The impact of didactic read-aloud action cards on the performance of cannula cricothyroidotomy in a simulated ‘can't intubate can't oxygenate’ scenario

The study investigated teachers’ perception of the impact of instructional strategies on pupils with reading difficulties in selected districts in the Central Region of Ghana. A concurrent embedded mixed method design was used for this study. Proportionate stratified sampling procedure was used to select ninety-five (95) upper primary teachers for the study. The response rate was 100% representing 95 teachers. Data were collected using a questionnaire and interview schedules. Statistical tools used in data analysis were mainly frequency distribution and percentages, means and standard deviations and independent samples t-test, however, Braun and Clarke (2006) thematic analytic approach was used to analyse the qualitative data. The study revealed that Teachers had negative perceptions about pupils with reading difficulties. Also, role play, read aloud, direct instruction and group activities were the frequently used strategies teachers used in teaching pupils with reading difficulties. The study recommends that Ghana Education Service in collaboration with all the head teachers should organise a workshop on reading difficulty for teachers in the three districts. Further, the Ministry of Education through the Ghana Education Service should find means of providing resources to support teaching of reading in the schools in all the districts.

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Exploring Differential Trial-Type Effects and the Impact of a Read-Aloud Procedure on Deictic Relational Responding on the IRAP

The Psychological Record ◽

10.1007/s40732-018-0276-1 ◽

2018 ◽

Vol 68 (2) ◽

pp. 163-176 ◽

Cited By ~ 6

Author(s):

Deirdre Kavanagh ◽

Yvonne Barnes-Holmes ◽

Dermot Barnes-Holmes ◽

Ciara McEnteggart ◽

Martin Finn

Keyword(s):

Trial Type ◽

Read Aloud ◽

Relational Responding ◽

Deictic Relational Responding ◽

The Impact

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The impact of simultaneous-interpreting prosody on comprehension

Interpreting ◽

10.1075/intp.00032.len ◽

2020 ◽

Vol 22 (1) ◽

pp. 1-34

Author(s):

Cédric Lenglet ◽

Christine Michaux

Keyword(s):

Speech Rate ◽

Read Aloud ◽

Contextual Knowledge ◽

Prosodic Features ◽

Significant Extent ◽

Simultaneous Interpreting ◽

Professional Norms ◽

Medium Length ◽

The Subject ◽

The Impact

Abstract Does the particular prosody of simultaneous interpreting have an impact on comprehensibility? This paper presents an experiment that sought to answer this question. Two groups of listeners (47 with relevant contextual knowledge about the subject-matter of the speech and 40 with less contextual knowledge) listened to the interpretation into French of a 20-minute lecture in German under two conditions (the actual interpretation and a read-aloud rendition of the transcript of the interpretation by the same interpreter) and answered comprehension questions. The prosodic features of the two conditions were analysed, and differences regarding the temporal organisation of speech, disfluencies, pitch register and the interface between prosody and syntax emerged. Simultaneous interpreting was found to be more monotonous, to contain a larger number of short and long silent pauses, more hesitations (“euh”) and more non-syntactic pauses as well as to have a more irregular speech rate. The read-aloud version was livelier, with more medium-length silent pauses and almost no hesitation. Results of the comprehension questionnaire do not demonstrate that interpreting-specific prosodic features affect comprehensibility to a significant extent. This is consistent with professional norms of interpreting in specialised conferences, where verbal aspects have priority over non-verbal ones.

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THE ROLE OF TASK REPETITION IN LEARNING WORD-STRESS PATTERNS THROUGH AUDITORY PRIMING TASKS

Studies in Second Language Acquisition ◽

10.1017/s0272263117000031 ◽

2017 ◽

Vol 39 (2) ◽

pp. 319-346 ◽

Cited By ~ 9

Author(s):

YeonJoo Jung ◽

YouJin Kim ◽

John Murphy

Keyword(s):

High School Students ◽

Read Aloud ◽

Task Repetition ◽

School Students ◽

Experimental Conditions ◽

Auditory Priming ◽

Different Content ◽

The Impact ◽

Stress Patterns

This study focused on an instructional component often neglected when teaching the pronunciation of English as either a second, foreign, or international language—namely, the suprasegmental feature of lexical stress. Extending previous research on collaborative priming tasks and task repetition, the study investigated the impact of task and procedural repetition on eliciting target-stress patterns during collaborative priming tasks. It employed a pretest-posttest design with 57 Korean high school students who were randomly assigned to one of three groups: a control, priming with task repetition, and priming with procedural repetition. Learners participated in a pretest, two priming sessions, and two posttests over a 4-week period. Learners’ ability to produce target-stress patterns was measured through sentence read-aloud tasks. The task repetition group repeated the same primes and prompts twice, whereas the procedural repetition group performed priming tasks with different primes and prompts during two sessions. Results indicate that the amount of primed production was significantly more than unprimed production. Additionally, both experimental conditions promoted learners’ accurate production of target-stress patterns, though, in relation to long-term impacts, repeating the same task (i.e., same procedure and same content) twice was more effective than repeating the procedure for a second time with different content. The results are discussed in light of pronunciation teaching using auditory priming tasks.

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A Comparative Study of Auditory-Perceptual Speech Measures for the Early Detection of Mild Speech Impairments

Seminars in Speech and Language ◽

10.1055/s-0039-1694997 ◽

2019 ◽

Vol 40 (05) ◽

pp. 394-406

Author(s):

Mili Kuruvilla-Dugdale ◽

Katie Threlkeld ◽

Mary Salazar ◽

Gwen Nolan ◽

Lindsey Heidrick

Keyword(s):

Speech Intelligibility ◽

Speaking Rate ◽

Read Aloud ◽

Group Differences ◽

Speech Impairments ◽

Younger Adults ◽

Severity Scores ◽

Intelligibility Test ◽

Clinical Measures ◽

The Impact

Abstract Background and Purpose The aim of the study was to compare transcription-based speech intelligibility and scaled speech severity for the detection of mild speech impairments, by studying these metrics across talkers with Parkinson's disease (PD), age- and sex-matched older adults, and younger adults. An additional aim was to determine the impact of listener experience on these clinical measures. Methods Fifteen speakers from each experimental group were asked to read aloud 11 randomly generated sentences from the Speech Intelligibility Test at their typical speaking rate and loudness. Two groups of four listeners each, stratified as experienced or inexperienced listeners based on their clinical experience, judged the sentence samples. To estimate intelligibility, both listener groups were asked to orthographically transcribe exactly what they heard for each sentence. For severity estimates, the listener groups were asked to rate the sentences for overall quality based on voice, resonance, articulation, and prosody, using a visual analog scale. Results Transcription-based intelligibility and scaled severity scores of the PD group differed significantly from those of the older and younger adults. Between-age group differences in intelligibility and scaled severity were not observed. Listener experience had an impact on scaled speech severity, but not speech intelligibility. Between-group differences in speech severity were driven by the inexperienced group and not the experienced listener group. Implications Both transcription-based intelligibility and scaled severity estimates appear to be sensitive to relatively mild speech impairments in PD. Obtaining scaled severity is less labor intensive than transcription; therefore, visual analog scaling may be the preferred paradigm for clinical use. However, listener experience and training are important considerations for scaling techniques to be implemented clinically.

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The Value of the We Love Reading Program for Executive Functions In Jordanian Children

10.29007/t1p1 ◽

2020 ◽

Author(s):

Rana Dajani ◽

Alya Al Sager ◽

Diego Placido ◽

Dima Amso

Keyword(s):

Executive Functions ◽

School Readiness ◽

Family Income ◽

Educational Achievement ◽

Critical Role ◽

Reading Program ◽

Read Aloud ◽

Number Of Children ◽

Reading For Pleasure ◽

The Impact

Early childhood enrichment opportunities have been shown to shape Executive Functions (EFs), which in turn play a critical role in the development of academic skills, including school readiness and future educational achievement and mobility. We partnered with We Love Reading, a Jordan-based organization designed to promote reading for pleasure among children, in order to examine the impact of the WLR read-aloud method on executive functions in children. Children completed a battery of executive functions tasks and parents filled out behavioral and demographic assessments of their children. Over a six month interval with the WLR program, we found that the number of books in the home and the number of children that considered reading as a hobby had increased. Changes in reading in the home from baseline to post-WLR also predicted larger improvements in executive functions, and particularly for younger children and for families who reported lower family income.

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Formation of Lunar Craters and Bright Rays as a Result of Meteorite Impacts

Symposium - International Astronomical Union ◽

10.1017/s0074180900178404 ◽

1962 ◽

Vol 14 ◽

pp. 415-418

Author(s):

K. P. Stanyukovich ◽

V. A. Bronshten

Keyword(s):

Explosive Charge ◽

The Moon ◽

Meteorite Impacts ◽

The Earth ◽

Lunar Craters ◽

The Impact

The phenomena accompanying the impact of large meteorites on the surface of the Moon or of the Earth can be examined on the basis of the theory of explosive phenomena if we assume that, instead of an exploding meteorite moving inside the rock, we have an explosive charge (equivalent in energy), situated at a certain distance under the surface.

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The Geosciences Applied to Lunar Exploration

Symposium - International Astronomical Union ◽

10.1017/s0074180900178222 ◽

1962 ◽

Vol 14 ◽

pp. 169-257 ◽

Cited By ~ 9

Author(s):

J. Green

Keyword(s):

Lunar Surface ◽

Probable Mechanism ◽

Point Of View ◽

Lunar Exploration ◽

Geological Model ◽

Apply Geophysics ◽

Surface Features ◽

The Impact

The term geo-sciences has been used here to include the disciplines geology, geophysics and geochemistry. However, in order to apply geophysics and geochemistry effectively one must begin with a geological model. Therefore, the science of geology should be used as the basis for lunar exploration. From an astronomical point of view, a lunar terrain heavily impacted with meteors appears the more reasonable; although from a geological standpoint, volcanism seems the more probable mechanism. A surface liberally marked with volcanic features has been advocated by such geologists as Bülow, Dana, Suess, von Wolff, Shaler, Spurr, and Kuno. In this paper, both the impact and volcanic hypotheses are considered in the application of the geo-sciences to manned lunar exploration. However, more emphasis is placed on the volcanic, or more correctly the defluidization, hypothesis to account for lunar surface features.

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