The Effect of Word Knowledge and Experience on Pair Recognition PDF Download

Author: Craig A. Humrich
Publisher:
ISBN:
Category : Reading, Psychology of
Languages : en
Pages : 182

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Author: Latisha Hayes
Publisher: Guilford Publications
ISBN: 1462515797
Category : Education
Languages : en
Pages : 250

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Book Description
A complete road map for word knowledge instruction in PreK-2, this book focuses on developing the word recognition and phonics skills identified in the Common Core standards for foundational skills. It offers clear-cut instructions for assessing students' stages of word knowledge development--emergent, beginning, or transitional--and their specific instructional needs. Chapters on each developmental stage are packed with effective learning activities and strategies, plus guidance for fitting them into the classroom day. Of special value, online-only appendices provide purchasers with more than 50 reproducible assessment and instructional tools, ready to download and print in a convenient 8 1/2" x 11" size.

Author: Marc Marschark
Publisher: Oxford University Press
ISBN: 0190054050
Category : Psychology
Languages : en
Pages : 480

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Book Description
In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information. There are now a number of preliminary answers to these questions, but there has been no single forum in which research into learning and cognition is brought together. The Oxford Handbook of Deaf Studies in Learning and Cognition aims to provide this shared forum, focusing exclusively on learning, cognition, and cognitive development from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives. Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing this research together, this volume allows for a synergy of ideas that possesses the potential to move research, theory, and practice forward.

Author: Michael Holsworth
Publisher:
ISBN:
Category :
Languages : en
Pages : 322

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Book Description
Word recognition skill is fundamental for readers to successfully process any given text. Proficiency in the component skills of word recognition, orthographic, phonological, and semantic knowledge, is what readers need to accurately and automatically decode words to apply meaning to what they have read. For second language readers, the challenge of reading is often hindered by a lack of word recognition skills and therefore, they often suffer from low reading rates and consequently poor reading comprehension. This study was a quasi-experimental longitudinal inquiry into the effects of extensive reading, word recognition training, and timed reading on second language reading comprehension. Through word recognition tasks focused on orthographic, phonological, and semantic knowledge development, the aim of this study was to (a) better understand the effects of orthographic, phonological, and semantic skill training on word recognition skills, (b) better understand the effects of word recognition training on reading rate and reading comprehension, (c) understand the effects of long-term word recognition training on reading comprehension, (d) investigate if changes in word recognition components correlate with changes in reading comprehension, and (e) better understand reasons for expected and unexpected outcomes of participants in the study. A total of 248 participants took part in the study. The participants were a combination of first- and second-year economics majors from a private university in western Japan. They were from ten intact classes that were randomly assigned to one of four groups. The first group acted as a comparison group and focused on intensive reading training. The second group did extensive reading and included sustained silent reading. The third group did extensive reading and received word recognition training. The fourth group did extensive reading, word recognition training and timed reading training. All participants took a reading course as part of the required English program that lasted for two 15-week academic terms. The first 30 minutes of each class were used for each group's respective training, and the remaining 60 minutes were used to teach general reading strategies. Quantitative data were gathered using a variety of instruments that included a lexical decision test, an antonym pairs test, a pronunciation test, a reading comprehension test, and a reading rate test. Additional qualitative data were gathered via selected participant interviews and a post-study survey. The results showed that the participants who received word recognition training in conjunction with extensive reading, produced positive changes in reading comprehension. However, only two of the components of word recognition ability improved with training, semantic knowledge and phonological knowledge. This indicated that more focus on specific components of word recognition might provide better scaffolding to foster reading development. The results also indicated that the three treatment groups all performed significantly better than the comparison group in reading rate gain and those improvements were reflected in reading comprehension gains. With respect to word recognition and its impact on reading comprehension, there was evidence showing that word recognition training did positively impact reading comprehension, but that more time might be required than used in this study to see its full impact. Finally, there were data to indicate that there was a correlation between semantic knowledge and reading comprehension. This study shows that although extensive reading is an effective approach to teaching L2 English reading, the addition of word recognition training and timed reading can benefit readers by improving reading comprehension. The addition of word recognition training can assist lower-proficiency readers to automatize low-level cognitive processes such as orthographic, semantic, and phonological processes, and by doing so, reallocate cognitive resources to higher-level cognitive processes such as inferencing and schemata activation required for reading comprehension. Finally, the addition of timed reading seems to have contributed to overall reading rate and reading fluency development.

Author: Paul Nation
Publisher:
ISBN: 9789062568451
Category : Communication, International
Languages : en
Pages : 139

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Author: Nur Afiqah Ab. Rahman
Publisher:
ISBN:
Category : Vocabulary
Languages : en
Pages : 114

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1208

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Book Description

Author: Edward J. Kame'enui
Publisher: Guilford Press
ISBN: 1462504000
Category : Language Arts & Disciplines
Languages : en
Pages : 370

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Book Description
This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.

Author: Susan B. Neuman
Publisher: Teachers College Press
ISBN: 0807771880
Category : Education
Languages : en
Pages : 194

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Book Description
" ... A practical guide designed to help early childhood teachers take advantage of the unique opportunity provided by the common core state standards. It offers strategies for planning and presenting vocabulary instruction and for monitoring children's word learning progress, along with helpful appendices that provide specific guidance on which words to teach"--Cover, page [4].

Author: Bill Honig
Publisher:
ISBN: 9781571286901
Category : Education
Languages : en
Pages : 0

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Book Description
"Prepare students for future success by using effective reading instruction that's proven to work. The Teaching Reading Sourcebook, updated second edition is an indispensable resource that combines evidence-based research with actionable instructional strategies. It is an essential addition to any educator's professional literacy library--elementary, secondary, university."--P. [4] of cover.