The relations between auditory problems and cognitive, linguistic, and intellectual measures in first grade children

1999 ◽  
Vol 106 (4) ◽  
pp. 2267-2268
Author(s):  
Gary R. Kidd ◽  
David A. Eddins ◽  
Charles S. Watson
Keyword(s):  
First Grade ◽  
Cognitive Linguistic ◽  
Intellectual Measures

scholarly journals SisCuentos: Herramienta de apoyo para el aprendizaje de Compresión y Lectura para Niñas y Niños de Primer Grado de Primaria

2019 ◽  
pp. 20-26
Author(s):  
Jenner Pérez-Vázquez ◽  
Armando Mendoza-Zuñiga
Keyword(s):  
Reading Comprehension ◽  
Positive Result ◽  
Primary School ◽  
First Grade ◽  
Lessons Learned ◽  
Support Tool ◽  
Creativity Development ◽  
Cognitive Linguistic ◽  
Lazaro Cardenas

Nowadays, girls and boys manage their own learning, therefore, learning is never as great as when a teacher is present, since it is in charge of mediating, transferring and translating each stimulus to girls and boys. This research highlights the general objective to develop a support tool for learning compression and reading for children of first grade of primary school General Lázaro Cárdenas de Tejupilco, State of Mexico. The methodology used is based on research "Apply in practice the lessons learned to achieve the transformation of the practice itself and that of the subjects of study". (Barabtarlo Y Zedansky, 2002). In conclusion, a positive result was achieved where the students were able to develop and improve Reading Comprehension, in addition that the stories not only promote access to the contents of the culture, knowledge, values, but also, put in motion important mechanisms linked to cognitive, linguistic and creativity development in girls and boys.

Poor oral discourse skills are the key cognitive-linguistic weakness of Chinese poor comprehenders: A three-year longitudinal study

2019 ◽  
Vol 39 (3) ◽  
pp. 281-297 ◽  
Author(s):  
Cathy Yui-Chi Fong ◽  
Connie Suk Han Ho
Keyword(s):  
Reading Difficulties ◽  
First Grade ◽  
Cognitive Profiles ◽  
Oral Discourse ◽  
Word Decoding ◽  
Cognitive Linguistic ◽  
Poor Comprehenders ◽  
Discourse Skills ◽  
Normal Word ◽  
Average Readers

Prior research on reading difficulties has mainly focused on word decoding problems. However, there exists another group of children – poor comprehenders (PCs) – who have normal word decoding abilities but difficulties in reading comprehension. Less is known about PCs especially in non-alphabetic languages such as Chinese. This study identified three groups – poor decoders, PCs, and average readers – among 103 Chinese children at the end of first grade. Children’s performances in reading and cognitive-linguistic measures, both concurrently at first grade and retrospectively at kindergarten levels two and three, were then compared among the three groups. This study is the first to demonstrate the distinct cognitive profiles of poor decoders and PCs in Chinese. The key cognitive-linguistic weaknesses of Chinese PCs were found to be in oral discourse skills and working memory. The retrospective data further revealed their oral discourse weakness as early as in preschool years at age 5. Practically, the necessity of developing assessment and intervention tools that focus on oral discourse skills for Chinese PCs is highlighted.

scholarly journals THE RELATIONSHIP BETWEEN COGNITIVE-LINGUISTIC TASK DIFFICULTY AND L1-L2 INTERACTION FOR ACADEMIC LISTENING COMPREHENSION IN TURKISH–DUTCH EMERGENT BILINGUALS

2021 ◽  
pp. 1-25
Author(s):  
Sven Sierens ◽  
Koen Van Gorp ◽  
Stef Slembrouck ◽  
Piet Van Avermaet
Keyword(s):  
Listening Comprehension ◽  
Item Difficulty ◽  
First Grade ◽  
Task Demands ◽  
Assessment Instrument ◽  
Emergent Bilinguals ◽  
Processing Theory ◽  
Cognitive Linguistic ◽  
Strength Of Interaction ◽  
The Relationship

Abstract This study investigated the relationship between the level of cognitive-linguistic difficulty of task input and the size of the cross-linguistic relationship for academic listening comprehension in emergent bilinguals. It was theoretically motivated by task-dependent cross-linguistic interaction frameworks. We hypothesized that task item sets that involve a higher level of cognitive-linguistic difficulty, drawing on a number of sources of item difficulty, would show a smaller strength of interaction than sets involving a lower level. Using a task-based assessment instrument, listening comprehension was measured in 75 Turkish–Dutch bilingual children at first-grade entry (Mage = 6;7). Partial L1-L2 correlations indicated that cognitively more demanding item sets tended to coincide with smaller L1-L2 correlations. This finding was, in part, consistent for cognitive difficulty, yet inconclusive for linguistic difficulty. An explanation is discussed that, in line with information-processing theory, highlights a trade-off between cognitive-linguistic task demands and cross-linguistic influence.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

A Cognitive-Linguistic Intervention Program: Basic Concept Formation Level

1977 ◽  
Vol 8 (1) ◽  
pp. 23-32
Author(s):  
Gerald E. Chappell
Keyword(s):  
Basic Concept ◽  
Concept Formation ◽  
Intervention Program ◽  
Cognitive Linguistic ◽  
Basic Concepts ◽  
Linguistic Skills ◽  
Linguistic Intervention

Test-teach questioning is a strategy that can be used to help children develop basic concepts. It fosters the use of multisensory exploration and discovery in learning which leads to the development of cognitive-linguistic skills. This article outlines some of the theoretical bases for this approach and indicates possibilities for their applications in child-clinician transactions.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

Responses of Language-Disordered Children to Wh-Questions

1986 ◽  
Vol 17 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Martha M. Parnell ◽  
James D. Amerman ◽  
Roger D. Harting
Keyword(s):  
Relative Difficulty ◽  
Normal Children ◽  
Cognitive Linguistic ◽  
Wh Questions

Nineteen language-disordered children aged 3—7 years responded to items representing nine wh-question forms. Questions referred to three types of referential sources based on immediacy and visual availability. Three and 4-year-olds produced significantly fewer functionally appropriate and functionally accurate answers than did the 5- and 6-year-olds. Generally, questions asked with reference to nonobservable persons, actions, or objects appeared the most difficult. Why, when, and what happened questions were the most difficult of the nine wh-forms. In comparison with previous data from normal children, the language-disordered subjects' responses were significantly less appropriate and accurate. The language-disordered children also appeared particularly vulnerable to the increased cognitive/linguistic demands of questioning directed toward nonimmediate referents. A hierarchy of wh-question forms by relative difficulty was very similar to that observed for normal children. Implications for wh-question assessment and intervention are discussed.

A Developmental Study of Intonation Recognition

1968 ◽  
Vol 11 (4) ◽  
pp. 825-832 ◽  
Author(s):  
Marilyn M. Corlew
Keyword(s):  
Significant Interaction ◽  
Multiple Choice ◽  
Semantic Content ◽  
First Grade ◽  
Choice Test ◽  
Developmental Study ◽  
Multiple Choice Test ◽  
The Third ◽  
Matching Test ◽  
Better Than

Two experiments investigated the information conveyed by intonation from speaker to listener. A multiple-choice test was devised to test the ability of 48 adults to recognize and label intonation when it was separated from all other meaning. Nine intonation contours whose labels were most agreed upon by adults were each matched with two English sentences (one with appropriate and one with inappropriate intonation and semantic content) to make a matching-test for children. The matching-test was tape-recorded and given to children in the first, third, and fifth grades (32 subjects in each grade). The first-grade children matched the intonations with significantly greater agreement than chance; but they agreed upon significantly fewer sentences than either the third or fifth graders. Some intonation contours were matched with significantly greater frequency than others. The performance of the girls was better than that of the boys on an impatient question and a simple command which indicates that there was a significant interaction between sex and intonation.

Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention

2008 ◽  
Vol 15 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Frank R. Vellutino ◽  
Haiyan Zhang
Keyword(s):  
Early Intervention ◽  
Reading Disability ◽  
Intervention Studies ◽  
Intervention Study ◽  
Reading Difficulties ◽  
First Grade

Abstract This article reviews recent intervention studies that have provided the foundation for a variety of RTI approaches to reading disability classification and remediation. The three-tier model of RTI is defined and discussed. Selected findings from a kindergarten and first grade intervention study are summarized.

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