Bridging Reading Aloud and Speech Production

Bridging Reading Aloud and Speech Production
Author: Simone Sulpizio
Publisher: Frontiers Media SA
Total Pages: 136
Release: 2016-07-25
Genre: Psychology
ISBN: 2889198952
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For decades, human cognition involved in reading aloud and speech production has been investigated extensively (a quote search of the two in google scholar produces about 83,000 and 255,000 results, respectively). This large amount of research has produced quite detailed descriptions of the cognitive mechanisms that allow people to speak or to read aloud a word. However, despite the fact that reading aloud and speech production share some processes – generation of phonology and preparation of a motor speech response – the research in this two areas seems to have taken parallel and independent tracks, with almost no contact between the two. The present Research Topic takes an initial step towards building a bridge that will link the two research areas, as we believe that such an endeavour is essential for moving forward in our understanding of how the mind/brain processes words. To this aim, we encourage contributions exploring the relation between speech production and reading aloud. The questions the Research Topic should address include, but are not limited to, the following: To what extent are speech production and word reading/reading aloud similar? Are there some shared components and/or mechanisms between the two process? Is the time course of the (supposed) shared mechanisms activation similar in the two processes? How does the different input (conceptual vs. orthographic) interact with the types of information that reading and speaking share (semantic and phonological knowledge, articulatory codes)? How does a difference in the input affect the (supposed) common stages of processing (i.e., phonological encoding, and articulatory planning and execution)? We welcome any kind of contribution (e.g., original research article, review, opinion) that answers the above or other questions related to the Topic.

Bridging Reading Aloud and Speech Production

Bridging Reading Aloud and Speech Production
Author:
Publisher:
Total Pages: 0
Release: 2016
Genre:
ISBN:
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For decades, human cognition involved in reading aloud and speech production has been investigated extensively (a quote search of the two in google scholar produces about 83,000 and 255,000 results, respectively). This large amount of research has produced quite detailed descriptions of the cognitive mechanisms that allow people to speak or to read aloud a word. However, despite the fact that reading aloud and speech production share some processes - generation of phonology and preparation of a motor speech response - the research in this two areas seems to have taken parallel and independent tracks, with almost no contact between the two. The present Research Topic takes an initial step towards building a bridge that will link the two research areas, as we believe that such an endeavour is essential for moving forward in our understanding of how the mind/brain processes words. To this aim, we encourage contributions exploring the relation between speech production and reading aloud. The questions the Research Topic should address include, but are not limited to, the following: To what extent are speech production and word reading/reading aloud similar? Are there some shared components and/or mechanisms between the two process? Is the time course of the (supposed) shared mechanisms activation similar in the two processes? How does the different input (conceptual vs. orthographic) interact with the types of information that reading and speaking share (semantic and phonological knowledge, articulatory codes)? How does a difference in the input affect the (supposed) common stages of processing (i.e., phonological encoding, and articulatory planning and execution)? We welcome any kind of contribution (e.g., original research article, review, opinion) that answers the above or other questions related to the Topic.

Bridging the Gap

Bridging the Gap
Author: Sylvie Lambert
Publisher: John Benjamins Publishing
Total Pages: 367
Release: 1994-07-01
Genre: Language Arts & Disciplines
ISBN: 9027285802
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Interpreting has been a neglected area since the late 1970s. Sylvie Lambert and Barbara Moser-Mercer have attempted to give a new impulse to academic research in print with this collection of 30 articles discussing various aspects of interpreting grouped in 3 sections: I. Pedagogical issues, II. Simultaneous interpretation, III. Neuropsychological research.Being a professional interpreter may not be sufficient to explain what interpretation is all about and how it should be practised and taught. The purpose of this collection of reports on non-arbitrary, empirical research of simultaneous and sign-language interpretation, designed to bridge the gap between vocational and scientific aspects of an interpreter’s skills, is to show that the study of conference interpretation, by way of scientific experimental methods, as tedious and speculative as they may often appear, is bound to contribute significantly to general knowledge in this field and have tangible and practical repercussions. The contributors are specialists from all over the world. Introduction by Barbara Moser-Mercer.

Teaching for Biliteracy

Teaching for Biliteracy
Author: Karen Beeman
Publisher:
Total Pages: 0
Release: 2022
Genre: Education, Bilingual
ISBN: 9781681256276
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Bridging Technology and Literacy

Bridging Technology and Literacy
Author: Amy Hutchison
Publisher: Rowman & Littlefield
Total Pages: 209
Release: 2015-06-18
Genre: Education
ISBN: 1442234962
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This book provides a practical understanding of digital literacy and information on integrating digital technology into English Language Arts and literacy instruction at the K-6 grade levels. Cross-disciplinary connections are also provided to bridge literacy and language arts and other content areas for a more integrated approach to literacy instruction. This text not only introduces readers to various types of digital tools and resources, but also provides practical approaches for using digital tools in instruction to help students read and write multimodal digital texts. Each chapter contains key elements that prompt brainstorming about digital tools, connections to the Common Core State Standards in Language Arts, and resources for teachers to plan instruction that incorporates digital tools. Comprehensive sample lesson plans that are aligned to the Common Core State Standards and English Language Proficiency Standards are provided throughout the text. Information about digital citizenship, digital copyright, lesson planning, and long-range planning is also provided.

The Sounds of Spoken English

The Sounds of Spoken English
Author: Walter Ripman
Publisher:
Total Pages: 402
Release: 1920
Genre: English language
ISBN:
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Sounds of Spoken English

Sounds of Spoken English
Author: Walter Ripman
Publisher:
Total Pages: 168
Release: 1918
Genre: English language
ISBN:
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Bridging Literacy at Home and Classroom Through ASL Storysigning DVD

Bridging Literacy at Home and Classroom Through ASL Storysigning DVD
Author: Lucinda Rae Baugh
Publisher:
Total Pages: 155
Release: 2012
Genre:
ISBN: 9781267624291
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For most children, literacy begins at home with early and consistent language exposure provided through modeling and reading aloud. Eventually, the basis of maintaining literacy development will be reinforced at school. However, many Deaf children do not get exposure to American Sign Language (ASL) at home starting from birth, acquiring full access to language only until entry at school. These children face challenges making a meaningful connection between ASL and English, and this further affects their overall language development. My curriculum fosters the connection between a book the students read at school and sharing it with their families. The thesis provides a cumulative description of the implementation of activities starting with an ASL reading of a favorite children's book, examining and comparing stories, studying few ASL features, then leading up to a production of an ASL storysigning DVD as a tool to bring ASL from the classroom to the home. By using several forms of curriculum assessments such as student performance rubrics and student produced artifacts, three out of four curriculum learning goals were attained. The findings included students making connections between ASL and English through multiple reading activities and utilizing main ASL features in telling stories. Crucially, both ASL and English are used for instruction throughout the curriculum.

Second Language Pronunciation

Second Language Pronunciation
Author: John M. Levis
Publisher: John Wiley & Sons
Total Pages: 356
Release: 2022-03-29
Genre: Language Arts & Disciplines
ISBN: 1119801575
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Practical resources designed to help language educators apply the latest research and most effective pedagogical methods to classroom pronunciation instruction In Second Language Pronunciation: Bridging the Gap Between Research and Teaching, a team of distinguished researchers and educators delivers an incisive and practical approach to evidence-based pronunciation instruction in second language classrooms. Developed for language teachers who want to incorporate and implement the most effective pedagogical methods in their language instruction, this edited volume offers 15 essays that connect the latest research with practical applications in the classroom. In addition to exploring recent but less well-known methods—like High Variability Phonetic Training, discourse-based teaching, communicative classrooms, and technology-based methods—these chapters are unified in bringing theory to bear on practical questions faced by language teachers. The chapters follow a standard format, moving from critical research issues to pedagogical implications, and practical resources to equip language teachers, scholars, administrators, and teachers-in-training with the tools they require to develop their students’ pronunciation abilities. Readers will also find: A thorough introduction to using empirical evidence to guide pronunciation instruction in second language students Comprehensive explorations of the integration of pronunciation instruction into second language education Practical discussions of perception training in pronunciation instruction and the importance of L2 segmental and suprasegmental contrasts in pronunciation learning In-depth examinations of classroom research for pronunciation and the use of technology to explore L2 pronunciation Perfect for upper-level undergraduate and graduate students studying TESOL, applied linguistics, and second language acquisition, Second Language Pronunciation: Bridging the Gap Between Research and Teaching will also earn a place in the libraries of researchers, scholars, and teachers of language and education.