Effects of repeated readings on reading abilities of English language learners with specific learning disabilities

This study investigated the effects of repeated readings on the reading abilities of 4, third-, fourth-, and fifth-grade English language learners (ELLs) with specific learning disabilities (SLD). A multiple baseline probe design across subjects was used to explore the effects of repeated readings on four dependent variables: reading fluency (words read correctly per minute; wpm), number of errors per minute (epm), types of errors per minute, and answer to literal comprehension questions. Data were collected and analyzed during baseline, intervention, generalization probes, and maintenance probes. Throughout the baseline and intervention phases, participants read a passage aloud and received error correction feedback. During baseline, this was followed by fluency and literal comprehension question assessments. During intervention, this was followed by two oral repeated readings of the passage. Then the fluency and literal comprehension question assessments were administered. Generalization probes followed approximately 25% of all sessions and consisted of a single reading of a new passage at the same readability level. Maintenance sessions occurred 2-, 4-, and 6-weeks after the intervention ended. The results of this study indicated that repeated readings had a positive effect on the reading abilities of ELLs with SLD. Participants read more wpm, made fewer epm, and answered more literal comprehension questions correctly. Additionally, on average, generalization scores were higher in intervention than in baseline. Maintenance scores were varied when compared to the last day of intervention, however, with the exception of the number of hesitations committed per minute maintenance scores were higher than baseline means. This study demonstrated that repeated readings improved the reading abilities of ELLs with SLD and that gains were generalized to untaught passages. Maintenance probes 2-, 4-, and 6- weeks following intervention indicated that mean reading fluency, errors per minute, and correct answers to literal comprehensive questions remained above baseline levels. Future research should investigate the use of repeated readings in ELLs with SLD at various stages of reading acquisition. Further, future investigations may examine how repeated readings can be integrated into classroom instruction and assessments.

The Effects of Repeated Readings on Reading Abilities of English Language Learners with Specific Learning Disabilities

This study evaluates the effects of repeated readings on the reading fluency and comprehension of 4 third through fifth grade English Language Learners (ELLs) with Specific Learning Disabilities (SLD). The results indicate gains in fluency, a decrease in errors, and an increase in correct answers to literal comprehension questions.

Effects of Repeated Readings on Reading Abilities of English Language Learners with Specific Learning Disabilities

This study investigated the effects of repeated readings on the reading abilities of 4, third-, fourth-, and fifth-grade English language learners (ELLs) with specific learning disabilities (SLD). A multiple baseline probe design across subjects was used to explore the effects of repeated readings on four dependent variables: reading fluency (words read correctly per minute; wpm), number of errors per minute (epm), types of errors per minute, and answer to literal comprehension questions. Data were collected and analyzed during baseline, intervention, generalization probes, and maintenance probes. Throughout the baseline and intervention phases, participants read a passage aloud and received error correction feedback. During baseline, this was followed by fluency and literal comprehension question assessments. During intervention, this was followed by two oral repeated readings of the passage. Then the fluency and literal comprehension question assessments were administered. Generalization probes followed approximately 25% of all sessions and consisted of a single reading of a new passage at the same readability level. Maintenance sessions occurred 2-, 4-, and 6-weeks after the intervention ended. The results of this study indicated that repeated readings had a positive effect on the reading abilities of ELLs with SLD. Participants read more wpm, made fewer epm, and answered more literal comprehension questions correctly. Additionally, on average, generalization scores were higher in intervention than in baseline. Maintenance scores were varied when compared to the last day of intervention, however, with the exception of the number of hesitations committed per minute maintenance scores were higher than baseline means. This study demonstrated that repeated readings improved the reading abilities of ELLs with SLD and that gains were generalized to untaught passages. Maintenance probes 2-, 4-, and 6- weeks following intervention indicated that mean reading fluency, errors per minute, and correct answers to literal comprehensive questions remained above baseline levels. Future research should investigate the use of repeated readings in ELLs with SLD at various stages of reading acquisition. Further, future investigations may examine how repeated readings can be integrated into classroom instruction and assessments.

Language Teaching Methodologies, Intercultural Awareness and Autonomous Learning

This paper will examine familiar reasons for including the teaching of intercultural competence within Language Teaching before adding some less familiar ones. It will focus in particular on the question of how far intercultural competence can be learned when students are formally studying languages and how far such competence needs to be acquired autono-mously. It will though also ask to what extent being initiated to the very varied facets of in-tercultural competence during formal language study plays an important role in allowing ef-fective autonomous acquisition to take place. The paper will conclude that a significant part of the intercultural development that students need to undertake if they are to be able to communicate effectively in a foreign language must happen autonomously, but that it is, nonetheless, vital that language courses at least sow the seeds of intercultural learning in ways that will facilitate autonomous learning. As such, language courses, if they are genuinely to meet student needs, should incorporate elements of intercultural training. The paper also concludes by outlining the type of empirical research that would need to be carried out for these claims to be fully substantiated.

Teaching morphology trough communicative approach and cooperative learning in Secondary Education: practical proposal

We will be presenting the following practical proposal that will consist of two sessions implemented with different courses of Secondary Education (ESO) of the Colegio Círculo Católico (Catholic School Group), located in the city of Burgos. Each session lasts 55 minutes. These sessions focus on the morphology of the Spanish language. Its design has been carried out by keeping in mind the theoretical basis of the communicative approach and cooperative learning.

Applications of a Collaborative Open Object Oriented Learning Environment to Electronics, Computing and Mathematics Education

A lightweight Java application suite has been developed and deployed allowing collaborative learning between students and tutors at remote locations. Students can engage in group activities online and also collaborate with tutors. A generic Java framework has been developed and applied to electronics, computing and mathematics education. The applications are respectively: (a) a digital circuit simulator, which allows students to collaborate in building simple or complex electronic circuits; (b) a Java programming environment where the paradigm is behavioural-based robotics, and (c) a differential equation solver useful in modelling of any complex and nonlinear dynamic system. Each student sees a common shared window on which may be added text or graphical objects and which can then be shared online. A built-in chat room supports collaborative dialogue. Students can work either in collaborative groups or else in teams as directed by the tutor. This paper summarises the technical architecture of the system as well as the pedagogical implications of the suite. A report of student evaluation is also presented distilled from use over a period of twelve months. We intend this suite to facilitate learning between groups at one or many institutions and to facilitate international collaboration. We also intend to use the suite as a tool to research the establishment and behaviour of collaborative learning groups. We shall make our software freely available to interested researchers.

English for tourism : contribution to language use through mobile learning

Tourism is growing and is becoming more competitive. Destinations need to find elements which demonstrate their uniqueness, the singularity which allows them to differentiate themselves from others. This struggle for uniqueness makes economies become more competitive and competition is a central element in the dynamics of Tourism. Technology is also an added value for tourism competitiveness, as it allows destinations to become internationalised and known worldwide. In this scenario, research has increased as a means to study Tourism trends in fields such as sociology and marketing. Nevertheless, there are areas in which there is not much research done and which are fundamental: these are the areas concerned with identities, communication and interpersonal relations. In this regard, Linguistics has a major role for different reasons: firstly, it studies language itself and through it, communication, secondly, language conveys culture and, thirdly, it is by enriching language users that innovation in Tourism and in knowledge, as a whole, is made possible. This innovation, on the other hand, has repercussions in areas such as management, internationalisation and marketing as well. It is, therefore, the objective of this thesis to report on how learning experiences take place in Tourism undergraduate English language classes as well as to give an account of enhanced results in classes where mobile learning was adopted. In this way, an alliance between practice and research was established. This is beneficial for the teaching and learning process because by establishing links between research based insight and practice, the outcome is grounded knowledge which helps make solid educational decisions. This research, therefore, allows to better understand if learners accept working with mobile technologies in their learning process. Before introducing any teaching and learning approach, it was necessary to be informed, as well, of how English for tourism programmes are organised. This thesis also illustrates through the premises of Systemic Functional Linguistics that language use can be enhanced by using mobile technology in Tourism undergraduate language classes.

To Integrate Or Not: A Comparison of the English Skills of Finnish Students in Mainstream Education and Content and Language Integrated Learning

The objective of the thesis was to study the possible linguistic differences of English of Finnish mainstream students and Finnish students following content and language integrated learning (CLIL), in terms of the given language test. The difference of test results between the test groups was further analyzed in more detail. The research was carried out by comparing the 9th grade students of the Finnish comprehensive school (the mainstream group) and CLIL students of the 9th grade of the Finnish comprehensive school (the CLIL group). The comparison was based on the national language test for the 9th grade students of the Finnish comprehensive school 2006 (A-English), produced by Sukol-Palvelu, owned by the Federation of Foreign Language Teachers in Finland SUKOL. The mainstream group of the present study consisted of 30 students, whereas the CLIL group included 27 students. Testing was carried out in spring 2007. The test results of the mainstream group (average of 64.1% out of the maximum score) were consistent with the results of the national average (63.9%). The average score of the CLIL students for the present study was 83.3% out of the maximum score. The results of the two groups in question were rather similar in the tasks measuring the skill of listening comprehension, in addition to one of the reading comprehension tasks. Moreover, a particular task with requirements of cultural and reactional skills produced results rather similar between the test groups. The differences between the results of the mainstream group and the CLIL group were most evident in three particular tasks. In general, the CLIL group performed clearly better than the mainstream group in the task measuring the knowledge of the polite conversational manners of the English-speaking world and in the tasks with requirements of lexical and structural knowledge of English. However, the writing task resulted in the most evident difference of results between the groups. In other words, the CLIL students of the present study were clearly more capable of producing English language with more varied vocabulary and more complex structures than the mainstream students. Thus, it might be argued whether the CLIL programme is to enhance the students´ performance in the productive skill of writing in particular. As a result, it might be useful to consider the possibilities of the CLIL programme in developing certain linguistic skills of the mainstream students of English as well.

Collaborative filtering and deep learning based recommendation system for cold start items

Recommender system is a specific type of intelligent systems, which exploits historical user ratings on items and/or auxiliary information to make recommendations on items to the users. It plays a critical role in a wide range of online shopping, e-commercial services and social networking applications. Collaborative filtering (CF) is the most popular approaches used for recommender systems, but it suffers from complete cold start (CCS) problem where no rating record are available and incomplete cold start (ICS) problem where only a small number of rating records are available for some new items or users in the system. In this paper, we propose two recommendation models to solve the CCS and ICS problems for new items, which are based on a framework of tightly coupled CF approach and deep learning neural network. A specific deep neural network SADE is used to extract the content features of the items. The state of the art CF model, timeSVD++, which models and utilizes temporal dynamics of user preferences and item features, is modified to take the content features into prediction of ratings for cold start items. Extensive experiments on a large Netflix rating dataset of movies are performed, which show that our proposed recommendation models largely outperform the baseline models for rating prediction of cold start items. The two proposed recommendation models are also evaluated and compared on ICS items, and a flexible scheme of model retraining and switching is proposed to deal with the transition of items from cold start to non-cold start status. The experiment results on Netflix movie recommendation show the tight coupling of CF approach and deep learning neural network is feasible and very effective for cold start item recommendation. The design is general and can be applied to many other recommender systems for online shopping and social networking applications. The solution of cold start item problem can largely improve user experience and trust of recommender systems, and effectively promote cold start items.

Collaborative filtering and deep learning based hybrid recommendation for cold start problem

Recommender systems (RS) are used by many social networking applications and online e-commercial services. Collaborative filtering (CF) is one of the most popular approaches used for RS. However traditional CF approach suffers from sparsity and cold start problems. In this paper, we propose a hybrid recommendation model to address the cold start problem, which explores the item content features learned from a deep learning neural network and applies them to the timeSVD++ CF model. Extensive experiments are run on a large Netflix rating dataset for movies. Experiment results show that the proposed hybrid recommendation model provides a good prediction for cold start items, and performs better than four existing recommendation models for rating of non-cold start items.

Self-supervised information retrieval: a novel approach based on Deep Metric Learning and Neural Language Models

Most of the existing open-source search engines, utilize keyword or tf-idf based techniques to find relevant documents and web pages relative to an input query. Although these methods, with the help of a page rank or knowledge graphs, proved to be effective in some cases, they often fail to retrieve relevant instances for more complicated queries that would require a semantic understanding to be exploited. In this Thesis, a self-supervised information retrieval system based on transformers is employed to build a semantic search engine over the library of Gruppo Maggioli company. Semantic search or search with meaning can refer to an understanding of the query, instead of simply finding words matches and, in general, it represents knowledge in a way suitable for retrieval. We chose to investigate a new self-supervised strategy to handle the training of unlabeled data based on the creation of pairs of ’artificial’ queries and the respective positive passages. We claim that by removing the reliance on labeled data, we may use the large volume of unlabeled material on the web without being limited to languages or domains where labeled data is abundant.

End-to-end Deep Metric Learning con Vision-Language Model per il Fashion Image Captioning

L'image captioning è un task di machine learning che consiste nella generazione di una didascalia, o caption, che descriva le caratteristiche di un'immagine data in input. Questo può essere applicato, ad esempio, per descrivere in dettaglio i prodotti in vendita su un sito di e-commerce, migliorando l'accessibilità del sito web e permettendo un acquisto più consapevole ai clienti con difficoltà visive. La generazione di descrizioni accurate per gli articoli di moda online è importante non solo per migliorare le esperienze di acquisto dei clienti, ma anche per aumentare le vendite online. Oltre alla necessità di presentare correttamente gli attributi degli articoli, infatti, descrivere i propri prodotti con il giusto linguaggio può contribuire a catturare l'attenzione dei clienti. In questa tesi, ci poniamo l'obiettivo di sviluppare un sistema in grado di generare una caption che descriva in modo dettagliato l'immagine di un prodotto dell'industria della moda dato in input, sia esso un capo di vestiario o un qualche tipo di accessorio. A questo proposito, negli ultimi anni molti studi hanno proposto soluzioni basate su reti convoluzionali e LSTM. In questo progetto proponiamo invece un'architettura encoder-decoder, che utilizza il modello Vision Transformer per la codifica delle immagini e GPT-2 per la generazione dei testi. Studiamo inoltre come tecniche di deep metric learning applicate in end-to-end durante l'addestramento influenzino le metriche e la qualità delle caption generate dal nostro modello.

Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners

The inclusion of online elements in learning environments is becoming commonplace in Post Compulsory Education. A variety of research into the value of such elements is available, and this study aims to add further evidence by looking specifically at the use of collaborative technologies such as online discussion forums and wikis to encourage higher order thinking and self-sufficient learning. In particular, the research examines existing pedagogical models including Salmon’s five-stage model, along with other relevant literature. A case study of adult learners in community-based learning centres forms the basis of the research, and as a result of the findings, an arrow model is suggested as a framework for online collaboration that emphasises the learner, mentions pre-course preparation and then includes three main phases of activity: post, interact and critique. This builds on Salmon’s five-stage model and has the benefit of being flexible and responsive, as well as allowing for further development beyond the model, particularly in a blended learning environment.

Da formação e desenvolvimento profissional do professor de educação fisica a inovação educativa

Universidade Estadual de Campinas . Faculdade de Educação Física