...Chapter 1: Evaluate this chapter’s definition of communication: What are its strengths? In my opinion, the strength of the definition may be one of the simplest aspects; the aspect that communication requires a sender and receiver. Without having someone that is coherent to what you are communicating; the sender is only disposing of information. What are its weaknesses? Personally I would identify communication producing a state of unity as a weakness. Communication can also be used between different groups or people(s) to distinct themselves from one another. Also, it is possible when information is shared and comprehended, both the sender and receiver still may choose to have different beliefs. Thus the phrase “agree to disagree”. If you were asked to improve it in one way, by adding, subtracting, or modifying something, what would you change? The text mentions communication being a “transmission of meaningful information”. If possible, I would remove meaningful from the text. Reason being, is sometimes when we communicate the information we may possibly receive may not be “meaningful” at that particular moment. However, as things and times progress someone may find a past conversation very useful. Recall an incident in which you or an acquaintance experienced a communication breakdown because of a verbal or non-verbal linguistic barrier: There was an incident at work between myself and a co-worker that involved a communication breakdown due to a verbal barrier...
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...retained their skills learned in decoding and word-recognition. Those who received PA intervention were reading at or above the expected level for their age at the follow-up assessment. It is important to remember not every child who receives PA may improve reading...
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...University of South Florida Scholar Commons Graduate School Theses and Dissertations Graduate School 6-1-2010 Effects of reading comprehension and fluency abilities on the N400 event-related potential Annie Hirt Nelson University of South Florida Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the American Studies Commons Scholar Commons Citation Nelson, Annie Hirt, "Effects of reading comprehension and fluency abilities on the N400 event-related potential" (2010). Graduate School Theses and Dissertations. http://scholarcommons.usf.edu/etd/1721 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate School Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact scholarcommons@usf.edu. Effects of Reading Comprehension and Fluency Abilities on the N400 Event-Related Potential by Annie Hirt Nelson A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Childhood Education and Literacy Studies College of Education University of South Florida Major Professor: Mary Lou Morton, Ph.D. Jacqueline Hinckley, Ph.D. Jim King, Ed.D. Richard Marshall, Ph.D. Date of Approval: July 1, 2010 Keywords: syntax, semantics, ERP, N400, sentence structure, children, indexical hypothesis Copyright © 2010, Annie Hirt Nelson ...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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...Note Taking Note taking is an important skill for students to learn. It provides you with the ability to be able to take a personal record of what you are reading or listening to. If we do our own note taking it means that we can provide ourselves with an accurate account, without the possibility of plagiarism. There are many forms of note taking. Linear note taking and pattern note taking are the two main ways to take notes. When I personally take notes, if I am listening to someone and I have to take notes I will write in a linear form, sequential note taking and then later change my notes to a patterned form, spider diagram, so I can make reference to them later. If I am reading, however, I usually go straight to spider diagrams as I find them easier to read at a later date. Although, on the sheet attached, by completing the note taking analysis I have learnt that I need to improve the way I take notes considerably. My time frame to complete this task is one year. My notes are badly organised, not numbered, occasionally hard to understand, I rarely abbreviate and points are not clearly laid out. However, I do write it in my own words and it is generally brief. I plan to work on these points over the next year as well as over the next four weeks. After reflecting on my note taking skills I have learnt that I need to review how I take notes. I plan on using varying ways to take notes from now on. I will vary my note taking with other forms such as mind maps and work on...
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...The course Reading and Writing across the curriculum was expectedly an eye opener for me. As per usual with courses taught by Dr. Saul and Mrs. Rock, I expected to be involved in activities which showed the importance of reading and writing across all subject matter in the curriculum. My first thoughts of reading and writing were that it was linked exclusively to Language Arts but this course has shown the importance of reading and writing throughout the curriculum. The first topic that intrigued me was Chall’s Stages of Reading Development. These six (6) stages show step by step the process of reading development a child undertakes straight up to adulthood. By having an understanding of these stages and the characteristics that children portray in each, a teacher can effectively cater to the needs of the children. For example, in the first stage, the Pre-Reading Stage, aged six (6) months to (6) years, children garner information via being read to by an adult, who responds to and warmly appreciates the child’s interest in books and reading and via play with books, pencils, paper and blocks. This stage creates a foundation for reading and writing as children identify letters and understand words they hear even though they can read few if any at all. Teachers or adults can let children choose books of interest and read them to them consistently to aid in retention of knowledge. Knowledge of Chall’s Stages of Reading Development is also immensely useful when dealing with children...
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...‘A critical analysis of theoretical perspectives related to dyslexia’ In this essay I will be demonstrating the critical understanding of key theoretical perspectives on the cause of dyslexia (phonological processing, magno, cellular and cerebellar aspects. I will also be researching and reviewing relevant literature exploring key issues such as identification, co-morbidity, international views on dyslexia. This essay will allow me to study dyslexia in depth and broaden my knowledge on its identifying characteristics and the underlying causes. About dyslexia Dyslexia is a learning difficulty that affects the brain; this means that the brain is slower on picking up certain things. This can be learning how to...
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...reading and studying focusing on print and online materials ISBN 1-256-09222-3 Keys to Effective Learning: Study Skills and Habits for Success, Sixth Edition, by Carol Carter, Joyce Bishop, and Sarah Lyman Kravits. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. c h a p t e r 7 hanh never had trouble keeping up with her high school reading assignments, but after four weeks of college she is already snowed under. With midterms coming in two weeks, she stays awake at night thinking about how much she has to learn. It seems as if all the reading she has done this term—particularly what she has read on the computer—has gone in one side of her brain and out the other, so she feels she has to start at the beginning. She has the sense that the way she is reading may be a problem, but it worked for her in the past, so why change now? In this chapter . . . you explore answers to the following questions: HOW can SQ3R help you own what you read? p. 190 WHAT improves reading comprehension? p. 200 HOW do you customize a text with highlighting and notes? p. 205 HOW can you read online materials effectively? p. 208 ISBN 1-256-09222-3 © Shutterstock Keys to Effective Learning: Study Skills and Habits for Success, Sixth Edition, by Carol Carter, Joyce Bishop, and Sarah Lyman Kravits. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. Habit for Success ask questions Questions are the backbone of learning. They help...
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...72-76 Poor Study Habit as an Educational Problem Among University Undergraduates In The Contemporary Times And Effective Management Strategies DR.O.O.PITAN . 1, School Of Education . National Open University Of Nigeria. Lagos, Nigeria ABSTRACT :Educational problems are multifaceted and are hindering factors that inhibit the maximal realization of learners’ endowment. These problems could be leaner–resident, school–resident, home-resident or societal–resident. One of the consequences of these problems is academic underachievement and academic failure caused by poor or improper study habit. On the part of the affected students, ethological suggestions to motivate them for achievement and psycho-stimulants to develop their reading skills can be of use in reducing the effect of this educational problem, poor study habit. Studies have established the prevalence of poor study habit among the University undergraduates, which has led to poor performance in home assignments as well as in examinations. Hence, this study focuses on the factors that are capable of precipitating poor study habit which aggravate into educational problems and how they can be effectively managed to increase the level of academic achievement in the average undergraduate .The reduction effect will go a long way to build a nation where mediocrity will soon become a thing of the past. Integrity, as a value, will be further established as examination malpractice will be highly curbed in our...
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...ABSTRACT This study is carried out in order to examine the causes and effects of poor reading habits among junior secondary school students in Ikpoba Okha Local Government Area of Edo State. It has been observed that most JSS students cannot read, for this reason it is the intension of the researcher to look at those factors that make reading a difficult problem for students to examine that likely affects their reading difficult and the nation at large as well as the suggest solutions to this reading difficulty and the nation at large as well as the suggest solutions to this reading difficulty as reading underlines all teaching activities in the schools. This investigation was based on some questions. The analysis of the data collected culminate in the following findings. 1. That non availability of teaching aid and reading materials in school contributed to the reading disability. 2. That physical and mental defects among students also leads to poor reading habits. 3. That the teachers methods of teaching can impede reading progress. 4. That poor reading upbringing and lack of motivation from parents and teachers hinders reading ability. 5. And that the effect of poor reading habits is the cause of failure in the examinations. Based on these findings, the researcher makes some suggestions and recommendations on how to overcome the problems in order to improve students speech and comprehension. TABLE OF CONTENT Chapter One 1.1 Background to...
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...Interventions Sheila Klemann Grand Canyon University Abstract Curriculum Guides for Academic Interventions The following is a curriculum guide intended for special educators to teach reading and writing skills to primary students with EBD. Reading and writing are closely related, mutually supportive linguistic activities. Therefore, developing beginning reading skills through writing activities is an effective approach. Writing requires careful scrutiny of the sound and sequence in order to write words correctly and it is this cognitive process that enables the child to become proficient in the phonetic analysis skills that are the foundation of the reading process. This guide will include principles of effective instruction and some teaching strategies used to address the needs of students with EBD. At times it will refer to principles governing behavior that impact the outcomes of instruction. It will include some instructional lessons for teaching primary reading and writing, the steps to achieve the objectives and assessment procedures to insure the efficacy of interventions. Since there hasn’t been many scientifically based studies of EBD specific to these subjects (Yell, Meadows, Drasgow, & Shriner, 2009), the guide will show how a task analysis can be used to design an effective lesson. Teaching children with EBD is compounded by the fact that their behavior problems are often caused by social and academic failure (Kauffman, 2005)...
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...In my younger days, I thought of the term literacy as being able to physically read a written piece of work. I thought the ability to read was when an individual could actually pick up a book, magazine, or even the daily news, and have the ability to understand the collage or words on the page. Most believe that this simple understanding of what words are on the paper is all there is to know about reading. But what most people do not know, is that there is a much deeper meaning behind the word literacy. Along with being able to actually read a piece of literature, there is also having the ability to determine what that piece actually means or the overall message behind it. This helpful but yet difficult skill to attain is the ability to analyze. Many individuals tend to leave the process of analysis out of the equation when discussing literacy abilities. Some also over look the fact the knowledge gained through reading can be applicable to life in general. Consequently, these talents are not just acquired overnight. Learning to read and understand written words and languages takes time, as there are many more parts to literacy than one would imagine. Although learning to read can prove to be difficult, even for the smartest of children, everyone has to start somewhere. For me, my journey began when I was in kindergarden. My teacher, Mrs. Kroon, had a clever trick to help teach her students how to read. She believed that learning to read starts off with becoming familiar with...
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...This paper explains how and why dyslexia affects our children; it will also explain how it affects students and how we can help them. Those who are unfamiliar with the disability will receive an introduction to dyslexia’s characteristics as well as a description of proven methods which have been most effective in helping dyslexic students achieve success. The goal of this analysis is to provide an overview of why a percentage of our children is having difficulties and determine what is interfering with their ability to learn to read and write. During my observance of these students, I noted that these children have dyslexia. I can now understand why so many frustrated parents of children with learning disabilities (LD) with dyslexia lobbied for the establishment of special classes in schools for children with dyslexia. [P]arents pushed for LD programs in schools for two main reasons: many did not see their failing children as mentally retarded and therefore refused to accept placement for them in classes for the mentally retarded, and schools did not provide services for children with severe reading or language difficulties unless they qualified for an existing special education category. …by the late 1950s, medical and psychological research, combined with parental pressure, led to the development of special school programs to meet the needs of a population of children that always had existed but only recently had been recognized. The ideological message in this interpretation...
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...Miscue Analysis Rhonda Lacefield EDU K-555 Instructor: Sherrie Ashley 12-7-11 Language and Reading Assessments Student Demographics Zavvyona is a 9 year old female who is currently in the fourth grade. She receives instruction in reading, math, science and social studies in a fourth grade classroom daily. Reading instruction is considered Balanced Literacy with provisions such as guided, shared, and independent reading, literacy centers, and writing workshops. Student does not have an Individualized Education Plan, therefore is not in need of special education services. After reviewing current and past marking period grades this student does have a weakness in the area of reading. Most of the student’s weakness is in the area of comprehension. Running Record Assessment Since Zavvyona is a fourth grade student but has trouble with comprehension, I decided to begin at Level A with Running Record Assessment. The results of the assessments are as follows: Level A (32 words – 0 error): 100% accuracy, 100% comprehension Level B (55 words – 0 errors): 100% accuracy, 100% comprehension Level C (79 words) – 1errors): 99% accuracy, 95% comprehension Level D (129 words – 2 errors): 98% accuracy, 95% comprehension Level E (198 words-5 errors): 89% accuracy; 95% comprehension, 100% vocabulary Level F (220 words-4 errors): 90% accuracy, 85% comprehension, 100% vocabulary Miscue Analysis Determining Independent Reading Level Based upon the above results, Zavvyona...
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...In this section, I will list a sequence of events including student-student and teacher-student interactions from my observation. I won’t overwhelmingly display every detail; however, will attempt to list the important aspects, which I will later elaborate on and analyze in the reflection section. In class discussion of the assigned reading (To Kill a Mocking Bird) o After each assigned reading for the day they are given TKAM study questions, which they would have to answer in essay format. Vocabulary exercises o Find Your Partner Students are given vocabulary words to define weekly. And by the end of the week instead of taking a spelling/vocab quiz they’d play a game called “Find Your Partner.” One student would have the vocab word,...
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