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The Effects of Fluency-Based Instruction on the Identification of Component Reading Skills

Description: This study examined the effects of fluency-based instruction on the identification of six component-composite relations for early reading skills. Five participants (ages 5-8) who struggled with reading participated. A multiple probe design was used to assess the effects of frequency building on prerequisite skills on the emergence of composite reading skills. The results show that the prerequisite skills taught did not have an effect on the composite skill probes but did have an effect on the assessment scores. The data expand the research pertaining to Precision Teaching, fluency-based instruction, and component-composite relations. These data suggest that additional skills may be needed to be taught in order to effects on the composite skills. In addition, these authors identify the need for the identification of the component skills necessary to teach rapid autonomic naming.
Date: August 2016
Creator: Bandy, Darren
Partner: UNT Libraries

Boston Naming Test with Latencies (BNT-L)

Description: Although most people have experienced word-finding difficulty at one time or another, there are no clinical instruments able to reliably distinguish normal age-related effects from pathology in word-finding impairment. Two experiments were conducted to establish a modified version of the Boston Naming Test (BNT) that includes latency times, the Boston Naming Test of Latencies (BNT-L), in order to improve the instrument's sensitivity to mild to moderate word-finding impairment. Experiment 1: Latency times on the 60-item BNT (Goodglass et al., 2001) for 235 healthy adults' ages 18-89 years were collected on a representative sample. Qualitative features of the BNT items, statistical analyses, IRT, and demographic considerations of age, gender, education, vocabulary, race and culture, helped create a reduced BNT-L version with 15 of the most discriminating items. Statistically sound and sophisticated normative tables are provided that adjust for unseen covariates. Response latencies did not indicate earlier age-related decline in an optimally healthy sample. Experiment 2: Twenty-three patients referred for neuropsychological testing were administered the BNT-L. Patients referred for evaluation of mild cognitive impairment or possible dementia produced significantly different response BNT-L latencies from the healthy sample whereas patients referred for mild brain injury evaluation did not. Normal word-finding problems were discussed in terms of serial stage models of lexical access, as well as in terms of automatic and controlled cognitive processes in younger and older adults. Statistical process for creating a psychometric instrument using latencies is illustrated.
Date: May 2007
Creator: Budd, Margaret Anne
Partner: UNT Libraries

Exploring Naming Behavior in Personal Digital Image Collections: the Iconology and Language Games of Pinterest

Description: As non-institutional digital image collections expand into social media, independent non-professional image curators are emerging, actively constructing alternative naming conventions to suit their needs in a social collecting environment. This project considers how independent user-curators are developing particular sense-making behaviors as they actively contribute names to large, unstructured social image collections. In order to capture and explore this evolving language adaptation, Pinterest names are analyzed using a matrix composed of Panofsky’s three strata of subject matter, Rosch’s levels of categorical abstraction, Shatford Layne’s image attributes and Wittgenstein’s language game constructions. Analyzing Pinterest image names illuminates previously unnoticed behaviors by independent user-curators as they create shared collections. Exploring the various language choices which user-curators select as they apply this new curating vocabulary helps identify underlying user needs not apparent in traditionally curated collections restricted to traditional naming conventions.
Date: December 2014
Creator: Sutcliffe, Tami
Partner: UNT Libraries

Framing the DREAM Act: An Analysis of Congressional Speeches

Description: Initially proposed in 2001, the Development, Relief, and Education for Alien Minors Act (DREAM Act) continues to be relevant after nearly 20 years of debate. The year 2010 was significant because there seemed to be some possibility of passage. This study investigated the ways in which the DREAM Act discourse was framed that year by supporters and opponents. Selected Congressional speeches of three supporters and three opponents were analyzed using the approach to frame analysis developed by Schön and Rein. Accordingly, attention went to each individual's metacultural frame (i.e., culturally shared beliefs), policy frame (i.e., identification of problem and presentation of possible solution), and rhetorical frame (i.e., means of persuading the audience). Attention also went to the shared framing among supporters and the shared framing among opponents as well as differences in framing across the two groups. Although speakers varied in framing the issue, there were commonalities within groups and contrasts between groups. For supporters, the metacultural frame emphasized equity/equal opportunity, fairness, and rule of law; for opponents, the metacultural frame stressed rule of law, patriotism, and national security. For supporters, the policy frame underscored unfairness as the problem and the DREAM Act as the solution; for opponents, the policy frame emphasized the DREAM Act as the problem and defeating the DREAM Act as the solution. Rhetorical frames also differed, with the supporters making much use of testimonial examples and the opponents making much use of hyperbole. The study illustrates (1) how the same named values and beliefs can have dramatically different interpretations in metacultural framing, as were the case for rule of law and American dream in this discourse; (2) how the crux of an issue and its intractability can be seen by looking at how the problem is posed and how the solution is argued, and (3) how ...
Date: May 2018
Creator: Koo, Yilmin
Partner: UNT Libraries