Black Deaf Individuals’ Reading Skills: Influence of ASL, Culture, Family Characteristics, Reading Experience, and Education

2010 ◽  
Vol 155 (4) ◽  
pp. 449-457 ◽  
Author(s):  
Candace Myers ◽  
M. Diane Clark ◽  
Millicent M. Musyoka ◽  
Melissa L. Anderson ◽  
Gizelle L. Gilbert ◽  
...  
Keyword(s):  
Reading Skills ◽  
Family Characteristics ◽  
Reading Experience ◽  
Black Deaf

scholarly journals English learners’ voices on integrating poetry through a transactional approach in an EFL classroom

2018 ◽  
pp. 355
Author(s):  
Luis Fernando Gómez Rodríguez
Keyword(s):  
English Learners ◽  
Reading Skills ◽  
Communicative Competence ◽  
Efl Learners ◽  
Reading Experience ◽  
The Core ◽  
Field Notes ◽  
First Time ◽  
Transactional Approach

This case study examined how a group of EFL learners at a University in Colombia were encouraged to read and discuss several American poems for the first time in their lives through the reading transactional approach. Participants’ reading experience and critical reactions to poetry constituted the core data that were collected through field notes, learners’ artifacts (written essays), and one questionnaire. Data were analyzed through grounded approach and content analysis. Findings revealed that learners first focused on vocabulary and language structures and then on meaning. This research concluded that the incorporation of poetry as content in EFL education can help learners improve their communicative competence and critical reading skills.

scholarly journals Deaf Individuals’ Bilingual Abilities: American Sign Language Proficiency, Reading Skills, and Family Characteristics

Psychology ◽  
2011 ◽  
Vol 02 (01) ◽  
pp. 18-23 ◽  
Author(s):  
Brittany L. Freel ◽  
M. Diane Clark ◽  
Melissa L. Anderson ◽  
Gizelle L. Gilbert ◽  
Millicent M. Musyoka ◽  
...  
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Language Proficiency ◽  
Reading Skills ◽  
Family Characteristics ◽  
American Sign

Developing Evidence-Based Assessment to Prevent Over- or Underidentification of Disorders for New Language Learners

2020 ◽  
Vol 5 (4) ◽  
pp. 1026-1038
Author(s):  
Sandra Levey ◽  
Li-Rong Lilly Cheng ◽  
Diana Almodovar
Keyword(s):  
Language Learners ◽  
Grade Level ◽  
Reading Skills ◽  
Language Disorder ◽  
Academic Development ◽  
Review Article ◽  
Evidence Based ◽  
Clinical Knowledge ◽  
Language And Literacy ◽  
Support Evidence

Purpose The purpose of this review article is to present certain linguistic domains to consider in the assessment of children learning a new language. Speech-language pathologists frequently face difficulty when determining if a bilingual or multilingual child possesses a true speech or language disorder. Given the increased number of new language learners across the world, clinicians must understand differences versus disorders to prevent underidentification or overidentification of a disorder. Conclusions Early identification of a true disorder has been shown to prevent language and literacy difficulties, given that children are able to achieve grade-level reading skills when given intervention. Clinical knowledge and skills are strongly required so that children receive evidence-based assessment to support their academic development. Learning Goal Readers will gain an understanding of the factors that support evidence-based assessment of bilingual and multilingual language learners.

Family Characteristics of Adolescent Violent and Nonviolent Sexual Offenders

2001 ◽  
Author(s):  
Hayley R. Chapnick ◽  
Charles M. Borduin ◽  
Scott T. Ronis
Keyword(s):  
Sexual Offenders ◽  
Family Characteristics
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