Text readability is at the core of successful reading instruction and language learning. To counteract the challenges of complex reading content, text leveling is a vital necessity for readers with limited language access. A transdisciplinary analysis of reading development and linguistic interrelations builds the theoretical foundation of the base-1 method. This method focuses solely on structural and functional text elements on the word, sentence and cohesion level. But this book also discusses the significance of other prevalent readability factors, such as the reader ́s language knowledge or socio-cultural background. The base-1 method is designed to level early reading texts in German and other alphabetic languages. Experimental tests with a German immersion population has led to a preliminary calibration to demonstrate the validity of this approach. Bernd Nuss ist erfahrener Immersionslehrer in verschiedenen Programmen, die sich über Nord-, Zentral- und Südamerika erstrecken. An der E. E. Waddell Language Academy wirkt er schulintern als Immersion Facilitator, kooperiert mit Bildungsorganisationen und betreut die Praktika von Gaststudierenden an der Schule. Bernd Nuss has worked as an educator and facilitator in English and German language immersion programs all over the Americas and in Europe. In this capacity, he has also been collaborating as a researcher with universities and other educational institutions in Europe, Asia, and the USA.

Recommended by writing instructors and award-winning authors. Whereas Volume I of this series investigates the overall structure of children's picture storybooks at the macro level, this volume, Volume II, investigates the very building blocks of picture storybooks at the micro level: the word, the sentence, the scene and the story. We look at the importance of word choice for giving the story meaning and cohesion. We look at ways to change sentence structure to emphasize the information that is important, and to ensure that sentences flow easily from one to another. We look at the scene: how to begin it, how to end it, and how to create the Beats of action-reaction that make up the scene. And finally we look at the story: what types of problems must a character solve? When does a story introduce a problem? And once a problem is introduced, how do picture storybooks move from problem to solution? What types of solutions do characters find? Is there any part of a story that occurs after the solution is found? To answer these and other questions is to describe storytelling strategies. We look at enduringly popular children's picture storybooks to see what storytelling strategies they employ.

Should say and do as well as the expected responses from children. A useful reference book for any educator or administrator who needs to understand the latest approaches for teaching reading skills as well as the relationships among those various skills.

First published in 1984. The authors’ basic aim in this volume has been to set forth a certain perspective on psychological phenomena and to show how this perspective enables one to order and integrate data on symbolization and language behavior—data obtained by a variety of methods and garnered from domains that are too often treated in isolation from each other.

This publication covers papers presented at AIED2009, part of an ongoing series of biennial international conferences for top quality research in intelligent systems and cognitive science for educational computing applications. The conference provides opportunities for the cross-fertilization of techniques from many fields that make up this interdisciplinary research area, including: artificial intelligence, computer science, cognitive and learning sciences, education, educational technology, psychology, philosophy, sociology, anthropology, linguistics, and the many domain-specific areas for which AIED systems have been designed and evaluated. AIED2009 focuses on the theme "Building learning systems that care: from knowledge representation to affective modelling". The key research question is how to tackle the complex issues related to building learning systems that care, ranging from representing knowledge and context to modelling social, cognitive, metacognitive, and affective dimensions. This requires multidisciplinary research that links theory and technology from artificial intelligence, cognitive science, and computer science with theory and practice from education and the social sciences.

Idioms (Chengyu) are a type of traditional Chinese idiomatic expression, most of which consist of four characters. Chengyu were widely used in Classical Chinese and are still common in vernacular Chinese writing and in the spoken language today. Chinese idioms are important for IB Chinese and IB Mandarin ab initio for several reasons: Cultural understanding: Chinese idioms are deeply rooted in Chinese culture and history. Learning idioms helps students gain a better understanding of Chinese traditions, values, and ways of thinking. It allows students to appreciate the rich cultural heritage of China. 1 Language proficiency: Idioms are an essential part of the Chinese language and are widely used in both spoken and written forms. Learning idioms helps students improve their vocabulary, comprehension, and overall language proficiency. It also enhances their ability to express ideas creatively and effectively. 2 Reading comprehension: Chinese idioms often appear in Chinese literature, newspapers, and other texts. Familiarity with idioms enables students to comprehend and interpret written materials more accurately. It allows them to grasp the intended meanings, nuances, and figurative expressions in the texts they encounter. 3 Writing skills: Incorporating idioms into written compositions and essays showcases a student's ability to use the Chinese language fluently and expressively. It adds depth and sophistication to their writing, making it more engaging and persuasive. 4 Examinations and assessments: In the IB Chinese curriculum, idioms may be included in reading comprehension exercises, listening tasks, or essay prompts. Being familiar with idioms gives students an advantage in understanding and responding to these assessments effectively. Overall, learning Chinese idioms enhances students' language proficiency, cultural knowledge, and communication skills, all of which are crucial aspects of the IB Chinese curriculum.

Bilingual Sentence Processing

Explains how to write and deliver an effective speech, covering such aspects as humor, nervousness, subject research, memorable style, team presentations, international audiences, question and answer sessions, audiovisual tools, and copyright.

Based on an in-depth study of children’s language development theory, this book puts forward the original proposition that semantic perception is the human sixth sense. Presenting a detailed, complete, and scientific argumentation, it asserts that the innateness of semantic perception has a physiological basis and that language acquisition is based on semantic perception, and proposes the idea of a critical period of nurture and language growth. To this end, the book not only contrasts children’s language acquisition processes and the process of adult speech generation and comprehension, but also discusses the ability to read and write, describing this important stage of children’s language development and analyzing semantic perception. Focusing on education and psychology, it also discusses the use of semantic perception theory to instruct teaching and learning. This book is a valuable resource for teachers, researchers, practitioners and graduate students in the fields of educational technology, child development and language learning, as well as anyone interested in children’s language development.