Gotowe bibliografie tematyczne / Learning to read while reading to learn series

Gotowa bibliografia na temat „Learning to read while reading to learn series”

Autor: Grafiati

Data publikacji: 26 lipca 2024

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Artykuły w czasopismach na temat "Learning to read while reading to learn series"

Cho, Eunsoo, Donald L. Compton, Jennifer K. Gilbert, Laura M. Steacy, Alyson A. Collins i Esther R. Lindström. "Development of First-Graders’ Word Reading Skills". Journal of Learning Disabilities 50, nr 1 (3.08.2016): 95–112. http://dx.doi.org/10.1177/0022219415599343.

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Dynamic assessment (DA) of word reading measures learning potential for early reading development by documenting the amount of assistance needed to learn how to read words with unfamiliar orthography. We examined the additive value of DA for predicting first-grade decoding and word recognition development while controlling for autoregressive effects. Additionally, we examined whether predictive validity of DA would be higher for students who have poor phonological awareness skills. First-grade students ( n = 105) were assessed on measures of word reading, phonological awareness, rapid automatized naming, and DA in the fall and again assessed on word reading measures in the spring. A series of planned, moderated multiple regression analyses indicated that DA made a significant and unique contribution in predicting word recognition development above and beyond the autoregressor, particularly for students with poor phonological awareness skills. For these students, DA explained 3.5% of the unique variance in end-of-first-grade word recognition that was not attributable to autoregressive effect. Results suggest that DA provides an important source of individual differences in the development of word recognition skills that cannot be fully captured by merely assessing the present level of reading skills through traditional static assessment, particularly for students at risk for developing reading disabilities.

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Cho, Hye Kyung. "A study on the Education in Dostoevsky’s Netochka Nezvanova: focusing on comparison with Rousseau’s Emile". Institute for Russian and Altaic Studies Chungbuk University 27 (31.08.2023): 109–34. http://dx.doi.org/10.24958/rh.2023.27.109.

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The purpose of this thesis is to explore what the writer Dostoevsky's view of education is by examining the problem of education in Dostoevsky's novel Netochka Nezvanova through the growth process of the main character, Netochka. The education Netochka received can be divided into three stages in her life's journey. First of all, the problem with Efimov's education is that he looked at her Netochka as a means to achieve his own selfish ends, and furthermore, by ignoring Netochka's imaginary world. There was a problem in that it caused a his disingenuous attitude. Second, the problem of Mrs. Leotar's education was that it caused a sense of inferiority by comparing the learners of education with each other. This education eventually had a negative effect on Katya. Finally, Alexandra's education was tailored to Netochka's eye level, and she was able to convey her knowledge while stimulating her interest, curiosity, and imagination. Not only that, but she also gave Netochka the opportunity to self-direct her abilities and reflect on her past by allowing her to tell fully of her own past. She taught Netochka how to reconcile reality and imagination through reading and discussion. The effect of the series of education mentioned above made Netochka to love herself, and further empathize with those who suffer like her own, and to face injustice and evil according to her own convictions. Before learning how to spell and reading books, first learn from what you see and hear, read books afterwards, learn the harmony and balance between imagination and reality, empathize with others, establish your identity as a member of society, and properly form self-love. Dostoevsky shows that true education is through Netochka's growth process.

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Kurkjian, Catherine, i Nancy Livingston. "Learning to Read and Reading to Learn: Informational Series Books". Reading Teacher 58, nr 6 (marzec 2005): 592–600. http://dx.doi.org/10.1598/rt.58.6.9.

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呂育甄, 呂育甄, i 王瓊珠 Yu-Chen Lu. "國小識字障礙學生聲韻覺識、唸名速度與中英文識字之相關研究". 特殊教育學報 57, nr 57 (czerwiec 2023): 001–36. http://dx.doi.org/10.53106/207455832023060057001.

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本研究旨在探討國小高年級識字障礙學生聲韻覺識、唸名速度和中英文識字的關係，聲韻覺識、唸名速度對英文識字的預測力，以驗證「語言譯錄差異假說」的理論。研究對象包括國小高年級識字障礙學生，及其同生理年齡和同識字能力之兩組一般學生，每組人數各30位、總計為90位學生。研究工具包括智力測驗、中英文聲韻覺識及唸名速度測驗，以及中英文識字測驗。經由共變數分析、F考驗與逐步迴歸分析，以釐清中英文聲韻覺識、唸名速度等識字基礎認知能力是否為影響英文識字的關鍵因素。結果如下：(1)在聲韻覺識方面，識字障礙組明顯落後於同生理年齡組學生，但與同識字能力組學生相當，故可能不是識字困難的因。(2)在唸名速度方面，識字障礙組不僅明顯落後於同生理年齡組學生，也落後於同識字能力組學生，故可能是識字困難的因。(3)無論是識字障礙組或同生理年齡組之一般學生，英文聲韻覺識和唸名速度都最是能預測英文識字表現的變項，故未完全支持語言譯錄差異假說。  Purpose In the study of dyslexia, many empirical studies have pointed out that phonological awareness and rapid naming tasks are the most effective in distinguishing good readers from weak readers, so they are widely used in the early screening of children with suspected learning disabilities. In view of this, this study lists phonological awareness and naming speed ability as the main basic literacy cognitive variables, and further explores the influence of phonological awareness and rapid naming on literacy ability. In the 1980s, Sparks, Ganschow and others began to conduct a series of studies on foreign language learning difficulties, and later they proposed the “Linguistic Coding Differences Hypothesis” (LCDH) to explain the problem of foreign language learning difficulties. They believe that when a learner has difficulty in learning a foreign language, it is because the language processing ability of the learner’s mother tongue is inherently problematic. Reading and writing ability of the mother tongue is the prerequisite ability for learning a foreign language, especially those skills involving symbol decoding and phonological processing. Chinese and English are two different writing systems. While English is alphabetic writing system, Chinese is logographic writing system. Does LCDH still work for Chinese-speaking Taiwanese children with dyslexia when they learn English? Or the difference in writing systems will not pose as an obstacle, and students with Chinese literacy disabilities can also learn English well? What key problems do students with Chinese literacy disabilities encounter in learning English? Does it stem from the pre-existing difficulties of the mother tongue itself? Is there a commonality between the native language and the foreign language? If the relationship between the two languages can be further clarified, then findings can provide suggestions for teachers to conduct remedial instruction and help students who are not good at learning their mother tongue. This study was aimed to test the LCDH. We examined the relations between reading-related cognitive skills (i.e., phonological awareness and rapid automatized naming) and word reading of Chinese children with dyslexia in their Chinese language (L1) and in English (L2). Methods A total of 90 children [30 with dyslexia (Ds), 30 chronological age (CA) controls, and 30 reading-level (RL) controls] participated in this study. The three groups were matched by IQ and SES. All children were administered measures of Chinese character list, English word reading, and rapid naming as well as phonological awareness tasks in both L1 and L2. Chinese phonological awareness tasks included initial sound detection, rime detection, and tone awareness. English phonological awareness tasks included initial sound deletion and sound sorting. Chinese rapid naming task was 5 Zhu-In-Fu-Hao symbols randomly presented 10 times. English rapid naming task was 5 alphabets randomly presented 10 times. Children were asked to name them as fast as possible. RL group refers to the control group whose chronological age is lower than the experimental group but has the same reading ability. It is assumed that the dyslexia group performs lower than the same chronological age control group in a certain cognitive ability, and is also worse than the same reading ability group. Then the researchers can speculate that the cognitive ability is not likely to be different due to the influence of reading ability, but may be the cause of the difference in reading performance. Therefore, participants of this study included the literacy disorder group in the upper grades of elementary school, the same chronological age group and the middle grade group with the same literacy ability, so as to clarify whether the basic cognitive ability of Chinese and English literacy is the key factor affecting English literacy. Three research questions were: (1) What were the differences of L1 and L2 phonological awareness performance in Ds, CA, and RL groups? (2) What were the differences of L1 and L2 rapid automatized naming performance in Ds, CA, and RL groups? (3) What were the predictive power of L1 and L2 phonological awareness and rapid automatized naming to the three groups learning English words? Results The major findings of this study were as follows: (1) Ds performed significantly lower than CA in all reading-related cognitive skills in Chinese. However, Ds also performed significantly lower than RL in rapid naming. To sum up, Chinese rapid naming may be the cause of Chinese character reading disability. (2) Ds performed significantly lower than CA in all reading-related cognitive skills in English. However, Ds also performed significantly lower than RL in rapid naming. To sum up, English rapid naming may be the cause of Chinese character reading disability. (3) There were significant correlations among phonological awareness (deletion), rapid naming and character reading in English; Chinese was not significantly correlated with English. Deletion and rapid naming were the best predictors of English character reading. Conclusions Children with dyslexia showed weaker performance than CA controls in both languages and had more difficulties in rapid naming than RL controls. Rapid naming rather than phonological awareness may be the cause of Chinese character reading disability. Reading-related cognitive skills in Chinese did not contribute significantly to the ability to read English words, suggesting little cross-linguistic transfer from L1 to L2. This result did not fully support the linguistic coding differences hypothesis. According to the findings, recommendations of this study for further studies and practical implementation included: (1) Rapid naming was critical to L1 and L2 word reading performance. It could be a powerful detective index in early diagnosing children with dyslexia. (2) Phonological awareness and rapid naming were important to English word learning. Teachers can spend more time in teaching phonological awareness and rapid naming when children with dyslexia start to learn English. (3) Children in middle grade have shown big differences in English word reading task (from 0 to full scores). Teachers should pay attention to these children with low English reading performance and provide remedial instruction as early as possible. (4) LCDH was not fully supported in this study. In the future, different groups can be involved, such as participants with various language learning experiences or education levels, to explore the possibilities of LCDH in different conditions.

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Becerra Coba, Karen Mabel, Sarah Jacqueline Iza Pazmiño, Cristina del Rocío Jordán Buenaño i Edgar Guadia Encalada Trujillo. "Enlightening vocabulary learning through educational websites". Medwave 23, S1 (1.09.2023): eUTA191. http://dx.doi.org/10.5867/medwave.2023.s1.uta191.

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Introducción The web is a great medium of communication and is well suited to shorter documents with lots of links. The Web is not good for very long documents that need to present an ever-evolving argument. Some of the Internet technologies for the development and use of Websites are grouped in Web 2.0 tools. Which are a set of interaction mechanisms with visitors to a website where programmers offer new services on the sites, achieving greater interactivity to enable the formation of virtual communities. Educaplay is a platform for the creation of multimedia educational activities, characterized by attractive and professional results. Is aimed at creating a community of users with a vocation to learn and teach while having fun. The platform provides various possibilities for teaching professionals to install their own online educational space on the platform, where everyone can take classes to another level of participation. In addition, this application allows teachers to create different types of multimedia and interactive activities with educational orientation, through different scenarios such as Riddles, Complete, Crossword, Dialogue, Dictation, Order letters, Order words, Test. Objetivos To identify the importance of Educational Websites (Educaplay) for teaching vocabulary. Método The research was important to take into account and consider the different types of resources such as technical, technological, and human. Technical resources, books, articles, and online theses from the Universidad Técnica de Ambato repository, among others, were used to obtain the necessary information and guide the research. On the other hand, to apply the first variable were used some technological resources like computers, smartphones, and Educational websites (Educaplay). Then, to measure the second variable the Reading and Writing Part of Flyers Cambridge exam was chosen . Finally, in terms of human resources, there were 22 students from Unidad Educativa Sagrada Familia in 9th grade “A” of EGB, of which 12 students were women and 10 were men. This research was also based on a qualitative approach. It was qualitative because a series of interventions and observation techniques were carried out on the Educational Websites (Educaplay) and the influence on vocabulary teaching. Principales resultados The test that was applied consists of 3 parts. The first part comprised a dialogue between two people in which students completed multiple selection questions. The second part was about a gap-fill activity in which students chose an appropriate word to complete sentences. The third part featured a variety of sentences in which students had to read and choose the appropriate word that defines it. The rubric used allowed the students to obtain a score of 2.5 out of 2.5 points, for parts 1 and 2, on the other hand, in part 3 the students were able to obtain a score of 5 points. The student could obtain a maximum score of 10 points at the end of the test. For the analysis and interpretation of the results, a series of tables and graphs were prepared, which allowed a better understanding. These tables show the average result of each part that was evaluated in both the pre-test and the post-test. Conclusiones The use of this educational website (Educaplay) contributed to the development of abilities and skills, achieving a better understanding of vocabulary. The vocabulary level of students was reflected in the pre-test (A2 Flyers) taken at the beginning of the process. The overall percentage obtained was 5.23 out of 10 points which means that they had a medium level. This evidenced that the students had shortcomings in their vocabulary, they could not identify the meaning of some words that were unknown to them and that at their level they should have known. The results of the post-test were obtained to later infer that the use of educational websites for the English language had a significant impact on student’s learning. The percentage that students obtained was 9.59. As it can be seen, the score was high and that means that they improved their vocabulary level. Therefore, the use of educational websites is an important factor in the development of vocabulary skills in students.

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Nurani, Riga Zahara, i Hatma Heris Mahendra. "Use of Big Book Learning Media to Improve Students’ Beginning Reading Skills in Primary Schools". Mimbar Sekolah Dasar 6, nr 3 (31.12.2019): 330–40. http://dx.doi.org/10.17509/mimbar-sd.v6i3.22893.

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This study is motivated by the fact that there are still many lower grade students who have not been able to read fluently. Big book learning media can be used by teachers to teach beginning reading to lower grade students. The purpose of this study is to describe the use of big book learning media to improve beginning reading skills. The study employed a qualitative descriptive method. The subjects were second-grade primary school students who were still unable to read. The research was conducted in one of the primary schools in Tasikmalaya City. The results revealed that students were more enthusiastic in learning to read using big book learning media, which could be seen from an increase in students' reading skills in each meeting. By using big book learning media, in addition to learning to read through a series of letters, students were able to learn to read through images followed by the writing. Therefore, big book learning media can be used to improve students' reading skills.

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Biro, Sasha L. "Reading in a Time of Crisis". Teaching Philosophy 44, nr 3 (2021): 241–54. http://dx.doi.org/10.5840/teachphil202132137.

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An important part of the work of an introductory philosophy class is learning how to read philosophy. The digital annotation platform Perusall can be useful in both F2F learning environments as well as in virtual learning environments, as it helps students learn how to read philosophy. While the traditional online learning environment relies heavily on the discussion forum to replicate the F2F learning experience, digital annotation is a valuable alternative for promoting student engagement with course material. This paper will describe the platform as well as how to use Perusall to facilitate student participation and close reading of texts.

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Arumugam, Nalini, Julina Munchar, Puspalata C. Suppiah, Sathiyaperba Subramaniam i Maizura Mohd Noor. "Fun Learning Series". International Journal of Modern Languages And Applied Linguistics 2, nr 3 (1.08.2018): 5. http://dx.doi.org/10.24191/ijmal.v2i3.7634.

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The aim of this study was to develop an interactive learning tool using computer with a view to enhance preschoolers’ reading ability in English class. This study adopted an action research methodology addressing the call for more authentic materials for preschoolers to sensitise their curiosity by using authentic objects. This study consisted of two phases; in phase 1, a teacher taught preschoolers basic reading skill by introducing letters and words via printed worksheets while in phase 2, the preschoolers learned the same content via computer. Twelve preschoolers (7 girls and 5 boys) and two teaching staff from Smart Reader Kids participated in this study. The results showed that computer-based learning activities created multi-trial opportunities without any negative interference to the preschoolers. This experiential learning that involved trial and error approach enabled preschoolers to learn independently and at the same time engage in fun-filled activities to self-regulate their learning. Classroom observation further indicated that the preschoolers enjoyed participating in the reading activities designed for them. The use of authentic photographs and visuals in the exercises were appealing and encouraged them to engage in meaningful communication with their peers. In addition, preschoolers displayed a high level of confidence during the lesson as the environment was encouraging without much intervention from the class teacher. This ultimately persuaded the preschoolers to give their own responses while creating opportunity for themselves to explore their own learning.

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Alakawi, Kholood Moustafa. "Vocabulary Strategies and Bridging the Gap from Learning to Read to Reading to Learn". Journal of Language and Education 3, nr 4 (31.12.2017): 60–72. http://dx.doi.org/10.17323/2411-7390-2017-3-4-60-72.

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The present study offers a solution to students’ difficulties in reading by examining the effect of two instructional strategies for teaching reading: semantic mapping and morphological analysis, using multimedia as a vehicle for achieving the desired goals. Technology in the present study incorporates fun, meaningful resources that enhance the experimental group students’ vocabulary, and allow the reading instructor to assess the students’ progress in reading. 58 EFL university students enrolled in the first year of the English Department at Al-Imam University, Riyadh, Saudi Arabia participated in the present study. They were chosen randomly and were divided into two groups; an experimental group and a control one. Each group had 29 participants aged between twenty and twenty one years old. A pre-test was applied to check out their standard in comprehending the reading texts before the inauguration of the experiment. During the time of the experiment, the control group was taught by the traditional method which focuses on relying on their memorization of long lists of vocabulary, rote learning, reading aloud, repetition and the translation of the new vocabulary. Participants of the experimental group were taught by semantic mapping and morphological analysis that focus on the comprehension of the key vocabulary and concepts included in the reading texts. The experimental group only was taught in the reading classes by implementing the semantic mapping and morphological analysis strategies while the control group was taught by the traditional previously mentioned way. The post-test was applied on both groups of the study at the end of the experiment to check out the students’ reading comprehension standard. The experiment lasted for three months’ time during the first semester of the year 2015. The findings revealed that teaching reading by semantic mapping and morphological analysis strategies improved experimental group students’ comprehension of the reading texts.

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Książki na temat "Learning to read while reading to learn series"

Kamhaji, Yafit. Hebrew Vocabulary Coloring Book - Toys with Translation, Nikud and Phonetics: Fun Way for Kids to Learn the Hebrew Vocabulary. Read and Color While Learning the Names of the Toys in Hebrew. Translation, Nikud and Phonetics for Easier Learning and Reading. Independently Published, 2021.

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Allen, Janet, i Christine Landaker. Reading History. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780195165951.001.0001.

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Having trouble interesting your students in history or the history textbook? Concerned about the ability of your students to actually read the textbook? Learn ways to tie reading strategies to the learning of history, and discover sources that will help history come alive for your students. Nationally known literacy advocate Janet Allen discusses strategies for teaching nonfiction reading using Joy Hakim's award winning A History of US series as the center of a blossoming campaign among educators to integrate literacy and history. Classroom tested at a variety of grade levels, real student samples are interspersed throughout the book providing clearer understanding of the strategies in action.

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Selikowitz, Mark. Dyslexia and Other Learning Difficulties. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780192622990.001.0001.

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Dyslexia and other learning difficulties: The Facts addresses problems many intelligent children face who, while having normal IQ levels, still struggle to learn in the classroom setting. A short attention span, restlessness, an inability to write clearly, and reading comprehension well below age level are all indicators of learning disabilities, and this book offers a clear and sympathetic guide to the difficulties that parents and teachers face when working with a child with these sorts of obstacles to learning. The book deals with difficulties in traditional academic areas such as reading, spelling, and arithmetic, but also looks into lesser known conditions like clumsiness, social unease, and hyperactivity. Providing practical advice to parents to help understand their children's difficulties and to help them overcome problems and improve their self-esteem, Dyslexia and other learning difficulties: The Facts also offers a number of suggestions for managing difficult behaviour. This new edition has been fully updated and draws on the most recent research on learning difficulties and some associated disorders and their treatments. It also provides information about electronic and computer aids that are now available to help individuals with learning difficulties. This encouraging approach and easy-to-read style will appeal to parents as well as to professionals who work with children with learning disabilities.

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Części książek na temat "Learning to read while reading to learn series"

Hemphill, Lowry, i Catherine Snow. "Learning To Read While Reading To Learn". W Handbook of Multiple Source Use, 362–81. Routledge, 2018. http://dx.doi.org/10.4324/9781315627496-21.

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Spaëth, Valérie. "The “civilization-language-culture” relationship in reading books for teaching in French to allophone schoolchildren (1885–1930): A window opened to the past". W Language Learning and Teaching in Missionary and Colonial Contexts. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2023. http://dx.doi.org/10.5117/9789463728249_ch7.

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The study of excerpts from five reading books intended for African allophone children between the end of the nineteenth and the first third of the twentieth century makes it possible to delineate the history of these fascinating objects located in a system of historicity that has disappeared. While these texts were initially intended to be read to learn a non-native language (French) and to anchor or transmit exogenous or already hybridized values, they give rise to multiple interpretations. These textbooks thus offer keys to grasping the complexity of the processes that construct the relationship between civilization, language, and culture. Indeed, they were able to serve both colonial propaganda and the pedagogical ideals of the teachers to promote a form of assimilation or integration.

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Raminho, Edney Gomes, Luiz Síveres i Idalberto José das Neves Júnior. "Education through the teaching and learning of reading in the light of complexity and transdisciplinarity". W UNITING KNOWLEDGE INTEGRATED SCIENTIFIC RESEARCH FOR GLOBAL DEVELOPMENT. Seven Editora, 2023. http://dx.doi.org/10.56238/uniknowindevolp-035.

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This study reflects on the contributions of the theory of complexity and transdisciplinarity in education through the teaching and learning of reading as a way to deconstruct the fragmentation of knowledge that has been installed in education. It starts from the justification that, in this way, the teaching and learning of reading become a means to sustain the energies invested in education, converging knowledge and reading strategies in meaningful learning, while articulating the school to the stories of the participants in the teaching and learning process inside and outside it, assuming itself as learning of sensitive understanding of the realities of the subjects for life. A bibliographic study of the guiding threads of the two theories for the teaching and learning of reading based on the language sciences is made. As a contribution, the results point to an encounter of complex thinking and transdisciplinarity to teach and learn to read as a path to an emancipatory and citizen education committed to ecosystem relations.

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"much more needs to be done before we may begin and are summed up in Book VI, with its climactic to grasp the ‘goodly golden chayne, wherewith yfere vision of the Graces’. Clearly the poem was meant to | The vertues linked are in louely wize’ (I ix 1.1–2). be read as a verse in the Bible was read in Spenser’s For example, in displaying the special powers of a day: any stanza is the centre from which to recon-virtue, each book displays also its radical limitations struct the whole. without the other virtues, and, above all, without A study of the virtues makes it increasingly clear divine grace. No book is complete in itself, for each that before ever Spenser began to write he had seen (after the ﬁrst) critiques those that preceded it, so at least the outline of each virtue and had mapped that understanding what has been read constantly out their relationships. (On the formal idea of each expands and consolidates until by the end all the virtue, which his narrative unfolds and realizes, see virtues are seen in their unifying relationships. Heninger 1991:147.) Early in his career, he dedicated A general survey of all the books of The Faerie his talents to fashion the scheme of virtues in a poem Queene is offered in a number of introductions to the he could never expect to complete, no more than poem: Spens 1934, Nelson 1963, R. Freeman 1970, could Chaucer in projecting the Canterbury Tales – Heale 1987, Tonkin 1989, Meyer 1991, Waller 1994, on its unﬁnished state, see Rajan 1985:44–84, and and Oram 1997. Tonkin and Oram especially offer Hamilton 1990 – and he never faltered or changed. close and perceptive readings of each book. In addi-What he says about the Red Cross Knight may be tion, there are studies of individual books. Book applied to him: ‘The noble hart, that harbours ver-I: Rose 1975; II: Berger 1957; III and IV: Roche tuous thought [i.e. knowledge of the virtues], | And 1964, Silberman 1995; IV: Goldberg 1981; III, IV, is with childe of glorious great intent, | Can neuer and V: Broaddus 1995; V: Dunseath 1968, Aptekar rest, vntill it forth haue brought | Th’eternall brood 1969, Fletcher 1971; VI: A. Williams 1967, Tonkin of glorie excellent’ (I v1.1–4). As he testiﬁes in the 1972. See also the entry on each book in The Spenser ﬁnal canto of the 1596 poem: as a ship may be Encyclopedia. In addition, there are general studies delayed by storms on its way to a certain shore, of the virtues: for example, Horton 1978 ﬁnds the ‘Right so it fares with me in this long way, | Whose poem’s unity in the binary pairing of the books (see course is often stayd, yet neuer is astray’ (VI xii also his entry, ‘virtues’, in the SEnc), and M.F.N. 1.8–9). While we may speculate that Spenser wrote Dixon 1996:13 argues that Spenser offers ‘a gram-for patronage, a pension, or a position at court, we mar of virtues’, i.e. ‘an iterative series of interde-know from the opening stanza of The Faerie Queene pendent virtues’. There are also many studies of the that ‘the sacred Muse’ commanded him ‘To blazon techniques used by Spenser to structure the virtues: broade emongst her learned throng’. Clearly he had for example, the ‘resonances sounding at large no choice but to devote his life to writing that poem. throughout the poem’ examined by Lewis 1967, the The third step in relating the virtues is to recog-structural triads by A. Fowler 1973, the poem’s nize that they are fashioned in the poem through the analogical coherence by Nohrnberg 1976, its self-actions of the major characters in order to fashion reﬂexiveness by MacCaffrey 1976, the ‘echoing’ by readers in ‘vertuous and gentle discipline’. In the Hollander 1981, the demonic parody of the virtues Letter to Raleigh, Spenser distinguishes between his by N. Frye 1963 and Fletcher 1971, the poem’s am-‘general intention and meaning’, which is to fashion bivalence by Fletcher 1964, the structural patterns in the virtues, and his poem’s ‘generall end’, which is Books I and II by Røstvig 1994, the symmetrical to ‘fashion a gentleman or noble person in vertuous ring structure in Book III by Greenﬁeld 1989, the and gentle discipline’ (8). Accordingly, our under-poem’s broken symmetries by Kane 1990, the use of standing of the nature of holiness, for example, is gained image-patterns in which images are repeated in bono only by reading the story of the Red Cross Knight, et in malo by Kaske 1999, the sequence of emblems and not by bringing to it anything more than a which make the poem ‘the most emblematic long general awareness that the virtue relates our life in poem in our literature’ (A. Fowler 1999:23), and this world to God. His quest traces the process of the narrative’s self-reﬂectiveness by Goldberg 1981. sanctiﬁcation as his will cooperates with divine grace; The poem interprets and reinterprets itself endlessly, and, through him, we learn how to frame our lives in as Tonkin 1989:43 suggests in commenting on holy living. The virtues do not exist apart from the". W Spenser: The Faerie Queene, 28. Routledge, 2014. http://dx.doi.org/10.4324/9781315834696-26.

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Streszczenia konferencji na temat "Learning to read while reading to learn series"

Koifman, Julia. "Teaching Reading Skills More Effectively". W 9th International Conference on Artificial Intelligence and Applications. Academy & Industry Research Collaboration Center, 2023. http://dx.doi.org/10.5121/csit.2023.131804.

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It is hard to disagree that reading is one of the most important skills in learning. Children learn to read very early, and before they start school, they are supposed to be able to read. Nevertheless, some of them struggle. For instance, some of them confuse letters or may have difficulty reading comprehension, while others may have difficulty remembering, which might be the consequence of learning difficulties (LD), for instance, dyslexia, one of the most common cognitive disorders. It often affects reading and language skills. Researchers have found out that about 40 million people in the USA suffer from dyslexia, but only about 2 million of them have been diagnosed with such a disorder. At the same time, about 30% of people diagnosed with dyslexia also suffer from autism spectrum disorders (ASD) and attention deficit hyperactivity disorder (ADHD) to one degree or another

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Cretu, Ioana, i Anca cristina Colibaba. "EQUAL CHANCES THROUGH UNEQUAL OPPORTUNITIES: FACILITATING LANGUAGE LEARNING AMONG STUDENTS IN MEDICINE, NURSING AND NUTRITION THROUGH ELEARNING". W eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-076.

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The paper explores the potential benefits of using Blended Learning (face-to-face and online) to teach languages to students at university level by analyzing the experience gained at “Gr. T. Popa” University of Medicine and Pharmacy Iasi in partnership with EuroEd Foundation Iasi, within the wider context summarized below. While many Romanian students today begin their bachelor studies with a relatively high level of competence in at least one foreign language (most commonly English), it is important to acknowledge that this is not always the case. In fact, students may feel at a disadvantage compared to their colleagues and objectively have less chances to access scholarships etc. specifically due to not having had the same opportunities to learn a foreign language such as English in their past. Therefore, in order to provide all medical students with equal chances at academic and professional success, some may require additional opportunities in transversal areas such as language learning, ICT etc. For example, medical universities in Romania attempt to provide all their students with compulsory language instruction in their first year(s), making it optional later on. However, putting together groups with students of similar language levels and needs often proves to be an impossible administrative mission, the typical outcome of that being mixed-level groups of students who more or less want to study the same language. In our case, a solution was found in order to provide adequate additional support to students whose entry language level was less than B2 / independent according to the Common European Framework of Reference. For the past two academic years, the face-to-face language instruction of junior students in Medicine, Nursing and Nutrition according to the core curriculum has been supplemented with optional activities using the ELSTI language training package online. The ELSTI platform (http://www.eurobusinesslanguageskills.net) is the main result of a series of EU-funded projects involving EuroEd Foundation also from Iasi and, as it stands today, it provides courses of English, French, German, Italian and Spanish for levels A2 and B1. All the courses, sub-units, explanations, situations, tasks, tests and self-assessment tools are calibrated to fit the CEFR descriptors while serve real life communicative functions set in a business context promoting cultural awareness. In addition, they are accompanied by personal development and motivational modules. While students were recommended the content, instruction and activities related to the language they were studying in class, all students had free access to all the other online language courses as well. The online work was student-centered in the sense that, once logged on, students could decide which units/exercises to solve in which order, the entire process being driven by the students’ own goals, interests and preferences. As is turned out, this form of increased flexibility and controlled freedom deliberately embedded in the courses added significantly to some students’ motivation to continue well beyond set requirements, as well as to their overall enjoyment, autonomy and empowerment. Concurrently, the classroom experience could be targetted more clearly towards teaching and learning English for medical purposes. The statistical analysis takes into consideration attempts, times and scores for using grammar and vocabulary support independently, solving reading and dialogue-based tasks, playing games and simulations, etc. by each user, thus providing insight into how the students chose to engage with the different e-contents and instructions within and beyond the language they were studying in class. The quantitative data to which we are referring in this paper has been collected from over 500 students at UMF Iasi and indicates how popular, difficult, motivating etc. the various types of online language exercises are among students for whom language is not their main interest but rather a vehicle. Nevertheless, the online activity reports contain ample evidence of how these students have valued this opportunity of gaining skills in transversal areas such as foreign languages, but also cultural awareness, personal development and ICT.

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Akiba, Misato, i Wonseok Yang. "Learning to Read Music by Differences in Perception of Information". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001754.

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The development of information technology and devices has made it easier for everyone to take and share videos and photos, and many number of information has become available in the world. For example, when learning how to play a musical instrument, a game, or a household appliance, they can effectively understand it from videos and images on YouTube or Instagram, instead of reading an instruction manual or a reference book. Whereas the piano is difficult to practice efficiently because repetition and reading music are said to be the two most important elements needed to acquire the skill. Therefore, continuous practice is essential, but many people give up halfway. Focusing on reading music, we have to process multiple pieces of information on the score simultaneously in a short period of time while playing the piano. However, for beginners, it’s difficult to keep reading the necessary information from a score where information is concentrated in many symbols at the tempo of the performance. This research examines how to make it easier for beginners to recognize and remember information about music notation and how to use the information obtained more naturally. To this end, we clarified the process by which beginners learn and recognize information about musical notation in piano learning activities and clarified the characteristics that are expressed when they perform using the recognized knowledge.Firstly, we investigated whether learners would get support in an application whose purpose was to support reading practice. We found that the support could be categorized into three types, and that learning about pitch, rhythm, and keyboard position was important for beginners. To clarify the differences in these learning procedures depending on the level of proficiency, we conducted behavioral observations of beginners and experienced pianists practicing reading music, summarized their behavioral procedures into ordinal data, and conducted a Dematel analysis. As a result, we’re able to classify the level of proficiency into three levels: beginners (subjects with no piano experience), experienced (subjects with less than one year of piano study), and proficient (subjects with more than seven years of piano study). Based on the results of the questionnaire and interviews, we’re able to discover common issues such as beginners (1) not being able to practice smoothly because they couldn’t establish a procedure, (2) taking a long time to read the pitch of notes from the score, and (3) finding it difficult to read the rhythm from the score. From the above research, we examined new information display methods and innovations for the three types of information in music notation: pitch, rhythm, and sequence. In the case of pitch, it’s thought that information can be recognized efficiently by using the properties of color. For rhythm, we extracted information from the score and organized it in a new way, which reduced the error rate and led to more efficient practice. Also, with the information organized, even beginners were able to efficiently find the regularities and similarities in the score, which led to smooth read music.

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Stang, Marco, Marc Schindewolf i Eric Sax. "Unraveling Scenario-Based Behavior of a Self-Learning Function with User Interaction". W 10th International Conference on Human Interaction and Emerging Technologies (IHIET 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004028.

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In recent years, the field of Artificial Intelligence (AI) and Machine Learning (ML) has witnessed remarkable advancements, revolutionizing various industries and domains. The proliferation of data availability, computational power, and algorithmic innovations has propelled the development of highly sophisticated AI models, particularly in the realm of Deep Learning (DL). These DL models have demonstrated unprecedented levels of accuracy and performance across a wide range of tasks, including image recognition, natural language processing, and complex decision-making. However, amidst these impressive achievements, a critical challenge has emerged - the lack of interpretability.Highly accurate AI models, including DL models, are often referred to as black boxes because their internal workings and decision-making processes are not readily understandable to humans. While these models excel in generating accurate predictions or classifications, they do not provide clear explanations for their reasoning, leaving users and stakeholders in the dark about how and why specific decisions are made. This lack of interpretability raises concerns and limits the trust that humans can place in these models, particularly in safety-critical or high-stakes applications where accountability, transparency, and understanding are paramount.To address the challenge of interpretability, Explainable AI (xAI) has emerged as a multidisciplinary field that aims to bridge the gap in understanding between machines and humans. xAI encompasses a collection of methods and techniques designed to shed light on the decision-making processes of AI models, making their outputs more transparent, interpretable, and comprehensible to human users.The main objective of this paper is to enhance the explainability of AI-based systems that involve user interaction by employing various xAI methods. The proposed approach revolves around a comprehensive ML workflow, beginning with the utilization of real-world data to train a machine learning model that learns the behavior of a simulated driver. The training process encompasses a diverse range of real-world driving scenarios, ensuring that the model captures the intricacies and nuances of different driving situations. This training data serves as the foundation for the subsequent phases of the workflow, where the model's predictive performance is evaluated.Following the training and testing phases, the predictions generated by the ML model are subjected to explanation using different xAI methods, such as LIME (Local Interpretable Model-Agnostic Explanations) and SHAP (SHapley Additive exPlanations). These xAI methods operate at both the global and local levels, providing distinct perspectives on the model's decision-making process. Global explanations offer insights into the overall behavior of the ML model, enabling a broader understanding of the patterns, relationships, and features that the model deems significant across different instances. These global explanations contribute to a deeper comprehension of the decision-making process employed by the model, allowing users to gain insights into the underlying factors driving its predictions.In contrast, local explanations offer detailed insights into specific instances or predictions made by the model. By analyzing these local explanations, users can better understand why the model made a particular prediction in a given case. This granular analysis facilitates the identification of potential weaknesses, biases, or areas for improvement in the model's performance. By pinpointing the specific features or factors that contribute to the model's decision in individual instances, local explanations offer valuable insights for refining the model and enhancing its accuracy and reliability.In conclusion, the lack of explainability in AI models, particularly in the realm of DL, presents a significant challenge that hinders trust and understanding between machines and humans. Explainable AI (xAI) has emerged as a vital field of research and practice, aiming to address this challenge by providing methods and techniques to enhance the interpretability and transparency of AI models. This paper focuses on enhancing the explainability of AI-based systems involving user interaction by employing various xAI methods. The proposed ML workflow, coupled with global and local explanations, offers valuable insights into the decision-making processes of the model. By unraveling the scenario-based behavior of a self-learning function with user interaction, this paper aims to contribute to the understanding and interpretability of AI-based systems. The insights gained from this research can pave the way for enhanced user trust, improved model performance, and further advancements in the field of explainable AI.

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Raporty organizacyjne na temat "Learning to read while reading to learn series"

Schipper, Youdi, Isaac Mbiti i Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), wrzesień 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.

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School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the 2020 report of the Standard Two National Assessment (STNA), conducted by the National Examinations Council of Tanzania (NECTA), in 2019 five percent of Grade 2 students pass the benchmark for reading proficiency (“Can correctly read exactly 50 words of the passage in one minute and with 80 percent or higher comprehension”). The report finds that 17 percent of students pass the benchmark (80 percent correct) of the addition and subtraction sub-tasks. These outcomes are not the result of students’ lack of academic aspiration: according to the RISE Tanzania baseline survey, 73 percent of Grade 2 and 3 students say they would like to complete secondary school or university. In a recent report, the Global Education Evidence Advisory Panel (World Bank, 2020) asked what programmes and policies are the most cost-effective instruments for addressing the learning crisis and improving learning for all children. The report creates three categories: the “great buys” category includes programmes that provide very low-cost but salient information on the benefits, costs, and quality of education. The “good buys” category includes programmes that provide structured pedagogy, instruction targeted by learning level, merit-based scholarships and pre-school interventions. Finally, the category “promising but low-evidence” includes teacher accountability and incentive reforms. KiuFunza, a teacher performance pay programme in Tanzania, fits this last category. KiuFunza (shorthand for Kiu ya Kujifunza or Thirst to Learn) provides test-score linked cash incentives to teachers in Grades 1, 2, and 3 to increase foundational literacy and numeracy outcomes for students. The programme is managed by Twaweza East Africa, a Civil Society Organization, and was set up to provide evidence on the impact of teacher incentives in a series of experimental evaluations. This note discusses the rationale for teacher incentives in Tanzania, the design elements of KiuFunza and preliminary results for the most recent phase of KiuFunza (this phase was implemented in 2019-2021 and the impact evaluation is part of the RISE Tanzania research agenda).

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