Journal articles on the topic 'Comprehension development in 5'
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1
Conner, Peggy S., and Robin S. Chapman. "The development of locative comprehension in Spanish." Journal of Child Language 12, no. 1 (February 1985): 109–23. http://dx.doi.org/10.1017/s0305000900006267.
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ABSTRACTForty monolingual Spanish-speaking Peruvian children ages 3; 6–5; 5 were given a search task to test comprehension of six locative phrases depicting the four spatial relations in front of, in back of, beside and under. Performance improved with age and was best for under (debajo de) and poorest on beside (al costado de, al lado de). There was no evidence that locatives lacking object part terms (delante de for in front of and al costado de for beside) resulted in poorer performance than locatives that included the object part labels (enfrente de, al lado de). Nor was there evidence to support the positive pole hypothesis that in front of items would be easier than behind. Performance was best when the children themselves were the reference object, next best with a fronted object, and poorest with a nonfronted object, suggesting that preschoolers may understand projective locatives with respect to the reference object's intrinsic orientation, rather than imposing their own point of view.
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GOODWIN, ANTHONY, DEBORAH FEIN, and LETITIA NAIGLES. "The role of maternal input in the development of wh-question comprehension in autism and typical development." Journal of Child Language 42, no. 1 (January 24, 2014): 32–63. http://dx.doi.org/10.1017/s0305000913000524.
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ABSTRACTSocial deficits have been implicated in the language delays and deficits of children with autism (ASD); thus, the extent to which these children use language input in social contexts similarly to typically developing (TD) children is unknown. The current study investigated how caregiver input influenced the development of wh-question comprehension in TD children and language-matched preschoolers with ASD. Children were visited at four-month intervals over 1.5 years; mother–child play sessions at visits 1–2 were coded for maternal wh-question use. At visits 3–5 children watched videos in the Intermodal Preferential Looking paradigm, to assess their comprehension of subject and object wh-questions. Mothers' use of wh-questions with verbs and complex wh-questions positively predicted wh-question comprehension in the TD group; in contrast, mothers' use of wh-questions with ‘be’ as the main verb negatively predicted wh-question comprehension in the ASD group. Thus, TD children and children with ASD appear to use their linguistic input differently.
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Matthews, Danielle. "développement des compétences référentielles : gestes, mots et expressions de 9 mois à 5 ans." Travaux neuchâtelois de linguistique, no. 60 (January 1, 2014): 7–20. http://dx.doi.org/10.26034/tranel.2014.2836.
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Over the first 5 years of life children become increasingly effective communicators and remarkably aware of the co-operative nature of communication. Much of the driving force for these developments comes from the scaffolding provided by caregivers and the child's motivation to engage in and repair communicative exchanges. This review charts the development of reference and presents examples from studies of infants' gestural and verbal development and pre-schoolers' comprehension and production of referring expressions.
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Lepola, Janne, Anu Kajamies, Eero Laakkonen, and Pekka Niemi. "Vocabulary, metacognitive knowledge and task orientation as predictors of narrative picture book comprehension: from preschool to grade 3." Reading and Writing 33, no. 5 (January 3, 2020): 1351–73. http://dx.doi.org/10.1007/s11145-019-10010-7.
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AbstractThis is a study of early picture book comprehension, its determinants and later development through primary school. More specifically, picture book comprehension was analyzed longitudinally from age 5 to age 9, delineating the unique contributions of vocabulary, metacognitive knowledge and task orientation to the initial level as well as to the growth of comprehension. A total of 90 Finnish-speaking children participated in the study. The children’s narrative picture book comprehension was assessed at age 5, age 6 and age 9. Vocabulary, metacognitive knowledge and task orientation were evaluated at age 5. Latent growth curve modeling showed a pattern of decreasing achievement gaps in narrative picture book comprehension. Vocabulary and metacognitive knowledge uniquely contributed to the concurrent level of narrative picture book comprehension. The results further showed that metacognitive knowledge and task orientation were positive and statistically significant predictors of the growth of picture book comprehension over and above the initial level of narrative picture book comprehension. These findings add to our knowledge about the development of inter-individual differences in narrative picture book comprehension and the roles of vocabulary, metacognitive knowledge and task orientation in it. They also suggest a novel way to assess the narrative comprehension potential among students with compromised working memory or decoding ability.
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Jumaini, Jumaini. "Development of Reading Comprehension Teaching Materials Using the CIRC Model in Primary School." International Journal of Educational Dynamics 1, no. 1 (January 3, 2019): 162–68. http://dx.doi.org/10.24036/ijeds.v1i1.49.
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motivated by teaching materials that are used by teachers which do not contain the complete reading process (pre-reading, reading, and post-reading). This study aims to develop reading comprehension teaching materials using the CIRC model for elementary school class V that is valid, practical, and effective. This type of research is development research. This study uses the ADDIE model which consists of 5 stages, namely: the stage of analysis, design, development, and implementation, and evaluation. Validity test data is obtained through assessment sheets of teacher and student responses. Effectiveness is seen from the activities of students, assessment of the process and results of the test of reading comprehension of students. Based on the results of the validity, practicality, and effectiveness tests obtained teaching materials that are valid, practical, and effective, and able to improve reading comprehension skills. It can be concluded that teaching reading comprehension materials using the CIRC model developed can be used in reading comprehension learning in grade V of Elementary School.
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BOPP, KAREN D., and PAT MIRENDA. "Prelinguistic predictors of language development in children with autism spectrum disorders over four–five years." Journal of Child Language 38, no. 3 (July 8, 2010): 485–503. http://dx.doi.org/10.1017/s0305000910000140.
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ABSTRACTThis study examined relationships between prelinguistic variables from the MacArthur-Bates CDI and the development of language comprehension and production in children with autism. Forty-four children were assessed at baseline and 6, 12, 24, 33 and 53 months later. Growth Curve Modeling was used to examine the extent to which three composite CDI variables and three CDI item groupings predicted language development over 4–5 years. When examined individually, prespeech and early gestures were significant predictors of change for both comprehension and production, but late gestures were not. In addition, initiating joint attention and games and routines predicted comprehension and production over 4–5 years, and conventional gestures also predicted production. When all factors were considered simultaneously, children's ability to participate in games and routines was the only significant predictor of language production over time. The results are discussed with regard to their implications for understanding the complex factors that affect developmental outcomes.
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Papera, Massimiliano, Anne Richards, Paul van Geert, and Costanza Valentini. "Development of second-order theory of mind: Assessment of environmental influences using a dynamic system approach." International Journal of Behavioral Development 43, no. 3 (February 6, 2019): 245–54. http://dx.doi.org/10.1177/0165025418824052.
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Theory of mind refers to the ability to attribute beliefs to oneself and others. The present study used a dynamic systems approach to assess how environment may affect the development of second-order theory of mind (e.g., “John knows that Mary knows that he went out yesterday”). Theory of mind is divided into two major dimensions: comprehension (i.e., to understand a mental state) and prediction (i.e., to predict someone else’s future behavior or mental state). Two age groups were assessed: 5–6- and 10–11-year-old children. In both age groups, participants were assigned to a condition of “support” (help provided) or “no support” (help not provided). Results show that second-order theory of mind follows a dynamic growth law that depends on support. Support facilitates performance in theory of mind production (i.e., to predict one’s future behavior) for both the 5–6- and 10–11-year-old children. Interestingly, the 5–6-year-olds who received support presented an increase in the second-order prediction performance at the expense of the second-order comprehension, suggesting that a temporary dip in comprehension performance may facilitate the development of mental rules to predict one’s future behavior.
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Strangmann, Iris, Anneke Slomp, and Angeliek van Hout. "Development of Dutch children’s comprehension of subject and object wh-questions." Linguistics in the Netherlands 31 (November 10, 2014): 129–44. http://dx.doi.org/10.1075/avt.31.10str.
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While Dutch welke ‘which’-questions are structurally ambiguous, number agreement cues can disambiguate them. Despite such agreement cues, children misinterpret object questions as subject questions (Metz et al. 2010, 2012; Schouwenaars et al. 2014). We investigated if adding another cue, specifically, topicality in a discourse context, helps the interpretation of which-questions in two groups of Dutch children (5;5, n = 15 and 8;5, n = 21). Using a referent-selection task, we manipulated number on the verb and postverbal NP to create unambiguous wh-questions. Moreover, the questions were preceded by a discourse which established a topic, relating either to the wh-referent or the postverbal NP referent. Nevertheless, both 5- and 8-year-olds misinterpreted object questions as subject questions, ignoring the number and topicality cues to resolve the (local) ambiguity of which-questions. Our results confirm the effect of a subject-first bias in children’s interpretation of wh-questions. We conclude that topicality, in combination with number agreement, is not strong enough to overrule this subject-first bias.
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Domaneschi, Filippo, Simona Di Paola, and Nausicaa Pouscoulous. "The development of presupposition: Pre-schoolers’ understanding of regret and too." Intercultural Pragmatics 19, no. 3 (May 11, 2022): 345–79. http://dx.doi.org/10.1515/ip-2022-3004.
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Abstract Little is known about presuppositional skills in pre-school years. Developmental research has mostly focused on children’s understanding of too and evidence is mixed: some studies show that the comprehension of too is not adult-like at least until school age, while more recent findings suggest that even pre-schoolers can interpret too-sentences in more age-appropriate tasks. Importantly, no study has tested directly, within the same experiment, pre-schoolers’ presupposition understanding in satisfaction versus accommodation, nor with respect to other trigger types. Yet, it is well known that adults’ processing of a presupposition is costlier when accommodation is required and that the type of trigger influences the processing demands. Therefore, both the trigger type and the contextual availability of a presupposition might influence young children’s comprehension. We tested this with a story completion task that assessed 3–5-year-olds’ comprehension of presuppositions activated by either regret or too in contexts that either satisfied the presupposition or required accommodation. Results reveal that pre-schoolers overall exhibit an understanding of presupposition. Crucially, this starkly improves between the age of 3 and 5 and the developmental trajectory depends on both context and trigger type: understanding the presupposition of regret seems easier than that of too for younger children, and less difficulties emerge when the context satisfies the presupposition. Thus, the development of presupposition comprehension in pre-schoolers depends both on the type of trigger and the contextual availability of the presupposition – satisfied versus requiring failure repair.
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Roch, Maja, Kate Cain, and Christopher Jarrold. "Reading for Comprehension in Individuals with Down Syndrome, Autism Spectrum Disorder and Typical Development: Similar or Different Patterns of Ability?" Brain Sciences 11, no. 7 (June 22, 2021): 828. http://dx.doi.org/10.3390/brainsci11070828.
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Reading for meaning is one of the most important activities in school and everyday life. The simple view of reading (SVR) has been used as a framework for studies of reading comprehension in individuals with Down syndrome (DS). These tend to show difficulties in reading comprehension despite better developed reading accuracy. Reading comprehension difficulties are influenced by poor oral language. These difficulties are common in individuals with DS and autism spectrum disorder (ASD), but they have never been compared directly. Moreover, the components of reading for comprehension have rarely been investigated in these populations: a better understanding of the nature of reading comprehension difficulties may inform both theory and practice. The aim of this study was to determine whether reading comprehension in the two populations is accounted for by the same component skills and to what extent the reading profile of the two atypical groups differs from that of typically developing children (TD). Fifteen individuals with DS (mean age = 22 years 4 months, SD = 5 years 2 months), 21 with ASD (mean age = 13 years 2 months, SD = 1 year 6 months), and 42 TD children (mean age = 8 years 1 month, SD = 7 months) participated and were assessed on measures of receptive vocabulary, text reading and listening comprehension, oral language comprehension, and reading accuracy. The results showed similar levels in word reading accuracy and in receptive vocabulary in all three groups. By contrast, individuals with DS and ASD showed poorer non-word reading and reading accuracy in context than TD children. Both atypical groups showed poorer listening and reading text comprehension compared to TD children. Reading for comprehension, investigated through a homograph reading accuracy task, showed a different pattern for individuals with DS with respect to the other two groups: they were less sensitive to meaning while reading. According to the SVR, the current results confirm that the two atypical groups have similar profiles that overlap with that of poor comprehenders in which poor oral language comprehension constrains reading for comprehension.
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Shofi, Ahmad Thoyyib, and Wardatul Jannah. "Developing Mobile Learning Application as Instructional Media for Reading Comprehension." Al-Lisan 7, no. 2 (August 30, 2022): 198–224. http://dx.doi.org/10.30603/al.v7i2.2739.
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Students nowadays are no longer enjoy reading printed books. They mostly read from their mobile phone or computers' screens. Teachers need to encourage students to read and comprehend texts. Teachers should adopt and adapt technology in teaching reading comprehension to students in light of the rapidly changing existence of technology. The purpose of this research is to develop appropriate media for learning reading. This research has employed Research and Development design based on ADDIE model. This model is used for media development by requiring 5 stages, namely: 1) Analysis, 2) Design, 3) Development, 4) Implementation, and 5) Evaluation. The research subjects are the tenth graders and the English teacher. Both the media and language experts validated the developed product. The instruments used in the needs analysis are questionnaires for the students and interviews with the English teacher. The final result is in the form of a mobile application that suits the needs of teachers and students. This media consists of 63 slides. The size of this mobile application is 52 Mb. The developed application consists of three main menus and eleven sub-menus. They are the intro page, loading section, menu page, materials page, core competence page, vocabulary building page, learning summary page, exercise page, glossary page, verb form page, user’s guide page, lesson plan page, description of the product page, and exit page. The result of this research could be seen in the enthusiasm, development, and students’ interest in mobile application media. Therefore, it is recommended for teachers to use mobile applications in teaching reading and for other developers to develop applications for the learning process.
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Nippold, Marilyn A., and Michael P. Sullivan. "Verbal and Perceptual Analogical Reasoning and Proportional Metaphor Comprehension in Young Children." Journal of Speech, Language, and Hearing Research 30, no. 3 (September 1987): 367–76. http://dx.doi.org/10.1044/jshr.3003.367.
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In contrast to the common assumption that young children have little or no ability to reason by analogy or to comprehend proportional metaphors, the present study demonstrated that children as young as age 5 years have an emerging ability to solve both verbal and perceptual proportional analogy problems and to detect the meanings of proportional metaphoric sentences. These results were largely because the experimental tasks were designed to minimize the number of factors that would restrict the performance of young children. The results indicated that the years between 5 and 7 mark a steady improvement in analogical reasoning and proportional metaphor comprehension, but that children ages 5, 6, and 7 display a wide-ranging ability in these areas. It was also found that perceptual analogical reasoning was statistically related to verbal analogical reasoning and to proportional metaphor comprehension, and that perceptual analogical reasoning and proportional metaphor comprehension were both statistically related to receptive vocabulary development.
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Ciullo, Stephen, Emily Ely, John William McKenna, Kat D. Alves, and Michael J. Kennedy. "Reading Instruction for Students With Learning Disabilities in Grades 4 and 5: An Observation Study." Learning Disability Quarterly 42, no. 2 (November 14, 2018): 67–79. http://dx.doi.org/10.1177/0731948718806654.
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Researchers conducted an observation study to explore the instructional practices of special education teachers ( N = 20) responsible for teaching reading to students with learning disabilities in Grades 4 and 5. With this study, researchers addressed gaps in previous related literature and improved understanding of how teachers spend their time teaching reading. Researchers observed 80 lessons and found that special educators addressed a wide range of instructional skills. The majority of teachers provided targeted phonics instruction, and overall, minimal instructional time was lost due to off-task behavior. Consistent with previous studies, teachers predominantly monitored reading comprehension by asking questions after reading, while reading comprehension strategy instruction accounted for a smaller proportion of instructional time. Researchers conducted focus groups to explore teachers’ perceptions of professional development and determine needs for future teacher training and research.
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Oppenheimer, Louis. "Development of Recursive Thinking: Procedural Variations." International Journal of Behavioral Development 9, no. 3 (September 1986): 401–11. http://dx.doi.org/10.1177/016502548600900309.
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Sixty children participated in two studies designed to investigate the development of recursive thinking. They were from three age groups with ages 5, 7, and 9 years. To achieve this aim, Miller, Kessel and Flavell's (1970) task assessing children's abilities to conceptualize thought structures was presented in two versions. In the first study, employing the same procedure as used by Miller et al., the results reported by the latter authors were replicated. In the second study, in which a verbal comprehension, instead of a verbal production procedure was employed, the results indicated that the understanding of the recursive nature of thought appeared approximately two years earlier than with the original procedure.
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Wisniewski, Elaine C., Judith J. Isaacson, and Steven M. Hall. "Development and Evaluation of Safety Symbols for Landscaping Products." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 51, no. 18 (October 2007): 1109–13. http://dx.doi.org/10.1177/154193120705101812.
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This project involved developing symbols to replace existing text-based warnings provided on 10 different types of landscaping products. Using symbols would eliminate the need to translate and print the text in multiple languages, reducing the amount of non-applicable information and reducing the space necessary to print the safety information on the product. ANSI Z535.3–2002, ISO 9186–2001, and ISO 3864–2002 were considered in the design, development, and testing of the symbols, including the use of acceptance criteria for open-ended comprehension testing of 85 percent correct responses with a maximum of 5 percent critical confusions (assuming a sample of 50 respondents). Seven hundred and nine participants represented three different spoken languages. Sixty-one symbols and symbol sets were developed and tested; all except three symbols (gas/oil mixture, use identical replacement parts, brushcutter accessories) passed the ANSI Z535.3 acceptance criteria for comprehension. The process of developing symbols for various types of hazards across products is discussed as are challenges associated with conforming to recommendations and requirements of multiple, sometimes conflicting standards.
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DEACON, S. HÉLÈNE, and JOHN R. KIRBY. "Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development." Applied Psycholinguistics 25, no. 2 (April 2004): 223–38. http://dx.doi.org/10.1017/s0142716404001110.
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Given the morphophonemic nature of the English orthography, surprisingly few studies have examined the roles of morphological and phonological awareness in reading. This 4-year longitudinal study (Grades 2–5) compared these two factors in three aspects of reading development: pseudoword reading, reading comprehension, and single word reading. Morphological awareness contributed significantly to pseudoword reading and reading comprehension, after controlling prior measures of reading ability, verbal and nonverbal intelligence, and phonological awareness. This contribution was comparable to that of phonological awareness and remained 3 years after morphological awareness was assessed. In contrast, morphological awareness rarely contributed significantly to single word reading. We argue that these results provide evidence that morphological awareness has a wide-ranging role in reading development, one that extends beyond phonological awareness.
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Wehmeier, Carina Marie. "Development of narrative macrostructure in monolingual preschoolers in Germany and impact of socio-economic status and home literacy environment." ZAS Papers in Linguistics 62 (September 12, 2019): 52–75. http://dx.doi.org/10.21248/zaspil.62.2019.443.
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The aim of this paper is to analyse the development of narrative macrostructure and the impact of socio-economic status (SES) and home literacy environment (HLE) on the narrative macrostructure of monolingual preschoolers in Germany when retelling and telling a story. The analysis of narrative macrostructure includes three components: story structure, story complexity, and story comprehension. Oral narratives were elicited via Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). 198 monolingual children between age 4;6 and 5;11 participated (M=63 months, SD=5 months). The comparison of narrative macrostructure in three age groups (4;6 to 4;11 years, 5;0 to 5;5 years, 5;6 to 5;11 years) illustrate significant age effects in story structure, story complexity and story comprehension skills. There were weak significant positive correlations of some of these skills with aspects of socio-economic status and home literacy environment, for example between story comprehension skills and the educational background, the frequency and duration of the child’s exposure to books and the number of books in the household.
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Sommit, Pongsakorn. "Developing a Process to Promote Reading Comprehension of Students in the Thai Language Department, Faculty of Education, Chiang Rai Rajabhat University." Journal of Curriculum and Teaching 11, no. 8 (November 15, 2022): 376. http://dx.doi.org/10.5430/jct.v11n8p376.
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This research was aimed at 1) creating a process to promote reading comprehension skills of students in the Thai language department, Faculty of Education, Chiang Rai Rajabhat University, 2) studying the process effectiveness, and 3) evaluating students' satisfaction with the process. The sample group consisted of 25 students in the Thai language department, Faculty of Education, Chiang Rai Rajabhat University, year 1 of the academic year 2020, selected by a Purposive Sampling method using the reading scores of the entrance examination. The research tools included 1) reading comprehension assessment forms prior and after using the process, 2) the process to promote reading comprehension, 3) reading comprehension practice form, 4) student satisfaction assessment form for the process. The research results presented the the process of enhancing reading comprehension ability, which consisted of 5 development stages, namely the evaluation stage, the stage of problem recognition and knowledge creation, the collaborative training stage for comprehension, the individual comprehension training stage and the reading comprehension evaluation stage. It was found that (1) the process had and efficiency of 84.34 /87.49, (2) students had higher reading comprehension ability, and (3) the student satisfaction with the process was in a high level.
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Spencer, Trina D., Howard Goldstein, Elizabeth Spencer Kelley, Amber Sherman, and Luke McCune. "A Curriculum-Based Measure of Language Comprehension for Preschoolers: Reliability and Validity of the Assessment of Story Comprehension." Assessment for Effective Intervention 42, no. 4 (February 28, 2017): 209–23. http://dx.doi.org/10.1177/1534508417694121.
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Despite research demonstrating the importance of language comprehension to later reading abilities, curriculum-based measures to assess language comprehension abilities in preschoolers remain lacking. The Assessment of Story Comprehension (ASC) features brief, child-relevant stories and a series of literal and inferential questions with a focus on causal and predictive inference skills surrounding the main story grammar components and a novel vocabulary word. Following an overview of the iterative development process and pilot studies, this article presents preliminary evidence of the fidelity of administration, reliability of scoring, alternate form reliability, and validity of the ASC. In all, 237 preschoolers, ages 3 to 5 years old, participated in this study. Fidelity of administration and scoring reliability averaged over 90%. Concurrent validity with two established language measures revealed correlations ranging from .67 to .81. Test–retest reliability and internal consistency also indicated high levels of reliability for this new tool; however, alternate form reliability results suggest further work is needed. Preliminary results indicate that the ASC holds promise as a viable curriculum-based measure that early childhood educators can use for monitoring preschoolers’ progress in language comprehension.
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Filiatrault-Veilleux, Paméla, Caroline Bouchard, Natacha Trudeau, and Chantal Desmarais. "Comprehension of Inferences in a Narrative in 3- to 6-Year-Old Children." Journal of Speech, Language, and Hearing Research 59, no. 5 (October 2016): 1099–110. http://dx.doi.org/10.1044/2016_jslhr-l-15-0252.
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Purpose This study aimed to describe the development of inferential abilities of children age 3 to 6 years in a narrative using a dialogic reading task on an iPad. Method Participants were 121 typically developing children, divided into 3 groups according to age range (3–4 years old, 4–5 years old, 5–6 years old). Total score of inferential comprehension, subscores by causal inference type targeting elements of the story grammar, and quality of response were examined across groups. Results Inferential comprehension emerged early, from 3 to 4 years old, with considerable interindividual variability. Inferential comprehension scores increased significantly in relation to age, leading to developmental steps with regards to the type of causal inferences. The ability to infer the problem of the story, the internal response of a character, and predictions were easier starting at age 4 years. Then, the 5- to 6-year-olds were better able to infer the goal, the attempt to solve the problem, and the resolution. Last, between the ages of 3 and 6 years, children improved in terms of the quality of response they provided. Conclusion This study addresses important gaps in our knowledge of inferential comprehension in young children and has implications for planning of early education in this realm.
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Rokhaniyah, Hesti, and Shoffin Nahwa Utama. "Developing IELTS Material through Schoology to EFL Learners’ Listening Comprehension." Langkawi: Journal of The Association for Arabic and English 5, no. 2 (December 27, 2019): 102. http://dx.doi.org/10.31332/lkw.v5i2.1426.
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This research aims at developing IELTS listening practice tests through Schoology based on the users' needs: teachers and learners of the International Relation Department of University of Darussalam Gontor. This research applied Research and Development (R&D) design. The subjects were three IELTS listening instructors together with first semester learners encountering six meetings for IELTS listening practice tests of this on-going-semester. The findings of the research illustrated that (1) stages of IELTS listening practice tests development implemented in this research were such as need survey, materials development, validation of instruction and expert, revision, try out, revision, and final product; (2) the created product was recorded material of IELTS listening practice tests uploaded in Schoology platform, the instructors’ guide, and learners’ worksheet; (3) the product was composed of IELTS listening practice tests 1 to 6 for the first semester; (4) the criteria for IELTS listening materials are based on IELTS syllabus and the other criteria including practicality, level of difficulty, style of delivery, speed of delivery, and language content; (5) the materials of IETLS listening practice tests were appropriate for EFL learners as those materials were relevant to learners’ need and level of learners’ English ability; (6) IELTS listening practice tests could enhance learners’ excitement to learn IELTS.
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Savic, Maja, Masa Popovic, and Darinka Andjelkovic. "Children’s comprehension of the verbal aspect in Serbian." Psihologija, no. 00 (2021): 3. http://dx.doi.org/10.2298/psi191120003s.
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The aim of the study was to investigate how Serbian native speaking preschool children comprehend perfective and imperfective aspect in comparison to adults. After watching animated movies with complete, incomplete and unstarted actions, the participants were asked questions with a perfective or imperfective verb form and responded by pointing to the event(s) that corresponded to each question. The results converged to a clear developmental trend in understanding of aspectual forms. The data indicate that the acquisition of perfective precedes the acquisition of imperfective: 3-year-olds typically understand only the meaning of perfective; most 5-year-olds have almost adult-like understanding of both aspectual forms, while 4-year-olds are a transitional group. Our results support the viewpoint that children's and adults? representations of this language category differ qualitatively, and we argue that mastering of aspect semantics is a long-term process that presupposes a certain level of cognitive and pragmatic development, and lasts throughout the preschool period.
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Davison, Mark L., Gina Biancarosa, Sarah E. Carlson, Ben Seipel, and Bowen Liu. "Preliminary Findings on the Computer-Administered Multiple-Choice Online Causal Comprehension Assessment, a Diagnostic Reading Comprehension Test." Assessment for Effective Intervention 43, no. 3 (October 5, 2017): 169–81. http://dx.doi.org/10.1177/1534508417728685.
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The computer-administered Multiple-Choice Online Causal Comprehension Assessment (MOCCA) for Grades 3 to 5 has an innovative, 40-item multiple-choice structure in which each distractor corresponds to a comprehension process upon which poor comprehenders have been shown to rely. This structure requires revised thinking about measurement issues (e.g., reliability and interpretation of incorrect responses for diagnostic purposes). Using data from a pilot study, the article presents descriptive statistics on correct responses, incorrect responses, and comprehension rate. It also presents reliability data for correct responses and incorrect responses as well as construct validity data on correct responses. Implications for diagnosis and remediation of poor inferential comprehension are discussed.
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Wijekumar, Kausalai, Andrea Beerwinkle, Debra McKeown, Shuai Zhang, and R. Malatesha Joshi. "The “GIST” of the reading comprehension problem in grades 4 and 5." Dyslexia 26, no. 3 (January 5, 2020): 323–40. http://dx.doi.org/10.1002/dys.1647.
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Borràs, Judith, and Àngels Llanes. "Investigating the impact of a semester-long study abroad program on L2 reading and vocabulary development." Study Abroad Research in Second Language Acquisition and International Education 6, no. 2 (September 22, 2021): 276–97. http://dx.doi.org/10.1075/sar.21015.bor.
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Abstract This study investigates the impact that a semester-long study abroad program has on the L2 reading and vocabulary development of a group of Catalan/Spanish bilinguals learning English as an L2 (n = 30). Another objective is to determine whether gains in participants’ vocabulary and reading – if any – are related to their initial L2 proficiency and L2 vocabulary level. Participants were administered (1) a reading text, (2) the Updated Vocabulary Levels Test, (3) a written essay, (4) a placement test and (5) an online questionnaire before and after their SA experiences. The results suggest that the sojourn was positive for participants’ reading comprehension, receptive vocabulary and lexical accuracy, but not for reading fluency, lexical fluency, lexical density and lexical sophistication. It was also found that the students’ initial L2 vocabulary and proficiency level were related to gains in receptive vocabulary and reading comprehension.
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Sanders, Sara, Mickey Losinski, Robin Parks Ennis, Jessica Lane, Warren White, and Jim Teagarden. "Use of Self-Regulated Strategy Development to Improve Comprehension of Elementary Students with and At-Risk for E/BD." Education and Treatment of Children 43, no. 1 (February 19, 2020): 21–33. http://dx.doi.org/10.1007/s43494-020-00003-5.
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Abbott, Robert D., Michel Fayol, Michel Zorman, Séverine Casalis, William Nagy, and Virginia W. Berninger. "Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension During Early and Middle Childhood." Canadian Journal of School Psychology 31, no. 4 (July 24, 2016): 305–21. http://dx.doi.org/10.1177/0829573516640336.
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Two longitudinal studies of word reading, spelling, and reading comprehension identified commonalities and differences in morphophonemic orthographies—French (Study 1, n = 1,313) or English (Study 2, n = 114) in early childhood (Grade 2)and middle childhood (Grade 5). For French and English, statistically significant concurrent relationships among these literacy skills occurred in Grades 2 and 5, and longitudinal relationships for each skill with itself from Grades 2 to 5; but concurrent relationships were more sizable and longitudinal relationships more variable for English than French especially for word reading to reading comprehension. Results show that, for both morphophonemic orthographies, assessment and instructional practices should be tailored to early or middle childhood, and early childhood reading comprehension may not be related to middle childhood spelling. Also discussed are findings applying only to English, for which word origin is primarily Anglo-Saxon in early childhood, but increasingly French in middle childhood.
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Lempert, Henrietta. "Preschool children's sentence comprehension: strategies with respect to animacy." Journal of Child Language 12, no. 1 (February 1985): 79–93. http://dx.doi.org/10.1017/s0305000900006243.
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ABSTRACTIn a between-subjects design, 105 children aged 2; 5–5; 5 enacted their interpretation of passive and inverted cleft (IC) sentences in which animacy was systematically varied. Two agent strategies were found at 3;0: dynamic agent and word order. For ICs, the word order strategy persisted at 4;0, but the dynamic agent approach was replaced by an animate agent strategy. For passives, 4-year-olds mostly used structural relations, either regardless of agent and patient animacy (50 % of children), or only for animate patients (30% of children). The latter finding is discussed in terms of topicalization priorities.
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Andjelkovic, Darinka, Nadezda Krstic, Maja Savic, Oliver Toskovic, and Nevena Budjevac. "Assessment of grammar comprehension: Adaptation of TROG for Serbian language." Psihologija 40, no. 1 (2007): 111–32. http://dx.doi.org/10.2298/psi0701111a.
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In this study we present our adaptation and preliminary standardization of Test for Reception of Grammar TROG (Bishop, 1989) for Serbian language. TROG is a receptive test of grammatical structures, constructed primarily for an assessment of grammatical development and detection of children with Specific Language Impairment (SLI). Due to the lack of standardized tests for language development in our clinical community, TROG is selected for adaptation as a test which includes two components relevant for discrimination of children with language difficulties: a) measure of receptive abilities and b) distinguishing knowledge of grammar from semantic aspect of comprehension. Preliminary standardization was done on a sample of 335 participants between 4 and 7 years of age, divided into 8 age subsamples. Since dynamic of language change at early ages is faster, age samples covered range of 3 months at the ages 4;0-4;2, 4;3-4;5, 4;6-4;8, 4;9-4;11, and range of 6 months at the ages 5;0-5;5, 5;6-5;11, 6;00-6;05, 6;06-6;11. Analyses have revealed that the first version of Serbian TROG is discriminative for the differences between age samples, but discrimination is smaller then it was expected. The test discriminates three age-samples (4;0-4;8, 4;9-5;5, and 5;6-6;11). It is easier for the children older then 5 years, which causes statistical significance of discrimination to tilt within a narrow margin around 0,05. Reliability of the whole instrument is estimated very high - between 0,86 and 0,91, depending on the method of estimation. However, reliability estimated for particular blocks (grammatical structure) revealed that internal consistency of blocks is not homogeneous. This finding prevents reliable estimation of competence for particular structures, and makes difficult to define which contrast is understood by a child and which is not. Furthermore, internal inconsistency of blocks may also be additional source of low discrimination of test for children older then 5. Further improvement of test, balancing of items and inclusion of additional grammatical structures in order to get a wider range of age discrimination is required. This will be done in future research.
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Qodir, Abdul, Luqman Baehaqi, and M. Zaini Miftah. "Developing materials of listening comprehension for the English department students." Journal on English as a Foreign Language 6, no. 1 (March 25, 2016): 1. http://dx.doi.org/10.23971/jefl.v6i1.379.
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<p>This study was designed to develop appropriate listening materials based on the needs of users namely the teachers and the students of the English Department of IAIN Palangka Raya. The Research and Development (R&D) design was applied in this study. The research subjects were four listening instructors and the first-semester students (freshmen) who encountered fourteen meetings of this on-going semester. The findings showed that (1) the stages of the listening materials development such as needs survey, developing materials, expert and instructors validation, revision, try out of materials, revision, and final product; (2) the product is in the form of compact disc recorded materials, an instructor’s guide, and a students’ worksheet; (3) the product consists of 14 units for semester 1; (4) the criteria for selecting materials are based on the existing syllabus and the criteria such as language, content, style of delivery, length, speed of delivery, attractiveness, practicality, level of difficulty and effectiveness; (5) the materials are appropriate for the students since they are relevant to the students’ need, interest, and level of students’ English ability; and (6) the listening activities can improve the students’ motivation to learn English.</p><em></em><em></em>
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Chapman, Robin S., Scott E. Schwartz, and Elizabeth Kay-Raining Bird. "Language Skills of Children and Adolescents With Down Syndrome." Journal of Speech, Language, and Hearing Research 34, no. 5 (October 1991): 1106–20. http://dx.doi.org/10.1044/jshr.3405.1106.
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This study investigates the development of vocabulary and syntax comprehension skills cross-sectionally in 48 children and adolescents with Down syndrome (Trisomy 21), aged 5–20 years, in comparison to 48 control children aged 2–6 years matched statistically for nonverbal mental age and mother’s years of education. Age-equivalent scores on vocabulary (PPVT-R) and syntax (TACL-R) comprehension tests differed in the Down syndrome group but not the control group; vocabulary comprehension was relatively more advanced than syntax Ageequivalent scores on nonverbal cognitive subtests of pattern analysis and short-term memory for bead arrangements (Stanford-Binet, 4th ed.) also differed for the Down syndrome group but not the control group, indicating an unusual pattern of nonverbal cognitive function in the Down syndrome group. Stepwise multiple regression analyses showed that chronological age and ean mental age, collectively, accounted for 78% of the variability in vocabulary comprehension and 80% of the variability in syntax comprehension in the Down syndrome group, with total passes on a hearing screening accounting for an additional 4% in each case Implications for research are discussed
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Draper, Kim, and Nic Spaull. "Examining oral reading fluency among Grade 5 rural English Second Language (ESL) learners in South Africa? An analysis of NEEDU 2013." South African Journal of Childhood Education 5, no. 2 (December 7, 2015): 34. http://dx.doi.org/10.4102/sajce.v5i2.390.
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The ability to read for meaning and pleasure is arguably the most important skill children learn in primary school. One integral component of learning to read is Oral Reading Fluency (ORF), defined as the ability to read text quickly, accurately, and with meaningful expression. Although widely acknowledged in the literature as important, to date there have been no large-scale studies on ORF in English in South Africa, despite this being the language of learning and teaching for 80% of ESL students from Grade 4 onwards. We analyze data provided by the National Education and Evaluation Development Unit (NEEDU) of South Africa, which tested 4667 Grade 5 English Second Language (ESL) students from 214 schools across rural areas in South Africa in 2013. This included ORF and comprehension measures for a subset of 1772 students. We find that 41% of the sample were non-readers in English (<40 Words Correct Per Minute, WCPM) and only 6% achieved comprehension scores above 60%. By calibrating comprehension levels and WCPM rates we develop tentative benchmarks and argue that a range of 90-100 WCPM in English is acceptable for Grade 5 ESL students in South Africa. In addition we outline policy priorities for remedying the reading crisis in the country.
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Fridberg, Elisabeth, Edward Khokhlovich, and Andrey Vyshedskiy. "Watching Videos and Television Is Related to a Lower Development of Complex Language Comprehension in Young Children with Autism." Healthcare 9, no. 4 (April 6, 2021): 423. http://dx.doi.org/10.3390/healthcare9040423.
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The effect of passive video and television watching duration on 2- to 5-year-old children with autism was investigated in the largest and the longest observational study to date. Parents assessed the development of 3227 children quarterly for three years. Longer video and television watching were associated with better development of expressive language but significantly impeded development of complex language comprehension. On an annualized basis, low TV users (low quartile: 40 min or less of videos and television per day) improved their language comprehension 1.4 times faster than high TV users (high quartile: 2 h or more of videos and television per day). This difference was statistically significant. At the same time, high TV users improved their expressive language 1.3 times faster than low TV users. This difference was not statistically significant. No effect of video and television watching duration on sociability, cognition, or health was detected.
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Xie, Songqiao. "The developmental trajectory of mandarin Chinese-speaking children’s pure metonymy comprehension ability." Forum for Linguistic Studies 4, no. 1 (August 19, 2022): 78. http://dx.doi.org/10.18063/fls.v4i1.1457.
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This empirical study investigates Chinese children’s developmental trajectory of pure metonymy comprehension. In the light of the experiment design in Jiang’s (2019) and Köder and Falkum’s (2020) studies, the present study, adopting a quantitative approach, employed a modified behavioral experiment and an eye-tracking experiment. Drawing on the experimental data, the study finds that: a) children’s metonymy comprehension performance showed a tendency towards the U-shape in the behavioral experiment tasks; b) children’s target (metonymy) fixation proportion, however, developed with age in the eye-tracking tasks; c) children’s metonymy comprehension not only developed with age but also showed different features in different difficulty levels of metonymies. Thus, this study explains the U-shape by arguing that age-4 and -5 children’s pure metonymy comprehension ability can be masked not only by a literal preference reported in Köder and Falkum’s (2020) study but also by the high randomness of task results of the age-3 participants and the high level of difficulty of culture-related metonymies. Moreover, the study also argues that year six is a crucial stage for children’s metonymy comprehension development, which provides implications for children’s early figurative language education.
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Flanigan, Beverly Olson. "Anaphora and Relativization in Child Second Language Acquisition." Studies in Second Language Acquisition 17, no. 3 (September 1995): 331–51. http://dx.doi.org/10.1017/s0272263100014236.
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The focus of this study is the development of control over anaphoric reference and relativization by children learning ESL in a pull-out classroom employing little overt grammar instruction. Twenty-three children aged 6.5–14 representing ESL proficiency levels 3–5 on the Bilingual Syntax Measure (BSM)were given paper-and-pencil tests to determine comprehension of anaphoric (reflexive and pronominal)reference in English; in addition, they were tested on both comprehension and production of restrictive relative clause types (SS, SO, OO, and OS)in English. Scores were higher on reflexives than on pronominals, with length of residence significant in ambiguous references. Relative clause interpretation varied significantly with proficiency level, but production was not predictable from general proficiency except at BSM level 5, and then only on SO and SS relativization. Transfer from the L1 was minimal. It is concluded that exposure and overall L2 proficiency, rather than age or L1 background, are the most significant factors in the development of these generally untaught and untested “late-learned” rules.
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Bu, Xiaofan, Peter HF Ng, Ying Tong, Peter Q. Chen, Rongrong Fan, Qingping Tang, Qinqin Cheng, Shuangshuang Li, Andy SK Cheng, and Xiangyu Liu. "A Mobile-based Virtual Reality Speech Rehabilitation App for Patients With Aphasia After Stroke: Development and Pilot Usability Study." JMIR Serious Games 10, no. 2 (April 7, 2022): e30196. http://dx.doi.org/10.2196/30196.
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Background Stroke has the highest disability-adjusted life-years lost in any disease, and approximately one-third of the patients get aphasia. Computers and tablets are innovative and aid in intensive treatments in speech rehabilitation for patients with aphasia. However, mechanical training limits the help to patients. Objective This study aims to provide a framework for an integrated virtual reality (VR) app to provide speech rehabilitation for patients with aphasia. Methods The content was generated through an in-depth literature review and discussion with experienced rehabilitation physicians and occupational therapists. We then conducted a 2-round Delphi study with 15 experts from hospitals and universities to rate the content using a 5-point Likert scale. The app was developed by an interdisciplinary team involving VR, medical science of rehabilitation, and therapeutic rehabilitation. Pilot usability testing of this novel app was conducted among 5 patients with aphasia, 5 healthy volunteers, 5 medical staff, and 2 VR experts. Results We designed 4 modules of speech rehabilitation: oral expression, auditory comprehension, cognition, and comprehensive application. Our VR-based interactive and intelligent app was developed to provide an alternative option for patients with aphasia. Pilot usability testing revealed user satisfaction with the app. Conclusions This study designed and tested a novel VR-based app for speech rehabilitation specifically adapted to patients with aphasia. This will guide other studies to develop a similar program or intelligent system in a clinical setting.
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Ellis-Smith, Clare, Catherine J. Evans, Fliss EM Murtagh, Lesley A. Henson, Alice M. Firth, Irene J. Higginson, and Barbara A. Daveson. "Development of a caregiver-reported measure to support systematic assessment of people with dementia in long-term care: The Integrated Palliative care Outcome Scale for Dementia." Palliative Medicine 31, no. 7 (October 25, 2016): 651–60. http://dx.doi.org/10.1177/0269216316675096.
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Background: Symptom burden is common for long-term care residents with dementia which if untreated compromises quality of life. Measurement tools can support assessment of symptoms and problems but are not widely used in long-term care settings. We developed the Integrated Palliative care Outcome Scale for Dementia derived from the Palliative care Outcome Scale, Palliative care Outcome Scale–Symptom and Integrated Palliative care Outcome Scale. Aim: To examine the content validity, acceptability and comprehension of Integrated Palliative care Outcome Scale for Dementia for routine use in long-term care settings for people with dementia and to refine Integrated Palliative care Outcome Scale for Dementia. Design: A multi-method qualitative study consisting of focus groups, semi-structured interviews and cognitive interviews. Setting/participants: Three residential long-term care settings in London, UK. Focus group and semi-structured interview participants included caregiver staff, family, general practitioners and district nurses. Caregiver staff were sampled purposively for cognitive interviews. Results: A total of 26 respondents participated in the focus groups ( n = 21) or semi-structured interviews ( n = 5) and 10 caregiver staff completed cognitive interviews. Additional symptoms and problems included agitation, wandering, sleep problems, communication problems and diarrhoea. Refinements or lay terms were required to improve comprehension and consistency of item response for nausea, drowsiness, delusions/hallucinations, agitation, loss of interest, communication problems and interaction. A video presentation was required to support comprehension of instructions and assessment of verbally compromised residents. Conclusion: Integrated Palliative care Outcome Scale for Dementia is a comprehensive and acceptable caregiver-reported measure to detect symptoms and problems in dementia. It is suitable for caregiver staff without professional training as it has been refined and tailored to maximise caregiver expertise, ready for further psychometric testing.
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Perry, Lynn K., Emily N. Mech, Maryellen C. MacDonald, and Mark S. Seidenberg. "Influences of speech familiarity on immediate perception and final comprehension." Psychonomic Bulletin & Review 25, no. 1 (May 1, 2017): 431–39. http://dx.doi.org/10.3758/s13423-017-1297-5.
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Dawes, Emily, Suze Leitão, Mary Claessen, and Robert Kane. "A randomized controlled trial of an oral inferential comprehension intervention for young children with developmental language disorder." Child Language Teaching and Therapy 35, no. 1 (December 13, 2018): 39–54. http://dx.doi.org/10.1177/0265659018815736.
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Although children with developmental language disorder demonstrate poor inferential comprehension, few studies have evaluated the effect of interventions to improve inferencing. This study aimed to investigate the efficacy of a small-group intervention designed to improve oral inferential comprehension of narrative discourse. Thirty-seven 5- to 6-year-old children with developmental language disorder participated. The participants were randomly allocated to the oral inferential comprehension (IC) intervention or a control phonological awareness (PA) intervention. Small-group sessions took place twice a week over 8 weeks. Participants were assessed on narrative comprehension and phonological awareness skills pre- and post-intervention, and after a maintenance period of 8 weeks. Compared to the control PA group, the participants in the IC group demonstrated a significant increase in inferential comprehension scores from pre- to post-intervention, which was maintained over time. In addition, the IC group scored significantly higher than the PA group for inferential comprehension on a post-intervention generalization measure. There was no significant difference between the two groups for literal comprehension scores at any assessment point. The results demonstrate that the small-group intervention was effective at improving inferential comprehension of narratives in 5- to 6-year-old children with developmental language disorder. Additionally, generalized improvement was shown across the narrative context, and improvements were maintained two months following the intervention.
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Morelos, Reinel Lazaro. "Development and Validation of Learning Resource Materials in Upgrading Comprehension Skills of Senior High School Students." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 2 (February 12, 2021): 153–61. http://dx.doi.org/10.11594/ijmaber.02.02.10.
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This study sought to develop and evaluate learning resource material in upgrading reading comprehension skills of Grade 11 to meet the pressing need of Doňa Candelaria Meneses Duque National High School. The researcher utilized the descriptive survey method which uses questionnaires as the primary tools in gathering desired data information. There were two sets of questionnaire which were used in the study. The first questionnaire is the Reading Diagnostic Test while the second research instrument is the evaluation tool for the developed learning resource materials. The subjects of this study are in two groups: one hundred twenty three (123) randomly selected Grade 11 senior high school students at Doña Candelaria Meneses Duque National High School (DCMDNHS) at Bulakan, Bulacan during the school year 2017-2018; and five ESL teachers, who evaluated the resource materials. The data collected were encoded and entered into the matrix using the computer software of Microsoft Excel with the following statistical procedures: frequency distribution, percentage score, mean, total mean and standard deviation. Based on the results of the diagnostic test, the researcher developed the learning resource materials, and these were validated by five ESL teachers using a 5- point Likert Scale in terms of the following criteria: objectives, contents, vocabulary, usefulness and presentation. Generally, after the evaluation, the overall mean gained of the instructional materials is 4.72, interpreted as “Excellent”. This computed overall mean attests and suggests that the developed learning resource materials in reading are acceptable. The study recommends that the language teachers need to provide the students the means towards maximum growth in accordance with their reading ability. The teachers must help students acquire basic comprehension skills and strategies in sequential reading program designed to reinforce the skills and appreciation of previous skills acquired and to develop new skills that are needed. Likewise, it is also suggested that the administrators should conduct or sponsor programs and inservice trainings to ensure the necessary updated innovations on the preparation and development of instructional materials, particularly in reading comprehension skills. Further, future researchers should conduct a research-driven strategy that can improve the reading comprehension skills of the students.
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Liu, Kai, Xin Liu, An Yang, Jing Liu, Jinsong Su, Sujian Li, and Qiaoqiao She. "A Robust Adversarial Training Approach to Machine Reading Comprehension." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 05 (April 3, 2020): 8392–400. http://dx.doi.org/10.1609/aaai.v34i05.6357.
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Lacking robustness is a serious problem for Machine Reading Comprehension (MRC) models. To alleviate this problem, one of the most promising ways is to augment the training dataset with sophisticated designed adversarial examples. Generally, those examples are created by rules according to the observed patterns of successful adversarial attacks. Since the types of adversarial examples are innumerable, it is not adequate to manually design and enrich training data to defend against all types of adversarial attacks. In this paper, we propose a novel robust adversarial training approach to improve the robustness of MRC models in a more generic way. Given an MRC model well-trained on the original dataset, our approach dynamically generates adversarial examples based on the parameters of current model and further trains the model by using the generated examples in an iterative schedule. When applied to the state-of-the-art MRC models, including QANET, BERT and ERNIE2.0, our approach obtains significant and comprehensive improvements on 5 adversarial datasets constructed in different ways, without sacrificing the performance on the original SQuAD development set. Moreover, when coupled with other data augmentation strategy, our approach further boosts the overall performance on adversarial datasets and outperforms the state-of-the-art methods.
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Baltakienė, Jolanta, and Gražina Valeikaitė. "THE IMPORTANCE OF DEVELOPING SENSES IN PRESCHOOL AGE CHILDREN FOR BETTER COMPREHENSION COMPETENCE." Natural Science Education in a Comprehensive School (NSECS) 22, no. 1 (April 15, 2016): 17–23. http://dx.doi.org/10.48127/gu/16.22.17.
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The child recognizes the world through his senses: tasting, touching, smelling, seeing, hearing, and moving. Sensory experience - is the first cognition of the world. Therefore, we create a positive learning environment for children recognize and identify their feelings, understand new information. Children gain the experience and acquire knowledge first of all through the play. There are the certain tools, toys and materials which are needed to meet cognitive demand in each child's development level. The project "I will perceive the world in this way" has been lasted for one academic year in order to educate and empower the children's senses. The project goal: Encourage each child to explore the world through the basic 5 senses. The project participants: 4-5 years old children. Three new games have been played and practical activity has been organized each month. After project children have expanded empowerment of their senses. They gained not only theoretical, visual knowledge about nature and environment practice, but also had heightened tasting, hearing, touching senses and perception. Key words: sensory experience, cognition process, visual knowledge.
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Camaioni, Luigia, and Anna Paola Ercolani. "The Role of Comparison Activity in the Development of Referential Communication." International Journal of Behavioral Development 11, no. 4 (December 1988): 403–13. http://dx.doi.org/10.1177/016502548801100401.
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The hypothesis that a significant relation exists between referential communication performance and comparison performance was investigated. A pretest-test design was adopted in which two comparison tasks-a "comprehension task" and a "match to sample task"-were selected for the pretest and other two tasks-different versions of the Krauss and Glucksberg referential communication task-were employed for testing children's communicative effectiveness. One hundred and fifty Italian children ranging in age from 5 years 1 month to 8 years 5 months served as subjects for the pretest. Sixty-four children, equally divided into four groups (young-low, young-high, old-low, oldhigh) on the basis of both age and the comparison performance level achieved in the pretest tests, were tested on the two versions of the Krauss and Glucksberg task. As expected, the results indicated that the ability to compare in non-communicative tasks was significantly related to communication effectiveness in referential tasks. In particular, younger children classified as high on comparison skills consistently exhibited communicative performances similar to those of older children classified as low on comparison skills.
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Казаков, Михаил, Michael Kazakov, Ксения Макарова, and Kseniya Makarova. "NEW PUBLIC DIPLOMACY AND INDEPENDENT EXPERT APPRAISAL: APPROACHES AND INTERCONNECTIONS." Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 2016, no. 1 (June 25, 2016): 5–9. http://dx.doi.org/10.21603/2500-3372-2016-1-5-9.
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The paper presents the general characteristics of public diplomacy and independent expert appraisal and describes the concepts’ interconnections which is extremely important for further research. The conclusion was drawn with consideration of comprehension and application of the soft power theory in Russia. It states that the development of the civil society institutes remains a state initiative. On the one hand, this assumption contradicts the idea of cooperative effort, on the other hand, the state creates artificial conditions for stimulation of the civil institutions which is logical considering the insufficient development of the civil society.
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GÜNAYDIN, Yusuf, and Mustafa BAŞARAN. "The Predictive Power of Reading Comprehension, Attitude Toward Sciences, Test Technique, And Science Subject Matter Knowledge In Predicting Pisa Scientific Literacy Test Total Score." Participatory Educational Research 9, no. 6 (November 1, 2022): 206–20. http://dx.doi.org/10.17275/per.22.136.9.6.
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The purpose of this study is to identify to what extent that the reading comprehension, question types, attitude toward science, test method, and subject matter knowledge predict the PISA scientific literacy scores of the students. The study uses the method of correlational research, which is a type of quantitative research method. We reached out to 321 students who were randomly chosen using the method of cluster sampling. Five separate tests were used in the study: PISA 2015 science literacy test, 12 gap-filling exercises were asked to determine the students’ level of surface reading comprehension, Five open-ended questions were asked to determine the in-depth reading comprehension level of the students, 5-point Likert scale composed of 13 items was used to determine the students’ attitude toward sciences, 20 multiple-choice questions with 5 choices, regarding four units of the eighth-grade sciences curriculum and a 5-point Likert scale composed of 10 items was used to determine to what degree students use clues to guess the correct answer when solving multiple-choice tests. The research showed that the students’ PISA scientific literacy scores, and the scores that they got in the multiple-choice and open-ended questions of PISA scientific literacy test were strongly positively correlated with the independent variables of the research (surface reading comprehension, in-depth reading comprehension, scientific subject matter knowledge, attitude toward sciences, using test techniques).The independent variables of the research set forth the 43% of the variance of the PISA scientific literacy test total scores, 46% of the variance of the success score in open-ended questions, and 34% of the variance of the success score in multiple-choice questions. The research also reached the conclusion that the students performed much better in multiple-choice questions compared to the open-ended questions about the same text (situation/problem).
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Sokolov, Jeffrey L. "Cue validity in Hebrew sentence comprehension." Journal of Child Language 15, no. 1 (February 1988): 129–55. http://dx.doi.org/10.1017/s0305000900012095.
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ABSTRACTThis study investigated the degree to which cue validity, as estimated from textual analyses, predicts the actual strength of grammatical cues as they are used by speakers of Hebrew. An experiment was conducted to determine the differential strengths of the linguistic cues employed by Hebrew speakers when assigning the role of patient in sentences. Monolingual Hebrew-speaking subjects 4, 5, 7, and 9 years old, as well as adults, were tested using a sentence-picture verification task. Six cues were included in the study: word order, the accusative object marker, the reflexive noun phrase and three verbal derivations. By presenting subjects with sentences which set these cues in competition with one another, a measure of the strength of each cue was obtained. The results of a regression analysis revealed strong positive correlations between estimated cue validities and actual cue strengths for all but the youngest age groups. These results were interpreted as suggesting that cue validity is highly predictive of actual cue strengths. In addition, the strengths of the six cues varied as a function of the subject's age. Two additional factors were hypothesized to account for the performance of the older subjects: increased sensitivity to the reliability of cues and discourse-based constraints.
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Hopp, Holger, Anja Steinlen, Christina Schelletter, and Thorsten Piske. "Syntactic development in early foreign language learning: Effects of L1 transfer, input, and individual factors." Applied Psycholinguistics 40, no. 05 (July 23, 2019): 1241–67. http://dx.doi.org/10.1017/s0142716419000249.
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AbstractThis study explores parallels and differences in the comprehension of wh-questions and relative clauses between early foreign-language (FL) learners and monolingual children. We test for (a) effects of syntactic first-language (L1) transfer, (b) the impact of input on syntactic development, and (c) the impact of individual differences on early FL syntactic development. We compare the results to findings in child second language (L2) naturalistic acquisition and adult FL acquisition. Following work on adult FL acquisition, we carried out a picture-based interpretation task with 243 child FL learners in fourth grade at different regular, partial, and high-immersion schools in Germany plus 68 monolingual English children aged 5 to 8 years as controls. The child FL learners display a strong subject-first preference but do not appear to use the L1 syntax in comprehension. Input differences across different schools affect overall accuracy, with students at high-immersion FL schools catching up to monolingual performance within 4 years of learning. Finally, phonological awareness is implicated in both early FL learning and naturalistic child L2 development. These findings suggest that early FL development resembles child L2 acquisition in speed and effects of individual factors, yet is different from adult FL acquisition due to the absence of L1 transfer effects.
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Pinkham, Ashley M., Tanya Kaefer, and Susan B. Neuman. "Taxonomies Support Preschoolers’ Knowledge Acquisition from Storybooks." Child Development Research 2014 (March 25, 2014): 1–10. http://dx.doi.org/10.1155/2014/386762.
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For young children, storybooks may serve as especially valuable sources of new knowledge. While most research focuses on how extratextual comments influence knowledge acquisition, we propose that children’s learning may also be supported by the specific features of storybooks. More specifically, we propose that texts that invoke children’s knowledge of familiar taxonomic categories may support learning by providing a conceptual framework through which prior knowledge and new knowledge can be readily integrated. In this study, 60 5-year olds were read a storybook that either invoked their knowledge of a familiar taxonomic category (taxonomic storybook) or focused on a common thematic grouping (traditional storybook). Following the book-reading, children’s vocabulary acquisition, literal comprehension, and inferential comprehension were assessed. Children who were read the taxonomic storybook demonstrated greater acquisition of target vocabulary and comprehension of factual content than children who were read the traditional storybook. Inferential comprehension, however, did not differ across the two conditions. We argue for the importance of careful consideration of book features and storybook selection in order to provide children with every opportunity to gain the knowledge foundational for successful literacy development.
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Hübscher, Iris, Núria Esteve-Gibert, Alfonso Igualada, and Pilar Prieto. "Intonation and gesture as bootstrapping devices in speaker uncertainty." First Language 37, no. 1 (November 2, 2016): 24–41. http://dx.doi.org/10.1177/0142723716673953.
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This study investigates 3- to 5-year-old children’s sensitivity to lexical, intonational and gestural information in the comprehension of speaker uncertainty. Most previous studies on children’s understanding of speaker certainty and uncertainty across languages have focused on the comprehension of lexical markers, and little is known about the potential facilitation effects of intonational and gestural features in this process. A total of 102 3- to 5-year-old Catalan-speaking children participated in a comprehension task which involved the detection of uncertainty in materials that combined lexical, intonational and gestural markers. In a between-subjects design, the children were either administered the lexical condition (where they were exposed to lexical and gestural cues to uncertainty) or the intonation condition (where they were exposed to intonational and gestural cues to uncertainty). Within each condition, three different presentation formats were used (audio-only, visual-only and audio-visual) in a within-subjects design. The results indicated that all the children performed better overall when they had gestural cues present. Furthermore, in comparison with the older group, the younger group was more sensitive to intonational marking of speaker uncertainty than to lexical marking. This evidence suggests that the intonational and gestural features of communicative interactions may act as bootstrapping mechanisms in early pragmatic development.
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Currie, Laura Anne. "‘Mr Homunculus the Reading Detective’: A cognitive approach to improving reading comprehension." Educational and Child Psychology 16, no. 1 (1999): 37–42. http://dx.doi.org/10.53841/bpsecp.1999.16.1.37.
Full textAbstract:
Research into reading has focused increasingly on the concept of metacognition and its application to the development of children’s reading and comprehension. Ongoing research continually adds to a growing theoretical base. In parallel with this has been the developing practice within primary schools of using novel studies as a vehicle for introducing ‘higher order reading skills’ (that is, inferential levels of understanding and analysis of text). There has been an apparent validation of this methodology and reinforcement of the importance of teaching higher order reading skills, by both the Department for Education and Employment (in the National Curriculum) and the Scottish Office Education Department (1991) in the 5-14 English Language Curriculum Guidelines. This paper outlines the research in the area of metacognition as applied to reading comprehension and describes a reading programme, Mr Homunculus the Reading Detective, designed to help teachers teach children how to comprehend.