IAR is is an open access, peer-reviewed and refereed journal that publishes scholarly research in the fields of humanities and social sciences. The journal provides an intellectual forum for the academic fraternity for disseminating theoretical, empirical, and pragmatic research in all the areas of humanities and social sciences. IAR welcomes publications of high-quality papers, review papers, conceptual framework, case studies, empirical research, and book reviews. Manuscripts for publication in IAR are selected through rigorous peer reviews to ensure originality, relevance, and readability.
Preprint of:
Bishop, D. V. M. (2004). Specific language impairment: diagnostic dilemmas. In L. Verhoeven & H. Van Balkom (Eds.), Classification of Developmental Language Disorders (pp. 309-326). Mahwah, NJ.: Erlbaum.
IAR is is an open access, peer-reviewed and refereed journal that publishes scholarly research in the fields of humanities and social sciences. The journal provides an intellectual forum for the academic fraternity for disseminating theoretical, empirical, and pragmatic research in all the areas of humanities and social sciences. IAR welcomes publications of high-quality papers, review papers, conceptual framework, case studies, empirical research, and book reviews. Manuscripts for publication in IAR are selected through rigorous peer reviews to ensure originality, relevance, and readability.
Preprint of:
Bishop, D. V. M. (2004). Specific language impairment: diagnostic dilemmas. In L. Verhoeven & H. Van Balkom (Eds.), Classification of Developmental Language Disorders (pp. 309-326). Mahwah, NJ.: Erlbaum.
Understanding Struggling English Language Learners: Learning Disabilities, th...admills
In this session participants will review some of the best practices to teach reading to English Language Learners who are Learning Disabled. We will discuss differences and similarities between students who are learning disabled and English Language Learners, research based interventions, and the RTI process.
The impact of specific language impairment on working memory in children with ADHD combined subtype
Solveig Jonsdottir, Anke Bouma, Joseph A. Sergeant, Erik J.A. Scherder
Volume 20, Issue 4, 1 June 2005
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Survey of Techniques for Maximizing LLM Performance.pptx
Sssr 2011 abstract
1. Processing Speed in Young Adults with Developmental Dyslexia: A Domain-General or
Domain-Specific Deficit?
Authors: Heeyoung Park, Linda J. Lombardino, Katelyn A. DiPietro, Denise C. Magdales,
Danielle Schoepski, Katherine E. Martin, & Lori J. P. Altmann
Purpose: The finding that dyslexic readers have processing speed deficits has led
researchers to question whether these speed deficits are domain-general or domain-specific,
but to date, no clear evidence exists to address this issue. This study is designed to
investigate whether processing speed deficits in college students with developmental
dyslexia are restricted to speed of linguistic information processing only or also affect non-
linguistic information processing.
Method: Seventeen dyslexic students were compared with seventeen age-matched normal
readers, all monolingual native speakers of English. The study had a 2 stimulus type by 2
response type design. Stimulus types included English letters as linguistic stimuli and
Korean letters as non-linguistic stimuli. Participants responded to stimuli verbally (Say the
number corresponding to a symbol) or via motor response (Press the button under the
correct response).
Results: All participants were slower responding to non-linguistic stimuli. Dyslexic readers
performed significantly more slowly on all processing speed tasks than normal readers.
There were no interactions between group and other variables. Covarying age and fluid
intelligence had no effect on these results.
Conclusions: These results suggest that dyslexic readers are significantly slower than age-
matched normal readers on both linguistic and non-linguistic processing speed tasks
regardless of response modalities. These results support the hypothesis that processing
speed deficits in dyslexia are domain-general. Findings will be discussed relative to their
applicability to reading instruction and other educational issues.
