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Annotated Bibliography of Reading and Writing

Bandini, Carmen Silvia Motta, et al. “Emergence of Reading and Writing in Illiterate Adults after Matching-to-Sample Tasks.” Paideia, vol. 24, no. 57, 2014, pp. 75–84, doi:10.1590/1982-43272457201410.

The author tries to show that by literacy, we will understand not so much a certain degree of technical skill, but also a certain degree of understanding of what has been read, written, and said. We have in mind a lively, vital understanding of the text and literary speech. Of course, a certain degree of technical skill is a necessary condition for such an understanding. You cannot imagine a person reading in the warehouse, with stops on every word, with incorrect accents and at the same time understanding what he reads, (already one-stop often will destroy understanding). However, apart from this preliminary condition, we need another, additional-appropriate level of understanding, so that what we will call literacy is formed here. Finally, it is necessary to agree on the basic psychophysiological and methodological prerequisites on which the private methods of developing the literacy skills proposed in this article will be based. There are two prerequisites for these.

The basis of literacy is the ability to dismember speech ideas, which includes the dismemberment of speech and the words, and the grammatical parts of words, syllables, and sounds (the first two, of course, with the corresponding breakdown into the values). Since both oral and written speech is meant, this division embraces both articulator-auditory, visual, and motor-like representations of the language, and the establishment of certain relations between all these groups of representations. Ask an illiterate inhabitant of a deaf forest village, whether there is a sound in his tongue, whether there is a word in it and whether there is even a word in it for a table that is kind, he will not understand you.

Yu, Deyue, et al. “Effect of Letter Spacing on Visual Span and Reading Speed.” Journal of Vision, vol. 7, no. 2, 2007, p. 2, doi:10.1167/7.2.2.

The first absolutely necessary condition is that before each student lay the text. Since the main goal is the development of letter vigilance, it is clear that when one reads and everyone only listens (the case is very frequent in practice), only the reader who reads benefits. So, one reads everyone watches. The reader reads slowly, loudly, and clearly. The teacher must always demand this. If the reader is able to read only by warehouses, the teacher requires that he put it mentally, and aloud give only ready-made words (official words, such as prepositions, unions, etc., are pronounced together with the next word). In the first reading, therefore, there may be long pauses after each word, but there is nothing to be confused about. With the variegation of the composition of schools of semi-literate people, it may be true that some are able to read quickly and these pauses will be boring. However, it helps those who read in the warehouse, and the readers read quickly almost always, in fact, equally badly. Namely, the latter are usually read in a rough, indistinct, indistinct manner, with a pass or with a distortion of the endings, without due stops, etc. Consequently, such nimble readers, who are proud of their reading, are always easy to stop and show that they will only benefit from the slow reading of their comrades.

However, the reader made a mistake. The teacher never corrects her: he demands that the reader himself correct himself, and take a closer look. The smaller the error is (the teacher should be careful to pick up the point at this point), the better it will be to find it. However, let us say that the reader does not find it anyway. The comrades following the text act on the stage. For the whole class, there is always the right correction. The teacher corrects only in the event that none of the pupils can correct it, but in this case, the general search for the error has brought its own benefit. On the most difficult and long words, it is useful to make special exercises immediately.

Cui, Weiwei, et al. “Textflow: Towards Better Understanding of Evolving Topics in Text.” IEEE Transactions on Visualization and Computer Graphics, vol. 17, no. 12, 2011, pp. 2412–21, doi:10.1109/TVCG.2011.239.

In this article, the author shows a completely clear understanding of the text requires not only an understanding of the meaning of each individual word but also the correlation of all words among themselves. The author takes the first newspaper message that came to the author’s attention: The conference of leaders of Yugoslav opposition parties appealed to the government requesting an explanation of the reasons why Czechoslovakia was not involved in the latest foreign policy talks. With a weak degree of verbal development, only this way it can be reflected in the pupil’s mind. However, the text says something else. The text says that the request itself requires. There is a triple difficulty for the student: both the metaphorical nature of the expression itself, the adjective after the noun, and the pause between the adjective and the noun, which is completely uncharacteristic of the student’s living language and struggles with all his might to bring the two words together. The question is: can the student be left with such a general understanding of the real side of the thought without understanding its verbal shell? In the author’s opinion, it is impossible. Not to mention the fact that spelling inexorably requires analysis here (otherwise they will write requiring and even requiring such vague understanding leads to confusion in the student’s own literary speech. It is this that creates the confusing semi-intelligentsia jargon, examples of which were cited above. What are the means to find out the relationship between words? There are two. The first is the breakdown of words into pairs. A particular type of this kind of work is also questions (for example, the question: With what request did the conference address the government? -if the full answer is required by the words of the text), which, when they are not accepted and given for grammar, can bring their share of the benefit.

Sezgin, TM, and R. Davis. “Sketch Based Interfaces: Early Processing for Sketch.” ACM SIGGRAPH 2006 Courses, 2006, p. 22, doi:10.1145/1185657.1185783.

In this article, first of all, the question arose by the author is about the role of grammatical observations. For all their confidence that they are necessary for full mastering of spelling, the author thinks that the school of the illiterate can and should do without them. She has no time to study grammar. All the information relating to this should be obtained for exercises of a pre – grammatical type (similar to how the author breaks up the words into pairs in a pre-syntactic manner). Virtually all the points of the spelling program in schools for the illiterate (punctuation marks, word wrapping, service words, unstressed vowels, voiced and voiceless consonants) are easily carried out this way (provided, of course, to exclude unstressed vowels in the endings of words that, on the contrary, require a complete grammatical drill). Punctuation marks are sufficiently served by the into the national method, for which the author is compelled to refer the reader to books. True, there remains the danger that the students will put many extra commas (for every the national division of a simple sentence – between the subject and the predicate, between the predicate and the complement, etc.).

However, this can be helped by the general rule that the links established between the words of the same phrase when broken down into “pairs” (see above) do not break the comma. The only inconvenience is that this rule will not allow you to put commas in the so-called separate groups. However, it does not matter if these commas do not exist (compare their absence in French punctuation). Wrapping words is sufficiently served by the skill of dividing words into syllables (such hyphenation, as for cutting, it is possible for a given level of literacy to admit). Separate writing prepositions and merged – consoles is entirely served by the method of insertion. Finally, unstressed vowels of the root and voiced and deaf consonants are served by the old rule about changing the word without any involvement in grammar. Of course, one should not imagine that everything else in the works would be one complete mistake. After all, there is still a grammatical flair and there are visual and motor skills. The author turns to them.

Erb, Julia, et al. “Auditory Skills and Brain Morphology Predict Individual Differences in Adaptation to Degraded Speech.” Neuropsychologia, vol. 50, no. 9, 2012, pp. 2154–64, doi:10.1016/j.neuropsychologia.2012.05.013.

In the basis here author put the collective development of that ideal text, the correspondence of which is the basis for creating spelling skills. It is understood that this work is closely connected with the work on the interpretation of the printed text. This is either a plan, a synopsis, a retelling, a summary, or abstracts compiled from the reading. The point here is the same in the logical fidelity of the transmission, as in the chasing of the word. Of course, the teacher, in order to lead this work, should each time prepare for it (compiling an approximate text for himself). With a demanding attitude to the word and with the necessary conciseness of all formulations, this work is not easy, equal in intensity to the work of the legislator. The class turns into a workshop in which people are tossed. Every unsuccessful blow with a hammer should be immediately corrected and the failure itself is explained.

The general nature of the work is so clear that it cannot be spread about it. It is only necessary to warn the teacher from work of a different type, from the so-called oral composition, which, with the craving for free creativity and fear of spelling errors in a written composition, is advanced by some methodologists. What can an oral composition give at this stage of the student’s development? Prepare this essay, compose in advance, think over some individual expressions and memorize them, as they do, say, a lawyer or politician, preparing for a performance, he cannot yet. In addition, not every so-called educated person can do this (it is not for nothing that we prefer to read the reports on what was written). In addition, if he writes impromptu, he will only flood his teacher and his comrades with his usual stream, at every step, on every word of erroneous speech, and there will be no work on the speech here. At best, there will be the acquisition of a well-known verbal chatter, overcoming natural shyness. However, with respect to many speakers of this type, it is true that one may prefer that they remain shy for the rest of their lives.

Works Cited

Bandini, Carmen Silvia Motta, et al. “Emergence of Reading and Writing in Illiterate Adults after Matching-to-Sample Tasks.” Paideia, vol. 24, no. 57, 2014, pp. 75–84, doi:10.1590/1982-43272457201410.

Cui, Weiwei, et al. “Textflow: Towards Better Understanding of Evolving Topics in Text.” IEEE Transactions on Visualization and Computer Graphics, vol. 17, no. 12, 2011, pp. 2412–21, doi:10.1109/TVCG.2011.239.

Erb, Julia, et al. “Auditory Skills and Brain Morphology Predict Individual Differences in Adaptation to Degraded Speech.” Neuropsychologia, vol. 50, no. 9, 2012, pp. 2154–64, doi:10.1016/j.neuropsychologia.2012.05.013.

Sezgin, TM, and R. Davis. “Sketch Based Interfaces: Early Processing for Sketch.” ACM SIGGRAPH 2006 Courses, 2006, p. 22, doi:10.1145/1185657.1185783.

Yu, Deyue, et al. “Effect of Letter Spacing on Visual Span and Reading Speed.” Journal of Vision, vol. 7, no. 2, 2007, p. 2, doi:10.1167/7.2.2.

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