Search results

1

Decoding multisyllabic words: Structural analysis in reading by groups

100%

Pierson M. R., Gowan D.

Journal of Gender and Power

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2014

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vol. 2

99-117

EN

An age appropriate, research-based systematic program that teaches a flexible strategy for decoding multisyllabic words may be the foundation for increased reading abilities of middle school male and female students struggling with grade level text. To meet this need, the REWARDS reading program (Archer, Gleason, & Vachon, 2000) was used with struggling 6th grade readers with learning disabilities (LD). The quasi-experimental research design used in this study is non-randomized control group (n = 20), pretest posttest design. The Basic Reading Inventory along with DIBELS measure of reading fluency were the instruments used to calculate findings. In a five week period, students' decoding levels increased by 1.72 grade levels, instructional reading levels increased by 1.45 grade levels, while the reading fluency rates were increased by 28% at instructional reading levels and 17% at grade level. Decoding ability was highly correlated to reading comprehension with the relationship of .88.

2

Badanie opanowania umiejętności czytania przez uczniów klas czwartych szkoły podstawowej

100%

Przybyla O., Turek J.

Logopedia Silesiana

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2013

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issue Logoepdia Silesiana nr 2

24-50

EN

The authors discuss the results of research carried out to present reading skills of pupils in the primary school. Taking into account theoretical background, used to prepare the research methodology, the most significant factors contributing to the reading process are analyzed. There are two dimensions of reading skills that are involved in the research: decoding and reading comprehension of the text. The range of decoding provides the assessment of reading speed (treated as a number of words read within one minute), correctness of reading (perceived as proportion of the read word in a correct way compared to all read words per minute), and a type of mistakes made by children during reading.

3

In search of effective remediation for students with developmental dyslexia – a review of contemporary English literature

88%

Bogdanowicz K. M., Krasowicz-Kupis G., Wiejak K.

Polish Psychological Bulletin

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2016

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vol. 47

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issue 3

270-280

EN

Although developmental dyslexia is frequently diagnosed in Poland, little knowledge of effective treatment for this disorder is available in Polish society. Remedial teachers for many years have applied traditional methods aimed at correction and compensation for affected cognitive functions and academic skills. Otherwise, although western therapies are regularly advertised in the media, their effectiveness has rarely been subject to scientific investigation. Since the assumptions underlying some approaches are not consistent with current understanding of cognitive function, they may attract negative expert appraisal. Unfortunately, it seems that fashion in dyslexia therapy is resistant to rare expressions of criticism from the scientific community. The purpose of this article is to promote awareness about effective treatment for specific reading disorders. Teachers’ greater understanding in this area should help Polish dyslexic children and their parents, who may be confused by offers of misguided therapy and sharp business practise. It is hoped that this article will clarify the situation. In this review of modern English journal articles, focus is on remedial teaching of reading, and more specifically, support for dyslexic students experiencing difficulties in decoding. Here we are concerned only with therapy in alphabetic languages in which individual speech sounds correspond to letters. Analysis of articles from the last six years leads to the conclusion that the most effective therapy for the reading disorder is training in phonological awareness and consolidation of letter-sound knowledge. However, these skills should be practised in the context of reading.

4

DECODING OF ACADEMIC CONTENT BY THE 1st GRADE STUDENTS

88%

Błaszczyński K., Gulanowski J., Kozdraś G.

Journal of Education Culture and Society

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2017

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vol. 8

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issue 1

35-61

EN

In the paper a comparatistic study conducted on the 1st grade students of sociology and pedagogy is discussed. The study was focused on the language skills of students. The most important skills tested were the abilities to decode academic content. The study show that the student have very poor language skills of decoding the academic content on every level of its complexity. They have also noticable problems with the definition of basic academic terms. The significance of gained results are high because of the innovational topic and character of the study, which was the first such study conducted on students of a Polish university. Results are also valuable for academic teachers who are interested in such problems as efefctive communication with students.

5

Performativna snaga imena u zbirci priča „Inšallah Madona, inšallah” Miljenka Jergovića

75%

Lujanović N.

Poznańskie Studia Slawistyczne

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2013

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issue 4

EN

The names play a main role in understanding of Miljenko Jergović’s literary works and it is argued through analysis of collection of stories called Inšallah Madona, inšallah. The names have their history, they describe and determine actors, and function as axioms with initial stabile meaning. By decoding of related code, new complex components of semantic field of the name as symbol are revealed to us. In chosen text, the names operate as curse in form of general principle. Through curse as a main motive, it is implied performative dimension of the names which symbolize pain or misery, evoke tragedy and in the end fulfill inscribed curse.

6

Caricature Images for Religious Profi ling: A Multimodal Analysis of Islamophobia in Selected Press Images

75%

Zaytoon H. A. R.

Anglica. An International Journal of English Studies

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2017

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issue 26/2

185-224

XX

The problem of religious profi ling and the increase of animosity, exclusion and maltreatment of Muslim minorities in the West have reached an unprecedented level in a community where racism and segregation are usually denounced. The paper investigates the concept of Islamophobia as presented in 25 selected caricature images, along with their accompanying texts, chosen from magazines and specialized cartoon websites. Multimodality and its related analytic tools are utilized for making explicit the interactive messages encoded within these caricature images. The theoretical framework upon which this study is conducted incorporates Halliday’s (1978) three metafunctions, and Kress and Van Leeuwen’s (1996) adaptation of them for the analysis of images and their captions.

7

Čtenářské profily dětí s vývojovou dysfázií ve srovnání s typicky se vyvíjejícími vrstevníky

63%

Richterová E., Seidlová Málková G.

E-psychologie (E-psychology)

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2016

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vol. 10

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issue 4

9-23

EN

The study is focused on investigating the reading profiles in both 1st grade and 4th grade children with specific language impairment (SLI). According to the previous research, it tests the assumption that the reading performance of children with SLI is significantly worse compared to the age control group at the level of reading speed and fluency, and at the level of reading comprehension. Based on the theoretical framework, (namely “The Simple View of Reading“– Gough & Tunmer 1986), it verifies the hypothesis that the difficulties of the SLI children are manifested both in the area of reading comprehension, and of decoding (reading technique). 67 children with SLI and 253 children with typical development of language skills participated in our study. We administered a battery of tests assessing reading skills and language skills which are related to the reading development. The results of our study only showed significant differences in the area of the language comprehension (namely in the test of the listening comprehension) in the 1st grade children. There are significant differences in all tests assessing both reading accuracy and reading comprehension between SLI children and the age control group in the 4th grade. The size of reading fluency and reading comprehension deficits in SLI fourth grade children is discussed in more details.

XX

Tato studie sleduje čtenářské profily dětí z 1. a 4. ročníku základních škol s vývojovou dysfázií. V návaznosti na předchozí výzkum testuje předpoklad, že čtenářské výkony dětí s vývojovou dysfázií jsou signifikantně horší ve srovnání s výkony stejně starých vrstevníků, a to jak v rovině elementárního čtení, tak v rovině porozumění čtenému. V souladu s teoretickými poznatky /zejména tzv. Jednoduchý model čtení (Gough & Tunmer, 1986)/ ověřuje předpoklad, že obtíže dysfatických dětí se výrazně manifestují v oblasti porozumění čtenému i v oblasti dekódování (techniky čtení). Na studii participovalo 67 dětí s vývojovou dysfázií ze speciálních a základní škol a 253 běžně se vyvíjejících dětí ze základních škol. Dětem byla administrována baterie testů zaměřená na komplexní hodnocení čtenářských dovedností a na posouzení jazykových schopností souvisejících s vývojem čtenářství. Výsledky studie prokazují statisticky významně slabší výkony dysfatických dětí v prvních ročnících pouze v oblasti porozumění jazyku, konkrétně v úloze porozumění slyšenému textu. Ve čtvrtém ročníku se pak statisticky významné rozdíly ve prospěch běžně se vyvíjejících dětí objevují ve všech administrovaných čtenářských úlohách – tedy tam, kde je hodnocena přesnost čtení i porozumění čtenému. Zvláštní pozornost je věnována charakteristice deficitů starších dětí s vývojovou dysfázií v oblasti dekódování a porozumění čtenému.

8

Prosodic organization of English folk riddles and the mechanism of their decoding

63%

Taranenko L.

Linguistics Beyond and Within

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2016

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vol. 2

153-166

EN

The paper advances a cognitive model representing a creative mechanism of riddle decoding by its recipient, which serves as a theoretical and methodological ground for the experimental phonetic study of prosodic means that organize the text of a riddle. Within the process of cognitive model formation the author performs a conceptual analysis of the riddle compositional structure, presented as a systemic algorithmic scheme. It is confirmed that a characteristic feature of a folk riddle is its division into two elements: the first one is the description of an object, further differentiated into “topic” and “commentary”, while the second one is the riddle answer, or solution, generated directly in the recipient’s mind as a result of his/her mental activities. The carried out auditory analysis proves that such a limitation of the riddle’s structure is compensated by a set of prosodic means and their specific interaction, which trigger creative and cognitive processes in the recipient’s mind aimed at searching for the riddle solution.

9

Supporting young L2 English learners with word recognition: design of early reading materials

63%

Ellis M.

Neofilolog

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2022

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issue 59/2

126-143

EN

This theoretical article presents a case for a new approach to the teaching of word recognition in English as a foreign language to young learners in Polish early years education, arguing that there is a need for greater attention to explicit instruction in alphabetic principles, selected phonics and decoding skills. Research in first language (L1) English and foreign language (L2) development of word recognition skills is outlined. Differences between the orthographies of Polish and English are highlighted. Approaches used in L1 early reading instruction are contrasted with those commonly applied in L2 settings. The need for more explicit instruction is rationalized on the basis of a brief description of impressions from 20 hours of classroom observation. The second part of the paper presents some principles for the design of materials to introduce alphabetic principles of English and elements of phonics to support word recognition, with examples. The ability to recognize words rapidly and with ease is a key skill, which, unless mastered early, could potentially have a negative impact on the whole of a child’s language education.

10

Творческий потенциал личности в ракурсе проблемы смысловой идентификации

63%

Максимович В.

Studia Rossica Gedanensia

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2019

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issue 6

204-214

EN

The creative potential of the individual as a cultural subject is considered in the context of communicative-dialogue strategies and modern interpretative practices related to decoding the semantic continuum of the work of culture. The author believes that the presence of various meaning-generating projections and relationships allows the problematic semantic field of the presented discourse to expand and opens the way to numerous interpretations of its contextual, in-text matrix, and to the identification of a paradigm hierarchy of artistic meanings.

RU

Творческий потенциал личности как субъекта культуры рассматривается в контексте коммуникативно-диалоговых стратегий и современных интерпретационных практик, связанных с декодированием смыслового континуума произведения. Последовательно проводится мысль, что наличие разнообразных смыслопорождающих проекций и отношений позволяет расширить проблемное смысловое поле представленного дискурса и открывает путь к многочисленным интерпретациям его контекстуальной, внутритекстовой матрицы, к выявлению парадигмальной иерархии художественных смыслов.

11

Mit Kurzformen spielerisch umgehen. Zu Beschaffenheit und humorvollem Potential der Backronyme

51%

Wowro I.

Orbis Linguarum

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2018

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issue 52

295-313

EN

Language Games with Acronyms. The specificity and comical potential of backronyms Abbreviations, acronyms and other forms created by abbreviating a word or a phrase are more and more frequently present in the lexicons of various languages, which confirms the tendency to make means of expression more economical. They may also serve as a point of departure for language games of different types. An example is provided by backronyms, that is peculiar decodings of acronyms, often coloured with humour and irony. The aim of the article is to discuss the structure of those decodings and the comical mechanisms contained in such a method, frequently ironic, of decoding acronyms of this type.

12

Funkcjonowanie uwagi a poziom umiejętności czytania u dzieci w wieku wczesnoszkolnym

51%

Nowotnik A.

Edukacja

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2013

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issue 1(121)

37–53

PL

W artykule przedstawiono wyniki badania dotyczącego związku poziomu umiejętności czytania i funkcjonowania uwagi u dzieci w wieku wczesnoszkolnym. W zakresie umiejętności czytania pomiarowi poddano dwa wymiary – dekodowanie i rozumienie. Zastosowano do tego narzędzie PROLEXIA. Natomiast w zakresie funkcjonowania uwagi analizie poddano takie jej funkcje jak: koncentracja, zdolność spostrzegania, impulsywność, nieuważność (inattention) oraz zdolność hamowania poznawczego. Do pomiaru zdolności hamowania poznawczego zastosowano trójkolorową wersję zadania Stroopa, natomiast pozostałe parametry uwagi zbadano za pomocą Testu badania uwagi D2. Do analizy wyników zastosowano metodę analizy skupień na przypadkach według procedury k-średnich. Dla wszystkich grup wiekowych łącznie wyodrębniono 5 skupień (parametrów uwagi) istotnie różniących się między sobą pod względem sposobu organizacji (profil uwagi), które nazwano kolejno: „przeciętni”, „skoncentrowani”, „nieskoordynowani”, „impulsywni” i „rozkojarzeni”. Zaobserwowano istotne statystycznie różnice w zakresie poziomu umiejętności czytania pomiędzy grupami. „Skoncentrowani” uzyskiwali istotnie wyższe wyniki niż „nieskoordynowani” oraz istotnie wyższe niż „przeciętni”, w obydwu przypadkach – zarówno w dekodowaniu, jak i w rozumieniu.

EN

The paper presents results of research on the level of reading skill and attention functioning in early school children. The study involved 256 I–III grade elementary school children, each grade numbering roughly one third of the sample population. Two dimensions of reading skills (decoding and reading comprehension) were measured by PROLEXIA test and five attention parameters (concentration, perceptivity, impulsivity, inattention and cognitive inhibition) were measured. The three colour version of the Stroop Test was applied as a cognitive inhibition task. The D2 Test of Attention by Brickenkamp was used to measure concentration, perceptual abilities, impulsiveness and inattention. Cluster analysis was used for all ages. Five significantly different groups of all participating children were identified, respectively labelled as: "uncoordinated," "average," "impulsive," "focused" and "distracted" according to attention function. In the cases of decoding and comprehension there were statistically significant differences in literacy levels between "focused", who produced significantly higher reading scores than the "uncoordinated" and "average".

13

Interpretanty lektur. Prototypowy program nauczania metodą multimedialnych modułów tematycznych (szkoła średnia)

51%

Ślósarz A.

Polonistyka. Innowacje

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2022

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issue 15

57-72

EN

Teaching material for each multimedia thematic module is selected to show interdependencies of texts and assists students with learning. Henceforth, the thematically related texts form cognitive amalgams. It is recommended to link verbal texts with multimedia ones to encourage students to decode and create meanings, thus, to compare different means of expression. Such way of teaching of mother tongue has been implemented in developed countries such as Australia, Finland and Norway. The module topic guides the interpretation of the texts. Prototype Polish language curriculum for high schools Interpretants of readings recommends reading the original text aloud first and then comparing it with texts of other genres and with multimedia. This teaching method has been implemented in several Polish schools, at the Pedagogical University of Cracow and the University of Łódź. The original programs based on the prototype curriculum for high schools should be consulted with the local community.

PL

Materiał nauczania warto ująć w sekwencje, aby pokazać zależności, a całość zapamiętać. Powiązane tematycznie utwory tworzą kognitywne amalgamaty. Teksty werbalne należy wiązać z multimedialnymi, aby porównywać środki wyrazowe, ucząc dekodowania i tworzenia znaczeń. Taki sposób nauczania języka ojczystego wdrożono w Australii, Finlandii, Norwegii czyli w wysoko rozwiniętych krajach. Metoda nauczania z użyciem multimedialnych modułów tematycznych polega na celowym powiązaniu treści nauczania w moduły, z których każdy zawiera teksty literackie oraz multimedia. Temat ukierunkowuje rozumienie tekstów. Prototypowy program nauczania języka polskiego w szkole średniej Interpretanty lektur zaleca głośne odczytanie tekstu wyjściowego i tematyczne powiązanie go z tekstami innych gatunków oraz multimediami. Jest wdrożony w kilku szkołach, na Uniwersytecie Pedagogicznym i Uniwersytecie Łódzkim. Stworzone na jego bazie autorskie programy należy przed realizacją skonsultować w lokalnym środowisku, w tym z uczniami.

14

Basic categories for a theory of language

32%

Sroka K.

Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching

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2016

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issue 13

139-162

EN

The present paper makes reference to its author’s work The Dynamics of Language (1976) and presents three basic and indispensable cate-gories for a theory and description of language, namely form, significa-tion, and location, with special emphasis on the last two. After a short introduction, the following problems are considered: (1) language theory and semantics, (2) language sign and the dichot-omy significans : significatum, (3) (morpho)semanteme and the trichot-omy: form, signification, location, (4) form, signification, and location in the process of encoding and decoding, (5) context and the contex-tual theory of meaning according to J. R. Firth, (6) the influence of context and speech situation on the signification of the el-ement of text. The conclusion (7) summarizes the presentation of the trichoto-my of the defining categories for the (morpho)semanteme, i.e. form, signification, and location, and of their role in the description of lan-guage and of the process of verbal communication. It also draws at-tention to the relation that holds between context in the broad sense and location in the sense defined in the paper and shows the ad-vantages following from the introduction of the latter concept into the theory and description of language.

FR

L’article fait référence à l’ouvrage de son auteur intitulé The Dynamics of Language (1976) et il présente trois catégories de base essentielles dans la théorie et la description du langage, c’est-à-dire la forme, la signification et l’emplacement, en particulier les deux dernières. Après une courte introduction, on examine les questions suivantes : (1) la théorie du langage et la sémantique, (2) le signe linguistique et la dichotomie signifiant / signifié, (3) le (morpho)- sémantème et la trichotomie : forme / signification / emplacement, (4) la forme, la signification et l’emplacement dans le processus de codage et de décodage, (5) le contexte et la théorie contextuelle du sens selon J. R. Firth, (6) l’influence du contexte et de la consituation sur la signification d’un élément du texte. La conclusion (7) résume la présentation de la trichotomie des catégories définitionnelles du (morpho)sémantème, c’est-à-dire : forme, signification et emplace-ment, et leur rôle dans la description du langage et du processus de la communication verbale. On souligne aussi la relation entre le contexte au sens large et l’emplacement dans le sens défini dans l’article et on présente les bénéfices qui viennent de l’introduction de cette dernière notion dans la théorie et dans la description du langage.

PL

Artykuł nawiązuje do pracy jego autora pt. The Dynamics of Lan-guage (1976) i omawia trzy podstawowe i niezbędne kategorie teorii i opisu języka, a mianowicie formę, sygnifikację i lokację, ze szczegól-nym uwzględnieniem tych dwu ostatnich. Po krótkim wstępie rozwa-żane są następujące zagadnienia: (1) teoria języka a semantyka, (2) znak językowy i dychotomia significans : significatum, (3) (mor-fo)semantem i trychotomia: forma, sygnifikacja, lokacja, (4) forma, sygnifikacja i lokacja w procesie kodowania i dekodowania, (5) kon-tekst i kontekstualna teoria znaczenia według J. R. Firtha, (6) wpływ kontekstu i konsytuacji na sygnifikację elementu tekstu. Zakończenie (7) podsumowuje prezentację trychotomii kategorii definicyjnych (morfo)semantemu, czyli formy, sygnifikacji i lokacji i ich roli w opisie języ-ka i procesu komunikacji werbalnej. Zwraca też uwagę na stosunek zachodzący pomiędzy kontekstem w sensie szerokim a lokacją w ujęciu zdefiniowanym w artykule oraz podaje korzyści wynikające z wprowadzenia tego ostatniego pojęcia do teorii i opisu języka.

Refine search results

Decoding multisyllabic words: Structural analysis in reading by groups

Badanie opanowania umiejętności czytania przez uczniów klas czwartych szkoły podstawowej

In search of effective remediation for students with developmental dyslexia – a review of contemporary English literature

DECODING OF ACADEMIC CONTENT BY THE 1st GRADE STUDENTS

Performativna snaga imena u zbirci priča „Inšallah Madona, inšallah” Miljenka Jergovića

Caricature Images for Religious Profi ling: A Multimodal Analysis of Islamophobia in Selected Press Images

Čtenářské profily dětí s vývojovou dysfázií ve srovnání s typicky se vyvíjejícími vrstevníky

Prosodic organization of English folk riddles and the mechanism of their decoding

Supporting young L2 English learners with word recognition: design of early reading materials

Творческий потенциал личности в ракурсе проблемы смысловой идентификации

Mit Kurzformen spielerisch umgehen. Zu Beschaffenheit und humorvollem Potential der Backronyme

Funkcjonowanie uwagi a poziom umiejętności czytania u dzieci w wieku wczesnoszkolnym

Interpretanty lektur. Prototypowy program nauczania metodą multimedialnych modułów tematycznych (szkoła średnia)

Basic categories for a theory of language