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Relevant bibliographies by topics / Language/Reading Centre

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Academic literature on the topic 'Language/Reading Centre'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "Language/Reading Centre"

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Halim, Nadiah, Marina Mohd Arif, and Kaarthiyainy Supramaniam. "Enhancing Reading Comprehension through Metacognitive Reading Strategies and Peer Tutoring among Year 7 Students at a Home School Centre." Asian Journal of University Education 16, no. 1 (April 27, 2020): 22. http://dx.doi.org/10.24191/ajue.v16i1.8981.

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Many students in Malaysia lack proficiency in the English language, from difficulty understanding the meaning of the text to inferring the text. The use of explicit instruction to introduce reading comprehension skills are also rarely employed in the classroom. This study investigated how metacognitive reading strategies and peer tutoring improved Year 7 students’ reading comprehension at a home-school centre. A total of 20 Year 7 students took part in this research, whereby 10 students were placed in the controlled group and 10 students in the experimental group. Students in the experimental group were exposed to 12 weeks of training on metacognitive reading strategies and peer tutoring session. In addition, IGCSE reading comprehension, learning journals and a semi-structured interview were employed to collect data from the experimental group. A paired sample t-test was conducted to analyse the quantitative data of this study whereas document analysis and thematic analysis were used to analyse the qualitative data. The results obtained from this study indicated that metacognitive reading strategies have assisted students to use suitable techniques to comprehend the reading text and answer the reading comprehension questions. In addition, peer tutoring aids student by having their peers translate meaning of the texts in their native language, explain how to properly use the metacognitive reading skills as well as provide guidance and support in the classroom. Therefore, the findings of this study are significant as it suggests the difficulty of students to adapt to new strategies in a short time; hence, they should be exposed at primary level. Keywords: Metacognitive reading strategies, peer tutoring, reading comprehension, home- school centres.

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Sakdiah, Halimatus, and Delfi Eliza. "Implementation of language development for children in daycare." Aṭfāluna: Journal of Islamic Early Childhood Education 4, no. 1 (June 30, 2021): 31–38. http://dx.doi.org/10.32505/atfaluna.v4i1.2457.

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Language development activities in daycare are essential because they can increase children's vocabulary. This study aims to determine how the process of implementing children's language development activities in daycare centres. This study uses the qualitative method. The data were collected by observing the language development of children aged 2-4 years at the Twin Course Daycare and interviewing six caregivers there. The study results showed that the implementation of language development in the Twin Course daycare centre was carried out well. It can be seen from how the teacher applies it in daily activities by reading stories, playing games that can stimulate children's language, listening to the radio, dancing, and responding to children. Therefore, research related to the effective implementation of the language development program can be studied further.

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Townsend, Chris. "Nature and the Language of the Sense: Berkeley's Thought in Coleridge and Wordsworth." Romanticism 25, no. 2 (July 2019): 129–42. http://dx.doi.org/10.3366/rom.2019.0414.

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Though George Berkeley's name appears in a number of studies of British Romantic poetry, sustained readings of his influence on poets of the period are scarce. This is in large part because our modern understanding of Berkeley as an idealist philosopher often precludes us from seeing the role that his theory of nature as a divine language played in poetic conceptions of the relations between mind, world, and God. In this essay I explore the writings of Coleridge and Wordsworth from the 1790s, sketching as complete a picture as possible of their knowledge of Berkeley, and offering readings of Berkeleian moments in their poetry. These moments, which draw Berkeley's ideas into a complex dialogue with philosophical materialism, centre around a rhetoric of semblance – in which the world can ‘seem’ less gross than bodily. I offer this reading as a step towards a fuller understanding of the Romantic understanding of Berkeley.

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Basir, Noriha, Ameer Fuhaili Mohamad Hashim, Sharmini Abdullah, Noor Asliza Abdul Rahim, Masturah Sabri, Afifah Hanani Yusuf, Wan Norhaizar Harun, and Dipima Buragohain. "“Talking Phonics for Autism”: Developing A Multi-Purpose Touch Screen Technology Software Application Which Utilizes Sound Articulation Point to Teach Autistic Children." MATEC Web of Conferences 150 (2018): 05040. http://dx.doi.org/10.1051/matecconf/201815005040.

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This paper aims to examine the potentials of the multi-purpose touch screen technology application which utilizes a sound articulation point software called "TALKING PHONICS FOR AUTISM"as an alternative method of teaching phonics to autistic children. "TALKING PHONICS FOR AUTISM"is developed via a collaborative effort between the Centre of International Languages (CIL) and the School of Human Development and techno Communication (iKOM), University Malaysia Perlis (UniMAP). The reading skills of autism children are developed intofive (5) levels ofMalay reading comprehension skills. The first level consists of open syllables - vowels and consonants. The following consecutivethree levels comprised of closed syllables. The fourth level introduces vocal sequence while the fifth level constitutes of Malay language loans. The Malay-language dialect phonological theory by Tajul Aripin Kassin (2000) which is based on Clements &Keysher's (1980) Generative Booking Generic Fonology Model (CV) forms the theorectical framework of this paper.

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Ventouris, A., and Th Rousoulioti. "Text readability measurement for Understanding Reading: the readability software of Centre for the Greek Language." Kathedra of Byzantine and Modern Greek Studies, no. 6 (April 15, 2020): 111–33. http://dx.doi.org/10.29003/m1368.2658-7157.2020_6/111-133.

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van Eijnatten, Joris. "The Language of all the Earth Confounded, or, Directional Pluralism." Philosophia Reformata 60, no. 1 (December 17, 1995): 55–62. http://dx.doi.org/10.1163/22116117-90000087.

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In the following I offer several comments on a recent discussion by Sander Griffioen and Richard Mouw on modern pluralism. Pluralisms and Horizons (Mouw & Griffioen, 1993) is a deceptively small book of wide compass, which for three reasons makes interesting reading. First, the authors have much to say on one of the current hot-items in Western civilization: pluralism. Second, they take their point of departure in Christian philosophy, and more specifically in the Reformed tradition. And third, they unite a principled stance based on Christian faith with an openminded readiness to seriously take issue with many different points of view. Their book is in my opinion worth reading merely as an exemplary exercise in intellectual tolerance. The following offers, then, for what it is worth, a short and limited critique of some aspects of Pluralisms and Horizons. Since I am especially interested in the history of Christian thought, and since Philosophia Reformata is historically and philosophically rooted in the Reformed tradition, my criticism will particularly centre on Calvinist (or, if you will, Calvinian) thought. I have two specific objections to the views put forward by Mouw and Griffioen. Both are connected with the idea of “directional pluralism” upon which the authors elaborate; both centre on my contention that the authors fail to appreciate the nature of modern (Dutch) culture.

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Obilişteanu, Georgeta, and Brânduşa-Oana Niculescu. "Teacher Control In The Second Language Classes." International conference KNOWLEDGE-BASED ORGANIZATION 21, no. 2 (June 1, 2015): 618–23. http://dx.doi.org/10.1515/kbo-2015-0105.

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Abstract An important aspect taken into consideration in making the distinction between the traditional and the modern methodologies used in teaching a second language is related to the control exercised by the teacher in managing the foreign language environment. The traditional methodology is largely teacher-centred, with the teacher playing a very dominant role as the organizer and the controller of all classroom activities, as well as the evaluator of the learners’ performance. The modern methodology is learner-centred, allowing students to take centre stage and get a hands-on practical experience of using the language for communicative purposes. Nevertheless, this distinction should not lead to the diminishing of the teacher’s power and authority since making the shift from the teacher as total controller of all that happens in the class to mediator/facilitator supposes a multitude of roles that he/she has to assume within the classroom. The efficiency of a foreign language teacher can be determined by the level of development of the language competences as mirrored in the learners’ listening, reading, writing and speaking skills. The necessity and importance of classroom teaching control must be emphasized, as well as the roles a teacher plays in achieving the objectives proposed for each lesson.

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Cervi, David A. "Gaijin revisited." English Today 6, no. 4 (October 1990): 17–18. http://dx.doi.org/10.1017/s0266078400005071.

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In response to reading Peter Duppenthaler's interesting article Gaijin (ET Jul 89), in which he explored the word gaijin and some of the meanings it has for Japanese, I conducted in Japanese a survey among 34 Japanese students studying English in Australia at Sydney English Language Centre.

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Stubbs, Michael. "Book reviews : The spoken vocabulary of five-year-old children Bridie Raban University of Reading: Reading and Language Information Centre, 1988. 152pp." Child Language Teaching and Therapy 5, no. 3 (October 1989): 349–50. http://dx.doi.org/10.1177/026565908900500312.

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Jaiswal, Preeti. "Enhancing Comprehension by Effectively Using Reading Strategies." English Language and Literature Studies 8, no. 4 (November 28, 2018): 14. http://dx.doi.org/10.5539/ells.v8n4p14.

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The paper examined the reading strategies used by ESL learners at University of Bahrain to comprehend academic material. It investigated the interdependence between the use of reading strategies by ESL learners’ and their reading comprehension attainment. To accomplish this goal, three instruments were used: a survey of the Metacognitive Awareness of Reading Strategies Inventory (MARSI) by Mokhtari and Sheorey (2002) and a Pre-reading comprehension test and Post-reading comprehension test and a paired sample t-test. The paper used quantitative data collected from 100 students studying in the Foundation Program at the English Language Centre and Department of Applied Studies at University of Bahrain. The findings of this research showed a notably positive relationship between the use of cognitive and metacognitive reading strategies by the students and their reading comprehension achievement. The compilation of the quantitative data, displayed that students practiced Global Reading Strategies appreciably, followed subsequently by Support Reading Strategies and Problem Solving Reading Strategies.

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Dissertations / Theses on the topic "Language/Reading Centre"

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Mikhaylova, Marina Vasilyevina. "Validation of the Reading Level Achievement Test of the English Language Center." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2884.pdf.

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Krumpe, Jo Anne. "Effects of a computer-assisted language intervention in a rural Nevada center." abstract and full text PDF (free order & download UNR users only), 2006. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3239877.

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Vasishth, Shravan. "Working Memory in Sentence Comprehension: Processing Hindi Center Embeddings." Connect to this title online, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1023402958.

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Thesis (Ph. D.)--Ohio State University, 2002.
Title from first page of PDF file. Document formatted into pages; contains xxiii, 252 p.; also includes graphics. Includes abstract and vita. Advisor: Shari Speer, Dept. of Linguistics; Richard Lewis, Dept. of Psychology, University of Michigan. Includes bibliographical references (p. 240-252).

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Bellew, Sheilah Marie. "Integrating folk literature into a meaning center curriculum." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/709.

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Keil, Valerie. "Impact of Childcare Center Programs on Reading Achievement of English Language Learner Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3614.

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Some children struggle to learn the academic skill of reading. Providing effective assistance to struggling students, especially to English Language Learners (ELLs), can be a challenge for teachers. The purpose of this study was to examine the impact of childcare programs on the reading achievement of ELLs in kindergarten and first grade. Vygotsky's sociocultural theory along with developmentally appropriate practices constituted the theoretical framework. The overarching research question examined differences in overall reading achievement of ELLs based on the completion of formal childcare programs. A causal-comparative design was used with a cluster sample drawn from a United States federal database of 3,214 ELLs divided into 2 groups: children who participated in formal childcare (FC) programs and those with no formal childcare (NFC). Four independent-samples t tests were performed to compare reading achievement of FC and NFC participants from the fall 2010 kindergarten class (FC n = 1,348, NFC n = 1,414), spring 2011 kindergarten class (FC n = 1,485, NFC n = 1621), fall 2011 first grade class (FC n = 650, NFC n = 698), and spring 2012 first grade class (FC n = 1,482, NFC n = 1,622). Using the Bonferonni method to reduce Type I errors due to familywise analyses, the a priori alpha level decreased to 0.0125. ELL students who participated in formal preschool childcare programs achieved higher scores in reading throughout kindergarten and first grade. Based on these findings, a project was developed for family childcare providers to use to facilitate literacy development. Positive social change may result from ensuring that more children begin kindergarten and first grade with a foundation of reading skills needed for ongoing learning and academic success.

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Mohamed, Hana. "Student centred intercultural interactive processing model of reading EFL fiction in the Libyan context." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232406.

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Using literary texts in the EFL classroom has been widely practised in the field of EFL teaching and learning. Many scholars ascertain that English literary texts provide language learners with a kind of authentic language used by native speakers in real contexts. Research studies in the EFL field illustrate that EFL learners' problems in reading English literary texts are due to two main reasons. Firstly, the complex structure of literary texts. Secondly, lack of familiarity with the cultural content of English literary texts. However, the present study sets out to suggest that collaborative work in the classroom can bridge learners' difficulties in constructing the meaning of literary texts. In Libyan universities, learners in the Department of English Language and Linguistics study literature for a considerable period of their university program. The present research suggests a new model to improve the teaching of literary short fiction in one of the English departments in Libyan universities. The new model emphasizes three main tenets: 1. The role of background knowledge in processing literary short fiction. The background knowledge includes not only knowledge of English language but also familiarity with cultural content of the literary text as well as the formal organization of the literary texts. 2. Since language and culture are intertwined, the approach focuses on developing Libyan learners' cultural and intercultural awareness. 3. The approach suggests the use of Learning Conversations as a scaffolding procedure that allows more interaction and negotiation for co-constructing the meaning of the text. The study adopts a qualitative research approach. The investigation is carried out across three phases. Phase 1 focuses on the assessment of the Libyan EFL participant problems in reading literary texts by interviewing the ten participants and using a diagnostic test. The second phase is interventional. It seeks to investigate learners' development in constructing the meaning of literary text through the suggested scaffolding procedure (i.e. Learning Conversations). The third phase of the investigation explores learners' reflections on the effectiveness of interactive work in reading literature. The study aims at providing evidence of Libyan EFL learners' perspective of the new model and the development of their understanding.

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Silveira, Maria Elisa Knust. "The contribution of a reading-centred programme to the teaching of English in Brazilian primary schools." Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294688.

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Rees-Mitchell, Sioux Annette. "A qualitative study supporting the development of a community family literacy center in isolated communities." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3230.

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The purpose of this study is to provide a community with the resources necessary to help children become proficient readers. This qualitative study explored the literature on attributes of successful Community Family Literacy Centers and before and after school tutoring programs. Community Family Literacy Centers are localized places where families can build literacy skills in a supportive and safe environment.

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Crawford, James E. "Writing Center Practices in Tennessee Community Colleges." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2899.

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The objective of this study was to develop a profile of writing centers in twelve community colleges governed by the Tennessee Board of Regents. This profile included how they were established, how they are funded and staffed, what services are provided and to whom, how training is provided for staff, and how technology is incorporated. More important than the profile itself, however, was an analysis of successful and unsuccessful practices, especially those related to governance, structure, and training of staff, as revealed through the perceptions and experiences of writing center directors. Because electronic technology has transformed the craft of writing, and its teaching, the analysis extended to the ways in which this technology should be integrated into writing center programs. To construct a profile of current writing center structure and practice, a survey instrument was created and administered by telephone during the spring of 1998. The survey was followed by on-site interviews with four writing center directors which focused on strategies for improving campus support for services, recruiting and training tutors, and providing services electronically. Tennessee community college writing centers vary in their primary clientele with almost half providing comprehensive services to all writers on campus and half serving primarily developmental writers. Perhaps because of this developmental orientation there continues to be a stigma attached to writing centers. Community colleges in Tennessee could enhance the stature of their writing centers by conferring faculty and full-time status on the director, offering more comprehensive services, especially tutorial services, to writers of all levels of ability and from all departments. While a substantial body of literature on writing center philosophy and practice has developed during the last twenty years, much of it failed to address the limitations inherent in community colleges pertaining to admissions policies, non-residential and part-time students, and length of time required to complete a degree. This study identified assumptions, practices, and goals which are universal as well as those which are unique among community college writing centers within the Tennessee Board of Regents system and attempted to anticipate future needs as these centers continue to evolve into the new millennium.

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Hermann, Tammy Ann. "Literacy learning centers in a second grade classroom." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1820.

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Books on the topic "Language/Reading Centre"

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Momani, Kawakib. Towards a process approach in the teaching of reading at Yarmouk University Language Centre. Salford: University of Salford, 1985.

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Gorman, T. P. Reading in recession: A report on the "Comparative reading survey" from the Centre for Research in Language and Communication, National Foundation for Educational Research. Slough: NFER, 1992.

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The literacy center: Contexts for reading and writing. 2nd ed. Portland, Me: Stenhouse Publishers, 2002.

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The literacy center: Contexts for reading and writing. York, Me: Stenhouse Publishers, 1997.

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Friedlander, Eli. Signs of sense: Reading Wittgenstein's Tractatus. Cambridge, Mass: Harvard University Press, 2001.

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Invisible writing and the Victorian novel: Readings in language and ideology. Manchester: Manchester University Pess, 2000.

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Maugeri, Giuseppe. L’insegnamento dell’italiano a stranieri Alcune coordinate di riferimento per gli anni Venti. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-523-0.

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This book develops the theme of teaching Italian abroad, starting from the awareness of the motivations for foreign students to study the Italian language and the different methodological procedures in order to teach it.For this purpose, the book focuses on the problems concerning the training of teachers of Italian to foreigners and on the many aspects of teaching Italian in order to propose both a methodological reflection on the edulinguistic project and educational solutions aimed at improving the quality of the students’ learning.Part 1The first part focuses on edulinguistic teaching vision for the learning of the Italian language as a foreign language based upon the principles of the Humanistic Approach.1. Teaching Italian Language Abroad: Institutional Language Policy and StrategiesThis chapter focuses on the situation of Italian foreign language teaching in the world. It also describes the linguistic policy for the promotion of Italian languages abroad adopted by the Italian Ministry of Foreign Affairs and the results obtained as the number of students involved in the different geographic areas.2. Teaching Trainer Courses as a Key Factor to Improve the Quality of Teaching Italian AbroadIn this chapter teaching trainer courses for Italian language teachers are considered as a part of a strategy to increase the students’ motivations and the learning process.3. Students as a Customer vs Students as a PersonLinguistic education and the Humanistic Approach aim to develop the students’ potential and create an autonomous language personality. Therefore, in this chapter, we outline a teaching perspective that considers the student as a person at the centre of teaching and learning Italian process.Part 2In the second part teaching methodologies to improve the quality of teaching and learning Italian language to foreigners are described.4. Effective Cooperative Learning Strategies to Teach Italian as a Foreign LanguageExamples of cooperative learning are given to illustrate how the following teaching methodology is possible in teaching Italian language even if it demands strong research and clear guidance for educators.5. How to Teach Italian Grammar to ForeignersThis chapter examines the existing research about using a deductive form of teaching grammar versus using an inductive form of teaching it.6. Teaching Italian Through Literature, Movies and CartoonsIn this chapter, different media and sources to teach Italian are examined. Using both classic and digital tools, students can explore the Italian language and culture from different points of view, developing a strategy to revisit thinking and to collaborate with others during the reading of classic texts or reading a cartoon.7. Humanistic Testing and Assessment for Italian as a Foreign LanguageFrom a Humanistic point of view, in this chapter, testing and assessment are considered as potential and relevant instruments to measure the progress and performance of individual students of Italian language.8. How to Plan and Use an Environment to Teach Italian to ForeignersThis chapter focuses on learning space to teach Italian to foreigners. The main aim is to provide practical advice and support to the teachers of Italian language schools that are going to explore how to develop and adapt learning spaces to the teaching activities and the students’ needs.

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Noel, Polk, ed. Reading Faulkner.: Glossary and commentary. Jackson: University Press of Mississippi, 1996.

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The madhouse of language: Writing and reading madness in the eighteenth century. London: Routledge, 1991.

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Schwartz, Susan. Creating the child-centred classroom. Toronto: Irwin, 1990.

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Book chapters on the topic "Language/Reading Centre"

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Kawaguchi, Yuji. "Center of Usage-Based Linguistic Informatics (UBLI)." In Readings in Second Language Pedagogy and Second Language Acquisition, 3–9. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/ubli.4.02kaw.

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McMaster, Juliet. "Body Language Censored: Camilla." In Reading the Body in the Eighteenth-Century Novel, 148–65. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230512023_7.

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Unsworth, Len. "Image–Language Interaction in Text Comprehension: Reading Reality and National Reading Tests." In Improving Reading and Reading Engagement in the 21st Century, 99–118. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4331-4_5.

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Lau, Kit-ling. "Reading Motivation and Strategy Use of Hong Kong Students: The Role of Reading Instruction in Chinese Language Classes." In Improving Reading and Reading Engagement in the 21st Century, 167–85. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4331-4_8.

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Bartlett, Brendan. "The Potential for Better Outcomes of Looking at What Our Language Tells Us about What We Do When We Read." In Improving Reading and Reading Engagement in the 21st Century, 231–51. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4331-4_11.

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Fuchs, Martín, María Mercedes Piñango, and Ashwini Deo. "Operationalizing the Role of Context in Language Variation: The Role of Perspective Alignment in the Spanish Imperfective Domain." In Language, Cognition, and Mind, 201–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50200-3_10.

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AbstractWe present a cognitively grounded analysis of the pattern of variation that underlies the use of two aspectual markers in Spanish (the Simple-Present marker, Ana baila ‘Ana dances’, and the Present-Progressive marker, Ana está bailando ‘Ana is dancing’) when they express an event-in-progress reading. This analysis is centered around one fundamental communicative goal, which we term perspectivealignment: the bringing of the hearer’s perspective closer to that of the speaker. Perspective alignment optimizes the tension between two nonlinguistic constraints: Theory of Mind, which gives rise to linguisticexpressivity, and Common Ground, which gives rise to linguisticeconomy. We propose that, linguistically, perspectivealignment capitalizes on lexicalized meanings, such as the progressive meaning, that can bring the hearer to the “here and now”. In Spanish, progressive meaning can be conveyed with the Present-Progressive marker regardless of context. By contrast, if the Simple-Present marker is used for that purpose, it must be in a context of shared perceptual access between speaker and hearer; precisely, a condition that establishes perspectivealignment non-linguistically. Support for this analysis comes from a previously observed yet unexplained pattern of contextually-determined variation for the use of the Simple-Present marker in Iberian and Rioplatense (vs. Mexican) Spanish—in contrast to the preference across all three varieties for the use of the Present-Progressive marker—to express an event-in-progress reading.

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Nevskaya, Irina, and Saule Tazhibayeva. "Superlative readings of possessive constructions in Turkic." In Possession in Languages of Europe and North and Central Asia, 205–38. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/slcs.206.11nev.

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Pingoud, Julien, and Alessandra Rolle. "Intertextuality in Seneca the Elder." In Reading Roman Declamation, 279–306. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198746010.003.0014.

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This chapter consists of two parts, both of which centre upon intertextuality in the Controversiae and Suasoriae and place special emphasis on Seneca’s use of allusion. Pingoud outlines the role played by Cicero, Ovid, Horace, and Lucretius on the language of Senecan declamation by examining how Seneca imitates these authors both to teach and to entertain his audience. Rolle similarly explores the ramifications of intertextuality on Seneca’s writing by investigating how Greek oratorical texts influenced Latro’s characterization (Controversiae 1.praef). She reveals that every aspect of Latro—from his voice to his physical appearance—is based on Greek ideals of the ideal declaimer, but notes the subtle ways in which Latro’s persona is deliberately and pointedly set apart from that of Demosthenes.

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Auer, Natalia. "Promoting Strategic Reading Using the iBooks Author Application." In Advancing Higher Education with Mobile Learning Technologies, 179–94. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6284-1.ch010.

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Students are increasingly bringing their own mobile devices into the classroom. However, they do not take advantage of the various features that technology offers for supporting learning. The focus of the chapter is on digital reading in learning and particularly in foreign language learning with tablets. The author reviews the literature on digital reading and discusses briefly the use of reading strategies to promote reading comprehension. This is followed by a discussion of how the application iBooks Author was used in a research project in September 2012 in an Adult Education Centre in Denmark. The aim of the project was to determine to what extent students employ reading strategies when using tablets and which functions in the tablets support reading comprehension. Using a theoretical framework for learning strategies, the author discusses the design of digital material embedding reading strategies. The chapter concludes with practical suggestions for teachers and educational designers for promoting strategic reading using the iBooks Author application.

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Ma, Leo F. H., and L. M. Mak. "Hong Kong Literary Landscape: A MediaWiki for literary reading and writing." In Wikipedia and Academic Libraries. Michigan Publishing, 2021. http://dx.doi.org/10.3998/mpub.11778416.ch16.en.

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For almost three decades, literary walk has been used by various education and public institutions in Hong Kong as an effective way to promote reading and writing to secondary school students. Funded by the Standing Committee on Language Education and Research of the Hong Kong Special Administrative Region Government in 2013, the Hong Kong Literature Research Centre (HKLRC) of the Chinese University of Hong Kong and the Chinese University of Hong Kong Library (CUHK Library) jointly kicked off a two-year proposal entitled “Fun with Learning Chinese Language through Literary Walk” aimed at promoting literary reading and writing skills to junior secondary school students in Hong Kong. In this paper, the authors discuss a key deliverable of this project, the Hong Kong Literary Landscape MediaWiki, jointly developed by the HKLRC and the CUHK Library, which provides literary walk materials on the wiki platform including video clips, critically selected literary works, literary maps, creative writings of the student participants, and so on. Apart from the project participants, the Hong Kong Literary Landscape MediaWiki is also a useful tool for other secondary school teachers, students, and a wider group of audience in the Hong Kong community.

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Conference papers on the topic "Language/Reading Centre"

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Vecino-Ramos, Sonia, and Paola Ruiz-Bernardo. "Desarrollo de la expresión y la oralidad a través de clubs de lectura en el aula de inglés en Escuelas Oficiales de Idiomas." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.12021.

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The reading clubs or book clubs are an innovative practice in the foreign language classroom that, apart from the reading comprehension, allow the students to share their individual and personal experience with their classmates, and, thus, improve their speaking by means of the practice of orality, as well as to promote their critical and reflexive thinking throudh the contualization offered by the book. This communication explains the case study of these clubs in English classes at Official School of Languages in Castellón in the B1, B2 and C1 levels. To evaluate the experience a self-designed survey was administered based on their reading development and centered in the students perception related to their improvement in reading comprehension and oral expression. From the results, it can be concluded that the students perception towards the use of reading clubs in the classroom to practise oralitiy and speaking is positive, which makes it advisable to use them in other languages and different educational levels.

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Zapolskaya, Natalya. "From Church Slavonic to the Russian Literary Language: Subgrammar in Linguistic Writings of the 17–18th Centuries." In Tenth Rome Cyril-Methodian Readings. Indrik, 2020. http://dx.doi.org/10.31168/91674-576-4.09.

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Tomelleri, Vittorio Springfeld. "When Church Slavonic meets Latin. Tradition vs. innovation." In Tenth Rome Cyril-Methodian Readings. Indrik, 2020. http://dx.doi.org/10.31168/91674-576-4.31.

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The paper deals with a late Church Slavonic translation form medieval Latin, Bruno’s commented Psalter (Expositio Psalmorum), whose authoris a well-known translator (Dmitrij Gerasimov) and which can belocalized chronologically as well as spatially (middle of the 16th century, Novgorod). Our aim is to compare some syntactic features of the translation, oscillating between the preservation of construction sinherited from the written tradition, based on the Greek model, and the need of rendering in an appropriate way some peculiarities of Latin morpho-syntax.The coexistence of old and new patters will be presented and diachronically analyzed, with reference to previous translations from Latin, in order to show the both conservative and innovative character of Church Slavonic, a language different but still closely linked to the spoken language.

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Mengel, Swetlana. "The cultural-lingustic situation in Russia from the end of the 17th until the first third of the 18th century in prospects of foreign first Russian grammar-authors." In Tenth Rome Cyril-Methodian Readings. Indrik, 2020. http://dx.doi.org/10.31168/91674-576-4.16.

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The lecture addresses the sight of foreign first Russian grammar-authors on the cultural-lingustic situation in Russia from the end of the 17th until the first third of the 18th century. It takes a closer look at the first grammar-models of Russian language codifi cations, which are based on West European grammatical traditions and individual decisions.

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Boyarkina, Iren. "THE ROLE OF INTERACTION IN SECOND LANGUAGE ACQUISITION." In SAKHAROV READINGS 2020: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. Minsk, ICC of Minfin, 2020. http://dx.doi.org/10.46646/sakh-2020-1-121-125.

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Shoulga, Maria. "Four Centuries of One Metalinguistic Description." In Tenth Rome Cyril-Methodian Readings. Indrik, 2020. http://dx.doi.org/10.31168/91674-576-4.39.

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The gender distinction between plural adjectival paradigms of обоихъ–обѣихъ is traced back to the 18th century Russian grammars: V. E. Adodurov’s, M. V. Lomonosov’s, A. A. Barsov’s. The data of the Russian Nation-al Corpus show the interchangeability of the forms of обоихъ – обѣихъin the 18th century texts. Differentiation by gender in the Russian plural paradigms was transferred rom the Church Slavonic dual paradigms of обою – обѣю. The metalinguistic construct of grammars of the 18th centuries is preserved in the normative grammars of the mod-ern Russian language, despite the fact that the gender dif-ferentiation of adjectival forms corresponds neither to the system nor to the usus

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Boyarkina, Iren. "THE THEORIES OF LEV VYGOTSKY AND MICHAIL BAKHTIN AND THEIR ELABORATIONS IN CONTENT AND LANGUAGE INTEGRATED LEARNING AND SECOND LANGUAGE ACQUISITION STUDIES." In SAKHAROV READINGS 2020: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. Minsk, ICC of Minfin, 2020. http://dx.doi.org/10.46646/sakh-2020-1-125-129.

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Thompson, Robert H., Steven L. Tanimoto, Virginia W. Berninger, and William Nagy. "Coding, reading, and writing: Integrated instruction in written language." In 2016 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). IEEE, 2016. http://dx.doi.org/10.1109/vlhcc.2016.7739667.

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Kovaleva, T. "LINGUISTIC BACKGROUND OF SUCCESSFUL PROFESSIONALLY ORIENTED COMMUNICATION IN A FOREIGN LANGUAGE." In SAKHAROV READINGS 2020: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. Minsk, ICC of Minfin, 2020. http://dx.doi.org/10.46646/sakh-2020-1-166-170.

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Tretyak, G., and A. Turdeeva. "COGNITIVE AND COMMUNICATIVE APPROACH TO FOREIGN LANGUAGES TEACHING." In SAKHAROV READINGS 2020: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. Minsk, ICC of Minfin, 2020. http://dx.doi.org/10.46646/sakh-2020-1-207-210.

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Reports on the topic "Language/Reading Centre"

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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.

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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.

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