ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Language in the Identity Formation of Transnational EFL Teachers
Author: Villegas-Torres, Perla
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Role,Self Concept,Professional Identity,Language Teachers,Second Language Instruction,English (Second Language),Reentry Students,Foreign Students,Undergraduate Students,Immigrants,Language Usage,Migrants,Acculturation,Ethnicity

This research report presents the results of a qualitative study carried out at the Universidad de Guanajuato in central Mexico. Its purpose was to examine the process of identity formation of return migrants who lived a number of years in the United States and are currently studying for a BA in TESOL in Mexico. The participants use their knowledge of the English language to be able to reinsert themselves in society once they have returned to live in the country. Through narrative inquiry using autobiographies and semi-structured interviews, the study focuses on how language might influence the way in which individuals perceive themselves. Implications on family, ethnic associations, and school experiences were found.
Development of Foreign Language Lesson Satisfaction Scale (FLSS): Validity and Reliability Study
Author: Tasgin, Adnan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Validity,Test Reliability,Second Language Learning,College Students,Student Satisfaction,Factor Analysis,Correlation,Measures (Individuals)

In this research it is aimed to develop an instrument that could be used to measure university students' satisfaction with foreign language lessons in a valid and reliable manner. The research was conducted on three separate study groups consisting of 460 students in the spring semester of the 2017-2018 academic year. In the research, firstly, an expert opinion was applied for the content and face validity of the scale prepared in accordance with literature review, student and expert opinions. In the final form, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were applied. The EFA yielded a construct that consisted of 28 items and three factors that explained the 59.97% of the total variance. These factors were named as follows: the Curriculum, Teaching Staff and Physical Conditions. CFA was performed in the final application phase and the fit indexes were determined to be acceptable. For the criterion validity, the correlations of the factors with the total points of the scale were calculated and a high level of meaningful correlation was observed between these values. Internal consistency and split half test values for the whole scale show that the scale is highly reliable. Based on these findings, it can be said that this scale is a valid and reliable measurement tool for university students to measure their satisfaction with foreign language lessons.
The Effect of e-Book Vocabulary Instruction on Spanish-English Speaking Children
Author: Wood, Carla
Date: 2018-08-00
Type: Journal Articles
Subjects: Books,Electronic Publishing,Vocabulary Development,Bilingual Students,Spanish,English,Kindergarten,Grade 1,English Language Learners,Morphology (Languages),Verbal Ability,Intelligence Tests,Vocabulary,Elementary School Students

Purpose: This study aimed to examine the effect of an intensive vocabulary intervention embedded in e-books on the vocabulary skills of young Spanish-English speaking English learners (ELs) from low-socioeconomic status backgrounds. Method: Children (N = 288) in kindergarten and 1st grade were randomly assigned to treatment and read-only conditions. All children received e-book readings approximately 3 times a week for 10-20 weeks using the same books. Children in the treatment condition received e-books supplemented with vocabulary instruction that included scaffolding through explanations in Spanish, repetition in English, checks for understanding, and highlighted morphology. Results: There was a main effect of the intervention on expressive labeling (g = 0.38) and vocabulary on the Peabody Picture Vocabulary Test--Fourth Edition (g = 0.14; Dunn &amp; Dunn, 2007), with no significant moderation effect of initial Peabody Picture Vocabulary Test score. There was no significant difference between conditions on children's expressive definitions. Conclusion: Findings substantiate the effectiveness of computer-implemented embedded vocabulary intervention for increasing ELs' vocabulary knowledge.
Age-Related Macular Degeneration and Reading Performance: Does Font Style Make a Difference?
Author: Hedlich, Christina
Date: 2018-00-00
Type: Journal Articles
Subjects: Older Adults,Visual Impairments,Reading Ability,Layout (Publications),Readability,Visual Acuity

The National Eye Institute (2015) reports that by the year 2050, the number of individuals with age-related macular degeneration (AMD) will rise from 2.07 million to 5.44 million. AMD causes central vision loss, which can affect independence in activities such as medication management, meal preparation, and personal finances (Smallfield, Clem &amp; Myers, 2013). Most of these activities require reading, making an inability to read a concern for those with AMD (Hassell, Lamoureaux, &amp; Keeffe, 2006). Font size and style of text may improve reading performance for individuals with low vision. Most recommendations addressing font styles are not evidence based. The aim of this mixed-methods study was to determine the preferred font style of individuals with AMD, and whether a sans-serif, proportionally-spaced font (Arial) or a serif, mono-spaced font (Courier New) improved reading performance for individuals with AMD.
Weekday Physical Activity and Health-Related Fitness of Youths with Visual Impairments and Those with Autism Spectrum Disorder and Visual Impairments
Author: Haegele, Justin A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Visual Impairments,Physical Activity Level,Physical Health,Physical Fitness,Blindness,Comorbidity,Children,Adolescents,Special Schools,Measures (Individuals),Muscular Strength,Life Style

Introduction: Youths with visual impairments (that is, those who are blind or have low vision), as well as those who are visually impaired and have autism spectrum disorder (hereafter, autism), tend to be physically inactive and have low health-related fitness. However, little is known about individuals with dual disabilities, such as those with autism and visual impairments. Thus, the aim of this study was to perform an initial exploration of physical activity and health-related fitness for these students in comparison to students with visual impairments alone. Methods: Twelve participants (six with visual impairments, six with autism and visual impairments) aged 8-16 years (M[subscript age] = 12.4) who came from a school for students with visual impairments were participants. Participants wore tri-axial accelerometers on their right hips for four consecutive weekdays, during waking hours, to measure weekday physical activity. Following that task, they completed four health-related fitness tests, including a half-mile walk or run to measure aerobic endurance, a push-up test to measure upper-body muscular endurance, a modified curl-up test to measure abdominal muscular endurance, and a sit-and-reach test to determine flexibility. Data were analyzed using descriptive statistics and independent sample t-tests to identify differences between groups. Results: On average, the participants accrued 650.17 ± 141.44 minutes of sedentary time, 129.80 ± 66.78 minutes of light physical activity, and 19.78 ± 3.35 minutes of moderate-to-vigorous physical activity per weekday. No participants met the 60-minute recommendations of daily moderate-to-vigorous physical activity. Participants with autism and visual impairments were significantly less physically active (p = 0.02) and less likely to pass fitness tests (p = 0.01) than were their peers with visual impairments alone. Discussion: This study provides the first empirical exploration of health-related variables for youths with autism and visual impairments. It is clear that developing and implementing interventions to help enhance physical activity and health-related fitness for those youths are needed. Implications for practitioners: Additional training and resources to understand the unique needs of these youths are essential in providing opportunities to participate in physical activities and enhancing health-related physical fitness.
Experiences of Young Adults with Deafblindness after High School
Author: McDonnall, Michele C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Young Adults,High School Graduates,Deaf Blind,Experience,Cognitive Ability,Outcomes of Education,Postsecondary Education,Employment Patterns

Literature and research on deafblind youths and young adults has historically been limited. Most existing publications focus on school-related issues, family issues, or communication for children and youths, and the literature related to post--high school outcomes is much more limited, with only three publications specific to this population. The purpose of the present study is to describe the experiences and outcomes of a nationally representative sample of young adults with deafblindness after completion of high school, taking into consideration their cognitive abilities. Evaluation of post-school experiences and outcomes can help educators better understand the needs of young adults with deafblindness, especially in light of the Workforce Innovation and Opportunity Act's (WIOA, 2014) emphasis on transition and competitive integrated employment.
Helping Students with Visual Impairments Know Themselves Better through the Life-Sized Eyeball Activity
Author: Bachofer, Cindy
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Impairments,Anatomy,Interpersonal Communication,Self Concept,Learning Activities,Lesson Plans,Instructional Materials,Prior Learning,Teaching Methods,Student Developed Materials

Having knowledge about typical eye anatomy can help students find words for explaining their impairment in their own way and for saying what it is like to feel different from one's sighted peers. Talking about one's visual impairment is an essential skill in personal and school or work settings (Guerette, Lewis, &amp; Mattingly, 2011; Sacks, 2006). It comes up on the playground, in the grocery store, or in the break room at work. Whether people are simply curious or rather insensitive, students will hear comments and questions about their eyes, and having a reply ready can put the person with a visual impairment in charge. Communicating accurate and appropriate information about one's eye is a part of both social skills and self-determination, areas of the expanded core curriculum. Joining in a series of lessons and giving practice time in role play and conversations about the eye help students with visual impairments respond with more confidence when they are confronted with questions (such as, &quot;What's wrong with your eye?&quot;) about their vision. A lesson plan for a life sized eyeball activity is provided.
Paper or Digital Text: Which Reading Medium Is Best for Students with Visual Impairments?
Author: McLaughlin, Ramona
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Instruction,Visual Impairments,Silent Reading,Oral Reading,Reading Rate,Reading Comprehension,Error Patterns,Printed Materials,Assistive Technology,Handheld Devices,Comparative Analysis,Instructional Effectiveness,Reading Fluency,Secondary School Students,Case Studies

Introduction: The purpose of this study was to evaluate the differences in silent and oral reading speed, reading comprehension, and reading errors in two formats, large print paper and the iPad2, for students with visual impairments (that is, those who are blind or have low vision). Methods: A single-subject alternating randomized treatment design was used with three participants. The intervention consisted of instruction on the use of an iPad. Data regarding reading speed, reading miscues, and comprehension were collected. Data were analyzed visually and descriptively. Results: All participants demonstrated a slightly higher reading speed, equal comprehension rates, and decreased error rates using the iPad2 compared to paper. Discussion: Results indicated that using an iPad for reading may have an effect on reading fluency and comprehension for students with low vision. Implications for practitioners: Students with low vision, particularly those with more severe vision loss, may benefit from the use of electronic tablets that allow one to adjust font size, style, color, and contrast. Users should be taught how to manipulate the visual display of text and be allowed time to adjust to an electronic medium.
Transfer of Learning in People Who Are Blind: Enhancement of Spatial-Cognitive Abilities through Drawing
Author: Likova, Lora T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Transfer of Training,Blindness,Spatial Ability,Cognitive Ability,Freehand Drawing,Cognitive Tests,Kinesthetic Methods,Memory,Outcomes of Education,Instructional Effectiveness,Rehabilitation

Introduction: This study assessed whether basic spatialcognitive abilities can be enhanced in people who are blind through transfer of learning from drawing training. Methods: Near-body spatial-cognitive performance was assessed through the Cognitive Test for the Blind (CTB), which assesses a wide range of basic spatial-cognitive skills. The CTB was administered to 21 participants who are blind in two behavioral testing sessions separated by five days. For participants in the &quot;trained&quot; group, these intervening days were occupied by the Cognitive-Kinesthetic Drawing Training method, during which participants learned how to draw freehand from memory. The &quot;control&quot; participants were not trained. Results: The results showed significantly increased overall CTB performance in the trained but not in the control group, indicating that the drawing training effectively enhanced spatial-cognitive abilities. A three- to six-month follow-up session with a subset of trained participantssuggested that these training-induced spatial-cognitive improvements might persist over time, at least for some tasks. Discussion: These findings demonstrate that learning to draw from memory without vision over just five sessions can lead to enhancement of basic spatial-cognitive abilities beyond the drawing task. This study is the first to examine the transfer of learning of cognitive ability in blind individuals. Implications for practitioners: This study sheds light on the Cognitive-Kinesthetic Drawing Training as an effective wide-range rehabilitation technique that could be used to enhance basic spatial-cognitive abilities in those who are blind.
The 1Touch Project: A Pilot Study of A Program to Teach Individuals Who Are Visually Impaired Self-Defense
Author: McCarthy, Tessa
Date: 2018-00-00
Type: Journal Articles
Subjects: Assistive Technology,Handheld Devices,Visual Impairments,Blindness,Physical Activities,Safety,Pilot Projects,Training,Skill Development,Mastery Learning,Outcomes of Education,Tactile Adaptation,Psychological Patterns

Introduction: This pilot study evaluated the percentage of skills participants in the 1Touch Project Coaching Certification Course mastered after intensive training, as well as the maintenance of these skills six months after the initial training session. In addition, the potential psychosocial benefits of the training were evaluated. Methods: In this posttest-only, pre-experimental study, participants with visual impairments (that is, those who are blind or have low vision) were trained in skills, and observers assessed the accuracy of participants on each of 76 skills. Participants completed surveys before and after training to indicate self-perceived psychosocial growth as a result of participating in the training. Results: On average, participants mastered 84.75% of the 76 steps involved in the key skills of the 1Touch program, with a range of mastery from 60.53% to 100.00%. When assessed six months after the initial training, the average level of skill mastery was 89.68%, with a range of 53.95% to 100.00%, indicating there was not a noteworthy decline in the skills that had been mastered just after training. The return rate on the surveys measuring psychosocial benefits was too low to allow accurate statistical analysis, but potentially promising trends were identified based on the increased average response from pretest to posttest. Discussion: These benefits were achieved after a brief training that could be conducted in virtually any geographic location with relatively few resources. Implications for practitioners: Providing accessible instruction in self-defense using a program like 1Touch may lead to both physical and psychological benefits.
Using the JAWS Screen Reader and the Focus Braille Display to Read Foreign Language Books Downloaded from the Bookshare Accessible Online Library
Author: Kapperman, Gaylen
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Impairments,Blindness,Braille,Assistive Technology,Instructional Materials,Second Language Instruction,Educational Technology,Computer Uses in Education,Electronic Publishing,Audio Equipment

Methods commonly used to enhance the language-learning experiences of students who are visually impaired (that is, those who are blind or have low vision), are not sufficient for foreign language learning. There are several challenges involved in the study of foreign languages by students who are visually impaired. One of the most pressing of these challenges is that teachers of students with visual impairments provide braille copies of all instructional materials in the foreign language. If the teacher is not familiar with the foreign language the student is studying, it becomes even more difficult to provide the required workbooks, textbooks, and other materials to be transcribed into the foreign language. Likewise, those teachers who are unfamiliar with the foreign language may not know how to pronounce the special accented letters when providing instruction to their students regarding the braille symbols used to represent these letters. The authors recommend a Windows-based computer equipped with one of the latest versions of Job Access with Speech (JAWS) and a Focus braille display. In the instructions provided, the authors assume that the computer user has sufficient knowledge to download books from Bookshare. If this is not the case, the authors recommend that detailed instructions be acquired from the Bookshare website (www.bookshare.org). JAWS comes &quot;out of the box&quot; from the manufacturer with preinstalled software that allows it to recognize eight different languages in addition to English when the cursor moves over content that has been &quot;tagged&quot; for the language in question. The steps that need to be taken to enable JAWS to recognize foreign languages in Bookshare books are also provided in detail. Using the steps outlined in this article, students who are visually impaired can have full access to published materials written in various foreign languages.
Factors Related to Students&apos; Drop out of a Distance Language Learning Programme
Author: Budiman, Rahmat
Date: 2018-00-00
Type: Journal Articles
Subjects: Distance Education,Second Language Learning,Second Language Instruction,Dropouts,Open Universities,Foreign Countries,English (Second Language),Writing Instruction,Tutors,Computer Mediated Communication,Longitudinal Studies,Student Attitudes,Teacher Attitudes,Computer Software,Expectation,Social Isolation,Language Skills,Family Work Relationship,Time Management,Teaching Methods

This paper presents a study that examined the reasons for dropping out of a distance language learning programme offered by an open university in Indonesia. A purposive sample of students who registered for online English writing courses at the university was used. To gain a better understanding of the issues, the study also sought information from online tutors. A longitudinal research design employing qualitative research method was used over four stages of data collection. Open-ended question surveys were adopted to gain an understanding of underlying reasons for persisting or discontinuing their studies. Semi-structured interviews were conducted at each stage to obtain deeper information from the students and the online tutors. The data was analysed with NVivo version 10. The findings of the open-ended question surveys and the interviews indicated that the major reasons that led the students to drop out were lack of basic skills in English, unmet expectations, feelings of isolation, and the inability to balance work, family, and study responsibilities. The study offers a theoretical framework to describe the factors related to student dropout from a distance language learning programme. This study also offers models of interaction, teaching and learning in distance language learning to minimise the dropout rate.
A Model of Cross-Disciplinary Communication for Collaborative Statisticians: Implications for Curriculum Design
Author: Samsa, Gregory P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Curriculum Design,Interdisciplinary Approach,Statistics,Biomedicine,Case Studies,Cooperation,Communication (Thought Transfer),Patients,Physicians,Medical Services,Cancer,Drug Therapy,Interpersonal Communication,Teaching Methods

The ability to bridge multiple disciplines is critical to the successful practice of collaborative statistics, yet the literature on statistical education devotes relatively little attention to how this skill can be taught. Our goal here is to describe a general conceptual framework within which a curriculum on communication and leadership could ultimately be organized. The primary research question pertains to whether an actionable model of cross-disciplinary communication for collaborative statisticians can be developed, and our task here is to describe such a model and also to illustrate its use. Within this model most communications either share or request information. For example, statisticians might provide information about statistics (e.g., specific statistical approaches, general statistical principles), comment on the clinician's understanding of statistics, share their understanding of clinical content, and request information (e.g., about clinical content, the design and execution of the study being discussed, etc.). Clinical investigators contribute an analogous set of components. In addition, a critical element to the interaction is the higher-level task of developing a mutually understood agreement about the work to be performed: in essence, proposing and negotiating such an agreement. The model is illustrated using a case study, and general qualitative feedback from investigators who performed the case study was obtained, commenting on both successful and unsuccessful interactions with statisticians. Implications for curriculum development are discussed.