Effect of Strategy Training on Vocabulary in EFL Contexts

ERIC Educational Resources Information Center

Ostovar-Namaghi, Seyd Ali; Rajaee, Mehdi

2013-01-01

Sixty Iranian high school EFL learners between 14 and 16 males participated in this study were randomly divided into two groups; experimental, and control. As the study aimed to know whether vocabulary strategy training effects on vocabulary learning of Iranian students, at first the control and experimental group were given a writing per-test…

A Flight Simulator Program Takes Off

ERIC Educational Resources Information Center

McMahon, Don

2003-01-01

Aviation concepts, including forces acting on an airplane, navigation, correct aircraft terminology, and general aviation vocabulary, are often part of a comprehensive fifth-grade aviation curriculum. But in one school district, students also learned about flying planes and even trained in a flight simulator. This article describes how industry…

Project Drive Teacher's Guide.

ERIC Educational Resources Information Center

Zook, Doris; And Others

This Project Drive Teacher's Manual complements eight booklets designed for intermediate-level English-as-a-second-language students and low-level adult basic education/basic reading students. The goal of the booklets is to aid the student in developing the oral and sight vocabulary necessary for a basic driver training program. The guide begins…

Computer Literacy: Handbook to Accompany VESL Vocabulary Cards.

ERIC Educational Resources Information Center

Siefer, Nancy; Lenhart, Debra

This manual is one of four self-contained components of a larger handbook designed to assist secondary and postsecondary instructors and support staff in meeting the needs of limited-English-proficiency (LEP) students in vocational training programs. Together with an accompanying set of vocational English as a second language (VESL) vocabulary…

Sarbalap! Words.

ERIC Educational Resources Information Center

Cantu, Virginia, Comp.; And Others

Prepared by bilingual teacher aide students, this glossary provides the Spanish translation of about 1,300 English words used in the bilingual classroom. Intended to serve as a handy reference for teachers, teacher aides, and students, the glossary can also be used in teacher training programs as a vocabulary builder for future bilingual teachers…

The effects of speech production and vocabulary training on different components of spoken language performance.

PubMed

Paatsch, Louise E; Blamey, Peter J; Sarant, Julia Z; Bow, Catherine P

2006-01-01

A group of 21 hard-of-hearing and deaf children attending primary school were trained by their teachers on the production of selected consonants and on the meanings of selected words. Speech production, vocabulary knowledge, reading aloud, and speech perception measures were obtained before and after each type of training. The speech production training produced a small but significant improvement in the percentage of consonants correctly produced in words. The vocabulary training improved knowledge of word meanings substantially. Performance on speech perception and reading aloud were significantly improved by both types of training. These results were in accord with the predictions of a mathematical model put forward to describe the relationships between speech perception, speech production, and language measures in children (Paatsch, Blamey, Sarant, Martin, & Bow, 2004). These training data demonstrate that the relationships between the measures are causal. In other words, improvements in speech production and vocabulary performance produced by training will carry over into predictable improvements in speech perception and reading scores. Furthermore, the model will help educators identify the most effective methods of improving receptive and expressive spoken language for individual children who are deaf or hard of hearing.

Effects of Individualized Word Retrieval in Kindergarten Vocabulary Intervention

ERIC Educational Resources Information Center

Damhuis, Carmen M. P.; Segers, Eliane; Scheltinga, Femke; Verhoeven, Ludo

2016-01-01

We examined the effects of adaptive word retrieval intervention on a classroom vocabulary program on children's vocabulary acquisition in kindergarten. In the experimental condition, word retrieval was provided in a classroom vocabulary program, combining implicit and explicit vocabulary instructions. Children performed extra word retrieval…

Maintenance. Book Three. Project Drive.

ERIC Educational Resources Information Center

Zook, Doris; And Others

This Project Drive booklet titled Maintenance is one of eight booklets designed for intermediate-level English-as-a-second-language students and low-level adult basic education/basic reading students. The goal of the booklet is to aid the student in developing the oral and sight vocabulary necessary for a basic driver training program. The booklet…

Insurance. Book Eight. Project Drive.

ERIC Educational Resources Information Center

Zook, Doris; And Others

This Project Drive booklet titled Insurance is one of eight booklets designed for intermediate-level English-as-a-second-language students and low-level adult basic education/basic reading students. The goal of the booklet is to aid the student in developing the oral and sight vocabulary necessary for a basic driver training program. The booklet…

Kreol: A Language Training Program for Peace Corps-Seychelles.

ERIC Educational Resources Information Center

Mancienne, Roger

A course in French-derived Kreol is designed for language learning among Peace Corps volunteers assigned to the Seychelles. The materials consist of 36 lessons on topics of daily communication needs. Lessons contain a story, dialogue, and/or list of expressions, exercises, and vocabulary and grammar notes and translations in the margin. Some…

Not Only Size Matters: Early-Talker and Late-Talker Vocabularies Support Different Word-Learning Biases in Babies and Networks.

PubMed

Colunga, Eliana; Sims, Clare E

2017-02-01

In typical development, word learning goes from slow and laborious to fast and seemingly effortless. Typically developing 2-year-olds seem to intuit the whole range of things in a category from hearing a single instance named-they have word-learning biases. This is not the case for children with relatively small vocabularies (late talkers). We present a computational model that accounts for the emergence of word-learning biases in children at both ends of the vocabulary spectrum based solely on vocabulary structure. The results of Experiment 1 show that late-talkers' and early-talkers' noun vocabularies have different structures and that neural networks trained on the vocabularies of individual late talkers acquire different word-learning biases than those trained on early-talker vocabularies. These models make novel predictions about the word-learning biases in these two populations. Experiment 2 tests these predictions on late- and early-talking toddlers in a novel noun generalization task. Copyright © 2016 Cognitive Science Society, Inc.

Comparative Effect of Memory and Cognitive Strategies Training on EFL Intermediate Learners' Vocabulary Learning

ERIC Educational Resources Information Center

Banisaeid, Maryam

2013-01-01

The present study was conducted to compare the effect of memory and cognitive strategies training on vocabulary learning of intermediate proficiency group of Iranian learners of English as a foreign language. It is to check how memory and cognitive strategies training affect word learning of EFL intermediate learners (N = 60) who were homogenized…

Finding Your Way. Book Six. Project Drive.

ERIC Educational Resources Information Center

Zook, Doris; And Others

This Project Drive booklet titled Finding Your Way is one of eight booklets designed for intermediate-level English-as-a-second-language students and low-level adult basic education/basic reading students. The goal of the booklet is to aid the student in developing the oral and sight vocabulary necessary for a basic driver training program. The…

A Computer-Assisted Instruction Phonological Sensitivity Program for Preschool Children At-Risk for Reading Problems.

ERIC Educational Resources Information Center

Lonigan, Christopher J.; Driscoll, Kimberly; Phillips, Beth M.; Cantor, Brenlee G.; Anthony, Jason L.; Goldstein, Howard

2003-01-01

A study evaluated the use of computer-assisted instruction (CAI) to provide training in phonological sensitivity skills to 45 preschool children at-risk for reading problems. Children exposed to CAI made significantly greater gains on rhyming and elision skills compared to controls. Expressive vocabulary scores were predictive of pre- to posttest…

The dynamic imprint of word learning on the dorsal language pathway.

PubMed

Palomar-García, María-Ángeles; Sanjuán, Ana; Bueichekú, Elisenda; Ventura-Campos, Noelia; Ávila, César

2017-10-01

According to Hickok and Poeppel (2007), the acquisition of new vocabulary rests on the dorsal language pathway connecting auditory and motor areas. The present study tested this hypothesis longitudinally by measuring BOLD signal changes during a verbal repetition task and modulation of resting state functional connectivity (rs-FC) in the dorsal stream. Thirty-five healthy participants, divided into trained and control groups, completed fMRI sessions on days 1, 10, and 24. Between days 1 and 10, the trained group learned 84 new pseudowords associated with 84 native words. Task-related fMRI results showed a reduced activity in the IFG and STG while processing the learned vocabulary after training, returning to initial values two weeks later. Moreover, rs-fMRI analysis showed stronger rs-FC between the IFG and STG in the trained group than in the control group after learning, especially on day 24. These neural changes were more evident in participants with a larger vocabulary. Discussion focuses on the prominent role of the dorsal stream in vocabulary acquisition. Even when their meaning was known, newly learned words were again processed through the dorsal stream two weeks after learning, with the increase in rs-FC between auditory and motor areas being a relevant long-term imprint of vocabulary learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Effects of a Supplemental Vocabulary Program on Word Knowledge and Passage Comprehension

ERIC Educational Resources Information Center

Apthorp, Helen; Randel, Bruce; Cherasaro, Trudy; Clark, Tedra; McKeown, Margaret; Beck, Isabel

2012-01-01

A cluster randomized trial estimated the effects of a supplemental vocabulary program, Elements of Reading[R]: vocabulary on student vocabulary and passage comprehension in moderate- to high-poverty elementary schools. Forty-four schools participated over a period spanning 2 consecutive school years. At baseline, 1,057 teachers and 16,471 students…

Improving Online Reading and Vocabulary Development

ERIC Educational Resources Information Center

Loucky, John Paul

2007-01-01

The aim of this study was to find ways to improve online reading and vocabulary learning. Various new types of online reading comprehension and vocabulary development programs and tests were compared in this study to consider how useful they may be for guiding individual or classroom L2 vocabulary instruction. It explored how these programs seek…

Optimizing Word Learning via Links to Perceptual and Motoric Experience

ERIC Educational Resources Information Center

Hald, Lea A.; de Nooijer, Jacqueline; van Gog, Tamara; Bekkering, Harold

2016-01-01

The aim of this review is to consider how current vocabulary training methods could be optimized by considering recent scientific insights in how the brain represents conceptual knowledge. We outline the findings from several methods of vocabulary training. In each case, we consider how taking an embodied cognition perspective could impact word…

Computer aided lexicography

NASA Astrophysics Data System (ADS)

Sklenář, Ivan; Kříž, Václav

1990-11-01

Programs with a natural-language user interface and text-processing programs require a vocabulary providing the mapping of the individual word form onto a lexeme, e.g. "says", "said", "saying"→"see". Examples of such programs are indexing programs for information retrieval, and spelling correctors for text-processing systems. The lexicographical task of such a computer vocabulary is especially difficult for Slavic languages, because their morphological structure is complex. An average Czech verb, for example, has 25 forms, and we have identified more than 100 paradigms for verbs. In order to support the creation of a Czech vocabulary, we have designed a system of programs for paradigm identification and derivation of words. The result of our effort is a vocabulary comprising 110 000 words and 1250 000 word forms. This vocabulary was used for the PASSAT system in the Czechoslovak Press Agency. This vocabulary may also be used in a spelling corrector. However, for such an application the vocabulary must be compressed into a compact form in order to shorten the access times. Compression is based on the paradigmatic structure of morphology which defines suffix sets for each word.

Benefiting from Listening in Vocabulary Development

ERIC Educational Resources Information Center

Bulut, Berker; Karasakaloglu, Nuri

2017-01-01

In this research, the effect of active listening training given to fourth grade students on their vocabulary was examined. Pre-test--post-test control group trial model, which is one of the semi-experimental trial models, was used. Besides, "Vocabulary Test" developed by the researcher was applied to experimental and control groups…

Operational Demands of AAC Mobile Technology Applications on Programming Vocabulary and Engagement During Professional and Child Interactions.

PubMed

Caron, Jessica; Light, Janice; Drager, Kathryn

2016-01-01

Typically, the vocabulary in augmentative and alternative communication (AAC) technologies is pre-programmed by manufacturers or by parents and professionals outside of daily interactions. Because vocabulary needs are difficult to predict, young children who use aided AAC often do not have access to vocabulary concepts as the need and interest arises in their daily interactions, limiting their vocabulary acquisition and use. Ideally, parents and professionals would be able to add vocabulary to AAC technologies "just-in-time" as required during daily interactions. This study compared the effects of two AAC applications for mobile technologies: GoTalk Now (which required more programming steps) and EasyVSD (which required fewer programming steps) on the number of visual scene displays (VSDs) and hotspots created in 10-min interactions between eight professionals and preschool-aged children with typical development. The results indicated that, although all of the professionals were able to create VSDs and add vocabulary during interactions with the children, they created more VSDs and hotspots with the app with fewer programming steps than with the one with more steps, and child engagement and programming participation levels were high with both apps, but higher levels for both variables were observed with the app with fewer programming steps than with the one with more steps. These results suggest that apps with fewer programming steps may reduce operational demands and better support professionals to (a) respond to the child's input, (b) use just-in-time programming during interactions, (c) provide access to more vocabulary, and (d) increase participation.

Vocabulary Demands of Television Programs

ERIC Educational Resources Information Center

Webb, Stuart; Rodgers, Michael P. H.

2009-01-01

This study investigated vocabulary coverage and the number of encounters of low-frequency vocabulary in television programs. Eighty-eight television programs consisting of 264,384 running words were categorized according to genre. Television shows were classified as either British or American and then put into the following genres: news, drama,…

Bilingual dialogic book-reading intervention for preschoolers with slow expressive vocabulary development.

PubMed

Tsybina, Irina; Eriks-Brophy, Alice

2010-01-01

This study examined the feasibility of using a dialogic book-reading intervention for 22-41-month-old bilingual preschool children with expressive vocabulary delays. The intervention was provided in English and Spanish concurrently to an experimental group of six children, while six other children were in a delayed treatment control group. Thirty 15-min sessions using dialogic book-reading strategies were provided in each language in the children's homes, in English by the primary investigator and in Spanish by the children's mothers, who were trained in the techniques of dialogic book-reading. Results showed that the children in the intervention group learned significantly more target words in each language following the intervention than the children in the control group. The children in the intervention group were also able to produce the acquired words at the time of a follow-up test 6 weeks after the end of the intervention. The gains in the overall vocabulary of the two groups of children did not differ significantly. The children's mothers expressed satisfaction with the program, and confirmed the benefits of dialogic book-reading for their children's learning of target words. The current paper describes a unique bilingual vocabulary intervention program for preschool children. Readers will gain an appreciation for the rationale for this intervention, and an insight in the implementation of dialogic book-reading. The main goal of the article is to provide the readers with the evaluation of the feasibility of this intervention. Copyright © 2010 Elsevier Inc. All rights reserved.

"Yes, Your Honor!": A Corpus-Based Study of Technical Vocabulary in Discipline-Related Movies and TV Shows

ERIC Educational Resources Information Center

Csomay, Eniko; Petrovic, Marija

2012-01-01

Vocabulary is an essential element of every second/foreign language teaching and learning program. While the goal of language teaching programs is to focus on explicit vocabulary teaching to promote learning, "materials which provide visual and aural input such as movies may be conducive to incidental vocabulary learning." (Webb and Rodgers, 2009,…

Improving Learners' Vocabulary through Strategy Training and Recycling the Target Words

ERIC Educational Resources Information Center

Akin, Ayse; Seferoglu, Golge

2004-01-01

The purpose of this study was to determine whether an approach combining creating strategy awareness and recycling words will result in better vocabulary learning (delayed recall) of selected words than teaching vocabulary following the course book alone, for intermediate level English language learners. Two English language classes, a total of 51…

Growing Capacity with the Vocabulary of English Language Arts Programs: Vocabulary Megaclusters. Reading Research Report. #11.02

ERIC Educational Resources Information Center

Hiebert, Elfrieda H.

2011-01-01

The typical approach to teaching vocabulary in English/Language Arts programs has been to focus on six to eight words per text. Even though these words may add meaning to a particular story, the target words are often rare and their generalizability is limited. The Vocabulary Megaclusters provides a framework for selecting and teaching words…

Prospects for Developing L2 Students' Effective Use of Vocabulary Learning-Strategies via Web-Based Training

ERIC Educational Resources Information Center

Ranalli, Jim

2009-01-01

A large body of research supports the efficacy of learning strategies employed in the acquisition of second language vocabulary. However, research also indicates that many such strategies are underused or misused by learners and, further, that any effort to integrate learner training in the use of such strategies into classroom instruction faces a…

Expanding Third Graders' Vocabulary Using a Data Base, Individual Thesauri and Brainstorming Strategies.

ERIC Educational Resources Information Center

Gaffuri, Ann

A practicum was developed to expand written vocabulary for third graders through training in using a data base and brainstorming strategies. Individual thesauri were written and published to demonstrate the results of collecting vocabulary and applying it to specific topics. Daily process writing became an integral part of the curriculum. Class…

Some Techniques for Teaching Vocabulary. ERIC Focus Reports on the Teaching of Foreign Languages, Number 27.

ERIC Educational Resources Information Center

Michel, Joseph; Patin, Paul

Discussion of techniques for teaching vocabulary in language programs centers on five major areas: (1) "knowing" the word, (2) selection of vocabulary, (3) grading vocabulary for presentation, (4) teaching methods, and (5) vocabulary expansion in advanced levels. Theory of vocabulary instruction is largely supported by writings of Nelson Brooks,…

An Investigation of Three Methods of Teaching Vocabulary at the Junior High Level.

ERIC Educational Resources Information Center

Geiger, Evangeline Drury

This study of methods of teaching vocabulary in the junior high school investigated three approaches: use of a programed text in vocabulary development that emphasized context clues, use of the programed text augmented by listening assistance, and use of the programed text augmented by a word-analysis supplement. Over 300 students with I.Q.'s…

CaseLog: semantic network interface to a student computer-based patient record system.

PubMed Central

Cimino, C.; Goldman, E. K.; Curtis, J. A.; Reichgott, M. J.

1993-01-01

We have developed a computer program called CaseLog, which serves as an exemplary, computer-based patient record (CPR) system. The program allows for the introduction of the students to issues unique to patient record systems. These include record security, unique patient identifiers, and the use of controlled vocabularies. A particularly challenging aspect of the development of this program was allowing for student entry of controlled vocabulary terms. There were four goals we wished to achieve: students should be able to find the terms they are looking for; once a term has been found, it should be easy to find contextually related terms; it should be easy to determine that a sought-for term is not in the vocabulary; and the structure of the vocabulary should be dynamically altered by contextual information to allow its use for a variety of purposes. We chose a semantic network for our vocabulary structure. Within the processing power of the equipment we were working with, we achieved our goals. This paper will describe the development of the vocabulary, the design of the CaseLog program, and the feedback from student users of the program. PMID:8130581

Toddlers' Expressive Vocabulary Outcomes after One Year of Parent-Child Home Program Services

ERIC Educational Resources Information Center

Manz, Patricia H.; Bracaliello, Catherine B.; Pressimone, Vanessa J.; Eisenberg, Rachel A.; Gernhart, Amanda C.; Fu, Qiong; Zuniga, Cesar

2016-01-01

This quasi-experimental study examined expressive vocabulary outcomes for Parent-Child Home Program (PCHP) toddlers, after one year of home-visiting services. First, this study applied Rasch modelling to establish the construct validity and reliability of a widely used expressive vocabulary measure, as modified for a sample of ethnic and…

Analysis of Variance in Vocabulary Learning Strategies Theory and Practice: A Case Study in Libya

ERIC Educational Resources Information Center

Khalifa, Salma H. M.; Shabdin, Ahmad Affendi

2016-01-01

The present study is an outcome of a concern for the teaching of English as a foreign language (EFL) in Libyan schools. Learning of a foreign language is invariably linked to learners building a good repertoire of vocabulary of the target language, which takes us to the theory and practice of imparting training in vocabulary learning strategies…

Analyses of Receptive and Productive Korean EFL Vocabulary: Computer-Based Vocabulary Learning Program

ERIC Educational Resources Information Center

Kim, Scott Sungki

2013-01-01

The present research study investigated the effects of 8 versions of a computer-based vocabulary learning program on receptive and productive knowledge levels of college students. The participants were 106 male and 103 female Korean EFL students from Kyungsung University and Kwandong University in Korea. Students who participated in versions of…

Relationships of Teachers' Language and Explicit Vocabulary Instruction to Students' Vocabulary Growth in Kindergarten

ERIC Educational Resources Information Center

Bowne, Jocelyn Bonnes; Yoshikawa, Hirokazu; Snow, Catherine E.

2017-01-01

This study evaluates the relationships between aspects of Chilean teachers' explicit vocabulary instruction and students' vocabulary development in kindergarten. Classroom videotapes of whole-class instruction gathered during a randomized experimental evaluation of a coaching-based professional development program were analyzed. The amount of…

Air Force Reading Abilities Test: Utilization Assessment.

DTIC Science & Technology

1984-03-01

the R&DI AFHRL. TR-78.82, Predichon of Reading Grade Li.s of Seim. AApdwo from Armed Serice. Vocaionaj Ap ude Batery (ASVAB); AFHRL.TR-80-11, Reading...4. Vocabulary words that showed a likelihood of being encountered in an Air Force work environment were to be selected. Esoteric adverbs and...is not only used in the Basic Military Training environment ; it is also utilized at every Base Education Office through the OJT program. As noted

The Effectiveness of a Programme-Based Vocabulary Learning Strategies for Developing English Vocabulary for EFL Female Students at Taif University

ERIC Educational Resources Information Center

Ismaiel, Nasrah Mahmoud; Al Asmari, AbdulRahman Awadh

2017-01-01

The study of vocabulary can be considered a chief issue which the second language students encounter within the learning of another language especially, for non-English major students. This study aims at assessing the influence of a suggested program for enhancing EFL students` vocabulary and vocabulary learning strategies use. The sample of this…

The Impact of Academic Vocabulary Instruction on Reading Performance of Sophomore Students on the Florida Comprehensive Assessment Test from 2008 and 2009

ERIC Educational Resources Information Center

McMillen, Margaret

2009-01-01

This study investigated the change in sophomore reading scores on the Florida Comprehensive Assessment Test after the implementation of an academic vocabulary program and the change in teacher knowledge and professional practice after a program of staff development in academic vocabulary. The purpose was to determine if the impact of the…

Elasticizing Language - Techniques in Vocabulary Development.

ERIC Educational Resources Information Center

Shepherd, Richard C.

Noting that a rich vocabulary comes from experiences and from the organizing and reorganizing of these experiences, this paper suggests ways that students may be helped to improve their vocabulary at an accelerated pace. The paper first argues that vocabulary development must be a planned program beginning in the early grades and explores some of…

Facilitating Semantic Interoperability Among Ocean Data Systems: ODIP-R2R Student Outcomes

NASA Astrophysics Data System (ADS)

Stocks, K. I.; Chen, Y.; Shepherd, A.; Chandler, C. L.; Dockery, N.; Elya, J. L.; Smith, S. R.; Ferreira, R.; Fu, L.; Arko, R. A.

2014-12-01

With informatics providing an increasingly important set of tools for geoscientists, it is critical to train the next generation of scientists in information and data techniques. The NSF-supported Rolling Deck to Repository (R2R) Program works with the academic fleet community to routinely document, assess, and preserve the underway sensor data from U.S. research vessels. The Ocean Data Interoperability Platform (ODIP) is an EU-US-Australian collaboration fostering interoperability among regional e-infrastructures through workshops and joint prototype development. The need to align terminology between systems is a common challenge across all of the ODIP prototypes. Five R2R students were supported to address aspects of semantic interoperability within ODIP. Developing a vocabulary matching service that links terms from different vocabularies with similar concept. The service implements Google Refine reconciliation service interface such that users can leverage Google Refine application as a friendly user interface while linking different vocabulary terms. Developing Resource Description Framework (RDF) resources that map Shipboard Automated Meteorological Oceanographic System (SAMOS) vocabularies to internationally served vocabularies. Each SAMOS vocabulary term (data parameter and quality control flag) will be described as an RDF resource page. These RDF resources allow for enhanced discoverability and retrieval of SAMOS data by enabling data searches based on parameter. Improving data retrieval and interoperability by exposing data and mapped vocabularies using Semantic Web technologies. We have collaborated with ODIP participating organizations in order to build a generalized data model that will be used to populate a SPARQL endpoint in order to provide expressive querying over our data files. Mapping local and regional vocabularies used by R2R to those used by ODIP partners. This work is described more fully in a companion poster. Making published Linked Data Web developer-friendly with a RESTful service. This goal was achieved by defining a proxy layer on top of the existing SPARQL endpoint that 1) translates HTTP requests into SPARQL queries, and 2) renders the returned results as required by the request sender using content negotiation, suffixes and parameters.

Comparison of the effects of mobile technology AAC apps on programming visual scene displays.

PubMed

Caron, Jessica; Light, Janice; Davidoff, Beth E; Drager, Kathryn D R

2017-12-01

Parents and professionals who work with individuals who use augmentative and alternative communication (AAC) face tremendous time pressures, especially when programming vocabulary in AAC technologies. System design (from programming functions to layout options) necessitates a range of skills related to operational competence and can impose intensive training demands for communication partners. In fact, some AAC applications impose considerable learning demands, which can lead to increased time to complete the same programming tasks. A within-subject design was used to investigate the comparative effects of three visual scene display AAC apps (GoTalk Now, AutisMate, EasyVSD) on the programming times for three off-line programming activities, by adults who were novices to programming AAC apps. The results indicated all participants were able to create scenes and add hotspots during off-line programming tasks with minimal self-guided training. The AAC app that had the least number of programming steps, EasyVSD, resulted in the fastest completion times across the three programming tasks. These results suggest that by simplifying the operational requirements of AAC apps the programming time is reduced, which may allow partners to better support individuals who use AAC.

Reexamining the Relationship between Verbal Knowledge Background and Keyword Training for Vocabulary Acquisition

PubMed

Hogben; Lawson

1997-07-01

The literature on keyword training presents a confusing picture of the usefulness of the keyword method for foreign language vocabulary learning by students with strong verbal knowledge backgrounds. This paper reviews research which notes the existence of conflicting sets of findings concerning the verbal background-keyword training relationship and presents the results of analyses which argue against the assertion made by McDaniel and Pressley (1984) that keyword training will have minimal effect on students with high verbal ability. Findings from regression analyses of data from two studies did not show that the relationship between keyword training and immediate recall performance was moderated by verbal knowledge background. The disparate sets of findings related to the keyword training-verbal knowledge relationship and themes emerging from other research suggest that this relationship requires further examination.

Don't just repeat after me: retrieval practice is better than imitation for foreign vocabulary learning.

PubMed

Kang, Sean H K; Gollan, Tamar H; Pashler, Harold

2013-12-01

Second language (L2) instruction programs often ask learners to repeat aloud words spoken by a native speaker. However, recent research on retrieval practice has suggested that imitating native pronunciation might be less effective than drill instruction, wherein the learner is required to produce the L2 words from memory (and given feedback). We contrasted the effectiveness of imitation and retrieval practice drills on learning L2 spoken vocabulary. Learners viewed pictures of objects and heard their names; in the imitation condition, they heard and then repeated aloud each name, whereas in the retrieval practice condition, they tried to produce the name before hearing it. On a final test administered either immediately after training (Exp. 1) or after a 2-day delay (Exp. 2), retrieval practice produced better comprehension of the L2 words, better ability to produce the L2 words, and no loss of pronunciation quality.

Typical Toddlers' Participation in “Just-in-Time” Programming of Vocabulary for Visual Scene Display Augmentative and Alternative Communication Apps on Mobile Technology: A Descriptive Study

PubMed Central

Drager, Kathryn; Light, Janice; Caron, Jessica Gosnell

2017-01-01

Purpose Augmentative and alternative communication (AAC) promotes communicative participation and language development for young children with complex communication needs. However, the motor, linguistic, and cognitive demands of many AAC technologies restrict young children's operational use of and influence over these technologies. The purpose of the current study is to better understand young children's participation in programming vocabulary “just in time” on an AAC application with minimized demands. Method A descriptive study was implemented to highlight the participation of 10 typically developing toddlers (M age: 16 months, range: 10–22 months) in just-in-time vocabulary programming in an AAC app with visual scene displays. Results All 10 toddlers participated in some capacity in adding new visual scene displays and vocabulary to the app just in time. Differences in participation across steps were observed, suggesting variation in the developmental demands of controls involved in vocabulary programming. Conclusions Results from the current study provide clinical insights toward involving young children in AAC programming just in time and steps that may allow for more independent participation or require more scaffolding. Technology designed to minimize motor, cognitive, and linguistic demands may allow children to participate in programming devices at a younger age. PMID:28586825

Typical Toddlers' Participation in "Just-in-Time" Programming of Vocabulary for Visual Scene Display Augmentative and Alternative Communication Apps on Mobile Technology: A Descriptive Study.

PubMed

Holyfield, Christine; Drager, Kathryn; Light, Janice; Caron, Jessica Gosnell

2017-08-15

Augmentative and alternative communication (AAC) promotes communicative participation and language development for young children with complex communication needs. However, the motor, linguistic, and cognitive demands of many AAC technologies restrict young children's operational use of and influence over these technologies. The purpose of the current study is to better understand young children's participation in programming vocabulary "just in time" on an AAC application with minimized demands. A descriptive study was implemented to highlight the participation of 10 typically developing toddlers (M age: 16 months, range: 10-22 months) in just-in-time vocabulary programming in an AAC app with visual scene displays. All 10 toddlers participated in some capacity in adding new visual scene displays and vocabulary to the app just in time. Differences in participation across steps were observed, suggesting variation in the developmental demands of controls involved in vocabulary programming. Results from the current study provide clinical insights toward involving young children in AAC programming just in time and steps that may allow for more independent participation or require more scaffolding. Technology designed to minimize motor, cognitive, and linguistic demands may allow children to participate in programming devices at a younger age.

Design and performance of a large vocabulary discrete word recognition system. Volume 1: Technical report. [real time computer technique for voice data processing

NASA Technical Reports Server (NTRS)

1973-01-01

The development, construction, and test of a 100-word vocabulary near real time word recognition system are reported. Included are reasonable replacement of any one or all 100 words in the vocabulary, rapid learning of a new speaker, storage and retrieval of training sets, verbal or manual single word deletion, continuous adaptation with verbal or manual error correction, on-line verification of vocabulary as spoken, system modes selectable via verification display keyboard, relationship of classified word to neighboring word, and a versatile input/output interface to accommodate a variety of applications.

Related General-Vocabulary Knowledge Transfers to Learning Technical Terms

ERIC Educational Resources Information Center

Balch, William R.

2015-01-01

In a classroom experiment during the first week of an introductory psychology course, randomly assigned students received a pretest and then a brief training on the definitions of general-vocabulary words either related (e.g., "facilitation") or unrelated (e.g., "rendition") to 16 technical terms (e.g., "social…

Impacts of Dialogical Storybook Reading on Young Children's Reading Attitudes and Vocabulary Development

ERIC Educational Resources Information Center

Kotaman, Huseyin

2013-01-01

The current study assessed the impact of parents' dialogical storybook reading on their children's receptive vocabulary and reading attitudes. Forty parents and their preschoolers participated in the study. Parents were randomly assigned to experimental or control groups. The experimental group received dialogical storybook reading training.…

Vocabulary Development: Teaching vs. Testing.

ERIC Educational Resources Information Center

Nilsen, Alleen Pace; Nilsen, Don L. F.

2003-01-01

Considers how with no training in how to teach vocabulary skills, many teachers transfer to their classroom the same techniques that they see test makers using. Offers a chart to encourage thinking about the ways that standardized testing techniques differ from good teaching and learning practices. Argues that educators should provide students…

Feeding the pipeline: academic skills training for predental students.

PubMed

Markel, Geraldine; Woolfolk, Marilyn; Inglehart, Marita Rohr

2008-06-01

This article reports the outcomes of an evaluation conducted to determine if an academic skills training program for undergraduate predental students from underrepresented minority backgrounds increased the students' standardized academic skills test scores for vocabulary, reading comprehension, reading rates, spelling, and math as well as subject-specific test results in biology, chemistry, and physics. Data from standardized academic skill tests and subject-specific tests were collected at the beginning and end of the 1998 to 2006 Pipeline Programs, six-week summer enrichment programs for undergraduate predental students from disadvantaged backgrounds. In total, 179 students (75.4 percent African American, 7.3 percent Hispanic, 5.6 percent Asian American, 5 percent white) attended the programs during these nine summers. Scores on the Nelson-Denny Reading Test showed that the students improved their vocabulary scores (percentile ranks before/after: 46.80 percent/59.56 percent; p<.001), reading comprehension scores (47.21 percent/62.67 percent; p<.001), and reading rates (34.01 percent/78.31 percent; p<.001) from the beginning to the end of the summer programs. Results on the Wide Range Achievement Test III showed increases in spelling (73.58 percent/86.22 percent; p<.001) and math scores (56.98 percent/81.28 percent; p<.001). The students also improved their subject-specific scores in biology (39.07 percent/63.42 percent; p<.001), chemistry (20.54 percent/51.01 percent; p<.001), and physics (35.12 percent/61.14 percent; p<.001). To increase the number of underrepresented minority students in the dental school admissions pool, efforts are needed to prepare students from disadvantaged backgrounds for this process. These data demonstrate that a six-week enrichment program significantly improved the academic skills and basic science knowledge scores of undergraduate predental students. These improvements have the potential to enhance the performance of these students in college courses and thus increase their level of competitiveness in the dental school admissions process.

What Is the PE Password? Incorporating Vocabulary in Your Elementary PE Program

ERIC Educational Resources Information Center

Robelee, Margaret E.

2016-01-01

This article describes a novel program for third through fifth grade called "What is the PE Password?" that teaches vocabulary words and concepts without sacrificing activity time in order to support Common Core learning.

Parents’ Education, Mothers’ Vocabulary, and Cognitive Development in Early Childhood: Longitudinal Evidence From Ecuador

PubMed Central

2011-01-01

Objectives. I estimated the association between parents’ education, mothers’ vocabulary, and early child cognitive development in a sample of poor children in rural Ecuador. Methods. I used regression analysis to estimate the association between parents’ education, mothers’ vocabulary, and the vocabulary, memory, and visual integration skills of children at early ages, controlling for possible confounders. The study is based on a longitudinal cohort of children in rural Ecuador (n = 2118). Results. The schooling and vocabulary levels of mothers were strong predictors of the cognitive development of young children. Household wealth and child's height, weight, and hemoglobin levels explained only a modest fraction of the observed associations. The vocabulary levels of mothers and children were more strongly correlated among older children in the sample, suggesting that the effects of a richer maternal vocabulary are cumulative. Conclusions. Differences in children's cognitive outcomes start very early, which has important implications for the intergenerational transmission of poverty and inequality. Programs that seek to increase early stimulation for disadvantaged children, perhaps through parenting programs or high-quality center-based care, hold promise. PMID:22021308

Implementing a Musical Program to Promote Preschool Children's Vocabulary Development

ERIC Educational Resources Information Center

Moyeda, Iris Xóchitl Galicia; Gómez, Ixtlixóchitl Contreras; Flores, María Teresa Peña

2006-01-01

In light of the correlation between musical and linguistic skills, a program of musical activities was designed to promote discrimination of rhythmic and melodic elements and the association of auditory stimuli with visual stimuli and motor activities. The effects of the program on the vocabulary of preschool children were evaluated and compared…

Vocabulary Learning Strategies from the Bottom-Up: A Grounded Theory

ERIC Educational Resources Information Center

Ostovar-Namaghi, Seyyed Ali; Malekpur, Akram

2015-01-01

Lots of studies have tried to test the effect of strategy training on vocabulary development. However, instead of trying to uncover the strategies that learners actually use, they have tried to expose learners to a list of strategies supported by theories. Although these theory-driven studies have provided the field with significant and…

Bringing It All Together: The Multiple Origins, Skills, and Environmental Supports of Early Literacy.

ERIC Educational Resources Information Center

Dickinson, David K.; McCabe, Allyssa

2001-01-01

Data from three studies investigating factors supporting literacy development of children from low-income families indicate: early levels of achievement are strongly linked to later success; kindergarten vocabulary is strongly reflective of the use of varied vocabulary during meal times; and teacher training in literacy is beneficial to classroom…

Constructivist-Centered Professional Development in Vocabulary Instruction for Upper Grade Elementary Teachers

ERIC Educational Resources Information Center

Samson, Beatrice

2012-01-01

This research study was designed to investigate the impact of constructivist-centered professional development in vocabulary instruction for 14 upper-grade elementary school teachers. The researcher facilitated 10 training sessions held in small groups, during grade level meetings at an urban public school, to develop individual and collective…

Reflecting, Shaking and Being Shook: Resistance in a Primary Classroom

ERIC Educational Resources Information Center

Loh, Jason Kok Khiang

2010-01-01

Jason Loh, an experienced primary school teacher and a teacher educator, discovered a powerful way of using pictures with children's spoken and listening vocabulary to build their reading and writing vocabulary. The transformative moment for the writer occurred during his secondment to the sole, teacher-training institute of Singapore, the…

Vocabulary and Content Learning in Grade 9 Earth Science: Effects of Vocabulary Preteaching, Rational Cloze Task, and Reading Comprehension Task

ERIC Educational Resources Information Center

Lee, Siok H.

2010-01-01

This study examines strategies for supporting vocabulary and content learning in 5 grade 9 Earth Science classes that are part of a SDAIE program (Specially Designed Academic Instruction in English) in an urban California high school. Students received vocabulary and content instruction during a unit on Earthquakes. One group of students performed…

Managing an Uncontrolled Vocabulary Ex Post Factor

ERIC Educational Resources Information Center

Lefever, Maureen; And Others

1972-01-01

The operational retrospective retrieval service offered by BIOSIS exploits a file created essentially without vocabulary control. A pragmatic program of file building criteria has been persued which has provided improved retrieval and an annual summary of the vocabulary of the literature. (11 references) (Author/KE)

Improving the social-conversational skills of developmentally delayed children: an intervention study.

PubMed

Girolametto, L E

1988-05-01

Twenty mothers and their preschool-aged, developmentally delayed children participated in this parent-focused intervention study. Nine mother-child dyads received an 11-week training program that espoused a social-conversational approach, while 11 dyads served as controls. Pre- and posttest videotapes were transcribed and coded to yield measures of turn taking, as well as indexes of responsiveness, topic control, and uninvolvement. Following treatment, the mothers in the experimental group were more responsive to and less controlling of their children's behavior than the mothers in the comparison group. The children initiated more topics, were more responsive to their mother's preceding turns, and used more verbal turns and a more diverse vocabulary than the control group children. No differences in language development, as measured by a standardized test, were found. Individual maternal responses to intervention as well as implications for modifying parent training programs are discussed.

Combining Parent and Child Training for Young Children with ADHD

PubMed Central

Webster-Stratton, Carolyn

2011-01-01

The efficacy of the Incredible Years parent and child training programs is established in children diagnosed with oppositional defiant disorder (ODD) but not among young children whose primary diagnosis is attention-deficit/hyperactivity disorder (ADHD). We conducted a randomized control trial evaluating the combined parent and child program interventions among 99 children diagnosed with ADHD (ages 4–6). Mother reported significant treatment effects for appropriate and harsh discipline, use of physical punishment, and monitoring, whereas fathers reported no significant parenting changes. Independent observations revealed treatment effects for mothers' praise and coaching, mothers' critical statements, and child total deviant behaviors. Both mothers and fathers reported treatment effects for children's externalizing, hyperactivity, inattentive and oppositional behaviors, and emotion regulation and social competence. There were also significant treatment effects for children's emotion vocabulary and problem-solving ability. At school teachers reported treatment effects for externalizing behaviors and peer observations indicated improvements in treated children's social competence. PMID:21391017

Experimentally-induced Increases in Early Gesture Lead to Increases in Spoken Vocabulary

PubMed Central

LeBarton, Eve Sauer; Goldin-Meadow, Susan; Raudenbush, Stephen

2014-01-01

Differences in vocabulary that children bring with them to school can be traced back to the gestures they produce at 1;2, which, in turn, can be traced back to the gestures their parents produce at the same age (Rowe & Goldin-Meadow, 2009b). We ask here whether child gesture can be experimentally increased and, if so, whether the increases lead to increases in spoken vocabulary. Fifteen children aged 1;5 participated in an 8-week at-home intervention study (6 weekly training sessions plus follow-up 2 weeks later) in which all were exposed to object words, but only some were told to point at the named objects. Before each training session and at follow-up, children interacted naturally with caregivers to establish a baseline against which changes in communication were measured. Children who were told to gesture increased the number of gesture meanings they conveyed, not only during training but also during interactions with caregivers. These experimentally-induced increases in gesture led to larger spoken repertoires at follow-up. PMID:26120283

Investigating Predictors of Fidelity of Implementation for a Preschool Vocabulary and Language Curriculum

ERIC Educational Resources Information Center

Phillips, Beth M.; Ingrole, Smriti A.; Burris, Pamela W.; Tabulda, Galiya

2017-01-01

This study describes initial development, feasibility, and fidelity of implementation of a vocabulary and language curriculum supplement that combined explicit instruction and educational television programming to enhance children's vocabulary acquisition. Efficacy of an intervention relies in part on its fidelity of implementation, but little is…

Learning Vocabulary from Television: Does Onscreen Print Have a Role?

ERIC Educational Resources Information Center

Linebarger, Deborah L.; Moses, Annie; Garrity Liebeskind, Kara; McMenamin, Katie

2013-01-01

Vocabulary acquisition associated with watching high-quality educational television has been documented in a number of studies. One lingering question is whether adding strategically placed onscreen print to a program can enhance vocabulary acquisition beyond those effects attributable to viewing educational content alone. The present study was…

Swimming in New Vocabulary

ERIC Educational Resources Information Center

Donohue, Kerri; Buck, Gayle

2017-01-01

This article describes an informal program in one school where grade K-1 students learn a variety of new science vocabulary words relating to animal characteristics. The students are introduced to a new group of animals and their characteristics through storytelling, games, discussion, and crafts (see Table 1, p. 34). The new vocabulary words are…

Improving Vocabulary Development Through Balanced Literacy.

ERIC Educational Resources Information Center

Mlakar-Hillig, Mary Ellen; Malvin, Pam; Troy, Leonora

This report describes a program for improving vocabulary development thorough balanced literacy. The targeted population consisted of three elementary classrooms in a community located in a southern suburb of Chicago. A lack of vocabulary knowledge that interfered with student academic success was documented in state and standardized test results,…

Workplace Concepts in Sign and Text. A Computerized Sign Language Dictionary.

ERIC Educational Resources Information Center

Western Pennsylvania School for the Deaf, Pittsburgh.

This document is a dictionary of essential vocabulary, signs, and illustrations of workplace activities to be used to train deaf or hearing-impaired adults. It contains more than 500 entries with workplace-relevant vocabulary, each including an illustration of the signed word or phrase in American Sign Language, a description of how to make the…

Numbers or Numerology? A Response to Nation (2014) and McQuillan (2016)

ERIC Educational Resources Information Center

Cobb, Thomas

2016-01-01

Thomas Cobb's 2007 applied linguistics paper, "Computing the Vocabulary Demands of L2 Reading" dealt with whether reading alone can build an adequate reading lexicon in a second language, or whether some sort of extra vocabulary training will normally be required. In the article, Cobb proposed that in the case of adult academic ESL…

Mongol Language Competencies for Peace Corps Volunteers in Mongolia. Second Revised Edition.

ERIC Educational Resources Information Center

Amraa, J.; And Others

The textbook for Mongolian is designed for the language training of Peace Corps volunteers serving in Mongolia, and intended for use with an instructor. Each lesson is based on a specific language use competency, and lessons are organized according to ten themes. Lessons contain a dialogue, vocabulary, grammar notes, supplementary vocabulary in…

Evaluation Study of "Language, Literacy, & Vocabulary!" Spring 2006 Pilot

ERIC Educational Resources Information Center

McNabb, Mary

2006-01-01

Purpose: A pilot study of the "Language, Literacy, & Vocabulary!" program was conducted by Learning Gauger, Inc., for National Geographic School Publishing, in spring 2006. The program evaluation examined the classroom adoption approaches used by participating teachers and the subsequent impact of the "Language, Literacy, &…

Trains across the USA

ERIC Educational Resources Information Center

McIntosh, Phyllis

2013-01-01

This feature article explores the topic of trains from their early history to recent trends in railroading. A glossary provides related vocabulary, a sidebar called "Romance of the Rails" adds colorful detail about train songs and railroad lore. An additional section, "Classroom Activities," by John Silver, presents three…

The Effects of English Vocabulary Mastery on Geometry Achievement

ERIC Educational Resources Information Center

Rockhold, Jonas

2013-01-01

This study examines socioeconomic status (SES), English language proficiency (ELP), vocabulary proficiency (VP), and math proficiency (MP) of students to determine if SES, as determined by the Free and Reduced Lunch Program (FRL), as well as English language proficiency (ELP) and vocabulary proficiency (VP), as measured by CELLA scale scores and…

Integrating Vocabulary Learning Strategy Instruction into EFL Classrooms

ERIC Educational Resources Information Center

Lai, Ying-Chun

2013-01-01

In the current study, explicit vocabulary learning strategy instruction was integrated into an EFL curriculum to investigate its effects on learners' vocabulary acquisition. A total of 180 EFL learners enrolled in the freshmen English program at a university in Taiwan participated in the study. The participants were guided to explore and practice…

Effects of coaching on educators' vocabulary-teaching strategies during shared reading.

PubMed

Namasivayam, Ashwini M; Hipfner-Boucher, Kathy; Milburn, Trelani; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi

2015-01-01

The purpose of this study was to investigate whether an emergent literacy professional development program enhanced educators' use of vocabulary-teaching strategies during shared reading with small groups of pre-schoolers. Thirty-two pre-school educators and small groups of pre-schoolers from their classrooms were randomly assigned to experimental or comparison groups. The 15 educators in the experimental group received four in-service workshops as well as five individualized classroom coaching sessions. The comparison group received only the workshops. Each educator was video-recorded reading a storybook to a small group of pre-schoolers at pre-test and post-test. The videos were transcribed and coded to yield measures of the vocabulary-teaching strategies and children's vocabulary-related talk. The findings revealed that the children in the experimental group engaged in significantly more vocabulary-related talk relative to the comparison group. A non-significant trend in the data indicated that educators in the experimental group used more vocabulary-teaching strategies at post-test. The educators' familiarity with children's authors and book titles at pre-test was a significant predictor of their outcomes. These findings suggest that an emergent literacy professional development program that includes coaching can enhance children's participation in vocabulary-related conversations with their educators.

Strengthening Academic Vocabulary with Word Generation® Helps Sixth-Grade Students Improve Reading Comprehension

ERIC Educational Resources Information Center

Mokhtari, Kouider; Velten, Justin

2015-01-01

In this quasi-experimental study, we assessed the promise of Word Generation, a research-based academic vocabulary program, on improving the reading achievement outcomes of struggling sixth-grade readers in an after-school small group instructional setting. After 34 hours of academic vocabulary instruction, we compared the performance of a…

Delayed Early Vocabulary Development in Children at Family Risk of Dyslexia

ERIC Educational Resources Information Center

van Viersen, Sietske; de Bree, Elise H.; Verdam, Mathilde; Krikhaar, Evelien; Maassen, Ben; van der Leij, Aryan; de Jong, Peter F.

2017-01-01

Purpose: This study aimed to gain more insight into the relation between vocabulary and reading acquisition by examining early growth trajectories in the vocabulary of children at family risk (FR) of dyslexia longitudinally. Method: The sample included 212 children from the Dutch Dyslexia Program with and without an FR. Parents reported on their…

Wortschatzliste und Synonyme: Hermann Hesse, "Siddhartha" (Vocabulary List and Synonyms for Hermann Hesse's "Siddhartha").

ERIC Educational Resources Information Center

Schwartzburg, John A.

This vocabulary and synonym list for Hermann Hesse's "Siddhartha" (presently on the German Advanced Placement Program required reading list) is keyed to the Dunham and Wensinger edition published by the Macmillan Company. Selected German vocabulary found on each page of the text is briefly translated into English or clarified through the…

Using a Core Vocabulary Intervention to Improve Communication of Students Who Use Augmentative and Alternative Communication (AAC)

ERIC Educational Resources Information Center

Riccelli-Sherman, Angela

2017-01-01

This study measured the impact of core vocabulary selection and core vocabulary use on overall communication effectiveness and literacy. In this study, 30 kindergarten special education students, both male and female, who were enrolled in the Developmental Kindergarten program (a self-contained special education classroom) and Inclusive…

The Effects of a Multi-Component Intervention on Preschool Children's Literacy Skills

ERIC Educational Resources Information Center

Dennis, Lindsay R.

2016-01-01

This study examined the effects of a multi-component intervention program (i.e., extended instruction and iPad app technology) on preschool children's vocabulary. Instruction utilizing the intervention program was provided across 6 storybooks, 4 verbs per book, for a total of 24 verbs. Dependent variables included expressive vocabulary,…

The Conceptual Complexity of Vocabulary in Elementary-Grades Core Science Program Textbooks

ERIC Educational Resources Information Center

Fitzgerald, W. Jill; Elmore, Jeff; Kung, Melody; Stenner, A. Jackson

2017-01-01

The researchers explored the conceptual complexity of vocabulary in contemporary elementary-grades core science program textbooks to address two research questions: (1) Can a progression of concepts' complexity level be described across grades? (2) Was there gradual developmental growth of the most complex concepts' networks of associated concepts…

Can Interactive Working Memory Training Improve Learning?

ERIC Educational Resources Information Center

Alloway, Tracy

2012-01-01

Background: Working memory is linked to learning outcomes and there is emerging evidence that training working memory can yield gains in working memory and fluid intelligence. Aims: The aim of the present study was to investigate whether interactive working memory training would transfer to acquired cognitive skills, such as vocabulary and…

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.

Problems with Ballet: Steps, Style and Training

ERIC Educational Resources Information Center

Morris, Geraldine

2003-01-01

The purpose of this research is to instigate a debate about the way in which professional ballet dancers are trained and the content of that training. The literature on the teaching of ballet has always focused on two areas: ballet vocabulary and training. The former is treated as both a fixed and autonomous form, and, for the latter, methods of…

Training in Metacognitive Strategies for Students' Vocabulary Improvement by Using Learning Journals (Entrenamiento de estrategias metacognitivas para mejorar vocabulario a través de diarios de aprendizaje)

ERIC Educational Resources Information Center

Diaz, Itala

2015-01-01

This study examined the effects of metacognitive strategies to help beginning young learners with difficulties increasing and retaining vocabulary. This was a qualitative study in which participants first went through metacognitive strategy instruction to provide awareness of learning strategies. Following this instruction, students underwent a…

The Use of Audio Prompting to Assist Mothers with Limited English Proficiency in Tutoring Their Pre-Kindergarten Children on English Vocabulary

ERIC Educational Resources Information Center

Cooke, Nancy L.; Mackiewicz, Sara Moore; Wood, Charles L.; Helf, Shawnna

2009-01-01

Parents with Limited English Proficiency (LEP) may find it difficult to become involved in their children's education due to their lack of English proficiency. The present study examined the effects of using audio prompting to assist mothers with LEP in teaching their preschool children English vocabulary. Mothers were trained to tutor their…

Effects of Basic Learning Skill Training on Peabody Picture Vocabulary Test Scores of Severely Disruptive, Low Skill Children.

ERIC Educational Resources Information Center

Tryon, Warren W.; Jacobs, Ruth S.

Eighteen mentally retarded children were selected for study because they exhibited low levels of skills in sitting, eye contact on command, and following other commands. Ten other children were selected because they showed high levels of those skills. High skill Ss were found to have higher scores on the Peabody Picture Vocabulary Test. Training…

Text-Based Vocabulary Intervention Training Study: Supporting Fourth Graders with Low Reading Comprehension and Learning Disabilities

ERIC Educational Resources Information Center

Solís, Michael; Scammacca, Nancy; Barth, Amy E.; Roberts, Garrett J.

2017-01-01

This experimental study examined the effectiveness of a text-based reading and vocabulary intervention with self-regulatory supports for 4th graders with low reading comprehension. Students with standard scores on the Gates MacGinitie Reading Test between 1.0 standard deviation (SD) and 0.5 SD below the normative sample were included (N=44) and…

Naturalistic acquisition in an early language classroom.

PubMed

Dahl, Anne; Vulchanova, Mila D

2014-01-01

This study investigated whether it is possible to provide naturalistic second language acquisition (SLA) of vocabulary for young learners in a classroom situation without resorting to a classical immersion approach. Participants were 60 first-grade pupils in two Norwegian elementary schools in their first year. The control group followed regular instruction as prescribed by the school curriculum, while the experimental group received increased naturalistic target language input. This entailed extensive use of English by the teacher during English classes, and also during morning meetings and for simple instructions and classroom management throughout the day. Our hypothesis was that it is possible to facilitate naturalistic acquisition through better quality target language exposure within a normal curriculum. The students' English vocabulary knowledge was measured using the Peabody Picture Vocabulary Test, version 4 (PPVT-IV, Dunn and Dunn, 2007a), at the beginning and the end of the first year of school. Findings are that (1) early-start second-language (L2) programs in school do not in themselves guarantee vocabulary development in the first year, (2) a focus on increased exposure to the L2 can lead to a significant increase in receptive vocabulary comprehension in the course of only 8 months, and (3) even with relatively modest input, learners in such an early-start L2 program can display vocabulary acquisition comparable in some respects to that of younger native children matched on vocabulary size. The overall conclusion is that naturalistic vocabulary acquisition is in fact possible in a classroom setting.

Naturalistic acquisition in an early language classroom

PubMed Central

Dahl, Anne; Vulchanova, Mila D.

2014-01-01

This study investigated whether it is possible to provide naturalistic second language acquisition (SLA) of vocabulary for young learners in a classroom situation without resorting to a classical immersion approach. Participants were 60 first-grade pupils in two Norwegian elementary schools in their first year. The control group followed regular instruction as prescribed by the school curriculum, while the experimental group received increased naturalistic target language input. This entailed extensive use of English by the teacher during English classes, and also during morning meetings and for simple instructions and classroom management throughout the day. Our hypothesis was that it is possible to facilitate naturalistic acquisition through better quality target language exposure within a normal curriculum. The students' English vocabulary knowledge was measured using the Peabody Picture Vocabulary Test, version 4 (PPVT-IV, Dunn and Dunn, 2007a), at the beginning and the end of the first year of school. Findings are that (1) early-start second-language (L2) programs in school do not in themselves guarantee vocabulary development in the first year, (2) a focus on increased exposure to the L2 can lead to a significant increase in receptive vocabulary comprehension in the course of only 8 months, and (3) even with relatively modest input, learners in such an early-start L2 program can display vocabulary acquisition comparable in some respects to that of younger native children matched on vocabulary size. The overall conclusion is that naturalistic vocabulary acquisition is in fact possible in a classroom setting. PMID:24860518

Hispanic Families' Perspectives on Using a Bilingual Vocabulary Kit to Enhance Their Prekindergarten Children's Vocabulary Development

ERIC Educational Resources Information Center

Query, Rebecca Robinson; Ceglowski, Deborah; Clark, Patricia; Li, Yongmei

2011-01-01

The purpose of this study was to examine Hispanic families' perspectives on using a prepared kit to enhance their preschoolers' vocabulary development at home. Families enrolled in a public prekindergarten program were provided with a bilingual (English/Spanish) home literacy kit that included ways in which to engage their children in activities…

Visual and Spoken Texts in MCALL Courseware: The Effects of Text Modalities on the Vocabulary Retention of EFL Learners

ERIC Educational Resources Information Center

Sabet, Masoud Khalili; Shalmani, Hamed Babaie

2010-01-01

The present study sought to explore the effects of Multimedia Computer-Assisted Language Learning (MCALL) programs drawing on two different text modalities on the vocabulary retention of Iranian EFL learners. The two groups under study received treatment on vocabulary items under two multimedia conditions: The first group received treatment on the…

Development of a Vocabulary Building Program for Vocational Education Students.

ERIC Educational Resources Information Center

James, Bobby M.

In view of the fact that vocational education students want only the essentials of the reading curriculum, the reading center at Eastern New Mexico University (Roswell) began a program of direct vocabulary building. This method stresses application of words to be learned, making them function for the learner, as well as a high interest factor.…

Head Start Program Quality: Examination of Classroom Quality and Parent Involvement in Predicting Children's Vocabulary, Literacy, and Mathematics Achievement Trajectories

ERIC Educational Resources Information Center

Wen, Xiaoli; Bulotsky-Shearer, Rebecca J.; Hahs-Vaughn, Debbie L.; Korfmacher, Jon

2012-01-01

Guided by a developmental-ecological framework and Head Start's two-generational approach, this study examined two dimensions of Head Start program quality, classroom quality and parent involvement and their unique and interactive contribution to children's vocabulary, literacy, and mathematics skills growth from the beginning of Head Start…

Your Verbal Zone: An Intelligent Computer-Assisted Language Learning Program in Support of Turkish Learners' Vocabulary Learning

ERIC Educational Resources Information Center

Esit, Omer

2011-01-01

This study investigated the effectiveness of an intelligent computer-assisted language learning (ICALL) program on Turkish learners' vocabulary learning. Within the scope of this research, an ICALL application with a morphological analyser (Your Verbal Zone, YVZ) was developed and used in an English language preparatory class to measure its…

Enhancing ESL Vocabulary Development through the Use of Mobile Technology

ERIC Educational Resources Information Center

Nisbet, Deanna; Austin, Dayna

2013-01-01

Applications, or apps, that are available for both smart phones and tablets can be an effective tool for promoting vocabulary development among adult learners in English as a second language programs. An app is a software program for a mobile phone or computer operating system. Examples of such apps are provided along with practical…

Children reading spoken words: interactions between vocabulary and orthographic expectancy.

PubMed

Wegener, Signy; Wang, Hua-Chen; de Lissa, Peter; Robidoux, Serje; Nation, Kate; Castles, Anne

2018-05-01

There is an established association between children's oral vocabulary and their word reading but its basis is not well understood. Here, we present evidence from eye movements for a novel mechanism underlying this association. Two groups of 18 Grade 4 children received oral vocabulary training on one set of 16 novel words (e.g., 'nesh', 'coib'), but no training on another set. The words were assigned spellings that were either predictable from phonology (e.g., nesh) or unpredictable (e.g., koyb). These were subsequently shown in print, embedded in sentences. Reading times were shorter for orally familiar than unfamiliar items, and for words with predictable than unpredictable spellings but, importantly, there was an interaction between the two: children demonstrated a larger benefit of oral familiarity for predictable than for unpredictable items. These findings indicate that children form initial orthographic expectations about spoken words before first seeing them in print. A video abstract of this article can be viewed at: https://youtu.be/jvpJwpKMM3E. © 2017 John Wiley & Sons Ltd.

Dynamic neural network reorganization associated with second language vocabulary acquisition: a multimodal imaging study.

PubMed

Hosoda, Chihiro; Tanaka, Kanji; Nariai, Tadashi; Honda, Manabu; Hanakawa, Takashi

2013-08-21

It remains unsettled whether human language relies exclusively on innately privileged brain structure in the left hemisphere or is more flexibly shaped through experiences, which induce neuroplastic changes in potentially relevant neural circuits. Here we show that learning of second language (L2) vocabulary and its cessation can induce bidirectional changes in the mirror-reverse of the traditional language areas. A cross-sectional study identified that gray matter volume in the inferior frontal gyrus pars opercularis (IFGop) and connectivity of the IFGop with the caudate nucleus and the superior temporal gyrus/supramarginal (STG/SMG), predominantly in the right hemisphere, were positively correlated with L2 vocabulary competence. We then implemented a cohort study involving 16 weeks of L2 training in university students. Brain structure before training did not predict the later gain in L2 ability. However, training intervention did increase IFGop volume and reorganization of white matter including the IFGop-caudate and IFGop-STG/SMG pathways in the right hemisphere. These "positive" plastic changes were correlated with the gain in L2 ability in the trained group but were not observed in the control group. We propose that the right hemispheric network can be reorganized into language-related areas through use-dependent plasticity in young adults, reflecting a repertoire of flexible reorganization of the neural substrates responding to linguistic experiences.

Vocabulary Intervention for Children with Down Syndrome: Parent Training Using Focused Stimulation.

ERIC Educational Resources Information Center

Girolametto, Luigi; Weitzman, Elaine; Clements-Baartman, Jill

1998-01-01

This study explored effects of training six mothers to use focused stimulation to teach specific target words to their toddlers with Down syndrome. Following treatment, trained mothers used the focused stimulation technique more often than mothers in the control group. Concomitantly, their children used target words more often, as reported by…

Prototypical Content Development and Evaluation of the Cognitive English Vocabulary-Learning Program for Korean University Students

ERIC Educational Resources Information Center

Kim, Inseok

2014-01-01

Many EFL learners seem to believe that they can come to grips with the problem of vocabulary learning with a 'hit-or-miss' approach. However, a growing number of recent research reports indicate that they need to learn a repertoire of vocabulary in a systematic way for effective communication. This paper explores the development and evaluation of…

Computer-Assisted Second Language Vocabulary Learning in a Paired-Associate Paradigm: A Critical Investigation of Flashcard Software

ERIC Educational Resources Information Center

Nakata, Tatsuya

2011-01-01

The present study aims to conduct a comprehensive investigation of flashcard software for learning vocabulary in a second language. Nine flashcard programs were analysed using 17 criteria derived from previous studies on flashcard learning as well as paired-associate learning. Results suggest that in general, most programs have been developed in a…

Experimental Effects of Word Generation on Vocabulary, Academic Language, and Perspective Taking in High Poverty Middle Schools

ERIC Educational Resources Information Center

Jones, Stephanie M.; Kim, James; LaRusso, Maria; Kim, Ha Yeon; Selman, Robert; Uccelli, Paola; Barnes, Sophie; Donovan, Suzanne; Snow, Catherine

2016-01-01

Word Generation (WG) is a research-based vocabulary program for middle school students designed to teach words through language arts, math, science, and social studies classes. The program consists of weekly units that introduce 5 high-utility target words through brief passages designed to spark active examination and discussion of contemporary…

The Effect of Aided Language Stimulation on Vocabulary Acquisition in Children with Little or No Functional Speech

ERIC Educational Resources Information Center

Dada, Shakila; Alant, Erna

2009-01-01

Purpose: To describe the nature and frequency of the aided language stimulation program and determine the effects of a 3-week-long aided language stimulation program on the vocabulary acquisition skills of children with little or no functional speech (LNFS). Method: Four children participated in this single-subject,multiple-probe study across…

An ERP study on initial second language vocabulary learning.

PubMed

Yum, Yen Na; Midgley, Katherine J; Holcomb, Phillip J; Grainger, Jonathan

2014-04-01

This study examined the very initial phases of orthographic and semantic acquisition in monolingual native English speakers learning Chinese words under controlled laboratory conditions. Participants engaged in 10 sessions of vocabulary learning, four of which were used to obtain ERPs. Performance in behavioral tests improved over sessions, and these data were used to define fast and slow learners. Most important is that ERPs in the two groups of learners revealed qualitatively distinct learning patterns. Only fast learners showed a left-lateralized increase in N170 amplitude with training. Furthermore, only fast learners showed an increased N400 amplitude with training, with a distinct anterior distribution. Slow learners, on the other hand, showed a posterior positive effect, with increasingly positive-going waveforms in occipital sites as training progressed. Possible mechanisms underlying these qualitative differences are discussed. Copyright © 2014 Society for Psychophysiological Research.

45 CFR 170.207 - Vocabulary standards for representing electronic health information.

Code of Federal Regulations, 2011 CFR

2011-10-01

... INFORMATION TECHNOLOGY HEALTH INFORMATION TECHNOLOGY STANDARDS, IMPLEMENTATION SPECIFICATIONS, AND CERTIFICATION CRITERIA AND CERTIFICATION PROGRAMS FOR HEALTH INFORMATION TECHNOLOGY Standards and Implementation Specifications for Health Information Technology § 170.207 Vocabulary standards for representing electronic...

45 CFR 170.207 - Vocabulary standards for representing electronic health information.

Code of Federal Regulations, 2013 CFR

2013-10-01

... INFORMATION TECHNOLOGY HEALTH INFORMATION TECHNOLOGY STANDARDS, IMPLEMENTATION SPECIFICATIONS, AND CERTIFICATION CRITERIA AND CERTIFICATION PROGRAMS FOR HEALTH INFORMATION TECHNOLOGY Standards and Implementation Specifications for Health Information Technology § 170.207 Vocabulary standards for representing electronic...

45 CFR 170.207 - Vocabulary standards for representing electronic health information.

Code of Federal Regulations, 2014 CFR

2014-10-01

... INFORMATION TECHNOLOGY HEALTH INFORMATION TECHNOLOGY STANDARDS, IMPLEMENTATION SPECIFICATIONS, AND CERTIFICATION CRITERIA AND CERTIFICATION PROGRAMS FOR HEALTH INFORMATION TECHNOLOGY Standards and Implementation Specifications for Health Information Technology § 170.207 Vocabulary standards for representing electronic...

45 CFR 170.207 - Vocabulary standards for representing electronic health information.

Code of Federal Regulations, 2012 CFR

2012-10-01

... INFORMATION TECHNOLOGY HEALTH INFORMATION TECHNOLOGY STANDARDS, IMPLEMENTATION SPECIFICATIONS, AND CERTIFICATION CRITERIA AND CERTIFICATION PROGRAMS FOR HEALTH INFORMATION TECHNOLOGY Standards and Implementation Specifications for Health Information Technology § 170.207 Vocabulary standards for representing electronic...

AN EXPERIMENTAL STUDY OF THREE METHODS OF TRAINING INDUSTRIAL EXECUTIVES IN READING IMPROVEMENT (PH.D. THESIS).

ERIC Educational Resources Information Center

JONES, DAN H.

TO COMPARE THREE METHODS OF TRAINING FOR READING IMPROVEMENT, 56 EXECUTIVES OF ONE CORPORATION WERE DIVIDED INTO FOUR GROUPS, EQUATED ACCORDING TO READING RATE, READING COMPREHENSION, READING INDEX, MENTAL ALERTNESS SCORES, AGE, AND VOCABULARY. GROUP A WAS TRAINED WITH THE AID OF ALL AVAILABLE COMMERCIAL EQUIPMENT INCLUDING THE HARVARD FILMS, THE…

Real-Time Reconfigurable Adaptive Speech Recognition Command and Control Apparatus and Method

NASA Technical Reports Server (NTRS)

Salazar, George A. (Inventor); Haynes, Dena S. (Inventor); Sommers, Marc J. (Inventor)

1998-01-01

An adaptive speech recognition and control system and method for controlling various mechanisms and systems in response to spoken instructions and in which spoken commands are effective to direct the system into appropriate memory nodes, and to respective appropriate memory templates corresponding to the voiced command is discussed. Spoken commands from any of a group of operators for which the system is trained may be identified, and voice templates are updated as required in response to changes in pronunciation and voice characteristics over time of any of the operators for which the system is trained. Provisions are made for both near-real-time retraining of the system with respect to individual terms which are determined not be positively identified, and for an overall system training and updating process in which recognition of each command and vocabulary term is checked, and in which the memory templates are retrained if necessary for respective commands or vocabulary terms with respect to an operator currently using the system. In one embodiment, the system includes input circuitry connected to a microphone and including signal processing and control sections for sensing the level of vocabulary recognition over a given period and, if recognition performance falls below a given level, processing audio-derived signals for enhancing recognition performance of the system.

Toddlers learn words in a foreign language: The role of native vocabulary knowledge

PubMed Central

Koenig, Melissa A.; Woodward, Amanda L.

2013-01-01

The current study examined monolingual English-speaking toddlers’ (N=50) ability to learn word-referent links from native speakers of Dutch versus English and secondly, whether children generalized or sequestered their extensions when terms were tested by a subsequent speaker of English. Overall, children performed better in the English than in the Dutch condition; however, children with high native vocabularies successfully selected the target object for terms trained in fluent Dutch. Furthermore, children with higher vocabularies did not indicate their comprehension of Dutch terms when subsequently tested by an English speaker whereas children with low vocabulary scores responded at chance levels to both the original Dutch speaker and the second English speaker. These findings demonstrate that monolingual toddlers with proficiency in their native language are capable of learning words outside of their conventional system and may be sensitive to the boundaries that exist between language systems. PMID:22310327

Effects of a Cross-Age Peer Learning Program on the Vocabulary and Comprehension of English Learners and Non-English Learners in Elementary School

ERIC Educational Resources Information Center

Silverman, Rebecca D.; Martin-Beltran, Melinda; Peercy, Megan M.; Hartranft, Anna M.; McNeish, Daniel M.; Artzi, Lauren; Nunn, Stephanie

2017-01-01

This study evaluated the effects of a cross-age peer learning program targeting vocabulary and comprehension in kindergarten and fourth-grade classrooms with substantial proportions of English Learners (ELs). The study followed a quasi-experimental design with 12 classrooms (6 kindergarten and 6 fourth grade) in the intervention group and 12…

Coordinating Council. Tenth Meeting: Information retrieval: The role of controlled vocabularies

NASA Technical Reports Server (NTRS)

1993-01-01

The theme of this NASA Scientific and Technical Information Program Coordinating Council meeting was the role of controlled vocabularies (thesauri) in information retrieval. Included are summaries of the presentations and the accompanying visuals. Dr. Raya Fidel addressed 'Retrieval: Free Text, Full Text, and Controlled Vocabularies.' Dr. Bella Hass Weinberg spoke on 'Controlled Vocabularies and Thesaurus Standards.' The presentations were followed by a panel discussion with participation from NASA, the National Library of Medicine, the Defense Technical Information Center, and the Department of Energy; this discussion, however, is not summarized in any detail in this document.

Electric Vehicle Service Personnel Training Program

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

Bernstein, Gerald

As the share of hybrid, plug-in hybrid (PHEV), electric (EV) and fuel-cell (FCV) vehicles grows in the national automotive fleet, an entirely new set of diagnostic and technical skills needs to be obtained by the maintenance workforce. Electrically-powered vehicles require new diagnostic tools, technique and vocabulary when compared to existing internal combustion engine-powered models. While the manufacturers of these new vehicles train their own maintenance personnel, training for students, independent working technicians and fleet operators is less focused and organized. This DOE-funded effort provided training to these three target groups to help expand availability of skills and to provide moremore » competition (and lower consumer cost) in the maintenance of these hybrid- and electric-powered vehicles. Our approach was to start locally in the San Francisco Bay Area, one of the densest markets in the United States for these types of automobiles. We then expanded training to the Los Angeles area and then out-of-state to identify what types of curriculum was appropriate and what types of problems were encountered as training was disseminated. The fact that this effort trained up to 800 individuals with sessions varying from 2- day workshops to full-semester courses is considered a successful outcome. Diverse programs were developed to match unique time availability and educational needs of each of the three target audiences. Several key findings and observations arising from this effort include: • Recognition that hybrid and PHEV training demand is immediate; demand for EV training is starting to emerge; while demand for FCV training is still over the horizon • Hybrid and PHEV training are an excellent starting point for all EV-related training as they introduce all the basic concepts (electric motors, battery management, controllers, vocabulary, testing techniques) that are needed for all EVs, and these skills are in-demand in today’s market. • Faculty training is widely available and can be relatively quickly achieved. Equipment availability (vehicles, specialized tools, diagnostic software and computers) is a bigger challenge for funding-constrained colleges. • A computer-based emulation system that would replicate vehicle and diagnostic software in one package is a training aid that would have widespread benefit, but does not appear to exist. This need is further described at the end of Section 6.5. The benefits of this project are unique to each of the three target audiences. Students have learned skills they will use for the remainder of their careers; independent technicians can now accept customers who they previously needed to turn away due to lack of familiarity with hybrid systems; and fleet maintenance personnel are able to lower costs by undertaking work in-house that they previously needed to outsource. The direct job impact is estimated at 0.75 FTE continuously over the 3 ½ -year duration of the grant.« less

Predicting growth in English and French vocabulary: The facilitating effects of morphological and cognate awareness.

PubMed

D'Angelo, Nadia; Hipfner-Boucher, Kathleen; Chen, Xi

2017-07-01

The present study investigated the contribution of morphological and cognate awareness to the development of English and French vocabulary knowledge among young minority and majority language children who were enrolled in a French immersion program. Participating children (n = 75) were assessed in English and French on measures of morphological awareness, cognate awareness, and vocabulary knowledge from Grades 1 to 3. Hierarchical linear modeling was used to investigate linear trends in English and French vocabulary growth for minority and majority language children and to identify metalinguistic contributions to Grade 1 and Grade 3 English and French vocabulary performance and rate of growth. Results demonstrated a similar pattern of prediction for both groups of children. English and French morphological awareness and French-English cognate awareness significantly predicted concurrent and longitudinal vocabulary development after controlling for nonverbal reasoning, phonological awareness, and word identification. The contributions of morphological awareness to English vocabulary and cognate awareness to French vocabulary strengthened between Grades 1 and 2. These findings highlight the emerging importance of morphological and cognate awareness in children's vocabulary development and suggest that these metalinguistic factors can serve to broaden the vocabulary repertoire of children who enter school with limited language proficiency. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Teaching College Students Vocabulary with Rhyme, Rhythm, and Ritzy Characters.

ERIC Educational Resources Information Center

Baechtold, Shirley; Algier, Ann

1986-01-01

Describes vocabulary development in a college reading program that involves students writing and singing lyrics to the tune of "Puttin' on the Ritz." Discusses the theory behind this practice, specifically how rhyme and rhythm aid recall. (SRT)

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).

Early vocabulary development in deaf native signers: a British Sign Language adaptation of the communicative development inventories.

PubMed

Woolfe, Tyron; Herman, Rosalind; Roy, Penny; Woll, Bencie

2010-03-01

There is a dearth of assessments of sign language development in young deaf children. This study gathered age-related scores from a sample of deaf native signing children using an adapted version of the MacArthur-Bates CDI (Fenson et al., 1994). Parental reports on children's receptive and expressive signing were collected longitudinally on 29 deaf native British Sign Language (BSL) users, aged 8-36 months, yielding 146 datasets. A smooth upward growth curve was obtained for early vocabulary development and percentile scores were derived. In the main, receptive scores were in advance of expressive scores. No gender bias was observed. Correlational analysis identified factors associated with vocabulary development, including parental education and mothers' training in BSL. Individual children's profiles showed a range of development and some evidence of a growth spurt. Clinical and research issues relating to the measure are discussed. The study has developed a valid, reliable measure of vocabulary development in BSL. Further research is needed to investigate the relationship between vocabulary acquisition in native and non-native signers.

Lexical Specificity Training Effects in Second Language Learners

ERIC Educational Resources Information Center

Janssen, Caressa; Segers, Eliane; McQueen, James M.; Verhoeven, Ludo

2015-01-01

Children who start formal education in a second language may experience slower vocabulary growth in that language and subsequently experience disadvantages in literacy acquisition. The current study asked whether lexical specificity training can stimulate bilingual children's phonological awareness, which is considered to be a precursor to…

Sensory description of marine oils through development of a sensory wheel and vocabulary.

PubMed

Larssen, W E; Monteleone, E; Hersleth, M

2018-04-01

The Omega-3 industry lacks a defined methodology and a vocabulary for evaluating the sensory quality of marine oils. This study was conducted to identify the sensory descriptors of marine oils and organize them in a sensory wheel for use as a tool in quality assessment. Samples of marine oils were collected from six of the largest producers of omega-3 products in Norway. The oils were selected to cover as much variation in sensory characteristics as possible, i.e. oils with different fatty acid content originating from different species. Oils were evaluated by six industry expert panels and one trained sensory panel to build up a vocabulary through a series of language sessions. A total of 184 aroma (odor by nose), flavor, taste and mouthfeel descriptors were generated. A sensory wheel based on 60 selected descriptors grouped together in 21 defined categories was created to form a graphical presentation of the sensory vocabulary. A selection of the oil samples was also evaluated by a trained sensory panel using descriptive analysis. Chemical analysis showed a positive correlation between primary and secondary oxidation products and sensory properties such as rancidity, chemical flavor and process flavor and a negative correlation between primary oxidation products and acidic. This research is a first step towards the broader objective of standardizing the sensory terminology related to marine oils. Copyright © 2017 Elsevier Ltd. All rights reserved.

Parent Reports of Young Spanish-English Bilingual Children's Productive Vocabulary: A Development and Validation Study.

PubMed

Mancilla-Martinez, Jeannette; Gámez, Perla B; Vagh, Shaher Banu; Lesaux, Nonie K

2016-01-01

This 2-phase study aims to extend research on parent report measures of children's productive vocabulary by investigating the development (n = 38) of the Spanish Vocabulary Extension and validity (n = 194) of the 100-item Spanish and English MacArthur-Bates Communicative Development Inventories Toddler Short Forms and Upward Extension (Fenson et al., 2000, 2007; Jackson-Maldonado, Marchman, & Fernald, 2013) and the Spanish Vocabulary Extension for use with parents from low-income homes and their 24- to 48-month-old Spanish-English bilingual children. Study participants were drawn from Early Head Start and Head Start collaborative programs in the Northeastern United States in which English was the primary language used in the classroom. All families reported Spanish or Spanish-English as their home language(s). The MacArthur Communicative Development Inventories as well as the researcher-designed Spanish Vocabulary Extension were used as measures of children's English and Spanish productive vocabularies. Findings revealed the forms' concurrent and discriminant validity, on the basis of standardized measures of vocabulary, as measures of productive vocabulary for this growing bilingual population. These findings suggest that parent reports, including our researcher-designed form, represent a valid, cost-effective mechanism for vocabulary monitoring purposes in early childhood education settings.

Applying and evaluating computer-animated tutors

NASA Astrophysics Data System (ADS)

Massaro, Dominic W.; Bosseler, Alexis; Stone, Patrick S.; Connors, Pamela

2002-05-01

We have developed computer-assisted speech and language tutors for deaf, hard of hearing, and autistic children. Our language-training program utilizes our computer-animated talking head, Baldi, as the conversational agent, who guides students through a variety of exercises designed to teach vocabulary and grammer, to improve speech articulation, and to develop linguistic and phonological awareness. Baldi is an accurate three-dimensional animated talking head appropriately aligned with either synthesized or natural speech. Baldi has a tongue and palate, which can be displayed by making his skin transparent. Two specific language-training programs have been evaluated to determine if they improve word learning and speech articulation. The results indicate that the programs are effective in teaching receptive and productive language. Advantages of utilizing a computer-animated agent as a language tutor are the popularity of computers and embodied conversational agents with autistic kids, the perpetual availability of the program, and individualized instruction. Students enjoy working with Baldi because he offers extreme patience, he doesn't become angry, tired, or bored, and he is in effect a perpetual teaching machine. The results indicate that the psychology and technology of Baldi holds great promise in language learning and speech therapy. [Work supported by NSF Grant Nos. CDA-9726363 and BCS-9905176 and Public Health Service Grant No. PHS R01 DC00236.

A comparison of four strategies for teaching a small foreign-language vocabulary.

PubMed

Petursdottir, Anna Ingeborg; Haflidadóttir, Rakel Dögg

2009-01-01

We compared the effects of tact training, listener training, and two types of intraverbal training on 2 children's acquisition of foreign-language tact, listener, and intraverbal relations. The children received all four types of training simultaneously with different stimulus sets. Native-foreign intraverbal training presented the greatest difficulty with acquisition for both children. All types of training generated increases in correct responding on tests for emergent relations, and some emerged to criterion. However, no type of training resulted in criterion-level performance on all relations.

The Physician's Workstation: Recording a Physical Examination Using a Controlled Vocabulary

PubMed Central

Cimino, James J.; Barnett, G. Octo

1987-01-01

A system has been developed which runs on MS-DOS personal computers and serves as an experimental model of a physician's workstation. The program provides an interface to a controlled vocabulary which allows rapid selection of appropriate terms and modifiers for entry of clinical information. Because it captures patient descriptions, it has the ability to serve as an intermediary between the physician and computer-based medical knowledge resources. At present, the vocabulary permits rapid, reliable representation of cardiac physical examination findings.

Training spatial-simultaneous working memory in individuals with Down syndrome.

PubMed

Lanfranchi, Silvia; Pulina, Francesca; Carretti, Barbara; Mammarella, Irene C

2017-05-01

Recent studies have suggested that the spatial-simultaneous component of working memory (WM), which is involved when stimuli are presented simultaneously, is selectively impaired in individuals with Down syndrome (DS). The main objective of the present study was to examine whether WM performance can be enhanced in individuals with DS by analyzing the immediate and maintenance effects of a training program. For this purpose, 61 individuals with DS were randomly assigned to three groups: one trained on simultaneous components of visuospatial WM; one serving as an active control group, that completed activities on vocabulary; and one serving as a passive control group, that only attended the pre- and post-test and follow-up assessments. The efficacy of the training was analyzed in terms of specific (spatial-simultaneous WM tasks), near transfer (spatial-sequential and verbal WM tasks), far transfer (spatial abilities, everyday competences), and maintenance effects (with a follow-up at 1 month). The results showed an overall significant effect on the WM on the group receiving the training. The benefit was generally specific, however, with some transfer to other WM tasks, but only in the immediate (post-test) assessment. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Effects of Animation Cues on Vocabulary Development.

ERIC Educational Resources Information Center

Higgins, Norman C.; Cocks, Patricia

1999-01-01

Investigates effectiveness of animated cues in electronic books on children's vocabulary development. Notes that subjects were 15 third-grade students from a suburban elementary school who participated in a one-group pretest-posttest program evaluation. Finds significant differences favoring the posttest. Describes suggestions for using electronic…

Using Assistive Technology to Increase Vocabulary Acquisition and Engagement for Students with Learning Disabilities in the High School Science Classroom

NASA Astrophysics Data System (ADS)

Slemrod, Tal

There is a growing recognition of the importance and effectiveness of instruction in the STEM subjects, including science. The movement towards increased requirements and expectations in science presents a challenge to both students and teachers as many students with Learning Disabilities (LD) often particularly struggle in their science classes. The purpose of this study was to investigate the use of an assistive technology (AT) intervention targeting the acquisition of science vocabulary for adolescents with LD in a general education secondary biology classroom. Participants for this study included 3 secondary students with LD who were enrolled in a biology class. An alternating treatment design was used to compare the effects of a keyword mnemonic vocabulary intervention via index cards or iPod touch on student, vocabulary acquisition, academic engagement and disruptive behavior. All students' acquired the content vocabulary equally well during both conditions. When using the AT, students' engagement increased compared to baseline conditions. It was clear that the students had a strong interest in using AT to increase their grades and engagement, however the teachers had little access and training on using AT to support their students with disabilities.

Spelling and Meaning of Compounds in the Early School Years through Classroom Games: An Intervention Study.

PubMed

Tsesmeli, Styliani N

2017-01-01

The study aimed to evaluate the intervention effects on spelling and meaning of compounds by Greek students via group board games in classroom settings. The sample consisted of 60 pupils, who were attending the first and second grade of two primary schools in Greece. Each grade-class was divided into an intervention ( N = 29 children) and a control group ( N = 31 children). Before intervention, groups were evaluated by standardized tests of reading words/pseudowords, spelling words, and vocabulary. Students were also assessed on compound knowledge by a word analogy task, a meaning task and a spelling task. The experimental design of the intervention included a pre-test, a training program, and a post-test. The pre- and post-assessments consisted of the spelling and the meaning tasks entailing equally morphologically transparent and opaque compounds. The training program was based on word families ( N = 10 word families, 56 trained items, 5 sessions) and aimed to offer instruction of morphological decomposition and meaning of words. The findings showed that training was effective in enhancing the spelling and most notably the meaning of compounds. A closer inspection of intervention data in terms of morphological transparency, revealed that training group of first graders improved significantly both on transparent and opaque compounds, while the degree of gains was larger on opaque items for the second graders. These findings are consistent with the experimental literature and particularly optimistic for the literacy enhancement of typically developing children in regular classrooms.

Spelling and Meaning of Compounds in the Early School Years through Classroom Games: An Intervention Study

PubMed Central

Tsesmeli, Styliani N.

2017-01-01

The study aimed to evaluate the intervention effects on spelling and meaning of compounds by Greek students via group board games in classroom settings. The sample consisted of 60 pupils, who were attending the first and second grade of two primary schools in Greece. Each grade-class was divided into an intervention (N = 29 children) and a control group (N = 31 children). Before intervention, groups were evaluated by standardized tests of reading words/pseudowords, spelling words, and vocabulary. Students were also assessed on compound knowledge by a word analogy task, a meaning task and a spelling task. The experimental design of the intervention included a pre-test, a training program, and a post-test. The pre- and post-assessments consisted of the spelling and the meaning tasks entailing equally morphologically transparent and opaque compounds. The training program was based on word families (N = 10 word families, 56 trained items, 5 sessions) and aimed to offer instruction of morphological decomposition and meaning of words. The findings showed that training was effective in enhancing the spelling and most notably the meaning of compounds. A closer inspection of intervention data in terms of morphological transparency, revealed that training group of first graders improved significantly both on transparent and opaque compounds, while the degree of gains was larger on opaque items for the second graders. These findings are consistent with the experimental literature and particularly optimistic for the literacy enhancement of typically developing children in regular classrooms. PMID:29238316

Second Language Vocabulary Learning and Teaching: Still a Hot Topic

ERIC Educational Resources Information Center

Larrotta, Clarena

2011-01-01

For many reasons second language vocabulary learning and teaching continues to be a topic of interest for learners, instructors, and researchers. This article describes the implementation of personal glossaries in a community program offering English as second language classes to Latina/o Spanish speaking adults. Field notes, interviews, and…

Virtual Vocabulary: Research and Learning in Lexical Processing

ERIC Educational Resources Information Center

Schuetze, Ulf; Weimer-Stuckmann, Gerlinde

2010-01-01

This article presents the concept development, research programming, and learning design of a lexical processing web application, Virtual Vocabulary, which was developed using theories in both cognitive psychology and second language acquisition (SLA). It is being tested with first-year students of German at the University of Victoria in Canada,…

English Vocabulary for Chinese Learners: Words in Your Ear.

ERIC Educational Resources Information Center

Hill, Monica

1998-01-01

This article describes "Words in Your Ear," a vocabulary learning program for tertiary Chinese students who are learners of English at the University of Hong Kong, noting the University's 3-year partnership agreement with IBM to provide notebook computers to first-year students and provide new collaborative research opportunities for…

Words and Concepts. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2007

2007-01-01

"Words and Concepts" is a computer software program that focuses on building oral language skills related to vocabulary, comprehension, word relationships, and other concepts in six units--vocabulary, categorization, word identification by function, word association, concept of same, and concept of different. It can be used by adults and…

The Effects of Transfer in Teaching Vocabulary to School Children: An Analysis of the Dependencies between Lists of Trained and Non-Trained Words

ERIC Educational Resources Information Center

Frost, Jørgen; Ottem, Ernst; Hagtvet, Bente E.; Snow, Catherine E.

2016-01-01

In the present study, 81 Norwegian students were taught the meaning of words by the Word Generation (WG) method and 51 Norwegian students were taught by an approach inspired by the Thinking Schools (TS) concept. Two sets of words were used: a set of words to be trained and a set of non-trained control words. The two teaching methods yielded no…

Buffering boys and boosting girls: The protective and promotive effects of Early Head Start for children’s expressive language in the context of parenting stress

PubMed Central

Vallotton, C. D.; Harewood, T.; Ayoub, C. A.; Pan, B.; Mastergeorge, A. M.; Brophy-Herb, H.

2011-01-01

Children’s characteristics, including gender, influence their development by eliciting differential responses from their environments, and by influencing differential responses to their environments. Parenting-related stress, associated with poverty environments, negatively influences children’s language, likely through its impact on parent-child interactions, but may impact boys’ and girls’ development differently. Early intervention represents one tool for supporting development in at-risk toddlers, but gender-differences in effects of intervention are rarely described. The current studies assessed the effects of Early Head Start (EHS) on children’s productive vocabulary in the context of parenting stress and examined gender differences in program effects on vocbulary. Data were from the national EHS Research and Evaluation (EHSRE) study (Study 1, N = 3,001), and from a dataset associated with one EHSRE site (Study 2, N = 146) where additional data on productive vocabulary were collected. Study 1 found that at 24 months of age, the EHS program protected girls’ productive vocabulary from the negative effects of parenting stress, but had little impact on boys’ vocabulary. In Study 2, the local EHS site promoted girls’ vocabulary development over time from 14 to 36 months despite the negative effects of parenting stress, and protected boys’ vocabulary from the negative parenting stress effects. These results suggest differential ways in which at-risk toddlers are affected by early intervention. PMID:23166405

A comparison of two approaches for representing AAC vocabulary for young children.

PubMed

Worah, Smita; McNaughton, David; Light, Janice; Benedek-Wood, Elizabeth

2015-01-01

Young children with complex communication needs often experience difficulty in using currently available graphic symbol systems as a method of augmentative and alternative communication (AAC). Information on young children's performance with graphic representations based on this population's conceptualizations of these vocabulary items may assist in the development of more effective AAC systems. This study developed Developmentally Appropriate Symbols (DAS) for 10 early emerging vocabulary concepts using procedures designed to address both conceptual and appeal issues for graphic representations for young children. Using a post-test only, between-subjects comparison group design, 40 typically-developing 2.5-3.5-year-old children were randomly assigned to receive a brief training in either of two different types of graphic symbol sets: (a) DAS or (b) Picture Communication Symbols (PCS), a, commercially available graphic symbol system. Results of a two sample independent t-test provide evidence that children in the DAS condition correctly identified more symbols than children trained with the PCS symbols. There was no evidence of a preference between the symbol sets. The results provide support for careful consideration of children's use and understanding of language in developing AAC systems for young children.

More is More: The Relationship between Vocabulary Size and Word Extension

ERIC Educational Resources Information Center

Thom, Emily E.; Sandhofer, Catherine M.

2009-01-01

This study experimentally tested the relationship between children's lexicon size and their ability to learn new words within the domain of color. We manipulated the size of 25 20-month-olds' color lexicons by training them with two, four, or six different color words over the course of eight training sessions. We subsequently tested children's…

Effects of Visual and Auditory Perceptual Aptitudes and Letter Discrimination Pretraining on Word Recognition.

ERIC Educational Resources Information Center

Janssen, David Rainsford

This study investigated alternate methods of letter discrimination pretraining and word recognition training in young children. Seventy kindergarten children were trained to recognize eight printed words in a vocabulary list by a mixed-list paired-associate method. Four of the stimulus words had visual response choices (pictures) and four had…

PROJECT SUCCESS: Electricity. (Pre-post Tests, Vocabulary Lists, Beginning Circuitry, Intermediate Projects).

ERIC Educational Resources Information Center

James, Sally

Four packets comprise the electricity component of an enrichment program for gifted elementary students. Provided in the introductory packet are sample pre- and posttests for the unit. Remaining packets present vocabulary lists, student worksheets on beginning circuitry, and suggestions for student projects (such as making a battery, constructing…

Working with Multilingual Learners and Vocabulary Knowledge for Secondary Schools: Developing Word Consciousness

ERIC Educational Resources Information Center

Cox, Robyn; O'Brien, Katherine; Walsh, Maureen; West, Helen

2015-01-01

This paper reports on a 10 week vocabulary focused intervention based on the Word Generation program (Snow, 2002, 2010; SERP, 2011) in primary and secondary schools, which demonstrated clear improvements, particularly with students who are EAL/D learners. Teachers across English, Science, Maths and Social Sciences developed professional learning…

The Effects of a Computerized Study Program on the Acquisition of Science Vocabulary

ERIC Educational Resources Information Center

Rollins, Karen F.

2012-01-01

The following study examined the difference in science vocabulary acquisition comparing computer-assisted learning and a traditional study review sheet. Fourth and fifth grade students from a suburban school in central Texas were randomly selected and randomly assigned to either experimental group or control group. Both groups were given a…

Developing Vocabulary and Conceptual Knowledge for Low-Income Preschoolers: A Design Experiment

ERIC Educational Resources Information Center

Neuman, Susan B.; Dwyer, Julie

2011-01-01

The purpose of this design experiment was to research, test, and iteratively derive principles of word learning and word organization that could help to theoretically advance our understanding of vocabulary development for low-income preschoolers. Six Head Start teachers in morning and afternoon programs and their children (N = 89) were selected…

Vocabulary and Sentence Structure in Emergent Spanish Literacy

ERIC Educational Resources Information Center

Briceño, Allison

2016-01-01

Dual language and bilingual education programs are increasing in number and popularity across the country. However, little information is available on how to teach children to read and write in Spanish. This article explores some of the similarities and differences in vocabulary and sentence structure in Spanish and English and considers the…

A Basic Vocabulary of Federal Social Program Applications and Forms.

ERIC Educational Resources Information Center

Afflerbach, Peter P.; And Others

A study of the application forms for Social Security, Supplemental Security Income, public assistance, food stamps, Medicaid, and Medicare was conducted to examine the frequently occurring unfamiliar, specialized vocabulary words. It was found that 76 such words occurred at least ten times in the documents studied. A large number of other…

Two Formats of Word Association Tasks: A Study of Depth of Word Knowledge

ERIC Educational Resources Information Center

Agdam, Seddighe Jalili; Sadeghi, Karim

2014-01-01

Vocabulary development is an essential goal in any language teaching program, and considering the multidimensional nature of this construct, achieving this goal needs effective assessment of all dimensions of word knowledge, i.e. breadth, depth and accessibility of word knowledge. Most of the current vocabulary assessment tools measure the breadth…

Tailoring vocabularies for NLP in sub-domains: a method to detect unused word sense.

PubMed

Figueroa, Rosa L; Zeng-Treitler, Qing; Goryachev, Sergey; Wiechmann, Eduardo P

2009-11-14

We developed a method to help tailor a comprehensive vocabulary system (e.g. the UMLS) for a sub-domain (e.g. clinical reports) in support of natural language processing (NLP). The method detects unused sense in a sub-domain by comparing the relational neighborhood of a word/term in the vocabulary with the semantic neighborhood of the word/term in the sub-domain. The semantic neighborhood of the word/term in the sub-domain is determined using latent semantic analysis (LSA). We trained and tested the unused sense detection on two clinical text corpora: one contains discharge summaries and the other outpatient visit notes. We were able to detect unused senses with precision from 79% to 87%, recall from 48% to 74%, and an area under receiver operation curve (AUC) of 72% to 87%.

Working memory training in children: Effectiveness depends on temperament.

PubMed

Studer-Luethi, Barbara; Bauer, Catherine; Perrig, Walter J

2016-02-01

Studies revealing transfer effects of working memory (WM) training on non-trained cognitive performance of children hold promising implications for scholastic learning. However, the results of existing training studies are not consistent and provoke debates about the potential and limitations of cognitive enhancement. To examine the influence of individual differences on training outcomes is a promising approach for finding causes for such inconsistencies. In this study, we implemented WM training in an elementary school setting. The aim was to investigate near and far transfer effects on cognitive abilities and academic achievement and to examine the moderating effects of a dispositional and a regulative temperament factor, neuroticism and effortful control. Ninety-nine second-graders were randomly assigned to 20 sessions of computer-based adaptive WM training, computer-based reading training, or a no-contact control group. For the WM training group, our analyses reveal near transfer on a visual WM task, far transfer on a vocabulary task as a proxy for crystallized intelligence, and increased academic achievement in reading and math by trend. Considering individual differences in temperament, we found that effortful control predicts larger training mean and gain scores and that there is a moderation effect of both temperament factors on post-training improvement: WM training condition predicted higher post-training gains compared to both control conditions only in children with high effortful control or low neuroticism. Our results suggest that a short but intensive WM training program can enhance cognitive abilities in children, but that sufficient self-regulative abilities and emotional stability are necessary for WM training to be effective.

Training referential communicative skills to individuals with autism spectrum disorder: a pilot study.

PubMed

Olivar-Parra, José-Sixto; De-La-Iglesia-Gutiérrez, Myriam; Forns, Maria

2011-12-01

The present study reports the effects of referential communication training in individuals formally diagnosed with autism spectrum disorder (ASD). Participants were 20 children with ASD (M age = 14.3 yr., SD = 4.2; 6 girls, 14 boys) in the role of speakers and 20 control children, who acted as listeners. They were all enrolled in mainstream compulsory education. Inclusion/exclusion criteria were defined according to the clinical diagnosis of ASD, the presence or absence of additional or associated disability, previous training in referential communication, and any drug treatment. Speakers were randomly assigned to one of two groups (trained vs untrained). Linguistic age, cognitive level and autistic symptoms were analyzed, respectively, with the Peabody Picture Vocabulary Test (PPVT), the Wechsler Intelligence Scale (WISC-R or WAIS-III), and the Autistic Behavior Checklist (ABC). Communicative abilities were analyzed through two indexes related to message complexity and self-regulation. The trained group was trained in referential communication tasks (task analysis, role taking, and task evaluation), while the untrained group took part in a communicative game but without any specific communicative training. The results showed that the complexity of emitted messages had improved statistically significantly in the trained group as an effect of training. Ecological referential communication is shown to be an appropriate paradigm for studying the communicative process and its products and could be used to develop and implement a training program focused on those skills in which individuals with ASD are most deficient.

Effect of Vocabulary Test Preparation on Low-Income Black Middle School Students' Reading Scores

ERIC Educational Resources Information Center

Mitchell, Ingrid; Nistor, Nicolae; Baltes, Beate; Brown, Michelle

2016-01-01

Black middle school students in the United States continue to perform poorly on standardized reading achievement tests in comparison to other racial and ethnic groups. The purpose of this research study was to examine the effectiveness of a vocabulary-focused test preparation program for Black middle school students. The theoretical framework…

Classroom-Based Narrative and Vocabulary Instruction: Results of an Early-Stage, Nonrandomized Comparison Study

ERIC Educational Resources Information Center

Gillam, Sandra Laing; Olszewski, Abbie; Fargo, Jamison; Gillam, Ronald B.

2014-01-01

Purpose: This nonrandomized feasibility study was designed to provide a preliminary assessment of the impact of a narrative and vocabulary instruction program provided by a speech-language pathologist (SLP) in a regular classroom setting. Method: Forty-three children attending 2 first-grade classrooms participated in the study. Children in each…

Predicting Growth in English and French Vocabulary: The Facilitating Effects of Morphological and Cognate Awareness

ERIC Educational Resources Information Center

D'Angelo, Nadia; Hipfner-Boucher, Kathleen; Chen, Xi

2017-01-01

The present study investigated the contribution of morphological and cognate awareness to the development of English and French vocabulary knowledge among young minority and majority language children who were enrolled in a French immersion program. Participating children (n = 75) were assessed in English and French on measures of morphological…

The Effect of Asynchronous/Synchronous Approaches on English Vocabulary Achievement: A Study of Iranian EFL Learners

ERIC Educational Resources Information Center

Khodaparast, Fatemeh; Ghafournia, Narjes

2015-01-01

The contribution of computer-assisted instructional programs to language learning process has been the focus of researchers for about two decades. However, the effect of synchronous and asynchronous computer-assisted approaches of language teaching on improving L2 vocabulary has been scarcely investigated. This study explored whether synchronous,…

Helping Children Develop Skills in Phonic Analysis, Sight Vocabulary and Handwriting.

ERIC Educational Resources Information Center

Rinder, Susan

A study tested the effectiveness of precision teaching through a summer pilot project involving four male students between the ages of 6 and 7, all of whom had demonstrated some difficulty with basic reading skills. The 6-week program concentrated on those skills most important to emergent readers, namely, phonic analysis, sight vocabulary and…

Steps for Creating a Specialized Corpus and Developing an Annotated Frequency-Based Vocabulary List

ERIC Educational Resources Information Center

Toriida, Marie-Claude

2016-01-01

This article provides introductory, step-by-step explanations of how to make a specialized corpus and an annotated frequency-based vocabulary list. One of my objectives is to help teachers, instructors, program administrators, and graduate students with little experience in this field be able to do so using free resources. Instructions are first…

CALL Vocabulary Learning in Japanese: Does Romaji Help Beginners Learn More Words?

ERIC Educational Resources Information Center

Okuyama, Yoshiko

2007-01-01

This study investigated the effects of using Romanized spellings on beginner-level Japanese vocabulary learning. Sixty-one first-semester students at two universities in Arizona were both taught and tested on 40 Japanese content words in a computer-assisted language learning (CALL) program. The primary goal of the study was to examine whether the…

Multimedia Courseware for Teaching Arabic Vocabulary: Let's Learn from the Experts

ERIC Educational Resources Information Center

Zainuddin, Nurkhamimi; Sahrir, Muhammad Sabri

2016-01-01

This study attempts to analyze and evaluate theories and design principles for the design and development of multimedia program for teaching and learning Arabic vocabulary among non-native speakers. In this paper, the researchers mentioned about the research tools, sampling technique and steps as well as population which are related to the design…

Associations between Problem Behaviors and Early Vocabulary Skills among Hispanic Dual-Language Learners in Pre-K

ERIC Educational Resources Information Center

Hagan-Burke, Shanna; Soares, Denise A.; Gonzalez, Jorge E.; Zhu, Leina; Davis, Heather S.; Kwok, Oi-man; Pollard-Durodola, Sharolyn D.; Saenz, Laura M.; Resendez, Nora M.

2016-01-01

This study examined the relations between problem behaviors and early learning outcomes among 138 children in dual-language pre-K programs who were identified at the beginning of the school year to be at risk for difficulties in early language and literacy development. Children's expressive and receptive vocabulary, listening comprehension, and…

Using Different Types of Dictionaries for Improving EFL Reading Comprehension and Vocabulary Learning

ERIC Educational Resources Information Center

Alharbi, Majed A.

2016-01-01

This study investigated the effects of monolingual book dictionaries, popup dictionaries, and type-in dictionaries on improving reading comprehension and vocabulary learning in an EFL program. An experimental design involving four groups and a post-test was chosen for the experiment: (1) pop-up dictionary (experimental group 1); (2) type-in…

Effects of Vocabulary Instruction Using Constant Time Delay on Expository Reading of Young Adults with Intellectual Disability

ERIC Educational Resources Information Center

Hua, Youjia; Woods-Groves, Suzanne; Kaldenberg, Erica R.; Scheidecker, Bethany J.

2013-01-01

We investigated the effectiveness of using constant time delay (CTD) with young adults with intellectual disability on their vocabulary acquisition and retention, as well as expository reading comprehension. Four learners, ages 19 to 21 years, from a postsecondary education program for individuals with disabilities participated in the study.…

Bilingual Knowledge Maps (BiK Maps) as a Presentation Format: Delayed Recall and Training Effects

ERIC Educational Resources Information Center

Bahr, G. Sussane; Dansereau, Donald F.

2005-01-01

The use of bilingual graphic organizers (bilingual knowledge maps [BiK maps]) as a presentation format was investigated for the acquisition of foreign language vocabulary. Participants were assigned to 1 of 4 conditions for the task of studying 32 German-English word pairs. Participants in each condition were trained on either lists or BiK maps…

A Pilot Evaluation Study of the Picture Exchange Communication System (PECS) for Children with Autistic Spectrum Disorders.

ERIC Educational Resources Information Center

Magiati, Iliana; Howlin, Patricia

2003-01-01

A study evaluated the effects of training 47 teachers of children with autism in the use of the Picture Exchange Communication System (PECS). Following training, significant, rapid increases were recorded in the level of PECS attained by the students (n=34), in students' PECS vocabulary, and in students' use of PECS. (Contains references.) (CR)

Early phonology revealed by international adoptees' birth language retention.

PubMed

Choi, Jiyoun; Broersma, Mirjam; Cutler, Anne

2017-07-11

Until at least 6 mo of age, infants show good discrimination for familiar phonetic contrasts (i.e., those heard in the environmental language) and contrasts that are unfamiliar. Adult-like discrimination (significantly worse for nonnative than for native contrasts) appears only later, by 9-10 mo. This has been interpreted as indicating that infants have no knowledge of phonology until vocabulary development begins, after 6 mo of age. Recently, however, word recognition has been observed before age 6 mo, apparently decoupling the vocabulary and phonology acquisition processes. Here we show that phonological acquisition is also in progress before 6 mo of age. The evidence comes from retention of birth-language knowledge in international adoptees. In the largest ever such study, we recruited 29 adult Dutch speakers who had been adopted from Korea when young and had no conscious knowledge of Korean language at all. Half were adopted at age 3-5 mo (before native-specific discrimination develops) and half at 17 mo or older (after word learning has begun). In a short intensive training program, we observe that adoptees (compared with 29 matched controls) more rapidly learn tripartite Korean consonant distinctions without counterparts in their later-acquired Dutch, suggesting that the adoptees retained phonological knowledge about the Korean distinction. The advantage is equivalent for the younger-adopted and the older-adopted groups, and both groups not only acquire the tripartite distinction for the trained consonants but also generalize it to untrained consonants. Although infants younger than 6 mo can still discriminate unfamiliar phonetic distinctions, this finding indicates that native-language phonological knowledge is nonetheless being acquired at that age.

The Importance of Seeing Red: Self-Teaching Techniques for Adult Aphasia

ERIC Educational Resources Information Center

Montgomery, Joan

1971-01-01

The use of color in speech therapy for adult aphasics is suggested to prolong attention span. Two other techniques, instant definition and over-training, which are helpful in relearning vocabulary words are described. (KW)

Receptive vocabulary development in deaf children with cochlear implants: achievement in an intensive auditory-oral educational setting.

PubMed

Hayes, Heather; Geers, Ann E; Treiman, Rebecca; Moog, Jean Sachar

2009-02-01

Deaf children with cochlear implants are at a disadvantage in learning vocabulary when compared with hearing peers. Past research has reported that children with implants have lower receptive vocabulary scores and less growth over time than hearing children. Research findings are mixed as to the effects of age at implantation on vocabulary skills and development. One goal of the current study is to determine how children with cochlear implants educated in an auditory-oral environment compared with their hearing peers on a receptive vocabulary measure in overall achievement and growth rates. This study will also investigate the effects of age at implant on vocabulary abilities and growth rates. We expect that the children with implants will have smaller vocabularies than their hearing peers but will achieve similar rates of growth as their implant experience increases. We also expect that children who receive their implants at young ages will have better overall vocabulary and higher growth rates than older-at-implant children. Repeated assessments using the Peabody Picture Vocabulary Test were given to 65 deaf children with cochlear implants who used oral communication, who were implanted under the age of 5 yr, and who attended an intensive auditory-oral education program. Multilevel modeling was used to describe overall abilities and rates of receptive vocabulary growth over time. On average, the deaf children with cochlear implants had lower vocabulary scores than their hearing peers. However, the deaf children demonstrated substantial vocabulary growth, making more than 1 yr's worth of progress in a year. This finding contrasts with those of previous studies of children with implants, which found lower growth rates. A negative quadratic trend indicated that growth decelerated with time. Age at implantation significantly affected linear and quadratic growth. Younger-at-implant children had steeper growth rates but more tapering off with time than children implanted later in life. Growth curves indicate that children who are implanted by the age of 2 yr can achieve receptive vocabulary skills within the average range for hearing children.

Games for Skills. Demonstration Program in Reading, Santa Fe Middle School. Revised. Teacher to Teacher.

ERIC Educational Resources Information Center

Levinski, Carol; And Others

Intended to help students improve their vocabulary and word usage skills, this book of games offers students an opportunity for group interaction and the option of reinforcing skills in an interesting manner. The first part of the book contains ideas for determining and building content vocabulary, using a dictionary, and previewing texts, and…

L'Utilisation de l'ordinateur en lexicometrie (The Use of the Computer in Lexicometry). Series B-1.

ERIC Educational Resources Information Center

Savard, Jean-Guy

This report treats some of the technical difficulties encountered in lexicological studies that were undertaken in order to establish a basic vocabulary. Its purpose is to show that the computer can overcome some of these difficulties, and specifically that computer programming can serve to establish a vocabulary common to scientific and technical…

The Relationship between Vocabulary and Word Reading among Head Start Spanish-English Bilingual Children

ERIC Educational Resources Information Center

Zhao, Jing; Dixon, L. Quentin; Quiroz, Blanca; Chen, Si

2017-01-01

In this study, we investigated the concurrent and longitudinal relationships between vocabulary and word reading across Spanish and English. One hundred and seventeen 4- to 5-year-old Spanish-English bilingual children attending Head Start programs in the United States were tested for their Spanish and English word reading twice, 5 months apart.…

The Preliminary Development of a Vocabulary List for Osaka Jogakuin Junior College's First Year English Program.

ERIC Educational Resources Information Center

Cornwell, Steve; Kakutani, Tomoko

1998-01-01

A project to develop word lists for first-year English as a second language instruction at Osaka Jogakuin Junior College (Japan) is described. The lists were drawn from high-frequency vocabulary lists, with word selection based on course unit themes and rhetorical patterns. These include: introduction/people and places; women's issues;…

The Effects of CALL Program on Expanding Lexical Knowledge of EFL Iranian Intermediate Learners

ERIC Educational Resources Information Center

Ghabanchi, Zargham; Anbarestani, Mojgan

2008-01-01

Foreign language learning is a challenging task, involving mastering a new sound system, phonological and syntactical forms, vocabulary, and sometimes a new writing system. For the adult second language learner, one of the most frustrating aspects is having an inadequate vocabulary for expressing complex ideas that are so easy to relate in one's…

Ontology Based Vocabulary Matching for Oceanographic Instruments

NASA Astrophysics Data System (ADS)

Chen, Yu; Shepherd, Adam; Chandler, Cyndy; Arko, Robert; Leadbetter, Adam

2014-05-01

Data integration act as the preliminary entry point as we enter the era of big data in many scientific domains. However the reusefulness of various dataset has met the hurdle due to different initial of interests of different parties, therefore different vocabularies in describing similar or semantically related concepts. In this scenario it is vital to devise an automatic or semi-supervised algorithm to facilitate the convergence of different vocabularies. The Ocean Data Interoperability Platform (ODIP) seeks to increase data sharing across scientific domains and international boundaries by providing a forum to harmonize diverse regional data systems. ODIP participants from the US include the Rolling Deck to Repository (R2R) program, whose mission is to capture, catalog, and describe the underway/environmental sensor data from US oceanographic research vessels and submit the data to public long-term archives. In an attempt to harmonize these regional data systems, especially vocabularies, R2R recognizes the value of the SeaDataNet vocabularies served by the NERC Vocabulary Server (NVS) hosted at the British Oceanographic Data Centre as a trusted, authoritative source for describing many oceanographic research concepts such as instrumentation. In this work, we make use of the semantic relations in the vocabularies served by NVS to build a Bayesian network and take advantage of the idea of entropy in evaluating the correlation between different concepts and keywords. The performance of the model is evaluated against matching instruments from R2R against the SeaDataNet instrument vocabularies based on calculated confidence scores in the instrument pairings. These pairings with their scores can then be analyzed for assertion growing the interoperability of the R2R vocabulary through its links to the SeaDataNet entities.

Project MAPP. The Vocabulary Booklet # 1. Implementing the Instructional Program: A Competency-Based Adult Education Learning System.

ERIC Educational Resources Information Center

Maryland State Dept. of Education, Baltimore.

This booklet is intended to help adults master the basic and life skill vocabulary needed to meet the simple communication demands of daily life. It is designed to assist adult basic education (ABE) teachers in the implementation of a competency-based learning system that emphasizes the integration of basic and life skills learning. The booklet…

The Relations of Early Television Viewing to School Readiness and Vocabulary of Children from Low-Income Families: The Early Window Project.

ERIC Educational Resources Information Center

Wright, John C.; Auston, Aletha C.; Murphy, Kimberlee C.; St. Peters, Michelle; Pinon, Ronda Scantlin; Kotler, Jennifer

2001-01-01

Collected time-use diaries of television viewing from two cohorts of children (ages 2-5 and 4-7) from low-income families and gave annual tests of reading, math, receptive vocabulary, and school readiness. Found that viewing of child-audience informative programs between ages 2 and 3 predicted higher academic performance. Frequent viewers of…

Exploring N-Back Cognitive Training for Children With ADHD.

PubMed

Jones, Masha R; Katz, Benjamin; Buschkuehl, Martin; Jaeggi, Susanne M; Shah, Priti

2018-06-01

The efficacy of n-back training for children with attention deficit hyperactivity disorder (ADHD) was tested in a randomized controlled trial. 41 children aged 7 to 14 years with ADHD were trained on an n-back task, and their performance was compared with that of an active control group ( n = 39) who were trained on a general knowledge and vocabulary task. The experimental group demonstrated transfer of training to a nontrained n-back task as well as to a measure of inhibitory control. These effects were correlated with the magnitude of training gains. Our results suggest that n-back training may be useful in addressing some of the cognitive and behavioral issues associated with ADHD.

The Compubus Evaluation.

ERIC Educational Resources Information Center

Klimko, Ivan P.

The Computer Bus Program (Compubus Program) of the Modesto City Schools (California) was evaluated to determine the effectiveness of the computer literacy program for fourth, fifth, and sixth grade students at eight elementary compensatory education schools. The program provided instruction on computer vocabulary, knowledge, and applications in a…

A Language Skills Program for Secondary LD Students.

ERIC Educational Resources Information Center

Howe, Bill

1982-01-01

A program was developed to increase the receptive and expressive language skills of 24 secondary learning-disabled students. Program units covered word sorting, sight-word vocabulary, key-word reading, reading rate, reading comprehension, listening, and writing. (Author/SW)

A Quantile Regression Approach to Understanding the Relations Between Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students

PubMed Central

Tighe, Elizabeth L.; Schatschneider, Christopher

2015-01-01

The purpose of this study was to investigate the joint and unique contributions of morphological awareness and vocabulary knowledge at five reading comprehension levels in Adult Basic Education (ABE) students. We introduce the statistical technique of multiple quantile regression, which enabled us to assess the predictive utility of morphological awareness and vocabulary knowledge at multiple points (quantiles) along the continuous distribution of reading comprehension. To demonstrate the efficacy of our multiple quantile regression analysis, we compared and contrasted our results with a traditional multiple regression analytic approach. Our results indicated that morphological awareness and vocabulary knowledge accounted for a large portion of the variance (82-95%) in reading comprehension skills across all quantiles. Morphological awareness exhibited the greatest unique predictive ability at lower levels of reading comprehension whereas vocabulary knowledge exhibited the greatest unique predictive ability at higher levels of reading comprehension. These results indicate the utility of using multiple quantile regression to assess trajectories of component skills across multiple levels of reading comprehension. The implications of our findings for ABE programs are discussed. PMID:25351773

The availability and accessibility of basic concept vocabulary in AAC software: a preliminary study.

PubMed

McCarthy, Jillian H; Schwarz, Ilsa; Ashworth, Morgan

2017-09-01

Core vocabulary lists obtained through the analyses of children's utterances include a variety of basic concept words. Supporting young children who use augmentative and alternative communication (AAC) to develop their understanding and use of basic concepts is an area of practice that has important ramifications for successful communication in a classroom environment. This study examined the availability of basic concept words across eight frequently used, commercially available AAC language systems, iPad© applications, and symbol libraries used to create communication boards. The accessibility of basic concept words was subsequently examined using two AAC language page sets and two iPad applications. Results reveal that the availability of basic concept words represented within the different AAC language programs, iPad applications, and symbol libraries varied but was limited across programs. However, there is no significant difference in the accessibility of basic concept words across the language program page sets or iPad applications, generally because all of them require sophisticated motor and cognitive plans for access. These results suggest that educators who teach or program vocabulary in AAC systems need to be mindful of the importance of basic concept words in classroom settings and, when possible, enhance the availability and accessibility of these words to users of AAC.

Thai Vocabulary. American Council of Learned Societies Program in Oriental Languages, Publications Series A - Texts - Number 2.

ERIC Educational Resources Information Center

Haas, Mary R.

This dictionary is intended to serve an interim need as a short dictionary of the Thai language. It contains vocabulary entries derived from the "Thai Reader" and a selection of words and examples from other sources, including (1) the words and expressions found in "Spoken Thai" (Haas and Subhanka, Henry Holt and Co.) and (2) McFarland's list of…

Predictors of second language acquisition in Latino children with specific language impairment.

PubMed

Gutiérrez-Clellen, Vera; Simon-Cereijido, Gabriela; Sweet, Monica

2012-02-01

This study evaluated the extent to which the language of intervention, the child's development in Spanish, and the effects of English vocabulary, use, proficiency, and exposure predict differences in the rates of acquisition of English in Latino children with specific language impairment (SLI). In this randomized controlled trial, 188 Latino preschoolers with SLI participated in a small-group academic enrichment program for 12 weeks and were followed up 3 and 5 months later. Children were randomly assigned to either a bilingual or an English-only program. Predictors of English growth included measures of Spanish language skills and English vocabulary, use, proficiency, and exposure. Performance on English outcomes (i.e., picture description and narrative sample) was assessed over time. A series of longitudinal models were tested via multilevel modeling with baseline and posttreatment measures nested within child. Children demonstrated growth on the English outcomes over time. The language of intervention, Spanish skills, English vocabulary, and English use significantly predicted differences in rates of growth across children for specific measures of English development. This study underscores the role of the child's first language skills, the child's level of English vocabulary development, and level of English use for predicting differences in English acquisition in Latino preschoolers with SLI. These factors should be carefully considered in making clinical decisions.

BRIE: The Penn State Biogeochemical Research Initiative for Education

NASA Astrophysics Data System (ADS)

Freeman, K. H.; Brantley, S. L.; Brenchley, J.

2003-12-01

Few scientists are prepared to address the interdisciplinary challenges of biogeochemical research due to disciplinary differences in vocabulary, technique, and scientific paradigm. Thus scientists and engineers trained in traditional disciplines bring a restricted view to the study of environmental systems, which can limit their ability to exploit new techniques and opportunities for scientific advancement. Although the literature is effusive with enthusiasm for interdisciplinary approaches to biogeochemistry, there remains the basic difficulty of cross-training geological and biological scientists. The NSF-IGERT funded Biogeochemical Research Initiative for Education (BRIE) program at Penn State is specifically designed to break down both disciplinary and institutional barriers and it has fostered cross-disciplinary collaboration and training since 1999. Students and faculty are drawn from environmental engineering, geochemistry, soil science, chemistry and microbiology, and the program is regarded on the Penn State campus as a successful example of how interdisciplinary science can best be promoted. There are currently 23 Ph.D. students funded by the program, with an additional 7 affiliated students. At present, a total of 6 students have completed doctoral degrees, and they have done so within normal timeframes. The program is "discipline-plus," whereby students enroll in traditional disciplinary degree programs, and undertake broad training via 12 credits of graduate coursework in other departments. Students are co-advised by faculty from different disciplines, and engage in interdisciplinary research facilitated by research "credit cards." Funding is available for international research experiences, travel to meetings, and other opportunities for professional development. Students help institutionalize interdisciplinary training by designing and conducting a teaching module that shares their expertise with a class in another department or discipline. Community building through social activities and scientific forums is a priority in both the undergraduate and graduate programs. In addition, entering Ph.D. students build cohort identity by taking a course that introduces them to BRIE faculty and research facilities through hands-on laboratory and field-based research activities. The BRIE undergraduate summer internship program has provided interdisciplinary research opportunities for a total of 35 students over the past five summers. This program aims to recruit students to the Ph.D. program, and at present, two Ph.D. students have entered this way. Our efforts have focused on attracting students from under-represented groups. Diversity in this program has been above national norms: and summer students have include 10 (29 %) African-American or Hispanic-American students, and 25 (over 70 %) females. The Ph.D. students and graduates are 50% female, with three students from minority populations.

Retrieval, automaticity, vocabulary elaboration, orthography (RAVE-O): a comprehensive, fluency-based reading intervention program.

PubMed

Wolf, M; Miller, L; Donnelly, K

2000-01-01

The most important implication of the double-deficit hypothesis (Wolf & Bowers, in this issue) concerns a new emphasis on fluency and automaticity in intervention for children with developmental reading disabilities. The RAVE-O (Retrieval, Automaticity, Vocabulary Elaboration, Orthography) program is an experimental, fluency-based approach to reading intervention that is designed to accompany a phonological analysis program. In an effort to address multiple possible sources of dysfluency in readers with disabilities, the program involves comprehensive emphases both on fluency in word attack, word identification, and comprehension and on automaticity in underlying componential processes (e.g., phonological, orthographic, semantic, and lexical retrieval skills). The goals, theoretical principles, and applied activities of the RAVE-O curriculum are described with particular stress on facilitating the development of rapid orthographic pattern recognition and on changing children's attitudes toward language.

Investigating the Language of Engineering Education

NASA Astrophysics Data System (ADS)

Variawa, Chirag

A significant part of professional communication development in engineering is the ability to learn and understand technical vocabulary. Mastering such vocabulary is often a desired learning outcome of engineering education. In promoting this goal, this research investigates the development of a tool that creates wordlists of characteristic discipline-specific vocabulary for a given course. These wordlists explicitly highlight requisite vocabulary learning and, when used as a teaching aid, can promote greater accessibility in the learning environment. Literature, including work in higher education, diversity and language learning, suggest that designing accessible learning environments can increase the quality of instruction and learning for all students. Studying the student/instructor interface using the framework of Universal Instructional Design identified vocabulary learning as an invisible barrier in engineering education. A preliminary investigation of this barrier suggested that students have difficulty assessing their understanding of technical vocabulary. Subsequently, computing word frequency on engineering course material was investigated as an approach for characterizing this barrier. However, it was concluded that a more nuanced method was necessary. This research program was built on previous work in the fields of linguistics and computer science, and lead to the design of an algorithm. The developed algorithm is based on a statistical technique called, Term Frequency-Inverse Document Frequency. Comparator sets of documents are used to hierarchically identify characteristic terms on a target document, such as course materials from a previous term of study. The approach draws on a standardized artifact of the engineering learning environment as its dataset; a repository of 2254 engineering final exams from the University of Toronto, to process the target material. After producing wordlists for ten courses, with the goal of highlighting characteristic discipline-specific terms, the effectiveness of the approach was evaluated by comparing the computed results to the judgment of subject-matter experts. The overall data show a good correlation between the program and the subject-matter experts. The results indicated a balance between accuracy and feasibility, and suggested that this approach could mimic subject-matter expertise to create a list discipline-specific vocabulary from course materials.

A comme... (A as in...).

ERIC Educational Resources Information Center

Rolle, Rosalba; And Others

1981-01-01

Contains five articles concerning: (1) exploitation of commercials to enhance comprehension and oral/written expression; (2) a game involving matching picture and text in advertisements; (3) a vocabulary-development game used in teacher training; (4) comprehension and analysis of literary texts in intermediate classes; and (5) techniques for…

Music playschool enhances children's linguistic skills.

PubMed

Linnavalli, Tanja; Putkinen, Vesa; Lipsanen, Jari; Huotilainen, Minna; Tervaniemi, Mari

2018-06-08

Several studies have suggested that intensive musical training enhances children's linguistic skills. Such training, however, is not available to all children. We studied in a community setting whether a low-cost, weekly music playschool provided to 5-6-year-old children in kindergartens could already affect their linguistic abilities. Children (N = 66) were tested four times over two school-years with Phoneme processing and Vocabulary subtests, along with tests for Perceptual reasoning skills and Inhibitory control. We compared the development of music playschool children to their peers either attending to similarly organized dance lessons or not attending to either activity. Music playschool significantly improved the development of children's phoneme processing and vocabulary skills. No such improvements on children's scores for non-verbal reasoning and inhibition were obtained. Our data suggest that even playful group music activities - if attended to for several years - have a positive effect on pre-schoolers' linguistic skills. Therefore we promote the concept of implementing regular music playschool lessons given by professional teachers in early childhood education.

Decreasing scoring errors on Wechsler Scale Vocabulary, Comprehension, and Similarities subtests: a preliminary study.

PubMed

Linger, Michele L; Ray, Glen E; Zachar, Peter; Underhill, Andrea T; LoBello, Steven G

2007-10-01

Studies of graduate students learning to administer the Wechsler scales have generally shown that training is not associated with the development of scoring proficiency. Many studies report on the reduction of aggregated administration and scoring errors, a strategy that does not highlight the reduction of errors on subtests identified as most prone to error. This study evaluated the development of scoring proficiency specifically on the Wechsler (WISC-IV and WAIS-III) Vocabulary, Comprehension, and Similarities subtests during training by comparing a set of 'early test administrations' to 'later test administrations.' Twelve graduate students enrolled in an intelligence-testing course participated in the study. Scoring errors (e.g., incorrect point assignment) were evaluated on the students' actual practice administration test protocols. Errors on all three subtests declined significantly when scoring errors on 'early' sets of Wechsler scales were compared to those made on 'later' sets. However, correcting these subtest scoring errors did not cause significant changes in subtest scaled scores. Implications for clinical instruction and future research are discussed.

Speech processing using conditional observable maximum likelihood continuity mapping

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

Hogden, John; Nix, David

A computer implemented method enables the recognition of speech and speech characteristics. Parameters are initialized of first probability density functions that map between the symbols in the vocabulary of one or more sequences of speech codes that represent speech sounds and a continuity map. Parameters are also initialized of second probability density functions that map between the elements in the vocabulary of one or more desired sequences of speech transcription symbols and the continuity map. The parameters of the probability density functions are then trained to maximize the probabilities of the desired sequences of speech-transcription symbols. A new sequence ofmore » speech codes is then input to the continuity map having the trained first and second probability function parameters. A smooth path is identified on the continuity map that has the maximum probability for the new sequence of speech codes. The probability of each speech transcription symbol for each input speech code can then be output.« less

[Dynamics of emotional changes during education of foreign and domestic students in sports specialties].

PubMed

Ivashchenko, S N

2013-01-01

This article presents the results of a comparative analysis of the dynamics of the well-being of foreign and domestic students sporting disciplines defined by studying the performance of their emotional state at different stages of the learning process. It was found that the decrease in value of the conditional measures of psychological atmosphere of the day, as the main indicator of the emotional state of students is more pronounced in the group of foreign students. The reason for this phenomenon is a chronic emotional stress caused by the conflict between the desire of students to the successful development of training programs and the inability to effectively receive educational material due the insufficient knowledge of the terms of professional and applied value. One way of solving this problem is the use of the method of accelerated expansion of vocabulary terms of professional and practical importance in the program of preparation of foreign students to study in the higher educational institutions of Ukraine.

A randomized trial comparison of the effects of verbal and pictorial naturalistic communication strategies on spoken language for young children with autism.

PubMed

Schreibman, Laura; Stahmer, Aubyn C

2014-05-01

Presently there is no consensus on the specific behavioral treatment of choice for targeting language in young nonverbal children with autism. This randomized clinical trial compared the effectiveness of a verbally-based intervention, Pivotal Response Training (PRT) to a pictorially-based behavioral intervention, the Picture Exchange Communication System (PECS) on the acquisition of spoken language by young (2-4 years), nonverbal or minimally verbal (≤9 words) children with autism. Thirty-nine children were randomly assigned to either the PRT or PECS condition. Participants received on average 247 h of intervention across 23 weeks. Dependent measures included overall communication, expressive vocabulary, pictorial communication and parent satisfaction. Children in both intervention groups demonstrated increases in spoken language skills, with no significant difference between the two conditions. Seventy-eight percent of all children exited the program with more than 10 functional words. Parents were very satisfied with both programs but indicated PECS was more difficult to implement.

Family Literacy Programs: Who Benefits? Occasional Paper #2.

ERIC Educational Resources Information Center

Padak, Nancy; Rasinski, Tim

Family literacy programs have been demonstrated to have significant and widespread benefits for children, parents, families, and society. Documented benefits of family literacy programs to children appear in the following areas: children's achievement in school, school attendance, oral language development, reading comprehension and vocabulary,…

Stephen Hawking's Universe. Teacher's Guide.

ERIC Educational Resources Information Center

Thompson, Malcolm H.; Rameau, Jonathan D.

This program guide is meant to help teachers assist their students in viewing the six-part public television series, "Stephen Hawking's Universe." The guide features program summaries that give background information and brief synopses of the programs; previewing activities that familiarize students with the subject; vocabulary that…

The Texas Remote Sensing Training Project

NASA Technical Reports Server (NTRS)

Wells, J. B.

1975-01-01

The project was designed to train federal, state and regional agency managers, scientists and engineers. A one-week seminar was designed and implemented to build vocabulary, introduce technical subject areas and give students enough training to allow them to relate remote sensing technology to operational agency projects. The seminar was designed to perform the dual function of conveying enough remote sensing information to be of value as a stand-alone and preparing students for detailed pattern recognition training. The LARSYS III portion of the training project was executed exactly as designed in the LARSYS training materials package; the LARSYS package did not contain a LANDSAT training module. Two LANDSAT training modules were developed using Texas LANDSAT data. One module contained central Texas data and the second module contained coastal zone data.

Ilokano Language Packet.

ERIC Educational Resources Information Center

Peace Corps, Manila (Philippines).

The workbook for Ilokano was designed for language training of Peace Corps volunteers in the Philippines. It consists of: a list of commonly-used phrases for greetings, leavetaking, shopping, asking for directions, managing a conversation, and introducing oneself; a more extensive vocabulary/phrase book of words and expressions used in everyday…

A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students.

PubMed

Tighe, Elizabeth L; Schatschneider, Christopher

2016-07-01

The purpose of this study was to investigate the joint and unique contributions of morphological awareness and vocabulary knowledge at five reading comprehension levels in adult basic education (ABE) students. We introduce the statistical technique of multiple quantile regression, which enabled us to assess the predictive utility of morphological awareness and vocabulary knowledge at multiple points (quantiles) along the continuous distribution of reading comprehension. To demonstrate the efficacy of our multiple quantile regression analysis, we compared and contrasted our results with a traditional multiple regression analytic approach. Our results indicated that morphological awareness and vocabulary knowledge accounted for a large portion of the variance (82%-95%) in reading comprehension skills across all quantiles. Morphological awareness exhibited the greatest unique predictive ability at lower levels of reading comprehension whereas vocabulary knowledge exhibited the greatest unique predictive ability at higher levels of reading comprehension. These results indicate the utility of using multiple quantile regression to assess trajectories of component skills across multiple levels of reading comprehension. The implications of our findings for ABE programs are discussed. © Hammill Institute on Disabilities 2014.

Behavioral correlates of changes in hippocampal gray matter structure during acquisition of foreign vocabulary.

PubMed

Bellander, Martin; Berggren, Rasmus; Mårtensson, Johan; Brehmer, Yvonne; Wenger, Elisabeth; Li, Tie-Qiang; Bodammer, Nils C; Shing, Yee-Lee; Werkle-Bergner, Markus; Lövdén, Martin

2016-05-01

Experience can affect human gray matter volume. The behavioral correlates of individual differences in such brain changes are not well understood. In a group of Swedish individuals studying Italian as a foreign language, we investigated associations among time spent studying, acquired vocabulary, baseline performance on memory tasks, and gray matter changes. As a way of studying episodic memory training, the language learning focused on acquiring foreign vocabulary and lasted for 10weeks. T1-weighted structural magnetic resonance imaging and cognitive testing were performed before and after the studies. Learning behavior was monitored via participants' use of a smartphone application dedicated to the study of vocabulary. A whole-brain analysis showed larger changes in gray matter structure of the right hippocampus in the experimental group (N=33) compared to an active control group (N=23). A first path analyses revealed that time spent studying rather than acquired knowledge significantly predicted change in gray matter structure. However, this association was not significant when adding performance on baseline memory measures into the model, instead only the participants' performance on a short-term memory task with highly similar distractors predicted the change. This measure may tap similar individual difference factors as those involved in gray matter plasticity of the hippocampus. Copyright © 2015 Elsevier Inc. All rights reserved.

Outdoor Education and Neuro-Linguistic Programming.

ERIC Educational Resources Information Center

Lee, Alistair

1993-01-01

Discusses the importance of increasing effective communication in outdoor education programs. Examines sensory preferences and how they affect vocabulary, voice tone, and body language. Describes ways that outdoor educators can use this information to improve their communication skills. (LP)

Selecting Television Programs for Language Learning: Investigating Television Programs from the Same Genre

ERIC Educational Resources Information Center

Webb, Stuart

2011-01-01

The scripts of 288 television episodes were analysed to determine the extent to which vocabulary reoccurs in television programs from the same subgenres and unrelated television programs from different genres. Episodes from two programs from each of the following three subgenres of the American drama genre: medical, spy/action, and criminal…

Les traces du "recyclage" dans des cahiers d'eleves de Seine-et-Marne et des Hauts-de-Seine (Impact of Teachers' Inservice Training on the Work of Students from the Seine-et-Marne and the Hauts-de-Seine Districts).

ERIC Educational Resources Information Center

Aguttes, Pierrette; Le Goff, Josiane

1980-01-01

Reports the results of an investigation on institutes for elementary school teachers inservice training, based on questionnaires directed to the trainees and the educators, and on an analysis of students' work. Focuses on various aspects of French language teaching and especially on grammar and vocabulary exercises. (MES)

Speeding up ontology creation of scientific terms

NASA Astrophysics Data System (ADS)

Bermudez, L. E.; Graybeal, J.

2005-12-01

An ontology is a formal specification of a controlled vocabulary. Ontologies are composed of classes (similar to categories), individuals (members of classes) and properties (attributes of the individuals). Having vocabularies expressed in a formal specification like the Web Ontology Language (OWL) enables interoperability due to the comprehensiveness of OWL by software programs. Two main non-inclusive strategies exist when constructing an ontology: an up-down approach and a bottom-up approach. The former one is directed towards the creation of top classes first (main concepts) and then finding the required subclasses and individuals. The later approach starts from the individuals and then finds similar properties promoting the creation of classes. At the Marine Metadata Interoperability (MMI) Initiative we used a bottom-up approach to create ontologies from simple-vocabularies (those that are not expressed in a conceptual way). We found that the vocabularies were available in different formats (relational data bases, plain files, HTML, XML, PDF) and sometimes were composed of thousands of terms, making the ontology creation process a very time consuming activity. To expedite the conversion process we created a tool VOC2OWL that takes a vocabulary in a table like structure (CSV or TAB format) and a conversion-property file to create automatically an ontology. We identified two basic structures of simple-vocabularies: Flat vocabularies (e.g., phone directory) and hierarchical vocabularies (e.g., taxonomies). The property file defines a list of attributes for the conversion process for each structure type. The attributes included metadata information (title, description, subject, contributor, urlForMoreInformation) and conversion flags (treatAsHierarchy, generateAutoIds) and other conversion information needed to create the ontology (columnForPrimaryClass, columnsToCreateClassesFrom, fileIn, fileOut, namespace, format). We created more than 50 ontologies and generated more than 250,000 statements (or triples). The previous ontologies allowed domain experts to create 800 relations allowing to infer 2200 more relations among different vocabularies in the MMI workshop "Advancing Domain Vocabularies" held in Boulder Aug, 2005.

The Effect of Prior Definitional Instruction of Targeted Vocabulary in German Texts on Vocabulary Knowledge and Reading Comprehension,

DTIC Science & Technology

1998-01-01

reduce the potential contribution of some form of instruction (Sternberg, 1987, Stahl & Fairbanks, 1987). As noted earlier, virtually all attempts at...step closer to practical reality . The grading sheets and the computerized program were used in the current study. 36 CHAPTER 3 PROCEDURES...values are virtually the same as they were on the immediate test. Non-Focus Focus Overall M SD M SD M SD No Lexical

Predictors of Second Language Acquisition in Latino Children With Specific Language Impairment

PubMed Central

Gutiérrez-Clellen, Vera; Simon-Cereijido, Gabriela; Sweet, Monica

2012-01-01

Purpose This study evaluated the extent to which the language of intervention, the child’s development in Spanish, and the effects of English vocabulary, use, proficiency, and exposure predict differences in the rates of acquisition of English in Latino children with specific language impairment (SLI). Method In this randomized controlled trial, 188 Latino preschoolers with SLI participated in a small-group academic enrichment program for 12 weeks and were followed up 3 and 5 months later. Children were randomly assigned to either a bilingual or an English-only program. Predictors of English growth included measures of Spanish language skills and English vocabulary, use, proficiency, and exposure. Performance on English outcomes (i.e., picture description and narrative sample) was assessed over time. A series of longitudinal models were tested via multilevel modeling with baseline and posttreatment measures nested within child. Results Children demonstrated growth on the English outcomes over time. The language of intervention, Spanish skills, English vocabulary, and English use significantly predicted differences in rates of growth across children for specific measures of English development. Conclusions This study underscores the role of the child’s first language skills, the child’s level of English vocabulary development, and level of English use for predicting differences in English acquisition in Latino preschoolers with SLI. These factors should be carefully considered in making clinical decisions. PMID:22230174

In-Service Training Materials for Teachers of the Educable Mentally Retarded. Session III.

ERIC Educational Resources Information Center

Meyen, Edward L.; Carr, Donald L.

Supplementing language arts for the educable mentally handicapped, the guide provides a representative unit on newspapers with core area activities, vocabulary, and 33 lesson plans. Sub-topics include community orientation, occupations, leisure time and recreation, weather, local history, money management, homemaking and home repair,…

Occupation-Specific VESL Teaching Techniques. A VESL Staff Development Training Resource Packet.

ERIC Educational Resources Information Center

West, Linda; Wilkinson, Betty

Materials for a workshop on teaching vocational English as a Second Language (VESL) are gathered. An annotated outline presents the content and sequence of the workshop, including an icebreaker activity, general techniques for teaching occupation-specific vocabulary, sample lesson plans and accompanying instructional materials for teaching…

Kiswahili Book for Peace Corps Tanzania.

ERIC Educational Resources Information Center

Simba, Esther M.; And Others

This guide is designed for the Swahili language training of Peace Corps volunteers and focuses on daily communication needs in that context. It consists of a series of 76 lessons, each containing vocabulary and phrase lists, dialogue, grammar notes, and exercises. Lesson topics include: greetings and introductions; numbers; commands; questions;…

Spanish Language Workbook (In Development).

ERIC Educational Resources Information Center

Peace Corps, Santiago (Chile).

This guide is designed for the Spanish language training of Peace Corps workers in Chile and reflects daily communication needs in that context. The workbook contains a series of sentence completion exercises at the intermediate to advanced level, notes and exercises on metric system conversion, verb/substantive lists, specialized vocabulary lists…

Does "Word Coach" Coach Words?

ERIC Educational Resources Information Center

Cobb, Tom; Horst, Marlise

2011-01-01

This study reports on the design and testing of an integrated suite of vocabulary training games for Nintendo[TM] collectively designated "My Word Coach" (Ubisoft, 2008). The games' design is based on a wide range of learning research, from classic studies on recycling patterns to frequency studies of modern corpora. Its general usage…

Le Francais Moderne, (Modern French) Part II.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

Performance objectives and broad goals for listening, speaking, reading, and writing skills in French instruction are presented in this text. Cultural awareness and student attitude are also considered. Vocabulary and structure of the course are presented through three situations: shopping, meeting a train, and making vacation plans. Short films…

English for Driving--Student Workbook.

ERIC Educational Resources Information Center

Anderson, R. Bryan

Intended for use in conjunction with an accompanying teacher's guide and set of visuals, this workbook is in large part a picture dictionary of driving vocabulary with practice exercises to help prepare non-native speakers of English for driver training class. Topics covered in the workbook are automobiles, directions in an automobile, signals,…

Cebuano Language Packet.

ERIC Educational Resources Information Center

Peace Corps, Manila (Philippines).

The materials in this packet were designed for the rapid Cebuano language training of Peace Corps volunteers, focusing on daily communication needs in this context. The packet contains: lists of common phrases, expressions, and vocabulary on a variety of topics related to Peace Corps work; a list of core competencies for specific topics…

SPC-Prep. Instructor's Guide. Workplace Education. Project ALERT.

ERIC Educational Resources Information Center

Ruetz, Nancy

This instructor's guide contains materials for a course designed to prepare employees for statistical process control (SPC) training given at their workplace by refreshing math skills and building the concepts and vocabulary necessary to understand SPC in manufacturing environments. SPC-Prep 1 addresses the math skills necessary to perform SPC…

Pre-Employment Training Handbook for Secondary Special Education.

ERIC Educational Resources Information Center

Pine Bluff School District 3, AR.

Presented is a curriculum guide on job skills for special education secondary students. Listed are tasks, skills and related academic concepts (including reading, mathematics, and vocabulary) for the following 10 units: housekeeping, floor care, laundry worker, food service worker, grocery store worker, general shop worker, clerical aide, nurse's…

Lights, Cameras, Pencils! Using Descriptive Video to Enhance Writing

ERIC Educational Resources Information Center

Hoffner, Helen; Baker, Eileen; Quinn, Kathleen Benson

2008-01-01

Students of various ages and abilities can increase their comprehension and build vocabulary with the help of a new technology, Descriptive Video. Descriptive Video (also known as described programming) was developed to give individuals with visual impairments access to visual media such as television programs and films. Described programs,…

CALL on Mac.

ERIC Educational Resources Information Center

Fukuzawa, Jeannette L.; Lubin, Jan M.

Five computer programs for the Macintosh that are geared for Computer-Assisted Language Learning (CALL) are described. All five programs allow the teacher to input material. The first program allows entry of new vocabulary lists including definition, a sentence in which the exact word is used, a fill-in-the-blank exercise, and the word's phonetics…

Jungle Quest: Adventures in Creating a HyperStudio Word Study Program.

ERIC Educational Resources Information Center

Ludwig, Jessica; Green, Lauren

This paper describes the development, design, and implementation of an educational multimedia program. The program, "Jungle Quest," combined HyperStudio and word study in a game for classroom use. Methods for word study provide a carefully sequenced teaching of phonics, vocabulary, and spelling following children's natural stages of…

Astronomy and Geology Vocabulary, I.e. "NASA Words" in Native American Languages

NASA Astrophysics Data System (ADS)

Angrum, A.; Alexander, C. J.; Martin, M.

2014-12-01

The US Rosetta Project has developed a program in Native American communities in which contemporary STEM vocabulary is taught alongside the same vocabulary in Navajo. NASA images and science are used and described in the native language, alongside both lay English, and scientific English. Additionally, science curriculum (geology/chemistry/botany/physics) elements drawn from the reservation environment, including geomorphology, geochemistry, soil physics, are included and discussed in the native language as much as possible — with their analogs in other planetary environments (such as Mars). The program began with a student defining 30 Navajo words to describe what he called 'NASA' words, such as: cell phone, astronaut, space suit, computer, and planets not visible to the naked eye. The use of NASA material and imagery have a positive impact on the accessibility of the overall STEM material but community involvement, and buy-in, is criti! cal to the success of the program. The US Rosetta Project modified its goals, and curriculum, to accommodate the programmatic desires of teachers in the district, and the capabilities of the medicine men that agreed to participate. In this presentation we will report on lessons learned, as well as metrics and successes associated with our most recent Summer Science Academy [2014].

Cognitive remediation in large systems of psychiatric care.

PubMed

Medalia, Alice; Saperstein, Alice M; Erlich, Matthew D; Sederer, Lloyd I

2018-05-02

IntroductionWith the increasing enthusiasm to provide cognitive remediation (CR) as an evidence-based practice, questions arise as to what is involved in implementing CR in a large system of care. This article describes the first statewide implementation of CR in the USA, with the goal of documenting the implementation issues that care providers are likely to face when bringing CR services to their patients. In 2014, the New York State Office of Mental Health set up a Cognitive Health Service that could be implemented throughout the state-operated system of care. This service was intended to broadly address cognitive health, to assure that the cognitive deficits commonly associated with psychiatric illnesses are recognized and addressed, and that cognitive health is embedded in the vocabulary of wellness. It involved creating a mechanism to train staff to recognize how cognitive health could be prioritized in treatment planning as well as implementing CR in state-operated adult outpatient psychiatry clinics. By 2017, CR was available at clinics serving people with serious mental illness in 13 of 16 adult Psychiatric Centers, located in rural and urban settings throughout New York state. The embedded quality assurance program evaluation tools indicated that CR was acceptable, sustainable, and effective. Cognitive remediation can be feasibly implemented in large systems of care that provide a multilevel system of supports, a training program that educates broadly about cognitive health and specifically about the delivery of CR, and embedded, ongoing program evaluation that is linked to staff supervision.

A speech-controlled environmental control system for people with severe dysarthria.

PubMed

Hawley, Mark S; Enderby, Pam; Green, Phil; Cunningham, Stuart; Brownsell, Simon; Carmichael, James; Parker, Mark; Hatzis, Athanassios; O'Neill, Peter; Palmer, Rebecca

2007-06-01

Automatic speech recognition (ASR) can provide a rapid means of controlling electronic assistive technology. Off-the-shelf ASR systems function poorly for users with severe dysarthria because of the increased variability of their articulations. We have developed a limited vocabulary speaker dependent speech recognition application which has greater tolerance to variability of speech, coupled with a computerised training package which assists dysarthric speakers to improve the consistency of their vocalisations and provides more data for recogniser training. These applications, and their implementation as the interface for a speech-controlled environmental control system (ECS), are described. The results of field trials to evaluate the training program and the speech-controlled ECS are presented. The user-training phase increased the recognition rate from 88.5% to 95.4% (p<0.001). Recognition rates were good for people with even the most severe dysarthria in everyday usage in the home (mean word recognition rate 86.9%). Speech-controlled ECS were less accurate (mean task completion accuracy 78.6% versus 94.8%) but were faster to use than switch-scanning systems, even taking into account the need to repeat unsuccessful operations (mean task completion time 7.7s versus 16.9s, p<0.001). It is concluded that a speech-controlled ECS is a viable alternative to switch-scanning systems for some people with severe dysarthria and would lead, in many cases, to more efficient control of the home.

Methods of Science Investigation Part 2: Results of Implementation of a Curriculum Fostering Original Scientific Research

NASA Astrophysics Data System (ADS)

Danch, J. M.

2008-12-01

Originally designed to allow secondary students with special needs to participate in original scientific research, the Methods of Science Curriculum was piloted in 2008. Students participating included those with special needs, English language learners, and the general population. Students were incrementally graduated from traditional inquiry activities towards authentic student-generated research projects. Students were evaluated via class work grades, an in-school symposium and a pre/post test. 100 percent of participants successfully completed and presented their original research. The pre/post evaluation demonstrated improvement for 91 percent of participants. An unanticipated result was the performance and growth of English language learners, possibly because of the emphasis on the creative and active process of science rather than vocabulary. A teacher-training program is being developed for expansion of the curriculum to additional schools in 2009.

Exploring ecology through science terms: A computer-supported vocabulary supplement to the science curriculum in a two-way immersion program

NASA Astrophysics Data System (ADS)

Herrera, Francisco Javier, Jr.

This study set out to examine how a web-based tool embedded with vocabulary strategies, as part of the science curriculum in a third grade two-way immersion classroom, would aid students' academic vocabulary development. Fourteen students (seven boys, seven girls; ten of which were English learners) participated in this study. Students utilized web pages as part of their science curriculum on the topic of ecology. The study documented students' use of the web pages as a data-gathering tool on the topic of ecology during science instruction. Students were video and audio taped as they explored the web pages. Results indicated that through the use of the intervention web pages students significantly improved their knowledge of academic English target words.

Addressing Clinician–Client Mismatch: A Preliminary Intervention Study With a Bilingual Vietnamese–English Preschooler

PubMed Central

Pham, Giang; Kohnert, Kathryn; Mann, Deanine

2018-01-01

Purpose This project examined receptive vocabulary treatment outcomes in the two languages of a bilingual preschooler with moderate to severe language impairment. Method A series of single-subject experimental designs was used to compare English-only (EO) and bilingual (BI) approaches to receptive vocabulary treatment. The participant, Nam, was a boy age 3;11 (years;months) who was learning Vietnamese as a first language at home and English in his early childhood education program. Treatment was implemented by an EO interventionist using a computer interface and prerecorded audio files in Vietnamese and English. The dependent measure was the percentage of items that were correctly identified in each language. Results Combined studies revealed that the BI approach increased Nam’s attention to task and was as effective as the EO approach for increasing his receptive vocabulary in English. Nam made vocabulary gains in both treatment conditions; receptive vocabulary gains were evident in both Vietnamese and English. Conclusion This project showed that it is feasible for an EO clinician to promote gains in both the home and school languages of a BI child through creative collaborations with BI colleagues and the use of technology. Replication with additional participants and treatment activities is needed to make further generalizations. PMID:21616987

A justification for semantic training in data curation frameworks development

NASA Astrophysics Data System (ADS)

Ma, X.; Branch, B. D.; Wegner, K.

2013-12-01

In the complex data curation activities involving proper data access, data use optimization and data rescue, opportunities exist where underlying skills in semantics may play a crucial role in data curation professionals ranging from data scientists, to informaticists, to librarians. Here, We provide a conceptualization of semantics use in the education data curation framework (EDCF) [1] under development by Purdue University and endorsed by the GLOBE program [2] for further development and application. Our work shows that a comprehensive data science training includes both spatial and non-spatial data, where both categories are promoted by standard efforts of organizations such as the Open Geospatial Consortium (OGC) and the World Wide Web Consortium (W3C), as well as organizations such as the Federation of Earth Science Information Partners (ESIP) that share knowledge and propagate best practices in applications. Outside the context of EDCF, semantics training may be same critical to such data scientists, informaticists or librarians in other types of data curation activity. Past works by the authors have suggested that such data science should augment an ontological literacy where data science may become sustainable as a discipline. As more datasets are being published as open data [3] and made linked to each other, i.e., in the Resource Description Framework (RDF) format, or at least their metadata are being published in such a way, vocabularies and ontologies of various domains are being created and used in the data management, such as the AGROVOC [4] for agriculture and the GCMD keywords [5] and CLEAN vocabulary [6] for climate sciences. The new generation of data scientist should be aware of those technologies and receive training where appropriate to incorporate those technologies into their reforming daily works. References [1] Branch, B.D., Fosmire, M., 2012. The role of interdisciplinary GIS and data curation librarians in enhancing authentic scientific research in the classroom. American Geophysical Union 2013 Fall Meeting, San Francisco, CA, USA. Abstract# ED43A-0727 [2] http://www.globe.gov [3] http://www.whitehouse.gov/sites/default/files/omb/memoranda/2013/m-13-13.pdf [4] http://aims.fao.org/standards/agrovoc [5] http://gcmd.nasa.gov/learn/keyword_list.html [6] http://cleanet.org/clean/about/climate_energy_.html

PROGRESSIVE CHOICE PROGRAMMING FOR DELINQUENOGENIC COMMUNITIES, A PROPOSAL FOR RESEARCH.

ERIC Educational Resources Information Center

Institute of Educational Research, Washington, DC.

THE TWO MAJOR TARGET POPULATIONS FOR THESE PROGRAMS ARE CHILDREN ENTERING SCHOOL IN FIRST OR SECOND GRADE WHO ARE IN DELINQUENOGENIC NEIGHBORHOODS AND ADOLESCENT DROPOUTS WHO ATTEND SPECIAL YOUTH COUNSELING CENTERS WHERE SKILLS CAN BE TAUGHT. THE PROGRAM SHOULD DEVELOP READING SKILLS AND ENRICH VOCABULARY PROVIDING A BASIS FOR ACCELERATED…

"Pour nos petits Manitobains," Exposure Package for Grade 2 Basic/Conversational French Program.

ERIC Educational Resources Information Center

Manitoba Dept. of Education, Winnipeg. Bureau of French Education.

This guide outlines the Manitoban Department of Education's conversational French-as-a-second-language curriculum for second grade. The program is designed to introduce young children to the French language and culture through the learning of French sounds, vocabulary, and some sentence patterns. An introductory section explains the program's…

Learning and consolidation of new spoken words in autism spectrum disorder.

PubMed

Henderson, Lisa; Powell, Anna; Gareth Gaskell, M; Norbury, Courtenay

2014-11-01

Autism spectrum disorder (ASD) is characterized by rich heterogeneity in vocabulary knowledge and word knowledge that is not well accounted for by current cognitive theories. This study examines whether individual differences in vocabulary knowledge in ASD might be partly explained by a difficulty with consolidating newly learned spoken words and/or integrating them with existing knowledge. Nineteen boys with ASD and 19 typically developing (TD) boys matched on age and vocabulary knowledge showed similar improvements in recognition and recall of novel words (e.g. 'biscal') 24 hours after training, suggesting an intact ability to consolidate explicit knowledge of new spoken word forms. TD children showed competition effects for existing neighbors (e.g. 'biscuit') after 24 hours, suggesting that the new words had been integrated with existing knowledge over time. In contrast, children with ASD showed immediate competition effects that were not significant after 24 hours, suggesting a qualitative difference in the time course of lexical integration. These results are considered from the perspective of the dual-memory systems framework. © 2014 John Wiley & Sons Ltd.

Improving Postural Control in the Battement Tendu: One Teacher's Reflections and Somatic Exercises

ERIC Educational Resources Information Center

Batson, Glenna

2010-01-01

The battement tendu is introduced early in dance training, remaining integral to a dancer's vocabulary. Although appearing relatively simple to execute, the tendu aesthetic takes years to master. One reason might be that efficient performance requires complex coordination of postural balance. Known as postural control, this coordination appears in…

The Role of Learner and Input Variables in Learning Inflectional Morphology

ERIC Educational Resources Information Center

Brooks, Patricia J.; Kempe, Vera; Sionov, Ariel

2006-01-01

To examine effects of input and learner characteristics on morphology acquisition, 60 adult English speakers learned to inflect masculine and feminine Russian nouns in nominative, dative, and genitive cases. By varying training vocabulary size (i.e., type variability), holding constant the number of learning trials, we tested whether learners…

Gagana Samoa Mo Pisikoa. Peace Corps Samoan Language Handbook.

ERIC Educational Resources Information Center

Kaslano, Auimatagi S., Comp.

This manual is designed for the language training of Peace Corps volunteers serving in Samoa, and focuses on daily communication skills needed in that context. It consists of 48 lessons, which include targeted competencies, phrase and vocabulary lists, cultural and usage notes, notes on grammar, and exercises. Lesson topics include: the Samoan…

Peace Corps/Zambia PST 1995 Special Lessons. Nyanja.

ERIC Educational Resources Information Center

Peace Corps (Zambia).

This guide is designed for language teachers training Peace Corps volunteers in Nyanja for service in Zambia, and focuses on daily communication skills in that context. It consists of a language "survival kit" of useful phrases and vocabulary, conjugation of the verb "to be," the Zambia national anthem, extensive notes on verb…

SPC-Prep 1. Participant's Manual. Workplace Education. Project ALERT.

ERIC Educational Resources Information Center

Ruetz, Nancy

This companion document to the instructor's guide for a course designed to prepare employees for statistical process control (SPC) training given at their workplace by refreshing math skills and building the concepts and vocabulary necessary to understand SPC in manufacturing environments. SPC-Prep 1 addresses the math skills necessary to perform…

Word Learning Processes in Children with Cochlear Implants

ERIC Educational Resources Information Center

Walker, Elizabeth A.; McGregor, Karla K.

2013-01-01

Purpose: To determine whether 3 aspects of the word learning process--fast mapping, retention, and extension--are problematic for children with cochlear implants (CIs). Method: The authors compared responses of 24 children with CIs, 24 age-matched hearing children, and 23 vocabulary-matched hearing children to a novel object noun training episode.…

Perspectives upon Integrating Music into Freshman English Pronunciation Training Classroom

ERIC Educational Resources Information Center

Chen, Ai-Hwa

2016-01-01

This study explores the effects of integrating music into English pronunciation practice. Ninety-five English major students from a technological university located in central Taiwan participated in this project. Six songs were selected and played by means of using YouTube. Students were given a list of vocabulary words selected from the lyrics…

Merging Traditional Technique Vocabularies with Democratic Teaching Perspectives in Dance Education: A Consideration of Aesthetic Values and Their Sociopolitical Contexts

ERIC Educational Resources Information Center

Dyer, Becky

2009-01-01

This article suggests how movement analysis from a socially contextualized perspective can inform understanding about the significance of sociopolitical contexts and aesthetic values in Western dance training. Perspectives of movement analysis provide groundwork for discussing perceivable ways to address discrepancies between democratic and…

Peace Corps/Zambia PST 1995 Special Lessons: Bemba.

ERIC Educational Resources Information Center

Peace Corps (Zambia).

This manual is designed for the Bemba language training of Peace Corps volunteers and focuses on daily communication needs in that context. They consist of: a list of useful "survival" phrases and vocabulary; a noun and affix chart; the national anthem; a section on verb tenses and negation, with extensive grammar and usage notes; notes…

ENGLISH-QUECHUA DICTIONARY--CUZCO, AYACUCHO, COCHABAMBA.

ERIC Educational Resources Information Center

PARKER, GARY; AND OTHERS

WRITTEN TO SUPPLEMENT THE AUTHORS' SPOKEN QUECHUA MATERIALS, THIS TRIDIALECTAL DICTIONARY PROVIDES THE SPEAKER OF ENGLISH WHO HAS HAD SOME TRAINING IN QUECHUA GRAMMAR WITH A MEANS OF ACCESS TO ADDITIONAL VOCABULARY IN THE CUZCO, AYACUCHO, AND COCHABAMBA DIALECTS. ALL THE QUECHUA WORDS AND PHRASES INCLUDED ARE IN ACTUAL USE AND WERE GATHERED FROM…

Quiero un Libro. I Want a Book.

ERIC Educational Resources Information Center

California State Univ., Fullerton. Div. of Library Science.

This vocabulary improvement handbook was designed to be an aid to children's and young adult librarians serving in public and school libraries who know little or no Spanish, but who wish to serve their Spanish-speaking community. Content and design of the handbook emanated from class discussions by participants in the Library Training Institute…

On the unsupervised analysis of domain-specific Chinese texts

PubMed Central

Deng, Ke; Bol, Peter K.; Li, Kate J.; Liu, Jun S.

2016-01-01

With the growing availability of digitized text data both publicly and privately, there is a great need for effective computational tools to automatically extract information from texts. Because the Chinese language differs most significantly from alphabet-based languages in not specifying word boundaries, most existing Chinese text-mining methods require a prespecified vocabulary and/or a large relevant training corpus, which may not be available in some applications. We introduce an unsupervised method, top-down word discovery and segmentation (TopWORDS), for simultaneously discovering and segmenting words and phrases from large volumes of unstructured Chinese texts, and propose ways to order discovered words and conduct higher-level context analyses. TopWORDS is particularly useful for mining online and domain-specific texts where the underlying vocabulary is unknown or the texts of interest differ significantly from available training corpora. When outputs from TopWORDS are fed into context analysis tools such as topic modeling, word embedding, and association pattern finding, the results are as good as or better than that from using outputs of a supervised segmentation method. PMID:27185919

College Students' Responses to Kanakun and Kantaro.

ERIC Educational Resources Information Center

Inoue, Fumiko

1998-01-01

Japanese learners must acquire three sets of orthographic characters (Hiragana, Katakana, and Kanji). Computerized programs were developed to facilitate learners' acquisition of Japanese characters and vocabulary items. Surveys of college students in first-, second-, and third-year Japanese courses examined their feelings about the programs. The…

Hello, World!

ERIC Educational Resources Information Center

Green, Janice

1979-01-01

Describes a program for teaching foreign languages in the elementary school classroom. Presents curriculum materials in three areas (vocabulary and contextual, language, and cultural) for grades K-3 and 4-6. (JMB)

Structure and Strategies in Children's Educational Television: The Roles of Program Type and Learning Strategies in Children's Learning

ERIC Educational Resources Information Center

Linebarger, Deborah L.; Piotrowski, Jessica Taylor

2010-01-01

Educational TV has been consistently linked to children's learning. In this research, educational TV characteristics were identified, coded, and tested for their influence on children's program-specific comprehension and vocabulary outcomes. Study 1 details a content analysis of TV features including a program's macrostructure (i.e., narrative or…

Design and performance of a large vocabulary discrete word recognition system. Volume 2: Appendixes. [flow charts and users manual

NASA Technical Reports Server (NTRS)

1973-01-01

The users manual for the word recognition computer program contains flow charts of the logical diagram, the memory map for templates, the speech analyzer card arrangement, minicomputer input/output routines, and assembly language program listings.

German for Engineers and Scientists: Initiatives in International Education.

ERIC Educational Resources Information Center

Weinmann, Sigrid

The Michigan Technological University program in German area studies is described. The program is designed for science and engineering students at both undergraduate and graduate levels. Its components include: a 1-year scientific German sequence, stressing specialized vocabulary, reading skills, use of reference materials, translation into…

Word Lists to Simplify Vocabulary of Technical Information. Final Report.

ERIC Educational Resources Information Center

Kincaid, J. Peter; And Others

This report describes eight word lists developed for use as part of the computer readability editing system (CRES), which was developed to serve as an author's aid in improving the ease of comprehending Navy technical manuals and training materials. The system has features which flag uncommon and misspelled words and long sentences, suggest simple…

Training Learners to Use Quizlet Vocabulary Activities on Mobile Phones in Vietnam with Facebook

ERIC Educational Resources Information Center

Tran, Phuong

2016-01-01

Mobile phone ownership among university students in Vietnam has reached almost 100%, exceeding that of Internet-capable desktop computers. This has made them increasingly popular to allow learners to carry out learning activities outside of the classroom, but some studies have suggested that learners are not always willing to engage in activities…

Essential Cultural Information and Suggestions for Teaching It in German Business Courses.

ERIC Educational Resources Information Center

Gerulaitis, Renate

A course in German for business on the college level must engage in cross-cultural training as well as teach specialized vocabulary and conversational German for international business dealings. Materials and methods for such a course are described. Some generally untapped sources for material on corporate culture that are suited for use in the…

Foundation Coursework in Undergraduate Inorganic Chemistry: Results from a National Survey of Inorganic Chemistry Faculty

ERIC Educational Resources Information Center

Raker, Jeffrey R.; Reisner, Barbara A.; Smith, Sheila R.; Stewart, Joanne L.; Crane, Johanna L.; Pesterfield, Les; Sobel, Sabrina G.

2015-01-01

A national survey of inorganic chemists explored the self-reported topics covered in foundation-level courses in inorganic chemistry at the postsecondary level; the American Chemical Society's Committee on Professional Training defines a foundation course as one at the conclusion of which, "a student should have mastered the vocabulary,…

Maritime English Vocabulary in Feature Films: "The Perfect Storm" (2000) and "Master and Commander" (2003)

ERIC Educational Resources Information Center

Jurkovic, Violeta

2016-01-01

The teaching content of Maritime English is dictated by the 1995 International Convention on Standards of Training, Certification, and Watchkeeping, as amended, which sets qualification standards for masters, officers, and officers of the watch on merchant ships, including a high proficiency level in maritime English. Feature films have an…

Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language

ERIC Educational Resources Information Center

Mol, Suzanne E.; Bus, Adriana G.; de Jong, Maria T.

2009-01-01

This meta-analysis examines to what extent interactive storybook reading stimulates two pillars of learning to read: vocabulary and print knowledge. The authors quantitatively reviewed 31 (quasi) experiments (n = 2,049 children) in which educators were trained to encourage children to be actively involved before, during, and after joint book…

Consumerism and the Decision Making Process. Project Quest [Quality Urban Environmental Study Training].

ERIC Educational Resources Information Center

Cardone, Kenneth; Paine, Mary

Activities for grades 4, 5, 6, and junior high acquaint students with consumer and economic problems, particularly how people spend money and methods used in advertising. The guide opens with a vocabulary list. Then, five objectives, using hypothetical situations, introduce the student to the decisions involved in spending money wisely. For…

Manuel de Espanol para Profesores del Cuerpo de Paz--Chile (Peace Corps Teacher's Manual for Spanish--Chile). Second Edition.

ERIC Educational Resources Information Center

Polanco, Patricia

This teaching manual is designed for the Spanish language training of Peace Corps volunteers serving in Chile, and focuses on daily communication skills needed in that context. It contains 12 topical lessons outlining targeted language and communication competencies, suggested classroom activities, phrase and vocabulary lists, grammar and usage…

Cognitive abilities underlying second-language vocabulary acquisition in an early second-language immersion education context: a longitudinal study.

PubMed

Nicolay, Anne-Catherine; Poncelet, Martine

2013-08-01

First-language (L1) and second-language (L2) lexical development has been found to be strongly associated with phonological processing abilities such as phonological short-term memory (STM), phonological awareness, and speech perception. Lexical development also seems to be linked to attentional and executive skills such as auditory attention, flexibility, and response inhibition. The aim of this four-wave longitudinal study was to determine to what extent L2 vocabulary acquired through the particular school context of early L2 immersion education is linked to the same cognitive abilities. A total of 61 French-speaking 5-year-old kindergartners who had just been enrolled in English immersion classes were administered a battery of tasks assessing these three phonological processing abilities and three attentional/executive skills. Their English vocabulary knowledge was measured 1, 2, and 3 school years later. Multiple regression analyses showed that, among the assessed phonological processing abilities, phonological STM and speech perception, but not phonological awareness, appeared to underlie L2 vocabulary acquisition in this context of an early L2 immersion school program, at least during the first steps of acquisition. Similarly, among the assessed attentional/executive skills, auditory attention and flexibility, but not response inhibition, appeared to be involved during the first steps of L2 vocabulary acquisition in such an immersion school context. Copyright © 2013 Elsevier Inc. All rights reserved.

An ODIP effort to map R2R ocean data terms to international vocabularies

NASA Astrophysics Data System (ADS)

Ferreira, Renata; Stocks, Karen; Arko, Robert

2014-05-01

The heterogeneity of terminology used in describing data creates a barrier to the efficient discovery and re-use of data, particularly across institutional, programmatic, and disciplinary boundaries. Here we explore the outcomes of a student project to crosswalk terms between the Rolling Deck to Repository (R2R) program and other international systems, as part of the Ocean Data Interoperability Platform (ODIP). R2R is a US program developing and implementing an information management system to preserve and provide access to routine underway data collected by U.S academic research vessels. R2R participates in ODIP, an international forum for improving the interoperability and effective sharing of marine data resources through technical workshops and joint prototypes. The vocabulary mapping effort lays a foundation for future ocean data portals through which users search and access international ocean data using familiar terms. R2R describes its data with a suite of controlled vocabularies (http://www.rvdata.us/voc) some of which were developed locally or are specific to the US. The goal of this student project is to crosswalk local/national vocabularies to authoritative international vocabularies, where they exist, or to vocabularies widely used by ODIP partners. Specifically, R2R developed the following crosswalks: R2R science party names to ORCID person identifiers, UNOLS ports to SeaDataNet Ports Gazetteer, R2R Device Models to NVS SeaVoX Device Catalog, and R2R Organizations to the European Directory of Marine Organizations (EDMO). Mappings were done in simple spreadsheets using synonymy relationships only, and will be published as part of the R2R Linked Data resources. The level of success in crosswalking was variable. The majority of ports were successfully mapped. Differences in the character sets (i.e. whether diacritic marks were used) caused automated matching to fail occasionally, but the number of ports was small enough that these could be manually reviewed. Both organizations and device models have initial mappings, and R2R will propose new terms to the EDMO and SeaVoX Device vocabularies to complete coverage. Mapping to ORCID identifiers was abandoned (though R2R will still hold and expose them when supplied by the data provider). Most ORCID entries do not contain insufficient metadata to confirm potential mappings: the match of a family and given name was considered inconclusive without further support. ORCID also does not assign identifiers posthumously, which is occasionally necessary for historical data in R2R.

Developing English and Spanish Literacy in a One-Way Spanish Immersion Program

ERIC Educational Resources Information Center

Hollingsworth, Lindsay Kay

2013-01-01

This quantitative, causal-comparative study examined the possible cause and effect relationship between educational programming, specifically one-way Spanish immersion and traditional English-only, and native English-speaking fifth graders' vocabulary and reading comprehension. Archival data was used to examine students' reading achievement as…

Aircraft: United States Air Force Child Care Program Activity Guide.

ERIC Educational Resources Information Center

Boggs, Juanita; Brant, Linda

General information about United States' aircraft is provided in this program activity guide for teachers and caregivers in Air Force preschools and day care centers. The guide includes basic information for teachers and caregivers, basic understandings, suggested teaching methods and group activities, vocabulary, ideas for interest centers, and…

For the Love of Words: Fostering Word Consciousness in Young Readers

ERIC Educational Resources Information Center

Graves, Michael F.; Watts-Taffe, Susan

2008-01-01

Recent descriptions of comprehensive vocabulary programs identify fostering word consciousness (getting students really interested in and excited about words) as a crucial component of effective programs. This article defines word consciousness, explains why it is important and how it fits into the curriculum, describes a six-part framework…

Automobile Maintenance. Reading and Language Activities.

ERIC Educational Resources Information Center

Kessman, William A.

Designed primarily for special needs students in a vocational program in automobile maintenance, this book was written to refine the basic skills of following directions, reading comprehension, vocabulary building, spelling, word usage, and word recognition, while relating these skills to some of the tasks a beginning student in the program must…

A Teacher's Spelling Manual for Seventh Grade.

ERIC Educational Resources Information Center

Datres, Kristine, Comp.; Heggenstaller, Barbara, Comp.

The spelling program described in this manual was designed with the idea that spelling study initiated in the elementary grades should continue through the middle school years. The manual first describes the program's objectives: to help students learn basic spelling rules, develop an interest in word lore and vocabulary improvement, and develop…

An Optimum Strategy for Learning to Read Foreign Scientific and Technical Literature.

ERIC Educational Resources Information Center

Alford, M.H.T.

A report on a series of computer programs being written to make frequency counts designed to indicate the learning problems to be encountered in any approach to a target literature discusses how these programs can be used to aid in foreign language vocabulary learning. (Author/AF)

A Whole Language Flight Plan: An Interview with Three Teachers.

ERIC Educational Resources Information Center

Griffith, Priscilla L.; Klesius, Janell

1990-01-01

Provides suggestions to teachers planning to implement a whole language program, based on interviews with three whole language teachers. Focuses on support for the whole language program; decisions about curriculum and evaluation; development of vocabulary and comprehension; strengths and weaknesses of the whole language approach; and preparation…

Laptop Program Update

ERIC Educational Resources Information Center

Levin, Howard

2006-01-01

Students entering Steve Speier's Spanish class pull their personal laptops from their packs and begin preparing for the lesson. Some review Speier's board notes containing a combination of typed phrases and dozens of handdrawn vocabulary words saved as PDF files from his interactive white board Notebook program. Others don headphones and listen to…

Maternal Participation and Scaffolding While Coviewing Educational Television

ERIC Educational Resources Information Center

Neulight, Nina Raquel

2012-01-01

This dissertation study examined how mothers participated and scaffolded while watching an educational television program at home with their 3- to 5-year-old children; whether maternal participation and scaffolding predicted children's learning of vocabulary, sight words, and reading skills presented in the program; and reasons (i.e.,…

A Component-Based Vocabulary-Extensible Sign Language Gesture Recognition Framework.

PubMed

Wei, Shengjing; Chen, Xiang; Yang, Xidong; Cao, Shuai; Zhang, Xu

2016-04-19

Sign language recognition (SLR) can provide a helpful tool for the communication between the deaf and the external world. This paper proposed a component-based vocabulary extensible SLR framework using data from surface electromyographic (sEMG) sensors, accelerometers (ACC), and gyroscopes (GYRO). In this framework, a sign word was considered to be a combination of five common sign components, including hand shape, axis, orientation, rotation, and trajectory, and sign classification was implemented based on the recognition of five components. Especially, the proposed SLR framework consisted of two major parts. The first part was to obtain the component-based form of sign gestures and establish the code table of target sign gesture set using data from a reference subject. In the second part, which was designed for new users, component classifiers were trained using a training set suggested by the reference subject and the classification of unknown gestures was performed with a code matching method. Five subjects participated in this study and recognition experiments under different size of training sets were implemented on a target gesture set consisting of 110 frequently-used Chinese Sign Language (CSL) sign words. The experimental results demonstrated that the proposed framework can realize large-scale gesture set recognition with a small-scale training set. With the smallest training sets (containing about one-third gestures of the target gesture set) suggested by two reference subjects, (82.6 ± 13.2)% and (79.7 ± 13.4)% average recognition accuracy were obtained for 110 words respectively, and the average recognition accuracy climbed up to (88 ± 13.7)% and (86.3 ± 13.7)% when the training set included 50~60 gestures (about half of the target gesture set). The proposed framework can significantly reduce the user's training burden in large-scale gesture recognition, which will facilitate the implementation of a practical SLR system.

Does Gender Moderate the Relations Between Externalizing Behavior and Key Emergent Literacy Abilities? Evidence From a Longitudinal Study.

PubMed

Allan, Nicholas P; Joye, Shauna W; Lonigan, Christopher J

2017-05-01

There is a significant negative relation between externalizing behavior and emergent literacy skills among preschool children. The purpose of this study was to examine the impact of gender on the predictive relation of externalizing behavior and emergent literacy in a group of 178 preschool children (mean age = 48.50 months, SD = 3.66; 48% boys). Externalizing behaviors predicted emergent literacy over time. Distinct patterns of predictive associations dependent on gender were found. Girls with higher levels of externalizing behaviors experienced less change in their vocabulary skills compared with the vocabulary change shown by girls with lower levels of these problem behaviors. The results suggest that early identification programs that include externalizing behavior problems and their relation with emergent literacy development should account for potential gender differences. A theoretical framework in which girls with behavior problems receive less opportunity for vocabulary acquisition is presented.

A Program Evaluation of the Language Lab™: Response to Intervention Program for Teaching Grammar, Vocabulary, and Storytelling

ERIC Educational Resources Information Center

Wiechmann, JoAnn; Richardson, Martha; Jones, Don

2014-01-01

This program evaluation study addressed the struggle of local elementary school speech-language pathologists (SLPs) in a school district to provide evidence-based intervention in language for students below grade level as required by the U.S. Department of Education. Recently, Language Lab™ was published to address the needs of oral language…

Disparities in children's vocabulary and height in relation to household wealth and parental schooling: A longitudinal study in four low- and middle-income countries.

PubMed

Reynolds, Sarah A; Andersen, Chris; Behrman, Jere; Singh, Abhijeet; Stein, Aryeh D; Benny, Liza; Crookston, Benjamin T; Cueto, Santiago; Dearden, Kirk; Georgiadis, Andreas; Krutikova, Sonya; Fernald, Lia C H

2017-12-01

Children from low socio-economic status (SES) households often demonstrate worse growth and developmental outcomes than wealthier children, in part because poor children face a broader range of risk factors. It is difficult to characterize the trajectories of SES disparities in low- and middle-income countries because longitudinal data are infrequently available. We analyze measures of children's linear growth (height) at ages 1, 5, 8 and 12y and receptive language (Peabody Picture Vocabulary Test) at ages 5, 8 and 12y in Ethiopia, India, Peru and Vietnam in relation to household SES, measured by parental schooling or household assets. We calculate children's percentile ranks within the distributions of height-for-age z-scores and of age- and language-standardized receptive vocabulary scores. We find that children in the top quartile of household SES are taller and have better language performance than children in the bottom quartile; differences in vocabulary scores between children with high and low SES are larger than differences in the height measure. For height, disparities in SES are present by age 1y and persist as children age. For vocabulary, SES disparities also emerge early in life, but patterns are not consistent across age; for example, SES disparities are constant over time in India, widen between 5 and 12y in Ethiopia, and narrow in this age range in Vietnam and Peru. Household characteristics (such as mother's height, age, and ethnicity), and community fixed effects explain most of the disparities in height and around half of the disparities in vocabulary. We also find evidence that SES disparities in height and language development may not be fixed over time, suggesting opportunities for policy and programs to address these gaps early in life.

Learning Words and Definitions in Two Languages: What Promotes Cross-Language Transfer?

ERIC Educational Resources Information Center

Pham, Giang; Donovan, Danaee; Dam, Quynh; Contant, Amy

2018-01-01

This study used a brief vocabulary training paradigm to examine two factors for cross-language transfer: how similar the first language (L1) is to the second language (L2) and L1-L2 proficiency levels. Fifty-four sequential bilingual children (aged 6-8) with similar L2 English proficiency levels were assigned to three equal groups: a…

Literacy Instruction in the Mother Tongue: The Case of Pupils Using Mixed Vocabularies

ERIC Educational Resources Information Center

Sanchez, Alma Sonia Q.

2013-01-01

In the institutionalization of the mother tongue-based multilingual education (MTB-MLE) in the country, several trainings were conducted introducing its unique features such as the use of the two-track method in teaching reading based on the frequency of the sounds of the first language (L1). This study attempted to find out how the accuracy track…

Attitudes, Writing Fluency, Reading Achievement--A Comparison Between i. t. a. and T. O. Trained Children.

ERIC Educational Resources Information Center

Trost, David McRoberts-Adair

The purpose of this study was to determine whether children learning to read in the initial teaching alphabet (i.t.a.) and traditional orthography (TO) differ in general attitudes toward reading, in fluency in written expression, and in reading vocabulary and comprehension at the end of their second-grade school experience. Further, this study…

Noise Hampers Children’s Expressive Word Learning

PubMed Central

Riley, Kristine Grohne; McGregor, Karla K.

2013-01-01

Purpose To determine the effects of noise and speech style on word learning in typically developing school-age children. Method Thirty-one participants ages 9;0 (years; months) to 10;11 attempted to learn 2 sets of 8 novel words and their referents. They heard all of the words 13 times each within meaningful narrative discourse. Signal-to-noise ratio (noise vs. quiet) and speech style (plain vs. clear) were manipulated such that half of the children heard the new words in broadband white noise and half heard them in quiet; within those conditions, each child heard one set of words produced in a plain speech style and another set in a clear speech style. Results Children who were trained in quiet learned to produce the word forms more accurately than those who were trained in noise. Clear speech resulted in more accurate word form productions than plain speech, whether the children had learned in noise or quiet. Learning from clear speech in noise and plain speech in quiet produced comparable results. Conclusion Noise limits expressive vocabulary growth in children, reducing the quality of word form representation in the lexicon. Clear speech input can aid expressive vocabulary growth in children, even in noisy environments. PMID:22411494

An ODIP Effort to Map R2R Ocean Data Terms to International Vocabularies

NASA Astrophysics Data System (ADS)

Ferreira, R.; Stocks, K. I.; Arko, R. A.

2014-12-01

The diverseness of terminology used in describing ocean data creates a barrier to efficient discovery and re-use of data, particularly across institutional, programmatic, and disciplinary boundaries. Here we explore the outcomes of a student project to crosswalk terms between the Rolling Deck to Repository (R2R) program and other international systems, as part of the Ocean Data Interoperability Platform (ODIP). R2R is a U.S. program developing and implementing an information management system to preserve and provide access to routine underway data collected by U.S. academic research vessels. R2R participates in ODIP, an international forum for improving interoperability and effective sharing of marine data resources through technical workshops and joint prototypes. The vocabulary mapping effort lays a foundation for future ocean data portals through which users search and access ocean data using familiar terms. R2R describes its data with a suite of controlled vocabularies (http://www.rvdata.us/voc) some of which were developed within R2R or are specific to the U.S. The goal of this student project is to crosswalk local/national vocabularies to authoritative international ones, where they exist, or to vocabularies widely used by ODIP partners. Specifically, R2R developed the following crosswalks: UNOLS ports to SeaDataNet Ports Gazetteer, R2R Device Models to NVS SeaVoX Device Catalog, R2R Organizations to the European Directory of Marine Organizations (EDMO), and R2R chief scientist names to well known professional identifiers such as ORCID, Research Gate, Linkedin, etc. Mappings were done in simple spreadsheets using synonymy relationships, and will be published as part of the R2R Linked Data resources. The level of success in crosswalking was variable. All ports are successfully mapped. Both organizations and device models have initial mappings and R2R has added new terms to EDMO and SeaVoX Device Catalog vocabularies allowing for nearly complete coverage of terms. An initial search for R2R scientists identifiers on ORCID returned few potential matches, and most potential matches lacked sufficient metadata to confirm the match. R2R is now adopting an alternate approach of requesting chief scientists to self-report on the professional identifiers used to expose their work.

Maintaining Scientific Community Vocabularies in Drupal through Consumption of Linked Open Data and Web Services

NASA Astrophysics Data System (ADS)

Shepherd, A.; Arko, R. A.; Maffei, A. R.; Chandler, C. L.

2012-12-01

In the Summer of 2011, a one-year pilot project was funded by the National Science Foundation to build a pre-cruise planning application using the Drupal content management system (CMS). This application will be used to assist the individual operators of research vessels in the UNOLS fleet. A large portion of the operator's pre-cruise process revolves around a questionnaire presented to the principal investigator(PI) that is used to gather information about the nature of their upcoming cruise. The Drupal-based application will be delivered as a distribution for use by any operator of a UNOLS vessel to construct customized questionnaires and provide an interface for the PI to complete this questionnaire at their leisure. A major goal of the project is to develop an application that will require as little programming maintenance as possible after the initial development effort. One of the strategies employed is the reuse of existing controlled vocabularies and linked open data wherever possible for fields of the questionnaire - most notably to populate the concepts of Country, Organization, Port, and Ship. The Rolling Deck to Repository (R2R) program manages controlled vocabularies for these concepts and currently exposes these concepts as linked open data. Furthermore, R2R has identified the authoritative source for pertinent oceanographic community vocabularies as ICES for Ship, UNOLS for Port, IANA for Organization, ISO for Country, ISO for Language, SeaDataNet for Device, FIPS for State, and IHO for Sea Area as described at http://www.rvdata.us/voc. The scope of the terms provided by these sources matches the scope of the operator's needs for these concepts, and so the application is being designed to automatically consume served information about these vocabulary terms to populate and update Drupal taxonomies for use in the questionnaire. Where newer terms are required for a PI to complete a questionnaire (before they appear in the vocabularies), the Drupal-based application employs features that provide extensibility to the Drupal taxonomies while striving for lower development and maintenance costs through the use of existing Drupal modules such as web_taxonomy, autocomplete field widgets and custom modules for consuming and managing data at SPARQL endpoints.

Vocabulary Learning in a Yorkshire Terrier: Slow Mapping of Spoken Words

PubMed Central

Griebel, Ulrike; Oller, D. Kimbrough

2012-01-01

Rapid vocabulary learning in children has been attributed to “fast mapping”, with new words often claimed to be learned through a single presentation. As reported in 2004 in Science a border collie (Rico) not only learned to identify more than 200 words, but fast mapped the new words, remembering meanings after just one presentation. Our research tests the fast mapping interpretation of the Science paper based on Rico's results, while extending the demonstration of large vocabulary recognition to a lap dog. We tested a Yorkshire terrier (Bailey) with the same procedures as Rico, illustrating that Bailey accurately retrieved randomly selected toys from a set of 117 on voice command of the owner. Second we tested her retrieval based on two additional voices, one male, one female, with different accents that had never been involved in her training, again showing she was capable of recognition by voice command. Third, we did both exclusion-based training of new items (toys she had never seen before with names she had never heard before) embedded in a set of known items, with subsequent retention tests designed as in the Rico experiment. After Bailey succeeded on exclusion and retention tests, a crucial evaluation of true mapping tested items previously successfully retrieved in exclusion and retention, but now pitted against each other in a two-choice task. Bailey failed on the true mapping task repeatedly, illustrating that the claim of fast mapping in Rico had not been proven, because no true mapping task had ever been conducted with him. It appears that the task called retention in the Rico study only demonstrated success in retrieval by a process of extended exclusion. PMID:22363421

The Promise of a Literacy Reform Effort in the Upper Elementary Grades

ERIC Educational Resources Information Center

Walpole, Sharon; Amendum, Steven; Pasquarella, Adrian; Strong, John Z.; McKenna, Michael C.

2017-01-01

We compared year-long gains in fluency and comprehension in grades 3-5 in 3 treatment and 4 comparison schools. Treatment schools implemented a comprehensive school reform (CSR) program called Bookworms. The program employed challenging text and emphasized high text volume, aggressive vocabulary and knowledge building, and contextualized strategy…

Modeling Teaching with a Computer-Based Concordancer in a TESL Preservice Teacher Education Program.

ERIC Educational Resources Information Center

Gan, Siowck-Lee; And Others

1996-01-01

This study modeled teaching with a computer-based concordancer in a Teaching English-as-a-Second-Language program. Preservice teachers were randomly assigned to work with computer concordancing software or vocabulary exercises to develop word attack skills. Pretesting and posttesting indicated that computer concordancing was more effective in…

Building on the Linguistic and Cultural Strengths of EL Students

ERIC Educational Resources Information Center

Cowan, Kay; Sandefur, Sarah

2013-01-01

This article discusses an exemplary EL program grounded in research-based literacy strategies. World War II and the Holocaust served as the backdrop for a program that stressed vocabulary and concept development, and then connected that understanding to reading and writing. The "five streams" used to address literacy competencies included reading…

"Pour nos petits Manitobains," Exposure Package for Grades K-1 Conversational French Program.

ERIC Educational Resources Information Center

Manitoba Dept. of Education, Winnipeg. Bureau of French Education.

This guide outlines the Manitoba Department of Education's conversational French-as-a-second-language curriculum for kindergarten and first grade. The program is designed to introduce young children to the French language and culture through the learning of French sounds, vocabulary, and some sentence patterns. An introductory section explains the…

A Reading Instruction Intervention Program for English-Language Learners Who Are Struggling Readers

ERIC Educational Resources Information Center

Tam, Kai Yung; Heward, William L.; Heng, Mary Anne

2006-01-01

We used a multiple baseline across students design to evaluate the effects of an intervention program consisting of vocabulary instruction, error correction, and fluency building on oral reading rate and comprehension of five English-language learners who were struggling readers in a primary school. During the first intervention condition (new…

English 291, 292, and 293--Advance Program: Man's Power with Words.

ERIC Educational Resources Information Center

Jefferson County Board of Education, Louisville, KY.

For those students who qualify, the Advance Program offers an opportunity to follow a stimulating curriculum designed for the academically talented. This guide for ninth grade English was developed to broaden the student's skill and understanding of the history of the English language, composition, grammar, vocabulary development, and literature.…

EPA's Information Architecture and Web Taxonomy

EPA Pesticide Factsheets

EPA's Information Architecture creates a topical organization of our website, instead of an ownership-based organization. The EPA Web Taxonomy allows audiences easy access to relevant information from EPA programs, by using a common vocabulary.

The Development of Bilingual Narrative Retelling Among Spanish-English Dual Language Learners Over Two Years.

PubMed

Lucero, Audrey

2018-05-25

This exploratory study investigates the development of oral narrative retell proficiency among Spanish-English emergent bilingual children longitudinally from kindergarten to second grade in Spanish and English as they learned literacy in the 2 languages concurrently. Oral narrative retell assessments were conducted with children who spoke Spanish at home and were enrolled in a dual language immersion program (N = 12) in the spring of kindergarten and second grade. Retells were transcribed and coded for vocabulary and grammar at the microlevel (Miller, 2012) and story structure at the macrolevel (Heilmann, Miller, Nockerts, & Dunaway, 2010). In microstructure paired-sample t tests, children showed significant improvements in vocabulary in both languages (Spanish total number of words η2 = .43, Spanish number of different words η2 = .44, English total number of words η2 = .61, English number of different words η2 = .62) but not grammar by second grade. At the macrostructure level, children showed significantly higher performance in English only (English narrative scoring scheme η2 = .47). The finding that children significantly improved in vocabulary in both languages but in overall story structure only in English suggests that discourse skills were being facilitated in English whereas Spanish discourse development may have stagnated even within a dual language immersion program. Results contribute to what is currently known about bilingual oral narrative development among young Spanish speakers enrolled in such programs and can inform assessment and instructional decisions.

Minority undergraduate programs intended to increase participation in biomedical careers.

PubMed

MacLachlan, Anne J

2012-01-01

This article reviews a selection of undergraduate programs intended to increase successful minority participation in science, technology, engineering, and mathematics majors, potentially leading to biomedical careers. The object is to examine their structure, consider how well they address the issues of the target population, and assess the extent to which they have met/meet their goals. As a means of conducting this review, the first step is to examine the concepts used as the building blocks for program design. These concepts are found in a shared, yet often undefined, vocabulary used in most undergraduate programs for minority students. The hypothesis is that a shared vocabulary obscures a broad range of meaning and interpretation that has serious ramifications affecting student success. How these building blocks are understood and implemented strongly reflects the institution where the program is housed. The discussion further considers the nature of a number of programs created by the National Science Foundation and the National Institutes of Health specifically for underrepresented minority students and examines one program in detail, the University of California Berkeley's National Science Foundation Research Experience for Undergraduates Program in Molecular, Cell, and Evolutionary Biology. The characteristics of federally organized programs and the Research Experience for Undergraduates are contrasted with 2 very successful student-centered local programs based on a different conceptual model. © 2012 Mount Sinai School of Medicine.

Preliminary evaluation of synthetic speech

DOT National Transportation Integrated Search

1972-08-01

The report briefly discusses the methods for storing and generating synthetic speech and a preliminary evaluation of the intelligibility of a speech synthesizer having a 75-word vocabulary selected for air traffic control messages. A program is sugge...

Training in pathology informatics: implementation at the University of Pittsburgh.

PubMed

Harrison, James H; Stewart, Jimmie

2003-08-01

Pathology informatics is generally recognized as an important component of pathology training, but the scope, form, and goals of informatics training vary substantially between pathology residency programs. The Training and Education Committee of the Association for Pathology Informatics (API TEC) has developed a standard set of knowledge and skills objectives that are recommended for inclusion in pathology informatics training and may serve to standardize and formalize training programs in this area. The University of Pittsburgh (Pittsburgh, Pa) core rotation in pathology informatics includes most of these goals and is offered as an implementation model for pathology informatics training. The core rotation in pathology informatics is a 3-week, full-time rotation including didactic sessions and hands-on laboratories. Topics include general desktop computing and the Internet, but the primary focus of the rotation is vocabulary and concepts related to enterprise and pathology information systems, pathology practice, and research. The total contact time is 63 hours, and a total of 19 faculty and staff contribute. Pretests and posttests are given at the start and end of the rotation. Performance and course evaluation data were collected for 3 years (a total of 21 residents). The rotation implements 84% of the knowledge objectives and 94% of the skills objectives recommended by the API TEC. Residents scored an average of about 20% on the pretest and about 70% on the posttest for an average increase during the course of 50%. Posttest scores did not correlate with pretest scores or self-assessed computer skill level. The size of the pretest/posttest difference correlated negatively with the pretest scores and self-assessed computing skill level. Pretest scores were generally low regardless of whether residents were familiar with desktop computing and productivity applications, indicating that even residents who are computer "savvy" have limited knowledge of pathology informatics topics. Posttest scores showed that all residents' knowledge increased substantially during the course and that residents who were computing novices were not disadvantaged. In fact, novices tended to have higher pretest/posttest differences, indicating that the rotation effectively supported initially less knowledgeable residents in "catching up" to their peers and achieving an appropriate competency level. This rotation provides a formal training model that implements the API TEC recommendations with demonstrated success.

The Power of Literacy: Applied to Traditional Birth Attendants, Saulteaux-Cree Indians and Hawaiian Children.

ERIC Educational Resources Information Center

Fargo, G. A.

The literacy training strategy of the Brazilian educator Paulo Freire has gained a great deal of recognition over the past 15 years. In Freire's method, the context of the learner's life is carefully studied to find the critical issues in the formulation of dialogue between teacher and learner. A basic vocabulary then is generated to insure power…

The Korean Language in America: Volume 6. Papers from the Annual Conference and Teacher Training Workshop on the Teaching of Korean Language, Culture, and Literature (6th, Manoa, Hawaii, August 2-5, 2001).

ERIC Educational Resources Information Center

Ree, Joe Jungno, Ed.

This collection of conference papers includes: (1) "Theories, Evidence, and Practice in Foreign Language Teaching" (Richard Schmidt); (2) "Teaching Korean Grammar in Context: -myen and -ttay" (Sahie Kang); (3) "Teaching Politeness Routines in Korean" (Ho-min Sohn); (4) "Vocabulary-Building Activities"…

Early Childhood Bilingualism in the Montessori Children's House: Guessable Context and the Planned Environment. Spotlight: Montessori--Multilingual, Multicultural.

ERIC Educational Resources Information Center

Rosanova, Michael

1998-01-01

Describes the InterCultura Montessori School language immersion program in Oak Park, Illinois. Profiles the work of several children to illustrate important language learning strategies. Recommends that language immersion programs include: survival vocabulary skills; repetition of key grammatical forms; use of objects, pictures, and dramatization;…

Principal and Teacher Perceptions of the Effectiveness of the Olweus Bullying Prevention Program

ERIC Educational Resources Information Center

Daugherty, Carolyn Spears

2011-01-01

The purpose of this study was to explore the effectiveness of the Olweus Bullying Prevention Program (OBPP) and to provide an annotated bibliography of professional literature related to bullying for professional educators. The OBPP used a whole school approach and taught common vocabulary to define the word bullying. Bullying rose to front-page…

Evolution: A Programmed Text [And] Pronunciation Guide for Evolution. Publications No. 71-8 and 71-1.

ERIC Educational Resources Information Center

Thomas, Georgelle; Fishburne, Robert P.

Part of the Anthropology Curriculum Project, the document contains a programmed text on evolution and a vocabulary pronunciation guide. The unit is intended for use by students in social studies and science courses in the 5th, 6th, and 7th grades. The bulk of the document, the programmed text, is organized in a question answer format. Students are…

An Annotated Bibliography on Second Language Acquisition

DTIC Science & Technology

1994-06-01

not assessment purposes. Examples of three ’serious’ rote learning programs are SPRECH, GERAD, and LEX. DEDUCT is a question/answer game where the...interactively create game-trees for context-bound vocabulary drills from scratch without modifications to the program software through CREATE. C 1985...II (pp. 223-294). Stanford, CA: Heuristech Press. The goal of CAI research is to build instructional programs that incorporate well-prepared course

Vocabulary Learning Strategies and Arabic Vocabulary Size among Pre-University Students in Malaysia

ERIC Educational Resources Information Center

Baharudin, Harun; Ismail, Zawawi

2014-01-01

Vocabulary learning strategies and vocabulary size are among the main factors that help determine how students learn second language vocabulary. The present study was an attempt to exploring the relationship between vocabulary learning strategies and Arabic vocabulary size of 742 pre-university in "Religious High School" (SMKA) and…

Promoting Conditional Use of Communication Skills for Learners With Complex Communication Needs: A Tutorial.

PubMed

Simacek, Jessica; Reichle, Joe; Byiers, Breanne J; Parker-McGowan, Quannah; Dimian, Adele F; Elmquist, Marianne

2018-05-03

Conditional use of communication skills refers to the ability of a learner to appropriately generalize and discriminate when, where, and how to communicate based on constant variation and shifts in environmental cues. We describe discrimination and generalization challenges encountered by learners with complex communication needs and ways in which these challenges are fostered through traditional communication intervention programming. We address arrangements in instruction that maximize the probability of learners acquiring the conditional use of new vocabulary and the modest instructional technology implemented when planning for generalization. We propose establishing well-discriminated and generalized use of new vocabulary items through the application of a general case instruction framework to communication intervention programming. We provide intervention methodology, including intervention steps for general case instruction, a plethora of functional examples, and graphic displays to assess and intervene to promote conditional use of communication skills for learners with complex communication needs.

“Old Dogs” and New Skills: How Clinician Characteristics Relate to Motivational Interviewing Skills Before, During, and After Training

PubMed Central

Carpenter, Kenneth M.; Cheng, Wendy Y.; Smith, Jennifer L.; Brooks, Adam C.; Amrhein, Paul C.; Wain, R. Morgan; Nunes, Edward V.

2012-01-01

Objective The relationships between the occupational, educational, and verbal-cognitive characteristics of health care professionals and their Motivational Interviewing (MI) skills before, during, and after training were investigated. Method Fifty-eight community-based addiction clinicians (M = 42.1 yrs., SD =10.0; 66% Female) were assessed prior to enrolling in a two-day MI training workshop and being randomized to one of three post-workshop supervision programs: live supervision via tele-conferencing (TCS), standard tape-based supervision (Tape), or workshop training alone. Audiotaped sessions with clients were rated for MI skillfulness with the Motivational Interviewing Treatment Integrity (MITI) coding system v 2.0 at pre-workshop and 1, 8, and 20 weeks post-workshop. Correlation coefficients and generalized linear models were used to test the relationships between clinician characteristics and MI skill at each assessment point. Results Baseline MI skill levels were the most robust predictors of pre- and post-supervision performances. Clinician characteristics were associated with MI Spirit and reflective listening skill throughout training and moderated the effect of post-workshop supervision method on MI skill. TCS, which provided immediate feedback during practice sessions, was most effective for increasing MI Spirit and reflective listening among clinicians with no graduate degree and stronger vocabulary performances. Tape supervision was more effective for increasing these skills among clinicians with a graduate degree. Further, TCS and Tape were most likely to enhance MI Spirit among clinicians with low average to average verbal and abstract reasoning performances. Conclusions Clinician attributes influence the effectiveness of methods used to promote the acquisition of evidence-based practices among community-based practitioners. PMID:22563640

Effective Strategies for Turning Receptive Vocabulary into Productive Vocabulary in EFL Context

ERIC Educational Resources Information Center

Faraj, Avan Kamal Aziz

2015-01-01

Vocabulary acquisition has been a main concern of EFL English teachers and learners. There have been tons of research to examine the student's level of receptive vocabulary and productive vocabulary, but no research has conducted on how turning receptive vocabulary into productive vocabulary. This study has reported the impact of the teaching…

The Effects of Topic Interest on the Vocabulary Retention in Third Grade Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Endo, Yasuko Amy

2010-01-01

This study examines the effects of topic interest on the vocabulary learning and retention in third grade students with and without learning disabilities. All students learned 12 unfamiliar vocabulary words in three different vocabulary learning conditions: High-interest topic vocabulary, low-interest topic vocabulary, and vocabulary words without…

Modelling vocabulary development among multilingual children prior to and following the transition to school entry.

PubMed

MacLeod, Andrea A N; Castellanos-Ryan, Natalie; Parent, Sophie; Jacques, Sophie; Séguin, Jean R

2018-01-01

Differences between monolingual and multilingual vocabulary development have been observed but few studies provide a longitudinal perspective on vocabulary development before and following school entry. This study compares vocabulary growth profiles of 106 multilingual children to 211 monolingual peers before and after school entry to examine whether: (1) school entry coincides with different rates of vocabulary growth compared to prior to school entry, (2) compared to monolingual peers, multilingual children show different vocabulary sizes or rates of vocabulary growth, (3) the age of onset of second-language acquisition for multilingual children is associated with vocabulary size or rate of vocabulary growth, and (4) the sociolinguistic context of the languages spoken by multilingual children is associated with vocabulary size or rate of vocabulary growth. Results showed increases in vocabulary size across time for all children, with a steeper increase prior to school entry. A significant difference between monolingual and multilingual children who speak a minority language was observed with regards to vocabulary size at school entry and vocabulary growth prior to school entry, but growth rate differences were no longer present following school entry. Taken together, results suggest that which languages children speak may matter more than being multilingual per se.

Exploring the role of hand gestures in learning novel phoneme contrasts and vocabulary in a second language

PubMed Central

Kelly, Spencer D.; Hirata, Yukari; Manansala, Michael; Huang, Jessica

2014-01-01

Co-speech hand gestures are a type of multimodal input that has received relatively little attention in the context of second language learning. The present study explored the role that observing and producing different types of gestures plays in learning novel speech sounds and word meanings in an L2. Naïve English-speakers were taught two components of Japanese—novel phonemic vowel length contrasts and vocabulary items comprised of those contrasts—in one of four different gesture conditions: Syllable Observe, Syllable Produce, Mora Observe, and Mora Produce. Half of the gestures conveyed intuitive information about syllable structure, and the other half, unintuitive information about Japanese mora structure. Within each Syllable and Mora condition, half of the participants only observed the gestures that accompanied speech during training, and the other half also produced the gestures that they observed along with the speech. The main finding was that participants across all four conditions had similar outcomes in two different types of auditory identification tasks and a vocabulary test. The results suggest that hand gestures may not be well suited for learning novel phonetic distinctions at the syllable level within a word, and thus, gesture-speech integration may break down at the lowest levels of language processing and learning. PMID:25071646

Impact of the Thinking Reader[R] Software Program on Grade 6 Reading Vocabulary, Comprehension, Strategies, and Motivation: Final Report. NCEE 2010-4035

ERIC Educational Resources Information Center

Drummond, Kathryn; Chinen, Marjorie; Duncan, Teresa Garcia; Miller, H. Ray; Fryer, Lindsay; Zmach, Courtney; Culp, Katherine

2011-01-01

"Thinking Reader" is a software program for students in Grades 5-8 that incorporates elements commonly identified in policy reports as being key components of effective adolescent literacy instruction. This evaluation of the impact of "Thinking Reader" use by Grade 6 students focused on two confirmatory research questions about…

Lexical Input to Young Children from Extremely Poor Communities in Argentina: Effects of a Home Literacy Program

ERIC Educational Resources Information Center

Rosemberg, Celia Renata; Stein, Alejandra; Borzone, Ana Maria

2011-01-01

The study analyzes the lexical properties of the linguistic context that children from marginalized urban neighborhoods from Buenos Aires, Argentina, are exposed to in the literacy situations generated by an at-home early literacy program. The analysis is focused on the comparison of the vocabulary that these children are exposed to daily with the…

Story Starters on the Aztecs, Incas, and Mayas. A Creative Writing Program.

ERIC Educational Resources Information Center

Henrich, Steve; Henrich, Jean

Designed to supplement an established language arts and social studies program, this books deals with the Aztecs, Incas, and Mayas of Latin America. All of the "Story Starter" books are intended to give a variety of vocabulary and story ideas to help with the writing process. Each of the books is divided into four main sections: (1) an…

The Influence of Parents' Backgrounds, Beliefs about English Learning, and a Dialogic Reading Program on Thai Kindergarteners' English Lexical Development

ERIC Educational Resources Information Center

Petchprasert, Anongnad

2014-01-01

This study investigated parents' backgrounds and their beliefs about English language learning, and compared the receptive English vocabulary development of three to six year-old-Thai children before and after participating in a parent-child reading program with the dialogic reading (DR) method. Fifty-four single parents of 54 children voluntarily…

The Effects of an Extensive Reading Program on Improving English as Foreign Language Proficiency in University Level Education

ERIC Educational Resources Information Center

Alzu'bi, Mohammad Akram

2014-01-01

This study aimed at investigating the impact of extensive reading on improving reading proficiency. The study tried to find the effect of ER on EFL student's reading, vocabulary and grammar. The researcher designed two instruments; a program based on the extensive reading strategy and general test. Forty-one university students who study English…

Improving Reading Skills in ESL Students through an Intensive Vocabulary Building Program.

ERIC Educational Resources Information Center

Gaudio, Vince

This report describes a program for improving the reading skills of English-as-a-Second-Language (ESL) students. The targeted population consists of 19 ESL students, ranging in age from 7-10 years, in a western suburb of a large metropolitan city in Illinois. The problem of poor reading ability was documented through low reading scores on the STAR…

The Impact of a Comprehensive Tier I Core Kindergarten Program on the Achievement of Students at Risk in Mathematics

ERIC Educational Resources Information Center

Clarke, Ben; Smolkowski, Keith; Baker, Scott K.; Fien, Hank; Doabler, Christian T.; Chard, David J.

2011-01-01

This study examined the efficacy of a core kindergarten mathematics program, ELM, a 120-lesson comprehensive curriculum providing instruction in (a) number operations, (b) geometry, (c) measurement, and (d) vocabulary. ELM is designed to address the learning needs of all students, including at-risk students in the general education or Tier I…

Impacts of a Discussion-Based Academic Language Program on Classroom Interactions in 4th through 7th Grades

ERIC Educational Resources Information Center

LaRusso, Maria; Jones, Stephanie M.; Kim, Ha Yeon; Kim, James; Donovan, Suzanne; Snow, Catherine

2016-01-01

This paper presents an exploratory analysis of treatment-control differences in the quality of classroom interactions in 4th through 7th grade urban classrooms. Word Generation (WG) is a research-based academic language program for middle school students designed to teach novel vocabulary and literacy through language arts, math, science, and…

Effects of Hierarchy Vocabulary Exercises on English Vocabulary Acquisition

ERIC Educational Resources Information Center

Lin, Ching-Ying; Hsu, Wei Shu

2013-01-01

The purpose of the study was to compare the effectiveness of hierarchy vocabulary exercises and copying vocabulary exercises on EFL students' vocabulary acquisition and reading comprehension. Two specific factors were probed: (a) vocabulary gains and retention from different exercises; (b) reading comprehension performance through different…

Cross-Language Associations in the Development of Preschoolers’ Receptive and Expressive Vocabulary

PubMed Central

Maier, Michelle F.; Bohlmann, Natalie L.; Palacios, Natalia A.

2016-01-01

The increasing population of dual language learners (DLLs) entering preschool classrooms highlights a continued need for research on the development of dual language acquisition, and specifically vocabulary skills, in this age group. This study describes young DLL children's (N = 177) vocabulary development in both English and Spanish simultaneously, and how vocabulary skills in each language relate to one another, during a contextual shift that places greater emphasis on the acquisition of academic English language skills. Findings demonstrated that DLL preschoolers made gains in vocabulary in both languages with more change evidenced in receptive, in comparison to expressive, vocabulary as well as in English in comparison to Spanish. When examining whether children's vocabulary scores in one language at the beginning of preschool interact with their vocabulary scores in the other language to predict vocabulary growth, no significant associations were found for receptive vocabulary. In contrast, the interaction between initial English and Spanish expressive vocabulary scores was negatively related to growth in English expressive vocabulary. This cross-language association suggests that children who have low expressive vocabulary skills in both languages tend to grow faster in their English expressive vocabulary. The study extends previous work on dual language development by examining growth in expressive and receptive vocabulary in both English and Spanish. It also provides suggestions for future work to inform a more comprehensive understanding of DLL children's development in both languages. PMID:26807002

Cross-Language Associations in the Development of Preschoolers' Receptive and Expressive Vocabulary.

PubMed

Maier, Michelle F; Bohlmann, Natalie L; Palacios, Natalia A

The increasing population of dual language learners (DLLs) entering preschool classrooms highlights a continued need for research on the development of dual language acquisition, and specifically vocabulary skills, in this age group. This study describes young DLL children's ( N = 177) vocabulary development in both English and Spanish simultaneously, and how vocabulary skills in each language relate to one another, during a contextual shift that places greater emphasis on the acquisition of academic English language skills. Findings demonstrated that DLL preschoolers made gains in vocabulary in both languages with more change evidenced in receptive, in comparison to expressive, vocabulary as well as in English in comparison to Spanish. When examining whether children's vocabulary scores in one language at the beginning of preschool interact with their vocabulary scores in the other language to predict vocabulary growth, no significant associations were found for receptive vocabulary. In contrast, the interaction between initial English and Spanish expressive vocabulary scores was negatively related to growth in English expressive vocabulary. This cross-language association suggests that children who have low expressive vocabulary skills in both languages tend to grow faster in their English expressive vocabulary. The study extends previous work on dual language development by examining growth in expressive and receptive vocabulary in both English and Spanish. It also provides suggestions for future work to inform a more comprehensive understanding of DLL children's development in both languages.

Limited connected speech experiment

NASA Astrophysics Data System (ADS)

Landell, P. B.

1983-03-01

The purpose of this contract was to demonstrate that connected Speech Recognition (CSR) can be performed in real-time on a vocabulary of one hundred words and to test the performance of the CSR system for twenty-five male and twenty-five female speakers. This report describes the contractor's real-time laboratory CSR system, the data base and training software developed in accordance with the contract, and the results of the performance tests.

Total and Conceptual Vocabulary in Spanish–English Bilinguals From 22 to 30 Months: Implications for Assessment

PubMed Central

Core, Cynthia; Hoff, Erika; Rumiche, Rosario; Señor, Melissa

2015-01-01

Purpose Vocabulary assessment holds promise as a way to identify young bilingual children at risk for language delay. This study compares 2 measures of vocabulary in a group of young Spanish–English bilingual children to a single-language measure used with monolingual children. Method Total vocabulary and conceptual vocabulary were used to measure mean vocabulary size and growth in 47 Spanish–English bilingually developing children from 22 to 30 months of age based on results from the MacArthur–Bates Communicative Development Inventory (CDI; Fenson et al., 1993) and the Inventario del Desarrollo de Habilidades Comunicativas (Jackson-Maldonado et al., 2003). Bilingual children’s scores of total vocabulary and conceptual vocabulary were compared with CDI scores for a control group of 56 monolingual children. Results The total vocabulary measure resulted in mean vocabulary scores and average rate of growth similar to monolingual growth, whereas conceptual vocabulary scores were significantly smaller and grew at a slower rate than total vocabulary scores. Total vocabulary identified the same proportion of bilingual children below the 25th percentile on monolingual norms as the CDI did for monolingual children. Conclusion These results support the use of total vocabulary as a means of assessing early language development in young bilingual Spanish–English speaking children. PMID:24023382

Total and conceptual vocabulary in Spanish-English bilinguals from 22 to 30 months: implications for assessment.

PubMed

Core, Cynthia; Hoff, Erika; Rumiche, Rosario; Señor, Melissa

2013-10-01

Vocabulary assessment holds promise as a way to identify young bilingual children at risk for language delay. This study compares 2 measures of vocabulary in a group of young Spanish-English bilingual children to a single-language measure used with monolingual children. Total vocabulary and conceptual vocabulary were used to measure mean vocabulary size and growth in 47 Spanish-English bilingually developing children from 22 to 30 months of age based on results from the MacArthur-Bates Communicative Development Inventory (CDI; Fenson et al., 1993) and the Inventario del Desarrollo de Habilidades Comunicativas ( Jackson-Maldonado et al., 2003). Bilingual children's scores of total vocabulary and conceptual vocabulary were compared with CDI scores for a control group of 56 monolingual children. The total vocabulary measure resulted in mean vocabulary scores and average rate of growth similar to monolingual growth, whereas conceptual vocabulary scores were significantly smaller and grew at a slower rate than total vocabulary scores. Total vocabulary identified the same proportion of bilingual children below the 25th percentile on monolingual norms as the CDI did for monolingual children. These results support the use of total vocabulary as a means of assessing early language development in young bilingual Spanish-English speaking children.

Modelling vocabulary development among multilingual children prior to and following the transition to school entry

PubMed Central

MacLeod, Andrea A. N.; Castellanos-Ryan, Natalie; Parent, Sophie; Jacques, Sophie; Séguin, Jean R.

2017-01-01

Differences between monolingual and multilingual vocabulary development have been observed but few studies provide a longitudinal perspective on vocabulary development before and following school entry. This study compares vocabulary growth profiles of 106 multilingual children to 211 monolingual peers before and after school entry to examine whether: (1) school entry coincides with different rates of vocabulary growth compared to prior to school entry, (2) compared to monolingual peers, multilingual children show different vocabulary sizes or rates of vocabulary growth, (3) the age of onset of second-language acquisition for multilingual children is associated with vocabulary size or rate of vocabulary growth, and (4) the sociolinguistic context of the languages spoken by multilingual children is associated with vocabulary size or rate of vocabulary growth. Results showed increases in vocabulary size across time for all children, with a steeper increase prior to school entry. A significant difference between monolingual and multilingual children who speak a minority language was observed with regards to vocabulary size at school entry and vocabulary growth prior to school entry, but growth rate differences were no longer present following school entry. Taken together, results suggest that which languages children speak may matter more than being multilingual per se. PMID:29354017

IEDA Thesaurus: A Controlled Vocabulary for IEDA Systems to Advance Integration

NASA Astrophysics Data System (ADS)

Ji, P.; Lehnert, K. A.; Arko, R. A.; Song, L.; Hsu, L.; Carter, M. R.; Ferrini, V. L.; Ash, J.

2014-12-01

Integrated Earth Data Applications (IEDA) is a community-based facility that serves to support, sustain, and advance the geosciences by providing data services for observational geoscience data from the Ocean, Earth, and Polar Sciences. Many dedicated systems such as the Petrological Database (PetDB), Marine Geoscience Data System (MGDS), System for Earth Sample Registration (SESAR), Data Coordination Center for the U.S. Antarctic Program (USAP-DCC), etc., under the umbrella of the IEDA framework, were developed to support the preservation, discovery, retrieval, and analysis of a wide range of observational field and analytical data types from diverse communities. However, it is currently difficult to maintain consistency of indexing content within IEDA schema, and perform unified or precise searching of the data in these diverse systems as each system maintains separate vocabularies, hierarchies, authority files, or sub taxonomies. We present here the IEDA Thesaurus, a system, which combines existing separate controlled vocabularies from the different systems under the IEDA schema into a single master controlled vocabulary, also introducing some new top facets for future long-term use. The IEDA thesaurus contains structured terminology for petrology, geochemistry, sedimentology, oceanography, geochronology, and volcanology, and other general metadata fields. 18 top facets (also called 'top categories') are defined, including equipment, geographic gazetteer, geologic ages, geologic units, materials, etc. The terms of the thesaurus are cross validated with others popular geoscience vocabularies such as GeoRef Thesaurus, U.S. Geological Survey Library Classification System, Global Change Master Directory (GCMD), and Semantic Web for Earth and Environmental Terminology (SWEET) ontologies. The thesaurus is organized along with the ANSI/NISO Z39.19-2005 Guidelines for the Construction, Format, and Management of Monolingual Controlled Vocabularies, and is published using Simple Knowledge Organization System (SKOS) format. The IEDA thesaurus server provides classic web semantic features such as SPARQL, RESTful web services, and unique URI based on open source technologies.

Language balance and switching ability in children acquiring English as a second language.

PubMed

Goriot, Claire; Broersma, Mirjam; McQueen, James M; Unsworth, Sharon; van Hout, Roeland

2018-09-01

This study investigated whether relative lexical proficiency in Dutch and English in child second language (L2) learners is related to executive functioning. Participants were Dutch primary school pupils of three different age groups (4-5, 8-9, and 11-12 years) who either were enrolled in an early-English schooling program or were age-matched controls not on that early-English program. Participants performed tasks that measured switching, inhibition, and working memory. Early-English program pupils had greater knowledge of English vocabulary and more balanced Dutch-English lexicons. In both groups, lexical balance, a ratio measure obtained by dividing vocabulary scores in English by those in Dutch, was related to switching but not to inhibition or working memory performance. These results show that for children who are learning an L2 in an instructional setting, and for whom managing two languages is not yet an automatized process, language balance may be more important than L2 proficiency in influencing the relation between childhood bilingualism and switching abilities. Copyright © 2018 Elsevier Inc. All rights reserved.

A National Agenda for Public Health Informatics

PubMed Central

Yasnoff, William A.; Overhage, J. Marc; Humphreys, Betsy L.; LaVenture, Martin

2001-01-01

The AMIA 2001 Spring Congress brought together members of the the public health and informatics communities to develop a national agenda for public health informatics. Discussions of funding and governance; architecture and infrastructure; standards and vocabulary; research, evaluation, and best practices; privacy, confidentiality, and security; and training and workforce resulted in 74 recommendations with two key themes—that all stakeholders need to be engaged in coordinated activities related to public health information architecture, standards, confidentiality, best practices, and research; and that informatics training is needed throughout the public health workforce. Implementation of this consensus agenda will help promote progress in the application of information technology to improve public health. PMID:11687561

Research Not Foreign to Two-Year Colleges

NASA Astrophysics Data System (ADS)

Whipple-Vanpatter, Georgianna

1998-10-01

Why is research a word not usually found in the two-year college vocabulary? At a 2YC3 conference held in New York in 1995, it appeared that undergraduate research in two-year colleges tended to be a very regional and limited undertaking. Webster defines research as: "1. Careful or diligent search; 2. Studious inquiry or examination; and 3. The collecting of information about a particular subject." These are things performed in our laboratories, so why not do them in a formal setting, making the students more aware that they are performing research? The challenge is to develop an investigative spirit in ourselves and thus in our students. This does not mean that we have to be inventing new procedures or making profound discoveries. Instructors, however, hesitate to implement a research program, claiming a lack of equipment, time, interest, training, or support. By sharing my experience, I hope it will make it easier for you to overcome some of these obstacles and enjoy the experiences of student research.

The Use of Vocabulary Learning Strategies in Teaching Turkish as a Second Language

ERIC Educational Resources Information Center

Baskin, Sami; Iscan, Adem; Karagoz, Beytullah; Birol, Gülnur

2017-01-01

Vocabulary learning is the basis of the language learning process in teaching Turkish as a second language. Vocabulary learning strategies need to be used in order for vocabulary learning to take place effectively. The use of vocabulary learning strategies facilitates vocabulary learning and increases student achievement. Each student uses a…

The role of primary caregiver vocabulary knowledge in the development of bilingual children’s vocabulary skills

PubMed Central

Buac, Milijana; Gross, Megan; Kaushanskaya, Margarita

2015-01-01

Purpose The current study examined the impact of environmental factors (SES, the percent of language exposure to English and to Spanish, and primary caregivers’ vocabulary knowledge) on bilingual children’s vocabulary skills. Method We measured vocabulary skills of 58 bilingual children between the ages of 5 and 7 who spoke Spanish as their native language and English as their second language. Data related to language environment in the home, specifically the percent of language exposure to each language and SES, were obtained from primary caregiver interviews. Primary caregivers’ vocabulary knowledge was measured directly using expressive and receptive vocabulary assessments in both languages. Results Multiple regression analyses indicated that primary caregivers’ vocabulary knowledge, the child’s percent exposure to each language, and SES were robust predictors of children’s English, but not Spanish, vocabulary skills. Conclusions These findings indicate that in the early school age, primary caregiver vocabulary skills have a stronger impact on bilingual children’s second-language than native-language vocabulary. PMID:24824882

Reading Comprehension in a Large Cohort of French First Graders from Low Socio-Economic Status Families: A 7-Month Longitudinal Study

PubMed Central

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

2013-01-01

Background The literature suggests that a complex relationship exists between the three main skills involved in reading comprehension (decoding, listening comprehension and vocabulary) and that this relationship depends on at least three other factors orthographic transparency, children’s grade level and socioeconomic status (SES). This study investigated the relative contribution of the predictors of reading comprehension in a longitudinal design (from beginning to end of the first grade) in 394 French children from low SES families. Methodology/Principal findings Reading comprehension was measured at the end of the first grade using two tasks one with short utterances and one with a medium length narrative text. Accuracy in listening comprehension and vocabulary, and fluency of decoding skills, were measured at the beginning and end of the first grade. Accuracy in decoding skills was measured only at the beginning. Regression analyses showed that listening comprehension and decoding skills (accuracy and fluency) always significantly predicted reading comprehension. The contribution of decoding was greater when reading comprehension was assessed via the task using short utterances. Between the two assessments, the contribution of vocabulary, and of decoding skills especially, increased, while that of listening comprehension remained unchanged. Conclusion/Significance These results challenge the ‘simple view of reading’. They also have educational implications, since they show that it is possible to assess decoding and reading comprehension very early on in an orthography (i.e., French), which is less deep than the English one even in low SES children. These assessments, associated with those of listening comprehension and vocabulary, may allow early identification of children at risk for reading difficulty, and to set up early remedial training, which is the most effective, for them. PMID:24250802

Teaching Vocabulary: An Annotated Bibliography.

ERIC Educational Resources Information Center

Weinrib, Alice

1994-01-01

Discusses seven books on vocabulary instruction in second language classrooms: (1) "Working With Words" (Gairns and Redman); (2) "Crossword Puzzles for Beginners" (Mollica); (3) "Vocabulary Posters" (Mollica); (4) "Vocabulary" (Morgan and Rinvolucri); (5) "Teaching and Learning Vocabulary"…

The Relationship between Vocabulary Learning Strategies and Breadth and Depth of Vocabulary Knowledge

ERIC Educational Resources Information Center

Zhang, Xian; Lu, Xiaofei

2015-01-01

This study investigated the relationship between vocabulary learning strategies and vocabulary breadth and depth knowledge. One hundred and fifty first-year university students in China took the Vocabulary Levels Test, a meaning recall task, and the Depth of Vocabulary Knowledge Test. The first two tests were used to elicit two types of vocabulary…

Exposing SAMOS Data and Vocabularies within the Semantic Web

NASA Astrophysics Data System (ADS)

Dockery, Nkemdirim; Elya, Jocelyn; Smith, Shawn

2014-05-01

As part of the Ocean Data Interoperability Platform (ODIP), we at the Center for Ocean-Atmospheric Prediction Studies (COAPS) will present the development process for the exposure of quality-controlled data and core vocabularies managed by the Shipboard Automated Meteorological Oceanographic System (SAMOS) initiative using Semantic Web technologies. Participants in the SAMOS initiative collect continuous navigational (position, course, heading, speed), meteorological (winds, pressure, temperature, humidity, radiation), and near-surface oceanographic (sea temperature, salinity) parameters while at sea. One-minute interval observations are packaged and transmitted back to COAPS via daily emails, where they undergo standardized formatting and quality control. The authors will present methods used to expose these daily datasets. The Semantic Web, a vision of the World Wide Web Consortium, focuses on extending the principles of the web from connecting documents to connecting data. The creation of a web of Linked Data that can be used across different applications in a machine-readable way is the ultimate goal. The Resource Description Framework (RDF) is the standard language and format used in the Semantic Web. RDF pages may be queried using the SPARQL Protocol and RDF Query Language (SPARQL). The authors will showcase the development of RDF resources that map SAMOS vocabularies to internationally served vocabularies such as those found in the Natural Environment Research Council (NERC) Vocabulary Server. Each individual SAMOS vocabulary term (data parameter and quality control flag) will be described in an RDF resource page. These RDF resources will define each SAMOS vocabulary term and provide a link to the mapped vocabulary term (or multiple terms) served externally. Along with enhanced retrieval by parameter, time, and location, we will be able to add additional parameters with the confidence that they follow an international standard. The production of RDF resources that link daily SAMOS data to descriptors such as parameters, time and location information, quality assurance reports, and cruise tracks will also be described. The data is housed on a Thematic Real-time Environmental Distributed Data Services (THREDDS) data server, so these RDF resources will enable enhanced retrieval by any of the linked descriptors. We will showcase our collaboration with the Rolling Deck to Repository (R2R) program to develop SPARQL endpoints that distribute SAMOS content. R2R packages and transmits data on a per cruise basis, so an immediate result of the SAMOS exposure will be the narrowing of the gap between expedition type data (e.g. R2R cruises) and SAMOS observatory type data. The authors will present the development of RDF resources that will collectively expose shipboard data, vocabularies, and quality assurance reports in an overall structure which will serve as the basis for a COAPS SPARQL endpoint, enabling easier programmatic access to SAMOS data.

Preparacion e Iniciacion de la Lectura en Espanol para Maestros de Programas Bilingues. Serie Tierra de Encanto (Preparation and Initiation of Reading in Spanish for Teachers of Bilingual Programs. Land of Enchantment Series).

ERIC Educational Resources Information Center

New Mexico Univ., Albuquerque.

Part of the "Land of Enchantment" series of instructional materials, this very detailed teaching manual is designed to help teachers in bilingual programs prepare students to read Spanish. It contains suggestions for developing reading readiness skills and ways to teach a basic 30-word reading vocabulary. The reading program follows five steps:…

Breadth and Depth of Vocabulary Knowledge and Their Effects on L2 Vocabulary Profiles

ERIC Educational Resources Information Center

Bardakçi, Mehmet

2016-01-01

Breadth and depth of vocabulary knowledge have been studied from many different perspectives, but the related literature lacks serious studies dealing with their effects on vocabulary profiles of EFL learners. In this paper, with an aim to fill this gap, the relative effects of breadth and depth of vocabulary knowledge on L2 vocabulary profiles…

Verbal short-term memory shows a specific association with receptive but not productive vocabulary measures in Down syndrome.

PubMed

Majerus, S; Barisnikov, K

2018-01-01

Verbal short-term memory (STM) capacity has been considered to support vocabulary learning in typical children and adults, but evidence for this link is inconsistent for studies in individuals with Down syndrome (DS). The aim of this study was explore the role of processing demands on the association between verbal STM and vocabulary measures in DS, by comparing receptive vocabulary measures with high STM processing demands to productive vocabulary measures with low STM processing demands. Forty-seven adults with Down syndrome were administered receptive vocabulary and productive vocabulary tasks, as well as measures of verbal STM abilities and intellectual efficiency. Bayesian regression analyses showed that verbal STM abilities were strongly and specifically associated with receptive vocabulary measures but not productive lexical abilities after controlling for intellectual efficiency, and this is despite the fact that vocabulary abilities as measured by receptive and productive vocabulary tasks were closely associated. In Down syndrome, verbal STM abilities may be predictive of specific task demands associated with receptive vocabulary tasks rather than of vocabulary development per se. © 2017 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

La Materia. Nivel II. Basado en el curso de estudios de Ciencia de Montgomery County Public Schools. (Matter. Level II. Based on the Montgomery County Public Schools Science Studies Program).

ERIC Educational Resources Information Center

Gerstman, M. Linda

This curriculum unit is for use in an elementary school foreign language immersion program in Montgomery County, Maryland. The unit is geared toward the second grade science classroom. It includes instructional and performance objectives, vocabulary lists, optional language structure sections, illustrations, activities, evaluation suggestions, and…

Receptive Vocabulary in Boys with Autism Spectrum Disorder: Cross-Sectional Developmental Trajectories

PubMed Central

McDuffie, Andrea S.; Hagerman, Randi J.; Abbeduto, Leonard

2013-01-01

In light of evidence that receptive language may be a relative weakness for individuals with autism spectrum disorder (ASD), this study characterized receptive vocabulary profiles in boys with ASD using cross-sectional developmental trajectories relative to age, nonverbal cognition, and expressive vocabulary. Participants were 49 boys with ASD (4–11 years) and 80 typically developing boys (2–11 years). Receptive vocabulary, assessed with the Peabody Picture Vocabulary Test, was a weakness for boys with ASD relative to age and nonverbal cognition. Relative to expressive vocabulary, assessed with the Expressive Vocabulary Test, receptive vocabulary increased at a lower rate for boys with ASD. Vocabulary trajectories in ASD are distinguished from typical development; however, nonverbal cognition largely accounts for the patterns observed. PMID:23588510

Combining Multiple Knowledge Sources for Continuous Speech Recognition

DTIC Science & Technology

1989-08-01

derived by estimating probabilities from a training set, or a linguistically -based model that uses syntactic and semantic information explicitly. The...into a hierarchical set of rules tha’ wouA. :over a much larger percentage of new sentences than the original sentence patteiis. We applied this tool...statistical grammars typically used by the use of linguistic knowledge. In particular, we group the different words in the vocabulary into classes, under the

Tracing children's vocabulary development from preschool through the school-age years: An 8-year longitudinal study

PubMed Central

Kang, Cuiping; Liu, Hongyun; Zhang, Yuping; McBride-Chang, Catherine; Tardif, Twila; Li, Hong; Liang, Weilan; Zhang, Zhixiang; Shu, Hua

2014-01-01

In this 8-year longitudinal study, we traced the vocabulary growth of Chinese children, explored potential precursors of vocabulary knowledge, and investigated how vocabulary growth predicted future reading skills. Two hundred sixty-four (264) native Chinese children from Beijing were measured on a variety of reading and language tasks over 8 years. Between the ages of 4 to 10 years, they were administered tasks of vocabulary and related cognitive skills. At age 11, comprehensive reading skills, including character recognition, reading fluency, and reading comprehension were examined. Individual differences in vocabulary developmental profiles were estimated using the intercept-slope cluster method. Vocabulary development was then examined in relation to later reading outcomes. Three subgroups of lexical growth were classified, namely high-high (with a large initial vocabulary size and a fast growth rate), low-high (with a small initial vocabulary size and a fast growth rate) and low-low (with a small initial vocabulary size and a slow growth rate) groups. Low-high and low-low groups were distinguishable mostly through phonological skills, morphological skills and other reading-related cognitive skills. Childhood vocabulary development (using intercept and slope) explained subsequent reading skills. Findings suggest that language-related and reading-related cognitive skills differ among groups with different developmental trajectories of vocabulary, and the initial size and growth rate of vocabulary may be two predictors for later reading development. PMID:24962559

A Mis-recognized Medical Vocabulary Correction System for Speech-based Electronic Medical Record

PubMed Central

Seo, Hwa Jeong; Kim, Ju Han; Sakabe, Nagamasa

2002-01-01

Speech recognition as an input tool for electronic medical record (EMR) enables efficient data entry at the point of care. However, the recognition accuracy for medical vocabulary is much poorer than that for doctor-patient dialogue. We developed a mis-recognized medical vocabulary correction system based on syllable-by-syllable comparison of speech text against medical vocabulary database. Using specialty medical vocabulary, the algorithm detects and corrects mis-recognized medical vocabularies in narrative text. Our preliminary evaluation showed 94% of accuracy in mis-recognized medical vocabulary correction.

Longitudinal analysis of receptive vocabulary growth in young Spanish English-speaking children from migrant families.

PubMed

Jackson, Carla Wood; Schatschneider, Christopher; Leacox, Lindsey

2014-01-01

The authors of this study described developmental trajectories and predicted kindergarten performance of Spanish and English receptive vocabulary acquisition of young Latino/a English language learners (ELLs) from socioeconomically disadvantaged migrant families. In addition, the authors examined the extent to which gender and individual initial performance in Spanish predict receptive vocabulary performance and growth rate. The authors used hierarchical linear modeling of 64 children's receptive vocabulary performance to generate growth trajectories, predict performance at school entry, and examine potential predictors of rate of growth. The timing of testing varied across children. The ELLs (prekindergarten to 2nd grade) participated in 2-5 testing sessions, each 6-12 months apart. The ELLs' average predicted standard score on an English receptive vocabulary at kindergarten was nearly 2 SDs below the mean for monolingual peers. Significant growth in the ELLs' receptive vocabulary was observed between preschool and 2nd grade, indicating that the ELLs were slowly closing the receptive vocabulary gap, although their average score remained below the standard score mean for age-matched monolingual peers. The ELLs demonstrated a significant decrease in Spanish receptive vocabulary standard scores over time. Initial Spanish receptive vocabulary was a significant predictor of growth in English receptive vocabulary. High initial Spanish receptive vocabulary was associated with greater growth in English receptive vocabulary and decelerated growth in Spanish receptive vocabulary. Gender was not a significant predictor of growth in either English or Spanish receptive vocabulary. ELLs from low socioeconomic backgrounds may be expected to perform lower in English compared with their monolingual English peers in kindergarten. Performance in Spanish at school entry may be useful in identifying children who require more intensive instructional support for English vocabulary growth. Findings substantiate the need for progress monitoring across the early school years.

Productive Vocabulary among Three Groups of Bilingual American Children: Comparison and Prediction

PubMed Central

Cote, Linda R.; Bornstein, Marc H.

2015-01-01

The importance of input factors for bilingual children’s vocabulary development was investigated. Forty-seven Argentine, 42 South Korean, 51 European American, 29 Latino immigrant, 26 Japanese immigrant, and 35 Korean immigrant mothers completed checklists of their 20-month-old children’s productive vocabularies. Bilingual children’s vocabulary sizes in each language separately were consistently smaller than their monolingual peers but only Latino bilingual children had smaller total vocabularies than monolingual children. Bilingual children’s vocabulary sizes were similar to each other. Maternal acculturation predicted the amount of input in each language, which then predicted children’s vocabulary size in each language. Maternal acculturation also predicted children’s English-language vocabulary size directly. PMID:25620820

Investigating the Receptive-Expressive Vocabulary Profile in Children with Idiopathic ASD and Comorbid ASD and Fragile X Syndrome.

PubMed

Haebig, Eileen; Sterling, Audra

2017-02-01

Previous work has noted that some children with autism spectrum disorder (ASD) display weaknesses in receptive vocabulary relative to expressive vocabulary abilities. The current study extended previous work by examining the receptive-expressive vocabulary profile in boys with idiopathic ASD and boys with concomitant ASD and fragile X syndrome (ASD + FXS). On average, boys with ASD + FXS did not display the same atypical receptive-expressive profile as boys with idiopathic ASD. Notably, there was variation in vocabulary abilities and profiles in both groups. Although we did not identify predictors of receptive-expressive differences, we demonstrated that nonverbal IQ and expressive vocabulary positively predicted concurrent receptive vocabulary knowledge and receptive vocabulary predicted expressive vocabulary. We discuss areas of overlap and divergence in subgroups of ASD.

Investigating the Receptive-Expressive Vocabulary Profile in Children with Idiopathic ASD and Comorbid ASD and Fragile X Syndrome

PubMed Central

Sterling, Audra

2016-01-01

Previous work has noted that some children with autism spectrum disorder (ASD) display weaknesses in receptive vocabulary relative to expressive vocabulary abilities. The current study extended previous work by examining the receptive-expressive vocabulary profile in boys with idiopathic ASD and boys with concomitant ASD and fragile X syndrome (ASD + FXS). On average, boys with ASD + FXS did not display the same atypical receptive-expressive profile as boys with idiopathic ASD. Notably, there was variation in vocabulary abilities and profiles in both groups. Although we did not identify predictors of receptive-expressive differences, we demonstrated that nonverbal IQ and expressive vocabulary positively predicted concurrent receptive vocabulary knowledge and receptive vocabulary predicted expressive vocabulary. We discuss areas of overlap and divergence in subgroups of ASD. PMID:27796729

Mapping Opthalmic Terms to a Standardized Vocabulary.

ERIC Educational Resources Information Center

Patrick, Timothy B.; Reid, John C.; Sievert, MaryEllen; Popescu, Mihail; Gigantelli, James W.; Shelton, Mark E.; Schiffman, Jade S.

2000-01-01

Describes work by the American Academy of Ophthalmology (AAO) to expand the standardized vocabulary, Systematized Nomenclature of Medicine (SNOMED), to accommodate a definitive ophthalmic standardized vocabulary. Mapped a practice-based clinical ophthalmic vocabulary to SNOMED and other vocabularies in the Metathesaurus of the Unified Medical…

Explicit Vocabulary Instruction

ERIC Educational Resources Information Center

Young-Davy, Belinda

2014-01-01

One of the questions facing language instructors is how direct vocabulary instruction should be. Much recent research into vocabulary acquisition and studies of learning strategies strongly indicates that the explicit vocabulary learning vs. implicit vocabulary learning issue is not a dichotomy, but rather a continuum (Hunt and Belgar, 2005; Lee…

The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect.

PubMed

Duff, Dawna; Tomblin, J Bruce; Catts, Hugh

2015-06-01

Individual differences in vocabulary development may affect academic or social opportunities. It has been proposed that individual differences in word reading could affect the rate of vocabulary growth, mediated by the amount of reading experience, a process referred to as a Matthew effect (Stanovich, 1986). In the current study, assessments of written word-reading skills in the 4th grade and oral vocabulary knowledge collected in kindergarten and in the 4th, 8th, and 10th grades from a large epidemiologically based sample (n = 485) allowed a test of the relationship of early word-reading skills and the subsequent rate of vocabulary growth. Consistent with the hypothesis, multilevel modeling revealed the rate of vocabulary growth after the 4th grade to be significantly related to 4th-grade word reading after controlling for kindergarten vocabulary level, that is, above average readers experienced a higher rate of vocabulary growth than did average readers. Vocabulary growth rate differences accumulated over time such that the effect on vocabulary size was large.

"Dinosaurs." Kindergarten. Anchorage School District Elementary Science Program.

ERIC Educational Resources Information Center

Herminghaus, Trisha, Ed.

This unit contains 15 lessons on dinosaurs for kindergarten children. It provides a materials list, supplementary materials list, use of process skill terminology, unit objectives, vocabulary, six major dinosaurs, and background information. Lessons are: (1) "Webbing"; (2) "Introduction to the Big Six"; (3) "Paleontology…

A Winning Combination

ERIC Educational Resources Information Center

Henrichs, Erinn L.; Jackson, Julie K.

2012-01-01

Establishing classroom routines that provide students with the opportunities to learn and successfully apply the language of science is a daunting task. With minor variations, research has shown that effective and comprehensive vocabulary programs share four common elements: they are rich and varied language experiences; they teach well-selected…

Chez nous: mon village (At Our House: My Village).

ERIC Educational Resources Information Center

Dube, Normand

This elementary French reader was designed for use in a bilingual program. It contains reading selections about life in Madawaska, Maine, illustrated vocabulary lists, and discussion questions. Also included are the words and music for two short songs and four phonetic drills. (PMP)

The Circle of Collaboration.

ERIC Educational Resources Information Center

Burnham, Jacki; Discher, Stephanie; Ingle, Krista

This brief paper describes the Circle of Collaboration approach at one elementary school in Utah that is focusing on development of an inclusive school for all students and implementation of a program (Balance Literacy) to enhance students' reading skills. Balance Literacy incorporates phonemic awareness, phonic instruction, fluency, vocabulary,…

Research Notes, 2001.

ERIC Educational Resources Information Center

Research Notes, 2001

2001-01-01

This document consists of the three 2001 issues of a newsletter that provides current information and research on leadership and administrative issues in early childhood education. The Summer 2001 issue examines practitioners' preferences about terminology, focusing on: (1) vocabulary used to describe the field and different program types as seen…

For ELLs: Vocabulary beyond the Definitions

ERIC Educational Resources Information Center

Roberts, Nancy S.; Truxaw, Mary P.

2013-01-01

In this article, a classroom teacher discusses ambiguities in mathematics vocabulary and strategies for ELL students in building understanding. The authors note that mathematics vocabulary may be more difficult to learn than other academic vocabulary for several reasons: (1) definitions are filled with technical vocabulary, symbols, and diagrams;…

Improving Vocabulary Acquisition through Direct and Indirect Teaching.

ERIC Educational Resources Information Center

Glowacki, Deborah; Lanucha, Cheryl; Pietrus, Debra

Students who lag behind in vocabulary commonly experience academic failure. A student's vocabulary knowledge directly impacts reading comprehension. To improve comprehension, students need exposure to a variety of literature and opportunities for meaningful practice of vocabulary they encounter daily. Vocabulary is developed through a variety of…

Mobile English Vocabulary Learning Based on Concept-Mapping Strategy

ERIC Educational Resources Information Center

Liu, Pei-Lin

2016-01-01

Numerous researchers in education recognize that vocabulary is essential in foreign language learning. However, students often encounter vocabulary that is difficult to remember. Providing effective vocabulary learning strategies is therefore more valuable than teaching students a large amount of vocabulary. The purpose of this study was to…

Second Language Reading and Vocabulary Learning.

ERIC Educational Resources Information Center

Huckin, Thomas, Ed.; And Others

This book contains 14 essays on reading and vocabulary learning in second language acquisition. Chapters include: "Research on ESL/EFL Vocabulary Acquisition: Putting It in Context" (James Coady); "Implications for L2 Vocabulary Acquisition and Instruction From L1 Vocabulary Research" (Fredricka Stoller and William Grabe); "Patterns and Perils of…

The Effects of Vocabulary Knowledge and Dictionary Use on EFL Reading Performance

ERIC Educational Resources Information Center

Shen, Zhifa

2013-01-01

The present study mainly investigated the effects of vocabulary knowledge and dictionary use on EFL reading performance. The results show that scores on vocabulary size, specific vocabulary knowledge, and reading comprehension are highly and positively correlated. Scores on specific vocabulary knowledge are more closely correlated with reading…

Using Vocabulary Notebooks for Vocabulary Acquisition and Teaching

ERIC Educational Resources Information Center

Dubiner, Deborah

2017-01-01

Vocabulary knowledge is recognized as an essential element for second language acquisition and reading comprehension. One known way to encourage and support vocabulary development amongst second language learners is keeping a vocabulary notebook. The primary purpose of the present study was to document two aspects of student teachers' own…

Vocabulary development in Mandarin-speaking children with cochlear implants and its relationship with speech perception abilities.

PubMed

Chen, Yuan; Wong, Lena L N; Zhu, Shufeng; Xi, Xin

2017-01-01

China has the largest population of children with hearing impairments and cochlear implantation is gaining popularity there. However, the vocabulary development in this population is largely unexplored. This study examined early vocabulary outcomes, factors influencing early vocabulary development and the relationship between speech perception and vocabulary development in Mandarin-speaking children during the first year of cochlear implant use. A battery of vocabulary tests was administered to 80 children before implantation and 3, 6, and 12 months after implantation. Demographic information was obtained to evaluate their relationships with vocabulary outcomes. The Mandarin-speaking children, who received their cochlear implants before 3 years of age, developed vocabulary at a rate faster than that of their same-aged peers with normal hearing. Better pre-implant hearing levels, younger age at implantation, and higher maternal education level contributed to the early vocabulary development. The trajectories of speech perception development highly correlated with those of vocabulary development during 3 to 12 months of CI use. and Implications: These findings imply that the vocabulary development of children implanted before 3 years of age may catch up with that of their hearing peers. Copyright © 2016 Elsevier Ltd. All rights reserved.

Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study.

PubMed

Zhang, Yining; Lin, Chin-Hsi; Zhang, Dongbo; Choi, Yunjeong

2017-03-01

In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning - particularly, the mechanisms through which learners regulate their motivation and learning strategies - remain unclear. This study examined L2 vocabulary learning, focusing on the joint influence of different motivational factors and learning strategies on the vocabulary breadth of adolescent learners of English as a foreign language (EFL) in China. The participants were 107 tenth graders (68 females, 39 males) in China. The data were collected via two questionnaires, one assessing students' motivation towards English-vocabulary learning and the other their English vocabulary-learning strategies, along with a test measuring vocabulary breadth. Structural equation modelling (SEM) indicated that learning strategy partially mediated the relationship between motivation (i.e., a composite score of intrinsic and extrinsic motivation) and vocabulary learning. Separate SEM analyses for intrinsic (IM) and extrinsic motivation (EM) revealed that there were significant and positive direct and indirect effects of IM on vocabulary knowledge; and while EM's direct effect over and above that of learning strategies did not achieve significance, its indirect effect was significant and positive. The findings suggest that vocabulary-learning strategies mediate the relationship between motivation and vocabulary knowledge. In addition, IM may have a greater influence on vocabulary learning in foreign-language contexts. © 2016 The British Psychological Society.

Seres Vivos. Nivel I. Basado en el curso de estudios de Ciencia de Montgomery County Public Schools. (Living Beings. Level 1. Based on the Montgomery County Public Schools Science Studies Program).

ERIC Educational Resources Information Center

Senger, Graciela

This curriculum unit, developed by the Montgomery County Public Schools, Maryland, was designed for use in the elementary level foreign language immersion program. It is geared toward the first grade science classroom. The unit includes instructional and performance objectives, necessary vocabulary lists, optional language structure sections,…

Voyager: Reading and Writing for Today's Adults. Levels 7 and 8 Teacher's Resource Guide [and] Student Book [and] Student Workbook [and] Puzzles [and] Vocabulary Workbook.

ERIC Educational Resources Information Center

1999

This document contains the 9 publications constituting the fourth stage of the Voyager program, which is a four-stage program that utilizes contemporary content and instructional approaches to teach the reading, writing, critical thinking, and communication skills that adults need in today's world and to take adult learners from the beginning…

Semantic Approaches Applied to Scientific Ocean Drilling Data

NASA Astrophysics Data System (ADS)

Fils, D.; Jenkins, C. J.; Arko, R. A.

2012-12-01

The application of Linked Open Data methods to 40 years of data from scientific ocean drilling is providing users with several new methods for rich-content data search and discovery. Data from the Deep Sea Drilling Project (DSDP), Ocean Drilling Program (ODP) and Integrated Ocean Drilling Program (IODP) have been translated and placed in RDF triple stores to provide access via SPARQL, linked open data patterns, and by embedded structured data through schema.org / RDFa. Existing search services have been re-encoded in this environment which allows the new and established architectures to be contrasted. Vocabularies including computed semantic relations between concepts, allow separate but related data sets to be connected on their concepts and resources even when they are expressed somewhat differently. Scientific ocean drilling produces a wide range of data types and data sets: borehole logging file-based data, images, measurements, visual observations and the physical sample data. The steps involved in connecting these data to concepts using vocabularies will be presented, including the connection of data sets through Vocabulary of Interlinked Datasets (VoID) and open entity collections such as Freebase and dbPedia. Demonstrated examples will include: (i) using RDF Schema for inferencing and in federated searches across NGDC and IODP data, (ii) using structured data in the data.oceandrilling.org web site, (iii) association through semantic methods of age models and depth recorded data to facilitate age based searches for data recorded by depth only.

Vocabulary Knowledge Predicts Lexical Processing: Evidence from a Group of Participants with Diverse Educational Backgrounds

PubMed Central

Mainz, Nina; Shao, Zeshu; Brysbaert, Marc; Meyer, Antje S.

2017-01-01

Vocabulary knowledge is central to a speaker's command of their language. In previous research, greater vocabulary knowledge has been associated with advantages in language processing. In this study, we examined the relationship between individual differences in vocabulary and language processing performance more closely by (i) using a battery of vocabulary tests instead of just one test, and (ii) testing not only university students (Experiment 1) but young adults from a broader range of educational backgrounds (Experiment 2). Five vocabulary tests were developed, including multiple-choice and open antonym and synonym tests and a definition test, and administered together with two established measures of vocabulary. Language processing performance was measured using a lexical decision task. In Experiment 1, vocabulary and word frequency were found to predict word recognition speed while we did not observe an interaction between the effects. In Experiment 2, word recognition performance was predicted by word frequency and the interaction between word frequency and vocabulary, with high-vocabulary individuals showing smaller frequency effects. While overall the individual vocabulary tests were correlated and showed similar relationships with language processing as compared to a composite measure of all tests, they appeared to share less variance in Experiment 2 than in Experiment 1. Implications of our findings concerning the assessment of vocabulary size in individual differences studies and the investigation of individuals from more varied backgrounds are discussed. PMID:28751871

A Comparison of Three Test Formats to Assess Word Difficulty

ERIC Educational Resources Information Center

Culligan, Brent

2015-01-01

This study compared three common vocabulary test formats, the Yes/No test, the Vocabulary Knowledge Scale (VKS), and the Vocabulary Levels Test (VLT), as measures of vocabulary difficulty. Vocabulary difficulty was defined as the item difficulty estimated through Item Response Theory (IRT) analysis. Three tests were given to 165 Japanese students,…

Assessing the Relationship between Vocabulary Learning Strategy Use and Vocabulary Knowledge

ERIC Educational Resources Information Center

Teng, Feng

2015-01-01

This study is an attempt to explore the correlation between direct and indirect vocabulary learning strategies along with the depth and breadth of vocabulary knowledge. To this end, a sample of 145 low proficiency students who learn English as a Foreign Language (EFL) completed a questionnaire concerning vocabulary learning strategy use.…

Examining the Classification Accuracy of a Vocabulary Screening Measure with Preschool Children

ERIC Educational Resources Information Center

Marcotte, Amanda M.; Clemens, Nathan H.; Parker, Christopher; Whitcomb, Sara A.

2016-01-01

This study investigated the classification accuracy of the "Dynamic Indicators of Vocabulary Skills" (DIVS) as a preschool vocabulary screening measure. With a sample of 240 preschoolers, fall and winter DIVS scores were used to predict year-end vocabulary risk using the 25th percentile on the "Peabody Picture Vocabulary Test--Third…

Vocabulary: The Key to Teaching English Language Learners to Read

ERIC Educational Resources Information Center

Wallace, Christopher

2008-01-01

The greatest challenge inhibiting the ability of English-language learners (ELLs) to read at the appropriate grade level is perhaps a lack of sufficient vocabulary development. While extensive reading is beneficial, these students must acquire the necessary vocabulary in order to read extensively. Both vocabulary breadth and vocabulary depth are…

Analyzing the Effectiveness of Vocabulary Knowledge Scale on Learning and Enhancing Vocabulary through Extensive Reading

ERIC Educational Resources Information Center

Iqbal, Syeda Asima; Komal, Syeda Anila

2017-01-01

This research is about the effectiveness of Vocabulary Knowledge Scale after extensive reading which helps in the enhancement of global language skills especially their vocabulary. This research is an endeavor to create an awareness of its significance in language acquisition through extensive reading especially focusing on vocabulary. The…

Second Language Vocabulary Growth at Advanced Level

ERIC Educational Resources Information Center

Ozturk, Meral

2016-01-01

This study investigated the receptive vocabulary growth of advanced EFL learners in an English-medium degree programme. The study used the Vocabulary Size Test in a cross-sectional design to measure the vocabulary size of learners at various stages of study. The effect of word frequency on vocabulary development and the presence of an…

Vocabulary Is Important for Some, but Not All Reading Skills

ERIC Educational Resources Information Center

Ricketts, Jessie; Nation, Kate; Bishop, Dorothy V. M.

2007-01-01

Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children aged 8 to 10 years. In regression analyses, vocabulary accounted for…

Lexical Threshold Revisited: Lexical Text Coverage, Learners' Vocabulary Size and Reading Comprehension

ERIC Educational Resources Information Center

Laufer, Batia; Ravenhorst-Kalovski, Geke C.

2010-01-01

We explore the relationship between second language (L2) learners' vocabulary size, lexical text coverage that their vocabulary provides and their reading comprehension. We also conceptualize "adequate reading comprehension" and look for the lexical threshold for such reading in terms of coverage and vocabulary size. Vocabulary size was…

The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect

PubMed Central

Tomblin, J. Bruce; Catts, Hugh

2015-01-01

Purpose Individual differences in vocabulary development may affect academic or social opportunities. It has been proposed that individual differences in word reading could affect the rate of vocabulary growth, mediated by the amount of reading experience, a process referred to as a Matthew effect (Stanovich, 1986). Method In the current study, assessments of written word–reading skills in the 4th grade and oral vocabulary knowledge collected in kindergarten and in the 4th, 8th, and 10th grades from a large epidemiologically based sample (n = 485) allowed a test of the relationship of early word-reading skills and the subsequent rate of vocabulary growth. Results Consistent with the hypothesis, multilevel modeling revealed the rate of vocabulary growth after the 4th grade to be significantly related to 4th-grade word reading after controlling for kindergarten vocabulary level, that is, above average readers experienced a higher rate of vocabulary growth than did average readers. Conclusions Vocabulary growth rate differences accumulated over time such that the effect on vocabulary size was large. PMID:25812175

Vocabulary Knowledge of Deaf and Hearing Postsecondary Students

PubMed Central

Sarchet, Thomastine; Marschark, Marc; Borgna, Georgianna; Convertino, Carol; Sapere, Patricia; Dirmyer, Richard

2014-01-01

Deaf children generally are found to have smaller English vocabularies than hearing peers, although studies involving children with cochlear implants have suggested that the gap may decrease or disappear with age. Less is known about the vocabularies of deaf and hard-of-hearing (DHH) postsecondary students or how their vocabulary knowledge relates to other aspects of academic achievement. This study used the Peabody Picture Vocabulary Test to examine the vocabulary knowledge of DHH and hearing postsecondary students as well as their awareness (predictions) of that knowledge. Relationships between vocabulary knowledge and print exposure, communication backgrounds, and reading and verbal abilities also were examined. Consistent with studies of children, hearing college students demonstrated significantly larger vocabularies than DHH students both with and without cochlear implants. DHH students were more likely to overestimate their vocabulary knowledge. Vocabulary scores were positively related to reading and verbal abilities but negatively related to sign language abilities. Among DHH students they also were positively related to measures of spoken language ability. Results are discussed in terms of related cognitive abilities, language fluency, and academic achievement of DHH students and implications for postsecondary education. PMID:25558473

Vocabulary services to support scientific data interoperability

NASA Astrophysics Data System (ADS)

Cox, Simon; Mills, Katie; Tan, Florence

2013-04-01

Shared vocabularies are a core element in interoperable systems. Vocabularies need to be available at run-time, and where the vocabularies are shared by a distributed community this implies the use of web technology to provide vocabulary services. Given the ubiquity of vocabularies or classifiers in systems, vocabulary services are effectively the base of the interoperability stack. In contemporary knowledge organization systems, a vocabulary item is considered a concept, with the "terms" denoting it appearing as labels. The Simple Knowledge Organization System (SKOS) formalizes this as an RDF Schema (RDFS) application, with a bridge to formal logic in Web Ontology Language (OWL). For maximum utility, a vocabulary should be made available through the following interfaces: * the vocabulary as a whole - at an ontology URI corresponding to a vocabulary document * each item in the vocabulary - at the item URI * summaries, subsets, and resources derived by transformation * through the standard RDF web API - i.e. a SPARQL endpoint * through a query form for human users. However, the vocabulary data model may be leveraged directly in a standard vocabulary API that uses the semantics provided by SKOS. SISSvoc3 [1] accomplishes this as a standard set of URI templates for a vocabulary. Any URI comforming to the template selects a vocabulary subset based on the SKOS properties, including labels (skos:prefLabel, skos:altLabel, rdfs:label) and a subset of the semantic relations (skos:broader, skos:narrower, etc). SISSvoc3 thus provides a RESTFul SKOS API to query a vocabulary, but hiding the complexity of SPARQL. It has been implemented using the Linked Data API (LDA) [2], which connects to a SPARQL endpoint. By using LDA, we also get content-negotiation, alternative views, paging, metadata and other functionality provided in a standard way. A number of vocabularies have been formalized in SKOS and deployed by CSIRO, the Australian Bureau of Meteorology (BOM) and their collaborators using SISSvoc3, including: * geologic timescale (multiple versions) * soils classification * definitions from OGC standards * geosciml vocabularies * mining commodities * hyperspectral scalars Several other agencies in Australia have adopted SISSvoc3 for their vocabularies. SISSvoc3 differs from other SKOS-based vocabulary-access APIs such as GEMET [3] and NVS [4] in that (a) the service is decoupled from the content store, (b) the service URI is independent of the content URIs This means that a SISSvoc3 interface can be deployed over any SKOS vocabulary which is available at a SPARQL endpoint. As an example, a SISSvoc3 query and presentation interface has been deployed over the NERC vocabulary service hosted by the BODC, providing a search interface which is not available natively. We use vocabulary services to populate menus in user interfaces, to support data validation, and to configure data conversion routines. Related services built on LDA have also been used as a generic registry interface, and extended for serving gazetteer information. ACKNOWLEDGEMENTS The CSIRO SISSvoc3 implementation is built using the Epimorphics ELDA platform http://code.google.com/p/elda/. We thank Jacqui Githaiga and Terry Rankine for their contributions to SISSvoc design and implementation. REFERENCES 1. SISSvoc3 Specification https://www.seegrid.csiro.au/wiki/Siss/SISSvoc30Specification 2. Linked Data API http://code.google.com/p/linked-data-api/wiki/Specification 3. GEMET https://svn.eionet.europa.eu/projects/Zope/wiki/GEMETWebServiceAPI 4. NVS 2.0 http://vocab.nerc.ac.uk/

Matematiques: Niveau A (Mathematics: Level A).

ERIC Educational Resources Information Center

Duron, Dolores; And Others

A teacher's manual was developed for an elementary level mathematics course in French as part of an immersion program for English speaking children. The Level A manual is designed for kindergarten and grade 1 pupils. Teaching procedures, conceptual and language objectives, vocabulary, structures, and learning activities are included. Activities…

Sustaining Students' Reading Comprehension

ERIC Educational Resources Information Center

Mariotti, Arleen P.

2010-01-01

Extensive research over the years indicates that there are at least five essential components teachers can include in their classroom to help their students comprehend and learn. These features include: (1) giving background and connecting to students' prior knowledge; (2) providing a strong vocabulary program; (3) setting aside ample opportunity…

Cultural Arts Handbook.

ERIC Educational Resources Information Center

Pistone, Kathleen A.

The handbook presents activities to aid elementary school classroom teachers as they develop and implement cultural arts lessons. A cultural arts program is interpreted as a way to help students develop perceptual awareness, build a basic vocabulary in some art cultural form, evaluate their own works of art, appreciate creative expressions, and…

Chez nous: ma famille (At Our House: My Family).

ERIC Educational Resources Information Center

Dube, Normand

This elementary French Reader was designed for use in a bilingual program. It contains several reading selections about members of a family, followed by questions for discussion. Also included are the words and music for three short songs, a poem, and five illustrated vocabulary lists. (PMP)

The Education Game.

ERIC Educational Resources Information Center

Lubar, David

1982-01-01

Four programs are reviewed: Crossword Magic, Master Type, The Vocabulary Baseball Game, and Meet the Presidents. The major innovations highlighted by the products selected are the ways the creators turned learning into a game. It is noted that whether this approach is desirable is for the individual teacher to decide. (MP)

Microcomputers in the Curriculum: Micros and the First R.

ERIC Educational Resources Information Center

Balajthy, Ernest; Reinking, David

1985-01-01

Introduces the range of computer software currently available to aid in developing children's basic skills in reading, including programs for reading readiness, word recognition, vocabulary development, reading comprehension, and learning motivation. Additional information on software and computer use is provided in sidebars by Gwen Solomon and…

Elementary School Literacy: Critical Issues.

ERIC Educational Resources Information Center

Dreher, Mariam Jean, Ed.; Slater, Wayne H., Ed.

Providing a thorough grounding on important topics in elementary school literacy for experienced teachers and graduate students early in their programs, this book addresses a number of critical issues such as grouping and reading instruction, emergent literacy, learning to read and write with at-risk children, developing vocabulary, learning in…

Clay for Little Fingers.

ERIC Educational Resources Information Center

Koster, Joan Bouza

1999-01-01

Discusses the renewed interest in clay as a modeling compound in early childhood programs; describes the nature of clay and presents a working vocabulary. Suggests methods of working with clay, including introducing clay to children, discovering its uses, clean up, firing clay, and finishing baked clay. Includes activity suggestions and…

Scholastic Aptitude Test Preparation for the Adolescent Dyslexic.

ERIC Educational Resources Information Center

Rothschild, Lois H.

1987-01-01

Scholastic Aptitude Test skills of dyslexics can be enhanced through use of special test administration arrangements and a structured program of vocabulary development, test-taking strategies, and a pattern of analysis to improve reading comprehension. Two case studies illustrate the impact of drill and reinforcement, multimodal imagery…

Building ESP Content-Based Materials to Promote Strategic Reading (Diseño de materiales basados en contenidos para fomentar estrategias de lectura en un curso de inglés con propósitos específicos)

ERIC Educational Resources Information Center

Bautista Barón, Myriam Judith

2013-01-01

This article reports on an action research project that proposes to improve the reading comprehension and vocabulary of undergraduate students of English for Specific Purposes--explosives majors, at a police training institute in Colombia. I used the qualitative research method to explore and reflect upon the teaching-learning processes during…

Morphological Awareness Intervention: Improving Spelling, Vocabulary, and Reading Comprehension for Adult Learners.

PubMed

Bangs, Kathryn E; Binder, Katherine S

2016-01-01

Adult Basic Education programs are under pressure to develop and deliver instruction that promotes rapid and sustained literacy development. We describe a novel approach to a literacy intervention that focuses on morphemes, which are the smallest meaningful units contained in words. We argue that if you teach learners that big words are comprised of smaller components (i.e., morphemes), you will provide those students with the skills to figure out the meanings of new words. Research with children has demonstrated that teaching them about morphemes improves word recognition, spelling, vocabulary, and comprehension (Bowers & Kirby, 2009; Kirk & Gillon, 2009; Nunes, Bryant, & Olsson, 2003). Our hope is that this type of intervention will be successful with adult learners, too.

Pulling Mobile Assisted Language Learning (MALL) into the Mainstream: MALL in Broad Practice

PubMed Central

Wu, Qun

2015-01-01

The researcher designed a smartphone app to help college students to learn English (L2) vocabulary. The app contained 3,402 English words that were compiled into an alphabetic wordlist with each word displayed on three features; namely: spelling, pronunciation and Chinese definitions. To test the effectiveness of the app, an experimental group (with app) was compared with a control group (without app) and knowledge of words was tested before and after the research. The study revealed that the students using the program significantly outperformed those in the control group in vocabulary acquisition. This paper introduced a research design method and set up a pedagogical paradigm which can be followed as a way to practice MALL. PMID:26010606

A revised taxonomy of assistance animals

PubMed Central

Parenti, Lindsay; Foreman, Anne; Meade, B. Jean; Wirth, Oliver

2015-01-01

The use of animals in various assistive, therapeutic, and emotional support roles has contributed to the uncoordinated expansion of labels used to distinguish these animals. To address the inconsistent vocabulary and confusion, this article proposes a concise taxonomy for classifying assistance animals. Several factors were identified to differentiate categories, including (1) whether the animal performs work or tasks related to an individual’s disability; (2) the typical level of skill required by the animal performing the work or task; (3) whether the animal is used by public service, military, or healthcare professionals; (4) whether training certifications or standards are available; and (5) the existence of legal public access protections for the animal and handler. Acknowledging that some category labels have already been widely accepted or codified, six functional categories were identified: (1) service animal; (2) public service animal; (3) therapy animal; (4) visitation animal; (5) sporting, recreational, or agricultural animal; and (6) support animal. This taxonomy provides a clear vocabulary for use by consumers, professionals working in the field, researchers, policy makers, and regulatory agencies. PMID:24203538

A revised taxonomy of assistance animals.

PubMed

Parenti, Lindsay; Foreman, Anne; Meade, B Jean; Wirth, Oliver

2013-01-01

The use of animals in various assistive, therapeutic, and emotional support roles has contributed to the uncoordinated expansion of labels used to distinguish these animals. To address the inconsistent vocabulary and confusion, this article proposes a concise taxonomy for classifying assistance animals. Several factors were identified to differentiate categories, including (1) whether the animal performs work or tasks related to an individual's disability; (2) the typical level of skill required by the animal performing the work or task; (3) whether the animal is used by public service, military, or healthcare professionals; (4) whether training certifications or standards are available; and (5) the existence of legal public access protections for the animal and handler. Acknowledging that some category labels have already been widely accepted or codified, six functional categories were identified: (1) service animal; (2) public service animal; (3) therapy animal; (4) visitation animal; (5) sporting, recreational, or agricultural animal; and (6) support animal. This taxonomy provides a clear vocabulary for use by consumers, professionals working in the field, researchers, policy makers, and regulatory agencies.

Conceptually based vocabulary intervention: second graders' development of vocabulary words.

PubMed

Dimling, Lisa M

2010-01-01

An instructional strategy was investigated that addressed the needs of deaf and hard of hearing students through a conceptually based sign language vocabulary intervention. A single-subject multiple-baseline design was used to determine the effects of the vocabulary intervention on word recognition, production, and comprehension. Six students took part in the 30-minute intervention over 6-8 weeks, learning 12 new vocabulary words each week by means of the three intervention components: (a) word introduction, (b) word activity (semantic mapping), and (c) practice. Results indicated that the vocabulary intervention successfully improved all students' recognition, production, and comprehension of the vocabulary words and phrases.

Development and Application of Ontologies in Support of Earth and Space Science Education

NASA Astrophysics Data System (ADS)

Fox, S. P.; Manduca, C. A.; Iverson, E.

2007-12-01

Through its work in supporting improved science education the Science Education Resource Center (SERC) has developed and applied a set of Earth and Space Science vocabularies. These controlled vocabularies play a central role in supporting user exploration of our educational materials. The set of over 50 vocabularies run the gamut from small vocabularies with a narrowly targeted use, to broader vocabularies that span multiple disciplines and are applied across multiple projects and collections. Typical specialized vocabularies cover disciplinary themes such as tectonic setting (with terms such as mid-ocean ridge, passive margin, and craton) as well as interdisciplinary work such as geology and human health (with terms such as radionuclides and airborne transport processes). To support project-specific customization of vocabularies while retaining the benefits of cross-project reuse our systems allow for dynamic mapping of terms among multiple vocabularies based on semantic equivalencies. The end result is a weaving of related vocabularies into an ontological network that is exposed as specific vocabularies that employ the natural language of the collections and communities that use them. Our process for vocabulary development is community driven and reflects our experiences in aligning terminology with disciplinary-specific expectations. These experiences include rectifying language differences across disciplines in building a Geoscience Quantitative Skills vocabulary through work with both the Mathematics and Geoscience communities, as well as the iterative development of a vocabulary spanning Earth and Space science through the aggregation of smaller vocabularies, each developed by scientists for use within their own discipline. The vocabularies are exposed as key navigational features in over 100 faceted search interfaces within the web sites of a dozen Earth and Space Science Education projects. Within these faceted search interfaces the terms in the vocabularies act as guideposts and browsing links for the users. Only terms relevant to the current collection, or search return, are exposed to the users giving them an immediate sense of the scope and focus of the collection. In using vocabularies to drive these sorts of discovery processes it is critical that vocabularies not only have clear semantics so they can be applied consistently, but also have appropriate evocative meaning for the users of the search interface. It is this immediate evocative meaning, rather than the precisely defined semantics that will end up driving user search behavior and in the end determine the efficacy of the vocabulary as an applied tool. We will outline our experiences in developing and applying these vocabularies within the context of geoscience education and explore how the broader themes that emerge can inform the development and use of ontologies throughout Earth and space science.

Food and Feed Commodity Vocabulary

EPA Pesticide Factsheets

Food and Feed Vocabulary was developed to consolidate all the major OPP Commodity Vocabularies into one standardized vocabulary. The EPA-preferred term is the only term that can be used in setting tolerances.

The Effect of Vocabulary Self-Selection Strategy and Input Enhancement Strategy on the Vocabulary Knowledge of Iranian EFL Learners

ERIC Educational Resources Information Center

Masoudi, Golfam

2017-01-01

The present study was designed to investigate empirically the effect of Vocabulary Self-Selection strategy and Input Enhancement strategy on the vocabulary knowledge of Iranian EFL Learners. After taking a diagnostic pretest, both experimental groups enrolled in two classes. Learners who practiced Vocabulary Self-Selection were allowed to…

The Impact of Vocabulary Enhancement Activities on Vocabulary Acquisition and Retention among Male and Female EFL Learners in Iran

ERIC Educational Resources Information Center

Sharafi-Nejad, Maryam; Raftari, Shohreh; Bijami, Maryam; Khavari, Zahra; Ismail, Shaik Abdul Malik Mohamed; Eng, Lin Siew

2014-01-01

In general, incidental vocabulary acquisition is represented as the "picking up" of new vocabularies when students are engaged in a variety of reading, listening, speaking, or writing activities. Research has shown when learners read extensively incidental vocabulary acquisition happens. Many EFL students cannot be involved in reading…

The Effect of Digital Word Study on Fifth Graders' Vocabulary Acquisition, Retention, and Motivation: A Mixed Methods Approach

ERIC Educational Resources Information Center

Yearta, Lindsay Sheronick

2012-01-01

Vocabulary and comprehension are so inextricably linked that it ensures the necessity of researchers and teachers to determine the most effective method of vocabulary instruction. Our nation's children are still victims of what has been termed the vocabulary gap (Biemiller & Boote, 2006). This "vocabulary gap," according to a large…

Vocabulary Teaching Strategies: Effects on Vocabulary Recognition and Comprehension at the First Grade Level.

ERIC Educational Resources Information Center

Peitz, Patricia; Vena, Patricia

A study examined teaching methods for vocabulary at the first grade level. The study compared teaching vocabulary in context and teaching vocabulary in isolation. Subjects were 32 culturally diverse first-grade students from varying socio-economic backgrounds. The sample consisted of 14 boys and 18 girls, heterogeneously grouped. Two teacher-made…

Measuring Second Language Vocabulary Knowledge Using a Temporal Method

ERIC Educational Resources Information Center

Tanabe, Masayuki

2016-01-01

The present study addressed the role of speed as a factor in tests of second language (L2) vocabulary knowledge, presupposing that speed of performance is important in actual language use. Research questions were: (a) Do learners with a larger vocabulary size answer faster on an L2 vocabulary breadth test than smaller vocabulary sized learners?;…

Enhancing Long-Term Retention of New Vocabulary Using Visual Images.

ERIC Educational Resources Information Center

Igelsrud, Karen

A practicum used a new learning tool to enhance long-term retention of new vocabulary. Sixteen seventh-graders in Language Arts, who had a long-term retention mean score of approximately 40% of newly learned vocabulary, increased their long-term retention of new vocabulary by 25% (a new mean of 65% of new vocabulary). Additional objectives…

Vocabulary Knowledge and Vocabulary Use in Second Language Writing

ERIC Educational Resources Information Center

Johnson, Mark D.; Acevedo, Anthony; Mercado, Leonardo

2016-01-01

Research has consistently shown diversity of vocabulary to be an important indicator of second language (L2) writing development as well as L2 writing performance. These studies underscore the importance of vocabulary to L2 writing. However, they provide little to indicate what kind of vocabulary learners of English may need to know in order to…

Academic Vocabulary Learning in First Through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction.

PubMed

Goldstein, Howard; Ziolkowski, Robyn A; Bojczyk, Kathryn E; Marty, Ana; Schneider, Naomi; Harpring, Jayme; Haring, Christa D

2017-11-09

This study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools. Effects of a supplemental intervention targeting academic vocabulary in first through third grades were evaluated with 241 students (6-9 years old) from low-income families, 48% of whom were retained for the 3-year study duration. Students were randomly assigned to vocabulary instruction or comparison groups. Curriculum-based measures of word recognition, receptive identification, expressive labeling, and decontextualized definitions showed large effects for multiple levels of word learning. Hierarchical linear modeling revealed that students with higher initial Peabody Picture Vocabulary Test-Fourth Edition scores (Dunn & Dunn, 2007) demonstrated greater word learning, whereas students with special needs demonstrated less growth in vocabulary. This model of vocabulary instruction can be applied efficiently in high-poverty schools through an automated, easily implemented adjunct to reading instruction in the early grades and holds promise for reducing gaps in vocabulary development.

Development and transfer of vocabulary knowledge in Spanish-speaking language minority preschool children.

PubMed

Goodrich, J Marc; Lonigan, Christopher J; Kleuver, Cherie G; Farver, Joann M

2016-09-01

In this study we evaluated the predictive validity of conceptual scoring. Two independent samples of Spanish-speaking language minority preschoolers (Sample 1: N = 96, mean age = 54·51 months, 54·3% male; Sample 2: N = 116, mean age = 60·70 months, 56·0% male) completed measures of receptive, expressive, and definitional vocabulary in their first (L1) and second (L2) languages at two time points approximately 9-12 months apart. We examined whether unique L1 and L2 vocabulary at time 1 predicted later L2 and L1 vocabulary, respectively. Results indicated that unique L1 vocabulary did not predict later L2 vocabulary after controlling for initial L2 vocabulary. An identical pattern of results emerged for L1 vocabulary outcomes. We also examined whether children acquired translational equivalents for words known in one language but not the other. Results indicated that children acquired translational equivalents, providing partial support for the transfer of vocabulary knowledge across languages.

Expressive language of two year-old pre-term and full-term children.

PubMed

Isotani, Selma Mie; Azevedo, Marisa Frasson de; Chiari, Brasília Maria; Perissinoto, Jacy

2009-01-01

expressive language of pre-term children. to compare the expressive vocabulary of two year-old children born prematurely, to that of those born at term. the study sample was composed by 118 speech-language assessment protocols, divided in two groups: the pre-term group (PTG) composed by 58 underweight premature children followed by a multi-professional team at the Casa do Prematuro (House of Premature Children) at Unifesp, and the full-term group (FTG) composed by 60 full-term born children. In order to evaluate the expressive language of these children, the Lave - Lista de Avaliação do Vocabulário Expressivo (Assessment List of the Expressive Vocabulary) was used. The Lave is an adaptation of the LDS - Language Development Survey - for the Brazilian Portuguese Language. The Lave investigates the expressive language and detects delays in oral language. children born underweight and prematurely present a greater occurrence of expressive language delay, 27.6%. These pre-term children present significantly lower expressive vocabulary and phrasal extension than children of the same age born at full-term in all semantic categories. Family income proved to be positively associated to phrasal extension, as well as to gestational age and weight at birth; thus indicating the effect of these adverse conditions still during the third year of age. The audiological status was associated to word utterances in the PTG. children born prematurely and underweight are at risk in terms of vocabulary development; this determines the need for speech-therapy intervention programs.

The Role of Primary Caregiver Vocabulary Knowledge in the Development of Bilingual Children's Vocabulary Skills

ERIC Educational Resources Information Center

Buac, Milijana; Gross, Megan; Kaushanskaya, Margarita

2014-01-01

Purpose: The present study examined the impact of environmental factors (socioeconomic status [SES], the percent of language exposure to English and to Spanish, and primary caregivers' vocabulary knowledge) on bilingual children's vocabulary skills. Method: Vocabulary skills were measured in 58 bilingual children between the ages of 5…

Individual Differences in Very Young Chinese Children's English Vocabulary Breadth and Semantic Depth: Internal and External Factors

ERIC Educational Resources Information Center

Sun, He; Steinkrauss, Rasmus; Wieling, Martijn; de Bot, Kees

2018-01-01

This study examines the English vocabulary development of 43 very young child English as a foreign language (FL) learners (age 3.2-6.2) in China. They were tested twice for vocabulary breadth (reception and production) and semantic depth (paradigmatic and syntagmatic vocabulary knowledge). The development of the English vocabulary knowledge…

Total and Conceptual Vocabulary in Spanish-English Bilinguals from 22 to 30 Months: Implications for Assessment

ERIC Educational Resources Information Center

Core, Cynthia; Hoff, Erika; Rumiche, Rosario; Senor, Melissa

2013-01-01

Purpose: Vocabulary assessment holds promise as a way to identify young bilingual children at risk for language delay. This study compares 2 measures of vocabulary in a group of young Spanish-English bilingual children to a single-language measure used with monolingual children. Method: Total vocabulary and conceptual vocabulary were used to…

Breadth of Productive Vocabulary Knowledge of Pre-Service Teachers: Basis for the Proposed Intervention Strategies in Vocabulary Enhancement

ERIC Educational Resources Information Center

Calub, Cecilia L.; Calub, Francelle L.

2017-01-01

This research sought to determine the level of productive vocabulary knowledge of the students grouped according to type of school and curriculum year level; performance of the students in the vocabulary test categorized according to frequency levels; their breadth of productive vocabulary knowledge related to type of school enrolled in,…

Classic Classroom Activities: The Oxford Picture Dictionary Program.

ERIC Educational Resources Information Center

Weiss, Renee; Adelson-Goldstein, Jayme; Shapiro, Norma

This teacher resource book offers over 100 reproducible communicative practice activities and 768 picture cards based on the vocabulary of the Oxford Picture Dictionary. Teacher's notes and instructions, including adaptations for multilevel classes, are provided. The activities book has up-to-date art and graphics, explaining over 3700 words. The…

Achieve3000®. Adolescent Literacy. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2018

2018-01-01

"Achieve3000®" is a supplemental online literacy program that provides nonfiction reading content to students in grades preK-12 and focuses on building phonemic awareness, phonics, fluency, reading comprehension, vocabulary, and writing skills. "Achieve3000®" is designed to help students advance their nonfiction reading skills…

Achieve3000®. Beginning Reading. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2018

2018-01-01

"Achieve3000®" is a supplemental online literacy program that provides nonfiction reading content to students in grades preK-12 and focuses on building phonemic awareness, phonics, fluency, reading comprehension, vocabulary, and writing skills. "Achieve3000®" is designed to help students advance their nonfiction reading skills…

Academy of READING®. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

"Academy of READING"® is an online program that aims to improve students' reading skills using a structured and sequential approach to learning in five core areas--phonemic awareness, phonics, fluency, vocabulary, and comprehension. The What Works Clearinghouse (WWC) identified 38 studies of "Academy of READING"® for adolescent…

Simple and Complex Plants. Fourth Grade. Anchorage School District Elementary Science Program.

ERIC Educational Resources Information Center

Anchorage School District, AK.

This unit contains 15 lessons on Alaskan plants for fourth graders. It describes materials, supplementary materials, use of process skill terminology, unit objectives, vocabulary, background information about five kingdoms of living things, and a webbing activity. Included are: (1) "Roots in Action"; (2) "Chlorophyll"; (3)…

Effects of Instructional Ratios on Students' Reading Performance in a Regular Education Program.

ERIC Educational Resources Information Center

Roberts, Maura L.; Shapiro, Edward S.

1996-01-01

Used 4 experimental conditions to examine the effectiveness of different instructional ratios of known to unknown vocabulary words on the reading progress of 46 students. Results suggest that students acquired new information as instructional ratios expanded. An inverse relationship was established between instructional material presented and…

Matematicas: Nivel A (Mathematics: Level A).

ERIC Educational Resources Information Center

Duron, Dolores; And Others

A teacher's manual was developed for an elementary level mathematics course in Spanish as part of an immersion program for English speaking children. The Level A manual is designed for kindergarten and grade 1 pupils. Teaching procedures, conceptual objectives, vocabulary, and structures are included. Activities are designed to teach either…

Matematicas: Nivel E (Mathematics: Level E).

ERIC Educational Resources Information Center

Duron, Dolores, Ed.; And Others

A teacher's manual was developed for an elementary level mathematics course in Spanish as part of an immersion program for English speaking children. The Level E manual is designed for grade 4 pupils. Teaching procedures, conceptual and language objectives, vocabulary, structures, and learning activities are included. Activities are designed to…

Matematicas: Nivel F (Mathematics: Level F).

ERIC Educational Resources Information Center

Duron, Dolores, Ed.; And Others

A teacher's manual was developed for an elementary level mathematics course in Spanish as part of an immersion program for English speaking children. The Level F manual is designed for grade 5 pupils. Teaching procedures, conceptual and language objectives, vocabulary, structures, and learning activities are included. Activities are designed to…

Russian HyperTutor: Designing Interactive Multimedia for the Macintosh.

ERIC Educational Resources Information Center

Mitrevski, George

1995-01-01

Describes an interactive, multimedia computer program designed to teach Russian grammar, and accompany a commercial textbook. Each of the 35 lessons integrates graphics, sound, and animation. A dictionary and extensive vocabulary exercises are also included. Tutorials provide simple but concise grammar explanations that the teacher can edit or…

Allied Health Dictionary 1. Project HIRE.

ERIC Educational Resources Information Center

Gardner, David C..; And Others

Designed as supplemental material to on-going instruction in the vocational program, this first of three picture dictionary booklets in the Allied Health series is intended to assist the learning handicapped student to master the core vocabulary taught in the trade. Intended for individual or small group instruction with minimal supervision, this…

Allied Health Dictionary 3. Project HIRE.

ERIC Educational Resources Information Center

Gardner, David C.; And Others

Designed as supplemental material to on-going instruction in the vocational program, this third of three picture dictionary booklets in the Allied Health series is intended to assist the learning handicapped student to master the core vocabulary taught in the trade. Intended for individual or small group instruction with minimal supervision, this…

Allied Health Dictionary 2. Project HIRE.

ERIC Educational Resources Information Center

Gardner, David C.; And Others

Designed as supplemental material to on-going instruction in the vocational program, this second of three picture dictionary booklets in the Allied Health series is intended to assist the learning handicapped student to master the core vocabulary taught in the trade. Intended for individual or small group instruction with minimal supervision, this…

Vocabulary Development in Bilingual and Language Minority Children.

ERIC Educational Resources Information Center

Minami, Masahiko

This study explores the relationship between English and Japanese in bilingual children. The Bilingual Verbal Ability Tests (BVATs) were administered to 40 children of Japanese heritage and their mothers residing in the San Francisco Bay Area. All the subjects were either enrolled in bilingual programs in public elementary schools or attending…

Arc Welding Dictionary 2. Project HIRE.

ERIC Educational Resources Information Center

Gardner, David C.; And Others

Designed as supplemental material to on-going instruction in the vocational program, this second of three picture dictionary booklets in the Arc Welding series is intended to assist the learning handicapped student to master the core vocabulary taught in the trade. Intended for individual or small group instruction with minimal supervision, this…

Using TPR Communicatively.

ERIC Educational Resources Information Center

Tomscha, Terry

The Total Physical Response (TPR) method of teaching languages, while found to be effective and theoretically interesting, appears to have limitations in some circumstances. In a British program of English as a second language, TPR was found to be useful only for teaching vocabulary and only at low levels; the language it produced (imperatives and…

Culinary Arts Dictionary 1. Project HIRE.

ERIC Educational Resources Information Center

Gardner, David C.; And Others

Designed as supplemental material to on-going instruction in the vocational program, this first of three picture dictionary booklets in the Culinary Arts series is intended to assist the learning handicapped student to master the core vocabulary taught in the trade. Intended for individual or small group instruction with minimal supervision, this…

Culinary Arts Dictionary 2. Project HIRE.

ERIC Educational Resources Information Center

Gardner, David C.; And Others

Designed as supplemental material to on-going instruction in the vocational program, this second of three picture dictionary booklets in the Culinary Arts series is intended to assist the learning handicapped student to master the core vocabulary taught in the trade. Intended for individual or small group instruction with minimal supervision, this…

Culinary Arts Dictionary 3. Project HIRE.

ERIC Educational Resources Information Center

Gardner, David C.; And Others

Designed as supplemental material to on-going instruction in the vocational program, this third of three picture dictionary booklets in the Culinary Arts series is intended to assist the learning handicapped student to master the core vocabulary taught in the trade. Intended for individual or small group instruction with minimal supervision, this…

The Journal of the Society for Accelerative Learning and Teaching, Volume 10, 1985.

ERIC Educational Resources Information Center

Schuster, Don H., Ed.

1985-01-01

Four numbers of the journal contain a variety of articles on methods and programs of accelerative learning and teaching, including: "Music Therapy and Education"; "The Effects of Background Music on Vocabulary Learning"; "Terminating the Tyranny of Time from 21st Century Education"; "An Example of Limbic…

An Examination of the LVA Approach to Teaching Reading

ERIC Educational Resources Information Center

Murphy, Jean C.

2004-01-01

The Language Vocabulary Acquisition (LVA) Approach is a revolutionary method of reading instruction for emergent and developing readers. It is an intense reading program with high levels of student participation, engagement, and interaction with print text, that yields high outcomes in phonological awareness, reading and writing fluency, and…

Pacemaker Primary Curriculum; Lesson Book Level C.

ERIC Educational Resources Information Center

Ross, Dorothea M.; Ross, Sheila A.

This lesson book, which is the third in a four-level program for young children with learning difficulties, describes the purpose of and equipment and procedures for teaching lessons in the following subject areas on the primary grade level: arithmetic, reading, vocabulary, spelling, printing, listening, planning, problem solving, social behavior,…

Pacemaker Primary Curriculum; Lesson Book Level B.

ERIC Educational Resources Information Center

Ross, Dorothea M.; Ross, Sheila A.

This lesson book, which is the second in a four-level program for young children with learning difficulties, describes the purpose of and equipment and procedures for teaching lessons in the following subjects areas on the primary grade level: arithmetic, reading, vocabulary, listening, planning, problem solving, social behavior, art, music, and…

Pacemaker Primary Curriculum; Lesson Book Level A.

ERIC Educational Resources Information Center

Ross, Dorothea M.; Ross, Sheila A.

This lesson book, which is the first in a four-level program for young children with learning difficulties, describes the purpose of and equipment and procedures for teaching lessons in the following subject areas on the kindergarten level: arithmetic concepts, number concepts, reading readiness, vocabulary, language, listening, social behavior,…

Pacemaker Primary Curriculum; Lesson Book Level D.

ERIC Educational Resources Information Center

Ross, Dorothea M.; Ross, Sheila A.

This lesson book, which is the last in a four-level program for young children with learning difficulties, describes the purpose of and equipment and procedures for teaching lessons in the following subject areas on the primary level: arithmetic, reading, vocabulary, spelling, printing, listening, planning and problem solving, social behavior,…

Poems by Computer: Introducing Poetry in a High-Tech Society.

ERIC Educational Resources Information Center

Styne, Marlys M.

Poetry was used in a college English class to teach figurative language, connotation, denotation, and the need for close attention to vocabulary. However, students were often bored by traditional poetry. Using computer programs like "Compupoem,""Poetrywriter,""Lifesongs," and "Haikuku," students were introduced to computer poetry and created their…

The Melding of Literacy Strategies to Enhance Reading Fluency, Comprehension, and Enjoyment

ERIC Educational Resources Information Center

Weih, Timothy G.

2013-01-01

This report describes an individualized literacy intervention program that was developed for a fifth grade boy who struggled with reading. Based upon informal assessment and evaluation procedures, the following literacy strategies were taught within a one-to-one instructional setting: Repeated Readings, Personal Vocabulary Journal, Phonemic…

A Program Evaluation of a Literacy Initiative for Students with Moderate to Severe Disabilities

ERIC Educational Resources Information Center

De La Cruz, Carrie F.

2009-01-01

Recently the National Reading Panel concluded that systematic and direct instruction in phonological awareness, phonics, fluency, vocabulary, and comprehension that is informed by ongoing assessments of student progress results in positive student achievement (NICHHD, 2002). For students with moderate to severe disabilities and students with…

Entry Skills to Reading Using Classroom Management Strategies: A Position Statement.

ERIC Educational Resources Information Center

Speiss, Madeleine; Olivero, James

The development of an entry skills behavior package designed as lessons to prepare the culturally divergent children of the Southwestern United States for beginning reading instruction in existing school programs is described. The series of 135 discrete lessons teaches auditory discrimination, associative vocabulary, listening comprehension,…

Upholstery Dictionary 1. Project HIRE.

ERIC Educational Resources Information Center

Gardner, David C.; And Others

Designed as supplemental material to on-going instruction in the vocational program, this first of three picture dictionary booklets in the Upholstery series is intended to assist the learning handicapped student to master the core vocabulary taught in the trade. Intended for individual or small group instruction with minimal supervision, this…

Fa Keih Reading Series. Book 1.

ERIC Educational Resources Information Center

Sung, Robert

This is the first of a reading series designed primarily for students who are interested in continuing to learn Chinese in a Chinese bilingual program at the secondary level. It follows "The Golden Mountain Reading Series" developed for students in the elementary grades. Each lesson contains the following elements: vocabulary,…

Machine learning approaches to diagnosis and laterality effects in semantic dementia discourse.

PubMed

Garrard, Peter; Rentoumi, Vassiliki; Gesierich, Benno; Miller, Bruce; Gorno-Tempini, Maria Luisa

2014-06-01

Advances in automatic text classification have been necessitated by the rapid increase in the availability of digital documents. Machine learning (ML) algorithms can 'learn' from data: for instance a ML system can be trained on a set of features derived from written texts belonging to known categories, and learn to distinguish between them. Such a trained system can then be used to classify unseen texts. In this paper, we explore the potential of the technique to classify transcribed speech samples along clinical dimensions, using vocabulary data alone. We report the accuracy with which two related ML algorithms [naive Bayes Gaussian (NBG) and naive Bayes multinomial (NBM)] categorized picture descriptions produced by: 32 semantic dementia (SD) patients versus 10 healthy, age-matched controls; and SD patients with left- (n = 21) versus right-predominant (n = 11) patterns of temporal lobe atrophy. We used information gain (IG) to identify the vocabulary features that were most informative to each of these two distinctions. In the SD versus control classification task, both algorithms achieved accuracies of greater than 90%. In the right- versus left-temporal lobe predominant classification, NBM achieved a high level of accuracy (88%), but this was achieved by both NBM and NBG when the features used in the training set were restricted to those with high values of IG. The most informative features for the patient versus control task were low frequency content words, generic terms and components of metanarrative statements. For the right versus left task the number of informative lexical features was too small to support any specific inferences. An enriched feature set, including values derived from Quantitative Production Analysis (QPA) may shed further light on this little understood distinction. Copyright © 2013 Elsevier Ltd. All rights reserved.

Do infant vocabulary skills predict school-age language and literacy outcomes?

PubMed

Duff, Fiona J; Reen, Gurpreet; Plunkett, Kim; Nation, Kate

2015-08-01

Strong associations between infant vocabulary and school-age language and literacy skills would have important practical and theoretical implications: Preschool assessment of vocabulary skills could be used to identify children at risk of reading and language difficulties, and vocabulary could be viewed as a cognitive foundation for reading. However, evidence to date suggests predictive ability from infant vocabulary to later language and literacy is low. This study provides an investigation into, and interpretation of, the magnitude of such infant to school-age relationships. Three hundred British infants whose vocabularies were assessed by parent report in the 2nd year of life (between 16 and 24 months) were followed up on average 5 years later (ages ranged from 4 to 9 years), when their vocabulary, phonological and reading skills were measured. Structural equation modelling of age-regressed scores was used to assess the strength of longitudinal relationships. Infant vocabulary (a latent factor of receptive and expressive vocabulary) was a statistically significant predictor of later vocabulary, phonological awareness, reading accuracy and reading comprehension (accounting for between 4% and 18% of variance). Family risk for language or literacy difficulties explained additional variance in reading (approximately 10%) but not language outcomes. Significant longitudinal relationships between preliteracy vocabulary knowledge and subsequent reading support the theory that vocabulary is a cognitive foundation of both reading accuracy and reading comprehension. Importantly however, the stability of vocabulary skills from infancy to later childhood is too low to be sufficiently predictive of language outcomes at an individual level - a finding that fits well with the observation that the majority of 'late talkers' resolve their early language difficulties. For reading outcomes, prediction of future difficulties is likely to be improved when considering family history of language/literacy difficulties alongside infant vocabulary levels. © 2015 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd, on behalf of Association for Child and Adolescent Mental Health.

Bilateral versus unilateral cochlear implants in children: a study of spoken language outcomes.

PubMed

Sarant, Julia; Harris, David; Bennet, Lisa; Bant, Sharyn

2014-01-01

Although it has been established that bilateral cochlear implants (CIs) offer additional speech perception and localization benefits to many children with severe to profound hearing loss, whether these improved perceptual abilities facilitate significantly better language development has not yet been clearly established. The aims of this study were to compare language abilities of children having unilateral and bilateral CIs to quantify the rate of any improvement in language attributable to bilateral CIs and to document other predictors of language development in children with CIs. The receptive vocabulary and language development of 91 children was assessed when they were aged either 5 or 8 years old by using the Peabody Picture Vocabulary Test (fourth edition), and either the Preschool Language Scales (fourth edition) or the Clinical Evaluation of Language Fundamentals (fourth edition), respectively. Cognitive ability, parent involvement in children's intervention or education programs, and family reading habits were also evaluated. Language outcomes were examined by using linear regression analyses. The influence of elements of parenting style, child characteristics, and family background as predictors of outcomes were examined. Children using bilateral CIs achieved significantly better vocabulary outcomes and significantly higher scores on the Core and Expressive Language subscales of the Clinical Evaluation of Language Fundamentals (fourth edition) than did comparable children with unilateral CIs. Scores on the Preschool Language Scales (fourth edition) did not differ significantly between children with unilateral and bilateral CIs. Bilateral CI use was found to predict significantly faster rates of vocabulary and language development than unilateral CI use; the magnitude of this effect was moderated by child age at activation of the bilateral CI. In terms of parenting style, high levels of parental involvement, low amounts of screen time, and more time spent by adults reading to children facilitated significantly better vocabulary and language outcomes. In terms of child characteristics, higher cognitive ability and female sex were predictive of significantly better language outcomes. When family background factors were examined, having tertiary-educated primary caregivers and a family history of hearing loss were significantly predictive of better outcomes. Birth order was also found to have a significant negative effect on both vocabulary and language outcomes, with each older sibling predicting a 5 to 10% decrease in scores. Children with bilateral CIs achieved significantly better vocabulary outcomes, and 8-year-old children with bilateral CIs had significantly better language outcomes than did children with unilateral CIs. These improvements were moderated by children's ages at both first and second CIs. The outcomes were also significantly predicted by a number of factors related to parenting, child characteristics, and family background. Fifty-one percent of the variance in vocabulary outcomes and between 59 to 69% of the variance in language outcomes was predicted by the regression models.

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…

The Impact of Teacher Study Groups in Vocabulary on Teaching Practice, Teacher Knowledge, and Student Vocabulary Knowledge: A Large-Scale Replication Study

ERIC Educational Resources Information Center

Jayanthi, Madhavi; Dimino, Joseph; Gersten, Russell; Taylor, Mary Jo; Haymond, Kelly; Smolkowski, Keith; Newman-Gonchar, Rebecca

2018-01-01

The purpose of this replication study was to examine the impact of the Teacher Study Group (TSG) professional development in vocabulary on first-grade teachers' knowledge of vocabulary instruction and observed teaching practice, and on students' vocabulary knowledge. Sixty-two schools from 16 districts in four states were randomly assigned to…

Using New Vocabulary in Writing: Exploring How Word and Learner Characteristics Relate to the Likelihood That Writers Use Newly Taught Vocabulary

ERIC Educational Resources Information Center

Dobbs, Christina L.; Kearns, Devin

2016-01-01

Understanding academic vocabulary is essential to student success in school. Use of academic vocabulary words in writing is considered one of the strongest measures of how well a reader understands a given word. In theory, willingness to use academic vocabulary in writing indicates the complexity of acquiring representations of the word's…

Early Vocabulary in Relation to Gender, Bilingualism, Type, and Duration of Childcare

PubMed Central

Stolarova, M.; Brielmann, A. A.; Wolf, C.; Rinker, T.; Burke, T; Baayen, H.

2016-01-01

This study investigates the predictive value of child-related and environmental characteristics for early lexical development. The German productive vocabulary of 51 2-year-olds (27 girls), assessed via parental report, was analyzed taking children’s gender, the type of early care they experienced, and their mono- versus bilingual language composition into consideration. The children were from an educationally homogeneous group of families and state-regulated daycare facilities with high structural quality. All investigated subgroups exhibited German vocabulary size within the expected normative range. Gender differences in vocabulary composition, but not in size, were observed. There were no general differences in vocabulary size or composition between the 2 care groups. An interaction between the predictors gender and care arrangement showed that girls without regular daycare experience before the age of 2 years had a somewhat larger vocabulary than all other investigated subgroups of children. The vocabulary size of the 2-year-old children in daycare correlated positively with the duration of their daycare experience prior to testing. The small subgroup of bilingual children investigated exhibited slightly lower but still normative German expressive vocabulary size and a different vocabulary composition compared to the monolingual children. This study expands current knowledge about relevant predictors of early vocabulary. It shows that in the absence of educational disadvantages the duration of early daycare experience of high structural quality is positively associated with vocabulary size but also points to the fact that environmental characteristics, such as type of care, might affect boys’ and girls’ early vocabulary in different ways. PMID:28127412

A Vocabulary Learning Tool for L2 Undergraduates Reading Science and Technology Textbooks

NASA Astrophysics Data System (ADS)

Hsu, Chihcheng; Yang, Fang-Chuan Ou

2013-05-01

Students of English as a second language who major in science and technology use English-language textbooks to ensure that they can read English materials upon graduation. Research indicates that teachers spend little time helping these students on the linguistic complexity of such textbooks. Vocabulary, grammar, and article structure are elements of this complexity, but to many students, these elements can be akin to locked doors. This study presents MyVLS-Reader, which focuses on unlocking the first of these doors-vocabulary-while assisting in reading. With explicit vocabulary learning, students learn and memorize individual vocabulary, but the context is lost if the depth of learning discards context. In implicit vocabulary learning, students acquire vocabulary through repeated exposure to contexts, but repeated encounters with new words are required. Few e-learning systems combine both vocabulary-learning approaches. MyVLS-Reader achieves such synergy by (1) using a keyword setting to provide context-matched vocabulary explanation while reading and (2) embedding multiple learning choices, such as keyword setting, the review and memorization of explicit vocabulary, and the option to ask instructors. This study includes two rounds of evaluations: (1) an evaluation of the learning achievements of control and treatment groups and (2) a quantitative and qualitative investigation of perceptions regarding the use of MyVLS-Reader. The evaluation results indicate that the treatment group developed a better vocabulary than the control group in significantly less time. The use of MyVLS-Reader also slightly improved higher-order thinking skills. This result suggests that MyVLS-Reader can effective assist students in building their vocabulary while reading.

Semantic Web-based Vocabulary Broker for Open Science

NASA Astrophysics Data System (ADS)

Ritschel, B.; Neher, G.; Iyemori, T.; Murayama, Y.; Kondo, Y.; Koyama, Y.; King, T. A.; Galkin, I. A.; Fung, S. F.; Wharton, S.; Cecconi, B.

2016-12-01

Keyword vocabularies are used to tag and to identify data of science data repositories. Such vocabularies consist of controlled terms and the appropriate concepts, such as GCMD1 keywords or the ESPAS2 keyword ontology. The Semantic Web-based mash-up of domain-specific, cross- or even trans-domain vocabularies provides unique capabilities in the network of appropriate data resources. Based on a collaboration between GFZ3, the FHP4, the WDC for Geomagnetism5 and the NICT6 we developed the concept of a vocabulary broker for inter- and trans-disciplinary data detection and integration. Our prototype of the Semantic Web-based vocabulary broker uses OSF7 for the mash-up of geo and space research vocabularies, such as GCMD keywords, ESPAS keyword ontology and SPASE8 keyword vocabulary. The vocabulary broker starts the search with "free" keywords or terms of a specific vocabulary scheme. The vocabulary broker almost automatically connects the different science data repositories which are tagged by terms of the aforementioned vocabularies. Therefore the mash-up of the SKOS9 based vocabularies with appropriate metadata from different domains can be realized by addressing LOD10 resources or virtual SPARQL11 endpoints which maps relational structures into the RDF format12. In order to demonstrate such a mash-up approach in real life, we installed and use a D2RQ13 server for the integration of IUGONET14 data which are managed by a relational database. The OSF based vocabulary broker and the D2RQ platform are installed at virtual LINUX machines at the Kyoto University. The vocabulary broker meets the standard of a main component of the WDS15 knowledge network. The Web address of the vocabulary broker is http://wdcosf.kugi.kyoto-u.ac.jp 1 Global Change Master Directory2 Near earth space data infrastructure for e-science3 German Research Centre for Geosciences4 University of Applied Sciences Potsdam5 World Data Center for Geomagnetism Kyoto6 National Institute of Information and Communications Technology Tokyo7 Open Semantic Framework8 Space Physics Archive Search and Extract9 Simple Knowledge Organization System10 Linked Open Data11 SPARQL Protocol And RDF Query12 Resource Description Framework13 Database to RDF Query14 Inter-university Upper atmosphere Global Observation NETwork15 World Data System

Vocabularies in the VO

NASA Astrophysics Data System (ADS)

Gray, A. J. G.; Gray, N.; Ounis, I.

2009-09-01

There are multiple vocabularies and thesauri within astronomy, of which the best known are the 1993 IAU Thesaurus and the keyword list maintained by A&A, ApJ and MNRAS. The IVOA has agreed on a standard for publishing vocabularies, based on the W3C skos standard, to allow greater automated interaction with them, in particular on the Web. This allows links with the Semantic Web and looks forward to richer applications using the technologies of that domain. Vocabulary-aware applications can benefit from improvements in both precision and recall when searching for bibliographic or science data, and lightweight intelligent filtering for services such as VOEvent streams. In this paper we present two applications, the Vocabulary Explorer and its companion the Mapping Editor, which have been developed to support the use of vocabularies in the Virtual Observatory. These combine Semantic Web and Information Retrieval technologies to illustrate the way in which formal vocabularies might be used in a practical application, provide an online service which will allow astronomers to explore and relate existing vocabularies, and provide a service which translates free text user queries into vocabulary terms.

Validity of a parent vocabulary checklist for young Spanish speaking children of Mexican immigrants.

PubMed

Guiberson, Mark

2008-01-01

The primary objective of the current investigation was to examine the concurrent and predictive validity of a parent vocabulary checklist with young Spanish speaking children of Mexican immigrants. This study implemented a longitudinal approach. Nineteen families participated when children were 15-16 months of age, and then again at 30-32 months of age. The Spanish version of the MacArthur Communicative Development Inventory (Inventarios del Desarrollo de Habilidades Communicativas, INV) and spontaneous language samples collected during naturalistic play were used to examine the relationship between observed and reported vocabulary. Vocabulary reported through the INV-II and vocabulary observed at 30-32 months were significantly correlated, suggesting that the INV-II captures a valid representation of vocabulary at this age. Comparatively, vocabulary reported on the INV-I, was not correlated with observed vocabulary at 15-16 months of age or reported or observed vocabulary at 30-32 months of age. These results suggest that the INV-I, when used with 14-16-month-olds, demonstrates limited concurrent and predictive validity. Implications for the clinical use of the INV-I and INV-II are presented.

In vivo language intervention: unanticipated general effects.

PubMed

Hart, B; Risley, T R

1980-01-01

After observing the lack of generalization of language trained in highly structured training sessions using established behavior modification techniques, "incidental teaching" procedures were developed to change the use of specified language behaviors in the natural environment. This paper reports an analysis of the general changes in the language, other than that specifically targeted by the incidental teaching procedures, used by disadvantaged preschool children. The daily language samples of disadvantaged children involved in a previously reported experiment to increase compound sentence usage were reexamined and compared to comparable records of other disadvantaged children and of middle-class children of college parents in order to assess possible general effects of the intervention program. Whereas the language that both groups of comparison children used changed little across the preschool year, the amount of talking by the children in the experimental program increased markedly. Their use of more elaborate vocabulary and more elaborate sentences also increased in direct proportion to the increases in overall language use, such that both language use and language elaboration in the experimental group of children changed from a pattern simlar to the comparison group of disadvantaged children to a pattern similar to the comparison group of middleclass children. It is argued that some general features of the incidental teaching procedure--differentially attending to child overtures and responding relative to the child's selected topic (reinforcer)--contributed to the increase in overall language use beyond the specific language behavior targeted, and that this increase in the probability of children's talking itself resulted in the substantial increases in elaboration seen in the children's spontaneous language. Because, at least in children with fairly well-developed language repertoires, language use is contextually controlled, talking more involves talking in more varied and complex contexts, which inevitably produces the use of more elaborate language.

In vivo language intervention: unanticipated general effects.

PubMed Central

Hart, B; Risley, T R

1980-01-01

After observing the lack of generalization of language trained in highly structured training sessions using established behavior modification techniques, "incidental teaching" procedures were developed to change the use of specified language behaviors in the natural environment. This paper reports an analysis of the general changes in the language, other than that specifically targeted by the incidental teaching procedures, used by disadvantaged preschool children. The daily language samples of disadvantaged children involved in a previously reported experiment to increase compound sentence usage were reexamined and compared to comparable records of other disadvantaged children and of middle-class children of college parents in order to assess possible general effects of the intervention program. Whereas the language that both groups of comparison children used changed little across the preschool year, the amount of talking by the children in the experimental program increased markedly. Their use of more elaborate vocabulary and more elaborate sentences also increased in direct proportion to the increases in overall language use, such that both language use and language elaboration in the experimental group of children changed from a pattern simlar to the comparison group of disadvantaged children to a pattern similar to the comparison group of middleclass children. It is argued that some general features of the incidental teaching procedure--differentially attending to child overtures and responding relative to the child's selected topic (reinforcer)--contributed to the increase in overall language use beyond the specific language behavior targeted, and that this increase in the probability of children's talking itself resulted in the substantial increases in elaboration seen in the children's spontaneous language. Because, at least in children with fairly well-developed language repertoires, language use is contextually controlled, talking more involves talking in more varied and complex contexts, which inevitably produces the use of more elaborate language. PMID:7430003

Prediction and selection of vocabulary for two leisure activities.

PubMed

Dark, Leigha; Balandin, Susan

2007-01-01

People who use augmentative or alternative communication (AAC) need access to a relevant, socially valid vocabulary if they are to communicate successfully in a variety of contexts. Many people with complex communication needs who utilize some form of high technology or low technology AAC rely on others to predict and select vocabulary for them. In this study the ability of one speech pathologist, nine leisure support workers, and six people with cerebral palsy to accurately predict context-specific vocabulary was explored. Participants predicted vocabulary for two leisure activities - sailing session and Internet café - using the blank page method of vocabulary selection to identify the vocabulary items they considered important for each activity. This predicted vocabulary was then compared with the actual vocabulary used in each of the activities. A total of 187 (68%) of the words predicted for the sailing session were used during recorded conversations, with 88 words (32%) not appearing in the recorded samples. During the visit to the Internet café only 104 (47%) of the words predicted occurred in the recorded samples, with 117 words (53%) not occurring at all. These results support the need to socially validate any vocabulary in order to ensure that it is relevant and useful for the person using the AAC system.

Early home-based intervention in the Netherlands for children at familial risk of dyslexia.

PubMed

van Otterloo, Sandra G; van der Leij, Aryan; Henrichs, Lotte F

2009-08-01

Dutch children at higher familial risk of reading disability received a home-based intervention programme before formal reading instruction started to investigate whether this would reduce the risk of dyslexia. The experimental group (n=23) received a specific training in phoneme awareness and letter knowledge. A control group (n=25) received a non-specific training in morphology, syntax, and vocabulary. Both interventions were designed to take 10 min a day, 5 days a week for 10 weeks. Most parents were sufficiently able to work with the programme properly. At post-test the experimental group had gained more on phoneme awareness than the control group. The control group gained more on one of the morphology measures. On average, these specific training results did not lead to significant group differences in first-grade reading and spelling measures. However, fewer experimental children scored below 10th percentile on word recognition. (c) 2008 John Wiley & Sons, Ltd.

Semantic Catalog of Things, Services, and Data to Support a Wind Data Management Facility

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

Stephan, E. G.; Elsethagen, T. O.; Berg, L. K.

The purpose of this paper is to discuss how community vocabularies and linked open data best practices are being used to seamlessly link things, data, and off the shelf services to support scientific offshore wind energy research for the U.S. Department of Energy’s Office of Energy Efficiency and Renewable Energy (EERE) Wind and Water Power Program. This is largely made possible by leveraging collaborative advances in the Internet of Things (IoT), Semantic Web, Linked Services, Linked Open Data (LOD), and RDF vocabulary communities, which provide the foundation for our design. By adapting these linked community best practices, we designed amore » wind characterization data management facility capable of continually collecting, processing, and preservation of in situ and remote sensing instrume« less

Controlled Vocabulary Service Application for Environmental Data Store

NASA Astrophysics Data System (ADS)

Ji, P.; Piasecki, M.; Lovell, R.

2013-12-01

In this paper we present a controlled vocabulary service application for Environmental Data Store (EDS). The purpose for such application is to help researchers and investigators to archive, manage, share, search, and retrieve data efficiently in EDS. The Simple Knowledge Organization System (SKOS) is used in the application for the representation of the controlled vocabularies coming from EDS. The controlled vocabularies of EDS are created by collecting, comparing, choosing and merging controlled vocabularies, taxonomies and ontologies widely used and recognized in geoscience/environmental informatics community, such as Environment ontology (EnvO), Semantic Web for Earth and Environmental Terminology (SWEET) ontology, CUAHSI Hydrologic Ontology and ODM Controlled Vocabulary, National Environmental Methods Index (NEMI), National Water Information System (NWIS) codes, EPSG Geodetic Parameter Data Set, WQX domain value etc. TemaTres, an open-source, web -based thesaurus management package is employed and extended to create and manage controlled vocabularies of EDS in the application. TemaTresView and VisualVocabulary that work well with TemaTres, are also integrated in the application to provide tree view and graphical view of the structure of vocabularies. The Open Source Edition of Virtuoso Universal Server is set up to provide a Web interface to make SPARQL queries against controlled vocabularies hosted on the Environmental Data Store. The replicas of some of the key vocabularies commonly used in the community, are also maintained as part of the application, such as General Multilingual Environmental Thesaurus (GEMET), NetCDF Climate and Forecast (CF) Standard Names, etc.. The application has now been deployed as an elementary and experimental prototype that provides management, search and download controlled vocabularies of EDS under SKOS framework.

The Impact of Individual Differences on a Bilingual Vocabulary Approach for Latino Preschoolers.

PubMed

Méndez, Lucía I; Crais, Elizabeth R; Kainz, Kirsten

2018-04-17

The purpose of this study was twofold: First, we replicated in a new sample our previous findings that a culturally and linguistically responsive (CLR) bilingual approach for English vocabulary instruction for preschool Latino dual language learners was effective. Subsequently, we investigated whether the positive effect of CLR instruction varies as a function of individual child characteristics, including baseline vocabulary levels and gender. Using a randomized pretest-posttest follow-up group design, we first replicated our previous study (N = 42) with a new sample by randomly assigning 35 Spanish-speaking Latino preschoolers to a CLR bilingual group or an English-only group. The preschoolers received small-group evidence-informed shared readings targeting 30 English words 3 times a week for 5 weeks in their preschools. Vocabulary outcomes were measured using both standardized and researcher-developed measures. We subsequently conducted further studies with the combined sample size of 77 children to examine the variability in intervention effects related to child gender and baseline vocabulary levels. The direct replication study confirmed findings of our earlier work suggesting that the CLR bilingual approach promoted greater gains in L1 and L2 vocabulary than in an English-only approach. The extension studies revealed that the effect of the CLR bilingual vocabulary approach on English and Spanish vocabulary outcomes was not impacted by gender or vocabulary status at baseline. This study provides additional evidence of the benefits of strategically combining L1 and L2 for vocabulary instruction over an English-only approach. Our findings also suggest that preschool Latino dual language learners can benefit from a bilingual vocabulary instructional approach regardless of gender or baseline vocabulary levels in L1.

The Earth System CoG Collaboration Environment

NASA Astrophysics Data System (ADS)

DeLuca, C.; Murphy, S.; Cinquini, L.; Treshansky, A.; Wallis, J. C.; Rood, R. B.; Overeem, I.

2013-12-01

The Earth System CoG supports collaborative Earth science research and product development in virtual organizations that span multiple projects and communities. It provides access to data, metadata, and visualization services along with tools that support open project governance, and it can be used to host individual projects or to profile projects hosted elsewhere. All projects on CoG are described using a project ontology - an organized common vocabulary - that exposes information needed for collaboration and decision-making. Projects can be linked into a network, and the underlying ontology enables consolidated views of information across the network. This access to information promotes the creation of active and knowledgeable project governance, at both individual and aggregate project levels. CoG is being used to support software development projects, model intercomparison projects, training classes, and scientific programs. Its services and ontology are customizable by project. This presentation will provide an overview of CoG, review examples of current use, and discuss how CoG can be used as knowledge and coordination hub for networks of projects in the Earth Sciences.

Hear here: children with hearing loss learn words by listening.

PubMed

Lew, Joyce; Purcell, Alison A; Doble, Maree; Lim, Lynne H

2014-10-01

Early use of hearing devices and family participation in auditory-verbal therapy has been associated with age-appropriate verbal communication outcomes for children with hearing loss. However, there continues to be great variability in outcomes across different oral intervention programmes and little consensus on how therapists should prioritise goals at each therapy session for positive clinical outcomes. This pilot intervention study aimed to determine whether therapy goals that concentrate on teaching preschool children with hearing loss how to distinguish between words in a structured listening programme is effective, and whether gains in speech perception skills impact on vocabulary and speech development without them having to be worked on directly in therapy. A multiple baseline across subjects design was used in this within-subject controlled study. 3 children aged between 2:6 and 3:1 with moderate-severe to severe-profound hearing loss were recruited for a 6-week intervention programme. Each participant commenced at different stages of the 10-staged listening programme depending on their individual listening skills at recruitment. Speech development and vocabulary assessments were conducted before and after the training programme in addition to speech perception assessments and probes conducted throughout the intervention programme. All participants made gains in speech perception skills as well as vocabulary and speech development. Speech perception skills acquired were noted to be maintained a week after intervention. In addition, all participants were able to generalise speech perception skills learnt to words that had not been used in the intervention programme. This pilot study found that therapy directed at listening alone is promising and that it may have positive impact on speech and vocabulary development without these goals having to be incorporated into a therapy programme. Although a larger study is necessary for more conclusive findings, the results from this preliminary study are promising in support of emphasise on listening skills within auditory-verbal therapy programmes. Crown Copyright © 2014. Published by Elsevier Ireland Ltd. All rights reserved.

Associative vocabulary learning: development and testing of two paradigms for the (re-) acquisition of action- and object-related words.

PubMed

Freundlieb, Nils; Ridder, Volker; Dobel, Christian; Enriquez-Geppert, Stefanie; Baumgaertner, Annette; Zwitserlood, Pienie; Gerloff, Christian; Hummel, Friedhelm C; Liuzzi, Gianpiero

2012-01-01

Despite a growing number of studies, the neurophysiology of adult vocabulary acquisition is still poorly understood. One reason is that paradigms that can easily be combined with neuroscientfic methods are rare. Here, we tested the efficiency of two paradigms for vocabulary (re-) acquisition, and compared the learning of novel words for actions and objects. Cortical networks involved in adult native-language word processing are widespread, with differences postulated between words for objects and actions. Words and what they stand for are supposed to be grounded in perceptual and sensorimotor brain circuits depending on their meaning. If there are specific brain representations for different word categories, we hypothesized behavioural differences in the learning of action-related and object-related words. Paradigm A, with the learning of novel words for body-related actions spread out over a number of days, revealed fast learning of these new action words, and stable retention up to 4 weeks after training. The single-session Paradigm B employed objects and actions. Performance during acquisition did not differ between action-related and object-related words (time*word category: p = 0.01), but the translation rate was clearly better for object-related (79%) than for action-related words (53%, p = 0.002). Both paradigms yielded robust associative learning of novel action-related words, as previously demonstrated for object-related words. Translation success differed for action- and object-related words, which may indicate different neural mechanisms. The paradigms tested here are well suited to investigate such differences with neuroscientific means. Given the stable retention and minimal requirements for conscious effort, these learning paradigms are promising for vocabulary re-learning in brain-lesioned people. In combination with neuroimaging, neuro-stimulation or pharmacological intervention, they may well advance the understanding of language learning to optimize therapeutic strategies.

Enhancing Adolescents' Comprehension of Text by Building Vocabulary Knowledge

ERIC Educational Resources Information Center

Swanson, Elizabeth; Vaughn, Sharon; Wexler, Jade

2017-01-01

This article describes the importance of vocabulary knowledge in adolescents' reading comprehension, particularly for students with disabilities. Students with stronger vocabularies tend to have better background knowledge and improved understanding of content-area texts. We describe evidence-based vocabulary instructional practices that…

Vocabulary Levels and Size of Malaysian Undergraduates

ERIC Educational Resources Information Center

Harji, Madhubala Bava; Balakrishnan, Kavitha; Bhar, Sareen Kaur; Letchumanan, Krishnaveni

2015-01-01

Vocabulary is a fundamental requirement of language acquisition, and its competence enables independent reading and effective language acquisition. Effective language use requires adequate level of vocabulary knowledge; therefore, efforts must be made to identify students' vocabulary base for greater efficiency and competency in the language.…

Improving Spoken Language Outcomes for Children With Hearing Loss: Data-driven Instruction.

PubMed

Douglas, Michael

2016-02-01

To assess the effects of data-driven instruction (DDI) on spoken language outcomes of children with cochlear implants and hearing aids. Retrospective, matched-pairs comparison of post-treatment speech/language data of children who did and did not receive DDI. Private, spoken-language preschool for children with hearing loss. Eleven matched pairs of children with cochlear implants who attended the same spoken language preschool. Groups were matched for age of hearing device fitting, time in the program, degree of predevice fitting hearing loss, sex, and age at testing. Daily informal language samples were collected and analyzed over a 2-year period, per preschool protocol. Annual informal and formal spoken language assessments in articulation, vocabulary, and omnibus language were administered at the end of three time intervals: baseline, end of year one, and end of year two. The primary outcome measures were total raw score performance of spontaneous utterance sentence types and syntax element use as measured by the Teacher Assessment of Spoken Language (TASL). In addition, standardized assessments (the Clinical Evaluation of Language Fundamentals--Preschool Version 2 (CELF-P2), the Expressive One-Word Picture Vocabulary Test (EOWPVT), the Receptive One-Word Picture Vocabulary Test (ROWPVT), and the Goldman-Fristoe Test of Articulation 2 (GFTA2)) were also administered and compared with the control group. The DDI group demonstrated significantly higher raw scores on the TASL each year of the study. The DDI group also achieved statistically significant higher scores for total language on the CELF-P and expressive vocabulary on the EOWPVT, but not for articulation nor receptive vocabulary. Post-hoc assessment revealed that 78% of the students in the DDI group achieved scores in the average range compared with 59% in the control group. The preliminary results of this study support further investigation regarding DDI to investigate whether this method can consistently and significantly improve the achievement of children with hearing loss in spoken language skills.

Achievement, Engagement, and Behavior Outcomes of Youth at Risk Following a Pre-Eighth-Grade Summer Academic Enrichment Program and Participation in a School-Wide, School Year Long, Ownership, Mastery, and Grading Initiative

ERIC Educational Resources Information Center

Alati, David K.

2011-01-01

No significant differences in beginning eighth-grade pretest compared to ending eighth-grade posttest California Achievement Test Normal Curve Equivalent Scores were found for youth at risk who completed a pre-eighth-grade summer academic enrichment program where comparisons for reading vocabulary t(19) = 0.46, p = 0.33 (one-tailed), d = 0.107,…

Words Their Way[TM]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

"Words Their Way"[TM] is an approach to phonics, vocabulary, and spelling instruction for students in kindergarten through high school. The program can be implemented as a core or supplemental curriculum and aims to provide a practical way to study words with students. The purpose of word study (which involves examining, manipulating,…

Alaska Plants and Trees. Grade 3. Revised. Anchorage School District Elementary Science Program.

ERIC Educational Resources Information Center

Defendorf, Jean, Ed.

This unit includes 15 lessons on Alaskan plants and trees for third graders. It describes materials, supplementary materials including books and films, use of process skill terminology, unit objectives, vocabulary, background information (including the information source), field trip organization, succession, and major plants. Included are: (1)…

A Comparison of Computer-Based and Multisensory Interventions on At-Risk Students' Reading Achievement

ERIC Educational Resources Information Center

Reed, Marissa S.

2013-01-01

Over thirty years of extant literature exists regarding reading instruction, yet consensus in the field continues to diverge in the area of reading intervention. Despite the establishment of research-based programs in all five areas of reading (phonemic awareness, alphabetic principle, fluency, vocabulary, and comprehension), educators continue to…

Evaluation of "The Electric Company" Summer Learning Program

ERIC Educational Resources Information Center

McCarthy, Betsy; Michel, Lisa; Tiu, Michelle; Atienza, Sara; Rice, John; Nakamoto, Jonathan; Tafoya, Armando

2011-01-01

"The Electric Company" ("TEC") television show won the hearts of children because it made learning fun. Thirty years later, the iconic show has returned with the goal of not only teaching literacy, but also numeracy (the ability to work with and understand numbers) and mathematics vocabulary in a fun, entertaining, and engaging…

THE EFFECTS OF VIDEO-TAPING PROCEDURES IN AN EXPERIMENTAL READING PROGRAM.

ERIC Educational Resources Information Center

SCHWARTZ-LITTMANN, CAROLE

THE EXPERIMENTAL USE OF VIDEO AND TAPE RECORDINGS IN TEACHING THREE NEUROLOGICALLY DISABLED BOYS AGED 8, 9, AND 10 TO READ IS REPORTED. EXPERIENCE CHARTS WERE USED TO PRESENT BOTH UNCONTROLLED AND CONTROLLED VOCABULARY. THREE SPACES VIDEO-TAPED DEMONSTRATIONS WITH THE CHILDREN WERE USED TO DIAGNOSE PROGRESS AND AS MOTIVATIONAL DEVICES. THE…

Communicative Syllabus Design--The Topic and Task Approach.

ERIC Educational Resources Information Center

Reynolds, Michael J.

An English for Special Purposes (ESP) program, devised for students of the School of Environmental Design at the English Language Centre of King Abdul Aziz University, Jeddah, is described. The course is intended to be of direct relevance to students by developing their English language skills and giving them a basic professional vocabulary. A…

RIF's [Reading is Fundamental] Guide to Book Selection 1973.

ERIC Educational Resources Information Center

Smithsonian Institution, Washington, DC. National Reading is Fun-damental Program.

This book guide is an annotated list of available paperback titles for elementary school children for use by "Reading is FUNdamental" program directors. Some high-interest, low-vocabulary titles suitable for older children as well as special booklists for black, American Indian, and Spanish-speaking children are also included. All books…

Allied Health Teacher's Manual. Project HIRE.

ERIC Educational Resources Information Center

Gardner, David C.; And Others

Designed as supplemental material to on-going instruction in the vocational program, this teacher's manual to the Allied Health series is intended to accompany three dictionary booklets (available as CE 024 407-409) for use by handicapped students to help them master the core vocabulary taught in the trade. Information presented in the manual…

Family Literacy and Global Literature: Parents as Partners in the Common Core

ERIC Educational Resources Information Center

Truesdell, Kim S.; del Prado Hill, Pixita

2015-01-01

This "Teaching Tip" will explain an initiative, Global Book Hour, that engages families in a global literature read aloud. GBH integrates social studies, the visual and performing arts, healthy eating, and vocabulary development as children travel the world through high quality global children's literature. The program is a…

Culinary Arts Teachers Manual. Project HIRE.

ERIC Educational Resources Information Center

Gardner, David C.; And Others

Designed as supplemental material to on-going instruction in the vocational program, this teacher's manual to the Culinary Arts series is intended to accompany three dictionary booklets (available as CE 024 415-417) for use by handicapped students to help them master the core vocabulary taught in the trade. Information presented in the manual…

Enticing Readers: The Teen Romance Craze.

ERIC Educational Resources Information Center

Parrish, Berta; Atwood, Karen

With the rise in popularity of teen romantic fiction, many teachers wonder about the nature of such books and whether they should be used in the reading program. Most of the teen romantic fiction is written to a well-defined formula, based on guidelines from the publishers and on high-interest low-vocabulary literature. Characteristics with the…

Using Digital Game-Based Learning to Support Vocabulary Instruction for Developmental Reading Students

ERIC Educational Resources Information Center

Frederick, Patricia A.

2010-01-01

The number of underprepared students entering post-secondary education continues to be a national problem community colleges struggle with by providing remedial instruction while having to satisfy the demands for effective teaching accountability. Reading is one identified area needing remediation; and, a goal for programs to address this…

Secondary Pre-Service Teachers' Content Knowledge for State Assessments: Implications for Mathematics Education Programs

ERIC Educational Resources Information Center

Wilburne, Jane M.; Long, Michael

2010-01-01

Seventy secondary mathematics pre-service teachers from two universities were assessed on their content knowledge, vocabulary knowledge, and their perceived confidence in teaching the content addressed on the eleventh grade state assessment. The results indicate the pre-service teachers had significant content weakness in data analysis, algebra,…

Exploring the Properties of Liquids. Grade 5. Revised. Anchorage School District Elementary Science Program.

ERIC Educational Resources Information Center

Defendorf, Jean, Ed.

This unit contains 14 lessons on the properties of liquids for fifth graders. It describes materials, supplementary materials, use of process skill terminology, unit objectives, vocabulary, and background information for teachers. Lessons are: (1) "Heaping and Drops/Cohesion"; (2) "Beading of Liquid Columns/Cohesion"; (3)…

Read-Alouds in Calca, Peru: A Bilingual Indigenous Context

ERIC Educational Resources Information Center

Neugebauer, Sabina Rak; Currie-Rubin, Rachel

2009-01-01

A read-aloud program focused on vocabulary and comprehension skills for children bilingual in Quechua and Spanish was evaluated for efficacy. The authors present a study with classrooms of first-grade students, suggesting that specific read-aloud strategies that target the use of background knowledge in a discussion-based format can be a…

Toward a Renewed Focus. Literacy in Early Language Programs

ERIC Educational Resources Information Center

Met, Mimi

2013-01-01

This article promotes literacy as a a powerful tool for learning new language. Although learners frequently think of comprehensible input as language that is heard, comprehensible input from print can also be accessed. Research has shown that reading has a powerful impact on language learning: much of the vocabulary that educated adults know has…

Ciencia: Nivel A (Science: Level A).

ERIC Educational Resources Information Center

Duron, Dolores; And Others

A teacher's manual was developed for an elementary level science course in Spanish as part of an immersion program for English speaking children. The Level A manual is designed for kindergarten and grade 1 pupils. The five units cover the basic concepts of the weather, colors, animals, plants, and the five senses. Each unit includes vocabulary,…

Teacher-Guided Interactive Multimedia for Teaching English in an EFL Context

ERIC Educational Resources Information Center

Tsai, Roland; Jenks, Michael

2009-01-01

This quasi-experimental study explored the effect of a "Teacher Guided Multimedia" CD-ROM program as a supplement in teaching vocabulary acquisition to EFL students. Eighty seven juniors in the Food and Beverage Management Department at Yuanpei University in northern Taiwan participated in the study. Students from two intact classes were…

Manual Tape Scripts: German, Level 2. Curriculum Bulletin, 1969-70 Series, Number 19.

ERIC Educational Resources Information Center

Lipton, Gladys; And Others

This manual of tape scripts, together with a set of foreign language tapes for Level 2 German, was prepared to support the curriculum bulletin "New York City Foreign Language Program for Schools: German, Levels 1-4." Vocabulary, repetition, transformation, and recombination drills on specific grammatical features allow further development of…

Exploring Expressive Vocabulary Variability in Two-Year-Olds: The Role of Working Memory.

PubMed

Newbury, Jayne; Klee, Thomas; Stokes, Stephanie F; Moran, Catherine

2015-12-01

This study explored whether measures of working memory ability contribute to the wide variation in 2-year-olds' expressive vocabulary skills. Seventy-nine children (aged 24-30 months) were assessed by using standardized tests of vocabulary and visual cognition, a processing speed measure, and behavioral measures of verbal working memory and phonological short-term memory. Strong correlations were observed between phonological short-term memory, verbal working memory, and expressive vocabulary. Speed of spoken word recognition showed a moderate significant correlation with expressive vocabulary. In a multivariate regression model for expressive vocabulary, the most powerful predictor was a measure of phonological short-term memory (accounting for 66% unique variance), followed by verbal working memory (6%), sex (2%), and age (1%). Processing speed did not add significant unique variance. These findings confirm previous research positing a strong role for phonological short-term memory in early expressive vocabulary acquisition. They also extend previous research in two ways. First, a unique association between verbal working memory and expressive vocabulary in 2-year-olds was observed. Second, processing speed was not a unique predictor of variance in expressive vocabulary when included alongside measures of working memory.

Core vocabulary in the narratives of bilingual children with and without language impairment.

PubMed

Shivabasappa, Prarthana; Peña, Elizabeth D; Bedore, Lisa M

2017-09-22

Children with primary language impairment (PLI) demonstrate deficits in morphosyntax and vocabulary. We studied how these deficits may manifest in the core vocabulary use of bilingual children with PLI. Thirty bilingual children with and without PLI who were matched pairwise (experimental group) narrated two Spanish and two English stories in kindergarten and first grade. Core vocabulary was derived from the 30 most frequently used words in the stories of 65 and 37 typically developing (TD) first graders (normative group) for Spanish and English, respectively. The number of words each child in the experimental group produced out of the 30 identified core vocabulary words and frequency of each of the core words produced each year were analysed. Children with PLI produced fewer core vocabulary words compared to their TD peers after controlling for total words produced. This difference was more pronounced in first grade. They produced core vocabulary words less frequently in kindergarten than their TD peers. Both groups produced core vocabulary words more frequently in English than Spanish. Bilingual children with PLI demonstrate a less productive core vocabulary use compared to their TD peers in both their languages illustrating the nature of their grammatical and lexical-semantic deficits.

Improving health literacy through adult basic education in Australia.

PubMed

Morony, Suzanne; Lamph, Emma; Muscat, Danielle; Nutbeam, Don; Dhillon, Haryana M; Shepherd, Heather; Smith, Sian; Khan, Aisha; Osborne, Julie; Meshreky, Wedyan; Luxford, Karen; Hayen, Andrew; McCaffery, Kirsten J

2017-05-25

Adults with low literacy are less empowered to take care of their health, have poorer health outcomes and higher healthcare costs. We facilitated partnerships between adult literacy teachers and community health providers to deliver a health literacy training program in adult basic education classrooms. Following course completion we interviewed 19 adult education teachers (15 delivering the health literacy program; 4 delivering standard literacy classes) and four community health providers (CHPs) about their experiences, and analysed transcripts using Framework analysis. Written feedback from eight teachers on specific course content was added to the Framework. Health literacy teachers reported a noticeable improvement in their student's health behaviours, confidence, vocabulary to communicate about health, understanding of the health system and language, literacy and numeracy skills. CHP participation was perceived by teachers and CHPs as very successful, with teachers and CHPs reporting they complemented each other's skills. The logistics of coordinating CHPs within the constraints of the adult education setting was a significant obstacle to CHP participation. This study adds to existing evidence that health is an engaging topic for adult learners, and health literacy can be successfully implemented in an adult basic learning curriculum to empower learners to better manage their health. Health workers can deliver targeted health messages in this environment, and introduce local health services. Investment in adult literacy programs teaching health content has potential both to meet the goals of adult language and literacy programs and deliver health benefit in vulnerable populations. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Using Visuals To Develop Reading Vocabulary.

ERIC Educational Resources Information Center

Bazeli, Marilyn J.; Olle, Ruth E.

This paper discusses research findings regarding vocabulary instruction and reading comprehension and suggests methods to develop vocabulary using visual aids. As indicated by the research, vocabulary instruction is necessary and can lead to improved comprehension; there also appears to be a strong need to relate concrete visual experiences to…

Using Purposefully Created Stories to Teach Academic Vocabulary

ERIC Educational Resources Information Center

Lee, Changnam; Roberts, Carly; Coffey, Debra

2017-01-01

Students' knowledge of vocabulary affects their reading comprehension. Despite abundant research findings in vocabulary learning, practical instructional methods for use in schools are typically underdeveloped. This article proposes a research-based method for teaching the meanings of base academic vocabulary (i.e., Tier 2) words. The method…

Using PDA for Undergraduate Student Incidental Vocabulary Testing

ERIC Educational Resources Information Center

Song, Yanjie; Fox, Robert

2008-01-01

Recent studies have explored English vocabulary learning in environments where students used mobile technologies for prescribed vocabulary learning tasks, or tested designed personalized learning systems to enhance student vocabulary learning for short periods of time in language related courses. Dictionary use via mobile devices has mostly been…

Investigating an Intelligent System for Vocabulary Learning through Reading

ERIC Educational Resources Information Center

Stockwell, Glenn

2013-01-01

While learners can acquire vocabulary through extensive reading (Pigada & Schmitt, 2006), research suggests that acquisition can be more effective when supplemented with targeted vocabulary activities (e.g., Paribakht & Wesche, 1997). Problems arise, however, in determining what vocabulary learners have acquired, and what items should be…

Vocabulary Intervention for Adolescents with Language Disorder: A Systematic Review

ERIC Educational Resources Information Center

Lowe, Hilary; Henry, Lucy; Müller, Lisa-Maria; Joffe, Victoria L.

2018-01-01

Background: Language disorder and associated vocabulary difficulties can persist into adolescence, and can impact on long-term life outcomes. Previous reviews have shown that a variety of intervention techniques can successfully enhance students' vocabulary skills; however, none has investigated vocabulary intervention specifically for adolescents…

Listening Vocabulary: Embracing Forgotten Aural Features

ERIC Educational Resources Information Center

Siegel, Joseph

2016-01-01

This article describes an innovation in the teaching and learning of vocabulary in English as a Foreign Language classes. Whereas vocabulary coverage in classrooms and textbooks traditionally focuses on lists of target words in printed form, this article promotes the notion of "aural vocabulary" as an important part of…

A Dual Coding View of Vocabulary Learning

ERIC Educational Resources Information Center

Sadoski, Mark

2005-01-01

A theoretical perspective on acquiring sight vocabulary and developing meaningful vocabulary is presented. Dual Coding Theory assumes that cognition occurs in two independent but connected codes: a verbal code for language and a nonverbal code for mental imagery. The mixed research literature on using pictures in teaching sight vocabulary is…

Crossword Puzzles as a Learning Tool for Vocabulary Development

ERIC Educational Resources Information Center

Orawiwatnakul, Wiwat

2013-01-01

Introduction: Since vocabulary is a key basis on which reading achievement depends, various vocabulary acquisition techniques have become pivotal. Among the many teaching approaches, traditional or otherwise, the use of crossword puzzles seems to offer potential and a solution for the problem of learning vocabulary. Method: This study was…

Influence of Three Teaching Strategies on Korean EFL Students' Vocabulary Development

ERIC Educational Resources Information Center

Chin, Cheongsook

2009-01-01

This research examined the effectiveness of three different learning strategies on Korean EFL students' vocabulary comprehension and retention: context, semantic mapping, and word lists. 116 college freshmen were placed into one of the three treatments of vocabulary instruction. Subjects were tested on varying levels of vocabulary knowledge using…