WorldWideScience

Sample records for gates-macginitie reading test

  1. Mobile app reading speed test.

    Science.gov (United States)

    Kingsnorth, Alec; Wolffsohn, James S

    2015-04-01

    To validate the accuracy and repeatability of a mobile app reading speed test compared with the traditional paper version. Twenty-one subjects wearing their full refractive correction glasses read 14 sentences of decreasing print size between 1.0 and -0.1 logMAR, each consisting of 14 words (Radner reading speed test) at 40 cm with a paper-based chart and twice on iPad charts. Time duration was recorded with a stop watch for the paper chart and on the App itself for the mobile chart allowing critical print size (CPS) and optimal reading speed (ORS) to be derived objectively. The ORS was higher for the mobile app charts (194±29 wpm; 195±25 wpm) compared with the paper chart (166±20 wpm; F=57.000, pmobile app charts (0.17±0.20 logMAR; 0.18±0.17 logMAR) compared with the paper chart (0.25±0.17 logMAR; F=5.406, p=0.009). The mobile app test had a mean difference repeatability of 0.30±22.5 wpm, r=0.917 for ORS, and a CPS of 0.0±0.2 logMAR, r=0.769. Repeatability of the app reading speed test is as good (ORS) or better (CPS) than previous studies on the paper test. While the results are not interchangeable with paper-based charts, mobile app tablet-based tests of reading speed are reliable and rapid to perform, with the potential to capture functional visual ability in research studies and clinical practice. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  2. "Passageless" Administration of the Nelson-Denny Reading Comprehension Test: Associations with IQ and Reading Skills

    Science.gov (United States)

    Ready, Rebecca E.; Chaudhry, Maheen F.; Schatz, Kelly C.; Strazzullo, Sarah

    2013-01-01

    There are few tests that assess reading comprehension in adults, but these tests are needed for a comprehensive assessment of reading disorders (RD). "The Nelson-Denny Reading Test" (NDRT) has a long-passage reading comprehension component that can be used with adolescents and adults. A problem with the NDRT is that reading comprehension…

  3. Measuring adult literacy students' reading skills using the Gray Oral Reading Test.

    Science.gov (United States)

    Greenberg, Daphne; Pae, Hye Kyeong; Morris, Robin D; Calhoon, Mary Beth; Nanda, Alice O

    2009-12-01

    There are not enough reading tests standardized on adults who have very low literacy skills, and therefore tests standardized on children are frequently administered. This study addressed the complexities and problems of using a test normed on children to measure the reading comprehension skills of 193 adults who read at approximately third through fifth grade reading grade equivalency levels. Findings are reported from an analysis of the administration of Form A of the Gray Oral Reading Tests-Fourth Edition (Wiederholt & Bryant, 2001a, b). Results indicated that educators and researchers should be very cautious when interpreting test results of adults who have difficulty reading when children's norm-referenced tests are administered.

  4. Assessment of the Use of the Nelson Denny Reading Test.

    Science.gov (United States)

    Perkins, Dorothy

    1984-01-01

    The Nelson Denny Reading Test (NDRT) is probably the most widely used test of reading comprehension at the college level in the nation. However, reviews of the test, as well as recent reports of its failure to adequately measure gain or lack of gain of college students enrolled in reading improvement courses, do not support the popularity it has…

  5. Prick test: evolution towards automated reading.

    Science.gov (United States)

    Justo, X; Díaz, I; Gil, J J; Gastaminza, G

    2016-08-01

    The prick test is one of the most common medical methods for diagnosing allergies, and it has been carried out in a similar and laborious manner over many decades. In an attempt to standardize the reading of the test, many researchers have tried to automate the process of measuring the allergic reactions found by developing systems and algorithms based on multiple technologies. This work reviews the techniques for automatic wheal measurement with the aim of pointing out their advantages and disadvantages and the progress in the field. Furthermore, it provides a classification scheme for the different technologies applied. The works discussed herein provide evidence that significant challenges still exist for the development of an automatic wheal measurement system that not only helps allergists in their medical practice but also allows for the standardization of the reading and data exchange. As such, the aim of the work was to serve as guideline for the development of a proper and feasible system. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  6. Dynamic Testing, Working Memory, and Reading Comprehension Growth in Children with Reading Disabilities

    Science.gov (United States)

    Swanson, H. Lee

    2011-01-01

    This longitudinal study assessed (a) whether performance changes in working memory (WM) as a function of dynamic testing were related to growth in reading comprehension and (b) whether WM performance among subgroups of children with reading disabilities (RD; children with RD only, children with both reading and arithmetic deficits, and low verbal…

  7. Construct Validity of the Nepalese School Leaving English Reading Test

    Science.gov (United States)

    Dawadi, Saraswati; Shrestha, Prithvi N.

    2018-01-01

    There has been a steady interest in investigating the validity of language tests in the last decades. Despite numerous studies on construct validity in language testing, there are not many studies examining the construct validity of a reading test. This paper reports on a study that explored the construct validity of the English reading test in…

  8. Measuring College Students' Reading Comprehension Ability Using Cloze Tests

    Science.gov (United States)

    Williams, Rihana Shiri; Ari, Omer; Santamaria, Carmen Nicole

    2011-01-01

    Recent investigations challenge the construct validity of sustained silent reading tests. Performance of two groups of post-secondary students (e.g. struggling and non-struggling) on a sustained silent reading test and two types of cloze test (i.e. maze and open-ended) was compared in order to identify the test format that contributes greater…

  9. Flow and Reading Comprehension: Testing the Mediating Role of Emotioncy

    Science.gov (United States)

    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…

  10. Measurement properties of continuous text reading performance tests.

    Science.gov (United States)

    Brussee, Tamara; van Nispen, Ruth M A; van Rens, Ger H M B

    2014-11-01

    Measurement properties of tests to assess reading acuity or reading performance have not been extensively evaluated. This study aims to provide an overview of the literature on available continuous text reading tests and their measurement properties. A literature search was performed in PubMed, Embase and PsycInfo. Subsequently, information on design and content of reading tests, study design and measurement properties were extracted using consensus-based standards for selection of health measurement instruments. Quality of studies, reading tests and measurement properties were systematically assessed using pre-specified criteria. From 2334 identified articles, 20 relevant articles were found on measurement properties of three reading tests in various languages: IReST, MNread Reading Test and Radner Reading Charts. All three reading tests scored high on content validity. Reproducibility studies (repeated measurements between different testing sessions) of the IReST and MNread of commercially available reading tests in different languages were missing. The IReST scored best on inter-language comparison, the MNread scored well in repeatability studies (repeated measurements under the same conditions) and the Radner showed good reproducibility in studies. Although in daily practice there are other continuous text reading tests available meeting the criteria of this review, measurement properties were described in scientific studies for only three of them. Of the few available studies, the quality and content of study design and methodology used varied. For testing existing reading tests and the development of new ones, for example in other languages, we make several recommendations, including careful description of patient characteristics, use of objective and subjective lighting levels, good control of working distance, documentation of the number of raters and their training, careful documentation of scoring rules and the use of Bland-Altman analyses or similar for

  11. An Improved Measure of Reading Skill: The Cognitive Structure Test

    National Research Council Canada - National Science Library

    Sorrells, Robert

    1997-01-01

    This study compared the construct validity and the predictive validity of a new test, called the Cognitive Structure Test, to multiple-choice tests of reading skill, namely the Armed Forces Vocational...

  12. Factors of progress in reading literacy test

    Directory of Open Access Journals (Sweden)

    Jovanović Vitomir

    2011-01-01

    Full Text Available The main goal of this study was to identify the factors which are most associated with the progress in reading literacy assessed in the PISA survey. In the preliminary sample, students from ten schools (N=235 were retested two years after the 2009 PISA original study. There were measured intrinsic and extrinsic motivation, school self-efficacy, epistemological beliefs, metacognitive strategies, socio-economic status, enjoyment and preference for reading and motivation and self-regulation. The examined factors explain 27% of the variance in reading literacy progress. Factors that contribute most to this progress are school self-efficacy, proper use of metacognitive strategies and low extrinsic motivation. Socio-economic status explained a negligible amount of variance, while some effect of type of school on progress in reading literacy (η2=7% was observed. Achievement in reading literacy is correlated with school marks. Students who attend secondary schools are more likely to make progress in reading literacy than those who attend vocational schools. An attempt was made to formulate the implications for education policy based on this research.

  13. Reading Test-taking Strategies in General Training IELTS

    OpenAIRE

    Vahede Nosrati

    2015-01-01

    The significance of gaining a better understanding of how test-taking strategies are used has been recognized by researchers. Considering this fact, this study aimed at investigating the test-taking strategies which were employed by IELTS candidates in reading comprehension test. Besides, it tried to take into account the differences among strategies used for different tasks. In order to gather data, two instruments were employed: the think-aloud protocol, and an IELTS reading test. The obtai...

  14. Measuring Literary Reading Motivation: Questionnaires Design and Pilot Testing

    Science.gov (United States)

    Chrysos, Michail

    2017-01-01

    This study aims to present the design and pilot testing procedures of the two specific self-report questionnaires were used to measure the two key aspects of reading motivation, self-efficacy and intrinsic motivation in the field of literary (narrative) reading, and the partial factors that jointly shape them. These instruments were outlined in…

  15. The Effect of a Read Aloud Accommodation on Test Scores of Students with and without a Learning Disability in Reading.

    Science.gov (United States)

    Meloy, Linda L.; Deville, Craig; Frisbie, David A.

    2002-01-01

    A study examined the effect of a read aloud testing accommodation on 260 middle school students with and without learning disabilities in reading. Students with learning disabilities in reading, as well as those without, exhibited statistically significant gains with the read aloud test administration. Interaction effects were not significant.…

  16. Developing a Cloze Procedure as a Reading Comprehension Achievement Test

    Directory of Open Access Journals (Sweden)

    I Ketut Seken

    2004-01-01

    Full Text Available The project was concerned with developing a cloze procedure as a reading comprehension achievement test. The subjects were students of the English Department of the Faculty of Letters, State University of Malang, who were halfway in the semester to complete Reading II course. The test was planned and constructed on the foundation of existing theory of cloze test construction. A review of theory concerning reading comprehension, testing reading comprehension, and cloze testing led to the construction of the test, including the decision concerning how to score the test and to interpret the scores. Using a class of 28 students, the test was tried out a week after the mid-semester test was administered by the Reading II teacher. It was found that the test is sufficienty reliable on the basis of a reliability coefficient of .79 through split-half procedure and a coefficient value of .78 by K-R 20. The test also showed high inter-section correlation. The validity of the test was viewed in terms of face, content, and construct. The test scores correlate moderately with those obtained from the mid-semester test by the teacher. Some problems are discussed and a suggestion made with regard to a possible solution to these problems.

  17. Developing and Standardization of a Diagnostic Reading Test

    Directory of Open Access Journals (Sweden)

    Tahereh Sima-Shirazi

    2004-06-01

    Full Text Available Objective: This paper is a report on the development, structure and content of a diagnostic dyslexia reading test. The target population of this test is persian children who have problems in learning reading and may be considered as dyslexic. This diagnostic test is the first reading test developed for the native speakers of persian. Materials & Methods: The theoretical framework of the test is based on two well- established reading tests for the English speaking children, namely Durrell Analysis of Reading and Neale Analysis of Reading Ability. The linguistic content of the subtests is selected from the vocabulary and texts of the textbook used in the primary schools. Both the vocabulary and the sentences of the parrallel passeges were controlled for frequency, phonemic/graphemic regularity, syllable structure, morphology, syntax and semantics. They were also controlled for value judgement by two linguistics and three first grader teachers.The first version of the test is normed on 605 boy and girl first graders from different educational sectors and schools selected randomly.The method used in this research is cross- sectional, descriptive- analytic and the data analysis is based on pearson, and mann-whitney u. Results: Reliability of the test is calculated based on parrallel forms (~ 90% and validity is based on content validity.This test has a supplementary section including spelling, graphem/ phoneme correspondness, nonword reading, irregular word reading, and copy subtests. Conclusion: Considering highreliability and precise validation of the test it can be used to diagnose the dyslexia and related linguistic impairments.

  18. A Closer Look at Chinese EFL Learners' Test-Wiseness Strategies in Reading Test

    Science.gov (United States)

    Haiyan, Miao; Rilong, Liu

    2016-01-01

    This paper reports on an investigation into the relationship of test-takers' use of test-wiseness strategies to Chinese EFL learners' reading test performance. A test-wiseness questionnaire was administered immediately after the final achievement test to probe into how learners thought while completing the reading section of the test. It was found…

  19. Reading Test-taking Strategies in General Training IELTS

    Directory of Open Access Journals (Sweden)

    Vahede Nosrati

    2015-10-01

    Full Text Available The significance of gaining a better understanding of how test-taking strategies are used has been recognized by researchers. Considering this fact, this study aimed at investigating the test-taking strategies which were employed by IELTS candidates in reading comprehension test. Besides, it tried to take into account the differences among strategies used for different tasks. In order to gather data, two instruments were employed: the think-aloud protocol, and an IELTS reading test. The obtained data were analyzed and interpreted qualitatively by the researcher. The findings indicated that candidates employed 15 different strategies which were categorized in 3 stages, pre-reading, reading, and post-reading stages. Furthermore, it was revealed that test-takers used certain strategies differently, depending on the type of the task. The findings provide a better understanding of strategy use among IELTS candidates and help teachers to improve their approaches toward teaching and learning goals. Keywords: Test-taking Strategy, Test-taker, Reading Comprehension, Language Learning Strategy, IELTS

  20. Reading Test-Taking Strategies in General Training IELTS

    Science.gov (United States)

    Nosrati, Vahede

    2015-01-01

    The significance of gaining a better understanding of how test-taking strategies are used has been recognized by researchers. Considering this fact, this study aimed at investigating the test-taking strategies which were employed by IELTS candidates in reading comprehension test. Besides, it tried to take into account the differences among…

  1. The correlative analysis between CBF measured by SPECT and Chinese reading test in childhood reading disorder

    International Nuclear Information System (INIS)

    Wu Yonggang; Su Jianzhi; He Jianjun; Yang Zhiwei; Liu Guofeng

    2002-01-01

    Objective: To investigate changes of cerebral blood flow (CBF) and its association with Chinese reading skill diagnostic test (CRSDT) in childhood reading disorder (RD). Methods: In 25 RD children and 20 age-matched control subjects, the authors quantitatively determined CBF and regional cerebral blood flow (rCBF) with SPECT using the non-blood-withdrew method. The authors studied the correlation between the CBF and the total raw scores by CRSDT. Results: CBF in case group was (38.87 +- 3.77) ml·100 g -1 ·min -1 and was significantly lower than that in control group [43.65 +- 2.64) mL·100 g -1 ·min -1 (P < 0.01)]. These reduction in CBF correlated with the total raw scores by CRSDT. Conclusion: These results suggest the children with reading disorder have CBF reduction and SPECT is useful for evaluation of cerebral functioning in reading disorder children

  2. Relationship between oculomotor scanning determined by the DEM test and a contextual reading test in schoolchildren with reading difficulties.

    Science.gov (United States)

    Palomo-Alvarez, Catalina; Puell, María C

    2009-09-01

    The relationship between oculomotor scanning and reading in poor readers of primary school age is not well known. This study was designed to assess this relationship by determining mean Developmental Eye Movement (DEM) test times and reading speeds in a Spanish non-clinical population of children with poor reading skills but without dyslexia. We conducted a cross-sectional study on 81 poor readers (8-11 years of age) in the third to fifth grades recruited from 11 elementary schools in Madrid, Spain. In each subject with best spectacle correction, oculomotor scanning was measured using the DEM test, and reading speed (words per minute) was assessed by a standardized Spanish contextual reading test. Mean horizontal DEM times were higher than normative values for children in the third, fourth and fifth grades, by 20 seconds, 12 seconds, and 3 seconds respectively. Mean reading speeds were 18 words per minute lower than the norm for the third and fourth grades respectively, and 30 words per minute lower than the norm for the fifth grade. Reading speeds were significantly related to horizontal DEM times (r = -0.53, p school children at an early stage.

  3. Test Anxiety and a High-Stakes Standardized Reading Comprehension Test: A Behavioral Genetics Perspective

    Science.gov (United States)

    Wood, Sarah G.; Hart, Sara A.; Little, Callie W.; Phillips, Beth M.

    2016-01-01

    Past research suggests that reading comprehension test performance does not rely solely on targeted cognitive processes such as word reading, but also on other nontarget aspects such as test anxiety. Using a genetically sensitive design, we sought to understand the genetic and environmental etiology of the association between test anxiety and…

  4. Design of a reading test for low vision image warping

    Science.gov (United States)

    Loshin, David S.; Wensveen, Janice; Juday, Richard D.; Barton, R. S.

    1993-01-01

    NASA and the University of Houston College of Optometry are examining the efficacy of image warping as a possible prosthesis for at least two forms of low vision - maculopathy and retinitis pigmentosa. Before incurring the expense of reducing the concept to practice, one would wish to have confidence that a worthwhile improvement in visual function would result. NASA's Programmable Remapper (PR) can warp an input image onto arbitrary geometric coordinate systems at full video rate, and it has recently been upgraded to accept computer-generated video text. We have integrated the Remapper with an SRI eye tracker to simulate visual malfunction in normal observers. A reading performance test has been developed to determine if the proposed warpings yield an increase in visual function; i.e., reading speed. We will describe the preliminary experimental results of this reading test with a simulated central field defect with and without remapped images.

  5. On the Factor Structure of a Reading Comprehension Test

    Science.gov (United States)

    Salehi, Mohammad

    2011-01-01

    To investigate the construct validly of a section of a high stakes test, an exploratory factor analysis using principal components analysis was employed. The rotation used was varimax with the suppression level of 0.30. Eleven factors were extracted out of 35 reading comprehension items. The fact that these factors emerged speak to the construct…

  6. 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.

  7. The relevance of 7-day patch test reading.

    Science.gov (United States)

    Higgins, Eleanor; Collins, Paul

    2013-01-01

    Patch test readings are usually performed on day 2 (48 hours) and day 4 (96 hours). However, reports in the literature identify delayed allergy to metals, corticosteroids, antibiotics, some preservatives, acrylic and methacrylic monomers and p-phenylenediamine. The aim of our study was to identify the benefit of performing a day 7 (168 hours) reading to identify relevant late positive reactions. Two hundred three consecutive patients were patch tested to the British Society for Cutaneous Allergy standard series with additional test series selected according to clinical history and applied at the same time. Twenty-six patients (12.8%) had new positive reactions on day 7 (168 hours), with 28 relevant positive reactions to 21 allergens. These included mercury 0.5% (2/26); cobalt chloride 1% (2/26); colophony 20% (2/26); disperse blue mix 106/124 1% (2/26); preservatives (4/26) that included Methylchloroisothiazolinone/methylisothiazolinone, sodium metabisulfite, and diazolidinyl urea; fragrances (7/26); and gentamycin sulfate 20% (1/26). These results confirm findings in the literature and support the argument for performing a day 7 reading (168 hours) to identify relevant late positive reactions.

  8. Ecological, psychological, and cognitive components of reading difficulties: testing the component model of reading in fourth graders across 38 countries.

    Science.gov (United States)

    Chiu, Ming Ming; McBride-Chang, Catherine; Lin, Dan

    2012-01-01

    The authors tested the component model of reading (CMR) among 186,725 fourth grade students from 38 countries (45 regions) on five continents by analyzing the 2006 Progress in International Reading Literacy Study data using measures of ecological (country, family, school, teacher), psychological, and cognitive components. More than 91% of the differences in student difficulty occurred at the country (61%) and classroom (30%) levels (ecological), with less than 9% at the student level (cognitive and psychological). All three components were negatively associated with reading difficulties: cognitive (student's early literacy skills), ecological (family characteristics [socioeconomic status, number of books at home, and attitudes about reading], school characteristics [school climate and resources]), and psychological (students' attitudes about reading, reading self-concept, and being a girl). These results extend the CMR by demonstrating the importance of multiple levels of factors for reading deficits across diverse cultures.

  9. Modeling Local Item Dependence in Cloze and Reading Comprehension Test Items Using Testlet Response Theory

    Science.gov (United States)

    Baghaei, Purya; Ravand, Hamdollah

    2016-01-01

    In this study the magnitudes of local dependence generated by cloze test items and reading comprehension items were compared and their impact on parameter estimates and test precision was investigated. An advanced English as a foreign language reading comprehension test containing three reading passages and a cloze test was analyzed with a…

  10. Systematic Unit Testing in a Read-eval-print Loop

    DEFF Research Database (Denmark)

    Nørmark, Kurt

    2010-01-01

    .  The process of collecting the expressions and their results imposes only little extra work on the programmer.  The use of the tool provides for creation of test repositories, and it is intended to catalyze a much more systematic approach to unit testing in a read-eval-print loop.  In the paper we also discuss...... how to use a test repository for other purposes than testing.  As a concrete contribution we show how to use test cases as examples in library interface documentation.  It is hypothesized---but not yet validated---that the tool will motivate the Lisp programmer to take the transition from casual...

  11. Efficient reading in standardized tests for EFL learners : a case study of reading strategies used by Chinese English major students in TEM-4

    OpenAIRE

    Xia, Yan

    2011-01-01

    The aim of this study is to investigate the reading strategies used by Chinese English major students in the reading component in standardized national tests of TEM-4 with regard to reading efficiency. The research questions include: 1) what strategies are used by the students in TEM-4 test context; 2) whether there is a significant correlation between strategy use and efficient reading in the test; 3) what kinds of reading problems are revealed in the students’ use of processing strategies; ...

  12. Comparison of reading performance tests concerning difficulty of sentences and paragraphs and their reliability

    NARCIS (Netherlands)

    Brussee, T.; van Nispen, R.M.A.; Klerkx, E.M.F.J.; Knol, D.L.; van Rens, G.H.M.B.

    2015-01-01

    In research and practice, sentences or paragraphs of reading tests may be randomly chosen to assess reading performance. This means that in addition to test reliability, all sentences or paragraphs should be reliable and equally difficult to read. The sentences and paragraphs of five (un-)

  13. The Cognitive Processing of Candidates during Reading Tests: Evidence from Eye-Tracking

    Science.gov (United States)

    Bax, Stephen

    2013-01-01

    The research described in this article investigates test takers' cognitive processing while completing onscreen IELTS (International English Language Testing System) reading test items. The research aims, among other things, to contribute to our ability to evaluate the cognitive validity of reading test items (Glaser, 1991; Field, in press). The…

  14. Vocabulary test Strategies used by the Students to answer Vocabulary Test the Reading Comprehension of TOEFL

    Directory of Open Access Journals (Sweden)

    Suyatman Suyatman

    2017-10-01

    Full Text Available Test of English as a foreign Language or TOEFL is a standardized test of English for non-native speaker. It consists of three parts or three sections of tests. In Reading Comprehension test, it consists of vocabulary test. To get better result of score, it needs strategies. The purposes of this study are to know the strategies used by the students to answer the vocabulary test on reading section of TOEFL, to know the most strategy used by the students, to know the least strategy used by the students and to know the distribution of strategies used by the students to answer the Vocabulary test of Reading Comprehension of the TOEFL. The researcher used descriptive qualitative research. The subject was twelve students. The instrument was questionnaire that consisted of thirty questions. Data analyzes technique was by using mean score. The result of the research showed that; (1 students used all strategies to answer the vocabulary test of reading comprehension of TOEFL. (2 the most strategies used by the students was ‘Looking for contextual clues to the meaning of unknown words.(3 the least strategy used by the students to answer vocabulary test was ‘Developing a new vocabulary study system, and (4 the distribution of the strategy number 1 was 3.88,strategy number 2 was 3.61, number 3 was 2.94, number four was 2.91, strategy number 5 was3.88, strategy number six was 3.47, strategy number seven was 3.69, strategy number eight was 3.02, strategy number nine was 3.00 and the last strategy was 3.13.

  15. Quality Assurance in the National Tests of English: Investigating What Makes Reading Difficult

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    Angela Hasselgreen

    2017-09-01

    Full Text Available This article presents a piece of research, conducted in order to validate the claims made in test results, concerning what it means – in terms of reading ability – to be placed at a particular mastery level. It will consider the question of what makes reading tasks difficult, and whether data from the National Tests of English (NTE supports the progression of subskills/reading operations as presented in the mastery level descriptors, which are the basis of test results

  16. An Integrated Approach to Establish Validity and Reliability of Reading Tests

    Science.gov (United States)

    Razi, Salim

    2012-01-01

    This study presents the processes of developing and establishing reliability and validity of a reading test by administering an integrative approach as conventional reliability and validity measures superficially reveals the difficulty of a reading test. In this respect, analysing vocabulary frequency of the test is regarded as a more eligible way…

  17. Factors Affecting Result in Chinese Proficiency Test (HSK Level 6: Reading Section and Preparation Strategies

    Directory of Open Access Journals (Sweden)

    Sri Haryanti

    2013-11-01

    Full Text Available Chinese Proficiency Test (HSK is an internationally standardized exam which tests and rates Chinese language proficiency. The highest level in this test is level 6. The writing part of the test consists of 3 (three parts, namely, (1 listening, (2 reading, (3 writing. Furthermore, the reading part is made of 4 components. Level 6 of this test implies a high degree of difficulty. This paper specifically looked on how to prepare effectively for participants to be able to work on the reading part in order to achieve best result. This article used the methods of literature review and observational study as well as field research and would also incorporate the author’s personal experience in taking the test into recommending strategies for doing the reading part in a level 6 HSK test. Finally, research suggested several techniques and tips that might assist participants in achieving maximum scores in handling the reading part of level 6 HSK test.

  18. Relationships between the National Adult Reading Test and memory.

    Science.gov (United States)

    Frick, Andreas; Wahlin, Tarja-Brita Robins; Pachana, Nancy A; Byrne, Gerard J

    2011-05-01

    The aims of this study were to investigate the relationships between performance on the National Adult Reading Test (NART) and retrospective, concurrent, and prospective memory functioning, as well as between the NART and change in memory functioning over time. NART administered in 2005 was used as a predictor for memory functioning in 2001, 2005, and 2008, and change in memory functioning from 2001 to 2008. Outcome measures were Logical Memory II, Letter-Number Sequencing, and Spatial Span from the Wechsler Memory Scale. Participants were 319 healthy women aged 40-79 years at baseline (2001). Significant correlations were found between the number of errors on the NART and memory measures in 2001, 2005, and 2008; Logical Memory II (r = -.41, -.38, -.39, respectively), Letter-Number Sequencing (r = -.38, -.35, -.36, respectively) and Spatial Span (r = -.23, -.22, -.19, respectively; all p values memory, after controlling for age, level of education and socioeconomic status. NART also significantly added to predictions of change in Logical Memory II and Letter-Number Sequencing over a 7-year period. The results indicate that the NART is correlated with episodic and working memory, and that the NART added to predictions of change in verbal episodic and working memory. Although the relationships are only moderate at best, the NART may be used in conjunction with demographic information and clinical reasoning to estimate premorbid memory functioning.

  19. [Attempt for development of rapid word reading test for children--evaluation of reliability and validity].

    Science.gov (United States)

    Hashimoto, Ryusaku; Kashiwagi, Mitsuru; Suzuki, Shuhei

    2008-09-01

    We developed a rapid word reading test for examining the phonological processing ability of Japanese children. We prepared two versions of the test, version A and B. Each test has word and non-word tasks. Twenty-two healthy boys of third grade in primary schools participated in this validation study. For criterion related validity, we performed the serial Hiragana reading test, the sentence reading test, Raven's coloured progressive matrices (RCPM), the Token test for children, the Kana word dictation test, the standardized comprehension test of abstract words (SCTAW), and Trail Circle test. The reading times of the newly developed test correlated moderately or highly with those of the serial Hiragana reading test and the sentence reading test. However, the scores of the other tests (RCPM, Token test for children, Kana word dictation test, SCTAW, Trail Circle test) did not correlated with the reading time of the rapid word reading test. Test-retest reliabilities in the word tasks were more than moderate: 0.52 and 0.76 in versions A and B, while those in the non-word tasks were high: 0.91 and 0.88 in versions A and B. The correlation coefficient between versions A and B was 0.7 for the word tasks and 0.92 for the non-word tasks. This study showed that the rapid word reading test has substantial validity and reliability for testing the phonological processing ability of Japanese children. In addition, the non-word tasks were more suitable for selectively examining the speed of the grapheme to phoneme conversion process.

  20. The Structure of an Early Reading Test in Grade 1: In Search of a Relationship with Reading in Spanish

    Science.gov (United States)

    Lara, Monica

    2010-01-01

    This study examined the "Tejas LEE or El Inventario de Lectura en Espanol de Tejas" (Grade 1) to determine if a relationship existed between reading comprehension in Spanish and the tested skills on the diagnostic assessment. This quantitative research design evaluated the psychometric characteristics of the Tejas LEE and followed customary…

  1. 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…

  2. Oral Reading Fluency Testing: Pitfalls for Children with Speech Disorders

    Science.gov (United States)

    Howland, Karole; Scaler Scott, Kathleen

    2016-01-01

    As school districts nationwide have moved toward data driven intervention, oral reading fluency measures have become a prevalent means to monitor progress by assessing the degree to which a child is becoming a fast (and therefore fluent) reader. This article reviews results of a survey of speech-language pathologists (SLPs) working with children…

  3. The Effects of Listening to Music Just Before Reading Test on Students’ Test Score

    OpenAIRE

    MAHDAVI, Mojtaba

    2015-01-01

    Abstract. In this study the researcher  examined  the  effect  of  music  on  reading  comprehension played just before the test .  Because the emotional consequences of music listening are evident in stress and anxiety removal, it was used as a tool to pacify the mind of the tastes and boost their memory and the related cognitive processes. Experimental group did well with the mean score of) and control group (). This study confirmed that using multimedia devices such as music can not only i...

  4. The Effects of Specific Reading Interventions on Elementary Students' Test Scores

    Science.gov (United States)

    Griffin, Jacqueline Laverne Meeks

    2016-01-01

    Many students in third, fourth and fifth grades struggle at the lowest levels of reading proficiency. In fact, fewer than 40% of fourth graders in the United States read at or above the "proficient" level on state standardized tests in 2009 (D'Ardenne, Barnes, Hightower, Lamason, Mason, Patterson, Stephens, Wilson, Smith & Erickson,…

  5. Development of the Portuguese version of a standardized reading test: the Radner-Coimbra Charts

    Directory of Open Access Journals (Sweden)

    Andreia Martins Rosa

    Full Text Available ABSTRACT Purpose: To develop 27 short sentence optotypes for the Portuguese version of the Radner Reading Charts. Methods: Thirty-four Portuguese sentences were constructed following the concept of the Radner Reading Charts to obtain highly comparable sentences in terms of lexical difficulty, syntactical complexity, word length, number of syllables, and position of words. A long text (106 words at the 5th grade reading level was also tested to assess the validity of the reading speeds obtained with the short sentences. The short sentences and long text were tested in 50 volunteers with similar educational backgrounds (mean age 30.98 years ± 6.99 years, range 19-47 years. Reading speeds were measured with a stop-watch and reported as words per minute (wpm. The reading time for each of the short sentences to be selected for the chart was defined as falling within the range of the mean ± 0.40 × standard deviation (SD. Results: The overall mean reading speed for each of the short sentences was 235.43 ± 36.39 wpm. The 27 sentences with a mean between 220.8 and 250.0 wpm (overall mean ± 0.40 × SD were selected for construction of the reading charts. The mean reading speed for the long text was 212.42 ± 26.20 wpm. Correlation between the selected short sentences and long text was high (r =0.86. Reliability analysis yielded an overall Cronbach's alpha coefficient of 0.97. Conclusions: The 27 short Portuguese sentences were highly comparable in terms of syntactical structure, number, position and length of words, lexical difficulty, and reading length. This reading test can overcome the limitations of the current tests for homogeneity and comparability, reducing subjectivity in the evaluation of the functional outcomes of medical and surgical ophthalmologic treatments.

  6. Test-retest reliability of the Danish Adult Reading Test in patients with comorbid psychosis and cannabis-use disorder

    DEFF Research Database (Denmark)

    Hjorthøj, Carsten Rygaard; Vesterager, Lone; Nordentoft, Merete

    2013-01-01

    Background: The New Adult Reading Test is a common instrument for assessing pre-morbid IQ for patients with, for instance, schizophrenia. However, test-retest reliability has not been established for patients dually diagnosed with psychosis and substance use disorder. Furthermore, test......-retest reliability of the Danish adaptation has never been established in any population. Aims: To determine the test-retest reliability of the Danish Adult Reading Test (DART) (adapted from the National Adult Reading Test, NART) for patients dually diagnosed with psychosis and cannabis-use disorder. Methods......: This was a secondary analysis of the CapOpus randomized trial. As part of the trial, 103 patients were randomized, and completed the DART up to three times. Pearson's r and pairwise t-tests were calculated. Results: DART score was independent of randomization, cannabis-use frequency and psychopathology. Scores...

  7. Does testing with feedback improve adult spelling skills relative to copying and reading?

    Science.gov (United States)

    Pan, Steven C; Rubin, Benjamin R; Rickard, Timothy C

    2015-12-01

    We examined testing's ability to enhance adult spelling acquisition, relative to copying and reading. Across 3 experiments in which testing with feedback was compared with copying, the spelling improvement after testing matched that following the same amount of time spent copying. A potent testing advantage, however, was observed for spelling words free-recalled. In the fourth experiment, a large testing advantage for both word free recall and spelling was observed, versus reading. Subjects also generally preferred testing and rated it as more effective than copying or reading. The equivalent performance of testing and copying for spelling contrasts with prior work involving children and suggests that retrieval practice may not be the only effective mechanism for spelling skill acquisition. Rather, we suggest that the critical learning event for spelling is focused study on phoneme-to-grapheme mappings for previously unlearned letter sequences. For adults with extensive spelling expertise, focused study is more automatic during both copying and testing with feedback than for individuals with beginning spelling skills. Reading, however, would not be expected to produce efficient focused study of phoneme-to-grapheme mappings, regardless of expertise level. Overall, adult spelling skill acquisition benefits both from testing and copying, and substantially less from reading. (c) 2015 APA, all rights reserved).

  8. Setup, tests and results for the ATLAS TileCal Read Out Driver production

    CERN Document Server

    Valero, Alberto; Castillo, V; Cuenca, C; Ferrer, A; Fullana, E; González, V; Higón, E; Munar, A; Poveda, J; Ruiz-Martínez, A; Salvachúa, B; Sanchís, E; Solans, C; Soret, J; Torres, J; Valls, J A

    2007-01-01

    In this paper we describe the performance and test results of the production of the 38 ATLAS TileCal Read Out Drivers (RODs). We first describe the basic hardware specifications and firmware functionality of the modules, the test-bench setup used for production and the test procedure to qualify the boards. We then finally show and discuss the performance results.

  9. A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention.

    Science.gov (United States)

    Barth, Amy E; Denton, Carolyn A; Stuebing, Karla K; Fletcher, Jack M; Cirino, Paul T; Francis, David J; Vaughn, Sharon

    2010-05-01

    The cerebellar hypothesis of dyslexia posits that cerebellar deficits are associated with reading disabilities and may explain why some individuals with reading disabilities fail to respond to reading interventions. We tested these hypotheses in a sample of children who participated in a grade 1 reading intervention study (n = 174) and a group of typically achieving children (n = 62). At posttest, children were classified as adequately responding to the intervention (n = 82), inadequately responding with decoding and fluency deficits (n = 36), or inadequately responding with only fluency deficits (n = 56). Based on the Bead Threading and Postural Stability subtests from the Dyslexia Screening Test-Junior, we found little evidence that assessments of cerebellar functions were associated with academic performance or responder status. In addition, we did not find evidence supporting the hypothesis that cerebellar deficits are more prominent for poor readers with "specific" reading disabilities (i.e., with discrepancies relative to IQ) than for poor readers with reading scores consistent with IQ. In contrast, measures of phonological awareness, rapid naming, and vocabulary were strongly associated with responder status and academic outcomes. These results add to accumulating evidence that fails to associate cerebellar functions with reading difficulties.

  10. Lessons from Small-scale Standardised Testing of English Reading ...

    African Journals Online (AJOL)

    The superior performance by the public school can partly be explained by teachers teaching experience, most of them have been teaching for more than ten years and greater community support for the school. It is recommended that data produced through small-scale standardised testing should be used by school ...

  11. The Effect of a Simplified English Language Dictionary on a Reading Test. LEP Projects Report 1.

    Science.gov (United States)

    Albus, Deb; Bielinski, John; Thurlow, Martha; Liu, Kristin

    This study was conducted to examine whether using a monolingual, simplified English dictionary as an accommodation on a reading test with limited-English-proficient (LEP) Hmong students improved test performance. Hmong students were chosen because they are often not literate in their first language. For these students, bilingual dictionaries are…

  12. Assessment of the de Hirsch Predictive Index Tests of Reading Failure.

    Science.gov (United States)

    Askov, Warren; And Others

    The predictive validity and the general usability of a battery of 10 tests reported by de Hirsch, Jansky, and Langford, the de Hirsch Predictive Index Tests of reading failure, were examined. The de Hirsch battery was administered to 433 kindergarten children in six public schools. When the pupils entered first grade, the Metropolitan Readiness…

  13. A standard computerised version of the reading span test in different languages

    NARCIS (Netherlands)

    Noort, M.W.M.L. van den; Bosch, M.P.C.; Hugdahl, K.

    2008-01-01

    The Reading Span Test (RST) is a verbal working-memory test. The original RST (Daneman & Carpenter, 1980), and derivatives of it, are being used increasingly as assessments of central executive functioning and for research on aging-associated cognitive decline (Whitney, Arnett, Driver, & Budd,

  14. Reading ability and print exposure: item response theory analysis of the author recognition test.

    Science.gov (United States)

    Moore, Mariah; Gordon, Peter C

    2015-12-01

    In the author recognition test (ART), participants are presented with a series of names and foils and are asked to indicate which ones they recognize as authors. The test is a strong predictor of reading skill, and this predictive ability is generally explained as occurring because author knowledge is likely acquired through reading or other forms of print exposure. In this large-scale study (1,012 college student participants), we used item response theory (IRT) to analyze item (author) characteristics in order to facilitate identification of the determinants of item difficulty, provide a basis for further test development, and optimize scoring of the ART. Factor analysis suggested a potential two-factor structure of the ART, differentiating between literary and popular authors. Effective and ineffective author names were identified so as to facilitate future revisions of the ART. Analyses showed that the ART is a highly significant predictor of the time spent encoding words, as measured using eyetracking during reading. The relationship between the ART and time spent reading provided a basis for implementing a higher penalty for selecting foils, rather than the standard method of ART scoring (names selected minus foils selected). The findings provide novel support for the view that the ART is a valid indicator of reading volume. Furthermore, they show that frequency data can be used to select items of appropriate difficulty, and that frequency data from corpora based on particular time periods and types of texts may allow adaptations of the test for different populations.

  15. Working memory and inhibitory control across the life span: Intrusion errors in the Reading Span Test.

    Science.gov (United States)

    Robert, Christelle; Borella, Erika; Fagot, Delphine; Lecerf, Thierry; de Ribaupierre, Anik

    2009-04-01

    The aim of this study was to examine to what extent inhibitory control and working memory capacity are related across the life span. Intrusion errors committed by children and younger and older adults were investigated in two versions of the Reading Span Test. In Experiment 1, a mixed Reading Span Test with items of various list lengths was administered. Older adults and children recalled fewer correct words and produced more intrusions than did young adults. Also, age-related differences were found in the type of intrusions committed. In Experiment 2, an adaptive Reading Span Test was administered, in which the list length of items was adapted to each individual's working memory capacity. Age groups differed neither on correct recall nor on the rate of intrusions, but they differed on the type of intrusions. Altogether, these findings indicate that the availability of attentional resources influences the efficiency of inhibition across the life span.

  16. Licensure tests for special education teachers: how well they assess knowledge of reading instruction and mathematics.

    Science.gov (United States)

    Stotsky, Sandra

    2009-01-01

    To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS's tests of "principles of teaching and learning." Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.

  17. Comparison of standard reading and computer aided detection (CAD) on a national proficiency test of screening mammography

    International Nuclear Information System (INIS)

    Ciatto, Stefano; Del Turco, Marco Rosselli; Risso, Gabriella; Catarzi, Sandra; Bonardi, Rita; Viterbo, Valeria; Gnutti, Pierangela; Guglielmoni, Barbara; Pinelli, Lelio; Pandiscia, Anna; Navarra, Francesco; Lauria, Adele; Palmiero, Rosa; Indovina, Pietro Luigi

    2003-01-01

    Objective: To evaluate the role of computer aided detection (CAD) in improving the interpretation of screening mammograms Material and methods: Ten radiologists underwent a proficiency test of screening mammography first by conventional reading and then with the help of CAD. Radiologists were blinded to test results for the whole study duration. Results of conventional and CAD reading were compared in terms of sensitivity and recall rate. Double reading was simulated combining conventional readings of four expert radiologists and compared with CAD reading. Results: Considering all ten readings, cancer was identified in 146 or 153 of 170 cases (85.8 vs. 90.0%; χ 2 =0.99, df=1, P=0.31) and recalls were 106 or 152 of 1330 cases (7.9 vs. 11.4%; χ 2 =8.69, df=1, P=0.003) at conventional or CAD reading, respectively. CAD reading was essentially the same (sensitivity 97.0 vs. 96.0%; χ 2 =7.1, df=1, P=0.93; recall rate 10.7 vs. 10.6%; χ 2 =1.5, df=1, P=0.96) as compared with simulated conventional double reading. Conclusion: CAD reading seems to improve the sensitivity of conventional reading while reducing specificity, both effects being of limited size. CAD reading had almost the same performance of simulated conventional double reading, suggesting a possible use of CAD which needs to be confirmed by further studies inclusive of cost-effective analysis

  18. Does breastfeeding contribute to the racial gap in reading and math test scores?

    Science.gov (United States)

    Peters, Kristen E; Huang, Jin; Vaughn, Michael G; Witko, Christopher

    2013-10-01

    The aim of this study was to examine the impact of divergent breastfeeding practices between Caucasian and African American mothers on the lingering achievement test gap between Caucasian and African American children. The Child Development Supplement of the Panel Study of Income Dynamics, beginning in 1997, followed a cohort of 3563 children aged 0-12 years. Reading and math test scores from 2002 for 1928 children were linked with breastfeeding history. Regression analysis was used to examine associations between ever having been breastfed and duration of breastfeeding and test scores, controlling for characteristics of child, mother, and household. African American students scored significantly lower than Caucasian children by 10.6 and 10.9 points on reading and math tests, respectively. After accounting for the impact of having been breastfed during infancy, the racial test gap decreased by 17% for reading scores and 9% for math scores. Study findings indicate that breastfeeding explains 17% and 9% of the observed gaps in reading and math scores, respectively, between African Americans and Caucasians, an effect larger than most recent educational policy interventions. Renewed efforts around policies and clinical practices that promote and remove barriers for African American mothers to breastfeed should be implemented. Copyright © 2013 Elsevier Inc. All rights reserved.

  19. Low power test architecture for dynamic read destructive fault detection in SRAM

    Science.gov (United States)

    Takher, Vikram Singh; Choudhary, Rahul Raj

    2018-06-01

    Dynamic Read Destructive Fault (dRDF) is the outcome of resistive open defects in the core cells of static random-access memories (SRAMs). The sensitisation of dRDF involves either performing multiple read operations or creation of number of read equivalent stress (RES), on the core cell under test. Though the creation of RES is preferred over the performing multiple read operation on the core cell, cell dissipates more power during RES than during the read or write operation. This paper focuses on the reduction in power dissipation by optimisation of number of RESs, which are required to sensitise the dRDF during test mode of operation of SRAM. The novel pre-charge architecture has been proposed in order to reduce the power dissipation by limiting the number of RESs to an optimised number of two. The proposed low power architecture is simulated and analysed which shows reduction in power dissipation by reducing the number of RESs up to 18.18%.

  20. Reading Comprehension in Test Preparation Classes: An Analysis of Teachers' Pedagogical Content Knowledge in TESOL

    Science.gov (United States)

    Irvine-Niakaris, Christine; Kiely, Richard

    2015-01-01

    This article examines the pedagogical content knowledge which underpins the practices in reading lessons of experienced teachers in test preparation classes. It takes as a starting point the assumption that practice is shaped by teacher cognitions, which are established through professional training and classroom experience. Thus, the study…

  1. Taylor-Made Education: The Influence of the Efficiency Movement on the Testing of Reading Skills.

    Science.gov (United States)

    Allen, JoBeth

    Much of what has developed in the testing of reading harkens back to the days of the "Cult of Efficiency" movement in education that can be largely attributed to Frederick Winslow Taylor. Taylor spent most of his productive years studying time and motion in an attempt to streamline industrial production so that people could work as…

  2. Reading Test Performance of English-Language Learners Using an English Dictionary.

    Science.gov (United States)

    Albus, Debra; Thurlow, Martha; Liu, Kristin; Bielinski, John

    2005-01-01

    The authors examined the effects of a simplified English dictionary accommodation on the reading-test performance of Hmong English-language learners (ELLs). Participants included a control group of 69 non-ELL students and an experimental group of 133 Hmong ELLs from 3 urban middle schools in Minnesota. In a randomized counterbalanced design, all…

  3. Lexical patterns in the reading comprehension section of the toefl test

    Directory of Open Access Journals (Sweden)

    Fabiana Macmillan

    2006-11-01

    Full Text Available The TOEFL (Test of English as a Foreign Language is currently one of the most widely accepted English language proficiency tests. Designed by the ETS (Educational Testing Service, the main purpose of the TOEFL is to determine whether the English language skills of a student applying to a North American college or university are adequate for enrollment into the selected program of study. This study will focus upon the third section of the TOEFL, Reading Comprehension, which consists of several passages followed by questions with different testing purposes. An adaptation of Hoey's (1991 analytical system for the analysis of lexical cohesion in authentic texts will be used to identify bonds connecting reading comprehension questions on the test to key excerpts in the passages they are related to. A number of sample reading comprehension questions taken from practice tests produced by the ETS will be analyzed. The analysis will focus on the relationship between the testing purpose of each question and the type(s of lexical link involved in the identification of the correct answer.

  4. Construction of an Arabic reading test for assessment of dyslexic children.

    Science.gov (United States)

    Abou El-Ella, Mahmoud Y; Sayed, Emam M; Farghaly, Wafaa M; Abdel-Haleem, Emad K; Hussein, Eman S

    2004-07-01

    Dyslexia is a specific language-based disorder of constitutional origin, characterized by difficulties in phonological processing. The Arabic language differs in many aspects from foreign languages and the few previously designed Arabic tests for assessment of dyslexia did not pay attention to phonological awareness problems. This necessitates the design of an Arabic test which could properly assign specific difficulties among Arabic reading dyslexic children, including phonological awareness as a major contributing factor for dyslexia. The study was carried out in Assiut City, Egypt, during the period from September 1999 to the end of January 2001. The newly designed Arabic Reading Test (ART) in this work passed through many stages. Firstly, test construction by 11 Arabic teachers (specific judges). Secondly it was applied, in a pilot study, to 50 normal students (9-10 years old) to ascertain clarity of the test. Then test standardization was proven through application on a second sample (n=252 students), and third sample (n=58 dyslexics). The reliability of the ART was proven by the test-retest method (r=0.913, pdyslexia among Arabic reading children. It has great value in predicting dyslexia even among preschool age Arabic speaking children, through assessment of their phonological awareness skills, and thus, remediation programs can be properly and early directed.

  5. Common hand sanitizer may distort readings of breathalyzer tests in the absence of acute intoxication.

    Science.gov (United States)

    Ali, Syed S; Wilson, Michael P; Castillo, Edward M; Witucki, Peter; Simmons, Todd T; Vilke, Gary M

    2013-02-01

    The use of alcohol-based hand sanitizers has recently become widespread. To the authors' knowledge, no previous study has examined whether application of ethanol-based hand sanitizers by the person operating a common breathalyzer machine will affect the accuracy of the readings. This was a prospective study investigating whether the use of hand sanitizer applied according to manufacturer's recommendations (Group I), applied improperly at standard doses (Group II), or applied improperly at high doses (Group III) had an effect on breathalyzer readings of individuals who had not ingested alcohol. The participants of the prospective study were divided into three groups to assess the effect of hand sanitizer on breathalyzer readings. Group I used one pump (1.5 mL) of hand sanitizer (Purell), allowing the hands to dry per manufacturer's recommendations; Group II used one pump (1.5 mL), without allowing the hands to dry; and Group III used two pumps (3 mL), without allowing the hands to dry. Breathalyzer measures for each group are presented as medians with interquartile ranges (IQR) and ranges. Differences between each sequential group (I vs. II and II vs. III) were assessed using a Mann-Whitney U-test (p hand sanitizer may cause false-positive readings with a standard hospital breathalyzer when the operator uses the hand sanitizer correctly. The breathalyzer readings are further elevated if more sanitizer is used or if it is not allowed to dry appropriately. © 2013 by the Society for Academic Emergency Medicine.

  6. Developing a Screening Inventory Reading Test (IRT for the Isfahanian Students of the First to Fifth Grade

    Directory of Open Access Journals (Sweden)

    Bijan Shafiei

    2009-12-01

    Full Text Available Background and aim: Reading is one of the most essential skills in this century. Reading disorders can cause several problems for the person who has reading disorder. Early assessment and diagnosis play an important role in treatment of this disorder. The main purpose of this study was to develope a screening inventory reading test (IRT for first to fifth grade student in Isfahan in order to early diagnosis of reading disorder.Materials and Methods: The test, consisting of 100 words context and four comprehension questions, named Inventory Reading Test (IRT, was evaluated by several speech therapists. It was standardized by testing on one thousand boys and girls, 200 students in every grade, that were selected through a multi-stage random sampling method. Test was performed on two other groups, a normal and a reading-disordered.Results: Scores of reading accuracy and velocity were highly correlated with the test total score. Test reliability was calculated as 0.77 by Cronbach`s alpha measure. There was significant difference between two groups mean score (p=0.01.Conclusion: IRT seems to be an appropriate tool for screening reading disorder of first to fifth grade students.

  7. 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.

  8. Performing T-tests to Compare Autocorrelated Time Series Data Collected from Direct-Reading Instruments.

    Science.gov (United States)

    O'Shaughnessy, Patrick; Cavanaugh, Joseph E

    2015-01-01

    Industrial hygienists now commonly use direct-reading instruments to evaluate hazards in the workplace. The stored values over time from these instruments constitute a time series of measurements that are often autocorrelated. Given the need to statistically compare two occupational scenarios using values from a direct-reading instrument, a t-test must consider measurement autocorrelation or the resulting test will have a largely inflated type-1 error probability (false rejection of the null hypothesis). A method is described for both the one-sample and two-sample cases which properly adjusts for autocorrelation. This method involves the computation of an "equivalent sample size" that effectively decreases the actual sample size when determining the standard error of the mean for the time series. An example is provided for the one-sample case, and an example is given where a two-sample t-test is conducted for two autocorrelated time series comprised of lognormally distributed measurements.

  9. Impact of family language and testing language on reading performance in a bilingual educational context.

    Science.gov (United States)

    Elosua Oliden, Paula; Mujika Lizaso, Josu

    2014-01-01

    When different languages co-exist in one area, or when one person speaks more than one language, the impact of language on psychological and educational assessment processes can be considerable. The aim of this work was to study the impact of testing language in a community with two official languages: Spanish and Basque. By taking the PISA 2009 Reading Comprehension Test as a basis for analysis, four linguistic groups were defined according to the language spoken at home and the test language. Psychometric equivalence between test forms and differences in results among the four language groups were analyzed. The comparison of competence means took into account the effects of the index of socioeconomic and cultural status (ISEC) and gender. One reading unit with differential item functioning was detected. The reading competence means were considerably higher in the monolingual Spanish-Spanish group. No differences were found between the language groups based on family language when the test was conducted in Basque. The study illustrates the importance of taking into account psychometric, linguistic and sociolinguistic factors in linguistically diverse assessment contexts.

  10. Effects of audio-visual aids on foreign language test anxiety, reading and listening comprehension, and retention in EFL learners.

    Science.gov (United States)

    Lee, Shu-Ping; Lee, Shin-Da; Liao, Yuan-Lin; Wang, An-Chi

    2015-04-01

    This study examined the effects of audio-visual aids on anxiety, comprehension test scores, and retention in reading and listening to short stories in English as a Foreign Language (EFL) classrooms. Reading and listening tests, general and test anxiety, and retention were measured in English-major college students in an experimental group with audio-visual aids (n=83) and a control group without audio-visual aids (n=94) with similar general English proficiency. Lower reading test anxiety, unchanged reading comprehension scores, and better reading short-term and long-term retention after four weeks were evident in the audiovisual group relative to the control group. In addition, lower listening test anxiety, higher listening comprehension scores, and unchanged short-term and long-term retention were found in the audiovisual group relative to the control group after the intervention. Audio-visual aids may help to reduce EFL learners' listening test anxiety and enhance their listening comprehension scores without facilitating retention of such materials. Although audio-visual aids did not increase reading comprehension scores, they helped reduce EFL learners' reading test anxiety and facilitated retention of reading materials.

  11. The relationship between brain reaction and English reading tests for non-native English speakers.

    Science.gov (United States)

    Cheng, Pei-Wen; Tian, Yu-Jie; Kuo, Ting-Hua; Sun, Koun-Tem

    2016-07-01

    This research analyzed the brain activity of non-native English speakers while engaged in English reading tests. The brain wave event-related potentials (ERPs) of participants were used to analyze the difference between making correct and incorrect choices on English reading test items. Three English reading tests of differing levels were designed and 20 participants, 10 males and 10 females whose ages ranged from 20 to 24, voluntarily participated in the experiment. Experimental results were analyzed by performing independent t-tests on the ERPs of participants for gender, difficulty level, and correct versus wrong options. Participants who chose incorrect options elicited a larger N600, verifying results found in the literature. Another interesting result was found: For incorrectly answered items, different areas of brain showing a significant difference in ERPs between the chosen and non-chosen options corresponded to gender differences; for males, this area was located in the right hemisphere whereas for females, it was located in the left. Experimental results imply that non-native English speaking males and females employ different areas of the brain to comprehend the meaning of difficult items. Copyright © 2016 Elsevier B.V. All rights reserved.

  12. Is performance on the Wechsler test of adult reading affected by traumatic brain injury?

    Science.gov (United States)

    Mathias, J L; Bowden, S C; Bigler, E D; Rosenfeld, J V

    2007-11-01

    The validity of the National Adult Reading Test (NART) as a predictor of premorbid IQ when used with patients who have sustained a traumatic brain injury (TBI) has been questioned in recent years. This study examined whether performance on the Wechsler Test of Adult Reading (WTAR) is similarly affected by TBI in the first year after an injury. The WTAR scores of participants who had sustained a mild TBI (N=82), moderate TBI (N=73), severe TBI (N=61) or an orthopaedic injury (N=95) were compared (cross-sectional study). A subset of 21 mild TBI, 31 moderate TBI, 26 severe TBI and 21 control group participants were additionally reassessed 6 months later to assess the impact of recovery on WTAR scores (longitudinal study). The severe TBI group had significantly lower scores on the WTAR than the mild TBI, moderate TBI and control groups in the cross-sectional study, despite being matched demographically. The findings from the longitudinal study revealed a significant group difference and a small improvement in performance over time but the interaction between group and time was not significant, suggesting that the improvements in WTAR performance over time were not restricted to more severely injured individuals whose performance was temporarily suppressed. These findings suggest that reading performance may be affected by severe TBI and that the WTAR may underestimate premorbid IQ when used in this context, which may cause clinicians to underestimate the cognitive deficits experienced by these patients.

  13. Multiple Intelligence Scores of Science Stream Students and Their Relation with Reading Competency in Malaysian University English Test (MUET)

    Science.gov (United States)

    Razak, Norizan Abdul; Zaini, Nuramirah

    2014-01-01

    Many researches have shown that different approach needed in analysing linear and non-linear reading comprehension texts and different cognitive skills are required. This research attempts to discover the relationship between Science Stream students' reading competency on linear and non-linear texts in Malaysian University English Test (MUET) with…

  14. The Effect of a Reading Accommodation on Standardized Test Scores of Learning Disabled and Non Learning Disabled Students.

    Science.gov (United States)

    Meloy, Linda L.; Deville, Craig; Frisbie, David

    The effect of the Read Aloud accommodation on the performances of learning disabled in reading (LD-R) and non-learning disabled (non LD) middle school students was studied using selected texts from the Iowa Tests of Basic Skills (ITBS) achievement battery. Science, Usage and Expression, Math Problem Solving and Data Interpretation, and Reading…

  15. Polish Adult Reading Test (PART) - construction of Polish test for estimating the level of premorbid intelligence in schizophrenia.

    Science.gov (United States)

    Karakuła-Juchnowicz, Hanna; Stecka, Mariola

    2017-08-29

    In view of unavailability in Poland of the standardized methods to measure PIQ, the aim of the work was to develop a Polish test to assess the premorbid level of intelligence - PART(Polish AdultReading Test) and to measureits psychometric properties, such as validity, reliability as well as standardization in the group of schizophrenia patients. The principles of PART construction were based on the idea of popular worldwide National Adult Reading Test by Hazel Nelson. The research comprised a group of 122 subjects (65 schizophrenia patients and 57 healthy people), aged 18-60 years, matched for age and gender. PART appears to be a method with high internal consistency and reliability measured by test-retest, inter-rater reliability, and the method with acceptable diagnostic and prognostic validity. The standardized procedures of PART have been investigated and described. Considering the psychometric values of PART and a short time of its performance, the test may be a useful diagnostic instrument in the assessment of premorbid level of intelligence in a group of schizophrenic patients.

  16. The validity of Cloze Oriented System (COS: a correlation study with an electronic comprehension test and a reading attitude survey

    Directory of Open Access Journals (Sweden)

    Maria Cristina Rodrigues Azevedo Joly

    Full Text Available This study aimed to analyze the efficiency of the Cloze Oriented System (COS considering its relation with reading attitude and its validity. The Electronic Program Comprehension (EPC for students from K1 to K4 based on the COS parts of stories from the Brazilian Children's literature was applied in eighteen class-hours. The 40 subjects, ten in each grade, of both genders aged 7 to 11 years, were evaluated before and after the EPC with a Cloze test. They answered the Elementary Reading Attitude Survey too, in a printed protocol adapted to Portuguese, to evaluate the reading attitude of the students and the influence of the EPC in the academic and recreational reading. The results showed that the performance in reading comprehension of all the subjects was higher after taking part in the EPC, and also had significant differences in reading attitude, according to the results of the T of Wilcoxon statistic test. A correlation between comprehension performance before and after the EPC and the reading attitude was verified. There was significant difference for academic reading attitude in the post-test between proficient readers and the one's that has low skill.

  17. Impact of Breast Reader Assessment Strategy on mammographic radiologists' test reading performance.

    Science.gov (United States)

    Suleiman, Wasfi I; Rawashdeh, Mohammad A; Lewis, Sarah J; McEntee, Mark F; Lee, Warwick; Tapia, Kriscia; Brennan, Patrick C

    2016-06-01

    The detection of breast cancer is somewhat limited by human factors, and thus there is a need to improve reader performance. This study assesses whether radiologists who regularly undertake the education in the form of the Breast Reader Assessment Strategy (BREAST) demonstrate any changes in mammography interpretation performance over time. In 2011, 2012 and 2013, 14 radiologists independently assessed a year-specific BREAST mammographic test-set. Radiologists read a different single test-set once each year, with each comprising 60 digital mammogram cases. Radiologists marked the location of suspected lesions without computer-aided diagnosis (CAD) and assigned a confidence rating of 2 for benign and 3-5 for malignant lesions. The mean sensitivity, specificity, location sensitivity, JAFROC FOM and ROC AUC were calculated. A Kruskal-Wallis test was used to compare the readings for the 14 radiologists across the 3 years. Wilcoxon signed rank test was used to assess comparison between pairs of years. Relationships between changes in performance and radiologist characteristics were examined using a Spearman's test. Significant increases were noted in mean sensitivity (P = 0.01), specificity (P = 0.01), location sensitivity (P = 0.001) and JAFROC FOM (P = 0.001) between 2011 and 2012. Between 2012 and 2013, significant improvements were noted in mean sensitivity (P = 0.003), specificity (P = 0.002), location sensitivity (P = 0.02), JAFROC FOM (P = 0.005) and ROC AUC (P = 0.008). No statistically significant correlations were shown between the levels of improvement and radiologists' characteristics. Radiologists' who undertake the BREAST programme demonstrate significant improvements in test-set performance during a 3-year period, highlighting the value of ongoing education through the use of test-set. © 2016 The Royal Australian and New Zealand College of Radiologists.

  18. The Dangers of Test Preparation: What Students Learn (And Don't Learn) about Reading Comprehension from Test-Centric Literacy Instruction

    Science.gov (United States)

    Davis, Dennis S.; Vehabovic, Nermin

    2018-01-01

    The authors offer guidance on recognizing and resisting test-centric instruction in reading comprehension. They posit that five practices indicate a test-centric view of comprehension: when the tested content is privileged, when the test becomes the text, when annotation requirements replace strategic thinking, when test items frame how students…

  19. Can Intelligence Testing Inform Educational Intervention for Children with Reading Disability?

    Directory of Open Access Journals (Sweden)

    Julian G. Elliott

    2015-11-01

    Full Text Available This paper examines the value of intelligence testing for the purpose of informing us how best to intervene with children with reading disability. While the original function of IQ testing was to ascertain whether a child was capable of profiting from schooling, there are many who now claim that cognitive assessment offers a range of diagnostic and prescriptive functions which can help teachers in delivering effective educational programs. This paper interrogates such assertions in relation to the assessment of IQ, cognitive strengths and weaknesses, executive functions, and the use of dynamic testing/assessment. The paper concludes that current evidence indicates that cognitive measures have limited relevance for instructional planning, and cognitive training programs have yet to show sufficient academic gains. For these reasons, it is recommended that our energies should be directed to the continuing development of powerful forms of academic skills-based instruction operating within a response to intervention framework.

  20. [The methodological assessment and qualitative evaluation of psychometric performance tests based on the example of modern tests that assess reading and spelling skills].

    Science.gov (United States)

    Galuschka, Katharina; Rothe, Josefine; Schulte-Körne, Gerd

    2015-09-01

    This article looks at a means of objectively evaluating the quality of psychometric tests. This approach enables users to evaluate psychometric tests based on their methodological characteristics, in order to decide which instrument should be used. Reading and spelling assessment tools serve as examples. The paper also provides a review of German psychometric tests for the assessment of reading and spelling skills. This method facilitates the identification of psychometric tests.of high methodological quality which can be used for the assessment of reading and spelling skills. Reading performance should ideally be assessed with the following instruments: ELFE 1-6, LGVT 6-12, LESEN 6-7, LESEN 8-9, or WLLP-R. The tests to be used for the evaluation of spelling skills are DERET 1-2+, DERET 3-4+, WRT 1+, WRT 2+, WRT 3+, WRT 4+ or HSP 1-10.

  1. Development of the Korean Adult Reading Test (KART to estimate premorbid intelligence in dementia patients.

    Directory of Open Access Journals (Sweden)

    Dahyun Yi

    Full Text Available We aimed to develop a word-reading test for Korean-speaking adults using irregularly pronounced words that would be useful for estimation of premorbid intelligence. A linguist who specialized in Korean phonology selected 94 words that have irregular relationship between orthography and phonology. Sixty cognitively normal elderly (CN and 31 patients with Alzheimer's disease (AD were asked to read out loud the words and were administered the Wechsler Adult Intelligence Scale, 4th edition, Korean version (K-WAIS-IV. Among the 94 words, 50 words that did not show a significant difference between the CN and the AD group were selected and constituted the KART. Using the 30 CN calculation group (CNc, a linear regression equation was obtained in which the observed full-scale IQ (FSIQ was regressed on the reading errors of the KART, where education was included as an additional variable. When the regressed equation computed from the CNc was applied to 30 CN individuals of the validation group (CNv, the predicted FSIQ adequately fit the observed FSIQ (R2 = 0.63. In addition, independent sample t-test showed that the KART-predicted IQs were not significantly different between the CNv and AD groups, whereas the performance of the AD group was significantly worse in the observed IQs. In addition, an extended validation of the KART was performed with a separate sample consisted of 84 CN, 56 elderly with mild cognitive impairment (MCI, and 43 AD patients who were administered comprehensive neuropsychological assessments in addition to the KART. When the equation obtained from the CNc was applied to the extended validation sample, the KART-predicted IQs of the AD, MCI and the CN groups did not significantly differ, whereas their current global cognition scores significantly differed between the groups. In conclusion, the results support the validity of KART-predicted IQ as an index of premorbid IQ in individuals with AD.

  2. The Wechsler Test of Adult Reading as a Measure of Premorbid Intelligence Following Traumatic Brain Injury.

    Science.gov (United States)

    Steward, Kayla A; Novack, Thomas A; Kennedy, Richard; Crowe, Michael; Marson, Daniel C; Triebel, Kristen L

    2017-02-01

    The current study sought to determine whether the Wechsler Test of Adult Reading (WTAR) provides a stable estimate of premorbid intellectual ability in acutely injured patients recovering from traumatic brain injury (TBI). A total of 135 participants (43 mild TBI [mTBI], 40 moderate/severe TBI [msevTBI], 52 healthy controls) were administered the WTAR at 1 and 12 months post-injury. Despite similar demographic profiles, participants with msevTBI performed significantly worse than controls on the WTAR at both time points. Moreover, the msevTBI group had a significant improvement in WTAR performance over the 1-year period. In contrast, those participants with mTBI did not significantly differ from healthy controls and both the mTBI and control groups demonstrated stability on the WTAR over time. Results indicate that word-reading tests may underestimate premorbid intelligence during the immediate recovery period for patients with msevTBI. Clinicians should consider alternative estimation measures in this TBI subpopulation. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  3. Test Anxiety among College Students with Specific Reading Disability (Dyslexia): Nonverbal Ability and Working Memory as Predictors

    Science.gov (United States)

    Nelson, Jason M.; Lindstrom, Will; Foels, Patricia A.

    2015-01-01

    Test anxiety and its correlates were examined with college students with and without specific reading disability (RD; n = 50 in each group). Results indicated that college students with RD reported higher test anxiety than did those without RD, and the magnitude of these differences was in the medium range on two test anxiety scales. Relative to…

  4. Evaluation of an Automated System for Reading and Interpreting Disk Diffusion Antimicrobial Susceptibility Testing of Fastidious Bacteria.

    Science.gov (United States)

    Idelevich, Evgeny A; Becker, Karsten; Schmitz, Janne; Knaack, Dennis; Peters, Georg; Köck, Robin

    2016-01-01

    Results of disk diffusion antimicrobial susceptibility testing depend on individual visual reading of inhibition zone diameters. Therefore, automated reading using camera systems might represent a useful tool for standardization. In this study, the ADAGIO automated system (Bio-Rad) was evaluated for reading disk diffusion tests of fastidious bacteria. 144 clinical isolates (68 β-haemolytic streptococci, 28 Streptococcus pneumoniae, 18 viridans group streptococci, 13 Haemophilus influenzae, 7 Moraxella catarrhalis, and 10 Campylobacter jejuni) were tested on Mueller-Hinton agar supplemented with 5% defibrinated horse blood and 20 mg/L β-NAD (MH-F, Oxoid) according to EUCAST. Plates were read manually with a ruler and automatically using the ADAGIO system. Inhibition zone diameters, indicated by the automated system, were visually controlled and adjusted, if necessary. Among 1548 isolate-antibiotic combinations, comparison of automated vs. manual reading yielded categorical agreement (CA) without visual adjustment of the automatically determined zone diameters in 81.4%. In 20% (309 of 1548) of tests it was deemed necessary to adjust the automatically determined zone diameter after visual control. After adjustment, CA was 94.8%; very major errors (false susceptible interpretation), major errors (false resistant interpretation) and minor errors (false categorization involving intermediate result), calculated according to the ISO 20776-2 guideline, accounted to 13.7% (13 of 95 resistant results), 3.3% (47 of 1424 susceptible results) and 1.4% (21 of 1548 total results), respectively, compared to manual reading. The ADAGIO system allowed for automated reading of disk diffusion testing in fastidious bacteria and, after visual validation of the automated results, yielded good categorical agreement with manual reading.

  5. Comparison of the Reading Subtests of the Wechsler Individual Achievement Test-Third Edition and the Peabody Individual Achievement Test-Revised/Normative Update

    Science.gov (United States)

    Ott, Lauren M.

    2010-01-01

    This study compared the reading subtests of the Wechsler Individual Achievement Test-Third Edition and the Peabody Individual Achievement Test-Revised/Normative Update. Scores were compared on these two tests in a group of 28 students ages 7 through 12 who were referred or reevaluated for suspected learning problems. The data were collected…

  6. Need for Different Cutoff Values for Reading Mantoux Test with 2TU and 5TU PPD.

    Science.gov (United States)

    Ramaraj, Savitha M; Nagendra, K; Gopal, Girish; Majgi, Sumanth Mallikarjuna

    2017-09-01

    To compare the tuberculin reaction of 2 tuberculin unit (TU) with 5TU purified protein derivative (PPD) (both calibrated against RT 23) in healthy children. This was a cross sectional study done in the pediatric outpatient department of a tertiary care teaching hospital. Seventy healthy siblings of the children attending pediatric outpatient department in the age group of 1 to 12 y were enrolled. The exclusion criteria included previously diagnosed tuberculosis patients, malnutrition diagnosed according to the WHO classification, history of drug intake like steroids, recent history of measles, any skin lesions over forearm, history of fever, contact with tuberculosis and previous mantoux testing. The study was conducted wherein each child was subjected to simultaneous testing with 2TU and 5TU by standard technique. The reactions to both the tests was read at 48-72 h. Children with induration ≥10 mm were evaluated for tuberculosis by taking chest x-ray, gastric lavage or sputum smear examination for acid fast bacilli (AFB). Considering ≥10 mm induration as positive, subjects positive with 5TU were 7 (10%) and 2TU was 1(p value = 0.031); thus, there is no agreement between the two methods (McNemar's test). Comparing the mean diameter of induration of 2TU and 5TU (p PPD is not comparable to that of 5TU PPD.

  7. A Modified Reading the Mind in the Eyes Test Predicts Behavioral Variant Frontotemporal Dementia Better Than Executive Function Tests

    Directory of Open Access Journals (Sweden)

    Matthias L. Schroeter

    2018-01-01

    Full Text Available Behavioral variant frontotemporal dementia (bvFTD is characterized by deep alterations in behavior and personality. Although revised diagnostic criteria agree for executive dysfunction as most characteristic, impairments in social cognition are also suggested. The study aimed at identifying those neuropsychological and behavioral parameters best discriminating between bvFTD and healthy controls. Eighty six patients were diagnosed with possible or probable bvFTD according to Rascovsky et al. (2011 and compared with 43 healthy age-matched controls. Neuropsychological performance was assessed with a modified Reading the Mind in the Eyes Test (RMET, Stroop task, Trail Making Test (TMT, Hamasch-Five-Point Test (H5PT, and semantic and phonemic verbal fluency tasks. Behavior was assessed with the Apathy Evaluation Scale, Frontal Systems Behavioral Scale, and Bayer Activities of Daily Living Scale. Each test’s discriminatory power was investigated by Receiver Operating Characteristic curves calculating the area under the curve (AUC. bvFTD patients performed significantly worse than healthy controls in all neuropsychological tests. Discriminatory power (AUC was highest in behavioral questionnaires, high in verbal fluency tasks and the RMET, and lower in executive function tests such as the Stroop task, TMT and H5PT. As fluency tasks depend on several cognitive functions, not only executive functions, results suggest that the RMET discriminated better between bvFTD and control subjects than other executive tests. Social cognition should be incorporated into diagnostic criteria for bvFTD in the future, such as in the International Classification of Diseases (ICD-11, as already suggested in the Diagnostic and Statistical Manual for Mental Disorders (DSM-5.

  8. Why American Students Do Not Learn To Read Very Well: The Unintended Consequences of Tittle II and Teacher Testing

    Directory of Open Access Journals (Sweden)

    Sandra Stotsky

    2006-02-01

    Full Text Available The 1998 reauthorization of the Higher Education Act requires states to report annually to the U.S. Department of Education the number of prospective teachers at each of their teacher training institutions who pass the state’s tests for licensure. However, the law left decisions on what licensure tests to require, what to assess on them, and their passing scores up to each state.This paper provides an analysis of the descriptions of the subject tests assessing reading instructional knowledge that prospective elementary teachers in this country take for licensure: those offered by Educational Testing Service, a variety of those provided by National Evaluation Systems, and the one offered by American Board for Certification of Teacher Excellence. I examined these descriptions to determine whether the tests appear to address three major components of a research-based approach to reading pedagogy (instruction in phonemic awareness, phonics, and vocabulary knowledge, the weights attached to knowledge of these three components, and the quality of the sample questions they provide. In order to estimate the percentage of test items addressing these three components on each test, I drew on information on the websites of the three major organizations that develop teacher tests as well as of the states that have contracts with NES. To judge by the topics mentioned in the profile for the tests that states require for elementary licensure and the weights attached to the sections of the test containing these topics, most of ETS’s tests devote a tiny proportion of their content to these three components. These tests are used by over 35 states for licensure. The profiles of the tests developed by NES for its client states for elementary licensure range from some that are similar to the ETS tests to some that substantially address these three components.I also analyzed the profiles of the tests required for licensure as a reading teacher, reading specialist

  9. The 1-min Screening Test for Reading Problems in College Students: Psychometric Properties of the 1-min TIL.

    Science.gov (United States)

    Fernandes, Tânia; Araújo, Susana; Sucena, Ana; Reis, Alexandra; Castro, São Luís

    2017-02-01

    Reading is a central cognitive domain, but little research has been devoted to standardized tests for adults. We, thus, examined the psychometric properties of the 1-min version of Teste de Idade de Leitura (Reading Age Test; 1-min TIL), the Portuguese version of Lobrot L3 test, in three experiments with college students: typical readers in Experiment 1A and B, dyslexic readers and chronological age controls in Experiment 2. In Experiment 1A, test-retest reliability and convergent validity were evaluated in 185 students. Reliability was >.70, and phonological decoding underpinned 1-min TIL. In Experiment 1B, internal consistency was assessed by presenting two 45-s versions of the test to 19 students, and performance in these versions was significantly associated (r = .78). In Experiment 2, construct validity, criterion validity and clinical utility of 1-min TIL were investigated. A multiple regression analysis corroborated construct validity; both phonological decoding and listening comprehension were reliable predictors of 1-min TIL scores. Logistic regression and receiver operating characteristics analyses revealed the high accuracy of this test in distinguishing dyslexic from typical readers. Therefore, the 1-min TIL, which assesses reading comprehension and potential reading difficulties in college students, has the necessary psychometric properties to become a useful screening instrument in neuropsychological assessment and research. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

  10. Prepare Your Child For Reading Tests: Tips for Parents = Prepare a sus hijos para tomar pruebas de lectura: Ideas para padres.

    Science.gov (United States)

    Bachman, Tori Mello

    Parents can help their children prepare for reading tests in a number of ways, not only just before the test, but also with everyday activities. There are generally two types of reading tests given to students: tests given by teachers throughout the year to see what information students have retained, and more formal, often standardized, tests…

  11. Reading Evaluation

    Science.gov (United States)

    Fagan, W. T.

    1978-01-01

    The Canadian Institute for Research in Behavioral and Social Sciences of Calgary was awarded a contract by the Provincial Government of Alberta to assess student skills and knowledge in reading and written composition. Here evaluation is defined and the use of standardized and criterion referenced tests for evaluating reading performance are…

  12. An IRT Analysis of the Reading the Mind in the Eyes Test.

    Science.gov (United States)

    Black, Jessica E

    2018-04-03

    The Reading the Mind in the Eyes Test (RMET; Baron-Cohen, Wheelwright, Hill, Raste, & Plumb, 2001 ), originally designed for use in clinical populations, has been used with increasing frequency as a measure of advanced social cognition in nonclinical samples (e.g., Domes, Heinriches, Michel, Berger, & Herpertz, 2007 ; Kidd & Castano, 2013 ; Mar, Oatley, Hirsh, de la Paz, & Peterson, 2006 ). The purpose of this research was to use item response theory to assess the ability of the RMET to detect differences at the high levels of theory of mind to be expected in neurotypical adults. Results indicate that the RMET is an easy test that fails to discriminate between individuals exhibiting high ability. As such, it is unlikely that it could adequately or reliably capture the expected effects of manipulations designed to boost ability in samples of neurotypical populations. Reported effects and noneffects from such manipulations might reflect noise introduced by inaccurate measurement; a more sensitive instrument is needed to verify the effects of manipulations to enhance theory of mind.

  13. Revised Reading the Mind in the Eyes Test (RMET - Brazilian version

    Directory of Open Access Journals (Sweden)

    Breno Sanvicente-Vieira

    2014-03-01

    Full Text Available Objective: To translate and adapt to Brazilian Portuguese the Revised Reading the Mind in the Eyes Test (RMET, in both paper-and-pencil and computerized versions. The RMET is a well-accepted instrument for assessment of Theory of Mind (ToM, an important component of social cognition. Methods: Following a guideline for translation of material for clinical populations, this study had three main phases: 1 formal translation and semantic adaptation to Brazilian Portuguese; 2 an acceptability trial with health professionals as judges evaluating picture-word matching; and 3 a trial using the paper-and-pencil and computerized versions (experiments built in E-Prime 2.0.10 software with healthy participants to test whether the instrument has similar outputs to those expected in versions in other languages. Results: RMET was adequately adapted to Brazilian Portuguese. This version showed acceptability and outputs similar to versions of the instrument in other languages, including the original one. We kept the same number of images as the original English version. Conclusions: Considering the scarcity of cognitive assessment instruments adequately adapted to Portuguese and the importance of social cognition in many psychiatric disorders, this work adds an important resource to Brazilian research and is administrable in both paper-and-pencil and computerized versions.

  14. Analyse Factorielle d'une Batterie de Tests de Comprehension Orale et Ecrite (Factor Analysis of a Battery of Tests of Listening and Reading Comprehension). Melanges Pedagogiques, 1971.

    Science.gov (United States)

    Lonchamp, F.

    This is a presentation of the results of a factor analysis of a battery of tests intended to measure listening and reading comprehension in English as a second language. The analysis sought to answer the following questions: (1) whether the factor analysis method yields results when applied to tests which are not specifically designed for this…

  15. [Effect of concreteness of target words on verbal working memory: an evaluation using Japanese version of reading span test].

    Science.gov (United States)

    Kondo, H; Osaka, N

    2000-04-01

    Effects of concreteness and representation mode (kanji/hiragana) of target words on working memory during reading was tested using Japanese version of reading span test (RST), developed by Osaka and Osaka (1994). Concreteness and familiarity of target words and difficulty of sentences were carefully controlled. The words with high concreteness resulted in significantly higher RST scores, which suggests the high efficiency of working memory in processing these words. The results suggest that high concrete noun-words associated with visual clues consume less working memory capacity during reading. The effect of representation mode is different between subjects with high-RST and low-RST scores. Characteristic of the high concrete words that may be responsible for the effectiveness of processing are discussed.

  16. Validation of the Read Out Electronics for the CMS Muon Drift Chambers at Tests Beam in CERN/GIF

    CERN Document Server

    Fernández, C; Fouz-Iglesias, M C; Marin, J; Oller, J C; Willmott, C

    2002-01-01

    Part of the readout system for the CMS muon drift chambers has been tested in test beams at CERN/GIF. Read Out Board (ROB) and HPTD have been validated with signals from a real muon beam, with an structure and flux similar to LHC operating conditions and using one of the chambers produced in CIEMAT already located in the test beam area under normal gas and voltage conditions. (Author) 5 refs.

  17. Using an On-Line Test To Assess Reading Skills and Predict the Ability To Successfully Pass a Reading SOL Test.

    Science.gov (United States)

    Simpson, Katherine P.

    Designing a remediation program to meet students' needs involves finding out what a student knows and needs to know. An online testing program, such as eduTest, may provide the answers. This test is a versatile instrument that offers benchmark tests, grade specific tests, and strand tests in the four content areas for grades K through 8. The…

  18. A test of the effect of advance organizers and reading ability on seventh-grade science achievement

    Science.gov (United States)

    Underhill, Patricia Annette

    The use of advance organizers was first introduced by Ausubel in his learning theory of meaningful learning. Subsequent research focused on the efficacy of advance organizers. Although, earlier research produced inconclusive results, more recent research suggests advance organizers do facilitate recall. However, the bulk of the research focused on older subjects (students in high school and college and adults). Prior research did not consider that a subject's reading ability may affect the effectiveness of an advance organizer. The purposes of this study were to investigate whether (1) an advance organizer facilitates both immediate and delayed recall, (2) the reading ability of students and the type of pre-instructional material they receive effect recall, and (3) reading ability has an effect on recall with younger students. Seventy-five seventh-grade students were divided into three groups. One group received a written organizer, one group received a graphic organizer, and one group received an introductory passage before reading a learning passage. After completing the reading passage, all subjects received an immediate posttest. Fourteen days later, subjects received the same posttest incorporated in an end-of-the-chapter test. Results of the study indicate the following: (1) no significant difference in immediate and delayed recall of learning material between students who received a written organizer, a graphic organizer, or an introductory passage, (2) there was a main effect for time of testing and a main effect for reading ability, and (3) there was not an interaction between reading ability and the type of pre-instructional material. These findings did not support previous research.

  19. Examining the Prediction of Reading Comprehension on Different Multiple-Choice Tests

    Science.gov (United States)

    Andreassen, Rune; Braten, Ivar

    2010-01-01

    In this study, 180 Norwegian fifth-grade students with a mean age of 10.5 years were administered measures of word recognition skills, strategic text processing, reading motivation and working memory. Six months later, the same students were given three different multiple-choice reading comprehension measures. Based on three forced-order…

  20. Online Test Tool to Determine the CEFR Reading Comprehension Level of Text

    NARCIS (Netherlands)

    Velleman, Eric Martin; van der Geest, Thea

    2014-01-01

    On the Common European Framework of Reference for Languages (CEFR) scale, the average reading comprehension level of the Dutch population is B1 and the average level of text provided by Dutch government organisations requires a considerably higher reading skills level (C1). This means that part of

  1. Assessment without Testing: Using Performance Measures Embedded in a Technology-Based Instructional Program as Indicators of Reading Ability

    Science.gov (United States)

    Mitchell, Alison; Baron, Lauren; Macaruso, Paul

    2018-01-01

    Screening and monitoring student reading progress can be costly and time consuming. Assessment embedded within the context of online instructional programs can capture ongoing student performance data while limiting testing time outside of instruction. This paper presents two studies that examined the validity of using performance measures from a…

  2. The Relationship Between Selected Subtests of the Detroit Tests of Learning Aptitude and Second Grade Reading Achievement.

    Science.gov (United States)

    Sherwood, Charles; Chambless, Martha

    Relationships between reading achievement and perceptual skills as measured by selected subtests of the Detroit Tests of Learning Aptitude were investigated in a sample of 73 second graders. Verbal opposites, visual memory for designs, and visual attention span for letters were significantly correlated with both word meaning and vocabulary…

  3. A Test of a Linear Programming Model as an Optimal Solution to the Problem of Combining Methods of Reading Instruction

    Science.gov (United States)

    Mills, James W.; And Others

    1973-01-01

    The Study reported here tested an application of the Linear Programming Model at the Reading Clinic of Drew University. Results, while not conclusive, indicate that this approach yields greater gains in speed scores than a traditional approach for this population. (Author)

  4. Predictors of Willingness to Read in English: Testing a Model Based on Possible Selves and Self-Confidence

    Science.gov (United States)

    Khajavy, Gholam Hassan; Ghonsooly, Behzad

    2017-01-01

    The aim of the present study is twofold. First, it tests a model of willingness to read (WTR) based on L2 motivation and communication confidence (communication anxiety and perceived communicative competence). Second, it applies the recent theory of L2 motivation proposed by Dörnyei [2005. "The Psychology of Language Learner: Individual…

  5. Using Standards and Empirical Evidence to Develop Academic English Proficiency Test Items in Reading. CSE Technical Report 664

    Science.gov (United States)

    Bailey, Alison L.; Stevens, Robin; Butler, Frances A.; Huang, Becky; Miyoshi, Judy N.

    2005-01-01

    The work we report focuses on utilizing linguistic profiles of mathematics, science and social studies textbook selections for the creation of reading test specifications. Once we determined that a text and associated tasks fit within the parameters established in Butler et al. (2004), they underwent both internal and external review by language…

  6. Firmware development and testing of the ATLAS IBL Read-Out Driver card

    CERN Document Server

    Chen, S-P; The ATLAS collaboration; Falchieri, D; Gabrielli, A; Hauck, S; Hsu, S-C; Kretz, M; Kugel, A; Travaglini, R; Wensing, M

    2014-01-01

    The ATLAS Experiment is reworking and upgrading systems during the current LHC shutdown. In particular, the Pixel detector is inserting an additional inner layer called Insertable B-Layer (IBL). The Read-Out Driver card (ROD), the Back-of-Crate card (BOC), and the S-Link together form the essential frontend data path of the IBL’s off-detector DAQ system. The strategy for IBL ROD firmware development focused on migrating and tailoring HDL code blocks from Pixel ROD to ensure modular compatibility in future ROD upgrades, in which a unified code version will interface with IBL and Pixel layers. Essential features such as data formatting, frontend-specific error handling, and calibration are added to the ROD data path. An IBL DAQ testbench using a realistic frontend chip model was created to serve as an initial framework for full offline electronic system simulation. In this document, major firmware achievements concerning the IBL ROD data path implementation, tested in testbench and on ROD prototypes, will be ...

  7. The National Adult Reading Test: restandardisation against the Wechsler Adult Intelligence Scale-Fourth edition.

    Science.gov (United States)

    Bright, Peter; Hale, Emily; Gooch, Vikki Jayne; Myhill, Thomas; van der Linde, Ian

    2018-09-01

    Since publication in 1982, the 50-item National Adult Reading Test (NART; Nelson, 1982; NART-R; Nelson & Willison, 1991) has remained a widely adopted method for estimating premorbid intelligence both for clinical and research purposes. However, the NART has not been standardised against the most recent revisions of the Wechsler Adult Intelligence Scale (WAIS-III; Wechsler, 1997, and WAIS-IV; Wechsler, 2008). Our objective, therefore, was to produce reliable standardised estimates of WAIS-IV IQ from the NART. Ninety-two neurologically healthy British adults were assessed and regression equations calculated to produce population estimates of WAIS-IV full-scale IQ (FSIQ) and constituent index scores. Results showed strong NART/WAIS-IV FSIQ correlations with more moderate correlations observed between NART error and constituent index scores. FSIQ estimates were closely similar to the published WAIS and WAIS-R estimates at the high end of the distribution, but at the lower end were approximately equidistant from the highly discrepant WAIS (low) and WAIS-R (high) values. We conclude that the NART is likely to remain an important tool for estimating the impact of neurological damage on general cognitive ability. We advise caution in the use of older published WAIS and/or WAIS-R estimates for estimating premorbid WAIS-IV FSIQ, particularly for those with low NART scores.

  8. The relationship between Test Takers’ Multiple Intelligences and Their Performance on the Reading Sections of TOEFL and IELTS

    Directory of Open Access Journals (Sweden)

    Minoo Alemi

    2010-04-01

    Full Text Available The present study aimed at investigating the hypothetical relationship between the multiple intelligences of test takers and their performance on the reading sections of TOEFL and IELTS. Howard Gardner’s theory of multiple intelligences suggests that intelligence is not a single and solely inborn capacity, rather a multiple construct which is only partly genetic, and can be crystallized or paralyzed over one’s lifetime. Based on the theory, there are eight types of intelligence: linguistic, mathematical, musical, bodily, spatial, intrapersonal, interpersonal and naturalist, but the list is not exhaustive. The multiple intelligences of test takers were estimated by means of MIDAS, the Multiple Intelligences Developmental Assessment Scales, developed by Shearer (1994. Subsequently, the bias detection for the reading section of TOEFL was carried out on 90 participants, and this subtest was found to correlate positively with linguistic and logical intelligences. By the same token, 89 out of the 163 participants in the study were included in the analysis of the relationship between the multiple intelligences of test takers and their performance on the reading section of IELTS, and this test proved biased toward linguistic and spatial intelligences. The implications concern the inadequacy of the definition of language proficiency .Moreover, Measurement-Driven Instruction courses and preparatory materials of the two proficiency tests, TOEFL and IELTS, can benefit from the results of the study by being designed in such a way as to represent the intelligences which are positively correlated with performance on the tests in question.

  9. ENGLISH IN INDONESIAN ISLAMIC HIGHER EDUCATION: Examining The Relationship between Performance in The Yes/No Test and Reading Skills

    Directory of Open Access Journals (Sweden)

    Sahiruddin Sahiruddin

    2008-12-01

    Full Text Available This study examines the relationship between performance in the Yes/No test of English recognition vocabulary and reading skills in Indonesian Islamic learners of English as a foreign language (EFL. Participants in the study were 83 Indonesian undergraduate students, comprising an Advanced group (n=41 and Intermediate group (n=42 of EFL learners enrolled in the English department at the State Islamic University (UIN of Malang, Indonesia. All participants completed both tests. The results reveal that the hits accuracy performance between the Advanced EFL group and the Intermediate EFL group was statistically significant, indicating that Yes/No test performance, in context of hits accuracy, did discriminate between levels of English proficiency. However, the differences disappeared with corrected scores since both groups indicated a high false alarm rate. In addition, this study also reveals that there was no evidence of a relationship between Yes/No performance and reading scores. Several pedagogical implications for EFL language teachers are discussed.

  10. The "Reading the Mind in the Eyes" Test: Investigation of Psychometric Properties and Test-Retest Reliability of the Persian Version

    Science.gov (United States)

    Khorashad, Behzad S.; Baron-Cohen, Simon; Roshan, Ghasem M.; Kazemian, Mojtaba; Khazai, Ladan; Aghili, Zahra; Talaei, Ali; Afkhamizadeh, Mozhgan

    2015-01-01

    The psychometric properties of the Persian "Reading the Mind in the Eyes" test were investigated, so were the predictions from the Empathizing-Systemizing theory of psychological sex differences. Adults aged 16-69 years old (N = 545, female = 51.7%) completed the test online. The analysis of items showed them to be generally acceptable.…

  11. Test Anxiety Among College Students With Specific Reading Disability (Dyslexia): Nonverbal Ability and Working Memory as Predictors.

    Science.gov (United States)

    Nelson, Jason M; Lindstrom, Will; Foels, Patricia A

    2015-01-01

    Test anxiety and its correlates were examined with college students with and without specific reading disability (RD; n = 50 in each group). Results indicated that college students with RD reported higher test anxiety than did those without RD, and the magnitude of these differences was in the medium range on two test anxiety scales. Relative to college students without RD, up to 5 times as many college students with RD reported clinically significant test anxiety. College students with RD reported significantly higher cognitively based test anxiety than physically based test anxiety. Reading skills, verbal ability, and processing speed were not correlated with test anxiety. General intelligence, nonverbal ability, and working memory were negatively correlated with test anxiety, and the magnitude of these correlations was medium to large. When these three cognitive constructs were considered together in multiple regression analyses, only working memory and nonverbal ability emerged as significant predictors and varied based on the test anxiety measure. Implications for assessment and intervention are discussed. © Hammill Institute on Disabilities 2013.

  12. Test beam results using scintillating fibers read out by a multianode phototube and visible light photon counters

    International Nuclear Information System (INIS)

    Abbott, B.; Davies, R.; Koltick, D.; McIlwain, R.; Schmitz, C.J.; Shibata, E.I.; Atac, M.; Baumbaugh, B.; Jaques, J.; Kehoe, R.; Marchant, J.; Ruchti, R.; Warchol, J.; Wayne, M.; Binkley, M.; Elias, J.; Goldberg, H.; Margulies, S.; Solomon, J.; Armstrong, T.; Lewis, R.; Smith, G.

    1993-01-01

    The results from a test beam experiment at Fermilab using 830 μm scintillating fibers, a version of a solid state photomultiplier, the VLPC, and a 256 channel multianode phototube are reported. Muon tracks were observed in a combined tracking system read out by VLPCs and the multianode phototube. A tracking algorithm was developed to unfold the complex cross talk pattern observed in the multianode phototube. A spatial resolution of ∝130 μm was obtained. (orig.)

  13. Test-Retest Effects in Treatment Studies of Reading Disability: The Devil Is in the Detail

    Science.gov (United States)

    McArthur, Genevieve

    2007-01-01

    Reynolds and Nicolson ("Dyslexia," 2007; 13: 78-96) claim to show that the "dyslexia dyspraxia attention-deficit treatment" (DDAT) benefits children with reading difficulties. However, Rack, Snowling, Hulme, and Gibbs ("Dyslexia," 2007; 13: 97-104) argue that because this study did not include an untrained control group then "all that needs to be…

  14. A Test of the Relationship between Reading Ability & Standardized Biology Assessment Scores

    Science.gov (United States)

    Allen, Denise A.

    2014-01-01

    Little empirical evidence suggested that independent reading abilities of students enrolled in biology predicted their performance on the Biology I Graduation End-of-Course Assessment (ECA). An archival study was conducted at one Indiana urban public high school in Indianapolis, Indiana, by examining existing educational assessment data to test…

  15. Does a dynamic test of phonological awareness predict early reading difficulties?

    DEFF Research Database (Denmark)

    Gellert, Anna Steenberg; Elbro, Carsten

    2017-01-01

    A few studies have indicated that dynamic measures of phonological awareness may contribute uniquely to the prediction of early reading development. However, standard control measures have been few and limited by floor effects, thus limiting their predictive value. The purpose of the present stud...

  16. Test of a position-sensitive photomultiplier for fast scintillating fiber detector read-out

    International Nuclear Information System (INIS)

    Baehr, J.; Hoffmann, B.; Luedecke, H.; Nahnhauer, R.; Pohl, M.; Roloff, H.E.

    1993-01-01

    A position-sensitive photomultiplier with 256 anode pixels has been used to read out scintillating fibers excited by light emitting diodes, electrons from a β-source and a 5 GeV electron beam. Measurements have been done within a magnetic field up to 0.6 T. Tracking and electromagnetic shower detection capabilities of a simple fiber detector have been studied. (orig.)

  17. Teaching Reading

    Science.gov (United States)

    Day, Richard R.

    2013-01-01

    "Teaching Reading" uncovers the interactive processes that happen when people learn to read and translates them into a comprehensive easy-to-follow guide on how to teach reading. Richard Day's revelations on the nature of reading, reading strategies, reading fluency, reading comprehension, and reading objectives make fascinating…

  18. 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.

  19. Measuring premorbid IQ in traumatic brain injury: an examination of the validity of the Wechsler Test of Adult Reading (WTAR).

    Science.gov (United States)

    Green, Robin E A; Melo, Brenda; Christensen, Bruce; Ngo, Le-Anh; Monette, Georges; Bradbury, Cheryl

    2008-02-01

    Estimation of premorbid IQ in traumatic brain injury (TBI) is clinically and scientifically valuable because it permits the quantification of the cognitive impact of injury. This is achieved by comparing performances on tests of current ability to estimates of premorbid IQ, thereby enabling current capacity to be interpreted in light of preinjury ability. However, the validity of premorbid IQ tests that are commonly used for TBI has been questioned. In the present study, we examined the psychometric properties of a recently developed test, the Wechsler Test of Adult Reading (WTAR), which has yet to be examined for TBI. The cognitive performance of a group of 24 patients recovering from TBI (with a mean Glasgow Coma Scale score in the severely impaired range) was measured at 2 and 5 months postinjury. On both occasions, patients were administered three tests that have been used to measure premorbid IQ (the WTAR and the Vocabulary and Matrix Reasoning subtests of the Wechsler Adult Intelligence Scale 3rd Edition, WAIS-III) and three tests of current ability (Symbol Digit Modalities Test-Oral and Similarities and Block Design subtests of the WAIS-III). We found that performance significantly improved on tests of current cognitive ability, confirming recovery. In contrast, stable performance was observed on the WTAR from Assessment 1 (M = 34.25/50) to Assessment 2 (M = 34.21/50; r = .970, p tests are indicated (i.e., in patients for whom English is spoken and read fluently), these results endorse the use of the WTAR for patients with TBI.

  20. The Development Of A Diagnostic Reading Test Of English For The Students Of Medical Faculty, Brawijaya University

    Directory of Open Access Journals (Sweden)

    Indah Winarni

    2003-01-01

    Full Text Available This paper describes the development of a diagnostic test of multiple choice reading comprehension as an initial stage in developing teaching materials for medical students learning English. Sample texts were collected from all the departments in the faculty. Selection of relevant texts involved the participation of some subject lecturers. Sixty one items were developed from fifteen texts to be reduced to forty items after pilot testing. Face validity was improved. The main trial was carried out to twenty nine students and item analysis was carried out. The test showed low level of concurrent validity and the internal consistency showed a moderate level of reliability. The low level of concurrent validity was suspected to result from the test being too difficult for the testees as the item analysis had revealed.

  1. Intelligence test at preschool-age predicts reading difficulty among school-aged very low birth weight infants in Japan.

    Science.gov (United States)

    Takeuchi, Akihito; Ogino, Tatsuya; Koeda, Tatsuya; Oka, Makio; Yorifuji, Takashi; Takayanagi, Toshimitsu; Sato, Kazuo; Sugino, Noriko; Bonno, Motoki; Nakamura, Makoto; Kageyama, Misao

    2018-05-21

    To elucidate whether the results of an intelligence test at preschool age are predictive of reading difficulty (RD) at school age among very low birth weight infants (VLBWI). Subjects were 48 Japanese children whose birth weight was Intelligence Scale for Children-III (WISC-III) during the last grade of kindergarten, and four reading tasks during the second to fourth grade of elementary school. All participants had a full-scale intelligence quotient score of 85 or higher. Subjects with a standard deviation reading time score greater than 2.0 in two or more tasks were considered to have RD. We evaluated the associations between each WISC-III score and RD using logistic regression analyses. Furthermore, we performed receiver operating characteristic (ROC) analysis to determine a cutoff WISC-III score predictive of RD. In the mutually-adjusted model, the adjusted odds ratio per 1 score increase of freedom from distractibility (FD) was 0.832 (95% confidence interval: 0.720-0.962). In the ROC analysis, an FD score of memory and attention, is a risk factor for RD at school age among Japanese VLBWI. Further investigation is desired to clarify the cognitive deficits underlying RD in Japanese-speaking preterm children, and to establish appropriate interventions for these children. Copyright © 2018 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

  2. Testing the Acceleration Hypothesis: Fluency Outcomes Utilizing Still- versus Accelerated-Text in Sixth-Grade Students with Reading Disabilities

    Science.gov (United States)

    Paige, David D.

    2011-01-01

    The acceleration hypothesis views reading rate simultaneously as both an independent and dependent variable that can be manipulated to encourage increases in reading indicators (Breznitz, 2006). Within this conceptualization, reading rate represents all the component sub-processes required for proficient reading and presents the opportunity for a…

  3. Three computer codes to read, plot, and tabulate operational test-site recorded solar data. [TAPFIL, CHPLOT, and WRTCNL codes

    Energy Technology Data Exchange (ETDEWEB)

    Stewart, S.D.; Sampson, R.J. Jr.; Stonemetz, R.E.; Rouse, S.L.

    1980-07-01

    A computer program, TAPFIL, has been developed by MSFC to read data from an IBM 360 tape for use on the PDP 11/70. The information (insolation, flowrates, temperatures, etc.) from 48 operational solar heating and cooling test sites is stored on the tapes. Two other programs, CHPLOT and WRTCNL, have been developed to plot and tabulate the data. These data will be used in the evaluation of collector efficiency and solar system performance. This report describes the methodology of the programs, their inputs, and their outputs.

  4. Reading Speed as a Constraint of Accuracy of Self-Perception of Reading Skill

    Science.gov (United States)

    Kwon, Heekyung; Linderholm, Tracy

    2015-01-01

    We hypothesised that college students take reading speed into consideration when evaluating their own reading skill, even if reading speed does not reliably predict actual reading skill. To test this hypothesis, we measured self-perception of reading skill, self-perception of reading speed, actual reading skill and actual reading speed to…

  5. Sequential Neighborhood Effects: The Effect of Long-Term Exposure to Concentrated Disadvantage on Children's Reading and Math Test Scores.

    Science.gov (United States)

    Hicks, Andrew L; Handcock, Mark S; Sastry, Narayan; Pebley, Anne R

    2018-02-01

    Prior research has suggested that children living in a disadvantaged neighborhood have lower achievement test scores, but these studies typically have not estimated causal effects that account for neighborhood choice. Recent studies used propensity score methods to account for the endogeneity of neighborhood exposures, comparing disadvantaged and nondisadvantaged neighborhoods. We develop an alternative propensity function approach in which cumulative neighborhood effects are modeled as a continuous treatment variable. This approach offers several advantages. We use our approach to examine the cumulative effects of neighborhood disadvantage on reading and math test scores in Los Angeles. Our substantive results indicate that recency of exposure to disadvantaged neighborhoods may be more important than average exposure for children's test scores. We conclude that studies of child development should consider both average cumulative neighborhood exposure and the timing of this exposure.

  6. Chemical Safety Assessment Using Read-Across: Assessing the Use of Novel Testing Methods to Strengthen the Evidence Base for Decision Making.

    Science.gov (United States)

    Berggren, Elisabet; Amcoff, Patric; Benigni, Romualdo; Blackburn, Karen; Carney, Edward; Cronin, Mark; Deluyker, Hubert; Gautier, Francoise; Judson, Richard S; Kass, Georges E N; Keller, Detlef; Knight, Derek; Lilienblum, Werner; Mahony, Catherine; Rusyn, Ivan; Schultz, Terry; Schwarz, Michael; Schüürmann, Gerrit; White, Andrew; Burton, Julien; Lostia, Alfonso M; Munn, Sharon; Worth, Andrew

    2015-12-01

    Safety assessment for repeated dose toxicity is one of the largest challenges in the process to replace animal testing. This is also one of the proof of concept ambitions of SEURAT-1, the largest ever European Union research initiative on alternative testing, co-funded by the European Commission and Cosmetics Europe. This review is based on the discussion and outcome of a workshop organized on initiative of the SEURAT-1 consortium joined by a group of international experts with complementary knowledge to further develop traditional read-across and include new approach data. The aim of the suggested strategy for chemical read-across is to show how a traditional read-across based on structural similarities between source and target substance can be strengthened with additional evidence from new approach data--for example, information from in vitro molecular screening, "-omics" assays and computational models--to reach regulatory acceptance. We identified four read-across scenarios that cover typical human health assessment situations. For each such decision context, we suggested several chemical groups as examples to prove when read-across between group members is possible, considering both chemical and biological similarities. We agreed to carry out the complete read-across exercise for at least one chemical category per read-across scenario in the context of SEURAT-1, and the results of this exercise will be completed and presented by the end of the research initiative in December 2015.

  7. Readability and Reading Ability.

    Science.gov (United States)

    Wright, Benjamin D.; Stenner, A. Jackson

    This document discusses the measurement of reading ability and the readability of books by application of the Lexile framework. It begins by stating the importance of uniform measures. It then discusses the history of reading ability testing, based on the assumption that no researcher has been able to measure more than one kind of reading ability.…

  8. On the Relationship between Right- brain and Left- brain Dominance and Reading Comprehension Test Performance of Iranian EFL Learners

    Directory of Open Access Journals (Sweden)

    Hassan Soleimani

    2012-05-01

    Full Text Available A tremendous amount of works have been conducted by psycholinguistics to identify hemisphere processing during second/ foreign language learning, or in other words to investigate the role of the brain hemisphere dominance in language performance of learners. Most of these researches have focused on single words and word pairs (e.g., Anaki et al., 1998; Arzouan et. al., 2007; Faust & Mahal, 2007 or simple sentences (Rapp et al., 2007; Kacinik & Chiarello, 2007, and it has been discovered that there is an advantage of right hemisphere for metaphors and an
    advantage of left hemisphere for literal text. But the present research was designed to study Iranian EFL learners' performance in different reading tasks, so there could be differences between the consequences of the former research and the results of the present study due to the context. Here left-brain and right-brain dominance was investigated in 60 individuals (20 right-handed and 10 left-handed male, 20 right-handed and 10 left-handed female via the Edinburg Handedness Questionnaire (EHQ. The research results suggested that the right-handed learners who are supposed to be left-brain outperformed the left-handed ones; and regarding participant's gender, male learners outperformed female learners on reading comprehension test tasks.

  9. Oral Reading Fluency as a Predictor of Silent Reading Fluency at Secondary and Postsecondary Levels

    Science.gov (United States)

    Seok, Soonhwa; DaCosta, Boaventura

    2014-01-01

    This research investigated oral reading fluency as a predictor of silent reading fluency at the secondary and postsecondary levels. Several measures were used, including the Gray Oral Reading Test, the Test of Silent Word Reading Fluency, the Test of Silent Contextual Reading Fluency, and the Reading Observation Scale. A total of 223 students…

  10. Latent class analysis of reading, decoding, and writing performance using the Academic Performance Test: concurrent and discriminating validity

    Directory of Open Access Journals (Sweden)

    Cogo-Moreira H

    2013-08-01

    Full Text Available Hugo Cogo-Moreira,1 Carolina Alves Ferreira Carvalho,2 Adriana de Souza Batista Kida,2 Clara Regina Brandão de Avila,2 Giovanni Abrahão Salum,3,5 Tais Silveira Moriyama,1,4 Ary Gadelha,1,5 Luis Augusto Rohde,3,5 Luciana Monteiro de Moura,1 Andrea Parolin Jackowski,1 Jair de Jesus Mari11Department of Psychiatry, Federal University of São Paulo, São Paulo, 2Department of Hearing and Speech Pathology, Federal University of São Paulo, São Paulo, 3Department of Psychiatry, Federal University of Rio Grande do Sul, Rio Grande do Sul, 4Department of Psychiatry, University of São Paulo, São Paulo, 5National Institute for Developmental Psychiatry for Children and Adolescent, (National Counsel of Technological and Scientific Development, BrazilAim: To explore and validate the best returned latent class solution for reading and writing subtests from the Academic Performance Test (TDE.Sample: A total of 1,945 children (6–14 years of age, who answered the TDE, the Development and Well-Being Assessment (DAWBA, and had an estimated intelligence quotient (IQ higher than 70, came from public schools in São Paulo (35 schools and Porto Alegre (22 schools that participated in the ‘High Risk Cohort Study for Childhood Psychiatric Disorders’ project. They were on average 9.52 years old (standard deviation = 1.856, from the 1st to 9th grades, and 53.3% male. The mean estimated IQ was 102.70 (standard deviation = 16.44.Methods: Via Item Response Theory (IRT, the highest discriminating items (‘a’>1.7 were selected from the TDE subtests of reading and writing. A latent class analysis was run based on these subtests. The statistically and empirically best latent class solutions were validated through concurrent (IQ and combined attention deficit hyperactivity disorder [ADHD] diagnoses and discriminant (major depression diagnoses measures.Results: A three-class solution was found to be the best model solution, revealing classes of children with good, not

  11. Development of a test system for the analysis of the read-out electronic cabling for the CMS drift tube chambers

    International Nuclear Information System (INIS)

    Fernandez Bedoya, C.; Montero, M.; Willmott, C.

    2004-01-01

    A test system has been developed for the analysis of the read-out electronics cabling for the CMS drift tube chambers. The read-out electronics will be placed inside some aluminium boxes, so-called Minicrates, which are going to be produced soon at CIEMAT. Due to the difficulty of detecting and repairing errors in the cables once they have been installed and recalling also to the large number of Minicrates that are going to be produced, it was decided to design and develop a test system for testing the cabling before its installation. (Author)

  12. [Critical reading of articles about diagnostic tests (part I): Are the results of the study valid?].

    Science.gov (United States)

    Arana, E

    2015-01-01

    In the era of evidence-based medicine, one of the most important skills a radiologist should have is the ability to analyze the diagnostic literature critically. This tutorial aims to present guidelines for determining whether primary diagnostic articles are valid for clinical practice. The following elements should be evaluated: whether the study can be applied to clinical practice, whether the technique was compared to the reference test, whether an appropriate spectrum of patients was included, whether expectation bias and verification bias were limited, the reproducibility of the study, the practical consequences of the study, the confidence intervals for the parameters analyzed, the normal range for continuous variables, and the placement of the test in the context of other diagnostic tests. We use elementary practical examples to illustrate how to select and interpret the literature on diagnostic imaging and specific references to provide more details. Copyright © 2014 SERAM. Published by Elsevier España, S.L.U. All rights reserved.

  13. Reading faster

    Directory of Open Access Journals (Sweden)

    Paul Nation

    2009-12-01

    Full Text Available This article describes the visual nature of the reading process as it relates to reading speed. It points out that there is a physical limit on normal reading speed and beyond this limit the reading process will be different from normal reading where almost every word is attended to. The article describes a range of activities for developing reading fluency, and suggests how the development of fluency can become part of a reading programme.

  14. Reliability and Validity of the Computerized Revised Token Test: Comparison of Reading and Listening Versions in Persons with and without Aphasia

    Science.gov (United States)

    McNeil, Malcolm R.; Pratt, Sheila R.; Szuminsky, Neil; Sung, Jee Eun; Fossett, Tepanta R. D.; Fassbinder, Wiltrud; Lim, Kyoung Yuel

    2015-01-01

    Purpose: This study assessed the reliability and validity of intermodality associations and differences in persons with aphasia (PWA) and healthy controls (HC) on a computerized listening and 3 reading versions of the Revised Token Test (RTT; McNeil & Prescott, 1978). Method: Thirty PWA and 30 HC completed the test versions, including a…

  15. Re-Fitting for a Different Purpose: A Case Study of Item Writer Practices in Adapting Source Texts for a Test of Academic Reading

    Science.gov (United States)

    Green, Anthony; Hawkey, Roger

    2012-01-01

    The important yet under-researched role of item writers in the selection and adaptation of texts for high-stakes reading tests is investigated through a case study involving a group of trained item writers working on the International English Language Testing System (IELTS). In the first phase of the study, participants were invited to reflect in…

  16. Validation of the Reading the Mind in the Eyes Test in a healthy Spanish sample and women with anorexia nervosa.

    Science.gov (United States)

    Redondo, Iratxe; Herrero-Fernández, David

    2018-04-11

    The aim of this study was to build a Spanish version of the Reading the Mind in the Eyes Test (RMET) including limited time of response and an integrated glossary, and to test its validity. A total of 433 university students (121 men and 350 women) and 38 anorexic women completed the RMET and other related measures of empathy and alexithymia. The results of the Parallel Analysis suggested a unidimensional structure for 19 items, which was verified through a Confirmatory Factor Analysis. Similarly to other research, this factor had a low reliability (α = .56, ρ = .59); however, regarding validity, the total score of the instrument showed positive correlations with empathy and negatives with alexithymia. Furthermore, healthy females were superior to males in RMET, and to anorexic women; but no significant differences appeared between healthy men and the anorexic group. This study confirms the validity of the test and permits a relatively short and inexpensive means of administration in large samples of adults. Besides, it suggests the necessity of assessing and treating the theory of mind in anorexic women.

  17. Reading in developmental prosopagnosia

    DEFF Research Database (Denmark)

    Starrfelt, Randi; Klargaard, Solja K; Petersen, Anders

    2018-01-01

    exposure durations (targeting the word superiority effect), and d) text reading. RESULTS: Participants with developmental prosopagnosia performed strikingly similar to controls across the four reading tasks. Formal analysis revealed a significant dissociation between word and face recognition......, that is, impaired reading in developmental prosopagnosia. METHOD: We tested 10 adults with developmental prosopagnosia and 20 matched controls. All participants completed the Cambridge Face Memory Test, the Cambridge Face Perception test and a Face recognition questionnaire used to quantify everyday face...... recognition experience. Reading was measured in four experimental tasks, testing different levels of letter, word, and text reading: (a) single word reading with words of varying length,(b) vocal response times in single letter and short word naming, (c) recognition of single letters and short words at brief...

  18. Drug-addiction and boundaries of the Self A psychoanalytical reading through the Rorschach test

    Directory of Open Access Journals (Sweden)

    Silvia Marfisi

    2016-05-01

    Full Text Available The present research intends to analyse the phenomenon of drug addiction through the Rorschach test. The protocols, analysed according to the French School Method, have been administered to a sample of 10 subjects. The data have been evaluated integrating quantitative and qualitative aspects, which have revealed the main dimensions of the drug addicted personality, mainly regarding the functioning modes of the narcissistic personality based on the over-investment of limits. The results show an impoverished cognitive set where the capacity of the investment in the imaginary activity is absent and a certain rigidity of thinking is revealed. The investment in the formal aspects of the table provides justification of the emotional isolation where the attention to the external reality acts as a defence from an internal reality whose impoverishment is perceived as threatening and distressing. Interesting outcomes are evident in relation to the emotional sphere and the attempt of social adaptation from some indexes such as the quantity of human responses which result to be in the normative range. The Rorschach test provided an important contribution in this evaluation/understanding of the drug addicted personality: if on the one hand it confirmed some basic traits of the functioning of these subjects, on the other hand it provided the possibility to research new and unexpected frontiers that,  from the closure and the over investment of the boundaries of the Self (predominance of formal responses, of “reponses peau”, reaches an attempt of psychic stimulation addressing a “primitive” emotional sphere, in the form of specular relations (reflection responses or partial (Hd.

  19. Syntactic Priming As a Test of Argument Structure: A Self-paced Reading Experiment

    Directory of Open Access Journals (Sweden)

    Isabel Oltra-Massuet

    2017-08-01

    Full Text Available Using data from a behavioral structural priming experiment, we test two competing theoretical approaches to argument structure, which attribute different configurations to (intransitive structures. These approaches make different claims about the relationship between unergatives and transitive structures selecting either a DP complement or a small clause complement in structurally unambiguous sentences, thus making different predictions about priming relations between them. Using statistical tools that combine a factorial 6 × 6 within subjects ANOVA, a mixed effects ANCOVA and a linear mixed effects regression model, we report syntactic priming effects in comprehension, which suggest a stronger predictive contribution of a model that supports an interpretive semantics view of syntax, whereby syntactic structures do not necessarily reflect argument/event structure in semantically unambiguous configurations. They also contribute novel experimental evidence that correlate representational complexity with language processing in the mind and brain. Our study further upholds the validity of combining quantitative methods and theoretical approaches to linguistics for advancing our knowledge of syntactic phenomena.

  20. Exploration of the Raven APM-National Adult Reading Test discrepancy as a measure of intellectual decline in older persons.

    Science.gov (United States)

    van den Berg, Esther; Nys, Gudrun M S; Brands, Augustina M A; Ruis, Carla; van Zandvoort, Martine J E; Kessels, Roy P C

    2013-01-01

    Previous studies have shown that the discrepancy between performance on "fluid" and "crystallized" intelligence measures may serve as an indicator for intellectual decline. The validity of this procedure in older persons is unknown. The present study developed a multiple regression equation, to predict the Raven Advanced Progressive Matrices (APM) score from the National Adult Reading Test (NART) score and demographic variables in a large sample of healthy older persons (n = 270). The discrepancy between the predicted and observed Raven APM scores was transformed into a percentile distribution as an indicator of intellectual decline, which can be used in clinical practice. The validity of the procedure was further examined by comparing the proportion of persons with a significant decline (at the -1 and -1.65 SD level) between two older patient samples (87 patients with cerebral stroke and 387 patients with diabetes mellitus) by means of χ(2) tests. There was a significantly higher rate of intellectual decline at the -1 SD ("below average") and -1.65 SD ("impaired") cutoff levels for patients with stroke compared with patients with diabetes (stroke, 34% and 14%; diabetes, 16% and 5%, p Raven APM-NART discrepancy may be a useful measure of intellectual decline in older persons.

  1. Comparing the Contribution of Two Tests of Working Memory to Reading in Relation to Phonological Awareness and Rapid Naming Speed

    Science.gov (United States)

    Georgiou, George K.; Das, J. P.; Hayward, Denyse V.

    2008-01-01

    The purpose of this study was to compare the contribution of two different versions of working memory to word reading and reading comprehension in relation to phonological awareness and rapid naming speed. Fifty children were administered two measures of working memory, namely an adaptation of the Daneman and Carpenter sentence span task and…

  2. The Explicit Instruction of Reading Strategies: Directed Reading Thinking Activity vs. Guided Reading Strategies

    Directory of Open Access Journals (Sweden)

    Mohammad Mehdi Yazdani

    2015-05-01

    Full Text Available Investigating the efficiencies and deficiencies of reading strategies is one of the noticeable issues in the related theory and research in reading comprehension instruction. This study was to examine the impact of Directed Reading Thinking Activity (DRTA and Guided Reading (GR on reading comprehension. Sixty three Iranian students of grade one in Shahed high school in the city of Bojnourd took part in the study. They were assigned in three groups, one control and two experimental groups. The instruction lasted for ten weeks. This study utilized a pretest posttest control group in quantitative quasi- experimental design. The same reading comprehension test was administered as pre-test and post-test. The results were twofold: First, the instruction of learning strategies could foster reading comprehension skill. Second, while the explicit instruction of both strategies could improve the students' reading comprehension skill, Directed Reading Thinking Activity had a more significant positive effect than Guided Reading.

  3. How Do Chinese ESL Learners Recognize English Words during a Reading Test? A Comparison with Romance-Language-Speaking ESL Learners

    Science.gov (United States)

    Li, Hongli; Suen, Hoi K.

    2015-01-01

    This study examines how Chinese ESL learners recognize English words while responding to a multiple-choice reading test as compared to Romance-language-speaking ESL learners. Four adult Chinese ESL learners and three adult Romance-language-speaking ESL learners participated in a think-aloud study with the Michigan English Language Assessment…

  4. An Examination of Test-Retest, Alternate Form Reliability, and Generalizability Theory Study of the easyCBM Reading Assessments: Grade 1. Technical Report #1216

    Science.gov (United States)

    Anderson, Daniel; Park, Jasmine, Bitnara; Lai, Cheng-Fei; Alonzo, Julie; Tindal, Gerald

    2012-01-01

    This technical report is one in a series of five describing the reliability (test/retest/and alternate form) and G-Theory/D-Study research on the easy CBM reading measures, grades 1-5. Data were gathered in the spring 2011 from a convenience sample of students nested within classrooms at a medium-sized school district in the Pacific Northwest. Due…

  5. Testing a Nested Skills Model of the Relations among Invented Spelling, Accurate Spelling, and Word Reading, from Kindergarten to Grade 1

    Science.gov (United States)

    Sénéchal, Monique

    2017-01-01

    The goal was to assess the role of invented spelling to subsequent reading and spelling as proposed by the Nested Skills Model of Early Literacy Acquisition. 107 English-speaking children were tested at the beginning of kindergarten and grade 1, and at the end of grade 1. The findings provided support for the proposed model. First, the role played…

  6. Do Readers Obtain Preview Benefit from Word n + 2? A Test of Serial Attention Shift versus Distributed Lexical Processing Models of Eye Movement Control in Reading

    Science.gov (United States)

    Rayner, Keith; Juhasz, Barbara J.; Brown, Sarah J.

    2007-01-01

    Two experiments tested predictions derived from serial lexical processing and parallel distributed models of eye movement control in reading. The boundary paradigm (K. Rayner, 1975) was used, and the boundary location was set either at the end of word n - 1 (the word just to the left of the target word) or at the end of word n - 2. Serial lexical…

  7. First Tests of a New Fast Waveform Digitizer for PMT Signal Read-out from Liquid Argon Dark Matter Detectors

    Science.gov (United States)

    Szelc, A. M.; Canci, N.; Cavanna, F.; Cortopassi, A.; D'Incecco, M.; Mini, G.; Pietropaolo, F.; Romboli, A.; Segreto, E.; Acciarri, R.

    A new generation Waveform Digitizer board as been recently made available on the market by CAEN. The new board CAEN V1751 with 8 Channels per board, 10 bit, 1 GS/s Flash ADC Waveform Digitizer (or 4 channel, 10 bit, 2 GS/s Flash ADC Waveform Digitizer -Dual Edge Sampling mode) with threshold and Auto-Trigger capabilities provides an ideal (relatively low-cost) solution for reading signals from liquid Argon detectors for Dark Matter search equipped with an array of PMTs for the detection of scintillation light. The board was extensively used in real experimental conditions to test its usefulness for possible future uses and to compare it with a state of the art digital oscilloscope. As results, PMT Signal sampling at 1 or 2 GS/s is appropriate for the reconstruction of the fast component of the signal scintillation in Argon (characteristic time of about 4 ns) and the extended dynamic range, after a small customization, allows for the detection of signals in the range of energy needed. The bandwidth is found to be adequate and the intrinsic noise is very low.

  8. Reading: Time

    NARCIS (Netherlands)

    Annemarie Wennekers; Frank Huysmans; Jos de Haan

    2018-01-01

    Original title: Lees:Tijd The amount of time that Dutch people spend reading has been declining steadily since the 1950s. This decline in reading time contrasts starkly with the positive personal and social benefits that can be derived from reading, according to lots of research. The Reading:

  9. Reading Comics

    Science.gov (United States)

    Tilley, Carol L.

    2008-01-01

    Many adults, even librarians who willingly add comics to their collections, often dismiss the importance of comics. Compared to reading "real" books, reading comics appears to be a simple task and compared to reading no books, reading comics might be preferable. After all, comics do have words, but the plentiful pictures seem to carry most of the…

  10. Psychometric evaluation and validation of the Serbian version of “Reading the mind in the eyes” test

    Directory of Open Access Journals (Sweden)

    Đorđević Jelena

    2017-01-01

    Full Text Available “Reading the Mind in the Eyes” test (RMET is one of the most popular and widely used measures of individual differences in Theory of Mind (ToM capabilities. Despite demonstrating good validity in differentiating various clinical groups exhibiting ToM deficits from unimpaired controls, previous studies raised the question of the RMET’s homogeneity, latent structure, and reliability. The aim of this study is to provide evidence on psychometric properties, latent structure, and validity of the newly adapted Serbian version of the RMET. In total, 260 participants (61.9% females took part in the study. The sample consisted of both unimpaired controls (76.5%, and a clinical group of participants that are believed to demonstrate ToM deficits (23.5%, namely, persons diagnosed with schizophrenia and bipolar disorder (54.1% females. RMET has demonstrated fair psychometric properties (KMO = .723; α = .747; H1 = .076; H5 = .465, successfully differentiating between clinical group and control [F (1,254 = 26.175, p <.001, η2 p = .093], while typical gender differences in performance were found only in control group. Tests of several models based on the previous literature revealed that the affect-specific factors underlying performance on RMET demonstrate poor fit. The best fitting model obtained included reduced scale with a single-factor underlying the test’s performance (TLI = .953, CFI = .958, RMSEA = .020. Based on the fit parameters we propose 18-item short-form of the Serbian version of RMET (KMO = .797; α = .728; H1 = .129; H5 = .677 for economic, reliable and valid measurement of ToM abilities.

  11. Chemical Safety Assessment Using Read-Across: Assessing the Use of Novel Testing Methods to Strengthen the Evidence Base for Decision Making

    Science.gov (United States)

    Amcoff, Patric; Benigni, Romualdo; Blackburn, Karen; Carney, Edward; Cronin, Mark; Deluyker, Hubert; Gautier, Francoise; Judson, Richard S.; Kass, Georges E.N.; Keller, Detlef; Knight, Derek; Lilienblum, Werner; Mahony, Catherine; Rusyn, Ivan; Schultz, Terry; Schwarz, Michael; Schüürmann, Gerrit; White, Andrew; Burton, Julien; Lostia, Alfonso M.; Munn, Sharon; Worth, Andrew

    2015-01-01

    Background Safety assessment for repeated dose toxicity is one of the largest challenges in the process to replace animal testing. This is also one of the proof of concept ambitions of SEURAT-1, the largest ever European Union research initiative on alternative testing, co-funded by the European Commission and Cosmetics Europe. This review is based on the discussion and outcome of a workshop organized on initiative of the SEURAT-1 consortium joined by a group of international experts with complementary knowledge to further develop traditional read-across and include new approach data. Objectives The aim of the suggested strategy for chemical read-across is to show how a traditional read-across based on structural similarities between source and target substance can be strengthened with additional evidence from new approach data—for example, information from in vitro molecular screening, “-omics” assays and computational models—to reach regulatory acceptance. Methods We identified four read-across scenarios that cover typical human health assessment situations. For each such decision context, we suggested several chemical groups as examples to prove when read-across between group members is possible, considering both chemical and biological similarities. Conclusions We agreed to carry out the complete read-across exercise for at least one chemical category per read-across scenario in the context of SEURAT-1, and the results of this exercise will be completed and presented by the end of the research initiative in December 2015. Citation Berggren E, Amcoff P, Benigni R, Blackburn K, Carney E, Cronin M, Deluyker H, Gautier F, Judson RS, Kass GE, Keller D, Knight D, Lilienblum W, Mahony C, Rusyn I, Schultz T, Schwarz M, Schüürmann G, White A, Burton J, Lostia AM, Munn S, Worth A. 2015. Chemical safety assessment using read-across: assessing the use of novel testing methods to strengthen the evidence base for decision making. Environ Health Perspect 123:1232

  12. 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.

  13. CBM Reading, Mathematics, and Written Expression at the Secondary Level: Examining Latent Composite Relations Among Indices and Unique Predictions With a State Achievement Test.

    Science.gov (United States)

    Codding, Robin S; Petscher, Yaacov; Truckenmiller, Adrea

    2015-05-01

    A paucity of research has examined the utility of curriculum-based measurement (CBM) for data-based decision making at the secondary level. As schools move to multitiered systems of service delivery, it is conceivable that multiple screening measures will be used that address various academic subject areas. The value of including different CBM indices measures is not well understood. The purpose of this study was to (a) examine the relationship among a variety of reading, writing, and mathematics CBM indices administered to 249 seventh-grade students; (b) investigate amount and patterns of growth; and (c) examine predictive validity to a high-stakes state test using latent factor analysis and multiple indicator growth models. Results indicated strong correspondence among CBM types for fall static scores but weak relationships among slopes. Different patterns of growth were yielded for CBM writing than for CBM reading and mathematics. Findings from this study suggested that although reading, mathematics, and writing CBM were independently and moderately related to both English Language Arts and Math test scores, reading was the strongest predictor when all 3 CBM constructs were considered jointly.

  14. Exploring the Effect of Teaching Test-Taking Strategies on Intermediate Level Learners on Reading Section of Ielts; Learners’ Attitude in Focus

    Directory of Open Access Journals (Sweden)

    Hooshang Khoshsima

    2018-04-01

    Full Text Available Language proficiency tests have become common instruments to judge people based on their performance. Thus, the scores on language proficiency tests, such as the International English Language Testing System (IELTS or Teaching English as a Foreign Language (TOEFL, play a crucial role in the test-takers’ lives. Because of increasing demands on the part of students to get a good score on these tests, test preparatory courses have emerged. These preparatory courses, characteristically short and limited in terms of time, equip IELTS candidates with the skills required for passing the test, called test-taking strategies. The present study explored the effect of strategy teaching- namely wash-back effect on reading section of academic IELTS on intermediate learners in Iran. Besides, learners’ attitude toward the strategy teaching was investigated as well. According to the descriptive statistics and t-test results, those learners who received strategy teaching outperformed those who had not received strategy teaching in reading section of IELTS.According to t-test results, there was a significant difference between the mean scores of the two groups since the p value was lower than .05 (p < .001.  Furthermore, the learners had positive attitudes toward receiving strategy teaching since there was a significant difference between the obtained mean score and the presupposed average because the p value was lower than .05.

  15. Re-analysis of NAEP Math and Reading Scores in States with and without High-stakes Tests: Response to Rosenshine

    Directory of Open Access Journals (Sweden)

    Audrey Amrein-Beardsley

    2003-08-01

    Full Text Available Here we address the criticism of our NAEP analyses by Rosenshine (2003. On the basis of his thoughtful critique we redid some of the analyses on which he focused. Our findings contradict his. This is no fault of his, the reasons for which are explained in this paper. Our findings do support our position that high-stakes tests do not do much to improve academic achievement. The extent to which states with high-stakes tests outperform states without high-stakes tests is, at best, indeterminable. Using 1994-1998 NAEP reading and 1996-2000 NAEP math data and accounting for NAEP exemption rates for the same years, we found that states with high-stakes tests are not outperforming states without high-stakes tests in reading in the 4th grade or math in the 8th grade at a statistically significant level. States with high-stakes tests are, however, outperforming states without high-stakes tests in math in the 4th grade at a statistically significant level. Our findings also support our earlier stance that states with high-stakes tests are exempting more students from participating in the NAEP than are states without high-stakes tests. This is more prevalent the more recent the NAEP test administration. This is illustrated in the tables below.

  16. Mechanism study of recovery from aphasia with 99Tcm-ECD SPECT brain imaging after oral reading test

    International Nuclear Information System (INIS)

    Chen Jian; Xu Hao; Wang Hong; Chen Zhuoming; Wu Qiulian

    2007-01-01

    Objective: There may be two mechanisms for recovery from aphasia----repair of dam- aged left hemisphere language network and(or) activation of compensatory areas in right hemisphere. It is, however, still controversial on which mechanism plays a more important role. The goal of this study was to compare the regional cerebral blood flow (rCBF) between baseline and during oral reading in aphasic patients who had shown definite recovery from a focal lesion in left hemisphere. It also aimed at exploring the role of the two hemispheres in recovery from aphasia, thus providing theoretic basis for rehabilitation therapy. Methods: Baseline and oral reading 99 Tc m -ethylcysteinate dimer (ECD) brain SPECT imaging were performed in 7 patients with aphasia separately in one-day interval. Semi-quantitative analysis of rCBF was conducted on 26 symmetrical ROIs in bilateral hemispheres on the transverse slices. The rCBF was estimated by the ratio of the counts per pixel of each ROI to the average counts per pixel of the whole encephalon. The change in blood flow was represented by the difference in rCBF between oral reading and baseline. Results: The activated perfusion pattern of brain region was different in all 7 aphasic patients. In 5 of the 7 patients, whose reading capacity were relatively preserved, the brain perfusion pattern was mainly left lateralized, while the other two patients who had poor performance in reading showed bilateral activation foci with fight-sided dominance. Conclusion: Oral reading activated SPECT brain imaging may be a useful tool for monitoring the progress of speech recovery in the treatment of aphasic patients. (authors)

  17. The Relationship between Reading Proficiency and Reading Strategy Use: A Study of Adult ESL Learners

    Science.gov (United States)

    Huang, Jiuhan; Nisbet, Deanna

    2014-01-01

    This article explores the relationship between reading strategy use and reading proficiency among 121 adult ESL learners. Reading strategy use was measured by the SORS, and reading proficiency was determined by the CASAS Reading Test and BEST Literacy Test. Findings of the study reveal that (a) adult ESL learners are active strategies users; (b)…

  18. Reading Incentives that Work: No-Cost Strategies to Motivate Kids to Read and Love It!

    Science.gov (United States)

    Small, Ruth V.

    2009-01-01

    In education, it is possible to find dozens of examples of "forced" reading incentive programs that categorize student reading levels, provide limited reading lists coordinated with those reading levels, assess student reading through computer-based tests, and award tangible prizes when they pass the test. Those who perform best get the most…

  19. Multicultural Reading

    Science.gov (United States)

    Veltze, Linda

    2004-01-01

    Multicultural reading advocates believe in the power of literature to transform and to change people's lives. They take seriously the arguments that racism and prejudice can be lessened through multicultural reading, and also that children from undervalued societal groups who read books that depict people like themselves in a positive light will…

  20. An Examination of Test-Retest, Alternate Form Reliability, and Generalizability Theory Study of the easyCBM Reading Assessments: Grade 5. Technical Report #1220

    Science.gov (United States)

    Lai, Cheng-Fei; Park, Bitnara Jasmine; Anderson, Daniel; Alonzo, Julie; Tindal, Gerald

    2012-01-01

    This technical report is one in a series of five describing the reliability (test/retest and alternate form) and G-Theory/D-Study research on the easyCBM reading measures, grades 1-5. Data were gathered in the spring of 2011 from a convenience sample of students nested within classrooms at a medium-sized school district in the Pacific Northwest.…

  1. An Examination of Test-Retest, Alternate Form Reliability, and Generalizability Theory Study of the easyCBM Reading Assessments: Grade 2. Technical Report #1217

    Science.gov (United States)

    Anderson, Daniel; Lai, Cheg-Fei; Park, Bitnara Jasmine; Alonzo, Julie; Tindal, Gerald

    2012-01-01

    This technical report is one in a series of five describing the reliability (test/retest an alternate form) and G-Theory/D-Study on the easyCBM reading measures, grades 1-5. Data were gathered in the spring of 2011 from the convenience sample of students nested within classrooms at a medium-sized school district in the Pacific Northwest. Due to…

  2. An Examination of Test-Retest, Alternate Form Reliability, and Generalizability Theory Study of the easyCBM Passage Reading Fluency Assessments: Grade 4. Technical Report #1219

    Science.gov (United States)

    Park, Bitnara Jasmine; Anderson, Daniel; Alonzo, Julie; Lai, Cheng-Fei; Tindal, Gerald

    2012-01-01

    This technical report is one in a series of five describing the reliability (test/retest and alternate form) and G-Theory/D-Study research on the easyCBM reading measures, grades 1-5. Data were gathered in the spring of 2011 from a convenience sample of students nested within classrooms at a medium-sized school district in the Pacific Northwest.…

  3. Early Reading Intervention by Means of a Multicomponent Reading Game

    Science.gov (United States)

    van de Ven, M.; de Leeuw, L.; van Weerdenburg, M.; Steenbeek-Planting, E. G.

    2017-01-01

    This study examined the effects of an intervention with a multicomponent reading game on the development of reading skills in 60 Dutch primary school children with special educational needs. The game contains evidence-based reading exercises and is based on principles of applied gaming. Using a multiple baseline approach, we tested children's…

  4. The Effects of Different Levels of Performance Feedback on "TOEFL iBT"® Reading Practice Test Performance. TOEFL iBT Research Report. TOEFL iBT-29. ETS Research Report. RR-17-31

    Science.gov (United States)

    Sawaki, Yasuyo

    2017-01-01

    The purpose of the present study is to examine whether performance on the "TOEFL iBT"® Reading practice test is affected by 3 different levels of feedback provided to learners upon completion of reading exercises: (a) correctness of learner response (the knowledge of correct results [KCR] feedback), (b) KCR feedback and rationales for…

  5. Design, construction, quality checks and test results of first resistive-Micromegas read-out boards for the ATLAS experiment

    CERN Document Server

    AUTHOR|(INSPIRE)INSPIRE-00215943; The ATLAS collaboration; Kuger, Fabian

    2015-01-01

    The development work carried out at CERN to push the Micromegas technology to a new frontier is now coming to an end. The construction of the first read-out boards for the upgrade of the ATLAS muon system will demonstrate in full-scale the feasibility of this ambitious project. The read-out boards, representing the heart of the detector, are manufactured in industries, making the Micromegas for ATLAS the first MPGD for a large experiment with a relevant part industrially produced. The boards are 50 cm wide and up to 220 cm long, carrying copper strips 315 μm wide with 415 μm pitch. Interconnected resistive strips, having the same pattern as the copper strips, provide spark protection. The boards are completed by the creation of cylindrical pillars 128 μm high, 280 μm in diameter and arranged in a triangular array 7 mm aside. The total number of boards to be produced for ATLAS is 2048 of 32 different types. We will review the main design parameters of the read-out boards for the ATLAS Micromegas, following...

  6. Extended result reading window in lateral flow tests detecting exposure to Onchocerca volvulus: a new technology to improve epidemiological surveillance tools.

    Directory of Open Access Journals (Sweden)

    Allison Golden

    Full Text Available Onchocerciasis is a neglected tropical disease caused by infection with the parasite Onchocerca volvulus (Ov. An estimated 180 million people are at risk for Ov infection, and 37 million people are infected, mostly in Africa. A lateral flow-based assay to detect human IgG4 antibodies to the Ov-specific antigen Ov-16 was developed as a rapid tool to detect exposure to Ov. The test, when performed on 449 sera specimens from patients with microfiladermia and Ov-negative patients, has a sensitivity of 89.1% (95% confidence interval: 86.2%-92.0%, and specificity of 97% (95% confidence interval: 95.4%-98.6%. Because the intended use of the test is for surveillance, it is highly desirable to have a stable, long-lasting result. An extended read window is thus desirable for a high-volume, busy workflow and facilitates post-surveillance quality assurance. The main restriction on achieving an extended read window for this assay was the erythrocyte lysis that can alter the signal-to-noise ratio, especially in those with low IgG4 levels (weak positives. We describe a test housing that incorporates a user-independent feature driven by assay fluid and an expanding wick that detaches the blood separation membrane from the nitrocellulose used in the assay, but before hemolysis occurs. We demonstrated material functionality at extreme operational conditions (37°C, 80% relative humidity and a read window of a minimum of 70 days. The fluid-driven assay device performs equally as well with whole blood as with plasma, as demonstrated with 100 spiked clinical specimens (with a correlation coefficient of 0.96. We show a novel, inexpensive, and simple approach to actuating the detachment of the blood separation membrane from the nitrocellulose test with no impact on the performance characteristics of the test.

  7. Word Reading Efficiency, Text Reading Fluency, and Reading Comprehension among Chinese Learners of English

    Science.gov (United States)

    Jiang, Xiangying; Sawaki, Yasuyo; Sabatini, John

    2012-01-01

    This study examined the relationship among word reading efficiency, text reading fluency, and reading comprehension for adult English as a Foreign Language (EFL) learners. Data from 185 adult Chinese EFL learners preparing to take the Test-of-English-as-a-Foreign-Language[TM] (TOEFL[R]) were analyzed in this study. The participants completed a…

  8. Reading comprehension in Parkinson's disease.

    Science.gov (United States)

    Murray, Laura L; Rutledge, Stefanie

    2014-05-01

    Although individuals with Parkinson's disease (PD) self-report reading problems and experience difficulties in cognitive-linguistic functions that support discourse-level reading, prior research has primarily focused on sentence-level processing and auditory comprehension. Accordingly, the authors investigated the presence and nature of reading comprehension in PD, hypothesizing that (a) individuals with PD would display impaired accuracy and/or speed on reading comprehension tests and (b) reading performances would be correlated with cognitive test results. Eleven adults with PD and 9 age- and education-matched control participants completed tests that evaluated reading comprehension; general language and cognitive abilities; and aspects of attention, memory, and executive functioning. The PD group obtained significantly lower scores on several, but not all, reading comprehension, language, and cognitive measures. Memory, language, and disease severity were significantly correlated with reading comprehension for the PD group. Individuals in the early stages of PD without dementia or broad cognitive deficits can display reading comprehension difficulties, particularly for high- versus basic-level reading tasks. These reading difficulties are most closely related to memory, high-level language, and PD symptom severity status. The findings warrant additional research to delineate further the types and nature of reading comprehension impairments experienced by individuals with PD.

  9. Parents' reading-related knowledge and children's reading acquisition.

    Science.gov (United States)

    Ladd, Megan; Martin-Chang, Sandra; Levesque, Kyle

    2011-12-01

    Teacher reading-related knowledge (phonological awareness and phonics knowledge) predicts student reading, however little is known about the reading-related knowledge of parents. Participants comprised 70 dyads (children from kindergarten and grade 1 and their parents). Parents were administered a questionnaire tapping into reading-related knowledge, print exposure, storybook reading, and general cultural knowledge. Children were tested on measures of letter-word knowledge, sound awareness, receptive vocabulary, oral expression, and mathematical skill. Parent reading-related knowledge showed significant positive links with child letter-word knowledge and sound awareness, but showed no correlations with child measures of mathematical skill or vocabulary. Furthermore, parent reading-related knowledge was not associated with parents' own print exposure or cultural knowledge, indicating that knowledge about English word structure may be separate from other cognitive skills. Implications are discussed in terms of improving parent reading-related knowledge to promote child literacy.

  10. ELL High School Students' Metacognitive Awareness of Reading Strategy Use and Reading Proficiency

    Science.gov (United States)

    Hong-Nam, Kay

    2014-01-01

    This study investigated the metacognitive awareness and reading strategies use of high school-­aged English language learners (ELLs) and the relationship between ELL reading strategy use and reading proficiency as measured by a standardized reading test and self-­rated reading proficiency. Results reveal that participants reported moderate use of…

  11. Relação entre consciência morfológica e leitura contextual medida pelo teste de Cloze The relationship between morphological awareness and contextual reading measured by the Cloze test

    Directory of Open Access Journals (Sweden)

    Márcia Maria Peruzzi Elia da Mota

    2009-01-01

    Full Text Available Consciência morfológica é a habilidade de refletir sobre os morfemas que compõem as palavras. Esta habilidade está associada à leitura e escrita e parece ser particularmente importante para compreensão de texto e leitura contextual, visto que além das informações fonológicas, informações sintático-semânticas devem ser utilizadas. Este estudo se propôs a investigar a relação entre a consciência morfológica e a compreensão de texto medida pelo Cloze. Na primeira parte foi explorada a relação entre as tarefas de consciência morfológica e os escores no Cloze através de correlações simples e, na segunda parte, averiguou-se a especificidade desta relação. Os resultados mostram que a consciência morfológica está associada à leitura contextual no português e que, até certo ponto, essa contribuição é independente do processamento fonológico.Morphological awareness is the awareness of the morphemes of the words. This ability is related to spelling, reading and it seems to be particularly important for reading comprehension and contextual reading. In this kind of reading besides phonological information, syntactic-semantic information is required as well. This study intends to investigate the relationship between morphological awareness and reading comprehension measured by the Cloze Test. In the first part of the study the relationship between the Cloze test scores and morphological awareness are explored by simple correlations. In the second part, the specificity of this relationship is further explored. The results showed that to some extent this relationship is independent of phonological awareness.

  12. How Reading Volume Affects both Reading Fluency and Reading Achievement

    Directory of Open Access Journals (Sweden)

    Richard L. ALLINGTON

    2014-10-01

    Full Text Available Long overlooked, reading volume is actually central to the development of reading proficiencies, especially in the development of fluent reading proficiency. Generally no one in schools monitors the actual volume of reading that children engage in. We know that the commonly used commercial core reading programs provide only material that requires about 15 minutes of reading activity daily. The remaining 75 minute of reading lessons is filled with many other activities such as completing workbook pages or responding to low-level literal questions about what has been read. Studies designed to enhance the volume of reading that children do during their reading lessons demonstrate one way to enhance reading development. Repeated readings have been widely used in fostering reading fluency but wide reading options seem to work faster and more broadly in developing reading proficiencies, including oral reading fluency.

  13. Promoting preschool reading

    OpenAIRE

    Istenič, Vesna

    2013-01-01

    The thesis titled Promoting preschool reading consists of a theoretiral and an empirical part. In the theoretical part I wrote about reading, the importance of reading, types of reading, about reading motivation, promoting reading motivation, internal and external motivation, influence of reading motivation on the child's reading activity, reading and familial literacy, the role of adults in promotion reading literacy, reading to a child and promoting reading in pre-school years, where I ...

  14. The Effect of "Read-Aloud" as a Test Accommodation for Students with Visual Impairments in South Korea

    Science.gov (United States)

    Kim, Jung Sook

    2012-01-01

    Arguing the issue of fairness and the additional advantage for test takers with visual impairments, some professionals have expressed negative attitudes toward test accommodation. However, researchers have found that the validity of test accommodations increases when the test scores of students who need a particular accommodation increases, while…

  15. Reading Aloud.

    Science.gov (United States)

    Giorgis, Cyndi; Johnson, Nancy J.

    1999-01-01

    Offers brief descriptions of 34 children's books that are excellent for reading aloud: some of them for inviting interaction, for laughing out loud, for prompting discussion, for living vicariously, for lingering over language, and for making curricular connections. (SR)

  16. Reading Success and Failure among Chinese Children.

    Science.gov (United States)

    Hsu, Chen-chin

    Drawing on a cross-national study of children's reading, a study examined the correlates of reading success and failure in Taiwan. Subjects, 240 randomly selected Taipei fifth graders, were administered a reading test, cognitive test, and mathematics achievement test. A structured interview with each child's mother and classroom behavior…

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

    Science.gov (United States)

    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.

  18. The Reading the Mind in the Eyes test: validation of a French version and exploration of cultural variations in a multi-ethnic city.

    Science.gov (United States)

    Prevost, Marie; Carrier, Marie-Eve; Chowne, Gabrielle; Zelkowitz, Phyllis; Joseph, Lawrence; Gold, Ian

    2014-01-01

    The first aim of our study was to validate the French version of the Reading the Mind in the Eyes test, a theory of mind test. The second aim was to test whether cultural differences modulate performance on this test. A total of 109 participants completed the original English version and 97 participants completed the French version. Another group of 30 participants completed the French version twice, one week apart. We report a similar overall distribution of scores in both versions and no differences in the mean scores between them. However, 2 items in the French version did not collect a majority of responses, which differed from the results of the English version. Test-retest showed good stability of the French version. As expected, participants who do not speak French or English at home, and those born in Asia, performed worse than North American participants, and those who speak English or French at home. We report a French version with acceptable validity and good stability. The cultural differences observed support the idea that Asian culture does not use theory of mind to explain people's behaviours as much as North American people do.

  19. Research on the Application of GSR and ECG in the Usability Testing of an Aggregation Reading App

    Directory of Open Access Journals (Sweden)

    Sha Liu

    2016-09-01

    Full Text Available Usability testing is a very important step in improving App design and development. The traditional usability testing methods are based on users'expressions and behaviors, which hardly show users' emotional experience and cognitive load in real time. The introduction of an electrophysiological technique can make up for the deficiency of the traditional usability testing methods. In this study, a usability testing was carried out with the old and the new version of an App software. The behavior and the subjective evaluation of the participants were recorded, and their GSR and ECG signals were collected. Then, 14 physiological characteristics, such as GSR-Mean, LF, HF, LF/HF, etc., were extracted from the GSR and ECG signals. These characteristics were analyzed, and a significance test of difference of the two versions was made. This research indicated that there is a certain application value of GSR and HRV in usability testing and evaluation of an App product. But the meanings of the physiological characteristics must be explained in combination with the behavior and subjective evaluation of users. The result can prove that physiological characteristics have obvious advantages in real-time monitoring users' emotional changes, which can be helpful to find the usability problems of the product.

  20. Readability Levels of the Reading Passages in the ITED: Final Report. Iowa Testing Programs Research Report. Number 6.

    Science.gov (United States)

    Forsyth, Robert

    The readability level of passages from three subtests of the Iowa Tests of Educational Development (ITED), Forms X-6 and Y-6, were compared with the readability level of passages selected from the Des Moines Resister, Reader's Digest, Time, Newsweek, Saturday Review, and 18 high school textbooks from the fields of social studies, science, and…

  1. Reading Letters

    DEFF Research Database (Denmark)

    Beier, Sofie

    2012-01-01

    In our everyday life we constantly encounter a diversity of reading matters, including display types on traffic signage, printed text in novels, newspaper headlines, or our own writing on a computer screen. All these conditions place different demands on the typefaces applied. The book discusses...

  2. Reading Rembrandt

    NARCIS (Netherlands)

    Bal, Mieke

    2006-01-01

    Reading Rembrandt: Beyond the Word-Image Opposition explores the potential for an interdisciplinary methodology between visual art and literature. In a series of close analyses of works by "Rembrandt" - works as we see them today, through all the ways of seeing and commenting that precede - and

  3. Who's on First? Gender Differences in Performance on the "SAT"® Test on Critical Reading Items with Sports and Science Content. Research Report. ETS RR-16-26

    Science.gov (United States)

    Chubbuck, Kay; Curley, W. Edward; King, Teresa C.

    2016-01-01

    This study gathered quantitative and qualitative evidence concerning gender differences in performance by using critical reading material on the "SAT"® test with sports and science content. The fundamental research questions guiding the study were: If sports and science are to be included in a skills test, what kinds of material are…

  4. Can verbal working memory training improve reading?

    Science.gov (United States)

    Banales, Erin; Kohnen, Saskia; McArthur, Genevieve

    2015-01-01

    The aim of the current study was to determine whether poor verbal working memory is associated with poor word reading accuracy because the former causes the latter, or the latter causes the former. To this end, we tested whether (a) verbal working memory training improves poor verbal working memory or poor word reading accuracy, and whether (b) reading training improves poor reading accuracy or verbal working memory in a case series of four children with poor word reading accuracy and verbal working memory. Each child completed 8 weeks of verbal working memory training and 8 weeks of reading training. Verbal working memory training improved verbal working memory in two of the four children, but did not improve their reading accuracy. Similarly, reading training improved word reading accuracy in all children, but did not improve their verbal working memory. These results suggest that the causal links between verbal working memory and reading accuracy may not be as direct as has been assumed.

  5. Does Extensive Reading Promote Reading Speed?

    Science.gov (United States)

    He, Mu

    2014-01-01

    Research has shown a wide range of learning benefits accruing from extensive reading. Not only is there improvement in reading, but also in a wide range of language uses and areas of language knowledge. However, few research studies have examined reading speed. The existing literature on reading speed focused on students' reading speed without…

  6. A Psychometric Analysis of the Reading the Mind in the Eyes Test: Towards a Brief Form for Research and Applied Settings

    Directory of Open Access Journals (Sweden)

    Sally eOlderbak

    2015-10-01

    Full Text Available The Reading the Mind in the Eyes Test is a popular measure of individual differences in Theory of Mind that is often applied in the assessment of particular clinical populations (primarily, individuals on the autism spectrum. However, little is known about the test’s psychometric properties, including factor structure, internal consistency, and convergent validity evidence. We present a psychometric analysis of the test followed by an evaluation of other empirically proposed and statistically identified structures. We identified, and cross-validated in a second sample, an adequate short-form solution that is homogeneous with adequate internal consistency, and is moderately related to Cognitive Empathy, Emotion Perception, and strongly related to Vocabulary. We recommend the use of this short-form solution in normal adults as a more precise measure over the original version. Future revisions of the test should seek to reduce the test’s reliance on one’s vocabulary and evaluate the short-form structure in clinical populations.

  7. Test beam results of the first CMS double-sided strip module prototypes using the CBC2 read-out chip

    Energy Technology Data Exchange (ETDEWEB)

    Harb, Ali, E-mail: ali.harb@desy.de; Mussgiller, Andreas; Hauk, Johannes

    2017-02-11

    The CMS Binary Chip (CBC) is a prototype version of the front-end read-out ASIC to be used in the silicon strip modules of the CMS outer tracking detector during the high luminosity phase of the LHC. The CBC is produced in 130 nm CMOS technology and bump-bonded to the hybrid of a double layer silicon strip module, the so-called 2S-p{sub T} module. It has 254 input channels and is designed to provide on-board trigger information to the first level trigger system of CMS, with the capability of cluster-width discrimination and high-p{sub T} track identification. In November 2013 the first 2S-p{sub T} module prototypes equipped with the CBC chips were put to test at the DESY-II test beam facility. Data were collected exploiting a beam of positrons with an energy ranging from 2 to 4 GeV. In this paper the test setup and the results are presented.

  8. Reading assessment and training program

    International Nuclear Information System (INIS)

    Lewis, C.L.

    1991-01-01

    The objective was to ensure ourselves and the general public that the workers in the Nuclear Materials Processing Department (NMPD) could read, follow, and understand procedures. Procedures were randomly selected and analyzed for reading levels. A tenth grade reading level was established as the standard for all NMPD employees. Employees were tested to determine reading levels and approximately 12% could not read at the target level. A Procedure Walk-Through Evaluation was administered to each person not reaching tenth grade reading level. This was a job performance measure given to ensure that the worker was competent in his/her present job, and should remain there while completing reading training. A mandatory Reading Training Program utilizing Computer Based Training was established. This program is self-paced, individualized instruction and provided to the worker on Company time. Results of the CBT Program have been very good. Instruction is supplemented with test-taking skills seminars, practice exams, individual conferences with their own reading specialist, and some self-directed study books. This paper describes the program at Savannah River Site

  9. The "Reading the Mind in the Eyes" Test: Complete Absence of Typical Sex Difference in ~400 Men and Women with Autism.

    Directory of Open Access Journals (Sweden)

    Simon Baron-Cohen

    Full Text Available The "Reading the Mind in the Eyes" test (Eyes test is an advanced test of theory of mind. Typical sex difference has been reported (i.e., female advantage. Individuals with autism show more difficulty than do typically developing individuals, yet it remains unclear how this is modulated by sex, as females with autism have been under-represented. Here in a large, non-male-biased sample we test for the effects of sex, diagnosis, and their interaction. The Eyes test (revised version was administered online to 395 adults with autism (178 males, 217 females and 320 control adults (152 males, 168 females. Two-way ANOVA showed a significant sex-by-diagnosis interaction in total correct score (F(1,711 = 5.090, p = 0.024, ηp2 = 0.007 arising from a significant sex difference between control males and females (p < 0.001, Cohen's d = 0.47, and an absence of a sex difference between males and females with autism (p = 0.907, d = 0.01; significant case-control differences were observed across sexes, with effect sizes of d = 0.35 in males and d = 0.69 in females. Group-difference patterns fit with the extreme-male-brain (EMB theory predictions. Eyes test-Empathy Quotient and Eyes test-Autism Spectrum Quotient correlations were significant only in females with autism (r = 0.35, r = -0.32, respectively, but not in the other 3 groups. Support vector machine (SVM classification based on response pattern across all 36 items classified autism diagnosis with a relatively higher accuracy for females (72.2% than males (65.8%. Nevertheless, an SVM model trained within one sex generalized equally well when applied to the other sex. Performance on the Eyes test is a sex-independent phenotypic characteristic of adults with autism, reflecting sex-common social difficulties, and provides support for the EMB theory predictions for both males and females. Performance of females with autism differed from same-sex controls more than did that of males with autism. Females with

  10. Validity of the Wechsler Test of Adult Reading (WTAR): effort considered in a clinical sample of U.S. military veterans.

    Science.gov (United States)

    Whitney, Kriscinda A; Shepard, Polly H; Mariner, Jennifer; Mossbarger, Brad; Herman, Steven M

    2010-07-01

    The current study represents an examination of the construct validity of the Wechsler Test of Adult Reading (WTAR) among a sample of U.S. military veterans referred for outpatient neuropsychological evaluation that included a measure of negative response bias, namely, the Test of Memory Malingering (TOMM). This retrospective data analysis examined the relationship between the WTAR and measures of current verbal general intellectual function and current cognitive skills. Findings showed that, among patients passing the TOMM (N = 98), WTAR scores were most highly correlated with current verbal IQ but also showed significant correlations with verbal memory and lesser, but still significant, correlations with measures of visual-spatial memory. Discriminant validity for the WTAR was also shown among the group passing the TOMM in the sense that the WTAR, which is designed to measure verbal premorbid general intellectual skill, was not as highly correlated with measures of learning and memory as was a measure of current verbal general intellectual skill. Whereas scores on most study measures did significantly differ between the groups that passed versus failed the TOMM (N = 26), scores on the WTAR did not, suggesting that the WTAR may remain robust even in the face of suboptimal effort.

  11. The Relationship between Retail Merchandising in the Content Area and Its Effect on Comprehension and Reading Rate as Measured by Retail Merchandising Reading Tests Given to Selected Secondary School Students in Metropolitan Toronto.

    Science.gov (United States)

    Best, Jane

    A total of 99 students from a Toronto secondary vocational school participated in a study to determine whether students who studied retail merchandising differed significantly in comprehension and reading rate from students who did not study retail merchandising. An experimental group composed of 50 merchandising students and a control group of 49…

  12. Test Review: Beaver, J. M., & Carter, M. A. (2006). "The Developmental Reading Assessment--Second Edition" (DRA2). Upper Saddle River, NJ--Pearson

    Science.gov (United States)

    McCarty, Allison M.; Christ, Theodore J.

    2010-01-01

    This article reviews the "Developmental Reading Assessment--Second Edition" (DRA2), a teacher-administered assessment that identifies students' instructional level, along with their strengths and weaknesses in reading. Once teachers calculate and interpret scores, the data can purportedly be used to inform, and possibly individualize,…

  13. Predictive Power of the Test of Everyday Attention for Children (TEA-CH) on Various Methods of Reading Comprehension Assessment among Low-Income Fourth Grade Children of Color

    Science.gov (United States)

    Vavassoeur, Lether Christine

    2016-01-01

    The purpose of this dissertation was to investigate the extent to which the Test of Everyday Attention for Children (TEA-Ch) in isolation and in combination with parent ratings of inattention predicted performance on reading comprehension assessments presented in various formats (question and answer, cloze, and recall) among a non-clinical sample…

  14. Self-Contained versus Departmentalized School Organization and the Impact on Fourth and Fifth Grade Student Achievement in Reading and Mathematics as Determined by the Kentucky Core Content Test

    Science.gov (United States)

    Kent, Kimberly Penn

    2010-01-01

    The primary purpose of this study was to determine if there was a difference between self-contained and departmentalized classroom organization on the Kentucky Core Content Test (KCCT) in reading and mathematics for students in fourth and fifth grade. A secondary purpose of this study was to consider how these organizational structures affect the…

  15. Slow Reading: Reading along "Lectio" Lines

    Science.gov (United States)

    Badley, K. Jo-Ann; Badley, Ken

    2011-01-01

    The medieval monastic movement preserved and developed reading practices--lectio--from ancient Greek pedagogy as a slow, mindful approach to reading for formation. This ancient way of reading, now better known as lectio divina, challenges the fast, pragmatic reading so characteristic of our time. We propose that the present moment may be ripe for…

  16. Incorporating IStation into Early Childhood Classrooms to Improve Reading Comprehension

    Science.gov (United States)

    Luo, Tian; Lee, Guang-Lea; Molina, Cynthia

    2017-01-01

    Aim/Purpose: IStation is an adaptive computer-based reading program that adapts to the learner's academic needs. This study investigates if the IStation computer-based reading program promotes reading improvement scores as shown on the STAR Reading test and the IStation test scaled scores for elementary school third-grade learners on different…

  17. Developing reading literacy by reading badge

    OpenAIRE

    Rejc, Blanka

    2017-01-01

    Reading is a fundamental activity of our society and is present in all areas of a person’s life. Authors who deal with reading define reading with different definitions, some of them I also presented in my master’s degree thesis. The ways of reading, typology of readers and knowledge of different reading models are only some of the important theoretical facts that serve as a basis for the research and defining reading. Reading motivation is an important motivational factor, which encourages a...

  18. A dip-and-read test strip for the determination of mercury(II) ion in aqueous samples based on urease activity inhibition.

    Science.gov (United States)

    Shi, Guo-Qing; Jiang, Guibin

    2002-11-01

    A sensitive dip-and-read test strip for the determination of mercury in aqueous samples based on the inhibition of urease reaction by the ion has been developed. The strip has a circular sensing zone that containing two layers: the top layer is a cellulose acetate membrane where urease is immobilized on it; the bottom layer is a pH indicator wafer that is impregnated with urea. The principle of the measurement is based on the disappearance of a yellow spot on the pH indicator wafer. The elapsing time until the disappearance of the spot which depends on the concentration of mercury(II) ion is measured with a stopwatch. Under the experimental conditions, as low as 0.2 ng/ml mercury can be observed with the detection range from 0.2 to 200 ng/ml in water. Organomercury compounds give essentially the same response as inorganic mercury. Heavy-metal ions such as Ag(I), Cu(II), Cd(II), Ni(II), Zn(II), and Pb(II) as well as other sample matrixes basically do not interfere with the mercury measurement.

  19. Reading comprehension of pupils with hearing impairment

    OpenAIRE

    Pinkasová, Lucie

    2010-01-01

    Presented diploma thesis is focused on reading problems of people with hearing impairment. The theoretical part deals a hearing impairment, process of acquisition of reading skills of healthy people and deaf people as well. The practical part efforts to clarify preparations, process and results of the research. I am presenting my own reading comprehension test, which was compiled on purpose due to the research. The goal of my diploma thesis is to determine when the level of reading acquiremen...

  20. Chapman-Cook' complex reading comprehension test: better performances for aged participants in comparison with youngers for level of schooling lower than baccalaureate.

    Science.gov (United States)

    Goize, Marine; Dellacherie, Delphine; Pincin, Pauline; Henry, Audrey; Bakchine, Serge; Ehrlé, Nathalie

    2018-06-01

    We studied the comprehension abilities of healthy participants with a French version of the Chapman-Cook Speed of Reading Test. The objective was to assess the effect of gender, age and educational level on chronometric performances and errors. In this test, the task is to cross out an inappropriate word within short passages. In the original version, the participant is told to perform as quickly as possible during 150 seconds. The score is usually the number of passages correctly completed within this time limit. In the present study, we measured the time to achieve the first 10 passages, the first 14 passages corresponding to the first page and the total (29 passages) corresponding to the two pages. The number of errors was also considered. The normative sample included 150 participants (63 males; 87 females) with three educational level (47: superior to baccalaureate; 21: baccalaureate and 78: inferior to baccalaureate). Age was between 20 and 69 years old, divided in 5 age groups, without neurological or psychiatric disease, or cognitive abnormal development. All were French native speaking and have been schooling in France. For time completion, no effect of gender was found, but a significant and unexpected effect of age was shown according to educational level. Whereas the age groups obtained similar times for educational levels superior to baccalaureate, an age effect was demonstrated for the educational level inferior to baccalaureate. Participants over 40 years of age were faster than younger participants with the same educational level and similar than all age groups of higher educational level. On the contrary, young participants were slower compared to those with high educational levels and all older participants without baccalaureate. This surprising result is discussed.

  1. Heartfelt Empathy? No Association between Interoceptive Awareness, Questionnaire Measures of Empathy, Reading the Mind in the Eyes test or the Director Task.

    Directory of Open Access Journals (Sweden)

    Vivien eAinley

    2015-05-01

    Full Text Available Interoception, defined as afferent information arising from within the body, is the basis of all emotional experience and underpins the ‘self’. However, people vary in the extent to which interoceptive signals reach awareness. This trait modulates both their experience of emotion and their ability to distinguish ‘self’ from ‘other’ in multisensory contexts. The experience of emotion and the degree of self/other distinction or overlap are similarly fundamental to empathy, which is an umbrella term comprising affect sharing, empathic concern and perspective-taking. A link has therefore often been assumed between interoceptive awareness and empathy despite a lack of clear evidence. To test the hypothesis that individual differences in both traits should correlate, we measured interoceptive awareness in four experiments, using a well-validated heartbeat perception task, and compared this with scores on several tests that relate to various aspects of empathy. We firstly measured scores on the Index of Interpersonal Reactivity and secondly on the Questionnaire of Cognitive and Affective Empathy. Thirdly, because the ‘simulationist’ account assumes that affect sharing is involved in recognising emotion, we employed the ‘Reading the Mind in the Eyes Task’ for the recognition of facial expressions. Contrary to expectation, we found no significant relationships between interoceptive awareness and any aspect of these measures. This striking lack of direct links has important consequences for hypotheses about the extent to which empathy is necessarily embodied. Finally, to assess cognitive perspective-taking ability, which specifically requires self/other distinction, we used the ‘Director Task’ but found no relationship. We conclude that the abilities that make up empathy are potentially related to interoceptive awareness in a variety of conflicting ways, such that a direct association between interoceptive awareness and various

  2. COLLABORATIVE STRATEGIC READING IMPLEMENTATION TO IMPROVE STUDENTS’ READING COMPREHENSION

    Directory of Open Access Journals (Sweden)

    Desy Olivia Riani

    2013-01-01

    Full Text Available This collaborative action research is aimed to find out whether or not the implementation of Collaborative Strategic Reading (CSR improves students' reading comprehension and also to identify students' attitude towards the implementation of CSR. CSR is reading strategy that employs four strategies namely Preview, Click and Clunk, Get the Gist and Wrap Up during students’ cooperative learning. A class of eleventh grade students of a public senior high school in Majalengka, West Java, Indonesia is participated as the participant of the study. The required data were collected through the use of questionnaire, observation checklist, and reading test. The data from the questionnaire indicated that 82% students had positive attitude toward the implementation of CSR. They feel that CSR improves their motivation in learning English and CSR brings more fun to the process of learning. Moreover, it was found from observation data that the students were actively participated during CSR implementation and they were motivated when comprehending a text by means CSR strategy. Finally, the study proved that CSR improved students’ reading comprehension. Students’ mean score of reading test in the beginning of the study was 67, meanwhile, after applying CSR as reading strategy, their mean scores improved to 88.

  3. Computerised working memory based cognitive remediation therapy does not affect Reading the Mind in the Eyes test performance or neural activity during a Facial Emotion Recognition test in psychosis.

    Science.gov (United States)

    Mothersill, David; Dillon, Rachael; Hargreaves, April; Castorina, Marco; Furey, Emilia; Fagan, Andrew J; Meaney, James F; Fitzmaurice, Brian; Hallahan, Brian; McDonald, Colm; Wykes, Til; Corvin, Aiden; Robertson, Ian H; Donohoe, Gary

    2018-05-27

    Working memory based cognitive remediation therapy (CT) for psychosis has recently been associated with broad improvements in performance on untrained tasks measuring working memory, episodic memory and IQ, and changes in associated brain regions. However, it is unclear if these improvements transfer to the domain of social cognition and neural activity related to performance on social cognitive tasks. We examined performance on the Reading the Mind in the Eyes test (Eyes test) in a large sample of participants with psychosis who underwent working memory based CT (N = 43) compared to a Control Group of participants with psychosis (N = 35). In a subset of this sample, we used functional magnetic resonance imaging (fMRI) to examine changes in neural activity during a facial emotion recognition task in participants who underwent CT (N = 15) compared to a Control Group (N = 15). No significant effects of CT were observed on Eyes test performance or on neural activity during facial emotion recognition, either at pworking memory based CT does not significantly impact an aspect of social cognition which was measured behaviourally and neurally. It provides further evidence that deficits in the ability to decode mental state from facial expressions are dissociable from working memory deficits, and suggests that future CT programs should target social cognition in addition to working memory for the purposes of further enhancing social function. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

  4. Rearing a reading habit

    OpenAIRE

    Sridhar, M. S.

    2009-01-01

    Discusses the importance and ways of inculcating reading habit in children at the right age, describes the five reading phases in children along with interest and the material to satiate the need, explains how four deterministic factors affect the reading habit of children, enlists motivations that are behind the reading process with tips to improve reading habit of children.

  5. Reading Approach Use Effectiveness And EFL Reading Comprehension In University Muhammadiyah Of Parepare

    Directory of Open Access Journals (Sweden)

    Baharuddin

    2017-10-01

    Full Text Available This study investigated Indonesian EFL learners approach of two reading approaches cognitive and metacognitive their perceived contact on effectiveness and the association between reading approach and effectiveness on their English reading comprehension. Fifty-Three English-major freshmen from University Muhammadiyah of Parepare participated in these lessons. Two principal questions were addressed 1 what is the most frequent use of reading approach reported by individual students 2 Is there any significant association between reading approach and effectiveness on their English reading comprehension To examine the effects of approach instruction on students reading performance a qualitative interview technique and quantitative research methods including a paired-sample t-test and Person Product Moment Correlation were used to estimate the relationship between reading approach use and effectiveness on students reading accomplishment. Significance showed that the most frequent use of reading approach was found to be metacognitive approach followed by the cognitive approach. In addition there was a significant positive connection between reading approach and effectiveness on their English reading comprehension. Reading approach on the other hand was unrelated to reading achievement. Results of interview findings were analyzed to explore in-depth in sequence about the condition of approach used. The implications of these findings for implementing effective reading strategy instruction are discussed.

  6. O papel da Consciência Fonológica na leitura contextual medida pelo teste de Cloze The role of phonological awareness in contextual reading measured by the Cloze task

    Directory of Open Access Journals (Sweden)

    Márcia Maria Peruzzi Elia da Mota

    2009-12-01

    Full Text Available Estudos que investigam o papel das habilidades metalingüísticas na leitura demonstram que a habilidade de refletir sobre os sons da fala, a consciência fonológica, contribui para leitura de palavras isoladas e compreensão de texto. Considerando a importância do tema, esta pesquisa foi realizada com o objetivo de explorar as relações entre a consciência fonológica e a compreensão em leitura. Participaram 19 crianças da 1ª série e 23 da 2ª série, cujas médias de idade foram respectivamente, 87,5 meses (DP = 3,93 e 98,3 meses (DP = 4,58. Os resultados mostraram que os escores nas tarefas de consciência fonológica se associaram aos escores do teste de Cloze, utilizado como medida da compreensão em leitura. Os resultados são discutidos à luz das teorias sobre aquisição da leitura e sugere-se a realização de novas pesquisas.Studies that investigate the role of metalinguistic abilities in reading show that the ability to reflect upon word's sound, phonological awareness, contributes to reading single words and reading comprehension. Considering the importance of this theme, this research was carried out with the objective of exploring the crelationship between phonological awareness and reading comprehension. Nineteen children from 1st grade and 23 from 2nd grade, whose mean ages were 87,5 months (SD = 3,93 and 98,3 months (SD = 4,58 participated in the study. The results show that the scores on the phonological awareness tasks were associated to the Cloze's score, used as a reading comprehension measure. The results are discussed on the light of the theories of reading acquisition.

  7. The Short Circuit Hypothesis of ESL Reading--Or when Language Competence Interferes with Reading Performance.

    Science.gov (United States)

    Clarke, Mark A.

    1980-01-01

    Examines a sampling of current ESL reading instruction practices, addressing the concern that the lack of a generally accepted theory of L2 reading constitutes a major obstacle to teaching and testing ESL reading skills. Summarizes the results of two studies and discusses their implications for ESL teachers. (MES)

  8. Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools

    Science.gov (United States)

    Baker, Scott K.; Smolkowski, Keith; Katz, Rachell; Fien, Hank; Seeley, John R.; Kame'enui, Edward J.; Beck, Carrie Thomas

    2008-01-01

    The purpose of this study was to examine oral reading fluency (ORF) in the context of a large-scale federal reading initiative conducted in low performing, high poverty schools. The objectives were to (a) investigate the relation between ORF and comprehensive reading tests, (b) examine whether slope of performance over time on ORF predicted…

  9. Mothers' Reading-Related Activities at Home and Learning to Read during Kindergarten

    Science.gov (United States)

    Silinskas, Gintautas; Parrila, Rauno; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Niemi, Pekka; Nurmi, Jari-Erik

    2010-01-01

    This longitudinal study investigates how the reading-related activities of mothers at home relate to the development of reading skills among their kindergarten children. A total of 1,529 children (5-to-6-year-olds) were tested on word reading twice, once at the beginning and once at the end of a kindergarten year. The mothers of the children (n =…

  10. Dialogic Reading Aloud to Promote Extensive Reading

    Science.gov (United States)

    Jacobs, George M.

    2016-01-01

    How can teachers motivate students to read extensively in a second language? One strategy is for teachers to read aloud to students to promote the joys of reading generally, to build students' language skills and to introduce students to specific authors, book series, genres, websites, etc. This article begins by discussing why teachers might want…

  11. Enhancing academic reading skills through extensive reading ...

    African Journals Online (AJOL)

    Abstract. The current study explores the feasibility of an extensive reading programme in the context of a low-income country (Mozambique), as well as the influence of extensive reading on academic reading. The programme took over 4 months and was conducted among 30 students majoring in Journalism at the Eduardo ...

  12. The Types and Nature of Questions vis-à-vis Students' Test-Taking Skills as Significant Indicators of Second Language Examinees? Performance on the TOEFL-ITP Reading Comprehension Sub-Test

    Science.gov (United States)

    Perez-Amurao, Analiza

    2011-01-01

    This study examines the reading performance of selected students at the Pre-College program of the Mahidol University International College (PC-MUIC) as they are required to attain a score of 520 in the TOEFL-ITP (or equivalent performance in IELTS) to enter MUIC. Specifically, this research aims to evaluate whether the reading skills that…

  13. Can Test Construction Account for Varying Gender Differences in International Reading Achievement Tests of Children, Adolescents and Young Adults?--A Study Based on Nordic Results in PIRLS, PISA and PIAAC

    Science.gov (United States)

    Solheim, Oddny Judith; Lundetrae, Kjersti

    2018-01-01

    Gender differences in reading seem to increase throughout schooling and then decrease or even disappear with age, but the reasons for this are unclear. In this study, we explore whether differences in the way "reading literacy" is operationalised can add to our understanding of varying gender differences in international large-scale…

  14. An Examination of Test-Retest, Alternate Form Reliability, and Generalizability Theory Study of the easyCBM Word and Passage Reading Fluency Assessments: Grade 3. Technical Report #1218

    Science.gov (United States)

    Park, Bitnara Jasmine; Anderson, Daniel; Alonzo, Julie; Lai, Cheng-Fei; Tindal, Gerald

    2012-01-01

    This technical report is one in a series of five describing the reliability (test/retest and alternate form) and G-Theory/D-Study research on the easyCBM reading measures, grades 1-5. Data were gathered in the spring of 2011 from a convenience sample of students nested within classrooms at a medium-sized school district in the Pacific Northwest.…

  15. Processing Determinants of Reading Speed.

    Science.gov (United States)

    Jackson, Mark D.; McClelland, James L.

    1979-01-01

    Two groups of undergraduates differing in reading ability were tested on a number of reaction-time tasks designed to determine the speed of encoding visual information at several different levels, tests of sensory functions, verbal and quantitative reasoning ability, short-term auditory memory span, and ability to comprehend spoken text.…

  16. Knowledge of teachers about teaching reading

    NARCIS (Netherlands)

    van den Hurk, H. T. G.; Houtveen, A. A. M.; van de Grift, W. J. C. M.

    2012-01-01

    A test is developed for teachers' Pedagogical Content Knowledge in the field of reading. Items on phonological awareness, alphabetic principle and fluency were presented to a panel of 30 reading experts. This procedure resulted in a test consisting of 45 items that was completed by 215 elementary

  17. Reading Processes and Parenting Styles.

    Science.gov (United States)

    Carreteiro, Rui Manuel; Justo, João Manuel; Figueira, Ana Paula

    2016-08-01

    Home literacy environment explains between 12 and 18.5 % of the variance of children's language skills. Although most authors agree that children whose parents encourage them to read tend to develop better and earlier reading skills, some authors consider that the impact of family environment in reading skills is overvalued. Probably, other variables of parent-child relationship, like parenting styles, might be relevant for this field. Nevertheless, no previous studies on the effect of parenting styles in literacy have been found. To analyze the role of parenting styles in the reading processes of children. Children's perceptions of parenting styles contribute significantly to the explanation of statistical variance of children's reading processes. 110 children (67 boys and 43 girls), aged between 7 and 11 years (M [Formula: see text] 9.22 and SD [Formula: see text] 1.14) from Portuguese schools answered to a socio-demographic questionnaire. To assess reading processes it was administered the Portuguese adaptation (Figueira et al. in press) of Bateria de Avaliação dos Processos Leitores-Revista (PROLEC-R). To assess the parenting styles Egna Minnen av Barndoms Uppfostran-parents (EMBU-P) and EMBU-C (children version) were administered. According to multiple hierarchical linear regressions, individual factors contribute to explain all reading tests of PROLEC-R, while family factors contribute to explain most of these tests. Regarding parenting styles, results evidence the explanatory power about grammatical structures, sentence comprehension and listening. Parenting styles have an important role in the explanation of higher reading processes (syntactic and semantic) but not in lexical processes, focused by main theories concerning dyslexia.

  18. Theme: Parents and Reading.

    Science.gov (United States)

    Jund, Suzanne, Ed.

    1977-01-01

    This journal issue concentrates on the theme "Parents and Reading." It presents articles on sharing books with young children, using public relations in a reading program, guiding preschool learning, assessing language readiness, working with reading problems, and teaching reading readiness in Wisconsin kindergartens. Resources and a review of…

  19. Psychometric Research in Reading.

    Science.gov (United States)

    Davis, Frederick B.

    This review of psychometric research in reading analyzes the factors which seem related to reading comprehension skills. Experimental analysis of reading comprehension by L. E. Thorndike revealed two major components: knowledge of word meanings and verbal reasoning abilities. Subsequent analysis of experimental studies of reading comprehension…

  20. Slower saccadic reading in Parkinson's disease.

    Science.gov (United States)

    Jehangir, Naz; Yu, Caroline Yizhu; Song, Jeehey; Shariati, Mohammad Ali; Binder, Steven; Beyer, Jill; Santini, Veronica; Poston, Kathleen; Liao, Yaping Joyce

    2018-01-01

    Idiopathic Parkinson's Disease (PD) is characterized by degeneration of dopaminergic and other neurons, leading to motor and non-motor deficits. Abnormal eye movements in PD, including fixations, saccades, and convergence, are well described. However, saccadic reading, which requires serial and alternating saccades and fixations, is not well studied, despite its obvious impact on the quality of life. In this study, we assessed saccadic reading using variations of the King-Devick (KD) test, a rapid single digit number naming test, as a way to assess the ability to make serial left-to-right ocular motor movements necessary for reading. We recruited 42 treated PD patients and 80 age-matched controls and compared their reading times with a variety of measures, including age, duration of disease, Unified Parkinson's Disease Rating Scale (UPDRS), the National Eye Institute 25-Item Visual Functioning Questionnaire 25 (VFQ-25), and Montreal Cognitive assessment (MoCA) test. The subjects performed 4 trials of reading 120 single digit numbers aloud as fast as possible without making errors. In each trial, they read 3 pages (KD1, KD2, and KD3), and each page contained 40 numbers per page in 8 lines with 5 numbers/line. We found that PD patients read about 20% slower than controls on all tests (KD1, 2, and 3 tests) (p < 0.02), and both groups read irregularly spaced numbers slower than regularly spaced numbers. Having lines between numbers to guide reading (KD1 tests) did not impact reading time in both PD and controls, but increased visual crowding as a result of decreased spacing between numbers (KD3 tests) was associated with significantly slower reading times in both PD and control groups. Our study revealed that saccadic reading is slower in PD, but controls and PD patients are both impacted by visuospatial planning challenges posed by increased visual crowding and irregularity of number spacing. Reading time did not correlate with UPDRS or MoCA scores in PD patients but

  1. Validation of the Read Out Electronics for the CMS Muon Drift Chambers at Tests Beam in CERN/GIF; Validacion en el Test Beam del CERN/GIF de la electronica de Lectura de las Camaras de Muones del Experimento CMS

    Energy Technology Data Exchange (ETDEWEB)

    Fernandez, C.; Fouz, M. c.; Marin, J.; Oller, J. C.; Willmott, C.; Amigo, L. J.

    2002-07-01

    Part of the readout system for the CMS muon drift chambers has been tested in test beams at CERN/GIF. Read Out Board (ROB) and HPTD have been validated with signals from a real muon beam, with an structure and flux similar to LHC operating conditions and using one of the chambers produced in CIEMAT already located in the test beam area under normal gas and voltage conditions. (Author) 5 refs.

  2. Examining the Relationship among Reading Curriculum-Based Measures, Level of Language Proficiency, and State Accountability Test Scores with Middle School Spanish-Speaking English Language Learners

    Science.gov (United States)

    Stokes, Nicole Osterman

    2010-01-01

    The purpose of the present study was to examine the predictive ability of oral reading fluency (R-CBM) on a sixth grade high-stakes assessment with ELL and non-ELL students, as well as determine the average rate of growth on R-CBM and how that relates to level of English Proficiency. The participants in the current study included 350 sixth grade…

  3. Understanding reading comprehension amongst Maltese speaking children.

    OpenAIRE

    Grech, Louisa.

    2011-01-01

    This thesis investigated reading comprehension levels amongst Maltese bilingual students. A total of 428 participants, aged between 8 and 13, from state schools across Malta, were tested and the results of five studies presented. The primary purpose underlying the research was to inform the development of assessment procedures that can be used in the identification of children who have specific difficulties in reading within the Maltese context. Initially, the suitability of reading comprehen...

  4. Prevalence of Gendered Views of Reading in Thailand and Canada

    Science.gov (United States)

    Sokal, Laura

    2010-01-01

    Recent large-scale testing of reading achievement indicates significant gender differences favoring girls in all countries tested, a situation that some researchers believe is the result of boys viewing reading as a feminine activity. Given that Canada has one of the world's smallest gender gaps in reading whereas Thailand has one of the largest,…

  5. Neural Signatures of the Reading-Writing Connection: Greater Involvement of Writing in Chinese Reading than English Reading.

    Directory of Open Access Journals (Sweden)

    Fan Cao

    Full Text Available Research on cross-linguistic comparisons of the neural correlates of reading has consistently found that the left middle frontal gyrus (MFG is more involved in Chinese than in English. However, there is a lack of consensus on the interpretation of the language difference. Because this region has been found to be involved in writing, we hypothesize that reading Chinese characters involves this writing region to a greater degree because Chinese speakers learn to read by repeatedly writing the characters. To test this hypothesis, we recruited English L1 learners of Chinese, who performed a reading task and a writing task in each language. The English L1 sample had learned some Chinese characters through character-writing and others through phonological learning, allowing a test of writing-on-reading effect. We found that the left MFG was more activated in Chinese than English regardless of task, and more activated in writing than in reading regardless of language. Furthermore, we found that this region was more activated for reading Chinese characters learned by character-writing than those learned by phonological learning. A major conclusion is that writing regions are also activated in reading, and that this reading-writing connection is modulated by the learning experience. We replicated the main findings in a group of native Chinese speakers, which excluded the possibility that the language differences observed in the English L1 participants were due to different language proficiency level.

  6. Neural Signatures of the Reading-Writing Connection: Greater Involvement of Writing in Chinese Reading than English Reading.

    Science.gov (United States)

    Cao, Fan; Perfetti, Charles A

    2016-01-01

    Research on cross-linguistic comparisons of the neural correlates of reading has consistently found that the left middle frontal gyrus (MFG) is more involved in Chinese than in English. However, there is a lack of consensus on the interpretation of the language difference. Because this region has been found to be involved in writing, we hypothesize that reading Chinese characters involves this writing region to a greater degree because Chinese speakers learn to read by repeatedly writing the characters. To test this hypothesis, we recruited English L1 learners of Chinese, who performed a reading task and a writing task in each language. The English L1 sample had learned some Chinese characters through character-writing and others through phonological learning, allowing a test of writing-on-reading effect. We found that the left MFG was more activated in Chinese than English regardless of task, and more activated in writing than in reading regardless of language. Furthermore, we found that this region was more activated for reading Chinese characters learned by character-writing than those learned by phonological learning. A major conclusion is that writing regions are also activated in reading, and that this reading-writing connection is modulated by the learning experience. We replicated the main findings in a group of native Chinese speakers, which excluded the possibility that the language differences observed in the English L1 participants were due to different language proficiency level.

  7. Reading Disabilities and PASS Reading Enhancement Programme

    Science.gov (United States)

    Mahapatra, Shamita

    2016-01-01

    Children experience difficulties in reading either because they fail to decode the words and thus are unable to comprehend the text or simply fail to comprehend the text even if they are able to decode the words and read them out. Failure in word decoding results from a failure in phonological coding of written information, whereas reading…

  8. To read or not to read

    NARCIS (Netherlands)

    Mol, Suzanne Elizabeth

    2010-01-01

    There is a widely held belief that reading (story)books makes us smarter and helps promote success in life. Does scientific evidence support this notion? The three meta-analyses in this thesis comprise 146 studies between 1988 and 2010 (N=10,308 participants) that addressed the role of book reading

  9. Effects of sequential and discrete rapid naming on reading in Japanese children with reading difficulty.

    Science.gov (United States)

    Wakamiya, Eiji; Okumura, Tomohito; Nakanishi, Makoto; Takeshita, Takashi; Mizuta, Mekumi; Kurimoto, Naoko; Tamai, Hiroshi

    2011-06-01

    To clarify whether rapid naming ability itself is a main underpinning factor of rapid automatized naming tests (RAN) and how deep an influence the discrete decoding process has on reading, we performed discrete naming tasks and discrete hiragana reading tasks as well as sequential naming tasks and sequential hiragana reading tasks with 38 Japanese schoolchildren with reading difficulty. There were high correlations between both discrete and sequential hiragana reading and sentence reading, suggesting that some mechanism which automatizes hiragana reading makes sentence reading fluent. In object and color tasks, there were moderate correlations between sentence reading and sequential naming, and between sequential naming and discrete naming. But no correlation was found between reading tasks and discrete naming tasks. The influence of rapid naming ability of objects and colors upon reading seemed relatively small, and multi-item processing may work in relation to these. In contrast, in the digit naming task there was moderate correlation between sentence reading and discrete naming, while no correlation was seen between sequential naming and discrete naming. There was moderate correlation between reading tasks and sequential digit naming tasks. Digit rapid naming ability has more direct effect on reading while its effect on RAN is relatively limited. The ratio of how rapid naming ability influences RAN and reading seems to vary according to kind of the stimuli used. An assumption about components in RAN which influence reading is discussed in the context of both sequential processing and discrete naming speed. Copyright © 2010 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

  10. How to teach children reading and spelling

    NARCIS (Netherlands)

    Bosman, A.M.T.; Schraven, J.L.M.; Segers, E.; Broek, P. van den

    2017-01-01

    The effectiveness of the Dutch reading and spelling didactic 'How to teach children reading and spelling' (HTCRS), developed by Schraven (1994/2013) was empirically tested in children attending special education. HTCRS is based on the principles of direct and classroom instruction, and the task

  11. Direct Reading Instruction and the NYS ELA

    Science.gov (United States)

    Jones-Carey, Margaret H.

    2013-01-01

    This study analyzed the impact of classroom based reading instruction ("direct instruction") on the standardized test scores of 6th grade students as measured by the New York State English Language Arts assessment (NYS ELA). It was hypothesized that the implementation of direct instruction in reading in grade 6 would improve NYS ELA…

  12. Lexical-Semantic Reading in a Shallow Orthography: Evidence from a Girl with Williams Syndrome

    Science.gov (United States)

    Barca, Laura; Bello, Arianna; Volterra, Virginia; Burani, Cristina

    2010-01-01

    The reading skills of a girl with Williams Syndrome are assessed by a timed word-naming task. To test the efficiency of lexical and nonlexical reading, we considered four marker effects: Lexicality (better reading of words than nonwords), frequency (better reading of high than low frequency words), length (better reading of short than long words),…

  13. Fostering Fifth Graders’ Reading Comprehension through the use of Intensive Reading in Physical Science

    Directory of Open Access Journals (Sweden)

    Alethia Paola Bogoya González

    2011-09-01

    Full Text Available Reading comprehension in a content area needs to be seen from both the content and language perspectives. This paper examines the use of intensive reading, a strategy taken from the language teaching field, to help students improve their reading comprehension ability and develop understanding of science concepts. The study was carried out in a fifth grade class at a private bilingual institution of Bogotá. Reading was analyzed using a mixed-method approach that utilizes both qualitative and quantitative methods. The first method was done through students’ interviews, artefacts, and a teacher’s journal, and the second by means of two reading tests, Cloze and CARI, Content Area Reading Inventory Test. The statistical analysis shows that students improved their reading comprehension ability as their scores for the post-test were higher than those of the pre-test; this increment is statistically significant as p ≤ .05 when applying a t-test. The qualitative analysis shows that structured reading practices lead to the development of students’ cognitive processes. Overall, the results indicate that reading in sciences hould be seen as dynamic process that incorporates learners’ strategies in order to develop conceptual understanding.

  14. Predicting the reading skill of Japanese children.

    Science.gov (United States)

    Ogino, Tatsuya; Hanafusa, Kaoru; Morooka, Teruko; Takeuchi, Akihito; Oka, Makio; Ohtsuka, Yoko

    2017-02-01

    To clarify cognitive processes underlining the development of reading in children speaking Japanese as their first language, we examined relationships between performances of cognitive tasks in the preschool period and later reading abilities. Ninety-one normally developing preschoolers (41 girls and 50 boys; 5years 4months to 6years 4months, mean 5years 10months) participated as subjects. We conducted seven cognitive tasks including phonological awareness tasks, naming tasks, and working memory tasks in the preschool period. In terms of reading tasks, the hiragana naming task was administered in the preschool period; the reading times, which is a composite score of the monomoraic syllable reading task, the word and the non-word reading tasks, and the single sentence reading task, was evaluated in first and second grade; and the kanji reading task (naming task) was tested in second grade. Raven's colored progressive matrices and picture vocabulary test revised were also conducted in first grade. Correlation analyses between task scores and stepwise multiple regression analyses were implemented. Tasks tapping phonological awareness, lexical access, and verbal working memory showed significant correlations with reading tasks. In the multiple regression analyses the performances in the verbal working memory task played a key role in predicting character naming task scores (the hiragana naming task and the kanji reading task) while the digit naming task was an important predictor of reading times. Unexpectedly, the role of phonological (mora) awareness was modest among children speaking Japanese. Cognitive functions including phonological awareness, digit naming, and verbal working memory (especially the latter two) were involved in the development of reading skills of children speaking Japanese. Copyright © 2016 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

  15. The relationship between component skills, reading experience, and reading comprehension in Danish 3rd graders

    DEFF Research Database (Denmark)

    Rønberg, Louise Flensted-Jensen; Petersen, Dorthe Klint

    data sets were obtained from 179 Danish Grade 3 pupils. Participants were given a standard reading comprehension test requiring multiple-choice answers to six different texts of various length and type. Orthographic and phonological coding, as well as non-verbal problem solving were assessed by means......Purpose The main aim of this study was to investigate the contribution of aspects of vocabulary, word reading abilities, and reading experience to reading comprehension, and to analyse sub-samples of students with comprehension difficulties. Method The study employed a cross-sectional design. Full......: path, street, road, river). Results Data analyses showed that in the entire sample, skills of semantic lexical structuring and reading experience made strong contributions to reading comprehension. Analyses of the pupils below the 25%-percentile in reading comprehension revealed that for the vast...

  16. Guided Reading and Motivation

    Science.gov (United States)

    Hauptman, Allyson L.

    2012-01-01

    The purpose of this study was to determine the relationship between Guided Reading and student motivation to read across fourth, fifth, and sixth grades. The study defined literacy motivation as: (a) task value; (b) self-perceived competence; (c) students' perceptions of the Guided Reading format. Factor analysis and repeated measures ANOVAs were…

  17. Reading and Empathy

    Science.gov (United States)

    McCreary, John J.; Marchant, Gregory J.

    2017-01-01

    The relationship between reading and empathy was explored. Controlling for GPA and gender, reading variables were hypothesized as related to empathy; the relationship was expected to differ for males and females. For the complete sample, affective components were related to GPA but not reading. Perspective taking was related to reading…

  18. Free Reading Is UTOPIA

    Science.gov (United States)

    LeCrone, Nancy

    2010-01-01

    In high school students get tied up in extracurricular activities and have little time for pleasure reading. It is true that with rigorous academic schedules they have little time for pleasure reading. Thus began a conversation with a sophomore English teacher at the author's high school. As they were discussing the plight of free reading he was…

  19. Reading: United States.

    Science.gov (United States)

    Weber, Rose-Marie

    1983-01-01

    An exploration of the increasingly important role of linguistics in literacy research and instruction reviews literature on reading comprehension, written language, orthography, metalinguistics, classroom language use, reading disabilities, native tongues, nonstandard dialects, bilingual education, adult literacy, and second-language reading. (86…

  20. Teaching Reading with Puppets.

    Science.gov (United States)

    Bennett, Ruth

    The use of traditional stories in American Indian language programs connects students' reading to their lives and familiarizes learners with the rhythms of the oral language. Puppet performances are one way of connecting reading programs to the Native oral tradition. A high school reading lesson in a first-year Hupa language class uses many…

  1. Exploring the Effect of Teaching Test-Taking Strategies on Intermediate Level Learners on Reading Section of IELTS; Learners' Attitude in Focus

    Science.gov (United States)

    Khoshsima, Hooshang; Saed, Amin; Mousaei, Fatemeh

    2018-01-01

    Language proficiency tests have become common instruments to judge people based on their performance. Thus, the scores on language proficiency tests, such as the International English Language Testing System (IELTS) or Teaching English as a Foreign Language (TOEFL), play a crucial role in the test-takers' lives. Because of increasing demands on…

  2. 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...

  3. Reading Comprehension Strategies

    Directory of Open Access Journals (Sweden)

    Unal Ulker

    2017-12-01

    Full Text Available The academic success of the university students greatly depends on the mastery of an academic reading skill. However, students as well as teachers, take the learning of this skill for granted, as they tend to presuppose that reading skill is acquired as a part of their secondary education. As a result, most first-year students employ non university strategies to read academic texts, which leads to a surface approach to reading and prevents students from a better understanding of the material. This paper will discuss the strategies that involve students in taking a deep approach to reading academic texts.

  4. Reading use in preschool

    OpenAIRE

    Laísa Cristina dos Santos Guilherme; Rodrigo Ferreira Daverni

    2016-01-01

    Abstract: Reading in preschool is a time of awakening the taste and pleasure in reading, it is also a source of reflection, discovery and learn to listen. It is then necessary that the contact with the reading start from pre-school, with a variety of texts and the teacher also has the habit of reading in their daily lives. Therefore, this study aimed to investigate the benefits of daily reading in the classroom pre-school life of a student, which the characteristics of a player and teacher re...

  5. What oral text reading fluency can reveal about reading comprehension

    NARCIS (Netherlands)

    Veenendaal, N.J.; Groen, M.A.; Verhoeven, L.T.W.

    2015-01-01

    Text reading fluency – the ability to read quickly, accurately and with a natural intonation – has been proposed as a predictor of reading comprehension. In the current study, we examined the role of oral text reading fluency, defined as text reading rate and text reading prosody, as a contributor

  6. Print exposure, reading habits, and reading achievement among deaf and hearing college students.

    Science.gov (United States)

    Marschark, Marc; Sarchet, Thomastine; Convertino, Carol M; Borgna, Georgianna; Morrison, Carolyn; Remelt, Sarah

    2012-01-01

    This study explored relations of print exposure, academic achievement, and reading habits among 100 deaf and 100 hearing college students. As in earlier studies, recognition tests for book titles and magazine titles were used as measures of print exposure, college entrance test scores were used as measures of academic achievement, and students provided self-reports of reading habits. Deaf students recognized fewer magazine titles and fewer book titles appropriate for reading levels from kindergarten through Grade 12 while reporting more weekly hours of reading. As in previous studies with hearing college students, the title recognition test proved a better predictor of deaf and hearing students' English achievement than how many hours they reported reading. The finding that the recognition tests were relatively more potent predictors of achievement for deaf students than hearing students may reflect the fact that deaf students often obtain less information through incidental learning and classroom presentations.

  7. Long-Term Outcomes of Early Reading Intervention

    Science.gov (United States)

    Hurry, Jane; Sylva, Kathy

    2007-01-01

    This study explores the long-term effectiveness of two differing models of early intervention for children with reading difficulties: Reading Recovery and a specific phonological training. Approximately 400 children were pre-tested, 95 were assigned to Reading Recovery, 97 to Phonological Training and the remainder acted as controls. In the short…

  8. A Comparison of Reading Response Methods to Increase Student Learning

    Science.gov (United States)

    Davis, Cheryl J.; Zane, Thomas

    2016-01-01

    It is common in college courses to test students on the required readings for that course. With a rise in online education it is often the case that students are required to provide evidence of reading the material. However, there is little empirical research stating the best written means to assess that students read the materials. This study…

  9. Mothers' Behaviors and Sons' Reading Achievement and Projected Feelings.

    Science.gov (United States)

    Oidick, Michael Stanley

    Two groups of fourth-grade boys, one group reading at grade level or above, the other reading below grade level, were selected for this study. All boys in both groups had scored at the 30th percentile or below on a kindergarten reading-readiness test. The mothers of these boys were interviewed to assess their participation, instigation, and level…

  10. Conceptualizing and Assessing Higher-Order Thinking in Reading

    Science.gov (United States)

    Afflerbach, Peter; Cho, Byeong-Young; Kim, Jong-Yun

    2015-01-01

    Students engage in higher-order thinking as they read complex texts and perform complex reading-related tasks. However, the most consequential assessments, high-stakes tests, are currently limited in providing information about students' higher-order thinking. In this article, we describe higher-order thinking in relation to reading. We provide a…

  11. Is Adult Reading a Guide to Educational-Vocational Achievement?

    Science.gov (United States)

    Athanasou, James A.

    2011-01-01

    Reading is theorised as a key aspect of one's educational and vocational adjustment. The reading scores on the "Wide-Range Achievement Test 3" of 465 adult vocational assessment clients were examined. Reading varied across a range of social factors and the overall results were consistent with earlier studies, especially the "Adult…

  12. Reading and Spelling Error Analysis of Native Arabic Dyslexic Readers

    Science.gov (United States)

    Abu-rabia, Salim; Taha, Haitham

    2004-01-01

    This study was an investigation of reading and spelling errors of dyslexic Arabic readers ("n"=20) compared with two groups of normal readers: a young readers group, matched with the dyslexics by reading level ("n"=20) and an age-matched group ("n"=20). They were tested on reading and spelling of texts, isolated…

  13. L2 Reading Motivation among Sri Lankan University Students

    Science.gov (United States)

    Dhanapala, Kusumi Vasantha; Hirakawa, Yukiko

    2016-01-01

    This study investigated the extent of the motivational processes that facilitated the text comprehension among 406 Sri Lankan university students in Sri Lanka. Students' L2 text comprehension and reading motivation were assessed using a reading comprehension test and a reading motivation and attitude questionnaire. The Principal Componential…

  14. Effects of reading speed on second-language sentence processing

    NARCIS (Netherlands)

    Kaan, Edith; Ballantyne, Jocelyn C.; Wijnen, Frank

    2014-01-01

    To test the effects of reading speed on second-language (L2) sentence processing and the potential influence of conflicting native language word order, we compared advanced L2 learners of English with native English speakers on a self-paced reading task. L2 learners read faster overall than native

  15. [Efficacy of decoding training for children with difficulty reading hiragana].

    Science.gov (United States)

    Uchiyama, Hitoshi; Tanaka, Daisuke; Seki, Ayumi; Wakamiya, Eiji; Hirasawa, Noriko; Iketani, Naotake; Kato, Ken; Koeda, Tatsuya

    2013-05-01

    The present study aimed to clarify the efficacy of decoding training focusing on the correspondence between written symbols and their readings for children with difficulty reading hiragana (Japanese syllabary). Thirty-five children with difficulty reading hiragana were selected from among 367 first-grade elementary school students using a reading aloud test and were then divided into intervention (n=15) and control (n=20) groups. The intervention comprised 5 minutes of decoding training each day for a period of 3 weeks using an original program on a personal computer. Reading time and number of reading errors in the reading aloud test were compared between the groups. The intervention group showed a significant shortening of reading time (F(1,33)=5.40, phiragana.

  16. [Ophthalmologic reading charts : Part 2: Current logarithmically scaled reading charts].

    Science.gov (United States)

    Radner, W

    2016-12-01

    To analyze currently available reading charts regarding print size, logarithmic print size progression, and the background of test-item standardization. For the present study, the following logarithmically scaled reading charts were investigated using a measuring microscope (iNexis VMA 2520; Nikon, Tokyo): Eschenbach, Zeiss, OCULUS, MNREAD (Minnesota Near Reading Test), Colenbrander, and RADNER. Calculations were made according to EN-ISO 8596 and the International Research Council recommendations. Modern reading charts and cards exhibit a logarithmic progression of print sizes. The RADNER reading charts comprise four different cards with standardized test items (sentence optotypes), a well-defined stop criterion, accurate letter sizes, and a high print quality. Numbers and Landolt rings are also given in the booklet. The OCULUS cards have currently been reissued according to recent standards and also exhibit a high print quality. In addition to letters, numbers, Landolt rings, and examples taken from a timetable and the telephone book, sheet music is also offered. The Colenbrander cards use short sentences of 44 characters, including spaces, and exhibit inaccuracy at smaller letter sizes, as do the MNREAD cards. The MNREAD cards use sentences of 60 characters, including spaces, and have a high print quality. Modern reading charts show that international standards can be achieved with test items similar to optotypes, by using recent technology and developing new concepts of test-item standardization. Accurate print sizes, high print quality, and a logarithmic progression should become the minimum requirements for reading charts and reading cards in ophthalmology.

  17. Writing-Reading Relationships: Effectiveness of Writing Activities As Pre-Reading Tasks to Enhance L2 Inferential Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Thilina Indrajie Wickramaarachchi

    2014-10-01

    Full Text Available The study examines the interaction between reading and writing processes in general and more specifically the impact of pre-reading tasks incorporating writing tasks (referred to as “prw tasks” in helping the development of inferential reading comprehension. A sample of 70 first year ESL students of the University of Kelaniya were initially selected with one group (experimental group engaging in “prw tasks” while the other group (control group performing the tasks without a pre-reading component. The intervention was for 6 sessions (one hour in each session. At the end of each session, the performance of the two groups was measured and the test scores were analyzed using the data analysis package SPSS to determine the effectiveness of the intervention. The results indicated that the experimental group had significantly performed better than the control group which indicated the effectiveness of the prw tasks in improving reading comprehension.

  18. Testing for a cultural influence on reading for meaning in the developing brain: the neural basis of semantic processing in Chinese children

    Directory of Open Access Journals (Sweden)

    Tai-Li Chou

    2009-11-01

    Full Text Available Functional magnetic resonance imaging (fMRI was used to explore the neural correlates of semantic judgments in a group of 8- to 15-year-old Chinese children. Participants were asked to indicate if pairs of Chinese characters presented visually were related in meaning. The related pairs were arranged in a continuous variable according to association strength. Pairs of characters with weaker semantic association elicited greater activation in the mid ventral region (BA 45 of left inferior frontal gyrus, suggesting increased demands on the process of selecting appropriate semantic features. By contrast, characters with stronger semantic association elicited greater activation in left inferior parietal lobule (BA 39, suggesting stronger integration of highly related features. In addition, there was a developmental increase, similar to previously reported findings in English, in left posterior middle temporal gyrus (BA 21, suggesting that older children have more elaborated semantic representations. There were additional age-related increases in the posterior region of left inferior parietal lobule and in the ventral regions of left inferior frontal gyrus, suggesting that reading acquisition relies more on the mapping from orthography to semantics in Chinese children as compared to previously reported findings in English.

  19. The Development of Reading and Spelling in Arabic Orthography: Two Parallel Processes?

    Science.gov (United States)

    Taha, Haitham

    2016-01-01

    The parallels between reading and spelling skills in Arabic were tested. One-hundred forty-three native Arab students, with typical reading development, from second, fourth, and sixth grades were tested with reading, spelling and orthographic decision tasks. The results indicated a full parallel between the reading and spelling performances within…

  20. Academic Reading ability of first-year students: what's high school ...

    African Journals Online (AJOL)

    Both groups were administered a pre-test and post-test of academic reading ability. The dependent variable was academic reading ability and the independent variables were matric grade and prior exposure. Two measures of reading ability were used, namely a reading comprehension and a cloze passage. An analysis of ...

  1. Exploring the Relationship between Adolescent's Reading Skills, Reading Motivation and Reading Habits

    Science.gov (United States)

    McGeown, Sarah P.; Duncan, Lynne G.; Griffiths, Yvonne M.; Stothard, Sue E.

    2015-01-01

    The present study examines the extent to which adolescents' reading affect (reading motivation) and behaviour (reading habits) predict different components of reading (word reading, comprehension, summarisation and text reading speed) and also adds to the limited research examining group differences (gender, age, ability) in adolescents' reading…

  2. Universal Visual Features Might Be Necessary for Fluent Reading. A Longitudinal Study of Visual Reading in Braille and Cyrillic Alphabets.

    Science.gov (United States)

    Bola, Łukasz; Radziun, Dominika; Siuda-Krzywicka, Katarzyna; Sowa, Joanna E; Paplińska, Małgorzata; Sumera, Ewa; Szwed, Marcin

    2017-01-01

    It has been hypothesized that efficient reading is possible because all reading scripts have been matched, through cultural evolution, to the natural capabilities of the visual cortex. This matching has resulted in all scripts being made of line-junctions, such as T, X, or L. Our aim was to test a critical prediction of this hypothesis: visual reading in an atypical script that is devoid of line-junctions (such as the Braille alphabet read visually) should be much less efficient than reading in a "normal" script (e.g., Cyrillic). Using a lexical decision task, we examined Visual Braille reading speed and efficiency in sighted Braille teachers. As a control, we tested learners of a natural visual script, Cyrillic. Both groups participated in a two semester course of either visual Braille or Russian while their reading speed and accuracy was tested at regular intervals. The results show that visual Braille reading is slow, prone to errors and highly serial, even in Braille readers with years of prior reading experience. Although subjects showed some improvements in their visual Braille reading accuracy and speed following the course, the effect of word length on reading speed (typically observed in beginning readers) was remained very sizeable through all testing sessions. These results are in stark contrast to Cyrillic, a natural script, where only 3 months of learning were sufficient to achieve relative proficiency. Taken together, these results suggest that visual features such as line junctions and their combinations might be necessary for efficient reading.

  3. INTEREST AND READING MOTIVATION

    Directory of Open Access Journals (Sweden)

    Alhamdu Alhamdu

    2016-05-01

    Full Text Available The purpose of this study is to examine the relationship between interest and reading motivation based on literature review. The concept of the interest portrayed as a psychological state that occurs during interaction between individual and specific topic, object or activity including process of willingness, increased attention, concentration and positive feeling to the topic, object or activity. Meanwhile reading motivation emphasized to mental readiness, willingness and refers to beliefs and perception of individual to engage in reading activity. Some researchers were identified factors that influenced reading motivation such as intrinsic and extrinsic factors, self-concept and value of reading, and interest. In general, the literature review described that have positive relationship between interest and reading motivation.

  4. Motivational reading on education, meaningful reading realisation

    Directory of Open Access Journals (Sweden)

    Adriana Qafa

    2017-07-01

    Full Text Available In this study I will present some ideas on today’s educational practice for motivation, the realization of the meaningful reading. There is a special place for the methodical ranking of the reading process, starting in school. Main requests of this reading, consist of the deep meaning of the subject, exploration of the idea, and other elements of the subject, implementation of the technique’s rules of the expressive reading, such as breathing, voice, diction, intonation, spelling, stoppages, logical emphasizes, emotional expressions, temper, timber, gesticulations, and mimic. There is also highlighted the fact that the used method comes from the pupils’ results and depends on the capability and level of the teacher, from the programming’s scale, the tools that are put into disposition, the age and the level of the pupils, and from the environment that the teacher creates during courses. At the end there are some practical guidelines for the realization of the expressive reading in the literature subject.

  5. Whole Language-Based English Reading Materials

    Directory of Open Access Journals (Sweden)

    Dian Erlina

    2016-05-01

    Full Text Available This Research and Development (R&D aims at developing English reading materials for undergraduate EFL students of Universitas Islam Negeri (UIN Raden Fatah Palembang, Indonesia. Research data were obtained through questionnaires, tests, and documents. The results of the research show that the existing materials are not relevant to the students’ need, so there is a need for developing new materials based on whole language principles. In general, the new developed materials are considered reliable by the experts, students, and lecturers. The materials are also effective in improving students’ reading achievement. The final product of the materials consists of a course book entitled Whole Language Reading (WLR and a teacher’s manual. WLR provides rich input of reading strategies, variety of topics, concepts, texts, activities, tasks, and evaluations. Using this book makes reading more holistic and meaningful as it provides integration across language skills and subject areas.

  6. 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.

  7. The Effect of Background Music While Silent Reading on EFL Learners’ Reading Comprehension

    Directory of Open Access Journals (Sweden)

    sakineh sahebdel

    2014-05-01

    Full Text Available This study attempted to determine the effect of background music while silent reading on Iranian EFL learners’ reading comprehension. The participants were 57 Iranian EFL learners between the ages of 14 and 16 in two 3rd grade high schoolclasses at pre-intermediate proficiency level. Before treatment,both experimental and control groups took a reading comprehension pretest. In the experimental group, the researchers played Mozart sonatas as background music and asked them to read the passage silently and then answer the reading comprehension questions. In the control group, the procedure was the same, but no music was played while silent reading by the students. After ten sessions, the students of both groups were asked to answer another independent but parallel form of reading section of PET as their post-test. The independent samples t-testresultsindicated that the experimental group outperformed the control group in reading comprehension posttest, and listening to background music while silent reading had a significantly positive effect on Iranian EFL learners’ reading comprehension. The results of the present study have implications for EFL students, teachers, and teacher educators as well as syllabus designers and materials developers.

  8. Improve your reading

    CERN Document Server

    Fry, Ron

    2012-01-01

    Help your students discover the practical solution to their reading frustrations, with Improve Your Reading. Written by bestselling author and education advocate Ron Fry, this book avoids gimmicks and tricks in favor of proven strategies that will help your students better retain and comprehend what they've read in any textbook, in any course, at any academic level. Endlessly adaptable to each student's individual learning needs, the text focuses on fundamental skills students can carry beyond the classroom.

  9. Phonological Processing and Word Reading in Typically Developing and Reading Disabled Children : Severity Matters

    NARCIS (Netherlands)

    de Groot, Barry; van den Bos, Kornelis; Minnaert, Alexander; van der Meulen, Bieuwe

    2015-01-01

    This chapter concerns the word reading predictive values and the dynamics of alphanumeric rapid automatized naming (RAN) and phonemic awareness (PA) in the general population of Dutch elementary school–aged children (grades 3 through 6). A composite index of word reading based on standardized tests

  10. Grade 12 Diploma Examination, English 30. Part B: Reading (Multiple Choice). Readings Booklet. 1986 Edition.

    Science.gov (United States)

    Alberta Dept. of Education, Edmonton.

    Intended for students taking the Grade 12 Examination in English 30 in Alberta, Canada, this reading test (to be administered along with the questions booklet) contains 10 short reading selections taken from fiction, nonfiction, poetry, and drama, including the following: "My Magical Metronome" (Lewis Thomas); "Queen Street…

  11. Effects of Metalinguistic Awareness on Reading Comprehension and the Mediator Role of Reading Fluency from Grades 2 to 4

    Science.gov (United States)

    Li, Liping; Wu, Xinchun

    2015-01-01

    Purpose This study examined the contribution of metalinguistic awareness including morphological awareness, phonological awareness and orthographical awareness to reading comprehension, and the role of reading fluency as a mediator of the effects of metalinguistic awareness on reading comprehension from grades 2 to 4. Methods Four hundred and fifteen elementary students in China mainland were administered a test battery that included measures of morphological awareness, phonological awareness, orthographical awareness, reading fluency, reading comprehension and IQ. Hierarchical regression and structural equation models (SEM) were used to analyze the data. Results Morphological awareness uniquely explained 9%, 10% and 13% variance of reading comprehension respectively from grade 2 to grade 4, however, phonological awareness and orthographical awareness did not contribute to reading comprehension; Reading fluency partially mediated the effect of morphological awareness on reading comprehension in grades 2-4. Conclusions These findings indicated that reading fluency and morphological awareness should be facilitated in the Chinese instruction. Morphological awareness played an important role in Chinese reading and affected reading comprehension in grades 2 to 4; Reading fluency was a significant link between morphological awareness and reading comprehension in grades 2-4. PMID:25799530

  12. Reading disorders and dyslexia.

    Science.gov (United States)

    Hulme, Charles; Snowling, Margaret J

    2016-12-01

    We review current knowledge about the nature of reading development and disorders, distinguishing between the processes involved in learning to decode print, and the processes involved in reading comprehension. Children with decoding difficulties/dyslexia experience deficits in phoneme awareness, letter-sound knowledge and rapid automatized naming in the preschool years and beyond. These phonological/language difficulties appear to be proximal causes of the problems in learning to decode print in dyslexia. We review data from a prospective study of children at high risk of dyslexia to show that being at family risk of dyslexia is a primary risk factor for poor reading and children with persistent language difficulties at school entry are more likely to develop reading problems. Early oral language difficulties are strong predictors of later difficulties in reading comprehension. There are two distinct forms of reading disorder in children: dyslexia (a difficulty in learning to translate print into speech) and reading comprehension impairment. Both forms of reading problem appear to be predominantly caused by deficits in underlying oral language skills. Implications for screening and for the delivery of robust interventions for language and reading are discussed.

  13. The influence of working memory on reading growth in subgroups of children with reading disabilities.

    Science.gov (United States)

    Swanson, H Lee; Jerman, Olga

    2007-04-01

    This 3-year longitudinal study determined whether (a) subgroups of children with reading disabilities (RD) (children with RD only, children with both reading and arithmetic deficits, and low verbal IQ readers) and skilled readers varied in working memory (WM) and short-term memory (STM) growth and (b) whether growth in an executive system and/or a phonological storage system mediated growth in reading performance. A battery of memory and reading measures was administered to 84 children (11-17 years of age) across three testing waves spaced 1 year apart. The results showed that skilled readers yielded higher WM growth estimates than did the RD groups. No significant differentiation among subgroups of children with RD on growth measures emerged. Hierarchical linear modeling showed that WM (controlled attention), rather than STM (phonological loop), was related to growth in reading comprehension and reading fluency. The results support the notion that deficient growth in the executive component of WM underlies RD.

  14. Vision Problems and Reduced Reading Outcomes in Queensland Schoolchildren.

    Science.gov (United States)

    Hopkins, Shelley; Sampson, Geoff P; Hendicott, Peter L; Wood, Joanne M

    2017-03-01

    To assess the relationship between vision and reading outcomes in Indigenous and non-Indigenous schoolchildren to determine whether vision problems are associated with lower reading outcomes in these populations. Vision testing and reading assessments were performed on 508 Indigenous and non-Indigenous schoolchildren in Queensland, Australia divided into two age groups: Grades 1 and 2 (6-7 years of age) and Grades 6 and 7 (12-13 years of age). Vision parameters measured included cycloplegic refraction, near point of convergence, heterophoria, fusional vergence range, rapid automatized naming, and visual motor integration. The following vision conditions were then classified based on the vision findings: uncorrected hyperopia, convergence insufficiency, reduced rapid automatized naming, and delayed visual motor integration. Reading accuracy and reading comprehension were measured with the Neale reading test. The effect of uncorrected hyperopia, convergence insufficiency, reduced rapid automatized naming, and delayed visual motor integration on reading accuracy and reading comprehension were investigated with ANCOVAs. The ANCOVAs explained a significant proportion of variance in both reading accuracy and reading comprehension scores in both age groups, with 40% of the variation in reading accuracy and 33% of the variation in reading comprehension explained in the younger age group, and 27% and 10% of the variation in reading accuracy and reading comprehension, respectively, in the older age group. The vision parameters of visual motor integration and rapid automatized naming were significant predictors in all ANCOVAs (P reading results were explained by reduced visual motor integration and rapid automatized naming results. Both reduced rapid automatized naming and visual motor integration were associated with poorer reading outcomes in Indigenous and non-Indigenous children. This is an important finding given the recent emphasis placed on Indigenous children

  15. Supporting read-across using biological data.

    Science.gov (United States)

    Zhu, Hao; Bouhifd, Mounir; Donley, Elizabeth; Egnash, Laura; Kleinstreuer, Nicole; Kroese, E Dinant; Liu, Zhichao; Luechtefeld, Thomas; Palmer, Jessica; Pamies, David; Shen, Jie; Strauss, Volker; Wu, Shengde; Hartung, Thomas

    2016-01-01

    Read-across, i.e. filling toxicological data gaps by relating to similar chemicals, for which test data are available, is usually done based on chemical similarity. Besides structure and physico-chemical properties, however, biological similarity based on biological data adds extra strength to this process. In the context of developing Good Read-Across Practice guidance, a number of case studies were evaluated to demonstrate the use of biological data to enrich read-across. In the simplest case, chemically similar substances also show similar test results in relevant in vitro assays. This is a well-established method for the read-across of e.g. genotoxicity assays. Larger datasets of biological and toxicological properties of hundreds and thousands of substances become increasingly available enabling big data approaches in read-across studies. Several case studies using various big data sources are described in this paper. An example is given for the US EPA's ToxCast dataset allowing read-across for high quality uterotrophic assays for estrogenic endocrine disruption. Similarly, an example for REACH registration data enhancing read-across for acute toxicity studies is given. A different approach is taken using omics data to establish biological similarity: Examples are given for stem cell models in vitro and short-term repeated dose studies in rats in vivo to support read-across and category formation. These preliminary biological data-driven read-across studies highlight the road to the new generation of read-across approaches that can be applied in chemical safety assessment.

  16. 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.

  17. Effects of reading-oriented tasks on students' reading comprehension of geometry proof

    Science.gov (United States)

    Yang, Kai-Lin; Lin, Fou-Lai

    2012-06-01

    This study compared the effects of reading-oriented tasks and writing-oriented tasks on students' reading comprehension of geometry proof (RCGP). The reading-oriented tasks were designed with reading strategies and the idea of problem posing. The writing-oriented tasks were consistent with usual proof instruction for writing a proof and applying it. Twenty-two classes of ninth-grade students ( N = 683), aged 14 to 15 years, and 12 mathematics teachers participated in this quasi-experimental classroom study. While the experimental group was instructed to read and discuss the reading tasks in two 45-minute lessons, the control group was instructed to prove and apply the same propositions. Generalised estimating equation (GEE) method was used to compare the scores of the post-test and the delayed post-test with the pre-test scores as covariates. Results showed that the total scores of the delayed post-test of the experimental group were significantly higher than those of the control group. Furthermore, the scores of the experimental group on all facets of reading comprehension except the application facet were significantly higher than those of the control group for both the post-test and delayed post-test.

  18. Colorado Student Assessment Program: 2001 Released Passages, Items, and Prompts. Grade 4 Reading and Writing, Grade 4 Lectura y Escritura, Grade 5 Mathematics and Reading, Grade 6 Reading, Grade 7 Reading and Writing, Grade 8 Mathematics, Reading and Science, Grade 9 Reading, and Grade 10 Mathematics and Reading and Writing.

    Science.gov (United States)

    Colorado State Dept. of Education, Denver.

    This document contains released reading comprehension passages, test items, and writing prompts from the Colorado Student Assessment Program for 2001. The sample questions and prompts are included without answers or examples of student responses. Test materials are included for: (1) Grade 4 Reading and Writing; (2) Grade 4 Lectura y Escritura…

  19. The Role of Reading Skills on Reading Comprehension Ability of Turkish EFL Students

    Directory of Open Access Journals (Sweden)

    Ebru Kaya

    2015-12-01

    Full Text Available Reading is a part of our daily lives. It is performed both for pleasure and information. Reading skills are important for the individuals since they foster comprehension in reading. If the students do not have knowledge of reading skills, they cannot be expected to be successful readers. Thus, they cannot achieve the level of comprehension required to pass exams in their own departments. For this reason, reading skills should be taught in universities for the students to be able to cope with comprehension problems. This case study aims to find out whether or not reading skills has a role on the reading comprehension ability of Turkish EFL students. This study is both a qualitative and a quantitative study which lasted for a duration of 14 weeks. Two groups were selected (experimental and control among prep classes at Kahramanmaraş Sütçü Imam University. Both groups were administered a pre-test and questionnaire at the beginning of the study to find out if they were aware of reading skills. In addition, 10 students were chosen randomly for interview. During the study, reading skills were infused into the curriculum through designing lesson plans in accordance with the language content and topics for level C students, as determined by the Common European Language Framework. The lessons required the students to use reading skills before, during, and post reading. At the end of the study, the same questionnaire was re-administered. The students were given the post-test and then interviewed. The quantitative data were analyzed through descriptive statistics. The obtained data revealed that the students enhanced their comprehension ability provided that they were taught to use reading skills.

  20. Atopy patch tests in young adult patients with atopic dermatitis and controls: dose-response relationship, objective reading, reproducibility and clinical interpretation.

    Science.gov (United States)

    Bygum, Anette; Mortz, Charlotte Gotthard; Andersen, Klaus Ejner

    2003-01-01

    The clinical interpretation and reproducibility of atopy patch tests was studied in 23 selected young adult patients with atopic dermatitis and 25 healthy controls using standard inhalant allergens. Non-invasive measurements were used for objective assessment of test reactions and the participants were retested after 6 weeks. Ten of 19 (53%) evaluable patients with atopic dermatitis had at least one positive atopy patch test. However, there was no clear clinical relevance of the atopy patch test results when related to patient history and distribution of dermatitis. Reproducible and dose-dependent results were obtained with Dermatophagoides pteronyssinus, grass and cat with a reproducibility rate of 0.69 to 0.81 in patients and 0.60-0.96 in controls. A unique finding was a significant positive correlation between a positive atopy patch test, allergen dose and increase in transepidermal water loss and erythema, while measurement of capacitance did not distinguish between positive and negative reactions. The results of the present study do not support the routine use of atopy patch tests in the evaluation of adult patients with atopic dermatitis.

  1. 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,

  2. [Developmental changes in reading ability of Japanese elementary school children--analysis of 4 kana reading tasks].

    Science.gov (United States)

    Kobayashi, Tomoka; Inagaki, Masumi; Gunji, Atsuko; Yatabe, Kiyomi; Kaga, Makiko; Goto, Takaaki; Koike, Toshihide; Wakamiya, Eiji; Koeda, Tatsuya

    2010-01-01

    Five hundred and twenty-eight Japanese elementary school children aged from 6 (Grade 1) to 12 (Grade 6) were tested for their abilities to read Hiragana characters, words, and short sentences. They were typically developing children whom the classroom teachers judged to have no problems with reading and writing in Japanese. Each child was asked to read four tasks which were written in Hiragana script: single mora reading task, four syllable non-word reading task, four syllable word reading task, and short sentence reading task. The total articulation time for reading and performance in terms of accuracy were measured for each task. Developmental changes in these variables were evaluated. The articulation time was significantly longer for the first graders, and it gradually shortened as they moved through to the upper grades in all tasks. The articulation time reached a plateau in the 4th grade for the four syllable word and short sentence reading tasks, while it did so for the single mora and four syllable non-word reading tasks in the 5th grade. The articulation times for the four syllable word and short sentence reading tasks correlated strongly. There were very few clear errors for all tasks, and the number of such errors significantly changed between the school grades only for the single mora and four syllable word reading tasks. It was noted that more than half of the children read the beginning portion of the word or phrase twice or more, in order to read it accurately, and developmental changes were also seen in this pattern of reading. This study revealed that the combination of these reading tasks may function as a screening test for reading disorders such as developmental dyslexia in children below the age of ten or eleven years old.

  3. Linguistic Proficiency and Strategies on Reading Performance in English

    Directory of Open Access Journals (Sweden)

    Seyed Hassan Talebi

    2015-01-01

    Full Text Available General English (L2 proficiency and reading strategies are believed to be highly effective in successful reading performance. However, available studies rarely investigated the combined effects of these two variables on successful reading. To fill this gap, 78 university students were divided into four groups of different degrees of these two variables in L2 and given a reading test in English and an interview for assessing how much of the problems in L2 reading among the four groups were rooted in linguistic competence and/or strategic competence. Findings evinced that the high general proficiency level coupled with high awareness and use of reading strategies would result in best performance and that the pattern of answers to different components of reading question is different in different groups. It is concluded that both of the variables should be emphasized simultaneously for the best performance in reading comprehension.

  4. New read-out electronics for ICARUS-T600 liquid Argon TPC. Description, simulation and tests of the new front-end and ADC system arXiv

    CERN Document Server

    Bagby, L.; Bellini, V.; Bonesini, M.; Braggiotti, A.; Castellani, L.; Centro, S.; Cervi, T.; Cocco, A.G.; Fabris, F.; Falcone, A.; Farnese, C.; Fava, A.; Fichera, F.; Franciotti, D.; Galet, G.; Gibin, D.; Guglielmi, A.; Guida, R.; Ketchum, W.; Marchini, S.; Menegolli, A.; Meng, G.; Menon, G.; Montanari, C.; Nessi, M.; Nicoletto, M.; Pedrotta, R.; Picchi, P.; Pietropaolo, F.; Rampazzo, G.; Rappoldi, A.; Raselli, G.L.; Rossella, M.; Rubbia, C.; Scaramelli, A.; Sergiampietri, F.; Spanu, M.; Torti, M.; Tortorici, F.; Varanini, F.; Ventura, S.; Vignoli, C.; Zani, A.; Zatti, P.G.

    The ICARUS T600, a liquid argon time projection chamber (LAr-TPC) detector mainly devoted to neutrino physics, underwent a major overhauling at CERN in 2016-2017, which included also a new design of the read-out electronics, in view of its operation in Fermilab on the Short Baseline Neutrino (SBN) beam from 2019. The new more compact electronics showed capability of handling more efficiently the signals also in the intermediate Induction 2 wire plane with a significant increase of signal to noise (S/N), allowing for charge measurement also in this view. The new front-end and the analog to digital conversion (ADC) system are presented together with the results of the tests on 50 liters liquid argon TPC performed at CERN with cosmic rays.

  5. CSAF Reading List 2014

    Science.gov (United States)

    ... Undaunted Zero Dark Thirty 101109-F-RH756-737 Raptor's Reveille Featured Books Featured Films Featured Art House To House House To House by David Bellavia and John Bruning One of the great heroes of the Iraq War /McMillan/Switzler Read More... Fearless Book: Fearless by Eric Blehm Read More... Zero Dark Thirty Zero

  6. Reading Patterns Changing

    Institute of Scientific and Technical Information of China (English)

    2011-01-01

    Modern life is changing the way people read April 23 was the 16th World Book and Copyright Day,also known as the World Book Day.Reading-related problems have once again attracted people’s attention.Today,living a life with an increasingly rapid pace,most people are

  7. VISION AND READING ABILITY.

    Science.gov (United States)

    MANGRUM, CHARLES T.

    SIGNIFICANT RESEARCH ON THE PHYSIOLOGICAL AND FUNCTIONAL ASPECTS OF VISION AND READING DISABILITY IS SURVEYED. CONCLUSIONS BASED ON THE LITERATURE IN THE FIELD ARE DISCUSSED. A BIBLIOGRAPHY OF 70 REFERENCES AND A GLOSSARY OF TERMS ARE APPENDED. A TABLE SUMMARIZING REFRACTIVE ERRORS AND EYE DEFECTS CONTRIBUTING TO READING DISABILITY IS INCLUDED.…

  8. Reading and Working Memory

    Science.gov (United States)

    Baddeley, Alan

    1984-01-01

    Outlines the concept of working memory, with particular reference to a hypothetical subcomponent, the articulatory loop. Discusses the role of the loop in fluent adult reading, then examines the reading performance of adults with deficits in auditory verbal memory, showing that a capacity to articulate is not necessary for the effective…

  9. How Knowledge Powers Reading

    Science.gov (United States)

    Lemov, Doug

    2017-01-01

    Recent research shows that reading comprehension relies heavily on prior knowledge. Far more than generic "reading skills" like drawing inferences, making predictions, and knowing the function of subheads, how well students learn from a nonfiction text depends on their background knowledge of the text's subject matter. And in a cyclical…

  10. Science Fiction: Serious Reading, Critical Reading

    Science.gov (United States)

    Zigo, Diane; Moore, Michael T.

    2004-01-01

    Science fiction deserves a greater respect, serious and critical reading and a better place in high school literature classes. Some of the science fiction books by Isaac Asimov, Alfred Bester, Ray Bradbury and Octavia L. Butler and various activities for incorporating science fiction into the English language arts instruction classroom are…

  11. 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.

  12. TEACHING READING USING MAGAZINE

    Directory of Open Access Journals (Sweden)

    Henny Uswatun Hasanah

    2013-11-01

    Full Text Available Teaching is a process of communication. It has to be created through the way of teaching and exchanging the message or information by every teacher and student. The message can be knowledge, skills, ideas, experiences, and many others. Through the process of communication, the people can receive the message or information. To avoid misunderstanding in the process of communication, media are needed in the process of teaching. Magazine can be other alternative as reading material in the classroom. Magazine as reading material has appeal for the students. To make the students get information from magazine, the teacher can ask the students to observe table of content and giving the students training to use it. Like, what is done on text book. Distinguishing informative reading material with fictive reading, important to know students in reading magazine. Like analyzing advertisements to detect propaganda.

  13. "I Like to Read, but I Know I'm Not Good at It": Children's Perspectives on High-Stakes Testing in a High-Poverty School

    Science.gov (United States)

    Dutro, Elizabeth; Selland, Makenzie

    2012-01-01

    A significant body of research articulates concerns about the current emphasis on high-stakes testing as the primary lever of education reform in the United States. However, relatively little research has focused on how children make sense of the assessment policies in which they are centrally located. In this article, we share analyses of…

  14. The contribution of lexical access speed to RAN and reading

    DEFF Research Database (Denmark)

    Poulsen, Mads

    and reading speed in the older age group was still strong after controlling for general speed of processing, but controlling for confrontation picture naming speed reduced the contribution of RAN to only marginally significant. Conclusions: We conclude that RAN-objects relationship with reading speed......Purpose: The study investigated why and when rapid automatised naming is a predictor of reading. Specifically, we tested the hypotheses that (1) RAN-objects predicts reading because it is a measure of lexical (e.g. phonological) access speed, but (2) that RAN only becomes a predictor of reading...... development once a certain level of phonological recoding proficiency has been reached. Method: Forty Danish students without reading difficulties were administered tests of reading speed and accuracy, phoneme awareness, RAN-objects, timed confrontation picture naming, and visio-motor reaction time...

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

    Directory of Open Access Journals (Sweden)

    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.

  16. Forecasting Reading Anxiety for Promoting English-Language Reading Performance Based on Reading Annotation Behavior

    Science.gov (United States)

    Chen, Chih-Ming; Wang, Jung-Ying; Chen, Yong-Ting; Wu, Jhih-Hao

    2016-01-01

    To reduce effectively the reading anxiety of learners while reading English articles, a C4.5 decision tree, a widely used data mining technique, was used to develop a personalized reading anxiety prediction model (PRAPM) based on individual learners' reading annotation behavior in a collaborative digital reading annotation system (CDRAS). In…

  17. ALP - blood test

    Science.gov (United States)

    ... Tissues with higher amounts of ALP include the liver, bile ducts, and bone. A blood test can be done ... and the A.D.A.M. Editorial team. Bile Duct Diseases Read more Bone Diseases Read more Liver Function Tests Read more A.D.A.M., ...

  18. I read, you read, we read: the history of reading in Slovenia

    Directory of Open Access Journals (Sweden)

    Anja Dular

    2013-03-01

    Full Text Available ABSTRACTPurpose: The aim of the article is to research reading habits in Slovenia in the period between 16th and 19th century and to find similarities with Austria and other European countries of that time.Methodology/approach: For the purpose of the analysis different resources were used – study books, catechisms, prayer books and manuals. We were focused on introductions in which readers are advised how to read, explaining to whom the work is intended and emphasizing the importance of meditation on the texts.Results: Historically the laud reading was prefered, as to continue the folk tradition. However, the 16th century texts were transmitted by women while the folk tradition was narrated by males. In the 18th century the higher level of literacy and greater book production and availability caused that the books were not a privilege of a few. At that time more texts were intended for silent, individual reading. Interestingly, the authors emphasized the importance of meditation on the texts, too. It was also advised when to read – it wasrecommedend to read in leisure time on Sundays, and on holidays. The role of books was also to breakaway with the reality and to forget everyday problems. Due to the overproduction of books in the 17th centrury it was concerned that books are misleading the crowds. The church considered the reading of books as inappropriate, and criticized fiction, novels and adventure stories mostly read by women.Research limitation: The study is based on Slovenian texts only, although the foreign literature, especially in German, was generally available, too.Originality/practical implications: The study is fullfiling the gap in the history of reading in Slovenia.

  19. Reading and company

    DEFF Research Database (Denmark)

    Kuzmičová, Anežka; Dias, Patrícia; Vogrinčič Čepič, Ana

    2017-01-01

    in the environment where one engages in individual silent reading. The primary goal of the study was to explore the role and possible associations of a number of variables (text type, purpose, device) in selecting generic (e.g. indoors vs outdoors) as well as specific (e.g. home vs library) reading environments....... Across all six samples included in the study, participants spontaneously attested to varied, and partly surprising, forms of sensitivity to company and social space in their daily efforts to align body with mind for reading. The article reports these emergent trends and discusses their potential...

  20. 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

  1. The Role of a School Library in a School's Reading Program

    Science.gov (United States)

    Marcoux, Elizabeth; Loertscher, David V.

    2009-01-01

    As a foundational element of schooling, learning to read and reading to learn is every bit as important in the 21st century as it has ever been. Whether interacting online, doing assignments, taking tests, or social networking, the ability to read and read well affects every part of one's existence and often predicts success throughout life. In…

  2. 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…

  3. Understanding Blood Pressure Readings

    Science.gov (United States)

    ... Venous Thromboembolism Aortic Aneurysm More Understanding Blood Pressure Readings Updated:Jun 1,2018 What do your blood ... and Live Our Interactive Cardiovascular Library has detailed animations and illustrations to help you learn about conditions, ...

  4. Reading the Tourist Guidebook

    DEFF Research Database (Denmark)

    Therkelsen, Anette; Sørensen, Anders

    2005-01-01

    of information sought, amount of information read and level of involvement displayed, indicating a three-pronged typology of guidebook readers. The guidebook reader typology thus constructed may be regarded as a first step in understanding the effect of guidebooks on tourists’ behaviour and their experience......This article investigates tourists’ ways of reading their guidebooks on the basis of qualitative interviews with tourists visiting Copenhagen, Denmark. Tourist guidebooks have only been dealt with sporadically by tourism scholars. The relatively few studies that focus on guidebooks either present...... a historical perspective on the guidebook or centre on content analyses of place representation, whereas virtually no research exists on the way in which tourists read and use their guidebooks. This study reveals that tourists read the same guidebooks in a number of different ways regarding types...

  5. What Are Reading Disorders?

    Science.gov (United States)

    ... and language-based learning disabilities are commonly called dyslexia . These disorders are present from a young age ... information about these problems. Types of Reading Disorders Dyslexia is a brain-based type of learning disability ...

  6. Textbook Reading Levels

    Science.gov (United States)

    Hopkins, Charles R.; Kim, Paul Y.

    1974-01-01

    Since the reading abilities of general business students vary from one individual to the next, the author's report on the readability of three general business textbooks to guide business teachers in their selection of textbooks. (AG)

  7. Sequence Read Archive (SRA)

    Data.gov (United States)

    U.S. Department of Health & Human Services — The Sequence Read Archive (SRA) stores raw sequencing data from the next generation of sequencing platforms including Roche 454 GS System®, Illumina Genome...

  8. Reading-Boxing Class

    Science.gov (United States)

    Kravitz, Richard; Shapiro, Marvin

    1969-01-01

    The physical education department of the Pennsylvania Advancement School of Philadelphia has established a reading and communication skill project that uses the appeal of sports to help students improve their basic skills. (Author)

  9. The relations between reading and spelling: an examination of subtypes of reading disability.

    Science.gov (United States)

    Bar-Kochva, Irit; Amiel, Meirav

    2016-07-01

    Three groups of reading-disabled children were found in studies of English, German, and French: a group with a double deficit in reading and spelling, a group with a single spelling deficit, and a more rarely reported group presenting a single reading deficit. This study set out to examine whether these groups can be found in adults, readers and spellers of Hebrew, which differs from the previously studied orthographies in many aspects. To this end, Hebrew-speaking adults with or without reading disability were administered various literacy and literacy-related tests. Results confirm the existence of the same three groups. While all shared a phonological deficit, subtle differences in phonological decoding ability and in speed of processing distinguished between the groups. The study therefore suggests that the previously reported associations and dissociations between reading and spelling are not restricted to English, German, or French and may not be only developmental in nature.

  10. 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.

  11. High School Students With Reading Comprehension Difficulties: Results of a Randomized Control Trial of a Two-Year Reading Intervention.

    Science.gov (United States)

    Vaughn, Sharon; Roberts, Greg; Wexler, Jade; Vaughn, Michael G; Fall, Anna-Mária; Schnakenberg, Jennifer B

    2015-01-01

    A 2-year, randomized control trial with 9th to 10th grade students with significant reading problems was provided for 50 minutes a day in small groups. Comparison students were provided an elective class and treatment students the reading intervention. Students were identified as demonstrating reading difficulties through failure on their state accountability test and were randomly assigned to one of three treatment conditions and a business as usual (BAU) condition: reading without dropout prevention, reading with dropout prevention, dropout prevention without reading, or a BAU condition. Findings from the 2-year reading intervention (reading with and without dropout prevention combined and BAU) are reported in this article. Students in reading treatment compared to students in BAU demonstrated significant gains on reading comprehension (effect size = .43), and improved reading was associated with better grades in social studies. Findings from this study provide a rationale for further implementation and investigation of intensive intervention for high school students with reading difficulties. © Hammill Institute on Disabilities 2014.

  12. Beam tests of proton-irradiated PbWO$_4$ crystals and evaluation of double-sided read-out technique for mitigation of radiation damage effects

    CERN Document Server

    Lucchini, Marco Toliman

    2016-01-01

    The harsh radiation environment in which detectors will have to operate during the High Luminosity phase of the LHC (HL-LHC) represents a crucial challenge for many calorimeter technologies. In the CMS forward calorimeters, ionizing doses and hadron fluences will reach up to 300 kGy (at a dose rate of 30 Gy/h) and $2\\times10^{14}$ cm$^{-2}$, respectively, at the pseudorapidity region of $\\lvert \\eta\\rvert=2.6$. To evaluate the evolution of the CMS ECAL performance in such conditions, a set of PbWO$_4$ crystals, exposed to 24 GeV protons up to integrated fluences between $2.1\\times10^{13}$ cm$^{-2}$ and $1.3\\times10^{14}$ cm$^{-2}$, has been studied in beam tests. A degradation of the energy resolution and a non-linear response to electron showers are observed in damaged crystals. Direct measurements of the light output from the crystals show the amplitude decreasing and pulse becoming faster as the fluence increases. The evolution of the performance of the PbWO$_4$ crystals has been well understood and parame...

  13. Assessing reading comprehension in adolescent low achievers : Subskills identification and task specificity

    NARCIS (Netherlands)

    van Steensel, R.; Oostdam, R.; van Gelderen, A.

    2013-01-01

    On the basis of a validation study of a new test for assessing low-achieving adolescents’ reading comprehension skills – the SALT-reading – we analyzed two issues relevant to the field of reading test development. Using the test results of 200 seventh graders, we examined the possibility of

  14. Implications of Schema-based Pre-Reading Tasks in Facilitating ...

    African Journals Online (AJOL)

    Ethiopian Journal of Education and Sciences ... A One-Group Pre-Test-Post-test Design (Creswell, 2009:160) was used to test the significance of schema-based pre-reading tasks (SBPRT) in facilitating reading comprehension. ... It was meant to identify the level of achievement of the students in reading comprehension.

  15. Developing New Reading Assessments to Promote Beginning Reading in Singapore

    Science.gov (United States)

    Koh, Kim H.; Paris, Scott G.

    2011-01-01

    Effective reading instruction and intervention are rooted in effective assessments of children's developing skills in reading. The article aims to describe the development of new reading assessments to help promote beginning reading in Singapore primary schools. We begin with an introduction to the educational landscape and policies before…

  16. Reading Every Single Day: A Journey to Authentic Reading

    Science.gov (United States)

    Hudson, Alida K.; Williams, Joan A.

    2015-01-01

    This article details one teacher's implementation of reading workshop in her second grade classroom. She provided a framework for authentic reading using the five components of reading workshop: time, choice, response, community, and structure. She found that reading workshop is a highly effective practice for not only increasing students'…

  17. Exploring Students' Reading Profiles to Guide a Reading Intervention Programme

    Science.gov (United States)

    Boakye, Naomi A. N. Y.

    2017-01-01

    There have been a number of studies on reading interventions to improve students' reading proficiency, yet the majority of these interventions are undertaken with the assumption that students' reading challenges are obvious and generic in nature. The interventions do not take into consideration the diversity in students' reading backgrounds and…

  18. "Read the Text, as if!"The Reading Retention Strategy

    Science.gov (United States)

    Divoll, Kent; Browning, Sandra

    2013-01-01

    Students do not always read what is expected in college courses (Berry, Cook, Hill, & Stevens, 2010; Phillips & Phillips, 2007; Sikorski et al., 2002) or they read to cram for an exam or quiz (Clump, Bauer, & Bradley, 2004). The Reading Retention Strategy (RRS) is designed to motivate students to read and assist students in…

  19. Child-centered reading intervention: See, talk, dictate, read, write!

    Directory of Open Access Journals (Sweden)

    Muhammet BAŞTUĞ

    2016-06-01

    Full Text Available Poor reading achievement of children in elementary schools has been one of the major concerns in education. The aim of this study is to examine the effectiveness of a child-centered reading intervention in eliminating the reading problems of a student with poor reading achievement. The research was conducted with a student having difficulty in reading. A reading intervention was designed that targeted multiple areas of reading and aimed to improve reading skills through the use of multiple strategies. This intervention is child-centered and includes visual aids, talking, dictating, reading and writing stages. The study was performed in 35 sessions consisting of stages of a single sentence (5 sessions, two sentences (5 sessions, three sentences (20 sessions and the text stage (5 sessions. The intervention sessions were audio-taped. These recordings and the written responses to the reading comprehension questions provided the data for analysis. The findings on the reading intervention revealed positive outcomes. The student exhibited certain improvements at the levels of reading, reading rate and reading comprehension. These results were discussed in the literature and the findings suggest that child-centered reading strategies such as talking, dictating and writing should be the main focus of instruction for students with low reading literacy achievement to enable these students to meet the demands of the curriculum.

  20. READING PERFORMANCE OF ELEMENTARY STUDENT TEACHERS IN A DEVELOPING INSTITUTION.

    Science.gov (United States)

    ADAMS, EFFIE KAYE

    A STUDY WAS CONDUCTED AT BISHOP COLLEGE, DALLAS, TEXAS, TO EXAMINE THE READING NEEDS OF PROSPECTIVE ELEMENTARY TEACHERS. SCORES ON THE NELSON DENNY READING TESTS, ADVANCED FORM A, ON THE OTIS QUICK SCORING TESTS OF MENTAL ABILITY, GAMMA FORM BM, AND GRADE POINT AVERAGES COVERING 4 YEARS OF COLLEGE WORK WERE ANALYZED FOR 29 NEGRO ELEMENTARY STUDENT…

  1. Is Earlier Better? Mastery of Reading Fluency in Early Schooling

    Science.gov (United States)

    Park, Yonghan; Chaparro, Erin A.; Preciado, Jorge; Cummings, Kelli D.

    2015-01-01

    Research Findings: The goal of the present study was to provide empirical evidence for the importance of mastering reading fluency in early schooling. Study participants were 1,322 students in 3rd grade in 42 schools in a northwestern state. These students were assessed using a battery of reading skill tests as well as comprehensive tests of more…

  2. The Influence of Reading Literacy on Mathematics and Science Achievement

    Science.gov (United States)

    Caponera, Elisa; Sestito, Paolo; Russo, Paolo M.

    2016-01-01

    The aim of this study was to evaluate the influence of students' reading literacy, measured by the PIRLS (Progress in International Reading Literacy Study) test, on their performance in the TIMSS (Trends in International Mathematics and Science Study) mathematics and science tests. The data on 4,125 Italian students from 199 schools were analyzed:…

  3. STUDENTS’ READING PRACTICES AND ENVIRONMENTS

    Directory of Open Access Journals (Sweden)

    Aiza Johari

    2013-07-01

    Full Text Available Abstract: The challenges of reading are indeed apparent in most teaching and learning processes in ESL classrooms. As a result, this study is conducted to resolve the issues of students who seem to find reading to be unbearable. Many of them have limited ability to read well and hence, possess insufficient reading habits to become competent readers, particularly out-of-school context. Besides, poor home literacy environments also contribute to their shortcomings in reading. The main objectives of this study are to identify the students’ reasons for reading as well as to find out their home reading environments (reading backgrounds and habits; reading attitudes and motivation; reading exposure and supports. To identify these, questionnaires were distributed to 120 secondary school students (Form 4: 16 years old from one of the urban schools in Sarawak, Malaysia. The findings indicate that the students read to gain information and knowledge though many chose reading as a hobby as their last choice in explaining their motives of reading. Besides, they preferred non-academic reading materials, mainly lighter forms reading materials such as comics, story books and magazines. Though the students acknowledged the importance of reading in their daily lives, their average reading habits, attitude, motivation, exposure and support within the home domain had suggested otherwise. They mainly read for instrumental purposes while reading for pleasure seemed not to be given priority. Besides, the respondents acknowledge that their parents and themselves did not read much at home. As an implication, it is vital for students to improve their reading perceptions, abilities and practices to achieve personal, societal and national progress. On a final note, parents’ early and continuous efforts to be involved in their children’s literacy events in an out-of-school context are believed to be vital to inculcate positive reading environments, habits and culture

  4. The Impact of Teaching Phonemic Awareness by Means of Direct Instruction on Reading Achievement of Students with Reading Disorder

    Directory of Open Access Journals (Sweden)

    Ahmad Sharifi

    2012-03-01

    Full Text Available Background: Phonemic awareness is one of the most important predictors of reading skills that has been taught by different procedures. One of the procedures is implementation of direct instruction in instruction of phonemic awareness. Current study is one of the unique studies in Iran that investigate impact of direct instruction in phonemic awareness on reading achievement of students with reading disorder.Case: Three male second grade elementary students with reading disorder in a regular school in district six of the office of education in Tehran were selected. Multiple-baseline across subjects was selected as a research design. The following tests were used as diagnostic criteria: reading and dyslexia test and Wechsler intelligence scale for children-revised. Moreover, a reading inventory consisting of 100 words was developed by researchers to assess the reading ability of the subjects. Data were collected in three phases: baseline, intervention, and follow-up. During the intervention phase, the intervention strategies were used while during baseline and follow-up, data were collected without any intervention. Comparing three phases of the study, we may conclude that intervention package consisting of direct instruction of phonological awareness was an effective strategy in reading achievement of all three students. In addition, follow-up data indicated that the effects of the intervention procedures were stable across time.Conclusion: Direct instruction of phonological awareness was effective in reading achievement of students with reading disorder in elementary school and increasing their abilities in reading.

  5. Understanding the Reading Habits of Children in Singapore

    Directory of Open Access Journals (Sweden)

    Shaheen Majid

    2007-12-01

    Full Text Available Leisure reading contributes significantly to improving language competencies of children. This study investigates the reading habits and preferences of children, motivations behind reading, and their attitudes towards reading. A pre-tested questionnaire was used for collecting data and 440 upper primary students participated in the study. The findings suggest that a majority of the participating students were motivated to read for academically-related reasons, such as to improve language skills and to obtain better grades in examinations. Reading was the third most preferred leisure activity after hobbies and playing on computer or the Internet. It was also found that girls were generally more avid readers than boys. This paper offers certain suggestions for promoting reading habits among children.

  6. Examining the core: relations among reading curricula, poverty, and first through third grade reading achievement.

    Science.gov (United States)

    Crowe, Elizabeth Coyne; Connor, Carol McDonald; Petscher, Yaacov

    2009-06-01

    Policy changes at the federal and state level are endeavoring to improve student achievement at schools serving children from lower-SES homes. One important strategy is the focus on using evidence-based core reading curricula to provide a consistent framework for instruction across schools. However, rarely have these curricula undergone rigorous comparative testing. Therefore, the purpose of this study was to compare the effects of six core reading curricula on oral reading fluency growth, while appraising whether these effects differ by grade level and for children living in lower socioeconomic (SES) households. Over 30,000 students in first through third grade Florida Reading First classrooms comprise this academically and economically diverse cross-sectional. Hierarchical Linear Modeling was used to model latent growth curves for students' reading fluency scores over the school year. Growth curves revealed differences across curricula as well as between students of lower and higher SES, suggesting that reading fluency growth trajectories for curricula varied depending on student SES and grade level. Findings indicate that while there are similarities among curricula, they sometimes differ in their ability to promote reading skill growth. Differences by grade level and SES were also detected. However, many of these differences were small. Implications for the use of curriculum as a conduit for improving reading instruction are discussed.

  7. THE USE OF SCHEMATA IN READING COMPREHENSION: A CASE OF LEARNERS’ READING PROBLEMS

    Directory of Open Access Journals (Sweden)

    Cucu Sutarsyah

    2016-02-01

    Full Text Available The Use of Schemata in Reading Comprehension: A Case of Learners’ Reading Problems. Schemata have an important role in the process of reading. It is almost impossible for a person to read without utilizing schemata. This study aimed to find learners’ reading problem in terms of using sche­mata.  A group of second year students of English Department of State University of Malang were in­volved in this study. As a case study, an interview, observation, and test were used to collect the data. The study reveals that the main reading problems were lack of background knowledge, over-reliance on background knowledge, and lack of background knowledge activation. In the process of reading, learn­ers’ background knowledge should be activated. Without optimal activation, the process of reading does not reach satisfactory results. It is also suggested that learners should not be over confident in get­ting the meaning from the text. Over-reliance on background knowledge might lead to misinterpretation.

  8. Test

    DEFF Research Database (Denmark)

    Bendixen, Carsten

    2014-01-01

    Bidrag med en kortfattet, introducerende, perspektiverende og begrebsafklarende fremstilling af begrebet test i det pædagogiske univers.......Bidrag med en kortfattet, introducerende, perspektiverende og begrebsafklarende fremstilling af begrebet test i det pædagogiske univers....

  9. Identifying Children in Middle Childhood Who Are at Risk for Reading Problems.

    Science.gov (United States)

    Speece, Deborah L; Ritchey, Kristen D; Silverman, Rebecca; Schatschneider, Christopher; Walker, Caroline Y; Andrusik, Katryna N

    2010-06-01

    The purpose of this study was to identify and evaluate a universal screening battery for reading that is appropriate for older elementary students in a response to intervention model. Multiple measures of reading and reading correlates were administered to 230 fourth-grade children. Teachers rated children's reading skills, academic competence, and attention. Children were classified as not-at-risk or at-risk readers based on a three-factor model reflecting reading comprehension, word recognition/decoding, and word fluency. Predictors of reading status included group-administered tests of reading comprehension, silent word reading fluency, and teacher ratings of reading problems. Inclusion of individually administered tests and growth estimates did not add substantial variance. The receiver-operator characteristic curve analysis yielded an area under the curve index of 0.90, suggesting this model may both accurately and efficiently screen older elementary students with reading problems.

  10. A patient with aphasia using the nonsemantic lexical route for Kanji reading.

    Science.gov (United States)

    Hashimoto, Kosei; Uno, Akira; Sambai, Ami; Mizumoto, Go

    We report a patient with aphasia, caused by cerebral hemorrhage, who probably used the nonsemantic lexical route when reading words aloud. To investigate the mechanisms underlying her reading dysfunction, we analyzed her reading abilities using the Dual-Route Cascaded Model. Language tests resulted in low correct percentages for both reading comprehension and reading nonwords aloud, suggesting problems in the semantic system and the nonlexical route. Conversely, the patient showed high scores on the reading words aloud task. Although she failed to understand many inconsistent-atypical words in the reading comprehension test, she correctly read most words aloud, suggesting that she used the nonsemantic lexical route. In addition, the lexical reading route was analyzed in detail by using inconsistent-atypical Kanji words as stimuli. Finally, we analyzed her reading dysfunction compared with previous cases.

  11. Reading in a Digital Age

    Science.gov (United States)

    Baron, Naomi S.

    2017-01-01

    The many advantages of reading digitally also bring with them implications for how we learn differently when we read differently. The author suggests that new contemporary technologies are changing the very notion of what it means to read. Even millennials acknowledge that their attention is more focused when they read print rather than online.…

  12. Early Reading and Concrete Operations.

    Science.gov (United States)

    Polk, Cindy L. Howes; Goldstein, David

    1980-01-01

    Indicated that early readers are more likely to be advanced in cognitive development than are nonearly-reading peers. After one year of formal reading instruction, early readers maintained their advantage in reading achievement. Measures of concrete operations were found to predict reading achievement for early and nonearly readers. (Author/DB)

  13. Slower saccadic reading in Parkinson’s disease

    Science.gov (United States)

    Jehangir, Naz; Yu, Caroline Yizhu; Song, Jeehey; Shariati, Mohammad Ali; Binder, Steven; Beyer, Jill; Santini, Veronica; Poston, Kathleen

    2018-01-01

    Idiopathic Parkinson’s Disease (PD) is characterized by degeneration of dopaminergic and other neurons, leading to motor and non-motor deficits. Abnormal eye movements in PD, including fixations, saccades, and convergence, are well described. However, saccadic reading, which requires serial and alternating saccades and fixations, is not well studied, despite its obvious impact on the quality of life. In this study, we assessed saccadic reading using variations of the King-Devick (KD) test, a rapid single digit number naming test, as a way to assess the ability to make serial left-to-right ocular motor movements necessary for reading. We recruited 42 treated PD patients and 80 age-matched controls and compared their reading times with a variety of measures, including age, duration of disease, Unified Parkinson’s Disease Rating Scale (UPDRS), the National Eye Institute 25-Item Visual Functioning Questionnaire 25 (VFQ-25), and Montreal Cognitive assessment (MoCA) test. The subjects performed 4 trials of reading 120 single digit numbers aloud as fast as possible without making errors. In each trial, they read 3 pages (KD1, KD2, and KD3), and each page contained 40 numbers per page in 8 lines with 5 numbers/line. We found that PD patients read about 20% slower than controls on all tests (KD1, 2, and 3 tests) (p read irregularly spaced numbers slower than regularly spaced numbers. Having lines between numbers to guide reading (KD1 tests) did not impact reading time in both PD and controls, but increased visual crowding as a result of decreased spacing between numbers (KD3 tests) was associated with significantly slower reading times in both PD and control groups. Our study revealed that saccadic reading is slower in PD, but controls and PD patients are both impacted by visuospatial planning challenges posed by increased visual crowding and irregularity of number spacing. Reading time did not correlate with UPDRS or MoCA scores in PD patients but significantly

  14. Effect of Repeated Reading and Self-Directed Behavior on Reading Skills and Generalization of the Reading Skills of Third-Grade Hill Tribe Students.

    Science.gov (United States)

    Compan, Boonlert; Iamsupasit, Sompoch; Samuels, Jay

    A study tested a method for developing reading fluency with third-grade Hill Tribe children in a welfare school in Chiang Mai, a city located in northern Thailand. Most of the students were bilingual, speaking their native tongues and Thai, their second language. Only 18.7% of the Hill Tribe population can read Thai, and many students fail to…

  15. Monitoring Progress toward Independent Silent Reading.

    Science.gov (United States)

    Franc, Lillian H.; Hildebrandt, Jeannette

    1984-01-01

    Concludes, among other things, that fluent oral reading is an important step toward reading for meaning and independent silent reading and that silent reading should be encouraged from the beginning of reading instruction. (FL)

  16. 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.

  17. 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.

  18. Reading through Films

    Directory of Open Access Journals (Sweden)

    Madhavi Gayathri Raman

    2016-02-01

    Full Text Available This paper captures the design of a comprehensive curriculum incorporating the four skills based exclusively on the use of parallel audio-visual and written texts. We discuss the use of authentic materials to teach English to Indian undergraduates aged 18 to 20 years. Specifically, we talk about the use of parallel reading (screen-play and audio-visual texts (Shawshank Redemption, and Life is Beautiful, A Few Good Men and Lion King drawn from popular culture in the classroom as an effective teaching medium. Students were gradually introduced to films based on novels with extracts from the original texts (Schindler’s List, Beautiful Mind for extended reading and writing practice. We found that students began to pay more attention to aspects such as pronunciation, intonational variations, discourse markers and vocabulary items (phrasal verbs, synonyms, homophones, and puns. Keywords: Reading, films, popular culture, ESL classroom, language skills

  19. [Binocular coordination during reading].

    Science.gov (United States)

    Bassou, L; Granié, M; Pugh, A K; Morucci, J P

    1992-01-01

    Is there an effect on binocular coordination during reading of oculomotor imbalance (heterophoria, strabismus and inadequate convergence) and of functional lateral characteristics (eye preference and perceptually privileged visual laterality)? Recordings of the binocular eye-movements of ten-year-old children show that oculomotor imbalances occur most often among children whose left visual perceptual channel is privileged, and that these subjects can present optomotor dissociation and manifest lack of motor coordination. Close binocular motor coordination is far from being the norm in reading. The faster reader displays saccades of differing spatial amplitude and the slower reader an oculomotor hyperactivity, especially during fixations. The recording of binocular movements in reading appears to be an excellent means of diagnosing difficulties related to visual laterality and to problems associated with oculomotor imbalance.

  20. Assistive technology as reading interventions for children with reading impairments with a one-year follow-up.

    Science.gov (United States)

    Lindeblad, Emma; Nilsson, Staffan; Gustafson, Stefan; Svensson, Idor

    2017-10-01

    This pilot study investigated the possible transfer effect on reading ability in children with reading difficulties after a systematic intervention to train and compensate for reading deficiencies by using applications in smartphones and tablets. The effects of using assistive technology (AT) one year after the interventions were completely studied. School related motivation, independent learning and family relations were also considered. 35 pupils aged 10-12 years participated. They were assessed five times with reading tests. The participants, their parents and teachers were surveyed with questionnaires regarding their experience of using AT. The data from the assessments were analyzed with paired t-tests and Wilcoxon signed-rank tests. The data from the questionnaires were analyzed using content analysis. The paper shows that using AT can create transfer effects on reading ability one year after the interventions were finished. This means that reading impaired children may develop at the same rate as non-impaired readers. Also, increased school motivation and an increase in independent learning and family effects have been shown. This paper provides implications in how to facilitate reading impaired pupils' learning process and realizes the need to challenge the concept of reading to change to fit modern means of gaining information. Implications for rehabilitation Children with reading impairment could benefit from assistive technology in regards of their reading development process and increase their chances of not falling behind peers. Assistive technology as applications in smartphones and tablets may aid children with reading impairment to have an equal platform for learning in school as their peers without reading difficulties. Assistive technology could facilitate the information gaining process and subsequently increase motivation to learn and increase interest in reading activities. Assistive technology had wider effects on its users: stigmatizing

  1. Investigation of the Effect of Using a Novel as an Extensive Reading on Students’ Attitudes and Reading Ability

    Directory of Open Access Journals (Sweden)

    Shima Ghiabi

    2014-07-01

    Full Text Available The present study aims at investigating learners’ perceptions on the use of a novel as an extensive reading in a college EFL reading course. For this purpose, fifty Iranian EFL students read and received instructions on an unabridged short novel in addition to, their text book for one semester. Three questionnaires were used to measure students’ attitudes toward novel-reading, students’ confidence in novel reading ability and students’ perceptions toward using a novel as an auxiliary material, prior to and after reading the novel. In addition, three open questions were offered to obtain benefits and obstacles of the novel reading. T-test analysis were used and findings revealed that there was a significant improvement after reading the novel in students’ attitudes, confidence, interest and their novel-reading ability. However, they suggested reading the novels according to the theme that they preferred. The result of this study are of pedagogic significance to EFL teaching in that they indicated how well a novel was received in an EFL Advanced reading class.

  2. How does typeface familiarity affect reading performance and reader preference?

    DEFF Research Database (Denmark)

    Beier, Sofie

    2013-01-01

    the reading speed and preferences of participants. Participants were tested twice with common and uncommon letter shapes, once before and once after spending 20 minutes reading a story with the font. The results indicate that the exposure period has an effect on the speed of reading, but the uncommon letter...... shapes did not. Readers did not like the uncommon letter shapes. This has implications for the selection of type and the design of future typefaces....

  3. Opposite cerebral dominance for reading and sign language

    OpenAIRE

    Komakula, Sirisha. T.; Burr, Robert. B.; Lee, James N.; Anderson, Jeffrey

    2010-01-01

    We present a case of right hemispheric dominance for sign language but left hemispheric dominance for reading, in a left-handed deaf patient with epilepsy and left mesial temporal sclerosis. Atypical language laterality for ASL was determined by preoperative fMRI, and congruent with ASL modified WADA testing. We conclude that reading and sign language can have crossed dominance and preoperative fMRI evaluation of deaf patients should include both reading and sign language evaluations.

  4. READING STATISTICS AND RESEARCH

    Directory of Open Access Journals (Sweden)

    Reviewed by Yavuz Akbulut

    2008-10-01

    Full Text Available The book demonstrates the best and most conservative ways to decipher and critique research reports particularly for social science researchers. In addition, new editions of the book are always better organized, effectively structured and meticulously updated in line with the developments in the field of research statistics. Even the most trivial issues are revisited and updated in new editions. For instance, purchaser of the previous editions might check the interpretation of skewness and kurtosis indices in the third edition (p. 34 and in the fifth edition (p.29 to see how the author revisits every single detail. Theory and practice always go hand in hand in all editions of the book. Re-reading previous editions (e.g. third edition before reading the fifth edition gives the impression that the author never stops ameliorating his instructional text writing methods. In brief, “Reading Statistics and Research” is among the best sources showing research consumers how to understand and critically assess the statistical information and research results contained in technical research reports. In this respect, the review written by Mirko Savić in Panoeconomicus (2008, 2, pp. 249-252 will help the readers to get a more detailed overview of each chapters. I cordially urge the beginning researchers to pick a highlighter to conduct a detailed reading with the book. A thorough reading of the source will make the researchers quite selective in appreciating the harmony between the data analysis, results and discussion sections of typical journal articles. If interested, beginning researchers might begin with this book to grasp the basics of research statistics, and prop up their critical research reading skills with some statistics package applications through the help of Dr. Andy Field’s book, Discovering Statistics using SPSS (second edition published by Sage in 2005.

  5. Reading Authentic Texts

    DEFF Research Database (Denmark)

    Balling, Laura Winther

    2013-01-01

    Most research on cognates has focused on words presented in isolation that are easily defined as cognate between L1 and L2. In contrast, this study investigates what counts as cognate in authentic texts and how such cognates are read. Participants with L1 Danish read news articles in their highly...... proficient L2, English, while their eye-movements were monitored. The experiment shows a cognate advantage for morphologically simple words, but only when cognateness is defined relative to translation equivalents that are appropriate in the context. For morphologically complex words, a cognate disadvantage...... word predictability indexed by the conditional probability of each word....

  6. A Case for Improved Reading Instruction for Academic English Reading Proficiency

    Directory of Open Access Journals (Sweden)

    Glenn Ole Hellekjær

    2008-06-01

    Full Text Available This article presents a study of the academic reading proficiency in English of 217 senior level Norwegian upper secondary school students who upon graduation are considered qualified for higher education. Testing with an International English Language Testing System (IELTS Academic Reading Module revealed that two thirds of the 178 respondents with ordinary EFL courses did not achieve the equivalent of the IELTS Band 6 score minimum that is usually required for admission to British and Australian universities. In comparison, two thirds of a sample of 39 respondents with a single, sheltered Content and Language Integrated Learning (CLIL subject achieved a Band 6 score or better. Closer analysis indicates that the poor test scores can be attributed to weaknesses in current English as a Foreign Language (EFL instruction where reading is neglected, where students do not learn to adjust how they read to reading purpose, and where they do not learn how to handle unfamiliar words to avoid disrupting the reading process. The article ends with suggestions on how to improve EFL instruction, in Norway and elsewhere.

  7. Socio-cultural predictors of reading literacy in fourth graders in Lima, Peru

    NARCIS (Netherlands)

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

    2008-01-01

    This study investigates socio-cultural cognitive literacy predictors for reading literacy (RL), tested in 314 fourth graders from two different levels of social economic status in Lima, Peru. The following variables were tested as predictors: word decoding, vocabulary, motivation to read, reading

  8. Computer Simulation of Reading.

    Science.gov (United States)

    Leton, Donald A.

    In recent years, coding and decoding have been claimed to be the processes for converting one language form to another. But there has been little effort to locate these processes in the human learner or to identify the nature of the internal codes. Computer simulation of reading is useful because the similarities in the human reception and…

  9. Readings in risk

    National Research Council Canada - National Science Library

    Glickman, Theodore S; Gough, Michael

    1990-01-01

    ... from Resources for the Future are distributed worldwide by The Johns Hopkins University Press. Library of Congress Cataloging-in-Publication Data Readings in risk I Theodore S. Glickman and Michael Gough, editors. p. cm. Includes bibliographical references. ISBN 0-915707-55-1 (alk. paper) 1. Technology-Risk assessment. 2. Health risk assessment....

  10. Time for Reading

    Science.gov (United States)

    Waters, Lindsay

    2007-01-01

    Over the last 50 years, certain ideas have become dominant that make learning to read different than it once was than the ideas that children are neurologically "wired" to use language "competently" in certain ways. Noam Chomsky has promoted the idea that there are certain "syntactic structures" hard-wired in the human brain. That view, the author…

  11. Recipe for Reading.

    Science.gov (United States)

    Jenkins, Jacquelyn W.; Shaul, Nancy Pera

    The program described in this paper was based upon the premise that the activity of cooking in the classroom is an excellent way of integrating all areas of learning and a very useful reading vehicle. Through cooking activities and related field trips, children can add to both their knowledge in basic subject areas and their motor skills as well…

  12. 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.

  13. Reading, Perception and Language.

    Science.gov (United States)

    Duane, Drake D., Ed.; Rawson, Margaret B., Ed.

    The nine papers in this book discuss aspects of language processing that contribute to reading difficulty. After a summary of the 1974 World Congress on Dyslexia, at which these papers were presented, the following subjects are examined: historical background and educational treatment of dyslexia; the structure of language; neuroanatomy underlying…

  14. Books for Summer Reading.

    Science.gov (United States)

    Phi Delta Kappan, 1992

    1992-01-01

    Advises administrators to use their summers to relax and recharge their intellectual batteries. Reading suggestions include Edith Wharton's "House of Mirth," Charlotte Perkins Gilman's "The Yellow Wallpaper," Amy Tan's "Joy Luck Club," China Achebe's "Things Fall Apart," Paule Marshall's "The Chosen…

  15. Reading in Place

    Science.gov (United States)

    Price, Leah

    2012-01-01

    The digital age is rendering books more common, not less. It is true that there is nothing new about "furniture books": The trade in reading material has long been dwarfed by the market for coffee-table books, books that steakhouse chains buy by the yard, empty bindings that interior decorators use to accessorize the upholstery. As coffee-table…

  16. Reading the Future.

    Science.gov (United States)

    Nettle, Keith

    Given the strong sense of passing time which seems to be wired into human beings, it is only natural that the Year 2000, or Y2K in contemporary jargon, should lead to serious speculation about the future. Reading and literacy, old skills relatively speaking, continue rightly to figure in those predictions (along with the technologically advanced…

  17. Reading's Next Chapter

    Science.gov (United States)

    Kellman, Steven G.

    2008-01-01

    It is hard to imagine a world without books. Reading represents a mode of thinking and being that may be overshadowed in a contemporary world of web sites, movies, TV shows, CDs and video games. Ultimately, the author concludes that the percentage of serious readers has probably not changed significantly during the past century: what has changed…

  18. SchemaOnRead Manual

    Energy Technology Data Exchange (ETDEWEB)

    North, Michael J. [Argonne National Lab. (ANL), Argonne, IL (United States)

    2015-09-30

    SchemaOnRead provides tools for implementing schema-on-read including a single function call (e.g., schemaOnRead("filename")) that reads text (TXT), comma separated value (CSV), raster image (BMP, PNG, GIF, TIFF, and JPG), R data (RDS), HDF5, NetCDF, spreadsheet (XLS, XLSX, ODS, and DIF), Weka Attribute-Relation File Format (ARFF), Epi Info (REC), Pajek network (PAJ), R network (NET), Hypertext Markup Language (HTML), SPSS (SAV), Systat (SYS), and Stata (DTA) files. It also recursively reads folders (e.g., schemaOnRead("folder")), returning a nested list of the contained elements.

  19. Compreensão da leitura: análise do funcionamento diferencial dos itens de um Teste de Cloze Reading comprehension: differential item functioning analysis of a Cloze Test

    Directory of Open Access Journals (Sweden)

    Katya Luciane Oliveira

    2012-01-01

    Full Text Available Este estudo teve por objetivos investigar o ajuste de um Teste de Cloze ao modelo Rasch e avaliar a dificuldade na resposta ao item em razão do gênero das pessoas (DIF. Participaram da pesquisa 573 alunos das 5ª a 8ª séries do ensino fundamental de escolas públicas estaduais dos estados de São Paulo e Minas Gerais. O teste de Cloze foi aplicado de forma coletiva. A análise do instrumento evidenciou um bom ajuste ao modelo Rasch, bem como os itens foram respondidos conforme o padrão esperado, demonstrando um bom ajuste, também. Quanto ao DIF, apenas três itens indicaram diferenciar o gênero. Com base nos dados, identificou-se que houve equilíbrio nas respostas dadas pelos meninos e meninas.The objectives of the present study were to investigate the adaptation of a Cloze test to the Rasch Model as well as to evaluate the Differential Item Functioning (DIF in relation to gender. The sample was composed by 573 students from 5th to 8th grades of public schools in the state of São Paulo. The cloze test was applied collectively. The analysis of the instrument revealed its adaptation to Rash Model and that the items were responded according to the expected pattern, showing good adjustment, as well. Regarding DIF, only three items were differentiated by gender. Based on the data, results indicated a balance in the answers given by boys and girls.

  20. PISA mathematics and reading performance differences of mainstream European and Turkish immigrant students

    NARCIS (Netherlands)

    Arikan, Serkan; van de Vijver, Fons J. R.; Yagmur, Kutlay

    Lower reading and mathematics performance of Turkish immigrant students as compared to mainstream European students could reflect differential learning outcomes, differential socioeconomic backgrounds of the groups, differential mainstream language proficiency, and/or test bias. Using PISA reading

  1. Reading faces and Facing words

    DEFF Research Database (Denmark)

    Robotham, Julia Emma; Lindegaard, Martin Weis; Delfi, Tzvetelina Shentova

    unilateral lesions, we found no patient with a selective deficit in either reading or face processing. Rather, the patients showing a deficit in processing either words or faces were also impaired with the other category. One patient performed within the normal range on all tasks. In addition, all patients......It has long been argued that perceptual processing of faces and words is largely independent, highly specialised and strongly lateralised. Studies of patients with either pure alexia or prosopagnosia have strongly contributed to this view. The aim of our study was to investigate how visual...... perception of faces and words is affected by unilateral posterior stroke. Two patients with lesions in their dominant hemisphere and two with lesions in their non-dominant hemisphere were tested on sensitive tests of face and word perception during the stable phase of recovery. Despite all patients having...

  2. Rapid Word Recognition as a Measure of Word-Level Automaticity and Its Relation to Other Measures of Reading

    Science.gov (United States)

    Frye, Elizabeth M.; Gosky, Ross

    2012-01-01

    The present study investigated the relationship between rapid recognition of individual words (Word Recognition Test) and two measures of contextual reading: (1) grade-level Passage Reading Test (IRI passage) and (2) performance on standardized STAR Reading Test. To establish if time of presentation on the word recognition test was a factor in…

  3. Teachers’ beliefs about reading and use of reading strategies

    OpenAIRE

    VASILIKA RRAKU

    2014-01-01

    The aim of this article is to place the focus on teachers’ beliefs about reading and reading strategies to the purpose of emphasizing the im portance of reading strategies in the reading process. The method of study is analytic analysis of teachers’ beliefs obtained through ques tionnaires delivered to 18 English language teachers of elementary, secondary and high level education in the region of Saranda in lbania. The results of the study pointed to a great concordance between teach ers’ bel...

  4. Response to Intervention as a Predictor of Long-Term Reading Outcomes in Children with Dyslexia.

    Science.gov (United States)

    van der Kleij, Sanne W; Segers, Eliane; Groen, Margriet A; Verhoeven, Ludo

    2017-08-01

    The goal of this study was to investigate how growth during a phonics-based intervention, as well as reading levels at baseline testing, predicted long-term reading outcomes of children with dyslexia. Eighty Dutch children with dyslexia who had completed a 50-week phonics-based intervention in grade 4 were tested in grade 5 on both word and pseudoword (following regular Dutch orthographic patterns) reading efficiency and compared to 93 typical readers. In grade 5 the children with dyslexia were still significantly slower in word and pseudoword reading than their typically developing peers. Results showed that long-term pseudoword reading in the group with dyslexia was predicted by pseudoword reading at pretest and growth in pseudoword reading during the intervention, which was itself predicted by pseudoword reading at pretest. This was not the case for word reading. We found that long-term word reading was directly predicted from pretest word reading, and indirectly via pretest pseudoword reading, via growth in pseudoword and word reading. It can be concluded that pseudoword reading is not only a good indicator of severity of reading difficulties in children with dyslexia, it is also an indicator of who will profit from intervention in the long-term. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

  5. 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.

  6. The role of phonological awareness in reading comprehension

    Directory of Open Access Journals (Sweden)

    Maria Silvia Cárnio

    Full Text Available ABSTRACT Purpose: to characterize the performance of 4th grade-Elementary School students with and without signs of reading and writing disorders as for phonological awareness and reading comprehension, and also verify possible correlations between them. Methods: 60 children enrolled in the 4th grade of Elementary School from two public schools, whose parents signed the Informed Consent Form, participated in the present study. They were selected and organized in groups, with and without signs of reading and writing disorders. All students were individually assessed regarding their phonological awareness and reading comprehension of sentences and texts through standardized tests. The data underwent statistical analysis. Results: those with signs of reading and writing disorders showed the lowest performance in the reading comprehension of sentences and texts. A correlation was found between phonological awareness and reading comprehension of sentences and texts in both groups. Conclusion: students with no signs of reading and writing disorders had a higher performance in the skills assessed. The correlation found between phonological awareness and reading comprehension of sentences and texts shows not only the importance of metaphonological skills for a proficient reading, but also for a comprehensive one.

  7. Effect of geotropism on instrument readings

    International Nuclear Information System (INIS)

    Rolph, James T.

    2006-01-01

    A review of gravity's effect on instrument readings, also referred to as geotropism. In this essay a review of meter movement construction and the effect are reviewed as it applies to portable radiation instruments. Reference to the three ANSI standards and their requirements are reviewed. An alternate approach to test for the effects is offered

  8. Supporting read-across using biological data

    NARCIS (Netherlands)

    Zhu, H.; Bouhifd, M.; Donley, E.; Egnash, L.; Kleinstreuer, N.; Kroese, E.D.; Liu, Z.; Luechtefeld, T.; Palmer, J.; Pamies, D.; Shen, J.; Strauss, V.; Wu, S.; Hartung, T.

    2016-01-01

    Read-across, i.e., filling toxicological data gaps by relating to similar chemicals for which test data are available, is usually done based on chemical similarity. Besides structure and physico-chemical properties, biological similarity based on biological data adds extra strength to this process.

  9. The Kids Can't Read!

    Science.gov (United States)

    Brunner, Judy

    2009-01-01

    Day after day, teachers hand out reading assignments; students ignore them; and both groups spend another day at school discouraged, less than enthusiastic, and bored. While principals struggle with stagnant test scores, teachers wonder how they can possibly work more diligently toward instructional outcomes. Getting students excited about reading…

  10. Reading Culture and Internet Browsing: A Shift of Paradigm among ...

    African Journals Online (AJOL)

    Four hypotheses were tested to confirm the average number of hours the participants devout to browsing on one hand and to reading on the other, identify gender difference in respondents' perception of the time they spend and what they use the time for and if their browsing indeed have any impact on their reading habit.

  11. Attention in Relation to Coding and Planning in Reading

    Science.gov (United States)

    Mahapatra, Shamita

    2015-01-01

    A group of 50 skilled readers and a group of 50 less-skilled readers of Grade 5 matched for age and intelligence and selected on the basis of their proficiency in reading comprehension were tested for their competence in word reading and the processes of attention, simultaneous coding, successive coding and planning at three levels, i.e.,…

  12. Project Magnify: Increasing Reading Skills in Students with Low Vision

    Science.gov (United States)

    Farmer, Jeanie; Morse, Stephen E.

    2007-01-01

    Modeled after Project PAVE (Corn et al., 2003) in Tennessee, Project Magnify is designed to test the idea that students with low vision who use individually prescribed magnification devices for reading will perform as well as or better than students with low vision who use large-print reading materials. Sixteen students with low vision were…

  13. Strategic Reading Groups: Guiding Readers in the Middle Grades

    Science.gov (United States)

    Berne, Jennifer; Degener, Sophie C.

    2012-01-01

    Strategic grouping can transform reading instruction in the middle grades from a hit-or-miss learning experience to a targeted, responsive one. This book features a practical and field-tested model for small-group differentiated reading instruction in Grades 4-8. Jennifer Berne and Sophie C. Degener offer a clear, detailed discussion of how to…

  14. Dyslexic Children and Their Difficulties in Reading Persian Orthography

    Science.gov (United States)

    Nesari, Shahram Jamali; Kamari, Elahe

    2014-01-01

    This research investigated the word reading performance of Persian speaking dyslexic children through the use of a reading test. For this reason, 15 Persian elementary developmental dyslexic student with the mean age of 9.6, (SD= 1.5) and 15 Persian unimpaired elementary student with the mean age of 9.6 (SD= 1.4) were compared. The performance of…

  15. Self-reported reading as a predictor of vocabulary knowledge.

    Science.gov (United States)

    Pratheeba, N; Krashen, S

    2013-10-01

    25 engineering students in India, who were highly motivated to improve their English, filled out a questionnaire about their reading habits in English and took a demanding vocabulary test based on words taken from preparation books for the Graduate Records Examination. The correlation between reading habits and vocabulary was substantial (r = .78).

  16. An Assessment of the Speed Reading Ability of Sandwich Students ...

    African Journals Online (AJOL)

    The paper discusses the concept and usefulness of rapid reading. It also reports a study in which the Faculty of Education, University of Lagos, Nigeria Sandwich students formed the subjects. Their pre-training reading speed and comprehension scores were determined through a pre-test, after which they were subjected to ...

  17. Reading Quizzes Improve Exam Scores for Community College Students

    Science.gov (United States)

    Pape-Lindstrom, Pamela; Eddy, Sarah; Freeman, Scott

    2018-01-01

    To test the hypothesis that adding course structure may encourage self-regulated learning skills resulting in an increase in student exam performance in the community college setting, we added daily preclass online, open-book reading quizzes to an introductory biology course. We compared three control terms without reading quizzes and three…

  18. Neurodevelopmental changes of reading the mind in the eyes

    NARCIS (Netherlands)

    Gunther Moor, B.; op de Macks, Z.A.; Güroğlu, B.; Rombouts, S.A.R.B.; van der Molen, M.W.; Crone, E.A.

    2012-01-01

    The eyes provide important information for decoding the mental states of others. In this fMRI study we examined how reading the mind in the eyes develops across adolescence and we tested the developmental trajectories of brain regions involved in this basic perceptual mind-reading ability.

  19. 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…

  20. The Relations among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students with Reading Difficulties

    Science.gov (United States)

    Denton, Carolyn A.; Barth, Amy E.; Fletcher, Jack M.; Wexler, Jade; Vaughn, Sharon; Cirino, Paul T.; Romain, Melissa; Francis, David J.

    2011-01-01

    The purpose of this study was to investigate the relations among oral and silent reading fluency and reading comprehension for students in Grades 6 to 8 (n = 1,421) and the use of fluency scores to identify middle school students who are at risk for failure on a high-stakes reading test. Results indicated moderate positive relations between…

  1. Iowa City Reads! The Reading Event Worth Shouting About.

    Science.gov (United States)

    Donham van Deusen, Jean; Langhorne, Mary Jo

    1997-01-01

    Describes the Community Reading Month (CRM) initiative in Iowa City, Iowa; its goals are to promote the value of reading and to build a sense of community. Topics include the development of CRM, increased reading scores of Iowa City's elementary school students, activities for people of all ages, and planning and evaluation. (AEF)

  2. The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension

    Science.gov (United States)

    Ahmadi, Mohammad Reza; Ismail, Hairul Nizam; Abdullah, Muhammad Kamarul Kabilan

    2013-01-01

    Metacognitive reading strategy awareness plays a significant role in reading comprehension and educational process. In spite of its importance, metacognitive strategy has long been the ignored skill in English language teaching, research, learning, and assessment. This lack of good metacognitive reading strategy skill is exacerbated by the central…

  3. 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…

  4. Early reading intervention by means of a multicomponent reading game

    NARCIS (Netherlands)

    Ven, M.A.M. van de; Leeuw, L.C. de; Weerdenburg, M.W.C. van; Steenbeek-Planting, E.G.

    2017-01-01

    This study examined the effects of an intervention with a multicomponent reading game on the development of reading skills in 60 Dutch primary school children with special educational needs. The game contains evidence-based reading exercises and is based on principles of applied gaming. Using a

  5. Reading Fluency Instruction for Students at Risk for Reading Failure

    Science.gov (United States)

    Ring, Jeremiah J.; Barefoot, Lexie C.; Avrit, Karen J.; Brown, Sasha A.; Black, Jeffrey L.

    2013-01-01

    The important role of reading fluency in the comprehension and motivation of readers is well documented. Two reading rate intervention programs were compared in a cluster-randomized clinical trial of students who were considered at-risk for reading failure. One program focused instruction at the word level; the second program focused instruction…

  6. How do children read words? A focus on reading processes

    NARCIS (Netherlands)

    van den Boer, M.

    2014-01-01

    Being able to read is very important in our literate society. Many studies, therefore, have examined children’s reading skills to improve our understanding of reading development. In general, there have been two types of studies. On the one hand, there is a line of research that focuses on the

  7. Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension

    OpenAIRE

    Kim, Young-Suk Grace

    2015-01-01

    The primary goal was to expand our understanding of text reading fluency (efficiency or automaticity)—how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text readi...

  8. The role of simultaneous and successive processing in EFL reading.

    Science.gov (United States)

    Filickova, Marta; Kovalcikova, Iveta; Ropovik, Ivan

    2016-10-01

    This study examines the relationship between simultaneous and successive processing (the Planning, Attention, Simultaneous and Successive processing [PASS] theory processes) and reading skills in English as a foreign language (EFL). A group of 81 children were administered two batteries of tests. One was used to measure EFL reading skills, while the other one assessed simultaneous and successive processing. We hypothesised (a) cognitive processes to predict reading ability, as well as (b) the presence of a significant relationship between (c) simultaneous processing and reading comprehension and (d) successive processing and letter and word decoding. The findings confirmed that the anticipated relationships between these domains exist and are of moderate effect size. The research has helped to contribute to the understanding of how simultaneous and successive processing can affect EFL reading skills both on the level of basic word and letter decoding and reading comprehension. © 2015 International Union of Psychological Science.

  9. Improving Reading Comprehension Skills through Reading Strategies Used by a Group of Foreign Language Learners

    Directory of Open Access Journals (Sweden)

    Nancy Gómez Torres

    2009-12-01

    Full Text Available A research study included the examination and implementation of a variety of strategies in order to improve students’ reading comprehension skills in a foreign language. Reading is the process of identification, interpretation and perception of written or printed material. Comprehension is the understanding of the meaning of written material and involves the conscious strategies that lead to understanding. The reading strategies are conscious techniques or unconscious processes employed by readers in their attempt to make sense of the written text (Barnett as cited by Gascoigne, 2005. Thus, the main goal of this piece of research was to implement some reading strategies in 2 elementary courses in EFL in order to obtain better results in the middle and long term in class and on ECAES, MICHIGAN, MELICET and PET tests.

  10. Fostering Reading Comprehension and Self-Directed Learning in a Collaborative Strategic Reading (CSR Setting

    Directory of Open Access Journals (Sweden)

    Jenny Mendieta

    2015-04-01

    Full Text Available This research project was carried out at five public educational institutions by a group of English teacher-researchers based in different regions of Colombia. Due to a shared concern about the development of reading skills and self-regulation in the L2 classroom, a multiple case action research study was designed to examine whether the use of Collaborative Strategic Reading (CSR (Klingner, Vaughn & Schumm, 1998; Klingner & Vaughn, 1998 could foster reading comprehension in learners and at the same time help them become self-directed learners. Student pre and post questionnaires, reading tests and learning logs, as well as teacher's journals constituted the data collection methods used during the study. Results indicate that the use of CSR impacted participants' learning attitudes and habits positively.

  11. Encouraging Recreational Reading (The Printout).

    Science.gov (United States)

    Balajthy, Ernest

    1988-01-01

    Describes computer software, including "The Electronic Bookshelf" and "Return to Reading," which provides motivation for recreational reading in various ways, including: quizzes, games based on books, and whole language activities for children's literature and young adult fiction. (MM)

  12. Selected Readings in Genetic Engineering

    Science.gov (United States)

    Mertens, Thomas R.; Robinson, Sandra K.

    1973-01-01

    Describes different sources of readings for understanding issues and concepts of genetic engineering. Broad categories of reading materials are: concerns about genetic engineering; its background; procedures; and social, ethical and legal issues. References are listed. (PS)

  13. Effects of Explicit Instruction in Cognitive and Metacognitive Reading Strategies on Iranian EFL Students' Reading Performance and Strategy Transfer

    Science.gov (United States)

    Aghaie, Reza; Zhang, Lawrence Jun

    2012-01-01

    This study explored the impact of explicit teaching of reading strategies on English-as-a-foreign-language (EFL) students' reading performance in Iran. The study employed a questionnaire adapted from Chamot and O'Malley's (1994) cognitive and metacognitive strategies framework. To test the effects of explicit teaching of cognitive and…

  14. The Effect of an Enrichment Reading Program on the Cognitive Processes and Neural Structures of Children Having Reading Difficulties

    Directory of Open Access Journals (Sweden)

    Hayriye Gül KURUYER

    2017-06-01

    Full Text Available The main purpose of the current study is to explain the effect of an enrichment reading program on the cognitive processes and neural structures of children experiencing reading difficulties. The current study was carried out in line with a single-subject research method and the between-subjects multiple probe design belonging to this method. This research focuses on a group of eight students with reading difficulties. Within the context of the study, memory capacities, attention spans, reading-related activation and white matter pathways of the students were determined before and after the application of the enrichment reading program. This determination process was carried out in two stages. Neuro-imaging was performed in the first stage and in the second stage the students’ cognitive processes and neural structures were investigated in terms of focusing attention and memory capacities by using the following tools: Stroop Test TBAG Form, Auditory Verbal Digit Span Test-Form B, Cancellation Test and Number Order Learning Test. The results obtained show that the enrichment reading program resulted in an improvement in the reading profiles of the students having reading difficulties in terms of their cognitive processes and neural structures.

  15. Learning from Expository Text in L2 Reading: Memory for Causal Relations and L2 Reading Proficiency

    Science.gov (United States)

    Hosoda, Masaya

    2017-01-01

    This study explored the relation between second-language (L2) readers' memory for causal relations and their learning outcomes from expository text. Japanese students of English as a foreign language (EFL) with high and low L2 reading proficiency read an expository text. They completed a causal question and a problem-solving test as measures of…

  16. Interaction Quality during Partner Reading

    OpenAIRE

    Meisinger, Elizabeth B.; Schwanenflugel, Paula J.; Bradley, Barbara A.; Stahl, Steven A.

    2004-01-01

    The influence of social relationships, positive interdependence, and teacher structure on the quality of partner reading interactions was examined. Partner reading, a scripted cooperative learning strategy, is often used in classrooms to promote the development of fluent and automatic reading skills. Forty-three pairs of second grade children were observed during partner reading sessions taking place in 12 classrooms. The degree to which the partners displayed social cooperation (instrumental...

  17. Enhancing Reading Comprehension of Iranian Advanced EFL Learners through Task-based Reading Activities

    Directory of Open Access Journals (Sweden)

    Vahid Fallah Golchin

    2013-09-01

    Full Text Available Language learning has experienced a shift of focus from a form-focused to a meaning-focused approach, and the necessity of using task-based learning, a relatively recent approach, has emerged. The vital role of task-based materials makes it obligatory not to exclude them from the language learning syllabi.  The current study aims at investigating whether task-based reading can contribute significantly to the development of reading comprehension of Iranian advanced EFL learners of English. An experimental study was carried out in order to scrutinize the applicability of task-based language teaching. To this end, 60 female advanced EFL learners, selected from among a pool of 100 learners, were assigned equally and randomly into two groups of thirty, consisting of an experimental and a control group. The selection of the participants was based on the results of a standard and piloted version of Paper-based TOEFL. The participant’s mean age was about 23, ranging from 20 to 27 years of age. Both groups received a pretest and a post-test of reading. During the treatment period the experimental group received task-based reading activities while the control group received reading instructions through traditional methods. The impact of the treatment upon the reading comprehension ability of the participants was analyzed through an independent-samples t-test, and comparisons between groups were made. The results clearly indicated the development of reading comprehension ability of the participants in the first group (the experimental group through the application of task-based reading activities.

  18. Reading Processes and Parenting Styles

    Science.gov (United States)

    Carreteiro, Rui Manuel; Justo, João Manuel; Figueira, Ana Paula

    2016-01-01

    Home literacy environment explains between 12 and 18.5% of the variance of children's language skills. Although most authors agree that children whose parents encourage them to read tend to develop better and earlier reading skills, some authors consider that the impact of family environment in reading skills is overvalued. Probably, other…

  19. Initial Reading through Computer Animation.

    Science.gov (United States)

    Geoffrion, Leo D.; Bergeron, R. Daniel

    The Computer Animated Reading Instruction System (CARIS) was developed to introduce reading to children with varied sensory, cognitive, and physical handicaps. CARIS employs an exploratory learning approach which encourages children to experiment with the reading and writing of words and sentences. Brief computer-animated cartoons provide the…

  20. MisReading LIS Education.

    Science.gov (United States)

    Wiegand, Wayne

    1997-01-01

    Discusses the need to place a greater emphasis on the subject of reading in library and information science (LIS) education and research. Topics include literacy studies, print culture history, reader-response theory, ethnography of reading, genre fiction and cultural studies, information versus reading, and access to information versus content of…

  1. Teaching Reading in Vocational Education.

    Science.gov (United States)

    South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

    This handbook on teaching reading in vocational education is designed to provide vocational education teachers with a resource to use in helping students to develop sound reading skills. Provided in the handbook are information sheets, self-checks, practice activities, and suggestions for further reading dealing with the following topics:…

  2. Encouraging Students to Read Mathematics

    Science.gov (United States)

    Shepherd, Mary D.

    2005-01-01

    It is generally agreed that the ability to read mathematics is an important skill--one that few of our students possess. A number of people have published some suggestions for helping students learn to read their mathematics textbooks. What these have in common is suggestions for getting students more active while reading. Using these resources as…

  3. The "RAP" on Reading Comprehension

    Science.gov (United States)

    Hagaman, Jessica L.; Luschen, Kati; Reid, Robert

    2010-01-01

    Reading problems are one of the most frequent reasons students are referred for special education services and the disparity between students with reading difficulties and those who read successfully appears to be increasing. As a result, there is now an emphasis on early intervention programs such as RTI. In many cases, early intervention in…

  4. Readability, Reading Ability, and Readership.

    Science.gov (United States)

    Kern, Richard P.; And Others

    This paper presents data describing large differences between the reading difficulty levels of printed materials used in certain military occupational specialties (MOSs) and the relatively lower reading ability levels of men assigned to these MOSs. Initial data explore the relationship between reading ability and utilization of printed materials…

  5. Reading literary fiction improves theory of mind.

    Science.gov (United States)

    Kidd, David Comer; Castano, Emanuele

    2013-10-18

    Understanding others' mental states is a crucial skill that enables the complex social relationships that characterize human societies. Yet little research has investigated what fosters this skill, which is known as Theory of Mind (ToM), in adults. We present five experiments showing that reading literary fiction led to better performance on tests of affective ToM (experiments 1 to 5) and cognitive ToM (experiments 4 and 5) compared with reading nonfiction (experiments 1), popular fiction (experiments 2 to 5), or nothing at all (experiments 2 and 5). Specifically, these results show that reading literary fiction temporarily enhances ToM. More broadly, they suggest that ToM may be influenced by engagement with works of art.

  6. Direct reading dosimeter

    International Nuclear Information System (INIS)

    Thomson, I.

    1985-01-01

    This invention is a direct reading dosimeter which is light, small enough to be worn on a person, and measures both dose rates and total dose. It is based on a semiconductor sensor. The gate threshold voltage change rather than absolute value is measured and displayed as a direct reading of the dose rate. This is effected by continuously switching the gate of an MOS transistor from positive to negative bias. The output can directly drive a digital readout or trigger an audible alarm. The sensor device can be a MOSFET, bipolar transistor, or MOSFET capacitor which has its electrical characteristics change due to the trapped charge in the insulating layer of the device

  7. Reading, writing, rebelling

    DEFF Research Database (Denmark)

    Doubinsky, Sebastien

    2017-01-01

    What is reading? What is writing? What connects the two? These questions have been the fertile ground for many literary and philosophical theories, from New Criticism to Deconstruction. This essay does not pretend answering to these two questions, but rather to question the question themselves...... and try to shed a different light of this essential problematic. Choosing not to consider literature as a stable concept, but rather as an ontologically impermanent one, I try to reflect upon the terms that condition our approach of works and of the creation of these works. In a large perspective......, the notions of “reading” and “writing” are examined through the prism of their incarnations as “works”, and the consequences of this identity have on our critical discourse. In order to read critically, one must thus recognize this immanent instability of our notions and definitions, and begin from...

  8. IQ and Reading Comprehension in Translation Quality

    Directory of Open Access Journals (Sweden)

    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.

  9. Quantum reading capacity

    International Nuclear Information System (INIS)

    Pirandola, Stefano; Braunstein, Samuel L; Lupo, Cosmo; Mancini, Stefano; Giovannetti, Vittorio

    2011-01-01

    The readout of a classical memory can be modelled as a problem of quantum channel discrimination, where a decoder retrieves information by distinguishing the different quantum channels encoded in each cell of the memory (Pirandola 2011 Phys. Rev. Lett. 106 090504). In the case of optical memories, such as CDs and DVDs, this discrimination involves lossy bosonic channels and can be remarkably boosted by the use of nonclassical light (quantum reading). Here we generalize these concepts by extending the model of memory from single-cell to multi-cell encoding. In general, information is stored in a block of cells by using a channel-codeword, i.e. a sequence of channels chosen according to a classical code. Correspondingly, the readout of data is realized by a process of ‘parallel’ channel discrimination, where the entire block of cells is probed simultaneously and decoded via an optimal collective measurement. In the limit of a large block we define the quantum reading capacity of the memory, quantifying the maximum number of readable bits per cell. This notion of capacity is nontrivial when we suitably constrain the physical resources of the decoder. For optical memories (encoding bosonic channels), such a constraint is energetic and corresponds to fixing the mean total number of photons per cell. In this case, we are able to prove a separation between the quantum reading capacity and the maximum information rate achievable by classical transmitters, i.e. arbitrary classical mixtures of coherent states. In fact, we can easily construct nonclassical transmitters that are able to outperform any classical transmitter, thus showing that the advantages of quantum reading persist in the optimal multi-cell scenario. (paper)

  10. readShape

    International Nuclear Information System (INIS)

    Zitniak, J.; Pargac, M.

    2005-01-01

    In the Slovak Environmental Agency during relative short time originated the first version of software product using of GPS technology for monitoring of negative phenomena in nature. It was denominated as readShape and its primary goal is to minister for conservator of environment geographically strictly to observe endangered territories as are, for example, fire, fish kill, impact of motor vehicle accident or dangerous objects as are illegal stock-piles, wastes and other. Process of monitoring is described

  11. Emotional Landscapes of Reading

    OpenAIRE

    Natalia Samutina

    2015-01-01

    This paper focuses on fan fiction as a literary experience and especially on fan fiction readers’ receptive strategies. Methodologically, its approach is at the intersection of literary theory, theory of popular culture, and qualitative research into practices of communication within online communities. It presents a general characterization of fan fiction as a type of contemporary reading and writing, drawing upon the influential works by H. Jenkins, A. Dericho, K. Tosenberger, and others. T...

  12. 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.

  13. The Effects of an Extensive Reading Program on Improving English as Foreign Language Proficiency in University Level Education

    Science.gov (United States)

    Alzu'bi, Mohammad Akram

    2014-01-01

    This study aimed at investigating the impact of extensive reading on improving reading proficiency. The study tried to find the effect of ER on EFL student's reading, vocabulary and grammar. The researcher designed two instruments; a program based on the extensive reading strategy and general test. Forty-one university students who study English…

  14. Davies, Florence (1995. Introducing Reading. Davies, Florence (1995. Introducing Reading.

    Directory of Open Access Journals (Sweden)

    Sonia Maria Gomes Ferreira

    2008-04-01

    Full Text Available Arising at a time of unprecedented growth of interest in fostering critical thinking, Introducing Reading offers a clear introduction and thorough account of contemporary developments in the field of reading. While overtly focusing on the special demands of social and human aspects of the reading practice, the issues raised have crucial resonance in the sphere of critical reading. Explicitly addressed to teachers of mother tongue and foreign language contexts, the book claims to elaborate on aspects of reading which have received meager attention to date: individual readers engaged in different real-world reading tasks, the social contexts where such readers engage and interact with texts, and the nature and variety of texts, here regarded as “participants” in the interaction between reader and writer. To this extent, the book successfully reaches the ambitious aim of “socializing and humanizing reading and the teaching of reading” (p. xi. Arising at a time of unprecedented growth of interest in fostering critical thinking, Introducing Reading offers a clear introduction and thorough account of contemporary developments in the field of reading. While overtly focusing on the special demands of social and human aspects of the reading practice, the issues raised have crucial resonance in the sphere of critical reading. Explicitly addressed to teachers of mother tongue and foreign language contexts, the book claims to elaborate on aspects of reading which have received meager attention to date: individual readers engaged in different real-world reading tasks, the social contexts where such readers engage and interact with texts, and the nature and variety of texts, here regarded as “participants” in the interaction between reader and writer. To this extent, the book successfully reaches the ambitious aim of “socializing and humanizing reading and the teaching of reading” (p. xi.

  15. Basic Concepts of Reading Instruction

    Directory of Open Access Journals (Sweden)

    Gökhan ARI

    2017-12-01

    Full Text Available Reading act is performed by connected physiological, psychological and cognitive processes. The operations taking place in these processes are expected to continue for life by being developed with certain strategies. A lot of information is gained with reading skill in education life. Therefore, basic concepts that constitute reading education in teaching and improving reading are important for teachers. The aim of this study is to submit information compiled from the literature about reading education process and which basic concepts are used in reading education. While teaching reading from part to whole, from whole to part and interactional approaches are used. From part to whole approach is at the forefront. Then with interactional approach strategies, both code solving and making sense is improved. Teachers should know the characteristics of bouncing, stopping, turning back, and scanning movements of the eye both in code solving and making sense. The teacher should configure the teaching for the students to gain fluid reading elements by making use of reading out and reading silently. After reading act is acquired; good reader characteristics should be gained by improving asking questions, guessing, summarizing, interpretation skills in integrated readings. Reading skill is improved by studies on the text. Therefore, the students should come across texts that are suitable to their levels, textuality and readability criteria. The vocabulary of children should be improved in a planned way with text-based word and meaning studies. Fluid reading, making sense and interpretation skills of children should be pursued with different evaluation types. In the long term, work should be done to make reading a habit for them.

  16. A Comparison of Reading Response Methods to Increase Student Learning

    Directory of Open Access Journals (Sweden)

    Cheryl J. Davis

    2016-01-01

    Full Text Available It is common in college courses to test students on the required readings for that course. With a rise in online education it is often the case that students are required to provide evidence of reading the material. However, there is little empirical research stating the best written means to assess that students read the materials. This study experimentally compared the effect of assigned reading summaries or study questions on student test performance. The results revealed that study questions produced higher quiz scores and higher preparation for the quiz, based on student feedback. Limitations of the study included a small sample size and extraneous activities that may have affected general knowledge on a topic. Results suggest that study questions focusing students on critical information in the required readings improve student learning.

  17. Miraculous Readings: Using Fantasy Novels about Reading to Reflect on Reading the Bible

    Science.gov (United States)

    Dalton, Russell W.

    2009-01-01

    This article reflects on the vivid images of reading presented in several popular fantasy novels, including "The Spiderwick Chronicles," "The Great Good Thing," and "The Neverending Story." It suggests that these images can be used to help children, youth, and adults reflect on the nature of reading and the potential power of reading sacred texts.…

  18. Reading Fluency and Students with Reading Disabilities: How Fast Is Fast Enough to Promote Reading Comprehension?

    Science.gov (United States)

    O'Connor, Rollanda E.

    2018-01-01

    The goal of improving reading rate and fluency is to positively impact reading comprehension; however, it is unclear how fast students with learning disabilities (LD) need to read to reap this benefit. The purpose of this research was to identify the point of diminishing return for students who were dysfluent readers. Participants included 337…

  19. Book Clubs in Developmental Reading: Building Reading Comprehension, Fostering Reading Enjoyment, and Engaging Students

    Science.gov (United States)

    Maldonado, Michele

    2012-01-01

    The use of book clubs in college developmental reading classes is an effective way to encourage reluctant readers to build and strengthen reading skills, foster reading enjoyment, and engage students. In addition, book clubs build a sense of community within the classroom as the students converse and share their interpretations of the reading…

  20. The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and Vocabulary Acquisition

    Science.gov (United States)

    Suk, Namhee

    2017-01-01

    Several empirical studies and syntheses of extensive reading have concluded that extensive reading has positive impacts on language learning in second- and foreign-language settings. However, many of the studies contained methodological or curricular limitations, raising questions about the asserted positive effects of extensive reading. The…

  1. Reading speed, comprehension and eye movements while reading Japanese novels: evidence from untrained readers and cases of speed-reading trainees.

    Directory of Open Access Journals (Sweden)

    Hiromitsu Miyata

    Full Text Available BACKGROUND: A growing body of evidence suggests that meditative training enhances perception and cognition. In Japan, the Park-Sasaki method of speed-reading involves organized visual training while forming both a relaxed and concentrated state of mind, as in meditation. The present study examined relationships between reading speed, sentence comprehension, and eye movements while reading short Japanese novels. In addition to normal untrained readers, three middle-level trainees and one high-level expert on this method were included for the two case studies. METHODOLOGY/PRINCIPAL FINDINGS: In Study 1, three of 17 participants were middle-level trainees on the speed-reading method. Immediately after reading each story once on a computer monitor, participants answered true or false questions regarding the content of the novel. Eye movements while reading were recorded using an eye-tracking system. Results revealed higher reading speed and lower comprehension scores in the trainees than in the untrained participants. Furthermore, eye-tracking data by untrained participants revealed multiple correlations between reading speed, accuracy and eye-movement measures, with faster readers showing shorter fixation durations and larger saccades in X than slower readers. In Study 2, participants included a high-level expert and 14 untrained students. The expert showed higher reading speed and statistically comparable, although numerically lower, comprehension scores compared with the untrained participants. During test sessions this expert moved her eyes along a nearly straight horizontal line as a first pass, without moving her eyes over the whole sentence display as did the untrained students. CONCLUSIONS/SIGNIFICANCE: In addition to revealing correlations between speed, comprehension and eye movements in reading Japanese contemporary novels by untrained readers, we describe cases of speed-reading trainees regarding relationships between these variables

  2. Early Identification of Reading Difficulties

    DEFF Research Database (Denmark)

    Poulsen, Mads; Nielsen, Anne-Mette Veber; Juul, Holger

    2017-01-01

    Early screening for reading difficulties before the onset of instruction is desirable because it allows intervention that is targeted at prevention rather than remediation of reading difficulties. However, early screening may be too inaccurate to effectively allocate resources to those who need...... them. The present study compared the accuracy of early screening before the onset of formal reading instruction with late screening six months into the first year of instruction. The study followed 164 Danish students from the end of Grade 0 to the end of Grade 2. Early screening included measures...... of phonemic awareness, rapid naming, letter knowledge, paired associate learning, and reading. Late screening included only reading. Results indicated that reading measures improved substantially as predictors over the first six months of Grade 1, to the point where late reading measures alone provided...

  3. RHYTHM STRUCTURE IN NEWS READING

    Directory of Open Access Journals (Sweden)

    Lluís Mas Manchón

    2013-06-01

    Full Text Available Rhythm is central to news reading in radio and television programs. This paper proposes a three level structure for rhythm in news discourse. It gives a comprehensive definition of rhythm and types of rhythm. Firstly, the Base Rhythm Structure consists of semantic and pragmatic rhythmic accents, coincident with very specific words. Secondly, these accents are grouped together according to type, frequency and order, thereby configuring three types of “rhythmic units” (the Internal Rhythm Structure: starting, main and end units. A last structure level presents four discursive factors that are very important in integrating the overall time structure of news announcing (the Melodic Rhythm Structure. This integral structure for news announcing rhythm should be further tested in acoustic-experimental studies under the criterion of information transmission efficacy.

  4. [Reading ability of junior high school students in relation to self-evaluation and depression].

    Science.gov (United States)

    Yamashita, Toshiya; Hayashi, Takashi

    2012-01-01

    Guidelines for the diagnosis of reading disorders in elementary school students were published recently in Japan. On the basis of these guidelines, we administrated reading test batteries to 43 Japanese junior high-school students from grade two. The reading test consisted of single sounds, single words, and single sentences. We evaluated the reading speed and the number of reading errors made by the test takers; their performance was compared with the normal value for elementary school students in grade six, as stated in the guidelines. The reading ability of the junior high-school students was not higher than that of the elementary school students. Seven students (16.3%) were found to have reading difficulties (RD group) and they met the criterion for diagnosis of reading disorder as per the guidelines. Three students had difficulties in reading single sounds and single words, but they faced no problems when reading single sentences. It was supposed that the strategies used by the students for reading sentences may have differed from those used for reading single sounds or single words. No significant differences were found between the RD and non-RD group students on scores of scholastic self-evaluation, self-esteem, and depressive symptoms. Therefore, reading difficulty did not directly influence the level of self-evaluation or depression.

  5. Improving reading comprehension skills through the SCRATCH program

    Directory of Open Access Journals (Sweden)

    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.

  6. 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

  7. 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.

  8. 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.

  9. Underlying skills of oral and silent reading

    NARCIS (Netherlands)

    Van Den Boer, Madelon; van Bergen, Elsje; de Jong, Peter F.

    2014-01-01

    Many studies have examined reading and reading development. The majority of these studies, however, focused on oral reading rather than on the more dominant silent reading mode. Similarly, it is common practice to assess oral reading abilities rather than silent reading abilities in schools and in

  10. Reading Abilities and Strategies: A Short Introduction

    Science.gov (United States)

    Liu, Feng

    2010-01-01

    This paper gives a short analysis of reading abilities and reading strategies. Much research has been done to investigate the nature of reading, though it's had to exactly define reading abilities and strategies. Different kinds of readings are discussed in this paper and distinctions are made between first language reading and second or foreign…

  11. Lexical inference as an obstacle to reading comprehension at senior ...

    African Journals Online (AJOL)

    The first utilised twenty-five Multiple Choice questions to test vocabulary out of context. Before the students attempted the second test they read three different passages of text after which they were tested on the same vocabulary items as in Test 1. They also answered twenty-five Short Answer comprehension questions ...

  12. ATLAS TileCal Read Out Driver production

    International Nuclear Information System (INIS)

    Valero, A; Abdallah, J; Castillo, V; Cuenca, C; Ferrer, A; Fullana, E; Gonzalez, V; Higon, E; Poveda, J; Ruiz-MartInez, A; Saez, M A; Salvachua, B; SanchIs, E; Solans, C; Valls, J A

    2007-01-01

    The production tests of the 38 ATLAS TileCal Read Out Drivers (RODs) are presented in this paper. The hardware specifications and firmware functionality of the RODs modules, the test-bench and the test procedure to qualify the boards are described. Finally the performance results, the temperature studies and high rate tests are shown and discussed

  13. The Use of eReaders in the Classroom and at Home to Help Third-Grade Students Improve Their Reading and English/Language Arts Standardized Test Scores

    Science.gov (United States)

    Union, Craig D.; Union, Lori Walker; Green, Tim D.

    2015-01-01

    This study explored the effects of a portable technology intervention, the Nook Simple Touch eReader, on student performance in Reading and English/Language Arts when included as an integral part of the teaching and learning process in an elementary third-grade classroom. This study used the participating students' end-of-year second-grade scores…

  14. Why should I read? - A cross-cultural investigation into adolescents' reading socialisation and reading attitude

    Science.gov (United States)

    Broeder, Peter; Stokmans, Mia

    2013-06-01

    While reading behaviour of adolescents is a frequent object of research, most studies in this field are restricted to a single country. This study investigates reading as a leisure-time activity across social groups from three regions differing in reading tradition as well as in the facilities available for reading. The authors analyse the reading behaviour of a total of 2,173 adolescents in the Netherlands, in Beijing (China), and in Cape Town (South Africa). Taking Icek Ajzen's Theory of Planned Behaviour as a starting point, the authors adjusted it to model the three most important determinants of reading behaviour, namely (1) reading attitude; (2) subjective norms (implicit and explicit social pressure to read); and (3) perceived behavioural control, which includes reading proficiency and appropriateness of the available books (book supply). While they found the adjusted model to fit the Dutch and Beijing situation quite well, it appeared to be inappropriate for the Cape Town situation. Despite considerable cultural and situational differences between the Netherlands and Beijing, the results show a similar pattern for these two environments. The most important determinants turn out to be: the hedonic reading attitude, the implicit norm of family and friends, the attractiveness of the available choice of books, and the perceived reading proficiency.

  15. Kurzweil Reading Machine: A Partial Evaluation of Its Optical Character Recognition Error Rate.

    Science.gov (United States)

    Goodrich, Gregory L.; And Others

    1979-01-01

    A study designed to assess the ability of the Kurzweil reading machine (a speech reading device for the visually handicapped) to read three different type styles produced by five different means indicated that the machines tested had different error rates depending upon the means of producing the copy and upon the type style used. (Author/CL)

  16. The Role of First-Language Listening Comprehension in Second-Language Reading Comprehension

    Science.gov (United States)

    Edele, Aileen; Stanat, Petra

    2016-01-01

    Although the simple view of reading and other theories suggest that listening comprehension is an important determinant of reading comprehension, previous research on linguistic transfer has mainly focused on the role of first language (L1) decoding skills in second language (L2) reading. The present study tested the assumption that listening…

  17. Metrological Traceability in the Social Sciences: A Model from Reading Measurement

    International Nuclear Information System (INIS)

    Stenner, A Jackson; Fisher, William P Jr

    2013-01-01

    The central importance of reading ability in learning makes it the natural place to start in formative and summative assessments in education. The Lexile Framework for Reading constitutes a commercial metrological traceability network linking books, test results, instructional materials, and students in elementary and secondary English and Spanish language reading education in the U.S., Canada, Mexico, and Australia

  18. Reading Engagement: A Comparison between E-Books and Traditional Print Books in an Elementary Classroom

    Science.gov (United States)

    Jones, Troy; Brown, Carol

    2011-01-01

    Electronic books (e-books) are gaining popularity for personal reading. Options for access to a large selection of book titles and "anytime/anywhere" reading choices have added to the increased use of e-books. For this study, 22 third-grade students completed satisfaction surveys and reading comprehension tests on three separate reading…

  19. Beyond the usual cognitive suspects: The importance of speechreading and audiovisual temporal sensitivity in reading ability

    NARCIS (Netherlands)

    Francisco, A.A.; Groen, M.A.; Jesse, A.; McQueen, J.M.

    2017-01-01

    The aim of this study was to clarify whether audiovisual processing accounted for variance in reading and reading-related abilities, beyond the effect of a set of measures typically associated with individual differences in both reading and audiovisual processing. Testing adults with and without a

  20. Impacts of Comprehensive Reading Instruction on Diverse Outcomes of Low- and High-Achieving Readers

    Science.gov (United States)

    Guthrie, John T.; McRae, Angela; Coddington, Cassandra S.; Klauda, Susan Lutz; Wigfield, Allan; Barbosa, Pedro

    2009-01-01

    Low-achieving readers in Grade 5 often lack comprehension strategies, domain knowledge, word recognition skills, fluency, and motivation to read. Students with such multiple reading needs seem likely to benefit from instruction that supports each of these reading processes. The authors tested this expectation experimentally by comparing the…

  1. Indirect Contact through Book Reading: Improving Adolescents' Attitudes and Behavioral Intentions toward Immigrants

    Science.gov (United States)

    Vezzali, Loris; Stathi, Sofia; Giovannini, Dino

    2012-01-01

    A study was conducted to test the effects of indirect contact through book reading on the improvement of Italian students' attitudes, stereotypes, and behavioral intentions toward immigrants. The results indicated that adolescents who read a book concerning intercultural topics, compared to those who read a book unrelated to intercultural themes…

  2. Streaming, Tracking and Reading Achievement: A Multilevel Analysis of Students in 40 Countries

    Science.gov (United States)

    Chiu, Ming Ming; Chow, Bonnie Wing-Yin; Joh, Sung Wook

    2017-01-01

    Grouping similar students together within schools ("streaming") or classrooms ("tracking") based on past literacy skills (reported by parents), family socioeconomic status (SES) or reading attitudes might affect their reading achievement. Our multilevel analysis of the reading tests of 208,057 fourth-grade students across 40…

  3. The Utility of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in Predicting Reading Achievement

    Science.gov (United States)

    Echols, Julie M. Young

    2010-01-01

    Reading proficiency is the goal of many local and national reading initiatives. A key component of these initiatives is accurate and reliable reading assessment. In this high-stakes testing arena, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) has emerged as a preferred measure for identification of students at risk for reading…

  4. Supplementary Reading Instruction in Alternative High Schools: A Statewide Survey of Educator Reported Practices and Barriers

    Science.gov (United States)

    Wilkerson, Kimber L.; Yan, Min-Chi; Perzigian, Aaron B.; Cakiroglu, Orhan

    2016-01-01

    Recent data suggest that a majority of secondary students read below the level considered proficient on state standardized tests of reading. Alternative high schools, in particular, serve a high proportion of struggling readers. This survey study investigated reading instruction provided to struggling readers in alternative schools in one state by…

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

    Science.gov (United States)

    Kamhi, Alan G.; Catts, Hugh W.

    2017-01-01

    Purpose: 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. Method: We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed…

  6. MDMA enhances "mind reading" of positive emotions and impairs "mind reading" of negative emotions.

    Science.gov (United States)

    Hysek, Cédric M; Domes, Gregor; Liechti, Matthias E

    2012-07-01

    3,4-Methylenedioxymethamphetamine (MDMA, ecstasy) increases sociability. The prosocial effects of MDMA may result from the release of the "social hormone" oxytocin and associated alterations in the processing of socioemotional stimuli. We investigated the effects of MDMA (125 mg) on the ability to infer the mental states of others from social cues of the eye region in the Reading the Mind in the Eyes Test. The study included 48 healthy volunteers (24 men, 24 women) and used a double-blind, placebo-controlled, within-subjects design. A choice reaction time test was used to exclude impairments in psychomotor function. We also measured circulating oxytocin and cortisol levels and subjective drug effects. MDMA differentially affected mind reading depending on the emotional valence of the stimuli. MDMA enhanced the accuracy of mental state decoding for positive stimuli (e.g., friendly), impaired mind reading for negative stimuli (e.g., hostile), and had no effect on mind reading for neutral stimuli (e.g., reflective). MDMA did not affect psychomotor performance, increased circulating oxytocin and cortisol levels, and produced subjective prosocial effects, including feelings of being more open, talkative, and closer to others. The shift in the ability to correctly read socioemotional information toward stimuli associated with positive emotional valence, together with the prosocial feelings elicited by MDMA, may enhance social approach behavior and sociability when MDMA is used recreationally and facilitate therapeutic relationships in MDMA-assisted psychotherapeutic settings.

  7. Does Content Knowledge Affect TOEFL iBT[TM] Reading Performance? A Confirmatory Approach to Differential Item Functioning. TOEFL iBT Research Report. RR-09-29

    Science.gov (United States)

    Liu, Ou Lydia; Schedl, Mary; Malloy, Jeanne; Kong, Nan

    2009-01-01

    The TOEFL iBT[TM] has increased the length of the reading passages in the reading section compared to the passages on the TOEFL[R] computer-based test (CBT) to better approximate academic reading in North American universities, resulting in a reduced number of passages in the reading test. A concern arising from this change is whether the decrease…

  8. Structural neural substrates of reading the mind in the eyes

    Directory of Open Access Journals (Sweden)

    Wataru eSato

    2016-04-01

    Full Text Available The ability to read the minds of others in their eyes plays an important role in human adaptation to social environments. Behavioral studies have resulted in the development of a test to measure this ability (Reading the Mind in the Eyes Test, revised version; Eyes Test, and have demonstrated that this ability is consistent over time. Although functional neuroimaging studies revealed brain activation while performing the Eyes Test, the structural neural substrates supporting consistent performance on the Eyes Test remain unclear. In this study we assessed the Eyes Test and analyzed structural magnetic resonance images using voxel-based morphometry in healthy participants. Test performance was positively associated with the gray matter volumes of the dorsomedial prefrontal cortex, inferior parietal lobule (temporoparietal junction, and precuneus in the left hemisphere. These results suggest that the fronto-temporoparietal network structures support the consistent ability to read the mind in the eyes.

  9. Giro form reading machine

    Science.gov (United States)

    Minh Ha, Thien; Niggeler, Dieter; Bunke, Horst; Clarinval, Jose

    1995-08-01

    Although giro forms are used by many people in daily life for money remittance in Switzerland, the processing of these forms at banks and post offices is only partly automated. We describe an ongoing project for building an automatic system that is able to recognize various items printed or written on a giro form. The system comprises three main components, namely, an automatic form feeder, a camera system, and a computer. These components are connected in such a way that the system is able to process a bunch of forms without any human interactions. We present two real applications of our system in the field of payment services, which require the reading of both machine printed and handwritten information that may appear on a giro form. One particular feature of giro forms is their flexible layout, i.e., information items are located differently from one form to another, thus requiring an additional analysis step to localize them before recognition. A commercial optical character recognition software package is used for recognition of machine-printed information, whereas handwritten information is read by our own algorithms, the details of which are presented. The system is implemented by using a client/server architecture providing a high degree of flexibility to change. Preliminary results are reported supporting our claim that the system is usable in practice.

  10. ASSESSMENT TECHNIQUES OF ENGLISH READING COMPREHENSION MEDIATED BY TECHNOLOGIES TO IMPROVE COLLEGE STUDENT’S ACHIEVEMENT.

    OpenAIRE

    Ochoa-Vásquez, Miguel A.; Ramírez-Montoya, María S.

    2016-01-01

    Improving reading comprehension skills is fundamental to those students willing to enroll in undergraduate studies. This sequential-explanatory mixed methods research design attempted to measure the impact that English reading comprehension assessment had on 96 college students’ school performance, after receiving a 15-hour instruction on reading evaluating techniques in technological-enriched environments. The data was collected through reading comprehension pre/post-tests and a semi-structu...

  11. Technological Transformations of Reading Culture

    DEFF Research Database (Denmark)

    Albrechtslund, Anne-Mette Bech

    The increasing use of social media along with the rapidly developing digitization of the book has led to a range of new circumstances for writing, publishing and reading books, resulting in transformations in reading culture and practices. The social aspect of reading is emphasized when readers...... relations in the network of writers, publishers, readers, and reviewers. Similarly, the increasing use of electronic reading devices plays a key role in the acceleration of a culture in which the audience engages with cultural works in new ways. The print book has an “easy materiality” (Marshall, 2010, p....... 17), but with the electronic book, the materiality of reading becomes more ambiguous and malleable as the book as technology is being radically reconstructed. The purpose of this paper is to explore these changes through an investigation into the technology relations (Ihde, 1990) in fiction reading...

  12. Science teacher's discourse about reading

    Directory of Open Access Journals (Sweden)

    Isabel Martins

    2006-08-01

    Full Text Available In this research we start from the assumption that teachers act as mediators of reading practices in school and problematise their practices, meanings and representations of reading. We have investigated meanings constructed by a group of teachers of Physics, Chemistry and Biology, working at a federal technical school. Having French discourse analysis as our theoretical-methodological framework, we considered that meanings, concepts and conceptions of reading are built historically through discourses, which produce meanings that determine ideological practices. Our results show that, for that group of teachers, there were no opportunities during either initial training or on-going education for reflecting upon the role of reading in science teaching and learning. Moreover, there seems to be an association between the type of discourse and modes of reading, so that unique meanings are attributed to scientific texts and their reading are linked to search and assimilation of information.

  13. The Danish version of the Radner Reading Chart

    DEFF Research Database (Denmark)

    Munch, Inger Christine; Jørgensen, Astrid Helene Ravn; Radner, Wolfgang

    2016-01-01

    , variance and number of errors per short text. Results The students read the short texts faster than the blue-collar workers (184 ± 21.4 words per minute (wpm) versus 163 ± 26.3 wpm, p ...Purpose To develop 28 short texts to be used as sentence optotypes in a Danish version of the Radner Reading Chart for the measurement of reading acuity and speed. Method Forty-six short texts of comparable lexical and grammatical difficulty were constructed. The short texts were tested together...... with two longer reference texts in 100 persons with visual acuity 6/6, of which 50 were university students (age: 24.7 ± 3.1 years, 36% males) and 50 were blue-collar workers (37.2 ± 13.4 years, 54% males). Study parameters were mean reading speed and error rate per participant, and mean reading time...

  14. Confrontation Naming and Reading Abilities at Primary School: A Longitudinal Study

    Directory of Open Access Journals (Sweden)

    Chiara Luoni

    2015-01-01

    naming (i.e., the Boston Naming Test (BNT in a nonclinical sample of Italian primary school children was conducted (n=126, testing them at the end of each school year, to assess nonverbal intelligence, confrontation naming, and reading abilities. Results. Performance on the BNT emerged as a function of IQ and SES. Significant correlations between confrontation naming and reading abilities, especially comprehension, were found; BNT scores correlated better with reading fluency than with reading accuracy. Conclusions. The longitudinal data obtained in this study are discussed with regard to reading abilities, intelligence, age, gender, and socioeconomic status.

  15. The Role of Speech Prosody and Text Reading Prosody in Children's Reading Comprehension

    Science.gov (United States)

    Veenendaal, Nathalie J.; Groen, Margriet A.; Verhoeven, Ludo

    2014-01-01

    Background: Text reading prosody has been associated with reading comprehension. However, text reading prosody is a reading-dependent measure that relies heavily on decoding skills. Investigation of the contribution of speech prosody--which is independent from reading skills--in addition to text reading prosody, to reading comprehension could…

  16. Towards identifying dyslexia in Standard Indonesian: the development of a reading assessment battery.

    Science.gov (United States)

    Jap, Bernard A J; Borleffs, Elisabeth; Maassen, Ben A M

    2017-01-01

    With its transparent orthography, Standard Indonesian is spoken by over 160 million inhabitants and is the primary language of instruction in education and the government in Indonesia. An assessment battery of reading and reading-related skills was developed as a starting point for the diagnosis of dyslexia in beginner learners. Founded on the International Dyslexia Association's definition of dyslexia, the test battery comprises nine empirically motivated reading and reading-related tasks assessing word reading, pseudoword reading, arithmetic, rapid automatized naming, phoneme deletion, forward and backward digit span, verbal fluency, orthographic choice (spelling), and writing. The test was validated by computing the relationships between the outcomes on the reading-skills and reading-related measures by means of correlation and factor analyses. External variables, i.e., school grades and teacher ratings of the reading and learning abilities of individual students, were also utilized to provide evidence of its construct validity. Four variables were found to be significantly related with reading-skill measures: phonological awareness, rapid naming, spelling, and digit span. The current study on reading development in Standard Indonesian confirms findings from other languages with transparent orthographies and suggests a test battery including preliminary norm scores for screening and assessment of elementary school children learning to read Standard Indonesian.

  17. The Effect of Reading Involvement through Open-Ended Strategy vs. Fill-in- the- Blanks Strategy on Young EFL Learners’ Reading Comprehension Ability

    Directory of Open Access Journals (Sweden)

    Rita Salehi Sepehr

    2014-11-01

    Full Text Available The present study investigated the extent to which an instructional framework of integrating strategy instruction (open-ended strategy and fill-in-the blanks strategy with motivation- support affected on reading result for young EFL learners. The central area of exploration included a comparison among three approaches to reading instruction: First, fill-in-the blanks strategy intervention; second, open-ended strategy intervention; and last, a control group which received the conventional reading strategies. The participants were sampled from amongst a group of seventy-seven pre-intermediate EFL learners in a language school in Tehran- Iran based on convenient sampling technique. For the sake of measurement, the researchers administered PET and CELT along with reading strategy based-test to quantify the participants’ current level of knowledge as well as the degree of achievement after treatment. For measurement’s sake, different types of tests such as PET, reading comprehension test (CELT, and reading strategy based- test were employed to quantify the participants’ current level of knowledge as well as the degree of achievement before and after instruction. The result of the present study indicated that the experimental groups had a significant improvement over the control group. Also, the level of learners’ reading engagement during classroom work mediated the instructional effects on reading outcomes. The results of this study can be to the benefit of both EFL and ESL teachers to teach reading comprehension using the student's critical mind as well as critical involvement in the reading tasks.

  18. Text-fading based training leads to transfer effects on children’s sentence reading fluency

    Directory of Open Access Journals (Sweden)

    Telse eNagler

    2015-02-01

    Full Text Available Previous studies used a text-fading procedure as a training tool with the goal to increase silent reading fluency (i.e., proficient reading rate and comprehension. In recently published studies, this procedure resulted in lasting reading enhancements for adult and adolescent research samples. However, studies working with children reported mixed results. While reading rate improvements were observable for Dutch reading children in a text-fading training study, reading fluency improvements in standardized reading tests post-training attributable to the fading manipulation were not detectable. These results raise the question of whether text-fading training is not effective for children or whether research design issues have concealed possible transfer effects. Hence, the present study sought to investigate possible transfer effects resulting from a text-fading based reading training program, using a modified research design. Over a period of three weeks, two groups of German third-graders read sentences either with an adaptive text-fading procedure or at their self-paced reading rate. A standardized test measuring reading fluency at the word, sentence, and text level was conducted pre- and post-training. Text level reading fluency improved for both groups equally. Post-training gains at the word level were found for the text-fading group, however, no significant interaction between groups was revealed for word reading fluency. Sentence level reading fluency gains were found for the text-fading group, which significantly differed from the group of children reading at their self-paced reading routine. These findings provide evidence for the efficacy of text-fading as a training method for sentence reading fluency improvement also for children.

  19. 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.

  20. Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension.

    Science.gov (United States)

    Kim, Young-Suk Grace

    2015-01-01

    The primary goal was to expand our understanding of text reading fluency (efficiency or automaticity)-how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text reading fluency; (3) unique emergent literacy predictors (i.e., phonological awareness, orthographic awareness, morphological awareness, letter name knowledge, vocabulary) of text reading fluency vs. word reading fluency; and (4) unique language and cognitive predictors (e.g., vocabulary, grammatical knowledge, theory of mind) of text reading fluency vs. reading comprehension. These questions were addressed using longitudinal data (two timepoints; Mean age = 5;24 & 6;08) from Korean-speaking children ( N = 143). Results showed that listening comprehension was related to text reading fluency at time 2, but not at time 1. At both times text reading fluency was related to reading comprehension, and reading comprehension was related to text reading fluency over and above word reading fluency and listening comprehension. Orthographic awareness was related to text reading fluency over and above other emergent literacy skills and word reading fluency. Vocabulary and grammatical knowledge were independently related to text reading fluency and reading comprehension whereas theory of mind was related to reading comprehension, but not text reading fluency. These results reveal developmental nature of relations and mechanism of text reading fluency in reading development.

  1. Clinical and microperimetric predictors of reading speed in low vision patients: a structural equation modeling approach.

    Science.gov (United States)

    Giacomelli, Giovanni; Virgili, Gianni; Giansanti, Fabrizio; Sato, Giovanni; Cappello, Ezio; Cruciani, Filippo; Varano, Monica; Menchini, Ugo

    2013-06-27

    To investigate the simultaneous association of several psychophysical measures with reading ability in patients with mild and moderate low vision attending rehabilitation services. Standard measurements of reading ability (Minnesota Reading [MNREAD] charts), visual acuity (Early Treatment of Diabetic Retinopathy Study [ETDRS] charts), contrast sensitivity (Pelli-Robson charts), reading contrast threshold (Reading Explorer [REX] charts), retinal sensitivity, and fixation stability and localization (Micro Perimeter 1 [MP1] fundus perimetry) were obtained in 160 low vision patients with better eye visual acuity ranging from 0.3 to 1.0 logarithm of the minimum angle of resolution and affected by either age-related macular degeneration or diabetic retinopathy. All variables were moderately associated with reading performance measures (MNREAD reading speed and reading acuity and REX reading contrast threshold), as well as among each other. In a structural equation model, REX reading contrast threshold was highly associated with MNREAD reading speed (standardized coefficient, 0.63) and moderately associated with reading acuity (standardized coefficient, -0.30). REX test also mediated the effects of Pelli-Robson contrast sensitivity (standardized coefficient, 0.44), MP1 fixation eccentricity (standardized coefficient, -0.19), and the mean retinal sensitivity (standardized coefficient, 0.23) on reading performance. The MP1 fixation stability was associated with both MNREAD reading acuity (standardized coefficient, -0.24) and MNREAD reading speed (standardized coefficient, 0.23), while ETDRS visual acuity only affected reading acuity (standardized coefficient, 0.44). Fixation instability and contrast sensitivity loss are key factors limiting reading performance of patients with mild or moderate low vision. REX charts directly assess the impact of text contrast on letter recognition and text navigation and may be a useful aid in reading rehabilitation.

  2. Write to read: the brain's universal reading and writing network.

    Science.gov (United States)

    Perfetti, Charles A; Tan, Li-Hai

    2013-02-01

    Do differences in writing systems translate into differences in the brain's reading network? Or is this network universal, relatively impervious to variation in writing systems? A new study adds intriguing evidence to these questions by showing that reading handwritten words activates a pre-motor area across writing systems. Copyright © 2012 Elsevier Ltd. All rights reserved.

  3. Promoting reading and good reading culture through the use of ...

    African Journals Online (AJOL)

    This paper is the findings from existing literature on the mechanics of using book talks and story books to inculcate reading and the steps to develop good reading culture in children. This work is an ongoing action research work in selected private and public schools in Lagos Mainland. It has so far been established that the ...

  4. Do You Read Me? Service Supplement: Reading Development Activities Guide.

    Science.gov (United States)

    Kendall, Elizabeth L.; Chenoweth, Roberta

    This activity guide is one of four supplements to be used with "Do You Read Me? Prevocational-Vocational Reading Development Activities" (ED 210 454). Each supplement deals with a different occupational category. Games, puzzles, and other activities are offered to aid in developing the word recognition, vocabulary, and comprehension…

  5. The relationship between children's reading motivation and reading competence

    Institute of Scientific and Technical Information of China (English)

    白晴雪

    2016-01-01

    It has been found that motivation is very important to children's reading competence. This paper intended to study intrinsic and extrinsic motivation and find their relationship with children's reading competence. In order to do so, previous investigations about intrinsic and extrinsic motivation were critically reviewed, and their results were discussed in this paper.

  6. Operating Classroom Aesthetic Reading Environment to Raise Children's Reading Motivation

    Science.gov (United States)

    Chou, Mei-Ju; Cheng, Jui-Ching; Cheng, Ya-Wen

    2016-01-01

    This research aims to explore how preschool educators understand about raising children's reading motivation through operating classroom aesthetic reading environment. With one year qualitative research, sixteen 4-6 years old young were observed and interviewed. The first stage interviews were undergone with environmental guidance. After the…

  7. Reading the Web: Internet Guided Reading with Young Children

    Science.gov (United States)

    Salyer, David

    2015-01-01

    Online reading requires traditional and new comprehension skills and strategies, and these skills and strategies will have to be taught and supported, especially for young beginning readers. But how do elementary teachers go about doing this? Much of the research regarding teaching and supporting online reading comprehension has focused on older…

  8. EARLY READING ASSESSMENT INSTRUMENTS: ABILITIES AND PROCESSES INVOLVED

    Directory of Open Access Journals (Sweden)

    Ana Cláudia de Souza

    2017-04-01

    Full Text Available This study investigates the following early reading assessment instruments: “Bateria de Recepção e Produção da Linguagem Verbal” (SCLIAR-CABRAL, 2003a and “Teste de Competência de Leitura de Palavras e Pseudopalavras” (SEABRA; CAPOVILLA, 2010. The main research goal is to analyze in each one of these reading assessment instruments some of the multiple cognitive processes and basic low-level abilities involved in reading. In this sense, decoding, word recognition, lexical access, syntactic and textual processing, and comprehension are the cognitive processes taken into account. With regard to the basic reading abilities, accuracy and fluency (rhythm, prosody and speed are considered. The results indicate that each one of the analyzed reading assessment instruments assesses different aspects of the reading processes and abilities, mainly through off-line measures. ScliarCabral’s assessment battery allows the researcher or the teacher to evaluate the following processes: perception of the grapheme opposition in minimal pairs of words and in sentences, difficulties in sentence processing, skills in decoding the graphemic-phonemic relationship, and textual comprehension. In its turn, the reading assessment instrument proposed by Seabra e Capovilla allows one to evaluate student’s reading development level, by classifying the kind of processing as logographic, alphabetic or orthographic.

  9. Action video games make dyslexic children read better.

    Science.gov (United States)

    Franceschini, Sandro; Gori, Simone; Ruffino, Milena; Viola, Simona; Molteni, Massimo; Facoetti, Andrea

    2013-03-18

    Learning to read is extremely difficult for about 10% of children; they are affected by a neurodevelopmental disorder called dyslexia [1, 2]. The neurocognitive causes of dyslexia are still hotly debated [3-12]. Dyslexia remediation is far from being fully achieved [13], and the current treatments demand high levels of resources [1]. Here, we demonstrate that only 12 hr of playing action video games-not involving any direct phonological or orthographic training-drastically improve the reading abilities of children with dyslexia. We tested reading, phonological, and attentional skills in two matched groups of children with dyslexia before and after they played action or nonaction video games for nine sessions of 80 min per day. We found that only playing action video games improved children's reading speed, without any cost in accuracy, more so than 1 year of spontaneous reading development and more than or equal to highly demanding traditional reading treatments. Attentional skills also improved during action video game training. It has been demonstrated that action video games efficiently improve attention abilities [14, 15]; our results showed that this attention improvement can directly translate into better reading abilities, providing a new, fast, fun remediation of dyslexia that has theoretical relevance in unveiling the causal role of attention in reading acquisition. Copyright © 2013 Elsevier Ltd. All rights reserved.

  10. Turkey Reading Culture Map.

    Directory of Open Access Journals (Sweden)

    Rahmi Akkılık

    2013-11-01

    Full Text Available Derived from the project with the same name, the work was published into a book by the Ministry of Culture and Tourism, Directorate General of Libraries and Publications, the project coordinator. Goal of the project is defined as follows: "specifying the solutions to problems faced directly or indirectly in accessing information, making suggestions to related corporations and persons, determining the perception of libraries in the society, raising the quality of services provided at public libraries and children's libraries affiliated with the Ministry, diversifying these libraries and designating the road map for the future." Carried out with the "method of face-to-face surveys" with 6.212 people in 26 cities, the research revealed the society's habits of reading and library usage.

  11. Electricity Bill [second reading

    International Nuclear Information System (INIS)

    Hooper, G.; Williams, C.C.P.; Ezra, D.

    1989-01-01

    The Parliamentary Under-Secretary at the Department of Energy introduced the second reading of the Electricity Bill which provides for the restructuring and privatisation of the electricity supply industry throughout Great Britain. Three features at the heart of the Government's proposals are mentioned - first that the proposals will promote competition in electricity generation and supply of electricity so there will be a downward pressure on costs and prices, second is a new deal for customers and third is the security of electricity supply which will be ensured by the diversity of suppliers. The benefits of the scheme are outlined and then specific details of the Bill are considered. The debate which followed lasted six hours and is reported verbatim. The issues raised included environmental effects, efficiency, energy conservation, research and development and investment. (UK)

  12. Comparison of Reading Levels of Pharmacy Students and Reading Level of Primary Literature

    Directory of Open Access Journals (Sweden)

    Cathy H Ficzere

    2016-09-01

    Full Text Available Objectives: The project purpose was to evaluate pharmacy students’ reading levels using the Nelson-Denney Reading Test (NDRT and compare these results with the reading level of primary literature to investigate incongruities between student’s comprehension ability and the readability level of assigned reading in the curriculum. Methods: The NDRT was administered to first- through third-year student pharmacists to determine grade equivalents (GE for vocabulary and reading comprehension. Twenty articles previously identified as Patient-Oriented Evidence that Matters (POEMs were analyzed to determine the Flesch-Kincaid Grade Level and Gunning-Fog Score. Student demographics, information regarding language spoken, and reading habits, were also assessed. Pearson product moment correlations, t-tests, ANOVA, and descriptive statistics were used to assess relationships between demographic data and NDRT scores. Results: One hundred students participated. The mean NDRT total grade equivalent (±SD was 16.95 ± 2.1 (median = 17.3. NDRT grade equivalents were statistically different for students with different racial or ethnic backgrounds (t(98=3.74, p=0.026, English as a second language (ESL students (t(98=5.19, p=0.021, and students that read works of fiction for pleasure (t(98=4.31, p=0.002. The average Gunning-Fog Score for all primary literature articles was 11.48, with the introduction section being the most complex. The average Flesch-Kincaid Grade Level was 17.04, with the results section scoring the lowest average grade level. Implications: While the overall reading grade level of our pharmacy students suggests that they are capable of comprehending reading assigned in the pharmacy curriculum, minority students and students for whom English is a second language may struggle with comprehending complex text. Conflict of Interest We declare no conflicts of interest or financial interests that the authors or members of their immediate families have

  13. Phonological coding during reading.

    Science.gov (United States)

    Leinenger, Mallorie

    2014-11-01

    The exact role that phonological coding (the recoding of written, orthographic information into a sound based code) plays during silent reading has been extensively studied for more than a century. Despite the large body of research surrounding the topic, varying theories as to the time course and function of this recoding still exist. The present review synthesizes this body of research, addressing the topics of time course and function in tandem. The varying theories surrounding the function of phonological coding (e.g., that phonological codes aid lexical access, that phonological codes aid comprehension and bolster short-term memory, or that phonological codes are largely epiphenomenal in skilled readers) are first outlined, and the time courses that each maps onto (e.g., that phonological codes come online early [prelexical] or that phonological codes come online late [postlexical]) are discussed. Next the research relevant to each of these proposed functions is reviewed, discussing the varying methodologies that have been used to investigate phonological coding (e.g., response time methods, reading while eye-tracking or recording EEG and MEG, concurrent articulation) and highlighting the advantages and limitations of each with respect to the study of phonological coding. In response to the view that phonological coding is largely epiphenomenal in skilled readers, research on the use of phonological codes in prelingually, profoundly deaf readers is reviewed. Finally, implications for current models of word identification (activation-verification model, Van Orden, 1987; dual-route model, e.g., M. Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001; parallel distributed processing model, Seidenberg & McClelland, 1989) are discussed. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

  14. Electrocutaneous stimulation system for Braille reading.

    Science.gov (United States)

    Echenique, Ana Maria; Graffigna, Juan Pablo; Mut, Vicente

    2010-01-01

    This work is an assistive technology for people with visual disabilities and aims to facilitate access to written information in order to achieve better social inclusion and integration into work and educational activities. Two methods of electrical stimulation (by current and voltage) of the mechanoreceptors was tested to obtain tactile sensations on the fingertip. Current and voltage stimulation were tested in a Braille cell and line prototype, respectively. These prototypes are evaluated in 33 blind and visually impaired subjects. The result of experimentation with both methods showed that electrical stimulation causes sensations of touch defined in the fingertip. Better results in the Braille characters reading were obtained with current stimulation (85% accuracy). However this form of stimulation causes uncomfortable sensations. The latter feeling was minimized with the method of voltage stimulation, but with low efficiency (50% accuracy) in terms of identification of the characters. We concluded that electrical stimulation is a promising method for the development of a simple and unexpensive Braille reading system for blind people. We observed that voltage stimulation is preferred by the users. However, more experimental tests must be carry out in order to find the optimum values of the stimulus parameters and increase the accuracy the Braille characters reading.

  15. Does systematic reading instruction impede prediction of reading a shallow orthography?

    Directory of Open Access Journals (Sweden)

    ALFRED SCHABMANN

    2009-09-01

    Full Text Available Different methods of reading instructions have been the subject of controversy. This study examined the influence of systematic phonics vs. non-systematic phonics methods of instruction on the prediction of reading. 443 kindergarten children were tested on phonological awareness, naming speed and visual word matching using the Bielefelder Screening (BISC. Children were retested in grades one and four. Results showed that although the prognostic validity of kindergarten measures was generally low, it was considerably higher for grade one children in classes with non-systematic phonics instruction. Children who received systematic phonics instruction scored significantly higher on measures of phonological decoding as compared to their peers who received less systematic instruction. Implications for the prediction of reading and early screenings are discussed.

  16. Reading fiction and reading minds: the role of simulation in the default network.

    Science.gov (United States)

    Tamir, Diana I; Bricker, Andrew B; Dodell-Feder, David; Mitchell, Jason P

    2016-02-01

    Research in psychology has suggested that reading fiction can improve individuals' social-cognitive abilities. Findings from neuroscience show that reading and social cognition both recruit the default network, a network which is known to support our capacity to simulate hypothetical scenes, spaces and mental states. The current research tests the hypothesis that fiction reading enhances social cognition because it serves to exercise the default subnetwork involved in theory of mind. While undergoing functional neuroimaging, participants read literary passages that differed along two dimensions: (i) vivid vs abstract and (ii) social vs non-social. Analyses revealed distinct subnetworks of the default network respond to the two dimensions of interest: the medial temporal lobe subnetwork responded preferentially to vivid passages, with or without social content; the dorsomedial prefrontal cortex (dmPFC) subnetwork responded preferentially to passages with social and abstract content. Analyses also demonstrated that participants who read fiction most often also showed the strongest social cognition performance. Finally, mediation analysis showed that activity in the dmPFC subnetwork in response to the social content mediated this relation, suggesting that the simulation of social content in fiction plays a role in fiction's ability to enhance readers' social cognition. © The Author (2015). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

  17. Metacognitive awareness of reading strategies of University of Botswana English as Second Language students of different academic reading proficiencies

    Directory of Open Access Journals (Sweden)

    Joel M. Magogwe

    2013-02-01

    Full Text Available This study explored metacognitive awareness level of University of Botswana students in the Faculty of Social Sciences. It also considered the more recent research focusing on the role of metacognitive awareness in reading and how it relates to proficiency. The following questions are addressed: (1 What are the self-reported reading proficiencies of the University of Botswana students? (2 Are the University of Botswana students aware of their metacognitive reading strategies? (3 What kind of metacognitive reading strategies are frequently used? (4 Is there a difference in metacognitive awareness of reading strategies used by high- and low-proficiency students respectively? The Survey of Reading Strategies Questionnaire (SORS developed by Mokhtari and Sheorey (2002, and the semi-structured interview technique were used to collect data for this study. The findings indicate that University of Botswana English as Second Language (ESL students reported high reading proficiency and high use of metacognitive strategies, but there was no vast difference in terms of proficiency. Students who reported their proficiency as high had an edge over low-proficiency ones mainly because their management and monitoring of reading was guided more by the goals they have set themselves than by the tests and assignments they were supposed to write.

  18. Reading is FUNdamental: The effect of a reading programme on vocabulary development in a high poverty township school

    Directory of Open Access Journals (Sweden)

    Scheepers, Ruth

    2008-12-01

    Full Text Available This paper discusses the development of the vocabulary of grade 7 learners in a reading project currently underway at a school in Atteridgeville, a township on the outskirts of Pretoria. A library has been established at the school and teachers throughout the school attend workshops designed to heighten their awareness of the value of reading and the importance of vocabulary, and to provide them with strategies to facilitate the development of reading. This paper focuses on the vocabulary development of grade 7 learners – they are in the senior phase of primary school and will soon be entering high school where they will be faced with more academic vocabulary in context-reduced textbooks. Learners’ vocabulary was tested early in the year and then again towards the end to assess whether increased access to books and reading had had an effect on vocabulary growth. Results revealed that learners at the project school showed a lack of vocabulary, even at the end of the study period, not only in terms of academic words but also high frequency words. Extensive reading alone is clearly not enough – learners need explicit vocabulary instruction: in order to read successfully at high school level, learners need a working knowledge of academic vocabulary, and this knowledge is developed by reading – but learners cannot read successfully without an adequate basic high-frequency vocabulary.

  19. Reading characteristics of deaf and hard-of-hearing pupils

    Directory of Open Access Journals (Sweden)

    Karić Jasmina

    2012-01-01

    Full Text Available Background/Aim. Speech motor mechanisms play a crucial role in the process of demutization, due to the fact that they cover all the elements of the successive development of spech production movements leading to speech formation (socalled kinesthesia in speach. The aim of this study was to estimate the impact of perceptual motor actions on the cognitive process of reading in 130 students in regular schools and schools for the deaf and hard-of-hearing children in the Republic of Serbia. Methods. Kostić and Vladisavljević test consisted of the ten levels weight was used for the assessment of reading speed. To assess understanding of text read by verbal responses, we used three-dimensional adapted reading test of Helene Sax. Results. The triage-articulation test for assessing reading speed (Kostić and Vladisavljević’s test according to the weight of ten levels, revealed that students in regular schools statistically significantly faster read texts as compared to the deaf students. The results of the threedimensional adapted reading test of Helena Sax, show that the words learned by deaf children exist in isolation in their mind, ie, if there is no standard of acoustic performance for graphic image, in deaf child every word, printed or written, is just the sum of letters without meaning. Conclusion. There is a significant difference in text reading speed and its understanding among the children who hear and the deaf and hard of-hearing children. It is essential that in deaf and heard-of hearing children education, apart from the development of speech, parallelly use the concept of semantic processing in order to get each word by the fullness of its content and the possibility of expanding its meaning in a variety of assets.

  20. [Reading characteristics of deaf and hard-of-hearing pupils].

    Science.gov (United States)

    Karić, Jasmina; Ristić, Sinisa; Medenica, Snezana; Tadić, Vaska; Slavnić, Svetlana

    2012-10-01

    Speech motor mechanisms play a crucial role in the process of demutization, due to the fact that they cover all the elements of the successive development of spech production movements leading to speech formation (so-called kinesthesia in speach). The aim of this study was to estimate the impact of perceptual motor actions on the cognitive process of reading in 130 students in regular schools and schools for the deaf and hard-of-hearing children in the Republic of Serbia. Kostić and Vladisavljević test consisted of the ten levels weight was used for the assessment of reading speed. To assess understanding of text read by verbal responses, we used three-dimensional adapted reading test of Helene Sax. The triage-articulation test for assessing reading speed (Kostié and Vladisavljević's test according to the weight of ten levels, revealed that students in regular schools statistically significantly faster read texts as compared to the deaf students. The results of the three-dimensional adapted reading test of Helena Sax, show that the words learned by deaf children exist in isolation in their mind, i.e., if there is no standard of acoustic performance for graphic image, in deaf child every word, printed or written, is just the sum of letters without meaning. There is a significant difference in text reading speed and its understanding among the children who hear and the deaf and hard-of-hearing children. It is essential that in deaf and heard-of-hearing children education, apart from the development of speech, parallelly use the concept of semantic processing in order to get each word by the fullness of its content and the possibility of expanding its meaning in a variety of assets.

  1. The relationship between working memory and L2 reading comprehension

    Directory of Open Access Journals (Sweden)

    Mohammadtaghi Shahnazari-Dorcheh

    2014-08-01

    Full Text Available Since an important role for working memory has been found in the first language acquisition (e.g., Daneman, 1991 Daneman & Green, 1986 Waters & Caplan, 1996, research on the role of working memory is emerging as an area of concern for second language acquisition (e.g., Atkins & Baddeley, 1998 Miyake & Freidman, 1998 Robinson, 1995, 2002, 2005. The present study focused on the role of working memory capacity in the development of second language reading ability. 55 L1 Persian EFL learners at three proficiency levels from a private language school participated in this study. They completed a battery of reading and working memory measures. Memory measures included phonological short-term memory, and reading span test (RST. Reading measures included two expository reading comprehension tests. Multiple regression analysis was applied to determine whether there are any significant relationships between working memory capacity and reading measures. Results of this study indicated a significant relationship between working memory capacity (as measured by RST and reading ability at lower levels of proficiency.

  2. Mantoux Tuberculin Skin Test

    Centers for Disease Control (CDC) Podcasts

    Learn how to evaluate people for latent TB infection with the Mantoux tuberculin skin test. This podcast includes sections on administering and reading the Mantoux tuberculin skin test, the standard method for detecting latent TB infection since the 1930s.

  3. Physiological patterns during practice of the Transcendental Meditation technique compared with patterns while reading Sanskrit and a modern language.

    Science.gov (United States)

    Travis, F; Olson, T; Egenes, T; Gupta, H K

    2001-07-01

    This study tested the prediction that reading Vedic Sanskrit texts, without knowledge of their meaning, produces a distinct physiological state. We measured EEG, breath rate, heart rate, and skin conductance during: (1) 15-min Transcendental Meditation (TM) practice; (2) 15-min reading verses of the Bhagavad Gita in Sanskrit; and (3) 15-min reading the same verses translated in German, Spanish, or French. The two reading conditions were randomly counterbalanced, and subjects filled out experience forms between each block to reduce carryover effects. Skin conductance levels significantly decreased during both reading Sanskrit and TM practice, and increased slightly during reading a modern language. Alpha power and coherence were significantly higher when reading Sanskrit and during TM practice, compared to reading modern languages. Similar physiological patterns when reading Sanskrit and during practice of the TM technique suggests that the state gained during TM practice may be integrated with active mental processes by reading Sanskrit.

  4. Cognitive Training and Reading Remediation

    Science.gov (United States)

    Mahapatra, Shamita

    2015-01-01

    Reading difficulties are experienced by children either because they fail to decode the words and thus are unable to comprehend the text or simply fail to comprehend the text even if they are able to decode the words and read them out. Failure in word decoding results from a failure in phonological coding of written information, whereas, reading…

  5. Individualizing Teaching in Beginning Reading

    Science.gov (United States)

    McDonald Connor, Carol

    2014-01-01

    The best way to teach children how to read has been debated for more than a century. Accumulating research now shows that there is no one best way to teach reading. The effect of various types of instruction depends on the constellation of skills learners bring to the classroom. In this article, we discuss the idea of…

  6. The Neurobiological Basis of Reading.

    Science.gov (United States)

    Joseph, Jane; Noble, Kimberly; Eden, Guinevere

    2001-01-01

    This paper reviews studies using positron emission tomography and functional magnetic resonance imaging in adults to study the reading process and notes that general networks of regions seem to be uniquely associated with different components of the reading process. Findings are evaluated in light of technical and experimental limitations and…

  7. Dyslexia and Severe Reading Disability.

    Science.gov (United States)

    Ngandu, Kathleen M.

    This handbook contains advice for the teacher in diagnosing dyslexia and developing an individualized program for overcoming severe reading problems. Observable characteristics of dyslexia are listed as an aid to the teacher's diagnosis, but it is emphasized that cooperation between the teacher and a reading specialist is of great importance in…

  8. How my brain stopped reading

    DEFF Research Database (Denmark)

    Beier, Sofie

    2012-01-01

    Due to a medical condition I temporarily lost the ability to read and write. As an academic researcher specialised in understanding the reading process, I can benefit from this terrible experience by explaining – on a scientific level – what happened to me, and hence draw the lines to existing re...

  9. Empathy, Reading, and Gender Relationships

    Science.gov (United States)

    McCreary, John J.

    2017-01-01

    For this study, empathy was defined as not only understanding and sharing another's mental state, but also responding from a perspective more closely resembling the observed rather than the observer. Based on evidence suggesting relationships between reading and empathy, between empathy and gender, and between reading and gender, the current study…

  10. Reading Prosody in Spanish Dyslexics

    Science.gov (United States)

    Suárez-Coalla, Paz; Álvarez-Cañizo, Marta; Martínez, Cristina; García, Noemí; Cuetos, Fernando

    2016-01-01

    Reading becomes expressive when word and text reading are quick, accurate and automatic. Recent studies have reported that skilled readers use greater pitch changes and fewer irrelevant pauses than poor readers. Given that developmental dyslexics have difficulty acquiring and automating the alphabetic code and developing orthographic…

  11. Semantic Preview Benefit during Reading

    Science.gov (United States)

    Hohenstein, Sven; Kliegl, Reinhold

    2014-01-01

    Word features in parafoveal vision influence eye movements during reading. The question of whether readers extract semantic information from parafoveal words was studied in 3 experiments by using a gaze-contingent display change technique. Subjects read German sentences containing 1 of several preview words that were replaced by a target word…

  12. Schemata as a Reading Strategy.

    Science.gov (United States)

    Mustapha, Zaliha

    Reading is a multileveled, interactive, and hypothesis-generating process in which readers construct a meaningful representation of text by using their knowledge of the world and of language. If reading involves grasping the significance of an input depending on the reader's mental cognitive-perceptual situation, then there is a form of background…

  13. The Joy of Reading Groups

    Science.gov (United States)

    Southwood, Sue

    2012-01-01

    Reading groups or book clubs have become increasingly popular in recent years, with many libraries, bookshops and workplaces hosting meetings, while a wealth of support is available online. They provide a chance to read, share opinions, chat and have fun--each one will be unique in how it works. Discussing books can help to reinforce, change or…

  14. Summertime...and Reading Beckons.

    Science.gov (United States)

    Bettmann, Otto

    2000-01-01

    Presents a collection of quotes by famous people about reading for enjoyment and personal development. The collection was assembled from a lifetime of fond association with books and reading by the rare-book librarian at the State Library in Berlin, who after Hitler's rise, relocated to the United States and founded the Bettmann Archive in New…

  15. READ – developing literacy together

    DEFF Research Database (Denmark)

    Christensen, Mette Vedsgaard

    2015-01-01

    -home literacy-intervention throughout a school year. The children in the intervention group (1500 children in year 2 and 3) received reading materials and their parents were informed about how to talk about texts, language and knowledge with their children through specially developed tools such as “reading...

  16. Teaching Literature and Reading Performances

    DEFF Research Database (Denmark)

    Ingerslev, Gitte Holten

    2011-01-01

    the reading of literature is respectively supported and hindered in literature lessons in upper secondary school. The aim is to investigate the relation between the teacher's conception of learning and knowledge within the subject combined with the student's conception of learning and of reading...

  17. A Study of Boys' Reading.

    Science.gov (United States)

    Telford, Lesley

    1999-01-01

    Examined how reading attitudes of Year 6 boys in British primary schools were influenced by gender issues, peers, and peer group culture. Found that confidence and experience shown in private reading was at odds with boys' public attitudes in discussion with peers. Suggests that siblings and adults might provide more positive role models for…

  18. MULTIPLE INTELLIGENCES AS PREDICTORS OF READING COMPREHENSION AND VOCABULARY KNOWLEDGE

    Directory of Open Access Journals (Sweden)

    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.

  19. SELF-PACED READING AND THE ACHIEVEMENT OF PERSIAN EFL LEARNERS

    Directory of Open Access Journals (Sweden)

    Amir Toghyani Khorasgani

    2013-12-01

    Full Text Available This study aimed at investigating the effects of reading goals on L2 reading comprehension in a computer-mediated environment when reading is self-paced by the learners and students are responsible for their own comprehension. Sixty participants (30 males & 30 females in three groups of 20 were involved. A computer program, written in C#.NET program, presented the text on the screen four lines at a time, and measured the amount of time students would spend on each page initially, how many times students re-read pages, and how much time students would spend re-reading pages. L2 learners’ comprehension and learning strategies were measured in three ways: recall of materials, time spent reading each page of the text and time spent re-reading pages, and the number of times pages were re-read. Finally, after one month from the first test a posttest was administered to determine which group could remember materials better. The results revealed that recall of materials was significantly greater for the teaching-goal group than the other two groups in both first and second tests. Time spent re-reading was significantly greater for the teaching-goal group as well. These findings suggest that reading goals do have an effect on comprehension and recalling in a computer-mediated environment and students with a different reading goal performed differently while reading passages.

  20. Lip-reading enhancement for law enforcement

    Science.gov (United States)

    Theobald, Barry J.; Harvey, Richard; Cox, Stephen J.; Lewis, Colin; Owen, Gari P.

    2006-09-01

    Accurate lip-reading techniques would be of enormous benefit for agencies involved in counter-terrorism and other law-enforcement areas. Unfortunately, there are very few skilled lip-readers, and it is apparently a difficult skill to transmit, so the area is under-resourced. In this paper we investigate the possibility of making the lip-reading task more amenable to a wider range of operators by enhancing lip movements in video sequences using active appearance models. These are generative, parametric models commonly used to track faces in images and video sequences. The parametric nature of the model allows a face in an image to be encoded in terms of a few tens of parameters, while the generative nature allows faces to be re-synthesised using the parameters. The aim of this study is to determine if exaggerating lip-motions in video sequences by amplifying the parameters of the model improves lip-reading ability. We also present results of lip-reading tests undertaken by experienced (but non-expert) adult subjects who claim to use lip-reading in their speech recognition process. The results, which are comparisons of word error-rates on unprocessed and processed video, are mixed. We find that there appears to be the potential to improve the word error rate but, for the method to improve the intelligibility there is need for more sophisticated tracking and visual modelling. Our technique can also act as an expression or visual gesture amplifier and so has applications to animation and the presentation of information via avatars or synthetic humans.