Word of Mouth最新文献

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Intertwined Strands: Phonemic Awareness & Phonics 相互交织音位认知和语音学
Word of Mouth Pub Date : 2023-11-01 DOI: 10.1177/10483950231200957a
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引用次数: 0
Irony Comprehension in Autistic Children 自闭症儿童的反讽理解能力
Word of Mouth Pub Date : 2023-11-01 DOI: 10.1177/10483950231200957
Donald D. Hammill, Pinki Boura, Carol Westby
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引用次数: 0
Making Observations and Inferences From Nontraditional Texts 从非传统文本中进行观察和推理
Word of Mouth Pub Date : 2023-11-01 DOI: 10.1177/10483950231200957c
C. Westby
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引用次数: 0
Understanding the Reading Wars 了解阅读战争
Word of Mouth Pub Date : 2023-11-01 DOI: 10.1177/10483950231200957b
C. Westby
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引用次数: 0
Edpuzzle and Core Knowledge Sequence 拼图和核心知识序列
Word of Mouth Pub Date : 2023-08-15 DOI: 10.1177/10483950231189614c
C. Westby
{"title":"Edpuzzle and Core Knowledge Sequence","authors":"C. Westby","doi":"10.1177/10483950231189614c","DOIUrl":"https://doi.org/10.1177/10483950231189614c","url":null,"abstract":"Results of the 2022 National Assessment of Educational Progress (NAEP) reading testing indicated that 67% of fourth graders were not proficient readers and 37% were reading below basic reading levels. Owing to the lack of growth in reading skills for a number of years, increasing attention is being given to what is termed the science of reading (SOR), an interdisciplinary body of scientifically based research about reading. Although much of the SOR attention has been on word recognition (decoding and encoding) strategies, SOR approaches to teaching reading incorporate research on both word recognition/phonological component of reading and the language comprehension component of reading. The language comprehension element includes explicit teaching of vocabulary, syntax, semantics, pragmatics, inferring AND retrieving and building background knowledge. In recent years, the structure of the school curriculum has given greater time and attention to explicit teaching of the decoding and language structure aspects of reading, but as a result, less attention is being given to learning content in science, social studies/history, geography, and literature. Decoding words and understanding words and sentence structures in passages is not sufficient for comprehending a passage. For example, consider this sentence: Jones sacrifices and knocked in a run. Many Americans would understand the sentence but many British people would not. Understanding this sentence requires considerable knowledge of baseball. Readers need to recognize that Jones was at bat. They need to be aware of the baseball inning system and the three-outs system. They also need to know the size and shape of the baseball field (necessary to the concept of a sacrifice fly or bunt) and knowledge of what a fly or a bunt is. Readers would also have to have a sense of the layout of the bases and what a run is. In his books, such as Cultural Literacy (1987) and Why Knowledge Matters (2016), E. D. Hirsch claimed that a well-rounded, knowledge-specific curriculum can give children the knowledge essential for overcoming inequality of opportunity. Hirsch (2006) makes several arguments regarding the necessity of attending to students’ knowledge base: • The model currently used to improve reading comprehension teaches comprehension strategies—for example, determining vocabulary meaning from context, identifying main idea, identifying genre structure, visualizing text content, summarizing, making predictions. But strategies provide minimal help in comprehending when students do not have a knowledge base on which to use the strategies. • A more scientifically accurate picture of reading comprehension puts background knowledge and vocabulary, along with fluent decoding ability, at the center of reading comprehension. • The knowledge that is most useful to reading comprehension can be identified. • If educators accept these premises, they are obliged to revise the early grades curriculum so that we can impar","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":"35 1","pages":"11 - 13"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47948992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Narrative Inferential Abilities of Young Autistic Children 自闭症儿童的叙事推理能力
Word of Mouth Pub Date : 2023-08-15 DOI: 10.1177/10483950231189614b
C. Westby
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引用次数: 0
Cochlear Implants for Children with Developmental Delays 发育迟缓儿童的人工耳蜗植入
Word of Mouth Pub Date : 2023-08-15 DOI: 10.1177/10483950231189614e
C. Westby
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引用次数: 0
Teaching Past Tense Marking 过去时标记教学
Word of Mouth Pub Date : 2023-08-15 DOI: 10.1177/10483950231189614a
C. Westby
{"title":"Teaching Past Tense Marking","authors":"C. Westby","doi":"10.1177/10483950231189614a","DOIUrl":"https://doi.org/10.1177/10483950231189614a","url":null,"abstract":"Test in Preschool-Aged Children. Assessment, 24(1), 115–126. https://doi.org/10.1177/1073191115601210 Piolino, P., Desgranges, B., Clarys, D., Guillery-Girard, B., Taconnat, L., & Isingrini, M. (2006). Autobiographical memory, autonoetic consciousness, and self-perspective in aging. Psychology and Aging, 21(3), 510–525. https://doi.org/10.1037/ 0882-7974.21.3.510 Robinson, S., Howlin, P., & Russell, A. (2017). Personality traits, autobiographical memory and knowledge of self and others: A comparative study in young people with autism spectrum disorder. Autism, 21(3), 357–367. https://doi.org/10.1177/1362361316645429 Williams, J. M. G., Barnhofer, T., Crane, C., Herman, D., Raes, F., Watkins, E., & Dalgleish, T. (2007). Autobiographical memory specificity and emotional disorder. Psychological Bulletin, 133, 122–148. https://doi.org/10.1037/0033-2909.133.1.122 Williams, J. M. G., & Broadbent, K. (1986). Autobiographical memory in suicide attempters. Journal of Abnormal Psychology, 95(2), 144–149. https://doi.org/10.1037/0021-843X.95.2.144","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":"35 1","pages":"4 - 7"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47525853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Assessing Autobiographical Memory 评估自传记忆
Word of Mouth Pub Date : 2023-08-15 DOI: 10.1177/10483950231189614
C. Westby
{"title":"Assessing Autobiographical Memory","authors":"C. Westby","doi":"10.1177/10483950231189614","DOIUrl":"https://doi.org/10.1177/10483950231189614","url":null,"abstract":"In the last several years, I have summarized a number of research articles on autobiographical memory (AM) and a reminiscing strategy to promote AM. AM is memory of personally relevant events in one’s own past. It entails our memories of the place of the experience (where did the event occur), the when of the experience in terms of both conventional time (e.g., day of the week) and time in one’s own life story (e.g., in what life period the event occurred), and the emotions associated with the experience. AM is composed of two different but related types of memory: semantic memory (SM) and episodic memory (EM). Semantic AM is memory for facts about one’s self; episodic AM is memory for past personally experienced events. Remembering the names of the national parks and their geographical features in the state of Utah involves SM. Remembering what happened on my hikes in two of those parks and my feelings associated with those events involves EM. Children and adults with nearly any type of communication impairment (e.g., developmental language disorder, autism, hearing loss/ deafness, attention-deficit/hyperactivity disorder), or those who have experienced significant traumas are highly likely to exhibit difficulties in AM. Deficits in AM result in difficulties in producing coherent stories about personal experiences, which in turn affects development of a sense of self and executive function skills, particularly the ability to plan for the future. Consequently, the AM abilities of students with communication impairments should be evaluated as part of a comprehensive language evaluation. There are two broad methods for assessing AM in behavioral and neuroimaging research: cuing methods to assess memory access and semistructured interviews to assess memory experience.","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":"35 1","pages":"1 - 4"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49617854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Academic Conversations 学术对话
Word of Mouth Pub Date : 2023-08-15 DOI: 10.1177/10483950231189614d
C. Westby
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引用次数: 0
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