scholarly journals Multimodal Analysis in English Teaching Video for Pre-School Children

2018 ◽  
Author(s):  
Mahsyurotun Nikmah
Keyword(s):  
School Children ◽  
English Teaching ◽  
Multimodal Analysis ◽  
Teaching Video

Establishing validity among pre-school children

2018 ◽  
Vol 7 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Kati Hannken-Illjes ◽  
Ines Bose
Keyword(s):  
Preschool Children ◽  
School Children ◽  
Child Play ◽  
Multimodal Analysis ◽  
Function Of Argumentation ◽  
Play Interaction ◽  
Epistemic Function ◽  
Working Out ◽  
Theoretical Considerations ◽  
Natural Child

Abstract This paper lays out theoretical considerations and first analyses on the giving of and asking for reasons among preschool children age 3–7 in natural child-child play interaction. We attempt to give an integrated, multimodal analysis of the verbal, paraverbal and extraverbal means of these reasoning activities. In our data we find many instances of younger children who are giving reasons during play interaction. Often these reasoning activities do not occur in an open conflict and are not primarily directed at working out a local dissensus. Rather, these interactions seem to foreground the epistemic function of argumentation. We will argue that these practices should be understood and researched as early forms of argumentation.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

The prevalence of allergic diseases in primary school children in Edirne, Turkey

1997 ◽  
Vol 27 (3) ◽  
pp. 262-269 ◽  
Author(s):  
Z. TOROS SELCUK ◽  
T. CAG-LAR ◽  
T. ENUNLU ◽  
T. TOPAL
Keyword(s):  
Primary School ◽  
School Children ◽  
Allergic Diseases ◽  
Primary School Children
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