This study uses the genre analysis methodology used in the English for Specific Purposes (ESP) school, relying mostly on Bhatia’s (1993, 2004) and Swales (1990) models of genre analysis. Two hundred letters of appeal written by postgraduate students whose native language was other than English in a public university in Malaysia were included in the study. The sample included letters written by a variety of students from different language backgrounds. The criterion for selecting the corpus was the communicative purpose (Askehave and Swales, 2001) of the letters: stating a request. The study analyzed the genre of the letters of appeal to identify the structural or rhetorical moves that existed in the genre.
The vestibular system is important for the development of normal movement reactions, motion tolerance, and motor control for postural alignment, balance, and vision. A vestibular system that is damaged by disease or injury in childhood can have a major impact on a child's development. In addition, the emergence of vestibular lesions may also lead to cognitive deficits, including attention deficit. Despite the advances in testing and documentation of vestibular deficits in children, the vestibular problems continue to be an overlooked entity. Many children do not receive treatment that could significantly improve function and address the developmental delays caused by vestibular disorders. Vestibular rehabilitation therapy (VRT) has been defined as an effective modality for most individuals with disorders of the vestibular or central balance system disorders. The basis for the success of VRT is the use of existing neural mechanisms in the human brain for adaptation, plasticity, and compensation. The vestibular system cannot be considered as a separate entity ignoring other balance subsystems. Hence, a modified VRT program, named pediatric balance therapy with special modifications in exercises, was developed for children with vestibular disorders, in accordance to the whole balance system.
The aim of this study is to compare the Persian version of the two tests, to determine the correlation among their scales and to evaluate the probable concurrent validity of these tests in patients with learning disorders. Methods: 162 children with learning disorder who were presented at Atieh Comprehensive Psychiatry Center were selected in a consecutive non-randomized order. All of the patients were assessed based on WISC-IV and CAS scores questionnaires. Pearson correlation coefficient was used to analyze the correlation among the data and to assess the concurrent validity of the two tests. Linear regression was used for statistical modeling. The type one error was considered 5% in maximum. Results: There was a strong correlation between total score of WISC-IV test and total score of CAS test in the patients (r = 0.75, P < 0.001). The correlations among the other scales were mostly high and all of them were statistically significant (P < 0.001). A linear regression model was obtained (α = 0.51, β= 0.81 and P < 0.001). Conclusion: There is an acceptable correlation between the WISC-IV scales and CAS test in children with learning disorders. A concurrent validity is established between the two tests and their scales.
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