The Emergent Language and Literacy Experiences of Three Deaf Preschoolers

This is a multiple case study of literacy acquisition in three deaf preschoolers aged 3 and 4 years. Data are drawn from a year long study of each child in a program for deaf and hard of hearing students. The primary focus of the project was to document the ways in which these students interacted with and around storybooks. Of special interest was the relationship between language development and the children's emergent literacy experiences.     

Richard's Progress Towards Literacy

Richard, a 23 year old athetoid, could not read, write or speak intelligibly. Betty Hughes, divisional Co-ordinator for Adult Basic Education, Lincolnshire Education Authority, describes his progress towards literacy and his use of the Electraid     

Towards Covid-19 Literacy

Covid-19 literacy, induced by the coronavirus disease (2019), is characterized as the understanding of Covid-19 as well as informed decisions based upon this understanding. This type of literacy is closely related to health literacy, scientific literacy, and scientific media literacy. It may be obvious to say that Covid-19 literacy is a key factor for governments to effectively manage the Covid-19 transition. However, lack of literature exists about Covid-19 literacy among university students. Therefore, the current study aimed to determine the Covid-19 literacy level among 4168 students from a Colombian university. The data were derived from students’ responses to a 25–item anonymous online self-reporting questionnaire. We found that 21–25-year age group, graduate students,?students enrolled prior to 2015, and medical students had a significantly higher mean score. Moreover, the Internet (86.8%) was the most popular source of information from which participants gained most information regarding Covid-19. Furthermore, 58.5% of the participants considered health workers as a source that can provide accurate information. Most importantly, the findings reveal the students’ knowledge about (1) the role of an eventual process of vaccination, (2) the test currently used as diagnostic for Covid-19, and (3) the fatality rate, three aspects of Covid-19 literacy that deserve more attention. The findings provide a useful basis for the formulation of policies and concrete actions in improving Covid-19 literacy.

     

略论澳门小学语文教师应具备的素养及能力

澳门小学语文教育现正在进行一系列的改革．其背景包括澳门教育暨青年局拟订小学语文基本学历要求,澳门大学进行全面的课程改革等。为了配合这个新形势,澳门大学教育学院小学专业进行了一些调整,以加强学员的语文素质及能力。小学语文教师应具备文化知识素质、语文能力素质和文学审美素质等,以提升小学语文科的教学效果。     

谈全面提高高职学生的语文素养——构建开放而有活力的语文课程体系

我国的基础教育课程改革正逐步推向深入,高职教育改革也在有条不紊地进行,新的教育价值观,新的人才质量观不断深入人心,从而呈现出一种包容了人的情感在内的新的语文教学观.通过分析全面提升语文教学的整体功能,全面提高高职学生的语文素养,认为构建开放而有活力的语文课程体系,是高职教师必须认真研究的重要课题.     

Home Language and Literacy Environments and Early Literacy Trajectories of Low-Socioeconomic Status Chilean Children

This study used Latent Class Analysis to identify groups of children exposed to similar Home Language and Literacy Environments (HLLE) and explored whether belonging to a given HLLE group was related to children’s language and early literacy growth from prekindergarten to kindergarten. Participants were 1,425 Chilean mothers and their children (M_age = 52.52 months at baseline) from low-socioeconomic status households. Four HLLE groups were identified, which were associated with different trajectories of language and early literacy development. Children from groups whose mothers either read and talk about past events with them or teach them letters in addition to reading and talking about past events, showed higher relative vocabulary and letter knowledge. Implications for research and interventions are discussed.     

小学语文识字教学的误区与对策

识字是小学语文教学,尤其是低年级语文教学的重点,同时,也是小学语文教学的难点.识字教学虽在小学阶段一直比较受重视,但成效并不明显.研究识字教学,探求既减轻学生过重负担又提高识字质量的方法,实在很有必要.论文分析了识字教学容易走入的误区,并提出了可供参考的意见.     

走向沉浸式语文

沉浸式语文即语文要让学生静下心来,慢慢读、细细品、徐徐写,让学生"沉浸"在语文生活中.强调沉浸式语文,就是强调教师要引领学生进入真实的语文生活中,最终使语文深入人心,成为学生生命的一部分.关注语文教学肢体介入式、声音变化式、冥想强化式的三大外在形态,是探讨语文教学沉浸目标达成模式的重要途径.     

关于有效英语教学的探讨

有效英语教学需要教师树立立体语言教学观、确立合理的教学目的、引导学生积极参与教学过程并采取教与学相融合的教学方法。树立立体教学观是有效英语教学的观念性前提。确立合理的教学目的是有效英语教学的必要条件,引导学生积极参与及教与学相融合是实现有效英语教学的重要途径和方法。     

Home Literacy Exposure and Early Language and Literacy Skills in Children Who Struggle With Behavior and Attention Problems

Research Findings: This study investigated the relationships between behavior and attention problems and early language and literacy outcomes for 4-year-olds who experienced varied early home literacy environments. Participants were 1,364 children enrolled in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Attention problems and early home literacy exposure both significantly predicted language and literacy outcomes when relevant covariates were controlled. There was also a significant interaction between behavior and attention problems and early home literacy exposure in predicting expressive language abilities. Specifically, early home literacy exposure was related to more advanced expressive language achievement for children with behavior problems. In contrast, children with attention problems performed below their peers on expressive language measures even when they received comparable early home literacy exposure. Practice or Policy: These findings suggest the need for further research on the differential role of early home literacy exposure on the development of early language and literacy skills in children with behavior and attention problems.     

试论如何在阅读教学中提高学生的语文素养

语文课程标准指出:"语文课程应致力于学生语文素养的形成与发展。"语文素养是学生学好其他课程的基础,也是学生全面发展和终身发展的基础。教师要让学生通过阅读名著,感受其丰富内涵,提高认识,形成思想,从经典名著的文学价值和教育、审美价值等方面提升学生的语文素养。     

The Literacy Skills of English Language Learners in Canada

The purpose of this article is to review published studies of the English literacy of children in Canada who are English language learners (ELLs) with the goal of understanding the reading development of ELLs and characteristics of reading disabilities (RD) in this population. Phonological processing, syntactic awareness, and working memory of ELLs with and without RD were compared to that of native English‐speaking (L1) students with and without RD. Our review found that ELLs with RD experienced reading difficulties similar to those of L1 students with RD. On the basis of the evidence, ELLs are not at greater risk for RD than their native English‐speaking peers. We propose that the diagnosis of a reading disability can be made in a similar manner in both ELL and L1 students.     

外国语言教育中的新读写能力研究综述

经济全球化,尤其是文化全球化影响了人们交流和表达意义的方式,这就要求重新认识社会生活中的读写能力和实践。新读写能力研究理论认为读写能力不仅仅是中性的、技术性的认知技巧,更应该是个体参与社会过程中表达和交流的各种符号资源、知识类型和社会实践的综合运用能力。目前,世界多个国家和地区开展了基于新读写能力研究的教学实践活动。