Aloud Reading –technique for developing lexical abilities

Cititul cu voce tare-modalitate de dezvoltarea abilităţilor lexicale

Aloud Reading –technique for developing lexical abilities

Carolina BODEA-HAŢEGAN, Dorina TALAŞ, Raluca TRIFU
Abstract

This paper brings into the light the reading aloud as strategy to improve linguistic competences. In the fist part of the article, after a short introduction, reading aloud is analyzed from a controversial point of view, analyzing the specialized literature which underlines the positive impact of reading aloud on developing linguistic abilities, but also the negative impact. In the second part reading aloud is analyzed through the features it involves, bot at the voce parameters and in the kinesthetic sector (gestures which the reader uses in order to facilitate the access of the listener to the meaning of the text). The fallowing section of the article underline on the implication that reading aloud can have on increasing the active and passive vocabulary, but also on shaping the behavior of the children with ASD (Autism Spectrum Disorder). In the last part of the article authors describe a practical experience where reading aloud was used as both a speech therapy strategy and as a strategy to activate children reading comprehension abilities during the World Read Aloud Day (an International event that celebrated Reading Aloud).

Keywords:reading aloud, voice, World Read Aloud Day, vocabulary, reading comprehension
pdf

DOI:10.26744/rrttlc.2017.3.1.10

Published on line: 15/03/2017

References:

Bodea Haţegan, C., Talaş, D. (2015). Psycho-pedagogical directions for the training and development of lexical semantic dimensions of language, Procedia of Interdisciplinarity DSCEI 2014, articol in extenso publicat în volumul International Conference: Selected Papers (Oradea: Romania), Section Humanities, AARDVARK Global Publishing, Utah, USA, p. 66-78.

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The impact of acoustic environment on communication in classroom setting

Impactul mediului acustic asupra comunicării în sala de clasă

The impact of acoustic environment on communication in classroom setting

Diana TODIȚĂ SYLVANDER
Abstract

Past investigations demonstrated that the acoustical environment is a critical factor in communication,
regardless whether it refers to adults or children, normally developed or with different types of disabilities.
This study examines several acoustical microbarriers, such as: noise, reverberation and speaker-listener distance, and the impact of these variables on the speech perception abilities of both children with hearing loss and children with normal hearing.
From a practical standpoint, we discussed several methods for eliminating some of these communication barriers, such as improving the acoustical environment in the classroom and managing student’s behavior.
The study also presents some of the effects of the acoustical environment on the children’s academic achievement, as well as behavior when speech perception is compromised, ending with suggestions on using smart technology applications for monitoring the noise level hence the student’s behavior in the classroom.

Keywords: Semantic network, hearing impairment, vocabulary
pdf

DOI: 10.26744/rrttlc.2016.2.1.10

Published on line: 15/03/2016

References:

American National Standard Institute (2000). Classroom Acoustics- A Resource for Creating Learning Environments with Desirable Listening Conditions,http://asa.aip.org/classroom/booklet.html-

American Speech and Hearing Language Association (2016). Classroom-Acoustics,http://www.asha.org/public/hearing/Classroom-Acoustics/2015.

Arsenault, P.J. (2013). Whole System Acoustical Treatments Improving Indoor Environmental Quality, Green Schools, 3.

Chiriacescu, A. (2003). Comunicare interumană. Comunicarea în afaceri. Negociere, București: Editura ASE.

Crandell, C.C., Smaldino, J.J. (2000). Classroom Acoustics for Children with Normal Hearing and with Hearing Impairment, ASHA, Language, Speech and Hearing Services in Schools, Vol. 31, 362-370;

Crandell, C.C., Smaldino, J.J. (2000, a). Assistive Technologies for The Hearing Impaired in Sandlin, R. (2000). Textbook of Hearing Aid Amplification: Technical and Clinical Considerations (2nd ed.), San Diego, CA: Singular Press.

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Nelson, P. et al. (2004). Classroom Noise and Children Learning Through a Second Language, ASHA, Language, Speech and Hearing Services in Schools, Vol. 26, 219-229.

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Semantic networks visually adapted for children with hearing impairments

Reţelele semantice adaptate vizual pentru elevii cu dizabilitate auditivă

Semantic networks visually adapted for children with hearing impairments

Ioana ȘERBAN
Abstract

Semantic networks are used in enhancing verbal and cognitive development for students, before engaging in the study of a certain topic. They can also be used as a way to summarize the content of a lesson, as a technique of making new associations or of representing new meanings. When teaching literacy to hearing impaired students the most difficult aspects are the understanding the meaning of the words, building sentences and enriching the vocabulary.

Keywords: Semantic network, hearing impairment, vocabulary
pdf

DOI:10.26744/rrttlc.2015.1.1.11

Published on line: 15/10/2015

References:

Bloom, P. (2000). How children learn the meanings of words. Cambridge, MA: MIT Press.

Clark, E. V. (2006). Color, reference, and expertise in language acquisition. Journal of Experimental Child Psychology, 94, 339–343. disponibil la www.sagepub.com

Courtin, C. (2000). The impact of sign language on the cognitive development of deaf children: The case of theories of mind. Journal of Deaf studies and Deaf Education, 5, 266–276.

Fawzy, E. (2006). Comparing creative thinking abilities and reasoning ability of deaf and hearing children. Roeper Review, 28, 140–147.

Gleitman, L. R., Cassidy, K., Nappa, R., Papafragou, A., & Trueswell, J. C. (2005). Hard words. Language Learning and Development, 1, 23–64.

Lejeune, B., & Demanez, L. (2006). Speech discrimination and intelligibility: Outcome of deaf children fitted with hearing aids or cochlear implants. Belgian ENT, 2, 63–68.

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Pamfil, A. (2008). Limba şi literatura română în gimnaziu. Structuri didactice deschise; Piteşti: Editura Paralela 45.

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Schirmer, B. R. & McGough, S. M. (2005). Teaching reading to children who are deaf. Review of Educational Reasearch, 75, 83-117.