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A study investigated the effect of properties of words and texts on the incidental learning of word meanings during normal reading. Subjects--352 students in third, fifth, and seventh grades--read either expository or narrative passages selected from grade-level textbooks, and after six days were tested on their knowledge of difficult words from the passages. Word properties investigated included length, morphological complexity, part of speech, conceptual difficulty, and the strength of contextual support for each word. Text properties included readability as measured by standard formulas, and several measures of density of difficult words. Results showed that, among the word properties, only conceptual difficulty was significantly related to learning from context. Among the text properties, learning from context was most strongly influenced by the proportion of unfamiliar words that were conceptually difficult, and by the average length of difficult words. (Author/HOD)

A study investigated the effect of properties of words and texts on the incidental learning of word meanings during normal reading. Subjects--352 students in third, fifth, and seventh grades--read either expository or narrative passages selected from grade-level textbooks, and after six days were tested on their knowledge of difficult words from the passages. Word properties investigated included length, morphological complexity, part of speech, conceptual difficulty, and the strength of contextual support for each word. Text properties included readability as measured by standard formulas, and several measures of density of difficult words. Results showed that, among the word properties, only conceptual difficulty was significantly related to learning from context. Among the text properties, learning from context was most strongly influenced by the proportion of unfamiliar words that were conceptually difficult, and by the average length of difficult words. (Author/HOD)

\"Take this Book of the Law, and put it beside the ark of the covenant of the LORD your God, that it may be there as a witness against you\" (Deuteronomy 31:26, NKJV).

\"Take this Book of the Law, and put it beside the ark of the covenant of the LORD your God, that it may be there as a witness against you\" (Deuteronomy 31:26, NKJV).

\"Take this Book of the Law, and put it beside the ark of the covenant of the LORD your God, that it may be there as a witness against you\" (Deuteronomy 31:26, NKJV).

\"Take this Book of the Law, and put it beside the ark of the covenant of the LORD your God, that it may be there as a witness against you\" (Deuteronomy 31:26, NKJV).

2020 2nd second quarter (April May June) topic: "How to Interpret Scripture" (Ken Hart's Sabbath School class in Loma Linda, California, which is based upon the adult Seventh-day Adventist Bible study lesson guide and is broadcast on LLBN as "A Look Ahead"). See http://sabbathschool.sabbathschooltv.com for links to more Sabbath School classes and their study materials.

"Text and Context; A Criticism on a Passage of Exposition in Dr. Briggs' "Messianic Prophecy"" is an article from The Old and New Testament Student, Volume 9 . View more articles from The Old and New Testament Student . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-3158038

"Text and Context; A Criticism on a Passage of Exposition in Dr. Briggs' "Messianic Prophecy"" is an article from The Old and New Testament Student, Volume 9 . View more articles from The Old and New Testament Student . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-3158038

"Text and Context; A Criticism on a Passage of Exposition in Dr. Briggs' "Messianic Prophecy"" is an article from The Old and New Testament Student, Volume 9 . View more articles from The Old and New Testament Student . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-3158038

"Text and Context; A Criticism on a Passage of Exposition in Dr. Briggs' "Messianic Prophecy"" is an article from The Old and New Testament Student, Volume 9 . View more articles from The Old and New Testament Student . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-3158038

"Text and Context; A Criticism on a Passage of Exposition in Dr. Briggs' "Messianic Prophecy"" is an article from The Old and New Testament Student, Volume 9 . View more articles from The Old and New Testament Student . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-3158038

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

7. Language, Text, and Context (May 16) Come & Reason Sabbath School, Collegedale, TN Seventh-day Adventist adult Bible study guide lessons, Quarter 2 of 2020 on "How to Interpret Scripture" For additional lessons and study materials visit: ComeAndReason.com

7. Language, Text, and Context (May 16) Come & Reason Sabbath School, Collegedale, TN Seventh-day Adventist adult Bible study guide lessons, Quarter 2 of 2020 on "How to Interpret Scripture" For additional lessons and study materials visit: ComeAndReason.com

7. Language, Text, and Context (May 16) Come & Reason Sabbath School, Collegedale, TN Seventh-day Adventist adult Bible study guide lessons, Quarter 2 of 2020 on "How to Interpret Scripture" For additional lessons and study materials visit: ComeAndReason.com

This is the pre-registration for our study, conducted as part of the Experimental Psychology course.

A language-centered social interactionist approach toward writing and written communication involve writing and reading as acts of negotiation. Effective writing, which enables writers and readers to construct and share understanding, is a process of interpersonal contextualization. An analysis of the working drafts and revision of the introductory section of one student writer's text demonstrates how key textual features function reflexively to establish and sustain the rational grounds of writing and reading as sense-making social practices. An important pedagogical implication of this framework for understanding writing is that writer-reader classroom interactions need to be intensively text-centered, a concern too often neglected in current process-oriented instructional design. Developing writers need to witness the on-line effectiveness (or ineffectiveness) of their texts as rational accounts of the working contexts that enable readers to make sense of their efforts. (Contains 17 references.) (RS)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 21 titles deal with a variety of topics, including the following: children's development of syntactic aspects of reading comprehension, the relative contributions of the individual and the text in the comprehension and retention of connected discourse, the relationship between semantic memory retrieval abilities and prose memory outcomes, the perception of shape and letter cues in reading, factors related to the amount of subvocalization exhibited during reading, a mathematical model of word recognition strategies, the effect of prose organization upon recall organization, the resolution of anaphora in written discourse, the relative efficiency of silent and oral reading performance, the effects of oral and written language patterns on comprehension among beginning readers, the context bound effects of picture-text amalgams, the influence of reading ability and mode of presented information on the perception of events, the structure of semantic memory for text, the influence of world knowledge and metacomprehension ability on children's comprehension of short narrative passages, and children's sensitivity to the relative importance of parts of prose. (GT)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 21 titles deal with a variety of topics, including the following: children's development of syntactic aspects of reading comprehension, the relative contributions of the individual and the text in the comprehension and retention of connected discourse, the relationship between semantic memory retrieval abilities and prose memory outcomes, the perception of shape and letter cues in reading, factors related to the amount of subvocalization exhibited during reading, a mathematical model of word recognition strategies, the effect of prose organization upon recall organization, the resolution of anaphora in written discourse, the relative efficiency of silent and oral reading performance, the effects of oral and written language patterns on comprehension among beginning readers, the context bound effects of picture-text amalgams, the influence of reading ability and mode of presented information on the perception of events, the structure of semantic memory for text, the influence of world knowledge and metacomprehension ability on children's comprehension of short narrative passages, and children's sensitivity to the relative importance of parts of prose. (GT)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 21 titles deal with a variety of topics, including the following: children's development of syntactic aspects of reading comprehension, the relative contributions of the individual and the text in the comprehension and retention of connected discourse, the relationship between semantic memory retrieval abilities and prose memory outcomes, the perception of shape and letter cues in reading, factors related to the amount of subvocalization exhibited during reading, a mathematical model of word recognition strategies, the effect of prose organization upon recall organization, the resolution of anaphora in written discourse, the relative efficiency of silent and oral reading performance, the effects of oral and written language patterns on comprehension among beginning readers, the context bound effects of picture-text amalgams, the influence of reading ability and mode of presented information on the perception of events, the structure of semantic memory for text, the influence of world knowledge and metacomprehension ability on children's comprehension of short narrative passages, and children's sensitivity to the relative importance of parts of prose. (GT)

xxv, 368 p. : 24 cm

xxv, 368 p. : 24 cm

xxv, 368 p. : 24 cm

xxv, 368 p. : 24 cm

xxv, 368 p. : 24 cm

xxv, 368 p. : 24 cm

xxv, 368 p. : 24 cm

xxv, 368 p. : 24 cm

xiv, 196 p. ; 23 cm

A study investigated the writing motivation of 145 third- and fifth-grade students. Because self-perceived competence and task value interact in important ways to influence an individual's motivation, these two constructs were used as the basis for measuring children's motivation to write. Students responded to the Motivation to Write Scale (MWS), a 2-part survey designed to tap students' self-perceived competence as writers and the value they place in writing. In addition, 80 students participated in an interview to discuss their writing experiences. Classroom observations were conducted to learn more about the typical writing activities of these students. A qualitative analysis revealed the important role of three factors in students' writing motivation: the teacher, the type of text students encounter, and the classroom context. (Contains 37 references and 4 tables of data. Appendixes present a classroom observation form, the Motivation to Write Scale, interview questions, teacher survey, data, and a scoring rubric.) (Author/RS)

Document indexation is an essential task achieved by archivists or automatic indexing tools. To retrieve relevant documents to a query, keywords describing this document have to be carefully chosen. Archivists have to find out the right topic of a document before starting to extract the keywords. For an archivist indexing specialized documents, experience plays an important role. But indexing documents on different topics is much harder. This article proposes an innovative method for an indexing support system. This system takes as input an ontology and a plain text document and provides as output contextualized keywords of the document. The method has been evaluated by exploiting Wikipedia's category links as a termino-ontological resources.

Spanish or English

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that measures trends in mathematics and science achievement at the 4th and 8th grades every 4 years. TIMSS is designed to align broadly with mathematics and science curricula in the participating education systems and, therefore, to reflect students' school-based learning. The United States has participated in every administration of TIMSS since its inception in 1995, and the study provides valuable information on how U.S. students compare to students around the world. As the 2019 TIMSS results show, the United States had higher average scores than most participating countries in both mathematics and science at both the 4th and 8th grades. However, in 2019, the United States had relatively large score gaps between the top- and bottom-performing students in both TIMSS subjects and grades. Looking at changes over time in mathematics at both grades 4 and 8, U.S. average scores have increased over the long term--with higher average scores in 2019 than in 1995--but show no significant changes between 2015 and 2019. The results in this web report present descriptive data on student achievement designed to provide useful information to a broad audience, including members of the general public. [The intended use of this PDF is to allow readers to easily print all report text; however, for optimal figure viewing, please view the web report. Cover title varies: "TIMSS 2019 U.S. Results." For the 2015 results, see "Highlights from TIMSS and TIMSS Advanced 2015: Mathematics and Science Achievement of U.S. Students in Grades 4 and 8 and in Advanced Courses at the End of High School in an International Context. NCES 2017-002" (ED570893).]

Suggestion: Have a Tanach handy before you listen to this show.Eve Harow gives some insights into the connections between the 9th and 15th days of Av. The former is a day of mourning national calamities and the latter is what was once celebrated as the 4th Biblical festival amid the yearly grape harvest. The symbol of the Sin of the Spies became a means to unity and love.Will swords eventually be turned into plowshares- transforming iron from doing harm to good a la the grapes?It's up to us. Is the life saving 'Iron Dome' a clue?

Suggestion: Have a Tanach handy before you listen to this show.Eve Harow gives some insights into the connections between the 9th and 15th days of Av. The former is a day of mourning national calamities and the latter is what was once celebrated as the 4th Biblical festival amid the yearly grape harvest. The symbol of the Sin of the Spies became a means to unity and love.Will swords eventually be turned into plowshares- transforming iron from doing harm to good a la the grapes?It's up to us. Is the life saving 'Iron Dome' a clue?

This paper discusses the notion that comprehension of language involves an active interpretative process entailing both a generating of expectations and a matching of expectations to the "incoming message." There are, however, two forms of discourse in which the relation of text to message differs from that holding in ordinary language. One of these is the language of propositions (or the essayist technique), which has been discussed by Olson; the other is the language of poetry. These two forms differ in their implied relation to speech. Olson stresses the gulf between speech and the language of propositions; poetry, on the other hand, might be regarded as the apotheosis of speech, retaining as part of its formal organization the device of rhythm, along with other ways of creating a patterned disposition of phonetic features that have no visual representation on the printed page. Still, the language of poetry is not that of speech; it requires the kind of attention to text that is not required in speech or in ordinary language. (AA)

This paper discusses the notion that comprehension of language involves an active interpretative process entailing both a generating of expectations and a matching of expectations to the "incoming message." There are, however, two forms of discourse in which the relation of text to message differs from that holding in ordinary language. One of these is the language of propositions (or the essayist technique), which has been discussed by Olson; the other is the language of poetry. These two forms differ in their implied relation to speech. Olson stresses the gulf between speech and the language of propositions; poetry, on the other hand, might be regarded as the apotheosis of speech, retaining as part of its formal organization the device of rhythm, along with other ways of creating a patterned disposition of phonetic features that have no visual representation on the printed page. Still, the language of poetry is not that of speech; it requires the kind of attention to text that is not required in speech or in ordinary language. (AA)

This paper discusses the notion that comprehension of language involves an active interpretative process entailing both a generating of expectations and a matching of expectations to the "incoming message." There are, however, two forms of discourse in which the relation of text to message differs from that holding in ordinary language. One of these is the language of propositions (or the essayist technique), which has been discussed by Olson; the other is the language of poetry. These two forms differ in their implied relation to speech. Olson stresses the gulf between speech and the language of propositions; poetry, on the other hand, might be regarded as the apotheosis of speech, retaining as part of its formal organization the device of rhythm, along with other ways of creating a patterned disposition of phonetic features that have no visual representation on the printed page. Still, the language of poetry is not that of speech; it requires the kind of attention to text that is not required in speech or in ordinary language. (AA)

This dissertation investigates the role of contextual information in the automated retrieval and display of full-text documents, using robust natural language processing algorithms to automatically detect structure in and assign topic labels to texts. Many long texts are comprised of complex topic and subtopic structure, a fact ignored by existing information access methods. I present two algorithms which detect such structure, and two visual display paradigms which use the results of these algorithms to show the interactions of multiple main topics, multiple subtopics, and the relations between main topics and subtopics. The first algorithm, called TextTiling, recognizes the subtopic structure of texts as dictated by their content. It uses domain-independent lexical frequency and distribution information to partition texts into multi-paragraph passages. The results are found to correspond well to reader judgments of major subtopic boundaries. The second algorithm assigns multiple main topic labels to each text, where the labels are chosen from pre-defined, intuitive category sets; the algorithm is trained on unlabeled text. A new iconic representation, called TileBars uses TextTiles to simultaneously and compactly display query term frequency, query term distribution and relative document length. This representation provides an informative alternative to ranking long texts according to their overall similarity to a query. TileBars display documents only in terms of words supplied in the user query. For a given retrieved text, if the query words do not correspond to its main topics, the user cannot discern in what context the query terms were used.

The purpose of this study is to investigate the views of prospective teachers of Turkish language and literature on the "text analysis methods" course. In this study, which used the qualitative research approach, the case study design was used. 13 teacher candidates who are enrolled in the Turkish language and literature teaching program at a university in Turkey make up the research's participant group. The researcher used the literature review and expert comments to build a semi-structured interview form to get the participants' opinions regarding the "text analysis methods" course. The data were examined using a content analysis method. The findings indicate that the "text analysis methods" course provides a significant learning opportunity that presents potential instructors with a range of viewpoints. The course is successful in developing students' abilities to comprehend, analyze, interpret, and think critically about literary works as evidenced by the participants' varied viewpoints of its objectives and content. Participants made a point of emphasizing how the course's material was taught using cutting-edge scientific methods. Additionally, it was claimed that using relevant and trustworthy sources helped pupils develop scientific thinking skills. The requirement for more time and space that promote in-depth learning and support the accomplishment of instructional objectives is evident from differences in opinion regarding lesson duration. To improve the effectiveness of the course and give students a deeper learning experience, pre-service teachers advise using technological resources, interactive learning techniques, and analytical approaches. These results demonstrate how the "text analysis methods" course presents a significant opportunity for teacher candidates to develop their expertise in using literary texts to accomplish a variety of learning objectives. In light of this, it was determined that the research can offer information for the advancement of Turkish language and literary education as well as program updates. [For the full proceedings, see ED656038.]

The purpose of this study is to investigate the views of prospective teachers of Turkish language and literature on the "text analysis methods" course. In this study, which used the qualitative research approach, the case study design was used. 13 teacher candidates who are enrolled in the Turkish language and literature teaching program at a university in Turkey make up the research's participant group. The researcher used the literature review and expert comments to build a semi-structured interview form to get the participants' opinions regarding the "text analysis methods" course. The data were examined using a content analysis method. The findings indicate that the "text analysis methods" course provides a significant learning opportunity that presents potential instructors with a range of viewpoints. The course is successful in developing students' abilities to comprehend, analyze, interpret, and think critically about literary works as evidenced by the participants' varied viewpoints of its objectives and content. Participants made a point of emphasizing how the course's material was taught using cutting-edge scientific methods. Additionally, it was claimed that using relevant and trustworthy sources helped pupils develop scientific thinking skills. The requirement for more time and space that promote in-depth learning and support the accomplishment of instructional objectives is evident from differences in opinion regarding lesson duration. To improve the effectiveness of the course and give students a deeper learning experience, pre-service teachers advise using technological resources, interactive learning techniques, and analytical approaches. These results demonstrate how the "text analysis methods" course presents a significant opportunity for teacher candidates to develop their expertise in using literary texts to accomplish a variety of learning objectives. In light of this, it was determined that the research can offer information for the advancement of Turkish language and literary education as well as program updates. [For the full proceedings, see ED656038.]

Reading Graphic Design History  uses a series of key texts from the history of print culture to address issues of class, race and gender. It encourages the reader to look at print advertising, illustration, posters, magazine art direction and typography aesthetically but also critically. David Raizmans innovative approach intentionally challenges the canon of graphic design history and various traditional understandings of graphic design that have privileged certain schools or movements. He re-examines icons of graphic design in light of their local contexts, avoiding generalisation to explore underlying attitudes about various social issues. He encourages new ways of reading graphic design that take into account a broader context for graphic design activity, rather than generalisations that discourage the understanding of difference and the means by which graphic design communicates cultural values.

Reading Graphic Design History  uses a series of key texts from the history of print culture to address issues of class, race and gender. It encourages the reader to look at print advertising, illustration, posters, magazine art direction and typography aesthetically but also critically. David Raizmans innovative approach intentionally challenges the canon of graphic design history and various traditional understandings of graphic design that have privileged certain schools or movements. He re-examines icons of graphic design in light of their local contexts, avoiding generalisation to explore underlying attitudes about various social issues. He encourages new ways of reading graphic design that take into account a broader context for graphic design activity, rather than generalisations that discourage the understanding of difference and the means by which graphic design communicates cultural values.

Reading Graphic Design History  uses a series of key texts from the history of print culture to address issues of class, race and gender. It encourages the reader to look at print advertising, illustration, posters, magazine art direction and typography aesthetically but also critically. David Raizmans innovative approach intentionally challenges the canon of graphic design history and various traditional understandings of graphic design that have privileged certain schools or movements. He re-examines icons of graphic design in light of their local contexts, avoiding generalisation to explore underlying attitudes about various social issues. He encourages new ways of reading graphic design that take into account a broader context for graphic design activity, rather than generalisations that discourage the understanding of difference and the means by which graphic design communicates cultural values.

Reading Graphic Design History  uses a series of key texts from the history of print culture to address issues of class, race and gender. It encourages the reader to look at print advertising, illustration, posters, magazine art direction and typography aesthetically but also critically. David Raizmans innovative approach intentionally challenges the canon of graphic design history and various traditional understandings of graphic design that have privileged certain schools or movements. He re-examines icons of graphic design in light of their local contexts, avoiding generalisation to explore underlying attitudes about various social issues. He encourages new ways of reading graphic design that take into account a broader context for graphic design activity, rather than generalisations that discourage the understanding of difference and the means by which graphic design communicates cultural values.