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Narrow, Broad and Simple What is correct practice for students with language learning disorders Perspectives - Students with language learning disorders For children with language learning disorders at least five factors are known to influence reading development. Phonological & phonetic access to the print code Orthographic pattern knowledge & automaticity Fluency - giving rise to… The language-text interface of comprehension that is embedded in… Prior knowledge of language and content Matthew effects Development of Fluency Fluency (attention is free to comprehend) (appropriate phrasing and expression) Automaticity (accuracy and speed) Decoding Skills BayState Readers, 2002 Automaticity/Fluency Fluency = automaticity (accuracy and rate) and rhythm/prosody/ syntactic chunking for comprehension—developing an anticipatory set (movement through text) Text Level: coordination of automatic word recognition with appropriate phrasing and expression for comprehension Hook, 2007 The narrow meets the broad This dissertation posits the rudiments of a dramaturgical rhetorical theory, formulated from an interpretative explication of Erving Goffman’s dramaturgical theory of communication conduct in everyday life. The interpretation exposition of Goffman’s dramaturgy is derived from classical rhetorical principles and results in the form of a model Goffmanian pentad. The narrow meets the broad The dimensions of this pentad are explicated as grounded in the Goffmanian principles of Stage, Performance, Player, ExpressionControl, and Impression-Management. This pentad functions as a grammar of a dramaturgical rhetoric of everyday life. The pentadic principles also are the foundation of a set of pentadic propositions and a set of dialectical propositions. What is happening? Domain general is meeting content specific material Word recognition is meeting automaticity, is meeting fluency… Sense making is difficult Prior knowledge Semantics Syntax Prior knowledge and language Here we see that prior knowledge of dramaturgical and rhetorical theory would be very helpful and allow access to specific semantic concepts, e.g., pentadic grammar. But the term pentadic grammar itself poses a unique problem in meaning derivation since it depends on the content and the context of usage The need for linguistic flexibility, maturity, and networks. Language - meaning, transparency, comprehension Moving through content specific text languages (science, social studies), is a movement through content specific semantic and syntactic structures. These linguistic notations are for the proficient reader transparent - allowing the reader to see through the words to the underlying conceptual representation in the sentence/text quite quickly. Language - meaning, transparency, comprehension The recruitment and use of cognitive functions, e.g., higher order thinking, is also an essential component. Whitehurst & Lonigan, 2001 Adams, 2001 Adams’ Cat, 2001 Scarborough, 2001 Our work Contributes to the development of development domain specific knowledge Focus on the smooth integration of the reading components necessary to perform within a specific content area, e.g., science, mathematics. Embracing the simplicity of practice in honor of reading Engage collaboratively to assess, teach and provide interventions within the content areas that address Underpinnings of word recognition, e.g., phonological awareness, phonics, and orthographic pattern acquisition Linguistic underpinnings, e.g., text structure knowledge, language knowledge (semantic and syntactic) The provision of and building of prior knowledge, e.g., facts, concepts, relationships of the known to the unknown