Sample records for based reading disorders
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... and language-based learning disabilities are commonly called dyslexia . These disorders are present from a young age ... information about these problems. Types of Reading Disorders Dyslexia is a brain-based type of learning disability ...
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Recognizing Psychiatric Comorbidity With Reading Disorders
Directory of Open Access Journals (Sweden)
Robert L. Hendren
2018-03-01
Full Text Available Reading disorder (RD, a specific learning disorder (SLD of reading that includes impairment in word reading, reading fluency, and/or reading comprehension, is common in the general population but often is not comprehensively understood or assessed in mental health settings. In education settings, comorbid mental and associated disorders may be inadequately integrated into intervention plans. Assessment and intervention for RD may be delayed or absent in children with frequently co-occurring mental disorders not fully responding to treatment in both school and mental health settings. To address this oversight, this review summarizes current knowledge regarding RDs and common comorbid or co-occurring disorders that are important for mental health and school settings. We chose to highlight RD because it is the most common SLD, and connections to other often comorbid disorders have been more thoroughly described in the literature. Much of the literature we describe is on decoding-based RD (or developmental dyslexia as it is the most common form of RD. In addition to risk for academic struggle and social, emotional, and behavioral problems, those with RD often show early evidence of combined or intertwined Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition childhood disorders. These include attention deficit hyperactivity disorder, anxiety and depression, disruptive, impulse-control, and conduct disorders, autism spectrum disorders, and other SLDs. The present review highlights issues and areas of controversy within these comorbidities, as well as directions for future research. An interdisciplinary, integrated approach between mental health professionals and educators can lead to comprehensive and targeted treatments encompassing both academic and mental health interventions. Such targeted treatments may contribute to improved educational and health-related outcomes in vulnerable youth. While there is a growing research literature
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Levy, Florence; Young, Deidra J; Bennett, Kelly S; Martin, Neilson C; Hay, David A
2013-03-01
While attention-deficit/hyperactivity disorder (ADHD) has been associated with both internalizing and externalizing childhood behaviour disorders, the specific relationship of these comorbid disorders to ADHD and reading problems is less well defined. The present study analysed data from the Australian Twin ADHD Project, which utilized DSM-IV-based ratings of ADHD, separation anxiety disorder, generalized anxiety disorder, depression, conduct disorder, and oppositional defiant disorder for twins and siblings aged 6 to 18 years. While differences between children with and without ADHD were demonstrated for those with separation anxiety disorder, generalized anxiety disorder, depression, conduct disorder, oppositional defiant disorder and a reading disorder, for all age groups, regression analysis of ADHD diagnostic subtypes by age and reading disorder showed that only generalized anxiety disorder remained significant after controlling for ADHD subtypes. Analysis of the mean reading disorder scores in children with and without ADHD showed that children with conduct disorder had significantly more reading problems, as did children with multiple comorbid disorders. In summary, both age and ADHD diagnosis were associated with variations in these comorbid disorders, and multiple comorbid disorders were associated with greater reading impairment.
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Reading disorders and dyslexia.
Hulme, Charles; Snowling, Margaret J
2016-12-01
We review current knowledge about the nature of reading development and disorders, distinguishing between the processes involved in learning to decode print, and the processes involved in reading comprehension. Children with decoding difficulties/dyslexia experience deficits in phoneme awareness, letter-sound knowledge and rapid automatized naming in the preschool years and beyond. These phonological/language difficulties appear to be proximal causes of the problems in learning to decode print in dyslexia. We review data from a prospective study of children at high risk of dyslexia to show that being at family risk of dyslexia is a primary risk factor for poor reading and children with persistent language difficulties at school entry are more likely to develop reading problems. Early oral language difficulties are strong predictors of later difficulties in reading comprehension. There are two distinct forms of reading disorder in children: dyslexia (a difficulty in learning to translate print into speech) and reading comprehension impairment. Both forms of reading problem appear to be predominantly caused by deficits in underlying oral language skills. Implications for screening and for the delivery of robust interventions for language and reading are discussed.
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Ghelani, Karen; Sidhu, Robindra; Jain, Umesh; Tannock, Rosemary
2004-11-01
Reading comprehension is a very complex task that requires different cognitive processes and reading abilities over the life span. There are fewer studies of reading comprehension relative to investigations of word reading abilities. Reading comprehension difficulties, however, have been identified in two common and frequently overlapping childhood disorders: reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD). The nature of reading comprehension difficulties in these groups remains unclear. The performance of four groups of adolescents (RD, ADHD, comorbid ADHD and RD, and normal controls) was compared on reading comprehension tasks as well as on reading rate and accuracy tasks. Adolescents with RD showed difficulties across most reading tasks, although their comprehension scores were average. Adolescents with ADHD exhibited adequate single word reading abilities. Subtle difficulties were observed, however, on measures of text reading rate and accuracy as well as on silent reading comprehension, but scores remained in the average range. The comorbid group demonstrated similar difficulties to the RD group on word reading accuracy and on reading rate but experienced problems on only silent reading comprehension. Implications for reading interventions are outlined, as well as the clinical relevance for diagnosis.
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Cederlöf, Martin; Maughan, Barbara; Larsson, Henrik; D'Onofrio, Brian M; Plomin, Robert
2017-08-01
Reading problems often co-occur with ADHD and conduct disorder. However, the patterns of co-occurrence and familial overlap between reading problems and other psychiatric disorders have not been systematically explored. We conducted a register-based cohort study including 8719 individuals with reading problems and their siblings, along with matched comparison individuals. Conditional logistic regressions estimated risks for ADHD, autism, obsessive-compulsive disorder, anorexia nervosa, schizophrenia, bipolar disorder, depression, substance use disorder, and violent/non-violent criminality in individuals with reading problems and their siblings. Diagnoses of psychiatric disorders were physician-assigned and ascertained from the Swedish National Patient Register, and crime convictions from the Swedish National Crime Register. We found that individuals with reading problems had excess risks for all psychiatric disorders (except anorexia nervosa) and criminality, with risk ratios between 1.34 and 4.91. Siblings of individuals with reading problems showed excess risks for ADHD, autism, schizophrenia, bipolar disorder, depression, substance use disorder, and non-violent criminality, with risk ratios between 1.14 and 1.70. In summary, individuals with reading problems had increased risks of virtually all psychiatric disorders, and criminality. The origin of most of these overlaps was familial, in that siblings of individuals with reading problems also had elevated risks of ADHD, autism, schizophrenia, bipolar disorder, depression, substance use disorder, and non-violent criminality. These findings have implications for gene-searching efforts, and suggest that health care practitioners should be alert for signs of psychiatric disorders in families where reading problems exist. Copyright © 2017 Elsevier Ltd. All rights reserved.
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Comorbidity of Auditory Processing, Language, and Reading Disorders
Sharma, Mridula; Purdy, Suzanne C.; Kelly, Andrea S.
2009-01-01
Purpose: The authors assessed comorbidity of auditory processing disorder (APD), language impairment (LI), and reading disorder (RD) in school-age children. Method: Children (N = 68) with suspected APD and nonverbal IQ standard scores of 80 or more were assessed using auditory, language, reading, attention, and memory measures. Auditory processing…
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Plourde, Vickie; Boivin, Michel; Brendgen, Mara; Vitaro, Frank; Dionne, Ginette
2017-10-01
Multiple studies have shown that reading abilities and attention-deficit/hyperactivity disorder symptoms, mainly inattention symptoms, are phenotypically and genetically associated during childhood. However, few studies have looked at these associations during adolescence to investigate possible developmental changes. The aim of the study is to examine the genetic and environmental etiology of the associations between inattention and hyperactivity reported by parents, and reading accuracy, reading speed, and word reading in a population-based twin sample (Quebec Newborn Twin Study). Participants were between 14 and 15 years of age at the time of testing (N = 668-837). Phenotypic results showed that when nonverbal and verbal abilities were controlled, inattention, but not hyperactivity/impulsivity, was a modest and significant predictor of reading accuracy, reading speed, and word reading. The associations between inattention and all reading abilities were partly explained by genetic and unique environmental factors. However, the genetic correlations were no longer significant after controlling for verbal abilities. In midadolescence, inattention is the attention-deficit/hyperactivity disorder dimension associated with reading abilities, but they could also share genetic factors with general verbal skills.
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International Nuclear Information System (INIS)
Wu Yonggang; Su Jianzhi; He Jianjun; Yang Zhiwei; Liu Guofeng
2002-01-01
Objective: To investigate changes of cerebral blood flow (CBF) and its association with Chinese reading skill diagnostic test (CRSDT) in childhood reading disorder (RD). Methods: In 25 RD children and 20 age-matched control subjects, the authors quantitatively determined CBF and regional cerebral blood flow (rCBF) with SPECT using the non-blood-withdrew method. The authors studied the correlation between the CBF and the total raw scores by CRSDT. Results: CBF in case group was (38.87 +- 3.77) ml·100 g -1 ·min -1 and was significantly lower than that in control group [43.65 +- 2.64) mL·100 g -1 ·min -1 (P < 0.01)]. These reduction in CBF correlated with the total raw scores by CRSDT. Conclusion: These results suggest the children with reading disorder have CBF reduction and SPECT is useful for evaluation of cerebral functioning in reading disorder children
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Kibby, Michelle Y; Dyer, Sarah M; Vadnais, Sarah A; Jagger, Audreyana C; Casher, Gabriel A; Stacy, Maria
2015-01-01
Whether visual processing deficits are common in reading disorders (RD), and related to reading ability in general, has been debated for decades. The type of visual processing affected also is debated, although visual discrimination and short-term memory (STM) may be more commonly related to reading ability. Reading disorders are frequently comorbid with ADHD, and children with ADHD often have subclinical reading problems. Hence, children with ADHD were used as a comparison group in this study. ADHD and RD may be dissociated in terms of visual processing. Whereas RD may be associated with deficits in visual discrimination and STM for order, ADHD is associated with deficits in visual-spatial processing. Thus, we hypothesized that children with RD would perform worse than controls and children with ADHD only on a measure of visual discrimination and a measure of visual STM that requires memory for order. We expected all groups would perform comparably on the measure of visual STM that does not require sequential processing. We found children with RD or ADHD were commensurate to controls on measures of visual discrimination and visual STM that do not require sequential processing. In contrast, both RD groups (RD, RD/ADHD) performed worse than controls on the measure of visual STM that requires memory for order, and children with comorbid RD/ADHD performed worse than those with ADHD. In addition, of the three visual measures, only sequential visual STM predicted reading ability. Hence, our findings suggest there is a deficit in visual sequential STM that is specific to RD and is related to basic reading ability. The source of this deficit is worthy of further research, but it may include both reduced memory for order and poorer verbal mediation.
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Directory of Open Access Journals (Sweden)
Michelle Y. Kibby
2015-10-01
Full Text Available Whether visual processing deficits are common in reading disorders (RD, and related to reading ability in general, has been debated for decades. The type of visual processing affected also is debated, although visual discrimination and short-term memory (STM may be more commonly related to reading ability. Reading disorders are frequently comorbid with ADHD, and children with ADHD often have subclinical reading problems. Hence, children with ADHD were used as a comparison group in this study. ADHD and RD may be dissociated in terms of visual processing. Whereas RD may be associated with deficits in visual discrimination and short-term memory for order, ADHD is associated with deficits in visual-spatial processing. Thus, we hypothesized that children with RD would perform worse than controls and children with ADHD only on a measure of visual discrimination and a measure of visual STM that requires memory for order. We expected all groups would perform comparably on the measure of visual STM that does not require sequential processing. We found children with RD or ADHD were commensurate to controls on measures of visual discrimination and visual STM that do not require sequential processing. In contrast, both RD groups (RD, RD/ADHD performed worse than controls on the measure of visual STM that requires memory for order, and children with comorbid RD/ADHD performed worse than those with ADHD. In addition, of the three visual measures, only sequential visual STM predicted reading ability. Hence, our findings suggest there is a deficit in visual sequential STM that is specific to RD and is related to basic reading ability. The source of this deficit is worthy of further research, but it may include both reduced memory for order and poorer verbal mediation.
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The Diagnosis and Treatment of Reading and/or Spelling Disorders in Children and Adolescents.
Galuschka, Katharina; Schulte-Körne, Gerd
2016-04-22
3-11% of children and adolescents suffer from a reading andor spelling disorder. Their poor written-language skills markedly impair their scholastic performance and are often associated with other mental disorders. A great deal of uncertainty still surrounds the question of the appropriate methods of diagnosis and treatment. We systematically searched for pertinent publications in databases and literature reference lists, summarized the evidence in six tables, and examined some of it in a meta-analysis. Recommendations were developed in a consensus conference. A reading and/or spelling disorder should only be diagnosed if performance in these areas is below average. It should be determined whether an attention deficit-hyperactivity disorder, anxiety disorder, or disorder of arithmetical skills is also present. Reading and spelling performance should be reinforced with systematic instruction about letter-sound and sound-letter correspondences, letter-syllable-morpheme synthesis, and sound-syllablemorpheme analysis (g' = 0.32) (recommendation grade A). Spelling ability responds best to spelling-rule training (recommendation grade A). Irlen lenses, visual and/or auditory perceptual training, hemispheric stimulation, piracetam, and prism spectacles should not be used (recommendation grade A). Evidence- and consensus-based guidelines for the diagnosis and treatment of reading and/or spelling disorders in children and adolescents are now available for the first time. Reading and spelling abilities should be systematically and comprehensively reinforced, and potential comorbid disorders should be sought and treated appropriately. The efficacy of many treatments now in use has not been documented; if they are to be used in the future, they must be tested in randomized, controlled trials. For adult sufferers, adequate diagnostic instruments and therapeutic methods are not yet available.
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van Iterson, L.; de Jong, P.F.; Zijlstra, B.J.H.
2015-01-01
Introduction: In pediatric epilepsy, comorbidities are reported to be frequent. The present study focusedon the cognitive patterns of children with isolated epilepsy, children with isolated neurodevelopmental disorders (reading disorders, math disorders, autism spectrum disorders), and children with
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Moll, Kristina; Göbel, Silke M; Snowling, Margaret J
2015-01-01
As well as being the hallmark of mathematics disorders, deficits in number processing have also been reported for individuals with reading disorders. The aim of the present study was to investigate separately the components of numerical processing affected in reading and mathematical disorders within the framework of the Triple Code Model. Children with reading disorders (RD), mathematics disorders (MD), comorbid deficits (RD + MD), and typically developing children (TD) were tested on verbal, visual-verbal, and nonverbal number tasks. As expected, children with MD were impaired across a broad range of numerical tasks. In contrast, children with RD were impaired in (visual-)verbal number tasks but showed age-appropriate performance in nonverbal number skills, suggesting their impairments were domain specific and related to their reading difficulties. The comorbid group showed an additive profile of the impairments of the two single-deficit groups. Performance in speeded verbal number tasks was related to rapid automatized naming, a measure of visual-verbal access in the RD but not in the MD group. The results indicate that deficits in number skills are due to different underlying cognitive deficits in children with RD compared to children with MD: a phonological deficit in RD and a deficit in processing numerosities in MD.
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Directory of Open Access Journals (Sweden)
Ahmad Sharifi
2012-03-01
Full Text Available Background: Phonemic awareness is one of the most important predictors of reading skills that has been taught by different procedures. One of the procedures is implementation of direct instruction in instruction of phonemic awareness. Current study is one of the unique studies in Iran that investigate impact of direct instruction in phonemic awareness on reading achievement of students with reading disorder.Case: Three male second grade elementary students with reading disorder in a regular school in district six of the office of education in Tehran were selected. Multiple-baseline across subjects was selected as a research design. The following tests were used as diagnostic criteria: reading and dyslexia test and Wechsler intelligence scale for children-revised. Moreover, a reading inventory consisting of 100 words was developed by researchers to assess the reading ability of the subjects. Data were collected in three phases: baseline, intervention, and follow-up. During the intervention phase, the intervention strategies were used while during baseline and follow-up, data were collected without any intervention. Comparing three phases of the study, we may conclude that intervention package consisting of direct instruction of phonological awareness was an effective strategy in reading achievement of all three students. In addition, follow-up data indicated that the effects of the intervention procedures were stable across time.Conclusion: Direct instruction of phonological awareness was effective in reading achievement of students with reading disorder in elementary school and increasing their abilities in reading.
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Temporal Resolution Ability in Students with Dyslexia and Reading and Writing Disorders
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Chaubet, Juliana
2014-01-01
Full Text Available Introduction The Gaps-in-Noise (GIN test assesses the hearing ability of temporal resolution. The development of this ability can be considered essential for learning how to read. Objective Identify temporal resolution in individuals diagnosed with reading and writing disorders compared with subjects with dyslexia. Methods A sample of 26 subjects of both genders, age 10 to 15 years, included 11 diagnosed with dyslexia and 15 diagnosed with reading and writing disorders. Subjects did not display otologic, neurologic, and/or cognitive diseases. A control group of 30 normal-hearing subjects was formed to compare thresholds and percentages obtained from the GIN test. The responses were obtained considering two measures of analysis: the threshold gap and the percentage of correct gap. Results The threshold was lower in the GIN for the typical group than for the other groups. There was no difference between groups with dyslexia and with reading and writing disorders. The GIN results of the typical group revealed a higher percentage of correct answer than in the other groups. No difference was obtained between the groups with dyslexia and with reading and writing disorders. Conclusion The GIN test identified a difficulty in auditory ability of temporal resolution in individuals with reading and writing disorders and in individuals with dyslexia in a similar way.
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Ghanaat Pisheh, Etrat Alzahra; Sadeghpour, Narges; Nejatyjahromy, Yaser; Mir Nasab, Mir Mahmoud
2017-01-01
Cooperative teaching is the result of efforts made by two educators for teaching a heterogeneous group of students, especially one including those with specific needs, due to reading disorders for instance. The present study serves as an experimental investigation focusing on the effect of cooperative teaching on the development of reading skills…
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Snowling, Margaret J; Hulme, Charles
2012-05-01
This article reviews our understanding of reading disorders in children and relates it to current proposals for their classification in DSM-5. There are two different, commonly occurring, forms of reading disorder in children which arise from different underlying language difficulties. Dyslexia (as defined in DSM-5), or decoding difficulty, refers to children who have difficulty in mastering the relationships between the spelling patterns of words and their pronunciations. These children typically read aloud inaccurately and slowly, and experience additional problems with spelling. Dyslexia appears to arise principally from a weakness in phonological (speech sound) skills, and there is good evidence that it can be ameliorated by systematic phonic teaching combined with phonological awareness training. The other major form of reading difficulty is reading comprehension impairment. These children read aloud accurately and fluently, but have difficulty understanding what they have read. Reading comprehension impairment appears to arise from weaknesses in a range of oral language skills including poor vocabulary knowledge, weak grammatical skills and difficulties in oral language comprehension. We suggest that the omission of reading comprehension impairment from DSM-5 is a serious one that should be remedied. Both dyslexia and reading comprehension impairment are dimensional in nature, and show strong continuities with other disorders of language. We argue that recognizing the continuities between reading and language disorders has important implications for assessment and treatment, and we note that the high rates of comorbidity between reading disorders and other seemingly disparate disorders (including ADHD and motor disorders) raises important challenges for understanding these disorders. © 2011 The Authors. Journal of Child Psychology and Psychiatry © 2011 Association for Child and Adolescent Mental Health.
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Martin, Neilson C.; Levy, Florence; Pieka, Jan; Hay, David A.
2006-01-01
Attention Deficit Hyperactivity Disorder (ADHD) commonly co-occurs with Oppositional Defiant Disorder, Conduct Disorder and Reading Disability. Twin studies are an important approach to understanding and modelling potential causes of such comorbidity. Univariate and bivariate genetic models were fitted to maternal report data from 2040 families of…
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Duff, Fiona J.; Clarke, Paula J.
2011-01-01
Background: Two developmental reading disorders, dyslexia and reading comprehension impairment, are identified by different behavioural characteristics and traced back to different underlying cognitive impairments. Thus, reading interventions designed to address each of these reading disorders differ in content. Method: This review summarises the…
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de Jong, Christien G. W.; van de Voorde, Séverine; Roeyers, Herbert; Raymaekers, Ruth; Allen, Albert J.; Knijff, Simone; Verhelst, Helene; Temmink, Alfons H.; Smit, Leo M. E.; Rodriques-Pereira, Rob; Vandenberghe, Dirk; van Welsen, Inge; ter Schuren, Liesbeth; Al-Hakim, Mazim; Amin, Azad; Vlasveld, Laurens; Oosterlaan, Jaap; Sergeant, Joseph A.
2009-01-01
The effects of a promising pharmacological treatment for attention-deficit/hyperactivity disorder (ADHD), atomoxetine, were studied on executive functions in both ADHD and reading disorder (RD) because earlier research demonstrated an overlap in executive functioning deficits in both disorders. In
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Combined Modality Intervention for ADHD with Comorbid Reading Disorders: A Proof of Concept Study
Tannock, Rosemary; Frijters, Jan C.; Martinussen, Rhonda; White, Erin Jacquelyn; Ickowicz, Abel; Benson, Nancy J.; Lovett, Maureen W.
2018-01-01
To evaluate the relative efficacy of two reading programs with and without adjunctive stimulant medication for children with attention-deficit/hyperactivity disorder and comorbid reading disorder (ADHD+RD). Sixty-five children (7-11 years in age) were assigned randomly to one of three intensive remedial academic programs (phonologically or…
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Predicting Reading and Spelling Disorders: A 4-Year Prospective Cohort Study.
Bigozzi, Lucia; Tarchi, Christian; Caudek, Corrado; Pinto, Giuliana
2016-01-01
In this 4-year prospective cohort study, children with a reading and spelling disorder, children with a spelling impairment, and children without a reading and/or spelling disorder (control group) in a transparent orthography were identified in third grade, and their emergent literacy performances in kindergarten compared retrospectively. Six hundred and forty-two Italian children participated. This cohort was followed from the last year of kindergarten to third grade. In kindergarten, the children were assessed in phonological awareness, conceptual knowledge of writing systems and textual competence. In third grade, 18 children with a reading and spelling impairment and 13 children with a spelling impairment were identified. Overall, conceptual knowledge of the writing system was the only statistically significant predictor of the clinical samples. No differences were found between the two clinical samples.
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Accardo, Amy L; Finnegan, Elizabeth G
2017-11-01
Students with autism spectrum disorder have been found to experience difficulty with reading comprehension despite intact decoding and word recognition. This identified need for targeted reading comprehension remediation results in a need for teachers to utilize research-based practices and to individualize instruction for students with autism spectrum disorder; however, teachers report a lack of access to such practices. This study utilized survey methodology to gather perceptions and experiences of teachers and to compare teacher preparedness to use effective instructional practices emerging from the extant research to teacher-reported effective practices in the classroom. Study findings, based on 112 participants, reveal a discrepancy between teacher-reported effective practices, and the practices identified as effective through research, indicating a research to practice gap. Implications for practice include professional development recommendations, and the need for increased communication between researchers and teachers.
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Web-based diagnosis and therapy of auditory prerequisites for reading and spelling
Directory of Open Access Journals (Sweden)
Krammer, Sandra
2006-11-01
Full Text Available Cognitive deficits in auditory or visual processing or in verbal short-term-memory are amongst others risk factors for the development of dyslexia (reading and spelling disability. By early identification and intervention (optimally before school entry, detrimental effects of these cognitive deficits on reading and spelling might be prevented. The goal of the CASPAR-project is to develop and evaluate web-based tools for diagnosis and therapy of cognitive prerequisites for reading and spelling, which are appropriate for kindergarten children. In the first approach CASPAR addresses auditory processing disorders. This article describes a computerized and web-based approach for screening and testing phoneme discrimination and for promoting phoneme discrimination abilities through interactive games in kindergarteners.
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Supporting Students with Emotional and Behavioral Disorders' Comprehension and Reading Fluency
Garwood, Justin D.; Ciullo, Stephen; Brunsting, Nelson
2017-01-01
This article discusses two strategies to improve reading outcomes for middle and high school adolescents with emotional and behavioral disorders (EBD). The first is providing secondary students a choice of accessible, engaging activities to more actively engage them during reading instruction and foster intrinsic motivation to engage in literacy…
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Reversing Reading Failure in Adolescents with Behavioral Disorders.
Curtis, Mary E.; Longo, Ann Marie
Boys Town cares for boys and girls (average age 15 years) who are socially and emotionally at risk because of problems such as chronic neglect or abuse, broken homes, and school failure. The majority are behaviorally disordered and emotionally impaired. Within a week of coming to Boys Town, students take the Diagnostic Assessments of Reading Test.…
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"The Caterpillar": A Novel Reading Passage for Assessment of Motor Speech Disorders
Patel, Rupal; Connaghan, Kathryn; Franco, Diana; Edsall, Erika; Forgit, Dory; Olsen, Laura; Ramage, Lianna; Tyler, Emily; Russell, Scott
2013-01-01
Purpose: A review of the salient characteristics of motor speech disorders and common assessment protocols revealed the need for a novel reading passage tailored specifically to differentiate between and among the dysarthrias (DYSs) and apraxia of speech (AOS). Method: "The Caterpillar" passage was designed to provide a contemporary, easily read,…
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Autistic Spectrum Disorder and Assistive Technology: Action Research Case Study of Reading Supports
Lindsey, Pam
2012-01-01
This descriptive action research experience with case study procedures examined the use of best practices paired with assistive technologies as interventions to individualize fiction reading instruction for a high-functioning elementary student, JB (pseudonym), diagnosed with autistic spectrum disorder. JB's instructional, reading goals were to…
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Chen, Chih-Ming; Wang, Jung-Ying; Chen, Yong-Ting; Wu, Jhih-Hao
2016-01-01
To reduce effectively the reading anxiety of learners while reading English articles, a C4.5 decision tree, a widely used data mining technique, was used to develop a personalized reading anxiety prediction model (PRAPM) based on individual learners' reading annotation behavior in a collaborative digital reading annotation system (CDRAS). In…
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[Tourette syndrome and reading disorder in a boy with left parietofrontal tract disruption].
Martín Fernández-Mayoralas, D; Fernández-Jaén, A; Gómez Herrera, J J; Jiménez de la Peña, M
2014-01-01
We present the case of a nine-year-old boy with Tourette syndrome and reading disorder with a history of a severe infectious process in the late neonatal period. Brain MRI showed a left parietal malacotic cavity and diffusion tensor imaging and tractography showed a striking disruption of the white matter bundle that joins the left parietal region with the ipsilateral frontal region with involvement of the left superior longitudinal fasciculus and of the left arcuate fasciculus. Although Tourette syndrome and reading disorder are fundamentally hereditary neuropsychiatric disorders, they can also occur secondary to cerebral alterations like those existing in this boy. The introduction of modern neuroimaging techniques in patients with neuropsychiatric disorders (or the risk of developing them) can be very useful in the diagnosis and prognosis in the future. Copyright © 2011 SERAM. Published by Elsevier Espana. All rights reserved.
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Snowling, Margaret J.; Hulme, Charles
2012-01-01
This article reviews our understanding of reading disorders in children and relates it to current proposals for their classification in DSM-5. There are two different, commonly occurring, forms of reading disorder in children which arise from different underlying language difficulties. Dyslexia (as defined in DSM-5), or decoding difficulty, refers…
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Post-stroke writing and reading disorders
Directory of Open Access Journals (Sweden)
Sinanović Osman
2013-03-01
Full Text Available The writing and reading disorders in stroke patients (alexias, agraphias and acalculias are more frequent than verified in routine exam, not only in the less developed but also in large neurological departments. Alexia is an acquired type of sensory aphasia where damage to the brain causes a patient to lose the ability to read. It is also called word blindness, text blindness or visual aphasia. Alexia refers to an acquired inability to read caused by brain damage and must be distinguished from dyslexia, a developmental abnormality in which the individual is unable to learn to read, and from illiteracy, which reflects a poor educational back-ground. Most aphasics are also alexic, but alexia may occur in the absence of aphasia and may occasionally be the sole disability resulting from specific brain lesions. There are different classifications of alexias. Traditionally, the alexias are divided into three categories: pure alexia with agraphia, pure alexia without agraphia, and alexia associated with aphasia ("aphasic alexia". Agraphia is defined as the disruption of previously intact writing skills by brain damage. Writing involves several elements - language processing, spelling, visual perception, visual-spatial orientation for graphic symbols, motor planning, and motor control of writing. A disturbance of any of these processes can impair writing. Agraphia may occur by itself or as association with aphasias, alexia, agnosia and apraxia. Agraphia can also result from "peripheral" involvement of the motor act of writing. Like alexia, agraphia must be distinguished from illiteracy, where writing skills were never developed. Acalculia is a clinical syndrome of acquired deficits in mathematical calculation, either mentally or with paper and pencil. This language disturbances can be classified differently, but there are three principal types of acalculia: acalculia associated with language disturbances, including number paraphasia, number agraphia, or
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POST-STROKE WRITING AND READING DISORDERS
Directory of Open Access Journals (Sweden)
Sinanović Osman
2013-01-01
Full Text Available The writing and reading disorders in stroke patients (alexias, agraphias and acalculias are more frequent than verified in routine exam, not only in the less developed but also in large neurological departments. Alexia is an acquired type of sensory aphasia where damage to the brain causes a patient to lose the ability to read. It is also called word blindness, text blindness orvisual aphasia. Alexia refers to an acquired inability to read caused by brain damage and must be distinguished from dyslexia, a developmental abnormality in which the individual is unable to learn to read, and from illiteracy, which reflects a poor educational back-ground. Most aphasics are also alexic, but alexia may occur in the absence of aphasia and may occasionally be the soledisability resulting from specific brain lesions. There are different classifications of alexias. Traditionally, the alexias are divided into three categories: pure alexia with agraphia, pure alexia without agraphia, and alexia associated with aphasia (“aphasic alexia”. Agraphia is defined as the disruption of previously intact writing skills by brain damage. Writing involves several elements—language processing, spelling, visual perception, visual-spatial orientation for graphic symbols, motor planning, and motor control of writing. A disturbance of any of these processes can impair writing. Agraphia may occur by itself or as association with aphasias, alexia, agnosia and apraxia. Agraphia can also result from “peripheral” involvement of the motor act of writing. Like alexia, agraphia must be distinguished from illiteracy, where writing skills were never developed. Acalculia is a clinical syndrome of acquired deficits in mathematical calculation, either mentally or with paper and pencil. This language disturbances can be classified differently, but there are three principal types of acalculia: acalculia associated with language disturbances, including number paraphasia, number
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New insights on developmental dyslexia subtypes: heterogeneity of mixed reading profiles.
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Rachel Zoubrinetzky
Full Text Available We examined whether classifications based on reading performance are relevant to identify cognitively homogeneous subgroups of dyslexic children. Each of the 71 dyslexic participants was selected to have a mixed reading profile, i.e. poor irregular word and pseudo-word reading performance (accuracy and speed. Despite their homogeneous reading profile, the participants were found to split into four distinct cognitive subgroups, characterized by a single phonological disorder, a single visual attention span disorder, a double deficit or none of these disorders. The two subgroups characterized by single and contrasted cognitive disorders were found to exhibit a very similar reading pattern but more contrasted spelling performance (quantitative analysis. A qualitative analysis of the error types produced in reading and spelling provided some cues about the participants' underlying cognitive deficit. The overall findings disqualify subtyping based on reading profiles as a classification method to identify cognitively homogeneous subgroups of dyslexic children. They rather show an opaque relationship between the cognitive underpinnings of developmental dyslexia and their behavioral manifestations in reading and spelling. Future neuroimaging and genetic studies should take this issue into account since synthesizing over cognitively heterogeneous children would entail potential pitfalls.
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New Insights on Developmental Dyslexia Subtypes: Heterogeneity of Mixed Reading Profiles
Zoubrinetzky, Rachel; Bielle, Frédérique; Valdois, Sylviane
2014-01-01
We examined whether classifications based on reading performance are relevant to identify cognitively homogeneous subgroups of dyslexic children. Each of the 71 dyslexic participants was selected to have a mixed reading profile, i.e. poor irregular word and pseudo-word reading performance (accuracy and speed). Despite their homogeneous reading profile, the participants were found to split into four distinct cognitive subgroups, characterized by a single phonological disorder, a single visual attention span disorder, a double deficit or none of these disorders. The two subgroups characterized by single and contrasted cognitive disorders were found to exhibit a very similar reading pattern but more contrasted spelling performance (quantitative analysis). A qualitative analysis of the error types produced in reading and spelling provided some cues about the participants' underlying cognitive deficit. The overall findings disqualify subtyping based on reading profiles as a classification method to identify cognitively homogeneous subgroups of dyslexic children. They rather show an opaque relationship between the cognitive underpinnings of developmental dyslexia and their behavioral manifestations in reading and spelling. Future neuroimaging and genetic studies should take this issue into account since synthesizing over cognitively heterogeneous children would entail potential pitfalls. PMID:24918441
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Fleury, Veronica P; Hugh, Maria L
2018-06-05
Reading aloud to children is a valued practice to promote emergent literacy and language skills that form the foundation for future reading success. We conducted a descriptive study of shared book reading practices between caregivers and their children with autism spectrum disorder (n = 17) and caregivers and their typically developing children (n = 20) to identify factors that can promote or inhibit children's engagement in reading. Caregivers and their children read nine books (familiar, non-fiction, fiction). Children with ASD demonstrated lower levels of passive engagement (looking at the book) and higher levels of non-engaged behavior compared to typically developing children. Caregiver reading quality and book type contributed to joint engagement during reading. Implications of these findings for intervention development are discussed.
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Akkakoson, Songyut
2013-01-01
This study investigates the relationship between strategic reading instruction, the process of learning second language-based reading strategies and English reading achievement for Thai university students of science and technology. In a course in reading general English texts for 16?weeks, 82 students were taught using a strategies-based approach…
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Gonzalez-Perez, P A; Hernandez-Exposito, S; Perez, J; Ramirez, G; Dominguez, A
2018-03-16
To investigate whether or not the deficits in executive functions in the attention deficit hyperactivity disorder (ADHD) affect reading comprehension and identify a potential biological marker of this neuropsychological endophenotype through event-related potentials (ERP). The phenotypic association between reading comprehension and the specific functions of inhibition and working memory is studied. The sample consisted of 52 children with ADHD (8-13 years) divided in two groups according to the presence (TDAH-; n = 27; percentile TDAH+; n = 25; percentile > 50) of reading comprehension deficits and a control group (n = 27). The executive functions were evaluated. The ERPs were assessed during a task in which anaphoric sentences of different lengths were presented, recording the ERP in the last adjective of the sentence that required a gender agreement. Working memory and inhibition were associated to reading comprehension performance. The ADHD+ group and the control group seem to detect the disagreement at 100 ms, while the ADHD- group does not activate its working memory until 250 ms. The delay in the implementation of the working memory mechanisms helps us to understand the deficits in reading comprehension of the ADHD- group.
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Directory of Open Access Journals (Sweden)
Vahid Fallah Golchin
2013-09-01
Full Text Available Language learning has experienced a shift of focus from a form-focused to a meaning-focused approach, and the necessity of using task-based learning, a relatively recent approach, has emerged. The vital role of task-based materials makes it obligatory not to exclude them from the language learning syllabi. The current study aims at investigating whether task-based reading can contribute significantly to the development of reading comprehension of Iranian advanced EFL learners of English. An experimental study was carried out in order to scrutinize the applicability of task-based language teaching. To this end, 60 female advanced EFL learners, selected from among a pool of 100 learners, were assigned equally and randomly into two groups of thirty, consisting of an experimental and a control group. The selection of the participants was based on the results of a standard and piloted version of Paper-based TOEFL. The participant’s mean age was about 23, ranging from 20 to 27 years of age. Both groups received a pretest and a post-test of reading. During the treatment period the experimental group received task-based reading activities while the control group received reading instructions through traditional methods. The impact of the treatment upon the reading comprehension ability of the participants was analyzed through an independent-samples t-test, and comparisons between groups were made. The results clearly indicated the development of reading comprehension ability of the participants in the first group (the experimental group through the application of task-based reading activities.
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Sexton, Chris C.; Gelhorn, Heather L.; Bell, Jill A.; Classi, Peter M.
2012-01-01
The co-occurrence of reading disorder (RD) and attention-deficit/hyperactivity disorder (ADHD) has received increasing attention. This review summarizes the epidemiology, treatment strategies, psychosocial impact, and economic burden associated with the co-occurrence of these conditions. Common genetic and neuropsychological deficits may partially…
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Bethune, Keri S.; Wood,Charles L.
2013-01-01
Students with autism spectrum disorders often have difficulty with reading comprehension. This study used a delayed multiple baseline across participants design to evaluate the effects of graphic organizers on the accuracy of wh-questions answered following short passage reading. Participants were three elementary-age students with autism spectrum…
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Development of a Case-based Reading Curriculum and Its Effect on Resident Reading.
Messman, Anne M; Walker, Ian
2018-01-01
Textbook reading plays a foundational role in a resident's knowledge base. Many residency programs place residents on identical reading schedules, regardless of the clinical work or rotation the resident is doing. We sought to develop a reading curriculum that takes into account the clinical work a resident is doing so their reading curriculum corresponds with their clinical work. Preliminary data suggests an increased amount of resident reading and an increased interest in reading as a result of this change to their reading curriculum.
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Alvarado, Jesús Ma; Puente, Aníbal; Jiménez, Virginia; Arrebillaga, Lorena
2011-05-01
The reading achievement of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) has scarcely been explored in research conducted in the Spanish language and when it has, the results have been contradictory. The focus of the present research is to analyze participants' reading competency and metacognitive strategies as they carry out reading comprehension tasks. The sample was comprised of 187 Argentine schoolchildren aged 9 to 13 years old. 94 constituted the control group and the clinical group consisted of 93 schoolchildren diagnosed with ADHD. The metacognitive assessment was made up of two metacognitive tests, the Reading Awareness Scale (ESCOLA; acronym in Spanish) and a Spanish adaptation of Metacognitive Awareness of Reading Strategies Inventory (MARSI), and one test of reading comprehension, the Evaluation of Reading Processes for Secondary Education Students (PROLEC-SE; acronym in Spanish). Students with ADHD had lower achievement on tests o reading comprehension compared to the control group. Nevertheless, our results suggest their difficulties did not stem from readin comprehension problems, but rather from alterations in their Executive Functions, because when subjects' reading comprehensio was equalized, students with ADHD still exhibited a lower level of Metacognition, particularly when it came to planning.
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Development of a Case-based Reading Curriculum and Its Effect on Resident Reading
Directory of Open Access Journals (Sweden)
Anne M. Messman
2017-12-01
Full Text Available Textbook reading plays a foundational role in a resident’s knowledge base. Many residency programs place residents on identical reading schedules, regardless of the clinical work or rotation the resident is doing. We sought to develop a reading curriculum that takes into account the clinical work a resident is doing so their reading curriculum corresponds with their clinical work. Preliminary data suggests an increased amount of resident reading and an increased interest in reading as a result of this change to their reading curriculum.
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Lindstrom, Jennifer H.
2007-01-01
One of the most significant barriers facing postsecondary students with reading and written expression disorders who are eligible to receive specific accommodations is the lack of professional knowledge pertaining to issues surrounding accommodations. Though guided by Section 504 of the Rehabilitation Act of 1973 and the Americans with…
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Accardo, Amy L.; Finnegan, Elizabeth G.; Gulkus, Steven P.; Papay, Clare K.
2017-01-01
Learners with autism spectrum disorder (ASD) often exhibit difficulty in the area of reading comprehension. Research connecting the learning needs of individuals with ASD, existing effective practices, teacher training, and teacher perceptions of their own ability to teach reading comprehension is scarce. Quantitative survey methodology and…
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Bakos, Sarolta; Landerl, Karin; Bartling, Jürgen; Schulte-Körne, Gerd; Moll, Kristina
2018-03-01
In consistent orthographies, isolated reading disorders (iRD) and isolated spelling disorders (iSD) are nearly as common as combined reading-spelling disorders (cRSD). However, the exact nature of the underlying word processing deficits in isolated versus combined literacy deficits are not well understood yet. We applied a phonological lexical decision task (including words, pseudohomophones, legal and illegal pseudowords) during ERP recording to investigate the neurophysiological correlates of lexical and sublexical word-processing in children with iRD, iSD and cRSD compared to typically developing (TD) 9-year-olds. TD children showed enhanced early sensitivity (N170) for word material and for the violation of orthographic rules compared to the other groups. Lexical orthographic effects (higher LPC amplitude for words than for pseudohomophones) were the same in the TD and iRD groups, although processing took longer in children with iRD. In the iSD and cRSD groups, lexical orthographic effects were evident and stable over time only for correctly spelled words. Orthographic representations were intact in iRD children, but word processing took longer compared to TD. Children with spelling disorders had partly missing orthographic representations. Our study is the first to specify the underlying neurophysiology of word processing deficits associated with isolated literacy deficits. Copyright © 2017 International Federation of Clinical Neurophysiology. Published by Elsevier B.V. All rights reserved.
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Directory of Open Access Journals (Sweden)
Donna L. Murdaugh
2017-01-01
Conclusions: Our results provide evidence for differential recruitment of brain regions based on task demands in children with ASD, and support the potential of targeted interventions to alter brain activation in response to positive gains in treatment. Children with ASD have a different reading profile from other reading disorders that needs to be specifically targeted in interventions.
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Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development
Skebo, Crysten M.; Lewis, Barbara A.; Freebairn, Lisa A.; Tag, Jessica; Ciesla, Allison Avrich; Stein, Catherine M.
2015-01-01
Purpose The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL). Method In a cross-sectional design, students ages 7;0 (years; months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills. Results For the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school. Conclusion Although similar skills contribute to reading across the age span, the relative importance of these skills changes with children’s literacy stages. PMID:23833280
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Reading Skills of Students with Speech Sound Disorders at Three Stages of Literacy Development
Skebo, Crysten M.; Lewis, Barbara A.; Freebairn, Lisa A.; Tag, Jessica; Ciesla, Allison Avrich; Stein, Catherine M.
2013-01-01
Purpose: The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with…
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DEFF Research Database (Denmark)
Hjorthøj, Carsten Rygaard; Vesterager, Lone; Nordentoft, Merete
2013-01-01
Background: The New Adult Reading Test is a common instrument for assessing pre-morbid IQ for patients with, for instance, schizophrenia. However, test-retest reliability has not been established for patients dually diagnosed with psychosis and substance use disorder. Furthermore, test......-retest reliability of the Danish adaptation has never been established in any population. Aims: To determine the test-retest reliability of the Danish Adult Reading Test (DART) (adapted from the National Adult Reading Test, NART) for patients dually diagnosed with psychosis and cannabis-use disorder. Methods......: This was a secondary analysis of the CapOpus randomized trial. As part of the trial, 103 patients were randomized, and completed the DART up to three times. Pearson's r and pairwise t-tests were calculated. Results: DART score was independent of randomization, cannabis-use frequency and psychopathology. Scores...
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Whole Language-Based English Reading Materials
Directory of Open Access Journals (Sweden)
Dian Erlina
2016-05-01
Full Text Available This Research and Development (R&D aims at developing English reading materials for undergraduate EFL students of Universitas Islam Negeri (UIN Raden Fatah Palembang, Indonesia. Research data were obtained through questionnaires, tests, and documents. The results of the research show that the existing materials are not relevant to the students’ need, so there is a need for developing new materials based on whole language principles. In general, the new developed materials are considered reliable by the experts, students, and lecturers. The materials are also effective in improving students’ reading achievement. The final product of the materials consists of a course book entitled Whole Language Reading (WLR and a teacher’s manual. WLR provides rich input of reading strategies, variety of topics, concepts, texts, activities, tasks, and evaluations. Using this book makes reading more holistic and meaningful as it provides integration across language skills and subject areas.
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Children with autism spectrum disorder are skilled at reading emotion body language.
Peterson, Candida C; Slaughter, Virginia; Brownell, Celia
2015-11-01
Autism is commonly believed to impair the ability to perceive emotions, yet empirical evidence is mixed. Because face processing may be difficult for those with autism spectrum disorder (ASD), we developed a novel test of recognizing emotion via static body postures (Body-Emotion test) and evaluated it with children aged 5 to 12 years in two studies. In Study 1, 34 children with ASD and 41 typically developing (TD) controls matched for age and verbal intelligence (VIQ [verbal IQ]) were tested on (a) our new Body-Emotion test, (b) a widely used test of emotion recognition using photos of eyes as stimuli (Baron-Cohen et al.'s "Reading Mind in the Eyes: Child" or RMEC [Journal of Developmental and Learning Disorders, 2001, Vol. 5, pp. 47-78]), (c) a well-validated theory of mind (ToM) battery, and (d) a teacher-rated empathy scale. In Study 2 (33 children with ASD and 31 TD controls), the RMEC test was simplified to the six basic human emotions. Results of both studies showed that children with ASD performed as well as their TD peers on the Body-Emotion test. Yet TD children outperformed the ASD group on ToM and on both the standard RMEC test and the simplified version. VIQ was not related to perceiving emotions via either body posture or eyes for either group. However, recognizing emotions from body posture was correlated with ToM, especially for children with ASD. Finally, reading emotions from body posture was easier than reading emotions from eyes for both groups. Copyright © 2015 Elsevier Inc. All rights reserved.
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The role of phonological awareness in reading comprehension
Directory of Open Access Journals (Sweden)
Maria Silvia Cárnio
Full Text Available ABSTRACT Purpose: to characterize the performance of 4th grade-Elementary School students with and without signs of reading and writing disorders as for phonological awareness and reading comprehension, and also verify possible correlations between them. Methods: 60 children enrolled in the 4th grade of Elementary School from two public schools, whose parents signed the Informed Consent Form, participated in the present study. They were selected and organized in groups, with and without signs of reading and writing disorders. All students were individually assessed regarding their phonological awareness and reading comprehension of sentences and texts through standardized tests. The data underwent statistical analysis. Results: those with signs of reading and writing disorders showed the lowest performance in the reading comprehension of sentences and texts. A correlation was found between phonological awareness and reading comprehension of sentences and texts in both groups. Conclusion: students with no signs of reading and writing disorders had a higher performance in the skills assessed. The correlation found between phonological awareness and reading comprehension of sentences and texts shows not only the importance of metaphonological skills for a proficient reading, but also for a comprehensive one.
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Reading comprehension of ambiguous sentences by school-age children with autism spectrum disorder.
Davidson, Meghan M; Ellis Weismer, Susan
2017-12-01
Weak central coherence (processing details over gist), poor oral language abilities, poor suppression, semantic interference, and poor comprehension monitoring have all been implicated to affect reading comprehension in individuals with autism spectrum disorder (ASD). This study viewed the contributions of different supporting skills as a collective set of skills necessary for context integration-a multi-component view-to examine individual differences in reading comprehension in school-age children (8-14 years) with ASD (n = 23) and typically developing control peers (n = 23). Participants completed a written ambiguous sentence comprehension task in which participants had to integrate context to determine the correct homonym meaning via picture selection. Both comprehension products (i.e., offline representations after reading) and processes (i.e., online processing during reading) were evaluated. Results indicated that children with ASD, similar to their TD peers, integrated the context to access the correct homonym meanings while reading. However, after reading the sentences, when participants were asked to select the meanings, both groups experienced semantic interference between the two meanings. This semantic interference hindered the children with ASD's sentence representation to a greater degree than their peers. Individual differences in age/development, word recognition, vocabulary breadth (i.e., number of words in the lexicon), and vocabulary depth (i.e., knowledge of the homonym meanings) contributed to sentence comprehension in both children with ASD and their peers. Together, this evidence supports a multi-component view, and that helping children with ASD develop vocabulary depth may have cascading effects on their reading comprehension. Autism Res 2017, 10: 2002-2022. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Like their peers, children with ASD were able to integrate context, or link words while reading
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Ready, Rebecca E.; Chaudhry, Maheen F.; Schatz, Kelly C.; Strazzullo, Sarah
2013-01-01
There are few tests that assess reading comprehension in adults, but these tests are needed for a comprehensive assessment of reading disorders (RD). "The Nelson-Denny Reading Test" (NDRT) has a long-passage reading comprehension component that can be used with adolescents and adults. A problem with the NDRT is that reading comprehension…
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An iPad-Based Tool for Improving the Skills of Children with Attention Deficit Disorder
Wrońska, Natalia; Garcia-Zapirain, Begonya; Mendez-Zorrilla, Amaia
2015-01-01
Attention Deficit Hyperactivity Disorder (ADHD), with a worldwide prevalence of 5.29%–7.1%, is one of the most common neurodevelopmental disorders among children and adolescents. Apart from typical symptoms like inattention, hyperactivity and impulsiveness, patients also evidence attention deficit problems with reading comprehension. This in turn causes poor school performance and widens the gap with peers without ADHD. This paper presents a novel and interactive tool based on Serious Games...
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Buhlmann, Ulrike; Winter, Anna; Kathmann, Norbert
2013-03-01
Body dysmorphic disorder (BDD) is characterized by perceived appearance-related defects, often tied to aspects of the face or head (e.g., acne). Deficits in decoding emotional expressions have been examined in several psychological disorders including BDD. Previous research indicates that BDD is associated with impaired facial emotion recognition, particularly in situations that involve the BDD sufferer him/herself. The purpose of this study was to further evaluate the ability to read other people's emotions among 31 individuals with BDD, and 31 mentally healthy controls. We applied the Reading the Mind in the Eyes task, in which participants are presented with a series of pairs of eyes, one at a time, and are asked to identify the emotion that describes the stimulus best. The groups did not differ with respect to decoding other people's emotions by looking into their eyes. Findings are discussed in light of previous research examining emotion recognition in BDD. Copyright © 2013. Published by Elsevier Ltd.
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Implications of Schema-based Pre-Reading Tasks in Facilitating ...
African Journals Online (AJOL)
Ethiopian Journal of Education and Sciences ... A One-Group Pre-Test-Post-test Design (Creswell, 2009:160) was used to test the significance of schema-based pre-reading tasks (SBPRT) in facilitating reading comprehension. ... It was meant to identify the level of achievement of the students in reading comprehension.
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Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences.
Peterson, Robin L; Boada, Richard; McGrath, Lauren M; Willcutt, Erik G; Olson, Richard K; Pennington, Bruce F
The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years ( N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math. There was no evidence that executive functioning skills help account for covariation among these skill domains. Instead, specific executive functions differentially related to certain outcomes (i.e., working memory to math and inhibition to attention). We explored whether the model varied in younger versus older children and found only minor differences. Results are interpreted within the context of the multiple deficit framework for neurodevelopmental disorders.
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Reading Remediation Based on Sequential and Simultaneous Processing.
Gunnison, Judy; And Others
1982-01-01
The theory postulating a dichotomy between sequential and simultaneous processing is reviewed and its implications for remediating reading problems are reviewed. Research is cited on sequential-simultaneous processing for early and advanced reading. A list of remedial strategies based on the processing dichotomy addresses decoding and lexical…
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Kim, Young-Suk Grace
2015-01-01
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.
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Directory of Open Access Journals (Sweden)
Mania Nosratinia
2017-09-01
Full Text Available The present study was an attempt to compare the effect of teaching Collaborative Strategic Reading (CSR and Content-Based Instruction (CBI on the reading comprehension of English as a Foreign Language (EFL learners. To fullfill this objective, a group of 90 intermediate female EFL learners, within the age range of 17 to 19, took a piloted sample of the PET as a pre-treatment proficiency test. Sixty of them were selected as homogeneous learners and were randomly divided into two experimental groups of CSR and CBI. The CSR group receieved CSR strategy training based on Klingner, Vaughan, and Schumm's model (2001, while the CBI group receieved CBI-based strategy training, using Tsai and Shang's (2010 model. At the end of the training, another piloted PET reading test was administered as the posttest. The pre-treatment reading scores were analyzed using the Mann-Whitney U test whose results confirmed the pre-treatment homogeneity of the participants. The post-treatment scores were also analyzed using the Mann-Whitney U test whose results indicated no significant difference in the reading posttest levels of CBI and CSR groups, U = 423.5, z = -.401, p = .688, r = -.0517. The article concludes with a discussion on the results and presenting some implications.
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Computer-Based Reading and Spelling Practice for Children with Learning Disabilities.
van Daal, Victor H. P.; van der Leij, Aryan
1992-01-01
This study with 28 Netherlands children (mean age 9 years, 7 months) with written language disorders found that copying words from the computer screen resulted in significantly fewer spelling errors on the posttest than writing words from memory and that both these forms of practice led to fewer spelling errors than only reading the words.…
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Ramdoss, S.; Mulloy, A.; Lang, R.B.; O'Reilly, M.F.; Sigafoos, J.; Lancioni, G.E.; Didden, H.C.M.; El Zein, F.
2011-01-01
The purpose of this review is to provide a systematic analysis of studies investigating computer-based interventions (CBI) to improve literacy skills (e.g., reading, writing, and vocabulary) in students with autism spectrum disorders (ASD). This review synthesizes intervention outcomes, appraises
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Design and Implementation of English Reading Examination System Based on WEB Platform
Directory of Open Access Journals (Sweden)
Lan Guo
2017-12-01
Full Text Available For the self-assessment and practice-based improvement of students' English reading level, this paper designed an English reading test system based on the WEB platform, which will enrich the methods for students to improve their reading ability and will advance the informatization level of English tests. The system adopts the browser / server architecture with the back-end database SQL Server as the database management system and C # and ASP.NET as the programming language to meet multiple needs of English reading examinations and achieve the informatization management of English reading examinations. The design and implementation of the English reading examination system based on the WEB platform will not only improve the efficiency of the examination management, but also drive students to actively learn English reading, with certain application value.
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Improving Reading Instruction through Research-Based Instructional Strategies
Nash, Vickie Lynn
2010-01-01
The diverse population of students in grades 1- 3 at a suburban elementary school has created a challenge for teachers when differentiating instruction in reading. The purpose of this doctoral project study was to explore the lived experiences of these teachers as they have acquired research-based instructional strategies in reading that support…
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O'Hare, Anne; Khalid, Shabana
2002-01-01
Children with developmental coordination disorder/dyspraxia (DCD) are at high risk of reading and writing delay. The difficulties with motor skills are heterogeneous and many children have features of poor cerebellar function, reflected in problems with posture, balance and fast accurate control of movement. This study confirmed a high level of parental reporting of reading and writing delay in a clinical group of 23 children with DCD, defined on the basis of both clinical examination and standardized testing of motor function. Direct measurement of reading delay, identified still further children in the group. Those children with reading delay had associated findings typical of phonological awareness difficulties. The children also underwent a standardized test of neurological function and although they all had difficulties with cerebellar function, no distinctive pattern emerged for those whose presentation was complicated by delayed reading and writing. Both the children with DCD and 136 typically developing children, completed the pilot parental questionnaire on gross motor skills. The three skills of catching a ball, jumping on a moving playground roundabout and handwriting, distinguished the children with DCD. This study therefore confirms that children with DCD should be assessed for difficulties in phonological awareness. Additionally, children aged between 7 and 12 years are on the whole, highly competent in a range of gross motor skills and further study might determine whether a simple parental questionnaire might detect children who would benefit from further assessment. The study also suggests that all the children with DCD have cerebellar dysfunction and further work with a larger group might determine particular patterns associated with reading delay.
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Kim, Young-Suk Grace
2015-01-01
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 readi...
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Musical notation reading in pure alexia
DEFF Research Database (Denmark)
Starrfelt, Randi; Wong, Yetta K.
2017-01-01
Pure alexia (PA) is an acquired reading disorder following lesions to left ventral temporo-occipital cortex. Patients with PA read slowly but correctly, and show an abnormal effect of word length on RTs. However, it is unclear how pure alexia may affect musical notation reading. We report a pure...
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Flores, Margaret M.; Nelson, Cynthia; Hinton, Vanessa; Franklin, Toni M.; Strozier, Shaunita D.; Terry, LaTonya; Franklin, Susan
2013-01-01
There is limited research demonstrating Direct Instruction (DI) as an effective reading comprehension intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Previous research has shown that DI, when portions of the program were implemented, resulted in increased skills (Flores & Ganz, 2007; Flores…
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Development of a vision-based pH reading system
Hur, Min Goo; Kong, Young Bae; Lee, Eun Je; Park, Jeong Hoon; Yang, Seung Dae; Moon, Ha Jung; Lee, Dong Hoon
2015-10-01
pH paper is generally used for pH interpretation in the QC (quality control) process of radiopharmaceuticals. pH paper is easy to handle and useful for small samples such as radio-isotopes and radioisotope (RI)-labeled compounds for positron emission tomography (PET). However, pHpaper-based detecting methods may have some errors due limitations of eye sight and inaccurate readings. In this paper, we report a new device for pH reading and related software. The proposed pH reading system is developed with a vision algorithm based on the RGB library. The pH reading system is divided into two parts. First is the reading device that consists of a light source, a CCD camera and a data acquisition (DAQ) board. To improve the accuracy of the sensitivity, we utilize the three primary colors of the LED (light emission diode) in the reading device. The use of three colors is better than the use of a single color for a white LED because of wavelength. The other is a graph user interface (GUI) program for a vision interface and report generation. The GUI program inserts the color codes of the pH paper into the database; then, the CCD camera captures the pH paper and compares its color with the RGB database image in the reading mode. The software captures and reports information on the samples, such as pH results, capture images, and library images, and saves them as excel files.
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Developing process approach-based reading textbook for grade IV students
Directory of Open Access Journals (Sweden)
Dedy Irawan
2017-07-01
Full Text Available The objective of this research and development study is generating approach-based reading textbook which will be appropriate and feasible for implementation in order to improve the reading skills of Grade IV students. This research and development study referred to the steps of research and development proposed by Borg & Gall. The subjects in this study were the Grade IV students from the State Elementary Schools under the Regional Unit of Technical Implementation in Kutasari District, the Regency of Purbalingga which consist of SD Negeri 1 Cendana, of SD Negeri 1 Karangjengkol, SD Negeri 1 Sumingkir, and SD Negeri 2 Munjul. In gathering the data, the researcher made use of interview, document analysis, rating scale, test, and questionnaire. The results of this research and development study are a process approach-based reading textbook for Theme 9 “My Food is Healthy and Nutritious” which has been designed in five reading activities namely: (1 setting up; (2 reading; (3 responding; (4 understanding; and (5 expanding the understanding. This textbook has been considered feasible for implementation according to the material expert and the media expert with “Good” category and according to the book design expert with “Very Good” category. There are differences in the final results between the experimental group and the control group after the approach based-reading textbook has been applied with the significance < 0.05. These differences show the significant reading skills improvement with sig. value (2-tailed = 0.024.
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Directory of Open Access Journals (Sweden)
Marianna Hricová
2012-01-01
Full Text Available The first reports of phonological, surface and deep dyslexia come from orthographies containing quasi-regular mappings between orthography and phonology including English and French. Slovakian is a language with a relatively transparent orthography and hence a mostly regular script. The aim of this study was to investigate impaired oral reading in Slovakian. A novel diagnostic procedure was devised to determine whether disorders of Slovakian reading resemble characteristics in other languages. Slovakian speaking aphasics showed symptoms similar to phonological dyslexia and deep dyslexia in English and French, but there was no evidence of surface dyslexia. The findings are discussed in terms of the orthographic depth hypothesis.
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DEFF Research Database (Denmark)
Nielsen, Amalie; Gaardsvig, Majken Maria; Stjerneklar, Silke
-17 years. Inclusion criteria were an anxiety disorder as primary diagnosis, access to a computer and the Internet at home, and ability to read and write in Danish. Exclusion criteria were comorbid depression (CSR ≥ 6), school absenteeism above 50%, self-harm, suicidal ideation, substance dependence......Aim Only a small proportion of children and adolescents with anxiety disorders receive treatment, despite evidence of the efficacy of CBT (cognitive behavioral therapy) (Reynolds, Wilson, Austin & Hooper, 2012). Lately there has been an increase in the development of ICBT (internet-based CBT......) programs to reduce costs and enhance accessibility of psychological interventions. ICBT has proven efficacious towards adults with anxiety disorders (Haug, Nordgreen, Ost & Havik, 2012; Reger & Gahm, 2009). Research in ICBT with children and adolescents is still in its infancy and no program targeting...
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Preservation of memory-based automaticity in reading for older adults.
Rawson, Katherine A; Touron, Dayna R
2015-12-01
Concerning age-related effects on cognitive skill acquisition, the modal finding is that older adults do not benefit from practice to the same extent as younger adults in tasks that afford a shift from slower algorithmic processing to faster memory-based processing. In contrast, Rawson and Touron (2009) demonstrated a relatively rapid shift to memory-based processing in the context of a reading task. The current research extended beyond this initial study to provide more definitive evidence for relative preservation of memory-based automaticity in reading tasks for older adults. Younger and older adults read short stories containing unfamiliar noun phrases (e.g., skunk mud) followed by disambiguating information indicating the combination's meaning (either the normatively dominant meaning or an alternative subordinate meaning). Stories were repeated across practice blocks, and then the noun phrases were presented in novel sentence frames in a transfer task. Both age groups shifted from computation to retrieval after relatively few practice trials (as evidenced by convergence of reading times for dominant and subordinate items). Most important, both age groups showed strong evidence for memory-based processing of the noun phrases in the transfer task. In contrast, older adults showed minimal shifting to retrieval in an alphabet arithmetic task, indicating that the preservation of memory-based automaticity in reading was task-specific. Discussion focuses on important implications for theories of memory-based automaticity in general and for specific theoretical accounts of age effects on memory-based automaticity, as well as fruitful directions for future research. (c) 2015 APA, all rights reserved).
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ENGLISH, LIANNE; BARNES, MARCIA A.; FLETCHER, JACK M.; DENNIS, MAUREEN; RAGHUBAR, KIMBERLY P.
2011-01-01
Spina bifida meningomyelocele (SBM) is a neurodevelopmental disorder associated with intact word decoding and deficient text and discourse comprehension. This study investigated the ability to adjust reading in accordance with specified reading goals in 79 children and adolescents with SBM (9–19 years of age) and 39 controls (8–17 years of age). Both groups demonstrated slower reading times and enhanced comprehension when reading to study or to come up with a title than when reading for specific information or for entertainment. For both groups, verbal working memory contributed to comprehension performance in those reading conditions hypothesized to require more cognitive effort. Despite their sensitivity to the goals of reading, the group with SBM answered fewer comprehension questions correctly across all reading goal conditions. The results are discussed in relation to the hypothesized cognitive underpinnings of comprehension deficits in SBM and to current models of text comprehension. PMID:20338082
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English, Lianne; Barnes, Marcia A; Fletcher, Jack M; Dennis, Maureen; Raghubar, Kimberly P
2010-05-01
Spina bifida meningomyelocele (SBM) is a neurodevelopmental disorder associated with intact word decoding and deficient text and discourse comprehension. This study investigated the ability to adjust reading in accordance with specified reading goals in 79 children and adolescents with SBM (9-19 years of age) and 39 controls (8-17 years of age). Both groups demonstrated slower reading times and enhanced comprehension when reading to study or to come up with a title than when reading for specific information or for entertainment. For both groups, verbal working memory contributed to comprehension performance in those reading conditions hypothesized to require more cognitive effort. Despite their sensitivity to the goals of reading, the group with SBM answered fewer comprehension questions correctly across all reading goal conditions. The results are discussed in relation to the hypothesized cognitive underpinnings of comprehension deficits in SBM and to current models of text comprehension.
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Golloher, Andrea N.
2018-01-01
This study investigated the use of an adapted shared reading protocol with three children with autism spectrum disorders (ASD) in home settings. Using a multiple baseline across participants design, this investigation replicated and extended a previous investigation by Browder et al. to children with ASD and home settings. In addition, this study…
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Teachers' Knowledge Base for Implementing Response-to-Intervention Models in Reading
Spear-Swerling, Louise; Cheesman, Elaine
2012-01-01
This study examined the knowledge base of 142 elementary-level educators for implementing response-to-intervention (RTI) models in reading. A questionnaire assessed participants' professional background for teaching reading, as well as their familiarity with specific assessments, research-based instructional models, and interventions potentially…
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Directory of Open Access Journals (Sweden)
Belgin Aydın
2012-01-01
Full Text Available This paper is concerned with the modifications implemented in a second year foreign language (FL reading program with respect to the problems students experience while reading in FL. This research draws on the sources of FL reading anxiety identified in the first year reading program with a motivation to re-design the second year program to help the students perceive reading positively free from the anxiety. This paper reports on the responses of students to the modifications implemented in the second year reading program. The participants of the study were 50 FL students who were in their second year at a state university in Turkey. All participants had already taken the first year reading course and were enrolled in the second year reading course. It was based on two qualitative research instruments. The first instrument was a semi-structured questionnaire administered to all participants. The second one was a semi-structured interview conducted with half of the participants to obtain more in depth information concerning the modifications that had been introduced. Both instruments revealed that students responded positively to the modifications introduced. The results of the study put forward that obtaining students’ opinions, giving them responsibility and involving them in decision making processes enhance their motivation, confidence and analytical skills while reading in a foreign language.
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Macklin, Ella M.
2016-01-01
This research paper reported the results from research conducted regarding technologically-based reading comprehension programs for students who have intellectual disabilities. It provided evidence-based research and theoretical bases for learning (i.e. Zone of Generativity, Constructivism, Self-Efficacy) on the issue of these students not being…
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Influence of Pre-question and genre-based instructional strategies on reading
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Titi J. Fola-Adebayo
2014-12-01
Full Text Available This study investigated the influence of Pre-question and genre-based instructional strategies on science undergraduates’ achievement in, and attitude to, reading. Using purposive sampling,two specialised universities in Nigeria were selected and stratified sampling was employed in assigning students to research groups based on gender and performance in a verbal ability test. Two hundred and eighty-five students participated in the study. Pre-post randomised block experimental design was used with three experimental groups and one control group. The experimental procedure involving Pre-question, genre-based instruction and a combination of Pre-question and genre-based instructional strategies were used for the experimental groups for four weeks whilst the control group received normal teacher input. Data were collected through a Reading Comprehension Achievement Test and Students’ Attitude Questionnaire. Qualitative data, obtained from videotapes of classroom interactions, were subjected to conversation and interaction analyses and quantitative data were analysed with Analysis of Covariance (ANCOVA. The results indicate that although there was no significant main effect of instructional strategy on students’ achievement in reading comprehension, there was significant main effect of instructional strategy on students’ attitude to reading (F(3,231 = 30.9;p <.05. Findings from the qualitative enquiry revealed that female students were more voluble and assertive in their responses probably because of the need to resist male domination whilst male students used discourse strategies to affirm their authority. The study indicated that the combination of pre-question and genre-based approach was the most effective in enhancing the students’ attitude to reading. Reading is one of the most useful of the Language Arts skills which learners need for academic reasons and for lifelong learning. The globalised world demands that the second language
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Reading Strategy Guides to Assist Middle School Educators of Students with Dyslexia
Nichols-Yehling, M.; Strohl, C.
2014-07-01
According to the 2010 International Dyslexia Association publication, “Knowledge and Practice Standards for Teachers of Reading,” effective instruction is the key to addressing students' reading difficulties associated with dyslexia, a language-based disorder of learning to read and write. “Informed and effective classroom instruction. . . can prevent or at least effectively address and limit the severity of reading and writing problems.” The Interstellar Boundary Explorer (IBEX) mission Education and Public Outreach program recently funded the development of six strategy guides for teachers of middle school students with reading difficulties, especially dyslexia. These guides utilize space science-themed reading materials developed by the Great Exploration in Math and Science (GEMS), including the IBEX-funded GEMS Space Science Sequence (Grades 6-8). The aforementioned reading strategy guides are now available on the IBEX mission website.
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The Value of Picture-Book Reading-Based Collaborative Output Activities for Vocabulary Retention
Sun, Chia-Ho
2017-01-01
This study investigated the effects of three instructional modes: picture-book reading-only (PRO), picture-book reading plus vocabulary instruction (PRVI), and picture-book reading plus reading-based collaborative output activity (PRCOA) on young adult EFL (English as a foreign language) learners' vocabulary acquisition and retention. Eighty…
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Neuropsychological and cognitive processes in reading
Pirozzolo, Francis J
2013-01-01
Neuropsychological and Cognitive Processes in Reading explores reading and reading disabilities within the context of cognitive psychology and neuropsychology. Emphasis is on the roles of brain mechanisms in reading and reading disturbances. In the areas of perception and cognition, theoretical models of the reading process are used to highlight the various psychological processes involved in the act of skilled reading. Comprised of 12 chapters, this volume begins with an introduction to the fundamental processes of reading, giving particular attention to a psychological theory that builds on two concepts: that the basic processes of reading are few in number, and that they are separable from one another. A useful and testable information-processing model of reading that consists of three separable, fundamental processes - decoding, word meaning, and sentence comprehension - is described. Subsequent chapters deal with some of the external and internal factors involved in reading; a model of disorders of readi...
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Çelik, Cihat; Erden, Gülsen; Özmen, Sevim; Tural Hesapçıoğlu, Selma
2017-01-01
This study aimed to examine the cognitive profiles of children with Attention Deficit and Hyperactivity Disorder (ADHD) with the Wechsler Intelligence Scales for Children-Revised (WISC-R) and the Wechsler Intelligence Scales for Children-Fourth Edition (WISC-IV), the latter of which was recently standardized in Turkey. In addition, the reading abilities and intelligence scores of these children were also investigated. A total of 48 children with ADHD between the ages of 6 and 16 years who were outpatients in Muş State Hospital were included in this study. The children were administered the WISC-R, the WISC-IV, and the Oral Reading Skills and Reading Comprehension Test (ORCT). There were no significant differences between the WISC-R IQ scores and WISC-IV index scores. Moreover, reading comprehension skills (derived from ORCT scores) were predicted with significant accuracy by both the WISC-R Verbal IQ and the WISC-IV WMI (Working Memory Index). Results of this study suggest that the WISC-R and the WISC-IV scale are not sufficient for obtaining a specific cognitive profile for ADHD - there is no significant difference between them. However, the four-factor structure of the WISC-IV is believed to provide more specific information. In addition, results of this study related to reading skills indicate that the importance of reading skills should not be overlooked when assessing children with ADHD.
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Directory of Open Access Journals (Sweden)
Bijan Shafiei
2009-12-01
Full Text Available Background and aim: Reading is one of the most essential skills in this century. Reading disorders can cause several problems for the person who has reading disorder. Early assessment and diagnosis play an important role in treatment of this disorder. The main purpose of this study was to develope a screening inventory reading test (IRT for first to fifth grade student in Isfahan in order to early diagnosis of reading disorder.Materials and Methods: The test, consisting of 100 words context and four comprehension questions, named Inventory Reading Test (IRT, was evaluated by several speech therapists. It was standardized by testing on one thousand boys and girls, 200 students in every grade, that were selected through a multi-stage random sampling method. Test was performed on two other groups, a normal and a reading-disordered.Results: Scores of reading accuracy and velocity were highly correlated with the test total score. Test reliability was calculated as 0.77 by Cronbach`s alpha measure. There was significant difference between two groups mean score (p=0.01.Conclusion: IRT seems to be an appropriate tool for screening reading disorder of first to fifth grade students.
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Directory of Open Access Journals (Sweden)
Atusa Rabiee
2012-12-01
Full Text Available Background: Hyperlexia is a super ability demonstrated by a very specific group of individuals with developmental disorders. This term is used to describe the children with high ability in word recognition, but low reading comprehension skills, despite the problems in language, cognitive and social skills. The purpose of this study was to assess the effectiveness of improving the semantic aspect of language (increase in understanding and expression vocabulary on reading comprehension in an autistic child with hyperlexia.Case: The child studied in this research was an autistic child with hyperlexia. At the beginning of this study he was 3 years and 11 months old. He could read, but his reading comprehension was low. In a period of 12 therapy session, understanding and expression of 160 words was taught to child. During this period, the written form of words was eliminated. After these sessions, the reading comprehension was re-assessed for the words that child could understand and express.Conclusion: Improving semantic aspect of language (understanding and expression of vocabulary increase reading comprehension of written words.
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EFL LEARNERS’ READING LEARNING IN WEB BASED INSTRUCTION SETTING
Yusup Supriyono
2018-01-01
This research is aimed at exploring reading learning performed by English foreign language learners when Web based instruction is integrated into reading classroom. Teaching learning activity follows the steps: orientation, discussion, material exploration, action, test, and reflection. Two data collecting methods—journal and interview are administered to three students of the fourth semester of English Department in University of Siliwangi Tasikmalaya Indonesia after the selected individua...
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Technology-Based Shared Story Reading for Students with Autism Who Are English-Language Learners
Alison, Caryn; Root, Jenny R.; Browder, Diane M.; Wood, Leah
2017-01-01
Demonstrating comprehension of text is a complex skill that is an area of difficulty for many students with autism spectrum disorder (ASD). Shared story reading is an intervention that has a history of effectiveness in teaching literacy skills to students with extensive support needs. This study used a multiple probe across participants design to…
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Literary reading and eating disorders: survey evidence of therapeutic help and harm.
Troscianko, Emily T
2018-01-01
There is growing evidence for the efficacy of self-help bibliotherapy as a treatment for eating disorders, although little understanding of how specific linguistic characteristics may enhance or constrain its effects. Meanwhile, 'creative bibliotherapy' (the therapeutic use of fiction, poetry, or sometimes film, rather than self-help books) is widely practised, but even more poorly understood than the self-help variety: although a range of theoretical models exist, claims of the healing power of literature are far more commonly made than tested. An online survey including quantitative (forced-choice) and qualitative (free-response) items was designed and administered in collaboration with the charity Beat to investigate the connections between respondents' reading habits and their mental health, with a focus on eating disorders, and attracted 885 respondents. Responses to two sequences of questions, exploring the differential effects of fiction about eating disorders versus respondents' preferred genre of other fiction on the dimensions of mood, self-esteem, feelings about one's body, and diet and exercise habits, were analysed using a 2 × 2 repeat measures factorial ANOVA design for each of the four dependent variables. Surprisingly, fiction about eating disorders was perceived by respondents as broadly detrimental to mood, self-esteem, feelings about their bodies, and diet and exercise habits, while respondents' preferred genre of other fiction was experienced as beneficial to mood and broadly neutral on the other three dimensions. The free-response data added detail to these core findings, as well as suggesting numerous other possible effects and mechanisms, drawing attention to the roles of positive and negative feedback structures and of highly selective interpretive filtering, and highlighting the dangers of 'self-triggering': using books to deliberately exacerbate an eating disorder. The findings directly challenge existing theoretical models of
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Students’ Reading Comprehension Performance with Emotional Literacy-Based Strategy Intervention
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Yusfarina Mohd Yussof
2013-07-01
Full Text Available An effective reading comprehension process demands a strategy to enhance the cognitive ability to digest text information in the effort to elicit meaning contextually. In addition, the role of emotions also influences the efficacy of this process, especially in narrative text comprehension. This quasi-experimental study aims to observe students’ performance in the Reading Comprehension Test resulting from Emotional Literacy-Based Reading Comprehension Strategy (ELBRCS, which is a combination of cognitive and affective strategies. This study involved 90 students, whereby 45 students were clustered in the Experimental Group and received the ELBRCS intervension. The remaining 45 students were placed in the Control Group and underwent the conventional strategy (prevalent classroom method.The students’ reading comprehension performance was measured using the Reading Comprehension Test (RCT. The findings show that the experimental group received a higher score than the control group for RCT. The intervention has successfully increased student’s Reading Comprehension from literal comprehension to higher levels of comprehension i.e. inferential, evaluative and appreciative levels, as indicated by Barret’s Taxonomy.
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Miniscalco, Carmela; Dahlgren Sandberg, Annika
2010-01-01
Reading skills at age 7-8 years were examined in a community-representative sample of 21 screened and clinically examined children with language delay (LD) followed prospectively from 2.5 years of age. The present study aimed to (1) determine whether these children with a history of LD had deficits in basic reading skills, i.e. decoding and comprehension, compared to the age norms of standardized tests, (2) analyze if there was a relationship between reading outcome and neuropsychiatric diagnosis by comparing three subgroups of children, LD pure, LD+ASD (autism spectrum disorder) and LD+ADHD, and, (3) determine what language measures at age 6 years were associated with the 7-8-year reading outcome. Both decoding and comprehension of single word reading were significantly below the norm for the whole LD group, where children with LD+ASD scored lowest, and children with LD highest. However, the differences between the three groups did not reach significance. Two reader groups were identified according to the results of word decoding and comprehension, respectively, resulting in the same 7 children. ANOVA revealed that the only differences on the 6-year language tests between the two groups were found on color naming and word memory. This study has shown that children with LD and subsequently identified neurodevelopmental problems such as ASD and ADHD experience continued deficits, demonstrated also in reading skills and that the picture of the reading problems seemed to resemble those of typically developing children. Copyright (c) 2010 Elsevier Ltd. All rights reserved.
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McCauley, James B; Zajic, Matthew C; Oswald, Tasha M; Swain-Lerro, Lindsey E; McIntyre, Nancy C; Harris, Michelle A; Trzesniewski, Kali; Mundy, Peter C; Solomon, Marjorie
2018-05-01
A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD.
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Specific learning disorder: prevalence and gender differences.
Directory of Open Access Journals (Sweden)
Kristina Moll
Full Text Available Comprehensive models of learning disorders have to consider both isolated learning disorders that affect one learning domain only, as well as comorbidity between learning disorders. However, empirical evidence on comorbidity rates including all three learning disorders as defined by DSM-5 (deficits in reading, writing, and mathematics is scarce. The current study assessed prevalence rates and gender ratios for isolated as well as comorbid learning disorders in a representative sample of 1633 German speaking children in 3rd and 4th Grade. Prevalence rates were analysed for isolated as well as combined learning disorders and for different deficit criteria, including a criterion for normal performance. Comorbid learning disorders occurred as frequently as isolated learning disorders, even when stricter cutoff criteria were applied. The relative proportion of isolated and combined disorders did not change when including a criterion for normal performance. Reading and spelling deficits differed with respect to their association with arithmetic problems: Deficits in arithmetic co-occurred more often with deficits in spelling than with deficits in reading. In addition, comorbidity rates for arithmetic and reading decreased when applying stricter deficit criteria, but stayed high for arithmetic and spelling irrespective of the chosen deficit criterion. These findings suggest that the processes underlying the relationship between arithmetic and reading might differ from those underlying the relationship between arithmetic and spelling. With respect to gender ratios, more boys than girls showed spelling deficits, while more girls were impaired in arithmetic. No gender differences were observed for isolated reading problems and for the combination of all three learning disorders. Implications of these findings for assessment and intervention of learning disorders are discussed.
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Shaywitz, Sally; Shaywitz, Bennett; Wietecha, Linda; Wigal, Sharon; McBurnett, Keith; Williams, David; Kronenberger, William G; Hooper, Stephen R
2017-02-01
Evaluated the effects of atomoxetine on the reading abilities of children with dyslexia only or attention-deficit/hyperactivity disorder (ADHD) and comorbid dyslexia. Children aged 10-16 years (N = 209) met Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision (DSM-IV-TR) criteria for dyslexia only (n = 58), ADHD and comorbid dyslexia (n = 124), or ADHD only (n = 27) and were of normal intelligence. Patients were treated with atomoxetine (1.0-1.4 mg/kg/day) or placebo in a 16-week, randomized, placebo-controlled, double-blind trial. The dyslexia-only and ADHD and comorbid dyslexia groups were randomized 1:1; the ADHD-only group received atomoxetine in a blinded manner. Reading abilities were measured with the Woodcock Johnson III (WJIII), Comprehensive Test of Phonological Processing (CTOPP), Gray Oral Reading Tests-4, and Test of Word Reading Efficiency. Atomoxetine-treated dyslexia-only patients compared with placebo patients had significantly greater improvement (p atomoxetine-treated ADHD and comorbid dyslexia group, improvement on the CTOPP Elision measure (ES = 0.50) was significantly greater compared with placebo (p atomoxetine-treated ADHD and comorbid dyslexia group compared with placebo, and from baseline in the ADHD-only group (p ≤ 0.02). ADHD symptom improvements in the ADHD and comorbid dyslexia group were not correlated with improvements in reading. Atomoxetine treatment improved reading scores in patients with dyslexia only and ADHD and comorbid dyslexia. Improvements for patients with dyslexia only were in critical components of reading, including decoding and reading vocabulary. For patients with ADHD and comorbid dyslexia, improvements in reading scores were distinct from improvement in ADHD inattention symptoms alone. These data represent the first report of improvements in reading measures following pharmacotherapy treatment in patients with dyslexia only evaluated in a randomized
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Treffert, Darold A
2011-12-01
Three conditions -- Hyperlexia (children who read early), Einstein syndrome (children who speak late), and "Blindisms" (in children with impaired vision) -- can present with "autistic-like" symptoms, traits, and behaviors that need to be differentiated from autistic disorder. Careful attention to that critical difference has important epidemiologic, etiologic, treatment, and outcome implications. This paper describes these conditions, makes suggestions for proper identification that can prevent unnecessary worry and distress for parents and other caregivers, and suggests appropriate management.
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Cheung, C.H.; Wood, A.C.; Paloyelis, Y.; Arias Vasquez, A.; Buitelaar, J.K.; Franke, B.; Miranda, A.; Mulas, F.; Rommelse, N.N.J.; Sergeant, J.A.; Sonuga-Barke, E.J.; Faraone, S.V.; Asherson, P.; Kuntsi, J.
2012-01-01
Background: Twin studies using both clinical and population-based samples suggest that the frequent co-occurrence of attention deficit hyperactivity disorder (ADHD) and reading ability/disability (RD) is largely driven by shared genetic influences. While both disorders are associated with lower IQ,
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Cheung, C.H.M.; Wood, A.C.; Paloyelis, Y.; Arias-Vasquez, A.; Buitelaar, J.K.; Franke, B.; Miranda, A.; Mulas, F.; Rommelse, N.N.; Sergeant, J.A.; Sonuga-Barke, E.J.S.; Faraone, S.V.; Asherson, P.; Kuntsi, J.
2012-01-01
Background: Twin studies using both clinical and population-based samples suggest that the frequent co-occurrence of attention deficit hyperactivity disorder (ADHD) and reading ability/disability (RD) is largely driven by shared genetic influences. While both disorders are associated with lower IQ,
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Evidence-based interventions for reading and language difficulties: creating a virtuous circle.
Snowling, Margaret J; Hulme, Charles
2011-03-01
BACKGROUND. Children may experience two very different forms of reading problem: decoding difficulties (dyslexia) and reading comprehension difficulties. Decoding difficulties appear to be caused by problems with phonological (speech sound) processing. Reading comprehension difficulties in contrast appear to be caused by problems with 'higher level' language difficulties including problems with semantics (including deficient knowledge of word meanings) and grammar (knowledge of morphology and syntax). AIMS. We review evidence concerning the nature, causes of, and treatments for children's reading difficulties. We argue that any well-founded educational intervention must be based on a sound theory of the causes of a particular form of learning difficulty, which in turn must be based on an understanding of how a given skill is learned by typically developing children. Such theoretically motivated interventions should in turn be evaluated in randomized controlled trials (RCTs) to establish whether they are effective, and for whom. RESULTS. There is now considerable evidence showing that phonologically based interventions are effective in ameliorating children's word level decoding difficulties, and a smaller evidence base showing that reading and oral language (OL) comprehension difficulties can be ameliorated by suitable interventions to boost vocabulary and broader OL skills. CONCLUSIONS. The process of developing theories about the origins of children's educational difficulties and evaluating theoretically motivated treatments in RCTs, produces a 'virtuous circle' whereby theory informs practice, and the evaluation of effective interventions in turn feeds back to inform and refine theories about the nature and causes of children's reading and language difficulties. ©2010 The British Psychological Society.
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Davidson, Meghan M.
2016-01-01
Reading comprehension is a complex interactional process whereby the accumulated meaning of sounds, words, and sentences is integrated to form a meaningful representation of text. It is well established that many individuals with autism spectrum disorder (ASD) have reading comprehension difficulties, but less is understood about the underlying…
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Phonological Awareness and Early Reading Development in Childhood Apraxia of Speech (CAS)
McNeill, B. C.; Gillon, G. T.; Dodd, B.
2009-01-01
Background: Childhood apraxia of speech (CAS) is associated with phonological awareness, reading, and spelling deficits. Comparing literacy skills in CAS with other developmental speech disorders is critical for understanding the complexity of the disorder. Aims: This study compared the phonological awareness and reading development of children…
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Reading and Listening Comprehension and Their Relation to Inattention and Hyperactivity
Cain, Kate; Bignell, Simon
2014-01-01
Background: Children with diagnoses of attention-deficit/hyperactivity disorder (ADHD) frequently have reading problems. To date, it is not clear whether poor reading is associated with both inattention and hyperactivity and also whether poor reading comprehension is the result of poor word reading skills or more general language comprehension…
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Early reading intervention by means of a multicomponent reading game
Ven, M.A.M. van de; Leeuw, L.C. de; Weerdenburg, M.W.C. van; Steenbeek-Planting, E.G.
2017-01-01
This study examined the effects of an intervention with a multicomponent reading game on the development of reading skills in 60 Dutch primary school children with special educational needs. The game contains evidence-based reading exercises and is based on principles of applied gaming. Using a
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Directory of Open Access Journals (Sweden)
Darina Czamara
Full Text Available Attention-deficit/hyperactivity disorder (ADHD and dyslexia belong to the most common neuro-behavioral childhood disorders with prevalences of around 5% in school-aged children. It is estimated that 20-60% of individuals affected with ADHD also present with learning disorders. We investigated the comorbidity between ADHD symptoms and reading/spelling and math difficulties in two on-going population-based birth cohort studies. Children with ADHD symptoms were at significantly higher risk of also showing reading/spelling difficulties or disorder (Odds Ratio (OR = 2.80, p = 6.59×10⁻¹³ as compared to children without ADHD symptoms. For math difficulties the association was similar (OR = 2.55, p = 3.63×10⁻⁰⁴. Our results strengthen the hypothesis that ADHD and learning disorders are comorbid and share, at least partially, the same underlying process. Up to date, it is not clear, on which exact functional processes this comorbidity is based.
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de Jong, C.G.W.; Oosterlaan, J.; Sergeant, J.A.
2006-01-01
The neuropsychological underpinnings of Attention Deficit Hyperactivity Disorder (ADHD) and Reading Disability (RD) and their comorbidity may be studied usefully with the double dissociation design. The results of studies using the double dissociation method may be linked to the search for an
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Qin, Rui
2016-01-01
Developmental dyslexia is a neurobiologically based learning disorder that impairs a child’s ability to read and write. To minimize the detrimental effects of dyslexia, it is important to provide optimal intervention at the youngest possible age. Early diagnosis of dyslexia, which is a prerequisite
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Fox, Mary Murphy
2012-01-01
The current study investigated Theory of Mind in young adults with autism. The young adults with autism spectrum disorder (ASD) consisted of four students between the ages of 18 and 19 from an on-campus program for students with autism located at Marywood University in Northeastern Pennsylvania. It was hypothesized that "Mind Reading",…
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Early Reading Intervention by Means of a Multicomponent Reading Game
van de Ven, M.; de Leeuw, L.; van Weerdenburg, M.; Steenbeek-Planting, E. G.
2017-01-01
This study examined the effects of an intervention with a multicomponent reading game on the development of reading skills in 60 Dutch primary school children with special educational needs. The game contains evidence-based reading exercises and is based on principles of applied gaming. Using a multiple baseline approach, we tested children's…
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Directory of Open Access Journals (Sweden)
Cláudia da Silva
2011-12-01
Full Text Available OBJETIVO: Correlacionar as variáveis: erros, tempo, velocidade e compreensão de leitura de escolares com distúrbios de aprendizagem e escolares sem dificuldade de aprendizagem. MÉTODOS: Participaram deste estudo 40 escolares de 8 a 12 anos de idade, de ambos os gêneros, de 2ª a 4ª série do Ensino Fundamental Municipal, divididos em GI: composto por 20 escolares sem dificuldade de aprendizagem e GII: composto por 20 escolares com distúrbio de aprendizagem. Foram utilizados textos selecionados a partir da indicação de professores da 2ª à 4ª série da Rede Municipal de Ensino, para a realização de leitura oral. A compreensão foi realizada por meio de quatro perguntas apresentadas após a leitura do texto, às quais os escolares deveriam responder oralmente. RESULTADOS: Houve diferença entre GI e GII no número de erros, velocidade e compreensão de leitura e tempo total de leitura. A correlação entre tempo total de leitura e erros cometidos durante a leitura foi positiva, e entre as variáveis tempo total de leitura e velocidade de leitura foi negativa. Para o grupo GII, houve diferença com correlação negativa entre as variáveis tempo total de leitura e velocidade de leitura. CONCLUSÃO: Para os escolares com distúrbio de aprendizagem, o desempenho nas variáveis que foram correlacionadas encontra-se alterado interferindo no desenvolvimento em leitura e, consequentemente, na compreensão do texto lido.PURPOSE: To correlate the variables error, time, speed and reading comprehension of students with learning disorders and students without learning disorders. METHODS: The participants of this study were 40 students, aged from 8 to 12 years old, of both genders, from 2nd to 4th grades of municipal elementary education, divided into GI: comprising 20 students without learning disorders, and GII: comprising 20 students with learning disorders. As procedure we used a selection of texts indicated by teachers of 2nd to 4th grades of
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Is Reading Instruction Evidence-Based? Analyzing Teaching Practices Using T-Patterns.
Suárez, Natalia; Sánchez, Carmen R; Jiménez, Juan E; Anguera, M Teresa
2018-01-01
The main goal of this study was to analyze whether primary teachers use evidence-based reading instruction for primary-grade readers. The study sample consisted of six teachers whose teaching was recorded. The observation instrument used was developed ad hoc for this study. The recording instrument used was Match Vision Studio. The data analysis was performed using SAS, GT version 2.0 E, and THEME. The results indicated that the teaching practices used most frequently and for the longest duration were: feedback (i.e., correcting the student when reading); fluency (i.e., individual and group reading, both out loud and silently, with and without intonation); literal or inference comprehension exercises (i.e., summarizing, asking questions); and use of educational resources (i.e., stories, songs, poems). Later, we conducted analyses of T-Patterns that showed the sequence of instruction in detail. We can conclude that practices used by the majority of teachers were based on the recommendations of the National Reading Panel (NRP). Only one teacher followed best practices. The same was the case for instructional time spent on the five essential components of reading, with the exception of teacher E., who dedicated 70.31% of class time implementing best practices. Teaching practices (i.e., learners' activities) designed and implemented to exercise and master alphabetic knowledge and phonological awareness skills were used less frequently in the classroom.
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Effect of Reading Ability and Internet Experience on Keyword-Based Image Search
Lei, Pei-Lan; Lin, Sunny S. J.; Sun, Chuen-Tsai
2013-01-01
Image searches are now crucial for obtaining information, constructing knowledge, and building successful educational outcomes. We investigated how reading ability and Internet experience influence keyword-based image search behaviors and performance. We categorized 58 junior-high-school students into four groups of high/low reading ability and…
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3 ns single-shot read-out in a quantum dot-based memory structure
International Nuclear Information System (INIS)
Nowozin, T.; Bimberg, D.; Beckel, A.; Lorke, A.; Geller, M.
2014-01-01
Fast read-out of two to six charges per dot from the ground and first excited state in a quantum dot (QD)-based memory is demonstrated using a two-dimensional electron gas. Single-shot measurements on modulation-doped field-effect transistor structures with embedded InAs/GaAs QDs show read-out times as short as 3 ns. At low temperature (T = 4.2 K) this read-out time is still limited by the parasitics of the setup and the device structure. Faster read-out times and a larger read-out signal are expected for an improved setup and device structure
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Active Reading Behaviors in Tablet-Based Learning
Palilonis, Jennifer; Bolchini, Davide
2015-01-01
Active reading is fundamental to learning. However, there is little understanding about whether traditional active reading frameworks sufficiently characterize how learners study multimedia tablet textbooks. This paper explores the nature of active reading in the tablet environment through a qualitative study that engaged 30 students in an active…
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I read, you read, we read: the history of reading in Slovenia
Directory of Open Access Journals (Sweden)
Anja Dular
2013-03-01
Full Text Available ABSTRACTPurpose: The aim of the article is to research reading habits in Slovenia in the period between 16th and 19th century and to find similarities with Austria and other European countries of that time.Methodology/approach: For the purpose of the analysis different resources were used – study books, catechisms, prayer books and manuals. We were focused on introductions in which readers are advised how to read, explaining to whom the work is intended and emphasizing the importance of meditation on the texts.Results: Historically the laud reading was prefered, as to continue the folk tradition. However, the 16th century texts were transmitted by women while the folk tradition was narrated by males. In the 18th century the higher level of literacy and greater book production and availability caused that the books were not a privilege of a few. At that time more texts were intended for silent, individual reading. Interestingly, the authors emphasized the importance of meditation on the texts, too. It was also advised when to read – it wasrecommedend to read in leisure time on Sundays, and on holidays. The role of books was also to breakaway with the reality and to forget everyday problems. Due to the overproduction of books in the 17th centrury it was concerned that books are misleading the crowds. The church considered the reading of books as inappropriate, and criticized fiction, novels and adventure stories mostly read by women.Research limitation: The study is based on Slovenian texts only, although the foreign literature, especially in German, was generally available, too.Originality/practical implications: The study is fullfiling the gap in the history of reading in Slovenia.
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Reading and listening comprehension and their relation to inattention and hyperactivity
Cain, Kate; Bignell, Simon
2014-01-01
Background: Children with diagnoses of attention-deficit/hyperactivity disorder (ADHD) frequently have reading problems. To date, it is not clear whether poor reading is associated with both inattention and hyperactivity and also whether poor reading comprehension is the result of poor word reading skills or more general language comprehension weaknesses. Aims: We report two studies to examine how reading and listening comprehension skills are related to inattention and hyperactivity/impulsiv...
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Computer assisted analysis of research-based teaching method in English newspaper reading teaching
Jie, Zheng
2017-06-01
In recent years, the teaching of English newspaper reading has been developing rapidly. However, the teaching effect of the existing course is not ideal. The paper tries to apply the research-based teaching model to English newspaper reading teaching, investigates the current situation in higher vocational colleges, and analyzes the problems. It designs a teaching model of English newspaper reading and carries out the empirical research conducted by computers. The results show that the teaching mode can use knowledge and ability to stimulate learners interest and comprehensively improve their ability to read newspapers.
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Instruction of Research-Based Comprehension Strategies in Basal Reading Programs
Pilonieta, Paola
2010-01-01
Research supports using research-based comprehension strategies; however, comprehension strategy instruction is not highly visible in basal reading programs or classroom instruction, resulting in many students who struggle with comprehension. A content analysis examined which research-based comprehension strategies were presented in five…
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The relationship between hyperactivity dyslexia disorder and ...
African Journals Online (AJOL)
PROF.MIREKU
and memory disorder, learning disabilities in some subjects ( reading, writting, ... Although attention deficit disorder with hyperactivity (ADHD) shows ... make approriate decisions about these children both in education division and school ... The first diagnose of learning disability are listening, reasoning, speaking, reading,.
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Katzir, Tami; Christodoulou, Joanna A; de Bode, Stella
2016-10-01
We investigated reading skills in individuals who have undergone left cerebral hemispherectomy and in readers with developmental dyslexia to understand diverse characteristics contributing to reading difficulty. Although dyslexia is a developmental disorder, left hemispherectomy requires that patients (re)establish the language process needed to perform the language-based tasks in the nondominant (right) hemisphere to become readers. Participants with developmental dyslexia (DD; n = 11) and participants who had undergone left hemispherectomy (HEMI; n = 11) were matched on age and gender, and were compared on timed and untimed measures of single word and pseudo-word reading. The hemispherectomy group was subdivided into prenatal (in utero) and postnatal (>3 years) insult groups, indicating the timing of the primary lesion that ultimately required surgical intervention. On an untimed reading measure, the readers with DD were comparable to individuals who had undergone left hemispherectomy due to prenatal insult, but both scored higher than the postnatal hemispherectomy group. Timed word reading differed across groups. The hemispherectomy prenatal subgroup had low average scores on both timed and untimed tests. The group with dyslexia had average scores on untimed measures and below average scores on timed reading. The hemispherectomy postnatal group had the lowest scores among the groups by a significant margin, and the most pronounced reading difficulty. Patients with prenatal lesions leading to an isolated right hemisphere (RH) have the potential to develop reading to a degree comparable to that in persons with dyslexia for single word reading. This potential sharply diminishes in individuals who undergo hemispherectomy due to postnatal insult. The higher scores of the prenatal hemispherectomy group on timed reading suggest that under these conditions, individuals with an isolated RH can compensate to a significant degree. Wiley Periodicals, Inc. © 2016
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Directory of Open Access Journals (Sweden)
Ibone eSaralegui
2014-11-01
Full Text Available Developmental dyslexia is a neurological disorder whose underlying biological and cognitive causes are still being investigated, a key point of great significance, because it will determine the best therapeutic approach to use.Using functional magnetic resonance imaging, we studied the brain activation pattern while reading in the most eloquent cortical areas from the two reading routes, phonological and orthographic, and the strength of their association with reading scores in 66 Spanish children aged 9-12 years divided into three groups: typically developing readers (controls, dyslexic readers and readers with monocular vision due to ocular motility disorders but with a normal reading development, to assess whether (or not the neuronal network for reading in children with dyslexia has similarities with that in children with impaired binocular vision due to ocular motility disorders.We found that Spanish-speaking children with dyslexia have a brain circuit for reading that differs from that in children with monocular vision. Individuals with dyslexia tend to hypoactivate some of the more eloquent areas in the left hemisphere engaged by the phonological route, especially the visual word form area and left Wernicke´s area, and try to compensate this deficit by activating eloquent areas related to the orthographic route, such as the anterior part of the visual word form area and the posterior regions of both middle temporal gyri. That is, they seem to compensate for impairment in the phonological route through orthographic routes of both hemispheres.Our results suggest that ocular motility disturbances do not play a causal role in dyslexia. Dyslexia seems to be a neurological disorder that requires early recognition and evidence-based assessments and treatment to achieve the best possible outcome.
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Is Reading Instruction Evidence-Based? Analyzing Teaching Practices Using T-Patterns
Directory of Open Access Journals (Sweden)
Natalia Suárez
2018-02-01
Full Text Available The main goal of this study was to analyze whether primary teachers use evidence-based reading instruction for primary-grade readers. The study sample consisted of six teachers whose teaching was recorded. The observation instrument used was developed ad hoc for this study. The recording instrument used was Match Vision Studio. The data analysis was performed using SAS, GT version 2.0 E, and THEME. The results indicated that the teaching practices used most frequently and for the longest duration were: feedback (i.e., correcting the student when reading; fluency (i.e., individual and group reading, both out loud and silently, with and without intonation; literal or inference comprehension exercises (i.e., summarizing, asking questions; and use of educational resources (i.e., stories, songs, poems. Later, we conducted analyses of T-Patterns that showed the sequence of instruction in detail. We can conclude that <50% of the teaching practices used by the majority of teachers were based on the recommendations of the National Reading Panel (NRP. Only one teacher followed best practices. The same was the case for instructional time spent on the five essential components of reading, with the exception of teacher E., who dedicated 70.31% of class time implementing best practices. Teaching practices (i.e., learners' activities designed and implemented to exercise and master alphabetic knowledge and phonological awareness skills were used less frequently in the classroom.
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Optimizing EFL Learners' Sensitizing Reading Skill: Development of Local Content-Based Textbook
Arifani, Yudhi
2016-01-01
The development of local wisdom based sensitizing reading material is aimed at penetrating one of the imperishable gaps between authentic and non-authentic reading materials dispute in an EFL teaching context. Promoting EFL learners' needs for the first semester students of English department at university level, who rarely or even never have a…
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The Elementary School Students’ Mathematical Problem Solving Based on Reading Abilities
Wulandari, R. D.; Lukito, A.; Khabibah, S.
2018-01-01
The aim of this research is to describe the third grade of elementary school students’ mathematical problem in solving skills based on their reading abilities. This research is a descriptive research with qualitative approach. This research was conducted at elementary school Kebraon II Surabaya in second semester of 2016-2017 academic years. The participants of this research consist of third grade students with different reading abilities that are independent level, instructional level and frustration level. The participants of this research were selected with purposive sampling technique. The data of this study were collected using reading the narration texts, the Ekwall and Shanker Informal Reading Inventory, problem solving task and interview guidelines. The collected data were evaluated using a descriptive analysis method. Once the study had been completed, it was concluded that problem solving skills varied according to reading abilities, student with independent level and instructional level can solve the problem and students with frustration level can’t solve the problem because they can’t interpret the problem well.
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Brain bases of reading fluency in typical reading and impaired fluency in dyslexia.
Directory of Open Access Journals (Sweden)
Joanna A Christodoulou
Full Text Available Although the neural systems supporting single word reading are well studied, there are limited direct comparisons between typical and dyslexic readers of the neural correlates of reading fluency. Reading fluency deficits are a persistent behavioral marker of dyslexia into adulthood. The current study identified the neural correlates of fluent reading in typical and dyslexic adult readers, using sentences presented in a word-by-word format in which single words were presented sequentially at fixed rates. Sentences were presented at slow, medium, and fast rates, and participants were asked to decide whether each sentence did or did not make sense semantically. As presentation rates increased, participants became less accurate and slower at making judgments, with comprehension accuracy decreasing disproportionately for dyslexic readers. In-scanner performance on the sentence task correlated significantly with standardized clinical measures of both reading fluency and phonological awareness. Both typical readers and readers with dyslexia exhibited widespread, bilateral increases in activation that corresponded to increases in presentation rate. Typical readers exhibited significantly larger gains in activation as a function of faster presentation rates than readers with dyslexia in several areas, including left prefrontal and left superior temporal regions associated with semantic retrieval and semantic and phonological representations. Group differences were more extensive when behavioral differences between conditions were equated across groups. These findings suggest a brain basis for impaired reading fluency in dyslexia, specifically a failure of brain regions involved in semantic retrieval and semantic and phonological representations to become fully engaged for comprehension at rapid reading rates.
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McCauley, James B.; Zajic, Matthew C.; Oswald, Tasha M.; Swain-Lerro, Lindsey E.; McIntyre, Nancy C.; Harris, Michelle A.; Trzesniewski, Kali; Mundy, Peter C.; Solomon, Marjorie
2018-01-01
A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance,…
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Assessing Reading Strategy Training based on CALLA model in EFL and ESL Context
Directory of Open Access Journals (Sweden)
Alireza Karbalaei
2011-04-01
Full Text Available Reading strategies instruction is currently gaining much attention as an effective means of enhancing reading comprehension. In this research, we examined the effect of Underlining Strategy Intervention, based on the CALLA model in EFL and ESL contexts. A group of 189 college students were randomly selected from different universities in Iran and India. Based on a proficiency test, students were grouped into high, moderate, and low level. Then, the underlining strategy was taught during the treatment sessions. The results suggest that intervention or explicit instruction was effective in increasing the reading comprehension of both Iranian and Indian students although Indian ESL students were able to perform better in comparison to their Iranian EFL counterparts. There was no significant difference between proficiency level and students' performance in reading comprehension in EFL and ESL contexts. In addition, there was no significant difference between males and females in both contexts.
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Energy Technology Data Exchange (ETDEWEB)
Lahtinen, J.
2012-07-01
Inspections and reviews are one of the most effective ways of detecting errors in software development. The methods are also cost-effective because defects can be spotted early in the development, and thus the cost of repairing the defects is lower. Reading techniques are the procedures that are used in the inspection or review of a software artefact. The most common procedures are simple ad-hoc reading and a checklist- based reading technique. However, more advanced and detailed procedures have been created for various purposes. This report reviews the state-of-the-art software reading techniques used in inspections and reviews, and briefly reviews some of the empirical research in this context. The majority of the empirical research results indicate that, for example, perspective-based reading is more cost-effective and can detect more defects than more basic reading techniques. This report also describes how perspective-based reading can be applied to the inspection of nuclear-domain requirement specifications. For this purpose, seven perspective-based reading scenarios have been created. (orig.)
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Jeffes, Ben
2016-01-01
The importance of reading skills to academic achievement, job acquisition and future success is well documented. Most of the research on reading interventions focuses on children in primary schools but many children start secondary school with very poor reading skills and schools require evidence-based interventions to support these children. The…
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English Language Learners' Strategies for Reading Computer-Based Texts at Home and in School
Park, Ho-Ryong; Kim, Deoksoon
2016-01-01
This study investigated four elementary-level English language learners' (ELLs') use of strategies for reading computer-based texts at home and in school. The ELLs in this study were in the fourth and fifth grades in a public elementary school. We identify the ELLs' strategies for reading computer-based texts in home and school environments. We…
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An iPad-Based Tool for Improving the Skills of Children with Attention Deficit Disorder.
Wrońska, Natalia; Garcia-Zapirain, Begonya; Mendez-Zorrilla, Amaia
2015-06-02
Attention Deficit Hyperactivity Disorder (ADHD), with a worldwide prevalence of 5.29%-7.1%, is one of the most common neurodevelopmental disorders among children and adolescents. Apart from typical symptoms like inattention, hyperactivity and impulsiveness, patients also evidence attention deficit problems with reading comprehension. This in turn causes poor school performance and widens the gap with peers without ADHD. This paper presents a novel and interactive tool based on Serious Games for Health, whose aim is not only to improve comprehension, but also hold the user's attention. This tool is geared towards assessing reading quality and is intended for iPad devices. Preliminary results obtained from the experiment performed to evaluate the game are included in this report. A group of six typically developing children from Colegio Vizcaya aged between 8 and 12 took part in the evaluation of motivation, satisfaction and usability of the same therapy in the new media. Results obtained by participants playing the game were analysed together with questionnaires concerning the usability of the system. Game evaluation resulted in relatively good statistics-average score was 3 points out of 4 and average time for completing the exercise was 59 seconds. A SUS questionnaire with an average score of 92.75 out of 100 indicates that the game presented is user-friendly and an effective tool. Moreover, based on the feedback obtained from participants, the game had been improved and additional functionality introduced. Older participants completed the first game faster than the younger ones, but age was not influential in subsequent games.
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An iPad-Based Tool for Improving the Skills of Children with Attention Deficit Disorder
Directory of Open Access Journals (Sweden)
Natalia Wrońska
2015-06-01
Full Text Available Attention Deficit Hyperactivity Disorder (ADHD, with a worldwide prevalence of 5.29%–7.1%, is one of the most common neurodevelopmental disorders among children and adolescents. Apart from typical symptoms like inattention, hyperactivity and impulsiveness, patients also evidence attention deficit problems with reading comprehension. This in turn causes poor school performance and widens the gap with peers without ADHD. This paper presents a novel and interactive tool based on Serious Games for Health, whose aim is not only to improve comprehension, but also hold the user’s attention. This tool is geared towards assessing reading quality and is intended for iPad devices. Preliminary results obtained from the experiment performed to evaluate the game are included in this report. A group of six typically developing children from Colegio Vizcaya aged between 8 and 12 took part in the evaluation of motivation, satisfaction and usability of the same therapy in the new media. Results obtained by participants playing the game were analysed together with questionnaires concerning the usability of the system. Game evaluation resulted in relatively good statistics-average score was 3 points out of 4 and average time for completing the exercise was 59 seconds. A SUS questionnaire with an average score of 92.75 out of 100 indicates that the game presented is user-friendly and an effective tool. Moreover, based on the feedback obtained from participants, the game had been improved and additional functionality introduced. Older participants completed the first game faster than the younger ones, but age was not influential in subsequent games.
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Voxel-based lesion analysis of brain regions underlying reading and writing.
Baldo, Juliana V; Kacinik, Natalie; Ludy, Carl; Paulraj, Selvi; Moncrief, Amber; Piai, Vitória; Curran, Brian; Turken, And; Herron, Tim; Dronkers, Nina F
2018-03-20
The neural basis of reading and writing has been a source of inquiry as well as controversy in the neuroscience literature. Reading has been associated with both left posterior ventral temporal zones (termed the "visual word form area") as well as more dorsal zones, primarily in left parietal cortex. Writing has also been associated with left parietal cortex, as well as left sensorimotor cortex and prefrontal regions. Typically, the neural basis of reading and writing are examined in separate studies and/or rely on single case studies exhibiting specific deficits. Functional neuroimaging studies of reading and writing typically identify a large number of activated regions but do not necessarily identify the core, critical hubs. Last, due to constraints on the functional imaging environment, many previous studies have been limited to measuring the brain activity associated with single-word reading and writing, rather than sentence-level processing. In the current study, the brain correlates of reading and writing at both the single- and sentence-level were studied in a large sample of 111 individuals with a history of chronic stroke using voxel-based lesion symptom mapping (VLSM). VLSM provides a whole-brain, voxel-by-voxel statistical analysis of the role of distinct regions in a particular behavior by comparing performance of individuals with and without a lesion at every voxel. Rather than comparing individual cases or small groups with particular behavioral dissociations in reading and writing, VLSM allowed us to analyze data from a large, well-characterized sample of stroke patients exhibiting a wide range of reading and writing impairments. The VLSM analyses revealed that reading was associated with a critical left inferior temporo-occipital focus, while writing was primarily associated with the left supramarginal gyrus. Separate VLSM analyses of single-word versus sentence-level reading showed that sentence-level reading was uniquely associated with anterior
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Cantilever-based sensor with integrated optical read-out using single mode waveguides
DEFF Research Database (Denmark)
Nordström, Maria; Zauner, Dan; Calleja, Montserrat
2007-01-01
This work presents the design, fabrication and mechanical characterisation of an integrated optical read-out scheme for cantilever-based biosensors. A cantilever can be used as a biosensor by monitoring its bending caused by the surface stress generated due to chemical reactions occurring on its...... surface. Here, we present a novel integrated optical read-out scheme based on single-mode waveguides that enables the fabrication of a compact system. The complete system is fabricated in the polymer SU-8. This manuscript shows the principle of operation and the design well as the fabrication...
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Kobayashi, Tomoka; Inagaki, Masumi; Gunji, Atsuko; Yatabe, Kiyomi; Kaga, Makiko; Goto, Takaaki; Koike, Toshihide; Wakamiya, Eiji; Koeda, Tatsuya
2010-01-01
Five hundred and twenty-eight Japanese elementary school children aged from 6 (Grade 1) to 12 (Grade 6) were tested for their abilities to read Hiragana characters, words, and short sentences. They were typically developing children whom the classroom teachers judged to have no problems with reading and writing in Japanese. Each child was asked to read four tasks which were written in Hiragana script: single mora reading task, four syllable non-word reading task, four syllable word reading task, and short sentence reading task. The total articulation time for reading and performance in terms of accuracy were measured for each task. Developmental changes in these variables were evaluated. The articulation time was significantly longer for the first graders, and it gradually shortened as they moved through to the upper grades in all tasks. The articulation time reached a plateau in the 4th grade for the four syllable word and short sentence reading tasks, while it did so for the single mora and four syllable non-word reading tasks in the 5th grade. The articulation times for the four syllable word and short sentence reading tasks correlated strongly. There were very few clear errors for all tasks, and the number of such errors significantly changed between the school grades only for the single mora and four syllable word reading tasks. It was noted that more than half of the children read the beginning portion of the word or phrase twice or more, in order to read it accurately, and developmental changes were also seen in this pattern of reading. This study revealed that the combination of these reading tasks may function as a screening test for reading disorders such as developmental dyslexia in children below the age of ten or eleven years old.
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Troscianko, Emily T
2018-04-21
Compared with self-help bibliotherapy, little is known about the efficacy of creative bibliotherapy or the mechanisms of its possible efficacy for eating disorders or any other mental health condition. It is clear, however, that fiction is widely used informally as a therapeutic or antitherapeutic tool and that it has considerable potential in both directions, with a possibly significant distinction between the effects of reading fiction about eating disorders (which may-contrary to theoretical predictions-be broadly negative in effect) or one's preferred genre of other fiction (which may be broadly positive). Research on creative bibliotherapy, especially systematic experimental research, is lacking and requires a medical humanities approach, drawing on knowledge and methods from psychology and cognitive literary studies as well as clinical disciplines to expand our understanding of how the dynamic processes of interpretation mediate between textual structures and characteristics of mental health and illness. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.
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Specific developmental disorders. The language-learning continuum.
Swank, L K
1999-01-01
The goal of this article is to inform and educate those who work with children who present with language-learning disorders about phonologic processing deficits, because this area has been shown to have a significant impact on children and adults who exhibit reading disabilities. Mental health professionals who work with children with reading problems need to be aware of what is known about this source of reading disorders and the implications of this knowledge for prevention and treatment. Advocating for appropriate instruction for children with reading problems is an important role mental health professionals can play in working with this population.
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Reading and reading instruction for children from low-income and non-English-speaking households.
Lesaux, Nonie K
2012-01-01
Although most young children seem to master reading skills in the early grades of elementary school, many struggle with texts as they move through middle school and high school. Why do children who seem to be proficient readers in third grade have trouble comprehending texts in later grades? To answer this question, Nonie Lesaux describes what is known about reading development and instruction, homing in on research conducted with children from low-income and non-English-speaking homes. Using key insights from this research base, she offers two explanations. The first is that reading is a dynamic and multifaceted process that requires continued development if students are to keep pace with the increasing demands of school texts and tasks. The second lies in the role of reading assessment and instruction in U.S. schools. Lesaux draws a distinction between the "skills-based competencies" that readers need to sound out and recognize words and the "knowledge-based competencies" that include the conceptual and vocabulary knowledge necessary to comprehend a text's meaning. Although U.S. schools have made considerable progress in teaching skills-based reading competencies that are the focus of the early grades, most have made much less progress in teaching the knowledge-based competencies students need to support reading comprehension in middle and high school. These knowledge-based competencies are key sources of lasting individual differences in reading outcomes, particularly among children growing up in low-income and non-English-speaking households. Augmenting literacy rates, Lesaux explains, will require considerable shifts in the way reading is assessed and taught in elementary and secondary schools. First, schools must conduct comprehensive reading assessments that discern learners' (potential) sources of reading difficulties--in both skills-based and knowledge-based competencies. Second, educators must implement instructional approaches that offer promise for
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Estimating demand for primary care-based treatment for substance and alcohol use disorders.
Barry, Colleen L; Epstein, Andrew J; Fiellin, David A; Fraenkel, Liana; Busch, Susan H
2016-08-01
While there is broad recognition of the high societal costs of substance use disorders (SUD), treatment rates are low. We examined whether, in the United States, participants with substance or alcohol use disorder would report a greater willingness to enter SUD treatment located in a primary care setting (primary care) or more commonly found specialty care setting in the United States (usual care). Randomized survey-embedded experiment. US web-based research panel in which participants were randomized to read one-paragraph vignettes describing treatment in usual care (specialty drug or alcohol treatment center), primary care or collaborative care within a primary care setting. A total of 42 451 panelists aged 18+ were screened for substance or alcohol use disorder using validated diagnostic criteria. Participants included 344 with a substance use disorder and 634 with an alcohol use disorder not in treatment with no prior treatment history. Willingness to enter treatment across vignettes by condition. Among participants with a substance use disorder, 24.6% of those randomized to usual care reported being willing to enter drug treatment compared with 37.2% for primary care [12.6 percentage point difference; 95% confidence interval (CI) = 0.8, 24.4) and 34.0% for collaborative care (9.4 percentage point difference; 95% CI = -2.0, 20.8). Among participants with an alcohol use disorder, 17.6% of those randomized to usual care reported being willing to enter alcohol treatment compared with 20.3% for primary care (2.6 percentage point difference; 95% CI = -4.9, 10.1) and 20.8% for collaborative care (3.1 percentage point difference; 95% CI = -4.3, 10.6). The most common reason for not being willing to enter drug (63%) and alcohol (78%) treatment was the belief that treatment was not needed. In the United States, people diagnosed with substance or alcohol use disorders appear to be more willing to enter treatment in a primary care setting than in a specialty drug
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Text-fading based training leads to transfer effects on children’s sentence reading fluency
Directory of Open Access Journals (Sweden)
Telse eNagler
2015-02-01
Full Text Available Previous studies used a text-fading procedure as a training tool with the goal to increase silent reading fluency (i.e., proficient reading rate and comprehension. In recently published studies, this procedure resulted in lasting reading enhancements for adult and adolescent research samples. However, studies working with children reported mixed results. While reading rate improvements were observable for Dutch reading children in a text-fading training study, reading fluency improvements in standardized reading tests post-training attributable to the fading manipulation were not detectable. These results raise the question of whether text-fading training is not effective for children or whether research design issues have concealed possible transfer effects. Hence, the present study sought to investigate possible transfer effects resulting from a text-fading based reading training program, using a modified research design. Over a period of three weeks, two groups of German third-graders read sentences either with an adaptive text-fading procedure or at their self-paced reading rate. A standardized test measuring reading fluency at the word, sentence, and text level was conducted pre- and post-training. Text level reading fluency improved for both groups equally. Post-training gains at the word level were found for the text-fading group, however, no significant interaction between groups was revealed for word reading fluency. Sentence level reading fluency gains were found for the text-fading group, which significantly differed from the group of children reading at their self-paced reading routine. These findings provide evidence for the efficacy of text-fading as a training method for sentence reading fluency improvement also for children.
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Environmental sensors based on micromachined cantilevers with integrated read-out
DEFF Research Database (Denmark)
Boisen, Anja; Thaysen, Jacob; Jensenius, Henriette
2000-01-01
-out facilitates measurements in liquid. The probe has been successfully implemented in gaseous as well as in liquid experiments. For example, the probe has been used as an accurate and minute thermal sensor and as a humidity sensor. In liquid, the probe has been used to detect the presence of alcohol in water. (C......An AFM probe with integrated piezoresistive read-out has been developed and applied as a cantilever-based environmental sensor. The probe has a built-in reference cantilever, which makes it possible to subtract background drift directly in the measurement. Moreover, the integrated read...
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Reading fluency: implications for the assessment of children with reading disabilities.
Meisinger, Elizabeth B; Bloom, Juliana S; Hynd, George W
2010-06-01
The current investigation explored the diagnostic utility of reading fluency measures in the identification of children with reading disabilities. Participants were 50 children referred to a university-based clinic because of suspected reading problems and/or a prior diagnosis of dyslexia, where children completed a battery of standardized intellectual, reading achievement, and processing measures. Within this clinical sample, a group of children were identified that exhibited specific deficits in their reading fluency skills with concurrent deficits in rapid naming speed and reading comprehension. This group of children would not have been identified as having a reading disability according to assessment of single word reading skills alone, suggesting that it is essential to assess reading fluency in addition to word reading because failure to do so may result in the under-identification of children with reading disabilities.
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Hsu, Ching-Kun; Hwang, Gwo-Jen; Chang, Chih-Kai
2013-01-01
In this paper, a personalized recommendation-based mobile language learning approach is proposed. A mobile learning system has been developed based on the approach by providing a reading material recommendation mechanism for guiding EFL (English as Foreign Language) students to read articles that match their preferences and knowledge levels, and a…
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[Reading ability of junior high school students in relation to self-evaluation and depression].
Yamashita, Toshiya; Hayashi, Takashi
2012-01-01
Guidelines for the diagnosis of reading disorders in elementary school students were published recently in Japan. On the basis of these guidelines, we administrated reading test batteries to 43 Japanese junior high-school students from grade two. The reading test consisted of single sounds, single words, and single sentences. We evaluated the reading speed and the number of reading errors made by the test takers; their performance was compared with the normal value for elementary school students in grade six, as stated in the guidelines. The reading ability of the junior high-school students was not higher than that of the elementary school students. Seven students (16.3%) were found to have reading difficulties (RD group) and they met the criterion for diagnosis of reading disorder as per the guidelines. Three students had difficulties in reading single sounds and single words, but they faced no problems when reading single sentences. It was supposed that the strategies used by the students for reading sentences may have differed from those used for reading single sounds or single words. No significant differences were found between the RD and non-RD group students on scores of scholastic self-evaluation, self-esteem, and depressive symptoms. Therefore, reading difficulty did not directly influence the level of self-evaluation or depression.
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Development of a Smartphone-based reading system for lateral flow immunoassay.
Lee, Sangdae; Kim, Giyoung; Moon, Jihea
2014-11-01
This study was conducted to develop and evaluate the performance of the Smartphone-based reading system for the lateral flow immunoassay (LFIA). Smartphone-based reading system consists of a Samsung Galaxy S2 Smartphone, Smartphone application, and a LFIA reader. LFIA reader is composed of the close-up lens with a focal length up to 30 mm, white LED light, lithium polymer battery, and main body. The Smartphone application for image acquisition and data analysis was developed on the Android platform. The standard curve was obtained by plotting the measured P(T)/P(c) or A(T)/A(c) ratio versus Salmonella standard concentration. The mean, standard deviation (SD), recovery, and relative standard deviation (RSD) were also calculated using additional experimental results. These data were compared with that obtained from the benchtop LFIA reader. The LOD in both systems was observed with 10(6) CFU/mL. The results show high accuracy and good reproducibility with a RSD less than 10% in the range of 10(6) to 10(9) CFU/mL. Due to the simple structure, good sensitivity, and high accuracy of the Smartphone-based reading system, this system can be substituted for the benchtop LFIA reader for point-of-care medical diagnostics.
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Directory of Open Access Journals (Sweden)
Belgin Aydin
2012-01-01
Full Text Available This paper is concerned with the modifications implemented in a second year foreign language (FL reading program with respect to the problems students experience while reading in FL. This research draws on the sources of FL reading anxiety identified in the first year reading program with a motivation to re-design the second year program to help the students perceive reading positively free from the anxiety. This paper reports on the responses of students to the modifications implemented in the second year reading program
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GPU-BSM: a GPU-based tool to map bisulfite-treated reads.
Directory of Open Access Journals (Sweden)
Andrea Manconi
Full Text Available Cytosine DNA methylation is an epigenetic mark implicated in several biological processes. Bisulfite treatment of DNA is acknowledged as the gold standard technique to study methylation. This technique introduces changes in the genomic DNA by converting cytosines to uracils while 5-methylcytosines remain nonreactive. During PCR amplification 5-methylcytosines are amplified as cytosine, whereas uracils and thymines as thymine. To detect the methylation levels, reads treated with the bisulfite must be aligned against a reference genome. Mapping these reads to a reference genome represents a significant computational challenge mainly due to the increased search space and the loss of information introduced by the treatment. To deal with this computational challenge we devised GPU-BSM, a tool based on modern Graphics Processing Units. Graphics Processing Units are hardware accelerators that are increasingly being used successfully to accelerate general-purpose scientific applications. GPU-BSM is a tool able to map bisulfite-treated reads from whole genome bisulfite sequencing and reduced representation bisulfite sequencing, and to estimate methylation levels, with the goal of detecting methylation. Due to the massive parallelization obtained by exploiting graphics cards, GPU-BSM aligns bisulfite-treated reads faster than other cutting-edge solutions, while outperforming most of them in terms of unique mapped reads.
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Scanpath Based N-Gram Models for Predicting Reading Behavior
DEFF Research Database (Denmark)
Mishra, Abhijit; Bhattacharyya, Pushpak; Carl, Michael
2013-01-01
Predicting reading behavior is a difficult task. Reading behavior depends on various linguistic factors (e.g. sentence length, structural complexity etc.) and other factors (e.g individual's reading style, age etc.). Ideally, a reading model should be similar to a language model where the model i...
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Reading Comprehension and Autism in the Primary General Education Classroom
Nguyen, Neal Nghia; Leytham, Patrick; Schaefer Whitby, Peggy; Gelfer, Jeffrey I.
2015-01-01
Reading comprehension is a critical building block for effective early literacy development. Many students with autism spectrum disorder demonstrate difficulties in reading comprehension. These difficulties may be attributed to deficits in Theory of Mind, Weak Central Coherence, and Executive Functioning. Given the rise in the number of students…
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Reading, Laterality, and the Brain: Early Contributions on Reading Disabilities by Sara S. Sparrow
Fletcher, Jack M.; Morris, Robin D.
2014-01-01
Although best known for work with children and adults with intellectual disabilities and autism spectrum disorders, training in speech pathology and a doctorate in clinical psychology and neuropsychology was the foundation for Sara Sparrow's long-term interest in reading disabilities. Her first papers were on dyslexia and laterality, and the…
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Impact of a Web-Based Reading Program on Sixth-Grade English Language Learners
Wright, Rosena
2010-01-01
This applied dissertation was developed to determine (a) the impact that Achieve3000, a web-based reading program, had on the reading-comprehension skills of English language learners (ELLs) and (b) the perceptions of students and their teacher on the technology program used at the study school as it relates to the remediation of the reading…
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Topology-Based Estimation of Missing Smart Meter Readings
Directory of Open Access Journals (Sweden)
Daisuke Kodaira
2018-01-01
Full Text Available Smart meters often fail to measure or transmit the data they record when measuring energy consumption, known as meter readings, owing to faulty measuring equipment or unreliable communication modules. Existing studies do not address successive and non-periodical missing meter readings. This paper proposes a method whereby missing readings observed at a node are estimated by using circuit theory principles that leverage the voltage and current data from adjacent nodes. A case study is used to demonstrate the ability of the proposed method to successfully estimate the missing readings over an entire day during which outages and unpredictable perturbations occurred.
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An eye movement based reading intervention in lexical and segmental readers with acquired dyslexia.
Ablinger, Irene; von Heyden, Kerstin; Vorstius, Christian; Halm, Katja; Huber, Walter; Radach, Ralph
2014-01-01
Due to their brain damage, aphasic patients with acquired dyslexia often rely to a greater extent on lexical or segmental reading procedures. Thus, therapy intervention is mostly targeted on the more impaired reading strategy. In the present work we introduce a novel therapy approach based on real-time measurement of patients' eye movements as they attempt to read words. More specifically, an eye movement contingent technique of stepwise letter de-masking was used to support sequential reading, whereas fixation-dependent initial masking of non-central letters stimulated a lexical (parallel) reading strategy. Four lexical and four segmental readers with acquired central dyslexia received our intensive reading intervention. All participants showed remarkable improvements as evident in reduced total reading time, a reduced number of fixations per word and improved reading accuracy. Both types of intervention led to item-specific training effects in all subjects. A generalisation to untrained items was only found in segmental readers after the lexical training. Eye movement analyses were also used to compare word processing before and after therapy, indicating that all patients, with one exclusion, maintained their preferred reading strategy. However, in several cases the balance between sequential and lexical processing became less extreme, indicating a more effective individual interplay of both word processing routes.
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Directory of Open Access Journals (Sweden)
Zhongshe Lu
2015-01-01
Full Text Available The present study explored the interrelations between foreign language (FL reading anxiety, FL reading strategy use and their interactive effect on FL reading comprehension performance at the tertiary level in China. Analyses of the survey data collected from 1702 university students yielded the following results: (a Both Foreign Language Reading Anxiety Scale (FLRAS and Foreign Language Reading Strategy Use Scale (FLRSUS had important subcomponents, (b more than half of the students generally did not feel anxious when reading English, and were confident in and satisfied with their English reading proficiency. Meanwhile, (c more than half of them moderately used different types of reading strategies such as planning, checking and confirming, predicting and assessing, when reading English, (d compared with their female peers, male students felt significantly more anxious when facing reading activities, less satisfied with their English reading proficiency, and used specific analyzing and planning strategies significantly less often during a reading activity, (e FLRAS was significantly inversely related to FLRSUS, and both were significantly correlated with the students’ FL reading comprehension performance, and (f FLRAS (overall FL reading anxiety, FLRAS1 (general anxiety about FL reading, and FLRSUS2 (predicting strategies were good predictors of FL reading comprehension performance. Based on the findings, some implications are discussed.
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Centroid based clustering of high throughput sequencing reads based on n-mer counts.
Solovyov, Alexander; Lipkin, W Ian
2013-09-08
Many problems in computational biology require alignment-free sequence comparisons. One of the common tasks involving sequence comparison is sequence clustering. Here we apply methods of alignment-free comparison (in particular, comparison using sequence composition) to the challenge of sequence clustering. We study several centroid based algorithms for clustering sequences based on word counts. Study of their performance shows that using k-means algorithm with or without the data whitening is efficient from the computational point of view. A higher clustering accuracy can be achieved using the soft expectation maximization method, whereby each sequence is attributed to each cluster with a specific probability. We implement an open source tool for alignment-free clustering. It is publicly available from github: https://github.com/luscinius/afcluster. We show the utility of alignment-free sequence clustering for high throughput sequencing analysis despite its limitations. In particular, it allows one to perform assembly with reduced resources and a minimal loss of quality. The major factor affecting performance of alignment-free read clustering is the length of the read.
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Implications of Schema-based Pre-Reading Tasks in Facilitating ...
African Journals Online (AJOL)
The subjects of the study were 56 students taking the Reading. Skills (FLEn ... The available research on reading suggests that reading .... a whole. RESEARCH METHODOLOGY AND ..... Mixed Methods Approaches. (3rd ed.). ... A Concise.
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Yamashita, Toshiya; Hayashi, Takashi
2014-05-01
We aimed to examine the effects of reading difficulties on scholastic self-evaluation and mental health in elementary school students. Following guidelines for diagnosing reading disorders in elementary school students, we administered reading test batteries consisting of single sounds, single words, and single sentences to 41 fifth-grade elementary school students in Japan. The students' levels of scholastic self-evaluation, self-esteem, and depressive symptoms were assessed using self-rating questionnaires. By evaluating students' reading speed and the number of reading errors they made, we found that six students (14.6%) had reading difficulties (RD group) as per the guidelines for diagnosing reading disorders. The scholastic self-evaluation scores of this RD group were significantly lower than that of the non-RD group. No significant differences were found between the groups on self-esteem or depressive symptoms scores, which we considered to be indicators of mental health, Speed in reading single sounds and single words, and the number of reading errors in reading single sounds had significant negative correlations with scholastic self-evaluation scores. We found that reading difficulties might result in decreased scholastic self-evaluation in elementary school students; however, reading difficulties did not directly influence self-esteem or depression.
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Solís, Michael; Scammacca, Nancy; Barth, Amy E.; Roberts, Garrett J.
2017-01-01
This experimental study examined the effectiveness of a text-based reading and vocabulary intervention with self-regulatory supports for 4th graders with low reading comprehension. Students with standard scores on the Gates MacGinitie Reading Test between 1.0 standard deviation (SD) and 0.5 SD below the normative sample were included (N=44) and…
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The Impact of Project-Based Learning on Fourth-Grade Students' Understanding in Reading
Williams, Dana L.
2017-01-01
The purpose of this quantitative, non-experimental, descriptive study was to determine if participation in project-based learning developed the understanding students need to transfer their knowledge and skills to achieve higher composite and reading scores, as well as demonstrate the ability to read increasingly complex texts on the ACT Aspire as…
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Optical reading of contaminants in aqueous media based on gold nanoparticles.
Du, Jianjun; Zhu, Bowen; Peng, Xiaojun; Chen, Xiaodong
2014-09-10
With increasing trends of global population growth, urbanization, pollution over-exploitation, and climate change, the safe water supply has become a global issue and is threatening our society in terms of sustainable development. Therefore, there is a growing need for a water-monitoring platform with the capability of rapidness, specificity, low-cost, and robustness. This review summarizes the recent developments in the design and application of gold nanoparticles (AuNPs) based optical assays to detect contaminants in aqueous media with a high performance. First, a brief discussion on the correlation between the optical reading strategy and the optical properties of AuNPs is presented. Then, we summarize the principle behind AuNP-based optical assays to detect different contaminants, such as toxic metal ion, anion, and pesticides, according to different optical reading strategies: colorimetry, scattering, and fluorescence. Finally, the comparison of these assays and the outlook of AuNP-based optical detection are discussed. © 2014 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.
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Mautone, Jennifer A.; DuPaul, George J.; Jitendra, Asha K.; Tresco, Katy E.; Junod, Rosemary Vile; Volpe, Robert J.
2009-01-01
This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data-based academic intervention (IDAI) and traditional data-based academic intervention (TDAI). Participants included 83 first- through fourth-grade students who met research criteria for…
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Using quality scores and longer reads improves accuracy of Solexa read mapping
Directory of Open Access Journals (Sweden)
Xuan Zhenyu
2008-02-01
Full Text Available Abstract Background Second-generation sequencing has the potential to revolutionize genomics and impact all areas of biomedical science. New technologies will make re-sequencing widely available for such applications as identifying genome variations or interrogating the oligonucleotide content of a large sample (e.g. ChIP-sequencing. The increase in speed, sensitivity and availability of sequencing technology brings demand for advances in computational technology to perform associated analysis tasks. The Solexa/Illumina 1G sequencer can produce tens of millions of reads, ranging in length from ~25–50 nt, in a single experiment. Accurately mapping the reads back to a reference genome is a critical task in almost all applications. Two sources of information that are often ignored when mapping reads from the Solexa technology are the 3' ends of longer reads, which contain a much higher frequency of sequencing errors, and the base-call quality scores. Results To investigate whether these sources of information can be used to improve accuracy when mapping reads, we developed the RMAP tool, which can map reads having a wide range of lengths and allows base-call quality scores to determine which positions in each read are more important when mapping. We applied RMAP to analyze data re-sequenced from two human BAC regions for varying read lengths, and varying criteria for use of quality scores. RMAP is freely available for downloading at http://rulai.cshl.edu/rmap/. Conclusion Our results indicate that significant gains in Solexa read mapping performance can be achieved by considering the information in 3' ends of longer reads, and appropriately using the base-call quality scores. The RMAP tool we have developed will enable researchers to effectively exploit this information in targeted re-sequencing projects.
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[Intervention in dyslexic disorders: phonological awareness training].
Etchepareborda, M C
2003-02-01
Taking into account the systems for the treatment of brain information when drawing up a work plan allows us to recreate processing routines that go from multisensory perception to motor, oral and cognitive production, which is the step prior to executive levels of thought, bottom-up and top-down processing systems. In recent years, the use of phonological methods to prevent or resolve reading disorders has become the fundamental mainstay in the treatment of dyslexia. The work is mainly based on phonological proficiency, which enables the patient to detect phonemes (input), to think about them (performance) and to use them to build words (output). Daily work with rhymes, the capacity to listen, the identification of phrases and words, and handling syllables and phonemes allows us to perform a preventive intervention that enhances the capacity to identify letters, phonological analysis and the reading of single words. We present the different therapeutic models that are most frequently employed. Fast For Word (FFW) training helps make progress in phonematic awareness and other linguistic skills, such as phonological awareness, semantics, syntax, grammar, working memory and event sequencing. With Deco-Fon, a programme for training phonological decoding, work is carried out on the auditory discrimination of pure tones, letters and consonant clusters, auditory processing speed, auditory and phonematic memory, and graphophonological processing, which is fundamental for speech, language and reading writing disorders. Hamlet is a programme based on categorisation activities for working on phonological conceptualisation. It attempts to encourage the analysis of the segments of words, syllables or phonemes, and the classification of a certain segment as belonging or not to a particular phonological or orthographical category. Therapeutic approaches in the early phases of reading are oriented towards two poles based on the basic mechanisms underlying the process of learning
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Treatment Integrity in a Home-Based Pre-Reading Intervention Programme
van Otterloo, Sandra G.; van der Leij, Aryan; Veldkamp, Esther
2006-01-01
Treatment integrity is an underexposed issue in the phonological awareness intervention research. The current study assessed the integrity of treatment of the families (N = 32) participating in the experimental condition of a home-based pre-reading intervention study. The participating kindergartners were all genetically at risk for developing…
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How Reading Volume Affects both Reading Fluency and Reading Achievement
Directory of Open Access Journals (Sweden)
Richard L. ALLINGTON
2014-10-01
Full Text Available Long overlooked, reading volume is actually central to the development of reading proficiencies, especially in the development of fluent reading proficiency. Generally no one in schools monitors the actual volume of reading that children engage in. We know that the commonly used commercial core reading programs provide only material that requires about 15 minutes of reading activity daily. The remaining 75 minute of reading lessons is filled with many other activities such as completing workbook pages or responding to low-level literal questions about what has been read. Studies designed to enhance the volume of reading that children do during their reading lessons demonstrate one way to enhance reading development. Repeated readings have been widely used in fostering reading fluency but wide reading options seem to work faster and more broadly in developing reading proficiencies, including oral reading fluency.
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Reading Incentives that Work: No-Cost Strategies to Motivate Kids to Read and Love It!
Small, Ruth V.
2009-01-01
In education, it is possible to find dozens of examples of "forced" reading incentive programs that categorize student reading levels, provide limited reading lists coordinated with those reading levels, assess student reading through computer-based tests, and award tangible prizes when they pass the test. Those who perform best get the most…
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Reliable and redundant FPGA based read-out design in the ATLAS TileCal Demonstrator
Åkerstedt, Henrik; The ATLAS collaboration; Drake, Gary; Anderson, Kelby; Bohm, Christian; Oreglia, Mark; Tang, Fukun
2015-01-01
The Tile Calorimeter at ATLAS is a hadron calorimeter based on steel plates and scintillating tiles read out by PMTs. The current read-out system uses standard ADCs and custom ASICs to digitize and temporarily store the data on the detector. However, only a subset of the data is actually read out to the counting room. The on-detector electronics will be replaced around 2023. To achieve the required reliability the upgraded system will be highly redundant. Here the ASICs will be replaced with Kintex-7 FPGAs from Xilinx. This, in addition to the use of multiple 10 Gbps optical read-out links, will allow a full read-out of all detector data. Due to the higher radiation levels expected when the beam luminosity is increased, opportunities for repairs will be less frequent. The circuitry and firmware must therefore be designed for sufficiently high reliability using redundancy and radiation tolerant components. Within a year, a hybrid demonstrator including the new read-out system will be installed in one slice of ...
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Directory of Open Access Journals (Sweden)
P. F. Litvitskiy
2011-01-01
Full Text Available The lecture describes modern data on disorders of acid-base state (ABS: their types, etiology, key stages of pathogenesis, main symptoms, and principles of treatment. The first part of the lecture in present journal characterizes main conception, parameters of ABS in normal state, buffer systems, common mechanisms of BS shifts elimination, etiology and pathogenesis of gas-induced (respiratory disorders of ABS. The second part of the lecture in following journal will describe not gas-induced (metabolic, excretory and exogenous disorders of ABS and principles of their treatment.
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Vuori, Miika; Tuulio-Henriksson, Annamari; Nissinen, Heidi; Autti-Rämö, Ilona
2015-01-01
Psychosocial family-based interventions--family therapy, cognitive-behavioral parent training and family-based treatment protocols--are empirically supported treatments for children with attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder, and conduct disorder. Well-researched interventions such as remote and group-based parent training programs relate to improvements in parenting quality, positive parenting, and the child's decreased ADHD and conduct behavioral problems, whereas individual family-based treatments are sometimes required, depending on symptom severity. Specific family-based treatment protocols are tailored for older children and adolescents with severe behavioral and emotional problems. Considering the above, empirically supported programs are used more in Finland, compared to licensed Anglo-American treatment protocols.
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Williamson, Pamela; Carnahan, Christina R.; Jacobs, Jennifer A.
2012-01-01
Using a constructivist grounded theory approach, this study sought to understand what influences reading comprehension and how meaning is made from text among high-functioning individuals with autism spectrum disorder (ASD). Using a think-aloud procedure, 13 individuals ages 7-13 with ASD read 16 passages at their instructional reading level.…
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Music and dyslexia: A new musical training method to improve reading and related disorders
Directory of Open Access Journals (Sweden)
Michel eHabib
2016-01-01
Full Text Available Numerous arguments in the recent neuroscientific literature support the use of musical training as a therapeutic tool among the arsenal already available to therapists and educators for treating children with dyslexia. In the present study, we tested the efficacy of a specially-designed Cognitivo-Musical Training (CMT protocol based upon three principles : 1- music-language analogies : training dyslexics with music could contribute to improve brain circuits which are common to music and language processes; 2 – the temporal and rhythmic features of music, which could exert a positive effect on the multiple dimensions of the temporal deficit characteristic of dyslexia; and 3- cross-modal integration, based on converging evidence of impaired connectivity in dyslexia and related disorders. Accordingly, we developed a series of musical exercises involving jointly and simultaneously sensory (visual, auditory, somatosensory and motor systems, with special emphasis on rhythmic perception and production in addition to intensive training of various features of the musical auditory signal. Two separate studies were carried out, one in which dyslexic children received intensive musical exercises concentrated over 18 hours during three consecutive days, and the other in which the 18 hours of musical training were spread over six weeks. Both studies showed significant improvements in some untrained, linguistic and non-linguistic variables. The first one yielded significant improvement in categorial perception and auditory perception of temporal components of speech. The second study revealed additional improvements in auditory attention, phonological awareness (syllable fusion, reading abilities and repetition of pseudo-words. Importantly, most improvements persisted after an untrained period of 6 weeks. These results provide new additional arguments for using music as part of systematic therapeutic and instructional practice for dyslexic children.
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Child, Amanda E; Cirino, Paul T; Fletcher, Jack M; Willcutt, Erik G; Fuchs, Lynn S
2018-05-01
Disorders of reading, math, and attention frequently co-occur in children. However, it is not yet clear which cognitive factors contribute to comorbidities among multiple disorders and which uniquely relate to one, especially because they have rarely been studied as a triad. Thus, the present study considers how reading, math, and attention relate to phonological awareness, numerosity, working memory, and processing speed, all implicated as either unique or shared correlates of these disorders. In response to findings that the attributes of all three disorders exist on a continuum rather than representing qualitatively different groups, this study employed a dimensional approach. Furthermore, we used both timed and untimed academic variables in addition to attention and activity level variables. The results supported the role of working memory and phonological awareness in the overlap among reading, math, and attention, with a limited role of processing speed. Numerosity was related to the comorbidity between math and attention. The results from timed variables and activity level were similar to those from untimed and attention variables, although activity level was less strongly related to cognitive and academic/attention variables. These findings have implications for understanding cognitive deficits that contribute to comorbid reading disability, math disability, and/or attention-deficit/hyperactivity disorder.
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Working memory influences processing speed and reading fluency in ADHD.
Jacobson, Lisa A; Ryan, Matthew; Martin, Rebecca B; Ewen, Joshua; Mostofsky, Stewart H; Denckla, Martha B; Mahone, E Mark
2011-01-01
Processing-speed deficits affect reading efficiency, even among individuals who recognize and decode words accurately. Children with ADHD who decode words accurately can still have inefficient reading fluency, leading to a bottleneck in other cognitive processes. This "slowing" in ADHD is associated with deficits in fundamental components of executive function underlying processing speed, including response selection. The purpose of the present study was to deconstruct processing speed in order to determine which components of executive control best explain the "processing" speed deficits related to reading fluency in ADHD. Participants (41 ADHD, 21 controls), ages 9-14 years, screened for language disorders, word reading deficits, and psychiatric disorders, were administered measures of copying speed, processing speed, reading fluency, working memory, reaction time, inhibition, and auditory attention span. Compared to controls, children with ADHD showed reduced oral and silent reading fluency and reduced processing speed-driven primarily by deficits on WISC-IV Coding. In contrast, groups did not differ on copying speed. After controlling for copying speed, sex, severity of ADHD-related symptomatology, and GAI, slowed "processing" speed (i.e., Coding) was significantly associated with verbal span and measures of working memory but not with measures of response control/inhibition, lexical retrieval speed, reaction time, or intrasubject variability. Further, "processing" speed (i.e., Coding, residualized for copying speed) and working memory were significant predictors of oral reading fluency. Abnormalities in working memory and response selection (which are frontally mediated and enter into the output side of processing speed) may play an important role in deficits in reading fluency in ADHD, potentially more than posteriorally mediated problems with orienting of attention or perceiving the stimulus.
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Building school-based reading practices
African Journals Online (AJOL)
Erna Kinsey
context of the academic subjects which they study at school, rather than in areas traditionally associated with learners' out-of-school interests ... the majority of the learners had not seen their parents reading a book ..... Harvard University Press.
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Caron, Jessica; Light, Janice; Holyfield, Christine; McNaughton, David
2018-06-01
The purpose of this study was to investigate the effects of Transition to Literacy (T2L) software features (i.e., dynamic text and speech output upon selection of a graphic symbol) within a grid display in an augmentative and alternative communication (AAC) app, on the sight word reading skills of individuals with autism spectrum disorders (ASD) and complex communication needs. The study implemented a single-subject multiple probe research design across one set of three participants. The same design was utilized with an additional set of two participants. As part of the intervention, the participants were exposed to an AAC app with the T2L features during a highly structured matching task. With only limited exposure to the features, the five participants all demonstrated increased accuracy of identification of 12 targeted sight words. This study provides preliminary evidence that redesigning AAC apps to include the provision of dynamic text combined with speech output, can positively impact the sight-word reading of participants during a structured task. This adaptation in AAC system design could be used to complement literacy instruction and to potentially infuse components of literacy learning into daily communication.
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Do reading additions improve reading in pre-presbyopes with low vision?
Alabdulkader, Balsam; Leat, Susan
2012-09-01
This study compared three different methods of determining a reading addition and the possible improvement on reading performance in children and young adults with low vision. Twenty-eight participants with low vision, aged 8 to 32 years, took part in the study. Reading additions were determined with (a) a modified Nott dynamic retinoscopy, (b) a subjective method, and (c) an age-based formula. Reading performance was assessed with MNREAD-style reading charts at 12.5 cm, with and without each reading addition in random order. Outcome measures were reading speed, critical print size, MNREAD threshold, and the area under the reading speed curve. For the whole group, there was no significant improvement in reading performance with any of the additions. When participants with normal accommodation at 12.5 cm were excluded, the area under the reading speed curve was significantly greater with all reading additions compared with no addition (p = 0.031, 0.028, and 0.028, respectively). Also, the reading acuity threshold was significantly better with all reading additions compared with no addition (p = 0.014, 0.030, and 0.036, respectively). Distance and near visual acuity, age, and contrast sensitivity did not predict improvement with a reading addition. All, but one, of the participants who showed a significant improvement in reading with an addition had reduced accommodation. A reading addition may improve reading performance for young people with low vision and should be considered as part of a low vision assessment, particularly when accommodation is reduced.
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Directory of Open Access Journals (Sweden)
Zofia Zasacka
2017-11-01
Full Text Available This article focuses on how digital technologies are used in the reading practices of adolescents. The results presented here are drawn from a study of young people’s reading habits. One of its aims was to determine students’ online reading habits. Selected results are presented from the qualitative and quantitative stages of the study. The quantitative stage was conducted in November 2013 with 1721 students completing primary school and 1816 students from lower secondary school. The paper reviews its key findings about how students read books: offline or online, printed or on-screen, whether they look for information about books on the internet and whether they use the internet as a source of reading material.
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Directory of Open Access Journals (Sweden)
Fabián Padilla De La Cerda
2016-04-01
Full Text Available This paper reports the process of designing and partially implementing and evaluating a content-based and genre-oriented syllabus with a group of ninth graders at a public school in Barranquilla, Colombia. The syllabus sought to promote reading strategies in order to improve learners’ comprehension of natural science texts. The results of this intervention show that the use of academic texts with low achievers, who in turn can develop a good comprehension of different kind of texts, is possible if these students are aware of the structure of the texts they are reading and if they are provided with reading strategies that are appropriate for each genre.
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The Effect of Modified Collaborative Strategic Reading on EFL Learners' Reading Anxiety
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Shabnam Abbasnezhad
2016-12-01
Full Text Available The present study was an attempt to investigate the effectiveness of reading instructional approach called MCSR- Modified Collaborative Strategic Reading on reducing intermediate EFL learner's reading anxiety. Based on a pretest-posttest design, MCSR was implemented with 64 EFL learners at intermediate level. They received EFL reading instruction according to MCSR over two and a half months. A questionnaire called English as a Foreign Language Reading Anxiety Inventory EFLRAI was group-administered atthepretest and the posttest. Quantitative results indicated that participating students demonstrated significant gains in reducing reading anxiety. This study highlighted our understanding by considering the effectiveness of MCSR program and also it elaborated the effects of using strategies like MCSR in overcoming the big problem of reading anxiety among EFL learners as non-native students. And teachers changed the focus of attention from using traditional methods for teaching the essential skill of reading to modern programs like MCSR in order to remove their students' anxiety and stress in reading.
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The Effect of Baby Books on Mothers’ Reading Beliefs and Reading Practices
Auger, Anamarie; Reich, Stephanie M.; Penner, Emily K.
2014-01-01
The impact of a baby book intervention on promoting positive reading beliefs and increasing reading frequency for low-income, new mothers (n = 167) was examined. The Baby Books Project randomly assigned low-income, first-time mothers to one of three study conditions, receiving educational books, non-educational books, or no books, during pregnancy and over the first year of parenthood. Home-based data collection occurred through pregnancy until 18 months post-partum. Mothers who received free baby books had higher beliefs about the importance of reading, the value of having resources to support reading, and the importance of verbal participation during reading. The results showed that providing any type of baby books to mothers positively influenced maternal reading beliefs, but did not increase infant-mother reading practices. Maternal reading beliefs across all three groups were significantly associated with self-reported reading frequency when children were at least 12 months of age. PMID:25264394
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Angelelli, Paola; Marinelli, Chiara Valeria; De Salvatore, Marinella; Burani, Cristina
2017-11-01
Italian sixth graders, with and without dyslexia, read pseudowords and low-frequency words that include high-frequency morphemes better than stimuli not including any morpheme. The present study assessed whether morphemes affect (1) younger children, with and without dyslexia; (2) spelling as well as reading; and (3) words with low-frequency morphemes. Two groups of third graders (16 children with dyslexia and dysorthography and 16 age-matched typically developing children) read aloud and spelt to dictation pseudowords and words. Pseudowords included (1) root + suffix in not existing combinations (e.g. lampadista, formed by lampad-, 'lamp', and -ista, '-ist') and (2) orthographic sequences not corresponding to any Italian root or suffix (e.g. livonosto). Words had low frequency and included: (1) root + suffix, both of high frequency (e.g. bestiale, 'beastly'); (2) root + suffix, both of low frequency (e.g. asprigno, 'rather sour'); and (3) simple words (e.g. insulso, 'vapid'). Children with dyslexia and dysorthography were less accurate than typically developing children. Root + suffix pseudowords were read and spelt more accurately than non-morphological pseudowords by both groups. Morphologically complex (root + suffix) words were read and spelt better than simple words. However, task interacted with morphology: reading was not facilitated by low-frequency morphemes. We conclude that children acquiring a transparent orthography exploit morpheme-based reading and spelling to face difficulties in processing long unfamiliar stimuli. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.
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Directory of Open Access Journals (Sweden)
Tzipi Horowitz-Kraus
2017-01-01
Full Text Available Mood disorders and behavioral are broad psychiatric diagnostic categories that have different symptoms and neurobiological mechanisms, but share some neurocognitive similarities, one of which is an elevated risk for reading deficit. Our aim was to determine the influence of mood versus behavioral dysregulation on reading ability and neural correlates supporting these skills in youth, using diffusion tensor imaging in 11- to 17-year-old children and youths with mood disorders or behavioral disorders and age-matched healthy controls. The three groups differed only in phonological processing and passage comprehension. Youth with mood disorders scored higher on the phonological test but had lower comprehension scores than children with behavioral disorders and controls; control participants scored the highest. Correlations between fractional anisotropy and phonological processing in the left Arcuate Fasciculus showed a significant difference between groups and were strongest in behavioral disorders, intermediate in mood disorders, and lowest in controls. Correlations between these measures in the left Inferior Longitudinal Fasciculus were significantly greater than in controls for mood but not for behavioral disorders. Youth with mood disorders share a deficit in the executive-limbic pathway (Arcuate Fasciculus with behavioral-disordered youth, suggesting reduced capacity for engaging frontal regions for phonological processing or passage comprehension tasks and increased reliance on the ventral tract (e.g., the Inferior Longitudinal Fasciculus. The low passage comprehension scores in mood disorder may result from engaging the left hemisphere. Neural pathways for reading differ mainly in executive-limbic circuitry. This new insight may aid clinicians in providing appropriate intervention for each disorder.
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Facilitating text reading in posterior cortical atrophy.
Yong, Keir X X; Rajdev, Kishan; Shakespeare, Timothy J; Leff, Alexander P; Crutch, Sebastian J
2015-07-28
We report (1) the quantitative investigation of text reading in posterior cortical atrophy (PCA), and (2) the effects of 2 novel software-based reading aids that result in dramatic improvements in the reading ability of patients with PCA. Reading performance, eye movements, and fixations were assessed in patients with PCA and typical Alzheimer disease and in healthy controls (experiment 1). Two reading aids (single- and double-word) were evaluated based on the notion that reducing the spatial and oculomotor demands of text reading might support reading in PCA (experiment 2). Mean reading accuracy in patients with PCA was significantly worse (57%) compared with both patients with typical Alzheimer disease (98%) and healthy controls (99%); spatial aspects of passages were the primary determinants of text reading ability in PCA. Both aids led to considerable gains in reading accuracy (PCA mean reading accuracy: single-word reading aid = 96%; individual patient improvement range: 6%-270%) and self-rated measures of reading. Data suggest a greater efficiency of fixations and eye movements under the single-word reading aid in patients with PCA. These findings demonstrate how neurologic characterization of a neurodegenerative syndrome (PCA) and detailed cognitive analysis of an important everyday skill (reading) can combine to yield aids capable of supporting important everyday functional abilities. This study provides Class III evidence that for patients with PCA, 2 software-based reading aids (single-word and double-word) improve reading accuracy. © 2015 American Academy of Neurology.
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Facilitating text reading in posterior cortical atrophy
Rajdev, Kishan; Shakespeare, Timothy J.; Leff, Alexander P.; Crutch, Sebastian J.
2015-01-01
Objective: We report (1) the quantitative investigation of text reading in posterior cortical atrophy (PCA), and (2) the effects of 2 novel software-based reading aids that result in dramatic improvements in the reading ability of patients with PCA. Methods: Reading performance, eye movements, and fixations were assessed in patients with PCA and typical Alzheimer disease and in healthy controls (experiment 1). Two reading aids (single- and double-word) were evaluated based on the notion that reducing the spatial and oculomotor demands of text reading might support reading in PCA (experiment 2). Results: Mean reading accuracy in patients with PCA was significantly worse (57%) compared with both patients with typical Alzheimer disease (98%) and healthy controls (99%); spatial aspects of passages were the primary determinants of text reading ability in PCA. Both aids led to considerable gains in reading accuracy (PCA mean reading accuracy: single-word reading aid = 96%; individual patient improvement range: 6%–270%) and self-rated measures of reading. Data suggest a greater efficiency of fixations and eye movements under the single-word reading aid in patients with PCA. Conclusions: These findings demonstrate how neurologic characterization of a neurodegenerative syndrome (PCA) and detailed cognitive analysis of an important everyday skill (reading) can combine to yield aids capable of supporting important everyday functional abilities. Classification of evidence: This study provides Class III evidence that for patients with PCA, 2 software-based reading aids (single-word and double-word) improve reading accuracy. PMID:26138948
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Reading-Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill.
Frijters, Jan C; Tsujimoto, Kimberley C; Boada, Richard; Gottwald, Stephanie; Hill, Dina; Jacobson, Lisa A; Lovett, Maureen W; Mahone, E Mark; Willcutt, Erik G; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R
2018-01-01
The present study investigated the relation among reading skills and attributions, naming speed, and phonological awareness across a wide range of reading skill. Participants were 1,105 school-age children and youths from two understudied populations: African Americans and Hispanic Americans. Individual assessments of children ranging in age from 8 to 15 years were conducted for reading outcomes, cognitive and linguistic predictors of reading, and attributions for success and failure in reading situations. Quantile regressions were formulated to estimate these relations across the full skill span of each outcome. Reading-related attributions predicted contextual word recognition, sight word and decoding fluency, and comprehension skills. Attributions to ability in success situations were positively related to each outcome across the full span. On three reading outcomes, this relation strengthened at higher skill levels. Attributions to effort in success situations were consistently and negatively related to all reading outcomes. The results provide evidence that the strength of the relation between reading and attributions varies according to reading skill levels, with the strongest evidence for ability-based attributions in situations of reading success.
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INTEREST AND READING MOTIVATION
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Alhamdu Alhamdu
2016-05-01
Full Text Available The purpose of this study is to examine the relationship between interest and reading motivation based on literature review. The concept of the interest portrayed as a psychological state that occurs during interaction between individual and specific topic, object or activity including process of willingness, increased attention, concentration and positive feeling to the topic, object or activity. Meanwhile reading motivation emphasized to mental readiness, willingness and refers to beliefs and perception of individual to engage in reading activity. Some researchers were identified factors that influenced reading motivation such as intrinsic and extrinsic factors, self-concept and value of reading, and interest. In general, the literature review described that have positive relationship between interest and reading motivation.
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Readability and Reading Ability.
Wright, Benjamin D.; Stenner, A. Jackson
This document discusses the measurement of reading ability and the readability of books by application of the Lexile framework. It begins by stating the importance of uniform measures. It then discusses the history of reading ability testing, based on the assumption that no researcher has been able to measure more than one kind of reading ability.…
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Directory of Open Access Journals (Sweden)
José Caetano Dell'Aglio Jr.
2013-01-01
Full Text Available This paper describes the findings of a systematic literature review aimed at providing an overview of the lifetime prevalence of bipolar disorder and bipolar spectrum disorders in population-based studies. Databases MEDLINE, ProQuest, Psychnet, and Web of Science were browsed for papers published in English between 1999 and May 2012 using the following search string: bipolar disorders OR bipolar spectrum disorders AND prevalence OR cross-sectional OR epidemiology AND population-based OR non-clinical OR community based. The search yielded a total of 434 papers, but only those published in peer-reviewed journals and with samples aged ≥ 18 years were included, resulting in a final sample of 18 papers. Results revealed rather heterogeneous findings concerning the prevalence of bipolar disorders and bipolar spectrum disorders. Lifetime prevalence of bipolar disorder ranged from 0.1 to 7.5%, whereas lifetime prevalence of bipolar spectrum disorders ranged from 2.4 to 15.1%. Differences in the rates of bipolar disorder and bipolar spectrum disorders may be related to the consideration of subthreshold criteria upon diagnosis. Differences in the prevalence of different subtypes of the disorder are discussed in light of diagnostic criteria and instruments applied.
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Wang, Jing-Ru; Wang, Yuh-Chao; Tai, Hsin-Jung; Chen, Wen-Ju
2010-01-01
This study examined the differential impacts of an inquiry-based instruction on conceptual changes across levels of prior knowledge and reading ability. The instrument emphasized four simultaneously important components: conceptual knowledge, reading ability, attitude toward science, and learning environment. Although the learning patterns and…
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Nanotechnology based diagnostics for neurological disorders
Energy Technology Data Exchange (ETDEWEB)
Kurek, Nicholas S; Chandra, Sathees B., E-mail: schandra@roosevelt.edu [Department of Biological, Chemical and Physical Sciences, Roosevelt University, Chicago, IL (United States)
2012-07-01
Nanotechnology involves probing and manipulating matter at the molecular level. Nanotechnology based molecular diagnostics have the potential to alleviate the suffering caused by many diseases, including neurological disorders, due to the unique properties of nanomaterials. Most neurological illnesses are multifactorial conditions and many of these are also classified as neurobehavioral disorders. Alzheimer's disease, Parkinson's disease, Huntington disease, cerebral ischemia, epilepsy, schizophrenia and autism spectrum disorders like Rett syndrome are some examples of neurological disorders that could be better treated, diagnosed, prevented and possibly cured using nanotechnology. In order to improve the quality of life for disease afflicted people, a wide range of nanomaterials that include gold and silica nanoparticles, quantum dots and DNA along with countless other forms of nanotechnology have been investigated regarding their usefulness in advancing molecular diagnostics. Other small scaled materials like viruses and proteins also have potential for use as molecular diagnostic tools. Information obtained from nanotechnology based diagnostics can be stored and manipulated using bioinformatics software. More advanced nanotechnology based diagnostic procedures for the acquisition of even greater proteomic and genomic knowledge can then be developed along with better ways to fight various diseases. Nanotechnology also has numerous applications besides those related to biotechnology and medicine. In this article, we will discuss and analyze many novel nanotechnology based diagnostic techniques at our disposal today. (author)
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Nanotechnology based diagnostics for neurological disorders
Energy Technology Data Exchange (ETDEWEB)
Kurek, Nicholas S.; Chandra, Sathees B., E-mail: schandra@roosevelt.edu [Department of Biological, Chemical and Physical Sciences, Roosevelt University, Chicago, IL (United States)
2012-07-01
Nanotechnology involves probing and manipulating matter at the molecular level. Nanotechnology based molecular diagnostics have the potential to alleviate the suffering caused by many diseases, including neurological disorders, due to the unique properties of nanomaterials. Most neurological illnesses are multifactorial conditions and many of these are also classified as neurobehavioral disorders. Alzheimer's disease, Parkinson's disease, Huntington disease, cerebral ischemia, epilepsy, schizophrenia and autism spectrum disorders like Rett syndrome are some examples of neurological disorders that could be better treated, diagnosed, prevented and possibly cured using nanotechnology. In order to improve the quality of life for disease afflicted people, a wide range of nanomaterials that include gold and silica nanoparticles, quantum dots and DNA along with countless other forms of nanotechnology have been investigated regarding their usefulness in advancing molecular diagnostics. Other small scaled materials like viruses and proteins also have potential for use as molecular diagnostic tools. Information obtained from nanotechnology based diagnostics can be stored and manipulated using bioinformatics software. More advanced nanotechnology based diagnostic procedures for the acquisition of even greater proteomic and genomic knowledge can then be developed along with better ways to fight various diseases. Nanotechnology also has numerous applications besides those related to biotechnology and medicine. In this article, we will discuss and analyze many novel nanotechnology based diagnostic techniques at our disposal today. (author)
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Nanotechnology based diagnostics for neurological disorders
International Nuclear Information System (INIS)
Kurek, Nicholas S.; Chandra, Sathees B.
2012-01-01
Nanotechnology involves probing and manipulating matter at the molecular level. Nanotechnology based molecular diagnostics have the potential to alleviate the suffering caused by many diseases, including neurological disorders, due to the unique properties of nanomaterials. Most neurological illnesses are multifactorial conditions and many of these are also classified as neurobehavioral disorders. Alzheimer's disease, Parkinson's disease, Huntington disease, cerebral ischemia, epilepsy, schizophrenia and autism spectrum disorders like Rett syndrome are some examples of neurological disorders that could be better treated, diagnosed, prevented and possibly cured using nanotechnology. In order to improve the quality of life for disease afflicted people, a wide range of nanomaterials that include gold and silica nanoparticles, quantum dots and DNA along with countless other forms of nanotechnology have been investigated regarding their usefulness in advancing molecular diagnostics. Other small scaled materials like viruses and proteins also have potential for use as molecular diagnostic tools. Information obtained from nanotechnology based diagnostics can be stored and manipulated using bioinformatics software. More advanced nanotechnology based diagnostic procedures for the acquisition of even greater proteomic and genomic knowledge can then be developed along with better ways to fight various diseases. Nanotechnology also has numerous applications besides those related to biotechnology and medicine. In this article, we will discuss and analyze many novel nanotechnology based diagnostic techniques at our disposal today. (author)
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Ortlieb, Evan; Sargent, Stephan; Moreland, Meagan
2014-01-01
This study examined the effectiveness of using the online digital reading environment to increase elementary students' comprehension within a reading clinic. Preservice teachers at a four-year university in the Midwest worked one-on-one with 58 fourth-grade students from three schools who were assigned to one of three conditions: print-based text…
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Sex Bias in Classifying Borderline and Narcissistic Personality Disorder.
Braamhorst, Wouter; Lobbestael, Jill; Emons, Wilco H M; Arntz, Arnoud; Witteman, Cilia L M; Bekker, Marrie H J
2015-10-01
This study investigated sex bias in the classification of borderline and narcissistic personality disorders. A sample of psychologists in training for a post-master degree (N = 180) read brief case histories (male or female version) and made DSM classification. To differentiate sex bias due to sex stereotyping or to base rate variation, we used different case histories, respectively: (1) non-ambiguous case histories with enough criteria of either borderline or narcissistic personality disorder to meet the threshold for classification, and (2) an ambiguous case with subthreshold features of both borderline and narcissistic personality disorder. Results showed significant differences due to sex of the patient in the ambiguous condition. Thus, when the diagnosis is not straightforward, as in the case of mixed subthreshold features, sex bias is present and is influenced by base-rate variation. These findings emphasize the need for caution in classifying personality disorders, especially borderline or narcissistic traits.
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Brain-based mind reading in forensic psychiatry: exploring possibilities and perils
Meynen, G.
2017-01-01
One of the areas in which brain-based mind reading (BMR) may be applied is forensic psychiatry. The purpose of this paper is to identify opportunities and challenges for forensic psychiatry regarding BMR. In order to do so, a conceptual framework for BMR will be introduced, which distinguishes
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P. F. Litvitskiy
2011-01-01
The lecture describes modern data on disorders of acid-base state (ABS): their types, etiology, key stages of pathogenesis, main symptoms, and principles of treatment. The first part of the lecture in present journal characterizes main conception, parameters of ABS in normal state, buffer systems, common mechanisms of BS shifts elimination, etiology and pathogenesis of gas-induced (respiratory) disorders of ABS. The second part of the lecture in following journal will describe not gas-induced...
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libgapmis: extending short-read alignments.
Alachiotis, Nikolaos; Berger, Simon; Flouri, Tomáš; Pissis, Solon P; Stamatakis, Alexandros
2013-01-01
A wide variety of short-read alignment programmes have been published recently to tackle the problem of mapping millions of short reads to a reference genome, focusing on different aspects of the procedure such as time and memory efficiency, sensitivity, and accuracy. These tools allow for a small number of mismatches in the alignment; however, their ability to allow for gaps varies greatly, with many performing poorly or not allowing them at all. The seed-and-extend strategy is applied in most short-read alignment programmes. After aligning a substring of the reference sequence against the high-quality prefix of a short read--the seed--an important problem is to find the best possible alignment between a substring of the reference sequence succeeding and the remaining suffix of low quality of the read--extend. The fact that the reads are rather short and that the gap occurrence frequency observed in various studies is rather low suggest that aligning (parts of) those reads with a single gap is in fact desirable. In this article, we present libgapmis, a library for extending pairwise short-read alignments. Apart from the standard CPU version, it includes ultrafast SSE- and GPU-based implementations. libgapmis is based on an algorithm computing a modified version of the traditional dynamic-programming matrix for sequence alignment. Extensive experimental results demonstrate that the functions of the CPU version provided in this library accelerate the computations by a factor of 20 compared to other programmes. The analogous SSE- and GPU-based implementations accelerate the computations by a factor of 6 and 11, respectively, compared to the CPU version. The library also provides the user the flexibility to split the read into fragments, based on the observed gap occurrence frequency and the length of the read, thereby allowing for a variable, but bounded, number of gaps in the alignment. We present libgapmis, a library for extending pairwise short-read alignments. We
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Multiple facets of reading processing in aphasic individuals: literature review
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Sabrine Amaral Martins
2016-12-01
Full Text Available Aphasia is a common linguistic disorder. It occurs in stroke patients. At the linguistic level, it is considered a damage on the semantic, syntactic, phonological and morphological systems components. Many aspects of communication may be damaged. It is known all types and levels of aphasia present problems in reading. Although there is some research focusing on the on reading deficits and aphasia, little is known. This is the main reason of this work. It aims to present data from investigations of reading and aphasia. This it contributes to a wider view about the topic of aphasia in Brazil.
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Soto, Gloria; Dukhovny, Elena
2008-05-01
Children who have poor expressive vocabularies are at risk of further language delays and reading comprehension difficulties, which will significantly impact their educational achievement. The role of shared book reading in supporting vocabulary growth continues to receive empirical attention in the field of communication disorders. This single-subject study analyzes the effect of an intervention program based on shared book reading in a girl with no functional speech who used augmentative and alternative communication. The study included three literacy activities, a prereading activity to stimulate the girl's prior knowledge about the topic, a shared reading activity, and a postreading activity to assess and support language comprehension. Our findings suggest that the activities and elicitation techniques used by the clinician had a positive effect on the participant's expressive vocabulary.
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The Impact of Reading Intervention on Brain Responses Underlying Language in Children With Autism.
Murdaugh, Donna L; Deshpande, Hrishikesh D; Kana, Rajesh K
2016-01-01
Deficits in language comprehension have been widely reported in children with autism spectrum disorders (ASD), with behavioral and neuroimaging studies finding increased reliance on visuospatial processing to aid in language comprehension. However, no study to date, has taken advantage of this strength in visuospatial processing to improve language comprehension difficulties in ASD. This study used a translational neuroimaging approach to test the role of a visual imagery-based reading intervention in improving the brain circuitry underlying language processing in children with ASD. Functional magnetic resonance imaging (MRI), in a longitudinal study design, was used to investigate intervention-related change in sentence comprehension, brain activation, and functional connectivity in three groups of participants (age 8-13 years): an experimental group of ASD children (ASD-EXP), a wait-list control group of ASD children (ASD-WLC), and a group of typically developing control children. After intervention, the ASD-EXP group showed significant increase in activity in visual and language areas and right-hemisphere language area homologues, putamen, and thalamus, suggestive of compensatory routes to increase proficiency in reading comprehension. Additionally, ASD children who had the most improvement in reading comprehension after intervention showed greater functional connectivity between left-hemisphere language areas, the middle temporal gyrus and inferior frontal gyrus while reading high imagery sentences. Thus, the findings of this study, which support the principles of dual coding theory [Paivio 2007], suggest the potential of a strength-based reading intervention in changing brain responses and facilitating better reading comprehension in ASD children. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.
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Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read.
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Janet McHardy
2016-12-01
Full Text Available Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary widely, often reflecting the individual beliefs of each teacher about how an adult can learn to read. In this study, phenomenographic analysis was used to identify categories of approaches to teaching adult reading, used by a group of 60 teachers in Western Australia and New Zealand. Four approaches were identified: reassurance, task-based, theory-based and responsive. It is argued that for teachers to become effective and consistent in responding to learner needs, they must understand their own beliefs and the consequences of these. The identification of different approaches in adult reading education is an important step in this process.
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Action video games make dyslexic children read better.
Franceschini, Sandro; Gori, Simone; Ruffino, Milena; Viola, Simona; Molteni, Massimo; Facoetti, Andrea
2013-03-18
Learning to read is extremely difficult for about 10% of children; they are affected by a neurodevelopmental disorder called dyslexia [1, 2]. The neurocognitive causes of dyslexia are still hotly debated [3-12]. Dyslexia remediation is far from being fully achieved [13], and the current treatments demand high levels of resources [1]. Here, we demonstrate that only 12 hr of playing action video games-not involving any direct phonological or orthographic training-drastically improve the reading abilities of children with dyslexia. We tested reading, phonological, and attentional skills in two matched groups of children with dyslexia before and after they played action or nonaction video games for nine sessions of 80 min per day. We found that only playing action video games improved children's reading speed, without any cost in accuracy, more so than 1 year of spontaneous reading development and more than or equal to highly demanding traditional reading treatments. Attentional skills also improved during action video game training. It has been demonstrated that action video games efficiently improve attention abilities [14, 15]; our results showed that this attention improvement can directly translate into better reading abilities, providing a new, fast, fun remediation of dyslexia that has theoretical relevance in unveiling the causal role of attention in reading acquisition. Copyright © 2013 Elsevier Ltd. All rights reserved.
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Integrating Response to Intervention (RTI) with Neuropsychology: A Scientific Approach to Reading
Feifer, Steven G.
2008-01-01
This article integrates the fundamental components of both "Response to Intervention" (RTI) and cognitive neuropsychology when identifying reading disorders in children. Both proponents of RTI and cognitive neuropsychology agree the "discrepancy model" is not a reliable or valid method to identify learning disorders in school. In addition, both…
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Directory of Open Access Journals (Sweden)
ricardo eTarrasch
2016-05-01
Full Text Available This study explored the effects of a Mindfulness-Based Stress Reduction(MBSR intervention on reading, attention, and psychological wellbeing among people with developmental-dyslexia and/or attention-deficits. Various types of dyslexia exist, characterized by different error types. We examined a question that has not been tested so far: which types of errors(and dyslexias are affected by MBSR training.To do so,we tested,using an extensive battery of reading tests, whether each participant had dyslexia,and which errors types s/he makes,and then compared the rate of each error type before and after the MBSR workshop.We used a similar approach to attention disorders: we evaluated the participants' sustained, selective, executive, and orienting of attention to assess whether they had attention-disorders,and if so,which functions were impaired.We then evaluated the effect of MBSR on each of the attention-functions.Psychological measures including mindfulness,stress, reflection and rumination, life-satisfaction,depression,anxiety,and sleep-disturbances were also evaluated. Nineteen Hebrew-readers completed a two-month mindfulness workshop. The results showed that whereas reading errors of letter-migrations within and between words and vowel-letter errors did not decrease following the workshop,most participants made fewer reading errors in general following the workshop, with a significant reduction of 19% from their original number of errors. This decrease mainly resulted from a decrease in errors that occur due to reading via the sublexical- rather than the lexical-route. It seems,therefore,that mindfulness helped reading by keeping the readers on the lexical route.This improvement in reading probably resulted from improved sustained attention: the reduction in sublexical reading was significant for the dyslexic participants who also had attentional deficits,and there were significant correlations between reduced reading errors and decreases in
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Kibby, Michelle Y; Cohen, Morris J
2008-11-01
We examined memory functioning in children with reading disabilities (RD), Attention deficit/hyperactivity disorder (ADHD), and RD/ADHD using a clinic sample with a clinical instrument: the Children's Memory Scale, enhancing its generalizability. Participants included 23 children with RD, 30 with ADHD, 30 with RD/ADHD, and 30 controls. Children with RD presented with reduced verbal short-term memory (STM) but intact visual STM, central executive (CE), and long-term memory (LTM) functioning. Their deficit in STM appeared specific to tasks requiring phonetic coding of material. Children with ADHD displayed intact CE and LTM functioning but reduced visual-spatial STM, especially when off stimulant medication. Children with RD/ADHD had deficits consistent with both disorders.
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Pretorius, Elizabeth J.; Spaull, Nic
2016-01-01
Most analyses of oral reading fluency (ORF) are based on L1 reading, and the norms that have been developed in English are based on first language reading data. This is problematic for developing countries where many children are learning in English as a second language. The aim of the present study is to model the relationship between English…
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Reading, Laterality, and the Brain: Early Contributions on Reading Disabilities by Sara S. Sparrow
Fletcher, Jack M.; Morris, Robin D.
2014-01-01
Although best known for work with children and adults with intellectual disabilities and autism spectrum disorders, training in speech pathology and a doctorate in clinical psychology and neuropsychology was the foundation for Sara Sparrow’s long-term interest in reading disabilities. Her first papers were on dyslexia and laterality, and the maturational lag theory of developmental dyslexia proposed with Paul Satz, her mentor. The research program that emerged from this work had a wide impact...
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From a WebQuest to a ReadingQuest: learners' reactions in an EFL extensive reading class
Barros, Ana Cláudia; Amorim Carvalho, Ana Amélia
2007-01-01
Most students don’t like reading in a foreign language. They find it a difficult task, mainly due to the high number of unknown words they encounter when reading a text. They consider reading classes boring and uninteresting and as a result our students are poor readers. Concerned with this situation, we conducted a study on the impact of a learning environment based on the WebQuest, a ReadingQuest, and on student engagement in an extensive reading task. The results show that the ReadingQuest...
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Building ESP Content-Based Materials to Promote Strategic Reading
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Bautista Barón Myriam Judith
2013-04-01
Full Text Available This article reports on an action research project that proposes to improve the reading comprehension and vocabulary of undergraduate students of English for Specific Purposes–explosives majors, at a police training institute in Colombia. I used the qualitative research method to explore and reflect upon the teaching-learning processes during implementation. Being the teacher of an English for specific purposes course without the appropriate didactic resources, I designed six reading comprehension workshops based on the cognitive language learning approach not only to improve students’ reading skills but also their autonomy through the use of learning strategies. The data were collected from field notes, artifacts, progress reviews, surveys, and photographs. Este artículo informa sobre un proyecto de investigación cualitativa que propone mejorar la comprensión de lectura y el vocabulario de estudiantes universitarios de inglés que se especializan en temas relativos a explosivos en una escuela de policía, en Colombia. Por tratarse de un curso de inglés específico que carece de los recursos didácticos apropiados, diseñé seis talleres de comprensión de lectura basados en el enfoque del aprendizaje cognitivo de la lengua, para mejorar tanto su comprensión de lectura como su autonomía para usar estrategias de aprendizaje. Para la recolección de datos se emplearon notas de campo, artefactos, pruebas de progreso, encuestas y fotografías.
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Reading Journal as A Way to Improve Students’ Comprehension toward A Textbook Reading Material
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Menik Winiharti
2014-11-01
Full Text Available Reading journal is one way to record students’ independent learning based on text they read. This study was conducted to find out the students’ level of reading comprehension through some notes written in the reading journal, the extent to which the activity of writing reading journals improved students’ reading comprehension, whether the students got benefit from reading journal. There were 104 respondents coming from four different departments in Bina Nusantara University were asked to read a text related to the subject they learned in a certain session. Then they were assigned to write a journal that records the things they had read. When this task was finished, the lecturer ran a quiz containing related questions to check whether they really understood the content of the text. Afterwards, students were to fill in a questionnaire regarding their opinion on the impact of the reading journal toward their reading comprehension. The findings indicate that more than half of the participants appear to understand the material well, and the task plays a certain role in improving students’ understanding. The most crucial thing is that most students think they get benefit by writing the reading journal.
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Improving Student Teachers' Knowledge-Base in Language Education through Critical Reading
Mulumba, Mathias Bwanika
2016-01-01
The emergence of the digital era is redefining education and the pedagogical processes in an unpredictable manner. In the midst of the increased availability of print and online resources, the twenty-first century language teacher educator expects her (or his) student teachers to be reading beings if they are to improve their knowledge-base in…
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Tarrasch, Ricardo; Berman, Zohar; Friedmann, Naama
2016-01-01
This study explored the effects of a Mindfulness-Based Stress Reduction (MBSR) intervention on reading, attention, and psychological well-being among people with developmental dyslexia and/or attention deficits. Various types of dyslexia exist, characterized by different error types. We examined a question that has not been tested so far: which types of errors (and dyslexias) are affected by MBSR training. To do so, we tested, using an extensive battery of reading tests, whether each participant had dyslexia, and which errors types s/he makes, and then compared the rate of each error type before and after the MBSR workshop. We used a similar approach to attention disorders: we evaluated the participants’ sustained, selective, executive, and orienting of attention to assess whether they had attention-disorders, and if so, which functions were impaired. We then evaluated the effect of MBSR on each of the attention functions. Psychological measures including mindfulness, stress, reflection and rumination, lifesatisfaction, depression, anxiety, and sleep-disturbances were also evaluated. Nineteen Hebrew-readers completed a 2-month mindfulness workshop. The results showed that whereas reading errors of letter-migrations within and between words and vowelletter errors did not decrease following the workshop, most participants made fewer reading errors in general following the workshop, with a significant reduction of 19% from their original number of errors. This decrease mainly resulted from a decrease in errors that occur due to reading via the sublexical rather than the lexical route. It seems, therefore, that mindfulness helped reading by keeping the readers on the lexical route. This improvement in reading probably resulted from improved sustained attention: the reduction in sublexical reading was significant for the dyslexic participants who also had attention deficits, and there were significant correlations between reduced reading errors and decreases in
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Tarrasch, Ricardo; Berman, Zohar; Friedmann, Naama
2016-01-01
This study explored the effects of a Mindfulness-Based Stress Reduction (MBSR) intervention on reading, attention, and psychological well-being among people with developmental dyslexia and/or attention deficits. Various types of dyslexia exist, characterized by different error types. We examined a question that has not been tested so far: which types of errors (and dyslexias) are affected by MBSR training. To do so, we tested, using an extensive battery of reading tests, whether each participant had dyslexia, and which errors types s/he makes, and then compared the rate of each error type before and after the MBSR workshop. We used a similar approach to attention disorders: we evaluated the participants' sustained, selective, executive, and orienting of attention to assess whether they had attention-disorders, and if so, which functions were impaired. We then evaluated the effect of MBSR on each of the attention functions. Psychological measures including mindfulness, stress, reflection and rumination, lifesatisfaction, depression, anxiety, and sleep-disturbances were also evaluated. Nineteen Hebrew-readers completed a 2-month mindfulness workshop. The results showed that whereas reading errors of letter-migrations within and between words and vowelletter errors did not decrease following the workshop, most participants made fewer reading errors in general following the workshop, with a significant reduction of 19% from their original number of errors. This decrease mainly resulted from a decrease in errors that occur due to reading via the sublexical rather than the lexical route. It seems, therefore, that mindfulness helped reading by keeping the readers on the lexical route. This improvement in reading probably resulted from improved sustained attention: the reduction in sublexical reading was significant for the dyslexic participants who also had attention deficits, and there were significant correlations between reduced reading errors and decreases in
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A hybrid cloud read aligner based on MinHash and kmer voting that preserves privacy
Popic, Victoria; Batzoglou, Serafim
2017-05-01
Low-cost clouds can alleviate the compute and storage burden of the genome sequencing data explosion. However, moving personal genome data analysis to the cloud can raise serious privacy concerns. Here, we devise a method named Balaur, a privacy preserving read mapper for hybrid clouds based on locality sensitive hashing and kmer voting. Balaur can securely outsource a substantial fraction of the computation to the public cloud, while being highly competitive in accuracy and speed with non-private state-of-the-art read aligners on short read data. We also show that the method is significantly faster than the state of the art in long read mapping. Therefore, Balaur can enable institutions handling massive genomic data sets to shift part of their analysis to the cloud without sacrificing accuracy or exposing sensitive information to an untrusted third party.
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Directory of Open Access Journals (Sweden)
Hana Sotáková
2016-10-01
Full Text Available Background The study was carried out within the research “Reading comprehension – typical development and its risks”. The article contains data from a component study focused on 4th grade students with autism spectrum disorder (ASD who were incorporated into a group of readers with reading comprehension development risks. The main aim was to establish whether variable results in children’s reading and comprehension tests relate to the level of understanding of social relations. Participants and procedure We tested 20 students with ASD in two phases: T1 and T2. Each phase consisted of 2 individual sessions. Under the leadership of a research assistant, during each of these sessions a student would carry out the test focused on general intellectual skills, language skills, reading, and reading comprehension. For students with autistic spectrum disorder the Strange Stories test was added in order to ascertain the level of social relations understanding. Results The results in reading and reading comprehension tests among students with ASD varied significantly. Based on a correlation analysis it was found that the Strange Stories results substantially correlate with tests focused on reading, text comprehension and language skill levels. Conclusions Our research proved the following: the Strange Stories test results show that the level to which an individual is able to understand social relations and social behavior is significantly related to his/her ability to comprehend a text. Consequently, this can influence his/her learning skills as well as the quality of life in society. Cultivation of social abilities, social communication and understanding of social situations and relations is therefore necessary for compensation of autistic spectrum disorder expressions.
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Mindfulness-Based Cognitive Therapy for severe Functional Disorders
DEFF Research Database (Denmark)
Fjorback, Lone Overby
MINDFULNESS-BASED COGNITIVE THERAPY FOR FUNCTIONAL DISORDERS- A RANDOMISED CONTROLLED TRIAL Background: Mindfulness-Based Stress Reduction (MBSR) is a group skills-training program developed by Kabat-Zinn. It is designed to teach patients to become more aware of and relate differently...... to their thoughts, feelings, and bodily sensations. Randomised controlled studies of MBSR have shown mitigation of stress, anxiety, and dysphoria in general population and reduction in total mood disturbance and stress symptoms in a medical population. In Mindfulness Based Cognitive Therapy MBSR is recombined...... with cognitive therapy. Aim: To examine the efficacy of Mindfulness-Based Cognitive Therapy in severe Functional disorders, defined as severe Bodily Distress Disorder. Method: 120 patients are randomised to either Mindfulness Based Cognitive Therapy: a manualized programme with eight weekly 3 ½ hour group...
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Mindfulness-Based Cognitive Therapy for severe Functional Disorders
DEFF Research Database (Denmark)
Fjorback, Lone Overby
with cognitive therapy. Aim: To examine the efficacy of Mindfulness-Based Cognitive Therapy in severe Functional disorders, defined as severe Bodily Distress Disorder. Method: 120 patients are randomised to either Mindfulness Based Cognitive Therapy: a manualized programme with eight weekly 3 ½ hour group......MINDFULNESS-BASED COGNITIVE THERAPY FOR FUNCTIONAL DISORDERS- A RANDOMISED CONTROLLED TRIAL Background: Mindfulness-Based Stress Reduction (MBSR) is a group skills-training program developed by Kabat-Zinn. It is designed to teach patients to become more aware of and relate differently...... to their thoughts, feelings, and bodily sensations. Randomised controlled studies of MBSR have shown mitigation of stress, anxiety, and dysphoria in general population and reduction in total mood disturbance and stress symptoms in a medical population. In Mindfulness Based Cognitive Therapy MBSR is recombined...
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... Ribbon Commands Skip to main content Turn off Animations Turn on Animations Our Sponsors Log in | Register Menu Log in | ... greater chance of experiencing learning disabilities such as reading disorders and verbal impairment. But what distinguishes children ...
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Borderline Personality Disorder
... of a mood disorder—not borderline personality disorder Self-harming behavior, such as cutting Recurring thoughts of suicidal ... symptoms and reduce the number of suicidal or self-harming behaviors. Read more on NIMH’s Psychotherapies health topic ...
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Directory of Open Access Journals (Sweden)
Prikhoda N.A.
2015-03-01
Full Text Available The article presents a description of 17 computer-based programs, which were used over the last 5 years (2008—2013 in 15 studies of computer-assisted reading instruction and intervention of schoolchildren. The article includes a description of specificity of various terms used in the above-mentioned studies and the contents of training sessions. The article also carries out a brief analysis of main characteristics of computer-based techniques — language of instruction, age and basic characteristics of students, duration and frequency of training sessions, dependent variables of education. Special attention is paid to efficiency of acquisition of different reading skills through computer-based programs in comparison to traditional school instruction.
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Directory of Open Access Journals (Sweden)
Beth eRogowsky
2013-03-01
Full Text Available This study reports an evaluation of the effect of computer-based cognitive and linguistic training on college students’ reading and writing skills. The computer-based training included a series of increasingly challenging software programs that were designed to strengthen students’ foundational cognitive skills (memory, attention span, processing speed, and sequencing in the context of listening and higher level reading tasks. Twenty-five college students (12 native English language; 13 English Second Language who demonstrated poor writing skills participated in the training group. The training group received daily training during the spring semester (11 weeks with the Fast ForWord Literacy (FFW-L and upper levels of the Fast ForWord Reading series (Levels 3, 4 and 5. The comparison group (n=28 selected from the general college population did not receive training. Both the training and comparison groups attended the same university. All students took the Gates MacGinitie Reading Test (GMRT and the Oral and Written Language Scales (OWLS Written Expression Scale at the beginning (Time 1 and end (Time 2 of the spring college semester. Results from this study showed that the training group made a statistically greater improvement from Time 1 to Time 2 in both their reading skills and their writing skills than the comparison group. The group who received training began with statistically lower writing skills before training, but exceeded the writing skills of the comparison group after training.
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Developing reading literacy by reading badge
Rejc, Blanka
2017-01-01
Reading is a fundamental activity of our society and is present in all areas of a person’s life. Authors who deal with reading define reading with different definitions, some of them I also presented in my master’s degree thesis. The ways of reading, typology of readers and knowledge of different reading models are only some of the important theoretical facts that serve as a basis for the research and defining reading. Reading motivation is an important motivational factor, which encourages a...
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McGeown, Sarah P.; Duncan, Lynne G.; Griffiths, Yvonne M.; Stothard, Sue E.
2015-01-01
The present study examines the extent to which adolescents' reading affect (reading motivation) and behaviour (reading habits) predict different components of reading (word reading, comprehension, summarisation and text reading speed) and also adds to the limited research examining group differences (gender, age, ability) in adolescents' reading…
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Evaluating approaches to find exon chains based on long reads.
Kuosmanen, Anna; Norri, Tuukka; Mäkinen, Veli
2018-05-01
Transcript prediction can be modeled as a graph problem where exons are modeled as nodes and reads spanning two or more exons are modeled as exon chains. Pacific Biosciences third-generation sequencing technology produces significantly longer reads than earlier second-generation sequencing technologies, which gives valuable information about longer exon chains in a graph. However, with the high error rates of third-generation sequencing, aligning long reads correctly around the splice sites is a challenging task. Incorrect alignments lead to spurious nodes and arcs in the graph, which in turn lead to incorrect transcript predictions. We survey several approaches to find the exon chains corresponding to long reads in a splicing graph, and experimentally study the performance of these methods using simulated data to allow for sensitivity/precision analysis. Our experiments show that short reads from second-generation sequencing can be used to significantly improve exon chain correctness either by error-correcting the long reads before splicing graph creation, or by using them to create a splicing graph on which the long-read alignments are then projected. We also study the memory and time consumption of various modules, and show that accurate exon chains lead to significantly increased transcript prediction accuracy. The simulated data and in-house scripts used for this article are available at http://www.cs.helsinki.fi/group/gsa/exon-chains/exon-chains-bib.tar.bz2.
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Barnes, Marcia A; Raghubar, Kimberly P; English, Lianne; Williams, Jeffrey M; Taylor, Heather; Landry, Susan
2014-03-01
Longitudinal studies of neurodevelopmental disorders that are diagnosed at or before birth and are associated with specific learning difficulties at school-age provide one method for investigating developmental precursors of later-emerging academic disabilities. Spina bifida myelomeningocele (SBM) is a neurodevelopmental disorder associated with particular problems in mathematics, in contrast to well-developed word reading. Children with SBM (n=30) and typically developing children (n=35) were used to determine whether cognitive abilities measured at 36 and 60 months of age mediated the effect of group on mathematical and reading achievement outcomes at 8.5 and 9.5 years of age. A series of multiple mediator models showed that: visual-spatial working memory at 36 months and phonological awareness at 60 months partially mediated the effect of group on math calculations, phonological awareness partially mediated the effect of group on small addition and subtraction problems on a test of math fluency, and visual-spatial working memory mediated the effect of group on a test of math problem solving. Groups did not differ on word reading, and phonological awareness was the only mediator for reading fluency and reading comprehension. The findings are discussed with reference to theories of mathematical development and disability and with respect to both common and differing cognitive correlates of math and reading. Copyright © 2013 Elsevier Inc. All rights reserved.
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Reed, Deborah K.
2015-01-01
This study explored the data-based decision making of 12 teachers in grades 6-8 who were asked about their perceptions and use of three required interim measures of reading performance: oral reading fluency (ORF), retell, and a benchmark comprised of released state test items. Focus group participants reported they did not believe the benchmark or…
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DEFF Research Database (Denmark)
Laursen, Thomas Munk; Munk-Olsen, Trine; Nordentoft, Merete
2007-01-01
disorder has never been examined in a population-based study. OBJECTIVE: Our objective was to examine and compare mortality rates after admission with schizophrenia, schizoaffective disorder, unipolar depressive disorder, or bipolar affective disorder and to examine the impact of family history......: Unipolar depressive disorder, bipolar affective disorder, and schizoaffective disorder were associated with the same pattern of excess mortality. Schizophrenia had a lower mortality from unnatural causes of death and a higher mortality from natural causes compared to the 3 other disorders. Family history...
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Nese, Joseph F. T.; Anderson, Daniel; Hoelscher, Kyle; Tindal, Gerald; Alonzo, Julie
2011-01-01
Curriculum-based measurement (CBM) is designed to measure students' academic status and growth so the effectiveness of instruction may be evaluated. In the most popular forms of reading CBM, the student's oral reading fluency is assessed. This behavior is difficult to sample in a computer-based format, a limitation that may be a function of the…
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Directory of Open Access Journals (Sweden)
Hadi Hadi
2006-01-01
Full Text Available Abstract: This paper proposes the implementation of reading-based classroom activities for teaching English as a foreign language in Indonesia. Compared to other language skills, reading is viewed to provide a relatively stable foundation for Indonesian students to develop their communicative competence in English. It is argued that reading-focused activities stimulate confidence for Indonesian learners to get involved in listening, speaking, and writing related-activities in ways that are similar to normal daily life communication. The reasons for the proposed implementation of reading-based classroom activities in TEFLIN and the role of reading and its relation with other language skills are presented.
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The processing of morphology in children with and without reading disabilities
Directory of Open Access Journals (Sweden)
Miguel Lázaro
2011-06-01
Full Text Available This paper presents the results of an experiment carried out to study the morphological processing of children with, and without, reading disorders. Is it the case that children use the morphological constituents of a word to understand it, and how is this usage influenced by reading ability? We have studied this issue by presenting novel complex words in a semantic definition task with eight years old children. Our results show that, even in a no time pressure task, proficient readers were better at constructing the meaning of novel complex words than children with a reading impairment. These results show that differences between proficient and reading disabled children are not only related to lexical access, but also to the lexical and semantic processing.
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[Voxel-Based Morphometry in Autism Spectrum Disorder].
Yamasue, Hidenori
2017-05-01
Autism spectrum disorder shows deficits in social communication and interaction including nonverbal communicative behaviors (e.g., eye contact, gestures, voice prosody, and facial expressions) and restricted and repetitive behaviors as its core symptoms. These core symptoms are emerged as an atypical behavioral development in toddlers with the disorder. Atypical neural development is considered to be a neural underpinning of such behaviorally atypical development. A number of studies using voxel-based morphometry have already been conducted to compare regional brain volumes between individuals with autism spectrum disorder and those with typical development. Furthermore, more than ten papers employing meta-analyses of the comparisons using voxel based morphometry between individuals with autism spectrum disorder and those with typical development have already been published. The current review paper adds some brief discussions about potential factors contributing to the inconsistency observed in the previous findings such as difficulty in controlling the confounding effects of different developmental phases among study participants.
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[Mentalization based treatment and borderline personality disorder].
De Oliveira, C; Rahioui, H; Smadja, M; Gorsane, M A; Louppe, F
2017-08-01
The borderline personality disorder is a complex psychiatric disorder that represents a high number of patients in a psychiatric adult service. Even if some therapies have shown to be effective in the therapeutic care of the borderline personality disorder they only target certain symptoms (e.g. anxiety, sadness, self-mutilation). The aim of this paper is to introduce a therapeutic model little known in France: the mentalization based therapy (MBT) developed in 2004 by Bateman and Fonagy. This therapeutic model apprehends the borderline personality disorder in all its complexity and is based on two main concepts: Bowlby's attachment theory and the concept of mentalization. The MBT is based on the hypothesis that a deficit of mentalization leads to the development of borderline disorder. The capacity of mentalization, also known as reflexive function, is acquired in infancy through interpersonal relationships, in particular those of attachment, and is the ability to understand the mental state (emotions, needs, thoughts, etc.) of oneself and others which underlies explicit behaviour. This reflexive capacity is of a better quality when the person has a secure attachment style. Indeed, borderline patients have, mainly, a deficit of mentalization capacity associated with an insecure attachment style. Thus, the main objective of the Bateman and Fonagy approach is to develop and reinforce the mentalization capacity through a therapeutic relationship as a secure base, a group therapy and the concept of insight. Classically, MBT is structured over a period of 18 months divided into 3 distinct phases distributed in two therapeutic axes: group and individual therapy. The initial phase aims to engage the patient in the therapy by evaluating attachment style, mentalization's ability, interpersonal functioning; providing psychoeducation about borderline disorder and establishing a therapeutic contract. To evaluate attachment style, the authors strongly recommend the use of the
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Does Extensive Reading Promote Reading Speed?
He, Mu
2014-01-01
Research has shown a wide range of learning benefits accruing from extensive reading. Not only is there improvement in reading, but also in a wide range of language uses and areas of language knowledge. However, few research studies have examined reading speed. The existing literature on reading speed focused on students' reading speed without…
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Anxiety disorders in young people: a population-based study
Directory of Open Access Journals (Sweden)
Thaíse Campos Mondin
2013-12-01
Full Text Available Objective: To assess the prevalence of anxiety disorders and associated factors in young adults. Methods: Cross-sectional population-based study of individuals between the ages of 18 and 24 years randomly selected from 89 census-based sectors to ensure an adequate sample size. Household selection within the sectors was performed according to a systematic sampling process. Anxiety disorders were assessed using the Mini International Neuropsychiatric Interview (MINI. The final sample comprised 1,560 young adults. Results: Of the participants who were diagnosed with anxiety disorders, 12.3% had agoraphobia, 9.7% had generalised anxiety disorder, 4.0% had social phobia, 3.3% had obsessive-compulsive disorder, 2.5% had panic disorder, and 2.1% had post-traumatic stress disorder; only 23.8% had received any previous treatment. Anxiety disorders were associated with sex, socioeconomic status, psychiatric problems in parents, alcohol abuse, and tobacco use. Conclusions: The identification of factors associated with anxiety disorders in young people enables us to develop intervention strategies. Anxiety disorders are not only highly prevalent but are also associated with significant functional impairment, significant reductions in quality of life, lower productivity, and higher rates of comorbidities.
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What Does Research on Computer-Based Instruction Have to Say to the Reading Teacher?
Balajthy, Ernest
1987-01-01
Examines questions typically asked about the effectiveness of computer-based reading instruction, suggesting that these questions must be refined to provide meaningful insight into the issues involved. Describes several critical problems with existing research and presents overviews of research on the effects of computer-based instruction on…
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Reading and listening comprehension and their relation to inattention and hyperactivity.
Cain, Kate; Bignell, Simon
2014-03-01
Children with diagnoses of attention-deficit/hyperactivity disorder (ADHD) frequently have reading problems. To date, it is not clear whether poor reading is associated with both inattention and hyperactivity and also whether poor reading comprehension is the result of poor word reading skills or more general language comprehension weaknesses. We report two studies to examine how reading and listening comprehension skills are related to inattention and hyperactivity/impulsivity. Separate groups of 7- to 11-year-olds participated in each study. In both studies, we used teacher ratings of inattention and hyperactivity/impulsivity to identify three groups at risk of ADHD: poor attention, high hyperactivity, poor attention and high hyperactivity, and also same-age controls. In Study 1, we explored how inattention and hyperactivity predicted reading after controlling for non-verbal IQ and vocabulary. In Study 2, we compared listening and reading comprehension in these groups. Poor attention was related to poor reading comprehension, although the relation was partially mediated by word reading skill (Study 1). Groups with high hyperactivity had weak listening comprehension relative to reading comprehension (Study 2). These results indicate that the reading comprehension problems of children with attention difficulties are related to poor word reading and that listening comprehension is particularly vulnerable in children at risk of ADHD. © 2013 The British Psychological Society.
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Steele, Ann; Scerif, Gaia; Cornish, Kim; Karmiloff-Smith, Annette
2013-01-01
Background: In typical development, early reading is underpinned by language skills, like vocabulary and phonological awareness (PA), as well as taught skills like letter knowledge. Less is understood about how early reading develops in children with neurodevelopmental disorders who display specific profiles of linguistic strengths and weaknesses,…
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Hashimoto, Kosei; Uno, Akira
2016-06-01
The purpose of this study was to determine if differential reading and spelling mechanisms were involved in a Japanese patient with aphasia. In our case, the patient scored low on all of the administered reading tasks, suggesting that both the reading lexical and non-lexical routes were impaired. In contrast, his writing-to-dictation score for Kana nonwords was high, suggesting that the spelling non-lexical route was intact. However, the patient scored low on a writing-to-dictation task comprised of high-familiarity Kanji words. The spelling lexical route was thought to be impaired. Therefore, the mechanism(s) involved in reading and spelling may differ in this case.
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Evidence-based clinical guidelines for eating disorders : International comparison
Hilbert, Anja; Hoek, Hans W.; Schmidt, Ricarda
2017-01-01
Purpose of review: The current systematic review sought to compare available evidence-based clinical treatment guidelines for all specific eating disorders. Recent findings: Nine evidence-based clinical treatment guidelines for eating disorders were located through a systematic search. The
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Read-out concepts for FPGA-based sub-systems within the CBM detector
Energy Technology Data Exchange (ETDEWEB)
Michel, Jan [Goethe-Universitaet Frankfurt (Germany); Collaboration: CBM-Collaboration
2015-07-01
The Compressed Baryonic Matter experiment (CBM) to be built at FAIR consists of several individual sub-detectors. Some are based on custom ASICs as front-ends. Others employ FPGA based modules where extensive slow control features can be implemented to ease the recording of data and to allow for fast detection of any kind of error condition. Being designed as a free-running data acquisition, the demands also include a synchronized read-out, i.e. distribution of a common clock signal to all modules. To reduce the complexity of wiring, this is to be done sharing the same optical fibers as the data transport. During the past years, TrbNet has been designed and is used in various experiments, initially for the HADES experiment at FAIR. This protocol can now serve as a platform for the CBM read-out. In several steps, synchronous links with deterministic latency, as well as a free-streaming data transport can be included. At the same time, modifications to improve bandwidth and provide compatibility to the CERN GBTx links used for ASIC based sub-systems are to be developed. This contribution shows the planned steps as well as the current status of development.
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Directory of Open Access Journals (Sweden)
Madhavi Gayathri Raman
2016-02-01
Full Text Available This paper captures the design of a comprehensive curriculum incorporating the four skills based exclusively on the use of parallel audio-visual and written texts. We discuss the use of authentic materials to teach English to Indian undergraduates aged 18 to 20 years. Specifically, we talk about the use of parallel reading (screen-play and audio-visual texts (Shawshank Redemption, and Life is Beautiful, A Few Good Men and Lion King drawn from popular culture in the classroom as an effective teaching medium. Students were gradually introduced to films based on novels with extracts from the original texts (Schindler’s List, Beautiful Mind for extended reading and writing practice. We found that students began to pay more attention to aspects such as pronunciation, intonational variations, discourse markers and vocabulary items (phrasal verbs, synonyms, homophones, and puns. Keywords: Reading, films, popular culture, ESL classroom, language skills
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PCI Based Read-out Receiver Card in the ALICE DAQ System
Carena, W; Dénes, E; Divià, R; Schossmaier, K; Soós, C; Sulyán, J; Vascotto, Alessandro; Van de Vyvre, P
2001-01-01
The Detector Data Link (DDL) is the high-speed optical link for the ALICE experiment. This link shall transfer the data coming from the detectors at 100 MB/s rate. The main components of the link have been developed: the destination Interface Unit (DIU), the Source Interface Unit (SIU) and the Read-out Receiver Card (RORC). The first RORC version is based on the VME bus. The performance tests show that the maximum VME bandwidth could be reached. Meanwhile the PCI bus became very popular and is used in many platforms. The development of a PCI-based version has been started. The document describes the prototype version in three sections. An overview explains the main purpose of the card: to provide an interface between the DDL and the PCI bus. Acting as a 32bit/33MHz PCI master the card is able to write or read directly to or from the system memory from or to the DDL, respectively. Beside these functions the card can also be used as an autonomous data generator. The card has been designed to be well adapted to ...
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Baker, Bridget; Karr-Kidwell, PJ
This paper provides a literary review and research-based techniques for teaching reading. The paper also examines the different philosophies of reading to ascertain beneficial commonalities. Based on the literature review, a manual was produced to support administrators, teachers, and parents in securing quality reading instruction. Appendix A…
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Books and reading: evidence-based standard of care whose time has come.
Zuckerman, Barry; Augustyn, Marilyn
2011-01-01
Reach Out and Read (ROR) is the only systematically evaluated clinical activity to promote child development in primary care used throughout the United States. The ROR intervention is straightforward: clinicians provide advice about the benefits of reading aloud, as well as directly giving books to high-risk children and parents to take home at each pediatric visit of children aged 6 months to 5 years. ROR builds upon a significant evidence base of the value of reading aloud to young children. The studies evaluating ROR from different sites from subjects from different racial backgrounds and numerous outcome measures are consistently positive. From its initial single site at Boston City Hospital in 1989, to over 4600 clinical sites in 2010, over 30 000 clinicians distributed over 6.2 million books a year to 3.9 million children across the United States. The future efforts for ROR include integrating mental health competencies found in American Academy of Pediatrics guidelines as part of residency and clinician training into the ROR paradigm, quality improvement to ensure fidelity to the intervention, and expanded pediatric clinician involvement in local early childhood/school readiness community efforts. Finally, the most important future goal is the adoption of giving advice about reading aloud and giving developmentally appropriate books to high-risk families as best practice by official bodies. Copyright © 2011 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.
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Directory of Open Access Journals (Sweden)
Javad Mesrabadi
2018-04-01
Full Text Available Abstract Background: Learning disorders is one of the most common problems of students, which attracted the attention of many psychologists and many studies have been conducted on the effectiveness of various interventions on different classes of learning disorder. The present study aimed to conclude general conclusions about the effectiveness of various educational and therapeutic interventions and the discovery of possible moderating variables. Materials and Methods: In order to achieve the research purpose by using meta-analysis method, quantitative results of 128 selected researches which were obtained according to the criteria for entering and leaving and using keywords were used. In total, 623 primary effect sizes were obtained and analyzed by using CMA2 software. Results: The results of the analysis showed that amount of combined effect size of the educational and therapeutic interventions on learning disorders was 1.13, and after dividing into multiple predecessor and consequence variables, the amounts of the combined effect size for educational interventions and therapeutic interventions for overall class of learning disabilities were respectively 0.74 and 1.26, for reading disorder 0.87 and 1.01, for writing disorder 1.20 and 1.22, and for mathematical disorder 1.29 and 1.26 that all of these effects size were significant (p≤0.001. Also, the results of independent t-test showed that the difference in the effectiveness of therapeutic interventions on reading disorder and educational interventions on mathematical disorder is significant (p≤0.001. Conclusion: Based on the size of the effects obtained, it can be said that educational and therapeutic interventions have a very high effect on learning disabilities, and the use of therapeutic interventions for reading disorder and educational interventions for mathematical disorder is more effective.
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Using a spin torque nano-oscillator to read memory based on the magnetic permeability
International Nuclear Information System (INIS)
Petrie, J R; Wieland, K A; Fischer, G A; Edelstein, A S; Urazhdin, S
2014-01-01
We present an archival memory utilizing a spin torque nano-oscillator (STNO) to read bits of data with different magnetic permeability. Basing a magnetic memory on this intrinsic property rather than remanent magnetization reduces the risk of data corruption. The permeability of the bits is read as changes in an applied probe field near the media. These changes in the probe field are measured by detecting microwave frequency shifts in STNOs. The probe field can be tuned over hundreds of Oe to optimize the reading of the media. Using a 400 Oe probe field, we have measured 2% frequency shifts in a STNO near micrometre-sized bits of (1) lithographically-patterned permalloy lines and (2) laser-crystallized Metglas lines. Data from either media was not corrupted by exposure to fields of 6400 Oe and temperatures of 523 K. (paper)
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Using a spin torque nano-oscillator to read memory based on the magnetic permeability
Petrie, J. R.; Urazhdin, S.; Wieland, K. A.; Fischer, G. A.; Edelstein, A. S.
2014-02-01
We present an archival memory utilizing a spin torque nano-oscillator (STNO) to read bits of data with different magnetic permeability. Basing a magnetic memory on this intrinsic property rather than remanent magnetization reduces the risk of data corruption. The permeability of the bits is read as changes in an applied probe field near the media. These changes in the probe field are measured by detecting microwave frequency shifts in STNOs. The probe field can be tuned over hundreds of Oe to optimize the reading of the media. Using a 400 Oe probe field, we have measured 2% frequency shifts in a STNO near micrometre-sized bits of (1) lithographically-patterned permalloy lines and (2) laser-crystallized Metglas lines. Data from either media was not corrupted by exposure to fields of 6400 Oe and temperatures of 523 K.
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Quality of web-based information on bipolar disorder.
Morel, Vincent; Chatton, Anne; Cochand, Sophie; Zullino, Daniele; Khazaal, Yasser
2008-10-01
To evaluate web-based information on bipolar disorder and to assess particular content quality indicators. Two keywords, "bipolar disorder" and "manic depressive illness" were entered into popular World Wide Web search engines. Websites were assessed with a standardized proforma designed to rate sites on the basis of accountability, presentation, interactivity, readability and content quality. "Health on the Net" (HON) quality label, and DISCERN scale scores were used to verify their efficiency as quality indicators. Of the 80 websites identified, 34 were included. Based on outcome measures, the content quality of the sites turned-out to be good. Content quality of web sites dealing with bipolar disorder is significantly explained by readability, accountability and interactivity as well as a global score. The overall content quality of the studied bipolar disorder websites is good.
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Reading assessment and training program
International Nuclear Information System (INIS)
Lewis, C.L.
1991-01-01
The objective was to ensure ourselves and the general public that the workers in the Nuclear Materials Processing Department (NMPD) could read, follow, and understand procedures. Procedures were randomly selected and analyzed for reading levels. A tenth grade reading level was established as the standard for all NMPD employees. Employees were tested to determine reading levels and approximately 12% could not read at the target level. A Procedure Walk-Through Evaluation was administered to each person not reaching tenth grade reading level. This was a job performance measure given to ensure that the worker was competent in his/her present job, and should remain there while completing reading training. A mandatory Reading Training Program utilizing Computer Based Training was established. This program is self-paced, individualized instruction and provided to the worker on Company time. Results of the CBT Program have been very good. Instruction is supplemented with test-taking skills seminars, practice exams, individual conferences with their own reading specialist, and some self-directed study books. This paper describes the program at Savannah River Site
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Kerkhof, G.A.; Geuke, M.E.H.; Brouwer, A.; Rijsman, R.M.; Schimsheimer, R.J.; van Kasteel, V.
2013-01-01
The primary objectives of this study were to construct a self-assessment questionnaire for sleep disorders based on the International Classification of Sleep Disorders-2, and to evaluate the questionnaire’s psychometric properties with respect to its total score and the individual scores for each of
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McNeill, Brigid C; Wolter, Julie; Gillon, Gail T
2017-05-17
This study explored the specific nature of a spelling impairment in children with speech sound disorder (SSD) in relation to metalinguistic predictors of spelling development. The metalinguistic (phoneme, morphological, and orthographic awareness) and spelling development of 28 children ages 6-8 years with a history of inconsistent SSD were compared to those of their age-matched (n = 28) and reading-matched (n = 28) peers. Analysis of the literacy outcomes of children within the cohort with persistent (n = 18) versus resolved (n = 10) SSD was also conducted. The age-matched peers outperformed the SSD group on all measures. Children with SSD performed comparably to their reading-matched peers on metalinguistic measures but exhibited lower spelling scores. Children with persistent SSD generally had less favorable outcomes than children with resolved SSD; however, even children with resolved SSD performed poorly on normative spelling measures. Children with SSD have a specific difficulty with spelling that is not commensurate with their metalinguistic and reading ability. Although low metalinguistic awareness appears to inhibit these children's spelling development, other factors should be considered, such as nonverbal rehearsal during spelling attempts and motoric ability. Integration of speech-production and spelling-intervention goals is important to enhance literacy outcomes for this group.
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Writing to and reading from a nano-scale crossbar memory based on memristors
International Nuclear Information System (INIS)
Vontobel, Pascal O; Robinett, Warren; Kuekes, Philip J; Stewart, Duncan R; Straznicky, Joseph; Stanley Williams, R
2009-01-01
We present a design study for a nano-scale crossbar memory system that uses memristors with symmetrical but highly nonlinear current-voltage characteristics as memory elements. The memory is non-volatile since the memristors retain their state when un-powered. In order to address the nano-wires that make up this nano-scale crossbar, we use two coded demultiplexers implemented using mixed-scale crossbars (in which CMOS-wires cross nano-wires and in which the crosspoint junctions have one-time configurable memristors). This memory system does not utilize the kind of devices (diodes or transistors) that are normally used to isolate the memory cell being written to and read from in conventional memories. Instead, special techniques are introduced to perform the writing and the reading operation reliably by taking advantage of the nonlinearity of the type of memristors used. After discussing both writing and reading strategies for our memory system in general, we focus on a 64 x 64 memory array and present simulation results that show the feasibility of these writing and reading procedures. Besides simulating the case where all device parameters assume exactly their nominal value, we also simulate the much more realistic case where the device parameters stray around their nominal value: we observe a degradation in margins, but writing and reading is still feasible. These simulation results are based on a device model for memristors derived from measurements of fabricated devices in nano-scale crossbars using Pt and Ti nano-wires and using oxygen-depleted TiO 2 as the switching material.
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Supporting read-across using biological data.
Zhu, Hao; Bouhifd, Mounir; Donley, Elizabeth; Egnash, Laura; Kleinstreuer, Nicole; Kroese, E Dinant; Liu, Zhichao; Luechtefeld, Thomas; Palmer, Jessica; Pamies, David; Shen, Jie; Strauss, Volker; Wu, Shengde; Hartung, Thomas
2016-01-01
Read-across, i.e. filling toxicological data gaps by relating to similar chemicals, for which test data are available, is usually done based on chemical similarity. Besides structure and physico-chemical properties, however, biological similarity based on biological data adds extra strength to this process. In the context of developing Good Read-Across Practice guidance, a number of case studies were evaluated to demonstrate the use of biological data to enrich read-across. In the simplest case, chemically similar substances also show similar test results in relevant in vitro assays. This is a well-established method for the read-across of e.g. genotoxicity assays. Larger datasets of biological and toxicological properties of hundreds and thousands of substances become increasingly available enabling big data approaches in read-across studies. Several case studies using various big data sources are described in this paper. An example is given for the US EPA's ToxCast dataset allowing read-across for high quality uterotrophic assays for estrogenic endocrine disruption. Similarly, an example for REACH registration data enhancing read-across for acute toxicity studies is given. A different approach is taken using omics data to establish biological similarity: Examples are given for stem cell models in vitro and short-term repeated dose studies in rats in vivo to support read-across and category formation. These preliminary biological data-driven read-across studies highlight the road to the new generation of read-across approaches that can be applied in chemical safety assessment.
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Regtvoort, A.G.F.M.; van der Leij, A.
2007-01-01
The hereditary basis of dyslexia makes it possible to identify children at risk early on. Pre-reading children genetically at risk received during 14 weeks a home- and computer-based training in phonemic awareness and letter-sound relationships in the context of reading instruction. At posttest
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MANGRUM, CHARLES T.
SIGNIFICANT RESEARCH ON THE PHYSIOLOGICAL AND FUNCTIONAL ASPECTS OF VISION AND READING DISABILITY IS SURVEYED. CONCLUSIONS BASED ON THE LITERATURE IN THE FIELD ARE DISCUSSED. A BIBLIOGRAPHY OF 70 REFERENCES AND A GLOSSARY OF TERMS ARE APPENDED. A TABLE SUMMARIZING REFRACTIVE ERRORS AND EYE DEFECTS CONTRIBUTING TO READING DISABILITY IS INCLUDED.…
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Encouraging Recreational Reading (The Printout).
Balajthy, Ernest
1988-01-01
Describes computer software, including "The Electronic Bookshelf" and "Return to Reading," which provides motivation for recreational reading in various ways, including: quizzes, games based on books, and whole language activities for children's literature and young adult fiction. (MM)
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Oral Reading Fluency Testing: Pitfalls for Children with Speech Disorders
Howland, Karole; Scaler Scott, Kathleen
2016-01-01
As school districts nationwide have moved toward data driven intervention, oral reading fluency measures have become a prevalent means to monitor progress by assessing the degree to which a child is becoming a fast (and therefore fluent) reader. This article reviews results of a survey of speech-language pathologists (SLPs) working with children…
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Graves, Michael; Sales, Gregory C.; Lawrenz, Frances; Robelia, Beth; Richardson, Jayson W.
2010-01-01
This study examined the effectiveness of a professionally developed comprehensive reading comprehension strategies program when compared to traditional reading comprehension instruction presented to 865 fourth and fifth graders (682 with full data sets) in 34 classrooms in the United States. The treatment included a strong, technology-based teacher training component as well as highly motivational materials for 53 classroom-delivered student lessons. The research design was a randomized tria...
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Developmental relations between reading comprehension and reading strategies
Muijselaar, M.M.L.; Swart, N.M.; Steenbeek-Planting, E.G.; Droop, W.; Verhoeven, L.T.W.; Jong, P.F. de
2017-01-01
We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary, and working memory were administered. A structural equation model was constructed to estimate the unique relations between reading strategies and reading comprehension, while controlling for reading...
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A reading intervention programme for mathematics students ...
African Journals Online (AJOL)
Based on the results of Phase I of a reading skills project in 2000 (SAJHE 16(3) 2002), Phase II was undertaken to set up a reading intervention programme on a voluntary basis for students enrolled in a mathematics access module, to determine whether explicit attention given to reading would improve their reading skills ...
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Lu, Chunming; Qi, Zhenghan; Harris, Adrianne; Weil, Lisa Wisman; Han, Michelle; Halverson, Kelly; Perrachione, Tyler K.; Kjelgaard, Margaret; Wexler, Kenneth; Tager-Flusberg, Helen; Gabrieli, John D. E.
2016-01-01
Background Individuals with reading disability and individuals with autism spectrum disorder (ASD) are characterized, respectively, by their difficulties in reading and social communication, but both groups often have impaired phonological working memory (PWM). It is not known whether the impaired PWM reflects distinct or shared neuroanatomical abnormalities in these two diagnostic groups. Methods White-matter structural connectivity via diffusion weighted imaging was examined in 64 children,...
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de Groot, Barry; van den Bos, Kornelis; Minnaert, Alexander; van der Meulen, Bieuwe
2015-01-01
This chapter concerns the word reading predictive values and the dynamics of alphanumeric rapid automatized naming (RAN) and phonemic awareness (PA) in the general population of Dutch elementary school–aged children (grades 3 through 6). A composite index of word reading based on standardized tests
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DEFF Research Database (Denmark)
Rebolj, Matejka; Rask, Johanne; van Ballegooijen, Marjolein
2015-01-01
nationwide registers, technological phases were identified by slide preparation, reading technique, and triage of borderline cytology. Trends in the detection of cervical intraepithelial neoplasia (CIN) were an indicator of the technology's relative sensitivity, and trends in false-positive tests......BACKGROUND: We compared the sensitivity and specificity of liquid-based cytology (LBC) and computer-assisted reading for SurePath/FocalPoint and ThinPrep with those of manually read conventional cytology in routine cervical screening in four Danish laboratories. METHODS: Using data from five...
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Lin, Lu-Fang
2017-01-01
This study investigated whether an English reading course integrated with the problem-based learning approach could foster foreign language learners' reading comprehension ability, strategy use, and their active learning attitudes. The pedagogy was featured with the small group scaffolding. Two intact English classes in a Taiwanese university were…
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Fluent Reading in Special Primary Education
Houtveen, Anthonia A. M.; van de Grift, Wim J. C. M.; Brokamp, Saskia K.
2014-01-01
The learning gains in reading of students in 57 classrooms in special primary education doubled as a result of implementing the Reading Impulse in Special Education (RISE) programme. Raising the scheduled reading time with 1.5 hr in all classrooms and implementing standards-based teaching characterised by "monitoring of pupil progress",…
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Reading to Write an Argumentation: The Role of Epistemological, Reading and Writing Beliefs
Mateos, Mar; Cuevas, Isabel; Martin, Elena; Martin, Ana; Echeita, Gerardo; Luna, Maria
2011-01-01
The general aim of this study was to examine the relations among epistemological, reading and writing beliefs held by psychology undergraduates and the role played by these three types of belief in influencing the degree of perspectivism manifested in a written argumentation task based on reading two texts presenting conflicting perspectives on…
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Zentall, Sydney S.; Tom-Wright, Kinsey; Lee, Jiyeon
2013-01-01
Objective: The purpose of this review of students with attention deficit hyperactivity disorder (ADHD) was to summarize the following: (1) academic deficits in math and reading, (2) possible theoretical contributors to these deficits, and (3) psychostimulant interventions that target math and reading, as well as, parallel interventions involving…
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Peyrin, C.; Demonet, J. F.; N'Guyen-Morel, M. A.; Le Bas, J. F.; Valdois, S.
2011-01-01
A visual attention (VA) span disorder has been reported in dyslexic children as potentially responsible for their poor reading outcome. The purpose of the current paper was to identify the cerebral correlates of this VA span disorder. For this purpose, 12 French dyslexic children with severe reading and VA span disorders and 12 age-matched control…
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Grade Level and Gender Differences in a School-Based Reading Tutoring Program
Chang, Sau Hou
2011-01-01
The purpose of the present study is to investigate the grade level and gender differences in a school-based reading tutoring program. The treatment group included 10 first-grade and 12 second-grade struggling readers, and the control group included 41 first-grade and 63 second-grade nonstruggling readers. The tutors were teacher candidates in an…
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Day, Richard R.
2013-01-01
"Teaching Reading" uncovers the interactive processes that happen when people learn to read and translates them into a comprehensive easy-to-follow guide on how to teach reading. Richard Day's revelations on the nature of reading, reading strategies, reading fluency, reading comprehension, and reading objectives make fascinating…
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Slow Reading: Reading along "Lectio" Lines
Badley, K. Jo-Ann; Badley, Ken
2011-01-01
The medieval monastic movement preserved and developed reading practices--lectio--from ancient Greek pedagogy as a slow, mindful approach to reading for formation. This ancient way of reading, now better known as lectio divina, challenges the fast, pragmatic reading so characteristic of our time. We propose that the present moment may be ripe for…
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Mindfulness in mood and anxiety disorders: a review of the literature
Directory of Open Access Journals (Sweden)
Michele F. Rodrigues
2017-07-01
Full Text Available Abstract Introduction The objective of this study was to conduct a review of the literature covering the use of different mindfulness-based therapy approaches in treatment of mood and anxiety disorders, including mindfulness skills and mindfulness linked to emotional regulation and fear of negative appraisal. Methods A review was conducted of literature identified by searching the scientific databases PubMed and PsycINFO with the following keywords: mindfulness, mood disorders, and anxiety disorders. The search covered the past 10 years. The search returned 532 articles, 24 were selected, their full texts were read, and 16 were included in this review. Results Six articles about mindfulness-based stress reduction, four about mindfulness-based cognitive therapy, and three about fear of negative appraisal and emotional regulation were reviewed. All of the articles covered mindfulness in relation to mood and anxiety disorders. Conclusions The literature in this field suggests that mindfulness is an effective strategy for the treatment of mood and anxiety disorders and is effective in therapy protocols with different structures including virtual modalities. Use of mindfulness in scientific models continues to expand.
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Schaffner, Ellen; Schiefele, Ulrich
2016-01-01
This study addressed the role of reading motivation as a potential determinant of losses or gains in reading competence over six weeks of summer vacation (SV). Based on a sample of 223 third-grade elementary students, structural equation analyses showed that intrinsic reading motivation before SV contributed positively to both word and sentence…
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Live event reconstruction in an optically read out GEM-based TPC
Brunbauer, F. M.; Galgóczi, G.; Gonzalez Diaz, D.; Oliveri, E.; Resnati, F.; Ropelewski, L.; Streli, C.; Thuiner, P.; van Stenis, M.
2018-04-01
Combining strong signal amplification made possible by Gaseous Electron Multipliers (GEMs) with the high spatial resolution provided by optical readout, highly performing radiation detectors can be realized. An optically read out GEM-based Time Projection Chamber (TPC) is presented. The device permits 3D track reconstruction by combining the 2D projections obtained with a CCD camera with timing information from a photomultiplier tube. Owing to the intuitive 2D representation of the tracks in the images and to automated control, data acquisition and event reconstruction algorithms, the optically read out TPC permits live display of reconstructed tracks in three dimensions. An Ar/CF4 (80/20%) gas mixture was used to maximize scintillation yield in the visible wavelength region matching the quantum efficiency of the camera. The device is integrated in a UHV-grade vessel allowing for precise control of the gas composition and purity. Long term studies in sealed mode operation revealed a minor decrease in the scintillation light intensity.
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Language Disorders in Multilingual and Multicultural Populations
Goral, Mira; Conner, Peggy S.
2014-01-01
We review the characteristics of developmental language disorders (primary language impairment, reading disorders, autism, Down syndrome) and acquired language disorders (aphasia, dementia, traumatic brain injury) among multilingual and multicultural individuals. We highlight the unique assessment and treatment considerations pertinent to this population, including, for example, concerns of language choice and availability of measures and of normative data in multiple languages. A summary of relevant, recent research studies is provided for each of the language disorders selected. PMID:26257455
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Learning Disorders: Know the Signs, How to Help
Healthy Lifestyle Children's health Learning disorders can make it hard for a child to read, write or do simple math. Understand the signs and what ... By Mayo Clinic Staff Many children who have learning disorders, also known as learning disabilities, struggle for ...
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Taiwanese EFL Learners’ Perceived Use of Online Reading Strategies
Lisa Wen Chun Chen
2015-01-01
Reading strategies are beneficial to learners’ reading comprehension. The strategies can be divided into different categories, such as global reading strategies, problem solving strategies and support strategies. Most previous studies investigated the importance of reading strategies in the paper-based reading. However, relatively few studies examined online reading strategies and their effects on reading comprehension. Online reading materials are important sources for EFL stu...
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Fabián Andrés Inostroza-Inostroza
2017-01-01
The present article aims to compare the performance in students with Attention Deficit Disorder to those who do not present it, in tasks of reading comprehension and text production carried out by students attending the fourth grade of primary education. This quantitative, non-experimental comparative study aims to provide evidence regarding the way in which this condition limits the learning outcomes in the tasks of comprehension and production of texts, language, and communication. One the ...
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Diagnosis of constant faults in read-once contact networks over finite bases
Busbait, Monther I.; Chikalov, Igor; Hussain, Shahid; Moshkov, Mikhail
2015-01-01
We study the depth of decision trees for diagnosis of constant 0 and 1 faults in read-once contact networks over finite bases containing only indecomposable networks. For each basis, we obtain a linear upper bound on the minimum depth of decision trees depending on the number of edges in the networks. For bases containing networks with at most 10 edges we find coefficients for linear bounds which are close to sharp. © 2014 Elsevier B.V. All rights reserved.
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Diagnosis of constant faults in read-once contact networks over finite bases
Busbait, Monther I.
2015-03-01
We study the depth of decision trees for diagnosis of constant 0 and 1 faults in read-once contact networks over finite bases containing only indecomposable networks. For each basis, we obtain a linear upper bound on the minimum depth of decision trees depending on the number of edges in the networks. For bases containing networks with at most 10 edges we find coefficients for linear bounds which are close to sharp. © 2014 Elsevier B.V. All rights reserved.
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Basic Concepts of Reading Instruction
Directory of Open Access Journals (Sweden)
Gökhan ARI
2017-12-01
Full Text Available Reading act is performed by connected physiological, psychological and cognitive processes. The operations taking place in these processes are expected to continue for life by being developed with certain strategies. A lot of information is gained with reading skill in education life. Therefore, basic concepts that constitute reading education in teaching and improving reading are important for teachers. The aim of this study is to submit information compiled from the literature about reading education process and which basic concepts are used in reading education. While teaching reading from part to whole, from whole to part and interactional approaches are used. From part to whole approach is at the forefront. Then with interactional approach strategies, both code solving and making sense is improved. Teachers should know the characteristics of bouncing, stopping, turning back, and scanning movements of the eye both in code solving and making sense. The teacher should configure the teaching for the students to gain fluid reading elements by making use of reading out and reading silently. After reading act is acquired; good reader characteristics should be gained by improving asking questions, guessing, summarizing, interpretation skills in integrated readings. Reading skill is improved by studies on the text. Therefore, the students should come across texts that are suitable to their levels, textuality and readability criteria. The vocabulary of children should be improved in a planned way with text-based word and meaning studies. Fluid reading, making sense and interpretation skills of children should be pursued with different evaluation types. In the long term, work should be done to make reading a habit for them.
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Left neglect dyslexia: Perseveration and reading error types.
Ronchi, Roberta; Algeri, Lorella; Chiapella, Laura; Gallucci, Marcello; Spada, Maria Simonetta; Vallar, Giuseppe
2016-08-01
Right-brain-damaged patients may show a reading disorder termed neglect dyslexia. Patients with left neglect dyslexia omit letters on the left-hand-side (the beginning, when reading left-to-right) part of the letter string, substitute them with other letters, and add letters to the left of the string. The aim of this study was to investigate the pattern of association, if any, between error types in patients with left neglect dyslexia and recurrent perseveration (a productive visuo-motor deficit characterized by addition of marks) in target cancellation. Specifically, we aimed at assessing whether different productive symptoms (relative to the reading and the visuo-motor domains) could be associated in patients with left spatial neglect. Fifty-four right-brain-damaged patients took part in the study: 50 out of the 54 patients showed left spatial neglect, with 27 of them also exhibiting left neglect dyslexia. Neglect dyslexic patients who showed perseveration produced mainly substitution neglect errors in reading. Conversely, omissions were the prevailing reading error pattern in neglect dyslexic patients without perseveration. Addition reading errors were much infrequent. Different functional pathological mechanisms may underlie omission and substitution reading errors committed by right-brain-damaged patients with left neglect dyslexia. One such mechanism, involving the defective stopping of inappropriate responses, may contribute to both recurrent perseveration in target cancellation, and substitution errors in reading. Productive pathological phenomena, together with deficits of spatial attention to events taking place on the left-hand-side of space, shape the manifestations of neglect dyslexia, and, more generally, of spatial neglect. Copyright © 2016 Elsevier Ltd. All rights reserved.
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PacBio long-read sequencing technology is increasingly popular in genome sequence assembly and transcriptome cataloguing. Recently, a new-generation pig reference genome was assembled based on long reads from this technology. To finely annotate this genome assembly, transcriptomes of nine tissues fr...
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Clinical Reasoning in the Assessment and Intervention Planning for Writing Disorder
Harrison, Gina L.; McManus, Kelly L.
2017-01-01
The incidence of writing disorder is as common as reading disorder, but it is frequently under-identified and rarely targeted for intervention. Increasing clinical understanding on various subtypes of writing disorder through assessment guided by data-driven decision making may alleviate this disparity for students with writing disorders. The…
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Obsessive–compulsive disorder: subclassification based on co-morbidity
Nestadt, G.; Di, C. Z.; Riddle, M. A.; Grados, M. A.; Greenberg, B. D.; Fyer, A. J.; McCracken, J. T.; Rauch, S. L.; Murphy, D. L.; Rasmussen, S. A.; Cullen, B.; Pinto, A.; Knowles, J. A.; Piacentini, J.; Pauls, D. L.; Bienvenu, O. J.; Wang, Y.; Liang, K. Y.; Samuels, J. F.; Roche, K. Bandeen
2011-01-01
Background Obsessive–compulsive disorder (OCD) is probably an etiologically heterogeneous condition. Many patients manifest other psychiatric syndromes. This study investigated the relationship between OCD and co-morbid conditions to identify subtypes. Method Seven hundred and six individuals with OCD were assessed in the OCD Collaborative Genetics Study (OCGS). Multi-level latent class analysis was conducted based on the presence of eight co-morbid psychiatric conditions [generalized anxiety disorder (GAD), major depression, panic disorder (PD), separation anxiety disorder (SAD), tics, mania, somatization disorders (Som) and grooming disorders (GrD)]. The relationship of the derived classes to specific clinical characteristics was investigated. Results Two and three classes of OCD syndromes emerge from the analyses. The two-class solution describes lesser and greater co-morbidity classes and the more descriptive three-class solution is characterized by: (1) an OCD simplex class, in which major depressive disorder (MDD) is the most frequent additional disorder; (2) an OCD co-morbid tic-related class, in which tics are prominent and affective syndromes are considerably rarer; and (3) an OCD co-morbid affective-related class in which PD and affective syndromes are highly represented. The OCD co-morbid tic-related class is predominantly male and characterized by high conscientiousness. The OCD co-morbid affective-related class is predominantly female, has a young age at onset, obsessive–compulsive personality disorder (OCPD) features, high scores on the ‘taboo’ factor of OCD symptoms, and low conscientiousness. Conclusions OCD can be classified into three classes based on co-morbidity. Membership within a class is differentially associated with other clinical characteristics. These classes, if replicated, should have important implications for research and clinical endeavors. PMID:19046474
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Construction of an Arabic reading test for assessment of dyslexic children.
Abou El-Ella, Mahmoud Y; Sayed, Emam M; Farghaly, Wafaa M; Abdel-Haleem, Emad K; Hussein, Eman S
2004-07-01
Dyslexia is a specific language-based disorder of constitutional origin, characterized by difficulties in phonological processing. The Arabic language differs in many aspects from foreign languages and the few previously designed Arabic tests for assessment of dyslexia did not pay attention to phonological awareness problems. This necessitates the design of an Arabic test which could properly assign specific difficulties among Arabic reading dyslexic children, including phonological awareness as a major contributing factor for dyslexia. The study was carried out in Assiut City, Egypt, during the period from September 1999 to the end of January 2001. The newly designed Arabic Reading Test (ART) in this work passed through many stages. Firstly, test construction by 11 Arabic teachers (specific judges). Secondly it was applied, in a pilot study, to 50 normal students (9-10 years old) to ascertain clarity of the test. Then test standardization was proven through application on a second sample (n=252 students), and third sample (n=58 dyslexics). The reliability of the ART was proven by the test-retest method (r=0.913, pdyslexia among Arabic reading children. It has great value in predicting dyslexia even among preschool age Arabic speaking children, through assessment of their phonological awareness skills, and thus, remediation programs can be properly and early directed.
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Regtvoort, Anne G. F. M.; van der Leij, Aryan
2007-01-01
The hereditary basis of dyslexia makes it possible to identify children at risk early on. Pre-reading children genetically at risk received during 14 weeks a home- and computer-based training in phonemic awareness and letter-sound relationships in the context of reading instruction. At posttest training effects were found for both phonemic…
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Separating metagenomic short reads into genomes via clustering
Directory of Open Access Journals (Sweden)
Tanaseichuk Olga
2012-09-01
Full Text Available Abstract Background The metagenomics approach allows the simultaneous sequencing of all genomes in an environmental sample. This results in high complexity datasets, where in addition to repeats and sequencing errors, the number of genomes and their abundance ratios are unknown. Recently developed next-generation sequencing (NGS technologies significantly improve the sequencing efficiency and cost. On the other hand, they result in shorter reads, which makes the separation of reads from different species harder. Among the existing computational tools for metagenomic analysis, there are similarity-based methods that use reference databases to align reads and composition-based methods that use composition patterns (i.e., frequencies of short words or l-mers to cluster reads. Similarity-based methods are unable to classify reads from unknown species without close references (which constitute the majority of reads. Since composition patterns are preserved only in significantly large fragments, composition-based tools cannot be used for very short reads, which becomes a significant limitation with the development of NGS. A recently proposed algorithm, AbundanceBin, introduced another method that bins reads based on predicted abundances of the genomes sequenced. However, it does not separate reads from genomes of similar abundance levels. Results In this work, we present a two-phase heuristic algorithm for separating short paired-end reads from different genomes in a metagenomic dataset. We use the observation that most of the l-mers belong to unique genomes when l is sufficiently large. The first phase of the algorithm results in clusters of l-mers each of which belongs to one genome. During the second phase, clusters are merged based on l-mer repeat information. These final clusters are used to assign reads. The algorithm could handle very short reads and sequencing errors. It is initially designed for genomes with similar abundance levels and then
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Kern, Ben D.; Graber, Kim C.; Shen, Sa; Hillman, Charles H.; McLoughlin, Gabriella
2018-01-01
Background: Socioeconomic status (SES) is the most accurate predictor of academic performance in US schools. Third-grade reading is highly predictive of high school graduation. Chronic physical activity (PA) is shown to improve cognition and academic performance. We hypothesized that school-based PA opportunities (recess and physical education)…
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Directory of Open Access Journals (Sweden)
Shawnem Kadkhodaee
2015-05-01
Full Text Available Reading comprehension is one of the most important skills, especially in the EFL context. One way to improve reading comprehension is through strategy use. The present study aimed at investigating the effect of question-generation strategy on learners' reading comprehension. The participants in the study were 63 intermediate students from three intact groups in Resa institute in Boukan, They were randomly assigned to two experimental and one control groups. They were given two samples of the reading section of the standardized Preliminary English Test (PET as the pre- and post-tests. The students in the experimental group A generated text-based reading comprehension questions individually, and in the experimental group B in groups of three but the learners in the control group answered the reading comprehension questions provided in the text. The results of ANOVA revealed that the students in the experimental group B, who employed group-question generation strategy, outperformed the experimental group A, who employed individual- question generation strategy and the control group in the reading comprehension post-test. The findings can have some implications for EFL teachers and syllabus designers.
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Taiwanese EFL Learners' Perceived Use of Online Reading Strategies
Chen, Lisa Wen Chun
2015-01-01
Reading strategies are beneficial to learners' reading comprehension. The strategies can be divided into different categories, such as global reading strategies, problem solving strategies and support strategies. Most previous studies investigated the importance of reading strategies in the paper-based reading. However, relatively few studies…
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Xia, Zhichao; Hoeft, Fumiko; Zhang, Linjun; Shu, Hua
2016-01-01
An increasing body of studies has revealed neuroanatomical impairments in developmental dyslexia. However, whether these structural anomalies are driven by dyslexia (disorder-specific effects), absolute reading performance (performance-dependent effects), and/or further influenced by age (maturation-sensitive effects) remains elusive. To help disentangle these sources, the current study used a novel disorder (dyslexia vs. control) by maturation (younger vs. older) factorial design in 48 Chinese children who were carefully matched. This design not only allows for direct comparison between dyslexics versus controls matched for chronological age and reading ability, but also enables examination of the influence of maturation and its interaction with dyslexia. Voxel-based morphometry (VBM) showed that dyslexic children had reduced regional gray matter volume in the left temporo-parietal cortex (spanning over Heschl’s gyrus, planum temporale and supramarginal gyrus), middle frontal gyrus, superior occipital gyrus, and reduced regional white matter in bilateral parieto-occipital regions (left cuneus and right precuneus) compared with both age-matched and reading-level matched controls. Therefore, maturational stage-invariant neurobiological signatures of dyslexia were found in brain regions that have been associated with impairments in the auditory/phonological and attentional systems. On the other hand, maturational stage-dependent effects on dyslexia were observed in three regions (left ventral occipito-temporal cortex, left dorsal pars opercularis and genu of the corpus callosum), all of which were previously reported to be involved in fluent reading and its development. These striking dissociations collectively suggest potential atypical developmental trajectories of dyslexia, where underlying mechanisms are currently unknown but may be driven by interactions between genetic and/or environmental factors. In summary, this is the first study to disambiguate
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Luoni, Chiara; Balottin, Umberto; Zaccagnino, Maria; Brembilla, Laura; Livetti, Giulia; Termine, Cristiano
2015-01-01
Attention-deficit/hyperactivity disorder (ADHD) often co-occurs with reading disability. A cross-sectional study in an Italian-speaking, nonclinical sample was conducted in an attempt to document the existence of an early association between reading difficulties (RD) and ADHD behaviours. We recruited a sample of 369 children in their first year at…
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Izan, Shairul; Esselink, G.; Visser, R.G.F.; Smulders, M.J.M.; Borm, T.J.A.
2017-01-01
Whole Genome Shotgun (WGS) sequences of plant species often contain an abundance of reads that are derived from the chloroplast genome. Up to now these reads have generally been identified and assembled into chloroplast genomes based on homology to chloroplasts from related species. This
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Directory of Open Access Journals (Sweden)
Mohammad Mehdi Yazdani
2015-05-01
Full Text Available Investigating the efficiencies and deficiencies of reading strategies is one of the noticeable issues in the related theory and research in reading comprehension instruction. This study was to examine the impact of Directed Reading Thinking Activity (DRTA and Guided Reading (GR on reading comprehension. Sixty three Iranian students of grade one in Shahed high school in the city of Bojnourd took part in the study. They were assigned in three groups, one control and two experimental groups. The instruction lasted for ten weeks. This study utilized a pretest posttest control group in quantitative quasi- experimental design. The same reading comprehension test was administered as pre-test and post-test. The results were twofold: First, the instruction of learning strategies could foster reading comprehension skill. Second, while the explicit instruction of both strategies could improve the students' reading comprehension skill, Directed Reading Thinking Activity had a more significant positive effect than Guided Reading.
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Linking Technology to Genre-Based Reading (Technology Links to Literacy).
Wepner, Shelley B.
1991-01-01
Introduces a new column written for the one-computer classroom and offers several perspectives for connecting software applications to trade book reading. Describes eight software packages for extending and enhancing students' reading of different genres: fairy tales, realistic fiction, science fiction, and biography and historical fiction in…
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The Power of Fiction: Reading Stories in Abnormal Psychology
Janit, Adrian S.; Hammock, Georgina S.; Richardson, Deborah S.
2011-01-01
We compared the instructional efficacy of a narrative text (i.e., a story) and an expository text (i.e., a textbook excerpt). Students enrolled in Abnormal Psychology classes read about the disorder, "dissociative fugue" from a story, a textbook, or both. The story contained literary elements that increased transportation into the story…
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AUTHENTIC TEXTS FOR CRITICAL READING ACTIVITIES
Directory of Open Access Journals (Sweden)
Ila Amalia
2016-03-01
Full Text Available This research takes an action research aimed at promoting critical reading (“thinking” while reading skills using authentic materials among the students. This research also aims to reveal the students perception on using critical reading skills in reading activities. Nineteen English Education Department students who took Reading IV class, participated in this project. There were three cycles with three different critical reading strategies were applied. Meanwhile, the authentic materials were taken from newspaper and internet articles. The result revealed that the use of critical reading strategies along with the use of authentic materials has improved students’ critical reading skills as seen from the improvement of each cycle - the students critical reading skill was 54% (fair in the cycle 1 improved to 68% (average in cycle 2, and 82% (good in cycle 3.. In addition, based on the critical reading skill criteria, the students’ critical reading skill has improved from 40% (nearly meet to 80% (exceed. Meanwhile, from the students’ perception questionnaire, it was shown that 63% students agreed the critical reading activity using authentic text could improve critical thinking and 58% students agreed that doing critical reading activity could improve reading comprehension. The result had the implication that the use of authentic texts could improve students’ critical reading skills if it was taught by performing not lecturing them. Selectively choosing various strategies and materials can trigger students’ activeness in responding to a text, that eventually shape their critical reading skills.
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Developmental Relations Between Reading Comprehension and Reading Strategies
Muijselaar, M.; Swart, N.M.; Steenbeek-Planting, E.G,.; Droop, M.; Verhoeven, L.; de Jong, P.F.
2017-01-01
We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary,
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Dutch home-based pre-reading intervention with children at familial risk of dyslexia.
van Otterloo, Sandra G; van der Leij, Aryan
2009-12-01
Children (5 and 6 years old, n = 30) at familial risk of dyslexia received a home-based intervention that focused on phoneme awareness and letter knowledge in the year prior to formal reading instruction. The children were compared to a no-training at-risk control group (n = 27), which was selected a year earlier. After training, we found a small effect on a composite score of phoneme awareness (d = 0.29) and a large effect on receptive letter knowledge (d = 0.88). In first grade, however, this did not result in beneficial effects for the experimental group in word reading and spelling. Results are compared to three former intervention studies in The Netherlands and comparable studies from Denmark and Australia.
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Directory of Open Access Journals (Sweden)
van Staden, Annalene
2016-05-01
Full Text Available Globally, reading proficiency has been a major area of difficulty for English second-language (ESL learners. This research inter alia utilised a quantitative, quasi-experimental, pre-test/post-test research design to address the paucity of evidence-based second-language reading research internationally, as well as in Sub-Saharan Africa, and in Lesotho in particular; and to determine if second-language learners (L2 in the experimental group can improve their L2 reading abilities after being exposed to reading intervention strategies, based on the “simple view of reading”. Drawing from both psycholinguistic and cognitive linguistic principles, the authors considered this as a working model to develop reading strategies to support ESL learners in Lesotho who experienced significant delays in L2 reading abilities and comprehension. In the present study, strategies based on the “simple view of reading”, , included, inter alia, effective language exposure, building a rich vocabulary, improving reading fluency and word recognition abilities, and creating socio-linguistic opportunities to develop vocabulary and enhance reading comprehension (for example, creating a “word wall”, interactive story-book reading and the application of the ReQuest reading method. Results from this quantitative study demonstrated that Grade 4 ESL learners in the experimental group (N=36 significantly outperformed those in the control group (N=36 with regard to sight word fluency, word recognition, syntactic awareness, vocabulary knowledge and reading comprehension. As we move forward in an attempt to understand the nuances of creating a responsive reading environment to support ESL learners’ reading development, assessing the effectiveness of strategies to improve their reading skills is essential.
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Reading with a Purpose: Communicative Reading Tasks for the Foreign Language Classroom. ERIC Digest.
Knutson, Elizabeth M.
In describing reading proficiency--the relative difficulty or ease that an individual reader experiences reading a particular text--researchers have recognized the importance of both text- and reader-based factors. This digest focuses on the factor of purpose, as determined by the reader or the instructional context. Having a purpose means having…
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Atkinson, Melissa J; Wade, Tracey D
2015-11-01
Successful prevention of eating disorders represents an important goal due to damaging long-term impacts on health and well-being, modest treatment outcomes, and low treatment seeking among individuals at risk. Mindfulness-based approaches have received early support in the treatment of eating disorders, but have not been evaluated as a prevention strategy. This study aimed to assess the feasibility, acceptability, and efficacy of a novel mindfulness-based intervention for reducing the risk of eating disorders among adolescent females, under both optimal (trained facilitator) and task-shifted (non-expert facilitator) conditions. A school-based cluster randomized controlled trial was conducted in which 19 classes of adolescent girls (N = 347) were allocated to a three-session mindfulness-based intervention, dissonance-based intervention, or classes as usual control. A subset of classes (N = 156) receiving expert facilitation were analyzed separately as a proxy for delivery under optimal conditions. Task-shifted facilitation showed no significant intervention effects across outcomes. Under optimal facilitation, students receiving mindfulness demonstrated significant reductions in weight and shape concern, dietary restraint, thin-ideal internalization, eating disorder symptoms, and psychosocial impairment relative to control by 6-month follow-up. Students receiving dissonance showed significant reductions in socio-cultural pressures. There were no statistically significant differences between the two interventions. Moderate intervention acceptability was reported by both students and teaching staff. Findings show promise for the application of mindfulness in the prevention of eating disorders; however, further work is required to increase both impact and acceptability, and to enable successful outcomes when delivered by less expert providers. © 2015 Wiley Periodicals, Inc.
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Approach to acid-base disorders – a clinical chemistry perspective
African Journals Online (AJOL)
Table 1. Simple acid-base disorders. Disorder. pH. pCO2. HCO3. -. Clinical examples. Respiratory acidosis ... Lactic acidosis or diabetic ketoacidosis and vomiting. Triple disorder: .... Renal tubular acidosis type 1 and 2. Ureteral diversion to ...
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Voigt, Robert G; Katusic, Slavica K; Colligan, Robert C; Killian, Jill M; Weaver, Amy L; Barbaresi, William J
2017-01-01
Previous research on the developmental course of attention-deficit/hyperactivity disorder (ADHD) is limited by biased clinic-referred samples and other methodological problems. Thus, questions about adult academic outcomes associated with childhood ADHD remain unanswered. Thus, the objective of this study was to describe academic outcomes in adulthood among incident cases of research-identified childhood ADHD versus non-ADHD referents from a population-based birth cohort. Young adults with research-identified childhood ADHD (N = 232; mean age 27.0 yr; 72.0% men) and referents (N = 335; mean age 28.6 yr; 62.7% men) from a 1976 to 1982 birth cohort (N = 5699) were invited to participate in a followup study and were administered an academic achievement battery consisting of the basic reading component of the Woodcock-Johnson III Tests of Achievement (WJ-III) and the arithmetic subtest of the Wide Range Achievement Test-Third Edition (WRAT-3). Outcomes were compared between the 2 groups using linear regression models, adjusted for age, sex, and comorbid learning disability status. Childhood ADHD cases scored from 3 to 5 grade equivalents lower on all academic tests compared with referents, with mean (SD) standard scores of 95.7 (8.4) versus 101.8 (8.1) in basic reading; 95.0 (9.3) versus 101.9 (8.5) in letterword identification; 98.2 (8.6) versus 103.2 (9.2) in passage comprehension; 95.7 (9.1) versus 100.9 (9.0) in word attack; and 87.8 (12.9) versus 98.0 (12.0) in arithmetic. This is the first prospective, population-based study of adult academic outcomes of childhood ADHD. Our data provide evidence that childhood onset ADHD is associated with long-term underachievement in reading and math that may negatively impact ultimate educational attainment and occupational functioning in adulthood.
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Incorporating IStation into Early Childhood Classrooms to Improve Reading Comprehension
Luo, Tian; Lee, Guang-Lea; Molina, Cynthia
2017-01-01
Aim/Purpose: IStation is an adaptive computer-based reading program that adapts to the learner's academic needs. This study investigates if the IStation computer-based reading program promotes reading improvement scores as shown on the STAR Reading test and the IStation test scaled scores for elementary school third-grade learners on different…
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Nurturing a lexical legacy: reading experience is critical for the development of word reading skill
Nation, Kate
2017-12-01
The scientific study of reading has taught us much about the beginnings of reading in childhood, with clear evidence that the gateway to reading opens when children are able to decode, or `sound out' written words. Similarly, there is a large evidence base charting the cognitive processes that characterise skilled word recognition in adults. Less understood is how children develop word reading expertise. Once basic reading skills are in place, what factors are critical for children to move from novice to expert? This paper outlines the role of reading experience in this transition. Encountering individual words in text provides opportunities for children to refine their knowledge about how spelling represents spoken language. Alongside this, however, reading experience provides much more than repeated exposure to individual words in isolation. According to the lexical legacy perspective, outlined in this paper, experiencing words in diverse and meaningful language environments is critical for the development of word reading skill. At its heart is the idea that reading provides exposure to words in many different contexts, episodes and experiences which, over time, sum to a rich and nuanced database about their lexical history within an individual's experience. These rich and diverse encounters bring about local variation at the word level: a lexical legacy that is measurable during word reading behaviour, even in skilled adults.
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Dutch home-based pre-reading intervention with children at familial risk of dyslexia
van Otterloo, S.G.; van der Leij, A.
2009-01-01
Children (5 and 6 years old, n = 30) at familial risk of dyslexia received a home-based intervention that focused on phoneme awareness and letter knowledge in the year prior to formal reading instruction. The children were compared to a no-training at-risk control group (n = 27), which was selected
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Ebneter, Daria S; Latner, Janet D
2013-04-01
The aim of the current article was to compare stigmatizing attitudes toward eating disorders (EDs), including anorexia nervosa (AN), bulimia nervosa (BN), and binge eating disorder (BED), with stigma toward another weight-related condition (obesity) and a non-weight-related mental disorder (major depressive disorder [MDD]). Participants (N = 447) read five vignettes describing a woman with AN, BN, BED, obesity, or MDD and responded to questionnaires examining stigmatizing attitudes. The targets with EDs were blamed more for their condition than the targets with MDD, whereas persons with obesity were held more responsible for their condition than any other target. On the other hand, the target with MDD was perceived as more impaired than any other target. Lack of self-discipline was attributed more to the development of BED and obesity than to any other condition. Stigmatizing attitudes vary across mental health disorders, and future research should aim to specifically target stigmatizing beliefs to reduce and prevent discrimination toward mental health disorders and obesity.
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Radiation imaging with optically read out GEM-based detectors
Brunbauer, F. M.; Lupberger, M.; Oliveri, E.; Resnati, F.; Ropelewski, L.; Streli, C.; Thuiner, P.; van Stenis, M.
2018-02-01
Modern imaging sensors allow for high granularity optical readout of radiation detectors such as MicroPattern Gaseous Detectors (MPGDs). Taking advantage of the high signal amplification factors achievable by MPGD technologies such as Gaseous Electron Multipliers (GEMs), highly sensitive detectors can be realised and employing gas mixtures with strong scintillation yield in the visible wavelength regime, optical readout of such detectors can provide high-resolution event representations. Applications from X-ray imaging to fluoroscopy and tomography profit from the good spatial resolution of optical readout and the possibility to obtain images without the need for extensive reconstruction. Sensitivity to low-energy X-rays and energy resolution permit energy resolved imaging and material distinction in X-ray fluorescence measurements. Additionally, the low material budget of gaseous detectors and the possibility to couple scintillation light to imaging sensors via fibres or mirrors makes optically read out GEMs an ideal candidate for beam monitoring detectors in high energy physics as well as radiotherapy. We present applications and achievements of optically read out GEM-based detectors including high spatial resolution imaging and X-ray fluorescence measurements as an alternative readout approach for MPGDs. A detector concept for low intensity applications such as X-ray crystallography, which maximises detection efficiency with a thick conversion region but mitigates parallax-induced broadening is presented and beam monitoring capabilities of optical readout are explored. Augmenting high resolution 2D projections of particle tracks obtained with optical readout with timing information from fast photon detectors or transparent anodes for charge readout, 3D reconstruction of particle trajectories can be performed and permits the realisation of optically read out time projection chambers. Combining readily available high performance imaging sensors with compatible
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Renal acidification responses to respiratory acid-base disorders.
Madias, Nicolaos E
2010-01-01
Respiratory acid-base disorders are those abnormalities in acid-base equilibrium that are expressed as primary changes in the arterial carbon dioxide tension (PaCO2). An increase in PaCO2 (hypercapnia) acidifies body fluids and initiates the acid-base disturbance known as respiratory acidosis. By contrast, a decrease in PaCO2 (hypocapnia) alkalinizes body fluids and initiates the acid-base disturbance known as respiratory alkalosis. The impact on systemic acidity of these primary changes in PaCO2 is ameliorated by secondary, directional changes in plasma [HCO3¯] that occur in 2 stages. Acutely, hypercapnia or hypocapnia yields relatively small changes in plasma [HCO3¯] that originate virtually exclusively from titration of the body's nonbicarbonate buffers. During sustained hypercapnia or hypocapnia, much larger changes in plasma [HCO3¯] occur that reflect adjustments in renal acidification mechanisms. Consequently, the deviation of systemic acidity from normal is smaller in the chronic forms of these disorders. Here we provide an overview of the renal acidification responses to respiratory acid-base disorders. We also identify gaps in knowledge that require further research.
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Hartung, Franziska; Withers, Peter; Hagoort, Peter; Willems, Roel M.
2017-01-01
Experiments have shown that compared to fictional texts, readers read factual texts faster and have better memory for described situations. Reading fictional texts on the other hand seems to improve memory for exact wordings and expressions. Most of these studies used a “newspaper” vs. “literature” comparison. In the present study, we investigated the effect of reader's expectation to whether information is true or fictional with a subtler manipulation by labeling short stories as either based on true or fictional events. In addition, we tested whether narrative perspective or individual preference in perspective taking affects reading true or fictional stories differently. In an online experiment, participants (final N = 1,742) read one story which was introduced as based on true events or as fictional (factor fictionality). The story could be narrated in either 1st or 3rd person perspective (factor perspective). We measured immersion in and appreciation of the story, perspective taking, as well as memory for events. We found no evidence that knowing a story is fictional or based on true events influences reading behavior or experiential aspects of reading. We suggest that it is not whether a story is true or fictional, but rather expectations toward certain reading situations (e.g., reading newspaper or literature) which affect behavior by activating appropriate reading goals. Results further confirm that narrative perspective partially influences perspective taking and experiential aspects of reading. PMID:28983269
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Directory of Open Access Journals (Sweden)
Franziska Hartung
2017-09-01
Full Text Available Experiments have shown that compared to fictional texts, readers read factual texts faster and have better memory for described situations. Reading fictional texts on the other hand seems to improve memory for exact wordings and expressions. Most of these studies used a “newspaper” vs. “literature” comparison. In the present study, we investigated the effect of reader's expectation to whether information is true or fictional with a subtler manipulation by labeling short stories as either based on true or fictional events. In addition, we tested whether narrative perspective or individual preference in perspective taking affects reading true or fictional stories differently. In an online experiment, participants (final N = 1,742 read one story which was introduced as based on true events or as fictional (factor fictionality. The story could be narrated in either 1st or 3rd person perspective (factor perspective. We measured immersion in and appreciation of the story, perspective taking, as well as memory for events. We found no evidence that knowing a story is fictional or based on true events influences reading behavior or experiential aspects of reading. We suggest that it is not whether a story is true or fictional, but rather expectations toward certain reading situations (e.g., reading newspaper or literature which affect behavior by activating appropriate reading goals. Results further confirm that narrative perspective partially influences perspective taking and experiential aspects of reading.
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Contrasting deficits on executive functions between ADHD and reading disabled children
Marzocchi, G.M.; Oosterlaan, J.; Zuddas, A.; Cavolina, P.; Geurts, H.; Redigilo, D.; Vio, C.; Sergeant, J.A.
2008-01-01
Background: The object of this study was to analyze the executive functioning of children with attention deficit hyperactivity disorder (ADHD) or reading disability (RD) independent of their non-executive deficits. Methods: Three carefully diagnosed groups of children, aged between 7 and 12 years
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Evidence-Based Pharmacotherapy for Pediatric Obsessive-Compulsive Disorder and Chronic Tic Disorders
Directory of Open Access Journals (Sweden)
Alessandro S. De Nadai
2011-01-01
Full Text Available In recent years, much progress has been made in pharmacotherapy for pediatric obsessive-compulsive disorder (OCD and chronic tic disorders (CTDs. What were previously considered relatively intractable conditions now have an array of efficacious medicinal (and psychosocial interventions available at clinicians' disposal, including selective serotonin reuptake inhibitors, atypical antipsychotics, and alpha-2 agonists. The purpose of this review is to discuss the evidence base for pharmacotherapy with pediatric OCD and CTDs with regard to efficacy, tolerability, and safety, and to put this evidence in the context of clinical management in integrated behavioral healthcare. While there is no single panacea for these disorders, there are a variety of medications that provide considerable relief for children with these disabling conditions.
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Evidence-Based Pharmacotherapy for Pediatric Obsessive-Compulsive Disorder and Chronic Tic Disorders
De Nadai, Alessandro S.; Storch, Eric A.; McGuire, Joseph F.; Lewin, Adam B.; Murphy, Tanya K.
2011-01-01
In recent years, much progress has been made in pharmacotherapy for pediatric obsessive-compulsive disorder (OCD) and chronic tic disorders (CTDs). What were previously considered relatively intractable conditions now have an array of efficacious medicinal (and psychosocial) interventions available at clinicians’ disposal, including selective serotonin reuptake inhibitors, atypical antipsychotics, and alpha-2 agonists. The purpose of this review is to discuss the evidence base for pharmacotherapy with pediatric OCD and CTDs with regard to efficacy, tolerability, and safety, and to put this evidence in the context of clinical management in integrated behavioral healthcare. While there is no single panacea for these disorders, there are a variety of medications that provide considerable relief for children with these disabling conditions. PMID:23861643
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Child-centered reading intervention: See, talk, dictate, read, write!
Directory of Open Access Journals (Sweden)
Muhammet BAŞTUĞ
2016-06-01
Full Text Available Poor reading achievement of children in elementary schools has been one of the major concerns in education. The aim of this study is to examine the effectiveness of a child-centered reading intervention in eliminating the reading problems of a student with poor reading achievement. The research was conducted with a student having difficulty in reading. A reading intervention was designed that targeted multiple areas of reading and aimed to improve reading skills through the use of multiple strategies. This intervention is child-centered and includes visual aids, talking, dictating, reading and writing stages. The study was performed in 35 sessions consisting of stages of a single sentence (5 sessions, two sentences (5 sessions, three sentences (20 sessions and the text stage (5 sessions. The intervention sessions were audio-taped. These recordings and the written responses to the reading comprehension questions provided the data for analysis. The findings on the reading intervention revealed positive outcomes. The student exhibited certain improvements at the levels of reading, reading rate and reading comprehension. These results were discussed in the literature and the findings suggest that child-centered reading strategies such as talking, dictating and writing should be the main focus of instruction for students with low reading literacy achievement to enable these students to meet the demands of the curriculum.
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Hochweber, Jan; Vieluf, Svenja
2018-01-01
The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management,…
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The neural bases of cognitive processes in gambling disorder.
Potenza, Marc N
2014-08-01
Functional imaging is offering powerful new tools to investigate the neurobiology of cognitive functioning in people with and without psychiatric conditions like gambling disorder. Based on similarities between gambling and substance-use disorders in neurocognitive and other domains, gambling disorder has recently been classified in the Diagnostic and Statistical Manual of Mental Disorders (5th edn) (DSM-5) as a behavioral addiction. Despite the advances in understanding, there exist multiple unanswered questions about the pathophysiology underlying gambling disorder and the promise for translating the neurobiological understanding into treatment advances remains largely unrealized. Here we review the neurocognitive underpinnings of gambling disorder with a view to improving prevention, treatment, and policy efforts. Copyright © 2014 Elsevier Ltd. All rights reserved.
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Empathy, Reading, and Gender Relationships
McCreary, John J.
2017-01-01
For this study, empathy was defined as not only understanding and sharing another's mental state, but also responding from a perspective more closely resembling the observed rather than the observer. Based on evidence suggesting relationships between reading and empathy, between empathy and gender, and between reading and gender, the current study…
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Student Reading Practices in Print and Electronic Media
Foasberg, Nancy M.
2014-01-01
This paper reports a diary-based qualitative study on college students' reading habits with regard to print and electronic media. Students used a form to record information about their reading practices for twelve days, including length of reading event, location, format used, and the purpose of reading. Students tended to use print for academic…
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Directory of Open Access Journals (Sweden)
Jenny Mendieta
2015-04-01
Full Text Available This research project was carried out at five public educational institutions by a group of English teacher-researchers based in different regions of Colombia. Due to a shared concern about the development of reading skills and self-regulation in the L2 classroom, a multiple case action research study was designed to examine whether the use of Collaborative Strategic Reading (CSR (Klingner, Vaughn & Schumm, 1998; Klingner & Vaughn, 1998 could foster reading comprehension in learners and at the same time help them become self-directed learners. Student pre and post questionnaires, reading tests and learning logs, as well as teacher's journals constituted the data collection methods used during the study. Results indicate that the use of CSR impacted participants' learning attitudes and habits positively.
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IMPROVING STUDENTS’ READING COMPREHENSION THROUGH IINTERACTIVE READ-ALOUD TECHNIQUE
Directory of Open Access Journals (Sweden)
Edi Santoso
2015-10-01
Full Text Available Abstract: The present study, entitled Improving Students’ Reading Comprehension through Interactive Read-Aloud, attempts to unlock problems found in teaching and reading comprehension through interactive read-aloud in a Senior High School of Sport (SMAN Olah Raga Lampung, in Metro. The findings revealed that students’ reading comprehension improved through interactive read-aloud. The improvement can be seen from the increase of test results, meaning construction, and motivation. The process of reading activities showed that the teacher’s gesture and body language, 20 questions, explain and guess activities were proven to help the students construct meaning from the given texts. In addition, interactive read-aloud is effective to boost students’ motivation to comprehend the texts. Key words: Reading comprehension, interactive read-aloud.
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Assessment of read and write stability for 6T SRAM cell based on charge plasma DLTFET
Anju; Yadav, Shivendra; Sharma, Dheeraj
2018-03-01
To overcome the process variations due to random dopant fluctuations (RDFs) and complex annealing techniques a charge plasma based doping less TFET (CP-DLTFET) device has been proposed for designing of 6T SRAM cell. The proposed device also benefited by subthreshold slope, low leakage current, and low power supply. In this paper, to avoid the dependency of stability parameters of SRAM cell to supply voltage (Vdd), here N-curve metrics has been analyzed to determine read and write stability. Because N-curve provides stability analysis in terms of voltage and current as well as it gives combine stability analysis with the facility of an inline tester. Further, analyzing the N-curve metrics for different Vdd, cell ratio, and pull-up ratio assist in designing the configuration of transistors for the better read and write stability. Power metrics of N-curve gives the knowledge about read and write stability instead of using four metrics (SINM, SVNM, WTV, and WTI) of N-curve. Finally, in the 6T CP-DLTFET SRAM cell, read and write stability is tested by the interface trap charges (ITCs). The performance parameter of the 6T CP-DLTFET SRAM cell provides considerable read and write stability with less fabrication complexity.
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Directory of Open Access Journals (Sweden)
Paul Nation
2009-12-01
Full Text Available This article describes the visual nature of the reading process as it relates to reading speed. It points out that there is a physical limit on normal reading speed and beyond this limit the reading process will be different from normal reading where almost every word is attended to. The article describes a range of activities for developing reading fluency, and suggests how the development of fluency can become part of a reading programme.
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Directory of Open Access Journals (Sweden)
Maiko Takahashi
2011-10-01
Full Text Available While reading texts orally, we process the multisensory language information. Accordingly, in the context of reading aloud, we process the visually presented text and produce the auditory information of the text through articulatory movement. These multisensory processing activities are assumed to facilitate the memory and comprehension of textual information. Conversely, while reading silently, we process only the visual information of the text. Although we cannot use the multisensory language information while reading silently, several researchers have found that there is little difference between the degree of comprehension based on silent and oral reading for adult readers. The purpose of this study is to explain how we compensate the loss of multisensory process during silent reading by comparing the visual processing process during silent and oral reading. By conducting two experiments, we measured and compared the eye movement during silent and oral reading. The results showed that silent reading took shorter time for comprehension than oral reading, and readers had more visual fixation points and read back frequently during reading silently than orally. These reading strategies during silent reading seemed to compensate the loss of multisensory process and support the text comprehension.
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Comparison of observer performance reading from a video CRT vs. reading from film
International Nuclear Information System (INIS)
Keyes, J.W. Jr.; Kline, R.C.; Resinger, W.W.; Rose, E.A.; Koral, K.F.; Rogers, W.L.
1983-01-01
The developing trend for all medical images to be in digital form raises an important question: should diagnostic interpretations be made directly from a CRT or from some form of hard copy recording of the CRT. This question was studied by having two observers read a series of digital images of the thyroid including both conventional scintigrams and computer-generated tomograms. The CRT images were photographed in a carefully controlled fashion. Images were read once from film and a second time directly from the CRT. No significant difference in performance could be found for either display modality based on an ROC analysis. Although based on uncomplicated images and analysis, this result suggests that the decision to read from film or from the CRT can be made on other grounds than observer performance. This important result needs confirmation with more complex images such as ultrasound or CT
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Efficiency of Using a Web-Based Approach to Teach Reading Strategies to Iranian EFL Learners
Dehghanpour, Elham; Hashemian, Mahmood
2015-01-01
Applying new technologies with their effective potentials have changed education and, consequently, the L2 teacher role. Coping with online materials imposes the necessity of employing Web-based approaches in L2 instruction. The ability to use reading strategies in a Web-based condition needs sufficient skill which will be fulfilled if it is…
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Collaborative Strategic Reading: Fostering Success for All
Annamma, Subini; Eppolito, Amy; Klingner, Janette; Boele, Amy; Boardman, Alison; Stillman-Spisak, Stephanie J.
2011-01-01
The authors interviewed 17 middle school reading and language arts teachers as part of a larger study on an evidence-based intervention called Collaborative Strategic Reading (CSR). CSR is a multi-component reading instructional model combined with cooperative grouping and peer discussion. We show from the teacher interviews that CSR has benefits…
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Collaborative Strategic Reading with University EFL Learners
Zoghi, Masoud; Mustapha, Ramlee; Maasum, Tg. Nor Rizan Mohd.
2010-01-01
The present study was an attempt to probe into the feasibility and effectiveness of a reading instructional approach called MCSR--Modified Collaborative Strategic Reading. Based on a pretest-posttest design, MCSR was implemented with 42 university-level EFL freshmen. They met once a week and received EFL reading instruction according to MCSR for…
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Developing and Standardization of a Diagnostic Reading Test
Directory of Open Access Journals (Sweden)
Tahereh Sima-Shirazi
2004-06-01
Full Text Available Objective: This paper is a report on the development, structure and content of a diagnostic dyslexia reading test. The target population of this test is persian children who have problems in learning reading and may be considered as dyslexic. This diagnostic test is the first reading test developed for the native speakers of persian. Materials & Methods: The theoretical framework of the test is based on two well- established reading tests for the English speaking children, namely Durrell Analysis of Reading and Neale Analysis of Reading Ability. The linguistic content of the subtests is selected from the vocabulary and texts of the textbook used in the primary schools. Both the vocabulary and the sentences of the parrallel passeges were controlled for frequency, phonemic/graphemic regularity, syllable structure, morphology, syntax and semantics. They were also controlled for value judgement by two linguistics and three first grader teachers.The first version of the test is normed on 605 boy and girl first graders from different educational sectors and schools selected randomly.The method used in this research is cross- sectional, descriptive- analytic and the data analysis is based on pearson, and mann-whitney u. Results: Reliability of the test is calculated based on parrallel forms (~ 90% and validity is based on content validity.This test has a supplementary section including spelling, graphem/ phoneme correspondness, nonword reading, irregular word reading, and copy subtests. Conclusion: Considering highreliability and precise validation of the test it can be used to diagnose the dyslexia and related linguistic impairments.
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The neural bases of cognitive processes in gambling disorder
Potenza, Marc N.
2014-01-01
Functional imaging is offering powerful new tools to investigate the neurobiology of cognitive functioning in people with and without psychiatric conditions like gambling disorder. Based on similarities between gambling and substance-use disorders in neurocognitive and other domains, gambling disorder has recently been classified in DSM-5 as a behavioral addiction. Despite the advances in understanding, there exist multiple unanswered questions about the pathophysiology underlying gambling di...
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Istenič, Vesna
2013-01-01
The thesis titled Promoting preschool reading consists of a theoretiral and an empirical part. In the theoretical part I wrote about reading, the importance of reading, types of reading, about reading motivation, promoting reading motivation, internal and external motivation, influence of reading motivation on the child's reading activity, reading and familial literacy, the role of adults in promotion reading literacy, reading to a child and promoting reading in pre-school years, where I ...
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Directory of Open Access Journals (Sweden)
Rita Salehi Sepehr
2014-11-01
Full Text Available The present study investigated the extent to which an instructional framework of integrating strategy instruction (open-ended strategy and fill-in-the blanks strategy with motivation- support affected on reading result for young EFL learners. The central area of exploration included a comparison among three approaches to reading instruction: First, fill-in-the blanks strategy intervention; second, open-ended strategy intervention; and last, a control group which received the conventional reading strategies. The participants were sampled from amongst a group of seventy-seven pre-intermediate EFL learners in a language school in Tehran- Iran based on convenient sampling technique. For the sake of measurement, the researchers administered PET and CELT along with reading strategy based-test to quantify the participants’ current level of knowledge as well as the degree of achievement after treatment. For measurement’s sake, different types of tests such as PET, reading comprehension test (CELT, and reading strategy based- test were employed to quantify the participants’ current level of knowledge as well as the degree of achievement before and after instruction. The result of the present study indicated that the experimental groups had a significant improvement over the control group. Also, the level of learners’ reading engagement during classroom work mediated the instructional effects on reading outcomes. The results of this study can be to the benefit of both EFL and ESL teachers to teach reading comprehension using the student's critical mind as well as critical involvement in the reading tasks.
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Crowe, Elizabeth Coyne; Connor, Carol McDonald; Petscher, Yaacov
2009-06-01
Policy changes at the federal and state level are endeavoring to improve student achievement at schools serving children from lower-SES homes. One important strategy is the focus on using evidence-based core reading curricula to provide a consistent framework for instruction across schools. However, rarely have these curricula undergone rigorous comparative testing. Therefore, the purpose of this study was to compare the effects of six core reading curricula on oral reading fluency growth, while appraising whether these effects differ by grade level and for children living in lower socioeconomic (SES) households. Over 30,000 students in first through third grade Florida Reading First classrooms comprise this academically and economically diverse cross-sectional. Hierarchical Linear Modeling was used to model latent growth curves for students' reading fluency scores over the school year. Growth curves revealed differences across curricula as well as between students of lower and higher SES, suggesting that reading fluency growth trajectories for curricula varied depending on student SES and grade level. Findings indicate that while there are similarities among curricula, they sometimes differ in their ability to promote reading skill growth. Differences by grade level and SES were also detected. However, many of these differences were small. Implications for the use of curriculum as a conduit for improving reading instruction are discussed.
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Directory of Open Access Journals (Sweden)
Seyyed Hossein Kashef
2014-01-01
Full Text Available Underperformance of students in EAP reading comprehension has been an issue of concern for teachers, syllabus designers, and curriculum developers in general and for EAP practitioners in particular. In spite of the fact that considerable efforts have been made to improve reading comprehension of students through strategies instruction over past decades, EAP students however have not benefited much from learning strategies. Thus, this study intended to investigate the impact of a Strategies-Based Instruction (SBI on undergraduate students’ reading strategy use in an EAP context. Taking an instructional model from strategies taxonomy of Oxford (1990; 2001, it was assumed that in contrast to conventional EAP reading methods, SBI would be more effective in encouraging reading strategy use and as a result developing reading comprehension of EAP students through encouraging the use of effective strategies and skills. To do so, 80 freshman undergraduate students were chosen as the participants of this study who were in two intact classes. After administration of a pre-test, treatment (22 sessions, 2 sessions per week, and a post-test, the collected data was analyzed using t-test to examine the effect of the proposed method of instruction. The results of the analysis showed that the teaching intervention had a significant effect on students’ reading strategy use. The findings have implications for teachers encouraging effective reading comprehension instruction through the use of strategies in EAP teaching contexts.
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Does reading strategy instruction improve students’ comprehension?
Directory of Open Access Journals (Sweden)
Oyetunji, Christianah Oluwatoyin
2013-12-01
Full Text Available This paper describes the effect of reading strategy instruction on Second Language (L2 students’ reading comprehension in a Botswana College of Education. The intervention programme was implemented based on the observation that some trainee teachers failed to improve on their L2 proficiency after spending a year in the L2 classroom. Prior to the intervention, difficulty in reading and comprehending had been identified as one of the contributing factors to their failure to improve on their proficiency level. A reading comprehension test was used to collect data from participants who were trainee teachers at a College of Education in Botswana before and after the intervention. The six-week intervention programme focused on seven reading strategies, namely the use of background knowledge, self-questioning, inferencing, rereading, drawing conclusions, identifying main ideas and summarising. The findings suggest that strategy training can increase L2 students’ reading comprehension. Based on the findings, it is recommended that strategy training be introduced into the L2 syllabus of the primary school teacher trainees in all Botswana Colleges of Education.
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Mobile app reading speed test.
Kingsnorth, Alec; Wolffsohn, James S
2015-04-01
To validate the accuracy and repeatability of a mobile app reading speed test compared with the traditional paper version. Twenty-one subjects wearing their full refractive correction glasses read 14 sentences of decreasing print size between 1.0 and -0.1 logMAR, each consisting of 14 words (Radner reading speed test) at 40 cm with a paper-based chart and twice on iPad charts. Time duration was recorded with a stop watch for the paper chart and on the App itself for the mobile chart allowing critical print size (CPS) and optimal reading speed (ORS) to be derived objectively. The ORS was higher for the mobile app charts (194±29 wpm; 195±25 wpm) compared with the paper chart (166±20 wpm; F=57.000, pmobile app charts (0.17±0.20 logMAR; 0.18±0.17 logMAR) compared with the paper chart (0.25±0.17 logMAR; F=5.406, p=0.009). The mobile app test had a mean difference repeatability of 0.30±22.5 wpm, r=0.917 for ORS, and a CPS of 0.0±0.2 logMAR, r=0.769. Repeatability of the app reading speed test is as good (ORS) or better (CPS) than previous studies on the paper test. While the results are not interchangeable with paper-based charts, mobile app tablet-based tests of reading speed are reliable and rapid to perform, with the potential to capture functional visual ability in research studies and clinical practice. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.
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A memory-based model of posttraumatic stress disorder
DEFF Research Database (Denmark)
Rubin, David C.; Berntsen, Dorthe; Johansen, Marlene Klindt
2008-01-01
In the mnemonic model of posttraumatic stress disorder (PTSD), the current memory of a negative event, not the event itself, determines symptoms. The model is an alternative to the current event-based etiology of PTSD represented in the Diagnostic and Statistical Manual of Mental Disorders (4th ed......., text rev.; American Psychiatric Association, 2000). The model accounts for important and reliable findings that are often inconsistent with the current diagnostic view and that have been neglected by theoretical accounts of the disorder, including the following observations. The diagnosis needs...
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Padilla De La Cerda, Fabián
2016-01-01
This paper reports the process of designing and partially implementing and evaluating a content-based and genre-oriented syllabus with a group of ninth graders at a public school in Barranquilla, Colombia. The syllabus sought to promote reading strategies in order to improve learners' comprehension of natural science texts. The results of this…
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Tourette's Disorder: Genetic Update, Neurological Correlates, and Evidence-Based Interventions
Phelps, LeAdelle
2008-01-01
This article provides an update of the search for genetic markers related to Tourette's Disorder. The probable neurophysiology of the disorder is reviewed. Frequently prescribed medications are related to the probable biological bases of the disorder. Behavioral interventions and assessment tools are examined. It is concluded that evidence based…
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The Development of Adolescent Online Reading Literacy Assessments
Kuei-Lin Chang
2013-01-01
By adopting the constructs of reading literacy and with the use of information and communication technology, the purpose of this study is to develop two adolescent online reading literacy assessments (ORLA) and examine the preliminary validity of ORLA. In addition, samples of online reading literacy performance are described. The design of ORLA is based on PISA electronic reading assessment framework and Leu et al. (2004)’s online reading comprehension definition. A total of 601 eighth grader...
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Parents' reading-related knowledge and children's reading acquisition.
Ladd, Megan; Martin-Chang, Sandra; Levesque, Kyle
2011-12-01
Teacher reading-related knowledge (phonological awareness and phonics knowledge) predicts student reading, however little is known about the reading-related knowledge of parents. Participants comprised 70 dyads (children from kindergarten and grade 1 and their parents). Parents were administered a questionnaire tapping into reading-related knowledge, print exposure, storybook reading, and general cultural knowledge. Children were tested on measures of letter-word knowledge, sound awareness, receptive vocabulary, oral expression, and mathematical skill. Parent reading-related knowledge showed significant positive links with child letter-word knowledge and sound awareness, but showed no correlations with child measures of mathematical skill or vocabulary. Furthermore, parent reading-related knowledge was not associated with parents' own print exposure or cultural knowledge, indicating that knowledge about English word structure may be separate from other cognitive skills. Implications are discussed in terms of improving parent reading-related knowledge to promote child literacy.
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Broeder, Peter; Stokmans, Mia
2013-06-01
While reading behaviour of adolescents is a frequent object of research, most studies in this field are restricted to a single country. This study investigates reading as a leisure-time activity across social groups from three regions differing in reading tradition as well as in the facilities available for reading. The authors analyse the reading behaviour of a total of 2,173 adolescents in the Netherlands, in Beijing (China), and in Cape Town (South Africa). Taking Icek Ajzen's Theory of Planned Behaviour as a starting point, the authors adjusted it to model the three most important determinants of reading behaviour, namely (1) reading attitude; (2) subjective norms (implicit and explicit social pressure to read); and (3) perceived behavioural control, which includes reading proficiency and appropriateness of the available books (book supply). While they found the adjusted model to fit the Dutch and Beijing situation quite well, it appeared to be inappropriate for the Cape Town situation. Despite considerable cultural and situational differences between the Netherlands and Beijing, the results show a similar pattern for these two environments. The most important determinants turn out to be: the hedonic reading attitude, the implicit norm of family and friends, the attractiveness of the available choice of books, and the perceived reading proficiency.
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The Effect of Task-based Activities on EFL Learners' Reading Comprehension
Directory of Open Access Journals (Sweden)
Naemeh Nahavandi
2011-01-01
the major problems is students' unwillingness to take part in reading classes. Reading classes seem boring for students who find no occasion to show their ability and no need to challenge their brain to answer teachers' display questions.
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Facilitating English-Language Learners' Oral Reading Fluency with Digital Pen Technology
Chen, Chih-Ming; Tan, Chia-Chen; Lo, Bey-Jane
2016-01-01
Oral reading fluency is an indicator of overall reading competence. Many studies have claimed that repeated reading can promote oral reading fluency. Currently, novel Web- or computer-based reading technologies offer interactive digital materials that promote English oral reading fluency using the repeated reading strategy; however, paper-based…
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Web based dosimetry system for reading and monitoring dose through internet access
International Nuclear Information System (INIS)
Perle, S.C.; Bennett, K.; Kahilainen, J.; Vuotila, M.
2010-01-01
The Instadose TM dosemeter from Mirion Technologies is a small, rugged device based on patented direct ion storage technology and is accredited by the National Voluntary Laboratory Accreditation Program (NVLAP) through NIST, bringing radiation monitoring into the digital age. Smaller than a flash drive, this dosemeter provides an instant read-out when connected to any computer with internet access and a USB connection. Instadose devices provide radiation workers with more flexibility than today's dosemeters. Non Volatile Analog Memory Cell surrounded by a Gas Filled Ion Chamber. Dose changes the amount of Electric Charge in the DIS Analog Memory. The total charge storage capacity of the memory determines the available dose range. The state of the Analog Memory is determined by measuring the voltage across the memory cell. AMP (Account Management Program) provides secure real time access to account details, device assignments, reports and all pertinent account information. Access can be restricted based on the role assignment assigned to an individual. A variety of reports are available for download and customizing. The Advantages of the Instadose dosemeter are: - Unlimited reading capability, - Concerns about a possible exposure can be addressed immediately, - Re-readability without loss of exposure data, with cumulative exposure maintained. (authors)
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Web based dosimetry system for reading and monitoring dose through internet access
Energy Technology Data Exchange (ETDEWEB)
Perle, S.C.; Bennett, K.; Kahilainen, J.; Vuotila, M. [Mirion Technologies (United States); Mirion Technologies (Finland)
2010-07-01
The Instadose{sup TM} dosemeter from Mirion Technologies is a small, rugged device based on patented direct ion storage technology and is accredited by the National Voluntary Laboratory Accreditation Program (NVLAP) through NIST, bringing radiation monitoring into the digital age. Smaller than a flash drive, this dosemeter provides an instant read-out when connected to any computer with internet access and a USB connection. Instadose devices provide radiation workers with more flexibility than today's dosemeters. Non Volatile Analog Memory Cell surrounded by a Gas Filled Ion Chamber. Dose changes the amount of Electric Charge in the DIS Analog Memory. The total charge storage capacity of the memory determines the available dose range. The state of the Analog Memory is determined by measuring the voltage across the memory cell. AMP (Account Management Program) provides secure real time access to account details, device assignments, reports and all pertinent account information. Access can be restricted based on the role assignment assigned to an individual. A variety of reports are available for download and customizing. The Advantages of the Instadose dosemeter are: - Unlimited reading capability, - Concerns about a possible exposure can be addressed immediately, - Re-readability without loss of exposure data, with cumulative exposure maintained. (authors)
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EFL Students’ Perceptions about a Web-Based English Reading Comprehension Course
Directory of Open Access Journals (Sweden)
Érica Gómez Flórez
2012-07-01
Full Text Available Web-based distance education is an innovative modality of instruction in Colombia. It is characterized by the separation of the teacher and learners, the use of technological tools and the students’ autonomy development. This paper reports the findings of a case study that explores students’ perceptions about an English reading comprehension course in a web-based modality. Findings show that students have different opinions about the course, its content and objectives, its level of difficulty, the time students invested in the course, adults’ learning, and the role of the teacher. We perceived that this course represents an academic challenge; it is conducive to learning, and favors students’ autonomous use of time.
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Teaching reading strategies in classrooms does it work?
Okkinga, Mariska
2018-01-01
Reading comprehension is a necessary skill in today’s knowledge-based economy. However, many children and adolescents have trouble understanding the meaning of texts, which may hinder their school careers and future professions. Since the 1980’s, reading programs have focused on teaching reading
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Schoenbach, Ruth; Greenleaf, Cynthia; Murphy, Lynn
2012-01-01
Published in partnership with WestEd, this significantly updated second edition of the bestselling book contains strategies for helping students in middle school through community college gain the reading independence to master subject area textbooks and other material. Features of this book include: (1) Based on the Reading Apprenticeship…
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Nationwide and population-based prescription patterns in bipolar disorder
DEFF Research Database (Denmark)
Kessing, Lars Vedel; Vradi, Eleni; Andersen, Per Kragh
2016-01-01
OBJECTIVES: The aim of the present study was to describe prescription patterns and changes in these patterns over the last decade for patients diagnosed with bipolar disorder in mental healthcare, using population-based and nationwide data, and to relate the findings to recommendations from...... international guidelines. METHODS: A population-based, nationwide study was carried out. It included register-based longitudinal data on all patients with a first-ever contact with mental healthcare with a diagnosis of mania/bipolar disorder from the entire Danish population, and all prescription data...
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Diagnosis of three types of constant faults in read-once contact networks over finite bases
Busbait, Monther I.; Moshkov, Mikhail
2016-01-01
We study the depth of decision trees for diagnosis of three types of constant faults in read-once contact networks over finite bases containing only indecomposable networks. For each basis and each type of faults, we obtain a linear upper bound
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[Written and pictorial content in magazines and their possible relationship to eating disorders].
Szabó, Kornélia; Túry, Ferenc
2012-02-01
In the current study we reviewed the literature on studies exploring the magazine reading frequency, written and pictorial contents appearing in magazines and their connection to eating disorders. Reading different fashion and fitness magazines has effect on readers through several indirect and direct factors and through trustable and false information. They affect readers' body satisfaction, self-esteem, eating habits and more generally their health behavior. Different theories have been explained to account for these associations and several other studies examined empirically the connection between the frequency of magazine reading and eating disorders, as well as the symptoms leading to eating disorders. We analyzed and summarized articles between 1975 and 2009 from online databases. We used the following sources: Science Direct (http://www.sciencedirect.com/), Springer-Verlag GmbH (http://www.springerlink.com/) and SAGE Publications Ltd (http://online.sagepub. com/). The pictorial and written magazine contents were associated with the development and maintenance of eating disorders or with symptoms that might lead to eating disorders. The publications compared to previous years featured an increased number of advertisements for unhealthy foods, for unhealthy radical diet plans and exercise programs. Furthermore the magazines contained conflicting messages about nutrition, body functions and eating disorders. Written and pictorial magazine contents, messages might increase the risk for development of eating disorders, especially in vulnerable individuals.
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The effect of task-based instruction on reading comprehension of Iranian EFL learners
Directory of Open Access Journals (Sweden)
Azizeh Chalak
2015-02-01
Full Text Available Developing reading comprehension ability is an important aspect in acquisition of a language. The present study focused on improving reading comprehension ability through Task-based Instruction (TBI. TBI is a methodology that develops from a focus on classroom tasks. The participants of the study were 135 Iranian female students at different levels selected from high schools in Isfahan, Iran, through a quasi-experimental design. The participants were divided into four groups, two control groups (CGs and two experimental groups (EGs. They received a pre-test, the instruction, and a post-test. The participants in EGs were taught through TBI, whereas CGs were exposed to a traditional method. The comparison between CGs and EGs were made through paired sample t-tests. The results revealed that the students in EGs outperformed CGs. The difference between the two grades was also investigated by independent sample t-test. The results showed that students at first-grade outperformed fourth-graders. The findings suggest that using flexible and interactive tasks in English classes improves reading comprehension ability of Iranian EFL learners. This study may have pedagogical implications for practitioners in the field and for syllabus designers to include appropriate tasks in English textbooks.
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COMPUTING THE VOCABULARY DEMANDS OF L2 READING
Directory of Open Access Journals (Sweden)
Tom Cobb
2007-02-01
Full Text Available Linguistic computing can make two important contributions to second language (L2 reading instruction. One is to resolve longstanding research issues that are based on an insufficiency of data for the researcher, and the other is to resolve related pedagogical problems based on insufficiency of input for the learner. The research section of the paper addresses the question of whether reading alone can give learners enough vocabulary to read. When the computer’s ability to process large amounts of both learner and linguistic data is applied to this question, it becomes clear that, for the vast majority of L2 learners, free or wide reading alone is not a sufficient source of vocabulary knowledge for reading. But computer processing also points to solutions to this problem. Through its ability to reorganize and link documents, the networked computer can increase the supply of vocabulary input that is available to the learner. The development section of the paper elaborates a principled role for computing in L2 reading pedagogy, with examples, in two broad areas, computer-based text design and computational enrichment of undesigned texts.
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Dutch Home-Based Pre-Reading Intervention with Children at Familial Risk of Dyslexia
van Otterloo, Sandra G.; van der Leij, Aryan
2009-01-01
Children (5 and 6 years old, n = 30) at familial risk of dyslexia received a home-based intervention that focused on phoneme awareness and letter knowledge in the year prior to formal reading instruction. The children were compared to a no-training at-risk control group (n = 27), which was selected a year earlier. After training, we found a small…
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Internet-Based Self-Help Intervention for ICD-11 Adjustment Disorder: Preliminary Findings.
Eimontas, Jonas; Rimsaite, Zivile; Gegieckaite, Goda; Zelviene, Paulina; Kazlauskas, Evaldas
2018-06-01
Adjustment disorder is one of the most diagnosed mental disorders. However, there is a lack of studies of specialized internet-based psychosocial interventions for adjustment disorder. We aimed to analyze the outcomes of an internet-based unguided self-help psychosocial intervention BADI for adjustment disorder in a two armed randomized controlled trial with a waiting list control group. In total 284 adult participants were randomized in this study. We measured adjustment disorder as a primary outcome, and psychological well-being as a secondary outcome at pre-intervention (T1) and one month after the intervention (T2). We found medium effect size of the intervention for the completer sample on adjustment disorder symptoms. Intervention was effective for those participants who used it at least one time in 30-day period. Our results revealed the potential of unguided internet-based self-help intervention for adjustment disorder. However, high dropout rates in the study limits the generalization of the outcomes of the intervention only to completers.
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Patients' Positive and Negative Responses to Reading Mental Health Clinical Notes Online.
Denneson, Lauren M; Chen, Jason I; Pisciotta, Maura; Tuepker, Anais; Dobscha, Steven K
2018-05-01
This study describes responses to OpenNotes, clinical notes available online, among patients receiving mental health care and explores whether responses vary by patient demographic or clinical characteristics. Survey data from 178 veterans receiving mental health treatment at a large Veterans Affairs medical center included patient-reported health self-efficacy, health knowledge, alliance with clinicians, and negative emotional responses after reading OpenNotes. Health care data were extracted from the patient care database. Reading OpenNotes helped many participants feel in control of their health care (49%) and have more trust in clinicians (45%), although a few (8%) frequently felt upset after reading their notes. In multivariate models, posttraumatic stress disorder was associated with increased patient-clinician alliance (p=.046) but also with negative emotional responses (p<.01). Patients receiving mental health care frequently reported benefits from reading OpenNotes, yet some experienced negative responses.
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Comparison of reading speed with 3 different log-scaled reading charts.
Buari, Noor Halilah; Chen, Ai-Hong; Musa, Nuraini
2014-01-01
A reading chart that resembles real reading conditions is important to evaluate the quality of life in terms of reading performance. The purpose of this study was to compare the reading speed of UiTM Malay related words (UiTM-Mrw) reading chart with MNread Acuity Chart and Colenbrander Reading Chart. Fifty subjects with normal sight were randomly recruited through randomized sampling in this study (mean age=22.98±1.65 years). Subjects were asked to read three different near charts aloud and as quickly as possible at random sequence. The charts were the UiTM-Mrw Reading Chart, MNread Acuity Chart and Colenbrander Reading Chart, respectively. The time taken to read each chart was recorded and any errors while reading were noted. Reading performance was quantified in terms of reading speed as words per minute (wpm). The mean reading speed for UiTM-Mrw Reading Chart, MNread Acuity Chart and Colenbrander Reading Chart was 200±30wpm, 196±28wpm and 194±31wpm, respectively. Comparison of reading speed between UiTM-Mrw Reading Chart and MNread Acuity Chart showed no significant difference (t=-0.73, p=0.72). The same happened with the reading speed between UiTM-Mrw Reading Chart and Colenbrander Reading Chart (t=-0.97, p=0.55). Bland and Altman plot showed good agreement between reading speed of UiTM-Mrw Reading Chart with MNread Acuity Chart with the Colenbrander Reading Chart. UiTM-Mrw Reading Chart in Malay language is highly comparable with standardized charts and can be used for evaluating reading speed. Copyright © 2013 Spanish General Council of Optometry. Published by Elsevier Espana. All rights reserved.
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Reviewing a Reading Program: Professional Development Module. Participant's Guide
Kosanovich, Marcia; Jordan, Georgia; Arndt, Elissa; Van Sciver, Mary; Wahl, Michelle; Rissman, Lila
2008-01-01
The Curriculum and Instructional Projects Team at the Florida Center for Reading Research (FCRR) developed "Guidelines for Reviewing a Reading Program" ("Guidelines") to assist reviewers in determining if a program is consistent with the scientific research on reading. Based on that work, the Center on Instruction Reading Strand developed this…
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Transparent and flexible write-once-read-many (WORM) memory device based on egg albumen
International Nuclear Information System (INIS)
Qu, Bo; Lin, Qianru; Wan, Tao; Du, Haiwei; Chen, Nan; Lin, Xi; Chu, Dewei
2017-01-01
Egg albumen, as an important protein resource in nature, is an interesting dielectric material exhibiting many fascinating properties for the development of environmentally friendly electronic devices. Taking advantage of their extraordinary transparency and flexibility, this paper presents an innovative preparation approach for albumen thin film based write-once-read-many-times (WORM) memory devices in a simple, cost-effective manner. The fabricated device shows superior data retention properties including non-volatile character (over 10 5 s) and promising great read durability (10 6 times). Furthermore, our results suggested that the electric-field-induced trap-controlled space charge limited current (SCLC) conduction is responsible for the observed resistance switching effect. The present study may likely reveal another pathway towards complete see-through electrical devices. (paper)
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Transparent and flexible write-once-read-many (WORM) memory device based on egg albumen
Qu, Bo; Lin, Qianru; Wan, Tao; Du, Haiwei; Chen, Nan; Lin, Xi; Chu, Dewei
2017-08-01
Egg albumen, as an important protein resource in nature, is an interesting dielectric material exhibiting many fascinating properties for the development of environmentally friendly electronic devices. Taking advantage of their extraordinary transparency and flexibility, this paper presents an innovative preparation approach for albumen thin film based write-once-read-many-times (WORM) memory devices in a simple, cost-effective manner. The fabricated device shows superior data retention properties including non-volatile character (over 105 s) and promising great read durability (106 times). Furthermore, our results suggested that the electric-field-induced trap-controlled space charge limited current (SCLC) conduction is responsible for the observed resistance switching effect. The present study may likely reveal another pathway towards complete see-through electrical devices.
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Investigating the role of visual and auditory search in reading and developmental dyslexia
Directory of Open Access Journals (Sweden)
Marie eLallier
2013-09-01
Full Text Available It has been suggested that auditory and visual sequential processing deficits contribute to phonological disorders in developmental dyslexia. As an alternative explanation to a phonological deficit as the proximal cause for reading disorders, the visual attention span hypothesis (VA Span suggests that difficulties in processing visual elements simultaneously lead to dyslexia, regardless of the presence of a phonological disorder. In this study, we assessed whether deficits in processing simultaneously displayed visual or auditory elements is linked to dyslexia associated with a VA Span impairment. Sixteen children with developmental dyslexia and 16 age-matched skilled readers were assessed on visual and auditory search tasks. Participants were asked to detect a target presented simultaneously with 3, 9 or 15 distracters. In the visual modality, target detection was slower in the dyslexic children than in the control group on a serial search condition only: the intercepts (but not the slopes of the search functions were higher in the dyslexic group than in the control group. In the auditory modality, although no group difference was observed, search performance was influenced by the number of distracters in the control group only. Within the dyslexic group, not only poor visual search (high reaction times and intercepts but also low auditory search performance (d´ strongly correlated with poor irregular word reading accuracy. Moreover, both visual and auditory search performance was associated with the VA Span abilities of dyslexic participants but not with their phonological skills. The present data suggests that some visual mechanisms engaged in serial search contribute to reading and orthographic knowledge via VA Span skills regardless of phonological skills. The present results further open the question of the role of auditory simultaneous processing in reading as well as its link with VA Span skills.
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Investigating the role of visual and auditory search in reading and developmental dyslexia.
Lallier, Marie; Donnadieu, Sophie; Valdois, Sylviane
2013-01-01
It has been suggested that auditory and visual sequential processing deficits contribute to phonological disorders in developmental dyslexia. As an alternative explanation to a phonological deficit as the proximal cause for reading disorders, the visual attention span hypothesis (VA Span) suggests that difficulties in processing visual elements simultaneously lead to dyslexia, regardless of the presence of a phonological disorder. In this study, we assessed whether deficits in processing simultaneously displayed visual or auditory elements is linked to dyslexia associated with a VA Span impairment. Sixteen children with developmental dyslexia and 16 age-matched skilled readers were assessed on visual and auditory search tasks. Participants were asked to detect a target presented simultaneously with 3, 9, or 15 distracters. In the visual modality, target detection was slower in the dyslexic children than in the control group on a "serial" search condition only: the intercepts (but not the slopes) of the search functions were higher in the dyslexic group than in the control group. In the auditory modality, although no group difference was observed, search performance was influenced by the number of distracters in the control group only. Within the dyslexic group, not only poor visual search (high reaction times and intercepts) but also low auditory search performance (d') strongly correlated with poor irregular word reading accuracy. Moreover, both visual and auditory search performance was associated with the VA Span abilities of dyslexic participants but not with their phonological skills. The present data suggests that some visual mechanisms engaged in "serial" search contribute to reading and orthographic knowledge via VA Span skills regardless of phonological skills. The present results further open the question of the role of auditory simultaneous processing in reading as well as its link with VA Span skills.
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RADAR: A novel fast-screening method for reading difficulties with special focus on dyslexia
Smyrnakis, Ioannis; Andreadakis, Vassilios; Selimis, Vassilios; Kalaitzakis, Michail; Bachourou, Theodora; Kaloutsakis, Georgios; Kymionis, George D.; Smirnakis, Stelios; Aslanides, Ioannis M.
2017-01-01
Dyslexia is a developmental learning disorder of single word reading accuracy and/or fluency, with compelling research directed towards understanding the contributions of the visual system. While dyslexia is not an oculomotor disease, readers with dyslexia have shown different eye movements than typically developing students during text reading. Readers with dyslexia exhibit longer and more frequent fixations, shorter saccade lengths, more backward refixations than typical readers. Furthermore, readers with dyslexia are known to have difficulty in reading long words, lower skipping rate of short words, and high gaze duration on many words. It is an open question whether it is possible to harness these distinctive oculomotor scanning patterns observed during reading in order to develop a screening tool that can reliably identify struggling readers, who may be candidates for dyslexia. Here, we introduce a novel, fast, objective, non-invasive method, named Rapid Assessment of Difficulties and Abnormalities in Reading (RADAR) that screens for features associated with the aberrant visual scanning of reading text seen in dyslexia. Eye tracking parameter measurements that are stable under retest and have high discriminative power, as indicated by their ROC (receiver operating characteristic) curves, were obtained during silent text reading. These parameters were combined to derive a total reading score (TRS) that can reliably separate readers with dyslexia from typical readers. We tested TRS in a group of school-age children ranging from 8.5 to 12.5 years of age. TRS achieved 94.2% correct classification of children tested. Specifically, 35 out of 37 control (specificity 94.6%) and 30 out of 32 readers with dyslexia (sensitivity 93.8%) were classified correctly using RADAR, under a circular validation condition (see section Results/Total Reading Score) where the individual evaluated was not included in the test construction group. In conclusion, RADAR is a novel
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RADAR: A novel fast-screening method for reading difficulties with special focus on dyslexia.
Smyrnakis, Ioannis; Andreadakis, Vassilios; Selimis, Vassilios; Kalaitzakis, Michail; Bachourou, Theodora; Kaloutsakis, Georgios; Kymionis, George D; Smirnakis, Stelios; Aslanides, Ioannis M
2017-01-01
Dyslexia is a developmental learning disorder of single word reading accuracy and/or fluency, with compelling research directed towards understanding the contributions of the visual system. While dyslexia is not an oculomotor disease, readers with dyslexia have shown different eye movements than typically developing students during text reading. Readers with dyslexia exhibit longer and more frequent fixations, shorter saccade lengths, more backward refixations than typical readers. Furthermore, readers with dyslexia are known to have difficulty in reading long words, lower skipping rate of short words, and high gaze duration on many words. It is an open question whether it is possible to harness these distinctive oculomotor scanning patterns observed during reading in order to develop a screening tool that can reliably identify struggling readers, who may be candidates for dyslexia. Here, we introduce a novel, fast, objective, non-invasive method, named Rapid Assessment of Difficulties and Abnormalities in Reading (RADAR) that screens for features associated with the aberrant visual scanning of reading text seen in dyslexia. Eye tracking parameter measurements that are stable under retest and have high discriminative power, as indicated by their ROC (receiver operating characteristic) curves, were obtained during silent text reading. These parameters were combined to derive a total reading score (TRS) that can reliably separate readers with dyslexia from typical readers. We tested TRS in a group of school-age children ranging from 8.5 to 12.5 years of age. TRS achieved 94.2% correct classification of children tested. Specifically, 35 out of 37 control (specificity 94.6%) and 30 out of 32 readers with dyslexia (sensitivity 93.8%) were classified correctly using RADAR, under a circular validation condition (see section Results/Total Reading Score) where the individual evaluated was not included in the test construction group. In conclusion, RADAR is a novel
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RADAR: A novel fast-screening method for reading difficulties with special focus on dyslexia.
Directory of Open Access Journals (Sweden)
Ioannis Smyrnakis
Full Text Available Dyslexia is a developmental learning disorder of single word reading accuracy and/or fluency, with compelling research directed towards understanding the contributions of the visual system. While dyslexia is not an oculomotor disease, readers with dyslexia have shown different eye movements than typically developing students during text reading. Readers with dyslexia exhibit longer and more frequent fixations, shorter saccade lengths, more backward refixations than typical readers. Furthermore, readers with dyslexia are known to have difficulty in reading long words, lower skipping rate of short words, and high gaze duration on many words. It is an open question whether it is possible to harness these distinctive oculomotor scanning patterns observed during reading in order to develop a screening tool that can reliably identify struggling readers, who may be candidates for dyslexia. Here, we introduce a novel, fast, objective, non-invasive method, named Rapid Assessment of Difficulties and Abnormalities in Reading (RADAR that screens for features associated with the aberrant visual scanning of reading text seen in dyslexia. Eye tracking parameter measurements that are stable under retest and have high discriminative power, as indicated by their ROC (receiver operating characteristic curves, were obtained during silent text reading. These parameters were combined to derive a total reading score (TRS that can reliably separate readers with dyslexia from typical readers. We tested TRS in a group of school-age children ranging from 8.5 to 12.5 years of age. TRS achieved 94.2% correct classification of children tested. Specifically, 35 out of 37 control (specificity 94.6% and 30 out of 32 readers with dyslexia (sensitivity 93.8% were classified correctly using RADAR, under a circular validation condition (see section Results/Total Reading Score where the individual evaluated was not included in the test construction group. In conclusion, RADAR is a
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Balajthy, Ernest
This publication is a collection of eight articles and ten software reviews written by the author for "Micro Missive" since 1984. "Micro Missive" is a quarterly newsletter that has regularly informed International Reading Association members of new developments in computer-based instruction and reading/language arts through articles, software…
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Directory of Open Access Journals (Sweden)
Micla Petrelli
2013-02-01
Full Text Available This essay investigates the psychological and perceptive view of reading as a visual fact and looks at its operations in different environments: from the traditional printed page to the more recent electronic page of the e-book, with particular attention reserved to the relationship between "word" (the linguistic aspects covered by the alphabetical vision and "image" (image of the word and image with the word - visual hypertext integrated with verbal texts in e-book. In the light of the studies of the Psychology of perception, Neurophysiology and Phenomenology, the experience of reading is a function that transcends those value systems tending to oppose the categories of verbal and visual, intellect and intuition, logos and disorder. But literature shows even better the inviolability of belonging of word and image, and how the thinking in images consists in building a bridge between the visible trace and the invisible thing.
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How professionals read online documents to formulate recommendations
Melenhorst, M.S.; van der Geest, Thea
2003-01-01
Professionals often read with the purpose of formulating a judgment based on what they have read. Increasingly, the documents to be used are available electronically. This adds to the complexity of the task. In the presented study, seven participants read two sets of articles that were used to
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What oral text reading fluency can reveal about reading comprehension
Veenendaal, N.J.; Groen, M.A.; Verhoeven, L.T.W.
2015-01-01
Text reading fluency – the ability to read quickly, accurately and with a natural intonation – has been proposed as a predictor of reading comprehension. In the current study, we examined the role of oral text reading fluency, defined as text reading rate and text reading prosody, as a contributor
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Berggren, Elisabet; Amcoff, Patric; Benigni, Romualdo; Blackburn, Karen; Carney, Edward; Cronin, Mark; Deluyker, Hubert; Gautier, Francoise; Judson, Richard S; Kass, Georges E N; Keller, Detlef; Knight, Derek; Lilienblum, Werner; Mahony, Catherine; Rusyn, Ivan; Schultz, Terry; Schwarz, Michael; Schüürmann, Gerrit; White, Andrew; Burton, Julien; Lostia, Alfonso M; Munn, Sharon; Worth, Andrew
2015-12-01
Safety assessment for repeated dose toxicity is one of the largest challenges in the process to replace animal testing. This is also one of the proof of concept ambitions of SEURAT-1, the largest ever European Union research initiative on alternative testing, co-funded by the European Commission and Cosmetics Europe. This review is based on the discussion and outcome of a workshop organized on initiative of the SEURAT-1 consortium joined by a group of international experts with complementary knowledge to further develop traditional read-across and include new approach data. The aim of the suggested strategy for chemical read-across is to show how a traditional read-across based on structural similarities between source and target substance can be strengthened with additional evidence from new approach data--for example, information from in vitro molecular screening, "-omics" assays and computational models--to reach regulatory acceptance. We identified four read-across scenarios that cover typical human health assessment situations. For each such decision context, we suggested several chemical groups as examples to prove when read-across between group members is possible, considering both chemical and biological similarities. We agreed to carry out the complete read-across exercise for at least one chemical category per read-across scenario in the context of SEURAT-1, and the results of this exercise will be completed and presented by the end of the research initiative in December 2015.
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d'Assuncao, Jefferson; Irwig, Les; Macaskill, Petra; Chan, Siew F; Richards, Adele; Farnsworth, Annabelle
2007-01-01
Objective To compare the accuracy of liquid based cytology using the computerised ThinPrep Imager with that of manually read conventional cytology. Design Prospective study. Setting Pathology laboratory in Sydney, Australia. Participants 55 164 split sample pairs (liquid based sample collected after conventional sample from one collection) from consecutive samples of women choosing both types of cytology and whose specimens were examined between August 2004 and June 2005. Main outcome measures Primary outcome was accuracy of slides for detecting squamous lesions. Secondary outcomes were rate of unsatisfactory slides, distribution of squamous cytological classifications, and accuracy of detecting glandular lesions. Results Fewer unsatisfactory slides were found for imager read cytology than for conventional cytology (1.8% v 3.1%; Pcytology (7.4% v 6.0% overall and 2.8% v 2.2% for cervical intraepithelial neoplasia of grade 1 or higher). Among 550 patients in whom imager read cytology was cervical intraepithelial neoplasia grade 1 or higher and conventional cytology was less severe than grade 1, 133 of 380 biopsy samples taken were high grade histology. Among 294 patients in whom imager read cytology was less severe than cervical intraepithelial neoplasia grade 1 and conventional cytology was grade 1 or higher, 62 of 210 biopsy samples taken were high grade histology. Imager read cytology therefore detected 71 more cases of high grade histology than did conventional cytology, resulting from 170 more biopsies. Similar results were found when one pathologist reread the slides, masked to cytology results. Conclusion The ThinPrep Imager detects 1.29 more cases of histological high grade squamous disease per 1000 women screened than conventional cytology, with cervical intraepithelial neoplasia grade 1 as the threshold for referral to colposcopy. More imager read slides than conventional slides were satisfactory for examination and more contained low grade cytological
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Park, Yujeong; Kim, Min Kyung
2015-01-01
This study aimed to provide information about the quality of the evidence on reading fluency instruction for at-risk students and students with reading/learning disabilities as a way to evaluate whether an instructional strategy is evidence-based and has potential for classroom use. An extensive search process with inclusion and exclusion criteria…
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Evidence-based therapy for sleep disorders in neurodegenerative diseases
Directory of Open Access Journals (Sweden)
LIU Ling
2013-08-01
Full Text Available Objective To evaluate the effectiveness of the treatments for sleep disorders in neurodegenerative diseases so as to provide the best therapeutic regimens for the evidence-based treatment. Methods Search PubMed, MEDLINE, Cochrane Library, Wanfang Data and China National Knowledge Infrastructure (CNKI databases with "sleep disorder or sleep disturbance", "neurodegenerative diseases", "Parkinson's disease or PD", "Alzheimer's disease or AD", "multiple system atrophy or MSA" as retrieval words. The quality of the articles were evaluated with Jadad Scale. Results A total of 35 articles, including 2 systematic reviews, 5 randomized controlled trials, 13 clinical controlled trials, 13 case series and 2 epidemiological investigation studies were included for evaluation, 13 of which were high grade and 22 were low grade articles. Clinical evidences showed that: 1 advice on sleep hygiene, careful use of dopaminergic drugs and hypnotic sedative agents should be considered for PD. Bright light therapy (BLT may improve circadian rhythm sleep disorders and clonazepam may be effective for rapid eye movement sleep behavior disorder (RBD. However, to date, very few controlled studies are available to make a recommendation for the management of sleep disorders in PD; 2 treatments for sleep disorders in AD include drug therapy (e.g. melatonin, acetylcholinesterase inhibitors, antipsychotic drugs, antidepressants and non-drug therapy (e.g. BLT, behavior therapy, but very limited evidence shows the effectiveness of these treatments; 3 the first line treatment for sleep-related breathing disorder in MSA is nasal continuous positive airway pressure (nCPAP, and clonazepam is effective for RBD in MSA; 4 there is rare evidence related to the treatment of sleep disorders in dementia with Lewy body (DLB and amyotrophic lateral sclerosis (ALS. Conclusion Evidence-based medicine can provide the best clinical evidence on sleep disorders' treatment in neurodegenerative
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Amcoff, Patric; Benigni, Romualdo; Blackburn, Karen; Carney, Edward; Cronin, Mark; Deluyker, Hubert; Gautier, Francoise; Judson, Richard S.; Kass, Georges E.N.; Keller, Detlef; Knight, Derek; Lilienblum, Werner; Mahony, Catherine; Rusyn, Ivan; Schultz, Terry; Schwarz, Michael; Schüürmann, Gerrit; White, Andrew; Burton, Julien; Lostia, Alfonso M.; Munn, Sharon; Worth, Andrew
2015-01-01
Background Safety assessment for repeated dose toxicity is one of the largest challenges in the process to replace animal testing. This is also one of the proof of concept ambitions of SEURAT-1, the largest ever European Union research initiative on alternative testing, co-funded by the European Commission and Cosmetics Europe. This review is based on the discussion and outcome of a workshop organized on initiative of the SEURAT-1 consortium joined by a group of international experts with complementary knowledge to further develop traditional read-across and include new approach data. Objectives The aim of the suggested strategy for chemical read-across is to show how a traditional read-across based on structural similarities between source and target substance can be strengthened with additional evidence from new approach data—for example, information from in vitro molecular screening, “-omics” assays and computational models—to reach regulatory acceptance. Methods We identified four read-across scenarios that cover typical human health assessment situations. For each such decision context, we suggested several chemical groups as examples to prove when read-across between group members is possible, considering both chemical and biological similarities. Conclusions We agreed to carry out the complete read-across exercise for at least one chemical category per read-across scenario in the context of SEURAT-1, and the results of this exercise will be completed and presented by the end of the research initiative in December 2015. Citation Berggren E, Amcoff P, Benigni R, Blackburn K, Carney E, Cronin M, Deluyker H, Gautier F, Judson RS, Kass GE, Keller D, Knight D, Lilienblum W, Mahony C, Rusyn I, Schultz T, Schwarz M, Schüürmann G, White A, Burton J, Lostia AM, Munn S, Worth A. 2015. Chemical safety assessment using read-across: assessing the use of novel testing methods to strengthen the evidence base for decision making. Environ Health Perspect 123:1232
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Examining Associations among ADHD, Homework Behavior, and Reading Comprehension: A Twin Study
Little, Callie W.; Hart, Sara A.; Schatschneider, Christopher; Taylor, Jeanette
2016-01-01
Previous literature has indicated an important association between reading comprehension and both attention-deficit/hyperactivity disorder (ADHD) and homework habits. This investigation sought to extend previous knowledge by providing information about how ADHD and homework behavior (i.e., completing homework regularly) may jointly influence…
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Finnie, Ramona K C; Felder, Tisha M; Linder, Suzanne Kneuper; Mullen, Patricia Dolan
2010-12-01
Consideration of categories related to reading comprehension--beyond reading level--is imperative to reach low literacy populations effectively. "Suitability" has been proposed as a term to encompass six categories of such factors: content, literacy demand graphics, layout/typography, learning stimulation, and cultural appropriateness. Our purpose was to describe instruments used to evaluate categories of suitability in cancer education materials in published reports and their findings. We searched databases and reference lists for evaluations of print and Web-based cancer education materials to identify and describe measures of these categories. Studies had to evaluate reading level and at least one category of suitability. Eleven studies met our criteria. Seven studies reported inter-rater reliability. Cultural appropriateness was most often assessed; four instruments assessed only surface aspects of cultural appropriateness. Only two of seven instruments used, the suitability assessment of materials (SAM) and the comprehensibility assessment of materials (SAM + CAM), were described as having any evidence of validity. Studies using Simplified Measure of Goobledygook (SMOG) and Fry reported higher average reading level scores than those using Flesh-Kincaid. Most materials failed criteria for reading level and cultural appropriateness. We recommend more emphasis on the categories of suitability for those developing cancer education materials and more study of these categories and reliability and validity testing of instruments.
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DEVELOPING ONLINE READING SUPPLEMENTARYMATERIALSFOR THE TENTH GRADERS OF SMAN 3 PROBOLINGGO
Directory of Open Access Journals (Sweden)
Reny Windi Astuti
2017-04-01
Full Text Available Reading is very important in learning a foreign language. Reading is also the interaction between reader and text. As the hardest skill for foreign language learners, reading requires rich background and knowledge of the language. Curriculum 2013 strongly suggeststhe teachers and students use textbook which government has developed. The researchers findthat English for the tenth graders does not have adequate reading materials. Based on the need analysis done by the researcher, the teacher has to add some other materials outside of the book to accommodate students in learning reading. Therefore, there should be adequate reading materials for English language learners. The purpose of this research was to develop online reading supplementary material based on curriculum 2013 that could be useful for English teachers. This study was carried toR&D (Research and Development. This paper presented; (1 supplementary materials which could be used by the students through online based, and (2 how to develop online reading supplementary materials. By considering these theories, it is hoped that the teachers and scholars can have theoretical insight in developing online reading supplementary materials.
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Diagnosis of Constant Faults in Read-Once Contact Networks over Finite Bases using Decision Trees
Busbait, Monther I.
2014-01-01
We study the depth of decision trees for diagnosis of constant faults in read-once contact networks over finite bases. This includes diagnosis of 0-1 faults, 0 faults and 1 faults. For any finite basis, we prove a linear upper bound on the minimum
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The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and Vocabulary Acquisition
Suk, Namhee
2017-01-01
Several empirical studies and syntheses of extensive reading have concluded that extensive reading has positive impacts on language learning in second- and foreign-language settings. However, many of the studies contained methodological or curricular limitations, raising questions about the asserted positive effects of extensive reading. The…
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Moll, Kristina; Göbel, Silke M.; Gooch, Debbie; Landerl, Karin; Snowling, Margaret J.
2016-01-01
High comorbidity rates between reading disorder (RD) and mathematics disorder (MD) indicate that, although the cognitive core deficits underlying these disorders are distinct, additional domain-general risk factors might be shared between the disorders. Three domain-general cognitive abilities were investigated in children with RD and MD:…
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A Clinical Approach to the Diagnosis of Acid-Base Disorders
Bear, Robert A.
1986-01-01
The ability to diagnose and manage acid-base disorders rapidly and effectively is essential to the care of critically ill patients. This article presents an approach to the diagnosis of pure and mixed acid-base disorders, metabolic or respiratory. The approach taken is based on using the law of mass-action equation as it applies to the bicarbonate buffer system (Henderson equation), using sub-classifications for diagnostic purposes of causes of metabolic acidosis and metabolic alkalosis, and ...
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Directory of Open Access Journals (Sweden)
Adriana Souza Batista Kida
2016-06-01
Full Text Available AbstractPurpose: To study reading comprehension performance profiles of children with dyslexia as well as language-based learning disability by means of retelling tasks. Method: 105 children from second to fifth grades of elementary school were gathered into six groups: Dyslexia group (D; n=19, Language-based learning disability group (LBLD; n=16; their respective control groups paired according to different variables - age, gender, grade and school system (public or private (D-control and LBLD-control; and other control groups paired according to different reading accuracy (D-accuracy; LBLD-accuracy. All of the children read an expository text and orally retold the story as they understood it. The analysis quantified propositions (main ideas and details and retold links. A retelling reference standard (3-0 was also established from the best to the worst performance. We compared both clinical groups (D and LBLD with their respective control groups by means of Mann-Whitney tests.Results: D showed the same total of propositions, links and reference standards as D-control, but performed better than D-accuracy in macro structural (total of links and super structural (retelling reference standard measures. Results suggest that dyslexic children are able to use their linguistic competence and their own background knowledge to minimize the effects of their decoding deficit, especially at the highest text processing levels. LBLD performed worse than LBLD-control in all of the retelling measures and LBLD showed worse performance than LBLD-accuracy in the total retold links and retelling reference standard. Those results suggest that both decoding and linguistic difficulties affect reading comprehension. Moreover, the linguistic deficits presented by LBLD students do not allow these pupils to perform as competently in terms of text comprehension as the children with dyslexia do. Thus, failure in the macro and super-structural information processing of the
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Gettinger, Maribeth; Stoiber, Karen C.
2016-01-01
This study examined the effects of coaching with versus without demonstrations of evidence-based book-reading practices on teachers' use of strategies during independent book-reading periods. A total of 22 Head Start teachers were randomly assigned to one of two cohorts. One cohort (n = 12) participated in biweekly coaching sessions that included…
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Reading fiction during sick leave, a multidimensional occupation.
Mårtensson, Lena; Andersson, Christina
2015-01-01
In bibliotherapy, the therapeutic gains of reading fiction are ascribed to the literature. Viewing reading fiction as an occupation may give other explanations of its therapeutic function. The aim of this qualitative study was to explore the experiences of reading fiction among women during a period of sick leave. A qualitative approach was applied. Eight women who had been reading fiction during sick leave were interviewed. An overarching theme: Supporting one's active self, comprised five categories of experiences: a prospect of ordinary life, a place of refuge, a life together with others, a source of power, and as supporting an active life. Based on the categories, reading fiction is seen to comprise intentional, functional, mental, relational, and personal dimensions. A tentative model of supporting one's active self is proposed, which may be helpful in clarifying the mechanisms of the process of change. The health-related dimensions of reading fiction suggest that reading fiction should be regarded as a significant occupation comparable with other, more highlighted ones. Understood in this way, it is argued that the results add to the knowledge base in occupational therapy focusing on how meaningful occupations connect to occupational life trajectories.
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Enhancing academic reading skills through extensive reading ...
African Journals Online (AJOL)
Abstract. The current study explores the feasibility of an extensive reading programme in the context of a low-income country (Mozambique), as well as the influence of extensive reading on academic reading. The programme took over 4 months and was conducted among 30 students majoring in Journalism at the Eduardo ...
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Evidence-Based Practices in Outpatient Treatment for Eating Disorders
Schaffner, Angela D.; Buchanan, Linda Paulk
2010-01-01
This study examined the current issues relevant to implementing evidence-based practices in the context of outpatient treatment for eating disorders. The study also examined the effectiveness of an outpatient treatment program for eating disorders among a group of 196 patients presenting with anorexia nervosa, bulimia nervosa, or eating disorder…
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Evidence based effects of yoga in neurological disorders.
Mooventhan, A; Nivethitha, L
2017-09-01
Though yoga is one of the widely used mind-body medicine for health promotion, disease prevention and as a possible treatment modality for neurological disorders, there is a lack of evidence-based review. Hence, we performed a comprehensive search in the PubMed/Medline electronic database to review relevant articles in English, using keywords "yoga and neurological disorder, yoga and multiple sclerosis, yoga and stroke, yoga and epilepsy, yoga and Parkinson's disease, yoga and dementia, yoga and cerebrovascular disease, yoga and Alzheimer disease, yoga and neuropathy, yoga and myelopathy, and yoga and Guillain-Barre syndrome". A total of 700 articles published from 1963 to 14th December 2016 were available. Of 700 articles, 94 articles were included in this review. Based on the available literature, it could be concluded that yoga might be considered as an effective adjuvant for the patients with various neurological disorders. Copyright © 2017 Elsevier Ltd. All rights reserved.
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Chang, Hsiao-Yun Annie; Chan, Luke; Siren, Betty
2013-06-01
This is a report of a study which evaluated simulation-based learning as a teaching strategy for improving participants' ENP reading proficiency in the senior college program of students whose first language is Chinese, not English. Simulation-based learning is known to be one of most effective teaching strategies in the healthcare professional curricula, which brings a clinical setting into the classroom. However, developing English reading skills for English written nursing journals through simulation-based learning in the nursing curricula, is largely unknown. We used a quasi-experimental approach with nonequivalent control group design to collect the causal connections between intervention and outcomes. 101 students were enrolled in this study (response rate 92.6%) of these 48 students volunteered for the intervention group, and 53 students for the control group. The findings indicated that the intervention group had significantly higher mean scores in ENP reading proficiency with unknown words in the article (p=.004), vocabulary (pdesigned research and a universal method of outcome measurement. Copyright © 2012 Elsevier Ltd. All rights reserved.
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Computer Applications in Reading. Third Edition.
Blanchard, Jay S.; And Others
Intended as a reference for researchers, teachers, and administrators, this book chronicles research, programs, and uses of computers in reading. Chapter 1 provides a broad view of computer applications in education, while Chapter 2 provides annotated references for computer based reading and language arts programs for children and adults in…
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Annemarie Wennekers; Frank Huysmans; Jos de Haan
2018-01-01
Original title: Lees:Tijd The amount of time that Dutch people spend reading has been declining steadily since the 1950s. This decline in reading time contrasts starkly with the positive personal and social benefits that can be derived from reading, according to lots of research. The Reading:
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Directory of Open Access Journals (Sweden)
Li Li
2013-01-01
Full Text Available The Automatic Meter Reading (AMR network for the next generation Smart Grid is required to possess many essential functions, such as data reading and writing, intelligent power transmission, and line damage detection. However, the traditional AMR network cannot meet the previous requirement. With the development of the WiFi sensor node in the low power cost, a new kind of wireless sensor network based on the WiFi technology can be used in application. In this paper, we have designed a new architecture of WiFi-based wireless sensor network, which is suitable for the next generation AMR system. We have also proposed a new routing algorithm called Energy Saving-Based Hybrid Wireless Mesh Protocol (E-HWMP on the premise of current algorithm, which can improve the energy saving of the HWMP and be suitable for the WiFi-based wireless sensor network. The simulation results show that the life cycle of network is extended.
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Attention Deficit Hyperactivity Disorder and Tuberous Sclerosis Complex
... behaviors may be in keeping with their developmental level. Some children with specific learning disorders (such as reading, writing, spelling, math) may appear to have trouble concentrating or paying ...
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DEFF Research Database (Denmark)
Mejia, Carolina; Florian-Gaviria, Beatriz; Vatrapu, Ravi
2017-01-01
reading difficulties and their characteristics, called PADA (acronym for the Spanish name Panel de Analíticas de Aprendizaje de Dislexia en Adultos), is presented. PADA is a web-based tool designed to facilitate the creation of descriptive visualizations required for a better understanding of students...
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Directory of Open Access Journals (Sweden)
Vera Lúcia Orlandi Cunha
2013-02-01
Full Text Available OBJETIVOS: comparar e caracterizar o desempenho de escolares com Transtorno de Déficit de Atenção e Hiperatividade (TDAH em tarefas metalinguísticas e de leitura com escolares sem queixa de transtornos comportamentais e/ou de aprendizagem. MÉTODO: participaram vinte escolares do 4º ao 8º ano do ensino fundamental, sendo catorze escolares do sexo masculino e seis do sexo feminino, na faixa etária de 9 a 13 anos. Os escolares foram divididos em dois grupos, sendo o GI composto por dez escolares com diagnóstico interdisciplinar de TDAH e o GII composto por dez escolares sem queixa de transtornos comportamentais e/ou de aprendizagem, pareados com os escolares do GI de acordo com a idade e o nível escolar. Foi utilizado como procedimento a aplicação de protocolo com provas de habilidades metalinguísticas e de leitura de palavras reais e pseudopalavras. RESULTADOS: houve diferença estatisticamente significante entre os grupos nas tarefas de manipulação silábica e fonêmica, como também nas provas de leitura de palavras reais referentes à leitura de palavras regulares e palavras irregulares, bem como para as pseudopalavras. CONCLUSÃO: os escolares com Transtorno de Déficit de Atenção e Hiperatividade apresentaram desempenho inferior nas tarefas consideradas mais complexas, como a manipulação de sílabas e fonemas e na leitura de palavras irregulares, que exigem retenção, análise e recuperação de informação. As dificuldades apresentadas nessas habilidades pelos escolares com Transtorno de Déficit de Atenção e Hiperatividade podem ser atribuídas não a um déficit primário, mas como um fenômeno secundário à desatenção que interferem de forma direta em seu desempenho.PURPOSES: to compare and characterize the performance of students with Attention Deficit Hyperactivity Disorder (ADHD in metalinguistic tasks and reading with students without behavioral disorders and/or learning disabilities. METHOD: twenty students
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Psychiatric Manifestations of Learning Disorders.
Gever, Benson E.
1991-01-01
This article examines the descriptive influences of reading and learning disorders on personality development. It discusses the effects of biologic vulnerabilities and environmental interaction, the variant patterns of defense and symptom development at various life stages, and evidence that early development failures are key elements in later…
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Directory of Open Access Journals (Sweden)
Karen Thompson
2012-10-01
Full Text Available The complexities of reading comprehension have received increasing recognition in recent years. In this realm, the power of vocabulary in predicting cognitive challenges in phonological, orthographic, and semantic processes is well documented. In this study, we present a web-based vocabulary development tool that has a series of interactive displays, including a list of the 50 most frequent words in a particular text, Google image and video results for any combination of those words, definitions, and synonyms for particular words from the text, and a list of sentences from the text in which particular words appear. Additionally, we report the results of an experiment that was performed working collaboratively with middle school science teachers from a large urban district in the United States. While this experiment did not show a significant positive effect of this tool on reading comprehension in science, we did find that girls seem to score worse on a reading comprehension assessment after using our web-based tool. This result could reflect prior research that suggests that some girls tend to have a negative attitude towards technology due to gender stereotypes that give girls the impression that they are not as good as boys in working with computers.
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Dialogic Reading Aloud to Promote Extensive Reading
Jacobs, George M.
2016-01-01
How can teachers motivate students to read extensively in a second language? One strategy is for teachers to read aloud to students to promote the joys of reading generally, to build students' language skills and to introduce students to specific authors, book series, genres, websites, etc. This article begins by discussing why teachers might want…
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The Effect of Task-Based Activities on EFL Learners' Reading Comprehension
Nahavandi, Naemeh
2011-01-01
Nowadays, preparing learners to communicate successfully in language classes is of utmost importance. But teachers face a lot of difficulties in teaching English in EFL contexts. One of the major problems is students' unwillingness to take part in reading classes. Reading classes seem boring for students who find no occasion to show their ability…
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Perceptions of Control Facilitate Reading Engagement
Vieira, Edward T., Jr.; Grantham, Susan
2011-01-01
This study examined how global locus of control influences children's reading engagement or reading involvement and interest in stories. It is based on locus of control, interest, and dual information processing theories. One hundred and seventy students from schools in the northeastern United States, ages 9 to 12, participated. They completed a…
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Acid-Base Disorders--A Computer Simulation.
Maude, David L.
1985-01-01
Describes and lists a program for Apple Pascal Version 1.1 which investigates the behavior of the bicarbonate-carbon dioxide buffer system in acid-base disorders. Designed specifically for the preclinical medical student, the program has proven easy to use and enables students to use blood gas parameters to arrive at diagnoses. (DH)
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Immune-based strategies for mood disorders: facts and challenges.
Colpo, Gabriela D; Leboyer, Marion; Dantzer, Robert; Trivedi, Mahdukar H; Teixeira, Antonio L
2018-02-01
Inflammation seems to play a role in the pathophysiology of mood disorders, including major depressive disorder (MDD) and bipolar disorder (BD). In the last years several studies have shown increased levels of inflammatory and/or immune markers in patients with mood disorders. Accordingly, the immune system has become a target of interest for the development of biomarkers and therapeutics for mood disorders. Areas covered: Here, we review the evidence showing low-grade inflammation in mood disorders and the studies evaluating immune-based strategies for the treatment of these conditions. Expert commentary: Clinical trials with non-steroidal anti-inflammatory drugs, polyunsaturated acids, N-acetylcysteine, anti-cytokines, physical activity and probiotics have provided promising results in terms of antidepressant efficacy in patients with MDD and BD. Regarding stem cells, only studies with animal models have been performed so far with interesting pre-clinical results. Due to the preliminary nature of the results, most of the clinical studies need to be replicated and/or confirmed in larger clinical settings, embracing the highly heterogeneous pathophysiology of mood disorders.
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Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties.
Vaughn, Sharon; Roberts, Garrett J; Miciak, Jeremy; Taylor, Pat; Fletcher, Jack M
2018-05-01
We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed treatment with reading outcomes of students in a business-as-usual (BAU) comparison condition. A total of 280 fourth- and fifth-grade students were randomly assigned within school in a 1:1 ratio to either the BAU comparison condition ( n = 139) or the treatment condition ( n = 141). Treatment students were provided small-group tutoring for 30 to 45 minutes for an average of 68 lessons (mean hours of instruction = 44.4, SD = 11.2). Treatment students performed statistically significantly higher than BAU students on a word reading measure (effect size [ES] = 0. 58) and a measure of reading fluency (ES = 0.46). Though not statistically significant, effect sizes for students in the treatment condition were consistently higher than BAU students for decoding measures (ES = 0.06, 0.08), and mixed for comprehension (ES = -0.02, 0.14).
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The Development of Adolescent Online Reading Literacy Assessments
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Kuei-Lin Chang
2013-12-01
Full Text Available By adopting the constructs of reading literacy and with the use of information and communication technology, the purpose of this study is to develop two adolescent online reading literacy assessments (ORLA and examine the preliminary validity of ORLA. In addition, samples of online reading literacy performance are described. The design of ORLA is based on PISA electronic reading assessment framework and Leu et al. (2004’s online reading comprehension definition. A total of 601 eighth graders from junior high schools and 618 tenth graders from senior high schools in Taiwan City participated in this study. This study uses Rasch IRT model to calibrate the item parameter and scale scores. The results indicated: the online reading literacy assessments had adequate difficulty level, reasonable validity evidences, and students’ online reading literacy performance contains ICT element which is different from offline reading; the gender effect exists in the online reading environment by grades.
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Brain-based individual difference measures of reading skill in deaf and hearing adults.
Mehravari, Alison S; Emmorey, Karen; Prat, Chantel S; Klarman, Lindsay; Osterhout, Lee
2017-07-01
Most deaf children and adults struggle to read, but some deaf individuals do become highly proficient readers. There is disagreement about the specific causes of reading difficulty in the deaf population, and consequently, disagreement about the effectiveness of different strategies for teaching reading to deaf children. Much of the disagreement surrounds the question of whether deaf children read in similar or different ways as hearing children. In this study, we begin to answer this question by using real-time measures of neural language processing to assess if deaf and hearing adults read proficiently in similar or different ways. Hearing and deaf adults read English sentences with semantic, grammatical, and simultaneous semantic/grammatical errors while event-related potentials (ERPs) were recorded. The magnitude of individuals' ERP responses was compared to their standardized reading comprehension test scores, and potentially confounding variables like years of education, speechreading skill, and language background of deaf participants were controlled for. The best deaf readers had the largest N400 responses to semantic errors in sentences, while the best hearing readers had the largest P600 responses to grammatical errors in sentences. These results indicate that equally proficient hearing and deaf adults process written language in different ways, suggesting there is little reason to assume that literacy education should necessarily be the same for hearing and deaf children. The results also show that the most successful deaf readers focus on semantic information while reading, which suggests aspects of education that may promote improved literacy in the deaf population. Copyright © 2017 Elsevier Ltd. All rights reserved.
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[Mentalization Based Treatment of an Adolescent Girl with Conduct Disorder].
Reiter, Melanie; Bock, Astrid; Althoff, Marie-Luise; Taubner, Svenja; Sevecke, Kathrin
2017-05-01
Mentalization Based Treatment of an Adolescent Girl with Conduct Disorder This paper will give a short overview on the theoretical concept of mentalization and its specific characteristics in adolescence. A previous study on Mentalization based treatment for adolescents (MBT-A) demonstrated the effectiveness of MBT-A for the treatment of adolescents with symptoms of deliberate self-harm (Rossouw u. Fonagy, 2012). Based on the results of this study Taubner, Gablonski, Sevecke, and Volkert (in preparation) developed a manual for mentalization based treatment for adolescents with conduct disorders (MBT-CD). This manual represents the foundation for a future study on the efficacy of the MBT-A for this specific disorder in young people. The present case report demonstrates the application of specific MBT interventions, as well as the therapeutic course over one year in a 16-year old girl who fulfilled all criteria of a conduct disorder. During the course of treatment, the de-escalating relationship-oriented therapeutic approach can be considered as a great strength of MBT-A, especially for patients with conduct disorders. The clinical picture, as well as the psychological assessment, showed a positive progress over the course of treatment. Despite frequent escalations, forced placements due to acute endangerment of self and others, and a precarious situation with the patient's place of residence towards the end of therapy, MBT-A treatment enabled the patient to continually use the evolved mentalizing capabilities as a resource.
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EVIDENCE-BASED ASSESSMENT OF VOICE DISORDERS: A THEORETICAL OVERVIEW AND MODEL
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Dobrinka GEORGIEVA
2011-04-01
Full Text Available This article deals with the current paradigm of evidence-based practices of the Speech Therapy (Speech language pathology, especially diagnosing based on evidences of voice disorders. One of the main goals of this article is to define voice disorders according to the World Health Organization’s ICF multidimensional concept. Using a comparative method, this study attempts to prove that traditionally, the assessment outcomes of voice disorders in the Speech Therapy have been largely based on the speech therapist’s point of view and never on the client’s position. The research insists on establishing and adopting definitive gold standards, with respect to voice assessment and therapy in Bulgaria.
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The Habit of Reading: A Neglected Dimension of Adult Reading Instruction.
Fink, Katherine T.; Devine, Thomas G.
1993-01-01
Less competent adult readers have not developed the habit of reading. Ways to cultivate adult reading habits include relevant material, environment saturated with reading material, reading aloud to adults, having them read to children, sustained silent reading, modeling, book sharing, author conferences, and recognition. (SK)
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Leila Wehbe
Full Text Available Story understanding involves many perceptual and cognitive subprocesses, from perceiving individual words, to parsing sentences, to understanding the relationships among the story characters. We present an integrated computational model of reading that incorporates these and additional subprocesses, simultaneously discovering their fMRI signatures. Our model predicts the fMRI activity associated with reading arbitrary text passages, well enough to distinguish which of two story segments is being read with 74% accuracy. This approach is the first to simultaneously track diverse reading subprocesses during complex story processing and predict the detailed neural representation of diverse story features, ranging from visual word properties to the mention of different story characters and different actions they perform. We construct brain representation maps that replicate many results from a wide range of classical studies that focus each on one aspect of language processing and offer new insights on which type of information is processed by different areas involved in language processing. Additionally, this approach is promising for studying individual differences: it can be used to create single subject maps that may potentially be used to measure reading comprehension and diagnose reading disorders.
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Miraculous Readings: Using Fantasy Novels about Reading to Reflect on Reading the Bible
Dalton, Russell W.
2009-01-01
This article reflects on the vivid images of reading presented in several popular fantasy novels, including "The Spiderwick Chronicles," "The Great Good Thing," and "The Neverending Story." It suggests that these images can be used to help children, youth, and adults reflect on the nature of reading and the potential power of reading sacred texts.…
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Arezoo Eshghipour
2016-01-01
Full Text Available This study investigated the effect of enactive pre-reading tasks on Iranian pre-intermediate EFL learners’ reading comprehension and self-efficacy. Moreover, it explored whether Iranian per-intermediate EFL learners’ reading comprehension and self-efficacy are influenced by vicarious pre-reading tasks. The required data was gathered through a reading comprehension passage entailing 20 comprehension questions and a 30-item self-efficacy questionnaire with 5-point Likert-scale response options. A total of 66 participants (including 34 individuals in the enactive group and 32 leaners in the vicarious one took part in this study. The Pearson formula, an independent T-Test, paired T-test, and the Mann-Whitney U test were used to analyze the data. Based on the findings of the study, enactive pre-reading tasks played a key role in the Iranian pre-intermediate EFL learners’ reading comprehension ability. Moreover, it was found that vicarious pre-reading tasks served an important role in the Iranian pre-intermediate EFL learners’ self-efficacy.
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Reading Every Single Day: A Journey to Authentic Reading
Hudson, Alida K.; Williams, Joan A.
2015-01-01
This article details one teacher's implementation of reading workshop in her second grade classroom. She provided a framework for authentic reading using the five components of reading workshop: time, choice, response, community, and structure. She found that reading workshop is a highly effective practice for not only increasing students'…
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Tilley, Carol L.
2008-01-01
Many adults, even librarians who willingly add comics to their collections, often dismiss the importance of comics. Compared to reading "real" books, reading comics appears to be a simple task and compared to reading no books, reading comics might be preferable. After all, comics do have words, but the plentiful pictures seem to carry most of the…
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Pedersen, Henriette Folkmann; Fusaroli, Riccardo; Lauridsen, Lene Louise; Parrila, Rauno
2016-11-01
The purpose of this study was to examine the quality of oral reading and how it relates to reading comprehension in students with dyslexia. A group of Danish university students with dyslexia (n = 16) and a comparison group of students with no history of reading problems (n = 16) were assessed on their oral reading performance when reading a complex text. Along with reading speed, we measured not only the number and quality of reading errors but also the extent and semantic nature of the self-corrections during reading. The reading comprehension was measured through aided text retellings. The results showed that, as a group, the dyslexics performed poorer on most measures, but there were notable within-group differences in the reading behaviours and little association between how well university students with dyslexia read aloud and comprehended the text. These findings suggest that many dyslexics in higher education tend to focus their attention on one subcomponent of the reading process, for example, decoding or comprehension, because engaging in both simultaneously may be too demanding for them. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.
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Li, Xingshan; Bicknell, Klinton; Liu, Pingping; Wei, Wei; Rayner, Keith
2013-01-01
While much previous work on reading in languages with alphabetic scripts has suggested that reading is word-based, reading in Chinese has been argued to be less reliant on words. This is primarily because in the Chinese writing system words are not spatially segmented, and characters are themselves complex visual objects. Here, we present a systematic characterization of the effects of a wide range of word and character properties on eye movements in Chinese reading, using a set of mixed-effects regression models. The results reveal a rich pattern of effects of the properties of the current, previous, and next words on a range of reading measures, which is strikingly similar to the pattern of effects of word properties reported in spaced alphabetic languages. This finding provides evidence that reading shares a word-based core and may be fundamentally similar across languages with highly dissimilar scripts. We show that these findings are robust to the inclusion of character properties in the regression models, and are equally reliable when dependent measures are defined in terms of characters rather than words, providing strong evidence that word properties have effects in Chinese reading above and beyond characters. This systematic characterization of the effects of word and character properties in Chinese advances our knowledge of the processes underlying reading and informs the future development of models of reading. More generally, however, this work suggests that differences in script may not alter the fundamental nature of reading. PMID:23834023
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"Read the Text, as if!"The Reading Retention Strategy
Divoll, Kent; Browning, Sandra
2013-01-01
Students do not always read what is expected in college courses (Berry, Cook, Hill, & Stevens, 2010; Phillips & Phillips, 2007; Sikorski et al., 2002) or they read to cram for an exam or quiz (Clump, Bauer, & Bradley, 2004). The Reading Retention Strategy (RRS) is designed to motivate students to read and assist students in…
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Pediatric anxiety disorders: from neuroscience to evidence-based clinical practice
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Giovanni Abrahao Salum
2013-01-01
Full Text Available The objective of this narrative review of the literature is to describe the epidemiology, etiology, pathophysiology, diagnosis, and treatment of pediatric anxiety disorders. We aim to guide clinicians in understanding the biology of anxiety disorders and to provide general guidelines for the proper diagnoses and treatment of these conditions early in life. Anxiety disorders are prevalent, associated with a number of negative life outcomes, and currently under-recognized and under-treated. The etiology involves both genes and environmental influences modifying the neural substrate in a complex interplay. Research on pathophysiology is still in its infancy, but some brain regions, such as the amygdala and the prefrontal cortex, have been implicated in fear and anxiety. Current practice is to establish diagnosis based purely on clinical features, derived from clinical interviews with the child, parents, and teachers. Treatment is effective using medication, cognitive behavioral therapy, or a combination of both. An introduction to the neuroscience behind anxiety disorders combined with an evidence-based approach may help clinicians to understand these disorders and treat them properly in childhood.
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Hyperthyroidism and risk for bipolar disorders: a nationwide population-based study.
Hu, Li-Yu; Shen, Cheng-Che; Hu, Yu-Wen; Chen, Mu-Hong; Tsai, Chia-Fen; Chiang, Huey-Ling; Yeh, Chiu-Mei; Wang, Wei-Shu; Chen, Pan-Ming; Hu, Tsung-Ming; Chen, Tzeng-Ji; Su, Tung-Ping; Liu, Chia-Jen
2013-01-01
Thyroid disorders have long been associated with psychiatric illness, often with symptoms suggestive of mood disorders. The most common clinical features associated with hyperthyroidism are anxiety and depression. The risk of bipolar disorders, especially bipolar mania, among patients with thyroid disorders has not been well characterized. We explored the relationship of hyperthyroidism and the subsequent development of bipolar disorders, and examined the risk factors for bipolar disorders in patients with hyperthyroidism. We identified patients who were diagnosed with hyperthyroidism between 2000 and 2010 in the Taiwan National Health Insurance Research Database. A comparison cohort without hyperthyroidism was matched based on age, sex, and comorbidities. The occurrence of bipolar disorders was evaluated in both cohorts based on diagnosis and the use of mood stabilizer drugs. The hyperthyroidism cohort consisted of 21, 574 patients, and the comparison cohort consisted of 21, 574 matched control patients without hyperthyroidism. The incidence of bipolar disorders (incidence rate ratio [IRR], 2.31, 95% CI 1.80-2.99, Phyperthyroidism patients than the control patients. Multivariate, matched regression models showed that women (HR 2.02, 95% CI 1.34-3.05, P = .001), patients with alcohol use disorders (HR 3.03, 95% CI 1.58-5.79, P = .001), and those with asthma (HR 1.70, 95% CI 1.18-2.43, P = .004) were independent risk factors for the development of bipolar disorders in hyperthyroidism patients. Although a possibility that the diagnosis of bipolar disorders in this study actually includes "bipolar disorders due to hyperthyroidism" cannot be excluded, this study suggests that hyperthyroidism may increase the risk of developing bipolar disorders.
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Hyperthyroidism and Risk for Bipolar Disorders: A Nationwide Population-Based Study
Hu, Yu-Wen; Chen, Mu-Hong; Tsai, Chia-Fen; Chiang, Huey-Ling; Yeh, Chiu-Mei; Wang, Wei-Shu; Chen, Pan-Ming; Hu, Tsung-Ming; Chen, Tzeng-Ji; Su, Tung-Ping; Liu, Chia-Jen
2013-01-01
Background Thyroid disorders have long been associated with psychiatric illness, often with symptoms suggestive of mood disorders. The most common clinical features associated with hyperthyroidism are anxiety and depression. The risk of bipolar disorders, especially bipolar mania, among patients with thyroid disorders has not been well characterized. Objective We explored the relationship of hyperthyroidism and the subsequent development of bipolar disorders, and examined the risk factors for bipolar disorders in patients with hyperthyroidism. Methods We identified patients who were diagnosed with hyperthyroidism between 2000 and 2010 in the Taiwan National Health Insurance Research Database. A comparison cohort without hyperthyroidism was matched based on age, sex, and comorbidities. The occurrence of bipolar disorders was evaluated in both cohorts based on diagnosis and the use of mood stabilizer drugs. Results The hyperthyroidism cohort consisted of 21, 574 patients, and the comparison cohort consisted of 21, 574 matched control patients without hyperthyroidism. The incidence of bipolar disorders (incidence rate ratio [IRR], 2.31, 95% CI 1.80–2.99, Phyperthyroidism patients than the control patients. Multivariate, matched regression models showed that women (HR 2.02, 95% CI 1.34–3.05, P = .001), patients with alcohol use disorders (HR 3.03, 95% CI 1.58–5.79, P = .001), and those with asthma (HR 1.70, 95% CI 1.18–2.43, P = .004) were independent risk factors for the development of bipolar disorders in hyperthyroidism patients. Conclusions Although a possibility that the diagnosis of bipolar disorders in this study actually includes "bipolar disorders due to hyperthyroidism" cannot be excluded, this study suggests that hyperthyroidism may increase the risk of developing bipolar disorders. PMID:24023669
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Soheila Tahmasebi
2011-01-01
Full Text Available In Sociocultural Theory, mediations in second language learning include (1 mediation by others (2 mediation by self (3 and mediation by artifacts, which incorporates brilliant insights for EFL contexts (Lantolf, 2000. Putting these ideas in a task-based method, the present study aimed at examining the contribution of scaffolding and private speech in improving EFL learners’ skills and seeking how learners performance might link to social or interpersonal activities they engage in. Screened through an Oxford Placement Test, 54 EFL freshmen taking a reading comprehension course participated in this study and formed two randomly divided groups and pretested using a 30-item TOEFL test of reading comprehension. The control group benefited from a teacher, who paraphrased, summarized and provided the meaning of the new words and expressions. The experimental group was asked to do the same tasks through collaboration, private speech and artifacts. Students' performances were video-taped to be used for discourse analyses and provide measures of fluency, accuracy and complexity (Iwashita, Elder, & McNamara, 2001. Two types of measurements were used: 1 a final test of reading comprehension, 2 an oral presentation of a text whose readability matched that of the texts used during the experiment. The students' performances on presenting the text orally were rated based on the idea units recalled (Johnson, 1970. The data analysis revealed no difference between the two groups in the final test, but in oral presentation, the experimental group outperformed the control group.
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Computer-based interventions for drug use disorders: A systematic review
Moore, Brent A.; Fazzino, Tera; Garnet, Brian; Cutter, Christopher J.; Barry, Declan T.
2011-01-01
A range of innovative computer-based interventions for psychiatric disorders have been developed, and are promising for drug use disorders, due to reduced cost and greater availability compared to traditional treatment. Electronic searches were conducted from 1966 to November 19, 2009 using MEDLINE, Psychlit, and EMBASE. 468 non-duplicate records were identified. Two reviewers classified abstracts for study inclusion, resulting in 12 studies of moderate quality. Eleven studies were pilot or full-scale trials compared to a control condition. Interventions showed high acceptability despite substantial variation in type and amount of treatment. Compared to treatment-as-usual, computer-based interventions led to less substance use as well as higher motivation to change, better retention, and greater knowledge of presented information. Computer-based interventions for drug use disorders have the potential to dramatically expand and alter the landscape of treatment. Evaluation of internet and phone-based delivery that allow for treatment-on-demand in patients’ own environment is needed. PMID:21185683
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Maternal Reading Self-Efficacy Associated with Perceived Barriers to Reading
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Joyce Lin
2015-01-01
Full Text Available Although early reading practices impact a host of child literacy, language, and school outcomes, many parents do not read to their young children. One possible explanation for this lack of early literacy practices is mothers’ feelings about their ability to successfully read to their children. A series of multiple regressions were used to explore whether new mothers’ reading self-efficacy predicted their perceived barriers to reading to their 18-month-old children. Findings suggest that self-efficacy buffers against mother-centered (e.g., too tired, child-centered (e.g., toddler fussy, and structural (e.g., environmental distractions barriers to reading. Given the importance of early literacy and that not all mothers read to their toddlers, increasing reading self-efficacy may offer a way to reduce perceived barriers to early literacy practices.
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Reading Strategies Used by Iranian EFL Learners While Reading Academic Texts
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Vida Yousefian
2015-11-01
Full Text Available The major aim of this study was to explore the nature and frequency of the reading strategies used by the EFL learners while reading academic texts. Normally, students tend to read all the information provided in reading materials. This study explores whether learners use reading strategies to assist them in reading comprehension. There was a sample of 45 English language (EFL learners from Islamic Azad University, Falavarjan Branch. The instrument utilized in this study was a survey questionnaire with 30 items including 13 global reading strategies, 8 problem solving strategies and 9 support reading strategies. The survey was going to signify how much EFL learners use each of these strategies while reading academic texts. The findings indicated that the participants used global reading strategies more (44.5% than problem solving strategies (29.0% and support reading strategies (26.5%. The results of the present study will let the instructors improve the reading strategies which are not used by EFL learners frequently. It also helps learners to promote the ability of using reading strategies and utilize the strategies in an appropriate and effective way.
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THE SECONDARY SCHOOL ENGLISH LANGUAGE READING CURRICULUM: A TEACHER’S PERCEPTIONS
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Hazlina Abdullah
2016-08-01
Abstract The Secondary School English Language Reading Curriculum: A teacher’s Perceptions. The problem of reading comprehension is not unique to only Malaysian graduates. In fact many students experience comprehension difficulties. This, some sudents need explicit comprehension strategy instruction. A rational starting point for this discussion is by defining what reading is. It is then followed by a brief review on Communicative Language Teaching (CLT which is adopted in the Malaysian Form 5 English Language Reading Curriculum. Involving the writer, the reader and the text, reading is actually a communication process where a reader is seen to perform an active role in a reading process. Based on the many previous researches, it is obvious that the teacher’s role in aiding students’ reading comprehension skills is vital. This also reflects the importance of the reading curriculum, as teachers will impkement their reading instruction based on the outlined curriculum. It is hoped that this study may benefit those involved in the curriulum development and examination syndicate, to enhance the teaching and learning processes of reading in the second language, not only among teachers in Malaysia but also world-wide. Keywords: English language Reading Curriculum, reading comprehension skill
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Internet-Based Screening for Suicidal Ideation in Common Mental Disorders
Hemelrijk, E.; van Ballegooijen, W.; Donker, T.; van Straten, A.; Kerkhof, A.J.F.M.
2012-01-01
Background: Common mental disorders have been found to be related to suicidal ideation and behavior. Research in the field of web-based interventions for common mental disorders, however, usually excludes participants with a suicidal risk, although a large proportion of participants might suffer
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Motivating students to read the textbook before class
Pepper, Rachel E.
2016-11-01
Many faculty in STEM courses assign textbook reading in advance of lecture, yet evidence shows few students actually read the textbook. Those students that do read often do so only after the material has been presented in class. Preparing for class by reading the textbook beforehand improves student learning and is particularly critical for classes that employ active engagement strategies. Here I present strategies I have used to successfully motivate my students to read the textbook before class in physics classes ranging from introductory algebra-based physics to advanced courses for physics majors. In the introductory course, I used pre-class reading quizzes, a common strategy that has been shown effective in previous studies, but one that is somewhat time-consuming to implement. In my more advanced courses I used reading reflections, which required considerably less time. While it was typical for less than 25% of students to read the textbook before I implemented reading quizzes or reflections, after implementing these strategies 70-90% of students reported reading the textbook before class most of the time. Students also report finding both the readings themselves and the quizzes and reflections valuable for their learning.
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Using First-Person Accounts To Teach Students about Psychological Disorders.
Banyard, Victoria L.
2000-01-01
Describes instructional use of brief first-person accounts of mental disorders. Explores the benefits of using first-person, autobiographical accounts as required reading in a course on abnormal psychology. Finds that first-person accounts were more helpful in increasing student appreciation of the experience of having a disorder and empathy for…
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The Prevalence of Speech Disorders among University Students in Jordan
Alaraifi, Jehad Ahmad; Amayreh, Mousa Mohammad; Saleh, Mohammad Yusef
2014-01-01
Problem: There are no available studies on the prevalence, and distribution of speech disorders among Arabic speaking undergraduate students in Jordan. Method: A convenience sample of 400 undergraduate students at the University of Jordan was screened for speech disorders. Two spontaneous speech samples and an oral reading of a passage were…
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How to teach children reading and spelling
Bosman, A.M.T.; Schraven, J.L.M.; Segers, E.; Broek, P. van den
2017-01-01
The effectiveness of the Dutch reading and spelling didactic 'How to teach children reading and spelling' (HTCRS), developed by Schraven (1994/2013) was empirically tested in children attending special education. HTCRS is based on the principles of direct and classroom instruction, and the task
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Music education for improving reading skills in children and adolescents with dyslexia.
Cogo-Moreira, Hugo; Andriolo, Régis B; Yazigi, Latife; Ploubidis, George B; Brandão de Ávila, Clara Regina; Mari, Jair J
2012-08-15
Dyslexia (or developmental dyslexia or specific reading disability) is a specific learning disorder that has a neurobiological origin. It is marked by difficulties with accurate or fluent recognition of words and poor spelling in people who have average or above average intelligence and these difficulties cannot be attributed to another cause, for example, poor vision, hearing difficulty, or lack of socio-environmental opportunities, motivation, or adequate instruction. Studies have correlated reading skills with musical abilities. It has been hypothesized that musical training may be able to remediate timing difficulties, improve pitch perception, or increase spatial awareness, thereby having a positive effect on skills needed in the development of language and literacy. To study the effectiveness of music education on reading skills (that is, oral reading skills, reading comprehension, reading fluency, phonological awareness, and spelling) in children and adolescents with dyslexia. We searched the following electronic databases in June 2012: CENTRAL (2012, Issue 5), MEDLINE (1948 to May Week 4 2012 ), EMBASE (1980 to 2012 Week 22), CINAHL (searched 7 June 2012), LILACS (searched 7 June 2012), PsycINFO (1887 to May Week 5 2012), ERIC (searched 7 June 2012), Arts and Humanities Citation Index (1970 to 6 June 2012), Conference Proceedings Citation Index - Social Sciences and Humanities (1990 to 6 June 2012), and WorldCat (searched 7 June 2012). We also searched the WHO International Clinical Trials Registry Platform (ICTRP) and reference lists of studies. We did not apply any date or language limits. We planned to include randomized controlled trials. We looked for studies that included at least one of our primary outcomes. The primary outcomes were related to the main domain of the reading: oral reading skills, reading comprehension, reading fluency, phonological awareness, and spelling, measured through validated instruments. The secondary outcomes were self
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Diagnosis of three types of constant faults in read-once contact networks over finite bases
Busbait, Monther I.
2016-03-24
We study the depth of decision trees for diagnosis of three types of constant faults in read-once contact networks over finite bases containing only indecomposable networks. For each basis and each type of faults, we obtain a linear upper bound on the minimum depth of decision trees depending on the number of edges in networks. For bases containing networks with at most 10 edges, we find sharp coefficients for linear bounds.
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Davies, Florence (1995. Introducing Reading. Davies, Florence (1995. Introducing Reading.
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Sonia Maria Gomes Ferreira
2008-04-01
Full Text Available Arising at a time of unprecedented growth of interest in fostering critical thinking, Introducing Reading offers a clear introduction and thorough account of contemporary developments in the field of reading. While overtly focusing on the special demands of social and human aspects of the reading practice, the issues raised have crucial resonance in the sphere of critical reading. Explicitly addressed to teachers of mother tongue and foreign language contexts, the book claims to elaborate on aspects of reading which have received meager attention to date: individual readers engaged in different real-world reading tasks, the social contexts where such readers engage and interact with texts, and the nature and variety of texts, here regarded as “participants” in the interaction between reader and writer. To this extent, the book successfully reaches the ambitious aim of “socializing and humanizing reading and the teaching of reading” (p. xi. Arising at a time of unprecedented growth of interest in fostering critical thinking, Introducing Reading offers a clear introduction and thorough account of contemporary developments in the field of reading. While overtly focusing on the special demands of social and human aspects of the reading practice, the issues raised have crucial resonance in the sphere of critical reading. Explicitly addressed to teachers of mother tongue and foreign language contexts, the book claims to elaborate on aspects of reading which have received meager attention to date: individual readers engaged in different real-world reading tasks, the social contexts where such readers engage and interact with texts, and the nature and variety of texts, here regarded as “participants” in the interaction between reader and writer. To this extent, the book successfully reaches the ambitious aim of “socializing and humanizing reading and the teaching of reading” (p. xi.
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The teaching of reading in Botswana Government Primary Shcools ...
African Journals Online (AJOL)
This study investigated how reading is taught in Botswana Government schools. The findings indicate that inadequate reading instruction by teachers, their inability to model and provide students with research-based proven strategies, lack of reading specialists/coaches in the primary schools, the use of only basal series as ...
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University Students' Reading of Their First-Year Mathematics Textbooks
Shepherd, Mary D.; Selden, Annie; Selden, John
2012-01-01
This article reports the observed behaviors and difficulties that 11 precalculus and calculus students exhibited in reading new passages from their mathematics textbooks. To gauge the "effectiveness" of these students' reading, we asked them to attempt straightforward mathematical tasks, based directly on what they had just read. The…
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ter Huurne, Elke D; de Haan, Hein A; Postel, Marloes G; van der Palen, Job; VanDerNagel, Joanne E L; DeJong, Cornelis A J
2015-06-18
Many patients with eating disorders do not receive help for their symptoms, even though these disorders have severe morbidity. The Internet may offer alternative low-threshold treatment interventions. This study evaluated the effects of a Web-based cognitive behavioral therapy (CBT) intervention using intensive asynchronous therapeutic support to improve eating disorder psychopathology, and to reduce body dissatisfaction and related health problems among patients with eating disorders. A two-arm open randomized controlled trial comparing a Web-based CBT intervention to a waiting list control condition (WL) was carried out among female patients with bulimia nervosa (BN), binge eating disorder (BED), and eating disorders not otherwise specified (EDNOS). The eating disorder diagnosis was in accordance with the Diagnostic and Statistical Manual of Mental Disorders, 4th edition, and was established based on participants' self-report. Participants were recruited from an open-access website, and the intervention consisted of a structured two-part program within a secure Web-based application. The aim of the first part was to analyze participant's eating attitudes and behaviors, while the second part focused on behavioral change. Participants had asynchronous contact with a personal therapist twice a week, solely via the Internet. Self-report measures of eating disorder psychopathology (primary outcome), body dissatisfaction, physical health, mental health, self-esteem, quality of life, and social functioning were completed at baseline and posttest. A total of 214 participants were randomized to either the Web-based CBT group (n=108) or to the WL group (n=106) stratified by type of eating disorder (BN: n=44; BED: n=85; EDNOS: n=85). Study attrition was low with 94% of the participants completing the posttest assignment. Overall, Web-based CBT showed a significant improvement over time for eating disorder psychopathology (F97=63.07, PWeb-based CBT participants in all three
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English L2 reading getting to the bottom
Birch, Barbara M
2014-01-01
English L2 Reading, Third Edition offers teachers research-based insights into bottom-up skills in reading English as a second language and a solid foundation on which to build reading instruction. Core linguistic and psycholinguistic concepts are presented within the context of their application to teaching. The goal is to balance or supplement (not replace) top-down approaches and methodologies with effective low-level options for teaching English reading. The text's pedagogical features- Questions, Study Guide Questions. Discussion Questions, Spotlight on Teaching sections- engage readers o
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Theory-based metrological traceability in education: A reading measurement network.
Fisher, William P; Stenner, A Jackson
2016-10-01
Huge resources are invested in metrology and standards in the natural sciences, engineering, and across a wide range of commercial technologies. Significant positive returns of human, social, environmental, and economic value on these investments have been sustained for decades. Proven methods for calibrating test and survey instruments in linear units are readily available, as are data- and theory-based methods for equating those instruments to a shared unit. Using these methods, metrological traceability is obtained in a variety of commercially available elementary and secondary English and Spanish language reading education programs in the U.S., Canada, Mexico, and Australia. Given established historical patterns, widespread routine reproduction of predicted text-based and instructional effects expressed in a common language and shared frame of reference may lead to significant developments in theory and practice. Opportunities for systematic implementations of teacher-driven lean thinking and continuous quality improvement methods may be of particular interest and value.
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Directory of Open Access Journals (Sweden)
Gislaine Richter Minhoto Wiemes
2012-06-01
Full Text Available As dificuldades na aprendizagem escolar muitas vezes podem ser causadas por uma alteração do Processamento Auditivo - PA. OBJETIVO: Identificar se acima da média dos valores de latência do P300, num grupo de indivíduos com Distúrbio de Leitura e Escrita, também seriam encontradas alterações no teste Staggered Spondaic Word - SSW e no teste de Fala no Ruído que sugerissem Desordem do Processamento Auditivo - DPA. MATERIAL E MÉTODOS: Estudo de coorte transversal. Foram avaliados 21 indivíduos com distúrbio de leitura e escrita, idade entre 7 e 14 anos. RESULTADOS: Todos apresentaram resultados normais no exame otorrinolaringológico, na avaliação audiológica e Potencial Evocado Auditivo de Tronco Encefálico. Fazendo-se a média aritmética de todos os valores de latência do P300 obtidos, chegou-se à média de 334,25 ms, sendo divididos em dois grupos: grupo "A", com média da latência acima de 335 ms, e "B", com latência abaixo de 335 ms. Nos indivíduos do grupo "A", foram realizados os testes SSW e Fala no Ruído. CONCLUSÃO:O presente estudo pode concluir que foram encontradas alterações nos testes de fala dicótica (SSW e de Fala no Ruído no grupo de indivíduos com Distúrbio da Escrita e Leitura com valores de latência do P300 acima de 335 ms, sugerindo DPA.Learning disorders are often magnified by auditory processing disorders (APD. OBJECTIVE: This paper aims to verify whether individuals with reading and writing disorders and P300 latencies above the average also present altered Staggered Spondaic Word (SSW and speech-in-noise test results suggestive of APD. MATERIALS AND METHODS: This is a cross-sectional cohort study. Twenty-one individuals with reading and writing disorders aged between 7 and 14 years were enrolled. RESULTS: All subjects had normal findings on ENT examination, audiological tests, and brainstem auditory evoked potentials. The average P300 latency (334,25 ms of all patients was picked as a cutoff
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Maldonado, Michele
2012-01-01
The use of book clubs in college developmental reading classes is an effective way to encourage reluctant readers to build and strengthen reading skills, foster reading enjoyment, and engage students. In addition, book clubs build a sense of community within the classroom as the students converse and share their interpretations of the reading…
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The Influence of Teachers’ Schema in Teaching Reading on Students’ Understanding
Putri Basmalah
2013-01-01
This paper tells about teachers’ schema in teaching reading. Based on some articles that the writer given, there are teachers who success in teaching reading and who are failed. The one of the cause why they are failed is because they did not apply the complete activities (pre-reading activities, while-reading and post-reading) in teaching reading. The types of reading activities are also explained to give a point of view for readers how to be a successful teacher in teaching reading.
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Frost, Lena
2014-01-01
Finnish student have for several years proved to be successful in reading in international studies. This interview based study aims to describe how teachers in Finnish schools for Swedish speaking children are relating to reading and reading education during the first two years of schooling. The result shows that reading, reading training and reading comprehension are natural elements in all teaching during the first two years in school and that teaching is based on students’ ability and inte...
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Ritter, Michaela J.; Park, Jungjun; Saxon, Terrill F.; Colson, Karen A.
2013-01-01
This study was conducted utilizing a quasi-experimental pre- and postgroup design to examine the effects of a phonologically based intervention aimed to improve phonological awareness (PA) and reading abilities in school-age children with language impairment (LI) in Grades 1 through 3. The intervention included instruction in PA and sound-symbol…
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Motivational reading on education, meaningful reading realisation
Directory of Open Access Journals (Sweden)
Adriana Qafa
2017-07-01
Full Text Available In this study I will present some ideas on today’s educational practice for motivation, the realization of the meaningful reading. There is a special place for the methodical ranking of the reading process, starting in school. Main requests of this reading, consist of the deep meaning of the subject, exploration of the idea, and other elements of the subject, implementation of the technique’s rules of the expressive reading, such as breathing, voice, diction, intonation, spelling, stoppages, logical emphasizes, emotional expressions, temper, timber, gesticulations, and mimic. There is also highlighted the fact that the used method comes from the pupils’ results and depends on the capability and level of the teacher, from the programming’s scale, the tools that are put into disposition, the age and the level of the pupils, and from the environment that the teacher creates during courses. At the end there are some practical guidelines for the realization of the expressive reading in the literature subject.
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logical Challenges in Developing a Contemporary Reading
African Journals Online (AJOL)
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formed by theory, together with an examination of the data-collection procedures ... the collection of evidence based solely on the lexicographer's linguistic intui- ... The reading programme involves the systematic collection of citations or quo- .... The field of primary sources for the DSAE contemporary reading programme is.
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Poon, Kean; Ho, Connie S-H
2014-11-01
Many studies reported high prevalence of reading disability (RD) and attention deficit hyperactivity disorder (ADHD) among delinquent adolescents. Very few have examined their cognitive profile. The present study compared the executive functions (EFs) and severity of delinquency in delinquent adolescents with RD and/or ADHD symptoms (AS). Delinquents with AS (n=29), RD (n=24), comorbidity AS+RD (n=35) were recruited from juvenile institutions along with typically developing controls (n=29) from local schools; all completed EF assessments and self-report questionnaires on delinquency. Results showed that pure AS group exhibited impaired inhibition while the pure RD group was weak in processing speed and visual memory. The comorbidity group showed unique impairments in interference control and significantly higher delinquency severity. The present findings suggest that comorbidity AS+RD may influence delinquency severity. It also provides a more comprehensive picture of the unique EF deficits associated with different groups, allowing for better matching for future identification and intervention programme. Copyright © 2014 Elsevier Ltd. All rights reserved.
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Directory of Open Access Journals (Sweden)
Alexandra J Richardson
Full Text Available Omega-3 fatty acids are dietary essentials, and the current low intakes in most modern developed countries are believed to contribute to a wide variety of physical and mental health problems. Evidence from clinical trials indicates that dietary supplementation with long-chain omega-3 may improve child behavior and learning, although most previous trials have involved children with neurodevelopmental disorders such as attention-deficit/hyperactivity disorder (ADHD or developmental coordination disorder (DCD. Here we investigated whether such benefits might extend to the general child population.To determine the effects of dietary supplementation with the long-chain omega-3 docosahexaenoic acid (DHA on the reading, working memory, and behavior of healthy schoolchildren.Parallel group, fixed-dose, randomized, double-blind, placebo-controlled trial (RCT.Mainstream primary schools in Oxfordshire, UK (n = 74.Healthy children aged 7-9 years initially underperforming in reading (≤ 33(rd centile. 1376 invited, 362 met study criteria.600 mg/day DHA (from algal oil, or taste/color matched corn/soybean oil placebo.Age-standardized measures of reading, working memory, and parent- and teacher-rated behavior.ITT analyses showed no effect of DHA on reading in the full sample, but significant effects in the pre-planned subgroup of 224 children whose initial reading performance was ≤ 20(th centile (the target population in our original study design. Parent-rated behavior problems (ADHD-type symptoms were significantly reduced by active treatment, but little or no effects were seen for either teacher-rated behaviour or working memory.DHA supplementation appears to offer a safe and effective way to improve reading and behavior in healthy but underperforming children from mainstream schools. Replication studies are clearly warranted, as such children are known to be at risk of low educational and occupational outcomes in later life.ClinicalTrials.gov NCT01066182
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Jiang, Xiangying; Sawaki, Yasuyo; Sabatini, John
2012-01-01
This study examined the relationship among word reading efficiency, text reading fluency, and reading comprehension for adult English as a Foreign Language (EFL) learners. Data from 185 adult Chinese EFL learners preparing to take the Test-of-English-as-a-Foreign-Language[TM] (TOEFL[R]) were analyzed in this study. The participants completed a…
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A sensitive short read homology search tool for paired-end read sequencing data.
Techa-Angkoon, Prapaporn; Sun, Yanni; Lei, Jikai
2017-10-16
Homology search is still a significant step in functional analysis for genomic data. Profile Hidden Markov Model-based homology search has been widely used in protein domain analysis in many different species. In particular, with the fast accumulation of transcriptomic data of non-model species and metagenomic data, profile homology search is widely adopted in integrated pipelines for functional analysis. While the state-of-the-art tool HMMER has achieved high sensitivity and accuracy in domain annotation, the sensitivity of HMMER on short reads declines rapidly. The low sensitivity on short read homology search can lead to inaccurate domain composition and abundance computation. Our experimental results showed that half of the reads were missed by HMMER for a RNA-Seq dataset. Thus, there is a need for better methods to improve the homology search performance for short reads. We introduce a profile homology search tool named Short-Pair that is designed for short paired-end reads. By using an approximate Bayesian approach employing distribution of fragment lengths and alignment scores, Short-Pair can retrieve the missing end and determine true domains. In particular, Short-Pair increases the accuracy in aligning short reads that are part of remote homologs. We applied Short-Pair to a RNA-Seq dataset and a metagenomic dataset and quantified its sensitivity and accuracy on homology search. The experimental results show that Short-Pair can achieve better overall performance than the state-of-the-art methodology of profile homology search. Short-Pair is best used for next-generation sequencing (NGS) data that lack reference genomes. It provides a complementary paired-end read homology search tool to HMMER. The source code is freely available at https://sourceforge.net/projects/short-pair/ .
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Directory of Open Access Journals (Sweden)
Taoufik Boulhrir
2017-07-01
Full Text Available Twenty-first century education has undoubtedly witnessed changes of the definition of literacy to cope with the economic, social, and intellectual trends. Technological advances, which include skills of communication, creativity, critical thinking, and collaboration have become key in education, especially when dealing with literacy and reading motivation. As motivation hinges around two major theoretical approaches, intrinsic and extrinsic, numerous studies argue for the first to be more sustainable in enhancing reading motivation. Accordingly, many research-based interventional programs have emerged since the late nineties with increasing popularity to offer answers to the dwindling rates in reading among youth. This article discusses traits of 21st century education in light of trends and challenges as it probes the effectiveness of some interventional programs that are meant, and argued for, to enhance literacy skills and reading motivation.
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International Nuclear Information System (INIS)
Thomson, I.
1985-01-01
This invention is a direct reading dosimeter which is light, small enough to be worn on a person, and measures both dose rates and total dose. It is based on a semiconductor sensor. The gate threshold voltage change rather than absolute value is measured and displayed as a direct reading of the dose rate. This is effected by continuously switching the gate of an MOS transistor from positive to negative bias. The output can directly drive a digital readout or trigger an audible alarm. The sensor device can be a MOSFET, bipolar transistor, or MOSFET capacitor which has its electrical characteristics change due to the trapped charge in the insulating layer of the device
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Fazel, Seena; Bakiyeva, Liliya; Cnattingius, Sven; Grann, Martin; Hultman, Christina M; Lichtenstein, Paul; Geddes, John R
2012-10-01
Although perinatal factors are associated with the development of several psychiatric disorders, it is unknown whether these factors are linked with personality disorder. Cases of personality disorder were drawn from a national registry of all forensic psychiatric evaluations (n = 150). Two control groups were used: (1) A sample of forensic evaluations without any psychiatric disorder (n = 97) allowing for a nested case-control investigation; and (2) A population-based sample matched by age and gender with no history of psychiatric hospitalization (n = 1498). Prematurity (personality disorder, both in the nested and the population-based case-control comparisons with adjusted odds ratios (OR) for this risk factor ranging from 2 to 4. Asphyxia (adjusted OR = 2.4, 95% CI: 1.4-4.1) and complicated delivery (adjusted OR = 1.5, 1.0-2.1) were associated with personality disorder in the population-based study, and the former remained significant in multivariate models. Overall, perinatal complications were found to be associated with a later diagnosis of personality disorder in this selected sample. As with other psychiatric disorders where such associations have been demonstrated, changes during the perinatal period may lead to abnormal brain development and function.
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Energy Technology Data Exchange (ETDEWEB)
Vehvilaeinen, T [MX Electrix Oy, Paelkaene (Finland)
2006-12-19
In the project is developed a reading module for electricity energy meters. The module saves and transmits the meter's energy measurement and power quality data. The project is based on RFID technology, which is a new application in reading of electricity measurements. The reading module of the meter is read via the customers GSM-telephone, which has a RFID- interface. The reading data is transmitted automatically from the module to the GSM hone, when the customer visits the meter. The utility sends the reading request and needed identifier to the customers GSM. After the reading the measured data is transferred to the utility's data base automatically. The utility can send information to the customer of used energy, pricing, make offers etc. The customer can transfer the data to his/hers own computer or get the information via the internet. (orig.)
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Honkalampi, Kirsi; Koivumaa-Honkanen, Heli; Lehto, Soili M; Hintikka, Jukka; Haatainen, Kaisa; Rissanen, Teemu; Viinamäki, Heimo
2010-03-01
Disagreements concerning the stability of alexithymia and its ability to predict subsequent psychiatric disorders prevail. The aim of this 7-year follow-up study was to examine whether alexithymia predicts subsequent major depression, personality disorder, or alcohol use disorders in a population-based sample. The four-phase Kuopio Depression Study (KUDEP) was conducted in the eastern part of Central Finland. The study population (aged 25-64, n=2050) was randomly selected from the National Population Register. Data were collected in 1998, 1999, and 2001. In 2005, a subsample (n=333, 43 were excluded) of the 3-year follow-up population (1998-2001) was gathered and their diagnoses of mental disorders were confirmed by the Structure Clinical Interview for DSM-IV Axis I (SCID-I). Alexithymia was measured using the Toronto Alexithymia Scale (TAS-20) and depressive symptoms using the Beck Depression Inventory (BDI-21). For both of these measures, two groups were formed based on the median of their sum score (summing the 1998, 1999, and 2001 scores). Logistic regression analyses were performed. BDI sum scores, but not those of TAS, were associated with subsequent major depressive disorder, personality disorder, and alcohol use disorders in 2005. The BDI sum scores explained 35.7% of the variation in concurrent TAS sum scores. Alexithymia did not predict diagnoses of major depressive disorder, personality disorder, or alcohol use disorders. Alexithymia was closely linked to concurrent depressive symptoms. Thus, depressive symptoms may act as a mediator between alexithymia and psychiatric morbidity. Copyright 2010 Elsevier Inc. All rights reserved.
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Felipe Kalil Neto; Renan Noschang; Magda Lahorgue Nunes
2016-01-01
Objective: To analyze the relationship between epilepsy, sleep disorders, and attention deficit hyperactivity disorder (ADHD). Bibliographic search: A literature search of the PubMed database was performed using the following key words: epilepsy, sleep, and ADHD. In total, 91 articles were located in PubMed, 34 were selected for abstract reading and twelve articles were reviewed, in which the main objectives were examine the relationship between epilepsy, sleep and ADHD from several perspe...
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Spin injection, transport, and read/write operation in spin-based MOSFET
International Nuclear Information System (INIS)
Saito, Yoshiaki; Marukame, Takao; Inokuchi, Tomoaki; Ishikawa, Mizue; Sugiyama, Hideyuki; Tanamoto, Tetsufumi
2011-01-01
We proposed a novel spin-based MOSFET 'Spin-Transfer-torque-Switching MOSFET (STS-MOSFET)' that offers non-volatile memory and transistor functions with complementary metal-oxide-semiconductor (CMOS) compatibility, high endurance and fast write time using STS. The STS-MOSFETs with Heusler alloy (Co 2 Fe 1 Al 0.5 Si 0.5 ) were prepared and reconfigurability of a novel spintronics-based MOSFET, STS-MOSFET, was successfully realized for the transport properties owing to reduction of the contact resistance in ferromagnetic metal/thin insulator tunnel barrier/Si junctions. The device showed magnetocurrent (MC) and write characteristics with the endurance of over 10 5 cycles. It was also clarified that the read characteristic can be improved in terms of MC ratio, however, is deteriorated in terms of the mobility by choosing connection configurations of the source and the drain in the STS-MOSFETs.
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Developing New Reading Assessments to Promote Beginning Reading in Singapore
Koh, Kim H.; Paris, Scott G.
2011-01-01
Effective reading instruction and intervention are rooted in effective assessments of children's developing skills in reading. The article aims to describe the development of new reading assessments to help promote beginning reading in Singapore primary schools. We begin with an introduction to the educational landscape and policies before…
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Directory of Open Access Journals (Sweden)
Gholam-Reza Abbasian
2012-05-01
Full Text Available As an integrative component of textual structure, formulaic expressions (FEs play a key role in communicating the message and comprehending the text. Furthermore, interlingually contrastive features of FEs add to their both significance and complexity of their instruction. Given these facts, this study was an attempt to explore a sound mechanism on how to teach FEs; whether an explicit or CA-based approach to FEs instruction could entail various achievements among EFL learners’ reading ability. To this end, three groups of Iranian EFL learners, identified as homogeneous based on Nelson Proficiency Test, were classified into one control and two experimental (i.e. explicit and CA-based instruction ones. They were exposed to conventional, explicit and CA-based instructions of a set of selected FEs developed into and presented in the form of an instructional handout. Their Knowledge of reading was also tested based on a researcher-made diagnostic test prior to the experiment. Both quantitative and qualitative paradigms were employed to measure both the achievements and the extent of contrast between Persian and English languages in terms of FEs. The former analysis revealed significance difference among the groups in terms of instruction type effectiveness; both explicit and CA-based instruction groups outperformed the control group; on the contrary, no statistically significant difference was revealed between the experimental groups. Additionally, the latter paradigm revealed differences and mismatches between Persian and English FEs in terms of semantic, syntactic and pragmatic parameters. The findings could be insightful for EFL instructors, learners, textbook writers, and syllabus designers to take into account issues like these in their pedagogical programs.
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International Nuclear Information System (INIS)
Barsotti, E.J.; Purvis, D.M.; Loveless, R.L.; Hance, R.D.
1977-01-01
By implementing a microprocessor-based CAMAC module capable of being programmed to function as a time plot or a timed reading controller, the capabilities of the experimental area serial CAMAC control and data acquisition system at Fermilab have been extensively increased. These modules provide real-time data gathering and pre-processing functions synchronized to the main accelerator cycle clock while adding only a minimal amount to the host computer's CPU time and memory requirements. Critical data requiring a fast system response can be read by the host computer immediately following the request for this data. The vast majority of data, being non-critical, can be read via a block transfer during a non-busy time in the main accelerator cycle. Each of Fermilab's experimental areas, Meson, Neutrino and Proton, are controlled primarily by a Lockheed MAC-16 computer. Each of these three minicomputers is linked to a larger Digital Equipment Corporation PDP-11/50 computer. The PDP-11 computers are used primarily for data analysis and reduction. Presently two PDP-11's are linked to the three MAC-16 computers
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Patients' Contexts and Their Effects on Clinicians' Impressions of Conduct Disorder Symptoms
De Los Reyes, Andres; Marsh, Jessecae K.
2011-01-01
The purpose of this study was to examine whether contextual information about patients' clinical presentations affected clinicians' judgments of conduct disorder symptoms. Forty-five clinicians read vignettes describing hypothetical patients who displayed one conduct disorder symptom alongside information about the patients' home, school, and peer…
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Development of A MEMS Based Manometric Catheter for Diagnosis of Functional Swallowing Disorders
International Nuclear Information System (INIS)
Hsu, H Y; Hariz, A J; Omari, T; Teng, M F; Sii, D; Chan, S; Lau, L; Tan, S; Lin, G; Haskard, M; Mulcahy, D; Bakewell, M
2006-01-01
Silicon pressure sensors based on micro-electro-mechanical-systems (MEMS) technologies are gaining popularity for applications in bio-medical devices. In this study, a silicon piezo-resistive pressure sensor die is used in a feasibility study of developing a manometric catheter for functional swallowing disorders diagnosis. The function of a manometric catheter is to measure the peak and intrabolus pressures along the esophageal segment during the swallowing action. Previous manometric catheters used the water perfusion technique to measure the pressure changes. This type of catheter is reusable, large in size and the pressure reading is recorded by an external transducer. Current manometric catheters use a solid state pressure sensor on the catheter itself to measure the pressure changes. This type of catheter reduces the discomfort to the patient but it is reusable and is very expensive. We carried out several studies and experiments on the MEMS-based pressure sensor die, and the results show the MEMS-based pressure sensors have a good stability and a good linearity output response, together with the advantage of low excitation biasing voltage and extremely small size. The MEMS-based sensor is the best device to use in the new generation of manometric catheters. The concept of the new MEMS-based manometric catheter consists of a pressure sensing sensor, supporting ring, the catheter tube and a data connector. Laboratory testing shows that the new calibrated catheter is capable of measuring pressure in the range from 0 to 100mmHg and maintaining stable condition on the zero baseline setting when no pressure is applied. In-vivo tests are carried out to compare the new MEMS based catheter with the current version of catheters used in the hospital
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Reading Speed as a Constraint of Accuracy of Self-Perception of Reading Skill
Kwon, Heekyung; Linderholm, Tracy
2015-01-01
We hypothesised that college students take reading speed into consideration when evaluating their own reading skill, even if reading speed does not reliably predict actual reading skill. To test this hypothesis, we measured self-perception of reading skill, self-perception of reading speed, actual reading skill and actual reading speed to…
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A PowerPC-based control system for the Read-Out-Driver module of the ATLAS IBL
International Nuclear Information System (INIS)
Balbi, G; Bruni, G; Bruschi, M; D'Antone, I; Polini, A; Rizzi, M; Travaglini, R; Dopke, J; Falchieri, D; Gabrielli, A; Zannoli, S; Flick, T; Heim, T; Neumann, M; Grosse-Knetter, J; Krieger, N; Joseph, J; Kugel, A; Schroer, N; Morettini, P
2012-01-01
The ATLAS experiment at LHC planned to upgrade the existing Pixel Detector with the insertion of an innermost silicon layer, called Insertable B-layer (IBL). A new front-end ASIC has been foreseen (named FE-I4) and it will be read out with improved off-detector electronics. In particular, the new Read-Out Driver card (ROD) is a VME-based board designed to process a four-fold data throughput. Moreover, the ROD hosts the electronics devoted to control operations whose main tasks are providing setup busses to access configuration registers on several FPGAs, receiving configuration data from external PCs, managing triggers and running calibration procedures. In parallel with a backward-compatible solution with a Digital Signal Processor (DSP), a new ROD control circuitry with a PowerPC embedded into an FPGA has been implemented. In this paper the status of the PowerPC-based control system will be outlined with major focus on firmware and software development strategies.
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Motor-based bodily self is selectively impaired in eating disorders.
Directory of Open Access Journals (Sweden)
Giovanna Cristina Campione
Full Text Available Body representation disturbances in body schema (i.e. unconscious sensorimotor body representations for action have been frequently reported in eating disorders. Recently, it has been proposed that body schema relies on adequate functioning of the motor system, which is strongly implicated in discriminating between one's own and someone else's body. The present study aimed to investigate the motor-based bodily self in eating disorders and controls, in order to examine the role of the motor system in body representation disturbances at the body schema level.Female outpatients diagnosed with eating disorders (N = 15, and healthy controls (N = 18 underwent a hand laterality task, in which their own (self-stimuli and someone else's hands (other-stimuli were displayed at different orientations. Participants had to mentally rotate their own hand in order to provide a laterality judgement. Group differences in motor-based bodily self-recognition-i.e. whether a general advantage occurred when implicitly processing self- vs. other-stimuli - were evaluated, by analyzing response times and accuracy by means of mixed ANOVAs.Patients with eating disorders did not show a temporal advantage when mentally rotating self-stimuli compared to other-stimuli, as opposed to controls (F(1, 31 = 5.6, p = 0.02; eating disorders-other = 1092 ±256 msec, eating disorders-self = 1097±254 msec; healthy controls-other = 1239±233 msec, healthy controls -self = 1192±232 msec.This study provides initial indication that high-level motor functions might be compromised as part of body schema disturbances in eating disorders. Further larger investigations are required to test motor system abnormalities in the context of body schema disturbance in eating disorders.
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Motor-based bodily self is selectively impaired in eating disorders.
Campione, Giovanna Cristina; Mansi, Gianluigi; Fumagalli, Alessandra; Fumagalli, Beatrice; Sottocornola, Simona; Molteni, Massimo; Micali, Nadia
2017-01-01
Body representation disturbances in body schema (i.e. unconscious sensorimotor body representations for action) have been frequently reported in eating disorders. Recently, it has been proposed that body schema relies on adequate functioning of the motor system, which is strongly implicated in discriminating between one's own and someone else's body. The present study aimed to investigate the motor-based bodily self in eating disorders and controls, in order to examine the role of the motor system in body representation disturbances at the body schema level. Female outpatients diagnosed with eating disorders (N = 15), and healthy controls (N = 18) underwent a hand laterality task, in which their own (self-stimuli) and someone else's hands (other-stimuli) were displayed at different orientations. Participants had to mentally rotate their own hand in order to provide a laterality judgement. Group differences in motor-based bodily self-recognition-i.e. whether a general advantage occurred when implicitly processing self- vs. other-stimuli - were evaluated, by analyzing response times and accuracy by means of mixed ANOVAs. Patients with eating disorders did not show a temporal advantage when mentally rotating self-stimuli compared to other-stimuli, as opposed to controls (F(1, 31) = 5.6, p = 0.02; eating disorders-other = 1092 ±256 msec, eating disorders-self = 1097±254 msec; healthy controls-other = 1239±233 msec, healthy controls -self = 1192±232 msec). This study provides initial indication that high-level motor functions might be compromised as part of body schema disturbances in eating disorders. Further larger investigations are required to test motor system abnormalities in the context of body schema disturbance in eating disorders.
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Exploring Students' Reading Profiles to Guide a Reading Intervention Programme
Boakye, Naomi A. N. Y.
2017-01-01
There have been a number of studies on reading interventions to improve students' reading proficiency, yet the majority of these interventions are undertaken with the assumption that students' reading challenges are obvious and generic in nature. The interventions do not take into consideration the diversity in students' reading backgrounds and…
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The Indonesian EFL Learners' Motivation in Reading
Salikin, Hairus; Bin-Tahir, Saidna Zulfiqar; Kusumaningputri, Reni; Yuliandari, Dian Puji
2017-01-01
The motivation will drive the EFL learners to be successful in reading. This study examined the Indonesian EFL learners' motivation in reading activity based on Deci and Ryans' theory of motivation including intrinsic and extrinsic. This study employed mixed-method design. The data obtained by distributing questionnaire and arranging the group…
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Understanding reading problems in secondary schools: Some ...
African Journals Online (AJOL)
... factors are discussed based on the evidence obtained by observations and research findings. The importance of teaching reading 'as a subject in the secondary school is hinted. Recommendations are made to ensure that reading as a tool to learning is given a prominent place in schools and libraries throughout Nigeria ...
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Carretti, Barbara; Caldarola, Nadia; Tencati, Chiara; Cornoldi, Cesare
2014-06-01
Metacognition and working memory (WM) have been found associated with success in reading comprehension, but no studies have examined their combined effect on the training of reading comprehension. Another open question concerns the role of listening comprehension: In particular, it is not clear whether training to improve reading comprehension must necessarily be based on processing written material or whether, as suggested in a recent study by Clarke et al. (2010, Psychol. Sci., 21, 1106), a programme based on verbal language could also be effective. The study examined the feasibility of improving text comprehension in school children by comparing the efficacy of two training programmes, both involving metacognition and WM, but one based on listening comprehension, the other on reading comprehension. The study involved a sample of 159 pupils attending eight classes in the fourth and fifth grades (age range 9-11 years). The listening and reading programmes focused on the same abilities/processes strictly related to text comprehension, and particularly metacognitive knowledge and control, WM (per se and in terms of integrating information in a text). The training programmes were implemented by school teachers as part of the class's normal school activities, under the supervision of experts. Their efficacy was compared with the results obtained in an active control group that completed standard text comprehension activities. Our results showed that both the training programmes focusing on specific text comprehension skills were effective in improving the children's achievement, but training in reading comprehension generated greater gains than the listening comprehension programme. Our study suggests that activities focusing specifically on metacognition and WM could foster text comprehension, but the potential benefit is influenced by the training modality, that is, the Reading group obtained greater and longer-lasting improvements than the Active control or
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International Nuclear Information System (INIS)
Zheltikov, Aleksei M; Koroteev, Nikolai I; Naumov, A N; Fedotov, Andrei B; Magnitskiy, Sergey A; Sidorov-Biryukov, D A
1998-01-01
An investigation was made of the characteristics of the optical Kerr effect in a spiropyran solution. It was found that this effect makes it possible to distinguish the coloured and uncoloured forms of spiropyran and that it represents a promising method for nondestructive data reading in three-dimensional optical memory systems based on photochromic materials. (letters to the editor)
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Generalizability of Evidence-Based Assessment Recommendations for Pediatric Bipolar Disorder
Jenkins, Melissa M.; Youngstrom, Eric A.; Youngstrom, Jennifer Kogos; Feeny, Norah C.; Findling, Robert L.
2012-01-01
Bipolar disorder is frequently clinically diagnosed in youths who do not actually satisfy Diagnostic and Statistical Manual of Mental Disorders (4th ed., text revision; DSM-IV-TR; American Psychiatric Association, 1994) criteria, yet cases that would satisfy full DSM-IV-TR criteria are often undetected clinically. Evidence-based assessment methods…
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Recognition of oral spelling is diagnostic of the central reading processes.
Schubert, Teresa; McCloskey, Michael
2015-01-01
The task of recognition of oral spelling (stimulus: "C-A-T", response: "cat") is often administered to individuals with acquired written language disorders, yet there is no consensus about the underlying cognitive processes. We adjudicate between two existing hypotheses: Recognition of oral spelling uses central reading processes, or recognition of oral spelling uses central spelling processes in reverse. We tested the recognition of oral spelling and spelling to dictation abilities of a single individual with acquired dyslexia and dysgraphia. She was impaired relative to matched controls in spelling to dictation but unimpaired in recognition of oral spelling. Recognition of oral spelling for exception words (e.g., colonel) and pronounceable nonwords (e.g., larth) was intact. Our results were predicted by the hypothesis that recognition of oral spelling involves the central reading processes. We conclude that recognition of oral spelling is a useful tool for probing the integrity of the central reading processes.
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Directory of Open Access Journals (Sweden)
Mania Nosratinia
2017-03-01
Full Text Available This study was an attempt to systematically investigate the comparative impact of teaching Metacognitive Strategies (MS and Collaborative Strategic Reading (CSR on English as a Foreign Language (EFL learners' Reading Comprehension (RC. The participants were 58 homogenized intermediate level female EFL learners, within the age range of 18-30 (Mage = 24; they were non-randomly selected and were randomly assigned into two experimental groups of 29. One experimental group received MS training based on Anderson's (2002 model, and the other experimental group received training in CSR based on Klingner and Vaughn’s (1998 model. Inspecting the initially-homogenized participants’ post-treatment performance, through using a piloted PET reading test and running an independent-samples t-test, revealed that the MS group performed significantly better than the CSR group in terms of RC. The study concludes with a discussion on the obtained results, followed by presenting some implications for EFL teachers, EFL learners, and EFL material developers.
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Directory of Open Access Journals (Sweden)
HOANG T NGUYEN
2016-09-01
Full Text Available Copy-number variation (CNV has been associated with increased risk of complex diseases. High throughput sequencing (HTS technologies facilitate the detection of copy-number variable regions (CNVRs and their breakpoints. This helps in understanding genome structures of genomes as well as their evolution process. Various approaches have been proposed for detecting CNV breakpoints, but currently it is still challenging for tools based on a single analysis method to identify breakpoints of CNVs. It has been shown, however, that pipelines which integrate multiple approaches are able to report more reliable breakpoints. Here, based on HTS data, we have developed a pipeline to identify approximate breakpoints (±10 bp relating to different ancestral events within a specific CNVR. The pipeline combines read-depth and split-read information to infer breakpoints, using information from multiple samples to allow an imputation approach to be taken. The main steps involve using a normal mixture model to cluster samples into different groups, followed by simple kernel-based approaches to maximise information obtained from read-depth and split-read approaches, after which common breakpoints of groups are inferred. The pipeline uses split-read information directly from CIGAR strings of BAM files, without using a re-alignment step. On simulated data sets, it was able to report breakpoints for very low-coverage samples including those for which only single-end reads were available. When applied to three loci from existing human resequencing data sets (NEGR1, LCE3, IRGM the pipeline obtained good concordance with results from the 1000 Genomes Project (92%, 100% and 82%, respectively.The package is available at https://github.com/hoangtn/SRBreak, and also as a docker-based application at https://registry.hub.docker.com/u/hoangtn/srbreak/.
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Phonological Working Memory in German Children with Poor Reading and Spelling Abilities
Steinbrink, Claudia; Klatte, Maria
2008-01-01
Deficits in verbal short-term memory have been identified as one factor underlying reading and spelling disorders. However, the nature of this deficit is still unclear. It has been proposed that poor readers make less use of phonological coding, especially if the task can be solved through visual strategies. In the framework of Baddeley's…
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Connected text reading and differences in text reading fluency in adult readers.
Directory of Open Access Journals (Sweden)
Sebastian Wallot
Full Text Available The process of connected text reading has received very little attention in contemporary cognitive psychology. This lack of attention is in parts due to a research tradition that emphasizes the role of basic lexical constituents, which can be studied in isolated words or sentences. However, this lack of attention is in parts also due to the lack of statistical analysis techniques, which accommodate interdependent time series. In this study, we investigate text reading performance with traditional and nonlinear analysis techniques and show how outcomes from multiple analyses can used to create a more detailed picture of the process of text reading. Specifically, we investigate reading performance of groups of literate adult readers that differ in reading fluency during a self-paced text reading task. Our results indicate that classical metrics of reading (such as word frequency do not capture text reading very well, and that classical measures of reading fluency (such as average reading time distinguish relatively poorly between participant groups. Nonlinear analyses of distribution tails and reading time fluctuations provide more fine-grained information about the reading process and reading fluency.
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The role of speech prosody and text reading prosody in children's reading comprehension.
Veenendaal, Nathalie J; Groen, Margriet A; Verhoeven, Ludo
2014-12-01
Text reading prosody has been associated with reading comprehension. However, text reading prosody is a reading-dependent measure that relies heavily on decoding skills. Investigation of the contribution of speech prosody - which is independent from reading skills - in addition to text reading prosody, to reading comprehension could provide more insight into the general role of prosody in reading comprehension. The current study investigates how much variance in reading comprehension scores is explained by speech prosody and text reading prosody, after controlling for decoding, vocabulary, and syntactic awareness. A battery of reading and language assessments was performed by 106 Dutch fourth-grade primary school children. Speech prosody was assessed using a storytelling task and text reading prosody by oral text reading performance. Decoding skills, vocabulary, syntactic awareness, and reading comprehension were assessed using standardized tests. Hierarchical regression analyses showed that text reading prosody explained 6% of variance and that speech prosody explained 8% of variance in reading comprehension scores, after controlling for decoding, vocabulary, and syntactic awareness. Phrasing was the significant factor in both speech and text reading. When added in consecutive order, phrasing in speech added 5% variance to phrasing in reading. In contrast, phrasing in reading added only 3% variance to phrasing in speech. The variance that speech prosody explained in reading comprehension scores should not be neglected. Speech prosody seems to facilitate the construction of meaning in written language. © 2014 The British Psychological Society.
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Camahalan, Faye Marsha G.
2006-01-01
To study the effects of Metacognitve Reading Program on Reading achievement and metacognitive strategies of students with cases of dyslexia, the author conducted a single-case quasi-experimental. The conceptual framework of the study was based on the theories of cognitive processes stating that metacognition helps regulate the flow of information…
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Somatic Symptom Disorder in Semantic Dementia: The Role of Alexisomia.
Gan, Joanna J; Lin, Andrew; Samimi, Mersal S; Mendez, Mario F
Semantic dementia (SD) is a neurodegenerative disorder characterized by loss of semantic knowledge. SD may be associated with somatic symptom disorder due to excessive preoccupation with unidentified somatic sensations. To evaluate the frequency of somatic symptom disorder among patients with SD in comparison to comparably demented patients with Alzheimer׳s disease. A retrospective cohort study was conducted using clinical data from a referral-based behavioral neurology program. Fifty-three patients with SD meeting criteria for imaging-supported semantic variant primary progressive aphasia (another term for SD) were compared with 125 patients with clinically probable Alzheimer disease. Logistic regression controlled for sex, age, disease duration, education, overall cognitive impairment, and depression. The prevalence of somatic symptom disorder was significantly higher among patients with SD (41.5%) compared to patients with Alzheimer disease (11.2%) (odds ratio = 6:1; p Cotard syndrome or the delusion that unidentified somatic symptoms signify death or deterioration. SD, a disorder of semantic knowledge, is associated with somatic symptom disorder from impaired identification of somatic sensations. Their inability to read and name somatic sensations, or "alexisomia," results in disproportionate and persistent concern about somatic sensations with consequent significant disability. Copyright © 2016 The Academy of Psychosomatic Medicine. Published by Elsevier Inc. All rights reserved.
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Designing Caregiver-Implemented Shared-Reading Interventions to Overcome Implementation Barriers
Logan, Jessica R.; Damschroder, Laura
2015-01-01
Purpose This study presents an application of the theoretical domains framework (TDF; Michie et al., 2005), an integrative framework drawing on behavior-change theories, to speech-language pathology. Methods A multistep procedure was used to identify barriers affecting caregivers' implementation of shared-reading interventions with their children with language impairment (LI). The authors examined caregiver-level data corresponding to implementation issues from two randomized controlled trials and mapped these to domains in the TDF as well as empirically validated behavior-change techniques. Results Four barriers to implementation were identified as potentially affecting caregivers' implementation: time pressures, reading difficulties, discomfort with reading, and lack of awareness of benefits. These were mapped to 3 TDF domains: intentions, beliefs about capabilities, and skills. In turn, 4 behavior-change techniques were identified as potential vehicles for affecting these domains: reward, feedback, model, and encourage. An ongoing study is described that is determining the effects of these techniques for improving caregivers' implementation of a shared-reading intervention. Conclusions A description of the steps to identifying barriers to implementation, in conjunction with an ongoing experiment that will explicitly determine whether behavior-change techniques affect these barriers, provides a model for how implementation science can be used to identify and overcome implementation barriers in the treatment of communication disorders. PMID:26262941
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Development of the Alberta Diagnostic Reading Program.
Horvath, Frank G.; Machura, Shirley
The development of the Alberta Diagnostic Reading Program (ADRP) was based on a current psycholinguistic theory that describes reading as a process in which the reader uses background information to communicate with the author. To ensure its usefulness and effectiveness, the developers of the ADRP sought the advice and direct involvement of many…
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Direct Reading Instruction and the NYS ELA
Jones-Carey, Margaret H.
2013-01-01
This study analyzed the impact of classroom based reading instruction ("direct instruction") on the standardized test scores of 6th grade students as measured by the New York State English Language Arts assessment (NYS ELA). It was hypothesized that the implementation of direct instruction in reading in grade 6 would improve NYS ELA…
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Smartphone based treatment in bipolar disorder
DEFF Research Database (Denmark)
Faurholt-Jepsen, M; Frost, M.; Bardram, J.E.
2016-01-01
During this symposium, results from a randomized controlled trial investigating the effect of smartphone based electronic self-monitoring on the severity of depressive and manic symptoms will be presented and discussed.Further, we will present and discuss the use of automatically generated...... objective smartphone data on behavioral activities (eg social activities, mobility and physical activity) as electronic biomarkers of illness activity in bipolar disorder....
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Rapid Naming and Phonemic Awareness in Children with or without Reading Disabilities and/or ADHD
de Groot, Barry J.A.; van den Bos, Kees P.; van der Meulen, Bieuwe F.; Minnaert, Alexander E.M.G.
2017-01-01
Employing a large sample of children from Dutch regular elementary schools, this study assessed the contributing and discriminating values of reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD) to two types of phonological processing skills, phonemic awareness (PA) and rapid
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Idea Sharing: The Use of Read-Share-Act to Promote Extensive Reading
Charumanee, Nisakorn
2014-01-01
Nisakorn Charumanee believes that a reading teacher has an active role in cultivating reading culture or reading habit and in activating students to "want" to read. One way to do this is to integrate extensive reading into the classroom (Day and Bamford, 1998; Bamford and Day, 2004) where extensive reading can be enhanced if the teacher…
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The Assessment of Reading Comprehension Difficulties for Reading Intervention
Woolley, Gary
2008-01-01
There are many environmental and personal factors that contribute to reading success. Reading comprehension is a complex interaction of language, sensory perception, memory, and motivational aspects. However, most existing assessment tools have not adequately reflected the complex nature of reading comprehension. Good assessment requires a…
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The Role of Speech Prosody and Text Reading Prosody in Children's Reading Comprehension
Veenendaal, Nathalie J.; Groen, Margriet A.; Verhoeven, Ludo
2014-01-01
Background: Text reading prosody has been associated with reading comprehension. However, text reading prosody is a reading-dependent measure that relies heavily on decoding skills. Investigation of the contribution of speech prosody--which is independent from reading skills--in addition to text reading prosody, to reading comprehension could…
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[Disorders of the acid-base balance and the anion gap].
Kimmel, Martin; Alscher, Mark Dominik
2016-10-01
The regulation of the acid-base balance and pH is critical for the organism. The most important buffer system is CO 2 / HCO 3 - . The kidney controls systemic bicarbonate and therefore the metabolic regulation and the lung is relevant for respiratory regulation by an effective CO 2 elimination. There are four acid-base disorders with two metabolic and two respiratory disorders (acidosis and alkalosis). The anion gap enables a further workup of metabolic acidosis. © Georg Thieme Verlag KG Stuttgart · New York.
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Mol, Suzanne Elizabeth
2010-01-01
There is a widely held belief that reading (story)books makes us smarter and helps promote success in life. Does scientific evidence support this notion? The three meta-analyses in this thesis comprise 146 studies between 1988 and 2010 (N=10,308 participants) that addressed the role of book reading
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Eissa, Mourad Ali
2015-01-01
The purpose of this study was to explore the effect of a self regulated learning intervention program on cognitive and metacognitive EFL reading comprehension of 9th graders with reading disabilities. The participants in this study were 40 9th Graders with reading disabilities, selected from two schools located in Baltim Educational Edara. A…
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Reading in dyslexia across literacy development: A longitudinal study of effective connectivity.
Morken, Frøydis; Helland, Turid; Hugdahl, Kenneth; Specht, Karsten
2017-01-01
Dyslexia is a literacy disorder affecting the efficient acquisition of reading and writing skills. The disorder is neurobiological in origin. Due to its developmental nature, longitudinal studies of dyslexia are of essence. They are, however, relatively scarce. The present study took a longitudinal approach to cortical connectivity of brain imaging data in reading tasks in children with dyslexia and children with typical reading development. The participants were followed with repeated measurements through Pre-literacy (6 years old), Emergent Literacy (8 years old) and Literacy (12 years old) stages, using Dynamic Causal Modelling (DCM) when analysing functional magnetic resonance imaging (fMRI) data. Even though there are a few longitudinal studies on effective connectivity in typical reading, to our knowledge, no studies have previously investigated these issues in relation to dyslexia. We set up a model of a brain reading network involving five cortical regions (inferior frontal gyrus, precentral gyrus, superior temporal gyrus, inferior parietal lobule, and occipito-temporal cortex). Using DCM, connectivity measures were calculated for each connection in the model. These measures were further analysed using factorial ANOVA. The results showed that the difference between groups centred on connections going to and from the inferior frontal gyrus (two connections) and the occipito-temporal cortex (three connections). For all five connections, the typical group showed stable or decreasing connectivity measures. The dyslexia group, on the other hand, showed a marked up-regulation (occipito-temporal connections) or down-regulation (inferior frontal gyrus connections) from 6 years to 8 years, followed by normalization from 8 years to 12 years. We interpret this as a delay in the dyslexia group in developing into the Pre-literacy and Emergent literacy stages. This delay could possibly be detrimental to literacy development. By age 12, there was no statistically
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Teachers’ beliefs about reading and use of reading strategies
VASILIKA RRAKU
2014-01-01
The aim of this article is to place the focus on teachers’ beliefs about reading and reading strategies to the purpose of emphasizing the im portance of reading strategies in the reading process. The method of study is analytic analysis of teachers’ beliefs obtained through ques tionnaires delivered to 18 English language teachers of elementary, secondary and high level education in the region of Saranda in lbania. The results of the study pointed to a great concordance between teach ers’ bel...
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Eating Disorders Among a Community-based Sample of Chilean Female Adolescents
Granillo, M. Teresa; Grogan-Kaylor, Andrew; Delva, Jorge; Castillo, Marcela
2010-01-01
The purpose of this study was to explore the prevalence and correlates of eating disorders among a community-based sample of female Chilean adolescents. Data were collected through structured interviews with 420 female adolescents residing in Santiago, Chile. Approximately 4% of the sample reported ever being diagnosed with an eating disorder. Multivariate logistic regression analyses revealed that those with higher symptoms of anxiety and who had tried cigarettes were significantly more likely to have been diagnosed with an eating disorder. Findings indicate that Chilean female adolescents are at risk of eating disorders and that eating disorders, albeit maladaptive, may be a means to cope with negative affect, specifically anxiety. PMID:22121329
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International Nuclear Information System (INIS)
Pan, Yue; Cai, Yimao; Liu, Yefan; Fang, Yichen; Yu, Muxi; Tan, Shenghu; Huang, Ru
2016-01-01
TaO_x-based resistive random access memory (RRAM) attracts considerable attention for the development of next generation nonvolatile memories. However, read current noise in RRAM is one of the critical concerns for storage application, and its microscopic origin is still under debate. In this work, the read current noise in TaO_x-based RRAM was studied thoroughly. Based on a noise power spectral density analysis at room temperature and at ultra-low temperature of 25 K, discrete random telegraph noise (RTN) and continuous average current fluctuation (ACF) are identified and decoupled from the total read current noise in TaO_x RRAM devices. A statistical comparison of noise amplitude further reveals that ACF depends strongly on the temperature, whereas RTN is independent of the temperature. Measurement results combined with conduction mechanism analysis show that RTN in TaO_x RRAM devices arises from electron trapping/detrapping process in the hopping conduction, and ACF is originated from the thermal activation of conduction centers that form the percolation network. At last, a unified model in the framework of hopping conduction is proposed to explain the underlying mechanism of both RTN and ACF noise, which can provide meaningful guidelines for designing noise-immune RRAM devices.
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The challenges of neural mind-reading paradigms
Vilarroya, Oscar
2013-01-01
Neural mind-reading studies, based on multivariate pattern analysis (MVPA) methods, are providing exciting new studies. Some of the results obtained with these paradigms have raised high expectations, such as the possibility of creating brain reading devices. However, such hopes are based on the assumptions that: (a) the BOLD signal is a marker of neural activity; (b) the BOLD pattern identified by a MVPA is a neurally sound pattern; (c) the MVPA's feature space is a good mapping of the neura...
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Ritter, Michaela J.; Saxon, Terrill F.
2011-01-01
The purpose of this study was to assess the effectiveness of classroom-based phonological sensitivity intervention (PSI) using a narrative platform for children in first grade who are at risk for a reading disability. Participants consisted of 59 first graders identified as at risk for later reading impairments. At-risk designation was dictated by…
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Expectation-based approach for one-dimensional randomly disordered phononic crystals
International Nuclear Information System (INIS)
Wu, Feng; Gao, Qiang; Xu, Xiaoming; Zhong, Wanxie
2014-01-01
An expectation-based approach to the statistical theorem is proposed for the one-dimensional randomly disordered phononic crystal. In the proposed approach, the expectations of the random eigenstates of randomly disordered phononic crystals are investigated. In terms of the expectations of the random eigenstates, the wave propagation and localization phenomenon in the random phononic crystal could be understood in a statistical perspective. Using the proposed approach, it is proved that for a randomly disordered phononic crystal, the Bloch theorem holds in the perspective of expectation. A one-dimensional randomly disordered binary phononic crystal consisting of two materials with the random geometry size or random physical parameter is addressed by using the proposed approach. From the result, it can be observed that with the increase of the disorder degree, the localization of the expectations of the eigenstates is strengthened. The effect of the random disorder on the eigenstates at higher frequencies is more significant than that at lower frequencies. Furthermore, after introducing the random disorder into phononic crystals, some random divergent eigenstates are changed to localized eigenstates in expectation sense.