Primary Study Summary

1. The two major independent constructs compared by the authors were onset-rime and phoneme awareness. The dependent constructs were early reading ability and general academic ability. The independent constructs were operationalised using twelve trials of a segmenting and a blending task; which was given at age five. Half of the trials involved blending phonemes and the other half involved blending onset-rime and rhymes; scores for both the tests were combined.

The purpose of this meta-synthesis research was to synthesize a qualitative study performed to better understand the underlying reasons why only a fraction of cancer patients participate in cancer research trials. The attempt is to explore factors that influence participation in this type of study. Literature in the subject indicates poorly understood process of how patients are enrolled into clinical trials. This systematic review tries to improve the patient decision-making process in participating in cancer clinical trial and to provide Oncology nurses to treat patients with solid background utilizing evidence based practice (Biedrzycki, 2010).

For example, children are taught to take a single-syllable word such as hot apart into its three individual letters, pronounce a phoneme for each letter in turn /h, o, t/, and ‘blend’ the phonemes together to create a word – ‘hot’. Another method of teaching phonics is to use ‘analytic phonics’, which is where early readers are introduced to the whole word, before being taught to analyse them into their component parts (Wyse et. al, 2007). Hall (2006) argues that early readers typically move from discriminating among large units, such as whole words, to smaller units, such as parts of words and individual letters. Putting forward the case that a synthetic only approach would be disadvantageous to some early readers, and that the analytical approach is often accessed first by many readers, she goes on to state that the sensitivity to onset and rime (the initial sound followed by the final group, as in c-at and b-at), which is the focus of an analytic approach, comes first developmentally. It would be important to mention that Hall (2006) also states synthetic phonics is crucial since the beginner reader needs to get to the phoneme, or individual sound (the focus of a synthetic approach). Furthermore, Hall (2006) also states that pattern recognition is

Ehri’s Phases of Word Reading and Spelling Development has four different phases that are used to describe the progressive stages of a reader. The first phase is the Pre-alphabetic phase, in this phase there is no letter to sound consciousness only visual features of a word which the students use as a reminder of how to read the words. Phase two is the Partial Alphabetic. When readers are in this phase they use some of the letters in the word (mainly the first and the last letters) to attempt to pronounce the word. Phase three is the Full Alphabetic Phase. In this phase the readers are now able to use and understand the alphabetic connections in words. The readers are now able to map graphemes to phonemes of words that have been read to them

Physicians are essential in the medical field, able to take care of you and make sure that you’re healthy is what makes them vital.

Examines how language develops from infancy into adulthood. Focuses on the modularity debate of how language is organized in the brain. Some theorize that language is domain-specific in that the brain has processes dedicated to the task of language learning and comprehension. Others focus on a domain-general theory for language learning where the processes used to learn language are the same processes used in other situations such as problem solving.

Reading is a complicated process. The parts of the brain that function in reading include the temporal lobe, the frontal lobe, and the angular and supramarginal gyrus. The recognition and discrimination of phonics is accomplished by the temporal lobe. The frontal lobe allows humans to understand the grammar

The researchers utilized 186 monolingual and bilingual kindergarteners, first graders, and second graders from Taiwan. The author’s hypothesized that the bilingual children (Mandarin & Southern Min) would be likely to learn experimentally manipulated phonotactic patterns more readily than their monolingual peers. The researchers provided the parents with a home language use questionnaire. The authors created two artificial languages with the same phonemes. The two artificial phonological systems consisted of four onsets (/p/, /ph/, /l/, and /n/) and eight rimes. The test phase involved a two-option forced-choice judgment

Armstrong (2018), in the article “Management of Nursing Workplace Incivility in the Health Care Setting: A Systematic Review”, asserts that the use of a combination of educational training using education about incivility, communication training, and active learning strategies resulted in improvements in the nurses’ ability to manage workplace incivility. Supportive nurse managers seek to reduce coworker incivility. Armstrong supports her assertion by conducting a systematic literature review of the latest interventions being used in assisting nursing staff in the health care setting cope with workplace incivility. She includes search strategies, a literature review matrix, and results. The author’s purpose is to demonstrate

It is important to bear in mind that the phonological component or awareness is fundamental for the development of verbal, semantic and, above all, reader-writer language. When the sound of the letter is not recognized, it can not learn to read or write correctly. Therefore, it is necessary to do a training in phonological awareness

Many second language acquisition theories have been developed over the years. These theories examine the avenues in which second language is acquired and the avenues in which they are

Nargis,W., Ibrahim, M., Ahamed, B.U. (2014). Procalcitonin versus C-reactive protein: Usefulness as biomarker of sepsis in

Reading is associated with new vibrancy in the left-hemisphere of the brain (Turkeltaub, Gareau, Flowers, Zeffiro, & Eden, 2003). When this part of the brain records a rise in activity and the right inferotemporal records a reduction in doings, then a person increases his phonological skills (Turkeltaub, et al., 2003; Raschlea, Zuk, & Gaab, 2012). This enhances the learning capability of a person and this can be taken to mean that with a reduction in the development of the phonological skills, then a person is likely to develop learning difficulties (Ivry & Justus, 2001). As such, the authors are in support of the phonological theory with regard to dyslexia. In addition, the study has shown that reduced ability to differentiate between phonetics can lead to learning difficulties.

In his article, Moser stated Chinese not being phonetic is one of the reasons why westerners find it difficult to learn it. He pointed out that in English, there are at least some correspondences between sound and spelling. It helps non-native speakers learning the language. However, in Chinese, save those with radical and phonetic components, there are no clues at all for readers. The author also demonstrated his experience of learning French, which is a phonetic language. He heard the word “amortisseur” from the radio several times and he recognised it on a sign by because the sounds he constructed when reading the word is the same. “One reinforces the other,” as he described the learning process. Yet, when he was in Taiwan, he could not read the word on the sign as there were no indications of sound, or Moser said “phonetically mute.” The example shows how it is easier to study phonetic languages than the others.

The Pre-reading stage marks the importance of oral language development. Verbal abilities are consistently the best predictors of later reading achievement (Scarborough, 2001). This beginning stage demonstrates how the visual perceptual and cognitive processes are at work (Cunningham 2000). As the child progresses to Stage 1, the sounds are starting to make a connection with letter strings within words (grapho-phonic cues). Now the child understands what the “D” sound is representing. Letter combinations are making their way into long-term memory to form the