The Effects of Cued Speech on Phonemic Awareness Skills

Research suggests phonemic awareness is enhanced through multimodality training. Cued Speech is a multimodality system that combines hand signs with mouth movements to represent phonemes of the spoken language. This system has been utilized successfully in developing phonological awareness with children with hearing loss. However, no research is available on its effectiveness with children who are not deaf or hard-of-hearing. The efficacy of the use of Cued Speech for the enhancement of phonological skills in typically developing 1st grade students was evaluated in this study. Twenty-six 1st graders identified as low-achieving readers by their classroom teachers were administered the PPVT-4 to match participants across three assigned research groups: no intervention (NI), phonemic awareness training auditory only (AO), or phonemic awareness training with Cued Speech (CS). Pre- and post-test scores were compared on six different skills from the Phonological Awareness Test 2 (PAT-2). Results indicated that the Cued Speech intervention group made more gains based on Phonological Awareness Test 2 pre- and post-intervention scores. Although no statistical significance was found when all three groups\u27 post-intervention scores were compared, the CS group did show significant gains across its participants

The Effects of Cued Speech on Phonemic Awareness Skills

Research suggests phonemic awareness is enhanced through multimodality training. Cued Speech is a multimodality system that combines hand signs with mouth movements to represent phonemes of the spoken language. This system has been utilized successfully in developing phonological awareness with children with hearing loss. However, no research is available on its effectiveness with children who are not deaf or hard-of-hearing. The efficacy of the use of Cued Speech for the enhancement of phonological skills in typically developing 1st grade students was evaluated in this study. Twenty-six 1st graders identified as low-achieving readers by their classroom teachers were administered the PPVT-4 to match participants across three assigned research groups: no intervention (NI), phonemic awareness training auditory only (AO), or phonemic awareness training with Cued Speech (CS). Pre- and post-test scores were compared on six different skills from the Phonological Awareness Test 2 (PAT-2). Results indicated that the Cued Speech intervention group made more gains based on Phonological Awareness Test 2 pre- and post-intervention scores. Although no statistical significance was found when all three groups\u27 post-intervention scores were compared, the CS group did show significant gains across its participants

Aerospace medicine and biology. A continuing bibliography with indexes, supplement 195

This bibliography lists 148 reports, articles, and other documents introduced into the NASA scientific and technical information system in June 1979

Serious game in VR to improve the visuospatial ability

Treball final de Grau en Disseny i Desenvolupament de Videojocs. Codi: VJ1241. Curs acadèmic: 2022/2023This document presents the project report of the Video Games Design and Development Degree Final project conducted by Óscar Silvestre Payá. The project focuses on the development of a serious game leveraging virtual reality (VR) technology, with the explicit purpose of enhancing diverse visuospatial abilities inherent to individuals. The core gameplay revolves around a series of intricately designed mini-games, which engage players in the application of logical thinking and ingenuity, thereby facilitating substantial improvements in their visual-spatial capabilities. Moreover, the project endeavors to seamlessly integrate psychoeducational principles into the gaming experience, engendering an effective serious game that engrosses players within an immersive virtual reality environment. To ascertain progress in the aforementioned abilities, the game incorporates parameter tracking and assessment mechanisms. The development process entailed the utilization of Unity 3D, today’s most widely used game engine, in conjunction with a VR device, to deliver an elevated computerbased gameplay experience. By embracing innovative technologies and adopting a multifaceted approach that combines gaming elements with educational objectives, this project contributes to the expanding realm of serious games, while simultaneously offering a captivating avenue for players to augment their visual-spatial proficiencies

The effects of two training programs on the ability of preservice physical education majors to observe the developmental steps in the overarm throw for force

The purpose of this study was to determine the effect of two training programs on the ability of physcial education majors to observe and identify the developmental steps in the overarm throw for force. Twenty nine physical education majors participated in one of two training groups: a verbal-only group or a verbal-visual group. Two videotapes were constructed: a training videotape and a test videotape. A pretest-posttest design was utilized with a retention test being administered three weeks after the posttest. Two scores were determined: a motor development observation score and a confidence score. Two nonparametric tests were used to analyse the data: within-group differences were analysed with the Friedman test and between-group differences were analysed with the Mann-Whitney U test. Results indicated that: (a) both groups significantly Improved their motor development observation scores from the pretest to the posttest, (b) there were no significant differences between the groups on the posttest, (c) the verbal-visual group scored significantly higher than the verbal-only group on the retention test, (d) there were no significant differences between the posttest and the retention test within the two groups, (e) the feet and the trunk were the easiest components for which to identify the steps of development, and (f) subjects remained very confident in their ability to identify the steps of development in the OTFF throughout this study

2006 Scholar\u27s Day Program

Scholars\u27 Day was established in 1997 and is a day-long conference devoted to showcasing the wide array of scholarship, research and creative activities occurring on campus. In 2012, a new emphasis on student research lead to a name change to Transformations: A Student Research and Creativity Conference. This event focuses on student research, which is defined as an original investigation or creative activity through the primary efforts of a student or group of students. The work should show problem-solving skills and demonstrate new conceptual outcomes.https://digitalcommons.cortland.edu/transformationsprograms/1016/thumbnail.jp

A Comparison of the Effects of Varied Verbal Prompts Paired with Visual Prompts on Echoic Verbal Behavior with Minimally Verbal Students

Previous research conducted by Valentino, Shillingsburg, Conine and Powell (2012) has recommended that practitioners do not utilize the word “say” before or in an instruction to reduce the word “say” being echoed. The current study sought to extend previous research by including the word “say” and comparing it with the condition of not using the word “say”. Components compared included how frequently responses occurred and how long it took for a response to occur. Two participants were included in the study, but only one participant completed the study. Findings agreed with the recommendation made by Valentino, Shillingsburg, Conine and Powell (2012), that practitioners should not use the word “say” before or in an instruction

The effect of imagery rehearsal on free throw shooting performance under conditions of hostile crowd noise

The purpose of this study was to demonstrate the effects of RAIR (relaxation and imagery rehearsal) on basketball free throw shooting performance under the conditions of intermittent hostile crowd noise and no noise. [This is an excerpt from the abstract. For the complete abstract, please see the document.

Combining Visual Media and Talk it Application in Reading Activity

In many universities, the success of students' acquisition is now measured in term of their ability to communicate in the foreign language rather than on examining their accuracy in using certain grammatical features. Therefore, apart from experimenting new teaching methods, more and more universities have been applying modern technology to support language skills teaching. Although multimedia have enthusiastically been praised by many experts and academicians, the contribution of multimedia in supporting language learning is not obvious due to the limitations and restrictions of learning styles, teaching approaches, and computer skills . Therefore, this paper explores the application of visual media (picture) and verbal media (Talk It) in assisting teaching especially reading. The study shows that the students were enthusiastic in doing reading activity. They can think faster and smarter in limited time. Therefore, the teacher should provide an innovative strategy in teaching reading to make the class more alive.&nbsp