A study of the relationship of diadochokinetig rate,speaking rate and reading rate

Abstract

The purpose of this investigation was to determine the nature of the relationship among three variables: diadocho‐kinetic rate, speaking rate, and reading rate. A group of 40 individuals, 20 males and 20 females, performed three experimental tasks: (1) three repetitions at maximumt speed of each of the following: /p_?//t_?//k_?/, and /p_? t_? k_?/; (2) 10 readings of a standard prose passage; and (3) the presentation of a two‐minute impromptu speech based on the content of stimulus pictures. Results of subjects’ performances indicate that: (1) reading rate is highly related to speaking rate; (2) there is no strong relationship between diadochokinetic rate and speaking rate; and (3) diadochokinetic rate is not highly related to reading rate.     

Growth in reading-related skills of language minority learners and their classmates: more evidence for early identification and intervention

This longitudinal study investigated growth in reading-related skills between Grade 1 and 4 for language minority (LM) learners and their native English-speaking classmates from similarly low socioeconomic backgrounds (N = 166). Growth trajectories were compared by language background and by Grade 4 reading difficulties, with the goal of informing decisions about how early LM learners can undergo screening for risk of reading difficulties. As a group, LM learners demonstrated weaknesses in vocabulary and oral comprehension and strengths in phonological awareness that were apparent in Grade 1 and consistent through Grade 4. LM learners also demonstrated early strengths in letter-word identification but fell far below national norms by Grade 4. The subset of LM learners with word reading difficulties demonstrated major weaknesses in vocabulary, oral comprehension, phonological awareness, and working memory, whereas LM learners with specific reading comprehension difficulties demonstrated major weaknesses in vocabulary and oral comprehension; these weaknesses were apparent in Grade 1 and consistent through Grade 4, suggesting the importance of early assessment and intervention.     

Japan’s English-medium instruction initiatives and the globalization of higher education

This article analyzes a recent initiative of Japan’s Ministry of Education, which aims to internationalize higher education in Japan. The large-investment project “Top Global University Project” (TGUP) has emerged to create globally oriented universities, to increase the role of foreign languages in higher education, and to foster global human resources. The TGUP identifies 37 universities: 13 as “top global universities” intended to compete in the top 100 university world rankings and 24 “global traction universities” intended to lead the internationalization of higher education in Japan. Despite the substantial funding behind this initiative, little research has been conducted to evaluate the potential impact of this policy on language planning in higher education in Japan. This paper addresses this gap in its exploration of the TGUP, including key changes from previous internationalization policies. It then presents an analysis of publicly available documents regarding the policy, collected from all 37 of the participant universities. Findings indicate a positive departure from older policy trends and the emergence of flexible, unique forms of English language education in Japan’s universities.     

I found purple

Johnny was fingerpainting, relishing the thick paint. With blue fists and fingers, he swished and swirled, around and around, over and over. His paper was a triumph of color and movement.Rose C. Merenda is an Assistant Professor and a Kindergarten Teacher at the Henry Barnard Lab School, Rhode Island College, in Providence.     

Strategies for managing resources in a declining resource situation

Medium- and long-term strategies for deploying resources in Higher Education are discussed in the context of avoiding any reduction in the quality and quantity of educational provision, and, at the same time, meeting appropriate financial criteria. The paper emphasises the need to maximise the use of existing staff through redeployment, retraining and staff development. New appointments should be strictly controlled through part-time and fixed-term contracts. Staffing levels may be reduced through early retirement and redundancy, although in some situations, the sharing, movement or exchange of staff between institutions may be an alternative possibility. Non-staff costs are analysed in relation to teaching, administration, accommodation and ancillary activities. The principal of good house-keeping is advocated in relation to these costs, with a clear recognition of those costs which relate to academic standards and legal obligations.     

Bending the rules: when deaf writers leave college

On-the-job writing of deaf college graduates at all degree levels was investigated. Institutional databases and questionnaires to alumni and employers were the sources for information. Respondents were asked about editing assistance, sources and types of assistance, and perceptions of such assistance by employers and employees. Results of the study confirmed that deaf employees did considerable writing regardless of degree or type of job. Their self-reports indicated grammar as the major weakness. Additionally, employers stated that clarity, organization, and spelling were serious writing problems. The study also showed that deaf employees asked for and received editing assistance and that employers were willing to support the improvement of writing skills. Because error-free texts are expected in the workplace and editing assistance is sought and received, postsecondary institutions should mimic these practices by providing copyediting services and instruction in the ethics and practices of working with editors.