No description available.

This essay is going to be a reflection of my work process. It will describe different subjects and interests regarding my work. During the last years I have been making videos that deal with “scenes” and situations from our everyday life specifically from the subway. The subway is a closed, confined space where we coexist for different periods of time. There is a stage and an audience with every observed situation. I am interested in the subtle violence that often goes unnoticed, as we inhabit the public realm. I am interested in what type of roles are we playing? When are we communicating violence or xenophobia? When we are operating in this space, what roles are “on” and what roles are “off” when we invade or impose others in the public realm?

In this article, the author dissects and refracts a single, defining moment in his life using autoethnography and the lenses of specific communication and social theories. The author mines the moment in first, second, and third person to uncover the different responses to overwhelming emotions ranging from the noble to the shameful in response to his father’s “coming out of the closet.” A torrent of emotion took the author by surprise and is the total moment of his analysis in this article. The author scrutinizes the multiple ways in which this moment was a release, a turning point, an ending, a beginning, bittersweet, hateful and hate filled, selfish, guilt ridden, and loving. Through multiple retellings of the event, like the film Groundhog Day, the author presents the moment in different narrative formats, from multiple perspectives, with relevant quotations and passages to thoroughly dissect the emotional layers.

This study investigated story journaling to enhance story comprehension. Eighteen kindergarten children participated in this six-week study with the teacher reading a total of twenty-four stories to the class. The class was randomly divided into Group A and Group B, with 3 focus participants from each group retelling the story. The retelling was audio taped and analyzed using Morrow's (2001) procedures. Group B experienced the intervention of story journaling on the third week of the study and showed an improvement in story comprehension during the fifth and sixth weeks of story journaling. Group A did not experience the intervention of story journaling until the fifth week of the study and showed a slight improvement by the end of the sixth week of story journaling. There appears to be a connection of story journaling to story comprehension when children are given the opportunity to story journal after hearing a story.

The purpose of this study was to rate the oral retellings of fifth-grade students to determine to what degree passages, raters, and rating occasions affect those ratings, and to identify what combination of those elements will produce reliable retelling ratings. Thirty-six fourth-grade students read and orally retold three contemporary realistic fiction passages. Two raters rated these retellings on two separate occasions using the Reader Retelling Rating Scale. These ratings were analyzed quantitatively using generalizability software. Two research questions were answered by the generalizability (G) and decision (D) studies. The G study answers the first question regarding the percentages of the total variation that can be attributed to the students, the raters, the rating occasions, the passages, and interactions among these factors. The G study found that the largest sources variation were the students, the passages, and the student-by-passage interaction. The D study answered the second question about how many raters, rating occasions, and passages would be needed to obtain a reliability coefficient for similar students in another setting. To obtain high reliability coefficients, retellings of a minimum of four (preferably six) passages should be rated by at least two raters on one occasion.

No description available.

Resumo: As estratégias de mediação utilizadas pelo mediador nas atividades de ensino favorecem o aprendizado do aluno. Dentre as diversas atividades que podem ser realizadas pelo mediador com seu aluno, destaca-se a atividade de recontar histórias. As estratégias de ensino que envolvem a elaboração da estrutura narrativa proporcionam o desenvolvimento linguístico do aluno, pois essa estrutura pode conectar elementos semânticos diversos e promover a construção de sentenças verticais e horizontais para a posterior elaboração do discurso narrativo. Torna-se fundamental a realização de estratégias de mediação que proporcione ao aluno sem oralidade o desenvolvimento dessas habilidades lingüísticas por meio de recursos comunicativos e/ou pedagógicos. Nesse sentido, o papel do mediador é de suma importância para utilizar estratégias de ensino eficazes e aliadas ao uso adequado dos recursos. Assim, o objetivo deste trabalho consistiu em identificar e analisar as estratégias de mediação em atividades de reconto de histórias com alunos sem oralidade acometidos por paralisia cerebral. Participaram deste estudo sete sujeitos sendo três mediadoras e quatro alunos. As três mediadoras eram fonoaudiólogas que trabalhavam no Projeto de Comunicação Alternativa que estava inserido no setor de linguagem de uma universidade estadual paulista no qual atendiam os alunos selecionados para essa pesquisa. Os alunos não apresentavam oralidade, eram usuários de recurso suplementar e alternativo de comunicação e freqüentavam sala especial para deficientes físicos. Na coleta de dados, foi selecionada e adaptada uma história lúdica com cada aluno participante, para que todos eles pudessem realizar o reconto diante da mediação. As sessões das atividades de reconto foram filmadas e, posteriormente, transcritas, analisadas e discutidas. Os resultados indicaram a recorrência de nove... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The intercession strategies used by the mediator in the education activities are in favor of student's learning. Among several activities that can done by the mediator with the students, the retelling stories is stand out. The learning strategies that involve the elaboration of the narrative structure provide the linguistic development of the student, because this structure can connect several semantic elements and provide the building of vertical and horizontal sentences to the further elaboration of the narrative speech. It's essential to do intercession strategies that provide the no speaking student the development of these linguistics abilities through communicative and/or pedagogical tools. This way, the mediator hole is very important to use effective educational strategies and join to the correct use of these tools. Therefore, the objective of this paper was to identify and analyze the intercession strategies in retelling stories activities with no speaking students with cerebral palsy. Seven people participated in this study, three mediators and four students. The three mediators were speech and language therapists who worked in the "Projeto de Comunicação Alternativa", placed in the language sector in a paulista public university, where they cared selected students to this research. The students didn't speak. They used supplementary and alternative communication resource and attended special classes to physically handicapped person. On the data collection, it was selected and adapted a ludic story with each participating student, so that everyone could retell the story in front of the mediator. These retelling sessions were filmed and later transcripted, analyzed and discussed. The results showed nine intercession strategies which were used by all the mediators, used occasionally and according to the development of the students during the retelling. The strategies... (Complete abstract click electronic access below) / Orientador: Eduardo José Manzini / Coorientador: Débora Deliberato / Banca: Lígia Maria Presumido Braccialli / Banca: Maria Cristina Marquezini / Mestre

<p>Denna studie undersöker om dold språkförståelse i ett andraspråk kan synliggöras vid återberättande på förstaspråket. Det kan vara svårt att skilja språkutvecklingen hos barn med typisk språkutveckling med svenska som andraspråk från språkutvecklingen hos flerspråkiga språkstörda barn om man testar dem på andraspråket. Därför behövs det referensdata för normalspråkiga barn. Sexton barn i femårsåldern med normal språkutveckling, åtta enspråkiga barn med svenska som första språk och åtta flerspråkiga barn med arabiska som första språk och svenska som andraspråk, testades med <em>Buss-sagan</em> (<em>Buss Story Test</em>, BST) och TROG (<em>Test for Reception of Grammar</em>). De flerspråkiga barnen fick sagan uppläst på svenska och återberättade först på svenska och sedan på arabiska. Resultatet i den kvantitativa analysen visade att de enspråkiga barnen fick signifikant bättre resultat för parametern information på BST och bättre resultat på TROG. Däremot skiljde sig resultatet för parametern information i berättelserna på arabiska inte signifikant från resultatet i de flerspråkiga barnens berättelser på svenska. Den kvalitativa analysen visade att de flerspråkiga barnens återberättelser på svenska och arabiska jämfört med de enspråkiga barnens framför allt lexikalt och diskursivt var mindre komplexa och korrekta. Detta kan till viss del bero på testsituationen, men också på brister i språkförståelse och uttrycksmedel. Slutsatsen man kan dra är att man som logoped behöver vara medveten om att olika språkliga strukturer utvecklas i olika takt både i första- och andraspråket, och att det behövs anpassat inflöde på alla språk för att underlätta språkförståelsen och den lexikala utvecklingen.</p> / <p>This study examines if language comprehension which may be concealed in a second language can be made visible by retelling in the first language. It can be difficult to separate the language development of typically developed children with Swedish as their second language from that of multilingual children with language impairment. Therefore, reference data for multilingual children with typical language development are needed. Sixteen five-year-old children with normal language development, eight monolingual children with Swedish as their first language and eight multilingual children with Arabic as their first language and Swedish as their second language, were tested with <em>Buss Story Test</em> (BST) and TROG (<em>Test for Reception of Grammar</em>). The multilingual children got the story of <em>Buss Story Test</em> read to them in Swedish and then retold the story first in Swedish and then in Arabic. The result of the quantitative analysis showed that monolingual children achieved significantly better results for the parameter information on BST and better results on TROG. On the other hand, the result of the parameter information in the children’s Arabic retellings did not differ significantly from that in the multilingual children’s Swedish retellings. The qualitative analysis showed that the multilingual children’s retellings in Swedish and Arabic compared with the monolingual children’s retellings were less complex and correct in regard mostly to lexical and narrative structure. This can, to a certain extent, be due to the testing situation, but also due to deficiencies in language comprehension and means of expression. The authors conclude that speech therapists need to be aware of the fact that different linguistic structures develop at a different rate both in the first and the second language, and that tailored input in all the children’s languages is needed in order to facilitate comprehension and lexical development.</p>

Denna studie undersöker om dold språkförståelse i ett andraspråk kan synliggöras vid återberättande på förstaspråket. Det kan vara svårt att skilja språkutvecklingen hos barn med typisk språkutveckling med svenska som andraspråk från språkutvecklingen hos flerspråkiga språkstörda barn om man testar dem på andraspråket. Därför behövs det referensdata för normalspråkiga barn. Sexton barn i femårsåldern med normal språkutveckling, åtta enspråkiga barn med svenska som första språk och åtta flerspråkiga barn med arabiska som första språk och svenska som andraspråk, testades med Buss-sagan (Buss Story Test, BST) och TROG (Test for Reception of Grammar). De flerspråkiga barnen fick sagan uppläst på svenska och återberättade först på svenska och sedan på arabiska. Resultatet i den kvantitativa analysen visade att de enspråkiga barnen fick signifikant bättre resultat för parametern information på BST och bättre resultat på TROG. Däremot skiljde sig resultatet för parametern information i berättelserna på arabiska inte signifikant från resultatet i de flerspråkiga barnens berättelser på svenska. Den kvalitativa analysen visade att de flerspråkiga barnens återberättelser på svenska och arabiska jämfört med de enspråkiga barnens framför allt lexikalt och diskursivt var mindre komplexa och korrekta. Detta kan till viss del bero på testsituationen, men också på brister i språkförståelse och uttrycksmedel. Slutsatsen man kan dra är att man som logoped behöver vara medveten om att olika språkliga strukturer utvecklas i olika takt både i första- och andraspråket, och att det behövs anpassat inflöde på alla språk för att underlätta språkförståelsen och den lexikala utvecklingen. / This study examines if language comprehension which may be concealed in a second language can be made visible by retelling in the first language. It can be difficult to separate the language development of typically developed children with Swedish as their second language from that of multilingual children with language impairment. Therefore, reference data for multilingual children with typical language development are needed. Sixteen five-year-old children with normal language development, eight monolingual children with Swedish as their first language and eight multilingual children with Arabic as their first language and Swedish as their second language, were tested with Buss Story Test (BST) and TROG (Test for Reception of Grammar). The multilingual children got the story of Buss Story Test read to them in Swedish and then retold the story first in Swedish and then in Arabic. The result of the quantitative analysis showed that monolingual children achieved significantly better results for the parameter information on BST and better results on TROG. On the other hand, the result of the parameter information in the children’s Arabic retellings did not differ significantly from that in the multilingual children’s Swedish retellings. The qualitative analysis showed that the multilingual children’s retellings in Swedish and Arabic compared with the monolingual children’s retellings were less complex and correct in regard mostly to lexical and narrative structure. This can, to a certain extent, be due to the testing situation, but also due to deficiencies in language comprehension and means of expression. The authors conclude that speech therapists need to be aware of the fact that different linguistic structures develop at a different rate both in the first and the second language, and that tailored input in all the children’s languages is needed in order to facilitate comprehension and lexical development.

This study surveyed Teachers of the Deaf in New Zealand who worked with a year 4 or year 8 student in 2006. The aim was to establish which assessments these teachers used and the extent to which the assessments influenced the IEP process and the teacher’s daily practice. The question was raised as to which assessments might provide reliable valid data to track the development of deaf and hearing-impaired students in New Zealand. The key findings from the study included that Teachers of the Deaf use assessments commonly used in deaf education more often than classroom assessments, but do make significant use of running records as well. There were differences between the two Deaf Education Centres use of assessment, and also disparity in the ways teachers arrive at assessment decisions such as allocating a curriculum level to a learning area. There was variance between the assessments used by a Teacher of the Deaf working in a satellite classroom, and the assessments completed by itinerant Resource Teachers of the Deaf. There appeared to be deaf students on Resource Teacher of the Deaf caseloads who were not assessed in mathematics by either the class teacher or the Teacher of the Deaf and the level of support by Teachers of the Deaf in mathematics is low. From within the complex picture of the assessment landscape for deaf students there are a number of signposts for future direction suggested by this study. These are: the need for a national assessment policy for deaf students; the need for data to be gathered nationally about the achievement of deaf students; sustained professional development around Teacher of the Deaf, common classroom assessments and national assessment tools; a closer look at the marking guidelines for Formal Retells and the need for student self-assessment practices to be further encouraged.