Learning to read musical notation

1893 ◽  
Author(s):  
Charles H. Greene
Keyword(s):  
Learning To Read ◽  
Musical Notation

Addressing African American English in Early Literacy Assessment and Instruction

2008 ◽  
Vol 15 (2) ◽  
pp. 54-61 ◽  
Author(s):  
Nicole Patton Terry
Keyword(s):  
African American ◽  
Early Literacy ◽  
American English ◽  
Critical Role ◽  
Literacy Skills ◽  
African American English ◽  
Literacy Assessment ◽  
Learning To Read ◽  
Speech Language Pathologist ◽  
Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

Functional and structural neural plasticity effects of literacy acquisition in adulthood

2019 ◽  
Vol 30 (2) ◽  
pp. 97-107
Author(s):  
Melanie Boltzmann ◽  
Thomas Münte ◽  
Bahram Mohammadi ◽  
Jascha Rüsseler
Keyword(s):  
Neural Plasticity ◽  
Adult Literacy ◽  
Writing Skills ◽  
Literacy Skills ◽  
Written Language ◽  
Learning To Read ◽  
Workplace Literacy ◽  
Functional Illiteracy ◽  
Brain Changes ◽  
Definition Of

Abstract. In Germany, 7.5 Million individuals between 18 and 64 years are considered to be functionally illiterate (Grotlüschen & Riekmann, 2012). Functional illiterates have only rudimentary literacy skills despite attending school for several years. Although they can use written language to a very limited extent, only few functional illiterates attend literacy courses for adults. In addition, most adult literacy courses primarily aim at promoting basic reading and writing skills. Offers specific to workplace literacy are scarce. This review gives an overview of the definition of functional illiteracy. Afterwards, a specific literacy program (AlphaPlus) and its effectiveness will be presented. The reviewed studies indicate that learning to read in adulthood is associated with structural and functional brain changes.

The double-deficit hypothesis and difficulties in learning to read a regular orthography.

2000 ◽  
Vol 92 (4) ◽  
pp. 668-680 ◽  
Author(s):  
Heinz Wimmer ◽  
Heinz Mayringer ◽  
Karin Landerl
Keyword(s):  
Learning To Read ◽  
Double Deficit Hypothesis ◽  
Double Deficit

Learning to Read and Enjoying the Process-A Guide for Parents and Teachers

PsycCRITIQUES ◽  
2016 ◽  
Vol 61 (10) ◽  
Author(s):  
Cynthia C. Siebel
Keyword(s):  
Learning To Read

Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf and Hard of Hearing

2018 ◽  
Author(s):  
Evelien van Wingerden ◽  
Arjan van Tilborg ◽  
Hans van Balkom
Keyword(s):  
Intellectual Disabilities ◽  
Hard Of Hearing ◽  
Literacy Education ◽  
Hearing Impairments ◽  
Key Factors ◽  
Learning To Read ◽  
Written Text ◽  
Cognitive Constraints ◽  
Developmental Domains ◽  
The Way

Learning to read is challenging for children who have hearing impairments and concurrent intellectual disabilities because they face barriers due to both conditions. In many developmental domains, including executive functioning and language development, auditory and intellectual disabilities mutually influence each other; a deficit in one domain hinders coping mechanisms to compensate for distortions in the other. The resulting impact is more than the sum of the parts. It affects the way students learn to read and the way they process written text in many ways. Little is known about the key factors in literacy development for children with both hearing impairments and intellectual disabilities. This chapter integrates recent findings on reading development in children with both of these conditions to define a research base for two exploratory studies on literacy attainment in these learners. Recommendations for literacy education are based on these studies.

Musical Notation as the Externalization of Imagined, Complex Sound

2019 ◽  
pp. 190-218
Author(s):  
Henrik Sinding-Larsen
Keyword(s):  
Complex System ◽  
Computer Programming ◽  
Roman Catholic ◽  
Complex Sound ◽  
Musical Notation ◽  
History Of ◽  
Visual Description ◽  
The Way

Henrik Sinding-Larsen analyzes how new tools for the visual description of sound revolutionized the way music was conceived, performed, and disseminated. Early on, the ancient Greeks had described pitches and intervals in mathematically precise ways. However, their complex system had few consequences until it was combined with the practical minds of Roman Catholic choirmasters around 1000 ce. Now, melodies became depicted as note-heads on lines with precise pitch meanings and with note names based on octaves. This graphical and conceptual externalization of patterns in sound paved the way for a polyphonic complexity unimaginable in a purely oral/aural tradition. However, this higher complexity also entailed strictly standardized/homogenized scales and less room for improvisation in much of notation-based music. Through the concept of externalization, lessons from the history of musical notation are generalized to other tools of description, and Sinding-Larsen ends with a reflection on what future practices might become imaginable and unimaginable as a result of computer programming.

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