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A C program that removes vowels from text

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****This needs to be in "C"****

Write a function isvowel() that test whether or not charachter is a vowel. Use your function in a program that reads the standard input file and writes to the standard output file, deleting all vowels. Use redirection on a file containing some English text to test your program.

****This needs to be in "C"****

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There are two parts to this problem. First we will write the function to test to see if a given character is a vowel or not. Then we'll put that function into a program that we can use to test it.

The function will be called "isvowel". It is supposed to check to see if a given character is a vowel or not. This means that the function requires one input, the character, and one output which is the result of the check to see if the character is a vowel or not. We will use the "if" statement to check to see if the character is a vowel. We also need to be concerned with both ...

Solution Summary

In this solution I demonstrate how to write a C program that removes all vowels from text. The text is read from standard input and printed to standard output.

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Identify and implement the role of fluency in reading and comprehension.

Identify and implement the role of fluency in reading and comprehension. Please see attachments.

The primary purpose of reading is to gain meaning from connected text. Important for this purpose is that recognition of text becomes a fluent process. Fluency is considered to be composed of three components: accuracy, automaticity, and prosody (Kuhn & Stahl, 2003; National Reading Panel, 2000). Accuracy entails the correct identification of a word. Automaticity is the immediate recognition of words that bypass the decoding process. Finally, prosody is the ability of an individual to read while providing the appropriate expression
implied by the text (e.g., intonation, stress, and timing). Although accurate identification of words is necessary for the comprehension of connected text, results reported from the National Assessment of Education Progress, which focused on reading performance
during the fourth grade, showed that accuracy alone is not related to reading comprehension in a strong manner (Pinnell et al., 1995). Further, this same research identified a small number of children who demonstrated average levels of comprehension with relatively low levels of accuracy. Although these results failed to establish a strong relationship between accuracy and reading comprehension, without accurate word identification, comprehension of
connected text would not be possible. It appears, therefore, that accurate identification of words is necessary but not sufficient to foster comprehension of written text.

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