فعالية برنامج السنة التأهيلية في تنمية القدرات اللغوية لدى الطلاب الصم و ضعاف السمع بجامعة الملك سعود = The Effectiveness of the Preparatory Year Program in the Language Skills among Deaf and Hard of Hearing Students at King Saud Development of Language University

2014 ◽  
Vol 25 (100 P2) ◽  
pp. 1-25
Author(s):  
طارق بن صالح الريس
Keyword(s):  
Hard Of Hearing ◽  
Language Skills ◽  
Development Of Language ◽  
Preparatory Year

scholarly journals KONTRIBUSI PEMANFAATAN MEDIA AUDIO AKSI TERHADAP PENGEMBANGAN KEMAMPUAN BERBAHASA PADA ANAK USIA DINI

2017 ◽  
Vol 5 (1) ◽  
pp. 51
Author(s):  
Faiza Indriastuti
Keyword(s):  
Early Childhood ◽  
Experimental Method ◽  
School Environment ◽  
Language Skills ◽  
Language Ability ◽  
The Family ◽  
Development Of Language ◽  
User Friendly ◽  
Stimulation Of

AbstractDevelopment of early childhood language is very important in developingthe communication and interaction skills with others. Stimulation of the development of language skills can be done in the family and school environment. The purpose of this study is to determine the extent of contributionof media audio AKSI utilization in developing early childhood language ability. This study uses an experimental method to early childhood that using media audio AKSI as a learning treatment. The result of this study revealed that media audio AKSI has a signi cantly contribution for developing early childhood’s languange skills because enabling to improve the quality of children’s learning achievements, enabling to make teacher more productive, enabling to provide alternative learning media that more user friendly, and enabling to the ease of audio  les storage, retrieval, and utilization makes learning become more  exible. AbstrakPengembangan berbahasa anak usia dini sangat penting dilakukan untuk mengembangkan keterampilan berkomunikasi dan berinteraksi dengan orang lain. Stimulasi pengembangan kemampuan berbahasa tersebut dapat dilakukan, baik di lingkungan keluarga maupun lingkungan sekolah. Tujuan penelitian ini adalah mengetahui sejauhmana kontribusi pemanfaatan media audio AKSI terhadap pengembangan kemampuan berbahasa anak usia dini. Penelitian ini menggunakan metode eksperimen terhadap peserta didik usia dini melalui treatmen penggunaan media audio AKSI dalam pembelajaran. Hasil penelitian ini mengungkapkan bahwa media audio AKSI memberikan kontribusi yang cukup besar terhadap pengembangan kemampuan berbahasa anak usia dini karena mampu meningkatkan kualitas hasil belajar anak, mampu membuat pendidik lebih produktif, dan mampu memberikan alternatif media pembelajaran yang lebih user friendly, dan kemudahan penyimpanan, pengambilan, dan pemanfaatan  le audio menjadikan pembelajaran menjadi lebih  eksibel. 

scholarly journals School of Economic French

2014 ◽  
pp. 228-230
Author(s):  
I. S. Franceva
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Language Skills ◽  
Assistant Professor ◽  
French Language ◽  
Natural Development ◽  
School Teaching ◽  
Development Of Language

Economic French at MGIMO-University is based on the teaching methods developed by talented Methodist practitioner assistant professor L.L. Potushanskoy. She and her colleagues G.M. Kotova, N. Kolesnikova, I.A. Yudina created well-known in our country methodical complex of three textbooks. This complex is built on clear guidelines to facilitate the natural development of language skills "from simple to complex" and represents the effective approach to language learning: Currently, the department is constantly expanding its boundaries of school teaching economic and business of the French language in accordance with the emerging new special courses on the economics faculties.

scholarly journals Mengoptimalkan Kemampuan Berbahasa Anak Usia Dini Melalui Metode Bercerita

2020 ◽  
Vol 6 (1) ◽  
pp. 109-118
Author(s):  
Firdausi Nuzula Apriliyana
Keyword(s):  
Early Childhood ◽  
Language Skills ◽  
Pearson Correlation ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Development Of Language ◽  
Listening And Speaking ◽  
Answering Questions

Children's language skills in listening and speaking activities are not optimal, children's vocabulary is still limited, so that children in conveying ideas, answering questions, repeating stories and telling stories about their experiences have not been achieved as expected. The purpose of this research is to analyze the effect of storytelling methods on the development of language skills in early childhood. This type of research is an experimental study with a nonequivalent control group design. The research was carried out in KB 'Aisyiyah Mentari Tuban with 32 children as subjects. The number of subjects was divided into 2 groups, namely the control and experimental groups as a comparison of the development of language skills. Collecting research data using observation and documentation techniques. The validity test with the Pearson correlation and the reliability test with Cronbach Alpha were carried out first then analyzed the data with the t test. The results of this study were proven by using the storytelling method to optimize early childhood language skills. Calculation using the t-test for all indicators> t critical 1.7530, it can be concluded that H0 is rejected, H1 is accepted. This means that there is an effect of storytelling methods for all indicators on children's language skills. Suggestions for educators and PAUD institutions to implement storytelling methods as a method that can stimulate children's language skills.   Keywords: Storytelling Method, Language Ability  

Early Development of Children With Abnormalities of the Sex Chromosomes: A Prospective Study

PEDIATRICS ◽  
1974 ◽  
Vol 54 (2) ◽  
pp. 208-212
Author(s):  
Martha F. Leonard ◽  
Gail Landy ◽  
Frank H. Ruddle ◽  
Herbert A. Lubs
Keyword(s):  
Mental Retardation ◽  
Sex Chromosomes ◽  
Language Skills ◽  
Newborn Infants ◽  
Genetic Constitution ◽  
Developmental Potential ◽  
Cytogenetic Studies ◽  
Development Of Language ◽  
A Prospective Study ◽  
Normal Controls

Out of cytogenetic studies of 4,400 consecutive newborn infants, 11 were found to have abnormalities of the sex chromosomes. None had distinguishing clinical abnormalities. These children, with ten normal controls, were evaluated at 1 and at 2½ years by child development specialists who were not informed as to which children had abnormal karyotypes. None of the children was mentally defective, but the control children showed a trend toward slightly higher developmental quotients than the study children. Of all sectors of development, language was the most affected, with language skills considerably delayed in the study children compared with the controls by the age of 2½. Further studies on these children are planned. Up to the age of at least 2½ years, abnormality of sex chromosomes was not found to cause mental retardation or specific personality deviations. It may be associated with increased vulnerability, with its greatest impact on the development of language. However, a range of developmental levels and personality has been demonstrated in these eleven children, and one cannot predict developmental potential from a knowledge of the genetic constitution.

The development of language skills.

2011 ◽  
pp. 354-392
Author(s):  
George G. Thompson
Keyword(s):  
Language Skills ◽  
Development Of Language

scholarly journals The Development of Language-Specific and Language-Independent Talker Processing

2013 ◽  
Vol 56 (3) ◽  
pp. 913-925 ◽  
Author(s):  
Susannah V. Levi ◽  
Richard G. Schwartz
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Auditory Processing ◽  
Language Skills ◽  
Language Impairments ◽  
Language Ability ◽  
School Age Children ◽  
School Age ◽  
Development Of Language ◽  
Perceptual Abilities

Purpose In this study, the authors aimed to investigate how differences in language ability relate to differences in processing talker information in the native language and an unfamiliar language by comparing performance for different ages and for groups with impaired language. Method Three groups of native English listeners with typical language development (TLD; ages 7–9, ages 10–12, adults) and 2 groups with specific language impairment (SLI; ages 7–9, ages 10–12) participated in the study. Listeners heard pairs of words in both English and German (unfamiliar language) and were asked to determine whether the words were produced by the same or different talkers. Results In English, talker discrimination improved with age. In German, performance improved with age for the school-age children but was worse for adult listeners. No differences were found between TLD and SLI children. Conclusion These results show that as listeners' language skills develop, there is a trade-off between more general perceptual abilities useful for processing talker information in any language and those that are relevant to their everyday language experiences and, thus, tied to the phonology. The lack of differences between the children with and without language impairments suggests that general auditory processing may be intact in at least some children with SLI.

Teachers’ Use of High- and Low-Support Scaffolding Strategies to Differentiate Language Instruction in High-Risk/Economically Disadvantaged Settings

2017 ◽  
Vol 39 (2) ◽  
pp. 125-146 ◽  
Author(s):  
Jill M. Pentimonti ◽  
Laura M. Justice ◽  
Gloria Yeomans-Maldonado ◽  
Anita S. McGinty ◽  
Laura Slocum ◽  
...  
Keyword(s):  
Preschool Teachers ◽  
Language Skills ◽  
Language Instruction ◽  
Classroom Observations ◽  
Dynamic Features ◽  
Support Strategies ◽  
Language Interventions ◽  
Development Of Language ◽  
Scaffolding Strategies ◽  
High Support

The focus of the present work was to examine teachers’ use of dynamic processes when implementing static language lesson plans that explicitly required teachers to employ scaffolding strategies so as to differentiate instruction. Participants were 37 preschool teachers and 177 children in their classrooms. Videotaped classroom observations were carried out and coded for the frequency of teachers’ use for six types of scaffolds. Children were assessed on measures of language skills. Study findings indicated that teachers utilized scaffolding strategies at relatively low rates and that they utilized low-support scaffolding strategies more frequently than high-support strategies. Furthermore, results suggested that the use of certain types of scaffolding strategies may be beneficial for children’s development of language skills. Findings from this work suggest that teachers may benefit from professional development opportunities focusing on the use of dynamic features of language interventions, such as scaffolding strategies, in the preschool classroom.

scholarly journals The impact of making music on aural perception and language skills: A research synthesis

2017 ◽  
Author(s):  
Susan Hallam
Keyword(s):  
Intervention Studies ◽  
Language Skills ◽  
Musical Training ◽  
School Curriculum ◽  
Relative Importance ◽  
Music And Language ◽  
Development Of Language ◽  
The Impact ◽  
The Relationship

This paper provides a synthesis of research on the relationship between music and language, drawing on evidence from neuroscience, psychology, sociology and education. It sets out why it has become necessary to justify the role of music in the school curriculum and summarizes the different methodologies adopted by researchers in the field. It considers research exploring the way that music and language are processed, including differences and commonalities; addresses the relative importance of genetics versus length of time committed to, and spent, making music; discusses theories of modularity and sensitive periods; sets out the OPERA hypothesis; critically evaluates research comparing musicians with non-musicians; and presents detailed accounts of intervention studies with children and those from deprived backgrounds, taking account of the importance of the nature of the musical training. It concludes that making music has a major impact on the development of language skills.

Sign in / Sign up

Export Citation Format

Share Document