The Relationship between Teacher's Written Feedback and Student's' Writing Performance: Sociocultural Perspective

ERIC Educational Resources Information Center

Bijami, Maryam; Pandian, Ambigapathy; Singh, Manjet Kaur Mehar

2016-01-01

Feedback plays a fundamental role in writing development. The present study seeks to investigate the impact of teacher's written feedback on the writing performance of Iranian undergraduates. The subjects were 400 students majoring in the fields of English language translation and English language literature in four universities, namely Shahaid…

Writing Signed Languages: What for? What Form? A Response

ERIC Educational Resources Information Center

Moores, Donald F.

2017-01-01

In his article in an "American Annals of the Deaf" special issue that also includes the present article, Grushkin (EJ1174123) divides his discussion of a written sign system into three basic parts. The first presents arguments against the development of a written form of American Sign Language; the second provides a rationale…

Reading for Pleasure: More than Just a Distant Possibility?

ERIC Educational Resources Information Center

Barber, Karen Slikas

2014-01-01

Much has been written about the importance of extensive reading for the development of language fluency, yet it is not often an activity of choice by students as a means of improving language learning. Many of my multi-level (elementary-intermediate) Adult Migrant English Program (AMEP) Certificates in Spoken and Written English (CSWE) students…

Structured Design Language for Computer Programs

NASA Technical Reports Server (NTRS)

Pace, Walter H., Jr.

1986-01-01

Box language used at all stages of program development. Developed to provide improved productivity in designing, coding, and maintaining computer programs. BOX system written in FORTRAN 77 for batch execution.

Unit 802: Language Varies with Approach.

ERIC Educational Resources Information Center

Minnesota Univ., Minneapolis. Center for Curriculum Development in English.

This eighth-grade language unit stresses developing the student's sensitivity to variations in language, primarily the similarities and differences between spoken and written language. Through sample lectures and discussion questions, the students are helped to form generalizations about language: that speech is the primary form of language; that…

Examining the contribution of handwriting and spelling to written expression in kindergarten children

PubMed Central

AlOtaiba, Stephanie

2011-01-01

In this study, we examined the development of beginning writing skills in kindergarten children and the contribution of spelling and handwriting to these writing skills after accounting for early language, literacy, cognitive skills, and student characteristics. Two hundred and forty two children were given a battery of cognitive, oral language, reading, and writing measures. They exhibited a range of competency in spelling, handwriting, written expression, and in their ability to express ideas. Handwriting and spelling made statistically significant contributions to written expression, demonstrating the importance of these lower-order transcription skills to higher order text-generation skills from a very early age. The contributions of oral language and reading skills were not significant. Implications of these findings for writing development and instruction are addressed. PMID:23087544

Using morphological awareness instruction to improve written language skills.

PubMed

Apel, Kenn; Werfel, Krystal

2014-10-01

Written English is a morphophonemic language. Researchers have documented that a conscious awareness of the morphological structure of English morphology is predictive of students' written language skills and that morphological awareness instruction leads to improvements in morphological awareness and in other written language skills. The purpose of this tutorial is to provide specific information to clinical scientists and other educators for integrating morphological awareness instruction into their written language instruction. The authors first define morphological awareness and provide an overview of the research on the effects of morphological awareness intervention on improving morphological awareness and written language skills. Measures used to assess morphological awareness ability are then discussed, followed by suggestions for how clinical scientists and other educators can provide morphological awareness instruction to improve the written language skills of the students they serve. By integrating morphological awareness instruction into the services they provide, clinical scientists and other educators will be providing their students with a strong tool to aid written language skills.

An Intercultural Study of the Development of a Reading Readiness Skill.

ERIC Educational Resources Information Center

Keislar, Evan R.; And Others

How soon does a child learn to discriminate orthographic units in his written language as distinguished from a general form-discrimination ability. A discrimination test of letters, words, or characters, in three written languages, Chinese, Hindi, and English, at three age levels, from four to five and a half years was given to 153 middle class…

The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation

ERIC Educational Resources Information Center

Bitchener, John; Knoch, Ute

2010-01-01

The call for longitudinal evidence on the efficacy of written corrective feedback (WCF) for ESL (English as a second language) writers has been made repeatedly since Truscott (1996) claimed that it is ineffective, harmful, and should therefore be abandoned. This article discusses some of the theoretical issues raised against the practice, outlines…

THE BIRTH OF LANGUAGE, THE CASE HISTORY OF A NON-VERBAL CHILD.

ERIC Educational Resources Information Center

KASTEIN, SHULAMITH; TRACE, BARBARA

THE HISTORY OF A CHILD WITH BEHAVIOR AND LANGUAGE DISORDERS IS WRITTEN BY THE MOTHER IN CONJUNCTION WITH A SPEECH PATHOLOGIST. WRITTEN FROM A PROFESSIONAL VIEWPOINT, THE CASE HISTORY PRESENTS MEDICAL, EDUCATIONAL, PHYSICAL, AND SOCIAL DEVELOPMENTS AS THEY OCCURRED FROM BIRTH TO 11 YEARS OF AGE. TESTING PROCEDURES AND RESULTS, DIAGNOSIS, AND…

Assessing Deaf Children's Written Language

ERIC Educational Resources Information Center

Steinkamp, Marjorie W.; Quigley, Stephen P.

1977-01-01

Described is the development of the Test of Syntactical Abilities (TSA), an instrument for measuring deaf children's ability to comprehend and produce syntactically correct written sentences. (Author/IM)

Improving Written Language Performance of Adolescents with Asperger Syndrome

PubMed Central

Delano, Monica E

2007-01-01

The effects of a multicomponent intervention involving self-regulated strategy development delivered via video self-modeling on the written language performance of 3 students with Asperger syndrome were examined. During intervention sessions, each student watched a video of himself performing strategies for increasing the number of words written and the number of functional essay elements. He then wrote a persuasive essay. The number of words written and number of functional essay elements included in each essay were measured. Each student demonstrated gains in the number of words written and number of functional essay elements. Maintenance of treatment effects at follow-up varied across targets and participants. Implications for future research are suggested. PMID:17624076

Oral and written language in late adulthood: findings from the Nun Study.

PubMed

Mitzner, Tracy L; Kemper, Susan

2003-01-01

As a part of the Nun Study, a longitudinal investigation of aging and Alzheimer's disease, oral and written autobiographies from 118 older women were analyzed to examine the relationship between spoken and written language. The written language samples were more complex than the oral samples, both conceptually and grammatically. The relationship between the linguistic measures and participant characteristics was also examined. The results suggest that the grammatical and conceptual characteristics of oral and written language are affected by participant differences in education, cognitive status, and physical function and that written language samples have greater power than oral language samples to differentiate between high- and low-ability older adults.

Application programs written by using customizing tools of a computer-aided design system

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

Li, X.; Huang, R.; Juricic, D.

1995-12-31

Customizing tools of Computer-Aided Design Systems have been developed to such a degree as to become equivalent to powerful higher-level programming languages that are especially suitable for graphics applications. Two examples of application programs written by using AutoCAD`s customizing tools are given in some detail to illustrate their power. One tool uses AutoLISP list-processing language to develop an application program that produces four views of a given solid model. The other uses AutoCAD Developmental System, based on program modules written in C, to produce an application program that renders a freehand sketch from a given CAD drawing.

Developmental Inventories Using Illiterate Parents as Informants: Communicative Development Inventory (CDI) Adaptation for Two Kenyan Languages

ERIC Educational Resources Information Center

Alcock, K. J.; Rimba, K.; Holding, P.; Kitsao-Wekulo, P.; Abubakar, A.; Newton, C. R. J. C.

2015-01-01

Communicative Development Inventories (CDIs, parent-completed language development checklists) are a helpful tool to assess language in children who are unused to interaction with unfamiliar adults. Generally, CDIs are completed in written form, but in developing country settings parents may have insufficient literacy to complete them alone. We…

The Impact of Promoting Transcription on Early Text Production: Effects on Bursts and Pauses, Levels of Written Language, and Writing Performance

ERIC Educational Resources Information Center

Alves, Rui A.; Limpo, Teresa; Fidalgo, Raquel; Carvalhais, Lénia; Pereira, Luísa Álvares; Castro, São Luís

2016-01-01

Writing development seems heavily dependent upon the automatization of transcription. This study aimed to further investigate the link between transcription and writing by examining the effects of promoting handwriting and spelling skills on a comprehensive set of writing measures (viz., bursts and pauses, levels of written language, and writing…

The Teaching and Learning of Spelling in the Spanish Heritage Language Classroom: Mastering Written Accent Marks

ERIC Educational Resources Information Center

Beaudrie, Sara M.

2017-01-01

Spanish spelling, especially the use of written accent marks, is a major stumbling block for Spanish heritage language (SHL) learners (Carreira 2002). In fact, Mikulski (2006) found that most SHL learners ranked bettering their spelling and grammar as a very important learning goal. Despite its importance in literacy development and its perceived…

A Concept For a Primary Author's Language (PAL-X)

ERIC Educational Resources Information Center

Ripota, Peter

A Primary Author's Language (PAL-X) has been developed to serve as a documentation language for computer-assisted instructional (CAI) programs. Its development was necessary to permit the dissemination of CAI given the facts that: 1)existing CAI programs were written in over 60 languages; 2)the system for COURSEWRITER II, the most commonly used…

Scaling laws and model of words organization in spoken and written language

NASA Astrophysics Data System (ADS)

Bian, Chunhua; Lin, Ruokuang; Zhang, Xiaoyu; Ma, Qianli D. Y.; Ivanov, Plamen Ch.

2016-01-01

A broad range of complex physical and biological systems exhibits scaling laws. The human language is a complex system of words organization. Studies of written texts have revealed intriguing scaling laws that characterize the frequency of words occurrence, rank of words, and growth in the number of distinct words with text length. While studies have predominantly focused on the language system in its written form, such as books, little attention is given to the structure of spoken language. Here we investigate a database of spoken language transcripts and written texts, and we uncover that words organization in both spoken language and written texts exhibits scaling laws, although with different crossover regimes and scaling exponents. We propose a model that provides insight into words organization in spoken language and written texts, and successfully accounts for all scaling laws empirically observed in both language forms.

[Examination of relationship between level of hearing and written language skills in 10-14-year-old hearing impaired children].

PubMed

Turğut, Nedim; Karlıdağ, Turgut; Başar, Figen; Yalçın, Şinasi; Kaygusuz, İrfan; Keleş, Erol; Birkent, Ömer Faruk

2015-01-01

This study aims to review the relationship between written language skills and factors which are thought to affect this skill such as mean hearing loss, duration of auditory deprivation, speech discrimination score, and pre-school education attendance and socioeconomic status of hearing impaired children who attend 4th-7th grades in primary school in inclusive environment. The study included 25 hearing impaired children (14 males, 11 females; mean age 11.4±1.4 years; range 10 to 14 years) (study group) and 20 children (9 males, 11 females; mean age 11.5±1.3 years; range 10 to 14 years) (control group) with normal hearing in the same age group and studying in the same class. Study group was separated into two subgroups as group 1a and group 1b since some of the children with hearing disability used hearing aid while some used cochlear implant. Intragroup comparisons and relational screening were performed for those who use hearing aids and cochlear implants. Intergroup comparisons were performed to evaluate the effect of the parameters on written language skills. Written expression skill level of children with hearing disability was significantly lower than their normal hearing peers (p=0.001). A significant relationship was detected between written language skills and mean hearing loss (p=0.048), duration of auditory deprivation (p=0.021), speech discrimination score (p=0.014), and preschool attendance (p=0.005), when it comes to socioeconomic status we were not able to find any significant relationship (p=0.636). It can be said that hearing loss affects written language skills negatively and hearing impaired individuals develop low-level written language skills compared to their normal hearing peers.

Written Language Disorders: Speech-Language Pathologists' Training, Knowledge, and Confidence

ERIC Educational Resources Information Center

Blood, Gordon W.; Mamett, Callie; Gordon, Rebecca; Blood, Ingrid M.

2010-01-01

Purpose: This study examined speech-language pathologists' (SLPs') perceptions of their (a) educational and clinical training in evaluating and treating written language disorders, (b) knowledge bases in this area, (c) sources of knowledge about written language disorders, (d) confidence levels, and (e) predictors of confidence in working with…

Using Children's Folksongs to Transition Beginning Readers from the Familiar Structure of Oral Language to the Structure of Written Language.

ERIC Educational Resources Information Center

Rietz, Sandra A.

Children will meet one less obstacle to making the transition from spoken to written fluency in language if, during the transition period, they experience written language that corresponds structurally to their spoken language patterns. Familiar children's folksongs, because they contain some of the structure of children's oral language, provide…

Using Morphological Awareness Instruction to Improve Written Language Skills

ERIC Educational Resources Information Center

Apel, Kenn; Werfel, Krystal

2014-01-01

Purpose: Written English is a morphophonemic language. Researchers have documented that a conscious awareness of the morphological structure of English morphology is predictive of students' written language skills and that morphological awareness instruction leads to improvements in morphological awareness and in other written language…

Learning English Language by Radio in Primary Schools in Kenya

ERIC Educational Resources Information Center

Odera, Florence Y.

2011-01-01

Radio is one of the most affordable educational technologies available for the use in education and development in developing countries. This article explores the use of school radio broadcast to assist teachers and pupils to learn and improve English language both written and spoken in Kenyan primary schools. English language occupies a central…

The Construction of a Second Language Acquisition Index of Development.

ERIC Educational Resources Information Center

Larsen-Freeman, Diane; Strom, Virginia

Compositions written by 48 university students of English as a Second Language (ESL) were examined as a step in the development of an index for proficiency in a second language. A feature analysis of the compositions revealed the following tendencies: (1) syntactic sophistication and tense usage improved as proficiency increased, (2) errors in…

Learning in Parallel: Using Parallel Corpora to Enhance Written Language Acquisition at the Beginning Level

ERIC Educational Resources Information Center

Bluemel, Brody

2014-01-01

This article illustrates the pedagogical value of incorporating parallel corpora in foreign language education. It explores the development of a Chinese/English parallel corpus designed specifically for pedagogical application. The corpus tool was created to aid language learners in reading comprehension and writing development by making foreign…

A Large-Scale Analysis of Variance in Written Language

ERIC Educational Resources Information Center

Johns, Brendan T.; Jamieson, Randall K.

2018-01-01

The collection of very large text sources has revolutionized the study of natural language, leading to the development of several models of language learning and distributional semantics that extract sophisticated semantic representations of words based on the statistical redundancies contained within natural language (e.g., Griffiths, Steyvers,…

Saving and Strengthening Languages: Using Them "Right" in Education and Development

ERIC Educational Resources Information Center

Shaeffer, Sheldon

2012-01-01

Language--both oral and written--is an essential driver in the process of individual and national development. But languages are living things; they need to develop, thrive, and be used effectively--and many need to be revitalized and even saved from an early death--in order for all people of the world, especially those most excluded and…

LK Scripting Language

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

The LK scripting language is a simple and fast computer programming language designed for easy integration with existing software to enable automation of tasks. The LK language is used by NREL’s System Advisor Model (SAM), the SAM Software Development Kit (SDK), and SolTrace products. LK is easy extensible and adaptable to new software due to its small footprint and is designed to be statically linked into other software. It is written in standard C++, is cross-platform (Windows, Linux, and OSX), and includes optional portions that enable direct integration with graphical user interfaces written in the open source C++ wxWidgets Versionmore » 3.0+ toolkit.« less

Writing Signed Languages: What for? What Form?

ERIC Educational Resources Information Center

Grushkin, Donald A.

2017-01-01

Signed languages around the world have tended to maintain an "oral," unwritten status. Despite the advantages of possessing a written form of their language, signed language communities typically resist and reject attempts to create such written forms. The present article addresses many of the arguments against written forms of signed…

The Use of Direct Spelling Instruction for Children with Language Impairment

ERIC Educational Resources Information Center

Good, Joy E.; Lance, Dee M.; Rainey, Jacquie

2018-01-01

Children with language impairment frequently struggle with written language skills such as spelling. With their expertise in language, speech-language pathologists are in the position to promote the development of such skills. One way to do this is through the use of direct spelling instruction which has been shown to facilitate growth in a number…

Computer-Assisted Learning for the Hearing Impaired: An Interactive Written Language Enviroment.

ERIC Educational Resources Information Center

Ward, R. D.; Rostron, A. B.

1983-01-01

To help hearing-impaired children develop their linguistic competence, a computer system that can process sentences and give feedback about their acceptability was developed. Suggestions are made of ways to use the system as an environment for interactive written communication. (Author/CL)

A common distributed language approach to software integration

NASA Technical Reports Server (NTRS)

Antonelli, Charles J.; Volz, Richard A.; Mudge, Trevor N.

1989-01-01

An important objective in software integration is the development of techniques to allow programs written in different languages to function together. Several approaches are discussed toward achieving this objective and the Common Distributed Language Approach is presented as the approach of choice.

Exploring the Language of Films.

ERIC Educational Resources Information Center

Roller, George E.

A film study course written for the Dade County, Fla. public schools is described which covers techniques of motion pictures and their historical development. Techniques include the "language of pictures" (distance shots, angle shots, color, lighting, arrangement), the "language of motion" (camera movement, subject movement),…

Design Language for Digital Systems

NASA Technical Reports Server (NTRS)

Shiva, S. G.

1985-01-01

Digital Systems Design Language (DDL) is convenient hardware description language for developing and testing digital designs and for inputting design details into design automation system. Describes digital systems at gate, register transfer, and combinational block levels. DDL-based programs written in FORTRAN IV for batch execution.

Providing written language services in the schools: the time is now.

PubMed

Fallon, Karen A; Katz, Lauren A

2011-01-01

The current study was conducted to investigate the provision of written language services by school-based speech-language pathologists (SLPs). Specifically, the study examined SLPs' knowledge, attitudes, and collaborative practices in the area of written language services as well as the variables that impact provision of these services. Public school-based SLPs from across the country were solicited for participation in an online, Web-based survey. Data from 645 full-time SLPs from 49 states were evaluated using descriptive statistics and logistic regression. Many school-based SLPs reported not providing any services in the area of written language to students with written language weaknesses. Knowledge, attitudes, and collaborative practices were mixed. A logistic regression revealed three variables likely to predict high levels of service provision in the area of written language. Data from the current study revealed that many struggling readers and writers on school-based SLPs' caseloads are not receiving services from their SLPs. Implications for SLPs' preservice preparation, continuing education, and doctoral preparation are discussed.

Do Questions Written in the Target Language Make Foreign Language Listening Comprehension Tests More Difficult?

ERIC Educational Resources Information Center

Filipi, Anna

2012-01-01

The Assessment of Language Competence (ALC) certificates is an annual, international testing program developed by the Australian Council for Educational Research to test the listening and reading comprehension skills of lower to middle year levels of secondary school. The tests are developed for three levels in French, German, Italian and…

Challenges Face Arab Students in Writing Well-Developed Paragraphs in English

ERIC Educational Resources Information Center

Rass, Ruwaida Abu

2015-01-01

This study aimed to investigate problems facing Palestinian Arab students from Israel who are majoring in teaching English as a Foreign Language (EFL) in developing well-written paragraphs in English. They usually transfer the stylistic features of their first language, Arabic to the target language, English. For example, they tend to write long…

Effect of Developing Pragmatic Competence through Telecollaboration on Improving English as Foreign Language Learners' Writing Proficiency

ERIC Educational Resources Information Center

Rafieyan, Vahid; Rafieyan, Ali; Rafieyan, Navid; Rafieyan, Saeid; Rafieyan, Parvaneh; Rafieyan, Mohamad

2015-01-01

The very information structure of written communication depends not just on the writer's meaning and purpose but rather on the extent to which writer and reader share knowledge of pragmatic features of the language. To assess the actual effect of developing target language pragmatic competence through telecollaboration on improving English as…

Providing Written Language Services in the Schools: The Time Is Now

ERIC Educational Resources Information Center

Fallon, Karen A.; Katz, Lauren A.

2011-01-01

Purpose: The current study was conducted to investigate the provision of written language services by school-based speech-language pathologists (SLPs). Specifically, the study examined SLPs' knowledge, attitudes, and collaborative practices in the area of written language services as well as the variables that impact provision of these services.…

Language and Ageing--Exploring Propositional Density in Written Language--Stability over Time

ERIC Educational Resources Information Center

Spencer, Elizabeth; Craig, Hugh; Ferguson, Alison; Colyvas, Kim

2012-01-01

This study investigated the stability of propositional density (PD) in written texts, as this aspect of language shows promise as an indicator and as a predictor of language decline with ageing. This descriptive longitudinal study analysed written texts obtained from the Australian Longitudinal Study of Women's Health in which participants were…

Comic Books: A Learning Tool for Meaningful Acquisition of Written Sign Language

ERIC Educational Resources Information Center

Guimarães, Cayley; Oliveira Machado, Milton César; Fernandes, Sueli F.

2018-01-01

Deaf people use Sign Language (SL) for intellectual development, communications and other human activities that are mediated by language--such as the expression of complex and abstract thoughts and feelings; and for literature, culture and knowledge. The Brazilian Sign Language (Libras) is a complete linguistic system of visual-spatial manner,…

The Knowledge and Perceptions of Prospective Teachers and Speech Language Therapists in Collaborative Language and Literacy Instruction

ERIC Educational Resources Information Center

Wilson, Leanne; McNeill, Brigid; Gillon, Gail T.

2015-01-01

Successful collaboration among speech and language therapists (SLTs) and teachers fosters the creation of communication friendly classrooms that maximize children's spoken and written language learning. However, these groups of professionals may have insufficient opportunity in their professional study to develop the shared knowledge, perceptions…

Oracle Bones and Mandarin Tones: Demystifying the Chinese Language.

ERIC Educational Resources Information Center

Michigan Univ., Ann Arbor. Project on East Asian Studies in Education.

This publication will provide secondary level students with a basic understanding of the development and structure of Chinese (guo yu) language characters. The authors believe that demystifying the language helps break many cultural barriers. The written language is a good place to begin because its pictographic nature is appealing and inspires…

The History and Distribution of Indigenous Languages of Bolivia.

ERIC Educational Resources Information Center

Key, Mary Ritchie

This paper about the history and distribution of indigenous languages of Bolivia is divided into two parts. The first part deals with: (1) the developments of comparative work in South American Indian languages, (2) the phonological problems of comparative work in recently written languages, and (3) the apparent conflicts when dealing with early…

Of Elastic Clouds and Treebanks: New Opportunities for Content-Based and Data-Driven Language Learning

ERIC Educational Resources Information Center

Godwin-Jones, Robert

2008-01-01

Creating effective electronic tools for language learning frequently requires large data sets containing extensive examples of actual human language use. Collections of authentic language in spoken and written forms provide developers the means to enrich their applications with real world examples. As the Internet continues to expand…

The Effective English Language Teacher from the Perspectives of Turkish Preparatory School Students

ERIC Educational Resources Information Center

Arikan, Arda; Taser, Duygu; Sarac-Suzer, H. Sezgi

2008-01-01

In this study, Turkish EFL students' conceptualization of an effective English language teacher is studied. A survey formerly developed by Yu-Hsin (1999) was adapted and administered to 100 foreign language learners studying at two state universities' English language preparatory schools. Also, participants' written responses were collected to…

Discussion Forum Interactions: Text and Context

ERIC Educational Resources Information Center

Montero, Begona; Watts, Frances; Garcia-Carbonell, Amparo

2007-01-01

Computer-mediated communication (CMC) is currently used in language teaching as a bridge for the development of written and spoken skills [Kern, R., 1995. "Restructuring classroom interaction with networked computers: effects on quantity and characteristics of language production." "The Modern Language Journal" 79, 457-476]. Within CMC…

Hybrid Applications Of Artificial Intelligence

NASA Technical Reports Server (NTRS)

Borchardt, Gary C.

1988-01-01

STAR, Simple Tool for Automated Reasoning, is interactive, interpreted programming language for development and operation of artificial-intelligence application systems. Couples symbolic processing with compiled-language functions and data structures. Written in C language and currently available in UNIX version (NPO-16832), and VMS version (NPO-16965).

Fred P. Ellison and Portuguese Program Development

ERIC Educational Resources Information Center

Milleret, Margo

2016-01-01

The written record of Ellison's involvement in Portuguese program development begins in 1964 when he became chairman of the Portuguese Language Development Group that met at several Modern Language Association meetings before being accepted by the American Association of Teachers of Spanish and Portuguese (AATSP) in 1967. The record ends in the…

Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders

PubMed Central

Kim, Young-Suk; Otaiba, Stephanie Al; Sidler, Jessica Folsom; Gruelich, Luana

2013-01-01

We had two primary purposes in the present study: (1) to examine unique child-level predictors of written composition which included language skills, literacy skills (e.g., reading and spelling), and attentiveness and (2) to examine whether instructional quality (quality in responsiveness and individualization, and quality in spelling and writing instruction) is uniquely related to written composition for first-grade children (N = 527). Children’s written composition was evaluated on substantive quality (ideas, organization, word choice, and sentence flow) and writing conventions (spelling, mechanics, and handwriting). Results revealed that for the substantive quality of writing, children’s grammatical knowledge, reading comprehension, letter writing automaticity, and attentiveness were uniquely related. Teachers’ responsiveness was also uniquely related to the substantive quality of written composition after accounting for child predictors and other instructional quality variables. For the writing conventions outcome, children’s spelling and attentiveness were uniquely related, but instructional quality was not. These results suggest the importance of paying attention to multiple component skills such as language, literacy, and behavioral factors as well as teachers’ responsiveness for writing development. PMID:24062600

The effect of first written language on the acquisition of English literacy.

PubMed

Holm, A; Dodd, B

1996-05-01

The relationship between first and second language literacy was examined by identifying the skills and processes developed in the first language that were transferred to the second language. The performance of 40 university students from The People's Republic of China, Hong Kong, Vietnam and Australia were compared on a series of tasks that assessed phonological awareness and reading and spelling skills in English. The results indicated that the Hong Kong students (with non-alphabetic first language literacy) had limited phonological awareness compared to those students with alphabetic first language literacy. The reading and spelling tasks showed no differences between the groups on real word processing. However, the students from Hong Kong had difficulty processing nonwords because of their poor phonological awareness. The results supported the hypothesis that people learning English as a second language (ESL) transfer their literacy processing skills from their first language to English. When the phonological awareness required in English had not been developed in the first language, ESL students were limited to a whole-word, visual strategy. The findings indicate that students from non-alphabetic written language backgrounds might have difficulties with new, or unfamiliar words when attending universities where English is the medium of instruction.

Towards a Transcription System of Sign Language for 3D Virtual Agents

NASA Astrophysics Data System (ADS)

Do Amaral, Wanessa Machado; de Martino, José Mario

Accessibility is a growing concern in computer science. Since virtual information is mostly presented visually, it may seem that access for deaf people is not an issue. However, for prelingually deaf individuals, those who were deaf since before acquiring and formally learn a language, written information is often of limited accessibility than if presented in signing. Further, for this community, signing is their language of choice, and reading text in a spoken language is akin to using a foreign language. Sign language uses gestures and facial expressions and is widely used by deaf communities. To enabling efficient production of signed content on virtual environment, it is necessary to make written records of signs. Transcription systems have been developed to describe sign languages in written form, but these systems have limitations. Since they were not originally designed with computer animation in mind, in general, the recognition and reproduction of signs in these systems is an easy task only to those who deeply know the system. The aim of this work is to develop a transcription system to provide signed content in virtual environment. To animate a virtual avatar, a transcription system requires explicit enough information, such as movement speed, signs concatenation, sequence of each hold-and-movement and facial expressions, trying to articulate close to reality. Although many important studies in sign languages have been published, the transcription problem remains a challenge. Thus, a notation to describe, store and play signed content in virtual environments offers a multidisciplinary study and research tool, which may help linguistic studies to understand the sign languages structure and grammar.

Win-win: advancing written language knowledge and practice through university clinics.

PubMed

Katz, Lauren A; Fallon, Karen A

2015-02-01

Speech-language pathologists (SLPs) are uniquely suited for assessing and treating individuals with both spoken and written language disorders. Yet as students move from the elementary grades into the middle and high school grades, SLPs tend to provide fewer direct language services to them. Although spoken language disorders become written language disorders, SLP are not receiving sufficient training in the area of written language, and this is reflected in the extent to which they believe they have the knowledge and skills to provide services to struggling readers and writers on their caseloads. In this article, we discuss these problems and present effective methods for addressing them. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Composing in a Second Language: A Case Study of a Russian College Student.

ERIC Educational Resources Information Center

Kim, Anna Charr

The case study examined the development of English writing skills in a native Russian-speaking college student with no previous instruction in English as a Second Language. It drew on writing samples from 2 years of English language instruction. Theories of first and second language acquisition, especially in written expression, are analyzed in…

Sources of Difficulty in the Processing of Written Language. Report Series 4.3.

ERIC Educational Resources Information Center

Chafe, Wallace

Ease of language processing varies with the nature of the language involved. Ordinary spoken language is the easiest kind to produce and understand, while writing is a relatively new development. On thoughtful inspection, the readability of writing has shown itself to be a complex topic requiring insights from many academic disciplines and…

Written Discourse as a Product of a Completed Level of Professionally-Oriented Foreign Language Speech Competence of University Students

ERIC Educational Resources Information Center

Dmitrievykh, Irina L.; Kuklina, Svetlana S.; Cheremisinova, Rimma A.; Ogorodnikova, Natalia V.

2017-01-01

Contemporary foreign-language education focuses on the development of multicultural language personality of the university graduate, who has necessary competencies to implement in professional activities. One of such competences is professionally-oriented foreign language communicative competence that is responsible for the capability of a future…

Specific Language Impairment (SLI) and Reading Development in Early School Years

ERIC Educational Resources Information Center

Isoaho, Pia; Kauppila, Timo; Launonen, Kaisa

2016-01-01

Specific language impairment (SLI) is a condition that affects children's emerging language skills. Many different language skills can be affected in SLI, but not all individuals with SLI have the same set of difficulties. As a result, SLI is a highly heterogeneous condition. The ability to read and understand written text is a higher function of…

Evaluating the dimensionality of first grade written composition

PubMed Central

Kim, Young-Suk; Al Otaiba, Stephanie; Folsom, Jessica S.; Greulich, Luana; Puranik, Cynthia

2013-01-01

Purpose We examined dimensions of written composition using multiple evaluative approaches such as an adapted 6+1 trait scoring, syntactic complexity measures, and productivity measures. We further examined unique relations of oral language and literacy skills to the identified dimensions of written composition. Method A large sample of first grade students (N = 527) was assessed on their language, reading, spelling, letter writing automaticity, and writing in the spring. Data were analyzed using a latent variable approach including confirmatory factor analysis and structural equation modeling. Results The seven traits in the 6+1 trait system were best described as two constructs: substantive quality, and spelling and writing conventions. When the other evaluation procedures such as productivity and syntactic complexity indicators were included, four dimensions emerged: substantive quality, productivity, syntactic complexity, and spelling and writing conventions. Language and literacy predictors were differentially related to each dimension in written composition. Conclusions These four dimensions may be a useful guideline for evaluating developing beginning writer’s compositions. PMID:24687472

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

Grote, D. P.

Forthon generates links between Fortran and Python. Python is a high level, object oriented, interactive and scripting language that allows a flexible and versatile interface to computational tools. The Forthon package generates the necessary wrapping code which allows access to the Fortran database and to the Fortran subroutines and functions. This provides a development package where the computationally intensive parts of a code can be written in efficient Fortran, and the high level controlling code can be written in the much more versatile Python language.

Integrating Multimedia into the Curriculum: A Case Study Evaluation.

ERIC Educational Resources Information Center

Felix, Uschi

1997-01-01

Evaluates software developed for advanced learners of a second language. The software uses the target language (German) exclusively, brings together language and literature teaching, and includes a large variety of written exercises with scored feedback. Findings reveal that students are enthusiastic about using this multimedia program and…

Focus: Composition and Language Study, K-6.

ERIC Educational Resources Information Center

Stewart, Donald, Ed.

1974-01-01

This issue of "Kansas English" focus on composition and language study, kindergarten through grade six. The articles and authors are "Evaluating Process and Product in Children's Writing" by Robert L. Hillerich, "Written Language Development and Instruction of Elementary School Children" by Lester S. Golub, "From a Reading Desk" by Myrline…

Understanding the Conceptual and Language Challenges Encountered by Grade 4 Students When Writing Scientific Explanations

NASA Astrophysics Data System (ADS)

Seah, Lay Hoon

2016-06-01

This study is an attempt to examine the use of linguistic resources by primary science students so as to understand the conceptual and language demands encountered by them when constructing written explanations. The students' written explanations and the instructional language (whole-class discussion and textbook) employed over the topic, the life cycle of plants, in four grade 4 classrooms (age 10) taught by three teachers constitute the data for this study. Students' written explanations were subjected to a combination of content and linguistic analysis. The linguistic analysis was conducted using selected analytical tools from the systemic functional linguistics framework. A diversity of linguistic resources and meanings were identified from the students' explanations, which reveal the extent to which the students were able to employ linguistic resources to construct written scientific explanations and the challenges involved. Both content and linguistic analyses also illuminate patterns of language use that are significant for realising scientific meanings. Finally, a comparison is made in the use of linguistic resources between the students' explanations and the instructional language to highlight possible links. This comparison reveals that the teachers' expectations of the students' written explanations were seldom reflected in their oral questioning or made explicit during the instruction. The findings of this study suggest that a focus on conceptual development is not sufficient in itself to foster students' ability to construct explanations. Pedagogical implications involving the support needed by primary students to construct scientific explanations are discussed.

Written Narrative Characteristics in Adults with Language Impairment

ERIC Educational Resources Information Center

Suddarth, Rachael; Plante, Elena; Vance, Rebecca

2012-01-01

Purpose: Adults with language-based disabilities are known to have deficits in oral language; however, less is known about their written language skills. Two studies were designed to characterize the writing of adults with language-based disabilities. Method: In Study 1, 60 adults, 30 with language impairment and 30 with typical language,…

Computer-Assisted Analysis of Written Language: Assessing the Written Language of Deaf Children, II.

ERIC Educational Resources Information Center

Parkhurst, Barbara G.; MacEachron, Marion P.

1980-01-01

Two pilot studies investigated the accuracy of a computer parsing system for analyzing written language of deaf children. Results of the studies showed good agreement between human and machine raters. Journal availability: Elsevier North Holland, Inc., 52 Vanderbilt Avenue, New York, NY 10017. (Author)

The Influence of Process Drama on Elementary Students' Written Language

ERIC Educational Resources Information Center

Anderson, Alida

2012-01-01

This article describes the influence of process drama on fourth grade students' written language productivity and specificity. Participants included 16 students with learning and/or behavioral challenges at an urban public charter school. The influence of process drama on students' written language was compared across contextualized and…

Written language impairments in primary progressive aphasia: a reflection of damage to central semantic and phonological processes.

PubMed

Henry, Maya L; Beeson, Pélagie M; Alexander, Gene E; Rapcsak, Steven Z

2012-02-01

Connectionist theories of language propose that written language deficits arise as a result of damage to semantic and phonological systems that also support spoken language production and comprehension, a view referred to as the "primary systems" hypothesis. The objective of the current study was to evaluate the primary systems account in a mixed group of individuals with primary progressive aphasia (PPA) by investigating the relation between measures of nonorthographic semantic and phonological processing and written language performance and by examining whether common patterns of cortical atrophy underlie impairments in spoken versus written language domains. Individuals with PPA and healthy controls were administered a language battery, including assessments of semantics, phonology, reading, and spelling. Voxel-based morphometry was used to examine the relation between gray matter volumes and language measures within brain regions previously implicated in semantic and phonological processing. In accordance with the primary systems account, our findings indicate that spoken language performance is strongly predictive of reading/spelling profile in individuals with PPA and suggest that common networks of critical left hemisphere regions support central semantic and phonological processes recruited for spoken and written language.

Developing Language and Writing Skills of Deaf and Hard of Hearing Students: A Simultaneous Approach

ERIC Educational Resources Information Center

Dostal, Hannah M.; Wolbers, Kimberly A.

2014-01-01

In school, deaf and hard of hearing students (d/hh) are often exposed to American Sign Language (ASL) while also developing literacy skills in English. ASL does not have a written form, but is a fully accessible language to the d/hh through which it is possible to mediate understanding, draw on prior experiences, and engage critical thinking and…

Developing Critical Thinking Skills and Improving Expressive Language through Creative Writing.

ERIC Educational Resources Information Center

Goodman, Harriet E.

A practicum was conducted to develop critical thinking and improve expression through creative written language utilizing precision teaching as an evaluation of student performance. Six students (grades second through sixth) with low idea generation and few organization skills were trained by three teachers and a teacher advisor using…

The Relationship between American Sign Language Vocabulary and the Development of Language-Based Reasoning Skills in Deaf Children

ERIC Educational Resources Information Center

Henner, Jonathan

2016-01-01

The language-based analogical reasoning abilities of Deaf children are a controversial topic. Researchers lack agreement about whether Deaf children possess the ability to reason using language-based analogies, or whether this ability is limited by a lack of access to vocabulary, both written and signed. This dissertation examines factors that…

Floating-point function generation routines for 16-bit microcomputers

NASA Technical Reports Server (NTRS)

Mackin, M. A.; Soeder, J. F.

1984-01-01

Several computer subroutines have been developed that interpolate three types of nonanalytic functions: univariate, bivariate, and map. The routines use data in floating-point form. However, because they are written for use on a 16-bit Intel 8086 system with an 8087 mathematical coprocessor, they execute as fast as routines using data in scaled integer form. Although all of the routines are written in assembly language, they have been implemented in a modular fashion so as to facilitate their use with high-level languages.

Written Language Skills of Entry-Level Accountants as Assessed by Experienced CPAs.

ERIC Educational Resources Information Center

Nelson, Sandra J.; Moncada, Susan; Smith, Douglas C.

1996-01-01

Surveys experienced Certified Public Accountants to examine their perceptions of the written language skills of entry-level accountants. Finds that written language fundamentals in word selection and usage, sentence and paragraph construction, and grammar and mechanics remain a problem for entry-level accountants. Notes the value of these findings…

A Comparison of Verbal and Written Language in Alzheimer's Disease

ERIC Educational Resources Information Center

Groves-Wright, Kathy; Neils-Strunjas, Jean; Burnett, Rebecca; O'Neill, Mary Jane

2004-01-01

Few studies have examined characteristics of both verbal and written language of individuals with Alzheimer's disease (AD). This study used parallel measures (picture description, word fluency, spelling to dictation, and confrontational naming) to compare verbal and written language of individuals with mild AD, moderate AD, and normal controls (14…

Growth of Text-Embedded Lexicon in Catalan: From Childhood to Adolescence

ERIC Educational Resources Information Center

Llauradó, Anna; Tolchinsky, Liliana

2013-01-01

Lexical development is a key facet of later language development. To characterize the linguistic knowledge of school age children, performance in the written modality must also be considered. This study tracks the growth of written text-embedded lexicon in Catalan-speaking children and adolescents. Participants (N = 2161), aged from 5 to 16 years…

Ada To X-Window Bindings

NASA Technical Reports Server (NTRS)

Souleles, Dean

1993-01-01

Ada to X-Window Bindings computer program developed to provide Ada programmers with complete interfaces to Xt Intrinsics and OSF Motif toolkits. Provides "Ada view" of some mostly C-language programming libraries. Package of software written in Ada and C languages.

Exploring Children's Literature: Teaching the Language and Reading of Fiction.

ERIC Educational Resources Information Center

Gamble, Nikki; Yates, Sally

This book, a comprehensive guide to the range of genres and characteristic features of English-language fiction written for children, is based on the belief that deep subject knowledge of language and literature provides a foundation for effective teaching and learning. The book helps readers to develop their understanding of literature within…

Reading and American Sign Language: Strategies for Translation.

ERIC Educational Resources Information Center

Burkholder, Kim

1999-01-01

A hearing teacher for whom American Sign Language is a second language identifies nine strategies developed for reading and telling stories to deaf children. These include: ask obvious questions related to the story, portray written dialog as conversation, emphasize points by saying the same thing with different signs, and adapt the story to…

Learning in Two Languages: A Bilingual Program in Western Australia.

ERIC Educational Resources Information Center

Barratt-Pugh, Caroline; Rohl, Mary

2001-01-01

Describes a one-year research project in a Western Australia primary school in a low socioeconomic area, which has a Khmer-English bilingual program to develop and extend children's English and Khmer language and literacy. Discusses findings concerning the children's written progress in both languages, and children's perceptions of their identity…

Voices of Pedagogical Development--Expanding, Enhancing and Exploring Higher Education Language Learning

ERIC Educational Resources Information Center

Jalkanen, Juha, Ed.; Jokinen, Elina, Ed.; Taalas, Peppi, Ed.

2015-01-01

"Voices of Pedagogical Development" is a collection of articles written by teacher-researchers at the University of Jyväskylä Language Centre. It shares the fruits of their ideas and development work in the areas of academic literacies, new forms of teaching and learning, and internationalisation. Part one aims at establishing and…

Short Message Service (SMS) Language and Written Language Skills: Educators' Perspectives

ERIC Educational Resources Information Center

Geertsema, Salomé; Hyman, Charene; van Deventer, Chantelle

2011-01-01

SMS language is English language slang, used as a means of mobile phone text messaging. This practice may impact on the written language skills of learners at school. The main aim of this study was to determine the perspectives of Grade 8 and 9 English (as Home Language) educators in Gauteng regarding the possible influence of SMS language on…

Multimedia Technology in Language and Culture Restoration Efforts at San Juan Pueblo: A Brief History of the Development of the Tewa Language Project.

ERIC Educational Resources Information Center

Jacobs, Sue-Ellen; Tuttle, Siri G.; Martinez, Esther

1998-01-01

The Tewa Language Project CD-ROM was developed at the University of Washington in collaboration with San Juan Pueblo, New Mexico, to restore the use of spoken and written Tewa and to repatriate cultural property. The CD-ROM contains an interactive multimedia dictionary, songs, stories, photographs, land and water data, and linguistic resources…

Metanotes (Written Languaging) in a Translation Task: Do L2 Proficiency and Task Outcome Matter?

ERIC Educational Resources Information Center

Ishikawa, Masako

2015-01-01

Languaging has been identified as a contributor to language learning. Yet, compared to oral languaging, such as collaborative dialogs in contextualized settings, little seems to be known about written languaging. In order to fill this gap, this study investigates languaging in the form of "metanotes," that is, metatalk in a written…

Cognitive and Psychosocial Characteristics of Gifted Students with Written Language Disability: A Reply to Lovett's Response

ERIC Educational Resources Information Center

Assouline, Susan G.; Nicpon, Megan Foley; Whiteman, Claire S.

2011-01-01

Our article describing the characteristics of gifted students with a specific learning disability (SLD) in written language was criticized for emphasizing an ability achievement discrepancy as an indication of a written language disability and for not ruling out alternative explanations for the observed difficulties. The three primary alternative…

A Comparison of Written Compositions of Head-Start Pupils with Non-Head-Start Pupils.

ERIC Educational Resources Information Center

Houston, David Ree

This study--a follow-up to one conducted by Giles in 1965-- compared the written compositions of fourth grade pupils who had been in Project Head Start in the summer of 1965 with those of comparable pupils not in the program to determine possible differences in their written language development. Seventy Negro students were divided by sex and…

Developing the Second Language Writing Process through Social Media-Based Interaction Tasks

ERIC Educational Resources Information Center

Gómez, Julian Esteban Zapata

2015-01-01

This paper depicts the results from a qualitative research study focused on finding out the effect of interaction through social media on the development of second language learners' written production from a private school in Medellín, Antioquia, Colombia. The study was framed within concepts such as "social interaction," "digital…

Language As Social Event.

ERIC Educational Resources Information Center

Harste, Jerome C.

A taxonomy developed for the study of the growth and development of written language from the perspective of social event was tested with a group of 68 children, aged three to six years. The subjects were presented with a wide variety of environmental print messages (road signs, toys, fast food signs, and household products) and were questioned…

Measuring Voice in Poetry Written by Second Language Learners

ERIC Educational Resources Information Center

Hanauer, David I.

2015-01-01

There is increasing usage of creative writing in the ESL/EFL classroom based on the argument that this pedagogy develops writer's voice, emotional engagement, and ownership. Within the context of teaching poetry writing to second language learners, the current article develops a scientific approach to ways in which voice can be measured and then…

Bilingual Babel: Cuneiform Texts in Two or More Languages from Ancient Mesopotamia and Beyond.

ERIC Educational Resources Information Center

Cooper, Jerrold

1993-01-01

Discusses bilingualism in written cuneiform texts from ancient Babylonia and Sumeria. Describes the development of formats and techniques that enabled two or more languages on a single document to coexist harmoniously and productively. (SR)

Exploring Children's Literature: Teaching the Language and Reading of Fiction. First Edition

ERIC Educational Resources Information Center

Gamble, Nikki; Yates, Sally

2002-01-01

This book is based on the belief that deep subject knowledge of language and literature provides a foundation for effective teaching and learning. It provides a guide to the range of genres and characteristic features of English language fiction written for children, and is designed to help readers: (1) Develop their understanding of literature…

The Languages of Indigenous Peoples in Chukotka and the Media.

ERIC Educational Resources Information Center

Diatchkova, Galina

In the first half of the 20th century, the social functions of the indigenous languages in Chukotka, in northeast Asia, increased due to the development of written languages, local press, and broadcasting on radio and television. From 1933 to 1989, the local press of indigenous peoples in Chukotka was used for Communist Party propaganda. However,…

Auditory Learning. Dimensions in Early Learning Series.

ERIC Educational Resources Information Center

Zigmond, Naomi K.; Cicci, Regina

The monograph discusses the psycho-physiological operations for processing of auditory information, the structure and function of the ear, the development of auditory processes from fetal responses through discrimination, language comprehension, auditory memory, and auditory processes related to written language. Disorders of auditory learning…

The Reliability of the OWLS Written Expression Scale with ESL Kindergarten Students

ERIC Educational Resources Information Center

Harrison, Gina L.; Ogle, Keira C.; Keilty, Megan

2011-01-01

A reliability analysis was conducted on the Written Expression Scale from the Oral and Written Language Scales, (OWLS, Carrow-Woolfolk, 1996), with 68 ESL and 56 non-ESL kindergarten students. Interrater and internal consistency estimates for the Written Expression Scale were examined separately for each language group. Despite lower oral English…

Designing Automated Guidance to Promote Productive Revision of Science Explanations

ERIC Educational Resources Information Center

Tansomboon, Charissa; Gerard, Libby F.; Vitale, Jonathan M.; Linn, Marcia C.

2017-01-01

Supporting students to revise their written explanations in science can help students to integrate disparate ideas and develop a coherent, generative account of complex scientific topics. Using natural language processing to analyze student written work, we compare forms of automated guidance designed to motivate productive revision and help…

From Thoughts to Words.

ERIC Educational Resources Information Center

Glaus, Marlene

The activities presented in this book, designed to help children translate their thoughts into spoken and written words, can supplement an elementary teacher's own language arts lessons. Objectives for each activity are listed, with the general focus of the many oral activities being to develop a rich verbal background for future written work. The…

Application Portable Parallel Library

NASA Technical Reports Server (NTRS)

Cole, Gary L.; Blech, Richard A.; Quealy, Angela; Townsend, Scott

1995-01-01

Application Portable Parallel Library (APPL) computer program is subroutine-based message-passing software library intended to provide consistent interface to variety of multiprocessor computers on market today. Minimizes effort needed to move application program from one computer to another. User develops application program once and then easily moves application program from parallel computer on which created to another parallel computer. ("Parallel computer" also include heterogeneous collection of networked computers). Written in C language with one FORTRAN 77 subroutine for UNIX-based computers and callable from application programs written in C language or FORTRAN 77.

Web-based data acquisition and management system for GOSAT validation Lidar data analysis

NASA Astrophysics Data System (ADS)

Okumura, Hiroshi; Takubo, Shoichiro; Kawasaki, Takeru; Abdullah, Indra N.; Uchino, Osamu; Morino, Isamu; Yokota, Tatsuya; Nagai, Tomohiro; Sakai, Tetsu; Maki, Takashi; Arai, Kohei

2012-11-01

An web-base data acquisition and management system for GOSAT (Greenhouse gases Observation SATellite) validation lidar data analysis is developed. The system consists of data acquisition sub-system (DAS) and data management sub-system (DMS). DAS written in Perl language acquires AMeDAS ground-level meteorological data, Rawinsonde upper-air meteorological data, ground-level oxidant data, skyradiometer data, skyview camera images, meteorological satellite IR image data and GOSAT validation lidar data. DMS written in PHP language demonstrates satellite-pass date and all acquired data.

Quicksilver: Middleware for Scalable Self-Regenerative Systems

DTIC Science & Technology

2006-04-01

Applications can be coded in any of about 25 programming languages ranging from the obvious ones to some very obscure languages , such as OCaml ...technology. Like Tempest, Quicksilver can support applications written in any of a wide range of programming languages supported by .NET. However, whereas...so that developers can work in standard languages and with standard tools and still exploit those solutions. Vendors need to see some success

Drop Everything and Write (DEAW): An Innovative Program to Improve Literacy Skills

ERIC Educational Resources Information Center

Joshi, R. Malatesha; Aaron, P. G.; Hill, Nancy; Ocker Dean, Emily; Boulware-Gooden, Regina; Rupley, William H.

2008-01-01

It is believed that language is an innate ability and, therefore, spoken language is acquired naturally and informally. In contrast, written language is thought to be an invention and, therefore, has to be learned through formal instruction. An alternate view, however, is that spoken language and written language are two forms of manifestations of…

Home Literacy Environment and Its Influence on Singaporean Children's Chinese Oral and Written Language Abilities

ERIC Educational Resources Information Center

Li, Li; Tan, Chee Lay

2016-01-01

In a bilingual environment such as Singaporean Chinese community, the challenge of maintaining Chinese language and sustaining Chinese culture lies in promoting the daily use of Chinese language in oral and written forms among children. Ample evidence showed the effect of the home language and literacy environment (HLE), on children's language and…

The Rosetta phone: a hand-held device for automatic translation of signs in natural images

NASA Astrophysics Data System (ADS)

Jafri, Syed Ali Raza; Mikkilineni, Aravind K.; Boutin, Mireille; Delp, Edward J.

2008-02-01

When traveling in a region where the local language is not written using the Roman alphabet, translating written text (e.g., documents, road signs, or placards) is a particularly difficult problem since the text cannot be easily entered into a translation device or searched using a dictionary. To address this problem, we are developing the "Rosetta Phone," a handheld device (e.g., PDA or mobile telephone) capable of acquiring a picture of the text, identifying the text within the image, and producing both an audible and a visual English interpretation of the text. We started with English, as a developement language, for which we achieved close to 100% accuracy in identifying and reading text. We then modified the system to be able to read and translate words written using the Arabic character set. We currently achieve approximately 95% accuracy in reading words from a small directory of town names.

An IBM 370 assembly language program verifier

NASA Technical Reports Server (NTRS)

Maurer, W. D.

1977-01-01

The paper describes a program written in SNOBOL which verifies the correctness of programs written in assembly language for the IBM 360 and 370 series of computers. The motivation for using assembly language as a source language for a program verifier was the realization that many errors in programs are caused by misunderstanding or ignorance of the characteristics of specific computers. The proof of correctness of a program written in assembly language must take these characteristics into account. The program has been compiled and is currently running at the Center for Academic and Administrative Computing of The George Washington University.

Lateralization of temporal lobe epilepsy and learning disabilities, as defined by disability-related civil rights law.

PubMed

Butterbaugh, Grant; Olejniczak, Piotr; Roques, Betsy; Costa, Richard; Rose, Marcy; Fisch, Bruce; Carey, Michael; Thomson, Jessica; Skinner, John

2004-08-01

Epilepsy research has identified higher rates of learning disorders in patients with temporal lobe epilepsy (TLE). However, most studies have not adequately assessed complex functional adult learning skills, such as reading comprehension and written language. We designed this study to evaluate our predictions that higher rates of reading comprehension, written language, and calculation disabilities would be associated with left TLE versus right TLE. Reading comprehension, written language, and calculation skills were assessed by using selected subtests from the Woodcock-Johnson Psycho-Educational Tests of Achievement-Revised in a consecutive series of 31 presurgical patients with TLE. Learning disabilities were defined by one essential criterion consistent with the Americans with Disabilities Act of 1990. Patients had left hemisphere language dominance based on Wada results, left or right TLE based on inpatient EEG monitoring, and negative magnetic resonance imaging (MRI), other than MRI correlates of mesial temporal sclerosis. Higher rates of reading comprehension, written language, and calculation disabilities were associated with left TLE, as compared with right TLE. Nearly 75% of patients with left TLE, whereas fewer than 10% of those with right TLE, had at least one learning disability. Seizure onset in the language-dominant hemisphere, as compared with the nondominant hemisphere, was associated with higher rates of specific learning disabilities and a history of poor literacy or career development or both. These results support the potential clinical benefits of using lateralization of seizure onset as a predictor of the risk of learning disabilities that, once evaluated, could be accommodated to increase the participation of patients with epilepsy in work and educational settings.

The relationship between oral and written language.

PubMed

de Montfort Supple, M

1998-01-01

It has been agreed for some time now that reading is primarily a language-based activity and that deficits in oral language will be reflected in deficits in reading ability. This paper explores the association between specific aspects of oral and written language as reflected in current literature and research.

BAAL/CUP Seminars 2009

ERIC Educational Resources Information Center

Cutting, Joan; Murphy, Brona

2010-01-01

The seminar, organised by Joan Cutting and Brona Murphy, aimed: (1) to bring together researchers involved in both emergent and established academic corpora (written and spoken) as well as linguists, lecturers and teachers researching in education, be it language teaching, language-teacher training or continuing professional development in…

Different patterns and development characteristics of processing written logographic characters and alphabetic words: an ALE meta-analysis.

PubMed

Zhu, Linlin; Nie, Yaoxin; Chang, Chunqi; Gao, Jia-Hong; Niu, Zhendong

2014-06-01

The neural systems for phonological processing of written language have been well identified now, while models based on these neural systems are different for different language systems or age groups. Although each of such models is mostly concordant across different experiments, the results are sensitive to the experiment design and intersubject variability. Activation likelihood estimation (ALE) meta-analysis can quantitatively synthesize the data from multiple studies and minimize the interstudy or intersubject differences. In this study, we performed two ALE meta-analysis experiments: one was to examine the neural activation patterns of the phonological processing of two different types of written languages and the other was to examine the development characteristics of such neural activation patterns based on both alphabetic language and logographic language data. The results of our first meta-analysis experiment were consistent with the meta-analysis which was based on the studies published before 2005. And there were new findings in our second meta-analysis experiment, where both adults and children groups showed great activation in the left frontal lobe, the left superior/middle temporal gyrus, and the bilateral middle/superior occipital gyrus. However, the activation of the left middle/inferior frontal gyrus was found increase with the development, and the activation was found decrease in the following areas: the right claustrum and inferior frontal gyrus, the left inferior/medial frontal gyrus, the left middle/superior temporal gyrus, the right cerebellum, and the bilateral fusiform gyrus. It seems that adults involve more phonological areas, whereas children involve more orthographic areas and semantic areas. Copyright © 2013 Wiley Periodicals, Inc.

Propositional Density in Spoken and Written Language of Czech-Speaking Patients with Mild Cognitive Impairment

ERIC Educational Resources Information Center

Smolík, Filip; Stepankova, Hana; Vyhnálek, Martin; Nikolai, Tomáš; Horáková, Karolína; Matejka, Štepán

2016-01-01

Purpose Propositional density (PD) is a measure of content richness in language production that declines in normal aging and more profoundly in dementia. The present study aimed to develop a PD scoring system for Czech and use it to compare PD in language productions of older people with amnestic mild cognitive impairment (aMCI) and control…

Development of SMOG-Cro readability formula for healthcare communication and patient education.

PubMed

Brangan, Sanja

2015-03-01

Effective communication shows a positive impact on patient satisfaction, compliance and medical outcomes, at the same time reducing the healthcare costs. Written information for patients needs to correspond to health literacy levels of the intended audiences. Readability formulas correlate well with the reading and comprehension tests but are considered an easier and quicker method to estimate a text difficulty. SMOG readability formula designed for English language needs to be modified if used for texts in other languages. The aim of this study was to develop a readability formula based on SMOG, that could be used to estimate text difficulty of written materials for patients in Croatian language. Contras- tive analysis of English and Croatian language covering a corpus of almost 100,000 running words showed clear linguis- tic differences in the number of polysyllabic words. The new formula, named SMOG-Cro, is presented as an equation: SMOG-Cro = 2 + √4+ syllables, with the score showing the number of years of education a person needs to be able to understand a piece of writing. The presented methodology could help in the development of readability formulas for other languages. We hope the results of this study are soon put into practice for more effective healthcare communication and patient education, and for development of a health literacy assessment tool in Croatian language.

Test Review: D. D. Hammill & S. C. Larsen "Test of Written Language-Fourth Edition." (TOWL-4). Austin, TX--PRO-ED, 2009

ERIC Educational Resources Information Center

McCrimmon, Adam W.; Climie, Emma A.

2011-01-01

This article presents a review of the "Test of Written Language-Fourth Edition" (TOWL-4), a newly updated individual or group-based measure of written language for students aged 9 years, 0 months through 17 years, 11 months. The stated purposes of the measure are to identify students in need of support or intervention in the area of…

Context in Text: The Development of Oral and Written Language in Two Genres.

ERIC Educational Resources Information Center

Pellegrini, A. D.; And Others

1984-01-01

Tests Halliday's model of context/text relationships and how these relationships vary for 71 children in first, second, and third grades. Children produced oral and written messages about a circus in narrative and persuasive genres. Texts were analyzed for elements of linguistic cohesion and length of clausal themes. (Author/CB)

A Doctor Talks to 9-to-12-Year Olds.

ERIC Educational Resources Information Center

Larrigo, Marion O.; Cassidy, Michael A.

As a part of a series of books written by physicians for their patients, this publication explains heredity, birth, and growth patterns to pre-teen children. The chapters are written in language appropriate for children moving from childhood into their teens and deal with topics like: cells, conception, prenatal development, puberty, and changing…

Documentation for a Structural Optimization Procedure Developed Using the Engineering Analysis Language (EAL)

NASA Technical Reports Server (NTRS)

Martin, Carl J., Jr.

1996-01-01

This report describes a structural optimization procedure developed for use with the Engineering Analysis Language (EAL) finite element analysis system. The procedure is written primarily in the EAL command language. Three external processors which are written in FORTRAN generate equivalent stiffnesses and evaluate stress and local buckling constraints for the sections. Several built-up structural sections were coded into the design procedures. These structural sections were selected for use in aircraft design, but are suitable for other applications. Sensitivity calculations use the semi-analytic method, and an extensive effort has been made to increase the execution speed and reduce the storage requirements. There is also an approximate sensitivity update method included which can significantly reduce computational time. The optimization is performed by an implementation of the MINOS V5.4 linear programming routine in a sequential liner programming procedure.

Making a Difference: A Framework for Supporting First and Second Language Development in Preschool Children of Migrant Farm Workers

ERIC Educational Resources Information Center

Stechuk, Robert A.; Burns, M. Susan

2005-01-01

This document was written to support the work of Migrant and Seasonal Head Start (MSHS) programs. The message provided is straightforward: we can meet the challenge of supporting first and second language development in preschool children. This paper is organized around four questions: (1) Can we facilitate children's acquisition of English…

Case Studies of Multilingual/Multicultural Asian Deaf Adults: Strategies for Success.

PubMed

Wang, Qiuying; Andrews, Jean; Liu, Hsiu Tan; Liu, Chun Jung

2016-01-01

Case studies of adult d/Deaf or Hard of Hearing Multilingual Learners (DMLs) are few, especially studies of DMLs who learn more than one sign language and read logographic and alphabetic scripts. To reduce this paucity, two descriptive case studies are presented. Written questionnaires, face-to-face interviews, and self-appraisals of language-use rubrics were used to explore (a) the language and literacy histories of two adult Asian DMLs who had learned multiple languages: Chinese (spoken/written), English (written), Chinese Sign Language, and American Sign Language; and (b) how each language was used in different cultural communities with diverse conversational partners. Home literacy environment, family support, visual access to languages, peer and sibling support, role models, encouragement, perseverance, and Deaf identity all played vital roles in the participants' academic success. The findings provide insights into the acquisition of multiple languages and bi-literacy through social communication and academic content.

28 CFR 55.19 - Written materials.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Judicial Administration DEPARTMENT OF JUSTICE (CONTINUED) IMPLEMENTATION OF THE PROVISIONS OF THE VOTING RIGHTS ACT REGARDING LANGUAGE MINORITY GROUPS Minority Language Materials and Assistance § 55.19 Written... will be lost if a separate minority language ballot or voting machine is used. (d) Voting machines...

28 CFR 55.19 - Written materials.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Judicial Administration DEPARTMENT OF JUSTICE (CONTINUED) IMPLEMENTATION OF THE PROVISIONS OF THE VOTING RIGHTS ACT REGARDING LANGUAGE MINORITY GROUPS Minority Language Materials and Assistance § 55.19 Written... will be lost if a separate minority language ballot or voting machine is used. (d) Voting machines...

Literacy in the Workplace: A Whole Language Approach.

ERIC Educational Resources Information Center

Carr, Kathryn S.

The personnel director of a local industry requested reading help from Central Missouri State University for several employees. After several meetings, a workplace literacy program that used the whole language approach supplemented by direct instruction in word recognition skills was developed. Two types of tests were written. One, a vocabulary…

The Curriculum Development of Experienced Teachers Who Are Inexperienced with History-Based Pedagogy

ERIC Educational Resources Information Center

Bickford, John H., III

2017-01-01

Contemporary American education initiatives mandate half of all English language arts content is non-fiction. History topics, therefore, will increase within all elementary and English language arts middle level classrooms. The education initiatives have rigorous expectations for students' close readings of, and written argumentation about,…

Exploring Children's Literature. Second Edition

ERIC Educational Resources Information Center

Gamble, Nikki; Yates, Sally

2008-01-01

This book is based on the belief that deep subject knowledge of language and literature provides a foundation for effective teaching and learning. It provides a guide to the range of genres and characteristic features of English language fiction written for children. It is designed to help readers to develop their understanding of literature…

Swahili-L: Using Computer Technology To Promote African Language Literacy.

ERIC Educational Resources Information Center

Kuntz, Patricia S.

The evolution of Swahili-L, an Internet distribution list service for multi-address mailings written in Swahili, is chronicled and its applications in second language teaching, literacy education, and worldwide communication among Swahili speakers are discussed. Developed by the African studies outreach program at the University of Wisconsin, the…

Leveraging Code Comments to Improve Software Reliability

ERIC Educational Resources Information Center

Tan, Lin

2009-01-01

Commenting source code has long been a common practice in software development. This thesis, consisting of three pieces of work, made novel use of the code comments written in natural language to improve software reliability. Our solution combines Natural Language Processing (NLP), Machine Learning, Statistics, and Program Analysis techniques to…

Scheduling language and algorithm development study. Volume 2: Use of the basic language and module library

NASA Technical Reports Server (NTRS)

Chamberlain, R. A.; Cornick, D. E.; Flater, J. F.; Odoherty, R. J.; Peterson, F. M.; Ramsey, H. R.; Willoughby, J. K.

1974-01-01

The capabilities of the specified scheduling language and the program module library are outlined. The summary is written with the potential user in mind and, therefore, provides maximum insight on how the capabilities will be helpful in writing scheduling programs. Simple examples and illustrations are provided to assist the potential user in applying the capabilities of his problem.

Developing a Successful Community Supported Literacy Program. The Adivasi Oriya-Telugu Adult Literacy Project, Araku Valley, India.

ERIC Educational Resources Information Center

Gustafsson, Uwe

A literacy project in the eastern hill ranges of India is reported, based on 20 years of involvement, at the beginning of which the tribal language, Adivasi Oriya, was not yet a written language. The literacy rate among tribals in the agricultural community is about 10%. Researchers studied the tribal language, gave it an alphabet, adapted the…

Language Disorders from a Developmental Perspective: Essays in Honor of Robin S. Chapman. New Directions in Communication Disorders Research

ERIC Educational Resources Information Center

Paul, Rhea, Ed.

2006-01-01

The last 25 years have witnessed an explosion of research at the intersection of typical language development and child language disorders. A pioneer in bringing these fields of study together is Robin S. Chapman, Emerita, University of Wisconsin. This contributed volume honors her with chapters written by former students and colleagues, who track…

Spoken Grammar Awareness Raising: Does It Affect the Listening Ability of Iranian EFL Learners?

ERIC Educational Resources Information Center

Rashtchi, Mojgan; Afzali, Mahnaz

2011-01-01

Advances in spoken corpora analysis have brought about new insights into language pedagogy and have led to an awareness of the characteristics of spoken language. Current findings have shown that grammar of spoken language is different from written language. However, most listening and speaking materials are concocted based on written grammar and…

Component Models for Semantic Web Languages

NASA Astrophysics Data System (ADS)

Henriksson, Jakob; Aßmann, Uwe

Intelligent applications and agents on the Semantic Web typically need to be specified with, or interact with specifications written in, many different kinds of formal languages. Such languages include ontology languages, data and metadata query languages, as well as transformation languages. As learnt from years of experience in development of complex software systems, languages need to support some form of component-based development. Components enable higher software quality, better understanding and reusability of already developed artifacts. Any component approach contains an underlying component model, a description detailing what valid components are and how components can interact. With the multitude of languages developed for the Semantic Web, what are their underlying component models? Do we need to develop one for each language, or is a more general and reusable approach achievable? We present a language-driven component model specification approach. This means that a component model can be (automatically) generated from a given base language (actually, its specification, e.g. its grammar). As a consequence, we can provide components for different languages and simplify the development of software artifacts used on the Semantic Web.

28 CFR 55.19 - Written materials.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 28 Judicial Administration 2 2013-07-01 2013-07-01 false Written materials. 55.19 Section 55.19... RIGHTS ACT REGARDING LANGUAGE MINORITY GROUPS Minority Language Materials and Assistance § 55.19 Written materials. (a) Types of materials. It is the obligation of the jurisdiction to decide what materials must be...

28 CFR 55.19 - Written materials.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 28 Judicial Administration 2 2014-07-01 2014-07-01 false Written materials. 55.19 Section 55.19... RIGHTS ACT REGARDING LANGUAGE MINORITY GROUPS Minority Language Materials and Assistance § 55.19 Written materials. (a) Types of materials. It is the obligation of the jurisdiction to decide what materials must be...

Developing Written Information for Cancer Survivors from Culturally and Linguistically Diverse Backgrounds: Lessons Learnt.

PubMed

Wiley, Georgina; Piper, Amanda; Phyllis Butow, A M; Schofield, Penny; Douglas, Fiona; Roy, Jane; Nolte, Linda; Jefford, Michael

2018-01-01

Australia is a multicultural nation with a large migrant population. Migrants with cancer report inferior quality of life and the need for more information in their own language. This paper describes lessons learnt from developing culturally appropriate written information resources with and for Arabic, Italian, and Vietnamese cancer survivors and carers. The information needs of survivors from these language groups as well as guidelines for the development of written resources for culturally diverse populations were identified through literature review. Community consultation was undertaken with focus groups. The content was developed and tested with health professionals who spoke the appropriate language and focus group participants, ensuring relevance and appropriateness. Resource design and dissemination were informed through community consultation. A number of key tasks for developing resources were identified as follows: (1) community engagement and consultation; (2) culturally sensitive data collection; (3) focus group facilitators (recruitment and training); (4) content development; (5) translation and review process; (6) design; and (7) sustainability. This project reinforced literature review findings on the importance of cultural sensitivity in the development of resources. Engaging with community groups and incorporating culturally appropriate recruitment strategies optimises recruitment to focus groups and facilitates content development. Stakeholders and lay persons from the intended ethnic-minority communities should be involved in the development and formative evaluation of resources to ensure appropriateness and relevance and in the dissemination strategy to optimize penetration. We believe the lessons we have learnt will be relevant to any group intending to develop health information for culturally and linguistic diverse groups.

Developing Written Information for Cancer Survivors from Culturally and Linguistically Diverse Backgrounds: Lessons Learnt

PubMed Central

Wiley, Georgina; Piper, Amanda; Phyllis Butow, AM; Schofield, Penny; Douglas, Fiona; Roy, Jane; Nolte, Linda; Jefford, Michael

2018-01-01

Australia is a multicultural nation with a large migrant population. Migrants with cancer report inferior quality of life and the need for more information in their own language. This paper describes lessons learnt from developing culturally appropriate written information resources with and for Arabic, Italian, and Vietnamese cancer survivors and carers. The information needs of survivors from these language groups as well as guidelines for the development of written resources for culturally diverse populations were identified through literature review. Community consultation was undertaken with focus groups. The content was developed and tested with health professionals who spoke the appropriate language and focus group participants, ensuring relevance and appropriateness. Resource design and dissemination were informed through community consultation. A number of key tasks for developing resources were identified as follows: (1) community engagement and consultation; (2) culturally sensitive data collection; (3) focus group facilitators (recruitment and training); (4) content development; (5) translation and review process; (6) design; and (7) sustainability. This project reinforced literature review findings on the importance of cultural sensitivity in the development of resources. Engaging with community groups and incorporating culturally appropriate recruitment strategies optimises recruitment to focus groups and facilitates content development. Stakeholders and lay persons from the intended ethnic-minority communities should be involved in the development and formative evaluation of resources to ensure appropriateness and relevance and in the dissemination strategy to optimize penetration. We believe the lessons we have learnt will be relevant to any group intending to develop health information for culturally and linguistic diverse groups. PMID:29379844

Written Corrective Feedback from Sociocultural Theoretical Perspectives: A Research Agenda

ERIC Educational Resources Information Center

Storch, Neomy

2018-01-01

Using key constructs from sociocultural theory and activity theory, this paper outlines three broad areas of future research on written corrective feedback (WCF) that may be of interest to second language (L2) researchers and practitioners. The first area uses the constructs of the Zone of Proximal Development (ZPD) and scaffolding to assess the…

Professional Development through Community Partnership: How a Class Project Led to Graduate Student Teaching Practices

ERIC Educational Resources Information Center

Laidemitt, Heidi; DeMola, Sarah; Martin, Jaymee; Kelley, Caroline

2012-01-01

This article is written from the perspective of 4 current MA TESOL graduate students at the Monterey Institute of International Studies (MIIS). These students have written about their experiences by incorporating their theoretical and pedagogical English language-teaching knowledge into the growth and maintenance of a community-based ESL program…

Transfer of Critical Thinking: Literacy from Reading Art to Reading Text

ERIC Educational Resources Information Center

Vancil, Kelly

2009-01-01

This study examined (a) the effects of Visual Thinking Strategies (VTS) on student use of critical thinking skills (CTS) in written responses to district reading assessments, (b) if practiced oral responses affected the ability to respond critically using written language, (c) whether there was a relationship between the development of the CTS of…

A reversed-typicality effect in pictures but not in written words in deaf and hard of hearing adolescents.

PubMed

Li, Degao; Gao, Kejuan; Wu, Xueyun; Xong, Ying; Chen, Xiaojun; He, Weiwei; Li, Ling; Huang, Jingjia

2015-01-01

Two experiments investigated Chinese deaf and hard of hearing (DHH) adolescents' recognition of category names in an innovative task of semantic categorization. In each trial, the category-name target appeared briefly at the screen center followed by two words or two pictures for two basic-level exemplars of high or middle typicality, which appeared briefly approximately where the target had appeared. Participants' reaction times when they were deciding whether the target referred to living or nonliving things consistently revealed the typicality effect for the word, but a reversed-typicality effect for picture-presented exemplars. It was found that in automatically processing a category name, DHH adolescents with natural sign language as their first language evidently activate two sets of exemplar representations: those for middle-typicality exemplars, which they develop in interactions with the physical world and in sign language uses; and those in written-language learning.

The Effect of Context and Input Conditions on Oral and Written Development: A Study Abroad Perspective

ERIC Educational Resources Information Center

Perez-Vidal, Carmen; Juan-Garau, Maria

2011-01-01

This article aims at describing and explaining the effects of a period of Study Abroad spent in the target language country (SA) on foreign language development. Such effects are analysed in the short- and mid-term and in contrast with the impact of a period of formal instruction (FI) previously spent in the home country (AH). It is hypothesised…

Paul Bunyan Takes A Wife--Developing Language, Reading, and Thinking Abilities through Creative Arts: An Alternative to Performance Centered Instruction.

ERIC Educational Resources Information Center

Ward, Pat; And Others

This guide, designed for the elementary level, contains written and oral language activities involving the five senses which are intended to help teachers develop enthusiastic readers. The guide's five sections are as follows: (1) My Very Own Paul Bunyan Songbook; (2) A Logger's Log; (3) Teacher's Instructions for the Magic Wall and Parachute…

A "Common" Vision of Instruction? An Analysis of English/Language Arts Professional Development Materials Related to the Common Core State Standards

ERIC Educational Resources Information Center

Hodge, Emily; Benko, Susanna L.

2014-01-01

The purpose of this article is to describe the stances put forward by a selection of professional development resources interpreting the Common Core State Standards for English Language Arts (ELA) teachers, and to analyse where these resources stand in relation to research in ELA. Specifically, we analyse resources written by English educators…

Written Language Impairments in Primary Progressive Aphasia: A Reflection of Damage to Central Semantic and Phonological Processes

ERIC Educational Resources Information Center

Henry, Maya L.; Beeson, Pelagie M.; Alexander, Gene E.; Rapcsak, Steven Z.

2012-01-01

Connectionist theories of language propose that written language deficits arise as a result of damage to semantic and phonological systems that also support spoken language production and comprehension, a view referred to as the "primary systems" hypothesis. The objective of the current study was to evaluate the primary systems account in a mixed…

Appropriating Written French: Literacy Practices in a Parisian Elementary Classroom

ERIC Educational Resources Information Center

Rockwell, Elsie

2012-01-01

In this article, I examine French language instruction in an elementary classroom serving primarily children of Afro-French immigrants in Paris. I show that a prevalent French language ideology privileges written over oral expression and associates full mastery of written French with rational thought and full inclusion in the French polity. This…

Linguistic Perspectives on Literacy: A Systemic-Functional Approach.

ERIC Educational Resources Information Center

Halliday, M. A. K.

Literacy is examined from the viewpoint of systemic linguistics. It is proposed that "literacy" means intervening in the social processes by working with written language, and this can not be accomplished by an individual alone. "Using written language" can not be isolated from "using language." While sociologically,…

Written Cohesion in Children with and without Language Learning Disabilities

ERIC Educational Resources Information Center

Koutsoftas, Anthony D.; Petersen, Victoria

2017-01-01

Background: Cohesion refers to the linguistic elements of discourse that contribute to its continuity and is an important element to consider as part of written language intervention, especially in children with language learning disabilities (LLD). There is substantial evidence that children with LLD perform more poorly than typically developing…

Cooperative Autonomy in Online Lingua Franca Exchanges: A Case Study on Foreign Language Education in Secondary Schools

ERIC Educational Resources Information Center

Hoffstaedter, Petra; Kohn, Kurt

2016-01-01

We report on a case study on pedagogical affordances of intercultural telecollaboration for authentic communication practice and competence development in the local foreign language. Focus is on spoken and written conversations involving pairs of secondary school pupils of different linguacultural backgrounds. Particular attention is given to…

NEW! Re-Purposing TV Ads for Building Vocabulary-Learning Strategies

ERIC Educational Resources Information Center

Alm-Lequeux, Antonie

2004-01-01

Learning strategies have received a lot of attention in recent years. Many books have been written for both teachers and students, outlining strategies of and for the successful language learner. The research in this area confirms that the conscious use of learning strategies enhances language achievement and proficiency. A well-developed strategy…

Leistungsmessung im Sprachunterricht: Positionspapier (Measuring Achievement in Language Instruction: A Position Paper).

ERIC Educational Resources Information Center

Schrand, Heinrich, Ed.

This position paper on the measurement of achievement in language instruction contains nine articles by leading authorities. Three articles, written in German, cover: (1) testing: necessities and dangers, (2) supervision and evaluation of oral achievement in certification examinations, and (3) development of a higher level of an adult education…

Vectorized algorithms for spiking neural network simulation.

PubMed

Brette, Romain; Goodman, Dan F M

2011-06-01

High-level languages (Matlab, Python) are popular in neuroscience because they are flexible and accelerate development. However, for simulating spiking neural networks, the cost of interpretation is a bottleneck. We describe a set of algorithms to simulate large spiking neural networks efficiently with high-level languages using vector-based operations. These algorithms constitute the core of Brian, a spiking neural network simulator written in the Python language. Vectorized simulation makes it possible to combine the flexibility of high-level languages with the computational efficiency usually associated with compiled languages.

Academic Writing Development at the University Level: Phrasal and Clausal Complexity across Level of Study, Discipline, and Genre

ERIC Educational Resources Information Center

Staples, Shelley; Egbert, Jesse; Biber, Douglas; Gray, Bethany

2016-01-01

Using the British Academic Written English corpus, this study focuses on the use of grammatical complexity features in university level texts written by first language (L1) English writers to demonstrate knowledge and perform other specialized tasks required of advanced academic writers. While the primary focus of the analysis is on writing…

The Relevance of Second Language Acquisition Theory to the Written Error Correction Debate

ERIC Educational Resources Information Center

Polio, Charlene

2012-01-01

The controversies surrounding written error correction can be traced to Truscott (1996) in his polemic against written error correction. He claimed that empirical studies showed that error correction was ineffective and that this was to be expected "given the nature of the correction process and "the nature of language learning" (p. 328, emphasis…

ASSESSMENT OF THE WRITTEN LANGUAGE OF DEAF STUDENTS.

ERIC Educational Resources Information Center

MARKS, CLAUDE H.; STUCKLESS, E. ROSS

THIS INVESTIGATION WAS CONDUCTED TO DESCRIBE THE WRITTEN LANGUAGE OF DEAF STUDENTS BETWEEN 10 AND 18 YEARS OF AGE IN TERMS OF SIX MEASURABLE VARIABLES, AND TO RELATE THESE VARIABLES TO TEACHER JUDGMENTS OF QUALITY OF LANGUAGE. TEN STRATIFIED RANDOM SAMPLES OF COMPOSITIONS BY DEAF STUDENTS WERE SELECTED FROM 14 RESIDENTIAL AND DAY EDUCATIONAL…

The Influence of Drama on Elementary Students' Written Narratives and On-Task Behavior

ERIC Educational Resources Information Center

Anderson, Alida; Berry, Katherine A.

2014-01-01

Dramatic language arts integration (DLA) and conventional language arts (CLA) lessons were compared for their influence on third grade students' written narrative cohesion and on-task behavior in a self-contained, nonpublic elementary classroom. Participants included students (N = 14) with comorbid language-based learning disabilities (LD) and…

Referencing in a Second Language: Korean EFL Learners' Cohesive Use of References in Written Narrative Discourse

ERIC Educational Resources Information Center

Kang, Jennifer Yusun

2009-01-01

This study examined Korean English as a foreign language (EFL) learners' ability to establish textual cohesion in English through appropriate selection of reference forms and reference management strategies in their written narrative discourse. It employed both quantitative and qualitative analysis to explore how the language-specific reference…

Developing low-literacy health education materials for women.

PubMed

Wilson, Lindsey D

2011-01-01

Research has consistently shown that people absorb information significantly better when written information is provided in conjunction with verbal explanations. Despite this, studies also show that many written health education materials do not have readability levels that are appropriate for women who have low literacy skills. This article summarizes the process and essential considerations, such as content of the material, readability, layout, design, culture, language, and medium of delivery in the development of low-literacy health education materials.

Into the Curriculum. Reading/Language Arts: Arabian Nights; Reading/Language Arts: Birds in Picture Books: Characters, Plots, and Themes; Science: Birds in Their Nests; Social Studies: Written with Quills; Social Studies: Baghdad and Iraq History.

ERIC Educational Resources Information Center

School Library Media Activities Monthly, 2003

2003-01-01

Provides five fully developed library media activities that are designed for use with specific curriculum units in reading, language arts, science, and social studies. Library media skills, curriculum objectives, grade levels, resources, instructional roles, activities and procedures, evaluation, and follow-up are described for each activity. (LRW)

[Model oriented assessment of literacy performance in children with cochlear implants].

PubMed

Fiori, A; Reichmuth, K; Matulat, P; Schmidt, C M; Dinnesen, A G

2006-07-01

Although most hearing-impaired children lag behind normally hearing children in literacy acquisition, this aspect has hardly been addressed in the evaluation of language acquisition after cochlear implantation. The present study investigated written language abilities in 8 school-age children with cochlear implants. Neurolinguistic dual-route-models of written language processing indicate that literacy acquisition leads to the establishment of two distinct reading and writing strategies: a lexical one for the quick processing of known words and a sublexical one for decoding unfamiliar words or nonwords letter by letter. 8 school-aged children were investigated, a very heterogeneous group concerning age of onset of hearing impairment, educational placement, and competences in sign language. However, this range is typical of the group of CI-children. The aim was to investigate if children with cochlear implants are able to establish both strategies or if they need to find a differential and individual access to written language. Performance within the Salzburger Lese-Rechtschreib-Test was evaluated. Individual performance of each subject was analysed. Performance varied substantially ranging from only rudimentary spoken and written language abilities in two children to age-equivalent performance in three of them. Severe qualitative differences in written language processing were shown in the remaining three subjects. Suggestions for remediation were made and a re-test was carried out after 12 months. Their individual profiles of performance are described in detail. The present study stresses the importance of a thorough investigation of written language performance in the evaluation of language acquisition after cochlear implantation. The results draw a very heterogeneous picture of performance. Model-oriented testing and analysis of performance prove to be sensible in at least a subpopulation of children with cochlear implants. Based on a better understanding of their acquired word-processing strategies, remediation programs meeting the needs of each individual child can be derived.

The Influence of Group Formation on Learner Participation, Language Complexity, and Corrective Behaviour in Synchronous Written Chat as Part of Academic German Studies

ERIC Educational Resources Information Center

Fredriksson, Christine

2015-01-01

Synchronous written chat and instant messaging are tools which have been used and explored in online language learning settings for at least two decades. Research literature has shown that such tools give second language (L2) learners opportunities for language learning, e.g. , the interaction in real time with peers and native speakers, the…

Cross-Disciplinary Dialogue about the Nature of Oral and Written Language Problems in the Context of Developmental, Academic, and Phenotypic Profiles

ERIC Educational Resources Information Center

Silliman, Elaine R.; Berninger, Virginia W.

2011-01-01

Professionals across disciplines who assess and teach students with language problems should develop their own standards for best professional practices to improve the diagnostic and treatment (instructional) services in schools and nonschool settings rather than assessing only for eligibility for categories of special education services according…

Examining the Contribution of Handwriting and Spelling to Written Expression in Kindergarten Children

ERIC Educational Resources Information Center

Puranik, Cynthia S.; AlOtaiba, Stephanie

2012-01-01

In this study, we examined the development of beginning writing skills in kindergarten children and the contribution of spelling and handwriting to these writing skills after accounting for early language, literacy, cognitive skills, and student characteristics. Two hundred and forty two children were given a battery of cognitive, oral language,…

Fundamentally Speaking: A Focus on English as a Second Language (ESL).

ERIC Educational Resources Information Center

Winfield, Marie Yolette

The techniques used in teaching spoken and written English must be re-evaluated, and more effort should be directed toward helping individuals develop adequate ways of acquiring language skills. Classroom models that confront students with texts they cannot read effectively, and that compel them to repeat words and sentences in a chorus should be…

With a Critic's Eye: Helping Language/Learning-Disabled Kids Think about Their Thinking.

ERIC Educational Resources Information Center

D'Alessandro, Marilyn

1991-01-01

Describes the development of an approach to reading comprehension by teaching 9- and 10-year-old language-disabled and learning-disabled children to think about their thinking. The juxtaposition of reading books and watching videos of the same stories stimulates these children to process written information into a sequence that communicates…

Connecting Classroom Practice and Research. A Review: Journal of Research in Childhood Education Vol.5, No.1, Fall/Winter 1990.

ERIC Educational Resources Information Center

Silvern, Steven B.

1990-01-01

Reviews articles in the Journal of Research in Childhood Education, Volume 5, Number 1, 1990. Topics include young children's oral language; effects of realistic versus nonrealistic play; textbook choice; written response to stereotypical and nonstereotypical story starters; and computers and kindergarten language development. (DG)

Syntax of Kindergarten and Elementary School Children: A Transformational Analysis.

ERIC Educational Resources Information Center

O'Donnell, Roy C.; And Others

This investigation sought to learn about the oral and written language behavior of students from kindergarten age through grade 7, and to determine the validity of different analytic techniques for measuring children's development in control of syntax. Language samples were collected from 180 children (grades K-3, 5, and 7) by having the children…

Keeping Up with the Joneses. A Soap Opera for Adult ESL Students.

ERIC Educational Resources Information Center

Phillips, Chiquita

A series of high-interest, low English-language-learning-level stories developed for adult students of English as a second language are combined as a soap opera for classroom use. An introductory section outlines techniques for presentation of the texts on tape and in written form and for exercises in listening, making inferences, reading, and…

Using MaxCompiler for the high level synthesis of trigger algorithms

NASA Astrophysics Data System (ADS)

Summers, S.; Rose, A.; Sanders, P.

2017-02-01

Firmware for FPGA trigger applications at the CMS experiment is conventionally written using hardware description languages such as Verilog and VHDL. MaxCompiler is an alternative, Java based, tool for developing FPGA applications which uses a higher level of abstraction from the hardware than a hardware description language. An implementation of the jet and energy sum algorithms for the CMS Level-1 calorimeter trigger has been written using MaxCompiler to benchmark against the VHDL implementation in terms of accuracy, latency, resource usage, and code size. A Kalman Filter track fitting algorithm has been developed using MaxCompiler for a proposed CMS Level-1 track trigger for the High-Luminosity LHC upgrade. The design achieves a low resource usage, and has a latency of 187.5 ns per iteration.

Written Navajo: A Brief History. Navajo Reading Study Progress Report No. 19.

ERIC Educational Resources Information Center

Young, Robert W.

In this paper, a brief history of the Navajo written language between 1819 and the present is presented. The paper describes the progress of Navajo as a written language. The history was used as background material for a meeting organized by the Sanostee-Toadlena Navajo Bilingual Education Project. The meeting's purpose was to survey the present…

Understanding the Conceptual and Language Challenges Encountered by Grade 4 Students When Writing Scientific Explanations

ERIC Educational Resources Information Center

Seah, Lay Hoon

2016-01-01

This study is an attempt to examine the use of linguistic resources by primary science students so as to understand the conceptual and language demands encountered by them when constructing written explanations. The students' written explanations and the instructional language (whole-class discussion and textbook) employed over the topic, the life…

The Impact of Candid Versus Legally Defensible Language on the Persuasiveness of Environmental Self-Assessments.

ERIC Educational Resources Information Center

Clark, Thomas

1998-01-01

Finds that managers were more likely to recommend that environmental remediation proposals receive priority for funding when they read proposals written in candid language than when they read proposals written in legally defensible language. Shows that threats and a negative tone are highly persuasive in internal environmental compliance reports.…

The Wishing Crystal: Joint Construction in the Junior-Primary Classroom. PEN.

ERIC Educational Resources Information Center

Parkin, Bronwyn

When children begin school many of them do not anticipate the grammatical patterns and word choices that accompany written language, and which make written language so different from spoken language. It is for this reason that young students need varying degrees of scaffolding--teacher and peer support that enables them to gain increasing control…

Second Language Prosody and Oral Reading Comprehension in Learners of Brazilian Portuguese

ERIC Educational Resources Information Center

McCune, W. M. Duce, II

2011-01-01

Learning to read can pose a major challenge to students, and much of this challenge is due to the fact that written language is necessarily impoverished when compared to the rich, continuous speech signal. Prosodic elements of language are scarcely represented in written text, and while oral reading prosody has been addressed in the literature…

The Oral and Written Language Scales: Is It Useful for Older Children with Autism Spectrum Disorder?

ERIC Educational Resources Information Center

Hartley, Sigan L.; Buckendorf, G. Robert; Haines, Kristin; Hall, Trevor A.; Sikora, Darryn M.

2008-01-01

Communication impairment is a defining feature of autism spectrum disorders (ASD). Little research attention has been devoted to establishing standardized methods for defining and identifying language impairment in children with known or suspected ASD. The present study examines the feasibility and utility of the Oral and Written Language Scales…

Discours oraux--discours ecrits: quelles relations? Actes du 4eme colloque d'orthophoine/logopedie (Neuchatel, 3-4 octobre, 1996) (Oral Discourse--Written Discourse: What Is the Relationship? Proceedings of the Colloquium on Speech Therapy (4th, Neuchatel, Switzerland, October 3-4, 1996).

ERIC Educational Resources Information Center

Py, Bernard, Ed.

1996-01-01

Research papers on the relationship between oral and written language include: "Une distinction bien fragile: oral/ecrit" ("A Fragile Distinction: Oral/Written") (Francoise Gadet); "Oral et ecrit dans les representations des enseignants et dans les pratiques quotidiennes de la classe de francais" ("Oral and Written Language in Teachers'…

The Effect of Bilingual Term List Size on Dictionary-Based Cross-Language Information Retrieval

DTIC Science & Technology

2006-01-01

The Effect of Bilingual Term List Size on Dictionary -Based Cross-Language Information Retrieval Dina Demner-Fushman Department of Computer Science... dictionary -based Cross-Language Information Retrieval (CLIR), in which the goal is to find documents written in one natural language based on queries that...in which the documents are written. In dictionary -based CLIR techniques, the princi- pal source of translation knowledge is a translation lexicon

Software design and documentation language, revision 1

NASA Technical Reports Server (NTRS)

Kleine, H.

1979-01-01

The Software Design and Documentation Language (SDDL) developed to provide an effective communications medium to support the design and documentation of complex software applications is described. Features of the system include: (1) a processor which can convert design specifications into an intelligible, informative machine-reproducible document; (2) a design and documentation language with forms and syntax that are simple, unrestrictive, and communicative; and (3) methodology for effective use of the language and processor. The SDDL processor is written in the SIMSCRIPT II programming language and is implemented on the UNIVAC 1108, the IBM 360/370, and Control Data machines.

Semantic categorization: a comparison between deaf and hearing children.

PubMed

Ormel, Ellen A; Gijsel, Martine A R; Hermans, Daan; Bosman, Anna M T; Knoors, Harry; Verhoeven, Ludo

2010-01-01

Learning to read is a major obstacle for children who are deaf. The otherwise significant role of phonology is often limited as a result of hearing loss. However, semantic knowledge may facilitate reading comprehension. One important aspect of semantic knowledge concerns semantic categorization. In the present study, the quality of the semantic categorization of both deaf and hearing children was examined for written words and pictures at two categorization levels. The deaf children performed better at the picture condition compared to the written word condition, while the hearing children performed similarly at pictures and written words. The hearing children outperformed the deaf children, in particular for written words. In addition, the results of the deaf children for the written words correlated to their sign vocabulary and sign language comprehension. The increase in semantic categorization was limited across elementary school grade levels. Readers will be able to: (1) understand several semantic categorization differences between groups of deaf and hearing children; (2) describe factors that may affect the development of semantic categorization, in particular the relationship between sign language skills and semantic categorization for deaf children. Copyright 2010 Elsevier Inc. All rights reserved.

PSPVDC: An Adaptation of the PSP that Incorporates Verified Design by Contract

DTIC Science & Technology

2013-05-01

characteristics mentioned above, including the following: • Java Modeling Language (JML) implements DbC in Java . VDbC can then be carried out using tools like...Extended Static Checking (ESC/ Java ) [Cok 2005] or TACO [Galeotti 2010]. • Perfect Developer [Crocker 2003] is a specification and modeling language...These are written in the language employed in the environment (e.g., as Java Boolean expressions, if JML is used) which we call the carrier lan

Strategies Typically Developing Writers Use for Translating Thought into the Next Sentence and Evolving Text: Implications for Assessment and Instruction

PubMed Central

Jones, Jasmin Niedo; Berninger, Virginia Wise

2016-01-01

Three new approaches to writing assessment are introduced. First, strategies for generating the very next sentence are assessed in reference to the local level as well as the evolving text level of composing in progress. Second, strategies for translating thought into written language are coded with transcription (spelling) skill—low, average, or high—held constant. Third, instead of describing composing skill in reference to a single normed score for age or grade in a standardization sample at a static time in development, translation is studied longitudinally when children are in grades 1, 3, and 5 (ages 6, 8, 10) or grades 3, 5, and 7 (ages 8, 10, 12). Applications of the results are discussed for assessment and instruction grounded in levels and generativity of written language and normal variation in typically developing writers. PMID:28127525

Lexical Noun Phrases in Texts Written by Deaf Children and Adults with Different Proficiency Levels in Sign Language

ERIC Educational Resources Information Center

van Beijsterveldt, Liesbeth Maria; van Hell, Janet

2010-01-01

We report an analysis of lexical noun phrases (NPs) in narrative and expository texts written by Dutch deaf individuals from a bimodal bilingual perspective. Texts written by Dutch deaf children and adults who are either proficient in Sign Language of the Netherlands (SLN) or low-proficient in SLN were compared on structures that either overlap in…

Helping Remedial Readers Master the Reading Vocabulary through a Seven Step Method.

ERIC Educational Resources Information Center

Aaron, Robert L.

1981-01-01

An outline of seven important steps for teaching vocabulary development includes components of language development, visual memory, visual-auditory perception, speeded recall, spelling, reading the word in a sentence, and word comprehension in written context. (JN)

An Annotated Bibliography of Materials for Teaching Advanced Written Skills in English as a Second Language.

ERIC Educational Resources Information Center

Macha, Dyne; Angelis, Paul

This bibliography includes textbooks useful for the teaching of written skills in English as a second language to college and university students. The major emphasis of the texts listed is the teaching of writing but some contain material on reading as well. The first section contains only texts designed specifically for second language use. The…

Language Is Everywhere! Universally Designed Strategies to Nurture Oral and Written Language

ERIC Educational Resources Information Center

Dixon, Susan D.

2008-01-01

In this article, the author describes how early childhood professionals can create positive environments that foster the growth of both oral and written language and how the concept of universal design can inform these practices. These activities are designed with a focus on children 3 to 5 years old. The author first looks at oral language…

The Role of Task Type in Foreign Language Written Production: Focusing on Fluency, Complexity, and Accuracy

ERIC Educational Resources Information Center

Rezazadeh, Mohsen; Tavakoli, Mansoor; Rasekh, Abbas Eslami

2011-01-01

The aim of this study was to investigate the effects of two task types on foreign language written production. Particularly it addressed the issue of how three aspects of language production (i.e. fluency, complexity, and accuracy) vary among two different task types (i.e. argumentative writing task and instruction writing task). One hundred sixty…

Television and Radio Ads as Resources for Reading and Writing.

ERIC Educational Resources Information Center

Moss, R. Kay; Stansell, John C.

Young children learn many important things about language from the television and radio ads they encounter that can help them learn to read and write. They learn that print carries messages that are personally important to them, that whatever can be said can also be written, what some forms of written language look like, and that language use can…

Contribution of Oral Language Skills, Linguistic Skills, and Transcription Skills to Chinese Written Composition among Fourth-Grade Students

ERIC Educational Resources Information Center

Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa

2013-01-01

The present study aimed to investigate the contribution of oral language skills, linguistic skills, and transcription skills to Chinese written composition among Grade 4 students in Hong Kong. Measures assessing verbal working memory, oral language skills, linguistic skills (i.e., syntactic skills and discourse skills), transcription skills (i.e.,…

Electronic Mail, a New Written-Language Register: A Study with French-Speaking Adolescents

ERIC Educational Resources Information Center

Volckaert-Legrier, Olga; Bernicot, Josie; Bert-Erboul, Alain

2009-01-01

The aim of this study was to determine the extent to which the linguistic forms used by adolescents in electronic mail (e-mail) differ from those used in standard written language. The study was conducted in French, a language with a deep orthography that has strict, addressee-dependent rules for using second person personal pronouns (unfamiliar…

Reading Aloud to Children: Benefits and Implications for Acquiring Literacy Before Schooling Begins.

PubMed

Massaro, Dominic W

2017-01-01

Extensive experience in written language might provide children the opportunity to learn to read in the same manner they learn spoken language. One potential type of written language immersion is reading aloud to children, which is additionally valuable because the vocabulary in picture books is richer and more extensive than that found in child-directed speech. This study continues a comparison between these 2 communication media by evaluating their relative linguistic and cognitive complexity. Although reading grade level has been used only to assess the complexity of written language, it was also applied to both child-directed and adult-directed speech. Five measures of reading grade level gave an average grade level of 4.2 for picture books, 1.9 for child-directed speech, and 3.0 for adult-directed speech. The language in picture books is more challenging than that found in both child-directed and adult-directed speech. It is proposed that this difference between written and spoken language is the formal versus informal genre of their occurrence rather than their text or oral medium. The value of reading books aloud therefore exposes children to a linguistic and cognitive complexity not typically found in speech to children.

Exploring the Language and Literacy Outcomes of Pediatric Cochlear Implant Users

PubMed Central

Spencer, Linda J.; Barker, Brittan A.; Tomblin, J. Bruce

2011-01-01

Objective The principal goal of this study was to investigate the relationship between language and literacy (i.e., reading and writing) skills in pediatric cochlear implant users. A peripheral objective was to identify the children's skills that were in need of remediation and subsequently to provide suggestions for remedial programming. It was predicted that the robust language skills often associated with children who have cochlear implant experience would facilitate the development of literacy skills. It was further proposed that the language and literacy skills of pediatric cochlear implant users would approximate the language and literacy skills of children with normal hearing. Design Sixteen pediatric cochlear implant users' language and literacy skills were evaluated and then compared with a reference group of 16 age-matched, normal-hearing children. All 32 participants were educated in mainstream classes within the public school system in the Midwest. The “Sentence Formulation” and “Concepts and Directions” subtests of the Clinical Evaluation of Language Fundamentals-3 test were used to evaluate receptive and expressive language skills. Reading comprehension was evaluated with the “Paragraph Comprehension” subtest of the Woodcock Reading Mastery Test. Performance measures for the writing analyses included productivity, complexity and grammaticality measures. Results Children with cochlear implants performed within 1 SD of the normal-hearing, age-matched children on measures of language comprehension, reading comprehension and writing accuracy. However, the children with cochlear implants performed significantly poorer than the children with normal hearing on the expressive “Sentence Formulation” subtest. The cochlear implant users also produced fewer words on the written narrative task than did the normal-hearing children, although there was not a significant difference between groups with respect to total words per clause. Furthermore there was a strong correlation between language performance and reading performance, as well as language performance and total words produced on the written performance measure for the children using cochlear implants. Conclusions The results of this study suggest that the language skills of pediatric cochlear implant users are related to and correlated with the development of literacy skills within these children. Consequently, the performance of the cochlear implant users, on various language and literacy measures, compared favorably to an age-matched group of children with normal hearing. There were significant differences in the ability of the cochlear implant users to correctly utilize grammatical structures such as conjunctions and correct verb forms when they were required to formulate written and oral sentences. Given this information, it would be appropriate for their educational or remedial language programs to emphasize the use and development of these structures. PMID:12799546

Language development in a non-vocal child.

PubMed

Rogow, S M

1994-01-01

Many children who cannot speak, comprehend both oral and written language. Having knowledge of language is not the same as being able to use language for social transactions. Non-vocal children learn to use augmented and assisted systems, but they experience specific difficulties in initiating and maintaining conversations and making use of the pragmatic functions of language. The purpose of this study was to investigate the semantic and syntactic knowledge of a child with severe multiple disabilities who can read and write and comprehend two languages, but does not initiate conversation. The study demonstrates that high levels of language comprehension and ability to read and write do not automatically transfer to conversational competence or narrative ability.

The Effect of Collocation on Meaning Representation of Adjectives Such as Big and Large in Translation from Two Languages Used in the Article to English Language Texts

ERIC Educational Resources Information Center

Minaabad, Malahat Shabani

2011-01-01

Translation is the process to transfer written or spoken source language (SL) texts to equivalent written or spoken target language (TL) texts. Translation studies (TS) relies so heavily on a concept of meaning, that one may claim that there is no TS without any reference to meanings. People's understanding of the meaning of sentences is far more…

Improving Cohesion in L2 Writing: A Three-Strand Approach to Building Lexical Cohesion

ERIC Educational Resources Information Center

Johnson, Mark

2017-01-01

This article presents a three-strand approach to help L2 writers in English as a foreign language (EFL) and English as a second language (ESL) instructional contexts achieve greater cohesion in their written work. The approach focuses on (1) the analysis of authentic texts, (2) the development of productive vocabulary, and (3) information…

Metacognitive Instruction for Second Language Listening Development: Theory, Practice and Research Implications

ERIC Educational Resources Information Center

Goh, Christine

2008-01-01

There has been a growing interest in and concern for the teaching of listening in the last 40 years. Looking back over the years, we can see how the emphases on teaching listening and the focus of listening instruction have changed. Although instructional practices were initially heavily influenced by models of the written language and a…

Assessment of Programming Language Learning Based on Peer Code Review Model: Implementation and Experience Report

ERIC Educational Resources Information Center

Wang, Yanqing; Li, Hang; Feng, Yuqiang; Jiang, Yu; Liu, Ying

2012-01-01

The traditional assessment approach, in which one single written examination counts toward a student's total score, no longer meets new demands of programming language education. Based on a peer code review process model, we developed an online assessment system called "EduPCR" and used a novel approach to assess the learning of computer…

Evidence on the Effectiveness of Comprehensive Error Correction in Second Language Writing

ERIC Educational Resources Information Center

Van Beuningen, Catherine G.; De Jong, Nivja H.; Kuiken, Folkert

2012-01-01

This study investigated the effect of direct and indirect comprehensive corrective feedback (CF) on second language (L2) learners' written accuracy (N = 268). The study set out to explore the value of CF as a revising tool as well as its capacity to support long-term accuracy development. In addition, we tested Truscott's (e.g., 2001, 2007) claims…

Educating Chinese Scientists to Write for International Journals: Addressing the Divide between Science and Technology Education and English Language Teaching

ERIC Educational Resources Information Center

Cargill, Margaret; O'Connor, Patrick; Li, Yongyan

2012-01-01

As is the worldwide trend, scientists in China face strong and increasing pressure to publish their research in international peer-reviewed journals written in English. There is an acute need for graduate students to develop the required language skills alongside their scientific expertise, in spite of the distinct division currently existing…

From Unity to Diversity: Twenty-Five Years of Language-Teaching Methodology

ERIC Educational Resources Information Center

Larsen-Freeman, Diane

2012-01-01

This article was written for the 25th anniversary of "English Teaching Forum" and published in 1987. In this article, the author describes methodological developments in the field of English language teaching over the past 25 years. The author has found it helpful to think of methodology being depicted as a triangle, with each angle of the…

A Sequence of Assignments for Basic Writing: Teaching To Problems "Beyond the Sentence."

ERIC Educational Resources Information Center

Wall, Susan V.

Students in college basic writing courses need to consider their own written language and to compare it with other students' work before they can develop a sense of the symbolic relationship between language and experience. Because of a lack of previous writing experience, basic writers have no sense that the "facts" about which they write are…

Partners in Language: A Guide for Parents. (Companeros En El Idioma: Guia para Los Padres).

ERIC Educational Resources Information Center

American Speech and Hearing Association, Washington, DC.

This is a bilingual book about language development of the young child. It is written for parents, with the objective of providing them with skills to help their children learn to talk. Emphasis is on maintaining communication between parent and child from infancy in a non-pressured, accepting, and positive environment. Developmental (normative)…

Using Webquests for Oral Communication in English as a Foreign Language for Tourism Studies

ERIC Educational Resources Information Center

Laborda, Jesus Garcia

2009-01-01

A long-standing debate in native and foreign language learning revolves around the use of computers to promote genuine social and professional communication. Webquests are a very common way of using Web resources to research a variety of topics, and if appropriately used can trigger the situations necessary to develop both written and oral…

The Language of Request: Annual Giftgiving to the University. ASHE 1983 Annual Meeting Paper.

ERIC Educational Resources Information Center

Tobin, Katherine

The organization of culture and the language of gift-giving used by a university development office were studied using an ethnographic approach. Attention was directed to the way that an academic institution selects, designs, and expresses its written and oral fund-raising messages, as well as the variety of factors that precede, structure, and…

Writing Process Products in Intermediate-Grade Children With and Without Language-Based Learning Disabilities.

PubMed

Koutsoftas, Anthony D

2016-12-01

Difficulties with written expression are an important consideration in the assessment and treatment of school-age children. This study evaluated how intermediate-grade children with and without written language difficulties fared on a writing task housed within the Hayes and Berninger (2014) writing process framework. Sixty-four children completed a writing task whereby they planned, wrote, and revised a narrative story across 3 days. Children had extended time to produce an outline, first draft, and final copy of their story. Language transcription approaches were used to obtain measures reflecting writing productivity, complexity, accuracy, and mechanics, in addition to measures of planning and revision. Results indicated that children with writing difficulties produced poorer quality stories compared with their peers yet were not significantly different across all measures. Children with typical development produced longer stories with better spelling accuracy. Writing process measures predicted significant amounts of variance in writing quality across the sample. Writing should be considered as part of language assessment and intervention, whether as the sole language difficulty or alongside difficulties with speaking, listening, or reading in children with language-based learning difficulties. Implications for translation of research to practice and service delivery are provided.

Hedging to save face: a linguistic analysis of written comments on in-training evaluation reports.

PubMed

Ginsburg, Shiphra; van der Vleuten, Cees; Eva, Kevin W; Lingard, Lorelei

2016-03-01

Written comments on residents' evaluations can be useful, yet the literature suggests that the language used by assessors is often vague and indirect. The branch of linguistics called pragmatics argues that much of our day to day language is not meant to be interpreted literally. Within pragmatics, the theory of 'politeness' suggests that non-literal language and other strategies are employed in order to 'save face'. We conducted a rigorous, in-depth analysis of a set of written in-training evaluation report (ITER) comments using Brown and Levinson's influential theory of 'politeness' to shed light on the phenomenon of vague language use in assessment. We coded text from 637 comment boxes from first year residents in internal medicine at one institution according to politeness theory. Non-literal language use was common and 'hedging', a key politeness strategy, was pervasive in comments about both high and low rated residents, suggesting that faculty may be working to 'save face' for themselves and their residents. Hedging and other politeness strategies are considered essential to smooth social functioning; their prevalence in our ITERs may reflect the difficult social context in which written assessments occur. This research raises questions regarding the 'optimal' construction of written comments by faculty.

Optimum Vehicle Component Integration with InVeST (Integrated Vehicle Simulation Testbed)

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

Ng, W; Paddack, E; Aceves, S

2001-12-27

We have developed an Integrated Vehicle Simulation Testbed (InVeST). InVeST is based on the concept of Co-simulation, and it allows the development of virtual vehicles that can be analyzed and optimized as an overall integrated system. The virtual vehicle is defined by selecting different vehicle components from a component library. Vehicle component models can be written in multiple programming languages running on different computer platforms. At the same time, InVeST provides full protection for proprietary models. Co-simulation is a cost-effective alternative to competing methodologies, such as developing a translator or selecting a single programming language for all vehicle components. InVeSTmore » has been recently demonstrated using a transmission model and a transmission controller model. The transmission model was written in SABER and ran on a Sun/Solaris workstation, while the transmission controller was written in MATRIXx and ran on a PC running Windows NT. The demonstration was successfully performed. Future plans include the applicability of Co-simulation and InVeST to analysis and optimization of multiple complex systems, including those of Intelligent Transportation Systems.« less

Executing medical logic modules expressed in ArdenML using Drools.

PubMed

Jung, Chai Young; Sward, Katherine A; Haug, Peter J

2012-01-01

The Arden Syntax is an HL7 standard language for representing medical knowledge as logic statements. Despite nearly 2 decades of availability, Arden Syntax has not been widely used. This has been attributed to the lack of a generally available compiler to implement the logic, to Arden's complex syntax, to the challenges of mapping local data to data references in the Medical Logic Modules (MLMs), or, more globally, to the general absence of decision support in healthcare computing. An XML representation (ArdenML) may partially address the technical challenges. MLMs created in ArdenML can be converted into executable files using standard transforms written in the Extensible Stylesheet Language Transformation (XSLT) language. As an example, we have demonstrated an approach to executing MLMs written in ArdenML using the Drools business rule management system. Extensions to ArdenML make it possible to generate a user interface through which an MLM developer can test for logical errors.

The Relative Effectiveness of Two Approaches to Early Literacy Intervention in Grades K-2. REL 2017-251

ERIC Educational Resources Information Center

Foorman, Barbara; Herrera, Sarah; Dombek, Jennifer; Schatschneider, Chris; Petscher, Yaacov

2017-01-01

Understanding written language is crucial to academic success in all content areas. Ensuring a strong foundation in the components of written language--that is, the literacy skills of reading, writing, and oral language--is essential if students are to read with understanding and, thus, is a primary goal of early literacy instruction and of the…

Speech Language Group Therapy in the Context of Written Language for Deaf Subjects in Southern Brazil

ERIC Educational Resources Information Center

Guarinello, Ana Cristina; Massi, Giselle; Berberian, Ana Paula; Tonocchi, Rita; Valentin, Silvana Mendonça Lopes

2017-01-01

This article aims to investigate deaf people's reasons to participate in a therapeutic group and to analyze some of their reflections on the use of written Portuguese language produced inside this group within a sociocultural perspective. It was carried out at a School for the deaf located in Curitiba, Paraná State/Brazil in a partnership with…

Action and object word writing in a case of bilingual aphasia.

PubMed

Kambanaros, Maria; Messinis, Lambros; Anyfantis, Emmanouil

2012-01-01

We report the spoken and written naming of a bilingual speaker with aphasia in two languages that differ in morphological complexity, orthographic transparency and script Greek and English. AA presented with difficulties in spoken picture naming together with preserved written picture naming for action words in Greek. In English, AA showed similar performance across both tasks for action and object words, i.e. difficulties retrieving action and object names for both spoken and written naming. Our findings support the hypothesis that cognitive processes used for spoken and written naming are independent components of the language system and can be selectively impaired after brain injury. In the case of bilingual speakers, such processes impact on both languages. We conclude grammatical category is an organizing principle in bilingual dysgraphia.

Grammatical Deviations in the Spoken and Written Language of Hebrew-Speaking Children With Hearing Impairments.

PubMed

Tur-Kaspa, Hana; Dromi, Esther

2001-04-01

The present study reports a detailed analysis of written and spoken language samples of Hebrew-speaking children aged 11-13 years who are deaf. It focuses on the description of various grammatical deviations in the two modalities. Participants were 13 students with hearing impairments (HI) attending special classrooms integrated into two elementary schools in Tel Aviv, Israel, and 9 students with normal hearing (NH) in regular classes in these same schools. Spoken and written language samples were collected from all participants using the same five preplanned elicitation probes. Students with HI were found to display significantly more grammatical deviations than their NH peers in both their spoken and written language samples. Most importantly, between-modality differences were noted. The participants with HI exhibited significantly more grammatical deviations in their written language samples than in their spoken samples. However, the distribution of grammatical deviations across categories was similar in the two modalities. The most common grammatical deviations in order of their frequency were failure to supply obligatory morphological markers, failure to mark grammatical agreement, and the omission of a major syntactic constituent in a sentence. Word order violations were rarely recorded in the Hebrew samples. Performance differences in the two modalities encourage clinicians and teachers to facilitate target linguistic forms in diverse communication contexts. Furthermore, the identification of linguistic targets for intervention must be based on the unique grammatical structure of the target language.

Propositional idea density in women's written language over the lifespan: computerized analysis.

PubMed

Ferguson, Alison; Spencer, Elizabeth; Craig, Hugh; Colyvas, Kim

2014-06-01

The informativeness of written language, as measured by Propositional Idea Density (PD), has been shown to be a sensitive predictive index of language decline with age and dementia in previous research. The present study investigated the influence of age and education on the written language of three large cohorts of women from the general community, born between 1973 and 1978, 1946-51 and 1921-26. Written texts were obtained from the Australian Longitudinal Study on Women's Health in which participants were invited to respond to an open-ended question about their health. The informativeness of written comments of 10 words or more (90% of the total number of comments) was analyzed using the Computerized Propositional Idea Density Rater 3 (CPIDR-3). Over 2.5 million words used in 37,705 written responses from 19,512 respondents were analyzed. Based on a linear mixed model approach to statistical analysis with adjustment for several factors including number of comments per respondent and number of words per comment, a small but statistically significant effect of age was identified for the older cohort with mean age 78 years. The mean PD per word for this cohort was lower than the younger and mid-aged cohorts with mean age 27 and 53 years respectively, with mean reduction in PD 95% confidence interval (CI) of .006 (.003, .008) and .009 (.008, .011) respectively. This suggests that PD for this population of women was relatively more stable over the adult lifespan than has been reported previously even in late old age. There was no statistically significant effect of education level. Computerized analyses were found to greatly facilitate the study of informativeness of this large corpus of written language. Directions for further research are discussed in relation to the need for extended investigation of the variability of the measure for potential application to the identification of acquired language pathologies. Copyright © 2013 Elsevier Ltd. All rights reserved.

Future perspectives - proposal for Oxford Physiome Project.

PubMed

Oku, Yoshitaka

2010-01-01

The Physiome Project is an effort to understand living creatures using "analysis by synthesis" strategy, i.e., by reproducing their behaviors. In order to achieve its goal, sharing developed models between different computer languages and application programs to incorporate into integrated models is critical. To date, several XML-based markup languages has been developed for this purpose. However, source codes written with XML-based languages are very difficult to read and edit using text editors. An alternative way is to use an object-oriented meta-language, which can be translated to different computer languages and transplanted to different application programs. Object-oriented languages are suitable for describing structural organization by hierarchical classes and taking advantage of statistical properties to reduce the number of parameter while keeping the complexity of behaviors. Using object-oriented languages to describe each element and posting it to a public domain should be the next step to build up integrated models of the respiratory control system.

Technical analysis of the Slosson Written Expression Test.

PubMed

Erford, Bradley T; Hofler, Donald B

2004-06-01

The Slosson Written Expression Test was designed to assess students ages 8-17 years at risk for difficulties in written expression. Scores from three independent samples were used to evaluate the test's reliability and validity for measuring students' written expression. Test-retest reliability of the SWET subscales ranged from .80 to .94 (n = 151), and .95 for the Written Expression Total Standard Scores. The median alternate-form reliability for students' Written Expression Total Standard Scores was .81 across the three forms. Scores on the Slosson test yielded concurrent validity coefficients (n = 143) of .60 with scores from the Woodcock-Johnson: Tests of Achievement-Third Edition Broad Written Language Domain and .49 with scores on the Test of Written Language-Third Edition Spontaneous Writing Quotient. Exploratory factor analytic procedures suggested the Slosson test is comprised of two dimensions, Writing Mechanics and Writing Maturity (47.1% and 20.1% variance accounted for, respectively). In general, the Slosson Written Expression Test presents with sufficient technical characteristics to be considered a useful written expression screening test.

The Mother Tongue in the Foreign Language: An Account of Russian L2 Learners' Error Incidence on Output

ERIC Educational Resources Information Center

Forteza Fernandez, Rafael Filiberto; Korneeva, Larisa I.

2017-01-01

Based on Selinker's hypothesis of five psycholinguistic processes shaping interlanguage (1972), the paper focuses attention on the Russian L2-learners' overreliance on the L1 as the main factor hindering their development. The research problem is, therefore, the high incidence of L1 transfer in the spoken and written English language output of…

Genetics Home Reference: CHMP2B-related frontotemporal dementia

MedlinePlus

... CHMP2B -related frontotemporal dementia develop progressive problems with speech and language (aphasia). They may have trouble speaking, although they can often understand others' speech and written text. Affected individuals may also have ...

The Effect of Language Specific Factors on Early Written Composition: The Role of Spelling, Oral Language and Text Generation Skills in a Shallow Orthography

ERIC Educational Resources Information Center

Arfé, Barbara; Dockrell, Julie E.; De Bernardi, Bianca

2016-01-01

Spelling skills have been identified as one of the major barriers to written text production in young English writers. By contrast oral language skills and text generation have been found to be less influential in the texts produced by beginning writers. To date, our understanding of the role of spelling skills in transparent orthographies is…

What Does It Mean to Learn Oral and Written English Language: A Case Study of a Rural Kenyan Classroom

ERIC Educational Resources Information Center

Lisanza, Esther Mukewa

2011-01-01

This study was an ethnographic case study that investigated oral and written language learning in a first grade classroom in Kenya. The languages used in this classroom were Swahili and English only. Kamba the mother tongue of the majority of the children, was banned in the entire school. In this classroom there were 89 children with two teachers,…

Annotated Catalog of Bilingual Vocational Training Materials.

ERIC Educational Resources Information Center

Miranda (L.) and Associates, Bethesda, MD.

This catalog contains annotations for 170 bilingual vocational training materials. Most of the materials are written in English, but materials written in 13 source languages and directed toward speakers of 17 target languages are provided. Annotations are provided for the following different types of documents: administrative, assessment and…

78 FR 79675 - Guidance to Federal Financial Assistance Recipients Regarding Title VI Prohibition Against...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-31

... written translations. --Competency to interpret, however, does not necessarily mean formal certification... free language assistance. --Written tests that do not assess English language competency, but test... States read, write, speak and understand English. There are many individuals, however, for whom English...

The Implementation of a Multi-Backend Database System (MDBS). Part I. Software Engineering Strategies and Efforts Towards a Prototype MDBS.

DTIC Science & Technology

1983-06-01

for DEC PDPll systems. MAINSAIL was developed and is marketed with a set of integrated tools for program development. The syntax of the language is...stack, and to test for stack-full and stack-empty conditions. This technique is useful in enforcing data integrity and in con- trolling concurrent...and market MAINSAIL. The language is distinguished by its portability. The same compiler and runtime system, both written in MAINSAIL, are the basis

Experiencias en Lenguaje Para su Nino ed Edad Pre-escolar. Parte I: Actividades Para la Casa. (Language Experiences for Your Preschooler. Part I: Activities at Home.)

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Continuing Education Curriculum Development.

The purpose of this manuscript (written in Spanish) is to encourage the development of communication skills of preschool children by introducing their parents to a number of learning activities suitable for home use. It is written to be used by an instructor who is working with preschool parents. The activities, which are designed to be…

Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence.

PubMed

Berninger, Virginia; Abbott, Robert; Cook, Clayton R; Nagy, William

Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 ( N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior attention-deficit/hyperactivity disorder (ADHD) diagnosis was correlated only with impaired handwriting. Parental ratings of inattention, but not hyperactivity, correlated with measures of written language but not oral language. Sustaining switching attention correlated with writing the alphabet from memory in manuscript or by keyboard and fast copying of a sentence with all the letters of the alphabet. Multiple regressions based on a principal component for composites of multiple levels of language (subword, word, and syntax/text) showed that measures of attention and executive function involving language processing rather than ratings of attention and executive function not specifically related to language accounted for more variance and identified more unique predictors in the composite outcomes for oral language, reading, and writing systems. Inhibition related to focused attention uniquely predicted outcomes for the oral language system. Findings are discussed in reference to implications for assessing and teaching students who are still learning to pay attention to heard and written language and self-regulate their language learning during middle childhood and adolescence.

Language Characteristics and Written Requirements of the Maritime English Correspondence

ERIC Educational Resources Information Center

Shen, Jiang; Zhao, Zhenhua

2011-01-01

Aiming at the requirements of the maritime English correspondence, the language characteristics of the maritime English correspondence are analyzed in this article, and the factors influencing the written skills of the maritime English correspondence are discussed, and the principles of "7C" including the courtesy, the consideration, the…

Opening New Doors. Friends through Writing.

ERIC Educational Resources Information Center

British Columbia Buildings Corp., Victoria.

This publication contains 37 stories, vignettes, and poems written by participants in the British Columbia Buildings Corporation Workplace Language Program. The pieces center on family, work, people, and places and were written by people who decided to learn how to improve their language skills. They represent slices of employees' lives as they…

Language Arts Quinmester Course of Study: Critical Thinking.

ERIC Educational Resources Information Center

Mathews, Sharleen; Sipe, Bonnie

A course designed to sensitize the student to both verbal and non-verbal clues to the levels of meaning from written and non-written communication is presented. Course objectives include the following: (1) Students recognize examples of emotionally toned language; (2) Students determine attitudes from demonstrations of various body gestures,…

Multi-Sensory Input in the Non-Academic ESL Classroom.

ERIC Educational Resources Information Center

Bassano, Sharron

Teaching approaches for adult English as second language students with little previous formal education or native language literacy cannot rely on the traditional written materials. For students who cannot be reached through the written word, approaches must be devised that engage other channels of perceptions. Classroom activities are suggested…

Introduction to the Atari Computer. A Program Written in the Pilot Programming Language.

ERIC Educational Resources Information Center

Schlenker, Richard M.

Designed to be an introduction to the Atari microcomputers for beginners, the interactive computer program listed in this document is written in the Pilot programing language. Instructions are given for entering and storing the program in the computer memory for use by students. (MES)

Translating Classical Literature Into Swahili.

ERIC Educational Resources Information Center

Harries, Lyndon

1970-01-01

Translations generally result from two general situations: (1) where translation is the only means of understanding what has been written in another language, and (2) where a translation is an alternative and preferable means of understanding what has been written in a foreign language. In East Africa, so far as translations from English are…

Understanding Written Corrective Feedback in Second-Language Grammar Acquisition

ERIC Educational Resources Information Center

Wagner, Jason Paul; Wulf, Douglas J.

2016-01-01

Written Corrective Feedback (WCF) is used extensively in second-language (L2) writing classrooms despite controversy over its effectiveness. This study examines indirect WCF, an instructional procedure that flags L2 students' errors with editing symbols that guide their corrections. WCF practitioners assume that this guidance will lead to…

Integrating Technology Tools for Students Struggling with Written Language

ERIC Educational Resources Information Center

Fedora, Pledger

2015-01-01

This exploratory study was designed to assess the experience of preservice teachers when integrating written language technology and their likelihood of applying that technology in their future classrooms. Results suggest that after experiencing technology integration, preservice teachers are more likely to use it in their future teaching.

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Test Review: Prueba de Lectura y Lenguaje Escrito.

ERIC Educational Resources Information Center

Crawford, Alan N.

1984-01-01

Describes the Prueba de Lectura y Lenguaje Escrito (PPLE--roughly translatable as the "Test of Early Language Development") that may meet the need for standardized and diagnostic tests of reading and written composition in Spanish. (HOD)

The interface between spoken and written language: developmental disorders.

PubMed

Hulme, Charles; Snowling, Margaret J

2014-01-01

We review current knowledge about reading development and the origins of difficulties in learning to read. We distinguish between the processes involved in learning to decode print, and the processes involved in reading for meaning (reading comprehension). At a cognitive level, difficulties in learning to read appear to be predominantly caused by deficits in underlying oral language skills. The development of decoding skills appears to depend critically upon phonological language skills, and variations in phoneme awareness, letter-sound knowledge and rapid automatized naming each appear to be causally related to problems in learning to read. Reading comprehension difficulties in contrast appear to be critically dependent on a range of oral language comprehension skills (including vocabulary knowledge and grammatical, morphological and pragmatic skills).

Brain correlates of constituent structure in sign language comprehension.

PubMed

Moreno, Antonio; Limousin, Fanny; Dehaene, Stanislas; Pallier, Christophe

2018-02-15

During sentence processing, areas of the left superior temporal sulcus, inferior frontal gyrus and left basal ganglia exhibit a systematic increase in brain activity as a function of constituent size, suggesting their involvement in the computation of syntactic and semantic structures. Here, we asked whether these areas play a universal role in language and therefore contribute to the processing of non-spoken sign language. Congenitally deaf adults who acquired French sign language as a first language and written French as a second language were scanned while watching sequences of signs in which the size of syntactic constituents was manipulated. An effect of constituent size was found in the basal ganglia, including the head of the caudate and the putamen. A smaller effect was also detected in temporal and frontal regions previously shown to be sensitive to constituent size in written language in hearing French subjects (Pallier et al., 2011). When the deaf participants read sentences versus word lists, the same network of language areas was observed. While reading and sign language processing yielded identical effects of linguistic structure in the basal ganglia, the effect of structure was stronger in all cortical language areas for written language relative to sign language. Furthermore, cortical activity was partially modulated by age of acquisition and reading proficiency. Our results stress the important role of the basal ganglia, within the language network, in the representation of the constituent structure of language, regardless of the input modality. Copyright © 2017 Elsevier Inc. All rights reserved.

The comprehension skills of children learning English as an additional language.

PubMed

Burgoyne, K; Kelly, J M; Whiteley, H E; Spooner, A

2009-12-01

Data from national test results suggests that children who are learning English as an additional language (EAL) experience relatively lower levels of educational attainment in comparison to their monolingual, English-speaking peers. The relative underachievement of children who are learning EAL demands that the literacy needs of this group are identified. To this end, this study aimed to explore the reading- and comprehension-related skills of a group of EAL learners. Data are reported from 92 Year 3 pupils, of whom 46 children are learning EAL. Children completed standardized measures of reading accuracy and comprehension, listening comprehension, and receptive and expressive vocabulary. Results indicate that many EAL learners experience difficulties in understanding written and spoken text. These comprehension difficulties are not related to decoding problems but are related to significantly lower levels of vocabulary knowledge experienced by this group. Many EAL learners experience significantly lower levels of English vocabulary knowledge which has a significant impact on their ability to understand written and spoken text. Greater emphasis on language development is therefore needed in the school curriculum to attempt to address the limited language skills of children learning EAL.

Written Language and Writing Abilities: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," March through December 1977 (Vol. 37 No. 9 through Vol. 38 No. 6).

ERIC Educational Resources Information Center

ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 14 titles deal with the following topics: the composing processes of four twelfth-grade students; the relationship of writing quality to syntax; the development of language variables in two modes of writing and their relationship…

Learning Diaries in the English as a Foreign Language Classroom: A Tool for Accessing Learners' Perceptions of Lessons and Developing Learner Autonomy and Reflection

ERIC Educational Resources Information Center

Porto, Melina

2007-01-01

The aim of this study was to learn from students' frame of reference how they experience foreign language classes. Data include learning diaries written during 2005 for more than 35 weeks (March to November). Subjects were 95 Argentine, Caucasian, mostly female, middle-class, Spanish-speaking College students between 19 and 21 years of age who…

Long-range correlations and burstiness in written texts: Universal and language-specific aspects

NASA Astrophysics Data System (ADS)

Constantoudis, Vassilios; Kalimeri, Maria; Diakonos, Fotis; Karamanos, Konstantinos; Papadimitriou, Constantinos; Chatzigeorgiou, Manolis; Papageorgiou, Harris

2016-08-01

Recently, methods from the statistical physics of complex systems have been applied successfully to identify universal features in the long-range correlations (LRCs) of written texts. However, in real texts, these universal features are being intermingled with language-specific influences. This paper aims at the characterization and further understanding of the interplay between universal and language-specific effects on the LRCs in texts. To this end, we apply the language-sensitive mapping of written texts to word-length series (wls) and analyse large parallel (of same content) corpora from 10 languages classified to four families (Romanic, Germanic, Greek and Uralic). The autocorrelation functions of the wls reveal tiny but persistent LRCs decaying at large scales following a power-law with a language-independent exponent ˜0.60-0.65. The impact of language is displayed in the amplitude of correlations where a relative standard deviation >40% among the analyzed languages is observed. The classification to language families seems to play a significant role since, the Finnish and Germanic languages exhibit more correlations than the Greek and Roman families. To reveal the origins of the LRCs, we focus on the long words and perform burst and correlation analysis in their positions along the corpora. We find that the universal features are linked more to the correlations of the inter-long word distances while the language-specific aspects are related more to their distributions.

THE DEVELOPMENT OF LANGUAGE.

ERIC Educational Resources Information Center

MCNEILL, DAVID

THIS IS THE FIRST MAJOR SECTION OF A CHAPTER PREPARED FOR "THE MANUAL OF CHILD PSYCHOLOGY," P.H. MUSSEN, EDITOR, IN PREPARATION. IT IS AN INTRODUCTION TO TRANSFORMATIONAL GRAMMAR WRITTEN FOR PSYCHOLOGISTS AND PRESENTS SOME OF THE MAJOR IDEAS THAT HAVE BEEN DEVELOPED IN MODERN LINGUISTIC THEORY, ALONG WITH CERTAIN OF THEIR PSYCHOLOGICAL…

Cognitive Development and Reading Processes. Developmental Program Report Number 76.

ERIC Educational Resources Information Center

West, Richard F.

In discussing the relationship between cognitive development (perception, pattern recognition, and memory) and reading processes, this paper especially emphasizes developmental factors. After an overview of some issues that bear on how written language is processed, the paper presents a discussion of pattern recognition, including general pattern…

Fiches pratiques: expression ecrite, civilisation, litterature, medias (Practice File: Written Expression, Civilization, Literature, Media).

ERIC Educational Resources Information Center

Loesel, Bernard; And Others

1987-01-01

Language class activities are outlined, including a class project to develop a detective story, a study of political advertising, creative story-writing, and the viewing of Italian television films about France. (MSE)

Testing the World with Simulations.

ERIC Educational Resources Information Center

Roberts, Nancy

1983-01-01

Discusses steps involved in model building and simulation: understanding a problem, building a model, and simulation. Includes a mathematical model (focusing on a problem dealing with influenza) written in the DYNAMO computer language, developed specifically for writing simulation models. (Author/JN)

Approaches to Treating Student Written Errors

ERIC Educational Resources Information Center

Tran, Thu H.

2013-01-01

Second language writing teachers face numerous challenges when providing feedback on student writing. There may be so many problems in the writing that is almost impossible for them to focus on or they may constantly seek a better method of giving feedback on student written errors. This paper attempts to provide second language writing teachers…

Brain Activations Associated with Sign Production Using Word and Picture Inputs in Deaf Signers

ERIC Educational Resources Information Center

Hu, Zhiguo; Wang, Wenjing; Liu, Hongyan; Peng, Danling; Yang, Yanhui; Li, Kuncheng; Zhang, John X.; Ding, Guosheng

2011-01-01

Effective literacy education in deaf students calls for psycholinguistic research revealing the cognitive and neural mechanisms underlying their written language processing. When learning a written language, deaf students are often instructed to sign out printed text. The present fMRI study was intended to reveal the neural substrates associated…

Assessing the Microstructure of Written Language Using a Retelling Paradigm

ERIC Educational Resources Information Center

Puranik, Cynthia S.; Lombardino, Linda J.; Altmann, Lori J. P.

2008-01-01

Purpose: The primary goal of this study was to document the progression of the microstructural elements of written language in children at 4 grade levels. The secondary purpose was to ascertain whether the variables selected for examination could be classified into valid categories that reflect the multidimensional nature of writing. Method:…

The Effects of a Translation Bias on the Scores for the "Basic Economics Test"

ERIC Educational Resources Information Center

Hahn, Jinsoo; Jang, Kyungho

2012-01-01

International comparisons of economic understanding generally require a translation of a standardized test written in English into another language. Test results can differ based on how researchers translate the English written exam into one in their own language. To confirm this hypothesis, two differently translated versions of the "Basic…

Writing Process Products in Intermediate-Grade Children with and without Language-Based Learning Disabilities

ERIC Educational Resources Information Center

Koutsoftas, Anthony D.

2016-01-01

Purpose: Difficulties with written expression are an important consideration in the assessment and treatment of school-age children. This study evaluated how intermediate-grade children with and without written language difficulties fared on a writing task housed within the Hayes and Berninger (2014) writing process framework. Method: Sixty-four…

Meta-Analysis of Criterion Validity for Curriculum-Based Measurement in Written Language

ERIC Educational Resources Information Center

Romig, John Elwood; Therrien, William J.; Lloyd, John W.

2017-01-01

We used meta-analysis to examine the criterion validity of four scoring procedures used in curriculum-based measurement of written language. A total of 22 articles representing 21 studies (N = 21) met the inclusion criteria. Results indicated that two scoring procedures, correct word sequences and correct minus incorrect sequences, have acceptable…

The literate brain: the relationship between spelling and reading.

PubMed

Rapp, Brenda; Lipka, Kate

2011-05-01

We report the results of an fMRI investigation of the neural bases of written language comprehension (reading) and production (spelling). Both tasks were examined in the same individuals, allowing greater precision in establishing the relationship between the neural underpinnings of these two cognitive functions. Also examined was the relationship between written language substrates and those involved in face and object (house) processing. The results reveal that reading and spelling share specific left hemisphere substrates in the mid-fusiform gyrus and in the inferior frontal gyrus/junction. Furthermore, the results indicate that the left mid-fusiform substrates are specifically involved in lexical orthographic processing. We also find that written language and face processing exhibit largely complementary activation patterns in both the fusiform and the inferior frontal/junction areas, with left and right lateralization, respectively. In sum, these results provide perhaps the strongest evidence to date of components that are shared by written language comprehension (reading) and production (spelling), and they further our understanding of the role of literacy within the larger repertoire of cognitive operations and their neural substrates.

Differential Diagnosis of Dysgraphia, Dyslexia, and OWL LD: Behavioral and Neuroimaging Evidence

PubMed Central

Berninger, Virginia W.; Richards, Todd; Abbott, Robert D.

2015-01-01

In Study 1, children in grades 4 to 9 (N= 88, 29 females and 59 males) with persisting reading and/or writing disabilities, despite considerable prior specialized instruction in and out of school, were given an evidence-based comprehensive assessment battery at the university while parents completed questionnaires regarding past and current history of language learning and other difficulties. Profiles (patterns) of normed measures for different levels of oral and written language used to categorize participants into diagnostic groups for dysgraphia (impaired subword handwriting) (n=26), dyslexia (impaired word spelling and reading) (n=38), or oral and written language learning disability OWL LD (impaired oral and written syntax comprehension and expression) (n=13) or control oral and written language learners (OWLs) without SLDs (n=11) were consistent withreported history. Impairments in working memory components supporting language learning were also examined. In Study 2, right handed children from Study 1 who did not wear braces (controls, n=9, dysgraphia, n= 14; dyslexia, n=17, OWL LD, n=5) completed an fMRI functional connectivity brain imaging study in which they performed a word-specific spelling judgment task, which is related to both word reading and spelling, and may be impaired in dysgraphia, dyslexia, and OWL LD for different reasons. fMRI functional connectivity from 4 seed points in brain locations involved in written word processing to other brain regions also differentiated dysgraphia, dyslexia, and OWL LD; both specific regions to which connected and overall number of functional connections differed. Thus, results provide converging neurological and behavioral evidence, for dysgraphia, dyslexia, and OWL LD being different, diagnosable specific learning disabilities (SLDs) for persisting written language problems during middle childhood and early adolescence. Translation of the research findings into practice at policy and administrative levels and at local school levels is discussed. PMID:26336330

Language learning impairments: integrating basic science, technology, and remediation.

PubMed

Tallal, P; Merzenich, M M; Miller, S; Jenkins, W

1998-11-01

One of the fundamental goals of the modern field of neuroscience is to understand how neuronal activity gives rise to higher cortical function. However, to bridge the gap between neurobiology and behavior, we must understand higher cortical functions at the behavioral level at least as well as we have come to understand neurobiological processes at the cellular and molecular levels. This is certainly the case in the study of speech processing, where critical studies of behavioral dysfunction have provided key insights into the basic neurobiological mechanisms relevant to speech perception and production. Much of this progress derives from a detailed analysis of the sensory, perceptual, cognitive, and motor abilities of children who fail to acquire speech, language, and reading skills normally within the context of otherwise normal development. Current research now shows that a dysfunction in normal phonological processing, which is critical to the development of oral and written language, may derive, at least in part, from difficulties in perceiving and producing basic sensory-motor information in rapid succession--within tens of ms (see Tallal et al. 1993a for a review). There is now substantial evidence supporting the hypothesis that basic temporal integration processes play a fundamental role in establishing neural representations for the units of speech (phonemes), which must be segmented from the (continuous) speech stream and combined to form words, in order for the normal development of oral and written language to proceed. Results from magnetic resonance imaging (MRI) and positron emission tomography (PET) studies, as well as studies of behavioral performance in normal and language impaired children and adults, will be reviewed to support the view that the integration of rapidly changing successive acoustic events plays a primary role in phonological development and disorders. Finally, remediation studies based on this research, coupled with neuroplasticity research, will be presented.

Quantitative Research in Written Composition.

ERIC Educational Resources Information Center

Gebhard, Ann O.

Offered as an introductory guide to teachers interested in approaching written English as a "second dialect" that students must master, this review covers quantitative investigations of written language. The first section deals with developmental studies, describing how a variety of researchers have related written structure to writer maturity.…

Executing medical logic modules expressed in ArdenML using Drools

PubMed Central

Jung, Chai Young; Sward, Katherine A

2011-01-01

The Arden Syntax is an HL7 standard language for representing medical knowledge as logic statements. Despite nearly 2 decades of availability, Arden Syntax has not been widely used. This has been attributed to the lack of a generally available compiler to implement the logic, to Arden's complex syntax, to the challenges of mapping local data to data references in the Medical Logic Modules (MLMs), or, more globally, to the general absence of decision support in healthcare computing. An XML representation (ArdenML) may partially address the technical challenges. MLMs created in ArdenML can be converted into executable files using standard transforms written in the Extensible Stylesheet Language Transformation (XSLT) language. As an example, we have demonstrated an approach to executing MLMs written in ArdenML using the Drools business rule management system. Extensions to ArdenML make it possible to generate a user interface through which an MLM developer can test for logical errors. PMID:22180871

Development of EFL Writing over Three Years in Secondary Education: CLIL and Non-CLIL Settings

ERIC Educational Resources Information Center

Gené-Gil, Maria; Juan-Garau, Maria; Salazar-Noguera, Joana

2015-01-01

Research on writing development in content and language integrated learning (CLIL) settings is still inconclusive. This study intends to make a contribution in this respect by presenting longitudinal findings on the development of written complexity, accuracy and fluency (CAF) in secondary education CLIL and non-CLIL learners. Participants in the…

SIMOGEN - An Object-Oriented Language for Simulation

DTIC Science & Technology

1989-03-01

program generator must also be written in the same prcgramming languaje . In this case, the C language was chosen, for the following main reasons...3), March 88. 4. PRESTO: A System for Object-Oriented Parallel Programing B N Bershad, E D Lazowska & H M Levy Software Practice and Experience, Vol...U.S. Depare nt of Defence ANSI/ML-STD 1815A. 7. Object-oriented Development Grady Booch Transactions on Software Engineering , February 86. 8. A

Written Discourse in Scientific Communities: A Conversation with Two Scientists About their Views of Science, Use of Language, Role of Writing in Doing Science, and Compatibility Between their Epistemic Views and Language

ERIC Educational Resources Information Center

Yore, Larry D.; Florence, Marilyn K.; Pearson, Terry W.; Weaver, Andrew J.

2006-01-01

This autobiographical case study of two scientists involved in earlier studies documents a profile of each scientist. These profiles were used to develop semi-structured interview protocols and email surveys for each scientist. The central issues of these data collections were whether these modern, evaluativist scientists believe that the…

Development of a Low Cost Graphics Terminal.

ERIC Educational Resources Information Center

Lehr, Ted

1985-01-01

Describes modifications made to expand the capabilities of a display unit (Lear Siegler ADM-3A) to include medium resolution graphics. The modifying circuitry is detailed along with software subroutined written in Z-80 machine language for controlling the video display. (JN)

Adapting high-level language programs for parallel processing using data flow

NASA Technical Reports Server (NTRS)

Standley, Hilda M.

1988-01-01

EASY-FLOW, a very high-level data flow language, is introduced for the purpose of adapting programs written in a conventional high-level language to a parallel environment. The level of parallelism provided is of the large-grained variety in which parallel activities take place between subprograms or processes. A program written in EASY-FLOW is a set of subprogram calls as units, structured by iteration, branching, and distribution constructs. A data flow graph may be deduced from an EASY-FLOW program.

Korean College EFL Learners' Task Motivation in Written Language Production

ERIC Educational Resources Information Center

Kim, Bomin; Kim, Haedong

2016-01-01

The aims of the present study were to explore the effects of two different types of task conditions (topic choice vs. no choice) on the quality of written production in a second language (lexical complexity, syntactic complexity, and cohesion) and to investigate the effects of these two different task conditions on task motivation. This research…

Retesting the Limits of Data-Driven Learning: Feedback and Error Correction

ERIC Educational Resources Information Center

Crosthwaite, Peter

2017-01-01

An increasing number of studies have looked at the value of corpus-based data-driven learning (DDL) for second language (L2) written error correction, with generally positive results. However, a potential conundrum for language teachers involved in the process is how to provide feedback on students' written production for DDL. The study looks at…

A Reflection on "The Language Learning Potential" of Written CF

ERIC Educational Resources Information Center

Bitchener, John

2012-01-01

For more than 30 years, different opinions about whether written corrective feedback (CF) is a worthwhile pedagogical practice for L2 learning and acquisition have been voiced. Despite the arguments for and against its potential to help L2 learners acquire the target language and the inconclusive findings across studies that have sought answers to…

An Explanation of the Effectiveness of Written Corrective Feedback in Second-Language Acquisition

ERIC Educational Resources Information Center

Wagner, Jason

2016-01-01

The purpose of this study is to provide a theoretical explanation for the effectiveness of Written Corrective Feedback (WCF) in increasing second-language (L2) students' grammatical accuracy. WCF is examined via Skill Acquisition Theory (SAT) in order to account for uneven patterns of its effectiveness. As the study demonstrates, WCF is effective…

Using Tracking Software for Writing Instruction

ERIC Educational Resources Information Center

Yagi, Sane M.; Al-Salman, Saleh

2011-01-01

Writing is a complex skill that is hard to teach. Although the written product is what is often evaluated in the context of language teaching, the process of giving thought to linguistic form is fascinating. For almost forty years, language teachers have found it more effective to help learners in the writing process than in the written product;…

Hedging to Save Face: A Linguistic Analysis of Written Comments on In-Training Evaluation Reports

ERIC Educational Resources Information Center

Ginsburg, Shiphra; van der Vleuten, Cees; Eva, Kevin W.; Lingard, Lorelei

2016-01-01

Written comments on residents' evaluations can be useful, yet the literature suggests that the language used by assessors is often vague and indirect. The branch of linguistics called pragmatics argues that much of our day to day language is not meant to be interpreted literally. Within pragmatics, the theory of "politeness" suggests…

Talking to Texts and Sketches: The Function of Written and Graphic Mediation in Engineering Design.

ERIC Educational Resources Information Center

Lewis, Barbara

2000-01-01

Describes the author's research that explores the role of language, particularly texts, in the engineering design process. Notes that results of this case study support a new "mediated" model of engineering design as an inventional activity in which designers use talk, written language, and other symbolic representations as tools to think about…

Test Review: Schrank, F. A., Mather, N., & McGrew, K. S. (2014). Woodcock-Johnson IV Tests of Achievement

ERIC Educational Resources Information Center

Villarreal, Victor

2015-01-01

The Woodcock-Johnson IV Tests of Achievement (WJ IV ACH; Schrank, Mather, & McGrew, 2014a) is an individually administered measure containing tests of reading, mathematics, written language, and academic knowledge. Areas of reading, mathematics, and written language each include tests of basic skills, fluency, and application. Academic…

The effect of written text on comprehension of spoken English as a foreign language.

PubMed

Diao, Yali; Chandler, Paul; Sweller, John

2007-01-01

Based on cognitive load theory, this study investigated the effect of simultaneous written presentations on comprehension of spoken English as a foreign language. Learners' language comprehension was compared while they used 3 instructional formats: listening with auditory materials only, listening with a full, written script, and listening with simultaneous subtitled text. Listening with the presence of a script and subtitles led to better understanding of the scripted and subtitled passage but poorer performance on a subsequent auditory passage than listening with the auditory materials only. These findings indicated that where the intention was learning to listen, the use of a full script or subtitles had detrimental effects on the construction and automation of listening comprehension schemas.

Cultural neurolinguistics.

PubMed

Chen, Chuansheng; Xue, Gui; Mei, Leilei; Chen, Chunhui; Dong, Qi

2009-01-01

As the only species that evolved to possess a language faculty, humans have been surprisingly generative in creating a diverse array of language systems. These systems vary in phonology, morphology, syntax, and written forms. Before the advent of modern brain-imaging techniques, little was known about how differences across languages are reflected in the brain. This chapter aims to provide an overview of an emerging area of research - cultural neurolinguistics - that examines systematic cross-cultural/crosslinguistic variations in the neural networks of languages. We first briefly describe general brain networks for written and spoken languages. We then discuss language-specific brain regions by highlighting differences in neural bases of different scripts (logographic vs. alphabetic scripts), orthographies (transparent vs. nontransparent orthographies), and tonality (tonal vs. atonal languages). We also discuss neural basis of second language and the role of native language experience in second-language acquisition. In the last section, we outline a general model that integrates culture and neural bases of language and discuss future directions of research in this area.

English as a Second Language for Automotive Component Parts Line Operators.

ERIC Educational Resources Information Center

Lewandowski, Carol

This document is one of a series of student workbooks developed for workplace skill development courses or workshops by Mercer County Community College (New Jersey) and its partners. Designed to improve the English speaking and reading skills of non-English-speaking automotive component parts line operators, the course covers oral, written,…

Planning and Second Language Development in Task-Based Synchronous Computer-Mediated Communication

ERIC Educational Resources Information Center

Hsu, Hsiu-Chen

2012-01-01

This dissertation explored the effect of two planning conditions (the multiple planning condition with rehearsal and online planning time, and the single planning condition with online planning time only) on L2 production complexity and accuracy and the subsequent development of these two linguistic areas in the context of written synchronous…

Teacher Education: Privileges and Problems Associated with Reading Programs in Developing Countries.

ERIC Educational Resources Information Center

Robertson, Jean E.

The problems of teacher education in developing nations are discussed. Blending new knowledge with cultural heritage so that the personal cultural synthesis demanded of new literates is effected without disrupting social structures is complicated by the language problem. The impact of the written word on a society dependent on oral communication…

Program Manual for Estimating Use and Related Statistics on Developed Recreation Sites

Treesearch

Gary L. Tyre; Gene R. Welch

1972-01-01

This manual includes documentation of four computer programs supporting subroutines for estimating use, visitor origin, patterns of use, and occupancy rates at developed recreation sites. The programs are written in Fortran IV and should be easily adapted to any computer arrangement have the capacity to compile this language.

Experiments on Urdu Text Recognition

NASA Astrophysics Data System (ADS)

Mukhtar, Omar; Setlur, Srirangaraj; Govindaraju, Venu

Urdu is a language spoken in the Indian subcontinent by an estimated 130-270 million speakers. At the spoken level, Urdu and Hindi are considered dialects of a single language because of shared vocabulary and the similarity in grammar. At the written level, however, Urdu is much closer to Arabic because it is written in Nastaliq, the calligraphic style of the Persian-Arabic script. Therefore, a speaker of Hindi can understand spoken Urdu but may not be able to read written Urdu because Hindi is written in Devanagari script, whereas an Arabic writer can read the written words but may not understand the spoken Urdu. In this chapter we present an overview of written Urdu. Prior research in handwritten Urdu OCR is very limited. We present (perhaps) the first system for recognizing handwritten Urdu words. On a data set of about 1300 handwritten words, we achieved an accuracy of 70% for the top choice, and 82% for the top three choices.

Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls

PubMed Central

Moll, Kristina; Snowling, Margaret J.; Göbel, Silke M.; Hulme, Charles

2015-01-01

Two important foundations for learning are language and executive skills. Data from a longitudinal study tracking the development of 93 children at family-risk of dyslexia and 76 controls was used to investigate the influence of these skills on the development of arithmetic. A two-group longitudinal path model assessed the relationships between language and executive skills at 3–4 years, verbal number skills (counting and number knowledge) and phonological processing skills at 4–5 years, and written arithmetic in primary school. The same cognitive processes accounted for variability in arithmetic skills in both groups. Early language and executive skills predicted variations in preschool verbal number skills, which in turn, predicted arithmetic skills in school. In contrast, phonological awareness was not a predictor of later arithmetic skills. These results suggest that verbal and executive processes provide the foundation for verbal number skills, which in turn influence the development of formal arithmetic skills. Problems in early language development may explain the comorbidity between reading and mathematics disorder. PMID:26412946

How Effective Is Interactive Learning? Investigating Japanese University Students' Language Patterns in a Collaborative Writing Task

ERIC Educational Resources Information Center

Sakamoto, Mitsuyo

2017-01-01

According to Swain, Kinnear, & Steinman (2011), we use a language with others as a form of shared cognition, and in the process we scaffold each other. This action research investigates how students' online written output affects each other's writing. One thousand twenty online entries written by 21 Japanese university sophomore English majors…

Academic Language and the Quality of Written Arguments and Explanations of Chilean 8th Graders

ERIC Educational Resources Information Center

Figueroa, Javiera; Meneses, Alejandra; Chandia, Eugenio

2018-01-01

Writing is a task that entails high cognitive and linguistic efforts, especially when producing academic texts. Academic language might be one of the factors influencing the quality of written texts, given that prior research has shown its impact on reading comprehension. The purpose of this study is to examine the contribution of Spanish Core…

Oral Societies and Colonial Experiences: Sub-Saharan Africa and the "de-facto" Power of the Written Word

ERIC Educational Resources Information Center

Abdi, Ali A.

2007-01-01

Pre-colonial traditional societies in Sub-Saharan Africa were mostly oral societies whose languages were not written. In the African context, especially, it was clear that the mostly oral traditions of these societies' languages were neither being appreciated nor promoted as media of communication, or means of education by the invading Europeans.…

From Student to Entry-Level Professional: Examining the Role of Language and Written Communications in the Reacculturation of Aerospace Engineering Students.

ERIC Educational Resources Information Center

Pinelli, T. E.; And Others

1995-01-01

Argues that language and written communication play a critical role in the reacculturation process that enables individuals to make a successful transition from the academic world to a professional environment. Reports results of a mail survey examining the technical communications abilities of aerospace engineering students and the technical…

Evaluating the Relationship among Parents' Oral and Written Language Skills, the Home Literacy Environment, and Their Preschool Children's Emergent Literacy Skills

ERIC Educational Resources Information Center

Taylor, Nicole A.

2011-01-01

Studies have examined the impact of parents' educational level on their child's emergent literacy skills and have found positive associations (Korat, 2009). However, a review of the literature indicates that previous studies have not investigated whether parents' oral and written language skills relate to their child's emergent oral and written…

Similarities and Differences in the Processing of Written Text by Skilled and Less Skilled Readers with Prelingual Deafness

ERIC Educational Resources Information Center

Miller, Paul

2013-01-01

This study focuses on similarities and differences in the processing of written text by individuals with prelingual deafness from different reading levels that used Hebrew as their first spoken language and Israeli Sign Language as their primary manual communication mode. Data were gathered from three sources, including (a) a sentence…

The Impact of Executive Functions on the Written Language Process: Some Evidence from Children with Writing Disabilities

ERIC Educational Resources Information Center

Alevriadou, Anastasia; Giaouri, Stergiani

2015-01-01

Written language is a difficult endeavour as the demands of transcription require self-regulatory skills from a motor, cognitive and attention perspective. The purpose of the present study was to investigate the relation between the Test of Writing Difficulties (Porpodas et al., 2007) and the Test of Detection and Investigation of Executive…

Dimensions of Discourse Level Oral Language Skills and Their Relation to Reading Comprehension and Written Composition: An Exploratory Study

ERIC Educational Resources Information Center

Kim, Young-Suk Grace; Park, Cheahyung; Park, Younghee

2015-01-01

We examined the relations of discourse-level oral language skills [i.e., listening comprehension, and oral retell and production of narrative texts (oral retell and production hereafter)] to reading comprehension and written composition. Korean-speaking first grade students (N = 97) were assessed on listening comprehension, oral retell and…

Electronic mail, a new written-language register: a study with French-speaking adolescents.

PubMed

Volckaert-Legrier, Olga; Bernicot, Josie; Bert-Erboul, Alain

2009-03-01

The aim of this study was to determine the extent to which the linguistic forms used by adolescents in electronic mail (e-mail) differ from those used in standard written language. The study was conducted in French, a language with a deep orthography that has strict, addressee-dependent rules for using second person personal pronouns (unfamiliar and familiar forms). Data were collected from 80 adolescents ages 12 to 15 in a natural situation where they had to introduce themselves by e-mail to two addressees (peer/teacher). Participants were divided into two groups (skilled/unskilled in computer-mediated communication). Their emails contained a large number of orthographic deviations (the most frequent being neographic forms). Participants skilled in computer-mediated communication (CMC) deviated more than unskilled ones did. The number of orthographic deviations was not linked to the participants' standard writing ability. The personal-pronoun data clearly showed that adolescents used the familiar form of 'you' (tu) to address the peer and the unfamiliar form (vous) to address the teacher. We conclude that, for adolescents, e-mail constitutes a distinct written-language register. Nevertheless, the e-mail register seems to follow the pragmatic rules of standard spoken and written interaction.

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

PubMed

Moats, L C

1994-01-01

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

LABORATORY PROCESS CONTROLLER USING NATURAL LANGUAGE COMMANDS FROM A PERSONAL COMPUTER

NASA Technical Reports Server (NTRS)

Will, H.

1994-01-01

The complex environment of the typical research laboratory requires flexible process control. This program provides natural language process control from an IBM PC or compatible machine. Sometimes process control schedules require changes frequently, even several times per day. These changes may include adding, deleting, and rearranging steps in a process. This program sets up a process control system that can either run without an operator, or be run by workers with limited programming skills. The software system includes three programs. Two of the programs, written in FORTRAN77, record data and control research processes. The third program, written in Pascal, generates the FORTRAN subroutines used by the other two programs to identify the user commands with the user-written device drivers. The software system also includes an input data set which allows the user to define the user commands which are to be executed by the computer. To set the system up the operator writes device driver routines for all of the controlled devices. Once set up, this system requires only an input file containing natural language command lines which tell the system what to do and when to do it. The operator can make up custom commands for operating and taking data from external research equipment at any time of the day or night without the operator in attendance. This process control system requires a personal computer operating under MS-DOS with suitable hardware interfaces to all controlled devices. The program requires a FORTRAN77 compiler and user-written device drivers. This program was developed in 1989 and has a memory requirement of about 62 Kbytes.

Chinese Secondary EFL Learners' and Teachers' Preferences for Types of Written Corrective Feedback

ERIC Educational Resources Information Center

Li, Haishan; He, Qingshun

2017-01-01

How learners perceive written corrective feedback (CF) associates with its effectiveness in language learning. This research investigates students' preferences for three types of written CF, i.e., direct, indirect and metalinguistic written CF, and explores the factors that encourage the teachers to employ these CFs in teaching practice. The…

A Grammatico-Semantic Exploration of the Problems of Sentence Formation and Interpretation in the Classroom, Volume 1. Final Report.

ERIC Educational Resources Information Center

Bateman, Donald R.; Zidonis, Frank J.

In the introduction to this volume of a two volume document (See also TE 002 131.) written for curriculum developers, Donald Bateman identifies the recent periods in the development of linguistic thought and methodology, and presents language curriculum development as the continuing exploration of the processes of evolving linguistic structures.…

Is handwriting constrained by phonology? Evidence from Stroop tasks with written responses and Chinese characters

PubMed Central

Damian, Markus F.; Qu, Qingqing

2013-01-01

To what extent is handwritten word production based on phonological codes? A few studies conducted in Western languages have recently provided evidence showing that phonology contributes to the retrieval of graphemic properties in written output tasks. Less is known about how orthographic production works in languages with non-alphabetic scripts such as written Chinese. We report a Stroop study in which Chinese participants wrote the color of characters on a digital graphic tablet; characters were either neutral, or homophonic to the target (congruent), or homophonic to an alternative (incongruent). Facilitation was found from congruent homophonic distractors, but only when the homophone shared the same tone with the target. This finding suggests a contribution of phonology to written word production. A second experiment served as a control experiment to exclude the possibility that the effect in Experiment 1 had an exclusively semantic locus. Overall, the findings offer new insight into the relative contribution of phonology to handwriting, particularly in non-Western languages. PMID:24146660

The Influence of Cross-Language Similarity on within- and between-Language Stroop Effects in Trilinguals

PubMed Central

van Heuven, Walter J. B.; Conklin, Kathy; Coderre, Emily L.; Guo, Taomei; Dijkstra, Ton

2011-01-01

This study investigated effects of cross-language similarity on within- and between-language Stroop interference and facilitation in three groups of trilinguals. Trilinguals were either proficient in three languages that use the same-script (alphabetic in German–English–Dutch trilinguals), two similar scripts and one different script (Chinese and alphabetic scripts in Chinese–English–Malay trilinguals), or three completely different scripts (Arabic, Chinese, and alphabetic in Uyghur–Chinese–English trilinguals). The results revealed a similar magnitude of within-language Stroop interference for the three groups, whereas between-language interference was modulated by cross-language similarity. For the same-script trilinguals, the within- and between-language interference was similar, whereas the between-language Stroop interference was reduced for trilinguals with languages written in different scripts. The magnitude of within-language Stroop facilitation was similar across the three groups of trilinguals, but smaller than within-language Stroop interference. Between-language Stroop facilitation was also modulated by cross-language similarity such that these effects became negative for trilinguals with languages written in different scripts. The overall pattern of Stroop interference and facilitation effects can be explained in terms of diverging and converging color and word information across languages. PMID:22180749

Gestalt Imagery: A Critical Factor in Language Comprehension.

ERIC Educational Resources Information Center

Bell, Nanci

1991-01-01

Lack of gestalt imagery (the ability to create imaged wholes) can contribute to language comprehension disorder characterized by weak reading comprehension, weak oral language comprehension, weak oral language expression, weak written language expression, difficulty following directions, and a weak sense of humor. Sequential stimulation using an…

Measurements of Development in L2 Written Production: The Case of L2 Chinese

ERIC Educational Resources Information Center

Jiang, Wenying

2013-01-01

This study investigates measures for second language (L2) writing development. A T-unit, which has been found the most satisfactory unit of analysis for measuring L2 development in English, is extended to measure L2 Chinese writing development through a cross-sectional design in this study. Data were collected from three L2 Chinese learner groups…

A Simple View of Writing in Chinese

ERIC Educational Resources Information Center

Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa

2017-01-01

This study examined the Chinese written composition development of elementary-grade students in relation to the simple view of writing. Measures of nonverbal reasoning ability, component skills of transcription (stroke sequence knowledge, word spelling, and handwriting fluency), oral language (definitional skill, oral narrative skills, and…

Legacy model integration for enhancing hydrologic interdisciplinary research

NASA Astrophysics Data System (ADS)

Dozier, A.; Arabi, M.; David, O.

2013-12-01

Many challenges are introduced to interdisciplinary research in and around the hydrologic science community due to advances in computing technology and modeling capabilities in different programming languages, across different platforms and frameworks by researchers in a variety of fields with a variety of experience in computer programming. Many new hydrologic models as well as optimization, parameter estimation, and uncertainty characterization techniques are developed in scripting languages such as Matlab, R, Python, or in newer languages such as Java and the .Net languages, whereas many legacy models have been written in FORTRAN and C, which complicates inter-model communication for two-way feedbacks. However, most hydrologic researchers and industry personnel have little knowledge of the computing technologies that are available to address the model integration process. Therefore, the goal of this study is to address these new challenges by utilizing a novel approach based on a publish-subscribe-type system to enhance modeling capabilities of legacy socio-economic, hydrologic, and ecologic software. Enhancements include massive parallelization of executions and access to legacy model variables at any point during the simulation process by another program without having to compile all the models together into an inseparable 'super-model'. Thus, this study provides two-way feedback mechanisms between multiple different process models that can be written in various programming languages and can run on different machines and operating systems. Additionally, a level of abstraction is given to the model integration process that allows researchers and other technical personnel to perform more detailed and interactive modeling, visualization, optimization, calibration, and uncertainty analysis without requiring deep understanding of inter-process communication. To be compatible, a program must be written in a programming language with bindings to a common implementation of the message passing interface (MPI), which includes FORTRAN, C, Java, the .NET languages, Python, R, Matlab, and many others. The system is tested on a longstanding legacy hydrologic model, the Soil and Water Assessment Tool (SWAT), to observe and enhance speed-up capabilities for various optimization, parameter estimation, and model uncertainty characterization techniques, which is particularly important for computationally intensive hydrologic simulations. Initial results indicate that the legacy extension system significantly decreases developer time, computation time, and the cost of purchasing commercial parallel processing licenses, while enhancing interdisciplinary research by providing detailed two-way feedback mechanisms between various process models with minimal changes to legacy code.

An evaluation of the documented requirements of the SSP UIL and a review of commercial software packages for the development and testing of UIL prototypes

NASA Technical Reports Server (NTRS)

Gill, Esther Naomi

1986-01-01

A review was conducted of software packages currently on the market which might be integrated with the interface language and aid in reaching the objectives of customization, standardization, transparency, reliability, maintainability, language substitutions, expandability, portability, and flexibility. Recommendations are given for best choices in hardware and software acquisition for inhouse testing of these possible integrations. Software acquisition in the line of tools to aid expert-system development and/or novice program development, artificial intelligent voice technology and touch screen or joystick or mouse utilization as well as networking were recommended. Other recommendations concerned using the language Ada for the user interface language shell because of its high level of standardization, structure, and ability to accept and execute programs written in other programming languages, its DOD ownership and control, and keeping the user interface language simple so that multiples of users will find the commercialization of space within their realm of possibility which is, after all, the purpose of the Space Station.

Developing Student Character through Disciplinary Curricula: An Analysis of UK QAA Subject Benchmark Statements

ERIC Educational Resources Information Center

Quinlan, Kathleen M.

2016-01-01

What aspects of student character are expected to be developed through disciplinary curricula? This paper examines the UK written curriculum through an analysis of the Quality Assurance Agency's subject benchmark statements for the most popular subjects studied in the UK. It explores the language, principles and intended outcomes that suggest…

Understanding Writing Problems in Young Children: Contributions of Cognitive Skills to the Development of Written Expression

ERIC Educational Resources Information Center

Childress, Amy

2011-01-01

While several models of adult writing have been proposed and studied, the development of writing skills in young children has only recently garnered attention. Using measures of fine-motor, language, working memory, and attention/executive functions, the current study explored motor and cognitive skills that may contribute to writing skill in…

Developmental Spelling and Word Recognition: A Validation of Ehri's Model of Word Recognition Development

ERIC Educational Resources Information Center

Ebert, Ashlee A.

2009-01-01

Ehri's developmental model of word recognition outlines early reading development that spans from the use of logos to advanced knowledge of oral and written language to read words. Henderson's developmental spelling theory presents stages of word knowledge that progress in a similar manner to Ehri's phases. The purpose of this research study was…

Users Guide to VSMOKE-GIS for Workstations

Treesearch

Mary F. Harms; Leonidas G. Lavdas

1997-01-01

VSMOKE-GIS was developed to help prescribed burners in the national forests of the Southeastern United States visualize smoke dispersion and to plan prescribed burns. Developed for use on workstations, this decision-support system consists of a graphical user interface, written in Arc/Info Arc Macro Language, and is linked to a FORTRAN computer program. VSMOKE-GIS...

How Do Surgery Students Use Written Language to Say What They See? A Framework to Understand Medical Students' Written Evaluations of Their Teachers.

PubMed

Lim, David W; White, Jonathan S

2015-11-01

There remains debate regarding the value of the written comments that medical students are traditionally asked to provide to evaluate the teaching they receive. The purpose of this study was to examine written teaching evaluations to understand how medical students conceptualize teachers' behaviors and performance. All written comments collected from medical students about teachers in the two surgery clerkships at the University of Alberta in 2009-2010 and 2010-2011 were collated and anonymized. A grounded theory approach was used for analysis, with iterative reading and open coding to identify recurring themes. A framework capturing variations observed in the data was generated until data saturation was achieved. Domains and subdomains were named using an in situ coding approach. The conceptual framework contained three main domains: "Physician as Teacher," "Physician as Person," and "Physician as Physician." Under "Physician as Teacher," students commented on specific acts of teaching and subjective perceptions of an educator's teaching values. Under the "Physician as Physician" domain, students commented on elements of their educator's physicianship, including communication and collaborative skills, medical expertise, professionalism, and role modeling. Under "Physician as Person," students commented on how both positive and negative personality traits impacted their learning. This framework describes how medical students perceive their teachers and how they use written language to attach meaning to the behaviors they observe. Such a framework can be used to help students provide more constructive feedback to teachers and to assist in faculty development efforts aimed at improving teaching performance.

SAP- FORTRAN STATIC SOURCE CODE ANALYZER PROGRAM (IBM VERSION)

NASA Technical Reports Server (NTRS)

Manteufel, R.

1994-01-01

The FORTRAN Static Source Code Analyzer program, SAP, was developed to automatically gather statistics on the occurrences of statements and structures within a FORTRAN program and to provide for the reporting of those statistics. Provisions have been made for weighting each statistic and to provide an overall figure of complexity. Statistics, as well as figures of complexity, are gathered on a module by module basis. Overall summed statistics are also accumulated for the complete input source file. SAP accepts as input syntactically correct FORTRAN source code written in the FORTRAN 77 standard language. In addition, code written using features in the following languages is also accepted: VAX-11 FORTRAN, IBM S/360 FORTRAN IV Level H Extended; and Structured FORTRAN. The SAP program utilizes two external files in its analysis procedure. A keyword file allows flexibility in classifying statements and in marking a statement as either executable or non-executable. A statistical weight file allows the user to assign weights to all output statistics, thus allowing the user flexibility in defining the figure of complexity. The SAP program is written in FORTRAN IV for batch execution and has been implemented on a DEC VAX series computer under VMS and on an IBM 370 series computer under MVS. The SAP program was developed in 1978 and last updated in 1985.

SAP- FORTRAN STATIC SOURCE CODE ANALYZER PROGRAM (DEC VAX VERSION)

NASA Technical Reports Server (NTRS)

Merwarth, P. D.

1994-01-01

The FORTRAN Static Source Code Analyzer program, SAP, was developed to automatically gather statistics on the occurrences of statements and structures within a FORTRAN program and to provide for the reporting of those statistics. Provisions have been made for weighting each statistic and to provide an overall figure of complexity. Statistics, as well as figures of complexity, are gathered on a module by module basis. Overall summed statistics are also accumulated for the complete input source file. SAP accepts as input syntactically correct FORTRAN source code written in the FORTRAN 77 standard language. In addition, code written using features in the following languages is also accepted: VAX-11 FORTRAN, IBM S/360 FORTRAN IV Level H Extended; and Structured FORTRAN. The SAP program utilizes two external files in its analysis procedure. A keyword file allows flexibility in classifying statements and in marking a statement as either executable or non-executable. A statistical weight file allows the user to assign weights to all output statistics, thus allowing the user flexibility in defining the figure of complexity. The SAP program is written in FORTRAN IV for batch execution and has been implemented on a DEC VAX series computer under VMS and on an IBM 370 series computer under MVS. The SAP program was developed in 1978 and last updated in 1985.

Oral and Written Language and the Cognitive Processes of Children

ERIC Educational Resources Information Center

Olson, David R.

1977-01-01

Looks at the structures of childrens' oral language or "mother tongue" and the structures of adult literate prose and emphasizes the alternate conceptions of reality that those languages sustain. (MH)

Effects of Dictation, Speech to Text, and Handwriting on the Written Composition of Elementary School English Language Learners

ERIC Educational Resources Information Center

Arcon, Nina; Klein, Perry D.; Dombroski, Jill D.

2017-01-01

Previous research has shown that both dictation and speech-to-text (STT) software can increase the quality of writing for native English speakers. The purpose of this study was to investigate the effect of these modalities on the written composition and cognitive load of elementary school English language learners (ELLs). In a within-subjects…

To What Extent Do Learners Benefit from Indirect Written Corrective Feedback? A Study Targeting Learners of Different Proficiency and Heritage Language Status

ERIC Educational Resources Information Center

Park, Eun Sung; Song, Sunhee; Shin, Yu Kyoung

2016-01-01

Should teachers spend hours correcting students' errors, or should they simply underline the errors, leaving it up to the students to self-correct them? The current study examines the utility of indirect feedback on learners' written output. Journal entries from students enrolled in intact second language (L2) Korean classes (n = 40) were…

Second Language Writing Research and Written Corrective Feedback in SLA: Intersections and Practical Applications

ERIC Educational Resources Information Center

Ferris, Dana R.

2010-01-01

For more than a decade now, a great deal of research has been done on the topic of written corrective feedback (CF) in SLA and second language (L2) writing. Nonetheless, what those research efforts really have shown as well as the possible implications for practice remain in dispute. Although L2 writing and SLA researchers often examine similar…

Computerized Instruction in Translation Strategies for Students in Upper Elementary and Middle School Grades with Persisting Learning Disabilities in Written Language

ERIC Educational Resources Information Center

Niedo, Jasmin; Tanimoto, Steve; Thompson, Robert H.; Abbott, Robert D.; Berninger, Virginia W.

2016-01-01

Students in grades 5 to 9 (ages 10 to 14; 6 girls, 27 boys) who had persisting specific learning disabilities in transcription (handwriting and spelling) completed three kinds of composition tasks requiring translation (thought to written language) on iPads using alternating transcription modes (stylus or keyboard) across every three lessons:…

Use of internet technologies for students' communicative competence development in the process of professional foreign language study in technical universities

NASA Astrophysics Data System (ADS)

Khasanova, A. N.

2017-01-01

Problems of mature thinking formation and development of foreign-language professional communicative competence of competitive graduates of technical universities are considered in the article. The most important factors influencing the achievement of high standard of knowledge, students' abilities and skills and increase of their abilities to establish deep meta-subject connections due to Internet technologies in the course of professional foreign language training are analyzed. The article is written on the basis of project material "Network School of National Research Nuclear University MEPhI" aimed at optimization of technological aspect of training. The given academic on-line program assigns to the teacher a part of an organizer who only coordinates creative, academic students' activity.

Multimedia CALLware: The Developer's Responsibility.

ERIC Educational Resources Information Center

Dodigovic, Marina

The early computer-assisted-language-learning (CALL) programs were silent and mostly limited to screen or printer supported written text as the prevailing communication resource. The advent of powerful graphics, sound and video combined with AI-based parsers and sound recognition devices gradually turned the computer into a rather anthropomorphic…

Reading and the Development of Intelligence.

ERIC Educational Resources Information Center

Cahn, Lorynne D.

Through the meaningful interpretation of sensory data and a background in language experiences, an individual can build more effective knowledge structures. With more effective knowledge structures, one can react more discriminatingly to the written and printed word. Sound knowledge structures involve not only the ability to organize and…

Teaching about Religion in Public Schools.

ERIC Educational Resources Information Center

Piediscalzi, Nicholas, Ed.; Collie, William E., Ed.

Sixteen articles written by various authors are contained in this book about teaching religion in public schools. Developed for both elementary and secondary programs, the articles detail current practices. Models and units of study are suggested for teaching religion in different subject areas, including language arts, humanities, and social…

The computational structural mechanics testbed architecture. Volume 1: The language

NASA Technical Reports Server (NTRS)

Felippa, Carlos A.

1988-01-01

This is the first set of five volumes which describe the software architecture for the Computational Structural Mechanics Testbed. Derived from NICE, an integrated software system developed at Lockheed Palo Alto Research Laboratory, the architecture is composed of the command language CLAMP, the command language interpreter CLIP, and the data manager GAL. Volumes 1, 2, and 3 (NASA CR's 178384, 178385, and 178386, respectively) describe CLAMP and CLIP, and the CLIP-processor interface. Volumes 4 and 5 (NASA CR's 178387 and 178388, respectively) describe GAL and its low-level I/O. CLAMP, an acronym for Command Language for Applied Mechanics Processors, is designed to control the flow of execution of processors written for NICE. Volume 1 presents the basic elements of the CLAMP language and is intended for all users.

Computerized Sign Language-Based Literacy Training for Deaf and Hard-of-Hearing Children

PubMed Central

Holmer, Emil; Heimann, Mikael; Rudner, Mary

2017-01-01

Abstract Strengthening the connections between sign language and written language may improve reading skills in deaf and hard-of-hearing (DHH) signing children. The main aim of the present study was to investigate whether computerized sign language-based literacy training improves reading skills in DHH signing children who are learning to read. Further, longitudinal associations between sign language skills and developing reading skills were investigated. Participants were recruited from Swedish state special schools for DHH children, where pupils are taught in both sign language and spoken language. Reading skills were assessed at five occasions and the intervention was implemented in a cross-over design. Results indicated that reading skills improved over time and that development of word reading was predicted by the ability to imitate unfamiliar lexical signs, but there was only weak evidence that it was supported by the intervention. These results demonstrate for the first time a longitudinal link between sign-based abilities and word reading in DHH signing children who are learning to read. We suggest that the active construction of novel lexical forms may be a supramodal mechanism underlying word reading development. PMID:28961874

Computerized Sign Language-Based Literacy Training for Deaf and Hard-of-Hearing Children.

PubMed

Holmer, Emil; Heimann, Mikael; Rudner, Mary

2017-10-01

Strengthening the connections between sign language and written language may improve reading skills in deaf and hard-of-hearing (DHH) signing children. The main aim of the present study was to investigate whether computerized sign language-based literacy training improves reading skills in DHH signing children who are learning to read. Further, longitudinal associations between sign language skills and developing reading skills were investigated. Participants were recruited from Swedish state special schools for DHH children, where pupils are taught in both sign language and spoken language. Reading skills were assessed at five occasions and the intervention was implemented in a cross-over design. Results indicated that reading skills improved over time and that development of word reading was predicted by the ability to imitate unfamiliar lexical signs, but there was only weak evidence that it was supported by the intervention. These results demonstrate for the first time a longitudinal link between sign-based abilities and word reading in DHH signing children who are learning to read. We suggest that the active construction of novel lexical forms may be a supramodal mechanism underlying word reading development. © The Author 2017. Published by Oxford University Press.

Development and evaluation of a dynamic web-based application.

PubMed

Hsieh, Yichuan; Brennan, Patricia Flatley

2007-10-11

Traditional consumer health informatics (CHI) applications that were developed for lay public on the Web were commonly written in a Hypertext Markup Language (HTML). As genetics knowledge rapidly advances and requires updating information in a timely fashion, a different content structure is therefore needed to facilitate information delivery. This poster will present the process of developing a dynamic database-driven Web CHI application.

The Impact of Executive Function Skills on Writing: A Comparison of Fifth-Grade Students with Learning Disabilities and Students with Typical Development

ERIC Educational Resources Information Center

Nathan, Anne Michelle

2009-01-01

This study explored the relationship between verbal fluency skills and writing skills in developing writers. There were three research questions addressed: (1) Was there a difference between fifth-grade students who have a learning disability (LD) in written language and fifth-grade students with typical development (TD) on the Delis-Kaplan…

How to Verify Plagiarism of the Paper Written in Macedonian and Translated in Foreign Language?

PubMed Central

Spiroski, Mirko

2016-01-01

AIM: The aim of this study was to show how to verify plagiarism of the paper written in Macedonian and translated in foreign language. MATERIAL AND METHODS: Original article “Ethics in Medical Research Involving Human Subjects”, written in Macedonian, was submitted as an assay-2 for the subject Ethics and published by Ilina Stefanovska, PhD candidate from the Iustinianus Primus Faculty of Law, Ss Cyril and Methodius University of Skopje (UKIM), Skopje, Republic of Macedonia in Fabruary, 2013. Suspected article for plagiarism was published by Prof. Dr. Gordana Panova from the Faculty of Medical Sciences, University Goce Delchev, Shtip, Republic of Macedonia in English with the identical title and identical content in International scientific on-line journal “SCIENCE & TECHNOLOGIES”, Publisher “Union of Scientists - Stara Zagora”. RESULTS: Original document (written in Macedonian) was translated with Google Translator; suspected article (published in English pdf file) was converted into Word document, and compared both documents with several programs for plagiarism detection. It was found that both documents are identical in 71%, 78% and 82%, respectively, depending on the computer program used for plagiarism detection. It was obvious that original paper was entirely plagiarised by Prof. Dr. Gordana Panova, including six references from the original paper. CONCLUSION: Plagiarism of the original papers written in Macedonian and translated in other languages can be verified after computerised translation in other languages. Later on, original and translated documents can be compared with available software for plagiarism detection. PMID:27275319

How to Verify Plagiarism of the Paper Written in Macedonian and Translated in Foreign Language?

PubMed

Spiroski, Mirko

2016-03-15

The aim of this study was to show how to verify plagiarism of the paper written in Macedonian and translated in foreign language. Original article "Ethics in Medical Research Involving Human Subjects", written in Macedonian, was submitted as an assay-2 for the subject Ethics and published by Ilina Stefanovska, PhD candidate from the Iustinianus Primus Faculty of Law, Ss Cyril and Methodius University of Skopje (UKIM), Skopje, Republic of Macedonia in Fabruary, 2013. Suspected article for plagiarism was published by Prof. Dr. Gordana Panova from the Faculty of Medical Sciences, University Goce Delchev, Shtip, Republic of Macedonia in English with the identical title and identical content in International scientific on-line journal "SCIENCE & TECHNOLOGIES", Publisher "Union of Scientists - Stara Zagora". Original document (written in Macedonian) was translated with Google Translator; suspected article (published in English pdf file) was converted into Word document, and compared both documents with several programs for plagiarism detection. It was found that both documents are identical in 71%, 78% and 82%, respectively, depending on the computer program used for plagiarism detection. It was obvious that original paper was entirely plagiarised by Prof. Dr. Gordana Panova, including six references from the original paper. Plagiarism of the original papers written in Macedonian and translated in other languages can be verified after computerised translation in other languages. Later on, original and translated documents can be compared with available software for plagiarism detection.

Important Constructs in Literacy Learning across Disciplines

ERIC Educational Resources Information Center

Foorman, Barbara R.; Arndt, Elissa J.; Crawford, Elizabeth C.

2011-01-01

Currently students who struggle with language and literacy learning are classified with various labels in different states--language learning disabilities, dyslexia, specific language impairment, and specific learning disability--in spite of having similar diagnostic profiles. Drawing on the research on comprehension of written language, we…

Public health and epidemiology journals published in Brazil and other Portuguese speaking countries

PubMed Central

Barreto, Mauricio L; Barata, Rita Barradas

2008-01-01

It is well known that papers written in languages other than English have a great risk of being ignored simply because these languages are not accessible to the international scientific community. The objective of this paper is to facilitate the access to the public health and epidemiology literature available in Portuguese speaking countries. It was found that it is particularly concentrated in Brazil, with some few examples in Portugal and none in other Portuguese speaking countries. This literature is predominantly written in Portuguese, but also in other languages such as English or Spanish. The paper describes the several journals, as well as the bibliographic databases that index these journals and how to access them. Most journals provide open-access with direct links in the indexing databases. The importance of this scientific production for the development of epidemiology as a scientific discipline and as a basic discipline for public health practice is discussed. To marginalize these publications has implications for a more balanced knowledge and understanding of the health problems and their determinants at a world-wide level. PMID:18826592

"Grammar Nazis Never Sleep": Facebook Humor and the Management of Standard Written Language

ERIC Educational Resources Information Center

Sherman, Tamah; Švelch, Jaroslav

2015-01-01

This paper uses Language Management Theory (Nekvapil and Sherman, "Language management in contact situations. Perspectives from three continents". Peter Lang, Frankfurt/Main, 2009) to investigate Facebook pages as a site and instrument of behavior-toward-language, focusing specifically on the use of humor. The language in question is…

The World's Writing Systems.

ERIC Educational Resources Information Center

Daniels, Peter T., Ed.; Bright, William, Ed.

This survey of the world's written languages consists of a series of historical sketches of different languages, each including a table of signforms in their standard order and their variations, but focusing primarily on how the sounds of the language are represented in writing. A brief text in the language(s) the script is used for is also…

28 CFR 55.12 - Language used for written material.

Code of Federal Regulations, 2010 CFR

2010-07-01

... OF THE VOTING RIGHTS ACT REGARDING LANGUAGE MINORITY GROUPS Determining the Exact Language § 55.12... voting-age citizens who are members of the language minority group. (b) Languages with more than one... materials is the one most widely used by the jurisdiction's voting-age citizens who are members of the...

28 CFR 55.12 - Language used for written material.

Code of Federal Regulations, 2011 CFR

2011-07-01

... OF THE VOTING RIGHTS ACT REGARDING LANGUAGE MINORITY GROUPS Determining the Exact Language § 55.12... voting-age citizens who are members of the language minority group. (b) Languages with more than one... materials is the one most widely used by the jurisdiction's voting-age citizens who are members of the...

The Second Language Classroom: Directions for the 1980's.

ERIC Educational Resources Information Center

Alatis, James E.; And Others

This text is a compilation of articles focusing on second language teaching, second language learning, and learning materials. Written in honor of Dr. Mary Finocchiaro, it epitomizes her work in the field of language teaching by presenting both theory and practice in the second language classroom. The articles include (1) "What is Second Language…

Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching.

ERIC Educational Resources Information Center

Johnson, Keith, Ed.; Johnson, Helen, Ed.

This volume provides an up-to-date and comprehensive reference guide to the key concepts, ideas, movements, and trends of applied linguistics for language teaching. With over 300 entries of varying length, the volume includes essential coverage of language, language learning, and language teaching. Written in an accessible style, the entries draw…

Written Language and Writing Abilities: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1982 (Vol. 42 Nos. 7 through 12).

ERIC Educational Resources Information Center

ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 31 titles deal with a variety of topics, including the following: (1) the influence of audience on student writing; (2) syntax in the written language of reading-disabled and nonreading-disabled children; (3) the use of a…

A Lesson from Opal.

ERIC Educational Resources Information Center

Keiper, Anne M.

1987-01-01

A five-year-old hearing impaired girl who arrives at a residential school for the deaf without having had the opportunity to learn to communicate goes through the early stages of writing development. Similarities between the developmental stages of oral and written language and the importance of providing behavior models are discussed. (VW)

The Hidden Meaning of Inner Speech.

ERIC Educational Resources Information Center

Pomper, Marlene M.

This paper is concerned with the inner speech process, its relationship to thought and behavior, and its theoretical and educational implications. The paper first defines inner speech as a bridge between thought and written or spoken language and traces its development. Second, it investigates competing theories surrounding the subject with an…

First Graders Can Write: Focus on Communication.

ERIC Educational Resources Information Center

Milz, Vera E.

1980-01-01

Among the various methods used by a classroom teacher to encourage writing in her first grade class are letter writing, writing a book, writing notes to each other, and keeping journals. The desire to communicate is the primary motivating factor in the development of both oral and written language. (JN)

Occupational Literacy Education.

ERIC Educational Resources Information Center

Rush, R. Timothy; And Others

Intended for teachers of adult basic education as well as teachers in job retraining programs, this book focuses on the development of written and oral language competencies required in occupational and training settings. The first four chapters offer a concise synthesis of recent research on adult learning and on workplace literacy for ten…

A Sequence for Sentence-Combining Instruction.

ERIC Educational Resources Information Center

Lawlor, Joseph

Although sentence combining practice has been shown to be an effective instructional technique for improving students' writing, scant attention has been paid to the appropriate sequence for such instruction. Studies of the natural development of oral and written language point out two general trends that should be considered in sequencing sentence…

A Self-Assessment Checklist for Undergraduate Students' Argumentative Writing

ERIC Educational Resources Information Center

Nimehchisalem, Vahid; Chye, David Yoong Soon; Jaswant Singh, Sheena Kaur A/P; Zainuddin, Siti Zaidah; Norouzi, Sara; Khalid, Sheren

2014-01-01

With a growing emphasis on students' ability to assess their own written works in teaching English as a Second Language (ESL) writing courses, self-assessment checklists are today regarded as useful tools. These checklists can help learners diagnose their own weaknesses and improve their writing performance. This necessitates development of…

Academic Biliteracies: Multilingual Repertoires in Higher Education

ERIC Educational Resources Information Center

Palfreyman, David M., Ed.; van der Walt, Christa, Ed.

2017-01-01

Research on academic literacy within higher education has focused almost exclusively on the development of academic literacy in English. This book is unique in showing how students use other languages when they engage with written academic content--whether in reading, discussing, or writing--and how increasingly multilingual higher education…

Design of Automated Guidance to Support Effortful Revisions and Knowledge Integration in Science Learning

ERIC Educational Resources Information Center

Tansomboon, Charissa

2017-01-01

Students studying complex science topics can benefit from receiving immediate, personalized guidance. Supporting students to revise their written explanations in science can help students to integrate disparate ideas and develop a coherent, generative account of complex scientific topics. Using natural language processing to analyze student…

Instructional Support Software System. Final Report.

ERIC Educational Resources Information Center

McDonnell Douglas Astronautics Co. - East, St. Louis, MO.

This report describes the development of the Instructional Support System (ISS), a large-scale, computer-based training system that supports both computer-assisted instruction and computer-managed instruction. Written in the Ada programming language, the ISS software package is designed to be machine independent. It is also grouped into functional…

Topical Research: Africa.

ERIC Educational Resources Information Center

Lynn, Karen

This lesson plan can be used in social studies, language arts, or library research. The instructional objective is for students to select a topic of study relating to Africa, write a thesis statement, collect information from media sources, and develop a conclusion. The teacher may assign the lesson for written or oral evaluation. The teacher…

The Academic Spoken Word List

ERIC Educational Resources Information Center

Dang, Thi Ngoc Yen; Coxhead, Averil; Webb, Stuart

2017-01-01

The linguistic features of academic spoken English are different from those of academic written English. Therefore, for this study, an Academic Spoken Word List (ASWL) was developed and validated to help second language (L2) learners enhance their comprehension of academic speech in English-medium universities. The ASWL contains 1,741 word…

The Building Blocks of Preschool Success

ERIC Educational Resources Information Center

Beauchat, Katherine A.; Blamey, Katrin L.; Walpole, Sharon

2010-01-01

Written expressly for preschool teachers, this engaging book explains the "whats," "whys," and "how-tos" of implementing best practices for instruction in the preschool classroom. The authors show how to target key areas of language and literacy development across the entire school day, including whole-group and small-group activities, center…

Written Corrective Feedback and Peer Review in the BYOD Classroom

ERIC Educational Resources Information Center

Ferreira, Daniel

2013-01-01

Error correction in the English as a Foreign Language (EFL) writing curriculum is a practice both teachers and students agree is important for writing proficiency development (Ferris, 2004; Van Beuningen, De Jong, & Kuiken, 2012; Vyatkina, 2010, 2011). Research suggests student dependency on teacher corrective feedback yields few long-term…

Why "Worser" Is Better: The Double Comparative in 16th- to 17th-Century English.

ERIC Educational Resources Information Center

Schluter, Julia

2001-01-01

Investigates the redundantly marked comparative "worser" in relation to its irregular, but etymologically justified, counterpart, "worse." Examines the diachronic development of the form as well as its distribution in the written language of the 16th and 17th centuries. (Author/VWL)

Teacher Stories of Cross-Cultural Communication.

ERIC Educational Resources Information Center

Jordahl, Angela A.; And Others

1995-01-01

A collection of three excerpted stories is provided in this paper about cross-cultural communication. The paper presents excerpts from papers written as assignments by teacher/students in a course about first and second language development. In the paper's first excerpt, Angela Jordahl tells about her involvement with Kurdish students in a…

Deactivating the Writing Program.

ERIC Educational Resources Information Center

Strickland, James

A written language learner must be given an environment that enables or fosters writing development. Unfortunately, the typical system of education and the learning strategies that are taught are at times the very things that deactivate, frustrate, and even pervert the writing program. In fact, some of the rules that student writers respond to are…

Reading: United States.

ERIC Educational Resources Information Center

Weber, Rose-Marie

1983-01-01

An exploration of the increasingly important role of linguistics in literacy research and instruction reviews literature on reading comprehension, written language, orthography, metalinguistics, classroom language use, reading disabilities, native tongues, nonstandard dialects, bilingual education, adult literacy, and second-language reading. (86…

Software For Least-Squares And Robust Estimation

NASA Technical Reports Server (NTRS)

Jeffreys, William H.; Fitzpatrick, Michael J.; Mcarthur, Barbara E.; Mccartney, James

1990-01-01

GAUSSFIT computer program includes full-featured programming language facilitating creation of mathematical models solving least-squares and robust-estimation problems. Programming language designed to make it easy to specify complex reduction models. Written in 100 percent C language.

47 CFR 1.355 - Documents in foreign language.

Code of Federal Regulations, 2010 CFR

2010-10-01

... a language other than English, which shall be filed in any proceeding, or in response to any order, shall be filed in the language in which it is written together with an English translation thereof duly...

Python to learn programming

NASA Astrophysics Data System (ADS)

Bogdanchikov, A.; Zhaparov, M.; Suliyev, R.

2013-04-01

Today we have a lot of programming languages that can realize our needs, but the most important question is how to teach programming to beginner students. In this paper we suggest using Python for this purpose, because it is a programming language that has neatly organized syntax and powerful tools to solve any task. Moreover it is very close to simple math thinking. Python is chosen as a primary programming language for freshmen in most of leading universities. Writing code in python is easy. In this paper we give some examples of program codes written in Java, C++ and Python language, and we make a comparison between them. Firstly, this paper proposes advantages of Python language in relation to C++ and JAVA. Then it shows the results of a comparison of short program codes written in three different languages, followed by a discussion on how students understand programming. Finally experimental results of students' success in programming courses are shown.

Translating medical documents into plain language enhances communication skills in medical students--A pilot study.

PubMed

Bittner, Anja; Jonietz, Ansgar; Bittner, Johannes; Beickert, Luise; Harendza, Sigrid

2015-09-01

To train and assess undergraduate medical students' written communication skills by exercises in translating medical reports into plain language for real patients. 27 medical students participated in a newly developed communication course. They attended a 3-h seminar including a briefing on patient-centered communication and an introduction to working with the internet platform http://washabich.de. In the following ten weeks, participants "translated" one medical report every fortnight on this platform receiving feedback by a near-peer supervisor. A pre- and post-course assignment consisted of a self-assessment questionnaire on communication skills, analysis of a medical text with respect to medical jargon, and the translation of a medical report into plain language. In the self-assessment, students rated themselves in most aspects of patient-centered communication significantly higher after attending the course. After the course they marked significantly more medical jargon terms correctly than before (p<0.001). In a written plain language translation of a medical report they scored significantly higher with respect to communicative aspects (p<0.05) and medical correctness (p<0.001). Translating medical reports into plain language under near-peer supervision is associated with improved communication skills and medical knowledge in undergraduate medical students. To include translation exercises in the undergraduate medical curriculum. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Experimenting with an Integrated Syllabus Design in Modern Languages.

ERIC Educational Resources Information Center

Towell, Richard

1991-01-01

Describes a university's experimental task-based French program that successfully integrated foreign language learning more fully with the learning of interpersonal skills and nonlinguistic content, although some language skills, especially those needed for advanced written language and translation, appeared to suffer. (14 references) (Author/CB)

The Development of Complexity, Accuracy and Fluency in L2 Written Production through Informal Participation in Online Activities

ERIC Educational Resources Information Center

Kusyk, Meryl

2017-01-01

Research into the online informal learning of English (OILE) examines how nonnative speakers of English may develop L2 skills through participation in leisure activities on the Internet in the target language. Such activities include, e.g., watching television series, films, or videos, interacting on Facebook, reading articles, or listening to…

Leading a System-Wide Pedagogical Change: How a Faculty of Education Invests in Developing Communication Proficiencies?

ERIC Educational Resources Information Center

Weinberger, Yehudith

2018-01-01

The article presents a system-wide change initiated in the faculty of education at a major teachers' college aimed at developing students' reading, and written and oral communication proficiencies, while focusing on clarity and coherence, and the use of rich, correct and precise language for purposes of studying, teaching and research. The…

Deaf-And-Mute Sign Language Generation System

NASA Astrophysics Data System (ADS)

Kawai, Hideo; Tamura, Shinichi

1984-08-01

We have developed a system which can recognize speech and generate the corresponding animation-like sign language sequence. The system is implemented in a popular personal computer. This has three video-RAM's and a voice recognition board which can recognize only registered voice of a specific speaker. Presently, fourty sign language patterns and fifty finger spellings are stored in two floppy disks. Each sign pattern is composed of one to four sub-patterns. That is, if the pattern is composed of one sub-pattern, it is displayed as a still pattern. If not, it is displayed as a motion pattern. This system will help communications between deaf-and-mute persons and healthy persons. In order to display in high speed, almost programs are written in a machine language.

Exploring the development of cultural awareness amongst post-graduate speech-language pathology students.

PubMed

Howells, Simone; Barton, Georgina; Westerveld, Marleen

2016-06-01

Speech-language pathology programs globally need to prepare graduates to work with culturally and linguistically diverse populations. This study explored the knowledge, perceptions and experiences related to development of cultural awareness of graduate-entry Master of Speech Pathology students at an Australian university. Sixty students across both year-levels completed a cultural awareness survey at the beginning of the semester. To explore how clinical placement influenced students' knowledge and perceptions, year-2 students completed written reflections pre- and post-placement (n = 7) and participated in focus groups post-placement (n = 6). Survey results showed student interest in working with culturally and linguistically diverse populations was high (over 80%) and confidence was moderate (over 50%). More than 80% of students reported awareness of their own cultural identities, stereotypes and prejudices. Content analysis of focus group and written reflection data identified key concepts comprising of: (1) context-university, and clinical placement site; (2) competencies-professional and individual; and (3) cultural implications-clients' and students' cultural backgrounds. Findings suggest clinical placement may positively influence cultural awareness development and students' own cultural backgrounds may influence this more. Further exploration of how students move along a continuum of cultural development is warranted.

Use of data description languages in the interchange of data

NASA Technical Reports Server (NTRS)

Pignede, M.; Real-Planells, B.; Smith, S. R.

1994-01-01

The Consultative Committee for Space Data Systems (CCSDS) is developing Standards for the interchange of information between systems, including those operating under different environments. The objective is to perform the interchange automatically, i.e. in a computer interpretable manner. One aspect of the concept developed by CCSDS is the use of a separate data description to specify the data being transferred. Using the description, data can then be automatically parsed by the receiving computer. With a suitably expressive Data Description Language (DDL), data formats of arbitrary complexity can be handled. The advantages of this approach are: (1) that the description need only be written and distributed once to all users, and (2) new software does not need to be written for each new format, provided generic tools are available to support writing and interpretation of descriptions and the associated data instances. Consequently, the effort of 'hard coding' each new format is avoided and problems of integrating multiple implementations of a given format by different users are avoided. The approach is applicable in any context where computer parsable description of data could enhance efficiency (e.g. within a spacecraft control system, a data delivery system or an archive). The CCSDS have identified several candidate DDL's: EAST (Extended Ada Subset), TSDN (Transfer Syntax Data Notation) and MADEL (Modified ASN.1 as a Data Description Language -- a DDL based on the Abstract Syntax Notation One - ASN.1 - specified in the ISO/IEC 8824). This paper concentrates on ESA's development of MADEL. ESA have also developed a 'proof of concept' prototype of the required support tools, implemented on a PC under MS-DOS, which has successfully demonstrated the feasibility of the approach, including the capability within an application of retrieving and displaying particular data elements, given its MADEL description (i.e. a data description written in MADEL). This paper outlines the work done to date and assesses the applicability of this modified ASN.1 as a DDL. The feasibility of the approach is illustrated with several examples.

Approaching the Linguistic Complexity

NASA Astrophysics Data System (ADS)

Drożdż, Stanisław; Kwapień, Jarosław; Orczyk, Adam

We analyze the rank-frequency distributions of words in selected English and Polish texts. We compare scaling properties of these distributions in both languages. We also study a few small corpora of Polish literary texts and find that for a corpus consisting of texts written by different authors the basic scaling regime is broken more strongly than in the case of comparable corpus consisting of texts written by the same author. Similarly, for a corpus consisting of texts translated into Polish from other languages the scaling regime is broken more strongly than for a comparable corpus of native Polish texts. Moreover, based on the British National Corpus, we consider the rank-frequency distributions of the grammatically basic forms of words (lemmas) tagged with their proper part of speech. We find that these distributions do not scale if each part of speech is analyzed separately. The only part of speech that independently develops a trace of scaling is verbs.

Subcomponents of Second-Language Aptitude and Second-Language Proficiency

ERIC Educational Resources Information Center

Sparks, Richard L.; Humbach, Nancy; Patton, Jon; Ganschow, Leonore

2011-01-01

A factor analysis of a test battery that included early first-language (L1) achievement, L1 cognitive ability, second-language (L2) aptitude, and L2 affective measures to predict oral and written L2 proficiency was conducted. The analysis yielded 4 factors that were labeled Language Analysis, composed of L1 and L2 language comprehension, grammar,…

29 CFR 2520.102-2 - Style and format of summary plan description.

Code of Federal Regulations, 2014 CFR

2014-07-01

... plan description shall be written in a manner calculated to be understood by the average plan... to these participants, offering them assistance. The assistance provided need not involve written... assistance provided need not involve written materials, but shall be given in the non-English language common...

29 CFR 2520.102-2 - Style and format of summary plan description.

Code of Federal Regulations, 2012 CFR

2012-07-01

... plan description shall be written in a manner calculated to be understood by the average plan... to these participants, offering them assistance. The assistance provided need not involve written... assistance provided need not involve written materials, but shall be given in the non-English language common...

29 CFR 2520.102-2 - Style and format of summary plan description.

Code of Federal Regulations, 2011 CFR

2011-07-01

... plan description shall be written in a manner calculated to be understood by the average plan... to these participants, offering them assistance. The assistance provided need not involve written... assistance provided need not involve written materials, but shall be given in the non-English language common...

29 CFR 2520.102-2 - Style and format of summary plan description.

Code of Federal Regulations, 2013 CFR

2013-07-01

... plan description shall be written in a manner calculated to be understood by the average plan... to these participants, offering them assistance. The assistance provided need not involve written... assistance provided need not involve written materials, but shall be given in the non-English language common...

Concreteness and Imagery Effects in the Written Composition of Definitions.

ERIC Educational Resources Information Center

Sadoski, Mark; Kealy, William A.; Goetz, Ernest T.; Paivio, Allan

1997-01-01

In two experiments, undergraduates (n=48 and n=50) composed written definitions of concrete and abstract nouns that were matched for frequency of use and meaningfulness. Results support previous research suggesting that common cognitive mechanisms underlie production of spoken and written language as explained by dual coding theory. (SLD)

Further developments in generating type-safe messaging

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

Neswold, R.; King, C.; /Fermilab

2011-11-01

At ICALEPCS 09, we introduced a source code generator that allows processes to communicate safely using data types native to each host language. In this paper, we discuss further development that has occurred since the conference in Kobe, Japan, including the addition of three more client languages, an optimization in network packet size and the addition of a new protocol data type. The protocol compiler is continuing to prove itself as an easy and robust way to get applications written in different languages hosted on different computer architectures to communicate. We have two active Erlang projects that are using themore » protocol compiler to access ACNET data at high data rates. We also used the protocol compiler output to deliver ACNET data to an iPhone/iPad application. Since it takes an average of two weeks to support a new language, we're willing to expand the protocol compiler to support new languages that our community uses.« less

JFLIP-JPL FORTRAN language with interval pre-processor

NASA Technical Reports Server (NTRS)

Germann, D. A.; Knowlton, P. H.; Smith, H. L.

1969-01-01

FLIP and TMG are a FORTRAN pre-processor and a Syntax-Directed-Compiler used to describe the language in which the former is written. They provide those who write in FORTRAN 4 with greater language flexibility and power.

SDL: A Surface Description Language

NASA Technical Reports Server (NTRS)

Maple, Raymond C.

1992-01-01

A new interpreted language specifically designed for surface grid generation is introduced. Many unique aspects of the language are discussed, including the farray, vector, curve, and surface data types and the operators used to manipulate them. Custom subroutine libraries written in the language are used to easily build surface grids for generic missile shapes.

The Language Laboratory and Modern Language Teaching. Revised Edition.

ERIC Educational Resources Information Center

Stack, Edward M.

Since the audiolingual forms of a foreign language (hearing and speaking) must be controlled before the graphic skills (reading and writing) are taught, exercises in a language laboratory, which affords students intensive, active, individual drill, ought to precede written exercises on the same material. The three major forms of language…

Fluid Identity Construction in Language Contact Zones: Metacognitive Reflections on "Kasi-Taal" Languaging Practices

ERIC Educational Resources Information Center

Makalela, Leketi

2014-01-01

This study investigated how semi-urban, multi-ethnic and multilingual students in the city of Johannesburg, South Africa, negotiate their new identities through languaging experiences. Metacognitive reflections of their recreated language spaces were collected through 20 written narratives, which were analysed using a universalist reductionist…

The New Zealand-Born Chinese Community of Auckland: Aspects of Language Maintenance and Shift.

ERIC Educational Resources Information Center

Sun, Susan

1999-01-01

Examines the Chinese immigrant community in Auckland, New Zealand and how they address the question of first language maintenance in their largely new English-speaking environment. Shows that language maintenance, especially the written language is going to be an uphill struggle. (Author/VWL)

Selective Bibliography of Translingual Literature

ERIC Educational Resources Information Center

Kellman, Steven G.; Lvovich, Natasha

2015-01-01

Translingual Literature is literature written in a language not native to the author, in two languages, or in a mix of languages. This bibliography is the very first attempt to create and publish such an academic tool for researchers of multilingualism, second-language acquisition, comparative literature, and other fields. It contains only books…

The Impact of Electronic Communication Technology on Written Language

ERIC Educational Resources Information Center

Hamzah, Mohd. Sahandri Gani B.; Ghorbani, Mohd. Reza; Abdullah, Saifuddin Kumar B.

2009-01-01

Communication technology is changing things. Language is no exception. Some language researchers argue that language is deteriorating due to increased use in electronic communication. The present paper investigated 100 randomly selected electronic mails (e-mails) and 50 short messaging system (SMS) messages of a representative sample of…

Using Cell Phones to Improve Language Skills: The Hadeda Project

NASA Astrophysics Data System (ADS)

Butgereit, Laurie; Botha, Adele; van Niekerk, Daniel

Language skills are essential for education and economic development. Many countries (especially in Africa) have more than one official language and even more unofficial languages. Being able to express oneself effectively in the written word is required for tertiary education. Unfortunately, cell phones are often blamed for the degradation of language skills. There have been many studies blaming cell phone usage and instant messaging as being responsible for the the lack of language skills of children, teenagers, and young adults. Hadeda is a facility where teachers and parents can create spelling lists for pupils and children using either a cell phone or an internet based workstation. Hadeda then generates a fun and enjoyable cell phone midlet (computer program) which pupils and children can download onto their personal cell phone. Hadeda pronounces the words with electronic voices and the pupils and children can then practice their spelling on a medium they enjoy.

The computational structural mechanics testbed architecture. Volume 2: The interface

NASA Technical Reports Server (NTRS)

Felippa, Carlos A.

1988-01-01

This is the third set of five volumes which describe the software architecture for the Computational Structural Mechanics Testbed. Derived from NICE, an integrated software system developed at Lockheed Palo Alto Research Laboratory, the architecture is composed of the command language CLAMP, the command language interpreter CLIP, and the data manager GAL. Volumes 1, 2, and 3 (NASA CR's 178384, 178385, and 178386, respectively) describe CLAMP and CLIP and the CLIP-processor interface. Volumes 4 and 5 (NASA CR's 178387 and 178388, respectively) describe GAL and its low-level I/O. CLAMP, an acronym for Command Language for Applied Mechanics Processors, is designed to control the flow of execution of processors written for NICE. Volume 3 describes the CLIP-Processor interface and related topics. It is intended only for processor developers.

Computer enhancement through interpretive techniques

NASA Technical Reports Server (NTRS)

Foster, G.; Spaanenburg, H. A. E.; Stumpf, W. E.

1972-01-01

The improvement in the usage of the digital computer through the use of the technique of interpretation rather than the compilation of higher ordered languages was investigated by studying the efficiency of coding and execution of programs written in FORTRAN, ALGOL, PL/I and COBOL. FORTRAN was selected as the high level language for examining programs which were compiled, and A Programming Language (APL) was chosen for the interpretive language. It is concluded that APL is competitive, not because it and the algorithms being executed are well written, but rather because the batch processing is less efficient than has been admitted. There is not a broad base of experience founded on trying different implementation strategies which have been targeted at open competition with traditional processing methods.

Comprehending Sentences With the Body: Action Compatibility in British Sign Language?

PubMed

Vinson, David; Perniss, Pamela; Fox, Neil; Vigliocco, Gabriella

2017-05-01

Previous studies show that reading sentences about actions leads to specific motor activity associated with actually performing those actions. We investigate how sign language input may modulate motor activation, using British Sign Language (BSL) sentences, some of which explicitly encode direction of motion, versus written English, where motion is only implied. We find no evidence of action simulation in BSL comprehension (Experiments 1-3), but we find effects of action simulation in comprehension of written English sentences by deaf native BSL signers (Experiment 4). These results provide constraints on the nature of mental simulations involved in comprehending action sentences referring to transfer events, suggesting that the richer contextual information provided by BSL sentences versus written or spoken English may reduce the need for action simulation in comprehension, at least when the event described does not map completely onto the signer's own body. Copyright © 2016 Cognitive Science Society, Inc.

Effects of Written and Auditory Language-Processing Skills on Written Passage Comprehension in Middle and High School Students

ERIC Educational Resources Information Center

Caplan, David; Waters, Gloria; Bertram, Julia; Ostrowski, Adam; Michaud, Jennifer

2016-01-01

The authors assessed 4,865 middle and high school students for the ability to recognize and understand written and spoken morphologically simple words, morphologically complex words, and the syntactic structure of sentences and for the ability to answer questions about facts presented in a written passage and to make inferences based on those…

Securing recruitment and obtaining informed consent in minority ethnic groups in the UK.

PubMed

Lloyd, Cathy E; Johnson, Mark R D; Mughal, Shanaz; Sturt, Jackie A; Collins, Gary S; Roy, Tapash; Bibi, Rukhsana; Barnett, Anthony H

2008-03-30

Previous health research has often explicitly excluded individuals from minority ethnic backgrounds due to perceived cultural and communication difficulties, including studies where there might be language/literacy problems in obtaining informed consent. This study addressed these difficulties by developing audio-recorded methods of obtaining informed consent and recording data. This report outlines 1) our experiences with securing recruitment to a qualitative study investigating alternative methods of data collection, and 2) the development of a standardised process for obtaining informed consent from individuals from minority ethnic backgrounds whose main language does not have an agreed written form. Two researchers from South Asian backgrounds recruited adults with Type 2 diabetes whose main language was spoken and not written, to attend a series of focus groups. A screening tool was used at recruitment in order to assess literacy skills in potential participants. Informed consent was obtained using audio-recordings of the patient information and recording patients' verbal consent. Participants' perceptions of this method of obtaining consent were recorded. Recruitment rates were improved by using telephone compared to face-to-face methods. The screening tool was found to be acceptable by all potential participants. Audio-recorded methods of obtaining informed consent were easy to implement and accepted by all participants. Attrition rates differed according to ethnic group. Snowballing techniques only partly improved participation rates. Audio-recorded methods of obtaining informed consent are an acceptable alternative to written consent in study populations where literacy skills are variable. Further exploration of issues relating to attrition is required, and a range of methods may be necessary in order to maximise response and participation rates.

Modeling the development of written language

PubMed Central

Puranik, Cynthia S.; Foorman, Barbara; Foster, Elizabeth; Wilson, Laura Gehron; Tschinkel, Erika; Kantor, Patricia Thatcher

2011-01-01

Alternative models of the structure of individual and developmental differences of written composition and handwriting fluency were tested using confirmatory factor analysis of writing samples provided by first- and fourth-grade students. For both groups, a five-factor model provided the best fit to the data. Four of the factors represented aspects of written composition: macro-organization (use of top sentence and number and ordering of ideas), productivity (number and diversity of words used), complexity (mean length of T-unit and syntactic density), and spelling and punctuation. The fifth factor represented handwriting fluency. Handwriting fluency was correlated with written composition factors at both grades. The magnitude of developmental differences between first grade and fourth grade expressed as effect sizes varied for variables representing the five constructs: large effect sizes were found for productivity and handwriting fluency variables; moderate effect sizes were found for complexity and macro-organization variables; and minimal effect sizes were found for spelling and punctuation variables. PMID:22228924

a Framework for Distributed Mixed Language Scientific Applications

NASA Astrophysics Data System (ADS)

Quarrie, D. R.

The Object Management Group has defined an architecture (CORBA) for distributed object applications based on an Object Request Broker and Interface Definition Language. This project builds upon this architecture to establish a framework for the creation of mixed language scientific applications. A prototype compiler has been written that generates FORTRAN 90 or Eiffel stubs and skeletons and the required C++ glue code from an input IDL file that specifies object interfaces. This generated code can be used directly for non-distributed mixed language applications or in conjunction with the C++ code generated from a commercial IDL compiler for distributed applications. A feasibility study is presently underway to see whether a fully integrated software development environment for distributed, mixed-language applications can be created by modifying the back-end code generator of a commercial CASE tool to emit IDL.

Speech pathology in ancient India--a review of Sanskrit literature.

PubMed

Savithri, S R

1987-12-01

This paper aims at highlighting the knowledge of the Sanskrit scholars of ancient times in the field of speech and language pathology. The information collected here is mainly from the Sanskrit texts written between 2000 B.C. and 1633 A.D. Some aspects of speech and language that have been dealt with in this review have been elaborately described in the original Sanskrit texts. The present paper, however, being limited in its scope, reviews only the essential facts, but not the details. The purpose is only to give a glimpse of the knowledge that the Sanskrit scholars of those times possessed. In brief, this paper is a review of Sanskrit literature for information on the origin and development of speech and language, speech production, normality of speech and language, and disorders of speech and language and their treatment.

China's language input system in the digital age affects children's reading development.

PubMed

Tan, Li Hai; Xu, Min; Chang, Chun Qi; Siok, Wai Ting

2013-01-15

Written Chinese as a logographic system was developed over 3,000 y ago. Historically, Chinese children have learned to read by learning to associate the visuo-graphic properties of Chinese characters with lexical meaning, typically through handwriting. In recent years, however, many Chinese children have learned to use electronic communication devices based on the pinyin input method, which associates phonemes and English letters with characters. When children use pinyin to key in letters, their spelling no longer depends on reproducing the visuo-graphic properties of characters that are indispensable to Chinese reading, and, thus, typing in pinyin may conflict with the traditional learning processes for written Chinese. We therefore tested character reading ability and pinyin use by primary school children in three Chinese cites: Beijing (n = 466), Guangzhou (n = 477), and Jining (n = 4,908). Children with severe reading difficulty are defined as those who were normal in nonverbal IQ but two grades (i.e., 2 y) behind in character-reading achievement. We found that the overall incidence rate of severe reading difficulty appears to be much higher than ever reported on Chinese reading. Crucially, we found that children's reading scores were significantly negatively correlated with their use of the pinyin input method, suggesting that pinyin typing on e-devices hinders Chinese reading development. The Chinese language has survived the technological challenges of the digital era, but the benefits of communicating digitally may come with a cost in proficient learning of written Chinese.

Interactions between and among Heritage Language Learners and Second Language Learners during Collaborative Writing Activities: How Learners Attend to Language

ERIC Educational Resources Information Center

Walls, Laura

2013-01-01

This study investigates the dynamics in the Spanish classroom between heritage language learner (HLL) dyads, second language learner (L2L) dyads, and mixed HLL-L2L dyads. Specifically, it examines oral, written and embodied discourse that informs our understanding of how learners attend to language. Analysis for this dissertation examined…

Implementing the UCSD PASCAL system on the MODCOMP computer. [deep space network

NASA Technical Reports Server (NTRS)

Wolfe, T.

1980-01-01

The implementation of an interactive software development system (UCSD PASCAL) on the MODCOMP computer is discussed. The development of an interpreter for the MODCOMP II and the MODCOMP IV computers, written in MODCOMP II assembly language, is described. The complete Pascal programming system was run successfully on a MODCOMP II and MODCOMP IV under both the MAX II/III and MAX IV operating systems. The source code for an 8080 microcomputer version of the interpreter was used as the design for the MODCOMP interpreter. A mapping of the functions within the 8080 interpreter into MODCOMP II assembly language was the method used to code the interpreter.

Language Guidelines for a Mathematics Task Centre.

ERIC Educational Resources Information Center

Padula, Janice; Nin, Lucy

1999-01-01

Describes some of the thinking associated with the improvement of tasks, suggesting some guidelines for others to consider in producing written mathematics materials for young students. Provides examples of written mathematics materials. (ASK)

Discourse Features of Written Mexican Spanish: Current Research in Contrastive Rhetoric and Its Implications.

ERIC Educational Resources Information Center

Montano-Harmon, Maria Rosario

1991-01-01

Analyzes discourse features of compositions written in Spanish by secondary school students in Mexico, draws comparisons with those written in English by Anglo-American students in the United States, and discusses the implications of the results for teaching and evaluating composition skills in Spanish language programs. (29 references) (GLR)

Progress in Written Language Bursts, Pauses, Transcription, and Written Composition across Schooling

ERIC Educational Resources Information Center

Alves, Rui A.; Limpo, Teresa

2015-01-01

Research on adult writers has shown that writing proceeds through bursts of transcription activity interspersed by long pauses. Yet few studies have examined how these writing behaviors unfold during early and middle childhood. This study traces the progress of bursts, pauses, transcription, and written composition in Portuguese students from…

Early development of language by hand: composing, reading, listening, and speaking connections; three letter-writing modes; and fast mapping in spelling.

PubMed

Berninger, Virginia W; Abbott, Robert D; Jones, Janine; Wolf, Beverly J; Gould, Laura; Anderson-Youngstrom, Marci; Shimada, Shirley; Apel, Kenn

2006-01-01

The first findings from a 5-year, overlapping-cohorts longitudinal study of typical language development are reported for (a) the interrelationships among Language by Ear (listening), Mouth (speaking), Eye (reading), and Hand (writing) in Cohort 1 in 1st and 3rd grade and Cohort 2 in 3rd and 5th grade; (b) the interrelationships among three modes of Language by Hand (writing manuscript letters with pen and keyboard and cursive letters with pen) in each cohort in the same grade levels as (a); and (c) the ability of the 1st graders in Cohort 1 and the 3rd graders in Cohort 2 to apply fast mapping in learning to spell pseudowords. Results showed that individual differences in Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression are stable developmentally, but each functional language system is only moderately correlated with the others. Likewise, manuscript writing, cursive writing, and keyboarding are only moderately correlated, and each has a different set of unique neuropsychological predictors depending on outcome measure and grade level. Results support the use of the following neuropsychological measures in assessing handwriting modes: orthographic coding, rapid automatic naming, finger succession (grapho-motor planning for sequential finger movements), inhibition, inhibition/switching, and phonemes skills (which may facilitate transfer of abstract letter identities across letter formats and modes of production). Both 1st and 3rd graders showed evidence of fast mapping of novel spoken word forms onto written word forms over 3 brief sessions (2 of which involved teaching) embedded in the assessment battery; and this fast mapping explained unique variance in their spelling achievement over and beyond their orthographic and phonological coding abilities and correlated significantly with current and next-year spelling achievement.

The history of research on the filled pause as evidence of the written language bias in linguistics (Linell, 1982).

PubMed

O'Connell, Daniel C; Kowal, Sabine

2004-11-01

Erard's (2004) publication in the New York Times of a journalistic history of the filled pause serves as the occasion for this critical review of the past half-century of research on the filled pause. Historically, the various phonetic realizations or instantiations of the filled pause have been presented with an odd recurrent admixture of the interjection ah. In addition, the filled pause has been consistently associated with both hesitation and disfluency. The present authors hold that such a mandatory association of the filled pause with disfluency is the product of The written language bias in linguistics [Linell, 1982] and disregards much cogent evidence to the contrary. The implicit prescriptivism of well formedness--a demand derived from literacy--must be rejected; literate well formedness is not a necessary or even typical property of spontaneous spoken discourse; its structures and functions--including those of the filled pause--are very different from those of written language The recent work of Clark and Fox Tree (2002) holds promise for moving the status of the filled pause not only toward that of a conventional word, but also toward its status as an interjection. This latter development is also being fostered by lexicographers. Nonetheless, in view of ongoing research regarding the disparate privileges of occurrence and functions of filled pauses in comparison with interjections, the present authors are reluctant to categorize the filled pause as an interjection.

Learning Japanese by Reading "Manga": The Rise of "Soft Power Pedagogy"

ERIC Educational Resources Information Center

Armour, William Spencer

2011-01-01

Multimodal examples of Japanese language input (such as "manga" and anime) have now become the default choice for curriculum designers, material developers, and classroom teachers to make learning "fun". More traditional written only text-based materials are now in direct competition with such materials. While there has been a…

A High School English Teacher's Developing Multicultural Pedagogy

ERIC Educational Resources Information Center

Cook, Leslie Susan; Amatucci, Kristi Bruce

2006-01-01

In the last ten years, colleges of education have pledged written support to addressing issues of diversity. Mission statements and revised syllabi have been common elements in this movement for inclusiveness, and teacher candidates in English language arts are part of the transformation. Literature often has been considered a quick and easy way…

Educational Leadership and Organizational Management: Linking Theories to Practice

ERIC Educational Resources Information Center

Wang, Victor C. X.; Bain, Bernice; Hope, John; Hansman, Catherine A.

2016-01-01

This book is intended for students, leaders and managers who wish to explore the personal relevance and conceptual bases of educational leadership and organizational management and to develop their expertise in this field. It is a book written for both scholars and practitioners. The general public will also appreciate the accessible language in…

Bilingual Students' Ideas and Conceptual Change about Slow Geomorphological Changes Caused by Water

ERIC Educational Resources Information Center

Martínez, Patricia; Bannan, Brenda; Kitsantas, Anastasia

2012-01-01

This paper presents the results of an experiment investigating the development of elementary-school dual-language learners' conceptual knowledge about processes of erosion, deposition, and transportation caused by water movement. To elicit students' ideas, researchers asked students to answer four open-ended questions using written answers and/or…

Biomolecules in the Computer: Jmol to the Rescue

ERIC Educational Resources Information Center

Herraez, Angel

2006-01-01

Jmol is free, open source software for interactive molecular visualization. Since it is written in the Java[TM] programming language, it is compatible with all major operating systems and, in the applet form, with most modern web browsers. This article summarizes Jmol development and features that make it a valid and promising replacement for…

Maturation of Rapid Auditory Temporal Processing and Subsequent Nonword Repetition Performance in Children

ERIC Educational Resources Information Center

Fox, Allison M.; Reid, Corinne L.; Anderson, Mike; Richardson, Cassandra; Bishop, Dorothy V. M.

2012-01-01

According to the rapid auditory processing theory, the ability to parse incoming auditory information underpins learning of oral and written language. There is wide variation in this low-level perceptual ability, which appears to follow a protracted developmental course. We studied the development of rapid auditory processing using event-related…

Acquisition of Reading and Spelling in a Syllabo-Alphabetic Writing System.

ERIC Educational Resources Information Center

Patel, P. G.; Soper, Henry V.

1987-01-01

Examined written language tasks in 120 Gujarati-speaking children from grades two through four to assess the development of such skills in a syllabo-alphabetic writing system. Results indicated that the syllabo-alphabetic system of Devanagari proved to follow the models of reading acquisition constructed for alphabetic systems. (MM)

The semantics of verbs in the dissolution and development of language.

PubMed

Lahey, M; Feier, C D

1982-03-01

Evidence of the dissolution (DL) of verbs was examined in the written logs kept daily for 4 1/2 years by a woman (Mrs. W) who suffered from cerebral atrophy of unknown origin. Results were compared with similar analyses of written samples obtained from elementary school children (CWL), from normal adults (AWL) and from the literature on early oral language development (COL). The major finding of this study was that the sequence of the dissolution of verbs, in terms of the meanings expressed, mirrored the sequence of early acquisition. In the DL data reported here, Mrs. W continued to write about dynamic events after she ceased writing about stative events; in COL, children talk about dynamic events before stative events. Based on the AWL and CWL data, frequency of use is rejected as an explanation for the dominance and stability of dynamic relations in DL. Rather, it is suggested that the expression of dynamic relations may be less complex than the expression of stative relations due to possible differences in imagery and implication, but particularly due to the linguistic contexts in which each can be expressed.

The Effects of Mode and Task Complexity on Second Language Production

ERIC Educational Resources Information Center

Vasylets, Olena; Gilabert, Roger; Manchón, Rosa M.

2017-01-01

Taking a psycholinguistic orientation within task-based language teaching scholarship, this study investigated the effects of mode (oral vs. written) and task complexity on second language (L2) performance. The participants were 78 Catalan/Spanish learners of English as a foreign language. Half of the participants performed the simple and complex…

Away with Good Bantus: De-Linking African Language Literature from Culture, "Tribe" and Propriety

ERIC Educational Resources Information Center

Mkhize, Nomalanga

2016-01-01

This paper argues that the "institutionalisation" model used by universities to spearhead the intellectualisation of African languages is a non-starter for taking African languages in new creative directions. The major constraint for African language literary culture is that written output has historically been heavily bent towards…

46 CFR 201.6 - Documents in foreign languages.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 46 Shipping 8 2011-10-01 2011-10-01 false Documents in foreign languages. 201.6 Section 201.6... PRACTICE AND PROCEDURE General Information (Rule 1) § 201.6 Documents in foreign languages. Every document, exhibit, or other paper written in a language other than English and filed with the Administration or...

46 CFR 502.7 - Documents in foreign languages.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 46 Shipping 9 2011-10-01 2011-10-01 false Documents in foreign languages. 502.7 Section 502.7... General Information § 502.7 Documents in foreign languages. Every document, exhibit, or other paper written in a language other than English and filed with the Commission or offered in evidence in any...

46 CFR 201.6 - Documents in foreign languages.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 46 Shipping 8 2010-10-01 2010-10-01 false Documents in foreign languages. 201.6 Section 201.6... PRACTICE AND PROCEDURE General Information (Rule 1) § 201.6 Documents in foreign languages. Every document, exhibit, or other paper written in a language other than English and filed with the Administration or...

47 CFR 1.355 - Documents in foreign language.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 47 Telecommunication 1 2011-10-01 2011-10-01 false Documents in foreign language. 1.355 Section 1... Proceedings Evidence § 1.355 Documents in foreign language. Every document, exhibit, or other paper written in a language other than English, which shall be filed in any proceeding, or in response to any order...

Language Learning Disability and Individual Differences: Can We See between the Lines?

ERIC Educational Resources Information Center

Silliman, Elaine R.

2010-01-01

In honor of Dr. Katherine Butler's extraordinary leadership of "Topics in Language Disorders," this article takes up her 1982 challenge to reach toward greater understanding of individual differences in the use of oral and written language by children with language learning disability. The article focuses on 3 interconnected dimensions of learning…

Mapping Monolingualism within a Language/Race Cartography: Reflections and Lessons Learned from "World Languages and Cultures Day"

ERIC Educational Resources Information Center

Schwartz, Adam; Boovy, Bradley

2017-01-01

An interactive exhibit at a university's "World Language Day" challenges systems of privilege that organize the study of "foreign" and "world" languages. Through discursive framing, participants' written responses reveal an alignment with hegemonic ideologies of race and nation that elevate English monolingualism as a…

Language and Learning to Read: What Teachers Should Know about Language.

ERIC Educational Resources Information Center

Hodges, Richard E., Ed.; Rudorf, E. Hugh, Ed.

Written by teachers, linguists, psychologists, and reading specialists, this book elucidates the relationship between reading and language, and explains why reading should be regarded as a language-based process. The book is divided into eight sections, each of which includes an introduction and sources for further reading. The essays for each…

Demystifying Pronunciation with Animation

ERIC Educational Resources Information Center

Ward, Monica

2016-01-01

The orthographical depth of a language impacts on a learner's ability to learn a language (Katz & Frost, 1992). If it is easier for learners to read the language as it is written, it will make the learning process easier. One way to address the problem of orthographically deep or opaque languages where the pronunciation is not very easy to…

Universal Reading Processes Are Modulated by Language and Writing System

ERIC Educational Resources Information Center

Perfetti, Charles A.; Harris, Lindsay N.

2013-01-01

The connections among language, writing system, and reading are part of what confronts a child in learning to read. We examine these connections in addressing how reading processes adapt to the variety of written language and how writing adapts to language. The first adaptation (reading to writing), as evidenced in behavioral and neuroscience…

XML in an Adaptive Framework for Instrument Control

NASA Technical Reports Server (NTRS)

Ames, Troy J.

2004-01-01

NASA Goddard Space Flight Center is developing an extensible framework for instrument command and control, known as Instrument Remote Control (IRC), that combines the platform independent processing capabilities of Java with the power of the Extensible Markup Language (XML). A key aspect of the architecture is software that is driven by an instrument description, written using the Instrument Markup Language (IML). IML is an XML dialect used to describe interfaces to control and monitor the instrument, command sets and command formats, data streams, communication mechanisms, and data processing algorithms.

The Effects of Selected Language Stimulation Upon the Language Skills of Hard of Hearing School Children.

ERIC Educational Resources Information Center

Spangenberg, Cynthia Pont

Results of a study involving 20 hard of hearing school aged students indicated that Ss in two experimental conditions (language stimulation by Big Brothers or Big Sisters and special training in oral and written language skills with a hearing specialist) increased in the complexity of their oral language more than control Ss did. (CL)

Gender Issues and Language Articulation; a Brief Look at Pros of Gender Neutral Language Articulation

ERIC Educational Resources Information Center

Ebrahimi, Pouria

2009-01-01

As with the language articulated by learners--in both oral and written form--the supremacy of a masculine language use is witnessed. This brings to light the fact that gender has been excessively an unobserved factor in the process of language teaching. Although learners are apparently used to forming masculine-centered articulation, non-sexist…

Benefits of Multisensory Structured Language Instruction for At-Risk Foreign Language Learners: A Comparison Study of High School Spanish Students.

ERIC Educational Resources Information Center

Sparks, Richard L.; Artzer, Marjorie; Patton, Jon; Ganschow, Leonore; Miller, Karen; Hordubay, Dorothy J.; Walsh, Geri

1998-01-01

A study examined the benefits of multisensory structured language (MSL) instruction in Spanish for 39 high school students at risk for foreign-language learning difficulties and 16 controls. On measures of oral and written foreign-language proficiency, the MSL and control groups scored significantly higher than those instructed using traditional…

The Teaching of Literature.

ERIC Educational Resources Information Center

O Cuilleanain, Cormac

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

Composable languages for bioinformatics: the NYoSh experiment

PubMed Central

Simi, Manuele

2014-01-01

Language WorkBenches (LWBs) are software engineering tools that help domain experts develop solutions to various classes of problems. Some of these tools focus on non-technical users and provide languages to help organize knowledge while other workbenches provide means to create new programming languages. A key advantage of language workbenches is that they support the seamless composition of independently developed languages. This capability is useful when developing programs that can benefit from different levels of abstraction. We reasoned that language workbenches could be useful to develop bioinformatics software solutions. In order to evaluate the potential of language workbenches in bioinformatics, we tested a prominent workbench by developing an alternative to shell scripting. To illustrate what LWBs and Language Composition can bring to bioinformatics, we report on our design and development of NYoSh (Not Your ordinary Shell). NYoSh was implemented as a collection of languages that can be composed to write programs as expressive and concise as shell scripts. This manuscript offers a concrete illustration of the advantages and current minor drawbacks of using the MPS LWB. For instance, we found that we could implement an environment-aware editor for NYoSh that can assist the programmers when developing scripts for specific execution environments. This editor further provides semantic error detection and can be compiled interactively with an automatic build and deployment system. In contrast to shell scripts, NYoSh scripts can be written in a modern development environment, supporting context dependent intentions and can be extended seamlessly by end-users with new abstractions and language constructs. We further illustrate language extension and composition with LWBs by presenting a tight integration of NYoSh scripts with the GobyWeb system. The NYoSh Workbench prototype, which implements a fully featured integrated development environment for NYoSh is distributed at http://nyosh.campagnelab.org. PMID:24482760

Composable languages for bioinformatics: the NYoSh experiment.

PubMed

Simi, Manuele; Campagne, Fabien

2014-01-01

Language WorkBenches (LWBs) are software engineering tools that help domain experts develop solutions to various classes of problems. Some of these tools focus on non-technical users and provide languages to help organize knowledge while other workbenches provide means to create new programming languages. A key advantage of language workbenches is that they support the seamless composition of independently developed languages. This capability is useful when developing programs that can benefit from different levels of abstraction. We reasoned that language workbenches could be useful to develop bioinformatics software solutions. In order to evaluate the potential of language workbenches in bioinformatics, we tested a prominent workbench by developing an alternative to shell scripting. To illustrate what LWBs and Language Composition can bring to bioinformatics, we report on our design and development of NYoSh (Not Your ordinary Shell). NYoSh was implemented as a collection of languages that can be composed to write programs as expressive and concise as shell scripts. This manuscript offers a concrete illustration of the advantages and current minor drawbacks of using the MPS LWB. For instance, we found that we could implement an environment-aware editor for NYoSh that can assist the programmers when developing scripts for specific execution environments. This editor further provides semantic error detection and can be compiled interactively with an automatic build and deployment system. In contrast to shell scripts, NYoSh scripts can be written in a modern development environment, supporting context dependent intentions and can be extended seamlessly by end-users with new abstractions and language constructs. We further illustrate language extension and composition with LWBs by presenting a tight integration of NYoSh scripts with the GobyWeb system. The NYoSh Workbench prototype, which implements a fully featured integrated development environment for NYoSh is distributed at http://nyosh.campagnelab.org.

A new approach to telemetry data processing. Ph.D. Thesis - Maryland Univ.

NASA Technical Reports Server (NTRS)

Broglio, C. J.

1973-01-01

An approach for a preprocessing system for telemetry data processing was developed. The philosophy of the approach is the development of a preprocessing system to interface with the main processor and relieve it of the burden of stripping information from a telemetry data stream. To accomplish this task, a telemetry preprocessing language was developed. Also, a hardware device for implementing the operation of this language was designed using a cellular logic module concept. In the development of the hardware device and the cellular logic module, a distributed form of control was implemented. This is accomplished by a technique of one-to-one intermodule communications and a set of privileged communication operations. By transferring this control state from module to module, the control function is dispersed through the system. A compiler for translating the preprocessing language statements into an operations table for the hardware device was also developed. Finally, to complete the system design and verify it, a simulator for the collular logic module was written using the APL/360 system.

SWAHILI LANGUAGE HANDBOOK.

ERIC Educational Resources Information Center

POLOME, EDGAR C.

THIS INTRODUCTION TO THE STRUCTURE AND BACKGROUND OF THE SWAHILI LANGUAGE WAS WRITTEN FOR THE NON-SPECIALIST. ALTHOUGH THE LINGUISTIC TERMINOLOGY USED IN THE DESCRIPTION OF THE LANGUAGE ASSUMES THE READER HAS HAD SOME TRAINING IN LINGUISTICS, THIS HANDBOOK PROVIDES BASIC LINGUISTIC AND SOCIOLINGUISTIC INFORMATION FOR STUDENTS OF AFRICAN CULTURE…

Importing Canagarajah's Global English Theories

ERIC Educational Resources Information Center

Shelton, Linda

2007-01-01

Should an academic have respect toward cultural differences, including variety in language? A. Suresh Canagarajah has written extensively about global English and its power over vernacular languages, stressing that language learning is not a politically neutral activity. English teachers carry with them the possibility of ideological domination…

GNU Data Language (GDL) - a free and open-source implementation of IDL

NASA Astrophysics Data System (ADS)

Arabas, Sylwester; Schellens, Marc; Coulais, Alain; Gales, Joel; Messmer, Peter

2010-05-01

GNU Data Language (GDL) is developed with the aim of providing an open-source drop-in replacement for the ITTVIS's Interactive Data Language (IDL). It is free software developed by an international team of volunteers led by Marc Schellens - the project's founder (a list of contributors is available on the project's website). The development is hosted on SourceForge where GDL continuously ranks in the 99th percentile of most active projects. GDL with its library routines is designed as a tool for numerical data analysis and visualisation. As its proprietary counterparts (IDL and PV-WAVE), GDL is used particularly in geosciences and astronomy. GDL is dynamically-typed, vectorized and has object-oriented programming capabilities. The library routines handle numerical calculations, data visualisation, signal/image processing, interaction with host OS and data input/output. GDL supports several data formats such as netCDF, HDF4, HDF5, GRIB, PNG, TIFF, DICOM, etc. Graphical output is handled by X11, PostScript, SVG or z-buffer terminals, the last one allowing output to be saved in a variety of raster graphics formats. GDL is an incremental compiler with integrated debugging facilities. It is written in C++ using the ANTLR language-recognition framework. Most of the library routines are implemented as interfaces to open-source packages such as GNU Scientific Library, PLPlot, FFTW, ImageMagick, and others. GDL features a Python bridge (Python code can be called from GDL; GDL can be compiled as a Python module). Extensions to GDL can be written in C++, GDL, and Python. A number of open software libraries written in IDL, such as the NASA Astronomy Library, MPFIT, CMSVLIB and TeXtoIDL are fully or partially functional under GDL. Packaged versions of GDL are available for several Linux distributions and Mac OS X. The source code compiles on some other UNIX systems, including BSD and OpenSolaris. The presentation will cover the current status of the project, the key accomplishments, and the weaknesses - areas where contributions and users' feedback are welcome! While still being in beta-stage of development, GDL proved to be a useful tool for classroom work on data analysis. Its usage for teaching meteorological-data processing at the University of Warsaw will serve as an example.

Simulation environment and graphical visualization environment: a COPD use-case.

PubMed

Huertas-Migueláñez, Mercedes; Mora, Daniel; Cano, Isaac; Maier, Dieter; Gomez-Cabrero, David; Lluch-Ariet, Magí; Miralles, Felip

2014-11-28

Today, many different tools are developed to execute and visualize physiological models that represent the human physiology. Most of these tools run models written in very specific programming languages which in turn simplify the communication among models. Nevertheless, not all of these tools are able to run models written in different programming languages. In addition, interoperability between such models remains an unresolved issue. In this paper we present a simulation environment that allows, first, the execution of models developed in different programming languages and second the communication of parameters to interconnect these models. This simulation environment, developed within the Synergy-COPD project, aims at helping and supporting bio-researchers and medical students understand the internal mechanisms of the human body through the use of physiological models. This tool is composed of a graphical visualization environment, which is a web interface through which the user can interact with the models, and a simulation workflow management system composed of a control module and a data warehouse manager. The control module monitors the correct functioning of the whole system. The data warehouse manager is responsible for managing the stored information and supporting its flow among the different modules. It has been proved that the simulation environment presented here allows the user to research and study the internal mechanisms of the human physiology by the use of models via a graphical visualization environment. A new tool for bio-researchers is ready for deployment in various use cases scenarios.

Literacy outcomes of children with early childhood speech sound disorders: impact of endophenotypes.

PubMed

Lewis, Barbara A; Avrich, Allison A; Freebairn, Lisa A; Hansen, Amy J; Sucheston, Lara E; Kuo, Iris; Taylor, H Gerry; Iyengar, Sudha K; Stein, Catherine M

2011-12-01

To demonstrate that early childhood speech sound disorders (SSD) and later school-age reading, written expression, and spelling skills are influenced by shared endophenotypes that may be in part genetic. Children with SSD and their siblings were assessed at early childhood (ages 4-6 years) and followed at school age (7-12 years). The relationship of shared endophenotypes with early childhood SSD and school-age outcomes and the shared genetic influences on these outcomes were examined. Structural equation modeling demonstrated that oral motor skills, phonological awareness, phonological memory, vocabulary, and speeded naming have varying influences on reading decoding, spelling, spoken language, and written expression at school age. Genetic linkage studies demonstrated linkage for reading, spelling, and written expression measures to regions on chromosomes 1, 3, 6, and 15 that were previously linked to oral motor skills, articulation, phonological memory, and vocabulary at early childhood testing. Endophenotypes predict school-age literacy outcomes over and above that predicted by clinical diagnoses of SSD or language impairment. Findings suggest that these shared endophenotypes and common genetic influences affect early childhood SSD and later school-age reading, spelling, spoken language, and written expression skills.

The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary.

PubMed

Bisson, Marie-Josée; van Heuven, Walter J B; Conklin, Kathy; Tunney, Richard J

2015-01-01

This study used eye tracking to investigate the allocation of attention to multimodal stimuli during an incidental learning situation, as well as its impact on subsequent explicit learning. Participants were exposed to foreign language (FL) auditory words on their own, in conjunction with written native language (NL) translations, or with both written NL translations and pictures. Incidental acquisition of FL words was assessed the following day through an explicit learning task where participants learned to recognize translation equivalents, as well as one week later through recall and translation recognition tests. Results showed higher accuracy scores in the explicit learning task for FL words presented with meaning during incidental learning, whether written meaning or both written meaning and picture, than for FL words presented auditorily only. However, participants recalled significantly more FL words after a week delay if they had been presented with a picture during incidental learning. In addition, the time spent looking at the pictures during incidental learning significantly predicted recognition and recall scores one week later. Overall, results demonstrated the impact of exposure to multimodal stimuli on subsequent explicit learning, as well as the important role that pictorial information can play in incidental vocabulary acquisition.

The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary

PubMed Central

Bisson, Marie-Josée; van Heuven, Walter J. B.; Conklin, Kathy; Tunney, Richard J.

2015-01-01

This study used eye tracking to investigate the allocation of attention to multimodal stimuli during an incidental learning situation, as well as its impact on subsequent explicit learning. Participants were exposed to foreign language (FL) auditory words on their own, in conjunction with written native language (NL) translations, or with both written NL translations and pictures. Incidental acquisition of FL words was assessed the following day through an explicit learning task where participants learned to recognize translation equivalents, as well as one week later through recall and translation recognition tests. Results showed higher accuracy scores in the explicit learning task for FL words presented with meaning during incidental learning, whether written meaning or both written meaning and picture, than for FL words presented auditorily only. However, participants recalled significantly more FL words after a week delay if they had been presented with a picture during incidental learning. In addition, the time spent looking at the pictures during incidental learning significantly predicted recognition and recall scores one week later. Overall, results demonstrated the impact of exposure to multimodal stimuli on subsequent explicit learning, as well as the important role that pictorial information can play in incidental vocabulary acquisition. PMID:25383918

Literacy Outcomes of Children With Early Childhood Speech Sound Disorders: Impact of Endophenotypes

PubMed Central

Lewis, Barbara A.; Avrich, Allison A.; Freebairn, Lisa A.; Hansen, Amy J.; Sucheston, Lara E.; Kuo, Iris; Taylor, H. Gerry; Iyengar, Sudha K.; Stein, Catherine M.

2012-01-01

Purpose To demonstrate that early childhood speech sound disorders (SSD) and later school-age reading, written expression, and spelling skills are influenced by shared endophenotypes that may be in part genetic. Method Children with SSD and their siblings were assessed at early childhood (ages 4–6 years) and followed at school age (7–12 years). The relationship of shared endophenotypes with early childhood SSD and school-age outcomes and the shared genetic influences on these outcomes were examined. Results Structural equation modeling demonstrated that oral motor skills, phonological awareness, phonological memory, vocabulary, and speeded naming have varying influences on reading decoding, spelling, spoken language, and written expression at school age. Genetic linkage studies demonstrated linkage for reading, spelling, and written expression measures to regions on chromosomes 1, 3, 6, and 15 that were previously linked to oral motor skills, articulation, phonological memory, and vocabulary at early childhood testing. Conclusions Endophenotypes predict school-age literacy outcomes over and above that predicted by clinical diagnoses of SSD or language impairment. Findings suggest that these shared endophenotypes and common genetic influences affect early childhood SSD and later school-age reading, spelling, spoken language, and written expression skills. PMID:21930616

Papa Pig Just Left for Pigtown: Children's Oral and Written Picture Descriptions under Varying Instructions.

ERIC Educational Resources Information Center

De Temple, Jeanne M.; And Others

1991-01-01

Investigates the extent of variation in children's language performance in a picture description task arising from mode (oral or written) versus degree of demand for decontextualization. Finds that children manipulated the wide range of the oral form of the contextualized/decontextualized continuum more skillfully than the written form. Finds no…

Improving Written Expression of Seventh Grade Mildly Intellectually Disabled Students Utilizing a Basal Reading Program, Journal Writing and Computer Applications.

ERIC Educational Resources Information Center

Wimberly, Sabrenai R.

A practicum was designed to increase mildly intellectually disabled students' written communication skills by demonstrating functional written expression skills in daily assignments and in social communication. A sequenced reading and language program with the integration of journal writing and computer applications was utilized. Seventh- and…

Grammatical Complexity in Letters Written by People with Acquired Brain Impairment

ERIC Educational Resources Information Center

Mortensen, Lynne

2005-01-01

This study investigated written language in the form of personal and formal letters written by 10 people who sustained a stroke and 10 people who sustained traumatic brain injury, and compared their performance with 15 non brain-damaged people. In order to explore the writing skills of these individuals from a sociocultural perspective, a…

Quantifying the Quality Difference between L1 and L2 Essays: A Rating Procedure with Bilingual Raters and L1 and L2 Benchmark Essays

ERIC Educational Resources Information Center

Tillema, Marion; van den Bergh, Huub; Rijlaarsdam, Gert; Sanders, Ted

2013-01-01

It is the consensus that, as a result of the extra constraints placed on working memory, texts written in a second language (L2) are usually of lower quality than texts written in the first language (L1) by the same writer. However, no method is currently available for quantifying the quality difference between L1 and L2 texts. In the present…

Simulation of the space station information system in Ada

NASA Technical Reports Server (NTRS)

Spiegel, James R.

1986-01-01

The Flexible Ada Simulation Tool (FAST) is a discrete event simulation language which is written in Ada. FAST has been used to simulate a number of options for ground data distribution of Space Station payload data. The fact that Ada language is used for implementation has allowed a number of useful interactive features to be built into FAST and has facilitated quick enhancement of its capabilities to support new modeling requirements. General simulation concepts are discussed, and how these concepts are implemented in FAST. The FAST design is discussed, and it is pointed out how the used of the Ada language enabled the development of some significant advantages over classical FORTRAN based simulation languages. The advantages discussed are in the areas of efficiency, ease of debugging, and ease of integrating user code. The specific Ada language features which enable these advances are discussed.

Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments

PubMed Central

Kim, Young-Suk; Puranik, Cynthia; Otaiba, Stephanie Al

2013-01-01

We examined growth trajectories of writing and the relation of children's socio-economic status, and language and/or speech impairment to the growth trajectories. First grade children (N = 304) were assessed on their written composition in the fall, winter, and spring, and their vocabulary and literacy skills in the fall. Children's SES had a negative effect on writing quality and productivity. Children with language and/or speech impairment had lower scores than typically developing children in the quality and productivity of writing. Even after accounting for their vocabulary and literacy skills, students with language and/or speech impairment had lower scores in the quality and organization of writing. Growth rates in writing were not different as a function of children's SES and language/speech impairment status. Theoretical and practical implications are discussed. PMID:26146410

WAC: Closing Doors or Opening Doors for Second Language Writers?

ERIC Educational Resources Information Center

Cox, Michelle

2011-01-01

Written by a WAC program director and second language writing studies scholar, this article raises questions about how second language writers are faring in WAC programs and the extent to which the fields of second language writing and WAC are informed by each other's scholarship. In this article, Cox draws from her review of 26 journal articles…

Culture and Language Teaching through Media

ERIC Educational Resources Information Center

Tanriverdi, Belgin; Apak, Ozlem

2008-01-01

The topic of teaching and learning culture has been a matter of considerable interest to language educators and much has been written about the role of culture in foreign language instruction over the past two decades. ESL students whose success in a new environment is conditioned not only by their mastery of the new language, but also, and…

Computerized Sign Language-Based Literacy Training for Deaf and Hard-of-Hearing Children

ERIC Educational Resources Information Center

Holmer, Emil; Heimann, Mikael; Rudner, Mary

2017-01-01

Strengthening the connections between sign language and written language may improve reading skills in deaf and hard-of-hearing (DHH) signing children. The main aim of the present study was to investigate whether computerized sign language-based literacy training improves reading skills in DHH signing children who are learning to read. Further,…

A Goodly Fellowship of Writers and Readers. Concept Paper No. 4.

ERIC Educational Resources Information Center

Lloyd-Jones, Richard

Writing is at the heart of education. The business of English teachers is to make people more comfortable in using language, particularly written language. Language serves two broad functions: (1) representing elements of external reality; and (2) defining relationships among the people who use the language. The writer's first need is to use the…

Receptive English Vocabulary in a Foreign Language Context: A Case Study of Preschoolers in Mauritius

ERIC Educational Resources Information Center

Auleear Owodally, Ambarin Mooznah

2014-01-01

In Mauritius, English, the least socially used language, is the main language of literacy and the main written medium of instruction throughout the education system, starting from the first year of compulsory primary education. The importance of English as a school language is reflected in the 2003 Preschool Curriculum Guidelines, which mention…

Text exposure predicts spoken production of complex sentences in eight and twelve year old children and adults

PubMed Central

Montag, Jessica L.; MacDonald, Maryellen C.

2015-01-01

There is still much debate about the nature of the experiential and maturational changes that take place during childhood to bring about the sophisticated language abilities of an adult. The present study investigated text exposure as a possible source of linguistic experience that plays a role in the development of adult-like language abilities. Corpus analyses of object and passive relative clauses (Object: The book that the woman carried; Passive: The book that was carried by the woman) established the frequencies of these sentence types in child-directed speech and children's literature. We found that relative clauses of either type were more frequent in the written corpus, and that the ratio of passive to object relatives was much higher in the written corpus as well. This analysis suggests that passive relative clauses are much more frequent in a child's linguistic environment if they have high rates of text exposure. We then elicited object and passive relative clauses using a picture-description production task with eight and twelve year old children and adults. Both group and individual differences were consistent with the corpus analyses, such that older individuals and individuals with more text exposure produced more passive relative clauses. These findings suggest that the qualitatively different patterns of text versus speech may be an important source of linguistic experience for the development of adult-like language behavior. PMID:25844625

An error-resistant linguistic protocol for air traffic control

NASA Technical Reports Server (NTRS)

Cushing, Steven

1989-01-01

The research results described here are intended to enhance the effectiveness of the DATALINK interface that is scheduled by the Federal Aviation Administration (FAA) to be deployed during the 1990's to improve the safety of various aspects of aviation. While voice has a natural appeal as the preferred means of communication both among humans themselves and between humans and machines as the form of communication that people find most convenient, the complexity and flexibility of natural language are problematic, because of the confusions and misunderstandings that can arise as a result of ambiguity, unclear reference, intonation peculiarities, implicit inference, and presupposition. The DATALINK interface will avoid many of these problems by replacing voice with vision and speech with written instructions. This report describes results achieved to date on an on-going research effort to refine the protocol of the DATALINK system so as to avoid many of the linguistic problems that still remain in the visual mode. In particular, a working prototype DATALINK simulator system has been developed consisting of an unambiguous, context-free grammar and parser, based on the current air-traffic-control language and incorporated into a visual display involving simulated touch-screen buttons and three levels of menu screens. The system is written in the C programming language and runs on the Macintosh II computer. After reviewing work already done on the project, new tasks for further development are described.

Language in America.

ERIC Educational Resources Information Center

Postman, Neil, Ed.; And Others

The essays published in this collection were written in response to the basic question, "To what extent is the language of politics/advertising/psychotherapy/education/bureaucracy/etc. facilitating or impeding our chances of survival?" The general topic here is the contemporary use of language and the semantic environment in America, especially in…

A Grammar of Bih

ERIC Educational Resources Information Center

Nguyen, Tam Thi Minh

2013-01-01

Bih is a Chamic (Austronesian) language spoken by approximately 500 people in the Southern highlands of Vietnam. This dissertation is the first descriptive grammar of the language, based on extensive fieldwork and community-based language documentation in Vietnam and written from a functional/typological perspective. The analysis in this work is…

A Reassessment of Clarity in Written Managerial Communications (Commentary).

ERIC Educational Resources Information Center

Suchan, James; Dulek, Ronald

1990-01-01

Argues for a contingency view of communication clarity and effectiveness based on the impact that an organization's language customs have on perceived effectiveness. Examines the psychological-social function of organizational language and discusses the role that language has in creating new knowledge in organizations. (KEH)

It's Rather like Learning a Language: Development of talk and conceptual understanding in mechanics lessons

NASA Astrophysics Data System (ADS)

Rincke, Karsten

2011-01-01

Although a broad literature exists concerning the development of conceptual understanding of force and other topics within mechanics, little is known about the role and development of students' talk about the subject. The paper presents an in-depth investigation of students' talk whilst being introduced to the concept of force. The main research goal was to investigate and understand how students develop an understanding of the concept of force and how they use and understand the term 'force'. Therefore, we make relation to the research field of students' preconceptions and the field of second language learning. Two classes of students (N = 47) were videotaped during a time period of nine lessons, each transcribed and analysed using a category system. Additional data were obtained via written tasks, logs kept by the students, and tests. The detailed analysis of the talk and the results of the tests indicate that students face difficulties in using the term 'force' scientifically similar to those in a foreign language instruction. Vygotsky already recognised a relationship between learning in science and learning a language. In this paper, important aspects of this relationship are discussed based upon empirical data. We conclude that in some respects it might be useful to make reference to the research related to language learning when thinking about improving science education. In particular, according to Selinker's concept of interlanguage describing language-learning processes within language instruction, the language used by the students during physics lessons can be viewed as a 'scientific interlanguage'.

Developing a Visual Temporal Modeller: Applying an Extensible NLP System to Support Learners' Understanding of Tense and Aspect in English

ERIC Educational Resources Information Center

Kerins, John; Ramsay, Allan

2012-01-01

This paper reports on the development of a prototype tool which shows how learners can be helped to reflect upon the accuracy of their writing. Analysis of samples of freely written texts by intermediate and advanced learners of English as a foreign language (EFL) showed evidence of weakness in the use of tense and aspect. Computational discourse…

Teaching ESL to Competencies: A Departure from a Traditional Curriculum for Adult Learners with Specific Needs. Adult Education Series #12. Refugee Education Guide.

ERIC Educational Resources Information Center

Center for Applied Linguistics, Washington, DC. Language and Orientation Resource Center.

Teaching English as a second language (ESL) to competencies requires that the instructional focus be on functional competencies and life-coping skills while developing the spoken and/or written English structures necessary to perform these skills. A step-by-step approach to develop and implement a competency-based approach to ESL for adults is…

Parallel Ada benchmarks for the SVMS

NASA Technical Reports Server (NTRS)

Collard, Philippe E.

1990-01-01

The use of parallel processing paradigm to design and develop faster and more reliable computers appear to clearly mark the future of information processing. NASA started the development of such an architecture: the Spaceborne VHSIC Multi-processor System (SVMS). Ada will be one of the languages used to program the SVMS. One of the unique characteristics of Ada is that it supports parallel processing at the language level through the tasking constructs. It is important for the SVMS project team to assess how efficiently the SVMS architecture will be implemented, as well as how efficiently Ada environment will be ported to the SVMS. AUTOCLASS II, a Bayesian classifier written in Common Lisp, was selected as one of the benchmarks for SVMS configurations. The purpose of the R and D effort was to provide the SVMS project team with the version of AUTOCLASS II, written in Ada, that would make use of Ada tasking constructs as much as possible so as to constitute a suitable benchmark. Additionally, a set of programs was developed that would measure Ada tasking efficiency on parallel architectures as well as determine the critical parameters influencing tasking efficiency. All this was designed to provide the SVMS project team with a set of suitable tools in the development of the SVMS architecture.

The Study of Graphic Sense and Its Effects on the Acquisition of Literacy. Final Report.

ERIC Educational Resources Information Center

Hernandez-Chavez, Eduardo; Curtis, Jan

This report describes a study on the development of children's conceptualizations of written language, that is, their graphic sense. The study investigated three issues: (1) whether acquisition of literacy is a developmental process common to all normal children, (2) whether the levels of graphic sense tend to be associated with particular…

The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics

ERIC Educational Resources Information Center

Smith, Michelle K.; Wood, William B.; Knight, Jennifer K.

2008-01-01

We have designed, developed, and validated a 25-question Genetics Concept Assessment (GCA) to test achievement of nine broad learning goals in majors and nonmajors undergraduate genetics courses. Written in everyday language with minimal jargon, the GCA is intended for use as a pre- and posttest to measure student learning gains. The assessment…

Ipnatchiami (Stories About Deering).

ERIC Educational Resources Information Center

Karmun, Mamie

Intended for use in a bilingual education program, this document is printed in both Inupiat and English. It is a collection of 32 very short tales about life in Deering, Alaska, and was developed and prepared by Marie Karmun, an Inupiat language teacher. It is printed in large type, written in simple words, and illustrated. Most of the stories are…

ESL Reading Textbooks vs. University Textbooks: Are We Giving Our Students the Input They May Need?

ERIC Educational Resources Information Center

Miller, Don

2011-01-01

Developing reading skills in a second language presents learners with many challenges, including lexico-grammatical decoding. An additional challenge is posed by the different registers of written text and the associated lexico-grammatical features with which learners must contend. Questioning the efficacy of using non-academic reading texts in…

A Talking Computers System for Persons with Vision and Speech Handicaps. Final Report.

ERIC Educational Resources Information Center

Visek & Maggs, Urbana, IL.

This final report contains a detailed description of six software systems designed to assist individuals with blindness and/or speech disorders in using inexpensive, off-the-shelf computers rather than expensive custom-made devices. The developed software is not written in the native machine language of any particular brand of computer, but in the…

Religious and Self-Generated Quechua Literacy Practices in the Peruvian Andes

ERIC Educational Resources Information Center

de la Piedra, Maria Teresa

2010-01-01

This article discusses Quechua speakers' religious literacy practices in the native language in a rural community located in the department of Cuzco (Peru). I argue that in a situation where the school did not play the role of developing or maintaining the written vernacular, a group of community members found specific situations where they felt…

Teacher/Mentor: A Dialogue for Collaborative Learning. The Practitioner Inquiry Series.

ERIC Educational Resources Information Center

Graham, Peg, Ed.; Hudson-Ross, Sally, Ed.; Adkins, Chandra, Ed.; McWhorter, Patti, Ed.; Stewart, Jennifer McDuffie, Ed.

Using the subjects of language arts and English in the secondary school setting, this collection of essays should inspire the development and refinement of teacher education at all levels and in all subject areas. The essays are written in the voices of public school teachers and grounded in everyday theory and practice of faculty in public…

Sociodramatic Play as Opportunity for Literacy Development: The Teacher's Role.

ERIC Educational Resources Information Center

Korat, Ofra; Bahar, Etti; Snapir, Miriam

2003-01-01

Reports on an educational project that focused on the nature of the support one teacher gave to the children in her kindergarten class while engaging with them in literacy play. Contends that the project revealed that young children have their own assumptions about and knowledge of the written language, which they actively use in their play. (PM)

The Development of Composition Skills via Directed Writing.

ERIC Educational Resources Information Center

Rahilly, Leonard J.

To alleviate problems associated with free composition as a method of foreign language writing instruction, the directed writing method was adapted for use in a college French composition course. High-quality French texts, often of only a page or two and written by native speakers, are used as a basis for grammatical analysis and discussion and a…

Hupa Numbers.

ERIC Educational Resources Information Center

Bennett, Ruth, Ed.; And Others

An introduction to the Hupa number system is provided in this workbook, one in a series of numerous materials developed to promote the use of the Hupa language. The book is written in English with Hupa terms used only for the names of numbers. The opening pages present the numbers from 1-10, giving the numeral, the Hupa word, the English word, and…

A Research and Development Approach to the Delivery of Comprehensive Functional Education and Literacy in the Philippines.

ERIC Educational Resources Information Center

Doronila, Maria Luisa C.

In the Philippines, introduction of a formal education system, new written language, and the knowledge encoded in it have been part of a colonization process and not the result of direct evolution from informal education. The discontinuities between formal and informal education--abstraction, systematization, and specialization--are greater and…

Adult Education Providing Leadership Pathways to Peace through Adult Education in Palestine and Israel

ERIC Educational Resources Information Center

Cochran, Judith A.

2005-01-01

This article determines the role played by adult education in peace efforts in Palestine and Israel. Specific institutions have been developed to target instruction in the democratic, non-violent means of problem-solving with peace as the objective. Textbooks have been cooperatively written with equal representation of all voices in languages that…

The English of Business Is the Business of English.

ERIC Educational Resources Information Center

Versluis, Edward B.

Three arguments lead to the conclusion that the English of business is the business of English. First, reluctance to fully appreciate the English of Business stems in part from a serious misunderstanding about the development of written language in the Western tradition. While studying folktales and the origins of myths has made an awareness of…

The Daily Curriculum Guide, Year II, Weeks 1-10.

ERIC Educational Resources Information Center

Dissemination and Assessment Center for Bilingual Education, Austin, TX.

Spanning two years, the program set forth in the Daily Curriculum Guide for preschool Spanish-speaking children is essentially a language maintenance model in which Spanish is used as a means to develop basic concepts, skills and attitudes. This guide gives daily lesson plans for the first ten weeks of the second year. Each lesson, written in…

Web-Based Course Delivery and Administration Using Scheme.

ERIC Educational Resources Information Center

Salustri, Filippo A.

This paper discusses the use at the University of Windsor (Ontario) of a small World Wide Web-based tool for course delivery and administration called HAL (HTML-based Administrative Lackey), written in the Scheme programming language. This tool was developed by the author to provide Web-based services for a large first-year undergraduate course in…

Understanding and Addressing the Challenges of Learning Computer-Mediated Dynamic Assessment: A Teacher Education Study

ERIC Educational Resources Information Center

McNeil, Levi

2018-01-01

Although the second language literature on Dynamic Assessment (DA)--the unity of assessment and instruction into a singular activity to promote cognitive development--shows promising results, very little has been written about how to educate teachers to use it. This two-cycle, exploratory action research study aimed to understand and address the…

Hebrew Verbal Passives in Later Language Development: The Interface of Register and Verb Morphology

ERIC Educational Resources Information Center

Ravid, Dorit; Vered, Lizzy

2017-01-01

The current study examined the production of Hebrew verbal passives across adolescence as mediated by linguistic register and verb morphology. Participants aged eight to sixteen years and a group of adults were asked to change written active-voice sentences into corresponding passive-voice forms, divided by verb register (neutral and high),…

Some Applications of Linguistic Concepts to the Teaching of Freshman Composition.

ERIC Educational Resources Information Center

Maimon, Elaine P.

The problems which freshmen exhibit in using the written language extend beyond difficulties with mechanics to handicaps in using words to formulate and develop concepts. A linguistic approach to teaching freshman composition involves recognizing every linguistic act as creative and a word as having a history as well as a variety of meanings. In…

"Michael Jackson y Otros Cuentos": An Approach to Literacy Development for Bilingual Children.

ERIC Educational Resources Information Center

Brisk, Maria Estela

A program in which Spanish-speaking first grade children were encouraged to write stories about subjects of interest to them, using microcomputers and composing a personal storybook, has the advantages of using little-used computers, providing a link between oral and written language, encouraging creativity in students often perceived as learning…

Development of Writing: Key Components of Written Language

ERIC Educational Resources Information Center

Kantor, Patricia Thatcher

2012-01-01

This study utilized confirmatory factor analyses and latent change score analyses to model individual and developmental differences in a longitudinal study of children's writing. Participants were 158 children who completed a writing sample each year from 1st through 4th grade. At all four time points, a four-factor model of writing provided…

Visual Rhetoric and Viewer Empathy in News Photographs

ERIC Educational Resources Information Center

Rist, Mary F.

2007-01-01

Over the last two or three decades a revolution has taken place in the area of communication which forces people to rethink the social and the semiotic landscape of Western developed societies. The effect of this revolution has been to dislodge written language from the centrality which it has held, or which has been ascribed to it, in public…

Project Success for the SLD Child, Motor-Perception Activities.

ERIC Educational Resources Information Center

Wayne - Carroll Public Schools, Wayne, NE.

Presented is a curriculum guide for a perceptual motor program which was developed by Project Success (Nebraska) through a Title III grant for language learning disabled elementary level students in kindergarten through grade 3. The program is said to be arranged in a hierarchy of skills ranging from simple to complex and to be written so that the…

Communication training in mute autistic adolescents using the written work.

PubMed

LaVigna, G W

1977-06-01

The expressive and receptive use of three written words was taught to three mute autistic adolescents using a procedure based on Terrace's errorless discrimination model and Premack's language training with chimps. Expressive language was measured by the subject's selection of the appropriate word card from among the available alternatives when the corresponding object was presented. Receptive language was measured by the subject's selection of the appropriate object from among the available alternatives when the corresponding word card was presented. The sequence of the presentations and the order of placement of the available alternatives were randomized. The three subjects required 979, 1,791, and 1,644 trails, respectively, to master both the expressive and receptive use of the three words. The correct response rates for the three subjects over the entire training program were 92, 92, and 90%, respectively. It was concluded that, as concrete visual symbols, written words may provide a viable communication system for the mute autistic. The implications for treatment are discussed and suggestions for future research are made.

Comparing written and oral measures of comprehension of cancer information by English-as-a-Second-Language Chinese immigrant women.

PubMed

McWhirter, Jennifer; Todd, Laura; Hoffman-Goetz, Laurie

2011-09-01

The Short Test of Functional Health Literacy for Adults (S-TOFHLA) and Cloze test are commonly used tools to measure comprehension of health information (i.e., health literacy); however, little is known about their use in English-as-a-Second-Language (ESL) populations. In this study, we compared written (Cloze test) and oral (Teach Back) measures of colon cancer information comprehension among ESL Chinese immigrant women to Canada. Performances on colon cancer-specific measures were compared to a general measure of health literacy (S-TOFHLA). On the S-TOFHLA, Cloze, and Teach Back, respectively, the following percentage of participants had adequate comprehension: 62.1%, 14.8%, and 89.7%. Correlation between performance on the Cloze and Teach Back was significant albeit weakly so (r = 0.38, p = 0.04); performances on the S-TOFHLA and Teach Back were not correlated. Measures of health literacy skill that require written English language skills may not be appropriate for measuring understanding of health information for ESL populations.

31 CFR 19.50 - How is this part written?

Code of Federal Regulations, 2010 CFR

2010-07-01

... AND SUSPENSION (NONPROCUREMENT) § 19.50 How is this part written? (a) This part uses a “plain language... the appendix to this part shows the levels or “tiers” at which the Department of the Treasury enforces...

Developing Formal Correctness Properties from Natural Language Requirements

NASA Technical Reports Server (NTRS)

Nikora, Allen P.

2006-01-01

This viewgraph presentation reviews the rationale of the program to transform natural language specifications into formal notation.Specifically, automate generation of Linear Temporal Logic (LTL)correctness properties from natural language temporal specifications. There are several reasons for this approach (1) Model-based techniques becoming more widely accepted, (2) Analytical verification techniques (e.g., model checking, theorem proving) significantly more effective at detecting types of specification design errors (e.g., race conditions, deadlock) than manual inspection, (3) Many requirements still written in natural language, which results in a high learning curve for specification languages, associated tools and increased schedule and budget pressure on projects reduce training opportunities for engineers, and (4) Formulation of correctness properties for system models can be a difficult problem. This has relevance to NASA in that it would simplify development of formal correctness properties, lead to more widespread use of model-based specification, design techniques, assist in earlier identification of defects and reduce residual defect content for space mission software systems. The presentation also discusses: potential applications, accomplishments and/or technological transfer potential and the next steps.

A Concept for Run-Time Support of the Chapel Language

NASA Technical Reports Server (NTRS)

James, Mark

2006-01-01

A document presents a concept for run-time implementation of other concepts embodied in the Chapel programming language. (Now undergoing development, Chapel is intended to become a standard language for parallel computing that would surpass older such languages in both computational performance in the efficiency with which pre-existing code can be reused and new code written.) The aforementioned other concepts are those of distributions, domains, allocations, and access, as defined in a separate document called "A Semantic Framework for Domains and Distributions in Chapel" and linked to a language specification defined in another separate document called "Chapel Specification 0.3." The concept presented in the instant report is recognition that a data domain that was invented for Chapel offers a novel approach to distributing and processing data in a massively parallel environment. The concept is offered as a starting point for development of working descriptions of functions and data structures that would be necessary to implement interfaces to a compiler for transforming the aforementioned other concepts from their representations in Chapel source code to their run-time implementations.

Little Association Between Wellness Policies and School-Reported Nutrition Practices

PubMed Central

Lucarelli, Jennifer F.; Alaimo, Katherine; Belansky, Elaine S.; Mang, Ellen; Miles, Richard; Kelleher, Deanne K.; Bailey, Deborah; Drzal, Nicholas B.; Liu, Hui

2017-01-01

Background The Child Nutrition and WIC Reauthorization Act of 2004 mandated written school wellness policies. Little evidence exists to evaluate the impact of such policies. This study assessed the quality (comprehensiveness of topics addressed and strength of wording) of wellness policies and the agreement between written district-level policies and school-reported nutrition policies and practices in 48 low-income Michigan school districts participating in the School Nutrition Advances Kids study. Method Written wellness policy quality was assessed using the School Wellness Policy Evaluation Tool. School nutrition policies and practices were assessed using the School Environment and Policy Survey. Analysis of variance determined differences in policy quality, and Fisher’s exact test examined agreement between written policies and school-reported practices. Results Written wellness policies contained ambiguous language and addressed few practices, indicating low comprehensiveness and strength. Most districts adopted model wellness policy templates without modification, and the template used was the primary determinant of policy quality. Written wellness policies often did not reflect school-reported nutrition policies and practices. Conclusions School health advocates should avoid assumptions that written wellness policies accurately reflect school practices. Encouraging policy template customization and stronger, more specific language may enhance wellness policy quality, ensure consistency between policy and practice, and enhance implementation of school nutrition initiatives. PMID:25249567

Procedures for Obtaining and Analyzing Writing Samples of School-Age Children and Adolescents

ERIC Educational Resources Information Center

Price, Johanna R.; Jackson, Sandra C.

2015-01-01

Purpose: Many students' writing skills are below grade-level expectations, and students with oral language difficulties are at particular risk for writing difficulties. Speech-language pathologists' (SLPs') expertise in language applies to both the oral and written modalities, yet evidence suggests that SLPs' confidence regarding writing…

PILOT: A Programming Language for Beginners.

ERIC Educational Resources Information Center

Schnorr, Janice M.

The presentation describes PILOT (Programmed Inquiry, Learning or Teaching), a special programing language easy for beginners to learn and available for several brands of microcomputers. PILOT is explained to contain substantially fewer commands than most other languages and to be written in an easy to understand manner. Edit commands and their…

Teaching Reading to English Language Learners: Insights from Linguistics

ERIC Educational Resources Information Center

Lems, Kristin; Miller, Leah D.; Soro, Tenena M.

2009-01-01

Written specifically for K-12 educators, this accessible book explains the processes involved in second-language acquisition and provides a wealth of practical strategies for helping English language learners (ELLs) succeed at reading. The authors integrate knowledge from two fields that often remain disconnected--linguistics and literacy--with a…

Multilingual Education in Macao

ERIC Educational Resources Information Center

Young, Ming Yee Carissa

2009-01-01

This paper focuses on the current use of the three written languages (Chinese, Portuguese and English) and the four spoken languages (Chinese-Cantonese, Chinese-Putonghua, Portuguese and English) in Macao, a former Portuguese colony (1557-1999) which is now a Special Administrative Region of China. Chinese and Portuguese are official languages,…

Verbicide.

ERIC Educational Resources Information Center

Orr, David W.

2001-01-01

A professor of conservation biology, and champion of the spoken and written word, discusses who is corrupting the English language and why, describing the culprits and suggesting how to remedy the situation (e.g., restore the habit of talking directly to one another; use proper language; hold those who are corrupting the language accountable; and…

Comprehending Sentences with the Body: Action Compatibility in British Sign Language?

ERIC Educational Resources Information Center

Vinson, David; Perniss, Pamela; Fox, Neil; Vigliocco, Gabriella

2017-01-01

Previous studies show that reading sentences about actions leads to specific motor activity associated with actually performing those actions. We investigate how sign language input may modulate motor activation, using British Sign Language (BSL) sentences, some of which explicitly encode direction of motion, versus written English, where motion…

34 CFR 303.403 - Prior notice; native language.

Code of Federal Regulations, 2010 CFR

2010-07-01

... services to the child and the child's family. (b) Content of notice. The notice must be in sufficient... mode of communication of the parent is not a written language, the public agency, or designated service... parent in the parent's native language or other mode of communication; (ii) The parent understands the...

Teacher Knowledge of Basic Language Concepts and Dyslexia

ERIC Educational Resources Information Center

Washburn, Erin K.; Joshi, R. Malatesha; Binks-Cantrell, Emily S.

2011-01-01

Roughly one-fifth of the US population displays one or more symptoms of dyslexia: a specific learning disability that affects an individual's ability to process written language. Consequently, elementary school teachers are teaching students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing…

7 CFR 253.5 - State agency requirements.

Code of Federal Regulations, 2010 CFR

2010-01-01

... households which speak the same non-English language and which do not contain adults(s) fluent in English as a second language. If the non-English language is spoken but not written, the State agency shall... sufficient bilingual staff for the timely processing of non-English speaking applicants. (3) The State agency...

Bilinguals Show Weaker Lexical Access during Spoken Sentence Comprehension

ERIC Educational Resources Information Center

Shook, Anthony; Goldrick, Matthew; Engstler, Caroline; Marian, Viorica

2015-01-01

When bilinguals process written language, they show delays in accessing lexical items relative to monolinguals. The present study investigated whether this effect extended to spoken language comprehension, examining the processing of sentences with either low or high semantic constraint in both first and second languages. English-German…

Validation of the translation of an instrument to measure reliability of written information on treatment choices: a study on attention deficit/hyperactivity disorder (ADHD).

PubMed

Montoya, A; Llopis, N; Gilaberte, I

2011-12-01

DISCERN is an instrument designed to help patients assess the reliability of written information on treatment choices. Originally created in English, there is no validated Spanish version of this instrument. This study seeks to validate the Spanish translation of the DISCERN instrument used as a primary measure on a multicenter study aimed to assess the reliability of web-based information on treatment choices for attention deficit/hyperactivity disorder (ADHD). We used a modified version of a method for validating translated instruments in which the original source-language version is formally compared with the back-translated source-language version. Each item was ranked in terms of comparability of language, similarity of interpretability, and degree of understandability. Responses used Likert scales ranging from 1 to 7, where 1 indicates the best interpretability, language and understandability, and 7 indicates the worst. Assessments were performed by 20 raters fluent in the source language. The Spanish translation of DISCERN, based on ratings of comparability, interpretability and degree of understandability (mean score (SD): 1.8 (1.1), 1.4 (0.9) and 1.6 (1.1), respectively), was considered extremely comparable. All items received a score of less than three, therefore no further revision of the translation was needed. The validation process showed that the quality of DISCERN translation was high, validating the comparable language of the tool translated on assessing written information on treatment choices for ADHD.

Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9.

PubMed

Sanders, Elizabeth A; Berninger, Virginia W; Abbott, Robert D

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 ( N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling (dyslexia, n = 60), or oral and written language (oral and written language learning disabilities, n = 18). That is, SLDs are defined on the basis of cascading level of language impairment (subword, word, and syntax/text). A five-block regression model sequentially predicted literacy achievement from cognitive-linguistic translation (Block 1); working memory components for word-form coding (Block 2), phonological and orthographic loops (Block 3), and supervisory focused or switching attention (Block 4); and SLD groups (Block 5). Results showed that cognitive-linguistic translation explained an average of 27% and 15% of the variance in reading and writing achievement, respectively, but working memory components explained an additional 39% and 27% of variance. Orthographic word-form coding uniquely predicted nearly every measure, whereas attention switching uniquely predicted only reading. Finally, differences in reading and writing persisted between dyslexia and dysgraphia, with dysgraphia higher, even after controlling for Block 1 to 4 predictors. Differences in literacy achievement between students with dyslexia and oral and written language learning disabilities were largely explained by the Block 1 predictors. Applications to identifying and teaching students with these SLDs are discussed.

A Counterexample Guided Abstraction Refinement Framework for Verifying Concurrent C Programs

DTIC Science & Technology

2005-05-24

source code are routinely executed. The source code is written in languages ranging from C/C++/Java to ML/ Ocaml . These languages differ not only in...from the difficulty to model computer programs—due to the complexity of programming languages as compared to hardware description languages —to...intermediate specification language lying between high-level Statechart- like formalisms and transition systems. Actions are encoded as changes in

Aptitude-treatment interactions revisited: effect of metacognitive intervention on subtypes of written expression in elementary school students.

PubMed

Hooper, Stephen R; Wakely, Melissa B; de Kruif, Renee E L; Swartz, Carl W

2006-01-01

We examined the effectiveness of a metacognitive intervention for written language performance, based on the Hayes model of written expression, for 73 fourth-grade (n = 38) and fifth-grade (n = 35) students. The intervention consisted of twenty 45-min writing lessons designed to improve their awareness of writing as a problem-solving process. Each of the lessons addressed some aspect of planning, translating, and reflecting on written products; their self-regulation of these processes; and actual writing practice. All instruction was conducted in intact classrooms. Prior to the intervention, all students received a battery of neurocognitive tests measuring executive functions, attention, and language. In addition, preintervention writing samples were obtained and analyzed holistically and for errors in syntax, semantics, and spelling. Following the intervention, the writing tasks were readministered and cluster analysis of the neurocognitive data was conducted. Cluster analytic procedures yielded 7 reliable clusters: 4 normal variants, 1 Problem Solving weakness, 1 Problem Solving Language weaknesses, and 1 Problem Solving strength. The response to the single treatment by these various subtypes revealed positive but modest findings. Significant group differences were noted for improvement in syntax errors and spelling, with only spelling showing differential improvement for the Problem Solving Language subtype. In addition, there was a marginally significant group effect for holistic ratings. These findings provide initial evidence that Writing Aptitude (subtype) x Single Treatment interactions exist in writing, but further research is needed with other classification schemes and interventions.

On the Development of Speech Resources for the Mixtec Language

PubMed Central

2013-01-01

The Mixtec language is one of the main native languages in Mexico. In general, due to urbanization, discrimination, and limited attempts to promote the culture, the native languages are disappearing. Most of the information available about the Mixtec language is in written form as in dictionaries which, although including examples about how to pronounce the Mixtec words, are not as reliable as listening to the correct pronunciation from a native speaker. Formal acoustic resources, as speech corpora, are almost non-existent for the Mixtec, and no speech technologies are known to have been developed for it. This paper presents the development of the following resources for the Mixtec language: (1) a speech database of traditional narratives of the Mixtec culture spoken by a native speaker (labelled at the phonetic and orthographic levels by means of spectral analysis) and (2) a native speaker-adaptive automatic speech recognition (ASR) system (trained with the speech database) integrated with a Mixtec-to-Spanish/Spanish-to-Mixtec text translator. The speech database, although small and limited to a single variant, was reliable enough to build the multiuser speech application which presented a mean recognition/translation performance up to 94.36% in experiments with non-native speakers (the target users). PMID:23710134

Applied Linguistics: A Survey for Language Teachers. Collier MacMillan Teacher's Library.

ERIC Educational Resources Information Center

Kehoe, Monika, Ed.

This book, written for those who have no formal training in linguistics but who have an interest in language or language teaching, is meant as a practical text for use in introductory courses in Applied Linguistics. Its emphasis is on second language teaching, but it is also of interest to those who teach native speakers because it covers the…

Numbers Talk--Words Count: Language Policy and Adult Numeracy Education in Wales and New Zealand

ERIC Educational Resources Information Center

Coben, Diana; Miller-Reilly, Barbara

2014-01-01

In this paper we review and compare language policy in relation to adult numeracy education in Wales and New Zealand with respect to the Maori and Welsh languages in the latest stage of our international comparative study of adult numeracy education. While much has been written about the relationship between language and literacy, the relationship…

Training Secondary School Teachers in Instructional Language Modification Techniques to Support Adolescents with Language Impairment: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Starling, Julia; Munro, Natalie; Togher, Leanne; Arciuli, Joanne

2012-01-01

Purpose: This study evaluated the efficacy of a collaborative intervention where a speech-language pathologist (SLP) trained mainstream secondary school teachers to make modifications to their oral and written instructional language. The trained teachers' uptake of techniques in their whole-class teaching practices and the impact this had on the…

C Language Integrated Production System, Ada Version

NASA Technical Reports Server (NTRS)

Culbert, Chris; Riley, Gary; Savely, Robert T.; Melebeck, Clovis J.; White, Wesley A.; Mcgregor, Terry L.; Ferguson, Melisa; Razavipour, Reza

1992-01-01

CLIPS/Ada provides capabilities of CLIPS v4.3 but uses Ada as source language for CLIPS executable code. Implements forward-chaining rule-based language. Program contains inference engine and language syntax providing framework for construction of expert-system program. Also includes features for debugging application program. Based on Rete algorithm which provides efficient method for performing repeated matching of patterns. Written in Ada.