Identity Styles: Predictors of Reading and Writing Abilities

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Zohre Mohamadi

2016-09-01

Full Text Available How the individual differences prime different learning process is well addressed in literature. But, what is missing from these analyses is how learners with different identity styles approach reading and writing skills and if different identity styles can predict differentiated language performance. The present study aims at investigating the relationship between identity styles, and reading/writing skills of Iranian intermediate female EFL learners. One the basis of the results of Nelson language proficiency test, 120 participants were selected to participate in this research. Participants' answers to Berzonsky's Identity Style Inventory (ISI3 and reading and writing parts of Preliminary English Test were analyzed. The results indicated that informational and normative identity styles were found to be positively correlated and diffuse-avoidant style was negatively correlated with reading and writing abilities whereas commitment identity didn't bear any significant relationships. The findings also indicated that informational style acted as the best predictor of these skills. Implications for language teachers are suggested.

Engaging Sources through Reading-Writing Connections across the Disciplines

Science.gov (United States)

Carillo, Ellen C.

2016-01-01

This essay argues that what might otherwise be considered "plagiarism" in student writing is a symptom of the difficulties students encounter in their reading and writing, moments in which students' inabilities to critically assess, read, and respond to sources through the act of writing come to the surface. Expanding the context within…

Clock domain crossing modules for OCP-style read/write interfaces

DEFF Research Database (Denmark)

Herlev, Mathias; Sparsø, Jens

The open core protocol (OCP) is an openly licensed, configurable, and scalable interface protocol for on-chip subsystem communications. The protocol defines read and write transactions from a master towards a slave across a point-to-point connection and the protocol assumes a single common clock....... This paper presents the design of two OCP clock domain crossing interface modules, that can be used to construct systems with multiple clock domains. One module (called OCPio) supports a single word read-write interface and the other module (called OCPburst) supports a four word burst read-write interface......-style read-write transaction interfaces. An OCP interface typically has control signals related to both the master issuing a read or write request and the slave producing a response. If all these control signals are passed across the clock domain boundary and synchronized it may add significant latency...

READING-WRITING AND LITERACY IN CHILDREN WITH INTELLECTUAL DISABILITIES

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Marilene Bortolotti Boraschi

2013-07-01

Full Text Available This article focuses on the role and learning of reading and wrinting to human development as a social practice, considering the necessary condition to reading and writing as an exercise in citizenship. Aims to reflect on the occurrence of reading-writing processes and literacy in children with intellectual disabilities. The study was conducted by means of literature, and are based on a qualitative research. The reflections made throughout the investigation brought some considerations on intellectual disability, charactering it. Allowed some notes on the processes of reading-writing and literacy. As the survey results, some thoughts were about the possible occurrence of the processes of reading-writing and literacy in intellectually disabled children, discussing how these processes can take place through pedagogical practices in classrooms common regular education, contributing to the appropriation of the world literate and active participation by such child in society.

Fourteen Autumns: A Reading Teacher Teaches Writing.

Science.gov (United States)

Wilson, Jo-Anne R.

1984-01-01

An elementary school reading teacher describes how she restructured her teaching methods by encouraging children to read and write as part of an integrated process, rather than teaching reading alone as a set of fragmented steps. (GC)

Voxel-based lesion analysis of brain regions underlying reading and writing.

Science.gov (United States)

Baldo, Juliana V; Kacinik, Natalie; Ludy, Carl; Paulraj, Selvi; Moncrief, Amber; Piai, Vitória; Curran, Brian; Turken, And; Herron, Tim; Dronkers, Nina F

2018-03-20

The neural basis of reading and writing has been a source of inquiry as well as controversy in the neuroscience literature. Reading has been associated with both left posterior ventral temporal zones (termed the "visual word form area") as well as more dorsal zones, primarily in left parietal cortex. Writing has also been associated with left parietal cortex, as well as left sensorimotor cortex and prefrontal regions. Typically, the neural basis of reading and writing are examined in separate studies and/or rely on single case studies exhibiting specific deficits. Functional neuroimaging studies of reading and writing typically identify a large number of activated regions but do not necessarily identify the core, critical hubs. Last, due to constraints on the functional imaging environment, many previous studies have been limited to measuring the brain activity associated with single-word reading and writing, rather than sentence-level processing. In the current study, the brain correlates of reading and writing at both the single- and sentence-level were studied in a large sample of 111 individuals with a history of chronic stroke using voxel-based lesion symptom mapping (VLSM). VLSM provides a whole-brain, voxel-by-voxel statistical analysis of the role of distinct regions in a particular behavior by comparing performance of individuals with and without a lesion at every voxel. Rather than comparing individual cases or small groups with particular behavioral dissociations in reading and writing, VLSM allowed us to analyze data from a large, well-characterized sample of stroke patients exhibiting a wide range of reading and writing impairments. The VLSM analyses revealed that reading was associated with a critical left inferior temporo-occipital focus, while writing was primarily associated with the left supramarginal gyrus. Separate VLSM analyses of single-word versus sentence-level reading showed that sentence-level reading was uniquely associated with anterior

Teaching strategies for improving reading and writing in English ...

African Journals Online (AJOL)

Teaching strategies for improving reading and writing in English First Additional Language for men and women. ... Reading and writing have become one serious national issue in primary schools in South ... AJOL African Journals Online.

Teaching Reading and Writing: Reading a Balanced Diet.

Science.gov (United States)

Manning, Maryann; Manning, Gary

1994-01-01

Presents elementary school teachers with 13 ideas on how to achieve a balanced "diet" in their primary and intermediate reading and writing programs using 5 different genres--artistic, personal, narrative, expository, and procedural. (BB)

Executive functions in becoming writing readers and reading writers: note taking and report writing in third and fifth graders.

Science.gov (United States)

Altemeier, Leah; Jones, Janine; Abbott, Robert D; Berninger, Virginia W

2006-01-01

Results are reported for a study of 2 separate processes of report writing-taking notes while reading source material and composing a report from those notes-and related individual differences in executive functions involved in integrating reading and writing during these writing activities. Third graders (n = 122) and 5th graders (n = 106; overall, 127 girls and 114 boys) completed two reading-writing tasks-read paragraph (mock science text)-write notes and use notes to generate written report, a reading comprehension test, a written expression test, four tests of executive functions (inhibition, verbal fluency, planning, switching attention), and a working memory test. For the read-take notes task, the same combination of variables was best (explained the most variance and each variable added unique variance) for 3rd graders and 5th graders: Wechsler Individual Achievement Test-Second Edition (WIAT-II) Reading Comprehension, Process Assessment of the Learner Test for Reading and Writing (PAL) Copy Task B, WIAT-II Written Expression, and Delis-Kaplan Executive Function System (D-KEFS) Inhibition. For the use notes to write report task, the best combinations of variables depended on grade level: For 3rd graders, WIAT-II Reading Comprehension, WIAT-II Written Expression, D-KEFS Verbal Fluency, and Tower of Hanoi; for 5th graders, WIAT-II Reading Comprehension, D-KEFS Verbal Fluency, WIAT-II Written Expression, and PAL Alphabet Task. These results add to prior research findings that executive functions contribute to the writing development of elementary-grade students and additionally support the hypothesis that executive functions play a role in developing reading-writing connections.

A Case Study of Two College Students’ Reading Strategies and Their Writing Styles

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Zhanfang Li

2016-07-01

Full Text Available The importance of integrating reading and writing has aroused many people’s interest, and how to bridge the gap between input (reading and output (writing is regarded as an urgent necessity. However, input does not equal to intake, and to achieve the stage of intake, the reader’s conscious attention to the input is necessary, which is commonly realized in the reading process, either by intensive reading (focus-on-form or extensive reading (focus-on-meaning. Previous studies put more emphasis on extensive reading, while this study is based on the assumed different effects of reading strategies upon writing styles, that is, intensive reading may guarantee accurate writing and extensive reading may promote fluent writing. Therefore the relationship between two college students’ reading strategies and writing styles is the focus of this study. The research lasts for 16 months (August, 2014 - December, 2015, during which all their journal writing pieces, their term papers, together with their compositions in the final exams, are used as the written data, while materials concerned with their reading strategies are collected by a questionnaire, two interviews, as well as their written self-reflections. Results show that extensive reading with a subconscious focus-on-meaning tends to enhance the fluency of writing while intensive reading with a conscious focus-on-form is more likely to promote the writing accuracy. Findings suggest that production is based on intake, which is the result of either the subconscious or conscious attention to both the language meaning and language form.

“Read-To-Write-Tasks” in English for Specific Purposes Classes

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Galina Kavaliauskienė

2011-04-01

Full Text Available At university level students face demanding tasks of reading an enormous amount of professional materials in English. Writing various assignments is another challenging part of higher education. Online activities are the priority for conducting assignments at tertiary level. Students usually start doing the English for Specific Purposes (ESP course before learning subject-matters of the future profession, i.e. in their first year. The cornerstone of the ESP is unfamiliar lexis and numerous concepts of subject-matter. In order to succeed, students need to develop proficiency in reading professional texts and writing skillfully on relevant subject issues. The aim of this paper is to study, first, learners‘ attitudes to online reading of professional materials as well as to writing various assignments online and, second, to examine learners‘ self-assessment of proficiency in these skills. Our research employed brief written surveys designed in accordance with the standards in Social Sciences, which were administered to the students doing the ESP course, and the verbal data obtained during individual interviews intended to assess learners‘ success and achievements throughout the academic year. The respondents were the students specializing in psychology at Mykolas Romeris University, Vilnius, Lithuania. All the participants were unanimous in the importance of writing and reading skills for the ESP tasks. 100% of respondents support reading professional materials, and 80% of respondents support exercising online writing. Self-assessment of reading proficiency demonstrates that 90% of students believe they possess very good or good skills of reading, and 70% of learners are sure of their good skills in writing. Respondents’ performance in these skills is less impressive. Some recommendations towards perfecting students’ proficiency in “read-to-write-tasks” are suggested. It is important to help learners develop better rates of reading

Longitudinal Relationships of Levels of Language in Writing and between Writing and Reading in Grades 1 to 7

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Abbott, Robert D.; Berninger, Virginia W.; Fayol, Michel

2010-01-01

Longitudinal structural equation modeling was used to evaluate longitudinal relationships across adjacent grade levels 1 to 7 for levels of language in writing (Model 1, subword letter writing, word spelling, and text composing) or writing and reading (Model 2, subword letter writing and word spelling and reading; Model 3, word spelling and…

39% access time improvement, 11% energy reduction, 32 kbit 1-read/1-write 2-port static random-access memory using two-stage read boost and write-boost after read sensing scheme

Science.gov (United States)

Yamamoto, Yasue; Moriwaki, Shinichi; Kawasumi, Atsushi; Miyano, Shinji; Shinohara, Hirofumi

2016-04-01

We propose novel circuit techniques for 1 clock (1CLK) 1 read/1 write (1R/1W) 2-port static random-access memories (SRAMs) to improve read access time (tAC) and write margins at low voltages. Two-stage read boost (TSR-BST) and write word line boost (WWL-BST) after the read sensing schemes have been proposed. TSR-BST reduces the worst read bit line (RBL) delay by 61% and RBL amplitude by 10% at V DD = 0.5 V, which improves tAC by 39% and reduces energy dissipation by 11% at V DD = 0.55 V. WWL-BST after read sensing scheme improves minimum operating voltage (V min) by 140 mV. A 32 kbit 1CLK 1R/1W 2-port SRAM with TSR-BST and WWL-BST has been developed using a 40 nm CMOS.

Using Comic Art to Improve Speaking, Reading and Writing

Science.gov (United States)

Bowkett, Steve

2011-01-01

"Using Comic Art to Improve Speaking, Reading and Writing" uses children's interest in pictures, comics and graphic novels as a way of developing their creative writing abilities, reading skills and oracy. The book's underpinning strategy is the use of comic art images as a visual analogue to help children generate, organise and refine their ideas…

INTELLIGENCE QUOTIENT (IQ AS A PREDICTOR OF READING COMPREHENSION AND WRITING ACHIEVEMENT OF EFL LEARNERS

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Ary Setya B. Ningrum

2017-05-01

Full Text Available This study aimed at investigating Intelligent Quotient (IQ as a predictor of reading comprehension and writing achievement as well as to correlate the students‟ reading comprehension with their writing achievement. The participant of the study were 32 senior high school Indonesian students. There are three instruments used in this study, those are IQ test, reading comprehension test, and writing test. Upon obtaining the whole data needed, Pearson Product Moment formula was employed to determine the correlation of IQ with reading comprehension and writing achievement as well as reading comprehension with writing achievement. The result of this study revealed that IQ made significant contribution in predicting reading comprehension (23.42% and writing achievement (16.08%. In addition, the correlation coefficient of reading comprehension and writing achievement shows that they are moderately correlated (r=.587, meaning that reading comprehension contributes as many as 34.45% to writing achievement.

Writing and reading in the electronic health record: an entirely new world

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Lauri Lopp

2013-02-01

Full Text Available Background: Electronic health records (EHRs are structured, distributed documentation systems that differ from paper charts. These systems require skills not traditionally used to navigate a paper chart and to produce a written clinic note. Despite these differences, little attention has been given to physicians’ electronic health record (EHR-writing and -reading competence. Purposes: This study aims to investigate physicians’ self-assessed competence to document and to read EHR notes; writing and reading preferences in an EHR; and demographic characteristics associated with their perceived EHR ability and preference. Methods: Fourteen 5-point Likert scale items, based on EHR system characteristics and a literature review, were developed to measure EHR-writing and -reading competence and preference. Physicians in the midwest region of the United States were invited via e-mail to complete the survey online from February to April 2011. Factor analysis and reliability testing were conducted to provide validity and reliability of the instrument. Correlation and regression analysis were conducted to pursue answers to the research questions. Results: Ninety-one physicians (12.5%, from general and specialty fields, working in inpatient and outpatient settings, participated in the survey. Despite over 3 years of EHR experience, respondents perceived themselves to be incompetent in EHR writing and reading (Mean = 2.74, SD = 0.76. They preferred to read succinct, narrative notes in EHR systems. However, physicians with higher perceived EHR-writing and -reading competence had less preference toward reading succinct (r= − 0.33, p<0.001 and narrative (r= − 0.36, p<0.001 EHR notes than physicians with lower perceived EHR competence. Physicians’ perceived EHR-writing and -reading competence was strongly related to their EHR navigation skills (r=0.55, p<0.0001. Conclusions: Writing and reading EHR documentation is different for physicians. Maximizing

Games as a measure of reading and writing generalization after computerized teaching of reading skills

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Ana Carolina Sella

2016-01-01

Full Text Available Abstract Behavior Analysis is usually accused of not being able to account for the generalization of verbal behavior that is present in linguistically competent individuals. However, several behavior analytic studies investigate this theme, and gamification has been seen as a useful way to study generalization. The purpose of this study was to evaluate reading and writing generalization in games, after these behaviors were taught through the program Learning to Read in Small Steps. Participants were four children between 7 and 12 years old who had reading and writing deficits. The experimental design was a pre-posttest design that encompassed five phases. Performance in probes suggests generalization of reading and writing skills to new activities (games and responses. This study represents a small step in a systematic understanding of how games can be used to assess behavior change.

The Living Classroom: Writing, Reading, and Beyond.

Science.gov (United States)

Armington, David

This book describes the special way one teacher, Jeanette Amidon, approaches children's thinking, with a particular focus on reading and writing instruction. The root value of her first-grade classroom in Massachusetts is respect for children's ideas, with the children's art and writing as visible signs of the teacher's respect for their thinking.…

Reading & Writing Workshop. The Fantastic Harry Potter.

Science.gov (United States)

Lockman, Darcy

2000-01-01

Discusses the Harry Potter series by J.K. Rowling, explaining how to use it to enhance reading and writing instruction. The article presents a brief interview with J.K. Rowling, a Harry Potter time line, and ideas for working on writing and editing paragraphs, creating dynamic dialogue, and fixing grammar and punctuation. Other fantasy books are…

Technological mediation as a learning tool for writing and reading

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Gladys Molano Caro

2015-12-01

Full Text Available This article disclosed the progress a technological mediation has built to the adquisition, use and development of reading and writing from Cognitive Affective Method for Learning -MACPA-. A development like the one being proposed, is an option for children and young people to, activate, promote, develop and / or enhance the learning of reading and writing. Likewise, it is an option to consider the results achieved in the PISA test and case reports, done by teachers by teachers, showing that that elementary students do not perform production of texts so spontaneous or directed; and they fail to make progress in reading comprehension levels. Given this context, the partial results achieved in the second phase of the research aims to implement a technology platform based mediation MACPA as an educational resource to enhance the processes of reading and writing among students from first to fourth grades of primary education. Accordingly, through Article basis be found in a software for reading and writing that takes into account the particularities of learning of students with intellectual disabilities, learning disabilities in students who have not evidenced difficulties in academic learning processes, though they require a new method to accelerate learning.

Reading, Writing, and the Study of Literature.

Science.gov (United States)

Biddle, Arthur W., Ed.; Fulwiler, Toby, Ed.

Approaching literary study from two distinct yet interlocking perspectives (by looking at the major genres of literature and by examining the forms in which students of literature are expected to write about the literature they read), this book has two main sections. Following the Prelude, which treats the relationships between reading and writing…

Everyday Reading and Writing: English. 5112.24.

Science.gov (United States)

Knowles, Marlene; Wardell, Arlene

A curriculum guide to help students improve their everyday English skills has been designed for the Dade County Public Schools. The course, for grades 8 through 12, is to help students learn to read, write, and interpret letters, business forms, instructions, signs, maps, and magazines. The practical subject matter emphasizes basic reading and…

Are Attitudes Toward Writing and Reading Separable Constructs? A Study With Primary Grade Children

Science.gov (United States)

Graham, Steve; Berninger, Virginia; Abbott, Robert

2012-01-01

This study examined whether or not attitude towards writing is a unique and separable construct from attitude towards reading for young, beginning writers. Participants were 128 first-grade children (70 girls and 58 boys) and 113 third-grade students (57 girls and 56 boys). Each child was individually administered a 24 item attitude measure, which contained 12 items assessing attitude towards writing and 12 parallel items for reading. Students also wrote a narrative about a personal event in their life. A factor analysis of the 24 item attitude measure provided evidence that generally support the contention that writing and reading attitudes are separable constructs for young beginning writers, as it yielded three factors: a writing attitude factor with 9 items, a reading attitude factor with 9 parallel items, and an attitude about literacy interactions with others factor containing 4 items (2 items in writing and 2 parallel items in reading). Further validation that attitude towards writing is a separable construct from attitude towards reading was obtained at the third-grade level, where writing attitude made a unique and significant contribution, beyond the other two attitude measures, to the prediction of three measures of writing: quality, length, and longest correct word sequence. At the first-grade level, none of the 3 attitude measures predicted students’ writing performance. Finally, girls had more positive attitudes concerning reading and writing than boys. PMID:22736933

Handwriting or Typewriting? The Influence of Pen- or Keyboard-Based Writing Training on Reading and Writing Performance in Preschool Children.

Science.gov (United States)

Kiefer, Markus; Schuler, Stefanie; Mayer, Carmen; Trumpp, Natalie M; Hille, Katrin; Sachse, Steffi

2015-01-01

Digital writing devices associated with the use of computers, tablet PCs, or mobile phones are increasingly replacing writing by hand. It is, however, controversially discussed how writing modes influence reading and writing performance in children at the start of literacy. On the one hand, the easiness of typing on digital devices may accelerate reading and writing in young children, who have less developed sensory-motor skills. On the other hand, the meaningful coupling between action and perception during handwriting, which establishes sensory-motor memory traces, could facilitate written language acquisition. In order to decide between these theoretical alternatives, for the present study, we developed an intense training program for preschool children attending the German kindergarten with 16 training sessions. Using closely matched letter learning games, eight letters of the German alphabet were trained either by handwriting with a pen on a sheet of paper or by typing on a computer keyboard. Letter recognition, naming, and writing performance as well as word reading and writing performance were assessed. Results did not indicate a superiority of typing training over handwriting training in any of these tasks. In contrast, handwriting training was superior to typing training in word writing, and, as a tendency, in word reading. The results of our study, therefore, support theories of action-perception coupling assuming a facilitatory influence of sensory-motor representations established during handwriting on reading and writing.

Developing Historical Reading and Writing with Adolescent Readers: Effects on Student Learning

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De La Paz, Susan; Felton, Mark; Monte-Sano, Chauncey; Croninger, Robert; Jackson, Cara; Deogracias, Jeehye Shim; Hoffman, Benjamin Polk

2014-01-01

In this study, the effects of a disciplinary reading and writing curriculum intervention with professional development are shared. We share our instructional approach and provide writing outcomes for struggling adolescent readers who read at or below basic proficiency levels, as well as writing outcomes for proficient and advanced readers.…

Neural substrates of reading and writing

International Nuclear Information System (INIS)

Sakurai, Yasuhisa

2008-01-01

Functional MRI has made a great advance in the neurological field because of its low invasion, easiness to collect data to be analyzed by such a globally standardizable software as SPM (statistical parametric mapping), and appearance of academic journals specified for neuroimaging. This chapter of the review describes the activating regions and functions in reading and writing, the essential ability of language belonging to the cerebral highest function, as evidenced by the fMRI and positron emission tomography (PET) images including those under disease states (alexia and agraphia), in the following order; Correspondence of Japanese kanji/kana-words to English ones for studies on activation, Cognitive psychological model of reading, Studies on the activation of reading words, and Studies on the activation of writing words. In this paper, regions are mainly documented in accordance with the coordinate of Montreal Neurological Institute. The third section above mentions the concerned regions in the fusiform gyrus and posterior inferior temporal cortex; lateral occipital gyrus subcortex; temporal plane, superior temporal gyrus and middle temporal gyrus; posterior middle temporal, angular and supramarginal gyri; and inferior frontal gyrus, insular gyri, and supplementary motor area. The fourth section for writing words says the regions in the fusiform gyrus, posterior inferior temporal gyrus and posterior inferior temporal cortex; intraparietal sulcus pericortex, superior parietal lobule and lateral occipital gyrus; and sensorimotor area, posterior middle temporal gyrus and posterior inferior frontal gyrus. (R.T.)

Reading, writing, rebelling

DEFF Research Database (Denmark)

Doubinsky, Sebastien

2017-01-01

What is reading? What is writing? What connects the two? These questions have been the fertile ground for many literary and philosophical theories, from New Criticism to Deconstruction. This essay does not pretend answering to these two questions, but rather to question the question themselves...... and try to shed a different light of this essential problematic. Choosing not to consider literature as a stable concept, but rather as an ontologically impermanent one, I try to reflect upon the terms that condition our approach of works and of the creation of these works. In a large perspective......, the notions of “reading” and “writing” are examined through the prism of their incarnations as “works”, and the consequences of this identity have on our critical discourse. In order to read critically, one must thus recognize this immanent instability of our notions and definitions, and begin from...

Investigating Connections among Reading, Writing, and Language Development: A Multiliteracies Perspective

Science.gov (United States)

Paesani, Kate

2016-01-01

This study explores relationships among reading literature, creative writing, and language development in a university-level advanced French grammar course through the theoretical lens of the multiliteracies framework. The goal is to investigate reading-writing connections and whether these literacy practices facilitate students' understanding and…

Handwriting or Typewriting? The Influence of Pen- or Keyboard-Based Writing Training on Reading and Writing Performance in Preschool Children

Science.gov (United States)

Kiefer, Markus; Schuler, Stefanie; Mayer, Carmen; Trumpp, Natalie M.; Hille, Katrin; Sachse, Steffi

2015-01-01

Digital writing devices associated with the use of computers, tablet PCs, or mobile phones are increasingly replacing writing by hand. It is, however, controversially discussed how writing modes influence reading and writing performance in children at the start of literacy. On the one hand, the easiness of typing on digital devices may accelerate reading and writing in young children, who have less developed sensory-motor skills. On the other hand, the meaningful coupling between action and perception during handwriting, which establishes sensory-motor memory traces, could facilitate written language acquisition. In order to decide between these theoretical alternatives, for the present study, we developed an intense training program for preschool children attending the German kindergarten with 16 training sessions. Using closely matched letter learning games, eight letters of the German alphabet were trained either by handwriting with a pen on a sheet of paper or by typing on a computer keyboard. Letter recognition, naming, and writing performance as well as word reading and writing performance were assessed. Results did not indicate a superiority of typing training over handwriting training in any of these tasks. In contrast, handwriting training was superior to typing training in word writing, and, as a tendency, in word reading. The results of our study, therefore, support theories of action-perception coupling assuming a facilitatory influence of sensory-motor representations established during handwriting on reading and writing. PMID:26770286

The Effects of Pre-Learning Vocabulary on Reading Comprehension and Writing

Science.gov (United States)

Webb, Stuart A.

2009-01-01

This study investigates the effects of pre-learning vocabulary on reading comprehension and writing. Japanese students studying English as a foreign language (EFL) learned word pairs receptively and productively; four tests were used to measure reading comprehension, writing, and receptive and productive vocabulary knowledge. The findings suggest…

Developing methodological awareness of reading, thinking and writing as knowledge producing practices

DEFF Research Database (Denmark)

Katan, Lina Hauge; Baarts, Charlotte

Developing methodological awareness among university students about reading, thinking and writing as knowledge producing practices Integrated acts of reading, thinking and writing comprise an extensive and extremely significant part of the learning processes through which we produce knowledge...... text books on method and classes too. As a consequence students have few chances of encountering the practices of reading, thinking and writing depicted as those imperative parts of knowledge making that we as researchers of the humanities and social sciences know them to be. Subsequently students...... are not taught to understand reading, thinking and writing as central practices of research nor do they come to develop methododological awareness about them as such. In this paper, we report from our endavour into designing and developing a course offered for under- and graduate students, with the aim...

Reading-to-write: A Practice of Critical Thinking

Directory of Open Access Journals (Sweden)

Zhanfang Li

2014-06-01

Full Text Available Reading-to-write, a term taken from language testing studies, puts great emphasis on a student-centered learning atmosphere, on the situational context and cooperative learning, on an authentic learning environment, on making use of various information resources, and on the process of the individuals’ meaning construction and critical thinking. The application of this model in class will shed lights on College English teaching in China, providing the English teachers with a new perception of language teaching: Reading and writing can be integrated to elicit more authentic language use, and skill training and critical thinking are not two separate stages.

A dual V t disturb-free subthreshold SRAM with write-assist and read isolation

Science.gov (United States)

Bhatnagar, Vipul; Kumar, Pradeep; Pandey, Neeta; Pandey, Sujata

2018-02-01

This paper presents a new dual V t 8T SRAM cell having single bit-line read and write, in addition to Write Assist and Read Isolation (WARI). Also a faster write back scheme is proposed for the half selected cells. A high V t device is used for interrupting the supply to one of the inverters for weakening the feedback loop for assisted write. The proposed cell provides an improved read static noise margin (RSNM) due to the bit-line isolation during the read. Static noise margins for data read (RSNM), write (WSNM), read delay, write delay, data retention voltage (DRV), leakage and average powers have been calculated. The proposed cell was found to operate properly at a supply voltage as small as 0.41 V. A new write back scheme has been suggested for half-selected cells, which uses a single NMOS access device and provides reduced delay, pulse timing hardware requirements and power consumption. The proposed new WARI 8T cell shows better performance in terms of easier write, improved read noise margin, reduced leakage power, and less delay as compared to the existing schemes that have been available so far. It was also observed that with proper adjustment of the cell ratio the supply voltage can further be reduced to 0.2 V.

Close Reading and Creative Writing in Clinical Education: Teaching Attention, Representation, and Affiliation.

Science.gov (United States)

Charon, Rita; Hermann, Nellie; Devlin, Michael J

2016-03-01

Medical educators increasingly have embraced literary and narrative means of pedagogy, such as the use of learning portfolios, reading works of literature, reflective writing, and creative writing, to teach interpersonal and reflective aspects of medicine. Outcomes studies of such pedagogies support the hypotheses that narrative training can deepen the clinician's attention to a patient and can help to establish the clinician's affiliation with patients, colleagues, teachers, and the self. In this article, the authors propose that creative writing in particular is useful in the making of the physician. Of the conceptual frameworks that explain why narrative training is helpful for clinicians, the authors focus on aesthetic theories to articulate the mechanisms through which creative and reflective writing may have dividends in medical training. These theories propose that accurate perception requires representation and that representation requires reception, providing a rationale for teaching clinicians and trainees how to represent what they perceive in their clinical work and how to read one another's writings. The authors then describe the narrative pedagogy used at the College of Physicians and Surgeons of Columbia University. Because faculty must read what their students write, they receive robust training in close reading. From this training emerged the Reading Guide for Reflective Writing, which has been useful to clinicians as they develop their skills as close readers. This institution-wide effort to teach close reading and creative writing aims to equip students and faculty with the prerequisites to provide attentive, empathic clinical care.

Close Reading and Creative Writing in Clinical Education: Teaching Attention, Representation, and Affiliation

Science.gov (United States)

Charon, Rita; Hermann, Nellie; Devlin, Michael J.

2015-01-01

Medical educators increasingly have embraced literary and narrative means of pedagogy, such as the use of learning portfolios, reading works of literature, reflective writing, and creative writing, to teach interpersonal and reflective aspects of medicine. Outcomes studies of such pedagogies support the hypotheses that narrative training can deepen the clinician's attention to a patient and can help to establish the clinician's affiliation with patients, colleagues, teachers, and the self. In this article, the authors propose that creative writing in particular is useful in the making of the physician. Of the conceptual frameworks that explain why narrative training is helpful for clinicians, the authors focus on aesthetic theories to articulate the mechanisms through which creative and reflective writing may have dividends in medical training. These theories propose that accurate perception requires representation and that representation requires reception, providing a rationale for teaching clinicians and trainees how to represent what they perceive in their clinical work and how to read one another's writings. The authors then describe the narrative pedagogy used at the College of Physicians and Surgeons of Columbia University. Since faculty must read what their students write, they receive robust training in close reading. From this training emerged the Reading Guide for Reflective Writing, which has been useful to clinicians as they develop their skills as close readers. This institution-wide effort to teach close reading and creative writing aims to equip students and faculty with the pre-requisites to provide attentive, empathic clinical care. PMID:26200577

Recognizing Textual Entailment with Attentive Reading and Writing Operations

DEFF Research Database (Denmark)

Liu, Liang; Huo, Huan; Liu, Xiufeng

2018-01-01

-range dependency. In this paper, we propose to facilitate the conventional attentive reading operations with two sophisticated writing operations - forget and update. Instead of utilizing a single vector that accommodates the attention history, we write the past attention information directly into the sentence...

Practices of reading and writing in five diferent programs of the Sergio Arboleda university

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Blanca González

2010-06-01

Full Text Available This paper presents the results of an investigation into the practices of reading and writing present in five courses of different programs assigned at the Sergio Arboleda University (Bogotá. The research derives from the following questions: What is the role of reading and writing process in the course of some programs at the University? How is assign, directed and accompanied the task of reading and writing? and how are assessed the progress and results in the process of reading and writing? The information was obtained from written tests, surveys, classroom observations and interviews with teachers of these programs. After the analysis process, were set up five units of information, which in the case of reading were reading assignment, intervention guidance, intervention to clarify, evaluation and assessments of teachers, and for the case of writing: defining text types, intervention process, intervention in the correction process, evaluation and assessments of teachers.

Examining the Read-to-Write Strategy and its Effects on Second Grader’s Writing of Sequential Text

OpenAIRE

Neal, John

2017-01-01

Writing is so important. It is important in school and in our careers; writing is found to be helpful physiologically and psychologically. Experts wonder, with writing so important, why is writing not being adequately taught in the schools. The answer may be that writing is complex and teaching it is even more complex. The Read-to-Write Strategy is a writing model based on the study of exemplary models of text and children are explicitly taught how to write the way an author writes through a ...

Reading-Writing Relationships in First and Second Language Academic Literacy Development

Science.gov (United States)

Grabe, William; Zhang, Cui

2016-01-01

Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this…

Literacy of 8th and 9th grade pupils with reading and writing disabilities in comparison with pupils without reading and writing disabilities

OpenAIRE

Fijavž, Katarina

2017-01-01

For the last decade literacy and illiteracy of the young at the end of their education has been very often the subject under discussion. Already in 1951 UNESCO provided the definition of literacy, which says that literacy is the ability of a person who can with understanding both read and write a short, simple statement of his everyday life. The definition was later on expanded to the possession by an individual of the knowledge and skills of reading and writing, which enable him to effective...

Temporal Resolution Ability in Students with Dyslexia and Reading and Writing Disorders

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Chaubet, Juliana

2014-01-01

Full Text Available Introduction The Gaps-in-Noise (GIN test assesses the hearing ability of temporal resolution. The development of this ability can be considered essential for learning how to read. Objective Identify temporal resolution in individuals diagnosed with reading and writing disorders compared with subjects with dyslexia. Methods A sample of 26 subjects of both genders, age 10 to 15 years, included 11 diagnosed with dyslexia and 15 diagnosed with reading and writing disorders. Subjects did not display otologic, neurologic, and/or cognitive diseases. A control group of 30 normal-hearing subjects was formed to compare thresholds and percentages obtained from the GIN test. The responses were obtained considering two measures of analysis: the threshold gap and the percentage of correct gap. Results The threshold was lower in the GIN for the typical group than for the other groups. There was no difference between groups with dyslexia and with reading and writing disorders. The GIN results of the typical group revealed a higher percentage of correct answer than in the other groups. No difference was obtained between the groups with dyslexia and with reading and writing disorders. Conclusion The GIN test identified a difficulty in auditory ability of temporal resolution in individuals with reading and writing disorders and in individuals with dyslexia in a similar way.

Self-Efficacy of Teacher Candidates for Teaching First Reading and Writing

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Gündogmus, Hatice Degirmenci

2018-01-01

The purpose of this study is to determine by different variables the self-efficacy of a teacher candidate for teaching first reading and writing in their 3rd and 4th year in the department of primary school teaching. In line with the purpose of the study, the self-efficacy levels of teacher candidates for teaching first reading and writing were…

Brains with character: Reading and writing neuronarrative

NARCIS (Netherlands)

Yaczo, T.F.

2015-01-01

Brains with Character: Reading and Writing Neuronarrative tracks the concept of neuronarrative by analyzing the reciprocal and catalytic relationships between neuroscience and literary media. Crucial to understanding the contemporary stakes in these two cultural endeavors is how their relationships

How directional change in reading/writing habits relates to directional change in displayed pictures.

Science.gov (United States)

Lee, Hachoung; Oh, Songjoo

2016-01-01

It has been suggested that reading/writing habits may influence the appreciation of pictures. For example, people who read and write in a rightward direction have an aesthetic preference for pictures that face rightward over pictures that face leftward, and vice versa. However, correlations for this phenomenon have only been found in cross-cultural studies. Will a directional change in reading/writing habits within a culture relate to changes in picture preference? Korea is a good place to research this question because the country underwent gradual changes in reading/writing direction habits, from leftward to rightward, during the 20th century. In this study, we analyzed the direction of drawings and photos published in the two oldest newspapers in Korea from 1920-2013. The results show that the direction of the drawings underwent a clear shift from the left to the right, but the direction of the photos did not change. This finding suggests a close psychological link between the habits of reading/writing and drawing that cannot be accounted for simply by an accidental correspondence across different cultures.

Flights of Fancy: Imaginary Travels as Motivation for Reading, Writing, and Speaking German.

Science.gov (United States)

Bryant, Keri L.; Pohl, Rosa Marie

1994-01-01

The article describes an innovative teaching project suitable for students at any age and all levels of German. The project, conducted entirely in German, includes writing, reading, and speaking, and promotes the skills of letter-writing, reading for content, note-taking, and oral presentation. (JL)

Reading, Writing, and Animation in Character Learning in Chinese as a Foreign Language

Science.gov (United States)

Xu, Yi; Chang, Li-Yun; Zhang, Juan; Perfetti, Charles A.

2013-01-01

Previous studies suggest that writing helps reading development in Chinese in both first and second language settings by enabling higher-quality orthographic representation of the characters. This study investigated the comparative effectiveness of reading, animation, and writing in developing foreign language learners' orthographic knowledge…

Introducing and Sustaining Close Reading and Writing through Poetry

Science.gov (United States)

Timmermans, Karren M.; Johnson, Angie

2017-01-01

Close reading of poetry scaffolds readers and writers as they come to understand the form and function of poetry and transfer those skills to writing. In this teaching tip, the authors explain a way in which primary teachers can introduce close reading and move young students toward composing and presenting poetry.

Influence of writing and reading intertrack interferences in terms of bit aspect ratio in shingled magnetic recording

Science.gov (United States)

Nobuhara, Hirofumi; Okamoto, Yoshihiro; Yamashita, Masato; Nakamura, Yasuaki; Osawa, Hisashi; Muraoka, Hiroaki

2014-05-01

In this paper, we investigate the influence of the writing and reading intertrack interferences (ITIs) in terms of bit aspect ratio (BAR) in shingled magnetic recording by computer simulation using a read/write model which consists of a writing process based on Stoner-Wohlfarth switching asteroid by a one-side shielded isosceles triangular write head and a reading process by an around shielded read head for a discrete Voronoi medium model. The results show that BAR should be 3 to reduce the influence of writing and reading ITIs, media noise, and additive white Gaussian noise in an assumed areal density of 4.61Tbpsi.

The Effect of Summary Writing on Reading Comprehension: The Role of Mediation in EFL Classroom

Science.gov (United States)

Gao, Yang

2013-01-01

Reading teachers focus more on the instruction of reading content or strategies, but pay relatively less attention to the impact of writing on reading comprehension. Based on mediation theory, the author examined the effect of summary writing about reading texts on readers' comprehension. By reviewing relevant literatures on the topic of…

Preservice Teachers' Perceptions of the Integration of Mathematics, Reading, and Writing.

Science.gov (United States)

Reinke, Kathryn; Mokhtari, Kouider; Willner, Elizabeth

1997-01-01

Examined the perceptions of preservice elementary teachers enrolled in reading, mathematics, and integrating reading and mathematics methods courses about integrating mathematics, reading, and writing instruction at the elementary/middle school level. Surveys indicated that all students were generally positive about instructional integration. They…

Titan from Cassini-Huygens

CERN Document Server

Brown, Robert H; Waite, J. Hunter

2010-01-01

This book reviews our current knowledge of Saturn's largest moon Titan featuring the latest results obtained by the Cassini-Huygens mission. A global author team addresses Titan’s origin and evolution, internal structure, surface geology, the atmosphere and ionosphere as well as magnetospheric interactions. The book closes with an outlook beyond the Cassini-Huygens mission. Colorfully illustrated, this book will serve as a reference to researchers as well as an introduction for students.

Writing and reading in a multicultural classroom

DEFF Research Database (Denmark)

Ingerslev, Gitte Holten

2007-01-01

The study investigates how interpretive reading skills and literary understanding may be enhanced through initial narrative writing tasks. In the class in question the majority of students are children of migrant workers in Denmark. The class in question belongs to what is called an ethnic lingui...

Reading, Writing, and Cooperative Learning in a JTPA Summer Program.

Science.gov (United States)

Thistlethwaite, Linda

1989-01-01

A Job Training Partnership Act-funded reading, writing, mathematics, and cooperative learning program for 83 participants aged 14-21 was evaluated with pre- and postassessments. Program strengths identified were emphasis on a workplace atmosphere, structure with flexibility, variety in grouping procedures, computer-assisted writing, and outside…

Developing reading and writing competences of year 4 primary school pupils

OpenAIRE

Turičnik, Mateja

2016-01-01

The fundamental aim of Slovene lessons is to develop communication competences as competences of receiving and producing diverse texts. The curriculum for Slovene gives a special attention to teaching of reading and writing, with the aim of teaching to not merely master the fluent reading and writing, but also to use written language to communicate, think, create, learn, and for entertainment. Therefore, the aim is to enable all children to achieve a higher level of so-called critical literac...

"Reading to Write" in East Asian Studies

Science.gov (United States)

Freedman, Leora

2013-01-01

A reading-writing initiative began in 2011-12 at the University of Toronto as a partnership between an East Asian Studies (EAS) department and an English Language Learning (ELL) Program. In this institution, students are expected to enter into scholarly discussions in their first year essays, yet many (both native English speakers and non-native…

Huygens is alive and well, in space

Science.gov (United States)

1997-10-01

"It all went very smoothly, " said Jonh Dodsworth, ESOC's flight operations Director, "We had the option to continue checks on 26 October in case of difficulty, but we don't need to. That's good news". ESOC established connection with the Huygens probe at 10:09 hrs, Central European Time on 23 October, using NASA's link to Cassini. Thanks to ESOC's new flight operations system, engineers and scientists responsible for the mission could check quite quickly that Huygens is alive and well in all respects. ESA's project management team, and representatives of the contractors who built Huygens, were able to report that the engineering system and subsystems are all performing nominally. The principal investigators from Europe and the USA, in charge of the six instruments on Huygens, were also present for the tests. Each experiment was checked for functionality : * HASI to analyse Titan's atmosphere and weather - DWE to measure wind speeds during the descent - GCMS to analyse chemical compounds on Titan - ACP to break down aerosols for chemical analysis - DISR to produce images and spectra of Titan - SSP to determine the nature of Titan's surface. "Six experiments, six green lights", said Jean-Pierre Lebreton, ESA's project scientist. The project manager for Huygens is Hamid Hassan. In Darmstadt he too declared himself pleased with the check-out of the Huygens systems, subsystems and instruments. "We will now let Huygens go back to sleep, except for the planned six monthly checkouts" Hassan said. "The probe will remain in that condition for the seven-year journey to Saturn. But we now have every reason to expect a successful outcome to this unprecedented mission".

THE SOCIAL PRACTICE OF READING AND WRITING INSTRUCTIONIN SCHOOLS FOR INTELLECTUALLY DISABLED PUPILS

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Monica REICHENBERG

2013-09-01

Full Text Available In Sweden, schooling for children who are regarded as intellectually disabled is organised in a special school, Särskolan. The overall aim of this article was to investigate the teachers’ attitudes towards the social practice of reading and writing instruction in Särskolan.Therefore, 40 teachers from Northern Swedenwere sampled for the em­pi­rical study. The teachers were asked to fill out a questionnaire. One of the findings was that the teachers reported different attitudes towards the social practice of reading and writing instruction. Another finding was that the teachers reported they did not practice the documentation of reading and writing difficulties. Furthermore, the practice of documentation was associated with professio­nal competence in reading and writing literacy. The study suggests that literacy educa­tion did have an effect on teachers’ attitu­des towards their practice of docu­men­ting.However, the openness towards organizational learning was polarized, and consequently, it produced a threshold for change. Accordingly, more studies are necessary for further descrip­tion and explanation of the complexities of the present findings.

Writing and reading training effects on font type and size preferences by students with low vision.

Science.gov (United States)

Atasavun Uysal, Songül; Düger, Tülin

2012-06-01

The effect of writing and reading training on preferred font type and size in low-vision students was evaluated in 35 children. An ophthalmologist confirmed low vision according to ICD-10-CM. Children identified the font type and size they could best read. The writing subtest of the Jebsen-Taylor Hand Function Test, read in 1 min., and legibility as measured by the number of readable written letters were used in evaluating the children. A writing and reading treatment program was conducted, beginning with the child's preferred font type and size, for 3 months, 2 days per week, for 45 min. per day at the child's school. Before treatment, the most preferred font type was Verdana; after treatment, the preferred font type and size changed. Students had gained reading and writing speed after training, but their writing legibility was not significantly better. Training might affect the preferred font type and size of students with low vision. Surprisingly, serif and sans-serif fonts were preferred about equally after treatment.

Equivalent Circuit for Magnetoelectric Read and Write Operations

Science.gov (United States)

Camsari, Kerem Y.; Faria, Rafatul; Hassan, Orchi; Sutton, Brian M.; Datta, Supriyo

2018-04-01

We describe an equivalent circuit model applicable to a wide variety of magnetoelectric phenomena and use spice simulations to benchmark this model against experimental data. We use this model to suggest a different mode of operation where the 1 and 0 states are represented not by states with net magnetization (like mx , my, or mz) but by different easy axes, quantitatively described by (mx2-my2), which switches from 0 to 1 through the write voltage. This change is directly detected as a read signal through the inverse effect. The use of (mx2-my2) to represent a bit is a radical departure from the standard convention of using the magnetization (m ) to represent information. We then show how the equivalent circuit can be used to build a device exhibiting tunable randomness and suggest possibilities for extending it to nonvolatile memory with read and write capabilities, without the use of external magnetic fields or magnetic tunnel junctions.

The Role of Reading Strategies in Integrated L2 Writing Tasks

Science.gov (United States)

Plakans, Lia

2009-01-01

Integrated second-language writing tasks elicit writing performances that involve other abilities such as reading or listening. Thus, understanding the role of these other abilities is necessary for interpreting performance on such tasks. This study used an inductive analysis of think-aloud protocol data and interviews to uncover the reading…

From reading to writing: Evaluating the Writer's Craft as a means of assessing school student writing

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Pauline Sangster, Graeme Trousdale & Charles Anderson

2012-06-01

Full Text Available This article reports on part of a study investigating a new writing assessment, the Writer's Craft, which requires students to read a stimulus passage and then write a continuation adopting the style of the original. The article provides a detailed analysis of stimulus passages employed within this assessment scheme and students' written continuations of these passages. The findings reveal that this is a considerably more challenging assessment writing task than has previously been recognised; and that questions arise concerning the nature of the stimulus passages and the extent to which the assessment criteria captured what the students had achieved in their writing. The implications of these findings are discussed and recommendations are made.

English reading and writing performance of Xitsonga-speaking Grade 7 learners in township schools: A case study

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Manyike, Tintswalo V.

2010-12-01

Full Text Available A clear preference for English as language of teaching and learning (LoLT is evident in most South African schools. However, discrepancies exist between language policy aims and educational outcomes with regard to the successful acquisition of English among English second language (ESL learners. Effective participation in all learning activities is closely linked to learners’ proficiency in the LoLT; poor English proficiency leads to underachievement across the curriculum. In the light of this, a case study as conducted to investigate the English reading and writing performance of Grade 7 Xitsonga-speaking learners in three selected township schools in the Tshwane metropolitan area, Gauteng Province. Firstly, a literature review was undertaken to explore the importance of reading and writing skills in the classroom with particular reference to the demands made on ESL learners. Following this, standardised tests were used to assess the learners’ English reading and writing performance. Findings indicated that learners performed poorly in both reading and writing; however, no significant relationship could be demonstrated between reading and writing, possibly due to the nature of the components of the test. The overall lack of reading and writing competence in English holds implications for learners’ academic achievement in all learning areas in situations in which English is used as the LoLT.

Neuroimaging correlates of handwriting quality as children learn to read and write

Science.gov (United States)

Gimenez, Paul; Bugescu, Nicolle; Black, Jessica M.; Hancock, Roeland; Pugh, Kenneth; Nagamine, Masanori; Kutner, Emily; Mazaika, Paul; Hendren, Robert; McCandliss, Bruce D.; Hoeft, Fumiko

2014-01-01

Reading and writing are related but separable processes that are crucial skills to possess in modern society. The neurobiological basis of reading acquisition and development, which critically depends on phonological processing, and to a lesser degree, beginning writing as it relates to letter perception, are increasingly being understood. Yet direct relationships between writing and reading development, in particular, with phonological processing is not well understood. The main goal of the current preliminary study was to examine individual differences in neurofunctional and neuroanatomical patterns associated with handwriting in beginning writers/readers. In 46 5–6 year-old beginning readers/writers, ratings of handwriting quality, were rank-ordered from best to worst and correlated with brain activation patterns during a phonological task using functional MRI, and with regional gray matter volume from structural T1 MRI. Results showed that better handwriting was associated negatively with activation and positively with gray matter volume in an overlapping region of the pars triangularis of right inferior frontal gyrus. This region, in particular in the left hemisphere in adults and more bilaterally in young children, is known to be important for decoding, phonological processing, and subvocal rehearsal. We interpret the dissociation in the directionality of the association in functional activation and morphometric properties in the right inferior frontal gyrus in terms of neural efficiency, and suggest future studies that interrogate the relationship between the neural mechanisms underlying reading and writing development. PMID:24678293

Neuroimaging correlations of handwriting quality as children learn to read and write

Directory of Open Access Journals (Sweden)

Paul eGimenez

2014-03-01

Full Text Available Reading and writing are related but separable processes that are crucial skills to possess in modern society. The neurobiological basis of reading acquisition and development, which critically depends on phonological processing, and to a lesser degree, beginning writing as it relates to letter perception, are increasingly being understood. Yet direct relationships between writing and reading development, in particular, with phonological processing is not well understood. The main goal of the current preliminary study was to examine individual differences in neurofunctional and neuroanatomical patterns associated with handwriting in beginning writers/readers. In 46 5-6 year-old beginning readers/writers, ratings of handwriting quality, were rank-ordered from best to worst and correlated with brain activation patterns during a phonological task using functional MRI, and with regional grey matter volume from structural T1 MRI. Results showed that better handwriting was associated negatively with activation and positively with gray matter volume in an overlapping region of the pars triangularis of right inferior frontal gyrus. This region, in particular in the left hemisphere in adults and more bilaterally in young children, is known to be important for decoding, phonological processing, and subvocal rehearsal. We interpret the dissociation in the directionality of the association in functional activation and morphometric properties in the right inferior frontal gyrus in terms of neural efficiency, and suggest future studies that interrogate the relationship between the neural mechanisms underlying reading and writing development.

Read/write schemes analysis for novel complementary resistive switches in passive crossbar memory arrays

International Nuclear Information System (INIS)

Yu Shimeng; Liang Jiale; Wu Yi; Wong, H-S Philip

2010-01-01

Recently a prototype of complementary resistive switches has been proposed to solve the sneak-path problem in passive crossbar memory arrays. To further evaluate the potential of this novel cell structure for practical applications, we present a modeling analysis to capture its switching dynamics and analyze its unique read/write schemes. The model is corroborated by experimental data. We found a trade-off between the read voltage window and write voltage window. The constraint from avoiding disturbance on unselected cells is critical for proper functionality, which in turn limits the writing speed.

Learning to Read Spectra: Teaching Decomposition with Excel in a Scientific Writing Course

Science.gov (United States)

Muelleman, Andrew W.; Glaser, Rainer E.

2018-01-01

Literacy requires reading comprehension, and fostering reading skills is an essential prerequisite to and a synergistic enabler of the development of writing skills. Reading comprehension in the chemical sciences not only consists of the understanding of text but also includes the reading and processing of data tables, schemes, and graphs. Thus,…

Cassini at Saturn Huygens results

CERN Document Server

Harland, David M

2007-01-01

"Cassini At Saturn - Huygens Results" will bring the story of the Cassini-Huygens mission and their joint exploration of the Saturnian system right up to date. Cassini is due to enter orbit around Saturn on the 1 July 2004 and the author will have 8 months of scientific data available for review, including the most spectacular images of Saturn, its rings and satellites ever obtained by a space mission. As the Cassini spacecraft approached its destination in spring 2004, the quality of the images already being returned by the spacecraft clearly demonstrate the spectacular nature of the close-range views that will be obtained. The book will contain a 16-page colour section, comprising a carefully chosen selection of the most stunning images to be released during the spacecraft's initial period of operation. The Huygens craft will be released by Cassini in December 2004 and is due to parachute through the clouds of Saturn's largest moon, Titan, in January 2005.

Emergence of Reading and Writing in Illiterate Adults After Matching-to-Sample Tasks

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Carmen Silvia Motta Bandini

2014-04-01

Full Text Available Reading and writing are behaviors that provide an individual with the opportunity for inclusion in many social environments. Despite the importance of these behaviors, statistical indices show that, in Brazil, 8.6% of the people aged 15-24 are illiterate. The purpose of this manuscript, which is divided into two studies, was to assess the effects of a Portuguese language reading curriculum for simple (Study 1 and complex words (Study 2 in illiterate adults. Four participants took part in each study. In both studies, reading was taught mainly by training dictated words to printed words relations. Overall, there was an increase in the percentage of correct responses in reading and writing tasks when pre-tests and post-tests were compared; results were more consistent in reading tasks. Future studies should continue to investigate procedures with these goals for this population.

Modeling of the write and read back performances of hexagonal Ba-ferrite particulate media for high density tape recording

International Nuclear Information System (INIS)

Lee, Jehyun; Fuger, Markus; Fidler, Josef; Suess, Dieter; Schrefl, Thomas; Shimizu, Osamu

2010-01-01

In this study, the signal-to-noise ratio (SNR) performances of longitudinally, randomly, and perpendicularly oriented particles, based on hexagonal barium ferrite (h-BaFe) platelets with an average volume of 2400 nm 3 have been studied as a function of the recording head to media distance by numerical micromagnetic simulations. The distances from the write head to media and from the read head to media were varied independently. For a fixed read distance and varied writing distances, the SNR was decreasing in larger write distance. An optimum write distance of 40 and 50 nm was found for the longitudinally oriented media and the perpendicularly oriented media, respectively. The optimum write distance for longitudinally oriented media, 40 nm, resulted in the local minimum SNR for the perpendicularly oriented media. In most write distances the perpendicularly oriented media show the outstanding best performance, but near the write distance of 40 nm the longitudinally oriented media work as good as the perpendicularly oriented media. In a fixed write distance with various read distances, the SNR was almost constant in each media whereas the average signal amplitude was exponentially decayed in larger read head to media distance. The best SNR was found in the perpendicularly oriented media at write head to media distance d write =20 nm and read head to media distance d read =40 nm. The best SNR value is 11.9 and 24.4 dB in time domain and frequency domain, respectively.

Updated optical read/write memory system components

Science.gov (United States)

1974-01-01

A survey of the building blocks of the electro-optic read/write system was made. Critical areas and alternate paths are discussed. The latest PLZT block data composer is analyzed. Stricter controls in the production and fabrication of PLZT are implied by the performance of the BDC. A reverse charge before erase has eliminated several problems observed in the parallel plane charging process for photoconductor-thermoplastic hologram storage.

Narrating, writing, reading: life story work as an aid to (self) advocacy

NARCIS (Netherlands)

Meininger, H.P.

2006-01-01

This article is about life story work with people with learning disabilities. It talks about reading and writing stories, and listening to them. Telling your life story, writing it down and talking about it with others can be an important part of self-advocacy for people with learning disabilities.

Assessment of read and write stability for 6T SRAM cell based on charge plasma DLTFET

Science.gov (United States)

Anju; Yadav, Shivendra; Sharma, Dheeraj

2018-03-01

To overcome the process variations due to random dopant fluctuations (RDFs) and complex annealing techniques a charge plasma based doping less TFET (CP-DLTFET) device has been proposed for designing of 6T SRAM cell. The proposed device also benefited by subthreshold slope, low leakage current, and low power supply. In this paper, to avoid the dependency of stability parameters of SRAM cell to supply voltage (Vdd), here N-curve metrics has been analyzed to determine read and write stability. Because N-curve provides stability analysis in terms of voltage and current as well as it gives combine stability analysis with the facility of an inline tester. Further, analyzing the N-curve metrics for different Vdd, cell ratio, and pull-up ratio assist in designing the configuration of transistors for the better read and write stability. Power metrics of N-curve gives the knowledge about read and write stability instead of using four metrics (SINM, SVNM, WTV, and WTI) of N-curve. Finally, in the 6T CP-DLTFET SRAM cell, read and write stability is tested by the interface trap charges (ITCs). The performance parameter of the 6T CP-DLTFET SRAM cell provides considerable read and write stability with less fabrication complexity.

How do faculty conceptions on reading, writing and their role in the teaching of academic literacies influence their inclusive attitude

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Laura Colombo

2016-09-01

Full Text Available This study explored faculty conceptions about reading and writing, the student body, reasons for student low-performance as well as their declared teaching practices aimed at helping students to better understand readings and write academic texts. The objective was to understand what type of professors´ conceptions contributed with a more inclusive attitude towards first-year students. Content analysis from data gathered from in-depth interviews indicates that professors who acknowledged the complexity of the reading and writing processes tend to be more inclusive and to use reading and writing to teach and not just to evaluate. Those who taught writing courses tended to consider writing as a general skill, transferable to other contexts and spheres of knowledge. Less-inclusive teachers, explaining why they did not offer guidance or proposed remedial solutions, claimed that students should already have mastered academic reading and writing when entering the university and that teaching these skills implied being overprotective and not allowing them to mature.

Writing to and reading from a nano-scale crossbar memory based on memristors

International Nuclear Information System (INIS)

Vontobel, Pascal O; Robinett, Warren; Kuekes, Philip J; Stewart, Duncan R; Straznicky, Joseph; Stanley Williams, R

2009-01-01

We present a design study for a nano-scale crossbar memory system that uses memristors with symmetrical but highly nonlinear current-voltage characteristics as memory elements. The memory is non-volatile since the memristors retain their state when un-powered. In order to address the nano-wires that make up this nano-scale crossbar, we use two coded demultiplexers implemented using mixed-scale crossbars (in which CMOS-wires cross nano-wires and in which the crosspoint junctions have one-time configurable memristors). This memory system does not utilize the kind of devices (diodes or transistors) that are normally used to isolate the memory cell being written to and read from in conventional memories. Instead, special techniques are introduced to perform the writing and the reading operation reliably by taking advantage of the nonlinearity of the type of memristors used. After discussing both writing and reading strategies for our memory system in general, we focus on a 64 x 64 memory array and present simulation results that show the feasibility of these writing and reading procedures. Besides simulating the case where all device parameters assume exactly their nominal value, we also simulate the much more realistic case where the device parameters stray around their nominal value: we observe a degradation in margins, but writing and reading is still feasible. These simulation results are based on a device model for memristors derived from measurements of fabricated devices in nano-scale crossbars using Pt and Ti nano-wires and using oxygen-depleted TiO 2 as the switching material.

Picture a World without Pens, Pencils, and Paper: The Unanticipated Future of Reading and Writing

Science.gov (United States)

Bromley, Karen

2010-01-01

This article discusses the future of reading and writing. It includes a brief history of reading and writing, shows the reader how digital text has quietly evolved and threatens to take over traditional notions of what it means to be literate, and suggests that speech will emerge as a dominant way of communicating. The three ideas developed here…

Neuroplasticity-based Cognitive and Linguistic Skills Training Improves Reading and Writing Skills in College Students

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Beth eRogowsky

2013-03-01

Full Text Available This study reports an evaluation of the effect of computer-based cognitive and linguistic training on college students’ reading and writing skills. The computer-based training included a series of increasingly challenging software programs that were designed to strengthen students’ foundational cognitive skills (memory, attention span, processing speed, and sequencing in the context of listening and higher level reading tasks. Twenty-five college students (12 native English language; 13 English Second Language who demonstrated poor writing skills participated in the training group. The training group received daily training during the spring semester (11 weeks with the Fast ForWord Literacy (FFW-L and upper levels of the Fast ForWord Reading series (Levels 3, 4 and 5. The comparison group (n=28 selected from the general college population did not receive training. Both the training and comparison groups attended the same university. All students took the Gates MacGinitie Reading Test (GMRT and the Oral and Written Language Scales (OWLS Written Expression Scale at the beginning (Time 1 and end (Time 2 of the spring college semester. Results from this study showed that the training group made a statistically greater improvement from Time 1 to Time 2 in both their reading skills and their writing skills than the comparison group. The group who received training began with statistically lower writing skills before training, but exceeded the writing skills of the comparison group after training.

teachers say reading and writing in a university degree in the colombian caribbean.

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Luis Manuel Cárdenas Cárdenas

2015-03-01

Full Text Available Literacy practices in higher education: what students andThis article is the result of a survey conducted in 10 degrees in a University Colombian Caribbean whose general purpose was to describe, interpret and understand the literacy practices that take place in these degrees. To achieve this article was taken into account one aspect that research in general was conceived as the first specific objective. This aspect refers to the conceptions which teachers and students of the degrees on the teaching and learning of reading and writing academic texts in college. The study usually takes as a theoretical concept of academic literacy. Data collected through classroom observations, also came from surveys and interviews with students and teachers of the degrees. The results of the investigation determined that the teaching and learning of reading and writing in the undergraduate classroom is very limited. The development of pedagogical and didactic classes lacks reading and writing practices. 

Using ICT to foster (pre)reading and writing skills in young children

NARCIS (Netherlands)

Voogt, Joke; McKenney, Susan

2008-01-01

This study examines how technology can support the development of emergent reading and writing skills in four- to five-year-old children. The research was conducted with PictoPal, an intervention which features a software package that uses images and text in three main activity areas: reading,

Linguistic, reading, and transcription influences on kindergarten writing in children with English as a second language

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Gina L. Harrison, Keira C. Ogle & Megan Keilty

2013-06-01

Full Text Available The contribution of linguistic, reading, and transcription processes to writing in kindergarten English as a second language (ESL children and their native-English speaking peers (EL1 were examined. ESL and EL1 performed similarly on one of the two measures of phonological awareness (PA and on measures of early reading, spelling, and writing. EL1 outperformed ESL on a pseudoword repetition task and on the English vocabulary and syntactic knowledge tasks. ESL outperformed EL1 on a writing fluency measure. Correlation and hierarchical regression results varied as a function of the writing tasks (procedural or generative and language status. Across language groups, writing tasks that captured children's developing graphophonemic knowledge were associated with a breadth of cognitive, linguistic, and early literacy skills. PA, reading, and transcription skills, but not oral vocabulary and syntactic knowledge contributed the most variance to writing irrespective of language status. The results suggest that parallel component skills and processes underlie ESL and EL1 children's early writing when formal literacy instruction begins in kindergarten even though ESL children are developing English oral and literacy proficiency simultaneously.

An investigation of using the computer for reading and writing in the English classroom in secondary schools in the UK

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Bin Zou

2006-10-01

Full Text Available This paper presents an investigation of using the computer in English teaching at the secondary school in the UK, particularly in respect of reading and writing skills. Many studies suggest that the computer brings significant possibilities for promoting the teaching of reading and writing in the English classroom. The computer can enhance the development of reading and writing. This study adopted interviews as research technique and some student teachers in a university and some English teachers in a secondary school in the UK involved this investigation. The findings of this study show that the computer can enhance students’ reading and writing. However, teachers have to learn how to control the process of teaching of reading and writing with the use of the computer.

How do faculty conceptions on reading, writing and their role in the teaching of academic literacies influence their inclusive attitude

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Laura Colombo

2016-09-01

Full Text Available http://dx.doi.org/10.5007/2175-8026.2016v69n3p115 This study explored faculty conceptions about reading and writing, the student body, reasons for student low-performance as well as their declared teaching practices aimed at helping students to better understand readings and write academic texts. The objective was to understand what type of professors´ conceptions contributed with a more inclusive attitude towards first-year students. Content analysis from data gathered from in-depth interviews indicates that professors who acknowledged the complexity of the reading and writing processes tend to be more inclusive and to use reading and writing to teach and not just to evaluate. Those who taught writing courses tended to consider writing as a general skill, transferable to other contexts and spheres of knowledge. Less-inclusive teachers, explaining why they did not offer guidance or proposed remedial solutions, claimed that students should already have mastered academic reading and writing when entering the university and that teaching these skills implied being overprotective and not allowing them to mature.

Literacy and teacher training: some reflections on reading and writing

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Helenise Sangoi Antunes

2013-06-01

Full Text Available This paper presents reflections on reading and writing, from the research project “Literacy Lab: rethinking teacher training” which aims to establish exchanges between socially vulnerable schools and the Federal University of Santa Maria (UFSM and contribute to the training of undergraduates in Pedagogy and Special Education, as well as the teachers of the schools involved. Adopting a qualitative methodology based on studies of Bogdan and Bicklen (1994, the project seeks to support the literacy process by proposing reflection on the current pedagogical practices in the early years of elementary school. The results show the existence of practices in elementary school which mostly ignore the creative ability of the students. It was concluded that this project has enhanced the relationship between initial and continuous training of teachers and practices of reading and writing.

Learning to Read and Write in the Multilingual Family

Science.gov (United States)

Wang, Xiao-lei

2011-01-01

This book is a guide for parents who wish to raise children with more than one language and literacy. Drawing on interdisciplinary research, as well as the experiences of parents of multilingual children, this book walks parents through the multilingual reading and writing process from infancy to adolescence. It identifies essential literacy…

Roles of Metalinguistic Awareness and Academic Extensive Reading in the Development of EFL/ESL Academic Writing Skills

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Grace H. Wang

2013-11-01

Full Text Available This paper argues that the development of academic writing proficiency may require both explicit metalinguistic awareness (MA and extensive reading (ER of academic texts. Specifically, it argues that: (a there may be a connection between explicit MA and the development of writing skills; (b there is a connection between ER and the development of writing skills, but academic ER may be required for development of academic writing skills; (c there may be a connection between explicit MA and the development of reading skills, which may be exploited for the development of academic ER skills, which in turn supports the development of academic writing skills.

Functions of the digital image in Education: A methodological proposal for reading and writing the digital image on instructional screens

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Mariella Milagros Azzato

2011-07-01

Full Text Available This research goes through the instructional possibilities that reading and writing the digital image have in Education. Along these lines, we are presenting this research that looks for, on one hand, to develop a methodological proposal for reading and writing the digital image, and on the other, to implement these methodologies in a course used as a study case and whose objective was to evaluate students' performance when writing screens for a learning object using the methodologies for reading and writing the digital image. The process for compiling date was based on the questionnaire technique, individual interviews and the analysis of course proposed activities. The application of the first questionnaire allowed us to determine students' knowledge level about the digital image before starting the course. The individual interview allowed us to determine the students' reading criteria gained after using the reading methodology for the digital image to analyse educational materials (Galavis, 2008; Azzato, 2009. The proposed activities for the course permitted us to value students' performance when reading and writing the digital image of a learning object. Finally, after course completion, the second questionnaire was applied in order to determine the students' acquired knowledge level about reading and writing an image on digital screens. The results obtained in each of the analysis allowed us to establish that the proposed methodologies were highly useful to write the educational image for the screens of each one of the learning objects created in the course.

Is there a relationship between literature reading and creative writing?

NARCIS (Netherlands)

Broekkamp, H.; Janssen, T.; van den Bergh, H.

2009-01-01

This study attempts to reliably measure literature reading and creative writing ability, and subsequently to determine whether a relationship exists between the two abilities. Participants were 19 eleventh-grade students: 11 were known to be good readers of literature, whereas 8 were known to be

Reading and Writing as Academic Literacy in EAP Program of Indonesian Leaners

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Imroatus Solikhah

2015-12-01

Full Text Available This study investigates academic literacy imposed in reading and writing for academic purposes in the EAP program. This study uses descriptive design elaborating data from curriculum documents and interviews.  Involving 45 participants from IAIN Surakarta and Veteran University, data were analyzed using constant-comparison and inductive analysis tecniques. The study diseovers that academic literacy is prominent to serve and recently it has been the growing learning outcomes universities should provide besides discipline and experise. Academic literacy in EAP program is embedded into academic vocabulary, grammar, reading and writing for academic purposes.  Consequently, academic literacy should be incurred in the curriculum, syllabus, aims and objectives, and teaching materials.

Teaching the pre-primary child reading and writing: a challenge for ...

African Journals Online (AJOL)

Teaching the pre-primary child reading and writing: a challenge for pre-primary school teachers in rivers state, Nigeria. ... Global Journal of Educational Research ... of the child's interactive learning and emphasizes specific teaching methods ...

Relationship of word- and sentence-level working memory to reading and writing in second, fourth, and sixth grade.

Science.gov (United States)

Berninger, Virginia W; Abbott, Robert D; Swanson, H Lee; Lovitt, Dan; Trivedi, Pam; Lin, Shin-Ju Cindy; Gould, Laura; Youngstrom, Marci; Shimada, Shirley; Amtmann, Dagmar

2010-04-01

The purpose of this study was to evaluate the contribution of working memory at the word and sentence levels of language to reading and writing outcomes. Measures of working memory at the word and sentence levels, reading and writing, were administered to 2nd (N = 122), 4th (N = 222), and 6th (N = 105) graders. Structural equation modeling was used to evaluate whether the 2 predictor working memory factors contributed unique variance beyond their shared covariance to each of 5 outcome factors: handwriting, spelling, composing, word reading, and reading comprehension. At each grade level, except for handwriting and composing in 6th grade, the word-level working memory factor contributed unique variance to each reading and writing outcome. The text-level working memory factor contributed unique variance to reading comprehension in 4th and 6th grade. The clinical significance of these findings for assessment and intervention is discussed.

Connecting Practice and Research: Integrated Reading and Writing Instruction Assessment

Science.gov (United States)

Caverly, David C.; Taylor, Judi Salsburg; Dimino, Renee K.; Lampi, Jodi P.

2016-01-01

The first "Connecting Practice and Research" column (Lampi, Dimino, & Salsburg Taylor, 2015), introduced a Research-to-Practice partnership (Coburn & Penuel, 2016) between two faculty from a community college and a university professor who were aiming to develop effective integrated reading and writing (IRW) instruction through a…

Cassini-Huygens makes first close approach to Titan

Science.gov (United States)

2004-10-01

Purple zaze hi-res Size hi-res: 88 kb Credits: NASA/JPL/Space Science Institute Purple haze around Titan This NASA/ESA/ASI Cassini-Huygens image of Titan was taken with the narrow-angle camera on 3 July 2004, from a distance of about 789 000 kilometres from Titan. The image scale is 4.7 kilometres per pixel. This image shows two thin haze layers. The outer haze layer is detached and appears to float high in the atmosphere. Because of its thinness, the high haze layer is best seen at the moon's limb. The image was taken using a spectral filter sensitive to wavelengths of ultraviolet light centred at 338 nanometres. The image has been falsely coloured, the globe of Titan retains the pale orange hue our eyes would usually see, but both the main atmospheric haze and the thin detached layer have been brightened and given a purple colour to enhance their visibility. At the time of the closest approach, which is scheduled for 18:44 CEST, the spacecraft will be travelling only 1200 kilometres above the surface of the moon, almost grazing the outer atmosphere, at a speed of six kilometres per second (21 800 kilometres per hour)! Confirmation that the fly-by was successful and that all the data were received will not take place until 03:30 CEST on 27 October. This fly-by not only allows important surface science to be performed, such as radar analysis at close quarters, but also it significantly changes the orbit of the spacecraft around Saturn. Currently Cassini-Huygens has an orbital period of four months, which will change to 48 days, thus setting the course for the next close Titan fly-by on 13 December 2004 and the Huygens probe release on 25 December. Several of the observations performed during this fly-by will provide important information for ESA’s Huygens team, who will be using the data gathered to double-check atmospheric models for entry and descent on 14 January 2005. The Huygens probe will need to perform reliably in some of the most challenging and remote

Going Out on a Limb: A Reading and Writing Course about the Fourth Dimension.

Science.gov (United States)

Putz, John F.

2001-01-01

Describes a reading and writing course about the fourth dimension that involves readings selected from both mathematical and non-mathematical literature, frequent class discussion, several invited speakers from disciplines other than mathematics, and some hands-on and group activities. (Author/ASK)

Barriers to acquiring English reading and writing skills by Zulu ...

African Journals Online (AJOL)

This article reflects on an investigation into the barriers that hinder Zulu-speaking. English second language (L2) learners in the Foundation Phase from acquiring reading and writing skills. These barriers are categorised as contextual, language, school and intrinsic learner factors. A questionnaire based on these categories ...

Analysis on the Difficulties Faced by a Bilingual Child in Reading and Writing

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Rizki Hardiyanti

2017-08-01

Full Text Available Bilingual child ability in two languages is become popular issue in the comparison of those two languages. In this paper, the Indonesian bilingual child has parent, school and course using English actively, then his environment using Bahasa Indonesia. This research was conducted to measure ability and difficulties faced by bilingual child in reading and writing in two languages Bahasa Indonesia- English. This journal applied a qualitative research design. Qualitative research is stated as naturalistic study that has the natural setting, as the direct source of data and the researcher is the key instrument  (Bogdan and Biklen, 1992. To specify the design in this journal, this qualitative method was used to analyze a specific person of Bilingual Child. The data were taken from observation, interview, video recording of the child’s reading the English and Bahasa Indonesia textbook story and written test of the child’s writing the English and Bahasa Indonesia summary of textbook story. In both English and Bahasa Indonesia, the reading difficulties appear related to pronunciation, intonation, expression and word stress and the writing difficulties appear related to relevance, organization, vocabulary and grammar.

Relations between Early Reading and Writing Skills among Spanish-Speaking Language Minority Children

Science.gov (United States)

Goodrich, J. Marc; Farrington, Amber L.; Lonigan, Christopher J.

2016-01-01

Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children's Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language)…

Create, compose, connect! reading, writing, and learning with digital tools

CERN Document Server

Hyler, Jeremy

2014-01-01

Find out how to incorporate digital tools into your English language arts class to improve students' reading, writing, listening, and speaking skills. Authors Jeremy Hyler and Troy Hicks show you that technology is not just about making a lesson engaging; it's about helping students become effective creators and consumers of information in today's fast-paced world. You'll learn how to use mobile technologies to teach narrative, informational, and argument writing as well as visual literacy and multimodal research. Each chapter is filled with exciting lesson plans and tech tool suggestions that you can take back to your own classroom immediately.

Writing and Reading Knowledge of Spanish/English Second-Generation Bilinguals

Science.gov (United States)

Ardila, Alfredo; Garcia, Krystal; Garcia, Melissa; Mejia, Joselyn; Vado, Grace

2017-01-01

Written bilingualism represents a particular type of bilingualism that is not frequently approached. The aim of this study was to investigate the writing and reading abilities of second-generation immigrants, Spanish-English bilinguals in South Florida. 58 participants (36 females, 22 males; 18-39 years of age) were selected. Both parents were…

Investigating the Reading-to-Write Processes and Source Use of L2 Postgraduate Students in Real-Life Academic Tasks: An Exploratory Study

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McCulloch, Sharon

2013-01-01

Existing studies of source use in academic student writing tend to i), focus more on the writing than the reading end of the reading-to-write continuum and ii), involve the use of insufficiently "naturalistic" writing tasks. Thus, in order to explore the potential of an alternative approach, this paper describes an exploratory case study…

The Cassini-Huygens mission

CERN Document Server

The joint NASA-ESA Cassini-Huygens mission promises to return four (and possibly more) years of unparalleled scientific data from the solar system’s most exotic planet, the ringed, gas giant, Saturn. Larger than Galileo with a much greater communication bandwidth, Cassini can accomplish in a single flyby what Galileo returned in a series of passes. Cassini explores the Saturn environment in three dimensions, using gravity assists to climb out of the equatorial plane to look down on the rings from above, to image the aurora and to study polar magnetospheric processes such as field-aligned currents. Since the radiation belt particle fluxes are much more benign than those at Jupiter, Cassini can more safely explore the inner regions of the magnetosphere. The spacecraft approaches the planet closer than Galileo could, and explores the inner moons and the rings much more thoroughly than was possible at Jupiter. This book is the second volume, in a three volume set, that describes the Cassini/Huygens mission. Thi...

Reading/Writing Women in Myriam Warner-Vieyra's Juletane

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Bella Brodzki

1993-01-01

Full Text Available Voicelessness, alienation, confinement, deracination, rupture, exclusion, madness and exile: the thematic preoccupations of Myriam Warner-Vieyra's Juletane are familiar to readers of francophone Caribbean women's writing. The legacy of slavery and 20th century departmentalization have produced a complex politics of identity, whose points of reference and sites of longing—though privileged in a variety of ways in the psyches of Caribbean subjects—are Africa and France. The orphaned protagonist Juletane seeks love in Africa in the heady days before Independence. Warner-Vieyra uses the device of the fictional first-person journal mode to examine Juletane's disillusionment as well as the interplay of colonially-produced cultural differences among Caribbean and West African women in a traditional West African community. One of the effects of this devastating narrative is that Western feminist criticism's universalizing theories about reading and writing appear hopelessly reductive from a contemporary francophone African perspective.

Rethinking the Reading-Writing Workshop: Tensions and Negotiations between a Stephen King Reader and Her Teacher.

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Chandler, Kelly

2000-01-01

Explores the participation in reading-writing workshops of students who consider reading to be an important part of their lives. Finds students who are engaged readers of fiction bring a set of expectations that differ from their teachers' and from students who do not read regularly for pleasure. (NH)

Titan after Cassini Huygens

Science.gov (United States)

Beauchamp, P. M.; Lunine, J.; Lebreton, J.; Coustenis, A.; Matson, D.; Reh, K.; Erd, C.

2008-12-01

In 2005, the Huygens Probe gave us a snapshot of a world tantalizingly like our own, yet frozen in its evolution on the threshold of life. The descent under parachute, like that of Huygens in 2005, is happening again, but this time in the Saturn-cast twilight of winter in Titan's northern reaches. With a pop, the parachute is released, and then a muffled splash signals the beginning of the first floating exploration of an extraterrestrial sea-this one not of water but of liquid hydrocarbons. Meanwhile, thousands of miles away, a hot air balloon, a "montgolfiere," cruises 6 miles above sunnier terrain, imaging vistas of dunes, river channels, mountains and valleys carved in water ice, and probing the subsurface for vast quantities of "missing" methane and ethane that might be hidden within a porous icy crust. Balloon and floater return their data to a Titan Orbiter equipped to strip away Titan's mysteries with imaging, radar profiling, and atmospheric sampling, much more powerful and more complete than Cassini was capable of. This spacecraft, preparing to enter a circular orbit around Saturn's cloud-shrouded giant moon, has just completed a series of flybys of Enceladus, a tiny but active world with plumes that blow water and organics from the interior into space. Specialized instruments on the orbiter were able to analyze these plumes directly during the flybys. Titan and Enceladus could hardly seem more different, and yet they are linked by their origin in the Saturn system, by a magnetosphere that sweeps up mass and delivers energy, and by the possibility that one or both worlds harbor life. It is the goal of the NASA/ESA Titan Saturn System Mission (TSSM) to explore and investigate these exotic and inviting worlds, to understand their natures and assess the possibilities of habitability in this system so distant from our home world. Orbiting, landing, and ballooning at Titan represent a new and exciting approach to planetary exploration. The TSSM mission

"My Place": Exploring Children's Place-Related Identities through Reading and Writing

Science.gov (United States)

Charlton, Emma; Cliff Hodges, Gabrielle; Pointon, Pam; Nikolajeva, Maria; Spring, Erin; Taylor, Liz; Wyse, Dominic

2014-01-01

This paper considers how children perceive and represent their placed-related identities through reading and writing. It reports on the findings of an 18-month interdisciplinary project, based at Cambridge University Faculty of Education, which aimed to consider children's place-related identities through their engagement with, and creation of,…

Didactic Strategies to Improve Reading and Writing

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Elide del Rosario Castellanos Santiago

2017-11-01

Full Text Available The importance of the present article is that it tries to reflect on generating theoretical orientations on didactic strategies to improve the literacy in the students of the school Mercedes Diaz of the parish Sabana de Mendoza, municipality Sucre, Trujillo state. Methodologically, the research was documentary, descriptive, supported by the postulates of Lev Vygotsky (1993, Piaget (1978 and Emilia Ferreiro (2000, Ortiz, (2008 Flower and Hayes (2009. The obtained results evidenced the effective participation by the teachers and the commitment acquired through the management and application of didactic strategies of reading and writing that can favor the learning of the subject that learns.

Exploring the Relationship between Reading and Writing in Early Literacy Development.

Science.gov (United States)

Kurth, Ruth J.

Researchers studying emerging literacy have begun building a theory of literacy development that links the processes of reading and writing. Their findings suggest that a child's emerging literacy is based on three factors: a functional expectation for print to make logical sense; an expectation of how language operates in alternate contexts; and…

Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language

Science.gov (United States)

Kent, Shawn; Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kim, Young-Suk

2013-01-01

In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students’ reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only language and literacy factors. Attention, a higher-order literacy factor related to reading and spelling proficiency, and automaticity in letter-writing were uniquely and positively related to compositional fluency in kindergarten. Attention and higher-order literacy factor were predictive of both composition quality and fluency in first grade, while oral language showed unique relations with first grade writing quality. Implications for writing development and instruction are discussed. PMID:25132722

Cassini-Huygens Nears Saturn Orbit Insertion

Science.gov (United States)

Showstack, Randy

2004-06-01

After nearly 7 years and a 3.5-billion-km, circuitous journey from Earth, the $3-billion Cassini-Huygens mission to Saturn and Titan-an international effort by NASA, the European Space Agency, and the Italian Space Agency-now is just days away from its critical Saturn orbit insertion. Scheduled for 30 June, this will begin the 4-years part of the mission to study the Saturnian system. At a 3 June briefing at NASA headquarters in Washington, D.C., Robert Mitchell, the Cassini program manager with the Jet Propulsion Laboratory in Pasadena, California, said that scientists involved with the program are feeling excited, relieved, and also a bit anxious as the Cassini-Huygens spacecraft draws near to the ringed planet and its system.

The Huygens Doppler Wind Experiment: Ten Years Ago

Science.gov (United States)

Bird, Michael; Dutta-Roy, Robin; Dzierma, Yvonne; Atkinson, David; Allison, Michael; Asmar, Sami; Folkner, William; Preston, Robert; Plettemeier, Dirk; Tyler, Len; Edenhofer, Peter

2015-04-01

The Huygens Doppler Wind Experiment (DWE) achieved its primary scientific goal: the derivation of Titan's vertical wind profile from the start of Probe descent to the surface. The carrier frequency of the ultra-stable Huygens radio signal at 2040 MHz was recorded using special narrow-band receivers at two large radio telescopes on Earth: the Green Bank Telescope in West Virginia and the Parkes Radio Telescope in Australia. Huygens drifted predominantly eastward during the parachute descent, providing the first in situ confirmation of Titan's prograde super-rotational zonal winds. A region of surprisingly weak wind with associated strong vertical shear reversal was discovered within the range of altitudes from 65 to 100 km. Below this level, the zonal wind subsided monotonically from 35 m/s to about 7 km, at which point it reversed direction. The vertical profile of the near-surface winds implies the existence of a planetary boundary layer. Recent results on Titan atmospheric circulation within the context of the DWE will be reviewed.

Quantum memory Write, read and reset

CERN Document Server

Wu Tai Tsun; Wu, Tai Tsun; Yu, Ming Lun

2002-01-01

A model is presented for the quantum memory, the content of which is a pure quantum state. In this model, the fundamental operations of writing on, reading, and resetting the memory are performed through scattering from the memory. The requirement that the quantum memory must remain in a pure state after scattering implies that the scattering is of a special type, and only certain incident waves are admissible. An example, based on the Fermi pseudo-potential in one dimension, is used to demonstrate that the requirements on the scattering process are consistent and can be satisfied. This model is compared with the commonly used model for the quantum memory; the most important difference is that the spatial dimensions and interference play a central role in the present model.

Reading and Writing as Academic Literacy in EAP Program of Indonesian Leaners

Science.gov (United States)

Solikhah, Imroatus

2015-01-01

This study investigates academic literacy imposed in reading and writing for academic purposes in the EAP program. This study uses descriptive design elaborating data from curriculum documents and interviews. Involving 45 participants from IAIN Surakarta and Veteran University, data were analyzed using constant-comparison and inductive analysis…

Computerization in industry causes problems for people with reading and writing difficulties (dyslexia).

Science.gov (United States)

Knutsson, A

1986-01-01

For 10 years computerization in industry has advanced at a rapid pace. A problem which has not received attention is that of people with reading and writing difficulties who experience severe problems when they have to communicate with a computer monitor screen. These individuals are often embarrassed by their difficulties and conceal them from their fellow workers. A number of case studies are described which show the form the problems can take. In one case, an employee was compelled to move from department to department as each was computerized in turn. Computers transform a large number of manual tasks in industry into jobs which call for reading and writing skills. Better education at elementary school and at the workplace in connection with computerization are the most important means of overcoming this problem. Moreover, computer programs could be written in a more human way.

Huygens begins its final journey into the unknown

Science.gov (United States)

2004-12-01

“Today’s release is another successful milestone in the Cassini/Huygens odyssey”, said Dr David Southwood, ESA’s director of science programmes. “This was an amicable separation after seven years of living together. Our thanks to our partners at NASA for the lift. Each spacecraft will now continue on its own but we expect they’ll keep in touch to complete this amazing mission. Now all our hopes and expectations are focused on getting the first in-situ data from a new world we’ve been dreaming of exploring for decades”. Final stage of a 7-year odyssey The Cassini/Huygens mission, jointly developed by NASA, ESA and the Italian space agency (ASI), began on 15 October 1997, when the composite spacecraft were launched from Cape Canaveral, Florida, atop a Titan 4B/Centaur vehicle. Together, the two probes weighed 5548 kg at launch and became the largest space mission ever sent to the outer planets. To gain sufficient velocity to reach Saturn, they had to conduct four gravity-assist manoeuvres by flying twice by Venus, once by the Earth and once by Jupiter. On 1 July Cassini/Huygens eventually became the first spacecraft to enter an orbit around Saturn. On 17 December, while on its third orbit around the ringed planet, the Cassini orbiter performed a manoeuvre to enter a controlled collision trajectory towards Titan. As planned, a fine tuning of the trajectory took place on 22 December to place Huygens on its nominal entry trajectrory. While Huygens will remain on this trajectory till it plunges into Titan’s atmosphere on 14 January, the orbiter will perform a deflection manoeuvre on 28 December to avoid crashing onto the moon. Today’s separation was achieved by the firing of pyrotechnic devices. Under the action of push-off springs, ramps and rollers, the probe was released at a relative velocity of about 0.3 m/s with a spin rate of 7 rpm. Telemetry data confirming the separation were collected by NASA’s Deep Space Network stations in Madrid, Spain

Writing a Movie.

Science.gov (United States)

Hoffner, Helen

2003-01-01

Explains a reading and writing assignment called "Writing a Movie" in which students view a short film segment and write a script in which they describe the scene. Notes that this assignment uses films to develop fluency and helps students understand the reading and writing connections. Concludes that students learn to summarize a scene from film,…

Multilingual Dyslexia in University Students: Reading and Writing Patterns in Three Languages

Science.gov (United States)

Lindgren, Signe-Anita; Laine, Matti

2011-01-01

We investigated reading and writing in two domestic languages (Swedish and Finnish) and one foreign language (English) among multilingual university students with (n = 20) versus without dyslexia (n = 20). Our analyses encompassed overall speed and accuracy measures and an in-depth analysis of grapheme-phoneme-grapheme errors and inflectional…

Integrating Reading and Writing Instruction in Middle and High School: The Role of Professional Development in Shaping Teacher Perceptions and Practices

Science.gov (United States)

Doubet, Kristina J.; Southall, Gena

2018-01-01

This study examined the extent to which middle and high school English teachers integrate reading and writing instruction as complementary processes. Using qualitative research methods, researchers investigated the following: (a) Do middle and high school English teachers conceive of and enact the teaching of reading and writing as integrated…

Cassini-Huygens Science Highlights: Surprises in the Saturn System

Science.gov (United States)

Spilker, Linda; Altobelli, Nicolas; Edgington, Scott

2014-05-01

The Cassini-Huygens mission has greatly enhanced our understanding of the Saturn system. Fundamental discoveries have altered our views of Saturn, its retinue of icy moons including Titan, the dynamic rings, and the system's complex magnetosphere. Launched in 1997, the Cassini-Huygens spacecraft spent seven years traveling to Saturn, arriving in July 2004, roughly two years after the northern winter solstice. Cassini has orbited Saturn for 9.5 years, delivering the Huygens probe to its Titan landing in 2005, crossing northern equinox in August 2009, and completing its Prime and Equinox Missions. It is now three years into its 7-year Solstice mission, returning science in a previously unobserved seasonal phase between equinox and solstice. As it watches the approach of northern summer, long-dark regions throughout the system become sunlit, allowing Cassini's science instruments to probe as-yet unsolved mysteries. Key Cassini-Huygens discoveries include icy jets of material streaming from tiny Enceladus' south pole, lakes of liquid hydrocarbons and methane rain on giant Titan, three-dimensional structures in Saturn's rings, and curtain-like aurorae flickering over Saturn's poles. The Huygens probe sent back amazing images of Titan's surface, and made detailed measurements of the atmospheric composition, structure and winds. Key Cassini-Huygens science highlights will be presented. The Solstice Mission continues to provide new science. First, the Cassini spacecraft observes seasonally and temporally dependent processes on Saturn, Titan, Enceladus and other icy satellites, and within the rings and magnetosphere. Second, it addresses new questions that have arisen during the mission thus far, for example providing qualitatively new measurements of Enceladus and Titan that could not be accommodated in the earlier mission phases. Third, it will conduct a close-in mission at Saturn yielding fundamental knowledge about the interior of Saturn. This grand finale of the

Association of Kinesthetic and Read-Write Learner with Deep Approach Learning and Academic Achievement

Directory of Open Access Journals (Sweden)

Latha Rajendra Kumar

2011-06-01

Full Text Available Background: The main purpose of the present study was to further investigate study processes, learning styles, and academic achievement in medical students. Methods: A total of 214 (mean age 22.5 years first and second year students - preclinical years - at the Asian Institute of Medical Science and Technology (AIMST University School of Medicine, in Malaysia participated.  There were 119 women (55.6% and 95 men (44.4%.   Biggs questionnaire for determining learning approaches and the VARK questionnaire for determining learning styles were used.  These were compared to the student’s performance in the assessment examinations. Results: The major findings were 1 the majority of students prefer to study alone, 2 most students employ a superficial study approach, and 3 students with high kinesthetic and read-write scores performed better on examinations and approached the subject by deep approach method compared to students with low scores.  Furthermore, there was a correlation between superficial approach scores and visual learner’s scores. Discussion: Read-write and kinesthetic learners who adopt a deep approach learning strategy perform better academically than do the auditory, visual learners that employ superficial study strategies.   Perhaps visual and auditory learners can be encouraged to adopt kinesthetic and read-write styles to enhance their performance in the exams.

Teacher’s Interaction Styles during Sociodramatic Play that Promote Reading and Writing among Preschoolers

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Excelsa C. Tongson

2014-12-01

Full Text Available This study was conducted to help understand a teacher’s facilitation of reading and writing during sociodramatic play among Filipino preschoolers. It describes how Filipino preschool teachers demonstrate redirecting and extending style interactions as they participate during sociodramatic play. It also identifies the ways by which the teacher provided print-rich environments in the dramatic play area to promote early reading and writing among Filipino children with ages ranging from four years old to f ive years old and 11 months. Five female teachers from four schools in Quezon City that adopt the play curriculum based on a set of criteria were studied. Each teacher was interviewed regarding play, her role, and how she prepares the dramatic play area. She was observed for 10 consecutive school days. The teachers’ interaction styles were classified as either extending or redirecting. Four of the f ive teachers demonstrated at varying degrees both extending and redirecting styles as they participated in the children’s sociodramatic play. The interaction style of the teacher revealed her ability to perform within the context of the play and the ways she assisted children in performing reading and writing activities. The considerable increase in the frequency of children’s literacy activities during sociodramatic play could be attributed to the combination of extending style interaction and the integration of literacy materials in the dramatic play area.

Reading, writing, rebelling. Propositions for a renewed critical stance

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Sébastien Doubinsky

2017-05-01

Full Text Available What is reading? What is writing? What connects the two? These questions have been the fertile ground for many literary and philosophical theories, from New Criticism to Deconstruction. This essay does not pretend answering to these two questions, but rather to question the question themselves and try to shed a different light of this essential problematic. Choosing not to consider literature as a stable concept, but rather as an ontologically impermanent one, I try to reflect upon the terms that condition our approach of works and of the creation of these works. In a large perspective, the notions of “reading” and “writing” are examined through the prism of their incarnations as “works”, and the consequences of this identity have on our critical discourse. In order to read critically, one must thus recognize this immanent instability of our notions and definitions, and begin from there instead of ending there. In other words, the instability of the reading is the only way to mirror the instability of the works, and to acknowledge their ever-changing form. Far from being innocent, critical reading therefore appears as a radical, but necessary action, a rebellion against the obvious and accepted definitions to which works are too often attached.

Does the Use of Connective Words in Written Assessments Predict High School Students' Reading and Writing Achievement?

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Duggleby, Sandra J.; Tang, Wei; Kuo-Newhouse, Amy

2016-01-01

This study examined the relationship between ninth-grade students' use of connectives (temporal, causal, adversative, and additive) in functional writing and performance on standards-based/criterion-referenced measures of reading and writing. Specifically, structural equation modeling (SEM) techniques were used to examine the relationship between…

Reading Violence in Boys' Writing.

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Anderson, Michael

2003-01-01

Describes how a teacher finds value in popular culture and violent writing by closely examining the writing of a student who laces his stories with explosions and battles. Finds that once he began to see the similarities between the media his student experiences, the writing the student prefers, and his own favorite media and writing, the teacher…

Reading and writing development of low-achieving adolescents: The roles of linguistic knowledge, fluency, and metacognitive knowledge

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Trapman, M.J.W.

2016-01-01

Whereas school and society pose high demands on youngsters’ reading and writing skills, many adolescents experience difficulties in understanding what they read and in expressing their thoughts in comprehensible texts. Especially low-achieving students in the lowest educational tracks in the

Does Writing System Influence the Associations between Phonological Awareness, Morphological Awareness, and Reading? A Meta-Analysis

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Ruan, Yufang; Georgiou, George K.; Song, Shuang; Li, Yixun; Shu, Hua

2018-01-01

Differences in how writing systems represent language raise important questions about the extent to which the role of linguistic skills such as phonological awareness (PA) and morphological awareness (MA) in reading is universal. In this meta-analysis, the authors examined the relationship between PA, MA, and reading (accuracy, fluency, and…

Static Analysis of Processes for No Read-Up and No Write-Down

DEFF Research Database (Denmark)

Bodei, C.; Degano, P.; Nielson, Flemming

1999-01-01

We study a variant of the no read-up/no write-down security property of Bell and LaPadula for processes in the π-calculus. Once processes are given levels of security clearance, we statically check that a process at a high level never sends names to processes at a lower level. The static check...

Tracking the Mind's Eye: A New Technology for Researching Twenty-First-Century Writing and Reading Processes

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Anson, Chris M.; Schwegler, Robert A.

2012-01-01

This article describes the nature of eye-tracking technology and its use in the study of discourse processes, particularly reading. It then suggests several areas of research in composition studies, especially at the intersection of writing, reading, and digital media, that can benefit from the use of this technology. (Contains 2 figures.)

Evaluation of Reading, Writing, and Watching TV Using the Dutch ICF Activity Inventory

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Bruijning, J.E.; van Rens, G.H.M.B.; Knol, D.L.; van Nispen, R.M.A.

2014-01-01

PURPOSE: To investigate the longitudinal outcomes of rehabilitation (from baseline to 4 and 12 months) at a multidisciplinary rehabilitation center. The three goals (“Reading,” “Writing,” and “Watching TV”) were measured with the Dutch ICF Activity Inventory (D-AI). In addition, outcomes were

Teacher's Perspective on How to Promote Children's Learning in Reading and Writing

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Sandberg, Gunilla; Hellblom-Thibblin, Tina; Garpelin, Anders

2015-01-01

The aim of the study is to deepen the understanding of teacher's perspective on how to promote all children's learning in reading and writing in grade 1 of primary school. Semi-structured interviews were conducted in a Swedish context with 18 primary school teachers, representing a large collective experience from working as teachers in grade 1.…

Cassini-Huygens maneuver automation for navigation

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Goodson, Troy; Attiyah, Amy; Buffington, Brent; Hahn, Yungsun; Pojman, Joan; Stavert, Bob; Strange, Nathan; Stumpf, Paul; Wagner, Sean; Wolff, Peter;

Improved read disturb and write error rates in voltage-control spintronics memory (VoCSM) by controlling energy barrier height

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Inokuchi, T.; Yoda, H.; Kato, Y.; Shimizu, M.; Shirotori, S.; Shimomura, N.; Koi, K.; Kamiguchi, Y.; Sugiyama, H.; Oikawa, S.; Ikegami, K.; Ishikawa, M.; Altansargai, B.; Tiwari, A.; Ohsawa, Y.; Saito, Y.; Kurobe, A.

2017-06-01

A hybrid writing scheme that combines the spin Hall effect and voltage-controlled magnetic-anisotropy effect is investigated in Ta/CoFeB/MgO/CoFeB/Ru/CoFe/IrMn junctions. The write current and control voltage are applied to Ta and CoFeB/MgO/CoFeB junctions, respectively. The critical current density required for switching the magnetization in CoFeB was modulated 3.6-fold by changing the control voltage from -1.0 V to +1.0 V. This modulation of the write current density is explained by the change in the surface anisotropy of the free layer from 1.7 mJ/m2 to 1.6 mJ/m2, which is caused by the electric field applied to the junction. The read disturb rate and write error rate, which are important performance parameters for memory applications, are drastically improved, and no error was detected in 5 × 108 cycles by controlling read and write sequences.

Lenses and waves Christiaan Huygens and the mathematical science of optics in the seventeenth century

CERN Document Server

Dijksterhuis, Fokko Jan

2004-01-01

In 1690, Christiaan Huygens (1629-1695) published Traité de la Lumière, containing his renowned wave theory of light. It is considered a landmark in seventeenth-century science, for the way Huygens mathematized the corpuscular nature of light and his probabilistic conception of natural knowledge. This book discusses the development of Huygens' wave theory, reconstructing the winding road that eventually led to Traité de la Lumière. For the first time, the full range of manuscript sources is taken into account. In addition, the development of Huygens' thinking on the nature of light is put in t

Connecting Reading and Writing Using Children's Literature in the University L2 Classroom

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Leal, Priscila

2015-01-01

This article investigates the potential benefits of using children's literature in adult second language (L2) classrooms. A short-term, intensive university course for English reading and writing was designed incorporating children's literature into the curriculum. The author describes the course and discusses how children's literature can be used…

Hacia una didáctica para la lectoescritura en el contexto universitario / Towards a didactics for reading and writing in the foreign language in the university context

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Orlando Alberteris Galbán

2017-05-01

Full Text Available Reading and writing in the university context need a coherent didactic direction that contributes to the students’ comprehensive education. The article offers some components for a didactics for reading and writing, based on the integration of the afore mentioned components of verbal activity, that share the base knowledge, taking into account the relations between comprehension and production stated as a constellation of interrelated processes. The methods used allowed the systematization of basic elements to structure the didactics. An operational model for reading and writing was also introduced. Its practical implementation evidenced higher levels in reading and writing performance of the students. Keywords: a, , , interrelated processes, foreign languages.

Read/write performance of perpendicular double-layered cylindrical media

International Nuclear Information System (INIS)

Yamada, H.; Shimatsu, T.; Watanabe, I.; Tsuchiyama, R.; Aoi, H.; Muraoka, H.; Nakamura, Y.

2005-01-01

A cylindrical magnetic storage system using perpendicular double-layered media has been developed. CoCrTa/CoZrNb deposited on a rotating cylindrical substrate shows perpendicular anisotropy and magnetic properties, which have almost the same characteristics as conventional disk-media. The fundamental read/write characteristics of perpendicular double-layered cylindrical media were measured using a single-pole-type (SPT) writer with a sliding-contact-type slider and a merged giant magneto-resistive (GMR) reader with a one-pad-type slider designed for use with cylindrical media. Preliminary studies for improving the characteristics of the recording layer are also described

Cassini/VIMS hyperspectral observations of the HUYGENS landing site on Titan

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Rodriguez, S.; Le, Mouelic S.; Sotin, Christophe; Clenet, H.; Clark, R.N.; Buratti, B.; Brown, R.H.; McCord, T.B.; Nicholson, P.D.; Baines, K.H.

2006-01-01

Titan is one of the primary scientific objectives of the NASA-ESA-ASI Cassini-Huygens mission. Scattering by haze particles in Titan's atmosphere and numerous methane absorptions dramatically veil Titan's surface in the visible range, though it can be studied more easily in some narrow infrared windows. The Visual and Infrared Mapping Spectrometer (VIMS) instrument onboard the Cassini spacecraft successfully imaged its surface in the atmospheric windows, taking hyperspectral images in the range 0.4-5.2 ??m. On 26 October (TA flyby) and 13 December 2004 (TB flyby), the Cassini-Huygens mission flew over Titan at an altitude lower than 1200 km at closest approach. We report here on the analysis of VIMS images of the Huygens landing site acquired at TA and TB, with a spatial resolution ranging from 16 to14.4 km/pixel. The pure atmospheric backscattering component is corrected by using both an empirical method and a first-order theoretical model. Both approaches provide consistent results. After the removal of scattering, ratio images reveal subtle surface heterogeneities. A particularly contrasted structure appears in ratio images involving the 1.59 and 2.03 ??m images north of the Huygens landing site. Although pure water ice cannot be the only component exposed at Titan's surface, this area is consistent with a local enrichment in exposed water ice and seems to be consistent with DISR/Huygens images and spectra interpretations. The images show also a morphological structure that can be interpreted as a 150 km diameter impact crater with a central peak. ?? 2006 Elsevier Ltd. All rights reserved.

Writing and Reading Multiplicity in the Uni-Verse: Engagements with Mathematics through Poetry

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Radakovic, Nenad; Jagger, Susan; Jao, Limin

2018-01-01

In this article, we explore the reading and writing of mathematical poetry from our experiences as mathematics teacher educators. First, we outline how our own engagement with mathematical poetry encouraged us to incorporate it into our teaching of pre-service teachers. We describe how our initial disappointment with the mathematical content of…

Reading and writing in order not to drop out of university

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Giohanny Olave Arias

2013-12-01

Full Text Available DOI: http://dx.doi.org/10.17227/01234870.38folios45.59 This text investigates the relationships between dropping out of university and difficulties in reading and writing, in accordance with the recent overview of both phenomena. After a general review of the studies on dropping out of university, in which their importance for the continued development of Colombia’s professionalization is gauged, the practices of reading comprehension and producing texts are problematized specifically in the field of higher education and are then causally related to the phenomenon of dropping out of university. Finally, the current processes of literacy at university, based on recognition of its relevance in the educational mission of higher education, are discussed.

Teaching reading and writing in local language using the child-centred pedagogy in Uganda

NARCIS (Netherlands)

Akello, Dora Lucy; Timmerman, Greetje; Namusisi, Speranza

2016-01-01

Uganda introduced the use of mother tongue as medium of instruction in primary schools in 2007. This was meant to promote interaction and participation in the learning process and improve children's proficiency in reading and writing. Drawing elements of interaction and participation from the

Huygens file service and storage architecture

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Bosch, H.G.P.; Mullender, Sape J.; Stabell-Kulo, Tage; Stabell-Kulo, Tage

1993-01-01

The Huygens file server is a high-performance file server which is able to deliver multi-media data in a timely manner while also providing clients with ordinary “Unix” like file I/O. The file server integrates client machines, file servers and tertiary storage servers in the same storage

Huygens File Service and Storage Architecture

NARCIS (Netherlands)

Bosch, H.G.P.; Mullender, Sape J.; Stabell-Kulo, Tage; Stabell-Kulo, Tage

1993-01-01

The Huygens file server is a high-performance file server which is able to deliver multi-media data in a timely manner while also providing clients with ordinary “Unix” like file I/O. The file server integrates client machines, file servers and tertiary storage servers in the same storage

Estimation of Radiation Limit from a Huygens' Box under Non-Free-Space Conditions

DEFF Research Database (Denmark)

Franek, Ondrej; Sørensen, Morten; Bonev, Ivan Bonev

2013-01-01

The recently studied Huygens' box method has difficulties when radiation of an electronic module is to be determined under non-free-space conditions, i.e. with an enclosure. We propose an estimate on radiation limit under such conditions based only on the Huygens' box data from free...

Writing Workshop.

Science.gov (United States)

Novelli, Joan

2001-01-01

Six ideas for writing autobiographies with elementary school students include: model the writing process to get students started; read examples of autobiographies; brainstorm writing ideas; free-write the first draft; edit and revise; and publish the stories. Suggestions for mini-lessons are included. A student reproducible offers an editing…

Reading and writing academic practices in the phonoaudiology program at the University of Cauca

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Pilar Mirely Chois-Lenis

2010-09-01

Full Text Available This article presents some results of an investigation aimed to characterize the academic literacy practices that are developed in the Phonoaudiology program at the University of Cauca. In this descriptive study, a sample of 24 students was taken from those in the last semester of the first academic period of 2009, who answered a survey of 26 multiple choice questions. The results indicate that the academic moment for which the students write and read the most is for the courses, who develop these practices primarily to be assessed and predominantly read and write their own lecture notes and the materials prepared by their faculty, to the detriment of scientific articles or papers for publication. It is expected, from these results, to generate reflexion processes and actions that qualify the practices of academic literacy within the program for the benefit of academic and professional performance of their students and graduates.

The Quotation Theory of Writing

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Olson, David R.; Oatley, Keith

2014-01-01

Learning to read and write is seen as both the acquisition of skills useful in a modern society and an introduction to a world increasingly organized around the reading and writing of authoritative texts. While most agree on the importance of writing, insufficient attention has been given to the more basic question of just what writing is, that…

Spin injection, transport, and read/write operation in spin-based MOSFET

International Nuclear Information System (INIS)

Saito, Yoshiaki; Marukame, Takao; Inokuchi, Tomoaki; Ishikawa, Mizue; Sugiyama, Hideyuki; Tanamoto, Tetsufumi

2011-01-01

We proposed a novel spin-based MOSFET 'Spin-Transfer-torque-Switching MOSFET (STS-MOSFET)' that offers non-volatile memory and transistor functions with complementary metal-oxide-semiconductor (CMOS) compatibility, high endurance and fast write time using STS. The STS-MOSFETs with Heusler alloy (Co 2 Fe 1 Al 0.5 Si 0.5 ) were prepared and reconfigurability of a novel spintronics-based MOSFET, STS-MOSFET, was successfully realized for the transport properties owing to reduction of the contact resistance in ferromagnetic metal/thin insulator tunnel barrier/Si junctions. The device showed magnetocurrent (MC) and write characteristics with the endurance of over 10 5 cycles. It was also clarified that the read characteristic can be improved in terms of MC ratio, however, is deteriorated in terms of the mobility by choosing connection configurations of the source and the drain in the STS-MOSFETs.

Reading comprehension and expressive writing: a comparison between good and poor comprehenders.

Science.gov (United States)

Carretti, Barbara; Re, Anna Maria; Arfè, Barbara

2013-01-01

This study investigated expressive writing in 8- to 10-year-old children with different levels of reading comprehension. Poor and good comprehenders were presented with three expressive writing tasks where the modality (pictorial vs. verbal) and the text genre (narrative vs. descriptive) varied. Results showed that poor comprehenders' performance was minimally influenced by the modality of the prompt. In fact, their performance was generally worse than that of good comprehenders and affected by the text genre, as the quality of their narratives was generally lower than that of good comprehenders. However, in the descriptive text condition, their performance was comparable to that of good comprehenders. One can conclude that their problems depend on the characteristics of the narrative text where coherence and causality are important elements.

Substituting ICT as a lever for inclusion of children with reading and writing difficulties

DEFF Research Database (Denmark)

Levinsen, Karin

2010-01-01

This paper presents research findings from a 3 year development and research project named Project IT-folder (PIF) that aimed at inclusion of young children with potential reading and writing difficulties into normal classes in a suburb to the Danish capital. The project ran from 2007 to June 2010...

Substituting ICT as a lever for inclusion of children with reading and writing difficulties

DEFF Research Database (Denmark)

Levinsen, Karin

2010-01-01

This paper presents research findings from a 3 year development and research project named Project IT-folder (PIF) that aimed at inclusion of young children with potential reading and writing difficulties into normal classes in a suburb to the Danish capital. The project ran from 2007 to June 201...

On the Huygens principle for bianisotropic mediums with symmetric permittivity and permeability dyadics

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Faryad, Muhammad, E-mail: muhammad.faryad@lums.edu.pk [Department of Physics, Lahore University of Management Sciences, Lahore 54792 (Pakistan); Lakhtakia, Akhlesh [Department of Engineering Science and Mechanics, The Pennsylvania State University, University Park, PA 16802 (United States)

2017-02-19

Mathematical statements of the Huygens principle relate the electric and magnetic field phasors at an arbitrary location in a source-free region enclosed by a surface to the tangential components of the electric and magnetic field phasors over that surface, via the dyadic Green functions applicable to the linear homogeneous medium occupying that region. We have mathematically formulated the Huygens principle for the electric and magnetic field phasors when the permittivity and permeability dyadics of the medium are symmetric, the symmetric parts of the two magnetoelectric dyadics of the medium are negative of each other, and both magnetoelectric dyadics also contain anti-symmetric terms. We have also formulated the Huygens principle for the electric (resp. magnetic) field phasor in a medium whose permittivity (resp. permeability) is scalar, the permeability (resp. permittivity) is symmetric, the symmetric parts of the two magnetoelectric dyadics reduce to dissimilar scalars, and anti-symmetric parts of the two magnetoelectric dyadics are identical. - Highlights: • The Huygens principle was formulated for bianistropic mediums when the permittivity and permeability dyadics of the medium are symmetric. • The formulation covers isotropic, biisotropic, and gyrotropic-like uniaxial mediums for which the Huygens principle is already available. • The formulation also covers new mediums like biaxial, chiro-omega, pseudo chiral, gyrotropic-like biaxial, and Lorentz reciprocal mediums.

Reading, writing, and reserve: Literacy activities are linked to hippocampal volume and memory in multiple sclerosis.

Science.gov (United States)

Sumowski, James F; Rocca, Maria A; Leavitt, Victoria M; Riccitelli, Gianna; Meani, Alessandro; Comi, Giancarlo; Filippi, Massimo

2016-10-01

Engagement in cognitive leisure activities during early adulthood has been linked to preserved memory and larger hippocampal volume in persons with multiple sclerosis (MS). To investigate which specific types of cognitive leisure activities contribute to hippocampal volume and memory. We investigated links between three types of cognitive activities (Reading-Writing, Art-Music, Games-Hobbies) and (a) hippocampal volume within independent samples of Italian (n=187) and American (n=55) MS patients and (b) memory in subsamples of Italian (n=97) and American (n=53) patients. Reading-Writing was the only predictor of hippocampal volume (rp=.204, p=.002), and the best predictor of memory (rp=.288, p=.001). Findings inform the development of targeted evidence-based enrichment programs aiming to bolster reserve against memory decline. © The Author(s), 2016.

A stratospheric balloon experiment to test the Huygens atmospheric structure instrument (HASI)

Science.gov (United States)

Fulchignoni, M.; Aboudan, A.; Angrilli, F.; Antonello, M.; Bastianello, S.; Bettanini, C.; Bianchini, G.; Colombatti, G.; Ferri, F.; Flamini, E.; Gaborit, V.; Ghafoor, N.; Hathi, B.; Harri, A.-M.; Lehto, A.; Lion Stoppato, P. F.; Patel, M. R.; Zarnecki, J. C.

2004-08-01

We developed a series of balloon experiments parachuting a 1:1 scale mock-up of the Huygens probe from an altitude just over 30 km to simulate at planetary scale the final part of the descent of the probe through Titan's lower atmosphere. The terrestrial atmosphere represents a natural laboratory where most of the physical parameters meet quite well the bulk condition of Titan's environment, in terms of atmosphere composition, pressure and mean density ranges, though the temperature range will be far higher. The probe mock-up consists of spares of the HASI sensor packages, housekeeping sensors and other dedicated sensors, and also incorporates the Huygens Surface Science Package (SSP) Tilt sensor and a modified version of the Beagle 2 UV sensor, for a total of 77 acquired sensor channels, sampled during ascent, drift and descent phase. An integrated data acquisition and instrument control system, simulating the HASI data-processing unit (DPU), has been developed, based on PC architecture and soft-real-time application. Sensor channels were sampled at the nominal HASI data rates, with a maximum rate of 1 kHz. Software has been developed for data acquisition, onboard storage and telemetry transmission satisfying all requests for real-time monitoring, diagnostic and redundancy. The mock-up of the Huygens probe mission was successfully launched for the second time (first launch in summer 2001, see Gaborit et al., 2001) with a stratospheric balloon from the Italian Space Agency Base "Luigi Broglio" in Sicily on May 30, 2002, and recovered with all sensors still operational. The probe was lifted to an altitude of 32 km and released to perform a parachuted descent lasting 53 min, to simulate the Huygens mission at Titan. Preliminary aerodynamic study of the probe has focused upon the achievement of a descent velocity profile reproducing the expected profile of Huygens probe descent into Titan. We present here the results of this experiment discussing their relevance in

Scientific and synergistic lessons learned from the Cassini-Huygens mission

Science.gov (United States)

Coustenis, Athena

The Cassini-Huygens mission to the Saturnian system has been an extraordinary success for the planetary community since the Saturn-Orbit-Insertion (SOI) in July 2004 and again the very successful probe descent and landing of Huygens on January 14, 2005. One of its main targets was Titan. Titan, Saturn's largest satellite, is the only other object in our Solar system to possess an extensive nitrogen atmosphere, host to an active organic chemistry, based on the interaction of N2 with methane (CH4). Titan was revealed to be a complex world more like the Earth than any other: it has a dense mostly nitrogen atmosphere and active climate and meteorological cycles where the working fluid, methane, behaves under Titan conditions the way that water does on Earth. Its geology, from lakes and seas to broad river valleys and mountains, while carved in ice is, in its balance of processes, again most like Earth. Beneath this panoply of Earth-like processes an ice crust floats atop what appears to be a liquid water ocean. Titan is also rich in organic molecules—more so in its surface and atmosphere than anyplace in the solar system, including Earth [2-4]. These molecules were formed in the atmosphere, deposited on the surface and, in coming into contact with liquid water may undergo an aqueous chemistry that could replicate aspects of life's origins. I will discuss our current understanding of Titan's complex environment in view of the Cassini-Huygens mission results [1-8], which demonstrated the power of synergistic remote and in situ exploration. I will focus on the atmospheric structure (temperature and composition), and the surface nature. I will show how these and other elements can give us clues as to the origin and evolution of the satellite, and how they connect to the observations of the other satellites, Enceladus in particular. Future space missions to Titan can help us understand the kronian and also our Solar System as a whole. Finally, I will describe the future

Writing Inspired

Science.gov (United States)

Tischhauser, Karen

2015-01-01

Students need inspiration to write. Assigning is not teaching. In order to inspire students to write fiction worth reading, teachers must take them through the process of writing. Physical objects inspire good writing with depth. In this article, the reader will be taken through the process of inspiring young writers through the use of boxes.…

Teaching Reading and Writing in Local Language Using the Child-Centred Pedagogy in Uganda

Science.gov (United States)

Akello, Dora Lucy; Timmerman, Greetje; Namusisi, Speranza

2016-01-01

Uganda introduced the use of mother tongue as medium of instruction in primary schools in 2007. This was meant to promote interaction and participation in the learning process and improve children's proficiency in reading and writing. Drawing elements of interaction and participation from the socio-cultural theory, the child-centred pedagogy was…

Huygens landing site to be named after Hubert Curien

Science.gov (United States)

2007-03-01

The naming ceremony for the Huygens landing site, which will be known as the "Hubert Curien Memorial Station", will be held at ESA’s Headquarters on 14 March, in the presence of ESA Council delegates and of Professor Curien’s wife, Mrs Perrine Curien, and one of their sons. Media interested in attending are invited to submit the reply form below. Huygens' landing on Saturn’s largest moon in January 2005 represented one of the greatest successes achieved by humankind in the history of space exploration. The part played by ESA, in cooperation with NASA and the Italian Space Agency (ASI), was made possible thanks to the commitment of a man who, for several decades, worked to promote and strengthen the role of scientific research in his home country - France - and in Europe. Among his numerous responsibilities, Hubert Curien was French Minister of Research and Space under four Prime Ministers. As Chairman of the ESA Council from 1981 to 1984, Professor Curien played a crucial part in setting up ESA's former long-term science programme, "Horizon 2000", which included the Huygens mission among its projects. Professor Roger Bonnet, current President of COSPAR, and former ESA Director of Science (1983-2001), commented: "Curien’s diplomatic skills were hugely influential in bringing about the birth of European space science. In 1985, his support was pivotal when the European ministers had to decide how to build a solid space science programme and ensure that it would be financially sustainable in the long term." "ESA's present science programme, Cosmic Vision, draws on the heritage left by Hubert Curien", said Professor David Southwood, ESA's current Director of Science. "He encouraged cooperation between nations in the belief that space research is fundamental to the progress and welfare of a knowledge-based society like ours. He also promoted the concept of long-term planning", he continued. "It would seem almost inconceivable today to initiate any space venture

Latent class analysis of reading, decoding, and writing performance using the Academic Performance Test: concurrent and discriminating validity

Directory of Open Access Journals (Sweden)

Cogo-Moreira H

2013-08-01

Full Text Available Hugo Cogo-Moreira,1 Carolina Alves Ferreira Carvalho,2 Adriana de Souza Batista Kida,2 Clara Regina Brandão de Avila,2 Giovanni Abrahão Salum,3,5 Tais Silveira Moriyama,1,4 Ary Gadelha,1,5 Luis Augusto Rohde,3,5 Luciana Monteiro de Moura,1 Andrea Parolin Jackowski,1 Jair de Jesus Mari11Department of Psychiatry, Federal University of São Paulo, São Paulo, 2Department of Hearing and Speech Pathology, Federal University of São Paulo, São Paulo, 3Department of Psychiatry, Federal University of Rio Grande do Sul, Rio Grande do Sul, 4Department of Psychiatry, University of São Paulo, São Paulo, 5National Institute for Developmental Psychiatry for Children and Adolescent, (National Counsel of Technological and Scientific Development, BrazilAim: To explore and validate the best returned latent class solution for reading and writing subtests from the Academic Performance Test (TDE.Sample: A total of 1,945 children (6–14 years of age, who answered the TDE, the Development and Well-Being Assessment (DAWBA, and had an estimated intelligence quotient (IQ higher than 70, came from public schools in São Paulo (35 schools and Porto Alegre (22 schools that participated in the ‘High Risk Cohort Study for Childhood Psychiatric Disorders’ project. They were on average 9.52 years old (standard deviation = 1.856, from the 1st to 9th grades, and 53.3% male. The mean estimated IQ was 102.70 (standard deviation = 16.44.Methods: Via Item Response Theory (IRT, the highest discriminating items (‘a’>1.7 were selected from the TDE subtests of reading and writing. A latent class analysis was run based on these subtests. The statistically and empirically best latent class solutions were validated through concurrent (IQ and combined attention deficit hyperactivity disorder [ADHD] diagnoses and discriminant (major depression diagnoses measures.Results: A three-class solution was found to be the best model solution, revealing classes of children with good, not

Comparison of executive functions in students with and without specific learning disability with the characteristic reading and writing

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Saba Hasanvandi

2017-03-01

Full Text Available Background: The aim of present study was to investigate executive functions included of working memory, organization-planning and reasoning in the children with and without specific learning disability with the characteristic reading and writing. Materials and methods: The design of this research was Ex-Post Facto design. Statistical population was all male students of third grade primary schools in Tehran which were referred to education institution with diagnosis special learning disorders in educational centers. The sample included of 90 students chosen and assigned into 3 groups of 30 students, included of: children who had specific learning disability with characteristic reading, children who had specific learning disability with characteristic writing, normal children were selected by systematic randomized sampling and 3 groups were compared. The data instruments were: Wechsler’ subtests of similarities and digit differences, Andre Ray test, in formal (unofficial reading and dictation test. The obtained data were analyzed with ANOVA. Results: The results showed that there was difference between the group of normal children and other group in executive functions including working memory, organization-planning and reasoning (P<0.05. Also there was difference between two children groups with specific learning disability with  characteristic reading and writing in working memory and reasoning, whereas for organization-planning parameter there were not seen any differences between these two groups (P<0.05. Conclusion: Regarding to obtained results, it is recommended to adoption some ways for improvements of working memory, organization-planning and reasoning

Just-in-Time Teaching Techniques through Web Technologies for Vocational Students' Reading and Writing Abilities

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Chantoem, Rewadee; Rattanavich, Saowalak

2016-01-01

This research compares the English language achievements of vocational students, their reading and writing abilities, and their attitudes towards learning English taught with just-in-time teaching techniques through web technologies and conventional methods. The experimental and control groups were formed, a randomized true control group…

Reading for Integration, Identifying Complementary Threshold Concepts: The ACRL Framework in Conversation with Naming What We Know: Threshold Concepts of Writing Studies

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Brittney Johnson

2016-12-01

Full Text Available In 2015, threshold concepts formed the foundation of two disciplinary documents: the ACRL Framework for Information Literacy (2015 and Naming What We Know: Threshold Concepts of Writing Studies (2015. While there is no consensus in the fields about the value of threshold concepts in teaching, reading the six Frames in the ACRL document alongside the threshold concepts of writing studies illuminates overlapping elements that may empower faculty in both fields to advocate collectively against skills-focused writing and research instruction through cross-disciplinary integrations. To facilitate cross-disciplinary conversations around the documents, the authors propose an order for reading the Frames, identify the associated writing concepts, and explain how the shared concepts reveal an internal complexity which may have implications for teaching the ACRL Framework.

Low-reflection beam refractions by ultrathin Huygens metasurface

International Nuclear Information System (INIS)

Jia, Sheng Li; Wan, Xiang; Fu, Xiao Jian; Zhao, Yong Jiu; Cui, Tie Jun

2015-01-01

We propose a Huygens source unit cell to develop an ultrathin low-reflection metasurface, which could provide extreme controls of phases of the transmitted waves. Both electric and magnetic currents are supported by the proposed unit cell, thus leading to highly efficient and full controls of phases. The coupling between electric and magnetic responses is negligible, which will significantly reduce the difficulty of design. Since the unit cell of metasurface is printed on two bonded boards, the fabrication process is simplified and the thickness of metasurface is reduced. Based on the proposed unit cell, a beam-refracting metasurface with low-reflection is designed and manufactured. Both near-field and far-field characteristics of the beam-refracting metasurface are investigated by simulations and measurements, which indicate that the proposed Huygens metasurface performs well in controlling electromagnetic waves

The Cortical Network for Braille Writing in the Blind.

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Likova, Lora T; Tyler, Christopher W; Cacciamani, Laura; Mineff, Kristyo; Nicholas, Spero

2016-01-01

Fundamental forms of high-order cognition, such as reading and writing, are usually studied in the context of one modality - vision. People without sight, however, use the kinesthetic-based Braille writing, and haptic-based Braille reading. We asked whether the cognitive and motor control mechanisms underlying writing and reading are modality-specific or supramodal. While a number of previous functional Magnetic Resonance Imaging (fMRI) studies have investigated the brain network for Braille reading in the blind, such studies on Braille writing are lacking. Consequently, no comparative network analysis of Braille writing vs. reading exists. Here, we report the first study of Braille writing, and a comparison of the brain organization for Braille writing vs Braille reading. FMRI was conducted in a Siemens 3T Trio scanner. Our custom MRI-compatible drawing/writing lectern was further modified to provide for Braille reading and writing. Each of five paragraphs of novel Braille text describing objects, faces and navigation sequences was read, then reproduced twice by Braille writing from memory, then read a second time. During Braille reading, the haptic-sensing of the Braille letters strongly activated not only the early visual area V1 and V2, but some highly specialized areas, such as the classical visual grapheme area and the Exner motor grapheme area. Braille-writing-from-memory, engaged a significantly more extensive network in dorsal motor, somatosensory/kinesthetic, dorsal parietal and prefrontal cortex. However, in contrast to the largely extended V1 activation in drawing-from-memory in the blind after training (Likova, 2012), Braille writing from memory generated focal activation restricted to the most foveal part of V1, presumably reflecting topographically the focal demands of such a "pin-pricking" task.

How life changes itself: the Read-Write (RW) genome.

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Shapiro, James A

2013-09-01

The genome has traditionally been treated as a Read-Only Memory (ROM) subject to change by copying errors and accidents. In this review, I propose that we need to change that perspective and understand the genome as an intricately formatted Read-Write (RW) data storage system constantly subject to cellular modifications and inscriptions. Cells operate under changing conditions and are continually modifying themselves by genome inscriptions. These inscriptions occur over three distinct time-scales (cell reproduction, multicellular development and evolutionary change) and involve a variety of different processes at each time scale (forming nucleoprotein complexes, epigenetic formatting and changes in DNA sequence structure). Research dating back to the 1930s has shown that genetic change is the result of cell-mediated processes, not simply accidents or damage to the DNA. This cell-active view of genome change applies to all scales of DNA sequence variation, from point mutations to large-scale genome rearrangements and whole genome duplications (WGDs). This conceptual change to active cell inscriptions controlling RW genome functions has profound implications for all areas of the life sciences. © 2013 Elsevier B.V. All rights reserved.

Huygens' Principle, Dirac Operators, and Rational Solutions of the AKNS Hierarchy

International Nuclear Information System (INIS)

Chalub, Fabio A. C. C.; Zubelli, Jorge P.

2005-01-01

We prove that rational solutions of the AKNS hierarchy of the form q=σ/τ and r=ρ/τ, where (σ,τ,ρ) are certain Schur functions, naturally yield Dirac operators of strict Huygens' type, i.e., the support of their fundamental solutions is the surface of the light-cone. This strengthens the connection between the theory of completely integrable systems and Huygens' principle by extending to the Dirac operators and the rational solutions of the AKNS hierarchy a classical result of Lagnese and Stellmacher concerning perturbations of wave operators

Kindergarten Predictors of Third Grade Writing

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Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne

2015-01-01

The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks – one narrative and two expository prompts. Children’s written compositions were evaluated in terms of writing quality (the extent to which ideas were developed and presented in an organized manner). Structural equation modeling showed that kindergarten oral language and lexical literacy skills (i.e., word reading and spelling) were independently predicted third grade narrative writing quality, and kindergarten literacy skill uniquely predicted third grade expository writing quality. In contrast, attention and letter writing automaticity were not directly related to writing quality in either narrative or expository genre. These results are discussed in light of theoretical and practical implications. PMID:25642118

[Relationship between clinical symptoms and Hiragana reading ability in children with difficulties in reading and writing:usefulness of a clinical-symptoms-checklist].

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Kita, Yosuke; Kobayashi, Tomoka; Koike, Toshihide; Koeda, Tatsuya; Wakamiya, Eiji; Hosokawa, Torn; Kaga, Makiko; Inagaki, Masumi

2010-11-01

We investigated the clinical symptoms of children with developmental dyslexia (DD) and evaluated the relationship between these symptoms and their Hiragana reading abilities. In order to detect the clinical symptoms of DD, we newly developed a clinical-symptoms-checklist (CL), which consisted of a total of 30 yes/no questions regarding symptoms linked to reading (15 questions) and writing (15 questions). Subjects were 98 Japanese school grade (1 to 9) children, aged 6 to 15 years old, with normal intelligence confirmed by the Wechsler Intelligence Test for Children (WISC-Ill) and they were divided into 2 groups according to their diagnosis. Twenty four children diagnosed as developmental dyslexia consisted the DD group, and the remaining 74 children were grouped in the non-DD group. CL showed significant construct validity (pHiragana reading ability of articulation time in all Hiragana reading tasks (pJapanese children.

Individual differences in children's working memory and writing skill.

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Swanson, H L; Berninger, V W

1996-11-01

The purpose of this research is to address (a) whether individual differences in working memory (WM) and writing are related to a general or process-specific system, (b) whether WM tasks operate independently of phonological short-term memory (STM) on measures of writing and reading, and (c) whether working memory predicts variance in writing beyond that predicted by reading alone. The present study correlated several WM and phonological STM measures with writing and reading measures. The study showed among the memory measures that a four-factor model reflecting phonological STM, verbal WM span, executive processing, and visual-spatial WM span best fit the multivariate data set. Working memory was correlated significantly with a number of writing measures, particularly those related to text generation. WM measures contributed unique variance to writing that was independent of reading skill, and STM measures best predicted transcription processes and reading recognition, whereas WM measures best predicted text generation and reading comprehension. Both verbal and visual-spatial working memory measures predicted reading comprehension, whereas only WM measures that reflect executive processing significantly predicted writing. In general, the results suggest that individual differences in children's writing reflect a specific capacity system, whereas reading comprehension draws upon a multiple capacity system.

Lenses and Waves - Christiaan Huygens and the Mathematical Science of Optics in the Seventeenth Century

NARCIS (Netherlands)

Dijksterhuis, Fokko J.

2004-01-01

In 1690, Christiaan Huygens (1629-1695) published Traité de la Lumière, containing his renowned wave theory of light. It is considered a landmark in seventeenth-century science, for the way Huygens mathematized the corpuscular nature of light and his probabilistic conception of nature knowledge.

Definition of a focus of reading and writing teaching in the process from preparatory to primary level at school

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Rudy Doria Correa

2014-08-01

Full Text Available This paper shows the results of a research exercise in order to define an approach of reading and writing’s teaching and learning in the process from preparatory to primary education in Asodesi’s school in the city of Monteria - Córdoba. This experience is a part of the investigation “classroom projects: an experience of action research in language teaching at school”, theoretically oriented from the study of various approaches about teaching reading and writing early, with a qualitative methodology (IA, by forming a study group work (SGW, within which teachers reflect on their teaching practices, in order to improve and transform them. The main results are: the definition of a comprehensive approach of teaching reading and writing, linked to the goals of training offered in classroom projects in primary and secondary levels and the development of skills incomprehension and textual production. 

10,000 optical write, read, and erase cycles in an azobenzene sidechain liquid-crystalline polyester

DEFF Research Database (Denmark)

Holme, NCR; Ramanujam, P.S.; Hvilsted, Søren

1996-01-01

We show far what is believed to he the first time that it is possible tu generate 10,000 rapid write, read, and erase cycles optically in an azobenzene sidechain liquid-crystalline polyester. We do this by exposing the film alternately to visible light from an argon laser at 488 nm and ultraviolet...

Teaching Reading and Writing in Mother Tongue for Children with Visual Impairments

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Panagiotis GIOTIS

2016-01-01

Full Text Available Language plays an important role in the lives of human beings by means of communicating, expressing\tthoughts\tand\tdescribing\texperiences. Language\tpedagogy\tis\tthe\tscience\tthat\taims\tat education, teaching\tand implementation of the spoken\tand\twritten speech. If\twe\tare dealing with children who have special educational needs, e.g. visually impaired then the teaching is called special education. The loss of vision significantly affects people in various activities. Finding alternative\tmethods of communication is important. The\tmethod braille based touch allows to visually impaired people to write and read. The key element of writing is the exastigmo (six dots. The braille method is linguistically a faithful reproduction of written language. The\treading\tis\tbased on\tthe\tsame\tsounds,\tthe\tmeanings\tof\tthe\twords,\tthe\tgrammar and\tthe\tsemantics\twhich\tare\tnecessary\tfor\tthe\tunderstanding\tof\twritten\ttexts\tin\tany\tlanguage.

Huygens Crater: Insights into Noachian Volcanism, Stratigraphy, and Aqueous Processes

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Ackiss, S. E.; Wray, J. J.; Seelos, K. D.; Niles, P. B.

2015-01-01

Huygens crater is a well preserved peak ring structure on Mars centered at 13.5 deg S, 55.5 deg E in the Noachian highlands between Terras Tyrrhena and Sabaea near the NW rim of Hellas basin. With a diameter of approximately 470 km, it uplifted and exhumed pre-Noachian crustal materials from depths greater than 25 km, penetrating below the thick, ubiquitous layer of Hellas ejecta. In addition, Huygens served as a basin for subsequent aqueous activity, including erosion/deposition by fluvial valley networks and subsurface alteration that is now exposed by smaller impacts. Younger mafic-bearing plains that partially cover the basin floor and surrounding intercrater areas were likely emplaced by later volcanism.

Negotiation between peers: strategic device for a reading and writing program at the university level

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Estela Ines Moyano

2016-09-01

Full Text Available The following paper focuses on the description and exemplification of a device which is the core of the Academic Reading and Writing Program (PROLEA, for its acronym in Spanish conducting at University of Flores (UFLO: the “negotiation between peers” or “negotiation between teaching partners”. The Program design is based on the Sydney School's developments in Systemic Functional Linguistics. The negotiation between peers comprises the work between a professor on academic and professional literacies, who is a member of the Program, and the professors of each of the specific subjects involved. In order to successfully implement this modality, the realization of the negotiation between peers is necessary. This device entails a series of agreements between the professors involved about the teaching of the curricula contents through reading and writing tasks. First in this paper, the negotiation between peers is characterized, and its function and value in the Program are highlighted; second, two scenarios of application are presented in order to show the device contribution as well as its difficulties and the way of resolution of the problems found.

Using Peer Collaboration to Support Online Reading, Writing, and Communication: An Empowerment Model for Struggling Readers

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Henry, Laurie A.; Castek, Jill; O'Byrne, W. Ian; Zawilinski, Lisa

2012-01-01

This comparative case study investigated the implementation of an empowerment model for struggling readers that utilized the Internet as a context for reading, writing, and communicating in 3 different classroom contexts. Through student-centered techniques, such as flexible grouping and peer teaching, we designed Internet Reciprocal Teaching to…

Reading is fundamentally similar across disparate writing systems: A systematic characterization of how words and characters influence eye movements in Chinese reading

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Li, Xingshan; Bicknell, Klinton; Liu, Pingping; Wei, Wei; Rayner, Keith

2013-01-01

While much previous work on reading in languages with alphabetic scripts has suggested that reading is word-based, reading in Chinese has been argued to be less reliant on words. This is primarily because in the Chinese writing system words are not spatially segmented, and characters are themselves complex visual objects. Here, we present a systematic characterization of the effects of a wide range of word and character properties on eye movements in Chinese reading, using a set of mixed-effects regression models. The results reveal a rich pattern of effects of the properties of the current, previous, and next words on a range of reading measures, which is strikingly similar to the pattern of effects of word properties reported in spaced alphabetic languages. This finding provides evidence that reading shares a word-based core and may be fundamentally similar across languages with highly dissimilar scripts. We show that these findings are robust to the inclusion of character properties in the regression models, and are equally reliable when dependent measures are defined in terms of characters rather than words, providing strong evidence that word properties have effects in Chinese reading above and beyond characters. This systematic characterization of the effects of word and character properties in Chinese advances our knowledge of the processes underlying reading and informs the future development of models of reading. More generally, however, this work suggests that differences in script may not alter the fundamental nature of reading. PMID:23834023

Writing the Ties that Bind: Service-Learning in the Writing Classroom.

Science.gov (United States)

Cooper, David D.; Julier, Laura

1995-01-01

The Service Learning Writing Project at Michigan State University links service-learning and writing instruction. Students read and discuss American literary and historical texts, write academic analyses of ideas, and practice peer editing and revision in small workshops, while working in service placements in community and nonprofit…

Read/write characteristics of a new type of bit-patterned-media using nano-patterned glassy alloy

International Nuclear Information System (INIS)

Takenaka, Kana; Saidoh, Noriko; Nishiyama, Nobuyuki; Ishimaru, Manabu; Futamoto, Masaaki; Inoue, Akihisa

2012-01-01

The paper reports a feasibility study of new type bit-patterned-media using a nano-patterned glassy alloy template for ultra-high density hard disk applications. The prototype bit-patterned-media was prepared using a nano-hole array pattern fabricated on a Pd-based glassy alloy thin film and a Co/Pd multilayered film filled in the nano-holes. The prepared prototype bit-patterned-media had a smooth surface and isolated Co/Pd multilayer magnetic dots, where the average dot diameter, the average dot pitch and the average dot height were 30, 60 and 19 nm, respectively. MFM (magnetic force microscope) observation revealed that each dot was magnetized in a perpendicular direction and the magnetization could reverse when an opposite magnetic field was applied. Static read/write tester measurements showed that repeated writing and reading on isolated magnetic dots were possible in combination with conventional magnetic heads and high-accuracy positioning technologies. The present study indicates that the new type of bit-patterned-media composed of nano-hole arrays fabricated on glassy alloy film template and Co/Pd multilayer magnetic dots are promising for applications to next generation ultra-high density hard disk drives. - Highlights: ► Prototype BPM using a nano-hole array pattern of imprinted Pd-based glassy alloy thin film and Co/Pd multilayered film was set. ► The prototype BPM has smooth surface and isolated Co/Pd multilayer magnetic dots with an average dot diameter of 30 nm. ► Dots acted as perpendicular magnetic dot and were able to read, erase and write in a row by a usual perpendicular magnetic head.

Complementary Huygens Principle for Geometrical and Nongeometrical Optics

Science.gov (United States)

Luis, Alfredo

2007-01-01

We develop a fundamental principle depicting the generalized ray formulation of optics provided by the Wigner function. This principle is formally identical to the Huygens-Fresnel principle but in terms of opposite concepts, rays instead of waves, and incoherent superpositions instead of coherent ones. This ray picture naturally includes…

The 2008-2009 Pennsylvania System of School Assessment Handbook for Assessment Coordinators: Writing, Reading and Mathematics, Science

Science.gov (United States)

Pennsylvania Department of Education, 2010

2010-01-01

This handbook describes the responsibilities of district and school assessment coordinators in the administration of the Pennsylvania System of School Assessment (PSSA). This updated guidebook contains the following sections: (1) General Assessment Guidelines for All Assessments; (2) Writing Specific Guidelines; (3) Reading and Mathematics…

A Corpus of Writing, Pronunciation, Reading, and Listening by Learners of English as a Foreign Language

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Kotani, Katsunori; Yoshimi, Takehiko; Nanjo, Hiroaki; Isahara, Hitoshi

2016-01-01

In order to develop effective teaching methods and computer-assisted language teaching systems for learners of English as a foreign language who need to study the basic linguistic competences for writing, pronunciation, reading, and listening, it is necessary to first investigate which vocabulary and grammar they have or have not yet learned.…

Effect of Jigsaw II, Reading-Writing-Presentation, and Computer Animations on the Teaching of "Light" Unit

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Koç, Yasemin; Yildiz, Emre; Çaliklar, Seyma; Simsek, Ümit

2016-01-01

The aim of this study is to determine the effect of Jigsaw II technique, reading-writing-presentation method, and computer animation on students' academic achievements, epistemological beliefs, attitudes towards science lesson, and the retention of knowledge in the "Light" unit covered in the 7th grade. The sample of the study consists…

Teaching and learning of reading and writing in education of young people and adults: dialogues with the childhood education

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Greice Ferreira da Silva

2014-06-01

Full Text Available This article aims to present a discussion of the methodological aspects of teaching and learning to read and write in adult education, in an attempt to seek a dialogue with the Early Childhood Education by pointing convergent elements between these two instances. And, therefore, it proposes a reflection on the construction of human nature and ownership of reading and writing as a humanizing process from the perspective of historical-cultural theory advocated by Vygotsky and his collaborators. In this context it is presented a pedagogical situation in a public school for kindergarten in the state of Sao Paulo, followed by analysis from the perspective of Bakhtin in order to make some approximations in the teaching and learning of the mother tongue with adults and children.

The Rhetorical Making of the Asian/Asian American Face: Reading and Writing Asian Eyelids

OpenAIRE

Sano-Franchini, Jennifer

2013-01-01

In The Rhetorical Making of the Asian/Asian American Face: Reading and Writing Asian Eyelids, I examine representations of East Asian blepharoplasty in online video in order to gain a sense of how cultural values change over time. Drawing on scholarship in and around rhetorical theory, cultural rhetorics, Asian American rhetoric, cultural studies, Asian American studies, and postcolonial theory alongside qualitative data analysis of approximately fifty videos and the numerous viewer comments ...

O tratado sobre a luz de Huygens: comentários

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Sonia Krapas

2011-01-01

Full Text Available http://dx.doi.org/10.5007/2175-7941.2011v28n1p123 Huygens é conhecido no ensino introdutório de Física por dar conta da refração segundo um modelo ondulatório. Livros didáticos lhe rendem homenagens atribuindo seu nome a um princípio, mas em sua obra máxima, Tratado sobre a luz, é possível se ver muito mais: sua inventividade na defesa de um modelo ondulatório para a luz como alternativo ao modelo corpuscular. Neste trabalho, tenta-se evidenciar o raciocínio de Huygens, mostrando que, apesar de ter sido publicada há mais de trezentos anos, a obra está escrita numa linguagem relativamente acessível.

Teachers' Perceptions of Developmentally Appropriate Practices in Teaching Reading and Writing for First Grade Students in Kuwait

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Al-Dhafir, Mohammad

2015-01-01

The purpose of the study was to examine the Kuwaiti first grade teachers' perceptions of developmentally appropriate practices in teaching reading and writing. To achieve the research purpose, a questionnaire was developed and administrated to 167 first grade teachers. Results revealed that first grade teachers hold moderate agreement towards…

Transparent and flexible write-once-read-many (WORM) memory device based on egg albumen

International Nuclear Information System (INIS)

Qu, Bo; Lin, Qianru; Wan, Tao; Du, Haiwei; Chen, Nan; Lin, Xi; Chu, Dewei

2017-01-01

Egg albumen, as an important protein resource in nature, is an interesting dielectric material exhibiting many fascinating properties for the development of environmentally friendly electronic devices. Taking advantage of their extraordinary transparency and flexibility, this paper presents an innovative preparation approach for albumen thin film based write-once-read-many-times (WORM) memory devices in a simple, cost-effective manner. The fabricated device shows superior data retention properties including non-volatile character (over 10 5 s) and promising great read durability (10 6 times). Furthermore, our results suggested that the electric-field-induced trap-controlled space charge limited current (SCLC) conduction is responsible for the observed resistance switching effect. The present study may likely reveal another pathway towards complete see-through electrical devices. (paper)

Transparent and flexible write-once-read-many (WORM) memory device based on egg albumen

Science.gov (United States)

Qu, Bo; Lin, Qianru; Wan, Tao; Du, Haiwei; Chen, Nan; Lin, Xi; Chu, Dewei

2017-08-01

Egg albumen, as an important protein resource in nature, is an interesting dielectric material exhibiting many fascinating properties for the development of environmentally friendly electronic devices. Taking advantage of their extraordinary transparency and flexibility, this paper presents an innovative preparation approach for albumen thin film based write-once-read-many-times (WORM) memory devices in a simple, cost-effective manner. The fabricated device shows superior data retention properties including non-volatile character (over 105 s) and promising great read durability (106 times). Furthermore, our results suggested that the electric-field-induced trap-controlled space charge limited current (SCLC) conduction is responsible for the observed resistance switching effect. The present study may likely reveal another pathway towards complete see-through electrical devices.

Classroom Teacher Candidates' Metaphoric Perceptions Regarding the Concepts of Reading and Writing: A Comparative Analysis

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Ozenc, Emine Gül; Ozenc, Mehmet

2018-01-01

The purpose of this study is to determine and compare candidate classroom teachers' metaphoric perceptions about reading and writing. The study was conducted with teacher candidates who were studying at Ömer Halisdemir University's Department of Elementary Education in Nigde/Turkey during 2016-2017 academic year. A total of 266 1st, 2nd, 3rd and…

SENSES FOR READING AND WRITING ACTIVITIES AT SCHOOLS OF FUNDAMENTAL TEACHING

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Osmar de Souza

2009-12-01

Full Text Available This article have to present the contributions of a Extension Program of FURB - Regional University of Blumenau. The Program, until 2008, was entitled “Senses for reading and writting activities at school” - this article corresponds to a glance on the development of the Program in two years: 2007 and 2008. The contemplated communities are public schools of Blumenau, more precisely, groups of fourth series of the Fundamental Teaching. In the first contact with the groups, questionnaires were hand out to students, aiming to notice the children's knowledge regarding the proposed themes (community and family. In the other visits - one per week -, reading and writting activities were developed. The students were, still, guests to research: in the library, questioning relatives or residents of the street in that they live. One of the results - that will be presented in full detail along the article - is the enlargement of the knowledge on local history - for students, teachers and academics involved. In spite of there are objectives propellers of the Program - as "to create conditions to students of fourth series read and write texts, more precisely about family and community -, one of the conclusions, regarding the development of the Program, is the possibility to contribute in the dimensions institutional, academic and social. Sometimes, those contributions can't be imagined when a Program is idealized.

Reading, writing, and phonological processing skills of adolescents with 10 or more years of cochlear implant experience.

Science.gov (United States)

Geers, Ann E; Hayes, Heather

2011-02-01

This study had three goals: (1) to document the literacy skills of deaf adolescents who received cochlear implants (CIs) as preschoolers; (2) to examine reading growth from elementary grades to high school; (3) to assess the contribution of early literacy levels and phonological processing skills, among other factors, to literacy levels in high school. A battery of reading, spelling, expository writing, and phonological processing assessments were administered to 112 high school (CI-HS) students, ages 15.5 to 18.5 yrs, who had participated in a reading assessment battery in early elementary grades (CI-E), ages 8.0 to 9.9 yrs. The CI-HS students' performance was compared with either a control group of hearing peers (N = 46) or hearing norms provided by the assessment developer. Many of the CI-HS students (47 to 66%) performed within or above the average range for hearing peers on reading tests. When compared with their CI-E performance, good early readers were also good readers in high school. Importantly, the majority of CI-HS students maintained their reading levels over time compared with hearing peers, indicating that the gap in performance was, at the very least, not widening for most students. Written expression and phonological processing tasks posed a great deal of difficulty for the CI-HS students. They were poorer spellers, poorer expository writers, and displayed poorer phonological knowledge than hearing age-mates. Phonological processing skills were a critical predictor of high school literacy skills (reading, spelling, and expository writing), accounting for 39% of variance remaining after controlling for child, family, and implant characteristics. Many children who receive CIs as preschoolers achieve age-appropriate literacy levels as adolescents. However, significant delays in spelling and written expression are evident compared with hearing peers. For children with CIs, the development of phonological processing skills is not just important for

Reading Journal as A Way to Improve Students’ Comprehension toward A Textbook Reading Material

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Menik Winiharti

2014-11-01

Full Text Available Reading journal is one way to record students’ independent learning based on text they read. This study was conducted to find out the students’ level of reading comprehension through some notes written in the reading journal, the extent to which the activity of writing reading journals improved students’ reading comprehension, whether the students got benefit from reading journal. There were 104 respondents coming from four different departments in Bina Nusantara University were asked to read a text related to the subject they learned in a certain session. Then they were assigned to write a journal that records the things they had read. When this task was finished, the lecturer ran a quiz containing related questions to check whether they really understood the content of the text. Afterwards, students were to fill in a questionnaire regarding their opinion on the impact of the reading journal toward their reading comprehension. The findings indicate that more than half of the participants appear to understand the material well, and the task plays a certain role in improving students’ understanding. The most crucial thing is that most students think they get benefit by writing the reading journal.

Visuomotor Integration and Executive Functioning Are Uniquely Linked to Chinese Word Reading and Writing in Kindergarten Children

Science.gov (United States)

Chung, Kevin Kien Hoa; Lam, Chun Bun; Cheung, Ka Chun

2018-01-01

This cross-sectional study examined the associations of visuomotor integration and executive functioning with Chinese word reading and writing in kindergarten children. A total of 369 Chinese children (mean age = 57.99 months; 55% of them were girls) from Hong Kong, China, completed tasks on visuomotor integration, executive functioning, and…

Reading and Writing as Scientists? Text Genres and Literacy Practices in Girls' Middle-Grade Science

Science.gov (United States)

Faller, S. Elisabeth

2018-01-01

Science teachers are often charged with providing discipline-specific literacy instruction. However, little is known about the reading and writing genres, or text types, typically found in these classrooms. In particular, there is a lack of knowledge about what opportunities adolescents have to engage with the genres privileged in science to learn…

Janus and Huygens Dipoles: Near-Field Directionality Beyond Spin-Momentum Locking

Science.gov (United States)

Picardi, Michela F.; Zayats, Anatoly V.; Rodríguez-Fortuño, Francisco J.

2018-03-01

Unidirectional scattering from circularly polarized dipoles has been demonstrated in near-field optics, where the quantum spin-Hall effect of light translates into spin-momentum locking. By considering the whole electromagnetic field, instead of its spin component alone, near-field directionality can be achieved beyond spin-momentum locking. This unveils the existence of the Janus dipole, with side-dependent topologically protected coupling to waveguides, and reveals the near-field directionality of Huygens dipoles, generalizing Kerker's condition. Circular dipoles, together with Huygens and Janus sources, form the complete set of all possible directional dipolar sources in the far- and near-field. This allows the designing of directional emission, scattering, and waveguiding, fundamental for quantum optical technology, integrated nanophotonics, and new metasurface designs.

Complementary Huygens principle for geometrical and nongeometrical optics

International Nuclear Information System (INIS)

Luis, Alfredo

2007-01-01

We develop a fundamental principle depicting the generalized ray formulation of optics provided by the Wigner function. This principle is formally identical to the Huygens-Fresnel principle but in terms of opposite concepts, rays instead of waves, and incoherent superpositions instead of coherent ones. This ray picture naturally includes diffraction and interference, and provides a geometrical picture of the degree of coherence

Lectura y Vida: Revista Latinoamericana de Lectura, 2000 (Reading and Life: Latin American Reading Magazine, 2000).

Science.gov (United States)

Lectura y Vida: Revista Latinoamericana de Lectura, 2001

2001-01-01

Articles in this volume, written in Spanish, focus on the following: reading and writing assessment: Some characteristics of new assessment practices; how to support active participation in the reading of expository texts; argumentative writing as a problem in the written composition of students in teacher training; reading in a workshop…

Reading and Abstracting Journal Articles in Sedimentology and Stratigraphy.

Science.gov (United States)

Conrad, Susan Howes

1991-01-01

An assignment centered on reading journal articles and writing abstracts is an effective way to improve student reading and writing skills in sedimentology and stratigraphy laboratories. Each student reads two articles and writes informative abstracts from the author's point of view. (PR)

Effects of creative writing on adolescent students’ literary response

NARCIS (Netherlands)

Janssen, T.; Braaksma, M.; Burke, M.; Fialho, O.; Zyngier, S.

2016-01-01

This chapter examines whether creative writing prior to reading influences students’ reading process and appreciation of short stories. Participants were 53 fifteen year old students, assigned to two conditions. In the writing condition students composed their own stories, and then read the authors᾽

Playing Their Way into Literacies: Reading, Writing, and Belonging in the Early Childhood Classroom. Language & Literacy Series

Science.gov (United States)

Wohlwend, Karen E.

2011-01-01

Karen Wohlwend provides a new framework for rethinking the boundaries between literacy and play, so that play itself is viewed as a literacy practice along with reading, writing, and design. Through a variety of theoretical lenses, the author presents a portrait of literacy play that connects three play groups: the girls and, importantly, boys,…

A REVIEW OF ENGLISH TEXTBOOK ENTITLED "SKILLFUL: READING AND WRITING, STUDENT'S BOOK 1" BY DAVID BOHLKE AND DOROTHY ZEMACH

OpenAIRE

Thunyalak Polsuk; Nutprapha K. Dennis, Ph.D

2017-01-01

This study aims to evaluate the usefulness of a commercial textbook entitle “Skillful: Reading & Writing, Student’s Book 1”, written by David Bohlke with Dorothy E. Zemach as a series consultant, published by Macmillan publisher. The study also explores the appropriateness for considering to teaching university EFL students. The result of this study assists English teachers in choosing textbooks which will be most appropriate to the learners at various level to develop their reading and writi...

English Language, Linguistics and Literature. : Selected Readings of Classical Writings for Linguistic Theory, Literature History, and Applications of the English Language.

OpenAIRE

Haase, Fee

2009-01-01

This collection contains selected readings of Ccassical writings for linguistic theory, literature history, and applications of the English language in documents from the early beginnings to the 20th century.

Huygens-Feynman-Fresnel principle as the basis of applied optics.

Science.gov (United States)

Gitin, Andrey V

2013-11-01

The main relationships of wave optics are derived from a combination of the Huygens-Fresnel principle and the Feynman integral over all paths. The stationary-phase approximation of the wave relations gives the correspondent relations from the point of view of geometrical optics.

"Artinha de Leitura" by João Simões Lopes Neto (1907: a project for teaching reading and writing

Directory of Open Access Journals (Sweden)

Eliane Peres

2018-03-01

Full Text Available The main goal of this article was to analyze the primer composed in 1907 by João Simões Lopes Neto, natural of Pelotas, Brazil, one of the most important regional writers. We understand it as an artifact capable of revealing not only the author’s assumptions about early teaching reading and writing, but also a broader social project he conceived. Therefore, even though it was not published at the time it was produced, Artinha de leitura is a singular and important document that displays João Simões’ ideas on the teaching of reading and writing, as well as his civic and educational project. It also shows his adherence to the Spelling Reform of the Brazilian Academy of Letters, the main reason Artinha de leitura was not approved by the Council on Public Instruction of the State of Rio Grande do Sul.

Effects of reading-oriented tasks on students' reading comprehension of geometry proof

Science.gov (United States)

Yang, Kai-Lin; Lin, Fou-Lai

2012-06-01

This study compared the effects of reading-oriented tasks and writing-oriented tasks on students' reading comprehension of geometry proof (RCGP). The reading-oriented tasks were designed with reading strategies and the idea of problem posing. The writing-oriented tasks were consistent with usual proof instruction for writing a proof and applying it. Twenty-two classes of ninth-grade students ( N = 683), aged 14 to 15 years, and 12 mathematics teachers participated in this quasi-experimental classroom study. While the experimental group was instructed to read and discuss the reading tasks in two 45-minute lessons, the control group was instructed to prove and apply the same propositions. Generalised estimating equation (GEE) method was used to compare the scores of the post-test and the delayed post-test with the pre-test scores as covariates. Results showed that the total scores of the delayed post-test of the experimental group were significantly higher than those of the control group. Furthermore, the scores of the experimental group on all facets of reading comprehension except the application facet were significantly higher than those of the control group for both the post-test and delayed post-test.

Guia didactica para la ensenanza de la lectura-escritura (Guide to the Teaching of Reading and Writing).

Science.gov (United States)

Instituto Nacional de Pedagogia (Mexico).

This document is an English-language abstract (approximately 1,500 words) of a guide prepared by the National Pedagogic Institute for the teaching of reading and writing. The general principles in the guide will tend to unify first grade teaching methods. A brief presentation gives a description of the parts in which the guide is divided. (1)…

Reading an ESL Writer’s Text

Directory of Open Access Journals (Sweden)

Paul Kei Matsuda

2011-03-01

Full Text Available This paper focuses on reading as a central act of communication in the tutorial session. Writing center tutors without extensive experience reading writing by second language writers may have difficulty getting past the many differences in surface-level features, organization, and rhetorical moves. After exploring some of the sources of these differences in writing, the authors present strategies that writing tutors can use to work effectively with second language writers.

An Investigation of the Role of Guided Reading in Proficient First Grade Reader's In-School Writing

Science.gov (United States)

Reed, Jolene B.

2011-01-01

This participant observation research study explored relationships between the role of guided reading and in-school writing of three proficient first-grade literacy learners during the first eight months of the 2007-08 school-year. Portraits of each student as a literacy learner were developed through case studies. Those individual case studies…

Seeing, Hearing, Reading, Writing, Speaking and Things: On Silences, Senses and Emotions during the "Zero Hour" in Germany

Science.gov (United States)

Priem, Karin

2016-01-01

This article focuses on senses, emotions and cultural practices such as writing, reading and speaking in West Germany after 1945. The period immediately following the end of the Second World War--the so-called "Stunde Null", or "zero hour"--has generally been seen as a time of new beginnings, also with regard to cleansing the…

Second space Christmas for ESA: Huygens to begin its final journey to Titan/ Media activities.

Science.gov (United States)

2004-12-01

At 1.25 billion km from Earth, after a 7-year journey through the Solar system, ESA’s Huygens probe is about to separate from the Cassini orbiter to enter a ballistic trajectory toward Titan, the largest and most mysterious moon of Saturn, in order to dive into its atmosphere on 14 January. This will be the first man-made object to explore in-situ this unique environment, whose chemistry is assumed to be very similar to that of the early Earth just before life began, 3.8 billion years ago. The Cassini-Huygens pair, a joint mission conducted by NASA, ESA and the Italian space agency (ASI), was launched into space on 15 October 1997. With the help of several gravity assist manoeuvres during flybys of Venus, Earth and Jupiter, it took almost 7 years for the spacecraft to reach Saturn. The Cassini orbiter, carrying Huygens on its flank, entered an orbit around Saturn on 1 July 2004, and began to investigate the ringed planet and its moons for a mission that will last at least four years. The first distant flyby of Titan took place on 2-3 July 2004. It provided data on Titan's atmosphere which were confirmed by the data obtained during the first close flyby on 26 October 2004 at an altitude of 1174 km. These data were used to validate the entry conditions of the Huygens probe. A second close flyby of Titan by Cassini-Huygens at an altitude of 1200 km is scheduled on 13 December and will provide additional data to further validate the entry conditions of the Huygens probe. On 17 December the orbiter will be placed on a controlled collision course with Titan in order to release Huygens on the proper trajectory, and on 21 December (some dates and times are subject to minor adjustment for operational reasons, except the entry time on 14 January which is know to within an accuracy of under 2 minutes) all systems will be set up for separation and the Huygens timers will be set to wake the probe a few hours before its arrival at Titan. The Huygens probe is due to separate on

The role of phonological awareness in reading comprehension

Directory of Open Access Journals (Sweden)

Maria Silvia Cárnio

Full Text Available ABSTRACT Purpose: to characterize the performance of 4th grade-Elementary School students with and without signs of reading and writing disorders as for phonological awareness and reading comprehension, and also verify possible correlations between them. Methods: 60 children enrolled in the 4th grade of Elementary School from two public schools, whose parents signed the Informed Consent Form, participated in the present study. They were selected and organized in groups, with and without signs of reading and writing disorders. All students were individually assessed regarding their phonological awareness and reading comprehension of sentences and texts through standardized tests. The data underwent statistical analysis. Results: those with signs of reading and writing disorders showed the lowest performance in the reading comprehension of sentences and texts. A correlation was found between phonological awareness and reading comprehension of sentences and texts in both groups. Conclusion: students with no signs of reading and writing disorders had a higher performance in the skills assessed. The correlation found between phonological awareness and reading comprehension of sentences and texts shows not only the importance of metaphonological skills for a proficient reading, but also for a comprehensive one.

Literacy Cafe: Making Writing Authentic

Science.gov (United States)

Daniels, Erika

2007-01-01

The "Literacy Cafe," a celebration of genre study and student writing, offers students (and visitors!) a positive environment in which to engage in reading and discussion of writing without self-consciousness or fear of criticism. It works because students learn to recognize writing as a learning tool and a relevant, authentic skill in the real…

Learning history by composing synthesis texts: Effects of an instructional programme on learning, reading and writing processes, and text quality

NARCIS (Netherlands)

Martínez, I.; Mateos, M.; Martín, E.; Rijlaarsdam, G.

2015-01-01

The aim of the present study was to improve learning from texts via strategies that train students how to process synthesis texts. Processing such texts requires goal-oriented interaction between reading and writing activities. The participants were 62 sixth-grade students, 33 in the experimental

Critical reading and critical thinking Critical reading and critical thinking

Directory of Open Access Journals (Sweden)

Loni Kreis Taglieber

2008-04-01

Full Text Available The purpose of this paper is to provide, for L1 and L2 reading and writing teachers, a brief overview of the literature about critical reading and higher level thinking skills. The teaching of these skills is still neglected in some language classes in Brazil, be it in L1 or in L2 classes. Thus, this paper may also serve as a resource guide for L1 and/or L2 reading and writing teachers who want to incorporate critical reading and thinking into their classes. In modern society, even in everyday life people frequently need to deal with complicated public and political issues, make decisions, and solve problems. In order to do this efficiently and effectively, citizens must be able to evaluate critically what they see, hear, and read. Also, with the huge amount of printed material available in all areas in this age of “information explosion” it is easy to feel overwhelmed. But often the information piled up on people’s desks and in their minds is of no use due to the enormous amount of it. The purpose of this paper is to provide, for L1 and L2 reading and writing teachers, a brief overview of the literature about critical reading and higher level thinking skills. The teaching of these skills is still neglected in some language classes in Brazil, be it in L1 or in L2 classes. Thus, this paper may also serve as a resource guide for L1 and/or L2 reading and writing teachers who want to incorporate critical reading and thinking into their classes. In modern society, even in everyday life people frequently need to deal with complicated public and political issues, make decisions, and solve problems. In order to do this efficiently and effectively, citizens must be able to evaluate critically what they see, hear, and read. Also, with the huge amount of printed material available in all areas in this age of “information explosion” it is easy to feel overwhelmed. But often the information piled up on people’s desks and in their minds is of

A highly symmetrical 10 transistor 2-read/write dual-port static random access memory bitcell design in 28 nm high-k/metal-gate planar bulk CMOS technology

Science.gov (United States)

Ishii, Yuichiro; Tanaka, Miki; Yabuuchi, Makoto; Sawada, Yohei; Tanaka, Shinji; Nii, Koji; Lu, Tien Yu; Huang, Chun Hsien; Sian Chen, Shou; Tse Kuo, Yu; Lung, Ching Cheng; Cheng, Osbert

2018-04-01

We propose a highly symmetrical 10 transistor (10T) 2-read/write (2RW) dual-port (DP) static random access memory (SRAM) bitcell in 28 nm high-k/metal-gate (HKMG) planar bulk CMOS. It replaces the conventional 8T 2RW DP SRAM bitcell without any area overhead. It significantly improves the robustness of process variations and an asymmetric issue between the true and bar bitline pairs. Measured data show that read current (I read) and read static noise margin (SNM) are respectively boosted by +20% and +15 mV by introducing the proposed bitcell with enlarged pull-down (PD) and pass-gate (PG) N-channel MOSs (NMOSs). The minimum operating voltage (V min) of the proposed 256 kbit 10T DP SRAM is 0.53 V in the TT process, 25 °C under the worst access condition with read/write disturbances, and improved by 90 mV (15%) compared with the conventional one.

Relationship between Reading/Writing Skills and Cognitive Abilities among Japanese Primary-School Children: Normal Readers versus Poor Readers (Dyslexics)

Science.gov (United States)

Uno, Akira; Wydell, Taeko N.; Haruhara, Noriko; Kaneko, Masato; Shinya, Naoko

2009-01-01

Four hundred and ninety-five Japanese primary-school children aged from 8 (Grade-2) to 12 (Grade-6) were tested for their abilities to read/write in Hiragana, Katakana, and Kanji, for their size of vocabulary and for other cognitive abilities including arithmetic, visuo-spatial and phonological processing. Percentages of the children whose…

Modeling the Process of Summary Writing of Chinese Learners of English as a Foreign Language

Science.gov (United States)

Li, Jiuliang

2016-01-01

In language learning contexts, writing tasks that involve reading of source texts are often used to elicit more authentic integrative language use. Thus, interests in researching these read-to-write tasks in general and as assessment tasks keep growing. This study examined and modeled the process of summary writing as a read-to-write integrated…

Direct measurement of the field from a magnetic recording head using an InAs Hall sensor on a contact write/read tester

International Nuclear Information System (INIS)

Gokemeijer, N.J.; Clinton, T.W.; Crawford, T.M.; Johnson, Mark

2005-01-01

At 1 Tbit/in 2 areal density magnetic recording dimensions, reliable magnetic field metrology does not exist. One technique to map the spatial profile of the magnetic field of a write head is to use a contact read/write tester. A magnetic recording head is brought into contact with a Hall sensor, and is subsequently scanned with nm resolution. For a 300 nm track width longitudinal recording head, the magnetic field of the head was mapped. Measurements include the down track field gradient and cross-track field profile and the current-field transfer curve. These results suggest this technique offers a viable write field metrology

Golden Mountain Reading Series. Level 2.

Science.gov (United States)

Sung, Robert

This reading series was developed as a means to educate Chinese-American elementary school children in Chinese reading, writing, and culture. The text covers the following topics: Chinese literature, Chinese and American history, famous people, general knowledge, Chinese letter writing, the four seasons, and the major Chinese and American…

Reading and esl writers Reading and esl writers

Directory of Open Access Journals (Sweden)

John R. Edlund

2008-04-01

Full Text Available Whether the student population consists of basic writers, non-native speakers, or well-prepared freshmen and whether the primary goal of the class is improvement in writing ability, language and vocabulary acquisition, or critical thinking skills, there is considerable evidence that substantial amounts of reading arc an essential component of the course (See Krashen Writing: Research, Theory and Applications for a summary. This is especially true in the ESL composition class, where language acquisition is still a major factor in the student's success as a writer. Whether the student population consists of basic writers, non-native speakers, or well-prepared freshmen and whether the primary goal of the class is improvement in writing ability, language and vocabulary acquisition, or critical thinking skills, there is considerable evidence that substantial amounts of reading arc an essential component of the course (See Krashen Writing: Research, Theory and Applications for a summary. This is especially true in the ESL composition class, where language acquisition is still a major factor in the student's success as a writer.

The Writing Suitcase.

Science.gov (United States)

Rich, Susan J.

1985-01-01

Discusses one teacher's method for encouraging young children's literacy developemnt. Offers practical suggestions for involving parents in stimulating their child's early reading and writing skills. (DT)

Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework

Science.gov (United States)

Puranik, Cynthia S.; Lonigan, Christopher J.

2014-01-01

Researchers and educators use the term emergent literacy to refer to a broad set of skills and attitudes that serve as foundational skills for acquiring success in later reading and writing; however, models of emergent literacy have generally focused on reading and reading-related behaviors. Hence, the primary aim of this study was to articulate and evaluate a theoretical model of the components of emergent writing. Alternative models of the structure of individual and developmental differences of emergent writing and writing-related skills were examined in 372 preschool children who ranged in age from 3- to 5-years using confirmatory factor analysis. Results from a confirmatory factor analysis provide evidence that these emergent writing skills are best described by three correlated but distinct factors, (a) Conceptual Knowledge, (b) Procedural Knowledge, and (c) Generative Knowledge. Evidence that these three emergent writing factors show different patterns of relations to emergent literacy constructs is presented. Implications for understanding the development of writing and assessment of early writing skills are discussed. PMID:25316955

No Effect of Writing Advice on Reading Comprehension

DEFF Research Database (Denmark)

Balling, Laura Winther

2018-01-01

This article considers text comprehension through the integrated perspectives of language processing research and practical writing advice as expressed in writing guides and language policies. Such guides for instance include advice to use active constructions instead of passives and sentences...

Developing Cultural Awareness in English Writing

Institute of Scientific and Technical Information of China (English)

邹强珍

2014-01-01

Language and culture have an intimate relationship,and cultural awareness plays an important role in language learning,involving aural comprehension,speaking,reading,writing and translation.This paper mainly discusses cultural awareness in English writing.

What Are Preadolescent Readers Doing Online? An Examination of Upper Elementary Students' Reading, Writing, and Communication in Digital Spaces

Science.gov (United States)

Hutchison, Amy C.; Woodward, Lindsay; Colwell, Jamie

2016-01-01

The online reading, writing, and communication practices of students have been of significant interest to literacy researchers and teachers throughout the last several years, as insights into what students are currently doing in and outside of school can inform what they can be expected to know and be able to do in digital environments. Yet,…

Physicians reading and writing practices: a cross-sectional study from Civil Hospital, Karachi, Pakistan

Directory of Open Access Journals (Sweden)

Khaliq Muhammad

2012-07-01

Full Text Available Abstract Background To determine the behavior of physicians regarding medical literature reading and participation in research activities at one of the largest teaching hospitals in Pakistan. Method This descriptive, cross-sectional study was conducted by interviewing the house officers, residents and fellows of six major specialties (Medicine, Surgery, Pediatrics, Psychology, Obstetrics & Gynecology and Anesthesia in Civil Hospital, Karachi between August and December, 2011. The questionnaire elicited responses regarding the reading habits of physicians, preferred sources of information, their participation in research activities (publication & supervision and views regarding journal club. SPSS 17.0 was used for data entry and analysis. Result A total of 259 completely filled questionnaires were returned with a response rate of 85.19%. Mean age of the participants was 29.67 ± 7.65 years. Books were selected by 71.4% doctors as their preferred source of information, regardless of their clinical specialties. (p  Conclusion Urgent intervention is required to promote healthcare literature reading and writing practice in our physicians. Easy access to workplace computers with internet and subscription of paid journals will facilitate physicians. Lack of supervisors and busy schedule were reported to be important contributors for not participating in research. Addressing these issues will encourage doctors to participate more in research activities.

Oxidation of graphene 'bow tie' nanofuses for permanent, write-once-read-many data storage devices.

Science.gov (United States)

Pearson, A C; Jamieson, S; Linford, M R; Lunt, B M; Davis, R C

2013-04-05

We have fabricated nanoscale fuses from CVD graphene sheets with a 'bow tie' geometry for write-once-read-many data storage applications. The fuses are programmed using thermal oxidation driven by Joule heating. Fuses that were 250 nm wide with 2.5 μm between contact pads were programmed with average voltages and powers of 4.9 V and 2.1 mW, respectively. The required voltages and powers decrease with decreasing fuse sizes. Graphene shows extreme chemical and electronic stability; fuses require temperatures of about 400 °C for oxidation, indicating that they are excellent candidates for permanent data storage. To further demonstrate this stability, fuses were subjected to applied biases in excess of typical read voltages; stable currents were observed when a voltage of 10 V was applied to the devices in the off state and 1 V in the on state for 90 h each.

Novelzine: Reading and Writing Community

Science.gov (United States)

deGravelles, Karin H.; Bach, Jacqueline; Hyde, Yvette; Hebert, Angelle

2012-01-01

How might team teaching, young adult novels, and zines work together to engage students in thinking about, writing about, and building community? Four researchers worked with three eighth-grade English teachers and one student teacher to find out. The four eighth-grade English teachers teach as a team, meeting formally at least once a week to plan…

No Effect of Writing Advice on Reading Comprehension

Science.gov (United States)

Balling, Laura Winther

2018-01-01

This article considers text comprehension through the integrated perspectives of language processing research and practical writing advice as expressed in writing guides and language policies. Such guides for instance include advice to use active constructions instead of passives and sentences instead of nominalizations. These recommended and…

Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence

Science.gov (United States)

Berninger, Virginia; Abbott, Robert; Cook, Clayton R.; Nagy, William

2017-01-01

Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…

Riddles of the Sphinx: Titan Science Questions at the End of Cassini-Huygens

Science.gov (United States)

Nixon, C. A.; Achterberg, R. K.; Buch, A.; Clark, R. N.; Coll, P.; Flasar, F. M.; Hayes, A. G.; Iess, L.; Lorenz, R. D.; Lopes, R.; Mastroguiseppe, M.; Raulin, F.; Smith, T.; Solomidou, A.; Sotin, C.; Strobel, D. F.; Turtle, E. P.; Vuitton, V.; West, R. A.; Yelle, R.

2017-02-01

The paper will describe the outstanding high-level questions for Titan science that are remaining at the end of the Cassini-Huygens mission, compiled by a cross-section of scientists from multiple instrument teams.

Predicting Levels of Reading and Writing Achievement in Typically Developing, English-Speaking 2nd and 5th Graders

OpenAIRE

Jones, Jasmin Niedo; Abbott, Robert D.; Berninger, Virginia W.

2014-01-01

Human traits tend to fall along normal distributions. The aim of this research was to evaluate an evidence-based conceptual framework for predicting expected individual differences in reading and writing achievement outcomes for typically developing readers and writers in early and middle childhood from Verbal Reasoning with or without Working Memory Components (phonological, orthographic, and morphological word storage and processing units, phonological and orthographic loops, and rapid swit...

Huygens' principle, the free Schrodinger particle and the quantum anti-centrifugal force

DEFF Research Database (Denmark)

Cirone, M.A.; Dahl, Jens Peder; Fedorov, M.

2002-01-01

Huygens' principle following from the d'Alembert wave equation is not valid in two-dimensional space. A Schrodinger particle of vanishing angular momentum moving freely in two dimensions experiences an attractive force-the quantum anti-centrifugal force-towards its centre. We connect these two...

Writing for Impact

DEFF Research Database (Denmark)

Meier, Ninna

2016-01-01

Academic work may have impact in a variety of ways, depending on purpose, audience and field, but this is most likely to happen when your work resonates in meaningful ways with people. Ninna Meier encourages a more systematic investigation of the role of writing in achieving impact. Impact through...... writing means getting your readers to understand and remember your message and leave the reading experience changed. The challenge is to make what you write resonate with an audience’s reservoir of experiential knowledge. If the words do not connect to anything tangible, interest can be quickly lost....

Evaluation of Candidate Teachers Related to the Weblog Writing Process

Science.gov (United States)

Çelik, Tugba; Demirgünes, Sercan

2016-01-01

Weblogs offer a new writing and reading environment. Most people in the education process may improve their writing skills and achieve new perspectives related to writing via weblogs. In this study the changes that weblog writing process created in undergraduates'/candidate teachers' minds regarding writing are revealed. The weblog writing process…

Perspektiv pa Las och Skrivinlarning: En Litteraturstudie som Belyser Las och Skrivinlarning utifran Fyra Teoretiska Perspektiv Samt en Instrument-Provande Barnstudie (Perspectives on Learning To Read and Write: Literature Review on Reading and Writing Acquisition through Examination of Four Theroretical Perspectives and Attitude Measures of Preschool Children).

Science.gov (United States)

Fahlen, Rose-Marie

This report focuses on the processes of learning to read and write in the initial phases. Two studies are presented. The first is a review of four theoretical approaches, including Jerome Bruner's representation theory, and theories of concept learning, metacognition, and metalinguistic awareness. The purpose of the literature study was to examine…

Huygens a Fontenelle o mimozemšťanech a lidech

Czech Academy of Sciences Publication Activity Database

Špelda, Daniel

2017-01-01

Roč. 39, č. 2 (2017), s. 141-165 ISSN 1210-0250 R&D Projects: GA ČR GB14-37038G Institutional support: RVO:67985955 Keywords : early modern cosmology * Fontenelle * Huygens * extraterrestrial life * the infinite universe * cognitive passions Subject RIV: AA - Philosophy ; Religion OBOR OECD: Philosophy, History and Philosophy of science and technology http://teorievedy.flu.cas.cz/index.php/tv/article/view/385

Titan's surface spectra at the Huygens landing site and Shangri-La

Science.gov (United States)

Rannou, P.; Toledo, D.; Lavvas, P.; D'Aversa, E.; Moriconi, M. L.; Adriani, A.; Le Mouélic, S.; Sotin, C.; Brown, R.

2016-05-01

Titan is an icy satellite of Saturn with a dense atmosphere and covered by a global photochemical organic haze. Ground based observations and the Huygens descent probe allowed to retrieve the main spectral signature of the water ice (Griffith, C.A. et al. [2003]. Science 300(5619), 628-630; Coustenis, A. et al. [2005]. Icarus 177, 89-105) at the surface, possibly covered by a layer of sedimented organic material (Tomasko, M.G. et al. [2005]. Nature 438(7069), 765-778). However, the spectrum of the surface is not yet understood. In this study, we find that the surface reflectivity at the Huygens Landing Site (HLS) is well modeled by a layer of water ice grains overlaid by a moist layer of weakly compacted photochemical aggregated aerosols. Moist soils have spectra shifted toward short wavelengths relatively to spectra of dry soils. Cassini observations of Shangri-La region from orbit also show a very dark surface with a reflectivity peak shifted toward short wavelengths in respect to the reflectivity peak of bright surfaces, revealing a dichotomy between terrains based to their spectra in visible.

Comprehension and Writing Strategy Training Improves Performance on Content-Specific Source-Based Writing Tasks

Science.gov (United States)

Weston-Sementelli, Jennifer L.; Allen, Laura K.; McNamara, Danielle S.

2018-01-01

Source-based essays are evaluated both on the quality of the writing and the content appropriate interpretation and use of source material. Hence, composing a high-quality source-based essay (an essay written based on source material) relies on skills related to both reading (the sources) and writing (the essay) skills. As such, source-based…

Analysis of the HASI accelerometers data measured during the impact phase of the Huygens probe on the surface of Titan by means of a simulation with a finite-element model

Science.gov (United States)

Bettanini, C.; Zaccariotto, M.; Angrilli, F.

2008-04-01

data provide peculiar information related to the dynamic response of the whole Huygens probe when impacting the surface, whereas the SSP data were collected mainly by sensors located on a small penetrometer below the main probe dome. Therefore, although having a sensibly lower sampling frequency, HASI Accelerometer Subsystem (ACC) data complete the information of SSP data in the study of impact deceleration profiles, which can provide key information for the estimation of the mechanical parameters of the soil and get an insight of its consistency and composition. In the analysis of Huygens mission data some unexpected features were present in the ACC data sets, so a dedicated study was needed to investigate the presence of dynamic interferences during an acquisition and correct the impact signature. The developed method is based on dynamic analysis of the impact through a three-dimensional finite-element dynamic model of the Huygens probe and the results lead to a corrected interpretation of accelerometer readings and provided an improved description of key aspects of the planetary landing. Although some aspects of probe's state after impact need some further analysis, as for final resting attitude which is to date not completely agreed on, this study disclosed that the probe experienced a vertical decelerating action which is compatible with two possible scenarios: the first one implies the penetration in a soft substrate material followed by a lateral bounce out of the generated hole and the second one suggests the displacement of pebbles from the surface into the soil. Numerical elaboration of impact data calculated a 12 cm penetration into the surface, which may have been experienced either by the lower dome of the probe or from pebbles that were situated under the dome when contacting the planet. In either case after a few seconds of motion the Huygens probe finally rested above Titan's surface with a negligible penetration. Since HASI piezo-accelerometer design

Informing Writing: The Benefits of Formative Assessment. A Report from Carnegie Corporation of New York

Science.gov (United States)

Graham, Steve; Harris, Karen; Hebert, Michael

2011-01-01

During this decade there have been numerous efforts to identify instructional practices that improve students' writing. These include "Reading Next" (Biancarosa and Snow, 2004), which provided a set of instructional recommendations for improving writing, and "Writing Next" (Graham and Perin, 2007) and "Writing to Read" (Graham and Hebert, 2010),…

Oxidation of graphene ‘bow tie’ nanofuses for permanent, write-once-read-many data storage devices

International Nuclear Information System (INIS)

Pearson, A C; Jamieson, S; Davis, R C; Linford, M R; Lunt, B M

2013-01-01

We have fabricated nanoscale fuses from CVD graphene sheets with a ‘bow tie’ geometry for write-once-read-many data storage applications. The fuses are programmed using thermal oxidation driven by Joule heating. Fuses that were 250 nm wide with 2.5 μm between contact pads were programmed with average voltages and powers of 4.9 V and 2.1 mW, respectively. The required voltages and powers decrease with decreasing fuse sizes. Graphene shows extreme chemical and electronic stability; fuses require temperatures of about 400 °C for oxidation, indicating that they are excellent candidates for permanent data storage. To further demonstrate this stability, fuses were subjected to applied biases in excess of typical read voltages; stable currents were observed when a voltage of 10 V was applied to the devices in the off state and 1 V in the on state for 90 h each. (paper)

Oxidation of graphene ‘bow tie’ nanofuses for permanent, write-once-read-many data storage devices

Science.gov (United States)

Pearson, A. C.; Jamieson, S.; Linford, M. R.; Lunt, B. M.; Davis, R. C.

2013-04-01

We have fabricated nanoscale fuses from CVD graphene sheets with a ‘bow tie’ geometry for write-once-read-many data storage applications. The fuses are programmed using thermal oxidation driven by Joule heating. Fuses that were 250 nm wide with 2.5 μm between contact pads were programmed with average voltages and powers of 4.9 V and 2.1 mW, respectively. The required voltages and powers decrease with decreasing fuse sizes. Graphene shows extreme chemical and electronic stability; fuses require temperatures of about 400 °C for oxidation, indicating that they are excellent candidates for permanent data storage. To further demonstrate this stability, fuses were subjected to applied biases in excess of typical read voltages; stable currents were observed when a voltage of 10 V was applied to the devices in the off state and 1 V in the on state for 90 h each.

On Reviewing and Writing a Scholarly Article

Science.gov (United States)

Bettis, Jerry L., Sr.

2012-01-01

This article provides guidelines for reviewing and writing scholarly articles for the professional who reads and writes them for his/her own work and/or for publication in scientific journals. It outlines the purpose and contents of each section of a research article and provides a checklist for reviewing and writing a research article. This…

Theory, design, and experimental verification of a reflectionless bianisotropic Huygens' metasurface for wide-angle refraction

Science.gov (United States)

Chen, Michael; Abdo-Sánchez, Elena; Epstein, Ariel; Eleftheriades, George V.

2018-03-01

Huygens' metasurfaces are electrically thin devices which allow arbitrary field transformations. Beam refraction is among the first demonstrations of realized metasurfaces. As previously shown for extreme-angle refraction, control over only the electric impedance and magnetic admittance of the Huygens' metasurface proved insufficient to produce the desired reflectionless field transformation. To maintain zero reflections for wide refraction angles, magnetoelectric coupling between the electric and magnetic response of the metasurface, leading to bianisotropy, can be introduced. In this paper, we report the theory, design, and experimental characterization of a reflectionless bianisotropic metasurface for extreme-angle refraction of a normally incident plane wave towards 71.8° at 20 GHz. The theory and design of three-layer asymmetric bianisotropic unit cells are discussed. The realized printed circuit board structure was tested via full-wave simulations as well as experimental characterization. To experimentally verify the prototype, two setups were used. A quasi-optical experiment was conducted to assess the specular reflections of the metasurface, while a far-field antenna measurement characterized its refraction nature. The measurements verify that the fabricated metasurface has negligible reflections and the majority of the scattered power is refracted to the desired Floquet mode. This provides an experimental demonstration of a reflectionless wide-angle refracting metasurface using a bianisotropic Huygens' metasurface at microwave frequencies.

Nonvolatile organic write-once-read-many-times memory devices based on hexadecafluoro-copper-phthalocyanine

Science.gov (United States)

Wang, Lidan; Su, Zisheng; Wang, Cheng

2012-05-01

Nonvolatile organic write-once-read-many-times memory device was demonstrated based on hexadecafluoro-copper-phthalocyanine (F16CuPc) single layer sandwiched between indium tin oxide (ITO) anode and Al cathode. The as fabricated device remains in ON state and it can be tuned to OFF state by applying a reverse bias. The ON/OFF current ratio of the device can reach up to 2.3 × 103. Simultaneously, the device shows long-term storage stability and long retention time in air. The ON/OFF transition is attributed to the formation and destruction of the interfacial dipole layer in the ITO/F16CuPc interface, and such a mechanism is different from previously reported ones.

On Huygens' principle for Dirac operators associated to electromagnetic fields

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CHALUB FABIO A.C.C.

2001-01-01

Full Text Available We study the behavior of massless Dirac particles, i.e., solutions of the Dirac equation with m = 0 in the presence of an electromagnetic field. Our main result (Theorem 1 is that for purely real or imaginary fields any Huygens type (in Hadamard's sense Dirac operators is equivalent to the free Dirac operator, equivalence given by changes of variables and multiplication (right and left by nonzero functions.

Personal Readings and Public Texts Book Blogs and Online Writing about Literature

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Ann Steiner

2010-11-01

Full Text Available The blogging culture has become an important and integrated part of the book trade and has influenced the publishing, marketing and distribution of literature in North America and in many European countries. However, it is unclear how this potential agency among bloggers operates, and thus far most research has concerned politics, media systems and larger social structures. The present article is a study of the Swedish book blogs during the autumn of 2009 and an attempt to address a small, but significant, part of the Internet influence. The relationship between books and digital technology is complicated and manifold, but it is clear that the Internet has changed how people access books, how they read and how they communicate with others about their reading. Here, the position of the amateur is one that will be discussed in detail in terms of professionalism, strategies and hierarchies. Another issue that will be addressed is the connections between the book bloggers and the book trade, especially the publishers and their marketing departments. The book bloggers operate in a social realm, despite the fact that their writing is personal, and have to be understood in their social, economic and literary context. The Swedish book blogs will be analysed with the help of readerresponse theory, sociology of literature and a book historical perspective on the dissemination of literature.

Writing with Parents in Response to Picture Book Read Alouds

Science.gov (United States)

DeFauw, Danielle L.

2017-01-01

High-quality writing instruction needs to permeate elementary students' in- and outside-of-school experiences. The aim of this research was to explore how teaching writing to parents may support home-school literacy connections. This qualitative case study explored parents' experiences in interactive writing sessions. The descriptive coding and…

Initial Reading through Computer Animation.

Science.gov (United States)

Geoffrion, Leo D.; Bergeron, R. Daniel

The Computer Animated Reading Instruction System (CARIS) was developed to introduce reading to children with varied sensory, cognitive, and physical handicaps. CARIS employs an exploratory learning approach which encourages children to experiment with the reading and writing of words and sentences. Brief computer-animated cartoons provide the…

Post graduate ESP curriculum: reading and writing needs.

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Afsaneh Dehnad

2014-05-01

Full Text Available Assessing learners' needs is an integral part of any curriculum and course design , namely English for specific purposes (ESP, syllabus design, materials development, teaching methods and testing issues. Critical approach to needs analysis, which is a relatively recent approach, acknowledges the rights of different stakeholders including teachers, students and administrators in the process of needs analysis. However, there has been no formal need analysis for syllabus design at postgraduate level in Medical Universities affiliated to the Ministry of Health in Iran. This study, conducted in 2011, was an attempt to assess the reading and writing needs of postgraduate students in ESP courses on the basis of critical approach to needs analysis. The study population consisted of 67 people: 56 postgraduate students, 5 heads of departments, 5 ESP instructors and 1 executive manager at the Ministry of Health in Iran. Ethical and demographic forms, needs analysis questionnaires, and a form of semi-structured interview were the instruments of the study. According to the findings, there was a discrepancy between students' and instructors' perception of learners' needs and the assumed needs appearing in the syllabi prescribed by the Ministry of Health in Iran. This study showed that a call for critical needs analysis in which the rights of different stakeholders are acknowledged is necessary for meeting the requirements of any ESP classes especially at postgraduate level where the instructors and learners are fully aware of learners' needs.

Language differences in the brain network for reading in naturalistic story reading and lexical decision.

Science.gov (United States)

Wang, Xiaojuan; Yang, Jianfeng; Yang, Jie; Mencl, W Einar; Shu, Hua; Zevin, Jason David

2015-01-01

Differences in how writing systems represent language raise important questions about whether there could be a universal functional architecture for reading across languages. In order to study potential language differences in the neural networks that support reading skill, we collected fMRI data from readers of alphabetic (English) and morpho-syllabic (Chinese) writing systems during two reading tasks. In one, participants read short stories under conditions that approximate natural reading, and in the other, participants decided whether individual stimuli were real words or not. Prior work comparing these two writing systems has overwhelmingly used meta-linguistic tasks, generally supporting the conclusion that the reading system is organized differently for skilled readers of Chinese and English. We observed that language differences in the reading network were greatly dependent on task. In lexical decision, a pattern consistent with prior research was observed in which the Middle Frontal Gyrus (MFG) and right Fusiform Gyrus (rFFG) were more active for Chinese than for English, whereas the posterior temporal sulcus was more active for English than for Chinese. We found a very different pattern of language effects in a naturalistic reading paradigm, during which significant differences were only observed in visual regions not typically considered specific to the reading network, and the middle temporal gyrus, which is thought to be important for direct mapping of orthography to semantics. Indeed, in areas that are often discussed as supporting distinct cognitive or linguistic functions between the two languages, we observed interaction. Specifically, language differences were most pronounced in MFG and rFFG during the lexical decision task, whereas no language differences were observed in these areas during silent reading of text for comprehension.

Special Issue on Gender and Writing | Gender and literacy issues and research: Placing the spotlight on writing

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Judy M. Parr

2012-03-01

Full Text Available In this introduction to a special issue of the Journal of Writing Research, we review four decades of research, bringing writing to the forefront in conversations devoted to gender and literacy. We identify the impetus for much of the research on gender and writing and situate the four articles in this special issue within three themes: gender patterns in what and how students write, cognitive and socio-cultural factors influencing gender differences in student writing, and attempts to provide alternatives to stereotypical gender patterns in student writing. These interdisciplinary themes, further developed within the four articles, underscore the need to consider gender as a complex social, cognitive and linguistic characteristic of both reading and writing.

Teacher Opinions on the Problems Faced in Reading and Writing by Syrian Migrant Children in Their First Class at Primary School

Science.gov (United States)

Ugurlu, Necla Isikdogan; Kayhan, Nilay

2018-01-01

The objective of this study is to evaluate, according to the opinions of teachers, the problems faced by the children of Syrian families who have taken refuge in Turkey since 2011 with regard to their linguistic and communication skills, as well as their reading and writing process in Turkish as a foreign language. The research group is composed…

Effects of Note-Taking and Extended Writing on Expository Text Comprehension: Who Benefits?

Science.gov (United States)

Hebert, Michael; Graham, Steve; Rigby-Wills, Hope; Ganson, Katie

2014-01-01

Writing may be an especially useful tool for improving the reading comprehension of lower performing readers and students with disabilities. However, it is reasonable to expect that students with poor writing skills in particular, may actually be less adept at using writing to improve their reading skills, and may not be able to do so without…

Writing Plays Using Creative Problem-Solving.

Science.gov (United States)

Raiser, Lynne; Hinson, Shirley

1995-01-01

This article describes a project which involved inner city elementary grade children with disabilities in writing and performing their own plays. A four-step playwriting process focuses on theme and character development, problem finding, and writing dialogue. The project has led to improved reading skills, attention, memory skills,…

Helping students into, through, and beyond: reading strategies for english-as-a-foreign-language students Helping students into, through, and beyond: reading strategies for english-as-a-foreign-language students

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Sandra Mano

2008-04-01

Full Text Available Reading and writing research indicates that students do both activities more successfully if the process that readers and writers engage in is consciously activated to aid in the production of products. In writing instruction, this has led to a focus on facilitating the composing process through the introduction of pre-writing, composing, revising, and editing activities. Currently the same types of strategies are available to facilitate the reading process. Many of these, developed by individual teachers or projects such as the California Literature Project, aim to help students read challenging materials in their first language. Reading and writing research indicates that students do both activities more successfully if the process that readers and writers engage in is consciously activated to aid in the production of products. In writing instruction, this has led to a focus on facilitating the composing process through the introduction of pre-writing, composing, revising, and editing activities. Currently the same types of strategies are available to facilitate the reading process. Many of these, developed by individual teachers or projects such as the California Literature Project, aim to help students read challenging materials in their first language.

Linguistic Feature Development Across Grades and Genre in Elementary Writing.

Science.gov (United States)

Hall-Mills, Shannon; Apel, Kenn

2015-07-01

As children develop skills in writing across academic contexts, clinicians and educators need to have a fundamental understanding of typical writing development as well as valid and reliable assessment methods. The purpose of this study was to examine the progression of linguistic elements in school-age children's narrative and expository writing development. Narrative and expository writing samples produced by 89 children in Grades 2 through 4 were analyzed at the microstructure and macrostructure levels. Measures of receptive vocabulary, word-level reading, and reading comprehension were obtained. Exploratory factor analyses revealed 4 microstructure factors (e.g., productivity, grammatical complexity, grammatical accuracy, and lexical density) and 1 macrostructure factor (e.g., a combination of organization, text structure, and cohesion). Multivariate analyses of covariance with reading comprehension as a covariate showed that productivity and macrostructure were sensitive to grade-level and genre differences and that expository grammatical complexity was sensitive to grade-level differences. Findings are discussed in light of grade-level standards for narrative and expository writing and current practices in writing assessment. Multiple suggestions are offered for clinical and educational implications, and specific directions are provided for future research.

Understanding of the Alphabetic Principle through Invented Spelling among Hearing-Impaired Children Learning to Read and Write: Experimentation with a Pedagogical Approach

Science.gov (United States)

Sirois, Pauline; Boisclair, Andree; Giasson, Jocelyne

2008-01-01

Given the problems experienced by hearing-impaired individuals in learning the written language, a pedagogical approach was tested. The study examined the links between the development of representations of alphabetic system and the results in reading and writing of first graders. In the study, there were 31 hearing-impaired children and 25…

Electronic Publication: Writing for the Screen.

Science.gov (United States)

Sharples, Mike

1999-01-01

Addresses paper versus electronic publication, discussing the implications for reading and writing, and whether it is as easy to read from a screen as from a book. Notes that the computer medium arose from a research project to design the perfect book, the Dynabook. (SR)

Competência ortográfica e metafonológica: influências e correlações na leitura e escrita de escolares da 4ª série Orthographic and metaphonological competences: influences and correlations with reading and writing abilities of 4th grade students

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Juliana Faleiros Paolucci

2009-01-01

Full Text Available OBJETIVO: Estudar o desempenho de escolares da 4ª série em tarefas de leitura e escrita e de consciência fonológica. MÉTODOS: Trinta e dois escolares de 4ª série (50,0% meninas, entre nove e 11 anos, foram avaliados segundo os procedimentos: anamnese, avaliação da leitura, escrita (54 itens linguísticos e consciência fonológica. Foram divididos em: GPI: escreveram e, após, leram em voz alta; GPII: leram em voz alta e, após, escreveram; GCI: apenas escreveram; GCII: apenas leram. RESULTADOS: Na escrita, GPII apresentou as maiores médias de acerto, sendo que GPI, GPII e GCI apresentaram melhor desempenho para as palavras frequentes, seguido das pseudopalavras e das de baixa frequência. Na leitura, os desempenhos dos GPI, GPII e GCII foram semelhantes, sendo que GPI e GPII apresentaram mais acertos para as pseudopalavras, seguido das de alta frequência. A correlação entre consciência fonológica e escrita mostrou-se moderada e entre consciência fonológica e leitura e entre escrita e leitura foi bem fraca. CONCLUSÕES: A consciência fonológica mostrou moderada correlação com a escrita e baixa com a leitura; a característica psicolinguística baixa familiaridade determinou as maiores médias de erro, tanto na leitura quanto na escrita.PURPOSE: To study the performance of 4th grade students on reading, writing and phonological awareness tasks. METHODS: Thirty-two 4th grade children (50% of each gender, with ages between nine and 11 years, were evaluated according to the following procedure: anamnesis, reading and writing task (54 linguistic tokens, and phonological awareness task. The students were divided into two research groups and two comparison groups: GPI: carried out the writing task first, and then the reading task; GPII: completed the reading, followed by the writing task; GCI: completed only the writing items; GCII: completed only the reading items. RESULTS: In the writing task, GPII showed the highest rates of

READING: The Nature and Difficulty Levels of Materials Read by Beginning Office Workers.

Science.gov (United States)

Salzman, Gerald R.

1980-01-01

A high percentage of young people (16-24 years of age) lack essential skills in reading, writing, and arithmetic needed to become workers and citizens. The teaching of reading should be of importance to all educators, not just language arts teachers. (JOW)

The Cassini-Huygens visit to Saturn an historic mission to the ringed planet

CERN Document Server

Meltzer, Michael

2015-01-01

Cassini-Huygens was the most ambitious and successful space journey ever launched to the outer Solar System. This book examines all aspects of the journey: its conception and planning; the lengthy political processes needed to make it a reality; the engineering and development required to build the spacecraft; its 2.2-billion mile journey from Earth to the Ringed Planet; and the amazing discoveries from the mission. The author traces how the visions of a few brilliant scientists matured, gained popularity, and eventually became a reality. Innovative technical leaps were necessary to assemble such a multifaceted spacecraft and reliably operate it while it orbited a planet so far from our own. The Cassini-Huygens spacecraft design evolved from other deep space efforts, most notably the Galileo mission to Jupiter, enabling the voluminous, paradigm-shifting scientific data collected by the spacecraft.  Some of these discoveries are absolute gems. A small satellite that scientists once thought of as a dead pi...

Functional and anatomical dissociation between the orthographic lexicon and the orthographic buffer revealed in reading and writing Chinese characters by fMRI.

Science.gov (United States)

Chen, Hsiang-Yu; Chang, Erik C; Chen, Sinead H Y; Lin, Yi-Chen; Wu, Denise H

2016-04-01

The contribution of orthographic representations to reading and writing has been intensively investigated in the literature. However, the distinction between neuronal correlates of the orthographic lexicon and the orthographic (graphemic) buffer has rarely been examined in alphabetic languages and never been explored in non-alphabetic languages. To determine whether the neural networks associated with the orthographic lexicon and buffer of logographic materials are comparable to those reported in the literature, the present fMRI experiment manipulated frequency and the stroke number of Chinese characters in the tasks of form judgment and stroke judgment, which emphasized the processing of character recognition and writing, respectively. It was found that the left fusiform gyrus exhibited higher activation when encountering low-frequency than high-frequency characters in both tasks, which suggested this region to be the locus of the orthographic lexicon that represents the knowledge of character forms. On the other hand, the activations in the posterior part of the left middle frontal gyrus and in the left angular gyrus were parametrically modulated by the stroke number of target characters only in the stroke judgment task, which suggested these regions to be the locus of the orthographic buffer that represents the processing of stroke sequence in writing. These results provide the first evidence for the functional and anatomical dissociation between the orthographic lexicon and buffer in reading and writing Chinese characters. They also demonstrate the critical roles of the left fusiform area and the frontoparietal network to the long-term and short-term representations of orthographic knowledge, respectively, across different orthographies. Copyright © 2016 Elsevier Inc. All rights reserved.

The Difficulties Experienced by Teachers in the Process of Primary Reading and Writing Instruction and Their Solution Offers for Eliminating These Difficulties

Science.gov (United States)

Gündogmus, Hatice Degirmenci

2018-01-01

The purpose of the current research is to identify the difficulties that primary school teachers experience in the primary reading and writing instruction, and to find out their solution offers for eliminating these difficulties. The study group of the research is composed of 51 primary school teachers selected by criterion sampling as a type of…

Language differences in the brain network for reading in naturalistic story reading and lexical decision.

Directory of Open Access Journals (Sweden)

Xiaojuan Wang

Full Text Available Differences in how writing systems represent language raise important questions about whether there could be a universal functional architecture for reading across languages. In order to study potential language differences in the neural networks that support reading skill, we collected fMRI data from readers of alphabetic (English and morpho-syllabic (Chinese writing systems during two reading tasks. In one, participants read short stories under conditions that approximate natural reading, and in the other, participants decided whether individual stimuli were real words or not. Prior work comparing these two writing systems has overwhelmingly used meta-linguistic tasks, generally supporting the conclusion that the reading system is organized differently for skilled readers of Chinese and English. We observed that language differences in the reading network were greatly dependent on task. In lexical decision, a pattern consistent with prior research was observed in which the Middle Frontal Gyrus (MFG and right Fusiform Gyrus (rFFG were more active for Chinese than for English, whereas the posterior temporal sulcus was more active for English than for Chinese. We found a very different pattern of language effects in a naturalistic reading paradigm, during which significant differences were only observed in visual regions not typically considered specific to the reading network, and the middle temporal gyrus, which is thought to be important for direct mapping of orthography to semantics. Indeed, in areas that are often discussed as supporting distinct cognitive or linguistic functions between the two languages, we observed interaction. Specifically, language differences were most pronounced in MFG and rFFG during the lexical decision task, whereas no language differences were observed in these areas during silent reading of text for comprehension.

How to handle a Huygens' box inside an enclosure

DEFF Research Database (Denmark)

Sørensen, Morten; Bonev, Ivan Bonev; Franek, Ondrej

2013-01-01

It has been suggested that it is possible to replace printed circuit boards with a Huygens' box (HB) representation obtained from a near-field scan in simulation of far-fields from an apparatus. However, the surface equivalence theorem requires that the environment outside HB is the same in the n...... caused by violating the surface equivalence theorem can be lower than 2 dB. It is also demonstrated that if the printed circuit board is galvanically connected to the enclosure, the near-field scan must be performed under same conditions....

Bush telegraph readings in writing

CERN Document Server

Strongman, Luke

2015-01-01

A ""bush telegraph"" is an antipodean slang noun phrase for a ""grapevine"" or an informal network of communication. The title of this book on English language use comes from the fact that the book is written from the southern hemisphere (where the idea of a ""bush telegraph"" is more widely-known) and because the concept of a ""bush telegraph"" describes what the book provides - a discussion of salient points in English language use and tertiary teaching across branches of interrelated interests. Each chapter of Bush Telegraph describes aspects of English writing culture. Separately and toget

From Tyrannosaurus to Pokemon: Autonomy in the Teaching of Writing.

Science.gov (United States)

Graham, L.

2001-01-01

Discusses action research case studies of representative children and changes to classroom teaching. Notes that children were given the opportunity to: write about things that mattered to them; write as experts; hear their writing read aloud; and experience genuine response to this writing. Finds boys made most progress when given the opportunity…

Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children

Science.gov (United States)

Puranik, Cynthia S.; Lonigan, Christopher J.; Kim, Young-Suk

2011-01-01

The purpose of this study was to examine which emergent literacy skills contribute to preschool children’s emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4–5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children’s letter-writing skills may be a better indicator of children’s emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge. PMID:21927537

The Effects of an Intervention in Writing with Digital Interactive Books

Science.gov (United States)

Curcic, Svjetlana; Johnstone, Robin S.

2016-01-01

This study examined the effects of an intervention in writing with digital interactive books. To improve the writing skills of seventh- and eighth-grade students with a learning disability in reading, we conducted a quasi-experimental study in which the students read interactive digital books (i-books), took notes, wrote summaries, and acted as…

Optimized pulsed write schemes improve linearity and write speed for low-power organic neuromorphic devices

Science.gov (United States)

Keene, Scott T.; Melianas, Armantas; Fuller, Elliot J.; van de Burgt, Yoeri; Talin, A. Alec; Salleo, Alberto

2018-06-01

Neuromorphic devices are becoming increasingly appealing as efficient emulators of neural networks used to model real world problems. However, no hardware to date has demonstrated the necessary high accuracy and energy efficiency gain over CMOS in both (1) training via backpropagation and (2) in read via vector matrix multiplication. Such shortcomings are due to device non-idealities, particularly asymmetric conductance tuning in response to uniform voltage pulse inputs. Here, by formulating a general circuit model for capacitive ion-exchange neuromorphic devices, we show that asymmetric nonlinearity in organic electrochemical neuromorphic devices (ENODes) can be suppressed by an appropriately chosen write scheme. Simulations based upon our model suggest that a nonlinear write-selector could reduce the switching voltage and energy, enabling analog tuning via a continuous set of resistance states (100 states) with extremely low switching energy (~170 fJ · µm‑2). This work clarifies the pathway to neural algorithm accelerators capable of parallelism during both read and write operations.

Observation of peers in learning to write: Practice and research

Directory of Open Access Journals (Sweden)

Rijlaarsdam, Gert

2008-01-01

Full Text Available Elke Van Steendam, Anne Toorenaar,Journal of Writing Research 1(1, 53-83In this paper we discuss the role of observation in learning to write. We argue that the acquisition of skill in such a complex domain as writing relies on observation, the classical imitatio. An important phase in learning to write, at all ages, is learning to write by observing and evaluating relevant processes: writing processes, reading processes or communication processes between writers and readers.First, we present two practical cases: writing lessons in which observation and inquiry are amongst other key elements and where students participate in a community of learners. Then, we review research that may inspire and substantiate proposals for implementing observation as a learning activity in writing education. Two types of studies are discussed: studies in which learners acquire strategies by observing and evaluating writing and reading processes of peers, as a prewriting instructional activity, and studies in which learners are stimulated to 'pre-test' and then revise their first draft, as a post writing instructional activity. The paper closes with some recommendations for further research.

Using Comic Books as Read-Alouds: Insights on Reading Instruction from an English as a Second Language Classroom

Science.gov (United States)

Ranker, Jason

2007-01-01

A first-grade teacher used comic books as read-alouds during her implementation of a reading/writing workshop. The students, primarily English-language learners, were able to make use of this medium in order to learn new reading practices. The teacher used the comics to teach multiple aspects of various reading processes such as reading with an…

How to write reports and proposals

CERN Document Server

Forsyth, Patrick

2016-01-01

How to Write Reports and Proposals is essential reading for achieving effective writing techniques. Getting a message across on paper and presenting a proposal in a clear and persuasive form are vital skills for anyone in business. How to Write Reports and Proposals provides practical advice on how to impress, convince and persuade your colleagues or clients. It will help you: improve your writing skills; think constructively before writing; create a good report; produce persuasive proposals; use clear and distinctive language; present numbers, graphs and charts effectively. Full of checklists, exercises and real life examples, this new edition also contains content on how to write succinctly and with impact across different mediums. How to Write Reports and Proposals will help you to put over a good case with style.

Simplifying the writing process for the novice writer.

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Redmond, Mary Connie

2002-10-01

Nurses take responsibility for reading information to update their professional knowledge and to meet relicensure requirements. However, nurses are less enthusiastic about writing for professional publication. This article explores the reluctance of nurses to write, the reasons why writing for publication is important to the nursing profession, the importance of mentoring to potential writers, and basic information about simplifying the writing process for novice writers. Copyright 2002 by American Society of PeriAnesthesia Nurses.

L2 writing assistants and context-aware dictionaries: New ...

African Journals Online (AJOL)

Dictionaries are increasingly integrated into other tools designed to assist the reading, writing and translation of texts. Write Assistant is a newly developed tool aimed at assisting people writing in a second language. It feeds on big data taken in from corpora and digital dictionaries. The paper discusses the philosophy ...

El Aprendizaje de la Lectura y la Escritura: Practicas Apropiadas para el Desarrollo Infantil (Learning To Read and Write: Developmentally Appropriate Practices for Young Children).

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Neuman, Susan B.; Copple, Carol; Bredekamp, Sue

This Spanish language edition of "Learning To Read and Write: Developmentally Appropriate Practices for Young Children," presents effective research-based strategies for promoting children's literacy learning in preschool, kindergarten, and elementary classrooms and infant/toddler settings. Including classroom photos and children's work,…

Reading skills among students with intellectual disabilities.

Science.gov (United States)

Ratz, Christoph; Lenhard, Wolfgang

2013-05-01

Students with intellectual disabilities (ID) display an extremely wide variety of skills in the field of literacy, and the ability to read and write are central learning aims in the education of students with ID. It is vital to gain detailed knowledge on the literacy skills of students with ID in order to plan instruction, create learning environments, implement educational policies or funding models and specify future fields of research. However, there has been little research into the prevalence and variation of their reading skills. The present study assessed the reading stages of 1629 school-aged students with ID regardless of aetiology (age 6-21) in Bavaria, one of the largest regions in Germany within a randomly chosen and representative sample. Teachers described the reading and writing stages of their students in a questionnaire following the developmental model of Frith. Results indicate that 29.3% do not read at all, 6.8% read at a logographic stage, 31.9% at an alphabetic and 32% at an orthographic level. Writing achievements are lower on average. We analyze and discuss the determinants of literacy in this sample with regard to the sociocultural background of students with ID and draw conclusions for teaching and school policies. Copyright © 2013 Elsevier Ltd. All rights reserved.

Titan's cold case files - Outstanding questions after Cassini-Huygens

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Nixon, C. A.; Lorenz, R. D.; Achterberg, R. K.; Buch, A.; Coll, P.; Clark, R. N.; Courtin, R.; Hayes, A.; Iess, L.; Johnson, R. E.; Lopes, R. M. C.; Mastrogiuseppe, M.; Mandt, K.; Mitchell, D. G.; Raulin, F.; Rymer, A. M.; Todd Smith, H.; Solomonidou, A.; Sotin, C.; Strobel, D.; Turtle, E. P.; Vuitton, V.; West, R. A.; Yelle, R. V.

2018-06-01

The entry of the Cassini-Huygens spacecraft into orbit around Saturn in July 2004 marked the start of a golden era in the exploration of Titan, Saturn's giant moon. During the Prime Mission (2004-2008), ground-breaking discoveries were made by the Cassini orbiter including the equatorial dune fields (flyby T3, 2005), northern lakes and seas (T16, 2006), and the large positive and negative ions (T16 & T18, 2006), to name a few. In 2005 the Huygens probe descended through Titan's atmosphere, taking the first close-up pictures of the surface, including large networks of dendritic channels leading to a dried-up seabed, and also obtaining detailed profiles of temperature and gas composition during the atmospheric descent. The discoveries continued through the Equinox Mission (2008-2010) and Solstice Mission (2010-2017) totaling 127 targeted flybys of Titan in all. Now at the end of the mission, we are able to look back on the high-level scientific questions from the start of the mission, and assess the progress that has been made towards answering these. At the same time, new scientific questions regarding Titan have emerged from the discoveries that have been made. In this paper we review a cross-section of important scientific questions that remain partially or completely unanswered, ranging from Titan's deep interior to the exosphere. Our intention is to help formulate the science goals for the next generation of planetary missions to Titan, and to stimulate new experimental, observational and theoretical investigations in the interim.

Iqra: African American Muslim Girls Reading and Writing for Social Change

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Muhammad, Gholnecsar E.

2015-01-01

In this study, the researcher explores the role of literacy--specifically writing in the lives of adolescent Muslim girls who used writing as a sociopolitical tool when participating in a literacy collaborative grounded in Islamic principles and writing for social change. Previously, researchers have largely focused on the literacies of immigrant…

Learning to Read and Write on the Fringes of Schooling: Some Examples of Didactic Devices in Mexican Society in the Modern Era

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Castro, Josefina Granja

2008-01-01

This paper focuses on the analysis of certain didactic resources that proliferated on the fringes of schooling during the second half of the nineteenth century in Mexico. The first of these is a method that, according to its author, made it possible to teach a pupil how to read in only six lessons, dated 1830; the second is a writing method from…

Reading up on sex: Learning to read. Why sex matters, and whether physical fitness and activity are relevant in reading acquisition

OpenAIRE

Tunstad, Hege Jørgensen

2013-01-01

When you read this thesis, you rely on a skill you acquired as a child. Most children start at the age of 5-6 years to learn single letters, write their name, and gradually develop the functional skill of decoding strings of letters; in other words, reading. By the age of 10 they are expected to read texts with concentration, endurance, fluency and coherence. The success rate varies, and Norwegian children score slightly above average when reading skills are measured globally, and are better ...

Learning Partners: Escribamos! Leamos! Juguemos a las Ciencias! Juguemos a las Matematicas! (Learning Partners: Let's Write! Let's Read! Let's Play Mathematics! Let's Play Science!)

Science.gov (United States)

Office of Educational Research and Improvement (ED), Washington, DC.

This Spanish-language document consists of four single-sheet sets of guidelines developed by the Family Involvement Partnership for Learning to assist parents in facilitating their children's elementary school success. The front part of the sheets describes general ways parents can support their children, including modeling writing, reading aloud,…

Exploring Inquiry as a Teaching Stance in the Writing Workshop

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Ray, Katie Wood

2006-01-01

This article begins with a "snapshot" of a fifth grade writing workshop and its study of op-ed writing to show an inquiry in action. The framework for this inquiry involves immersing students in reading multiple examples of the kind of text the teacher would like them to write, studying closely how the texts are crafted, and writing their own…

The art of scientific writing

Science.gov (United States)

Gad-El-Hak, Mohamed

2015-11-01

The humanities teach students how to learn and communicate. Science teaches why everything works. Engineering teaches how to make things work. But scientists and engineers need to communicate their ideas amongst themselves as well as to everyone else. A newly developed technical writing course is outlined. In the class, offered to senior undergraduate and beginning graduate students, we read numerous short novels, essays, and op-eds. Some of the reading materials are technical but many are not. The students also have weekly writing assignments. When the first assignment is returned to the students with a grade of 20-30%, their first reaction is, ``how come I did not receive my usual 80-90%?'' I retort, ``you reach that level only when your essay is ready to be published in The New York Times.'' What is emphasized in the class is the process of creating something to write about, researching that something, expressing ideas coherently and comprehensibly, then endlessly editing the essay. The elective class has been offered three times thus far, all of its available seats are always filled, the students' evaluations have been outstanding, and the improvements in the students' ability to write by the end of the semester is quite impressive.

LECTURA Y ESCRITURA ACADÉMICA EN INGLÉS BAJO LA MODALIDAD DE APRENDIZAJE MIXTO (B-LEARNING I ACADEMIC READING AND WRITING IN ENGLISH WITHIN BLENDED-LEARNING COURSES

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Audy Yuliser Castañeda Castañeda

2018-04-01

Full Text Available Nowadays ICTs worldwide use has transformed the global society. Through Virtual Learning Environments teaching is focused on the individual, in a way that, considering the differences among students, each of them is expected to follow his own learning paths. Within the syllabus design of university courses conductive to the degree of teacher of English as a Foreign Language (EFL at Universidad Pedagógica Experimental Libertador, Instituto Pedagógico de Caracas (IPC Venezuela, there is a subject devoted to the development of reading and writing skills, namely Reading and Writing II, whose aim is to promote the students’ incorporation into the academic world pertaining their career as EFL educators, so that they learn how to communicate within such academic discourse community. The purpose of this action-research study was to describe an experience with the course Reading and Writing II course (academic period 2011-II within the b-learning modality in regards to the 42 participants’ motivation to high achievement, as evidenced by the number of students who passed, failed, or dropped the course, as well as by their grades at the end of the academic period. By means of surveys and direct observation, the participants’ perception was that there are advantages in using the IPC Virtual Learning Environment (IPCEVA, as well as some disadvantages and limitations, mainly due to the lack of some participants’ sufficient expertise in using ICTs

Lectura y Vida. Revista Latinoamericana de Lectura (Reading and Life. Latinamerican Reading Magazine). 1990-1995.

Science.gov (United States)

International Reading Association, Newark, DE.

This series of 24 magazines offers readings in Spanish on literacy, education problems, psycholinguistics, expository writing, and reading behavior. The magazine's editorial committee includes representatives from Colombia, Brazil, Argentina, Chile, the United States, Uruguay, Mexico, Venezuela, and Spain. Articles concern literacy issues of both…

Learning to read and write in evolution: from static pseudoenzymes and pseudosignalers to dynamic gear shifters.

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Abudukelimu, Abulikemu; Mondeel, Thierry D G A; Barberis, Matteo; Westerhoff, Hans V

2017-06-15

We present a systems biology view on pseudoenzymes that acknowledges that genes are not selfish: the genome is. With network function as the selectable unit, there has been an evolutionary bonus for recombination of functions of and within proteins. Many proteins house a functionality by which they 'read' the cell's state, and one by which they 'write' and thereby change that state. Should the writer domain lose its cognate function, a 'pseudoenzyme' or 'pseudosignaler' arises. GlnK involved in Escherichia coli ammonia assimilation may well be a pseudosignaler, associating 'reading' the nitrogen state of the cell to 'writing' the ammonium uptake activity. We identify functional pseudosignalers in the cyclin-dependent kinase complexes regulating cell-cycle progression. For the mitogen-activated protein kinase pathway, we illustrate how a 'dead' pseudosignaler could produce potentially selectable functionalities. Four billion years ago, bioenergetics may have shuffled 'electron-writers', producing various networks that all served the same function of anaerobic ATP synthesis and carbon assimilation from hydrogen and carbon dioxide, but at different ATP/acetate ratios. This would have enabled organisms to deal with variable challenges of energy need and substrate supply. The same principle might enable 'gear-shifting' in real time, by dynamically generating different pseudo-redox enzymes, reshuffling their coenzymes, and rerouting network fluxes. Non-stationary pH gradients in thermal vents together with similar such shuffling mechanisms may have produced a first selectable proton-motivated pyrophosphate synthase and subsequent ATP synthase. A combination of functionalities into enzymes, signalers, and the pseudo-versions thereof may offer fitness in terms of plasticity, both in real time and in evolution. © 2017 The Author(s); published by Portland Press Limited on behalf of the Biochemical Society.

The Power of Photography as a Catalyst for Teaching Informational Writing

Science.gov (United States)

Lilly, Elizabeth; Fields, Charla

2014-01-01

Writing and photography are composition processes that help develop children's linguistic and visual competencies, respectively. Using photography in teaching writing has been found to enhance students' literacy skills by naturally invoking their interest and motivation, and eventually strengthening the reading-writing relationship. Children can…

Assessing learning preferences of dental students using visual, auditory, reading-writing, and kinesthetic questionnaire

Directory of Open Access Journals (Sweden)

Darshana Bennadi

2015-01-01

Full Text Available Introduction: Educators of the health care profession (teachers are committed in preparing future health care providers, but are facing many challenges in transmitting their ever expanding knowledge to the students. This study was done to focus on different learning styles among dental students. Aim: To assess different learning preferences among dental students. Materials and Methods: This is a descriptive cross-sectional questionnaire study using visual, auditory, reading-writing, and kinesthetic questionnaire among dental students. Results: Majority 75.8% of the students preferred multimodal learning style. Multimodal learning was common among clinical students. No statistical significant difference of learning styles in relation to gender (P > 0.05. Conclusion: In the present study, majority of students preferred multimodal learning preference. Knowledge about the learning style preference of different profession can help to enhance the teaching method for the students.

Nonvolatile write-once-read-many-times memory device with functionalized-nanoshells/PEDOT:PSS nanocomposites

International Nuclear Information System (INIS)

Avila-Nino, J.A.; Segura-Cardenas, E.; Sustaita, A.O.; Cruz-Cruz, I.; Lopez-Sandoval, R.; Reyes-Reyes, M.

2011-01-01

We have investigated the memory effect of the nanocomposites of functionalized carbon nanoshells (f-CNSs) mixed with poly(3,4-ethylenedioxythiophene) doped with polystyrenesulfonate (PEDOT:PSS) polymer. The f-CNSs were synthesized by the spray pyrolysis method and functionalized in situ with functional groups (OH, COOH, C-H, C-OH) with the aim of improving their compatibility in the aqueous dispersion of PEDOT:PSS. The current-voltage (I-V) sweep curves at room temperature for the Al/f-CNSs, for certain concentrations range, embedded in a PEDOT:PSS layer/Al devices showed electrical bistability for write-once-read-many-times (WORM) memory devices. The memory effect observed in the devices can be explained due to the existence of trapped charges in the f-CNSs/PEDOT:PSS layer. The carrier transport mechanisms for the memory devices is studied and discussed.

Nonvolatile write-once-read-many-times memory device with functionalized-nanoshells/PEDOT:PSS nanocomposites

Energy Technology Data Exchange (ETDEWEB)

Avila-Nino, J.A.; Segura-Cardenas, E. [Universidad Autonoma de San Luis Potosi, Instituto de Investigacion en Comunicacion Optica, Alvaro Obregon 64 Zona Centro, 78000 SLP (Mexico); Sustaita, A.O. [Instituto Potosino de Investigacion Cientifica y Tecnologica, Camino a la presa San Jose 2055, CP 78216, San Luis Potosi (Mexico); Cruz-Cruz, I. [Universidad Autonoma de San Luis Potosi, Instituto de Investigacion en Comunicacion Optica, Alvaro Obregon 64 Zona Centro, 78000 SLP (Mexico); Lopez-Sandoval, R. [Instituto Potosino de Investigacion Cientifica y Tecnologica, Camino a la presa San Jose 2055, CP 78216, San Luis Potosi (Mexico); Reyes-Reyes, M., E-mail: reyesm@iico.uaslp.mx [Universidad Autonoma de San Luis Potosi, Instituto de Investigacion en Comunicacion Optica, Alvaro Obregon 64 Zona Centro, 78000 SLP (Mexico)

2011-03-25

We have investigated the memory effect of the nanocomposites of functionalized carbon nanoshells (f-CNSs) mixed with poly(3,4-ethylenedioxythiophene) doped with polystyrenesulfonate (PEDOT:PSS) polymer. The f-CNSs were synthesized by the spray pyrolysis method and functionalized in situ with functional groups (OH, COOH, C-H, C-OH) with the aim of improving their compatibility in the aqueous dispersion of PEDOT:PSS. The current-voltage (I-V) sweep curves at room temperature for the Al/f-CNSs, for certain concentrations range, embedded in a PEDOT:PSS layer/Al devices showed electrical bistability for write-once-read-many-times (WORM) memory devices. The memory effect observed in the devices can be explained due to the existence of trapped charges in the f-CNSs/PEDOT:PSS layer. The carrier transport mechanisms for the memory devices is studied and discussed.

Using Content Reading Assignments in a Psychology Course to Teach Critical Reading Skills

Science.gov (United States)

Van Camp, Debbie; Van Camp, Wesley

2013-01-01

Liberal arts students are expected to graduate college with fully developed critical reading and writing skills. However, for a variety of reasons these skills are not always as well developed as they might be--both during and upon completion of college. This paper describes a reading assignment that was designed to increase students'…

A survey of visual function in an Austrian population of school-age children with reading and writing difficulties

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McClelland Julie F

2010-05-01

Full Text Available Abstract Background To describe and compare visual function measures of two groups of school age children (6-14 years of age attending a specialist eyecare practice in Austria; one group referred to the practice from educational assessment centres diagnosed with reading and writing difficulties and the other, a clinical age-matched control group. Methods Retrospective clinical data from one group of subjects with reading difficulties (n = 825 and a clinical control group of subjects (n = 328 were examined. Statistical analysis was performed to determine whether any differences existed between visual function measures from each group (refractive error, visual acuity, binocular status, accommodative function and reading speed and accuracy. Results Statistical analysis using one way ANOVA demonstrated no differences between the two groups in terms of refractive error and the size or direction of heterophoria at distance (p > 0.05. Using predominately one way ANOVA and chi-square analyses, those subjects in the referred group were statistically more likely to have poorer distance visual acuity, an exophoric deviation at near, a lower amplitude of accommodation, reduced accommodative facility, reduced vergence facility, a reduced near point of convergence, a lower AC/A ratio and a slower reading speed than those in the clinical control group (p Conclusions This study highlights the high proportions of visual function anomalies in a group of children with reading difficulties in an Austrian population. It confirms the importance of a full assessment of binocular visual status in order to detect and remedy these deficits in order to prevent the visual problems continuing to impact upon educational development.

Reading: Great Expectations. Proceedings of the Annual Reading Conference (11th, Terre Haute, Indiana, June 11-12, 1981).

Science.gov (United States)

Gibbs, Vanita M., Comp.; Pabst, Robert L., Comp.

One of a series of publications on selected aspects of reading curriculum development, this monograph contains eight papers that deal with expectations in the teaching of reading. Topics covered include (1) the relationship between reading and writing, (2) changing expectations in education, (3) skills programs for remedial readers, (4) ways to…

Enhancing the Interpretive Reading and Analytical Writing of Mainstreamed English Learners in Secondary School: Results from a Randomized Field Trial Using a Cognitive Strategies Approach

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Olson, Carol Booth; Kim, James S.; Scarcella, Robin; Kramer, Jason; Pearson, Matthew; van Dyk, David A.; Collins, Penny; Land, Robert E.

2012-01-01

In this study, 72 secondary English teachers from the Santa Ana Unified School District were randomly assigned to participate in the Pathway Project, a cognitive strategies approach to teaching interpretive reading and analytical writing, or to a control condition involving typical district training focusing on teaching content from the textbook.…

Newton versus Huygens: como (não ocorreu a disputa entre suas teorias para a luz

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Breno Arsioli Moura

2016-04-01

Full Text Available http://dx.doi.org/10.5007/2175-7941.2016v33n1p111 Este artigo apresenta uma análise crítica da possível disputa entre as teorias sobre luz e cores elaboradas por Newton e Huygens que teria ocorrido entre os séculos XVII e XIX. Com base em diversos estudos historiográficos já realizados sobre o tema, será mostrado que na Historiografia da Ciência a ideia de uma disputa entre as ópticas de Newton e Huygens é considerada ultrapassada. O artigo fornece um apanhado histórico da Óptica no período, oferecendo subsídios para que essa questão seja também problematizada no Ensino, assim como foi na Historiografia da Ciência atual.

Lectura y Vida: Revista Latinoamericana de Lectura, 2001 (Reading and Life: Latin American Reading Magazine, 2001).

Science.gov (United States)

Lectura y Vida: Revista Latinoamericana de Lectura, 2001

2001-01-01

Articles focus on the following: teaching of literature as a means to teaching reading comprehension; reading and discussing favorite stories; interactive literature in childhood literacy; new perspectives in teaching literature; construction of graphic aids in promoting and developing writing skills; recommended books for children and…

Senior Citizens and Junior Writers--A Center for Exchange: Retired Professionals as Writing Laboratory Tutors for Students Enrolled in Upper-Level Pre-Professional University Writing Courses.

Science.gov (United States)

Kleimann, Susan; Meyers, G. Douglas

The writing center at a Maryland university prepares third-year students for nonacademic, preprofessional writing by using retired professionals as tutors. These tutors are trained by discussing readings centered around the Aristotelean schema of ethos, logos, and pathos and the more recent conception of writing as a problem-solving process. The…

SCORE A: A Student Research Paper Writing Strategy.

Science.gov (United States)

Korinek, Lori; Bulls, Jill A.

1996-01-01

A mnemonic strategy for writing a research paper is explained. "SCORE A" reminds the student to select a subject, create categories, obtain sources, read and take notes, evenly organize the information, and apply process writing steps. Implementation of the strategy with five eighth graders with learning disabilities is reported. (DB)

Clinical Reasoning in the Assessment and Intervention Planning for Writing Disorder

Science.gov (United States)

Harrison, Gina L.; McManus, Kelly L.

2017-01-01

The incidence of writing disorder is as common as reading disorder, but it is frequently under-identified and rarely targeted for intervention. Increasing clinical understanding on various subtypes of writing disorder through assessment guided by data-driven decision making may alleviate this disparity for students with writing disorders. The…

Aplicacion de nuevas tecnicas y procedimientos para la ensenanza de la lectura-escritura (Application of the New Techniques and Procedures for Teaching Reading-Writing).

Science.gov (United States)

Instituto Nacional de Pedagogia (Mexico).

This document is an English-language abstract (approximately 1,500 words) of experiments performed in Mexico, D. F. by way of introducing new techniques for teaching reading and writing, particularly in the remedial classes. The first part of the document deals with a series of experiments carried out with first grade remedial groups as follows:…

Effects of intermediate layers on magnetic properties and read/write performance in CoCrPt perpendicular recording media with an FeHfN soft magnetic underlayer

International Nuclear Information System (INIS)

Hong, D.H.; Shin, J.N.; Lee, T.D.; Hong, S.Y.; Lee, H.J.

2003-01-01

In this study, the effects of CoCrPtTa and CoCrPtB magnetic intermediate layers (ILs) on the magnetic properties and read/write performance of CoCrPt/soft magnetic layer perpendicular recording media were investigated. Even though the perpendicular coercivity of the media with these ILs was reduced by 500 Oe, these media still showed a low exchange slope of 1.4 and a large negative nucleation field of about -1000 Oe. Additionally, the reduced grain size of the media with these IL was observed by transmission electron microscopy. From the read/write test, these media with ILs showed improved performance of 3-5 dB higher signal-to-noise ratio and overwrite ratio (OW) compared to the media without ILs. These enhancements could be attributed to the reduction of grain size of the magnetic layer and weakening of the intergranular interaction between grains by insertion of the IL

Writing System Modulates the Association between Sensitivity to Acoustic Cues in Music and Reading Ability: Evidence from Chinese–English Bilingual Children

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Juan Zhang

2017-11-01

Full Text Available Music and language share many attributes and a large body of evidence shows that sensitivity to acoustic cues in music is positively related to language development and even subsequent reading acquisition. However, such association was mainly found in alphabetic languages. What remains unclear is whether sensitivity to acoustic cues in music is associated with reading in Chinese, a morphosyllabic language. The present study aimed to answer this question by measuring music (i.e., musical metric perception and pitch discrimination, language (i.e., phonological awareness, lexical tone sensitivity, and reading abilities (i.e., word recognition among 54 third-grade Chinese–English bilingual children. After controlling for age and non-verbal intelligence, we found that both musical metric perception and pitch discrimination accounted for unique variance of Chinese phonological awareness while pitch discrimination rather than musical metric perception predicted Chinese lexical tone sensitivity. More importantly, neither musical metric perception nor pitch discrimination was associated with Chinese reading. As for English, musical metric perception and pitch discrimination were correlated with both English phonological awareness and English reading. Furthermore, sensitivity to acoustic cues in music was associated with English reading through the mediation of English phonological awareness. The current findings indicate that the association between sensitivity to acoustic cues in music and reading may be modulated by writing systems. In Chinese, the mapping between orthography and phonology is not as transparent as in alphabetic languages such as English. Thus, this opaque mapping may alter the auditory perceptual sensitivity in music to Chinese reading.

Reading Letters

DEFF Research Database (Denmark)

Beier, Sofie

2012-01-01

In our everyday life we constantly encounter a diversity of reading matters, including display types on traffic signage, printed text in novels, newspaper headlines, or our own writing on a computer screen. All these conditions place different demands on the typefaces applied. The book discusses...

How my brain stopped reading

DEFF Research Database (Denmark)

Beier, Sofie

2012-01-01

Due to a medical condition I temporarily lost the ability to read and write. As an academic researcher specialised in understanding the reading process, I can benefit from this terrible experience by explaining – on a scientific level – what happened to me, and hence draw the lines to existing re...

The Relationships between Dimensions of Writing Motivation and Reading Comprehension

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Keskin, Hasan Kagan

2015-01-01

The purpose of the present study is to identify to what extent writing motivation can classify readers as good or poor comprehenders. The study was conducted on a total of 156 fourth graders studying at a state-run primary school in the center of Duzce, Turkey. The data were collected through the Writing Motivation Scale and the Mistake Analysis…

A Structural Equation Model of the Writing Process in Typically Developing Sixth Grade Children

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Koutsoftas, Anthony D.

2010-01-01

Educational reform initiatives of the last decade have focused on the three R's: reading, writing, and arithmetic, with writing receiving the least attention in the research literature (National Commission on Writing, 2003). Studies of writing performance in United States schoolchildren indicate that many are writing only at basic levels. The…

Teaching with Your Librarian: Reading About Writing

Science.gov (United States)

Meagher, Sandy

2005-01-01

This document contains some book suggestions to help introduce all the various parts of writing. Helping students understand figures of speech takes more than a book ? it takes a creative teacher and interested students. One book that teachers and students have had a great time with is Monkey Business by Wallace Edwards, (Kids Can Press, 2004,…

Reading and Writing for Preservice Teachers: Making Meaningful Connections

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Martinez-Alba, Gilda

2015-01-01

In many states, preservice physical education teachers are required to take reading courses to obtain their teaching certificate. However, many future physical educators are not enthusiastic about this requirement. In fact, many candidly state, "I don't like reading" and "I am not becoming a PE teacher so I can teach reading."…

The extensive writing. Teaching writing in high school

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Daniel Cassany Comas

2016-08-01

Full Text Available Following the distinction between intensive and extensive reading, we introduce the extensive written tasks to promote the following learning objectives: 1 bringing writing closer to the learner’s personal life; 2 practicing the epistemic and communicative language functions; 3 giving the learner full responsibility for the creative act; 4 facilitating the development of cognitive processes, and 5 developing habits of written production in a variety of situations. As a consequence, extensive writing assignments produce longer texts, last longer, are self-directed by the learner-author, treat interdisciplinary topics and are not in the textbook. These tasks markedly differ from the more frequent written exercises in the classroom, which are teacher-led, contain shorter texts, work on executive or instrumental functions, and their correction is focused on spelling and grammar. We propose several educational tools in order to develop this type of tasks: portfolios (to save drafts, corrections and final versions of each text, formats (such as reading logs, lecture notes and laboratory protocols and contexts (common communicative tasks. We also discuss some basic parameters of extensive tasks, such as the length of the text, the use of several working sessions for text production, the practice of composition processes and the use of peer review, in pairs or teams.

WRITING LIGHT VERSE.

Science.gov (United States)

ARMOUR, RICHARD

VARIOUS ASPECTS OF WRITING LIGHT VERSE, EITHER FOR FUN OR FOR PUBLICATION, ARE DISCUSSED IN THIS BOOK--(1) THE NATURE AND APPEAL OF LIGHT VERSE AND ITS MANY VARIETIES, (2) SUBJECTS WHICH LEND THEMSELVES BEST TO THE LIGHT-VERSE TREATMENT, (3) THE APPLICATION OF WHAT ONE HAS LEARNED FROM READING, THINKING, AND CLOSELY OBSERVING HUMAN FOIBLES, (4)…

Poetry and World War II: Creating Community through Content-Area Writing

Science.gov (United States)

Friese, Elizabeth E. G.; Nixon, Jenna

2009-01-01

Two educators and a classroom of fifth grade students integrated poetry writing into social studies curriculum focusing on World War II. Several strategies and approaches to writing poetry are highlighted including list poems, writing from photographs and artifacts, and two voice poems. The study culminated in a poetry reading and the creation of…

Reading and writing direction effects on the aesthetic appreciation of photographs.

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Chahboun, Sobh; Flumini, Andrea; Pérez González, Carmen; McManus, I Chris; Santiago, Julio

2017-05-01

Does reading and writing direction (RWD) influence the aesthetic appreciation of photography? Pérez González showed that nineteenth-century Iranian and Spanish professional photographers manifest lateral biases linked to RWD in their compositions. The present study aimed to test whether a population sample showed similar biases. Photographs with left-to-right (L-R) and right-to-left (R-L) directionality were selected from Pérez González's collections and presented in both original and mirror-reversed forms to Spanish (L-R readers) and Moroccan (R-L readers) participants. In Experiment 1, participants rated each picture for its aesthetic pleasingness. The results showed neither effects of lateral organization nor interactions with RWD. In Experiment 2, each picture and its mirror version were presented together and participants chose the one they liked better. Spaniards preferred rightward versions and Moroccans preferred leftward versions. RWD therefore affects aesthetic impressions of photography in our participants when people pay attention to the lateral spatial dimension of pictures. The observed directional aesthetic preferences were not sensitive to the sex of the model in the photographs, failing to support expectations from the hypotheses of emotionality and agency. Preferences were attributable to the interaction between general scanning strategies and scanning habits linked to RWD.

Christiaan Huygens : Sailing and Flying on Other Worlds

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Lorenz, Ralph

2014-11-01

In Christiaan Huygens posthumous book, "The Celestial Worlds Discover's" (1698) he lays out an optimistic vision of a universe of various worlds, some populated by beings like ourselves, and even with a few who might be scientists wondering about the same questions. He offers, in essence, a truly modern perspective on planetary physics and astrobiology.He notes that other worlds may have fluids forming clouds and rain, but that these fluids might be different from water, since for example Jupiter and Saturn are far from the sun and this 'water of ours' would be 'liable to frost.' He even speculates that other atmospheres might be thicker than ours, which would be favorable for the locomotion of the 'volatile animals.' Rather germane to present studies of Titan's seas and giant planet interiors, he even wonders if there might be layers of fluids of different densities : "There may also be many forts of Fluids ranged over one another in Rows as it were. The Sea perhaps may have such a fluid lying on it, which tho’ ten times lighter than Water, may be a hundred Time heavier than Air".Huygens considered that mariners on other worlds might use the same pulleys and anchors (noting essentially the universality of function of such devices) yet that other planets might have advantages or disadvantages for any given approach. Indeed, he rues how easy navigation must be on Jupiter and Saturn, having the benefit of so many moons from which Longitude could be determined (a vexing challenge of his day). He even notes that other worlds might have magnetic fields, allowing their sailors to use the compass. As post-Cassini exploration of Titan contemplates a number of vehicle types, from hot air balloons to sailboats which can exploit the thick atmosphere and low gravity of that environment, it is fitting to recall the perspective of Titan's discoverer on other worlds as being similar, but different. The same laws of physics and logic of design apply, but with different

Learning to Write in Braille: An Analysis of Writing Samples from Participants in the Alphabetic Braille and Contracted (ABC) Braille Study

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Erin, Jane N.; Wright, Tessa S.

2011-01-01

This article reports the results of data from 114 writing samples of 39 children who read braille and who were included in the Alphabetic Braille and Contracted Braille (ABC) Study between 2002 and 2005. Writing characteristics, miscues, and composition characteristics are analyzed, and two case studies are included. (Contains 1 box and 2 tables.)

Prosodic boundaries in writing: Evidence from a keystroke analysis

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Susanne Fuchs

2016-11-01

Full Text Available The aim of the paper is to investigate duration between successive keystrokes during typing in order to examine whether prosodic boundaries are expressed in the process of writing. In particular, we are interested in interkey durations that occur next to punctuation marks (comma and full stops while taking keystrokes between words as a reference, since these punctuation marks are often realized with minor or major prosodic boundaries during reading. A two-part experiment was conducted: first, participants’ keystrokes on a computer keyboard were recorded while writing an email to a close friend (in two conditions: with and without time pressure. Second, participants read the email they just wrote. Interkey durations were compared to pause durations at the same locations during read speech. Results provide evidence of significant differences between interkey durations between words, at commas and at full stops (from shortest to longest. These durations were positively correlated with silent pause durations during reading. A more detailed analysis of interkey durations revealed patterns that can be interpreted with respect to prosodic boundaries in speech production, namely as phrase-final and phrase-initial lengthening occurring at punctuation marks. This work provides initial evidence that prosodic boundaries are reflected in the writing process.

Prosodic Boundaries in Writing: Evidence from a Keystroke Analysis.

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Fuchs, Susanne; Krivokapić, Jelena

2016-01-01

The aim of the paper is to investigate duration between successive keystrokes during typing in order to examine whether prosodic boundaries are expressed in the process of writing. In particular, we are interested in interkey durations that occur next to punctuation marks (comma and full stops while taking keystrokes between words as a reference), since these punctuation marks are often realized with minor or major prosodic boundaries during overt reading. A two-part experiment was conducted: first, participants' keystrokes on a computer keyboard were recorded while writing an email to a close friend (in two conditions: with and without time pressure). Second, participants read the email they just wrote. Interkey durations were compared to pause durations at the same locations during read speech. Results provide evidence of significant differences between interkey durations between words, at commas and at full stops (from shortest to longest). These durations were positively correlated with silent pause durations during overt reading. A more detailed analysis of interkey durations revealed patterns that can be interpreted with respect to prosodic boundaries in speech production, namely as phrase-final and phrase-initial lengthening occurring at punctuation marks. This work provides initial evidence that prosodic boundaries are reflected in the writing process.

Examining the Reading of Informational Text in 4th Grade Class and Its Relation with Students' Reading Performance

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Li, Dan; Beecher, Constance; Cho, Byeong-Young

2018-01-01

Being proficient in independently reading and writing complex informational text has become a need for college and career success. While there is a great deal of agreement on the importance of the reading of informational text in early grades and teachers are encouraged to increase amount of the reading of informational text in early grades, few…

Early Writing Deficits in Preschoolers with Oral Language Difficulties

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Puranik, Cynthia S.; Lonigan, Christopher J.

2012-01-01

The purpose of this study was to investigate whether preschool children with language impairments (LI), a group with documented reading difficulties, also experience writing difficulties. In addition, a purpose was to examine if the writing outcomes differed when children had concomitant cognitive deficits in addition to oral language problems. A…

Exploring Construction of College English Writing Course from the Perspective of Output-Driven Hypothesis

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Ying, Zhang

2018-01-01

English writing is regarded as the most difficult task by Chinese EFL learners. Due to the existing problems in present college English writing instruction, teachers fail to provide effective guidance in students' writing process and students report a low level of motivation and confidence in writing tasks. Through purposeful reading discussions…

Bram Stoker's Dracula : undeath, insomnia and writing

OpenAIRE

Rolstad, Lajla

2006-01-01

The focus of this thesis is a reading of Bram Stoker’s Dracula. It investigates the experience of horror and the link between horror and desire that can be found in the text. The reading centres on the vampire figure and the vampire’s metaphorical function. Themes like insomnia, undeath, blood, devouring and writing are examined. The reading of Dracula draws on a theoretical framework. In the discussion of horror, Julia Kristeva’s and Emmanuel Levinas’ phenomenological surveys of subjecti...

Leitura e escrita de professores em suas histórias de vida e formação Reading and writing experiences in teacher's lives and trajetories

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Sonia Kramer

1999-03-01

Full Text Available Este artigo apresenta pesquisa sobre narrativa, experiências de leitura/escrita e memória de professores. Baseado na teoria crítica da cultura e da modernidade, em especial em Walter Benjamin, procura conhecer práticas de leitura e escrita de professores e compreender como foi construída - ao longo de suas trajetórias - sua relação com a escrita e de que forma tal relação influencia a prática escolar. Discute questões de natureza teórico-metodológica; apresenta as etapas da pesquisa, seus desafios e os principais achados, tratando do período exploratório (entrevistas com professores de pré-escola e 1as séries do 1º grau e da investigação (entrevistas com professores que atuaram nas décadas de 20/30/40 e 50/60; e sintetiza o ensaio que vem sendo feito a partir de acervo de fotografias de situações de leitura e escrita captadas no cotidiano do Rio de Janeiro.This article presents a research about narrative, reading and writing experiences and teachers' biographies. Based on critical theory of culture and modernity, particularly on Walter Benjamin, the research intends to study reading and writing teachers' practices, to understand their relation with written language and to understand also in which way this relation influences pedagogic action. The article begins analysing theorethical and methodological questions; than it presents the phases performed by the research - exploratory period (when pre-school and elementary school teachers were interviewed, field study (when teachers that worked at the 20/30/40ies and the 50/60ies were interviewed, the main results; and, at the end, it summarizes the analyses that are being developed concerning reading and writing photographies in Rio de Janeiro daily life.

Science and Literacy: Incorporating Vocabulary, Reading Comprehension, Research Methods, and Writing into the Science Curriculum

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Nieser, K.; Carlson, C.; Bering, E. A.; Slagle, E.

2012-12-01

Part of preparing the next generation of STEM researchers requires arming these students with the requisite literacy and research skills they will need. In a unique collaboration, the departments of Physics (ECE) and Psychology at the University of Houston have teamed up with NASA in a grant to develop a supplemental curriculum for elementary (G3-5) and middle school (G6-8) science teachers called Mars Rover. During this six week project, students work in teams to research the solar system, the planet Mars, design a research mission to Mars, and create a model Mars Rover to carry out this mission. Targeted Language Arts skills are embedded in each lesson so that students acquire the requisite academic vocabulary and research skills to enable them to successfully design their Mars Rover. Students learn academic and scientific vocabulary using scientifically based reading research. They receive direct instruction in research techniques, note-taking, summarizing, writing and other important language skills. The interdisciplinary collaboration empowers students as readers, writers and scientists. After the curriculum is completed, a culminating Mars Rover event is held at a local university, bringing students teams in contact with real-life scientists who critique their work, ask questions, and generate excite about STEM careers. Students have the opportunity to showcase their Mars Rover and to orally demonstrate their knowledge of Mars. Students discover the excitement of scientific research, STEM careers, important research and writing tools in a practical, real-life setting.

EFL Academic writing. What should Dutch business communication students learn?

NARCIS (Netherlands)

Meurs, Frank van; Hendriks, B.C.; Planken, B.C.; Barasa, S.N.; Groot, E.B. de; Nederstigt, U.; Arnhem, M. van; Smakman, D.

2016-01-01

Many Dutch university students are expected to read and write academic research papers in English. In this article, we discuss a number of areas of EFL academic writing that are relevant for first-year Dutch business communication students. These students need to become familiar with quantitative

Dyslexia, Authorial Identity, and Approaches to Learning and Writing: A Mixed Methods Study

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Kinder, Julianne; Elander, James

2012-01-01

Background: Dyslexia may lead to difficulties with academic writing as well as reading. The authorial identity approach aims to help students improve their academic writing and avoid unintentional plagiarism, and could help to understand dyslexic students' approaches to writing. Aims: (1) To compare dyslexic and non-dyslexic students' authorial…

What Pauline Doesn't Know: Using Guided Fiction Writing to Educate Health Professionals about Cultural Competence.

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Saffran, Lise

2017-01-07

Research linking reading literary fiction to empathy supports health humanities programs in which reflective writing accompanies close readings of texts, both to explore principles of storytelling (narrative arc and concrete language) and to promote an examination of biases in care. Little attention has been paid to the possible contribution of guided fiction-writing in health humanities curricula toward enhancing cultural competence among health professionals, both clinical and community-based. Through an analysis of the short story "Pie Dance" by Molly Giles, juxtaposed with descriptions of specific writing exercises, this paper explains how the demands of writing fiction promote cultural competency.

Teaching reading in an OBE framework | Lessing | Journal for ...

African Journals Online (AJOL)

The workshop dealt with reading as an important aspect of the literacy learning area and suggestions were made to enhance the acquisition of vocabulary, sight reading words, decoding skills and comprehension. The importance of integration of the different aspects (listening, speaking, reading and writing) in the literacy ...

The End of Intelligent Writing: Literary Politics in America.

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Kostelanetz, Richard

In this book it is argued that "intelligent writing" might come to an end, not because such writing is no longer produced or because it is not being read, but because the channels of communication have become clogged and corrupted. In the preface, why and how the book was written is discussed. Part one contains the following chapters:…

What Can We Learn from the Word Writing CAFE?

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Bromley, Karen; Vandenberg, Amy; White, Jennifer

2007-01-01

Building on the work of an earlier article ["The Word Writing CAFE: Assessing Student Writing for Complexity, Accuracy, and Fluency," Dorothy J. Leal, "Reading Teacher," 59 (4) Dec 2005 (EJ738016)], these authors investigated the use of a simple assessment tool with a different audience to yield similar useful results. (Contains 3 figures and 4…

Young Children Write: The Beginnings. Program in Language and Literacy Occasional Paper No. 5.

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Milz, Vera E.

Focusing on writing as a language process, this booklet describes a framework for writing instruction that has as a major consideration the totality of language. The first section discusses writing as a language process, emphasizing that as children learn to write, they can also learn to listen, speak, and read. The second section focuses on the…

Transcending the Curricular Barrier between Fitness and Reading with FitLit

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Opitz, Michael F.

2011-01-01

The author discusses how FitLit, children's literature that spotlights the multiple aspects of health and well-being, offers a vehicle for integrating reading and fitness into existing classroom routines such as guided reading, read-alouds, independent reading, and reading and writing workshop. Sample FitLit titles are provided as well as a…

LA LECTURA Y LA ESCRITURA EN LAS TESIS DE MAESTRÍA Reading and Writing in a Magister Thesis

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Ligia Ochoa Sierra

2009-12-01

Full Text Available El artículo centra su atención en la lectura y la escritura como factores que pueden favorecer u obstaculizar la terminación de una tesis de maestría. Los datos de esta investigación provienen de entrevistas semiestructuradas a estudiantes que terminaron su tesis y se graduaron, a estudiantes que nunca la terminaron, y a directores o asesores de tesis de maestría de la Facultad de Ciencias Humanas de la Universidad Nacional de Colombia. Los resultados muestran que escribir una tesis supone capacidades cognitivas previas como las relacionadas con la capacidad de soportar críticas y la habilidad de revisar un documento pero también requiere de procesos que solo se desarrollan a propósito de la elaboración de la tesis, como reseñas críticas, escritura académica, manejo de diversas fuentes.This article focuses on reading and writing as factors that may hinder the completion of a Master's thesis. The corpus includes semi-structured interviews to graduates who completed their theses, non-completers, and Master's thesis advisors or directors of the Faculty of Ciencias Humanas of Universidad Nacional de Colombia. The results show that writing a thesis involves having prior cognitive skills such the ability to accept criticism and the ability to edit a document, as well as processes that are the result of the thesis itself: critical reviews, academic writing and the ability to handle sources.

Towards a more explicit writing pedagogy: The complexity of teaching argumentative writing

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Jacqui Dornbrack

2014-04-01

Full Text Available Advances in technology, changes in communication practices, and the imperatives of the workplace have led to the repositioning of the role of writing in the global context. This has implications for the teaching of writing in schools. This article focuses on the argumentative essay, which is a high-stakes genre. A sample of work from one Grade 10 student identified as high performing in a township school in Cape Town (South Africa is analysed. Drawing on the work of Ormerod and Ivanic, who argue that writing practices can be inferred from material artifacts, as well as critical discourse analysis, we show that the argumentative genre is complex, especially for novice first additional language English writers. This complexity is confounded by the conflation of the process and genre approaches in the Curriculum and Assessment Policy Statement (CAPS document. Based on the analysis we discuss the implications of planning, particularly in relation to thinking and reasoning, the need to read in order to write argument and how social and school capital are insufficient without explicit instruction of the conventions of this complex genre. These findings present some insights into particular input needed to improve writing pedagogy for specific genres.

Temperature variations in Titan's upper atmosphere: Impact on Cassini/Huygens

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B. Kazeminejad

2005-06-01

Full Text Available Temperature variations of Titan's upper atmosphere due to the plasma interaction of the satellite with Saturn's magnetosphere and Titan's high altitude monomer haze particles can imply an offset of up to ±30K from currently estimated model profiles. We incorporated these temperature uncertainties as an offset into the recently published Vervack et al. (2004 (Icarus, Vol. 170, 91-112 engineering model and derive extreme case (i.e. minimum and maximum profiles temperature, pressure, and density profiles. We simulated the Huygens probe hypersonic entry trajectory and obtain, as expected, deviations of the probe trajectory for the extreme atmosphere models compared to the simulation based on the nominal one. These deviations are very similar to the ones obtained with the standard Yelle et al. (1997 (ESA SP-1177 profiles. We could confirm that the difference in aerodynamic drag is of an order of magnitude that can be measured by the probe science accelerometer. They represent an important means for the reconstruction of Titan's upper atmospheric properties. Furthermore, we simulated a Cassini low Titan flyby trajectory. No major trajectory deviations were found. The atmospheric torques due to aerodynamic drag, however, are twice as high for our high temperature profile as the ones obtained with the Yelle maximum profile and more than 5 times higher than the worst case estimations from the Cassini project. We propose to use the Cassini atmospheric torque measurements during its low flybys to derive the atmospheric drag and to reconstruct Titan's upper atmosphere density, pressure, and temperature. The results could then be compared to the reconstructed profiles obtained from Huygens probe measurements. This would help to validate the probe measurements and decrease the error bars.

The Teacher’s Work in Classroom: teaching to read and to write

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Maria Cecília de Oliveira Micotti

2007-10-01

Full Text Available Currently, the alphabetization as pertaining to school work is a sufficiently complex situation. Education has been criticized, frequently; it is attributed to the student’s low performances in reading and writing. The teacher’s formation is also questioned by not being adjusted to the educational reality of the country. On the practice, we observe the shock of new pedagogical proposals - principally of the cycling curricular structure and the constructivism - with the practical ones that have been predominated for long time in the education system. The pedagogical proposals interpretations aren’t uniforms in teaching work; they vary with the schools and the classrooms. Many times, the constructivism is confused with old methods. As current education is affected by proposals of complex pedagogical changes, the understanding of what occurs with the alphabetization can be facilitated by the distinction between the practices entailed to the diverse theoretical conceptions. The study of the alphabetization didactics can help to the development of this process for allowing identifying the transpositions of the diverse theoretical conceptions to the school work. In this article, we present a general vision of the methodological boardings and the didactics practices that corresponds to them. For this, we revisit the alphabetization methods, the pedagogical proposal elaborated by Paulo Freire for the adults’ alphabetization.

Huygens triviality of the time-independent Schrödinger equation. Applications to atomic and high energy physics

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Kholodenko, Arkady L.; Kauffman, Louis H.

2018-03-01

Huygens triviality - a concept invented by Jacques Hadamard - describes an equivalence class connecting those 2nd order partial differential equations which are transformable into the wave equation. In this work it is demonstrated, that the Schrödinger equation with the time-independent Hamiltonian belongs to such an equivalence class. The wave equation is the equation for which Huygens' principle (HP) holds. The HP was a subject of confusion in both physics and mathematics literature for a long time. Not surprisingly, the role of this principle was obscured from the beginnings of quantum mechanics causing some theoretical and experimental misunderstandings. The purpose of this work is to bring the full clarity into this topic. By doing so, we obtained a large amount of new results related to uses of Lie sphere geometry, of twistors, of Dupin cyclides, of null electromagnetic fields, of AdS-CFT correspondence, of Penrose limits, of geometric algebra, etc. in physical problems ranging from the atomic to high energy physics and cosmology.

Realization of write-once-read-many-times memory device with O{sub 2} plasma-treated indium gallium zinc oxide thin film

Energy Technology Data Exchange (ETDEWEB)

Liu, P., E-mail: liup0013@ntu.edu.sg; Chen, T. P., E-mail: echentp@ntu.edu.sg; Li, X. D.; Wong, J. I. [School of Electrical and Electronic Engineering, Nanyang Technological University, Singapore 639798 (Singapore); Liu, Z. [School of Materials and Energy, Guangdong University of Technology, Guangzhou 510006 (China); Liu, Y. [State Key Laboratory of Electronic Thin Films and Integrated Devices, University of Electronic Science and Technology of China, Chengdu, Sichuan 610054 (China); Leong, K. C. [GLOBALFOUNDRIES Singapore Pte Ltd, 60 Woodlands Industrial Park D Street 2, Singapore 738406 (Singapore)

2014-01-20

A write-once-read-many-times (WORM) memory devices based on O{sub 2} plasma-treated indium gallium zinc oxide (IGZO) thin films has been demonstrated. The device has a simple Al/IGZO/Al structure. The device has a normally OFF state with a very high resistance (e.g., the resistance at 2 V is ∼10{sup 9} Ω for a device with the radius of 50 μm) as a result of the O{sub 2} plasma treatment on the IGZO thin films. The device could be switched to an ON state with a low resistance (e.g., the resistance at 2 V is ∼10{sup 3} Ω for the radius of 50 μm) by applying a voltage pulse (e.g., 10 V/1 μs). The WORM device has good data-retention and reading-endurance capabilities.

Reading Strategy Guides to Assist Middle School Educators of Students with Dyslexia

Science.gov (United States)

Nichols-Yehling, M.; Strohl, C.

2014-07-01

According to the 2010 International Dyslexia Association publication, “Knowledge and Practice Standards for Teachers of Reading,” effective instruction is the key to addressing students' reading difficulties associated with dyslexia, a language-based disorder of learning to read and write. “Informed and effective classroom instruction. . . can prevent or at least effectively address and limit the severity of reading and writing problems.” The Interstellar Boundary Explorer (IBEX) mission Education and Public Outreach program recently funded the development of six strategy guides for teachers of middle school students with reading difficulties, especially dyslexia. These guides utilize space science-themed reading materials developed by the Great Exploration in Math and Science (GEMS), including the IBEX-funded GEMS Space Science Sequence (Grades 6-8). The aforementioned reading strategy guides are now available on the IBEX mission website.

Orthographic influences on division of labor in learning to read Chinese and English: Insights from computational modeling

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Yang, Jianfeng; Shu, Hua; McCandliss, Bruce D.; Zevin, Jason D.

2013-01-01

Learning to read any language requires learning to map among print, sound and meaning. Writing systems differ in a number of factors that influence both the ease and rate with which reading skill can be acquired, as well as the eventual division of labor between phonological and semantic processes. Further, developmental reading disability manifests differently across writing systems, and may be related to different deficits in constitutive processes. Here we simulate some aspects of reading acquisition in Chinese and English using the same model architecture for both writing systems. The contribution of semantic and phonological processing to literacy acquisition in the two languages is simulated, including specific effects of phonological and semantic deficits. Further, we demonstrate that similar patterns of performance are observed when the same model is trained on both Chinese and English as an "early bilingual." The results are consistent with the view that reading skill is acquired by the application of statistical learning rules to mappings among print, sound and meaning, and that differences in the typical and disordered acquisition of reading skill between writing systems are driven by differences in the statistical patterns of the writing systems themselves, rather than differences in cognitive architecture of the learner. PMID:24587693

Writing in dyslexia: product and process.

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Morken, Frøydis; Helland, Turid

2013-08-01

Research on dyslexia has largely centred on reading. The aim of this study was to assess the writing of 13 children with and 28 without dyslexia at age 11 years. A programme for keystroke logging was used to allow recording of typing activity as the children performed a sentence dictation task. Five sentences were read aloud twice each. The task was to type the sentence as correctly as possible, with no time constraints. The data were analysed from a product (spelling, grammar and semantics) and process (transcription fluency and revisions) perspective, using repeated measures ANOVA and t-tests to investigate group differences. Furthermore, the data were correlated with measures of rapid automatic naming and working memory. Results showed that the group with dyslexia revised their texts as much as the typical group, but they used more time, and the result was poorer. Moreover, rapid automatic naming correlated with transcription fluency, and working memory correlated with the number of semantic errors. This shows that dyslexia is generally not an issue of effort and that cognitive skills that are known to be important for reading also affect writing. Copyright © 2013 John Wiley & Sons, Ltd.

Writing for Science Literacy

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Chamberlin, Shannon Marie

Scientific literacy is the foundation on which both California's currently adopted science standards and the recommended new standards for science are based (CDE, 2000; NRC, 2011). The Writing for Science Literacy (WSL) curriculum focuses on a series of writing and discussion tasks aimed at increasing students' scientific literacy. These tasks are based on three teaching and learning constructs: thought and language, scaffolding, and meta-cognition. To this end, WSL is focused on incorporating several strategies from the Rhetorical Approach to Reading, Writing, Listening and Speaking to engage students in activities designed to increase their scientific literacy; their ability to both identify an author's claim and evidence and to develop their own arguments based on a claim and evidence. Students participated in scaffolded activities designed to strengthen their written and oral discourse, hone their rhetorical skills and improve their meta-cognition. These activities required students to participate in both writing and discussion tasks to create meaning and build their science content knowledge. Students who participated in the WSL curriculum increased their written and oral fluency and were able to accurately write an evidence-based conclusion all while increasing their conceptual knowledge. This finding implies that a discourse rich curriculum can lead to an increase in scientific knowledge.

Why should Aboriginal peoples learn to write?

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Carles Serra Pagès

2010-06-01

Full Text Available Cultures and worldviews are inscribed by means of ‘writing’, or what Derrida calls ‘the perdurable inscription of a sign’ (Of Grammatology. A sign is the union between signifier and signified. The signifier may be natural (clouds indicate that it is going to rain or artificial. All cultures are made up of relations that stay at the level of signs, that is, everything that belongs to culture is empirical and conventional. In this regard, both Aboriginal and Western culture remain at the same level. Moreover, both cultures produce objectivity by means of contrast and experimentation, in the design of a sharp object, for example an arrow or a knife. In Ancient Greece, Havelock contends that the invention of writing dramatically increased the possibilities of objective thought (The Muse Learns To Write, but it also created a logic of binaries that transcended the objectivity of science and transpired into the ideology behind colonialism. In this context, the role of writing is analyzed in David Malouf’s Remembering Babylon. How does writing affect Gemmy all throughout the book? Already in the first Chapter, the teacher and the minister of the colony analyze Gemmy ‘in writing’. Gemmy knows what writing is but hasn’t learnt its ‘trick’: he does not know how to read or write. All he can see is that what he tells about his life, all his pain and suffering, is translated into marks and magic squiggles on the paper: only the spirit of the story he tells is captured. But little by little, the cognitive effects of writing get hold of Gemmy, until he starts to understand his life within the framework of the logic of binaries and identity upon which all reflective thought and science rest. All in all, this deconstructive reading can be seen as a critique of Europe’s modern idea of the autonomy of reason, in the name of a heteronymous rationality in the form of writing.

Words and wards: a model of reflective writing and its uses in medical education.

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Shapiro, Johanna; Kasman, Deborah; Shafer, Audrey

2006-01-01

Personal, creative writing as a process for reflection on patient care and socialization into medicine ("reflective writing") has important potential uses in educating medical students and residents. Based on the authors' experiences with a range of writing activities in academic medical settings, this article sets forth a conceptual model for considering the processes and effects of such writing. The first phase (writing) is individual and solitary, consisting of personal reflection and creation. Here, introspection and imagination guide learners from loss of certainty to reclaiming a personal voice; identifying the patient's voice; acknowledging simultaneously valid yet often conflicting perspectives; and recognizing and responding to the range of emotions triggered in patient care. The next phase (small-group reading and discussion) is public and communal, where sharing one's writing results in acknowledging vulnerability, risk-taking, and self-disclosure. Listening to others' writing becomes an exercise in mindfulness and presence, including witnessing suffering and confusion experienced by others. Specific pedagogical goals in three arenas-professional development, patient care and practitioner well-being - are linked to the writing/reading/listening process. The intent of presenting this model is to help frame future intellectual inquiry and investigation into this innovative pedagogical modality.

Reading as Situated Language: A Sociocognitive Perspective.

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Gee, James Paul

2001-01-01

Situates reading within a broad perspective that integrates work on cognition, language, social interaction, society, and culture. Argues that reading and writing cannot be separated from speaking, listening, and interacting, on the one hand, or using language to think about and act on the world, on the other. Introduces "social languages" as a…

A Public Domain Software Library for Reading and Language Arts.

Science.gov (United States)

Balajthy, Ernest

A three-year project carried out by the Microcomputers and Reading Committee of the New Jersey Reading Association involved the collection, improvement, and distribution of free microcomputer software (public domain programs) designed to deal with reading and writing skills. Acknowledging that this free software is not without limitations (poor…

Achieve3000®. Beginning Reading. What Works Clearinghouse Intervention Report

Science.gov (United States)

What Works Clearinghouse, 2018

2018-01-01

"Achieve3000®" is a supplemental online literacy program that provides nonfiction reading content to students in grades preK-12 and focuses on building phonemic awareness, phonics, fluency, reading comprehension, vocabulary, and writing skills. "Achieve3000®" is designed to help students advance their nonfiction reading skills…

A atenção fonoaudiólogica e a linguagem escrita de pessoas com baixa visão: estudo exploratório Speech and language pathology therapy and the reading and writing of a person with visual disabilitie: exploratory study

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Mayla Myrina Bianchim Monteiro

2011-04-01

. The sample was composed of subjects with low vision who attended Cepre / FCM / Unicamp in 2008. A questionnaire was applied during an interview, during which time the following variables were investigated: personal characteristics, use of assistive technology in reading and writing, reasons for performing reading and writing activities and the frequency of reading and writing after having acquired the visual loss. The sample was made up of 8 subjects with acquired low vision. The mean age was 47 years, of which 75,0% were males. Most of the subjects (62,5% declared they used optical aids to read. All reported they used non-optical aids to read. The results showed that the subjects reported that they used to read to get information on topics of interest and they write to communicate with other people. The majority (75,0% reported they didn't read and write with the same frequency as before the emergence of the ophthalmic problem and the reason given was difficulty in seeing and eyestrain. The reduction of reading and writing for individuals with low vision justifies the need for greater emphasis on working with reading and writing during rehabilitation, and this can be enhanced by speech and language pathology therapy.

Impacts of Online Technology Use in Second Language Writing: A Review of the Literature

Science.gov (United States)

Lin, Show Mei; Griffith, Priscilla

2014-01-01

This article reviews the literature on computer-supported collaborative learning in second language and foreign language writing. While research has been conducted on the effects of online technology in first language reading and writing, this article explores how online technology affects second and foreign language writing. The goal of this…

Electrical Properties of Tholins and Derived Constraints on the Huygens Landing Site Composition at the Surface of Titan

Science.gov (United States)

Lethuillier, A.; Le Gall, A.; Hamelin, M.; Caujolle-Bert, S.; Schreiber, F.; Carrasco, N.; Cernogora, G.; Szopa, C.; Brouet, Y.; Simões, F.; Correia, J. J.; Ruffié, G.

2018-04-01

In 2005, the complex permittivity of the surface of Saturn's moon Titan was measured by the PWA-MIP/HASI (Permittivity Wave Altimetry-Mutual Impedance Probe/Huygens Atmospheric Structure Instrument) experiment on board the Huygens probe. The analysis of these measurements was recently refined but could not be interpreted in terms of composition due to the lack of knowledge on the low-frequency/low-temperature electrical properties of Titan's organic material, a likely key ingredient of the surface composition. In order to fill that gap, we developed a dedicated measurement bench and investigated the complex permittivity of analogs of Titan's organic aerosols called "tholins." These laboratory measurements, together with those performed in the microwave domain, are then used to derive constraints on the composition of Titan's first meter below the surface based on both the PWA-MIP/HASI and the Cassini Radar observations. Assuming a ternary mixture of water ice, tholin-like dust and pores (filled or not with liquid methane), we find that at least 10% of water ice and 15% of porosity are required to explain observations. On the other hand, there should be at most 50-60% of organic dust. PWA-MIP/HASI measurements also suggest the presence of a thin conductive superficial layer at the Huygens landing site. Using accurate numerical simulations, we put constraints on the electrical conductivity of this layer as a function of its thickness (e.g., in the range 7-40 nS/m for a 7-mm thick layer). Potential candidates for the composition of this layer are discussed.

Investigating the Effects of Prompt Characteristics on the Comparability of TOEFL iBT™ Integrated Writing Tasks

Science.gov (United States)

Cho, Yeonsuk; Rijmen, Frank; Novák, Jakub

2013-01-01

This study examined the influence of prompt characteristics on the averages of all scores given to test taker responses on the TOEFL iBT[TM] integrated Read-Listen-Write (RLW) writing tasks for multiple administrations from 2005 to 2009. In the context of TOEFL iBT RLW tasks, the prompt consists of a reading passage and a lecture. To understand…

A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy

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Stephanie B. Stockwell

2015-11-01

Full Text Available Scientific literacy, marked by the ability and willingness to engage with scientific information, is supported through a new genre of citizen science—course-based research in association with undergraduate laboratories. A three-phased progressive learning module was developed to enhance student engagement in such contexts while supporting three learning outcomes: I present an argument based on evidence, II analyze science and scientists within a social context, and III experience, reflect upon, and communicate the nature of scientific discovery. Phase I entails guided reading and reflection of citizen science–themed texts. In Phase II, students write, peer-review, and edit position and counterpoint papers inspired by the following prompt, “Nonscientists should do scientific research.” Phase III involves two creative assignments intended to communicate the true nature of science. Students work collaboratively to develop public service announcement–like poster campaigns to debunk a common misconception about the nature of science or scientists. Individually, they create a work of art to communicate a specific message about the raw experience of performing scientific research. Suggestions for implementation and modifications are provided. Strengths of the module include the development of transferable skills, temporal distribution of grading demands, minimal in-class time needed for implementation, and the inclusion of artistic projects to support affective learning domains. This citizen science–themed learning module is an excellent complement to laboratory coursework, as it serves to surprise, challenge, and inspire students while promoting disciplinary values.

A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy.

Science.gov (United States)

Stockwell, Stephanie B

2016-03-01

Scientific literacy, marked by the ability and willingness to engage with scientific information, is supported through a new genre of citizen science-course-based research in association with undergraduate laboratories. A three-phased progressive learning module was developed to enhance student engagement in such contexts while supporting three learning outcomes: I) present an argument based on evidence, II) analyze science and scientists within a social context, and III) experience, reflect upon, and communicate the nature of scientific discovery. Phase I entails guided reading and reflection of citizen science-themed texts. In Phase II, students write, peer-review, and edit position and counterpoint papers inspired by the following prompt, "Nonscientists should do scientific research." Phase III involves two creative assignments intended to communicate the true nature of science. Students work collaboratively to develop public service announcement-like poster campaigns to debunk a common misconception about the nature of science or scientists. Individually, they create a work of art to communicate a specific message about the raw experience of performing scientific research. Suggestions for implementation and modifications are provided. Strengths of the module include the development of transferable skills, temporal distribution of grading demands, minimal in-class time needed for implementation, and the inclusion of artistic projects to support affective learning domains. This citizen science-themed learning module is an excellent complement to laboratory coursework, as it serves to surprise, challenge, and inspire students while promoting disciplinary values.

A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy†

Science.gov (United States)

Stockwell, Stephanie B.

2016-01-01

Scientific literacy, marked by the ability and willingness to engage with scientific information, is supported through a new genre of citizen science—course-based research in association with undergraduate laboratories. A three-phased progressive learning module was developed to enhance student engagement in such contexts while supporting three learning outcomes: I) present an argument based on evidence, II) analyze science and scientists within a social context, and III) experience, reflect upon, and communicate the nature of scientific discovery. Phase I entails guided reading and reflection of citizen science–themed texts. In Phase II, students write, peer-review, and edit position and counterpoint papers inspired by the following prompt, “Nonscientists should do scientific research.” Phase III involves two creative assignments intended to communicate the true nature of science. Students work collaboratively to develop public service announcement–like poster campaigns to debunk a common misconception about the nature of science or scientists. Individually, they create a work of art to communicate a specific message about the raw experience of performing scientific research. Suggestions for implementation and modifications are provided. Strengths of the module include the development of transferable skills, temporal distribution of grading demands, minimal in-class time needed for implementation, and the inclusion of artistic projects to support affective learning domains. This citizen science–themed learning module is an excellent complement to laboratory coursework, as it serves to surprise, challenge, and inspire students while promoting disciplinary values. PMID:27047600

PENGEMBANGAN KOMPETENSI CREATIVE WRITING DALAM PEMBELAJARAN SASTRA DI PERGURUAN TINGGI

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Putra Manuaba

2013-02-01

literature learning as a compulsory course at universities, (2 theory and practice (practice being more dominant than theory for literature students, (3 attempts to make lecturers good at writing theory and practice, (4 reading enrichment in quality literary works, and (5 use of creative processes from high quality authors as inspiring part of creative work writing.

Writing, Teaching, and Researching: An Interview with Rene Saldana, Jr.

Science.gov (United States)

Saldana, Rene, Jr.; Moore, David W.

2010-01-01

Rene Saldana, Jr., an assistant professor at Texas Tech University, is a writer of short stories, poetry, and novels. In order to get his storytelling right, he has relied on his memory when writing memoirs and consulted popular culture and family when writing fiction. In order to get his university teaching right, he reads seminal texts on…

Life, Writing, and Peace: Reading Maxine Hong Kingston's The Fifth Book of Peace

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Te-Hsing Shan

2009-02-01

Full Text Available Unlike her former award-winning and critically acclaimed works, Maxine Hong Kingston's The Fifth Book of Peace has received little attention. This is an unthinkable phenomenon for a writer who has been hailed as one of the most widely taught authors living in the United States. One of the main reasons is that critics and reviewers do not know how to cope with this complicated, heterogeneous, and "weird" text that defies easy categorization. Nor do they know how to respond to the ways the author urges her readers to squarely face collective American traumas and symptoms through writing (especially the Vietnam War. This paper attempts to approach this intriguing text from the perspective of life writing. Part I points out the undue neglect of this book, refutes some serious misunderstandings, and offers "life writing" as a critical approach. Part II places this book in the context of Kingston's career and life trajectory in order to show that "peace" has always been her major concern. Part III argues that, whereas the 1991 Berkeley-Oakland fire destroyed the manuscript of her "Fourth Book of Peace" along with her house, this "baptism of fire" and its accompanying sense of devastation generated a special empathy, enabling her to better understand those who suffer, especially Vietnam War veterans. Part IV deals with both the subjects of writing trauma and trauma narrative and indicates how Kingston combines her writing expertise with the Buddhist mindfulness expounded by the Vietnamese monk Thich Nhat Hanh to lead the Veterans Writing Workshop. Finally, Part V stresses how Kingston and her writing community, by combining life, writing, and peace, tell their own stories and create new lives both personally and collectively.

Metatextual Awareness, reading comprehension and story summary – possible relations in a psycholinguistic perspective

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Marília Marques Lopes

2016-10-01

Full Text Available Even before formal education, children have a long term for developing their abilities of reading and writing, and these abilities relate to both reading comprehension and awareness of texts, whatever they are. This Metatextual Awareness, according to Jean-Émile Gombert (1992, comprises coherence, cohesion and text structure, and is a factor that can determine a good comprehension, as well as summary writing. The thesis this article is about employed Gombert’s theoretical framework on that subject, and dealt with correlations among metatextual awareness, reading comprehension and summary writing of narratives by 5th and 6th grade students in three public schools in Porto Alegre. To check these correlations, we applied simple choice tests to evaluate metatextual awareness and reading comprehension, and also a test of summary writing through a reference framework comprising categories like main events, writing autonomy and narrative structure. The results of these three aspects were related and we found that for summarizing a story the most important is the subject’s metatextual ability, or his attention to source text. At the same time, this metatextual awareness is also relevant to text comprehension as it is a kind of frame that guides him in understanding a story.

Golden Mountain Reading Series. Teacher's Guide, Level 2.

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Sung, Robert

This reading series was developed as a means to educate Chinese-American elementary school students in Chinese reading, writing, and culture. The following topics are covered: Chinese literature, Chinese and American history, famous people, general knowledge, Chinese ideography, the four seasons, and the major Chinese and American festivals and…

Clinical writing and the documentary construction of schizophrenia.

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Barrett, R J

1988-09-01

Psychiatric practice involves writing as much as it involves talking. This study examines the interpretive processes of reading, writing and interviewing which are central to the clinical interaction. It is part of a broader ethnographic study of an Australian psychiatric hospital (which specializes in the treatment of patients with a diagnosis of schizophrenia). The paper examines two major types of written assessment of patients--the admission assessment and the 'complete work-up.' Writing is analyzed as performance, thereby focusing on the transformations that are effected in patients, their perceptions of their schizophrenia, and their total identity. One crucial transformation is from 'person suffering from schizophrenia' to 'schizophrenic.' The paper aims to show that as much as psychiatry is a 'talking cure' it is also a 'writing cure.'

Parâmetros de fluência e tipos de erros na leitura de escolares com indicação de dificuldades para ler e escrever Fluency parameters and types of errors in the reading of students with signs of reading and writing difficulties

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Cinthya Eiko Kawano

2011-03-01

Full Text Available OBJETIVO: Caracterizar o desempenho de escolares com indicação de dificuldades de leitura e escrita, segundo o ano escolar, categorias de erros, parâmetros de fluência leitora e as correlações entre essas variáveis. MÉTODOS: Foram avaliadas 60 crianças (48% meninas, do 3º ao 5º ano do Ensino Fundamental da rede pública. Trinta (dez de cada ano que apresentavam indícios de dificuldades relacionadas ao aprendizado ou desempenho de leitura e escrita, compuseram o Grupo Pesquisa. Trinta, pareadas por idade e ano escolar, indicadas pelos professores como boas leitoras, compuseram o Grupo Controle. Todas leram, oralmente, duas listas de itens isolados (38 palavras e 29 pseudopalavras e um texto. As leituras foram gravadas, transcritas e os parâmetros e erros, analisados. RESULTADOS: Foram encontradas diferenças entre os grupos, com pior desempenho do Grupo Pesquisa em todas as variáveis estudadas. Os tipos de erros de leitura: desrespeito à regra de correspondência independente do contexto, omissões e adições, desrespeito à acentuação, erros complexos e recusas foram mais frequentes nesse grupo. As taxas e valores de fluência mostraram-se mais baixos nos escolares com queixas em relação aos bons leitores. Correlações negativas foram identificadas entre as variáveis de fluência de leitura e os diferentes erros, com diferentes valores para cada grupo e mostraram nessa amostra de escolares, que o número total de erros diminuiu com a progressão da escolaridade. CONCLUSÃO: Os escolares com indicação de dificuldades de leitura e de escrita apresentaram piores desempenhos de fluência na leitura, e maior número de erros em todos os anos escolares estudados. As correlações encontradas evidenciaram a influência do tipo de erro sobre a fluência da leitura, segundo diferentes padrões para cada grupo.PURPOSE: To characterize the performance of students with signs of reading and writing difficulties, according to the

Universal Huygens's principle of synchronization and coordination in the DNA and cell molecules

International Nuclear Information System (INIS)

Gareev, F.A.; Gareeva, G.F.

2001-01-01

Full text: Many objects in Nature - elementary particles, nuclei, atoms, molecules, DNA, proteins, etc. are build as self-consistent hierarchical systems and have the same homological construction in the sense that they are found by the same fundamental physical laws: energy-momentum conservation law and sectoral conservation law (the second Kepler law). Schroedinger wrote that an interaction between microscopic physical objects is controlled by specific resonance laws. According to these laws any interaction in a microscopic hierarchic wave system exhibits the resonance character. Due to above said the corresponding partial motion are determinate. This determinism arises as a consequences of the energy conservation law. As the resonance condition arises from the fundamental energy conservation law, the rhythms and synchronization of the majority of phenomena to be observed are the reflection of the universal property of self-organization of the Universe. The Huygens synchronization principle is substantiated at the microscopic level as the consequence of energy conservation law and resonance character of any interaction between wave systems. In this paper we demonstrated the universality of the Huygens synchronization principle independent of substance, fields, and interactions for microsystems. Thereby, webbing some arguments in favor of the mechanism - ORDER from ORDER, declared by Schrodinger is fundamental problem of contemporary science. We came to conclusion that a stable proton and neutron play the role of standard for other elementary particles and nuclei. They contain all necessary information about structure of other particles and nuclei. This information is used and reproduced by simple rational relations, according to the fundamental conservation law of energy momentum. We originated from the principles of commensurability and self-similarity. The commensurability and self-similarity result in the very unity of the world. The principle of

L2 write assistants and context-aware dictionaries: New challenges to lexicography

DEFF Research Database (Denmark)

Tarp, Sven; Fisker, Kasper; Sepstrup, Peter

2017-01-01

Dictionaries are increasingly integrated into other tools designed to assist the reading, writing and translation of texts. Write Assistant is a newly developed tool aimed at assisting people writing in a second language. It feeds on big data taken in from corpora and digital dictionaries...... dictionaries need to be conceptionally adapted to the specific tool in order to optimize the service. All this poses new challenges to lexicography....

Technological Transformations of Reading Culture

DEFF Research Database (Denmark)

Albrechtslund, Anne-Mette Bech

The increasing use of social media along with the rapidly developing digitization of the book has led to a range of new circumstances for writing, publishing and reading books, resulting in transformations in reading culture and practices. The social aspect of reading is emphasized when readers...... relations in the network of writers, publishers, readers, and reviewers. Similarly, the increasing use of electronic reading devices plays a key role in the acceleration of a culture in which the audience engages with cultural works in new ways. The print book has an “easy materiality” (Marshall, 2010, p....... 17), but with the electronic book, the materiality of reading becomes more ambiguous and malleable as the book as technology is being radically reconstructed. The purpose of this paper is to explore these changes through an investigation into the technology relations (Ihde, 1990) in fiction reading...

Using journal writing to evoke critical thinking skills of students in teacher education

OpenAIRE

Baldwin, Dolly Angela Serreno

1991-01-01

There has been little research which shows that students use critical thinking skills when they write. The use of journal writing has been studied for a variety of purposes, but little evidence exists that journal writing can enhance critical thinking skills. The writing assignments presented in this study were designed to enhance the critical thinking skills of college students enrolled in a reading methods course at a small college in southern West Virginia. Case studies were used to descri...

Author’s response: A universal approach to modeling visual word recognition and reading: not only possible, but also inevitable.

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Frost, Ram

2012-10-01

I have argued that orthographic processing cannot be understood and modeled without considering the manner in which orthographic structure represents phonological, semantic, and morphological information in a given writing system. A reading theory, therefore, must be a theory of the interaction of the reader with his/her linguistic environment. This outlines a novel approach to studying and modeling visual word recognition, an approach that focuses on the common cognitive principles involved in processing printed words across different writing systems. These claims were challenged by several commentaries that contested the merits of my general theoretical agenda, the relevance of the evolution of writing systems, and the plausibility of finding commonalities in reading across orthographies. Other commentaries extended the scope of the debate by bringing into the discussion additional perspectives. My response addresses all these issues. By considering the constraints of neurobiology on modeling reading, developmental data, and a large scope of cross-linguistic evidence, I argue that front-end implementations of orthographic processing that do not stem from a comprehensive theory of the complex information conveyed by writing systems do not present a viable approach for understanding reading. The common principles by which writing systems have evolved to represent orthographic, phonological, and semantic information in a language reveal the critical distributional characteristics of orthographic structure that govern reading behavior. Models of reading should thus be learning models, primarily constrained by cross-linguistic developmental evidence that describes how the statistical properties of writing systems shape the characteristics of orthographic processing. When this approach is adopted, a universal model of reading is possible.

Sweeping Hearts: Writing Poems Inspired by Native American Music and Poetry.

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Raby, Elizabeth

1995-01-01

States that having students write poems while listening to a cassette tape of "Earth Spirit" by R. Carlos Nakai has been a remarkably successful exercise with students in grades 2-12. Discusses exercises in which the author reads three poems while the tape plays, and the students then write poems of their own. (PA)

Design of a magnetic-tunnel-junction-oriented nonvolatile lookup table circuit with write-operation-minimized data shifting

Science.gov (United States)

Suzuki, Daisuke; Hanyu, Takahiro

2018-04-01

A magnetic-tunnel-junction (MTJ)-oriented nonvolatile lookup table (LUT) circuit, in which a low-power data-shift function is performed by minimizing the number of write operations in MTJ devices is proposed. The permutation of the configuration memory cell for read/write access is performed as opposed to conventional direct data shifting to minimize the number of write operations, which results in significant write energy savings in the data-shift function. Moreover, the hardware cost of the proposed LUT circuit is small since the selector is shared between read access and write access. In fact, the power consumption in the data-shift function and the transistor count are reduced by 82 and 52%, respectively, compared with those in a conventional static random-access memory-based implementation using a 90 nm CMOS technology.

Reading, Writing, and Presenting Original Scientific Research: A Nine-Week Course in Scientific Communication for High School Students†

Science.gov (United States)

Danka, Elizabeth S.; Malpede, Brian M.

2015-01-01

High school students are not often given opportunities to communicate scientific findings to their peers, the general public, and/or people in the scientific community, and therefore they do not develop scientific communication skills. We present a nine-week course that can be used to teach high school students, who may have no previous experience, how to read and write primary scientific articles and how to discuss scientific findings with a broad audience. Various forms of this course have been taught for the past 10 years as part of an intensive summer research program for rising high school seniors that is coordinated by the Young Scientist Program at Washington University in St. Louis. The format presented here includes assessments for efficacy through both rubric-based methods and student self-assessment surveys. PMID:26753027

"Abriendo Puertas" (Opening Doors) through Writing

Science.gov (United States)

Sarmiento, Lilia E.; Vasquez, Sergio A.

2010-01-01

A Latina college professor describes the family history-writing project she uses in her reading/language arts teacher preparation course. The project provides opportunities for Spanish bilingual teacher candidates to gain greater understanding of their cultural selves and to consider ways to successfully deploy that new insight as teachers in…

The Importance of Accuracy, Stimulating writing, and Relevance in Middle School Science Textbook Writing

Science.gov (United States)

Hubisz, John

2004-05-01

While accuracy in Middle School science texts is most important, the texts should also read well, stimulating the student to want to go on, and the material must be relevant to the subject at hand as the typical student is not yet prepared to ignore that which is irrelevant. We know that children will read if the material is of interest (witness The Lord of the Rings and the Harry Potter book sales) and so we must write in a way that stimulates the student to want to examine the subject further and eliminate that which adds nothing to the discipline. Examples of the good and the bad will be presented.

Title I/PSEN Individualized Reading and Math Services for the Handicapped, 1980-81. Final Evaluation Report.

Science.gov (United States)

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.

The Title I Umbrella Program provided compensatory instruction in reading, mathematics, and writing to 24,000 mildly or moderately handicapped students in New York City. The program was comprised of seven discrete components for the remediation of reading and writing skills, five after-school models, and two components for the remediation of math…

Writing Strengthens Orthography and Alphabetic-Coding Strengthens Phonology in Learning to Read Chinese

NARCIS (Netherlands)

Guan, C.Q.; Liu, Y.; Chan, D.H.L.; Ye, F.F.; Perfetti, C.A.

2011-01-01

Learning to write words may strengthen orthographic representations and thus support word-specific recognition processes. This hypothesis applies especially to Chinese because its writing system encourages character-specific recognition that depends on accurate representation of orthographic form.

A Self-report of reading disabilities for adults: ATLAS

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Almudena Giménez

2015-01-01

Full Text Available In this paper a self-report questionnaire on reading-writing difficulties for adults in Spanish (ATLAS is presented. Studies that use self-report questionnaires as a tool for screening of reading-writing difficulties in adults were reviewed. Two studies were carried out to determine the validity and reliability of ATLAS. The first study was aimed to select the critical items and to assess their reliability and their ability to discriminate. In the second study the assessment reported through the answers to the questionnaire was contrasted with the results of psychometric tests. Results showed that (a items were suitable descriptors for adult difficulties, (b there were significant correlations between self-report scores and reading measures, and (c the items discriminate between good and poor readers. The results of this study demonstrated that ATLAS is a sensitive tool to screen adults with reading difficulties. As a further advantage, ATLAS is an easy-to-use and time-saving instrument.

Reading, Writing, and Thinking like a Scientist

Science.gov (United States)

Cervetti, Gina; Pearson, P.

2012-01-01

In this commentary, the authors bring insights from their work on science-literacy integration at the elementary level to bear on the ongoing conversation about disciplinary literacy at the middle and secondary levels. In particular, the authors discuss what they have learned about inquiry, disciplinary reading strategies, and the role of text in…

Writing Shapes Thinking: Investigative Study of Preservice Teachers Reading, Writing to Learn, and Critical Thinking

Science.gov (United States)

Sanchez, Bernice; Lewis, Katie D.

2014-01-01

Teacher Preparation Programs must work towards not only preparing preservice teachers to have knowledge of classroom pedagogy but also must expand preservice teachers understanding of content knowledge as well as to develop higher-order thinking which includes thinking critically. This mixed methods study examined how writing shapes thinking and…

An Examination of At-Risk College Freshmen's Expository Literacy Skills Using Interactive Online Writing Activities

Science.gov (United States)

Mongillo, Geraldine; Wilder, Hilary

2012-01-01

This qualitative study focused on at-risk college freshmen's ability to read and write expository text using game-like, online expository writing activities. These activities required participants to write descriptions of a target object so that peers could guess what the object was, after which they were given the results of those guesses as…

Handwriting versus Keyboard Writing: Effect on Word Recall

Directory of Open Access Journals (Sweden)

Anne Mangen

2015-10-01

Full Text Available The objective of this study was to explore effects of writing modality on word recall and recognition. The following three writing modalities were used: handwriting with pen on paper; typewriting on a conventional laptop keyboard; and typewriting on an iPad touch keyboard. Thirty-six females aged 19-54 years participated in a fully counterbalanced within-subjects experimental design. Using a wordlist paradigm, participants were instructed to write down words (one list per writing modality read out loud to them, in the three writing modalities. Memory for words written using handwriting, a conventional keyboard and a virtual iPad keyboard was assessed using oral free recall and recognition. The data was analyzed using non-parametric statistics. Results show that there was an omnibus effect of writing modality and follow-up analyses showed that, for the free recall measure, participants had significantly better free recall of words written in the handwriting condition, compared to both keyboard writing conditions. There was no effect of writing modality in the recognition condition. This indicates that, with respect to aspects of word recall, there may be certain cognitive benefits to handwriting which may not be fully retained in keyboard writing. Cognitive and educational implications of this finding are discussed.

A Study on Creating Writing Strategy and Evaluation Tool for Book Summary

Science.gov (United States)

Konuk, Sümeyye; Ören, Zeyneb; Benzer, Ahmet; Sefer, Aysegül

2016-01-01

Summarizing is restating the most important ideas from an original text briefly. Students often need summary writing skill along the education life since it provides understanding and remembering the reading material. This study aims to apply book summary writing strategy which is based on in-class implementations, and to develop the students book…

Improving Cohesion in Our Writing: Findings from an Identity Text Workshop with Resettled Refugee Teens

Science.gov (United States)

Daniel, Shannon M.; Eley, Caitlin

2018-01-01

Analysis of data in an after-school writing workshop wherein resettled refugee teens were reading and writing identity texts to prepare for achieving their postsecondary goals suggests that a discursive practice of the connective press was productive in helping teens develop cohesion in their writing. Although true communicative competence in an…

Creating Comics Fosters Reading, Writing, and Creativity

Science.gov (United States)

Zimmerman, Bill

2008-01-01

Comic strips provide the perfect vehicle for learning and practicing language. Each strip's three or four panels provide a finite, accessible world in which funny, interesting-looking characters live and go about their lives. Children with limited reading skills are not as overwhelmed when dealing with the size of a comic strip as they may be with…

Picking Strawberries, Gathering Eggs, and Dancing--Or How I Learned to Write

Science.gov (United States)

Wardle, Francis

2012-01-01

In school the author struggled to read and write. In fact, he really did not read until his teens, when he learned by reading the comics in their local paper, much to the chagrin of his two teacher-parents. For the first 12 years of his life the author grew up on a beautiful farm in the border country between England and Wales. His life was so…

Before babel: reflections on reading and translating freud.

Science.gov (United States)

Rolnik, Eran J

2015-04-01

The author offers some thoughts on reading and teaching Freud, on translating Freud, on translation in general, and on a possible kinship between translation and the psychoanalytic process. His reading of Freud's works, and the years he spent translating them into Hebrew and editing Hebrew editions of his writings, have made a deep and salient impression on his personal psychoanalytic palimpsest. The author began this labor prior to his psychoanalytic training and has no doubt that, to this day, the experience greatly shapes not only his attitude toward Freud himself, but also the nature of how he listens to patients and the way he thinks and writes about psychoanalysis. © 2015 The Psychoanalytic Quarterly, Inc.

Riddle Appreciation and Reading Comprehension in Cantonese-Speaking Children

Science.gov (United States)

Tang, Ivy N. Y.; To, Carol K. S.; Weekes, Brendan S.

2013-01-01

Purpose: Inference-making skills are necessary for reading comprehension. Training in riddle appreciation is an effective way to improve reading comprehension among English-speaking children. However, it is not clear whether these methods generalize to other writing systems. The goal of the present study was to investigate the relationship between…

Students' Approaches to Essay-Writing and the Quality of the Written Product.

Science.gov (United States)

Biggs, John B.

Studies of text comprehension have suggested that readers focus on different levels of ideational unit while reading, thereby affecting the quality of their comprehension of the text. A study examined the viability of the deep-surface categorization with regard to essay-writing and the relation of different approaches to writing to the quality of…

Lectura y Vida: Revista Latinoamericana de Lectura. (Reading and Life: Latin American Reading Magazine). 1998.

Science.gov (United States)

Lectura y Vida: Revista Latinoamericana de Lectura, 1998

1998-01-01

The four 1998 issues of the journal on literacy education, entirely in Spanish, include these articles: "The Inevitable Radical Weakness of Language: Some Reflections about Forming Readers and Citizens" (Daniel Goldin); "Relationships among Reading and Writing, Thematic Units, Learning Through Research...In Search of Effective…

Cognitive neuropsychological analysis of differential reading and spelling disorder mechanisms in a patient with aphasia.

Science.gov (United States)

Hashimoto, Kosei; Uno, Akira

2016-06-01

The purpose of this study was to determine if differential reading and spelling mechanisms were involved in a Japanese patient with aphasia. In our case, the patient scored low on all of the administered reading tasks, suggesting that both the reading lexical and non-lexical routes were impaired. In contrast, his writing-to-dictation score for Kana nonwords was high, suggesting that the spelling non-lexical route was intact. However, the patient scored low on a writing-to-dictation task comprised of high-familiarity Kanji words. The spelling lexical route was thought to be impaired. Therefore, the mechanism(s) involved in reading and spelling may differ in this case.

Perceptions and Beliefs about Textual Appropriation and Source Use in Second Language Writing

Science.gov (United States)

Polio, Charlene; Shi, Ling

2012-01-01

Perceptions and judgments on plagiarism or acceptable use of source texts are contingent on one's interpretations and experiences in reading and writing academic texts in a specific disciplinary context. The lack of consensus on what is acceptable textual appropriation in student writing has led to the scholarship on perceptions of textual…

On the Materiality of Writing in Academia or Remembering Where I Put My Thoughts

DEFF Research Database (Denmark)

Meier, Ninna

2016-01-01

In this feature essay, Ninna Meier reflects on the materiality of the writing – and re-writing – process in academic research. She explores the ways in which our ever-accumulating thoughts come to form layers on the material objects in which we write our notes and discusses the pleasures of co......-authorship. This essay originally appeared on LSE Review of Books and is the first in a new series examining the material cultures of academic research, reading and writing....

The effect of intertextuality on Iranian EFL learners’ critical writing

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Saeideh Ahangari

2014-01-01

Full Text Available Intertextuality is the relation of each text with the texts surrounding it. Any word or phrase we are writing or saying has relationship with what we have heard or seen before. This shared language makes others understand us. On the other hand, critical thinking is the ability to think reasonably, reflectively and skillfully. Since it is believed that intertextuality results in critical thinking, this study aimed to focus on the effect of intertextuality on learners’ critical writing skill. To do so, the researchers selected 60 Advanced EFL students from three intact classes at the Iran Language Institute and assigned them randomly into three groups. After assuring the groups’ homogeneity in terms of their general English proficiency and writing skill in the beginning of the study, the researchers asked the first group, considered as the control group, to write a composition about Generation Gap. Then the first experimental group read two texts about Generation Gap and then wrote a composition about it; the second experimental group watched a short film about Generation Gap besides reading the texts and then wrote a composition about it. Having compared the written compositions in terms of critical thinking elements, the researchers found out that there is a meaningful relationship between intertextuality and critical writing. That is to say, the more intertextual relationship (in our case print and visual texts the learners are involved with, the more critical elements they utilize in their writing. Findings of this research have some pedagogical implications.

The proper name as starting point for basic reading skills

NARCIS (Netherlands)

Both-De Vries, Anna C.; Bus, Adriana G

Does alphabetic-phonetic writing start with the proper name and how does the name affect reading and writing skills? Sixty 4- to 5(1/2)-year-old children from middle SES families with Dutch as their first language wrote their proper name and named letters. For each child we created unique sets of

Doing Peer Review and Receiving Feedback: Impact on Scientific Literacy and Writing Skills

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Geithner, Christina A.; Pollastro, Alexandria N.

2016-01-01

Doing peer review has been effectively implemented to help students develop critical reading and writing skills; however, its application in Human Physiology programs is limited. The purpose of the present study was to determine the impact of peer review on Human Physiology majors' perceptions of their scientific literacy and writing skills.…

Computerized Writing and Reading Instruction for Students in Grades 4 to 9 With Specific Learning Disabilities Affecting Written Language

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Tanimoto, Steven; Thompson, Rob; Berninger, Virginia W.; Nagy, William; Abbott, Robert D.

2015-01-01

Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4 to 9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired handwriting), dyslexia (impaired word reading and spelling), and oral and written language learning disability (OWL LD), students completed 18 sessions of computerized instruction over about 3 months. The 11 students taught letter formation with sequential, numbered, colored arrow cues with full contours who wrote letters on lines added to iPAD screen showed more and stronger treatment effects than the 21 students taught using only visual motion cues for letter formation who wrote on an unlined computer monitor. Teaching to all levels of language in multiple functional language systems (by ear, eye, mouth, and hand) close in time resulted in significant gains in reading and writing skills for the group and in diagnosed SLD hallmark impairments for individuals; also, performance on computerized learning activities correlated with treatment gains. Results are discussed in reference to need for both accommodations and explicit instruction for persisting SLDs and the potential for computers to teach handwriting, morphophonemic orthographies, comprehension, and composition. PMID:26858470

Novas práticas de leitura e escrita: letramento na cibercultura New reading and writing practices: literacy in the cyberculture

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Magda Soares

2002-12-01

Full Text Available No contexto de uma diferenciação entre a cultura do papel e a cultura da tela, ou cibercultura, o artigo busca uma melhor compreensão do conceito de letramento, confrontando tecnologias tipográficas e tecnologias digitais de leitura e de escrita, a partir de diferenças relativas ao espaço da escrita e aos mecanismos de produção, reprodução e difusão da escrita; argumenta que cada uma dessas tecnologias tem determinados efeitos sociais, cognitivos e discursivos, resultando em modalidades diferentes de letramento, o que sugere que a palavra seja pluralizada: há letramentos, não letramento.In the context of two different cultures - print culture and electronic culture, or cyberculture -, this article seeks a clearer comprehension of literacy opposing typographic and digital technologies of reading and writing. Through the differences regarding the writing space and the mechanisms of producing, reproducing and diffusing ideas, it argues that different kinds of literacy - that is, different social, cognitive and discursive effects - have resulted from such different modalities of written communication. Since literacy is not a single, homogeneous phenomenon, it finally suggests this word should be used in its plural rather than singular form: literacies.

A novel approach to improving writing skills: ClimateSnack

Science.gov (United States)

Reeve, Mathew

2014-05-01

Writing is a huge part of any research career. We can think of writing as a research tool we find in any research laboratory. Much like any research tool, we have to understand how to calibrate, adjust and apply it in order to achieve the very best experimental outcomes. We can learn how to use this tool with advice from writing workshops, online writing courses, books and so on. Unfortunately, when it comes to working with this tool, we often have to do it alone. But, like in any laboratory, the most rewarding way to learn and to achieve the best results is to interact with others. Through this interaction, we can improve our writing and remain motivated. ClimateSnack aims to help early career scientists understand how they can use writing as an effective research tool. We encourage the formation of writing groups at different universities and institutes. Members write short popular science articles and read them aloud at group meetings. The group uses knowledge from different learning resources to discuss the articles and give feedback. The author then improves their writing further before publishing on the ClimateSnack website. If early-career scientists can successfully increase their control of writing, they will more likely write memorable high-impact scientific articles, and confidently communicate their science via varied media to varied audiences.

Temperature variations in Titan's upper atmosphere: Impact on Cassini/Huygens

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B. Kazeminejad

2005-06-01

Full Text Available Temperature variations of Titan's upper atmosphere due to the plasma interaction of the satellite with Saturn's magnetosphere and Titan's high altitude monomer haze particles can imply an offset of up to ±30K from currently estimated model profiles. We incorporated these temperature uncertainties as an offset into the recently published Vervack et al. (2004 (Icarus, Vol. 170, 91-112 engineering model and derive extreme case (i.e. minimum and maximum profiles temperature, pressure, and density profiles. We simulated the Huygens probe hypersonic entry trajectory and obtain, as expected, deviations of the probe trajectory for the extreme atmosphere models compared to the simulation based on the nominal one. These deviations are very similar to the ones obtained with the standard Yelle et al. (1997 (ESA SP-1177 profiles. We could confirm that the difference in aerodynamic drag is of an order of magnitude that can be measured by the probe science accelerometer. They represent an important means for the reconstruction of Titan's upper atmospheric properties. Furthermore, we simulated a Cassini low Titan flyby trajectory. No major trajectory deviations were found. The atmospheric torques due to aerodynamic drag, however, are twice as high for our high temperature profile as the ones obtained with the Yelle maximum profile and more than 5 times higher than the worst case estimations from the Cassini project. We propose to use the Cassini atmospheric torque measurements during its low flybys to derive the atmospheric drag and to reconstruct Titan's upper atmosphere density, pressure, and temperature. The results could then be compared to the reconstructed profiles obtained from Huygens probe measurements. This would help to validate the probe measurements and decrease the error bars.

Professional training in creative writing is associated with enhanced fronto-striatal activity in a literary text continuation task.

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Erhard, K; Kessler, F; Neumann, N; Ortheil, H-J; Lotze, M

2014-10-15

The aim of the present study was to explore brain activities associated with creativity and expertise in literary writing. Using functional magnetic resonance imaging (fMRI), we applied a real-life neuroscientific setting that consisted of different writing phases (brainstorming and creative writing; reading and copying as control conditions) to well-selected expert writers and to an inexperienced control group. During creative writing, experts showed cerebral activation in a predominantly left-hemispheric fronto-parieto-temporal network. When compared to inexperienced writers, experts showed increased left caudate nucleus and left dorsolateral and superior medial prefrontal cortex activation. In contrast, less experienced participants recruited increasingly bilateral visual areas. During creative writing activation in the right cuneus showed positive association with the creativity index in expert writers. High experience in creative writing seems to be associated with a network of prefrontal (mPFC and DLPFC) and basal ganglia (caudate) activation. In addition, our findings suggest that high verbal creativity specific to literary writing increases activation in the right cuneus associated with increased resources obtained for reading processes. Copyright © 2014 Elsevier Inc. All rights reserved.

"Daughter of Time": Outside Reading for a Research Writing Course.

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Sosville, Jerri

1987-01-01

Presents an alternative to the usual selections taught in research paper writing courses. Suggests that Josephine Tey's novel is more relevant and enjoyable, as well as better suited for research projects, than, for example, "1984" or "The Sound and the Fury." (HTH)

Reading Instruction That Increases Thinking Abilities.

Science.gov (United States)

Collins, Cathy

1991-01-01

Analyzes the effects of eight reading and writing lessons designed to increase adolescent thinking ability. Finds that the lessons increased thinking abilities and scholastic achievement of middle school students. Notes that the lessons positively affect students' self-esteem and communication skills. (RS)

Informational Writing in High School Science: The Importance of Genre, Apprenticeship, and Publication

Science.gov (United States)

Kohnen, Angela M.

2013-01-01

As states continue to implement CCSS, science teachers will be asked to incorporate more discipline-specific reading and writing in their classes. Yet, according to national studies, few science teachers have previous experience to draw upon and most have little to no training in writing pedagogy. This article reports on one science teacher's…

Reconstruction of Huygens' gedanken experiment and measurements based on video analysis tools

International Nuclear Information System (INIS)

Malgieri, Massimiliano; Onorato, Pasquale; Mascheretti, Paolo; De Ambrosis, Anna

2013-01-01

In this paper we describe the practical realization and the analysis of a thought experiment devised by Christiaan Huygens, which was pivotal in his derivation of the formula for the radius of gyration of a compound pendulum. Measurements are realized by recording the experiment with a digital camera, and using a video analysis and modelling software tool to process and extract information from the acquired videos. Using this setup, detailed quantitative comparisons between measurements and theoretical predictions can be carried out, focusing on many relevant topics in the undergraduate physics curriculum, such as the ‘radius of gyration’, conservation of energy, moment of inertia, constraint and reaction forces, and the behaviour of the centre of mass. (paper)

Understanding Learner Strengths and Weaknesses: Assessing Performance on an Integrated Writing Task

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Sawaki, Yasuyo; Quinlan, Thomas; Lee, Yong-Won

2013-01-01

The present study examined the factor structures across features of 446 examinees' responses to a writing task that integrates reading and listening modalities as well as reading and listening comprehension items of the TOEFL iBT[R] (Internet-based test). Both human and automated scores obtained for the integrated essays were utilized. Based on a…

Use of social media for reading culture development among ...

African Journals Online (AJOL)

Many activities of academic life require the ability to read and write. Reading helps to develop the mind and personality of a person; it also enriches ones' intellectual abilities. But, with the current popularity of social media, it is slowly and steadily taking over the mind of young people who are expected to cultivate good ...

Effect of aging, education, reading and writing, semantic processing and depression symptoms on verbal fluency

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André Luiz Moraes

2013-12-01

Full Text Available Verbal fluency tasks are widely used in (clinical neuropsychology to evaluate components of executive functioning and lexical-semantic processing (linguistic and semantic memory. Performance in those tasks may be affected by several variables, such as age, education and diseases. This study investigated whether aging, education, reading and writing frequency, performance in semantic judgment tasks and depression symptoms predict the performance in unconstrained, phonemic and semantic fluency tasks. This study sample comprised 260 healthy adults aged 19 to 75 years old. The Pearson correlation coefficient and multiple regression models were used for data analysis. The variables under analysis were associated in different ways and had different levels of contribution according to the type of verbal fluency task. Education had the greatest effect on verbal fluency tasks. There was a greater effect of age on semantic fluency than on phonemic tasks. The semantic judgment tasks predicted the verbal fluency performance alone or in combination with other variables. These findings corroborate the importance of education in cognition supporting the hypothesis of a cognitive reserve and confirming the contribution of lexical-semantic processing to verbal fluency.

Teaching children with dyslexia to spell in a reading-writers' workshop.

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Berninger, Virginia W; Lee, Yen-Ling; Abbott, Robert D; Breznitz, Zvia

2013-04-01

To identify effective treatment for both the spelling and word decoding problems in dyslexia, 24 students with dyslexia in grades 4 to 9 were randomly assigned to treatments A (n=12) or B (n=12) in an after-school reading-writers' workshop at the university (thirty 1-h sessions twice a week over 5 months). First, both groups received step 1 treatment of grapheme-phoneme correspondences (gpc) for oral reading. At step 2, treatment A received gpc training for both oral reading and spelling, and treatment B received gpc training for oral reading and phonological awareness. At step 3, treatment A received orthographic spelling strategy and rapid accelerated reading program (RAP) training, and treatment B continued step 2 training. At step 4, treatment A received morphological strategies and RAP training, and treatment B received orthographic spelling strategy training. Each treatment also had the same integrated reading-writing activities, which many school assignments require. Both groups improved significantly in automatic letter writing, spelling real words, compositional fluency, and oral reading (decoding) rate. Treatment A significantly outperformed treatment B in decoding rate after step 3 orthographic training, which in turn uniquely predicted spelling real words. Letter processing rate increased during step 3 RAP training and correlated significantly with two silent reading fluency measures. Adding orthographic strategies with "working memory in mind" to phonics helps students with dyslexia spell and read English words.

Reading through Films

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Madhavi Gayathri Raman

2016-02-01

Full Text Available This paper captures the design of a comprehensive curriculum incorporating the four skills based exclusively on the use of parallel audio-visual and written texts. We discuss the use of authentic materials to teach English to Indian undergraduates aged 18 to 20 years. Specifically, we talk about the use of parallel reading (screen-play and audio-visual texts (Shawshank Redemption, and Life is Beautiful, A Few Good Men and Lion King drawn from popular culture in the classroom as an effective teaching medium. Students were gradually introduced to films based on novels with extracts from the original texts (Schindler’s List, Beautiful Mind for extended reading and writing practice. We found that students began to pay more attention to aspects such as pronunciation, intonational variations, discourse markers and vocabulary items (phrasal verbs, synonyms, homophones, and puns. Keywords: Reading, films, popular culture, ESL classroom, language skills

Predicting Reading and Spelling Disorders: A 4-Year Prospective Cohort Study.

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Bigozzi, Lucia; Tarchi, Christian; Caudek, Corrado; Pinto, Giuliana

2016-01-01

In this 4-year prospective cohort study, children with a reading and spelling disorder, children with a spelling impairment, and children without a reading and/or spelling disorder (control group) in a transparent orthography were identified in third grade, and their emergent literacy performances in kindergarten compared retrospectively. Six hundred and forty-two Italian children participated. This cohort was followed from the last year of kindergarten to third grade. In kindergarten, the children were assessed in phonological awareness, conceptual knowledge of writing systems and textual competence. In third grade, 18 children with a reading and spelling impairment and 13 children with a spelling impairment were identified. Overall, conceptual knowledge of the writing system was the only statistically significant predictor of the clinical samples. No differences were found between the two clinical samples.

The Effects of a Summary Writing Strategy on the Literacy Skills of Adolescents with Disabilities

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Asaro-Saddler, Kristie; Muir-Knox, Haley; Meredith, Holly

2018-01-01

Many adolescents, particularly adolescents with disabilities, have difficulty with literacy tasks such as reading and writing. Yet research has found that when students with disabilities receive appropriate instruction, they typically are able to improve their overall writing outcomes. This study explored the effectiveness of a summary writing…

Depicting reading ability as an information literacy model.

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Aurora Cuevas Cerveró

2008-02-01

Full Text Available Readers’ world has been lately challenged by significant changes, such as the increase on reading supply, the diversification of documentary media and the new types of reading, writing and communicating through the Internet. Such situation specially affects 21st century schools, which are evolving too slowly and so being relegated from their corresponding pre-eminent place as reading teachers and knowledge transmitters. The main goal of this article is to contribute mitigating such adverse effects on schools by proposing an information literacy skills model aimed for improving reading competency from the school library, which is considered a key element capable of turning reading again into an indispensable instrument in knowledge construction.

College English Writing Instruction for Non-English Majors in Mainland China: The "Output-Driven, Input-Enabled" Hypothesis Perspective

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Ren, Junhong

2017-01-01

College English writing instruction has been a prominent research area in EFL field in mainland China. This paper has continued the focus by exploring a seemingly effective way for college English writing instruction in China--teaching writing based on reading on the basis of the "output-driven, input-enabled" hypothesis. This hypothesis…

Rethinking the Writing Process: What Best-Selling and Award-Winning Authors Have to Say

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Sampson, Michael R.; Ortlieb, Evan; Leung, Cynthia B.

2016-01-01

Increasing attention has been directed recently to literacy education as a means for disciplinary learning and career readiness. All the while, concepts of print have dramatically changed because the majority of reading and writing now occurs in digital formats. Therefore, it is an ideal time to investigate the complexities of the writing process…

Between the Ecstasy and the Writing – Santa Teresa de los Andes’s Intimate Diary

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Leandro Garcia Rodrigues

2015-04-01

Full Text Available Lives, trajectories, frustrations, discoveries and verifications.  These are some of the several sensations perceived when we research the daily writing.  These narratives cannot been read as truth because we can feel the fictional intention in some of the autobiographical writings.  Some of them were written during times of suffering, that’s why these reading bring to light some unspoken ghosts and pains, spread into the paper through a desperate writing.  This situation tends to get worse when God himself participates in this dialogue, as we can read in the mystical diaries of some saints.  In this paper, we want to deal with these questions looking inside Santa Teresa de los Andes Intimate Diary, a Chilean carmelite nun, canonized by Pope John Paul II in 1993.  Teresa left an interesting personal archive compound of letters, notes and the most important – her Spiritual Diary.  Published in Brazil only in 2000, we are going to use this publication in order to do our study theoretic conclusions. 

Life, Writing, and Peace: Reading Maxine Hong Kingston's The Fifth Book of Peace

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Te-Hsing Shan

2009-02-01

Full Text Available

Unlike her former award-winning and critically acclaimed works, Maxine Hong Kingston's The Fifth Book of Peace has received little attention. This is an unthinkable phenomenon for a writer who has been hailed as one of the most widely taught authors living in the United States. One of the main reasons is that critics and reviewers do not know how to cope with this complicated, heterogeneous, and "weird" text that defies easy categorization. Nor do they know how to respond to the ways the author urges her readers to squarely face collective American traumas and symptoms through writing (especially the Vietnam War. This paper attempts to approach this intriguing text from the perspective of life writing. Part I points out the undue neglect of this book, refutes some serious misunderstandings, and offers "life writing" as a critical approach. Part II places this book in the context of Kingston's career and life trajectory in order to show that "peace" has always been her major concern. Part III argues that, whereas the 1991 Berkeley-Oakland fire destroyed the manuscript of her "Fourth Book of Peace" along with her house, this "baptism of fire" and its accompanying sense of devastation generated a special empathy, enabling her to better understand those who suffer, especially Vietnam War veterans. Part IV deals with both the subjects of writing trauma and trauma narrative and indicates how Kingston combines her writing expertise with the Buddhist mindfulness expounded by the Vietnamese monk Thich Nhat Hanh to lead the Veterans Writing Workshop. Finally, Part V stresses how Kingston and her writing community, by combining life, writing, and peace, tell their own stories and create new lives both personally and collectively.

Towards overcoming poor readership and building reading culture ...

African Journals Online (AJOL)

Towards overcoming poor readership and building reading culture of in schools. ... of this paper is to find strategies that can overcome poor readership in schools. ... Keywords: English First Additional Language, Writing Skills, Spelling Errors, ...

THE ADAPTATION TO TURKISH OF THE WRITING ATTITUDE SCALE (WAS): THE STUDY OF VALIDITY AND RELIABILITY

OpenAIRE

GÖÇER, Ali

2016-01-01

The purpose of this study is to make Turkish adaptation the Writing Attitude Scale (WAS) that In order to measure writing anxiety developed by Marcia et al (1984). For this purpose was carried out the Validation of a Writing Attitude Scale and to examine its reliability and validity. Writing Attitude Scale (WAS) was first translated into Turkish and, equivalence analysis of forms English / Turkish language of the scale were carried out by the reading of three English teachers / lecturers. The...

Teaching English Medical Writing in a Blended Setting

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Jafar Asgari Arani

2012-12-01

Full Text Available Medical writing activities which may have a context and seem to be engaging may be perceived as demotivating by the students of medicine. This opinion was confirmed by the learners' responses to the open-ended question given to them prior to this study. In their responses students evaluated the writing section of English course negatively. The negative views about the writing course posed a problem to the class teacher. The computer technology and the Internet can easily be integrated into language classroom if activities are designed carefully, and carried out systematically. These attempts brought about a new understanding to teaching and learning: blended learning (BL. The purpose of this research was to investigate students of medicine attitude to blended writing classes. It was conducted with second year learners in the Faculty of Medicine at Kashan University of Medical Sciences. The first reflection aimed at finding out medical students' attitude toward blended writing lessons. Although learners' attitude to writing lessons was negative in the first reflections, they changed into positive in the latter ones. The findings indicated that blended writing class had changed students' perception of writing lessons positively. Therefore, this kind of classes may help students develop a positive attitude towards writing by providing meaningful writing opportunities. Like the student portfolio before it, the weblog faces challenges with practicality and security, but ultimately provides an alternative way to teach and assess authentic writing and reading skills. Blog Assisted Language Learning not only provides teachers with an exciting new way to approach communicative language learning, it also gives the students a new reason to enjoy writing! The paper concludes that Internet tools have the potential to be a transformational technology for teaching and learning writing, and teachers ought to give strong consideration to the setting up their

Writing by Number: Teaching Students to Read the Balance Sheet.

Science.gov (United States)

Cross, Mary

1990-01-01

Describes an assignment in which students write a short memo report analyzing and comparing both what a company says in its annual report and what its balance sheet shows. Describes four simple mathematical formulas students can use to quickly diagnose a company's financial health. Appends a sample of the short report format. (RS)

Using Fan Fiction to Teach Critical Reading and Writing Skills

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Kell, Tracey

2009-01-01

In this article, the author talks about fan fiction, which is defined by Jenkins (2008) as "original stories and novels which are set in the fictional universe of favorite television series, films, comics, games or other media properties." Fan fiction generally involves writing stories with a combination of established characters and established…

Urban Revival and College Writing: Writing to Promote Communities

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Miriam Chirico

2013-05-01

Full Text Available Service-learning classes, because they emphasize the creation of product that has value outside the confines of the college classroom, offer students an experience in professional formation, a practice that may prove anathema to the ethos of “service.” The desire to counteract this individualistic attitude has led instructors to promulgate an activist agenda within their classrooms, teaching students to critique hierarchical power structures, redress social inequities, or challenge lines of societal exclusion. And yet, such practitioners repeatedly acknowledge the difficulty of this instructional aim and attest to the students’ inability to envision themselves as advocates for societal change. I hold that this objective of transforming students into activists based on the experience of service-learning classes may not be feasible due the economic dynamic of a college classroom, where students pay tuition for their education and engage in work that is assessed and evaluated. Consequently, rather than create service-learning projects around theoretical positions of dissent and critique, I have designed a service-learning class on the topic of urban revitalization that involves students in promotional and collaborative partnerships with non-profit organizations in town. In other words, by tapping into a pragmatic, national movement such as urban renewal, I have aimed to raise the students’ awareness of how they might become agents of change and how their particular skill set of writing could be of service to the community. Drawing upon my experiences with students in a Business and Professional Writing class, I discuss specific readings and writing assignments in this article, chiefly the writing products that were commissioned by different non-profit groups in town. The discussion examines some of the theoretical implications behind reinforcing college students’ awareness of civic commitment while developing their written and rhetorical

Huygens-Fresnel principle: Analyzing consistency at the photon level

Science.gov (United States)

Santos, Elkin A.; Castro, Ferney; Torres, Rafael

2018-04-01

Typically the use of the Rayleigh-Sommerfeld diffraction formula as a photon propagator is widely accepted due to the abundant experimental evidence that suggests that it works. However, a direct link between the propagation of the electromagnetic field in classical optics and the propagation of photons where the square of the probability amplitude describes the transverse probability of the photon detection is still an issue to be clarified. We develop a mathematical formulation for the photon propagation using the formalism of electromagnetic field quantization and the path-integral method, whose main feature is its similarity with a fractional Fourier transform (FRFT). Here we show that because of the close relation existing between the FRFT and the Fresnel diffraction integral, this propagator can be written as a Fresnel diffraction, which brings forward a discussion of the fundamental character of it at the photon level compared to the Huygens-Fresnel principle. Finally, we carry out an experiment of photon counting by a rectangular slit supporting the result that the diffraction phenomenon in the Fresnel approximation behaves as the actual classical limit.

Do Children Understand the Basic Relationship Between Speech and Writing? The Mow-Motorcycle Test.

Science.gov (United States)

Rozin, Paul; And Others

School children (N=218) who have not yet attained moderate reading fluency were tested for their awareness of a fundamental relationship between our writing system and speech: that the sounds of speech are represented in writing. Children were shown a long and short word written on a card (e.g., mow and motorcycle), and asked which word…

Cincinnati's Bold New Venture: A Unified K-12 Reading/Communication Arts Program.

Science.gov (United States)

Green, Reginald Leon

1989-01-01

Describes a unified reading/communication arts program in the Cincinnati Public School System which uses new basal texts, support materials, and a customized instructional system for each grade level, integrating listening, speaking, reading, writing, and thinking skills into a unified language approach. Discusses intervention strategies,…

Oral Braille Reading Decoding Strategies of Middle School Students Who Are Blind or Have Low Vision

Science.gov (United States)

Nannemann, Allison C.; Bruce, Susan M.; Hussey, Colleen; Vercollone, Becky S.; McCarthy, Mary

2017-01-01

Students who are visually impaired may face unique literacy challenges as they learn to read and write braille. One such challenge relates to slower reading speeds for students who read braille as compared to those who read print. In addition to learning letters, sounds, grammar, and spelling, braille readers must learn contractions and…

Reading Like a Writer, Teaching Like a Reader: Guiding Students towards "Good Reading" in First-Year Composition

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De Piero, Zack Kramer

2017-01-01

This study examined how graduate students in humanities disciplines guide students' reading during their work as teaching assistants (TAs) in first-year (FYC) composition courses. Situated within an independent writing program, the "genre studies" approach to this FYC course is informed by the threshold concepts of the composition…

[Language and behavioral difficulties at age 3 and half and reading delay in grade 2].

Science.gov (United States)

Watier, L; Dellatolas, G; Chevrie-Muller, C

2006-09-01

Early detection of specific language impairment and dyslexia in children is an important public health problem. Longitudinal studies are needed for the distinction of real impairments from simple transitory delays. Teachers filled a 29-item questionnaire on language and behavior for 695 children aged 3.5 years. Four years later (at second grade of primary school) the same children were evaluated for reading and writing. Statistical analysis focused on the relationships between teacher's early observations and reading delay 4 years later. Associated factors were age, sex, educational level and bilinguism of the parents, and area of the school. The delay in written language acquisition (8.5% of the children) was significantly associated with low educational level (but not bilinguism) of the parents and to the area of the school. In univariate analysis, most of the teacher's early negative assessments were significantly related to reading/writing delay, with the exception of some behavioral problems. However, when the effect of associated factors was taken into account only a few items, mainly concerning language expression, remained significantly associated with later reading/writing delay. These data show a major role of associated factors (educational level of the parents, area of the school) in reading delay, and help to select specific teacher's observations for an early prediction of this delay.

Argumentation Within Language as Subsidy for the Evaluation of Reading Practices and Production of Argumentative Texts

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Lauro Gomes

2016-12-01

Full Text Available This paper aims to present an evaluation proposal of the performance in reading and writing dissertative-argumentative texts, based on principles and concepts from the theory of Argumentation in Language – created by Jean-Claude Anscombre and Oswald Ducrot, especially the version of the Theory of the Semantic Blocks and the works inspired by it. The goal is to create criteria which are capable of being less intuitive in judging the performance in reading and wrinting dissertative-argumentative texts. The analysis of the corpora – the Enem 2011’s composition proposal and 50 (fifty texts written by the students – and the test of the criteria of reading and writing evaluation in this work revealed practice funcionality and efficiency of criteria. The results allow these criteria to be applied in any evaluation processes of dissertative-argumenative texts. Finally, this paper offers theoretical and methodological subisdies which can help teachers and professors to qualify their teaching of reading and writing and the evaluation of student’s texts.

Lectura y Vida: Revista Latinoamericana de Lectura, 2002 (Reading and Life: Latin American Reading Magazine, 2002).

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Lectura y Vida: Revista Latinoamericana de Lectura, 2002

2002-01-01

Articles in this volume include the following titles (translated from the Spanish): "Who Is in Charge of Teaching Reading and Writing at the University? Tutorials, Exam Preparation, and Class Synthesis in the Humanities" (Paula Carlino); "False Conceptions of the Linguistic Abilities, Values, and the Culture of Girls and Boys from Poor Families"…

The Core Principles of Extensive Reading in an EAP Writing Context

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Park, Jeongyeon; Ro, Eunseok

2015-01-01

In the first part of the discussion forum on extensive reading (ER) in "Reading in a Foreign Language" ("RFL") (April 2015 issue), many scholars in the field shared views regarding the core features to be considered when implementing ER, frequently referring to Day and Bamford's (1998, 2002) top 10 principles for teaching ER.…

THE ANALYSIS OF INTERFERENCE ON WRITING ASSIGNMENTS OF THE MIDWIFERY STUDENTS

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I G. A. Agung Sintha Satwika

2013-11-01

Full Text Available This research aims at investigating and analyzing the interference which occurred in English text made by the students of Akademi Kebidanan Bali Wisnu Dharma. The data of this writing were collected from the writing assignment of the students at Akademi Kebidanan Bali Wisnu Dharma, which was divided into six groups. The data were obtained by reading intensively those texts and followed by applying the note taking technique. The result of this study indicates that the interference occurred on those writing assignments in terms of semantics level, spelling, copula, syntax, literal translation, redundancy, over generalization, and interference in terms of English pronoun.

Reading to deaf children who sign: a response to Williams (2012) and suggestions for future research.

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Andrews, Jean F

2012-01-01

A commentary on Williams's (2012) invited article on the use of adapted vocabulary learning interventions focuses on three areas: (a) Vocabulary interventions with storybook reading originally designed for hearing children can be adapted for deaf children. (b) Teachers are invited to reflect on how the read-aloud process in English differs from the read-aloud process in sign. (b) Teachers are asked to consider adding drawing and writing activities to reading lessons to show young deaf readers how reading and writing are reciprocal processes. The emergent literacy theory is used, as it informs and drives instructional vocabulary teaching practices for deaf children in preschool, kindergarten, and first grade. The emergent literacy theory broadly captures cognitive, social, perceptual, and linguistic understandings of how young signing deaf children acquire both English word recognition abilities and vocabulary knowledge, among other important prereading concepts.

Longitudinal Predictors of Chinese Word Reading and Spelling among Elementary Grade Students

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Yeung, Pui-Sze; Ho, Connie Suk-Han; Wong, Yau-Kai; Chung, Kevin Kien-Hoa; Lo, Lap-Yan

2013-01-01

The longitudinal predictive power of four important reading-related skills (phonological skills, rapid naming, orthographic skills, and morphological awareness) to Chinese word reading and writing to dictation (i.e., spelling) was examined in a 3-year longitudinal study among 251 Chinese elementary students. Rapid naming, orthographic skills, and…

What Do Teachers Perceive as the Most Important Use of Reading Time?

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McNinch, George H.; Schaffer, Gary L.; Cambell, Patricia; Rakes, Sondra

1999-01-01

Considers what teachers perceive as the appropriate time allocation among the distinct instructional areas during a typical reading session. Evaluates 58 teachers using a questionnaire that investigates four questions concerning ideal use of instruction time. Suggests that time spent reading must exceed time spent talking and writing about reading…

Writing for computer science

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Zobel, Justin

2015-01-01

All researchers need to write or speak about their work, and to have research  that is worth presenting. Based on the author's decades of experience as a researcher and advisor, this third edition provides detailed guidance on writing and presentations and a comprehensive introduction to research methods, the how-to of being a successful scientist.  Topics include: ·         Development of ideas into research questions; ·         How to find, read, evaluate and referee other research; ·         Design and evaluation of experiments and appropriate use of statistics; ·         Ethics, the principles of science and examples of science gone wrong. Much of the book is a step-by-step guide to effective communication, with advice on:  ·         Writing style and editing; ·         Figures, graphs and tables; ·         Mathematics and algorithms; ·         Literature reviews and referees' reports; ·         Structuring of arguments an...

Application of Calibrated Peer Review (CPR) Writing Assignments to Enhance Experiments with an Environmental Chemistry Focus

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Margerum, Lawrence D.; Gulsrud, Maren; Manlapez, Ronald; Rebong, Rachelle; Love, Austin

2007-01-01

The browser-based software program, Calibrated Peer Review (CPR) developed by the Molecular Science Project enables instructors to create structured writing assignments in which students learn by writing and reading for content. Though the CPR project covers only one experiment in general chemistry, it might provide lab instructors with a method…

READING SCRIPTURE THROUGH A MYSTICAL LENS

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mystical reading of Paul exemplifies this new, yet ancient, hermeneutical method. ... as a methodological tool for interpreting the bible have been acknowledged: its ..... Collins. (1989:109) makes the point that Dante claimed to write as God wrote .... It is clear that she has a predilection for John and Paul: the ..... COUSINS, E.

Escrever é reescrever: desenvolvendo competências em leitura e escrita no contexto da clínica fonoaudiológica Writing is rewriting: developing reading and writing competences in the context of speech therapy

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Rita Signor

2013-03-01

Full Text Available O objetivo deste trabalho é apresentar um recorte de uma pesquisa qualitativa, longitudinal e de cunho sócio-histórico. A finalidade da pesquisa foi o desenvolvimento de uma proposta terapêutica embasada na teoria de gêneros do discurso de Bakhtin. Para a efetivação da proposta, desenvolveu-se um estudo de caso de atendimento terapêutico grupal. O grupo foi composto por cinco adolescentes que apresentavam queixas de dificuldades de leitura e escrita. A proposta com os gêneros partiu da produção escrita de uma peça de teatro, baseada em um romance lido em terapia, da publicação da peça em site e de sua encenação. Apresenta-se neste artigo parte da interlocução com apenas um dos sujeitos do grupo, o sujeito D, em processo de (reescrita de texto em um dos gêneros abordados: o gênero peça de teatro. Os dados foram analisados à luz do dialogismo bakhtiniano.In this paper we are presenting a part of a qualitative and sociohistorical research, in which we propose a therapy based on Bakthin's theory about speech genres. Our objective was to analyze the contribution of this theory to clinical speech therapy field. We have developed a therapeutic treatment in a group formed by subjects who had complaints about their reading and writing skills. We have selected the following genres in our work: novel, play, synopsis and publicity poster. We have prioritized the genre play because the other genres were used as a part of an activity whose objective was to write a play, that was based on the adaptation of a novel read during the therapy, to publish it in a website and to stage it. Here we will present just the interlocution with one of the subjects of the group, the subject D, during the process of (rewriting the play. All data was analyzed according to the bakhtinian dialogism.

Deeper Processing for Better EFL Reading Comprehension.

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Oded, Brenda; Walters, Joel

2001-01-01

Investigates the extent to which tasks involving processing differences in English-as-a-foreign-language (EFL) reading result in differences in performance on comprehension. Processing differences were created by the assignment of two tasks--writing a text summary and listing the examples in the text. (Author/VWL)