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Incidental acquisition of vocabulary has been extensively studied by many researchers through various media, such as employing reading comprehension. However, there is a dearth of studies that focus on the contribution of listening to the incidental acquisition of vocabulary. The current study aims to fill this gap. This study explored the effect of watching on-screen content on the incidental acquisition of vocabulary through listening. Participants were 49 Indian learners of English as a second language. Based on the survey on their frequency of watching videos, movies, or songs in English, we categorized them into viewer types. The different viewer types are associated with varying frequencies of listening to English. The participants were asked to take a vocabulary test. A one-way ANOVA was performed to test if the vocabulary scores differed among the groups. The between-group analysis of variance yielded a statistically significant value F (1, 47) = 79.56, p = 0.000, indicating strong evidence against the null hypothesis. The findings suggest that listening significantly contributes to the learners' incidental vocabulary acquisition and that their test scores vary based on the time they devote to listening.

The relationship between working memory and speech has been a topic of intense research interest and investigation for many years. Memory studies have found that the active processing of working memory is required for language comprehension and speech production. Though there are studies that discuss the capacity of working memory, the processing of verbal stimuli into verbal memory remains unclear. Therefore, it is essential to understand the functioning of the working memory and how it processes verbal information. As working memory is intricately linked with communication, any deficits in working memory could cause communication disorders. Also, the disruption in the storage and retrieval of verbal memory could cause a disturbance in the speech pattern. To this point, this review elaborates on the active processing of working memory and its role in communication. Further, by studying the deficits in working memory that could cause cognitive-communication disorders such as apraxia of speech, dementia, and dysarthria, this article highlights the importance of verbal memory in speech.

Research regarding dysgraphia, an impairment in writing, is attaining more attention in recent times. The existing studies on dysgraphia draw insights from cognitive, behavioural, neurological, and genetic fields of knowledge. However, these multiple studies on dysgraphia fail to illustrate how these cognitive, behavioural, neurological, and genetic systems interact and intersect in dysgraphia. Therefore, the studies could not offer a comprehensive understanding of dysgraphia. In order to fill this gap, the review attempts to study dysgraphia using the notion of modularity by accommodating insights from cognitive, behavioural, neurological, and genetic aspects of dysgraphia. Such a profound understanding could facilitate an early diagnosis and holistic intervention towards dysgraphia.

Pleasure reading is an absolute choice to eradicate readicide, a systematic killing of the love for reading. This paper encompasses the different forms and consequences of readicide which will have negative impact not only on comprehension but also on the prior knowledge of a reader. Reading to score well on tests impedes the desire for reading but in fact it causes the fear of failure, and anxiety towards reading. In order to eradicate readicide, pleasure reading is suggested as a powerful tool because it has the potential to instill love for books by providing pleasant input. Interestingly, pleasure reading promotes both practical and linguistic knowledge and, in fact, it helps readers score high on tests and upholds a lifelong reading habit that will enable them to become literate and well-informed adults.

The paper claims that free reading is a crucial ingredient in acquiring a second or foreign language. It contributes to the development of all measures of language competence which include grammar, vocabulary, spelling, syntax, fluency and style. The review supports the claim that readers acquire language subconsciously when they receive comprehensible input in a low anxiety situation. Pleasure component in free reading will lower the anxiety level of learners in the learning environment. Despite the benefits of reading, curriculum designers include more grammar study into the curriculum. Moreover, the focus is more on learning forms rather than experiencing reading in ESL classes. In fact, free reading is a powerful tool for acquiring grammar and forms and, therefore, more reading could be included in ESL curriculum.

This study examines the impact of reading on vocabulary development with adult ESL students at the National Institute of Technology (Trichirappalli, India). The researcher analyzes the performance of the students who devoted their time to reading, and the students who learned consciously the meaning of words to develop their vocabulary knowledge. The results of the pre- and posttest confirm that readers were able to use the subconsciously acquired words in sentences, whereas the subjects who spent their time in learning dictionary meaning of words really could not use the learned words in sentences. (Contains 2 tables.)

Reading is a challenging task for reading disability for which they need comprehensive strategies like sensory and neurocognitive requirements. With this notion, the article aims to find, the appropriate pedagogies and clinical practices used for intervening the reading disability in Indian public schools. To examine, qualitative interviews were conducted with ten high school teachers and four special education teachers, who work in the Government schools in India especially in the state of Tamil Nadu. The interview focused the opinions of the teachers on reading disability, facilities and pedagogies provided to the reading disability and from the interview, the study has derived the results in three main themes as, teachers' views on reading disabilities, inadequate teaching strategies for reading disabilities, special education to the reading disabilities. In the discussion section, the article attempts to resolve the issues raised in the interview by introducing an exclusive approach to intervene reading disability. The article incorporates the principles of the Occupational Participation and Adaptation to Reading Intervention approach (OPARI) to intervene the reading disability and attempts to find a solution to the issues. In addition, the article attempts to justify the neuroscience behind the OPARI by highlighting the dopamine activation in the brain while adapting reading. In the conclusion section, the article emphasizes therapeutic associative teaching and the need to implement OPARI in Indian classrooms. [ABSTRACT FROM AUTHOR]

Dyslexia is a specific learning disorder characterized by difficulties in reading, writing, and spelling due to compromised phonological processing skills. Treatment of dyslexia solely with medical support is farfetched. However, it can be surmounted by the combination of special education interventions and supportive psychosocial care. Suitable approaches coupled with beneficial learning strategies enable dyslexic learners with consummate linguistic achievement. Although dyslexia research offers an increased understanding from a biological standpoint, the knowledge gap on the educational front is unfortunately persistent. To this end, this paper revisits the teaching-learning aspects of dyslexia. Teaching principles and approaches, strategies to support learning, and personalized educational plans are discussed in detail. Acknowledging the difficulty, familiarizing with the approaches, and attaining successful outcomes via essential practices emphasize the inclusiveness of dyslexic learners in the curriculum. We contend that the educational insights into dyslexia will provide informed teaching and learning solutions. [ABSTRACT FROM AUTHOR]

Studies have shown the potentials of reading on the development of language. Especially, the literature on second language reading is replete with evidence that unearths the incidental acquisition of vocabulary through reading. Free and pleasurable reading, which has a marked effect on the frequency of reading, contributes significantly to the incidental acquisition of vocabulary. However, only a few studies have explored the interconnection among vocabulary acquisition, free and/or pleasure reading, and the reading frequency. To this end, this study manifests the incidental acquisition of vocabulary through reading and foregrounds the importance of free reading, reading pleasure, and reading frequency for vocabulary development. By confirming the strong correlation between reading frequency and the vocabulary test scores of the participants we attest that the reading frequency is significantly associated with free and/or pleasure reading (in our case, liking towards self-selected reading). We also theoretically contextualize and support the argument of incidental vocabulary learning through reading from a biological perspective. Given that the acquisition of any language subskill is enabled by the amalgamation of nature and environment, insights into the biological system of reading implicates a better understanding of the incidental acquisition of vocabulary through reading. [ABSTRACT FROM AUTHOR]

The study compares the performance of avid and moderate readers of first year Civil Engineering of National Institute of Technology, India, on a test that tests reading, grammar, vocabulary and writing competence. The results of the study confirm that avid readers performed better than moderate readers and the difference between the groups is statistically significant with an effect size of d=1.36. It is found that those who read more acquire more language and readers use the acquired language on standardized tests and in actual performance. In addition, reading results in the incidental acquisition of vocabulary, grammar, and writing skills and there is a strong relationship between the amount of reading and the language competence of readers. [ABSTRACT FROM AUTHOR]

Research within the realm of second language acquisition has demonstrated the salience of reading for learning incidental vocabulary. Although many studies have investigated the incidental acquisition of vocabulary through reading, only a few studies have explored the extent to which vocabulary learning is dependent on the pleasure and frequency of extensive reading. In an attempt to fill this gap, this study reports the association between vocabulary competence and free reading, reading pleasure, and reading frequency of 239 Indian ESL learners. We administered a questionnaire to measure the said components of reading. We employed the locally modified Oxford b1 online vocabulary proficiency test to measure the vocabulary competence of learners. The findings indicated that reading frequency and reading pleasure significantly affected the vocabulary scores. There was no direct effect when the participants were merely involved in reading their own choice. We observed that free reading contributed significantly to reading pleasure and reading frequency and thereby to the participants' vocabulary test scores. [ABSTRACT FROM AUTHOR]

This study examines the impact of reading on vocabulary development with adult ESL students at the National Institute of Technology (Trichirappalli, India). The researcher analyzes the performance of the students who devoted their time to reading, and the students who learned consciously the meaning of words to develop their vocabulary knowledge. The results of the pre- and posttest confirm that readers were able to use the subconsciously acquired words in sentences, whereas the subjects who spent their time in learning dictionary meaning of words really could not use the learned words in sentences. [ABSTRACT FROM AUTHOR]

Free reading is a powerful tool that provides input in a low-anxiety situation. Free reading is consistent with the Comprehension Hypothesis that learners acquire language when they focus on the meaning of the text they read. A brief review of studies on free reading reveals that reading has greater gains in all measures of language competence, with a strong impact on writing style, vocabulary, grammar and reading fluency. [ABSTRACT FROM AUTHOR]

This study is carried out to investigate to what extent second language performers appeal to consciously learned grammatical rules while doing grammar exercises. The participants had considerable exposure to rules of grammar and clearly had analytical intelligence to remember complex rules. The data, collected through a grammar test and a questionnaire, revealed that the subjects did not take conscious efforts to use rules. Instead, they used the subconsciously acquired grammatical competence. [ABSTRACT FROM AUTHOR]

The paper examines the learning experience of adult ESL students in an input rich digital multimedia language laboratory and their attitude towards the application of multimedia in language learning. Responses of the students to the research questions on a questionnaire and the data collected through discussions reveal that the use of multimedia resources has given a pleasurable learning experience. It has also helped them to get exposure to comprehensible input. [ABSTRACT FROM AUTHOR]

This paper examines the learning experience of students in ESL classrooms in India. In ESL classrooms, students are trained to use the rote-learned material as chunks to meet the requirement of examinations. This practice of learning an L2 will not allow them to critically think and present their thoughts in English. Consequently, they find it difficult to speak and write on their own. If they are given enough input inside and outside classrooms, they can develop fluency in the target language. The study reveals that they listen to L1 most of the time in classrooms and they are not given enough input in L2. Therefore, it is suggested that a new methodology, which gives input in L2 and which encourages students to generate ideas, is essential to replace the existing method of drilling them to memorize dictated notes. [ABSTRACT FROM AUTHOR]

There is a growing interest in understanding dyslexia and the mechanisms involved in reading difficulties. Inquiries into the morphological and physiological changes of the brain have contributed to our increased understanding of reading ability and dyslexia. Similarly, inquiries into brain chemistry and reading provide a neurometabolic framework of dyslexia in terms of poor reading and phonological measures. Also, studies of the genetic etiology of reading yield substantial evidence of genes and SNPs associated with dyslexia. However, little is known about the interface between these distinct areas of knowledge. Therefore, we offer an exhaustive perspective on dyslexia using the idea of modularity by assimilating the findings and implications from the brain morphological, neurophysiological, neurochemical, genetic, and educational insights into dyslexia. We contend that this endeavor will provide a beneficial foundation for aiming at the possibilities of a holistic intervention and informed solutions for reading difficulties., Competing Interests: Declaration of competing interest The authors declare that there is no conflict of interest., (Copyright © 2021. Published by Elsevier B.V.)