A handbook of reading readiness games and exercises that can be used by parents with children from ages three to six.

Thesis (M.Ed.)--Boston Universit

English Speaking and Listening Assessment Project - Baseline. Bangladesh

This study seeks to understand the current practices of English Language Teaching (ELT) and assessment at the secondary school level in Bangladesh, with specific focus on speaking and listening skills. The study draws upon prior research on general ELT practices, English language proficiencies and exploration of assessment practices, in Bangladesh. The study aims to provide some baseline evidence about the way speaking and listening are taught currently, whether these skills are assessed informally, and if so, how this is done. The study addresses two research questions: 1. How ready are English Language Teachers in government-funded secondary schools in Bangladesh to implement continuous assessment of speaking and listening skills? 2. Are there identifiable contextual factors that promote or inhibit the development of effective assessment of listening and speaking in English? These were assessed with a mixed-methods design, drawing upon prior quantitative research and new qualitative fieldwork in 22 secondary schools across three divisions (Dhaka, Sylhet and Chittagong). At the suggestion of DESHE, the sample also included 2 of the ‘highest performing’ schools from Dhaka city. There are some signs of readiness for effective school-based assessment of speaking and listening skills: teachers, students and community members alike are enthusiastic for a greater emphasis on speaking and listening skills, which are highly valued. Teachers and students are now speaking mostly in English and most teachers also attempt to organise some student talk in pairs or groups, at least briefly. Yet several factors limit students’ opportunities to develop skills at the level of CEFR A1 or A2. Firstly, teachers generally do not yet have sufficient confidence, understanding or competence to introduce effective teaching or assessment practices at CEFR A1-A2. In English lessons, students generally make short, predictable utterances or recite texts. No lessons were observed in which students had an opportunity to develop or demonstrate language functions at CEFR A1-A2. Secondly, teachers acknowledge a washback effect from final examinations, agreeing that inclusion of marks for speaking and listening would ensure teachers and students took these skills more seriously during lesson time. Thirdly, almost two thirds of secondary students achieve no CEFR level, suggesting many enter and some leave secondary education with limited communicative English language skills. One possible contributor to this may be that almost half (43%) of the ELT population are only at the target level for students (CEFR A2) themselves, whilst approximately one in ten teachers (12%) do not achieve the student target (being at A1 or below). Fourthly, the Bangladesh curriculum student competency statements are generic and broad, providing little support to the development of teaching or assessment practices. The introduction and development of effective teaching and assessment strategies at CEFR A1-A2 requires a profound shift in teachers’ understanding and practice. We recommend that: 1. Future sector wide programmes provide sustained support to the develop teachers' competence in teaching and assessment of speaking and listening skills at CEFR A1-A2 2. Options are explored for introducing assessment of these skills in terminal examinations 3. Mechanisms are identified for improving teachers own speaking and listening skills 4. Student competency statements within the Bangladesh curriculum are revised to provide more guidance to teachers and students

Slamming into the visceral pleasure of language : the value of disordered spaces and its impact on contemporary vocal landscpes

Includes bibliographical references (pages 27-33).The premise of this research is that the creation of a disordered space will have a positive effect on the stimulation of a physical response to spoken language. In a disordered space, vocal delivery is foregrounded as physical activity and has a re-patterning effect on the vocal landscapes of young actors. A disordered space co-opts elements from the vocal art forms of the popular phenomenon of the Spoken Word Movement. Disordered spaces act as an intervention on the traditional notions of western theatre voice practice. Chapter 1: The term 'disordered spaces' is explored as an imaginative mental space, feeding off the energetic impulses created by anti-establishment notions of chaos and anarchy. The language based forms of the Spoken Word Movement invite new responses to stimuli that force a repatterning of vocal responses in the actor, with an emphasis on the visceral quality of speech. Chapter 2: I outline in further detail the specific vocal elements of the Spoken Word Movement that contribute to the creation of disordered spaces. The four main strands that influence this movement are Rap Music, Dub Poetry, Slam Poetry and Freestyle. Rhythmic qualities of dialect are examined as a means of re-patterning responses to text. There is an exploration of the paralinguistic elements of speech through the concept of beat-boxing. The status of the individual performer is reconsidered in terms of the ownership of material that occurs within the movement. Chapter 3: Vocal landscapes are analysed as a socio-linguistic reality that is affected by changes in dialect. The dialect of the Spoken Word Movement is classified as non-standard dialect, which is slang based. It is concluded that it is the flexibility of a young actor's vocal landscape that leads to the success of the co-option of vocal elements from the Spoken Word Movement. I propose ways of using this material as inspiration for an intervention on the traditional notions of western theatre voice

Slamming into the visceral pleasure of language: the value of disordered spaces and its impact on contemporary vocal landscapes

The premise of this research is that the creation of a disordered space will have a positive effect on the stimulation of a physical response to spoken language. In a disordered space, vocal delivery is foregrounded as physical activity and has a re-patterning effect on the vocal landscapes of young actors. A disordered space co-opts elements from the vocal art forms of the popular phenomenon of the Spoken Word Movement. Disordered spaces act as an intervention on the traditional notions of western theatre voice practice. Chapter 1: The term 'disordered spaces' is explored as an imaginative mental space, feeding off the energetic impulses created by anti-establishment notions of chaos and anarchy. The language based forms of the Spoken Word Movement invite new responses to stimuli that force a repatterning of vocal responses in the actor, with an emphasis on the visceral quality of speech. Chapter 2: I outline in further detail the specific vocal elements of the Spoken Word Movement that contribute to the creation of disordered spaces. The four main strands that influence this movement are Rap Music, Dub Poetry, Slam Poetry and Freestyle. Rhythmic qualities of dialect are examined as a means of re-patterning responses to text. There is an exploration of the paralinguistic elements of speech through the concept of beat-boxing. The status of the individual performer is reconsidered in terms of the ownership of material that occurs within the movement. Chapter 3: Vocal landscapes are analysed as a socio-linguistic reality that is affected by changes in dialect. The dialect of the Spoken Word Movement is classified as non-standard dialect, which is slang based. It is concluded that it is the flexibility of a young actor's vocal landscape that leads to the success of the co-option of vocal elements from the Spoken Word Movement. I propose ways of using this material as inspiration for an intervention on the traditional notions of western theatre voice

Effects of Training Intensity on Locomotor Performance in Individuals With Chronic Spinal Cord Injury: A Randomized Crossover Study

Background. Many physical interventions can improve locomotor function in individuals with motor incomplete spinal cord injury (iSCI), although the training parameters that maximize recovery are not clear. Previous studies in individuals with other neurologic injuries suggest the intensity of locomotor training (LT) may positively influence walking outcomes. However, the effects of intensity during training of individuals with iSCI have not been tested. Objective. The purpose of this pilot, blinded-assessor randomized trial was to evaluate the effects of LT intensity on walking outcomes in individuals with iSCI. Methods. Using a crossover design, ambulatory participants with iSCI \u3e1 year duration performed either high- or low-intensity LT for ≤20 sessions over 4 to 6 weeks. Four weeks following completion, the training interventions were alternated. Targeted intensities focused on achieving specific ranges of heart rate (HR) or ratings of perceived exertion (RPE), with intensity manipulated by increasing speeds or applying loads. Results. Significantly greater increases in peak treadmill speeds (0.18 vs 0.02 m/s) and secondary measures of metabolic function and overground speed were observed following high- versus low-intensity training, with no effects of intervention order. Moderate to high correlations were observed between differences in walking speed or distances and differences in HRs or RPEs during high- versus low-intensity training. Conclusion. This pilot study provides the first evidence that the intensity of stepping practice may be an important determinant of LT outcomes in individuals with iSCI. Whether such training is feasible in larger patient populations and contributes to improved locomotor outcomes deserves further consideration

Patient and clinician engagement with health information in the primary care waiting room: A mixed methods case study

Background. Primary care waiting rooms can be sites of health promotion and health literacy development through the provision of readily accessible health information. To date, few studies have considered patient engagement with televised health messages in the waiting room, nor have studies investigated whether patients ask their clinicians about this information. The aim of this study was therefore to examine patient (or accompanying person) and clinician engagement with waiting room health information, including televised health messages. Design and methods. The mixed methods case study was undertaken in a regional general practice in Victoria, Australia, utilising patient questionnaires, waiting room observations, and clinician logbooks and interviews. The qualitative data were analysed by content analysis; the questionnaire data were analysed using descriptive statistics. Results. Patients engaged with a range of health information in the waiting room and reportedly received health messages from this information. 44% of the questionnaire respondents (33 of 74) reported watching the television health program, and half of these reported receiving a take home health message from this source. Only one of the clinicians (N=9) recalled a patient asking about the televised health program. Conclusions. The general practice waiting room remains a site where people engage with the available health information, with a televised health ‘infotainment’ program receiving most attention from patients. Our study showed that consumption of health information was primarily passive and tended not to activate patient discussions with clinicians. Future studies could investigate any link between the health infotainment program and behaviour change.N/

Linguistic determinants of serial short-term memory : the role of (co) articulatory fluency.

Linguistic familiarity effects are principally attributed to the item-based, process of redintegration whereby partially-decayed, temporary representations are reconstructed at retrieval using long-term phonological knowledge of items. An alternative tested in this thesis was that familiarity influences memory at the sequence (rather than the item) level by enhancing the efficacy with which items may be assembled into sequences, especially in relation to the process of coarticulation. Specifically, these studies examined the role played by co-articulatory fluency of the boundaries between list items - necessarily a sequence-rather than item-level factor - on verbal short-term serial recall performance. The first empirical series identified that articulatory duration differences between items differing in level of familiarity only became apparent when sequence duration rather than single item or pair duration was measured. Furthermore, the experiments found that the observed improvement in recall with practice was due to increasing coarticulatory fluency in producing the sequence rather than greater fluency in producing the items. Empirical series 2 examined further whether coarticulation, rather than the formation of associative links between items in a set, led to faster articulation rates and improved recall for familiar lists. It was found that the articulatory fluency resulting from familiarisation with sequences of items generalised to sequences of different items so long as those items shared between-item coarticulatory transitions with the familiarised items. These results suggest that linguistic familiarity effects in short-term memory are, at least in part, due to articulatory fluency. The results of this thesis are discussed in relation to a wider view of short-term memory research that suggests short-term memory performance is parasitic on general perceptual and motor/gestural processes