of this research was to investigate word recognition performance in order to inform reading interventions for low-progress early readers. Forty-six Grade 1 students were sampled and 11 were identified as low-progress readers. The results indicated that both syllable awareness and phoneme blending were significant predictors of word recognition, suggesting that both syllable and phonemic grain-sizes are important in Malay word recognition. Item analysis revealed a hierarchical pattern of difficulty based on the syllable and the phonic structure of the words. Error analysis identified the sources of errors to be errors due to inefficient syllable segmentation, oversimplification of syllables, insufficient grapheme-phoneme knowledge and inefficient phonemic code assembly. Evidence also suggests that direct instruction in syllable segmentation, phonemic awareness and grapheme-phoneme correspondence is necessary for low-progress readers to acquire word recognition skills. Finally, a logical sequence to teach grapheme-phoneme decoding in Malay is suggested. Copyright © 2010 John Wiley & Sons, Ltd.

Phoneme Similarity and Confusability

ERIC Educational Resources Information Center

Bailey, T.M.; Hahn, U.

2005-01-01

Similarity between component speech sounds influences language processing in numerous ways. Explanation and detailed prediction of linguistic performance consequently requires an understanding of these basic similarities. The research reported in this paper contrasts two broad classes of approach to the issue of phoneme similarity-theoretically…

Dating the Origin of Language Using Phonemic Diversity

PubMed Central

2012-01-01

Language is a key adaptation of our species, yet we do not know when it evolved. Here, we use data on language phonemic diversity to estimate a minimum date for the origin of language. We take advantage of the fact that phonemic diversity evolves slowly and use it as a clock to calculate how long the oldest African languages would have to have been around in order to accumulate the number of phonemes they possess today. We use a natural experiment, the colonization of Southeast Asia and Andaman Islands, to estimate the rate at which phonemic diversity increases through time. Using this rate, we estimate that present-day languages date back to the Middle Stone Age in Africa. Our analysis is consistent with the archaeological evidence suggesting that complex human behavior evolved during the Middle Stone Age in Africa, and does not support the view that language is a recent adaptation that has sparked the dispersal of humans out of Africa. While some of our assumptions require testing and our results rely at present on a single case-study, our analysis constitutes the first estimate of when language evolved that is directly based on linguistic data. PMID:22558135

Emotion to emotion speech conversion in phoneme level

NASA Astrophysics Data System (ADS)

Bulut, Murtaza; Yildirim, Serdar; Busso, Carlos; Lee, Chul Min; Kazemzadeh, Ebrahim; Lee, Sungbok; Narayanan, Shrikanth

2004-10-01

Having an ability to synthesize emotional speech can make human-machine interaction more natural in spoken dialogue management. This study investigates the effectiveness of prosodic and spectral modification in phoneme level on emotion-to-emotion speech conversion. The prosody modification is performed with the TD-PSOLA algorithm (Moulines and Charpentier, 1990). We also transform the spectral envelopes of source phonemes to match those of target phonemes using LPC-based spectral transformation approach (Kain, 2001). Prosodic speech parameters (F0, duration, and energy) for target phonemes are estimated from the statistics obtained from the analysis of an emotional speech database of happy, angry, sad, and neutral utterances collected from actors. Listening experiments conducted with native American English speakers indicate that the modification of prosody only or spectrum only is not sufficient to elicit targeted emotions. The simultaneous modification of both prosody and spectrum results in higher acceptance rates of target emotions, suggesting that not only modeling speech prosody but also modeling spectral patterns that reflect underlying speech articulations are equally important to synthesize emotional speech with good quality. We are investigating suprasegmental level modifications for further improvement in speech quality and expressiveness.

What Does the Right Hemisphere Know about Phoneme Categories?

ERIC Educational Resources Information Center

Wolmetz, Michael; Poeppel, David; Rapp, Brenda

2011-01-01

Innate auditory sensitivities and familiarity with the sounds of language give rise to clear influences of phonemic categories on adult perception of speech. With few exceptions, current models endorse highly left-hemisphere-lateralized mechanisms responsible for the influence of phonemic category on speech perception, based primarily on results…

THE PHONEMES OF OKINAWAN.

ERIC Educational Resources Information Center

LUELSDORFF, PHILIP A.

THE LANGUAGES OF OKINAWAN MAY BE DIVIDED INTO THREE MUTUALLY UNINTELLIGIBLE REGIONAL DIALECTS, CORRESPONDING GEOGRAPHICALLY TO THE THREE GROUPS OF ISLANDS OF THE RYUUKYUU ARCHIPELAGO. AS REPRESENTATIVE MODEL OF THE REGIONAL DIALECTS, AGENA-GUCHI IS ANALYZED WITH RESPECT TO PHONEMIC SYSTEMS, OKINAWAN MORPHOPHONEMICS, AND OKINAWAN SYLLABLE STRUCTURE…

The Nature of Phoneme Representation in Spoken Word Recognition

ERIC Educational Resources Information Center

Gaskell, M. Gareth; Quinlan, Philip T.; Tamminen, Jakke; Cleland, Alexandra A.

2008-01-01

Four experiments used the psychological refractory period logic to examine whether integration of multiple sources of phonemic information has a decisional locus. All experiments made use of a dual-task paradigm in which participants made forced-choice color categorization (Task 1) and phoneme categorization (Task 2) decisions at varying stimulus…

Analyzing Distributional Learning of Phonemic Categories in Unsupervised Deep Neural Networks

PubMed Central

Räsänen, Okko; Nagamine, Tasha; Mesgarani, Nima

2017-01-01

Infants’ speech perception adapts to the phonemic categories of their native language, a process assumed to be driven by the distributional properties of speech. This study investigates whether deep neural networks (DNNs), the current state-of-the-art in distributional feature learning, are capable of learning phoneme-like representations of speech in an unsupervised manner. We trained DNNs with unlabeled and labeled speech and analyzed the activations of each layer with respect to the phones in the input segments. The analyses reveal that the emergence of phonemic invariance in DNNs is dependent on the availability of phonemic labeling of the input during the training. No increased phonemic selectivity of the hidden layers was observed in the purely unsupervised networks despite successful learning of low-dimensional representations for speech. This suggests that additional learning constraints or more sophisticated models are needed to account for the emergence of phone-like categories in distributional learning operating on natural speech. PMID:29359204

Phonemic Code Dependence Varies with Previous Exposure to Words.

ERIC Educational Resources Information Center

Rabin, Jeffrey L.; Zecker, Steven G.

Reading researchers and theorists are sharply divided as to how meaning is obtained from the printed word. Three current explanations are that (1) meaning is accessed directly, without any intermediate processes; (2) meaning is accessed only through an intermediate phonemic stage; and (3) both direct access and phonemic mediation can occur. To…

Phonetic basis of phonemic paraphasias in aphasia: Evidence for cascading activation.

PubMed

Kurowski, Kathleen; Blumstein, Sheila E

2016-02-01

Phonemic paraphasias are a common presenting symptom in aphasia and are thought to reflect a deficit in which selecting an incorrect phonemic segment results in the clear-cut substitution of one phonemic segment for another. The current study re-examines the basis of these paraphasias. Seven left hemisphere-damaged aphasics with a range of left hemisphere lesions and clinical diagnoses including Broca's, Conduction, and Wernicke's aphasia, were asked to produce syllable-initial voiced and voiceless fricative consonants, [z] and [s], in CV syllables followed by one of five vowels [i e a o u] in isolation and in a carrier phrase. Acoustic analyses were conducted focusing on two acoustic parameters signaling voicing in fricative consonants: duration and amplitude properties of the fricative noise. Results show that for all participants, regardless of clinical diagnosis or lesion site, phonemic paraphasias leave an acoustic trace of the original target in the error production. These findings challenge the view that phonemic paraphasias arise from a mis-selection of phonemic units followed by its correct implementation, as traditionally proposed. Rather, they appear to derive from a common mechanism with speech errors reflecting the co-activation of a target and competitor resulting in speech output that has some phonetic properties of both segments. Copyright © 2015 Elsevier Ltd. All rights reserved.

Orthographic Influences, Vocabulary Development, and Phonological Awareness in Deaf Children Who Use Cochlear Implants

ERIC Educational Resources Information Center

James, Deborah; Rajput, Kaukab; Brinton, Julie; Goswami, Usha

2009-01-01

In the current study, we explore the influence of orthographic knowledge on phonological awareness in children with cochlear implants and compare developmental associations to those found for hearing children matched for word reading level or chronological age. We show an influence of orthographic knowledge on syllable and phoneme awareness in…

The Contribution of Phonological and Morphological Awareness in Chinese-English Bilingual Reading Acquisition

ERIC Educational Resources Information Center

Lin, Candise Y.; Cheng, Chenxi; Wang, Min

2018-01-01

The current study examined the contribution of cross-language phonological and morphological awareness to reading acquisition in bilingual children. Participants were 140 children (M[subscript age] = 8.26 years) between Grades 1-4 who learned Chinese as their first language and English as their second language. Awareness of phoneme, onset-rime,…

Discrimination of phoneme length differences in word and sentence contexts

NASA Astrophysics Data System (ADS)

Kawai, Norimune; Carrell, Thomas

2005-09-01

The ability of listeners to discriminate phoneme duration differences within word and sentence contexts was measured. This investigation was part of a series of studies examining the audibility and perceptual importance of speech modifications produced by stuttering intervention techniques. Just noticeable differences (jnd's) of phoneme lengths were measured via the parameter estimation by sequential testing (PEST) task, an adaptive tracking procedure. The target phonemes were digitally manipulated to vary from normal (130 m) to prolonged (210 m) duration in 2-m increments. In the first condition the phonemes were embedded in words. In the second condition the phonemes were embedded within words, which were further embedded in sentences. A four-interval forced-choice (4IAX) task was employed on each trial, and the PEST procedure determined the duration at which each listener correctly detected a difference between the normal duration and the test duration 71% of the time. The results revealed that listeners were able to reliably discriminate approximately 15-m differences in word context and 10-m differences in sentence context. An independent t-test showed a difference in discriminability between word and sentence contexts to be significant. These results indicate that duration differences were better perceived within a sentence context.

Teaching Strategies to Increase Cultural Awareness in Nursing Students.

PubMed

Lonneman, William

2015-01-01

Cultural competence education is essential for all nurses to better prepare them to address the underlying social environment of patients, families, and communities. This article describes a study with second degree nursing students that tested 6 teaching strategies for their effectiveness in raising cultural awareness, a key aspect of cultural competence. The results demonstrated that the interventions had a positive effect.

Awareness of Societal Issues Among High School Biology Teachers Teaching Genetics

NASA Astrophysics Data System (ADS)

Lazarowitz, Reuven; Bloch, Ilit

2005-12-01

The purpose of this study was to investigate how aware high school biology teachers are of societal issues (values, moral, ethic, and legal issues) while teaching genetics, genetics engineering, molecular genetics, human heredity, and evolution. The study includes a short historical review of World War II atrocities during the Holocaust when scientists from all the above-mentioned disciplines had been involved in trying to support and develop the eugenics theories. It investigates pre- and postwar theories of the eugenics movement in the United States which were implemented successfully in Germany and a literature survey of the studies of societal issues related to these subjects. The sample consisted of 30 male and female biology teachers. Enclosed are teachers' answers in favor or against including debates about societal issues in their classrooms while teaching the disciplines mentioned above. Teachers' answers were analyzed in relation to three variables: years of teaching experience, gender, and religion faith. Data were collected from questionnaires and personal interviews and analyzed according to qualitative and quantitative methods. The results show that amongst the teachers there is a medium to low level of awareness of societal issues, while mainly emphasizing scientific subjects in preparation of matriculation examinations. The majority of the teachers do not include societal issues in their teaching, but if students raise these issues, teachers claimed to address them. No differences in teachers' opinions to societal issues were found in relation to gender or religious faith. Teachers with more years of teaching experience tend to teach with a more Science, Technology, and Society (STS) approach than novice teachers. The results are discussed in relation to teachers' professional development and teaching strategies are suggested to be used in their classrooms based on a STS approach, which includes the societal issues as a main goal.

Effects of emotion on different phoneme classes

NASA Astrophysics Data System (ADS)

Lee, Chul Min; Yildirim, Serdar; Bulut, Murtaza; Busso, Carlos; Kazemzadeh, Abe; Lee, Sungbok; Narayanan, Shrikanth

2004-10-01

This study investigates the effects of emotion on different phoneme classes using short-term spectral features. In the research on emotion in speech, most studies have focused on prosodic features of speech. In this study, based on the hypothesis that different emotions have varying effects on the properties of the different speech sounds, we investigate the usefulness of phoneme-class level acoustic modeling for automatic emotion classification. Hidden Markov models (HMM) based on short-term spectral features for five broad phonetic classes are used for this purpose using data obtained from recordings of two actresses. Each speaker produces 211 sentences with four different emotions (neutral, sad, angry, happy). Using the speech material we trained and compared the performances of two sets of HMM classifiers: a generic set of ``emotional speech'' HMMs (one for each emotion) and a set of broad phonetic-class based HMMs (vowel, glide, nasal, stop, fricative) for each emotion type considered. Comparison of classification results indicates that different phoneme classes were affected differently by emotional change and that the vowel sounds are the most important indicator of emotions in speech. Detailed results and their implications on the underlying speech articulation will be discussed.

Pinyin Invented Spelling in Mandarin Chinese-Speaking Children with and without Reading Difficulties

ERIC Educational Resources Information Center

Ding, Yi; Liu, Ru-De; McBride, Catherine; Zhang, Dake

2015-01-01

This study examined analytical pinyin (a phonological coding system for teaching pronunciation and lexical tones of Chinese characters) skills in 54 Mandarin-speaking fourth graders by using an invented spelling instrument that tapped into syllable awareness, phoneme awareness, lexical tones, and tone sandhi in Chinese. Pinyin invented spelling…

Teacher Candidates' Mastery of Phoneme-Grapheme Correspondence: Massed versus Distributed Practice in Teacher Education

ERIC Educational Resources Information Center

Sayeski, Kristin L.; Earle, Gentry A.; Eslinger, R. Paige; Whitenton, Jessy N.

2017-01-01

Matching phonemes (speech sounds) to graphemes (letters and letter combinations) is an important aspect of decoding (translating print to speech) and encoding (translating speech to print). Yet, many teacher candidates do not receive explicit training in phoneme-grapheme correspondence. Difficulty with accurate phoneme production and/or lack of…

Varying acoustic-phonemic ambiguity reveals that talker normalization is obligatory in speech processing.

PubMed

Choi, Ja Young; Hu, Elly R; Perrachione, Tyler K

2018-04-01

The nondeterministic relationship between speech acoustics and abstract phonemic representations imposes a challenge for listeners to maintain perceptual constancy despite the highly variable acoustic realization of speech. Talker normalization facilitates speech processing by reducing the degrees of freedom for mapping between encountered speech and phonemic representations. While this process has been proposed to facilitate the perception of ambiguous speech sounds, it is currently unknown whether talker normalization is affected by the degree of potential ambiguity in acoustic-phonemic mapping. We explored the effects of talker normalization on speech processing in a series of speeded classification paradigms, parametrically manipulating the potential for inconsistent acoustic-phonemic relationships across talkers for both consonants and vowels. Listeners identified words with varying potential acoustic-phonemic ambiguity across talkers (e.g., beet/boat vs. boot/boat) spoken by single or mixed talkers. Auditory categorization of words was always slower when listening to mixed talkers compared to a single talker, even when there was no potential acoustic ambiguity between target sounds. Moreover, the processing cost imposed by mixed talkers was greatest when words had the most potential acoustic-phonemic overlap across talkers. Models of acoustic dissimilarity between target speech sounds did not account for the pattern of results. These results suggest (a) that talker normalization incurs the greatest processing cost when disambiguating highly confusable sounds and (b) that talker normalization appears to be an obligatory component of speech perception, taking place even when the acoustic-phonemic relationships across sounds are unambiguous.

Implementation and Evaluation of Computer-Aided Mandarin Phonemes Training System for Hearing-Impaired Students

ERIC Educational Resources Information Center

Yang, Hui-Jen; Lay, Yun-Long

2005-01-01

A computer-aided Mandarin phonemes training (CAMPT) system was developed and evaluated for training hearing-impaired students in their pronunciation of Mandarin phonemes. Deaf or hearing-impaired people have difficulty hearing their own voice, hence most of them cannot learn how to speak. Phonemes are the basis for learning to read and speak in…

Herman Method[TM]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

The "Herman Method"[TM] teaches reading in small groups of up to three students. The curriculum provides instruction in phonemic awareness, phonics, fluency, vocabulary, and reading comprehension, while also teaching spelling and writing. It contains 20 modules of instruction through a fifth grade level. Each module includes a reading,…

Facilitating Word Recognition and Spelling Using Word Boxes and Word Sort Phonic Procedures.

ERIC Educational Resources Information Center

Joseph, Laurice M.

2002-01-01

Word boxes and word sorts are two word study phonics approaches that involve teaching phonemic awareness, making letter-sound associations, and teaching spelling through the use of well-established behavioral principles. The current study examines the effectiveness of word boxes and word sorts. Findings revealed that word boxes and word sort…

Auditory processing and phonological awareness skills of five-year-old children with and without musical experience.

PubMed

Escalda, Júlia; Lemos, Stela Maris Aguiar; França, Cecília Cavalieri

2011-09-01

To investigate the relations between musical experience, auditory processing and phonological awareness of groups of 5-year-old children with and without musical experience. Participants were 56 5-year-old subjects of both genders, 26 in the Study Group, consisting of children with musical experience, and 30 in the Control Group, consisting of children without musical experience. All participants were assessed with the Simplified Auditory Processing Assessment and Phonological Awareness Test and the data was statistically analyzed. There was a statistically significant difference between the results of the sequential memory test for verbal and non-verbal sounds with four stimuli, phonological awareness tasks of rhyme recognition, phonemic synthesis and phonemic deletion. Analysis of multiple binary logistic regression showed that, with exception of the sequential verbal memory with four syllables, the observed difference in subjects' performance was associated with their musical experience. Musical experience improves auditory and metalinguistic abilities of 5-year-old children.

How do associative and phonemic overlap interact to boost illusory recollection?

PubMed

Hutchison, Keith A; Meade, Michelle L; Williams, Nikolas S; Manley, Krista D; McNabb, Jaimie C

2018-05-01

This project investigated the underlying mechanisms that boost false remember responses when participants receive study words that are both semantically and phonologically similar to a critical lure. Participants completed a memory task in which they were presented with a list of words all associated with a critical lure. Included within the list of semantic associates was a target that was either semantically associated (e.g., yawn) to the critical lure (e.g., sleep) or shared the initial (e.g., slam) or final (e.g., beep) phoneme(s) with the critical lure. After hearing the list, participants recalled each list item and indicated whether they just knew it was on the list or if they instead recollected specific contextual details of that item's presentation. We found that inserting an initial phonemic overlap target boosted experiences of recollection, but only when semantically related associates were presented beforehand. The results are consistent with models of spoken word recognition and show that established semantic context plus initial phonemic overlap play important roles in boosting false recollection.

Awareness of Societal Issues among High School Biology Teachers Teaching Genetics

ERIC Educational Resources Information Center

Lazarowitz, Reuven; Bloch, Ilit

2005-01-01

The purpose of this study was to investigate how aware high school biology teachers are of societal issues (values, moral, ethic, and legal issues) while teaching genetics, genetics engineering, molecular genetics, human heredity, and evolution. The study includes a short historical review of World War II atrocities during the Holocaust when…

Stochastic Model for Phonemes Uncovers an Author-Dependency of Their Usage.

PubMed

Deng, Weibing; Allahverdyan, Armen E

2016-01-01

We study rank-frequency relations for phonemes, the minimal units that still relate to linguistic meaning. We show that these relations can be described by the Dirichlet distribution, a direct analogue of the ideal-gas model in statistical mechanics. This description allows us to demonstrate that the rank-frequency relations for phonemes of a text do depend on its author. The author-dependency effect is not caused by the author's vocabulary (common words used in different texts), and is confirmed by several alternative means. This suggests that it can be directly related to phonemes. These features contrast to rank-frequency relations for words, which are both author and text independent and are governed by the Zipf's law.

Elegant grapheme-phoneme correspondence: a periodic chart and singularity generalization unify decoding.

PubMed

Gates, Louis

2018-04-01

The accompanying article introduces highly transparent grapheme-phoneme relationships embodied within a Periodic table of decoding cells, which arguably presents the quintessential transparent decoding elements. The study then folds these cells into one highly transparent but simply stated singularity generalization-this generalization unifies the decoding cells (97% transparency). Deeper, the periodic table and singularity generalization together highlight the connectivity of the periodic cells. Moreover, these interrelated cells, coupled with the singularity generalization, clarify teaching targets and enable efficient learning of the letter-sound code. This singularity generalization, in turn, serves as a model for creating unified but easily stated subordinate generalizations for any one of the transparent cells or groups of cells shown within the tables. The article then expands the periodic cells into two tables of teacher-ready sample word lists-one table includes sample words for the basic and phonogram vowel cells, and the other table embraces word samples for the transparent consonant cells. The paper concludes with suggestions for teaching the cellular transparency embedded within reoccurring isolated words and running text to promote decoding automaticity of the periodic cells.

Initial Teaching Orthographies.

ERIC Educational Resources Information Center

Dewey, Godfrey

To achieve its purpose, an initial teaching orthography (i.t.o.) should be as simple in form and substance as possible; it should be phonemic rather than phonetic. The 40 sounds distinguished by Pitmanic shorthand and some provision for schwa can serve as a basic code. The symbols can be derived from either of two major sources--standardizing the…

Hemispheric specialization for language according to grapho-phonemic transformation and gender. A divided visual field experiment.

PubMed

Cousin, Emilie; Perrone, Marcela; Baciu, Monica

2009-04-01

This behavioral study aimed at assessing the effect of two variables on the degree of hemispheric specialization for language. One of them was the grapho-phonemic translation (transformation) (letter-sound mapping) and the other was the participants'gender. The experiment was conducted with healthy volunteers. A divided visual field procedure has been used to perform a phoneme detection task implying either regular (transparent) grapho-phonemic translation (letter-sound mapping consistency) or irregular (non-transparent) grapho-phonemic translation (letter-sound mapping inconsistency). Our results reveal a significant effect of grapho-phonemic translation on the degree of hemispheric dominance for language. The phoneme detection on items with transparent translation (TT) was performed faster than phoneme detection on items with non-transparent translation (NTT). This effect seems to be due to faster identification of TT than NTT when the items were presented in the left visual field (LVF)-right hemisphere (RH). There was no difference between TT and NTT for stimuli presented in the right visual field (RVF)-left hemisphere (LH). This result suggests that grapho-phonemic translation or the degree of transparency can affect the degree of hemispheric specialization, by modulating the right hemisphere activity. With respect to gender, male participants were significantly more lateralized than female participants but no interaction was observed between gender and degree of transparency.

Phonetic, Phonemic, and Phonological Factors in Cross-Language Discrimination of Phonotactic Contrasts

ERIC Educational Resources Information Center

Davidson, Lisa

2011-01-01

Previous research indicates that multiple levels of linguistic information play a role in the perception and discrimination of non-native phonemes. This study examines the interaction of phonetic, phonemic and phonological factors in the discrimination of non-native phonotactic contrasts. Listeners of Catalan, English, and Russian are presented…

Project S.P.I.C.E.: Special Partnership in Career Education. Economic Awareness Teaching Module.

ERIC Educational Resources Information Center

Emerson, Debby H.; And Others

The economic awareness teaching module is one of a series of six modules prepared by Project SPICE (Special Partnership in Career Education) as a means of providing career awareness information to educable mentally handicapped students (ages 11-to-13 years). After an overview, a module profile is provided which charts the units, the activities in…

Project S.P.I.C.E.: Special Partnership in Career Education. Self-Awareness Teaching Module.

ERIC Educational Resources Information Center

Emerson, Debby H.; And Others

The self awareness teaching module is one of a series of six modules prepared by Project SPICE (Special Partnership in Career Education) as a means of providing career awareness information to educable mentally handicapped students (ages 11-to-13 years). After an overview, a module profile is provided which charts the units, the activities in each…

Can a linguistic serial founder effect originating in Africa explain the worldwide phonemic cline?

PubMed Central

2016-01-01

It has been proposed that a serial founder effect could have caused the present observed pattern of global phonemic diversity. Here we present a model that simulates the human range expansion out of Africa and the subsequent spatial linguistic dynamics until today. It does not assume copying errors, Darwinian competition, reduced contrastive possibilities or any other specific linguistic mechanism. We show that the decrease of linguistic diversity with distance (from the presumed origin of the expansion) arises under three assumptions, previously introduced by other authors: (i) an accumulation rate for phonemes; (ii) small phonemic inventories for the languages spoken before the out-of-Africa dispersal; (iii) an increase in the phonemic accumulation rate with the number of speakers per unit area. Numerical simulations show that the predictions of the model agree with the observed decrease of linguistic diversity with increasing distance from the most likely origin of the out-of-Africa dispersal. Thus, the proposal that a serial founder effect could have caused the present observed pattern of global phonemic diversity is viable, if three strong assumptions are satisfied. PMID:27122180

Teaching and Testing Early Reading. Focus On

ERIC Educational Resources Information Center

Mraz, Maryann; Kissel, Brian

2007-01-01

This issue of "Focus On" provides an overview of several key early literacy components: phonemic awareness, alphabet knowledge, concepts of print, oral language development, writing, family literacy, and reading aloud. Suggestions for assessing early literacy development are provided, and examples of implementation of effective early literacy…

When Variability Matters More than Meaning: The Effect of Lexical Forms on Use of Phonemic Contrasts

ERIC Educational Resources Information Center

Thiessen, Erik D.

2011-01-01

During the first half of the 2nd year of life, infants struggle to use phonemic distinctions in label-object association tasks. Prior experiments have demonstrated that exposure to the phonemes in distinct lexical forms (e.g., /"d"/ and /"t"/ in "daddy" and "tiger", respectively) facilitates infants' use of phonemic contrasts but also that they…

Automatic Recognition of Phonemes Using a Syntactic Processor for Error Correction.

DTIC Science & Technology

1980-12-01

OF PHONEMES USING A SYNTACTIC PROCESSOR FOR ERROR CORRECTION THESIS AFIT/GE/EE/8D-45 Robert B. ’Taylor 2Lt USAF Approved for public release...distribution unlimilted. AbP AFIT/GE/EE/ 80D-45 AUTOMATIC RECOGNITION OF PHONEMES USING A SYNTACTIC PROCESSOR FOR ERROR CORRECTION THESIS Presented to the...Testing ..................... 37 Bayes Decision Rule for Minimum Error ........... 37 Bayes Decision Rule for Minimum Risk ............ 39 Mini Max Test

Phoneme Restoration Methods Reveal Prosodic Influences on Syntactic Parsing: Data from Bulgarian

ERIC Educational Resources Information Center

Stoyneshka-Raleva, Iglika

2013-01-01

This dissertation introduces and evaluates a new methodology for studying aspects of human language processing and the factors to which it is sensitive. It makes use of the phoneme restoration illusion (Warren, 1970). A small portion of a spoken sentence is replaced by a burst of noise. Listeners typically mentally restore the missing phoneme(s),…

Phonological skills and their role in learning to read: a meta-analytic review.

PubMed

Melby-Lervåg, Monica; Lyster, Solveig-Alma Halaas; Hulme, Charles

2012-03-01

The authors report a systematic meta-analytic review of the relationships among 3 of the most widely studied measures of children's phonological skills (phonemic awareness, rime awareness, and verbal short-term memory) and children's word reading skills. The review included both extreme group studies and correlational studies with unselected samples (235 studies were included, and 995 effect sizes were calculated). Results from extreme group comparisons indicated that children with dyslexia show a large deficit on phonemic awareness in relation to typically developing children of the same age (pooled effect size estimate: -1.37) and children matched on reading level (pooled effect size estimate: -0.57). There were significantly smaller group deficits on both rime awareness and verbal short-term memory (pooled effect size estimates: rime skills in relation to age-matched controls, -0.93, and reading-level controls, -0.37; verbal short-term memory skills in relation to age-matched controls, -0.71, and reading-level controls, -0.09). Analyses of studies of unselected samples showed that phonemic awareness was the strongest correlate of individual differences in word reading ability and that this effect remained reliable after controlling for variations in both verbal short-term memory and rime awareness. These findings support the pivotal role of phonemic awareness as a predictor of individual differences in reading development. We discuss whether such a relationship is a causal one and the implications of research in this area for current approaches to the teaching of reading and interventions for children with reading difficulties.

Phonological abilities in literacy-impaired children: Brain potentials reveal deficient phoneme discrimination, but intact prosodic processing.

PubMed

Männel, Claudia; Schaadt, Gesa; Illner, Franziska K; van der Meer, Elke; Friederici, Angela D

2017-02-01

Intact phonological processing is crucial for successful literacy acquisition. While individuals with difficulties in reading and spelling (i.e., developmental dyslexia) are known to experience deficient phoneme discrimination (i.e., segmental phonology), findings concerning their prosodic processing (i.e., suprasegmental phonology) are controversial. Because there are no behavior-independent studies on the underlying neural correlates of prosodic processing in dyslexia, these controversial findings might be explained by different task demands. To provide an objective behavior-independent picture of segmental and suprasegmental phonological processing in impaired literacy acquisition, we investigated event-related brain potentials during passive listening in typically and poor-spelling German school children. For segmental phonology, we analyzed the Mismatch Negativity (MMN) during vowel length discrimination, capturing automatic auditory deviancy detection in repetitive contexts. For suprasegmental phonology, we analyzed the Closure Positive Shift (CPS) that automatically occurs in response to prosodic boundaries. Our results revealed spelling group differences for the MMN, but not for the CPS, indicating deficient segmental, but intact suprasegmental phonological processing in poor spellers. The present findings point towards a differential role of segmental and suprasegmental phonology in literacy disorders and call for interventions that invigorate impaired literacy by utilizing intact prosody in addition to training deficient phonemic awareness. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Project S.P.I.C.E. Special Partnership in Career Education. Self-Awareness. A Teaching Module.

ERIC Educational Resources Information Center

Volusia County Schools, Daytona Beach, FL.

This first in a series of six teaching modules on self-awareness is part of the Special Partnership in Career Education (SPICE) program, which was designed to provide career awareness and exploration information to junior high-aged educable mentally handicapped students. The module follows a typical format that includes two major sections:…

Teaching Spelling: Which Strategies Work Best.

ERIC Educational Resources Information Center

Angelisi, Mary Ann

In a third-grade classroom, a 3-week-long study was conducted on the pros, cons, and effects of three particular spelling strategies and activities. By focusing on two specific spelling strategies--phonemic awareness and word identification--the study hoped to indicate that conventional rote learning, drilling, and memorization do not help…

Listeners Retune Phoneme Categories across Languages

ERIC Educational Resources Information Center

Reinisch, Eva; Weber, Andrea; Mitterer, Holger

2013-01-01

Native listeners adapt to noncanonically produced speech by retuning phoneme boundaries by means of lexical knowledge. We asked whether a second language lexicon can also guide category retuning and whether perceptual learning transfers from a second language (L2) to the native language (L1). During a Dutch lexical-decision task, German and Dutch…

Analysis of Phonemes, Graphemes, Onset-Rimes, and Words with Braille-Learning Children

ERIC Educational Resources Information Center

Crawford, Shauna; Elliott, Robert T.

2007-01-01

Six primary school-aged braille students were taught to name 4 to 10 braille letters as phonemes and another 4 to 10 braille letters as graphemes (Study 1). They were then taught to name 10 braille words as onset-rimes and another 10 braille words as whole words (Study 2). Instruction in phonemes and onset rimes resulted in fewer trials and a…

Project S.P.I.C.E.: Special Partnership in Career Education. Career/Educational Awareness Teaching Module.

ERIC Educational Resources Information Center

Emerson, Debby H.; And Others

The career/educational awareness teaching module is one of a series of six modules prepared by Project SPICE (Special Partnership in Career Education) as a means of providing career awareness information to educable mentally handicapped students (ages 11-to-13 years). After an overview, a module profile is provided which charts the activities and…

Enhanced neural and behavioural processing of a nonnative phonemic contrast in professional musicians.

PubMed

Dittinger, Eva; D'Imperio, Mariapaola; Besson, Mireille

2018-05-12

Based on growing evidence suggesting that professional music training facilitates foreign language perception and learning, we examined the impact of musical expertise on the categorisation of syllables including phonemes that did (/p/, /b/) or did not (/p h /) belong to the French repertoire by analysing both behaviour (error rates and reaction times) and Event-Related brain Potentials (N200 and P300 components). Professional musicians and nonmusicians categorised syllables either as /ba/ or /pa/ (voicing task), or as /pa/ or /p h a/ with /p h / being a nonnative phoneme for French speakers (aspiration task). In line with our hypotheses, results showed that musicians outperformed nonmusicians in the aspiration task but not in the voicing task. Moreover, the difference between the native (/p/) and the nonnative phoneme (/p h /), as reflected in N200 and P300 amplitudes, was larger in musicians than in nonmusicians in the aspiration task but not in the voicing task. These results show that behaviour and brain activity associated to nonnative phoneme perception are influenced by musical expertise and that these effects are task-dependent. The implications of these findings for current models of phoneme perception and for understanding the qualitative and quantitative differences found on the N200 and P300 components are discussed. © 2018 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

The Effect of Adaptive Nonlinear Frequency Compression on Phoneme Perception.

PubMed

Glista, Danielle; Hawkins, Marianne; Bohnert, Andrea; Rehmann, Julia; Wolfe, Jace; Scollie, Susan

2017-12-12

This study implemented a fitting method, developed for use with frequency lowering hearing aids, across multiple testing sites, participants, and hearing aid conditions to evaluate speech perception with a novel type of frequency lowering. A total of 8 participants, including children and young adults, participated in real-world hearing aid trials. A blinded crossover design, including posttrial withdrawal testing, was used to assess aided phoneme perception. The hearing aid conditions included adaptive nonlinear frequency compression (NFC), static NFC, and conventional processing. Enabling either adaptive NFC or static NFC improved group-level detection and recognition results for some high-frequency phonemes, when compared with conventional processing. Mean results for the distinction component of the Phoneme Perception Test (Schmitt, Winkler, Boretzki, & Holube, 2016) were similar to those obtained with conventional processing. Findings suggest that both types of NFC tested in this study provided a similar amount of speech perception benefit, when compared with group-level performance with conventional hearing aid technology. Individual-level results are presented with discussion around patterns of results that differ from the group average.

The Acquisition of Phoneme Awareness in Children Learning the Hiragana Syllabary

ERIC Educational Resources Information Center

Fletcher-Flinn, Claire M.; Thompson, G. Brian; Yamada, Megumi; Naka, Makiko

2011-01-01

In research on the acquisition of reading, there have been some cross-orthographic comparisons between alphabetic scripts and the hiragana syllabic script. One of the theoretical motives for these comparisons is the hypothesis that phonological awareness is related to the size of the phonological unit mapped by the orthography, with phoneme…

The Relationship between Auditory Temporal Processing, Phonemic Awareness, and Reading Disability.

ERIC Educational Resources Information Center

Bretherton, Lesley; Holmes, V. M.

2003-01-01

Investigated the relationship between auditory temporal processing of nonspeech sounds and phonological awareness ability in 8- to 12-year-olds with a reading disability, placed in groups based on performance on Tallal's tone-order judgment task. Found that a tone-order deficit did not relate to performance on order processing of speech sounds, to…

Project S.P.I.C.E. Special Partnership in Career Education. Career/Educational Awareness. A Teaching Module.

ERIC Educational Resources Information Center

Volusia County Schools, Daytona Beach, FL.

This third in a series of six teaching modules on career/educational awareness is part of the Special Partnership in Career Education (SPICE) program, which was designed to provide career awareness and exploration information to junior high-aged educable mentally handicapped students. The module follows a typical format that includes two major…

Wilson Reading System[R]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2007

2007-01-01

Wilson Reading System[R] is a supplemental reading and writing curriculum designed to promote reading accuracy (decoding) and spelling (encoding) skills for students with word-level deficits. The program is designed to teach phonemic awareness, alphabetic principles (sound-symbol relationship), word study, spelling, sight word instruction,…

Implementation of a teaching programme to improve doctors' awareness of DVLA guidelines: a multicentre study.

PubMed

Maruthappu, Mahiben; Sykes, Mark; Green, Ben L; Watson, Robert; Gollop, Nicholas D; Shalhoub, Joseph; Ng, Ka Ying Bonnie

2017-02-01

Over half of the UK population holds a driver's licence. Driver and Vehicle Licensing Authority (DVLA) guidelines are available for conditions from most specialties. Despite this, no focused training occurs in the undergraduate or postgraduate setting. We evaluate the impact of a teaching programme to improve guideline awareness. A 25-point questionnaire was designed using the current DVLA guidelines. Five questions were included for the following fields: neurology, cardiology, drug and alcohol abuse, visual disorders and respiratory. This was distributed to doctors in training at five hospitals. Four weeks later, a single-session teaching programme was implemented. The questionnaire was redistributed. Preintervention and postintervention scores were compared using the Wilcoxon rank sum test. 139 preteaching and 144 post-teaching questionnaires were completed. Implementation of a single-session teaching programme significantly improved the knowledge of DVLA guidelines in all five areas explored. Median scores: neurology, preteaching 40%, post-teaching 100%, p<0.001; cardiology, 0%, 100%, p<0.001; drug and alcohol misuse, 0%, 100%, p<0.001; visual disorders, 40%, 100%, p<0.001; respiratory disorders, 20%, 100%, p<0.001; and overall, 28%, 92%, p<0.001. Knowledge of DVLA guidelines among our cohort was poor. Implementation of a single-session teaching programme can significantly improve guideline knowledge and awareness, serving as a cost-effective intervention. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Phoneme restoration and empirical coverage of interactive activation and adaptive resonance models of human speech processing

PubMed Central

Magnuson, James S.

2015-01-01

Grossberg and Kazerounian [(2011). J. Acoust. Soc. Am. 130, 440–460] present a model of sequence representation for spoken word recognition, the cARTWORD model, which simulates essential aspects of phoneme restoration. Grossberg and Kazerounian also include simulations with the TRACE model presented by McClelland and Elman [(1986). Cognit. Psychol. 18, 1–86] that seem to indicate that TRACE cannot simulate phoneme restoration. Grossberg and Kazerounian also claim cARTWORD should be preferred to TRACE because of TRACE's implausible approach to sequence representation (reduplication of time-specific units) and use of non-modulatory feedback (i.e., without position-specific bottom-up support). This paper responds to Grossberg and Kazerounian first with TRACE simulations that account for phoneme restoration when appropriately constructed noise is used (and with minor changes to TRACE phoneme definitions), then reviews the case for reduplicated units and feedback as implemented in TRACE, as well as TRACE's broad and deep coverage of empirical data. Finally, it is argued that cARTWORD is not comparable to TRACE because cARTWORD cannot represent sequences with repeated elements, has only been implemented with small phoneme and lexical inventories, and has been applied to only one phenomenon (phoneme restoration). Without evidence that cARTWORD captures a similar range and detail of human spoken language processing as alternative models, it is premature to prefer cARTWORD to TRACE. PMID:25786959

Spelling and Its Teaching: A Critical Review.

ERIC Educational Resources Information Center

Odisho, Edward Y.

It is argued that a more comprehensive, systematic understanding of the nature of the alphabet, its three identities (letters/graphemes, letters/nomenemes, sounds/phonemes), and their specific functions in the teaching of various language skills and subskills should be an integral part of the language arts curriculum and instructional plan,…

Parietotemporal Stimulation Affects Acquisition of Novel Grapheme-Phoneme Mappings in Adult Readers

PubMed Central

Younger, Jessica W.; Booth, James R.

2018-01-01

Neuroimaging work from developmental and reading intervention research has suggested a cause of reading failure may be lack of engagement of parietotemporal cortex during initial acquisition of grapheme-phoneme (letter-sound) mappings. Parietotemporal activation increases following grapheme-phoneme learning and successful reading intervention. Further, stimulation of parietotemporal cortex improves reading skill in lower ability adults. However, it is unclear whether these improvements following stimulation are due to enhanced grapheme-phoneme mapping abilities. To test this hypothesis, we used transcranial direct current stimulation (tDCS) to manipulate parietotemporal function in adult readers as they learned a novel artificial orthography with new grapheme-phoneme mappings. Participants received real or sham stimulation to the left inferior parietal lobe (L IPL) for 20 min before training. They received explicit training over the course of 3 days on 10 novel words each day. Learning of the artificial orthography was assessed at a pre-training baseline session, the end of each of the three training sessions, an immediate post-training session and a delayed post-training session about 4 weeks after training. Stimulation interacted with baseline reading skill to affect learning of trained words and transfer to untrained words. Lower skill readers showed better acquisition, whereas higher skill readers showed worse acquisition, when training was paired with real stimulation, as compared to readers who received sham stimulation. However, readers of all skill levels showed better maintenance of trained material following parietotemporal stimulation, indicating a differential effect of stimulation on initial learning and consolidation. Overall, these results indicate that parietotemporal stimulation can enhance learning of new grapheme-phoneme relationships in readers with lower reading skill. Yet, while parietotemporal function is critical to new learning, its role in

Beyond Phonics: The Case for Teaching Children the Logic of the English Spelling System

ERIC Educational Resources Information Center

Bowers, Jeffrey S.; Bowers, Peter N.

2017-01-01

A large body of research supports the conclusion that early reading instruction in English should emphasize phonics, that is, the teaching of grapheme-phoneme correspondences. By contrast, we argue that instruction should be designed to make sense of spellings by teaching children that spellings are organized around the interrelation of…

Zipf’s Law and the Frequency of Kazak Phonemes in Word Formation

NASA Astrophysics Data System (ADS)

Xin, Ruiqing; Li, Yonghong; Yu, Hongzhi

2018-03-01

Zipf’s Law is the basis of the principle of Least Effort, and is widely applicable in all natural fields. The occurring frequency of each phoneme in all Kazak words has been counted to testify the application of Zipf’s law in Kazak. Due to the limitation of the sample size, deviation is unavoidable, but overall results indicate that the occurring frequency and the reciprocal rank of each phoneme in Kazak words formation are in line with Zipf’s distribution.

Semantic and Phonemic Verbal Fluency in Blinds

ERIC Educational Resources Information Center

Nejati, Vahid; Asadi, Anoosh

2010-01-01

A person who has suffered the total loss of a sensory system has, indirectly, suffered a brain lesion. Semantic and phonologic verbal fluency are used for evaluation of executive function and language. The aim of this study is evaluation and comparison of phonemic and semantic verbal fluency in acquired blinds. We compare 137 blinds and 124…

Subliminal repetition primes help detection of phonemes in a picture: Evidence for a phonological level of the priming effects.

PubMed

Manoiloff, Laura; Segui, Juan; Hallé, Pierre

2016-01-01

In this research, we combine a cross-form word-picture visual masked priming procedure with an internal phoneme monitoring task to examine repetition priming effects. In this paradigm, participants have to respond to pictures whose names begin with a prespecified target phoneme. This task unambiguously requires retrieving the word-form of the target picture's name and implicitly orients participants' attention towards a phonological level of representation. The experiments were conducted within Spanish, whose highly transparent orthography presumably promotes fast and automatic phonological recoding of subliminal, masked visual word primes. Experiments 1 and 2 show that repetition primes speed up internal phoneme monitoring in the target, compared to primes beginning with a different phoneme from the target, or sharing only their first phoneme with the target. This suggests that repetition primes preactivate the phonological code of the entire target picture's name, hereby speeding up internal monitoring, which is necessarily based on such a code. To further qualify the nature of the phonological code underlying internal phoneme monitoring, a concurrent articulation task was used in Experiment 3. This task did not affect the repetition priming effect. We propose that internal phoneme monitoring is based on an abstract phonological code, prior to its translation into articulation.

Phonological Awareness, Vocabulary, and Word Reading in Children Who Use Cochlear Implants: Does Age of Implantation Explain Individual Variability in Performance Outcomes and Growth?

ERIC Educational Resources Information Center

James, Deborah; Rajput, Kaukab; Brinton, Julie; Goswami, Usha

2008-01-01

The phonological awareness (PA), vocabulary, and word reading abilities of 19 children with cochlear implants (CI) were assessed. Nine children had an implant early (between 2 and 3.6 years) and 10 had an implant later (between 5 and 7 years). Participants were tested twice over a 12-month period on syllable, rhyme, and phoneme awareness (see…

Neural Network Classifier Architectures for Phoneme Recognition. CRC Technical Note No. CRC-TN-92-001.

ERIC Educational Resources Information Center

Treurniet, William

A study applied artificial neural networks, trained with the back-propagation learning algorithm, to modelling phonemes extracted from the DARPA TIMIT multi-speaker, continuous speech data base. A number of proposed network architectures were applied to the phoneme classification task, ranging from the simple feedforward multilayer network to more…

When Moral Awareness Isn't Enough: Teaching Our Students to Recognize Social Influence

ERIC Educational Resources Information Center

Baker, Diane F.

2014-01-01

The traditional case-based method used to teach ethics in business classrooms gives students valuable practice identifying and applying key moral principles. This approach builds on a rational model of decision making and emphasizes moral awareness and moral judgment, encouraging students to describe moral dilemmas and assess the consequences of…

Awareness of Patients' Rights among Inpatients of a Tertiary Care Teaching Hospital- A Cross-sectional Study.

PubMed

Agrawal, Upasana; D'Souza, Brayal C; Seetharam, Arun Mavaji

2017-09-01

The rights of a patient are a set of rules of conduct which govern the interaction between the patients' and healthcare professionals. Every patient has a right to be informed about their rights and also the responsibility of the healthcare provider. To assess awareness among inpatient about patients' rights at an academic accredited hospital. A questionnaire based cross-sectional study was carried out among 350 patients admitted to the wards of a Tertiary Care Teaching Hospital. A 21-point questionnaire was developed based on standards of the National Accreditation Board for Hospitals and Healthcare Providers (NABH) and patients' charter of rights and validated. This charter of rights is also displayed in the hospital for patient's awareness. Frequencies and percentages were depicted. Chi-square test was used for statistical analysis. Positive awareness among the patients ranged from 28% to 97.4%. Females were more aware of their rights than males for 11 out of the 21 patient rights items. Younger adults were more aware than any other age group participants. Participants who were admitted to wards of higher categories (deluxe rooms) had high degree of awareness about patients' rights and education. Patients from urban areas and higher educational status were more aware than patients coming from rural areas. The study concludes that effective measures should be taken to improve the overall awareness not only among patients but also among different stakeholders in the healthcare delivery system. Readability of the patients' rights charter with good readability score, developing and distributing patient education materials in simple language about the rights and responsibilities to the patient and their family/relatives during their stay in the hospital or at the time of registration.Continuing nursing and medical education in medical teaching institutions and hospitals should focus on patients' rights and its importance, its need for awareness and its consequences

Awareness of Patients’ Rights among Inpatients of a Tertiary Care Teaching Hospital– A Cross-sectional Study

PubMed Central

Agrawal, Upasana; Seetharam, Arun Mavaji

2017-01-01

Introduction The rights of a patient are a set of rules of conduct which govern the interaction between the patients’ and healthcare professionals. Every patient has a right to be informed about their rights and also the responsibility of the healthcare provider. Aim To assess awareness among inpatient about patients’ rights at an academic accredited hospital. Materials and Methods A questionnaire based cross-sectional study was carried out among 350 patients admitted to the wards of a Tertiary Care Teaching Hospital. A 21-point questionnaire was developed based on standards of the National Accreditation Board for Hospitals and Healthcare Providers (NABH) and patients’ charter of rights and validated. This charter of rights is also displayed in the hospital for patient’s awareness. Frequencies and percentages were depicted. Chi-square test was used for statistical analysis. Results Positive awareness among the patients ranged from 28% to 97.4%. Females were more aware of their rights than males for 11 out of the 21 patient rights items. Younger adults were more aware than any other age group participants. Participants who were admitted to wards of higher categories (deluxe rooms) had high degree of awareness about patients’ rights and education. Patients from urban areas and higher educational status were more aware than patients coming from rural areas. Conclusion The study concludes that effective measures should be taken to improve the overall awareness not only among patients but also among different stakeholders in the healthcare delivery system. Readability of the patients’ rights charter with good readability score, developing and distributing patient education materials in simple language about the rights and responsibilities to the patient and their family/relatives during their stay in the hospital or at the time of registration. Continuing nursing and medical education in medical teaching institutions and hospitals should focus on patients�

Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong.

PubMed

Yeung, Susanna S; Chan, Carol K K

2013-12-01

Learning to read is very challenging for Hong Kong children who learn English as a second language (ESL), as they must acquire two very different writing systems, beginning at the age of three. Few studies have examined the role of phonological awareness at the subsyllabic levels, oral language proficiency, and L1 tone awareness in L2 English reading among Hong Kong ESL kindergarteners. This study aims to investigate L1 and L2 phonological awareness and oral language proficiency as predictors of English reading among children with Chinese as L1. One hundred and sixty-one typically developing children with a mean age of 5.16 (SD=.35) selected from seven preschools in Hong Kong. Participants were assessed for English reading, English and Chinese phonological awareness at different levels, English oral language skills, and letter naming ability. Hierarchical regression analyses indicated that both oral language proficiency and phonological awareness measures significantly predicted L2 word reading, when statistically controlled for age and general intelligence. Among various phonological awareness units, L2 phonemic awareness was the best predictor of L2 word reading. Cross-language transfer was shown with L1 phonological awareness at the tone level, uniquely predicting L2 word reading. The present findings show the important role of phonological awareness at the subsyllabic levels (rime and phoneme) and oral language proficiency in the course of L2 reading development in Chinese ESL learners. The significant contribution of L1 tone awareness to L2 reading suggests that phonological sensitivity is a general competence that ESL children need to acquire in early years. The findings have significant implications for understanding L2 reading development and curriculum development. © 2012 The British Psychological Society.

Neural mechanisms of phonemic restoration for speech comprehension revealed by magnetoencephalography.

PubMed

Sunami, Kishiko; Ishii, Akira; Takano, Sakurako; Yamamoto, Hidefumi; Sakashita, Tetsushi; Tanaka, Masaaki; Watanabe, Yasuyoshi; Yamane, Hideo

2013-11-06

In daily communication, we can usually still hear the spoken words as if they had not been masked and can comprehend the speech when spoken words are masked by background noise. This phenomenon is known as phonemic restoration. Since little is known about the neural mechanisms underlying phonemic restoration for speech comprehension, we aimed to identify the neural mechanisms using magnetoencephalography (MEG). Twelve healthy male volunteers with normal hearing participated in the study. Participants were requested to carefully listen to and understand recorded spoken Japanese stories, which were either played forward (forward condition) or in reverse (reverse condition), with their eyes closed. Several syllables of spoken words were replaced by 300-ms white-noise stimuli with an inter-stimulus interval of 1.6-20.3s. We compared MEG responses to white-noise stimuli during the forward condition with those during the reverse condition using time-frequency analyses. Increased 3-5 Hz band power in the forward condition compared with the reverse condition was continuously observed in the left inferior frontal gyrus [Brodmann's areas (BAs) 45, 46, and 47] and decreased 18-22 Hz band powers caused by white-noise stimuli were seen in the left transverse temporal gyrus (BA 42) and superior temporal gyrus (BA 22). These results suggest that the left inferior frontal gyrus and left transverse and superior temporal gyri are involved in phonemic restoration for speech comprehension. Our findings may help clarify the neural mechanisms of phonemic restoration as well as develop innovative treatment methods for individuals suffering from impaired speech comprehension, particularly in noisy environments. © 2013 The Authors. Published by Elsevier B.V. All rights reserved.

Paced Reading in Semantic Dementia: Word Knowledge Contributes to Phoneme Binding in Rapid Speech Production

ERIC Educational Resources Information Center

Jefferies, Elizabeth; Grogan, John; Mapelli, Cristina; Isella, Valeria

2012-01-01

Patients with semantic dementia (SD) show deficits in phoneme binding in immediate serial recall: when attempting to reproduce a sequence of words that they no longer fully understand, they show frequent migrations of phonemes between items (e.g., cap, frog recalled as "frap, cog"). This suggests that verbal short-term memory emerges directly from…

Read Me a Song: Teaching Reading Using Picture Book Songs.

ERIC Educational Resources Information Center

Routier, Wanda J.

This paper provides information about the beginnings of literacy in young children and the skills they need for reading readiness. The paper also describes what is meant by a "quality early literacy instruction" and reading skill development in early childhood settings. It outlines early reading behaviors, including phonemic awareness,…

Cortical oscillations related to processing congruent and incongruent grapheme-phoneme pairs.

PubMed

Herdman, Anthony T; Fujioka, Takako; Chau, Wilkin; Ross, Bernhard; Pantev, Christo; Picton, Terence W

2006-05-15

In this study, we investigated changes in cortical oscillations following congruent and incongruent grapheme-phoneme stimuli. Hiragana graphemes and phonemes were simultaneously presented as congruent or incongruent audiovisual stimuli to native Japanese-speaking participants. The discriminative reaction time was 57 ms shorter for congruent than incongruent stimuli. Analysis of MEG responses using synthetic aperture magnetometry (SAM) revealed that congruent stimuli evoked larger 2-10 Hz activity in the left auditory cortex within the first 250 ms after stimulus onset, and smaller 2-16 Hz activity in bilateral visual cortices between 250 and 500 ms. These results indicate that congruent visual input can modify cortical activity in the left auditory cortex.

Reading Strategies for Students with Mild Disabilities

ERIC Educational Resources Information Center

Boyle, Joseph R.

2008-01-01

Teaching children with mild disabilities to read can be a challenging task for even the most seasoned teacher. In order to be successful, teachers need to be knowledgeable about the big five of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension (National Reading Panel, 2000). While the ultimate goal of reading is…

"Hey! This Book's Not Working Right."

ERIC Educational Resources Information Center

Schickedanz, Judith A.

1981-01-01

Argues that phonemic awareness in young readers may be knowledge that is constructed in the unique situation of trying to match speech to an alphabetic orthography. Stages of learning about print, teaching children about written language, and the roles of alphabet recognition and perceptual-motor skills in learning to read are discussed.…

Discrimination of Phonemic Vowel Length by Japanese Infants

ERIC Educational Resources Information Center

Sato, Yutaka; Sogabe, Yuko; Mazuka, Reiko

2010-01-01

Japanese has a vowel duration contrast as one component of its language-specific phonemic repertory to distinguish word meanings. It is not clear, however, how a sensitivity to vowel duration can develop in a linguistic context. In the present study, using the visual habituation-dishabituation method, the authors evaluated infants' abilities to…

[Improvement in Phoneme Discrimination in Noise in Normal Hearing Adults].

PubMed

Schumann, A; Garea Garcia, L; Hoppe, U

2017-02-01

Objective: The study's aim was to examine the possibility to train phoneme-discrimination in noise with normal hearing adults, and its effectivity on speech recognition in noise. A specific computerised training program was used, consisting of special nonsense-syllables with background noise, to train participants' discrimination ability. Material and Methods: 46 normal hearing subjects took part in this study, 28 as training group participants, 18 as control group participants. Only the training group subjects were asked to train over a period of 3 weeks, twice a week for an hour with a computer-based training program. Speech recognition in noise were measured pre- to posttraining for the training group subjects with the Freiburger Einsilber Test. The control group subjects obtained test and restest measures within a 2-3 week break. For the training group follow-up speech recognition was measured 2-3 months after the end of the training. Results: The majority of training group subjects improved their phoneme discrimination significantly. Besides, their speech recognition in noise improved significantly during the training compared to the control group, and remained stable for a period of time. Conclusions: Phonem-Discrimination in noise can be trained by normal hearing adults. The improvements have got a positiv effect on speech recognition in noise, also for a longer period of time. © Georg Thieme Verlag KG Stuttgart · New York.

Phonological awareness and writing skills in children with Down syndrome.

PubMed

Lavra-Pinto, Bárbara de; Lamprecht, Regina Ritter

2010-01-01

Down syndrome, phonological awareness, writing and working memory. to evaluate the phonological awareness of Brazilian children with Down syndrome; to analyze the relationship between the writing hypothesis and the phonological awareness scores of the participants; to compare the performance of children with Down syndrome to that of children with typical development according to the Phonological Awareness: Tool for sequential evaluation (PHONATSE), using the writing hypothesis as a matching criteria; to verify the correlation between the phonological awareness measurements and the phonological working memory. a group of eleven children aged between 7 and 14 years (average: 9 y 10 m) was selected for the study. Phonological awareness was evaluated using the PHONATSE. The phonological working memory was evaluated through an instrument developed by the researcher. all subjects presented measurable levels of phonological awareness through the PHONATSE. The phonological awareness scores and the writing hypothesis presented a significant positive association. The performance of children with Down syndrome was significantly lower than children with typical development who presented the same writing hypothesis. Measurements of phonological awareness and phonological working memory presented significant positive correlations. the phonological awareness of Brazilian children with Down syndrome can be evaluated through the PHONATSE. Syllable awareness improves with literacy, whereas phonemic awareness seems to result from written language learning. The phonological working memory influences the performance of children with Down syndrome in phonological awareness tasks.

A real-time phoneme counting algorithm and application for speech rate monitoring.

PubMed

Aharonson, Vered; Aharonson, Eran; Raichlin-Levi, Katia; Sotzianu, Aviv; Amir, Ofer; Ovadia-Blechman, Zehava

2017-03-01

Adults who stutter can learn to control and improve their speech fluency by modifying their speaking rate. Existing speech therapy technologies can assist this practice by monitoring speaking rate and providing feedback to the patient, but cannot provide an accurate, quantitative measurement of speaking rate. Moreover, most technologies are too complex and costly to be used for home practice. We developed an algorithm and a smartphone application that monitor a patient's speaking rate in real time and provide user-friendly feedback to both patient and therapist. Our speaking rate computation is performed by a phoneme counting algorithm which implements spectral transition measure extraction to estimate phoneme boundaries. The algorithm is implemented in real time in a mobile application that presents its results in a user-friendly interface. The application incorporates two modes: one provides the patient with visual feedback of his/her speech rate for self-practice and another provides the speech therapist with recordings, speech rate analysis and tools to manage the patient's practice. The algorithm's phoneme counting accuracy was validated on ten healthy subjects who read a paragraph at slow, normal and fast paces, and was compared to manual counting of speech experts. Test-retest and intra-counter reliability were assessed. Preliminary results indicate differences of -4% to 11% between automatic and human phoneme counting. Differences were largest for slow speech. The application can thus provide reliable, user-friendly, real-time feedback for speaking rate control practice. Copyright © 2017 Elsevier Inc. All rights reserved.

Phonemic accuracy development in children with cochlear implants up to five years of age by using Levenshtein distance.

PubMed

Faes, Jolien; Gillis, Joris; Gillis, Steven

2016-01-01

Phonemic accuracy of children with cochlear implants (CI) is often reported to be lower in comparison with normally hearing (NH) age-matched children. In this study, we compare phonemic accuracy development in the spontaneous speech of Dutch-speaking children with CI and NH age-matched peers. A dynamic cost model of Levenshtein distance is used to compute the accuracy of each word token. We set up a longitudinal design with monthly data for comparisons up to age two and a cross-sectional design with yearly data between three and five years of age. The main finding is that phonemic accuracy steadily increases throughout the period studied. Children with CI's accuracy is lower than that of their NH age mates, but this difference is not statistically significant in the earliest stages of lexical development. But accuracy of children with CI initially improves significantly less steeply than that of NH peers. Furthermore, the number of syllables in the target word and target word's complexity influence children's accuracy, as longer and more complex target words are less accurately produced. Up to age four, children with CI are significantly less accurate than NH children with increasing word length and word complexity. This difference has disappeared at age five. Finally, hearing age is shown to influence accuracy development of children with CI, while age of implant activation is not. This article informs the reader about phonemic accuracy development in children. The reader will be able to (a) discuss different metrics to measure phonemic accuracy development, (b) discuss phonemic accuracy of children with CI up to five years of age and compare them with NH children, (c) discuss the influence of target word's complexity and target word's syllable length on phonemic accuracy, (d) discuss the influence of hearing experience and age of implantation on phonemic accuracy of children with CI. Copyright © 2015 Elsevier Inc. All rights reserved.

Learning to Read Setswana and English: Cross-Language Transference of Letter Knowledge, Phonological Awareness and Word Reading Skills

ERIC Educational Resources Information Center

Lekgoko, Olemme; Winskel, Heather

2008-01-01

The current study investigates how beginner readers learn to read Setswana and English, and whether there is cross-language transference of skills between these two languages. Letter knowledge, phoneme awareness and reading of words and pseudowords in both Setswana and English were assessed in 36 Grade 2 children. A complex pattern emerged.…

Teaching towards Cultural Awareness and Intercultural Competence: From What through How to Why Culture Is?

ERIC Educational Resources Information Center

Sellami, Abdel Latif

This article provides an account of some characteristics of the current situation of culture teaching in foreign language education. The focus is that existing approaches need to be revisited and redefined, because the superficiality characterizing the way culture is taught is not very helpful in raising learners' cultural awareness and developing…

Open Court Reading©. What Works Clearinghouse Intervention Report. Updated October 2014

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

"Open Court Reading©" is a reading program for grades K-6 published by McGraw-Hill Education that is designed to teach decoding, comprehension, inquiry, and writing in a three-part logical progression. Part One of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part…

Open Court Reading[c]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2008

2008-01-01

"Open Court Reading"[c] is an elementary basal reading program for grades K-6 developed by SRA/McGraw-Hill. The program is designed to systematically teach decoding, comprehension, inquiry and investigation, and writing in a logical progression. Part 1 of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics,…

Speech Rate Normalization and Phonemic Boundary Perception in Cochlear-Implant Users.

PubMed

Jaekel, Brittany N; Newman, Rochelle S; Goupell, Matthew J

2017-05-24

Normal-hearing (NH) listeners rate normalize, temporarily remapping phonemic category boundaries to account for a talker's speech rate. It is unknown if adults who use auditory prostheses called cochlear implants (CI) can rate normalize, as CIs transmit degraded speech signals to the auditory nerve. Ineffective adjustment to rate information could explain some of the variability in this population's speech perception outcomes. Phonemes with manipulated voice-onset-time (VOT) durations were embedded in sentences with different speech rates. Twenty-three CI and 29 NH participants performed a phoneme identification task. NH participants heard the same unprocessed stimuli as the CI participants or stimuli degraded by a sine vocoder, simulating aspects of CI processing. CI participants showed larger rate normalization effects (6.6 ms) than the NH participants (3.7 ms) and had shallower (less reliable) category boundary slopes. NH participants showed similarly shallow slopes when presented acoustically degraded vocoded signals, but an equal or smaller rate effect in response to reductions in available spectral and temporal information. CI participants can rate normalize, despite their degraded speech input, and show a larger rate effect compared to NH participants. CI participants may particularly rely on rate normalization to better maintain perceptual constancy of the speech signal.

Speech Rate Normalization and Phonemic Boundary Perception in Cochlear-Implant Users

PubMed Central

Newman, Rochelle S.; Goupell, Matthew J.

2017-01-01

Purpose Normal-hearing (NH) listeners rate normalize, temporarily remapping phonemic category boundaries to account for a talker's speech rate. It is unknown if adults who use auditory prostheses called cochlear implants (CI) can rate normalize, as CIs transmit degraded speech signals to the auditory nerve. Ineffective adjustment to rate information could explain some of the variability in this population's speech perception outcomes. Method Phonemes with manipulated voice-onset-time (VOT) durations were embedded in sentences with different speech rates. Twenty-three CI and 29 NH participants performed a phoneme identification task. NH participants heard the same unprocessed stimuli as the CI participants or stimuli degraded by a sine vocoder, simulating aspects of CI processing. Results CI participants showed larger rate normalization effects (6.6 ms) than the NH participants (3.7 ms) and had shallower (less reliable) category boundary slopes. NH participants showed similarly shallow slopes when presented acoustically degraded vocoded signals, but an equal or smaller rate effect in response to reductions in available spectral and temporal information. Conclusion CI participants can rate normalize, despite their degraded speech input, and show a larger rate effect compared to NH participants. CI participants may particularly rely on rate normalization to better maintain perceptual constancy of the speech signal. PMID:28395319

Knowledge and awareness regarding biomedical waste management in dental teaching institutions in India- A systematic review

PubMed Central

Kapoor, Daljit; Nirola, Ashutosh; Kapoor, Vinod

2014-01-01

Objectives: Proper handling, treatment and disposal of biomedical wastes are important elements in any health care setting. Not much attention has been paid to the management of Biomedical Waste (BMW) in recent years, in dental colleges and hospitals in India. The present systematic review was conducted to assess knowledge and awareness regarding BMW management among staff and students of dental teaching institutions in India. Material and Methods: A systematic review of relevant cross-sectional studies was conducted regarding BMW management in India in dental teaching institutions in India. Six studies were finally included in the present review after conducting both electronic and manual search like Pubmed, EMBASE etc. and after making necessary exclusions. Potential biases were addressed and relevant data was extracted by the concerned investigators. Results: Six studies were finally included in the review. Colour coding of wastes was not done by 67% of the subjects in one of the studies conducted in Haryana. Almost all the subjects agreed to the fact that exposure to hazardous health care waste can result in disease or infection in another study. According to another study reports, none of the respondents was able to list the legislative act regarding BMW when asked. Conclusions: The results of the present review showed that knowledge and awareness level of subjects was inadequate and there is considerable variation in practice and management regarding BMW. There is a great need for continuing education and training programmes to be conducted in dental teaching institutions in India. Key words:Biomedical waste, knowledge, awareness, dentists, institution. PMID:25593667

Knowledge and awareness regarding biomedical waste management in dental teaching institutions in India- A systematic review.

PubMed

Kapoor, Daljit; Nirola, Ashutosh; Kapoor, Vinod; Gambhir, Ramandeep-Singh

2014-10-01

Proper handling, treatment and disposal of biomedical wastes are important elements in any health care setting. Not much attention has been paid to the management of Biomedical Waste (BMW) in recent years, in dental colleges and hospitals in India. The present systematic review was conducted to assess knowledge and awareness regarding BMW management among staff and students of dental teaching institutions in India. A systematic review of relevant cross-sectional studies was conducted regarding BMW management in India in dental teaching institutions in India. Six studies were finally included in the present review after conducting both electronic and manual search like Pubmed, EMBASE etc. and after making necessary exclusions. Potential biases were addressed and relevant data was extracted by the concerned investigators. Six studies were finally included in the review. Colour coding of wastes was not done by 67% of the subjects in one of the studies conducted in Haryana. Almost all the subjects agreed to the fact that exposure to hazardous health care waste can result in disease or infection in another study. According to another study reports, none of the respondents was able to list the legislative act regarding BMW when asked. The results of the present review showed that knowledge and awareness level of subjects was inadequate and there is considerable variation in practice and management regarding BMW. There is a great need for continuing education and training programmes to be conducted in dental teaching institutions in India. Key words:Biomedical waste, knowledge, awareness, dentists, institution.

The absoluteness of semantic processing: lessons from the analysis of temporal clusters in phonemic verbal fluency.

PubMed

Vonberg, Isabelle; Ehlen, Felicitas; Fromm, Ortwin; Klostermann, Fabian

2014-01-01

For word production, we may consciously pursue semantic or phonological search strategies, but it is uncertain whether we can retrieve the different aspects of lexical information independently from each other. We therefore studied the spread of semantic information into words produced under exclusively phonemic task demands. 42 subjects participated in a letter verbal fluency task, demanding the production of as many s-words as possible in two minutes. Based on curve fittings for the time courses of word production, output spurts (temporal clusters) considered to reflect rapid lexical retrieval based on automatic activation spread, were identified. Semantic and phonemic word relatedness within versus between these clusters was assessed by respective scores (0 meaning no relation, 4 maximum relation). Subjects produced 27.5 (±9.4) words belonging to 6.7 (±2.4) clusters. Both phonemically and semantically words were more related within clusters than between clusters (phon: 0.33±0.22 vs. 0.19±0.17, p<.01; sem: 0.65±0.29 vs. 0.37±0.29, p<.01). Whereas the extent of phonemic relatedness correlated with high task performance, the contrary was the case for the extent of semantic relatedness. The results indicate that semantic information spread occurs, even if the consciously pursued word search strategy is purely phonological. This, together with the negative correlation between semantic relatedness and verbal output suits the idea of a semantic default mode of lexical search, acting against rapid task performance in the given scenario of phonemic verbal fluency. The simultaneity of enhanced semantic and phonemic word relatedness within the same temporal cluster boundaries suggests an interaction between content and sound-related information whenever a new semantic field has been opened.

Techniques for decoding speech phonemes and sounds: A concept

NASA Technical Reports Server (NTRS)

Lokerson, D. C.; Holby, H. G.

1975-01-01

Techniques studied involve conversion of speech sounds into machine-compatible pulse trains. (1) Voltage-level quantizer produces number of output pulses proportional to amplitude characteristics of vowel-type phoneme waveforms. (2) Pulses produced by quantizer of first speech formants are compared with pulses produced by second formants.

The status of the concept of 'phoneme' in psycholinguistics.

PubMed

Uppstad, Per Henning; Tønnessen, Finn Egil

2010-10-01

The notion of the phoneme counts as a break-through of modern theoretical linguistics in the early twentieth century. It paved the way for descriptions of distinctive features at different levels in linguistics. Although it has since then had a turbulent existence across altering theoretical positions, it remains a powerful concept of a fundamental unit in spoken language. At the same time, its conceptual status remains highly unclear. The present article aims to clarify the status of the concept of 'phoneme' in psycholinguistics, based on the scientific concepts of description, understanding and explanation. Theoretical linguistics has provided mainly descriptions. The ideas underlying this article are, first, that these descriptions may not be directly relevant to psycholinguistics and, second, that psycholinguistics in this sense is not a sub-discipline of theoretical linguistics. Rather, these two disciplines operate with different sets of features and with different orientations when it comes to the scientific concepts of description, understanding and explanation.

Brain basis of phonological awareness for spoken language in children and its disruption in dyslexia.

PubMed

Kovelman, Ioulia; Norton, Elizabeth S; Christodoulou, Joanna A; Gaab, Nadine; Lieberman, Daniel A; Triantafyllou, Christina; Wolf, Maryanne; Whitfield-Gabrieli, Susan; Gabrieli, John D E

2012-04-01

Phonological awareness, knowledge that speech is composed of syllables and phonemes, is critical for learning to read. Phonological awareness precedes and predicts successful transition from language to literacy, and weakness in phonological awareness is a leading cause of dyslexia, but the brain basis of phonological awareness for spoken language in children is unknown. We used functional magnetic resonance imaging to identify the neural correlates of phonological awareness using an auditory word-rhyming task in children who were typical readers or who had dyslexia (ages 7-13) and a younger group of kindergarteners (ages 5-6). Typically developing children, but not children with dyslexia, recruited left dorsolateral prefrontal cortex (DLPFC) when making explicit phonological judgments. Kindergarteners, who were matched to the older children with dyslexia on standardized tests of phonological awareness, also recruited left DLPFC. Left DLPFC may play a critical role in the development of phonological awareness for spoken language critical for reading and in the etiology of dyslexia.

Open Court Reading[c]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2012

2012-01-01

"Open Court Reading"[c] is a core reading program for grades K-6 developed by SRA/McGraw-Hill that is designed to teach decoding, comprehension, inquiry, and writing in a logical progression. Part 1 of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part 2, Reading…

Is Sensitivity to Rhyme a Developmental Precursor to Sensitivity to Phoneme?: Evidence from Individuals with Down Syndrome.

ERIC Educational Resources Information Center

Cardoso-Martins, Claudia; Michalick, Mirelle Franca; Pollo, Tatiana Cury

2002-01-01

Investigates sensitivity to rhyme and phoneme among readers and nonreaders with Down Syndrome (DS) and normally developing children. Evaluates a rhyme detection task and initial and middle phoneme detection tasks. Concludes the rhyme detection task was the easiest for nonreaders without DS and most difficult for readers with DS. (PM)

The voiced pronunciation of initial phonemes predicts the gender of names.

PubMed

Slepian, Michael L; Galinsky, Adam D

2016-04-01

Although it is known that certain names gain popularity within a culture because of historical events, it is unknown how names become associated with different social categories in the first place. We propose that vocal cord vibration during the pronunciation of an initial phoneme plays a critical role in explaining which names are assigned to males versus females. This produces a voiced gendered name effect, whereby voiced phonemes (vibration of the vocal cords) are more associated with male names, and unvoiced phonemes (no vibration of the vocal cords) are more associated with female names. Eleven studies test this association between voiced names and gender (a) using 270 million names (more than 80,000 unique names) given to children over 75 years, (b) names across 2 cultures (the U.S. and India), and (c) hundreds of novel names. The voiced gendered name effect was mediated through how hard or soft names sounded, and moderated by gender stereotype endorsement. Although extensive work has demonstrated morphological and physical cues to gender (e.g., facial, bodily, vocal), this work provides a systematic account of name-based cues to gender. Overall, the current research extends work on sound symbolism to names; the way in which a name sounds can be symbolically related to stereotypes associated with its social category. (c) 2016 APA, all rights reserved).

Contribution of Temporal Processing Skills to Reading Comprehension in 8-Year-Olds: Evidence for a Mediation Effect of Phonological Awareness

ERIC Educational Resources Information Center

Malenfant, Nathalie; Grondin, Simon; Boivin, Michel; Forget-Dubois, Nadine; Robaey, Philippe; Dionne, Ginette

2012-01-01

This study tested whether the association between temporal processing (TP) and reading is mediated by phonological awareness (PA) in a normative sample of 615 eight-year-olds. TP was measured with auditory and bimodal (visual-auditory) temporal order judgment tasks and PA with a phoneme deletion task. PA partially mediated the association between…

Phonological awareness: explicit instruction for young deaf and hard-of-hearing children.

PubMed

Miller, Elizabeth M; Lederberg, Amy R; Easterbrooks, Susan R

2013-04-01

The goal of this study was to explore the development of spoken phonological awareness for deaf and hard-of-hearing children (DHH) with functional hearing (i.e., the ability to access spoken language through hearing). Teachers explicitly taught five preschoolers the phonological awareness skills of syllable segmentation, initial phoneme isolation, and rhyme discrimination in the context of a multifaceted emergent literacy intervention. Instruction occurred in settings where teachers used simultaneous communication or spoken language only. A multiple-baseline across skills design documented a functional relation between instruction and skill acquisition for those children who did not have the skills at baseline with one exception; one child did not meet criteria for syllable segmentation. These results were confirmed by changes on phonological awareness tests that were administered at the beginning and end of the school year. We found that DHH children who varied in primary communication mode, chronological age, and language ability all benefited from explicit instruction in phonological awareness.

The Status of the Concept of "Phoneme" in Psycholinguistics

ERIC Educational Resources Information Center

Uppstad, Per Henning; Tonnessen, Finn Egil

2010-01-01

The notion of the phoneme counts as a break-through of modern theoretical linguistics in the early twentieth century. It paved the way for descriptions of distinctive features at different levels in linguistics. Although it has since then had a turbulent existence across altering theoretical positions, it remains a powerful concept of a…

From Cultural Awareness to Intercultural Awareness: Culture in ELT

ERIC Educational Resources Information Center

Baker, Will

2012-01-01

Cultural awareness (CA) has emerged over the last few decades as a significant part of conceptualizing the cultural dimension to language teaching. That is, L2 users need to understand L2 communication as a cultural process and to be aware of their own culturally based communicative behaviour and that of others. However, while CA has provided a…

Auditory Middle Latency Response and Phonological Awareness in Students with Learning Disabilities

PubMed Central

Romero, Ana Carla Leite; Funayama, Carolina Araújo Rodrigues; Capellini, Simone Aparecida; Frizzo, Ana Claudia Figueiredo

2015-01-01

Introduction Behavioral tests of auditory processing have been applied in schools and highlight the association between phonological awareness abilities and auditory processing, confirming that low performance on phonological awareness tests may be due to low performance on auditory processing tests. Objective To characterize the auditory middle latency response and the phonological awareness tests and to investigate correlations between responses in a group of children with learning disorders. Methods The study included 25 students with learning disabilities. Phonological awareness and auditory middle latency response were tested with electrodes placed on the left and right hemispheres. The correlation between the measurements was performed using the Spearman rank correlation coefficient. Results There is some correlation between the tests, especially between the Pa component and syllabic awareness, where moderate negative correlation is observed. Conclusion In this study, when phonological awareness subtests were performed, specifically phonemic awareness, the students showed a low score for the age group, although for the objective examination, prolonged Pa latency in the contralateral via was observed. Negative weak to moderate correlation for Pa wave latency was observed, as was positive weak correlation for Na-Pa amplitude. PMID:26491479

Computer game as a tool for training the identification of phonemic length.

PubMed

Pennala, Riitta; Richardson, Ulla; Ylinen, Sari; Lyytinen, Heikki; Martin, Maisa

2014-12-01

Computer-assisted training of Finnish phonemic length was conducted with 7-year-old Russian-speaking second-language learners of Finnish. Phonemic length plays a different role in these two languages. The training included game activities with two- and three-syllable word and pseudo-word minimal pairs with prototypical vowel durations. The lowest accuracy scores were recorded for two-syllable words. Accuracy scores were higher for the minimal pairs with larger rather than smaller differences in duration. Accuracy scores were lower for long duration than for short duration. The ability to identify quantity degree was generalized to stimuli used in the identification test in two of the children. Ideas for improving the game are introduced.

The relationship between articulatory control and improved phonemic accuracy in childhood apraxia of speech: A longitudinal case study

PubMed Central

Grigos, Maria I.; Kolenda, Nicole

2010-01-01

Jaw movement patterns were examined longitudinally in a 3-year-old male with childhood apraxia of speech (CAS) and compared with a typically developing control group. The child with CAS was followed for 8 months, until he began accurately and consistently producing the bilabial phonemes /p/, /b/, and /m/. A movement tracking system was used to study jaw duration, displacement, velocity, and stability. A transcription analysis determined the percentage of phoneme errors and consistency. Results showed phoneme-specific changes which included increases in jaw velocity and stability over time, as well as decreases in duration. Kinematic parameters became more similar to patterns seen in the controls during final sessions where tokens were produced most accurately and consistently. Closing velocity and stability, however, were the only measures to fall within a 95% confidence interval established for the controls across all three target phonemes. These findings suggest that motor processes may differ between children with CAS and their typically developing peers. PMID:20030551

Text-to-phonemic transcription and parsing into mono-syllables of English text

NASA Astrophysics Data System (ADS)

Jusgir Mullick, Yugal; Agrawal, S. S.; Tayal, Smita; Goswami, Manisha

2004-05-01

The present paper describes a program that converts the English text (entered through the normal computer keyboard) into its phonemic representation and then parses it into mono-syllables. For every letter a set of context based rules is defined in lexical order. A default rule is also defined separately for each letter. Beginning from the first letter of the word the rules are checked and the most appropriate rule is applied on the letter to find its actual orthographic representation. If no matching rule is found, then the default rule is applied. Current rule sets the next position to be analyzed. Proceeding in the same manner orthographic representation for each word can be found. For example, ``reading'' is represented as ``rEdiNX'' by applying the following rules: r-->r move 1 position ahead ead-->Ed move 3 position ahead i-->i move 1 position ahead ng-->NX move 2 position ahead, i.e., end of word. The phonemic representations obtained from the above procedure are parsed to get mono-syllabic representation for various combinations such as CVC, CVCC, CV, CVCVC, etc. For example, the above phonemic representation will be parsed as rEdiNX---> /rE/ /diNX/. This study is a part of developing TTS for Indian English.

Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children.

PubMed

Yeung, Susanna S S; Siegel, Linda S; Chan, Carol K K

2013-05-01

This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on receptive and expressive vocabulary, phonological awareness at the syllable, rhyme and phoneme levels, reading, and spelling in English before and after the program implementation. The results indicated that children who received the phonological awareness instruction performed significantly better than the comparison group on English word reading, spelling, phonological awareness at all levels and expressive vocabulary on the posttest when age, general intelligence and the pretest scores were controlled statistically. The findings suggest that phonological awareness instruction embedded in vocabulary learning activities might be beneficial to kindergarteners learning English as a second language.

Awareness and attitude of antenatal clients towards HIV voluntary counselling and testing in Aminu Kano Teaching Hospital, Kano, Nigeria.

PubMed

Iliyasu, Z; Kabir, M; Galadanci, H S; Abubakar, I S; Aliyu, M H

2005-01-01

Mother to child transmission accounts for the majority of HIV infections in children in the developing countries. This study assessed pregnant women's knowledge of HIV/AIDS, awareness and attitudes towards Voluntary Counselling and Testing (VCT) in a teaching hospital in northern Nigeria. A pre-tested structured interview questionnaire was administered on a cross-section of 210 antenatal clients in Aminu Kano Teaching Hospital, Nigeria. All respondents were aware of HIV/AIDS. Fifty seven percent had good knowledge, 32% had fair knowledge and the remaining 11% had poor knowledge of the infection. Most respondents were aware of VCT through health workers, mass media and friends. Similarly, most respondents (81.0%) approved of VCT, 13.0% disapproved of it and the remaining (6%) was undecided. The main reasons for disapproval were; fear of stigmatisation, isolation and effect on marriage security. Those that had tertiary level of education were three times more likely to accept VCT compared to those with lower levels of education (O.R=3.2, 95% confidence interval =1.3-8.0). Although the awareness of VCT for HIV was quite high with most antenatal clients harbouring positive attitudes towards it, there is a need to intensify health education to convince the remaining minority who are still sceptical or ignorant of the benefits of VCT.

Modelling acquired dyslexia: a software tool for developing grapheme-phoneme correspondences.

PubMed Central

D'Autrechy, C. L.; Reggia, J. A.; Berndt, R. S.

1991-01-01

In extending a computer model of acquired dyslexia, it has become necessary to develop a way to group printed characters in a word so that the character groups essentially have a one-to-one correspondence with the word's phonemes (speech sounds). This requires deriving a set of correspondences (legal character groupings, legal associations of character groups with phonemes, etc.) that yield a single grouping or "segmentation" of characters when applied to any English word. To facilitate and partially automate this task, a segmentation program has been developed that uses an interchangeable set of correspondences. The program segments words according to these correspondences and tabulates their success over large sets of words. The program has been used successfully to segment a 20,000 word corpus, demonstrating that this approach can be used effectively and efficiently. PMID:1807611

Cat in the Hat or Cat in the Cap? An Investigation of the Developmental Trajectories of Phonological Awareness for Korean Children

ERIC Educational Resources Information Center

Kim, Young-Suk

2008-01-01

This study investigated trajectories of Korean children's growth in the awareness of four phonological units--"syllable," "body," "rime" and "phoneme"--over time, by following a sample of 215 children over a period of 15 months, beginning at their first year of preschool and collecting four waves of data. Much of the existing research suggests…

Human phoneme recognition depending on speech-intrinsic variability.

PubMed

Meyer, Bernd T; Jürgens, Tim; Wesker, Thorsten; Brand, Thomas; Kollmeier, Birger

2010-11-01

The influence of different sources of speech-intrinsic variation (speaking rate, effort, style and dialect or accent) on human speech perception was investigated. In listening experiments with 16 listeners, confusions of consonant-vowel-consonant (CVC) and vowel-consonant-vowel (VCV) sounds in speech-weighted noise were analyzed. Experiments were based on the OLLO logatome speech database, which was designed for a man-machine comparison. It contains utterances spoken by 50 speakers from five dialect/accent regions and covers several intrinsic variations. By comparing results depending on intrinsic and extrinsic variations (i.e., different levels of masking noise), the degradation induced by variabilities can be expressed in terms of the SNR. The spectral level distance between the respective speech segment and the long-term spectrum of the masking noise was found to be a good predictor for recognition rates, while phoneme confusions were influenced by the distance to spectrally close phonemes. An analysis based on transmitted information of articulatory features showed that voicing and manner of articulation are comparatively robust cues in the presence of intrinsic variations, whereas the coding of place is more degraded. The database and detailed results have been made available for comparisons between human speech recognition (HSR) and automatic speech recognizers (ASR).

Multisensory speech perception in autism spectrum disorder: From phoneme to whole-word perception.

PubMed

Stevenson, Ryan A; Baum, Sarah H; Segers, Magali; Ferber, Susanne; Barense, Morgan D; Wallace, Mark T

2017-07-01

Speech perception in noisy environments is boosted when a listener can see the speaker's mouth and integrate the auditory and visual speech information. Autistic children have a diminished capacity to integrate sensory information across modalities, which contributes to core symptoms of autism, such as impairments in social communication. We investigated the abilities of autistic and typically-developing (TD) children to integrate auditory and visual speech stimuli in various signal-to-noise ratios (SNR). Measurements of both whole-word and phoneme recognition were recorded. At the level of whole-word recognition, autistic children exhibited reduced performance in both the auditory and audiovisual modalities. Importantly, autistic children showed reduced behavioral benefit from multisensory integration with whole-word recognition, specifically at low SNRs. At the level of phoneme recognition, autistic children exhibited reduced performance relative to their TD peers in auditory, visual, and audiovisual modalities. However, and in contrast to their performance at the level of whole-word recognition, both autistic and TD children showed benefits from multisensory integration for phoneme recognition. In accordance with the principle of inverse effectiveness, both groups exhibited greater benefit at low SNRs relative to high SNRs. Thus, while autistic children showed typical multisensory benefits during phoneme recognition, these benefits did not translate to typical multisensory benefit of whole-word recognition in noisy environments. We hypothesize that sensory impairments in autistic children raise the SNR threshold needed to extract meaningful information from a given sensory input, resulting in subsequent failure to exhibit behavioral benefits from additional sensory information at the level of whole-word recognition. Autism Res 2017. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Autism Res 2017, 10: 1280-1290. © 2017 International

The missing foundation in teacher education: Knowledge of the structure of spoken and written language.

PubMed

Moats, L C

1994-01-01

Reading research supports the necessity for directly teaching concepts about linguistic structure to beginning readers and to students with reading and spelling difficulties. In this study, experienced teachers of reading, language arts, and special education were tested to determine if they have the requisite awareness of language elements (e.g., phonemes, morphemes) and of how these elements are represented in writing (e.g., knowledge of sound-symbol correspondences). The results were surprisingly poor, indicating that even motivated and experienced teachers typically understand too little about spoken and written language structure to be able to provide sufficient instruction in these areas. The utility of language structure knowledge for instructional planning, for assessment of student progress, and for remediation of literacy problems is discussed.The teachers participating in the study subsequently took a course focusing on phonemic awareness training, spoken-written language relationships, and careful analysis of spelling and reading behavior in children. At the end of the course, the teachers judged this information to be essential for teaching and advised that it become a prerequisite for certification. Recommendations for requirements and content of teacher education programs are presented.

Detection of target phonemes in spontaneous and read speech.

PubMed

Mehta, G; Cutler, A

1988-01-01

Although spontaneous speech occurs more frequently in most listeners' experience than read speech, laboratory studies of human speech recognition typically use carefully controlled materials read from a script. The phonological and prosodic characteristics of spontaneous and read speech differ considerably, however, which suggests that laboratory results may not generalise to the recognition of spontaneous speech. In the present study listeners were presented with both spontaneous and read speech materials, and their response time to detect word-initial target phonemes was measured. Responses were, overall, equally fast in each speech mode. However, analysis of effects previously reported in phoneme detection studies revealed significant differences between speech modes. In read speech but not in spontaneous speech, later targets were detected more rapidly than targets preceded by short words. In contrast, in spontaneous speech but not in read speech, targets were detected more rapidly in accented than in unaccented words and in strong than in weak syllables. An explanation for this pattern is offered in terms of characteristic prosodic differences between spontaneous and read speech. The results support claims from previous work that listeners pay great attention to prosodic information in the process of recognising speech.

Teaching Teaching.

ERIC Educational Resources Information Center

Watts, Heidi

1982-01-01

A staff development specialist describes personal qualities demanded by that field: (1) a "watchbird" mentality, emphasizing self-awareness; (2) a clear sense of personal goals; (3) a sense of the mutuality of teaching and learning; and (4) willingness to take risks. Staff developers benefit from frequent returns to classroom teaching.…

Comparison between Simulation-based Training and Lecture-based Education in Teaching Situation Awareness. A Randomized Controlled Study.

PubMed

Lee Chang, Alfredo; Dym, Andrew A; Venegas-Borsellino, Carla; Bangar, Maneesha; Kazzi, Massoud; Lisenenkov, Dmitry; Qadir, Nida; Keene, Adam; Eisen, Lewis Ari

2017-04-01

Situation awareness has been defined as the perception of the elements in the environment within volumes of time and space, the comprehension of their meaning, and the projection of their status in the near future. Intensivists often make time-sensitive critical decisions, and loss of situation awareness can lead to errors. It has been shown that simulation-based training is superior to lecture-based training for some critical scenarios. Because the methods of training to improve situation awareness have not been well studied in the medical field, we compared the impact of simulation vs. lecture training using the Situation Awareness Global Assessment Technique (SAGAT) score. To identify an effective method for teaching situation awareness. We randomly assigned 17 critical care fellows to simulation vs. lecture training. Training consisted of eight cases on airway management, including topics such as elevated intracranial pressure, difficult airway, arrhythmia, and shock. During the testing scenario, at random times between 4 and 6 minutes into the simulation, the scenario was frozen, and the screens were blanked. Respondents then completed the 28 questions on the SAGAT scale. Sample items were categorized as Perception, Projection, and Comprehension of the situation. Results were analyzed using SPSS Version 21. Eight fellows from the simulation group and nine from the lecture group underwent simulation testing. Sixty-four SAGAT scores were recorded for the simulation group and 48 scores were recorded for the lecture group. The mean simulation vs. lecture group SAGAT score was 64.3 ± 10.1 (SD) vs. 59.7 ± 10.8 (SD) (P = 0.02). There was also a difference in the median Perception ability between the simulation vs. lecture groups (61.1 vs. 55.5, P = 0.01). There was no difference in the median Projection and Comprehension scores between the two groups (50.0 vs. 50.0, P = 0.92, and 83.3 vs. 83.3, P = 0.27). We found a significant, albeit

Computer-based auditory phoneme discrimination training improves speech recognition in noise in experienced adult cochlear implant listeners.

PubMed

Schumann, Annette; Serman, Maja; Gefeller, Olaf; Hoppe, Ulrich

2015-03-01

Specific computer-based auditory training may be a useful completion in the rehabilitation process for cochlear implant (CI) listeners to achieve sufficient speech intelligibility. This study evaluated the effectiveness of a computerized, phoneme-discrimination training programme. The study employed a pretest-post-test design; participants were randomly assigned to the training or control group. Over a period of three weeks, the training group was instructed to train in phoneme discrimination via computer, twice a week. Sentence recognition in different noise conditions (moderate to difficult) was tested pre- and post-training, and six months after the training was completed. The control group was tested and retested within one month. Twenty-seven adult CI listeners who had been using cochlear implants for more than two years participated in the programme; 15 adults in the training group, 12 adults in the control group. Besides significant improvements for the trained phoneme-identification task, a generalized training effect was noted via significantly improved sentence recognition in moderate noise. No significant changes were noted in the difficult noise conditions. Improved performance was maintained over an extended period. Phoneme-discrimination training improves experienced CI listeners' speech perception in noise. Additional research is needed to optimize auditory training for individual benefit.

Understanding native Russian listeners' errors on an English word recognition test: model-based analysis of phoneme confusion.

PubMed

Shi, Lu-Feng; Morozova, Natalia

2012-08-01

Word recognition is a basic component in a comprehensive hearing evaluation, but data are lacking for listeners speaking two languages. This study obtained such data for Russian natives in the US and analysed the data using the perceptual assimilation model (PAM) and speech learning model (SLM). Listeners were randomly presented 200 NU-6 words in quiet. Listeners responded verbally and in writing. Performance was scored on words and phonemes (word-initial consonants, vowels, and word-final consonants). Seven normal-hearing, adult monolingual English natives (NM), 16 English-dominant (ED), and 15 Russian-dominant (RD) Russian natives participated. ED and RD listeners differed significantly in their language background. Consistent with the SLM, NM outperformed ED listeners and ED outperformed RD listeners, whether responses were scored on words or phonemes. NM and ED listeners shared similar phoneme error patterns, whereas RD listeners' errors had unique patterns that could be largely understood via the PAM. RD listeners had particular difficulty differentiating vowel contrasts /i-I/, /æ-ε/, and /ɑ-Λ/, word-initial consonant contrasts /p-h/ and /b-f/, and word-final contrasts /f-v/. Both first-language phonology and second-language learning history affect word and phoneme recognition. Current findings may help clinicians differentiate word recognition errors due to language background from hearing pathologies.

Changes in Articulator Movement Variability during Phonemic Development: A Longitudinal Study

ERIC Educational Resources Information Center

Grigos, Maria I.

2009-01-01

Purpose: The present study explored articulator movement variability during voicing contrast acquisition. The purpose was to examine whether oral articulator movement trajectories associated with the production of voiced/voiceless bilabial phonemes in children became less variable over time. Method: Jaw, lower lip, and upper lip movements were…

The Importance of Situational Awareness: A Qualitative Study of Family Members' and Nurses' Perspectives on Teaching During Family-Centered Rounds.

PubMed

Beck, Jimmy; Meyer, Rebecca; Kind, Terry; Bhansali, Priti

2015-10-01

Family-centered rounds (FCR) has become a leading model for pediatric inpatient rounding. During FCR, faculty must balance trainees' educational needs with patient care priorities. Investigators have examined trainees' views on effective teaching during FCR, but none have evaluated what family members and nurses consider to be effective teaching behaviors of attending physicians. The authors sought to explore family members' and nurses' perspectives on effective teaching behaviors during FCR. The authors conducted (2012-2013) a qualitative study of families and nurses at an academic children's hospital where FCR is the standard model for inpatient rounds. Nurses and families familiar with FCR participated in separate focus groups. The authors reviewed focus group transcripts using techniques of qualitative content analysis; they generated codes and developed categories, supported by illustrative quotations. Fifteen nurses and 13 family members participated in the focus groups. The unifying theme was that situational awareness on behalf of the attending physician is essential for FCR to be educational for all participants. The authors identified four categories of awareness-(1) cognitive factors, (2) logistics and time management, (3) physical environment, (4) emotional state-and developed a set of effective teaching strategies based on participants' comments. The findings of this study support previous work identifying effective FCR teaching strategies, but this study is the first to include the perspectives of families and nurses. The inclusion of these participants provides a framework for faculty development and training to improve the educational value of FCR.

Speech Rate Normalization and Phonemic Boundary Perception in Cochlear-Implant Users

ERIC Educational Resources Information Center

Jaekel, Brittany N.; Newman, Rochelle S.; Goupell, Matthew J.

2017-01-01

Purpose: Normal-hearing (NH) listeners rate normalize, temporarily remapping phonemic category boundaries to account for a talker's speech rate. It is unknown if adults who use auditory prostheses called cochlear implants (CI) can rate normalize, as CIs transmit degraded speech signals to the auditory nerve. Ineffective adjustment to rate…

Assessing the Effectiveness of Two Theoretically Motivated Computer-Assisted Reading Interventions in the United Kingdom: GG Rime and GG Phoneme

ERIC Educational Resources Information Center

Kyle, Fiona; Kujala, Janne; Richardson, Ulla; Lyytinen, Heikki; Goswami, Usha

2013-01-01

We report an empirical comparison of the effectiveness of two theoretically motivated computer-assisted reading interventions (CARI) based on the Finnish GraphoGame CARI: English GraphoGame Rime (GG Rime) and English GraphoGame Phoneme (GG Phoneme). Participants were 6-7-year-old students who had been identified by their teachers as being…

Pinyin Invented Spelling in Mandarin Chinese-Speaking Children With and Without Reading Difficulties.

PubMed

Ding, Yi; Liu, Ru-De; McBride, Catherine; Zhang, Dake

2015-01-01

This study examined analytical pinyin (a phonological coding system for teaching pronunciation and lexical tones of Chinese characters) skills in 54 Mandarin-speaking fourth graders by using an invented spelling instrument that tapped into syllable awareness, phoneme awareness, lexical tones, and tone sandhi in Chinese. Pinyin invented spelling was significantly correlated with Chinese character recognition and Chinese phonological awareness (i.e., syllable deletion and phoneme deletion). In comparison to good and average readers, poor readers performed significantly worse on the invented spelling task, and a difference was also found between average and good readers. To differentiate readers at different levels, the pinyin invented spelling task, which examined both segmental and suprasegmental elements, was superior to the typical phonological awareness task, which examined segments only. Within this new task, items involving tone sandhi (Chinese language changes in which the tones of words alter according to predetermined rules) were more difficult to manipulate than were those without tone sandhi. The findings suggest that this newly developed task may be optimal for tapping unique phonological and linguistic features in reading of Chinese and examining particular tonal difficulties in struggling Chinese readers. In addition, the results suggest that phonics manipulations within tasks of phonological and tonal awareness can alter their difficulty levels. © Hammill Institute on Disabilities 2014.

Do students with and without lexical retrieval weaknesses respond differently to instruction?

PubMed

Allor, J H; Fuchs, D; Mathes, P G

2001-01-01

Deficits in phonological processing are theorized to be responsible for at least some reading disabilities. A considerable amount of research demonstrates that many students can be taught one of these phonological processes-phonemic awareness. However, not all students have responded favorably to this instruction. Research has suggested that these nonresponders may be unable to retrieve phonological codes quickly from long-term memory. The purpose of this study was to examine whether such a deficiency, which we refer to as lexical retrieval weakness, blunts the effectiveness of combined phonemic awareness and decoding training. To this end, we compared the effectiveness of phonemic awareness and decoding training for students with and without severe lexical retrieval weaknesses. All students in both groups demonstrated poor phonemic awareness. The results suggested that students with relatively strong lexical retrieval skill responded more favorably to beginning reading instruction than did students with weak lexical retrieval skill. In other words, lexical retrieval weakness may influence reading development independently of the effects of phonemic awareness. Implications for instruction are discussed.

Apathy, not depressive symptoms, as a predictor of semantic and phonemic fluency task performance in stroke and transient ischemic attack.

PubMed

Fishman, Keera N; Ashbaugh, Andrea R; Lanctôt, Krista L; Cayley, Megan L; Herrmann, Nathan; Murray, Brian J; Sicard, Michelle; Lien, Karen; Sahlas, Demetrios J; Swartz, Richard H

2018-06-01

This study examined the relationship between apathy and cognition in patients with cerebrovascular disease. Apathy may result from damage to frontal subcortical circuits causing dysexecutive syndromes, but apathy is also related to depression. We assessed the ability of apathy to predict phonemic fluency and semantic fluency performance after controlling for depressive symptoms in 282 individuals with stroke and/or transient ischemic attack. Participants (N = 282) completed the Phonemic Fluency Test, Semantic Fluency Test, Center for Epidemiologic Studies Depression Scale, and Apathy Evaluation Scale. A cross-sectional correlational design was utilized. Using hierarchical linear regressions, apathy scores significantly predicted semantic fluency performance (β = -.159, p = .020), but not phonemic fluency performance (β = -.112, p = .129) after scaling scores by age and years of education and controlling for depressive symptoms. Depressive symptoms entered into the first step of both hierarchical linear regressions did not predict semantic fluency (β = -.035, p = .554) or phonemic fluency (β = -.081, p = .173). Apathy and depressive symptoms were moderately correlated, r(280) = .58, p < .001. The results of this study are consistent with research supporting a differentiation between phonemic and semantic fluency tasks, whereby phonemic fluency tasks primarily involve frontal regions, and semantic fluency tasks involve recruitment of more extended networks. The results also highlight a distinction between apathy and depressive symptoms and suggest that apathy may be a more reliable predictor of cognitive deficits than measures of mood in individuals with cerebrovascular disease. Apathy may also be more related to cognition due to overlapping motivational and cognitive frontal subcortical circuitry. Future research should explore whether treatments for apathy could be a novel target for improving cognitive outcomes after stroke.

Elegant Grapheme-Phoneme Correspondence: A Periodic Chart and Singularity Generalization Unify Decoding

ERIC Educational Resources Information Center

Gates, Louis

2018-01-01

The accompanying article introduces highly transparent grapheme-phoneme relationships embodied within a Periodic table of decoding cells, which arguably presents the quintessential transparent decoding elements. The study then folds these cells into one highly transparent but simply stated singularity generalization--this generalization unifies…

Modulating phonemic fluency performance in healthy subjects with transcranial magnetic stimulation over the left or right lateral frontal cortex.

PubMed

Smirni, Daniela; Turriziani, Patrizia; Mangano, Giuseppa Renata; Bracco, Martina; Oliveri, Massimiliano; Cipolotti, Lisa

2017-07-28

A growing body of evidence have suggested that non-invasive brain stimulation techniques, such as transcranial magnetic stimulation (TMS) and transcranial direct current stimulation (tDCS), can improve the performance of aphasic patients in language tasks. For example, application of inhibitory rTMS or tDCs over the right frontal lobe of dysphasic patients resulted in improved naming abilities. Several studies have also reported that in healthy controls (HC) tDCS application over the left prefrontal cortex (PFC) improve performance in naming and semantic fluency tasks. The aim of this study was to investigate in HC, for the first time, the effects of inhibitory repetitive TMS (rTMS) over left and right lateral frontal cortex (BA 47) on two phonemic fluency tasks (FAS or FPL). 44 right-handed HCs were administered rTMS or sham over the left or right lateral frontal cortex in two separate testing sessions, with a 24h interval, followed by the two phonemic fluency tasks. To account for possible practice effects, an additional 22 HCs were tested on only the phonemic fluency task across two sessions with no stimulation. We found that rTMS-inhibition over the left lateral frontal cortex significantly worsened phonemic fluency performance when compared to sham. In contrast, rTMS-inhibition over the right lateral frontal cortex significantly improved phonemic fluency performance when compared to sham. These results were not accounted for practice effects. We speculated that rTMS over the right lateral frontal cortex may induce plastic neural changes to the left lateral frontal cortex by suppressing interhemispheric inhibitory interactions. This resulted in an increased excitability (disinhibition) of the contralateral unstimulated left lateral frontal cortex, consequently enhancing phonemic fluency performance. Conversely, application of rTMS over the left lateral frontal cortex may induce a temporary, virtual lesion, with effects similar to those reported in left frontal

Students' performance in phonological awareness, rapid naming, reading, and writing.

PubMed

Capellini, Simone Aparecida; Lanza, Simone Cristina

2010-01-01

phonological awareness, rapid naming, reading and writing in students with learning difficulties of a municipal public school. to characterize and compare the performance of students from public schools with and without learning difficulties in phonological awareness, rapid naming, reading and writing. participants were 60 students from the 2nd to the 4th grades of municipal public schools divided into 6 groups. Each group was composed by 10 students, being 3 groups of students without learning difficulties and 3 groups with students with learning difficulties. As testing procedure phonological awareness, rapid automatized naming, oral reading and writing under dictation assessments were used. the results highlighted the better performance of students with no learning difficulties. Students with learning difficulties presented a higher ratios considering time/speed in rapid naming tasks and, consequently, lower production in activities of phonological awareness and reading and writing, when compared to students without learning difficulties. students with learning difficulties presented deficits when considering the relationship between naming and automatization skills, and among lexical access, visual discrimination, stimulus frequency use and competition in using less time for code naming, i.e. necessary for the phoneme-grapheme conversion process required in the reading and writing alphabetic system like the Portuguese language.

Fluency Training in Phoneme Blending: A Preliminary Study of Generalized Effects

ERIC Educational Resources Information Center

Martens, Brian K.; Werder, Candace S.; Hier, Bridget O.; Koenig, Elizabeth A.

2013-01-01

We examined the generalized effects of training children to fluently blend phonemes of words containing target vowel teams on their reading of trained and untrained words in lists and passages. Three second-grade students participated. A subset of words containing each of 3 target vowel teams ("aw," "oi," and "au") was trained in lists, and…

First Language Grapheme-Phoneme Transparency Effects in Adult Second Language Learning

ERIC Educational Resources Information Center

Ijalba, Elizabeth; Obler, Loraine K.

2015-01-01

The Spanish writing system has consistent grapheme-to-phoneme correspondences (GPC), rendering it more transparent than English. We compared first-language (L1) orthographic transparency on how monolingual English- and Spanish-readers learned a novel writing system with a 1:1 (LT) and a 1:2 (LO) GPC. Our dependent variables were learning time,…

Interaction between Phonemic Abilities and Syllable Congruency Effect in Young Readers

ERIC Educational Resources Information Center

Chetail, Fabienne; Mathey, Stephanie

2013-01-01

This study investigated whether and to what extent phonemic abilities of young readers (Grade 5) influence syllabic effects in reading. More precisely, the syllable congruency effect was tested in the lexical decision task combined with masked priming in eleven-year-old children. Target words were preceded by a pseudo-word prime sharing the first…

Phonemic carryover perseveration: word blends.

PubMed

Buckingham, Hugh W; Christman, Sarah S

2004-11-01

This article will outline and describe the aphasic disorder of recurrent perseveration and will demonstrate how it interacts with the retrieval and production of spoken words in the language of fluent aphasic patients who have sustained damage to the left (dominant) posterior temporoparietal lobe. We will concentrate on the various kinds of sublexical segmental perseverations (the so-called phonemic carryovers of Santo Pietro and Rigrodsky) that most often play a role in the generation of word blendings. We will show how perseverative blends allow the clinician to better understand the dynamics of word and syllable production in fluent aphasia by scrutinizing the "onset/rime" and "onset/superrime" constituents of monosyllabic and polysyllabic words, respectively. We will demonstrate to the speech language pathologist the importance of the trochee stress pattern and the possibility that its metrical template may constitute a structural unit that can be perseverated.

Shared Book Reading Promotes Not Only Language Development, But Also Grapheme Awareness in German Kindergarten Children

PubMed Central

Wesseling, Patricia B. C.; Christmann, Corinna A.; Lachmann, Thomas

2017-01-01

Effects of shared book reading on expressive vocabulary and grapheme awareness without letter instruction in German kindergarteners (longitudinal; N = 69, 3;0–4;8 years) were investigated. Expressive vocabulary was measured by using a standardized test; grapheme awareness was measured by asking children to identify one grapheme per trial presented amongst non-letter distractors. Two methods of shared book reading were investigated, literacy enrichment (additional books) and teacher training in shared book reading strategies, both without explicit letter instruction. Whereas positive effects of shared book reading on expressive vocabulary were evident in numerous previous studies, the impact of shared book reading on grapheme awareness has not yet been investigated. Both methods resulted in positive effects on children’s expressive vocabulary and grapheme awareness over a period of 6 months. Thus, early shared book reading may not only be considered to be a tool for promoting the development of expressive vocabulary, but also for implicit acquisition of grapheme awareness. The latter is considered an important precondition required for the explicit learning of grapheme–phoneme conversion rules (letter knowledge). PMID:28377732

Shared Book Reading Promotes Not Only Language Development, But Also Grapheme Awareness in German Kindergarten Children.

PubMed

Wesseling, Patricia B C; Christmann, Corinna A; Lachmann, Thomas

2017-01-01

Effects of shared book reading on expressive vocabulary and grapheme awareness without letter instruction in German kindergarteners (longitudinal; N = 69, 3;0-4;8 years) were investigated. Expressive vocabulary was measured by using a standardized test; grapheme awareness was measured by asking children to identify one grapheme per trial presented amongst non-letter distractors. Two methods of shared book reading were investigated, literacy enrichment (additional books) and teacher training in shared book reading strategies, both without explicit letter instruction. Whereas positive effects of shared book reading on expressive vocabulary were evident in numerous previous studies, the impact of shared book reading on grapheme awareness has not yet been investigated. Both methods resulted in positive effects on children's expressive vocabulary and grapheme awareness over a period of 6 months. Thus, early shared book reading may not only be considered to be a tool for promoting the development of expressive vocabulary, but also for implicit acquisition of grapheme awareness. The latter is considered an important precondition required for the explicit learning of grapheme-phoneme conversion rules (letter knowledge).

Neural speech recognition: continuous phoneme decoding using spatiotemporal representations of human cortical activity

NASA Astrophysics Data System (ADS)

Moses, David A.; Mesgarani, Nima; Leonard, Matthew K.; Chang, Edward F.

2016-10-01

Objective. The superior temporal gyrus (STG) and neighboring brain regions play a key role in human language processing. Previous studies have attempted to reconstruct speech information from brain activity in the STG, but few of them incorporate the probabilistic framework and engineering methodology used in modern speech recognition systems. In this work, we describe the initial efforts toward the design of a neural speech recognition (NSR) system that performs continuous phoneme recognition on English stimuli with arbitrary vocabulary sizes using the high gamma band power of local field potentials in the STG and neighboring cortical areas obtained via electrocorticography. Approach. The system implements a Viterbi decoder that incorporates phoneme likelihood estimates from a linear discriminant analysis model and transition probabilities from an n-gram phonemic language model. Grid searches were used in an attempt to determine optimal parameterizations of the feature vectors and Viterbi decoder. Main results. The performance of the system was significantly improved by using spatiotemporal representations of the neural activity (as opposed to purely spatial representations) and by including language modeling and Viterbi decoding in the NSR system. Significance. These results emphasize the importance of modeling the temporal dynamics of neural responses when analyzing their variations with respect to varying stimuli and demonstrate that speech recognition techniques can be successfully leveraged when decoding speech from neural signals. Guided by the results detailed in this work, further development of the NSR system could have applications in the fields of automatic speech recognition and neural prosthetics.

Possible Pedagogical Applications of a Talking Computer Terminal for the French-Speaking Blind to Foreign Language Teaching.

ERIC Educational Resources Information Center

Trescases, Pierre

A computer system developed as a database access facilitator for the blind is found to have application to foreign language instruction, specifically in teaching French to speakers of English. The computer is programmed to translate symbols from the International Phonetic Alphabet (IPA) into appropriate phonemes for whatever language is being…

Neural Correlates in the Processing of Phoneme-Level Complexity in Vowel Production

ERIC Educational Resources Information Center

Park, Haeil; Iverson, Gregory K.; Park, Hae-Jeong

2011-01-01

We investigated how articulatory complexity at the phoneme level is manifested neurobiologically in an overt production task. fMRI images were acquired from young Korean-speaking adults as they pronounced bisyllabic pseudowords in which we manipulated phonological complexity defined in terms of vowel duration and instability (viz., COMPLEX:…

A Study on the Effect of a Program Teaching Healthy Sexuality Values on Adolescent Sexual Awareness and Sexual Behavior

ERIC Educational Resources Information Center

Moon, Sang Huy

2013-01-01

This study was conducted to explore the effectiveness of a program teaching healthy sexuality values on adolescent sexual awareness and sexual behavior. For this study, the present researcher, along with two other professors, developed a 4-h program on 4 different subjects, and conducted the full education program through four different 4-h…

Transcranial direct current stimulation over Broca's region improves phonemic and semantic fluency in healthy individuals.

PubMed

Cattaneo, Z; Pisoni, A; Papagno, C

2011-06-02

Previous studies have demonstrated that transcranial direct current stimulation (tDCS) can be proficiently used to modulate attentional and cognitive functions. For instance, in the language domain there is evidence that tDCS can fasten picture naming in both healthy individuals and aphasic patients, or improve grammar learning. In this study, we investigated whether tDCS can be used to increase healthy subjects' performance in phonemic and semantic fluency tasks, that are typically used in clinical assessment of language. Ten healthy individuals performed a semantic and a phonemic fluency task following anodal tDCS applied over Broca's region. Each participant underwent a real and a sham tDCS session. Participants were found to produce more words following real anodal tDCS both in the phonemic and in the semantic fluency. Control experiments ascertained that this finding did not depend upon unspecific effects of tDCS over levels of general arousal or attention or upon participants' expectations. These data confirm the efficacy of tDCS in transiently improving language functions by showing that anodal stimulation of Broca's region can enhance verbal fluency. Implications of these results for the treatment of language functions in aphasia are considered. Copyright © 2011 IBRO. Published by Elsevier Ltd. All rights reserved.

Word segmentation in phonemically identical and prosodically different sequences using cochlear implants: A case study.

PubMed

Basirat, Anahita

2017-01-01

Cochlear implant (CI) users frequently achieve good speech understanding based on phoneme and word recognition. However, there is a significant variability between CI users in processing prosody. The aim of this study was to examine the abilities of an excellent CI user to segment continuous speech using intonational cues. A post-lingually deafened adult CI user and 22 normal hearing (NH) subjects segmented phonemically identical and prosodically different sequences in French such as 'l'affiche' (the poster) versus 'la fiche' (the sheet), both [lafiʃ]. All participants also completed a minimal pair discrimination task. Stimuli were presented in auditory-only and audiovisual presentation modalities. The performance of the CI user in the minimal pair discrimination task was 97% in the auditory-only and 100% in the audiovisual condition. In the segmentation task, contrary to the NH participants, the performance of the CI user did not differ from the chance level. Visual speech did not improve word segmentation. This result suggests that word segmentation based on intonational cues is challenging when using CIs even when phoneme/word recognition is very well rehabilitated. This finding points to the importance of the assessment of CI users' skills in prosody processing and the need for specific interventions focusing on this aspect of speech communication.

Phoneme Error Pattern by Heritage Speakers of Spanish on an English Word Recognition Test.

PubMed

Shi, Lu-Feng

2017-04-01

Heritage speakers acquire their native language from home use in their early childhood. As the native language is typically a minority language in the society, these individuals receive their formal education in the majority language and eventually develop greater competency with the majority than their native language. To date, there have not been specific research attempts to understand word recognition by heritage speakers. It is not clear if and to what degree we may infer from evidence based on bilingual listeners in general. This preliminary study investigated how heritage speakers of Spanish perform on an English word recognition test and analyzed their phoneme errors. A prospective, cross-sectional, observational design was employed. Twelve normal-hearing adult Spanish heritage speakers (four men, eight women, 20-38 yr old) participated in the study. Their language background was obtained through the Language Experience and Proficiency Questionnaire. Nine English monolingual listeners (three men, six women, 20-41 yr old) were also included for comparison purposes. Listeners were presented with 200 Northwestern University Auditory Test No. 6 words in quiet. They repeated each word orally and in writing. Their responses were scored by word, word-initial consonant, vowel, and word-final consonant. Performance was compared between groups with Student's t test or analysis of variance. Group-specific error patterns were primarily descriptive, but intergroup comparisons were made using 95% or 99% confidence intervals for proportional data. The two groups of listeners yielded comparable scores when their responses were examined by word, vowel, and final consonant. However, heritage speakers of Spanish misidentified significantly more word-initial consonants and had significantly more difficulty with initial /p, b, h/ than their monolingual peers. The two groups yielded similar patterns for vowel and word-final consonants, but heritage speakers made significantly

Differential Prefrontal and Frontotemporal Oxygenation Patterns during Phonemic and Semantic Verbal Fluency

ERIC Educational Resources Information Center

Tupak, Sara V.; Badewien, Meike; Dresler, Thomas; Hahn, Tim; Ernst, Lena H.; Herrmann, Martin J.; Fallgatter, Andreas J.; Ehlis, Ann-Christine

2012-01-01

Movement artifacts are still considered a problematic issue for imaging research on overt language production. This motion-sensitivity can be overcome by functional near-infrared spectroscopy (fNIRS). In the present study, 50 healthy subjects performed a combined phonemic and semantic overt verbal fluency task while frontal and temporal cortex…

Modeling phoneme perception. II: A model of stop consonant discrimination.

PubMed

van Hessen, A J; Schouten, M E

1992-10-01

Combining elements from two existing theories of speech sound discrimination, dual process theory (DPT) and trace context theory (TCT), a new theory, called phoneme perception theory, is proposed, consisting of a long-term phoneme memory, a context-coding memory, and a trace memory, each with its own time constants. This theory is tested by means of stop-consonant discrimination data in which interstimulus interval (ISI; values of 100, 300, and 2000 ms) is an important variable. It is shown that discrimination in which labeling plays an important part (2IFC and AX between category) benefits from increased ISI, whereas discrimination in which only sensory traces are compared (AX within category), decreases with increasing ISI. The theory is also tested on speech discrimination data from the literature in which ISI is a variable [Pisoni, J. Acoust. Soc. Am. 36, 277-282 (1964); Cowan and Morse, J. Acoust. Soc. Am. 79, 500-507 (1986)]. It is concluded that the number of parameters in trace context theory is not sufficient to account for most speech-sound discrimination data and that a few additional assumptions are needed, such as a form of sublabeling, in which subjects encode the quality of a stimulus as a member of a category, and which requires processing time.

Evolution of phonemic word fluency performance in post-stroke aphasia.

PubMed

Sarno, Martha Taylor; Postman, Whitney Anne; Cho, Young Susan; Norman, Robert G

2005-01-01

In this longitudinal study, quantitative and qualitative changes in responses of people with aphasia were examined on a phonemic fluency task. Eighteen patients were tested at 3-month intervals on the letters F-A-S while they received comprehensive, intensive treatment from 3 to 12 months post-stroke. They returned for a follow-up evaluation at an average of 10 months post-intervention. Mean group scores improved significantly from beginning to end of treatment, but declined post-intervention. Patients produced a significantly greater number and proportion of modifiers (adjectives and adverbs) between the beginning and end of treatment, with no decline afterwards, implying that they had access to a wider range of grammatical categories over time. Moreover, patients used significantly more phonemic clusters in generating word lists by the end of treatment. These gains may be attributed to the combined effects of time since onset and the linguistic and cognitive stimulation that patients received in therapy. Readers of this paper should (1) gain a better understanding of verbal fluency performance in the assessment of aphasia, (2) recognize the importance of analyzing qualitative aspects of single word production in aphasia, and (3) contribute to their clinical judgment of long term improvement in aphasia.

Phoneme Monitoring in Silent Naming and Perception in Adults Who Stutter

ERIC Educational Resources Information Center

Sasisekaran, Jayanthi; De Nil, Luc F.

2006-01-01

The present study investigated phonological encoding skills in persons who stutter (PWS). Participants were 10 PWS (M=31.8 years, S.D.=5.9) matched for age, gender, and handedness with 12 persons who do not stutter (PNS) (M=24.3 years, S.D.=4.3). The groups were compared in a phoneme monitoring task performed during silent picture naming. The…

Lessons learned from a rigorous peer-review process for building the Climate Literacy and Energy Awareness (CLEAN) collection of high-quality digital teaching materials

NASA Astrophysics Data System (ADS)

Gold, A. U.; Ledley, T. S.; McCaffrey, M. S.; Buhr, S. M.; Manduca, C. A.; Niepold, F.; Fox, S.; Howell, C. D.; Lynds, S. E.

2010-12-01

The topic of climate change permeates all aspects of our society: the news, household debates, scientific conferences, etc. To provide students with accurate information about climate science and energy awareness, educators require scientifically and pedagogically robust teaching materials. To address this need, the NSF-funded Climate Literacy & Energy Awareness Network (CLEAN) Pathway has assembled a new peer-reviewed digital collection as part of the National Science Digital Library (NSDL) featuring teaching materials centered on climate and energy science for grades 6 through 16. The scope and framework of the collection is defined by the Essential Principles of Climate Science (CCSP 2009) and a set of energy awareness principles developed in the project. The collection provides trustworthy teaching materials on these socially relevant topics and prepares students to become responsible decision-makers. While a peer-review process is desirable for curriculum developer as well as collection builder to ensure quality, its implementation is non-trivial. We have designed a rigorous and transparent peer-review process for the CLEAN collection, and our experiences provide general guidelines that can be used to judge the quality of digital teaching materials across disciplines. Our multi-stage review process ensures that only resources with teaching goals relevant to developing climate literacy and energy awareness are considered. Each relevant resource is reviewed by two individuals to assess the i) scientific accuracy, ii) pedagogic effectiveness, and iii) usability/technical quality. A science review by an expert ensures the scientific quality and accuracy. Resources that pass all review steps are forwarded to a review panel of educators and scientists who make a final decision regarding inclusion of the materials in the CLEAN collection. Results from the first panel review show that about 20% (~100) of the resources that were initially considered for inclusion

The Role of Hypercorrection in the Acquisition of L2 Phonemic Contrasts

ERIC Educational Resources Information Center

Eckman, Fred R.; Iverson, Gregory K.; Song, Jae Yung

2013-01-01

This article reports empirical findings from an ongoing investigation into the acquisition of second-language (L2) phonemic contrasts. Specifically, we consider the status and role of the phenomenon of hypercorrection in the various stages through which L2 learners develop and internalize a target language (TL) contrast. We adopt the prevailing…

Contemporary Issues in Phoneme Production by Hearing-Impaired Persons: Physiological and Acoustic Aspects.

ERIC Educational Resources Information Center

McGarr, Nancy S.; Whitehead, Robert

1992-01-01

This paper on physiologic correlates of speech production in children and youth with hearing impairments focuses specifically on the production of phonemes and includes data on respiration for speech production, phonation, speech aerodynamics, articulation, and acoustic analyses of speech by hearing-impaired persons. (Author/DB)

Critical Language Awareness in Pedagogic Context

ERIC Educational Resources Information Center

Ali, Shamim

2011-01-01

This study was designed to investigate the significance of developing students' critical language awareness through explicit teaching methodology of some procedures of critical discourse analysis. The researcher integrated critical activities into her teaching and students' learning process. The study was planned prudently to discover the…

Teaching Environmental Awareness in Mathematics

ERIC Educational Resources Information Center

Jianguo, Mao

2004-01-01

This article is all about the integration of environmental education to the middle school mathematics in China. To raise environmental awareness and improve environmental quality, environmental education is a must. Environment-related materials can be found in middle school algebra and geometry textbooks. In order to provide environmental…

The Effect of Teaching Vocabulary through Semantic Mapping on EFL Learners' Awareness of the Affective Dimensions of Deep Vocabulary Knowledge

ERIC Educational Resources Information Center

Nilforoushan, Somayeh

2012-01-01

This study focused on the effect of teaching vocabulary through semantic mapping on the awareness of two affective dimensions, evaluation and potency dimensions of deep vocabulary knowledge as well as the general vocabulary knowledge of EFL students. Sixty intermediate EFL female adult learners participated in this study; they were chosen among 90…

Raising the awareness of ethics in IT students: Further development of the teaching model

DOE Office of Scientific and Technical Information (OSTI.GOV)

Dick, G.

1994-12-31

The question of ethics of Information Technology Professionals is one that gets considerable attention in both the popular press and some academic literature. There have been occasional calls for undergraduate courses to include the topic in the curriculum. Most schools do so. In many cases students, particularly undergraduate students, have only a vague notion of some of the business issues involved and the professional bodies` published codes off ethics make for fairly dry classroom material. In 1989, Dan Couger discussed teaching ethics in an IS environment. This paper takes the approach outlined by Couger, essentially personalising the issues, a stepmore » further by drawing on input from leading IT practitioners. The approach in the School of IS at the University of New South Wales incorporates the suggestions contained in several recent publications, calling for management to take the lead in setting ethical standards, providing current advice to students and developing the existing ethical awareness of the students. The paper gives a review of current literature in the area and gives details of the teaching methodology adopted.« less

The Recognition of Words from Phonemes in Continuous Speech.

DTIC Science & Technology

1981-12-01

C A BAKER UNCLASSIFIED AFIT/GE/EE/810ŝ NL EEEEEEIIEEEEI EEEEEEEEEEEEEE EEEEIIEEEIIEI IIIEEEEIIEIIEE EIEEEEEEEEIIEE IIIEIIEEEEEEEE r- ~. 7 c ~ F IVV...82 06 16 011 AFIT/GE/EE/ 81 D -9 THE RECOGNITION OF WORDS FROM PHONEMES IN CONTINUOUS SPEECH THESIS AFIT/GE/EE/81D-9 Claude A. Baker Captain USAF...33. OU Qbey 14. ZX zoo 34. UX foot 15. SH 5h e 35. UU b.Qt 16. ZH azure 36. UH up 17. MX me 37. UH about 18. NX no 38. ER woQrd 19. NG sinkg 39. XX NA

Assessment of Arabic phonological awareness and its relation to word reading ability.

PubMed

Abou-Elsaad, Tamer; Ali, Rawhia; Abd El-Hamid, Haidy

2016-12-01

Phonological awareness (PA) is one of the most important components in the development of normal reading ability. It refers to the ability to detect and manipulate the sound structure of words independently of their meaning. The current study aimed to assess Arabic PA skills and the relation to word reading abilities in Egyptian Arabic-speaking children. The designed assessment was applied to 80 typically developing children, divided into two subgroups ranging in age from 5 years 6 months to 8 years 6 months. The design of assessment involved six PA tasks covering three levels: rhyme awareness, syllabic awareness, and phonemic awareness, as well as the assessment of reading abilities that include real word and nonsense word reading tasks. Descriptive statistics (mean, standard deviation), Student's t tests, and Pearson correlation coefficient tests were used to analyze the data. The reliability of the test was proven using the test-retest procedure. Validity of the test was estimated through internal consistency validity. The results revealed that the Arabic PA assessment test (APAAT) proved to be a reliable and valid tool for assessing Arabic reading skills. Findings from the study provided important insights into the developmental patterns of Arabic PA. In addition, the findings revealed a strong relationship between phonological awareness skills and the proficiency in word reading abilities in Arabic school-aged children.

Structure of Preschool Phonological Sensitivity: Overlapping Sensitivity to Rhyme, Words, Syllables, and Phonemes.

ERIC Educational Resources Information Center

Anthony, Jason L.; Lonigan, Christopher J.; Burgess, Stephen R.; Driscoll, Kimberly; Phillips, Beth M.; Cantor, Brenlee G.

2002-01-01

This study examined relations among sensitivity to words, syllables, rhymes, and phonemes in older and younger preschoolers. Confirmatory factor analyses found that a one-factor model best explained the date from both groups of children. Only variance common to all phonological sensitivity skills was related to print knowledge and rudimentary…

Diversity Awareness for K-6 Teachers: The Impact on Student Learning

ERIC Educational Resources Information Center

McLeod, Rona Leach

2011-01-01

"Diversity Awareness for K-6 Teachers: The Impact on Student Learning" is a resource guide for elementary teachers and college-level student teachers for teaching diversity awareness across the various areas of content. It contains many exciting activities teachers can use to enhance learning while making learning and teaching fun and exciting.…

Functional connectivity in resting state as a phonemic fluency ability measure.

PubMed

Miró-Padilla, Anna; Bueichekú, Elisenda; Ventura-Campos, Noelia; Palomar-García, María-Ángeles; Ávila, César

2017-03-01

There is some evidence that functional connectivity (FC) measures obtained at rest may reflect individual differences in cognitive capabilities. We tested this possibility by using the FAS test as a measure of phonemic fluency. Seed regions of the main brain areas involved in this task were extracted from meta-analysis results (Wagner et al., 2014) and used for pairwise resting-state FC analysis. Ninety-three undergraduates completed the FAS test outside the scanner. A correlation analysis was conducted between the F-A-S scores (behavioral testing) and the pairwise FC pattern of verbal fluency regions of interest. Results showed that the higher FC between the thalamus and the cerebellum, and the lower FCs between the left inferior frontal gyrus and the right insula and between the supplementary motor area and the right insula were associated with better performance on the FAS test. Regression analyses revealed that the first two FCs contributed independently to this better phonemic fluency, reflecting a more general attentional factor (FC between thalamus and cerebellum) and a more specific fluency factor (FC between the left inferior frontal gyrus and the right insula). The results support the Spontaneous Trait Reactivation hypothesis, which explains how resting-state derived measures may reflect individual differences in cognitive abilities. Copyright © 2017 Elsevier Ltd. All rights reserved.

Behavioral and Electrophysiological Evidence for the Impact of Regional Variation on Phoneme Perception

ERIC Educational Resources Information Center

Brunelliere, Angele; Dufour, Sophie; Nguyen, Noel; Frauenfelder, Ulrich Hans

2009-01-01

This event-related potential (ERP) study examined the impact of phonological variation resulting from a vowel merger on phoneme perception. The perception of the /e/-/[epsilon]/ contrast which does not exist in Southern French-speaking regions, and which is in the process of merging in Northern French-speaking regions, was compared to the…

Using an Online Collaborative Project between American and Chinese Students to Develop ESL Teaching Skills, Cross-Cultural Awareness and Language Skills

ERIC Educational Resources Information Center

Angelova, Maria; Zhao, Ying

2016-01-01

The purpose of this study was to explore the potential of computer-mediated communication (CMC) tools to facilitate second language acquisition and develop English as a second language (ESL) teaching skills and cultural awareness. The paper describes a collaborative online project between students from China and the USA, who communicated using the…

Teaching Spatial Awareness In Small-Sided Games

ERIC Educational Resources Information Center

Phillips, David; Hannon, James C.; Molina, Sergio

2015-01-01

This article supports the use of strategy and tactics at games stage three (how to teach basic offensive and defensive strategy using small-sided games) as a best practices in physical education. Potential learning through game stages three and four (full-sided games) is only possible when teachers have advanced content knowledge to teach the…

Neural correlates in the processing of phoneme-level complexity in vowel production.

PubMed

Park, Haeil; Iverson, Gregory K; Park, Hae-Jeong

2011-12-01

We investigated how articulatory complexity at the phoneme level is manifested neurobiologically in an overt production task. fMRI images were acquired from young Korean-speaking adults as they pronounced bisyllabic pseudowords in which we manipulated phonological complexity defined in terms of vowel duration and instability (viz., COMPLEX: /tiɯi/ > MID-COMPLEX: /tiye/ > SIMPLE: /tii/). Increased activity in the left inferior frontal gyrus (Brodmann Areas (BA) 44 and 47), supplementary motor area and anterior insula was observed for the articulation of COMPLEX sequences relative to MID-COMPLEX; this was the case with the articulation of MID-COMPLEX relative to SIMPLE, except that the pars orbitalis (BA 47) was dominantly identified in the Broca's area. The differentiation indicates that phonological complexity is reflected in the neural processing of distinct phonemic representations, both by recruiting brain regions associated with retrieval of phonological information from memory and via articulatory rehearsal for the production of COMPLEX vowels. In addition, the finding that increased complexity engages greater areas of the brain suggests that brain activation can be a neurobiological measure of articulo-phonological complexity, complementing, if not substituting for, biomechanical measurements of speech motor activity. 2011 Elsevier Inc. All rights reserved.

A questionnaire survey on forensic odontology: Are we really aware?

PubMed Central

Sahni, Ankita; Rehani, Shweta; Mathias, Yulia; Kardam, Priyanka; Nagpal, Ruchi; Kumari, Rashmi

2016-01-01

Introduction: The role of a dentist is not only to examine and treat the oral diseases but also to assist the legal authorities by means of its branch—forensic odontology. Through forensic odontology, a dentist plays a very important role in crime investigation of any type. Objective: To analyze the knowledge, awareness, and interest of forensic odontology among the dental teaching staff who are working in the dental colleges within the Delhi NCR. Materials and Methods: A questionnaire of 12 questions (both open-ended and close-ended) was prepared and the survey was conducted with 200 dental teaching staff. Results: A sufficient knowledge but poor awareness and interest among the dental teaching staff was observed. Conclusion: The study highlighted that although dental teaching staff themselves have sound knowledge regarding forensic odontology, their awareness and interest need to be upgraded on a regular basis. The success of acquiring such extensive knowledge would be valid if better job opportunities in these fields would be increased. PMID:27555736

Investigating the Phonological Similarity Effect: Syllable Structure and the Position of Common Phonemes

ERIC Educational Resources Information Center

Nimmo, Lisa M.; Roodenrys, Steven

2004-01-01

The aim of the present research was to determine whether the effect that phonological similarity has on immediate serial recall is influenced by the consistency and position of phonemes within words. In comparison to phonologically dissimilar lists, when the stimulus lists rhyme there is a facilitative effect on the recall of item information and…

Error Variability and the Differentiation between Apraxia of Speech and Aphasia with Phonemic Paraphasia

ERIC Educational Resources Information Center

Haley, Katarina L.; Jacks, Adam; Cunningham, Kevin T.

2013-01-01

Purpose: This study was conducted to evaluate the clinical utility of error variability for differentiating between apraxia of speech (AOS) and aphasia with phonemic paraphasia. Method: Participants were 32 individuals with aphasia after left cerebral injury. Diagnostic groups were formed on the basis of operationalized measures of recognized…

Phonological Processing of Second Language Phonemes: A Selective Deficit in a Bilingual Aphasic.

ERIC Educational Resources Information Center

Eviatar, Zohar; Leikin, Mark; Ibrahim, Raphiq

1999-01-01

A case study of a Russian-Hebrew bilingual woman with transcortical sensory aphasia showed that overall, aphasic symptoms were similar in the two languages, with Hebrew somewhat more impaired. The woman revealed a difference in her ability to perceive phonemes in the context of Hebrew words that depended on whether they were presented in a Russian…

Interoceptive Awareness Skills for Emotion Regulation: Theory and Approach of Mindful Awareness in Body-Oriented Therapy (MABT).

PubMed

Price, Cynthia J; Hooven, Carole

2018-01-01

Emotion regulation involves a coherent relationship with the self, specifically effective communication between body, mind, and feelings. Effective emotion regulation involves the ability to accurately detect and evaluate cues related to physiological reactions to stressful events, accompanied by appropriate regulation strategies that temper and influence the emotional response. There is compelling evidence demonstrating links between poor or disrupted awareness of sensory information, or interoceptive awareness, and difficulties with emotion regulation. This paper presents a framework, based on psychological and neurobiological research, for understanding how interoceptive awareness facilitates regulation and an integrated sense of self, and thus contributes to health and well-being. A mind-body therapeutic approach called mindful awareness in body-oriented therapy (MABT), uniquely designed to teach fundamental skills of interoceptive awareness, is described. MABT develops the distinct interoceptive awareness capacities of identifying, accessing, and appraising internal bodily signals that are identified in physiological models as the critical components of interoception for emotion regulation. The explanatory model is that the development of these key interoceptive capacities improves sensory (physical and emotional) awareness, reduces distress, and improves regulation. Strategies for teaching and learning interoceptive awareness are not well-developed in mindfulness or psychotherapeutic approaches, particularly important for people who may have difficulty attending to interoceptive awareness due to stress, chronic pain or trauma. To address this issue, MABT provides an individualized protocol for scaffolding interoceptive awareness through a combination of psychoeducation and somatic approaches explicitly addressing difficulties with interoceptive processing. Clinical vignettes are included to provide exemplars of this approach and to highlight key components of

Fostering sustainability: A qualitative interview study exploring how educators work to cultivate nature awareness in young children

NASA Astrophysics Data System (ADS)

Keller, Rebecca A.

The purpose of this study is to examine how educators are working to foster sustainability through cultivating nature awareness in young children. Data were collected in the form of qualitative semi-structured interviews, which were analyzed using descriptive and deductive coding methods. Findings were viewed through the lens of critical pedagogy and the methods and models of teaching for nature awareness, which included ecological literacy, place based education, and education for sustainable development. There were five major themes and findings that emerged from the interviews with the participants in this study: terms and definitions used, personal stories, strategies for teaching nature awareness and sustainability, barriers, and current issues. This study may benefit those wishing to begin or continue to foster sustainability through teaching nature awareness. The literature review presented in the study aims to address the gap between the practice and pedagogy in teaching for nature awareness and sustainability. Keywords: teaching, nature awareness, sustainability, educators, young children, elementary, preschool, school, natural world, ecological literacy, place-based education, education for sustainable development, critical pedagogy

Performance of Brazilian children on phonemic and semantic verbal fluency tasks

PubMed Central

Charchat-Fichman, Helenice; Oliveira, Rosinda Martins; da Silva, Andreza Morais

2011-01-01

The most used verbal fluency paradigms are semantic and letter fluency tasks. Studies suggest that these paradigms access semantic memory and executive function and are sensitive to frontal lobe disturbances. There are few studies in Brazilian samples on these paradigms. Objective The present study investigated performance, and the effects of age, on verbal fluency tasks in Brazilian children. The results were compared with those of other studies, and the consistency of the scoring criteria data is presented. Methods A sample of 119 children (7 to 10 years old) was submitted to the three phonemic fluency (F, A, M) tasks and three semantic fluency (animals, clothes, fruits) tasks. The results of thirty subjects were scored by two independent examiners. Results A significant positive correlation was found between the scores calculated by the two independent examiners. Significant positive correlations were found between performance on the semantic fluency task and the phonemic fluency task. The effect of age was significant for both tasks, and a significant difference was found between the 7- and 9-year-old subjects and between the 7- and 10-year-old subjects. The 8-year-old group did not differ to any of the other age groups. Conclusion The pattern of results was similar to that observed in previous Brazilian and international studies. PMID:29213727

A cross-sectional study of biotechnology awareness and teaching in European high schools.

PubMed

Vanderschuren, Hervé; Heinzmann, Dominik; Faso, Carmen; Stupak, Martin; Arga, Kazim Yalçin; Hoerzer, Helen; Laizet, Yech'an; Leduchowska, Paulina; Silva, Nádia; Simková, Klára

2010-12-31

Undoubtedly, biotechnology has a tremendous impact on our daily lives. As a result of this and in parallel to the advancement of knowledge in this field of applied research, consumer awareness of the potential benefits and risks of this technology has steadily increased, leading to a thorough investigation of the public perception of biotechnology in the past years. Indeed, it has become clear that it is in the general interest of science and especially of applied research to inform the public of its advances. A promising next step is to strengthen biotechnology communication in scholastic institutions. In this paper, we investigate the perception of biotechnology in a specific target group, namely high-school students in the 16-20-year-old age range. We conducted a questionnaire-based survey on a total of 1410 students in six European countries to investigate students' perception, concern, scientific knowledge, and awareness. Our data revealed some unexpected patterns of acceptance and concern about biotechnology. Knowledge analysis indicated that pupils lack specific knowledge about biotechnological applications and their interest in biotechnology appeared to be linked to knowledge. Analysis of specific questions about teaching practices at schools suggests that a better targeted choice in media as vehicles for information together with selected speakers could be instrumental in increasing students' interest in science and more specifically in biotechnology. Copyright © 2010 Elsevier B.V. All rights reserved.

Nonword Repetition and Phoneme Elision in Adults Who Do and Do Not Stutter

ERIC Educational Resources Information Center

Byrd, Courtney T.; Vallely, Megann; Anderson, Julie D.; Sussman, Harvey

2012-01-01

The purpose of the present study was to explore the phonological working memory of adults who stutter through the use of a non-word repetition and a phoneme elision task. Participants were 14 adults who stutter (M = 28 years) and 14 age/gender matched adults who do not stutter (M = 28 years). For the non-word repetition task, the participants had…

Poor Phonemic Discrimination Does Not Underlie Poor Verbal Short-Term Memory in Down Syndrome

ERIC Educational Resources Information Center

Purser, Harry R. M.; Jarrold, Christopher

2013-01-01

Individuals with Down syndrome tend to have a marked impairment of verbal short-term memory. The chief aim of this study was to investigate whether phonemic discrimination contributes to this deficit. The secondary aim was to investigate whether phonological representations are degraded in verbal short-term memory in people with Down syndrome…

Phonological Competition within the Word: Evidence from the Phoneme Similarity Effect in Spoken Production

ERIC Educational Resources Information Center

Cohen-Goldberg, Ariel M.

2012-01-01

Theories of spoken production have not specifically addressed whether the phonemes of a word compete with each other for selection during phonological encoding (e.g., whether /t/ competes with /k/ in cat). Spoken production theories were evaluated and found to fall into three classes, theories positing (1) no competition, (2) competition among…

Learning of a Formation Principle for the Secondary Phonemic Function of a Syllabic Orthography

ERIC Educational Resources Information Center

Fletcher-Flinn, Claire M.; Thompson, G. Brian; Yamada, Megumi; Meissel, Kane

2014-01-01

It has been observed in Japanese children learning to read that there is an early and rapid shift from exclusive reading of hiragana as syllabograms to the dual-use convention in which some hiragana also represent phonemic elements. Such rapid initial learning appears contrary to the standard theories of reading acquisition that require…

Level of awareness about legalization of abortion in Nepal: a study at Nepal Medical College Teaching Hospital.

PubMed

Tuladhar, H; Risal, A

2010-06-01

World Health Organization (WHO) estimates that about 25.0% of all pregnancies worldwide end in induced abortion, approximately 50 million each year. More than half of these abortions are performed under unsafe conditions resulting in high maternal mortality ratio specially in developing countries like Nepal. Abortion was legalized under specified conditions in March 2002 in Nepal. But still a large proportion of population are unaware of the legalization and the conditions under which it is permitted. Legal reform alone cannot reduce abortion related deaths in our country. This study was undertaken with the main objective to study the level of awareness about legalization of abortion in women attending gyne out patients department of Nepal Medical College Teaching Hospital (NMCTH), which will give a baseline knowledge for further dissemination and advocacy about abortion law. Total 200 women participated in the study. Overall 133 (66.5%) women said they were aware of legalization of abortion in Nepal. Women of age group 20-34 years, urban residents, service holders, Brahmin/Chhetri caste and with higher education were more aware about it. Majority (92.0%) of the women received information from the media. Detail knowledge about legal conditions under which abortion can be performed specially in second trimester was found to be poor. Large proportion (71.0%) of the women were still unaware of the availability of comprehensive abortion care services at our hospital, which is being provided since last seven years. Public education and advocacy campaigns are crucial to create awareness about the new legislation and availability of services. Unless the advocacy and awareness campaign reaches women, they are not likely to benefit from the legal reform and services.

Pronounceability: a measure of language samples based on children's mastery of the phonemes employed in them.

PubMed

Whissell, Cynthia

2003-06-01

56 samples (n > half a million phonemes) of names (e.g., men's, women's jets'), song lyrics (e.g., Paul Simon's, rap, Beatles'), poems (frequently anthologized English poems), and children's materials (books directed at children ages 3-10 years) were used to study a proposed new measure of English language samples--Pronounceability-based on children's mastery of some phonemes in advance of others. This measure was provisionally equated with greater "youthfulness" and "playfulness" in language samples and with less "maturity." Findings include the facts that women's names were less pronounceable than men's and that poetry was less pronounceable than song lyrics or children's materials. In a supplementary study, 13 university student volunteers' assessments of the youth of randomly constructed names was linearly related to how pronounceable each name was (eta = .8), providing construct validity for the interpretation of Pronounceability as a measure of Youthfulness.

Awareness and Use of Surgical Checklist among Theatre Users at Ekiti State University Teaching Hospital, Ado-Ekiti, Nigeria.

PubMed

Ogunlusi, Johnson Dare; Yusuf, Moruf Babatunde; Ogunsuyi, Popoola Sunday; Wuraola, Obafemi K; Babalola, Waheed O; Oluwadiya, Kehinde Sunday; Ajogbasile, Oduwole Olayemi

2017-01-01

Surgical checklist was introduced by the World Health Organization to reduce the number of surgical deaths and complications. During a surgical conference on "safety in surgical practice," it was noticed that the awareness and the use of surgical checklist are poor in Nigerian hospitals. This study was aimed at determining the awareness and use of surgical checklist among the theater users in our hospital, factors militating against its implementation, and make recommendations. This is a prospective study at Ekiti State University Teaching Hospital, Ado-Ekiti; questionnaires were distributed to three groups of theater users - surgeons, anesthetists, and perioperative nurses. The responses were collated by the lead researcher, entered into Microsoft Excel spreadsheet, exported, and analyzed with SPSS. Eighty-five questionnaires were distributed, 70 were returned, and 4 were discarded due to poor filling. The studied 66 comprised 40, 12, and 14 surgeons, anesthetists, and perioperative nurses, respectively. Fifty-five (83.3%) of the responders indicated awareness of the checklist but only 12 (21.8%) correctly stated that the main objective is for patients' safety and for safe surgery. Major barriers to its use include lack of training 58.2%, lack of assertiveness of staff 58.2%, and that its delays operation list 47.2%. The study demonstrated high level of awareness of surgical checklist in our hospital; however, this awareness is based on wrong premises as it is not reflected in the true aim of the checklist. Majority of the responders would want to be trained on the use of checklist despite the highlighted barriers.

Poor phonemic discrimination does not underlie poor verbal short-term memory in Down syndrome.

PubMed

Purser, Harry R M; Jarrold, Christopher

2013-05-01

Individuals with Down syndrome tend to have a marked impairment of verbal short-term memory. The chief aim of this study was to investigate whether phonemic discrimination contributes to this deficit. The secondary aim was to investigate whether phonological representations are degraded in verbal short-term memory in people with Down syndrome relative to control participants. To answer these questions, two tasks were used: a discrimination task, in which memory load was as low as possible, and a short-term recognition task that used the same stimulus items. Individuals with Down syndrome were found to perform significantly better than a nonverbal-matched typically developing group on the discrimination task, but they performed significantly more poorly than that group on the recognition task. The Down syndrome group was outperformed by an additional vocabulary-matched control group on the discrimination task but was outperformed to a markedly greater extent on the recognition task. Taken together, the results strongly indicate that phonemic discrimination ability is not central to the verbal short-term memory deficit associated with Down syndrome. Copyright © 2013 Elsevier Inc. All rights reserved.

Developing Mirror Self Awareness in Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Duff, Christine K.; Flattery, J. J., Jr.

2014-01-01

A teaching methodology and curriculum was designed to develop and increase positive self-awareness in students diagnosed with autism spectrum disorders (ASD). Joint attention (JA) strategies were first utilized to directly teach students about reflected mirror images, and then subsequently, to indirectly teach students about their reflected image.…

Assessing the Double Phonemic Representation in Bilingual Speakers of Spanish and English: An Electrophysiological Study

ERIC Educational Resources Information Center

Garcia-Sierra, Adrian; Ramirez-Esparza, Nairan; Silva-Pereyra, Juan; Siard, Jennifer; Champlin, Craig A.

2012-01-01

Event Related Potentials (ERPs) were recorded from Spanish-English bilinguals (N = 10) to test pre-attentive speech discrimination in two language contexts. ERPs were recorded while participants silently read magazines in English or Spanish. Two speech contrast conditions were recorded in each language context. In the "phonemic in English"…

The Contribution of L1 Phonemic Awareness into L2 Reading: The Case of Arab EFL Readers

ERIC Educational Resources Information Center

Alshaboul, Yousef; Asassfeh, Sahail; Alshboul, Sabri; Alodwan, Talal

2014-01-01

Cross-language transfer is the extent, if any, to which phonological awareness in L1 facilitates learning to read in L2. This has been an area of investigation wherein researchers looked into the orthographic and phonological component processing skills L2 learners develop and utilize to facilitate word recognition. Given the difference between…

Teaching Standard English as a Second Dialect to Primary School Children in Hilo, Hawaii. Appendix B: Teacher's Guide and Lessons. Volume II of II Volumes. Final Report.

ERIC Educational Resources Information Center

Sugai, Elaine E.; Sugano, Miyoko

This document comprises the teacher's guide and lessons for teaching standard English to kindergarten through third grade children in Hilo, Hawaii. Sections are (1) Teacher's Guide, (2) Audio-Visual Aids, (3) Phonemic Symbol List, (4) Phonology Lesson Section, and (5) Structure Lesson Section. Appended are a short glossary of terms,…

Accreditation Council for Graduate Medical Education Core Competencies at a Community Teaching Hospital: Is There a Gap in Awareness?

PubMed

Al-Temimi, Mohammed; Kidon, Michael; Johna, Samir

2016-01-01

Reports evaluating faculty knowledge of the Accreditation Council for Graduate Medical Education (ACGME) core competencies in community hospitals without a dedicated residency program are uncommon. Faculty evaluation regarding knowledge of ACGME core competencies before a residency program is started. Physicians at the Kaiser Permanente Fontana Medical Center (N = 480) were surveyed for their knowledge of ACGME core competencies before starting new residency programs. Knowledge of ACGME core competencies. Fifty percent of physicians responded to the survey, and 172 (71%) of respondents were involved in teaching residents. Of physicians who taught residents and had complete responses (N = 164), 65 (39.7%) were unsure of their knowledge of the core competencies. However, most stated that they provided direct teaching to residents related to the knowledge, skills, and attitudes stated in each of the 6 competencies as follows: medical knowledge (96.3%), patient care (95.7%), professionalism (90.7%), interpersonal and communication skills (86.3%), practice-based learning (85.9%), and system-based practice (79.6%). Physician specialty, years in practice (1-10 vs > 10), and number of rotations taught per year (1-6 vs 7-12) were not associated with knowledge of the competencies (p > 0.05); however, full-time faculty (teaching 10-12 rotations per year) were more likely to provide competency-based teaching. Objective assessment of faculty awareness of ACGME core competencies is essential when starting a residency program. Discrepancy between knowledge of the competencies and acclaimed provision of competency-based teaching emphasizes the need for standardized teaching methods that incorporate the values of these competencies.

Engineering Student's Ethical Awareness and Behavior: A New Motivational Model.

PubMed

Bairaktarova, Diana; Woodcock, Anna

2017-08-01

Professional communities are experiencing scandals involving unethical and illegal practices daily. Yet it should not take a national major structure failure to highlight the importance of ethical awareness and behavior, or the need for the development and practice of ethical behavior in engineering students. Development of ethical behavior skills in future engineers is a key competency for engineering schools as ethical behavior is a part of the professional identity and practice of engineers. While engineering educators have somewhat established instructional methods to teach engineering ethics, they still rely heavily on teaching ethical awareness, and pay little attention to how well ethical awareness predicts ethical behavior. However the ability to exercise ethical judgement does not mean that students are ethically educated or likely to behave in an ethical manner. This paper argues measuring ethical judgment is insufficient for evaluating the teaching of engineering ethics, because ethical awareness has not been demonstrated to translate into ethical behavior. The focus of this paper is to propose a model that correlates with both, ethical awareness and ethical behavior. This model integrates the theory of planned behavior, person and thing orientation, and spheres of control. Applying this model will allow educators to build confidence and trust in their students' ability to build a professional identity and be prepared for the engineering profession and practice.

Dynamic Assessment of Phonological Awareness for Children with Speech Sound Disorders

ERIC Educational Resources Information Center

Gillam, Sandra Laing; Ford, Mikenzi Bentley

2012-01-01

The current study was designed to examine the relationships between performance on a nonverbal phoneme deletion task administered in a dynamic assessment format with performance on measures of phoneme deletion, word-level reading, and speech sound production that required verbal responses for school-age children with speech sound disorders (SSDs).…

Phonological awareness and short-term memory in hearing and deaf individuals of different communication backgrounds.

PubMed

Koo, Daniel; Crain, Kelly; LaSasso, Carol; Eden, Guinevere F

2008-12-01

Previous work in deaf populations on phonological coding and working memory, two skills thought to play an important role in the acquisition of written language skills, have focused primarily on signers or did not clearly identify the subjects' native language and communication mode. In the present study, we examined the effect of sensory experience, early language experience, and communication mode on the phonological awareness skills and serial recall of linguistic items in deaf and hearing individuals of different communicative and linguistic backgrounds: hearing nonsigning controls, hearing users of ASL, deaf users of ASL, deaf oral users of English, and deaf users of cued speech. Since many current measures of phonological awareness skills are inappropriate for deaf populations on account of the verbal demands in the stimuli or response, we devised a nonverbal phonological measure that addresses this limitation. The Phoneme Detection Test revealed that deaf cuers and oral users, but not deaf signers, performed as well as their hearing peers when detecting phonemes not transparent in the orthography. The second focus of the study examined short-term memory skills and found that in response to the traditional digit span as well as an experimental visual version, digit-span performance was similar across the three deaf groups, yet deaf subjects' retrieval was lower than that of hearing subjects. Our results support the claim (Bavelier et al., 2006) that lexical items processed in the visual-spatial modality are not as well retained as information processed in the auditory channel. Together these findings show that the relationship between working memory, phonological coding, and reading may not be as tightly interwoven in deaf students as would have been predicted from work conducted in hearing students.

Assimilation of L2 vowels to L1 phonemes governs L2 learning in adulthood: a behavioral and ERP study

PubMed Central

Grimaldi, Mirko; Sisinni, Bianca; Gili Fivela, Barbara; Invitto, Sara; Resta, Donatella; Alku, Paavo; Brattico, Elvira

2014-01-01

According to the Perceptual Assimilation Model (PAM), articulatory similarity/dissimilarity between sounds of the second language (L2) and the native language (L1) governs L2 learnability in adulthood and predicts L2 sound perception by naïve listeners. We performed behavioral and neurophysiological experiments on two groups of university students at the first and fifth years of the English language curriculum and on a group of naïve listeners. Categorization and discrimination tests, as well as the mismatch negativity (MMN) brain response to L2 sound changes, showed that the discriminatory capabilities of the students did not significantly differ from those of the naïve subjects. In line with the PAM model, we extend the findings of previous behavioral studies showing that, at the neural level, classroom instruction in adulthood relies on assimilation of L2 vowels to L1 phoneme categories and does not trigger improvement in L2 phonetic discrimination. Implications for L2 classroom teaching practices are discussed. PMID:24860470

Effect of speech-intrinsic variations on human and automatic recognition of spoken phonemes.

PubMed

Meyer, Bernd T; Brand, Thomas; Kollmeier, Birger

2011-01-01

The aim of this study is to quantify the gap between the recognition performance of human listeners and an automatic speech recognition (ASR) system with special focus on intrinsic variations of speech, such as speaking rate and effort, altered pitch, and the presence of dialect and accent. Second, it is investigated if the most common ASR features contain all information required to recognize speech in noisy environments by using resynthesized ASR features in listening experiments. For the phoneme recognition task, the ASR system achieved the human performance level only when the signal-to-noise ratio (SNR) was increased by 15 dB, which is an estimate for the human-machine gap in terms of the SNR. The major part of this gap is attributed to the feature extraction stage, since human listeners achieve comparable recognition scores when the SNR difference between unaltered and resynthesized utterances is 10 dB. Intrinsic variabilities result in strong increases of error rates, both in human speech recognition (HSR) and ASR (with a relative increase of up to 120%). An analysis of phoneme duration and recognition rates indicates that human listeners are better able to identify temporal cues than the machine at low SNRs, which suggests incorporating information about the temporal dynamics of speech into ASR systems.

Preschool Phonological and Morphological Awareness As Longitudinal Predictors of Early Reading and Spelling Development in Greek.

PubMed

Diamanti, Vassiliki; Mouzaki, Angeliki; Ralli, Asimina; Antoniou, Faye; Papaioannou, Sofia; Protopapas, Athanassios

2017-01-01

Different language skills are considered fundamental for successful reading and spelling acquisition. Extensive evidence has highlighted the central role of phonological awareness in early literacy experiences. However, many orthographic systems also require the contribution of morphological awareness. The goal of this study was to examine the morphological and phonological awareness skills of preschool children as longitudinal predictors of reading and spelling ability by the end of first grade, controlling for the effects of receptive and expressive vocabulary skills. At Time 1 preschool children from kindergartens in the Greek regions of Attika, Crete, Macedonia, and Thessaly were assessed on tasks tapping receptive and expressive vocabulary, phonological awareness (syllable and phoneme), and morphological awareness (inflectional and derivational). Tasks were administered through an Android application for mobile devices (tablets) featuring automatic application of ceiling rules. At Time 2 one year later the same children attending first grade were assessed on measures of word and pseudoword reading, text reading fluency, text reading comprehension, and spelling. Complete data from 104 children are available. Hierarchical linear regression and commonality analyses were conducted for each outcome variable. Reading accuracy for both words and pseudowords was predicted not only by phonological awareness, as expected, but also by morphological awareness, suggesting that understanding the functional role of word parts supports the developing phonology-orthography mappings. However, only phonological awareness predicted text reading fluency at this age. Longitudinal prediction of reading comprehension by both receptive vocabulary and morphological awareness was already evident at this age, as expected. Finally, spelling was predicted by preschool phonological awareness, as expected, as well as by morphological awareness, the contribution of which is expected to

The Phonological Awareness Handbook for Kindergarten and Primary Teachers.

ERIC Educational Resources Information Center

Ericson, Lita; Juliebo, Moira Fraser

This handbook offers a practical and comprehensive means of teaching and monitoring children's development of phonological awareness in the classroom. The handbook points out that studies have shown clearly that even informal phonological awareness activities, such as the natural and spontaneous word play found in stories, songs, and games, can…

Accreditation Council for Graduate Medical Education Core Competencies at a Community Teaching Hospital: Is There a Gap in Awareness?

PubMed Central

Al-Temimi, Mohammed; Kidon, Michael; Johna, Samir

2016-01-01

Context Reports evaluating faculty knowledge of the Accreditation Council for Graduate Medical Education (ACGME) core competencies in community hospitals without a dedicated residency program are uncommon. Objective Faculty evaluation regarding knowledge of ACGME core competencies before a residency program is started. Design Physicians at the Kaiser Permanente Fontana Medical Center (N = 480) were surveyed for their knowledge of ACGME core competencies before starting new residency programs. Main Outcome Measures Knowledge of ACGME core competencies. Results Fifty percent of physicians responded to the survey, and 172 (71%) of respondents were involved in teaching residents. Of physicians who taught residents and had complete responses (N = 164), 65 (39.7%) were unsure of their knowledge of the core competencies. However, most stated that they provided direct teaching to residents related to the knowledge, skills, and attitudes stated in each of the 6 competencies as follows: medical knowledge (96.3%), patient care (95.7%), professionalism (90.7%), interpersonal and communication skills (86.3%), practice-based learning (85.9%), and system-based practice (79.6%). Physician specialty, years in practice (1–10 vs > 10), and number of rotations taught per year (1–6 vs 7–12) were not associated with knowledge of the competencies (p > 0.05); however, full-time faculty (teaching 10–12 rotations per year) were more likely to provide competency-based teaching. Conclusion Objective assessment of faculty awareness of ACGME core competencies is essential when starting a residency program. Discrepancy between knowledge of the competencies and acclaimed provision of competency-based teaching emphasizes the need for standardized teaching methods that incorporate the values of these competencies. PMID:27768565

Phonemic verbal fluency task in adults with high-level literacy.

PubMed

Opasso, Patrícia Romano; Barreto, Simone Dos Santos; Ortiz, Karin Zazo

2016-01-01

To establish normative parameters for the F-A-S form of the phonemic verbal fluency test, in a population of Brazilian Portuguese speaking adults with high-level literacy. The sample comprised 40 male and female volunteers aged 19 to 59 years, and at least 8 years of formal education. Volunteers were first submitted to the Mini-Mental State Examination and the Clock Drawing cognitive screening tests, then to the F-A-S Verbal Phonemic Fluency Test; in this test, examinees were given 60 seconds to generate as many words as possible beginning with each of the three test letters. The means for number of words beginning the letters F, A and S and for total number of words beginning with either letter generated per minute corresponded to 15.3, 14.4, 13.9 and 43.5, respectively. Reference values obtained from young adults with high levels of literacy submitted to the F-A-S Verbal Phonemic Fluency Test in this study were similar to those reported in the international literature. These reference values can be used for clinical assessment of language disorder and neuropsychological evaluation. Obter parâmetros de normalidade na tarefa de fluência verbal fonêmica, versão F-A-S, em uma população de alto letramento de adultos falantes do português brasileiro. A amostra foi constituída por 40 voluntários, de ambos os sexos, com idade entre 19 e 59 anos, e com mais de 8 anos de estudo. Todos os voluntários foram inicialmente submetidos ao Miniexame do Estado Mental e ao Teste do Desenho do Relógio, para fins de rastreio cognitivo, e, então, ao Teste de Fluência Verbal Fonêmica F-A-S. Neste último, os indivíduos foram orientados a produzirem o maior número de palavras que conseguissem, iniciadas com cada uma das três letras ditas pelo examinador, em um intervalo de 60 segundos cada. As médias das palavras produzidas com as letras F-A-S foram as seguintes: "F" = 15,3 palavras por minuto; "A" = 14,4 palavras por minuto; e "S" = 13,9 palavras por minuto. A m

Spatiotemporal differentiation in auditory and motor regions during auditory phoneme discrimination.

PubMed

Aerts, Annelies; Strobbe, Gregor; van Mierlo, Pieter; Hartsuiker, Robert J; Corthals, Paul; Santens, Patrick; De Letter, Miet

2017-06-01

Auditory phoneme discrimination (APD) is supported by both auditory and motor regions through a sensorimotor interface embedded in a fronto-temporo-parietal cortical network. However, the specific spatiotemporal organization of this network during APD with respect to different types of phonemic contrasts is still unclear. Here, we use source reconstruction, applied to event-related potentials in a group of 47 participants, to uncover a potential spatiotemporal differentiation in these brain regions during a passive and active APD task with respect to place of articulation (PoA), voicing and manner of articulation (MoA). Results demonstrate that in an early stage (50-110 ms), auditory, motor and sensorimotor regions elicit more activation during the passive and active APD task with MoA and active APD task with voicing compared to PoA. In a later stage (130-175 ms), the same auditory and motor regions elicit more activation during the APD task with PoA compared to MoA and voicing, yet only in the active condition, implying important timing differences. Degree of attention influences a frontal network during the APD task with PoA, whereas auditory regions are more affected during the APD task with MoA and voicing. Based on these findings, it can be carefully suggested that APD is supported by the integration of early activation of auditory-acoustic properties in superior temporal regions, more perpetuated for MoA and voicing, and later auditory-to-motor integration in sensorimotor areas, more perpetuated for PoA.

Characteristics of medical teachers using student-centered teaching methods.

PubMed

Kim, Kyong-Jee; Hwang, Jee-Young

2017-09-01

This study investigated characteristics of medical teachers who have adopted student-centered teaching methods into their teaching. A 24-item questionnaire consisted of respondent backgrounds, his or her use of student-centered teaching methods, and awareness of the school's educational objectives and curricular principles was administered of faculty members at a private medical school in Korea. Descriptive statistics and chi-square analysis were conducted to compare faculty use of student-centered approaches across different backgrounds and awareness of curricular principles. Overall response rate was 70% (N=140/200), approximately 25% (n=34) of whom were using student-centered teaching methods. Distributions in the faculty use of student-centered teaching methods were significantly higher among basic sciences faculty (versus clinical sciences faculty), with teaching experiences of over 10 years (versus less than 10 years), and who were aware of the school's educational objectives and curricular principles. Our study indicates differences in medical faculty's practice of student-centered teaching across disciplines, teaching experiences, and their understanding of the school's educational objectives curricular principles. These findings have implications for faculty development and institutional support to better promote faculty use of student-centered teaching approaches.

Large-Corpus Phoneme and Word Recognition and the Generality of Lexical Context in CVC Word Perception

ERIC Educational Resources Information Center

Gelfand, Jessica T.; Christie, Robert E.; Gelfand, Stanley A.

2014-01-01

Purpose: Speech recognition may be analyzed in terms of recognition probabilities for perceptual wholes (e.g., words) and parts (e.g., phonemes), where j or the j-factor reveals the number of independent perceptual units required for recognition of the whole (Boothroyd, 1968b; Boothroyd & Nittrouer, 1988; Nittrouer & Boothroyd, 1990). For…

Hemispheric Specialization for Language According to Grapho-Phonemic Transformation and Gender. A Divided Visual Field Experiment

ERIC Educational Resources Information Center

Cousin, Emilie; Perrone, Marcela; Baciu, Monica

2009-01-01

This behavioral study aimed at assessing the effect of two variables on the degree of hemispheric specialization for language. One of them was the "grapho-phonemic translation (transformation)" (letter-sound mapping) and the other was the participants' "gender". The experiment was conducted with healthy volunteers. A divided visual field procedure…

Language structures used by kindergartners with cochlear implants: relationship to phonological awareness, lexical knowledge and hearing loss.

PubMed

Nittrouer, Susan; Sansom, Emily; Low, Keri; Rice, Caitlin; Caldwell-Tarr, Amanda

2014-01-01

Listeners use their knowledge of how language is structured to aid speech recognition in everyday communication. When it comes to children with congenital hearing loss severe enough to warrant cochlear implants (CIs), the question arises of whether these children can acquire the language knowledge needed to aid speech recognition, in spite of only having spectrally degraded signals available to them. That question was addressed in the present study. Specifically, there were three goals: (1) to compare the language structures used by children with CIs to those of children with normal hearing (NH); (2) to assess the amount of variance in the language measures explained by phonological awareness and lexical knowledge; and (3) to assess the amount of variance in the language measures explained by factors related to the hearing loss itself and subsequent treatment. Language samples were obtained and transcribed for 40 children who had just completed kindergarten: 19 with NH and 21 with CIs. Five measures were derived from Systematic Analysis of Language Transcripts: (1) mean length of utterance in morphemes, (2) number of conjunctions, excluding and, (3) number of personal pronouns, (4) number of bound morphemes, and (5) number of different words. Measures were also collected on phonological awareness and lexical knowledge. Statistics examined group differences, as well as the amount of variance in the language measures explained by phonological awareness, lexical knowledge, and factors related to hearing loss and its treatment for children with CIs. Mean scores of children with CIs were roughly one standard deviation below those of children with NH on all language measures, including lexical knowledge, matching outcomes of other studies. Mean scores of children with CIs were closer to two standard deviations below those of children with NH on two out of three measures of phonological awareness (specifically those related to phonemic structure). Lexical knowledge

Benefits of phoneme discrimination training in a randomized controlled trial of 50- to 74-year-olds with mild hearing loss.

PubMed

Ferguson, Melanie A; Henshaw, Helen; Clark, Daniel P A; Moore, David R

2014-01-01

The aims of this study were to (i) evaluate the efficacy of phoneme discrimination training for hearing and cognitive abilities of adults aged 50 to 74 years with mild sensorineural hearing loss who were not users of hearing aids, and to (ii) determine participant compliance with a self-administered, computer-delivered, home- and game-based auditory training program. This study was a randomized controlled trial with repeated measures and crossover design. Participants were trained and tested over an 8- to 12-week period. One group (Immediate Training) trained during weeks 1 and 4. A second waitlist group (Delayed Training) did no training during weeks 1 and 4, but then trained during weeks 5 and 8. On-task (phoneme discrimination) and transferable outcome measures (speech perception, cognition, self-report of hearing disability) for both groups were obtained during weeks 0, 4, and 8, and for the Delayed Training group only at week 12. Robust phoneme discrimination learning was found for both groups, with the largest improvements in threshold shown for those with the poorest initial thresholds. Between weeks 1 and 4, the Immediate Training group showed moderate, significant improvements on self-report of hearing disability, divided attention, and working memory, specifically for conditions or situations that were more complex and therefore more challenging. Training did not result in consistent improvements in speech perception in noise. There was no evidence of any test-retest effects between weeks 1 and 4 for the Delayed Training group. Retention of benefit at 4 weeks post-training was shown for phoneme discrimination, divided attention, working memory, and self-report of hearing disability. Improved divided attention and reduced self-reported hearing difficulties were highly correlated. It was observed that phoneme discrimination training benefits some but not all people with mild hearing loss. Evidence presented here, together with that of other studies that

Teacher Language Awareness Education and Pedagogy: A New Discursive Space

ERIC Educational Resources Information Center

Pomphrey, Cathy; Burley, Suzanne

2009-01-01

This article attempts to recontextualise the dimensions of teacher language awareness (LA) highlighted by Svalberg ((2007) "Language awareness and language learning." "Language Teaching," 40, 287-308) by emphasising the role of pedagogy in achieving coherence in language education across the subjects of English (L1) and Modern…

Addressing climate and energy misconceptions - teaching tools offered by the Climate Literacy and Energy Awareness Network (CLEAN)

NASA Astrophysics Data System (ADS)

Gold, A. U.; Ledley, T. S.; Kirk, K. B.; Grogan, M.; McCaffrey, M. S.; Buhr, S. M.; Manduca, C. A.; Fox, S.; Niepold, F.; Howell, C.; Lynds, S. E.

2011-12-01

Despite a prevalence of peer-reviewed scientific research and high-level reports by intergovernmental agencies (e.g., IPCC) that document changes in our climate and consequences for human societies, the public discourse regards these topics as controversial and sensitive. The chasm between scientific-based understanding of climate systems and public understanding can most easily be addressed via high quality, science-based education on these topics. Well-trained and confident educators are required to provide this education. However, climate science and energy awareness are complex topics that are rapidly evolving and have a great potential for controversy. Furthermore, the interdisciplinary nature of climate science further increases the difficulty for teachers to stay abreast of the science and the policy. Research has shown that students and educators alike hold misconceptions about the climate system in general and the causes and effects of climate change in particular. The NSF-funded CLEAN Pathway (http://cleanet.org) as part of the National Science Digital Library (http://www.nsdl.org) strives to address these needs and help educators address misconceptions by providing high quality learning resources and professional development opportunities to support educators of grade levels 6 through 16. The materials focus on teaching climate science and energy use. The scope and framework of the CLEAN Pathway is defined by the Essential Principles of Climate Science (CCSP, 2009) and the Energy Literacy Principles recently developed by the Department of Energy. Following this literacy-based approach, CLEAN helps with developing mental models to address misconceptions around climate science and energy awareness through a number of different avenues. These are: 1) Professional development opportunities for educators - interactive webinars for secondary teachers and virtual workshops for college faculty, 2) A collection of scientifically and pedagogically reviewed, high

Bidirectional Relations between Phonological Awareness and Letter Knowledge in Preschool Revisited: A Growth Curve Analysis of the Relation between Two Code-Related Skills

PubMed Central

Lerner, Matthew D.; Lonigan, Christopher J.

2017-01-01

Despite the importance of phonological awareness for the development of reading in alphabetic languages, little attention has been paid to its developmental origins. In this study, dual-process, latent growth models were used to examine patterns of bidirectional relations between letter knowledge and phonological awareness during preschool. The sample comprised 358 children (mean age = 48.60 months, SD = 7.26). Growth models were used to quantify the unique longitudinal relations between the initial level of each skill and growth in the other skill during the preschool year, after controlling for initial level of the same skill, vocabulary, age, and growth in the code-related skill being used as a predictor. Letter-name knowledge and phonological awareness were bi-directionally related; the initial level of each uniquely predicted growth in the other. Initial letter-sound knowledge and phonological awareness growth were not uniquely related, and vocabulary was not related to growth in phonological awareness. These findings extend the evidence of the relation between letter knowledge and phonological awareness to supra-phonemic tasks, indicating that this bidirectional relation begins at an earlier point in the development of phonological awareness than previously reported. In addition, these findings help to rule out general growth in letter knowledge and phonological awareness as an alternative explanation for the bidirectional relation between these two code-related skills. PMID:26745710

The Teaching of Literature.

ERIC Educational Resources Information Center

O Cuilleanain, Cormac

Literature is authentic language, written with unusual care, skill, and language awareness. It is useful for teaching culture and civilization, but equally useful for teaching basic elements of language: grammar, vocabulary, rhythms, and registers. Literary skills are also widely used in everyday situations, with sophisticated literary techniques…

RAN as a predictor of reading skills, and vice versa: results from a randomised reading intervention.

PubMed

Wolff, Ulrika

2014-07-01

Although phonemic awareness is a well-known factor predicting early reading development, there is also evidence that Rapid Automatized Naming (RAN) is an independent factor that contributes to early reading. The aim of this study is to examine phonemic awareness and RAN as predictors of reading speed, reading comprehension and spelling for children with reading difficulties. It also investigates a possible reciprocal relationship between RAN and reading skills, and the possibility of enhancing RAN by intervention. These issues are addressed by examining longitudinal data from a randomised reading intervention study carried out in Sweden for 9-year-old children with reading difficulties (N = 112). The intervention comprised three main elements: training of phonics, reading comprehension strategies and reading speed. The analysis of the data was carried out using structural equation modelling. The results demonstrated that after controlling for autoregressive effects and non-verbal IQ, RAN predicts reading speed whereas phonemic awareness predicts reading comprehension and spelling. RAN was significantly enhanced by training and a reciprocal relationship between reading speed and RAN was found. These findings contribute to support the view that both phonemic awareness and RAN independently influence early phases of reading, and that both are possible to enhance by training.

Teaching Multicultural Awareness and Mentoring Minority Students

ERIC Educational Resources Information Center

Pierce, Latoya Anderson

2017-01-01

Purpose: This paper includes a proposed model for working with diverse students both in the classroom and as faculty mentors. This paper aims to provide guidelines on creating a collaborative learning community, helping students engage in cultural self-awareness and mentoring minority students. Design/methodology/approach: As a conceptual piece,…

Gender difference towards information and communication technology awareness in Indian universities.

PubMed

Verma, Chaman; Dahiya, Sanjay

2016-01-01

Nowadays, information and communication technology is major backbone of Indian education system. To support E-learning in Universities, information and communication technology (ICT) plays a momentous job. Several experts discussed about ICT awareness among students, teachers, and research scholars to take it into their learning and teaching methodology. Many of Universities either government or private are supporting the utilization of various ICT tools in teaching and learning practice. There is wide need to determine educator's behaviour towards ICT adoption to promote and enhance their learning skills. Students and faculty must confess that ICT awareness is key rod to access the technological services. This paper focuses on ICT awareness among students and faculty residing in Indian Universities. The concerned paper is describing the attitude of students and faculty towards ICT awareness in relation to their gender using statistical tools. More than nine hundred samples have been gathered from six Indian universities. The findings of this paper will help to Indian Universities administration to get aware about current scenario of ICT involvement in education system therein.

Chemistry for whom? Gender awareness in teaching and learning chemistry

NASA Astrophysics Data System (ADS)

Andersson, Kristina

2017-06-01

Marie Ståhl and Anita Hussénius have defined what discourses dominate national tests in chemistry for Grade 9 in Sweden by using feminist, critical didactic perspectives. This response seeks to expand the results in Ståhl and Hussénius's article Chemistry inside an epistemological community box!— Discursive exclusions and inclusions in the Swedish national tests in chemistry, by using different facets of gender awareness. The first facet—Gender awareness in relations to the test designers' own conceptions—highlighted how the gender order where women are subordinated men becomes visible in the national tests as a consequence of the test designers internalized conceptions. The second facet—Gender awareness in relation to chemistry—discussed the hierarchy between discourses within chemistry. The third facet—Gender awareness in relation to students—problematized chemistry in relation to the students' identity formation. In summary, I suggest that the different discourses can open up new ways to interpret chemistry and perhaps dismantle the hegemonic chemistry discourse.

Framewise phoneme classification with bidirectional LSTM and other neural network architectures.

PubMed

Graves, Alex; Schmidhuber, Jürgen

2005-01-01

In this paper, we present bidirectional Long Short Term Memory (LSTM) networks, and a modified, full gradient version of the LSTM learning algorithm. We evaluate Bidirectional LSTM (BLSTM) and several other network architectures on the benchmark task of framewise phoneme classification, using the TIMIT database. Our main findings are that bidirectional networks outperform unidirectional ones, and Long Short Term Memory (LSTM) is much faster and also more accurate than both standard Recurrent Neural Nets (RNNs) and time-windowed Multilayer Perceptrons (MLPs). Our results support the view that contextual information is crucial to speech processing, and suggest that BLSTM is an effective architecture with which to exploit it.

"The fish becomes aware of the water in which it swims": revealing the power of culture in shaping teaching identity

NASA Astrophysics Data System (ADS)

Rahmawati, Yuli; Taylor, Peter Charles

2017-08-01

"The fish becomes aware of the water in which it swims" is a metaphor that represents Yuli's revelatory journey about the hidden power of culture in her personal identity and professional teaching practice. While engaging in a critical auto/ethnographic inquiry into her lived experience as a science teacher in Indonesian and Australian schools, she came to understand the powerful role of culture in shaping her teaching identity. Yuli realised that she is a product of cultural hybridity resulting from interactions of very different cultures—Javanese, Bimanese, Indonesian and Australian. Traditionally, Javanese and Indonesian cultures do not permit direct criticism of others. This influenced strongly the way she had learned to interact with students and caused her to be very sensitive to others. During this inquiry she learned the value of engaging students in open discourse and overt caring, and came to realise that teachers bringing their own cultures to the classroom can be both a source of power and a problem. In this journey, Yuli came to understand the hegemonic power of culture in her teaching identity, and envisioned how to empower herself as a good teacher educator of pre-service science teachers.

Phoneme Segmenting Alignment with the Common Core Foundational Skills Standard Two: Grades K-1. Technical Report #1227

ERIC Educational Resources Information Center

Sáez, Leilani; Irvin, P. Shawn; Alonzo, Julie; Tindal, Gerald

2012-01-01

In 2006, the easyCBM reading assessment system was developed to support the progress monitoring of phoneme segmenting, letter names and sounds recognition, word reading, passage reading fluency, and comprehension skill development in elementary schools. More recently, the Common Core Standards in English Language Arts have been introduced as a…

Teaching Pragmatic Competence: A Journey from Teaching Cultural Facts to Teaching Cultural Awareness

ERIC Educational Resources Information Center

Lenchuk, Iryna; Ahmed, Amer

2013-01-01

Pragmatic competence is one of the essential competences taught in the second language classroom. The Canadian Language Benchmarks (CCLB, 2012a), the standard document referred to in any federally funded program of ESL teaching in Canada, acknowledges the importance of this competence, yet at the same time notes the limited resources available to…

Why elementary teachers might be inadequately prepared to teach reading.

PubMed

Joshi, R Malatesha; Binks, Emily; Hougen, Martha; Dahlgren, Mary E; Ocker-Dean, Emily; Smith, Dennie L

2009-01-01

Several national reports have suggested the usefulness of systematic, explicit, synthetic phonics instruction based on English word structure along with wide reading of quality literature for supporting development in early reading instruction. Other studies have indicated, however, that many in-service teachers are not knowledgeable in the basic concepts of the English language. They may be well versed in children's literature but not know how to address the basic building blocks of language and reading. The authors hypothesized that one of the reasons for this situation is that many instructors responsible for training future elementary teachers are not familiar with the concepts of the linguistic features of English language. This hypothesis was tested by administering a survey of language concepts to 78 instructors. The results showed that even though teacher educators were familiar with syllabic knowledge, they performed poorly on concepts relating to morphemes and phonemes. In a second study, 40 instructors were interviewed about best practices in teaching components and subskills of reading. Eighty percent of instructors defined phonological awareness as letter-sound correspondence. They also did not mention synthetic phonics as a desirable method to use for beginning reading instruction, particularly for students at risk for reading difficulties. In conclusion, providing professional development experiences related to language concepts to instructors could provide them the necessary knowledge of language concepts related to early literacy instruction, which they could then integrate into their preservice reading courses.

The Values Awareness Teaching Strategy; An Overview.

ERIC Educational Resources Information Center

Dalis, Gus T.; Strasser, Ben B.

The transcript of a values awareness lesson in communicable diseases is presented to illustrate the two stages of a typical values class--introducing the lesson and implementing the lesson. In this case, an overhead slide-transparency is used (along with prefacing remarks) to lead the class into considering those whom a gonorrhea-infected youth…

Student Perception of Teaching Effectiveness: Development and Validation of the Evaluation of Teaching Competencies Scale (ETCS)

ERIC Educational Resources Information Center

Catano, Victor M.; Harvey, Steve

2011-01-01

A major criticism of student evaluations of teaching is that they do not reflect student perspectives. Using critical incidents job analysis, students identified nine teaching effectiveness competencies: communication, availability, creativity, individual consideration, social awareness, feedback, professionalism, conscientiousness and…

You and Me Tobacco Free: Children's Activities in Tobacco Awareness.

ERIC Educational Resources Information Center

Scheer, Judith K.

This booklet is part of the "Children's Activity Series," a set of four supplemental teaching resources that promote awareness about health, family life, and cultural diversity for children in kindergarten through third grade. The booklet presents seven activities to teach young children in kindergarten through third grade to remain tobacco free.…

Do Adults with Cochlear Implants Rely on Different Acoustic Cues for Phoneme Perception than Adults with Normal Hearing?

ERIC Educational Resources Information Center

Moberly, Aaron C.; Lowenstein, Joanna H.; Tarr, Eric; Caldwell-Tarr, Amanda; Welling, D. Bradley; Shahin, Antoine J.; Nittrouer, Susan

2014-01-01

Purpose: Several acoustic cues specify any single phonemic contrast. Nonetheless, adult, native speakers of a language share weighting strategies, showing preferential attention to some properties over others. Cochlear implant (CI) signal processing disrupts the salience of some cues: In general, amplitude structure remains readily available, but…

Celebrating White Cane Awareness Month.

ERIC Educational Resources Information Center

Koch, Judy; McGraw, Jane M.

1995-01-01

White Cane Awareness Month was created to teach the public that the long cane is a tool for maintaining independence and dignity and a symbol of freedom, not of pity or helplessness. Public relations materials were developed, including a demonstration for television stations on use of the long cane and a quiz to distribute at information booths.…

The Relationship between Preservice Elementary Mathematics Teachers' Beliefs and Metacognitive Awareness

ERIC Educational Resources Information Center

Hart, Lynn Cecilia; Memnun, Dilek Sezgin

2015-01-01

The purpose of this study was to examine the metacognitive awareness and the beliefs about mathematics teaching and learning of preservice elementary mathematics teachers and to explore the relationship between the two. The Metacognitive Awareness Instrument (MAI) and the Mathematics Beliefs Instrument (MBI) were implemented with 118 elementary…

Changing Landscapes: Integrated Teaching Units.

ERIC Educational Resources Information Center

Whitty, Helen, Ed.

This collection of teaching units developed in Australia arises from "Special Forever: An Environmental Communications Project," which enables students to develop critical awareness of their local environments and communicate this awareness effectively. The project also aims to encourage school-based action in support of the environment…

Checkerboard--A Way to Financial Awareness.

ERIC Educational Resources Information Center

Dawson, Rod

1986-01-01

Describes Checkerboard, a game-like exercise designed to teach financial awareness, control, and appraisal to managers and reinforce the principle that all people in managerial positions make decisions, all of which incur costs and generate benefits. Students are guided by discovery and discussion toward improved financial decision making. (MBR)

Using Virtual Reality To Teach Disability Awareness.

ERIC Educational Resources Information Center

Pivik, Jayne; McComas, Joan; Macfarlane, Ian; Laflamme, Marc

2002-01-01

Describes the design and evaluation of a desktop virtual reality program that was developed to teach children about the accessibility and attitudinal barriers encountered by their peers with mobility impairments. Investigated attitudes, grade levels, familiarity with individuals with a disability, and gender. (Author/LRW)

Turkish Teachers' Awareness and Perceptions of Open Educational Resources

ERIC Educational Resources Information Center

Ozdemir, Ozgur; Bonk, Curtis J.

2017-01-01

The purpose of this study is to explore K-12 teachers' awareness of open educational resources (OER) as well as their perceptions of its potential opportunities and challenges for teaching practices. Data were gathered from 99 online survey respondents and six interviewees in this study. Findings showed that teachers are aware of OER to a certain…

Contribution of Phonemic Segmentation Instruction with Letters and Articulation Pictures to Word Reading and Spelling in Beginners

ERIC Educational Resources Information Center

Boyer, Nancy; Ehri, Linnea C.

2011-01-01

English-speaking preschoolers who knew letters but were nonreaders (M = 4 years 9 months; n = 60) were taught to segment consonant-vowel (CV), VC, and CVC words into phonemes either with letters and pictures of articulatory gestures (the LPA condition) or with letters only (the LO condition). A control group received no treatment. Both trained…

Phonemic Awareness and Beginning Reading and Writing.

ERIC Educational Resources Information Center

Kamii, Constance; Manning, Maryann

2002-01-01

Examined English-speaking preschoolers' level of writing and their performance on oral-segmentation tasks. Found a close relationship between children's levels of writing and their levels of oral segmentation on a writing task in which they were asked to write four pairs of words, for example, "ham" and "hamster." Concluded…

Culturally Responsive Teaching Awareness through Online Fiction

ERIC Educational Resources Information Center

Fehr, Mary Cain

2010-01-01

Purpose: This paper aims to examine preservice teachers' understanding of culturally responsive teaching and the use of technology to deliver pedagogical information and facilitate inquiry. Design/methodology/approach: The study in this paper blended qualitative methods, specifically grounded theory within a framework of narrative inquiry. The…

Teach students Semiconductor Lasers according to their natural ability

NASA Astrophysics Data System (ADS)

Liu, Ken; Guo, Chu Cai; Zhang, Jian Fa

2017-08-01

Physics explain the world in strict rules. And with these rules, modern machines and electronic devices with exact operation manner have been developed. However, human beings exceed these machines with self-awareness. To treat these self-awareness students as machines to learn strict rules, or to teach these students according to their aptitude? We choose the latter, because the first kind of teaching would let students lose their individual thoughts and natural ability. In this paper we describe the individualized teaching of "semiconductor lasers".

Teen PACK: Population Awareness Campaign Kit.

ERIC Educational Resources Information Center

Zero Population Growth, Inc., Washington, DC.

This packet of instructional materials is designed to teach teenagers about the effects of overpopulation on the world and on the individual. Information is presented in three related booklets. The first of the three parts of the "Teen Population Awareness Campaign Kit," illustrates overpopulation through profiles of teens living in…

Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches.

PubMed

Torgesen, Joseph K; Wagner, Richard K; Rashotte, Carol A; Herron, Jeannine; Lindamood, Patricia

2010-06-01

The relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions per week from October through May. Approximately half of the instruction was delivered by specially trained teachers to prepare students for their work on the computer, and half was delivered by the computer programs. At the end of first grade, there were no differences in student reading performance between students assigned to the different intervention conditions, but the combined-intervention students performed significantly better than control students who had been exposed to their school's normal reading program. Significant differences were obtained for phonemic awareness, phonemic decoding, reading accuracy, rapid automatic naming, and reading comprehension. A follow-up test at the end of second grade showed a similar pattern of differences, although only differences in phonemic awareness, phonemic decoding, and rapid naming remained statistically reliable.

Electrophysiological correlates of grapheme-phoneme conversion.

PubMed

Huang, Koongliang; Itoh, Kosuke; Suwazono, Shugo; Nakada, Tsutomu

2004-08-19

The cortical processes underlying grapheme-phoneme conversion were investigated by event-related potentials (ERPs). The task consisted of silent reading or vowel-matching of three Japanese hiragana characters, each representing a consonant-vowel syllable. At earlier latencies, typical components of the visual ERP, namely, P1 (110 ms), N1 (170 ms) and P2 (300 ms), were elicited in the temporo-occipital area for both tasks as well as control task (observing the orthographic shapes of three Korean characters). Following these earlier components, two sustained negativities were identified. The earlier sustained negativity, referred here to as SN1, was found in both the silent-reading and vowel-matching task but not in the control task. The scalp distribution of SN1 was over the left occipito-temporal area, with maximum amplitude over O1. The amplitude of SN1 was larger in the vowel-matching task compared to the silent-reading task, consistent with previous reports that ERP amplitude correlates with task difficulty. SN2, the later sustained negativity, was only observed in the vowel-matching task. The scalp distribution of SN2 was over the midsagittal centro-parietal area with maximum amplitude over Cz. Elicitation of SN2 in the vowel-matching task suggested that the vowel-matching task requires a wider range of neural activities exceeding the established conventional area of language processing.

Developing Language Awareness for Teachers of Emergent Bilingual Learners Using Dialogic Inquiry

ERIC Educational Resources Information Center

Wallen, Matthew; Kelly-Holmes, Helen

2017-01-01

This study endeavoured to awaken mainstream teachers' awareness of language, specifically related to teaching emergent bilingual children who are learning English as an additional language (EAL) in the Republic of Ireland. Because EAL learners spend the majority of the day in the mainstream classroom, mainstream teachers' language awareness may…

Role-Reversal Exercise with Deaf Strong Hospital to Teach Communication Competency and Cultural Awareness

PubMed Central

Parkhill, Amy L.; Schlehofer, Deirdre A.; Starr, Matthew J.; Barnett, Steven

2011-01-01

Objective To implement a role-reversal exercise to increase first-year pharmacy students' awareness of communication barriers in the health care setting, especially for deaf and hard-of-hearing patients. Design Volunteers from the local deaf community conducted Deaf Strong Hospital, a role-reversal exercise in which students were the “patients.” Students navigated through a reception area, encounter with a physician, and having a prescription filled at a pharmacy without receiving or using any spoken language. Assessment A debriefing session was held in which small groups of students had the opportunity to ask questions of a panel of deaf and hard-of-hearing volunteers. On a survey administered to assess students' learning, 97% agreed or strongly agreed that the experience would likely impact their attitudes and behavior in future interactions with patients who did not speak English. Conclusions The role-reversal exercise was an effective method of teaching students that the delivery of health care is dependent on adequate communication between health care providers and the patient. PMID:21655407

Psychometric Functions for Shortened Administrations of a Speech Recognition Approach Using Tri-Word Presentations and Phonemic Scoring

ERIC Educational Resources Information Center

Gelfand, Stanley A.; Gelfand, Jessica T.

2012-01-01

Method: Complete psychometric functions for phoneme and word recognition scores at 8 signal-to-noise ratios from -15 dB to 20 dB were generated for the first 10, 20, and 25, as well as all 50, three-word presentations of the Tri-Word or Computer Assisted Speech Recognition Assessment (CASRA) Test (Gelfand, 1998) based on the results of 12…

Learning to Teach Geography for Primary Education: Results of an Experimental Programme

ERIC Educational Resources Information Center

Blankman, Marian; Schoonenboom, Judith; van der Schee, Joop; Boogaard, Marianne; Volman, Monique

2016-01-01

Students training to become primary school teachers appear to have little awareness of the core concepts of geography (teaching). To ensure that future primary school teachers are able to develop their pupils' geographical awareness, a six weeks programme was developed. The characteristics of this programme -- named Consciously Teaching Geography…

General Business for Economic Awareness. Curriculum Guide.

ERIC Educational Resources Information Center

District of Columbia Public Schools, Washington, DC. Dept. of Career Development.

Designed to assist secondary teachers of general business courses, this guide suggests student objectives, content, and activities as a point of departure for teaching general business particularly, as it relates to economic awareness. Eleven instructional units are included: Business All Around Us; Finding Information; Career Exploration; Money;…

The Evolution of Teachers' Language Awareness

ERIC Educational Resources Information Center

Andrews, Stephen

2006-01-01

The paper focuses on the development of teacher thinking, specifically L2 teachers' subject-matter cognitions, i.e. their Teacher Language Awareness (TLA) (see e.g. Andrews 2001, 2003). The study examines the evolving TLA, as it relates to grammar, of three teachers, each a graduate with more than 10 years' experience of teaching English in Hong…

Teaching Intercultural Communication with "An Idiot Abroad"

ERIC Educational Resources Information Center

Crook, Brittani

2014-01-01

A desired outcome of teaching intercultural communication is cultivating an understanding and awareness of different cultural values while attempting to increase intercultural communication competence within our students. Goals of teaching intercultural communication include assisting students in recognizing, accepting, and appreciating cultural…

Phonemic Awareness Development in 2.5- and 3.5-Year-Old Children: An Examination of Emergent, Receptive, Knowledge and Skills

ERIC Educational Resources Information Center

Kenner, Brandi Biscoe; Terry, Nicole Patton; Friehling, Arielle H.; Namy, Laura L.

2017-01-01

The National Institutes of Health has deemed illiteracy a national health crisis based on reading proficiency rates among American children. In 2002, the National Early Literacy Panel identified six pre-reading skills that are most crucial precursors to reading mastery and predict future reading outcomes. Of those skills, phonological awareness,…

What a Nonnative Speaker of English Needs to Learn through Listening.

ERIC Educational Resources Information Center

Bohlken, Robert; Macias, Lori

Teaching nonnative speakers of English to listen for the discriminating nuances of the language is an important but neglected aspect of American English language training. A discriminating listening process follows a sequence of distinguishing phonemes, supra segmental phonemes, morphemes, and syntax. Certain phonetic differences can be noted…

Onomatopoeias: a new perspective around space, image schemas and phoneme clusters.

PubMed

Catricalà, Maria; Guidi, Annarita

2015-09-01

Onomatopoeias (phonemes and phoneme clusters, while visual patterns correspond to different image schemas. The association between specific categories of pseudo-onomatopoeias and specific spatial/movement patterns is also the object of an experiment focused on onomatopoeia interpretation. Most part of data confirms a correlation between image schemas as CONTAINER/CONTAINMENT (crunch, plop) or SOURCE-PATH-GOAL (tattarrattat 'shots') and an occlusive consonant, while liquid

A Comparison of Phonemic and Phonological Awareness in Educators Working with Children Who Are d/Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Messier, Jane; Jackson, Carla Wood

2013-01-01

The Researchers explored the phonological awareness (PA) competency and confidence of educators working with children who are d/Deaf or hard of hearing. Performance comparisons were made between the two surveyed professional groups, teachers of the deaf (TODs; n = 58) and speech-language pathologists (SLPs; n = 51). It was found that both…

Exploring Teacher Beliefs in Teaching EAP at Low Proficiency Levels

ERIC Educational Resources Information Center

Alexander, Olwyn

2012-01-01

Teaching English for Academic Purposes (EAP) requires teachers experienced in Communicative Language Teaching (CLT) to acquire additional skills, abilities and approaches. Beliefs about CLT teaching may not be appropriate for teaching EAP, especially to low level learners. Making teachers aware of their beliefs is the first step in helping them to…

Short-Term International Experiences and Teacher Language Awareness

ERIC Educational Resources Information Center

Harbon, Lesley

2007-01-01

This research study had as its focus the impact of a short-term international experience on teacher language awareness (TLA). In-country intensive immersion experiences were considered beneficial for language teacher professional development. This project examined the Australian teachers' perceptions of their teaching and home-stay experiences…

Pinyin and English Invented Spelling in Chinese-Speaking Students Who Speak English as a Second Language.

PubMed

Ding, Yi; Liu, Ru-De; McBride, Catherine A; Fan, Chung-Hau; Xu, Le; Wang, Jia

2018-05-07

This study examined pinyin (the official phonetic system that transcribes the lexical tones and pronunciation of Chinese characters) invented spelling and English invented spelling in 72 Mandarin-speaking 6th graders who learned English as their second language. The pinyin invented spelling task measured segmental-level awareness including syllable and phoneme awareness, and suprasegmental-level awareness including lexical tones and tone sandhi in Chinese Mandarin. The English invented spelling task manipulated segmental-level awareness including syllable awareness and phoneme awareness, and suprasegmental-level awareness including word stress. This pinyin task outperformed a traditional phonological awareness task that only measured segmental-level awareness and may have optimal utility to measure unique phonological and linguistic features in Chinese reading. The pinyin invented spelling uniquely explained variance in Chinese conventional spelling and word reading in both languages. The English invented spelling uniquely explained variance in conventional spelling and word reading in both languages. Our findings appear to support the role of phonological activation in Chinese reading. Our experimental linguistic manipulations altered the phonological awareness item difficulties.

Exploring the Use of Multidimensional Analysis of Learner Language to Promote Register Awareness

ERIC Educational Resources Information Center

Aguado-Jimenez, Pilar; Perez-Paredes, Pascual; Sanchez, Purificacion

2012-01-01

This paper discusses the use of multidimensional analysis (MA) of learner language to promote the awareness of linguistic concepts such as register and variation. Our research explores the introduction of learner register awareness by using MA of learner language in the field of university Foreign Language Teaching (FLT). In this context, a group…

Licensure tests for special education teachers: how well they assess knowledge of reading instruction and mathematics.

PubMed

Stotsky, Sandra

2009-01-01

To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS's tests of "principles of teaching and learning." Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.

The Effect of Word Frequency on Phonemic Accuracy in Children with Cochlear Implants and Peers with Typical Levels of Hearing

ERIC Educational Resources Information Center

Faes, Jolien; Gillis, Joris; Gillis, Steven

2017-01-01

The frequency of occurrence of words and sounds has a pervasive influence on typically developing children's language acquisition. For instance, highly frequent words appear earliest in a child's lexicon, and highly frequent phonemes are produced more accurately. This study evaluates (a) whether word frequency influences word accuracy and (b)…

Badminton--Teaching Concepts.

ERIC Educational Resources Information Center

Gibbs, Marilyn J.

1988-01-01

Teaching four basic badminton concepts along with the usual basic skill shots allows players to develop game strategy awareness as well as mechanical skills. These four basic concepts are: (1) ready position, (2) flight trajectory, (3) early shuttle contact, and (4) camouflage. (IAH)

Phonological Treatment Efficacy and Developmental Norms.

ERIC Educational Resources Information Center

Gierut, Judith A.; And Others

1996-01-01

Two studies, one within subjects and the other across subjects, evaluated the efficacy of teaching sounds in developmental sequence to nine young children (ages three to five). Treatment of later-acquired phonemes led to systemwide changes in untreated sound classes, whereas treatment of early-acquired phonemes did not. Findings suggest…

Teaching Globalization Issues to Education Students: What's the Point?

ERIC Educational Resources Information Center

Hytten, Kathy; Bettez, Silvia Cristina

2008-01-01

We argue that teaching the dynamics of globalization to education students is an important aspect of teaching for social justice and for the development of critical awareness, thinking, and sensitivity. We begin this position paper by briefly characterizing globalization and exploring a range of approaches to teaching this topic. We then describe…

Toward Using Games to Teach Fundamental Computer Science Concepts

ERIC Educational Resources Information Center

Edgington, Jeffrey Michael

2010-01-01

Video and computer games have become an important area of study in the field of education. Games have been designed to teach mathematics, physics, raise social awareness, teach history and geography, and train soldiers in the military. Recent work has created computer games for teaching computer programming and understanding basic algorithms. …

Spiritual Awareness Pedagogy: The Classroom as Spiritual Reality

ERIC Educational Resources Information Center

Miller, Lisa; Athan, Aurelie

2007-01-01

Our theoretical orientation as educators is to teach with a spiritual foundation. Central to our perspective is that the classroom as an academic space is poised to facilitate profound spiritual evolution for students. A graduate course in psychotherapy using a Spiritual Awareness Pedagogy (SAP) offers students an opportunity to understand…

Metalinguistic Contributions to Reading and Spelling in Second and Third Grade Students

ERIC Educational Resources Information Center

Apel, Kenn; Wilson-Fowler, Elizabeth B.; Brimo, Danielle; Perrin, Nancy A.

2012-01-01

Minimal research has been conducted on the simultaneous influence of multiple metalinguistic, linguistic, and processing skills that may impact literacy development in children who are in the process of learning to read and write. In this study, we assessed the phonemic awareness, morphological awareness, orthographic awareness, receptive…

How psychological science informs the teaching of reading.

PubMed

Rayner, K; Foorman, B R; Perfetti, C A; Pesetsky, D; Seidenberg, M S

2001-11-01

This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), research from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to read. The implications of the research findings for learning to read and teaching reading are discussed. Next, the primary methods used to teach reading (phonics and whole language) are summarized. The final section reviews laboratory and classroom studies on teaching reading. From these different sources of evidence, two inescapable conclusions emerge: (a) Mastering the alphabetic principle (that written symbols are associated with phonemes) is essential to becoming proficient in the skill of reading, and (b) methods that teach this principle directly are more effective than those that do not (especially for children who are at risk in some way for having difficulty learning to read). Using whole-language activities to supplement phonics instruction does help make reading fun and meaningful for children, but ultimately, phonics instruction is critically important because it helps beginning readers understand the alphabetic principle and learn new words. Thus, elementary-school teachers who make the alphabetic principle explicit are most effective in helping their students become skilled, independent readers.

Teaching What Matters: Great Videos for Teaching about the Common Good.

ERIC Educational Resources Information Center

Alter, Gloria T.

2000-01-01

Discusses videos that address the common good by focusing on such topics as racism, sexism and heterosexism, classism, disability awareness, prejudice and hatred, democracy and human rights, and social control. Includes classroom applications for teaching about the common good and a bibliography of the featured videos. (CMK)

Exploring the Integration of Disability Awareness into Tertiary Teaching and Learning Activities

ERIC Educational Resources Information Center

Hale, Leigh; van der Meer, Jacques; Rutherford, Gill; Clay, Lynne; Janssen, Jessie; Powell, Denise

2013-01-01

A desire to have every student attending our University be aware of, and reflect on, disability in their studies and future careers, initiated our project to explore how to enhance disability awareness within all our University's papers. In this project we systematically reviewed pertinent literature and ran an action research workshop for staff.…

Teaching Online: Where Do Faculty Spend Their Time?

ERIC Educational Resources Information Center

Mandernach, B. Jean; Holbeck, Rick

2016-01-01

An understanding of online teaching time requirements provides essential information to inform scheduling, course size and instructor workload; in addition, awareness of the distribution of time across online teaching tasks provides insight to focus faculty efforts and tailor professional development to target instructional needs. The purpose of…

Cortical Measures of Phoneme-Level Speech Encoding Correlate with the Perceived Clarity of Natural Speech

PubMed Central

2018-01-01

Abstract In real-world environments, humans comprehend speech by actively integrating prior knowledge (P) and expectations with sensory input. Recent studies have revealed effects of prior information in temporal and frontal cortical areas and have suggested that these effects are underpinned by enhanced encoding of speech-specific features, rather than a broad enhancement or suppression of cortical activity. However, in terms of the specific hierarchical stages of processing involved in speech comprehension, the effects of integrating bottom-up sensory responses and top-down predictions are still unclear. In addition, it is unclear whether the predictability that comes with prior information may differentially affect speech encoding relative to the perceptual enhancement that comes with that prediction. One way to investigate these issues is through examining the impact of P on indices of cortical tracking of continuous speech features. Here, we did this by presenting participants with degraded speech sentences that either were or were not preceded by a clear recording of the same sentences while recording non-invasive electroencephalography (EEG). We assessed the impact of prior information on an isolated index of cortical tracking that reflected phoneme-level processing. Our findings suggest the possibility that prior information affects the early encoding of natural speech in a dual manner. Firstly, the availability of prior information, as hypothesized, enhanced the perceived clarity of degraded speech, which was positively correlated with changes in phoneme-level encoding across subjects. In addition, P induced an overall reduction of this cortical measure, which we interpret as resulting from the increase in predictability. PMID:29662947

Teacher Linguistic, Cultural, and Technological Awareness Development and Transfer

ERIC Educational Resources Information Center

Wang, Congcong

2012-01-01

This dissertation includes two studies: a pilot study on native-English-speaking preservice teachers' perceptions of learning a foreign language online and a follow-up study on inservice teachers' perceptions of transferring teacher linguistic, cultural and technological awareness into teaching practice. Conducted in 2010, the pilot…

Delivering phonological and phonics training within whole-class teaching.

PubMed

Shapiro, Laura R; Solity, Jonathan

2008-12-01

Early, intensive phonological awareness and phonics training is widely held to be beneficial for children with poor phonological awareness. However, most studies have delivered this training separately from children's normal whole-class reading lessons. We examined whether integrating this training into whole class, mixed-ability reading lessons could impact on children with poor phonological awareness, whilst also benefiting normally developing readers. Teachers delivered the training within a broad reading programme to whole classes of children from Reception to the end of Year 1 (N=251). A comparison group of children received standard teaching methods (N=213). Children's literacy was assessed at the beginning of Reception, and then at the end of each year until 1 year post-intervention. The strategy significantly impacted on reading performance for normally developing readers and those with poor phonological awareness, vastly reducing the incidence of reading difficulties from 20% in comparison schools to 5% in intervention schools. Phonological and phonics training is highly effective for children with poor phonological awareness, even when incorporated into whole-class teaching.

Small wins big: analytic pinyin skills promote Chinese word reading.

PubMed

Lin, Dan; McBride-Chang, Catherine; Shu, Hua; Zhang, Yuping; Li, Hong; Zhang, Juan; Aram, Dorit; Levin, Iris

2010-08-01

The present study examined invented spelling of pinyin (a phonological coding system for teaching and learning Chinese words) in relation to subsequent Chinese reading development. Among 296 Chinese kindergartners in Beijing, independent invented pinyin spelling was found to be uniquely predictive of Chinese word reading 12 months later, even with Time 1 syllable deletion, phoneme deletion, and letter knowledge, in addition to the autoregressive effects of Time 1 Chinese word reading, statistically controlled. These results underscore the importance of children's early pinyin representations for Chinese reading acquisition, both theoretically and practically. The findings further support the idea of a universal phonological principle and indicate that pinyin is potentially an ideal measure of phonological awareness in Chinese.

Intentionally Developmental Teaching

ERIC Educational Resources Information Center

Treff, Marjorie E.; Earnest, Stephen E.

2016-01-01

This article recommends strategies and process tools that teach learners to communicate with peers, observe specific behaviors in group processes, and share and analyze those observations to create increased awareness of their and others' assumptions and behaviors. The authors apply these strategies and tools in ways that make explicit to learners…

Impact of Awareness Raising about Listening Micro-Skills on the Listening Comprehension Enhancement: An Exploration of the Listening Micro-Skills in EFL Classes

ERIC Educational Resources Information Center

Rezaei, Amir; Hashim, Fatimah

2013-01-01

It is common practice in the classes that teachers focus on the outcome of listening rather than the listening process itself. Based on the interventionist view of language teaching, one of the ways proposed for teaching listening is to break it into smaller micro-skills and give learners awareness about them. But before giving awareness, it is…

Catch Up® Literacy: Evaluation Report and Executive Summary

ERIC Educational Resources Information Center

Rutt, Simon; Kettlewell, Kelly; Bernardinelli, Daniele

2015-01-01

Catch Up® Literacy is a structured one-to-one literacy intervention for pupils between the ages of 6 and 14 who are struggling to learn to read. It teaches pupils to blend phonemes (combine letter sounds into words), segment phonemes (separate words into letter sounds), and memorise particular words so they can be understood without needing to use…

Awareness of Authorship Criteria and Conflict: Survey in a Medical Institution in India

PubMed Central

Dhaliwal, Upreet; Singh, Navjeevan; Bhatia, Arati

2006-01-01

Context Assignment of appropriate authorship on a scientific paper is important for researchers and the public; inappropriate authorship may generate conflict. Objectives To determine the extent of: (a) awareness of criteria for authorship and acknowledgment among researchers in a medical institution, (b) conflict concerning authorship issues in the research environment, and (c) their interrelationship. Design and Setting A questionnaire self-administered by the faculty in a teaching hospital in India in March 2006. Main Outcome Measures Rate and level of awareness of International Committee of Medical Journal Editors (ICMJE) Uniform Requirements for Manuscripts Submitted to Biomedical Journals, or other rate and level of awareness of international published authorship criteria; rate and type of authorship conflict. Results Ninety-five teaching faculty were contacted; 77 responded. Fifty respondents (65%) reported that they were aware that authorship criteria existed, but only 34 (44%) correctly identified a source. Overall, 30 (39%) respondents reported conflict over authorship issues relating mainly to ownership of data, gift authorship, and issues like academic competition, personality differences, intellectual passion, or order of authorship. There was no difference between number of authorship criteria correctly identified by respondents who reported conflict compared with those who did not (P = .78). Conclusions There was poor awareness of criteria for authorship and acknowledgement among the faculty in research publications. Conflict over authorship issues existed in the research environment, but was not influenced by the level of awareness. PMID:17415332

Working Talk: Developing a Framework for the Teaching of Collaborative Talk

ERIC Educational Resources Information Center

Newman, Ruth

2016-01-01

This study draws on the findings of an ESRC and British Telecom funded study which explored the teaching of collaborative talk. A teaching intervention was designed which adopted the principles of dialogic teaching, but which, drawing on educational linguistics, particularly emphasised the role of metatalk in developing students' awareness of the…

Thinking back: becoming aware of the global and its impact on choice

NASA Astrophysics Data System (ADS)

Clarkson, Philip C.

2011-03-01

Teaching decisions made `in the moment' do not often allow for deliberate, well thought through actions by teachers. Sometimes we are conscious of the options that are available and we do make deliberate decisions. We may even be aware of the values impinging on our decision, but for many other aspects embedded in our teaching, deeper influences impact. They may never become conscious. Sometimes though, over time and with reflection, we do uncover the influences to which we are beholden. In this paper, I reflect on moments that for me were local, but in which were embedded the influences of the global although I was not always aware of this at the time. Through these moments, I comment and attempt to nuance ideas espoused by the authors in this issue.

Caring for the Underserved: Exemplars in Teaching

PubMed Central

Shane-McWhorter, Laura; Scott, Doneka R.; Chen, Judy T.; Seaba, Hazel H.

2009-01-01

The objective was to identify exemplars in teaching pharmacy students awareness, knowledge, and the skills needed to provide care and services to the underserved. A call for exemplars was sent out in spring 2007. A subcommittee of the AACP Task Force on Caring for the Underserved reviewed all applications received. The 3 best exemplars for teaching pharmacy students the awareness, attitudes, knowledge, and skills needed to care for the underserved were selected and are described in this manuscript. Included are 1 didactic, 1 experiential, and 1 international experience. These exemplars in educating students on working with the underserved provide schools with models which could be adapted to fit individual programmatic curricular needs. PMID:19513156

Reading and language intervention for children at risk of dyslexia: a randomised controlled trial.

PubMed

Duff, Fiona J; Hulme, Charles; Grainger, Katy; Hardwick, Samantha J; Miles, Jeremy N V; Snowling, Margaret J

2014-11-01

Intervention studies for children at risk of dyslexia have typically been delivered preschool, and show short-term effects on letter knowledge and phoneme awareness, with little transfer to literacy. This randomised controlled trial evaluated the effectiveness of a reading and language intervention for 6-year-old children identified by research criteria as being at risk of dyslexia (n = 56), and their school-identified peers (n = 89). An Experimental group received two 9-week blocks of daily intervention delivered by trained teaching assistants; the Control group received 9 weeks of typical classroom instruction, followed by 9 weeks of intervention. Following mixed effects regression models and path analyses, small-to-moderate effects were shown on letter knowledge, phoneme awareness and taught vocabulary. However, these were fragile and short lived, and there was no reliable effect on the primary outcome of word-level reading. This new intervention was theoretically motivated and based on previous successful interventions, yet failed to show reliable effects on language and literacy measures following a rigorous evaluation. We suggest that the intervention may have been too short to yield improvements in oral language; and that literacy instruction in and beyond the classroom may have weakened training effects. We argue that reporting of null results makes an important contribution in terms of raising standards both of trial reporting and educational practice. © 2014 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.

Effective Grammar Teaching: Lessons from Confident Grammar Teachers

ERIC Educational Resources Information Center

Petraki, Eleni; Hill, Deborah

2011-01-01

Learning the grammar of a language is an integral part of learning a second or foreign language. Studies on teacher beliefs, teacher language awareness (TLA) and grammar teaching have reported that the majority of English language teachers recognise the importance of teaching grammar (Borg, 2001; Borg & Burns, 2008). At the same time, many…

Teaching Adults to Read Braille Using Phonological Methods: Single-Case Studies

ERIC Educational Resources Information Center

Crawford, Shauna; Elliott, Robert T.

2009-01-01

Four women with visual impairments were taught 13 braille letters as phonemes and another 13 braille letters as graphemes and then were taught 10 braille words as onset-rime and another 10 braille words as whole words. Phoneme and onset-rime instruction resulted in faster and more accurate performance. (Contains 1 table and 2 figures.)

Integrating an Awareness of Selfhood and Society into Virtual Learning

ERIC Educational Resources Information Center

Stricker, Andrew, Ed.; Calongne, Cynthia, Ed.; Truman, Barbara, Ed.; Arenas, Fil, Ed.

2017-01-01

Recent technological advances have opened new platforms for learning and teaching. By utilizing virtual spaces, more educational opportunities are created for students who cannot attend a physical classroom environment. "Integrating an Awareness of Selfhood and Society into Virtual Learning" is a pivotal reference source that discusses…

What Is the Influence of Morphological Knowledge in the Early Stages of Reading Acquisition Among Low SES Children? A Graphical Modeling Approach

PubMed Central

Colé, Pascale; Cavalli, Eddy; Duncan, Lynne G.; Theurel, Anne; Gentaz, Edouard; Sprenger-Charolles, Liliane; El-Ahmadi, Abdessadek

2018-01-01

Children from low-SES families are known to show delays in aspects of language development which underpin reading acquisition such as vocabulary and listening comprehension. Research on the development of morphological skills in this group is scarce, and no studies exist in French. The present study investigated the involvement of morphological knowledge in the very early stages of reading acquisition (decoding), before reading comprehension can be reliably assessed. We assessed listening comprehension, receptive vocabulary, phoneme awareness, morphological awareness as well as decoding, word reading and non-verbal IQ in 703 French first-graders from low-SES families after 3 months of formal schooling (November). Awareness of derivational morphology was assessed using three oral tasks: Relationship Judgment (e.g., do these words belong to the same family or not? heat-heater … ham-hammer); Lexical Sentence Completion [e.g., Someone who runs is a …? (runner)]; and Non-lexical Sentence Completion [e.g., Someone who lums is a…? (lummer)]. The tasks differ on implicit/explicit demands and also tap different kinds of morphological knowledge. The Judgement task measures the phonological and semantic properties of the morphological relationship and the Sentence Completion tasks measure knowledge of morphological production rules. Data were processed using a graphical modeling approach which offers key information about how skills known to be involved in learning to read are organized in memory. This modeling approach was therefore useful in revealing a potential network which expresses the conditional dependence structure between skills, after which recursive structural equation modeling was applied to test specific hypotheses. Six main conclusions can be drawn from these analyses about low SES reading acquisition: (1) listening comprehension is at the heart of the reading acquisition process; (2) word reading depends directly on phonemic awareness and indirectly on

What Is the Influence of Morphological Knowledge in the Early Stages of Reading Acquisition Among Low SES Children? A Graphical Modeling Approach.

PubMed

Colé, Pascale; Cavalli, Eddy; Duncan, Lynne G; Theurel, Anne; Gentaz, Edouard; Sprenger-Charolles, Liliane; El-Ahmadi, Abdessadek

2018-01-01

Children from low-SES families are known to show delays in aspects of language development which underpin reading acquisition such as vocabulary and listening comprehension. Research on the development of morphological skills in this group is scarce, and no studies exist in French. The present study investigated the involvement of morphological knowledge in the very early stages of reading acquisition (decoding), before reading comprehension can be reliably assessed. We assessed listening comprehension, receptive vocabulary, phoneme awareness, morphological awareness as well as decoding, word reading and non-verbal IQ in 703 French first-graders from low-SES families after 3 months of formal schooling (November). Awareness of derivational morphology was assessed using three oral tasks: Relationship Judgment (e.g., do these words belong to the same family or not? heat-heater … ham-hammer); Lexical Sentence Completion [e.g., Someone who runs is a …? (runner)]; and Non-lexical Sentence Completion [e.g., Someone who lums is a…? (lummer)]. The tasks differ on implicit/explicit demands and also tap different kinds of morphological knowledge. The Judgement task measures the phonological and semantic properties of the morphological relationship and the Sentence Completion tasks measure knowledge of morphological production rules. Data were processed using a graphical modeling approach which offers key information about how skills known to be involved in learning to read are organized in memory. This modeling approach was therefore useful in revealing a potential network which expresses the conditional dependence structure between skills, after which recursive structural equation modeling was applied to test specific hypotheses. Six main conclusions can be drawn from these analyses about low SES reading acquisition: (1) listening comprehension is at the heart of the reading acquisition process; (2) word reading depends directly on phonemic awareness and indirectly on

Literacy and Awareness of Segmental Structure in Adult Learners.

ERIC Educational Resources Information Center

Barton, David

This research investigates the amount of metalinguistic knowledge one can assume when teaching an adult to read. In addition, it questions the source of this awareness and whether it relates to general cognitive development, to schooling, or specifically to the act of learning to read. The subjects were sixty monolingual adults enrolled in a…

Developing the Ecological Awareness of College and University Instructors

ERIC Educational Resources Information Center

Khasikhanov, M. S.

2008-01-01

The author maintains that present-day civilization can exist and develop only as a unity of nature, culture, and society; that a new ecological worldview must be developed to teach citizens to have a cultivated and expanded ecological awareness that is characterized by a number of fundamental features: (1) Motivation (the moral stance of the…

Cultural diversity and patient teaching.

PubMed

Price, J L; Cordell, B

1994-01-01

Cultural diversity challenges health care providers to facilitate bridging cross-cultural gaps with clients. It is through providing culturally relevant care that health care practitioners truly serve the needs of all clients in our diverse society. A theory of Cultural Care Diversity and Universality offers a framework for building linkages of clinical knowledge to cultural care. A four-step approach to providing culturally sensitive patient teaching is described: (1) health care providers should assess their own cultural beliefs and be aware of general ethnic, regional, and religious beliefs and practices in their area; (2) develop a teaching plan; (3) implement the plan; (4) evaluate the success of the teaching-learning process and make alterations based on evaluation. When providers assess clients' beliefs and practices and incorporate them into the teaching plan design, teaching becomes more relevant and clients become more successful at learning.

The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension

ERIC Educational Resources Information Center

Ahmadi, Mohammad Reza; Ismail, Hairul Nizam; Abdullah, Muhammad Kamarul Kabilan

2013-01-01

Metacognitive reading strategy awareness plays a significant role in reading comprehension and educational process. In spite of its importance, metacognitive strategy has long been the ignored skill in English language teaching, research, learning, and assessment. This lack of good metacognitive reading strategy skill is exacerbated by the central…

Fuel for Thought: Building Energy Awareness in Grades 9-12

ERIC Educational Resources Information Center

Metz, Steve, Ed.

2011-01-01

The concept of energy is central to all the science disciplines, seamlessly connecting science, technology, and mathematics. For high school and upper middle school teachers, this compendium comprises inquiry-based activities, lesson plans, and case studies designed to help teach increased awareness of energy, environmental concepts, and the…

Phoneme categorization and discrimination in younger and older adults: a comparative analysis of perceptual, lexical, and attentional factors.

PubMed

Mattys, Sven L; Scharenborg, Odette

2014-03-01

This study investigates the extent to which age-related language processing difficulties are due to a decline in sensory processes or to a deterioration of cognitive factors, specifically, attentional control. Two facets of attentional control were examined: inhibition of irrelevant information and divided attention. Younger and older adults were asked to categorize the initial phoneme of spoken syllables ("Was it m or n?"), trying to ignore the lexical status of the syllables. The phonemes were manipulated to range in eight steps from m to n. Participants also did a discrimination task on syllable pairs ("Were the initial sounds the same or different?"). Categorization and discrimination were performed under either divided attention (concurrent visual-search task) or focused attention (no visual task). The results showed that even when the younger and older adults were matched on their discrimination scores: (1) the older adults had more difficulty inhibiting lexical knowledge than did younger adults, (2) divided attention weakened lexical inhibition in both younger and older adults, and (3) divided attention impaired sound discrimination more in older than younger listeners. The results confirm the independent and combined contribution of sensory decline and deficit in attentional control to language processing difficulties associated with aging. The relative weight of these variables and their mechanisms of action are discussed in the context of theories of aging and language. (c) 2014 APA, all rights reserved.

Teaching Green Engineering: The Case of Ethanol Lifecycle Analysis

ERIC Educational Resources Information Center

Vallero, Daniel A.; Braiser, Chris

2008-01-01

Lifecycle assessment (LCA) is a valuable tool in teaching green engineering and has been used to assess biofuels, including ethanol. An undergraduate engineering course at Duke University has integrated LCA with other interactive teaching techniques to enhance awareness and to inform engineering decision making related to societal issues, such as…

Building Environmental Awareness: Teaching Campers To Minimize Their Impact.

ERIC Educational Resources Information Center

Henchey, Kathy; Carvajal, Michelle

2000-01-01

Three activities are described to teach campers the importance of minimizing their impact on the environment. Soil Buggy Bingo shows fire's impact on living things in the soil; Food Web demonstrates how everything in an ecosystem is interconnected; and Camouflaging--Field versus Woods shows the difference between wooded and cleared areas in the…

Physics graduate students' perceptions of the value of teaching

NASA Astrophysics Data System (ADS)

Verley, Jim D.

An exploratory study was undertaken to examine the perceptions of physics graduate students regarding teaching and their institutional and departmental support for their teaching efforts. A Likert survey was developed and distributed to 249 physics graduate students at four Rocky Mountain institutions of higher education. The survey was distributed through individual physics department email lists to prevent spam and virus blockers from removing the survey email. Of those 249 receiving the survey 132 students responded (53%) and of those responding 50% gave written comments about their perceptions of the value of teaching. Two of the institutions surveyed have some level of formal teaching development and assistance programming available to the graduate students and two had no formal programs in place either departmentally or institutionally. Both quantitative and qualitative analysis was utilized to examine the survey questions, demographic information and an open-ended question regarding the students' personal perceptions of teaching. Results of the survey analysis indicate that this group of physics graduate students perceive and place a high value on the importance of teaching. The results of the study also indicate that while there was high awareness by the student population of formal programs to aid in their teaching efforts, it did not translate into a high value placed on teaching by the institutions or departments from the student perspective. Students at those institutions that maintain formal programs for teaching development and support, while aware of those programs, often perceive departmental support for their teaching efforts to be lacking and feel unable to accommodate a personal interest in teaching because of a departmental focus on research. The students attending the institution with no formal institutional or departmental programs for teaching had the highest perceived value on its departmental teaching and support for teaching compared to

Teachers' literacy-related knowledge and self-perceptions in relation to preparation and experience.

PubMed

Spear-Swerling, Louise; Brucker, Pamela Owen; Alfano, Michael P

2005-12-01

After rating their own literacy-related knowledge in three areas (knowledge about reading/reading development, phonemic awareness/phonics, and morpheme awareness/structural analysis), graduate teacher-education students completed five tasks intended to measure their actual disciplinary knowledge in these areas. Teachers with high levels of prior background (i.e., course preparation and experience) rated themselves as significantly more knowledgeable than did low-background teachers in all areas; high-background participants also significantly outperformed low-background participants on all tasks. However, even high-background teachers scored well below ceiling on the tasks. Regression analyses indicated that teachers' self-perceptions and knowledge were positively influenced by both level of preparation and teaching experience, although the influences on teachers' knowledge differed by task. Teachers had some accurate perceptions of their own knowledge, especially in the area of phonics. Results suggest that differentiating levels of preparation may be useful in studying teacher knowledge, and also support the notion of a substantial gap between research on reading and teacher preparation in reading.

Rachel's Literacy Stories: Unpacking One Preservice Teacher's Moral Perspectives on Literacy Teaching

ERIC Educational Resources Information Center

Johnson, Amy

2010-01-01

While teacher educators agree that teaching is a profoundly moral activity, little attention has been placed on the moral perspectives about teaching and learning of those entering the teaching workforce. As a way of illustrating the importance of helping both future teachers become aware of their own moral compasses and teacher educators to…

Teaching Small Business Ownership and Management

ERIC Educational Resources Information Center

Leach, James A.

1977-01-01

Topics discussed include integrating small business ownership with existing programs; establishing awareness, exploration, and orientation activities; and preparation for small business ownership. A curriculum guide developed for teaching small business ownership and management is also described. (TA)

Innovations in teaching plant pathology.

PubMed

Schumann, G L

2003-01-01

The teaching environment for plant pathology is changing in both positive and negative ways. Teaching expectations are increasing and resources are decreasing, but recent educational research and instructional technology offer new approaches to meet these challenges. Plant pathologists are teaching courses that may attract new students to the discipline or at least improve agricultural awareness. The Internet offers rapid access to information and images for both students and instructors. Instructional technology provides new tools for classroom presentations, communication with students, reaching new audiences, and distance learning, but using these new tools to enhance learning requires skilled and creative instructors. In the past, many plant pathology instructors worked in relative isolation, but new communication technologies and publishing opportunities for teaching scholarship should improve the sharing of instructional resources and methods.

The effects of phonological awareness of Zulu-speaking children learning to spell in English: a study of cross-language transfer.

PubMed

De Sousa, Diana Soares; Greenop, Kirston; Fry, Jessica

2010-12-01

Emergent bilingual Zulu-English speaking children in South Africa have spoken but no written proficiency in Zulu (L1), yet are required to learn to spell English (L2) via English-only literacy instruction. Little research exists on emergent bilingual's phonological awareness (PA) and spelling development, with no L1 formal literacy instruction. Thus, whether PA in a L1 impacts on literacy acquisition in the L2 remains unclear. Performance on monolingual PA, monolingual and emergent bilingual spelling was compared. In addition, PA and spelling in emergent bilingual Zulu-English speakers was explored to ascertain cross-language transfer relationships. Thirty emergent bilingual Zulu-English and thirty monolingual English children in grade 2 participated. Emergent bilinguals were assessed on Zulu PA, Zulu and English spelling skills. Monolinguals were assessed on English PA and English spelling skills. Emergent bilinguals had more Zulu PA levels related to spelling English tasks than to spelling Zulu tasks, and both Zulu PA and Zulu spelling were positively related to English spelling tasks. Significant differences were found between L1 Zulu and English phoneme and rime PA levels, and L1 English and L2 English spelling tasks. Findings support the language-universal hypothesis that L1 PA is related to spelling across languages in emergent bilinguals. In emergent bilinguals, both Zulu spoken proficiency and English-only literacy instruction influences the underlying repertoire of PA skills used to spell within the L1 and the L2. Rime and phoneme PA and spelling skills in Zulu/English rely on language-specific orthographic knowledge.

Teaching communication with ethnic minority patients: ten recommendations.

PubMed

Seeleman, Conny; Selleger, Veronica; Essink-Bot, Marie-Louise; Bonke, Benno

2011-01-01

Culturally competent communication is indispensable for medical practice in an ethnically diverse society. This article offers recommendations to teach such communication skills based on the experiences of members of a Dutch NMVO Special Interest Group on 'Diversity'. A questionnaire with three open-ended questions on recommendations for training in culturally competent communication was sent to all members (n = 35). Returned questionnaires (n = 23) were analysed qualitatively with a thematic coding framework based on educational themes emerging from the data. All students need to be educated in culturally competent communication. Teachers should stimulate awareness of personal biases and an open attitude. Teach the three core communication skills, listening, exploring and checking, and offer practice with a professional interpreter. Knowledge content should focus on mechanisms relevant to various ethnic groups. Offer students a variety of experiences in a safe environment. All involved should be aware that stereotyping is a pitfall. Training in communication skills for consultation with ethnic minority patients cannot be separated from teaching issues of awareness and knowledge. The shared views on the content of these communication trainings are in line with general patient-centred approaches. The development of proper training in this field demands specific efforts of those involved.

Linking Learning, Teaching, and Development.

ERIC Educational Resources Information Center

Fiddler, Morris; Marienau, Catherine

1995-01-01

Learning-centered teaching links learning and development by creating a climate of exchange; using assessment to increase awareness of learning needs; promoting learning to learn; holding learners accountable; using multiple strategies for different learning styles; and involving learners in realistic and challenging goals. (SK)

Pedestrian Utterances on Space/less Green Awareness: Visualizing the Process

ERIC Educational Resources Information Center

Kosmala, Katarzyna; Imas, J. Miguel

2011-01-01

In the arts-informed teaching and learning spaces, knowledge is potentially produced and shared based on resonance that can involve a whole person. Concerned with educational processes enveloped in relational aesthetics, the authors designed a workshop to reconnect with green awareness, based as much as possible on the methodology that is located…

Stepping Stones to Literacy. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2007

2007-01-01

Stepping Stones to Literacy (SSL) is a supplemental curriculum designed to promote listening, print conventions, phonological awareness, phonemic awareness, and serial processing/rapid naming (quickly naming familiar visual symbols and stimuli such as letters or colors). The program targets kindergarten and older preschool students considered to…

Linking Music Learning to Reading Instruction.

ERIC Educational Resources Information Center

Hansen, Dee; Bernstorf, Elaine

2002-01-01

Focuses on the connections between music reading and text reading to explore the influences of music education on children's reading skills. Addresses topics, such as phonological and phonemic awareness, sight identification, orthographic awareness, and fluency. Discusses research that addresses the influence of music on reading. (CMK)

Do textbooks used in university reading education courses conform to the instructional recommendations of the national reading panel?

PubMed

Malatesha Joshi, R; Binks, Emily; Graham, Lori; Ocker-Dean, Emily; Smith, Dennie L; Boulware-Gooden, Regina

2009-01-01

Two reasons may be responsible for the poor grasp of the linguistic concepts related to literacy acquisition by preservice and in-service teachers: a lack of attention given to such concepts by teacher educators (college faculty members) and a lack of relevant information provided in the textbooks used in college courses. In an earlier study, the authors found that many teacher educators involved in the training of preservice and in-service teachers were not well acquainted with these concepts. In this study, the authors examined the extent to which textbooks used in reading education courses contain the information about the five components of literacy instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension) recommended by the National Reading Panel. Such scrutiny shows that many textbooks do not adequately cover these five components and the related instructional procedures for teaching them. In addition to the paucity of information about teaching the five components, some textbooks present inaccurate information.

Tongue corticospinal modulation during attended verbal stimuli: priming and coarticulation effects.

PubMed

D'Ausilio, Alessandro; Jarmolowska, Joanna; Busan, Pierpaolo; Bufalari, Ilaria; Craighero, Laila

2011-11-01

Humans perceive continuous speech through interruptions or brief noise bursts cancelling entire phonemes. This robust phenomenon has been classically associated with mechanisms of perceptual restoration. In parallel, recent experimental evidence suggests that the motor system may actively participate in speech perception, even contributing to phoneme discrimination. In the present study we intended to verify if the motor system has a specific role in speech perceptual restoration as well. To this aim we recorded tongue corticospinal excitability during phoneme expectation induced by contextual information. Results showed that phoneme expectation determines an involvement of the individual's motor system specifically implicated in the production of the attended phoneme, exactly as it happens during actual listening of that phoneme, suggesting the presence of a speech imagery-like process. Very interestingly, this motoric phoneme expectation is also modulated by subtle coarticulation cues of which the listener is not consciously aware. Present data indicate that the rehearsal of a specific phoneme requires the contribution of the motor system exactly as it happens during the rehearsal of actions executed by the limbs, and that this process is abolished when an incongruent phonemic cue is presented, as similarly occurs during observation of anomalous hand actions. We propose that altogether these effects indicate that during speech listening an attentional-like mechanism driven by the motor system, based on a feed-forward anticipatory mechanism constantly verifying incoming information, is working allowing perceptual restoration. Copyright © 2011 Elsevier Ltd. All rights reserved.

Teaching Sexuality through Media

ERIC Educational Resources Information Center

Cragin, Becca

2015-01-01

A central project of feminism has been raising awareness of the role cultural formations of sexuality play in women's inequality (Ritzenhoff and Hermes). Feminists who regularly include discussions of sexuality in their teaching are familiar with the pedagogical challenges of the subject as well as its importance. This article is intended for…

The relationship between pronunciation and listening discrimination when Japanese natives are learning English

PubMed Central

Shimamune, Satoru; Smith, Stacey L.

1995-01-01

Two Japanese students were taught to pronounce and discriminate English words that contain unfamiliar phonemic contrasts (e.g., rock and lock). Teaching pronunciation was found to be easier than teaching listening discrimination. Teaching listening discrimination resulted in collateral improvement in pronunciation and, to a lesser extent, vice versa. PMID:16795883

Differences in the predictors of reading comprehension in first graders from low socio-economic status families with either good or poor decoding skills.

PubMed

Gentaz, Edouard; Sprenger-Charolles, Liliane; Theurel, Anne

2015-01-01

Based on the assumption that good decoding skills constitute a bootstrapping mechanism for reading comprehension, the present study investigated the relative contribution of the former skill to the latter compared to that of three other predictors of reading comprehension (listening comprehension, vocabulary and phonemic awareness) in 392 French-speaking first graders from low SES families. This large sample was split into three groups according to their level of decoding skills assessed by pseudoword reading. Using a cutoff of 1 SD above or below the mean of the entire population, there were 63 good decoders, 267 average decoders and 62 poor decoders. 58% of the variance in reading comprehension was explained by our four predictors, with decoding skills proving to be the best predictor (12.1%, 7.3% for listening comprehension, 4.6% for vocabulary and 3.3% for phonemic awareness). Interaction between group versus decoding skills, listening comprehension and phonemic awareness accounted for significant additional variance (3.6%, 1.1% and 1.0%, respectively). The effects on reading comprehension of decoding skills and phonemic awareness were higher in poor and average decoders than in good decoders whereas listening comprehension accounted for more variance in good and average decoders than in poor decoders. Furthermore, the percentage of children with impaired reading comprehension skills was higher in the group of poor decoders (55%) than in the two other groups (average decoders: 7%; good decoders: 0%) and only 6 children (1.5%) had impaired reading comprehension skills with unimpaired decoding skills, listening comprehension or vocabulary. These results challenge the outcomes of studies on "poor comprehenders" by showing that, at least in first grade, poor reading comprehension is strongly linked to the level of decoding skills.

Differences in the Predictors of Reading Comprehension in First Graders from Low Socio-Economic Status Families with Either Good or Poor Decoding Skills

PubMed Central

Gentaz, Edouard; Sprenger-Charolles, Liliane; Theurel, Anne

2015-01-01

Based on the assumption that good decoding skills constitute a bootstrapping mechanism for reading comprehension, the present study investigated the relative contribution of the former skill to the latter compared to that of three other predictors of reading comprehension (listening comprehension, vocabulary and phonemic awareness) in 392 French-speaking first graders from low SES families. This large sample was split into three groups according to their level of decoding skills assessed by pseudoword reading. Using a cutoff of 1 SD above or below the mean of the entire population, there were 63 good decoders, 267 average decoders and 62 poor decoders. 58% of the variance in reading comprehension was explained by our four predictors, with decoding skills proving to be the best predictor (12.1%, 7.3% for listening comprehension, 4.6% for vocabulary and 3.3% for phonemic awareness). Interaction between group versus decoding skills, listening comprehension and phonemic awareness accounted for significant additional variance (3.6%, 1.1% and 1.0%, respectively). The effects on reading comprehension of decoding skills and phonemic awareness were higher in poor and average decoders than in good decoders whereas listening comprehension accounted for more variance in good and average decoders than in poor decoders. Furthermore, the percentage of children with impaired reading comprehension skills was higher in the group of poor decoders (55%) than in the two other groups (average decoders: 7%; good decoders: 0%) and only 6 children (1.5%) had impaired reading comprehension skills with unimpaired decoding skills, listening comprehension or vocabulary. These results challenge the outcomes of studies on “poor comprehenders” by showing that, at least in first grade, poor reading comprehension is strongly linked to the level of decoding skills. PMID:25793519

How surgical mentors teach: a classification of in vivo teaching behaviors part 2: physical teaching guidance.

PubMed

Sutkin, Gary; Littleton, Eliza B; Kanter, Steven L

2015-01-01

To study surgical teaching captured on film and analyze it at a fine level of detail to categorize physical teaching behaviors. We describe live, filmed, intraoperative nonverbal exchanges between surgical attending physicians and their trainees (residents and fellows). From the films, we chose key teaching moments and transcribed participants' utterances, actions, and gestures. In follow-up interviews, attending physicians and trainees watched videos of their teaching case and answered open-ended questions about their teaching methods. Using a grounded theory approach, we examined the videos and interviews for what might be construed as a teaching behavior and refined the physical teaching categories through constant comparison. We filmed 5 cases in the operating suite of a university teaching hospital that provides gynecologic surgical care. We included 5 attending gynecologic surgeons, 3 fellows, and 5 residents for this study. More than 6 hours of film and 3 hours of interviews were transcribed, and more than 250 physical teaching motions were captured. Attending surgeons relied on actions and gestures, sometimes wordlessly, to achieve pedagogical and surgical goals simultaneously. Physical teaching included attending physician-initiated actions that required immediate corollary actions from the trainee, gestures to illustrate a step or indicate which instrument to be used next, supporting or retracting tissues, repositioning the trainee's instruments, and placement of the attending physicians' hands on the trainees' hands to guide them. Attending physicians often voiced surprise at the range of their own teaching behaviors captured on film. Interrater reliability was high using the Cohen κ, which was 0.76 for the physical categories. Physical guidance is essential in educating a surgical trainee, may be tacit, and is not always accompanied by speech. Awareness of teaching behaviors may encourage deliberate teaching and reflection on how to innovate pedagogy

Improving Teacher Candidates' Knowledge of Phonological Awareness: A Multimedia Approach

ERIC Educational Resources Information Center

Kennedy, Michael J.; Driver, Melissa K.; Pullen, Paige C.; Ely, Emily; Cole, Mira T.

2013-01-01

Knowledge of phonological awareness (PA) and how to teach students to develop PA is an important component of teacher preparation given its role in learning to read. We believe multimedia can play a key role in improving how educators acquire, master, and prepare to implement evidence-based reading instruction in any nation. One multimedia-based…

Different Habitus: Different Strategies in Teaching Physics? Relationships between Teachers' Social, Economic and Cultural Capital and Strategies in Teaching Physics in Upper Secondary School

ERIC Educational Resources Information Center

Engström, Susanne; Carlhed, Carina

2014-01-01

With environmental awareness in the societies of today, political steering documents emphasize that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do? Physics teachers in secondary school in Sweden have generally, been focused on…

Culturally Sensitive IS Teaching: Lessons Learned to Manage Motivation Issues

ERIC Educational Resources Information Center

Chen, Wenshin

2011-01-01

This paper seeks to raise awareness of culturally sensitive teaching that is largely overlooked in the IS teaching community. In a global, networked environment commonly faced by the contemporary business or academic world, it is imperative to prepare future IT professionals with adequate cultural understanding of such a multicultural environment…

Body Awareness and Movement for Students with Multiple Disabilities Including Visual Impairments

ERIC Educational Resources Information Center

DePountis, Vicki; Cady, Deborah; Hallak, Tracy

2013-01-01

This conference presentation examines concept development for congenitally blind students. It presents current research on best-practice for teaching this population. Examples of strategies to reinforce understanding of body concepts, spatial awareness, and positional language, while promoting mirroring, self regulation, and purposeful movement to…

Beyond Proficiency: An Asset-Based Approach to International Teaching Assistant Training

ERIC Educational Resources Information Center

Swan, Lisa M.; Kramer, Sabrina; Gopal, Anita; Shi, Lijuan; Roth, Stephen M.

2017-01-01

This study assesses an asset-based approach to international teaching assistant (ITA) training at a public research institution. The program is a peer mentorship-based learning community that facilitates ITAs' cultural awareness and pedagogic development. Survey results indicate the program positively impacted participants' teaching skills,…

Impact of orthographic transparency on typical and atypical reading development: evidence in French-Spanish bilingual children.

PubMed

Lallier, Marie; Valdois, Sylviane; Lassus-Sangosse, Delphine; Prado, Chloé; Kandel, Sonia

2014-05-01

The present study aimed to quantify cross-linguistic modulations of the contribution of phonemic awareness skills and visual attention span (VA Span) skills (number of visual elements that can be processed simultaneously) to reading speed and accuracy in 18 Spanish-French balanced bilingual children with and without developmental dyslexia. The children were administered two similar reading batteries in French and Spanish. The deficits of the dyslexic children in reading accuracy were mainly visible in their opaque orthography (French) whereas difficulties indexed by reading speed were observed in both their opaque and transparent orthographies. Dyslexic children did not exhibit any phonemic awareness problems in French or in Spanish, but showed poor VA Span skills compared to their control peers. VA span skills correlated with reading accuracy and speed measures in both Spanish and French, whereas phonemic awareness correlated with reading accuracy only. Overall, the present results show that the VA Span is tightly related to reading speed regardless of orthographic transparency, and that it accounts for differences in reading performance between good and poor readers across languages. The present findings further suggest that VA Span skills may play a particularly important role in building-up specific word knowledge which is critical for lexical reading strategies. Copyright © 2014 Elsevier Ltd. All rights reserved.

Cross-linguistic interactions influence reading development in bilinguals: a comparison between early balanced French-Basque and Spanish-Basque bilingual children.

PubMed

Lallier, Marie; Acha, Joana; Carreiras, Manuel

2016-01-01

This study investigates whether orthographic consistency and transparency of languages have an impact on the development of reading strategies and reading sub-skills (i.e. phonemic awareness and visual attention span) in bilingual children. We evaluated 21 French (opaque)-Basque (transparent) bilingual children and 21 Spanish (transparent)-Basque (transparent) bilingual children at Grade 2, and 16 additional children of each group at Grade 5. All of them were assessed in their common language (i.e. Basque) on tasks measuring word and pseudoword reading, phonemic awareness and visual attention span skills. The Spanish speaking groups showed better Basque pseudoword reading and better phonemic awareness abilities than their French speaking peers, but only in the most difficult conditions of the tasks. However, on the visual attention span task, the French-Basque bilinguals showed the most efficient visual processing strategies to perform the task. Therefore, learning to read in an additional language affected differently Basque literacy skills, depending on whether this additional orthography was opaque (e.g. French) or transparent (e.g. Spanish). Moreover, we showed that the most noteworthy effects of Spanish and French orthographic transparency on Basque performance were related to the size of the phonological and visual grain used to perform the tasks. © 2015 John Wiley & Sons Ltd.

Coyote Teaching for Geography Instruction

ERIC Educational Resources Information Center

DeMers, Michael N.

2010-01-01

Coyote teaching emphasizes learning community, long term mentoring, a need for learning, ownership of learning, heightened sensory awareness, storytelling, purposefully designed tricks, and the Socratic method to promote lifelong learning and a new generation of coyote teachers. Many of these methods are found in other educational philosophies but…

Using Instructional Technology to Improve Preservice Teachers' Knowledge of Phonological Awareness

ERIC Educational Resources Information Center

Driver, Melissa K.; Pullen, Paige C.; Kennedy, Michael J.; Williams, Mira Cole; Ely, Emily

2014-01-01

Teacher understanding of phonological awareness (PA) and how to teach PA is related to student outcomes; however, many teachers have an inadequate understanding of PA. The purpose of this study is to describe an intervention intended to improve preservice teachers' understanding of PA, using an example of instructional technology called Content…

Metacognitive Awareness of EFL Student Writers in a Chinese ELT Context

ERIC Educational Resources Information Center

Ruan, Zhoulin

2014-01-01

This paper reports on an investigation into metacognitive awareness of Chinese English as a foreign language (EFL) student writers, under a threefold metacognition framework--person, task, and strategy variables, and within the broader domain of cognitive writing theories. Data were collected in a Chinese tertiary English language teaching (ELT)…

Design of Phoneme MIDI Codes Using the MIDI Encoding Tool “Auto-F” and Realizing Voice Synthesizing Functions Based on Musical Sounds

NASA Astrophysics Data System (ADS)

Modegi, Toshio

Using our previously developed audio to MIDI code converter tool “Auto-F”, from given vocal acoustic signals we can create MIDI data, which enable to playback the voice-like signals with a standard MIDI synthesizer. Applying this tool, we are constructing a MIDI database, which consists of previously converted simple harmonic structured MIDI codes from a set of 71 Japanese male and female syllable recorded signals. And we are developing a novel voice synthesizing system based on harmonically synthesizing musical sounds, which can generate MIDI data and playback voice signals with a MIDI synthesizer by giving Japanese plain (kana) texts, referring to the syllable MIDI code database. In this paper, we propose an improved MIDI converter tool, which can produce temporally higher-resolution MIDI codes. Then we propose an algorithm separating a set of 20 consonant and vowel phoneme MIDI codes from 71 syllable MIDI converted codes in order to construct a voice synthesizing system. And, we present the evaluation results of voice synthesizing quality between these separated phoneme MIDI codes and their original syllable MIDI codes by our developed 4-syllable word listening tests.

Teaching About Women in Hispanic Literature: Current Methods and Materials.

ERIC Educational Resources Information Center

Maier, Carol

Awareness of a new and altered method of teaching literature, similar to that described by Adrienne Rich, grew from the experience of teaching a small introductory course in twentieth century Hispanic women writers to students with diverse language, cultural, and economic backgrounds. Although about half the students were native Spanish speakers,…

Bridging Troubled Waters: Principles for Teaching in Times of Crisis

ERIC Educational Resources Information Center

Foster, Kevin Michael

2006-01-01

This essay provides interrelated principles for teaching and learning in times of heightened awareness of wars, disasters and human suffering. Purposeful teaching in times of crisis should occur both with children directly impacted by catastrophic events as well as with those less directly impacted. As a direct reflection of the author's most…

How the Media Teach

ERIC Educational Resources Information Center

Cortes, Carlos E.

2005-01-01

The mass media teach whether or not mediamakers intend to or realize it, and users learn from the media whether or not they try or are even aware of it. This means all of the media, including newspapers, magazines, movies, television, radio, and the new cyberspace media serve as informal yet omnipresent nonschool textbooks. This raises an…

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

ERIC Educational Resources Information Center

Gormally, Cara; Evans, Mara; Brickman, Peggy

2014-01-01

Despite ongoing dissemination of evidence-based teaching strategies, science teaching at the university level is less than reformed. Most college biology instructors could benefit from more sustained support in implementing these strategies. One-time workshops raise awareness of evidence-based practices, but faculty members are more likely to make…

Teaching To Give Students Voice in the College Classroom. Thematic Session.

ERIC Educational Resources Information Center

Koerner, Mari E.; Hulsebosch, Patricia

This study followed six "culturally aware" elementary school teachers through student teaching and their first two years of teaching to look at how their life experiences as minority people affected their classroom practices. The study was a qualitative inquiry based on reciprocal and interactive relationships. The approach was…

Can eye-tracking technology improve situational awareness in paramedic clinical education?

PubMed

Williams, Brett; Quested, Andrew; Cooper, Simon

2013-01-01

Human factors play a significant part in clinical error. Situational awareness (SA) means being aware of one's surroundings, comprehending the present situation, and being able to predict outcomes. It is a key human skill that, when properly applied, is associated with reducing medical error: eye-tracking technology can be used to provide an objective and qualitative measure of the initial perception component of SA. Feedback from eye-tracking technology can be used to improve the understanding and teaching of SA in clinical contexts, and consequently, has potential for reducing clinician error and the concomitant adverse events.

Teaching Triple Science: GCSE Chemistry

ERIC Educational Resources Information Center

Learning and Skills Network (NJ3), 2007

2007-01-01

The Department for Children, Schools and Families (DCSF) has contracted with the Learning and Skills Network to support awareness and take-up of Triple Science GCSEs through the Triple Science Support Programme. This publication provides an introduction to teaching and learning approaches for the extension topics within GCSE Chemistry. It…

Teaching Triple Science: GCSE Biology

ERIC Educational Resources Information Center

Learning and Skills Network (NJ3), 2007

2007-01-01

The Department for Children, Schools and Families (DCSF) has contracted with the Learning and Skills Network to support awareness and take-up of Triple Science GCSEs through the Triple Science Support Programme. This publication provides an introduction to teaching and learning approaches for the extension topics within GCSE Biology. It highlights…

Fostering Global Awareness, or What I Learned on My Summer Vacation

ERIC Educational Resources Information Center

Philion, Thomas

2008-01-01

With regard to enhancing teacher candidates' global awareness, teacher education currently faces two challenges: indifference and inaction. The author based this claim primarily on observation and personal experience. In a course on teaching literacy in the content areas, the author began with an overview of the state of literacy, not just in the…

A Study of User's Acceptance on Situational Mashups in Situational Language Teaching

ERIC Educational Resources Information Center

Huang, Angus F. M.; Yang, Stephen J. H.; Liaw, Shu-Sheng

2012-01-01

Situational awareness and mashups are two key factors influencing the success of situational language teaching. However, traditional situational language teaching cannot smoothly conduct relevant learning activities in changing learning context. This study developed a situational mashups system for detecting users' context and proposed a research…

Word and Person Effects on Decoding Accuracy: A New Look at an Old Question

PubMed Central

Gilbert, Jennifer K.; Compton, Donald L.; Kearns, Devin M.

2011-01-01

The purpose of this study was to extend the literature on decoding by bringing together two lines of research, namely person and word factors that affect decoding, using a crossed random-effects model. The sample was comprised of 196 English-speaking grade 1 students. A researcher-developed pseudoword list was used as the primary outcome measure. Because grapheme-phoneme correspondence (GPC) knowledge was treated as person and word specific, we are able to conclude that it is neither necessary nor sufficient for a student to know all GPCs in a word before accurately decoding the word. And controlling for word-specific GPC knowledge, students with lower phonemic awareness and slower rapid naming skill have lower predicted probabilities of correct decoding than counterparts with superior skills. By assessing a person-by-word interaction, we found that students with lower phonemic awareness have more difficulty applying knowledge of complex vowel graphemes compared to complex consonant graphemes when decoding unfamiliar words. Implications of the methodology and results are discussed in light of future research. PMID:21743750

Using Your Daily Newspaper to Teach Social Studies from the Ads.

ERIC Educational Resources Information Center

Lukens, Chris

One of a series prepared by the Hawaii Newspaper Agency, this teaching guide offers ideas on using the newspaper advertisements to teach social studies. Suggestions for using newspaper advertisements include studying tour and travel items and locating places on the map, using restaurant advertisements to increase cultural awareness and examine…

Knowledge of Diverse Learners: Implications for the Practice of Teaching

ERIC Educational Resources Information Center

Rahman, Fadzilah Abd; Scaife, Jon; Yahya, Nurul Aini; Jalil, Habibah Ab

2010-01-01

Knowledge of Diverse Learners (KDL) is increasingly recognized as an essential component of knowledge base for effective teaching as in today's schools, teachers must be prepared to teach a diverse population of student (Banks et al. 2005). In other words, teachers need to be aware that their students in a classroom are and always have been…

"Spinach to Chocolate": Changing Awareness and Attitudes in ESL Writing Teachers.

ERIC Educational Resources Information Center

Winer, Lise

1992-01-01

Data from student journals in an English-as-a-Second-Language writing practicum are used to trace the process by which practice of and reflection on specific activities change awareness of and attitudes toward writing and the teaching of writing. The paper demonstrates the necessity of integrating training and development in teacher education.…

The attentional blink is related to phonemic decoding, but not sight-word recognition, in typically reading adults.

PubMed

Tyson-Parry, Maree M; Sailah, Jessica; Boyes, Mark E; Badcock, Nicholas A

2015-10-01

This research investigated the relationship between the attentional blink (AB) and reading in typical adults. The AB is a deficit in the processing of the second of two rapidly presented targets when it occurs in close temporal proximity to the first target. Specifically, this experiment examined whether the AB was related to both phonological and sight-word reading abilities, and whether the relationship was mediated by accuracy on a single-target rapid serial visual processing task (single-target accuracy). Undergraduate university students completed a battery of tests measuring reading ability, non-verbal intelligence, and rapid automatised naming, in addition to rapid serial visual presentation tasks in which they were required to identify either two (AB task) or one (single target task) target/s (outlined shapes: circle, square, diamond, cross, and triangle) in a stream of random-dot distractors. The duration of the AB was related to phonological reading (n=41, β=-0.43): participants who exhibited longer ABs had poorer phonemic decoding skills. The AB was not related to sight-word reading. Single-target accuracy did not mediate the relationship between the AB and reading, but was significantly related to AB depth (non-linear fit, R(2)=.50): depth reflects the maximal cost in T2 reporting accuracy in the AB. The differential relationship between the AB and phonological versus sight-word reading implicates common resources used for phonemic decoding and target consolidation, which may be involved in cognitive control. The relationship between single-target accuracy and the AB is discussed in terms of cognitive preparation. Copyright © 2015 Elsevier Ltd. All rights reserved.

Teaching Sociology in the Community College.

ERIC Educational Resources Information Center

Bradford, S. Y.

1980-01-01

Examines the difficulty of determining sociology course objectives for the diverse student populations at community colleges. Argues that sociology instructors, in light of this diversity, should use a combination of teaching modalities and should stress content relating to college survival skills, enhanced social awareness, and increased…

Emergent Literacy in Thai Preschoolers: A Preliminary Study.

PubMed

Yampratoom, Ramorn; Aroonyadech, Nawarat; Ruangdaraganon, Nichara; Roongpraiwan, Rawiwan; Kositprapa, Jariya

To investigate emergent literacy skills, including phonological awareness when presented with an initial phoneme-matching task and letter knowledge when presented with a letter-naming task in Thai preschoolers, and to identify key factors associated with those skills. Four hundred twelve typically developing children in their final kindergarten year were enrolled in this study. Their emergent reading skills were measured by initial phoneme-matching and letter-naming tasks. Determinant variables, such as parents' education and teachers' perception, were collected by self-report questionnaires. The mean score of the initial phoneme-matching task was 4.5 (45% of a total of 10 scores). The mean score of the letter-naming task without a picture representing the target letter name was 30.2 (68.6% of a total of 44 scores), which increased to 38.8 (88.2% of a total of 44 scores) in the letter-naming task when a picture representing the target letter name was provided. Both initial phoneme-matching and letter-naming abilities were associated with the mother's education and household income. Letter-naming ability was also influenced by home reading activities and gender. This was a preliminary study into emergent literacy skills of Thai preschoolers. The findings supported the importance of focusing on phonological awareness and phonics, especially in the socioeconomic disadvantaged group.

Dutch home-based pre-reading intervention with children at familial risk of dyslexia.

PubMed

van Otterloo, Sandra G; van der Leij, Aryan

2009-12-01

Children (5 and 6 years old, n = 30) at familial risk of dyslexia received a home-based intervention that focused on phoneme awareness and letter knowledge in the year prior to formal reading instruction. The children were compared to a no-training at-risk control group (n = 27), which was selected a year earlier. After training, we found a small effect on a composite score of phoneme awareness (d = 0.29) and a large effect on receptive letter knowledge (d = 0.88). In first grade, however, this did not result in beneficial effects for the experimental group in word reading and spelling. Results are compared to three former intervention studies in The Netherlands and comparable studies from Denmark and Australia.

Intercultural Awareness in Rural Title 1 Elementary School Teaching Practices

ERIC Educational Resources Information Center

Leventhal, Mary Wilson

2012-01-01

The purpose of the study was to examine cultural dissonance between teachers and students with its implications for student achievement in a rural Title 1 elementary school. Most U.S. teachers share a White, monolingual, middle-class, female teaching culture that is a mismatch with their increasingly multicultural student population. That problem…

Spelling Mastery. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

"Spelling Mastery" is designed to explicitly teach spelling skills to students in grades 1 through 6. One of several Direct Instruction curricula from McGraw-Hill that precisely specify how to teach incremental content, "Spelling Mastery" includes phonemic, morphemic, and whole-word strategies. The What Works Clearinghouse…

University Efficiency: Complementariness versus Trade-Off between Teaching, Research and Administrative Activities

ERIC Educational Resources Information Center

Sellers-Rubio, Ricardo; Mas-Ruiz, Francisco J.; Casado-Diaz, Ana B.

2010-01-01

University managers should be aware of the importance that efficiency has for their own universities, orientating their actions towards research and teaching excellence. This study estimates teaching and research efficiency of the different departments of a university and tests the complementariness versus trade-off between them. The results…

Preparing Middle Grades Educators to Teach about World Cultures: An Interdisciplinary Approach

ERIC Educational Resources Information Center

Reidel, Michelle; Draper, Christine

2013-01-01

With the realities of standards-based accountability, it is imperative to model and demonstrate for students how subject areas and teaching methods transcend across traditional boundaries. In an effort to prepare future social studies educators to teach for global awareness and to meaningfully integrate critical literacy skills into their…

Teaching the "Broker" Theory in Social Studies.

ERIC Educational Resources Information Center

Hausmann, John W.

1979-01-01

Discusses the need to introduce pluralist theory in addition to teaching the formal institutional arrangements of government in high school political science courses. An awareness of cultural pluralism allows students to examine the powerful role of interest or pressure groups. (Author/KC)

Visions Management: Effective Teaching through Technology.

ERIC Educational Resources Information Center

Larson, Robert W.

In making effective use of technology, instructors must face several challenges, such as deciding which technology is really necessary for effective teaching and working with limited department budgets. In addressing these issues, faculty should be aware of three major trends in communications technology: miniaturization of the media of…

The Grammar Gallimaufry: Teaching Students to Challenge the Grammar Gods

ERIC Educational Resources Information Center

House, Jeff

2009-01-01

How a person teaches grammar depends on what he or she believes it does. Some see grammar as a set of rules, inherited from wise forefathers. For them, teaching grammar means making students aware of, and then holding them to, these rules. Others see grammar as an expression of style, an invitation to the writer to explore how to create a…

Musical practice and cognitive aging: two cross-sectional studies point to phonemic fluency as a potential candidate for a use-dependent adaptation.

PubMed

Fauvel, Baptiste; Groussard, Mathilde; Mutlu, Justine; Arenaza-Urquijo, Eider M; Eustache, Francis; Desgranges, Béatrice; Platel, Hervé

2014-01-01

Because of permanent use-dependent brain plasticity, all lifelong individuals' experiences are believed to influence the cognitive aging quality. In older individuals, both former and current musical practices have been associated with better verbal skills, visual memory, processing speed, and planning function. This work sought for an interaction between musical practice and cognitive aging by comparing musician and non-musician individuals for two lifetime periods (middle and late adulthood). Long-term memory, auditory-verbal short-term memory, processing speed, non-verbal reasoning, and verbal fluencies were assessed. In Study 1, measures of processing speed and auditory-verbal short-term memory were significantly better performed by musicians compared with controls, but both groups displayed the same age-related differences. For verbal fluencies, musicians scored higher than controls and displayed different age effects. In Study 2, we found that lifetime period at training onset (childhood vs. adulthood) was associated with phonemic, but not semantic, fluency performances (musicians who had started to practice in adulthood did not perform better on phonemic fluency than non-musicians). Current frequency of training did not account for musicians' scores on either of these two measures. These patterns of results are discussed by setting the hypothesis of a transformative effect of musical practice against a non-causal explanation.

Assessing Students’ Impressions of the Cultural Awareness of Pharmacy Faculty and Students

PubMed Central

Okorie-Awé, Clara; Crawford, Stephanie Y.; Balcazar, Fabricio E.; Vellurattil, Rosalyn P.; Moore, Terry W.; Schriever, Allison E.

2018-01-01

Objective. To determine pharmacy students’ impressions of their faculty’s interactions with diverse student and patient populations. Methods. Three student focus groups were convened. Eighty-four page transcripts were coded, and emergent themes were identified by qualitative analysis. Results. Students defined diversity as multidimensional beyond traditional categories. Emergent themes were faculty awareness or lack of awareness of cultural diversity, disparate cultural perspectives and preferences within student groups, teaching/learning approaches to prepare students to be more culturally competent, and student group dynamics. First- and second-year students emphasized student-to-student interactions, while third- and fourth-year students emphasized a lack of preparation for the realities of contemporary practice based on instructional methods. Conclusion. Students perceived the majority of their pharmacy faculty to be culturally sensitive and aware, but microaggression and discrimination from faculty and student peers were experienced. Study implications can potentially improve curricular offerings, cultural awareness of faculty and students, and care to diverse patient populations. PMID:29491497

How should we teach faculty about research-based teaching?

NASA Astrophysics Data System (ADS)

Olmstead, Alice; Turpen, Chandra; Prather, Edward E.

2015-01-01

Faculty professional development (PD) workshops are the primary mechanism used to increase the adoption and adaptation of research-based instructional strategies (RBIS). PD workshops draw in large numbers of physics and astronomy instructors and can serve a critical role in changing instructional practices within our community. Our research focuses on two of the largest and longest-running PD workshops accessible to faculty: the New Physics and Astronomy Faculty Workshop and the Center for Astronomy Education Tier I Teaching Excellence Workshop. We seek to reveal opportunities to improve these workshops through increased awareness of instructors' experiences and prior knowledge, and increased awareness of how these workshops are designed and implemented.Other studies often assume that instructors have coherent theories of teaching and learning, and conclude that many have wrong ideas that need to be confronted or 'fixed'. Our approach is to first investigate the ideas that instructors have about teaching and learning, and identify what we call their 'potentially productive resources'. This approach is better suited to inform respectful PD efforts that build on instructors' intuitions, and we have analyzed interviews with several young astronomy/physics faculty members who were about to attend these PD workshops to demonstrate how this approach can be applied. The primary findings of our first study are: 1) instructors are trying out practices that show some alignment with common RBIS; 2) instructors' values show alignment with common discipline-based education research goals; and 3) instructors often experience dissatisfaction with specific aspects of their instruction. Taken together our findings are poised to inform changes to existing PD efforts.Our ongoing research focuses on the development of a real-time observation tool to document what happens during workshops and what learning opportunities these PD practices create for participants. We will show the

Influencing Intended Teaching Practice: Exploring pre-service teachers' perceptions of science teaching resources

NASA Astrophysics Data System (ADS)

Cooper, Grant; Kenny, John; Fraser, Sharon

2012-08-01

Many researchers have identified and expressed concern over the state of science education internationally, but primary teachers face particular obstacles when teaching science due to their poor science background and low confidence with science. Research has suggested that exemplary resources, or units that work, may be an effective way to support primary teachers. This study explores the effect of one such resource on the intentions of pre-service primary teachers to teach science. The resource in question is Primary Connections, a series of learning resources produced by the Australian Academy of Science specifically designed for primary science. Evaluative studies of Primary Connections have indicated its efficacy with practising primary teachers but there is little evidence of its impact upon pre-service teachers. The purpose of this study was to investigate how effective these quality teaching resources were in influencing the intentions of primary pre-service teachers to teach science after they graduated. The theory of planned behaviour highlighted the linkage between the intentions of the pre-service teachers to teach science, and their awareness of and experiences with using Primary Connections during their education studies. This enabled key factors to be identified which influenced the intentions of the pre-service teachers to use Primary Connections to teach science after they graduate. The study also provided evidence of how quality science teaching resources can be effectively embedded in a teacher education programme as a means of encouraging and supporting pre-service teachers to teach science.

Fostering EF/SL Learners' Meta-Pragmatic Awareness of Complaints and Their Interactive Effects

ERIC Educational Resources Information Center

Cruz, Manuel Padilla

2015-01-01

This paper suggests a series of steps for teaching complaint behaviour in English. The production of complaints requires a meta-pragmatic awareness of their interactive value and functions, their different types and realisations, pragmalinguistic formulae frequently employed or the socio-pragmatic factors affecting them, among others, which many…

Teaching Practice in the 21st Century: Emerging Trends, Challenges and Opportunities

ERIC Educational Resources Information Center

Jansen, Cecelia; van der Merwe, Petro

2015-01-01

Digital technology for teaching practice students means the ability of student teachers to use digital artefacts as integral part of their pedagogical content knowledge. Student teachers need to be also aware of what implications this has for teaching and learning strategies plus the building aspects in the lesson presentation. A new approach to…

Sexuality and Sexual Identity: Critical Possibilities for Teaching Dance Appreciation and Dance History

ERIC Educational Resources Information Center

Dils, Ann

2004-01-01

The intersections of dance and sexuality and sexual identity are part of the critical discourse important to teaching dance appreciation and dance history. This essay presents aspects of my teaching practice, informed by current writings in queer studies, dance studies, education, and sociology. Awareness of potential classroom diversity helps…

Investigating the Stress Levels of Early Childhood, Primary and Secondary Pre-Service Teachers during Teaching Practicum

ERIC Educational Resources Information Center

Geng, Gretchen; Midford, Richard; Buckworth, Jenny

2015-01-01

This study investigated stress levels of pre-service teachers (PSTs) across three categories of teaching context: early childhood, primary and secondary. This paper focused on exploring the stressors in the completion of tasks in teaching practicum in the three categories of teaching context and an awareness of and access to support systems. The…

WebIntera-Classroom: An Interaction-Aware Virtual Learning Environment for Augmenting Learning Interactions

ERIC Educational Resources Information Center

Chen, Jingjing; Xu, Jianliang; Tang, Tao; Chen, Rongchao

2017-01-01

Interaction is critical for successful teaching and learning in a virtual learning environment (VLE). This paper presents a web-based interaction-aware VLE--WebIntera-classroom--which aims to augment learning interactions by increasing the learner-to-content and learner-to-instructor interactions. We design a ubiquitous interactive interface that…

Learning to Teach--Tim's Story

ERIC Educational Resources Information Center

Rowland, Tim

2006-01-01

This article is both a sequel and a companion to the account by Gill Hatch, published in "MT196," of her experience in her first teaching post--as a College of Education Assistant Lecturer. A chance remark by Gill in 2001 made the author aware that their careers as mathematics teachers had begun in similar environments. They set about compiling a…

Teaching about Aging. Environmental Education Series.

ERIC Educational Resources Information Center

Smith, Gary R.

This teaching guide on aging contains 18 activities for students. A major cognitive objective is for students to examine and evaluate personal and societal attitudes and behavior toward aging in the United States and in other societies. When students make cross-cultural comparisons of these attitudes and behaviors they become aware that their own…

Teaching Modern Dance: A Conceptual Approach

ERIC Educational Resources Information Center

Enghauser, Rebecca Gose

2008-01-01

A conceptual approach to teaching modern dance can broaden the awareness and deepen the understanding of modern dance in the educational arena in general, and in dance education specifically. This article describes a unique program that dance teachers can use to introduce modern dance to novice dancers, as well as more experienced dancers,…

Developing a pedagogy for nursing teaching-learning.

PubMed

Horsfall, Jan; Cleary, Michelle; Hunt, Glenn E

2012-11-01

Each nurse educator's pedagogy underpins their understanding of and approach to teaching and learning, regardless of whether this has been reflected upon or articulated. In this paper, we overview factors and issues that should be considered when developing a teaching philosophy of nursing education and set out broad differences between traditional and contemporary pedagogic models and various ways of knowing. As values underpin any teaching framework these are considered in relation to pedagogies, epistemologies and their relevance to nursing practice. Key teacher roles and strategies that are congruent with a contemporary pedagogy for teaching nursing in the classroom or the clinical setting are also outlined. A premise for writing this paper was that clarifying one's own understandings of education and knowledge and the implicit values held within those terms and processes will contribute to greater self-awareness and more effective teaching of nursing. Education approaches underpinned by a sound teaching philosophy and framework can facilitate an educationally sound and positive experience for learners. Copyright © 2011 Elsevier Ltd. All rights reserved.

Keyboarding Instruction at NABTE Institutions: Are We Teaching Techniques to Reduce CTD Incidence?

ERIC Educational Resources Information Center

Blaszczynski, Carol; Joyce, Marguerite Shane

1996-01-01

Responses from 157 of 193 business teachers who teach keyboarding indicated that 78.7% were aware of cumulative trauma disorder and 22% had experienced it. Only 13% of classrooms were equipped with wrist rests. About 53% teach techniques to reduce incidence, but 20% did not know whether they taught preventive measures. (SK)

Awareness of Racial Diversity in the Spanish-Speaking World among L2 Spanish Speakers

ERIC Educational Resources Information Center

Abreu, Laurel

2016-01-01

For more than 30 years, foreign language instructors have considered approaches to teaching their students about Afro-Latin cultures, yet little research appears to address students' actual awareness of these populations. Using a photo ratings survey, the present study explored the perceptions of postsecondary second language learners and their…

Movement Exploration as a Technique for Teaching Pre-Swimming Skills to Students with Developmental Delays.

ERIC Educational Resources Information Center

Buis, Joyce M.; Schane, Catherine S.

1980-01-01

Background, rationale, and techniques for using movement exploration to teach preswimming skills to developmentally delayed persons are given. Objectives (beyond the primary one of safety) of such a program include body awareness, spatial awareness, movement, and perceptual motor functions. Guidelins for activity selection and adaptation are…

The Arts, Midrash, and Biblical Teaching

ERIC Educational Resources Information Center

Birch, Bruce C.

2005-01-01

Biblical texts have been handed on to us through a long history of interpretation. Awareness of this rich but complex process is one of the goals of biblical teaching. Since the earliest centuries of the church there has been a parallel history of artistic interaction with the biblical text. These artistic treatments of biblical subjects have had…

A Knowledge-Based Approach to Retrieving Teaching Materials for Context-Aware Learning

ERIC Educational Resources Information Center

Shih, Wen-Chung; Tseng, Shian-Shyong

2009-01-01

With the rapid development of wireless communication and sensor technologies, ubiquitous learning has become a promising solution to educational problems. In context-aware ubiquitous learning environments, it is required that learning content is retrieved according to environmental contexts, such as learners' location. Also, a learning content…

Using a Corpus-Informed Pedagogical Intervention to Develop Language Awareness toward Appropriate Lexicogrammatical Choices

ERIC Educational Resources Information Center

Fernandez, Julieta; Yuldashev, Aziz

2015-01-01

The corpus-informed pedagogical intervention described in this article was developed for an advanced English as a Second Language (ESL) course designed for prospective International Teaching Assistants (ITAs) and implemented over the course of two class periods. Its primary goal was to offer students opportunities to gain language awareness of…

Enhancing Phonological Awareness and Orthographic Knowledge of Preservice Teachers: An Intervention through Online Coursework

ERIC Educational Resources Information Center

Westerveld, Marleen F.; Barton, Georgina M.

2017-01-01

The teaching of reading is a core priority across the education sector. In an attempt to better prepare our next generation of professional teachers of reading, academic staff at an Australian university implemented coursework changes that were designed to enhance the phonological awareness and orthographic knowledge of first-year preservice…

Teaching Direct Practice Techniques for Work with Elders with Alzheimer's Disease: A Simulated Group Experience.

ERIC Educational Resources Information Center

Kane, Michael N.

2003-01-01

A role-play exercise about Alzheimer's disease was designed to teach group work with memory-impaired elders. Written comments from 26 social work students revealed four outcomes: demystifying practical knowledge, respect for diversity among memory-impaired individuals, increased awareness of elders' internal states, and awareness of the challenges…

Impacts of Professional Development in Integrated STEM Education on Teacher Self-Efficacy, Outcome Expectancy, and Stem Career Awareness

NASA Astrophysics Data System (ADS)

Knowles, J. Geoff

This research analyzed the effects of teacher professional development and lesson implementation in integrated Science, Technology, Engineering, and Math (STEM) on: 1.) Teacher self-efficacy and their confidence to teach specific STEM subjects; 2.) Teaching outcome expectancy beliefs concerning the impact of actions by teachers on student learning; and 3.) Teacher awareness of STEM careers. High school science and technology education teachers participating in the Teachers and Researchers Advancing Integrated Lessons in STEM (TRAILS) project experimental group attended a ten-day summer professional development institute designed to educate teachers in using an integrated STEM education model to implement integrated STEM lessons. The research design utilized a quasi-experimental nonequivalent comparison group design that incorporated an experimental group and an untreated comparison group with both pretest, posttest, and delayed posttest assessments on non-randomized participants. Teacher self-efficacy has been identified as a key factor in effective teaching and student learning, and teacher awareness of STEM careers impacts students as they consider career choices. The T-STEM Survey for teachers was given for the pretest and posttest assessments to measure attitudes and beliefs toward the specific constructs of this study. Significant effects of the TRAILS professional development were found in the teacher group (experimental or comparison) and teacher subject (technology or science) in pretest and posttest scores using cumulative link models for the constructs of teacher self-efficacy and beliefs to teach STEM subjects, teacher outcome expectancy beliefs, and teacher awareness of STEM careers. Effect sizes ranged from small to large varying by construct and assessment time. Highly significant p-values and effect sizes revealed impacts on science teachers were greater when teacher subject groups were analyzed separately.

Phonemic Awareness versus Meaning Instruction in Beginning Reading: A Discussion.

ERIC Educational Resources Information Center

Partridge, Susan

Two Schools of thought prominent in reading instruction are: (1) that reading is a language-based skill which requires the reader to have a sound knowledge of phonology and that this knowledge must be at an automatic level of information processing; and (2) that reading problems are the result of being overly attentive to phonetic and orthographic…

Immediate Effects of Interoceptive Awareness Training through Mindful Awareness in Body-oriented Therapy (MABT) for Women in Substance Use Disorder Treatment.

PubMed

Price, Cynthia J; Thompson, Elaine A; Crowell, Sheila E; Pike, Kenneth; Cheng, Sunny C; Parent, Sara; Hooven, Carole

2018-06-27

Sensory information gained through interoceptive awareness may play an important role in affective behavior and successful inhibition of drug use. This study examined the immediate pre-post effects of the mind-body intervention Mindful Awareness in Body-oriented Therapy (MABT) as an adjunct to women's substance use disorder (SUD) treatment. MABT teaches interoceptive awareness skills to promote self-care and emotion regulation. Women in intensive outpatient treatment (IOP) for chemical dependency (N =217) at three community clinics in the Pacific NW of the United States were recruited and randomly assigned to one of three study conditions: MABT + Treatment as Usual (TAU), Women's Health Education (WHE) +TAU (active control condition), and TAU only. At baseline and three months post-intervention, assessments were made of interoceptive awareness skills and mindfulness, emotion regulation (self-report and psychophysiological measures), symptomatic distress (depression and trauma-related symptoms), and substance use (days abstinent) and craving. Changes in outcomes across time were assessed using multilevel mixed effects linear regression. Findings based on an intent-to-treat approach demonstrated significant improvements in interoceptive awareness and mindfulness skills, emotion dysregulation (self-report and psychophysiology), and days abstinent for women who received MABT compared to the other study groups. Additional analyses based on participants who completed the major components of MABT (at least 75% of the intervention sessions) revealed these same improvements as well as reductions in depressive symptoms and substance craving. Findings that interoceptive training is associated with health outcomes for women in SUD treatment are consistent with emerging neurocognitive models that link interoception to emotion regulation and to related health outcomes, providing knowledge critical to supporting and improving SUD treatment.

[Situational awareness: you won't see it unless you understand it].

PubMed

Graafland, Maurits; Schijven, Marlies P

2015-01-01

In dynamic, high-risk environments such as the modern operating theatre, healthcare providers are required to identify a multitude of signals correctly and in time. Errors resulting from failure to identify or interpret signals correctly lead to calamities. Medical training curricula focus largely on teaching technical skills and knowledge, not on the cognitive skills needed to interact appropriately with fast-changing, complex environments in practice. The term 'situational awareness' describes the dynamic process of receiving, interpreting and processing information in such dynamic environments. Improving situational awareness in high-risk environments should be part of medical curricula. In addition, the flood of information in high-risk environments should be presented more clearly and effectively. It is important that physicians become more involved in this regard.

NICU nurse educators: what evidence supports your teaching strategies?

PubMed

Pilcher, Jobeth

2013-01-01

One of our roles as nurse educators is to teach best practices related to patient care. However, have you ever stopped to think about what evidence supports your teaching strategies? Just as our patients deserve care that is based on the best available evidence, our learners also deserve education that is based on evidence.1-3 With so many advances in knowledge, technology, and even life itself, it is interesting that education has changed very little over the past 100 years. A study among 946 nurse educators documented that most teach the way they were taught.4 In addition, even after learning new strategies, educators often continue teaching in the manner they are most comfortable. However, this trend is beginning to change. Nurse educators are becoming increasingly aware of and willing to try new and innovative teaching strategies. Educators are also seeking out evidence-based teaching strategies and are becoming more involved in nursing education research.

A Context-Aware Self-Adaptive Fractal Based Generalized Pedagogical Agent Framework for Mobile Learning

ERIC Educational Resources Information Center

Boulehouache, Soufiane; Maamri, Ramdane; Sahnoun, Zaidi

2015-01-01

The Pedagogical Agents (PAs) for Mobile Learning (m-learning) must be able not only to adapt the teaching to the learner knowledge level and profile but also to ensure the pedagogical efficiency within unpredictable changing runtime contexts. Therefore, to deal with this issue, this paper proposes a Context-aware Self-Adaptive Fractal Component…

AWARE-AWAreness during REsuscitation-a prospective study.

PubMed

Parnia, Sam; Spearpoint, Ken; de Vos, Gabriele; Fenwick, Peter; Goldberg, Diana; Yang, Jie; Zhu, Jiawen; Baker, Katie; Killingback, Hayley; McLean, Paula; Wood, Melanie; Zafari, A Maziar; Dickert, Neal; Beisteiner, Roland; Sterz, Fritz; Berger, Michael; Warlow, Celia; Bullock, Siobhan; Lovett, Salli; McPara, Russell Metcalfe Smith; Marti-Navarette, Sandra; Cushing, Pam; Wills, Paul; Harris, Kayla; Sutton, Jenny; Walmsley, Anthony; Deakin, Charles D; Little, Paul; Farber, Mark; Greyson, Bruce; Schoenfeld, Elinor R

2014-12-01

Cardiac arrest (CA) survivors experience cognitive deficits including post-traumatic stress disorder (PTSD). It is unclear whether these are related to cognitive/mental experiences and awareness during CPR. Despite anecdotal reports the broad range of cognitive/mental experiences and awareness associated with CPR has not been systematically studied. The incidence and validity of awareness together with the range, characteristics and themes relating to memories/cognitive processes during CA was investigated through a 4 year multi-center observational study using a three stage quantitative and qualitative interview system. The feasibility of objectively testing the accuracy of claims of visual and auditory awareness was examined using specific tests. The outcome measures were (1) awareness/memories during CA and (2) objective verification of claims of awareness using specific tests. Among 2060 CA events, 140 survivors completed stage 1 interviews, while 101 of 140 patients completed stage 2 interviews. 46% had memories with 7 major cognitive themes: fear; animals/plants; bright light; violence/persecution; deja-vu; family; recalling events post-CA and 9% had NDEs, while 2% described awareness with explicit recall of 'seeing' and 'hearing' actual events related to their resuscitation. One had a verifiable period of conscious awareness during which time cerebral function was not expected. CA survivors commonly experience a broad range of cognitive themes, with 2% exhibiting full awareness. This supports other recent studies that have indicated consciousness may be present despite clinically undetectable consciousness. This together with fearful experiences may contribute to PTSD and other cognitive deficits post CA. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Project S.P.I.C.E. Special Partnership in Career Education. Economic Awareness. A Teaching Module.

ERIC Educational Resources Information Center

Volusia County Schools, Daytona Beach, FL.

This fifth in a series of six modules on economic awareness is part of the Special Partnership in Career Education (SPICE) program, which was designed to provide career awareness and exploration information to junior high-aged educable mentally handicapped students. The module follows a typical format that includes two major sections: overview and…

Awareness and Attitude of Healthcare Workers to Cosmetic Surgery in Osogbo, Nigeria

PubMed Central

Adedeji, Opeyemi Adeniyi; Oseni, Ganiyu Oladiran; Olaitan, Peter Babatunde

2014-01-01

This study aimed at understanding the level of awareness and elucidates the attitude and disposition of healthcare workers to cosmetic surgery in Osogbo, Nigeria. A questionnaire-based survey was done at LAUTECH Teaching Hospital, Osogbo, in 2012. Questionnaires were administered to 213 workers and students in the hospital. These were then analysed using SPSS version 16.0 with frequencies, means, and so forth. Respondents were 33 doctors, 32 nurses, 79 medical students, 60 nursing students, 4 administrative staff, 1 pharmacist, and 4 ward maids. There is fair awareness about cosmetic surgery generally with 94.5% and its availability in Nigeria with 67.0%. A fewer proportion of the respondents (44.5%) were aware of the facility for cosmetic surgery in their locality. A large percentage (86.5%) favorably considers facilities outside Nigeria when making choice of facility to have cosmetic surgery done. 85.5% considered the information about cosmetic surgery reliable while 19.0% objected going for cosmetic surgery of their choice even if done free. Only 34.0% consider cosmetic surgery socially acceptable. Although the awareness of health workers about cosmetic surgery is high, their disposition to it is low. There is a need to increase the awareness in order to increase cosmetic surgery practice in Nigeria. PMID:25379562

Let's Teach Safety. A Directory of Classroom Resources.

ERIC Educational Resources Information Center

American Vocational Association, Arlington, VA.

Intended for use by vocational education teachers, this directory contains listings of such classroom resources as films, pamphlets, charts, and transparencies useful for teaching safety awareness and safety habits in seven vocational occupation areas. A total of fifty-one resources relating to agricultural occupations are listed. The section on…

Teaching Undergraduates about AIDS: An Action-Oriented Approach.

ERIC Educational Resources Information Center

Christensen, Kimberly

1991-01-01

The creator of an undergraduate course on Acquired Immune Deficiency Syndrome (AIDS) argues that one must teach both risk reduction and awareness of the deeper political and social issues. Education should help students combat powerlessness by active involvement in AIDS efforts. The techniques include risk assessment, student journals, required…

From economics to resources: Teaching environmental sustainability in Peru's public education

NASA Astrophysics Data System (ADS)

Adriazola-Rodriguez, Ana

This dissertation examines the teaching of environmental awareness in Peru's public educational system and how it needs to be consciously taught and improved in order to overcome contamination and pollution of resources and decrease poverty. This is a situation afflicting a significant percentage of Peruvians, who face difficulty in surviving and living well because the scarcity of clean air and water, unpolluted land, and affordable energy, which are basic environmental resources. The teaching of environmental awareness, as mandated by Educational Peruvian Laws and curriculum, should be redesigned to promote environmental ethical awareness and sustainability to guard Peru's natural and cultural resources, bounty and beauty before it is too late. In this way, education will promote a better level of life for the majority of Peruvians. Peruvian public education is presently in a state of emergency, as has been recognized by the former minister of education Javier Sota Nadal (2004-2006). Only 10% of students leaving high school understand what they read and only 4% do well in mathematics. A number of reasons contribute to this tragedy. Among them is principally the low quality of teaching and the inadequate budget available for public education. Peru's laws, echoing the Universal Declaration of Human Rights, and mandate good and free education and guarantee the right to live well. The reality is that none of these rights are properly given to the majority of poor Peruvians. This dissertation offers a course of action to teach and spread out not only environmental awareness, but also environmental ethics and sustainability from a personal perspective. This rounded concept, if applied, will form citizens able to guard, protect, and preserve natural and cultural resources. The needed environmental ethics and sustainability education will gradually guarantee, from early in life, a truthful way to love, care, protect and preserve the ecosystem. Also encompassed within

The Learning Thermometer: Closing the Loop between Teaching, Learning, Wellbeing and Support in Universities

ERIC Educational Resources Information Center

Stallman, Helen M.; King, Sharron

2016-01-01

The increasing awareness and impact of mental health problems in university students in addition to a need for objective measures of teaching quality provide the impetus for a new approach to supporting students. There is a need for more effective tools that integrate the institutional silos of teaching, learning, support, and wellbeing to help…

An Approach to Developing Language Awareness in the Irish Language Classroom: A Case Study

ERIC Educational Resources Information Center

O Laoire, Muiris

2007-01-01

This case study deals with language awareness (LA) oriented instruction in the Irish language classroom, based on qualitative-type research conducted in a class of 21 English-medium secondary students studying Irish as a subject. Having outlined the general background to the teaching of Irish in secondary schools, the first section of the paper…

The Effect of Metacognitive Strategies on Prospective Teachers' Metacognitive Awareness and Self Efficacy Belief

ERIC Educational Resources Information Center

Yildiz, Hatice; Akdag, Mustafa

2017-01-01

The purpose of the research study was to investigate the effects of the metacognitive strategies used in the course Science and Technology Instruction-II on prospective teachers' metacognitive awareness, science teaching self efficacy belief and teacher self efficacy belief. The research group was composed of 87 third grade students from the…

When Questions Are Answers: Using a Survey to Achieve Faculty Awareness of the Library's Electronic Resources.

ERIC Educational Resources Information Center

Weingart, Sandra J.; Anderson, Janet A.

2000-01-01

Describes a study conducted at the Utah State University library that investigated electronic database awareness and use by 856 administrators and teaching faculty. Responses to a survey revealed the need for greater publicity regarding new electronic acquisitions, training opportunities, and methods of remote access. (Author/LRW)

Challenging Popular Media's Control by Teaching Critical Viewing.

ERIC Educational Resources Information Center

Couch, Richard A.

The purpose of this paper is to express the importance of visual/media literacy and the teaching of critical television viewing. An awareness of the properties and characteristics of television--including camera angles and placement, editing, and emotionally involving subject matter--aids viewers in the critical viewing process. The knowledge of…

Youth in Transition: Some Notes on Teaching English.

ERIC Educational Resources Information Center

Silva, Dolores

To bring the junior high school student to an awareness of himself as a unique personality constantly undergoing further definition, this presentation of organizing principles for English teaching focuses upon two primary aspects of man: his role as organizer and formulator and his role as communicator. It provides problem-solving activities…

Teaching Copywriting Students about the Mature Market.

ERIC Educational Resources Information Center

Drewniany, Bonnie

Advertising educators have a responsibility to make students aware of the importance of the mature market (older people) and to teach them methods to reach this group. An assignment in a copywriting class asked students to write and design ads to promote blue jeans to adults over 50. The assignment accomplished three things: (1) helped students…

Methods Matter: Teacher-Trainee Perspectives on Language Teaching Methods in a South Korean TESOL Certificate Program

ERIC Educational Resources Information Center

Jobbitt, Todd

2014-01-01

The purpose of this survey was to ascertain Korean teacher-trainees' perspectives on the awareness, likability, perceived usefulness and prospective application of varied language teaching methods that they had been taught in a sixteen-week language teaching methodology course. What did the students think about these methods? Will students…

Teachers' Awareness of the Learner-Teacher Interaction: Preliminary Communication of a Study Investigating the Teaching Brain

ERIC Educational Resources Information Center

Rodriguez, Vanessa; Solis, S. Lynneth

2013-01-01

A new phase of research on teaching is under way that seeks to understand the teaching brain. In this vein, this study investigated the cognitive processes employed by master teachers. Using an interview protocol influenced by microgenetic techniques, 23 master teachers used the Self-in-Relation-to-Teaching (SiR2T) tool to answer "What are…

Early Bimodal Stimulation Benefits Language Acquisition for Children With Cochlear Implants.

PubMed

Moberly, Aaron C; Lowenstein, Joanna H; Nittrouer, Susan

2016-01-01

Adding a low-frequency acoustic signal to the cochlear implant (CI) signal (i.e., bimodal stimulation) for a period of time early in life improves language acquisition. Children must acquire sensitivity to the phonemic units of language to develop most language-related skills, including expressive vocabulary, working memory, and reading. Acquiring sensitivity to phonemic structure depends largely on having refined spectral (frequency) representations available in the signal, which does not happen with CIs alone. Combining the low-frequency acoustic signal available through hearing aids with the CI signal can enhance signal quality. A period with this bimodal stimulation has been shown to improve language skills in very young children. This study examined whether these benefits persist into childhood. Data were examined for 48 children with CIs implanted under age 3 years, participating in a longitudinal study. All children wore hearing aids before receiving a CI, but upon receiving a first CI, 24 children had at least 1 year of bimodal stimulation (Bimodal group), and 24 children had only electric stimulation subsequent to implantation (CI-only group). Measures of phonemic awareness were obtained at second and fourth grades, along with measures of expressive vocabulary, working memory, and reading. Children in the Bimodal group generally performed better on measures of phonemic awareness, and that advantage was reflected in other language measures. Having even a brief period of time early in life with combined electric-acoustic input provides benefits to language learning into childhood, likely because of the enhancement in spectral representations provided.

Awareness and Attitude towards Human Papillomavirus (HPV) Vaccine among Medical Students in a Premier Medical School in India

PubMed Central

Pandey, Deeksha; Vanya, Vidhi; Bhagat, Saurav; VS, Binu; Shetty, Jyothi

2012-01-01

Background As preventing cancer with the help of a vaccine is a comparatively new concept, awareness and education about it will have important implication in the implementation of this strategy. Materials and Methods Present explorative questionnaire based survey included 618 MBBS students for final analysis. Results Majority of participants (89.6%) were well aware of the preventable nature of cervical cancer. Most of them (89.2%) knew that necessary factor responsible for cervical cancer is infection with high risk HPV. Awareness regarding the availability of vaccine against cervical cancer was 75.6%. Females had a better awareness regarding availability of vaccine, target population for vaccination and about the catch up program. Overall acceptance of HPV vaccine among the population studied was 67.8%. Medical teaching had a definitive impact on the understanding of this important public health issue. Females seemed to be more ready to accept the vaccine and recommend it to others. For our study population the most common source of information was medical school teaching. Majority of participants agreed that the most important obstacle in implementation of HPV vaccination program in our country is inadequate information and 86.2% wanted to be educated by experts in this regard. Conclusion HPV vaccine for primary prevention of cervical cancer is a relatively new concept. Health professional will be able to play a pivotal role in popularizing this strategy. PMID:22859950

Synthetic phonics and decodable instructional reading texts: How far do these support poor readers?

PubMed

Price-Mohr, Ruth Maria; Price, Colin Bernard

2018-05-01

This paper presents data from a quasi-experimental trial with paired randomisation that emerged during the development of a reading scheme for children in England. This trial was conducted with a group of 12 children, aged 5-6, and considered to be falling behind their peers in reading ability and a matched control group. There were two intervention conditions (A: using mixed teaching methods and a high percentage of non-phonically decodable vocabulary; P: using mixed teaching methods and low percentage of non-decodable vocabulary); allocation to these was randomised. Children were assessed at pre- and post-test on standardised measures of receptive vocabulary, phoneme awareness, word reading, and comprehension. Two class teachers in the same school each selected 6 children, who they considered to be poor readers, to participate (n = 12). A control group (using synthetic phonics only and phonically decodable vocabulary) was selected from the same 2 classes based on pre-test scores for word reading (n = 16). Results from the study show positive benefits for poor readers from using both additional teaching methods (such as analytic phonics, sight word vocabulary, and oral vocabulary extension) in addition to synthetic phonics, and also non-decodable vocabulary in instructional reading text. Copyright © 2018 John Wiley & Sons, Ltd.

Teaching Children How To Handle Money.

ERIC Educational Resources Information Center

McKitric, Eloise J.

The process of money management should be taught as soon as the child becomes aware of money, usually as early as ages 3 or 4. At this level, teaching may be in the form of explaining the difference between the value of a nickel and a dime. Money management training often begins with the allocation of an allowance. Parents are advised not to link…

Awareness and attitudes towards face and organ transplant in Kumasi, Ghana.

PubMed

Agbenorku, P; Agbenorku, M; Agamah, G

2013-03-01

This study aimed to determine the level of awareness and attitudes towards face and organ transplant among the people of Kumasi, Ghana. An observational study was employed, where participants were randomly selected for the study. The respondents were commuters waiting to board public vehicles at the Kejetia lorry station, Bantama/Komfo Anokye Teaching Hospital taxi station, Buokrom Estate F-line lorry station, traders, and residents of Adum and Bantama, all in Kumasi. The descriptive study was conducted from 1(st) February to 30(th) April 2009. An interview-based questionnaire was used for the convenient sample of respondents. Data obtained included: demographic profile and items covering awareness, attitudes and beliefs towards face and organ transplant. Out of the 1020 respondents, females (53.2%) outnumbered males. The age of respondents ranged from 10 to 89 years; mean was 27.50± 2.98 years; majority (72.3%) was Christians, whilst 61.8% had gone through tertiary education. Few (33.5%) of the respondents were aware of face transplant; 70.0% and 62.1% were willing to receive a face if their face was disfigured or donate their face when dead respectively. Also, 50.6% were aware of organ transplant, whiles 59.1% would receive/donate an organ when required. Multiple regression analysis shows statistical significant association between attitudes, awareness and demographic variables listed. Face and organ transplant were found to have a relatively low and high awareness level respectively. However, an affirmative attitude was recorded for face and organ transplant. More education on face and organ donations is needed.

Using Emotional Intelligence as a Basis for Developing an Online Faculty Guide for Emotional Awareness

ERIC Educational Resources Information Center

McKnight, Jodi

2013-01-01

Online learning is integrated into nearly every type of college, university or workplace. It is more difficult for online instructors to assess the social-emotional components of learning due to a lack of face-to-face interaction. The following concept paper explores the emotional awareness levels of faculty teaching online courses and discusses…

A Teaching--Learning Sequence on Free Fall Motion

ERIC Educational Resources Information Center

Borghi, L.; De Ambrosis, A.; Lamberti, N.; Mascheretti, P.

2005-01-01

A teaching--learning sequence is presented that is designed to help high school pupils gain awareness about the independence of the vertical and horizontal components of free fall motion. The approach we propose is based on the use of experimental activities and computer simulations designed specifically to help pupils reflect on the experiments…

Teaching Self Awareness and Group Interaction: A Guide for Driver Education Teachers.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison.

This teaching guide presents materials to help driver education teachers develop classroom discussions designed to raise students' consciousness of themselves, their interactions with others, and the resolution of traffic situations. Small group discussions in the recommended approach. To develop and maintain a conducive classroom atmosphere,…

Anthropology and International Business Research Methods in DBA Teaching: Frameworks for Cultural Awareness.

ERIC Educational Resources Information Center

Whiteley, Alma

2001-01-01

Discusses the rationale for introducing anthropology into a doctoral-level international business research methods course. Describes three anthropological frameworks designed for the course: a cultural awareness model adapted from G. Morgan's (1980) idea of paradigmatic orthodoxy; key organizing principles; and a mapping model allowing researchers…

Storytelling to Teach Cultural Awareness: The Right Story at the Right Time

ERIC Educational Resources Information Center

Baldasaro, Mary McCullum; Maldonado, Nancy; Baltes, Beate

2014-01-01

Stories contain the wisdom of the world, teaching cultural values. Story builds community, celebrates cultural diversity, and preserves cultural identity. Where truth has been suppressed, story is an instrument of epiphany; story builds literacy skills and develops metaphorical understanding. A storytelling center in Ontario, Canada, had been a…

Association between awareness of patient rights and patient's education, seeing bill, and age: a cross-sectional study.

PubMed

Yaghobian, Mahbobeh; Kaheni, Sima; Danesh, Mahmonir; Rezayi Abhari, Farideh

2014-02-17

Considering the controversial results of previous reports on awareness of bill of patients' rights in different regions, as well as the fact that no report is available on the awareness of patients of their rights in teaching hospitals of Sari, we conducted the present study. This is a cross-sectional Study conducted in teaching hospitals of Sari in 2011. The study population consisted of 336 patients recruited from 4 hospitals affiliated with Mazandaran University of Medical Sciences in Sari, through calculating the selection quota of each hospital. Data were collected through face-to-face interview on discharge, using a two-section questionnaire based on the bill of patient rights and with verified reliability and validity. Data analysis was accomplished on SPSS soft- ware version 10. 55.4% of patients were women and 44.6% were men. The patients' mean age was 40.93 ± 15.04 years and the mean length of stay was 4.6 ± 3.34 days. Most patients had elementary education (36%) or were illiterate (25%). The majority (63.4%) had not seen the bill of patients' rights. 58.9% had poor knowledge, 12% had intermediate knowledge, and 29.1% had good knowledge. As for the articles of the bill, the poorest awareness correlated to the 9th article (the right to participate or refrain from participating in research). We found a significant relationship between awareness of the bill, and the patient's education, seeing the bill, and age (p < 0.0005). The results of the present study indicate that patients are not sufficiently aware of their rights, and this problem requires comprehensive planning to be resolved.

The Integration of Inter-Culture Education into Intensive Reading Teaching for English Majors through Project-Based Learning

ERIC Educational Resources Information Center

Wu, Shu-jing; Meng, Li-hua

2010-01-01

With the research of the relationship between inter-culture and language teaching development, people are well aware of the necessity of integrating inter-culture into language teaching. While providing the opportunity for the students to improve their intercultural communication competence, here, the research presented on the integration of…

Teaching Gratitude: Tools for Inner Peace and Happiness

ERIC Educational Resources Information Center

Haskins, Cathleen

2009-01-01

The aim of this article is to serve as a framework for lessons and experiences in grateful living. The objectives in teaching gratitude are to give children opportunities: (1) to create experiences that cultivate an awareness of abundance; (2) to experience and appreciate simple pleasures; (3) to understand how others contribute to a sense of…

Developing Cultural Awareness and Intercultural Communication through Multimedia: A Case Study from Medicine and the Health Sciences

ERIC Educational Resources Information Center

Hamilton, Jan; Woodward-Kron, Robyn

2010-01-01

Awareness of how different cultural beliefs may influence one's own and others' linguistic choices is fundamental to successful spoken communication, particularly in intercultural professional settings such as contemporary healthcare. The aim of this paper is to outline how this sensitivity can be enhanced through teaching that develops…

The Multicultural Mathematics Classroom: Culturally Aware Teaching through Cooperative Learning & Multiple Representations

ERIC Educational Resources Information Center

Jao, Limin

2012-01-01

The National Council of Teachers of Mathematics (NCTM, 2000) has created a set of standards to reform mathematics teaching procedures to ensure that all students understand mathematics and learn to think mathematically. The standards also require teachers to use strategies that allow all students to reason and communicate mathematically and…

Adapting to Teach Climate Literacy

NASA Astrophysics Data System (ADS)

Wilkening, B.; Schwartz, K. L.

2017-12-01

Adaptation is a key strategy to deal with the effects of climate change, and it can also be a key strategy in teaching climate literacy. Adapting curriculum to include utilizing new instructional practices, modifying existing lessons, evaluating evidence and engaging students in real-world projects are strategies employed in Recharge the Rain. Arizona Project WET and Watershed Management Group developed the Recharge the Rain project, through a NOAA Environmental Literacy Grant, to build community resiliency to hazards associated with increased temperatures, drought and flooding in Arizona. Sixth through twelfth grade teachers, students and the public will move through a continuum from awareness, to knowledge gain, to conceptual understanding, to action. During the first year of the project, through professional development and ongoing guidance, teachers developed a climate literacy curriculum to use in their classrooms. Using systems thinking language and structure from the Cabrera Research Labs, teachers and students gain the thinking tools necessary to increase understanding of Earth's climate system. Lessons and resources for teaching about climate change are abundant and many, such as those on the Climate Literacy Education Awareness Network (CLEAN), have gone through an extensive review process. By cataloguing online resources and sharing these with teachers through a social bookmarking tool, wakelet.com, teachers are easily able to find appropriate teaching material. Engaging students in evaluating evidence requires the data to be relevant to their everyday lives. Online data resources are readily available from NOAA and other sources at both the global and local levels. When teachers, students and the public contribute to the data collection process in citizen science projects such as CoCoRaHS, iSeeChange, and USA National Phenology Network, the data empowers them to act in ways to mitigate the climate threats in their community. Adapting to teach climate

Developing Sound Skills for Reading: Teaching Phonological Awareness to Preschoolers with Hearing Loss

ERIC Educational Resources Information Center

Gilliver, Megan; Cupples, Linda; Ching, Teresa Y. C.; Leigh, Greg; Gunnourie, Miriam

2016-01-01

This study evaluated the effectiveness of intervention for developing deaf and hard-of-hearing (DHH) preschoolers' phonological awareness (PA) skills. Thirty children (mean age 57 months) with aided, bilateral hearing loss (and who primarily communicated using spoken English) were recruited in the year prior to commencing formal schooling. The…

Individual differences in adult foreign language learning: the mediating effect of metalinguistic awareness.

PubMed

Brooks, Patricia J; Kempe, Vera

2013-02-01

In this study, we sought to identify cognitive predictors of individual differences in adult foreign-language learning and to test whether metalinguistic awareness mediated the observed relationships. Using a miniature language-learning paradigm, adults (N = 77) learned Russian vocabulary and grammar (gender agreement and case marking) over six 1-h sessions, completing tasks that encouraged attention to phrases without explicitly teaching grammatical rules. The participants' ability to describe the Russian gender and case-marking patterns mediated the effects of nonverbal intelligence and auditory sequence learning on grammar learning and generalization. Hence, even under implicit-learning conditions, individual differences stemmed from explicit metalinguistic awareness of the underlying grammar, which, in turn, was linked to nonverbal intelligence and auditory sequence learning. Prior knowledge of languages with grammatical gender (predominantly Spanish) predicted learning of gender agreement. Transfer of knowledge of gender from other languages to Russian was not mediated by awareness, which suggests that transfer operates through an implicit process akin to structural priming.

Setting the Stage for Developing Pre-service Teachers' Conceptions of Good Science Teaching: The role of classroom videos

NASA Astrophysics Data System (ADS)

Wong, Siu Ling; Yung, Benny Hin Wai; Cheng, Man Wai; Lam, Kwok Leung; Hodson, Derek

2006-01-01

This paper reports findings about a curriculum innovation conducted at The University of Hong Kong. A CD-ROM consisting of videos of two lessons by different teachers demonstrating exemplary science teaching was used to elicit conceptions of good science teaching of student-teachers enrolled for the 1-year Postgraduate Diploma in Education at several stages during the programme. It was found that the videos elicited student-teachers’ conceptions and had impact on those conceptions prior to the commencement of formal instruction. It has extended student-teachers’ awareness of alternative teaching methods and approaches not experienced in their own schooling, broadened their awareness of different classroom situations, provided proof of existence of good practices, and prompted them to reflect on their current preconceptions of good science teaching. In several ways, the videos acted as a catalyst in socializing the transition of student-teachers from the role of student to the role of teacher.

Teaching an Electrical Circuits Course Using a Virtual Lab

ERIC Educational Resources Information Center

Rahman, Md Zahidur

2014-01-01

This paper describes designing and implementing a scholarship of teaching and learning (SoTL) study in a basic electrical circuits course at LaGuardia Community College. Inspired by my understanding of Shulman's (2005) concept of "signature pedagogy" and Mazur's (2009) emphasis on student-centered approaches, and aware that our students…

Knowing more than they can tell: An assessment of genre awareness among students in writing intensive zoology and civil engineering courses

NASA Astrophysics Data System (ADS)

Hanson, Joleen Kidwell

Developing genre awareness as a means of "learning how to learn" in new writing situations is a goal of four recently proposed writing pedagogies that recognize the context-dependent nature of standards for "good writing" (Devitt, Reiff, and Bawarshi (2004); Beaufort (2007); Johns (2008); Downs and Wardle (2007)). Yet other scholars argue that useful genre knowledge cannot be taught explicitly in the classroom, but must be acquired tacitly through participation in a workplace or other discourse community (Dias et al. (1999); Freedman (1994); Smit (2004)). This qualitative study investigates the range of variability and potential sources of genre awareness among undergraduates who had not received explicit teaching about genre awareness. It presents students' explicit understanding of why particular genre conventions are followed in a particular context by examining what they could tell about learning the advanced lab report in writing-in-the-major courses in either Zoology or Civil Engineering. Research data includes surveys of all students in three courses (n=112), interviews with a subset in each course (n=24) and with all instructors (n=7), samples of graded student lab reports, and classroom observations. Overall, few study participants demonstrated genre awareness as defined by Devitt. Students showed limited awareness of the rhetorical purposes of the advanced lab report and even less awareness of the values and beliefs embedded in its discourse conventions. Disciplinary identification and mentoring experiences were found to be factors that might contribute to the development of genre awareness. Unexpected findings were that some insecure writers showed relatively high overall genre awareness, while some confident writers showed relatively low genre awareness. Further research is needed to refine an assessment instrument that could be readily used by other researchers. However, the instrument for assessing genre awareness that was developed for this project

Awareness and Performance of Iranian Nurses with Regard to Health Economics: A Cross-Sectional Study.

PubMed

Heydari, Abbas; Mazloom, Reza; Najar, Ali Vafaee; Bakhshi, Mahmoud

2015-09-01

Health costs have risen everywhere, worldwide, and nurses play a pivotal role in cost savings and in contributing to the financial stability of hospitals. This study evaluated the awareness and performance of Iranian nursing staff, with regard to health economics. A total of 175 nurses who worked in three teaching hospitals in Mashhad (Iran) were selected for this descriptive cross-sectional study, and data were gathered via a 27-item questionnaire. Statistical analysis was performed using one-way analysis of variance, multiple regression analysis, and Pearson's correlation coefficient. A total of 78% (n = 39) of nurses did not have a good awareness of health economics. The overall mean score for economic awareness was 5.9 ± 2.1 (possible range, 0-16), and for economic performance was 26.6 ± 4 (possible range, 0-44). There was a significant relationship between the economic awareness and performance of nurses, and nurses in higher positions had a greater awareness of health economics. Considering the inadequacy of the health economics awareness and performance of nurses, it is essential that efforts are made to enhance their knowledge and behavior with regard to economic issues and cost saving in all the fields of nursing, through the use of continuing education courses and workshops.

Leveraging CRT Awareness in Creating Web-Based Projects through Use of Online Collaborative Learning for Pre-Service Teachers

ERIC Educational Resources Information Center

Chuang, Hsueh-Hua

2016-01-01

This paper explores the roles played by cloud computing technologies and social media in facilitating a learning community for online group collaborative learning, and particularly explores opportunities and challenges in leveraging culturally responsive teaching (CRT) awareness in educational technology. It describes implementation of a…

Exploring ELT Students' Awareness of the Differences between the British and American Varieties of English

ERIC Educational Resources Information Center

Yaman, Ismail

2015-01-01

This study aims to find out the extent to which students attending the English Language Teaching Programme (ELT) at Ondokuz Mayis University are aware of the major spelling, vocabulary, and pronunciation differences between American and British English which constitute the most commonly used varieties of English. To this end, 42 randomly selected…

Promoting Awareness of Learner Diversity in Prospective Teachers: Signaling Individual and Group Differences within Virtual Classroom Cases

ERIC Educational Resources Information Center

Moreno, Roxana; Abercrombie, Sara

2010-01-01

We investigated two methods to promote prospective teachers' awareness of learner diversity and application of teaching principles using a problem-based learning environment. In Experiment 1, we examined the effects of presenting a conceptual framework about learners' individual and group differences either before or after instruction on teaching…

On teaching psychoanalysis.

PubMed

Ogden, Thomas H

2006-08-01

Teaching psychoanalysis is no less an art than is the practice of psychoanalysis. As is true of the analytic experience, teaching psychoanalysis involves an effort to create clearances in which fresh forms of thinking and dreaming may emerge, with regard to both psychoanalytic theory and clinical practice. Drawing on his experience of leading two ongoing psychoanalytic seminars, each in its 25th year, the author offers observations concerning (1) teaching analytic texts by reading them aloud, line by line, in the seminar setting, with a focus on how the writer is thinking/writing and on how the reader is altered by the experience of reading; (2) treating clinical case presentations as experiences in collective dreaming in which the seminar members make use of their own waking dreaming to assist the presenter in dreaming aspects of his experience with the patient that the analytic pair has not previously been able to dream; (3) reading poetry and fiction as a way of enhancing the capacity of the seminar members to be aware of and alive to the effects created by the patient's and the analyst's use of language; and (4) learning to overcome what one thought one knew about conducting analytic work, i.e. learning to forget what one has learned.

Spelling Strategies: Take Stock of Students' Spelling Progress.

ERIC Educational Resources Information Center

Gentry, J. Richard

1998-01-01

Presents four informal assessments that elementary teachers can use to compare students' spelling progress to typical midyear benchmarks. The assessments, which target K-6 students, emphasize alphabet recognition, phonemic awareness, attitude and consciousness about spelling, and spelling growth through writing samples. The paper includes a…

Remediation Plus System.

ERIC Educational Resources Information Center

Gross, Jo-Anne

The Remediation Plus System for reading, spelling, and writing is based on phonemic awareness training, linguistic gymnastics, and Orton Gillingham methodology. It employs multisensory, systematic phonics and "exhaustively thorough" lesson plans. The system contains a training manual, a testing manual, three training videos, a…

Increasing transcultural awareness: the McMaster-Aga Khan-CIDA Project workshop model.

PubMed

Smith, S E

1997-01-01

McMaster-Aga Khan-CIDA Project personnel at McMaster University School of Nursing over a period of four years designed and conducted eight one-day introductory workshops for nurses, faculty, staff, host families, and others involved with Pakistani nurses and Lady Health Visitors studying in Canada. The workshops (entitled Increasing Intercultural Awareness) assisted the Canadian and international participants to improve their awareness and knowledge of transcultural communication in preparation for working and socializing together. Using a participatory and active-learning approach, the workshop method introduced participants to transcultural communication; emphasized appreciation of cultural values, similarities and differences; and provided country-specific information on Pakistan. This article outlines the workshop design and rationale and describes specific examples of the transcultural nursing principles, practices, and teaching activities included in the one-day event.