Reading and writing

We use conceptual and empirical lenses to examine synergies between inquiry science and literacy teaching and learning of K-12 (kindergarten through high school) curriculum. We address two questions: (i) how can reading and writing be used as tools to support inquiry-based science, and (ii) how do reading and writing benefit when embedded in an inquiry-based science setting? After elaborating the theoretical and empirical support for integrated approaches, we discuss how to support their implementation in today’s complicated curricular landscape.

In this work we modify the conventional row buffer allocation mechanism used in DDR2 SDRAM banks to improve average memory latency and overall processor performance. Our method assigns row buffers to different banks dynamically and by taking into account program cyclic behavior and bank row buffer demand. As we show in this work, memory requests go through several phases. In each phase, programs tend to access a single bank most of the time. We exploit this repetitive behavior and improve the concurrency level for memory read and write operations. We do so by assigning idle row buffers to more demanding banks during specific program phases. This improves average memory latency and processor performance by 12.7% and 7.6% respectively.

We present an approach to automatically recognize sign language and translate it into a spoken language. A system to address these tasks is created based on state-ofthe-art techniques from statistical machine translation, speech recognition, and image processing research. Such a system is necessary for communication between deaf and hearing people. The communication is otherwise nearly impossible due to missing sign language skills on the hearing side, and the low reading and writing skills on the deaf side. As opposed to most current approaches, which focus on the recognition of isolated signs only, we present a system that recognizes complete sentences in sign language. Similar to speech recognition, we have to deal with temporal sequences. Instead of the acoustic signal in speech recognition, we process a video signal as input. Therefore, we use a speech recognition system to obtain a textual representation of the signed sentences. This intermediate representation is then fed into a statistical machine translation system to create a translation into a spoken language. To achieve good results, some particularities of sign languages are considered in both systems. We use a publicly available corpus to show the performance of the proposed system and report very promising results. Translation ATLANTIC_a IX_a HIGH++ GROWING−(more)−hn The high pressure areas over the Atlantic Ocean are growing larger Recognition

This research focus on the software design and database system model for Tender Management System (TMS) in Kadastra. TMS in Kadastra is an automated system that can calculates tender payment claims for the land surveyor company. The calculation is based on the Vide Federal Government Gazette PU (A) 169 Thirteenth Schedule (Regulation 99) Scale of Fees for Title Surveys given by Land Surveyors Board in Malaysia. Based on the system, it provides data availability for read and writes operations while supporting fault-tolerance and fast data transformation. Accurate, relevant and timely information required the use of sophisticated system called TMS in Kadastra with the database management system, MySQL.

Nine-month-olds can respond to a change in rhyme when the conditioned head turn procedure is used [Hayes, R. A., Slater, A., & Brown, E. (2000). Infants' ability to categorise on the basis of rhyme. Cognitive Development, 15, 405-419]. However, it is not known whether infants are detecting the change in vowel, the change in coda, or both. In Study 1, it was found that 9-month-old infants clearly attend to both the vowel and coda of the syllables presented, since they successfully categorised the syllables on the basis of both. However, infants found it harder to detect the difference when only the vowel or the coda changed than when both changed, a pattern of results that was also found in Study 2 with adults. These findings suggest that preverbal 9-month-olds parse syllables into smaller units than just onset and rime, and do so in a manner that is comparable to that of adults. The findings are discussed in relation to work demonstrating a relationship between rhyming ability and competence in word learning, reading and writing.

Learning about the world and sharing one's own discoveries can be powerful motivators for learning to read, write, and speak effectively. To build literacy, young children need more than instruction in such fundamental skills as recognizing letters, decoding words, learning vocabulary words, and reading and discussing stories. They also need opportunities to use oral and written language to learn about the world and to communicate their ideas and observations. Although educators traditionally have not thought of science instruction as a setting for literacy learning, inquiry-based science instruction can provide a rich context in which to build language skills. Students are typically curious about the world around them and eager to talk, read, and write about what they are learning. Inquiry-based science, as we define it, involves students in using the tools of science to answer questions about real-world phenomena. This type of inquiry is a collective effort in which students compare their thinking with others' thinking, actively communicate with one another, and express their ideas through words and graphics. Inquiry science and literacy intersect when students use reading, writing, and oral language to address questions about science content (for example, why humans are able to see different colors, or how an object's rate of motion is related to its mass), and to build their capacity to engage in scientific reasoning (for example, how to collect data in a controlled way, or how to generate claims about a phenomenon on the basis of patterns in data). Reading, Writing, and Oral Language What kinds of literacy learning can educators promote in the context of inquiry-based science? The following list is illustrative but not exhaustive.

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There is substantial evidence that Aboriginal youth face serious challenges in schooling, in general, and in literacy development, specifically. Thus, it is essential to design early literacy programmes that engage Aboriginal children and produce positive outcomes. In this article, the authors propose that such programmes include oral storytelling by teachers and students because it is a precursor to reading and writing across cultures and a traditional Aboriginal teaching tool. Moreover, storytelling fits with Aboriginal epistemology-the nature of their knowledge, its foundations, scope, and validity. The authors begin by reviewing a representative sample of the research that has examined the outcomes of early literacy instruction with Aboriginal children. Next, the authors describe Aboriginal epistemology, highlighting the role of the oral tradition. Finally, the authors describe an ongoing study aimed at supporting early literacy development through a developmentally and culturally appropriate oral storytelling instruction programme.

Flerstämmighet, skolan och samhällsuppdraget. I: Utbildning och demokrati. Tidskrift för didaktik och utbildningspolitik. 2003, vol 12, nr 2 (s 13-29) Liberg, Caroline (2003) Flerstämmighet, skolan och samhällsuppdraget. I: Utbildning och demokrati. Tidskrift för didaktik och utbildningspolitik. 2003, vol 12, nr 2 (s 13-29)

This study examined grade-and achievement-level differences in 4th-, 7th-, and lOth-grade students' control-related beliefs and relations between students' beliefs and their reading and writing achievement. MANOVA results indicated grade-and achievement-level differences in self-efficacy, causal attribution, and outcome expectancy beliefs but no interaction between grade and achievement level. Canonical correlations identified a single dimension linking students' beliefs to achievement in both reading and writing. Quadratic relations to achievement were found for outcome expectancy and intelligence attributions. As grade increased, beliefs for reading were more highly related to comprehension skill relative to component skills, whereas beliefs for writing were more highly related to component skills relative to communication skills. At all achievement levels, a similar pattern of beliefs was related to achievement.

This study explores the ways teachers in "literature-based" language arts programs keep track of and make sense of children's literate development and of their own professional effectiveness in teaching children to read and write. Extensive interviews were conducted with 25 teachers in elementary schools with high levels of poverty. Transcripts were analyzed inductively. Most of the teachers in this study were caught in conflicts among belief systems, and institutional structures, agendas, and values. The point of friction among these conflicts was assessment, which was associated with very powerful feelings of being overwhelmed, and of insecurity, guilt, frustration, and anger. These teachers expressed difficulty in keeping track of and having the language to talk about children's literate development. They also described pressure from external accountability testing. They differed in their assessment strategies and in the language they used to describe students' literacy development. Those who worked in highly controlling situations were inclined to use blaming language and tended to provide global, negative descriptive assessments in impersonal language. Their assessments were likely to be based on a simple, linear notion of literacy. The less controlling the situation the less this was likely to occur. This study suggests that assessment, as it occurs in schools, is far from a merely technical problem. Rather, it is deeply social and personal.

The study aimed to investigate the associations between different levels of depression with different aspects of school performance. The target population included 2516 7th-9th grade pupils (13-17 years) of whom 90% completed the questionnaire anonymously in the classroom. Of the girls 18.4% and of the boys 11.1% were classified as being depressed (R-Beck Depression Inventory (BDI), the Finnish version of the 13-item BDI). The lower the self-reported grade point average (GPA) or the more the GPA had declined from the previous term, the more commonly the adolescents were depressed. Depression was associated with difficulties in concentration, social relationships, self-reliant school performance and reading and writing as well as perceiving schoolwork as highly loading. The school performance variables had similar associations with depression among both sexes when a wide range of depression was studied but gender differences appeared when studying the severe end of the depression scale. Our study indicates that pupils reporting difficulties in academic performance should be screened for depression.

PictoPal is the name of a technology-supported intervention designed to foster the development of emergent reading and writing skills in four and five year old children. Following the theoretical underpinnings and a brief description of PictoPal, this article describes how children worked with the technology; how the intervention elicited their engagement with literacy concepts both on the computer and off; and effects on early literacy learning. Observation results indicate that children are able to work independently with the program after a few instruction sessions. Observation data yield insight in the nature of adult guidance and the way the results of computer activities were implemented in off-computer classroom activities, as well as areas where this could be improved. Comparison of the four pre-post test experiments used to assess learning effects, suggest that the on-computer activities in PictoPal can yield a statistically significant learning effect, but only when integration with off-computer activities is present.

While considerable research has focused on second language development and academic success, the debate continues on how the development of the first language benefits the acquisition of the second. The intent of the present study was to examine the strength of the relation among proficiency in English and Spanish and academic success. Relations among oral language, literacy, and academic achievement were examined. A significant connection was found between proficiency in English and standardized achievement scores, as well as grade point averages. Similarly, the results reveal significant correlations between reading and writing in Spanish and achievement scores, as well as grade point average. The strongest relations were found between Written Language and academic success.

The study aimed to investigate the associations between different levels of depression with different aspects of school performance. The target population included 2516 7th-9th grade pupils (13-17 years) of whom 90% completed the questionnaire anonymously in the classroom. Of the girls 18.4% and of the boys 11.1% were classified as being depressed (R-Beck Depression Inventory (BDI), the Finnish version of the 13-item BDI). The lower the self-reported grade point average (GPA) or the more the GPA had declined from the previous term, the more commonly the adolescents were depressed. Depression was associated with difficulties in concentration, social relationships, self-reliant school performance and reading and writing as well as perceiving schoolwork as highly loading. The school performance variables had similar associations with depression among both sexes when a wide range of depression was studied but gender ARTICLE IN PRESS www.elsevier.com/locate/jado 0140-1971/$30.(S.A. Fro¨jd).

In petabyte-scale distributed file systems that decouple read and write from metadata operations, behavior of the metadata server cluster will be critical to overall system performance and scalability. We present a dynamic subtree partitioning and adaptive metadata management system designed to efficiently manage hierarchical metadata workloads that evolve over time. We examine the relative merits of our approach in the context of traditional workload partitioning strategies, and demonstrate the performance, scalability and adaptability advantages in a simulation environment.

The well known Italian dualism in terms of development disparities between the North and the South has been one of the most debated issues in economics over the last few decades. In the aftermath of the Unification of Italy, the gap between North and South in terms of human capital stock was more relevant than the dualism in terms of GDP per capita. In 1871 the percentage of population able to read and write was 57.7% in the North-West and only 15.9% in the South, while there is no evidence of income disparities. Interestingly, in 1951 income per capita in Southern regions was only about 50% of that of the North. Bearing this evidence in mind, and using a novel panel dataset, we investigate the pattern of regional development focusing on the role of initial human capital conditions as a major driver of growth over the period 1891-1951. We provide further empirical evidence on the impact of protectionist trade policies in the late 19th century on long run development. We find that a numerically large human capital stock in the North provided fertile soil for early industrialization, while the protection of agriculture resulted in an incentive for the South to specialize further in the primary sector, which turned out to be harmful in the long run.

This study explores the impact of 'Scientific Communication' (SC) skills instruction on students' performances in scientific literacy assessment tasks. We present a general model for skills instruction, characterized by explicit and spiral instruction, integration into content learning, practice in several scientific topics, and application of performance tasks. The model was applied through an instructional program that focuses on the following learning skills: information retrieval, scientific reading and writing, listening and observing, data representation, and knowledge presentation. Throughout the 7th-8th grades, 160 students learned the whole program or one of its components: structured instruction (SI) of SC skills, or performance tasks (PT). A comparison group of 42 students did not receive instruction of SC skills. Students' performances were assessed through a questionnaire and a complex task that measured students' scientific content knowledge, SC skills, and the quality of the final products. Results indicated that students who learned the whole program or one of its components achieved higher scores in all categories than the comparison group students. High achievers can benefit from just one component of the program: either structured instruction (SI) or learning from practice (PT). However, they can hardly acquire SC skills spontaneously. Low and average achievers require both components of the SC program to improve their performances. Results show that without planned intervention, the spontaneous attainment of SC skills occurs only to a limited extent. Systematic teaching of skills can make a significant difference. The explicit instruction of skills integrated into scientific topics, the opportunities to implement the skills in different contexts, the role of performance tasks as 'assessment for learning'-all these features are important and necessary for improving students' scientific literacy. Our general model of skills instruction can be applied to the instruction of other high-order skills. Its application can lead to the realization of the central goal of science education: literate students possessing scientific knowledge. Scientific attitude can be described as 'habits of mind'. According to Gauld's analysis, habits of mind for scientists can include open-mindedness, skepticism, rationality, objectivity, mistrust of arguments from authority, suspension of belief, and curiosity. A number of these habits of mind at first sight seem incompatible (for example, open-mindedness and ORNIT SPEKTOR-LEVY ET AL.

Students want to do work that's meaningful to them. As their teacher, you can support secondary writers as they learn about the writing process, but you can also offer them something greater: an opportunity to tell their own story and to mold it into an artful work of memory. ...

This paper reports on the effect of using an interactive and child-initiated microcomputer program (Alpha) when teaching three groups of children fN = 30) reading and communications skills: (a) 11 children with autism fM chronological age, CA = 9:4 years), (b) 9 children with mixed handicaps (M CA = 13:1), and (c) 10 normal preschool children (M CA = 6:4 years). Their mental age varied from 5:8 years to 6:9 years and all children received computer instruction supplementary to their regular reading and writing '

For many pupils the greatest barrier to learning science is the language barrier. This article suggests practical ways in which this barrier can be lowered and language can be used to promote the learner's development in science. The language of both learners ...

As Linux clusters have matured as platforms for lowcost, high-performance parallel computing, software packages to provide many key services have emerged, especially in areas such as message passing and networking. One area devoid of support, however, has been parallel file systems, which are critical for highperformance I/O on such clusters. We have developed a parallel file system for Linux clusters, called the Parallel Virtual File System (PVFS). PVFS is intended both as a high-performance parallel file system that anyone can download and use and as a tool for pursuing further research in parallel I/O and parallel file systems for Linux clusters.

This review focuses on phonological awareness (PA) skills and their key role both in literacy acquisition and development and in explaining reading and writing difficulties; in particular, we focus on phonemic awareness, which implies awareness of the smallest speech units. Several questions about PA are addressed; we discuss major research findings over the past few decades both in typically developing

The term "academic literacies" refers to the diverse and multiple literacies found in academic contexts such as disciplinary and subject matter courses. Although originally developed with regard to the study of literacies in higher education and the university, the concept of academic literacies also applies to K-12 education.. An academic literacies perspective treats reading and writing as social practices, that vary with context, culture and genre . The literacy practices of academic disciplines can be viewed as varied social practices associated with different communities. In addition, an academic literacies perspective also takes account of literacies which are not directly associated with subjects and disciplines but with broader institutional discourses and genres. An academic literacies perspective views student writing and learning as issues of epistemology and identities rather than of skill acquisition or academic socialisation alone, although the perspectives are not mutually exclusive and individuals may move between them according to context and pourpose. From the student point of view a dominant feature of academic literacy practices is the requirement to switch their writing styles and genres between one setting and another, to deploy a repertoire of literacy practices appropriate to each setting, and to handle the social meanings and identities that each evokes.

Signals are writing devices that emphasize aspects of a text's content or structure without adding to the content of the the text. Findings are reviewed for studies of several different types of signaling devices, including: titles, headings, previews, overviews, summaries, typographical cues, recall sentences, number signals, importance indicators, and summary indicators. Most investigations have examined how the presence of signals in a text affects subsequent memory for the text. Virtually all types of signals produce better memory for information they cue in a text, whereas memory for unsignaled information often is unaffected. Less attention has been directed to signaling effects on other cognitive processes, such as attention, basic reading processes, and comprehension. It is argued that an understanding of how signals influence these processes will contribute to the application of signaling research to reading and writing instruction and to our general understanding of reading.

This study explores the ways teachers in “literature-based” language arts programs keep track of and make sense of children's literate development and of their own professional effectiveness in teaching children to read and write. Extensive interviews were conducted with 25 teachers in elementary schools with high levels of poverty. Transcripts were analyzed inductively. Most of the teachers in this study were caught in conflicts among belief systems, and institutional structures, agendas, and values. The point of friction among these conflicts was assessment, which was associated with very powerful feelings of being overwhelmed, and of insecurity, guilt, frustration, and anger. These teachers expressed difficulty in keeping track of and having the language to talk about children's literate development. They also described pressure from external accountability testing. They differed in their assessment strategies and in the language they used to describe students' literacy development. Those who worked in highly controlling situations were inclined to use blaming language and tended to provide global, negative descriptive assessments in impersonal language. Their assessments were likely to be based on a simple, linear notion of literacy. The less controlling the situation the less this was likely to occur. This study suggests that assessment, as it occurs in schools, is far from a merely technical problem. Rather, it is deeply social and personal.

This paper reports on a national study that explored primary pupils' attitudes towards and experiences of school science in the Republic of Ireland. The study focussed on collecting data from children and in doing so recognises the importance of children's views as an essential part of reviewing curriculum implementation. The findings of this large-scale study are based on an analysis of data gathered from observations of 15 primary classrooms, 1,149 children's questionnaires and 11 group interviews. In this paper the findings regarding the extent to which the children appear to be engaging in 'deductive' (didactic) and 'inductive' (inquiry-based) approaches in their science classes, and their attitudes towards school science are presented. Encouragingly, evidence from all parts of the study revealed that in general Irish children are very positive towards learning science in school and are being provided with some opportunities to engage in hands-on inquiry in science, commonly via group work. However, there were also indications that, for some pupils, hands-on science experiences were infrequent, and for a few did not appear to be happening at all. It was not especially evident that pupils were being afforded opportunities to lead their own scientific investigations. Teacher explanation, teacher demonstration, reading and writing featured frequently in pupils' responses and while the pupils expressed mixed feelings about these methodologies, one thing was apparent: hands-on inquiry based approaches to science had far greater appeal to the children. The significance of the findings of this study are considered in light of the findings and recommendations from recent national and international reports on inquiry-based approaches in science education.

Louis Braille (1809-1852) was born in France. At the age of three, he wounded his right eye with a cobbler's tool while playing in his father's workshop. No medical knowledge could save his eyesight at that time. Louis's left eye became inflamed, apparently due to subsequent sympathetic ophthalmia, and he eventually lost the sight in that eye. At the age of five, Louis Braille was completely blind. He is considered to be the inventor of a writing system by touch that bears his name, the Braille system. This revolutionary system has allowed blind people to access written culture, and it can therefore be considered a major advance in the quality of life for the blind. The immediate precursor of the invention of the Braille system was the alphabet created by Charles Barbier de la Serre (1767-1841) who created a language by touch designed for military and secret use. Louis Braille modified this alphabet into the Braille alphabet, which is practically the same one that is cur...

In this paper we survey, consolidate, and present the state of the art in distributed database concurrency control. The heart of our analysts is a decomposition of the concurrency control problem into two major subproblems: read-write and write-write synchronization. We describe a series of synchromzation techniques for solving each subproblem and show how to combine these techniques into algorithms for solving the entire concurrency control problem. Such algorithms are called "concurrency control methods." We describe 48 principal methods, including all practical algorithms that have appeared m the literature plus several new ones. We concentrate on the structure and correctness of concurrency control algorithms. Issues of performance are given only secondary treatment.

This study explores if extensive practice in reading or writing is related to high creative performance. In total, 196 university students participated in the study by filling out a questionnaire and completing a creativity test. The questionnaire inquires the total courses taken in the school year, total hours spent on reading, total hours on writing, and background information. The results indicated that students who spent more time on reading/writing performed significantly better on the creativity test. This study concludes that creativity scores, especially scores of elaboration, are significantly correlated with attitudes toward reading/writing, and the amount of time spent on reading/writing.

Anyone in the world of language learning and teaching who has not heard the name of I.S.P. Nation has not read much about vocabulary for quite a while. These books demonstrate that Nation is not only a consummate scholar and a ground-breaking lexicologist, but also a clear-headed and skilful teacher educator. Nation and his colleague, Jonathan Newton, have written this set of two short books for teachers who are either following a professional qualification course or seeking independently to develop their teaching knowledge and skills. The books can be used separately, but taken together they deal with all four language skills in a clear, evidence-based and thorough fashion.

The MLJ reviews books, monographs, computer software, and materials that (a) present results of research in-and methods of-foreign and second language teaching and learning; (b) are devoted to matters of general interest to members of the profession; (c) are intended primarily for use as textbooks or instructional aids in classrooms where foreign and second languages, literatures, and cultures are taught; and (d) convey information from other disciplines that relates directly to foreign and second language teaching and learning. Reviews not solicited by the MLJ can neither be accepted nor returned. Books and materials that are not reviewed in the MLJ cannot be returned to the publisher. Responses should be typed with double spacing and submitted electronically online at our Manuscript Central address: http://mc.manuscriptcentral.com/mlj

This study examined teaching phonemic awareness by embedding sound talk within meaningful literacy experiences of shared reading and writing. Small groups of 5 and 6-year-old children were seen three times a week for seven weeks. Four phonemic awareness tasks -first and last sound identification, sound segmentation and deletion -were targeted in each session, with scaffolding fitting task difficulty and individual child ability. Results showed that such naturalistic instruction lead to gains in phonemic awareness compared to a no-treatment control group for both the treatment group as a whole and for a subgroup of children with lower literacy levels. Treatment-specific improvement was evident in three of the four phonemic awareness tasks: first sound identification, last sound identification, and sound segmentation. Additional observations of language and literacy benefits for this emergent literacy approach were also identified.

Educators of the deaf and hard-of-hearing have long viewed this population as being Hearing people without the auditory sense and used instructional approaches, especially in reading, that conformed to or paralleled approaches taken with hearing children. In this article, it is argued that a paradigmatic shift must be undertaken that views deaf and hard-of-hearing individuals to be biologically, and therefore linguistically, different, yet uses visually based strategies for reading analogous or equivalent to those for hearing individuals. If these strategies are actively pursued and promoted by educators of the deaf and hard-of-hearing within the ASL/English bilingual/bicultural philosophy, it is suggested that the reconception of deaf and hard-of-hearing people as active, successful readers will be more easily attainable. These strategies, along with models of the reading process, are explored here to provide implications for instruction and areas of future research.