Hasbi sjamsir final exam psycholinguistics 19
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Psycholinguistics exam questions covered the meaning and scope of psycholinguistics, differences between first and second language acquisition, psychological factors that influence language learning, the relationship between the brain, mind and language, Broca's and Wernicke's areas of the brain, and implications of psycholinguistics for language teachers. The final question wished students luck on the exam without access to electronic devices to reference.
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2 to 2 june 19
This document discusses the importance of early reading development beginning at 2 months old. It recommends parents, caregivers, and childcare workers read with children starting at a young age. It outlines the key areas of oral language and written language development that are important for reading, including phonemic awareness, phonics, morphology, vocabulary, sentence structure, and comprehension of different text genres. The overall message is that reading skills start developing very early and continuous engagement with books is beneficial for children's reading success.
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Cognitive factors that affect reading comprehension include decoding and word recognition skills, vocabulary knowledge, attention and motivation levels, and the quality of reading material. Readers need to be able to decode words and recognize relationships to comprehend text. A larger vocabulary allows faster interpretation of meaning. Attention and motivation influence understanding, as distracted or unmotivated readers struggle. Poor quality reading material can reduce motivation and comprehension.
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The document provides a review of scientifically based reading research on the five essential components of effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It summarizes research showing that systematic and explicit instruction is most effective for teaching these components. The document aims to help teachers understand and implement the essential components in their classrooms.Cognitive factors that affecting reading comprehension
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This document outlines the five core reading skills that are essential for beginning readers: 1) phonemic awareness, 2) phonics, 3) fluency, 4) vocabulary, and 5) comprehension. For each skill, it provides a brief definition and description of how it is developed at different grade levels according to the Sindh Reading Program curriculum. The skills build upon one another to progress from foundational skills like phonemic awareness to higher level skills like comprehension. References are also provided at the end related to each of the five reading skills.
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Young learners acquire language more easily than older learners due to brain plasticity and greater language exposure. Girls tend to perform better in grammar and spelling while boys learn more visually. Individual differences like aptitude, motivation, cognitive styles and personality can influence how successfully one acquires a second language. Learning strategies also impact language learning, with younger learners relying more on repetition and older learners on synthesis. Females tend to employ social/affective strategies more than males.
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The document discusses different types of reading and strategies to improve reading skills. It outlines various reading types like skimming, scanning, intensive and extensive reading. Skimming is reading quickly to get the general idea while scanning is reading quickly to find specific information. Intensive reading requires understanding the whole text while extensive reading is for pleasure. The document also lists reading strategies such as predicting, visualizing, asking questions, making connections, identifying details and evaluating the text. It notes that slow readers read less than 100 words per minute and provides tips for improving reading like not reading word by word and reducing stopping time.
What factors are affecting comprehension
Reading comprehension is affected by a reader's knowledge, reasoning abilities, motivation, and engagement level. It is also impacted by the quality of the text, as well-organized "considerate texts" are easier to understand than poorly organized "inconsiderate texts". Students who struggle with decoding words often have difficulty with comprehension as well, and may learn to dislike reading. The type of instruction a student receives can also impact their comprehension, so teachers must directly teach strategies to improve it.
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This document discusses the importance of early reading development beginning at 2 months old. It recommends parents, caregivers, and childcare workers read with children starting at a young age. It outlines the key areas of oral language and written language development that are important for reading, including phonemic awareness, phonics, morphology, vocabulary, sentence structure, and comprehension of different text genres. The overall message is that reading skills start developing very early and continuous engagement with books is beneficial for children's reading success.
Cognitive factors that affect reading comprehension
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Decoding speed, vocabulary, and cognitive factors like attention and motivation can impact a reader's comprehension. As readers develop, comprehension requires understanding words, sentences, and symbolic meaning. Comprehension depends on quickly recognizing words and determining meaning. A large vocabulary allows faster interpretation, while limited vocabulary slows understanding. Distracted or unmotivated readers may reread without comprehending. Poorly written text can decrease speed and hinder comprehension by challenging decoding, syntax, and motivation.
Five essential elements of reading
This document outlines the five core reading skills that are essential for beginning readers: 1) phonemic awareness, 2) phonics, 3) fluency, 4) vocabulary, and 5) comprehension. For each skill, it provides a brief definition and description of how it is developed at different grade levels according to the Sindh Reading Program curriculum. The skills build upon one another to progress from foundational skills like phonemic awareness to higher level skills like comprehension. References are also provided at the end related to each of the five reading skills.
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Young learners acquire language more easily than older learners due to brain plasticity and greater language exposure. Girls tend to perform better in grammar and spelling while boys learn more visually. Individual differences like aptitude, motivation, cognitive styles and personality can influence how successfully one acquires a second language. Learning strategies also impact language learning, with younger learners relying more on repetition and older learners on synthesis. Females tend to employ social/affective strategies more than males.
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The document discusses different types of reading and strategies to improve reading skills. It outlines various reading types like skimming, scanning, intensive and extensive reading. Skimming is reading quickly to get the general idea while scanning is reading quickly to find specific information. Intensive reading requires understanding the whole text while extensive reading is for pleasure. The document also lists reading strategies such as predicting, visualizing, asking questions, making connections, identifying details and evaluating the text. It notes that slow readers read less than 100 words per minute and provides tips for improving reading like not reading word by word and reducing stopping time.
What factors are affecting comprehension
Reading comprehension is affected by a reader's knowledge, reasoning abilities, motivation, and engagement level. It is also impacted by the quality of the text, as well-organized "considerate texts" are easier to understand than poorly organized "inconsiderate texts". Students who struggle with decoding words often have difficulty with comprehension as well, and may learn to dislike reading. The type of instruction a student receives can also impact their comprehension, so teachers must directly teach strategies to improve it.
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How does teachers affect student's learning and performance in reading comprehension? Learn more on the impact brought by teachers in the student's reading comprehension.
A Lecture On The Common Reading Problems
There are four typical areas of reading difficulty: 1) Using an incorrect approach to reading rather than sounding out words, 2) Having gaps in foundational skills for phonological processing like phonemic awareness, blending sounds, and knowledge of the phonetic code, 3) Struggling with more complex patterns in words like vowel combinations and r-controlled vowels, 4) Having gaps in advanced skills like reading multisyllabic words, comprehension, vocabulary, and fluency. It is important to evaluate students to determine their strengths and weaknesses in order to provide effective remediation, as reading problems will persist without direct intervention.
Studies in early reading
1. Word recognition refers to linking printed words to their meanings and is a prerequisite for reading acquisition. Factors like perceptual span and context affect word recognition.
2. Ehri's phases of reading development include pre-alphabetic, partial alphabetic, full alphabetic, and consolidated alphabetic phases. Readers progress from relying on visual cues to incorporating letter-sound knowledge.
3. Systematic phonics instruction helps children learn to read more effectively than non-systematic or no phonics. Teaching phonemic awareness skills such as blending and segmenting also improves reading ability.
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This document discusses reading skills and strategies. It defines reading as the receptive skill of processing written language. Some key reading strategies discussed include prediction, guessing from context, skimming, and scanning. The document recommends teaching students these strategies to improve reading speed and comprehension. It also notes that silent reading is generally better than reading aloud for comprehension, as it allows students to focus and think more deeply about the content.
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This document discusses various reading skills and strategies. It covers:
1. Reading for pleasure and comprehension, including scanning, previewing, vocabulary, topics, and main ideas.
2. Patterns of organization, skimming, making inferences, and summarizing to improve reading comprehension.
3. Thinking in English while reading and reading faster to improve reading ability and comprehension.
Skill of Reading
The document discusses the psychology of reading, including perceptual processes involved in reading like eye movement and eye-voice span. It describes how the eye is typically a few words ahead of the voice when reading aloud. This eye-voice span allows for information to be buffered in working memory as it is transformed from visual to phonological codes. The document also discusses eye memory span and how visual information is held in short and long term memory through distinct brain mechanisms.
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This document discusses early literacy skills including phonemic awareness, decoding, fluency, vocabulary, and comprehension. It defines phonemic awareness as the ability to hear and manipulate sounds in words, which is an essential skill for learning to read. Decoding involves using letter-sound correspondences to recognize words. Fluency is the ability to read words effortlessly. Vocabulary instruction teaches strategies like modeling, synonyms, and definitions. Comprehension involves extracting meaning from text and is influenced by both reader skills and text-based factors.
The Reading Skills Presented by Monir Hossen
This document discusses developing reading skills and strategies to improve reading comprehension. It covers the three components of reading: decoding, comprehension, and retention. Decoding involves translating printed words to sounds, while comprehension relies on understanding the meaning. Retention refers to keeping information in short-term or long-term memory. The document also examines factors that influence reading ability, stages of reading development, common reading difficulties, and strategies to address problems with decoding, comprehension, and retention.
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This document outlines different levels of English language proficiency exams for young learners and adults. It describes exams for young learners including Starters, Movers and Flyers which assess basic knowledge and skills. For adults, it outlines the KET, PET and FCE exams which evaluate abilities such as giving information, recounting events and understanding conversations. The CAE exam tests understanding of demanding texts while the CPE exam evaluates reading skills, vocabulary, grammar and understanding of different text registers.
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External factors that affect the child’s reading comprehension: Teacher
How does teachers affect student's learning and performance in reading comprehension? Learn more on the impact brought by teachers in the student's reading comprehension.
A Lecture On The Common Reading Problems
There are four typical areas of reading difficulty: 1) Using an incorrect approach to reading rather than sounding out words, 2) Having gaps in foundational skills for phonological processing like phonemic awareness, blending sounds, and knowledge of the phonetic code, 3) Struggling with more complex patterns in words like vowel combinations and r-controlled vowels, 4) Having gaps in advanced skills like reading multisyllabic words, comprehension, vocabulary, and fluency. It is important to evaluate students to determine their strengths and weaknesses in order to provide effective remediation, as reading problems will persist without direct intervention.
Studies in early reading
1. Word recognition refers to linking printed words to their meanings and is a prerequisite for reading acquisition. Factors like perceptual span and context affect word recognition.
2. Ehri's phases of reading development include pre-alphabetic, partial alphabetic, full alphabetic, and consolidated alphabetic phases. Readers progress from relying on visual cues to incorporating letter-sound knowledge.
3. Systematic phonics instruction helps children learn to read more effectively than non-systematic or no phonics. Teaching phonemic awareness skills such as blending and segmenting also improves reading ability.
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This document discusses reading skills and strategies. It defines reading as the receptive skill of processing written language. Some key reading strategies discussed include prediction, guessing from context, skimming, and scanning. The document recommends teaching students these strategies to improve reading speed and comprehension. It also notes that silent reading is generally better than reading aloud for comprehension, as it allows students to focus and think more deeply about the content.
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The document describes Grace Goodell's Reading Skills Ladder, which outlines 16 reading skills in a progression. It starts with basic sight words and progresses to more advanced skills like using reference books, borrowing library books, reading from the internet, and exposure to reading from mass media. The document provides details on sight words, including what they are, examples from the Dolch word list, and Ehri's four phases of sight word development. It also explains phonetic analysis and provides examples of phonetic classifications.
Factors Responsible for Poor English Reading Comprehension at Secondary Level
The present study shows factors responsible for poor English reading comprehension at secondary school level students. The purpose of this study is to explore those factors and to suggest remedies how to strengthen English reading comprehension of the students. English is the 2nd language of Pakistani students and Kachru (1996) places it in the outer circle. Test and interviews are conducted to get the data. Different factors like poor command of vocabulary, habit of cramming, no interest to learn creativity in reading but the sole goal is just to pass the examination which are found responsible for poor English reading comprehension. Motivation to learn reading can develop reading comprehension skill of students.
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The document outlines the five essential components of reading: phonics, phonemic awareness, vocabulary, fluency, and reading comprehension. It provides a brief definition and examples of how each component is developed and applied when reading. Phonics involves connecting sounds to letters, phonemic awareness focuses on the sounds within words, vocabulary is understanding the words, fluency is reading with speed and expression, and comprehension integrates all the components to derive meaning from text. Developing skills in all five areas is necessary for children to become successful readers.
reading power
This document discusses various reading skills and strategies. It covers:
1. Reading for pleasure and comprehension, including scanning, previewing, vocabulary, topics, and main ideas.
2. Patterns of organization, skimming, making inferences, and summarizing to improve reading comprehension.
3. Thinking in English while reading and reading faster to improve reading ability and comprehension.
Skill of Reading
The document discusses the psychology of reading, including perceptual processes involved in reading like eye movement and eye-voice span. It describes how the eye is typically a few words ahead of the voice when reading aloud. This eye-voice span allows for information to be buffered in working memory as it is transformed from visual to phonological codes. The document also discusses eye memory span and how visual information is held in short and long term memory through distinct brain mechanisms.
Cognitive factors that affects reading and writting
This document discusses cognitive factors that affect reading and writing comprehension. It defines reading comprehension and notes that roughly 85% of children with learning difficulties struggle primarily with reading. Decoding, comprehension, and retention difficulties are described, along with signs of each. Writing difficulties are also explored, with attention problems, spatial/sequential ordering problems, memory issues, language problems, and difficulties with higher-order cognition provided as examples. Specific ways these issues might appear in a child's reading and writing are outlined.
Ped 2 major stages of reading skills development
This document outlines the major stages of reading skills development: reading readiness, beginning reading, and independent reading. It describes the foundational skills developed at each stage, including print awareness, phonemic awareness, phonics, vocabulary, fluency, and comprehension. Print awareness involves understanding how books work and that words are made up of letters. Phonemic awareness is recognizing that words are made of sounds. Phonics teaches the relationship between sounds and letters. Vocabulary and fluency are important for accurate and quick reading. Comprehension is the goal and involves understanding what is read.
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The document discusses reading skills and strategies for improving reading ability. It covers the three main components of reading: decoding, comprehension, and retention. Decoding involves translating printed words to sounds, while comprehension relies on understanding the meaning of words and passages. The document also outlines various stages of reading development from preschool to adulthood. It discusses factors that influence reading acquisition and common reading difficulties such as dyslexia and attention issues. Finally, the document provides strategies for remedial reading instruction and outlines the teacher's role in diagnosing skills and reinforcing reading across content areas.
Teaching literacy
This document discusses early literacy skills including phonemic awareness, decoding, fluency, vocabulary, and comprehension. It defines phonemic awareness as the ability to hear and manipulate sounds in words, which is an essential skill for learning to read. Decoding involves using letter-sound correspondences to recognize words. Fluency is the ability to read words effortlessly. Vocabulary instruction teaches strategies like modeling, synonyms, and definitions. Comprehension involves extracting meaning from text and is influenced by both reader skills and text-based factors.
The Reading Skills Presented by Monir Hossen
This document discusses developing reading skills and strategies to improve reading comprehension. It covers the three components of reading: decoding, comprehension, and retention. Decoding involves translating printed words to sounds, while comprehension relies on understanding the meaning. Retention refers to keeping information in short-term or long-term memory. The document also examines factors that influence reading ability, stages of reading development, common reading difficulties, and strategies to address problems with decoding, comprehension, and retention.
Ch. 6 Active Listening
Active listening involves 5 steps: 1) Attending to the speaker fully without distraction, 2) Understanding the speaker's main point and perspective, 3) Remembering key details, 4) Evaluating the message critically, and 5) Responding supportively with nonverbal and verbal feedback. It requires focus and effort to listen at the speaker's rate rather than one's own processing speed. Techniques to improve include maintaining eye contact, taking notes, asking questions, and separating facts from inferences. The overall goal is to comprehend and retain the information conveyed while signaling engagement through attentive body language and responses.
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This document outlines different levels of English language proficiency exams for young learners and adults. It describes exams for young learners including Starters, Movers and Flyers which assess basic knowledge and skills. For adults, it outlines the KET, PET and FCE exams which evaluate abilities such as giving information, recounting events and understanding conversations. The CAE exam tests understanding of demanding texts while the CPE exam evaluates reading skills, vocabulary, grammar and understanding of different text registers.
Reading definitions
Reading involves reconstructing meaning from written symbols like letters and words. It is an active process that draws on the reader's prior knowledge and context to understand the language and ideas in a text. True reading happens when the words transport the reader to a new world and engage their emotions.
Phanara maoinformativespeechevaluation1
This document outlines the criteria for evaluating an informative speech. It discusses the importance of clearly introducing the topic and purpose, grabbing attention, defining terms, and previewing main ideas. The body should provide credible sources through citations and develop ideas logically. The conclusion should review main points, tie back to the introduction, and have a confident concluding remark. Additionally, the speech should be between 4-6 minutes and demonstrate eye contact and appropriate voice. Areas for improvement included better use of body language and wearing business attire to increase credibility and professionalism. Overall, the content and delivery were good but could be more polished.
Strategies for reading instruction
This document discusses various strategies for reading instruction including graphic organizers, vocabulary building, journals, KWL charts, and the SQ3R reading method. Graphic organizers like story pyramids, Venn diagrams, and cause-and-effect diagrams can help structure information from stories. Building vocabulary through activities like word unscrambling, analogies, and understanding prefixes and roots is also discussed. Keeping journals allows students to reflect on stories and assess their progress. The KWL chart organizes what students already know, want to learn, and learned about a topic. Finally, the SQ3R reading method involves surveying, questioning, reading, reciting and reviewing content.
Pstti enhancing reading skills to a preschooler
The document discusses ways to enhance reading skills in pre-schoolers. It notes that pre-school is a critical learning period, so reading skills should be developed. Some challenges pre-schoolers face with reading include seeing letters and numbers as alike and finding reading boring. The document recommends activities like using flashcards to learn letter sounds, reading aloud together, sequencing stories, and visiting the library to develop interest and skills. The goal is to make reading an enjoyable habit for children at this age.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Hasbi sjamsir final exam psycholinguistics 19
- 1. Final exam, 12 12 2019 PSYCHOLINGUISTICS Lectured by Hasbi Sjamsir Questions: 1. Elaborate, what is the meaning and scope of Psycholinguistics? Based on some references. 2. Explain, how do learning condition of the L1 differ from the learning condition of L2? 3. Explain, what are psychological factors in language acquisition? 4. What are the relationships between the brain, the mind and language? Elaborate. 5. What do you know about Broca’s area and Wernicke’s area? Explain. Based on some references. 6. Elaborate, what are the implications of psycholinguistics toward the teacher of language? 7. No gadget, please! You can answer it in Bahasa or English. *wish you LUCK!