Relevant bibliographies by topics / Reading (Primary) Phonetic method

Academic literature on the topic 'Reading (Primary) Phonetic method'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Reading (Primary) Phonetic method"

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Janicka-Panek, T. "MODERN TEACHERS OF PRESCHOOL AND EARLY SCHOOL EDUCATION IN POLAND ABOUT THE METHODS OF READING (PEDAGOGICAL THEORY AND PRACTICE)." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 140–49. http://dx.doi.org/10.33989/2226-4051.2020.22.222014.

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The experimental article presents the results of a study of methods of teaching reading to primary school children in Poland. The author describes the methodology and results of an experimental study involving certified teachers with relevant professional experience working in rural and urban schools. Respondents had to 1) choose from a list of methods that they know; 2) refer teaching methods to the names of their creators and its corresponding description; 3) determine the reasons for choosing one or another method of teaching reading; 4) name the frequency of use of reading exercises and their types; 5) provide information about the sources from which the interviewed teachers receive knowledge of the methods of teaching reading.The author emphasizes that primary school teachers in vocational education study and have at their disposal many methods of teaching reading to primary school children (color and sound method, composition method, good start method, an alternative method, natural reading method, early reading method, reading instruction and writing using the phonetic letter-color method, etc.). However, most often only one of them is used - analytical-synthetic, and the others are used sporadically. It has been experimentally proven that teachers do not see a connection between the low reading competence of many younger students and the limited methodological tools they use. Research results indicate routine and stereotypical exercises to improve reading, which may also be the cause of low effectiveness of reading instruction. It is necessary to raise the issue of the determinants of the analyzed pedagogical situation and look for effective methods of teacher training.
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Dokovova, Maria. "Achieving Native-like Pronunciation through Phonetic Analysis and Poetry." Lifespans and Styles 2, no. 1 (March 21, 2016): 63–78. http://dx.doi.org/10.2218/ls.v2i1.2016.1431.

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The problem of identifying phonetic phenomena related to language transfer and correction in second language (L2) production can be approached by conducting broad analyses of the same L2 speaker. This approach is applied in the present study, which investigates errors of pronunciation segmentally (grammatical mistakes, voicing of consonants, and vowel distinctions) and suprasegmentally (intonation and time-gaining techniques) in order to establish the possibility of their being corrected in two recordings of readings by a non-native French speaker. The errors from the first recording were identified, analyzed, and corrected through pronunciation exercises with the aim of raising awareness of the problems to help overcome them on the second reading attempt. The correction methods involved exercises such as reading poetry aloud, pronouncing consonantal segments in various vocalic environments, and reading the target text, syllable by syllable. In addition, the analysis investigates the possibility of phonetic transfer from the two primary languages of the speaker: Bulgarian and English. The researcher is the speaker, the methodological implications of which are discussed, reaching the overall conclusion that it helps to raise awareness of the phonetic background of the errors. Despite the risk of compromising the data through this methodological choice, the results show that a high level of attention and monitoring of the speech alone may be insufficient for internalizing corrections. While grammatical mistakes were corrected most effectively, other segmental and suprasegmental features showed different levels of success. One of the features (the /ɛ/ and /e/ distinction) even exhibited deterioration in the second recording. These examples suggest the presence of “equivalence classification” phenomena and raise the question of the appropriateness of the phonetic exercises for overcoming the errors. Another area of interest was determining the source of errors such as “uptalk”, the reassigning of grammatical gender, word-final devoicing, and elimination of syllable-initial lenis stop prevoicing. Due to the limited amount of data available, it was difficult to draw firm conclusions, but the tendencies observed suggested that the errors might be due to transfer from the speaker’s primary languages, whose influence appeared to be equal. Further research should therefore control for the influence of the two primary languages and extend the scope to include a second post-training recording. Overall, the second recording demonstrated that raised awareness and training helped to achieve acceptable production in the suprasegmental features as well as most of the instances of unfamiliar phones, such as /ʁ/, front-rounded vowels, and nasal vowels.
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Bouvier, Liziane, Laura Monetta, Paolo Vitali, Robert Laforce, and Vincent Martel-Sauvageau. "A Preliminary Look Into the Clinical Evolution of Motor Speech Characteristics in Primary Progressive Apraxia of Speech in Québec French." American Journal of Speech-Language Pathology 30, no. 3S (June 18, 2021): 1459–76. http://dx.doi.org/10.1044/2020_ajslp-20-00162.

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Purpose This study aimed to track changes in acoustical and perceptual features of motor speech in patients with phonetic and prosodic primary progressive apraxia of speech (PPAOS) in Québec French over an 18-month period. Method A prospective multiple-case series with multiple testing periods, including four participants with a diagnosis of PPAOS, was conducted. Participants were 0.5–4 years postonset of disease at baseline. They underwent comprehensive motor speech and language assessments and cognitive screening every 6 months for up to 18 months. Acoustical and perceptual analyses of motor speech were conducted. Results Results showed a considerable impairment in motor speech abilities for patients with PPAOS at all time points and a significant decrease in performance for almost all articulatory and prosodic measures over time. Passage reading and diadochokinesis seemed particularly promising for the tracking of changes in PPAOS motor speech characteristics and PPAOS classification. Quantifying length of speech runs made it possible to distinguish phonetic from prosodic PPAOS. Finally, the patients who evolved to phonetic PPAOS developed aphasia, and the two with prosodic PPAOS showed greater motor symptoms such as unequivocal dysarthria. Conclusion This study extends the growing literature on PPAOS and its subtypes by describing specific changes in articulatory and prosodic abilities over a period of at least 6 months, which are important for the diagnosis and management of PPAOS.
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Yasa, Rawdhah Binti. "RANCANGAN PELATIHAN PENGUCAPAN KATA UNTUK MENINGKATKAN KELANCARAN MEMBACA SISWA KELAS 1 SD." Psympathic : Jurnal Ilmiah Psikologi 1, no. 1 (February 9, 2016): 87–97. http://dx.doi.org/10.15575/psy.v1i1.470.

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The aim of this study as a preliminary study in developing the exercises to improve reading fluency of students grade 1of Primary School (SD). The study used a quasi- experimental method with Nonequivalent Control Group Design. The subjects were seven students in 1st grade, with age 7-8 years old, which consists of four students as an experimental group that received exercises of pronunciation as much as six times with a duration of 30-40 minutes and three students as a control group. Data on reading fluency obtained by measuring the average score of subject’s reading ability within one minute. Measuring instrument used was a single paragraph which consists of a series of words / syllables that need to be mastered by children aged 7 years old. In this exercise the students practice for using their speech muscles suit the phonetic rules, so that the resulting pronunciation becomes more precise. The results showed that in the control group there was no increase reading fluency, while in the experimental group there was three student has increased their reading fluency but not to the another one. However, there were changing in the aspects of speed and accuracy among all subjects who received the pronunciation exercises.
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Mykhailivna Bogush, Alla, Tetiana Mykhailivna Korolova, and Oleksandra Volodymyrivna Popova. "A Comparative Analysis of English and Chinese Reading: Phonetics, Vocabulary and Grammar." Arab World English Journal, no. 3 (November 15, 2020): 255–81. http://dx.doi.org/10.24093/awej/elt3.22.

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The article covers the issues related to the development of reading skills of the students majoring/minoring in English and Chinese (as non-native languages). In the backdrop of linguistic differences between English and Chinese, this action research was conducted to investigate the components of the reading skills, which are to be developed within the Bachelor programs. The primary purpose of the article is to analyze the methodological background for teaching Ukrainian students to perceive information from authentic texts. The methods of induction and deduction enabled us to analyze and generalize the theoretical bases for the investigated topic, to systemize the results of the study (the reading tactics and strategies, classification of reading activities). The study was based on focused observation using the register as a tool for data collecting for two semesters each in three groups of third-year students at Ushynsky University. The total sample size was 54. The article presents an analysis of difficulties in reading English and Chinese texts: 1) phonological level – differences in sound pronunciation (English: /T/, /D/ /w/, /N/, /x/, etc.; Chinese: the alveolo-palatal consonants j, q, x; affricates zh, z; consonant r, etc.), the phonetic phenomena (English: nasal plosion, lateral plosion, loss of plosion, assimilation, reduction/elision, etc.; Chinese: tone, erization); 2) lexical level – conversion (in English) and transposition (in Chinese), homonymy, polysemy; 3) grammatical level – the division of lexicon into parts of speech, different word order in English and Chinese sentences, (non)segmentation of English and Chinese syntagms/clauses/compound sentences, use of tenses, etc. The article contains some recommendations for English and Chinese reading classrooms.
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Tadrous-Furnanz, S., J. Clark, B. Zaccari, and D. Storzbach. "A-66 Wechsler Test of Adult Reading is a More Useful Indicator of Premorbid Cognitive Functioning than the Reynolds Intellectual Screening Test in Blast Exposed Veterans." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 926. http://dx.doi.org/10.1093/arclin/acz034.66.

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Abstract Objective The primary objective of this study was to compare the utility of the Wechsler Test of Adult Reading (WTAR) with the Reynolds Intellectual Screening Test (RIST) as a measure of premorbid cognitive functioning among blast-exposed Veterans. Method Sixty-nine Operation Iraqi Freedom/Operation Enduring Freedom (OIF/OEF) Veterans enrolled at the VA Portland Health Center who passed the Test of Memory Malingering (TOMM) were given the WTAR, RIST, and the Neuropsychological Assessment Battery (NAB). Data was analyzed using bi-variate correlational analyses and linear regressions. Results Scores on the WTAR were correlated significantly ( p < .05) with RIST, academic achievement, executive functioning (phonemic fluency), and multiple measures of attention, verbal learning and memory, and visuospatial skills. The WTAR was more consistently and strongly associated with those cognitive outcomes than the RIST. A stepwise linear regression was conducted to examine which of these cognitive domains loaded the highest on the WTAR. The overall attention index was the single most significant contributor to WTAR score, F(1,67) = 23.23, p < .001. Phonemic fluency added a significant proportion to the variance in WTAR scores Δr2 = .10, F (2, 66) = 18.30, p < .001. Conclusions The utility of word reading measures as indicators of premorbid functioning across multiple domains has been recently questioned. The current data suggests that for blast-exposed Veterans, the WTAR is indeed associated with cognitive functioning in attention, learning/memory, and executive functioning, even more so than the RIST. In particular, the WTAR appears related to attention.
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Ren, Jiahong. "Reflecting on the Primary Phonetic Learning Based on the Critical Period Hypothesis in Language Acquisition." Theory and Practice in Language Studies 7, no. 10 (October 1, 2017): 900. http://dx.doi.org/10.17507/tpls.0710.11.

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New English Curriculum Standards of Compulsory Education points out the following specific requirements of phonetic learning in the secondary target of language learning: reading out 26 letters of the alphabet; understanding simple spelling rules; knowing the word with accent, sentence with stress; learning English pronunciation including linking, rhythm, pauses, intonation and so on. And based on the critical period of language acquisition theory and the viewpoint that Children can get the pure pronunciation of second language at a critical period, phonetic learning is the principal task in the primary English learning. The author makes some suggestions through surveying and reflecting on primary phonetic learning problems. The author makes a survey about phonetic learning in Shanxi Normal University Experiment Primary School. The author found that the importance of the phonetic learning in primary school is not valued; students phonetic learning initiative is not high; the teachers’ professional quality of phonetic should be improved and so on. Some suggestions are put forward: establishing the correct concept of the phonetic learning for pupils; using multi-sensory learning and imitation to improve pupils’ language learning initiative; developing reading English skills; improving teacher’ professional quality of phonetic. It is hoped that we can pay more attention to phonetic learning in primary school and provide more valued proposals through this research.
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Hidayati, Nuri, Asep Sunandar, and Rizqi Fajar Pradipta. "Phonetic Methods on The Early Reading Ability of Student with Intellectual Disability." Jurnal ORTOPEDAGOGIA 6, no. 2 (November 30, 2020): 72. http://dx.doi.org/10.17977/um031v6i22020p72-76.

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Abstract: Influence phonetic method the Early Reading Ability of Intellectual Student with a disability. The study aims to determine the influence of the phonetic method on the Early Reading Ability of Students with Intellectual a disability. The research is a quantitative research approach to Single Subject Research (SSR). The results of the study indicate that there is an influence on the phonetic method of the Early Reading Ability of Students with Intellectual Disability
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Elivanova, Mariya, and Valeria Semushina. "Sound-Color-Symbolic Perception of Poetic Texts by Synesthets." PSYCHOLINGUISTICS 27, no. 2 (April 12, 2020): 137–54. http://dx.doi.org/10.31470/2309-1797-2020-27-2-137-154.

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Introduction. The article is devoted to discussing complex synesthets’ capability of sound-colour-symbol analysis of poetic texts in order to investigate their perception depending on subconsciousness which activity manifests itself in the form of symbolic images of the unconscious (Jung, 1968). Research methods. Synesthets were offered the text and the recording of R. L. Stivenson’s poem “The Land of Counterpane” in original and variants of its translation by V. Brjusov and О. Mandelstam (the last one with recording). The tasks were as follws: to read aloud or to listen to the poems trying not to take into account meaning of words, to describe the colour of the texts depending on sound/letter frequency and to report us their image-symbol associations based on sound-colour of the texts. These data were analyzed from the point of view of Jung’s depth analytical psychology and psychology of colour. Results and their discussion. Sound-colour analysis executed by respondents show that their perception of sound frequency differs depending on individual peculiarities of synesthesia. Synesthets’ spontaneous incidental image-symbol associated with sound and colour of the same poems have a tendency to be different in most cases and rarely coincide. Various metaphoric images can have close symbolic meaning determined by poet’s primary motivation with help of phonetic means of language expression. Received data show that synesthets’ perception depends on the language, the text is written in, and emotionality/inemotionality (characteristic feature offered by one respondent) of reader’s manner of reciting in the recording. Image symbols evoked while reading and listening to English and Russian texts can be the same in case the tested person regards the translation more successful. Conclusion. Image symbols associated by complex synesthts with sound and colour of poetic texts appear in the subconscious on the ground of synesthemia (co-sensation and co-emotion). Sound-colour-symbol perception is determined by individual peculiarities of synesthesia and synesthets’ personal experience.
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Usatenko, Tamara, Galyna Usatenko, and Myroslava Marushchenko. "«GRAMMAR» OF PANTELEIMON KULISH IN THE CONTEXT OF UKRAINIAN WRITING." Almanac of Ukrainian Studies, no. 25 (2019): 120–27. http://dx.doi.org/10.17721/2520-2626/2019.25.19.

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The article is devoted to the defining of the phenomena of Ukrainian cultural movement of the 19th century, when under conditions of comprehensive Russification of the Ukrainian community and the influence of the Church Slavonic language as well as of complete lack of education in the native language, the processes of creation of the Ukrainian literary language took place. The new Ukrainian spelling was established, the struggle for teaching in schools in the Ukrainian language was intensified, various styles, and lot of genres of literature in the native language were developed. These searches and comprehension by advanced representatives of political, cultural and social life are considered. It is determined that the spirit of romanticism, European revolutions, the abolition of serfdom, scientific and industrial shifts gave birth to a galaxy of unique Ukrainian thinkers, scientific societies, writers, etc. Among them, Panteleimon Oleksandrovich Kulish (1819-1997) was a significant person due to his energy, ability to organize a business, multifaceted talent, profound knowledge. One of the resonance works of the diverse creative heritage P.O. Kulisha is studied in the article, that is a book for initial education in native language − the "Grammar" of the Ukrainian language, which was highly appreciated by T. Shevchenko. Its structure, the content of each part, the pedagogical role as well as the concept of the author, manifested in its preface and the final part were described. The study emphasizes that in the processes of creating a new literary Ukrainian language, its spelling, writing textbooks, grammars in Ukrainian for initials education, two periods are noticeable: the first one – the 20-30th years of the 19th century, when the problems of the necessity of a new literary language arose, the new literature, preservation of the ethnographic, folklore heritage of the people, the second one – the 40-60th-years was the period of active participation of a new generation of Ukrainian thinkers in the development of the Ukrainian literary language, the creation of new spelling, new literature for primary education in native Ukrainian language. The role of "Grammar" in the formation of a new Ukrainian literary language and its phonetic spelling, in the formation of education in the Ukrainian language, the creation of textbooks in the Ukrainian literary language, and the development of Ukrainian writing are underlined. The emphasis was also put on the introduction of the author's, phonetic spelling, the so-called "Kulishivka" in the "Grammar", which is the basis of the modern Ukrainian spelling. Despite the prohibition of "Valuevsky (1863)" and "Yamsky (1876)" decrees, books and newspapers, although very limited were published in Ukrainian. The article also highlights the following discourses: the role of "Grammar" wrote by P. Kulish (the theory and practice of creating a Ukrainian literary language, the new Ukrainian spelling, which caused the intensification of imperial repressions) and its contemporary significance for the new Ukrainian space of ideas, meanings, communication, methods of publications in the Ukrainian language, as well as some grammatical factors of the theory or history of writing: the language of sound - the language of the book: thinking - writing, writing - thinking; sound - letter, letter - sound; "science of reading" - writing, etc. Comparison of discourses contributes to the conclusion that the development of the living language, sound of language during writing has been improved so complex and multifaceted in the 19th century that passed later in the 20th century, and even in the 21st century remain controversial, as evidenced by the lengthy discussion of the “Project of the New Ukrainian spelling”.
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Dissertations / Theses on the topic "Reading (Primary) Phonetic method"

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Yoshida, Tomoko. "Phonological awareness and reading ability in Japanese children." Thesis, Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31937287.

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Marthinussen, Patricia Joyce. "Die belangrikheid van die fonologiese en fonemiese bewustheid in aanvangslees by graad 1-leerders in 'n taalarm omgewing." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1890.

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Thesis (MEd (Faculty of Education and Social Sciences))--Cape Peninsula University of Technology, 2011
This study emphasized the important role of phonological and phonemic awareness and understanding of letter-sound correspondence in elementary reading in a grade 1 class. The importance of preparatory activities preceding reading is strongly emphasized when looking at strategies for delays to cope in beginning reading. The ability of learners to develop auditory and visual perceptions and discernment between sounds and sound patterns are described as predictors of successful reading. Early and continuous monitoring of initial reading skills are an important aspect to reduce and prevent reading barriers. Action Research is conducted in a grade 1 class with learners who have not received grade R instruction and who at age 5 ½ years already enrolled at the school. The learners are young and do not receive enough stimulation at home. They already show barriers to learning in the effective use of language and learning with school entry. Due to the large backlogs of these learners the focus is on phonological awareness and phonemic awareness in elementary reading of the young child. The development of phonological and phonemic awareness and the organization and importance of teaching phonics in context, as a method of reading to strengthen skills at grade 1 learner in a poor language environment is investigated. A variety of teaching strategies in reading approaches is investigated in the study. The findings of the effect of phonological awareness and phonemic awareness in elementary reading are discussed. Learning Programmes such as the ‘Foundation for Learning’ of the National Department of Education (DoE) introduced to schools should be taught thoroughly. The view of the Western Cape Education Department (WCED 2006: 3) who expressed the approach to Literacy as “explicit teaching of phonics within a balanced approach to reading” is held. This approach allows major challenges to educators and learners in a poor language environment. Educators' methodology of teaching reading should be adjusted and should be focused on the teaching of phonics in context to maintain a balance between phonic and balanced approach to reading.
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Leung, Kar, and 梁嘉. "How phonics help primary L2 learners in acquiring reading skills in learning English?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29521853.

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Kang, Cuiping, and 康翠萍. "Phonological awareness and naming speed in good and poor Chinese readers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30703803.

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Haley, Maria Esperanza. "Integration of technology in the curriculum language arts: Spanish phonemic awareness." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2467.

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This paper explores the importance of providing teacher training in the use of technology to reap the benefits of adding computers to the classroom. It describes how a basic software program was used to create an interactive program to teach phonics in Spanish to kindergarten students in a Structured English Immersion Program. A benefit to having good phonemic awareness skills in Spanish is that it will help the student in developing phonemic awareness skills in English and will facilitate learning to read English words.
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Mendoza, Cabral Raquel. "A comprehensive curriculum on how to teach the alphabet to bilingual kindergarteners." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2687.

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There are numerous methods teachers use to teach the alphabet to children. This thesis is a curriculum on how to teach the alphabet to English learners and English speakers. The author teaches kindergarten to students who are English speakers and to students who are Spanish speakers learning English as a second language. The school's instructional Reading Based Program (the Houghton Mifflin Lectura of California) offers many ideas and strategies but is missing some components necessary to meet distinct standards for kindergarten. The author developed this curriculum to meet the standards of teaching English speakers and English learners the alphabet to meet district standards.
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Ip, C. W., and 葉彩雲. "The teaching of phonics and its effectiveness in dealing with reading disability in Hong Kong: a case study of agroup of form one students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29649808.

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Garnett, Patricia A. "The combining of explicit phonics and the literature basis of whole language." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/586.

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Siok, Wai-ting, and 蕭慧婷. "The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B29799429.

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Woodhead, Nancy Lynne. "Teaching phonics within a whole language theoretical orientation." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/585.

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Books on the topic "Reading (Primary) Phonetic method"

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Makar, Barbara W. Primary phonics. Cambridge, Mass: Educator's Pub. Service, 1995.

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Service, Educators Publishing, ed. Primary phonics. Cambridge, Mass: Educators Pub. Service, 1995.

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Makar, Barbara W. Primary phonics. Cambridge, Mass: Educators Pub. Service, 1999.

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Group, Phonological Awareness Development. Phonological awareness programme: For primary one classes. Edingburgh: PADG, 1997.

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Francie, Alexander, and Blevins Wiley, eds. Phonics fun: Reading program, pack 1. New York: Scholastic, 2002.

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illustustrator, Cartwright Amy, ed. Stay, Kay! Mankato, Minnesota: Amicus Readers, 2015.

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illustrator, Cartwright Amy, ed. Not a lot, robot! Mankato, Minnesota: Amicus Readers, 2015.

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Emmitt, Marie. The place of phonics in learning to read and write. Norwood, S.A: Australian Literacy Educators' Association, 2006.

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illustrator, Cartwright Amy, ed. Quit it! Mankato, Minnesota: Amicus Readers, 2015.

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Bridwell, Norman. Clifford the Salesman (Clifford the Big Red Dog). New York: Scholastic, 2003.

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Book chapters on the topic "Reading (Primary) Phonetic method"

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R. Roberts, Geoffrey. "A method to meet the needs of backward readers." In Reading in Primary Schools, 72–85. Routledge, 2019. http://dx.doi.org/10.4324/9780429052798-7.

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Redozubov, S. P. "Chapter 6 The Innovation and Development of Teaching Reading by the Phonetic Method." In Cognitive Psychology and Reading in the U.S.S.R., 143–53. Elsevier, 1988. http://dx.doi.org/10.1016/s0166-4115(08)60373-8.

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Duncan, Dennis. "The Punning Muse." In The Oulipo and Modern Thought, 51–75. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198831631.003.0002.

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One method much-practised by the Oulipo is ‘homophonic translation’: taking the sounds of one language and trying to recreate them in another. Thus Keats’s ‘A thing of beauty is a joy forever’ becomes in French ‘Ah, singe débotté, hisse un jouet fort et vert’ [‘Oh, unshod monkey, raise a stout green toy’]. But this type of extended punning has also always had a crucial role in psychoanalytic interpretation, and in this chapter we find members of the Oulipo framing their exercises in homophonic translation as spoof scholarship, thereby sending up reductive or overzealous reading in both psychoanalysis and literary criticism. The chapter also introduces two of the Oulipo’s acknowledged precursors: the poet Raymond Roussel, and the quack etymologist J.-P. Brisset, who believed that phonetic similarity was never merely coincidental (thus, if grammar sounds like grandma, then this tells us something about grammars, grandmas, and the world at large).
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"Scanning • Unlike the general skim through, scanning involves quickly looking for specific words, phrases or information. • This would be used with this article if it was being scanned for potential relevancy. Detailed reading A detailed reading will allow attention to be given to identifying primary and secondary or subsidiary arguments properly in the text. Here, the reading is slower and careful. Do make sure that you check out unfamiliar vocabulary. Also some words and phrases become clear as more text is read. For example: • what does the word ‘Lexcalibur’ mean? Where does this word come from? • what does the phrase ‘the European public square’ mean? Neither the word ‘Lexcalibur’ nor the phrase ‘the European Public Square’ can be found in a dictionary. However, their meaning unfolds in the article. Note the type of language used. Thinking closely about the text the most obvious language usage is figurative. The writer uses short sentences, slogans, rhetorical questions, poetic language, metaphor, invents words. Take a look at the demonstration of this in Figure 6.3, below." In Legal Method and Reasoning, 196. Routledge-Cavendish, 2012. http://dx.doi.org/10.4324/9781843145103-149.

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"Figure 3.4: sources of law The successful comprehension of the literary, legal and historical sources and differences between the major sources of English law will give the student a firm grasp of how to use these primary texts. Such understanding is an indispensable foundation for competent legal studies. It is now appropriate, after this brief overview of the three main types of law, to look at each area in detail. This chapter along with Chapters 4–5 consider the nature of the legal sources of law and strategies for reading and understanding them." In Legal Method and Reasoning, 50. Routledge-Cavendish, 2012. http://dx.doi.org/10.4324/9781843145103-36.

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"Figure 3.1: main sources of English law One factor which may seem difficult at first is getting to grips with these various legal rules. To competently handle primary texts of law, there is a need to: (a) locate and understand the various sources of the rules; (b) learn how they can be used to provide a resolution to disputes of a legal nature; (c) learn how to engage in applying and interpreting the rules; (d) understand the interconnections between the main sources of English law and in particular the relationship between cases and legislation. In order to give a context for the reading and analysing techniques that enable primary texts of law to be properly understood, it is necessary to describe briefly each of the main sources of law. These important sources of law are of course studied in more detail in courses on constitutional and administrative law (or public law), English legal system and European law and human rights. 3.3.1 The common law The phrase ‘common law’ has several meanings which vary according to context but as used in this text it means no more and no less than:." In Legal Method and Reasoning, 44. Routledge-Cavendish, 2012. http://dx.doi.org/10.4324/9781843145103-31.

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Baragwanath, Nicholas. "Speaking Solfeggio." In The Solfeggio Tradition, 85–127. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197514085.003.0006.

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The chapter begins the lessons in the eighteenth-century art of melody, involving practical engagement with real historical solfeggi. It provides instruction in the first year of study: how to name notes in the eighteenth-century manner by a process known as “reading,” or “spoken solfeggio.” The lessons cover the simple scale, hard and soft melody, the compound scale, minor keys, accidentals, and key signatures and modulation. In keeping with the original method, the instruction covers not only note-naming but also basic aspects of theory. The method applies to melodies from the era of Arcangelo Corelli to that of Vincenzo Bellini, or roughly 1680–1830. In an appendix, seven supplementary guidelines are put forward to deal with ambiguities and complexities in the primary sources.
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"• how study time is managed, ‘pre-planning the week’; • knowledge of course organisation; • knowledge of the lecture role, small groups timetable; class contact based; or knowledge of distance learning guides if you are taking a distance learning course or a self-study scheme; • the development of powers of concentration. Some students find it physically or emotionally impossible to sit down for two hours or even less and read in a useful, meaningful manner. Concentration is a skill acquired over time; it is a process; • organising a place to study; • setting up filing systems for: handouts; notes made from books, articles or lectures; subject specific problem questions, essay questions and past examination papers; • learning to be a highly competent user of the library facilities (real or Virtual’); • developing computing skills; • developing writing and reading skills (also comes under language and legal method skills); • developing the ability to answer questions (also comes under language and legal method skills). 1.3.1.2 Language usage skills Students need to be competent language users. This involves demonstrating a competency in the following areas: • grammar; • punctuation; • spelling; • vocabulary; • reading (primary texts of law and secondary texts about law); • writing (notes, summaries and extended academic writing); • interpretation of arguments by the analysis of the language in which the arguments are presented. Again, not all of these areas are specifically dealt with in this text but the bibliography makes useful suggestions for further reading. 1.3.1.3 Legal method skills These are skills concerning formal ways of understanding and analysing issues relating to the law. Much of this book is concerned with a few aspects of practical legal method; there are many more." In Legal Method and Reasoning, 20. Routledge-Cavendish, 2012. http://dx.doi.org/10.4324/9781843145103-8.

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Drury, Joseph. "Science." In The Oxford Handbook of Samuel Johnson, 496—C27.P43. Oxford University Press, 2022. http://dx.doi.org/10.1093/oxfordhb/9780198794660.013.28.

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Abstract Although Johnson paid close attention to the natural sciences, conducted chemical experiments at home, and included a large number of scientific terms in his Dictionary, he is typically thought to have made no significant contribution to Enlightenment science. This chapter challenges this view by reading Johnson’s periodical essays as important examples of “experimental moral philosophy,” an eighteenth-century field of inquiry that sought to extend the Newtonian method from the sensible world to the study of human subjectivity. Drawing on the methods and conceptual repertoire of vitalist natural philosophy, especially chemistry, Johnson’s essays offer a qualitative, experimental account of the primary forces of the mind, which emphasizes the tragic burden imposed by its restless activity.
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"The overall aim of this chapter is to provide a commentary concerning the relationships and differences between the areas of the ECHR, EU, EC and EC law to assist in the management of the study of these complex areas in relation to English law and in their own right. The detailed study of these areas, for law students, will occur in your English legal system, public law and European law courses. 5.2 LEARNING OUTCOMES By the end of this chapter and the associated reading, readers should: • be able to understand the general consequences and standard format of a Treaty and how it is internally organised and subsequently amended; • be able to explain the context within which European human rights operate and how it affects the English legal system; • be able to place the English HRA 1998 in its appropriate context and explain how it relates to the ECHR; • be able to describe the various types of secondary legislation produced by the EC; • be able to distinguish between primary and secondary EC law; • be able to discuss the similarities and differences between the EC and the EU; • understand the difference between the European Court of Human Rights (ECtHR) and the ECJ; • understand the role of the ECJ; • understand the relationship between the English legal system, the EC and the EU; • appreciate the difference in style and rationale between European legal judgments and legislation and English legal judgments and legislation. 5.3 READING AND UNDERSTANDING TREATIES Many of the difficulties encountered by students of English law approaching its European dimension are the vast number of unfamiliar terms. Often students do not appreciate the international nature of treaties and their normal effect. Therefore when discussing the peculiarities of the English approach to international treaties made by the UK Government confusions creep in. This section of the chapter is therefore designed to give a brief introduction to the general purpose and format of treaties." In Legal Method and Reasoning, 128. Routledge-Cavendish, 2012. http://dx.doi.org/10.4324/9781843145103-101.

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Conference papers on the topic "Reading (Primary) Phonetic method"

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Simkova, Ivana, Helena Havlisova, and Jiri Jost. "VALIDATING THE SFUMATO METHOD FOR THE TEACHING OF READING TO DYSLEXIC PRIMARY SCHOOL PUPILS." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1974.

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Hartati and Ilham Yuliawati. "The Effectiveness of SQ3R Method Toward Reading Comprehension Grade III Elementary School." In Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.37.

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Fauziah, M., A. Anggraini, Rahman Rahman, T. Hartati, Y. Sulaeman, and A. Kharisma. "Game “Sepak Tekong” As A Method for Increasing the Ability of Reading Situation in Primary School." In Proceedings of the 2nd International Conference on Local Wisdom, INCOLWIS 2019, August 29-30, 2019, Padang, West Sumatera, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.29-8-2019.2288980.

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Sarmadi, Parisa, and Ian A. Frigaard. "Effects of Rheological Properties on Primary Cementing of Irregular Horizontal Wells." In ASME 2022 41st International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/omae2022-80561.

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Abstract Primary cementing is an industrial operation that is used to seal every oil and gas wells, of which there are many millions globally. The process aims to remove the drilling fluid and other residues from the annulus between the casing and the formation, replacing it with a cement slurry, which then hydrates and seals the well to prevent subsurface leakage. Leakage compromises well productivity and can have environmental and health consequences, e.g. polluted aquifers, methane emissions, and subsurface ecosystems. In this work, we focus on fluid displacement mechanics of primary cementing operations. Even in stable boreholes, several geometrical and operational irregularities can be seen while reading caliper data. Washouts, keyseats, and breakouts are examples of irregularities. The other irregularity arises from eccentricity which mainly originates from operational features. Eccentricity of the annulus significantly affects the cement placement flow and longevity of the wellbore. In this work, we study the effect of the rheological properties of fluids involved in the primary cementing on displacement flows in an irregular horizontal section of well. The focus of the work is on irregularities in the shape of enlargements. We use three-dimensional (3D) numerical simulations, using the Volume of Fluid (VoF) method to compute displacement of a drilling mud by a spacer within an annulus with series of enlargements. We use Bingham fluid and Newtonian fluid models for the mud and spacer, respectively. The 3D model allows us to capture the interface between fluids and study the effects of more local irregularities in detail, e.g. secondary flows and residual mud layer on the wall of the well. The rheology of the fluids beside the geometrical properties, irregularity and eccentricity, plays important role in determining the presence of unyielded residual mud layer. In this paper we describe the competition between viscosity ratio and density differences with geometrical properties.
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Xue, Ming-De, Qing-Hai Du, Keh-Chih Hwang, and Zhi-Hai Xiang. "A Universal Design Method Based on Analysis for Cylindrical Shells With Nozzles Due to Internal Pressure, External Forces and Moments: Part II." In ASME 2009 Pressure Vessels and Piping Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/pvp2009-78147.

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A universal design method for pressurized cylindrical shells with attached nozzles subjected to external forces (moments) and internal pressure are presented based on theoretical stress analysis. The applicable ranges of the presented design methods are extended to d/D≤0.9 and λ=d/(DT)1/2≤12. As a first step of design the required reinforcement thicknesses both of main shell and nozzle due to internal pressure can be determined by the presented theoretical solutions. When the junctions are subjected to external nozzle loads, the next step is to determine the absolute values of dimensionless longitudinal and circumferential, normal and shear, membrane and bending stresses in the main shell at the junction subjected to internal pressure and six external nozzle load components by reading out from a number of sets of curves calculated by the present theoretical method. Then the stress components at eight examination points are calculated and superposed for the combined loads. Finally the membrane and primary plus secondary stress intensities can be calculated, respectively, to meet the design criteria.
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Latkovska, Evija, and Endija Zustrupa. "Differentiated Activities in the Context of Inclusive Education to Enhance the Acquisition of the English Language at Primary School." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.08.

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In the 21st century one of the reasons for teachers to pursue continuous professional development is experiencing demanding situations in their lessons, because the concept of mixed-ability teaching has broadened schools being open to diversity. Consequently, different pupils learn together in comprehensive schools and have equal rights to quality education. That also regards language learning. In the present article the authors look upon a situation in which a teacher of English in a comprehensive school has to deal with groups of primary school pupils who have varied needs and preferences for learning a foreign language both academically and socially (for example, having problems with reading and understanding the read material, focusing and keeping attention, working in pairs or groups). Therefore, the use of differentiated activities to enhance primary school pupils’ acquisition of the English language is explored. The chosen research method is a case study in which 14 primary school pupils take part. Data collection methods used in the research are observation (a teacher’s diary to notice the pupils’ strengths and weaknesses of learning English and checklists to gather the evidence of the pupils’ learning achievement) and document analysis (test evaluation forms to record the pupils’ learning results and progress). The analysis of the gathered data shows that the use of the chosen differentiated activities, which are based on the ideas of mixed-ability teaching and inclusive education, has helped the pupils improve the acquisition of the English language The results of the case study allow the authors to conclude that the varied needs and preferences pupils have for learning a foreign language are a compelling reason for teachers to find new ways of teaching to be able to help each learner prosper.
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Radojičić, Jelena. "Istorijska karta kao ilustracija i/ili izvor znanja u udžbenicima za prirodu i društvo." In Nauka i obrazovanje – izazovi i perspektive. University of Kragujevac, Faculty of Edaucatin in Uzice, 2022. http://dx.doi.org/10.46793/noip.295r.

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Visual representation is one of the key structural elements of a textbook. A historical map is a graphic representation of the geographical area where historical events took place at a certain time. The subject of this research is the analysis of the use of a historical map in the Science and Social Studies textbooks for the fourth grade of primary school. In this paper, we have analyzed whether these textbooks contain historical maps, their number, whether they are titled, whether there are additional explanations or legends, and to what extent a historical map is referred to by the accounts in the text of the textbooks, on the basis of which students should, by independently interpreting, analyzing and reading the map, come to certain conclusions and knowledge. The method used is the content analysis method. The analysis indicates that all five textbooks contain historical maps, although they are not explicitly mentioned as a term in teaching and learning programs. Historical maps should enable students to acquire more permanent knowledge through independent work and map reading as well as develop new concepts with regard to historical content. Studying the use of historical maps in the Science and Social Studies textbooks is important for improving the teaching process.
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Mojsilović, Marija, Selver Pepić, and Goran Miodragović. "Implementation of embedded messages using steganography in the PHP software package." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.171m.

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The term steganography is usually associated with hiding and concealing information and messages. People, and even IT professionals, very rarely come into contact with steganography and steganalysis. Only messages are protected by cryptographic protection, while steganography can be said to protect both messages and parties participating in the communication. Steganography also means hiding messages inside computer files and data streams. This paper provides an overview of the implementation of embedded messages using steganography in the PHP software package. Emphasis is placed on hiding information, i.e. messages in JPEG images. As well as decoding or reading a hidden message. The field of steganography is naturally linked to the field of steganalysis, the primary goal of which is the detection of a hidden message, and then its extraction from the object of the message carrier. The most commonly used method for hiding messages is LSB, it is a method that changes the least significant bits to match the secret message. Then, by passing the steganographic key, the message is encrypted using the RC4 algorithm.
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Jadán-Guerrero, Janio, Juan Ramos, Hugo Arias-Flores, and Isabel L. Nunes. "Using Comics in the English Language Classroom." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002175.

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English is a language which plays an important role in the Ecuadorian society because it is used on different fields such as business, tourism, entertainment, health. English is present in Education because it is taught in most educational institutions – at primary, secondary and higher levels – giving students the opportunity to gain competencies in a second language. Unfortunately, the lack of didactic resources to teach grammar makes the English learning process difficult and boring. Therefore, the aim of this research is to develop a storytelling to learn English grammar through comics. The methodology used is the mixed method approach – qualitative and quantitative – for the data collection. The students who participated on this research took a pre-test and a post-test in order to know the perspective of comics as well as their grammar knowledge. The comics were designed in the software Paint 3D because it makes colorful presentations and it is possible to draw on the computer’s screen by using the optical pen. The comics present grammar structures in familiar contexts to motivate comics reading. After applying comics, the results showed that students improved their grammar grades and were motived to learn grammar. A secondary goal is to promote comics as an English resource to improve the learning of different English skills.
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Munukutla, Sastry S., Robert P. M. Craven, and Michael R. Coffey. "Performance Monitoring of Coal-Fired Units in Real-Time." In ASME 2009 Power Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/power2009-81113.

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Power plant performance monitoring can be accomplished in real-time using the data already available on the plant computer in the control room. Because of this, plant operators can be provided with quantitative real-time feedback on the impact of any operational change on plant efficiency and economics. With funding from several major U.S. Utilities and the Electric Power Research Institute (EPRI) the Center for Energy Systems Research (CESR) at Tennessee Technological University (TTU) has developed a Real-Time Performance Monitoring System for evaluating plant operations continuously. The calculations are based on the output/loss method. Coal analysis in real-time is obtained by using information on flue gas composition. This is a unique technology developed at CESR. The steady-state thermodynamic model includes on the fire-side the FD and ID fans, the air preheater, the coal pulverizers and the boiler. It includes flow rate, pressure and temperature of the feedwater, main steam, cold reheat steam and the hot reheat steam on the steam-side of the calculations. The model performs calculations and displays results every minute (or whatever averaging time is chosen) by reading relevant data from the plant computer. One of the primary advantages of this method is that it can be customized to a given unit with given instrumentation. The Real-Time Performance Model has been successfully installed in 10 coal fired units in the U.S.A., four 200 MW units in New Zealand, one 200 MW unit in India and one 900 MW unit in China. In this paper the output/loss method will be introduced. The thermodynamic model with which calculations are performed will be described in detail. Field results from several units around the world will be presented. Examples of strategies for performance enhancement based on real-time performance monitoring will be discussed.
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Reports on the topic "Reading (Primary) Phonetic method"

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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4636.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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