Road to the Code is a 44-lesson program taught in small groups over 11 weeks to develop phonological awareness in kindergarten and first grade students. Each lesson segments words into phonemes, teaches letter sounds, and reinforces phonological skills. Research found the program improved early reading when taught by classroom teachers. It was designed for students at risk of reading difficulties based on studies showing phonemic awareness training prevents failure if provided early.
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
This document discusses principles for teaching grammar as a communicative resource rather than just rules. It proposes focusing on how grammar is used in different types of spoken and written texts. Key points include:
- Grammar can be viewed as either rules or communicative ability using grammar in texts.
- 12 principles are proposed to teach grammar as a communicative resource assessed through writing and speaking skills.
- Grammatical knowledge refers to rules, while ability refers to using grammar in discourse with a focus on texts rather than sentences.
- Learners' ability to use appropriate grammar in different text types is assessed.
Activator1 /certified fixed orthodontic courses by Indian dental academy Indian dental academy
Welcome to Indian Dental Academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
Indian dental academy has a unique training program & curriculum that provides students with exceptional clinical skills and enabling them to return to their office with high level confidence and start treating patients
State of the art comprehensive training-Faculty of world wide repute &Very affordable.
This document discusses reading, including definitions, importance, factors influencing reading proficiency, difficulties, problems, remediation, required skills, and activities. It defines reading as a complex process involving perception, comprehension, and integration. Important reading skills discussed include phonemic awareness, phonics, fluency, vocabulary, and comprehension. The document provides rules and activities for teaching each skill and developing strong readers. It also discusses reading difficulties, problems, and remediation.
Central University of Haryana is a central university established in 2009 located in Haryana, India. It aims to promote excellence in teaching, research, and community outreach. The university has over 27,000 volumes in its library and offers undergraduate, postgraduate, and doctoral programs across various disciplines. It has modern facilities like virtual classrooms, computer labs, auditoriums, and seminar halls. The university also provides hostel accommodation, medical facilities, transportation, sports facilities, and WiFi access on campus.
The document discusses speech production and velopharyngeal function. It describes how speech is produced through the coordinated actions of respiration, phonation, resonation, articulation, and neural integration. It focuses on velopharyngeal closure, which regulates airflow into the oral or nasal cavities for speech. Velopharyngeal closure is achieved through sphincteric muscle action that elevates the soft palate and pulls the lateral pharyngeal walls medially. Patterns of velopharyngeal closure can vary between individuals and gender. Insufficiency can occur if the palate is too short to achieve proper closure.
Functional theories of grammar view language functions as key to understanding structures. Functional grammar models like Functional Grammar and Functional Discourse Grammar focus on language use in context rather than formal relations. Functional theories assign semantic, syntactic, and pragmatic functions to constituents. Systemic functional grammar developed by Halliday also analyzes language use. Functional linguistics research in Denmark integrates morphosyntactic, semantic and pragmatic features to understand language potential and use.
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
This document discusses principles for teaching grammar as a communicative resource rather than just rules. It proposes focusing on how grammar is used in different types of spoken and written texts. Key points include:
- Grammar can be viewed as either rules or communicative ability using grammar in texts.
- 12 principles are proposed to teach grammar as a communicative resource assessed through writing and speaking skills.
- Grammatical knowledge refers to rules, while ability refers to using grammar in discourse with a focus on texts rather than sentences.
- Learners' ability to use appropriate grammar in different text types is assessed.
Activator1 /certified fixed orthodontic courses by Indian dental academy Indian dental academy
Welcome to Indian Dental Academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
Indian dental academy has a unique training program & curriculum that provides students with exceptional clinical skills and enabling them to return to their office with high level confidence and start treating patients
State of the art comprehensive training-Faculty of world wide repute &Very affordable.
This document discusses reading, including definitions, importance, factors influencing reading proficiency, difficulties, problems, remediation, required skills, and activities. It defines reading as a complex process involving perception, comprehension, and integration. Important reading skills discussed include phonemic awareness, phonics, fluency, vocabulary, and comprehension. The document provides rules and activities for teaching each skill and developing strong readers. It also discusses reading difficulties, problems, and remediation.
Central University of Haryana is a central university established in 2009 located in Haryana, India. It aims to promote excellence in teaching, research, and community outreach. The university has over 27,000 volumes in its library and offers undergraduate, postgraduate, and doctoral programs across various disciplines. It has modern facilities like virtual classrooms, computer labs, auditoriums, and seminar halls. The university also provides hostel accommodation, medical facilities, transportation, sports facilities, and WiFi access on campus.
The document discusses speech production and velopharyngeal function. It describes how speech is produced through the coordinated actions of respiration, phonation, resonation, articulation, and neural integration. It focuses on velopharyngeal closure, which regulates airflow into the oral or nasal cavities for speech. Velopharyngeal closure is achieved through sphincteric muscle action that elevates the soft palate and pulls the lateral pharyngeal walls medially. Patterns of velopharyngeal closure can vary between individuals and gender. Insufficiency can occur if the palate is too short to achieve proper closure.
Functional theories of grammar view language functions as key to understanding structures. Functional grammar models like Functional Grammar and Functional Discourse Grammar focus on language use in context rather than formal relations. Functional theories assign semantic, syntactic, and pragmatic functions to constituents. Systemic functional grammar developed by Halliday also analyzes language use. Functional linguistics research in Denmark integrates morphosyntactic, semantic and pragmatic features to understand language potential and use.
Biomechanics- Basic fundamentals and principles.pptxAfaf Mohammed
Introduction
Physical principles
Terminologies
Tooth movement
M/F
Newton's laws
Characteristics of force
Equivalent force system
Equilibrium principle
Statically determinate vs. Indeterminate systems
One couple
Two couple
Conclusion
Bibliography
Seminário de aula na disciplina de Natural Language Processing, com a Profa. Dra. Aline Villavicencio na UFRGS, a apresentação de um capítulo do livro de Jurafsky & Martin.
Seminar presented on the Natural Language Processing course at UFRGS.
Activator /certified fixed orthodontic courses by Indian dental academyIndian dental academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
Indian dental academy provides dental crown & Bridge,rotary endodontics,fixed orthodontics,
Dental implants courses.for details pls visit www.indiandentalacademy.com ,or call
0091-9248678078
Overview of Coltheart's Dual-Route Model and Seidenberg & McClelland's neural network models of word recognition.
Course presentation for PSYC365*, Fall 2004, Dr. Butler, Queen's University.
Images used without permission.
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
Orthodontic diagnostic procedures part 1Maher Fouda
The document discusses orthodontic diagnostic procedures, beginning with taking a case history that includes family history and patient history. The clinical examination is then described, which forms the basis of the diagnosis. The general examination evaluates constitution, physique, height, weight and development. Specific examination includes dental age, growth patterns from hand radiographs, and extraoral and intraoral soft tissue examination. Interpreting the case history and clinical findings provides clues about the cause of malocclusion and influences treatment planning.
This document discusses the key areas and concepts in the field of linguistics. It outlines the main branches of linguistics including diachronic/synchronic linguistics, general/descriptive linguistics, and contrastive/comparative linguistics. It also discusses the core areas of linguistics study including phonology, morphology, syntax, semantics, and pragmatics. Additionally, it examines related fields such as psycholinguistics, neurolinguistics, and sociolinguistics. Finally, it outlines several key concepts and properties of human language including modularity, recursion, discreteness, productivity, arbitrariness, and variability.
Cephalometrics have been the important diagnostic tool in orthodontics. Here is the detailed information about the hard tissue cephalometric analysis performed to diagnose and plan the effective treatment plan.
This reaction paper analyzes theories of first language acquisition from chapters one and two. It summarizes different approaches from behaviorism, nativism, and functionalism. While each perspective provides insights, the author argues an integrated approach considering psychology, anthropology, and linguistics best explains the complex process of how children acquire language. The paper also discusses implications for teaching English as a second language.
Roth philosophy /certified fixed orthodontic courses by Indian dental academy Indian dental academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
Indian dental academy provides dental crown & Bridge,rotary endodontics,fixed orthodontics,
Dental implants courses.for details pls visit www.indiandentalacademy.com ,or call
0091-9248678078
Anchorage in orthodontics /certified fixed orthodontic courses by Indian den...Indian dental academy
Welcome to Indian Dental Academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
Indian dental academy has a unique training program & curriculum that provides students with exceptional clinical skills and enabling them to return to their office with high level confidence and start treating patients
State of the art comprehensive training-Faculty of world wide repute &Very affordable.
Biomechanics in orthopedics /certified fixed orthodontic courses by Indian de...Indian dental academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
Indian dental academy provides dental crown & Bridge,rotary endodontics,fixed orthodontics,
Dental implants courses.for details pls visit www.indiandentalacademy.com ,or call
0091-9248678078
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
Pragmatics is the study of language use in context. It examines how language is used in particular situations and considers aspects beyond just meaning, such as context, presuppositions, and implicatures. Pragmatics analyzes language functions, speech acts, deixis, and how context affects meaning. It also studies how language users interpret words based on context. Pragmatics is intertwined with semantics but considers speaker meaning rather than just cognitive meaning.
It is helpful for those researchers who want to get some stratification of morphological awareness. But keep in mind it is not full information about MA.
A Modification Of Mother Tongue Literacy Instruction For Pupils With Mixed Vo...Stephen Faucher
The document describes a study that modified a mother tongue literacy instruction method for Waray children in the Philippines who have mixed vocabularies from Waray, Filipino, and English. The initial implementation of the primer-track method showed poor results, with beginning readers scoring very low. Modifications were made that introduced sounds one at a time, used syllables and words incorporating those sounds, and moved children to new sounds after mastery. Post-test results after the modifications showed significantly improved scores for all groups. The study concludes the original method may not be effective for children with mixed languages and recommends determining a language's complexity before adopting instructional strategies.
The document discusses the Speedy Six Program (SSP) literacy program. It explains that SSP begins with 2 weeks of phonemic awareness training before introducing letters and sounds to prepare children's brains for coding words. SSP uses a "speech to print" rather than "print to speech" approach to help children master decoding words. It also incorporates listening, speaking, reading, writing and viewing in an integrated way. SSP aligns with Australian curriculum guidelines and research recommending around 20 hours of phonemic awareness training before introducing letters.
Biomechanics- Basic fundamentals and principles.pptxAfaf Mohammed
Introduction
Physical principles
Terminologies
Tooth movement
M/F
Newton's laws
Characteristics of force
Equivalent force system
Equilibrium principle
Statically determinate vs. Indeterminate systems
One couple
Two couple
Conclusion
Bibliography
Seminário de aula na disciplina de Natural Language Processing, com a Profa. Dra. Aline Villavicencio na UFRGS, a apresentação de um capítulo do livro de Jurafsky & Martin.
Seminar presented on the Natural Language Processing course at UFRGS.
Activator /certified fixed orthodontic courses by Indian dental academyIndian dental academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
Indian dental academy provides dental crown & Bridge,rotary endodontics,fixed orthodontics,
Dental implants courses.for details pls visit www.indiandentalacademy.com ,or call
0091-9248678078
Overview of Coltheart's Dual-Route Model and Seidenberg & McClelland's neural network models of word recognition.
Course presentation for PSYC365*, Fall 2004, Dr. Butler, Queen's University.
Images used without permission.
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
Orthodontic diagnostic procedures part 1Maher Fouda
The document discusses orthodontic diagnostic procedures, beginning with taking a case history that includes family history and patient history. The clinical examination is then described, which forms the basis of the diagnosis. The general examination evaluates constitution, physique, height, weight and development. Specific examination includes dental age, growth patterns from hand radiographs, and extraoral and intraoral soft tissue examination. Interpreting the case history and clinical findings provides clues about the cause of malocclusion and influences treatment planning.
This document discusses the key areas and concepts in the field of linguistics. It outlines the main branches of linguistics including diachronic/synchronic linguistics, general/descriptive linguistics, and contrastive/comparative linguistics. It also discusses the core areas of linguistics study including phonology, morphology, syntax, semantics, and pragmatics. Additionally, it examines related fields such as psycholinguistics, neurolinguistics, and sociolinguistics. Finally, it outlines several key concepts and properties of human language including modularity, recursion, discreteness, productivity, arbitrariness, and variability.
Cephalometrics have been the important diagnostic tool in orthodontics. Here is the detailed information about the hard tissue cephalometric analysis performed to diagnose and plan the effective treatment plan.
This reaction paper analyzes theories of first language acquisition from chapters one and two. It summarizes different approaches from behaviorism, nativism, and functionalism. While each perspective provides insights, the author argues an integrated approach considering psychology, anthropology, and linguistics best explains the complex process of how children acquire language. The paper also discusses implications for teaching English as a second language.
Roth philosophy /certified fixed orthodontic courses by Indian dental academy Indian dental academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
Indian dental academy provides dental crown & Bridge,rotary endodontics,fixed orthodontics,
Dental implants courses.for details pls visit www.indiandentalacademy.com ,or call
0091-9248678078
Anchorage in orthodontics /certified fixed orthodontic courses by Indian den...Indian dental academy
Welcome to Indian Dental Academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
Indian dental academy has a unique training program & curriculum that provides students with exceptional clinical skills and enabling them to return to their office with high level confidence and start treating patients
State of the art comprehensive training-Faculty of world wide repute &Very affordable.
Biomechanics in orthopedics /certified fixed orthodontic courses by Indian de...Indian dental academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
Indian dental academy provides dental crown & Bridge,rotary endodontics,fixed orthodontics,
Dental implants courses.for details pls visit www.indiandentalacademy.com ,or call
0091-9248678078
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
Pragmatics is the study of language use in context. It examines how language is used in particular situations and considers aspects beyond just meaning, such as context, presuppositions, and implicatures. Pragmatics analyzes language functions, speech acts, deixis, and how context affects meaning. It also studies how language users interpret words based on context. Pragmatics is intertwined with semantics but considers speaker meaning rather than just cognitive meaning.
It is helpful for those researchers who want to get some stratification of morphological awareness. But keep in mind it is not full information about MA.
A Modification Of Mother Tongue Literacy Instruction For Pupils With Mixed Vo...Stephen Faucher
The document describes a study that modified a mother tongue literacy instruction method for Waray children in the Philippines who have mixed vocabularies from Waray, Filipino, and English. The initial implementation of the primer-track method showed poor results, with beginning readers scoring very low. Modifications were made that introduced sounds one at a time, used syllables and words incorporating those sounds, and moved children to new sounds after mastery. Post-test results after the modifications showed significantly improved scores for all groups. The study concludes the original method may not be effective for children with mixed languages and recommends determining a language's complexity before adopting instructional strategies.
The document discusses the Speedy Six Program (SSP) literacy program. It explains that SSP begins with 2 weeks of phonemic awareness training before introducing letters and sounds to prepare children's brains for coding words. SSP uses a "speech to print" rather than "print to speech" approach to help children master decoding words. It also incorporates listening, speaking, reading, writing and viewing in an integrated way. SSP aligns with Australian curriculum guidelines and research recommending around 20 hours of phonemic awareness training before introducing letters.
This document presents the background and methodology for a study on developing morphological awareness in English language students. The study aims to demonstrate that teaching affixation rules and word formation processes can help students acquire vocabulary faster and distinguish word functions. It will use two student groups, one receiving morphological awareness instruction and one not, and measure differences in vocabulary acquisition through tests. Key variables include student vocabulary levels, ages, and motivation.
The document discusses a study that investigated the effects of using audio story practice as a supplementary task on Iranian EFL learners' listening comprehension abilities. 47 students were assigned to either an experimental group, which received 30 minutes of audio story practice 2 times per week for 6 weeks, or a control group, which received regular classroom instruction. Both groups were given pre- and post-tests to measure changes in listening comprehension. The results showed that the experimental group performed significantly better than the control group, indicating that audio story practice can effectively enhance EFL learners' listening comprehension abilities.
The effect of films with and without subtitles on listening comprehension of ...amirahjuned
This document summarizes a study that investigated the effects of using audio story practice as a supplementary task to improve Iranian EFL learners' listening comprehension abilities. The study involved 47 pre-intermediate students divided into an experimental group that received audio story practice and a control group that received regular classroom instruction. Both groups took a pre-test and post-test of listening comprehension. The results showed that the experimental group who received audio story practice performed statistically significantly better on the post-test than the control group, suggesting that audio story practice can effectively enhance EFL learners' listening comprehension abilities.
The document discusses a study that investigated the effects of using audio story practice as a supplementary task on Iranian EFL learners' listening comprehension abilities. 47 students were assigned to either an experimental group, which received 30 minutes of audio story practice 2 times per week for 6 weeks, or a control group, which received regular classroom instruction. Both groups were given pre- and post-tests to measure changes in listening comprehension. The results showed that the experimental group performed significantly better than the control group, indicating that audio story practice can effectively enhance EFL learners' listening comprehension abilities.
Phonemic awareness, phonics, fluency, vocabulary, and reading comprehension are the five essential components of an effective, comprehensive reading program. A variety of print-based and online instructional resources and strategies can be used to teach these components in small group or individual sessions from pre-kindergarten through high school. Formative and summative assessments including DIBELS, DRP, PALS, and curriculum-based measures provide data to monitor student progress, identify areas of difficulty, and adjust instruction accordingly.
Incidental factors of the learning process in the phonetics classjonacuso
This document summarizes the results of a study analyzing factors that influence student achievement and learning in a phonetics class. The author categorizes students into four groups based on their linguistic abilities - "Value Pack", "Happy Meal", "Super Size Me Me Me", and "Full Combo". Positive factors identified include student enthusiasm and motivation. Negative factors included linguistic interference from students' native languages and difficulty distinguishing certain sounds. Overall, most students reported improvement and satisfaction with the course despite finding it challenging. The role of the teacher in creating an effective learning environment and addressing student needs is emphasized.
The document discusses effective strategies for teaching English vocabulary. It outlines ideas from three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis' Lexical Approach emphasizes teaching vocabulary through meaningful phrases and chunks rather than individual words. Moras discusses using mental linkages and review to transfer words from short-term to long-term memory. Nation proposes 10 best ideas for teaching vocabulary, including using the four strands of meaning-focused input/output and language-focused learning, extensive reading, guessing from context, and encouraging learner autonomy. The document emphasizes that vocabulary learning is fundamental for students and teachers should use a variety of strategies, authentic materials, and encourage practice and repetition to help students acquire new words effectively.
This document discusses effective methods for teaching English vocabulary. It summarizes the views of three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis emphasizes the importance of teaching vocabulary in meaningful chunks rather than individual words. Moras explains that vocabulary should be taught through mental associations to transfer words from short-term to long-term memory. Nation outlines ten best ideas for teaching vocabulary, including using the four strands of meaningful input/output and language-focused learning, implementing extensive reading programs, and training students to use vocabulary cards and context clues.
1. The study investigated the effect of teachers using current issues of interest in English classes on students' vocabulary achievement in reading comprehension. It hypothesized that using awareness of current issues positively influences vocabulary learning.
2. The study was conducted on male and female university students in Iran majoring in non-English subjects. Students in the experimental group were taught using current issues while the control group was taught normally.
3. Preliminary results showed that students who were taught using current issues of interest performed better on vocabulary tests than those in the control group, supporting the hypothesis that incorporating current issues enhances vocabulary learning.
Supporting Phonemic Awareness in the Classroomregodan
This document provides a cumulative assessment product template for a phonemic awareness lesson plan. It includes 11 parts that detail: general classroom information; the importance of phonemic awareness; a student assessment and analysis; instructional strategies and activities; relevant standards; the use of technology; and a reflection. An assessment of a 6th-8th grade student found strengths in substitution but weaknesses in segmentation. Activities include blending, segmentation, and deletion using manipulatives. The goal is to improve the student's phonemic awareness skills based on earlier assessments and the common core standards.
This document discusses strategies for teaching and assessing language learning. It recommends that teachers create a supportive learning environment and use interactive, cooperative learning strategies. Some specific strategies mentioned include hands-on activities, challenging lessons with high expectations, and communicating with parents. Gestures and visual cues are also recommended to reinforce vocabulary. Assessment should be ongoing and allow multiple formats so students can demonstrate understanding in non-linguistic ways. Common tests include achievement, proficiency, and performance tests. Assessment tools should monitor progress in specific areas.
This document discusses strategies for teaching and assessing language learning. It recommends that teachers create a supportive learning environment and use interactive, cooperative learning strategies. Some specific strategies mentioned include hands-on activities, challenging lessons with high expectations, and communicating with parents. Gestures and visual cues are also recommended to reinforce vocabulary. Assessment should be ongoing and allow multiple formats so students can demonstrate understanding in non-linguistic ways. Common tests include achievement, proficiency, and performance tests. Assessment tools should monitor progress in specific areas.
This document provides an overview of a study that aims to improve the English vocabulary of low proficiency Malaysian vocational students through the use of songs. The study will use a quasi-experimental design with pre- and post-tests to evaluate changes in students' vocabulary sizes and oral production abilities before and after a series of 9 English lesson plans that incorporate popular songs. The conceptual framework draws on theories of second language acquisition like Krashen's Input Hypothesis and Output Hypothesis to support the hypothesis that exposure to songs can increase students' confidence and ability to communicate in English through comprehensible input and practice with oral production.
This document provides an overview of a study that aims to improve the English vocabulary of low proficiency Malaysian vocational students through the use of songs. The study will use a quasi-experimental design with pre- and post-tests to evaluate changes in students' vocabulary sizes and oral production abilities before and after a series of 9 English lesson plans that incorporate popular songs. The conceptual framework is based on theories of second language acquisition including Krashen's Input Hypothesis and Zone of Proximal Development. The study hopes to benefit students, teachers, and the education system by exploring the impact of using songs to develop vocabulary and communication skills.
The document discusses research on effective literacy pedagogy for children aged 3-8. It summarizes findings from several reports that oral language enhancement, shared reading, phonemic awareness instruction, systematic phonics instruction, fluency building, vocabulary instruction, and comprehension strategy instruction can improve literacy outcomes. It also emphasizes the importance of motivation, engagement, and partnerships between teachers, parents, and the community to support literacy development in early childhood.
Recently English has been employed as a medium of instruction at the Vietnamese tertiary level. It is necessary to teach its students listening strategies to help them deal with the potential problems that may arise during listening or prepare them for their further educational purposes. This study, therefore, aims to explore the EFL teachers’ perceptions of listening strategies and the application of listening strategies, and discover difficulties that they encounter in their instruction at a public university (henceforth called PU) in Ho Chi Minh City-Vietnam. Thirty six EFL teachers who were teaching English at PU were invited to participate in the study. Quantitative and qualitative data were obtained through two instruments, namely questionnaire and interview. The results revealed that not all the strategies were frequently employed for listening instruction. Several strategies were more frequently employed than the others; for example, cognitive, metacognitive and affective strategies were frequently integrated into instruction by the EFL teachers. Regarding the potential problems relating to listening lessons, the results showed that most of the EFL teachers had difficulties relating to professional development, students and teaching resources. This study is expected to shed light to the implementation of teaching listening strategies in PU context and in other similar contexts.
This document discusses assessment tools that can be used to evaluate reading performance within a problem-solving model. It describes five components of the reading process: phonemic awareness, phonics, fluency, vocabulary, and comprehension. For each component, it outlines how deficits can be assessed using various tests, including curriculum-based measurements, norm-referenced tests, and criterion-referenced tests. These assessments are designed to identify students' instructional needs and monitor their progress in order to inform effective reading instruction.
1. The document discusses phonics instruction and the findings of the National Reading Panel's report on phonics. The panel found that systematic phonics instruction significantly improves students' reading abilities.
2. Good phonics instruction includes developing an understanding of the alphabetic principle, phonological awareness, providing thorough letter instruction, and leading to automatic word recognition. It should be part of a balanced reading program.
3. Past research studies have found that explicit, systematic phonics instruction outperforms other approaches and benefits students, especially those at risk for reading difficulties.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Road to the code
1. 1
Florida Center for Reading Research
Road to the Code
What is Road to the Code?
Road to the Code is a program designed to incorporate phonological awareness
activities into the Kindergarten and 1st
grade classroom before students have had a
chance to fail. Originally conceived for students in Kindergarten, research has verified
that Road to the Code is also effective for 1st
grade students struggling with beginning
reading and spelling skills. Taught by classroom teachers, resource and reading
teachers and language specialists, Road to the Code is meant to augment instruction
in critical early reading skills in classrooms that are already rich in oral and written
language activities and where reading to children is a common occurrence. The
research literature is replete with studies underscoring the importance of phoneme
awareness and understanding the alphabetic code for beginning readers. Research has
also verified that early intervention can indeed facilitate the acquisition of early
reading and spelling skills. The overriding goal of Road to the Code is to develop in
students an awareness that spoken words can be segmented into phonemes and that
these segmented units can be represented by the letters of the alphabet. Road to the
Code consists of 44 lessons that are taught in groups of 4-5 students 4 times a week
over an 11-week period. Each of the 15-20 minute lessons are divided into 3 parts and
follow the same daily format: Say-it and Move-it, a phoneme segmentation activity;
letter name and sound instruction; and to conclude, an activity to reinforce
phonological awareness.
The Say-it and Move-it activities teach students to segment words into
phonemes. Students repeat a target word, move a small disk or tile for each sound
they say in the word, and after the word is segmented they then blend the word
(speak it at normal speed).
Letter names and sounds are introduced in a variety of game-like activities that
enhance instruction in the correspondence between sound segments in words and the
letters that represent the sound segments. The 8 letters used for these activities were
chosen because of their ability to generate several words emphasizing a consonant-
vowel-consonant pattern.
The final part of each day’s lesson involves additional phonological awareness
activities such as sound categorization or further practice segmenting words. Students
work with initial sounds in words and words with rhyming parts. Several interesting
activities engage students in word segmentation such as using a puppet for stretching
sounds, listening to the teacher segment an occasional word in a story and then
students blend the word, or identifying the initial sound that a picture represents and
then placing the picture in a bag marked with the corresponding letter.
Road to the Code consists of one manual that contains the 44
lessons, teacher notes for each lesson, and a materials section.
Reproducible materials necessary for instruction are included in the
manual as well as a list of additional supplies that are required. Rather
than adhering strictly to the script of the program, teachers are
encouraged to vary the lessons according to the needs of their
students. Important suggestions for pacing, differentiating instruction
and assessment are also included.
Florida Center for Reading Research
227 N. Bronough St., Suite 7250 ▪ Tallahassee, FL 32301
http://www.fcrr.org ▪ 850-644-9352
2. 2
Florida Center for Reading Research
227 N. Bronough St., Suite 7250 ▪ Tallahassee, FL 32301
http://www.fcrr.org ▪ 850-644-9352
Is Road to the Code aligned with Reading First?
Road to the Code specifically addresses phonemic awareness and phonics
instruction and therefore does not include fluency, vocabulary and comprehension
development. The authors of this program chose to concentrate on segmenting and
blending activities based on research indicating that these particular types of phonemic
awareness tasks are particularly beneficial in helping beginning readers develop an
awareness of the phonological structure of words (Torgesen, Morgan, Davis, 1992).
Additionally, Road to the Code contains activities that explicitly and systematically link
sound segments to their corresponding letters, reflecting research that has shown that
phonemic awareness training linked with training in sound symbol correspondence
plays an important role in beginning reading and spelling acquisition (Bradley, 1988).
Thus, instruction in the alphabetic code is an integral part of Road to the Code and
represents the foundational knowledge in letters and phonemic awareness shown to be
effective for beginning readers (National Reading Panel, 2000). The 44 lessons in Road
to the Code are highly structured and follow a developmental sequence, and provide
students with immediate feedback and correction, increasing their chances of mastery.
During the Say-it and Move-it activities, students are first taught to move a disk
representing one phoneme, then two phonemes, and when that is secure, 3-phoneme
words are introduced. Continuous sounds are introduced at the beginning of words
before stop sounds to reduce the possibility of confusion often caused by the sound
distortion generated by stop sounds. Toward the end of the 44 lessons, students who
have displayed mastery are gradually exposed to tiles or disks with letters so that
short words can be formed during Say-it and Move-it.
Professional development is not included with Road to the Code. The teacher’s
manual is written in a style that is clear, explicit, and straightforward. The various
activities are thoroughly described such that implementation should occur with ease. A
concise script is used to facilitate presentation of certain activities, but can be varied
depending on the needs of the students. Teacher Notes provide valuable and
instructive information by suggesting ideas for teaching the different levels of
students, alerting teachers to new information being introduced, and indicating the
adaptability of some aspects of an activity, such as the sound board during letter
name and sound instruction.
Research Support for Road to the Code
Road to the Code, published in 2000, is built upon research spanning more than
ten years and many of the activities adapted for this program are based on previously
validated research. Motivated by the fact that students with learning disabilities and
other struggling readers often do not receive special instruction before third or fourth
grade, the authors of Road to the Code, not wishing to wait until students experienced
failure, developed and validated this program for the kindergarten curriculum with the
express intent of improving the early reading and spelling skills of young students.
Here, we report some of the early studies investigating whether phonemic awareness
could be taught to young children in the regular classroom. The instructional activities
used in the following studies eventually became the activities that comprise Road to
the Code.
In 1988 (Ball & Blachman, 1988, 1991), a study involving six kindergarten
classrooms in three public urban schools in New York, evaluated the effect of phoneme
segmentation training on reading readiness. The specific goals of the study were: a) to
explore whether groups of kindergarten children can be taught to segment words into
3. 3
phonemes; b) to explore the effects of segmentation training in kindergarten
on early reading and spelling ability, and c) to explore the effects of letter-
name and letter-sound training in kindergarten on segmentation skills and on
early reading and spelling ability. Students were selected based on standardized tests,
a phoneme segmentation test and a test of letter-name/sound knowledge. Using a
pretest/posttest design, students (n = 89) were randomly assigned to one of three
groups: a) phoneme awareness training; b) language activities group (control group
I); and c) no intervention (control group II). Prior to the intervention, no significant
differences were found between groups for age, gender or race.
Students in the phoneme awareness treatment group met in groups of five for
20 minutes, four times a week during a seven-week period. Instruction consisted of
three types of activities: a) say-it-and-move-it segmentation activities; b)
segmentation-related activities; and c) letter-name/sound training. Students in control
group I met with the same frequency as the treatment group, participating in language
activities that included vocabulary development, listening to stories, and semantic
categorizations. They also received instruction in letter-names and sounds that was
identical to the phoneme awareness group. Students in control group II received no
special intervention.
At the end of the seven-week intervention, students were reassessed using the
Woodcock Reading Mastery Word Identification Subtest, a test of phoneme
segmentation, a test of alphabet letter names and sounds, and a reading test of
phonetically regular words. Results indicated that the group that received training in
phonemic awareness and letter knowledge performed significantly better than the
other two groups on measures of early reading and spelling skills, underscoring the
importance of combining phoneme awareness instruction with instruction that links the
phonemic sound segments to alphabet letters. Results also indicated that instruction in
letter names and sounds alone is not sufficient to improve segmentation skills and
early reading and spelling skills.
In a longitudinal study, beginning in kindergarten and extending into the
second grade, (Blachman, Ball, Black & Tangel, 1994; Blachman, Tangel, Ball, Black &
McGraw, 1999), a two-stage intervention was implemented in the regular classroom
by kindergarten, first and second grade teachers or their teaching assistants. We
report only the initial results of this study since they focus on Road to the Code. The
kindergarten intervention included the previously described 7-week intervention of
phonological awareness training, expanded to 11 weeks. Students were selected in
their kindergarten year from four demographically comparable low-income, inner-city
schools. There were no significant differences (race, gender, age) prior to intervention
among the 84 treatment students and the 75 control students. The study used a
pretest/posttest, treatment/control group design. Students participating in the study
were in the low-average range in receptive vocabulary (PPVT-R), had very limited
knowledge of the alphabet, and were lower skilled than students in the previous study.
The treatment group participated in activities from Road to the Code, and the control
group followed the traditional kindergarten curriculum receiving whole class instruction
in letter-names and sounds. At the end of kindergarten, results from posttesting
revealed that treatment children performed significantly better on tests of phoneme
segmentation and letter-name and sound knowledge. Treatment children also read
significantly more phonetically regular words and non-words, and were better on a
measure of developmental spelling (Tangel & Blachman, 1992) than the control
children. Previous research studies designed to increase phonemic awareness
(Torgesen, Morgan, & Davis, 1992) took place outside of the regular classroom and
Florida Center for Reading Research
227 N. Bronough St., Suite 7250 ▪ Tallahassee, FL 32301
http://www.fcrr.org ▪ 850-644-9352
4. 4
Florida Center for Reading Research
227 N. Bronough St., Suite 7250 ▪ Tallahassee, FL 32301
http://www.fcrr.org ▪ 850-644-9352
were implemented by specially trained teachers or researchers. It is of special note
that this study was conducted in the regular classroom by the regular classroom
teacher, illustrating the feasibility of incorporating phonemic awareness instruction
within a typical classroom setting.
These studies form the empirical foundation upon which Road to the Code was
developed. Evidence based on these studies highlight the importance of early
instruction in phonemic awareness and the alphabetic principle in facilitating the
acquisition of early reading skills. We conclude that the instructional design and
strategies used in Road to the Code are consistent with current scientifically based
reading research. There is also encouraging research that supports the use of this
program to significantly improve early reading skills.
Strengths & Weaknesses
Strengths of Road to the Code
• Teaching to mastery is inherent in the design of this program.
• The manual frequently reminds teachers to verify that students have mastered
an objective before continuing with the lessons, thus increasing the chances of
student success.
• Highly structured, developmentally sequenced activities are designed to ensure
a high rate of correct responses.
• The teacher’s manual is “user-friendly” and includes suggestions for pacing and
adapting to the individual needs of students by either challenging some
students or simplifying for others.
• To maintain interest and motivation, materials and activities are varied. The
sound board will lend itself to a wide range of uses.
• Research support for Road to the Code is strong and furthermore, the specific
phonemic awareness tasks chosen for this program have been proven by
research to be particularly beneficial for building beginning reading and spelling
skills.
• Once students have mastered the letter names and sounds used in this
program, teachers can use this same format for introducing other letters of the
alphabet. All activities in Road to the Code can be adapted for use beyond the
44 lessons in the manual, increasing this program’s flexibility and usefulness.
Weaknesses of Road to the Code:
• None were noted.
5. 5
Which Florida districts have schools that implement Road to the Code?
Alachua 352/955-7527 Indian River 772/564-3150
Bay 850/872-7700 Jackson 850/482-1200
Brevard 321/631-1911 Lafayette 386/294-1351
Broward 954/765-6271 Lake 352/253-6510
Citrus 352/726-1931 Lee 239/337-8301
Clay 904/284-6510 Leon 850/487-7147
Collier 239/254-4100 Levy 352/486-5231
Dade 305/995-1428 Marion 352/671-7702
Dixie 352/498-6131 Monroe 305/293-1400
Duval 904/390-2115 Orange 407/317-3202
Escambia 850/469-6130 Osceola 407/870-4008
Flagler 386/437-7526 Palm Beach 561/434-8200
Hernando 352/797-7001 Pasco 813/794-2648
Hillsborough 813/272-4050 Pinellas 727/588-6011
Polk 863/534-0500 Sarasota 941/927-9000
St. Lucie 772/468-5021 Seminole 407/320-0000
Taylor 850/838-2500 Volusia 386/734-7190
Wakulla 850/926-7131 Walton 850/892-8331
For More Information
http://www.pbrookes.com/
References
Ball, E. W., & Blachman, B. A. (1988). Phoneme segmentation training: Effect
on reading readiness, Annals of Dyslexia 38: 208-225.
Ball, E. W., & Blachman, B. A. (1991). Does phoneme awareness training in
kindergarten make a difference in early word recognition and developmental
spelling?, Reading Research Quarterly 26: 49-66.
Blachman, B. A., Ball, E., Black, R., & Tangel, D. (1994). Kindergarten teachers
develop phoneme awareness in low-income inner-city classrooms: Does it make
a difference? Reading and Writing: An interdisciplinary Journal 6: 1-17.
Blachman, B. A., Tangel, D. M., Ball, E. W., Black, R., & McGraw, C. K. (1999).
Developing phonological awareness and word recognition skills: A two-year
intervention with low-income, inner-city children. Reading and Writing: An
Interdisciplinary Journal, 11, 239-273.
Bradley, L. (1988). Making connections in learning to read and spell. Applied Cognitive
Psychology, 2, 3-18.
Tangel, D. M., & Blachman, B. A. (1992). Effect of phoneme awareness instruction on
kindergarten children’s invented spelling. Journal of Reading Behavior, 24 (2).
Florida Center for Reading Research
227 N. Bronough St., Suite 7250 ▪ Tallahassee, FL 32301
http://www.fcrr.org ▪ 850-644-9352
6. 6
Florida Center for Reading Research
227 N. Bronough St., Suite 7250 ▪ Tallahassee, FL 32301
http://www.fcrr.org ▪ 850-644-9352
Torgesen, J. K., Morgan, S.T., & Davis, C. (1992). Effects of two types of phonological
awareness training on word learning in kindergarten children. Journal of
Educational Psychology, 84, 364 –370.
Woodcock, R. W. (1987). Woodcock Reading Mastery Tests-Revised. Circle Pines, MN:
American Guidance Service.
Lead Reviewer: Michelle Wahl, M.S.
Date Posted: June, 2003
The content of this report is informational and factual. It is not to be construed as an
advertisement, endorsement, or list of officially “approved” products or curricula.
Please view the Reader’s Guide to FCRR Reports for an overview of the conditions
under which these reports were prepared http://www.fcrr.org/reports.htm
Please send comments about this report to Marcia L. Grek, Ph.D.: reports@fcrr.org