...------------------------------------------------- Nursery rhyme From Wikipedia, the free encyclopedia See also: Children's music and Children's song Illustration of "Hey Diddle Diddle", a popular nursery rhyme A nursery rhyme is a traditional poem or song for young children in Britain and many other countries, but usage only dates from the late 18th/early 19th century and in North America the term Mother Goose Rhymes, introduced in the mid-18th century, is still often used.[1] Contents [hide] * 1 History * 1.1 Lullabies * 1.2 Early nursery rhymes * 1.3 19th century * 2 Meanings of nursery rhymes * 3 Nursery rhyme revisionism * 4 Nursery rhymes and education * 5 See also * 6 Notes ------------------------------------------------- History[edit] Lullabies[edit] Main article: Lullaby The oldest children's songs of which we have records are lullabies, intended to help a child sleep. Lullabies can be found in every human culture.[2] The English term lullaby is thought to come from "lu, lu" or "la la" sound made by mothers or nurses to calm children, and "by by" or "bye bye", either another lulling sound, or a term for good night.[3] Until the modern era lullabies were usually only recorded incidentally in written sources. The Roman nurses' lullaby, "Lalla, Lalla, Lalla, aut dormi, aut lacta", is recorded in a scholiumon Persius and may be the oldest to survive.[4] Many medieval English verses associated with the birth of Jesus take...
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...Texting on English Grammar’, posted on The Mountain Gazette in April 2013 by John Lester, the issue of texting’ s effect on English grammar is addressed. The aim of this essay is to critically respond to the views of each author. In Wood’s article, the author maintains two main ideas about the positive development of phonological awareness and the literacy among children because of their texting use. The first opinion is that there is the relation between text abbreviation use and literacy which helps children develop their phonological awareness, reading, spelling and writing. The second one is that research does not support the popular idea that texting negatively affects literacy and grammar. Lester opposes texting’ s use with two main reasons why this brings some negative effects on English grammar. The more texting messages teens send and receive, the more short hand words they use due to their laziness is his first argument. Secondly, the author claims that English grammar is negatively influenced by using punctuation incorrectly because short-handed texting does not need to use it correctly, so teens do not know how important the punctuation is. Dr. Wood and Lester have different arguments about the effect of texting on English grammar and the literacy. Wood’s opinion that texting use can develop the...
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...The development of phonological awareness is foundational to learning to spell and read. The ability to identify and produce rhyming words has been identified as an important component in developing phonological awareness. This unit also provides students with the opportunity to develop their oral language in a non-threatening way through the use of rhymes and rhyming songs and stories. Students will listen to, read, sing and discuss a range of multimodal texts, including stories, songs and rhymes. The focus will be on developing an understanding of rhyme and how it adds to the enjoyment of texts. The initial text interaction will be with the multimodal picture book Look see, look at me! (Norrington & Huxley, 2010). The students will enhance...
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...Awareness About Dyslexia I chose this topic – Awareness About Dyslexia as my term paper because dyslexia caught my attention since I had watched the movie entitled “Every Child Is Special” in one of my major subjects with Mrs. Winona E. Sanque just last year. As the main character, Ishan, never had a chance to be understood by his family, teachers, classmates, and friends. Being sent to a very exclusive school for boys far away from his home, there he also experienced maltreatment and embarrassments. Until one day, an Art substitute teacher came along to his life and change it as well as to all people around him so to me. But this desire of mine in knowing more about dyslexia had been finalized when I read an article in Developmental Reading book entitled “On Being Seventeen, Bright, and Unable to Read” by David Raymond. I start to accept and understand them heartfully. So as I make this term paper I would like to impart my awareness to others as well as they read my researched information I gathered. I. Definition of Dyslexia Dyslexia is a term that refers to many reading disabilities thought to be the result of a disorder in the central nervous system. But most of people began to use the term to describe a broad range of reading problems, and even spelling and writing problems. II. Kinds of Dyslexia There are several types of dyslexia that can affect the child's ability to spell as well as read. "Trauma dyslexia" usually occurs after some form of brain trauma...
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...For instance, the above mentioned notion of distinctive features may help in understanding that the same phonetic feature (e.g. voicing) ¬may be utilized differently in SC and in student’s L1. For instance, voicing is not distinctive in SC, while it is distinctive in Czech; aspiration is distinctive in SC, while it is not distinctive in English. The notion of phonemes and allophones may help in understanding why the same Pinyin letter can represent several rather different sounds (e.g. the letter ‘i’ / the phoneme /i/ is read as [i] in lǐ 里, as [j] in xià 下, as [ɪ] in lái 来, as [ɿ], [ʅ] in zì 字, shì 是). The notion of complementary distribution may help in understanding why ü in the syllables such as ju, qu, xu does not require an umlaut in orthography, while in nü, lü does (the letter ‘u’ represents two different phonemes: /u/ and /ü/). See e.g. Lin Yen-Hwei (2007:138, 2014), Duanmu...
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...Governors State University OPUS Open Portal to University Scholarship Student Theses Spring 2011 Exploring the Effects of Text Messaging on the Spelling Skills of Ninth and 12th Grade Students James G. Muhammad Follow this and additional works at: http://opus.govst.edu/theses Part of the Communication Technology and New Media Commons Recommended Citation Muhammad, James G., "Exploring the Effects of Text Messaging on the Spelling Skills of Ninth and 12th Grade Students" (2011). Student Theses. Paper 32. For more information about the academic degree, extended learning, and certificate programs of Governors State University, go to http://www.govst.edu/Academics/Degree_Programs_and_Certifications/ This Thesis is brought to you for free and open access by OPUS Open Portal to University Scholarship. It has been accepted for inclusion in Student Theses by an authorized administrator of OPUS Open Portal to University Scholarship. For more information, please contact opus@govst.edu. Exploring the Effects of Text Messaging on the Spelling Skills of Ninth and 12th Grade Students By James G. Muhammad B.S., Bowling Green State University, 1976 THESIS Submitted in partial fulfillment of the requirements For the Degree of Master of Arts, With a Major in Communication and Training Governors State University University Park, IL 60466 2011 ii Acknowledgements I am forever grateful to Dr. David Rhea for his counsel, guidance...
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...Read In Kindergarten" and "50 More Books to Read In Kindergarten" lists Showing 50 results Print This List A Splendid Friend, Indeed A Splendid Friend, Indeed (Theodor Seuss Geisel Honor Book (Awards)) Author: Suzanne Bloom Publisher: Boyds Mills Press (2005) Binding: Hardcover, 32 pages IllustratorSuzanne Bloom Item Call NumberE BLOOM When a studious polar bear meets an inquisitive goose, they learn to be friends. Questions to talk about with your child • The polar bear has to be very patient with goose's questions. When was a time you had to be patient? Was it hard to wait? • How would the story be different if the polar bear wasn't patient and lost his temper? How do you think the goose would feel? • Who is your best friend and why? • Do you know what makes a friend? • Can you be friends with someone who is different than you? Fun things to do together • Look at the many colors in Bloom's illustrations. Ask what colors the different objects are. See if your child can locate these colors in his/her room or clothing. • Pack a snack and blanket. Enjoy a picnic outside with your child. • Play "Goose, Goose, Bear" instead of "Duck, Duck, Goose" • Draw a picture of you and your best friend doing something together that you both like. http://www.lexpublib.org/booksinkindergarten 10/28/2010 | Lexington, Kentucky Page 2 of 42 • Have a "Blue / White" color walk. Point out all the different blue and white objects that you can find. Book Skills Loves Books...
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...Unit 9 Project: A Magical Solution for Urban Schools Reading Intervention Programs LaKisha Overton Kaplan University CM220 Professor Kerr March 31, 2014 A Magical Solution for Urban Schools Reading Intervention Programs Reading can be the gateway to a new world. Unfortunately today there are large numbers of inner city elementary school children who struggle with reading daily. For example, “According to the 2012 Maryland School Assessment, 34.5% of Baltimore City 3rd graders are reading below grade level, a figure that is double the state average” (Baltimore City Library Project, 2014, para.1). It’s the duty of inner city school districts to make changes that will embrace the issues which are effecting the academic growth of children. The letters in words are symbols and those letters make sounds. Putting them all together equals reading, and reading is the key to a child’s future independence. That independence allows them to be positive contributors to society. As well as prepare them to maneuver daily technological advances in our society. A child without a solid reading foundation could be led on a path to becoming a high school dropout. “One in six children who are not reading proficiently in the third grade do not graduate from high school on time” (Baltimore City Library Project, 2014, para.1). Many children have low to poor academic achievement. Multisensory reading intervention can be the solution to help break the cycle of poor reading skills amongst children...
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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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...comprehensive account of new theoretical and empirical contributions to reading research. Respectful of the cross-age approach that Pressley took in the last volume (account for progress of beginning readers, adolescent and adult readers— and along the way highlight some pedagogical processes that are salient at all levels, such as word recognition, vocabulary, and comprehension), we took a different approach. We decided to focus on reading as a fundamentally cognitive process that can be influenced by contextual forces at many levels, most notably for education, schools, and policy environments. Thus we deal with the fundamental psychological aspects of reading—word level processes (including subword processes such as phonological awareness and decoding, word reading, and vocabulary, with all of its entailments), and text-level processes as they are grounded in structures, genres, and disciplinary knowledge pursuits. After the account of these cognitive processes, we turn to a setting-level analysis, in which we examine word- and text level processes within schooling (including instruction in English language arts and the subject matters of history and science) and policy contexts. As we unpack each...
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...The Syllable John Goldsmith December 7, 2009 Contents 1 Overview and brief history 1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . 1.2 Sonority waves . . . . . . . . . . . . . . . . . . . . . 1.3 Constituents and structure . . . . . . . . . . . . . . 1.3.1 Pike, Hockett, Fudge: the arboreal view . . . 1.3.2 Syntagmatic and Paradigmatic . . . . . . . . 1.3.3 How to parse CVC . . . . . . . . . . . . . . . 1.4 Syllable timing . . . . . . . . . . . . . . . . . . . . . 1.5 Classical generative phonology . . . . . . . . . . . . 1.6 Pulgram on the syllable . . . . . . . . . . . . . . . . 1.7 Natural phonologies . . . . . . . . . . . . . . . . . . 1.8 Flat structure . . . . . . . . . . . . . . . . . . . . . . 1.9 Metrical phonology . . . . . . . . . . . . . . . . . . . 1.10 Sonority redux . . . . . . . . . . . . . . . . . . . . . 1.11 Slots that hang from trees . . . . . . . . . . . . . . . 1.12 Government relations . . . . . . . . . . . . . . . . . . 1.13 Derived sonority . . . . . . . . . . . . . . . . . . . . 1.14 Optimality theory . . . . . . . . . . . . . . . . . . . 1.15 Must we choose between sonority and constituency? 1.16 Phonotactics . . . . . . . . . . . . . . . . . . . . . . 1.17 Onsets, codas, and word-appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...
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...Resources Online Resources: Digests November 2000 EDO-FL-00-07 What Early Childhood Teachers Need to Know About Language Considerable evidence exists that high-quality early childhood education programs for children from birth to age five can have long-lasting, positive consequences for children's success in school and later in life, especially for children from low-income families (Barnett, 1995; Frede, 1995). However, such programs are not available for all children who need them, nor are all programs of the quality that is necessary to achieve positive outcomes for children. In fact, only about 15% of child care centers are judged to be good or excellent. A recent study of a random sample of Head Start programs found that, while none of the programs was poor, the level of quality varied, and support for language and literacy learning was weak in many programs. Not surprisingly, children in the better quality programs out-performed children in lower quality programs on measures of learning and development (U.S. Department of Health and Human Services, 1998). Overall, Head Start children's expressive language skills were below national norms, but in the better quality programs, children's scores approached or matched those of their middle-class counterparts. Recently, the U.S. Department of Education released a study of the skills and knowledge of a nationally representative cohort of children at entrance to kindergarten showing that social class and other group differences...
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...simplypsychology.org http://www.simplypsychology.org/a-level-memory.html A-level Psychology Memory Revision By Saul McLeod The Multi-Store Model AO1 The multistore model of memory was proposed by Atkinson and Shiffrin and is a structural model. They proposed that memory consisted of three stores: sensory register, short-term memory (STM) and long-term memory (LTM). Information passes from store to store in a linear way. Both STM and LTM are unitary stores. Sensory memory is the information you get from your sense, your eyes and ears. When attention is paid to something in the environment it is then converted to short-term memory. If any information is not important then it decays or disappears. Once in the short term memory informed can be rehearsed and some information is rehearsed and then passed into long term memory. Each store has its own characteristics in terms of encoding, capacity and duration. Encoding is the way information is changed so that it can be stored in the memory. There are three main ways in which information can be encoded (changed): 1. Visual (picture), 2. Acoustic (sound), 3. Semantic (meaning). Capacity concerns how much information can be stored. Duration refers to the period of time information can last in the memory stores. Sensory Register • Duration: ¼ to ½ second • Capacity: all sensory experience (v. larger capacity) • Encoding: sense specific (e.g. different stores for each sense) Short Term Memory • Duration:...
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...variety of AIMSweb reading tests in order to determine whether or not his reading abilities were equivalent to grade level standard scores. The AIMSweb tests were administered because Michael ’s teacher, Ms. Bee, expressed concern about Michael ’s low achievement in a variety of subjects, specifically in English and Literature. Ms. Bee referred Michael for assessment and requested that a reading intervention plan be created for him if necessary. In addition to the AIMSweb tests, Michael was also administered the Test of Auditory Processing Skills- Third Edition (TAPS-3) and the Wechsler Individual Achievement Test- Second Edition (WAIT-II), in order to rule out any potential auditory processing or cognition problems. These measures were important to consider during the creation of an academic intervention plan for Michael Michael ’s ability to perform tasks in phoneme segmentation, nonsense word fluency, reading fluency and reading comprehension were assessed through the AIMSweb tests. Michael ’s auditory processing abilities were tested through the completion of...
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...Emotions & Mindful Listening: The Downplayed Factors in Education Kim Williams Dr. A. Dorsett COMM 2425-04 12/5/12 The learning process, like a finely engineered automobile, is comprised of many key components that are important and necessary for things to properly function. According to the Merriam-Webster Dictionary, learning is defined as “knowledge or skill acquired by instruction or study.” The learning process encompasses much more than just acquiring knowledge. The traditional process of learning is student-centered, but revolves around the artful instruction of a teacher or professor. Students are typically given new information that they are taught to absorb and apply to everyday life. Most instructors try to relate their curriculum to situations that students will find relevant and applicable to conditions or circumstances that have occurred or will occur in the future. Through that technique, the facilitation of comprehending and remembering the material comes into effect. Just as different teachers have varied teaching styles, students also have different ways of learning and affixing meaning to certain information. The Kolb Model of Experiential Learning classifies four modes in the learning cycle. The first mode, concrete experimentation, is learning through doing something. The second mode, reflection, concentrates on thinking about the information relayed. Abstract conceptualization, the third mode, involves...
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