Word of Mouth最新文献_第4页

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

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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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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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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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":null,"pages":null},"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

{"title":"Narrative Inferential Abilities of Young Autistic Children","authors":"C. Westby","doi":"10.1177/10483950231189614b","DOIUrl":"https://doi.org/10.1177/10483950231189614b","url":null,"abstract":"Inferential narrative comprehension is essential for social interaction and reading comprehension (Cain et al., 2001; Kendeou et al., 2008; McIntyre et al., 2020; van Kleeck, 2008). Research indicates that autistic children exhibit inferential comprehension difficulties compared to their typically developing (TD) peers (Norbury & Bishop, 2002; Nuske & Bavin, 2011; Young et al., 2005). In a study by Norbury and Bishop (2002), 6to 10-year-old autistic children, children with developmental language disorder (DLD), children with pragmatic language impairment (PLI), and typically developing (TD) children responded to six questions (two factual and four inferential). The autistic children performed more poorly on the inferential questions than all other groups. Analysis showed that 70% of the children in the autism group demonstrated poor inferencing skills, compared to 25% in the DLD group. Although inferencing difficulties were observed across clinical groups, an autism diagnosis places children at additional risk. Nuske and Bavin (2011) matched children with autism spectrum disorder (ASD; ages 4;6 to 7;11) with TD children (ages 4;2 to 5;4). The children listened to six very short stories (5–7 sentences each), then answered literal and inferential questions. The autistic children showed specific difficulties answering questions that required script inferencing (requiring the ability to incorporate background script knowledge), as opposed to factual questions or propositional inferencing questions (i.e., based on logical relations). In this study, the researchers sought to further describe the inferential narrative comprehension skills of autistic children in their first year of schooling compared to TD peers matched for age and year of schooling. They investigated the impact of structural language ability (i.e., spoken language skills at word and sentence levels as measured on a standardized language test) on the inferential comprehension skills of two subgroups of autistic children and compared to TD children matched for age and year of schooling. The researchers used an ecologically validated task containing a problem-oriented story that is reflective of the school curriculum as opposed to short scripts that had been used in other studies. In addition, they not only considered the children’s performance on factual versus inferential comprehension questions but also specifically looked at causal inference type questions linked to the story characters’ internal response, adopting a fine-grained coding system for analyzing the children’s responses. Researchers asked two questions in this study:","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48175401","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

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

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

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":null,"pages":null},"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

引用次数: 0