Language and literacy planning anomaly: A case study on detached fishermen’s children from their ethnic language

IntroductionWe examine how awareness and analysis of morphemes contribute to children's reading comprehension and its development. A multidimensional perspective on reading comprehension posits morphological awareness and morphological analysis play distinct roles in reading comprehension. Assuming individual differences in growth in these aspects of morphological processing, their concurrent influences can vary depending on children's reading comprehension abilities, and predictive influences can change as children's reading comprehension abilities improve.MethodThe current longitudinal study examined the concurrent and predictive influences of awareness and analysis on children's reading comprehension from Grades 1 to 3. Data from 171 public school children, with diverse reading comprehension abilities, were collected across five waves and were analyzed using cross-lagged panel structural equation modeling.ResultsResults showed concurrent relationships among morphological awareness, analysis, and reading comprehension in Grades 1 and 2, and morphological analysis having a concurrent relationship with reading comprehension at the end of Grade 3. Morphological awareness in all waves but Wave 3, at the end of Grade 2, predicted subsequent reading comprehension. Morphological analysis did not predict subsequent reading comprehension.DiscussionFindings support the multidimensional conceptualization of awareness and analysis as distinct morphological processes that play early-wave concurrent and across-wave predictive roles in children's reading comprehension development.

ABSTRACTThis project explored the effects of purposeful play after shared storybook readings on kindergarten children's reading comprehension, creativity, and language abilities. The participants were 42 (26 boys, 16 girls) culturally diverse kindergarten students attending an urban, public school in the northeastern United States. Some children (13) were bilingual or English Language Learners (Spanish and English). First, children completed the Alternative Use Test to assess creativity. Second, children participated in a story reading. Children in the control group received no play; the play group received a 10-minute play period to interact with story related props and finger puppets. Third, children drew the characters and settings they remembered and completed a reading comprehension assessment. Finally, all children completed a language test. Findings revealed that purposeful play had a positive effect on children's reading comprehension and language tests scores although not on creativity. Our findings support the benefits of purposeful play in young children's school learning experiences.

PARIs, ScoTTrr G., and JACOBS, JANIS E. The Benefits of Informed Instruction for Children's Reading Awareness and Comprehension Skills. CHILD DEVELOPMENT, 1984, 55, 2083-2093. This study examines children's reading awareness and comprehension skills as examples of the developmental and instructional relations between children's metacognition and performance. 8and 10-year olds were interviewed about their knowledge of reading tasks and strategies in the fall and spring. A scale of reading awareness was constructed and related to children's performance on several reading tasks. During the year half of each group received 4 months of classroom instruction on how, when, and why to use reading strategies to enhance comprehension. Pretest correlations revealed a significant relation between children's level of reading awareness and comprehension skills. Furthermore, comparisons between pretests and posttests revealed that the metacognitive instruction significantly increased children's reading awareness and their use of comprehension strategies. The study clearly showed that (a) children who are more aware of the nature of reading tasks and strategies also score higher on tests of reading comprehension and (b) informed instruction in the classroom can enhance both awareness and comprehension skills.

Two experiments were conducted to investigate the role of phonemic activation in children's listening and reading comprehension. Phonemically confusing stories were presented in a listening comprehension task to kindergarten and second-grade children and in a reading comprehension task to second-grade children only. Rhymes induced phonemic confusion more consistently than did alliteratives in both the listening and reading tasks at both grade levels, suggesting that rhyme is inherently more confusing than alliteration, and furthermore, that phonemic information is activated in similar ways when children listen and when they read silently. Children's reading skill was also assessed to examine a possible relationship between reading skill and phonemic sensitivity, but no significant interactions between children's reading skill and their sensitivity to phonemic confusion were found in the reading task. In the listening task, all groups showed phonemic confusion in gist recall scores, but prereaders were less likely than readers to exhibit susceptibility to phonemic confusion in verbatim recall scores.

This experiment investigated the effects of goal setting on children's self-efficacy and reading comprehension. Remedial readers participated in a comprehension strategy instructional program on finding main ideas. Some subjects received a product goal of answering questions, others were given a process goal of learning to use the strategy, and subjects in an instructional control condition were told to work productively. Compared with control subjects, process and product goal children judged self-efficacy significantly higher, and process goal children demonstrated higher comprehension skill. On a measure of goal perceptions, process goal children placed significantly greater emphasis on learning to use the strategy compared with children in the other two conditions, and judged becoming a better reader more important than did product goal subjects. These results suggest the usefulness of goal setting with remedial readers and of employing goals relating to learning processes.

To profile children's reading comprehension, we developed a dynamic approach with componential abilities (orthographic knowledge, vocabulary, sentence-integration) being assessed within the same texts and provided with feedback in addition to the global comprehension of these texts. In 275 Dutch third to fifth graders, we investigated to what extent the response accuracy for questions on componential abilities on first attempts and after feedback predicted global text comprehension within the same texts as well as the prospective development in a standardized reading comprehension test. We found that global text comprehension was increased by each correctly answered question on a componential ability on first attempts and by each correctly answered sentence-integration question after feedback. The accuracy on first attempts also explained unique variance of the growth in the standardized reading comprehension test. A dynamic approach may thus help to arrive at a better understanding of the profiles of children's reading comprehension.

This dissertation consists of four eye-tracking studies that investigate how salient online advertising and children's level of executive function contributes to their advert distraction. In Study 1, children aged 9 were instructed to surf freely on the internet while all advert material appearing on-screen was registered. The analyses examined how perceptual prominence in each online advert was related to children's visual attention. In Study 2, a mock-up advergame website was designed with controlled advert conditions, and children aged 9 and 12 were instructed to solve a number of in-game tasks. This study investigated the combined effects of perceptual prominence (e.g. abrupt onset) and content relevance (e.g. personalized content) on children's advert distraction. The results of the first two studies showed significant positive effects of advert saliency on children's visual attention. Due to the task-oriented research design used in the second study, it was possible to interpret these effects on visual attention in terms of advert distraction. Both studies showed that higher levels of inhibitory control in children significantly decreased the effects of advert saliency on visual attention and advert distraction.The following two studies, investigated how advert animation affected children's online reading comprehension and information search on commercial websites. In Study 3, children aged 9 were presented with factual texts that they were instructed to read in order to answer comprehension questions. Each text was presented on a web page which also featured static or animated online adverts. In Study 4, children aged 9 were instructed to solve two online task types featuring concurrent online advertising: reading and information search. The results of these studies showed that animated online advertising had significant negative effects on children's task performance. In the third study, it was found that animated adverts had a negative effect on children's reading comprehension, and that this negative effect was stronger among children with low levels of inhibitory control. The fourth study found that advert animation had a significant positive effect on children's cognitive load across task types. Taken together, this dissertation project has studied children's online advert distraction in a wide range of realistic internet usage situations.

Reading Aloud as a Technique for Developing Teachers’ Awareness of English Phonology

Ethnic identity is an important reason for national unity. The formation of ethnic groups is mostly due to external and internal reasons, with a complex mechanism structure. When people’s environment is destroyed, this value identity will be stronger, national cohesion and solidarity will grow sharply, an unprecedented high. Minority languages are characterized by a wide variety, cultural generation, and dynamic evolution. The languages are complex and diverse, and are deeply influenced by their cultural heritage. This has led to the fact that for a long time, minority languages have been learned almost exclusively by people of their own ethnic group. This has led to a steady decline in the number of minority language speakers. However, the birth of the Internet of Things (IoT) has created an opportunity for the development of minority languages. Foreign minority languages have the following status (1) rapid decline (2) many endangered languages (3) low willingness to learn. In order to further investigate the current situation of minority language protection, the team conducted a survey in the minority cluster A. The results of the survey are as follows: most of the villagers are in love with the ethnic language and must inherit and promote the ethnic language, which is the wealth of a nation, but there are also a few residents who think that Mandarin should be used to replace the ethnic language. This reflects that most of the residents love the national language, but their young people as the inherited generation lose their love for the national language and are not willing to inherit and promote it. To solve this problem, an Internet of Things (IoT)-based ethnic language data system has been constructed so that the data system for ethnic minority language protection built through IoT technology can become the last line of defense for protecting ethnic languages, while allowing ethnic languages to be known and understood by more people through IoT technology, fostering the love and reverence of ethnic minority people for ethnic languages, and enhancing other ethnic groups’ sense of identity and support for ethnic languages. We propose to protect minority languages. Ultimately, we propose recommendations for the preservation of minority languages. (1) Increase publicity for minority language preservation. (2) Construct laws and regulations related to minority language protection. (3) Conduct in-depth research on minority language work and build an information base. (4) Promote minority language education.

A meta-analysis of the association of aircraft noise at school on children's reading comprehension and psychological health for use in health impact assessment

Cross-sectional evidence that environmental noise exposure at school shows negative associations with children's cognition and health has increased, yet longitudinal evidence is lacking. This study examined longitudinal associations of aircraft noise exposure at primary school on children's reading comprehension, noise annoyance, and psychological health at secondary school. This six-year follow-up of 461 children aged 15–16 years, who attended primary and secondary schools around London Heathrow airport, used annual average aircraft noise exposure at the schools from noise contour maps. Multilevel regression modelling showed that aircraft noise exposure at primary school was associated with a significant increase in noise annoyance and with a non-significant decrease in reading comprehension at follow-up. Aircraft noise at primary school was not associated with psychological health at follow-up. This is the first longitudinal study of its type, suggesting that aircraft noise exposure at school might impair reading comprehension, as well as increase noise annoyance in children.

Vol. 3 No. 1 Nopember 2016 This study was conducted to find out the effect of reciprocal teaching and motivation on students’ reading comprehension. The design of this research was a quasi experimental research with factorial design 2x2. The population of this research was the second grade students of STKIP Tapanuli Selatan Padangsidimpuan academic year 2015/2016 which consisted of three classes (96 students). The sample was chosen by using cluster random sampling strategy. The sample was IVA as the experimental class (32 students) and IVB as the control class (32 students). The instruments used for collecting the data in this research were reading motivation questionnaire and reading comprehension test. In analyzing the data, t-test and two way anova analysis were used. The result of this research indicates that: first, reciprocal teaching strategy produce significant effect toward students’ reading comprehension compared to conventional strategy. Second, the students’ reading comprehension with high motivation taught by reciprocal teaching strategy produces higher result than those who taught by using conventional teaching. Third, students’ reading comprehension with low motivation taught by reciprocal teaching strategy produces higher result than those who taught by using conventional teaching. Fourth, there is no interaction between the strategies used (reciprocal teaching strategy and conventional teaching strategy) and students’ reading motivation on students’ reading comprehension. Based on the finding, it is concluded that reciprocal teaching strategy gives significant effect on students’ reading comprehension and this strategy is very beneficial as investment to enhance reading motivation and affect students’ reading comprehension. Key Words: Reciprocal Teaching, Motivation, Reading Comprehension

The Role of Vocabulary Knowledge in Reading Comprehension: A Cross-Linguistic Study

The study investigated the effectiveness of using local drama content on the performance of students in reading comprehension in Secondary Schools in Kaduna State, Nigeria. The study adopted a quasi-experimental pre-test and post-test control group design. Two randomly selected Government Secondary Schools (tagged as experimental and control group) were used for the study. Two intact classes made up of eighty students (i.e. 40 students from each class and from each school) were used for the study. Both groups of students were pre-tested to establish their homogeneity before the commencement of the treatment of the experimental group. Both groups of students were taught for six weeks. Two reading comprehension tests (cloze test and retelling test) were used as instruments to test the hypothesis postulated for the research. T-test was used to analyze the data at 0.05 level of significance. The findings revealed that students taught reading comprehension using local content drama had a higher mean score than those taught using the conventional method. Based on this finding, the study recommended, among others that teachers should use local content drama to enrich and make their reading comprehension lessons more participatory, meaningful, concrete and pleasurable. Article visualizations:

”Think-aloud” has long been identified as an effective reading strategy in helping students acquire a wide-range of metacognitive strategies (Cohen, 1998). Empirical studies on ”think-aloud” as intervention showed that explicit metacognitive strategy training with thinking-aloud is an effective way to promote students' reading comprehension (Carr, 2002; Oster, 2001). More recently, thinking-aloud with teacher intervention has been more widely operated and accepted by researchers in Taiwan (Chi, 1998; Yang, 2001, Chung, 2007). However, most studies on teacher intervention focused on the reading process. There has been little research concerned with the effectiveness of teacher intervention. Therefore, this study aims at exploring the effects of ”think-aloud with teacher intervention” at the technological university. Six sophomore students were recruited from a national technological university to receive instruction for two months. The results of this study showed that all students made progress in their reading comprehension, global strategy use, and metacognition, especially the students who scored lower on reading comprehension tests. It was also found that ”think-aloud” with teacher intervention facilitated students' monitoring and metacognitive awareness so as to remedy their reading difficulties and increase their reading comprehension. This study suggests that teachers need to arouse students' awareness of their strategy used and increase their monitoring comprehension. In conclusion, teacher intervention plays a significant role in English remediation and the ”think-aloud” method facilitates the development of reading strategies and students' reading comprehension.