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Tier 2 Intervention for students and adults with symptoms of dyslexia and/or ADHD or who have been diagnosed with Dyslexia.
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Procedural Memory in Children with Autism Double Dissociation
Autism, which involves persistent deficits in social communication and behavioral flexibility, has been increasingly prevalent in recent years. Although considerable research on language in autism has focused on pragmatic impairments, few researchers have attempted to identify the link between memory and language impairments. Walenski, Tager Flusberg, and Ullman 2006 hypothesized that procedural memory deficit leads to grammatical impairments. Due to dearth of studies examining procedural memory across varied output modalities, the present investigation was planned. Thus, the main aim of this study was to investigate procedural memory across phonological and orthographic domains in children with autism. Ten children with high functioning autism aged from 7 17 years and typical controls were recruited as participants in the present study. Test for Examining Expressive Morphology Shipley, Stone and Sue, 1983 , consisting of true words, was used to investigate whether intact declarative memory takes over the function in the clinical group by correctly inflecting the target word verbally. In addition, Wug Test Berko, 1958 was administered to examine non word inflections in both clinical and control groups. Sentence completion tasks for both spoken and written modalities were administered to individual participants in a sound treated room. The findings of the the present study indicate that the clinical group obtained good scores on true word verbal tasks since they stored the word with suffixes as a whole unit in their relatively spared declarative memory. However, since non words are not stored in declarative memory, verbal performance of the clinical group on Wug Test was found to be impaired. Statistical analysis revealed no significant difference between the two groups on non word tasks in orthographic modality. This suggests that orthographic procedural memory is spared although the phonological counterpart is impaired in children with autism. Thus, double dissociation of written and spoken language processes in procedural memory is hypothesized. The potential implication of the present study is that procedural memory training using intact orthographic modality could enhance learning of morphological rules in children with autism. However, future studies on larger sample size across the spectrum is recommended to establish clinical implications. Dr. Maria Grace Treasa "Procedural Memory in Children with Autism: Double Dissociation?" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd42557.pdf Paper URL: https://www.ijtsrd.commedicine/other/42557/procedural-memory-in-children-with-autism-double-dissociation/dr-maria-grace-treasa
Text comprehension in profound hearing impaired children with cochlear implants
This abstract has been prepared for the XIX AIRIPA Meeting on Learning Disorders (Ivrea, 14-16 October 2010)
Report – Oxford-Kobe Symposium Progress and Hope
1. The document summarizes the 3rd Oxford-Kobe Symposium which brought together over 30 world experts to discuss the latest research on dyslexia.
2. Key findings included evidence that dyslexia is caused by both genetic and environmental factors and deficits in both the auditory and visual pathways. Research also showed differences in how dyslexia manifests depending on the writing system, like differences found between English, Chinese, and Japanese scripts.
3. Speakers also discussed promising avenues for intervention including computer-based training programs and games to improve skills like phonological awareness, rapid naming, and visual attention which could help remediate dyslexia.
art landau kleffner
This document summarizes a case study examining the neural mechanisms underlying language outcomes in a patient who recovered from Landau–Kleffner Syndrome (LKS). Key findings include:
1) The recovered LKS patient showed normal letter-sound integration in the superior temporal gyrus, indicating intact function, but altered connectivity between temporal and frontal language areas as shown by diffusion tensor imaging.
2) The altered connectivity may explain the patient's short-term verbal memory problems and difficulties with speech sound-motor interaction, which could underlie the language disorders in LKS.
3) While temporal lobe auditory processing appeared intact, fiber tracking suggested the patient's Heschl's gyrus fibers were left-
A review of fifty cases afasia
This document summarizes a review of 50 cases of developmental apraxia of speech. The key findings include:
- Neurological exams found isolated apraxic signs in many children, suggesting speech praxis centers may be more diffuse in children's cortex compared to adults.
- Over half of the children who received EEGs showed abnormalities, including both generalized and some focal abnormalities, suggesting lesions in varied areas of cortex could cause developmental apraxia.
- Testing revealed consistent features of developmental apraxia across the children, including difficulties with oral movements and speech imitation.
Dyslexia, Phonological processing in by Dr Franck Ramus
This document summarizes research on dyslexia and phonological processing. It discusses how dyslexia is defined as a disorder affecting reading acquisition despite normal intelligence. The underlying causes are traced from early theories of visual deficits to the now established view that dyslexia stems from a phonological processing deficit impacting phonological awareness, short-term memory, and word retrieval. Evidence shows this phonological deficit precedes and causes reading difficulties. The nature of the deficit remains unclear, but it involves degraded or difficult to access phonological representations impacting reading development.
How does the brain learn language
The document discusses how brain development involves more complex processes than simply growing from simple to complex. It involves addition of neurons and connections, subtraction through pruning of unused connections, and reorganization of brain regions and representations. Language acquisition similarly involves learning to ignore irrelevant information, represent concepts economically, and develop modular organization over time. The brain areas involved in learned skills change as the skills become automatic. Environmental factors can influence all stages of neurological development, including growth, pruning and functional specialization.
NEUROLOGICALLINGUISTICS
Neurolinguistics is a branch of linguistics that studies the neurological basis of language development and use. It attempts to construct a model of how the brain controls processes like speaking, listening, reading, and signing. Research includes studying clinical linguistic conditions like aphasia to understand the underlying neural systems and how they break down. It also examines normal errors in speech and the processes of lexical access. While related to neurolinguistic programming in alternative medicine, neurolinguistics takes a scientific approach to understanding the brain and language.
Recommended
Procedural Memory in Children with Autism Double Dissociation
Autism, which involves persistent deficits in social communication and behavioral flexibility, has been increasingly prevalent in recent years. Although considerable research on language in autism has focused on pragmatic impairments, few researchers have attempted to identify the link between memory and language impairments. Walenski, Tager Flusberg, and Ullman 2006 hypothesized that procedural memory deficit leads to grammatical impairments. Due to dearth of studies examining procedural memory across varied output modalities, the present investigation was planned. Thus, the main aim of this study was to investigate procedural memory across phonological and orthographic domains in children with autism. Ten children with high functioning autism aged from 7 17 years and typical controls were recruited as participants in the present study. Test for Examining Expressive Morphology Shipley, Stone and Sue, 1983 , consisting of true words, was used to investigate whether intact declarative memory takes over the function in the clinical group by correctly inflecting the target word verbally. In addition, Wug Test Berko, 1958 was administered to examine non word inflections in both clinical and control groups. Sentence completion tasks for both spoken and written modalities were administered to individual participants in a sound treated room. The findings of the the present study indicate that the clinical group obtained good scores on true word verbal tasks since they stored the word with suffixes as a whole unit in their relatively spared declarative memory. However, since non words are not stored in declarative memory, verbal performance of the clinical group on Wug Test was found to be impaired. Statistical analysis revealed no significant difference between the two groups on non word tasks in orthographic modality. This suggests that orthographic procedural memory is spared although the phonological counterpart is impaired in children with autism. Thus, double dissociation of written and spoken language processes in procedural memory is hypothesized. The potential implication of the present study is that procedural memory training using intact orthographic modality could enhance learning of morphological rules in children with autism. However, future studies on larger sample size across the spectrum is recommended to establish clinical implications. Dr. Maria Grace Treasa "Procedural Memory in Children with Autism: Double Dissociation?" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd42557.pdf Paper URL: https://www.ijtsrd.commedicine/other/42557/procedural-memory-in-children-with-autism-double-dissociation/dr-maria-grace-treasa
Text comprehension in profound hearing impaired children with cochlear implants
This abstract has been prepared for the XIX AIRIPA Meeting on Learning Disorders (Ivrea, 14-16 October 2010)
Report – Oxford-Kobe Symposium Progress and Hope
1. The document summarizes the 3rd Oxford-Kobe Symposium which brought together over 30 world experts to discuss the latest research on dyslexia.
2. Key findings included evidence that dyslexia is caused by both genetic and environmental factors and deficits in both the auditory and visual pathways. Research also showed differences in how dyslexia manifests depending on the writing system, like differences found between English, Chinese, and Japanese scripts.
3. Speakers also discussed promising avenues for intervention including computer-based training programs and games to improve skills like phonological awareness, rapid naming, and visual attention which could help remediate dyslexia.
art landau kleffner
This document summarizes a case study examining the neural mechanisms underlying language outcomes in a patient who recovered from Landau–Kleffner Syndrome (LKS). Key findings include:
1) The recovered LKS patient showed normal letter-sound integration in the superior temporal gyrus, indicating intact function, but altered connectivity between temporal and frontal language areas as shown by diffusion tensor imaging.
2) The altered connectivity may explain the patient's short-term verbal memory problems and difficulties with speech sound-motor interaction, which could underlie the language disorders in LKS.
3) While temporal lobe auditory processing appeared intact, fiber tracking suggested the patient's Heschl's gyrus fibers were left-
A review of fifty cases afasia
This document summarizes a review of 50 cases of developmental apraxia of speech. The key findings include:
- Neurological exams found isolated apraxic signs in many children, suggesting speech praxis centers may be more diffuse in children's cortex compared to adults.
- Over half of the children who received EEGs showed abnormalities, including both generalized and some focal abnormalities, suggesting lesions in varied areas of cortex could cause developmental apraxia.
- Testing revealed consistent features of developmental apraxia across the children, including difficulties with oral movements and speech imitation.
Dyslexia, Phonological processing in by Dr Franck Ramus
This document summarizes research on dyslexia and phonological processing. It discusses how dyslexia is defined as a disorder affecting reading acquisition despite normal intelligence. The underlying causes are traced from early theories of visual deficits to the now established view that dyslexia stems from a phonological processing deficit impacting phonological awareness, short-term memory, and word retrieval. Evidence shows this phonological deficit precedes and causes reading difficulties. The nature of the deficit remains unclear, but it involves degraded or difficult to access phonological representations impacting reading development.
How does the brain learn language
The document discusses how brain development involves more complex processes than simply growing from simple to complex. It involves addition of neurons and connections, subtraction through pruning of unused connections, and reorganization of brain regions and representations. Language acquisition similarly involves learning to ignore irrelevant information, represent concepts economically, and develop modular organization over time. The brain areas involved in learned skills change as the skills become automatic. Environmental factors can influence all stages of neurological development, including growth, pruning and functional specialization.
NEUROLOGICALLINGUISTICS
Neurolinguistics is a branch of linguistics that studies the neurological basis of language development and use. It attempts to construct a model of how the brain controls processes like speaking, listening, reading, and signing. Research includes studying clinical linguistic conditions like aphasia to understand the underlying neural systems and how they break down. It also examines normal errors in speech and the processes of lexical access. While related to neurolinguistic programming in alternative medicine, neurolinguistics takes a scientific approach to understanding the brain and language.
Vol. 2, No. 3 , Ahwaz Journal of Linguistics Studies
Vol. 2, No. 3 , Ahwaz Journal of Linguistics StudiesThe Annual International Conference on Languages, Linguistics, Translation and Literature
Vol. 2, No. 3 , Ahwaz Journal of Linguistics Studies
Ahwaz Journal of Linguistics Studies
(Peer-Reviewed International Quarterly Journal)
(ISSN: 2717-2643)
For more information, please visit the journal website:
WWW.AJLS.IR
The journal welcomes submissions in English, Arabic or Persian in any of the relevant fields:
A) Linguistics (Any issue related to either theoretical or applied linguistics)
B) Languages and dialects (Any linguistic issue related languages and dialects)
C) Translation (Any translation and interpreting issue related to languages and dialects)
D) Religious linguistics (Any linguistic study related to religious texts and speeches)
Please feel free to write if there is any query.
The AJLS Secretariat,
Ahwaz 61335-4619 Iran
Tel: (+98) 61-32931199
Fax: (+98) 61-32931198
Mobile: (+98) 916-5088772 (WhatsApp Number)
Email: info@pahi.ir
المجلد: 2 ، العدد: 3 ، مجلة الأهواز لدراسات علم اللغة
المجلد: 2 ، العدد: 3 ، مجلة الأهواز لدراسات علم اللغةThe Annual International Conference on Languages, Linguistics, Translation and Literature
المجلد: 2 ، العدد: 3 ، مجلة الأهواز لدراسات علم اللغة
مجلة الأهواز لدراسات علم اللغة
(مجلة فصلية دولية محكمة)
(ISSN: 2717-2716)
لمزید من المعلومات، ﯾرﺟﯽ زﯾﺎرة ﻣوﻗﻌﻧﺎ اﻹﻟﮐﺗروﻧﻲ : WWW.AJLS.IR
ترحب المجلة بجميع الباحثين في مجال اهتمامها العلمي والبحثي في احد المحاور المذکورة أدﻧﺎه بإحدی اللغات التالیة: العربیة، الإنجلیزیة و الفارسیة:
أ) اللغات و اللهجات (القضايا الراهنة بلسانیات اللغة)
ب) علم اللغة (القضايا الراهنة بعلم اللغة)
ج) الأدب (القضاية الراهنة بالأدب العربي، الإنجليزي، و سائر اللغات)
د) الترجمة (القضاية الراهنة بترجمة اللغات)
ه) القضايا الراهنة بلسانیات القرآن الکریم
و) القضايا الراهنة لتعلیم اللغات لغير الناطقين بها
ز) تعليم، برمجة و تقييم برامج تعليم و تعلم اللغات
ح) الاستراتيجيات، إمكانیات و تحديات التسويق وريادة الأعمال فی اللغات المتنوعة
ط) القضايا الراهنة بلسانیات النصوص و الخطاب الديني، الاقتصادی، الاجتماعي، القانوني، و ...
الأهواز / الصندوق البريدی 61335-4619:
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النقال و رقم للتواصل علی الواتس اب : 9165088772(98+)
البريد اﻹﻟﮑﺘﺮوﻧﻲ: info@pahi.ir
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s AphasiaThe Annual International Conference on Languages, Linguistics, Translation and Literature
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia
Tanzeela Abid & Dr. Habibullah Pathan,
English Language Development Centre, Faculty of Science, Technology and Humanities, Mehran University of Engineering and Technology, Pakistan
This is an exploratory study and qualitative in nature. Unit of exploration is ‘Adult Broca’s Aphasic Patients.’ This paper aims to explore the function and integrity of ‘Speech Therapy’ for adult Broca’s aphasia. Aphasia is the after-effect of brain damage, commonly found in left hemisphere which disrupts language faculty. The present study focuses on ‘Lexical’ aspect of language in which an individual faces trouble in processing of words. In Broca’s aphasia affected individual suffers from diminished capability of speaking/communication. To recover such diminished capabilities, speech therapy is utilized. This study intends to investigate the effectiveness of speech therapy that how speech therapy helps to adult Broca’s aphasia to recover their speaking or conversing skills? Participants of the study are ‘Speech therapists.’ Purposeful sampling, particularly Snowball sampling has been undertaken. Semi-structured interviews have been conducted from five speech therapists, which have been analyzed through thematic analysis under the light of ‘Sketch Model’ given by De ruiter and De beer (2013). The Findings of the study suggest that speech therapy may be proved helpful for Broca’s aphasia to recover their communicating capabilities but it requires much time (minimum 6 months). Moreover, recovery depends upon certain factors such as age, level of disorder and willingness.
Keywords: Broca’s Aphasia, Lexical Deficit, Speech Therapy, Communication, Speaking Skills
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Full Articles (Volume Two) - The Sixth International Conference on Languages,...
Full Articles (Volume Two) - The Sixth International Conference on Languages,...The Annual International Conference on Languages, Linguistics, Translation and Literature
Full Articles (Volume Two) - The Sixth International Conference on Languages, Linguistics, Translation and Literature
Ahwaz, Iran
9-10 October 2021
For more information, please visit the conference website:
WWW.LLLD.IR
--- International Standard Book Number (ISBN): 978-622-94212-0-8
--- According to the governmental approval (The Ministry): 2260614
--- Iranian National Standard Number of Book (Number of National Library of Islamic Republic of Iran): 8679332
--- The Dewey Decimal Classification: 410
--- The Library of Congress Classification: P23
--- Publisher: Ahwaz Publication of Research and Sciences (The Ministry Approval Number: 16171)
Please feel free to write if there is any query.
The Conference Secretariat,
Ahwaz 61335-4619 Iran
(+98) 61-32931199
(+98) 61-32931198
(+98) 916-5088772 (WhatsApp Number)
WWW.LLLD.IR, Email: info@pahi.ir
Brain, Biology and Behavior
A presenttion on the Language & the Brain. About the brain and it functions and different parts, how they both communicate and correspond mentally and physically and some disorders as well treatments.
SUBTYPES OF DEVELOPMENTAL DYSLEXIA
In light of teaching students with dyslexia and other learning difficulties (LD), neuroscientists claim that
such deficiencies happen due to a neural base, depending on biological and environmental factors, and
experience developing properties and improving reading skills. The research claims two types of dyslexia:
developmental (or innate) and deep (or acquired due to brain traumas or diseases). This article researches
developmental dyslexia (DD), which may be primary and secondary. DD is divided into two main
subtypes: surface and phonological While reading; our brains must "rewire" neural circuits initially used
for other tasks, such as visual and speech processing and attention and cognition. Psycholinguistics
investigates the cognitive process of perception, production, and general use of language. This article
revises teaching English in light of neuroscience, psycholinguistics, and appropriate methods to train
working memory and other ways to overcome DD and its subtypes
F373239.pdf
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
F373239.pdf
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
My New Article- Kamalata Lukama
This study examined the relationship between phonological awareness and reading ability among 105 primary school students in Solwezi, Zambia who use Kiikaonde as their language of instruction. The study found a positive relationship between students' phonological awareness and their reading ability. Specifically, higher levels of phonological awareness facilitated stronger reading development, and higher reading skills improved students' phonological awareness. Additionally, the study revealed that sound isolation, blending, and substitution were the components of phonological awareness being taught in schools through largely teacher-centered instructional strategies.
SRCD 2015 poster FINAL
This study used functional near-infrared spectroscopy (fNIRS) to examine changes in brain activation patterns related to spoken and printed language processing in 17 children between ages 3.5-6.5 years old, categorized as either pre-literate or emergent readers. Results showed that pre-literate children had greater activation in left superior temporal gyrus for spoken nonwords compared to words, while emergent readers showed greater activation in left inferior frontal gyrus for spoken nonwords versus words. Emergent readers also exhibited greater bilateral inferior frontal gyrus activation for reading versus spoken language. These findings reveal how the developing brain allocates resources for written language as children transition from pre-literacy to emergent
Auditory measures of attention & working memory in children with learning dis...
This document summarizes a study that compared the auditory attention and working memory abilities of children with learning disabilities to typically developing children. The study assessed 19 children aged 10-14 years using dichotic listening, auditory Stroop, and digit backward recall tasks. The results showed that children with learning disabilities performed significantly worse than typically developing children on all tasks. Specifically, children with learning disabilities had longer reaction times on the auditory Stroop task, lower scores on digit backward recall, and poorer performance on the dichotic listening task. The findings suggest that children with learning disabilities have deficits in selective attention and working memory compared to their typically developing peers.
Psychology of SLA.
The document provides an overview of psycholinguistics, which is an interdisciplinary field that brings together linguistics and psychology to understand how humans acquire, process, and use language. It discusses several topics within psycholinguistics including language acquisition, comprehension, production, the relationship between language and the brain, aphasia, individual differences that influence language learning, information processing approaches, theories of connectionism, complexity theory, processability theory, age differences in second language acquisition, the critical period hypothesis, the role of motivation and sex in language learning, and aptitude for language learning.
EN report on the World Dyslexia Forum 2010
The World Dyslexia Forum brought together over 250 delegates from 90 countries to discuss research findings and recommendations regarding dyslexia. Key findings included:
1) Better teacher training is needed in effective reading and writing instruction methods, including structured, explicit, and multisensory teaching.
2) Dyslexia is a lifelong neurological difference that can lead to isolation, emotional issues, and lower education and career attainment if not properly addressed.
3) Assistive technologies help those with dyslexia, but their design and teachers' training in their use could be improved.
C382331
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia The Annual International Conference on Languages, Linguistics, Translation and Literature
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia
Tanzeela Abid & Dr. Habibullah Pathan,
Mehran University of Engineering and Technology, Pakistan
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
The Significance of Neuroscience for Teaching English as Second Language (TE...
The Significance of Neuroscience for Teaching English as Second Language (TE...English Literature and Language Review ELLR
In formal TESL courses, Phonetics, Linguistics, Grammar as well as Psychology are taught. However, Neuroscience, the study of the brain, is necessary for ESL teachers for future professional development to meet the rapidly changing needs of the students at all levels in the digital era. Designing educational practices without knowledge of the brain is like “an automobile designer without a full understanding of engines” (Hart, 1999). Based on the neurological evidence of processing of English and Chinese words in the bilinguals’ brain, Sham (2002) found a new Dual Coding (Paivio, 1986) model for designing CSL teaching materials that best fits young learners’ limited capacity of the brain by reducing their cognitive load (Sweller et al., 1998). Although little research linking neuroscience and learning, Guy and Byrn (2013) emphasis on the understanding of neuroscience of working memory has positive effects on motivating students learning. Direct implication of neuroscience by language teachers has been found difficult, but interdisciplinary study of neuroscience, psychology and education is fruitful (Coch et al., 2007) and there has a great impact of neuroscience on teaching and learning including its implication for ESL college classroom (Sousa, 2010). This paper reviews current research of neuroscience, psychology integrating with ESL teaching and learning, and provides the adult students’ feedback of learning IELTS through the design related to neuropsychological findings in order to demonstrate how significant neuroscience is on TESL. In other words, understanding of neuroscience facilitates ESL teaching and benefits ESL teachers’ professional development in future (247 words).The effect of authentic/inauthentic materials in EFL classroom
This document summarizes a research paper that examined the effect of authentic versus inauthentic materials in cultural awareness training on English language learners' listening comprehension abilities. 116 English learners took a placement test, and 60 intermediate students were selected for the study. They were randomly assigned to a control or experimental group. The control group used inauthentic materials for listening activities, while the experimental group used authentic materials. Both groups took a pre-test and post-test to measure changes in their listening abilities. Statistical analysis found that the experimental group showed significantly greater improvement compared to the control group, suggesting that authentic materials may be more effective than inauthentic materials for developing listening comprehension.
1 The Cognitive Benefits of Being Bilingual By .docx
1
The Cognitive Benefits of Being Bilingual
By Viorica Marian, Ph.D., and Anthony Shook
Editor’s note: Today, more of the world’s population is bilingual or multilingual than
monolingual. In addition to facilitating cross-cultural communication, this trend also positively
affects cognitive abilities. Researchers have shown that the bilingual brain can have better
attention and task-switching capacities than the monolingual brain, thanks to its developed
ability to inhibit one language while using another. In addition, bilingualism has positive effects
at both ends of the age spectrum: Bilingual children as young as seven months can better adjust
to environmental changes, while bilingual seniors can experience less cognitive decline.
We are surrounded by language during nearly every waking moment of our lives. We use
language to communicate our thoughts and feelings, to connect with others and identify with our
culture, and to understand the world around us. And for many people, this rich linguistic
environment involves not just one language but two or more. In fact, the majority of the world’s
population is bilingual or multilingual. In a survey conducted by the European Commission in
2006, 56 percent of respondents reported being able to speak in a language other than their
mother tongue. In many countries that percentage is even higher—for instance, 99 percent of
Luxembourgers and 95 percent of Latvians speak more than one language.
1
Even in the United
States, which is widely considered to be monolingual, one-fifth of those over the age of five
reported speaking a language other than English at home in 2007, an increase of 140 percent
since 1980.
2
Millions of Americans use a language other than English in their everyday lives
outside of the home, when they are at work or in the classroom. Europe and the United States are
not alone, either. The Associated Press reports that up to 66 percent of the world’s children are
2
raised bilingual.
3
Over the past few decades, technological advances have allowed researchers to
peer deeper into the brain to investigate how bilingualism interacts with and changes the
cognitive and neurological systems.
Cognitive Consequences of Bilingualism
Research has overwhelmingly shown that when a bilingual person uses one language, the
other is active at the same time. When a person hears a word, he or she doesn’t hear the entire
word all at once: the sounds arrive in sequential order. Long before the word is finished, the
brain’s language system begins to guess what that word might be by activating lots of words that
match the signal. If you hear “can,” you will likely activate words like “candy” and “candle” as
well, at least during the earlier stages of word recognition. For bilingual people, this activation is
not limited to a single language; auditory input activates corresponding words regardless of the
language to which ...
Effect of music_therapy_on_the_development_of_speech_rajiv_mishra
To investigate the effect of Music Therapy on the development of speech and language in non- verbal pre-school children with autism.
SLPA 150 ARTICLE REVIEW
The article reviewed a study comparing the song identification abilities of children with normal hearing to those with sensorineural hearing loss who used cochlear implants. The study tested children with unilateral implants, bilateral implants, and bimodal devices. It found that children with normal hearing identified songs best in all formats. While cochlear implant users performed similarly on most formats, bimodal users identified tones better, possibly due to advantages of binaural hearing. The results fit with class discussions on how cochlear implants differ from natural hearing.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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Similar to 4 sentence abstractcintronm
Vol. 2, No. 3 , Ahwaz Journal of Linguistics Studies
Vol. 2, No. 3 , Ahwaz Journal of Linguistics StudiesThe Annual International Conference on Languages, Linguistics, Translation and Literature
Vol. 2, No. 3 , Ahwaz Journal of Linguistics Studies
Ahwaz Journal of Linguistics Studies
(Peer-Reviewed International Quarterly Journal)
(ISSN: 2717-2643)
For more information, please visit the journal website:
WWW.AJLS.IR
The journal welcomes submissions in English, Arabic or Persian in any of the relevant fields:
A) Linguistics (Any issue related to either theoretical or applied linguistics)
B) Languages and dialects (Any linguistic issue related languages and dialects)
C) Translation (Any translation and interpreting issue related to languages and dialects)
D) Religious linguistics (Any linguistic study related to religious texts and speeches)
Please feel free to write if there is any query.
The AJLS Secretariat,
Ahwaz 61335-4619 Iran
Tel: (+98) 61-32931199
Fax: (+98) 61-32931198
Mobile: (+98) 916-5088772 (WhatsApp Number)
Email: info@pahi.ir
المجلد: 2 ، العدد: 3 ، مجلة الأهواز لدراسات علم اللغة
المجلد: 2 ، العدد: 3 ، مجلة الأهواز لدراسات علم اللغةThe Annual International Conference on Languages, Linguistics, Translation and Literature
المجلد: 2 ، العدد: 3 ، مجلة الأهواز لدراسات علم اللغة
مجلة الأهواز لدراسات علم اللغة
(مجلة فصلية دولية محكمة)
(ISSN: 2717-2716)
لمزید من المعلومات، ﯾرﺟﯽ زﯾﺎرة ﻣوﻗﻌﻧﺎ اﻹﻟﮐﺗروﻧﻲ : WWW.AJLS.IR
ترحب المجلة بجميع الباحثين في مجال اهتمامها العلمي والبحثي في احد المحاور المذکورة أدﻧﺎه بإحدی اللغات التالیة: العربیة، الإنجلیزیة و الفارسیة:
أ) اللغات و اللهجات (القضايا الراهنة بلسانیات اللغة)
ب) علم اللغة (القضايا الراهنة بعلم اللغة)
ج) الأدب (القضاية الراهنة بالأدب العربي، الإنجليزي، و سائر اللغات)
د) الترجمة (القضاية الراهنة بترجمة اللغات)
ه) القضايا الراهنة بلسانیات القرآن الکریم
و) القضايا الراهنة لتعلیم اللغات لغير الناطقين بها
ز) تعليم، برمجة و تقييم برامج تعليم و تعلم اللغات
ح) الاستراتيجيات، إمكانیات و تحديات التسويق وريادة الأعمال فی اللغات المتنوعة
ط) القضايا الراهنة بلسانیات النصوص و الخطاب الديني، الاقتصادی، الاجتماعي، القانوني، و ...
الأهواز / الصندوق البريدی 61335-4619:
الهاتف :32931199-61 (98+)
الفاکس:32931198-61(98+)
النقال و رقم للتواصل علی الواتس اب : 9165088772(98+)
البريد اﻹﻟﮑﺘﺮوﻧﻲ: info@pahi.ir
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s AphasiaThe Annual International Conference on Languages, Linguistics, Translation and Literature
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia
Tanzeela Abid & Dr. Habibullah Pathan,
English Language Development Centre, Faculty of Science, Technology and Humanities, Mehran University of Engineering and Technology, Pakistan
This is an exploratory study and qualitative in nature. Unit of exploration is ‘Adult Broca’s Aphasic Patients.’ This paper aims to explore the function and integrity of ‘Speech Therapy’ for adult Broca’s aphasia. Aphasia is the after-effect of brain damage, commonly found in left hemisphere which disrupts language faculty. The present study focuses on ‘Lexical’ aspect of language in which an individual faces trouble in processing of words. In Broca’s aphasia affected individual suffers from diminished capability of speaking/communication. To recover such diminished capabilities, speech therapy is utilized. This study intends to investigate the effectiveness of speech therapy that how speech therapy helps to adult Broca’s aphasia to recover their speaking or conversing skills? Participants of the study are ‘Speech therapists.’ Purposeful sampling, particularly Snowball sampling has been undertaken. Semi-structured interviews have been conducted from five speech therapists, which have been analyzed through thematic analysis under the light of ‘Sketch Model’ given by De ruiter and De beer (2013). The Findings of the study suggest that speech therapy may be proved helpful for Broca’s aphasia to recover their communicating capabilities but it requires much time (minimum 6 months). Moreover, recovery depends upon certain factors such as age, level of disorder and willingness.
Keywords: Broca’s Aphasia, Lexical Deficit, Speech Therapy, Communication, Speaking Skills
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Full Articles (Volume Two) - The Sixth International Conference on Languages,...
Full Articles (Volume Two) - The Sixth International Conference on Languages,...The Annual International Conference on Languages, Linguistics, Translation and Literature
Full Articles (Volume Two) - The Sixth International Conference on Languages, Linguistics, Translation and Literature
Ahwaz, Iran
9-10 October 2021
For more information, please visit the conference website:
WWW.LLLD.IR
--- International Standard Book Number (ISBN): 978-622-94212-0-8
--- According to the governmental approval (The Ministry): 2260614
--- Iranian National Standard Number of Book (Number of National Library of Islamic Republic of Iran): 8679332
--- The Dewey Decimal Classification: 410
--- The Library of Congress Classification: P23
--- Publisher: Ahwaz Publication of Research and Sciences (The Ministry Approval Number: 16171)
Please feel free to write if there is any query.
The Conference Secretariat,
Ahwaz 61335-4619 Iran
(+98) 61-32931199
(+98) 61-32931198
(+98) 916-5088772 (WhatsApp Number)
WWW.LLLD.IR, Email: info@pahi.ir
Brain, Biology and Behavior
A presenttion on the Language & the Brain. About the brain and it functions and different parts, how they both communicate and correspond mentally and physically and some disorders as well treatments.
SUBTYPES OF DEVELOPMENTAL DYSLEXIA
In light of teaching students with dyslexia and other learning difficulties (LD), neuroscientists claim that
such deficiencies happen due to a neural base, depending on biological and environmental factors, and
experience developing properties and improving reading skills. The research claims two types of dyslexia:
developmental (or innate) and deep (or acquired due to brain traumas or diseases). This article researches
developmental dyslexia (DD), which may be primary and secondary. DD is divided into two main
subtypes: surface and phonological While reading; our brains must "rewire" neural circuits initially used
for other tasks, such as visual and speech processing and attention and cognition. Psycholinguistics
investigates the cognitive process of perception, production, and general use of language. This article
revises teaching English in light of neuroscience, psycholinguistics, and appropriate methods to train
working memory and other ways to overcome DD and its subtypes
F373239.pdf
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
F373239.pdf
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
My New Article- Kamalata Lukama
This study examined the relationship between phonological awareness and reading ability among 105 primary school students in Solwezi, Zambia who use Kiikaonde as their language of instruction. The study found a positive relationship between students' phonological awareness and their reading ability. Specifically, higher levels of phonological awareness facilitated stronger reading development, and higher reading skills improved students' phonological awareness. Additionally, the study revealed that sound isolation, blending, and substitution were the components of phonological awareness being taught in schools through largely teacher-centered instructional strategies.
SRCD 2015 poster FINAL
This study used functional near-infrared spectroscopy (fNIRS) to examine changes in brain activation patterns related to spoken and printed language processing in 17 children between ages 3.5-6.5 years old, categorized as either pre-literate or emergent readers. Results showed that pre-literate children had greater activation in left superior temporal gyrus for spoken nonwords compared to words, while emergent readers showed greater activation in left inferior frontal gyrus for spoken nonwords versus words. Emergent readers also exhibited greater bilateral inferior frontal gyrus activation for reading versus spoken language. These findings reveal how the developing brain allocates resources for written language as children transition from pre-literacy to emergent
Auditory measures of attention & working memory in children with learning dis...
This document summarizes a study that compared the auditory attention and working memory abilities of children with learning disabilities to typically developing children. The study assessed 19 children aged 10-14 years using dichotic listening, auditory Stroop, and digit backward recall tasks. The results showed that children with learning disabilities performed significantly worse than typically developing children on all tasks. Specifically, children with learning disabilities had longer reaction times on the auditory Stroop task, lower scores on digit backward recall, and poorer performance on the dichotic listening task. The findings suggest that children with learning disabilities have deficits in selective attention and working memory compared to their typically developing peers.
Psychology of SLA.
The document provides an overview of psycholinguistics, which is an interdisciplinary field that brings together linguistics and psychology to understand how humans acquire, process, and use language. It discusses several topics within psycholinguistics including language acquisition, comprehension, production, the relationship between language and the brain, aphasia, individual differences that influence language learning, information processing approaches, theories of connectionism, complexity theory, processability theory, age differences in second language acquisition, the critical period hypothesis, the role of motivation and sex in language learning, and aptitude for language learning.
EN report on the World Dyslexia Forum 2010
The World Dyslexia Forum brought together over 250 delegates from 90 countries to discuss research findings and recommendations regarding dyslexia. Key findings included:
1) Better teacher training is needed in effective reading and writing instruction methods, including structured, explicit, and multisensory teaching.
2) Dyslexia is a lifelong neurological difference that can lead to isolation, emotional issues, and lower education and career attainment if not properly addressed.
3) Assistive technologies help those with dyslexia, but their design and teachers' training in their use could be improved.
C382331
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia The Annual International Conference on Languages, Linguistics, Translation and Literature
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia
Tanzeela Abid & Dr. Habibullah Pathan,
Mehran University of Engineering and Technology, Pakistan
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
The Significance of Neuroscience for Teaching English as Second Language (TE...
The Significance of Neuroscience for Teaching English as Second Language (TE...English Literature and Language Review ELLR
In formal TESL courses, Phonetics, Linguistics, Grammar as well as Psychology are taught. However, Neuroscience, the study of the brain, is necessary for ESL teachers for future professional development to meet the rapidly changing needs of the students at all levels in the digital era. Designing educational practices without knowledge of the brain is like “an automobile designer without a full understanding of engines” (Hart, 1999). Based on the neurological evidence of processing of English and Chinese words in the bilinguals’ brain, Sham (2002) found a new Dual Coding (Paivio, 1986) model for designing CSL teaching materials that best fits young learners’ limited capacity of the brain by reducing their cognitive load (Sweller et al., 1998). Although little research linking neuroscience and learning, Guy and Byrn (2013) emphasis on the understanding of neuroscience of working memory has positive effects on motivating students learning. Direct implication of neuroscience by language teachers has been found difficult, but interdisciplinary study of neuroscience, psychology and education is fruitful (Coch et al., 2007) and there has a great impact of neuroscience on teaching and learning including its implication for ESL college classroom (Sousa, 2010). This paper reviews current research of neuroscience, psychology integrating with ESL teaching and learning, and provides the adult students’ feedback of learning IELTS through the design related to neuropsychological findings in order to demonstrate how significant neuroscience is on TESL. In other words, understanding of neuroscience facilitates ESL teaching and benefits ESL teachers’ professional development in future (247 words).The effect of authentic/inauthentic materials in EFL classroom
This document summarizes a research paper that examined the effect of authentic versus inauthentic materials in cultural awareness training on English language learners' listening comprehension abilities. 116 English learners took a placement test, and 60 intermediate students were selected for the study. They were randomly assigned to a control or experimental group. The control group used inauthentic materials for listening activities, while the experimental group used authentic materials. Both groups took a pre-test and post-test to measure changes in their listening abilities. Statistical analysis found that the experimental group showed significantly greater improvement compared to the control group, suggesting that authentic materials may be more effective than inauthentic materials for developing listening comprehension.
1 The Cognitive Benefits of Being Bilingual By .docx
1
The Cognitive Benefits of Being Bilingual
By Viorica Marian, Ph.D., and Anthony Shook
Editor’s note: Today, more of the world’s population is bilingual or multilingual than
monolingual. In addition to facilitating cross-cultural communication, this trend also positively
affects cognitive abilities. Researchers have shown that the bilingual brain can have better
attention and task-switching capacities than the monolingual brain, thanks to its developed
ability to inhibit one language while using another. In addition, bilingualism has positive effects
at both ends of the age spectrum: Bilingual children as young as seven months can better adjust
to environmental changes, while bilingual seniors can experience less cognitive decline.
We are surrounded by language during nearly every waking moment of our lives. We use
language to communicate our thoughts and feelings, to connect with others and identify with our
culture, and to understand the world around us. And for many people, this rich linguistic
environment involves not just one language but two or more. In fact, the majority of the world’s
population is bilingual or multilingual. In a survey conducted by the European Commission in
2006, 56 percent of respondents reported being able to speak in a language other than their
mother tongue. In many countries that percentage is even higher—for instance, 99 percent of
Luxembourgers and 95 percent of Latvians speak more than one language.
1
Even in the United
States, which is widely considered to be monolingual, one-fifth of those over the age of five
reported speaking a language other than English at home in 2007, an increase of 140 percent
since 1980.
2
Millions of Americans use a language other than English in their everyday lives
outside of the home, when they are at work or in the classroom. Europe and the United States are
not alone, either. The Associated Press reports that up to 66 percent of the world’s children are
2
raised bilingual.
3
Over the past few decades, technological advances have allowed researchers to
peer deeper into the brain to investigate how bilingualism interacts with and changes the
cognitive and neurological systems.
Cognitive Consequences of Bilingualism
Research has overwhelmingly shown that when a bilingual person uses one language, the
other is active at the same time. When a person hears a word, he or she doesn’t hear the entire
word all at once: the sounds arrive in sequential order. Long before the word is finished, the
brain’s language system begins to guess what that word might be by activating lots of words that
match the signal. If you hear “can,” you will likely activate words like “candy” and “candle” as
well, at least during the earlier stages of word recognition. For bilingual people, this activation is
not limited to a single language; auditory input activates corresponding words regardless of the
language to which ...
Effect of music_therapy_on_the_development_of_speech_rajiv_mishra
To investigate the effect of Music Therapy on the development of speech and language in non- verbal pre-school children with autism.
SLPA 150 ARTICLE REVIEW
The article reviewed a study comparing the song identification abilities of children with normal hearing to those with sensorineural hearing loss who used cochlear implants. The study tested children with unilateral implants, bilateral implants, and bimodal devices. It found that children with normal hearing identified songs best in all formats. While cochlear implant users performed similarly on most formats, bimodal users identified tones better, possibly due to advantages of binaural hearing. The results fit with class discussions on how cochlear implants differ from natural hearing.
Similar to 4 sentence abstractcintronm (20)
Vol. 2, No. 3 , Ahwaz Journal of Linguistics Studies
Vol. 2, No. 3 , Ahwaz Journal of Linguistics Studies
المجلد: 2 ، العدد: 3 ، مجلة الأهواز لدراسات علم اللغة
المجلد: 2 ، العدد: 3 ، مجلة الأهواز لدراسات علم اللغة
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia
Full Articles (Volume Two) - The Sixth International Conference on Languages,...
Full Articles (Volume Two) - The Sixth International Conference on Languages,...
Auditory measures of attention & working memory in children with learning dis...
Auditory measures of attention & working memory in children with learning dis...
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia
The Significance of Neuroscience for Teaching English as Second Language (TE...
The Significance of Neuroscience for Teaching English as Second Language (TE...
The effect of authentic/inauthentic materials in EFL classroom
The effect of authentic/inauthentic materials in EFL classroom
1 The Cognitive Benefits of Being Bilingual By .docx
1 The Cognitive Benefits of Being Bilingual By .docx
Effect of music_therapy_on_the_development_of_speech_rajiv_mishra
Effect of music_therapy_on_the_development_of_speech_rajiv_mishra
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🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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4 sentence abstractcintronm
- 1. To Argosy Library From Marianne Cintron The significance of this research was to demonstrate the benefits of a specific phonics-based intervention program entitled Reading from Scratch, created with the dyslexic in mind, and the significance of using enhanced lateralization (simultaneously sending two separate inputs via single ear phones, in this case music and phonics, which cross to opposite sides of the brain, bypassing a faulty corpus callosum). Included is literature from neuroscience which is integrated with the literature on the brain functioning of people who are dyslexic. The findings of this research implies that a student with Specific Learning Disabilities (SLD) (including dyslexia) in vocabulary, reading fluency, or reading comprehension, will benefit from one-on- one intervention of a phonics-based reading program; it appears that a student with SLD will show greater improvement in reading vocabulary if the input of music is entered in the left ear while the student studies.