The primary goal was to expand our understanding of text reading fluency (efficiency or automaticity)-how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text reading fluency; (3) unique emergent literacy predictors (i.e., phonological awareness, orthographic awareness, morphological awareness, letter name knowledge, vocabulary) of text reading fluency vs. word reading fluency; and (4) unique language and cognitive predictors (e.g., vocabulary, grammatical knowledge, theory of mind) of text reading fluency vs. reading comprehension. These questions were addressed using longitudinal data (two timepoints; Mean age = 5;24 & 6;08) from Korean-speaking children (N = 143). Results showed that listening comprehension was related to text reading fluency at time 2, but not at time 1. At both times text reading fluency was related to reading comprehension, and reading comprehension was related to text reading fluency over and above word reading fluency and listening comprehension. Orthographic awareness was related to text reading fluency over and above other emergent literacy skills and word reading fluency. Vocabulary and grammatical knowledge were independently related to text reading fluency and reading comprehension whereas theory of mind was related to reading comprehension, but not text reading fluency. These results reveal developmental nature of relations and mechanism of text reading fluency in reading development.

/pdf/developmental-component-based-model-of-reading-fluency-an-22f6vie8qa.pdf

Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension.

Students’ willingness to participate in bilingual communication is greatly influenced by their positive emotions in the bilingual class. The automatic recognition of students’ emotional state in bilingual class can assist teachers to correctly master the laws of students’ emotional changes during the bilingual learning process as fast as possible. However, the speech emotion features extracted by existing speech emotion recognition models are not universal and not suitable for bilingual speech emotion recognition, and the accuracy needs to be improved. To cope with these issues, this paper aims to study the emotional responses of students in bilingual class based on emotional analysis and provide adjustment strategies for it. At first, the signals of students’ speech records in bilingual class were pre-processed, the one-dimensional features of the signals were converted into 2-dimensional speech spectrum features so as to attain more useful information to facilitate the emotional recognition of students’ speech records in the bilingual class. Then this paper combined the bi-linear Convolution Neural Network (CNN) with capsule network to construct a bilingual class student emotion recognition model, and experimental results verified the effectiveness of the constructed model.

An Analysis of Emotional Responses of Students in Bilingual Classes and Adjustment Strategies

Language is a vital feature of any human culture, but whether language gene polymorphisms have meaningful correlations with some cultural characteristics during the long-run evolution of human languages largely remains obscure (uninvestigated). This study would be an endeavor example to find evidences for the answer of above question. In this study, the collected basic data include 13 language genes and their randomly selected 111 single nucleotide polymorphisms (SNPs), SNP profiles, 29 culture/education parameters, and estimated cultural context values for 26 representative countries. In order to undertake principal component analysis (PCA) for correlation search, SNP genotypes, cultural context and all other culture/education parameters have to be quantitatively represented into numerical values. Based on the above conditions, this study obtained its preliminary results, the main points of which contain: (1) The 111 SNPs contain several clusters of correlational groups with positive and negative correlations with each other; (2) Low cultural context level significantly influences the correlational patterns among 111 SNPs in the principal component analysis diagram; and (3) Among 29 culture/education parameters, several basic characteristics of a language (the numbers of alphabet, vowel, consonant and dialect) demonstrate least correlations with 111 SNPs of 13 language genes.

/pdf/correlation-analysis-among-single-nucleotide-polymorphisms-3hr6tovmy7.pdf

Correlation analysis among single nucleotide polymorphisms in thirteen language genes and culture/education parameters from twenty-six countries

It is very important to keep investigations on the novel feature and law of cross-culture communication so as to consolidate the reasonability and necessity of cultural diversity around the world, thus decreasing the possibility of cultural conflict by intercultural communication and education. The upcoming big data era provides great chance for novel findings in many old questions in the field of social science. High/low cultural context (cuco) is a key concept in cross-culture area, and its formation mechanism remains obscure and waits for systematic renew. It is possible to obtain more findings if large-scale multi-layer data are employed in the study of cultural context formation mechanism. As a preliminary endeavor toward this direction, this study conducted correlation analysis on twenty-nine culture/education parameters and thirty-three geography/society parameters from twenty-six representative countries, and found several factors that positively or negatively correlate with cultural context. The strongest positive one is PDI (power distance). Interestingly, two basic linguistic factors, alph (alpha-bet of the country's main language) and cnso (consonants of the country's main language), have slightly positive correlation with cuco, while another linguistic factor, vowe (vowels of the country's main language), has a negative correlation with cultural context. The strongest negative correlation is InCo (individualism vs collectivism), suggesting that PDI and InCo may be two most relevant cultural factors that influence cultural context parameter. Meanwhile, ethnic diversity and high developmental level would bring positive and negative effects on cultural context value, respectively.

Correlation Analysis Between Cultural Context Level and Education/Culture/Geography/Society -Related Parameters in Twenty-six Countries.

Language/Cognition Gene Polymorphism Patterns Potentially Associated with Novel Teaching/Learning Technology Based on Brain-Computer Interface

In this paper, we describe the potential correlation between translation-writing error types and students' language gene single nucleic polymorphism (SNP) sites. One SNP site, SNP4, or Rs1852469, seems more closely associated with four types of translation-writing error types. The SNP information was decoded by DNA sequencing of the language gene FOXP2 extracted from participants' vein blood samples. Considering the sampling size is very small (21 students), the conclusion of this study is very preliminary, but the combination of classroom performance and personal gene information may lead to novel education technology derived from personal genome data in the future.

Novel Education Technology May Derive from Personal Genome Data: A Language Gene Polymorphism Site Potentially Associated with Translation-writing Errors in A Bilingual Classroom of Chinese Students

/pdf/correlation-analysis-between-english-chinese-translation-68es874xan.pdf

Correlation Analysis between English-Chinese Translation-Based Writing Error Types and Language Gene Polymorphisms for Chinese Graduate Students

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Novel Education Technology May Derive from Personal Genome Data: A Language Gene Polymorphism Site Potentially Associated with Translation-writing Errors in A Bilingual Classroom of Chinese Students

Correlation Analysis between English-Chinese Translation-Based Writing Error Types and Language Gene Polymorphisms for Chinese Graduate Students