Semantic Feature Treatment With Verbs Essay

In this quantitative action research intervention study, a non-probability convenience sampling was selected from the existing kindergarten class in the QSI Sarajevo school. During the six week intervention plan, students were taught letter sound-symbol relationships were taught with kinesthetic hand movements to teach phonemic acquisition. Rigby Literacy's Phonemic Awareness Skills Test was administered prior to the initial observation phase, at the end of the first instruction period before starting the intervention, and at the end of the experimental classroom approach to phonemic awareness. This evaluation tool was used in conjunction with observations and student samples to determine phonemic awareness improvements. These assessment tools will help determine if the student has mastered the basic skills to produce CVC words/pseudo words. A likert scale test was also used to compare the students’ attitude towards learning of the sample before and

Alex demonstrated mastery of applications in context, scoring 76/80. This score indicates that she identified 76 words fluently. Alex’s performance on this assessment shows that she is able to read words in context with ease. Her miscues were visually similar to the printed word however she did struggle with decoding multisyllabic words. For example, Alex substituted vacation for vacant, estimate for estimated neighborhood for neighbors. This shows Alex attended to the beginning sounds of the word but did not attend to the ending sounds. Intervention will focus on structural analysis, specifically, morphemic

I found the studies that were mentioned in this article were very interesting to read about. I found it amazing how, “After two practice trials, both the trained words and their homophones were read (by the second graders) significantly faster than the unrelated controls” (Adams, 1990), and “After 200 practice trials, the adults were still having trouble recognizing pseudowords that their instructor created” (Adams, 1990).

The authors and graduate students that conducted this study wanted to find out if incremental rehearsal (IR) was an effective intervention strategy to help struggling students improve letter sounds and fluency. Interventions are arranged by intensity (lowest to highest) which is organized using a three-tiered model. Incremental rehearsal is a Tier 3 intervention; therefore, it is typically implemented when a Tier 2 intervention was not proven to be successful. Not only were the authors testing the success of incremental rehearsal, but they were also doing so using a computer-assisted tutoring program. The study examined this strategy with four kindergarten students.

Burgess and Hitch (1999) added to and tested the original model of the phonological loop. They created multiple lists: one with the combination of short and long words, one with short words, and one with long words. Burgess and Hitch predicted that the short list would have a higher recall rate, while the long list would take longer to memorize. However, the mixed list would take less time to recall but longer time to memorize (Burgess & Hitch,1999).

The tests for pre-test and post-test were similar. There were 16 words for first grade, 12 words for second grade, and 16 words for third grade. The tests were used to see the ability of the students orally say the sound and break the word into phonemes, not letters. The way of analyzing the data was following Yopp-Singer Test (1995). The students who got high scores by segmenting all the items correctly were considered as phonemically aware. The students who correctly segmented some items were considered as displaying emerging phonemic awareness. Students who were not able to segment the items correctly or none at all were included as lacking of phonemic

The second experiment is focused on semantic priming in accuracy paradigm. The prediction it was designed to address is whether ambiguous novel compounds facilitate recall accuracy to monomorphemic associates of both parsing choices. The procedure was altered by adapting the morpheme recall task and by having a pre or post primes compound

• Condition 1 – 25 participants were given a printed grid of 30 random words and given 2 minutes to memorise them. Participants were seated at a table/desk in a quiet room. After learning there is then a 2 minute pause after which participants were given a further 2 minutes in which to recall the words.

Constraint-induced aphasia therapy (CIAT) focuses on using intensive verbal practice with clinician-guided verbal cuing without the use of other compensatory strategies (ex: naming). Although there are concerns that limiting communication compensatory strategies could create frustration with speaking, it is theorized that a supportive environment and better

A recognition test was used by researchers interested in the matter, Roediger and McDermott (1995). The purpose of their research was to examine false recognition of non presented words and the confidence with which the participants accept or reject the non presented words as having been in the study lists. The participants were instructed that they will hear lists of words, and their task after hearing each list is to write the last few items first and to recall the rest of the words in order. Also, they are told to write all the words they can remember, but without

Using paired wordlists of nouns, Bower and Gordon demonstrated this in their 1970 experiment. In their study, they had undergraduate students learn paired wordlists by one of four methods – rehearsal of the two words; reading a sentence in which one of the words acted upon the other (i.e. “The boy hit the ball.”); creating a sentence which linked the two words (i.e. “Nancy threw her bag on the table.”) or creating a mental image of the two words together (i.e. imagining a basket of flowers) (Bower & Gordon, 1970). Results found that students who employed imagery did better on recalling the word pairs in comparison to other methods and those who utilized rehearsal had the lowest recall rate out of the four groups (Bower & Gordon, 1970).

This is a quality transition to the discussion of certain studies pertaining to the idea of a TOT state. Multiple studies with accompanying figures are reviewed, which involve the measurement of the TOT state. Findings indicate that word recall and the TOT resolution require the entire first syllable of the word to be uncovered, instead of just the first sound of the word. Additional studies found in the Phonology Is Everywhere section indicate that second-hand exposure to the first syllable of the “missing” word was mediated by a semantic connection, which may help resolve the TOT state. Supplementary, another experiment showed similar-sounding words in the same grammatical class may confuse the person in the TOT state, instead of helping them produce the correct word. The conclusion to this section was that only cue words from a different part of speech were helpful in resolving the TOT state (Abrams, 2008). Although results are indicated clearly, the conclusions would be better represented if Abrams summarized the statistical data before inferencing the results.

The aim of our experiment is to investigate the effect of two contradicting stimuli on the time it takes participants to name them correctly. The experiment was a simple replication of Stroop (1935). The design was a repeated measure and the participants were chosen by convenience sampling as it was most favorable. The IV was which word list would be presented, the word list in black ink or the one in colored ink. The DV was the time in seconds that it took the participants read off the list of words. The results supported the Stroop effect. The mean time it took participants to name the words in the first test, the one in black ink, was 30.62 seconds compared to 31.15 seconds in the test that featured the words in different colored ink. The

Michael's achievement on the Structural Analysis Assessment indicates that he is able to apply phonics skills in context. However, intervention will also focus on instruction in syllabication and morphemic analysis.

Based on Table 1, of all the eight test items, the test item identify common greetings and farewell expressions was perfected by all the Grade 1 pupils 100%. The other top items were: Understands basic warnings and commands, Knows the names of common objects, and Understands the names of common food and drink items with the percentages of 96.77, 90.32, and 77.42 respectively. In contrast, the bottom three were: Understands the most basic words describing the size, color, or age of a person or object; Follows someone giving basic directions on how to get somewhere; and Realizes simple questions and statements that use words about the size, color, or age of a person or object with the following percentages respectively: 38.71 or only12 out of the 31 pupils responded correctly, 32.26 or 10 out of the 31 pupils got this item correctly, and 29.03 or 9 out of the 31 pupils got this item right.