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Journal Cover Themes in Science and Technology Education
  [2 followers]  Follow
    
  This is an Open Access Journal Open Access journal
   ISSN (Print) 1792-8788 - ISSN (Online) 1792-8788
   Published by University of Ioannina Homepage  [1 journal]
  • Editorial: Language Disorders and ICT

    • Authors: Eleni Morfidi
      Pages: 1 - 3
      PubDate: 2015-11-25
      Issue No: Vol. 8, No. 1 (2015)
       
  • A whole new world: Technology and its impact on students who are deaf or
           hard-of-hearing

    • Authors: Kevin Miller
      Pages: 5 - 16
      PubDate: 2015-11-25
      Issue No: Vol. 8, No. 1 (2015)
       
  • Technologies for the study of speech: Review and an application

    • Authors: Elena Babatsouli
      Pages: 17 - 32
      Abstract: Technologies used for the study of speech are classified here into non-intrusive and intrusive. The paper informs on current non-intrusive technologies that are used for linguistic investigations of the speech signal, both phonological and phonetic. Providing a point of reference, the review covers existing technological advances in language research methodology for normal and disordered speech, cutting across boundaries of sub-fields: child vs. adult; first, second, or bilingual; standard or dialectal. The indispensability of such technologies for investigating linguistic aspects of speech is evident in an application that uses CLAN to manage and perform phonological and computational analysis of a bilingual child’s dense speech data, longitudinally over 17 months of phonological development in Greek/English. Backed by acoustic analysis using Praat, developmental results on the child’s labio-velar approximant in English are also given.
      PubDate: 2015-11-25
      Issue No: Vol. 8, No. 1 (2015)
       
  • Teaching compound words to a spelling-disabled child via Smart Notebook
           Technology: Α case study approach

    • Authors: Styliani N. Tsesmeli, Theologia Tsirozi
      Pages: 33 - 45
      Abstract: The case-study aims to examine the effectiveness of training of morphological structure on the spelling of compounds by a spelling-disabled primary school student. The experimental design of the intervention was based on the word-pair paradigm and included a pre-test, a training program and a post-test (n= 50 pairs). The Training Program aimed to offer systematic, targeted and step-by-step instruction of morphological decomposition of words to the student and delivered via the Smart Notebook educational software. The intervention had a substantial impact in enhancing the spelling of compounds by the individual. Especially, instructional gains were statistically significant, and generalized substantially to untrained but analogous words and pseudowords in terms of structure and common stems. These findings are particularly important for the development of alternative approaches to the educational interventions of individuals with spelling difficulties and developmental dyslexia, and are consistent with the experimental literature.
      PubDate: 2015-11-25
      Issue No: Vol. 8, No. 1 (2015)
       
  • Oral reading fluency and prosody: A preliminary analysis of the Greek
           language

    • Authors: Menelaos Sarris, Ioannis C. Dimakos
      Pages: 47 - 62
      Abstract: This article presents results from an initial investigation of Greek oral reading fluency and prosody. Although currently held perspectives consider reading the product of reading decoding and reading comprehension, there is enough evidence (both Greek and foreign) to suggest that other variables may affect reading, as well. Such variables include reading fluency and prosody. A small sample of 27 students from the 2nd and 5th grades of primary schools was examined using a variety of tests. All tests were computer-based. Data were collected and analyzed using Cognitive Workshop, a platform for presenting and recording of visually presented stimuli, and Praat, a specialized software for analyzing audio recordings and obtaining speech analysis measurements. Results suggested that differences in reading fluency might be attributed to automaticity acquired by students.
      PubDate: 2015-11-25
      Issue No: Vol. 8, No. 1 (2015)
       
  • Learners with Dyslexia: Exploring their experiences with different online
           reading affordances

    • Authors: Chwen Jen Chen, Melissa Wei Yin Keong, Chee Siong Teh, Kee Man Chuah
      Pages: 63 - 79
      Abstract: To date, empirically derived guidelines for designing accessible online learning environments for learners with dyslexia are still scarce. This study aims to explore the learning experience of learners with dyslexia when reading passages using different online reading affordances to derive some guidelines for dyslexia-friendly online text. The study employed a multiple-case qualitative approach and key themes were interpreted based on these learners’ perceived learning, engagement and satisfaction. The study concludes that the use of screen reader for online reading should be optional, adequate control of screen reader should be provided and screen reader is more beneficial when online text is written in a language that the learner is not proficient. Results from this study also provide empirical support of the appropriateness of some existing web accessibility guidelines.
      PubDate: 2015-11-25
      Issue No: Vol. 8, No. 1 (2015)
       
 
 
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