Production Practice During Language Learning Improves Comprehension.

Science.gov (United States)

Hopman, Elise W M; MacDonald, Maryellen C

2018-04-01

Language learners often spend more time comprehending than producing a new language. However, memory research suggests reasons to suspect that production practice might provide a stronger learning experience than comprehension practice. We tested the benefits of production during language learning and the degree to which this learning transfers to comprehension skill. We taught participants an artificial language containing multiple linguistic dependencies. Participants were randomly assigned to either a production- or a comprehension-learning condition, with conditions designed to balance attention demands and other known production-comprehension differences. After training, production-learning participants outperformed comprehension-learning participants on vocabulary comprehension and on comprehension tests of grammatical dependencies, even when we controlled for individual differences in vocabulary learning. This result shows that producing a language during learning can improve subsequent comprehension, which has implications for theories of memory and learning, language representations, and educational practices.

Spectrum of Physics Comprehension

Science.gov (United States)

Blasiak, W.; Godlewska, M.; Rosiek, R.; Wcislo, D.

2012-01-01

The paper presents the results of research on the relationship between self-assessed comprehension of physics lectures and final grades of junior high school students (aged 13-15), high school students (aged 16-18) and physics students at the Pedagogical University of Cracow, Poland (aged 21). Students' declared level of comprehension was measured…

Preparing for reading comprehension: Fostering text comprehension skills in preschool and early elementary school children

Directory of Open Access Journals (Sweden)

Paul van den Brook

2011-07-01

Full Text Available To understand what they read or hear, children and adults must create a coherent mental representation of presented information. Recent research suggests that the ability to do so starts to develop early –well before reading age- and that early individual differences are predictive of later reading-comprehension performance. In this paper, we review this research and discuss potential applications to early intervention. We then present two exploratory studies in which we examine whether it is feasible to design interventions with early readers (3rd grade and even toddlers (2-3 years old. The interventions employed causal questioning techniques as children listen to orally presented, age-appropriate narratives. Afterwards, comprehension was tested through question answering and recall tasks. Results indicate that such interventions are indeed feasible. Moreover, they suggest that for both toddlers and early readers questions during comprehension are more effective than questions after comprehension. Finally, for both groups higher working memory capacity was related to better comprehension.

16 CFR 1018.43 - Comprehensive review.

Science.gov (United States)

2010-01-01

... 16 Commercial Practices 2 2010-01-01 2010-01-01 false Comprehensive review. 1018.43 Section 1018.43 Commercial Practices CONSUMER PRODUCT SAFETY COMMISSION GENERAL ADVISORY COMMITTEE MANAGEMENT Records, Annual Reports and Audits § 1018.43 Comprehensive review. A comprehensive review of all...

Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children.

Science.gov (United States)

Kim, Young-Suk Grace

2016-01-01

We investigated component language and cognitive skills of oral language comprehension of narrative texts (i.e., listening comprehension). Using the construction-integration model of text comprehension as an overarching theoretical framework, we examined direct and mediated relations of foundational cognitive skills (working memory and attention), foundational language skills (vocabulary and grammatical knowledge), and higher-order cognitive skills (inference, theory of mind, and comprehension monitoring) to listening comprehension. A total of 201 first grade children in South Korea participated in the study. Structural equation modeling results showed that listening comprehension is directly predicted by working memory, grammatical knowledge, inference, and theory of mind and is indirectly predicted by attention, vocabulary, and comprehension monitoring. The total effects were .46 for working memory, .07 for attention, .30 for vocabulary, .49 for grammatical knowledge, .31 for inference, .52 for theory of mind, and .18 for comprehension monitoring. These results suggest that multiple language and cognitive skills make contributions to listening comprehension, and their contributions are both direct and indirect. Copyright © 2015 Elsevier Inc. All rights reserved.

Informed consent comprehension in African research settings.

Science.gov (United States)

Afolabi, Muhammed O; Okebe, Joseph U; McGrath, Nuala; Larson, Heidi J; Bojang, Kalifa; Chandramohan, Daniel

2014-06-01

Previous reviews on participants' comprehension of informed consent information have focused on developed countries. Experience has shown that ethical standards developed on Western values may not be appropriate for African settings where research concepts are unfamiliar. We undertook this review to describe how informed consent comprehension is defined and measured in African research settings. We conducted a comprehensive search involving five electronic databases: Medline, Embase, Global Health, EthxWeb and Bioethics Literature Database (BELIT). We also examined African Index Medicus and Google Scholar for relevant publications on informed consent comprehension in clinical studies conducted in sub-Saharan Africa. 29 studies satisfied the inclusion criteria; meta-analysis was possible in 21 studies. We further conducted a direct comparison of participants' comprehension on domains of informed consent in all eligible studies. Comprehension of key concepts of informed consent varies considerably from country to country and depends on the nature and complexity of the study. Meta-analysis showed that 47% of a total of 1633 participants across four studies demonstrated comprehension about randomisation (95% CI 13.9-80.9%). Similarly, 48% of 3946 participants in six studies had understanding about placebo (95% CI 19.0-77.5%), while only 30% of 753 participants in five studies understood the concept of therapeutic misconception (95% CI 4.6-66.7%). Measurement tools for informed consent comprehension were developed with little or no validation. Assessment of comprehension was carried out at variable times after disclosure of study information. No uniform definition of informed consent comprehension exists to form the basis for development of an appropriate tool to measure comprehension in African participants. Comprehension of key concepts of informed consent is poor among study participants across Africa. There is a vital need to develop a uniform definition for

Comprehension or comprehending? Using Critical Language ...

African Journals Online (AJOL)

It is argued that the genre of the school reading comprehension exercise is a prime inculcator of thoughtless and non-interactive reading practices. Doing 'a comprehension' (the word is often nominalised in this manner) and answering the comprehension questions often 'counts as' reading and substitutes for other types of ...

Individual differences in reading comprehension : A componential approach to eighth graders’ expository text comprehension

NARCIS (Netherlands)

Welie, C.J.M.

2017-01-01

Why do secondary school students differ in their text comprehension? This is an important question because many secondary school students are unable to achieve the level of text comprehension required to enable learning from their school book texts. This thesis contributes to answering this question

Idiom Comprehension in Mandarin-Speaking Children

Science.gov (United States)

Hsieh, Shelley Ching-Yu; Hsu, Chun-Chieh Natalie

2010-01-01

This study examines the effect of familiarity, context, and linguistic convention on idiom comprehension in Mandarin speaking children. Two experiments (a comprehension task followed by a comprehension task coupled with a metapragmatic task) were administered to test participants in three age groups (6 and 9-year-olds, and an adult control group).…

Comprehensive Nuclear Test-ban Treaty

Energy Technology Data Exchange (ETDEWEB)

NONE

1998-07-01

The Comprehensive Nuclear Test-Ban Treaty was adopted by the General Assembly on 10 September 1996 (Res/50/245) and was open for signature by all states on 24 September 1996. It will enter into force 180 days after the date of deposit of the instruments of ratification by all states listed in Annex 2 to the Treaty. This document reproduces the text of the Treaty and the Protocol to the Comprehensive Nuclear Test-Ban Treaty Protocol to the Comprehensive Nuclear Test-Ban Treaty. 4 tabs.

Comprehensive Nuclear Test-ban Treaty

International Nuclear Information System (INIS)

1998-01-01

The Comprehensive Nuclear Test-Ban Treaty was adopted by the General Assembly on 10 September 1996 (Res/50/245) and was open for signature by all states on 24 September 1996. It will enter into force 180 days after the date of deposit of the instruments of ratification by all states listed in Annex 2 to the Treaty. This document reproduces the text of the Treaty and the Protocol to the Comprehensive Nuclear Test-Ban Treaty Protocol to the Comprehensive Nuclear Test-Ban Treaty

18 CFR 801.5 - Comprehensive plan.

Science.gov (United States)

2010-04-01

... 18 Conservation of Power and Water Resources 2 2010-04-01 2010-04-01 false Comprehensive plan. 801... POLICIES § 801.5 Comprehensive plan. (a) The Compact requires that the Commission formulate and adopt a comprehensive plan for the immediate and long-range development and use of the water resources of the basin. (1...

Reading comprehension difficulties in children with rolandic epilepsy.

Science.gov (United States)

Currie, Nicola K; Lew, Adina R; Palmer, Tom M; Basu, Helen; De Goede, Christian; Iyer, Anand; Cain, Kate

2018-03-01

Difficulties in reading comprehension can arise from either word reading or listening comprehension difficulties, or a combination of the two. We sought to determine whether children with rolandic epilepsy had poor reading comprehension relative to typically developing comparison children, and whether such difficulties were associated with word reading and/or general language comprehension difficulties. In this cross-sectional study, children with rolandic epilepsy (n=25; 16 males, 9 females; mean age 9y 1mo, SD 1y 7mo) and a comparison group (n=39; 25 males, 14 females; mean age 9y 1mo, SD 1y 3mo) completed assessments of reading comprehension, listening comprehension, word/non-word reading, speech articulation, and Non-verbal IQ. Reading comprehension and word reading were worse in children with rolandic epilepsy (F 1,61 =6.89, p=0.011, ηp2=0.10 and F 1,61 =6.84, p=0.011, ηp2=0.10 respectively), with listening comprehension being marginal (F 1,61 =3.81, p=0.055, ηp2=0.06). Word reading and listening comprehension made large and independent contributions to reading comprehension, explaining 70% of the variance. Children with rolandic epilepsy may be at risk of reading comprehension difficulties. Thorough assessment of individual children is required to ascertain whether the difficulties lie with decoding text, or with general comprehension skills, or both. Children with rolandic epilepsy may be at risk of poor reading comprehension. This was related to poor word reading, poor listening comprehension, or both. Reading comprehension interventions should be tailored to the profile of difficulties. © 2017 Mac Keith Press.

Comprehension and production of idioms in dysphasia.

Science.gov (United States)

Bush, P G; Drummond, S S

1985-10-01

The comprehension and production of idioms was investigated in 10 dysphasic adults. Two different tasks, one comprehension and the other production, were developed. The production task required the subject to verbally explain 15 idioms. The comprehension task necessitated the selection of the correct figurative representation of the idiom from four illustrations: a literal, a literal variation, a figurative, and an unrelated picture. Results indicated no significant correlation between overall comprehension and production performances. No significant difference was found between the comprehension or the production of idioms when type or severity of dysphasia was considered. A significant difference was found, however, in the type of incorrect response, in that subjects selected the literal depiction more often than other foil representations for the comprehension.

For US Students, L2 Reading Comprehension Is Hard Because L2 Listening Comprehension Is Hard, Too

Science.gov (United States)

Sparks, Richard; Patton, Jon; Luebbers, Julie

2018-01-01

The Simple View of Reading (SVR) model posits that reading is the product of word decoding and language comprehension and that oral language (listening) comprehension is the best predictor of reading comprehension once word-decoding skill has been established. The SVR model also proposes that there are good readers and three types of poor…

A case for the sentence in reading comprehension.

Science.gov (United States)

Scott, Cheryl M

2009-04-01

This article addresses sentence comprehension as a requirement of reading comprehension within the framework of the narrow view of reading that was advocated in the prologue to this forum. The focus is on the comprehension requirements of complex sentences, which are characteristic of school texts. Topics included in this discussion are (a) evidence linking sentence comprehension and syntax with reading, (b) syntactic properties of sentences that make them difficult to understand, (c) clinical applications for the assessment of sentence comprehension as it relates to reading, and (d) evidence and methods for addressing sentence complexity in treatment. Sentence complexity can create comprehension problems for struggling readers. The contribution of sentence comprehension to successful reading has been overlooked in models that emphasize domain-general comprehension strategies at the text level. The author calls for the evaluation of sentence comprehension within the context of content domains where complex sentences are found.

Listening comprehension across the adult lifespan.

Science.gov (United States)

Sommers, Mitchell S; Hale, Sandra; Myerson, Joel; Rose, Nathan; Tye-Murray, Nancy; Spehar, Brent

2011-01-01

Although age-related declines in perceiving spoken language are well established, the primary focus of research has been on perception of phonemes, words, and sentences. In contrast, relatively few investigations have been directed at establishing the effects of age on the comprehension of extended spoken passages. Moreover, most previous work has used extreme-group designs in which the performance of a group of young adults is contrasted with that of a group of older adults and little if any information is available regarding changes in listening comprehension across the adult lifespan. Accordingly, the goals of the current investigation were to determine whether there are age differences in listening comprehension across the adult lifespan and, if so, whether similar trajectories are observed for age-related changes in auditory sensitivity and listening comprehension. This study used a cross-sectional lifespan design in which approximately 60 individuals in each of 7 decades, from age 20 to 89 yr (a total of 433 participants), were tested on three different measures of listening comprehension. In addition, we obtained measures of auditory sensitivity from all participants. Changes in auditory sensitivity across the adult lifespan exhibited the progressive high-frequency loss typical of age-related hearing impairment. Performance on the listening comprehension measures, however, demonstrated a very different pattern, with scores on all measures remaining relatively stable until age 65 to 70 yr, after which significant declines were observed. Follow-up analyses indicated that this same general pattern was observed across three different types of passages (lectures, interviews, and narratives) and three different question types (information, integration, and inference). Multiple regression analyses indicated that low-frequency pure-tone average was the single largest contributor to age-related variance in listening comprehension for individuals older than 65 yr, but

A review of teaching second/ foreign language listening comprehension research(Part 5 Text production and comprehension)

OpenAIRE

尹, 松

2002-01-01

Among the four skills of the language acquisition, it has been pointed out that listening comprehension is the most difficult skill. The research on effective methods of teaching listening comprehension has been carried out from various viewpoints. After introducing the theory of listening comprehension, this review will describe recent trends in the teach-ing of listening as a second/foreign language. This will be done by focusing primarily on schema activator and strategy-instruction in tea...

Pragmatic Comprehension Development through Telecollaboration

Science.gov (United States)

Rafieyan, Vahid; Sharafi-Nejad, Maryam; Khavari, Zahra; Eng, Lin Siew; Mohamed, Abdul Rashid

2014-01-01

Pragmatic comprehension can be ideally developed through contact with target language speakers. This contact can be provided in English as Foreign Language contexts through telecollaboration. To test the actual effect of telecollaboration on the development of pragmatic comprehension, 30 Iranian undergraduates of English as a Foreign Language…

Is Word-Problem Solving a Form of Text Comprehension?

Science.gov (United States)

Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L.; Wang, Amber Y.

2015-01-01

This study’s hypotheses were that (a) word-problem (WP) solving is a form of text comprehension that involves language comprehension processes, working memory, and reasoning, but (b) WP solving differs from other forms of text comprehension by requiring WP-specific language comprehension as well as general language comprehension. At the start of the 2nd grade, children (n = 206; on average, 7 years, 6 months) were assessed on general language comprehension, working memory, nonlinguistic reasoning, processing speed (a control variable), and foundational skill (arithmetic for WPs; word reading for text comprehension). In spring, they were assessed on WP-specific language comprehension, WPs, and text comprehension. Path analytic mediation analysis indicated that effects of general language comprehension on text comprehension were entirely direct, whereas effects of general language comprehension on WPs were partially mediated by WP-specific language. By contrast, effects of working memory and reasoning operated in parallel ways for both outcomes. PMID:25866461

Strategy-based listening and pragmatic comprehension

Directory of Open Access Journals (Sweden)

Corsetti, Cristiane Ruzicki

2014-01-01

Full Text Available This article addresses the role of strategy-based listening as an alternative methodological approach to develop pragmatic comprehension in L2 contexts. Pragmatic comprehension refers to the understanding of speech acts and conversational implicatures. Listening comprehension comprises both bottom-up and top-down processes. Strategy-based listening encompasses the activation of pragmatic knowledge through pre-listening activities and the development of specific listening micro-skills. An empirical project which included a classroom project carried out with a group of eight learners preparing for the IELTS examination in 2009 corroborated the following assumptions: in order to achieve listening proficiency, learners need practice in making inferences as semantic and pragmatic inferences are embedded in verbal communication; semantic and pragmatic aspects affecting the meaning of utterances can be highlighted via comprehension activities focusing on specific listening subskills. The results of the classroom project suggested that strategy-based listening is potentially capable of directly enhancing pragmatic comprehension but were inconclusive with regards to pragmatic production

Text comprehension strategy instruction with poor readers

NARCIS (Netherlands)

Van den Bos, K.P.; Aarnoudse, C.C.; Brand-Gruwel, S.

1998-01-01

The goal of this study was to investigate the effects of teaching text comprehension strategies to children with decoding and reading comprehension problems and with a poor or normal listening ability. Two experiments are reported. Four text comprehension strategies, viz., question generation,

Preparing for reading comprehension: Fostering text comprehension skills in preschool and early elementary school children

Directory of Open Access Journals (Sweden)

Paul van den BROEK

2011-11-01

Full Text Available To understand what they read or hear, children and adults must create a coherent mental representation of presented information. Recent research suggests that the ability to do so starts to develop early –well before reading age- and that early individual differences are predictive of later reading-comprehension performance. In this paper, we review this research and discuss potential applications to early intervention. We then present two exploratory studies in which we examine whether it is feasible to design interventions with early readers (3rd grade and even toddlers (2-3 years old. The interventions employed causal questioning techniques as children listen to orally presented,age-appropriate narratives. Afterwards, comprehension was tested through question answering and recall tasks. Results indicate that such interventions are indeed feasible. Moreover, they suggest thatfor both toddlers and early readers questions during comprehension are more effective than questions after comprehension. Finally, for both groups higher working memory capacity was related to bettercomprehension.

Optimizing Visually-Assisted Listening Comprehension

Science.gov (United States)

Kashani, Ahmad Sabouri; Sajjadi, Samad; Sohrabi, Mohammad Reza; Younespour, Shima

2011-01-01

The fact that visual aids such as pictures or graphs can lead to greater comprehension by language learners has been well established. Nonetheless, the order of presenting visuals to listeners is left unattended. This study examined listening comprehension from a strategy of introducing visual information, either prior to or during an audio…

Direct and Mediated Effects of Language and Cognitive Skills on Comprehension or Oral Narrative Texts (Listening Comprehension) for Children

Science.gov (United States)

Kim, Young-Suk Grace

2016-01-01

We investigated component language and cognitive skills of oral language comprehension of narrative texts (i.e., listening comprehension). Using the construction--integration model of text comprehension as an overarching theoretical framework, we examined direct and mediated relations of foundational cognitive skills (working memory and…

Classroom Talk for Rigorous Reading Comprehension Instruction

Science.gov (United States)

Wolf, Mikyung Kim; Crosson, Amy C.; Resnick, Lauren B.

2004-01-01

This study examined the quality of classroom talk and its relation to academic rigor in reading-comprehension lessons. Additionally, the study aimed to characterize effective questions to support rigorous reading comprehension lessons. The data for this study included 21 reading-comprehension lessons in several elementary and middle schools from…

Memory mechanisms supporting syntactic comprehension.

Science.gov (United States)

Caplan, David; Waters, Gloria

2013-04-01

Efforts to characterize the memory system that supports sentence comprehension have historically drawn extensively on short-term memory as a source of mechanisms that might apply to sentences. The focus of these efforts has changed significantly in the past decade. As a result of changes in models of short-term working memory (ST-WM) and developments in models of sentence comprehension, the effort to relate entire components of an ST-WM system, such as those in the model developed by Baddeley (Nature Reviews Neuroscience 4: 829-839, 2003) to sentence comprehension has largely been replaced by an effort to relate more specific mechanisms found in modern models of ST-WM to memory processes that support one aspect of sentence comprehension--the assignment of syntactic structure (parsing) and its use in determining sentence meaning (interpretation) during sentence comprehension. In this article, we present the historical background to recent studies of the memory mechanisms that support parsing and interpretation and review recent research into this relation. We argue that the results of this research do not converge on a set of mechanisms derived from ST-WM that apply to parsing and interpretation. We argue that the memory mechanisms supporting parsing and interpretation have features that characterize another memory system that has been postulated to account for skilled performance-long-term working memory. We propose a model of the relation of different aspects of parsing and interpretation to ST-WM and long-term working memory.

Is Word-Problem Solving a Form of Text Comprehension?

Science.gov (United States)

Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L.; Wang, Amber Y.

2015-01-01

This study's hypotheses were that (a) word-problem (WP) solving is a form of text comprehension that involves language comprehension processes, working memory, and reasoning, but (b) WP solving differs from other forms of text comprehension by requiring WP-specific language comprehension as well as general language comprehension. At the start of…

Reading Comprehension Difficulties in Chinese-English Bilingual Children.

Science.gov (United States)

Tong, Xiuhong; McBride, Catherine; Shu, Hua; Ho, Connie Suk-Han

2018-02-01

The co-occurrence of reading comprehension difficulties for first language (L1) Chinese and second language (L2) English and associated longitudinal cognitive-linguistic correlates in each language were investigated. Sixteen poor comprehenders in English and 16 poor comprehenders in Chinese, 18 poor readers in both, and 18 children with normal performance in both were identified at age 10. The prevalence rate for being poor in both was 52.94%, suggesting that approximately half of children who are at risk for Chinese reading comprehension difficulty are also at risk for English reading comprehension difficulty. Chinese word reading, phonological, and morphological awareness were longitudinal correlates of poor comprehension in Chinese. English word reading and vocabulary were longitudinal correlates of poor comprehension in English. Chinese phonological awareness was an additional correlate of poor comprehension in English. Moreover, poor comprehenders in both Chinese and English showed slower rapid automatized naming scores than the other groups. Findings highlight some factors that might be critical for reading comprehension in L1 Chinese and L2 English; fluency is likely to be a critical part of reading comprehension across languages. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

How Do We Motivate Reading Comprehension?

Science.gov (United States)

Shanahan, Timothy

1982-01-01

Considers the nature of motivation and its place in the development of reading comprehension. Uses A. Maslow's hierarchy of motivation as a heuristic for examining the motivational quality of several teaching methods commonly proposed for comprehension instruction. (FL)

Evaluation of use of reading comprehension strategies to improve reading comprehension of adult college students with acquired brain injury.

Science.gov (United States)

Griffiths, Gina G; Sohlberg, McKay Moore; Kirk, Cecilia; Fickas, Stephen; Biancarosa, Gina

2016-01-01

Adults with mild to moderate acquired brain injury (ABI) often pursue post-secondary or professional education after their injuries in order to enter or re-enter the job market. An increasing number of these adults report problems with reading-to-learn. The problem is particularly concerning given the growing population of adult survivors of ABI. Despite the rising need, empirical evaluation of reading comprehension interventions for adults with ABI is scarce. This study used a within-subject design to evaluate whether adult college students with ABI with no more than moderate cognitive impairments benefited from using reading comprehension strategies to improve comprehension of expository text. Integrating empirical support from the cognitive rehabilitation and special education literature, the researchers designed a multi-component reading comprehension strategy package. Participants read chapters from an introductory-level college anthropology textbook in two different conditions: strategy and no-strategy. The results indicated that reading comprehension strategy use was associated with recall of more correct information units in immediate and delayed free recall tasks; more efficient recall in the delayed free recall task; and increased accuracy recognising statements from a sentence verification task designed to reflect the local and global coherence of the text. The findings support further research into using reading comprehension strategies as an intervention approach for the adult ABI population. Future research needs include identifying how to match particular reading comprehension strategies to individuals, examining whether reading comprehension performance improves further through the incorporation of systematic training, and evaluating texts from a range of disciplines and genres.

75 FR 32169 - Comprehensive Centers Program

Science.gov (United States)

2010-06-07

... of proposed waivers were supportive of the Comprehensive Centers program and the proposed waivers... Department to continue promoting this shared oversight by involving OSERS leadership in deliberations about... identification of the valuable contribution of OSERS leadership in supporting the Comprehensive Centers program...

Comprehensive geriatric assessment

African Journals Online (AJOL)

2007-09-14

Sep 14, 2007 ... i.e. difficulty performing simple physical and mental tasks necessary for daily life. ... Definition. Comprehensive geriatric assessment (CGA) is a multidimensional .... The formation of a programme of therapy is decided on.

How to assess and improve children's reading comprehension?

OpenAIRE

Muijselaar, M.M.L.

2016-01-01

Reading comprehension is one of the most important skills children have to acquire during the final years of primary education. It is therefore unfortunate that many children have severe problems with a proper understanding of texts. To design methods that foster children’s reading comprehension, more information about the underlying skills and processes that are involved in reading comprehension is needed. Prerequisites for reading comprehension are the accurate and fast reading of single wo...

Comprehensive Statewide Plan for Postsecondary Education

Science.gov (United States)

Nebraska's Coordinating Commission for Postsecondary Education, 2016

2016-01-01

The constitution and statutes of Nebraska assign the Coordinating Commission for Postsecondary Education the responsibility for comprehensive planning for postsecondary education in Nebraska. The purpose of the "Comprehensive Plan for Postsecondary Education" is to provide direction for the future of postsecondary education in Nebraska.…

The Effect of Comprehensible Input and Comprehensible Output on the Accuracy and Complexity of Iranian EFL Learners’ Oral Speech

Directory of Open Access Journals (Sweden)

omid tabatabaie

2009-10-01

Full Text Available This study aimed at investigating the relative impact of comprehensible input and comprehensible output on the development of grammatical accuracy and syntactic complexity of Iranian EFL learners’ oral production. Participants were 60 female EFL learners selected from a whole population pool of 80 based on the standard test of IELTS. To investigate the research questions, the participants were randomly divided into three groups: Input group, output group, and control group. The study involved two phases: the pre-task phase, and the main-task phase. During the pre-task phase, the input group received comprehensible input. In the same phase, the output group was pushed to be engaged in comprehensible output production. The control group neither received input, nor was engaged in output production. In the main-task phase, all subjects performed monologues that were separately recorded, and later transcribed and coded in terms of accuracy and complexity through Bygate's (2001 standard coding system and finally scored. The statistical analysis of the results revealed that while the output group outperformed the input group in grammatical accuracy, the input group proved to be more rigorous and influential in developing speech complexity. The study supports Swain’s (1985 claim that there are roles for comprehensible output that are different from and independent of comprehensible input, and Skehan & Foster's (2001 theory regarding human beings’ limited attentional capacities that can be devoted to one aspect of oral speech at the expense of the other. Generally, it is implied that the most effective way for improving oral speech, based on the literature and the results obtained from this study, is an eclectic approach which conflates both comprehensible input and comprehensible output.

Comprehensive energy management eco routing & velocity profiles

CERN Document Server

Brandstätter, Bernhard

2017-01-01

The book discusses the emerging topic of comprehensive energy management in electric vehicles from the viewpoint of academia and from the industrial perspective. It provides a seamless coverage of all relevant systems and control algorithms for comprehensive energy management, their integration on a multi-core system and their reliability assurance (validation and test). Relevant European projects contributing to the evolvement of comprehensive energy management in fully electric vehicles are also included.

Profiling classroom reading comprehension development practices ...

African Journals Online (AJOL)

Of specific concern is the lack of representation of the sampled South African learners at the PIRLS international benchmarks, revealing a distinct lack of their development of thinking and reasoning abilities for reading comprehension. To shed light on potential reasons for learners' reading comprehension difficulties, this ...

Executive Dysfunction among Children with Reading Comprehension Deficits

Science.gov (United States)

Locascio, Gianna; Mahone, E. Mark; Eason, Sarah H.; Cutting, Laurie E.

2010-01-01

Emerging research supports the contribution of executive function (EF) to reading comprehension; however, a unique pattern has not been established for children who demonstrate comprehension difficulties despite average word recognition ability (specific reading comprehension deficit; S-RCD). To identify particular EF components on which children…

How To Tutor Students with Reading Comprehension Problems.

Science.gov (United States)

Parker, Richard; Hasbrouck, Jan E.; Denton, Carolyn

2002-01-01

Suggestions for tutoring students with reading comprehension problems include careful selection of books with readable text segments, use of comprehension strategies such as paraphrasing brief sections, and reading to find specific information. Several reading comprehension strategies for students are summarized. (Contains 7 references.) (DB)

Listening comprehension in preschoolers: the role of memory.

Science.gov (United States)

Florit, Elena; Roch, Maja; Altoè, Gianmarco; Levorato, Maria Chiara

2009-11-01

The current study analyzed the relationship between text comprehension and memory skills in preschoolers. We were interested in verifying the hypothesis that memory is a specific contributor to listening comprehension in preschool children after controlling for verbal abilities. We were also interested in analyzing the developmental path of the relationship between memory skills and listening comprehension in the age range considered. Forty-four, 4-year-olds (mean age = 4 years and 6 months, SD = 4 months) and 40, 5-year-olds (mean age = 5 years and 4 months, SD = 5 months) participated in the study. The children were administered measures to evaluate listening comprehension ability (story comprehension), short-term and working memory skills (forward and backward word span), verbal intelligence and receptive vocabulary. Results showed that both short-term and working memory predicted unique and independent variance in listening comprehension after controlling for verbal abilities, with working memory explaining additional variance over and above short-term memory. The predictive power of memory skills was stable in the age range considered. Results also confirm a strong relation between verbal abilities and listening comprehension in 4- and 5-year-old children.

Measurment and Reporting of Comprehensive Income: Search ...

African Journals Online (AJOL)

Measurment and Reporting of Comprehensive Income: Search, Challenges, ... of periods of stable and unstable economic situation and satisfies varied users' ... Keywords: Historical accounting; comprehensive income; asset valuation model.

Gestalt Imagery: A Critical Factor in Language Comprehension.

Science.gov (United States)

Bell, Nanci

1991-01-01

Lack of gestalt imagery (the ability to create imaged wholes) can contribute to language comprehension disorder characterized by weak reading comprehension, weak oral language comprehension, weak oral language expression, weak written language expression, difficulty following directions, and a weak sense of humor. Sequential stimulation using an…

University Students with Poor Reading Comprehension

Science.gov (United States)

Georgiou, George K.; Das, J. P.

2015-01-01

The present study aimed to examine the nature of the working memory and general cognitive ability deficits experienced by university students with a specific reading comprehension deficit. A total of 32 university students with poor reading comprehension but average word-reading skills and 60 age-word-matched controls with no comprehension…

Technology Comprehension - Scaling Making into a National Discipline

DEFF Research Database (Denmark)

Tuhkala, Ari; Nielsen, Nick; Wagner, Marie-Louise

2018-01-01

, surveys, and a theme discussion with experienced teachers from the 13 schools. The main takeaways are: First, the teachers did not perceive Technology Comprehension as a distinguished discipline, which calls for more research on how Making is scaled into a national discipline. Second, Technology......We account for the first research results from a government initiated experiment that scales Making to a national discipline. The Ministry of Education, in Denmark, has introduced Technology Comprehension as a new discipline for lower secondary education. Technology Comprehension is first...... Comprehension opens up for interdisciplinary and engaging learning activities, but teachers need scaffolding and support to actualise these opportunities. Third, Technology Comprehension challenges teachers’ existing competencies in relation to the discipline and students’ prerequisites and needs. Teachers need...

Nursing supervision for care comprehensiveness

Directory of Open Access Journals (Sweden)

Lucieli Dias Pedreschi Chaves

Full Text Available ABSTRACT Objective: To reflect on nursing supervision as a management tool for care comprehensiveness by nurses, considering its potential and limits in the current scenario. Method: A reflective study based on discourse about nursing supervision, presenting theoretical and practical concepts and approaches. Results: Limits on the exercise of supervision are related to the organization of healthcare services based on the functional and clinical model of care, in addition to possible gaps in the nurse training process and work overload. Regarding the potential, researchers emphasize that supervision is a tool for coordinating care and management actions, which may favor care comprehensiveness, and stimulate positive attitudes toward cooperation and contribution within teams, co-responsibility, and educational development at work. Final considerations: Nursing supervision may help enhance care comprehensiveness by implying continuous reflection on including the dynamics of the healthcare work process and user needs in care networks.

Teaching Listening Comprehension: Bottom-Up Approach

Science.gov (United States)

Khuziakhmetov, Anvar N.; Porchesku, Galina V.

2016-01-01

Improving listening comprehension skills is one of the urgent contemporary educational problems in the field of second language acquisition. Understanding how L2 listening comprehension works can have a serious influence on language pedagogy. The aim of the paper is to discuss the practical and methodological value of the notion of the perception…

How reading comprehension is embodied and why that matters

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Arthur M. GLENBERG

2011-11-01

Full Text Available Reading comprehension, much like comprehension of situations and comprehension of oral language, is embodied. In all cases, comprehension is the ability to take effective action on the basis ofaffordances related to the body, the physical world, and personal goals and cultural norms. In language contexts, action-based comprehension arises from simulating the linguistic content usingneural and bodily systems of perception, action, and emotion. Within this framework, a new approach to teaching reading comprehension is described: Teach children how to simulate while reading. TheMoved by Reading intervention teaches simulation in two stages. In the first stage, physical manipulation, children manipulate toys to simulate the content of what they are reading. After success in physically manipulating the toys, the children are taught to manipulate the toys in imagination. Research demonstrates that both physical and imagined manipulation leads to large gains in memory and comprehension.

How reading comprehension is embodied and why that matters

Directory of Open Access Journals (Sweden)

Arthur M. Glenberg

2011-10-01

Full Text Available Reading comprehension, much like comprehension of situations and comprehension of oral language, is embodied. In all cases, comprehension is the ability to take effective action on the basis of affordances related to the body, the physical world, and personal goals and cultural norms. In language contexts, action-based comprehension arises from simulating the linguistic content using neural and bodily systems of perception, action, and emotion. Within this framework, a new approach to teaching reading comprehension is described: Teach children how to simulate while reading. The Moved by Reading intervention teaches simulation in two stages. In the first stage, physical manipulation, children manipulate toys to simulate the content of what they are reading. After success in physically manipulating the toys, the children are taught to manipulate the toys in imagination. Research demonstrates that both physical and imagined manipulation leads to large gains in memory and comprehension.

34 CFR 303.321 - Comprehensive child find system.

Science.gov (United States)

2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false Comprehensive child find system. 303.321 Section 303... Services Identification and Evaluation § 303.321 Comprehensive child find system. (a) General. (1) Each system must include a comprehensive child find system that is consistent with part B of the Act (see 34...

Painless reading comprehension

CERN Document Server

Jones, EdD, Darolyn "Lyn"

2016-01-01

Reading comprehension gets easier as students learn what kind of reader they are, discover how to keep facts in their head, and much more. Bonus Online Component: includes additional games, including Beat the Clock, a line match game, and a word scramble.

Financial planning on a comprehensive scale.

Science.gov (United States)

Mishra, Simita

2013-04-01

Hospitals and health systems that wish to explore the shift to comprehensive care management should: Assess the investments in infrastructure necessary to support comprehensive care management, Gauge the financial implications and set quality and financial goals, Monitor performance using metrics such as patient satisfaction, avoidable admissions, out-of-group referrals, and average length of stay.

Comprehensive hard materials

CERN Document Server

2014-01-01

Comprehensive Hard Materials deals with the production, uses and properties of the carbides, nitrides and borides of these metals and those of titanium, as well as tools of ceramics, the superhard boron nitrides and diamond and related compounds. Articles include the technologies of powder production (including their precursor materials), milling, granulation, cold and hot compaction, sintering, hot isostatic pressing, hot-pressing, injection moulding, as well as on the coating technologies for refractory metals, hard metals and hard materials. The characterization, testing, quality assurance and applications are also covered. Comprehensive Hard Materials provides meaningful insights on materials at the leading edge of technology. It aids continued research and development of these materials and as such it is a critical information resource to academics and industry professionals facing the technological challenges of the future. Hard materials operate at the leading edge of technology, and continued res...

The Impact of Texting on Comprehension

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Jamal K. M. Ali

2015-07-01

Full Text Available This paper presents a study of the effects of texting on English language comprehension. The authors believe that English used in texting causes a lack of comprehension for English speakers, learners, and texters. Wei, Xian-hai and Jiang (2008:3 declare “In Netspeak, there are some newly-created vocabularies, which people cannot comprehend them either from their partial pronunciation or from their figures.” Crystal (2007:23 claims; “variation causes problems of comprehension and acceptability. If you speak or write differently from the way I do, we may fail to understand each other.”  In this paper, the authors conducted a questionnaire at Aligarh Muslim University to ninety respondents from five different Faculties and four different levels. To measure respondents’ comprehension of English texting, the authors gave the respondents abbreviations used by texters and asked them to write the full forms of the abbreviations. The authors found that many abbreviations were not understood, which suggested that most of the respondents did not understand and did not use these abbreviations.

Comprehensive embryo testing. Experts' opinions regarding future directions: an expert panel study on comprehensive embryo testing.

Science.gov (United States)

Hens, Kristien; Dondorp, Wybo J; Geraedts, Joep P M; de Wert, Guido M

2013-05-01

What do scientists in the field of preimplantation genetic diagnosis (PGD) and preimplantation genetic screening (PGS) consider to be the future direction of comprehensive embryo testing? Although there are many biological and technical limitations, as well as uncertainties regarding the meaning of genetic variation, comprehensive embryo testing will impact the IVF/PGD practice and a timely ethical reflection is needed. Comprehensive testing using microarrays is currently being introduced in the context of PGD and PGS, and it is to be expected that whole-genome sequencing will also follow. Current ethical and empirical sociological research on embryo testing focuses on PGD as it is practiced now. However, empirical research and systematic reflection regarding the impact of comprehensive techniques for embryo testing is missing. In order to understand the potential of this technology and to be able to adequately foresee its implications, we held an expert panel with seven pioneers in PGD. We conducted an expert panel in October 2011 with seven PGD pioneers from Belgium, The Netherlands, Germany and the UK. Participants expected the use of comprehensive techniques in the context of PGD. However, the introduction of these techniques in embryo testing requires timely ethical reflection as it involves a shift from choosing an embryo without a particular genetic disease (i.e. PGD) or most likely to result in a successful pregnancy (i.e. PGS) to choosing the best embryo based on a much wider set of criteria. Such ethical reflection should take account of current technical and biological limitations and also of current uncertainties with regard to the meaning of genetic variance. However, ethicists should also not be afraid to look into the future. There was a general agreement that embryo testing will be increasingly preceded by comprehensive preconception screening, thus enabling smart combinations of genetic testing. The group was composed of seven participants from

Micro-PNT and Comprehensive PNT

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YANG Yuanxi

2017-10-01

Full Text Available Comprehensive or integrated positioning, navigation and timing is an obvious developing trend following the global navigation satellite system.This paper summarizes the current status of micro-PNT and its developing requirements. The related key technologies are described and the relationship between comprehensive PNT and micro-PNT is analyzed. It is stressed that the comprehensive PNT needs massive infrastructure construction and investment, however, the micro-PNT aims at the integrated applications of high-tech micro sensors. It is different from the current opinions appeared in the literatures, micro-PNT should include multi GNSS integration and micro components of navigation and timing in order to make the PNT outputs refer to a unified coordinate datum and time scale. Micro-PNT focuses on the personalized micro terminal applications. Except for the miniaturization of each PNT component, micro-PNT aims at the deep integration of the micro sensors, adaptive data fusion and self calibration of each component.

The Comprehension Problems for Second-Language Learners with Poor Reading Comprehension Despite Adequate Decoding: A Meta-Analysis

Science.gov (United States)

Spencer, Mercedes; Wagner, Richard K.

2017-01-01

We conducted a meta-analysis of 16 existing studies to examine the nature of the comprehension problems for children who were second-language learners with poor reading comprehension despite adequate decoding. Results indicated that these children had deficits in oral language (d = -0.80), but these deficits were not as severe as their reading…

Dichotic listening performance predicts language comprehension.

Science.gov (United States)

Asbjørnsen, Arve E; Helland, Turid

2006-05-01

Dichotic listening performance is considered a reliable and valid procedure for the assessment of language lateralisation in the brain. However, the documentation of a relationship between language functions and dichotic listening performance is sparse, although it is accepted that dichotic listening measures language perception. In particular, language comprehension should show close correspondence to perception of language stimuli. In the present study, we tested samples of reading-impaired and normally achieving children between 10 and 13 years of age with tests of reading skills, language comprehension, and dichotic listening to consonant-vowel (CV) syllables. A high correlation between the language scores and the dichotic listening performance was expected. However, since the left ear score is believed to be an error when assessing language laterality, covariation was expected for the right ear scores only. In addition, directing attention to one ear input was believed to reduce the influence of random factors, and thus show a more concise estimate of left hemisphere language capacity. Thus, a stronger correlation between language comprehension skills and the dichotic listening performance when attending to the right ear was expected. The analyses yielded a positive correlation between the right ear score in DL and language comprehension, an effect that was stronger when attending to the right ear. The present results confirm the assumption that dichotic listening with CV syllables measures an aspect of language perception and language skills that is related to general language comprehension.

Conceptual Combination During Sentence Comprehension

Science.gov (United States)

Swinney, David; Love, Tracy; Walenski, Matthew; Smith, Edward E.

2008-01-01

This experiment examined the time course of integration of modifier-noun (conceptual) combinations during auditory sentence comprehension using cross-modal lexical priming. The study revealed that during ongoing comprehension, there is initial activation of features of the noun prior to activation of (emergent) features of the entire conceptual combination. These results support compositionality in conceptual combination; that is, they indicate that features of the individual words constituting a conceptual combination are activated prior to combination of the words into a new concept. PMID:17576278

Foundations of reading comprehension in children with intellectual disabilities

NARCIS (Netherlands)

Wingerden-Fontein, E.G. van; Segers, P.C.J.; Balkom, L.J.M. van; Verhoeven, L.T.W.

2017-01-01

Background Knowledge about predictors for reading comprehension in children with intellectual disabilities (ID) is still fragmented. Aims This study compared reading comprehension, word decoding, listening comprehension, and reading related linguistic and cognitive precursor measures in children

Object orientation affects spatial language comprehension.

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Burigo, Michele; Sacchi, Simona

2013-01-01

Typical spatial descriptions, such as "The car is in front of the house," describe the position of a located object (LO; e.g., the car) in space relative to a reference object (RO) whose location is known (e.g., the house). The orientation of the RO affects spatial language comprehension via the reference frame selection process. However, the effects of the LO's orientation on spatial language have not received great attention. This study explores whether the pure geometric information of the LO (e.g., its orientation) affects spatial language comprehension using placing and production tasks. Our results suggest that the orientation of the LO influences spatial language comprehension even in the absence of functional relationships. Copyright © 2013 Cognitive Science Society, Inc.

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.

Instruction of Research-Based Comprehension Strategies in Basal Reading Programs

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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…

Neuroimaging Evidence of Comprehension Monitoring

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Linda Baker

2014-04-01

Full Text Available The purpose of this article is to synthesize the emerging neuroimaging literature that reveals how the brain responds when readers and listeners encounter texts that demand monitoring of their ongoing comprehension processes. Much of this research has been undertaken by cognitive scientists who do not frame their work in metacognitive terms, and therefore it is less likely to be familiar to psychologists who study metacognition in educational contexts. The important role of metacognition in the development and use of academic skills is widely recognized. Metacognition is typically defined as the awareness and control of one's own cognitive processes. In the domain of reading, the most important metacognitive skill is comprehension monitoring, the evaluation and regulation of comprehension. Readers who monitor their understanding realize when they have encountered difficulty making sense of the text, and they apply error correction procedures to attempt to resolve the difficulty. Metacognition depends on executive control skills that continue to develop into early adulthood, in parallel with the maturation of the executive control regions of the prefrontal cortex. Functional magnetic resonance imaging (fMRI and event-related potentials (ERP have been used for some time to study neural correlates of basic reading processes such as word identification, but it is only within recent years that researchers have turned to the higher-level processes of text comprehension. The article describes illustrative studies that reveal changes in neural activity when adults apply lexical, syntactic, or semantic standards to evaluate their understanding.

How language production shapes language form and comprehension

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Maryellen C MacDonald

2013-04-01

Full Text Available Language production processes can provide insight into how language comprehension works and language typology—why languages tend to have certain characteristics more often than others. Drawing on work in memory retrieval, motor planning, and serial order in action planning, the Production-Distribution-Comprehension (PDC account links work in the fields of language production, typology, and comprehension: 1 faced with substantial computational burdens of planning and producing utterances, language producers implicitly follow three biases in utterance planning that promote word order choices that reduce these burdens, thereby improving production fluency. 2 These choices, repeated over many utterances and individuals, shape the distributions of utterance forms in language. The claim that language form stems in large degree from producers’ attempts to mitigate utterance planning difficulty is contrasted with alternative accounts in which form is driven by language use more broadly, language acquisition processes, or producers’ attempts to create language forms that are easily understood by comprehenders. 3 Language perceivers implicitly learn the statistical regularities in their linguistic input, and they use this prior experience to guide comprehension of subsequent language. In particular, they learn to predict the sequential structure of linguistic signals, based on the statistics of previously-encountered input. Thus key aspects of comprehension behavior are tied to lexico-syntactic statistics in the language, which in turn derive from utterance planning biases promoting production of comparatively easy utterance forms over more difficult ones. This approach contrasts with classic theories in which comprehension behaviors are attributed to innate design features of the language comprehension system and associated working memory. The PDC instead links basic features of comprehension to a different source: production processes that shape

Use of Meta-comprehensive Strategies to Strengthen Reading Comprehension in Second-Cycle Students from a Public School at Bogotá, Colombia

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Bibian Alexandra Rodríguez Ribero

2016-06-01

Full Text Available This research inquired about the effect of a classroom intervention in metacomprehension strategies, specifically self-questioning, on reading comprehension improvement in third and fourth - graders. Reading comprehension was understood as a process that relates content, text and inferences, and is facilitated by metacomprehension or metacognitive processes applied to reading comprehension. The participants were third- and fourth-grade students: the intervention group (which had an initial assessment, and were submitted to classroom intervention in metacomprehension using self-questioning—implemented by the first three authors—, and had a final assessment, and the control group (which had initial assessment, the usual classroom work with other teachers, and final assessment. The Comprensión Lingüística Progresiva (clp, Alliende, Condemarín & Milicic, 2004—a reading comprehension test—and the students’ metacomprehensive strategies questionnaire were administered to students in both groups, in the initial and final assessments. This information was complemented with interview data from other teachers (different from the authors in order to know their perspective on reading comprehension underlying their reading teaching practices. Results showed a rise in reading comprehension tests scores and diversification in the use of metacomprehensive strategies only in the intervention group, and different conceptions of reading comprehension in other teachers, which had nothing to do with metacomprehension strategies.

The role of phonological awareness in reading comprehension

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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.

Beyond the Story Map: Inferential Comprehension via Character Perspective

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McTigue, Erin; Douglass, April; Wright, Katherine L.; Hodges, Tracey S.; Franks, Amanda D.

2015-01-01

Inferential comprehension requires both emotional intelligence and cognitive skills, however instructional comprehension strategies typically underemphasize the emotional contribution. This article documents an intervention used by diverse third grade students which centers on teaching story comprehension through character perspective-taking…

76 FR 61103 - Medicare Program; Comprehensive Primary Care Initiative

Science.gov (United States)

2011-10-03

...] Medicare Program; Comprehensive Primary Care Initiative AGENCY: Centers for Medicare & Medicaid Services... organizations to participate in the Comprehensive Primary Care initiative (CPC), a multipayer model designed to... the Comprehensive Primary Care initiative or the application process. SUPPLEMENTARY INFORMATION: I...

The level of social relations comprehension and its impact on text comprehension in individuals with autistic spectrum disorder

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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.

Comprehension of atypical literary text and scholastic achievement

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Božin Aurel A.

2009-01-01

Full Text Available With the aim of gaining insight into literary text comprehension and the linkage between that comprehension and scholastic achievement during the first years of schooling, a research was conducted on the sample of 152 third and fourth grade pupils from one urban and one rural school. After having read silently a selected atypical excerpt from one literary text, interviewed pupils filled out the questionnaire constructed for the purposes of this research starting from the 11 categories of text comprehension singled out based on the theory of comprehension and interpretation of literary text and the current curriculum. In the first part of the research we applied the Children's orientation scale by Malka Margalit, and school marks were used as a measurement of scholastic achievement. Research results point out that, among other things, inferring on the basis of what has been read poses the greatest difficulty for third and fourth graders, that is, that almost three quarters of them are not capable of determining the meaning of some representative sentences from that text. In the positive sense, it was established that almost three quarters of them perceive beautiful poetic expressions and about 80% of them can at least to a certain extent recognize character descriptions, emotional situations and moods, that is, discover significant facts. Answers to the questions regarding the majority of categories of text comprehension are significantly correlated with scholastic achievement. As expected, the highest correlations between the measures on text comprehension categories are with the marks in native (Serbian language. Partial correlations between the measures on certain categories of text comprehension and measurements of scholastic achievement (excluding the influence of feeling of coherence are not significantly different from bivariate. Based on the obtained data, authors conclude that the utilized system of categories can be a useful tool for

Comprehensibility and Prosody Ratings for Pronunciation Software Development

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Paul Warren

2009-10-01

Full Text Available In the context of a project developing software for pronunciation practice and feedback for Mandarin-speaking learners of English, a key issue is how to decide which features of pronunciation to focus on in giving feedback. We used naïve and experienced native speaker ratings of comprehensibility and nativeness to establish the key features affecting comprehensibility of the utterances of a group of Chinese learners of English. Native speaker raters assessed the comprehensibility of recorded utterances, pinpointed areas of difficulty and then rated for nativeness the same utterances, but after segmental information had been filtered out. The results show that prosodic information is important for comprehensibility, and that there are no significant differences between naïve and experienced raters on either comprehensibility or nativeness judgements. This suggests that naïve judgements are a useful and accessible source of data for identifying the parameters to be used in setting up automated feedback.

Comprehensive Education Portfolio with a Career Focus

Science.gov (United States)

Kruger, Evonne J.; Holtzman, Diane M.; Dagavarian, Debra A.

2013-01-01

There are many types of student portfolios used within academia: the prior learning portfolio, credentialing portfolio, developmental portfolio, capstone portfolio, individual course portfolio, and the comprehensive education portfolio. The comprehensive education portfolio (CEP), as used by the authors, is a student portfolio, developed over…

Building Effective Collaboration in a Comprehensive Approach

NARCIS (Netherlands)

Essens, P.J.M.D.; Thompson, M.T.; Karrasch, A.; Jermalavičius, J.

2016-01-01

The Comprehensive Approach (CA) to crisis management operations is an essential element in NATO’s transformation in modern operations. At the Bucharest Summit in April 2008, Allied leaders endorsed an Action Plan for the development and implementation of NATO’s contribution to a Comprehensive

Teacher's reading comprehension: Implication for teaching practices

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Adriana Benevides Soares

2010-11-01

Full Text Available A question of interest for educational workers is the reading comprehension process, a fundamental ability for progress in more advanced years of schooling, and its effect on pedagogical practices. This is a study that explores this question. A reading comprehension instrument composed by four structural levels of text and a scale of pedagogical practice composed by four sub-scales involving: cognitive practices with linguistic focus, cognitive practices, affective and motor practices, continuous education, was used. The results of 53 children suggest a slight tendency of teacher to prioritize cognitive practices independently of their reading comprehension level.

Developmental relations between reading comprehension and reading strategies

OpenAIRE

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...

Improving reading comprehension skills through the SCRATCH program

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Erdal Papatga

2016-09-01

Full Text Available The aim of this study was to reveal how reading comprehension skills of elementary fourth graders who have problems in reading comprehension can be improved by means of the SCRATCH program. The study was designed as a participant action research. It was carried out within a 15-week process at an elementary school with middle socio-economic level in the Eskisehir province in the fall term of the 2015-2016 school year. The participants of the study were eight fourth graders who had problems in reading comprehension and were selected based on the criterion sampling method. Different data gathering tools were employed in different stages of the study. These were the Informal Reading Inventory, readability assessment rubric, participant selection form and identification forms for developmental level in reading comprehension for the quantitative data, and observation notes, a researcher diary, video recordings, teacher and student observation notes, and the projects the students prepared using the SCRATCH program for the qualitative data. In the study, the analysis of the quantitative data was done with correlation analysis, and Kendall W Test that shows inter-rater reliability. In addition, the identification forms for developmental level in reading comprehension were used to reveal the improvement in reading comprehension skills, and the Informal Reading Inventory was employed to score these forms. On the other hand, the qualitative data were analysed through the thematic analysis method, and MAXQDA was used for the analysis. As a result of the analyses, it was found that the reading level of the eight students who had problems in reading comprehension went up from the anxiety level to the instructional level in some forms, and even to the independent reading level in other forms; in other words, there was an improvement in the reading comprehension skills of all eight students.

Translating advances in reading comprehension research to educational practice

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Danielle S. McNamara

2011-07-01

Full Text Available The authors review five major findings in reading comprehension and their implications for educational practice. First, research suggests that comprehension skills are separable from decoding processes and important at early ages, suggesting that comprehension skills should be targeted early, even before the child learns to read. Second, there is an important distinction between reading processes and products, as well as their causal relationship: processes lead to certain products. Hence, instructional approaches and strategies focusing on processes are needed to improve students’ reading performance (i.e., product. Third, inferences are a crucial component of skilled comprehension. Hence, children need scaffolding and remediation to learn to generate inferences, even when they know little about the text topic. Fourth, comprehension depends on a complex interaction between the reader, the characteristics of the text, and the instructional task, highlighting the need for careful selection of instructional materials for individual students and specific groups of students. Finally, educators may benefit from heightened awareness of the limitations and inadequacies of standardized reading comprehension assessments, as well as the multidimensionality of comprehension to better understand their students’ particular strengths and weaknesses.

Translating advances in reading comprehension research to educational practice

Directory of Open Access Journals (Sweden)

Danielle S. McNAMARA

2011-11-01

Full Text Available The authors review five major findings in reading comprehension and their implications for educational practice. First, research suggests that comprehension skills are separable from decodingprocesses and important at early ages, suggesting that comprehension skills should be targeted early, even before the child learns to read. Second, there is an important distinction between readingprocesses and products, as well as their causal relationship: processes lead to certain products. Hence, instructional approaches and strategies focusing on processes are needed to improve students’reading performance (i.e., product. Third, inferences are a crucial component of skilled comprehension. Hence, children need scaffolding and remediation to learn to generate inferences, even when they know little about the text topic. Fourth, comprehension depends on a complex interaction between the reader, the characteristics of the text, and the instructional task, highlighting the need for careful selection of instructional materials for individual students and specific groups of students. Finally, educators may benefit from heightened awareness of the limitations and inadequacies of standardized reading comprehension assessments, as well as the multidimensionality of comprehension to better understand their students’ particular strengths and weaknesses.

Comprehension of Idioms in Turkish Aphasic Participants

Science.gov (United States)

Aydin, Burcu; Barin, Muzaffer; Yagiz, Oktay

2017-01-01

Brain damaged participants offer an opportunity to evaluate the cognitive and linguistic processes and make assumptions about how the brain works. Cognitive linguists have been investigating the underlying mechanisms of idiom comprehension to unravel the ongoing debate on hemispheric specialization in figurative language comprehension. The aim of…

Changing Student Teachers' Views of Comprehension Instruction ...

African Journals Online (AJOL)

At the same time research shows that little, if any, explicit and continuous strategy instruction takes place in classrooms. Reasons seem ... This article reports on the effect of a reading comprehension instruction course on university student teachers' lesson planning, strategy use and views about comprehension instruction.

Reading Comprehension Instruction Practices in Sierra Leone

NARCIS (Netherlands)

Hersbach, S.; Denessen, E.J.P.G.; Droop, W.

2014-01-01

Aim: In this study an attempt was made to give insight in the way reading comprehension is taught in Sierra Leone. Attention was paid to the didactical strategies and the materials used during reading comprehension instruction. Methodology: Primary school teachers in Sierra Leone (N=43) were

Executive dysfunction among children with reading comprehension deficits.

Science.gov (United States)

Locascio, Gianna; Mahone, E Mark; Eason, Sarah H; Cutting, Laurie E

2010-01-01

Emerging research supports the contribution of executive function (EF) to reading comprehension; however, a unique pattern has not been established for children who demonstrate comprehension difficulties despite average word recognition ability (specific reading comprehension deficit; S-RCD). To identify particular EF components on which children with S-RCD struggle, a range of EF skills was compared among 86 children, ages 10 to 14, grouped by word reading and comprehension abilities: 24 average readers, 44 with word recognition deficits (WRD), and 18 S-RCD. An exploratory principal components analysis of EF tests identified three latent factors, used in subsequent group comparisons: Planning/ Spatial Working Memory, Verbal Working Memory, and Response Inhibition. The WRD group exhibited deficits (relative to controls) on Verbal Working Memory and Inhibition factors; S-RCD children performed more poorly than controls on the Planning factor. Further analyses suggested the WRD group's poor performance on EF factors was a by-product of core deficits linked to WRD (after controlling for phonological processing, this group no longer showed EF deficits). In contrast, the S-RCD group's poor performance on the planning component remained significant after controlling for phonological processing. Findings suggest reading comprehension difficulties are linked to executive dysfunction; in particular, poor strategic planning/organizing may lead to reading comprehension problems.

Executive Function and Reading Comprehension: A Meta-Analytic Review

Science.gov (United States)

Follmer, D. Jake

2018-01-01

This article presents a meta-analytic review of the relation between executive function and reading comprehension. Results (N = 6,673) supported a moderate positive association between executive function and reading comprehension (r = 0.36). Moderator analyses suggested that correlations between executive function and reading comprehension did not…

Right is not always wrong: DTI and fMRI evidence for the reliance of reading comprehension on language-comprehension networks in the right hemisphere.

Science.gov (United States)

Horowitz-Kraus, Tzipi; Grainger, Molly; DiFrancesco, Mark; Vannest, Jennifer; Holland, Scott K

2015-03-01

The Simple View theory suggests that reading comprehension relies on automatic recognition of words combined with language comprehension. The goal of the current study was to examine the structural and functional connectivity in networks supporting reading comprehension and their relationship with language comprehension within 7-9 year old children using Diffusion Tensor Imaging (DTI) and fMRI during a Sentence Picture Matching task. Fractional Anisotropy (FA) values in the left and right Inferior Longitudinal Fasciculus (ILF) and Superior Longitudinal Fasciculus (SLF), known language-related tracts, were correlated from DTI data with scores from the Woodcock-Johnson III (WJ-III) Passage Comprehension sub-test. Brodmann areas most proximal to white-matter regions with significant correlation to Passage Comprehension scores were chosen as Regions-of-Interest (ROIs) and used as seeds in a functional connectivity analysis using the Sentence Picture Matching task. The correlation between percentile scores for the WJ-III Passage Comprehension subtest and the FA values in the right and left ILF and SLF indicated positive correlation in language-related ROIs, with greater distribution in the right hemisphere, which in turn showed strong connectivity in the fMRI data from the Sentence Picture Matching task. These results support the participation of the right hemisphere in reading comprehension and may provide physiologic support for a distinction between different types of reading comprehension deficits vs difficulties in technical reading.

Improving participant comprehension in the informed consent process.

Science.gov (United States)

Cohn, Elizabeth; Larson, Elaine

2007-01-01

To critically analyze studies published within the past decade about participants' comprehension of informed consent in clinical research and to identify promising intervention strategies. Integrative review of literature. The Cumulative Index of Nursing and Allied Health Literature (CINAHL), PubMed, and the Cochrane Database of Systematic Reviews and Cochrane Central Register of Controlled Trials were searched. Inclusion criteria included studies (a) published between January 1, 1996 and January 1, 2007, (b) designed as descriptive or interventional studies of comprehension of informed consent for clinical research, (c) conducted in nonpsychiatric adult populations who were either patients or volunteer participants, (d) written in English, and (e) published in peer-reviewed journals. Of the 980 studies identified, 319 abstracts were screened, 154 studies were reviewed, and 23 met the inclusion criteria. Thirteen studies (57%) were descriptive, and 10 (43%) were interventional. Interventions tested included simplified written consent documents, multimedia approaches, and the use of a trained professional (consent educator) to assist in the consent process. Collectively, no single intervention strategy was consistently associated with improved comprehension. Studies also varied in regard to the definition of comprehension and the tools used to measure it. Despite increasing regulatory scrutiny, deficiencies still exist in participant comprehension of the research in which they participate, as well as differences in how comprehension is measured and assessed. No single intervention was identified as consistently successful for improving participant comprehension, and results indicated that any successful consent process should at a minimum include various communication modes and is likely to require one-to-one interaction with someone knowledgeable about the study.

Comprehension Strategy Gloves.

Science.gov (United States)

Newman, Gayle

2002-01-01

Describes the idea of creating a glove for each of the comprehension strategies for use with different text structures. Notes that the gloves serve as a multisensory approach by providing visual clues through icons on each finger and the palm. Discusses three different gloves: the prereading glove, the narrative text structure glove, and the…

A History of Rotorcraft Comprehensive Analyses

Science.gov (United States)

Johnson, Wayne

2013-01-01

A history of the development of rotorcraft comprehensive analyses is presented. Comprehensive analyses are digital computer programs that calculate the aeromechanical behavior of the rotor and aircraft, bringing together the most advanced models of the geometry, structure, dynamics, and aerodynamics available in rotary wing technology. The development of the major codes of the last five decades from industry, government, and universities is described. A number of common themes observed in this history are discussed.

Comprehensive Teacher Education: A Handbook of Knowledge.

Science.gov (United States)

American Association of Colleges for Teacher Education, Washington, DC.

Since 1992, AACTE and the DeWitt Wallace-Reader's Digest Fund have worked in partnership to advance the knowledge base of comprehensive teacher education. The AACTE/DeWitt Wallace-Reader's Digest Fund's Comprehensive Teacher Education National Demonstration Project is grounded in the mutual belief that preparation of classroom teachers must…

50 CFR 81.14 - Comprehensive plan alternative.

Science.gov (United States)

2010-10-01

... 50 Wildlife and Fisheries 6 2010-10-01 2010-10-01 false Comprehensive plan alternative. 81.14 Section 81.14 Wildlife and Fisheries UNITED STATES FISH AND WILDLIFE SERVICE, DEPARTMENT OF THE INTERIOR... alternative. In the event that the State elects to operate under a comprehensive fish and wildlife resource...

Are There Gender Differences in Emotion Comprehension? Analysis of the Test of Emotion Comprehension.

Science.gov (United States)

Fidalgo, Angel M; Tenenbaum, Harriet R; Aznar, Ana

2018-01-01

This article examines whether there are gender differences in understanding the emotions evaluated by the Test of Emotion Comprehension (TEC). The TEC provides a global index of emotion comprehension in children 3-11 years of age, which is the sum of the nine components that constitute emotion comprehension: (1) recognition of facial expressions, (2) understanding of external causes of emotions, (3) understanding of desire-based emotions, (4) understanding of belief-based emotions, (5) understanding of the influence of a reminder on present emotional states, (6) understanding of the possibility to regulate emotional states, (7) understanding of the possibility of hiding emotional states, (8) understanding of mixed emotions, and (9) understanding of moral emotions. We used the answers to the TEC given by 172 English girls and 181 boys from 3 to 8 years of age. First, the nine components into which the TEC is subdivided were analysed for differential item functioning (DIF), taking gender as the grouping variable. To evaluate DIF, the Mantel-Haenszel method and logistic regression analysis were used applying the Educational Testing Service DIF classification criteria. The results show that the TEC did not display gender DIF. Second, when absence of DIF had been corroborated, it was analysed for differences between boys and girls in the total TEC score and its components controlling for age. Our data are compatible with the hypothesis of independence between gender and level of comprehension in 8 of the 9 components of the TEC. Several hypotheses are discussed that could explain the differences found between boys and girls in the belief component. Given that the Belief component is basically a false belief task, the differences found seem to support findings in the literature indicating that girls perform better on this task.

Subject Comprehension and Critical Thinking: An Intervention for Subject Comprehension and Critical Thinking in Mixed-Academic-Ability University Students

Science.gov (United States)

Bellaera, Lauren; Debney, Lauren; Baker, Sara T.

2016-01-01

Subject comprehension and critical thinking are both key goals of higher education. However, while the former is, on the whole, successfully cultivated in undergraduate students, the latter is not. Few empirical studies have investigated the relationship between subject comprehension and critical thinking. In the present article we suggest that…

Reading comprehension of deaf students in regular education.

Science.gov (United States)

Luccas, Marcia Regina Zemella; Chiari, Brasília Maria; Goulart, Bárbara Niegia Garcia de

2012-01-01

To evaluate and compare the reading comprehension of deaf students included in regular classrooms of public schools with and without specialized educational support. Observational analytic study with 35 students with sensorineural hearing loss, with and without educational support. All subjects were assessed with the Word Reading Competence Test (WRCT), the Picture-Print Matching Test by Choice (PPMT-C), and the Sentence Reading Comprehension Test (SRCT). In the tests regarding comprehension of words (WRCT and PPMT-C), the results showed no difference in the performance of deaf students who attend and do not attend educational support. Regarding reading comprehension of sentences, the application of the SRCT also did not show differences between the groups of deaf students. A significant correlation was found between age and grade, indicating that the older the students and the higher their educational level, the better their performance in reading sentences. The results indicate that deaf students, regardless of attending educational support, read words better than sentences. There is no difference in reading comprehension between deaf students who receive and do not receive specialized pedagogical monitoring.

The European Union as a Comprehensive Police Actor

Directory of Open Access Journals (Sweden)

Stephen Anthony Rozée

2011-12-01

Full Text Available The European Union (EU has responded to changing security threats by seeking to increase cooperation between the law enforcement agencies of the Member States, granting further powers to Europol and other intelligence-sharing institutions, and by undertaking police missions beyond EU borders. The literature relating to EU policing is generally focused on the ‘internal’ and ‘external’ dimensions, or on specific aspects of police activity. This tendency to concentrate on narrow or isolated areas of policing has led to a significant gap regarding the broader analysis of the EU as a comprehensive police actor. Important questions about the nature of EU policing as a whole, as well as the contribution of policing activities to the EU’s security agenda, remain unexplored in the literature. This article aims to define what is meant by ‘comprehensive policing’ and to indentify criteria by which the comprehensiveness of EU-level policing may be measured. In addition to this, an integrated actorness/police comprehensiveness framework will be presented as a tool for assessing the EU as a comprehensive police actor.

Speech comprehension difficulties in chronic tinnitus and its relation to hyperacusis

Directory of Open Access Journals (Sweden)

Veronika Vielsmeier

2016-12-01

Full Text Available AbstractObjectiveMany tinnitus patients complain about difficulties regarding speech comprehension. In spite of the high clinical relevance little is known about underlying mechanisms and predisposing factors. Here, we performed an exploratory investigation in a large sample of tinnitus patients to (1 estimate the prevalence of speech comprehension difficulties among tinnitus patients, to (2 compare subjective reports of speech comprehension difficulties with objective measurements in a standardized speech comprehension test and to (3 explore underlying mechanisms by analyzing the relationship between speech comprehension difficulties and peripheral hearing function (pure tone audiogram, as well as with co-morbid hyperacusis as a central auditory processing disorder. Subjects and MethodsSpeech comprehension was assessed in 361 tinnitus patients presenting between 07/2012 and 08/2014 at the Interdisciplinary Tinnitus Clinic at the University of Regensburg. The assessment included standard audiological assessment (pure tone audiometry, tinnitus pitch and loudness matching, the Goettingen sentence test (in quiet for speech audiometric evaluation, two questions about hyperacusis, and two questions about speech comprehension in quiet and noisy environments (How would you rate your ability to understand speech?; How would you rate your ability to follow a conversation when multiple people are speaking simultaneously?. Results Subjectively reported speech comprehension deficits are frequent among tinnitus patients, especially in noisy environments (cocktail party situation. 74.2% of all investigated patients showed disturbed speech comprehension (indicated by values above 21.5 dB SPL in the Goettingen sentence test. Subjective speech comprehension complaints (both in general and in noisy environment were correlated with hearing level and with audiologically-assessed speech comprehension ability. In contrast, co-morbid hyperacusis was only correlated

Language Skills in Classical Chinese Text Comprehension

Science.gov (United States)

Lau, Kit-ling

2018-01-01

This study used both quantitative and qualitative methods to explore the role of lower- and higher-level language skills in classical Chinese (CC) text comprehension. A CC word and sentence translation test, text comprehension test, and questionnaire were administered to 393 Secondary Four students; and 12 of these were randomly selected to…

Text comprehension in Czech fourth-grade children with dyslexia

Directory of Open Access Journals (Sweden)

Špačková Klára

2017-01-01

Full Text Available In the Czech Republic, the concept of dyslexia is used as a global term for various developmental deficiencies relating to reading skills. The criteria used for dyslexia are not clear and intervention is solely focused on word reading training. Not much is known about the pattern and level of reading comprehension abilities among Czech readers. The study examines reading comprehension and its component skills (decoding and listening comprehension abilities in 32 Czech fourth-grade children with a formal diagnosis of dyslexia and their classmates (N=126. In decoding tests, the children with dyslexia surprisingly lagged behind most significantly in a task concerning speed and accuracy in context reading. Contrary to expectations, the children with dyslexia also showed inferiority in a listening comprehension task. In reading comprehension measures, in comparison to the typically developing readers, the children with dyslexia achieved the best results in a oral reading comprehension task. The results are discussed with respect to Czech counselling and educational practice and the need for changes in the current support system and terminology is stressed.

EFFICIENCY OF READING COMPREHENSION TRAINING IN PUPILS LIVING IN POVERTY

Directory of Open Access Journals (Sweden)

Milena Kosak Babuder

2015-09-01

Full Text Available The results of Slovene and foreign studies reveal the connection between literacy levels and the level of education, employment opportunities and consequent socio-economic status of individuals and families. Reading efficiency relating to reading comprehension is an important element of reading literacy performance. The findings of several authors indicate empirical evidence of the existence of deficits and poor reading comprehension in pupils living in poverty and stress the importance of offsetting deficits and developing reading comprehension. Results of both foreign and Slovene studies indicate that the program of reading comprehension should be implemented in this group of pupils. In the article, we want to present effectiveness of the reading comprehension improvement program in pupils living in poverty. According to the findings of our research, in which we structured and implemented the reading comprehension program for pupils living in poverty with the Metacognitive-intersentential model of reading comprehension, the reading comprehension of the experimental group pupils who participated in the program improved compared to the control group pupils who did not participate in the program. Experimental group pupils also significantly improved correctness of their reading, their vocabulary and skills of verbal expression. When the program ended, we tested its efficiency by applied tests. The results on the manifest variables indicated that the program was good and efficient for pupils who live in poverty and experience reading comprehension problems.

Comprehensive stroke units: a review of comparative evidence and experience.

Science.gov (United States)

Chan, Daniel K Y; Cordato, Dennis; O'Rourke, Fintan; Chan, Daniel L; Pollack, Michael; Middleton, Sandy; Levi, Chris

2013-06-01

Stroke unit care offers significant benefits in survival and dependency when compared to general medical ward. Most stroke units are either acute or rehabilitation, but comprehensive (combined acute and rehabilitation) model (comprehensive stroke unit) is less common. To examine different levels of evidence of comprehensive stroke unit compared to other organized inpatient stroke care and share local experience of comprehensive stroke units. Cochrane Library and Medline (1980 to December 2010) review of English language articles comparing stroke units to alternative forms of stroke care delivery, different types of stroke unit models, and differences in processes of care within different stroke unit models. Different levels of comparative evidence of comprehensive stroke units to other models of stroke units are collected. There are no randomized controlled trials directly comparing comprehensive stroke units to other stroke unit models (either acute or rehabilitation). Comprehensive stroke units are associated with reduced length of stay and greatest reduction in combined death and dependency in a meta-analysis study when compared to other stroke unit models. Comprehensive stroke units also have better length of stay and functional outcome when compared to acute or rehabilitation stroke unit models in a cross-sectional study, and better length of stay in a 'before-and-after' comparative study. Components of stroke unit care that improve outcome are multifactorial and most probably include early mobilization. A comprehensive stroke unit model has been successfully implemented in metropolitan and rural hospital settings. Comprehensive stroke units are associated with reductions in length of stay and combined death and dependency and improved functional outcomes compared to other stroke unit models. A comprehensive stroke unit model is worth considering as the preferred model of stroke unit care in the planning and delivery of metropolitan and rural stroke services

The comprehension of mathematic problems in primary school

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Karel Pérez Ariza

2015-05-01

Full Text Available The paper describes the result of the research project “A study of causes of difficulties in learning comprehension from an interdisciplinary perspective in Camagüey. The main objective of that study is to propose a methodology for the comprehension of mathematic problems in primary school. In designing the methodology, the characteristics of this text variety, basic principle of the theory of reading comprehension and problem solving were taking into account. In this research work several theoretical methods were used —analysis-synthesis, historical-logical, inductive-deductive— to elaborate the theoretical framework, while modeling and system approach in the methodology construction. Additionally, empirical methods were used in order to assess the knowledge about comprehension of mathematic problems; among them observation and analysis of the activity results.

Cues, quantification, and agreement in language comprehension.

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Tanner, Darren; Bulkes, Nyssa Z

2015-12-01

We investigated factors that affect the comprehension of subject-verb agreement in English, using quantification as a window into the relationship between morphosyntactic processes in language production and comprehension. Event-related brain potentials (ERPs) were recorded while participants read sentences with grammatical and ungrammatical verbs, in which the plurality of the subject noun phrase was either doubly marked (via overt plural quantification and morphological marking on the noun) or singly marked (via only plural morphology on the noun). Both acceptability judgments and the ERP data showed heightened sensitivity to agreement violations when quantification provided an additional cue to the grammatical number of the subject noun phrase, over and above plural morphology. This is consistent with models of grammatical comprehension that emphasize feature prediction in tandem with cue-based memory retrieval. Our results additionally contrast with those of prior studies that showed no effects of plural quantification on agreement in language production. These findings therefore highlight some nontrivial divergences in the cues and mechanisms supporting morphosyntactic processing in language production and comprehension.

Readability and comprehensibility of informed consent forms for clinical trials

Directory of Open Access Journals (Sweden)

Anvita Pandiya

2010-01-01

A shortened Informed Consent Form, with information that a reasonable person would want to understand along with specific information that the person wants in particular would be a good option to improve understanding or comprehensibility. Additional informational meetings with a qualified person like a counselor could help in comprehension. Questionnaires designed to test comprehension of patient, peer review, patient writing the salient features could help evaluate the comprehensibility of the Informed Consent Form.

SITE COMPREHENSIVE LISTING (CERCLIS) (Superfund)

Data.gov (United States)

U.S. Environmental Protection Agency — The Comprehensive Environmental Response, Compensation and Liability Information System (CERCLIS) (Superfund) Public Access Database contains a selected set of...

A predictive study of reading comprehension in third-grade Spanish students.

Science.gov (United States)

López-Escribano, Carmen; Elosúa de Juan, María Rosa; Gómez-Veiga, Isabel; García-Madruga, Juan Antonio

2013-01-01

The study of the contribution of language and cognitive skills to reading comprehension is an important goal of current reading research. However, reading comprehension is not easily assessed by a single instrument, as different comprehension tests vary in the type of tasks used and in the cognitive demands required. This study examines the contribution of basic language and cognitive skills (decoding, word recognition, reading speed, verbal and nonverbal intelligence and working memory) to reading comprehension, assessed by two tests utilizing various tasks that require different skill sets in third-grade Spanish-speaking students. Linguistic and cognitive abilities predicted reading comprehension. A measure of reading speed (the reading time of pseudo-words) was the best predictor of reading comprehension when assessed by the PROLEC-R test. However, measures of word recognition (the orthographic choice task) and verbal working memory were the best predictors of reading comprehension when assessed by means of the DARC test. These results show, on the one hand, that reading speed and word recognition are better predictors of Spanish language comprehension than reading accuracy. On the other, the reading comprehension test applied here serves as a critical variable when analyzing and interpreting results regarding this topic.

Palliative Care: Delivering Comprehensive Oncology Nursing Care.

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Dahlin, Constance

2015-11-01

To describe palliative care as part of comprehensive oncology nursing care. A review of the palliative care, oncology, and nursing literature over the past 10 years. Palliative care is mandated as part of comprehensive cancer care. A cancer diagnosis often results in distress in the physical, psychosocial, spiritual, and emotional domains of care. Oncology nurses are essential in providing palliative care from diagnosis to death to patients with cancer. They address the myriad aspects of cancer. With palliative care skills and knowledge, oncology nurses can provide quality cancer care. There are many opportunities in which oncology nurses can promote palliative care. Oncology nurses must obtain knowledge and skills in primary palliative care to provide comprehensive cancer care. Copyright © 2015 Elsevier Inc. All rights reserved.

Improving Listening Comprehension through a Whole-Schema Approach.

Science.gov (United States)

Ellermeyer, Deborah

1993-01-01

Examines the development of the schema, or cognitive structure, theory of reading comprehension. Advances a model for improving listening comprehension within the classroom through a teacher-facilitated approach which leads students to selecting and utilizing existing schema within a whole-language environment. (MDM)

Developmental Relations Between Reading Comprehension and Reading Strategies

NARCIS (Netherlands)

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,

45 CFR 1306.30 - Provisions of comprehensive child development services.

Science.gov (United States)

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false Provisions of comprehensive child development... Start Program Options § 1306.30 Provisions of comprehensive child development services. (a) All Head Start grantees must provide comprehensive child development services, as defined in the Head Start...

Neuronal basis of speech comprehension.

Science.gov (United States)

Specht, Karsten

2014-01-01

Verbal communication does not rely only on the simple perception of auditory signals. It is rather a parallel and integrative processing of linguistic and non-linguistic information, involving temporal and frontal areas in particular. This review describes the inherent complexity of auditory speech comprehension from a functional-neuroanatomical perspective. The review is divided into two parts. In the first part, structural and functional asymmetry of language relevant structures will be discus. The second part of the review will discuss recent neuroimaging studies, which coherently demonstrate that speech comprehension processes rely on a hierarchical network involving the temporal, parietal, and frontal lobes. Further, the results support the dual-stream model for speech comprehension, with a dorsal stream for auditory-motor integration, and a ventral stream for extracting meaning but also the processing of sentences and narratives. Specific patterns of functional asymmetry between the left and right hemisphere can also be demonstrated. The review article concludes with a discussion on interactions between the dorsal and ventral streams, particularly the involvement of motor related areas in speech perception processes, and outlines some remaining unresolved issues. This article is part of a Special Issue entitled Human Auditory Neuroimaging. Copyright © 2013 Elsevier B.V. All rights reserved.

IQ and Reading Comprehension in Translation Quality

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Mohsen Askari

2017-10-01

Full Text Available Having a deeper understanding of determining factors in the quality of translation is in the interest of almost all scholars of translation studies. Students’ intelligence is being measured constantly in order to determine their aptitude for entering into different programs. However, in translation studies, the variable of intelligence quotient (IQ has been curiously ignored among researchers. This study aimed to explore the strength of both IQ and reading comprehension in predicting translation quality among Iranian translation students.  A sample of forty-six translation students from Alborz University of Qazvin participated in this study. Data were collected using three tests including Raven’s Advanced Progressive Matrices, Colina’s (2008 componential translation quality rating scheme and the reading comprehension test of IELTS. The results show IQ test scores and reading comprehension significantly predict translation quality assessment. Surprisingly, the most significant finding is that IQ score is by far a better predictor of translation quality than reading comprehension. Overall, it is concluded that translation quality assessment is more of a deeper cognitive function than solely language process, which could lead to more research on cognitive aspects of translation.

A comprehensive psychiatric service

DEFF Research Database (Denmark)

Wang, A G

1984-01-01

A comprehensive psychiatric service was established in 1969 in the Faroe Islands. This service was created as a department of a general hospital. The spheres covered by this department, operating in the midst of the community were: acute and chronic patients, a liaison-psychiatric service...

Justice foundations for the Comprehensive Law Movement.

Science.gov (United States)

Dewhurst, Dale

2010-01-01

Authors examining the developing dispute resolution alternatives to the adversarial system have identified nine converging "vectors" or alternatives in what has been termed the Comprehensive Law Movement. These authors have sought to understand how the developing vectors can remain separate and vibrant movements while sharing common ground. Some analyze these developments as being within law and legal practice, others see them as alternative approaches to law, and still others take a combined approach. It will be impossible to understand how these vectors have meaningful differences from law and legal practice if the search is limited to looking within law and legal practice. It will be impossible to understand how these vectors have meaningful commonalities with law and legal practice if the search is limited to looking external to law and legal practice. Instead of comparing the vectors with the adversarial system, higher order criteria are required. What is needed is a comprehensive and internally consistent super-system of norms; one that can be used to evaluate the adversarial system and the evolving vectors on an equal footing. An Aristotelian natural law virtue theory of justice can: (a) provide a functional guiding definition of justice; (b) serve as a comprehensive and internally consistent super-system of norms; and (c) provide the theoretical and evaluative foundation required to clarify the relationships among the adversarial system and the developing vectors. Finally, it will become clear why the Comprehensive Law Movement might be more appropriately conceptualized as the Comprehensive Justice Movement. Copyright © 2010 Elsevier Ltd. All rights reserved.

Students' Metacomprehension Knowledge: Components That Predict Comprehension Performance

Science.gov (United States)

Zabrucky, Karen M.; Moore, DeWayne; Agler, Lin-Miao Lin; Cummings, Andrea M.

2015-01-01

In the present study, we assessed students' metacomprehension knowledge and examined the components of knowledge most related to comprehension of expository texts. We used the Revised Metacomprehension Scale (RMCS) to investigate the relations between students' metacomprehension knowledge and comprehension performance. Students who evaluated and…

How to assess and improve children's reading comprehension?

NARCIS (Netherlands)

Muijselaar, M.M.L.

2016-01-01

Reading comprehension is one of the most important skills children have to acquire during the final years of primary education. It is therefore unfortunate that many children have severe problems with a proper understanding of texts. To design methods that foster children’s reading comprehension,

The Influence of Working Memory on Listening Comprehension

Institute of Scientific and Technical Information of China (English)

张军

2008-01-01

@@ We many notice that in listening classroom, what proficient students complain most is that they can get every word in the listening material but the most difficult thing for them is to keep in mind what they have heard. Although listening comprehension is now widely considered to be of great importance in second language learning and is extensively studied, there has not been enough research on listening comprehensionfrom the language processing perspective. And there is not too much studies involving the concept of memory in listening comprehension,especially the relationship between working memory capacity and listening comprehension.

Reading comprehension skills of young adults with childhood diagnoses of dyslexia.

Science.gov (United States)

Ransby, Marilyn J; Swanson, H Lee

2003-01-01

This study explores the contribution of cognitive processes to comprehension skills in adults who suffered from childhood developmental dyslexia (CD). The performance of adults with CD (ages 17 to 23), chronological age-matched (CA) adults, and reading level-matched (RL) children was compared on measures of phonological processing, naming speed, working memory (WM), general knowledge, vocabulary, and comprehension. The results showed that adults with CD scored lower on measures of phonological processing, naming speed, WM, general knowledge, and vocabulary when compared to CA readers but were comparable to RL children on the majority of process measures. Phonological processing, naming speed, vocabulary, general knowledge, and listening comprehension contributed independent variance to reading comprehension accuracy, whereas WM, intelligence, phonological processing, and listening comprehension contributed independent variance to comprehension fluency. Adults with CD scored lower than CA adults and higher than RL children on measures of lexical processing, WM, and listening comprehension when word recognition and intelligence were partialed from the analysis. In summary, constraints in phonological processing and naming speed mediate only some of the influence of high-order processes on reading comprehension. Furthermore, adults with CD experience difficulties in WM, listening comprehension, and vocabulary independently of their word recognition problems and intellectual ability.

Sentence comprehension following moderate closed head injury in adults.

Science.gov (United States)

Leikin, Mark; Ibrahim, Raphiq; Aharon-Peretz, Judith

2012-09-01

The current study explores sentence comprehension impairments among adults following moderate closed head injury. It was hypothesized that if the factor of syntactic complexity significantly affects sentence comprehension in these patients, it would testify to the existence of syntactic processing deficit along with working-memory problems. Thirty-six adults (18 closed head injury patients and 18 healthy controls matched in age, gender, and IQ) participated in the study. A picture-sentence matching task together with various tests for memory, language, and reading abilities were used to explore whether sentence comprehension impairments exist as a result of a deficit in syntactic processing or of working-memory dysfunction. Results indicate significant impairment in sentence comprehension among adults with closed head injury compared with their non-head-injured peers. Results also reveal that closed head injury patients demonstrate considerable decline in working memory, short-term memory, and semantic knowledge. Analysis of the results shows that memory impairment and syntactic complexity contribute significantly to sentence comprehension difficulties in closed head injury patients. At the same time, the presentation mode (spoken or written language) was found to have no effect on comprehension among adults with closed head injury, and their reading abilities appear to be relatively intact.

Comprehensive Environmental Management Process

International Nuclear Information System (INIS)

Hjeresen, D.L.; Roybal, S.L.

1994-01-01

This report contains information about Los Alamos National Laboratory's Comprehensive Environmental Management Plan. The topics covered include: waste minimization, waste generation, environmental concerns, public relations of the laboratory, and how this plan will help to answer to the demands of the laboratory as their mission changes

Do comprehensive schools reduce social mobility?

Science.gov (United States)

Boliver, Vikki; Swift, Adam

2011-03-01

This paper investigates the claim that the shift from a selective to a comprehensive school system had a deleterious effect on social mobility in Great Britain. Using data from the National Child Development Study, we compare the chances, for both class and income mobility, of those who attended different kinds of school. Where media attention focuses exclusively on the chances for upward mobility of those children from lowly origins who were (or would have been) judged worthy of selection into a grammar school, we offer more rounded analyses. We match respondents in a way that helps us to distinguish those inequalities in mobility chances that are due to differences between children from those due to differences between the schools they attended; we look at the effects of the school system on the mobility chances of all children, not merely those from less advantaged origins; and we compare comprehensive- and selective-system schools, not merely comprehensive and grammar schools. After matching, we find, first, that going to a grammar school rather than a comprehensive does not make low-origin children more likely to be upwardly mobile but it helps them move further if they are; second, that grammar schools do not benefit working-class children, in terms of class mobility, more than they benefit service-class children, but, in terms of income mobility, such schools benefit low-income children somewhat more than they benefit higher-income children - that benefit relating only to rather modest and limited movements within the income distribution. Finally, however, the selective system as a whole yields no mobility advantage of any kind to children from any particular origins: any assistance to low-origin children provided by grammar schools is cancelled out by the hindrance suffered by those who attended secondary moderns. Overall, our findings suggest that comprehensive schools were as good for mobility as the selective schools they replaced. © London School of

42 CFR 441.106 - Comprehensive mental health program.

Science.gov (United States)

2010-10-01

... health and public welfare resources; including— (i) Community mental health centers; (ii) Nursing homes... 42 Public Health 4 2010-10-01 2010-10-01 false Comprehensive mental health program. 441.106... Comprehensive mental health program. (a) If the plan includes services in public institutions for mental...

Reading comprehension of deaf children with cochlear implants

NARCIS (Netherlands)

Vermeulen, A.M.; Bon, W.H.J. van; Schreuder, R.; Knoors, H.E.T.; Snik, A.F.M.

2007-01-01

The reading comprehension and visual word recognition in 50 deaf children and adolescents with at least 3 years of cochlear implant (0) use were evaluated. Their skills were contrasted with reference data of 500 deaf children without CIs. The reading comprehension level in children with CIs was

Predicting Second Grade Listening Comprehension Using Prekindergarten Measures

Science.gov (United States)

Alonzo, Crystle N.; Yeomans-Maldonado, Gloria; Murphy, Kimberly A.; Bevens, Beau

2016-01-01

Purpose: The purpose of this study was to determine prekindergarten predictors of listening comprehension in second grade. Methods: Within a large, 5-year longitudinal study, children progressing from prekindergarten to second grade were administered a comprehensive set of prekindergarten measures of foundational language skills (vocabulary and…

Second Language Listening Comprehension: A Schema-Theoretic Perspective.

Science.gov (United States)

Long, Donna Reseigh

1989-01-01

Enormous potential exists for the transfer of listening comprehension theory to second language listening research. The need for such research is highlighted through an exploration of recurring themes in the literature on background knowledge and through application of these themes to second language listening comprehension. (CB)

Mental juggling: when does multitasking impair reading comprehension?

Science.gov (United States)

Cho, Kit W; Altarriba, Jeanette; Popiel, Maximilian

2015-01-01

The present study investigated the conditions under which multitasking impairs reading comprehension. Participants read prose passages (the primary task), some of which required them to perform a secondary task. In Experiment 1, we compared two different types of secondary tasks (answering trivia questions and solving math problems). Reading comprehension was assessed using a multiple-choice test that measured both factual and conceptual knowledge. The results showed no observable detrimental effects associated with multitasking. In Experiment 2, the secondary task was a cognitive load task that required participants to remember a string of numbers while reading the passages. Performance on the reading comprehension test was lower in the cognitive load conditions relative to the no-load condition. The present study delineates the conditions under which multitasking can impair or have no effect on reading comprehension. These results further our understanding of our capacity to multitask and have practical implications in our technologically advanced society in which multitasking has become commonplace.

Cognitive and linguistic predictors of reading comprehension in children with intellectual disabilities.

Science.gov (United States)

van Wingerden, Evelien; Segers, Eliane; van Balkom, Hans; Verhoeven, Ludo

2014-11-01

A considerable number of children with intellectual disabilities (ID) are able to acquire basic word reading skills. However, not much is known about their achievements in more advanced reading comprehension skills. In the present study, a group of 49 children with ID and a control group of 21 typically developing children with word decoding skills in the normal ranges of first grade were compared in lower level (explicit meaning) and higher level (implicit meaning) reading comprehension abilities. Moreover, in the group of children with ID it was examined to what extent their levels of lower level and higher level reading comprehension could be predicted from their linguistic skills (word decoding, vocabulary, language comprehension) and cognitive skill (nonverbal reasoning). It was found that children with ID were weaker than typically developing children in higher level reading comprehension but not in lower level reading comprehension. Children with ID also performed below the control group on nonverbal reasoning and language comprehension. After controlling for nonverbal reasoning, linguistic skills predicted lower level reading comprehension but not higher level reading comprehension. It can be concluded that children with ID who have basic decoding skill do reasonably well on lower level reading comprehension but continue to have problems with higher level reading comprehension. Copyright © 2014 Elsevier Ltd. All rights reserved.

A research on comprehension differences between print and screen reading

Directory of Open Access Journals (Sweden)

Szu-Yuan Sun

2013-12-01

Full Text Available Since the 1980s, extensive research has been conducted comparing reading comprehension from printed text and computer screens. The conclusions, however, are not very consistent. As reading from computer screens requires a certain degree of individual technical skill, such variables should be objectively taken into consideration when conducting an experiment regarding the comparison between print and screen reading. This study analyses the difference in the level of understanding of the two presentational formats (text on printed pages and hypertext on computer screens for people between 45-54 years of age (i.e. “middleaged” adults. In our experimental findings there were no significant differences between the levels of comprehension for print and screen presentations. With regard to individual differences in gender, age group and educational level, the findings are as follows: gender and education effects on print reading comprehension performance were significant, while those on screen reading comprehension performance were not. For middle-aged computer learners, the main effect of age group on both print and screen reading comprehension performance was insignificant. In contrast, linear texts of traditional paper-based material are better for middle-aged readers’ literal text comprehension, while hypertext is beneficial to their inferential text comprehension. It is also suggested that hypermedia could be used as a cognitive tool for improving middle-aged adults’ inferential abilities on reading comprehension, provided that they were trained adequately to use available computers.

[Comprehension of hazard pictograms of chemical products among cleaning workers].

Science.gov (United States)

Martí Fernández, Francesc; van der Haar, Rudolf; López López, Juan Carlos; Portell, Mariona; Torner Solé, Anna

2015-01-01

To assess the comprehension among cleaning workers of the hazard pictograms as defined by the Globally Harmonized System (GHS) of the United Nations, concerning the classification, labeling and packaging of substances and mixtures. A sample of 118 workers was surveyed on their perception of the GHS hazard pictograms. Comprehensibility was measured by the percentage of correct answers and the degree to which they reflected International Organization for Standardization and American National Standards Institute standards for minimum level of comprehension. The influence of different variables to predict comprehension capacity was assessed using a logistic regression model. Three groups of pictograms could be distinguished which were statistically differentiated by their comprehensibility. Pictograms reflecting "acute toxicity" and "flammable", were described correctly by 94% and 95% of the surveyed population, respectively. For pictograms reflecting "systemic toxicity", "corrosive", "warning", "environment" and "explosive" the frequency of correct answers ranged from 48% to 64%, whereas those for pictograms "oxidizing" and "compressed gas" were interpreted correctly by only 7% of respondents. Prognostic factors for poor comprehension included: not being familiar with the pictograms, not having received training on safe use of chemical products, being an immigrant and being 54 years of age or older. Only two pictograms exceeded minimum standards for comprehension. Training, a tool proven to be effective to improve the correct interpretation of danger symbols, should be encouraged, especially in those groups with greater comprehension difficulties. Copyright belongs to the Societat Catalana de Salut Laboral.

CDC Best Practices for Comprehensive Tobacco Control Programs - 2007

Data.gov (United States)

U.S. Department of Health & Human Services — Centers for Disease Control and Prevention (CDC). Best Practices for Comprehensive Tobacco Control Programs. Funding. CDC's Best Practices for Comprehensive Tobacco...

CDC Best Practices for Comprehensive Tobacco Control Programs - 2014

Data.gov (United States)

U.S. Department of Health & Human Services — Centers for Disease Control and Prevention (CDC). Best Practices for Comprehensive Tobacco Control Programs. Funding. CDC's Best Practices for Comprehensive Tobacco...

Smart Strategy to Boost Students' Reading Comprehension

OpenAIRE

Sfafi'i, Muhammad Lukman

2015-01-01

Reading as one of language skills plays significant roles in the teaching English as a foreign language. Since the teacher still uses the conventional way to teach reading, students‘ ability in reading comprehension seems still unsatisfactory yet. So, teacher should explore and develop new strategies. One of strategies in reading comprehension that can trigger our students to attain that purpose is SMART (Self Monitoring Approach for Reading and Thinking) strategy. ...

KEMAMPUAN MAHASISWA DALAM MEMBUAT COMPREHENSION QUESTIONS

Directory of Open Access Journals (Sweden)

Pudiyono Pudiyono

2016-10-01

Full Text Available The aims of the research were to find out (a the level of the students’ ability in making comprehension questions, (b the students’ map of problems in making comprehension questions. The population of the research was all students joining Reading 4 academic year 2016, totaling to 30 students, while the sample was taken from all students. The result of data analysis showed that the average ability of the students, with score more than 70 reached 66.66%. In details, only 4 of the samples (13.33% got no wrong answers or an A. Those who got good achievement (B, considered as majority, amounted to 16 students (53.33%. The participants achieving enough grades (C reached 7 students or 23.33%. The last level achieved in this research was D with the number reaching 3 (10%. The map of problems laid on their inability in identifying between yes/no and WH questions, inverted sentence, choosing the right auxiliary and verbs and their spelling ability. Keyword: comprehension, questions, inversion, problem map, ability

Using Comprehensive Feature Lists to Bias Medical Diagnosis

Science.gov (United States)

Kulatunga-Moruzi, Chan; Brooks, Lee R.; Norman, Geoffrey R.

2004-01-01

Clinicians routinely report fewer features in a case than they subsequently agree are present. The authors report studies that assess the effect of considering a more comprehensive description than physicians usually offer. These comprehensive descriptions were generated from photographs of dermatology and internal medicine and were complete and…

34 CFR 303.165 - Comprehensive child find system.

Science.gov (United States)

2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false Comprehensive child find system. 303.165 Section 303.165 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL... Requirements § 303.165 Comprehensive child find system. Each application must include— (a) The policies and...

Comprehensive Error Rate Testing (CERT)

Data.gov (United States)

U.S. Department of Health & Human Services — The Centers for Medicare and Medicaid Services (CMS) implemented the Comprehensive Error Rate Testing (CERT) program to measure improper payments in the Medicare...

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.

Reading and listening comprehension and their relation to inattention and hyperactivity.

Science.gov (United States)

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.

Improving reading comprehension through Reciprocal Teaching Method

Directory of Open Access Journals (Sweden)

Endang Komariah

2015-10-01

Full Text Available This study is aimed at discovering the benefits of the Reciprocal Teaching Method (RTM in the reading classroom, finding out the achievements of students after four comprehension training sessions of using RTM, and exploring the perceptions of students on the use of RTM. This method uses four comprehension strategies: predicting, questioning, clarifying, and summarizing, to help learners monitor their development of reading comprehension by themselves. Students work in groups of four or five and the members are divided into five roles which are the leader, predictor, clarifier, questioner, and summarizer. The subjects were 24 students from the twelfth grade at a high school in Banda Aceh. Observations, tests, documents and interviews were collected to get the data. The results showed that the students were more active and productive in the reading classroom after RTM sessions and their reading proficiency improved. They learnt how to apply several of the strategies from RTM while reading. The results also showed that they preferred this method for teaching-learning reading compared to the conventional one. Therefore, teachers are suggested to consider using this method for teaching reading that instils the students on how to apply the four comprehension strategies used in reading.

Measuring Speech Comprehensibility in Students with Down Syndrome

Science.gov (United States)

Yoder, Paul J.; Woynaroski, Tiffany; Camarata, Stephen

2016-01-01

Purpose: There is an ongoing need to develop assessments of spontaneous speech that focus on whether the child's utterances are comprehensible to listeners. This study sought to identify the attributes of a stable ratings-based measure of speech comprehensibility, which enabled examining the criterion-related validity of an orthography-based…

The effect of listening comprehension skills on students ...

African Journals Online (AJOL)

This paper presents the report of a study that investigated the effects of listening comprehension skill training on students' performance in Oral English Test. To investigate the effects that the teaching of listening comprehension skills would have on the performance in Oral English test, 82 Senior Secondary School 2 ...

Proverb and idiom comprehension in Alzheimer disease.

Science.gov (United States)

Kempler, D; Van Lancker, D; Read, S

1988-01-01

Twenty-nine patients diagnosed with Probable Alzheimer Disease were administered tests of word, familiar phrases (idioms and proverbs), and novel phrase comprehension. From the early stage of the disease, patients performed worse at understanding familiar phrases than single words or novel phrases. The results uphold common observations that AD patients have difficulty interpreting abstract meanings. Cognitive variables responsible for poor idiom/proverb comprehension and the clinical implications of this new protocol are discussed.

A review of the studies on listening comprehension in the second language

OpenAIRE

Fukuda, Michiko

2003-01-01

Few studies have been done on the listening comprehension processing, especially in second language. However, recent studies show that listening comprehension is considered as an active and cognitive process. This paper overviews studies on listening comprehension in the second language by presenting some models of listening comprehension processing. Then, listening comprehension was studied from cognitive psychology and educational point of view. Finally, the direction of future researches o...

Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?

OpenAIRE

Spencer, Mercedes; Quinn, Jamie M.; Wagner, Richard K.

2014-01-01

The goal of the present study was to test three competing hypotheses about the nature of comprehension problems of students who are poor in reading comprehension. Participants in the study were first, second, and third graders, totaling 9 cohorts and over 425,000 participants in all. The pattern of results was consistent across all cohorts: Less than one percent of first- through third-grade students who scored as poor in reading comprehension were adequate in both decoding and vocabulary. Al...

Listening Comprehension Strategies: A Review of the Literature

Science.gov (United States)

Berne, Jane E.

2004-01-01

Numerous studies related to listening comprehension strategies have been published in the past two decades. The present study seeks to build upon two previous reviews of listening comprehension strategies research. Of particular interest in this review are studies dealing with the types of cues used by listeners, the sequence of listening,…

Mining Student Behavior Patterns in Reading Comprehension Tasks

Science.gov (United States)

Peckham, Terry; McCalla, Gord

2012-01-01

Reading comprehension is critical in life-long learning as well as in the workplace. In this paper, we describe how multidimensional k-means clustering combined with Bloom's Taxonomy can be used to determine positive and negative cognitive skill sets with respect to reading comprehension tasks. This information could be used to inform environments…

Rereading Comprehension Pedagogies: Toward a Dialogic Teaching Ethic That Honors Student Sensemaking

Science.gov (United States)

Aukerman, Maren

2013-01-01

This conceptual essay critiques reading comprehension pedagogies that are part of the current educational landscape. I argue that comprehension pedagogy generally reflects one of three differing orientations, each with its own assumptions about what comprehension is: comprehension-as-outcome pedagogies, which emphasize getting textual meaning…

Assessing children's inference generation: what do tests of reading comprehension measure?

Science.gov (United States)

Bowyer-Crane, Claudine; Snowling, Margaret J

2005-06-01

Previous research suggests that children with specific comprehension difficulties have problems with the generation of inferences. This raises important questions as to whether poor comprehenders have poor comprehension skills generally, or whether their problems are confined to specific inference types. The main aims of the study were (a) using two commonly used tests of reading comprehension to classify the questions requiring the generation of inferences, and (b) to investigate the relative performance of skilled and less-skilled comprehenders on questions tapping different inference types. The performance of 10 poor comprehenders (mean age 110.06 months) was compared with the performance of 10 normal readers (mean age 112.78 months) on two tests of reading comprehension. A qualitative analysis of the NARA II (form 1) and the WORD comprehension subtest was carried out. Participants were then administered the NARA II, WORD comprehension subtest and a test of non-word reading. The NARA II was heavily reliant on the generation of knowledge-based inferences, while the WORD comprehension subtest was biased towards the retention of literal information. Children identified by the NARA II as having comprehension difficulties performed in the normal range on the WORD comprehension subtests. Further, children with comprehension difficulties performed poorly on questions requiring the generation of knowledge-based and elaborative inferences. However, they were able to answer questions requiring attention to literal information or use of cohesive devices at a level comparable to normal readers. Different reading tests tap different types of inferencing skills. Lessskilled comprehenders have particular difficulty applying real-world knowledge to a text during reading, and this has implications for the formulation of effective intervention strategies.

Comprehensive numerical modelling of tokamaks

International Nuclear Information System (INIS)

Cohen, R.H.; Cohen, B.I.; Dubois, P.F.

1991-01-01

We outline a plan for the development of a comprehensive numerical model of tokamaks. The model would consist of a suite of independent, communicating packages describing the various aspects of tokamak performance (core and edge transport coefficients and profiles, heating, fueling, magnetic configuration, etc.) as well as extensive diagnostics. These codes, which may run on different computers, would be flexibly linked by a user-friendly shell which would allow run-time specification of packages and generation of pre- and post-processing functions, including workstation-based visualization of output. One package in particular, the calculation of core transport coefficients via gyrokinetic particle simulation, will become practical on the scale required for comprehensive modelling only with the advent of teraFLOP computers. Incremental effort at LLNL would be focused on gyrokinetic simulation and development of the shell

Working memory contributions to reading comprehension components in middle childhood children.

Science.gov (United States)

Chrysochoou, Elisavet; Bablekou, Zoe; Tsigilis, Nikolaos

2011-01-01

This study examined working memory contributions to reading comprehension subskills in Greek children (mean age 9 years, 1 month). The phonological loop of the Baddeley and Hitch working memory model was assessed with 3 recall tasks (words, nonwords, and digits) and a word list matching task. The central executive (CE) was assessed with 3 tasks (listening, counting, and backward digit recall). Participants were also given a receptive vocabulary task, a reading fluency task, and written stories accompanied by comprehension questions. Canonical correlation analyses showed that the comprehension variables were related to the CE rather than the phonological loop measures. CE functions were more strongly associated with elaborative inference generation (involving significant offline processing) and comprehension control (involving metacognitive monitoring). Smaller yet significant associations were observed between the CE and the necessary inference and literal comprehension measures, whereas a moderate relationship was found in the case of the simile comprehension variable. Among the CE variables, listening recall demonstrated the highest loading on the canonical function, followed by moderate yet significant counting and backward digit recall loadings. Vocabulary was found to fully mediate several associations between working memory and comprehension measures; however, the relationship between listening recall and elaborative inferences was partly mediated. Reading fluency and, on several occasions, Greek vocabulary knowledge did not mediate the relationships between CE measures and comprehension skills assessed. This study demonstrates the usefulness of CE measures for identifying young children's possible difficulties in carrying out specific reading comprehension processes.

Comprehensive benefit analysis of regional water resources based on multi-objective evaluation

Science.gov (United States)

Chi, Yixia; Xue, Lianqing; Zhang, Hui

2018-01-01

The purpose of the water resources comprehensive benefits analysis is to maximize the comprehensive benefits on the aspects of social, economic and ecological environment. Aiming at the defects of the traditional analytic hierarchy process in the evaluation of water resources, it proposed a comprehensive benefit evaluation of social, economic and environmental benefits index from the perspective of water resources comprehensive benefit in the social system, economic system and environmental system; determined the index weight by the improved fuzzy analytic hierarchy process (AHP), calculated the relative index of water resources comprehensive benefit and analyzed the comprehensive benefit of water resources in Xiangshui County by the multi-objective evaluation model. Based on the water resources data in Xiangshui County, 20 main comprehensive benefit assessment factors of 5 districts belonged to Xiangshui County were evaluated. The results showed that the comprehensive benefit of Xiangshui County was 0.7317, meanwhile the social economy has a further development space in the current situation of water resources.

7 CFR 1944.514 - Comprehensive TSA grant projects.

Science.gov (United States)

2010-01-01

... 7 Agriculture 13 2010-01-01 2009-01-01 true Comprehensive TSA grant projects. 1944.514 Section... § 1944.514 Comprehensive TSA grant projects. (a) The rural area to be covered by the TSA project must be...) Consideration of the following items may assist applicants develop TSA projects which meet the needs of low...

Older Adults' Comprehension of Transformational and Deactivation Negation

Science.gov (United States)

Margolin, Sara J.

2015-01-01

The present research aimed to examine young and older adults' comprehension of negated text to determine the locus of older adults' difficulty in understanding this text construction. Participants were asked to read short passages at their own pace, complete a lexical decision task, and answer a comprehension question about what they had read.…

7 CFR 4290.320 - Contents of comprehensive business plan.

Science.gov (United States)

2010-01-01

... 7 Agriculture 15 2010-01-01 2010-01-01 false Contents of comprehensive business plan. 4290.320... comprehensive business plan. (a) Plan for Developmental Venture Capital investing. The Applicant must describe... of the Applicant's business plan. ...

Improving 4th Grade Primary School Students' Reading Comprehension Skills

Science.gov (United States)

Bulut, Aydin

2017-01-01

The aim of this study was to carry out action research to investigate reading comprehension skills when using the SQ3R reading comprehension strategy. To that end, this strategy was used for improving the reading comprehension skills of 7 primary school 4th grade students who had problems with these skills. An action plan was prepared for 3hours a…

Revisiting Sticht: The Changing Nature of the Relationship between Listening Comprehension and Reading Comprehension among Upper Elementary and Middle School Students over the Last 50 Years

Science.gov (United States)

Verlaan, Wolfram; Pearce, Daniel L.; Zeng, Guang

2017-01-01

This study investigated the relationship between listening comprehension and reading comprehension to determine if environmental factors might be contributing to a possible change in the equalization age for these two comprehension modalities from what was theorized by Thomas Sticht. The study employed a counterbalanced design to measure the…

THE NATURE OF COMPREHENSION.

Science.gov (United States)

CLELAND, DONALD L.

THE NATURE OF COMPREHENSION IS DEFINED AND CLARIFIED. THE LITERATURE IS SURVEYED TO SHOW THAT THE DEVELOPMENT OF CONCEPTS IS IMPORTANT IN INTELLECTUAL ACTIVITIES. IT IS POINTED OUT THAT CONCEPTS ARE BUILT FROM PERCEPTS, IMAGES, SENSATION, AND MEMORIES, AND THAT THE STEPS WHICH ARE EMPLOYED AS CONCEPTS ARE BUILT AND REFINED AND INCLUDE PERCEIVING,…

Improving Reading Comprehension Skills through the SCRATCH Program

Science.gov (United States)

Papatga, Erdal; Ersoy, Ali

2016-01-01

The aim of this study was to reveal how reading comprehension skills of elementary fourth graders who have problems in reading comprehension can be improved by means of the SCRATCH program. The study was designed as a participant action research. It was carried out within a 15- week process at an elementary school with middle socio-economic level…

Gender Agreement Attraction in Russian: Production and Comprehension Evidence.

Science.gov (United States)

Slioussar, Natalia; Malko, Anton

2016-01-01

Agreement attraction errors (such as the number error in the example "The key to the cabinets are rusty") have been the object of many studies in the last 20 years. So far, almost all production experiments and all comprehension experiments looked at binary features (primarily at number in Germanic, Romance, and some other languages, in several cases at gender in Romance languages). Among other things, it was noted that both in production and in comprehension, attraction effects are much stronger for some feature combinations than for the others: they can be observed in the sentences with singular heads and plural dependent nouns (e.g.,"The key to the cabinets…"), but not in the sentences with plural heads and singular dependent nouns (e.g., "The keys to the cabinet…"). Almost all proposed explanations of this asymmetry appeal to feature markedness, but existing findings do not allow teasing different approaches to markedness apart. We report the results of four experiments (one on production and three on comprehension) studying subject-verb gender agreement in Russian, a language with three genders. Firstly, we found attraction effects both in production and in comprehension, but, unlike in the case of number agreement, they were not parallel (in production, feminine gender triggered strongest effects, while neuter triggered weakest effects, while in comprehension, masculine triggered weakest effects). Secondly, in the comprehension experiments attraction was observed for all dependent noun genders, but only for a subset of head noun genders. This goes against the traditional assumption that the features of the dependent noun are crucial for attraction, showing the features of the head are more important. We demonstrate that this approach can be extended to previous findings on attraction and that there exists other evidence for it. In total, these findings let us reconsider the question which properties of features are crucial for agreement attraction in

Hand Specific Representations in Language Comprehension

Directory of Open Access Journals (Sweden)

Claire eMoody-Triantis

2014-06-01

Full Text Available Theories of embodied cognition argue that language comprehension involves sensory-motor re-enactments of the actions described. However, the degree of specificity of these re-enactments as well as the relationship between action and language remains a matter of debate. Here we investigate these issues by examining how hand-specific information (left or right hand is recruited in language comprehension and action execution. An fMRI study tested right-handed participants in two separate tasks that were designed to be as similar as possible to increase sensitivity of the comparison across task: an action execution go/no-go task where participants performed right or left hand actions, and a language task where participants read sentences describing the same left or right handed actions as in the execution task. We found that language-induced activity did not match the hand-specific patterns of activity found for action execution in primary somatosensory and motor cortex, but it overlapped with pre-motor and parietal regions associated with action planning. Within these pre-motor regions, both right hand actions and sentences elicited stronger activity than left hand actions and sentences - a dominant hand effect -. Importantly, both dorsal and ventral sections of the left pre-central gyrus were recruited by both tasks, suggesting different action features being recruited. These results suggest that (a language comprehension elicits motor representations that are hand-specific and akin to multimodal action plans, rather than full action re-enactments; and (b language comprehension and action execution share schematic hand-specific representations that are richer for the dominant hand, and thus linked to previous motor experience.

Hand specific representations in language comprehension.

Science.gov (United States)

Moody-Triantis, Claire; Humphreys, Gina F; Gennari, Silvia P

2014-01-01

Theories of embodied cognition argue that language comprehension involves sensory-motor re-enactments of the actions described. However, the degree of specificity of these re-enactments as well as the relationship between action and language remains a matter of debate. Here we investigate these issues by examining how hand-specific information (left or right hand) is recruited in language comprehension and action execution. An fMRI study tested self-reported right-handed participants in two separate tasks that were designed to be as similar as possible to increase sensitivity of the comparison across task: an action execution go/no-go task where participants performed right or left hand actions, and a language task where participants read sentences describing the same left or right handed actions as in the execution task. We found that language-induced activity did not match the hand-specific patterns of activity found for action execution in primary somatosensory and motor cortex, but it overlapped with pre-motor and parietal regions associated with action planning. Within these pre-motor regions, both right hand actions and sentences elicited stronger activity than left hand actions and sentences-a dominant hand effect. Importantly, both dorsal and ventral sections of the left pre-central gyrus were recruited by both tasks, suggesting different action features being recruited. These results suggest that (a) language comprehension elicits motor representations that are hand-specific and akin to multimodal action plans, rather than full action re-enactments; and (b) language comprehension and action execution share schematic hand-specific representations that are richer for the dominant hand, and thus linked to previous motor experience.

Lesion localization of speech comprehension deficits in chronic aphasia.

Science.gov (United States)

Pillay, Sara B; Binder, Jeffrey R; Humphries, Colin; Gross, William L; Book, Diane S

2017-03-07

Voxel-based lesion-symptom mapping (VLSM) was used to localize impairments specific to multiword (phrase and sentence) spoken language comprehension. Participants were 51 right-handed patients with chronic left hemisphere stroke. They performed an auditory description naming (ADN) task requiring comprehension of a verbal description, an auditory sentence comprehension (ASC) task, and a picture naming (PN) task. Lesions were mapped using high-resolution MRI. VLSM analyses identified the lesion correlates of ADN and ASC impairment, first with no control measures, then adding PN impairment as a covariate to control for cognitive and language processes not specific to spoken language. ADN and ASC deficits were associated with lesions in a distributed frontal-temporal parietal language network. When PN impairment was included as a covariate, both ADN and ASC deficits were specifically correlated with damage localized to the mid-to-posterior portion of the middle temporal gyrus (MTG). Damage to the mid-to-posterior MTG is associated with an inability to integrate multiword utterances during comprehension of spoken language. Impairment of this integration process likely underlies the speech comprehension deficits characteristic of Wernicke aphasia. © 2017 American Academy of Neurology.

Comprehensive treatment of generalized parodontitis.

Science.gov (United States)

Mdinaradze, N

2006-06-01

The complexity of pathogenesis of periodontitis makes the use of comprehensive treatment necessary. We observed 60 patients, 20 women and 40 men among them aged from 20 to 50. In the course of parodontitis, we determined the intensity of inflammatory-destructive changes (Pi) in the course of periodontitis, the degree of fang denudation, the depth of gum and parodontal recesses, degree of the teeth becoming loose; we conducted the microbiological study of the oral cavity microflora and drew up an antibiotic graph. We included laser therapy in the comprehensive treatment course of generalized parodontitis. We divided the patients into two groups. The patients of the first group were treated in two stages. We used peridex, composed of chlorhexidine for antiseptic treatment of oral cavity. We used a combined solution of sage, eucalyptus, camomile and calendula to irrigate the oral cavity. At the second stage we used ointment applications with the composition of 3% indometacin, heparin, vitamins, sea-buckthorn oil and antibiotics. In the course of comprehensive treatment of the patients of the II group we included laser therapy. Our interest in the laser beam, as in the means of parodontitis treatment was stimulated by a number of properties of the laser beam and namely, its anti-inflammatory, desensitizing and antibacterial action promotes intensifying the reparation processes and does not entail any complications. The mentioned method has produced the best therapeutic results and has resulted in the reduced treatment period.

A comprehensive nuclear test ban

International Nuclear Information System (INIS)

1985-01-01

The conclusion of a comprehensive nuclear test ban is of critical importance for the future of arms limitation and disarmament. As the 1980 report of the Secretary-General concluded, a comprehensive nuclear test ban is regarded as the first and most urgent step towards the cessation of the nuclear arms race and, in particular, of its qualitative aspects. It could serve as an important measure for the non-proliferation of nuclear weapons, both vertical and horizontal. It would have a major arms limitation impact in that it would make it difficult, if not impossible, to develop new designs of nuclear weapons and would also place constraints on the modification of existing weapon designs. The permanent cessation of all nuclear-weapon tests has long been sought by the world community and its achievement would be an event of great international significance

Effects of Psychological Attention on Pronoun Comprehension

Science.gov (United States)

Arnold, Jennifer E.; Lao, Shin-Yi C.

2015-01-01

Pronoun comprehension is facilitated for referents that are focused in the discourse context. Discourse focus has been described as a function of attention, especially shared attention, but few studies have explicitly tested this idea. Two experiments used an exogenous capture cue paradigm to demonstrate that listeners’ visual attention at the onset of a story influences their preferences during pronoun resolution later in the story. In both experiments trial-initial attention modulated listeners’ transitory biases while considering referents for the pronoun, whether it was in response to the capture cue or not. These biases even had a small influence on listeners’ final interpretation of the pronoun. These results provide independently-motivated evidence that the listener’s attention influences the on-line processes of pronoun comprehension. Trial-initial attentional shifts were made on the basis of non-shared, private information, demonstrating that attentional effects on pronoun comprehension are not restricted to shared attention among interlocutors. PMID:26191533

Improving Students' Reading Comprehension in Descriptive Text Through Anticipation Guide

OpenAIRE

Nasution, Maya Puspita

2014-01-01

This study concerrns with improving students' reading comprehension in descriptive text through anticipation guide.The objective was to investigate improvement of students' reading comprehension by applying anticipation guide. This research was conducted by using action research method. The subject of the study was grade VII students of SMP SWASTA TAMAN HARAPAN MEDAN totalling to 30 students. They were taught reading comprehension by anticipation guide. The instruments for collecting data wer...

Improving text comprehension strategies in reading and listening settings

NARCIS (Netherlands)

Brand-Gruwel, S; Aarnoutse, CAJ; van den Bos, KP

Traditional intervention programs for children with decoding and reading comprehension problems often focus on remediation of the decoding ability. The goal of this study was to determine whether it is possible to teach these children text comprehension strategies. The subjects were fourth-grade

Learning to Estimate Slide Comprehension in Classrooms with Support Vector Machines

Science.gov (United States)

Pattanasri, N.; Mukunoki, M.; Minoh, M.

2012-01-01

Comprehension assessment is an essential tool in classroom learning. However, the judgment often relies on experience of an instructor who makes observation of students' behavior during the lessons. We argue that students should report their own comprehension explicitly in a classroom. With students' comprehension made available at the slide…

Promoting the Comprehension of Teachers and Students Using Young Adult Literature

Science.gov (United States)

Henderson, Shannon C.; Buskist, Connie

2011-01-01

Adolescents who struggle with reading most often encounter problems with comprehension, rather than the ability to read words. Comprehension is a dynamic process that requires the reader to use multiple strategies as meaning is constructed. To improve the reading comprehension of their students, teachers must be knowledgeable about what…

Proactive and reactive effects of vigorous exercise on learning and vocabulary comprehension.

Science.gov (United States)

Salis, Andrea S

2013-06-01

College students (N = 90) were randomly assigned to participate in vigorous, moderate or no physical exercise and vocabulary recall and comprehension learning activities under varying conditions to assess whether or not increased intensities of exercise, performed either before a vocabulary recall and comprehension learning activity (i.e., proactive effect) or after a vocabulary recall and comprehension learning activity (i.e., reactive effect), would improve vocabulary recall and comprehension. The results demonstrated that performing exercise at a vigorous intensity before or after rehearsing for a vocabulary comprehension test improved test results.

EMC² = comprehension: A reading strategy instruction framework for all teachers

Directory of Open Access Journals (Sweden)

Nanda M Klapwijk

2015-02-01

Full Text Available Comprehension is a critical part of the reading process, and yet learners continue to struggle with it and teachers continue to neglect it in their teaching. Many reasons exist for the lack of focus on reading comprehension instruction, but for the most part, teachers simply do not seem to view comprehension as part of the reading process, are not able to teach the concept, and are seemingly not taught to do so during their teacher training years. In addition to this, comprehension continues to be viewed as part of 'language teaching', and is therefore viewed as the so-called 'language teacher's' domain. In support of effective comprehension instruction in the unique, multilingual South African education environment, this article proposes a framework for reading strategy instruction, aimed specifically at teachers. The framework was developed from a research study, and refined through subsequent application in a university course as well as a further study. The framework acknowledges that reading is a multifaceted and complex process, and accordingly, provides sufficient structure for teachers. It further addresses the issue of comprehension instruction through the use of selected reading strategies, designed to be applied by all teachers in all subjects in a flexible and easy manner.

Cellular communications a comprehensive and practical guide

CERN Document Server

Tripathi, Nishith

2014-01-01

Even as newer cellular technologies and standards emerge, many of the fundamental principles and the components of the cellular network remain the same. Presenting a simple yet comprehensive view of cellular communications technologies, Cellular Communications provides an end-to-end perspective of cellular operations, ranging from physical layer details to call set-up and from the radio network to the core network. This self-contained source forpractitioners and students represents a comprehensive survey of the fundamentals of cellular communications and the landscape of commercially deployed

Echoic Memory Interference and Comprehension in a Foreign Language.

Science.gov (United States)

Greenberg, Seth N.; Roscoe, Suzanne

1988-01-01

Study of echoic memory interference among students in college introductory Spanish and German courses revealed that students with weaker listening comprehension skills depended more upon vulnerable sensory codes in echoic memory, while students with stronger comprehension relied on stable higher-order codes. (Author/CB)

The Assessment of Reading Comprehension Difficulties for Reading Intervention

Science.gov (United States)

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…

Cognitive Style and EFL Learners’ Listening Comprehension Ability

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Mandana Yousefi

2011-07-01

Full Text Available Abstract     The current study aimed to investigate whether, and to what extent, there is a relationship between field independence / dependence cognitive styles and Iranian EFL learners' listening comprehension ability. For this purpose, a sample population of 131 Subjects was randomly selected.  A battery of tests including: a the Group Embedded Figures Test (1971, b the TOFEL listening test (1995, c the listening task preference questionnaire, and d the Michigan ECPE test (1996 were administered. The data analysis showed that the correlation between the TOFEL and the GEFT scores for FD learners (both males and females was significant(r =0.70, and higher scores on the GEFT led to an increase in the FD learners TOFEL scores. Conducting one-way and two-way ANOVAs, it was suggested that while there was a relationship between cognitive style and listening comprehension (F= 18.02 and also no relationship between sex and listening comprehension (F=0.267, the interactional effect was significant (f = 7.03. Therefore, sex can be regarded as a source of performance difference in listening comprehension but not by itself and it seems that the interaction of sex and cognitive style can have a stronger effect on this skill. Regarding the learners’ preference toward the different parts of the TOEFL listening section, most  learners favored the short conversations, informal assessment, and one item/one conversation, however, the FI ones did better on the longer conversations of the second and the third parts of the TOEFL listening test. Keywords: Cognitive style, Field dependence, Field independence, Listening comprehension.

Transitioning from Targeted to Comprehensive Mass Spectrometry Using Genetic Algorithms.

Science.gov (United States)

Jaffe, Jacob D; Feeney, Caitlin M; Patel, Jinal; Lu, Xiaodong; Mani, D R

2016-11-01

Targeted proteomic assays are becoming increasingly popular because of their robust quantitative applications enabled by internal standardization, and they can be routinely executed on high performance mass spectrometry instrumentation. However, these assays are typically limited to 100s of analytes per experiment. Considerable time and effort are often expended in obtaining and preparing samples prior to targeted analyses. It would be highly desirable to detect and quantify 1000s of analytes in such samples using comprehensive mass spectrometry techniques (e.g., SWATH and DIA) while retaining a high degree of quantitative rigor for analytes with matched internal standards. Experimentally, it is facile to port a targeted assay to a comprehensive data acquisition technique. However, data analysis challenges arise from this strategy concerning agreement of results from the targeted and comprehensive approaches. Here, we present the use of genetic algorithms to overcome these challenges in order to configure hybrid targeted/comprehensive MS assays. The genetic algorithms are used to select precursor-to-fragment transitions that maximize the agreement in quantification between the targeted and the comprehensive methods. We find that the algorithm we used provided across-the-board improvement in the quantitative agreement between the targeted assay data and the hybrid comprehensive/targeted assay that we developed, as measured by parameters of linear models fitted to the results. We also found that the algorithm could perform at least as well as an independently-trained mass spectrometrist in accomplishing this task. We hope that this approach will be a useful tool in the development of quantitative approaches for comprehensive proteomics techniques. Graphical Abstract ᅟ.

The Effect of the Reader's Background on Reading Comprehension Performance

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Bushra Saadoon Mohammed Al-Noori

2014-12-01

Full Text Available This study aims at measuring the amount of the effect of the reader's background knowledge on performance in reading comprehension tests through the assessment of information gained in reading comprehension (RC tests across-four testing techniques, short answer questions ,true-false items , multiple - choice items , and cloze test and re-test. This technique involves the examinees in two types of tasks, i.e. pre-reading and post -reading task. Two hypotheses have been proposed to achieve the aims of this study. They are  1-There are no significant differences between the pre-reading and post-reading performances of examinees on reading comprehension(RC. 2-There are no significant differences in information gain scores across the different techniques of testing reading comprehension (RC in EFL. To verify the validity of these two hypotheses, a number of statistical procedures have been used such as arithmetical mean, t-test for correlated and independent samples to analyze the performance of third and fourth year College students studying at the Department of English at University of Baghdad /Ibn Rushd College of Education for Humanities on two reading passages taken from TOEFL practice tests (2011. The analysis of the data has shown the following results: 1-The background knowledge has an effect on the performance on reading comprehension (RC. 2-There is a significant difference in students' performance on reading comprehension (RC. 3-The effect of background knowledge is investable on reading comprehension (RC tests, but it can be identified or neutralized. Based on these conclusions, the researcher presented a number of recommendations.

Relationship between Vocabulary Size and Reading Comprehension Levels of Malaysian Tertiary Students

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Angelina Wan Lin Tan

2018-01-01

Full Text Available This study investigated the relationship between vocabulary size and reading comprehension performance among students in a tertiary institution in a Malaysian context and examined the vocabulary size required for students to achieve reading comprehension at various levels of proficiency. The research questions that guided this study were: 1 What is the vocabulary size of second year diploma students studying Mass Communication?; 2 What is the reading comprehension proficiency of second year diploma students studying Mass Communication?; and 3 What vocabulary size is required for different levels of reading comprehension proficiency? This study used the quantitative approach. The participants were 53 Malaysian second-year students at a private university college in Malaysia who were reading for their Diploma in Mass Communication. The instruments used were the Vocabulary Size Test and the IELTS Reading Test (Academic Module. The findings showed that the average vocabulary size of the students was just over 6000 word families and this vocabulary size was generally insufficient for adequate reading comprehension. Students needed an average vocabulary size of about 8000 word families to achieve adequate reading comprehension and about 10000 word families to achieve proficient reading comprehension. Based on the individual student’s performance, this study did not find a linear relationship between vocabulary size and reading comprehension performance, nor was there a threshold vocabulary size for adequate reading comprehension.

Prediction during natural language comprehension

NARCIS (Netherlands)

Willems, R.M.; Frank, S.L.; Nijhof, A.D.; Hagoort, P.; Bosch, A.P.J. van den

2016-01-01

The notion of prediction is studied in cognitive neuroscience with increasing intensity. We investigated the neural basis of 2 distinct aspects of word prediction, derived from information theory, during story comprehension. We assessed the effect of entropy of next-word probability distributions as

Constraint Programming for Context Comprehension

DEFF Research Database (Denmark)

Christiansen, Henning

2014-01-01

A close similarity is demonstrated between context comprehension, such as discourse analysis, and constraint programming. The constraint store takes the role of a growing knowledge base learned throughout the discourse, and a suitable con- straint solver does the job of incorporating new pieces...

Emergency preparedness: a comprehensive plan

International Nuclear Information System (INIS)

Wilson, R.H.

1975-01-01

The Atlantic Richfield Hanford Company (ARHCO) has developed comprehensive plans for coping with emergencies ranging from criticality to civil disturbance. A unique notification system provides for immediate contact with key personnel by using a central communications center, crash alarm warning networks, and a continuing telephone cascade notification system. There is also the capability of immediately contacting other contractor key personnel. Certain jobs have been predetermined as necessary for coping with an emergency. An emergency staff consisting of responsible management, with alternates, has been preselected to automatically fill these jobs when notified. Control centers for headquarters and ''field'' are established with telephone and radio communication capabilities and are also supplied with some source materials to assist initiating plans for containing an emergency for recovery. A comprehensive emergency procedures manual has been developed, which contains information of company-wide application and procedures for specific facilities covering almost all accident situations

Vocabulary and syntactic knowledge factors in 5th grade students’ reading comprehension

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Kouider Mokhtari

2013-03-01

Full Text Available In this study, we examined 5th grade students’ levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary knowledge and syntactic awareness contributed in significant yet unique ways to students’ reading comprehension performance. Students who showed weaknesses in vocabulary and syntax also performed poorly on measures of reading comprehension. Additionally, we found that syntactic awareness explained a small amount of additional variance in reading comprehension beyond what was explained by vocabulary. The implications of these findings are discussed in light of research and practice addressing the relationships among syntax, vocabulary, and reading comprehension for more and less skilled readers.

Implementing Comprehensive Reform: Implications for Practice

Science.gov (United States)

Stout, Karen A.

2016-01-01

This chapter describes the challenges and practical barriers community colleges face when implementing comprehensive reform, exploring how reforms are leading to some improvements but not often scaled improvements.

Training Comprehensiveness: Construct Development and Relation with Role Behaviour

Science.gov (United States)

Srivastava, Anugamini Priya; Dhar, Rajib Lochan

2015-01-01

Purpose: This study aims to develop the scale for perception of training comprehensiveness and attempts to examine the influence of perception of training comprehensiveness on role behaviour: teachers' efficacy as a mediator and job autonomy as a moderator. Design/methodology/approach: Through the steps for a generation, refinement, purification…

Correlates of Early Reading Comprehension Skills: A Componential Analysis

Science.gov (United States)

Babayigit, Selma; Stainthorp, Rhona

2014-01-01

This study had three main aims. First, we examined to what extent listening comprehension, vocabulary, grammatical skills and verbal short-term memory (VSTM) assessed prior to formal reading instruction explained individual differences in early reading comprehension levels. Second, we examined to what extent the three common component skills,…

Effects of listening comprehension training on listening and reading

NARCIS (Netherlands)

Aarnoutse, C.A.J.; Van den Bos, K.P.; Brand-Gruwel, S.

1998-01-01

In this study the effects of providing text strategy instruction in a listening mode on listening and reading comprehension of experimental and control groups of 9- to 11-year-old poor readers were examined. All students were very poor in decoding and poor in reading comprehension. In addition, half

The Association between Mathematical Word Problems and Reading Comprehension

Science.gov (United States)

Vilenius-Tuohimaa, Piia Maria; Aunola, Kaisa; Nurmi, Jari-Erik

2008-01-01

This study aimed to investigate the interplay between mathematical word problem skills and reading comprehension. The participants were 225 children aged 9-10 (Grade 4). The children's text comprehension and mathematical word problem-solving performance was tested. Technical reading skills were investigated in order to categorise participants as…

The Role of Reading Fluency in Children's Text Comprehension.

Science.gov (United States)

Álvarez-Cañizo, Marta; Suárez-Coalla, Paz; Cuetos, Fernando

2015-01-01

Understanding a written text requires some higher cognitive abilities that not all children have. Some children have these abilities, since they understand oral texts; however, they have difficulties with written texts, probably due to problems in reading fluency. The aim of this study was to determine which aspects of reading fluency are related to reading comprehension. Four expositive texts, two written and two read by the evaluator, were presented to a sample of 103 primary school children (third and sixth grade). Each text was followed by four comprehension questions. From this sample we selected two groups of participants in each grade, 10 with good results in comprehension of oral and written texts, and 10 with good results in oral and poor in written comprehension. These 40 subjects were asked to read aloud a new text while they were recorded. Using Praat software some prosodic parameters were measured, such as pausing and reading rate (number and duration of the pauses and utterances), pitch and intensity changes and duration in declarative, exclamatory, and interrogative sentences and also errors and duration in words by frequency and stress. We compared the results of both groups with ANOVAs. The results showed that children with less reading comprehension made more inappropriate pauses and also intersentential pauses before comma than the other group and made more mistakes in content words; significant differences were also found in the final declination of pitch in declarative sentences and in the F0 range in interrogative ones. These results confirm that reading comprehension problems in children are related to a lack in the development of a good reading fluency.

Study on comprehensive evaluation model for nuclear power plant control room layout

International Nuclear Information System (INIS)

Zhu Yiming; Liu Yuan; Fan Huixian

2010-01-01

A comprehensive evaluation model for layout of the main control room of nuclear power plants was proposed. Firstly the design scope and principle for the layout of the main control room were defined based on the standards, and then the index system for the comprehensive evaluation was established. Finally, comprehensive evaluation was carried out for the layout design by applying the fuzzy comprehensive evaluation method in the index system. (authors)

From “Comprehensive Transportation Hub” to “City New Sitting Room”---Overall the design about Jinan East district comprehensive transportation hub

Science.gov (United States)

Lv, Jie; Guo, Jianmin; Li, Jin

2017-08-01

integrated transport hub or high-speed rail station often talked about, often known as the “city portal” and the title of “city window”, so the comprehensive transportation hub or the high-speed rail station of a city is very important to a region or a provincial. At the same time, it reflects that the managers and users of a city only focus on the comprehensive transportation hub of transportation service function and ignore her cities attributes and functions. Jinan east district comprehensive transportation hub in the beginning of design is given a feature that it has to serve both the traffic and city. We are trying to build a new center for Jinan east new town, the window to welcome people, the city hall of hospitality.

Fuzzy comprehensive evaluation method of F statistics weighting in ...

African Journals Online (AJOL)

In order to rapidly identify the source of water inrush in coal mine, and provide the theoretical basis for mine water damage prevention and control, fuzzy comprehensive evaluation model was established. The F statistics of water samples was normalized as the weight of fuzzy comprehensive evaluation for determining the ...

Riddle Appreciation and Reading Comprehension in Cantonese-Speaking Children

Science.gov (United States)

Tang, Ivy N. Y.; To, Carol K. S.; Weekes, Brendan S.

2013-01-01

Purpose: Inference-making skills are necessary for reading comprehension. Training in riddle appreciation is an effective way to improve reading comprehension among English-speaking children. However, it is not clear whether these methods generalize to other writing systems. The goal of the present study was to investigate the relationship between…

Enhancing Reading Comprehension with Student-Centered iPad Applications

Science.gov (United States)

Moon, Andria L.; Wold, Cheryl M.; Francom, Gregory M.

2017-01-01

Reading comprehension, or understanding the author's message, is a critical component of teaching literacy (Hougen and Smartt 2012). Student-centered activities using the iPad with the goal of improving reading comprehension in a fifth-grade classroom were implemented for this action research study. University teacher candidates guided fifth-grade…

Measuring the Comprehensibility of Englishes within ASEAN among Aseans

Science.gov (United States)

Wilang, Jeffrey Dawala; Teo, Adisa

2012-01-01

This paper focuses on designing a comprehensibility test and a questionnaire for spoken world Englishes in Brunei, Malaysia, the Philippines and Singapore, and utilizing the test to investigate the comprehension of Burmese, Cambodians, Indonesians, Laotians, Thais and Vietnamese. We reviewed the demarcation of users of English based on Kachru's…

How logical reasoning mediates the relation between lexical quality and reading comprehension.

Science.gov (United States)

Segers, Eliane; Verhoeven, Ludo

The present study aimed to examine the role of logical reasoning in the relation between lexical quality and reading comprehension in 146 fourth grade Dutch children. We assessed their standardized reading comprehension measure, along with their decoding efficiency and vocabulary as measures of lexical quality, syllogistic reasoning as measure of (verbal) logical reasoning, and nonverbal reasoning as a control measure. Syllogistic reasoning was divided into a measure tapping basic, coherence inferencing skill using logical syllogisms, and a measure tapping elaborative inferencing skill using indeterminate syllogisms. Results showed that both types of syllogisms partly mediated the relation between lexical quality and reading comprehension, but also had a unique additional effect on reading comprehension. The indirect effect of lexical quality on reading comprehension via syllogisms was driven by vocabulary knowledge. It is concluded that measures of syllogistic reasoning account for higher-order thinking processes that are needed to make inferences in reading comprehension. The role of lexical quality appears to be pivotal in explaining the variation in reading comprehension both directly and indirectly via syllogistic reasoning.

The importance of causal connections in the comprehension of spontaneous spoken discourse.

Science.gov (United States)

Cevasco, Jazmin; van den Broek, Paul

2008-11-01

In this study, we investigated the psychological processes in spontaneous discourse comprehension through a network theory of discourse representation. Existing models of narrative comprehension describe the importance of causality processing for forming a representation of a text, but usually in the context of deliberately composed texts rather than in spontaneous, unplanned discourse. Our aim was to determine whether spontaneous discourse components with many causal connections are represented more strongly than components with few connections--similar to the findings in text comprehension literature--and whether any such effects depend on the medium in which the spontaneous discourse is presented (oral vs. written). Participants either listened to or read a transcription of a section of a radio transmission. They then recalled the spontaneous discourse material and answered comprehension questions. Results indicate that the processing of causal connections plays an important role in the comprehension of spontaneous spoken discourse, and do not indicate that their effects on recall are weaker in the comprehension of oral discourse than in the comprehension of written discourse.

Speech comprehension aided by multiple modalities: behavioural and neural interactions

Science.gov (United States)

McGettigan, Carolyn; Faulkner, Andrew; Altarelli, Irene; Obleser, Jonas; Baverstock, Harriet; Scott, Sophie K.

2014-01-01

Speech comprehension is a complex human skill, the performance of which requires the perceiver to combine information from several sources – e.g. voice, face, gesture, linguistic context – to achieve an intelligible and interpretable percept. We describe a functional imaging investigation of how auditory, visual and linguistic information interact to facilitate comprehension. Our specific aims were to investigate the neural responses to these different information sources, alone and in interaction, and further to use behavioural speech comprehension scores to address sites of intelligibility-related activation in multifactorial speech comprehension. In fMRI, participants passively watched videos of spoken sentences, in which we varied Auditory Clarity (with noise-vocoding), Visual Clarity (with Gaussian blurring) and Linguistic Predictability. Main effects of enhanced signal with increased auditory and visual clarity were observed in overlapping regions of posterior STS. Two-way interactions of the factors (auditory × visual, auditory × predictability) in the neural data were observed outside temporal cortex, where positive signal change in response to clearer facial information and greater semantic predictability was greatest at intermediate levels of auditory clarity. Overall changes in stimulus intelligibility by condition (as determined using an independent behavioural experiment) were reflected in the neural data by increased activation predominantly in bilateral dorsolateral temporal cortex, as well as inferior frontal cortex and left fusiform gyrus. Specific investigation of intelligibility changes at intermediate auditory clarity revealed a set of regions, including posterior STS and fusiform gyrus, showing enhanced responses to both visual and linguistic information. Finally, an individual differences analysis showed that greater comprehension performance in the scanning participants (measured in a post-scan behavioural test) were associated with

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.

SMART STRATEGY TO BOOST STUDENTS’ READING COMPREHENSION

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Muhammad Lukman Syafi’i

2015-05-01

Full Text Available Reading as one of language skills plays significant roles in the teaching English as a foreign language. Since the teacher still uses the conventional way to teach reading, students‘ ability in reading comprehension seems still unsatisfactory yet. So, teacher should explore and develop new strategies. One of strategies in reading comprehension that can trigger our students to attain that purpose is SMART (Self Monitoring Approach for Reading and Thinking strategy. This study is developing SMART strategy to boost the reading comprehension achievement of the ninth grade students. The research applies a collaborative classroom action research design in which the researcher and the collaborative teacher work together in preparing a suitable procedure of SMART strategy, designing the lesson plan, determining the criteria of success, implementing the action, observing, and doing reflection. The finding indicated that SMART strategy was successful to enhance students‘ motivation to be actively involved in the instructional process. The improvement on the students‘ participation was 75% in Cycle 1 and 87% in Cycle 2.

Developing Reading Comprehension Modules to Facilitate Reading Comprehension among Malaysian Secondary School ESL Students

Science.gov (United States)

Javed, Muhammad; Eng, Lin Siew; Mohamed, Abdul Rashid

2015-01-01

The study aims to develop a set of 6 Reading Comprehension Modules (RCMs) for Malaysian ESL teachers to facilitate different reading abilities of ESL students effectively. Different skill categories were selected for developing the RCMs. This article describes how and why diverse texts of varying length were adopted and adapted from various…

THE IMPORTANCE OF OTHER COMPREHENSIVE INCOME FOR MANAGERS IN A PRODUCTION ENTITY

Directory of Open Access Journals (Sweden)

Marzena STROJEK‐FILUS

2013-01-01

Full Text Available One of the main parameters of the evaluation of financial position of entity is the level of total comprehensive income reported in financial reports. The study contains an overview of the other comprehensive income as the part of total comprehensive income. The research problem related to the significance of dates about the other comprehensive income ingredients for production entity management. The essence, arise reasons and main principles of the other comprehensive income in relating to the changes in own capital of entity was explained within the scope of law‐regulated accounting. The paper concentrated on the producing tangible fixed assets problems.

Comprehensive Aspectual UML Approach to Support AspectJ

Directory of Open Access Journals (Sweden)

Aws Magableh

2014-01-01

Full Text Available Unified Modeling Language is the most popular and widely used Object-Oriented modelling language in the IT industry. This study focuses on investigating the ability to expand UML to some extent to model crosscutting concerns (Aspects to support AspectJ. Through a comprehensive literature review, we identify and extensively examine all the available Aspect-Oriented UML modelling approaches and find that the existing Aspect-Oriented Design Modelling approaches using UML cannot be considered to provide a framework for a comprehensive Aspectual UML modelling approach and also that there is a lack of adequate Aspect-Oriented tool support. This study also proposes a set of Aspectual UML semantic rules and attempts to generate AspectJ pseudocode from UML diagrams. The proposed Aspectual UML modelling approach is formally evaluated using a focus group to test six hypotheses regarding performance; a “good design” criteria-based evaluation to assess the quality of the design; and an AspectJ-based evaluation as a reference measurement-based evaluation. The results of the focus group evaluation confirm all the hypotheses put forward regarding the proposed approach. The proposed approach provides a comprehensive set of Aspectual UML structural and behavioral diagrams, which are designed and implemented based on a comprehensive and detailed set of AspectJ programming constructs.

Comprehensive Aspectual UML approach to support AspectJ.

Science.gov (United States)

Magableh, Aws; Shukur, Zarina; Ali, Noorazean Mohd

2014-01-01

Unified Modeling Language is the most popular and widely used Object-Oriented modelling language in the IT industry. This study focuses on investigating the ability to expand UML to some extent to model crosscutting concerns (Aspects) to support AspectJ. Through a comprehensive literature review, we identify and extensively examine all the available Aspect-Oriented UML modelling approaches and find that the existing Aspect-Oriented Design Modelling approaches using UML cannot be considered to provide a framework for a comprehensive Aspectual UML modelling approach and also that there is a lack of adequate Aspect-Oriented tool support. This study also proposes a set of Aspectual UML semantic rules and attempts to generate AspectJ pseudocode from UML diagrams. The proposed Aspectual UML modelling approach is formally evaluated using a focus group to test six hypotheses regarding performance; a "good design" criteria-based evaluation to assess the quality of the design; and an AspectJ-based evaluation as a reference measurement-based evaluation. The results of the focus group evaluation confirm all the hypotheses put forward regarding the proposed approach. The proposed approach provides a comprehensive set of Aspectual UML structural and behavioral diagrams, which are designed and implemented based on a comprehensive and detailed set of AspectJ programming constructs.

The Impact of Vocabulary Knowledge Level on EFL Reading Comprehension

Directory of Open Access Journals (Sweden)

Shima Kameli

2013-01-01

Full Text Available The present study examined the impact of vocabulary knowledge level on reading comprehension performance among EFL language learners. The ultimate intention was to determine the association between levels of vocabulary knowledge and to clarify the relationship among vocabulary knowledge on reading comprehension performance of EFL Iranian students on subtest of VLT and IELTS. Quantitative data were collected from 220 EFL Iranian adult students at the beginning of second semester of 2011 in private English language institute (BAHAR, Shiraz, Iran. The Vocabulary Levels Test (VLT and Reading Comprehension Test (IELTS were performed in one session as research instruments. The findings indicated that there were positive relationships among different levels of vocabulary test and also test scores on vocabulary size/breadth of vocabulary knowledge, and reading comprehension.

Comprehensive School Alienation Program, Guidelines.

Science.gov (United States)

Hawaii State Dept. of Education, Honolulu. Office of Instructional Services.

This document presents guidelines developed by the Hawaii State Department of Education's Comprehensive School Alienation Program to consolidate and strengthen the delivery of services to alienated students. It is intended to assist district staff, school administrators, and project personnel in planning and implementing program activities and…

A Comprehensive Child Development Program; Title XX, Final Report.

Science.gov (United States)

Whatley, Juanita T.

This booklet describes the Comprehensive Child Day Care Program for the Atlanta Public School System, a Title XX Program. This program provided day care services for children of clients in various categories. The program goals for 1975-76 were geared toward providing comprehensive day care to encompass social services to the family and…

Comprehensive Oncologic Emergencies Research Network (CONCERN)

Science.gov (United States)

The Comprehensive Oncologic Emergencies Research Network (CONCERN) was established in March 2015 with the goal to accelerate knowledge generation, synthesis and translation of oncologic emergency medicine research through multi-center collaborations.

Comprehensive evaluation method in application of nuclear DCS product design

International Nuclear Information System (INIS)

Wang Weixin; Zhao Zhemin; Shi Yingbin

2014-01-01

In order to select the best design proposal in short time, the TOPSIS comprehensive evaluation method in the nuclear power plant DCS product design was introduced. It can intuitively show the different design proposals good or not good by data and shorten the time of the design proposal optimization. The design proposal selected by this method will be more reasonable and has good comprehensive performance indexes. The TOPSIS comprehensive evaluation method achieves good result in one of the nuclear power plant DCS cabinet design proposal optimization. (authors)

Socio-cultural variation in reading comprehension development among fifth graders in Peru

NARCIS (Netherlands)

Morales Silva, S.L.; Verhoeven, L.T.W.; Leeuwe, J.F.J. van

2011-01-01

In this study, the socio-cultural variation in reading comprehension development was examined in 331 fifth graders from schools in Lima, Peru. Reading comprehension was measured using an adaptation of the PIRLS Reading Literacy test. The fifth graders' reading comprehension results, measured over

Reading component skills in dyslexia: word recognition, comprehension and processing speed

Directory of Open Access Journals (Sweden)

Darlene Godoy Oliveira

2014-11-01

Full Text Available The cognitive model of reading comprehension posits that reading comprehension is a result of the interaction between decoding and linguistic comprehension. Recently, the notion of decoding skill was expanded to include word recognition. In addition, some studies suggest that other skills could be integrated into this model, like processing speed, and have consistently indicated that this skill influences and is an important predictor of the main components of the model, such as vocabulary for comprehension and phonological awareness of word recognition. The following study evaluated the components of the reading comprehension model and predictive skills in children and adolescents with dyslexia. 40 children and adolescents (8-13 years were divided in a Dyslexic Group (DG, 18 children, MA = 10.78, SD = 1.66 and Control Group (CG 22 children, MA = 10.59, SD = 1.86. All were students from the 2nd to 8th grade of elementary school and groups were equivalent in school grade, age, gender, and IQ. Oral and reading comprehension, word recognition, processing speed, picture naming, receptive vocabulary and phonological awareness were assessed. There were no group differences regarding the accuracy in oral and reading comprehension, phonological awareness, naming, and vocabulary scores. DG performed worse than the CG in word recognition (general score and orthographic confusion items and were slower in naming. Results corroborated the literature regarding word recognition and processing speed deficits in dyslexia. However, dyslexics can achieve normal scores on reading comprehension test. Data supports the importance of delimitation of different reading strategies embedded in the word recognition component. The role of processing speed in reading problems remain unclear.

Investigating Comprehension in Real World Tasks: Understanding Jury Instructions.

Science.gov (United States)

Charrow, Veda R.; Charrow, Robert

This paper discusses the results of part of an ongoing project studying an aspect of real world language usage, the comprehension of standard jury instructions. Problems in the comprehension of these instructions include the memory load that they impose, the fact that most instructions are read only once, and the fact that instructions are written…

Electroconvulsive Therapy: A Comprehensive Assessment

Directory of Open Access Journals (Sweden)

Tayfun Zeren

2003-08-01

Full Text Available Electroconvulsive therapy (ECT is one of the most important discoveries of psychiatric treatments. This article comprehensively assesses historical progress, mechanism of actions, practical methods, indications, side effects, complications, drug interactions of ECT and attitudes towards ECT. [Archives Medical Review Journal 2003; 12(4.000: 340-377

Comprehensive School Safety Initiative Report

Science.gov (United States)

National Institute of Justice, 2014

2014-01-01

The National Institute of Justice (NIJ) developed the Comprehensive School Safety Initiative in consultation with federal partners and Congress. It is a research-focused initiative designed to increase the safety of schools nationwide through the development of knowledge regarding the most effective and sustainable school safety interventions and…

Vers une Redefinition de la Comprehension Ecrite en Langue Etrangere (Towards a Redefinition of Reading Comprehension in a Foreign Language). Melanges Pedagogiques, 1975.

Science.gov (United States)

Abe, D.; And Others

Up to the present, the Centre de Recherches et d'Applications Pedagogiques en Langues has approached the development of reading comprehension skills in English as a second language in terms of morpho-syntactic development. This article proposes to examine difficulties in reading comprehension based not on morpho-syntax but on the textual and…

Facilitation of listening comprehension by visual information under noisy listening condition

Science.gov (United States)

Kashimada, Chiho; Ito, Takumi; Ogita, Kazuki; Hasegawa, Hiroshi; Kamata, Kazuo; Ayama, Miyoshi

2009-02-01

Comprehension of a sentence under a wide range of delay conditions between auditory and visual stimuli was measured in the environment with low auditory clarity of the level of -10dB and -15dB pink noise. Results showed that the image was helpful for comprehension of the noise-obscured voice stimulus when the delay between the auditory and visual stimuli was 4 frames (=132msec) or less, the image was not helpful for comprehension when the delay between the auditory and visual stimulus was 8 frames (=264msec) or more, and in some cases of the largest delay (32 frames), the video image interfered with comprehension.

The role of working memory in inferential sentence comprehension.

Science.gov (United States)

Pérez, Ana Isabel; Paolieri, Daniela; Macizo, Pedro; Bajo, Teresa

2014-08-01

Existing literature on inference making is large and varied. Trabasso and Magliano (Discourse Process 21(3):255-287, 1996) proposed the existence of three types of inferences: explicative, associative and predictive. In addition, the authors suggested that these inferences were related to working memory (WM). In the present experiment, we investigated whether WM capacity plays a role in our ability to answer comprehension sentences that require text information based on these types of inferences. Participants with high and low WM span read two narratives with four paragraphs each. After each paragraph was read, they were presented with four true/false comprehension sentences. One required verbatim information and the other three implied explicative, associative and predictive inferential information. Results demonstrated that only the explicative and predictive comprehension sentences required WM: participants with high verbal WM were more accurate in giving explanations and also faster at making predictions relative to participants with low verbal WM span; in contrast, no WM differences were found in the associative comprehension sentences. These results are interpreted in terms of the causal nature underlying these types of inferences.

The Priority of Listening Comprehension over Speaking in the Language Acquisition Process

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Xu, Fang

2011-01-01

By elaborating the definition of listening comprehension, the characteristic of spoken discourse, the relationship between STM and LTM and Krashen's comprehensible input, the paper puts forward the point that the priority of listening comprehension over speaking in the language acquisition process is very necessary.

Students with Learning Disabilities Perspective on Reading Comprehension Instruction: A Qualitative Inquiry

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Rose, Dale Rennard

2017-01-01

The three article dissertation was a presentation of students' with learning disabilities perspectives on reading comprehension instruction. Article 1 set out to provide an historical perspective of reading and reading comprehension instruction. Topics covered in this research review included: reading comprehension, reading and learning…

Enhancing Listening Comprehension through a Group Work Guessing Game

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Sasan Baleghizadeh

2010-12-01

Full Text Available The present paper is an attempt to introduce an innovative technique for a more effective teaching of L2 listening comprehension through a process-oriented approach. Much of what is traditionally known as listening practice is in fact testing material in which students are required to listen to a recording and answer a number of comprehension questions. However, as a preliminary step, teachers should focus on the process of listening comprehension by encouraging students to employ efficient learning strategies during the listening process and cooperatively evaluate them in the class. The suggested technique in this article provides students with appropriate metacognitive strategies, which pave the way for successful L2 listening practice.

Lexical competition in nonnative speech comprehension.

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FitzPatrick, Ian; Indefrey, Peter

2010-06-01

Electrophysiological studies consistently find N400 effects of semantic incongruity in nonnative (L2) language comprehension. These N400 effects are often delayed compared with native (L1) comprehension, suggesting that semantic integration in one's second language occurs later than in one's first language. In this study, we investigated whether such a delay could be attributed to (1) intralingual lexical competition and/or (2) interlingual lexical competition. We recorded EEG from Dutch-English bilinguals who listened to English (L2) sentences in which the sentence-final word was (a) semantically fitting and (b) semantically incongruent or semantically incongruent but initially congruent due to sharing initial phonemes with (c) the most probable sentence completion within the L2 or (d) the L1 translation equivalent of the most probable sentence completion. We found an N400 effect in each of the semantically incongruent conditions. This N400 effect was significantly delayed to L2 words but not to L1 translation equivalents that were initially congruent with the sentence context. Taken together, these findings firstly demonstrate that semantic integration in nonnative listening can start based on word initial phonemes (i.e., before a single lexical candidate could have been selected based on the input) and secondly suggest that spuriously elicited L1 lexical candidates are not available for semantic integration in L2 speech comprehension.

Readers select a comprehension mode independent of pronoun: Evidence from fMRI during narrative comprehension.

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Hartung, Franziska; Hagoort, Peter; Willems, Roel M

2017-07-01

Perspective is a crucial feature for communicating about events. Yet it is unclear how linguistically encoded perspective relates to cognitive perspective taking. Here, we tested the effect of perspective taking with short literary stories. Participants listened to stories with 1st or 3rd person pronouns referring to the protagonist, while undergoing fMRI. When comparing action events with 1st and 3rd person pronouns, we found no evidence for a neural dissociation depending on the pronoun. A split sample approach based on the self-reported experience of perspective taking revealed 3 comprehension preferences. One group showed a strong 1st person preference, another a strong 3rd person preference, while a third group engaged in 1st and 3rd person perspective taking simultaneously. Comparing brain activations of the groups revealed different neural networks. Our results suggest that comprehension is perspective dependent, but not on the perspective suggested by the text, but on the reader's (situational) preference. Copyright © 2017 Elsevier Inc. All rights reserved.

The effect of disfluency on mind wandering during text comprehension.

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Faber, Myrthe; Mills, Caitlin; Kopp, Kristopher; D'Mello, Sidney

2017-06-01

When reading, we frequently find ourselves thinking about something other than the text. These attentional lapses, known as mind wandering (MW), are negatively correlated with text comprehension. Previous studies have shown that more syntactically and semantically difficult texts elicit more MW, because textual difficulty impedes the construction of a mental model of the text, which makes it more difficult to suppress off-task thoughts. But is it possible to reduce MW without altering the content of the text itself? We hypothesized that reading a perceptually disfluent text might require more attentional resources, even if the content remained the same, leaving fewer resources available for MW. To test this idea, we manipulated the typefaces (fluent [Arial] or disfluent [ ]) of two instructional texts on scientific research methods (each about 1,490 words long), and found that MW was less frequent when participants read the disfluent text. There were no comprehension differences between the fluent and disfluent groups. However, we did find an indirect effect of disfluency on comprehension through MW, suggesting that disfluency influences comprehension by enhancing attention. These findings provide insights into how processing difficulty and attention interact during reading comprehension.

Reading comprehension metacognitive strategies as a means for controlling behavior

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Dinorah Aladina Caballero López

2014-07-01

Full Text Available Textual comprehension implies the use of various metacognitive strategies by the students when they have to face a text to be competent readers. That is why the objective of this article is to illustrate the application of metacognitive strategies in order to achieve an efficient textual comprehension, taking into account the self – regulation the student exerts over his own learning process. It is applied as the main method historical-logical studies based on a professional-researching systematic practice; at the same time observation is largely used. The main result is the introduction of metacognitive strategies in reading comprehension, which subsequently favor the self-control of personal behavior. The article is the result of a research project sponsored by the department of Special Education. Key words: reading comprehension, metacognitive strategies, behavior self-control.

Profiling classroom reading comprehension development practices ...

African Journals Online (AJOL)

teaching practices for reading comprehension development from case study schools with achievement profiles at the PIRLS international .... who can understand the plot, character, setting, point of view ...... A teacher's handbook. Pretoria: DoE.

Effective strategies for comprehensive corridor management

Science.gov (United States)

2004-10-01

Despite the increasing importance of comprehensive corridor management at the state and local government level, questions remain regarding effective methods for developing and implementing corridor management plans. Further insight is also needed int...

Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?

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Spencer, Mercedes; Quinn, Jamie M.; Wagner, Richard K.

2014-01-01

The goal of the present study was to test three competing hypotheses about the nature of comprehension problems of students who are poor in reading comprehension. Participants in the study were first, second, and third graders, totaling nine cohorts and over 425,000 participants in all. The pattern of results was consistent across all cohorts:…

QRAC-the-Code: a comprehension monitoring strategy for middle school social studies textbooks.

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Berkeley, Sheri; Riccomini, Paul J

2013-01-01

Requirements for reading and ascertaining information from text increase as students advance through the educational system, especially in content-rich classes; hence, monitoring comprehension is especially important. However, this is a particularly challenging skill for many students who struggle with reading comprehension, including students with learning disabilities. A randomized pre-post experimental design was employed to investigate the effectiveness of a comprehension monitoring strategy (QRAC-the-Code) for improving the reading comprehension of 323 students in grades 6 and 7 in inclusive social studies classes. Findings indicated that both general education students and students with learning disabilities who were taught a simple comprehension monitoring strategy improved their comprehension of textbook content compared to students who read independently and noted important points. In addition, students in the comprehension monitoring condition reported using more reading strategies after the intervention. Implications for research and practice are discussed.

The Reading Comprehension Strategies of Second Language Learners: A Spanish-English Study

Science.gov (United States)

Acosta Caballero, Karen Anelice

2012-01-01

Reading comprehension of school-aged students is an important topic of research; however, research on the reading comprehension of adult foreign/second language learners whose first language is English is limited, especially studies investigating the reading comprehension strategies that readers of different proficiency levels use when they…

Television Literacy: Comprehension of Program Content Using Closed Captions for the Deaf.

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Lewis, Margaret S. Jelinek; Jackson, Dorothy W.

2001-01-01

This study assessed deaf and hearing students' comprehension of captions with and without visuals/video. Results indicate that reading grade level is highly correlated with caption comprehension test scores. Comprehension of the deaf students was consistently below that of hearing students. The captioned video produced significantly better…

Listening Comprehension: Approach, Design, Procedure.

Science.gov (United States)

Richards, Jack C.

1983-01-01

Three dimensions in the teaching of listening comprehension are outlined: (1) a theory is presented that takes account of the cognitive processes used (approach); (2) listeners' needs are analyzed and a taxonomy of microskills and objectives for teaching them are proposed (design); and (3) classroom exercises and activities are suggested…

Prediction of the development of reading comprehension: a longitudinal study

NARCIS (Netherlands)

Verhoeven, L.T.W.; Leeuwe, J.F.J. van

2008-01-01

Specific effects of word decoding, vocabulary and listening comprehension abilities on the development of reading comprehension were longitudinally examined for a representative sample of 2143 Dutch children throughout the elementary school period. An attempt was made to test two theoretical

Individual variation in children's reading comprehension across digital text types

NARCIS (Netherlands)

Fesel, S.S.; Segers, P.C.J.; Verhoeven, L.T.W.

2018-01-01

The present study examined children's digital text comprehension of digital text types linear digital text vs hypertext, with or without graphical navigable overviews. We investigated to what extent individual variation in children's comprehension could be explained by lexical quality (word reading

Psycholinguistic determinants of reading comprehension in english as a foreign language

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Javier Vivaldo-Lima

Full Text Available The purpose of this study was to analyze the contribution of linguistic and psychological variables in the explanation of the variance associated with reading comprehension in English (L2. Two hundred and eighty Mexican university students participated in the study. The variables analyzed within the linguistic dimension were: reading strategies in Spanish, linguistic competence in English, and ability to perceive lexical transparency between L1 and L2. The psychological dimension evaluated the influence of the reader’s cognitive style, locus of control, and action control orientation on reading comprehension in L2. Subjects were administered a battery of seven evaluation instruments. Multiple regression analyses suggested a two-stage explanatory model of reading in L2. Firstly, psychological variables accounted for 10.0% of the variance in reading comprehension in the first language. Secondly, reading comprehension in Spanish, linguistic competence in L2, and perception of lexical transparency, accounted for 35.5% of the variance in reading comprehension in English.

How specific are specific comprehension difficulties?

DEFF Research Database (Denmark)

Rønberg, Louise Flensted-Jensen; Petersen, Dorthe Klint

2016-01-01

as measured on a phonological coding measure. However, the proportion was smaller than the often reported 10-15 % and even smaller when average sight word recognition was also set as a criterion for word reading ability. Compared to average comprehenders, the poor comprehenders’ sight word recognition......This study explores the occurrence of poor comprehenders, i.e., children identified with reading comprehension difficulties in spite of age-appropriate word reading skills. It supports the findings that some children do show poor reading comprehension in spite of age-appropriate word reading...... and daily reading of literary texts were significantly below that of average readers. This study indicates that a lack of reading experience and, likewise, a lack of fluent word reading may be important factors in understanding nine-year-old poor comprehenders’ difficulties....

Comprehensive overview of prostatitis.

Science.gov (United States)

Khan, Farhan Ullah; Ihsan, Awais Ullah; Khan, Hidayat Ullah; Jana, Ruby; Wazir, Junaid; Khongorzul, Puregmaa; Waqar, Muhammad; Zhou, Xiaohui

2017-10-01

Prostatitis is a common urinary tract syndrome that many doctors find problematic to treat effectively. It is the third most commonly found urinary tract disease in men after prostate cancer and Benign Prostate Hyperplasia (BPH). Prostatitis may account for 25% of all office visits made to the urological clinics complaining about the genital and urinary systems all over the world. In the present study, we classified prostatitis and comprehensively elaborated the etiology, pathogenesis, diagnosis, and treatment of acute bacterial prostatitis (category I), chronic bacterial prostatitis (category II), chronic pelvic pain syndrome (CPPS) (category III), and asymptomatic prostatitis (category IV). In addition, we also tried to get some insights about other types of prostatitis-like fungal, viral and gonococcal prostatitis. The aim of this review is to present the detail current perspective of prostatitis in a single review. To the best of our knowledge currently, there is not a single comprehensive review, which can completely elaborate this important topic in an effective way. Furthermore, this review will provide a solid platform to conduct future studies on different aspects such as risk factors, mechanism of pathogenesis, proper diagnosis, and rational treatment plans for fungal, viral, and gonococcal prostatitis. Copyright © 2017 Elsevier Masson SAS. All rights reserved.

Reading and listening comprehension and their relation to inattention and hyperactivity

OpenAIRE

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...

The Comprehensive Health Education Workers Project and Caring Professionals as Asset-Builders

Science.gov (United States)

Lévesque, Michel

2017-01-01

The Comprehensive Health Education Workers (CHEW) Project is a community-based initiative that educates sexual and gender minority (SGM or LGBTQ) young people about comprehensive--mental, physical, sexual, and social--health and that supports their comprehensive health needs with other services. Since October 2014, CHEW Project staff have served…

Lexical development of noun and predicate comprehension and production in isiZulu.

Science.gov (United States)

Nicolas, Ramona Kunene; Ahmed, Saaliha

2016-07-28

This study seeks to investigate the development of noun and predicate comprehension and production in isiZulu-speaking children between the ages of 25 and 36 months. It compares lexical comprehension and production in isiZulu, using an Italian developed and validated vocabulary assessment tool: The Picture Naming Game (PiNG) developed by Bello, Giannantoni, Pettenati, Stefanini and Caselli (2012). The PiNG tool includes four subtests, one each for subnoun comprehension (NC), noun production (NP), predicate comprehension (PC), and predicate production (PP). Children are shown these lexical items and then asked to show comprehension and produce certain lexical items. After adaptation into the South African context, the adapted version of PiNG was used to directly assess the lexical development of isiZulu with the three main objectives to (1) test the efficiency of the adaptation of a vocabulary tool to measure isiZulu comprehension and production development, (2) test previous findings done in many cross-linguistic comparisons that have found that both comprehension and production performance increase with age for a lesser-studied language, and (3) present our findings around the comprehension and production of the linguistic categories of nouns and predicates. An analysis of the results reported in this study show an age effect throughout the entire sample. Across all the age groups, the comprehension of the noun and predicate subtests was better performed than the production of noun and predicate subtests. With regard to lexical items, the responses of children showed an influence of various factors, including the late acquisition of items, possible problems with stimuli presented to them, and the possible input received by the children from their home environment.

Lexical development of noun and predicate comprehension and production in isiZulu

Directory of Open Access Journals (Sweden)

Ramona Kunene Nicolas

2016-07-01

Full Text Available This study seeks to investigate the development of noun and predicate comprehension and production in isiZulu-speaking children between the ages of 25 and 36 months. It compares lexical comprehension and production in isiZulu, using an Italian developed and validated vocabulary assessment tool: The Picture Naming Game (PiNG developed by Bello, Giannantoni, Pettenati, Stefanini and Caselli (2012. The PiNG tool includes four subtests, one each for subnoun comprehension (NC, noun production (NP, predicate comprehension (PC, and predicate production (PP. Children are shown these lexical items and then asked to show comprehension and produce certain lexical items. After adaptation into the South African context, the adapted version of PiNG was used to directly assess the lexical development of isiZulu with the three main objectives to (1 test the efficiency of the adaptation of a vocabulary tool to measure isiZulu comprehension and production development, (2 test previous findings done in many cross-linguistic comparisons that have found that both comprehension and production performance increase with age for a lesser-studied language, and (3 present our findings around the comprehension and production of the linguistic categories of nouns and predicates. An analysis of the results reported in this study show an age effect throughout the entire sample. Across all the age groups, the comprehension of the noun and predicate subtests was better performed than the production of noun and predicate subtests. With regard to lexical items, the responses of children showed an influence of various factors, including the late acquisition of items, possible problems with stimuli presented to them, and the possible input received by the children from their home environment.

Impacts of Captioned Movies on Listening Comprehension

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Abusaied Janfaza

2014-04-01

Full Text Available With the advent of technology, the implication of authentic multimedia-based teaching materials are using widely in language classrooms. Technology can be in service of teaching different skills such as listening, reading, speaking and writing. Among these skills listening comprehension is a skill in which the learners have problems to master. Regarding this issue, utilizing captions for the education purposes has been a good motivation for conducting some research on the effects of captions of listening skills. However, it seems that there is a gap in the literature whether to use captioned movies in the classroom and whether they are effective in improving listening comprehension. Many studies have been conducted on this issue. However, their findings are conclusive. While some studies refer to the effectiveness of using captions, others revel that they are not so effective for improving the learner’s language skills. Hence, the present study is a review of the effects of captioned movies on the improvement of listening skill. In this case, the findings of this study can clarify the role of using captioned movies in improving the listening skill Keywords: captioned movie, technology, listening comprehension, instruction

A Comprehensive General Chemistry Demonstration

Science.gov (United States)

Sweeder, Ryan D.; Jeffery, Kathleen A.

2013-01-01

This article describes the use of a comprehensive demonstration suitable for a high school or first-year undergraduate introductory chemistry class. The demonstration involves placing a burning candle in a container adjacent to a beaker containing a basic solution with indicator. After adding a lid, the candle will extinguish and the produced…

Glosses, Comprehension, and Strategy Use

Science.gov (United States)

Ko, Myong Hee

2005-01-01

This study, using both qualitative and quantitative measures, investigates how different types of gloss conditions affect Korean college students' reading comprehension. One hundred and six undergraduates at a university in Korea participated in the study. Twelve were assigned to think aloud, and the rest (ninety-four) took part in the main study…

501 reading comprehension questions

CERN Document Server

2014-01-01

This updated edition offers the most extensive and varied practice for all types of questions students might face on standardized and in-class tests. With this guide, students will learn to develop expert reading strategies, understand how to read faster and with greater comprehension, overcome reading anxiety, and increase appreciation of reading for pleasure. This book's step-by-step approach provides graduated coverage that moves from the basics to more advanced reading.

How Spoken Language Comprehension is Achieved by Older Listeners in Difficult Listening Situations.

Science.gov (United States)

Schneider, Bruce A; Avivi-Reich, Meital; Daneman, Meredyth

2016-01-01

Comprehending spoken discourse in noisy situations is likely to be more challenging to older adults than to younger adults due to potential declines in the auditory, cognitive, or linguistic processes supporting speech comprehension. These challenges might force older listeners to reorganize the ways in which they perceive and process speech, thereby altering the balance between the contributions of bottom-up versus top-down processes to speech comprehension. The authors review studies that investigated the effect of age on listeners' ability to follow and comprehend lectures (monologues), and two-talker conversations (dialogues), and the extent to which individual differences in lexical knowledge and reading comprehension skill relate to individual differences in speech comprehension. Comprehension was evaluated after each lecture or conversation by asking listeners to answer multiple-choice questions regarding its content. Once individual differences in speech recognition for words presented in babble were compensated for, age differences in speech comprehension were minimized if not eliminated. However, younger listeners benefited more from spatial separation than did older listeners. Vocabulary knowledge predicted the comprehension scores of both younger and older listeners when listening was difficult, but not when it was easy. However, the contribution of reading comprehension to listening comprehension appeared to be independent of listening difficulty in younger adults but not in older adults. The evidence suggests (1) that most of the difficulties experienced by older adults are due to age-related auditory declines, and (2) that these declines, along with listening difficulty, modulate the degree to which selective linguistic and cognitive abilities are engaged to support listening comprehension in difficult listening situations. When older listeners experience speech recognition difficulties, their attentional resources are more likely to be deployed to

Comprehension of marketing research textbooks among South African students: An investigation

OpenAIRE

Berndt, Adele; Petzer, Daniel; Wayland, Jane P.

2014-01-01

Reading is a skill people require in order to operate successfully in all spheres of life.  Mastering this skill is even more critical when pursuing academic studies. This study investigated the reading comprehension of final year undergraduate marketing students at a South African higher education institution (HEI) relating to their comprehension of marketing research textbooks. Two measurement instruments were used to test their reading comprehension. One instrument contained two passages f...

Improving Students' Achievement in Reading Comprehension Through Think Pair Share Strategy

OpenAIRE

Handayani, Umami -

2014-01-01

This research is designed to improve the students' reading comprehension in English through Think Pair Share strategy. the objective of the research is to develop Think Pair Share to improve the students' reading comprehension. The research was conducted by using classroom action research. The finding showed that Think Pair Share strategy was successful in improving students' reading comprehension. The improvement couls be seen from the increase of students' reading scores. Besides, the fin...

Socio-Cultural Variation in Reading Comprehension Development among Fifth Graders in Peru

Science.gov (United States)

Silva, Silvia Morales; Verhoeven, Ludo; van Leeuwe, Jan

2011-01-01

In this study, the socio-cultural variation in reading comprehension development was examined in 331 fifth graders from schools in Lima, Peru. Reading comprehension was measured using an adaptation of the PIRLS Reading Literacy test. The fifth graders' reading comprehension results, measured over the course of fifth grade, were related to the…

The Effect of Semantic Mapping on Reading Comprehension

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Elmira Taghavi

2008-11-01

Full Text Available The research reported here examined the relative effectiveness of semantic mapping, as an interactive pre-reading strategy, on reading comprehension of Iranian undergraduate students (non-EFL majors. It also examined whether there was an interaction between gender and the effect of teaching semantic mapping strategy on reading comprehension. The participants in this study consisted of 120 male and female pre-intermediate undergraduate students taking a General English course at UrmiaUniversity in Spring 2008. A Certificate of Advanced English Reading Paper (CAE was administered to measure the students’ proficiency at the beginning of the research. Later, the participants were semi-randomly (Mackey and Gass, 2005 assigned into experimental and control groups. The experimental group was instructed on how toemploy semantic mapping strategy in reading while the control group received normal reading instruction. The post-test results supported the findings of earlier research that instruction on the application of semantic mapping contributed to reading comprehension. Further findings and implications are discussed in the paper.

Proverb Comprehension as a Function of Reading Proficiency in Preadolescents.

Science.gov (United States)

Nippold, Marilyn A.; Allen, Melissa M.; Kirsch, Dixon I.

2001-01-01

Proverb comprehension through reading was examined in 42 preadolescent students, 24 of whom were identified as "proficient readers," and 18 as "less proficient readers." Comprehension on both unfamiliar concrete and abstract proverbs was associated with reading proficiency, word knowledge, and analogical reasoning. (Contains references.)…

Reading Comprehension: A Computerized Intervention with Primary-age Poor Readers.

Science.gov (United States)

Horne, Joanna Kathryn

2017-05-01

The current study investigates the effectiveness of a computerized reading comprehension programme on the reading accuracy, reading comprehension and reading rate of primary-age poor readers. There is little published literature relating to computerized reading interventions in UK primary schools, and no previous studies have investigated the Comprehension Booster programme. Thirty-eight children (26 boys and 12 girls; aged 6:7 to 11:0) from two schools in East Yorkshire, UK, took part. Half of the participants (the intervention group) undertook the Comprehension Booster programme for a 6-week period, whilst the other half (the control group) continued with their usual teaching. Significant effects of the intervention were found, with increases in reading accuracy and reading comprehension for the intervention group. It is concluded that computerized reading programmes can be effective in improving reading skills, and these are particularly useful for pupils with reading difficulties in disadvantaged areas, where resources are limited and family support in reading is lower. However, such programmes are not a replacement for good teaching, and regular monitoring of children with reading difficulties is required. Further research is necessary to compare the programme used here to other conventional and computerized intervention programmes, using a larger sample. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

Motorist comprehension of the slow-moving vehicle emblem in Manitoba.

Science.gov (United States)

Kroeker, A M; Mann, D D

2010-04-01

Despite the existence of the slow-moving vehicle (SMV) emblem for almost 50 years, there continues to be a large number of preventable accidents between SMVs and other motorists. In this study, the current SMV emblem was tested against other common road signs as well as alternative slow-moving vehicle emblems to determine motorist comprehension of the signs. An open-ended test method was used to determine the level of comprehension by Manitoba motorists. Written answers from 50 participants were classified as either "correct" or "incorrect" by the authors based on the meaning of the traffic signs provided in a driver's handbook. Only 3 of the 16 Manitoba traffic signs attained the 85% level of comprehension required by ANSI standards. Only 22% of participants correctly identified the current SMV emblem. Two alternatives to the SMV emblem found in the literature, both iconic in nature, were understood to mean "slow-moving vehicle" by only 2% and 8% of participants, respectively. Two alternatives to the SMV developed for this project were evaluated with levels of comprehension of 68% and 84%: however, these levels of comprehension were likely biased by the presence of text. There is insufficient evidence to suggest that the current symbolic SMV emblem should be replaced by an alternative emblem that is iconic in nature.

Cue-Dependent Interference in Comprehension

Science.gov (United States)

Van Dyke, Julie A.; McElree, Brian

2011-01-01

The role of interference as a primary determinant of forgetting in memory has long been accepted, however its role as a contributor to poor comprehension is just beginning to be understood. The current paper reports two studies, in which speed-accuracy tradeoff and eye-tracking methodologies were used with the same materials to provide converging…

Innovation Learning in Comprehensive Education?

Science.gov (United States)

Lindfors, Eila; Hilmola, Antti

2016-01-01

The goal of this article is to clarify the concept of innovation and by presenting a research on the basic education outcome assessment data from an innovation learning perspective, answer to a question: Do students learn innovation in comprehensive education? The empirical information in this research is based on data collected in the national…

Cross-lagged relationships between morphological awareness and reading comprehension among Chinese children

Directory of Open Access Journals (Sweden)

Yahua Cheng

2016-09-01

Full Text Available The present study examined the developmental relationship between morphological awareness and reading comprehension using a two-year and four-wave cross-lagged design with a sample of 149 Chinese children (80 male and 69 female. We measured children’s morphological awareness, word reading, and reading comprehension from T1 to T4, in addition to phonological awareness, vocabulary knowledge, and general cognitive ability at T1 as control measures. Four plausible cross-lagged models were assessed and compared to examine the direction of the developmental relationships between morphological awareness and reading comprehension over time. Results found support for a reciprocal-causation model, that is, morphological awareness stably predicted subsequent reading comprehension, and the reverse relation was also found. Longitudinal mediation analyses revealed that word reading partially mediated the relationship between morphological awareness and reading comprehension in Chinese children. These findings extend our understanding of the relationship between morphological awareness and reading comprehension. The practical implications for these two developing skills in Chinese children are discussed.

SITE COMPREHENSIVE LISTING (CERCLIS) (Superfund) - NPL Sites

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U.S. Environmental Protection Agency — National Priorities List (NPL) Sites - The Comprehensive Environmental Response, Compensation and Liability Information System (CERCLIS) (Superfund) Public Access...

Investigating Patterns of Errors for Specific Comprehension and Fluency Difficulties

Science.gov (United States)

Koriakin, Taylor A.; Kaufman, Alan S.

2017-01-01

Although word reading has traditionally been viewed as a foundational skill for development of reading fluency and comprehension, some children demonstrate "specific" reading comprehension problems, in the context of intact word reading. The purpose of this study was to identify specific patterns of errors associated with reading…

Comprehensive Immigration Reform: Becoming Americans - U.S. Immigrant Integration

OpenAIRE

Rumbaut, RG

2007-01-01

Hearing on 'Comprehensive Immigration Reform: Becoming Americans - US Immigrant Integration,' Subcommittee on Immigration, Citizenship, Refugees, Border Security, and International Law of the Committee on the Judiciary, House of Representatives, Serial No. 110-27. May 16, 2007. Abstract: In this statement to a House Hearing on comprehensive immigration reform focusing on immigrant integration, English and foreign language competencies, preferences and use among immigrants and thei...

Coal comprehensive utilization is the gateway for Shanxi Province

International Nuclear Information System (INIS)

Ma, L.; Gui, G.

1997-01-01

Shanxi Province is abundant in coal reserve. Taiyuan Coal Gasification Corporation is a large sized union enterprise engaged in comprehensive use of coal in Shanxi province, and significant economic, social, environmental benefits have been brought forth with it. This leads people to believe that coal comprehensive utilization is the gateway for Shanxi Province in the fields of improvement of environment and development of economy

Auditory comprehension: from the voice up to the single word level

OpenAIRE

Jones, Anna Barbara

2016-01-01

Auditory comprehension, the ability to understand spoken language, consists of a number of different auditory processing skills. In the five studies presented in this thesis I investigated both intact and impaired auditory comprehension at different levels: voice versus phoneme perception, as well as single word auditory comprehension in terms of phonemic and semantic content. In the first study, using sounds from different continua of ‘male’-/pæ/ to ‘female’-/tæ/ and ‘male’...

The Role of Elaboration in the Comprehension and Retention of Prose: A Critical Review.

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Reder, Lynne M.

1980-01-01

Recent research in the area of prose comprehension is reviewed, including factors that affect amount of recall, representations of text structures, and use of world knowledge to aid comprehension. The need for more information processing models of comprehension is emphasized. Elaboration is considered important for comprehension and retention.…

When all children comprehend: increasing the external validity of narrative comprehension development research

Science.gov (United States)

Burris, Silas E.; Brown, Danielle D.

2014-01-01

Narratives, also called stories, can be found in conversations, children's play interactions, reading material, and television programs. From infancy to adulthood, narrative comprehension processes interpret events and inform our understanding of physical and social environments. These processes have been extensively studied to ascertain the multifaceted nature of narrative comprehension. From this research we know that three overlapping processes (i.e., knowledge integration, goal structure understanding, and causal inference generation) proposed by the constructionist paradigm are necessary for narrative comprehension, narrative comprehension has a predictive relationship with children's later reading performance, and comprehension processes are generalizable to other contexts. Much of the previous research has emphasized internal and predictive validity; thus, limiting the generalizability of previous findings. We are concerned these limitations may be excluding underrepresented populations from benefits and implications identified by early comprehension processes research. This review identifies gaps in extant literature regarding external validity and argues for increased emphasis on externally valid research. We highlight limited research on narrative comprehension processes in children from low-income and minority populations, and argue for changes in comprehension assessments. Specifically, we argue both on- and off-line assessments should be used across various narrative types (e.g., picture books, televised narratives) with traditionally underserved and underrepresented populations. We propose increasing the generalizability of narrative comprehension processes research can inform persistent reading achievement gaps, and have practical implications for how children learn from narratives. PMID:24659973

When All Children Comprehend: Increasing the External Validity of Narrative Comprehension Development Research

Directory of Open Access Journals (Sweden)

Silas E. Burris

2014-03-01

Full Text Available Narratives, also called stories, can be found in conversations, children’s play interactions, reading material, and television programs. From infancy to adulthood, narrative comprehension processes interpret events and inform our understanding of physical and social environments. These processes have been extensively studied to ascertain the multifaceted nature of narrative comprehension. From this research we know that three overlapping processes (i.e., knowledge integration, goal structure understanding, and causal inference generation proposed by the constructionist paradigm are necessary for narrative comprehension, narrative comprehension has a predictive relationship with children’s later reading performance, and comprehension processes are generalizable to other contexts. Much of the previous research has emphasized internal and predictive validity; thus, limiting the generalizability of previous findings. We are concerned these limitations may be excluding underrepresented populations from benefits and implications identified by early comprehension processes research. This review identifies gaps in extant literature regarding external validity and argues for increased emphasis on externally valid research. We highlight limited research on narrative comprehension processes in children from low-income and minority populations, and argue for changes in comprehension assessments. Specifically, we argue both on- and off-line assessments should be used across various narrative types (e.g., picture books, televised narratives with traditionally underserved and underrepresented populations. We propose increasing the generalizability narrative comprehension processes research can inform persistent reading achievement gaps, and have practical implications for how children learn from narratives.

Comprehension and Generation of Metaphoric Language in Children, Adolescents, and Adults with Dyslexia.

Science.gov (United States)

Kasirer, Anat; Mashal, Nira

2017-05-01

Difficulties with figurative language comprehension were documented in adult dyslexia (DYS). In the present research, we investigated the comprehension and generation of metaphors in 37 children, 35 adolescents, and 34 adults with and without DYS. We also tested the contribution of executive function to metaphor processing. A multiple-choice questionnaire with conventional and novel metaphors was used to assess comprehension; a concept-explanation task was used to test conventional and novel metaphor generation (verbal creativity). The findings indicated differences between the dyslexic children and the control group in conventional metaphor comprehension. However, both groups performed similarly in the novel metaphor comprehension test. Furthermore, although children and adolescents with DYS showed similar performance in metaphor generation as their typically developing peers, adults with DYS generated more metaphors than controls. While scores on tests of verbal knowledge and mental flexibility contributed to the prediction of conventional metaphor comprehension, scores on non-verbal tests and mental flexibility contributed to the prediction of novel metaphor generation. Our findings suggest that individuals with DYS are not impaired in novel metaphor comprehension and metaphor generation and that metaphor comprehension and generation utilize different cognitive resources. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Gender differences in (metacognitive and motivational-emotional factors of reading comprehension

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Svjetlana Kolić-Vehovec

2008-12-01

Full Text Available The aim of our study was to establish, from the aspect of gender, the degree to which reading comprehension is connected with students' academic achievement, potential gender differences between (metacognitive and motivational-emotional factors of reading comprehension, and to identify the most important predictors of reading comprehension for exploratory and narrative texts. The results of study, which included 380 Slovenian and Croatian students with the average age of 10;6 years, showed that: (i reading comprehension significantly determines academic achievement regardless of students' gender; (ii there are significant gender differences in most of the factors of reading comprehension (girls summarize texts better, have more metacognitive knowledge of reading, show greater reading interest, feel more competent for reading and in general feel better while reading; (iii the predictive value of cognitive, motivational, and emotional predictors differ for exploratory and narrative texts (for exploratory texts metacognitive factors have the greatest predictive value; for narrative texts motivatonal-emotional factors have the greatest predictive value for boys, and metacognitive factors for girls.

Comprehensive dictionary of electrical engineering

CERN Document Server

Laplante, Philip A

1998-01-01

The Comprehensive Dictionary of Electrical Engineering is a complete lexicon covering all the fields of electrical engineering.Areas examined include:applied electrical engineeringmicrowave engineeringcontrol engineeringpower engineeringdigital systems engineeringdevice electronicsand much more! The book provides workable definitions for practicing engineers, serves as a reference and research tool for students, and offers practical information for scientists and engineers in other disciplines.

Children's Comprehension of Live Theatre.

Science.gov (United States)

Klein, Jeanne; Fitch, Marguerite

Two studies investigate the way in which children make sense of a play and the visual, aural, and psychological components of theatre which contribute to this comprehension. In the first study, 32 fifth graders saw "Don Quixote of La Mancha." In the second study, 45 third graders saw "Monkey, Monkey" (about the Chinese Monkey King). The day after…

Reading Comprehension and Autism in the Primary General Education Classroom

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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…

Patterns of Language Comprehension Deficit in Abused and Neglected Children.

Science.gov (United States)

Fox, Lynn; And Others

1988-01-01

A study of the relationship between child abuse/neglect and language disability compared 30 abused, generally neglected, or severely neglected children, aged 3-8, to 10 nonabused controls. Results on language comprehension tests suggest that abused and severely neglected children show greater difficulty with language comprehension tasks than their…

Flow and Reading Comprehension: Testing the Mediating Role of Emotioncy

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Shahian, Leila; Pishghadam, Reza; Khajavy, Gholam Hassan

2017-01-01

Considering the importance of psychological factors in learners' reading abilities, this study examines the relationship between flow, emotioncy, and reading comprehension. To this end, 238 upper-intermediate and advanced English as a Foreign Language (EFL) learners were asked to take four tests of reading comprehension along with flow and…

Immersive Data Comprehension: Visualizing Uncertainty in Measurable Models

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Pere eBrunet

2015-09-01

Full Text Available Recent advances in 3D scanning technologies have opened new possibilities in a broad range of applications includingcultural heritage, medicine, civil engineering and urban planning. Virtual Reality systems can provide new tools toprofessionals that want to understand acquired 3D models. In this paper, we review the concept of data comprehension with an emphasis on visualization and inspection tools on immersive setups. We claim that in most application fields, data comprehension requires model measurements which in turn should be based on the explicit visualization of uncertainty. As 3D digital representations are not faithful, information on their fidelity at local level should be included in the model itself as uncertainty bounds. We propose the concept of Measurable 3D Models as digital models that explicitly encode local uncertainty bounds related to their quality. We claim that professionals and experts can strongly benefit from immersive interaction through new specific, fidelity-aware measurement tools which can facilitate 3D data comprehension. Since noise and processing errors are ubiquitous in acquired datasets, we discuss the estimation, representation and visualization of data uncertainty. We show that, based on typical user requirements in Cultural Heritage and other domains, application-oriented measuring tools in 3D models must consider uncertainty and local error bounds. We also discuss the requirements of immersive interaction tools for the comprehension of huge 3D and nD datasets acquired from real objects.

The effect of graphic organizers on subjective and objective comprehension of a health education text.

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Kools, Marieke; van de Wiel, Margaretha W J; Ruiter, Robert A C; Crüts, Anica; Kok, Gerjo

2006-12-01

This study examined the effect of graphic organizers on the comprehension of a health education brochure text and compared subjective with objective comprehension measures. Graphic organizers are graphical depictions of relations among concepts in a text. Participants read a brochure text about asthma with and without these organizers, and subjective and objective text comprehension was measured. It was found that graphic organizers had effects on four levels of objective comprehension as indicated by open comprehension questions. However, on the subjective comprehension measure using Likert-type scales, the groups with and without graphic organizers did not differ from each other. It is concluded that health education texts could benefit from relatively simple techniques to increase comprehension. Furthermore, in developing health education materials, comprehension should be measured objectively.

Comprehensive analysis of transport aircraft flight performance

Science.gov (United States)

Filippone, Antonio

2008-04-01

This paper reviews the state-of-the art in comprehensive performance codes for fixed-wing aircraft. The importance of system analysis in flight performance is discussed. The paper highlights the role of aerodynamics, propulsion, flight mechanics, aeroacoustics, flight operation, numerical optimisation, stochastic methods and numerical analysis. The latter discipline is used to investigate the sensitivities of the sub-systems to uncertainties in critical state parameters or functional parameters. The paper discusses critically the data used for performance analysis, and the areas where progress is required. Comprehensive analysis codes can be used for mission fuel planning, envelope exploration, competition analysis, a wide variety of environmental studies, marketing analysis, aircraft certification and conceptual aircraft design. A comprehensive program that uses the multi-disciplinary approach for transport aircraft is presented. The model includes a geometry deck, a separate engine input deck with the main parameters, a database of engine performance from an independent simulation, and an operational deck. The comprehensive code has modules for deriving the geometry from bitmap files, an aerodynamics model for all flight conditions, a flight mechanics model for flight envelopes and mission analysis, an aircraft noise model and engine emissions. The model is validated at different levels. Validation of the aerodynamic model is done against the scale models DLR-F4 and F6. A general model analysis and flight envelope exploration are shown for the Boeing B-777-300 with GE-90 turbofan engines with intermediate passenger capacity (394 passengers in 2 classes). Validation of the flight model is done by sensitivity analysis on the wetted area (or profile drag), on the specific air range, the brake-release gross weight and the aircraft noise. A variety of results is shown, including specific air range charts, take-off weight-altitude charts, payload-range performance

The role of reading fluency in children’s text comprehension

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Marta eÁlvarez-Cañizo

2015-11-01

Full Text Available Understanding a written text requires some higher cognitive abilities that not all children have. Some children have these abilities, since they understand oral texts; however they have difficulties with written texts, probably due to problems in reading fluency. The aim of this study was to determine which aspects of reading fluency are related to reading comprehension. Four expositive texts, two written and two read by the evaluator, were presented to a sample of 103 primary school children (third and sixth grade. Each text was followed by four comprehension questions. From this sample we selected two groups of participants in each grade, 10 with good results in comprehension of oral and written texts, and 10 with good results in oral and poor in written comprehension. These 40 subjects were asked to read aloud a new text while they were recorded. Using Praat software some prosodic parameters were measured, such as pausing and reading rate (number and duration of the pauses and utterances, pitch and intensity changes and duration in declarative, exclamatory and interrogative sentences and also errors and duration in words by frequency and stress. We compared the results of both groups with ANOVAs. The results showed that children with less reading comprehension made more inappropriate pauses and also intersentential pauses before comma than the other group and made more mistakes in content words; significant differences were also found in the final declination of pitch in declarative sentences and in the F0 range in interrogative ones. These results confirm that reading comprehension problems in children are related to a lack in the development of a good reading fluency.

Comprehension and navigation of networked hypertexts

NARCIS (Netherlands)

Blom, Helen; Segers, Eliane; Knoors, Harry; Hermans, Daan; Verhoeven, Ludo

2018-01-01

This study aims to investigate secondary school students' reading comprehension and navigation of networked hypertexts with and without a graphic overview compared to linear digital texts. Additionally, it was studied whether prior knowledge, vocabulary, verbal, and visual working memory moderated

A comprehensive classification system for lipids

NARCIS (Netherlands)

Fahy, E.; Subramaniam, S.; Brown, H.A.; Glass, C.K.; Merrill, A.H.; Murphy, R.C.; Raetz, C.R.H.; Russell, D.W.; Seyama, Y.; Shaw, W.; Shimizu, T.; Spener, F.; van Meer, G.|info:eu-repo/dai/nl/068570368; VanNieuwenhze, M.S.; White, S.H.|info:eu-repo/dai/nl/304843539; Witztum, J.; Dennis, E.A.

2005-01-01

Lipids are produced, transported, and recognized by the concerted actions of numerous enzymes, binding proteins, and receptors. A comprehensive analysis of lipid molecules, “lipidomics,” in the context of genomics and proteomics is crucial to understanding cellular physiology and pathology;

Blood Test: Comprehensive Metabolic Panel (CMP)

Science.gov (United States)

... Staying Safe Videos for Educators Search English Español Blood Test: Comprehensive Metabolic Panel (CMP) KidsHealth / For Parents / Blood ... de sangre: panel metabólico ampliado What Is a Blood Test? A blood test is when a sample of ...

Comprehensive entropy weight observability-controllability risk ...

African Journals Online (AJOL)

Decision making for water resource planning is often related to social, economic and environmental factors. There are various methods for making decisions about water resource planning alternatives and measures with various shortcomings. A comprehensive entropy weight observability-controllability risk analysis ...

Cognitive Strategies Use in Reading Comprehension and its Contributions to Students’ Achievement

Directory of Open Access Journals (Sweden)

Imam Suyitno

2018-05-01

Full Text Available The study outlined in this article describes the use of cognitive strategies designed to aid the comprehension of Indonesian texts. It also examines the contributions of such strategies to students' comprehension scores. The participants were 97 students who had completed and passed the reading course. In collecting the research data, the researcher used a reading comprehension test instrument in the form of a cloze test, as well as a Likert scale questionnaire. The cloze test was used to measure the students’ ability to understand the texts, while the questionnaire was used to obtain information about cognitive strategies used by students in comprehension of the texts. Data collection of the comprehension test results and understanding strategy data are performed sequentially over the same day. Research data are described and analyzed by product moment correlation technique. The research found that students' scores in cloze tests ranged from A to D. This score indicates that students have varying abilities in reading comprehension. The research findings also showed that students used various cognitive strategies in understanding text reading. The results of the correlation analysis showed that the use of cognitive strategy has a positive or negative contribution to the results of reading comprehension depending on the accuracy of the selection strategy in accordance with the text he read.

Comprehensive evaluation of garment assembly line with simulation

Science.gov (United States)

Xu, Y.; Thomassey, S.; Chen, Y.; Zeng, X.

2017-10-01

In this paper, a comprehensive evaluation system is established to assess the garment production performance. It is based on performance indicators and supported with the corresponding results obtained by manual calculation or computer simulation. The assembly lines of a typical men’s shirt are taken as the study objects. With the comprehensive evaluation results, garments production arrangement scenarios are better analysed and then the appropriate one is supposed to be put into actual production. This will be a guidance given to companies on quick decision-making and multi-objective optimization of garment production.

MULTIPLE INTELLIGENCES AS PREDICTORS OF READING COMPREHENSION AND VOCABULARY KNOWLEDGE

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Abbas Ali Zarei

2014-07-01

Full Text Available Abstract: The present study was conducted to investigate types of Multiple Intelligences as predictors of reading comprehension and vocabulary knowledge. To meet this objective, a 60-item TOEFL test and a 90-item multiple intelligences questionnaire were distributed among 240 male and female Iranians studying English at Qazali and Parsian Universities in Qazvin. Data were analyzed using a multiple regression procedure. The result of the data analysis indicated that musical, interpersonal, kinesthetic, and logical intelligences were predicators of reading comprehension. Moreover, musical, verbal, visual, kinesthetic and natural intelligences made significant contributions to predicting vocabulary knowledge.   Key words: Multiple intelligences, reading comprehension, vocabulary knowledge.

Language comprehension in ape and child.

Science.gov (United States)

Savage-Rumbaugh, E S; Murphy, J; Sevcik, R A; Brakke, K E; Williams, S L; Rumbaugh, D M

1993-01-01

Previous investigations of the linguistic capacities of apes have focused on the ape's ability to produce words, and there has been little concern for comprehension. By contrast, it is increasingly recognized that comprehension precedes production in the language development of normal human children, and it may indeed guide production. It has been demonstrated that some species can process speech sounds categorically in a manner similar to that observed in humans. Consequently, it should be possible for such species to comprehend language if they have the cognitive capacity to understand word-referent relations and syntactic structure. Popular theories of human language acquisition suggest that the ability to process syntactic information is unique to humans and reflects a novel biological adaptation not seen in other animals. The current report addresses this issue through systematic experimental comparisons of the language comprehension skills of a 2-year-old child and an 8 year-old bonobo (Pan paniscus) who was raised in a language environment similar to that in which children are raised but specifically modified to be appropriate for an ape. Both subjects (child and bonobo) were exposed to spoken English and lexigrams from infancy, and neither was trained to comprehend speech. A common caretaker participated in the rearing of both subjects. All language acquisition was through observational learning. Without prior training, subjects were asked to respond to the same 660 novel sentences. All responses were videotaped and scored for accuracy of comprehension of the English language. The results indicated that both subjects comprehended novel requests and simple syntactic devices. The bonobo decoded the syntactic device of word recursion with higher accuracy than the child; however, the child tended to do better than the bonobo on the conjunctive, a structure that places a greater burden on short-term memory. Both subjects performed as well on sentences that

Comprehensive multiplatform collaboration

Science.gov (United States)

Singh, Kundan; Wu, Xiaotao; Lennox, Jonathan; Schulzrinne, Henning G.

2003-12-01

We describe the architecture and implementation of our comprehensive multi-platform collaboration framework known as Columbia InterNet Extensible Multimedia Architecture (CINEMA). It provides a distributed architecture for collaboration using synchronous communications like multimedia conferencing, instant messaging, shared web-browsing, and asynchronous communications like discussion forums, shared files, voice and video mails. It allows seamless integration with various communication means like telephones, IP phones, web and electronic mail. In addition, it provides value-added services such as call handling based on location information and presence status. The paper discusses the media services needed for collaborative environment, the components provided by CINEMA and the interaction among those components.

Comprehensive national energy strategy

Energy Technology Data Exchange (ETDEWEB)

NONE

1998-04-01

This Comprehensive National Energy Strategy sets forth a set of five common sense goals for national energy policy: (1) improve the efficiency of the energy system, (2) ensure against energy disruptions, (3) promote energy production and use in ways that respect health and environmental values, (4) expand future energy choices, and (5) cooperate internationally on global issues. These goals are further elaborated by a series of objectives and strategies to illustrate how the goals will be achieved. Taken together, the goals, objectives, and strategies form a blueprint for the specific programs, projects, initiatives, investments, and other actions that will be developed and undertaken by the Federal Government, with significant emphasis on the importance of the scientific and technological advancements that will allow implementation of this Comprehensive National Energy Strategy. Moreover, the statutory requirement of regular submissions of national energy policy plans ensures that this framework can be modified to reflect evolving conditions, such as better knowledge of our surroundings, changes in energy markets, and advances in technology. This Strategy, then, should be thought of as a living document. Finally, this plan benefited from the comments and suggestions of numerous individuals and organizations, both inside and outside of government. The Summary of Public Comments, located at the end of this document, describes the public participation process and summarizes the comments that were received. 8 figs.

Phonological Awareness and Listening Comprehension among Chinese English-Immersion Students

Science.gov (United States)

Li, Miao; Cheng, Liying; Kirby, John R.

2012-01-01

This study investigates the relationship between English listening comprehension and English and Chinese phonological awareness (PA), and the cross-linguistic transfer of PA in 48 Grade 2 and 47 Grade 4 Chinese English-immersion students. The results of the study indicate a correlation between English PA and English listening comprehension.…

On the Role of Working Memory in the Comprehension of Conversation⁃al Implicatures

Institute of Scientific and Technical Information of China (English)

刘方华

2012-01-01

　　According to theory, working memory capacity should be related to comprehension ability, in this thesis, it tries to jus⁃tify the relationship between working memory capacity and comprehension of conversational implicatures. Through theoretical hypothesizing and empirical demonstration, the relationship between working memory and the comprehension of conversational implicatures, especially role that the phonological loop plays in the comprehension of conversational implicatures caused by literal violation to the maxim of manner, is justified in the thesis.

Physical load handling and listening comprehension effects on balance control.

Science.gov (United States)

Qu, Xingda

2010-12-01

The purpose of this study was to determine the physical load handling and listening comprehension effects on balance control. A total of 16 young and 16 elderly participants were recruited in this study. The physical load handling task required holding a 5-kg load in each hand with arms at sides. The listening comprehension task involved attentive listening to a short conversation. Three short questions were asked regarding the conversation right after the testing trial to test the participants' attentiveness during the experiment. Balance control was assessed by centre of pressure-based measures, which were calculated from the force platform data when the participants were quietly standing upright on a force platform. Results from this study showed that both physical load handling and listening comprehension adversely affected balance control. Physical load handling had a more deleterious effect on balance control under the listening comprehension condition vs. no-listening comprehension condition. Based on the findings from this study, interventions for the improvement of balance could be focused on avoiding exposures to physically demanding tasks and cognitively demanding tasks simultaneously. STATEMENT OF RELEVANCE: Findings from this study can aid in better understanding how humans maintain balance, especially when physical and cognitive loads are applied. Such information is useful for developing interventions to prevent fall incidents and injuries in occupational settings and daily activities.

The anterior temporal lobes support residual comprehension in Wernicke's aphasia.

Science.gov (United States)

Robson, Holly; Zahn, Roland; Keidel, James L; Binney, Richard J; Sage, Karen; Lambon Ralph, Matthew A

2014-03-01

Wernicke's aphasia occurs after a stroke to classical language comprehension regions in the left temporoparietal cortex. Consequently, auditory-verbal comprehension is significantly impaired in Wernicke's aphasia but the capacity to comprehend visually presented materials (written words and pictures) is partially spared. This study used functional magnetic resonance imaging to investigate the neural basis of written word and picture semantic processing in Wernicke's aphasia, with the wider aim of examining how the semantic system is altered after damage to the classical comprehension regions. Twelve participants with chronic Wernicke's aphasia and 12 control participants performed semantic animate-inanimate judgements and a visual height judgement baseline task. Whole brain and region of interest analysis in Wernicke's aphasia and control participants found that semantic judgements were underpinned by activation in the ventral and anterior temporal lobes bilaterally. The Wernicke's aphasia group displayed an 'over-activation' in comparison with control participants, indicating that anterior temporal lobe regions become increasingly influential following reduction in posterior semantic resources. Semantic processing of written words in Wernicke's aphasia was additionally supported by recruitment of the right anterior superior temporal lobe, a region previously associated with recovery from auditory-verbal comprehension impairments. Overall, the results provide support for models in which the anterior temporal lobes are crucial for multimodal semantic processing and that these regions may be accessed without support from classic posterior comprehension regions.

Proverb comprehension impairments in schizophrenia are related to executive dysfunction.

Science.gov (United States)

Thoma, Patrizia; Hennecke, Marie; Mandok, Tobias; Wähner, Alfred; Brüne, Martin; Juckel, Georg; Daum, Irene

2009-12-30

The study aimed to investigate the pattern of proverb comprehension impairment and its relationship to proverb familiarity and executive dysfunction in schizophrenia. To assess the specificity of the impairment pattern to schizophrenia, alcohol-dependent patients were included as a psychiatric comparison group, as deficits of executive function and theory of mind as well as dysfunction of the prefrontal cortex, which have been related to proverb comprehension difficulties, are common in both disorders. Twenty-four schizophrenia patients, 20 alcohol-dependent patients and 34 healthy controls were administered a multiple-choice proverb interpretation task incorporating ratings of subjective familiarity and measures of executive function. Schizophrenia patients chose the correct abstract and meaningful interpretations less frequently and instead chose the incorrect concrete (both meaningless and meaningful) proverb interpretations more often than alcohol-dependent patients and healthy controls. Relative to healthy controls, schizophrenia patients also chose more abstract-meaningless response alternatives and were impaired in all executive domains. Impaired divided attention was most consistently associated with proverb interpretation deficits in both patient groups. Taken together, schizophrenia patients showed a specific pattern of proverb comprehension impairments related to executive dysfunction and symptoms. The comparison with the alcohol-dependent subgroup suggests that a more comprehensive and severe impairment of complex higher-order cognitive functions including executive behavioural control and non-literal language comprehension might be associated with frontal dysfunction in schizophrenia as compared to alcohol use disorder.

Overlapping neural circuitry for narrative comprehension and proficient reading in children and adolescents.

Science.gov (United States)

Horowitz-Kraus, Tzipi; Vannest, Jennifer J; Holland, Scott K

2013-11-01

Narrative comprehension is a perinatal linguistic ability which is more intuitive than reading activity. Whether there are specific shared brain regions for narrative comprehension and reading that are tuned to reading proficiency, even before reading is acquired, is the question of the current study. We acquired fMRI data during a narrative comprehension task at two age points, when children are age 5-7 (K-2nd grade) and later when the same children were age 11 (5th-7th grade). We then examined correlations between this fMRI data and reading and reading comprehension scores from the same children at age 11. We found that greater frontal and supramarginal gyrus (BA 40) activation in narrative comprehension at the age of 5-7 years old was associated with better word reading and reading comprehension scores at the age of 11. A shift towards temporal and occipital activation was found when correlating their narrative comprehension functional data at age 11, with reading scores at the same age point. We suggest that increased reliance on executive functions and auditory-visual networks when listening to stories before reading is acquired, facilitates reading proficiency in older age and may be a biomarker for future reading ability. Children, who rely on use of imagination/visualization as well as auditory processing for narrative comprehension when they reach age 11, also show greater reading abilities. Understanding concordant neural pathways supporting auditory narrative and reading comprehension might be guide for development of effective tools for reading intervention programs. Published by Elsevier Ltd.

Comprehensive care improves health outcomes among elderly Taiwanese patients with hip fracture.

Science.gov (United States)

Shyu, Yea-Ing L; Liang, Jersey; Tseng, Ming-Yueh; Li, Hsiao-Juan; Wu, Chi-Chuan; Cheng, Huey-Shinn; Yang, Ching-Tzu; Chou, Shih-Wei; Chen, Ching-Yen

2013-02-01

Few studies have investigated the effects of care models that combine interdisciplinary care with nutrition consultation, depression management, and fall prevention in older persons with hip fracture. The purpose of this study was to compare the effects of a comprehensive care program with those of interdisciplinary care and usual care for elderly patients with hip fracture. A randomized experimental trial was used to explore outcomes for 299 elderly patients with hip fracture receiving three treatment care models: interdisciplinary care (n = 101), comprehensive care (n = 99), and usual care (n = 99). Interdisciplinary care included geriatric consultation, continuous rehabilitation, and discharge planning with post-hospital services. Comprehensive care consisted of interdisciplinary care plus nutrition consultation, depression management, and fall prevention. Usual care included only in-hospital rehabilitation without geriatric consultation, in-home rehabilitation, and home environmental assessment. Participants in the comprehensive care group had better self-care ability (odds ratio, OR = 3.19, p malnutrition (OR = 0.48, p hip fracture benefitted more from the comprehensive care program than from interdisciplinary care and usual care. Older persons with hip fracture benefitted more from comprehensive care including interdisciplinary care and nutrition consultation, depression management, and fall prevention than simply interdisciplinary care.

Lexical quality and executive control predict children's first and second language reading comprehension.

Science.gov (United States)

Raudszus, Henriette; Segers, Eliane; Verhoeven, Ludo

2018-01-01

This study compared how lexical quality (vocabulary and decoding) and executive control (working memory and inhibition) predict reading comprehension directly as well as indirectly, via syntactic integration, in monolingual and bilingual fourth grade children. The participants were 76 monolingual and 102 bilingual children (mean age 10 years, SD  = 5 months) learning to read Dutch in the Netherlands. Bilingual children showed lower Dutch vocabulary, syntactic integration and reading comprehension skills, but better decoding skills than their monolingual peers. There were no differences in working memory or inhibition. Multigroup path analysis showed relatively invariant connections between predictors and reading comprehension for monolingual and bilingual readers. For both groups, there was a direct effect of lexical quality on reading comprehension. In addition, lexical quality and executive control indirectly influenced reading comprehension via syntactic integration. The groups differed in that inhibition more strongly predicted syntactic integration for bilingual than for monolingual children. For a subgroup of bilingual children, for whom home language vocabulary data were available ( n  = 56), there was an additional positive effect of home language vocabulary on second language reading comprehension. Together, the results suggest that similar processes underlie reading comprehension in first and second language readers, but that syntactic integration requires more executive control in second language reading. Moreover, bilingual readers additionally benefit from first language vocabulary to arrive at second language reading comprehension.

Negative blood oxygen level dependent signals during speech comprehension.

Science.gov (United States)

Rodriguez Moreno, Diana; Schiff, Nicholas D; Hirsch, Joy

2015-05-01

Speech comprehension studies have generally focused on the isolation and function of regions with positive blood oxygen level dependent (BOLD) signals with respect to a resting baseline. Although regions with negative BOLD signals in comparison to a resting baseline have been reported in language-related tasks, their relationship to regions of positive signals is not fully appreciated. Based on the emerging notion that the negative signals may represent an active function in language tasks, the authors test the hypothesis that negative BOLD signals during receptive language are more associated with comprehension than content-free versions of the same stimuli. Regions associated with comprehension of speech were isolated by comparing responses to passive listening to natural speech to two incomprehensible versions of the same speech: one that was digitally time reversed and one that was muffled by removal of high frequencies. The signal polarity was determined by comparing the BOLD signal during each speech condition to the BOLD signal during a resting baseline. As expected, stimulation-induced positive signals relative to resting baseline were observed in the canonical language areas with varying signal amplitudes for each condition. Negative BOLD responses relative to resting baseline were observed primarily in frontoparietal regions and were specific to the natural speech condition. However, the BOLD signal remained indistinguishable from baseline for the unintelligible speech conditions. Variations in connectivity between brain regions with positive and negative signals were also specifically related to the comprehension of natural speech. These observations of anticorrelated signals related to speech comprehension are consistent with emerging models of cooperative roles represented by BOLD signals of opposite polarity.

Comprehensive primary health care under neo-liberalism in Australia.

Science.gov (United States)

Baum, Fran; Freeman, Toby; Sanders, David; Labonté, Ronald; Lawless, Angela; Javanparast, Sara

2016-11-01

This paper applies a critical analysis of the impact of neo-liberal driven management reform to examine changes in Australian primary health care (PHC) services over five years. The implementation of comprehensive approaches to primary health care (PHC) in seven services: five state-managed and two non-government organisations (NGOs) was tracked from 2009 to 2014. Two questions are addressed: 1) How did the ability of Australian PHC services to implement comprehensive PHC change over the period 2009-2014? 2) To what extent is the ability of the PHC services to implement comprehensive PHC shaped by neo-liberal health sector reform processes? The study reports on detailed tracking and observations of the changes and in-depth interviews with 63 health service managers and practitioners, and regional and central health executives. The documented changes were: in the state-managed services (although not the NGOs) less comprehensive service coverage and more focus on clinical services and integration with hospitals and much less development activity including community development, advocacy, intersectoral collaboration and attention to the social determinants. These changes were found to be associated with practices typical of neo-liberal health sector reform: considerable uncertainty, more directive managerial control, budget reductions and competitive tendering and an emphasis on outputs rather than health outcomes. We conclude that a focus on clinical service provision, while highly compatible with neo-liberal reforms, will not on its own produce the shifts in population disease patterns that would be required to reduce demand for health services and promote health. Comprehensive PHC is much better suited to that task. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Adenoma detection in patients undergoing a comprehensive colonoscopy screening

International Nuclear Information System (INIS)

Raju, Gottumukkala S; Vadyala, Vikram; Slack, Rebecca; Krishna, Somashekar G; Ross, William A; Lynch, Patrick M; Bresalier, Robert S; Hawk, Ernest; Stroehlein, John R

2013-01-01

Measures shown to improve the adenoma detection during colonoscopy (excellent bowel preparation, cecal intubation, cap fitted colonoscope to examine behind folds, patient position change to optimize colon distention, trained endoscopy team focusing on detection of subtle flat lesions, and incorporation of optimum endoscopic examination with adequate withdrawal time) are applicable to clinical practice and, if incorporated are projected to facilitate comprehensive colonoscopy screening program for colon cancer prevention. To determine adenoma and serrated polyp detection rate under conditions designed to optimize quality parameters for comprehensive screening colonoscopy. Retrospective analysis of data obtained from a comprehensive colon cancer screening program designed to optimize quality parameters. Academic medical center. Three hundred and forty-three patients between the ages of 50 years and 75 years who underwent first screening colonoscopy between 2009 and 2011 among 535 consecutive patients undergoing colonoscopy. Comprehensive colonoscopy screening program was utilized to screen all patients. Cecal intubation was successful in 98.8% of patients. The Boston Bowel Preparation Scale for quality of colonoscopy was 8.97 (95% confidence interval [CI]; 8.94, 9.00). The rate of adenoma detection was 60% and serrated lesion (defined as serrated adenomas or hyperplastic polyps proximal to the splenic flexure) detection was 23%. The rate of precancerous lesion detection (adenomas and serrated lesions) was 66%. The mean number of adenomas per screening procedure was 1.4 (1.2, 1.6) and the mean number of precancerous lesions (adenomas or serrated lesions) per screening procedure was 1.6 (1.4, 1.8). Retrospective study and single endoscopist experience. A comprehensive colonoscopy screening program results in high-quality screening with high detection of adenomas, advanced adenomas, serrated adenomas, and multiple adenomas

Europeanisation and the EU's comprehensive approach to crisis management in Africa

DEFF Research Database (Denmark)

Olsen, Gorm Rye; Furness, Mark

2016-01-01

This article asks to what extent the European Union (EU) and its member states actually pursued and implemented comprehensive approaches in relation to crisis management in Africa. It also asks what can explain the lack of full implementation of the comprehensive approach in the cases of South...... may follow policy declarations more closely. The comprehensive approach nevertheless indicates an emerging Europeanisation norm influencing policy approaches to the sensitive nexuses that link security, development and crisis response. Evidence from country-level interventions reveals that this norm...

(Context comprehension in digital social media

Directory of Open Access Journals (Sweden)

Alana Kercia Barros Demétrio

2016-10-01

Full Text Available In this article, we address the reading issue from the point of view of complexity. Understanding, according to Beaugrande (1997, that the text is a communicative event whose configuration involves elements of different nature, including the participants of interaction, we think that traditional approaches to reading, even those which are focused on interaction, do not satisfactorily bolster comprehension of this phenomenon. In order to analyze how aspects that characterize reading as a complex activity show at (context comprehension in digital social media, we leaned on the articles by Pellanda (2005 and by Franco (2011 and we were supported by the autopoietic theory by Maturana and Varela (1995, as well as by the concepts of emergency and incorporation by Hanks (2008. Through the analysis of two examples of interaction conveyed in virtual environment, we observed that reading triggers readers’ autopoiesis as living systems.

Informed consent recall and comprehension in orthodontics: traditional vs improved readability and processability methods.

Science.gov (United States)

Kang, Edith Y; Fields, Henry W; Kiyak, Asuman; Beck, F Michael; Firestone, Allen R

2009-10-01

Low general and health literacy in the United States means informed consent documents are not well understood by most adults. Methods to improve recall and comprehension of informed consent have not been tested in orthodontics. The purposes of this study were to evaluate (1) recall and comprehension among patients and parents by using the American Association of Orthodontists' (AAO) informed consent form and new forms incorporating improved readability and processability; (2) the association between reading ability, anxiety, and sociodemographic variables and recall and comprehension; and (3) how various domains (treatment, risk, and responsibility) of information are affected by the forms. Three treatment groups (30 patient-parent pairs in each) received an orthodontic case presentation and either the AAO form, an improved readability form (MIC), or an improved readability and processability (pairing audio and visual cues) form (MIC + SS). Structured interviews were transcribed and coded to evaluate recall and comprehension. Significant relationships among patient-related variables and recall and comprehension explained little of the variance. The MIC + SS form significantly improved patient recall and parent recall and comprehension. Recall was better than comprehension, and parents performed better than patients. The MIC + SS form significantly improved patient treatment comprehension and risk recall and parent treatment recall and comprehension. Patients and parents both overestimated their understanding of the materials. Improving the readability of consent materials made little difference, but combining improved readability and processability benefited both patients' recall and parents' recall and comprehension compared with the AAO form.

The effects of audit quality on the value relevance of other comprehensive incomes

Directory of Open Access Journals (Sweden)

Levinska Primavera

2015-06-01

Full Text Available Stockholders claim deals with handling crucial role to investors while another ac-counting measurement has not yet been paid attention by the investors and analysts. Beside, another comprehensive income despite of its equal role to net income also re-quires a deep concern. This research uses financial industry data in Indonesia Capital Market for 2011-2012 under panel method and also cross-section method as the addi-tional analysis. This research assesses the effect of audit quality on value relevance of other comprehensive income regarding subjectivity embedded in other comprehensive income components. These components are determined through fair value aspects, which eventually lead to management discretion in measuring other comprehensive income components. Subjective components of other comprehensive incomes consist of foreign exchange translation (forex, revaluation in fixed assets (rev, minimum pension liability adjustment (pen, and available-for-sale securities adjustment (sec. The audit quality is believed as a mechanism which can increase the value relevance of subjective of other comprehensive income components. On the other hand, when as-sessing the value relevance of other comprehensive income components both indivi-dually and in aggregate, it is encouraged by inconsistency of previous research results.

[Comprehensive system integration and networking in operating rooms].

Science.gov (United States)

Feußner, H; Ostler, D; Kohn, N; Vogel, T; Wilhelm, D; Koller, S; Kranzfelder, M

2016-12-01

A comprehensive surveillance and control system integrating all devices and functions is a precondition for realization of the operating room of the future. Multiple proprietary integrated operation room systems are currently available with a central user interface; however, they only cover a relatively small part of all functionalities. Internationally, there are at least three different initiatives to promote a comprehensive systems integration and networking in the operating room: the Japanese smart cyber operating theater (SCOT), the American medical device plug-and-play interoperability program (MDPnP) and the German secure and dynamic networking in operating room and hospital (OR.NET) project supported by the Federal Ministry of Education and Research. Within the framework of the internationally advanced OR.NET project, prototype solution approaches were realized, which make short-term and mid-term comprehensive data retrieval systems probable. An active and even autonomous control of the medical devices by the surveillance and control system (closed loop) is expected only in the long run due to strict regulatory barriers.

The Comprehensive Inner Magnetosphere-Ionosphere Model

Science.gov (United States)

Fok, M.-C.; Buzulukova, N. Y.; Chen, S.-H.; Glocer, A.; Nagai, T.; Valek, P.; Perez, J. D.

2014-01-01

Simulation studies of the Earth's radiation belts and ring current are very useful in understanding the acceleration, transport, and loss of energetic particles. Recently, the Comprehensive Ring Current Model (CRCM) and the Radiation Belt Environment (RBE) model were merged to form a Comprehensive Inner Magnetosphere-Ionosphere (CIMI) model. CIMI solves for many essential quantities in the inner magnetosphere, including ion and electron distributions in the ring current and radiation belts, plasmaspheric density, Region 2 currents, convection potential, and precipitation in the ionosphere. It incorporates whistler mode chorus and hiss wave diffusion of energetic electrons in energy, pitch angle, and cross terms. CIMI thus represents a comprehensive model that considers the effects of the ring current and plasmasphere on the radiation belts. We have performed a CIMI simulation for the storm on 5-9 April 2010 and then compared our results with data from the Two Wide-angle Imaging Neutral-atom Spectrometers and Akebono satellites. We identify the dominant energization and loss processes for the ring current and radiation belts. We find that the interactions with the whistler mode chorus waves are the main cause of the flux increase of MeV electrons during the recovery phase of this particular storm. When a self-consistent electric field from the CRCM is used, the enhancement of MeV electrons is higher than when an empirical convection model is applied. We also demonstrate how CIMI can be a powerful tool for analyzing and interpreting data from the new Van Allen Probes mission.

A Comprehensive Definition for Integrative Oncology.

Science.gov (United States)

Witt, Claudia M; Balneaves, Lynda G; Cardoso, Maria J; Cohen, Lorenzo; Greenlee, Heather; Johnstone, Peter; Kücük, Ömer; Mailman, Josh; Mao, Jun J

2017-11-01

Integrative oncology, which is generally understood to refer to the use of a combination of complementary medicine therapies in conjunction with conventional cancer treatments, has been defined in different ways, but there is no widely accepted definition. We sought to develop and establish a consensus for a comprehensive definition of the field of integrative oncology. We used a mixed-methods approach that included a literature analysis and a consensus procedure, including an interdisciplinary expert panel and surveys, to develop a comprehensive and acceptable definition for the term "integrative oncology." The themes identified in the literature and from the expert discussion were condensed into a two-sentence definition. Survey respondents had very positive views on the draft definition, and their comments helped to shape the final version. The final definition for integrative oncology is: "Integrative oncology is a patient-centered, evidence-informed field of cancer care that utilizes mind and body practices, natural products, and/or lifestyle modifications from different traditions alongside conventional cancer treatments. Integrative oncology aims to optimize health, quality of life, and clinical outcomes across the cancer care continuum and to empower people to prevent cancer and become active participants before,during, and beyond cancer treatment." This short and comprehensive definition for the term integrative oncology will facilitate a better understanding and communication of this emerging field. This definition will also drive focused and cohesive effort to advance the field of integrative oncology. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Comprehensive Environmental Response, Compensation and Liability Act

Data.gov (United States)

National Oceanic and Atmospheric Administration, Department of Commerce — This data represents geographic terms used within the Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA). CERCLA, commonly known as...

Inclusion of Disaster Resiliency in City/Neighborhood Comprehensive Plans

Science.gov (United States)

2017-09-01

phenomena or, in other words, the “impact of our behaviors toward places, thus influencing whether and how we might participate in local planning efforts...why resiliency from natural disasters must be included in all comprehensive plans . To prove the importance of this theory , I used GIS to locate...or pasture.270 Clarke County’s plan supports the theory that hazard mitigation inclusion in comprehensive plans is due to areas with flooding

The Effect of Second-Language Proficiency on Second Language Reading Comprehension

Directory of Open Access Journals (Sweden)

Pohlmann, John T.

1991-12-01

Full Text Available Data from a first-language reading test, a second-language reading comprehension test with questions from different cognitive levels, and from the TOEFL were submitted to partial correlation analysis to detennine whether there was a significant effect of second-language proficiency on second-language reading comprehension when the influence of first-language reading comprehension was held constant. The results indicated that for factual and inference questions second-language reading comprehension may be more closely related to second-language proficiency than to first-language reading comprehension. The lack of a similar relationship for the generalization questions may be due to a substantial variation in the second-language readers' fonnal and content background knowledge which is necessary for the processing and comprehension of generalization questions. Data van 'n eerste taal-leestoets, 'n tweede taal-leesbegripstoets met vrae op verskillende kognitiewe vlakke en van die TO EFL is aan gedeeltelike korrelasie-ontleding onderworpe om vas te stel of daar 'n beduidende bei"nvloeding van tweede taal-vaardigheid op tweede taalleesbegrip was terwyl die invloed van eerste taal-leesbegrip konstant gebly het. Die resultate het aangedui dat wat feitelike en gevolgtrekkingsvrae betref, tweede taal-leesbegrip moontlik nader verwant is aan tweede taal-vaardigheid as aan eerste taal-leesbegrip. Die afwesigheid van 'n soortgelyke verhouding betreffende die veralgemeningsvrae is moontlik te IVlte aan 'n aansienlike variasie in die tweede taal lesers se fonnele en inhoudelike agtergrondkennis wat nodig is vir die verwerking en begrip van veralgemeningsvrae.

Pressure Points in Reading Comprehension: A Quantile Multiple Regression Analysis

Science.gov (United States)

Logan, Jessica

2017-01-01

The goal of this study was to examine how selected pressure points or areas of vulnerability are related to individual differences in reading comprehension and whether the importance of these pressure points varies as a function of the level of children's reading comprehension. A sample of 245 third-grade children were given an assessment battery…

Context updating during sentence comprehension: the effect of aboutness topic.

Science.gov (United States)

Burmester, Juliane; Spalek, Katharina; Wartenburger, Isabell

2014-10-01

To communicate efficiently, speakers typically link their utterances to the discourse environment and adapt their utterances to the listener's discourse representation. Information structure describes how linguistic information is packaged within a discourse to optimize information transfer. The present study investigates the nature and time course of context integration (i.e., aboutness topic vs. neutral context) on the comprehension of German declarative sentences with either subject-before-object (SO) or object-before-subject (OS) word order using offline comprehensibility judgments and online event-related potentials (ERPs). Comprehensibility judgments revealed that the topic context selectively facilitated comprehension of stories containing OS (i.e., non-canonical) sentences. In the ERPs, the topic context effect was reflected in a less pronounced late positivity at the sentence-initial object. In line with the Syntax-Discourse Model, we argue that these context-induced effects are attributable to reduced processing costs for updating the current discourse model. The results support recent approaches of neurocognitive models of discourse processing. Copyright © 2014 The Authors. Published by Elsevier Inc. All rights reserved.

The comprehension of gesture and speech

NARCIS (Netherlands)

Willems, R.M.; Özyürek, A.; Hagoort, P.

2005-01-01

Although generally studied in isolation, action observation and speech comprehension go hand in hand during everyday human communication. That is, people gesture while they speak. From previous research it is known that a tight link exists between spoken language and such hand gestures. This study

BK channel modulators: a comprehensive overview

DEFF Research Database (Denmark)

Nardi, Antonio; Olesen, Søren-Peter

2008-01-01

channels as a potentially attractive target, the design and synthesis of potent and selective BK modulators continue based on novel chemical ideas. A comprehensive overview of BK channel modulators is therefore timely and important to the current medicinal chemist for review, summary, and classification...

Description of a comprehensive mathematical model

DEFF Research Database (Denmark)

Li, Xiyan; Yin, Chungen

2017-01-01

Biomass gasification is still a promising technology after over 30 years’ research and development and has success only in a few niche markets. In this paper, a comprehensive mathematical model for biomass particle gasification is developed within a generic particle framework, assuming the feed...

Agrammatic Comprehension of Wh-Extraction in Danish, English and French

DEFF Research Database (Denmark)

Nyvad, Anne Mette

2010-01-01

This dissertation discusses the comprehension deficit in agrammatic aphasia and how it relates to wh-extraction. Ostensibly, Broca’s aphasics are unable to understand certain types of syntactic movement structure when the semantic and pragmatic cues are withheld. The present study seeks to examine...... whether results hitherto obtained in crosslinguistic research on wh-extraction, specifically in English and French, also pertain to Danish agrammatic comprehenders, but it also widens the scope of interest: Biclausal structures involving wh-questions have not yet been subject to a systematic investigation......) widely-held account of the comprehension patterns in agrammatism. Focus is on comprehension, but data from research on agrammatic production will be offered when relevant to the theoretical discussion....

NRC comprehensive records disposition schedule

International Nuclear Information System (INIS)

1992-03-01

Title 44 United States Code, ''Public Printing and Documents,'' regulations cited in the General Services Administration's (GSA) ''Federal Information Resources Management Regulations'' (FIRMR), Part 201-9, ''Creation, Maintenance, and Use of Records,'' and regulation issued by the National Archives and Records Administration (NARA) in 36 CFR Chapter XII, Subchapter B, ''Records Management,'' require each agency to prepare and issue a comprehensive records disposition schedule that contains the NARA approved records disposition schedules for records unique to the agency and contains the NARA's General Records Schedules for records common to several or all agencies. The approved records disposition schedules specify the appropriate duration of retention and the final disposition for records created or maintained by the NRC. NUREG-0910, Rev. 2, contains ''NRC's Comprehensive Records Disposition Schedule,'' and the original authorized approved citation numbers issued by NARA. Rev. 2 totally reorganizes the records schedules from a functional arrangement to an arrangement by the host office. A subject index and a conversion table have also been developed for the NRC schedules to allow staff to identify the new schedule numbers easily and to improve their ability to locate applicable schedules

INTELLIGENCE QUOTIENT (IQ AS A PREDICTOR OF READING COMPREHENSION AND WRITING ACHIEVEMENT OF EFL LEARNERS

Directory of Open Access Journals (Sweden)

Ary Setya B. Ningrum

2017-05-01

Full Text Available This study aimed at investigating Intelligent Quotient (IQ as a predictor of reading comprehension and writing achievement as well as to correlate the students‟ reading comprehension with their writing achievement. The participant of the study were 32 senior high school Indonesian students. There are three instruments used in this study, those are IQ test, reading comprehension test, and writing test. Upon obtaining the whole data needed, Pearson Product Moment formula was employed to determine the correlation of IQ with reading comprehension and writing achievement as well as reading comprehension with writing achievement. The result of this study revealed that IQ made significant contribution in predicting reading comprehension (23.42% and writing achievement (16.08%. In addition, the correlation coefficient of reading comprehension and writing achievement shows that they are moderately correlated (r=.587, meaning that reading comprehension contributes as many as 34.45% to writing achievement.

[Improving speech comprehension using a new cochlear implant speech processor].

Science.gov (United States)

Müller-Deile, J; Kortmann, T; Hoppe, U; Hessel, H; Morsnowski, A

2009-06-01

The aim of this multicenter clinical field study was to assess the benefits of the new Freedom 24 sound processor for cochlear implant (CI) users implanted with the Nucleus 24 cochlear implant system. The study included 48 postlingually profoundly deaf experienced CI users who demonstrated speech comprehension performance with their current speech processor on the Oldenburg sentence test (OLSA) in quiet conditions of at least 80% correct scores and who were able to perform adaptive speech threshold testing using the OLSA in noisy conditions. Following baseline measures of speech comprehension performance with their current speech processor, subjects were upgraded to the Freedom 24 speech processor. After a take-home trial period of at least 2 weeks, subject performance was evaluated by measuring the speech reception threshold with the Freiburg multisyllabic word test and speech intelligibility with the Freiburg monosyllabic word test at 50 dB and 70 dB in the sound field. The results demonstrated highly significant benefits for speech comprehension with the new speech processor. Significant benefits for speech comprehension were also demonstrated with the new speech processor when tested in competing background noise.In contrast, use of the Abbreviated Profile of Hearing Aid Benefit (APHAB) did not prove to be a suitably sensitive assessment tool for comparative subjective self-assessment of hearing benefits with each processor. Use of the preprocessing algorithm known as adaptive dynamic range optimization (ADRO) in the Freedom 24 led to additional improvements over the standard upgrade map for speech comprehension in quiet and showed equivalent performance in noise. Through use of the preprocessing beam-forming algorithm BEAM, subjects demonstrated a highly significant improved signal-to-noise ratio for speech comprehension thresholds (i.e., signal-to-noise ratio for 50% speech comprehension scores) when tested with an adaptive procedure using the Oldenburg

The value relevance of comprehensive income and components for industrial firms

NARCIS (Netherlands)

Brimble, M.; Hodgson, A.

2005-01-01

The tentative decisions under International Accounting Standards Reporting Comprehensive Income (Performance Reporting) (IAS Plus 2004c) require several items that are noncore business to be included as comprehensive income. Using data from Australian firms we replicate the IAS adjustments and use

A comprehensive French grammar

CERN Document Server

Price, Glanville

2013-01-01

Characterized by clear and accessible explanations, numerous examples and sample sentences, a new section on register and tone, and useful appendices covering topics including age and time, A Comprehensive French Grammar, Sixth Edition is an indispensable tool for advanced students of French language and literature.A revised edition of this established, bestselling French grammarIncludes a new section on register and medium and offers expanded treatment of French punctuationFeatures numerous examples and sample sentences, and useful appendices covering topics including age, time, and dimension

Comprehension of direct and indirect sarcastic remarks in children and adolescents with Tourette's syndrome.

Science.gov (United States)

Drury, Helena; Shah, Shivani; Stern, Jeremy S; Crawford, Sarah; Channon, Shelley

2018-05-01

Previous research has reported that aspects of social cognition such as nonliteral language comprehension are impaired in adults with Tourette's syndrome (TS), but little is known about social cognition in children and adolescents with TS. The present study aims to evaluate a measure of sarcasm comprehension suitable for use with children and adolescents (Experiment 1), and to examine sarcasm comprehension in children and adolescents with TS-alone or TS and attention deficit hyperactivity disorder (ADHD; Experiment 2). In Experiment 1, the measure of sarcasm comprehension was found to be sensitive to differences in nonliteral language comprehension for typically-developing children aged 10 to 11 years old compared to children aged 8 to 9 years old; the older group performed significantly better on the comprehension of scenarios ending with either direct or indirect sarcastic remarks, whereas the two age groups did not differ on the comprehension of scenarios ending with sincere remarks. In Experiment 2, both the TS-alone and TS+ADHD groups performed below the level of the control participants on the comprehension of indirect sarcasm items but not on the comprehension of direct sarcasm items and sincere items. Those with TS+ADHD also performed below the level of the control participants on measures of interference control and fluency. The findings are discussed with reference to the possible contribution of executive functioning and mentalizing to the patterns of performance.

Comprehensive Stuttering Treatment for Adolescents: A Case Study.

Science.gov (United States)

Coleman, Craig E

2018-01-09

This article will focus on a hypothetical case study to highlight comprehensive assessment and treatment for adolescent children who stutter. Assessment and treatment are laid out with a literature review utilizing the components of the International Classification of Functioning, Disability and Health model. Specific assessment and treatment strategies and approaches are discussed. Using the International Classification of Functioning, Disability and Health model can help guide clinicians through the assessment and treatment process to ensure that all areas of stuttering are considered. Comprehensive assessment and treatment helps clinicians address all relevant elements of a stuttering disorder, rather than focusing exclusively on reducing speech disruptions.

Prospective Teachers' Conceptions of Proof Comprehension: Revisiting a Proof of the Pythagorean Theorem

Science.gov (United States)

Zazkis, Dov; Zazkis, Rina

2016-01-01

A significant body of research literature in mathematics education attends to mathematical proofs. However, scant research attends to proof comprehension, which is the focus of this study. We examine perspective secondary teachers' conceptions of what constitutes comprehension of a given proof and their ideas of how students' comprehension can be…

A Diagnostic-Remediation Teaching System for Enhancing Elementary Students' Science Listening Comprehension

Science.gov (United States)

Lin, Sheau-Wen; Liu, Yu

2017-01-01

The purpose of this study was to explore elementary students' listening comprehension changes using a Web-based teaching system that can diagnose and remediate students' science listening comprehension problems during scientific inquiry. The 3-component system consisted of a 9-item science listening comprehension test, a 37-item diagnostic test,…

Comprehensive highway corridor planning with sustainability indicators.

Science.gov (United States)

2011-10-01

"The Maryland State Highway Administration (SHA) has initiated major planning efforts to improve transportation : efficiency, safety, and sustainability on critical highway corridors through its Comprehensive Highway Corridor : (CHC) program. This pr...

44 CFR 12.14 - Annual comprehensive review.

Science.gov (United States)

2010-10-01

... should be abolished. (b) Pertinent factors to be considered in the comprehensive review required by... programs or operations; (4) An evaluation of the utilization by the Agency of the committee's policy...

Pedagogical Model for Explicit Teaching of Reading Comprehension to English Language Learners

Directory of Open Access Journals (Sweden)

Al Tiyb Al Khaiyali

2017-09-01

Full Text Available Reading comprehension instruction is considered one of the major challenges that most English language teachers and students encounter. Therefore, providing a systematic, explicit, and flexible model to teaching reading comprehension strategies could help resolve some of these challenges and increase the possibility of teaching reading comprehension, particularly in language learners’ classrooms. Consequently, the purpose of this paper is to provide a model to teach reading comprehension strategies in language learning classrooms. The proposed instructional model is divided into three systematic phases through which strategies are taught before reading, during reading, and after reading. Each phase is explained and elaborated using recommended models for teachers. Finally, suggested considerations to consolidate this model are provided.

Near Real-Time Comprehension Classification with Artificial Neural Networks: Decoding e-Learner Non-Verbal Behavior

Science.gov (United States)

Holmes, Mike; Latham, Annabel; Crockett, Keeley; O'Shea, James D.

2018-01-01

Comprehension is an important cognitive state for learning. Human tutors recognize comprehension and non-comprehension states by interpreting learner non-verbal behavior (NVB). Experienced tutors adapt pedagogy, materials, and instruction to provide additional learning scaffold in the context of perceived learner comprehension. Near real-time…

How restudy decisions affect overall comprehension for seventh-grade students.

Science.gov (United States)

Thiede, Keith W; Redford, Joshua S; Wiley, Jennifer; Griffin, Thomas D

2017-12-01

Self-regulated learning requires accurate monitoring and effective regulation of study. Little is known about how effectively younger readers regulate their study. We examined how decisions about which text to restudy affect overall comprehension for seventh-grade students. In addition to a Participant's Choice condition where students were allowed to pick texts for restudy on their own, we compared learning gains in two other conditions in which texts were selected for them. The Test-Based Restudy condition determined text selection using initial test performance - presenting the text with the lowest initial test performance for restudy, thereby circumventing potential problems associated with inaccurate monitoring and ineffective regulation. The Judgement-Based Restudy condition determined text selection using metacognitive judgements of comprehension - presenting the text with the lowest judgement of comprehension, thereby circumventing potential problems associated with ineffective regulation. Four hundred and eighty seventh-grade students participated. Students were randomly assigned to conditions in an experimental design. Gains in comprehension following restudy were larger for the Test-Based Restudy condition than for the Judgement-Based Restudy condition or the Participant's Choice condition. No differences in comprehension were seen between the Judgement-Based Restudy and Participant's Choice conditions. These results suggest seventh graders can systematically use their monitoring to make decisions about what to restudy. However, the results highlight how inaccurate monitoring is one reason why younger students fail to benefit from self-regulated study opportunities. © 2017 The British Psychological Society.

Comprehensive College Plan for 2000-2001.

Science.gov (United States)

San Antonio Coll., TX.

The document describes San Antonio College's (Texas) strategic goals and objectives for 2000-2001. San Antonio College's comprehensive planning and evaluation process monitors the achievement of college-wide goals and initiatives supporting the college's Vision and Mission Statement and the Alamo Community College District's Strategic Plan. The…

Identifying Information Focuses in Listening Comprehension

Science.gov (United States)

Zhang, Hong-yan

2011-01-01

The study explains the process of learners' listening comprehension within Halliday's information theory in functional grammar, including the skills of identifying focuses while listening in college English teaching. Identifying information focuses in listening is proved to improve the students' communicative listening ability by the means of a…

Early Identification of Reading Comprehension Difficulties

Science.gov (United States)

Catts, Hugh W.; Nielsen, Diane Corcoran; Bridges, Mindy Sittner; Liu, Yi-Syuan

2016-01-01

Most research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted reading comprehension…

Comprehensive nuclear materials

CERN Document Server

Allen, Todd; Stoller, Roger; Yamanaka, Shinsuke

2012-01-01

Comprehensive Nuclear Materials encapsulates a panorama of fundamental information on the vast variety of materials employed in the broad field of nuclear technology. The work addresses, in five volumes, 3,400 pages and over 120 chapter-length articles, the full panorama of historical and contemporary international research in nuclear materials, from Actinides to Zirconium alloys, from the worlds' leading scientists and engineers. It synthesizes the most pertinent research to support the selection, assessment, validation and engineering of materials in extreme nuclear environments. The work discusses the major classes of materials suitable for usage in nuclear fission, fusion reactors and high power accelerators, and for diverse functions in fuels, cladding, moderator and control materials, structural, functional, and waste materials.

A Comprehensive Approach to Climate Change: Options and Obstacles

Energy Technology Data Exchange (ETDEWEB)

Fuglestvedt, J.S.; Skodvin, T.

1996-06-01

The main topics of this report are: (1) key elements in the development of a formula for a comprehensive approach to climate change, (2) relations between gases due to atmospheric chemistry interactions and common emission sources, (3) climate effects of existing international agreements on atmospheric emissions, and (4) methods for comparing gases. Building on the text of the climate convention itself, the authors develop an operational definition of a comprehensive approach and list 13 gases which should be included. There are not many adequate methods of comparing gases with different properties. At present the best choice is the Global Warming Potentials method (GWP), although it leaves the environmentally and politically important issue of the time horizon unresolved. An appendix comments on difficulties of including NOx emitted from surface sources in a comprehensive approach under the FCCC (UN`s Framework Convention on Climate Change). 73 refs., 20 figs., 13 tabs.

Helping Students Develop Listening Comprehension

Directory of Open Access Journals (Sweden)

Cárdenas Beltrán Melba Libia

2000-08-01

Full Text Available Listening practice is often neglected or handled inappropriately in the teachinglearning process. This poses problem because listening is an integral part of conversations. Oral skills without equally welldeveloped listening abilities are of little practical value. In this article, I will take a look at issues related to the area of listening that may be considered when guiding students toward developing listening comprehension.

Narrative Language and Reading Comprehension in Students with Mild Intellectual Disabilities

Science.gov (United States)

Barton-Hulsey, Andrea; Sevcik, Rose A.; Romski, MaryAnn

2017-01-01

Past research shows positive correlations between oral narrative skill and reading comprehension in typically developing students. This study examined the relationship between reading comprehension and narrative language ability of 102 elementary students with mild levels of intellectual disability. Results describe the students' narrative…

The Wernicke conundrum and the anatomy of language comprehension in primary progressive aphasia.

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Mesulam, M-Marsel; Thompson, Cynthia K; Weintraub, Sandra; Rogalski, Emily J

2015-08-01

Wernicke's aphasia is characterized by severe word and sentence comprehension impairments. The location of the underlying lesion site, known as Wernicke's area, remains controversial. Questions related to this controversy were addressed in 72 patients with primary progressive aphasia who collectively displayed a wide spectrum of cortical atrophy sites and language impairment patterns. Clinico-anatomical correlations were explored at the individual and group levels. These analyses showed that neuronal loss in temporoparietal areas, traditionally included within Wernicke's area, leave single word comprehension intact and cause inconsistent impairments of sentence comprehension. The most severe sentence comprehension impairments were associated with a heterogeneous set of cortical atrophy sites variably encompassing temporoparietal components of Wernicke's area, Broca's area, and dorsal premotor cortex. Severe comprehension impairments for single words, on the other hand, were invariably associated with peak atrophy sites in the left temporal pole and adjacent anterior temporal cortex, a pattern of atrophy that left sentence comprehension intact. These results show that the neural substrates of word and sentence comprehension are dissociable and that a circumscribed cortical area equally critical for word and sentence comprehension is unlikely to exist anywhere in the cerebral cortex. Reports of combined word and sentence comprehension impairments in Wernicke's aphasia come almost exclusively from patients with cerebrovascular accidents where brain damage extends into subcortical white matter. The syndrome of Wernicke's aphasia is thus likely to reflect damage not only to the cerebral cortex but also to underlying axonal pathways, leading to strategic cortico-cortical disconnections within the language network. The results of this investigation further reinforce the conclusion that the left anterior temporal lobe, a region ignored by classic aphasiology, needs to be

On the comprehensibility and perceived privacy protection of indirect questioning techniques.

Science.gov (United States)

Hoffmann, Adrian; Waubert de Puiseau, Berenike; Schmidt, Alexander F; Musch, Jochen

2017-08-01

On surveys that assess sensitive personal attributes, indirect questioning aims at increasing respondents' willingness to answer truthfully by protecting confidentiality. However, the assumption that subjects understand questioning procedures fully and trust them to protect their privacy is rarely tested. In a scenario-based design, we compared four indirect questioning procedures in terms of their comprehensibility and perceived privacy protection. All indirect questioning techniques were found to be less comprehensible by respondents than a conventional direct question used for comparison. Less-educated respondents experienced more difficulties when confronted with any indirect questioning technique. Regardless of education, the crosswise model was found to be the most comprehensible among the four indirect methods. Indirect questioning in general was perceived to increase privacy protection in comparison to a direct question. Unexpectedly, comprehension and perceived privacy protection did not correlate. We recommend assessing these factors separately in future evaluations of indirect questioning.

How do typographical factors affect reading text and comprehension performance in Arabic?

Science.gov (United States)

Ganayim, Deia; Ibrahim, Raphiq

2013-04-01

The objective of this study was to establish basic reading performance that could lead to useful design recommendations for print display text formats and layouts for the improvement of reading and comprehension performance of print text, such as academic writings, books, and newspapers, of Arabic language. Readability of English print text has been shown to be influenced by a number of typographical variables, including interline spacing, column setting and line length, and so on.Therefore, it is very important to improve the reading efficiency and satisfaction of print text reading and comprehension by following simple design guidelines. Most existing research on readability of print text is oriented to build guidelines for designing English texts rather than Arabic. However, guidelines built for English script cannot be simply applied for Arabic script because of orthographic differences. In the current study, manipulating interline spacing and column setting and line length generated nine text layouts. The reading and comprehension performance of 210 native Arab students assigned randomly to the different text layouts was compared. Results showed that the use of multicolumn setting (with medium or short line length) affected comprehension achievement but not reading and comprehension speed. Participants' comprehension scores were better for the single-column (with long line length) than for the multicolumn setting. However, no effect was found for interline spacing. The recommendations for appropriate print text format and layout in Arabic language based on the results of objective measures facilitating reading and comprehension performance is a single-column (with long line length) layout with no relevance of the interline spacing.

Depression. Does it affect the comprehension of receptive skills?

Science.gov (United States)

Rashtchi, Mojgan; Zokaee, Zahra; Ghaffarinejad, Ali R; Sadeghi, Mohammad M

2012-07-01

To compare the comprehension of depressed and non-depressed male and female Iranian learners of English as a Foreign Language (EFL) in receptive skills, and to investigate whether inefficiency in learning English could be due to depression. We selected 126 boys and 96 girls aged between 15 and 18 by simple random sampling from 2 high schools in Kerman, Iran to examine whether there was any significant relationship between depression and comprehension of receptive skills in males and females. We undertook this descriptive, correlational study between January and May 2011 in Kerman, Iran. After administration of the Beck Depression Inventory (BDI), we found that 93 students were non-depressed, 65 had minimal depression, 48 mild depression, and 16 suffered from severe depression. The correlation between participants` scores on listening and reading test with depression level indicated a significant relationship between depression and comprehension of both listening, and reading. Males had higher scores in both reading and listening. In listening, there was no significant difference among the levels of depression and males and females. Regarding the reading skill, there was no significant difference among levels of depression; however, the reading comprehension of males and females differed significantly. Learners who show a deficiency in receptive skills should be examined for the possibility of suffering from some degree of depression.

Focus, accent, and argument structure: effects on language comprehension.

Science.gov (United States)

Birch, S; Clifton, C

1995-01-01

Four experiments investigated the effect of syntactic argument structure on the evaluation and comprehension of utterances with different patterns of pitch accents. Linguistic analyses of the relation between focus and prosody note that it is possible for certain accented constituents within a broadly focused phrase to project focus to the entire phrase. We manipulated focus requirements and accent in recorded question-answer pairs and asked listeners to make linguistic judgments of prosodic appropriateness (Experiments 1 and 3) or to make judgments based on meaningful comprehension (Experiments 2 and 4). Naive judgments of prosodic appropriateness were generally consistent with the linguistic analyses, showing preferences for utterances in which contextually new noun phrases received accent and old noun phrases did not, but suggested that an accented new argument NP was not fully effective in projecting broad focus to the entire VP. However, the comprehension experiments did demonstrate that comprehension of a sentence with broad VP focus was as efficient when only a lexical argument NP received accent as when both NP and verb received accent. Such focus projection did not occur when the argument NP was an "independent quantifier" such as nobody or everything. The results extend existing demonstrations that the ease of understanding spoken discourse depends on appropriate intonational marking of focus to cases where certain structurally-defined words can project focus-marking to an entire phrase.

The Comprehensive School in Spain: A Review of Its Development Cycle and Crises

Science.gov (United States)

Bolívar, Antonio

2015-01-01

The purpose of this study is to describe, analyse and evaluate the successive comprehensive reforms in Spain as a "paradigmatic" example of the emergence, evolution and crisis of the comprehensive school. In the first part, we describe the development of the comprehensive school project (1970-2013), using the image of the life cycle,…

Discourse Memory and Reading Comprehension Skill

Science.gov (United States)

Perfetti, Charles A.; Goldman, Susan R.

1976-01-01

A study is reported in which short-term memory capacity, estimated by a probe digit task, and memory for structured language, measured by a probe discourse task, were investigated in an experiment with third and fifth grade IQ-matched children representing two levels of reading comprehension skill. (Author/RM)

Comprehension: The Key to Reading Success.

Science.gov (United States)

Chevalier, Kim; Del Santo, Jolene; Scheiner, Deb; Skok, Elly; Tucci, Leah Rae

This report describes a program for using explicit instruction of reading strategies through the implementation of guided reading groups to improve student comprehension. The targeted population consisted of elementary school students in growing, middle class communities, located in northern Illinois. Evidence for the existence of a deficiency of…

Comprehensive District Reform: Philadelphia's Grand Experiment.

Science.gov (United States)

Useem, Elizabeth; Balfanz, Robert

2002-01-01

This report describes "Philadelphia's Grand Experiment" in comprehensive school district reform, from its conception through its initial months of implementation. In 2001, as part of the remedy for low student performance, the governor ordered the state to take over governance of the Philadelphia School District, with a substantial…

Comprehensive Essays for World History Finals.

Science.gov (United States)

Feldman, Martha J.

1997-01-01

Describes a novel approach to comprehensive questions in world history examinations. Recommends using current events as illustrative reference points for complex subjects such as nationalism, liberalism, and international trade. Students receive information packets on the events for several weeks and must relate the subjects to these events. (MJP)

Investigating the Effects of Group Investigation (GI and Cooperative Integrated Reading and Comprehension (CIRC as the Cooperative Learning Techniques on Learner's Reading Comprehension

Directory of Open Access Journals (Sweden)

Mohammad Amin Karafkan

2015-11-01

Full Text Available Cooperative learning consists of some techniques for helping students work together more effectively. This study investigated the effects of Group Investigation (GI and Cooperative Integrated Reading and Composition (CIRC as cooperative learning techniques on Iranian EFL learners’ reading comprehension at an intermediate level. The participants of the study were 207 male students who studied at an intermediate level at ILI. The participants were randomly assigned into three equal groups: one control group and two experimental groups. The control group was instructed via conventional technique following an individualistic instructional approach. One experimental group received GI technique. The other experimental group received CIRC technique. The findings showed that there was a meaningful difference between the mean of the reading comprehension score of GI experimental group and CRIC experimental group. CRIC technique is more effective than GI technique in enhancing the reading comprehension test scores of students.

Journal writing in science: Effects on comprehension, interest, and critical reflection

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Kristin Wäschle

2015-06-01

Full Text Available Writing-to-learn assignments typically foster deep comprehension of learning contents. Journal writing, in particular, promotes the application of learning strategies, which promote learners’ comprehension, interest in a topic and ability to critically reflect on learning contents. Against this background, we conducted two longitudinal field studies. In Study 1, twenty-one students wrote learning journal entries after their biology lessons. After the intervention period, they showed better scores in comprehension, interest and critical reflection than the control class, in which students (n=25 completed other homework assignments. Mediation analyses revealed a domino effect: Journal writing improved comprehension, which led to raised interest, which resulted in superior critical reflection. Study 2 further investigated the role of learners’ interest in improving critical reflection. Students in the experimental condition (n=13 received a personal-utility prompt in addition to cognitive and metacognitive prompts to support journal writing. In the control group (n=11, students only received cognitive and metacognitive prompts. The experimental group showed higher interest scores after the intervention period and a better quality of critical reflections on a bio-ethical issue than the control group. Together, these studies illustrate the potentials of journal writing for improving learners’ comprehension, their interest and ability to critically reflect on complex scientific issues.

Theory of Mind and Reading Comprehension in Deaf and Hard-of-Hearing Signing Children

Science.gov (United States)

Holmer, Emil; Heimann, Mikael; Rudner, Mary

2016-01-01

Theory of Mind (ToM) is related to reading comprehension in hearing children. In the present study, we investigated progression in ToM in Swedish deaf and hard-of-hearing (DHH) signing children who were learning to read, as well as the association of ToM with reading comprehension. Thirteen children at Swedish state primary schools for DHH children performed a Swedish Sign Language (SSL) version of the Wellman and Liu (2004) ToM scale, along with tests of reading comprehension, SSL comprehension, and working memory. Results indicated that ToM progression did not differ from that reported in previous studies, although ToM development was delayed despite age-appropriate sign language skills. Correlation analysis revealed that ToM was associated with reading comprehension and working memory, but not sign language comprehension. We propose that some factor not investigated in the present study, possibly represented by inference making constrained by working memory capacity, supports both ToM and reading comprehension and may thus explain the results observed in the present study. PMID:27375532

Theory of Mind and Reading Comprehension in Deaf and Hard-of-Hearing Signing Children.

Science.gov (United States)

Holmer, Emil; Heimann, Mikael; Rudner, Mary

2016-01-01

Theory of Mind (ToM) is related to reading comprehension in hearing children. In the present study, we investigated progression in ToM in Swedish deaf and hard-of-hearing (DHH) signing children who were learning to read, as well as the association of ToM with reading comprehension. Thirteen children at Swedish state primary schools for DHH children performed a Swedish Sign Language (SSL) version of the Wellman and Liu (2004) ToM scale, along with tests of reading comprehension, SSL comprehension, and working memory. Results indicated that ToM progression did not differ from that reported in previous studies, although ToM development was delayed despite age-appropriate sign language skills. Correlation analysis revealed that ToM was associated with reading comprehension and working memory, but not sign language comprehension. We propose that some factor not investigated in the present study, possibly represented by inference making constrained by working memory capacity, supports both ToM and reading comprehension and may thus explain the results observed in the present study.

Theory of Mind and Reading Comprehension in Deaf and Hard-of-Hearing Signing Children

Directory of Open Access Journals (Sweden)

Emil eHolmer

2016-06-01

Full Text Available Theory of Mind (ToM is related to reading comprehension in hearing children. In the present study, we investigated progression in ToM in Swedish deaf and hard-of-hearing (DHH signing children who were learning to read, as well as its assocation with reading comprehension. Thirteen children at Swedish state primary schools for DHH children performed a Swedish Sign Language (SSL version of the Wellman and Liu (2004 ToM scale, along with tests of reading comprehension, SSL comprehension, and working memory. Results indicated that ToM progression did not differ from that reported in previous studies, although ToM development was delayed despite age-appropriate sign language skills. Correlation analysis revealed that ToM was associated with reading comprehension and working memory, but not sign language comprehension. We propose that some factor not investigated in the present study, possibly represented by inference making constrained by working memory capacity, supports both ToM and reading comprehension and may thus explain the results observed in the present study.

Examining the role of interrogative suggestibility in Miranda rights comprehension in adolescents.

Science.gov (United States)

McLachlan, Kaitlyn; Roesch, Ronald; Douglas, Kevin S

2011-06-01

This study aimed to further clarify the association between interrogative suggestibility and Miranda rights comprehension in adolescents; in particular, we examined whether intellectual ability (IQ) serves as a mediator of this relationship. Participants completed Grisso's Miranda Instruments, the Wechsler Abbreviated Scale of Intelligence, and the Gudjonsson Suggestibility Scale. Many youth demonstrated poor comprehension of their rights, particularly younger and less intellectually capable adolescents. Both yield and shift components of interrogative suggestibility were inversely related to rights comprehension; however, IQ fully mediated these relationships. Neither demographic variables (gender, ethnicity, socio-economic status after controlling for IQ, and English as a second language (ESL) status) nor previous police experience were significantly associated with rights comprehension in the present sample. The implications of these findings are discussed.

A view of studies on listening comprehension within the theory of working memory

OpenAIRE

福田, 倫子

2004-01-01

The present paper discusses four aspects : (1) the relation between the process of language comprehension and working memory, (2) overview of studies on working memory model, (3) application of the working memory to studies of listening comprehension in previous studies, (4) potentiality of application of the working memory model to studies of listening comprehension of second language acquisition.

COMAN: a web server for comprehensive metatranscriptomics analysis.

Science.gov (United States)

Ni, Yueqiong; Li, Jun; Panagiotou, Gianni

2016-08-11

Microbiota-oriented studies based on metagenomic or metatranscriptomic sequencing have revolutionised our understanding on microbial ecology and the roles of both clinical and environmental microbes. The analysis of massive metatranscriptomic data requires extensive computational resources, a collection of bioinformatics tools and expertise in programming. We developed COMAN (Comprehensive Metatranscriptomics Analysis), a web-based tool dedicated to automatically and comprehensively analysing metatranscriptomic data. COMAN pipeline includes quality control of raw reads, removal of reads derived from non-coding RNA, followed by functional annotation, comparative statistical analysis, pathway enrichment analysis, co-expression network analysis and high-quality visualisation. The essential data generated by COMAN are also provided in tabular format for additional analysis and integration with other software. The web server has an easy-to-use interface and detailed instructions, and is freely available at http://sbb.hku.hk/COMAN/ CONCLUSIONS: COMAN is an integrated web server dedicated to comprehensive functional analysis of metatranscriptomic data, translating massive amount of reads to data tables and high-standard figures. It is expected to facilitate the researchers with less expertise in bioinformatics in answering microbiota-related biological questions and to increase the accessibility and interpretation of microbiota RNA-Seq data.

Corporate Social Reporting: a Comprehensive Picture of Indonesian Mining Companies

Directory of Open Access Journals (Sweden)

Rosinta Ria Panggabean

2014-09-01

Full Text Available Recently, stakeholders demand that CSR reporting of a company provides social and environmental information as well as the financial information reported in financial statement. This research questioned whether CSR reporting of Indonesian mining companies may be regarded as a mechanism which social and environmental accountability are discharged. The purpose of this research is to provide a content analysis framework and information on the comprehensiveness of Corporate Social Responsibility (CSR reporting of Indonesian mining companies. The methodology used is content analysis method by a framework derived from GRI G3.1 Guidelines. Comprehensive reporting contains three types of information for each disclosed CSR item: (i vision and goals, (ii management approach, and (iii performance indicator. The framework was used to assess the comprehensiveness of CSR report by analyzing the 2012 financial reports and annual reports of Indonesian listed mining companies. The content analysis of CSR reporting of the listed mining companies in Indonesia shows a low level of comprehensive reporting. This finding agrees those of prior studies on the completeness of CSR reporting and adds to the debate regarding whether CSR reporting of Indonesian mining companies can be considered a mechanism for discharging social and environmental accountability.

Research on a Frame-Based Model of Reading Comprehension. Final Report.

Science.gov (United States)

Goldstein, Ira

This report summarizes computational investigations of language comprehension based on Marvin Minsky's theory of frames, a recent advance in artifical intelligence theories about the representation of knowledge. The investigations discussed explored frame theory as a basis for text comprehension by implementing models of the theory and developing…

The Effects of Pre-Learning Vocabulary on Reading Comprehension and Writing

Science.gov (United States)

Webb, Stuart A.

2009-01-01

This study investigates the effects of pre-learning vocabulary on reading comprehension and writing. Japanese students studying English as a foreign language (EFL) learned word pairs receptively and productively; four tests were used to measure reading comprehension, writing, and receptive and productive vocabulary knowledge. The findings suggest…

Impaired reading comprehension in schizophrenia: evidence for underlying phonological processing deficits.

Science.gov (United States)

Arnott, Wendy; Sali, Lauren; Copland, David

2011-05-15

The present study examined reading ability in high functioning people with schizophrenia. To this end, 16 people with schizophrenia who were living in the community and 12 matched controls completed tests of passage reading (comprehension, accuracy, and rate), word recognition, and phonological processing (phonological awareness, phonological memory and rapid naming) and ratings of reading self-concept and practices. Performance of the participants with schizophrenia was impaired relative to control participants on reading comprehension and rapid naming and relative to the population norms on phonological awareness, and rapid naming. In addition, self-rating data revealed that participants with schizophrenia had poorer perceptions of their reading ability and engaged in reading activities less frequently than their control counterparts. Consistent with earlier research, significant correlations were found between phonological awareness and reading comprehension. These findings expand on previous research in the area to suggest that community-based individuals with schizophrenia experience problems with reading comprehension that may have a phonological basis. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Cardiac rehabilitation: a comprehensive review

OpenAIRE

Lear, Scott A; Ignaszewski, Andrew

2001-01-01

Abstract Cardiac rehabilitation (CR) is a commonly used treatment for men and women with cardiovascular disease. To date, no single study has conclusively demonstrated a comprehensive benefit of CR. Numerous individual studies, however, have demonstrated beneficial effects such as improved risk-factor profile, slower disease progression, decreased morbidity, and decreased mortality. This paper will review the evidence for the use of CR and discuss the implications and limitations of these stu...

Comprehensive asymmetric dark matter model

OpenAIRE

Lonsdale, Stephen J.; Volkas, Raymond R.

2018-01-01

Asymmetric dark matter (ADM) is motivated by the similar cosmological mass densities measured for ordinary and dark matter. We present a comprehensive theory for ADM that addresses the mass density similarity, going beyond the usual ADM explanations of similar number densities. It features an explicit matter-antimatter asymmetry generation mechanism, has one fully worked out thermal history and suggestions for other possibilities, and meets all phenomenological, cosmological and astrophysical...

Electronic Books: Children's Reading and Comprehension

Science.gov (United States)

Grimshaw, Shirley; Dungworth, Naomi; McKnight, Cliff; Morris, Anne

2007-01-01

This study investigates the differences in children's comprehension and enjoyment of storybooks according to the medium of presentation. Two different storybooks were used and 132 children participated. Of these, 51 children read an extract from "The Magicians of Caprona," about half reading an electronic version with an online dictionary, and the…

Forest Fire Management: A Comprehensive And Operational Approach

Science.gov (United States)

Fabrizi, Roberto; Perez, Bruno; Gomez, Antonio

2013-12-01

Remote sensing plays an important role in obtaining rapid and complete information on the occurrence and evolution in space and time of forest fires. In this paper, we present a comprehensive study of fire events through Earth Observation data for early warning, crisis monitoring and post-event damage assessment or a synthesis of the fire event, both in a wide spatial range (local to regional) and temporal scale (short to long term). The fire products are stored and distributed by means of a WebGIS and a Geoportal with additional auxiliary geospatial data. These products allow fire managers to perform analysis and decision making in a more comprehensive manner.

Proverb comprehension in individuals with agenesis of the corpus callosum.

Science.gov (United States)

Rehmel, Jamie L; Brown, Warren S; Paul, Lynn K

2016-09-01

Comprehension of non-literal language involves multiple neural systems likely involving callosal connections. We describe proverb comprehension impairments in individuals with isolated agenesis of the corpus callosum (AgCC) and normal-range general intelligence. Experiment 1 compared Gorham Proverb Test (Gorham, 1956) performance in 19 adults with AgCC and 33 neurotypical control participants of similar age, sex, and intelligence. Experiment 2 used the Proverbs subtest of the Delis-Kaplan Executive Function System (D-KEFS, 2001) to compare 19 adults with AgCC and 17 control participants with similar age, sex, and intelligence. Gorham Proverbs performance was impaired in the AgCC group for both the free-response and multiple-choice tasks. On the D-KEFS proverbs test, the AgCC group performed significantly worse on the free-response task (and all derivative scores) despite normal levels of performance on the multiple-choice task. Covarying verbal intelligence did not alter these outcomes. However, covarying a measure of non-literal language comprehension considerably reduced group differences in proverb comprehension on the Gorham test, but had little effect on the D-KEFS group differences. The difference between groups seemed to be greatest when participants had to generate their own interpretation (free response), or in the multiple choice format when the test included many proverbs that were likely to be less familiar. Taken together, the results of this study clearly show that proverb comprehension is diminished in individuals with AgCC compared to their peers. Copyright © 2016 Elsevier Inc. All rights reserved.

Low working memory capacity is only spuriously related to poor reading comprehension.

Science.gov (United States)

Van Dyke, Julie A; Johns, Clinton L; Kukona, Anuenue

2014-06-01

Accounts of comprehension failure, whether in the case of readers with poor skill or when syntactic complexity is high, have overwhelmingly implicated working memory capacity as the key causal factor. However, extant research suggests that this position is not well supported by evidence on the span of active memory during online sentence processing, nor is it well motivated by models that make explicit claims about the memory mechanisms that support language processing. The current study suggests that sensitivity to interference from similar items in memory may provide a better explanation of comprehension failure. Through administration of a comprehensive skill battery, we found that the previously observed association of working memory with comprehension is likely due to the collinearity of working memory with many other reading-related skills, especially IQ. In analyses which removed variance shared with IQ, we found that receptive vocabulary knowledge was the only significant predictor of comprehension performance in our task out of a battery of 24 skill measures. In addition, receptive vocabulary and non-verbal memory for serial order-but not simple verbal memory or working memory-were the only predictors of reading times in the region where interference had its primary affect. We interpret these results in light of a model that emphasizes retrieval interference and the quality of lexical representations as key determinants of successful comprehension. Copyright © 2014 Elsevier B.V. All rights reserved.

Low working memory capacity is only spuriously related to poor reading comprehension

Science.gov (United States)

Van Dyke, Julie A.; Johns, Clinton L.; Kukona, Anuenue

2014-01-01

Accounts of comprehension failure, whether in the case of readers with poor skill or when syntactic complexity is high, have overwhelmingly implicated working memory capacity as the key causal factor. However, extant research suggests that this position is not well supported by evidence on the span of active memory during online sentence processing, nor is it well motivated by models that make explicit claims about the memory mechanisms that support language processing. The current study suggests that sensitivity to interference from similar items in memory may provide a better explanation of comprehension failure. Through administration of a comprehensive skill battery, we found that the previously observed association of working memory with comprehension is likely due to the collinearity of working memory with many other reading-related skills, especially IQ. In analyses which removed variance shared with IQ, we found that receptive vocabulary knowledge was the only significant predictor of comprehension performance in our task out of a battery of 24 skill measures. In addition, receptive vocabulary and non-verbal memory for serial order—but not simple verbal memory or working memory—were the only predictors of reading times in the region where interference had its primary affect. We interpret these results in light of a model that emphasizes retrieval interference and the quality of lexical representations as key determinants of successful comprehension. PMID:24657820

USING QTM AS AN INSTRUCTIONAL MODEL FOR TEACHING READING COMPREHENSION

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Koeswandi Koeswandi

2017-04-01

Full Text Available This research was motivated by the needs for an appropriate English reading comprehension instructional model in Junior High School students. The aims of this research are (1 to describe the qualities of a present guideline for an English instructional model of reading comprehension; (2 to describe the qualities of the existing English instructional model of reading comprehension used in Junior High School; (3 to get the deeply information on the needs towards design; (4 to construct the prototype model of English instructional model of reading comprehension using Quantum Teaching Model (QTM; and (5 to evaluate strengths and weaknesses of the prototype model. The research has used R & D which was conducted in three phases. The first has exploration phase which consists of evaluating the qualities of a present guideline for EIMRC used in JHS in Pemalang Regency, and to analyze the needs of EIMRC using QTM. The second was prototype development phase where the prototype model was constructed and tried out. The last was expert validation in which experts and practitioners were involved to review the model in order to help the refinement. The data were collected from document analysis, in-depth interview, classroom observation, FGD, Tryout and expert judgment. The data were then analyzed by using descriptive-qualitative and interactive analysis. The results of the research showed that the qualities of the present model were fair. Meanwhile, the result of need analysis pointed out that the teachers and the students need the model of EIMRC using QTM. However, the model needs to be revised for the refinement, particularly in terms of mechanical aspects and grammatical points. The research findings conclude that the use of EIMRC using QTM in JHS in Pemalang Regency empirically can improve the students‘ motivation and interaction in RC teaching and Learning activities and increase their reading comprehension achievement. These findings recommend that

Classroom Simulation to Prepare Teachers to Use Evidence-Based Comprehension Practices

Science.gov (United States)

Ely, Emily; Alves, Kat D.; Dolenc, Nathan R.; Sebolt, Stephanie; Walton, Emily A.

2018-01-01

Reading comprehension is an area of weakness for many students, including those with disabilities. Innovative technology methods may play a role in improving teacher readiness to use evidence-based comprehension practices for all students. In this experimental study, researchers examined a classroom simulation (TLE TeachLivE™) to improve…

"Reading" Paintings: Evidence for Trans-Symbolic and Symbol-Specific Comprehension Processes

Science.gov (United States)

Loughlin, Sandra; Grossnickle, Emily; Dinsmore, Daniel; Alexander, Patricia

2015-01-01

Art-based reading instruction and interventions for elementary and middle school students are growing in popularity despite scant theoretical rationale and empirical research support. This study explored the degree to which painting comprehension processes map onto text comprehension processes in this population. In particular, we used think aloud…

The Effects of Controlled Language Processing on Listening Comprehension and Recall

Science.gov (United States)

Jannejad, Mohsen; Shokouhi, Hossein; Haghighi, Somayeh Biparva

2012-01-01

This study seeks to determine the possible interactions between listening proficiency and the state of strategic self-awareness; second, and more importantly, to investigate the effects of learned strategies on listening comprehension and recall; and finally to describe the most common real-time listening comprehension problems faced by EFL…

Assessing the Relation between Language Comprehension and Performance in General Chemistry

Science.gov (United States)

Pyburn, Daniel T.; Pazicni, Samuel; Benassi, Victor A.; Tappin, Elizabeth E.

2013-01-01

Few studies have focused specifically on the role that language plays in learning chemistry. We report here an investigation into the ability of language comprehension measures to predict performance in university introductory chemistry courses. This work is informed by theories of language comprehension, which posit that high-skilled…

Processing and Comprehension of Accented Speech by Monolingual and Bilingual Children

Science.gov (United States)

McDonald, Margarethe; Gross, Megan; Buac, Milijana; Batko, Michelle; Kaushanskaya, Margarita

2018-01-01

This study tested the effect of Spanish-accented speech on sentence comprehension in children with different degrees of Spanish experience. The hypothesis was that earlier acquisition of Spanish would be associated with enhanced comprehension of Spanish-accented speech. Three groups of 5-6-year-old children were tested: monolingual…

The Effect of Concept Mapping To Enhance Text Comprehension and Summarization.

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Chang, Kuo-En; Sung, Yao-Ting; Chen, Ine-Dai

2002-01-01

Tested the learning effects of a concept-mapping strategy by studying three such approaches (map correction, scaffold fading, and map generation) to determine their effects on students' text comprehension and summarization abilities. Results with 126 fifth graders show that the map correction method enhanced text comprehension and summarization,…

Executive skills and reading comprehension a guide for educators

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Cartwright, Kelly B

2015-01-01

How do K-12 students become self-regulated learners who actively deploy comprehension strategies to make meaning from texts? This cutting-edge guide is the first book to highlight the importance of executive skills for improving reading comprehension. Chapters review the research base for particular executive functions--such as planning, organization, cognitive flexibility, and impulse control--and present practical skills-building strategies for the classroom. Detailed examples show what each skill looks like in real readers, and sidebars draw explicit connections to the Common Core State Sta

The Organization and Anatomy of Narrative Comprehension and Expression in Lewy Body Spectrum Disorders

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Ash, Sharon; Xie, Sharon; Gross, Rachel Goldmann; Dreyfuss, Michael; Boller, Ashley; Camp, Emily; Morgan, Brianna; O’Shea, Jessica; Grossman, Murray

2012-01-01

Objective Patients with Lewy body spectrum disorders (LBSD) such as Parkinson’s disease (PD), Parkinson’s disease with dementia (PDD), and dementia with Lewy bodies (DLB) exhibit deficits in both narrative comprehension and narrative expression. The present research examines the hypothesis that these impairments are due to a material-neutral deficit in organizational executive resources rather than to impairments of language per se. We predicted that comprehension and expression of narrative would be similarly affected and that deficits in both expression and comprehension of narrative would be related to the same anatomic distribution of prefrontal disease. Method We examined 29 LBSD patients and 26 healthy seniors on their comprehension and expression of narrative discourse. For comprehension, we measured accuracy and latency in judging events with high and low associativity from familiar scripts such as “going fishing.” The expression task involved maintaining the connectedness of events while narrating a story from a wordless picture book. Results LBSD patients were impaired on measures of narrative organization during both comprehension and expression relative to healthy seniors. Measures of organization during narrative expression and comprehension were significantly correlated with each other. These measures both correlated with executive measures but not with neuropsychological measures of lexical semantics or grammar. Voxel-based morphometry revealed overlapping regressions relating frontal atrophy to narrative comprehension, narrative expression, and measures of executive control. Conclusions Difficulty with narrative discourse in LBSD stems in part from a deficit of organization common to comprehension and expression. This deficit is related to prefrontal cortical atrophy in LBSD. PMID:22309984

Comprehensive Locoregional Treatment and Systemic Therapy for Postmastectomy Isolated Locoregional Recurrence

International Nuclear Information System (INIS)

Kuo, S.-H.; Huang, C.-S.; Kuo, W.-H.; Cheng, A.-L.; Chang, K.-J.; Chia-Hsien Cheng, Jason

2008-01-01

Purpose: To assess the impact of comprehensive locoregional therapy and systemic therapy on disease control and survival for postmastectomy patients with isolated locoregional recurrence (ILRR). Methods and Materials: A total of 115 postmastectomy breast cancer patients treated for ILRR were included. Of the patients, 98 underwent comprehensive locoregional treatment (local tumor excision plus postoperative radiotherapy), and 17 received definitive radiotherapy alone. Involved-field radiotherapy was given to 69 patients, whereas entire-field radiotherapy (both involved-field and elective-field, involving the chest wall and regional lymphatics) was given to 46 patients. Systemic therapy consisting of hormone therapy, chemotherapy, or both was given to 69% of patients. Results: Patients treated with comprehensive locoregional treatment had a significantly better 5-year invasive disease-free survival (IDFS) and overall survival (OS) after ILRR than patients treated with definitive radiotherapy alone (IDFS rate, 51% vs. 16%, p = 0.006; OS rate, 62% vs. 37%, p = 0.017). Patients with the most comprehensive locoregional treatment (recurrent tumor excision and entire-field radiotherapy) and systemic therapy had a significantly better 5-year IDFS and OS than patients given either treatment or neither treatment (IDFS rate, 52% vs. 39%, p = 0.011; OS rate, 63% vs. 50%, p = 0.026). Multivariate analysis revealed that positive axillary lymph nodes, Grade III tumor, negative estrogen and progesterone receptor status at primary diagnosis, disease-free interval of less than 2 years, and less comprehensive locoregional treatment were significantly associated with worse IDFS and OS. Conclusions: Use of comprehensive locoregional therapy and systemic therapy can achieve good survival outcome in a substantial proportion of postmastectomy patients with ILRR

The Effect of Mnemonic Vocabulary Instruction on Reading Comprehension of Students

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Parima Fasih

2018-05-01

Full Text Available The present article was an investigation of mnemonic vocabulary teaching to improve reading comprehension in the EFL classrooms. A major problem with the most of the past researches was that they paid no or little attention to the effects of using mnemonic strategies to improve reading comprehension. The purpose of this paper was to investigate how key word mnemonic vocabulary teaching can improve reading comprehension of the students. To this end, 360 third grade senior high school students from 6 senior high schools of Zanjan were selected through multistage cluster random sampling method and based on Cambridge placement test (2010, 345 students proved to be upper intermediate. A quasi-experimental design was used to determine the effects of a mnemonic vocabulary intervention on reading comprehension. In this article there were one control group (A, n=115, and two experimental groups (B, n=115; C, n=115 all of which were male and there were selected randomly by the researchers. During one month in four weeks, every week in two thirty-minute session, group B received direct vocabulary instruction and group C received key word mnemonic instruction. The quantitative component of this article was comprised of the Unit Cloze test. In order to test the effects of Mnemonic Vocabulary Teaching on reading comprehension, the covariance analysis was employed and the results demonstrated that by eliminating the covariance factor of the pre-test, mnemonic vocabulary instruction improved the reading comprehension of the students. The use of keyword mnemonics as a means to differentiate instruction is an educational implication that can assist teachers seeking better student achievement outcomes.

LOOKING AT THE LINK BETWEEN EMOTIONAL INTELLIGENCE AND READING COMPREHENSION AMONG SENIOR HIGH SCHOOL STUDENTS

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M. Ahlan Firdaus

2017-12-01

Full Text Available The main purpose of the present study was to empirically investigate the possible correlation between students’ emotional inteligence and thier reading comprehension and students’ emotional intelligence influences their reading comprehension. The participants in the study were 53 the eleventh grade students of SMA Sandika Banyuasin which were selected from two classes consisting of science and social. Reading comprehension test was done to measure students’ reading comprehension by using TOEFL Junior reading comprehension section. Then, USMEQ-i by Yusoff (2010 was administered to the participants to measure their emotional intelligence. SPSS program was run using Pearson Product Moment formula and Regression Analysis to find out the correlation and the influence. The result showed that there was a postive significant correlation between students’ emotional intelligence and reading comprehension with r = .661.Then, there influenced of students’ emotional intelligence on thier reading comprehension with 43.7%.

Improving middle and high school students' comprehension of science texts

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Brandi E. JOHNSON

2011-11-01

Full Text Available Throughout the United States, many middle and high school students struggle to comprehend science texts for a variety of reasons. Science texts are frequently boring, focused on isolated facts, present too many new concepts at once, and lack the clarity and organization known to improve comprehension. Compounding the problem is that many adolescent readers do not possess effective comprehension strategies, particularly for difficult expository science texts. Some researchers have suggested changing the characteristics of science texts to better assist adolescent readers with understanding, while others have focused on changing the strategies of adolescent readers. In the current paper, we review the literature on selected strategy instruction programs used to improve science text comprehension in middle and high school students and suggest avenues for future research.

Improving middle and high school students' comprehension of science texts

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Brandi E. Johnson

2011-10-01

Full Text Available Throughout the United States, many middle and high school students struggle to comprehend science texts for a variety of reasons. Science texts are frequently boring, focused on isolated facts, present too many new concepts at once, and lack the clarity and organization known to improve comprehension. Compounding the problem is that many adolescent readers do not possess effective comprehension strategies, particularly for difficult expository science texts. Some researchers have suggested changing the characteristics of science texts to better assist adolescent readers with understanding, while others have focused on changing the strategies of adolescent readers. In the current paper, we review the literature on selected strategy instruction programs used to improve science text comprehension in middle and high school students and suggest avenues for future research.

Comparison of reading comprehension and working memory in hearing-impaired and normal-hearing children

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Mohammad Rezaei

2013-03-01

Full Text Available Background and Aim: Reading is the most important human need for learning. In normal-hearing people working memory is a predictor of reading comprehension. In this study the relationship between working memory and reading comprehension skills was studied in hearing-impaired children, and then compared with the normal-hearing group.Methods: This was a descriptive-analytic study. The working memory and reading comprehension skills of 18 (8 male, 10 female sever hearing-impaired children in year five of exceptional schools were compared by means of a reading test with 18 hearing children as control group. The subjects in the control group were of the same gender and educational level of the sample group.Results: The children with hearing loss performed similarly to the normal-hearing children in tasks related to auditory-verbal memory of sounds (reverse, visual-verbal memory of letters, and visual-verbal memory of pictures. However, they showed lower levels of performance in reading comprehension (p<0.001. Moreover, no significant relationship was observed between working memory and reading comprehension skills.Conclusion: Findings indicated that children with hearing loss have a significant impairment in the reading comprehension skill. Impairment in language knowledge and vocabulary may be the main cause of poor reading comprehension in these children. In hearing-impaired children working memory is not a strong predictor of reading comprehension.

Prediction During Natural Language Comprehension.

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Willems, Roel M; Frank, Stefan L; Nijhof, Annabel D; Hagoort, Peter; van den Bosch, Antal

2016-06-01

The notion of prediction is studied in cognitive neuroscience with increasing intensity. We investigated the neural basis of 2 distinct aspects of word prediction, derived from information theory, during story comprehension. We assessed the effect of entropy of next-word probability distributions as well as surprisal A computational model determined entropy and surprisal for each word in 3 literary stories. Twenty-four healthy participants listened to the same 3 stories while their brain activation was measured using fMRI. Reversed speech fragments were presented as a control condition. Brain areas sensitive to entropy were left ventral premotor cortex, left middle frontal gyrus, right inferior frontal gyrus, left inferior parietal lobule, and left supplementary motor area. Areas sensitive to surprisal were left inferior temporal sulcus ("visual word form area"), bilateral superior temporal gyrus, right amygdala, bilateral anterior temporal poles, and right inferior frontal sulcus. We conclude that prediction during language comprehension can occur at several levels of processing, including at the level of word form. Our study exemplifies the power of combining computational linguistics with cognitive neuroscience, and additionally underlines the feasibility of studying continuous spoken language materials with fMRI. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

The Relationship between EFL Learners' Self-Regulation and Their Listening Comprehension

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Mohammad Ali Fatemi

2014-08-01

Full Text Available Self-regulated EFL students can comprehend better what they listen. The present study sought to investigate the relationship between EFL learners' listening comprehension and their self-regulation. To achieve the goals of this study, 103 intermediate EFL learners were selected in Torbat-e- Heydarieh, Iran. Two instruments were employed and the participants were to complete; first, Motivated Strategies for Learning Questionnaire (MSLQ to assess their Self-Regulation; and second, Standard Listening Test (SLT to measure their listening comprehension. Results of Pearson Correlation Coefficient indicated a statistically significant correlation. This finding provides pedagogical implications for EFL teachers to use self-regulatory approach when teaching listening comprehension.

Epilogue: Reading Comprehension Is Not a Single Ability-Implications for Assessment and Instruction.

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Kamhi, Alan G; Catts, Hugh W

2017-04-20

In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension. We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the "Instruction" section, we review the benefits and limitations of strategy instruction and highlight suggestions from the response articles to improve content and language knowledge. We argue that the only compelling reason to administer a standardized test of reading comprehension is when these tests are necessary to qualify students for special education services. Instruction should be focused on content knowledge, language knowledge, and specific task and learning requirements. This instruction may entail the use of comprehension strategies, particularly those that are specific to the task and focus on integrating new knowledge with prior knowledge.

Why Is There No Comprehensive Education in Germany? A Historical Explanation

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Wiborg, Susanne

2010-01-01

This article investigates why there is no comprehensive education in Germany in contrast to most other European countries where comprehensive education in various forms was introduced, especially after the Second World War. The article will proceed by assessing established assumptions of this German peculiarity and put forward a new comparative…

The Relationship between Iranian EFL Learners' Stress and Their Reading Comprehension

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Peyman, Somayeh; Sadighi, Firooz

2011-01-01

This investigation intended to find out the relationship between EFL learners' stress and their reading comprehension. The subjects who included ninety EFL juniors from Shiraz Azad University were asked to answer a standardized reading comprehension test and a stress questionnaire. After finding out the results of stress questionnaire, 10% of the…

Coding and Comprehension in Skilled Reading and Implications for Reading Instruction.

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Perfetti, Charles A.; Lesgold, Alan M.

A view of skilled reading is suggested that emphasizes an intimate connection between coding and comprehension. It is suggested that skilled comprehension depends on a highly refined facility for generating and manipulating language codes, especially at the phonetic/articulatory level. The argument is developed that decoding expertise should be a…

Self-Questioning and Prose Comprehension: A Sample Case of ESL Reading.

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Miciano, Remedios Z.

2002-01-01

Report on an experiment to discover if self-questioning as a reading strategy would help Filipino ESL students improve comprehension of English prose texts. Concludes that self-questioning as a strategy does not significantly affect comprehension despite the number and types of questions asked. (Contains 4 tables and 25 references.) (WFA)

Mind Wandering in Text Comprehension under Dual-Task Conditions

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Peter eDixon

2013-10-01

Full Text Available In two experiments, subjects responded to on-task probes while reading under dual-task conditions. The secondary task was to monitor the text for occurrences of the letter e. In Experiment 1, reading comprehension was assessed with a multiple-choice recognition test; in Experiment 2, subjects recalled the text. In both experiments, the secondary task replicated the well-known missing-letter effect in which detection of e’s was less effective for the word the. Letter detection was also more effective when subjects were on task, but this effect did not interact with the missing-letter effect. Comprehension was assessed in both the dual-task conditions and in a control single-task conditions. In the single-task conditions, both recognition (Experiment 1 and recall (Experiment 2 was better when subjects were on task, replicating previous research on mind wandering. Surprisingly, though, comprehension under dual-task conditions only showed an effect of being on task when measured with recall; there was no effect on recognition performance. Our interpretation of this pattern of results is that subjects generate their response to on-task probes on the basis of a retrospective assessment of the contents of working memory. Further, we argue that under dual-task conditions, the contents of working memory is not related to the reading processes required for accurate recognition performance. These conclusions have implications for models of text comprehension and for the interpretation of on-task probe responses.

Effects of Comprehensive Technologies on the Improvement of Acidified Vineyard Soils

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Jiang, Hongguo; Wang, Qiunan; Xu, Feng; Jin, Jun; Wang, Guoyu; Liu, Jianguo

2018-01-01

Soil acidification is an important factor that restricts the yield and quality of fruits. In this study, the comprehensive improving technologies were applied on the vineyards in which the soil pH is below 5.5. The technologies include application of soil conditioner, organic fertilizer and bacterial manure, and growth of green manure and natural grass. The results show that the comprehensive improving technologies can raise the pH of 0-15 cm soil layer by 0.5-0.8 unit and the pH of 15-30 cm soil layer by 0.3-0.6 unit. The soil bulk densities are decreased by 0.77-10.42%. The contents of organic matter, total N, available P and K in the soils are all increased. Therefore, the soil fertilities are improved. The yields of grape fruits are increased by 12.77-14.94%, and the contents of soluble solid in the grapes are raised by 7.01-9.55%, by the comprehensive measure of seaweed liquid silicon plus sheep manure plus growth of green manure. The comprehensive measure of soil conditioner Naduoli No. 1 plus bacterial manure plus natural grass increases the yields of grape by 7.67%, raises the content of soluble solid in the grape by 8.6%. But the effect of the comprehensive measure of unslaked lime plus sheep manure plus growth of green manure is not clear.

SITE COMPREHENSIVE LISTING (CERCLIS) (Superfund) - Non-NPL Sites

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U.S. Environmental Protection Agency — Non-NPL Sites - The Comprehensive Environmental Response, Compensation and Liability Information System (CERCLIS) (Superfund) Public Access Database contains a...

The time-course of feature interference in agreement comprehension: Multiple mechanisms and asymmetrical attraction.

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Tanner, Darren; Nicol, Janet; Brehm, Laurel

2014-10-01

Attraction interference in language comprehension and production may be as a result of common or different processes. In the present paper, we investigate attraction interference during language comprehension, focusing on the contexts in which interference arises and the time-course of these effects. Using evidence from event-related brain potentials (ERPs) and sentence judgment times, we show that agreement attraction in comprehension is best explained as morphosyntactic interference during memory retrieval. This stands in contrast to attraction as a message-level process involving the representation of the subject NP's number features, which is a strong contributor to attraction in production. We thus argue that the cognitive antecedents of agreement attraction in comprehension are non-identical with those of attraction in production, and moreover, that attraction in comprehension is primarily a consequence of similarity-based interference in cue-based memory retrieval processes. We suggest that mechanisms responsible for attraction during language comprehension are a subset of those involved in language production.

Prediction during sentence comprehension in aphasia

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Michael Walsh Dickey

2014-04-01

Full Text Available Much recent psycholinguistic work has focused on prediction in language comprehension (Altmann & Kamide, 1999; Federmeier, 2007; Levy, 2008. Unimpaired adults predict upcoming words and phrases based on material in the preceding context, like verbs (Altmann & Kamide, 1999 or constraining sentence contexts (Federmeier, 2007. Several models have tied rapid prediction to the language production system (Federmeier, 2007; Pickering & Garrod, 2013; Dell & Chang, 2014. Evidence for this link comes from that fact that older adults with lower verbal fluency show less predictive behavior (Federmeier, et al., 2010; DeLong, et al., 2012. Prediction in aphasic language comprehension has not been widely investigated, even though constraining sentence contexts are strongly facilitative for naming in aphasia (e.g., Love & Webb, 1977. Mack, et al. (2013 found in a visual-world task that people with aphasia (PWA do not predict upcoming objects based on verbs (cf. Altmann & Kamide, 1999. This finding suggests that prediction may be reduced in aphasia. However, it is unclear whether reduced prediction was caused by language-production impairments: all the PWA in their study had non-fluent aphasia. The current study examined whether PWA show evidence of prediction based on constraining sentence contexts (e.g., Federmeier, 2007. Specifically, it tested whether they exhibited facilitation for highly predictable words in reading, using materials that have previously demonstrated strong predictability effects for unimpaired adults (Rayner, et al., 2004. In addition, it tested whether differences in language-production ability among PWA accounted for differences in predictive behavior (viz. Pickering & Garrod, 2013; Dell & Chang, 2014. Eight PWA read sentences adapted from Rayner, et al. (2004 in a self-paced reading task. The materials crossed word frequency with predictability: high- vs. low-frequency words (bottle/diaper were preceded by contexts which made them

Optimising Comprehensibility in Interlingual Translation

DEFF Research Database (Denmark)

Nisbeth Jensen, Matilde

2015-01-01

The increasing demand for citizen engagement in areas traditionally belonging exclusively to experts, such as health, law and technology has given rise to the necessity of making expert knowledge available to the general public through genres such as instruction manuals for consumer goods, patien...... the functional text type of Patient Information Leaflet. Finally, the usefulness of applying the principles of Plain Language and intralingual translation for optimising comprehensibility in interlingual translation is discussed....

Comprehensiveness of care from the patient perspective: comparison of primary healthcare evaluation instruments.

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Haggerty, Jeannie L; Beaulieu, Marie-Dominique; Pineault, Raynald; Burge, Frederick; Lévesque, Jean-Frédéric; Santor, Darcy A; Bouharaoui, Fatima; Beaulieu, Christine

2011-12-01

Comprehensiveness relates both to scope of services offered and to a whole-person clinical approach. Comprehensive services are defined as "the provision, either directly or indirectly, of a full range of services to meet most patients' healthcare needs"; whole-person care is "the extent to which a provider elicits and considers the physical, emotional and social aspects of a patient's health and considers the community context in their care." Among instruments that evaluate primary healthcare, two had subscales that mapped to comprehensive services and to the community component of whole-person care: the Primary Care Assessment Tool - Short Form (PCAT-S) and the Components of Primary Care Index (CPCI, a limited measure of whole-person care). To examine how well comprehensiveness is captured in validated instruments that evaluate primary healthcare from the patient's perspective. 645 adults with at least one healthcare contact in the previous 12 months responded to six instruments that evaluate primary healthcare. Scores were normalized for descriptive comparison. Exploratory and confirmatory (structural equation modelling) factor analysis examined fit to operational definition, and item response theory analysis examined item performance on common constructs. Over one-quarter of respondents had missing responses on services offered or doctor's knowledge of the community. The subscales did not load on a single factor; comprehensive services and community orientation were examined separately. The community orientation subscales did not perform satisfactorily. The three comprehensive services subscales fit very modestly onto two factors: (1) most healthcare needs (from one provider) (CPCI Comprehensive Care, PCAT-S First-Contact Utilization) and (2) range of services (PCAT-S Comprehensive Services Available). Individual item performance revealed several problems. Measurement of comprehensiveness is problematic, making this attribute a priority for measure development

Comprehensive Evaluation of Large Infrastructure Project Plan with ANP

Institute of Scientific and Technical Information of China (English)

HAN Chuan-feng; CHEN Jian-ye

2005-01-01

Analytic Network Process(ANP) was used in comprehensive evaluation of large infrastructure project plan. A model including social economy, ecological environment, and resources was established with ANP method. The evaluation pattern of hierarchy structure and comprehensive evaluation method for quantity and quality of large infrastructure project were put forward, which provides an effective way to evaluate the large infrastructure project plan. Quantitative analysis indicated that the internal dependence relation of hierarchy structure has influence on ranking results of plan. It is suggested that considering the internal relation can helps managers make effective decisions.

Protective Effects of Middle School Comprehensive Sex Education with Family Involvement

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Grossman, Jennifer M.; Tracy, Allison J.; Charmaraman, Linda; Ceder, Ineke; Erkut, Sumru

2014-01-01

Background: School-based comprehensive sex education programs can reduce early adolescents' risky sexual behavior. The purpose of this study was to assess the effectiveness of a 3-year comprehensive sex education program in delaying vaginal sex for middle school students and whether the family component of the intervention contributes to its…

The Flipped Classroom Model to Develop Egyptian EFL Students' Listening Comprehension

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Ahmad, Samah Zakareya

2016-01-01

The present study aimed at investigating the effect of the flipped classroom model on Egyptian EFL students' listening comprehension. A one-group pre-posttest design was adopted. Thirty-four 3rd-year EFL students at the Faculty of Education, Suez University, were pretested on listening comprehension before the experiment and then posttested after…

Impacts of Authentic Listening Tasks upon Listening Anxiety and Listening Comprehension

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Melanlioglu, Deniz

2013-01-01

Although listening is the skill mostly used by students in the classrooms, the desired success cannot be attained in teaching listening since this skill is shaped by multiple variables. In this research we focused on listening anxiety, listening comprehension and impact of authentic tasks on both listening anxiety and listening comprehension.…

The role of speech prosody and text reading prosody in children's reading comprehension.

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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.

A School with Solutions: Implementing a Solution-Focused/Adlerian-Based Comprehensive School Counseling Program.

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LaFountain, Rebecca M.; Garner, Nadine E.

This book explains how counselors can integrate the theories of solution focused and Adlerian counseling into a comprehensive developmental counseling curriculum. Following an introduction in Chapter 1, Chapter 2 explains how support needs to be developed among the staff to implement a comprehensive school program. The comprehensive developmental…

Working Memory Capacity and L2 University Students' Comprehension of Linear Texts and Hypertexts

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Fontanini, Ingrid; Tomitch, Leda Maria Braga

2009-01-01

The aim of this study was to investigate the relationship between working memory capacity and L2 reading comprehension of both linear texts and hypertexts. Three different instruments were used to measure comprehension (recall, comprehension questions and perception of contradictions) and the Reading Span Test (Daneman & Carpenter, 1980) was…

A developmental study of proverb comprehension.

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Resnick, D A

1982-09-01

Growth in proverb comprehension was hypothesized to result from the gradual emergence of cognitive abilities reflected in a sequence of increasingly complex abilities: story matching, transfer of relations, desymbolization, proverb matching, and paraphrase. Items for these abilities for each of 10 proverbs of two structural types were administered in three test sessions to 438 students in grades three to seven. An analogy subtest was used to measure general intelligence. ANOVA yielded significant main effects for grade, tasks, and proverbs (all p's less than .01). A significant task x proverb interaction (p less than .01) revealed the difficulty of precise control over the language of the items. Proverb structure had no measurable impact on difficulty. Analogy score was a significant factor in performance (p less than .01) but not as potent as age (p less than .01). The sequential order of abilities received only weak confirmation, though tasks did correlate among themselves with medium strength (r's = .50-.70). Individual interviews added a qualitative dimension to the findings. The suitability of cognitive hierarchical models for proverb comprehension was questioned.

Comprehensive Molecular Characterization of Pheochromocytoma and Paraganglioma

NARCIS (Netherlands)

Fishbein, Lauren; Leshchiner, Ignaty; Walter, Vonn; Danilova, Ludmila; Robertson, A. Gordon; Johnson, Amy R.; Lichtenberg, Tara M.; Murray, Bradley A.; Ghayee, Hans K.; Else, Tobias; Ling, Shiyun; Jefferys, Stuart R.; de Cubas, Aguirre A.; Wenz, Brandon; Korpershoek, Esther; Amelio, Antonio L.; Makowski, Liza; Rathmell, W. Kimryn; Gimenez-Roqueplo, Anne Paule; Giordano, Thomas J.; Asa, Sylvia L.; Tischler, Arthur S.; Akbani, Rehan; Ally, Adrian; Amar, Laurence; Amelio, Antonio L.; Arachchi, Harindra; Asa, Sylvia L.; Auchus, Richard J.; Auman, J. Todd; Baertsch, Robert; Balasundaram, Miruna; Balu, Saianand; Bartsch, Detlef K.; Baudin, Eric; Bauer, Thomas; Beaver, Allison; Benz, Christopher; Beroukhim, Rameen; Beuschlein, Felix; Bodenheimer, Tom; Boice, Lori; Bowen, Jay; Bowlby, Reanne; Brooks, Denise; Carlsen, Rebecca; Carter, Suzie; Cassol, Clarissa A.; Cherniack, Andrew D.; Chin, Lynda; Cho, Juok; Chuah, Eric; Chudamani, Sudha; Cope, Leslie; Crain, Daniel; Curley, Erin; Danilova, Ludmila; de Cubas, Aguirre A.; de Krijger, Ronald R.; Demchok, John A.; Deutschbein, Timo; Dhalla, Noreen; Dimmock, David; Dinjens, Winand N M; Else, Tobias; Eng, Charis; Eschbacher, Jennifer; Fassnacht, Martin; Felau, Ina; Feldman, Michael; Ferguson, Martin L.; Fiddes, Ian; Fishbein, Lauren; Frazer, Scott; Gabriel, Stacey B.; Gardner, Johanna; Gastier-Foster, Julie M.; Gehlenborg, Nils; Gerken, Mark; Getz, Gad; Geurts, Jennifer; Ghayee, Hans K.; Gimenez-Roqueplo, Anne Paule; Giordano, Thomas J.; Goldman, Mary; Graim, Kiley; Gupta, Manaswi; Haan, David; Hahner, Stefanie; Hantel, Constanze; Haussler, David; Hayes, D. Neil; Heiman, David I.; Hoadley, Katherine A.; Holt, Robert A.; Hoyle, Alan P.; Huang, Mei; Hunt, Bryan; Hutter, Carolyn M.; Jefferys, Stuart R.; Johnson, Amy R.; Jones, Steven J M; Jones, Corbin D.; Kasaian, Katayoon; Kebebew, Electron; Kim, Jaegil; Kimes, Patrick; Knijnenburg, Theo; Korpershoek, Esther; Lander, Eric; Lawrence, Michael S.; Lechan, Ronald; Lee, Darlene; Leraas, Kristen M.; Lerario, Antonio; Leshchiner, Ignaty; Lichtenberg, Tara M.; Lin, Pei; Ling, Shiyun; Liu, Jia; LiVolsi, Virginia A.; Lolla, Laxmi; Lotan, Yair; Lu, Yiling; Ma, Yussanne; Maison, Nicole; Makowski, Liza; Mallery, David; Mannelli, Massimo; Marquard, Jessica; Marra, Marco A.; Matthew, Thomas; Mayo, Michael; Méatchi, Tchao; Meng, Shaowu; Merino, Maria J.; Mete, Ozgur; Meyerson, Matthew; Mieczkowski, Piotr A.; Mills, Gordon B.; Moore, Richard A.; Morozova, Olena; Morris, Scott; Mose, Lisle E.; Mungall, Andrew J.; Murray, Bradley A.; Naresh, Rashi; Nathanson, Katherine L.; Newton, Yulia; Ng, Sam; Ni, Ying; Noble, Michael S.; Nwariaku, Fiemu; Pacak, Karel; Parker, Joel S.; Paul, Evan; Penny, Robert; Perou, Charles M.; Perou, Amy H.; Pihl, Todd; Powers, James; Rabaglia, Jennifer; Radenbaugh, Amie; Ramirez, Nilsa C.; Rao, Arjun; Rathmell, W. Kimryn; Riester, Anna; Roach, Jeffrey; Robertson, A. Gordon; Sadeghi, Sara; Saksena, Gordon; Salama, Sofie; Saller, Charles; Sandusky, George; Sbiera, Silviu; Schein, Jacqueline E.; Schumacher, Steven E.; Shelton, Candace; Shelton, Troy; Sheth, Margi; Shi, Yan; Shih, Juliann; Shmulevich, Ilya; Simons, Janae V.; Sipahimalani, Payal; Skelly, Tara; Sofia, Heidi J.; Sokolov, Artem; Soloway, Matthew G.; Sougnez, Carrie; Stuart, Josh; Sun, Charlie; Swatloski, Teresa; Tam, Angela; Tan, Donghui; Tarnuzzer, Roy; Tarvin, Katherine; Thiessen, Nina; Thorne, Leigh B.; Timmers, Henri J.; Tischler, Arthur S.; Tse, Kane; Uzunangelov, Vlado; van Berkel, Anouk; Veluvolu, Umadevi; Vicha, Ales; Voet, Doug; Waldmann, Jens; Walter, Vonn; Wan, Yunhu; Wang, Zhining; Wang, Tracy S.; Weaver, Joellen; Weinstein, John N.; Weismann, Dirk; Wenz, Brandon; Wilkerson, Matthew D.; Wise, Lisa; Wong, Tina; Wong, Christopher; Wu, Ye; Yang, Liming; Zelinka, Tomas; Zenklusen, Jean C.; Zhang, Jiashan (Julia); Zhang, Wei; Zhu, Jingchun; Zinzindohoué, Franck; Zmuda, Erik; Pacak, Karel; Nathanson, Katherine L.; Wilkerson, Matthew D.

2017-01-01

We report a comprehensive molecular characterization of pheochromocytomas and paragangliomas (PCCs/PGLs), a rare tumor type. Multi-platform integration revealed that PCCs/PGLs are driven by diverse alterations affecting multiple genes and pathways. Pathogenic germline mutations occurred in eight

Novel approach to parental permission and child assent for research: improving comprehension.

Science.gov (United States)

O'Lonergan, Theresa A; Forster-Harwood, Jeri E

2011-05-01

The aim of this research was to test a multimedia permission/assent (P/A) process. The overall hypothesis was that children and their parents exposed to a multimedia P/A process would have better comprehension compared with those exposed to a text-based process. Traditional and multimedia P/A processes were created by using an innovative learning-objective approach. A total of 194 parent-child dyads (children aged 11-14 years) were enrolled: 24 dyads in a prestudy testing P/A components for preference and effect on comprehension and 170 dyads in a randomized trial of a multimedia or paper P/A process for a hypothetical study. Participants were predominantly white and were from a metropolitan area served by a tertiary care pediatric hospital and outpatient facility. Comprehension of 8 essential elements of the P/A process was assessed. The majority of prestudy subjects preferred the video version of the dual-energy radiograph absorptiometry description over the animated and paper versions combined (41 of 48 [85%]; P better overall comprehension compared with the paper P/A process (P = .0009), and there were highly significant differences in understanding of study procedures (P = .0002) and risks (P multimedia group had significantly better overall comprehension (P = .03). Multimedia approaches to the research P/A process may improve overall understanding of research participation for children and parents. Improved understanding of study-specific research components (rather than research rights) may improve overall comprehension.

Review of the ideas of the EGRP: comprehensive authorization

International Nuclear Information System (INIS)

Osborne, R.V.; Turvey, F.J.

2004-01-01

One of the questions addressed in the review of the ideas of the EGRP was whether the process of comprehensive authorization as described in 'The Way Forward: a Contribution to the Evolution of the System of Radiological Protection' would lead to a better system of protection. The process can be seen as a particular application of the general approach taken in assessing and managing health risks of all kinds. Such an approach is to define the problem and put it in context; to analyse the risks; to examine the options for addressing the risk; to decide which option to implement - i.e., the optimum solution; to implement the decision; and to evaluate the results. The EGRP ideas cover the first four steps. In the review we have tested the process of characterisation, screening, and optimisation called here 'comprehensive authorization' - on a variety of sources and exposures, ranging from cosmic ray exposures of the public to radioactive releases from nuclear facilities. Our finding has been that the scores obtained in the characterisation range from less than 35% to more then 65%, the values suggested (see Part 1 of this presentation) as the criteria for excusing from regulatory action and for indicating the need for stakeholder involvement. The comprehensive authorization process would appear to lead to the same general outcomes as does the present system but in a more unified way without some of the confusing terminology. Characterisation looks to be a helpful way of triggering stakeholder involvement, though there may be some difficulty in arriving at a common set of attributes - some 'tuning' is needed. There is still a need for international recommendations on dose constraints and other quantitative guidelines for consideration in the optimisation process. The process of comprehensive authorization appears to be an evolution of the present system, able to take advantage of those parts of the current system that work well. With the comprehensive authorization

COGNITIVE STRUCTURING OF TEXT COMPREHENSION PROCESS IN THE ASPECT OF MICROLINGUISTICS

Directory of Open Access Journals (Sweden)

Kolodina Nina Ivanovna

2014-09-01

Full Text Available The theory of mnemo-units of knowledge in the aspect of microliguistics is deliberated in the article. Mnemo-unit of knowledge is considered to be a unit of knowledge in the operative memory, which cannot be verbalized but can be explained. The singling out such units, on the one hand, gives the opportunity to construct the structural scheme of comprehension process, and, on the other hand, to justify the theory of comprehension process as the process of operating with tiny recognized and unrecognized units which have schematic or contour fixation in the human's memory. The process of text comprehension is analyzed and compared with the process of making saccades. Given examples about the eyesight fixation on the words picked out on the line allow to speak about the fixation of attention only on these words. The summing up of such theоretic and practical data leads to the opportunity to base the theory of mnemo-units of knowledge in the aspect of microlinguistics. The comprehension process demands supporting the steady connections between the mnemo-units of knowledge. In their turn, the steady connections between the mnemo-units of knowledge, which are necessary for production of thinking forms, are insured by constant activization of the same units at the same sequence. Constant and sequent activization of the same units of knowledge leads to the human thinking process stereotyping. The cognitive model of structural thinking process is built in the article. The analysis of received data on stereotyped comprehension process allows to reveal the fact that the activization of one mnemo-units group demands the activization of another mnemo-units group. Activated mnemo-units groups determine the psychological structure of personality. In this aspect the motivation and the behavior are the necessary steps in the cognitive model of structural comprehension process while the psychological structure is considered.

Phonological and conceptual activation in speech comprehension

NARCIS (Netherlands)

Norris, D.; Cutler, A.; McQueen, J.M.; Butterfield, S.

2006-01-01

We propose that speech comprehension involves the activation of token representations of the phonological forms of current lexical hypotheses, separately from the ongoing construction of a conceptual interpretation of the current utterance. In a series of cross-modal priming experiments,

Testing Comprehension Abilities in Users of British Sign Language Following Cva

Science.gov (United States)

Atkinson, J.; Marshall, J.; Woll, B.; Thacker, A.

2005-01-01

Recent imaging (e.g., MacSweeney et al., 2002) and lesion (Hickok, Love-Geffen, & Klima, 2002) studies suggest that sign language comprehension depends primarily on left hemisphere structures. However, this may not be true of all aspects of comprehension. For example, there is evidence that the processing of topographic space in sign may be…

Language and Cognitive Predictors of Text Comprehension: Evidence from Multivariate Analysis

Science.gov (United States)

Kim, Young-Suk

2015-01-01

Using data from children in South Korea (N = 145, M[subscript age] = 6.08), it was determined how low-level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high-level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening…

The Comprehensive Approach Initiative: Future Options for NATO

National Research Council Canada - National Science Library

Petersen, Friis A; Binnendijk, Hans

2007-01-01

...) should adopt a Comprehensive Approach that would enable the collaborative engagement of all requisite civil and military elements of international power to end hostilities, restore order, commence...

Metaphor-related figurative language comprehension in clinical populations: a critical review

Directory of Open Access Journals (Sweden)

Maity Siqueira

2016-12-01

Full Text Available This paper aims to critically review current studies with respect to definitions,methods, and results on the comprehension of metaphor, metonymy,idioms, and proverbs under the following clinical conditions: aphasia,Alzheimer’s disease, autism, brain injuries, specific language impairment,and Williams Syndrome. A comprehensive search of experimentalpsycholinguistic research was conducted using EBSCOhost, PsychInfo,PUBMED, and Web of Science databases. Thirty-eight studies met thereview inclusion criteria. Results point to deficits in figurative languagecomprehension in all conditions considered, lack of clear definitions ofthe phenomena investigated, and varied methods throughout the sample.Patients’ difficulties are attributed to multiple factors, such as a lack ofTheory of Mind, executive dysfunctions, and poor semantic knowledge.The study of nonliteral aspects of language comprehension in clinicalpopulations reveals a range of disparate impairments. There was no specificfeature about metaphor-related phenomena identified that could, on its own,account for the difficulty some populations have to understand figurativelanguage. Rather, metaphor-related language comprehension difficultiesare often part of pragmatic, linguistic, and/or cognitive impairments.Keywords: Figurative language. Metaphor. Metonymy. Proverb. Clinicalpopulations

Acquisition of who-question comprehension in German children with hearing loss.

Science.gov (United States)

Wimmer, Eva; Rothweiler, Monika; Penke, Martina

2017-05-01

For children with sensorineural hearing loss the ability to understand wh-questions might be particularly challenging because they often have only restricted access to spoken language input during optimal periods of language acquisition. In previous research it has been suggested that this restricted input during critical stages in language acquisition might lead to syntactic deficits that persist into adolescence. In this study we want to pursue this issue by investigating the comprehension of wh-questions in German children with bilateral sensorineural hearing loss. We report results of a who-question comprehension task in a group of 21 3- to 4-year-old German hard-of-hearing children compared to a group of age-matched children with normal hearing. The group data and individual performance patterns suggest that the syntactic comprehension difficulties observed in some, but not all, of the children with hearing loss reflect a delay in the acquisition of who-question comprehension rather than a persistent syntactic deficit. Follow-up data elicited from a subgroup of children confirm this supposition. Copyright © 2017 Elsevier Inc. All rights reserved.

Comprehensive Musicianship and Undergraduate Music Curricula.

Science.gov (United States)

Willoughby, David

Comprehensive musicianship is a concept about teaching and learning music. It is an approach that suggests that the source of all musical study is the "literature" of music, and promotes the integration of all aspects of music study. This volume presents a synthesis of the philosophy and practice of 32 experimental programs based on the concept of…

Comprehension: The Challenge for Children's Television.

Science.gov (United States)

Storm, Susan R.

The purpose of this research was to determine young children's comprehension of selected TV program content. The subjects were 210 children in grades K-2. All subjects in groups of five, were shown segments from four TV programs: a scalloped potatoes commercial, a "Batman" and Robin episode, a news story on the MIG-25 and a segment of the…

Aspects of open-flavour mesons in a comprehensive DSBSE study

Energy Technology Data Exchange (ETDEWEB)

Hilger, T. [University of Graz, NAWI Graz, Institute of Physics, Graz (Austria); Austrian Academy of Sciences, Institute of High Energy Physics, Vienna (Austria); Gomez-Rocha, M. [ECT*, Villazzano (Trento) (Italy); Krassnigg, A. [University of Graz, NAWI Graz, Institute of Physics, Graz (Austria); Lucha, W. [Austrian Academy of Sciences, Institute of High Energy Physics, Vienna (Austria)

2017-10-15

Open-flavour meson studies are the necessary completion to any comprehensive investigation of quarkonia. We extend recent studies of quarkonia in the Dyson-Schwinger-Bethe-Salpeter equation approach to explore their results for all possible flavour combinations. Within the inherent limitations of the setup, we present the most comprehensive results for meson masses and leptonic decay constants currently available and put them in perspective with respect to experiment and other approaches. (orig.)

Nursing supervision for care comprehensiveness.

Science.gov (United States)

Chaves, Lucieli Dias Pedreschi; Mininel, Vivian Aline; Silva, Jaqueline Alcântara Marcelino da; Alves, Larissa Roberta; Silva, Maria Ferreira da; Camelo, Silvia Helena Henriques

2017-01-01

To reflect on nursing supervision as a management tool for care comprehensiveness by nurses, considering its potential and limits in the current scenario. A reflective study based on discourse about nursing supervision, presenting theoretical and practical concepts and approaches. Limits on the exercise of supervision are related to the organization of healthcare services based on the functional and clinical model of care, in addition to possible gaps in the nurse training process and work overload. Regarding the potential, researchers emphasize that supervision is a tool for coordinating care and management actions, which may favor care comprehensiveness, and stimulate positive attitudes toward cooperation and contribution within teams, co-responsibility, and educational development at work. Nursing supervision may help enhance care comprehensiveness by implying continuous reflection on including the dynamics of the healthcare work process and user needs in care networks. refletir a supervisão de enfermagem como instrumento gerencial do enfermeiro para integralidade do cuidado, considerando suas potencialidades e limitações no cenário atual. estudo reflexivo baseado na formulação discursiva sobre a supervisão de enfermagem, apresentando conceitos e enfoques teóricos e/ou práticos. limitações no exercício da supervisão estão relacionadas à organização dos serviços de saúde embasada no modelo funcional e clínico de atenção, assim como possíveis lacunas no processo de formação do enfermeiro e sobrecarga de trabalho. Quanto às potencialidades, destaca-se a supervisão como instrumento de articulação de ações assistenciais e gerenciais, que pode favorecer integralidade da atenção, estimular atitudes de cooperação e colaboração em equipe, além da corresponsabilização e promoção da educação no trabalho. supervisão de enfermagem pode contribuir para fortalecimento da integralidade do cuidado, pressupondo reflexão cont

Proverb comprehension in context: a developmental study with children and adolescents.

Science.gov (United States)

Nippold, M A; Martin, S A; Erskine, B J

1988-03-01

Although previous studies have reported that proverb comprehension remains quite literal before adolescence, the results of the present study indicated that fourth graders performed well on a proverb comprehension task involving contextual information and a written multiple choice format. It was also found that performance on the proverb task steadily improved at least through the eighth grade and was significantly correlated to performance on a perceptual analogical reasoning task. The study contributes to the small but growing body of information concerning language development during the preadolescent and adolescent years and may have some important implications for the assessment of youngsters of this age range who have comprehension deficits that are troublesome, yet difficult to document.

Levels of Text Comprehension in Children with Autism Spectrum Disorders (ASD): The Influence of Language Phenotype

Science.gov (United States)

Lucas, Rebecca; Norbury, Courtenay Frazier

2014-01-01

Many children with autism spectrum disorders (ASD) have reading comprehension difficulties, but the level of processing at which comprehension is most vulnerable and the influence of language phenotype on comprehension skill is currently unclear. We explored comprehension at sentence and passage levels across language phenotypes. Children with ASD…

The Contribution of Text-Highlighting to Comprehension: A Comparison of Print and Digital Reading

Science.gov (United States)

Ben-Yehudah, Gal; Eshet-Alkalai, Yoram

2018-01-01

The use of digital materials in educational settings is common, despite evidence indicating that comprehension of digital text is inferior to comprehension of printed text. A potential solution to this problem is to use learning strategies for deeper text processing. Text-highlighting is a strategy known to improve comprehension of printed text;…

Method Improving Reading Comprehension In Primary Education Program Students

Science.gov (United States)

Rohana

2018-01-01

This study aims to determine the influence of reading comprehension skills of English for PGSD students through the application of SQ3R learning method. The type of this research is Pre-Experimental research because it is not yet a real experiment, there are external variables that influence the formation of a dependent variable, this is because there is no control variable and the sample is not chosen randomly. The research design is used is one-group pretest-post-test design involving one group that is an experimental group. In this design, the observation is done twice before and after the experiment. Observations made before the experiment (O1) are called pretests and the post-experimental observation (O2) is called posttest. The difference between O1 and O2 ie O2 - O1 is the effect of the treatment. The results showed that there was an improvement in reading comprehension skills of PGSD students in Class M.4.3 using SQ3R method, and better SQ3R enabling SQ3R to improve English comprehension skills.

Calibration of a reading comprehension test for Portuguese students

Directory of Open Access Journals (Sweden)

Irene Cadime

2014-10-01

Full Text Available Reading comprehension assessments are important for determining which students are performing below the expected levels for their grade's normative group. However, instruments measuring this competency should also be able to assess students' gains in reading comprehension as they move from one grade to the next. In this paper, we present the construction and calibration process of three vertically scaled test forms of an original reading comprehension test to assess second, third and fourth grade students. A sample of 843 students was used. Rasch model analyses were employed during the following three phases of this study: (a analysis of the items' pool, (b item selection for the test forms, and (c test forms' calibration. Results suggest that a one dimension structure underlies the data. Mean-square residuals (infit and outfit indicated that the data fitted the model. Thirty items were assigned to each test form, by selecting the most adequate items for each grade in terms of difficulty. The reliability coefficients for each test form were high. Limitations and potentialities of the developed test forms are discussed.

A Comprehensive Real-Time Indoor Air-Quality Level Indicator

Directory of Open Access Journals (Sweden)

Jungho Kang

2016-09-01

Full Text Available The growing concern about Indoor Air-Quality has accelerated the development of small, low-cost air-quality monitoring systems. These systems are capable of monitoring various indoor air pollutants in real time, notifying users about the current air-quality status and gathering the information to the central server. However, most Internet of Things (IoT-based air-quality monitoring systems numerically present the sensed value per pollutant, making it difficult for general users to identify how polluted the air is. Therefore, in this paper, we first introduce a tiny air-quality monitoring system that we developed and, based on the system, we also test the applicability of the comprehensive Air-Quality Index (AQI, which is widely used all over the world, in terms of its capacity for a comprehensive indoor air-quality indication. We also develop design considerations for an IoT-based air-quality monitoring system and propose a real-time comprehensive indoor air-quality level indication method, which effectively copes with dynamic changes and is efficient in terms of processing and memory overhead.

Readability and comprehension of self-report binge eating measures.

Science.gov (United States)

Richards, Lauren K; McHugh, R Kathryn; Pratt, Elizabeth M; Thompson-Brenner, Heather

2013-04-01

The validity of self-report binge eating instruments among individuals with limited literacy is uncertain. This study aims to evaluate reading grade level and multiple domains of comprehension of 13 commonly used self-report assessments of binge eating for use in low-literacy populations. We evaluated self-report binge eating measures with respect to reading grade levels, measure length, formatting and linguistic problems. All measures were written at a reading grade level higher than is recommended for patient materials (above the 5th to 6th grade level), and contained several challenging elements related to comprehension. Correlational analyses suggested that readability and comprehension elements were distinct contributors to measure difficulty. Individuals with binge eating who have low levels of educational attainment or limited literacy are often underrepresented in measure validation studies. Validity of measures and accurate assessment of symptoms depend on an individual's ability to read and comprehend instructions and items, and these may be compromised in populations with lower levels of literacy. Copyright © 2013 Elsevier Ltd. All rights reserved.

Multimedia Glosses and Their Effect on L2 Text Comprehension and Vocabulary Learning

Directory of Open Access Journals (Sweden)

Iñigo Yanguas

2009-06-01

Full Text Available The present study investigates the effects that different types of multimedia glosses, namely textual, pictorial, and textual + pictorial, have on text comprehension and vocabulary learning when the goal is exclusively comprehension of a computerized text. This study is based on the theoretical framework of attention, which maintains that attention is critical in the acquisition process of an L2 (Robinson, 1995; Schmidt, 1995, 2001; Tomlin and Villa, 1994. Ninety-four participants read a text under one of four gloss conditions while asked to think aloud. This study investigated whether any of the conditions promoted noticing and whether this noticing led to better comprehension of the text and learning of the target vocabulary words. Reading comprehension, recognition, and production measures were utilized in a pre-post test design. Results of quantitative and qualitative analyses of the data gathered showed first that all multimedia gloss groups noticed and recognized significantly more of the target words than the control group. Second, no significant differences were found among any of the groups in production of the target vocabulary items. Finally, regarding comprehension, results showed that the combination gloss group significantly outperformed all other groups. These results confirm that the multimedia glosses under investigation have a different effect on comprehension and vocabulary learning respectively.

Alarm management a comprehensive guide

CERN Document Server

Hollifield, Bill R

2011-01-01

In this second edition, Alarm Management: A Comprehensive Guide, various problems of alarm systems are covered with precise guidance on how they come about and how to effectively correct them. It is written by individuals with vast experience in the different plants, processes, and environments requiring effective alarm management. The second edition is filled with good examples and explanations of procedures, with practical lists and tips on how one should proceed. It is based on hundreds of successful projects.

Let's do comprehension 5-6

CERN Document Server

Brodie, Andrew

2015-01-01

Let's Do Comprehension is a brand new series of six titles in the popular 'Let's Do' range. Each book contains a rich variety of stimulating reading passages, accompanied by questions of varying difficulty. Designed to be used at home, each book includes tips and clues from Alice the Alligator as well as extra challenges in Brodie's Brain Boosters. There is a clear answer section for reference by parents and children, together with bright, colourful reward stickers.

Let's do comprehension 8-9

CERN Document Server

Brodie, Andrew

2015-01-01

Let's Do Comprehension is a brand new series of six titles in the popular 'Let's Do' range. Each book contains a rich variety of stimulating reading passages, accompanied by questions of varying difficulty. Designed to be used at home, each book includes tips and clues from Alice the Alligator as well as extra challenges in Brodie's Brain Boosters. There is a clear answer section for reference by parents and children, together with bright, colourful reward stickers.

A comprehensive radiology information system

International Nuclear Information System (INIS)

Jost, R.G.

1985-01-01

DECrad version II was recently tested by members of the Radiology Information System Consortium (RISC) and was found to meet the specifications prepared by the consortium. It is a comprehensive tailorable system that can be interfaced to practically any HIS. This paper provides an overall view of the major functions of the system which include registration, scheduling, tracking, film library management, reporting, statistics, and teaching modules. The evolution of the specification and user experiences is reported

Learning to listen: Listening Strategies and Listening Comprehension of Islamic Senior High School Students

Directory of Open Access Journals (Sweden)

DESMA YULISA

2018-05-01

Full Text Available The purpose of this research was to identify the correlation and the influence between listening strategies and listening comprehension. The eleventh grade students were selected as participants of this study. The instruments used in this research were listening strategies questionaire adapted from Lee (1997 and modified by Ho (2006 (as cited Golchi, 2012, and listening comprehension test conducted to measure students’ listening comprehension. Pearson product moment, regression analysis, R-square were used to find out the correlation and the influence between variables. The result revealed that there was a significant correlation between listening strategies and listening comprehension with r = .516. Besides, there was also a significant influence of listening strategies on listening comprehension with 26.6 %. This study could have implications for English language teachers, course designers, learners, and text book writers.

32 CFR 516.64 - Comprehensive remedies plan.

Science.gov (United States)

2010-07-01

... AND PUBLIC RELATIONS LITIGATION Remedies in Procurement Fraud and Corruption § 516.64 Comprehensive... investigation involving fraud or corruption that relates to Army procurement activities. When possible, these... participation of the appropriate criminal investigators and other relevant personnel such as the contracting...

Using Appropriate Strategies to Improve Students' Comprehension ...

African Journals Online (AJOL)

Using Appropriate Strategies to Improve Students' Comprehension of Chemistry Texts: A Guide for Chemistry Teachers. ... African Research Review ... Unfortunately, contemporary research insight into science reading is lacking and science educators tend to focus on methods of teaching specific subject matter and ...

MET-RODOS: A comprehensive atmospheric dispersion module

DEFF Research Database (Denmark)

Mikkelsen, T.; Thykier-Nielsen, S.; Astrup, P.

1997-01-01

A comprehensive meteorological dispersion module called MET-RODOS is being developed to serve the real-time RODOS(1-3) decision support system with an integrated prediction capability for airborne radioactive spread, deposition and gamma radiation exposure on all scales. Deposition, ground level ...

Passageless Comprehension on the "Nelson-Denny Reading Test": Well above Chance for University Students

Science.gov (United States)

Coleman, Chris; Lindstrom, Jennifer; Nelson, Jason; Lindstrom, William; Gregg, K. Noel

2010-01-01

The comprehension section of the "Nelson-Denny Reading Test" (NDRT) is widely used to assess the reading comprehension skills of adolescents and adults in the United States. In this study, the authors explored the content validity of the NDRT Comprehension Test (Forms G and H) by asking university students (with and without at-risk…

Simple View of Reading in Down's syndrome: the role of listening comprehension and reading skills.

Science.gov (United States)

Roch, Maja; Levorato, M Chiara

2009-01-01

According to the 'Simple View of Reading' (Hoover and Gough 1990), individual differences in reading comprehension are accounted for by decoding skills and listening comprehension, each of which makes a unique and specific contribution. The current research was aimed at testing the Simple View of Reading in individuals with Down's syndrome and comparing their profiles with typically developing first graders. Listening comprehension and the ability to read both words and non-words was compared in two groups with the same level of reading comprehension: 23 individuals with Down's syndrome aged between 11 years 3 months and 18 years 2 months and 23 first-grade typically developing children aged between 6 years 2 months and 7 years 4 months. The results indicate that at the same level of reading comprehension, individuals with Down's syndrome have less developed listening comprehension and more advanced word recognition than typically developing first graders. A comparison of the profiles of the two groups revealed that reading comprehension level was predicted by listening comprehension in both groups of participants and by word-reading skills only in typically developing children. The Simple View of Reading model is confirmed for individuals with Down's syndrome, although they do not show the reading profile of typically developing first graders; rather, they show an atypical profile similar to that of 'poor comprehenders' (Cain and Oakhill 2006). The crucial role of listening comprehension in Down's syndrome is also discussed with reference to the educational implications.

The Effect of Using Video Technology on Improving Reading Comprehension of Iranian Intermediate EFL Learners

Directory of Open Access Journals (Sweden)

Amir Mohammadian

2018-04-01

Full Text Available With the development of educational technology, the concept of technology-enhanced multimedia instructions is using widely in the educational settings. Technology can be employed in teaching different skills such as listening, reading, speaking and writing. Among these skills, reading comprehension is the skill in which EFL learners have some problems to master. Regarding this issue, the present study aimed at investigating the effect of video materials on improving reading comprehension of Iranian intermediate EFL learners. A Longman Placement Test was administered to 30 EFL learners to ensure that learners are at the same level of proficiency. The students were chosen from the state high schools in Chabahar.  The participants were regarded as intermediate learners and were divided into two groups (one experimental group and one control group. Then, a pre-test of reading comprehension was administered to assess the participants’ reading comprehension. The participants of experimental group used video files to improve their reading comprehension while the control group received conventional approaches of teaching reading comprehension. Finally, all the participants were assigned a 40-item multiple-choice reading comprehension post-test. The results of the study indicated that video materials had a significant effect on promoting reading comprehension of Iranian intermediate EFL learners (p = .000, <.05.

What can measures of text comprehension tell us about creative text production?

NARCIS (Netherlands)

Bos, Lisanne T.; de Koning, Bjorn; van Wesel, F.; Boonstra, Marije; van der Schoot, Menno

2015-01-01

Evidence is accumulating that the level of text comprehension is dependent on the situatedness and sensory richness of a child's mental representation formed during reading. This study investigated whether these factors involved in text comprehension also serve a functional role in writing a

The role of reading time complexity and reading speed in text comprehension

DEFF Research Database (Denmark)

Wallot, Sebastian; O'Brien, Beth; Haussmann, Anna

2014-01-01

results show that recurrence metrics that quantify the degree of temporal structure in reading times yield better prediction of text comprehension compared to reading speed. However, the results for fractal metrics are less clear. Furthermore, prediction of text comprehension is generally strongest...

THE EFFECT OF A READING COMPREHENSION SOFTWARE PROGRAM ON STUDENT ACHIEVEMENT IN MATHEMATICS

Directory of Open Access Journals (Sweden)

David E. Proudfoot

2016-06-01

Full Text Available In an effort to increase student achievement, research was conducted to determine the degree in which a reading comprehension software program effected the reading and math abilities of fourth and fifth grade students. Cognitive and educational studies were examined to select a reading comprehension software program as an intervention that would produce positive results in reading comprehension and possibly transfer positive results to achievement in other academic areas, specifically in math. The effects of the intervention were measured by assigning subjects to an experimental group. The total sample consisted of 39 students who were deficient in reading comprehension, and also exposed a significant weakness with word problem items on mathematical assessments. Four instruments were used to collect data before and after the treatment to measure student achievement. To determine the degree to which the software program effected student achievement, data from the four instruments were analyzed using SPSS software. A paired-samples dependent t test and a Pearson Product Moment Correlation Coefficient was computed with ratio level data to test for a correlation between increased math scores and reading comprehension scores. Results yielded statistically significant and positive results in increasing reading comprehension skills that could possibly benefit students in reading and understanding mathematical problems. Results did not conclusively support that the increase of reading-comprehension skills had a collateral effect on students scoring higher with math word problems. The results are conducive to providing insight to educational leaders who plan to implement software as a means for increasing student achievement.

The anterior temporal lobes support residual comprehension in Wernicke’s aphasia

Science.gov (United States)

Robson, Holly; Zahn, Roland; Keidel, James L.; Binney, Richard J.; Sage, Karen; Lambon Ralph, Matthew A.

2014-01-01

Wernicke’s aphasia occurs after a stroke to classical language comprehension regions in the left temporoparietal cortex. Consequently, auditory–verbal comprehension is significantly impaired in Wernicke’s aphasia but the capacity to comprehend visually presented materials (written words and pictures) is partially spared. This study used functional magnetic resonance imaging to investigate the neural basis of written word and picture semantic processing in Wernicke’s aphasia, with the wider aim of examining how the semantic system is altered after damage to the classical comprehension regions. Twelve participants with chronic Wernicke’s aphasia and 12 control participants performed semantic animate–inanimate judgements and a visual height judgement baseline task. Whole brain and region of interest analysis in Wernicke’s aphasia and control participants found that semantic judgements were underpinned by activation in the ventral and anterior temporal lobes bilaterally. The Wernicke’s aphasia group displayed an ‘over-activation’ in comparison with control participants, indicating that anterior temporal lobe regions become increasingly influential following reduction in posterior semantic resources. Semantic processing of written words in Wernicke’s aphasia was additionally supported by recruitment of the right anterior superior temporal lobe, a region previously associated with recovery from auditory-verbal comprehension impairments. Overall, the results provide support for models in which the anterior temporal lobes are crucial for multimodal semantic processing and that these regions may be accessed without support from classic posterior comprehension regions. PMID:24519979

Kirtland's Warbler Wildlife Management Area Comprehensive Conservation Plan

Data.gov (United States)

Department of the Interior — The Comprehensive Conservation Plan (CCP) for Kirtland’s Warbler Wildlife Management Area (WMA) was signed on September 10, 2009, completing a planning process that...

Reading Comprehension and Tolerance against Comprehension Ambiguities: An Empirical Study of Iranian GFL-Learners in Communicative Education

Science.gov (United States)

Haghani, Nader; Bahmannejad, Fereshteh

2018-01-01

The present study examines the influence of ambiguity tolerance on the performance of Iranian GFL-learners (Note 1) at level B1 in the processing of gap-filling-text tests. It is assumed that learners with more tolerance of ambiguity achieve better results in the reading comprehension or in the contextual guessing of the omitted words. 34 GFL…

Efficacy of comprehensive treatment on amblyopia in 255 children

Directory of Open Access Journals (Sweden)

Xing-Hui Xu

2015-11-01

Full Text Available AIM: To study the efficacy of comprehensive treatment on amblyopia in children.METHODS: A total of 255 cases 386 eyes diagnosed as amblyopia were given refractive errors correction, multi-media training system, coveting treatment, CAM treatment and red light stimulation. The relationship of therapeutic effect with age, type and degree of amblyopia was analyzed. RESULTS: The total effective rate was 94%, and total cure rate was 71%. Mild amblyopia, 3～6 years group, ametropia amblyopia had the highest cure rate. CONCLUSION: Efficacy of comprehensive treatment on amblyopia is certain, which is relation with age, type and degree of amblyopia.

Perspectives on Counterterrorism: From Stovepipes to a Comprehensive Approach

Directory of Open Access Journals (Sweden)

Ronald Crelinsten

2014-02-01

Full Text Available This article moves beyond the boundaries that limit counterterrorism discourse and practice to present a more comprehensive approach. In a world where distinctions are blurring between internal and external security, international and domestic jurisdictions, and state and non-state actors, it is important to cast our eyes wide in developing an effective approach to counterterrorism that can apply across a broad variety of policy domains and can outlive the electoral horizon of individual governments. A discussion of five approaches to counterterrorism leads to the identification of thirteen different models which, taken together, can point the way towards a comprehensive approach.

Release of Waste Tire Comprehensive Utilization Industry Access Conditions

Institute of Scientific and Technical Information of China (English)

2012-01-01

On July 31, 2012, the Ministry of Industry and Information Technology released the Tire Retread- ing lndustry Access Conditions and Waste Tire Comprehensive Utilization Industry Access Condi- tions with the No. 32 announcement of 2012. The state will lay a foundation for realizing the green, safe, efficient, eco-friendly and energy saving tar- gets in the "12th Five-year Plan" of the industry by raising access conditions, regulating industrial development order, strengthening environmental protection, promoting corporate optimizing and up- grading, improving resources comprehensive utiliza- tion technology and management level and guiding the "harmless recycling and eco-friendly utiliza- tion" of the industry.

Question answer relationship strategy increases reading comprehension among Kindergarten students

Directory of Open Access Journals (Sweden)

Leena Furtado

2012-01-01

Full Text Available The Question Answer Relationship (QAR strategy equips students with tools to successfully decode and comprehend what they read. An action research project over 18 days with twenty-three kindergarteners adapted exposure to QAR’s "In the Book" and "In my Head" categories with similar questions for each of two popular Aesop’s fables. The challenges and outcomes are presented with special emphasis on teacher-preparation, teacher-reflections, and a hands-on, day-by-day project-implementation. An oral pre-test, after reading The Tortoise and the Hare, served as a baseline assessment for student-comprehension levels. The QAR strategy was then explicitly taught, with opportunities to practice the comprehension skills in small and large groups with parental assistance. Students overwhelmingly scored higher on the post-test reading comprehension after the read-aloud of The Jay and the Peacock with some receiving perfect scores.

On the Computation of Comprehensive Boolean Gröbner Bases

Science.gov (United States)

Inoue, Shutaro

We show that a comprehensive Boolean Gröbner basis of an ideal I in a Boolean polynomial ring B (bar A,bar X) with main variables bar X and parameters bar A can be obtained by simply computing a usual Boolean Gröbner basis of I regarding both bar X and bar A as variables with a certain block term order such that bar X ≫ bar A. The result together with a fact that a finite Boolean ring is isomorphic to a direct product of the Galois field mathbb{GF}_2 enables us to compute a comprehensive Boolean Gröbner basis by only computing corresponding Gröbner bases in a polynomial ring over mathbb{GF}_2. Our implementation in a computer algebra system Risa/Asir shows that our method is extremely efficient comparing with existing computation algorithms of comprehensive Boolean Gröbner bases.

More comprehensive discussion of CRC screening associated with higher screening.

Science.gov (United States)

Mosen, David M; Feldstein, Adrianne C; Perrin, Nancy A; Rosales, A Gabriella; Smith, David H; Liles, Elizabeth G; Schneider, Jennifer L; Meyers, Ronald E; Elston-Lafata, Jennifer

2013-04-01

Examine association of comprehensiveness of colorectal cancer (CRC) screening discussion by primary care physicians (PCPs) with completion of CRC screening. Observational study in Kaiser Permanente Northwest, a group-model health maintenance organization. A total of 883 participants overdue for CRC screening received an automated telephone call (ATC) between April and June 2009 encouraging CRC screening. Between January and March 2010, participants completed a survey on PCPs' discussion of CRC screening and patient beliefs regarding screening. receipt of CRC screening (assessed by electronic medical record [EMR], 9 months after ATC). Primary independent variable: comprehensiveness of CRC screening discussion by PCPs (7-item scale). Secondary independent variables: perceived benefits of screening (4-item scale assessing respondents' agreement with benefits of timely screening) and primary care utilization (EMR; 9 months after ATC). The independent association of variables with CRC screening was assessed with logistic regression. Average scores for comprehensiveness of CRC discussion and perceived benefits were 0.4 (range 0-1) and 4.0 (range 1-5), respectively. A total of 28.2% (n = 249) completed screening, 84% of whom had survey assessments after their screening date. Of screeners, 95.2% completed the fecal immunochemical test. More comprehensive discussion of CRC screening was associated with increased screening (odds ratio [OR] = 1.51, 95% confidence interval [CI] = 1.03-2.21). Higher perceived benefits (OR = 1.46, 95% CI = 1.13-1.90) and 1 or more PCP visits (OR = 5.82, 95% CI = 3.87-8.74) were also associated with increased screening. More comprehensive discussion of CRC screening was independently associated with increased CRC screening. Primary care utilization was even more strongly associated with CRC screening, irrespective of discussion of CRC screening.

The Effectiveness of Grammar Learning in Impro ving Reading Comprehension of English Majors

Institute of Scientific and Technical Information of China (English)

田晓

2015-01-01

The importance of grammar knowledge has al-ways been neglected in reading comprehension. To help English teachers and learners see the value of grammar analysis, this pa-per, therefore, explores the correlation between grammar and reading comprehension. Forty-four freshmen of English majors were involved in the experiment, completing two tests of grammar and reading comprehension respectively, and it was followed by a personal interview for some exceptional cases after a week. The result of data analysis shows that grammar analysis accompanying with vocabulary, emotion, as well as other factors produce an ef-fect on learners’reading comprehension to a certain degree. It is suggested that language teachers as well as learners therefore should attach importance to learning grammatical knowledge.

Impact of Background Noise and Sentence Complexity on Processing Demands during Sentence Comprehension

DEFF Research Database (Denmark)

Wendt, Dorothea; Dau, Torsten; Hjortkjær, Jens

2016-01-01

Speech comprehension in adverse listening conditions can be effortful even when speech is fully intelligible. Acoustical distortions typically make speech comprehension more effortful, but effort also depends on linguistic aspects of the speech signal, such as its syntactic complexity....... In the present study, pupil dilations, and subjective effort ratings were recorded in 20 normal-hearing participants while performing a sentence comprehension task. The sentences were either syntactically simple (subject-first sentence structure) or complex (object-first sentence structure) and were presented...... and less by syntactic complexity. Conversely, pupil dilations increased with syntactic complexity but only showed a small effect of the noise level. Participants with higher WMC showed increased pupil responses in the higher-level noise condition but rated sentence comprehension as being less effortful...

Supporting Listening Comprehension and Vocabulary Acquisition with Multimedia Annotations: The Students' Voice.

Science.gov (United States)

Jones, Linda C.

2003-01-01

Extends Mayer's (1997, 2001) generative theory of multimedia learning and investigates under what conditions multimedia annotations can support listening comprehension in a second language. Highlights students' views on the effectiveness of multimedia annotations (visual and verbal) in assisting them in their comprehension and acquisition of…

What can measures of text comprehension tell us about creative text production?

NARCIS (Netherlands)

Bos, L.T.; de Koning, B.B.; van Wesel, F.; Boonstra, A. M.; van der Schoot, M.

2015-01-01

Evidence is accumulating that the level of text comprehension is dependent on the situatedness and sensory richness of a child’s mental representation formed during reading. This study investigated whether these factors involved in text comprehension also serve a functional role in writing a

Consumer satisfaction and confirmation of habits of comprehension

DEFF Research Database (Denmark)

Sørensen, Bent; Andersen, Christian; Andersen, Morten Purup

2014-01-01

the formation of consumer satisfaction; the perspective is that of the confirmation paradigm within advertisement research. Inductive advertisements support cognitive habit formation through confirmation, and the confirmation paradigm explains exactly consumer satisfaction with reference to confirmation. Hence......The purpose of this article is twofold: First, within a Peircean framework it shall be demonstrated how there is a relation between the compositional structure of certain types of print advertisements and their bringing about inductive comprehension, and how the consumer can be understood...... as a bundle of habits. It is the assumption that advertising that supports an inductive effect particularly appeals to the cognitive tendency of habit formation in the consumer. Second, it is asked whether advertisements that predominantly invite inductive processes of comprehension also influence...

Towards Comprehensive Food Security Measures: Comparing Key ...

African Journals Online (AJOL)

Food security is a multi-dimensional issue that has been difficult to measure comprehensively, given the one-dimensional focus of existing indicators. Three indicators dominate the food security measurement debate: Household Food Insecurity Access Scale (HFIAS), Dietary Diversity Score (DDS) and Coping Strategies ...

Comprehensive review of the maritime safety regimes.

NARCIS (Netherlands)

S. Knapp (Sabine); Ph.H.B.F. Franses (Philip Hans)

2007-01-01

textabstractThis report presents a comprehensive review of the maritime safety regimes and provides recommendations on how to improve the system. The results show a complex legal framework which generates a high amount of inspections and overlapping of inspection areas where no cross-recognition is

Enhancing Islamic Students’ Reading Comprehension through Predict Organize Search Summarize Evaluate Strategy

Directory of Open Access Journals (Sweden)

Darmayenti Darmayenti

2017-02-01

Full Text Available This paper is a report of an experimental research project conducted in a reading comprehension course for first-year students of the Adab Faculty of the State Institute for Islamic Studies Imam Bonjol Padang, West Sumatera, Indonesia, during the academic year 2015/2016. The “Predict Organize Search Summarize Evaluate” (POSSE is one strategy that can enhance students’ comprehension in reading. Two classes of Arabic and History students chosen through cluster random sampling technique were used as the sample of the research. Reading tests were used to collect the data which was given to both of classes on pre-test and post-test. The result of the research showed that the implementation of Predict Organize Search Summarize Evaluate strategy gave a significant difference in term of the students-learning outcome between the students who were taught through POSSE strategy and by traditional one. The finding of the study showed that teaching reading by using POSSE strategy gave significant effect towards students’ reading comprehension. This strategy could improve the students’ reading component on finding topic. It can be concluded that using POSSE Strategy has improved Indonesian students’ reading comprehension. It is also recommended for English lecturers use POSSE strategy as one of teaching strategies for reading comprehension.

Comprehensive evaluation on rationality of ventilation system in uranium underground mine

International Nuclear Information System (INIS)

Zhou Qinglin

1991-01-01

A new method is presented for evaluating rationality of uranium mine ventilation system using fuzzy mathematics. The mathematical models for fuzzy comprehensive evaluation are introduced. Based on practice of uranium mine ventilation, the evaluation factors and the evaluation procedure are given. Using the presented method, a comprehensive evaluation was carried out for ventilation systems before and after regulation in Fuzhou Uranium Mine

A comprehensive outlook of Sannipata

Science.gov (United States)

Panja, Asit K; Chattopadhyaya, Abichal; Chaudhuri, Supriyo

2011-01-01

Nomenclature of the disease on the basis of vitiation of the body humors is stressed in ayurveda. Sannipatika, i.e., ‘conglomeration of vitiated tridosa’ is the final stage of process of manifestation of disease. In this specific state of pathogenesis, the disease becomes more advance and mostly irreversible. A detailed scientific study of Sannipatika-avastha has been documented in classics. Comprehensive analysis of sannipata-state and its ways of presentation is the main theme of the current article. PMID:22408295

78 FR 36753 - North Atlantic Coast Comprehensive Study

Science.gov (United States)

2013-06-19

... Disaster Relief Appropriations Act, Public Law 113-2, are to (1) reduce flood risk to vulnerable coastal... measure. The Comprehensive Study will also include storm suite modeling, coastal GIS analyses, economic...

The Use of Cooperative Learning Through Tai (Team Assisted Individualization In Reading Comprehension

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Ermawati Zulikhatin Nuroh

2018-04-01

Full Text Available Cooperative Learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal (Kagan, 1994. This research is done to know the response of students used cooperative learning in reading comprehension. The data of this study analyzed qualitatively without applying statistical calculations. The subject of the study were the students of the first semester in Midwifery faculty of Universitas Muhammadiyah Sidoarjo . There researcher used one class which consist 29 students. The students gave the positive responses and dominantly agreed to the implementation of cooperative learning type Team Assisted Individualization (TAI in reading comprehension. From the questionnaire, the researcher concludes that are 40% students are agreed, 50% students strongly agree, and 10% less agree  with cooperative learning type Team Assisted Individualization (TAI in reading comprehension. The conclusion is students respond well to cooperative learning model type Team Assisted Individualization (TAI to improve students' reading comprehension. This cooperative learning type Team Assisted Individualization (TAI can be the one of the model to teach reading comprehension.

Production and Comprehension of Time Reference in Korean Nonfluent Aphasia

Science.gov (United States)

Lee, Jiyeon; Kwon, Miseon; Na, Hae Ri; Bastiaanse, Roelien; Thompson, Cynthia K.

2015-01-01

Objectives Individuals with nonfluent agrammatic aphasia show impaired production and comprehension of time reference via verbal morphology. However, cross-linguistic findings to date suggest inconsistent evidence as to whether tense processing in general is impaired or time reference to the past is selectively difficult in this population. This study examined production and comprehension of time reference via verb morphology in Korean-speaking individuals with nonfluent aphasia. Methods A group of 9 healthy controls and 8 individuals with nonfluent aphasia (5 for the production task) participated in the study. Sentence priming production and auditory sentence to picture matching tasks were used, parallel with the previous cross-linguistic experiments in English, Chinese, Turkish, and others. Results The participants with nonfluent aphasia showed different patterns of impairment in production and comprehension. In production, they were impaired in all time references with errors being dominated by substitution of incorrect time references and other morpho-phonologically well-formed errors, indicating a largely intact morphological affixation process. In comprehension, they showed selective impairment of the past, consistent with the cross-linguistic evidence from English, Chinese, Turkish, and others. Conclusion The findings suggest that interpretation of past time reference poses particular difficulty in nonfluent aphasia irrespective of typological characteristics of languages; however, in production, language-specific morpho-semantic functions of verbal morphology may play a significant role in selective breakdowns of time reference. PMID:26290861

Validation and Comprehension of Text Information: Two Sides of the Same Coin

Science.gov (United States)

Richter, Tobias

2015-01-01

In psychological research, the comprehension of linguistic information and the knowledge-based assessment of its validity are often regarded as two separate stages of information processing. Recent findings in psycholinguistics and text comprehension research call this two-stage model into question. In particular, validation can affect…

Individual Variation in Children's Reading Comprehension across Digital Text Types

Science.gov (United States)

Fesel, Sabine S.; Segers, Eliane; Verhoeven, Ludo

2018-01-01

The present study examined children's digital text comprehension of digital text types linear digital text vs hypertext, with or without graphical navigable overviews. We investigated to what extent individual variation in children's comprehension could be explained by lexical quality (word reading efficiency and vocabulary knowledge), cognitive…

STAD AS A STRATEGY OF TEACHING READING COMPREHENSION IN JUNIOR HIGH SCHOOL

Directory of Open Access Journals (Sweden)

Fitri Ferina

2015-05-01

Full Text Available This research investigated whether there was a significant difference on students’ achievement in reading comprehension taught using STAD and lecture method. The sample was the eighth-graders of SMPN 3 Banjarmasin. A quasi-experimental design was employed in this research. The experimental group was taught using STAD while control group was taught using lecture method. A reading comprehension test as the instrument of collecting data was administered for both groups. Based on the research result using t-test, it was found that the t value was higher than t-table (2.39315 > 2.00 which means that there is a significant difference of achievement between the experimental group and control group. From these findings it can be interpreted that the use of STAD is more effective than lecture method in teaching reading comprehension for junior high school students. It is suggested for English teachers in Junior High School to use STAD in teaching reading since it is useful in improving students’ reading comprehension achievement.

Comprehensive Care For Joint Replacement Model - Provider Data

Data.gov (United States)

U.S. Department of Health & Human Services — Comprehensive Care for Joint Replacement Model - provider data. This data set includes provider data for two quality measures tracked during an episode of care:...

Comprehensive care programs for patients with multiple chronic conditions: a systematic literature review.

Science.gov (United States)

de Bruin, Simone R; Versnel, Nathalie; Lemmens, Lidwien C; Molema, Claudia C M; Schellevis, François G; Nijpels, Giel; Baan, Caroline A

2012-10-01

To provide insight into the characteristics of comprehensive care programs for patients with multiple chronic conditions and their impact on patients, informal caregivers, and professional caregivers. Systematic literature search in multiple electronic databases for English language papers published between January 1995 and January 2011, supplemented by reference tracking and a manual search on the internet. Wagner's chronic care model (CCM) was used to define comprehensive care. After inclusion, the methodological quality of each study was assessed. A best-evidence synthesis was applied to draw conclusions. Forty-two publications were selected describing thirty-three studies evaluating twenty-eight comprehensive care programs for multimorbid patients. Programs varied in the target patient groups, implementation settings, number of included interventions, and number of CCM components to which these interventions related. Moderate evidence was found for a beneficial effect of comprehensive care on inpatient healthcare utilization and healthcare costs, health behavior of patients, perceived quality of care, and satisfaction of patients and caregivers. Insufficient evidence was found for a beneficial effect of comprehensive care on health-related quality of life in terms of mental functioning, medication use, and outpatient healthcare utilization and healthcare costs. No evidence was found for a beneficial effect of comprehensive care on cognitive functioning, depressive symptoms, functional status, mortality, quality of life in terms of physical functioning, and caregiver burden. Because of the heterogeneity of comprehensive care programs, it is as yet too early to draw firm conclusions regarding their effectiveness. More rigorous evaluation studies are necessary to determine what constitutes best care for the increasing number of people with multiple chronic conditions. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

The comprehension skills of children learning English as an additional language.

Science.gov (United States)

Burgoyne, K; Kelly, J M; Whiteley, H E; Spooner, A

2009-12-01

Data from national test results suggests that children who are learning English as an additional language (EAL) experience relatively lower levels of educational attainment in comparison to their monolingual, English-speaking peers. The relative underachievement of children who are learning EAL demands that the literacy needs of this group are identified. To this end, this study aimed to explore the reading- and comprehension-related skills of a group of EAL learners. Data are reported from 92 Year 3 pupils, of whom 46 children are learning EAL. Children completed standardized measures of reading accuracy and comprehension, listening comprehension, and receptive and expressive vocabulary. Results indicate that many EAL learners experience difficulties in understanding written and spoken text. These comprehension difficulties are not related to decoding problems but are related to significantly lower levels of vocabulary knowledge experienced by this group. Many EAL learners experience significantly lower levels of English vocabulary knowledge which has a significant impact on their ability to understand written and spoken text. Greater emphasis on language development is therefore needed in the school curriculum to attempt to address the limited language skills of children learning EAL.

Correlates of lower comprehension of informed consent among participants enrolled in a cohort study in Pune, India.

Science.gov (United States)

Joglekar, Neelam S; Deshpande, Swapna S; Sahay, Seema; Ghate, Manisha V; Bollinger, Robert C; Mehendale, Sanjay M

2013-03-01

Optimum comprehension of informed consent by research participants is essential yet challenging. This study explored correlates of lower comprehension of informed consent among 1334 participants of a cohort study aimed at estimating HIV incidence in Pune, India. As part of the informed consent process, a structured comprehension tool was administered to study participants. Participants scoring ≥90% were categorised into the 'optimal comprehension group', whilst those scoring 80-89% were categorised into the 'lower comprehension group'. Data were analysed to identify sociodemographic and behavioural correlates of lower consent comprehension. The mean ± SD comprehension score was 94.4 ± 5.00%. Information pertaining to study-related risks was not comprehended by 61.7% of participants. HIV-negative men (adjusted OR [AOR] = 4.36, 95% CI 1.71-11.05) or HIV-negative women (AOR = 13.54, 95% CI 6.42-28.55), illiteracy (AOR= 1.65, 95% CI 1.19-2.30), those with a history of multiple partners (AOR = 1.73, 95% CI 1.12-2.66) and those never using condoms (AOR = 1.35, 95% CI 1.01-1.82) were more likely to have lower consent comprehension. We recommend exploration of domains of lower consent comprehension using a validated consent comprehension tool. Improved education in these specific domains would optimise consent comprehension among research participants.

Comprehensive Family Services and Customer Satisfaction Outcomes

Science.gov (United States)

Huebner, Ruth A.; Jones, Blake L.; Miller, Viola P.; Custer, Melba; Critchfield, Becky

2006-01-01

Comprehensive Family Services (CFS) is a strengths-based and partnership-oriented approach to casework implemented through multiple initiatives. This study examines the relationship between the practice of CFS and satisfaction of clients, foster parents, and community partners. CFS indicators are paired with statewide customer satisfaction survey…

Swarm Level 2 Comprehensive Inversion, 2016 Production

DEFF Research Database (Denmark)

Tøffner-Clausen, Lars; Sabaka, Terence; Olsen, Nils

In the framework of the ESA Earth Observation Magnetic Mapping Mission Swarm, the Expert Support Laboratories (ESL) provides high quality Level 2 Products describing a.o. the magnetic fields of the Earth. This poster provides details of the Level 2 Products from the Comprehensive Inversion chain...

Market reactions to the ECB's Comprehensive Assessment

NARCIS (Netherlands)

Sahin, Cenkhan; de Haan, Jakob

Using an event study approach, we examine financial markets' reactions to the publication of the ECB's Comprehensive Assessment of banks in the euro area. Our results suggest that banks' stock market prices and CDS spreads generally showed no reaction. (C) 2015 Elsevier B.V. All rights reserved.

Evaluating Dynamic Analysis Techniques for Program Comprehension

NARCIS (Netherlands)

Cornelissen, S.G.M.

2009-01-01

Program comprehension is an essential part of software development and software maintenance, as software must be sufficiently understood before it can be properly modified. One of the common approaches in getting to understand a program is the study of its execution, also known as dynamic analysis.

Deeper Processing for Better EFL Reading Comprehension.

Science.gov (United States)

Oded, Brenda; Walters, Joel

2001-01-01

Investigates the extent to which tasks involving processing differences in English-as-a-foreign-language (EFL) reading result in differences in performance on comprehension. Processing differences were created by the assignment of two tasks--writing a text summary and listing the examples in the text. (Author/VWL)

Segmentation in reading and film comprehension.

Science.gov (United States)

Zacks, Jeffrey M; Speer, Nicole K; Reynolds, Jeremy R

2009-05-01

When reading a story or watching a film, comprehenders construct a series of representations in order to understand the events depicted. Discourse comprehension theories and a recent theory of perceptual event segmentation both suggest that comprehenders monitor situational features such as characters' goals, to update these representations at natural boundaries in activity. However, the converging predictions of these theories had previously not been tested directly. Two studies provided evidence that changes in situational features such as characters, their locations, their interactions with objects, and their goals are related to the segmentation of events in both narrative texts and films. A 3rd study indicated that clauses with event boundaries are read more slowly than are other clauses and that changes in situational features partially mediate this relation. A final study suggested that the predictability of incoming information influences reading rate and possibly event segmentation. Taken together, these results suggest that processing situational changes during comprehension is an important determinant of how one segments ongoing activity into events and that this segmentation is related to the control of processing during reading. (c) 2009 APA, all rights reserved.

Neural basis for generalized quantifier comprehension.

Science.gov (United States)

McMillan, Corey T; Clark, Robin; Moore, Peachie; Devita, Christian; Grossman, Murray

2005-01-01

Generalized quantifiers like "all cars" are semantically well understood, yet we know little about their neural representation. Our model of quantifier processing includes a numerosity device, operations that combine number elements and working memory. Semantic theory posits two types of quantifiers: first-order quantifiers identify a number state (e.g. "at least 3") and higher-order quantifiers additionally require maintaining a number state actively in working memory for comparison with another state (e.g. "less than half"). We used BOLD fMRI to test the hypothesis that all quantifiers recruit inferior parietal cortex associated with numerosity, while only higher-order quantifiers recruit prefrontal cortex associated with executive resources like working memory. Our findings showed that first-order and higher-order quantifiers both recruit right inferior parietal cortex, suggesting that a numerosity component contributes to quantifier comprehension. Moreover, only probes of higher-order quantifiers recruited right dorsolateral prefrontal cortex, suggesting involvement of executive resources like working memory. We also observed activation of thalamus and anterior cingulate that may be associated with selective attention. Our findings are consistent with a large-scale neural network centered in frontal and parietal cortex that supports comprehension of generalized quantifiers.

Irony comprehension: social conceptual knowledge and emotional response.

Science.gov (United States)

Akimoto, Yoritaka; Sugiura, Motoaki; Yomogida, Yukihito; Miyauchi, Carlos Makoto; Miyazawa, Shiho; Kawashima, Ryuta

2014-04-01

Verbal irony conveys various emotional messages, from criticism to humor, that differ from the meaning of the actual words. To understand irony, we need conceptual knowledge of irony in addition to an understanding of context. We investigated the neural mechanism of irony comprehension, focusing on two overlooked issues: conceptual knowledge and emotional response. We studied 35 healthy subjects who underwent functional MRI. During the scan, the subject examined first-person-view stories describing verbal interactions, some of which included irony directed toward the subject. After MRI, the subject viewed the stories again and rated the degree of irony, humor, and negative emotion evoked by the statements. We identified several key findings about irony comprehension: (1) the right anterior superior temporal gyrus may be responsible for representing social conceptual knowledge of irony, (2) activation in the medial prefrontal cortex and the right anterior inferior temporal gyrus might underlie the understanding of context, (3) modulation of activity in the right amygdala, hippocampus, and parahippocampal gyrus is associated with the degree of irony perceived, and (4) modulation of activity in the right dorsolateral prefrontal cortex varies with the degree of humor perceived. Our results clarified the differential contributions of the neural loci of irony comprehension, enriching our understanding of pragmatic language communication from a social behavior point of view. Copyright © 2013 Wiley Periodicals, Inc.

Comprehensive evaluation of a digital imaging network

International Nuclear Information System (INIS)

Mun, S.K.; Benson, H.; Elliott, L.P.; Horii, S.

1988-01-01

The authors' institution has installed a comprehensive PACS network involving a dozen work stations and ten imaging systems with electronic archiving and teleradiology capability based on the CommView (AT and T) system and its fiberoptic network. Diagnostic reporting stations are placed in neuroradiology, abdominal imaging, general radiology, and ultrasound service. Other review stations are located in intensive care units, radiation medicine, the emergency room, and other sites. Clinical acceptance of such technology varies depending on a number of factors: image quality, image data volume, service style, and personal preference. The general acceptance depends on the work station performance, network response time, and work station environment. Clinical acceptance by radiologists and referring physicians was evaluated. The evaluation project included work-station performance, network performance, system interface, RIS interface, and development of training methods and implementation strategy for other sites. A cost analysis and a study of administrative impact are integral parts of the comprehensive evaluation project

Digital Earth - Young generation's comprehension and ideas

Science.gov (United States)

Bandrova, T.; Konecny, M.

2014-02-01

The authors are experienced in working with children and students in the field of early warning and crises management and cartography. All these topics are closely connected to Digital Earth (DE) ideas. On the basis of a questionnaire, the young generation's comprehension of DE concept is clarified. Students from different age groups (from 19 to 36) from different countries and with different social, cultural, economical and political backgrounds are asked to provide definition of DE and describe their basic ideas about meaning, methodology and applications of the concept. The questions aim to discover the young generation's comprehension of DE ideas. They partially cover the newest trends of DE development like social, cultural and environmental issues as well as the styles of new communications (Google Earth, Facebook, LinkedIn, etc.). In order to assure the future development of the DE science, it is important to take into account the young generation's expectations. Some aspects of DE development are considered in the Conclusions.

Metacognitive awareness of TOEFL reading comprehension strategies

Directory of Open Access Journals (Sweden)

Sungatullina Dilyana D.

2016-01-01

Full Text Available The rising demand for exchange and mobility programs as well as double diploma opportunities with world leading universities highlights the importance of ESL proficiency. TOEFL iBT as a test of EAP is accepted by most of the HEI in various countries. The aim of the present study is to determine students’ metacognitive awareness of global academic reading strategies, namely the use of context clues, within the framework of preparation for TOEFL reading section. The article establishes the connection between success in reading comprehension and the degree of students’ metacognitive awareness. The authors concentrate on expository texts from TOEFL reading section as a testing material and provide detailed description of single context clues types and double context clues patterns typical for this text structure. The following study is concerned with comparison and interpretation of the results obtained in three focus groups of students, who have accomplished reading comprehension task from TOEFL iBT with and without learning to employ the context clues reading strategy.

Comprehensive Performance Nutrition for Special Operations Forces.

Science.gov (United States)

Daigle, Karen A; Logan, Christi M; Kotwal, Russ S

2015-01-01

Special Operations Forces (SOF) training, combat, and contingency operations are unique and demanding. Performance nutrition within the Department of Defense has emphasized that nutrition is relative to factors related to the desired outcome, which includes successful performance of mentally and physically demanding operations and missions of tactical and strategic importance, as well as nonoperational assignments. Discussed are operational, nonoperational, and patient categories that require different nutrition strategies to facilitate category-specific performance outcomes. Also presented are 10 major guidelines for a SOF comprehensive performance nutrition program, practical nutrition recommendations for Special Operators and medical providers, as well as resources for dietary supplement evaluation. Foundational health concepts, medical treatment, and task-specific performance factors should be considered when developing and systematically implementing a comprehensive SOF performance nutrition program. When tailored to organizational requirements, SOF unit- and culture-specific nutrition education and services can optimize individual Special Operator performance, overall unit readiness, and ultimately, mission success. 2015.

CT-FC: more Comprehensive Traversal Focused Crawler

Directory of Open Access Journals (Sweden)

NFN Kuspriyanto

2012-03-01

Full Text Available In todays world, people depend more on the WWW information, including professionals who have to analyze the data according their domain to maintain and improve their business. A data analysis would require information that is comprehensive and relevant to their domain. Focused crawler as a topical based Web indexer agent is used to meet this applications information need. In order to increase the precision, focused crawler face the problem of low recall. The study on WWW hyperlink structure characteristics indicates that many Web documents are not strong connected but through co-citation & co-reference. Conventional focused crawler that uses forward crawling strategy could not visit the documents in these characteristics. This study proposes a more comprehensive traversal framework. As a proof, CT-FC (a focused crawler with the new traversal framework ran on DMOZ data that is representative to WWW characteristics. The results show that this strategy can increase the recall significantly.

Inference Instruction to Support Reading Comprehension for Elementary Students with Learning Disabilities

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Hall, Colby; Barnes, Marcia A.

2017-01-01

Making inferences during reading is a critical standards-based skill and is important for reading comprehension. This article supports the improvement of reading comprehension for students with learning disabilities (LD) in upper elementary grades by reviewing what is currently known about inference instruction for students with LD and providing…

A Media Literacy Education Approach to Teaching Adolescents Comprehensive Sexual Health Education

Science.gov (United States)

Scull, Tracy Marie; Malik, Christina V.; Kupersmidt, Janis Beth

2014-01-01

As states are moving toward comprehensive sexual health education, educators require engaging and effective curricula. This pre-post study (N = 64) examined the feasibility of a comprehensive, media literacy education program for influencing adolescents' sexual health and media literacy outcomes. After the program, participants were more likely to…

Beyond Student Learning Outcomes: Developing Comprehensive, Strategic Assessment Plans for Advising Programmes

Science.gov (United States)

McClellan, Jeffrey L.

2011-01-01

This article argues that while the importance of assessment in academic advising is clear and the current emphasis on defining and measuring student learning outcomes represents an essential component of any comprehensive advising assessment plan, an even more comprehensive understanding of programme assessment is needed. Drawing upon business…

Effects of Stress and Working Memory Capacity on Foreign Language Readers' Inferential Processing during Comprehension

Science.gov (United States)

Rai, Manpreet K.; Loschky, Lester C.; Harris, Richard Jackson; Peck, Nicole R.; Cook, Lindsay G.

2011-01-01

Although stress is frequently claimed to impede foreign language (FL) reading comprehension, it is usually not explained how. We investigated the effects of stress, working memory (WM) capacity, and inferential complexity on Spanish FL readers' inferential processing during comprehension. Inferences, although necessary for reading comprehension,…

Research on Comprehensive Evaluation Method for Heating Project Based on Analytic Hierarchy Processing

Science.gov (United States)

Han, Shenchao; Yang, Yanchun; Liu, Yude; Zhang, Peng; Li, Siwei

2018-01-01

It is effective to reduce haze in winter by changing the distributed heat supply system. Thus, the studies on comprehensive index system and scientific evaluation method of distributed heat supply project are essential. Firstly, research the influence factors of heating modes, and an index system with multiple dimension including economic, environmental, risk and flexibility was built and all indexes were quantified. Secondly, a comprehensive evaluation method based on AHP was put forward to analyze the proposed multiple and comprehensive index system. Lastly, the case study suggested that supplying heat with electricity has great advantage and promotional value. The comprehensive index system of distributed heating supply project and evaluation method in this paper can evaluate distributed heat supply project effectively and provide scientific support for choosing the distributed heating project.

Death Penalty Decisions: Instruction Comprehension, Attitudes, and Decision Mediators.

Science.gov (United States)

Patry, Marc W; Penrod, Steven D

2013-01-01

A primary goal of this research was to empirically evaluate a set of assumptions, advanced in the Supreme Court's ruling in Buchanan v. Angelone (1998), about jury comprehension of death penalty instructions. Further, this research examined the use of evidence in capital punishment decision making by exploring underlying mediating factors upon which death penalty decisions may be based. Manipulated variables included the type of instructions and several variations of evidence. Study 1 was a paper and pencil study of 245 undergraduate mock jurors. The experimental design was an incomplete 4×2×2×2×2 factorial model resulting in 56 possible conditions. Manipulations included four different types of instructions, presence of a list of case-specific mitigators to accompany the instructions, and three variations in the case facts: age of the defendant, bad prior record, and defendant history of emotional abuse. Study 2 was a fully-crossed 2×2×2×2×2 experiment with four deliberating mock juries per cell. Manipulations included jury instructions (original or revised), presence of a list of case-specific mitigators, defendant history of emotional abuse, bad prior record, and heinousness of the crime. The sample of 735 jury-eligible participants included 130 individuals who identified themselves as students. Participants watched one of 32 stimulus videotapes based on a replication of a capital sentencing hearing. The present findings support previous research showing low comprehension of capital penalty instructions. Further, we found that higher instruction comprehension was associated with higher likelihood of issuing life sentence decisions. The importance of instruction comprehension is emphasized in a social cognitive model of jury decision making at the sentencing phase of capital cases.

Correlates of compliance with national comprehensive smoke-free laws.

Science.gov (United States)

Peruga, Armando; Hayes, Luminita S; Aguilera, Ximena; Prasad, Vinayak; Bettcher, Douglas W

2017-12-05

To explore correlates of high compliance with smoking bans in a cross-sectional data set from the 41 countries with national comprehensive smoke-free laws in 2014 and complete data on compliance and enforcement. Outcome variable: compliance with a national comprehensive smoke-free law in each country was obtained for 2014 from the WHO global report on the global tobacco epidemic. Explanatory variables: legal enforcement requirements, penalties, infrastructure and strategy were obtained through a separate survey of governments. Also, country socioeconomic and demographic characteristics including the level of corruption control were included. an initial bivariate analysis determined the significance of each potentially relevant explanatory variable of high compliance. Differences in compliance were tested using the exact logistic regression. High compliance with the national comprehensive smoke-free law was associated with the involvement of the local jurisdictions in providing training and/or guidance for inspections (OR=10.3, 95% CI 1.7 to 117.7) and a perception of high corruption control efforts in the country (OR=7.2, 95% CI 1.1 to 85.8). The results show the importance of the depth of the enforcement infrastructure and effort represented by the degree to which the local government is involved in enforcement. They also show the significance of fighting corruption in the enforcement process, including the attempts of the tobacco industry to undermine the process, to achieve high levels of compliance with the law. The results point out to the need to invest minimal but essential enforcement resources given that national comprehensive smoke-free laws are self-enforcing in many but not all countries and sectors.