| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "SPEECH COMPREHENSION": |
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Speech Comprehension, 2007.
This paper explores five articles on the subject of speech and word comprehension.
1,198 words (approx. 4.8 pages), 5 sources, MLA, $ 41.95
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Abstract
The paper examines an article about the phonological and conceptual activation in speech comprehension and an article about the activation of offset-embedded words. The paper also examines an article about the role of prosodic boundaries in the resolution of lexical embedding in speech comprehension and an article about electro-physiological evidence for early contextual influences during spoken-word recognition. The last article is about the cascaded nature of lexical selection and integration in auditory sentence processing.
From the Paper
"This article focuses on the process of understanding as it relates to separate lexical representations of sound and meaning. The phonological and conceptual representations in language have been separated, as comprehension are connected to these different concepts separately. In explaining these concepts, the article distinguishes between word representation in the mental lexicon and the lexical candidates for recognizing utterances. When the hearer is the presented with running speech with few clear cues to word boundaries, a mechanism is needed to determine the best sequence in terms of the input. In this way the correct utterance is determined by competition."
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Hate Speeches: The Right to Freedom of Speech, 2001.
A look at freedom of speech with respect to 'hate' speeches' and whether or not these speeches are protected under the First Amendment.
1,168 words (approx. 4.7 pages), 5 sources, $ 40.95
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Abstract
In this paper the author argues that 'hate speeches', however abhorrent, should be protected by the U.S. Constitution, that in the interest of free speech, they should be allowed. He suggests that this is synonymous with American freedom and refers to some specific examples in order to assess whether hate speeches should be protected under the First Amendment. The author contends that as long as we are free to judge the importance of what is being said for ourselves, then words should never be banned.
From the paper:
"Words are serious, not because they have any direct effect in their own right, but because words, and the ideas they express, are what we use to weigh up our own decisions, their likely effects, and our responsibilities. Words have consequences only if we choose to give them consequences."
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Gay Speech, not Hate Speech, 2008.
A discussion on the use of word forms specifically constructed for recognition by gay and lesbian groups.
1,041 words (approx. 4.2 pages), 4 sources, APA, $ 36.95
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Abstract
The paper illustrates how language serves a purpose to the gay and lesbian community to assist them in recognizing themselves as a group in a world of opposition and ridicule of their status. The paper quotes several words and descriptively explains how the word is utilized in gay society. The paper then summarizes the situation with examples on how language has been used negatively with the resultant necessity for this group to formulate their own vocabulary.
From the Paper
"This usage appears to have grown out of political activism. The need to combat homophobic oppression - including internalized homophobia - was perceived, and a concrete way of doing this was to hold a public parade in which pride in one's alternative sexual orientation was expressed. Out of this activity, the word "pride" acquired a whole new meaning - a meaning that is useful for this community in overcoming the societal prejudices it has to deal with."
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Vocabulary and Reading Comprehension, 2007.
An action research study on reading comprehension at the third grade level.
3,331 words (approx. 13.3 pages), 17 sources, APA, $ 95.95
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Abstract
In this paper, the writer researches the subject of reading comprehension at the third grade level. The particular issue of vocabulary has been selected to further focus this study. The writer notes that students at the third grade level appear to lag in their acquisition of vocabulary, which affects their reading comprehension at this level. The writer points out that due to the varied perspectives on teaching vocabulary, it would appear that a varied approach is needed in teaching vocabulary in terms of reading comprehension. The writer maintains that context, symbols and media all have a place in teaching vocabulary, although none of these things should take precedence over the others. The paper also includes appendix, definitions and additional sources.
Outline:
Problem Statement
Proof of the Problem
Chart #1a Vocabulary
Chart#1b Word Use
Chart #1c
Word Use
Chart #1d
Reading Comprehension
Goals and Objectives
Setting
School Community
Role of the Writer
Problem Rationale
From the Paper
"Although this drop in proficiency is not as dramatic as noted across the state of Georgia, this drop should be taken as a suggestion that a problem may exist with student comprehension of the material being taught. It is interesting to note, however, that while the percentage of students meeting or exceeding the AYP requirements dropped, the percentage of students showing advanced proficiency actually increased. However, the total of 81.1% of students meeting or exceeding the AYP requirements is one that suggests that our students do not receive adequate Reading instruction. A goal of 100% reading proficiency does not seem unreasonable, if Magnolia Elementary School is going to prepare students to be competent individuals entering the business world."
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Reading Comprehension, 2007.
A discussion of how to increase reading comprehension of students in middle school.
1,722 words (approx. 6.9 pages), 11 sources, APA, $ 55.95
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Abstract
This paper addresses the problem of weak reading skills in middle school students, and suggests educational approaches to improving reading comprehension in particular. The author recommends that teachers, the instructional and/or educational materials and the educational policies should be at the forefront in assisting middle school children to acquire the reading comprehension skills they need. The role of each is described in the paper. Additionally, accommodations are recommended for children with special educational needs. The paper also lists the five essential components of reading instruction, describing the importance of each one. The paper concludes by stating students also take responsibility for their reading progress by practicing regularly.
Outline:
Introduction
Review of Related Literature
Factors to increasing the reading comprehension abilities of the middle graders
The Teachers
Provision of More time for the Students
Maintenance of Research Based Curriculum and Instructional Approaches Regarding Reading Comprehension
Reference List
From the Paper
"Indeed, there have been recent studies conducted which reveal that reading and comprehension is becoming a challenging tasks for the teachers, particularly when they are handling the students from the middle grades. Students who are in the in their middle age of learning are already being taught for proper reading and comprehension. However, there are reports that show that there are increasing number of students who have gone to higher levels but "are still not fully equipped with the right reading and comprehension perspectives," thus a big task to teachers and other educational facilitators nowadays is how to increase the reading comprehension of students in the middle school (Snow, 2002)."
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Improving Reading Comprehension, 2006.
A review of the importance of teaching reading and comprehension and how to successfully teach these skills.
3,522 words (approx. 14.1 pages), 21 sources, MLA, $ 98.95
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Abstract
This paper attempts to analyze the best possible practices to improve the reading and comprehension of students, particularly elementary school students. This paper identifies the characteristics of elementary students and categorizes the different approaches used when teaching elementary students reading and comprehension.
Outline:
Introduction
Purpose of the Study
Hypothesis
Significance of the Study
Methodology
Research and Plan Solution Strategy
The Teachers
Additional Time
High-Quality Research Based Curriculum and Instruction
Phonemic Awareness
Phonics
Vocabulary
Fluency
Comprehension
Other Important Instructional Methods
Preschool and Early Literacy Opportunities
Implementation Plan and Matrix
Evaluation/Assessment Plan
From the Paper
"There has been much debate about phonics instruction. However, recent research has given phonics another look and has determined phonic instruction is needed (Hempenstall, 2002). Students that master phonics will have the decoding process in hand and can focus on building fluency and comprehension. Use direct, systematic explicit phonics instruction as a primary component of a reading program. CIEA states, "Systematic instruction includes a carefully selected set of letter-sound relationships that are organized into a logical sequence, and explicit are programs that provide teachers with specific directions for the teaching of these relationship" (Hempenstall, 2002). The issue is not whether to use phonics or whole language in reading instruction. "Rather, the issue is how phonics is used; as a primary component of a reading program, as well as when we use phonics; at the beginning reading level" (Hempenstall, 2002). "
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Reading Comprehension, 2007.
An examination of the comprehension levels of students given a free choice of reading materials versus those who read only assigned materials.
1,191 words (approx. 4.8 pages), 7 sources, MLA, $ 40.95
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Abstract
The intent of the literature review is to determine whether evidence exists supporting the use of a choice of reading materials in the classroom, as a tool for promoting greater reading ability and comprehension. The writer proposes that there is a clear need for educators to adopt a more open-minded perspective regarding reading comprehension in the classroom.The paper examines how one way that administrators can motivate students is by providing them with access to a diverse selection of comprehensive reading materials. These reading materials will engage their personal interests and provide them with challenging but interesting material to review and interpret.
From the Paper
"Cheak & Wessel (2005) suggest that students who read more frequently are more likely to become strategic readers capable of processing information more contextually resulting in better reading comprehension. Researchers have identified reading motivation among the factors vital toward guiding the behavior of readers and promoting greater reading comprehension. Further, Cheak & Wessel (2005) find that individuals who are "intrinsically motivated" are more likely to persist with challenging research related material and exhibit a desire to "master" the skill of reading. Intrinsic motivation according to the researchers is essential for developing deep processing and hence learning in individuals."
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Reading Comprehension, 2002.
A review of three articles on overcoming reading comprehension problems.
1,150 words (approx. 4.6 pages), 3 sources, $ 44.95
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Abstract
This paper identifies the techniques present in three articles that focus specifically on reading comprehension and how educational methods address learning disabilities in terms of reading comprehension and writing performance.
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Reading Comprehension Methods, 2002.
An insight into reading comprehension methods for college students through article reviews.
1,150 words (approx. 4.6 pages), 5 sources, $ 44.95
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Abstract
This paper discusses reading comprehension methods for college students, and examines five articles published in "Reading Teacher, Reading Improvement, Reading Research and Instruction, and Reading Horizons" in order to compare current reading strategies.
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Reading Comprehension and Fluency, 2008.
An analysis of four articles with regards to students reading comprehension and fluency.
1,359 words (approx. 5.4 pages), 4 sources, APA, $ 45.95
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Abstract
This paper reviews four scholarly articles which address reading comprehension and reading fluency. The paper looks at the main considerations of each paper, the key ideas, the essential methodologies and the final conclusions. Further, the writer discusses what he has learned from reviewing the aforementioned materials and how this will impact upcoming research projects.
From the Paper
"Turning to Jenkins and Fuchs, they are aided by the fact that their sample size of 113 students is considerably larger than the relatively puny sample sizes offered by Calhoon and by Yurick et al. Furthermore, Jenkins and Fuchs employ correlation and hierarchical regression analysis to determine the accuracy and validity of their findings; Yurick et al do not employ anything approximating this. Finally, Calhoon does use the WJ-III Compu-score and Profiles Program in addition to ANOVA - but her sample size is so tiny (only 38 students) that one is left to wonder how truly reflective it really is."
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Reading Comprehension, 2002.
A review of three different studies on reading comprehension.
1,650 words (approx. 6.6 pages), 3 sources, $ 62.95
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Abstract
This paper is three different summaries of studies completed on reading comprehension. An interactive teaching strategy in which students were helped with note taking efforts was used as the study design format.
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Reading Comprehension, 2007.
A discussion on improving student motivation with regards to reading comprehension.
1,091 words (approx. 4.4 pages), 3 sources, MLA, $ 38.95
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Abstract
This paper provides a step-by-step action plan for ensuring that students are more motivated to read in the classroom. It aims to achieve this by affording the students a greater choice and selection of materials to read. It also discusses methods to improve reading and comprehension.
Table of Contents:
Introduction
Descriptive Plan To Implement to Encourage Student Choices
Step by Step Approach To Improving Student Motivation
Conclusions
References
From the Paper
"First teachers must work to actively engage readers in the classroom. To do so it is vital that teachers survey students to assess what level of interest students have in particular reading materials in the classroom. Teachers must also determine how children in their classrooms approaching reading instruction and what elements will result in their being more enthusiastic about learning to read (Snow & Verhoeven, 2001). This can be accomplished only if children have an active role in their development and selection of reading material in the classroom (Baker, Afflerbach & Reinking, 1996). The teacher's role includes helping children in the classroom arrange tasks and activities in a way that will make reading accessible and enjoyable (Snow & Verhoeven, 2001). "
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Teaching Algebra Comprehension, 2005.
This paper discusses the use of graphing calculators to improve algebra comprehension in high school.
1,830 words (approx. 7.3 pages), 9 sources, APA, $ 58.95
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Abstract
This paper explains that any tool, such as a graphing calculator, which can help students gain an improved mastery of the fundamental skills required to complete algebraic problems, must be viewed as educators as a "Good Thing"; but a consistent theme is the need to keep the material relevant in order to maintain student interest. The author points out that, although students should have the experience of entering the program commands themselves, an alternative approach is for the teacher to write the relevant on one calculator and then distribute it to students' calculators by using their linking capabilities. The paper relates that teachers can adapt the material for use with Texas Instruments (TI), Casio, Hewlett-Packard and Sharp graphing calculators.
From the Paper
"The use of graphing calculators in a comprehensive algebra curriculum has been advocated by a number of educators. For example, some currently teach their students how to solve and graph linear equations manually, give them a test on it that is worth 50 points where no calculators are allowed during the test, classwork, or homework. Afterwards, they teach students how to solve the same or similar problems using a calculator. Then they give them another test of the same topic as during which problems are to be solved only by using calculators. During chapter tests and exams, students have the freedom to choose whether to use a calculator or not. "
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Vocabulary and Comprehension, 2007.
This paper discusses vocabulary and increasing the student's ability to comprehend.
1,753 words (approx. 7.0 pages), 8 sources, MLA, $ 56.95
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Abstract
In this article, the writer discusses that among the many plausible reasons for helping students build vocabulary, perhaps the most important is the contribution of vocabulary knowledge to reading comprehension. The writer notes that one of the most enduring findings in reading research concerns the extent to which students' vocabulary knowledge relates to their reading comprehension. The writer points out that given that students' success in school and beyond depends in great measure upon their ability to read with comprehension, there is an urgent need to provide instruction that equips students with the skills and strategies necessary for lifelong vocabulary development. The writer concludes that reading comprehension places heavy demands not only on classroom teachers but also on curriculum planners, community workers, and parents.
Outline:
Introduction
History of Vocabulary ~ What is Vocabulary?
The Influence of National and State Standards
Two Best Assessment Procedures
Role of Technology
"Best Instructional" Practices in Reading and Writing
Five Dimensions of Learning Specifically Related to Vocabulary
Why is This Topic Important for Teachers?
From the Paper
"Vocabulary is knowledge of words and word meanings. However, vocabulary is more complex than this definition suggests. Most commonly, words come in two forms: oral and print. Oral vocabulary includes the words that we recognize and use in listening and speaking. Print vocabulary, are those words that we recognize and use in reading and writing. Next, we have word knowledge, which also comes in two forms, receptive and productive. Receptive vocabulary includes the words that we recognize when we hear or see them. Productive vocabularies are words that we use when we speak or write. According to research, receptive vocabulary is typically larger than productive vocabulary, and may include many words to which we give meaning, even if we don't know their full definitions - or ever use them ourselves when we speak and write."
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Reading Comprehension and Fluency, 2006.
This paper discusses effective teaching strategies when dealing with struggling elementary school children.
1,800 words (approx. 7.2 pages), 3 sources, $ 71.95
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Abstract
This paper outlines a research design geared towards ascertaining what instructional methods, traditional decoding methods or meaning-based instructional methods will best allow struggling readers to increase their reading comprehension and reading fluency. As expected, the paper outlines the research methodology and findings from this study and notes how the findings are corroborated by research previously done in the field. Moreover, the paper suggests that intensive instruction of any kind, even of the more traditional approach, is something which stands to benefit young readers in the formative stages of their development.
From the Paper
"Discovering what steps allow children to learn effectively is arguably the most important thing that anyone concerned about developing the basic skills of young people can come across. Specifically, the following paper will look at what pedagogical strategies are most effective for teaching children who have average to above-average IQs, yet lag behind their classmates when it comes to reading fluency and to vocabulary acquisition. As one would expect, this exploration is not an easy one and it involves a close reading of the available scholarly material - not all of which is helpful."
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