Effects of Google Translate on Vocabulary Acquisition and Reading Comprehension

The benefits English language learners (ELLs) receive from Guided Reading are the same as all other students. However, when a modified approach is used ELLs benefit the most. Language learning opportunities gained by ELLs are those that native speakers acquire implicitly. Language and literacy learning opportunities including detailed vocabulary instruction, variables concerning second language (L2) text structure, such as semantics, syntax, and morphology are enhanced and enriched by modification. Some researchers have determined that ELLs are not generally ready for English reading instruction until they are intermediate stage of English language acquisition, while others advocate that reading and a second language are best acquired simultaneously (Avalos, Plasencia, Chavez, & Rascon, 2007, 319). In working with ELLs at

For every subtest (except for part A of Subtest 6) each response is given a score of 3 when the response is correct, 2 when the response is partially correct, self-corrected, or correct but accompanied by irrelevant or tangential information, 1 when the response is an error, perseverated, or confabulated, or 0 when the response is denied or unintelligible, or no response is elicited. These scores are in conjunction with the diacritical notations so as to better describe the examinees performance.

that were not correct and correct them, giving the data from your experiment that supports the corrections.

After hand marking all of the papers, the data was arranged in an Excel file. For simplicity purposes, the method of correcting the papers was different from a classroom grader. Whereas a teacher would normally award points for “partial credit,” the papers were marked on a binary “one or none” format. The correct answer was awarded one point, and the incorrect answer (inclusive of only partially correct answers and incorrect formatting listed by instructions) was marked a zero. The way in which the questions were answered incorrectly was recorded by using a special notation on the Excel cell (whether the question was a lack of understanding, a computational error, or incorrect formatting). 3 Do-Nows were thrown out do to a clear lack of thought on the part of the student, and responses left blank or with a note saying they did not

In the essay “Is Google Making Us Stupid”, Nicholas Carr expresses his beliefs and personal experiences on how the internet has altered our brains and how we think. He addresses the fact that, although our brains’ abilities to deep read and concentrate are suffering, the internet is extremely beneficial and convenient. Because of the easy accessibility, it takes little to no effort to find information, and therefore, a minimal amount of thinking is required. Carr highlights that people are more impatient because of the internet and that our minds are becoming more erratic. The author used research, conducted by a U.K. educational consortium, to show that a new form of reading is developing over time; rather than reading every word on a page, it has turned to more of a skimming method. Nicholas Carr realizes that we may be doing more reading than ever due to the internet, but it is different in the way that people have to interpret the text. Reading, unlike talking, is not a natural ability. One must learn to deep read, make connections, and translate the underlying meaning. Overall, Carr believes it is a mistake to rely fully on computers because in the end, it will just be our own intelligence that morphs into artificial intelligence.

This is a test of your ability to locate information and identify data accurately. The test contains a number of graphs and tables that present detailed information. Each is followed by one or more questions that can be answered by identifying the correct information in the graph or table.

In the essay “Is Google Making Us Stupid”, Nicholas Carr expresses his beliefs and personal experiences on how the internet has altered our brains and how we think. He addresses the fact that, although our brains’ abilities to deep read and concentrate are suffering, the internet is extremely beneficial and convenient. Because of the easy accessibility, it takes little to no effort to find information, and therefore, a minimal amount of thinking is required. Carr highlights that people are more impatient because of the internet and that our minds are becoming more erratic. The author used research, conducted by a U.K. educational consortium, to show that a new form of reading is developing over time; rather than reading every word on a

In “Is Google Making Us Stupid?”, by Nicholas Carr, he describes the correlation between Internet usage and common reading abilities. While informing the audience about the decreasing reading habits and the power of the Net.

particular feature of language or could be authentic texts "adapted" to contain or highlight certain features of language. However, Johns and Davies argue that learning should contain a purpose and that texts in the language classroom should act as “vehicles for social and economic contacts and for the transmission of ideas”. Consequently, they propose an alternative to TALO which looks at a Text as a Vehicle for Information, or TAVI. This is where understanding the text is the main priority and the text should have some relevance to the students. As a result, cognitive strategies are reinforced. Because of this, Johns and Davies (1983: 4) add that where “where possible the texts will be selected not by the language teacher but by the students

Sally and other staff members input the survey data. Sally decided, while entering the data, she would give a zero score to any unanswered questions. Sally made some errors to the data when she mistakenly entered fives as sixes. She also converted the length of time the employees worked in years to only months. Sally entered some of the data incorrectly and will and it will need to be fixed before the analysis can begin. To fix this data the sixes will need to be changed to fives and the zeros will have to be eliminated (University of

Calculate the percent error for your result. Show all work. State and explain at least two sources of error for this experiment. How might you change the experiment to reduce the error from one of those sources?

Student A’s is currently being progress monitored on the third grade level for math computation. He is monitored using a variety of assessments. The two most frequent assessments are AIMS Web Computation assessments and Moby Max math fluency. This error analysis will focus on his progress and scores using the Moby Max math fluency program. This is a computer-based program that the student uses daily. He was administered a placement test when he first began using the program that placed him in the appropriate lessons. The student works on his math fluency on Moby Max a minimum of twice a week. The other days of the week he is working on math problem solving on Moby Max.

C) The grade level is as statistically significant as words per sentences showing .000 in the anova test. The Post Hoc test shows that, again, it is due to BBC. While Fox News and Mail & Guardian is not statistically significant, they both are compared to

It was also found that 60% of students believed that their reading ability had an effect on their achievement in French and Japanese. As aforementioned in the Literacy Review that suggested bilingualism improved brain function because of this students who have a higher understanding of languages over then English are more likely to be in the upper academic brackets. Due to this collation between bilingualism and academic results it can be summarised that students who are achieving higher results in languages because of their reading ability are likely to be in a higher academic

Nowadays, Digital literacy helps to understand and analyze information through digital technology. The use of technology plays an important role within the process of teaching and learning; it can be used to teach reading and writing skills by using digital devices such as laptops, iPads, Chromebooks, or desktops. However, within the context of the use of technology in the area of education, and specifically in the area of language, digital literacy would also encompass its application both in development of language skills and learning of languages (reading, writing, oral comprehension and oral production). Although there are many limitations to the technological advances of digital literacy I believe that the advantages are greater than