Training on Movement Figure-Ground Discrimination Remediates Low-Level Visual Timing Deficits in the Dorsal Stream, Improving High-Level Cognitive Functioning, Including Attention, Reading Fluency, and Working Memory
Full Text Available The purpose of this study was to determine whether neurotraining to discriminate a moving test pattern relative to a stationary background, figure-ground discrimination, improves vision and cognitive functioning in dyslexics, as well as typically-developing normal students. We predict that improving the speed and sensitivity of figure-ground movement discrimination (PATH to Reading neurotraining acts to remediate visual timing deficits in the dorsal stream, thereby improving processing speed, reading fluency, and the executive control functions of attention and working memory in both dyslexic and normal students who had PATH neurotraining more than in those students who had no neurotraining. This prediction was evaluated by measuring whether dyslexic and normal students improved on standardized tests of cognitive skills following neurotraining exercises, more than following computer-based guided reading (Raz-Kids (RK. The neurotraining used in this study was visually-based training designed to improve magnocellular function at both low and high levels in the dorsal stream: the input to the executive control networks coding working memory and attention. This approach represents a paradigm shift from the phonologically-based treatment for dyslexia, which concentrates on high-level speech and reading areas. This randomized controlled-validation study was conducted by training the entire second and third grade classrooms (42 students for 30 min twice a week before guided reading. Standardized tests were administered at the beginning and end of 12-weeks of intervention training to evaluate improvements in academic skills. Only movement-discrimination training remediated both low-level visual timing deficits and high-level cognitive functioning, including selective and sustained attention, reading fluency and working memory for both dyslexic and normal students. Remediating visual timing deficits in the dorsal stream revealed the causal role of visual
Training on Movement Figure-Ground Discrimination Remediates Low-Level Visual Timing Deficits in the Dorsal Stream, Improving High-Level Cognitive Functioning, Including Attention, Reading Fluency, and Working Memory.
Lawton, Teri; Shelley-Tremblay, John
The purpose of this study was to determine whether neurotraining to discriminate a moving test pattern relative to a stationary background, figure-ground discrimination, improves vision and cognitive functioning in dyslexics, as well as typically-developing normal students. We predict that improving the speed and sensitivity of figure-ground movement discrimination ( PATH to Reading neurotraining) acts to remediate visual timing deficits in the dorsal stream, thereby improving processing speed, reading fluency, and the executive control functions of attention and working memory in both dyslexic and normal students who had PATH neurotraining more than in those students who had no neurotraining. This prediction was evaluated by measuring whether dyslexic and normal students improved on standardized tests of cognitive skills following neurotraining exercises, more than following computer-based guided reading ( Raz-Kids ( RK )). The neurotraining used in this study was visually-based training designed to improve magnocellular function at both low and high levels in the dorsal stream: the input to the executive control networks coding working memory and attention. This approach represents a paradigm shift from the phonologically-based treatment for dyslexia, which concentrates on high-level speech and reading areas. This randomized controlled-validation study was conducted by training the entire second and third grade classrooms (42 students) for 30 min twice a week before guided reading. Standardized tests were administered at the beginning and end of 12-weeks of intervention training to evaluate improvements in academic skills. Only movement-discrimination training remediated both low-level visual timing deficits and high-level cognitive functioning, including selective and sustained attention, reading fluency and working memory for both dyslexic and normal students. Remediating visual timing deficits in the dorsal stream revealed the causal role of visual movement
Training on Movement Figure-Ground Discrimination Remediates Low-Level Visual Timing Deficits in the Dorsal Stream, Improving High-Level Cognitive Functioning, Including Attention, Reading Fluency, and Working Memory
Lawton, Teri; Shelley-Tremblay, John
The purpose of this study was to determine whether neurotraining to discriminate a moving test pattern relative to a stationary background, figure-ground discrimination, improves vision and cognitive functioning in dyslexics, as well as typically-developing normal students. We predict that improving the speed and sensitivity of figure-ground movement discrimination (PATH to Reading neurotraining) acts to remediate visual timing deficits in the dorsal stream, thereby improving processing speed, reading fluency, and the executive control functions of attention and working memory in both dyslexic and normal students who had PATH neurotraining more than in those students who had no neurotraining. This prediction was evaluated by measuring whether dyslexic and normal students improved on standardized tests of cognitive skills following neurotraining exercises, more than following computer-based guided reading (Raz-Kids (RK)). The neurotraining used in this study was visually-based training designed to improve magnocellular function at both low and high levels in the dorsal stream: the input to the executive control networks coding working memory and attention. This approach represents a paradigm shift from the phonologically-based treatment for dyslexia, which concentrates on high-level speech and reading areas. This randomized controlled-validation study was conducted by training the entire second and third grade classrooms (42 students) for 30 min twice a week before guided reading. Standardized tests were administered at the beginning and end of 12-weeks of intervention training to evaluate improvements in academic skills. Only movement-discrimination training remediated both low-level visual timing deficits and high-level cognitive functioning, including selective and sustained attention, reading fluency and working memory for both dyslexic and normal students. Remediating visual timing deficits in the dorsal stream revealed the causal role of visual movement
Hopkins, Charles R.; Kim, Paul Y.
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)
Seok, Soonhwa; DaCosta, Boaventura
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…
Bodman, Sue, Ed.; Franklin, Glen, Ed.
We want all children to love reading, and Which Book and Why demonstrates how effective guided reading for children in Foundation Stage and Key Stage 1 can help teachers make this happen. Balancing theory and practice, this book explores how schools and teachers can implement guided reading more confidently and more effectively. Which Book and Why…
Teachers often report that their A-level pupils are unwilling to read physics-related material. What is it about physics texts that deters pupils from reading them? Are they just too difficult for 16 - 18 year olds, or is it that pupils lack specific reading skills? This article describes some of the results from my research into pupils' reading of physics-related texts and tries to clarify the situation.
Cathy H Ficzere
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
Training on Movement Figure-Ground Discrimination Remediates Low-Level Visual Timing Deficits in the Dorsal Stream, Improving High-Level Cognitive Functioning, Including Attention, Reading Fluency, and Working Memory
Lawton, Teri; Shelley-Tremblay, John
The purpose of this study was to determine whether neurotraining to discriminate a moving test pattern relative to a stationary background, figure-ground discrimination, improves vision and cognitive functioning in dyslexics, as well as typically-developing normal students. We predict that improving the speed and sensitivity of figure-ground movement discrimination (PATH to Reading neurotraining) acts to remediate visual timing deficits in the dorsal stream, thereby improving processing speed...
Sheorey, Ravi; Mokhtari, Kouider
Examines differences in reading habits of developmental college students with varying levels of reading proficiency. Finds that subjects spent an unusually low amount of time on academic reading and even less time on nonacademic reading. Finds no significant differences between high- and low-proficient readers with regard to amount of time spent…
van Overloop, Peter-Jules
Most ground water levels in the world are measured manually. It requires employees of water management organizations to visit sites in the field and execute a measurement procedure that requires special tools and training. Once the measurement is done, the value is jotted down in a notebook and later, at the office, entered in a computer system. This procedure is slow and prone to human errors. A new development is the introduction of modern Information and Communication Technology to support this task and make it more efficient. Two innovations are introduced to measure and immediately store ground water levels. The first method is a measuring tape that gives a sound and light when it just touches the water in combination with an app on a smartphone with which a picture needs to be taken from the measuring tape. Using dedicated pattern recognition algorithms, the depth is read on the tape and it is verified if the light is on. The second method estimates the depth using a sound from the smartphone that is sent into the borehole and records the reflecting waves in the pipe. Both methods use gps-localization of the smartphone to store the depths in the right location in the central database, making the monitoring of ground water levels a real-time process that eliminates human errors.
Chen, Jun; Intaraprasert, Channarong
The purpose of this study was to investigate the use of reading strategies by the university Business English majors in relation to their levels of reading proficiency. The participants were 926 university Business English majors from 6 universities in southwest China. The Strategy Questionnaire for Business English Reading (SQBER) and the…
This reading series was developed as a means to educate Chinese-American elementary school children in Chinese reading, writing, and culture. The text covers the following topics: Chinese literature, Chinese and American history, famous people, general knowledge, Chinese letter writing, the four seasons, and the major Chinese and American…
Foe, Gabriella; Lally, Rachel
Abstract In 100 Institutional Review Board approved consent forms (CFs), we assessed pages, reading levels, and whether they included essential elements. CF page numbers ranged from 3 to 28 (mean, 10.3) and readability ranged from grades 5.6 to 28.9 (mean, 11.6). The CF mean score for including essential elements was 90.8% (range: 63.5–100%). There were no significant differences by specialty in number of pages (p = 0.053), but surgical specialties had the highest readability (mean, 13.1), and pediatrics the lowest (10.5), p = 0.008. While approved CFs generally included the Office for Human Research Protections recommended essential elements, they were very long, and even pediatric forms, which had the lowest reading levels, were written on average at a tenth grade level. Researchers need guidance to resolve pressure between regulatory mandates and guidelines and “keeping it simple and clear.” PMID:25580939
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.
Shorkaee, Hossein Zabihi; Talebi, Seyed Hassan
This study investigated the effects of Reading Strategy Instruction (RSI) on reading performance and attitude toward reading strategies while reading texts of different difficulty levels. Fifty-five university students studying Political and Basic Sciences took part in this study. After homogenizing the participants, 24 students were in the…
Price, C J; McCrory, E; Noppeney, U; Mechelli, A; Moore, C J; Biggio, N; Devlin, J T
This paper uses whole brain functional neuroimaging in neurologically normal participants to explore how reading aloud differs from object naming in terms of neuronal implementation. In the first experiment, we directly compared brain activation during reading aloud and object naming. This revealed greater activation for reading in bilateral premotor, left posterior superior temporal and precuneus regions. In a second experiment, we segregated the object-naming system into object recognition and speech production areas by factorially manipulating the presence or absence of objects (pictures of objects or their meaningless scrambled counterparts) with the presence or absence of speech production (vocal vs. finger press responses). This demonstrated that the areas associated with speech production (object naming and repetitively saying "OK" to meaningless scrambled pictures) corresponded exactly to the areas where responses were higher for reading aloud than object naming in Experiment 1. Collectively the results suggest that, relative to object naming, reading increases the demands on shared speech production processes. At a cognitive level, enhanced activation for reading in speech production areas may reflect the multiple and competing phonological codes that are generated from the sublexical parts of written words. At a neuronal level, it may reflect differences in the speed with which different areas are activated and integrate with one another.
Graber, Mark A; D'Alessandro, Donna M; Johnson-West, Jill
Patel, Shaan S; Sheppard, Evan D; Siegel, Herrick J; Ponce, Brent A
Cancer patients rely on patient education materials (PEMs) to gather information regarding their disease. Patients who are better informed about their illness have better health outcomes. The National Institutes of Health (NIH) recommends that PEMs be written at a sixth- to seventh-grade reading level. The purpose of this study was to evaluate the readability of online PEMs of bone and soft-tissue sarcomas and related conditions. We identified relevant online PEMs from the following websites: American Academy of Orthopaedic Surgeons, academic training centers, sarcoma specialists, Google search hits, Bonetumor.org, Sarcoma Alliance, Sarcoma Foundation of America, and Medscape. We used 10 different readability instruments to evaluate the reading level of each website's PEMs. In assessing 72 websites and 774 articles, we found that none of the websites had a mean readability score at or below 7 (seventh grade). Collectively, all websites had a mean readability score of 11.4, and the range of scores was grade level 8.9 to 15.5. None of the PEMs in this study of bone and soft-tissue sarcomas and related conditions met the NIH recommendation for PEM reading levels. Concerted efforts to improve the reading level of orthopedic oncologic PEMs are necessary.
Dhanapala, Kusumi Vasantha; Yamada, Jun
This study aims to understand how EFL learners in different reading proficiency levels comprehend L2 texts, using five-component skills involving measures of (1) vocabulary knowledge, (2) drawing inferences and predictions, (3) knowledge of text structure and discourse organization, (4) identifying the main idea and summarizing skills, and (5)…
This article examines listening and reading proficiency levels of U.S. college foreign language students at major milestones throughout their undergraduate career. Data were collected from more than 3,000 participants studying seven languages at 21 universities and colleges across the United States. The results show that while listening…
Full Text Available To investigate whether specific domains of musical perception (temporal and melodic domains predict the word-level reading skills of eight- to ten-year-old children (n = 235 with reading difficulties, normal quotient of intelligence, and no previous exposure to music education classes.A general-specific solution of the Montreal Battery of Evaluation of Amusia (MBEA, which underlies a musical perception construct and is constituted by three latent factors (the general, temporal, and the melodic domain, was regressed on word-level reading skills (rate of correct isolated words/non-words read per minute.General and melodic latent domains predicted word-level reading skills.
Richard L. ALLINGTON
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.
Chang, Sau Hou
The purpose of the present study is to investigate the grade level and gender differences in a school-based reading tutoring program. The treatment group included 10 first-grade and 12 second-grade struggling readers, and the control group included 41 first-grade and 63 second-grade nonstruggling readers. The tutors were teacher candidates in an…
Verboord, Marc; Rees, Kees van
The influence of reading socialization on the level of books read in adult life was investigated for birth cohorts who finished secondary education between 1975 and 1998. Three forms of reading socialization were taken into account: socialization in the parental home, literary socialization at
Lutz, Robert; Lucci, Melissa; Kiper, Kenneth; Henry, Robert
A ground-breaking study was recently completed as part of the Seabrook Level 2 PRA update. This study updates the post-core damage phenomena to be consistent with the most recent information and includes accident management activities that should be modeled in the Level 2 PRA. Overall, the result is a Level 2 PRA that fully meets the requirements of the ASME PRA Standard with respect to modeling accident management in the LERF assessment and NRC requirements in Regulatory Guide 1.174 for considering late containment failures. This technical paper deals only with the incorporation of operator actions into the Level 2 PRA based on a comprehensive study of the Seabrook Station accident response procedures and guidance. The paper describes the process used to identify the key operator actions that can influence the Level 2 PRA results and the development of success criteria for these key operator actions. This addresses a key requirement of the ASME PRA Standard for considering SAMG. An important benefit of this assessment was the identification of Seabrook specific accident management insights that can be fed back into the Seabrook Station accident management procedures and guidance or the training provided to plant personnel for these procedures and guidance. (authors)
Loh, Chin Ee
This article takes a comparative socio-spatial approach at the intersection of social class and reading politics to provide a fresh way of examining school reading policies and practices, unearthing previously hidden spaces of inequity for reading intervention. The juxtaposition of two nested case studies in Singapore, one of an elite all-boys'…
Kairaluoma, Leila; Ahonen, Timo; Aro, Mikko; Holopainen, Leena
This study is an intervention case study of fluency in Finnish-speaking children with dyslexia. Two 7-year-old children, a girl and a boy, were selected from the Jyvaskyla Longitudinal Study of Dyslexia. The intervention emphasised syllables as reading units, and proceeded from reading syllables to reading words and text. Letter knowledge, reading…
Meeuwissen, M.H.W.; Roelofs, A.P.A.; Levelt, W.J.M.
On the basis of evidence from studies of the naming and reading of numerals, Ferrand (1999) argued that the naming of objects is slower than reading their names, due to a greater response uncertainty in naming than in reading, rather than to an obligatory conceptual preparation for naming, but not
Delgado, Cheryl; Weitzel, Marilyn
Objective: Because health literacy is related to healthcare outcomes, this study looked at reading and comprehension levels in a sample of urban, low-income persons. Design: This was a descriptive exploration of reading comprehension levels, controlled for medical problems that could impact on vision and therefore ability to read. Setting: Ninety…
Salzman, Gerald R.
A high percentage of young people (16-24 years of age) lack essential skills in reading, writing, and arithmetic needed to become workers and citizens. The teaching of reading should be of importance to all educators, not just language arts teachers. (JOW)
This reading series was developed as a means to educate Chinese-American elementary school students in Chinese reading, writing, and culture. The following topics are covered: Chinese literature, Chinese and American history, famous people, general knowledge, Chinese ideography, the four seasons, and the major Chinese and American festivals and…
Studies on L2 reading have provided extensive evidence for the significant contribution of lower-level processing skills in learning to read and the critical impact on the overall development of L2 reading of more accurate and fluent connections between three sub-lexical components: phonology, orthography and semantics. The broad consensus among…
Yi, Tang; Jing, Pei; Long-Fa, Pan; Yi, Ni; Hua, Hu; Bu-Qing, Zhang
An innovative multilevel read-only recording method is proposed. In this method, a short pit/land is deliberately inserted to the original land/pit. This modifies the wave-shape of readout signal. Taking the wave-shape as the symbol of level detection, a signal wave-shape modulation (SWSM) multilevel method is realized. This method is carried out and validated on the DVD read-only manufacture and readout system. A capacity of 15 GB can be expected, and a bit error rate of 10 −4 is achieved. The capacity can meet the demand of high definition movie publication. This method also provides a potential multi-level solution for other storage formats and systems. (fundamental areas of phenomenology (including applications))
Velleman, Eric Martin; van der Geest, Thea
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
Angelina Wan Lin Tan
Full Text Available This study investigated the relationship between vocabulary size and reading comprehension performance among students in a tertiary institution in a Malaysian context and examined the vocabulary size required for students to achieve reading comprehension at various levels of proficiency. The research questions that guided this study were: 1 What is the vocabulary size of second year diploma students studying Mass Communication?; 2 What is the reading comprehension proficiency of second year diploma students studying Mass Communication?; and 3 What vocabulary size is required for different levels of reading comprehension proficiency? This study used the quantitative approach. The participants were 53 Malaysian second-year students at a private university college in Malaysia who were reading for their Diploma in Mass Communication. The instruments used were the Vocabulary Size Test and the IELTS Reading Test (Academic Module. The findings showed that the average vocabulary size of the students was just over 6000 word families and this vocabulary size was generally insufficient for adequate reading comprehension. Students needed an average vocabulary size of about 8000 word families to achieve adequate reading comprehension and about 10000 word families to achieve proficient reading comprehension. Based on the individual student’s performance, this study did not find a linear relationship between vocabulary size and reading comprehension performance, nor was there a threshold vocabulary size for adequate reading comprehension.
Yeats, Alid; And Others
This is the first in a series of four reading books written in Spanish and designed for use in elementary bilingual education programs. The stories are divided into two main sections, Estudios Sociales (Social Studies) and La Naturaleza (Nature). The five stories in the first section deal with such topics as the home, school, and cleaning. The…
Yeats, Alid; And Others
This is the second in a series of four reading books written in Spanish and designed for use in elementary bilingual education programs. The stories are divided into two main sections, Estudios Sociales (Social Studies), and La Comunidad (The Community). The stories in the first section have to do with activities in the home, particularly chores…
Chung, Siuman; Espin, Christine A.; Stevenson, Claire E.
The technical adequacy of CBM maze-scores as indicators of reading level and growth for seventh-grade secondary-school students was examined. Participants were 452 Dutch students who completed weekly maze measures over a period of 23 weeks. Criterion measures were school level, dyslexia status, scores and growth on a standardized reading test.…
Mokhtari, Kouider; Sheorey, Ravi
Examines the degree to which the levels of English proficiency (high vs. low) and education (graduate vs. undergraduate) of English-as-a-Second-Language (ESL) students were associated with differences in their reading behaviors. Finds that the subjects' level of education and English proficiency were associated with their reading behavior…
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.
Zazove, Philip; Meador, Helen E; Reed, Barbara D; Gorenflo, Daniel W
One hundred six Michigan d/Deaf persons, part of a study evaluating how to improve d/Deaf persons' understanding of cancer prevention recommendations, had reading levels determined using the Test of Reading Comprehension, Syntactic Sentences. Respondents averaged 52 years old, 59% female, 84% Caucasian, 58% married, and 75% Deaf community members. The mean Test of Reading Comprehension, Syntactic Sentences score was 6.1 (women: 6.2, men: 6.0). Higher scores were associated with greater income (p = .02), employment (p = .01), education (high school p = .002, some college p home, teacher in school, at home now: all p speaking with and satisfaction with physicians and nurses (p Language with physicians and nurses (.019) and Deaf community membership (p = .02). In multivariate analysis, higher scores were associated with higher income, college degree, and teacher using English. Reading levels of a predominantly Deaf population were low. Higher income, college degree, and teacher using English were associated with higher reading levels.
Full Text Available LLT Journal: A Journal on Language and Language Teaching Open Journal Systems LLT Journal ISSNs: e-ISSN: 2579-9533 (electronic p-ISSN: 1410-7201 (print User Username Password Remember me Journal Content Search Search Scope Browse By Issue By Author By Title Other Journals Font Size Make font size smaller Make font size default Make font size larger LLT Journal Barcode TOOLS FULL PAPER GUIDELINES Article Tools Print this article Indexing metadata How to cite item Email this article (Login required Email the author (Login required About The Author Widdy Wijanti Sampoerna University, Jakarta Indonesia OUR CONTACT LLT Journal English Language Education Sanata Dharma University Yogyakarta, Indonesia For more details, please visit: LLT Journal Contact Address Home About Login Register Search Current Archives Author Guidelines Editorial Team Focus and Scope Publication Ethics Author Index Originality Screening Indexing and Abstracting Review Process Article Processing Charges Article Submission Charges Publishing Rights Peer Reviewers Home > Vol 20, No 2 (2017 > Wijanti SYNTACTIC COMPLEXITY IN THE READING MATERIALS OF ENGLISH FOR ACADEMIC PURPOSES LEVELS 1 – 3 Widdy Wijanti Abstract In Indonesia, English is still considered as a foreign language and has become a crucial subject of study especially in the university level. For this reason, English for Academic Purposes has been conducted in the first year of college level for many years. Unfortunately, although many Asian countries including Indonesia have run the EAP course, the output is that there are still many Indonesian students who do not meet the vocabulary size and syntactic complexity that are expected while their learning process in the university. This results lower grades that they have in their assignments. Therefore, the recent study is aimed at evaluating the reading materials of EAP, especially in measuring the syntactic complexity containing in the texts as it is strongly believed in
Gilje, Trine Mathiesen
Master's thesis in Literacy studies The development of reading skills in English as a Foreign Language classrooms at the elementary level, the way in which teachers of English implement the LK06 learning objectives in reading, and the influence of teachers´attitudes, beliefs, and knowledge on their classroom practices and decisions.
Full Text Available The highest levels of reading literacy, as defined within PISA study, include the ability to use various cognitive skills, with argumentative skills being one of the most important among them. In the present study our goal was to reveal some of the factors that influence the development of argumentative skills in Serbian schools. We investigated the extent to which argumentative skills are required in PISA reading literacy tasks, as well as the specific difficulties our students have faced on these tasks, through an analysis of student performance. We also conducted an analysis of the educational practice - by doing in-depth interviews with teachers and content analysis of students' textbooks. The results revealed that: 1 Argumentations skills are an important requirement within PISA tasks; 2 Serbian students are mostly successful at basic tasks of recognizing arguments or providing arguments for the given position; they face difficulties answering the tasks which require precise formulation of relevant arguments as well as those demanding meta-cognitive skills (e.g. recognizing persuasive strategies in the given text. Their performance is particularly poor on tasks requiring the combination of information from different sources or information presented in different formats (text, tables, or graphs; 3 There is a significant gap between the requirements for argumentation skills our students usually encounter and PISA reading literacy tasks. In this paper we discuss some of the difficulties and obstacles to encouraging the development of argumentative thinking.
Southgate, Vera, Ed.
Edited versions of selected major papers presented at the July 1971 study conference of the United Kingdom Reading Association, which had the theme "Literacy at All Levels," are included in this book. This group defines literacy as "the mastery of our native language in all its aspects, as a means of communication," and…
Bean, Thomas W.; Ericson, Bonnie O.
Describes the integration of text previews (teacher-developed synopses of the text) and three-level study guides (encouraging factual, inferential, and problem solving responses). Claims a combination of these constitutes a powerful strategy for content area reading. (RS)
Full Text Available Reviewing the literature on self-assessment as an alternative method of assessment we find advocates claiming for the accuracy of the students’ self-assessments in general with little focus on their level of proficiency. With an eye on the students’ level of reading proficiency, the present study aimed at investigating the relationship between students’ reading self-assessment (as a formative and alternative method of assessment on the one hand, and teacher assessment (as a formative type of assessment as well as students’ final examination scores (as a summative and traditional method of assessment on the other. To this end, 65 students of Islamic Azad University- Tehran South Branch were selected to participate in this study. Initially, participants received PET test as pretest for assigning them into different levels of reading proficiency. Based upon the results of the pretest, participants were assigned to elementary and intermediate levels. Throughout the whole semester self-assessment questionnaire was employed for five times. Descriptive statistics and Pearson correlation were the data analysis techniques performed. The results of the study revealed a significant relationship between the intermediate learners’ self-ratings and teacher assessments; however, the results indicated no significant relationship between elementary learners’ self-assessments and teacher assessments. Also, the correlations between students’ self-assessments and their final examination scores were not significant for both levels. Therefore, given the teacher assessment as the yardstick, the accuracy of the intermediate levels and the inaccuracy of the elementary learners’ self-assessments could be concluded. Finally, the low correlation between the learners’ self-assessments and their scores on traditional final examination led the researcher to attribute it to the different nature of these two assessment types.
Hutchinson, Nora; Baird, Grayson L; Garg, Megha
The National Institutes of Health (NIH) recommend that health materials be written at a grade 6-7 reading level, which has generally not been achieved in online reading materials. Up to the present time, there have not been any assessments focused on the reading level of online educational materials across the most popular consumer Web sites for common internal medicine diagnoses. In this study, we examined the readability of open-access online health information for 9 common internal medicine diagnoses. Nine of the most frequently encountered inpatient and ambulatory internal medicine diagnoses were selected for analysis. In November and December 2014, these diagnoses were used as search terms in Google, and the top 5 Web sites across all diagnoses and a diagnosis-specific site were analyzed across 5 validated reading indices. On average, the lowest reading grade-level content was provided by the NIH (10.7), followed by WebMD (10.9), Mayo Clinic (11.3), and diagnosis-specific Web sites (11.5). Conversely, Wikipedia provided content that required the highest grade-level readability (14.6). The diagnoses with the lowest reading grade levels were chronic obstructive pulmonary disease (10.8), followed by diabetes (10.9), congestive heart failure (11.7), osteoporosis (11.7) and hypertension (11.7). Depression had the highest grade-level readability (13.8). Despite recommendations for patient health information to be written at a grade 6-7 reading level, our examination of online educational materials pertaining to 9 common internal medicine diagnoses revealed reading levels significantly above the NIH recommendation. This was seen across both diagnosis-specific and general Web sites. There is a need to improve the readability of online educational materials made available to patients. These improvements have the potential to greatly enhance patient awareness, engagement, and physician-patient communication. Published by Elsevier Inc.
Mohammad Reza Sarmadi
Full Text Available Background and Aim: Hearing-impaired students have some delays in learning language skills such as reading because of hearing loss. To study the effect of promoting educational level on the development of reading comprehension, the students of the 4th grade of elementary and last year guidance school were compared based on international test of reading literacy.Methods: The project was cross-sectional and the tool used was the international standard booklet of PIRLS 2001. Thirty-six students selected with moderately severe and severe hearing loss from the 4th grade of elementary and last year guidance school from Shahriar, Robatkarim, Karaj and Hashtgerd, Iran, exceptional schools. Comparative statistical analysis was performed using t-test.Results: The first level (focus on and retrieve explicity information showed a meaningful difference between the last year guidance school and the 4th grade of elementary students (p<0.05, but there were no significant differences in other levels, make straightforward information-interpret and integrate ideas-examine and evaluate content, (p> 0.05.Conclusion: Hearing-impaired students have difficulties in understanding in deep levels of reading despite promoting educational level. Thus, in making policies for special trainings, continuing the rehabilitation in guidance and high school levels to promote the complex levels of comprehension should be taken more into consideration.
Full Text Available During the entire history of education, questioning has been one of the usual techniques of teaching. Despite all the changes in the education theory and technology, this technique continues to be usual, because it is an efficient tool to increase learning. Questioning is an interactive relation, which enlivens the conversation, by giving continuity to the finding of final result. Questioning should be assessed as a technique, which gives high results, when it is managed successfully and with attention towards the teacher, playing meanwhile an important role during the learning of students. Through various planed activities, I tried to influence teachers in order to plan as many questions as possible, for the development of student’s critical thinking. Taking into account the development of further activities I focused in the results extracted from the data gained from the observation of teachers, target group, consultations with teachers, and took into consideration various literature which considered this issue. This research included five teachers that teach in classes 1-5, in the ELSS “Emin Duraku” in Prizren/Kosovo. Observation consisted of two periods. Results of the first period of observation showed that while preparing the teaching work, specifically planning of questions I noticed that a big number were direct questions with a low level of thinking. The research continued by maintaining the target group focused where important discussions were held about the importance of planning the questions of different levels that helped students to understand what they read and also contributed to the increasing of their interest for reading-understanding of various school texts. Then the second period of observation was conducted. Results showed that there were differences in the planning of questions by teachers, compared to the results of the first period of observation. Conclusions of this operational research showed that students can
Chung, S.; Espin, C.A.; Stevenson, C.E.
The technical adequacy of CBM maze-scores as indicators of reading level and growth for seventh-grade secondary-school students was examined. Participants were 452 Dutch students who completed weekly maze measures over a period of 23 weeks. Criterion measures were school level, dyslexia status,
Farris, Emily A; Ring, Jeremiah; Black, Jeffrey; Lyon, G Reid; Odegard, Timothy N
An object rhyming task that does not require text reading and is suitable for younger children was used to predict gains in word level reading skills following an intensive 2-year reading intervention for children with developmental dyslexia. The task evoked activation in bilateral inferior frontal regions. Growth in untimed pseudoword reading was associated with increased pre-intervention activation of the left inferior frontal gyrus, and growth in timed word reading was associated with pre-intervention activation of the left and right inferior frontal gyri. These analyses help identify pre-intervention factors that facilitate reading skill improvements in children with developmental dyslexia.
Frye, Elizabeth M.; Gosky, Ross
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…
Moses, Britani Creel
The purpose of this study was to predict the third grade English reading TAKS scores while considering the same students' native language, Spanish, reading level as assessed by a state-approved reading assessment, the Evaluacion del desarrollo de la lectura (EDL), from the end of the second grade year. In addition, this study was been designed to…
Kelly, Ronald R; Gaustad, Martha G
This study of deaf college students examined specific relationships between their mathematics performance and their assessed skills in reading, language, and English morphology. Simple regression analyses showed that deaf college students' language proficiency scores, reading grade level, and morphological knowledge regarding word segmentation and meaning were all significantly correlated with both the ACT Mathematics Subtest and National Technical Institute for the Deaf (NTID) Mathematics Placement Test scores. Multiple regression analyses identified the best combination from among these potential independent predictors of students' performance on both the ACT and NTID mathematics tests. Additionally, the participating deaf students' grades in their college mathematics courses were significantly and positively associated with their reading grade level and their knowledge of morphological components of words.
LoMaglio, L J
The TOEFL is widely used by colleges and universities in the United States and Canada to measure the English language proficiency levels of hearing international applicants. At the National Technical Institute for the Deaf, a faculty committee recommended that this popular test instrument be used to measure the English reading skills of deaf international applicants to the National Technical Institute for the Deaf. This study examined the merits of using the TOEFL to measure the English reading ability of hearing post-secondary international students seeking admission to English-based colleges and universities. Forty-one hearing foreign students were tested in the fall of 1989 at the English Language Institute at SUNY Buffalo. The instruments chosen were both the TOEFL and the California Achievement Test of reading ability. The majority of the research subjects who scored between 400 and 500 on the TOEFL achieved a grade level of less than 8.0 on the California Achievement Test.
Calvet, D; Huet, M; Le Dû, P; Mandjavidze, I D; Mur, M
Read-Out Buffers are critical components in the dataflow chain of the ATLAS Trigger/DAQ system. At up to 75 kHz, after each Level-1 trigger accept signal, these devices receive and store digitized data from groups of front-end electronic channels. Several Read-Out Buffers are grouped to form a Read-Out Buffer Complex that acts as a data server for the High Level Triggers selection algorithms and for the final data collection system. This paper describes a functional prototype of a Read-Out Buffer based on a custom made PCI mezzanine card that is designed to accept input data at up to 160 MB/s, to store up to 8 MB of data and to distribute data chunks at the desired request rate. We describe the hardware of the card that is based on an Intel I960 processor and CPLDs. We present the integration of several of these cards in a Read-Out Buffer Complex. We measure various performance figures and we discuss to which extent these can fulfill ATLAS needs. 5 Refs.
Eltorai, Adam E M; Sharma, Pranav; Wang, Jing; Daniels, Alan H
Advancing health literacy has the potential to improve patient outcomes. The American Academy of Orthopaedic Surgeons' (AAOS) online patient education materials serve as a tool to improve health literacy for orthopaedic patients; however, it is unknown whether the materials currently meet the National Institutes of Health/American Medical Association's recommended sixth grade readability guidelines for health information or the mean US adult reading level of eighth grade. The purposes of this study were (1) to evaluate the mean grade level readability of online AAOS patient education materials; and (2) to determine what proportion of the online materials exceeded recommended (sixth grade) and mean US (eighth grade) reading level. Reading grade levels for 99.6% (260 of 261) of the online patient education entries from the AAOS were analyzed using the Flesch-Kincaid formula built into Microsoft Word software. Mean grade level readability of the AAOS patient education materials was 9.2 (SD ± 1.6). Two hundred fifty-one of the 260 articles (97%) had a readability score above the sixth grade level. The readability of the AAOS articles exceeded the sixth grade level by an average of 3.2 grade levels. Of the 260 articles, 210 (81%) had a readability score above the eighth grade level, which is the average reading level of US adults. Most of the online patient education materials from the AAOS had readability levels that are far too advanced for many patients to comprehend. Efforts to adjust the readability of online education materials to the needs of the audience may improve the health literacy of orthopaedic patients. Patient education materials can be made more comprehensible through use of simpler terms, shorter sentences, and the addition of pictures. More broadly, all health websites, not just those of the AAOS, should aspire to be comprehensible to the typical reader.
Despite the growing number of studies highlighting the complex process of acquiring second language (L2) word recognition skills, comparatively little research has examined the relationship between word recognition and passage-level reading ability in L2 learners; further, the existing results are inconclusive. This study aims to help fill the…
Swanson, Elizabeth; Barnes, Marcia; Fall, Anna-Mari; Roberts, Greg
The purpose of this study was to investigate the impact of inference making, decoding, memory, and vocabulary on reading comprehension among 7th- through 12th-grade struggling readers with varying levels of inattention and hyperactivity. We categorized a group of 414 struggling readers into 3 groups based on results from factor mixture modeling:…
Zelvis, Rima R.
This study examined the effects of the Visual Thinking Strategies (VTS) curriculum on reading achievement of students with various motivational levels. A 2X2 factorial design was used. The sample population consisted of 104 fourth grade students from an upper middle class school system in Connecticut. All students were administered a…
Özsoy, Gökhan; Kuruyer, Hayriye Gül; Çakiroglu, Ahmet
The purpose of the current study is to investigate the correlation between students' reading levels and mathematical problem solving skills. The present study was conducted in line with a qualitative research method, i.e., the phenomenological method. The study group of the current research is composed of six third grade students with different…
Berninger, Virginia W; Abbott, Robert D; Swanson, H Lee; Lovitt, Dan; Trivedi, Pam; Lin, Shin-Ju Cindy; Gould, Laura; Youngstrom, Marci; Shimada, Shirley; Amtmann, Dagmar
The purpose of this study was to evaluate the contribution of working memory at the word and sentence levels of language to reading and writing outcomes. Measures of working memory at the word and sentence levels, reading and writing, were administered to 2nd (N = 122), 4th (N = 222), and 6th (N = 105) graders. Structural equation modeling was used to evaluate whether the 2 predictor working memory factors contributed unique variance beyond their shared covariance to each of 5 outcome factors: handwriting, spelling, composing, word reading, and reading comprehension. At each grade level, except for handwriting and composing in 6th grade, the word-level working memory factor contributed unique variance to each reading and writing outcome. The text-level working memory factor contributed unique variance to reading comprehension in 4th and 6th grade. The clinical significance of these findings for assessment and intervention is discussed.
Full Text Available The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD, academic self-efficacy and the concept of self, in comparison to their typically developing (TD peers. The data to be used in the study were collected using the Metacognitive Awareness of Reading Strategies Inventory, the Academic Self-efficacy Scale, the Piers-Harris Children’s Self-concept Scale and the Demographics Information Form. The study was conducted among a total of 119 students in the fifth,sixth, seventh and eighth grades in İzmir Province, including 59 students diagnosed with SLD and 60 TD students. Considering the results of the study, in comparison to TD students, students diagnosed with SLD were significantly inadequate in terms of the usage levels of metacognitive reading strategies, levels of academic self-efficacy, and the intelligence/school subdimensions of the concept of self.
Schultheis, Robert A.; Anderson, Roberta
McLaughlin's Smog Index was compared to the Dale-Chall formula for the determination of reading levels of 48 textbooks in business and distributive education. A Modified Smog Index proved a valid substitute for the Dale-Chall formula when used to evaluate the reading levels of business and distributive education narrative. (Author/CT)
Schwarz, Amy Louise; van Kleeck, Anne; Beaton, Derek; Horne, Erin; MacKenzie, Heather; Abdi, Hervé
Purpose: Many well-accepted systems for determining difficulty level exist for books children read independently, but few are available for determining the wide range of difficulty levels of storybooks read aloud to preschoolers. Also, the available tools list book characteristics only on the basis of parents' or authors' opinions. We created an…
Abbott, Robert D.; Berninger, Virginia W.; Fayol, Michel
Longitudinal structural equation modeling was used to evaluate longitudinal relationships across adjacent grade levels 1 to 7 for levels of language in writing (Model 1, subword letter writing, word spelling, and text composing) or writing and reading (Model 2, subword letter writing and word spelling and reading; Model 3, word spelling and…
Although a considerable amount of evidence has been amassed regarding the contributions of lower-level word processes, higher-level processes, and working memory to reading comprehension, little is known about the relationships among these sources of individual differences or their relative contributions to reading comprehension performance. This…
Problem Statement: Critical reading refers to individuals' thinking about what they read, assessing what they have read, and using their own judgment about what they have read. In order to teach critical reading skills to students, a teacher is expected to have knowledge about text selection, use of appropriate methods, preparation of functional…
Wong, Anita M.-Y.; Ho, Connie S.-H.; Au, Terry K.-F.; McBride, Catherine; Ng, Ashley K.-H.; Yip, Lesley P.-W.; Lam, Catherine C.-C.
This study examined (1) whether working memory and higher-level languages skills--inferencing and comprehension monitoring--accounted for individual differences among Chinese children in Chinese reading comprehension, after controlling for age, Chinese word reading and oral language skills, and (2) whether children with specific language…
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.
Smith, L R; Ryan, B E
The joint effects of student achievement level and attitude survey format upon attitudes toward reading were investigated. Sixth-grade students completed reading attitude surveys involving a standard Likert-type format or one involving pictures of the comic strip character, Garfield. The survey items were identical for both formats; only the presentation format was varied. There was no significant main effect on attitude responses due to achievement level, but the main effect due to survey format was significant, with the Likert-type format producing significantly higher attitude responses than the Garfield format. The interaction between achievement level and format also was significant, with above average students and average students giving higher attitude responses than did below average students when the Garfield format was used. When the Likert-type format was used, average students and below average students gave higher attitude responses than did above average students. The results imply that attitude responses of adolescents can be manipulated by varying the format of the survey.
The Hadronic Tile Calorimeter (TileCal) at the ATLAS experiment is a detector made out of iron as passive medium and plastic scintillating tiles as active medium. The light produced by the particles is converted to electrical signals which are digitized in the front-end electronics and sent to the back-end system. The main element of the back-end electronics are the VME 9U Read-Out Driver (ROD) boards, responsible of data management, processing and transmission. A total of 32 ROD boards, placed in the data acquisition chain between Level-1 and Level-2 trigger, are needed to read out the whole calorimeter. They are equipped with fixed-point Digital Signal Processors (DSPs) that apply online algorithms on the incoming raw data. Although the main purpose of TileCal is to measure the energy and direction of the hadronic jets, taking advantage of its projective segmentation soft muons not triggered at Level-1 (with pT<5 GeV) can be recovered. A TileCal standalone muon identification algorithm is presented and i...
Kerneža, Maja; Košir, Katja
The aim of the present study was to examine the effect of the systematic use of comics as a literary-didactic method to reduce gender differences in reading literacy and reading motivation at the primary level of education. It was assumed that the use of comics would have a positive effect on pupils' reading literacy and reading motivation, while…
Foe, Gabriella; Larson, Elaine L
Consent forms continue to be at a higher reading level than the recommended sixth to eighth grade, making it difficult for participants to comprehend information before enrolling in research. To assess and address the extent of the problem regarding the level of literacy of consent forms and update previously published reports, we conducted an integrative literature review of English language research published between January 1, 2000, and December 31, 2013; 35 descriptive and eight intervention studies met inclusion criteria. Results confirmed that developing forms at eighth-grade level was attainable though not practiced. It was found that risks of participation was the section most poorly understood. There was also a lack of consensus regarding the most effective method to increase comprehension. Further research using standardized tools is needed to determine the best approach for improving consent forms and processes. © The Author(s) 2016.
Mak, Soi-kei; Cheung, Kwok-cheung; Soh, Kaycheng; Sit, Pou-seong; Ieong, Man-kai
Enjoyment of reading, diversity of reading and metacognitive awareness of reading strategies are cognitive and affective variables pertaining to three facets of reading engagement for students to read happily, widely and skilfully. These have been found to be related to effectiveness in reading instruction. They together form a focus for this…
Good daylight conditions in office buildings have become an important issue due to new European regulatory demands which include energy consumption for electrical lighting in the building energy frame. Good daylight conditions in offices are thus in increased focus as an energy conserving measure....... In order to evaluate whether a certain design is good daylight design or not building designers must perform detailed evaluation of daylight levels, including the daylight performance of dynamic solar shadings, and include these in the energy performance evaluation. However, the mandatory national...... calculation tool in Denmark (Be06) for evaluating the energy performance of buildings is currently using a simple representation of available daylight in a room and simple assumptions regarding the control of shading devices. In a case example, this is leading to an overestimation of the energy consumption...
Cain, Kate; Oakhill, Jane; Lemmon, Kate
We report an investigation of 9-year-olds' ability to interpret idioms in relation to their reading comprehension level. We manipulated whether the idioms were transparent or opaque, whether they were real or novel, whether they were presented in isolation or in a supportive narrative context. As predicted, children were better able to explain the meanings of idioms in context than in isolation. The good and poor comprehenders did not differ in their abilities to interpret transparent idioms in context, but the poor comprehenders were significantly worse at using context to work out the meanings of opaque idioms. The explanation task revealed the source of information used by the children to derive nontarget interpretations. We discuss these findings in relation to idiom processing strategies and Levorato and Cacciari's global elaboration model.
Kim, Kilyoo [Korea Atomic Energy Research Institute, Daejeon (Korea, Republic of)
Many national projects are stopped since sites for the projects are not determined. The sites selections are hold by NIMBY for unpleasant facilities or by PYMFY for preferable facilities among local governments. The followings are the typical ones; NIMBY projects: high level radioactive waste disposal, THAAD, Nuclear power plant(NPP), etc. PIMFY projects: South-east new airport, KTX station, Research center for NPP decommission, etc. The site selection for high level radioactive waste disposal is more difficult problem, and thus government did not decide and postpone to a dead end street. Since it seems that there is no solution for site selection for high level radioactive waste disposal due to NIMBY among local governments, a solution method is proposed in this paper. To decide a high level radioactive waste disposal, the first step is to invite a bid by suggesting a package deal including PIMFY projects such as Research Center for NPP decommission. Maybe potential host local governments are asked to submit sealed bids indicating the minimum compensation sum that they would accept the high level radioactive waste disposal site. If there are more than one local government put in a bid, then decide an adequate site by considering both the accumulated PESS point and technical evaluation results. By considering how fairly preferable national projects and unpleasant national projects are distributed among local government, sites selection for NIMBY or PIMFY facilities is suggested. For NIMBY national projects, risk, cost benefit analysis is useful and required since it generates cost value to be used in the PESS. For many cases, the suggested method may be not adequate. However, similar one should be prepared, and be basis to decide sites for NIMBY or PIMFY national projects.
Jordan, Timothy R; McGowan, Victoria A; Paterson, Kevin B
When reading, low-level visual properties of text are acquired from central vision during brief fixational pauses, but the effectiveness of these properties may differ in older age. To investigate, a filtering technique displayed the low, medium, or high spatial frequencies of text falling within central vision as young (18-28 years) and older (65+ years) adults read. Reading times for normal text did not differ across age groups, but striking differences in the effectiveness of spatial frequencies were observed. Consequently, even when young and older adults read equally well, the effectiveness of spatial frequencies in central vision differs markedly in older age. PsycINFO Database Record (c) 2014 APA, all rights reserved.
To elaborate and implement a brochure of reading strategies with a focus on andragogy “Reading is learning” in order to enhance Reading skills in ESL students of the B1+ level of the Language Centre at Universidad Técnica de Ambato, academic period 2015
Hidalgo Camacho, Cynthia Soledad
This research work: to elaborate and to implement a brochure with Reading strategies “Reading is learning”, aims to enhance Reading comprehension in students from the B1+ level of English, at the languages center in Universidad Técnica De Ambato. The students’ population groups found here are adults from 18 to 40 years of age. Although reading can definitely be affected by some personal factors such as formal educational background, frequency of reading, types of texts used, attitude of th...
Roberts, Greg; Rane, Shruti; Fall, Anna-Mária; Denton, Carolyn A.; Fletcher, Jack M.; Vaughn, Sharon
Objective The purpose of the study was to estimate the impact of reading intervention on ratings of student attention over time. Method We used extant data from a longitudinal randomized study of a response-based reading intervention to fit a multiple-indicator, multilevel growth model. The sample at randomization was 54% male, 18% limited English proficient, 85% eligible for free or reduced-price lunch, 58% African American, and 32% Hispanic. Reading ability was measured by using the Woodcock-Johnson III Tests of Achievement. Attention was measured by using the Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Scale. Results Findings indicate that intensive, response-based reading intervention over 3 years improved reading achievement and behavioral attention in middle school struggling readers, with treatment directly affecting reading, which in turn influenced attention. In the business-as-usual condition, there was no relation between improved reading and attention. Conclusions The results are consistent with a correlated liabilities model of comorbidity. The results do not align with the inattention-as-cause hypothesis, which predicts that reading intervention should not affect attention. The findings do not support, but do not necessarily preclude, the phenocopy hypothesis. The results are especially pertinent for older students who may be inattentive partly because of years of struggling with reading. PMID:24885289
Finnie, Ramona K C; Felder, Tisha M; Linder, Suzanne Kneuper; Mullen, Patricia Dolan
Consideration of categories related to reading comprehension--beyond reading level--is imperative to reach low literacy populations effectively. "Suitability" has been proposed as a term to encompass six categories of such factors: content, literacy demand graphics, layout/typography, learning stimulation, and cultural appropriateness. Our purpose was to describe instruments used to evaluate categories of suitability in cancer education materials in published reports and their findings. We searched databases and reference lists for evaluations of print and Web-based cancer education materials to identify and describe measures of these categories. Studies had to evaluate reading level and at least one category of suitability. Eleven studies met our criteria. Seven studies reported inter-rater reliability. Cultural appropriateness was most often assessed; four instruments assessed only surface aspects of cultural appropriateness. Only two of seven instruments used, the suitability assessment of materials (SAM) and the comprehensibility assessment of materials (SAM + CAM), were described as having any evidence of validity. Studies using Simplified Measure of Goobledygook (SMOG) and Fry reported higher average reading level scores than those using Flesh-Kincaid. Most materials failed criteria for reading level and cultural appropriateness. We recommend more emphasis on the categories of suitability for those developing cancer education materials and more study of these categories and reliability and validity testing of instruments.
Li, Huashan; Lin, Zhibin; Lusk, Mark T; Wu, Zhigang
The universal and fundamental criteria for charge separation at interfaces involving nanoscale materials are investigated. In addition to the single-quasiparticle excitation, all the two-quasiparticle effects including exciton binding, Coulomb stabilization, and exciton transfer are considered, which play critical roles on nanoscale interfaces for optoelectronic applications. We propose a scheme allowing adding these two-quasiparticle interactions on top of the single-quasiparticle energy level alignment for determining and illuminating charge separation at nanoscale interfaces. Employing the many-body perturbation theory based on Green's functions, we quantitatively demonstrate that neglecting or simplifying these crucial two-quasiparticle interactions using less accurate methods is likely to predict qualitatively incorrect charge separation behaviors at nanoscale interfaces where quantum confinement dominates.
Ullah, Md. Mohib; Fatema, Sayeda
The universal importance of reading, a receptive skill, is enormous. It encompasses a major part of learning and teaching a language. Reading ameliorates language competence of learners and it has an all-inclusive effect on their acquisition of second language. But some students are not found appropriately motivated or found demotivated in reading…
Full Text Available Background and Aim: Reading skill is one of the most important necessities of students' learning in everyday life. This skill is referred to the ability of comprehension, comment and conclusion from texts and receiving the meaning of the massage which is composed. Educational development in any student has a direct relation with the ability of the comprehension. This study is designed to investigate the effects of hearing loss on reading comprehension in hearing-impaired students compared to normal-hearing ones.Methods: Seventeen hearing-impaired students in 4th year of primary exceptional schools in Karaj, Robatkarim and Shahriyar, Iran, were enrolled in this cross-sectional study. Seventeen normal-hearing students were randomly selected from ordinary schools next to exceptional ones as control group. They were compared for different levels of reading comprehension using the international standard booklet (PIRLS 2001. Results: There was a significant difference in performance between hearing-impaired and normal- hearing students in different levels of reading comprehension (p<0.05.Conclusion: Hearing loss has negative effects on different levels of reading comprehension, so in exceptional centers, reconsideration in educational planning in order to direct education from memorizing to comprehension and deeper layers of learning seems necessary.
Bradley, Sarah; Reerink, Thomas; van de Wal, Roderik S. W.; Helsen, Michiel; Goelzer, Heiko
Observational evidence, including offshore moraines and marine sediment cores infer that at the Last Glacial maximum (LGM) the Greenland ice sheet (GIS) grounded out across the Davis Strait into Baffin Bay, with fast flowing ice streams extending out to the continental shelf break along the NW margin. These observations lead to a number of questions as to weather the GIS and Laurentide ice sheet (LIS) coalesced during glacial maximums, and if so, did a significant ice shelf develop across Baffin Bay and how would such a configuration impact on the relative contribution of these ice sheets to eustatic sea level (ESL). Most previous paleo ice sheet modelling simulations of the GIS recreated an ice sheet that either did not extend out onto the continental shelf or utilised a simplified marine ice parameterisation to recreate an extended GIS, and therefore did not fully include ice shelf dynamics. In this study we simulate the evolution of the GIS from 220 kyr BP to present day using IMAU-ice; a 3D thermodynamical ice sheet model which fully accounts for grounded and floating ice, calculates grounding line migration and ice shelf dynamics. As there are few observational estimates of the long-term (yrs) sub marine basal melting rates (mbm) for the GIS, we developed a mbm parameterization within IMAU-ice controlled primarily by changes in paleo water depth. We also investigate the influence of the LIS on the GIS evolution by including relative sea level forcing's derived from a Glacial Isostatic Adjustment model. We will present results of how changes in the mbm directly impacts on the ice sheet dynamics, timing and spatial extent of the GIS at the glacial maximums, but also on the rate of retreat and spatial extent at the Last interglacial (LIG) minimum. Results indicate that with the inclusion of ice shelf dynamics, a larger GIS is generated which is grounded out into Davis strait, up to a water depth of -750 m, but significantly reduces the GIS contribution to Last
Papanikolaou, M; Skenteris, N; Piperakis, S M
The present study investigated the effect of low, medium, and high traffic road noise as well as irrelevant background speech noise on primary school children's reading and mathematical performance. A total of 676 participants (324 boys, 47.9% and 352 girls, 52.1%) of the 4th and 5th elementary classes participated in the project. The participants were enrolled in public primary schools from urban areas and had ages ranging from 9 to 10 years and from. Schools were selected on the basis of increasing levels of exposure to road traffic noise and then classified into three categories (Low noise: 55-66 dB, Medium noise: 67-77 dB, and High noise: 72-80 dB). We measured reading comprehension and mathematical skills in accordance with the national guidelines for elementary education, using a test designed specifically for the purpose of this study. On the one hand, children in low-level noise schools showed statistically significant differences from children in medium- and high-level noise schools in reading performance (plevel noise schools differed significantly from children in high-level noise schools but only in mathematics performance (p=0.001). Girls in general did better in reading score than boys, especially in schools with medium- and high-level noise. Finally the levels of noise and gender were found to be two independent factors.
Stokes, Nicole Osterman
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…
Wooten, Rachel; Quinn, John; Macek, Joseph
Landau level mixing should influence the quantum Hall effect for all except the strongest applied magnetic fields. We propose a simple method for examining the effects of Landau level mixing by incorporating multiple Landau levels into the Haldane pseudopotentials through exact numerical diagonalization. Some of the resulting pseudopotentials for the lowest and first excited Landau levels will be presented
Heim, Stefan; Grande, Marion; Meffert, Elisabeth; Eickhoff, Simon B; Schreiber, Helen; Kukolja, Juraj; Shah, Nadim Jon; Huber, Walter; Amunts, Katrin
Recent theories of developmental dyslexia explain reading deficits in terms of deficient phonological awareness, attention, visual and auditory processing, or automaticity. Since dyslexia has a neurobiological basis, the question arises how the reader's proficiency in these cognitive variables affects the brain regions involved in visual word recognition. This question was addressed in two fMRI experiments with 19 normally reading children (Experiment 1) and 19 children with dyslexia (Experiment 2). First, reading-specific brain activation was assessed by contrasting the BOLD signal for reading aloud words vs. overtly naming pictures of real objects. Next, ANCOVAs with brain activation during reading the individuals' scores for all five cognitive variables assessed outside the scanner as covariates were performed. Whereas the normal readers' brain activation during reading showed co-variation effects predominantly in the right hemisphere, the reverse pattern was observed for the dyslexics. In particular, middle frontal gyrus, inferior parietal cortex, and precuneus showed contralateral effects for controls as compared to dyslexics. In line with earlier findings in the literature, these data hint at a global change in hemispheric asymmetry during cognitive processing in dyslexic readers, which, in turn, might affect reading proficiency. Copyright © 2010 Elsevier Inc. All rights reserved.
The Global Health Security Agenda's objectives contain components that could help health departments address emerging public health challenges that threaten the population. As part of the agenda, partner countries with advanced public health systems will support the development of infrastructure in stakeholder health departments. To facilitate this process and augment local programs, state and local health departments may want to include concepts of health security in their public health preparedness offices in order to simultaneously build capacity. Health security programs developed by public health departments should complete projects that are closely aligned with the objectives outlined in the global agenda and that facilitate the completion of current preparedness grant requirements. This article identifies objectives and proposes tactical local projects that run parallel to the 9 primary objectives of the Global Health Security Agenda. Executing concurrent projects at the international and local levels in preparedness offices will accelerate the completion of these objectives and help prevent disease epidemics, detect health threats, and respond to public health emergencies. Additionally, future funding tied or related to health security may become more accessible to state and local health departments that have achieved these objectives.
Kim, Young-Suk Grace; Park, Cheahyung; Park, Younghee
We examined the relations of discourse-level oral language skills [i.e., listening comprehension, and oral retell and production of narrative texts (oral retell and production hereafter)] to reading comprehension and written composition. Korean-speaking first grade students (N = 97) were assessed on listening comprehension, oral retell and…
Bulgurcuoglu, Ahmet Nusret
The purpose of the present research is to define the critical thinking levels and reading habits of students studying at the department of physical education and sports teaching and analysing the relationship between these. The participants of the present research are 136 pre-service physical education teachers studying at Mugla Sitki Kocman…
Girli, Alev; Öztürk, Halil
The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD), academic self-efficacy and the concept of self, in comparison to their typically developing (TD) peers. The data to be used in the study were collected using the…
Yildirim, Kasim; Yildiz, Mustafa; Ates, Seyit; Rasinski, Timothy
The aim of this study was to examine fifth grade elementary school students' listening and reading comprehension levels with regard to text types. This study was conducted on 180 fifth grade elementary school students in Sincan-Ankara in the spring semester of the academic year 2008-2009. The comprehension test was administered to students. The…
Rudy Doria Correa
Full Text Available This paper shows the results of a research exercise in order to define an approach of reading and writing’s teaching and learning in the process from preparatory to primary education in Asodesi’s school in the city of Monteria - Córdoba. This experience is a part of the investigation “classroom projects: an experience of action research in language teaching at school”, theoretically oriented from the study of various approaches about teaching reading and writing early, with a qualitative methodology (IA, by forming a study group work (SGW, within which teachers reflect on their teaching practices, in order to improve and transform them. The main results are: the definition of a comprehensive approach of teaching reading and writing, linked to the goals of training offered in classroom projects in primary and secondary levels and the development of skills incomprehension and textual production.
Codding, Robin S; Petscher, Yaacov; Truckenmiller, Adrea
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.
Braten, Ivar; Ferguson, Leila E.; Anmarkrud, Oistein; Stromso, Helge I.
Sixty-five Norwegian 10th graders used the software Read&Answer 2.0 (Vidal-Abarca et al., 2011) to read five different texts presenting conflicting views on the controversial scientific issue of sun exposure and health. Participants were administered a multiple-choice topic-knowledge measure before and after reading, a word recognition task,…
Full Text Available The aim of the present study was to examine the effect of the systematic use of comics as a literary-didactic method to reduce gender differences in reading literacy and reading motivation at the primary level of education. It was assumed that the use of comics would have a positive effect on pupils’ reading literacy and reading motivation, while also reducing the aforementioned differences between boys and girls. The dimensions of reading literacy and reading motivation were examined in experimental and control groups, before and after the intervention, by means of questionnaires and tests for pupils. The sample consisted of 143 pupils from second to fifth grade from two Slovenian primary schools in a rural environment, of which 73 pupils participated in the experimental group and 70 pupils represented the control group. Effects of the use of comics as a literary-didactic method were not found: using comics as a literary-didactic method did not have a statistically significant effect on pupils’ reading literacy and reading motivation. However, when the four-way structure of the research (taking into account the age and gender of the pupils was considered, some subgroups showed a statistically significant increase in reading interest and attitude towards reading. No reduction of gender differences in reading literacy and reading motivation was found. Based on the results, guidelines for further research are established and suggestions are offered for teachers’ work.
What Works Clearinghouse, 2007
"Kaplan SpellRead" (formerly known as "SpellRead Phonological Auditory Training"[R]) is a literacy program for struggling readers in grades 2 or above, including special education students, English language learners, and students more than two years below grade level in reading. "Kaplan SpellRead" integrates the…
Krishna Swamy, K.S.; O'dell, C.R.; Rice Univ., Houston, TX)
Resonance fluorescence theory was used to calculate the population distribution in the energy states of the C2 molecule in comets. Ten electronic states, each with 14 vibrational states, were used in the calculations. These new calculations differ from earlier work in terms of additional electronic levels and the role of singlet-triplet transitions between the b and X levels. Since transition moments are not known, calculations are made of observable flux ratios for an array of possible values. Comparison with existing observations indicates that the a-X transition is very important, and there is marginal indication that the b-X transition is present. Swan band sequence flux ratios at large heliocentric distance are needed, as are accurate Mulliken/Swan and Phillips/Ballik-Ramsay (1963) observations. 29 references
Berninger, Virginia W; Richards, Todd L; Abbott, Robert D
This brief research report examines brain-behavioral relationships specific to levels of language in the complex reading brain. The first specific aim was to examine prior findings for significant fMRI connectivity from four seeds (left precuneus, left occipital temporal, left supramarginal, left inferior frontal) for each of four levels of language-subword, word (word-specific spelling or affixed words), syntax (with and without homonym foils or affix foils), and multi-sentence text to identify significant fMRI connectivity (a) unique to the lower level of language when compared to the immediately higher adjacent level of language across subword-word, word-syntax, and syntax-text comparisons; and (b) involving a brain region associated with executive functions. The second specific aim was to correlate the magnitude of that connectivity with standard scores on tests of Focused Attention (D-K EFS Color Word Form Inhibition) and Switching Attention (Wolf & Denckla Rapid Automatic Switching). Seven correlations were significant. Focused Attention was significantly correlated with the word level (word-specific spellings of real words) fMRI task in left cingulum from left inferior frontal seed. Switching Attention was significantly correlated with the (a) subword level (grapheme-phoneme correspondence) fMRI task in left and right Cerebellum V from left supramarginal seed; (b) the word level (word-specific spelling) fMRI task in right Cerebellum V from left precuneus seed; (c) the syntax level (with and without homonym foils) fMRI task in right Cerebellum V from left precuneus seed and from left supramarginal seed; and (d) syntax level (with and without affix foils) fMRI task in right Cerebellum V from left precuneus seed. Results are discussed in reference to neuropsychological assessment of supervisory attention (focused and switching) for specific levels of language related to reading acquisition in students with and without language-related specific learning
Çoklar, Ahmet Naci; Efilti, Erkan; Sahin, Yusef Levent; Akçay, Arif
Techno-stress is defined as a modern adaptation disorder resulting from the failure in coping with new technologies in a healthy way. Techno-stress affects many occupational groups, including teachers. FATIH project and many other previous studies conducted in Turkey in recent years have necessitated the use of technology for teachers. The present…
Full Text Available Abstract Background In 1999 a four-level hierarchy of evidence was promoted by the National Health and Medical Research Council in Australia. The primary purpose of this hierarchy was to assist with clinical practice guideline development, although it was co-opted for use in systematic literature reviews and health technology assessments. In this hierarchy interventional study designs were ranked according to the likelihood that bias had been eliminated and thus it was not ideal to assess studies that addressed other types of clinical questions. This paper reports on the revision and extension of this evidence hierarchy to enable broader use within existing evidence assessment systems. Methods A working party identified and assessed empirical evidence, and used a commissioned review of existing evidence assessment schema, to support decision-making regarding revision of the hierarchy. The aim was to retain the existing evidence levels I-IV but increase their relevance for assessing the quality of individual diagnostic accuracy, prognostic, aetiologic and screening studies. Comprehensive public consultation was undertaken and the revised hierarchy was piloted by individual health technology assessment agencies and clinical practice guideline developers. After two and a half years, the hierarchy was again revised and commenced a further 18 month pilot period. Results A suitable framework was identified upon which to model the revision. Consistency was maintained in the hierarchy of "levels of evidence" across all types of clinical questions; empirical evidence was used to support the relationship between study design and ranking in the hierarchy wherever possible; and systematic reviews of lower level studies were themselves ascribed a ranking. The impact of ethics on the hierarchy of study designs was acknowledged in the framework, along with a consideration of how harms should be assessed. Conclusion The revised evidence hierarchy is now widely
Background In 1999 a four-level hierarchy of evidence was promoted by the National Health and Medical Research Council in Australia. The primary purpose of this hierarchy was to assist with clinical practice guideline development, although it was co-opted for use in systematic literature reviews and health technology assessments. In this hierarchy interventional study designs were ranked according to the likelihood that bias had been eliminated and thus it was not ideal to assess studies that addressed other types of clinical questions. This paper reports on the revision and extension of this evidence hierarchy to enable broader use within existing evidence assessment systems. Methods A working party identified and assessed empirical evidence, and used a commissioned review of existing evidence assessment schema, to support decision-making regarding revision of the hierarchy. The aim was to retain the existing evidence levels I-IV but increase their relevance for assessing the quality of individual diagnostic accuracy, prognostic, aetiologic and screening studies. Comprehensive public consultation was undertaken and the revised hierarchy was piloted by individual health technology assessment agencies and clinical practice guideline developers. After two and a half years, the hierarchy was again revised and commenced a further 18 month pilot period. Results A suitable framework was identified upon which to model the revision. Consistency was maintained in the hierarchy of "levels of evidence" across all types of clinical questions; empirical evidence was used to support the relationship between study design and ranking in the hierarchy wherever possible; and systematic reviews of lower level studies were themselves ascribed a ranking. The impact of ethics on the hierarchy of study designs was acknowledged in the framework, along with a consideration of how harms should be assessed. Conclusion The revised evidence hierarchy is now widely used and provides a common
Zhou, Z Hong; Hui, Wong Hoi; Shah, Sanket; Jih, Jonathan; O'Connor, Christine M; Sherman, Michael B; Kedes, Dean H; Schein, Stan
Like many double-stranded DNA viruses, tumor gammaherpesviruses Epstein-Barr virus and Kaposi's sarcoma-associated herpesvirus withstand high internal pressure. Bacteriophage HK97 uses covalent chainmail for this purpose, but how this is achieved noncovalently in the much larger gammaherpesvirus capsid is unknown. Our cryoelectron microscopy structure of a gammaherpesvirus capsid reveals a hierarchy of four levels of organization: (1) Within a hexon capsomer, each monomer of the major capsid protein (MCP), 1,378 amino acids and six domains, interacts with its neighboring MCPs at four sites. (2) Neighboring capsomers are linked in pairs by MCP dimerization domains and in groups of three by heterotrimeric triplex proteins. (3) Small (∼280 amino acids) HK97-like domains in MCP monomers alternate with triplex heterotrimers to form a belt that encircles each capsomer. (4) One hundred sixty-two belts concatenate to form noncovalent chainmail. The triplex heterotrimer orchestrates all four levels and likely drives maturation to an angular capsid that can withstand pressurization. Copyright © 2014 Elsevier Ltd. All rights reserved.
The mean numbers of DNA double-strand breaks (DSB) suggested to be necessary to lead to the loss of reproductive capacity are compared with bacteriophages, bacteria, and cells of the Chinese hamster after the influence of several radiation qualities. The results suggest that the critical target for the inactivating action of radiations may not be the entire DNA of all organisms but a structure unit of it designed as membrane-attached super structure unit. With organisms having only one of these structures (bacteria) the inactivation probability of one DSB will be near unity, with their multiplication in higher cells it will become lower. This means, eukaryotic cells are able to tolerate more DSB before being inactivated than organisms of a lower organization level, and consequently are more ''lesion resistant''. This behavior represents an evolutionary stabilization of higher cells towards the lethal action of severe DNA lesions such as DSB. (author)
Mourier, J; Nonglaton, J M; Syratchev, I V; Tanner, L
CTF3 (CLIC Test Facility 3), currently under construction at CERN, is a test facility designed to demonstrate the key feasibility issues of the CLIC (Compact LInear Collider) two-beam scheme. When completed, this facility will consist of a 150 MeV linac followed by two rings for bunch-interleaving, and a test stand where 30 GHz power will be generated. In this paper, the work that has been carried out on the linac's low power RF system is described. This includes, in particular, a sophisticated phase control system for the RF pulse compressor to produce a flat-top rectangular pulse over 1.4 µs.
Varani, J.L.; Petraitis, E.J.; Pasquali, R.C.
The Argentine Nuclear Programme considers a fuel cycle with Pu recycle. This will generate high-level liquid wastes, that should be safely eliminated. With this purpose, primary glasses utilizing three prototipe compositions were prepared. Simulated wastes oxides in the rate of about 10% were added to the vitreous matrices. The mixture was melted in ceramic melting pots in a muffle furnace at 1 100 deg C during 8 hours. Resistance leaching tests were made following an adaptation of the DIN 12 111 standard. Quantitative analysis of the leaching solutions were made to evaluate the solubility of the different elements. Glasses were observed with optical microscopy scanning before and after leaching. In the first, glasses, bubbles and crystalline-phase appear; in the second ones, puncture and embrittlement were detected. By means of differential thermoanalysis, endo and exothermal peaks were identified in glasses supporting gradual heating. X ray diffraction analysis were made in samples with and without wastes. The degree of crystallization of samples was evaluated by photographic and diffractometric techniques. Leaching studies showed the existance of a direct relation between leaching and glass alkaline content. (M.E.L.) [es
Full Text Available This study aims at determining the reading habits of 4th Grade students (4th Primary who reach an advanced level of reading comprehension. They were evaluated in the 2011 SIMCE test, in Chile. A survey about reading behaviors was conducted in a sample of 107 students from two schools in Talca, Maule region. In this study were items were evaluated: various behaviors associated with reading such as reading habits, defined as behaviors linked with the number of books read voluntarily and the taste for reading; frequency of use of the library and the priority of reading within the student’s free time; type of support utilized for reading and the role of parents in motivating their children to read. The results show that reaching a good level of reading comprehension does not ensure good reading habits or the enjoyment and pleasure of reading. The study also shows that students rarely use the school library and the low reading motivation they get from their parents.Este estudio tiene como objetivo conocer los hábitos lectores de los alumnos de 4° Básico (4° de Primaria que alcanzan un nivel de comprensión lectora avanzado, evaluado en la prueba Sistema de Medición de la Calidad de la Educación (SIMCE en Chile, en 2011. El estudio se realizó con una muestra de 107 alumnos que respondieron una encuesta y que pertenecen a dos colegios de la comuna de Talca, región del Maule. Fueron evaluadas distintas conductas asociadas a la lectura como el hábito lector, definido como las conductas asociadas a cantidad de libros leídos en forma voluntaria, el gusto por la lectura, la frecuencia en el uso de la biblioteca, el lugar que ocupa la lectura dentro del tiempo libre, el tipo de soporte utilizado para leer y el rol de los padres en la motivación por la lectura de sus hijos. Los resultados muestran que el hecho de alcanzarun buen nivel de comprensión lectora no asegura los buenos hábitos lectores, el gusto por la lectura y el leer por placer. Se
Susperreguy, Maria Ines; Davis-Kean, Pamela E; Duckworth, Kathryn; Chen, Meichu
This study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the Avon Longitudinal Study of Parents and Children, National Institute of Child Health and Human Development-Study of Early Child Care and Youth Development, and Panel Study of Income Dynamics-Child Development Supplement, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high). © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.
Wheeler, Kimberly W.
This quasi-experimental pretest, posttest nonequivalent control group study investigated the comprehension scores and motivation levels of post-secondary remedial reading students in a two-year technical college in Northwest Georgia using an eBook, an eBook with audio, and a print book. After reading a module on Purpose and Tone in the three book…
Estela Ines Moyano
Full Text Available The following paper focuses on the description and exemplification of a device which is the core of the Academic Reading and Writing Program (PROLEA, for its acronym in Spanish conducting at University of Flores (UFLO: the “negotiation between peers” or “negotiation between teaching partners”. The Program design is based on the Sydney School's developments in Systemic Functional Linguistics. The negotiation between peers comprises the work between a professor on academic and professional literacies, who is a member of the Program, and the professors of each of the specific subjects involved. In order to successfully implement this modality, the realization of the negotiation between peers is necessary. This device entails a series of agreements between the professors involved about the teaching of the curricula contents through reading and writing tasks. First in this paper, the negotiation between peers is characterized, and its function and value in the Program are highlighted; second, two scenarios of application are presented in order to show the device contribution as well as its difficulties and the way of resolution of the problems found.
Sabine A. Janssen
Full Text Available In environmental noise control one commonly employs the A-weighted sound level as an approximate measure of the effect of noise on people. A measure that is more closely related to direct human perception of noise is the loudness level. At constant A-weighted sound level, the loudness level of a noise signal varies considerably with the shape of the frequency spectrum of the noise signal. In particular the bandwidth of the spectrum has a large effect on the loudness level, due to the effect of critical bands in the human hearing system. The low-frequency content of the spectrum also has an effect on the loudness level. In this note the relation between loudness level and A-weighted sound level is analyzed for various environmental noise spectra, including spectra of traffic noise, aircraft noise, and industrial noise. From loudness levels calculated for these environmental noise spectra, diagrams are constructed that show the relation between loudness level, A‑weighted sound level, and shape of the spectrum. The diagrams show that the upper limits of the loudness level for broadband environmental noise spectra are about 20 to 40 phon higher than the lower limits for narrowband spectra, which correspond to the loudness levels of pure tones. The diagrams are useful for assessing limitations and potential improvements of environmental noise control methods and policy based on A-weighted sound levels.
Alzu'bi, Mohammad Akram
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…
Hasegawa, Takuma; Miyakawa, Kimio
It is important to verify the groundwater flow model that reproduces pressure head, water chemistry, and groundwater age. However, water chemistry and groundwater age are considered to be influenced by historical events. In this study, sea level change during glacial-interglacial cycle was taken into account for simulating salinity and groundwater age at coastal granite area. As a result of simulation, salinity movement could not catch up with sea level changes, and mixing zone was formed below the fresh-water zone. This mixing zone was observed in the field measurement, and the observed salinities were agreed with simulated results including sea level change. The simulated residence time including sea level change is one-tenth of steady state. The reason is that the saline water was washed out during regression and modern sea-water was infiltrated during transgression. As mentioned before, considering sea level change are important to reproduce salinity and helium age at coastal area. (author)
Past research has shown an association between foreign language reading anxiety and reading strategy. However, individual variables tend to affect foreign language anxiety and strategy use. The present study examined a hypothesized model that specified direct and indirect effects among English and foreign languages readers' distinct variables, including academic level; self-perceived English level; and satisfaction with reading proficiency, reading anxiety, and metacognitive awareness of reading strategies. A total of 523 volunteer Taiwanese college students provided 372 valid responses to a written questionnaire (281 women and 91 men; M age = 19.7 years, SD = 1.1) containing the translated versions of Foreign Language Reading Anxiety Scale, Survey of Reading Strategies Inventory, and self-assessment background questionnaire. The results showed that self-evaluation of reading proficiency did not correlate with academic level and readers' perceptions. Satisfaction had a direct effect on foreign language reading anxiety but not on metacognitive awareness of reading strategies. Results of path analysis demonstrated that the perception learners who had their own reading proficiency predicted their foreign language reading anxiety and was a mediating variable for metacognitive reading strategy use. © The Author(s) 2016.
Karakuła-Juchnowicz, Hanna; Stecka, Mariola
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.
Frömer, Romy; Maier, Martin; Abdel Rahman, Rasha
Here we present an application of an EEG processing pipeline customizing EEGLAB and FieldTrip functions, specifically optimized to flexibly analyze EEG data based on single trial information. The key component of our approach is to create a comprehensive 3-D EEG data structure including all trials and all participants maintaining the original order of recording. This allows straightforward access to subsets of the data based on any information available in a behavioral data structure matched with the EEG data (experimental conditions, but also performance indicators, such accuracy or RTs of single trials). In the present study we exploit this structure to compute linear mixed models (LMMs, using lmer in R) including random intercepts and slopes for items. This information can easily be read out from the matched behavioral data, whereas it might not be accessible in traditional ERP approaches without substantial effort. We further provide easily adaptable scripts for performing cluster-based permutation tests (as implemented in FieldTrip), as a more robust alternative to traditional omnibus ANOVAs. Our approach is particularly advantageous for data with parametric within-subject covariates (e.g., performance) and/or multiple complex stimuli (such as words, faces or objects) that vary in features affecting cognitive processes and ERPs (such as word frequency, salience or familiarity), which are sometimes hard to control experimentally or might themselves constitute variables of interest. The present dataset was recorded from 40 participants who performed a visual search task on previously unfamiliar objects, presented either visually intact or blurred. MATLAB as well as R scripts are provided that can be adapted to different datasets.
Day, Richard R.
"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…
Fien, Hank; Anderson, Daniel; Nelson, Nancy J.; Kennedy, Patrick; Baker, Scott K.; Stoolmiller, Michael
The purpose of the present article is to report on a large-scale investigation of six school districts' implementation of an initiative aimed at reducing dropout rates by improving reading achievement in the middle grades. Data for the Middle School Intervention Project (MSIP) were collected in 25 middle schools across the state of Oregon. We…
Learning to read is an important step for a child's academic and social success. Meaningful and fluent reading skills are linked to children's progress in their thinking and criticizing abilities. The knowledge and skills required for effective reading are initially taught in primary schools. The main responsibility of primary school teachers' is…
Catone, William V; Brady, Susan A
This investigation analyzed goals from the Individual Educational Programs (IEPs) of 54 high school students with diagnosed reading disabilities in basic skills (decoding and/or word identification). Results showed that for 73% of the students, the IEPs written when they were in high school failed to specify any objectives regarding their acute difficulties with basic skills. IEPs from earlier points in the students' educations were also reviewed, as available. For 23 of the students, IEPs were present in the students' files for three time points: elementary school (ES), middle school (MS), and high school (HS). Another 20 students from the sample of 54 had IEPs available for two time points (HS and either MS or ES). Comparisons with the IEPs from younger years showed a pattern of decline from ES to MS to HS in the percentage of IEPs that commented on or set goals pertaining to weaknesses in decoding. These findings suggest that basic skills deficits that persist into the upper grade levels are not being sufficiently targeted for remediation, and help explain why older students frequently fail to resolve their reading problems.
Fiket, Željka; Rožmarić, Martina; Krmpotić, Matea; Benedik, Ljudmila
Concentrations of 46 elements, including major, trace, and rare earth elements, and (238)U in Croatian tap waters were investigated. Selected sampling locations include tap waters from various hydrogeological regions, i.e., different types of aquifers, providing insight into the range of concentrations of studied elements and (238)U activity concentrations in Croatian tap waters. Obtained concentrations were compared with the Croatian maximum contaminant levels for trace elements in water intended for human consumption, as well as WHO and EPA drinking water standards. Concentrations in all analyzed tap waters were found in accordance with Croatian regulations, except tap water from Šibenik in which manganese in concentration above maximum permissible concentration (MPC) was measured. Furthermore, in tap water from Osijek, levels of arsenic exceeded the WHO guidelines and EPA regulations. In general, investigated tap waters were found to vary considerably in concentrations of studied elements, including (238)U activity concentrations. Causes of variability were further explored using statistical methods. Composition of studied tap waters was found to be predominately influenced by hydrogeological characteristics of the aquifer, at regional and local level, the existing redox conditions, and the household plumbing system. Rare earth element data, including abundances and fractionation patterns, complemented the characterization and facilitated the interpretation of factors affecting the composition of the analyzed tap waters.
Ankara : Faculty of Humanities and Letters and the Institute of Economics and Social Sciences of Bilkent University, 1993. Thesis (Master's) -- -Bilkent University, 1993. Includes bibliographical references leaves 35-40. The main focus of this study was to investigate pre-reading activities in EFL/ESL reading textbooks and to determine teachers' attitudes toward pre-reading activities. Fifteen reading textbooks for EFL/ESL students for different proficiency levels (beginning, interm...
Alzubaidi, Mohammad; Patel, Ameet; Panchanathan, Sethuraman; Black, John A., Jr.
Radiological images constitute a special class of images that are captured (or computed) specifically for the purpose of diagnosing patients. However, because these are not "natural" images, radiologists must be trained to interpret them through a process called "perceptual learning". However, because perceptual learning is implicit, experienced radiologists may sometimes find it difficult to explicitly (i.e. verbally) train less experienced colleagues. As a result, current methods of training can take years before a new radiologist is fully competent to independently interpret medical images. We hypothesize that eye tracking technology (coupled with multimedia technology) can be used to accelerate the process of perceptual training, through a Hebbian learning process. This would be accomplished by providing a radiologist-in-training with real-time feedback as he/she is fixating on important regions of an image. Of course this requires that the training system have information about what regions of an image are important - information that could presumably be solicited from experienced radiologists. However, our previous work has suggested that experienced radiologists are not always aware of those regions of an image that attract their attention, but are not clinically significant - information that is very important to a radiologist in training. This paper discusses a study in which local entropy computations were done on scan path data, and were found to provide a quantitative measure of the moment-by-moment interest level of radiologists as they scanned chest x-rays. The results also showed a striking contrast between the moment-by-moment deployment of attention between experienced radiologists and radiologists in training.
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...
Goize, Marine; Dellacherie, Delphine; Pincin, Pauline; Henry, Audrey; Bakchine, Serge; Ehrlé, Nathalie
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.
Reed, Deborah K.
This study explored the data-based decision making of 12 teachers in grades 6-8 who were asked about their perceptions and use of three required interim measures of reading performance: oral reading fluency (ORF), retell, and a benchmark comprised of released state test items. Focus group participants reported they did not believe the benchmark or…
Full Text Available This personal-experience article attempts to share with the reader an EFL reading and grammar programme that was designed in 2002 for a group of 12 to 14-year olds (6th and 7th graders whose English levels varied from almost nil to semiconversational. Multi-levels of English in any given group present a considerable challenge to either the EFL or ESL teacher, needless to say. More than one of these students exhibited evidence of a learning disability, not only in L2 but in L1 as well. For instance, transposition of letters (b instead of d and vice versa in both languages, poor spelling in L1 and L2, and in L2, writing on the level of a second or third- grade native speaker. A considerable number of these students had been forced to leave other, larger schools for academic and/or disciplinary reasons. So, this teacher swallowed then rolled up his sleeves to go to work (in fear of what the year would bring?. In other words, the teacher accepted the challenge. Key words: English-Teaching High School-Programs, Reading-Teaching-Programs, Books and Reading for Children-Teaching High School-Programs Este artículo de experiencia personal tiene como objetivo dar a conocer al lector un programa de EFL sobre lectura y gramática que fue diseñado en 2002 para un grupo de niños entre los 12 y 14 años de edad (grados 6 y 7, los cuales tenían niveles de inglés que variaban entre cero conocimiento del idioma y semi-conversacional. Los multi-niveles en inglés en cualquier grupo presentan un desafío considerable para el profesor de EFL o ESL. Adicionalmente, más de un estudiante demostró tener problemas de aprendizaje no sólo en L2 sino en L1. Por ejemplo, la transposición de letras (b en vez de d o viceversa en ambos idiomas, pobre ortografía en L1 y L2 y en L2 la escritura en un nivel igual al de un estudiante nativo que cursa segundo o tercero de primaria. Un número considerable de estudiantes han sido obligados a abandonar otros colegios
Full Text Available It is important to determine whether the school attitude of secondary school students has an influence on the reading attitude. For this purpose, such a study was conducted at secondary school level. In addition, the extent to which such variables as mother tongue are determinative in this context has been examined.The objective of this study is to examine the relationship between the attitudes of 5th, 6th, 7th and 8th grade secondary school students toward the school and reading. In addition, the study also examines whether the attitude towards reading and school differs according to gender, class, and mother tongue variables. A total of 513 students (235 females, 278 males attending secondary school in the province of Van in Turkeyparticipated in the research. In the study, Attitude Scale toward Reading developed by Alıcı (2013 is used in order to measure the attitudes of the students towards the school. Additionally, Reading Attitude Scale for Elementary Second Grade Students developed by Özbay and Uyar (2009 isused to measure the students’ attitudes towards reading. According to the results, there is a moderate significant relation between students’ attitudes toward the school and attitudes toward reading. According to the findings obtained from the study,it is seen that the attitudes of female students toward the school are more positive than those of male students. It is concluded that the attitudes of 5th grade students toward the school are more positive than those of the other students. Furthermore, students whose mother tongue is Turkish have more positive reading attitudes than the students whose mother tongue is Kurdish or one of other languages (Arabic, Persian, and so on.
Sugiyama-Nakagiri, Y; Naoe, A; Ohuchi, A; Kitahara, T
Conspicuous facial pores are one type of serious aesthetic defects for many women. However, the mechanism(s) that underlie the conspicuousness of facial pores remains unclear. We previously characterized the epidermal architecture around facial pores that correlates with the appearance of those pores in various ethnic groups including Japanese. The goal of this study was to evaluate the possible relationships between facial pore size, the severity of impairment of epidermal architecture around facial pores and sebum output levels to investigate the possible role of IGF-1 in the pathogenesis of conspicuous facial pores. The subjects consisted of 38 healthy Japanese women (aged 22-41 years). IGF-1 was measured using immunoradiometric assay. Surface replicas were collected to compare pore sizes of cheek skin and horizontal cross-section images of cheek skin were obtained non-invasively from the same subjects using in vivo confocal laser scanning microscopy and the severity of impairment of epidermal architecture around facial pores was determined. The skin surface lipids of each subject were collected from their cheeks and lipid classes were determined using gas chromatography/flame ionization detection. The serum level of IGF-1 correlated significantly with total pore area (R = 0.36, P facial pores (R = 0.43, P pore area (R = 0.32, P facial skin characteristics including facial pore size and with the severity of impairment of epidermal architecture around facial pores. © 2010 The Authors. Journal compilation © 2010 Society of Cosmetic Scientists and the Société Française de Cosmétologie.
Duggal, Niharika Arora; Pollock, Ross D; Lazarus, Norman R; Harridge, Stephen; Lord, Janet M
It is widely accepted that aging is accompanied by remodelling of the immune system including thymic atrophy and increased frequency of senescent T cells, leading to immune compromise. However, physical activity, which influences immunity but declines dramatically with age, is not considered in this literature. We assessed immune profiles in 125 adults (55-79 years) who had maintained a high level of physical activity (cycling) for much of their adult lives, 75 age-matched older adults and 55 young adults not involved in regular exercise. The frequency of naïve T cells and recent thymic emigrants (RTE) were both higher in cyclists compared with inactive elders, and RTE frequency in cyclists was no different to young adults. Compared with their less active counterparts, the cyclists had significantly higher serum levels of the thymoprotective cytokine IL-7 and lower IL-6, which promotes thymic atrophy. Cyclists also showed additional evidence of reduced immunesenescence, namely lower Th17 polarization and higher B regulatory cell frequency than inactive elders. Physical activity did not protect against all aspects of immunesenescence: CD28 -ve CD57 +ve senescent CD8 T-cell frequency did not differ between cyclists and inactive elders. We conclude that many features of immunesenescence may be driven by reduced physical activity with age. © 2018 The Authors. Aging Cell published by the Anatomical Society and John Wiley & Sons Ltd.
MacDonald, Shannon E; Schopflocher, Donald P; Vaudry, Wendy
Children who begin but do not fully complete the recommended series of childhood vaccines by 2 y of age are a much larger group than those who receive no vaccines. While parents who refuse all vaccines typically express concern about vaccine safety, it is critical to determine what influences parents of 'partially' immunized children. This case-control study examined whether parental concern about vaccine safety was responsible for partial immunization, and whether other personal or system-level factors played an important role. A random sample of parents of partially and completely immunized 2 y old children were selected from a Canadian regional immunization registry and completed a postal survey assessing various personal and system-level factors. Unadjusted odds ratios (OR) and adjusted ORs (aOR) were calculated with logistic regression. While vaccine safety concern was associated with partial immunization (OR 7.338, 95% CI 4.138-13.012), other variables were more strongly associated and reduced the strength of the relationship between concern and partial immunization in multivariable analysis (aOR 2.829, 95% CI 1.151-6.957). Other important factors included perceived disease susceptibility and severity (aOR 4.629, 95% CI 2.017-10.625), residential mobility (aOR 3.908, 95% CI 2.075-7.358), daycare use (aOR 0.310, 95% CI 0.144-0.671), number of needles administered at each visit (aOR 7.734, 95% CI 2.598-23.025) and access to a regular physician (aOR 0.219, 95% CI 0.057-0.846). While concern about vaccine safety may be addressed through educational strategies, this study suggests that additional program and policy-level strategies may positively impact immunization uptake.
Salomons, E.M.; Janssen, S.A.
In environmental noise control one commonly employs the A-weighted sound level as an approximate measure of the effect of noise on people. A measure that is more closely related to direct human perception of noise is the loudness level. At constant A-weighted sound level, the loudness level of a
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.
Argyropoulos, Vassilis; Papadimitriou, Vassilios
Introduction: The present study assesses the performance of students who are visually impaired (that is, those who are blind or have low vision) in braille reading accuracy and examines potential correlations among the error categories on the basis of gender, age at loss of vision, and level of education. Methods: Twenty-one visually impaired…
Yildiz, Mustafa; Kiziltas, Yusuf
It is important to determine whether the school attitude of secondary school students has an influence on the reading attitude. For this purpose, such a study was conducted at secondary school level. In addition, the extent to which such variables as mother tongue are determinative in this context has been examined.The objective of this study is…
Empirical Education Inc., 2008
PCI Education sought scientifically based evidence on the effectiveness of the "PCI Reading Program--Level One" for students with severe disabilities. During the 2007-2008 academic year. Empirical Education conducted a randomized control trial (RCT) in two Florida districts, Brevard and Miami-Dade County Public Schools. For this…
Toby, Megan; Ma, Boya; Jaciw, Andrew; Cabalo, Jessica
PCI Education sought scientifically based evidence on the effectiveness of the "PCI Reading Program--Level One" for students with severe disabilities. During the 2007-2008 academic year. Empirical Education conducted a randomized control trial (RCT) in two Florida districts, Brevard and Miami-Dade County Public Schools. For this…
Agila, Amal; Barringer, Sheryl
Microwave, oven, and oil roasting of almonds were used to promote almond flavor and color formation. Raw pasteurized almonds were roasted in a microwave for 1 to 3 min, in an oven at 177 °C for 5, 10, 15, and 20 min; and at 135 and 163 °C for 20 min, and in oil at 135, 163, and 177 °C for 5 min and 177 °C for 10 min. Volatile compounds were quantified in the headspace of ground almonds, both raw and roasted, by selected ion flow tube mass spectrometry. Strong correlations were found between L value, chroma, and 5-(hydroxy methyl)-2- furfural; and were independent of roasting method. Raw almonds had lower concentrations of most volatiles than roasted almonds. Conditions that produced color equivalent to commercial samples were 2 min in the microwave, 5 min at 177 °C in the oven, and 5 min at 135 °C in oil. Microwave heating produced higher levels of most volatiles than oven and oil roasting at commercial color. Sensory evaluation indicated that microwave-roasted almonds had the strongest aroma and were the most preferred. Oil-roasted almonds showed significantly lower levels of volatiles than other methods, likely due to loss of these volatiles into the oil. Alcohols such as benzyl alcohols and strecker aldehydes including benzaldehyde and methional were at higher concentrations than other volatiles in roasted almonds. The oxidation of lipids to form alkanals such as nonanal and degradation of sugars to form furan type compounds was also observed. The Maillard reaction contributed to the formation of more of the total volatiles in almonds than the lipid oxidation reaction. The level of 5-(hydroxy methyl)-2- furfural (HMF), color, volatile profile, and sensory perception can be used to develop the best roasting method, time, and temperature for almonds. The rate of color development and the production of volatiles differ under different roasting conditions. Based on the color, volatile, and sensory assessments of the 3 almonds, the use of microwave technology
Sugaya, Toshikatsu; Nakatani, Takayoshi; Sakai, Akihiro; Sakamoto, Yoshiaki; Sasaki, Toshihisa; Nakamura, Yasuo
Japan Atomic Energy Agency (JAEA) performed the technical studies contributed for the disposal measures of uranium-bearing waste with low concentration and intermediate depth disposal-based waste occurring from the process of the nuclear fuel cycle. (1) Study of the trench disposal of uranium-bearing waste. As a part of the study of disposal measures of the uranium-bearing waste, we carried out the safety assessment (exposure dose assessment) and derived the upper limit of radioactivity concentration of uranium which was allowed to be included in radioactive waste for trench disposal. (2) Preliminary study for the expansion of material applied to clearance in uranium-bearing waste. Currently, the clearance level of uranium handling facilities was derived from the radioactivity concentration of uranium corresponding to dose criterion about the exposure pathways of the reuse and recycle of metal. Therefore, we preliminarily evaluated whether metal and concrete were able to be applied to clearance by the method of the undergrounding disposal. (3) Study of the concentration limitation scenarios for the intermediate depth disposal-based waste. We carried out dose assessment of intermediate depth disposal of radioactive waste generated from JAEA about radioactive concentration limitation scenarios of which the concept was shown by the study team in Nuclear Regulation Authority. Based on the results, we discussed whether the waste was applied to radioactive waste conforming to concept of intermediate depth disposal. (author)
Williams, Richard L.; Yore, Larry D.
Present instructional trends in science indicate a need to reexamine a traditional concern in science education: the readability of science textbooks. An area of reading research not well documented is the effect of color, visuals, and page layout on readability of science materials. Using the cloze readability method, the present study explored the relationships between page format, grade level, sex, content, and elementary school students ability to read science material. Significant relationships were found between cloze scores and both grade level and content, and there was a significant interaction effect between grade and sex in favor of older males. No significant relationships could be attributed to page format and sex. In the area of science content, biological materials were most difficult in terms of readability followed by earth science and physical science. Grade level data indicated that grade five materials were more difficult for that level than either grade four or grade six materials were for students at each respective level. In eight of nine cases, the science text materials would be classified at or near the frustration level of readability. The implications for textbook writers and publishers are that science reading materials need to be produced with greater attention to readability and known design principles regarding visual supplements. The implication for teachers is that students need direct instruction in using visual materials to increase their learning from text material. Present visual materials appear to neither help nor hinder the student to gain information from text material.
Bardin, Julie A.; Lewis, Sandra
English and language arts teachers of braille-reading students in general education classes rated these students' academic engagement and the academic achievement of low- and average-achieving sighted students in the same classrooms. The braille readers were found to be statistically similar to the low-achieving students with regard to effort,…
Wells, Casey L.
The effect of electronic books on the reading comprehension of middle and high school students was examined using an experimental posttest-only control-group design. A convenience sample of 140 randomly assigned middle and high school English students at an independent school in eastern North Carolina participated. Half of the students used…
... REGULATION REAL PROPERTY 80-SAFETY AND ENVIRONMENTAL MANAGEMENT Accident and Fire Prevention Equivalent Level.... Each analysis should describe potential reasonable worst case fire scenarios and their impact on the... and location of fuel items, space layout, building construction, openings and ventilation, suppression...
HANNA ONYI YUSUF
Full Text Available This study investigated the impact of using joint productive activity on the performance of second language learners in reading comprehension at the basic education level in Nigeria. A sample of forty (40 Junior Secondary II students from Kaduna North and South were used for the study. The study was quasi experimental. Government Junior Secondary School Doka was used as the experimental group while Government Junior Secondary School Makera was used as the control group. Both groups were assessed after six weeks of teaching using two reading comprehension tests. T-test was used to test the hypothesis raised in the study. The findings revealed significant differences in the performance of students taught reading comprehension using joint productive activity. Based on the findings teachers are encouraged to use joint productive activities in teaching reading comprehension. This is a positive deviation from the traditional practice in Nigeria where a teacher is regarded as the sole custodian of knowledge and students are empty tabula rasa who should be passive during class teaching. Teachers need to exploit this new approach by designing teaching comprehension activities that will require second language learners’ collaboration and active participation in accomplishing tasks jointly in class with the teacher.
Annemarie Wennekers; Frank Huysmans; Jos de Haan
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:
Tilley, Carol L.
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…
Deng, Kai; Yang, Li; Hu, Bing; Wu, Hao; Zhu, Hong; Tang, Chengwei
Background Carcinoembryonic antigen (CEA) is commonly used as a serum tumor marker in clinical practice; however, its prognostic value for gastric cancer patients remains uncertain. This meta-analysis was performed to assess the prognostic value of CEA and investigate CEA as a tumor marker. Methods PubMed, EMBASE and other databases were searched for potentially eligible studies. Forty-one studies reporting the prognostic effect of pretreatment serum CEA expression in gastric cancer patients were selected. Data on 14651 eligible patients were retrieved for the meta-analysis. Based on the data extracted from the available literature, the hazard ratio (HR) and 95% confidence interval (CI) for an adverse prognosis were estimated for gastric cancer patients with elevated pretreatment serum levels of CEA (CEA+) relative to patients with normal pretreatment CEA levels (CEA-). Results The CEA+ patients had a significantly poorer prognosis than the CEA- patients in terms of overall survival (OS: HR 1.716, 95% CI 1.594 - 1.848, P 0.05). In the pooled analyses of multivariate-adjusted HRs, the results suggested that pretreatment serum CEA may be an independent prognostic factor in gastric cancer (OS: HR 1.681, 95% CI 1.425 - 1.982; DSS: HR 1.900, 95% CI 1.441 - 2.505; DFS: HR 2.579, 95% CI 1.935 - 3.436). Conclusion/Significance The meta-analysis based on the available literature supported the association of elevated pretreatment serum CEA levels with a poor prognosis for gastric cancer and a nearly doubled risk of mortality in gastric cancer patients. CEA may be an independent prognostic factor for gastric cancer patients and may aid in determining appropriate treatment which may preferentially benefit the CEA+ patients. PMID:25879931
Jones, Jasmin Niedo; Abbott, Robert D.; Berninger, Virginia W.
Human traits tend to fall along normal distributions. The aim of this research was to evaluate an evidence-based conceptual framework for predicting expected individual differences in reading and writing achievement outcomes for typically developing readers and writers in early and middle childhood from Verbal Reasoning with or without Working Memory Components (phonological, orthographic, and morphological word storage and processing units, phonological and orthographic loops, and rapid swit...
Faghihi, M. J.; Tavassoly, M. K.; Hatami, M.
In this paper, a model by which we study the interaction between a motional three-level atom and two-mode field injected simultaneously in a bichromatic cavity is considered; the three-level atom is assumed to be in a Λ-type configuration. As a result, the atom-field and the field-field interaction (parametric down conversion) will be appeared. It is shown that, by applying a canonical transformation, the introduced model can be reduced to a well-known form of the generalized Jaynes-Cummings model. Under particular initial conditions, which may be prepared for the atom and the field, the time evolution of state vector of the entire system is analytically evaluated. Then, the dynamics of atom by considering ‘atomic population inversion’ and two different measures of entanglement, i.e., ‘von Neumann entropy’ and ‘idempotency defect’ is discussed, in detail. It is deduced from the numerical results that, the duration and the maximum amount of the considered physical quantities can be suitably tuned by selecting the proper field-mode structure parameter p and the detuning parameters.
Khadilkar, Aditi B.
The utility of fluidized bed reactors for combustion and gasification can be enhanced if operational issues such as agglomeration are mitigated. The monetary and efficiency losses could be avoided through a mechanistic understanding of the agglomeration process and prediction of operational conditions that promote agglomeration. Pilot-scale experimentation prior to operation for each specific condition can be cumbersome and expensive. So the development of a mathematical model would aid predictions. With this motivation, the study comprised of the following model development stages- 1) development of an agglomeration modeling methodology based on binary particle collisions, 2) study of heterogeneities in ash chemical composition and gaseous atmosphere, 3) computation of a distribution of particle collision frequencies based on granular physics for a poly-disperse particle size distribution, 4) combining the ash chemistry and granular physics inputs to obtain agglomerate growth probabilities and 5) validation of the modeling methodology. The modeling methodology comprised of testing every binary particle collision in the system for sticking, based on the extent of dissipation of the particles' kinetic energy through viscous dissipation by slag-liquid (molten ash) covering the particles. In the modeling methodology developed in this study, thermodynamic equilibrium calculations are used to estimate the amount of slag-liquid in the system, and the changes in particle collision frequencies are accounted for by continuously tracking the number density of the various particle sizes. In this study, the heterogeneities in chemical composition of fuel ash were studied by separating the bulk fuel into particle classes that are rich in specific minerals. FactSage simulations were performed on two bituminous coals and an anthracite to understand the effect of particle-level heterogeneities on agglomeration. The mineral matter behavior of these constituent classes was studied
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)
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.
Van der Putten, Wim H; Macel, Mirka; Visser, Marcel E
Current predictions on species responses to climate change strongly rely on projecting altered environmental conditions on species distributions. However, it is increasingly acknowledged that climate change also influences species interactions. We review and synthesize literature information on biotic interactions and use it to argue that the abundance of species and the direction of selection during climate change vary depending on how their trophic interactions become disrupted. Plant abundance can be controlled by aboveground and belowground multitrophic level interactions with herbivores, pathogens, symbionts and their enemies. We discuss how these interactions may alter during climate change and the resulting species range shifts. We suggest conceptual analogies between species responses to climate warming and exotic species introduced in new ranges. There are also important differences: the herbivores, pathogens and mutualistic symbionts of range-expanding species and their enemies may co-migrate, and the continuous gene flow under climate warming can make adaptation in the expansion zone of range expanders different from that of cross-continental exotic species. We conclude that under climate change, results of altered species interactions may vary, ranging from species becoming rare to disproportionately abundant. Taking these possibilities into account will provide a new perspective on predicting species distribution under climate change.
Hemming, Karla; Lilford, Richard; Girling, Alan J
Stepped-wedge cluster randomised trials (SW-CRTs) are being used with increasing frequency in health service evaluation. Conventionally, these studies are cross-sectional in design with equally spaced steps, with an equal number of clusters randomised at each step and data collected at each and every step. Here we introduce several variations on this design and consider implications for power. One modification we consider is the incomplete cross-sectional SW-CRT, where the number of clusters varies at each step or where at some steps, for example, implementation or transition periods, data are not collected. We show that the parallel CRT with staggered but balanced randomisation can be considered a special case of the incomplete SW-CRT. As too can the parallel CRT with baseline measures. And we extend these designs to allow for multiple layers of clustering, for example, wards within a hospital. Building on results for complete designs, power and detectable difference are derived using a Wald test and obtaining the variance-covariance matrix of the treatment effect assuming a generalised linear mixed model. These variations are illustrated by several real examples. We recommend that whilst the impact of transition periods on power is likely to be small, where they are a feature of the design they should be incorporated. We also show examples in which the power of a SW-CRT increases as the intra-cluster correlation (ICC) increases and demonstrate that the impact of the ICC is likely to be smaller in a SW-CRT compared with a parallel CRT, especially where there are multiple levels of clustering. Finally, through this unified framework, the efficiency of the SW-CRT and the parallel CRT can be compared. © 2014 The Authors. Statistics in Medicine Published by John Wiley & Sons Ltd.
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…
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…
Starrfelt, Randi; Klargaard, Solja K; Petersen, Anders
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...
Didem Koban Koç
Full Text Available The purpose of the present study is to examine the effects of gender on comprehending different types of genre. The study involved 60 first year college students (30 males and 30 females who were taking an advanced reading course at a government university in Turkey. The students were given three reading passages of different genres such as historical fiction, essay and fantasy and were asked to answer comprehension questions related to the passages. Descriptives statistics, one-way ANOVA and repeated measures ANOVA were employed to analyse the relationship between gender and the test scores for each text type. The results showed that (1 the participants, in general, were significantly better at understanding the essay than historical fiction and fantasy (2 there was not a statistically significant difference between males and females regarding comprehending the different types of genres (3 both the male and female participants were significantly better at understanding the essay than historical fiction and fantasy. The study offers suggestions regarding incorporating different types of genre in the classroom.
Fink, Katherine T.; Devine, Thomas G.
Less competent adult readers have not developed the habit of reading. Ways to cultivate adult reading habits include relevant material, environment saturated with reading material, reading aloud to adults, having them read to children, sustained silent reading, modeling, book sharing, author conferences, and recognition. (SK)
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…
This article describes how a first-grade teacher used poetry to provide students of diverse ability levels with reading and language activities that stimulated their interest and improved basic skills. Activities with poetry included reading the poems aloud individually and as a group, discussing and analyzing the poems' words and meanings, and…
Spencer, Laura Gutierrez
Focuses on the need for appropriate materials to address the needs of native speakers of Spanish who study Spanish in American universities and high schools. The most important factors influencing the selection of readings should include the practical nature of themes for reading and vocabulary development, level of difficulty, and variety in…
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.
Small, Ruth V.
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…
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
To help your students learn a world language, don't forget the power of reading! In this practical book from Donna Spangler and John Alex Mazzante, you'll gain a variety of strategies and activities that you can use to teach students to read in a world language, boosting their comprehension, vocabulary, and fluency. Perfect for any age or proficiency level, these classroom-ready activities can easily be adapted to suit your needs! Special features: A discussion of the challenges to teaching reading in the world language classroom A variety of adaptable pre-reading, during-reading, and post-reading strategies and activities for students across grade levels and languages Essential tips for cultivating vocabulary, fluency, and comprehension Reader's Theater - a special chapter of strategies for implementing this exciting technique A list of helpful websites and apps for world language teachers Useful appendices, including reproducible material for your classroom Busy world language teachers will love this book's...
Into the Curriculum. Interdisciplinary: Celebrating Our Animal Friends: An Across-the-Curriculum Unit for Middle Level Students [and] Music: Program Notes [and] Reading-Language Arts: Letters: Written, Licked, and Stamped [and] Science: Plants in Families [and] Science: Physics and Holiday Toys (Gravity) [and] Social Studies: Learning about Geography through Children's Literature.
Gillen, Rose; And Others
Presents six curriculum guides for elementary and secondary education. Subjects include interdisciplinary instruction, music, reading/language arts, science, and social studies. Each guide provides library media skills objectives, curriculum objectives, grade levels, resources, instructional roles, activity and procedures for completion, a…
U.S. Environmental Protection Agency — Datasets will not be made accessible to the public due to the fact that they include household level data with PII. This dataset is not publicly accessible because:...
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.…
Huang, Da Wei; Raley, Castle; Jiang, Min Kang; Zheng, Xin; Liang, Dun; Rehman, M Tauseef; Highbarger, Helene C; Jiao, Xiaoli; Sherman, Brad; Ma, Liang; Chen, Xiaofeng; Skelly, Thomas; Troyer, Jennifer; Stephens, Robert; Imamichi, Tomozumi; Pau, Alice; Lempicki, Richard A; Tran, Bao; Nissley, Dwight; Lane, H Clifford; Dewar, Robin L
Development of HIV-1 drug resistance mutations (HDRMs) is one of the major reasons for the clinical failure of antiretroviral therapy. Treatment success rates can be improved by applying personalized anti-HIV regimens based on a patient's HDRM profile. However, the sensitivity and specificity of the HDRM profile is limited by the methods used for detection. Sanger-based sequencing technology has traditionally been used for determining HDRM profiles at the single nucleotide variant (SNV) level, but with a sensitivity of only ≥ 20% in the HIV population of a patient. Next Generation Sequencing (NGS) technologies offer greater detection sensitivity (~ 1%) and larger scope (hundreds of samples per run). However, NGS technologies produce reads that are too short to enable the detection of the physical linkages of individual SNVs across the haplotype of each HIV strain present. In this article, we demonstrate that the single-molecule long reads generated using the Third Generation Sequencer (TGS), PacBio RS II, along with the appropriate bioinformatics analysis method, can resolve the HDRM profile at a more advanced quasispecies level. The case studies on patients' HIV samples showed that the quasispecies view produced using the PacBio method offered greater detection sensitivity and was more comprehensive for understanding HDRM situations, which is complement to both Sanger and NGS technologies. In conclusion, the PacBio method, providing a promising new quasispecies level of HDRM profiling, may effect an important change in the field of HIV drug resistance research.
Ring, Jeremiah J.; Barefoot, Lexie C.; Avrit, Karen J.; Brown, Sasha A.; Black, Jeffrey L.
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…
Mohlanhledi P. Makumbila
Full Text Available This professional development project, known as Literacy Leadership Project, enabled four Foundation Phase teachers in South Africa to implement the Guided Reading approach. Developed by American researchers Fountas and Pinnell (1996, Guided Reading helps elementary students strengthen their phonemic awareness, vocabulary, reading comprehension and fluency in small group activities. Over an 8-month period, lessons learnt came from data collected from this professional development included workshop activities, classroom observations, teachers’ group discussions and students’ artefacts. Results indicated improvement in students’ literacy engagement and motivation because of the use of levelled books, oral reading and group activities Keywords: Guided Reading programme; foundation phase; childhood literacy; teacher professional development; literacy leadership; South Africa
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...
Murray, Laura L; Rutledge, Stefanie
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.
Mendez, Linda M. Raffaele; Pelzmann, Catherine A.; Frank, Michael J.
In this study, we piloted a Tier 2 intervention designed to improve reading skills among struggling early readers using an intervention that included SRA Reading Mastery, listening-while-reading activities, strategies to increase motivation and engagement in reading, and parent involvement in reading homework. The study included 6 students in…
North, Michael J. [Argonne National Lab. (ANL), Argonne, IL (United States)
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.
Donham van Deusen, Jean; Langhorne, Mary Jo
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)
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…
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...
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…
Landon, Laura L.
This study examines the application of the Simple View of Reading (SVR), a reading comprehension theory focusing on word recognition and linguistic comprehension, to English Language Learners' (ELLs') English reading development. This study examines the concurrent and predictive validity of two components of the SVR, oral language and word-level…
Fagan, W. T.
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…
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.
Dalton, Russell W.
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.…
O'Connor, Rollanda E.
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…
In this study, the relationship of values in elementary school 4th grade Social Studies textbook with the attainments and their level of being included in student workbook are tried to be determined. Case study, which is a qualitative research method, was applied for this research. To collect data, document analysis technique, which is among the…
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 ...
Murphy, D A; O'Keefe, Z H; Kaufman, A H
A simplified version of the prototype HIV vaccine material was developed through (a) reducing reading grade level, (b) restructuring of the organization and categorization of the material, (c) adding pictures designed to emphasize key concepts, and (d) obtaining feedback on the simplified version through focus groups with the target population. Low-income women at risk for HIV (N = 141) recruited from a primary care clinic were randomly assigned to be presented the standard or the simplified version. There were no significant differences between the groups in terms of education or Vocabulary, Block Design, and Passage Comprehension scores. Women who received the simplified version had significantly higher comprehension scores immediately following presentation of the material than did women who received the standard version and were also significantly more likely to recall study benefits and risks. These findings were maintained at 3-month follow-up. Implications for informed consent are discussed.
Kuzmičová, Anežka; Dias, Patrícia; Vogrinčič Čepič, Ana
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...
Giorgis, Cyndi; Johnson, Nancy J.
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)
Poulsen, Mads; Nielsen, Anne-Mette Veber; Juul, Holger
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...
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.
Full Text Available Since the late twentieth century, society is permeated with the technological advancement. Cuba is no stranger to this challenge and includes as an essential factor in its third educational revolution, the incorporation of Information Communications Technology (ICT. However, in the second decade of the century are still difficulties in access, availability of resources, as a way of use. It is in the solution of the latter, where the teacher plays a fundamental role and one of the alternatives for their achievement is to make optimal use of Digital Media Education (MDE. Correspondingly, some considerations about the appropriate use of MDE in word processing of the Cuban Children's Literature (LIC in the 6th grade of primary school, so that the reader offered stimulate and act potentiate communication between process participants.
Therkelsen, Anette; Sørensen, Anders
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...
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
Carroll, Julia M; Fox, Amy C
The relationship between cognitive skills and reading has been well-established. However, the role of motivational factors such as self-efficacy in reading progress is less clear. In particular, it is not clear how self-efficacy relates to word level reading versus comprehension, and whether this differs in boys and girls. This study examines the relationship between self-efficacy, word reading and reading comprehension across the range of reading abilities after controlling for reading-related cognitive factors. One hundred and seventy nine children (86 males and 93 females) between 8 and 11 years old completed a self-report measure of reading self-efficacy together with measures of reading comprehension and word reading, working memory, auditory short-term memory, phonological awareness, and vocabulary. Boys and girls showed similar levels of attainment and reading self-efficacy. Reading self-efficacy was associated with word reading, but not with reading comprehension in either boys or girls. It is argued that this may reflect important differences between reading self-efficacy and more general measures of reading motivation and engagement. Reading self-efficacy is an element of reading motivation that is closely associated with a child's perceived attainments in reading and is less susceptible to the gender differences seen in broader measures.
Carroll, Julia M.; Fox, Amy C.
The relationship between cognitive skills and reading has been well-established. However, the role of motivational factors such as self-efficacy in reading progress is less clear. In particular, it is not clear how self-efficacy relates to word level reading versus comprehension, and whether this differs in boys and girls. This study examines the relationship between self-efficacy, word reading and reading comprehension across the range of reading abilities after controlling for reading-related cognitive factors. One hundred and seventy nine children (86 males and 93 females) between 8 and 11 years old completed a self-report measure of reading self-efficacy together with measures of reading comprehension and word reading, working memory, auditory short-term memory, phonological awareness, and vocabulary. Boys and girls showed similar levels of attainment and reading self-efficacy. Reading self-efficacy was associated with word reading, but not with reading comprehension in either boys or girls. It is argued that this may reflect important differences between reading self-efficacy and more general measures of reading motivation and engagement. Reading self-efficacy is an element of reading motivation that is closely associated with a child’s perceived attainments in reading and is less susceptible to the gender differences seen in broader measures. PMID:28144223
Zhongshe Lu; Meihua Liu
The present study explored the interrelations between foreign language (FL) reading anxiety, FL reading strategy use and their interactive effect on FL reading comprehension performance at the tertiary level in China. Analyses of the survey data collected from 1702 university students yielded the following results: (a) Both Foreign Language Reading Anxiety Scale (FLRAS) and Foreign Language Reading Strategy Use Scale (FLRSUS) had important subcomponents, (b) more than half of the stu...
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.
Dr E.J. van Schooten; Dr. A.J.S. van Gelderen; M. Trapman; J. Hulstijn
In a longitudinal design, we measured 50 low-achieving adolescents’ reading comprehension development from Grades 7 to 9. There were 24 native Dutch and 26 language minority students. In addition, we assessed the roles of (a) linguistic knowledge, (b) metacognitive knowledge, and (c) reading fluency
Trapman, M.; van Gelderen, A.; van Schooten, E.; Hulstijn, J.
In a longitudinal design, we measured 50 low-achieving adolescents’ reading comprehension development from Grades 7 to 9. There were 24 native Dutch and 26 language minority students. In addition, we assessed the roles of (a) linguistic knowledge, (b) metacognitive knowledge, and (c) reading fluency
This guide to secondary school French reading instruction addresses a variety of general and specific instructional issues. An introductory chapter discusses program objectives, minimum program requirements, and the population to be taught. The second chapter looks at theoretical aspects of the development of reading ability: current thoughts on…
Abstract The study examines reading programmes with the reference to the teaching/learning of reading to school beginners. The teaching of reading at the early stages is important because it is the quality of the experiences that children get that affect or lay the foundation for reading development (Chall, 1996).Therefore, the phenomenon, “teaching of reading to school beginners” studied is of great importance. The theoretical background used includes reading and its importance, Languag...
Brussee, Tamara; van Nispen, Ruth M A; van Rens, Ger H M B
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
Rita Salehi Sepehr
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.
Full Text Available Reading motivation is one of the crucial factors of reading and consequently also learning efficiency of students. The purpose of the contribution is to establish the connection between dimensions of reading motivation and reading achievement in elementary school students. Participating in the study were 1073 third-grade and 1282 seventh-grade students. We used the questionnaire of reading motivation which consists of two factors: the reading competence factor and the interest and perceived reading importance factor. The findings of the study are the following: third-graders are more competent and more interested in reading compared to seventh-graders. The same is true for girls in both educational levels. Reading competence , interest and perceived reading importance reflect also in the actual reading behaviour of students – students who are more competent and more interested in reading read more frequently, for longer periods and more often autonomously decide to read compared to their less motivated peers. Higher reading motivation has implications also for higher reading efficiency. Namely, good readers are more competent, show higher interest and perceive reading as more important compared to average and bad readers.
Parault, Susan J; Williams, Heather M
The purpose of this study is to examine the relationship between the variables of reading motivation, reading amount, and text comprehension in deaf and hearing adults. Research has shown that less than 50% of deaf students leave high school reading at or above a fourth-grade level (Allen, 1994). Our question is, how does this affect the levels of reading motivation and amount of reading in which deaf adults engage? Assessments of 30 hearing and 24 deaf adults showed that deaf participants reported significantly higher levels of reading motivation despite having been found to read at less than a sixth-grade level. No significant difference in the amount of reading between hearing and deaf adults was found. Amount of reading for personal reasons was found to be the best predictor of text comprehension in the deaf participants, and intrinsic motivation was found to be the best predictor of amount of reading in the deaf participants.
Schaffner, Ellen; Schiefele, Ulrich; Ulferts, Hannah
This study examined the role of reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on higher order reading comprehension (comprised of paragraph-and passage-level comprehension) in a sample of 159 fifth-grade elementary students. A positive association between intrinsic reading motivation and reading amount…
Full Text Available Exposure to airborne toxins can trigger headaches, but the mechanisms are not well understood. Some environmental toxins, such as acrolein, activate transient receptor potential ankyrin 1 (TRPA1, a receptor involved in pain sensation that is highly expressed in the trigeminovascular system. It has been shown in rat models that repeated exposure to acrolein induces trigeminovascular sensitization to both TRPA1 and TRP vanilloid 1 (TRPV1 agonists, a phenomenon linked to headache. In this study, we test the hypothesis that the sensitization of trigeminovascular responses in rats after acrolein exposure via inhalation is associated with changes in levels of endogenous lipids, including TRPV1 agonists, in the trigeminal ganglia, trigeminal nucleus, and cerebellum. Lipidomics analysis of 80 lipids was performed on each tissue after acute acrolein, chronic acrolein, or room air control. Both acute and chronic acrolein exposure drove widespread alterations in lipid levels. After chronic acrolein exposure, levels of all 6 N-acyl ethanolamines in the screening library, including the endogenous cannabinoid and TRPV1 agonist, N-arachidonoyl ethanolamine, were elevated in trigeminal tissue and in the cerebellum. This increase in TRPV1 ligands by acrolein exposure may indicate further downstream signaling, in that we also show here that a combination of these TRPV1 endogenous agonists increases the potency of the individual ligands in TRPV1-HEK cells. In addition to these TRPV1 agonists, 3 TRPV3 antagonists, 4 TRPV4 agonists, and 25 orphan lipids were up and down regulated after acrolein exposure. These data support the hypothesis that lipid signaling may represent a mechanism by which repeated exposure to the TRPA1 agonist and environmental toxin, acrolein, drives trigeminovascular sensitization. Keywords: Lipidomics, Endogenous cannabinoid, TRPA1, TRPV1, Lipoamine, Acrolein, Migraine
Scott, Cheryl M
This article addresses sentence comprehension as a requirement of reading comprehension within the framework of the narrow view of reading that was advocated in the prologue to this forum. The focus is on the comprehension requirements of complex sentences, which are characteristic of school texts. Topics included in this discussion are (a) evidence linking sentence comprehension and syntax with reading, (b) syntactic properties of sentences that make them difficult to understand, (c) clinical applications for the assessment of sentence comprehension as it relates to reading, and (d) evidence and methods for addressing sentence complexity in treatment. Sentence complexity can create comprehension problems for struggling readers. The contribution of sentence comprehension to successful reading has been overlooked in models that emphasize domain-general comprehension strategies at the text level. The author calls for the evaluation of sentence comprehension within the context of content domains where complex sentences are found.
Jones, EdD, Darolyn "Lyn"
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.
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
Full Text Available The present study explored the interrelations between foreign language (FL reading anxiety, FL reading strategy use and their interactive effect on FL reading comprehension performance at the tertiary level in China. Analyses of the survey data collected from 1702 university students yielded the following results: (a Both Foreign Language Reading Anxiety Scale (FLRAS and Foreign Language Reading Strategy Use Scale (FLRSUS had important subcomponents, (b more than half of the students generally did not feel anxious when reading English, and were confident in and satisfied with their English reading proficiency. Meanwhile, (c more than half of them moderately used different types of reading strategies such as planning, checking and confirming, predicting and assessing, when reading English, (d compared with their female peers, male students felt significantly more anxious when facing reading activities, less satisfied with their English reading proficiency, and used specific analyzing and planning strategies significantly less often during a reading activity, (e FLRAS was significantly inversely related to FLRSUS, and both were significantly correlated with the students’ FL reading comprehension performance, and (f FLRAS (overall FL reading anxiety, FLRAS1 (general anxiety about FL reading, and FLRSUS2 (predicting strategies were good predictors of FL reading comprehension performance. Based on the findings, some implications are discussed.
Broeder, Peter; Stokmans, Mia
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.
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…
Herrera, Sarah; Zhou, Chengfu; Petscher, Yaacov
The 2001 authorization of the No Child Left Behind Act and its standards and accountability requirements generated interest among state education agencies in Florida, Mississippi, and North Carolina, which are served by the Regional Educational Laboratory Southeast, in monitoring changes in student reading and math proficiency at the school level.…
Jantz, Richard K.
This study examines the effects of sex, race, socioeconomic status, and intelligence upon the reading achievement test scores of sixth-grade pupils in one school district. Differential effects were found. (Author)
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.
Costa, Hugo Câmara; Perdry, Hervé; Soria, Carmen; Pulgar, Salomé; Cusin, Françoise; Dellatolas, Georges
This study examined the relation between emergent literacy skills, teachers' reports of behavioral problems, and word reading achievement in a community sample of French students. Family background was investigated and included familial antecedents of reading difficulties (Fa/Rd) and parents' educational level. The analyses explored the pattern of concurrent relations between behavioral, familial and emergent literacy measures in a sample of 812 preschoolers, and their predictive power in explaining word reading achievement in a sub-sample of 150 children followed from kindergarten to fifth grade. Word reading at fifth grade was predicted by kindergarten measures of phonological awareness and letter knowledge. Teachers' reports of inattention symptoms at each grade level were associated with early reading skills and with subsequent word reading. Fa/Rd were concurrently and longitudinally associated with emergent literacy skills, teachers' reported inattention and word reading. These results indicate that children with a family history of reading difficulties are at increased risk for the co-occurrence of reading difficulties and attention problems from kindergarten onward. These findings confirm the shared influence of Fa/Rd on the comorbidity between inattention symptoms and reading difficulties in a non-diagnosed community sample of preschool children followed through late elementary school. Copyright © 2012 Elsevier Ltd. All rights reserved.
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...
Hysek, Cédric M; Domes, Gregor; Liechti, Matthias E
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.
Medford, Emma; McGeown, Sarah P.
Research suggests that children's motivation to read is influenced by their level of reading skill and reading self-concept. However, it is possible that characteristics unrelated to reading, such as underlying personality characteristics, may also influence children's motivation to read. The current study examined the extent to which children's…
Bryant, Keri L.; Pohl, Rosa Marie
The article describes an innovative teaching project suitable for students at any age and all levels of German. The project, conducted entirely in German, includes writing, reading, and speaking, and promotes the skills of letter-writing, reading for content, note-taking, and oral presentation. (JL)
The present study investigates the impact of training metacognitive strategies in reading comprehension and has been conducted among students from University Putra Malaysia. Forty eight subjects majoring in English including both males and females participated in the study. They have been chosen from first level of reading and divided into two…
Lenihan, Dawn; McCobb, Emily; Diurba, Amanda; Linder, Deborah; Freeman, Lisa
Reading assistance dogs can be incorporated into reading programs to increase a child's desire and ability to read. However, more data is needed to demonstrate the effectiveness of such programs. A 5-week reading assistance dog program was implemented to assess feasibility and effectiveness. Participants included 18 children entering the 2nd grade…
Abbott, Mary; Wills, Howard; Miller, Angela; Kaufman, Journ
This study explored the relationships of oral reading speed and error rate on comprehension with second and third grade students with identified reading risk. The study included 920 2nd graders and 974 3rd graders. Participants were assessed using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and the Woodcock Reading Mastery Test (WRMT) Passage Comprehension subtest. Results from this study further illuminate the significant relationships between error rate, oral reading fluency, and reading comprehension performance, and grade-specific guidelines for appropriate error rate levels. Low oral reading fluency and high error rates predict the level of passage comprehension performance. For second grade students below benchmark, a fall assessment error rate of 28% predicts that student comprehension performance will be below average. For third grade students below benchmark, the fall assessment cut point is 14%. Instructional implications of the findings are discussed.
Glickman, Theodore S; Gough, Michael
... 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....
Phi Delta Kappan, 1992
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…
Codding, Robin S.; Petscher, Yaacov; Truckenmiller, Adrea
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…
Full Text Available The purpose of this study was to investigate the relationship of internet communication technologies (ICT usage and reading literacy of Northeast Asian Students in PISA 2009. ICT was crucial for all governments in the world towards promoting equity. ICT had been considered a low cost opportunity towards equalizing educational systems. A multilevel modelling (MLM was applied to identify at which school-level the largest variations in the three indicators exist in this study. With MLM, it could be examine simultaneously the effects of different hierarchical school-level variables; to take account of possible correlations of students’ reading literacy in this study within higher levels (Urbanization, Total number of students Computers for education which may otherwise lead to incorrect standard errors and inefficient estimates; to treat higher levels as related; and to examine inter-area variations at each level. The empirical results include the different between group components was significant. Self-confidence in ICT high level tasks was positive with students’ reading literacy, and self-confidence in ICT high level tasks was negative with students’ reading literacy. The urbanization of schools’ area and total number of students of schools were positive with students’ reading literacy. The urbanization of schools’ area was negative with the relationship of ICT for school related tasks and students’ reading literacy. Total number of students was negative with the relationship of ICT for school related tasks and students’ reading literacy, and ICT availability in school and students’ reading literacy.
Butcher, Nerida E; Balogh, Zsolt J
The systemic inflammatory response syndrome (SIRS) has been advocated as a significant predictor of outcome in trauma. Recent trauma literature has proposed SIRS as a surrogate for physiological derangements characteristic of polytrauma with some authors recommending its inclusion into the definition of polytrauma. The practicality of daily SIRS collection outside of specifically designed prospective trials is unknown. The purpose of this study was to assess the availability of SIRS variables and its appropriateness for inclusion into a definition of polytrauma. We hypothesised SIRS variables would be readily available and easy to collect, thus represent an appropriate inclusion into the definition of polytrauma. A prospective observational study of all trauma team activation patients over 7-months (August 2009 to February 2010) at a University affiliated level-1 urban trauma centre. SIRS data (temperature>38°C or 90 bpm; RR>20/min or a PaCO(2)12.0×10(9)L(-1), or 10 immature bands) collected from presentation, at 24 h intervals until 72 h post injury. Inclusion criteria were all patients generating a trauma team activation response age >16. 336 patients met inclusion criteria. In 46% (155/336) serial SIRS scores could not be calculated due to missing data. Lowest rates of missing data observed on admission [3% (11/336)]. Stratified by ISS>15 (132/336), in 7% (9/132) serial SIRS scores could not be calculated due to missing data. In 123 patients ISS>15 with complete data, 81% (100/123) developed SIRS. For Abbreviated Injury Scale (AIS)>2 in at least 2 body regions (64/336) in 5% (3/64) serial SIRS scores could not be calculated, with 92% (56/61) of patients with complete data developing SIRS. For Direct ICU admissions [25% (85/336)] 5% (4/85) of patients could not have serial SIRS calculated [mean ISS 15(±11)] and 90% (73/81) developed SIRS at least once over 72 h. Based on the experience of our level-1 trauma centre, the practicability of including SIRS into the
Full Text Available Being one of the four basic language skills, reading has a great importance in teaching Turkish to foreigners. It is required to develop reading skills to develop vocabulary. There have been some problems in teaching Turkish as second language. These problems are generally related to difference in alphabet, inadequacy of the sources used in teaching Turkish, methods and techniques used and the texts used. The basic sources used in teaching Turkish to foreigners are texts. This study aims at determination of the opinions of students in Gaziosmanpaşa University and Ondokuz Mayıs University Turkish Education and Application Center (TOMER concerning Turkish reading texts. General browsing method was used in the study. The questionnaire comprising of 24 items was applied to 25 students in beginner level and 7 students in advanced level. With this study, it is foreseen to arrange the texts being the key stone according to the wishes of and in compliance with the levels of students; giving importance to pre-reading, reading and post-reading activities and including questions with short-answer about the text as well as questions to develop high level skills.
Kasemsap, Bharani; Lee, Hugo Yu-Hsiu
This study aims to explore the application of reading strategies to the reading of English texts by Thai vocational college students. Data were collected via questionnaire surveys, think-aloud experiments and semi-structured interviews. The research results reveal different typologies of reading strategies adopted by lower and higher level English…
Channa, Mansoor A.
Full Text Available The research in the field of metacognition for developing reading is not new; metacognition has been used for many years to identify ways to develop students’ reading comprehension. Most previous research has addressed either primary or secondary level students. However, notably few studies have been conducted at the undergraduate level. This study has attempted to initiate strategies to assist first-year engineering students in developing their reading abilities within a Pakistani context. The primary objective of this research was to identify what strategies first-year engineering students use in developing their reading at Quaid-e-Awam University of engineering science and technology in Pakistan. This study used qualitative instruments that included semi-structured interviews with teachers and classroom observations during read-aloud sessions. The data were organized through NVivo version 8 for obtaining nodes, codes, and main themes for interpreting the results. The results of this study demonstrated that teachers should use metacognitive strategies for developing students’ reading abilities. Findings also revealed that reading strategies, such as text scanning, guesses from contextual clues, drawing on prior knowledge, and using a dictionary, are the most important strategies to use for developing the reading skills and comprehension of engineering students. This study has suggested metacognitive strategies be used for promoting students’ reading abilities and that teachers should design and develop more courses using these strategies to enhance the reading and listening skills of engineering students.
Badley, K. Jo-Ann; Badley, Ken
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…
The main purpose of the present dissertation was to dismember and reconstruct some aspects of the complex relationship between literacy development and self-concept. Two main principles were included in the general design of the longitudinal investigation. The first principle involved an increasing level of specificity in three steps where the starting point was an overall picture of 700 pupils' reading acquisition and self-concept. The second step was a more detailed analysis with the focus ...
Lyons, Wanda; Thompson, Scott Anthony
Teachers in inclusive classrooms are challenged to provide reading instruction for students with a wide range of instructional levels. This article reports on the implementation of guided reading in four middle years inclusive classrooms, the impact on student engagement and reading progress, and teacher perspectives on the guided reading…
Arens, Karla; Gove, Mary K.; Abate, Ron
Research suggests that oral reading fluency frees up working memory so readers can focus on the meaning of a text, but traditional instruction in oral reading can be problematic in classrooms with students at different reading levels. Differentiating instruction, providing motivation to practice, as well as timely corrective feedback are practical…
Akarsu, Oktay; Harputlu, Leyla
In this study, data were collected using a modified version of Mokhtari and Sheorey's (2002) Survey of Reading Strategies (SORS). Results suggest that Turkish EFL (English as a Foreign Language) students at the graduate level, while engaged in academic reading, are aware of almost all effective reading strategies, though each one is not used…
Zoghi, Masoud; Mustapha, Ramlee; Maasum, Tg. Nor Rizan Mohd.
The present study was an attempt to probe into the feasibility and effectiveness of a reading instructional approach called MCSR--Modified Collaborative Strategic Reading. Based on a pretest-posttest design, MCSR was implemented with 42 university-level EFL freshmen. They met once a week and received EFL reading instruction according to MCSR for…
High stakes assessments conducted in the southwestern United States demonstrate that fewer than 50% of English language learners (ELLs) are achieving proficiency levels in reading fluency. The purpose of this study was to understand if reading interventions using the framework of Samuels's repeated reading (RR) strategy increased student…
Smith, Nichole; Day, Barbara
A recent decline in reading has become a major issue, as Americans are not reading out of necessity or as a leisure activity. In addition, a connection has been found between children's leisure reading habits and their level of academic achievement, causing even more concern. (Contains 1 table.)
Fountas, Irene C.; Pinnell, Gay Su
The authors examine the growth and impact of guided reading, small group teaching for differentiated instruction in reading that was stimulated by their early publications. Many changes in literacy education have been observed as a result--almost as if educators had a "romance" with guided reading and leveled books. While changes have been…
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...
Wood, Eileen; Anderson, Alissa; Piquette-Tomei, Noella; Savage, Robert; Mueller, Julie
Support requests were documented for 10 teachers (4 kindergarten, 4 grade one, and 2 grade one/two teachers) who received just-in-time instructional support over a 2 1/2 month period while implementing a novel reading software program as part of their literacy instruction. In-class observations were made of each instructional session. Analysis of…
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...
Trainin, Guy; Hiebert, Elfrieda H.; Wilson, Kathleen M.
This study examined the relationships between silent and oral reading fluency and comprehension. Findings indicated that fourth grade students had consistent levels of comprehension in both reading modes. Students of all reading levels showed a similar pattern across the segments of a text set in both oral and silent reading--a gradual increase in…
Wolf, Mikyung Kim; Crosson, Amy C.; Resnick, Lauren B.
This study examined the quality of classroom talk and its relation to academic rigor in reading-comprehension lessons. Additionally, the study aimed to characterize effective questions to support rigorous reading comprehension lessons. The data for this study included 21 reading-comprehension lessons in several elementary and middle schools from…
This paper describes the activities of the Association of Southeast Asian Nations (ASEAN) libraries have undertaken to promote reading by increasing awareness among their people. First, factors limiting reading habits in ASEAN libraries are addressed, including: we are not a reading society, but a chatting society; the management of "3…
Luccas, Marcia Regina Zemella; Chiari, Brasília Maria; Goulart, Bárbara Niegia Garcia de
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.
Pundhir, Sachin; Poirazi, Panayiota; Gorodkin, Jan
is typically a result of the protocol designed to address specific research questions. The sequencing results in reads, which when mapped to a reference genome often leads to the formation of distinct patterns (read profiles). Interpretation of these read profiles is essential for their analysis in relation...... to the research question addressed. Several strategies have been employed at varying levels of abstraction ranging from a somewhat ad hoc to a more systematic analysis of read profiles. These include methods which can compare read profiles, e.g., from direct (non-sequence based) alignments to classification...... of patterns into functional groups. In this review, we highlight the emerging applications of read profiles for the annotation of non-coding RNA and cis-regulatory elements (CREs) such as enhancers and promoters. We also discuss the biological rationale behind their formation....
Mihandoost, Zeinab; Elias, Habibah
Objective: The current research tested the differences in reading attitude and reading comprehension in the dyslexic students between the control group and the experimental group following the Barton intervention program. Methods: Dyslexia screening instrument and reading text were employed in order to identify dyslexic students. The population of the study included 138 dyslexic students studying in schools in Ilam, Iran. From this population, 64 students were randomly selected and assigned to an experimental group as well as a control group. The experimental group was taught for 36 sessions, using the Barton’s method at two levels, and ten lessons were provided to improve the reading skill. The reading comprehension and reading attitude instruments were employed for the measurement of the attitude and comprehension before and after the intervention program. Results: The analysis of covariance showed a significant difference between the control group and the experimental group following the Barton intervention program. Conclusion: This study showed that dyslexic students learned to read, and a more direct instruction related to decoding could influence their progress more than the general exposure to education. PMID:24644446
高台茜 Tai-Chien Kao
Full Text Available 為滿足偏鄉學童的國語文學習需求，提升其閱讀能力，本研究於線上課輔活動中導入層次性閱讀教學，並探求此教學對學童閱讀的助益。本研究以教育部數位學伴網路課輔計畫中，國立東華大學輔導的82 位（實驗組與對照組各41 位）東部偏鄉國小學童為研究對象。研究方法採不等組前後測設計。實驗組學童於每週兩次的一對一即時線上課輔活動中，各接受30分鐘層次性故事短文的閱讀教學，共15 次。對照組依學童學校國語課程進度進行課業輔導。 兩組於教學實驗前、後皆進行閱讀測驗。層次性閱讀教學是依閱讀能力發展進程，將教學分成字詞理解、訊息截取、訊息推論及統整詮釋四個層次。本研究先採多因子共變數分析探求兩組在整體閱讀能力表現上的差異，並進一步將性別與年段納為調節變項，進行多因子多變量共變數分析，以探知網路課輔中閱讀教學對偏鄉學童閱讀能力進步的影響。結果顯示，網路課輔中，接受層次性閱讀教學之學童整體閱讀表現優於一般語文教學。背景變項中，年段具調節作用。中年段實驗組學童之訊息推論表現顯著優於對照組；高年段實驗組學童則在統整詮釋上顯著優於對照組，此結果建議網路課輔閱讀教學應依據學童能力的發展階段進行適性調整。 To satisfy the language-learning needs of students living in rural areas and to promote their reading ability, this study developed four-level reading instruction for an afterschool online tutoring program and evaluated its effects on student reading ability. The study participants were drawn from 142 students at 11 elementary schools in Eastern Taiwan who were tutored by college students at National Dong-Hwa University as a part of the Digital Partner Afterschool Online Tutoring Program in the fall semester of 2014. 41
Sridhar, M. S.
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.
McConnell, S.; Spilker, L.; Zimmerman-Brachman, R.
Scientific discovery is the impetus for the K-4 Education program, "Reading, Writing & Rings." This program is unique because its focus is to engage elementary students in reading and writing to strengthen these basic academic skills through scientific content. As science has been increasingly overtaken by the language arts in elementary classrooms, the Cassini Education Program has taken advantage of a new cross-disciplinary approach to use language arts as a vehicle for increasing scientific content in the classroom. By utilizing the planet Saturn and the Cassini-Huygens mission as a model in both primary reading and writing students in these grade levels, young students can explore science material while at the same time learning these basic academic skills. Content includes reading, thinking, and hands-on activities. Developed in partnership with the Cassini-Huygens Education and Public Outreach Program, the Bay Area Writing Project/California Writing Project, Foundations in Reading Through Science & Technology (FIRST), and the Caltech Pre-College Science Initiative (CAPSI), and classroom educators, "Reading, Writing & Rings" blends the excitement of space exploration with reading and writing. All materials are teacher developed, aligned with national science and language education standards, and are available from the Cassini-Huygens website: http://saturn.jpl.nasa.gov/education/edu-k4.cfm Materials are divided into two grade level units. One unit is designed for students in grades 1 and 2 while the other unit focuses on students in grades 3 and 4. Each includes a series of lessons that take students on a path of exploration of Saturn using reading and writing prompts.
Hoang, T.T.; Traag, W.A.; Murk, A.J.; Hoogenboom, L.A.P.
Chicken and duck eggs collected from three different areas in Vietnam were examined for polychlorinated dibenzo-p-dioxins and dibenzofurans (PCDD/Fs). These regions included a background area, an area sprayed with Agent Orange and the Bien Hoa airbase area where Agent Orange was handled by the US
Greenberg, Daphne; Pae, Hye Kyeong; Morris, Robin D; Calhoon, Mary Beth; Nanda, Alice O
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.
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.
Taylor, Jessica Nelson; Perfetti, Charles A.
Two experiments demonstrate that individual differences among normal adult readers, including lexical quality, are expressed in silent reading at the word level. In the first of two studies we identified major dimensions of variability among college readers and among words using factor analysis. We then examined the effects of these dimensions of…
Decker, Barbara Cooper
Aliteracy, the ability to read but the unwillingness to do so, is a growing problem in American society. Aliteracy crosses all socioeconomic levels, thereby allowing autocratic, charismatic leaders to influence thinking and decision-making. Social changes that have contributed to the problem of aliteracy include the influence of television on…
Wood, Sarah G.; Moxley, Jerad H.; Tighe, Elizabeth L.; Wagner, Richard K.
Text-to-speech and related read-aloud tools are being widely implemented in an attempt to assist students' reading comprehension skills. Read-aloud software, including text-to-speech, is used to translate written text into spoken text, enabling one to listen to written text while reading along. It is not clear how effective text-to-speech is at…
Karlin, Robert, Ed.
This book contains papers presented at the Fourth International Reading Association World Congress on Reading in Buenos Aires, Argentina, in August 1972. The contents of the book are divided into three parts: "Literacy and Literature" includes papers on libraries, books, and reading by Jorge Borges, the future of reading by Theodore Harris, the…
Boukrina, Olga; Barrett, A M; Alexander, Edward J; Yao, Bing; Graves, William W
According to cognitive models of reading, words are processed by interacting orthographic (spelling), phonological (sound), and semantic (meaning) information. Despite extensive study of the neural basis of reading in healthy participants, little group data exist on patients with reading deficits from focal brain damage pointing to critical neural systems for reading. Here, we report on one such study. We have performed neuropsychological testing and magnetic resonance imaging on 11 patients with left-hemisphere stroke (picture or word choices to a target based on meaning), phonology (matching word choices to a target based on rhyming), and orthography (a two-alternative forced choice of the most plausible non-word). They also read aloud pseudowords and words with high or low levels of usage frequency, imageability, and spelling-sound consistency. As predicted by the cognitive model, when averaged across patients, the influence of semantics was most salient for low-frequency, low-consistency words, when phonological decoding is especially difficult. Qualitative subtraction analyses revealed lesion sites specific to phonological processing. These areas were consistent with those shown previously to activate for phonology in healthy participants, including supramarginal, posterior superior temporal, middle temporal, inferior frontal gyri, and underlying white matter. Notable divergence between this analysis and previous functional imaging is the association of lesions in the mid-fusiform gyrus and anterior temporal lobe with phonological reading deficits. This study represents progress toward identifying brain lesion-deficit relationships in the cognitive components of reading. Such correspondences are expected to help not only better understand the neural mechanisms of reading, but may also help tailor reading therapy to individual neurocognitive deficit profiles.
Jacobs, George M.
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…
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 ...
Kirsten K. Ahring
Full Text Available Introduction. Management of phenylketonuria (PKU is achieved through low-phenylalanine (Phe diet, supplemented with low-protein food and mixture of free-synthetic (FS amino acid (AA. Casein glycomacropeptide (CGMP is a natural peptide released in whey during cheese-making and does not contain Phe. Lacprodan® CGMP-20 used in this study contained a small amount of Phe due to minor presence of other proteins/peptides. Objective. The purpose of this study was to compare absorption of CGMP-20 to FSAA with the aim of evaluating short-term effects on plasma AAs as well as biomarkers related to food intake. Methods. This study included 8 patients, who had four visits and tested four drink mixtures (DM1–4, consisting of CGMP, FSAA, or a combination. Plasma blood samples were collected at baseline, 15, 30, 60, 120, and 240 minutes (min after the meal. AA profiles and ghrelin were determined 6 times, while surrogate biomarkers were determined at baseline and 240 min. A visual analogue scale (VAS was used for evaluation of taste and satiety. Results. The surrogate biomarker concentrations and VAS scores for satiety and taste were nonsignificant between the four DMs, and there were only few significant results for AA profiles (not Phe. Conclusion. CGMP and FSAA had the overall same nonsignificant short-term effect on biomarkers, including Phe. This combination of FSAA and CGMP is a suitable supplement for PKU patients.
Full Text Available The aim of this study was to estimate the development of fertility in North-Central Namibia, former Ovamboland, from 1960 to 2001. Special attention was given to the onset of fertility decline and to the impact of the HIV epidemic on fertility. An additional aim was to introduce parish registers as a source of data for fertility research in Africa. Data used consisted of parish registers from Evangelical Lutheran congregations, the 1991 and 2001 Population and Housing Censuses, the 1992 and 2000 Namibia Demographic and Health Surveys, and the HIV sentinel surveillances of 1992-2004. Both period and cohort fertility were analysed. The P/F ratio method was used when analysing census data. The impact of HIV infection on fertility was estimated indirectly by comparing the fertility histories of women who died at an age of less than 50 years with the fertility of other women. The impact of the HIV epidemic on fertility was assessed both among infected women and in the general population. Fertility in the study population began to decline in 1980. The decline was rapid during the 1980s, levelled off in the early 1990s at the end of war of independence and then continued to decline until the end of the study period. According to parish registers, total fertility was 6.4 in the 1960s and 6.5 in the 1970s, and declined to 5.1 in the 1980s and 4.2 in the 1990s. Adjustment of these total fertility rates to correspond to levels of fertility based on data from the 1991 and 2001 censuses resulted in total fertility declining from 7.6 in 1960-79 to 6.0 in 1980-89, and to 4.9 in 1990-99. The decline was associated with increased age at first marriage, declining marital fertility and increasing premarital fertility. Fertility among adolescents increased, whereas the fertility of women in all other age groups declined. During the 1980s, the war of independence contributed to declining fertility through spousal separation and delayed marriages. Contraception
Griffiths, Gina G; Sohlberg, McKay Moore; Kirk, Cecilia; Fickas, Stephen; Biancarosa, Gina
Adults with mild to moderate acquired brain injury (ABI) often pursue post-secondary or professional education after their injuries in order to enter or re-enter the job market. An increasing number of these adults report problems with reading-to-learn. The problem is particularly concerning given the growing population of adult survivors of ABI. Despite the rising need, empirical evaluation of reading comprehension interventions for adults with ABI is scarce. This study used a within-subject design to evaluate whether adult college students with ABI with no more than moderate cognitive impairments benefited from using reading comprehension strategies to improve comprehension of expository text. Integrating empirical support from the cognitive rehabilitation and special education literature, the researchers designed a multi-component reading comprehension strategy package. Participants read chapters from an introductory-level college anthropology textbook in two different conditions: strategy and no-strategy. The results indicated that reading comprehension strategy use was associated with recall of more correct information units in immediate and delayed free recall tasks; more efficient recall in the delayed free recall task; and increased accuracy recognising statements from a sentence verification task designed to reflect the local and global coherence of the text. The findings support further research into using reading comprehension strategies as an intervention approach for the adult ABI population. Future research needs include identifying how to match particular reading comprehension strategies to individuals, examining whether reading comprehension performance improves further through the incorporation of systematic training, and evaluating texts from a range of disciplines and genres.
Walter, Lena; Binning, Philip John; Oladyshkin, Sergey
resulting from displaced brine. Quantifying risk on the basis of numerical simulations requires consideration of different kinds of uncertainties and this study considers both, scenario uncertainty and statistical uncertainty. Addressing scenario uncertainty involves expert opinion on relevant geological......Comprehensive risk assessment is a major task for large-scale projects such as geological storage of CO2. Basic hazards are damage to the integrity of caprocks, leakage of CO2, or reduction of groundwater quality due to intrusion of fluids. This study focuses on salinization of freshwater aquifers...... for large-scale 3D models including complex physics. Therefore, we apply a model reduction based on arbitrary polynomial chaos expansion combined with probabilistic collocation method. It is shown that, dependent on data availability, both types of uncertainty can be equally significant. The presented study...
Gallardo, A; Carlos, M; Colomer, F J; Edo-Alcón, N
There are several factors which have an influence in the selective collection of the municipal waste. To define a selective collection system, the waste generation pattern should be firstly determined and these factors should be analyzed in depth. This paper tries to analyze the economic income level and the seasonal variation on the collection and the purity of light-packaging waste to determine actions to improve the waste management plan of a town. In the first stage of the work, waste samples of the light-packaging containers were collected in two zones of the town with different economic characteristics in different seasons during one year. In the second stage, the samples were characterized to analyze the composition and purity of the waste. They were firstly separated into four fractions: metals; plastic; beverage cartons; and misplaced materials. The misplaced fraction was in its turn separated into cardboard, rubber and leather, inert waste, organic matter, paper, hazardous waste, clothes and shoes, glass and others. The plastic fraction was separated into five types of plastics and the metal fraction into three. In the third stage, the data have been analyzed and conclusions have been extracted. The main result is that the quality of the light-packaging fraction collected in these zones during both seasons were similar. This methodology can be extrapolated to towns with similar characteristics. It will be useful when implementing a system to collect the waste selectively and to develop actions to achieve a good participation in the selective collection of the waste.
The percentage of students who read at the proficient level on the National Assessment of Educational Progress (NAEP) has not improved, and is appallingly low. In order for students to achieve high reading gains and become life-long readers, reading comprehension and reading enjoyment must be the top two goals. This article presents several…
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.
Moore Simon C
Full Text Available Abstract Background To assess the feasibility of a randomised controlled trial of a licensed premises intervention to reduce severe intoxication and disorder; to establish effect sizes and identify appropriate approaches to the development and maintenance of a rigorous research design and intervention implementation. Methods An exploratory two-armed parallel randomised controlled trial with a nested process evaluation. An audit of risk factors and a tailored action plan for high risk premises, with three month follow up audit and feedback. Thirty-two premises that had experienced at least one assault in the year prior to the intervention were recruited, match paired and randomly allocated to control or intervention group. Police violence data and data from a street survey of study premises’ customers, including measures of breath alcohol concentration and surveyor rated customer intoxication, were used to assess effect sizes for a future definitive trial. A nested process evaluation explored implementation barriers and the fidelity of the intervention with key stakeholders and senior staff in intervention premises using semi-structured interviews. Results The process evaluation indicated implementation barriers and low fidelity, with a reluctance to implement the intervention and to submit to a formal risk audit. Power calculations suggest the intervention effect on violence and subjective intoxication would be raised to significance with a study size of 517 premises. Conclusions It is methodologically feasible to conduct randomised controlled trials where licensed premises are the unit of allocation. However, lack of enthusiasm in senior premises staff indicates the need for intervention enforcement, rather than voluntary agreements, and on-going strategies to promote sustainability. Trial registration UKCRN 7090; ISRCTN: 80875696
Lola L. Cuddy
Full Text Available This paper reviews the literature on brain damage and music-reading for the past 25 years. Acquired patterns of selective loss and sparing are described, including both the association and dissociation of music and text reading, and association and dissociation among components of music reading. As well, we suggest that developmental music - reading deficiencies may be isolated in a form analogous to developmental dyslexia for text or congenital amusia for auditory music processing. Finally, we propose that the results of brain damage studies can contribute to the development of a model of normal music reading.
Wagner, Christopher J.
This study explores the interplay between early reading, identity and bilingualism. Reading identities, or understandings about what reading is and whom one is as a reader, have been linked to reading achievement and the development of reading skills. Only a small portion of the overall research on reading identities has included dual language…
... professionals/13 Need a glossary? |Becoming familiar with medical terminology relating to the visual system may also prove helpful, especially when talking to medical professionals and reading about ... Glossary of Eye Terminology , which lists common terms that eye doctors use ...
Mucherah, Winnie; Herendeen, Abbey
This study examined primary school students' reading motivation and performance on the standardized exam. Participants included 901 seventh and eighth grade students from Kenya. There were 468 females and 433 males. Contrary to previous studies, results showed reading challenge and aesthetics, but not efficacy, predicted reading achievement,…
Contains part of the Keefe Inventory of Silent Reading, a silent informal reading inventory. Presents a case study of a student to whom it was administered, including analysis of this individual's reading ability and description of the specific strategies used with this individual on the basis of the results of the inventory. (RS)
Rochdi, Aicha; Eppard, Jenny
This poster session will describe a study that took place at a university in the United Arab Emirates. The study included a reading app that was downloaded onto each student's individual mobile device. Students could read while listening to the stories. The primary goal of the study was to determine how, if at all, listening while reading in a…
Jund, Suzanne, Ed.
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…
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…
Foasberg, Nancy M.
This paper reports a diary-based qualitative study on college students' reading habits with regard to print and electronic media. Students used a form to record information about their reading practices for twelve days, including length of reading event, location, format used, and the purpose of reading. Students tended to use print for academic…
Song, Li; Florea, Liliana
Next-generation sequencing of cellular RNA (RNA-seq) is rapidly becoming the cornerstone of transcriptomic analysis. However, sequencing errors in the already short RNA-seq reads complicate bioinformatics analyses, in particular alignment and assembly. Error correction methods have been highly effective for whole-genome sequencing (WGS) reads, but are unsuitable for RNA-seq reads, owing to the variation in gene expression levels and alternative splicing. We developed a k-mer based method, Rcorrector, to correct random sequencing errors in Illumina RNA-seq reads. Rcorrector uses a De Bruijn graph to compactly represent all trusted k-mers in the input reads. Unlike WGS read correctors, which use a global threshold to determine trusted k-mers, Rcorrector computes a local threshold at every position in a read. Rcorrector has an accuracy higher than or comparable to existing methods, including the only other method (SEECER) designed for RNA-seq reads, and is more time and memory efficient. With a 5 GB memory footprint for 100 million reads, it can be run on virtually any desktop or server. The software is available free of charge under the GNU General Public License from https://github.com/mourisl/Rcorrector/.
Ben, Backwell; Brian, Cullen
This paper investigates EFL student reading speed and describes a quasi-experimental study that attempted to quantify the effects of repeated reading and the use of NLP language patterns in the instructions. An experimental group (n=30) and a control group (n=30) carried out the same timed reading activity three times each lesson for five lessons. The instructions for the experimental group included NLP language patterns designed to promote faster reading. It was shown that the repeated readi...
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.
Levy, B A; Newell, S; Snyder, J; Timmins, K
Five experiments examined changes in the processing of a text across reading encounters. Experiment 1 showed that reading speed increased systematically across encounters, with no loss in the extensiveness of analyses of the printed text, as indicated by the ability to detect nonword errors embedded within that passage. Experiment 2 replicated this improved reading fluency with experience and showed that it occurred even with typescript changes across trials, thus indicating that a primed visual operations explanation cannot account for the effect. The third and fourth experiments then extended the study of the familiarity effect to higher level processing, as indicated by the detection of word errors. Familiarity facilitated the detection of these violations at the syntactic-semantic levels. Finally, Experiment 5 showed that these higher level violations continued to be well detected over a series of reading encounters with the same text. The results indicate that prior experience improves reading speed, with no attenuation of analysis of the printed words or of the passage's message.
Loni Kreis Taglieber
Full Text Available The purpose of this paper is to provide, for L1 and L2 reading and writing teachers, a brief overview of the literature about critical reading and higher level thinking skills. The teaching of these skills is still neglected in some language classes in Brazil, be it in L1 or in L2 classes. Thus, this paper may also serve as a resource guide for L1 and/or L2 reading and writing teachers who want to incorporate critical reading and thinking into their classes. In modern society, even in everyday life people frequently need to deal with complicated public and political issues, make decisions, and solve problems. In order to do this efficiently and effectively, citizens must be able to evaluate critically what they see, hear, and read. Also, with the huge amount of printed material available in all areas in this age of “information explosion” it is easy to feel overwhelmed. But often the information piled up on people’s desks and in their minds is of no use due to the enormous amount of it. The purpose of this paper is to provide, for L1 and L2 reading and writing teachers, a brief overview of the literature about critical reading and higher level thinking skills. The teaching of these skills is still neglected in some language classes in Brazil, be it in L1 or in L2 classes. Thus, this paper may also serve as a resource guide for L1 and/or L2 reading and writing teachers who want to incorporate critical reading and thinking into their classes. In modern society, even in everyday life people frequently need to deal with complicated public and political issues, make decisions, and solve problems. In order to do this efficiently and effectively, citizens must be able to evaluate critically what they see, hear, and read. Also, with the huge amount of printed material available in all areas in this age of “information explosion” it is easy to feel overwhelmed. But often the information piled up on people’s desks and in their minds is of
Holly Warzecha, M.A. TESOL
Full Text Available The purpose of the following paper is to take a closer look at the benefits of incidental learning through reading, with a specific focus on vocabulary acquisition. The teaching of vocabulary has traditionally been an explicit process where the target vocabulary is taken out of context and taught separately. However, this kind of explicit teaching and learning may only take into account a form-meaning connection. Therefore, this paper explores research on incidental learning and specifically looks at what it takes to acquire new vocabulary incidentally through reading while considering the coverage rates of texts, how many words must be known already from the text, how many repetitions it takes to learn a word, types of texts that promote learning, and the effects of pairing students‘ reading with learner tasks. After reviewing many studies, it can be concluded that more reading is better. More specifically, extensive reading of chosen novels at an appropriate level and interest to the students showed important gains in vocabulary. In addition, readings that were supplemented with additional activities that focused on both form and meaning showed an even higher increase in word retention.
Llado Castillo, R.; Aguilar Pacheco, R.
The work shows the results obtained in the upgrade the intervention levels derived for water and foods, to be include in the PERE 607 procedure the external radiological emergency plan in the Laguna Verde nuclear power plant
Full Text Available The major aim of this study was to explore the nature and frequency of the reading strategies used by the EFL learners while reading academic texts. Normally, students tend to read all the information provided in reading materials. This study explores whether learners use reading strategies to assist them in reading comprehension. There was a sample of 45 English language (EFL learners from Islamic Azad University, Falavarjan Branch. The instrument utilized in this study was a survey questionnaire with 30 items including 13 global reading strategies, 8 problem solving strategies and 9 support reading strategies. The survey was going to signify how much EFL learners use each of these strategies while reading academic texts. The findings indicated that the participants used global reading strategies more (44.5% than problem solving strategies (29.0% and support reading strategies (26.5%. The results of the present study will let the instructors improve the reading strategies which are not used by EFL learners frequently. It also helps learners to promote the ability of using reading strategies and utilize the strategies in an appropriate and effective way.
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...
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…
Mol, Suzanne Elizabeth
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
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…
Research in the field of reading literacy has focussed predominantly on the foundation phase and primary and secondary levels. In addition, these studies in reading literacy are predominantly cognitive-oriented. As a result, information on academic reading at tertiary level is sparse; even more so with regard to ...
Full Text Available Reading journal is one way to record students’ independent learning based on text they read. This study was conducted to find out the students’ level of reading comprehension through some notes written in the reading journal, the extent to which the activity of writing reading journals improved students’ reading comprehension, whether the students got benefit from reading journal. There were 104 respondents coming from four different departments in Bina Nusantara University were asked to read a text related to the subject they learned in a certain session. Then they were assigned to write a journal that records the things they had read. When this task was finished, the lecturer ran a quiz containing related questions to check whether they really understood the content of the text. Afterwards, students were to fill in a questionnaire regarding their opinion on the impact of the reading journal toward their reading comprehension. The findings indicate that more than half of the participants appear to understand the material well, and the task plays a certain role in improving students’ understanding. The most crucial thing is that most students think they get benefit by writing the reading journal.
Frijters, Jan C; Tsujimoto, Kimberley C; Boada, Richard; Gottwald, Stephanie; Hill, Dina; Jacobson, Lisa A; Lovett, Maureen W; Mahone, E Mark; Willcutt, Erik G; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R
The present study investigated the relation among reading skills and attributions, naming speed, and phonological awareness across a wide range of reading skill. Participants were 1,105 school-age children and youths from two understudied populations: African Americans and Hispanic Americans. Individual assessments of children ranging in age from 8 to 15 years were conducted for reading outcomes, cognitive and linguistic predictors of reading, and attributions for success and failure in reading situations. Quantile regressions were formulated to estimate these relations across the full skill span of each outcome. Reading-related attributions predicted contextual word recognition, sight word and decoding fluency, and comprehension skills. Attributions to ability in success situations were positively related to each outcome across the full span. On three reading outcomes, this relation strengthened at higher skill levels. Attributions to effort in success situations were consistently and negatively related to all reading outcomes. The results provide evidence that the strength of the relation between reading and attributions varies according to reading skill levels, with the strongest evidence for ability-based attributions in situations of reading success.
Shan-Ju Lin Chang
Full Text Available “Reading on the Internet” or digital reading has been a controversial issue in recent years as more and more young adults spent more time on Internet, and engaged in reading activities which may differ from the traditional conception of reading. More importantly, some observe that digital reading seems to have negative impacts on students’ reading capabilities at the individual level and citizens’ literacy at the national level. How can we understand the phenomenon of reading in a digital age? Online activities are facilitating or hindering the development of reading capabilities of young adults? What do we mean when we evaluate the reading capabilities in a digital age? This paper explores the pros and cons of reading on the Internet or digital reading, the technological, social and economic forces that influence those viewpoints, and discusses the findings of some empirical studies. The implications from this study for educational policy makers and educators conclude this paper. [Article content in Chinese; Extended abstract in English
Reading Comprehension Difficulties among French Students of the University of Education, Winneba: ... The quality of work done depends so much on the level of understanding of the reading text by students. ... AJOL African Journals Online.
Jackson, Mark D.; McClelland, James L.
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.…
Comer, William J.
This study describes how intermediate-level first language English readers of Russian as a second language deploy lexical inferencing and other strategies when reading informational texts. Fifth-semester students of Russian performed think-alouds while reading two texts; one written for the general adult reader, and the other meant for school-age…
The purpose of this action research was to investigate the effect of extensive reading and related activities on the acquisition of lexical chunks in EFL students. Seven adult EFL learners with an Intermediate level volunteered to take part in the 16 week project following Extensive Reading principles combined with tasks based on the Lexical…
Hauptman, Allyson L.
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…
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.…
McCreary, John J.; Marchant, Gregory J.
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…
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…
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…
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…
Protacio, Maria Selena
This study investigates the reading engagement of four middle school English learners in their English or English as a Second Language classroom. Students with high levels of reading engagement are those who (a) are motivated to read, (b) use strategies when reading, (c) use reading as a way to construct meaning from texts, and (d) participate in…
Roch, Maja; Levorato, M Chiara
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.
Bates, Celeste C.; D'Agostino, Jerome V.; Gambrell, Linda; Xu, Meling
This study examined the effects of Reading Recovery on children's motivational levels, and how motivation may contribute to the effect of the intervention on literacy achievement. Prior studies concluded that Reading Recovery was positively associated with increased student motivation levels, but most of those studies were limited…
Furnes, Bjarte; Norman, Elisabeth
Metacognition refers to 'cognition about cognition' and includes metacognitive knowledge, strategies and experiences (Efklides, 2008; Flavell, 1979). Research on reading has shown that better readers demonstrate more metacognitive knowledge than poor readers (Baker & Beall, 2009), and that reading ability improves through strategy instruction (Gersten, Fuchs, Williams, & Baker, 2001). The current study is the first to specifically compare the three forms of metacognition in dyslexic (N = 22) versus normally developing readers (N = 22). Participants read two factual texts, with learning outcome measured by a memory task. Metacognitive knowledge and skills were assessed by self-report. Metacognitive experiences were measured by predictions of performance and judgments of learning. Individuals with dyslexia showed insight into their reading problems, but less general knowledge of how to approach text reading. They more often reported lack of available reading strategies, but groups did not differ in the use of deep and surface strategies. Learning outcome and mean ratings of predictions of performance and judgments of learning were lower in dyslexic readers, but not the accuracy with which metacognitive experiences predicted learning. Overall, the results indicate that dyslexic reading and spelling problems are not generally associated with lower levels of metacognitive knowledge, metacognitive strategies or sensitivity to metacognitive experiences in reading situations. 2015 The Authors. Dyslexia Published by John Wiley & Sons Ltd.
Full Text Available In recent years reading can be viewed as a process, as a form of thinking, as a true experience, and as a tool subject. As a process, reading includes visual discrimination, independent recognition of word, rhythmic progression along a line of print, precision in the return sweep of the eyes, and adjustment of rate. In the same line, the present paper aims at considering the various models of reading process. Moreover, the paper will take a look at various factors such as schema and vocabulary knowledge which affect reading comprehension process.
Muijselaar, M.M.L.; Swart, N.M.; Steenbeek-Planting, E.G.; Droop, W.; Verhoeven, L.T.W.; Jong, P.F. de
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...
A longitudinal research study observed 30 children between the ages of infancy and elementary age to determine if using large muscle motor patterns to master the three identified midlines that concur with the body planes used in anatomy is reflected in academic classroom learning levels. This third part of the study focused on the frontal midline.…
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.
Cao, Fan; Perfetti, Charles A
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.
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.
Laísa Cristina dos Santos Guilherme; Rodrigo Ferreira Daverni
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...
Yue, Jia-Xing; Liti, Gianni
Long-read sequencing technologies have become increasingly popular due to their strengths in resolving complex genomic regions. As a leading model organism with small genome size and great biotechnological importance, the budding yeast Saccharomyces cerevisiae has many isolates currently being sequenced with long reads. However, analyzing long-read sequencing data to produce high-quality genome assembly and annotation remains challenging. Here, we present a modular computational framework named long-read sequencing data analysis for yeasts (LRSDAY), the first one-stop solution that streamlines this process. Starting from the raw sequencing reads, LRSDAY can produce chromosome-level genome assembly and comprehensive genome annotation in a highly automated manner with minimal manual intervention, which is not possible using any alternative tool available to date. The annotated genomic features include centromeres, protein-coding genes, tRNAs, transposable elements (TEs), and telomere-associated elements. Although tailored for S. cerevisiae, we designed LRSDAY to be highly modular and customizable, making it adaptable to virtually any eukaryotic organism. When applying LRSDAY to an S. cerevisiae strain, it takes ∼41 h to generate a complete and well-annotated genome from ∼100× Pacific Biosciences (PacBio) running the basic workflow with four threads. Basic experience working within the Linux command-line environment is recommended for carrying out the analysis using LRSDAY.
Veenendaal, N.J.; Groen, M.A.; Verhoeven, L.T.W.
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
McGraw-Hill Companies, New York, NY. Educational and Professional Publishing Group.
This publication tells the stories of eight schools from around the nation that have used the Open Court Reading program, describing the history of the schools, the challenges they faced, and their attempts to meet those challenges. The schools are located in California, Florida, Texas, and New York. Each of the school stories includes a focus on…
Ogino, Tatsuya; Hanafusa, Kaoru; Morooka, Teruko; Takeuchi, Akihito; Oka, Makio; Ohtsuka, Yoko
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.
Child, Angela R.
Classroom teachers are provided instructional recommendations for teaching reading from their adopted core reading programs (CRPs). Explicit instruction elements or what is also called instructional moves, including direct explanation, modeling, guided practice, independent practice, discussion, feedback, and monitoring, were examined within CRP…
Salikin, Hairus; Bin-Tahir, Saidna Zulfiqar; Kusumaningputri, Reni; Yuliandari, Dian Puji
The motivation will drive the EFL learners to be successful in reading. This study examined the Indonesian EFL learners' motivation in reading activity based on Deci and Ryans' theory of motivation including intrinsic and extrinsic. This study employed mixed-method design. The data obtained by distributing questionnaire and arranging the group…
Full Text Available In today’s economy, it is more crucial than ever to focus our educational efforts on increasing financial literacy. Many young people are unskilled in managing their personal finances, yet this critical life skill will greatly affect their future economic well-being. Reading Makes Cents, developed by Penn State University, is an excellent resource to address this need. A reviewed and recommended curriculum by National 4-H, this complete, easy to use curriculum targets youth in grades 3-5 with a combination of financial literacy and reading. The curriculum explores basic money concepts such as spending, saving, and sharing money. Lessons incorporate hands-on activities and children’s literature to reinforce lesson objectives. With evaluation questions and family activities included, Reading Makes Cents is a perfect guide for educators to easily pick up and teach.
Hutton, John S; Horowitz-Kraus, Tzipi; Mendelsohn, Alan L; DeWitt, Tom; Holland, Scott K
Parent-child reading is widely advocated to promote cognitive development, including in recommendations from the American Academy of Pediatrics to begin this practice at birth. Although parent-child reading has been shown in behavioral studies to improve oral language and print concepts, quantifiable effects on the brain have not been previously studied. Our study used blood oxygen level-dependent functional magnetic resonance imaging to examine the relationship between home reading environment and brain activity during a story listening task in a sample of preschool-age children. We hypothesized that while listening to stories, children with greater home reading exposure would exhibit higher activation of left-sided brain regions involved with semantic processing (extraction of meaning). Nineteen 3- to 5-year-old children were selected from a longitudinal study of normal brain development. All completed blood oxygen level-dependent functional magnetic resonance imaging using an age-appropriate story listening task, where narrative alternated with tones. We performed a series of whole-brain regression analyses applying composite, subscale, and individual reading-related items from the validated StimQ-P measure of home cognitive environment as explanatory variables for neural activation. Higher reading exposure (StimQ-P Reading subscale score) was positively correlated (P eco-bio-developmental models of emergent literacy. Copyright © 2015 by the American Academy of Pediatrics.
Rose, Dale Rennard
The three article dissertation was a presentation of students' with learning disabilities perspectives on reading comprehension instruction. Article 1 set out to provide an historical perspective of reading and reading comprehension instruction. Topics covered in this research review included: reading comprehension, reading and learning…
Full Text Available By adopting the constructs of reading literacy and with the use of information and communication technology, the purpose of this study is to develop two adolescent online reading literacy assessments (ORLA and examine the preliminary validity of ORLA. In addition, samples of online reading literacy performance are described. The design of ORLA is based on PISA electronic reading assessment framework and Leu et al. (2004’s online reading comprehension definition. A total of 601 eighth graders from junior high schools and 618 tenth graders from senior high schools in Taiwan City participated in this study. This study uses Rasch IRT model to calibrate the item parameter and scale scores. The results indicated: the online reading literacy assessments had adequate difficulty level, reasonable validity evidences, and students’ online reading literacy performance contains ICT element which is different from offline reading; the gender effect exists in the online reading environment by grades.
Full Text Available The purpose of this study is to compare primary school 5th-class students’ electronic text reading performance, reading speed and reading comprehension with tablet PCs and printed books. This study examined a sample of 20 students. The students were randomly divided into two groups, a control group and a treatment group. The control group students read ordinary printed books, and the students in the treatment group read the same text on an electronic tablet PC display. Both qualitative and quantitative data collection tools were used for the study. Qualitative data were collected on the reading speed and reading comprehension skills for both groups of students. Statistically, there was no significant difference between the groups in reading speed or the level of reading comprehension. Students’ opinions on tablet PCs and recommendations for future studies are also discussed.
Full Text Available Reading is a process of aesthetically appreciative receptive to emphasize critical-creative reading activities. Metacognitively students understand, address any and explore the idea of the author in the text. Students responded, criticize, and evaluate the author's ideas in the text. At this stage, students can construct their post read text into other forms (new text. The aim of this strategy equips students to understand the meaning of the story, explore ideas, responding critically, and creatively pouring backstory idea. Reading strategies aesthetically-critical-creative receptive grabbed cognitive, effective, and psychomotor toward literacy critical reading and creative writing. Read appreciative included into the activities of reading comprehension. This activity involves the sensitivity and ability to process aesthetically-receptive reading and critical-creative. Readers imagination roam the author to obtain meaningful understanding and experience of reading. Some models of reading comprehension proposed experts covering the steps before reading, when reading, and after reading. At that stage to enable students after reading thinking abilities. Activities that can be done at this stage, for example, examine the back story, retell, make drawings, diagrams, or maps the concept of reading, as well as making a road map that describes the event. Other activities that can be done is to transform our student's text stories through reinforcement form illustrated stories into comic book form, for example (transliteration.
Public Library Summer Reading Programs Contribute to Reading Progress and Proficiency. A Review of: Roman, S., & Fiore, C. (2010. Do public library summer reading programs close the achievement gap? Children and Libraries, (Winter, 27-31.
administered, as well as a structured interview of library staff.Main Results – The students who participated in the public library summer reading program did not experience summer loss in reading as measured by the post test administered in their schools.The researchers note patterns in the demographics of students who chose to participate (participation was self-selected and voluntary: predominantly Caucasian girls above poverty level, who generally scored well on reading tests. Those who participated in the study also used libraries, had more books in their homes, and parents who used libraries and provided literacy activities at home.Teachers found that students who participated in the program started the school year ready to learn, had improved reading achievement and displayed stronger motivation, enjoyment and confidence in reading. Parents of students who participated in the program also strongly agreed that their children where better prepared to begin the school year.Conclusion – The results from this study confirmed findings from an earlier study (Heyns, 1978 and subsequent related research that summer reading programs in public libraries can contribute to maintaining reading progress and proficiency, and that the recreational reading that is available to all students regardless of socioeconomic status through the public library can make a difference in reading scores.In this article the researchers presented results and conclusions based on selected subsets of the results in the full study. The participants were self-reported and no control group was established.The researchers also use the results of the study as a starting point to provide a call to action that highlights the value of public library summer reading programs, and the need for the education community to invest in partnerships with public libraries, particularly in communities that serve children and families in low-economic or depressed areas. They also note the need to include parents and
Jehangir, Naz; Yu, Caroline Yizhu; Song, Jeehey; Shariati, Mohammad Ali; Binder, Steven; Beyer, Jill; Santini, Veronica; Poston, Kathleen; Liao, Yaping Joyce
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
Full Text Available One of the unconventional features of Wittgenstein’s Tractatus Logico-Philosophicus is its use of an elaborated and detailed numbering system. Recently, Bazzocchi, Hacker und Kuusela have argued that the numbering system means that the Tractatus must be read and interpreted not as a sequentially ordered book, but as a text with a two-dimensional, tree-like structure. Apart from being able to explain how the Tractatus was composed, the tree reading allegedly solves exegetical issues both on the local (e. g. how 4.02 fits into the series of remarks surrounding it and the global level (e. g. relation between ontology and picture theory, solipsism and the eye analogy, resolute and irresolute readings. This paper defends the sequential reading against the tree reading. After presenting the challenges generated by the numbering system and the two accounts as attempts to solve them, it is argued that Wittgenstein’s own explanation of the numbering system, anaphoric references within the Tractatus and the exegetical issues mentioned above do not favour the tree reading, but a version of the sequential reading. This reading maintains that the remarks of the Tractatus form a sequential chain: The role of the numbers is to indicate how remarks on different levels are interconnected to form a concise, surveyable and unified whole.
Hooper, G.; Williams, C.C.P.; Ezra, D.
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)
Adriana Benevides Soares
Full Text Available A question of interest for educational workers is the reading comprehension process, a fundamental ability for progress in more advanced years of schooling, and its effect on pedagogical practices. This is a study that explores this question. A reading comprehension instrument composed by four structural levels of text and a scale of pedagogical practice composed by four sub-scales involving: cognitive practices with linguistic focus, cognitive practices, affective and motor practices, continuous education, was used. The results of 53 children suggest a slight tendency of teacher to prioritize cognitive practices independently of their reading comprehension level.
Yehia Ahmed Y. Al-Sohbani
Full Text Available The aim of this study was to examine Foreign Language (FL reading anxiety level of Arabicspeaking Yemeni students learning English as a foreign language (n = 106. It utilized (a a background information questionnaire, (b the Foreign Language Reading Anxiety Scale (FLRAS, and (c students' English school marks. Results of the study showed that learners of English experienced an above moderate level of FL reading anxiety. There was no significant difference between students' FL reading anxiety and their gender. However, a statistically reliable difference between the means of public and private schools regarding their FL reading anxiety in favor of the private school. Moreover, a positive correlation was found between students' FL reading anxiety and their type of school. Difficulties of uncertainty, pronunciation of English words, unfamiliar topic, unknown vocabulary, reading aloud, using word by word translation, unfamiliar English culture and history, unfamiliar grammar, English letters and symbols were identified as the major sources of FL reading anxiety.
Gaffner, Jacqueline; Johnson, Kary; Torres-Elias, Annette; Dryden, Lisa
The purpose of this study was to examine the effects of collaborative efforts between a large metropolitan school district and the school of education at an area urban university. A reading clinic, in which university students conducted small guided reading group lessons with elementary students reading below grade level, was established through…
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…
Moreno-Pérez, Francisco J.; Saldaña, David; Rodríguez-Ortiz, Isabel R.
Different studies have showed poor reading performance in the deaf compared to the hearing population. This has overshadowed the fact that a minority of deaf children learns to read successfully and reaches levels similar to their hearing peers. We analyze whether deaf people deploy the same cognitive and learning processes in reading as their…
Abu-rabia, Salim; Taha, Haitham
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…
McGeown, Sarah P.; Duncan, Lynne G.; Griffiths, Yvonne M.; Stothard, Sue E.
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…
Li, Liping; Wu, Xinchun
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
During first long shutdown of The Large Hadron Collider, most of experiment infrastructures at CERN will be upgraded for preparation to operate at higher energy thus can open new possibilities to discover the unknown in particle physics. ATLAS, which is the biggest particle detector at CERN, will also be upgraded by constructing new pixel sensor layer. This new pixel sensor layer is called ATLAS Insertable B-Layer (IBL). IBL will be installed between the existing pixel sensor and new, smaller radius beam pipe. The installation of IBL will introduce new level of radiation and pixel occupancy. Therefore, it requires development of new technologies to supports the ATLAS IBL upgrade and also improve the physics performance of the existing pixel sensor. One of the important key technologies that must be upgraded is data acquisition system. The development of new front-end ASIC, the FE-I4, to answer the challenge in data acquisition system will require new off-detector electronics. The new off-detector electronics ...
Full Text Available According to cognitive models of reading, words are processed by interacting orthographic (spelling, phonological (sound and semantic (meaning information. Despite extensive study of the neural basis of reading in healthy participants, little group data exist on patients with reading deficits from focal brain damage pointing to critical neural systems for reading. Here we report on one such study. We have performed neuropsychological testing and MRI on 11 patients with left-hemisphere stroke (<= 5 weeks post stroke. Patients completed tasks assessing cognitive components of reading such as semantics (matching picture or word choices to a target based on meaning, phonology (matching word choices to a target based on rhyming, and orthography (a two-alternative forced choice of the most plausible nonword. They also read aloud pseudowords and words with high or low levels of usage frequency, imageability, and spelling-sound consistency. As predicted by the cognitive model, when averaged across patients, the influence of semantics was most salient for low-frequency, low-consistency words, when phonological decoding is especially difficult. Qualitative subtraction analyses revealed lesion sites specific to phonological processing. These areas were consistent with those shown previously to activate for phonology in healthy participants, including supramarginal, posterior superior temporal, middle temporal, inferior frontal gyri, and underlying white matter. Notable divergence between this analysis and previous functional imaging is the association of lesions in the mid-fusiform gyrus and anterior temporal lobe with phonological reading deficits. This study represents progress toward identifying brain lesion-deficit relationships in the cognitive components of reading. Such correspondences are expected to help not only better understand the neural mechanisms of reading, but may also help tailor reading therapy to individual neurocognitive deficit
Davidson, Marcia; Hobbs, Jenny
As governments, donors and implementation organisations re-focus Education for All Goals in terms of quality of education, increasing concerns have been raised over low literacy levels in developing countries. This paper provides key learning from the application of an early reading intervention applied in post-conflict Liberia, which included a…
Melby-Lervåg, Monica; Lyster, Solveig-Alma Halaas; Hulme, Charles
The authors report a systematic meta-analytic review of the relationships among 3 of the most widely studied measures of children's phonological skills (phonemic awareness, rime awareness, and verbal short-term memory) and children's word reading skills. The review included both extreme group studies and correlational studies with unselected samples (235 studies were included, and 995 effect sizes were calculated). Results from extreme group comparisons indicated that children with dyslexia show a large deficit on phonemic awareness in relation to typically developing children of the same age (pooled effect size estimate: -1.37) and children matched on reading level (pooled effect size estimate: -0.57). There were significantly smaller group deficits on both rime awareness and verbal short-term memory (pooled effect size estimates: rime skills in relation to age-matched controls, -0.93, and reading-level controls, -0.37; verbal short-term memory skills in relation to age-matched controls, -0.71, and reading-level controls, -0.09). Analyses of studies of unselected samples showed that phonemic awareness was the strongest correlate of individual differences in word reading ability and that this effect remained reliable after controlling for variations in both verbal short-term memory and rime awareness. These findings support the pivotal role of phonemic awareness as a predictor of individual differences in reading development. We discuss whether such a relationship is a causal one and the implications of research in this area for current approaches to the teaching of reading and interventions for children with reading difficulties.
Hasan, Jhems Richard
The importance of reading in IAIN Sultan Amai Gorontalo cannot be denied. Tomake the students fit nationally and internationally, their reading skills must beof an advanced level. If reading skills are improved, learners will be able toutilize maximum resources for acquiring knowledge and information, and it willchange the whole educational scenario of the Institute. So, the present study onAn Evaluation of the Teaching of Reading Skills in IAIN Sultan AmaiGorontalo is of great importance...
Richards, Todd L; Berninger, Virginia W; Aylward, Elizabeth H; Richards, Anne L; Thomson, Jennifer B; Nagy, William E; Carlisle, Joanne F; Dager, Stephen R; Abbott, Robert D
We repeated a proton echo-planar spectroscopic imaging (PEPSI) study to test the hypothesis that children with dyslexia and good readers differ in brain lactate activation during a phonologic judgment task before but not after instructional treatment. We measured PEPSI brain lactate activation (TR/TE, 4000/144; 1.5 T) at two points 1-2 months apart during two language tasks (phonologic and lexical) and a control task (passive listening). Dyslexic participants (n = 10) and control participants (n = 8) (boys and girls aged 9-12 years) were matched in age, verbal intelligence quotients, and valid PEPSI voxels. In contrast to patients in past studies who received combined treatment, our patients were randomly assigned to either phonologic or morphologic (meaning-based) intervention between the scanning sessions. Before treatment, the patients showed significantly greater lactate elevation in the left frontal regions (including the inferior frontal gyrus) during the phonologic task. Both patients and control subjects differed significantly in the right parietal and occipital regions during both tasks. After treatment, the two groups did not significantly differ in any brain region during either task, but individuals given morphologic treatment were significantly more likely to have reduced left frontal lactate activation during the phonologic task. The previous finding of greater left frontal lactate elevation in children with dyslexia during a phonologic judgment task was replicated, and brain activation changed as a result of treatment. However, the treatment effect was due to the morphologic component rather than the phonologic component.
Hulme, Charles; Snowling, Margaret J
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.
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.
The scientific study of reading has taught us much about the beginnings of reading in childhood, with clear evidence that the gateway to reading opens when children are able to decode, or `sound out' written words. Similarly, there is a large evidence base charting the cognitive processes that characterise skilled word recognition in adults. Less understood is how children develop word reading expertise. Once basic reading skills are in place, what factors are critical for children to move from novice to expert? This paper outlines the role of reading experience in this transition. Encountering individual words in text provides opportunities for children to refine their knowledge about how spelling represents spoken language. Alongside this, however, reading experience provides much more than repeated exposure to individual words in isolation. According to the lexical legacy perspective, outlined in this paper, experiencing words in diverse and meaningful language environments is critical for the development of word reading skill. At its heart is the idea that reading provides exposure to words in many different contexts, episodes and experiences which, over time, sum to a rich and nuanced database about their lexical history within an individual's experience. These rich and diverse encounters bring about local variation at the word level: a lexical legacy that is measurable during word reading behaviour, even in skilled adults.
Snowling, Margaret J; Hulme, Charles
BACKGROUND. Children may experience two very different forms of reading problem: decoding difficulties (dyslexia) and reading comprehension difficulties. Decoding difficulties appear to be caused by problems with phonological (speech sound) processing. Reading comprehension difficulties in contrast appear to be caused by problems with 'higher level' language difficulties including problems with semantics (including deficient knowledge of word meanings) and grammar (knowledge of morphology and syntax). AIMS. We review evidence concerning the nature, causes of, and treatments for children's reading difficulties. We argue that any well-founded educational intervention must be based on a sound theory of the causes of a particular form of learning difficulty, which in turn must be based on an understanding of how a given skill is learned by typically developing children. Such theoretically motivated interventions should in turn be evaluated in randomized controlled trials (RCTs) to establish whether they are effective, and for whom. RESULTS. There is now considerable evidence showing that phonologically based interventions are effective in ameliorating children's word level decoding difficulties, and a smaller evidence base showing that reading and oral language (OL) comprehension difficulties can be ameliorated by suitable interventions to boost vocabulary and broader OL skills. CONCLUSIONS. The process of developing theories about the origins of children's educational difficulties and evaluating theoretically motivated treatments in RCTs, produces a 'virtuous circle' whereby theory informs practice, and the evaluation of effective interventions in turn feeds back to inform and refine theories about the nature and causes of children's reading and language difficulties. ©2010 The British Psychological Society.
Naomi A.N.Y. Boakye
Full Text Available Self-efficacy, which is the belief about one’s ability to perform a task successfully, has been widely acknowledged as important in learning. This affective factor, though not explicitly evident, has been said to play an important role in academic performance. However, its role in reading development has not been widely investigated. To determine the relationship between self-efficacy and reading proficiency, a study was conducted with first-year students in a South African tertiary institution. Students’ self-efficacy levels were elicited through a questionnaire and their reading proficiency was obtained through the Test of Academic Literacy levels (TALL, which essentially assesses reading proficiency. An analysis of variance showed a robust relationship between reading self-efficacy and reading proficiency for this cohort of students. Regression analysis conducted with other affective factors showed self-efficacy as the best predictor of students’ reading proficiency. Results are discussed as they relate to previous research and recommendations are made to include the development of self-efficacy in reading instruction.
von Suchodoletz, Antje; Larsen, Ross A A; Gunzenhauser, Catherine; Fäsche, Anika
Educational processes and outcomes are influenced by a multitude of factors, including individual and contextual characteristics. Recently, studies have demonstrated that student and context characteristics may produce unique and cumulative effects on educational outcomes. The study aimed to investigate (1) the relative contribution of student, classroom, and school characteristics to reading fluency and orthographic spelling, (2) the relative contribution of specific predictors to reading fluency and orthographic spelling within the sets of student, classroom, and school characteristics, and (3) whether the contribution of student, classroom, and school characteristics differs for reading fluency and orthographic spelling. Participants were 789 German third-grade students from 56 classrooms in 34 schools. Students completed an intelligence test and a questionnaire assessing self-control. Reading fluency and orthographic spelling performance were assessed using standardized achievement tests. Multilevel structural equation modelling was used to control for the hierarchical structure of educational data. Variances in students' reading and spelling skills were in large part explained by student characteristics (>90%). Classroom and school characteristics yielded little variance. Student-level intelligence and self-control were significantly related to reading fluency. For orthographic spelling, student-level intelligence and self-control, class-average intelligence, and, at the school level, the socio-economic status of the school's neighbourhood were significant predictors. Future research needs to investigate relevant classroom and school factors that may directly and indirectly relate to academic outcomes. © 2015 The British Psychological Society.
Jacobson, Lisa A.; Koriakin, Taylor; Lipkin, Paul; Boada, Richard; Frijters, Jan; Lovett, Maureen; Hill, Dina; Willcutt, Erik; Gottwald, Stephanie; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R.; Mahone, E. Mark
Competent reading requires various skills beyond those for basic word reading (i.e., core language skills, rapid naming, phonological processing). Contributing “higher-level” or domain-general processes include information processing speed and executive functions (working memory, strategic problem solving, attentional switching). Research in this area has relied on largely Caucasian samples, with limited representation of children from racial or ethnic minority groups. This study examined contributions of executive skills to reading competence in 761 children of minority backgrounds. Hierarchical linear regressions examined unique contributions of executive functions (EF) to word reading, fluency, and comprehension. EF contributed uniquely to reading performance, over and above reading-related language skills; working memory contributed uniquely to all components of reading; while attentional switching, but not problem solving, contributed to isolated and contextual word reading and reading fluency. Problem solving uniquely predicted comprehension, suggesting that this skill may be especially important for reading comprehension in minority youth. Attentional switching may play a unique role in development of reading fluency in minority youth, perhaps as a result of the increased demand for switching between spoken versus written dialects. Findings have implications for educational and clinical practice with regard to reading instruction, remedial reading intervention, and assessment of individuals with reading difficulty. PMID:26755569
Full Text Available Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary widely, often reflecting the individual beliefs of each teacher about how an adult can learn to read. In this study, phenomenographic analysis was used to identify categories of approaches to teaching adult reading, used by a group of 60 teachers in Western Australia and New Zealand. Four approaches were identified: reassurance, task-based, theory-based and responsive. It is argued that for teachers to become effective and consistent in responding to learner needs, they must understand their own beliefs and the consequences of these. The identification of different approaches in adult reading education is an important step in this process.
This study aimed to expand on existing research about motivational change by investigating within-year changes of adolescents' intrinsic reading motivation and perceived reading instruction among students from different grades and achievement levels. Six hundred and ninety five students from 10 secondary schools in Hong Kong voluntarily completed…
Park, Ho-Ryong; Kim, Deoksoon
This study investigates adult English language learners' reading-strategy use when they read online texts in hypermedia learning environments. The learners joined the online Independent English Study Group (IESG) and worked both individually and collaboratively. This qualitative case study aims (a) to assess college-level ESL learners' use of…
Iwai, Yuko; Filce, Hollie; Ramp, Ellen
In this study, the authors examined the impact of metacognitive reading strategies on international college students' academic success by correcting the Survey of Reading Strategies (SORS) instrument with (a) grade point averages (GPAs) and (b) the English language proficiency levels, categorized by beginning (students at the English Language…
Crowe, Elizabeth Coyne; Connor, Carol McDonald; Petscher, Yaacov
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.
Phillips, Linda M.; Norris, Stephen P.; Hayward, Denyse V.; Lovell, Meridith A.
This study investigated whether mothers' measured reading proficiency and their educational level predict, over and above each other, their children's receptive vocabulary and reading proficiency when confounding factors of speaking a minority language, ethnicity, number of children in the family, and marital and employment status are controlled.…
Muijselaar, M.; Swart, N.M.; Steenbeek-Planting, E.G,.; Droop, M.; Verhoeven, L.; de Jong, P.F.
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,
Kalb, G.; van Ours, J.C.
This paper investigates the importance of parents reading to their young children. Using Australian data we find that parental reading to children at age 4–5 has positive and significant effects on reading skills and cognitive skills (including numeracy skills) of these children at least up to age
Kelly, Kathryn E.; Kneipp, Lee B.
This study explored the relationship between reading for pleasure and creativity. University students (N = 225) completed measures of reading for pleasure and creativity (SCAB). The results indicated that reading for pleasure was significantly, positively correlated to creativity. Implications for the classroom are explored, including possible…
Kupzyk, Sara S.
This dissertation examined the application of evidence-based tutoring for oral reading fluency (ORF) to a natural setting, using teachers as parent trainers. Measures used to determine the impact of parent tutoring included treatment integrity, student reading outcomes, attitudes towards involvement and reading, and social validity. Six teachers…
Dynia, Jaclyn M.; Justice, Laura M.
This study describes book reading practices occurring in early childhood special education (ECSE) classrooms in comparison to early childhood education (ECE) classrooms. Reading logs submitted by 19 ECSE teachers and 13 ECE teachers over one academic year included all books read in whole class settings; these logs were analyzed to assess the…
Dunson, Walter E.
"School Success for Kids With Dyslexia and Other Reading Difficulties" provides parents and teachers with goals that will meet the needs of students who are struggling with reading, leading them to work through their difficulties and enjoy reading. It includes information, assessments, and techniques that parents, teachers, and school…
Parker, Richard; Hasbrouck, Jan E.; Denton, Carolyn
Suggestions for tutoring students with reading comprehension problems include careful selection of books with readable text segments, use of comprehension strategies such as paraphrasing brief sections, and reading to find specific information. Several reading comprehension strategies for students are summarized. (Contains 7 references.) (DB)
Following the civil war of 1996–2006, there was a dramatic increase in the labor mobility of young men and the inclusion of young women in formal education, which led to the transformation of the political landscape of rural Nepal. Mobility and schooling represent a level of prestige that rural...... politics. It analyzes how formal education and mobility either challenge or reinforce traditional gendered norms which dictate a lowly position for young married women in the household and their absence from community politics. The article concludes that women are simultaneously excluded and included from...... community politics. On the one hand, their mobility and decision-making powers decrease with the increase in the labor mobility of men and their newly gained education is politically devalued when compared to the informal education that men gain through mobility, but on the other hand, schooling strengthens...
Niechwiej-Szwedo, Ewa; Alramis, Fatimah; Christian, Lisa W
Performance of fine motor skills (FMS) assessed by a clinical test battery has been associated with reading achievement in school-age children. However, the nature of this association remains to be established. The aim of this study was to assess FMS in children with reading difficulties using two experimental tasks, and to determine if performance is associated with reduced binocular function. We hypothesized that in comparison to an age- and sex-matched control group, children identified with reading difficulties will perform worse only on a motor task that has been shown to rely on binocular input. To test this hypothesis, motor performance was assessed using two tasks: bead-threading and peg-board in 19 children who were reading below expected grade and age-level. Binocular vision assessment included tests for stereoacuity, fusional vergence, amplitude of accommodation, and accommodative facility. In comparison to the control group, children with reading difficulties performed significantly worse on the bead-threading task. In contrast, performance on the peg-board task was similar in both groups. Accommodative facility was the only measure of binocular function significantly associated with motor performance. Findings from our exploratory study suggest that normal binocular vision may provide an important sensory input for the optimal development of FMS and reading. Given the small sample size tested in the current study, further investigation to assess the contribution of binocular vision to the development and performance of FMS and reading is warranted. Copyright © 2017 Elsevier B.V. All rights reserved.
Cuc Thi Kim Pham
Full Text Available The study aimed to correlate the reading comprehension and translation performance of English linguistic students, then inform some pedagogical implications for the teaching of reading comprehension in translation classes in order to enhance the translation quality performed by the students. To this end, 45 junior students of English linguistics specialization of Hung Vuong University, including 5 males and 40 females, aged from 20 to 22, were subject to a TOEFL reading comprehension test and a translation performance test (ATA guidelines, 2011. Data were analyzed using the Pearson Correlation, SPSS version 20.0. The coefficient correlation of students’ reading comprehension and their translation performance was noted 0.721 at the significant level of 0.01. It was found that the Reading comprehension was closely related to translation performance. Along the reading comprehension question types, translation performance was affected by the ability to determine gist and main ideas of the text, identify the vocabulary, infer the implied meanings and identify the writer’s style and attitudes. The results were discussed, and implications for teaching reading comprehension to enhance translation performance were presented.
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.
Levels of potential bioactive compounds including carotenoids, vitamin C and phenolic compounds, and expression of their cognate biosynthetic genes vary significantly in different varieties of potato (Solanum tuberosum L.) grown under uniform cultural conditions.
Valcarcel, Jesus; Reilly, Kim; Gaffney, Michael; O'Brien, Nora M
In addition to their high carbohydrate content, potatoes are also an important dietary source of vitamin C and bioactive secondary metabolites, including phenolic compounds and carotenoids, which have been suggested to play a role in human health. The expression of genes encoding key enzymes involved in the synthesis of these compounds was assessed by reverse transcription-quantitative polymerase chain reaction and compared to the accumulation of the corresponding product in seven potato varieties showing contrasting levels of metabolite accumulation. Strong positive correlations were found between phenolic content in the flesh of tubers and transcript levels of phenylalanine ammonia lyase (PAL) and chalcone synthase (CHS) genes. The expression of PAL and CHS was also related to that of AN1, a transcription factor involved in the synthesis of anthocyanins, suggesting that these genes are regulated in a coordinated manner. No clear relationship was found between transcript levels of phytoene synthase (PSY) or L-galactono-1,4-lactone dehydrogenase (GLDH) genes and total carotenoid or vitamin C accumulation, respectively. Data indicate that levels of total phenolic and flavonoid compounds in potato are controlled primarily by PAL and CHS gene expression. Transcript levels of PSY and GLDH did not control accumulation of carotenoids or vitamin C. © 2015 Society of Chemical Industry.
Gray, Susan H; Ehri, Linnea C; Locke, John L
A randomized control trial compared the effects of two kinds of vocabulary instruction on component reading skills of adult struggling readers. Participants seeking alternative high school diplomas received 8 h of scripted tutoring to learn forty academic vocabulary words embedded within a civics curriculum. They were matched for language background and reading levels, then randomly assigned to either morpho-phonemic analysis teaching word origins, morpheme and syllable structures, or traditional whole word study teaching multiple sentence contexts, meaningful connections, and spellings. Both groups made comparable gains in learning the target words, but the morpho-phonemic group showed greater gains in reading unfamiliar words on standardized tests of word reading, including word attack and word recognition. Findings support theories of word learning and literacy that promote explicit instruction in word analysis to increase poor readers' linguistic awareness by revealing connections between morphological, phonological, and orthographic structures within words.
... 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
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
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…
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…
Mok, Daniel W K; Lee, Edmond P F; Chau, Foo-Tim; Dyke, John M
RCCSD(T) and/or CASSCF/MRCI calculations have been carried out on the X̃(1)A' and Ã(1)A'' states of HSiCl employing basis sets of up to the aug-cc-pV5Z quality. Contributions from core correlation and extrapolation to the complete basis set limit were included in determining the computed equilibrium geometrical parameters and relative electronic energy of these two states of HSiCl. Franck-Condon factors which include allowance for anharmonicity and Duschinsky rotation between these two states of HSiCl and DSiCl were calculated employing RCCSD(T) and CASSCF/MRCI potential energy functions, and were used to simulate the Ã(1)A'' ← X̃(1)A' absorption and Ã(1)A'' → X̃(1)A' single vibronic level (SVL) emission spectra of HSiCl and DSiCl. Simulated absorption and experimental LIF spectra, and simulated and observed Ã(1)A''(0,0,0) → X̃(1)A' SVL emission spectra, of HSiCl and DSiCl are in very good agreement. However, agreement between simulated and observed Ã(1)A''(0,1,0) → X̃(1)A' and Ã(1)A''(0,2,1) → X̃(1)A' SVL emission spectra of DSiCl is not as good. Preliminary calculations on low-lying excited states of HSiCl suggest that vibronic interaction between low-lying vibrational levels of the Ã(1)A'' state and highly excited vibrational levels of the ã(3)A'' is possible. Such vibronic interaction may change the character of the low-lying vibrational levels of the Ã(1)A'' state, which would lead to perturbation in the SVL emission spectra from these vibrational levels.
Gibbs, Vanita M., Comp.; Pabst, Robert L., Comp.
One of a series of publications on selected aspects of reading curriculum development, this monograph contains eight papers that deal with expectations in the teaching of reading. Topics covered include (1) the relationship between reading and writing, (2) changing expectations in education, (3) skills programs for remedial readers, (4) ways to…
Zigo, Diane; Moore, Michael T.
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…
Chiu, Ming Ming; McBride-Chang, Catherine; Lin, Dan
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.
Helena Arisandi Komang Widia
Full Text Available Children at early levels of primary school require appropriate guidance in their initial reading skill. They need to be trained on how reading becomes an enjoyable routine activity. This study aimed at describing teachers’ effort to build children reading habit. This study employed a qualitative descriptive study and conducted at North Bali Bilingual School Bali. The data were collected through observations and interview. The findings of the study showed that there were several activities conducted by the teacher as efforts to build children reading habit. In terms of building students’ reading habit, the teacher used (1 Point-written in Reading Rocket Chart (PRRC, (2 Chip (white, yellow, green for appreciating good behaviour in reading and using English, (3 Certificate, (4 Class Reward, and (5 Free Play Time. With these efforts, it is evident that the students’ literacy improves and they exhibited great enthusiasm in their reading and studying literacy in the classroom.
Seyed Hassan Talebi
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.
Henny Uswatun Hasanah
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.
Jones, Angela C; Rawson, Katherine A
In the reading and spelling literature, an ongoing debate concerns whether reading and spelling share a single orthographic lexicon or rely upon independent lexica. Available evidence tends to support a single lexicon account over an independent lexica account, but evidence is mixed and open to alternative explanation. In the current work, we propose another, largely ignored account--separate-but-shared lexica--according to which reading and spelling have separate orthographic lexica, but information can be shared between them. We report three experiments designed to competitively evaluate these three theoretical accounts. In each experiment, participants learned new words via reading training and/or spelling training. The key manipulation concerned the amount of reading versus spelling practice a given item received. Following training, we assessed both response time and accuracy on final outcome measures of reading and spelling. According to the independent lexica account, final performance in one modality will not be influenced by the level of practice in the other modality. According to the single lexicon account, final performance will depend on the overall amount of practice regardless of modality. According to the separate-but-shared account, final performance will be influenced by the level of practice in both modalities but will benefit more from same-modality practice. Results support the separate-but-shared account, indicating that reading and spelling rely upon separate lexica, but information can be shared between them. Copyright © 2016 Elsevier Inc. All rights reserved.
Tampubolon, A. C.; Kusuma, H. E.
Reading activity is a part of daily learning activities that are usually done by college students and takes place in the facilities that are provided by the campus. However, students tend to have a perception of a particular location that is considered appropriate with the activities undertaken. This study identified students’ perceptions of reading space characteristics in campus environment which are considered able to accommodate reading activity. Exploratory qualitative research methods were used to collect data from selected types of space and the reasons for the students in choosing the specifics space to do their reading. The results showed that students do not only use library facilities as a support unit of academic activities. This study found that students tend to use some places with non-library function, such as students’ union room, hallway, and classroom. Students perceive reading space by its physical and social characteristics. The physical consist of ambiance, quiet place, tranquility, availability of facilities, the level of coolness, lighting, location accessibility, connection with nature, convenience furniture, air quality, aesthetics, the flexibility of activities, the crowd of place, the level of shade, outdoor, ownership, and indoor. While the social characteristics of the reading space are to have privacy, favorable reading position, and the presence of others.
Full Text Available The definition of reading literacy in the PISA study, similar to other international studies of reading, emphasizes the importance of reading for active participation in society, thereby promoting the ability of students to critically analyze information and use it for different purposes. The study examined the level of reading literacy in fifteen-year-old students in different countries, whether there was progress compared to previous cycles of testing, the development of the individual literacy components, and the distribution of students by levels of reading literacy. The sample included fifteen-year-old students, regardless of the grade they had attended at the time of testing. The study was conducted in 190 schools, with the total of 5,523 students tested. The data show that the average achievement of students in Serbia in the domain of reading literacy is still below average compared to the achievement of students from OECD countries, but the results were significantly higher when compared to 2006. The most conspicuous change between two cycles of testing occurred at lower achieving levels of reading literacy, which indicates that the dominant way of teaching in schools is through traditional lectures and oriented towards the adoption of academic knowledge. The progress achieved in the average score for reading literacy scale can be seen as a result of greater involvement and greater motivation of students and teachers, the more apparent support of officials in the PISA 2009 study than in 2006 study, as well as a result of substantial changes in general social context in which students were educated. .
Milena Kosak Babuder
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.
簡良平 Liang-Ping Jian
Full Text Available 本文目的在建構教室層級實施批判識能課程，規劃納入弱勢學童的閱讀課程及實踐策略。本文從三個面向論述：一、課程目標在學童發展批判識能，包括高層次的語文識能及批判能力、能瞭解自我與發展社會識能。二、批判識能教學的原則：引導摘取文本意義、討論文本文化與自身生活經驗的差異、延伸文本世界的社會議題及發展社會意識。核心教學策略在連結學童批判觀點於閱讀：形成學 童批判觀點分析文本生活世界、以批判立場透視文本社會的意識型態、利用言說分析策略重新詮釋文本世界的意義等。三、教師營造能啟發學童批判意識的教室言說環境：教師教學語言取徑開放與批判的言說；形塑學童學習語言及養成學童多元文化與民主的社會意識。此課程實踐極仰賴教師轉變，包括教師相信學童潛能、採取鷹架教學策略、能反省教室言說內容、支持學童發展批判識能等條件的落實。 The purpose of the paper was to argue that school teachers could make a critical literacy curriculum for all the students including the disadvantaged students at the classroom level. There were three dimensions discussed in the paper. The first one was to define the category of critical literacy and to form the goals of the curriculum which were to develop the students’ high level literacy, including critical literacy, and to enlighten their critical consciousness to understand themselves and construct their social consciousness. The second dimension was to discuss the strategies of critical literacy instruction and it suggested to hold three principles: the teachers could guide the students to engage in reading and make text meanings out, to guide them to discuss the cultural difference with their life experience, and to discuss the social issues of text and to have social awareness. The core strategy of
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…
Klauda, Susan Lutz; Wigfield, Allan
This study examined elementary school students' perceived support for recreational reading from their mothers, fathers, and friends. Participants, including 130 fourth graders and 172 fifth graders, completed the researcher-developed Reading Support Survey, which assesses how often children experience and how greatly they enjoy multiple types of…
Schoenbach, Ruth; Greenleaf, Cynthia; Murphy, Lynn
Published in partnership with WestEd, this significantly updated second edition of the bestselling book contains strategies for helping students in middle school through community college gain the reading independence to master subject area textbooks and other material. Features of this book include: (1) Based on the Reading Apprenticeship…
International Reading Association, Newark, DE.
This series of 24 magazines offers readings in Spanish on literacy, education problems, psycholinguistics, expository writing, and reading behavior. The magazine's editorial committee includes representatives from Colombia, Brazil, Argentina, Chile, the United States, Uruguay, Mexico, Venezuela, and Spain. Articles concern literacy issues of both…
Lectura y Vida: Revista Latinoamericana de Lectura, 1996
The four 1996 issues of the journal, written entirely in Spanish and intended for reading teachers, include articles on these topics: design of the school and classroom environment for reading; a university experiment in cooperative learning and learning strategies; use of portfolios for evaluation of student work; evaluation of reading…
Lebsock, Rene Mendel
This qualitative study examined the influence of a teacher education reading course on teachers' actual classroom reading instruction. The research included a pilot study, followed by a full study consisting of a demographic survey and four focus groups. Fifteen teachers, 9 beginning (1 to 3 years of experience), and 6 seasoned (4 to 8 years of…
Ghanaat Pisheh, Etrat Alzahra; Sadeghpour, Narges; Nejatyjahromy, Yaser; Mir Nasab, Mir Mahmoud
Cooperative teaching is the result of efforts made by two educators for teaching a heterogeneous group of students, especially one including those with specific needs, due to reading disorders for instance. The present study serves as an experimental investigation focusing on the effect of cooperative teaching on the development of reading skills…
Dr. Ali Asghar Kakojoibari
Full Text Available Background and Aim: listening, speaking, reading and writing are considered the lingual skills. These skills are in direct relation with each other. Listening is the first skill learnt by the individual through development. If damaged by hearing impairment, listening can cause serious defect to lingual skills. The goal of our research was to study the effect of hearing loss on reading literacy in hearing impairment students in comparison with normal hearing students.Methods: Study was performed using the examination booklets of Progress in International Reading Literacy Study (PIRLS 2001. 119 hearing impairment students of 4th grade primary school, last year guidance school, and last year high school levels in schools providing exceptional student education were included. These individuals were compared to 46 normal hearing students of 4th grade primary school of ordinary schools. Comparative statistical analysis was performed using t-test.Results: Reading literacy and literal contents understanding was shown to have a significant difference between normal hearing and whole hearing impaired student (p<0.05, except the ones in high school level with moderate hearing loss. There was also seen a significant difference between normal hearing and hearing impairment students in understanding of information contents (p=0.03.Conclusion: Hearing loss has a negative effect on reading literacy. Consequently, curriculum change and evolution of educational programs in exceptional centers is needed, in order to promote reading literacy and to enhance rest hearing
Full Text Available The present study was an attempt to investigate the effectiveness of reading instructional approach called MCSR- Modified Collaborative Strategic Reading on reducing intermediate EFL learner's reading anxiety. Based on a pretest-posttest design, MCSR was implemented with 64 EFL learners at intermediate level. They received EFL reading instruction according to MCSR over two and a half months. A questionnaire called English as a Foreign Language Reading Anxiety Inventory EFLRAI was group-administered atthepretest and the posttest. Quantitative results indicated that participating students demonstrated significant gains in reducing reading anxiety. This study highlighted our understanding by considering the effectiveness of MCSR program and also it elaborated the effects of using strategies like MCSR in overcoming the big problem of reading anxiety among EFL learners as non-native students. And teachers changed the focus of attention from using traditional methods for teaching the essential skill of reading to modern programs like MCSR in order to remove their students' anxiety and stress in reading.
Chen, Chih-Ming; Wang, Jung-Ying; Chen, Yong-Ting; Wu, Jhih-Hao
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…
Paul Kei Matsuda
Full Text Available This paper focuses on reading as a central act of communication in the tutorial session. Writing center tutors without extensive experience reading writing by second language writers may have difficulty getting past the many differences in surface-level features, organization, and rhetorical moves. After exploring some of the sources of these differences in writing, the authors present strategies that writing tutors can use to work effectively with second language writers.
Lisa Wen Chun Chen
Full Text Available Reading strategies are beneficial to learners’ reading comprehension. The strategies can be divided into different categories, such as global reading strategies, problem solving strategies and support strategies. Most previous studies investigated the importance of reading strategies in the paper-based reading. However, relatively few studies examined online reading strategies and their effects on reading comprehension. Online reading materials are important sources for EFL students since an increasing number of learners read texts and learn through the Internet. EFL learners in Taiwan, unfortunately, are reported to be overwhelmed with English online materials on the Internet. Therefore, this study intends to examine EFL learners’ perceived use of online reading strategies and whether their perceived strategy uses are different in terms of proficiency levels and gender. There are 94 Taiwanese EFL learners (43% of them are males, n=40 and 57 % of them are females, n=54, who received the Online Survey of Reading Strategies (OSORS adapted from Anderson (2003 in the study. The result showed that EFL online readers tend to use more global strategies, such as using contextual clues and observing tables, figures, and pictures in the on-line text to increase understanding. High level learners used more global and problem solving strategies than low level learners, which corresponds to previous studies. Additionally, there is no difference of strategy use between males and females. Several pedagogical implications, such as the need to raise students’ awareness of strategy use, are addressed in the present study.
Hofferth, Sandra L.; Moon, Ui Jeong
This study examined the association between cell phone use, including minutes spent talking and number of text messages sent, and two measures of children’s reading proficiency — tests of word decoding and reading comprehension — in the United States. Data were drawn from the Child Development Supplement to the Panel Study of Income Dynamics, a nationally representative survey of 1,147 children 10–18 in 2009. Children whose parents were better educated, who had higher family incomes, who had fewer siblings, and who lived in urban areas were more likely to own or share a cell phone. Among those with access to a phone, children who spent more time talking on the phone were less proficient at word decoding, whereas children who spent more time sending text messages had greater reading comprehension. Although girls spent more time texting than did boys, there were no gender differences in the association between time spent talking or number of text messages sent with achievement. In spite of racial/ethnic differences in cell phone use levels, there were no racial/ethnic differences in the association between cell phone use and reading proficiency. PMID:27683624
Building scientific confidence in the development and evaluation of read-across remains an ongoing challenge. Approaches include establishing systematic frameworks to identify sources of uncertainty and ways to address them. One source of uncertainty is related to characterizing biological similarity. Many research efforts are underway such as structuring mechanistic data in adverse outcome pathways and investigating the utility of high throughput (HT)/high content (HC) screening data. A largely untapped resource for read-across to date is the biomedical literature. This information has the potential to support read-across by facilitating the identification of valid source analogues with similar biological and toxicological profiles as well as providing the mechanistic understanding for any prediction made. A key challenge in using biomedical literature is to convert and translate its unstructured form into a computable format that can be linked to chemical structure. We developed a novel text-mining strategy to represent literature information for read across. Keywords were used to organize literature into toxicity signatures at the chemical level. These signatures were integrated with HT in vitro data and curated chemical structures. A rule-based algorithm assessed the strength of the literature relationship, providing a mechanism to rank and visualize the signature as literature ToxPIs (LitToxPIs). LitToxPIs were developed for over 6,000 chemicals for a varie
Hopkins, Shelley; Sampson, Geoff P; Hendicott, Peter L; Wood, Joanne M
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
Full Text Available Abstract Background To characterize the diversity of bacterial populations in metagenomic studies, sequencing reads need to be accurately assigned to taxonomic units in a given reference taxonomy. Reads that cannot be reliably assigned to a unique leaf in the taxonomy (ambiguous reads are typically assigned to the lowest common ancestor of the set of species that match it. This introduces a potentially severe error in the estimation of bacteria present in the sample due to false positives, since all species in the subtree rooted at the ancestor are implicitly assigned to the read even though many of them may not match it. Results We present a method that maps each read to a node in the taxonomy that minimizes a penalty score while balancing the relevance of precision and recall in the assignment through a parameter q. This mapping can be obtained in time linear in the number of matching sequences, because LCA queries to the reference taxonomy take constant time. When applied to six different metagenomic datasets, our algorithm produces different taxonomic distributions depending on whether coverage or precision is maximized. Including information on the quality of the reads reduces the number of unassigned reads but increases the number of ambiguous reads, stressing the relevance of our method. Finally, two measures of performance are described and results with a set of artificially generated datasets are discussed. Conclusions The assignment strategy of sequencing reads introduced in this paper is a versatile and a quick method to study bacterial communities. The bacterial composition of the analyzed samples can vary significantly depending on how ambiguous reads are assigned depending on the value of the q parameter. Validation of our results in an artificial dataset confirm that a combination of values of q produces the most accurate results.
Full Text Available Literacy is a condition where a person has capability to read for knowledge, write to share knowledge, and think critically. Students’ literacy is a never-end issue in the field of English Language Teaching. Studies have been carried out to investigate literacy practices in various level of education including higher education. Among the problems of students’ literacy in higher education are the amount of their reading and writing practices and their motivation to read and write. The current paper is intended to share an experience in strengthening students’ literacy at the English Department of State Islamic Institute (Institut Agama Islam Negeri/IAIN Tulungagung, East Java. The preliminary investigation of the present study revealed that many students have low motivation to read. In addition, their comprehension was relatively low as represented in their paper works. Under a Classroom Action Research Design, the present study was conducted to propose writing to read program to strengthen the students’ literacy. In such program, the students were required to write a reflective essay based on the selected topics that they had to read prior to classes. The findings showed that writing reflective essay helped students strengthen their literacy as well as improve their motivation to read and to write because the reading and writing activities were done in a more relax and supportive environment that was at home.
Jacqueline Sánchez Carrero
Full Text Available Diversos estudios con niños y adolescentes han demostrado que a mayor conocimiento del mundo de la producción y transmisión de mensajes audiovisuales, mayor capacidad adquieren para formarse un criterio propio ante la pantalla. En este artículo se aúnan tres experiencias de educación mediática realizadas en Venezuela, Colombia y España, desde el enfoque de la recepción crítica. Se proporcionan los indicadores que llevan a determinar los niveles de lectura crítica audiovisual en niños de entre 8 y 12 años, construidos a partir de procesos de intervención mediante talleres de alfabetización mediática. Los grupos han sido instruidos acerca del universo audiovisual, dándoles a conocer cómo se gestan los contenidos audiovisuales y el modo de analizarlos, desestructurarlos y recrearlos. Primero, se hace referencia al concepto en evolución de educación mediática. Después, se describen las experiencias comunes en los tres países para luego incidir en los indicadores que permiten medir el nivel de lectura crítica. Por último, se reflexiona sobre la necesidad de la educación mediática en la era de la multialfabetización. No es muy frecuente encontrar estudios que revelen las claves para reconocer qué grado de criticidad tiene un niño cuando visiona los contenidos de los distintos medios digitales. Es un tema fundamental pues permite saber con qué nivel de comprensión cuenta y cuál adquiere después de un proceso de formación en educación mediática.Based on the results of several projects carried out with children and adolescents, we can state that knowledge of production and broadcasting aids the acquisition of critical media skills. This article combines three media education experiences in Venezuela, Colombia and Spain driven by a critical reception approach. It presents leading indicators for determining the level of critical audiovisual reading in children aged 8-12 extracted from intervention processes through
Full Text Available Teacher’s questioning may function to assist students comprehend more reading materials and to enable them to be proficient readers. Yet, the students may be less benefited from which if the teacher neither provides sufficient explicit reading strategy nor involves higher-level questions. Consequently, the teacher should pay more careful attentions as follows: 1 teacher should involve both lower- and high-lever questions; 2 teacher should provide students with explicit reading strategy; 3 teacher should be aware of the activities in reading phases: pre-, during-, and post-reading.
North, Michael J.
Schema-on-read is an agile approach to data storage and retrieval that defers investments in data organization until production queries need to be run by working with data directly in native form. Schema-on-read functions have been implemented in a wide range of analytical systems, most notably Hadoop. SchemaOnRead is a CRAN package that uses R’s flexible data representations to provide transparent and convenient support for the schema-on-read paradigm in R. The schema-on- read tools within the package include a single function call that recursively reads folders with text, comma separated value, raster image, R data, HDF5, NetCDF, spreadsheet, Weka, Epi Info, Pajek network, R network, HTML, SPSS, Systat, and Stata files. The provided tools can be used as-is or easily adapted to implement customized schema-on-read tool chains in R. This paper’s contribution is that it introduces and describes SchemaOnRead, the first R package specifically focused on providing explicit schema-on-read support in R.
Henry L. Feng
Full Text Available Background/Aims. To evaluate the impact of back-illuminated and nonilluminated electronic reading devices on reading speed and comfort in patients with decreased vision. Methods. A prospective study involving a convenience sample of 167 patients at a single retina practice from January 2011 to December 2012. Participants were asked to read five different excerpts on five different media in a randomly assigned order. Media included a printed book at 12-point font (12PF, iPad2 at 12PF, iPad2 at 18-point font (18PF, Kindle2 at 12PF, and Kindle2 at 18PF. Reading speed in words per minute (WPM and medium preference were recorded and stratified by visual acuity (VA. Results. Mean reading speeds in WPM: iPad2 at 18PF (217.0, iPad2 at 12PF (209.1, Kindle2 at 18PF (183.3, Kindle2 at 12PF (177.7, and printed book at 12PF (176.8. Reading speed was faster on back-illuminated media compared to nonilluminated media. Text magnification minimized losses in reading performance with worsening patient VA. The majority of participants preferred reading on the iPad2 at 18PF. Conclusions. Back-illuminated devices may increase reading speed and comfort relative to nonilluminated devices and printed text, particularly in patients with decreased VA.
The International Scientific Conference ''RESHETNEV READINGS'' is dedicated to the memory of Mikhail Reshetnev, an outstanding scientist, chief-constructor of space-rocket systems and communication satellites. The current volume represents selected proceedings of the main conference materials which were published by XVII International Scientific Conference ''RESHETNEV READINGS'' held on November 12 - 14, 2013. Plenary sessions, round tables and forums will be attended by famous scientists, developers and designers representing the space technology sector, as well as professionals and experts in the IT industry. A number of outstanding academic figures expressed their interest in an event of such a level including Jaures Alferov, Vice-president of the Russian Academy of Sciences (RAS), Academician of RAS, Nobel laureate, Dirk Bochar, General Secretary of the European Federation of National Engineering Associates (FEANI), Prof. Yuri Gulyaev, Academician of RAS, Member of the Presidium of RAS, President of the International Union of Scientific and Engineering Associations, Director of the Institute of Radio Engineering and Electronics of RAS, as well as rectors of the largest universities in Russia, chief executives of well-known research enterprises and representatives of big businesses. We would like to thank our main sponsors such as JSC ''Reshetnev Information Satellite Systems'', JSC ''Krasnoyarsk Engineering Plant'', Central Design Bureau ''Geophysics'', Krasnoyarsk Region Authorities. These enterprises and companies are leading ones in the aerospace branch. It is a great pleasure to cooperate and train specialists for them.
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.
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…
Full Text Available In the present study we examined the relationship between parental educational level, joint storybook reading and children's language competence. Our sample included 123 5-year-old children attending one of the Slovenian preschools. Frequency of parent-child joint storybook reading was measured indirectly with the children's book title checklist, which was used in the Slovenian language environment for the first time, and which, in comparison with the parents' report about how often they read to their children, represents a more objective measure of storybook exposure. By using checklist we avoid socially desirable responses, which parents give because they think that reading is important for children's language development. We found out that parental education is positively related to the parental familiarity with the titles of books for children. Furthermore, the results show that storybook exposure is, regardless of parental educational level, a factor of home environment which makes an important contribution to the development of children's language competence.
This study investigated the online reading performances and the level of visual fatigue from the perspectives of non-native speaking students (NNSs). Reading on a computer screen is more visually more demanding than reading printed text. Online reading requires frequent saccadic eye movements and imposes continuous focusing and alignment demand.…
Grimm, Ryan Ponce
The Simple View of Reading (SVR; Gough & Tunmer, 1986; Hoover & Gough, 1990) has a longstanding history as a model of reading comprehension, but it has mostly been applied to native English speakers. The SVR posits reading comprehension is a function of the interaction between word-level reading skills and oral language skills. It has been…
HODDER, VELMA; AND OTHERS
THE BASIC DEVELOPMENTAL READING PROGRAM IS REVIEWED AS A FOUNDATION FOR SOUND REMEDIAL OR CORRECTIVE PROGRAMS IN A GUIDE FOR THE IMPROVEMENT OF ELEMENTARY AND SECONDARY READING IN NEBRASKA SCHOOLS. THE PRESENTATION IS DEVELOPED AROUND FOUR TOPICS--(1) DEVELOPMENTAL READING (CHILDREN'S GROWTH CHARACTERISTICS AND NEEDS, INSTRUCTIONAL READING LEVEL,…
... 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, ...
... 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 ...
Kravitz, Richard; Shapiro, Marvin
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)
Seidel, J.G.; Felice, P.E.
The nichrome heating element of a conventional dosimeter reading apparatus has been redesigned to include a flat-bottomed depression big enough to hold a thermoluminescent dosimeter. A thin glass plate is positioned in the recess on top of the dosimeter to retain it in the recess during the heating and reading process. This technique of securing the dosimeter in contact with the heating element avoids physical scratching or damage to the dosimeter
Koh, Kim H.; Paris, Scott G.
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…
Hudson, Alida K.; Williams, Joan A.
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'…
Boakye, Naomi A. N. Y.
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…
Divoll, Kent; Browning, Sandra
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…
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.
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.
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
Marschark, Marc; Sarchet, Thomastine; Convertino, Carol M; Borgna, Georgianna; Morrison, Carolyn; Remelt, Sarah
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.
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; ...
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.
Cervetti, Gina; Pearson, P.
In this commentary, the authors bring insights from their work on science-literacy integration at the elementary level to bear on the ongoing conversation about disciplinary literacy at the middle and secondary levels. In particular, the authors discuss what they have learned about inquiry, disciplinary reading strategies, and the role of text in…
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...
Pham, Andy V; Hasson, Ramzi M
Children with reading difficulties often demonstrate weaknesses in working memory (WM). This research study explored the relation between two WM systems (verbal and visuospatial WM) and reading ability in a sample of school-aged children with a wide range of reading skills. Children (N = 157), ages 9-12, were administered measures of short-term memory, verbal WM, visuospatial WM, and reading measures (e.g., reading fluency and comprehension). Although results indicated that verbal WM was a stronger predictor in reading fluency and comprehension, visuospatial WM also significantly predicted reading skills, but provided more unique variance in reading comprehension than reading fluency. These findings suggest that visuospatial WM may play a significant role in higher level reading processes, particularly in reading comprehension, than previously thought. © The Author 2014. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: firstname.lastname@example.org.
Full Text Available This study reports an evaluation of the effect of computer-based cognitive and linguistic training on college students’ reading and writing skills. The computer-based training included a series of increasingly challenging software programs that were designed to strengthen students’ foundational cognitive skills (memory, attention span, processing speed, and sequencing in the context of listening and higher level reading tasks. Twenty-five college students (12 native English language; 13 English Second Language who demonstrated poor writing skills participated in the training group. The training group received daily training during the spring semester (11 weeks with the Fast ForWord Literacy (FFW-L and upper levels of the Fast ForWord Reading series (Levels 3, 4 and 5. The comparison group (n=28 selected from the general college population did not receive training. Both the training and comparison groups attended the same university. All students took the Gates MacGinitie Reading Test (GMRT and the Oral and Written Language Scales (OWLS Written Expression Scale at the beginning (Time 1 and end (Time 2 of the spring college semester. Results from this study showed that the training group made a statistically greater improvement from Time 1 to Time 2 in both their reading skills and their writing skills than the comparison group. The group who received training began with statistically lower writing skills before training, but exceeded the writing skills of the comparison group after training.
Nine primary-age children at a residential school for the deaf were read bedtime stories using a Total Communication approach. Every child subsequently demonstrated growth on each of several language assessments, including language comprehension and expressive language. (JDD)
Baron, Naomi S.
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.…
Polk, Cindy L. Howes; Goldstein, David
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)
Lesaux, Nonie K
Although most young children seem to master reading skills in the early grades of elementary school, many struggle with texts as they move through middle school and high school. Why do children who seem to be proficient readers in third grade have trouble comprehending texts in later grades? To answer this question, Nonie Lesaux describes what is known about reading development and instruction, homing in on research conducted with children from low-income and non-English-speaking homes. Using key insights from this research base, she offers two explanations. The first is that reading is a dynamic and multifaceted process that requires continued development if students are to keep pace with the increasing demands of school texts and tasks. The second lies in the role of reading assessment and instruction in U.S. schools. Lesaux draws a distinction between the "skills-based competencies" that readers need to sound out and recognize words and the "knowledge-based competencies" that include the conceptual and vocabulary knowledge necessary to comprehend a text's meaning. Although U.S. schools have made considerable progress in teaching skills-based reading competencies that are the focus of the early grades, most have made much less progress in teaching the knowledge-based competencies students need to support reading comprehension in middle and high school. These knowledge-based competencies are key sources of lasting individual differences in reading outcomes, particularly among children growing up in low-income and non-English-speaking households. Augmenting literacy rates, Lesaux explains, will require considerable shifts in the way reading is assessed and taught in elementary and secondary schools. First, schools must conduct comprehensive reading assessments that discern learners' (potential) sources of reading difficulties--in both skills-based and knowledge-based competencies. Second, educators must implement instructional approaches that offer promise for
Nevo, Einat; Breznitz, Zvia
Working memory (WM) plays a crucial role in supporting learning, including reading. This study investigated the influence of reading acceleration and WM training programs on improving reading skills and WM abilities. Ninety-seven children in third grade were divided into three study groups and one control group. The three study groups each received a different combination of two training programs: only reading acceleration, WM followed by reading acceleration, and reading acceleration followed by WM. All training programs significantly improved reading skills and WM abilities. Compared with the control group, the group trained with only the reading acceleration program improved word accuracy, whereas the groups trained with a combination of reading and WM programs improved word and pseudo-word fluency. The reading-acceleration-alone group and the WM-program-followed-by-reading-acceleration group improved phonological complex memory. We conclude that a training program that combines a long reading acceleration program and a short WM program is the most effective for improving the abilities most related to scholastic achievement.
Åkerstedt, Henrik; The ATLAS collaboration; Drake, Gary; Anderson, Kelby; Bohm, Christian; Oreglia, Mark; Tang, Fukun
The Tile Calorimeter at ATLAS is a hadron calorimeter based on steel plates and scintillating tiles read out by PMTs. The current read-out system uses standard ADCs and custom ASICs to digitize and temporarily store the data on the detector. However, only a subset of the data is actually read out to the counting room. The on-detector electronics will be replaced around 2023. To achieve the required reliability the upgraded system will be highly redundant. Here the ASICs will be replaced with Kintex-7 FPGAs from Xilinx. This, in addition to the use of multiple 10 Gbps optical read-out links, will allow a full read-out of all detector data. Due to the higher radiation levels expected when the beam luminosity is increased, opportunities for repairs will be less frequent. The circuitry and firmware must therefore be designed for sufficiently high reliability using redundancy and radiation tolerant components. Within a year, a hybrid demonstrator including the new read-out system will be installed in one slice of ...
Berl, Madison M; Duke, Elizabeth S; Mayo, Jessica; Rosenberger, Lisa R; Moore, Erin N; VanMeter, John; Ratner, Nan Bernstein; Vaidya, Chandan J; Gaillard, William Davis
Listening and reading comprehension of paragraph-length material are considered higher-order language skills fundamental to social and academic functioning. Using ecologically relevant language stimuli that were matched for difficulty according to developmental level, we analyze the effects of task, age, neuropsychological skills, and post-task performance on fMRI activation and hemispheric laterality. Areas of supramodal language processing are identified, with the most robust region being left-lateralized activation along the superior temporal sulcus. Functionally, this conjunction has a role in semantic and syntactic processing, leading us to refer to this conjunction as "comprehension cortex." Different from adults, supramodal areas for children include less extensive inferior frontal gyrus but more extensive right cerebellum and right temporal pole. Broader neuroanatomical pathways are recruited for reading, reflecting the more active processing and larger set of cognitive demands needed for reading compared to listening to stories. ROI analyses reveal that reading is a less lateralized language task than listening in inferior frontal and superior temporal areas, which likely reflects the difficulty of the task as children in this study are still developing their reading skills. For listening to stories, temporal activation is stable by age four with no correlations with age, neuropsychological skills or post-task performance. In contrast, frontal activation during listening to stories occurs more often in older children, and frontal activation is positively correlated with better performance on comprehension questions, suggesting that the activation of frontal networks may reflect greater integration and depth of story processing. 2010 Elsevier Inc. All rights reserved.
Muelleman, Andrew W.; Glaser, Rainer E.
Literacy requires reading comprehension, and fostering reading skills is an essential prerequisite to and a synergistic enabler of the development of writing skills. Reading comprehension in the chemical sciences not only consists of the understanding of text but also includes the reading and processing of data tables, schemes, and graphs. Thus,…
Pictures of Childhood: a close study of Sir Joshua Reynolds`s The Strawberry Girl, including a selection of his paintings of children, read in light of his The Discourses on Art and Jean-Jacques Rousseau`s Emile, or On Education.
Nordby, Oda Nygaard
Pictures of Childhood is a study of Sir Joshua Reynolds s paintings of children in light of Reynolds s The Discourses on Art, 1769-1790, and Jean-Jacques Rousseau s Emile, or On Education, 1762. A close reading of The Discourses on Art reveals that Reynolds thought art should seek a general truth, and that art should make an impression on the beholder s imagination and feeling. In Emile, Rousseau abandons original sin. This led to a perception of childhood as a happy and content phase of life...
Franc, Lillian H.; Hildebrandt, Jeannette
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)
Alachiotis, Nikolaos; Berger, Simon; Flouri, Tomáš; Pissis, Solon P; Stamatakis, Alexandros
A wide variety of short-read alignment programmes have been published recently to tackle the problem of mapping millions of short reads to a reference genome, focusing on different aspects of the procedure such as time and memory efficiency, sensitivity, and accuracy. These tools allow for a small number of mismatches in the alignment; however, their ability to allow for gaps varies greatly, with many performing poorly or not allowing them at all. The seed-and-extend strategy is applied in most short-read alignment programmes. After aligning a substring of the reference sequence against the high-quality prefix of a short read--the seed--an important problem is to find the best possible alignment between a substring of the reference sequence succeeding and the remaining suffix of low quality of the read--extend. The fact that the reads are rather short and that the gap occurrence frequency observed in various studies is rather low suggest that aligning (parts of) those reads with a single gap is in fact desirable. In this article, we present libgapmis, a library for extending pairwise short-read alignments. Apart from the standard CPU version, it includes ultrafast SSE- and GPU-based implementations. libgapmis is based on an algorithm computing a modified version of the traditional dynamic-programming matrix for sequence alignment. Extensive experimental results demonstrate that the functions of the CPU version provided in this library accelerate the computations by a factor of 20 compared to other programmes. The analogous SSE- and GPU-based implementations accelerate the computations by a factor of 6 and 11, respectively, compared to the CPU version. The library also provides the user the flexibility to split the read into fragments, based on the observed gap occurrence frequency and the length of the read, thereby allowing for a variable, but bounded, number of gaps in the alignment. We present libgapmis, a library for extending pairwise short-read alignments. We
Whitford, Veronica; Joanisse, Marc F
An extensive body of research has examined reading acquisition and performance in monolingual children. Surprisingly, however, much less is known about reading in bilingual children, who outnumber monolingual children globally. Here, we address this important imbalance in the literature by employing eye movement recordings to examine both global (i.e., text-level) and local (i.e., word-level) aspects of monolingual and bilingual children's reading performance across their first-language (L1) and second-language (L2). We also had a specific focus on lexical accessibility, indexed by word frequency effects. We had three main findings. First, bilingual children displayed reduced global and local L1 reading performance relative to monolingual children, including larger L1 word frequency effects. Second, bilingual children displayed reduced global and local L2 versus L1 reading performance, including larger L2 word frequency effects. Third, both groups of children displayed reduced global and local reading performance relative to adult comparison groups (across their known languages), including larger word frequency effects. Notably, our first finding was not captured by traditional offline measures of reading, such as standardized tests, suggesting that these measures may lack the sensitivity to detect such nuanced between-group differences in reading performance. Taken together, our findings demonstrate that bilingual children's simultaneous exposure to two reading systems leads to eye movement reading behavior that differs from that of monolingual children and has important consequences for how lexical information is accessed and integrated in both languages. Copyright © 2018 Elsevier Inc. All rights reserved.
Yeager Pelatti, Christina; Pentimonti, Jill M; Justice, Laura M
A considerable percentage of American children and adults fail to learn adequate literacy skills and read below a third grade level. Shared book reading is perhaps the single most important activity to prepare young children for success in reading. The primary objective of this manuscript was to critically review the methodological quality of Read Out and Read (ROR), a clinically based literacy program/intervention that teaches parents strategies to incorporate while sharing books with children as a method of preventing reading difficulties and academic struggles. A PubMed search was conducted. Articles that met three criteria were considered. First, the study must be clinically based and include parent contact with a pediatrician. Second, parental counseling ("anticipatory guidance") about the importance of parent-child book reading must be included. Third, only experimental or quasi-experimental studies were included; no additional criteria were used. Published articles from any year and peer-reviewed journal were considered. Study quality was determined using a modified version of the Downs and Black (1998) checklist assessing four categories: (1) Reporting, (2) External Validity, (3) Internal Validity-Bias, and (4) Internal Validity-Confounding. We were also interested in whether quality differed based on study design, children's age, sample size, and study outcome. Eleven studies met the inclusion criteria. The overall quality of evidence was variable across all studies; Reporting and External Validity categories were relatively strong while methodological concerns were found in the area of internal validity. Quality scores differed on the four study characteristics. Implications related to clinical practice and future studies are discussed.
Madhavi Gayathri Raman
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
Bassou, L; Granié, M; Pugh, A K; Morucci, J P
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.
Mohammad Mehdi Yazdani
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.
Oyetunji, Christianah Oluwatoyin
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.
Ratz, Christoph; Lenhard, Wolfgang
Students with intellectual disabilities (ID) display an extremely wide variety of skills in the field of literacy, and the ability to read and write are central learning aims in the education of students with ID. It is vital to gain detailed knowledge on the literacy skills of students with ID in order to plan instruction, create learning environments, implement educational policies or funding models and specify future fields of research. However, there has been little research into the prevalence and variation of their reading skills. The present study assessed the reading stages of 1629 school-aged students with ID regardless of aetiology (age 6-21) in Bavaria, one of the largest regions in Germany within a randomly chosen and representative sample. Teachers described the reading and writing stages of their students in a questionnaire following the developmental model of Frith. Results indicate that 29.3% do not read at all, 6.8% read at a logographic stage, 31.9% at an alphabetic and 32% at an orthographic level. Writing achievements are lower on average. We analyze and discuss the determinants of literacy in this sample with regard to the sociocultural background of students with ID and draw conclusions for teaching and school policies. Copyright © 2013 Elsevier Ltd. All rights reserved.
Reviewed by Yavuz Akbulut
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.
Balling, Laura Winther
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....
Valeriy Leonidovich Makarov
Full Text Available On the basis of the authors’ methodology, the models of productive potential of the Russian Federation regions, including estimations of intellectual capital, were constructed. It is shown that characteristics of well-being level and quality of life make a significant impact on the regional production’s efficiency. The characteristics of regions’ readiness to innovate are identified, it is possible to name it as a factor of production’s efficiency. It is shown that the inclusion of different factors of efficiency in the production potential model can significantly increase the differentiation of technical efficiency estimates, besides these estimates and their grades depend on a set of efficiency’s factors. On the basis of a comparison of real GRP and boundary GRP ratings, it is identified locally effective regions with a relatively high estimation of efficiency among regions with similar amounts of GRP and locally ineffective regions. It is calculated marginal effects of influence of the efficiency’s factors on the result of industrial activity in the region. It seems constructively to use these estimates while analyzing the prospects for regions’ development, which is based on the possibility of targeting impact on controllable efficiency’s factors. The article is also offered the option of methodology of the public policy efficiency estimation on the knowledge economy formation — an agent-based model for Russia, which is learning the “knowledge economy” sector and considering their relationship with the rest of the macroeconomic system.
American Society for Testing and Materials. Philadelphia
1.1 This practice describes test methods and data analyses used to develop models for the prediction of the long-term behavior of materials, such as engineered barrier system (EBS) materials and waste forms, used in the geologic disposal of spent nuclear fuel (SNF) and other high-level nuclear waste in a geologic repository. The alteration behavior of waste form and EBS materials is important because it affects the retention of radionuclides by the disposal system. The waste form and EBS materials provide a barrier to release either directly (as in the case of waste forms in which the radionuclides are initially immobilized), or indirectly (as in the case of containment materials that restrict the ingress of groundwater or the egress of radionuclides that are released as the waste forms and EBS materials degrade). 1.1.1 Steps involved in making such predictions include problem definition, testing, modeling, and model confirmation. 1.1.2 The predictions are based on models derived from theoretical considerat...
Full Text Available Notwithstanding the substantial transformation of education in South Africa in the last 20 years, specifically to redress the past inequalities, the challenges are ongoing. These challenges include tertiary institutions having to accommodate a culturally and linguistically diverse group of students, often second-language (L2 English speakers, in an English lingua franca classroom. This study investigated the reading attitudes and habits of students in an intermediary programme of a tertiary institution and any perceived changes to these attitudes or habits, as well as their perceptions of the promotion of reading by the programme. On successful completion of the intermediary programme, students register for the compulsory first-year English distance learning course and are required to complete a placement test. Results for students who attended the intermediary programme were compared with those of students who did not attend the intermediary programme but registered directly for mainstream. The teaching of reading appeared invaluable at the tertiary level with the indication that students’ attitudes and behaviour changed and that they inter alia realised the academic value thereof, made decisions to take up reading as a hobby and discovered new genres. Keywords: Reading; Linguistically diverse
Wisconsin Univ., Madison. Indian Language and Area Center.
INCLUDED IN THIS GLOSSARY ARE THE IMPORTANT VOCABULARY ITEMS WHICH APPEAR IN THE VOLUME OF READINGS. THESE ITEMS ARE ARRANGED BY SELECTION AND ARE IN SERIAL ORDER. THE LISTING INCLUDES THE DEVANAGARI FORM, AN ABBREVIATION OF THE FORM CLASS, AND A SHORT ENGLISH GLOSS. WHEN A NUMBER OF TRANSLATIONS ARE POSSIBLE, THE FIRST ONE GIVEN IS APPROPRIATE TO…
Demir-Lira, Özlem Ece; Levine, Susan C
Summer slide, uneven growth of academic skills over the calendar year, captures the fact that the learning gains children make over the school year do not continue at the same pace over the summer, when children are typically not in school. We compared growth of reading skills during the school year and over the summer months in children with pre-or perinatal brain lesion (PL) and typically-developing (TD) children from varying socioeconomic status (SES) backgrounds as a new way to probe the role of structured environmental support in functional plasticity for reading skills in children with PL. Results showed that children with PL performed lower than TD children on both reading decoding and reading comprehension. Group differences were primarily driven by children with larger lesions and children with right hemisphere lesions (RH). For reading comprehension, children with RH showed greater growth during the school year but more slide during the summer months than both TD children and children with left hemisphere lesions, implicating a particularly strong role of structured input in supporting reading comprehension in this group. TD children from lower SES backgrounds fell behind their TD peers from higher SES backgrounds on decoding and reading comprehension, but did not show differential patterns of school year and summer growth. Overall, results highlight the importance of considering the role of a host of factors interacting at multiple levels of analyses, including biological and environmental, in influencing developmental trajectories of typically and atypically-developing children.
Feragen, Kristin Billaud; Særvold, Tone Kristin; Aukner, Ragnhild; Stock, Nicola Marie
Despite the use of multidisciplinary services, little research has addressed issues involved in the care of those with cleft lip and/or palate across disciplines. The aim was to investigate associations between speech, language, reading, and reports of teasing, subjective satisfaction with speech, and psychological adjustment. Cross-sectional data collected during routine, multidisciplinary assessments in a centralized treatment setting, including speech and language therapists and clinical psychologists. Children with cleft with palatal involvement aged 10 years from three birth cohorts (N = 170) and their parents. Speech: SVANTE-N. Language: Language 6-16 (sentence recall, serial recall, vocabulary, and phonological awareness). Reading: Word Chain Test and Reading Comprehension Test. Psychological measures: Strengths and Difficulties Questionnaire and extracts from the Satisfaction With Appearance Scale and Child Experience Questionnaire. Reading skills were associated with self- and parent-reported psychological adjustment in the child. Subjective satisfaction with speech was associated with psychological adjustment, while not being consistently associated with speech therapists' assessments. Parent-reported teasing was found to be associated with lower levels of reading skills. Having a medical and/or psychological condition in addition to the cleft was found to affect speech, language, and reading significantly. Cleft teams need to be aware of speech, language, and/or reading problems as potential indicators of psychological risk in children with cleft. This study highlights the importance of multiple reports (self, parent, and specialist) and a multidisciplinary approach to cleft care and research.
Full Text Available 互動程度對電子書閱聽成效之影響力未有定論。本研究期望了解不同互動程度對不同性別、年級兒童閱聽電子童書之成效所造成的影響。本研究設計為一2×2×3之三因子獨立樣本實驗，以基隆某國小159名三年級與152名五年級學童為研究樣本；採用現有網路電子童書修改後為刺激物，操控無、低、高三種互動程度。藉由實驗與問卷了解不同互動程度是否影響不同年級與性別之參與者的閱聽成效。研究結果發現：一、年齡與互動程度交互影響整體閱聽成效，低互動能加強三年級的閱聽成效；二、低互動增強三年級圖像記憶表現，高互動則造成干擾；三、高互動在任何條件下皆未帶來任何顯著的助益；四、女生有較良好的整體閱聽成效表現；五、具備電腦設備與網路經驗正面影響閱聽成效，而電子書的閱聽經驗則否；六、電子書的閱讀經驗有巨大的區域性差異。This research studies shows different impact of interactive levels of electronic children’s book (ECB on reading effect for children with different age and gender. The high interactive function of ECB seem to enrich the reader’s sensory experiences, but learning obstacles could hide behind the attractive functions. The debates of influence from interactivity in ECB still remain. This research was achieved through a 2×2×3 three-factorial individual experiment and a questionnaire. In total, there were 159 third graders and 152 fifth graders recruited from Keelong City for this research. The stimuli were images modified from an online electronic book to control three interactive levels, which were “no interactivity”, “low in interactivity”, and “high interactive” levels. The participants answered a series of questions after watching and/or playing with one of the stimuli. The results suggest: 1. There was significant interaction between the
Silvia Morales Silva
Full Text Available This descriptive research examines the performance on reading comprehension of four gifted adolescents participating in a reading enrichment program. This performance is related to the variables associated to the gifted performance following the model developed by Mönks: motivation, creativity, high ability, school, peers and family. Results showed that school does not satisfy the cognitive needs of these students and it does not offer the required social support either. The family provides the main social support. The motivation, creativity, the high level of language and concentration of the participants facilitate learning. The reading program is described by the participants as motivating due to the subject-matters and methodology; furthermore, due to the opportunity to deal with peers who have a similar cognitive level.
Kang, H-T; Shim, J-Y; Lee, Y-J; Linton, J A; Park, B-J; Lee, H-R
Several studies demonstrated that reading nutrition labels was associated with healthier food choices, despite some controversy. This study investigated the association between the use of nutrition labels and metabolic syndrome (MetS) in Korean adults. This cross-sectional study included 7756 individuals who participated in the 2007-2009 Korean National Health and Nutrition Examination Survey (KNHANES). A self-reported questionnaire was used to determine participant's awareness of nutrition labels. Modified Asian criteria based on a harmonizing definition of MetS were adopted. Individuals in the group that read nutrition labels (the Reading Group) were youngest and leanest, but their daily caloric intake fell between that of the group that did not read nutrition labels (the Non-Reading Group) and the group that did not know about them (the Not-Knowing Group). The prevalence of MetS was 16.8% in the Reading Group, 27.2% in the Non-Reading Group, and 47.3% in the Not-Knowing Group. In comparison to participants in the Reading Group, the odds ratios (95% confidence interval) for MetS in the participants in the Non-Reading Group and Not-Knowing Group were 1.85 (1.60-2.14) and 4.44 (3.79-5.20), respectively, when not adjusted. The relationship between the use of nutrition labels and MetS remained statistically significant even after adjusting for covariates such as age, sex and socioeconomic status including household income and education level [1.27 (1.05-1.53) in the Non-Reading Group and 1.34 (1.05-1.70) in the Not-Knowing Group]. Reading nutrition labels appeared to be associated with a lower prevalence of MetS in a nationally representative sample of Korean adults. Copyright © 2012 Elsevier B.V. All rights reserved.
Zhu, Jiang; Han, Lemeng
Context theory is a very important theory in English teaching, especially the teaching of reading. This paper first analyzes the theory of context, including the features of context and some principles in context theory. Then the paper discusses the application of context theory in English teaching of reading, including some problems met in…
Murphy, Penny, Ed.
This report includes descriptions of ongoing reading programs for Navajo students in Rough Rock, Rock Point, and Navajo Community College, presented by teacher-participants in the conference on reading held in Kayenta, Arizona, January 30-31, 1970. Also included are reports from the Navajo Reading Study staff and a discussion of the problems of…
Morgan, Paul L.; Farkas, George; Wu, Qiong
We used a large sample of children (N ≈ 7,400) participating in the Early Childhood Longitudinal Study – Kindergarten Cohort to estimate kindergarten children’s academic achievement growth trajectories in reading and mathematics. We were particularly interested in whether the growth trajectories of children with learning disabilities (LD) or speech language impairments (SLI)—as well as those of other groups of children—were consistent with a cumulative or compensatory developmental cycle. Both LD and SLI children displayed significantly lower levels of kindergarten reading achievement than non-disabled children. However, and over the subsequent five years of elementary school, only children with SLI lagged increasingly behind non-disabled peers in their reading skills growth. We observed a different pattern for mathematics achievement. Children with LD, but not SLI, lagged increasingly behind non-disabled children in their mathematics skills growth. We also observed some consistency in “poor-get-poorer” effects across reading and mathematic achievement for additional population subgroups. Those kindergarten children who were from lower socio-economic status (SES) families, who were African-American, and who more frequently displayed learning-related behaviors problems initially had lower levels of reading and mathematics achievement and also lagged increasingly behind in their acquisition of these skills over time. Some groups of children, including those with SLI, experience a cumulative rather than compensatory cycle of achievement growth. PMID:21856991
Schiff, Rachel; Schwartz-Nahshon, Sarit; Nagar, Revital
This research explored phonological and morphological awareness among Hebrew-speaking adolescents with reading disabilities (RD) and its effect on reading comprehension beyond phonological and word-reading abilities. Participants included 39 seventh graders with RD and two matched control groups of normal readers: 40 seventh graders matched for chronological age (CA) and 38 third graders matched for reading age (RA). We assessed phonological awareness, word reading, morphological awareness, and reading comprehension. Findings indicated that the RD group performed similarly to the RA group on phonological awareness but lower on phonological decoding. On the decontextualized morphological task, RD functioned on par with RA, whereas in a contextualized task RD performed above RA but lower than CA. In reading comprehension, RD performed as well as RA. Finally, results indicated that for normal readers contextual morphological awareness uniquely contributed to reading comprehension beyond phonological and word-reading abilities, whereas no such unique contribution emerged for the RD group. The absence of an effect of morphological awareness in predicting reading comprehension was suggested to be related to a different recognition process employed by RD readers which hinder the ability of these readers to use morphosemantic structures. The lexical quality hypothesis was proposed as further support to the findings, suggesting that a low quality of lexical representation in RD students leads to ineffective reading skills and comprehension. Lexical representation is thus critical for both lexical as well as comprehension abilities.
The new Nimbus ES-1210 multichannel signal enhancement seismograph from EG and G geometrics has recently been redesigned to include multimode signal fillers on each amplifier. The ES-1210F is a shallow exploration seismograph for near subsurface exploration such as in depth-to-bedrock, geological hazard location, mineral exploration, and landslide investigations.
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…
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…
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…
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…
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…
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…
Kellman, Steven G.
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…
Virgili, Gianni; Acosta, Ruthy; Bentley, Sharon A; Giacomelli, Giovanni; Allcock, Claire; Evans, Jennifer R
The purpose of low-vision rehabilitation is to allow people to resume or to continue to perform daily living tasks, with reading being one of the most important. This is achieved by providing appropriate optical devices and special training in the use of residual-vision and low-vision aids, which range from simple optical magnifiers to high-magnification video magnifiers. To assess the effects of different visual reading aids for adults with low vision. We searched the Cochrane Central Register of Controlled Trials (CENTRAL) (which contains the Cochrane Eyes and Vision Trials Register) (2017, Issue 12); MEDLINE Ovid; Embase Ovid; BIREME LILACS, OpenGrey, the ISRCTN registry; ClinicalTrials.gov and the World Health Organization (WHO) International Clinical Trials Registry Platform (ICTRP). The date of the search was 17 January 2018. This review includes randomised and quasi-randomised trials that compared any device or aid used for reading to another device or aid in people aged 16 or over with low vision as defined by the study investigators. We did not compare low-vision aids with no low-vision aid since it is obviously not possible to measure reading speed, our primary outcome, in people that cannot read ordinary print. We considered reading aids that maximise the person's visual reading capacity, for example by increasing image magnification (optical and electronic magnifiers), augmenting text contrast (coloured filters) or trying to optimise the viewing angle or gaze position (such as prisms). We have not included studies investigating reading aids that allow reading through hearing, such as talking books or screen readers, or through touch, such as Braille-based devices and we did not consider rehabilitation strategies or complex low-vision interventions. We used standard methods expected by Cochrane. At least two authors independently assessed trial quality and extracted data. The primary outcome of the review was reading speed in words per minute. Secondary
伊東, あゆみ; 田川, 麻央; 石井, 怜子
Collaborative reading is an activity in which learners work in pairs to comprehend text through sharing their own reading processes with each other. The purpose of this study is to investigate the effects of collaborative reading on learners of Japanese as a second language (JSL). This study included thirty-six intermediate-advanced JSL learners, who were divided in two groups: the collaborative reading group and the non- collaborative one; each was given a sample of expository text to read t...
Boles, Catherine D; Liu, Ying; November-Rider, Debra
The objective of this study was to evaluate dental patient education brochures produced since 2000 to determine if there is any change in the Flesch-Kincaid grade level readability. A convenience sample of 36 brochures was obtained for analysis of the readability of the patient education material on multiple dental topics. Readability was measured using the Flesch-Kincaid Grade Level through Microsoft Word. Pearson's correlation was used to describe the relationship among the factors of interest. Backward model selection of multiple linear regression model was used to investigate the relationship between Flesch-Kincaid Grade level and a set of predictors included in this study. A convenience sample (n=36) of dental education brochures produced from 2000 to 2014 showed a mean Flesch-Kincaid reading grade level of 9.15. Weak to moderate correlations existed between word count and grade level (r=0.40) and characters count and grade level (r=0.46); strong correlations were found between grade level and average words per sentence (r=0.70), average characters per word (r=0.85) and Flesch Reading Ease (r=-0.98). Only 1 brochure out of the sample met the recommended sixth grade reading level (Flesch-Kincaid Grade Level 5.7). Overall, the Flesch-Kincaid Grade Level of all brochures was significantly higher than the recommended sixth grade reading level (preadability of the brochures. However, the majority of the brochures analyzed are still testing above the recommended sixth grade reading level. Copyright © 2016 The American Dental Hygienists’ Association.
Ladd, Megan; Martin-Chang, Sandra; Levesque, Kyle
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.
Vogel, Alecia C; Petersen, Steven E; Schlaggar, Bradley L
The neurobiological basis of reading is of considerable interest, yet analyzing data from subjects reading words aloud during functional MRI data collection can be difficult. Therefore, many investigators use surrogate tasks such as visual matching or rhyme matching to eliminate the need for spoken output. Use of these tasks has been justified by the presumption of "automatic activation" of reading-related neural processing when a word is viewed. We have tested the efficacy of using a nonreading task for studying "reading effects" by directly comparing blood oxygen level dependent (BOLD) activity in subjects performing a visual matching task and an item naming task on words, pseudowords (meaningless but legal letter combinations), and nonwords (meaningless and illegal letter combinations). When compared directly, there is significantly more activity during the naming task in "reading-related" regions such as the inferior frontal gyrus (IFG) and supramarginal gyrus. More importantly, there are differing effects of lexicality in the tasks. A whole-brain task (matching vs. naming) by string type (word vs. pseudoword vs. nonword) by BOLD timecourse analysis identifies regions showing this three-way interaction, including the left IFG and left angular gyrus (AG). In the majority of the identified regions (including the left IFG and left AG), there is a string type × timecourse interaction in the naming but not the matching task. These results argue that the processing performed in specific regions is contingent on task, even in reading-related regions and is thus nonautomatic. Such differences should be taken into consideration when designing studies intended to investigate reading. Copyright © 2012 Wiley Periodicals, Inc.
Di Fabrizio, Enzo M.; Fratalocchi, Andrea; Totero Gongora, Juan Sebastian; Coluccio, Maria Laura; Candeloro, Patrizio; Cuda, Gianni
A device for detecting an analyte in a sample comprising: an array including a plurality of pixels, each pixel including a nanochain comprising: a first nanostructure, a second nanostructure, and a third nanostructure, wherein size of the first nanostructure is larger than that of the second nanostructure, and size of the second nanostructure is larger than that of the third nanostructure, and wherein the first nanostructure, the second nanostructure, and the third nanostructure are positioned on a substrate such that when the nanochain is excited by an energy, an optical field between the second nanostructure and the third nanostructure is stronger than an optical field between the first nanostructure and the second nanostructure, wherein the array is configured to receive a sample; and a detector arranged to collect spectral data from a plurality of pixels of the array.
The production of chemicals and minerals for the chemical industry in Saskatchewan are featured, with some discussion of resource taxation. The commodities mentioned include potash, fatty amines, uranium, heavy oil, sodium sulfate, chlorine, sodium hydroxide, sodium chlorate and bentonite. Following the successful outcome of the Cluff Lake inquiry, the uranium industry is booming. Some developments and production figures for Gulf Minerals, Amok, Cenex and Eldorado are mentioned.
A novel neural model for emotional modulation of word reading is proposed. This model has four principal hypotheses: the dominant activation region hypothesis, the emotional modulation hypothesis, the attentional level hypothesis, and the interaction hypothesis. Four lines of research were reviewed to provide evidence for these hypotheses: (1) neuro-cognitive studies on the mechanisms of word reading (i.e., neural networks for reading); (2) studies on the influence of words' emotional valence on word reading; (3) studies of the effect of attention on word reading; and (4) studies on emotional modulation of word reading under different attentional levels.
Komakula, Sirisha. T.; Burr, Robert. B.; Lee, James N.; Anderson, Jeffrey
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.
Ankara : The Department of Teaching English as a Foreign Language, the Institute of Economics and Social Sciences of Bilkent University, 2002. Thesis (Master's) -- Bilkent University, 2002. Includes bibliographical references leaves 93-97. Reading strategies are processes used by a learner to enhance reading and to overcome comprehension failures. In order to better help students overcome such difficulties, training in reading strategies is necessary. Only with the appropriate ...
Ahmadi, Mohammad Reza; Ismail, Hairul Nizam; Abdullah, Muhammad Kamarul Kabilan
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…
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…
Ven, M.A.M. van de; Leeuw, L.C. de; Weerdenburg, M.W.C. van; Steenbeek-Planting, E.G.
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
van den Boer, M.
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
van de Ven, M.; de Leeuw, L.; van Weerdenburg, M.; Steenbeek-Planting, E. G.
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…
Lluís Mas Manchón
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.
Kim, Young-Suk Grace
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...
Birch, Barbara M
English L2 Reading, Third Edition offers teachers research-based insights into bottom-up skills in reading English as a second language and a solid foundation on which to build reading instruction. Core linguistic and psycholinguistic concepts are presented within the context of their application to teaching. The goal is to balance or supplement (not replace) top-down approaches and methodologies with effective low-level options for teaching English reading. The text's pedagogical features- Questions, Study Guide Questions. Discussion Questions, Spotlight on Teaching sections- engage readers o