Relevant bibliographies by topics / Primary language comprehension difficulties

Academic literature on the topic 'Primary language comprehension difficulties'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Primary language comprehension difficulties"

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Gergelyová, Viktória, and Ildikó Vančo. "Difficulties in Reading Comprehension of Hungarian Primary School Students in Slovakia." Hungarian Studies Yearbook 3, no. 1 (December 1, 2021): 78–88. http://dx.doi.org/10.2478/hsy-2021-0006.

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Abstract Our study aimed to assess the level of reading comprehension, one of the cornerstones of education of the Hungarian minority in Slovakia, and to answer the research question of what kind of deficits need to be addressed in the development of reading comprehension. The research was conducted with the participation of students from primary schools with Hungarian as the language of instruction in Slovakia. In our study, we shed light on the problems found in cognitive reasoning, accurate interpretation of information and complex reading comprehension. The extent to which the development of new cognitive schemata caused problems for the studied groups was also investigated. In several cases, the responses were not based on textual information, but only on the respondents’ existing schemas. The results also show that it was a problem for the learners to answer both the multiple-choice questions and the open-ended and explanatory questions.
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Adlof, Suzanne M. "Understanding Word Reading Difficulties in Children With SLI." Perspectives of the ASHA Special Interest Groups 2, no. 1 (January 2017): 71–77. http://dx.doi.org/10.1044/persp2.sig1.71.

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Children with specific language impairment (SLI) often show considerable reading difficulties. Research has revealed two primary reading profiles among children with SLI: (a) one of poor word reading and decoding skills and associated reading comprehension difficulties, and (b) one involving relatively strong word reading skills but poor comprehension. This article reviews studies characterizing these two subtypes of SLI, discusses their current clinical implications, and suggests important directions for future study.
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Durrleman, Stephanie, Eleni Peristeri, and Ianthi Maria Tsimpli. "The language-communication divide." Autism, Language, Communication and Cognition 4, no. 1 (September 29, 2022): 5–51. http://dx.doi.org/10.1075/elt.00037.dur.

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Abstract Has language developed to serve as a system of communication or one of thought? While language is clearly an excellent tool for communication, the possible contribution of higher order cognitive processes other than language to communication may provide insights on how we think about language evolution. Studies show that bilingualism improves communication skills, possibly due to boosting domain general processes, thus suggesting a divide between communication and formal language. However, to date little attention has been paid to bilingual atypical child populations presenting asymmetric developmental delays in language and communication skills. In this study, we explore the language-communication divide in bilingual and monolingual children diagnosed with High Functioning Autism (HFA), displaying primary communication difficulties, and those with Specific Language Impairment (SLI), displaying primary language difficulties. Children were tested on language, cognitive control, Theory of Mind (ToM), social comprehension and verbal communication. Results demonstrate that bilingual children with HFA exhibit enhanced cognitive control, ToM and social comprehension, which in turn improve their verbal communication as compared to their monolingual peers with HFA. On the other hand, no boost emerges in bilingual children with SLI, be it in cognitive control or ToM, though a weaker advantage (relative to the children with ASD) can be observed in their verbal communication skills, with significant mediation from social comprehension. The overall evidence suggests that language, though useful for communication, is not sufficient for communication, and may arguably not have evolved primarily for communicative purposes.
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Mielniczek, Katarzyna, Marta Lipiec, Diana Dołomisiewicz, Katarzyna Jóźwik, and Aleksandra Kowalska. "Speech disorders in primary progressive aphasia (PPA)." Journal of Education, Health and Sport 12, no. 7 (July 31, 2022): 968–77. http://dx.doi.org/10.12775/jehs.2022.12.07.098.

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Introduction : Primary progressive aphasia (PPA) is a group of neurodegenerative disorders whose main feature is speech and language dysfunction. There are three main forms of PPA - non-fluent variant - agrammatic (nfvPPA), semantic variant (svPPA) and logopenic variant (lvPPA). These include the canonical syndromes currently recognized by consensus diagnostic criteria. . Material and method : An overview of language disorders in primary progressive aphasia is presented. The impact on the conversation process and the patient's quality of life assessment was evaluated. The work was based on scientific publications posted on the scientific platform PubMed. Results : In order to diagnose PPA, criteria must be met, i.e., language difficulties are the main feature of the clinical picture, language difficulties are the main cause of disability in daily life, and that aphasia is the most significant disorder in the initial period of the disease. Conclusions : PPA significantly affects both the production and comprehension of speech. It affects the idea, content, construction and delivery of the patient's speech. In addition, it causes significant difficulties in the repetition of speech, both full sentences and words alone. Keywords : "speech disorders", "aphasia", "dysarthria", "primary progressive aphasia".
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De Santiago Herrero, F. J., D. M. García-Mateos, I. Arconada Díez, C. Torres Delgado, and A. M. Trigo Bensusan. "Significance of oral language delays and writing for early detection of developmental disorders." European Psychiatry 41, S1 (April 2017): S435. http://dx.doi.org/10.1016/j.eurpsy.2017.01.426.

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IntroductionThe study of the oral and written language delayed at the school makes possible the early detection of scholar, behavioral and psychiatric disorders. These difficulties could affect to the personal and professional development.ObjectivesTo confirm the relationship between language oral and written delayed for the early detection of developmental disorders.MethodA sample of 350 subjects among 5 and 23 years of age is analyzed with oral and/or written language difficulties. It is studied diagnosis, gender, age, reason for treatment, grade and submitter.ResultsThe specific learning disabilities (SLD) request a 62.3% of the treatment among 7–10 years. The percentages of SLD are: reading comprehension difficulties (17.4%), dysorthography (13.4%), reading fluency and reading comprehension difficulties (12.9%), reading fluency (11.7%) and, dysorthography and reading fluency (6.9%). There exist percentage differences between repeaters (39.4%) and no repeaters (22.9%) students with DALE. The oral/written language provides the early detection of Intellectual disabilities (8.6% of the simple). The relation between the reason for treatment and diagnosis do not coincide: the consults was 3.7% for oral language delay, 2.6% for reading comprehension difficulties, 1.4% for dysorthography and 0.9% for reading fluency. The school demand more treatment (50.9%), next to medical centers (22.3%) and family initiative (15.7%).ConclusionsThe oral/written language delayed – especially the reading comprehension difficulties – are a good early detection for the developmental disorders (intellectual disabilities minor, SLD and TDAH at the primary stage). There is more percentage of boys than girls (2:1) with language delayed, except at Intellectual disabilities, because there is an identical percentage (4.3%).Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Amici, Serena, Maria Luisa Gorno-Tempini, Jennifer M. Ogar, Nina F. Dronkers, and Bruce L. Miller. "An Overview on Primary Progressive Aphasia and Its Variants." Behavioural Neurology 17, no. 2 (2006): 77–87. http://dx.doi.org/10.1155/2006/260734.

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We present a review of the literature on Primary Progressive Aphasia (PPA) together with the analysis of neuropschychological and neuroradiologic profiles of 42 PPA patients. Mesulam originally defined PPA as a progressive degenerative disorder characterized by isolated language impairment for at least two years. The most common variants of PPA are: (1) Progressive nonfluent aphasia (PNFA), (2) semantic dementia (SD), (3) logopenic progressive aphasia (LPA). PNFA is characterized by labored speech, agrammatism in production, and/or comprehension. In some cases the syndrome begins with isolated deficits in speech. SD patients typically present with loss of word and object meaning and surface dyslexia. LPA patients have word-finding difficulties, syntactically simple but accurate language output and impaired sentence comprehension. The neuropsychological data demonstrated that SD patients show the most characteristic pattern of impairment, while PNFA and LPA overlap within many cognitive domains. The neuroimaging analysis showed left perisylvian region involvement. A comprehensive cognitive, neuroimaging and pathological approach is necessary to identify the clinical and pathogenetic features of different PPA variants.
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Botting, Nicola. "The relationship between reading skill and descriptive picture narratives in late-primary age children with a history of language impairment." Educational and Child Psychology 24, no. 4 (2007): 31–43. http://dx.doi.org/10.53841/bpsecp.2007.24.4.31.

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Assessing the language skills of older children is an increasing concern for educational psychologists and speech and language therapists. It is now known that groups with language difficulties also often experience severe literacy difficulties but the relationship between oral language and literacy is not well understood in older children. In this study, the picture description narratives from 121 children with a history of SLI were analysed in relation to standardised language tests, reading accuracy and comprehension at 11 years of age. Four narrative subscales were examined: the use of complex syntax, the use of evaluative devices, morphological errors and semantic errors.In general narratives were short and limited in scope. Partial correlations with NVIQ controlled showed that both error scores were related to reading skill. Even in this clinical language sample a small group of ‘poor text comprehenders’ could be identified who showed normal reading accuracy but poor text comprehension (n = 11, 10 per cent) as well as a majority of generally poor readers (n = 79) who showed reading accuracy and comprehension scores outside the normal range, and a significant minority of normal readers with SLI (n = 21) with both reading scores within 1SDof the normative mean. There was no support for an increased proportion of children with a ‘dyslexic’ profile: that is poor decoding in the context of good text comprehension. A significant interaction of narrative profile was found across the reading groups (group x narrative subscale). These literacy and narrative profiles have implications for educational progress and the assessment of written and oral language in difficult-to-test populations.
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Calet, Nuria, M. Carmen Pérez-Morenilla, and Macarena De los Santos-Roig. "Overcoming reading comprehension difficulties through a prosodic reading intervention: A single-case study." Child Language Teaching and Therapy 35, no. 1 (January 30, 2019): 75–88. http://dx.doi.org/10.1177/0265659019826252.

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Apart from speed and accuracy, prosody has recently been included as another component of skilled reading, as its role in reading comprehension is being increasingly recognized. Prosodic reading refers to the use of prosodic features of language during reading, including suitable pauses, stress and intonation and appropriate phrasing. The aim of this research was to examine the impact of a prosodic reading intervention on the reading comprehension of a fourth-grade primary child with specific reading comprehension difficulties. An AB single-case design was used with baseline (A) and treatment (B) phases. The intervention, in 17 sessions, was based on repeated reading with a focus on expressiveness. Results pointed to improved reading fluency and reading comprehension scores over baseline scores. Nevertheless, more studies are needed to show conclusive evidence for improved comprehension as a result of prosody intervention. The implications of prosodic reading interventions for literacy development are discussed.
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Abikar, Shamsudin. "Addressing english reading comprehension difficulties by Somali origin pupils in England primary schools: Using parents as resources." International Journal of Education and Learning 3, no. 1 (April 27, 2021): 56–64. http://dx.doi.org/10.31763/ijele.v3i1.162.

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The question of whether classroom reading activities in primary schools in England can be solely relied on to be sufficient for English as additional language (EAL) pupils to comprehend English text was the focus of the paper. Two case studies where Somali origin EAL pupils involved in learning English reading comprehension were utilized as a springboard to develop my argument that parents are an intrinsic part of developing pupils’ English comprehension as they may constitute financially less expensive and rich resources in terms of cultural experiences. Furthermore, England’s education policy regarding EAL pupils, reading for comprehension, and factors that influence it: vocabulary knowledge, teacher -students ratio in England school and parental involvement in schools were explored to provide an answer for the question of whether only reading for comprehension activities in the classroom is enough to promote the understanding of EAL Somali origin. It was argued that only those activities are not sufficient, and there is a need for the use of parents as resources to enrich the text input, which potentially increases the comprehension skills of Somali origin EAL pupils.
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Weekes, Brendan Stuart Hackett. "Aphasia in Alzheimer’s Disease and Other Dementias (ADOD): Evidence From Chinese." American Journal of Alzheimer's Disease & Other Dementiasr 35 (January 1, 2020): 153331752094970. http://dx.doi.org/10.1177/1533317520949708.

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Speech and language impairments (aphasia) are typical of patients with Alzheimer’s Disease and other dementias (ADOD) and in some pathologies are diagnostic e.g. Primary Progressive Aphasia (PPA). One question concerns the reliability and validity of symptomatology across typologically different languages. A review of aphasia in ADOD across languages suggests a similar pattern of word comprehension, naming and word finding difficulties but also evidence of language specific features in symptomatology e.g. processing of tone in Chinese languages. Given differences in linguistic impairments across languages, it is recommended that screening for aphasia in community and epidemiological studies use a Short ScreeningTest (SST) that can be delivered across dialects and languages in indigenous languages and also multilingual populations.
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Dissertations / Theses on the topic "Primary language comprehension difficulties"

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Wong, Gunter, and 黃冠德. "Visual orthographic skills in Hong Kong primary school students with spelling difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31473672.

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Wong, Gunter. "Visual orthographic skills in Hong Kong primary school students with spelling difficulties." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31473672.

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Van, Allen Donna Lea. "Comprehension strategies for second grade students using California Young Reader Medal nominated books for 2000." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1751.

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The purpose of this project will be to supply teachers, specifically those of second grade students, with a variety of activities that match to appropriate comprehension strategies using California Young Reader Medal nominated books for the year 2000 at the primary level as read-alouds.
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Reraki, Maria. "Dyslexia friendly practices in Greek primary EFL classrooms." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/dyslexia-friendly-practices-in-greek-primary-efl-classrooms(d99785df-6923-4f60-b7b6-dfbf5da43e63).html.

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Three EFL classrooms in primary schools in Greece were introduced to dyslexia friendly practices so as to explore whether dyslexic pupils’ inclusion was enhanced. The aim of this study was to investigate the impact of the dyslexia friendly practices on dyslexic and non-dyslexic EFL pupils’ performance and motivation. EFL teachers’ experiences of the introduction of the dyslexia friendly practices were also explored. Classroom observations, focus groups and teacher and pupil interviews before and during the introduction of the dyslexia friendly practices were conducted. A personal research diary was kept throughout the whole study. It was shown that, the dyslexia friendly practices enhanced dyslexic EFL pupils’ participation in classroom activities and increased their motivation towards learning English. However, less visible changes were shown in their performance. In contrast to the dyslexic EFL pupils, most of their non-dyslexic peers showed improvements in both their motivation and performance. All three EFL teachers experienced positively the introduction of the dyslexia friendly practices while the need for more training on dyslexia was highlighted. These findings indicate that the dyslexia friendly practices enhance inclusion for dyslexic pupils in foreign language education and have positive effects on all classroom pupils and the teachers’ practice. This study contributes to the field of language teaching for dyslexic pupils and suggests a need for more studies on dyslexia support in foreign, second and additional language learning contexts.
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De, Jongh Annie Jeanetta. "The design of diagnostic reading materials for South African learners in the foundation phase using English as the language of learning." Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-01222007-092234.

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Thorne, Carol. "Language and behaviour : interactions with young children in a school for social, emotional and behavioural difficulties." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/496/.

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This is an ethnographic study exploring interactions between adults and children within the Early Years Department of a primary school for children described as having social emotional and behavioural difficulties. The study is based on an interpretation of the children’s needs which recognises that there may be mismatches between child and adult perceptions of the environment within which they operate. This interpretation arises from an awareness that each child’s unique constellation of difficulties relate to core skills, including language and communication. Video observation was used to record interactions between children and adults. Linguistic ethnographic analysis was used to interrogate the resultant data. These data showed evidence of collaborative problem solving techniques which built on Post-Vygotskian concepts of learning. The identified patterns of language and communication brought about the notion of behaviour supportive learning; that is symmetry in interaction which contributes to children’s ability to evolve situation appropriate behaviour. Similarities between behaviour supportive learning and dialogic teaching are observed.
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Wong, Kit-mei. "Investigating the effectiveness of direct instruction of guessing from context for improving English as a second language primary students' word-attack skills." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3567703X.

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Zhou, Ying. "IELTS Preparation Courses in China : the Reading Comprehension Task." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8277.

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More and more private language schools provide IELTS preparation courses for candidates who want to sit the test for admission to undergraduate and postgraduate courses in English-speaking countries. This essay investigates whether the IELTS preparation course in a language school in China offers an adequate preparation for candidates. The study focuses on one preparation course for the IELTS reading test (other modules are beyond the scope of the present study). A questionnaire and interview questions concerning both the IELTS reading test and the preparation course were given to 20 candidates and two teachers by e-mail.This study first analyzed the reading skills tested in the IELTS reading test and discussed possible test difficulties. It then investigated the IELTS reading preparation course by means of candidate feedback on course expectations, course structure, teaching materials and teaching methods. The feedback shows that the course fulfilled the candidates’ expectations, i.e. it taught them useful test-taking techniques and reading skills. The teachers’ responses indicate that the course achieved its objective to familiarize candidates with the IELTS reading test. The study results demonstrate that the preparation course is test-based, teaching candidates IELTS test-taking strategies, which effectively prepare candidates for the IELTS test. Candidates and teachers also offered suggestions for future course improvement.
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Ramos, Susana Puerta. "The effect that an intensive literacy program, comprehension early literacy learning (CELL) has on English language learners' reading proficiency." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2607.

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This research paper investigates the effectiveness of an intensive literacy program, Comprehensive Early Literacy Learning (CELL), to teach second language learners to read and write in English. Since this program provides numerous opportunities to practice the English language through literacy activities, the researcher believes it is a good method to teach English in its oral and written forms.
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Martin-Rivers, Valerie Ann. "Learning to read in an experiential cooperative learning centers' classroom: Effects on reading comprehension." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1203.

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The purpose of this project is to examine the reading program of a cooperative learning centers classroom and the theories that support the benefits of cooperative learning centers within the context of a literacy program in a first grade classroom.
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Books on the topic "Primary language comprehension difficulties"

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E, Snow Catherine, Burns M. Susan, and Griffin Peg, eds. Preventing reading difficulties in young children. Washington, DC: National Academy Press, 1998.

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Kalanje, Ephraim S. Identifying first graders at risk of reading and writing difficulties: Creating a group-based screening tool in Kiswahili in Tanzania. Åbo: Åbo akademis förlag, 2011.

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Rubin, Dorothy. Comprehension strategies for an integrated language arts classroom. Torrance, CA: Fearon Teacher Aids, 1994.

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R, Bear Donald, and Macmillan/McGraw-Hill School Publishing Company, eds. Texas treasures: A reading/language arts program. New York: Macmillan/McGraw-Hill, 2011.

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Ammon, Paul R. Effects of controlled, primerese language on the reading process. Berkeley, CA: Center for the Study of Writing, 1990.

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Borely, Clive. From reading to writing: Composition, comprehension and language skills for upper primary. Aylesbury: Ginn, 1987.

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Reach: Language, literacy, content. [Menasha, WI]: National Geographic School Publishing, 2011.

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Leveled reading for English language learners. [Place of publication not identified]: Weekly Reader Corp., 2007.

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Leveled reading for English-language learners. [Place of publication not identified]: Weekly Reader Corp., 2007.

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Extra support copying masters. Orlando, Fla: Harcourt School Publishers, 2009.

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Book chapters on the topic "Primary language comprehension difficulties"

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Hibbin, Rebecca, and Jo Warin. "A language focused approach to supporting children with social, emotional and behavioural difficulties (SEBD)." In Contemporary Issues in Primary Education, 183–98. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003316862-18.

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Goldfus, Carol. "3. Cognitive Intervention to Enhance Foreign Language Reading Comprehension in Adolescents With Dyslexia Difficulties." In Researching Dyslexia in Multilingual Settings, edited by Deirdre Martin, 55–73. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090662-007.

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Dursun, Ahmet, Nicholas Swinehart, James McCormick, and Catherine Baumann. "Developing a Meaningful Measure of L2 Reading Comprehension for Graduate Programs at a USA Research University: The Role of Primary Stakeholders’ Understanding of the Construct." In Challenges in Language Testing Around the World, 345–55. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4232-3_26.

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Chung, T., M. Z. Mohd Nor, R. J. J. Yan, and J. P. L. Loo. "Preliminary Report on the Development and Calibration of a Rasch Scale to Measure Chinese Reading Comprehension Ability in Singaporean 2nd Language Primary School Students." In Pacific Rim Objective Measurement Symposium (PROMS) 2016 Conference Proceedings, 1–13. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8138-5_1.

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Paul, Casey Medlock, and Nermin Vehabovic. "Lost in Comprehension." In Advances in Early Childhood and K-12 Education, 270–88. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3123-4.ch015.

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The reading education of English language learners (ELLs) has been established as a critical issue in education policy and practice. Due to rapid growth of immigration to the United States, significantly increasing numbers of students in U.S. schools come from homes in which English is not the primary language. These students often face challenges in learning to read in school, and data has shown a significant achievement gap between ELLs and non-ELLs. This chapter discusses these difficulties, along with specific research-based strategies that mainstream teachers can utilize to assist ELLs in learning to read. Lastly, the authors explore multimodal learning as a potential support for ELLs learning in the classroom.
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Hahn, Judith. "Comprehension Difficulties." In The Language of Canon Law, 91—C4N39. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197674246.003.0004.

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Abstract This chapter deals with selected problems of legal comprehension which are particularly relevant when it comes to comprehending canon law: ambiguities in legal language, transfer problems, and genre mixes. For several reasons, canon law not only contains many ambiguous terms (“christifidelis”), it also contains syntactic ambiguities which blur the meaning of canonical norms. Drawing terms from everyday language into legal language has resulted in transfer problems as church members without legal training attribute a meaning to these terms which differs from that of the law. A critical example is the “nullity” terminology with which the church approaches invalid marriages. In mixing legal norms with theological statements, canon law also blends diverse genres, often obscuring the intended meaning of the law.
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"Comprehension difficulties." In Speech and Language Difficulties in the Classroom, 129–45. David Fulton Publishers, 2012. http://dx.doi.org/10.4324/9780203421109-13.

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"Comprehension of language." In Supporting Children with Speech and Language Difficulties, 23–27. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9780203821398-5.

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Harding, Leonora. "Speech and Language Difficulties." In Learning Disabilities in the Primary Classroom, 20–42. Routledge, 2018. http://dx.doi.org/10.4324/9780429491108-2.

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Selikowitz, Mark. "Language." In Dyslexia and Other Learning Difficulties. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780192622990.003.0015.

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Vanessa was first seen at the clinic one year ago, at the age of eight years. Her teacher had reported that she seemed ‘slower’ than the other children in the class. She observed that Vanessa often did not understand what was going on in the class, and was easily upset by changes in routine. She also had difficulties expressing her ideas and relating her experiences. Her reading, spelling, and writing were all behind those of the rest of the class. A psychologist’s assessment showed Vanessa’s non-verbal intelligence to be in the average range, but with difficulties in comprehension. Her reading, spelling, and writing all showed more than two years’ delay. A doctor could find no abnormalities to account for her problem. Her hearing was tested and found to be normal. Vanessa was referred to a speech therapist. She found that Vanessa’s comprehension was at a level more than two years below her age and that she had many difficulties in her understanding of language. For example, although she understood common prepositions such as ‘in’, ‘on’, and ‘under’, she misinterpreted others such as ‘beside’, ‘behind’, ‘through’, and ‘around’. She also confused past and present tenses. The speech therapist spoke to the parents and the teacher about ways of helping Vanessa. She also started seeing her regularly, once a week, for speech therapy sessions. Now, after 10 months of such help, Vanessa has shown great improvement in her language comprehension and her academic skills. Language plays a central role in specific learning difficulties. Reading requires the ability to decode written language and spelling and writing require the ability to encode spoken language. Arithmetic requires language skills to understand the words used to state problems involving numbers. This chapter deals with the disorders of speech and language that often accompany specific learning difficulties. These may involve the understanding of language (which is referred to as receptive language) and the use of language (which is referred to as expressive language). There may also be involvement of speech (which relates to the clarity and fluency of the spoken word).
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Conference papers on the topic "Primary language comprehension difficulties"

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PONOMARI, Dorina, and Nina CORGHENCEA. "Peculiarities of the lexical-semantic side in first grade students." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p137-145.

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The language of the primary school student presented an indicator of school maturity, he presented a necessary tool for learning activities and for socializing. Several authors have studied various aspects of language development in school-age children, but we hope that the lexical-semantic side has been insufficiently studied, while many learning difficulties can be caused by underdevelopment of vocabulary and comprehension of oral message or text. The article presents effective methods for examining the lexico-semantic side of language and describes the experimental results obtained, considering these results will guide primary school teachers to understand the learning difficulties present in some students and to implement improvement measures.
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Bhalloo, Insiya, Kai Leung, and Monika Molnar. "Well-established monolingual literacy predictors in bilinguals." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0013/000428.

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An important component of early reading intervention is effective literacy screening tools. Literacy precursor screening tools have been primarily developed for early identification and remediation of potential reading difficulties in monolingual Englishspeaking children, despite the significant proportion of bilingual children worldwide. This systematic literature review examines whether the precursor literacy skills commonly used in monolingual English-speaking children have been assessed and found to predict later reading skills in simultaneous bilingual children. Our findings demonstrate that the nine major literacy precursors identified in monolingual children also significantly correlate with reading performance in simultaneous bilingual children. These nine literacy precursors are phonological awareness, letter knowledge, serial recall, oral language comprehension, vocabulary, grammar, memory, non-verbal intelligence and word decoding.
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Ryabokoneva, Oxana. "Turkish Students’ Listening Comprehension Difficulties In Russian Language Learning." In The Russian Language in Modern Scientific and Educational Environment. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.09.15.

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Harahap, Inatigris Anggriani. "The Analysis of Foreign Language Comprehension of Primary School Children." In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.035.

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Sukma, E., Rahmatina Rahmatina, T. Indrawati, A. Suriani, and N. Fadillah. "Difficulties in Learning Early Literacy in Primary Schools." In Proceedings of the 2nd International Conference on Language, Literature and Education, ICLLE 2019, 22-23 August, Padang, West Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.19-7-2019.2289491.

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Mustopa, Rizki Akbar, and Vismaia Sabariah Damayanti. "Mind Mapping Method Based on Information Scheme: Alternative for students with reading comprehension difficulties." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.59.

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Zhou, LuoXuan, BaoJun Chu, and SuYaLeMa Huo. "Study of Dynamic Image Design on the Improvement Effect of Language Comprehension Difficulties in Autistic Children." In 3rd Eurasian Conference on Educational Innovation 2020 (ECEI 2020). WORLD SCIENTIFIC, 2020. http://dx.doi.org/10.1142/9789811228001_0164.

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Ma, Yingzhi, and Yu Sun. "Rational Mobile Application to Detect Language and Compose Annotations: Notespeak App." In 10th International Conference on Information Technology Convergence and Services (ITCSE 2021). AIRCC Publishing Corporation, 2021. http://dx.doi.org/10.5121/csit.2021.110918.

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Students in international classroom settings face difficulties comprehending and writing down data shared with them, which causes unnecessary frustration and misunderstanding. However, utilizing digital aids to record and store data can alleviate these issues and ensure comprehension by providing other means of studying/reinforcement. This paper presents an application to actively listen and write down notes for students as teachers instruct class. We applied our application to multiple class settings and company meetings, and conducted a qualitative evaluation of the approach.
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Niyazova, Aigul, and Asel Kurmakh. "FORMATION OF SKILLS OF ORAL FOREIGN LANGUAGE SPEECH IN YOUNGER SCHOOL CHILDREN." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(25).

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The article examines the main difficulties in the formation of the skills of oral foreign language speech in primary school children, also exercises, the use of which contributes not only to a more effective assimilation of educational material but also to the formation of students' communication skills.
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Iakubova, Sharipat Magomedovna, and Aleksandr Lvovich Bolkhovskoi. "The formation of the phonetic competence on the lessons of the Russian language in primary school." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-32768.

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The authors of the article focus on the difficulties experienced by younger students in mastering the spelling norms of the Russian language. This is the inability to immediately distinguish in the consciousness of the signified and signifying, the inability to correctly determine the word stress and a number of others. The teacher should know the methods of formation of students ' concept of "phoneme" and the ability to recognize other phonetic units of the language. It is emphasized that the phonetic work should precede the graphic one, based on the development of the speech-motor apparatus. The authors present a description of some methods of formation of the phonetic competence, such as: exercises on the distinction between words as lexical units and as a "phonetic word", the correct syllabification, accent, modelling, awareness similarsocial functions.
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