scholarly journals Implementing a bilingual extensive reading programme in the Foundation Phase: Theory and practice

Per Linguam ◽  
2021 ◽  
Vol 36 (2) ◽  
Author(s):  
Sibhekinkosi Anna Nkomo
Keyword(s):  
Theory And Practice ◽  
Extensive Reading ◽  
Phase Theory

scholarly journals Theory and Practice of the Mini-bibliobattle as an Output Activity of Extensive Reading

2018 ◽  
Vol 8 (8) ◽  
pp. 916
Author(s):  
Kazuma Fujii
Keyword(s):  
Technical College ◽  
Reading Attitudes ◽  
Theoretical Background ◽  
Theory And Practice ◽  
Extensive Reading ◽  
Book Selection ◽  
Meaningful Activity ◽  
Technical College Students ◽  
Favorite Book

The purposes of the present paper are (a) to propose the Mini-Bibliobattle as an appropriate output activity linked with the extensive reading (ER) program by discussing its theoretical background and (b) to explore the effects of the Mini-Bibliobattle on the change of reading attitudes through one case study. The current paper firstly reviews the previous literature on the outcome of ER and points out that little study has been done concerning how the input of English gained through ER can efficiently be connected to the development of the output ability. In this paper, the Mini-Bibliobattle, in which each participant makes a three-minute presentation on his/her favorite book, answers the questions by the audience, and decides a champion book, was proposed as an appropriate output activities of ER. Then its rationale was discussed from the two perspectives, i.e., continuity with ER and relatedness to ER. Additionally, a case study was conducted with 46 third-year technical college students to investigate the effects on their reading attitudes. This case study found that (a) the participants came to read English more carefully than before (b) they came to expand the range of book selection and (c) most participants recognized that the Mini-Bibliobattle was a meaningful activity for their output ability development.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

The Measurement Invariance of the Short Dark Triad

2020 ◽  
Vol 41 (4) ◽  
pp. 207-218
Author(s):  
Mihaela Grigoraș ◽  
Andreea Butucescu ◽  
Amalia Miulescu ◽  
Cristian Opariuc-Dan ◽  
Dragoș Iliescu
Keyword(s):  
Structural Equation Modeling ◽  
Item Response ◽  
Structural Equation ◽  
Dark Triad ◽  
Theory And Practice ◽  
Equation Modeling ◽  
Scale Level ◽  
High Stake ◽  
Differential Functioning ◽  
Item Functioning

Abstract. Given the fact that most of the dark personality measures are developed based on data collected in low-stake settings, the present study addresses the appropriateness of their use in high-stake contexts. Specifically, we examined item- and scale-level differential functioning of the Short Dark Triad (SD3; Paulhus & Jones, 2011 ) measure across testing contexts. The Short Dark Triad was administered to applicant ( N = 457) and non-applicant ( N = 592) samples. Item- and scale-level invariances were tested using an Item Response Theory (IRT)-based approach and a Structural Equation Modeling (SEM) approach, respectively. Results show that more than half of the SD3 items were flagged for Differential Item Functioning (DIF), and Exploratory Structural Equation Modeling (ESEM) results supported configural, but not metric invariance. Implications for theory and practice are discussed.

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