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Sample records for included standardized reading

  1. Developing standard transmission system for radiology reporting including key images

    International Nuclear Information System (INIS)

    Kim, Seon Chil

    2007-01-01

    Development of hospital information system and Picture Archiving Communication System is not new in the medical field, and the development of internet and information technology are also universal. In the course of such development, however, it is hard to share medical information without a refined standard format. Especially in the department of radiology, the role of PACS has become very important in interchanging information with other disparate hospital information systems. A specific system needs to be developed that radiological reports are archived into a database efficiently. This includes sharing of medical images. A model is suggested in this study in which an internal system is developed where radiologists store necessary images and transmit them is the standard international clinical format, Clinical Document Architecture, and share the information with hospitals. CDA document generator was made to generate a new file format and separate the existing storage system from the new system. This was to ensure the access to required data in XML documents. The model presented in this study added a process where crucial images in reading are inserted in the CDA radiological report generator. Therefore, this study suggests a storage and transmission model for CDA documents, which is different from the existing DICOM SR. Radiological reports could be better shared, when the application function for inserting images and the analysis of standard clinical terms are completed

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

    OpenAIRE

    Xia, Yan

    2011-01-01

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

  3. Towards identifying dyslexia in Standard Indonesian: the development of a reading assessment battery.

    Science.gov (United States)

    Jap, Bernard A J; Borleffs, Elisabeth; Maassen, Ben A M

    2017-01-01

    With its transparent orthography, Standard Indonesian is spoken by over 160 million inhabitants and is the primary language of instruction in education and the government in Indonesia. An assessment battery of reading and reading-related skills was developed as a starting point for the diagnosis of dyslexia in beginner learners. Founded on the International Dyslexia Association's definition of dyslexia, the test battery comprises nine empirically motivated reading and reading-related tasks assessing word reading, pseudoword reading, arithmetic, rapid automatized naming, phoneme deletion, forward and backward digit span, verbal fluency, orthographic choice (spelling), and writing. The test was validated by computing the relationships between the outcomes on the reading-skills and reading-related measures by means of correlation and factor analyses. External variables, i.e., school grades and teacher ratings of the reading and learning abilities of individual students, were also utilized to provide evidence of its construct validity. Four variables were found to be significantly related with reading-skill measures: phonological awareness, rapid naming, spelling, and digit span. The current study on reading development in Standard Indonesian confirms findings from other languages with transparent orthographies and suggests a test battery including preliminary norm scores for screening and assessment of elementary school children learning to read Standard Indonesian.

  4. Reading the New Standard ISA700

    Directory of Open Access Journals (Sweden)

    Daniel Botez

    2010-12-01

    Full Text Available Review of permanent professional standards is a requirement for professional bodies of professional accountants, resulting in broader processes of globalization and harmonization. A set of revised standards on financial audit engagement was published by IFAC in April 2009. International Standard on Auditing (ISA 700 "Forming an opinion and reporting on financial statements” is one of them. This standard deals with the auditor's responsibility to form an opinion on the financial statements and determine the form and content of the auditor's report issued following an audit of financial statements. Even if you do not have major changes, the revised standard contains several provisions that emphasize the important role of the auditor's report and more specifically defines its responsibility.

  5. Toward developing a standardized Arabic continuous text reading chart.

    Science.gov (United States)

    Alabdulkader, Balsam; Leat, Susan Jennifer

    Near visual acuity is an essential measurement during an oculo-visual assessment. Short duration continuous text reading charts measure reading acuity and other aspects of reading performance. There is no standardized version of such chart in Arabic. The aim of this study is to create sentences of equal readability to use in the development of a standardized Arabic continuous text reading chart. Initially, 109 Arabic pairs of sentences were created for use in constructing a chart with similar layout to the Colenbrander chart. They were created to have the same grade level of difficulty and physical length. Fifty-three adults and sixteen children were recruited to validate the sentences. Reading speed in correct words per minute (CWPM) and standard length words per minute (SLWPM) was measured and errors were counted. Criteria based on reading speed and errors made in each sentence pair were used to exclude sentence pairs with more outlying characteristics, and to select the final group of sentence pairs. Forty-five sentence pairs were selected according to the elimination criteria. For adults, the average reading speed for the final sentences was 166 CWPM and 187 SLWPM and the average number of errors per sentence pair was 0.21. Childrens' average reading speed for the final group of sentences was 61 CWPM and 72 SLWPM. Their average error rate was 1.71. The reliability analysis showed that the final 45 sentence pairs are highly comparable. They will be used in constructing an Arabic short duration continuous text reading chart. Copyright © 2016 Spanish General Council of Optometry. Published by Elsevier España, S.L.U. All rights reserved.

  6. Developing and Standardization of a Diagnostic Reading Test

    Directory of Open Access Journals (Sweden)

    Tahereh Sima-Shirazi

    2004-06-01

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

  7. Comparing Performance Standards on the Retention of Words Read Correctly per Minute

    Science.gov (United States)

    Kubina, Richard M., Jr.; Amato, Janelle; Schwilk, Christopher L.; Therrien, William J.

    2008-01-01

    To measure retention of oral reading fluency, three students attending a learning support classroom used a repeating reading strategy with two passages. Each student read one passage to a high performance standard and the other passage to a lower performance standard. Results show it took the students more practice to reach the higher performance…

  8. Student Reading Growth Illuminates the Common Core Text-Complexity Standard: Raising Both Bars

    Science.gov (United States)

    Williamson, Gary L.; Fitzgerald, Jill; Stenner, Jackson A.

    2014-01-01

    The Common Core State Standards (CCSS) establish a challenging text-complexity standard for all high school graduates to read at college and workplace text-complexity levels. We argue that implementation of the CCSS standard requires concurrent examination of historical student reading-growth trends. An example of a historical student average…

  9. A tool for standardized collector performance calculations including PVT

    DEFF Research Database (Denmark)

    Perers, Bengt; Kovacs, Peter; Olsson, Marcus

    2012-01-01

    A tool for standardized calculation of solar collector performance has been developed in cooperation between SP Technical Research Institute of Sweden, DTU Denmark and SERC Dalarna University. The tool is designed to calculate the annual performance of solar collectors at representative locations...... can be tested and modeled as a thermal collector, when the PV electric part is active with an MPP tracker in operation. The thermal collector parameters from this operation mode are used for the PVT calculations....

  10. Standards and Guidelines of the Reading Recovery [TM] Council of North America. Third Edition: Fall 1998.

    Science.gov (United States)

    Reading Recovery Council of North America, Columbus, OH.

    This booklet outlines the Reading Recovery Council of North America's (RRCNA) standards and guidelines for those who are responsible for the establishment and maintenance of effective Reading Recovery and/or "Descubriendo La Lectura" sites. The standards are deemed essential for assuring quality services to children and effective…

  11. Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic

    Directory of Open Access Journals (Sweden)

    Rachel Schiff

    2018-04-01

    Full Text Available This study addressed the development of and the relationship between foundational metalinguistic skills and word reading skills in Arabic. It compared Arabic-speaking children’s phonological awareness (PA, morphological awareness, and voweled and unvoweled word reading skills in spoken and standard language varieties separately in children across five grade levels from childhood to adolescence. Second, it investigated whether skills developed in the spoken variety of Arabic predict reading in the standard variety. Results indicate that although individual differences between students in PA are eliminated toward the end of elementary school in both spoken and standard language varieties, gaps in morphological awareness and in reading skills persisted through junior and high school years. The results also show that the gap in reading accuracy and fluency between Spoken Arabic (SpA and Standard Arabic (StA was evident in both voweled and unvoweled words. Finally, regression analyses showed that morphological awareness in SpA contributed to reading fluency in StA, i.e., children’s early morphological awareness in SpA explained variance in children’s gains in reading fluency in StA. These findings have important theoretical and practical contributions for Arabic reading theory in general and they extend the previous work regarding the cross-linguistic relevance of foundational metalinguistic skills in the first acquired language to reading in a second language, as in societal bilingualism contexts, or a second language variety, as in diglossic contexts.

  12. Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic

    Science.gov (United States)

    Schiff, Rachel; Saiegh-Haddad, Elinor

    2018-01-01

    This study addressed the development of and the relationship between foundational metalinguistic skills and word reading skills in Arabic. It compared Arabic-speaking children’s phonological awareness (PA), morphological awareness, and voweled and unvoweled word reading skills in spoken and standard language varieties separately in children across five grade levels from childhood to adolescence. Second, it investigated whether skills developed in the spoken variety of Arabic predict reading in the standard variety. Results indicate that although individual differences between students in PA are eliminated toward the end of elementary school in both spoken and standard language varieties, gaps in morphological awareness and in reading skills persisted through junior and high school years. The results also show that the gap in reading accuracy and fluency between Spoken Arabic (SpA) and Standard Arabic (StA) was evident in both voweled and unvoweled words. Finally, regression analyses showed that morphological awareness in SpA contributed to reading fluency in StA, i.e., children’s early morphological awareness in SpA explained variance in children’s gains in reading fluency in StA. These findings have important theoretical and practical contributions for Arabic reading theory in general and they extend the previous work regarding the cross-linguistic relevance of foundational metalinguistic skills in the first acquired language to reading in a second language, as in societal bilingualism contexts, or a second language variety, as in diglossic contexts. PMID:29686633

  13. Adolescents' Motivation for Reading: Group Differences and Relation to Standardized Achievement

    Science.gov (United States)

    Wolters, Christopher A.; Denton, Carolyn A.; York, Mary J.; Francis, David J.

    2014-01-01

    The purpose of this study was to extend the research on adolescents' motivation for reading by examining important group differences and the relation of motivation to standardized achievement. Adolescents (N = 406) ranging from grade 7 to grade 12 completed a self-report survey that assessed 13 different aspects of their reading motivation…

  14. Towards identifying dyslexia in Standard Indonesian: : the development of a reading assessment battery

    NARCIS (Netherlands)

    Jap, Bernard Amadeus Jaya; Borleffs, Elisabeth; Maassen, Bernardus

    2017-01-01

    With its transparent orthography, Standard Indonesian is spoken by over 160 million inhabitants and is the primary language of instruction in education and the government in Indonesia. An assessment battery of reading and reading-related skills was developed as a starting point for the diagnosis of

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

    Directory of Open Access Journals (Sweden)

    Andreia Martins Rosa

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

  16. Evaluation of a device for standardized measurements of reading performance in a prepresbyopic population.

    Science.gov (United States)

    Arad, Tschingis; Baumeister, Martin; Bühren, Jens; Kohnen, Thomas

    2017-04-20

    Automated measurements of reading performance are required for clinical trials involving presbyopia-correcting surgery options. Repeatability of a testing device for reading (Salzburg Reading Desk) was evaluated in a prepresbyopic population. Subjective reading performance of 50 subjects divided into 2 age groups (23-30 years and 38-49 years) with distance-corrected eyes was investigated with different log-scaled reading charts. At study entry, refractive parameters were measured and distance visual acuity assessed. Two standardized binocular measurements were performed for each subject (32.24 ± 9.87 days apart [mean ± SD]). The repeatability of the tests was estimated using correlation coefficients, Wilcoxon signed-rank test, and Bland-Altman method. The test parameters at both maximum reading rate (MRR) measurements demonstrate a strong relationship of age group 2 subjects (correlation coefficient [r] = 0.74 p = 10-4) and of younger subjects (age group 1: r = 0.69, p = 10-4). Prepresbyopic subjects of age group 2 showed moderate results for near reading distance (r = 0.67, p = 10-4); by contrast, younger subjects had poorer results (r = 0.55, p = 10-3). The Wilcoxon signed-rank test revealed agreement between measurements and Bland-Altman plots showed a wide data spread for MRR and near reading distance in both groups. The device measures repeatedly selected reading performance parameters of near real world conditions, such as MRR, in prepresbyopic populations if several factors are taken into account. The option to choose preferred distance leads to more variance in measuring repeated reading performance. German Clinical Trials Register (DRKS) registration reference number: DRKS00000784.

  17. 2016 Updated American Society of Clinical Oncology/Oncology Nursing Society Chemotherapy Administration Safety Standards, Including Standards for Pediatric Oncology.

    Science.gov (United States)

    Neuss, Michael N; Gilmore, Terry R; Belderson, Kristin M; Billett, Amy L; Conti-Kalchik, Tara; Harvey, Brittany E; Hendricks, Carolyn; LeFebvre, Kristine B; Mangu, Pamela B; McNiff, Kristen; Olsen, MiKaela; Schulmeister, Lisa; Von Gehr, Ann; Polovich, Martha

    2016-12-01

    Purpose To update the ASCO/Oncology Nursing Society (ONS) Chemotherapy Administration Safety Standards and to highlight standards for pediatric oncology. Methods The ASCO/ONS Chemotherapy Administration Safety Standards were first published in 2009 and updated in 2011 to include inpatient settings. A subsequent 2013 revision expanded the standards to include the safe administration and management of oral chemotherapy. A joint ASCO/ONS workshop with stakeholder participation, including that of the Association of Pediatric Hematology Oncology Nurses and American Society of Pediatric Hematology/Oncology, was held on May 12, 2015, to review the 2013 standards. An extensive literature search was subsequently conducted, and public comments on the revised draft standards were solicited. Results The updated 2016 standards presented here include clarification and expansion of existing standards to include pediatric oncology and to introduce new standards: most notably, two-person verification of chemotherapy preparation processes, administration of vinca alkaloids via minibags in facilities in which intrathecal medications are administered, and labeling of medications dispensed from the health care setting to be taken by the patient at home. The standards were reordered and renumbered to align with the sequential processes of chemotherapy prescription, preparation, and administration. Several standards were separated into their respective components for clarity and to facilitate measurement of adherence to a standard. Conclusion As oncology practice has changed, so have chemotherapy administration safety standards. Advances in technology, cancer treatment, and education and training have prompted the need for periodic review and revision of the standards. Additional information is available at http://www.asco.org/chemo-standards .

  18. A new principle for the standardization of long paragraphs for reading speed analysis.

    Science.gov (United States)

    Radner, Wolfgang; Radner, Stephan; Diendorfer, Gabriela

    2016-01-01

    To investigate the reliability, validity, and statistical comparability of long paragraphs that were developed to be equivalent in construction and difficulty. Seven long paragraphs were developed that were equal in syntax, morphology, and number and position of words (111), with the same number of syllables (179) and number of characters (660). For validity analyses, the paragraphs were compared with the mean reading speed of a set of seven sentence optotypes of the RADNER Reading Charts (mean of 7 × 14 = 98 words read). Reliability analyses were performed by calculating the Cronbach's alpha value and the corrected total item correlation. Sixty participants (aged 20-77 years) read the paragraphs and the sentences (distance 40 cm; font: Times New Roman 12 pt). Test items were presented randomly; reading length was measured with a stopwatch. Reliability analysis yielded a Cronbach's alpha value of 0.988. When the long paragraphs were compared in pairwise fashion, significant differences were found in 13 of the 21 pairs (p differ significantly, and these paragraph combinations are therefore suitable for comparative research studies. The mean reading speed was 173.34 ± 24.01 words per minute (wpm) for the long paragraphs and 198.26 ± 28.60 wpm for the sentence optotypes. The maximum difference in reading speed was 5.55 % for the long paragraphs and 2.95 % for the short sentence optotypes. The correlation between long paragraphs and sentence optotypes was high (r = 0.9243). Despite good reliability and equivalence in construction and degree of difficulty, a statistically significant difference in reading speed can occur between long paragraphs. Since statistical significance should be dependent only on the persons tested, either standardizing long paragraphs for statistical equality of reading speed measurements or increasing the number of presented paragraphs is recommended for comparative investigations.

  19. Differences in Students' Reading Comprehension of International Financial Reporting Standards: A South African Case

    Science.gov (United States)

    Coetzee, Stephen A.; Janse van Rensburg, Cecile; Schmulian, Astrid

    2016-01-01

    This study explores differences in students' reading comprehension of International Financial Reporting Standards in a South African financial reporting class with a heterogeneous student cohort. Statistically significant differences were identified for prior academic performance, language of instruction, first language and enrolment in the…

  20. 32 CFR 37.620 - What financial management standards do I include for nonprofit participants?

    Science.gov (United States)

    2010-07-01

    ... 32 National Defense 1 2010-07-01 2010-07-01 false What financial management standards do I include... financial management standards do I include for nonprofit participants? So as not to force system changes..., your expenditure-based TIA's requirements for the financial management system of any nonprofit...

  1. Preliminary Safety Information Document for the Standard MHTGR. Volume 1, (includes latest Amendments)

    Energy Technology Data Exchange (ETDEWEB)

    None

    1986-01-01

    With NRC concurrence, the Licensing Plan for the Standard HTGR describes an application program consistent with 10CFR50, Appendix O to support a US Nuclear Regulatory Commission (NRC) review and design certification of an advanced Standard modular High Temperature Gas-Cooled Reactor (MHTGR) design. Consistent with the NRC's Advanced Reactor Policy, the Plan also outlines a series of preapplication activities which have as an objective the early issuance of an NRC Licensability Statement on the Standard MHTGR conceptual design. This Preliminary Safety Information Document (PSID) has been prepared as one of the submittals to the NRC by the US Department of Energy in support of preapplication activities on the Standard MHTGR. Other submittals to be provided include a Probabilistic Risk Assessment, a Regulatory Technology Development Plan, and an Emergency Planning Bases Report.

  2. Standardized Competencies for Parenteral Nutrition Order Review and Parenteral Nutrition Preparation, Including Compounding: The ASPEN Model.

    Science.gov (United States)

    Boullata, Joseph I; Holcombe, Beverly; Sacks, Gordon; Gervasio, Jane; Adams, Stephen C; Christensen, Michael; Durfee, Sharon; Ayers, Phil; Marshall, Neil; Guenter, Peggi

    2016-08-01

    Parenteral nutrition (PN) is a high-alert medication with a complex drug use process. Key steps in the process include the review of each PN prescription followed by the preparation of the formulation. The preparation step includes compounding the PN or activating a standardized commercially available PN product. The verification and review, as well as preparation of this complex therapy, require competency that may be determined by using a standardized process for pharmacists and for pharmacy technicians involved with PN. An American Society for Parenteral and Enteral Nutrition (ASPEN) standardized model for PN order review and PN preparation competencies is proposed based on a competency framework, the ASPEN-published interdisciplinary core competencies, safe practice recommendations, and clinical guidelines, and is intended for institutions and agencies to use with their staff. © 2016 American Society for Parenteral and Enteral Nutrition.

  3. Books and reading: evidence-based standard of care whose time has come.

    Science.gov (United States)

    Zuckerman, Barry; Augustyn, Marilyn

    2011-01-01

    Reach Out and Read (ROR) is the only systematically evaluated clinical activity to promote child development in primary care used throughout the United States. The ROR intervention is straightforward: clinicians provide advice about the benefits of reading aloud, as well as directly giving books to high-risk children and parents to take home at each pediatric visit of children aged 6 months to 5 years. ROR builds upon a significant evidence base of the value of reading aloud to young children. The studies evaluating ROR from different sites from subjects from different racial backgrounds and numerous outcome measures are consistently positive. From its initial single site at Boston City Hospital in 1989, to over 4600 clinical sites in 2010, over 30 000 clinicians distributed over 6.2 million books a year to 3.9 million children across the United States. The future efforts for ROR include integrating mental health competencies found in American Academy of Pediatrics guidelines as part of residency and clinician training into the ROR paradigm, quality improvement to ensure fidelity to the intervention, and expanded pediatric clinician involvement in local early childhood/school readiness community efforts. Finally, the most important future goal is the adoption of giving advice about reading aloud and giving developmentally appropriate books to high-risk families as best practice by official bodies. Copyright © 2011 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  4. Adding access to a video magnifier to standard vision rehabilitation: initial results on reading performance and well-being from a prospective, randomized study

    Science.gov (United States)

    Jackson, Mary Lou; Schoessow, Kimberly A.; Selivanova, Alexandra; Wallis, Jennifer

    2017-01-01

    Purpose Both optical and electronic magnification are available to patients with low vision. Electronic video magnifiers are more expensive than optical magnifiers, but they offer additional benefits, including variable magnification and contrast. This study aimed to evaluate the effect of access to a video magnifier (VM) added to standard comprehensive vision rehabilitation (VR). Methods In this prospective study, 37 subjects with central field loss were randomized to receive standard VR (VR group, 18 subjects) or standard VR plus VM (VM group, 19 subjects). Subjects read the International Reading Speed Texts (IReST), a bank check, and a phone number at enrollment, at 1 month, and after occupational therapy (OT) as indicated to address patient goals. The Impact of Vision Impairment (IVI) questionnaire, a version of the Activity Inventory (AI), and the Depression Anxiety and Stress Scale (DASS) were administered at enrollment, 1 month, after OT, 1 month later, and 1 year after enrollment. Assessments at enrollment and 1 month later were evaluated. Results At 1 month, the VM group displayed significant improvement in reading continuous print as measured by the IReST (P = 0.01) but did not differ on IVI, AI, or DASS. From enrollment to 1 month all subjects improved in their ability to spot read (phone number and check; P read a number in a phone book more than the VR group at 1 month after initial consultation (P = 0.02). All reported better well-being (P = 0.02). Conclusions All subjects reported better well-being on the IVI. The VM group read faster and was better at two spot reading tasks but did not differ from the VR group in other outcome measures. PMID:28924412

  5. Including alternative resources in state renewable portfolio standards: Current design and implementation experience

    International Nuclear Information System (INIS)

    Heeter, Jenny; Bird, Lori

    2013-01-01

    As of October 2012, 29 states, the District of Columbia, and Puerto Rico have instituted a renewable portfolio standard (RPS). Each state policy is unique, varying in percentage targets, timetables, and eligible resources. Increasingly, new RPS polices have included alternative resources. Alternative resources have included energy efficiency, thermal resources, and, to a lesser extent, non-renewables. This paper examines state experience with implementing renewable portfolio standards that include energy efficiency, thermal resources, and non-renewable energy and explores compliance experience, costs, and how states evaluate, measure, and verify energy efficiency and convert thermal energy. It aims to gain insights from the experience of states for possible federal clean energy policy as well as to share experience and lessons for state RPS implementation. - Highlights: • Increasingly, new RPS policies have included alternative resources. • Nearly all states provide a separate tier or cap on the quantity of eligible alternative resources. • Where allowed, non-renewables and energy efficiency are being heavily utilized

  6. Including Alternative Resources in State Renewable Portfolio Standards: Current Design and Implementation Experience

    Energy Technology Data Exchange (ETDEWEB)

    Heeter, J.; Bird, L.

    2012-11-01

    Currently, 29 states, the District of Columbia, and Puerto Rico have instituted a renewable portfolio standard (RPS). An RPS sets a minimum threshold for how much renewable energy must be generated in a given year. Each state policy is unique, varying in percentage targets, timetables, and eligible resources. This paper examines state experience with implementing renewable portfolio standards that include energy efficiency, thermal resources, and non-renewable energy and explores compliance experience, costs, and how states evaluate, measure, and verify energy efficiency and convert thermal energy. It aims to gain insights from the experience of states for possible federal clean energy policy as well as to share experience and lessons for state RPS implementation.

  7. Standard deviation analysis of the mastoid fossa temperature differential reading: a potential model for objective chiropractic assessment.

    Science.gov (United States)

    Hart, John

    2011-03-01

    This study describes a model for statistically analyzing follow-up numeric-based chiropractic spinal assessments for an individual patient based on his or her own baseline. Ten mastoid fossa temperature differential readings (MFTD) obtained from a chiropractic patient were used in the study. The first eight readings served as baseline and were compared to post-adjustment readings. One of the two post-adjustment MFTD readings fell outside two standard deviations of the baseline mean and therefore theoretically represents improvement according to pattern analysis theory. This study showed how standard deviation analysis may be used to identify future outliers for an individual patient based on his or her own baseline data. Copyright © 2011 National University of Health Sciences. Published by Elsevier Inc. All rights reserved.

  8. Digitized molecular diagnostics: reading disk-based bioassays with standard computer drives.

    Science.gov (United States)

    Li, Yunchao; Ou, Lily M L; Yu, Hua-Zhong

    2008-11-01

    We report herein a digital signal readout protocol for screening disk-based bioassays with standard optical drives of ordinary desktop/notebook computers. Three different types of biochemical recognition reactions (biotin-streptavidin binding, DNA hybridization, and protein-protein interaction) were performed directly on a compact disk in a line array format with the help of microfluidic channel plates. Being well-correlated with the optical darkness of the binding sites (after signal enhancement by gold nanoparticle-promoted autometallography), the reading error levels of prerecorded audio files can serve as a quantitative measure of biochemical interaction. This novel readout protocol is about 1 order of magnitude more sensitive than fluorescence labeling/scanning and has the capability of examining multiplex microassays on the same disk. Because no modification to either hardware or software is needed, it promises a platform technology for rapid, low-cost, and high-throughput point-of-care biomedical diagnostics.

  9. 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

    Directory of Open Access Journals (Sweden)

    Teri Lawton

    2017-05-01

    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

  10. 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.

    Science.gov (United States)

    Lawton, Teri; Shelley-Tremblay, John

    2017-01-01

    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

  11. 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

    Science.gov (United States)

    Lawton, Teri; Shelley-Tremblay, John

    2017-01-01

    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

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

    Science.gov (United States)

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

    2016-01-01

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

  13. Standard recommended practice for examination of fuel element cladding including the determination of the mechanical properties

    International Nuclear Information System (INIS)

    Anon.

    1975-01-01

    Guidelines are provided for the post-irradiation examination of fuel cladding and to achieve better correlation and interpretation of the data in the field of radiation effects. The recommended practice is applicable to metal cladding of all types of fuel elements. The tests cited are suitable for determining mechanical properties of the fuel elements cladding. Various ASTM standards and test methods are cited

  14. Using early standardized language measures to predict later language and early reading outcomes in children at high risk for language-learning impairments.

    Science.gov (United States)

    Flax, Judy F; Realpe-Bonilla, Teresa; Roesler, Cynthia; Choudhury, Naseem; Benasich, April

    2009-01-01

    The aim of the study was to examine the profiles of children with a family history (FH+) of language-learning impairments (LLI) and a control group of children with no reported family history of LLI (FH-) and identify which language constructs (receptive or expressive) and which ages (2 or 3 years) are related to expressive and receptive language abilities, phonological awareness, and reading abilities at ages 5 and 7 years. Participants included 99 children (40 FH+ and 59 FH-) who received a standardized neuropsychological battery at 2, 3, 5, and 7 years of age. As a group, the FH+ children had significantly lower scores on all language measures at 2 and 3 years, on selected language and phonological awareness measures at 5 years, and on phonological awareness and nonword reading at 7 years. Language comprehension at 3 years was the best predictor of later language and early reading for both groups. These results support past work suggesting that children with a positive family history of LLI are at greater risk for future language and reading problems through their preschool and early school-age years. Furthermore, language comprehension in the early years is a strong predictor of future language-learning status.

  15. Evaluation of Dogs with Border Collie Collapse, Including Response to Two Standardized Strenuous Exercise Protocols.

    Science.gov (United States)

    Taylor, Susan; Shmon, Cindy; Su, Lillian; Epp, Tasha; Minor, Katie; Mickelson, James; Patterson, Edward; Shelton, G Diane

    2016-01-01

    Clinical and metabolic variables were evaluated in 13 dogs with border collie collapse (BCC) before, during, and following completion of standardized strenuous exercise protocols. Six dogs participated in a ball-retrieving protocol, and seven dogs participated in a sheep-herding protocol. Findings were compared with 16 normal border collies participating in the same exercise protocols (11 retrieving, five herding). Twelve dogs with BCC developed abnormal mentation and/or an abnormal gait during evaluation. All dogs had post-exercise elevations in rectal temperature, pulse rate, arterial blood pH, PaO2, and lactate, and decreased PaCO2 and bicarbonate, as expected with strenuous exercise, but there were no significant differences between BCC dogs and normal dogs. Electrocardiography demonstrated sinus tachycardia in all dogs following exercise. Needle electromyography was normal, and evaluation of muscle biopsy cryosections using a standard panel of histochemical stains and reactions did not reveal a reason for collapse in 10 dogs with BCC in which these tests were performed. Genetic testing excluded the dynamin-1 related exercise-induced collapse mutation and the V547A malignant hyperthermia mutation as the cause of BCC. Common reasons for exercise intolerance were eliminated. Although a genetic basis is suspected, the cause of collapse in BCC was not determined.

  16. Impact of a standardized nurse observation protocol including MEWS after Intensive Care Unit discharge.

    Science.gov (United States)

    De Meester, K; Das, T; Hellemans, K; Verbrugghe, W; Jorens, P G; Verpooten, G A; Van Bogaert, P

    2013-02-01

    Analysis of in-hospital mortality after serious adverse events (SAE's) in our hospital showed the need for more frequent observation in medical and surgical wards. We hypothesized that the incidence of SAE's could be decreased by introducing a standard nurse observation protocol. To investigate the effect of a standard nurse observation protocol implementing the Modified Early Warning Score (MEWS) and a color graphic observation chart. Pre- and post-intervention study by analysis of patients records for a 5-day period after Intensive Care Unit (ICU) discharge to 14 medical and surgical wards before (n=530) and after (n=509) the intervention. For the total study population the mean Patient Observation Frequency Per Nursing Shift (POFPNS) during the 5-day period after ICU discharge increased from .9993 (95% C.I. .9637-1.0350) in the pre-intervention period to 1.0732 (95% C.I. 1.0362-1.1101) (p=.005) in the post-intervention period. There was an increased risk of a SAE in patients with MEWS 4 or higher in the present nursing shift (HR 8.25; 95% C.I. 2.88-23.62) and the previous nursing shift (HR 12.83;95% C.I. 4.45-36.99). There was an absolute risk reduction for SAE's within 120h after ICU discharge of 2.2% (95% C.I. -0.4-4.67%) from 5.7% to 3.5%. The intervention had a positive impact on the observation frequency. MEWS had a predictive value for SAE's in patients after ICU discharge. The drop in SAE's was substantial but did not reach statistical significance. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

  17. International Spinal Cord Injury Core Data Set (version 2.0)-including standardization of reporting

    NARCIS (Netherlands)

    Biering-Sorensen, F.; DeVivo, M. J.; Charlifue, S.; Chen, Y.; New, P. W.; Noonan, V.; Post, M. W. M.; Vogel, L.

    Study design: The study design includes expert opinion, feedback, revisions and final consensus. Objectives: The objective of the study was to present the new knowledge obtained since the International Spinal Cord Injury (SCI) Core Data Set (Version 1.0) published in 2006, and describe the

  18. International Spinal Cord Injury Core Data Set (version 2.0)-including standardization of reporting

    NARCIS (Netherlands)

    Biering-Sørensen, F; DeVivo, M J; Charlifue, Susan; Chen, Y; New, P.W.; Noonan, V.; Post, M W M; Vogel, L.

    STUDY DESIGN: The study design includes expert opinion, feedback, revisions and final consensus. OBJECTIVES: The objective of the study was to present the new knowledge obtained since the International Spinal Cord Injury (SCI) Core Data Set (Version 1.0) published in 2006, and describe the

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

    NARCIS (Netherlands)

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

    2008-01-01

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

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

    Science.gov (United States)

    Allen, Denise A.

    2014-01-01

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

  1. Lyral has been included in the patch test standard series in Germany.

    Science.gov (United States)

    Geier, Johannes; Brasch, Jochen; Schnuch, Axel; Lessmann, Holger; Pirker, Claudia; Frosch, Peter J

    2002-05-01

    Lyral 5% pet. was tested in 3245 consecutive patch test patients in 20 departments of dermatology in order (i) to check the diagnostic quality of this patch test preparation, (ii) to examine concomitant reactions to Lyral and fragrance mix (FM), and (iii) to assess the frequency of contact allergy to Lyral in an unselected patch test population of German dermatological clinics. 62 patients reacted to Lyral, i.e. 1.9%. One third of the positive reactions were + + and + + +. The reaction index was 0.27. Thus, the test preparation can be regarded a good diagnostic tool. Lyral and fragrance mix (FM) were tested in parallel in 3185 patients. Of these, 300 (9.4%) reacted to FM, and 59 (1.9%) to Lyral. In 40 patients, positive reactions to both occurred, which is 13.3% of those reacting to FM, and 67.8% of those reacting to Lyral. So the concordance of positive test reactions to Lyral and FM was only slight. Based on these results, the German Contact Dermatitis Research Group (DKG) decided to add Lyral 5% pet. to the standard series.

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

    Directory of Open Access Journals (Sweden)

    Richard L. ALLINGTON

    2014-10-01

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

  3. A Comparative Study of Blood Glucose Measurements Using Glucometer Readings and the Standard Method in the Diagnosis of Neonatal Hypoglycemia

    Directory of Open Access Journals (Sweden)

    Mohammad Torkaman

    2016-03-01

    Full Text Available Background: Hypoglycemia is one of the most common neonatal disorders, associated with severe complications. There has been a great deal of controversy regarding the definition and screening of hypoglycemia. Therefore, in this study, we aimed to determine a cut-off value for blood glucose level in glucometer readings. Methods: This cross-sectional study was conducted on 238 newborns at risk of hypoglycemia, admitted to Baqiyatallah Hospital of Tehran, Iran in 2012; the subjects were selected via simple sampling. After obtaining informed consents from the newborns’ parents, 1 cc blood samples were sent to the laboratory for measuring the blood glucose level. Moreover, venous blood samples, as well as heel-stick blood samples, were obtained for glucometer measurements. Blood glucose measurements were used to determine the cut-off value by the receiver operating characteristic (ROC curve and make comparisons with the diagnostic criteria for hypoglycemia in the literature. Results: A total of 238 infants with the mean weight of 2869±821.9 g were enrolled in this study. The mean (±SD blood glucose levels were 65.1±22.9, 82.9±24.7, and 84.4±24.8 mg/dl, based on the standard laboratory method, glucometer reading of venous blood samples, and glucometer reading of heel-stick capillary blood samples, respectively. The optimal cut-off point for hypoglycemia was determined as 65 mg/dl, using glucometer-based assessment of heel-stick blood samples. Conclusion: The significant difference in blood glucose levels measured by the laboratory method and outpatient glucometer readings highlights the importance of a cut-off value for rapid assessment and control of blood glucose and timely detection of hypoglycemia. In fact, the cut-off value introduced in the present study could facilitate such measurements.

  4. 32 CFR 37.615 - What standards do I include for financial systems of for-profit firms?

    Science.gov (United States)

    2010-07-01

    ... 32 National Defense 1 2010-07-01 2010-07-01 false What standards do I include for financial... SECRETARY OF DEFENSE DoD GRANT AND AGREEMENT REGULATIONS TECHNOLOGY INVESTMENT AGREEMENTS Award Terms Affecting Participants' Financial, Property, and Purchasing Systems Financial Matters § 37.615 What...

  5. Which Book and Why: Using Book Bands and Book Levels for Guided Reading in Key Stage 1 [Includes CD-ROM

    Science.gov (United States)

    Bodman, Sue, Ed.; Franklin, Glen, Ed.

    2014-01-01

    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…

  6. The Impact of Approved Accounting Standard AASB 1024 “Consolidated Accounts” on the Information Included in Consolidated Financial Statements

    OpenAIRE

    Pramuka, Bambang Agus

    1995-01-01

    The intent of consolidated financial statements is to provide meaningful, relevant, useful, and reliable information about the operations of a group of companies. In compliance with AASB 1024 'Consolidated Accounts', and AAS 24 Consolidated Financial Reports', a parent entity now has to include in its consolidated financial statements all controlled entities, regardless of their legal form or the ownership interest held. The new Standard also pr...

  7. The English-Language and Reading Achievement of a Cohort of Deaf Students Speaking and Signing Standard English: A Preliminary Study.

    Science.gov (United States)

    Nielsen, Diane Corcoran; Luetke, Barbara; McLean, Meigan; Stryker, Deborah

    2016-01-01

    Research suggests that English-language proficiency is critical if students who are deaf or hard of hearing (D/HH) are to read as their hearing peers. One explanation for the traditionally reported reading achievement plateau when students are D/HH is the inability to hear insalient English morphology. Signing Exact English can provide visual access to these features. The authors investigated the English morphological and syntactic abilities and reading achievement of elementary and middle school students at a school using simultaneously spoken and signed Standard American English facilitated by intentional listening, speech, and language strategies. A developmental trend (and no plateau) in language and reading achievement was detected; most participants demonstrated average or above-average English. Morphological awareness was prerequisite to high test scores; speech was not significantly correlated with achievement; language proficiency, measured by the Clinical Evaluation of Language Fundamentals-4 (Semel, Wiig, & Secord, 2003), predicted reading achievement.

  8. Reading Evaluation

    Science.gov (United States)

    Fagan, W. T.

    1978-01-01

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

  9. Motivation for Reading and Upper Primary School Students' Academic Achievement in Reading in Kenya

    Science.gov (United States)

    Mucherah, Winnie; Herendeen, Abbey

    2013-01-01

    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,…

  10. Reading women’s fiction. Liala’s novels between uniqueness and standardization

    Directory of Open Access Journals (Sweden)

    Sarah Bonciarelli

    2012-06-01

    Full Text Available The aim of the paper is to analyse the case of the Italian writer Liala in the light of one specific aspect: the symbolic and crucial role of her work in the changes in Italian women’s fiction from the 1950s. Liala’s work represents a shift from the traditional narrative, where the role of the author is still crucial, to a writing process directly linked to the social, technological and distribution changes resulting from standardization and serialization in literature.

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

    International Nuclear Information System (INIS)

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

    2003-01-01

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

  12. Technical standards and guidelines: prenatal screening for Down syndrome that includes first-trimester biochemistry and/or ultrasound measurements.

    Science.gov (United States)

    Palomaki, Glenn E; Lee, Jo Ellen S; Canick, Jacob A; McDowell, Geraldine A; Donnenfeld, Alan E

    2009-09-01

    This statement is intended to augment the current general ACMG Standards and Guidelines for Clinical Genetics Laboratories and to address guidelines specific to first-trimester screening for Down syndrome. The aim is to provide the laboratory the necessary information to ensure accurate and reliable Down syndrome screening results given a screening protocol (e.g., combined first trimester and integrated testing). Information about various test combinations and their expected performance are provided, but other issues such as availability of reagents, patient interest in early test results, access to open neural tube defect screening, and availability of chorionic villus sampling are all contextual factors in deciding which screening protocol(s) will be selected by individual health care providers. Individual laboratories are responsible for meeting the quality assurance standards described by the Clinical Laboratory Improvement Act, the College of American Pathologists, and other regulatory agencies, with respect to appropriate sample documentation, assay validation, general proficiency, and quality control measures. These guidelines address first-trimester screening that includes ultrasound measurement and interpretation of nuchal translucency thickness and protocols that combine markers from both the first and second trimesters. Laboratories can use their professional judgment to make modification or additions.

  13. BioInfra.Prot: A comprehensive proteomics workflow including data standardization, protein inference, expression analysis and data publication.

    Science.gov (United States)

    Turewicz, Michael; Kohl, Michael; Ahrens, Maike; Mayer, Gerhard; Uszkoreit, Julian; Naboulsi, Wael; Bracht, Thilo; Megger, Dominik A; Sitek, Barbara; Marcus, Katrin; Eisenacher, Martin

    2017-11-10

    The analysis of high-throughput mass spectrometry-based proteomics data must address the specific challenges of this technology. To this end, the comprehensive proteomics workflow offered by the de.NBI service center BioInfra.Prot provides indispensable components for the computational and statistical analysis of this kind of data. These components include tools and methods for spectrum identification and protein inference, protein quantification, expression analysis as well as data standardization and data publication. All particular methods of the workflow which address these tasks are state-of-the-art or cutting edge. As has been shown in previous publications, each of these methods is adequate to solve its specific task and gives competitive results. However, the methods included in the workflow are continuously reviewed, updated and improved to adapt to new scientific developments. All of these particular components and methods are available as stand-alone BioInfra.Prot services or as a complete workflow. Since BioInfra.Prot provides manifold fast communication channels to get access to all components of the workflow (e.g., via the BioInfra.Prot ticket system: bioinfraprot@rub.de) users can easily benefit from this service and get support by experts. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

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

    Science.gov (United States)

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

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

  15. A comparison of important international and national standards for limiting exposure to EMF including the scientific rationale.

    Science.gov (United States)

    Roy, Colin R; Martin, Lindsay J

    2007-06-01

    A comparison of Eastern (from Russia, Hungary, Bulgaria, Poland, and the Czech Republic) and Western (represented by the International Commission on Non-Ionizing Radiation Protection guidelines and the Institute of Electrical and Electronic Engineers standards) radiofrequency standards reveals key differences. The Eastern approach is to protect against non-thermal effects caused by chronic exposure to low level exposure, and the occupational basic restriction is power load (the product of intensity and exposure duration). In contrast, the Western approach is to protect against established acute biological effects that could signal an adverse health effect, and the principal basic restriction is the specific absorption rate to protect against thermal effects. All of the standards are science-based, but a fundamental difference arises from a lack of agreement on the composition of the reference scientific database and of which adverse effect needs to be protected against. However, differences also exist between the ICNIRP and IEEE standards. An additional complication arises when standards are derived or modified using a precautionary approach. For ELF the differences between ICNIRP and IEEE are more fundamental; namely, differences in the basic restriction used (induced current; in-situ electric field) and the location of breakpoints in the strength-frequency curves result in large differences. In 2006, ICNIRP will initiate the review of their ELF and radiofrequency guidelines, and this will provide an opportunity to address differences in standards and the move towards harmonization of EMF standards and guidelines.

  16. 501 reading comprehension questions

    CERN Document Server

    2014-01-01

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

  17. Slit-scanning technique using standard cell sorter instruments for analyzing and sorting nonacrocentric human chromosomes, including small ones

    NARCIS (Netherlands)

    Rens, W.; van Oven, C. H.; Stap, J.; Jakobs, M. E.; Aten, J. A.

    1994-01-01

    We have investigated the performance of two types of standard flow cell sorter instruments, a System 50 Cytofluorograph and a FACSTar PLUS cell sorter, for the on-line centromeric index (CI) analysis of human chromosomes. To optimize the results, we improved the detection efficiency for centromeres

  18. Nonlinear method for including the mass uncertainty of standards and the system measurement errors in the fitting of calibration curves

    International Nuclear Information System (INIS)

    Pickles, W.L.; McClure, J.W.; Howell, R.H.

    1978-01-01

    A sophisticated nonlinear multiparameter fitting program was used to produce a best fit calibration curve for the response of an x-ray fluorescence analyzer to uranium nitrate, freeze dried, 0.2% accurate, gravimetric standards. The program is based on unconstrained minimization subroutine, VA02A. The program considers the mass values of the gravimetric standards as parameters to be fit along with the normal calibration curve parameters. The fitting procedure weights with the system errors and the mass errors in a consistent way. The resulting best fit calibration curve parameters reflect the fact that the masses of the standard samples are measured quantities with a known error. Error estimates for the calibration curve parameters can be obtained from the curvature of the ''Chi-Squared Matrix'' or from error relaxation techniques. It was shown that nondispersive XRFA of 0.1 to 1 mg freeze-dried UNO 3 can have an accuracy of 0.2% in 1000 s. 5 figures

  19. ENDF/B-5 Standards Data Library (including modifications made in 1986). Summary of contents and documentation

    International Nuclear Information System (INIS)

    DayDay, N.; Lemmel, H.D.

    1986-01-01

    This document summarizes the contents and documentation of the ENDF/B-5 Standards Data Library (EN5-ST) released in September 1979. The library contains complete evaluations for all significant neutron reactions in the energy range 10 -5 eV to 20 MeV for H-1, He-3, Li-6, B-10, C-12, Au-197 and U-235 isotopes. In 1986 the files for C-12, Au-197 and U-235 were slightly modified. The entire library or selective retrievals from it can be obtained free of charge from the IAEA Nuclear Data Section. (author)

  20. ENDF/B-5 Standards Data Library (including modifications made in 1986). Summary of contents and documentation

    Energy Technology Data Exchange (ETDEWEB)

    DayDay, N; Lemmel, H D

    1986-05-01

    This document summarizes the contents and documentation of the ENDF/B-5 Standards Data Library (EN5-ST) released in September 1979. The library contains complete evaluations for all significant neutron reactions in the energy range 10{sup -5}eV to 20 MeV for H-1, He-3, Li-6, B-10, C-12, Au-197 and U-235 isotopes. In 1986 the files for C-12, Au-197 and U-235 were slightly modified. The entire library or selective retrievals from it can be obtained free of charge from the IAEA Nuclear Data Section. (author) Refs, figs, tabs

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

    Science.gov (United States)

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

    2005-01-01

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

  2. LHCb: FPGA based data-flow injection module at 10 Gbit/s reading data from network exported storage and using standard protocols

    CERN Multimedia

    Lemouzy, B; Garnier, J-C

    2010-01-01

    The goal of the LHCb readout upgrade is to speed up the DAQ to 40 MHz. Such a DAQ system will certainly employ 10 Gigabit or similar technologies and might also need new networking protocols such as a customized, light-weight TCP or more specialised protocols. A test module is being implemented, which integrates in the existing LHCb infrastructure. It is a multiple 10-Gigabit traffic generator, driven by a Stratix IV FPGA, which is flexibile enough to either generate LHCb's raw data packets internally or read them from external storage via the network. For reading the data we have implemented a light-weight industry standard protocol ATA over Ethernet (AoE) and we present an outlook of using a filesystem on these network-exported disk-drivers.

  3. Teaching Reading

    Science.gov (United States)

    Day, Richard R.

    2013-01-01

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

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

    Science.gov (United States)

    Radner, W

    2016-12-01

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

  5. Review of neutron activation analysis in the standardization and study of reference materials, including its application to radionuclide reference materials

    International Nuclear Information System (INIS)

    Byrne, A.R.

    1993-01-01

    Neutron activation analysis (NAA) plays a very important role in the certification of reference materials (RMs) and their characterization, including homogeneity testing. The features of the method are briefly reviewed, particularly aspects relating to its completely independent nuclear basis, its virtual freedom from blank problems, and its capacity for self-verification. This last aspect, arising from the essentially isotopic character of NAA, can be exploited by using different nuclear reactions and induced nuclides, and the possibility of employing two modes, one instrumental (nondestructive), the other radiochemical (destructive). This enables the derivation of essentially independent analytical information and the unique capacity of NAA for selfvalidation. The application of NAA to quantify natural or man-made radionuclides such as uranium, thorium, 237 Np, 129 I and 230 Th is discussed, including its advantages over conventional radiometric methods and its usefulness in providing independent data for nuclides where other confirmatory analyses are impossible, or are only recently becoming available through newer 'atom counting' techniques. Certain additional, prospective uses of NAA in the study of RMs and potential RMs are mentioned, including transmutation reactions, creation of endogenously radiolabelled matrices for production and study of RMs (such as dissolution and leaching tests, use as incorporated radiotracers for chemical recovery correction), and the possibility of molecular activation analysis for specification. (orig.)

  6. Text-Based Vocabulary Intervention Training Study: Supporting Fourth Graders with Low Reading Comprehension and Learning Disabilities

    Science.gov (United States)

    Solís, Michael; Scammacca, Nancy; Barth, Amy E.; Roberts, Garrett J.

    2017-01-01

    This experimental study examined the effectiveness of a text-based reading and vocabulary intervention with self-regulatory supports for 4th graders with low reading comprehension. Students with standard scores on the Gates MacGinitie Reading Test between 1.0 standard deviation (SD) and 0.5 SD below the normative sample were included (N=44) and…

  7. Reading Letters

    DEFF Research Database (Denmark)

    Beier, Sofie

    2012-01-01

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

  8. The Frontlines of Medicine Project: a proposal for the standardized communication of emergency department data for public health uses including syndromic surveillance for biological and chemical terrorism.

    Science.gov (United States)

    Barthell, Edward N; Cordell, William H; Moorhead, John C; Handler, Jonathan; Feied, Craig; Smith, Mark S; Cochrane, Dennis G; Felton, Christopher W; Collins, Michael A

    2002-04-01

    The Frontlines of Medicine Project is a collaborative effort of emergency medicine (including emergency medical services and clinical toxicology), public health, emergency government, law enforcement, and informatics. This collaboration proposes to develop a nonproprietary, "open systems" approach for reporting emergency department patient data. The common element is a standard approach to sending messages from individual EDs to regional oversight entities that could then analyze the data received. ED encounter data could be used for various public health initiatives, including syndromic surveillance for chemical and biological terrorism. The interlinking of these regional systems could also permit public health surveillance at a national level based on ED patient encounter data. Advancements in the Internet and Web-based technologies could allow the deployment of these standardized tools in a rapid time frame.

  9. Reading faster

    Directory of Open Access Journals (Sweden)

    Paul Nation

    2009-12-01

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

  10. FPGA based data-flow injection module at 10 Gbit/s reading data from network exported storage and using standard protocols

    International Nuclear Information System (INIS)

    Lemouzy, B; Garnier, J-C; Neufeld, N

    2011-01-01

    The goal of the LHCb readout upgrade is to accelerate the DAQ to 40 MHz. Such a DAQ system will certainly employ 10 Gigabit or similar technologies and might also need new networking protocols such as a customized, light-weight TCP or more specialized protocols. A test module is being implemented to be integrated in the existing LHCb infrastructure. It is a multiple 10-Gigabit traffic generator, driven by a Stratix IV FPGA, and flexible enough to generate LHCb's raw data packets. Traffic data are either internally generated or read from external storage via the network. We have implemented a light-weight industry standard protocol ATA over Ethernet (AoE) and we present an outlook of using a file-system on these network-exported disk-drivers.

  11. Exposure times and ratio of readings produced by irradiation of thermoluminescence dosemeters in PTB neutron standard fields between 0.1 MeV and 19 MeV

    International Nuclear Information System (INIS)

    Jahr, R.; Guldbakke, S.; Cosack, M.

    1979-06-01

    6 LiF and 7 LiF thermoluminescence dosimeters (TLD) irradiated in a standard field of monoenergetic neutrons (Esub(n) = 0.1 MeV to 19 MeV), respond as well to the photon as to the neutron component of this radiation field. The ratio of the two TLD readings as well as the duration of irradiation required to obtain a preset TLD reading are calculated as a function of the neutron energy. (orig.) [de

  12. Technical support document: Energy efficiency standards for consumer products: Refrigerators, refrigerator-freezers, and freezers including draft environmental assessment, regulatory impact analysis

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1995-07-01

    The Energy Policy and Conservation Act (P.L. 94-163), as amended by the National Appliance Energy Conservation Act of 1987 (P.L. 100-12) and by the National Appliance Energy Conservation Amendments of 1988 (P.L. 100-357), and by the Energy Policy Act of 1992 (P.L. 102-486), provides energy conservation standards for 12 of the 13 types of consumer products` covered by the Act, and authorizes the Secretary of Energy to prescribe amended or new energy standards for each type (or class) of covered product. The assessment of the proposed standards for refrigerators, refrigerator-freezers, and freezers presented in this document is designed to evaluate their economic impacts according to the criteria in the Act. It includes an engineering analysis of the cost and performance of design options to improve the efficiency of the products; forecasts of the number and average efficiency of products sold, the amount of energy the products will consume, and their prices and operating expenses; a determination of change in investment, revenues, and costs to manufacturers of the products; a calculation of the costs and benefits to consumers, electric utilities, and the nation as a whole; and an assessment of the environmental impacts of the proposed standards.

  13. Technical support document: Energy conservation standards for consumer products: Dishwashers, clothes washers, and clothes dryers including: Environmental impacts; regulatory impact analysis

    Energy Technology Data Exchange (ETDEWEB)

    1990-12-01

    The Energy Policy and Conservation Act as amended (P.L. 94-163), establishes energy conservation standards for 12 of the 13 types of consumer products specifically covered by the Act. The legislation requires the Department of Energy (DOE) to consider new or amended standards for these and other types of products at specified times. This Technical Support Document presents the methodology, data and results from the analysis of the energy and economic impacts of standards on dishwashers, clothes washers, and clothes dryers. The economic impact analysis is performed in five major areas: An Engineering Analysis, which establishes technical feasibility and product attributes including costs of design options to improve appliance efficiency. A Consumer Analysis at two levels: national aggregate impacts, and impacts on individuals. The national aggregate impacts include forecasts of appliance sales, efficiencies, energy use, and consumer expenditures. The individual impacts are analyzed by Life-Cycle Cost (LCC), Payback Periods, and Cost of Conserved Energy (CCE), which evaluate the savings in operating expenses relative to increases in purchase price; A Manufacturer Analysis, which provides an estimate of manufacturers' response to the proposed standards. Their response is quantified by changes in several measures of financial performance for a firm. An Industry Impact Analysis shows financial and competitive impacts on the appliance industry. A Utility Analysis that measures the impacts of the altered energy-consumption patterns on electric utilities. A Environmental Effects analysis, which estimates changes in emissions of carbon dioxide, sulfur oxides, and nitrogen oxides, due to reduced energy consumption in the home and at the power plant. A Regulatory Impact Analysis collects the results of all the analyses into the net benefits and costs from a national perspective. 47 figs., 171 tabs. (JF)

  14. Effect of standard cuff on blood pressure readings in patients with obese arms. How frequent are arms of a 'large circumference'?

    Science.gov (United States)

    Fonseca-Reyes, Salvador; de Alba-García, Javier García; Parra-Carrillo, José Z; Paczka-Zapata, José Antonio

    2003-06-01

    To measure the effect on blood pressure readings when a standard cuff is used on patients with arms of a large circumference, and to determine the frequency of arms of a large circumference. Blood pressures were taken in 120 subjects with an arm circumference greater than 33 cm. Also, the arm circumference was determined in 244 patients from a family health unit, and in 216 patients from a hypertension clinic. A mercury sphygmomanometer and two different cuff sizes were used in a random sequence; therefore, 60 patients' blood pressure were first measured with a large cuff, followed by a standard cuff; the opposite sequence was then applied for another 60 patients. With the obtained values and using a regression analysis, the difference in blood pressure overestimation was calculated. Arm circumference measurement percentages were used to determine the frequency of arms of a large circumference. Both systolic and diastolic blood pressures were significantly greater when the standard cuff was used. For every 5 cm increase in arm circumference, starting at 35 cm, a 2-5 mmHg increase in systolic blood pressure, and a 1-3 mmHg increase in diastolic blood pressure was observed. The prevalence of arms with a large circumference in the family medicine unit and hypertension clinic was 42% and 41.8%, respectively. There is an overestimation of blood pressure when a standard cuff is used in obese subjects. The high prevalence of these individuals in our environment, both in the hypertensive and normotensive population, makes it necessary to have on hand different sizes of cuffs for taking blood pressure in order to avoid incorrect decisions.

  15. Interpreting Mobile and Handheld Air Sensor Readings in Relation to Air Quality Standards and Health Effect Reference Values: Tackling the Challenges

    Directory of Open Access Journals (Sweden)

    George M. Woodall

    2017-09-01

    Full Text Available The US Environmental Protection Agency (EPA and other federal agencies face a number of challenges in interpreting and reconciling short-duration (seconds to minutes readings from mobile and handheld air sensors with the longer duration averages (hours to days associated with the National Ambient Air Quality Standards (NAAQS for the criteria pollutants-particulate matter (PM, ozone, carbon monoxide, lead, nitrogen oxides, and sulfur oxides. Similar issues are equally relevant to the hazardous air pollutants (HAPs where chemical-specific health effect reference values are the best indicators of exposure limits; values which are often based on a lifetime of continuous exposure. A multi-agency, staff-level Air Sensors Health Group (ASHG was convened in 2013. ASHG represents a multi-institutional collaboration of Federal agencies devoted to discovery and discussion of sensor technologies, interpretation of sensor data, defining the state of sensor-related science across each institution, and provides consultation on how sensors might effectively be used to meet a wide range of research and decision support needs. ASHG focuses on several fronts: improving the understanding of what hand-held sensor technologies may be able to deliver; communicating what hand-held sensor readings can provide to a number of audiences; the challenges of how to integrate data generated by multiple entities using new and unproven technologies; and defining best practices in communicating health-related messages to various audiences. This review summarizes the challenges, successes, and promising tools of those initial ASHG efforts and Federal agency progress on crafting similar products for use with other NAAQS pollutants and the HAPs. NOTE: The opinions expressed are those of the authors and do not necessary represent the opinions of their Federal Agencies or the US Government. Mention of product names does not constitute endorsement.

  16. Reading: Time

    NARCIS (Netherlands)

    Annemarie Wennekers; Frank Huysmans; Jos de Haan

    2018-01-01

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

  17. Reading Comics

    Science.gov (United States)

    Tilley, Carol L.

    2008-01-01

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

  18. Can consistent benchmarking within a standardized pain management concept decrease postoperative pain after total hip arthroplasty? A prospective cohort study including 367 patients.

    Science.gov (United States)

    Benditz, Achim; Greimel, Felix; Auer, Patrick; Zeman, Florian; Göttermann, Antje; Grifka, Joachim; Meissner, Winfried; von Kunow, Frederik

    2016-01-01

    The number of total hip replacement surgeries has steadily increased over recent years. Reduction in postoperative pain increases patient satisfaction and enables better mobilization. Thus, pain management needs to be continuously improved. Problems are often caused not only by medical issues but also by organization and hospital structure. The present study shows how the quality of pain management can be increased by implementing a standardized pain concept and simple, consistent, benchmarking. All patients included in the study had undergone total hip arthroplasty (THA). Outcome parameters were analyzed 24 hours after surgery by means of the questionnaires from the German-wide project "Quality Improvement in Postoperative Pain Management" (QUIPS). A pain nurse interviewed patients and continuously assessed outcome quality parameters. A multidisciplinary team of anesthetists, orthopedic surgeons, and nurses implemented a regular procedure of data analysis and internal benchmarking. The health care team was informed of any results, and suggested improvements. Every staff member involved in pain management participated in educational lessons, and a special pain nurse was trained in each ward. From 2014 to 2015, 367 patients were included. The mean maximal pain score 24 hours after surgery was 4.0 (±3.0) on an 11-point numeric rating scale, and patient satisfaction was 9.0 (±1.2). Over time, the maximum pain score decreased (mean 3.0, ±2.0), whereas patient satisfaction significantly increased (mean 9.8, ±0.4; p benchmarking a standardized pain management concept. But regular benchmarking, implementation of feedback mechanisms, and staff education made the pain management concept even more successful. Multidisciplinary teamwork and flexibility in adapting processes seem to be highly important for successful pain management.

  19. Encouraging Recreational Reading (The Printout).

    Science.gov (United States)

    Balajthy, Ernest

    1988-01-01

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

  20. Anticipation Guides: Reading for Mathematics Understanding

    Science.gov (United States)

    Adams, Anne E.; Pegg, Jerine; Case, Melissa

    2015-01-01

    With the acceptance by many states of the Common Core State Standards for Mathematics, new emphasis is being placed on students' ability to engage in mathematical practices such as understanding problems (including word problems), reading and critiquing arguments, and making explicit use of definitions (CCSSI 2010). Engaging students in…

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

    Science.gov (United States)

    Hong-Nam, Kay

    2014-01-01

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

  2. Examining Associations between Reading Motivation and Inference Generation beyond Reading Comprehension Skill

    Science.gov (United States)

    Clinton, Virginia

    2015-01-01

    The purpose of this study was to examine the associations between reading motivation and inference generation while reading. Undergraduate participants (N = 69) read two science articles while thinking aloud, completed a standardized reading comprehension assessment, and self reported their habitual reading motivation. Findings indicate that…

  3. Can consistent benchmarking within a standardized pain management concept decrease postoperative pain after total hip arthroplasty? A prospective cohort study including 367 patients

    Directory of Open Access Journals (Sweden)

    Benditz A

    2016-12-01

    Full Text Available Achim Benditz,1 Felix Greimel,1 Patrick Auer,2 Florian Zeman,3 Antje Göttermann,4 Joachim Grifka,1 Winfried Meissner,4 Frederik von Kunow1 1Department of Orthopedics, University Medical Center Regensburg, 2Clinic for anesthesia, Asklepios Klinikum Bad Abbach, Bad Abbach, 3Centre for Clinical Studies, University Medical Center Regensburg, Regensburg, 4Department of Anesthesiology and Intensive Care, Jena University Hospital, Jena, Germany Background: The number of total hip replacement surgeries has steadily increased over recent years. Reduction in postoperative pain increases patient satisfaction and enables better mobilization. Thus, pain management needs to be continuously improved. Problems are often caused not only by medical issues but also by organization and hospital structure. The present study shows how the quality of pain management can be increased by implementing a standardized pain concept and simple, consistent, benchmarking.Methods: All patients included in the study had undergone total hip arthroplasty (THA. Outcome parameters were analyzed 24 hours after surgery by means of the questionnaires from the German-wide project “Quality Improvement in Postoperative Pain Management” (QUIPS. A pain nurse interviewed patients and continuously assessed outcome quality parameters. A multidisciplinary team of anesthetists, orthopedic surgeons, and nurses implemented a regular procedure of data analysis and internal benchmarking. The health care team was informed of any results, and suggested improvements. Every staff member involved in pain management participated in educational lessons, and a special pain nurse was trained in each ward.Results: From 2014 to 2015, 367 patients were included. The mean maximal pain score 24 hours after surgery was 4.0 (±3.0 on an 11-point numeric rating scale, and patient satisfaction was 9.0 (±1.2. Over time, the maximum pain score decreased (mean 3.0, ±2.0, whereas patient satisfaction

  4. A novel synthetic quantification standard including virus and internal report targets: application for the detection and quantification of emerging begomoviruses on tomato.

    Science.gov (United States)

    Péréfarres, Frédéric; Hoareau, Murielle; Chiroleu, Frédéric; Reynaud, Bernard; Dintinger, Jacques; Lett, Jean-Michel

    2011-08-05

    Begomovirus is a genus of phytopathogenic single-stranded DNA viruses, transmitted by the whitefly Bemisia tabaci. This genus includes emerging and economically significant viruses such as those associated with Tomato Yellow Leaf Curl Disease, for which diagnostic tools are needed to prevent dispersion and new introductions. Five real-time PCRs with an internal tomato reporter gene were developed for accurate detection and quantification of monopartite begomoviruses, including two strains of the Tomato yellow leaf curl virus (TYLCV; Mld and IL strains), the Tomato leaf curl Comoros virus-like viruses (ToLCKMV-like viruses) and the two molecules of the bipartite Potato yellow mosaic virus. These diagnostic tools have a unique standard quantification, comprising the targeted viral and internal report amplicons. These duplex real-time PCRs were applied to artificially inoculated plants to monitor and compare their viral development. Real-time PCRs were optimized for accurate detection and quantification over a range of 2 × 10(9) to 2 × 10(3) copies of genomic viral DNA/μL for TYLCV-Mld, TYLCV-IL and PYMV-B and 2 × 10(8) to 2 × 10(3) copies of genomic viral DNA/μL for PYMV-A and ToLCKMV-like viruses. These real-time PCRs were applied to artificially inoculated plants and viral loads were compared at 10, 20 and 30 days post-inoculation. Different patterns of viral accumulation were observed between the bipartite and the monopartite begomoviruses. Interestingly, PYMV accumulated more viral DNA at each date for both genomic components compared to all the monopartite viruses. Also, PYMV reached its highest viral load at 10 dpi contrary to the other viruses (20 dpi). The accumulation kinetics of the two strains of emergent TYLCV differed from the ToLCKMV-like viruses in the higher quantities of viral DNA produced in the early phase of the infection and in the shorter time to reach this peak viral load. To detect and quantify a wide range of begomoviruses, five duplex

  5. A novel synthetic quantification standard including virus and internal report targets: application for the detection and quantification of emerging begomoviruses on tomato

    Directory of Open Access Journals (Sweden)

    Lett Jean-Michel

    2011-08-01

    Full Text Available Abstract Background Begomovirus is a genus of phytopathogenic single-stranded DNA viruses, transmitted by the whitefly Bemisia tabaci. This genus includes emerging and economically significant viruses such as those associated with Tomato Yellow Leaf Curl Disease, for which diagnostic tools are needed to prevent dispersion and new introductions. Five real-time PCRs with an internal tomato reporter gene were developed for accurate detection and quantification of monopartite begomoviruses, including two strains of the Tomato yellow leaf curl virus (TYLCV; Mld and IL strains, the Tomato leaf curl Comoros virus-like viruses (ToLCKMV-like viruses and the two molecules of the bipartite Potato yellow mosaic virus. These diagnostic tools have a unique standard quantification, comprising the targeted viral and internal report amplicons. These duplex real-time PCRs were applied to artificially inoculated plants to monitor and compare their viral development. Results Real-time PCRs were optimized for accurate detection and quantification over a range of 2 × 109 to 2 × 103 copies of genomic viral DNA/μL for TYLCV-Mld, TYLCV-IL and PYMV-B and 2 × 108 to 2 × 103 copies of genomic viral DNA/μL for PYMV-A and ToLCKMV-like viruses. These real-time PCRs were applied to artificially inoculated plants and viral loads were compared at 10, 20 and 30 days post-inoculation. Different patterns of viral accumulation were observed between the bipartite and the monopartite begomoviruses. Interestingly, PYMV accumulated more viral DNA at each date for both genomic components compared to all the monopartite viruses. Also, PYMV reached its highest viral load at 10 dpi contrary to the other viruses (20 dpi. The accumulation kinetics of the two strains of emergent TYLCV differed from the ToLCKMV-like viruses in the higher quantities of viral DNA produced in the early phase of the infection and in the shorter time to reach this peak viral load. Conclusions To detect and

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

    Directory of Open Access Journals (Sweden)

    Muhammet BAŞTUĞ

    2016-06-01

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

  7. The Habit of Reading: A Neglected Dimension of Adult Reading Instruction.

    Science.gov (United States)

    Fink, Katherine T.; Devine, Thomas G.

    1993-01-01

    Less competent adult readers have not developed the habit of reading. Ways to cultivate adult reading habits include relevant material, environment saturated with reading material, reading aloud to adults, having them read to children, sustained silent reading, modeling, book sharing, author conferences, and recognition. (SK)

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

    Science.gov (United States)

    Seok, Soonhwa; DaCosta, Boaventura

    2014-01-01

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

  9. Multicultural Reading

    Science.gov (United States)

    Veltze, Linda

    2004-01-01

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

  10. Effects of benchmarking on the quality of type 2 diabetes care: results of the OPTIMISE (Optimal Type 2 Diabetes Management Including Benchmarking and Standard Treatment) study in Greece

    Science.gov (United States)

    Tsimihodimos, Vasilis; Kostapanos, Michael S.; Moulis, Alexandros; Nikas, Nikos; Elisaf, Moses S.

    2015-01-01

    Objectives: To investigate the effect of benchmarking on the quality of type 2 diabetes (T2DM) care in Greece. Methods: The OPTIMISE (Optimal Type 2 Diabetes Management Including Benchmarking and Standard Treatment) study [ClinicalTrials.gov identifier: NCT00681850] was an international multicenter, prospective cohort study. It included physicians randomized 3:1 to either receive benchmarking for glycated hemoglobin (HbA1c), systolic blood pressure (SBP) and low-density lipoprotein cholesterol (LDL-C) treatment targets (benchmarking group) or not (control group). The proportions of patients achieving the targets of the above-mentioned parameters were compared between groups after 12 months of treatment. Also, the proportions of patients achieving those targets at 12 months were compared with baseline in the benchmarking group. Results: In the Greek region, the OPTIMISE study included 797 adults with T2DM (570 in the benchmarking group). At month 12 the proportion of patients within the predefined targets for SBP and LDL-C was greater in the benchmarking compared with the control group (50.6 versus 35.8%, and 45.3 versus 36.1%, respectively). However, these differences were not statistically significant. No difference between groups was noted in the percentage of patients achieving the predefined target for HbA1c. At month 12 the increase in the percentage of patients achieving all three targets was greater in the benchmarking (5.9–15.0%) than in the control group (2.7–8.1%). In the benchmarking group more patients were on target regarding SBP (50.6% versus 29.8%), LDL-C (45.3% versus 31.3%) and HbA1c (63.8% versus 51.2%) at 12 months compared with baseline (p Benchmarking may comprise a promising tool for improving the quality of T2DM care. Nevertheless, target achievement rates of each, and of all three, quality indicators were suboptimal, indicating there are still unmet needs in the management of T2DM. PMID:26445642

  11. INTEREST AND READING MOTIVATION

    Directory of Open Access Journals (Sweden)

    Alhamdu Alhamdu

    2016-05-01

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

  12. VISION AND READING ABILITY.

    Science.gov (United States)

    MANGRUM, CHARLES T.

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

  13. The Politics of the Teaching of Reading

    Science.gov (United States)

    Soler, Janet

    2016-01-01

    Historically, political debates have broken out over how to teach reading in primary schools and infant classrooms. These debates and "reading wars" have often resulted from public concerns and media reportage of a fall in reading standards. They also reflect the importance placed on learning to read by parents, teachers, employers, and…

  14. Engaging Struggling Early Readers to Promote Reading Success: A Pilot Study of Reading by Design

    Science.gov (United States)

    Mendez, Linda M. Raffaele; Pelzmann, Catherine A.; Frank, Michael J.

    2016-01-01

    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…

  15. SchemaOnRead Manual

    Energy Technology Data Exchange (ETDEWEB)

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

    2015-09-30

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

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

    Science.gov (United States)

    Donham van Deusen, Jean; Langhorne, Mary Jo

    1997-01-01

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

  17. Building Astronomy Curriculum to Include the Sight Impaired: Week long summer camp activities for Middle School Students adherent to Washington State Curriculum Standards (EALR's)

    Science.gov (United States)

    Ramien, Natalie; Loebman, S. R.; Player, V.; Larson, A.; Torcolini, N. B.; Traverse, A.

    2011-01-01

    Currently astronomy learning is heavily geared towards visual aids; however, roughly 10 million people in North America are sight impaired. Every student should have access to meaningful astronomy curriculum; an understanding of astronomy is an expectation of national and state science learning requirements. Over the last ten years, Noreen Grice has developed Braille and large print astronomy text books aimed at sight impaired learners. We build upon Grice's written work and present here a five day lesson plan that integrates 2D reading with 3D activities. Through this curriculum, students develop an intuitive understanding of astronomical distance, size, composition and lifetimes. We present five distinct lesson modules that can be taught individually or in a sequential form: the planets, our sun, stars, stellar evolution and galaxies. We have tested these modules on sight impaired students and report the results here. Overall, we find the work presented here lends itself equally well to a week long science camp geared toward middle school sight impaired taught by astronomers or as supplemental material integrated into a regular classroom science curriculum. This work was made possible by a 2007 Simple Effective Education and Dissemination (SEED) Grant For Astronomy Researchers, Astronomical Society of the Pacific through funds provided by the Planck Mission, Jet Propulsion Laboratory, California Institute of Technology.

  18. The Use of eReaders in the Classroom and at Home to Help Third-Grade Students Improve Their Reading and English/Language Arts Standardized Test Scores

    Science.gov (United States)

    Union, Craig D.; Union, Lori Walker; Green, Tim D.

    2015-01-01

    This study explored the effects of a portable technology intervention, the Nook Simple Touch eReader, on student performance in Reading and English/Language Arts when included as an integral part of the teaching and learning process in an elementary third-grade classroom. This study used the participating students' end-of-year second-grade scores…

  19. Sequence Read Archive (SRA)

    Data.gov (United States)

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

  20. MisReading LIS Education.

    Science.gov (United States)

    Wiegand, Wayne

    1997-01-01

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

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

    Science.gov (United States)

    Peyman, Somayeh; Sadighi, Firooz

    2011-01-01

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

  2. Brain bases of reading fluency in typical reading and impaired fluency in dyslexia.

    Directory of Open Access Journals (Sweden)

    Joanna A Christodoulou

    Full Text Available Although the neural systems supporting single word reading are well studied, there are limited direct comparisons between typical and dyslexic readers of the neural correlates of reading fluency. Reading fluency deficits are a persistent behavioral marker of dyslexia into adulthood. The current study identified the neural correlates of fluent reading in typical and dyslexic adult readers, using sentences presented in a word-by-word format in which single words were presented sequentially at fixed rates. Sentences were presented at slow, medium, and fast rates, and participants were asked to decide whether each sentence did or did not make sense semantically. As presentation rates increased, participants became less accurate and slower at making judgments, with comprehension accuracy decreasing disproportionately for dyslexic readers. In-scanner performance on the sentence task correlated significantly with standardized clinical measures of both reading fluency and phonological awareness. Both typical readers and readers with dyslexia exhibited widespread, bilateral increases in activation that corresponded to increases in presentation rate. Typical readers exhibited significantly larger gains in activation as a function of faster presentation rates than readers with dyslexia in several areas, including left prefrontal and left superior temporal regions associated with semantic retrieval and semantic and phonological representations. Group differences were more extensive when behavioral differences between conditions were equated across groups. These findings suggest a brain basis for impaired reading fluency in dyslexia, specifically a failure of brain regions involved in semantic retrieval and semantic and phonological representations to become fully engaged for comprehension at rapid reading rates.

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

    Science.gov (United States)

    Dalton, Russell W.

    2009-01-01

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

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

    Science.gov (United States)

    O'Connor, Rollanda E.

    2018-01-01

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

  5. Textos padronizados em português (BR para medida da velocidade de leitura: comparação com quatro idiomas europeus New standardized texts in Brazilian Portuguese to assess reading speed: comparison with four European languages

    Directory of Open Access Journals (Sweden)

    André Messias

    2008-08-01

    Full Text Available OBJETIVO: Desenvolver textos para medida da velocidade de leitura comparáveis com outros quatro idiomas europeus. MÉTODOS: Dez textos com similar grau de dificuldade, número de caracteres, número de palavras e sintaxe (segundo a teoria de Gibson foram desenvolvidos por um especialista em lingüística, em português (BR, fazendo-se a tradução de textos previamente padronizados em quatro idiomas: inglês, francês, finlandês e alemão. A velocidade de leitura foi medida em 25 indivíduos saudáveis de idade entre 19 e 35 anos (mediana=24 anos com os dez textos. RESULTADOS: A velocidade de leitura nos textos em português foi em média 1100 ± 167 (desvio padrão caracteres por minuto. Pequenas diferenças foram encontradas entre as velocidades de leitura medidas com os dez textos, e essas diferenças não foram estatisticamente significantes em grupos de no mínimo seis textos. A velocidade de leitura dos voluntários da mesma faixa etária nos outros idiomas foi: alemão: 1126 ± 105; finlandês: 1263 ± 142; francês: 1214 ± 152 e inglês: 1234 ± 147. CONCLUSÃO: Os autores desenvolveram um conjunto de textos em português (BR padronizados e homogêneos para medida da velocidade de leitura, que são comparáveis com textos em outros quatro idiomas europeus. Esses textos podem ser usados para estudos multicêntricos internacionais envolvendo leitura e visão subnormal.PURPOSE: To develop standardized texts in Brazilian Portuguese to assess reading speed and compare performances among four European languages. METHODS: 10 texts were designed by a linguistic expert at the level of a sixth grade reading material (reading ages 10-12 years and were matched for length and syntactic complexity, according to the syntactic prediction locality theory of Gibson. Normally sighted native speaking volunteers aged 18-35 years read each text aloud at random. RESULTS: The reading speed was on average 1100 ± 167 (standard deviation characters per minute

  6. libgapmis: extending short-read alignments.

    Science.gov (United States)

    Alachiotis, Nikolaos; Berger, Simon; Flouri, Tomáš; Pissis, Solon P; Stamatakis, Alexandros

    2013-01-01

    A wide variety of short-read alignment programmes have been published recently to tackle the problem of mapping millions of short reads to a reference genome, focusing on different aspects of the procedure such as time and memory efficiency, sensitivity, and accuracy. These tools allow for a small number of mismatches in the alignment; however, their ability to allow for gaps varies greatly, with many performing poorly or not allowing them at all. The seed-and-extend strategy is applied in most short-read alignment programmes. After aligning a substring of the reference sequence against the high-quality prefix of a short read--the seed--an important problem is to find the best possible alignment between a substring of the reference sequence succeeding and the remaining suffix of low quality of the read--extend. The fact that the reads are rather short and that the gap occurrence frequency observed in various studies is rather low suggest that aligning (parts of) those reads with a single gap is in fact desirable. In this article, we present libgapmis, a library for extending pairwise short-read alignments. Apart from the standard CPU version, it includes ultrafast SSE- and GPU-based implementations. libgapmis is based on an algorithm computing a modified version of the traditional dynamic-programming matrix for sequence alignment. Extensive experimental results demonstrate that the functions of the CPU version provided in this library accelerate the computations by a factor of 20 compared to other programmes. The analogous SSE- and GPU-based implementations accelerate the computations by a factor of 6 and 11, respectively, compared to the CPU version. The library also provides the user the flexibility to split the read into fragments, based on the observed gap occurrence frequency and the length of the read, thereby allowing for a variable, but bounded, number of gaps in the alignment. We present libgapmis, a library for extending pairwise short-read alignments. We

  7. Promoting preschool reading

    OpenAIRE

    Istenič, Vesna

    2013-01-01

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

  8. 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

    OpenAIRE

    Lawton, Teri; Shelley-Tremblay, John

    2017-01-01

    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...

  9. Measurement properties of continuous text reading performance tests.

    Science.gov (United States)

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

    2014-11-01

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

  10. Reading Strategy Guides to Assist Middle School Educators of Students with Dyslexia

    Science.gov (United States)

    Nichols-Yehling, M.; Strohl, C.

    2014-07-01

    According to the 2010 International Dyslexia Association publication, “Knowledge and Practice Standards for Teachers of Reading,” effective instruction is the key to addressing students' reading difficulties associated with dyslexia, a language-based disorder of learning to read and write. “Informed and effective classroom instruction. . . can prevent or at least effectively address and limit the severity of reading and writing problems.” The Interstellar Boundary Explorer (IBEX) mission Education and Public Outreach program recently funded the development of six strategy guides for teachers of middle school students with reading difficulties, especially dyslexia. These guides utilize space science-themed reading materials developed by the Great Exploration in Math and Science (GEMS), including the IBEX-funded GEMS Space Science Sequence (Grades 6-8). The aforementioned reading strategy guides are now available on the IBEX mission website.

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

    Science.gov (United States)

    Veenendaal, Nathalie J; Groen, Margriet A; Verhoeven, Ludo

    2014-12-01

    Text reading prosody has been associated with reading comprehension. However, text reading prosody is a reading-dependent measure that relies heavily on decoding skills. Investigation of the contribution of speech prosody - which is independent from reading skills - in addition to text reading prosody, to reading comprehension could provide more insight into the general role of prosody in reading comprehension. The current study investigates how much variance in reading comprehension scores is explained by speech prosody and text reading prosody, after controlling for decoding, vocabulary, and syntactic awareness. A battery of reading and language assessments was performed by 106 Dutch fourth-grade primary school children. Speech prosody was assessed using a storytelling task and text reading prosody by oral text reading performance. Decoding skills, vocabulary, syntactic awareness, and reading comprehension were assessed using standardized tests. Hierarchical regression analyses showed that text reading prosody explained 6% of variance and that speech prosody explained 8% of variance in reading comprehension scores, after controlling for decoding, vocabulary, and syntactic awareness. Phrasing was the significant factor in both speech and text reading. When added in consecutive order, phrasing in speech added 5% variance to phrasing in reading. In contrast, phrasing in reading added only 3% variance to phrasing in speech. The variance that speech prosody explained in reading comprehension scores should not be neglected. Speech prosody seems to facilitate the construction of meaning in written language. © 2014 The British Psychological Society.

  12. Including indigestible carbohydrates in the evening meal of healthy subjects improves glucose tolerance, lowers inflammatory markers, and increases satiety after a subsequent standardized breakfast

    DEFF Research Database (Denmark)

    Nilsson, A.C.; Ostman, E.M.; Holst, Jens Juul

    2008-01-01

    Low-glycemic index (GI) foods and foods rich in whole grain are associated with reduced risk of type 2 diabetes and cardiovascular disease. We studied the effect of cereal-based bread evening meals (50 g available starch), varying in GI and content of indigestible carbohydrates, on glucose...... tolerance and related variables after a subsequent standardized breakfast in healthy subjects (n = 15). At breakfast, blood was sampled for 3 h for analysis of blood glucose, serum insulin, serum FFA, serum triacylglycerides, plasma glucagon, plasma gastric-inhibitory peptide, plasma glucagon-like peptide-1...... based bread (ordinary, high-amylose- or beta-glucan-rich genotypes) or an evening meal with white wheat flour bread (WWB) enriched with a mixture of barley fiber and resistant starch improved glucose tolerance at the subsequent breakfast compared with unsupplemented WWB (P

  13. Reading and company

    DEFF Research Database (Denmark)

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

    2017-01-01

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

  14. Use of a non-linear method for including the mass uncertainty of gravimetric standards and system measurement errors in the fitting of calibration curves for XRFA freeze-dried UNO3 standards

    International Nuclear Information System (INIS)

    Pickles, W.L.; McClure, J.W.; Howell, R.H.

    1978-05-01

    A sophisticated nonlinear multiparameter fitting program was used to produce a best fit calibration curve for the response of an x-ray fluorescence analyzer to uranium nitrate, freeze dried, 0.2% accurate, gravimetric standards. The program is based on unconstrained minimization subroutine, VA02A. The program considers the mass values of the gravimetric standards as parameters to be fit along with the normal calibration curve parameters. The fitting procedure weights with the system errors and the mass errors in a consistent way. The resulting best fit calibration curve parameters reflect the fact that the masses of the standard samples are measured quantities with a known error. Error estimates for the calibration curve parameters can be obtained from the curvature of the ''Chi-Squared Matrix'' or from error relaxation techniques. It was shown that nondispersive XRFA of 0.1 to 1 mg freeze-dried UNO 3 can have an accuracy of 0.2% in 1000 s

  15. Reading Aloud.

    Science.gov (United States)

    Giorgis, Cyndi; Johnson, Nancy J.

    1999-01-01

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

  16. Comparison of reading speed with 3 different log-scaled reading charts.

    Science.gov (United States)

    Buari, Noor Halilah; Chen, Ai-Hong; Musa, Nuraini

    2014-01-01

    A reading chart that resembles real reading conditions is important to evaluate the quality of life in terms of reading performance. The purpose of this study was to compare the reading speed of UiTM Malay related words (UiTM-Mrw) reading chart with MNread Acuity Chart and Colenbrander Reading Chart. Fifty subjects with normal sight were randomly recruited through randomized sampling in this study (mean age=22.98±1.65 years). Subjects were asked to read three different near charts aloud and as quickly as possible at random sequence. The charts were the UiTM-Mrw Reading Chart, MNread Acuity Chart and Colenbrander Reading Chart, respectively. The time taken to read each chart was recorded and any errors while reading were noted. Reading performance was quantified in terms of reading speed as words per minute (wpm). The mean reading speed for UiTM-Mrw Reading Chart, MNread Acuity Chart and Colenbrander Reading Chart was 200±30wpm, 196±28wpm and 194±31wpm, respectively. Comparison of reading speed between UiTM-Mrw Reading Chart and MNread Acuity Chart showed no significant difference (t=-0.73, p=0.72). The same happened with the reading speed between UiTM-Mrw Reading Chart and Colenbrander Reading Chart (t=-0.97, p=0.55). Bland and Altman plot showed good agreement between reading speed of UiTM-Mrw Reading Chart with MNread Acuity Chart with the Colenbrander Reading Chart. UiTM-Mrw Reading Chart in Malay language is highly comparable with standardized charts and can be used for evaluating reading speed. Copyright © 2013 Spanish General Council of Optometry. Published by Elsevier Espana. All rights reserved.

  17. Early Identification of Reading Difficulties

    DEFF Research Database (Denmark)

    Poulsen, Mads; Nielsen, Anne-Mette Veber; Juul, Holger

    2017-01-01

    Early screening for reading difficulties before the onset of instruction is desirable because it allows intervention that is targeted at prevention rather than remediation of reading difficulties. However, early screening may be too inaccurate to effectively allocate resources to those who need...... them. The present study compared the accuracy of early screening before the onset of formal reading instruction with late screening six months into the first year of instruction. The study followed 164 Danish students from the end of Grade 0 to the end of Grade 2. Early screening included measures...... of phonemic awareness, rapid naming, letter knowledge, paired associate learning, and reading. Late screening included only reading. Results indicated that reading measures improved substantially as predictors over the first six months of Grade 1, to the point where late reading measures alone provided...

  18. A novel synthetic quantification standard including virus and internal report targets: application for the detection and quantification of emerging begomoviruses on tomato

    OpenAIRE

    Péréfarres, Frédéric; Hoareau, Murielle; Chiroleu, Frédéric; Reynaud, Bernard; Dintinger, Jacques; Lett, Jean-Michel

    2011-01-01

    Abstract Background Begomovirus is a genus of phytopathogenic single-stranded DNA viruses, transmitted by the whitefly Bemisia tabaci. This genus includes emerging and economically significant viruses such as those associated with Tomato Yellow Leaf Curl Disease, for which diagnostic tools are needed to prevent dispersion and new introductions. Five real-time PCRs with an internal tomato reporter gene were developed for accurate detection and quantification of monopartite begomoviruses, inclu...

  19. Reading aids for adults with low vision.

    Science.gov (United States)

    Virgili, Gianni; Acosta, Ruthy; Bentley, Sharon A; Giacomelli, Giovanni; Allcock, Claire; Evans, Jennifer R

    2018-04-17

    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

  20. Preface of "The Second Symposium on Border Zones Between Experimental and Numerical Application Including Solution Approaches By Extensions of Standard Numerical Methods"

    Science.gov (United States)

    Ortleb, Sigrun; Seidel, Christian

    2017-07-01

    In this second symposium at the limits of experimental and numerical methods, recent research is presented on practically relevant problems. Presentations discuss experimental investigation as well as numerical methods with a strong focus on application. In addition, problems are identified which require a hybrid experimental-numerical approach. Topics include fast explicit diffusion applied to a geothermal energy storage tank, noise in experimental measurements of electrical quantities, thermal fluid structure interaction, tensegrity structures, experimental and numerical methods for Chladni figures, optimized construction of hydroelectric power stations, experimental and numerical limits in the investigation of rain-wind induced vibrations as well as the application of exponential integrators in a domain-based IMEX setting.

  1. Reading fluency: implications for the assessment of children with reading disabilities.

    Science.gov (United States)

    Meisinger, Elizabeth B; Bloom, Juliana S; Hynd, George W

    2010-06-01

    The current investigation explored the diagnostic utility of reading fluency measures in the identification of children with reading disabilities. Participants were 50 children referred to a university-based clinic because of suspected reading problems and/or a prior diagnosis of dyslexia, where children completed a battery of standardized intellectual, reading achievement, and processing measures. Within this clinical sample, a group of children were identified that exhibited specific deficits in their reading fluency skills with concurrent deficits in rapid naming speed and reading comprehension. This group of children would not have been identified as having a reading disability according to assessment of single word reading skills alone, suggesting that it is essential to assess reading fluency in addition to word reading because failure to do so may result in the under-identification of children with reading disabilities.

  2. Fluent Reading in Special Primary Education

    Science.gov (United States)

    Houtveen, Anthonia A. M.; van de Grift, Wim J. C. M.; Brokamp, Saskia K.

    2014-01-01

    The learning gains in reading of students in 57 classrooms in special primary education doubled as a result of implementing the Reading Impulse in Special Education (RISE) programme. Raising the scheduled reading time with 1.5 hr in all classrooms and implementing standards-based teaching characterised by "monitoring of pupil progress",…

  3. Teaching of reading to school beginners : a study of reading programmes in primary one in Uganda

    OpenAIRE

    Kemizano, Rosert

    2007-01-01

    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...

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

    Science.gov (United States)

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

    2009-12-01

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

  5. Painless reading comprehension

    CERN Document Server

    Jones, EdD, Darolyn "Lyn"

    2016-01-01

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

  6. Reading Rembrandt

    NARCIS (Netherlands)

    Bal, Mieke

    2006-01-01

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

  7. Why should I read? - A cross-cultural investigation into adolescents' reading socialisation and reading attitude

    Science.gov (United States)

    Broeder, Peter; Stokmans, Mia

    2013-06-01

    While reading behaviour of adolescents is a frequent object of research, most studies in this field are restricted to a single country. This study investigates reading as a leisure-time activity across social groups from three regions differing in reading tradition as well as in the facilities available for reading. The authors analyse the reading behaviour of a total of 2,173 adolescents in the Netherlands, in Beijing (China), and in Cape Town (South Africa). Taking Icek Ajzen's Theory of Planned Behaviour as a starting point, the authors adjusted it to model the three most important determinants of reading behaviour, namely (1) reading attitude; (2) subjective norms (implicit and explicit social pressure to read); and (3) perceived behavioural control, which includes reading proficiency and appropriateness of the available books (book supply). While they found the adjusted model to fit the Dutch and Beijing situation quite well, it appeared to be inappropriate for the Cape Town situation. Despite considerable cultural and situational differences between the Netherlands and Beijing, the results show a similar pattern for these two environments. The most important determinants turn out to be: the hedonic reading attitude, the implicit norm of family and friends, the attractiveness of the available choice of books, and the perceived reading proficiency.

  8. Reading assessment and training program

    International Nuclear Information System (INIS)

    Lewis, C.L.

    1991-01-01

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

  9. Does Extensive Reading Promote Reading Speed?

    Science.gov (United States)

    He, Mu

    2014-01-01

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

  10. Measuring the Effects of Reading Assistance Dogs on Reading Ability and Attitudes in Elementary Schoolchildren

    Science.gov (United States)

    Lenihan, Dawn; McCobb, Emily; Diurba, Amanda; Linder, Deborah; Freeman, Lisa

    2016-01-01

    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…

  11. Readings in risk

    National Research Council Canada - National Science Library

    Glickman, Theodore S; Gough, Michael

    1990-01-01

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

  12. Books for Summer Reading.

    Science.gov (United States)

    Phi Delta Kappan, 1992

    1992-01-01

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

  13. Uganda; Financial System Stability Assessment, including Reports on the Observance of Standards and Codes on the following topics: Monetary and Financial Policy Transparency, Banking Supervision, Securities Regulation, and Payment Systems

    OpenAIRE

    International Monetary Fund

    2003-01-01

    This paper presents findings of Uganda’s Financial System Stability Assessment, including Reports on the Observance of Standards and Codes on Monetary and Financial Policy Transparency, Banking Supervision, Securities Regulation, Insurance Regulation, Corporate Governance, and Payment Systems. The banking system in Uganda, which dominates the financial system, is fundamentally sound, more resilient than in the past, and currently poses no threat to macroeconomic stability. A major disruption ...

  14. Slow Reading: Reading along "Lectio" Lines

    Science.gov (United States)

    Badley, K. Jo-Ann; Badley, Ken

    2011-01-01

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

  15. Developing reading literacy by reading badge

    OpenAIRE

    Rejc, Blanka

    2017-01-01

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

  16. Reading, Writing & Rings: Science Literacy for K-4 Students

    Science.gov (United States)

    McConnell, S.; Spilker, L.; Zimmerman-Brachman, R.

    2007-12-01

    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.

  17. Classroom Talk for Rigorous Reading Comprehension Instruction

    Science.gov (United States)

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

    2004-01-01

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

  18. Reading Habit Promotion in ASEAN Libraries.

    Science.gov (United States)

    Sangkaeo, Somsong

    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…

  19. Addressing scientific literacy through content area reading and processes of scientific inquiry: What teachers report

    Science.gov (United States)

    Cooper, Susan J.

    The purpose of this study was to interpret the experiences of secondary science teachers in Florida as they address the scientific literacy of their students through teaching content reading strategies and student inquiry skills. Knowledge of the successful integration of content reading and inquiry skills by experienced classroom teachers would be useful to many educators as they plan instruction to achieve challenging state and national standards for reading as well as science. The problem was investigated using grounded theory methodology. Open-ended questions were asked in three focus groups and six individual interviews that included teachers from various Florida school districts. The constant comparative approach was used to analyze the data. Initial codes were collapsed into categories to determine the conceptual relationships among the data. From this, the five core categories were determined to be Influencers, Issues, Perceptions, Class Routines, and Future Needs. These relate to the central phenomenon, Instructional Modifications, because teachers often described pragmatic and philosophical changes in their teaching as they deliberated to meet state standards in both reading and science. Although Florida's secondary science teachers have been asked to incorporate content reading strategies into their science instruction for the past several years, there was limited evidence of using these strategies to further student understanding of scientific processes. Most teachers saw little connection between reading and inquiry, other than the fact that students must know how to read to follow directions in the lab. Scientific literacy, when it was addressed by teachers, was approached mainly through class discussions, not reading. Teachers realized that students cannot learn secondary science content unless they read science text with comprehension; therefore the focus of reading instruction was on learning science content, not scientific literacy or student

  20. Rearing a reading habit

    OpenAIRE

    Sridhar, M. S.

    2009-01-01

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

  1. Evaluation of attention training and metacognitive facilitation to improve reading comprehension in aphasia.

    Science.gov (United States)

    Lee, Jaime B; Moore Sohlberg, McKay

    2013-05-01

    This pilot study investigated the impact of direct attention training combined with metacognitive facilitation on reading comprehension in individuals with aphasia. A single-subject, multiple baseline design was employed across 4 participants to evaluate potential changes in reading comprehension resulting from an 8-week intervention using Attention Process Training-3 (APT-3). The primary outcome measure was a maze reading task. Pre- and posttesting included attention and reading comprehension measures. Visual inspection of graphed performance data across conditions was used as the primary method of analysis. Treatment effect sizes were calculated for changes in reading comprehension probes from baseline to maintenance phases. Two of the study's 4 participants demonstrated improvements in maze reading, with corresponding effect sizes that were small in magnitude according to benchmarks for aphasia treatment research. All 4 participants made improvements on select standardized measures of attention. Interventions that include a metacognitive component with direct attention training may elicit improvements in participants' attention and allocation of resources. Maze passage reading is a repeated measure that appears sensitive to treatment-related changes in reading comprehension. Issues for future research related to measurement, candidacy, and clinical delivery are discussed.

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

    Directory of Open Access Journals (Sweden)

    Baharuddin

    2017-10-01

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

  3. Reading Multimodally: What is Afforded?

    Science.gov (United States)

    O'Brien, David; Voss, Scott

    2011-01-01

    Technological changes and the proliferation of digital devices have created new reading experiences for students. The rapid transition from print to digital texts is evident in the movement toward the adoption of an e-book standard, increasing sales of e-book readers and tablet devices, and projections that universities and public schools may use…

  4. Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students with Reading Disabilities? A Meta-Analysis

    Science.gov (United States)

    Wood, Sarah G.; Moxley, Jerad H.; Tighe, Elizabeth L.; Wagner, Richard K.

    2018-01-01

    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…

  5. Reading for All; Proceedings of the IRA (International Reading Association) World Congress on Reading (4th, Buenos Aires, Argentina, August 3-5, 1972).

    Science.gov (United States)

    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…

  6. Factoring AAVE into Reading Assessment and Instruction

    Science.gov (United States)

    Wheeler, Rebecca; Cartwright, Kelly B.; Swords, Rachel

    2012-01-01

    In our increasingly diverse schools, students bring diverse ways of speaking to the classroom. In turn, as features from students' home language varieties transfer into their readings of texts, teachers' assessment and intervention plans may be directly affected. If teachers conflate dialect influence with reading error in Standard English, they…

  7. Direct Reading Instruction and the NYS ELA

    Science.gov (United States)

    Jones-Carey, Margaret H.

    2013-01-01

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

  8. Dialogic Reading Aloud to Promote Extensive Reading

    Science.gov (United States)

    Jacobs, George M.

    2016-01-01

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

  9. Enhancing academic reading skills through extensive reading ...

    African Journals Online (AJOL)

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

  10. FREIGHT CONTAINER LIFTING STANDARD

    Energy Technology Data Exchange (ETDEWEB)

    POWERS DJ; SCOTT MA; MACKEY TC

    2010-01-13

    This standard details the correct methods of lifting and handling Series 1 freight containers following ISO-3874 and ISO-1496. The changes within RPP-40736 will allow better reading comprehension, as well as correcting editorial errors.

  11. Developmental dyslexia: dysfunction of a left hemisphere reading network

    Directory of Open Access Journals (Sweden)

    Fabio eRichlan

    2012-05-01

    Full Text Available This mini-review summarizes and integrates findings from recent meta-analyses and original neuroimaging studies on functional brain abnormalities in dyslexic readers. Surprisingly, there is little empirical support for the standard neuroanatomical model of developmental dyslexia, which localizes the primary phonological decoding deficit in left temporo-parietal regions. Rather, recent evidence points to a dysfunction of a left hemisphere reading network, which includes occipito-temporal, inferior frontal, and inferior parietal regions.

  12. Commercial and Industrial Solid Waste Incineration Units (CISWI): New Source Performance Standards (NSPS) and Emission Guidelines (EG) for Existing Sources

    Science.gov (United States)

    Learn about the New Source Performance Standards (NSPS) for commercial and industrial solid waste incineration (CISWI) units including emission guidelines and compliance times for the rule. Read the rule history and summary, and find supporting documents

  13. Music-reading deficiencies and the brain

    Directory of Open Access Journals (Sweden)

    Lola L. Cuddy

    2006-01-01

    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.

  14. Being Bilingual, Being a Reader: Prekindergarten Dual Language Learners' Reading Identities

    Science.gov (United States)

    Wagner, Christopher J.

    2018-01-01

    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…

  15. READING ENGAGEMENT: A COMPARISON BETWEEN E-BOOKS AND TRADITIONAL PRINT BOOKS IN AN ELEMENTARY CLASSROOM

    Directory of Open Access Journals (Sweden)

    Troy Jones

    2011-07-01

    Full Text Available Electronic books (e-books are gaining popularity for personal reading. Options for access to a large selection of book titles and “anytime/anywhere” reading choices have added to the increased use of e-books. For this study, 22 third-grade students completed satisfaction surveys and reading comprehension tests on three separate reading sessions: one traditional print-based and two e-book titles. Indicators of reading engagement included motivation for independent reading and comprehension as measured by standardized tests on the print book and both e-books. Results showed that format was not as important as students’ identification with setting, characters, and theme of the book. Students did, however, indicate a preference for e-books when given the option of a wide selection of titles and the freedom to choose their own e-book. Students further indicated a preference for the amenities associated with e-book reading such as pop-up definitions and pronunciations of words, automatic page turning, and the option of read-aloud narration. The authors concluded that children quickly become comfortable with e-books and welcomed the technology. However, they are not completely ready to disregard print books.

  16. Investigation on the Relationship between Information Communication Technology and Reading Literacy for Northeast Asian Students

    Directory of Open Access Journals (Sweden)

    Lai Yi-Horng

    2016-01-01

    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.

  17. Visual Impairment, Including Blindness

    Science.gov (United States)

    ... 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 ...

  18. The Keefe Inventory of Silent Reading: A Window into the Reading Process.

    Science.gov (United States)

    Keefe, Donald

    1993-01-01

    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)

  19. Reading While Listening on Mobile Devices: An Innovative Approach to Enhance Reading

    Science.gov (United States)

    Rochdi, Aicha; Eppard, Jenny

    2017-01-01

    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…

  20. Theme: Parents and Reading.

    Science.gov (United States)

    Jund, Suzanne, Ed.

    1977-01-01

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

  1. Psychometric Research in Reading.

    Science.gov (United States)

    Davis, Frederick B.

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

  2. Student Reading Practices in Print and Electronic Media

    Science.gov (United States)

    Foasberg, Nancy M.

    2014-01-01

    This paper reports a diary-based qualitative study on college students' reading habits with regard to print and electronic media. Students used a form to record information about their reading practices for twelve days, including length of reading event, location, format used, and the purpose of reading. Students tended to use print for academic…

  3. Kaplan SpellRead. What Works Clearinghouse Intervention Report

    Science.gov (United States)

    What Works Clearinghouse, 2007

    2007-01-01

    "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…

  4. Decommissioning standards

    International Nuclear Information System (INIS)

    Crofford, W.N.

    1980-01-01

    EPA has agreed to establish a series of environmental standards for the safe disposal of radioactive waste through participation in the Interagency Review Group on Nuclear Waste Management (IRG). One of the standards required under the IRG is the standard for decommissioning of radioactive contaminated sites, facilities, and materials. This standard is to be proposed by December 1980 and promulgated by December 1981. Several considerations are important in establishing these standards. This study includes discussions of some of these considerations and attempts to evaluate their relative importance. Items covered include: the form of the standards, timing for decommissioning, occupational radiation protection, costs and financial provisions. 4 refs

  5. Investigating the Effects of Repeated Reading and NLP : Language Patterns on Reading Rate

    OpenAIRE

    Ben, Backwell; Brian, Cullen

    2018-01-01

    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...

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

    DEFF Research Database (Denmark)

    Rønberg, Louise Flensted-Jensen; Petersen, Dorthe Klint

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

  7. Summer Readings

    Science.gov (United States)

    Galison, P.; Greene, B.; Mishkin, A.; Thompson, N.

    2004-04-01

    "Send Me a Cable" This isan excerpt from the author Peter Galison's book titled Einstein's Clocks, Poincare's Maps: Empires of Time. Galison is a professor in the History of Science and of Physics at Harvard University. In the early days, astronomer-surveyors struggled with measuring longitude. The best way was to observe an astronomical event, such as an eclipse, note the time it occurred in two different places, and figure the time difference. This was done easily enough in Europe, but not from Europe to America. Galison's 2003 book chronicles the difficulty and ultimate success of Benjamin Gould and George Dean to lay a trans-Atlantic electrical telegraph cable to obtain a reliable measurement of time. "Dead Stars Tell Tales" is an excerpt from the book The Fabric of the Cosmos by Brian Greene, a professor of physics and mathematics at Columbia University. Among other topics, the book describes astronomers' efforts to measure the deceleration of the universe using type Ia supernovae as "standard candles." Surprisingly, the measurements suggest that the expansion of the universe is not decelerating, but is actually accelerating. "Don't Roll Over, Rover" is an excerpt from Andrew Mishkin's book Sojourner: An Insider's View of the Mars Pathfinder Mission. Mishkin is a senior systems engineer at NASA's Jet Propulsion Laboratory. He coordinated the development of various robotic vehicles and their sub-systems for more that 15 years. His book chronicles his participation in the rover operations team during the exploration of Mars. "Fairway to Heaven" is an excerpt from Neal Thompson's book of the same name, which documents the events of the Apollo 14 lunar mission in 1971. On that mission Ed Mitchell, Stuart Roosa, and Alan Shepard carried out experiments using the first two-wheeled cart called a MET (modularized equipment transport). Featured in the reprint is a description of Alan Shepard's famous golfing expedition in the Fra Mauro crater.

  8. Effects of EFL Individual Learner Variables on Foreign Language Reading Anxiety and Metacognitive Reading Strategy Use.

    Science.gov (United States)

    Lien, Hsin-Yi

    2016-08-01

    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.

  9. Reading Strategies Used by Iranian EFL Learners While Reading Academic Texts

    Directory of Open Access Journals (Sweden)

    Vida Yousefian

    2015-11-01

    Full Text Available The major aim of this study was to explore the nature and frequency of the reading strategies used by the EFL learners while reading academic texts. Normally, students tend to read all the information provided in reading materials. This study explores whether learners use reading strategies to assist them in reading comprehension. There was a sample of 45 English language (EFL learners from Islamic Azad University, Falavarjan Branch. The instrument utilized in this study was a survey questionnaire with 30 items including 13 global reading strategies, 8 problem solving strategies and 9 support reading strategies. The survey was going to signify how much EFL learners use each of these strategies while reading academic texts. The findings indicated that the participants used global reading strategies more (44.5% than problem solving strategies (29.0% and support reading strategies (26.5%. The results of the present study will let the instructors improve the reading strategies which are not used by EFL learners frequently. It also helps learners to promote the ability of using reading strategies and utilize the strategies in an appropriate and effective way.

  10. Informational Text Comprehension: Its Challenges and How Collaborative Strategic Reading Can Help

    Science.gov (United States)

    McCown, Margaret Averill; Thomason, Gina B.

    2014-01-01

    With the increased emphasis on informational text with Common Core State Standards and the difficulty many students have with this type of text, this study examined the effects of Collaborative Strategic Reading (CSR) on informational text comprehension and metacognitive awareness of fifth grade students. Participating students included a…

  11. Toward the standard population synthesis model of the X-ray background: Evolution of X-ray luminosity and absorption functions of active galactic nuclei including Compton-thick populations

    Energy Technology Data Exchange (ETDEWEB)

    Ueda, Yoshihiro [Department of Astronomy, Kyoto University, Kitashirakawa-Oiwake-cho, Sakyo-ku, Kyoto 606-8502 (Japan); Akiyama, Masayuki [Astronomical Institute, Tohoku University, 6-3 Aramaki, Aoba-ku, Sendai 980-8578 (Japan); Hasinger, Günther [Institute for Astronomy, 2680 Woodlawn Drive Honolulu, HI 96822-1839 (United States); Miyaji, Takamitsu [Instituto de Astronomía, Universidad Nacional Autónoma de México, Ensenada, Baja California (Mexico); Watson, Michael G. [Department of Physics and Astronomy, University of Leicester, University Road, Leicester LE1 7RH (United Kingdom)

    2014-05-10

    We present the most up to date X-ray luminosity function (XLF) and absorption function of active galactic nuclei (AGNs) over the redshift range from 0 to 5, utilizing the largest, highly complete sample ever available obtained from surveys performed with Swift/BAT, MAXI, ASCA, XMM-Newton, Chandra, and ROSAT. The combined sample, including that of the Subaru/XMM-Newton Deep Survey, consists of 4039 detections in the soft (0.5-2 keV) and/or hard (>2 keV) band. We utilize a maximum likelihood method to reproduce the count rate versus redshift distribution for each survey, by taking into account the evolution of the absorbed fraction, the contribution from Compton-thick (CTK) AGNs, and broadband spectra of AGNs, including reflection components from tori based on the luminosity- and redshift-dependent unified scheme. We find that the shape of the XLF at z ∼ 1-3 is significantly different from that in the local universe, for which the luminosity-dependent density evolution model gives much better description than the luminosity and density evolution model. These results establish the standard population synthesis model of the X-ray background (XRB), which well reproduces the source counts, the observed fractions of CTK AGNs, and the spectrum of the hard XRB. The number ratio of CTK AGNs to the absorbed Compton-thin (CTN) AGNs is constrained to be ≈0.5-1.6 to produce the 20-50 keV XRB intensity within present uncertainties, by assuming that they follow the same evolution as CTN AGNs. The growth history of supermassive black holes is discussed based on the new AGN bolometric luminosity function.

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

    NARCIS (Netherlands)

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

    2015-01-01

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

  13. Reading Disabilities and PASS Reading Enhancement Programme

    Science.gov (United States)

    Mahapatra, Shamita

    2016-01-01

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

  14. To read or not to read

    NARCIS (Netherlands)

    Mol, Suzanne Elizabeth

    2010-01-01

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

  15. Morpho-phonemic analysis boosts word reading for adult struggling readers.

    Science.gov (United States)

    Gray, Susan H; Ehri, Linnea C; Locke, John L

    2018-01-01

    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.

  16. Guided Reading and Motivation

    Science.gov (United States)

    Hauptman, Allyson L.

    2012-01-01

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

  17. Readability and Reading Ability.

    Science.gov (United States)

    Wright, Benjamin D.; Stenner, A. Jackson

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

  18. Reading and Empathy

    Science.gov (United States)

    McCreary, John J.; Marchant, Gregory J.

    2017-01-01

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

  19. Free Reading Is UTOPIA

    Science.gov (United States)

    LeCrone, Nancy

    2010-01-01

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

  20. Reading: United States.

    Science.gov (United States)

    Weber, Rose-Marie

    1983-01-01

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

  1. Teaching Reading with Puppets.

    Science.gov (United States)

    Bennett, Ruth

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

  2. Various Models for Reading Comprehension Process

    Directory of Open Access Journals (Sweden)

    Parastoo Babashamsi

    2013-11-01

    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.

  3. Developmental relations between reading comprehension and reading strategies

    OpenAIRE

    Muijselaar, M.M.L.; Swart, N.M.; Steenbeek-Planting, E.G.; Droop, W.; Verhoeven, L.T.W.; Jong, P.F. de

    2017-01-01

    We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary, and working memory were administered. A structural equation model was constructed to estimate the unique relations between reading strategies and reading comprehension, while controlling for reading...

  4. Reading Comprehension Strategies

    Directory of Open Access Journals (Sweden)

    Unal Ulker

    2017-12-01

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

  5. Reading use in preschool

    OpenAIRE

    Laísa Cristina dos Santos Guilherme; Rodrigo Ferreira Daverni

    2016-01-01

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

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

    NARCIS (Netherlands)

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

    2015-01-01

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

  7. Results with Open Court Reading.

    Science.gov (United States)

    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…

  8. Predicting the reading skill of Japanese children.

    Science.gov (United States)

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

    2017-02-01

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

  9. Clinical and microperimetric predictors of reading speed in low vision patients: a structural equation modeling approach.

    Science.gov (United States)

    Giacomelli, Giovanni; Virgili, Gianni; Giansanti, Fabrizio; Sato, Giovanni; Cappello, Ezio; Cruciani, Filippo; Varano, Monica; Menchini, Ugo

    2013-06-27

    To investigate the simultaneous association of several psychophysical measures with reading ability in patients with mild and moderate low vision attending rehabilitation services. Standard measurements of reading ability (Minnesota Reading [MNREAD] charts), visual acuity (Early Treatment of Diabetic Retinopathy Study [ETDRS] charts), contrast sensitivity (Pelli-Robson charts), reading contrast threshold (Reading Explorer [REX] charts), retinal sensitivity, and fixation stability and localization (Micro Perimeter 1 [MP1] fundus perimetry) were obtained in 160 low vision patients with better eye visual acuity ranging from 0.3 to 1.0 logarithm of the minimum angle of resolution and affected by either age-related macular degeneration or diabetic retinopathy. All variables were moderately associated with reading performance measures (MNREAD reading speed and reading acuity and REX reading contrast threshold), as well as among each other. In a structural equation model, REX reading contrast threshold was highly associated with MNREAD reading speed (standardized coefficient, 0.63) and moderately associated with reading acuity (standardized coefficient, -0.30). REX test also mediated the effects of Pelli-Robson contrast sensitivity (standardized coefficient, 0.44), MP1 fixation eccentricity (standardized coefficient, -0.19), and the mean retinal sensitivity (standardized coefficient, 0.23) on reading performance. The MP1 fixation stability was associated with both MNREAD reading acuity (standardized coefficient, -0.24) and MNREAD reading speed (standardized coefficient, 0.23), while ETDRS visual acuity only affected reading acuity (standardized coefficient, 0.44). Fixation instability and contrast sensitivity loss are key factors limiting reading performance of patients with mild or moderate low vision. REX charts directly assess the impact of text contrast on letter recognition and text navigation and may be a useful aid in reading rehabilitation.

  10. Explicit Instruction Elements in Core Reading Programs

    Science.gov (United States)

    Child, Angela R.

    2012-01-01

    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…

  11. The Indonesian EFL Learners' Motivation in Reading

    Science.gov (United States)

    Salikin, Hairus; Bin-Tahir, Saidna Zulfiqar; Kusumaningputri, Reni; Yuliandari, Dian Puji

    2017-01-01

    The motivation will drive the EFL learners to be successful in reading. This study examined the Indonesian EFL learners' motivation in reading activity based on Deci and Ryans' theory of motivation including intrinsic and extrinsic. This study employed mixed-method design. The data obtained by distributing questionnaire and arranging the group…

  12. Reading Makes Cents Resource Review

    Directory of Open Access Journals (Sweden)

    Lacie Ashby

    2011-12-01

    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.

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

    Science.gov (United States)

    Rose, Dale Rennard

    2017-01-01

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

  14. Aesthetic-Receptive and Critical-Creative in Appreciative Reading

    Directory of Open Access Journals (Sweden)

    Titin Setiartin

    2017-10-01

    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.

  15. Slower saccadic reading in Parkinson's disease.

    Science.gov (United States)

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

    2018-01-01

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

  16. Pre-reading activities in EFL/ESL reading textbooks and Turkish preparatory school teachers' attitudes toward pre-reading activities

    OpenAIRE

    Jecksembieyva, Nurgaisha

    1993-01-01

    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...

  17. Electricity Bill [second reading

    International Nuclear Information System (INIS)

    Hooper, G.; Williams, C.C.P.; Ezra, D.

    1989-01-01

    The Parliamentary Under-Secretary at the Department of Energy introduced the second reading of the Electricity Bill which provides for the restructuring and privatisation of the electricity supply industry throughout Great Britain. Three features at the heart of the Government's proposals are mentioned - first that the proposals will promote competition in electricity generation and supply of electricity so there will be a downward pressure on costs and prices, second is a new deal for customers and third is the security of electricity supply which will be ensured by the diversity of suppliers. The benefits of the scheme are outlined and then specific details of the Bill are considered. The debate which followed lasted six hours and is reported verbatim. The issues raised included environmental effects, efficiency, energy conservation, research and development and investment. (UK)

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Li, Liping; Wu, Xinchun

    2015-01-01

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

  20. Reading in developmental prosopagnosia

    DEFF Research Database (Denmark)

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

    2018-01-01

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

  1. Motivational reading on education, meaningful reading realisation

    Directory of Open Access Journals (Sweden)

    Adriana Qafa

    2017-07-01

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

  2. Improve your reading

    CERN Document Server

    Fry, Ron

    2012-01-01

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

  3. What All Reading Teachers Should Know and Be Able to Do

    Science.gov (United States)

    Fedora, Pledger

    2014-01-01

    When students experience reading difficulties--or even before they do--teachers can use specialized knowledge to help them achieve success. This overview of the International Dyslexia Association's "Knowledge and Practice Standards for Teachers of Reading" describes those reading and literacy standards and provides resources for teacher…

  4. Reading disorders and dyslexia.

    Science.gov (United States)

    Hulme, Charles; Snowling, Margaret J

    2016-12-01

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

  5. Executive Functions Contribute Uniquely to Reading Competence in Minority Youth

    Science.gov (United States)

    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

    2018-01-01

    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

  6. Developmental Relations Between Reading Comprehension and Reading Strategies

    NARCIS (Netherlands)

    Muijselaar, M.; Swart, N.M.; Steenbeek-Planting, E.G,.; Droop, M.; Verhoeven, L.; de Jong, P.F.

    2017-01-01

    We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary,

  7. Reading to young children : A head-start in life?

    NARCIS (Netherlands)

    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

  8. Reading for Pleasure and Creativity among College Students

    Science.gov (United States)

    Kelly, Kathryn E.; Kneipp, Lee B.

    2009-01-01

    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…

  9. Teachers Engaging Parents as Tutors to Improve Oral Reading Fluency

    Science.gov (United States)

    Kupzyk, Sara S.

    2012-01-01

    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…

  10. Shared-Reading Volume in Early Childhood Special Education Classrooms

    Science.gov (United States)

    Dynia, Jaclyn M.; Justice, Laura M.

    2015-01-01

    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…

  11. School Success for Kids with Dyslexia and Other Reading Difficulties

    Science.gov (United States)

    Dunson, Walter E.

    2012-01-01

    "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…

  12. How To Tutor Students with Reading Comprehension Problems.

    Science.gov (United States)

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

    2002-01-01

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

  13. Reading and spelling skills in German third graders: Examining the role of student and context characteristics.

    Science.gov (United States)

    von Suchodoletz, Antje; Larsen, Ross A A; Gunzenhauser, Catherine; Fäsche, Anika

    2015-12-01

    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.

  14. Reliable and redundant FPGA based read-out design in the ATLAS TileCal Demonstrator

    CERN Document Server

    Åkerstedt, Henrik; The ATLAS collaboration; Drake, Gary; Anderson, Kelby; Bohm, Christian; Oreglia, Mark; Tang, Fukun

    2015-01-01

    The Tile Calorimeter at ATLAS is a hadron calorimeter based on steel plates and scintillating tiles read out by PMTs. The current read-out system uses standard ADCs and custom ASICs to digitize and temporarily store the data on the detector. However, only a subset of the data is actually read out to the counting room. The on-detector electronics will be replaced around 2023. To achieve the required reliability the upgraded system will be highly redundant. Here the ASICs will be replaced with Kintex-7 FPGAs from Xilinx. This, in addition to the use of multiple 10 Gbps optical read-out links, will allow a full read-out of all detector data. Due to the higher radiation levels expected when the beam luminosity is increased, opportunities for repairs will be less frequent. The circuitry and firmware must therefore be designed for sufficiently high reliability using redundancy and radiation tolerant components. Within a year, a hybrid demonstrator including the new read-out system will be installed in one slice of ...

  15. CSAF Reading List 2014

    Science.gov (United States)

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

  16. Reading Patterns Changing

    Institute of Scientific and Technical Information of China (English)

    2011-01-01

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

  17. Reading and Working Memory

    Science.gov (United States)

    Baddeley, Alan

    1984-01-01

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

  18. How Knowledge Powers Reading

    Science.gov (United States)

    Lemov, Doug

    2017-01-01

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

  19. Reading: Great Expectations. Proceedings of the Annual Reading Conference (11th, Terre Haute, Indiana, June 11-12, 1981).

    Science.gov (United States)

    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…

  20. Science Fiction: Serious Reading, Critical Reading

    Science.gov (United States)

    Zigo, Diane; Moore, Michael T.

    2004-01-01

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

  1. How Dentists Read a Technique Article: A Grounded Theory Investigation.

    Science.gov (United States)

    Chambers, David W; Lyon, Lucinda J

    2017-12-01

    To conduct an empirical investigation using qualitative techniques of the way dentists engage in the process of reading a technique-oriented journal article and what they pay attention to in the process. Grounded theory was used to identify how dentists read an article describing the fabrication of an interim prosthesis in the esthetic zone. Twenty-one experienced practitioners were videotaped, and their verbatim reflections were coded. The sequence of attending to various features of the paper was noted. Ninety-five percent of readers voiced specific, multiple attempts to identify or refine the main purpose of the article as they processed the material. All readers engaged in various activities to navigate through the article, including skipping and backtracking, and none "read" the article straight through. All readers also made repeated observations about the relevance of the technique to their personal practice situation. Eighty percent used some form of "distancing," whereby the content and value of the article were accepted, but the reader reserved the privilege of not being bound by the results because of technical, sponsorship, or methodological issues that "might be present." The quality of photographs was accepted as a proxy for the quality of technical work performed. Dentists actively customized the reading of a journal article that described a technical procedure. They imposed a non-linear structure for absorbing information and a standard of personal relevance, and, while accepting the results, created reasons for not necessarily having to accept them as applicable. The approach clinicians use in reading a procedural article may be different from the structure writers use in preparing a paper. © 2016 by the American College of Prosthodontists.

  2. TEACHING READING USING MAGAZINE

    Directory of Open Access Journals (Sweden)

    Henny Uswatun Hasanah

    2013-11-01

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

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

    Science.gov (United States)

    Alberta Dept. of Education, Edmonton.

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

  4. Relations of Perceived Parent and Friend Support for Recreational Reading with Children's Reading Motivations

    Science.gov (United States)

    Klauda, Susan Lutz; Wigfield, Allan

    2012-01-01

    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…

  5. Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms. Second Edition

    Science.gov (United States)

    Schoenbach, Ruth; Greenleaf, Cynthia; Murphy, Lynn

    2012-01-01

    Published in partnership with WestEd, this significantly updated second edition of the bestselling book contains strategies for helping students in middle school through community college gain the reading independence to master subject area textbooks and other material. Features of this book include: (1) Based on the Reading Apprenticeship…

  6. Lectura y Vida. Revista Latinoamericana de Lectura (Reading and Life. Latinamerican Reading Magazine). 1990-1995.

    Science.gov (United States)

    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…

  7. Lectura y Vida: Revista Latinoamericana de Lectura (Reading and Life: Latin American Reading Magazine). 1996.

    Science.gov (United States)

    Lectura y Vida: Revista Latinoamericana de Lectura, 1996

    1996-01-01

    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…

  8. The Art of Teaching Reading: A Study of Teachers' Perceptions of Their Teacher Education Reading Course

    Science.gov (United States)

    Lebsock, Rene Mendel

    2016-01-01

    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…

  9. The Effect of Cooperative Teaching on the Development of Reading Skills among Students with Reading Disorders

    Science.gov (United States)

    Ghanaat Pisheh, Etrat Alzahra; Sadeghpour, Narges; Nejatyjahromy, Yaser; Mir Nasab, Mir Mahmoud

    2017-01-01

    Cooperative teaching is the result of efforts made by two educators for teaching a heterogeneous group of students, especially one including those with specific needs, due to reading disorders for instance. The present study serves as an experimental investigation focusing on the effect of cooperative teaching on the development of reading skills…

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

    Science.gov (United States)

    Higgins, Eleanor; Collins, Paul

    2013-01-01

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

  11. The Standard Model course

    CERN Multimedia

    CERN. Geneva HR-RFA

    2006-01-01

    Suggested Readings: Aspects of Quantum Chromodynamics/A Pich, arXiv:hep-ph/0001118. - The Standard Model of Electroweak Interactions/A Pich, arXiv:hep-ph/0502010. - The Standard Model of Particle Physics/A Pich The Standard Model of Elementary Particle Physics will be described. A detailed discussion of the particle content, structure and symmetries of the theory will be given, together with an overview of the most important experimental facts which have established this theoretical framework as the Standard Theory of particle interactions.

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

    Science.gov (United States)

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

    2016-01-01

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

  13. The BDNF Val66Met Polymorphism Influences Reading Ability and Patterns of Neural Activation in Children.

    Directory of Open Access Journals (Sweden)

    Kaja K Jasińska

    Full Text Available Understanding how genes impact the brain's functional activation for learning and cognition during development remains limited. We asked whether a common genetic variant in the BDNF gene (the Val66Met polymorphism modulates neural activation in the young brain during a critical period for the emergence and maturation of the neural circuitry for reading. In animal models, the bdnf variation has been shown to be associated with the structure and function of the developing brain and in humans it has been associated with multiple aspects of cognition, particularly memory, which are relevant for the development of skilled reading. Yet, little is known about the impact of the Val66Met polymorphism on functional brain activation in development, either in animal models or in humans. Here, we examined whether the BDNF Val66Met polymorphism (dbSNP rs6265 is associated with children's (age 6-10 neural activation patterns during a reading task (n = 81 using functional magnetic resonance imaging (fMRI, genotyping, and standardized behavioral assessments of cognitive and reading development. Children homozygous for the Val allele at the SNP rs6265 of the BDNF gene outperformed Met allele carriers on reading comprehension and phonological memory, tasks that have a strong memory component. Consistent with these behavioral findings, Met allele carriers showed greater activation in reading-related brain regions including the fusiform gyrus, the left inferior frontal gyrus and left superior temporal gyrus as well as greater activation in the hippocampus during a word and pseudoword reading task. Increased engagement of memory and spoken language regions for Met allele carriers relative to Val/Val homozygotes during reading suggests that Met carriers have to exert greater effort required to retrieve phonological codes.

  14. The BDNF Val66Met Polymorphism Influences Reading Ability and Patterns of Neural Activation in Children.

    Science.gov (United States)

    Jasińska, Kaja K; Molfese, Peter J; Kornilov, Sergey A; Mencl, W Einar; Frost, Stephen J; Lee, Maria; Pugh, Kenneth R; Grigorenko, Elena L; Landi, Nicole

    2016-01-01

    Understanding how genes impact the brain's functional activation for learning and cognition during development remains limited. We asked whether a common genetic variant in the BDNF gene (the Val66Met polymorphism) modulates neural activation in the young brain during a critical period for the emergence and maturation of the neural circuitry for reading. In animal models, the bdnf variation has been shown to be associated with the structure and function of the developing brain and in humans it has been associated with multiple aspects of cognition, particularly memory, which are relevant for the development of skilled reading. Yet, little is known about the impact of the Val66Met polymorphism on functional brain activation in development, either in animal models or in humans. Here, we examined whether the BDNF Val66Met polymorphism (dbSNP rs6265) is associated with children's (age 6-10) neural activation patterns during a reading task (n = 81) using functional magnetic resonance imaging (fMRI), genotyping, and standardized behavioral assessments of cognitive and reading development. Children homozygous for the Val allele at the SNP rs6265 of the BDNF gene outperformed Met allele carriers on reading comprehension and phonological memory, tasks that have a strong memory component. Consistent with these behavioral findings, Met allele carriers showed greater activation in reading-related brain regions including the fusiform gyrus, the left inferior frontal gyrus and left superior temporal gyrus as well as greater activation in the hippocampus during a word and pseudoword reading task. Increased engagement of memory and spoken language regions for Met allele carriers relative to Val/Val homozygotes during reading suggests that Met carriers have to exert greater effort required to retrieve phonological codes.

  15. Effect of geotropism on instrument readings

    International Nuclear Information System (INIS)

    Rolph, James T.

    2006-01-01

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

  16. Redefining Reading: Comics in the Classroom

    Science.gov (United States)

    Ford, Deborah B.

    2011-01-01

    Teachers can use comic books and graphic novels (fiction and nonfiction) to teach curriculum and standards. Publishers see the interest that students have in graphic novels. Some companies have published graphic novels of the classics. These versions make it easier for second language learners or students reading below grade level to grasp the…

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

    Directory of Open Access Journals (Sweden)

    Anja Dular

    2013-03-01

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

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

    Science.gov (United States)

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

    2017-03-01

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

  19. Flexible taxonomic assignment of ambiguous sequencing reads

    Directory of Open Access Journals (Sweden)

    Jansson Jesper

    2011-01-01

    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.

  20. Measuring up advances in how we assess reading ability

    CERN Document Server

    Sabatini, John; O'Reilly, Tenaha

    2012-01-01

    Sabatini, Albro and O'Reilly believe that in light of federal legislation towards common core standards and assessments, as well as significant national investments in reading and literacy education, it is a critical and opportune time to bring together the research and measurement community to address fundamental issues of measuring reading comprehension, in theory and in practice.

  1. Close Reading of Literary Nonfiction: The Three-Column Journal

    Science.gov (United States)

    McConn, Matthew

    2018-01-01

    The Common Core State Standards have placed more emphasis on the close reading of all texts, and have made a point of increasing the use of nonfiction in secondary English classrooms. In this article, the author describes an approach for implementing close reading of literary nonfiction. The approach comes from a small-scale classroom-based…

  2. Comorbidity of Auditory Processing, Language, and Reading Disorders

    Science.gov (United States)

    Sharma, Mridula; Purdy, Suzanne C.; Kelly, Andrea S.

    2009-01-01

    Purpose: The authors assessed comorbidity of auditory processing disorder (APD), language impairment (LI), and reading disorder (RD) in school-age children. Method: Children (N = 68) with suspected APD and nonverbal IQ standard scores of 80 or more were assessed using auditory, language, reading, attention, and memory measures. Auditory processing…

  3. Emotions in Reading: Disgust, Empathy and the Contextual Learning Hypothesis

    Science.gov (United States)

    Silva, Catarina; Montant, Marie; Ponz, Aurelie; Ziegler, Johannes C.

    2012-01-01

    Emotion effects in reading have typically been investigated by manipulating words' emotional valence and arousal in lexical decision. The standard finding is that valence and arousal can have both facilitatory and inhibitory effects, which is hard to reconcile with current theories of emotion processing in reading. Here, we contrasted these…

  4. SchemaOnRead: A Package for Schema-on-Read in R

    Energy Technology Data Exchange (ETDEWEB)

    North, Michael J.

    2016-08-01

    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.

  5. The Impact of Electronic Reading Devices on Reading Speed and Comfort in Patients with Decreased Vision

    Directory of Open Access Journals (Sweden)

    Henry L. Feng

    2017-01-01

    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.

  6. Reading aids for adults with low vision

    Science.gov (United States)

    Virgili, Gianni; Acosta, Ruthy; Grover, Lori L; Bentley, Sharon A; Giacomelli, Giovanni

    2014-01-01

    assessed trial quality and extracted data. Main results We included nine small studies with a cross-over-like design (181 people overall) and one study with three parallel arms (243 participants) in the review. All studies reported the primary outcome, results for reading speed. Two studies including 92 participants found moderate- or low-quality evidence suggesting that reading speed is higher with stand-mounted electronic devices or electronic devices with the camera mounted in a ‘mouse’ than with optical magnifiers, which in these trials were generally stand-mounted or, less frequently, hand-held magnifiers or microscopic lenses. In another study of 20 participants there was moderate-quality evidence that optical devices are better than head-mounted electronic devices (four types). There was low-quality evidence from three studies (93 participants) that reading using head-mounted electronic devices is slower than with stand-based electronic devices. The technology of electronic devices may have changed and improved since these studies were conducted. One study suggested no difference between a diffractive spectacle-mounted magnifier and either refractive (15 participants) or aplanatic (15 participants) magnifiers. One study of 10 people suggested that several overlay coloured filters were no better and possibly worse than a clear filter. A parallel-arm study including 243 participants with age-related macular degeneration found that custom or standard prism spectacles were no different from conventional reading spectacles, although the data did not allow precise estimates of performance to be made. Authors' conclusions There is insufficient evidence on the effect of different types of low-vision aids on reading performance. It would be necessary to investigate which patient characteristics predict performance with different devices, including costly electronic devices. Better-quality research should also focus on assessing sustained long-term use of each device

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

    Science.gov (United States)

    Colorado State Dept. of Education, Denver.

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

  8. Understanding Blood Pressure Readings

    Science.gov (United States)

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

  9. Reading the Tourist Guidebook

    DEFF Research Database (Denmark)

    Therkelsen, Anette; Sørensen, Anders

    2005-01-01

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

  10. What Are Reading Disorders?

    Science.gov (United States)

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

  11. Textbook Reading Levels

    Science.gov (United States)

    Hopkins, Charles R.; Kim, Paul Y.

    1974-01-01

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

  12. Reading-Boxing Class

    Science.gov (United States)

    Kravitz, Richard; Shapiro, Marvin

    1969-01-01

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

  13. Standard practice for prediction of the long-term behavior of materials, including waste forms, used in engineered barrier systems (EBS) for geological disposal of high-level radioactive waste

    CERN Document Server

    American Society for Testing and Materials. Philadelphia

    2007-01-01

    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...

  14. Heater design for reading radiation dosimeters

    International Nuclear Information System (INIS)

    Seidel, J.G.; Felice, P.E.

    1982-01-01

    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

  15. What Will It Be? Reading or Machismo and Soul?

    Science.gov (United States)

    Vail, Edward O.

    1970-01-01

    Children in American schools should be taught to read and write standard English since any attempt to teach them a local dialect or a foreign language will only handicap them when they enter the adult world of work. (CK)

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

    Science.gov (United States)

    Koh, Kim H.; Paris, Scott G.

    2011-01-01

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

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

    Science.gov (United States)

    Hudson, Alida K.; Williams, Joan A.

    2015-01-01

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

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

    Science.gov (United States)

    Boakye, Naomi A. N. Y.

    2017-01-01

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

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

    Science.gov (United States)

    Divoll, Kent; Browning, Sandra

    2013-01-01

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

  20. Teacher Survey of the Accessibility and Text Features of the Computerized Oral Reading Evaluation (CORE). Technical Report #1601

    Science.gov (United States)

    Kahn, Josh; Nese, Joseph T.; Alonzo, Julie

    2016-01-01

    There is strong theoretical support for oral reading fluency (ORF) as an essential building block of reading proficiency. The current and standard ORF assessment procedure requires that students read aloud a grade-level passage (˜ 250 words) in a one-to-one administration, with the number of words read correctly in 60 seconds constituting their…

  1. STUDENTS’ READING PRACTICES AND ENVIRONMENTS

    Directory of Open Access Journals (Sweden)

    Aiza Johari

    2013-07-01

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

  2. IMPROVING STUDENTS’ READING COMPREHENSION THROUGH IINTERACTIVE READ-ALOUD TECHNIQUE

    Directory of Open Access Journals (Sweden)

    Edi Santoso

    2015-10-01

    Full Text Available Abstract: The present study, entitled Improving Students’ Reading Comprehension through Interactive Read-Aloud, attempts to unlock problems found in teaching and reading comprehension through interactive read-aloud in a Senior High School of Sport (SMAN Olah Raga Lampung, in Metro. The findings revealed that students’ reading comprehension improved through interactive read-aloud. The improvement can be seen from the increase of test results, meaning construction, and motivation. The process of reading activities showed that the teacher’s gesture and body language, 20 questions, explain and guess activities were proven to help the students construct meaning from the given texts. In addition, interactive read-aloud is effective to boost students’ motivation to comprehend the texts.   Key words: Reading comprehension, interactive read-aloud.

  3. Do eye movements reveal differences between monolingual and bilingual children's first-language and second-language reading? A focus on word frequency effects.

    Science.gov (United States)

    Whitford, Veronica; Joanisse, Marc F

    2018-09-01

    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.

  4. "Show-Me Bedtime Reading'" An Unusual Study of the Benefits of Reading to Deaf Children.

    Science.gov (United States)

    Rogers, Deborah

    1989-01-01

    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)

  5. Reading in a Digital Age

    Science.gov (United States)

    Baron, Naomi S.

    2017-01-01

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

  6. Early Reading and Concrete Operations.

    Science.gov (United States)

    Polk, Cindy L. Howes; Goldstein, David

    1980-01-01

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

  7. Whole genome complete resequencing of Bacillus subtilis natto by combining long reads with high-quality short reads.

    Directory of Open Access Journals (Sweden)

    Mayumi Kamada

    Full Text Available De novo microbial genome sequencing reached a turning point with third-generation sequencing (TGS platforms, and several microbial genomes have been improved by TGS long reads. Bacillus subtilis natto is closely related to the laboratory standard strain B. subtilis Marburg 168, and it has a function in the production of the traditional Japanese fermented food "natto." The B. subtilis natto BEST195 genome was previously sequenced with short reads, but it included some incomplete regions. We resequenced the BEST195 genome using a PacBio RS sequencer, and we successfully obtained a complete genome sequence from one scaffold without any gaps, and we also applied Illumina MiSeq short reads to enhance quality. Compared with the previous BEST195 draft genome and Marburg 168 genome, we found that incomplete regions in the previous genome sequence were attributed to GC-bias and repetitive sequences, and we also identified some novel genes that are found only in the new genome.

  8. Reading and reading instruction for children from low-income and non-English-speaking households.

    Science.gov (United States)

    Lesaux, Nonie K

    2012-01-01

    Although most young children seem to master reading skills in the early grades of elementary school, many struggle with texts as they move through middle school and high school. Why do children who seem to be proficient readers in third grade have trouble comprehending texts in later grades? To answer this question, Nonie Lesaux describes what is known about reading development and instruction, homing in on research conducted with children from low-income and non-English-speaking homes. Using key insights from this research base, she offers two explanations. The first is that reading is a dynamic and multifaceted process that requires continued development if students are to keep pace with the increasing demands of school texts and tasks. The second lies in the role of reading assessment and instruction in U.S. schools. Lesaux draws a distinction between the "skills-based competencies" that readers need to sound out and recognize words and the "knowledge-based competencies" that include the conceptual and vocabulary knowledge necessary to comprehend a text's meaning. Although U.S. schools have made considerable progress in teaching skills-based reading competencies that are the focus of the early grades, most have made much less progress in teaching the knowledge-based competencies students need to support reading comprehension in middle and high school. These knowledge-based competencies are key sources of lasting individual differences in reading outcomes, particularly among children growing up in low-income and non-English-speaking households. Augmenting literacy rates, Lesaux explains, will require considerable shifts in the way reading is assessed and taught in elementary and secondary schools. First, schools must conduct comprehensive reading assessments that discern learners' (potential) sources of reading difficulties--in both skills-based and knowledge-based competencies. Second, educators must implement instructional approaches that offer promise for

  9. Effects of working memory and reading acceleration training on improving working memory abilities and reading skills among third graders.

    Science.gov (United States)

    Nevo, Einat; Breznitz, Zvia

    2014-01-01

    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.

  10. Learning to Read Spectra: Teaching Decomposition with Excel in a Scientific Writing Course

    Science.gov (United States)

    Muelleman, Andrew W.; Glaser, Rainer E.

    2018-01-01

    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,…

  11. Improving South African third graders’ reading skills: Lessons learnt from the use of Guided Reading approach

    Directory of Open Access Journals (Sweden)

    Mohlanhledi P. Makumbila

    2016-06-01

    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

  12. Osteoblastic lesion screening with an advanced post-processing package enabling in-plane rib reading in CT-images.

    Science.gov (United States)

    Seuss, Hannes; Dankerl, Peter; Cavallaro, Alexander; Uder, Michael; Hammon, Matthias

    2016-05-20

    To evaluate screening and diagnostic accuracy for the detection of osteoblastic rib lesions using an advanced post-processing package enabling in-plane rib reading in CT-images. We retrospectively assessed the CT-data of 60 consecutive prostate cancer patients by applying dedicated software enabling in-plane rib reading. Reading the conventional multiplanar reconstructions was considered to be the reference standard. To simulate clinical practice, the reader was given 10 s to screen for sclerotic rib lesions in each patient applying both approaches. Afterwards, every rib was evaluated individually with both approaches without a time limit. Sensitivities, specificities, positive/negative predictive values and the time needed for detection were calculated depending on the lesion's size (largest diameter  10 mm). In 53 of 60 patients, all ribs were properly displayed in plane, in five patients ribs were partially displayed correctly, and in two patients none of the ribs were displayed correctly. During the 10-s screening approach all patients with sclerotic rib lesions were correctly identified reading the in-plane images (including the patients without a correct rib segmentation), whereas 14 of 23 patients were correctly identified reading conventional multiplanar images. Overall screening sensitivity, specificity, and positive/negative predictive values were 100/27.0/46.0/100 %, respectively, for in-plane reading and 60.9/100/100/80.4 %, respectively, for multiplanar reading. Overall diagnostic (no time limit) sensitivity, specificity, and positive/negative predictive values of in-plane reading were 97.8/92.8/74.6/99.5 %, respectively. False positive results predominantly occurred for lesions <5 mm in size. In-plane reading of the ribs allows reliable detection of osteoblastic lesions for screening purposes. The limited specificity results from false positives predominantly occurring for small lesions.

  13. Reading Emotions from Body Movement: A Generalized Impairment in Schizophrenia.

    Science.gov (United States)

    Vaskinn, Anja; Sundet, Kjetil; Østefjells, Tiril; Nymo, Katharina; Melle, Ingrid; Ueland, Torill

    2015-01-01

    Body language reading is a social cognitive process with importance for successful maneuvering of social situations. In this study, we investigated body language reading as assessed with human point-light displays in participants with a diagnosis of schizophrenia (n = 84) compared to healthy control participants (n = 84), aiming to answer three questions: (1) whether persons with a diagnosis of schizophrenia have poorer body language reading abilities than healthy persons; (2) whether some emotions are easier to read from body language than others, and if this is the same for individuals with schizophrenia and healthy individuals, and (3) whether there are sex differences in body language reading in participants with schizophrenia and healthy participants. A fourth research aim concerned associations of body language reading with symptoms and functioning in participants with schizophrenia. Scores on the body language reading measure was first standardized using a separate sample of healthy control participants (n = 101). Further results showed that persons with schizophrenia had impaired body language reading ability compared to healthy persons. A significant effect of emotion indicated that some emotions (happiness, neutral) were easier to recognize and this was so for both individuals with schizophrenia and healthy individuals. There were no sex differences for either diagnostic group. Body language reading ability was not associated with symptoms or functioning. In conclusion; schizophrenia was characterized by a global impairment in body language reading that was present for all emotions and across sex.

  14. The role of phonological awareness in reading comprehension

    Directory of Open Access Journals (Sweden)

    Maria Silvia Cárnio

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

  15. Reading emotions from body movement: a generalized impairment in schizophrenia

    Directory of Open Access Journals (Sweden)

    Anja eVaskinn

    2016-01-01

    Full Text Available Body language reading is a social cognitive process with importance for successful maneuvering of social situations. In this study, we investigated body language reading as assessed with human point-light displays in participants with a diagnosis of schizophrenia (n = 84 compared to healthy control participants (n = 84, aiming to answer three questions: 1 whether persons with a diagnosis of schizophrenia have poorer body language reading abilities than healthy persons; 2 whether some emotions are easier to read from body language than others, and if this is the same for individuals with schizophrenia and healthy individuals, and 3 whether there are sex differences in body language reading in participants with schizophrenia and healthy participants. A fourth research aim concerned associations of body language reading with symptoms and functioning in participants with schizophrenia. Scores on the body language reading measure was first standardized using a separate sample of healthy control participants (n = 101. Further results showed that persons with schizophrenia had impaired body language reading ability compared to healthy persons. A significant effect of emotion indicated that some emotions (happiness, neutral were easier to recognize and this was so for both individuals with schizophrenia and healthy individuals. There were no sex differences for either diagnostic group. Body language reading ability was not associated with symptoms or functioning. In conclusion; schizophrenia was characterized by a global impairment in body language reading that was present for all emotions and across sex.

  16. 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.

    OpenAIRE

    Nordby, Oda Nygaard

    2015-01-01

    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...

  17. Short read sequence typing (SRST: multi-locus sequence types from short reads

    Directory of Open Access Journals (Sweden)

    Inouye Michael

    2012-07-01

    Full Text Available Abstract Background Multi-locus sequence typing (MLST has become the gold standard for population analyses of bacterial pathogens. This method focuses on the sequences of a small number of loci (usually seven to divide the population and is simple, robust and facilitates comparison of results between laboratories and over time. Over the last decade, researchers and population health specialists have invested substantial effort in building up public MLST databases for nearly 100 different bacterial species, and these databases contain a wealth of important information linked to MLST sequence types such as time and place of isolation, host or niche, serotype and even clinical or drug resistance profiles. Recent advances in sequencing technology mean it is increasingly feasible to perform bacterial population analysis at the whole genome level. This offers massive gains in resolving power and genetic profiling compared to MLST, and will eventually replace MLST for bacterial typing and population analysis. However given the wealth of data currently available in MLST databases, it is crucial to maintain backwards compatibility with MLST schemes so that new genome analyses can be understood in their proper historical context. Results We present a software tool, SRST, for quick and accurate retrieval of sequence types from short read sets, using inputs easily downloaded from public databases. SRST uses read mapping and an allele assignment score incorporating sequence coverage and variability, to determine the most likely allele at each MLST locus. Analysis of over 3,500 loci in more than 500 publicly accessible Illumina read sets showed SRST to be highly accurate at allele assignment. SRST output is compatible with common analysis tools such as eBURST, Clonal Frame or PhyloViz, allowing easy comparison between novel genome data and MLST data. Alignment, fastq and pileup files can also be generated for novel alleles. Conclusions SRST is a novel

  18. Effectiveness and cost-effectiveness of double reading in digital mammography screening: A systematic review and meta-analysis.

    Science.gov (United States)

    Posso, Margarita; Puig, Teresa; Carles, Misericòrdia; Rué, Montserrat; Canelo-Aybar, Carlos; Bonfill, Xavier

    2017-11-01

    Double reading is the strategy of choice for mammogram interpretation in screening programmes. It remains, however, unknown whether double reading is still the strategy of choice in the context of digital mammography. Our aim was to determine the effectiveness and cost-effectiveness of double reading versus single reading of digital mammograms in screening programmes. We performed a systematic review by searching the PubMed, Embase, and Cochrane Library databases up to April 2017. We used the QUADAS-2 (Quality Assessment of Diagnostic Accuracy Studies) tool and CHEERS (Consolidated Health Economic Evaluation Reporting Standards) checklist to assess the methodological quality of the diagnostic studies and economic evaluations, respectively. A proportion's meta-analysis approach, 95% Confidence Intervals (95% CI) and test of heterogeneity (P values) were used for pooled results. Costs are expressed US$ PPP (United States Dollar purchasing power parities). The PROSPERO ID of this Systematic Review's protocol is CRD42014013804. Of 1473 potentially relevant hits, four high-quality studies were included. The pooled cancer detection rate of double reading was 6.01 per 1000 screens (CI: 4.47‰-7.77‰), and it was 5.65 per 1000 screens (CI: 3.95‰-7.65‰) for single reading (P=0.76). The pooled proportion of false-positives of double reading was 47.03 per 1000 screens (CI: 39.13‰-55.62‰) and it was 40.60 per 1000 screens (CI: 38.58‰-42.67‰) for single reading (P=0.12). One study reported, for double reading, an ICER (Incremental Cost-Effectiveness Ratio) of 16,684 Euros (24,717 US$ PPP; 2015 value) per detected cancer. Single reading+CAD (computer-aided-detection) was cost-effective in Japan. The evidence of benefit for double reading compared to single reading for digital mammography interpretation is scarce. Double reading seems to increase operational costs, have a not significantly higher false-positive rate, and a similar cancer detection rate. Copyright

  19. Monitoring Progress toward Independent Silent Reading.

    Science.gov (United States)

    Franc, Lillian H.; Hildebrandt, Jeannette

    1984-01-01

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

  20. Standardized cine-loop documentation in abdominal ultrasound facilitates offline image interpretation.

    Science.gov (United States)

    Dormagen, Johann Baptist; Gaarder, Mario; Drolsum, Anders

    2015-01-01

    One of the main disadvantages of conventional ultrasound is its operator dependency, which might impede the reproducibility of the sonographic findings. A new approach with cine-loops and standardized scan protocols can overcome this drawback. To compare abdominal ultrasound findings of immediate bedside reading by performing radiologist with offline reading by a non-performing radiologist, using standardized cine-loop sequences. Over a 6-month period, three radiologists performed 140 dynamic ultrasound organ-based examinations in 43 consecutive outpatients. Examination protocols were standardized and included predefined probe position and sequences of short cine-loops of the liver, gallbladder, pancreas, kidneys, and urine bladder, covering the organs completely in two planes. After bedside examinations, the studies were reviewed and read out immediately by the performing radiologist. Image quality was registered from 1 (no diagnostic value) to 5 (excellent cine-loop quality). Offline reading was performed blinded by a radiologist who had not performed the examination. Bedside and offline reading were compared with each other and with consensus results. In 140 examinations, consensus reading revealed 21 cases with renal disorders, 17 cases with liver and bile pathology, and four cases with bladder pathology. Overall inter-observer agreement was 0.73 (95% CI 0.61-0.91), with lowest agreement for findings of the urine bladder (0.36) and highest agreement in liver examinations (0.90). Disagreements between the two readings were seen in nine kidneys, three bladder examinations, one pancreas and bile system examinations each, and in one liver, giving a total number of mismatches of 11%. Nearly all cases of mismatch were of minor clinical significance. The median image quality was 3 (range, 2-5) with most examinations deemed a quality of 3. Compared to consensus reading, overall accuracy was 96% for bedside reading and 94% for offline reading. Standardized cine

  1. Performance evaluation of a 'dual-side read' dedicated mammography computed radiography system

    International Nuclear Information System (INIS)

    Fetterly, Kenneth A.; Schueler, Beth A.

    2003-01-01

    The image quality of a dedicated mammography computed radiography (CR) system was characterized. A unique feature of this system is that it collects image signals from both sides of the storage phosphor. Measurements of the modulation transfer function (MTF), noise power spectrum (NPS), and detective quantum efficiency (DQE) were made. This work included improvements in our measurement methods to specifically account for the detrimental effects of system glare on the MTF and to accurately characterize the low-frequency NPS components. Image quality measurements were performed using a 25 kVp beam filtered with 2 mm Al and an exposure range of 1 to 100 mR (87 to 870 μGy). The DQE was found to decrease with increasing exposure due to an increased contribution of storage phosphor structure noise. The DQE of this system was compared to similar measurements made using a standard CR system. The dual-side read system demonstrated superior DQE compared to the standard system. The decrease in DQE with increasing exposure was more severe for the standard system than the dual-side read system. This finding suggests that the CR system noise was reduced for the dual-side read system compared to the standard system

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

    Science.gov (United States)

    Hall, Colby; Barnes, Marcia A.

    2017-01-01

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

  3. Attention Therapy Improves Reading Comprehension in Adjudicated Teens in a Residential Facility

    Science.gov (United States)

    Shelley-Tremblay, John; Langhinrichsen-Rohling, Jennifer; Eyer, Joshua

    2012-01-01

    This study quantified the influence of visual Attention Therapy (AT) on reading skills and Coherent Motion Threshold (CMT) in adjudicated teens with moderate reading disabilities (RD) residing in a residential alternative sentencing program. Forty-two students with below-average reading scores were identified using standardized reading…

  4. Perceived Challenges to Integrating Reading Strategies in Content Areas: A Single Case Study

    Science.gov (United States)

    Pezzolla, Karen

    2017-01-01

    An alarming percentage of middle and high school students find themselves unable to read their textbooks at grade level proficiency; lacking the necessary skills to access and process information, and read critically. The Common Core State Standards require students to apply reading strategies across the curriculum, therefore requiring teachers to…

  5. The Development of the easyCBM CCSS Reading Assessments: Grade 3. Technical Report #1221

    Science.gov (United States)

    Alonzo, Julie; Park, Bitnara Jasmine; Tindal, Gerald

    2012-01-01

    In this technical report, we document the development and piloting of easyCBM reading measures aligned to the Common Core State Standards, designed for use in screening students at risk for reading difficulty and monitoring their progress as they develop reading skills. The measures, which assess students' ability to respond to…

  6. Supplementary Reading Instruction in Alternative High Schools: A Statewide Survey of Educator Reported Practices and Barriers

    Science.gov (United States)

    Wilkerson, Kimber L.; Yan, Min-Chi; Perzigian, Aaron B.; Cakiroglu, Orhan

    2016-01-01

    Recent data suggest that a majority of secondary students read below the level considered proficient on state standardized tests of reading. Alternative high schools, in particular, serve a high proportion of struggling readers. This survey study investigated reading instruction provided to struggling readers in alternative schools in one state by…

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

    Science.gov (United States)

    Kamhi, Alan G.; Catts, Hugh W.

    2017-01-01

    Purpose: In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension. Method: We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed…

  8. Clinical Evaluation of Reading Performance Using the Salzburg Reading Desk With a Refractive Rotational Asymmetric Multifocal Intraocular Lens.

    Science.gov (United States)

    Linz, Katharina; Attia, Mary S A; Khoramnia, Ramin; Tandogan, Tamer; Kretz, Florian T; Auffarth, Gerd Uwe

    2016-08-01

    To evaluate functional results and reading performance using the Salzburg Reading Desk after implantation of a sector-shaped near-embedded, rotational asymmetrical multifocal intraocular lens (IOL) and a multifocal toric IOL with a +3.00 diopter (D) near addition. In a prospective study, the LentisMplus and Mplus toric IOLs (Oculentis GmbH, Berlin, Germany) were implanted in 34 eyes of 18 patients at the University Eye Hospital of Heidelberg. Uncorrected and corrected distance visual acuity (UDVA, CDVA) and uncorrected and corrected near visual acuity (UNVA, CNVA) were evaluated using standardized visual acuity charts (ETDRS). The Salzburg Reading Desk was used to analyze unilateral and bilateral uncorrected and corrected reading acuity, reading distance, reading speed, and the smallest log-scaled print size that could be read effectively at a set (40 cm/80 cm) and subjective chosen near and intermediate distance. Postoperatively, the median UDVA was 0.08 logMAR (20/25 Snellen) and the median CDVA was 0.01 logMAR (20/20 Snellen). The median UNVA was 0.12 logMAR (20/25 Snellen) and the median CNVA was 0.03 logMAR (20/20 Snellen). The median uncorrected reading acuity measured with the Salzburg Reading Desk for near distance at 40 cm was 0.18 logMAR (20/32 Snellen). The subjectively preferred near distance was 39 cm and revealed similar visual acuity results. The best reading acuity for intermediate distance with a median of 0.22 logMAR (20/32 Snellen) was achieved at a median distance of 62 cm. Reading performance of the multifocal IOL corresponded for near standardized and individual distance, whereas reading function was better at the patient's preferred intermediate distance. [J Refract Surg. 2016;32(8):526-532.]. Copyright 2016, SLACK Incorporated.

  9. Reading through Films

    Directory of Open Access Journals (Sweden)

    Madhavi Gayathri Raman

    2016-02-01

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

  10. [Binocular coordination during reading].

    Science.gov (United States)

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

    1992-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Mohammad Mehdi Yazdani

    2015-05-01

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

  12. READING STATISTICS AND RESEARCH

    Directory of Open Access Journals (Sweden)

    Reviewed by Yavuz Akbulut

    2008-10-01

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

  13. AXAF FITS standard for ray trace interchange

    Science.gov (United States)

    Hsieh, Paul F.

    1993-07-01

    A standard data format for the archival and transport of x-ray events generated by ray trace models is described. Upon review and acceptance by the Advanced X-ray Astrophysics Facility (AXAF) Software Systems Working Group (SSWG), this standard shall become the official AXAF data format for ray trace events. The Flexible Image Transport System (FITS) is well suited for the purposes of the standard and was selected to be the basis of the standard. FITS is both flexible and efficient and is also widely used within the astronomical community for storage and transfer of data. In addition, software to read and write FITS format files are widely available. In selecting quantities to be included within the ray trace standard, the AXAF Mission Support team, Science Instruments team, and the other contractor teams were surveyed. From the results of this survey, the following requirements were established: (1) for the scientific needs, each photon should have associated with it: position, direction, energy, and statistical weight; the standard must also accommodate path length (relative phase), and polarization. (2) a unique photon identifier is necessary for bookkeeping purposes; (3) a log of individuals, organizations, and software packages that have modified the data must be maintained in order to create an audit trail; (4) a mechanism for extensions to the basic kernel should be provided; and (5) the ray trace standard should integrate with future AXAF data product standards.

  14. Reading Authentic Texts

    DEFF Research Database (Denmark)

    Balling, Laura Winther

    2013-01-01

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

  15. GLOSSARY TO READINGS IN HINDI LITERATURE.

    Science.gov (United States)

    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…

  16. Scaffolded Silent Reading (ScSR): Advocating a Policy for Adolescents' Independent Reading

    Science.gov (United States)

    Walker, Karen P.

    2013-01-01

    Structured independent reading among students is often a vital missing component in many school districts' literacy curriculum. The nationwide implementation of the Common Core State Standards (CCSS) requires districts to re-think their literacy curriculum and what instruction might entail in order for students to demonstrate proficiency in…

  17. The Application of Context Theory in English Teaching of Reading

    Science.gov (United States)

    Zhu, Jiang; Han, Lemeng

    2010-01-01

    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…

  18. Teaching Initial Reading in Navajo: Report of a Conference of Educators Held at Kayenta, January 30-31, 1970. Navajo Reading Study, Progress Report No. 6.

    Science.gov (United States)

    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…

  19. [Comparing Two Editions of Wechsler Intelligence Scales and Assessing Reading Skills in Children with Attention Deficit and Hyperactivity Disorder].

    Science.gov (United States)

    Çelik, Cihat; Erden, Gülsen; Özmen, Sevim; Tural Hesapçıoğlu, Selma

    2017-01-01

    This study aimed to examine the cognitive profiles of children with Attention Deficit and Hyperactivity Disorder (ADHD) with the Wechsler Intelligence Scales for Children-Revised (WISC-R) and the Wechsler Intelligence Scales for Children-Fourth Edition (WISC-IV), the latter of which was recently standardized in Turkey. In addition, the reading abilities and intelligence scores of these children were also investigated. A total of 48 children with ADHD between the ages of 6 and 16 years who were outpatients in Muş State Hospital were included in this study. The children were administered the WISC-R, the WISC-IV, and the Oral Reading Skills and Reading Comprehension Test (ORCT). There were no significant differences between the WISC-R IQ scores and WISC-IV index scores. Moreover, reading comprehension skills (derived from ORCT scores) were predicted with significant accuracy by both the WISC-R Verbal IQ and the WISC-IV WMI (Working Memory Index). Results of this study suggest that the WISC-R and the WISC-IV scale are not sufficient for obtaining a specific cognitive profile for ADHD - there is no significant difference between them. However, the four-factor structure of the WISC-IV is believed to provide more specific information. In addition, results of this study related to reading skills indicate that the importance of reading skills should not be overlooked when assessing children with ADHD.

  20. Neoclassical transport including collisional nonlinearity.

    Science.gov (United States)

    Candy, J; Belli, E A

    2011-06-10

    In the standard δf theory of neoclassical transport, the zeroth-order (Maxwellian) solution is obtained analytically via the solution of a nonlinear equation. The first-order correction δf is subsequently computed as the solution of a linear, inhomogeneous equation that includes the linearized Fokker-Planck collision operator. This equation admits analytic solutions only in extreme asymptotic limits (banana, plateau, Pfirsch-Schlüter), and so must be solved numerically for realistic plasma parameters. Recently, numerical codes have appeared which attempt to compute the total distribution f more accurately than in the standard ordering by retaining some nonlinear terms related to finite-orbit width, while simultaneously reusing some form of the linearized collision operator. In this work we show that higher-order corrections to the distribution function may be unphysical if collisional nonlinearities are ignored.

  1. Effect of phonological and morphological awareness on reading comprehension in Hebrew-speaking adolescents with reading disabilities.

    Science.gov (United States)

    Schiff, Rachel; Schwartz-Nahshon, Sarit; Nagar, Revital

    2011-06-01

    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.

  2. New seismograph includes filters

    Energy Technology Data Exchange (ETDEWEB)

    1979-11-02

    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.

  3. Computer Simulation of Reading.

    Science.gov (United States)

    Leton, Donald A.

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

  4. Time for Reading

    Science.gov (United States)

    Waters, Lindsay

    2007-01-01

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

  5. Recipe for Reading.

    Science.gov (United States)

    Jenkins, Jacquelyn W.; Shaul, Nancy Pera

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

  6. Reading, Perception and Language.

    Science.gov (United States)

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

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

  7. Reading in Place

    Science.gov (United States)

    Price, Leah

    2012-01-01

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

  8. Reading the Future.

    Science.gov (United States)

    Nettle, Keith

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

  9. Reading's Next Chapter

    Science.gov (United States)

    Kellman, Steven G.

    2008-01-01

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

  10. The effects of collaborative reading : A Comparative Study on JSL Learners' Comprehension of Expository Text

    OpenAIRE

    伊東, あゆみ; 田川, 麻央; 石井, 怜子

    2011-01-01

    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...

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

    Science.gov (United States)

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

    2011-12-01

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

  12. Analytic device including nanostructures

    KAUST Repository

    Di Fabrizio, Enzo M.; Fratalocchi, Andrea; Totero Gongora, Juan Sebastian; Coluccio, Maria Laura; Candeloro, Patrizio; Cuda, Gianni

    2015-01-01

    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.

  13. Saskatchewan resources. [including uranium

    Energy Technology Data Exchange (ETDEWEB)

    1979-09-01

    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.

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

    OpenAIRE

    VASILIKA RRAKU

    2014-01-01

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

  15. Opposite cerebral dominance for reading and sign language

    OpenAIRE

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

    2010-01-01

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

  16. Teachers' perceptions of strategy training in reading instruction

    OpenAIRE

    Sallı, Ayşegül

    2002-01-01

    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 ...

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

    Science.gov (United States)

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

    2013-01-01

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

  18. The Assessment of Reading Comprehension Difficulties for Reading Intervention

    Science.gov (United States)

    Woolley, Gary

    2008-01-01

    There are many environmental and personal factors that contribute to reading success. Reading comprehension is a complex interaction of language, sensory perception, memory, and motivational aspects. However, most existing assessment tools have not adequately reflected the complex nature of reading comprehension. Good assessment requires a…

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

    NARCIS (Netherlands)

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

    2017-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

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

    NARCIS (Netherlands)

    van den Boer, M.

    2014-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

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

    OpenAIRE

    Kim, Young-Suk Grace

    2015-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Vahid Fallah Golchin

    2013-09-01

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

  5. The Pulsair 3000 tonometer--how many readings need to be taken to ensure accuracy of the average?

    Science.gov (United States)

    McCaghrey, G E; Matthews, F E

    2001-07-01

    Manufacturers of non-contact tonometers recommend that a number of readings are taken on each eye, and an average obtained. With the Keeler Pulsair 3000 it is advised to take four readings, and average these. This report analyses readings in 100 subjects, and compares the first reading, and the averages of the first two and first three readings with the "machine standard" of the average of four readings. It is found that, in the subject group investigated, the average of three readings is not different from the average of four in 95% of individuals, with equivalence defined as +/- 1.0 mmHg.

  6. Selected Readings in Genetic Engineering

    Science.gov (United States)

    Mertens, Thomas R.; Robinson, Sandra K.

    1973-01-01

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

  7. Interaction Quality during Partner Reading

    OpenAIRE

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

    2004-01-01

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

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

    Science.gov (United States)

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

    2010-06-01

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

  9. Being Included and Excluded

    DEFF Research Database (Denmark)

    Korzenevica, Marina

    2016-01-01

    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...

  10. Slicing and Dicing the ELA Common Core Standards

    Science.gov (United States)

    Goatley, Virginia

    2012-01-01

    The English Language Arts Common Core State Standards (ELA CCSS) come at a time when many reading teachers, literacy coaches, and classroom teachers seek more extensive literacy practices than the policy mandates of No Child Left Behind and Reading First. These initiatives placed requirements for instruction in core aspects of reading at the…

  11. Adaptive working-memory training benefits reading, but not mathematics in middle childhood.

    Science.gov (United States)

    Karbach, Julia; Strobach, Tilo; Schubert, Torsten

    2015-01-01

    Working memory (WM) capacity is highly correlated with general cognitive ability and has proven to be an excellent predictor for academic success. Given that WM can be improved by training, our aim was to test whether WM training benefited academic abilities in elementary-school children. We examined 28 participants (mean age = 8.3 years, SD = 0.4) in a pretest-training-posttest-follow-up design. Over 14 training sessions, children either performed adaptive WM training (training group, n = 14) or nonadaptive low-level training (active control group, n = 14) on the same tasks. Pretest, posttest, and follow-up at 3 months after posttest included a neurocognitive test battery (WM, task switching, inhibition) and standardized tests for math and reading abilities. Adaptive WM training resulted in larger training gains than nonadaptive low-level training. The benefits induced by the adaptive training transferred to an untrained WM task and a standardized test for reading ability, but not to task switching, inhibition, or performance on a standardized math test. Transfer to the untrained WM task was maintained over 3 months. The analysis of individual differences revealed compensatory effects with larger gains in children with lower WM and reading scores at pretest. These training and transfer effects are discussed against the background of cognitive processing resulting from WM span training and the nature of the intervention.

  12. Home Environmental and Behavioral Risk Indices for Reading Achievement.

    Science.gov (United States)

    Taylor, Jeanette; Ennis, Chelsea R; Hart, Sara A; Mikolajewski, Amy J; Schatschneider, Christopher

    2017-07-01

    The goal of this study was to identify home environmental and temperament/behavior variables that best predict standardized reading comprehension scores among school-aged children. Data from 269 children aged 9-16 ( M = 12.08; SD = 1.62) were used in discriminant function analyses to create the Home and Behavior indices. Family income was controlled in each index. The final Home and Behavior models each classified around 75% of cases correctly (reading comprehension at grade level vs. not). Each index was then used to predict other outcomes related to reading. Results showed that Home and/or Behavior accounted for 4-7% of the variance in reading fluency and spelling and 20-35% of the variance in parent-rated problems in math, social anxiety, and other dimensions. These metrics show promise as environmental and temperament/behavior risk scores that could be used to predict and potentially screen for further assessment of reading related problems.

  13. Reading Processes and Parenting Styles

    Science.gov (United States)

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

    2016-01-01

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

  14. Initial Reading through Computer Animation.

    Science.gov (United States)

    Geoffrion, Leo D.; Bergeron, R. Daniel

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

  15. Teaching Reading in Vocational Education.

    Science.gov (United States)

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

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

  16. Encouraging Students to Read Mathematics

    Science.gov (United States)

    Shepherd, Mary D.

    2005-01-01

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

  17. Reading comprehension in Parkinson's disease.

    Science.gov (United States)

    Murray, Laura L; Rutledge, Stefanie

    2014-05-01

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

  18. The "RAP" on Reading Comprehension

    Science.gov (United States)

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

    2010-01-01

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

  19. Readability, Reading Ability, and Readership.

    Science.gov (United States)

    Kern, Richard P.; And Others

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

  20. Direct reading dosimeter

    International Nuclear Information System (INIS)

    Thomson, I.

    1985-01-01

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

  1. Reading, writing, rebelling

    DEFF Research Database (Denmark)

    Doubinsky, Sebastien

    2017-01-01

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

  2. Quantum reading capacity

    International Nuclear Information System (INIS)

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

    2011-01-01

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

  3. readShape

    International Nuclear Information System (INIS)

    Zitniak, J.; Pargac, M.

    2005-01-01

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

  4. Emotional Landscapes of Reading

    OpenAIRE

    Natalia Samutina

    2015-01-01

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

  5. The Importance of Reading in Earnest: Non-Fiction for Young Children

    Science.gov (United States)

    Job, Jennifer; Coleman, Mary Ruth

    2016-01-01

    Until recently, reading instruction for early grades has focused on fiction. However, the Common Core State Standards and the Next Generation Science Standards both emphasize the reading of nonfiction texts to gain specific skill sets for analyzing information. Research has shown that gifted students and children with culturally/linguistically…

  6. Text-fading based training leads to transfer effects on children’s sentence reading fluency

    Directory of Open Access Journals (Sweden)

    Telse eNagler

    2015-02-01

    Full Text Available Previous studies used a text-fading procedure as a training tool with the goal to increase silent reading fluency (i.e., proficient reading rate and comprehension. In recently published studies, this procedure resulted in lasting reading enhancements for adult and adolescent research samples. However, studies working with children reported mixed results. While reading rate improvements were observable for Dutch reading children in a text-fading training study, reading fluency improvements in standardized reading tests post-training attributable to the fading manipulation were not detectable. These results raise the question of whether text-fading training is not effective for children or whether research design issues have concealed possible transfer effects. Hence, the present study sought to investigate possible transfer effects resulting from a text-fading based reading training program, using a modified research design. Over a period of three weeks, two groups of German third-graders read sentences either with an adaptive text-fading procedure or at their self-paced reading rate. A standardized test measuring reading fluency at the word, sentence, and text level was conducted pre- and post-training. Text level reading fluency improved for both groups equally. Post-training gains at the word level were found for the text-fading group, however, no significant interaction between groups was revealed for word reading fluency. Sentence level reading fluency gains were found for the text-fading group, which significantly differed from the group of children reading at their self-paced reading routine. These findings provide evidence for the efficacy of text-fading as a training method for sentence reading fluency improvement also for children.

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

    Science.gov (United States)

    Kwon, Heekyung; Linderholm, Tracy

    2015-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Hiromitsu Miyata

    Full Text Available BACKGROUND: A growing body of evidence suggests that meditative training enhances perception and cognition. In Japan, the Park-Sasaki method of speed-reading involves organized visual training while forming both a relaxed and concentrated state of mind, as in meditation. The present study examined relationships between reading speed, sentence comprehension, and eye movements while reading short Japanese novels. In addition to normal untrained readers, three middle-level trainees and one high-level expert on this method were included for the two case studies. METHODOLOGY/PRINCIPAL FINDINGS: In Study 1, three of 17 participants were middle-level trainees on the speed-reading method. Immediately after reading each story once on a computer monitor, participants answered true or false questions regarding the content of the novel. Eye movements while reading were recorded using an eye-tracking system. Results revealed higher reading speed and lower comprehension scores in the trainees than in the untrained participants. Furthermore, eye-tracking data by untrained participants revealed multiple correlations between reading speed, accuracy and eye-movement measures, with faster readers showing shorter fixation durations and larger saccades in X than slower readers. In Study 2, participants included a high-level expert and 14 untrained students. The expert showed higher reading speed and statistically comparable, although numerically lower, comprehension scores compared with the untrained participants. During test sessions this expert moved her eyes along a nearly straight horizontal line as a first pass, without moving her eyes over the whole sentence display as did the untrained students. CONCLUSIONS/SIGNIFICANCE: In addition to revealing correlations between speed, comprehension and eye movements in reading Japanese contemporary novels by untrained readers, we describe cases of speed-reading trainees regarding relationships between these variables

  9. A System for Detecting Miscues in Dyslexic Read Speech

    DEFF Research Database (Denmark)

    Rasmussen, Morten Højfeldt; Tan, Zheng-Hua; Lindberg, Børge

    2009-01-01

    While miscue detection in general is a well explored research field little attention has so far been paid to miscue detection in dyslexic read speech. This domain differs substantially from the domains that are commonly researched, as for example dyslexic read speech includes frequent regressions...... that the system detects miscues at a false alarm rate of 5.3% and a miscue detection rate of 40.1%. These results are worse than current state of the art reading tutors perhaps indicating that dyslexic read speech is a challenge to handle....

  10. Using reading to teach a world language strategies and activities

    CERN Document Server

    Spangler, Donna

    2015-01-01

    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...

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

    Directory of Open Access Journals (Sweden)

    Sonia Maria Gomes Ferreira

    2008-04-01

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

  12. Basic Concepts of Reading Instruction

    Directory of Open Access Journals (Sweden)

    Gökhan ARI

    2017-12-01

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

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

    Directory of Open Access Journals (Sweden)

    Nancy Gómez Torres

    2009-12-01

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

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

    Science.gov (United States)

    Maldonado, Michele

    2012-01-01

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

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

    Science.gov (United States)

    Suk, Namhee

    2017-01-01

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

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

    Science.gov (United States)

    Jiang, Xiangying; Sawaki, Yasuyo; Sabatini, John

    2012-01-01

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

  17. Reading Hamlet. The NCTE Chalkface Series.

    Science.gov (United States)

    Mellor, Bronwyn

    This book, for grades 9-12, contains a wealth of ideas and practical activities for studying Shakespeare's "Hamlet." The first section, "Revenge Tragedy," provides background materials to help prepare students to read "Hamlet," including a discussion of revenge tragedies, comparisons to other plays from the period,…

  18. Trade Related Reading Packets for Disabled Readers.

    Science.gov (United States)

    Davis, Beverly; Woodruff, Nancy S.

    Six trade-related reading packets for disabled readers are provided for these trades: assemblers, baking, building maintenance, data entry, interior landscaping, and warehousing. Each packet stresses from 9 to 14 skills. Those skills common to most packets include context clues, fact or opinion, details, following directions, main idea,…

  19. MODELLING OF THE PROCESS OF TEACHING READING ENGLISH LANGUAGE PERIODICALS

    Directory of Open Access Journals (Sweden)

    Тетяна Глушко

    2014-07-01

    Full Text Available The article reveals a scientifically substantiated process of teaching reading English language periodicals in all its components, which are consistently developed, and form of interconnection of the structural elements in the process of teaching reading. This process is presented as a few interconnected and interdetermined models: 1 the models of the process of acquiring standard and expressive lexical knowledge; 2 the models of the process of formation of skills to use such vocabulary; 3 the models of the development of skills to read texts of the different linguistic levels.

  20. NEW CONTRIBUTIONS TO READING DIFFICULTIES INTERVENTION

    Directory of Open Access Journals (Sweden)

    VÍCTOR SANTIUSTE BERMEJO

    2005-01-01

    Full Text Available This article presents a synthesis of the intervention programs and strategies to treat reading difficulties. The synthesisincludes a review of the last published articles on the issue, both in Spanish and English. It also presents the visits todifferent Language Rehabilitation Centers in the Community of Madrid including the approaches applied in thesecenters. Besides the description of the general intervention strategies applied to reading problems, some of theprograms to treat specific difficulties of words decoding and recognizing are explained, and the programs to treatreading comprehension and fluidity.

  1. Technical Adequacy of the easyCBM Grade 2 Reading Measures. Technical Report #1004

    Science.gov (United States)

    Jamgochian, Elisa; Park, Bitnara Jasmine; Nese, Joseph F. T.; Lai, Cheng-Fei; Saez, Leilani; Anderson, Daniel; Alonzo, Julie; Tindal, Gerald

    2010-01-01

    In this technical report, we provide reliability and validity evidence for the easyCBM[R] Reading measures for grade 2 (word and passage reading fluency and multiple choice reading comprehension). Evidence for reliability includes internal consistency and item invariance. Evidence for validity includes concurrent, predictive, and construct…

  2. A New Tool to Facilitate Learning Reading for Early Childhood

    Science.gov (United States)

    Puspitasari, Cita; Subiyanto

    2017-01-01

    This paper proposes a new android application for early childhood learning reading. The description includes a design, development, and an evaluation experiment of an educational game for learning reading on android. Before developing the game, Unified Modeling Language (UML) diagrams, interfaces, animation, narrative or audio were designed.…

  3. Parents in Reading; Parents' Booklet (Folleto Para Los Padres).

    Science.gov (United States)

    Truby, Roy

    Developed for Idaho's original Parents in Reading program, this booklet is designed for use by parents of preschool and elementary school students. Topics are discussed in both English and Spanish and include: reading, listening, and talking to children; controlling television viewing; using numbers with children; children's muscles and movements;…

  4. Basic Reading Instruction for Students in Automotive Occupations. Student's Handbook.

    Science.gov (United States)

    General Behavioral Systems, Inc., Torrance, CA.

    The basic reading course outlined in this student handbook emphasizes the decoding process. The contents consist of a letter-and-sound spelling chart and 87 course modules which are based on single-letter and letter-combination sounds. Many of the modules include exercises, and some contain reading material. (JM)

  5. How Physical Education Teachers Can Help Encourage Students to Read

    Science.gov (United States)

    Richardson, Maurine; Richardson, James; Sacks, Mary Kathleen

    2012-01-01

    The pressure to ensure that all children learn to read and become lifelong readers has never been as strong at it is now. For this to become a reality for all students, including those that are not motivated to read, teachers must use any and all appropriate strategies. With this in mind, literacy teachers should enlist assistance from other…

  6. Elementary Science and Reading Activities for Teacher Educators.

    Science.gov (United States)

    Rezba, Richard J.

    The author suggests ways reading can be integrated with science and describes the reading activities in an elementary science methods course. The activities include: (1) selecting a science tradebook for children to review and for the teacher to analyze vocabulary; (2) helping children review science tradebooks; and (3) encouraging independent…

  7. Reading Instructional Management System (RIMS), Citrus Heights, California.

    Science.gov (United States)

    San Juan Unified School District, Carmichael, CA.

    This program, included in "Effective Reading Programs...," serves an unselected cross section fo 793 students in K-6. The program is designed to provide classroom teachers with information about the needs and progress of each student in order to enable teachers to diagnose reading problems and prescribe activities to correct them. The…

  8. Tom, Tom, the Piper's Son: Reading While Having Fun.

    Science.gov (United States)

    Holmes, Kerry

    2003-01-01

    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…

  9. The Relationship between Computer Games and Reading Achievement

    Science.gov (United States)

    Reed, Tammy Dotson

    2010-01-01

    Illiteracy rates are increasing. The negative social and economic effects caused by weak reading skills include political unrest, social and health service inequality, poverty, and employment challenges. This quantitative study explored the proposition that the use of computer software games would increase reading achievement in second grade…

  10. Increasing Academic Growth through Motivating Students To Read.

    Science.gov (United States)

    Duignan, Sandra; Klioris, Ann; Porter, Jennifer; Rockett, Nicole; Vogwill, Kathy

    This report describes a program for increasing academic growth through motivating students to read. The targeted population includes kindergarten, first, third, and high school special education students. The lack of motivation in reading was documented through data revealed by pre-surveys and post-surveys of students' interest in books. Analysis…

  11. An Intercultural Education: Teaching Reading in a Mapuche Context

    Science.gov (United States)

    Hernández, María Elena Mellado; Hermosilla, Adriana del Carmen Huaiquimil

    2015-01-01

    In Chile, there are currently intercultural educational policies; national curricula that assume updated research development including investigational advances in reading and opportunities for improvement of teacher training. However, in La Araucania Region predominates for lagging behind in reading and it is necessary to explain this tendency…

  12. Reading and Vocabulary Recommendations for Spanish for Native Speakers Materials.

    Science.gov (United States)

    Spencer, Laura Gutierrez

    1995-01-01

    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…

  13. Living Language through Creative Reading; Proceedings of the Annual Reading Conference (4th, Indiana State University, Terre Haute, June 13-14, 1974).

    Science.gov (United States)

    Waterman, David C., Ed.; Gibbs, Vanita M., Ed.

    These proceedings are published primarily for the purpose of helping teachers to improve their reading instruction. The contents include "Official Program"; "I Wish Children Literature" by Lee Bennett Hopkins, which discusses the importance of providing children with good reading materials; "Black English and Reading" by Ronald W. Bruton, which…

  14. Self-regulated learning with reading

    Directory of Open Access Journals (Sweden)

    Petra Regent

    2010-07-01

    Full Text Available Self-regulatory skills do not appear on their own, rather they have to be developed, e.g. through modeling of reading and learning strategies in class. Question of development of self-regulatory skills was also important for this research. We examined, whether a planned intervention can promote development of self-regulatory skills and effective learning habits. The intervention for students of experimental group included systematical use and practice in use of two chosen learning strategies in geography class. After intervention was finished, experimental group showed improvement in reading comprehension. As for learning habits, improvement was only inclined. There was also positive correlation between learning habits and reading abilities after intervention was finished. Despite limitations of the study, results are encouraging enough to demonstrate potential use of applying well planned intervention program in class.

  15. Changing Perspectives on Research in Reading/Language Processing and Instruction. Thirty-Third Yearbook of the National Reading Conference.

    Science.gov (United States)

    Niles, Jerome A., Ed.; Harris, Larry A., Ed.

    Reflecting current themes that researchers, by their selective attention, have indicated are important in the field of reading/language processing and instruction, this yearbook presents a collection of 51 selected research articles from the National Reading Conference for 1983. Included are the following articles, listed with their authors: (1)…

  16. Reciprocal Relations between Intrinsic Reading Motivation and Reading Competence: A Comparison between Native and Immigrant Students in Germany

    Science.gov (United States)

    Miyamoto, Ai; Pfost, Maximilian; Artelt, Cordula

    2018-01-01

    The present study compares native and immigrant students regarding the direction and the strength of the relation between intrinsic reading motivation and reading competence. Within the framework of the German National Educational Panel Study, 4,619 secondary school students were included in the analyses. The present study confirmed the reciprocal…

  17. Underlying skills of oral and silent reading

    NARCIS (Netherlands)

    Van Den Boer, Madelon; van Bergen, Elsje; de Jong, Peter F.

    2014-01-01

    Many studies have examined reading and reading development. The majority of these studies, however, focused on oral reading rather than on the more dominant silent reading mode. Similarly, it is common practice to assess oral reading abilities rather than silent reading abilities in schools and in

  18. Reading Abilities and Strategies: A Short Introduction

    Science.gov (United States)

    Liu, Feng

    2010-01-01

    This paper gives a short analysis of reading abilities and reading strategies. Much research has been done to investigate the nature of reading, though it's had to exactly define reading abilities and strategies. Different kinds of readings are discussed in this paper and distinctions are made between first language reading and second or foreign…

  19. Slower saccadic reading in Parkinson’s disease

    Science.gov (United States)

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

    2018-01-01

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

  20. Nanophotonic lab-on-a-chip platforms including novel bimodal interferometers, microfluidics and grating couplers.

    Science.gov (United States)

    Duval, Daphné; González-Guerrero, Ana Belén; Dante, Stefania; Osmond, Johann; Monge, Rosa; Fernández, Luis J; Zinoviev, Kirill E; Domínguez, Carlos; Lechuga, Laura M

    2012-05-08

    One of the main limitations for achieving truly lab-on-a-chip (LOC) devices for point-of-care diagnosis is the incorporation of the "on-chip" detection. Indeed, most of the state-of-the-art LOC devices usually require complex read-out instrumentation, losing the main advantages of portability and simplicity. In this context, we present our last advances towards the achievement of a portable and label-free LOC platform with highly sensitive "on-chip" detection by using nanophotonic biosensors. Bimodal waveguide interferometers fabricated by standard silicon processes have been integrated with sub-micronic grating couplers for efficient light in-coupling, showing a phase resolution of 6.6 × 10(-4)× 2π rad and a limit of detection of 3.3 × 10(-7) refractive index unit (RIU) in bulk. A 3D network of SU-8 polymer microfluidics monolithically assembled at the wafer-level was included, ensuring perfect sealing and compact packaging. To overcome some of the drawbacks inherent to interferometric read-outs, a novel all-optical wavelength modulation system has been implemented, providing a linear response and a direct read-out of the phase variation. Sensitivity, specificity and reproducibility of the wavelength modulated BiMW sensor has been demonstrated through the label-free immunodetection of the human hormone hTSH at picomolar level using a reliable biofunctionalization process.

  1. Giro form reading machine

    Science.gov (United States)

    Minh Ha, Thien; Niggeler, Dieter; Bunke, Horst; Clarinval, Jose

    1995-08-01

    Although giro forms are used by many people in daily life for money remittance in Switzerland, the processing of these forms at banks and post offices is only partly automated. We describe an ongoing project for building an automatic system that is able to recognize various items printed or written on a giro form. The system comprises three main components, namely, an automatic form feeder, a camera system, and a computer. These components are connected in such a way that the system is able to process a bunch of forms without any human interactions. We present two real applications of our system in the field of payment services, which require the reading of both machine printed and handwritten information that may appear on a giro form. One particular feature of giro forms is their flexible layout, i.e., information items are located differently from one form to another, thus requiring an additional analysis step to localize them before recognition. A commercial optical character recognition software package is used for recognition of machine-printed information, whereas handwritten information is read by our own algorithms, the details of which are presented. The system is implemented by using a client/server architecture providing a high degree of flexibility to change. Preliminary results are reported supporting our claim that the system is usable in practice.

  2. Evaluation of Fermi read-out of the Atlas Tilecal prototype

    International Nuclear Information System (INIS)

    Ajaltouni, Z.; Alifanov, A.

    1998-01-01

    Prototypes of the FERMI system have been used to read out a prototype of the ATLAS hadron calorimeter in a beam test at the CERN SPS. The FERMI read-out system, using a compressor and a sampling ADC, is compared to a standard charge integrating read-out by measuring the energy resolution of the calorimeter separately with the two systems on the same events. Signal processing techniques have been designed to optimize the treatment of FERMI data. The resulting energy resolution is better than the one obtained with the standard read-out. (orig.)

  3. Technological Transformations of Reading Culture

    DEFF Research Database (Denmark)

    Albrechtslund, Anne-Mette Bech

    The increasing use of social media along with the rapidly developing digitization of the book has led to a range of new circumstances for writing, publishing and reading books, resulting in transformations in reading culture and practices. The social aspect of reading is emphasized when readers...... relations in the network of writers, publishers, readers, and reviewers. Similarly, the increasing use of electronic reading devices plays a key role in the acceleration of a culture in which the audience engages with cultural works in new ways. The print book has an “easy materiality” (Marshall, 2010, p....... 17), but with the electronic book, the materiality of reading becomes more ambiguous and malleable as the book as technology is being radically reconstructed. The purpose of this paper is to explore these changes through an investigation into the technology relations (Ihde, 1990) in fiction reading...

  4. Science teacher's discourse about reading

    Directory of Open Access Journals (Sweden)

    Isabel Martins

    2006-08-01

    Full Text Available In this research we start from the assumption that teachers act as mediators of reading practices in school and problematise their practices, meanings and representations of reading. We have investigated meanings constructed by a group of teachers of Physics, Chemistry and Biology, working at a federal technical school. Having French discourse analysis as our theoretical-methodological framework, we considered that meanings, concepts and conceptions of reading are built historically through discourses, which produce meanings that determine ideological practices. Our results show that, for that group of teachers, there were no opportunities during either initial training or on-going education for reflecting upon the role of reading in science teaching and learning. Moreover, there seems to be an association between the type of discourse and modes of reading, so that unique meanings are attributed to scientific texts and their reading are linked to search and assimilation of information.

  5. Reading visual braille with a retinal prosthesis.

    Science.gov (United States)

    Lauritzen, Thomas Z; Harris, Jordan; Mohand-Said, Saddek; Sahel, Jose A; Dorn, Jessy D; McClure, Kelly; Greenberg, Robert J

    2012-01-01

    Retinal prostheses, which restore partial vision to patients blinded by outer retinal degeneration, are currently in clinical trial. The Argus II retinal prosthesis system was recently awarded CE approval for commercial use in Europe. While retinal prosthesis users have achieved remarkable visual improvement to the point of reading letters and short sentences, the reading process is still fairly cumbersome. This study investigates the possibility of using an epiretinal prosthesis to stimulate visual braille as a sensory substitution for reading written letters and words. The Argus II retinal prosthesis system, used in this study, includes a 10 × 6 electrode array implanted epiretinally, a tiny video camera mounted on a pair of glasses, and a wearable computer that processes the video and determines the stimulation current of each electrode in real time. In the braille reading system, individual letters are created by a subset of dots from a 3 by 2 array of six dots. For the visual braille experiment, a grid of six electrodes was chosen out of the 10 × 6 Argus II array. Groups of these electrodes were then directly stimulated (bypassing the camera) to create visual percepts of individual braille letters. Experiments were performed in a single subject. Single letters were stimulated in an alternative forced choice (AFC) paradigm, and short 2-4-letter words were stimulated (one letter at a time) in an open-choice reading paradigm. The subject correctly identified 89% of single letters, 80% of 2-letter, 60% of 3-letter, and 70% of 4-letter words. This work suggests that text can successfully be stimulated and read as visual braille in retinal prosthesis patients.

  6. The Role of Speech Prosody and Text Reading Prosody in Children's Reading Comprehension

    Science.gov (United States)

    Veenendaal, Nathalie J.; Groen, Margriet A.; Verhoeven, Ludo

    2014-01-01

    Background: Text reading prosody has been associated with reading comprehension. However, text reading prosody is a reading-dependent measure that relies heavily on decoding skills. Investigation of the contribution of speech prosody--which is independent from reading skills--in addition to text reading prosody, to reading comprehension could…

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

    Science.gov (United States)

    Frye, Elizabeth M.; Gosky, Ross

    2012-01-01

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

  8. Dosimeter charging and/or reading apparatus

    International Nuclear Information System (INIS)

    Fine, L.T.; Jackson, T.P.

    1980-01-01

    A device is disclosed for charging and/or reading a capacitor associated with an electrometer incorporated in a radiation dosimeter for the purpose of initializing or ''zeroing'', the dosimeter at the commencement of a radiation measurement cycle or reading it at any time thereafter. The dosimeter electrometer has a movable electrode the position of which is indicative of the charge remaining on the dosimeter capacitor and in turn the amount of radiation incident on the dosimeter since it was zeroed. The charging device also includes means for discharging, immediately upon conclusion of the dosimeter capacitor charging operation, stray capacitance inherent in the dosimeter by reason of its mechanical construction. The charge on the stray capacitance, if not discharged at the conclusion of the dosimeter capacitor charging operation, leaks off during the measurement cycle, introducing measurement errors. A light source and suitable switch means are provided for automatically illuminating the movable electrode of the dosimeter electrometer as an incident to charging the dosimeter capacitor to facilitate reading the initial, or ''zero'', position of the movable electrometer electrode after the dosimeter capacitor has been charged and the stray capacitance discharged. Also included is a manually actuatable switch means, which is operable independently of the aforementioned automatic switch means, to energize the lamp and facilitate reading of the dosimeter without charging

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

    Science.gov (United States)

    Kim, Young-Suk Grace

    2015-01-01

    The primary goal was to expand our understanding of text reading fluency (efficiency or automaticity)-how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text reading fluency; (3) unique emergent literacy predictors (i.e., phonological awareness, orthographic awareness, morphological awareness, letter name knowledge, vocabulary) of text reading fluency vs. word reading fluency; and (4) unique language and cognitive predictors (e.g., vocabulary, grammatical knowledge, theory of mind) of text reading fluency vs. reading comprehension. These questions were addressed using longitudinal data (two timepoints; Mean age = 5;24 & 6;08) from Korean-speaking children ( N = 143). Results showed that listening comprehension was related to text reading fluency at time 2, but not at time 1. At both times text reading fluency was related to reading comprehension, and reading comprehension was related to text reading fluency over and above word reading fluency and listening comprehension. Orthographic awareness was related to text reading fluency over and above other emergent literacy skills and word reading fluency. Vocabulary and grammatical knowledge were independently related to text reading fluency and reading comprehension whereas theory of mind was related to reading comprehension, but not text reading fluency. These results reveal developmental nature of relations and mechanism of text reading fluency in reading development.

  10. Write to read: the brain's universal reading and writing network.

    Science.gov (United States)

    Perfetti, Charles A; Tan, Li-Hai

    2013-02-01

    Do differences in writing systems translate into differences in the brain's reading network? Or is this network universal, relatively impervious to variation in writing systems? A new study adds intriguing evidence to these questions by showing that reading handwritten words activates a pre-motor area across writing systems. Copyright © 2012 Elsevier Ltd. All rights reserved.

  11. Promoting reading and good reading culture through the use of ...

    African Journals Online (AJOL)

    This paper is the findings from existing literature on the mechanics of using book talks and story books to inculcate reading and the steps to develop good reading culture in children. This work is an ongoing action research work in selected private and public schools in Lagos Mainland. It has so far been established that the ...

  12. Do You Read Me? Service Supplement: Reading Development Activities Guide.

    Science.gov (United States)

    Kendall, Elizabeth L.; Chenoweth, Roberta

    This activity guide is one of four supplements to be used with "Do You Read Me? Prevocational-Vocational Reading Development Activities" (ED 210 454). Each supplement deals with a different occupational category. Games, puzzles, and other activities are offered to aid in developing the word recognition, vocabulary, and comprehension…

  13. The relationship between children's reading motivation and reading competence

    Institute of Scientific and Technical Information of China (English)

    白晴雪

    2016-01-01

    It has been found that motivation is very important to children's reading competence. This paper intended to study intrinsic and extrinsic motivation and find their relationship with children's reading competence. In order to do so, previous investigations about intrinsic and extrinsic motivation were critically reviewed, and their results were discussed in this paper.

  14. Operating Classroom Aesthetic Reading Environment to Raise Children's Reading Motivation

    Science.gov (United States)

    Chou, Mei-Ju; Cheng, Jui-Ching; Cheng, Ya-Wen

    2016-01-01

    This research aims to explore how preschool educators understand about raising children's reading motivation through operating classroom aesthetic reading environment. With one year qualitative research, sixteen 4-6 years old young were observed and interviewed. The first stage interviews were undergone with environmental guidance. After the…

  15. Reading the Web: Internet Guided Reading with Young Children

    Science.gov (United States)

    Salyer, David

    2015-01-01

    Online reading requires traditional and new comprehension skills and strategies, and these skills and strategies will have to be taught and supported, especially for young beginning readers. But how do elementary teachers go about doing this? Much of the research regarding teaching and supporting online reading comprehension has focused on older…

  16. A comparison of blood pressure in community pharmacies with ambulatory, home and general practitioner office readings: systematic review and meta-analysis

    Science.gov (United States)

    Albasri, Ali; O'Sullivan, Jack W.; Roberts, Nia W.; Prinjha, Suman; McManus, Richard J.; Sheppard, James P.

    2017-01-01

    Background: Blood pressure (BP) readings are traditionally taken in a clinic setting, with treatment recommendations based on these measurements. The clinical interpretation of BP readings taken in community pharmacies is currently unclear. This study aimed to systematically review all literature comparing community pharmacy BP (CPBP) readings with ambulatory BP monitoring (ABPM), home BP monitoring and general practitioner clinic readings. Method: Studies were included if they compared CPBP with at least one other measurement modality used for the diagnosis or management of hypertension. Mean CPBP readings were compared with other measurement modalities and summarized using random-effects meta-analyses. The primary outcome was to compare CPBP with gold standard ABPM readings. Results: Searches generated 3815 studies of which eight were included in the meta-analyses. The mean systolic CPBP-daytime ABPM difference was small [+1.6 mmHg (95% confidence interval −1.2 to 4.3) three studies, n = 319]. CPBP was significantly higher than 24-h ABPM [+7.8 mmHg (95% confidence interval 1.5–14.1) three studies n = 429]. Comparisons with general practitioner clinic readings (six studies, n = 2100) were inconclusive with significant heterogeneity between studies. CPBP and home BP monitoring readings (five studies, n = 1848) were nonsignificantly different. Diastolic comparisons mirrored systolic comparisons in all but the CPBP-daytime ABPM comparison, where CPBP was significantly higher. Conclusion: Current evidence around the clinical interpretation of CPBP is inconclusive. Although this review suggests that adopting the 135/85 mmHg threshold for hypertension might be reasonable and potentially result in a higher sensitivity for detecting patients with truly raised BP in pharmacies, the impact of this lower threshold on increased referrals to general practice clinics must be considered. PMID:28594707

  17. Are your employees protected from blood-borne pathogens? OSHA standards charge textile rental companies with responsibility for worker safety.

    Science.gov (United States)

    Weller, S C

    1991-11-01

    Congress is putting pressure on OSHA to finalize its Universal Precaution standards by December. When the standards go into effect, textile rental companies that serve medical, dental, and outpatient care facilities--including private physician and dentist offices--must take steps to protect employees from blood-borne pathogens. Soiled linens, towels, gowns, and other items from any customer in risk categories link a textile rental facility and/or commercial laundry with the OSHA regulations. Read and heed this information.

  18. MDMA enhances "mind reading" of positive emotions and impairs "mind reading" of negative emotions.

    Science.gov (United States)

    Hysek, Cédric M; Domes, Gregor; Liechti, Matthias E

    2012-07-01

    3,4-Methylenedioxymethamphetamine (MDMA, ecstasy) increases sociability. The prosocial effects of MDMA may result from the release of the "social hormone" oxytocin and associated alterations in the processing of socioemotional stimuli. We investigated the effects of MDMA (125 mg) on the ability to infer the mental states of others from social cues of the eye region in the Reading the Mind in the Eyes Test. The study included 48 healthy volunteers (24 men, 24 women) and used a double-blind, placebo-controlled, within-subjects design. A choice reaction time test was used to exclude impairments in psychomotor function. We also measured circulating oxytocin and cortisol levels and subjective drug effects. MDMA differentially affected mind reading depending on the emotional valence of the stimuli. MDMA enhanced the accuracy of mental state decoding for positive stimuli (e.g., friendly), impaired mind reading for negative stimuli (e.g., hostile), and had no effect on mind reading for neutral stimuli (e.g., reflective). MDMA did not affect psychomotor performance, increased circulating oxytocin and cortisol levels, and produced subjective prosocial effects, including feelings of being more open, talkative, and closer to others. The shift in the ability to correctly read socioemotional information toward stimuli associated with positive emotional valence, together with the prosocial feelings elicited by MDMA, may enhance social approach behavior and sociability when MDMA is used recreationally and facilitate therapeutic relationships in MDMA-assisted psychotherapeutic settings.

  19. Turkey Reading Culture Map.

    Directory of Open Access Journals (Sweden)

    Rahmi Akkılık

    2013-11-01

    Full Text Available Derived from the project with the same name, the work was published into a book by the Ministry of Culture and Tourism, Directorate General of Libraries and Publications, the project coordinator. Goal of the project is defined as follows: "specifying the solutions to problems faced directly or indirectly in accessing information, making suggestions to related corporations and persons, determining the perception of libraries in the society, raising the quality of services provided at public libraries and children's libraries affiliated with the Ministry, diversifying these libraries and designating the road map for the future." Carried out with the "method of face-to-face surveys" with 6.212 people in 26 cities, the research revealed the society's habits of reading and library usage.

  20. The Prevalence of Reading Difficulties among Children in Scholar Age

    Directory of Open Access Journals (Sweden)

    Maria Rosita Cecilia

    2014-10-01

    Full Text Available The study investigates the prevalence of reading difficulties among children in scholar age and analyses the socio-demographic characteristics of learners who presented reading difficulties in central Italy. A sample of 623 students 7-11 aged, was assessed with the Italian MT standardized tests. Information on gender, age, handedness, and other socio-demographic variables were also gathered. The study showed that 11% of learners presented poor comprehension skills. The reading speed difficulties were more common than the reading correctness problems: about 7% of children vs 1% were dyslexics due to slow reading. There were no significant differences regarding gender, age. However, dominant hand and the school location seemed to affect the speed difficulties and the comprehension problems. The analyses showed that attending a school located in a rural area was statistically associated with the reading difficulties. Left-handed children were more likely to be slow decoders and/or poor comprehenders. These findings may be used in the early diagnosis of poor readers. These difficulties often have a chronic progression with substantial psychosocial limitations and psychological stress, so children with reading difficulties should be identified as early as possible.

  1. Phonological coding during reading.

    Science.gov (United States)

    Leinenger, Mallorie

    2014-11-01

    The exact role that phonological coding (the recoding of written, orthographic information into a sound based code) plays during silent reading has been extensively studied for more than a century. Despite the large body of research surrounding the topic, varying theories as to the time course and function of this recoding still exist. The present review synthesizes this body of research, addressing the topics of time course and function in tandem. The varying theories surrounding the function of phonological coding (e.g., that phonological codes aid lexical access, that phonological codes aid comprehension and bolster short-term memory, or that phonological codes are largely epiphenomenal in skilled readers) are first outlined, and the time courses that each maps onto (e.g., that phonological codes come online early [prelexical] or that phonological codes come online late [postlexical]) are discussed. Next the research relevant to each of these proposed functions is reviewed, discussing the varying methodologies that have been used to investigate phonological coding (e.g., response time methods, reading while eye-tracking or recording EEG and MEG, concurrent articulation) and highlighting the advantages and limitations of each with respect to the study of phonological coding. In response to the view that phonological coding is largely epiphenomenal in skilled readers, research on the use of phonological codes in prelingually, profoundly deaf readers is reviewed. Finally, implications for current models of word identification (activation-verification model, Van Orden, 1987; dual-route model, e.g., M. Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001; parallel distributed processing model, Seidenberg & McClelland, 1989) are discussed. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

  2. The Impact of Past Language Arts Teachers on the Reading Motivation of Twelfth Grade Students

    Science.gov (United States)

    Shepard, Courtney A.

    2017-01-01

    Adolescents' motivation to read continues to decline. The purpose of this embedded single case study was to explore adolescent reading motivation to determine some ways in which adolescents are motivated to read. Through purposeful sampling, the participants included seven twelfth grade students and three English Language Arts teachers in grades…

  3. Reading Tips for Parents = Consejos practicos de lectura para los padre.

    Science.gov (United States)

    Department of Education, Washington, DC. Office of Intergovernmental and Interagency Affairs.

    This booklet for parents, in both English and Spanish, offers suggestions for helping their young children develop and improve their reading skills. The booklet first presents tips for helping infants or preschoolers be ready to read and ready to learn. Suggestions include talking to the infant or toddler, reading aloud starting at 6 months,…

  4. A Meta-Analysis of Self-Monitoring on Reading Performance of K-12 Students

    Science.gov (United States)

    Guzman, Guadalupe; Goldberg, Taryn S.; Swanson, H. Lee

    2018-01-01

    The published single-case design (SCD) research (N = 19 articles) on self-monitoring and reading performance was synthesized. The following inclusion criteria were used: (a) the study must have been peer-reviewed, (b) implemented an intervention targeting student self-monitoring of reading skills, (c) included data on at least 1 reading outcome,…

  5. The struggling reader: Identifying and addressing reading problems successfully at an early stage

    Directory of Open Access Journals (Sweden)

    Le Cordeur, Michael

    2010-12-01

    Full Text Available The standard of reading of learners in the intermediate phase is cause for considerable concern. In this article, the intermediate phase refers to grades 4, 5 and 6 (roughly ages 10 – 12. According to the 2008 Evaluation Assessment Tests for Reading, only 15% of learners in Grade 6 achieved the required literacy level. Clearly, reading achievement is a problem in South Africa. Although approximately 4% of any given population experience neurological reading problems, the focus of this article is on the significant number of learners in the intermediate phase who experience reading problems and the generic causes of reading problems for learners in general. The intent is to alert teachers and parents to the characteristics of a struggling reader so that the problem can be identified and addressed early. Firstly, ways in which learning problems are manifested are described. Secondly, a discussion of various types of reading problems, of which four, namely poor reading comprehension, inadequate reading fluency, a lack of vocabulary and a negative attitude towards reading, are discussed in depth. Strategies for struggling readers are presented and recommendations are made. The conclusion is that learners who experience reading problems can learn to read successfully when given the necessary support.

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

    Directory of Open Access Journals (Sweden)

    Cheryl J. Davis

    2016-01-01

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

  7. A case for the sentence in reading comprehension.

    Science.gov (United States)

    Scott, Cheryl M

    2009-04-01

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

  8. Recognizing Psychiatric Comorbidity With Reading Disorders

    Directory of Open Access Journals (Sweden)

    Robert L. Hendren

    2018-03-01

    Full Text Available Reading disorder (RD, a specific learning disorder (SLD of reading that includes impairment in word reading, reading fluency, and/or reading comprehension, is common in the general population but often is not comprehensively understood or assessed in mental health settings. In education settings, comorbid mental and associated disorders may be inadequately integrated into intervention plans. Assessment and intervention for RD may be delayed or absent in children with frequently co-occurring mental disorders not fully responding to treatment in both school and mental health settings. To address this oversight, this review summarizes current knowledge regarding RDs and common comorbid or co-occurring disorders that are important for mental health and school settings. We chose to highlight RD because it is the most common SLD, and connections to other often comorbid disorders have been more thoroughly described in the literature. Much of the literature we describe is on decoding-based RD (or developmental dyslexia as it is the most common form of RD. In addition to risk for academic struggle and social, emotional, and behavioral problems, those with RD often show early evidence of combined or intertwined Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition childhood disorders. These include attention deficit hyperactivity disorder, anxiety and depression, disruptive, impulse-control, and conduct disorders, autism spectrum disorders, and other SLDs. The present review highlights issues and areas of controversy within these comorbidities, as well as directions for future research. An interdisciplinary, integrated approach between mental health professionals and educators can lead to comprehensive and targeted treatments encompassing both academic and mental health interventions. Such targeted treatments may contribute to improved educational and health-related outcomes in vulnerable youth. While there is a growing research literature

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

    Science.gov (United States)

    Palomo-Alvarez, Catalina; Puell, María C

    2009-09-01

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

  10. Quality of semantic standards

    NARCIS (Netherlands)

    Folmer, Erwin Johan Albert

    2012-01-01

    Little scientific literature addresses the issue of quality of semantic standards, albeit a problem with high economic and social impact. Our problem survey, including 34 semantic Standard Setting Organizations (SSOs), gives evidence that quality of standards can be improved, but for improvement a

  11. Cognitive Training and Reading Remediation

    Science.gov (United States)

    Mahapatra, Shamita

    2015-01-01

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

  12. Individualizing Teaching in Beginning Reading

    Science.gov (United States)

    McDonald Connor, Carol

    2014-01-01

    The best way to teach children how to read has been debated for more than a century. Accumulating research now shows that there is no one best way to teach reading. The effect of various types of instruction depends on the constellation of skills learners bring to the classroom. In this article, we discuss the idea of…

  13. The Neurobiological Basis of Reading.

    Science.gov (United States)

    Joseph, Jane; Noble, Kimberly; Eden, Guinevere

    2001-01-01

    This paper reviews studies using positron emission tomography and functional magnetic resonance imaging in adults to study the reading process and notes that general networks of regions seem to be uniquely associated with different components of the reading process. Findings are evaluated in light of technical and experimental limitations and…

  14. Dyslexia and Severe Reading Disability.

    Science.gov (United States)

    Ngandu, Kathleen M.

    This handbook contains advice for the teacher in diagnosing dyslexia and developing an individualized program for overcoming severe reading problems. Observable characteristics of dyslexia are listed as an aid to the teacher's diagnosis, but it is emphasized that cooperation between the teacher and a reading specialist is of great importance in…

  15. How my brain stopped reading

    DEFF Research Database (Denmark)

    Beier, Sofie

    2012-01-01

    Due to a medical condition I temporarily lost the ability to read and write. As an academic researcher specialised in understanding the reading process, I can benefit from this terrible experience by explaining – on a scientific level – what happened to me, and hence draw the lines to existing re...

  16. Empathy, Reading, and Gender Relationships

    Science.gov (United States)

    McCreary, John J.

    2017-01-01

    For this study, empathy was defined as not only understanding and sharing another's mental state, but also responding from a perspective more closely resembling the observed rather than the observer. Based on evidence suggesting relationships between reading and empathy, between empathy and gender, and between reading and gender, the current study…

  17. Reading Prosody in Spanish Dyslexics

    Science.gov (United States)

    Suárez-Coalla, Paz; Álvarez-Cañizo, Marta; Martínez, Cristina; García, Noemí; Cuetos, Fernando

    2016-01-01

    Reading becomes expressive when word and text reading are quick, accurate and automatic. Recent studies have reported that skilled readers use greater pitch changes and fewer irrelevant pauses than poor readers. Given that developmental dyslexics have difficulty acquiring and automating the alphabetic code and developing orthographic…

  18. Semantic Preview Benefit during Reading

    Science.gov (United States)

    Hohenstein, Sven; Kliegl, Reinhold

    2014-01-01

    Word features in parafoveal vision influence eye movements during reading. The question of whether readers extract semantic information from parafoveal words was studied in 3 experiments by using a gaze-contingent display change technique. Subjects read German sentences containing 1 of several preview words that were replaced by a target word…

  19. Schemata as a Reading Strategy.

    Science.gov (United States)

    Mustapha, Zaliha

    Reading is a multileveled, interactive, and hypothesis-generating process in which readers construct a meaningful representation of text by using their knowledge of the world and of language. If reading involves grasping the significance of an input depending on the reader's mental cognitive-perceptual situation, then there is a form of background…

  20. The Joy of Reading Groups

    Science.gov (United States)

    Southwood, Sue

    2012-01-01

    Reading groups or book clubs have become increasingly popular in recent years, with many libraries, bookshops and workplaces hosting meetings, while a wealth of support is available online. They provide a chance to read, share opinions, chat and have fun--each one will be unique in how it works. Discussing books can help to reinforce, change or…

  1. Summertime...and Reading Beckons.

    Science.gov (United States)

    Bettmann, Otto

    2000-01-01

    Presents a collection of quotes by famous people about reading for enjoyment and personal development. The collection was assembled from a lifetime of fond association with books and reading by the rare-book librarian at the State Library in Berlin, who after Hitler's rise, relocated to the United States and founded the Bettmann Archive in New…

  2. READ – developing literacy together

    DEFF Research Database (Denmark)

    Christensen, Mette Vedsgaard

    2015-01-01

    -home literacy-intervention throughout a school year. The children in the intervention group (1500 children in year 2 and 3) received reading materials and their parents were informed about how to talk about texts, language and knowledge with their children through specially developed tools such as “reading...

  3. Teaching Literature and Reading Performances

    DEFF Research Database (Denmark)

    Ingerslev, Gitte Holten

    2011-01-01

    the reading of literature is respectively supported and hindered in literature lessons in upper secondary school. The aim is to investigate the relation between the teacher's conception of learning and knowledge within the subject combined with the student's conception of learning and of reading...

  4. A Study of Boys' Reading.

    Science.gov (United States)

    Telford, Lesley

    1999-01-01

    Examined how reading attitudes of Year 6 boys in British primary schools were influenced by gender issues, peers, and peer group culture. Found that confidence and experience shown in private reading was at odds with boys' public attitudes in discussion with peers. Suggests that siblings and adults might provide more positive role models for…

  5. IQ and Reading Comprehension in Translation Quality

    Directory of Open Access Journals (Sweden)

    Mohsen Askari

    2017-10-01

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

  6. Predictors of Reading Comprehension for Struggling Readers: The Case of Spanish-speaking Language Minority Learners.

    Science.gov (United States)

    Mancilla-Martinez, Jeannette; Lesaux, Nonie K

    2010-08-01

    This longitudinal study examined the process of English reading comprehension at age 11 for 173 low achieving Spanish-speaking children. The influence of growth rates, from early childhood (age 4.5) to pre-adolescence (age 11), in vocabulary and word reading skills on this complex process were evaluated using structural equation modeling. Standardized measures of word reading accuracy and productive vocabulary were administered annually, in English and Spanish, and English reading comprehension measures were administered at age 11. Latent growth curve analyses revealed that English skills accounted for all unique variance in English reading comprehension outcomes. Further, expected developmental shifts in the influence of word reading and vocabulary skills over time were not shown, likely on account of students' below grade level reading comprehension achievement. This work underscores the need for theoretical models of comprehension to account for students' skill profiles and abilities.

  7. Verbal working memory and reading abilities among students with visual impairment.

    Science.gov (United States)

    Argyropoulos, Vassilios; Masoura, Elvira; Tsiakali, Thomai K; Nikolaraizi, Magda; Lappa, Christina

    2017-05-01

    This study investigated the relationship between working memory (WM) and reading abilities among students with visual impairment (VI). Seventy-five students with VI (visually impairment and blindness), aged 10-15 years old participated in the study, of whom 44 were visually impaired and 31 were blind. The participants' reading ability was assessed with the standardized reading ability battery Test-A (Padeliadu & Antoniou, 2008) and their verbal working memory ability was assessed with the listening recall task from the Working Memory Test Battery for Children (Pickering et al., 2001). Data analysis indicated a strong correlation between verbal WM and decoding, reading comprehension and overall reading ability among the participants with VI, while no correlation was found between reading fluency and verbal WM. The present study points out the important role of verbal WM in reading among students who are VI and carries implications for the education of those individuals. Copyright © 2017 Elsevier Ltd. All rights reserved.

  8. Identifying high-functioning dyslexics: is self-report of early reading problems enough?

    Science.gov (United States)

    Deacon, S Hélène; Cook, Kathryn; Parrila, Rauno

    2012-07-01

    We used a questionnaire to identify university students with self-reported difficulties in reading acquisition during elementary school (self-report; n=31). The performance of the self-report group on standardized measures of word and non-word reading and fluency, passage comprehension and reading rate, and phonological awareness was compared to that of two other groups of university students: one with a recent diagnosis (diagnosed; n=20) and one with no self-reported reading acquisition problems (comparison group; n=33). The comparison group outperformed both groups with a history of reading difficulties (self-report and diagnosed) on almost all measures. The self-report and diagnosed groups performed similarly on most tasks, with the exception of untimed reading comprehension (better performance for diagnosed) and reading rate (better performance for self-report). The two recruitment methods likely sample from the same underlying population but identify individuals with different adaptive strategies.

  9. Recommended Reading List for Faculty and Students, Military Qualification Standards (MQS) II Reading List.

    Science.gov (United States)

    1983-01-01

    Cornwell , James. Foch (1972). DC 342.8 A narrative of Ferdinand Fooh as a military onmander. F6 143 Marshall-Cornwall, J. H. Nepoleon as Militarh Comander...based on the author’a reotlletions of their actiona, decislons, N 52 and behavior. Montgoery, Bernard . The Memoirs of Field Hershal Viscount...effect the Battle of Stalingrad had on the E 68 outcome. Fall, Bernard B. Hell in a Very Small Place (1964). DS 550 An account of the 56-day siege of

  10. Promoting toddlers' vegetable consumption through interactive reading and puppetry.

    Science.gov (United States)

    de Droog, Simone M; van Nee, Roselinde; Govers, Mieke; Buijzen, Moniek

    2017-09-01

    Picture books with characters that promote healthy eating are increasingly being used to make this behavior more attractive. The first aim of this study was to investigate whether the effect of vegetable-promoting picture books on toddlers' vegetable consumption differed according to the reading style and the use of a hand puppet during reading. The second aim was to investigate whether these effects were mediated by toddlers' narrative involvement and character imitation. In a 2 (reading style: interactive vs. passive) x 2 (puppet use: with vs. without puppet) between-subjects design, 163 toddlers (2-3 years) were randomly assigned to one of the four reading conditions. The story was about a rabbit that loves to eat carrots. After the fourth reading day, the eating task was conducted in which children could eat freely from four different snacks, including carrots. The main finding was that interactive reading produced the greatest carrot consumption. The explanation for this effect was that interactive reading stimulated toddlers to imitate poses of the book characters, even more when interactive reading was supported by the use of a hand puppet. The findings underline that young children should be actively involved with health interventions in order for them to be effective. Copyright © 2017 Elsevier Ltd. All rights reserved.

  11. FASTQSim: platform-independent data characterization and in silico read generation for NGS datasets.

    Science.gov (United States)

    Shcherbina, Anna

    2014-08-15

    High-throughput next generation sequencing technologies have enabled rapid characterization of clinical and environmental samples. Consequently, the largest bottleneck to actionable data has become sample processing and bioinformatics analysis, creating a need for accurate and rapid algorithms to process genetic data. Perfectly characterized in silico datasets are a useful tool for evaluating the performance of such algorithms. Background contaminating organisms are observed in sequenced mixtures of organisms. In silico samples provide exact truth. To create the best value for evaluating algorithms, in silico data should mimic actual sequencer data as closely as possible. FASTQSim is a tool that provides the dual functionality of NGS dataset characterization and metagenomic data generation. FASTQSim is sequencing platform-independent, and computes distributions of read length, quality scores, indel rates, single point mutation rates, indel size, and similar statistics for any sequencing platform. To create training or testing datasets, FASTQSim has the ability to convert target sequences into in silico reads with specific error profiles obtained in the characterization step. FASTQSim enables users to assess the quality of NGS datasets. The tool provides information about read length, read quality, repetitive and non-repetitive indel profiles, and single base pair substitutions. FASTQSim allows the user to simulate individual read datasets that can be used as standardized test scenarios for planning sequencing projects or for benchmarking metagenomic software. In this regard, in silico datasets generated with the FASTQsim tool hold several advantages over natural datasets: they are sequencing platform independent, extremely well characterized, and less expensive to generate. Such datasets are valuable in a number of applications, including the training of assemblers for multiple platforms, benchmarking bioinformatics algorithm performance, and creating challenge

  12. Kids & Family Reading Report™. 5th Edition

    Science.gov (United States)

    Scholastic Inc., 2015

    2015-01-01

    This report presents the 5th Edition of Scholastic's biannual study of children's and parents' attitudes and behaviors about reading. The latest research touches on reading aloud to children of all ages, the impact of reading independently for fun at school and at home, the importance of frequent reading, and the books children want most to read.…

  13. ['Gold standard', not 'golden standard'

    NARCIS (Netherlands)

    Claassen, J.A.H.R.

    2005-01-01

    In medical literature, both 'gold standard' and 'golden standard' are employed to describe a reference test used for comparison with a novel method. The term 'gold standard' in its current sense in medical research was coined by Rudd in 1979, in reference to the monetary gold standard. In the same

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

    Directory of Open Access Journals (Sweden)

    Desy Olivia Riani

    2013-01-01

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

  15. Read-out and calibration of a tile calorimeter for ATLAS

    International Nuclear Information System (INIS)

    Tardell, S.

    1997-06-01

    The read-out and calibration of scintillating tiles hadronic calorimeter for ATLAS is discussed. Tests with prototypes of FERMI, a system of read-out electronics based on a dynamic range compressor reducing the dynamic range from 16 to 10 bits and a 40 MHz 10 bits sampling ADC, are presented. In comparison with a standard charge integrating read-out improvements in the resolution of 1% in the constant term are obtained

  16. Reading Right: A Text for Reading, Volume 1. English for Special Purposes Series: Nursing Aide.

    Science.gov (United States)

    Hubbard, Katherine E.

    This is the first of four volumes devoted to reading instruction, in a series of materials for teaching English as a second language to adult nursing aide students. The two units included deal principally with survival skills. The first unit is an introduction to Mahimahi Island, the imaginary quasi-Hawaiian locale used throughout the series. The…

  17. Reading Roundup: Rope a Good Book. Louisiana Summer Reading Program, 1995 Manual.

    Science.gov (United States)

    White, Dorothy, J., Ed.

    A manual for the Louisiana Summer Reading Program is presented in 14 sections with a western theme and illustrations. An evaluation form, a 1995 calendar, and a list of audiovisual materials with addresses and prices are also provided. Section 1 discusses promotion, publicity, and programs; and includes sample news releases; program ideas, and…

  18. Lectura y Vida: Revista Latinoamericana de Lectura. (Reading and Life: Latin American Reading Magazine). 1998.

    Science.gov (United States)

    Lectura y Vida: Revista Latinoamericana de Lectura, 1998

    1998-01-01

    The four 1998 issues of the journal on literacy education, entirely in Spanish, include these articles: "The Inevitable Radical Weakness of Language: Some Reflections about Forming Readers and Citizens" (Daniel Goldin); "Relationships among Reading and Writing, Thematic Units, Learning Through Research...In Search of Effective…

  19. Lectura y Vida: Revista Latinoamericana de Lectura, 2002 (Reading and Life: Latin American Reading Magazine, 2002).

    Science.gov (United States)

    Lectura y Vida: Revista Latinoamericana de Lectura, 2002

    2002-01-01

    Articles in this volume include the following titles (translated from the Spanish): "Who Is in Charge of Teaching Reading and Writing at the University? Tutorials, Exam Preparation, and Class Synthesis in the Humanities" (Paula Carlino); "False Conceptions of the Linguistic Abilities, Values, and the Culture of Girls and Boys from Poor Families"…

  20. Explaining Phonology and Reading in Adult Learners: Introducing Prosodic Awareness and Executive Functions to Reading Ability

    Science.gov (United States)

    Chan, Jessica S.; Wade-Woolley, Lesly

    2018-01-01

    Background: This study was designed to extend our understanding of phonology and reading to include suprasegmental awareness using measures of prosodic awareness, which are complex tasks that tap into the rhythmic aspects of phonology. By requiring participants to access, reflect on and manipulate word stress, the prosodic awareness measures used…

  1. READING COMPREHENSION. NOTION OF READING AND USE OF MACRORREGLAS

    Directory of Open Access Journals (Sweden)

    Ana María Montes-Salas

    2014-07-01

    Full Text Available In the NMS has been relevant to investigate the notion of reading and how reading comprehension skills are developed as they are the basis of learning. According to Frida Diaz Barriga and Hernandez (2002 critical and reflective understanding of the composition of texts written are nodal activities in the construction of meanings. We now know that the skills of reading and typesetting apprentices develop in subjects strategically and self-regulated, thanks to this research. Promote the development of communication skills contributes to the foundation of the curriculum consists of educating for students to acquire skills that allow them to face problems collaboratively and competently.

  2. Comparison of observer performance reading from a video CRT vs. reading from film

    International Nuclear Information System (INIS)

    Keyes, J.W. Jr.; Kline, R.C.; Resinger, W.W.; Rose, E.A.; Koral, K.F.; Rogers, W.L.

    1983-01-01

    The developing trend for all medical images to be in digital form raises an important question: should diagnostic interpretations be made directly from a CRT or from some form of hard copy recording of the CRT. This question was studied by having two observers read a series of digital images of the thyroid including both conventional scintigrams and computer-generated tomograms. The CRT images were photographed in a carefully controlled fashion. Images were read once from film and a second time directly from the CRT. No significant difference in performance could be found for either display modality based on an ROC analysis. Although based on uncomplicated images and analysis, this result suggests that the decision to read from film or from the CRT can be made on other grounds than observer performance. This important result needs confirmation with more complex images such as ultrasound or CT

  3. Reading acquisition and self-concept

    OpenAIRE

    Taube, Karin

    1988-01-01

    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 ...

  4. Atomic Energy Authority Bill (Lords) - second reading

    International Nuclear Information System (INIS)

    1986-01-01

    In the debate in the House of Commons on the second reading of the Atomic Energy Bill, the objective of which is to put the finances of the Authority on to a trading fund basis, the discussion included the following: proposed changes in method of financing the Authority; safety; underlying research; customer relations; accountability; personnel; public relations; radioactive waste management; energy research; parliamentary scrutiny; energy policy; nuclear power; fast reactors; fusion research; government policy. (U.K.)

  5. Pupil's motivation in the 3. grades for required reading and The Reading Badge

    OpenAIRE

    Logar, Renata

    2013-01-01

    Reading is extremely important for pupils and their development. The pupil with reading habits riches his vocabulary and gaining knowledge. On the other hand the pupil through reading entry into the world of imagination and stories. Major role in motivating students to read have parents and teachers. In this graduation thesis I was interested in how third grade teachers motivate their pupils to read. In doing so, I was focused mainly to reading for required reading and The Reading Badge. ...

  6. Reading skills in children and adults with albinism: the role of visual impairment.

    Science.gov (United States)

    MacDonald, John T; Kutzbach, Beth R; Holleschau, Ann M; Wyckoff, Suzanne; Summers, C Gail

    2012-01-01

    To evaluate whether visual impairment in albinism contributes significantly to the acquisition of normal reading skills. The authors administered standardized reading tests to 41 children and 18 adults with albinism. The Young Children's Achievement Test was used for children between 4 and 6 years old and the Woodcock-Johnson III was used for children 7 years and older and adults. Parents of children and adult subjects also completed a questionnaire to document developmental, academic, and/or work experiences. The Spearman test was used to evaluate the relationship between binocular best-corrected visual acuity (BCVA) and reading test results. Standardized reading tests in both children and adults with albinism showed a normal distribution of scores. BCVA did not appear to play a significant role in the development of normal reading ability in these individuals who were visually impaired except for a mild correlation of decreased reading fluency on the Woodcock-Johnson III with decreased BCVA (r = 0.287, P = .046). Many young children with albinism had superior reading skills despite having a BCVA of 20/200 or worse (legal blindness). This study of cognitively normal children and adults with albinism demonstrates that impaired vision during childhood does not by itself significantly impede a child's ability to acquire normal reading skills. However, the lower reading fluency that occurs in the more visually impaired individuals suggests they would benefit, both in the school system and workplace, with an accommodation involving more time to complete reading tasks. Copyright 2012, SLACK Incorporated.

  7. Peak reading detector circuit

    International Nuclear Information System (INIS)

    Courtin, E.; Grund, K.; Traub, S.; Zeeb, H.

    1975-01-01

    The peak reading detector circuit serves for picking up the instants during which peaks of a given polarity occur in sequences of signals in which the extreme values, their time intervals, and the curve shape of the signals vary. The signal sequences appear in measuring the foetal heart beat frequence from amplitude-modulated ultrasonic, electrocardiagram, and blood pressure signals. In order to prevent undesired emission of output signals from, e. g., disturbing intermediate extreme values, the circuit consists of the series connections of a circuit to simulate an ideal diode, a strong unit, a discriminator for the direction of charging current, a time-delay circuit, and an electronic switch lying in the decharging circuit of the storage unit. The time-delay circuit thereby causes storing of a preliminary maximum value being used only after a certain time delay for the emission of the output signal. If a larger extreme value occurs during the delay time the preliminary maximum value is cleared and the delay time starts running anew. (DG/PB) [de

  8. Results with Reading Mastery.

    Science.gov (United States)

    McGraw-Hill Companies, New York, NY. Educational and Professional Publishing Group.

    Everyone who graduates from high school truly literate starts to develop that literacy in the earliest grades. Educators must look to schools where students are achieving the highest literacy standards and identify the practices that enable them to achieve those goals. This report tells the stories of eight such schools--Portland Elementary School…

  9. Fourteen Autumns: A Reading Teacher Teaches Writing.

    Science.gov (United States)

    Wilson, Jo-Anne R.

    1984-01-01

    An elementary school reading teacher describes how she restructured her teaching methods by encouraging children to read and write as part of an integrated process, rather than teaching reading alone as a set of fragmented steps. (GC)

  10. The relationship between working memory and L2 reading comprehension

    Directory of Open Access Journals (Sweden)

    Mohammadtaghi Shahnazari-Dorcheh

    2014-08-01

    Full Text Available Since an important role for working memory has been found in the first language acquisition (e.g., Daneman, 1991 Daneman & Green, 1986 Waters & Caplan, 1996, research on the role of working memory is emerging as an area of concern for second language acquisition (e.g., Atkins & Baddeley, 1998 Miyake & Freidman, 1998 Robinson, 1995, 2002, 2005. The present study focused on the role of working memory capacity in the development of second language reading ability. 55 L1 Persian EFL learners at three proficiency levels from a private language school participated in this study. They completed a battery of reading and working memory measures. Memory measures included phonological short-term memory, and reading span test (RST. Reading measures included two expository reading comprehension tests. Multiple regression analysis was applied to determine whether there are any significant relationships between working memory capacity and reading measures. Results of this study indicated a significant relationship between working memory capacity (as measured by RST and reading ability at lower levels of proficiency.

  11. Idea Sharing: The Use of Read-Share-Act to Promote Extensive Reading

    Science.gov (United States)

    Charumanee, Nisakorn

    2014-01-01

    Nisakorn Charumanee believes that a reading teacher has an active role in cultivating reading culture or reading habit and in activating students to "want" to read. One way to do this is to integrate extensive reading into the classroom (Day and Bamford, 1998; Bamford and Day, 2004) where extensive reading can be enhanced if the teacher…

  12. Accounting standards

    NARCIS (Netherlands)

    Stellinga, B.; Mügge, D.

    2014-01-01

    The European and global regulation of accounting standards have witnessed remarkable changes over the past twenty years. In the early 1990s, EU accounting practices were fragmented along national lines and US accounting standards were the de facto global standards. Since 2005, all EU listed

  13. Standardization Documents

    Science.gov (United States)

    2011-08-01

    Specifications and Standards; Guide Specifications; CIDs; and NGSs . Learn. Perform. Succeed. STANDARDIZATION DOCUMENTS Federal Specifications Commercial...national or international standardization document developed by a private sector association, organization, or technical society that plans ...Maintain lessons learned • Examples: Guidance for application of a technology; Lists of options Learn. Perform. Succeed. DEFENSE HANDBOOK

  14. Reliability and Validity of Curriculum-Based Informal Reading Inventories.

    Science.gov (United States)

    Fuchs, Lynn; And Others

    A study was conducted to explore the reliability and validity of three prominent procedures used in informal reading inventories (IRIs): (1) choosing a 95% word recognition accuracy standard for determining student instructional level, (2) arbitrarily selecting a passage to represent the difficulty level of a basal reader, and (3) employing…

  15. I Get Deja Vu When I Read You, Mr. Hirsch.

    Science.gov (United States)

    Hepburn, Mary A.

    In each era of curriculum reform the prevailing perceptions of what the school curriculum must accomplish define the standard of cultural literacy for our society. E. D. Hirsch believes that contemporary youth lack cultural literacy and that without this knowledge of the fundamental facts of U.S. culture they cannot effectively read or…

  16. Comparison of Reading Levels of Pharmacy Students and Reading Level of Primary Literature

    Directory of Open Access Journals (Sweden)

    Cathy H Ficzere

    2016-09-01

    Full Text Available Objectives: The project purpose was to evaluate pharmacy students’ reading levels using the Nelson-Denney Reading Test (NDRT and compare these results with the reading level of primary literature to investigate incongruities between student’s comprehension ability and the readability level of assigned reading in the curriculum. Methods: The NDRT was administered to first- through third-year student pharmacists to determine grade equivalents (GE for vocabulary and reading comprehension. Twenty articles previously identified as Patient-Oriented Evidence that Matters (POEMs were analyzed to determine the Flesch-Kincaid Grade Level and Gunning-Fog Score. Student demographics, information regarding language spoken, and reading habits, were also assessed. Pearson product moment correlations, t-tests, ANOVA, and descriptive statistics were used to assess relationships between demographic data and NDRT scores. Results: One hundred students participated. The mean NDRT total grade equivalent (±SD was 16.95 ± 2.1 (median = 17.3. NDRT grade equivalents were statistically different for students with different racial or ethnic backgrounds (t(98=3.74, p=0.026, English as a second language (ESL students (t(98=5.19, p=0.021, and students that read works of fiction for pleasure (t(98=4.31, p=0.002. The average Gunning-Fog Score for all primary literature articles was 11.48, with the introduction section being the most complex. The average Flesch-Kincaid Grade Level was 17.04, with the results section scoring the lowest average grade level. Implications: While the overall reading grade level of our pharmacy students suggests that they are capable of comprehending reading assigned in the pharmacy curriculum, minority students and students for whom English is a second language may struggle with comprehending complex text. Conflict of Interest We declare no conflicts of interest or financial interests that the authors or members of their immediate families have

  17. Teaching Reading and Writing: Reading a Balanced Diet.

    Science.gov (United States)

    Manning, Maryann; Manning, Gary

    1994-01-01

    Presents elementary school teachers with 13 ideas on how to achieve a balanced "diet" in their primary and intermediate reading and writing programs using 5 different genres--artistic, personal, narrative, expository, and procedural. (BB)

  18. Reading motivation in elementary school students

    OpenAIRE

    Sonja Pečjak; Nataša Bucik

    2005-01-01

    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 r...

  19. CBM Maze-Scores as Indicators of Reading Level and Growth for Seventh-Grade Students

    Science.gov (United States)

    Chung, Siuman; Espin, Christine A.; Stevenson, Claire E.

    2018-01-01

    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.…

  20. Print and Digital Texts: Evaluating the Differences in Reading Comprehension Strategies

    Science.gov (United States)

    Maynard, Stephanie Elizabeth

    2016-01-01

    Concerns about the reading comprehension skills of students in the United States have been raised partly because of the introduction of digital products into their lives and the classroom setting. The Arizona Instrument to Measure Standards results from 2013 that were provided by the Arizona Department of Education indicated that reading scores…

  1. The Association of ADHD Symptoms and Reading Acquisition during Elementary School Years

    Science.gov (United States)

    Ehm, Jan-Henning; Kerner auch Koerner, Julia; Gawrilow, Caterina; Hasselhorn, Marcus; Schmiedek, Florian

    2016-01-01

    The present longitudinal study aimed to investigate the influence of ADHD symptoms on reading development in elementary schoolchildren. To this end, repeated assessments of ADHD symptoms (teacher ratings of inattention, hyperactivity, and impulsivity) and reading achievement (standardized tests of decoding speed and text comprehension) were…

  2. The Impact of Tutoring on Early Reading Achievement for Children with and without Attention Problems

    Science.gov (United States)

    Rabiner, David L.; Malone, Patrick S.

    2004-01-01

    This study examined whether the benefits of reading tutoring in first grade were moderated by children's level of attention problems. Participants were 581 children from the intervention and control samples of Fast Track, a longitudinal multisite investigation of the development and prevention of conduct problems. Standardized reading achievement…

  3. How Logical Reasoning Mediates the Relation between Lexical Quality and Reading Comprehension

    Science.gov (United States)

    Segers, Eliane; Verhoeven, Ludo

    2016-01-01

    The present study aimed to examine the role of logical reasoning in the relation between lexical quality and reading comprehension in 146 fourth grade Dutch children. We assessed their standardized reading comprehension measure, along with their decoding efficiency and vocabulary as measures of lexical quality, syllogistic reasoning as measure of…

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

    Science.gov (United States)

    Griffin, Jacqueline Laverne Meeks

    2016-01-01

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

  5. Relating Knowledge about Reading to Teaching Practice: An Exploratory Validity Study of a Teacher Knowledge Assessment

    Science.gov (United States)

    Phelps, Geoffrey; Johnson, David; Carlisle, Joanne

    2009-01-01

    The research reported in this paper is focused directly on assessing the validity of the "Teaching Knowledge about Reading and Reading Practices" (TKRRP) assessment. Following the recommendations of the Standards for Educational and Psychological Testing (APA/AERA, 1999), the authors see validation as a process of constructing an…

  6. Rate of Speech and Reading in Second and Fifth Grade Primary Students in Tehran

    Directory of Open Access Journals (Sweden)

    Hourieh Ahadi

    2007-12-01

    Full Text Available Background and Aim: The purpose of this research is to study the standardization of speaking and reading rates in a group of normal speaker of female students, and to compare them. As the rate of speech is an important variable in the evaluation and treatment of stuttering, cluttering, dysarthria and apraxia. Materials and Method: One hundred of second grade students of primary school and an equal number of fifth grade students participated in this study. All subjects were native speakers of Farsi, who passed an informal, screening test of articulation and speech. None of the subjects had a history of speech, hearing, or neurological disorders. The subjects were asked to read from the 180 words portion of their Farsi book and tell story. Their speech was recorded by using a tape recorder. Then the data were analyzed for word and syllable rate. In transcribing the samples, single morpheme was counted as single word and compound words were counted as two words if they had two free morphemes. Non-word interjections were excluded from word and syllable counts while word interjections and repeated words were included in the count. Independent t-test and paired t-test were used for analyzing. Results: In the second grade students the reading rate is, on the average, 189.4 syllable per minute (SPM(94.9 word per minute(WPM, 3.1 syllable per second(SPS and the talking rate is 189.8 SPM (99.1 WPM, 3.1 SPS and in the fifth grade student the reading rate is 223.9 SPM (119.0 WPM, 3.7SPS and the talking rate is 210.26 SPM (109.5 WPM , 3.4 SPS. Conclusion: The result highlight that in the fifth grade students, reading rates are higher than talking rates while in the second grade they are not, because they do not have enough skills for whole word reading. A remarkable finding in this research is that, reading and talking rates in the fifth grade students are higher than the second grade students.

  7. Cryptographic Aspects of Quantum Reading

    Directory of Open Access Journals (Sweden)

    Gaetana Spedalieri

    2015-04-01

    Full Text Available Besides achieving secure communication between two spatially-separated parties,another important issue in modern cryptography is related to secure communication intime, i.e., the possibility to confidentially store information on a memory for later retrieval.Here we explore this possibility in the setting of quantum reading, which exploits quantumentanglement to efficiently read data from a memory whereas classical strategies (e.g., basedon coherent states or their mixtures cannot retrieve any information. From this point ofview, the technique of quantum reading can provide a new form of technological security fordata storage.

  8. COMBINING COOPERATIVE LEARNING WITH READING ALOUD BY TEACHERS

    Directory of Open Access Journals (Sweden)

    George Jacobs

    2004-06-01

    Full Text Available This article begins with a section that describes cooperative learning and explains eight cooperative learning principles. The second section discusses the interface between cooperative learning and language pedagogy. Next is a section about the why and how of reading aloud by teachers. The heart of the article resides in the last and longest section which describes techniques for integrating cooperative learning with reading aloud by teachers. These techniques include ones that can be used before, while and after the teacher has read aloud to the class.

  9. cDNA encoding a polypeptide including a hevein sequence

    Energy Technology Data Exchange (ETDEWEB)

    Raikhel, N.V.; Broekaert, W.F.; Namhai Chua; Kush, A.

    1993-02-16

    A cDNA clone (HEV1) encoding hevein was isolated via polymerase chain reaction (PCR) using mixed oligonucleotides corresponding to two regions of hevein as primers and a Hevea brasiliensis latex cDNA library as a template. HEV1 is 1,018 nucleotides long and includes an open reading frame of 204 amino acids.

  10. Assessment of the Apple iPad as a low-vision reading aid.

    Science.gov (United States)

    Morrice, E; Johnson, A P; Marinier, J-A; Wittich, W

    2017-06-01

    PurposeLow-vision clients frequently report having problems with reading. Using magnification, reading performance (as measured by reading speed) can be improved by up to 200%. Current magnification aids can be expensive or bulky; therefore, we explored if the Apple iPad offers comparable performance in improving reading speeds, in comparison with a closed-circuit television (CCTV) video magnifier, or other magnification devices.MethodsWe recruited 100 participants between the ages of 24-97 years, with low vision who were literate and cognitively capable, of whom 57 had age-related macular degeneration. To assess reading, participants read standardized iReST texts and were tested for comprehension. We compared reading speed on the Apple iPad (10 inch) with that of the CCTV, home magnification devices, and baseline measures.ResultsAll assistive devices improved reading rates in comparison to baseline (P1), however, there was no difference in improvement across devices (P>0.05, Hedge's gread, on average, 30 words per minute faster than first time iPad users, whereas CCTV experience did not influence reading speed.ConclusionsIn our sample, the Apple iPad was as effective as currently used technologies for improving reading rates. Moreover, exposure to, and experience with the Apple iPad might increase reading speed with that device. A larger sample size, however, is needed to do subgroup analysis on who would optimally benefit from each type of magnification device.

  11. An Integrated Biochemistry Laboratory, Including Molecular Modeling

    Science.gov (United States)

    Hall, Adele J. Wolfson Mona L.; Branham, Thomas R.

    1996-11-01

    for lysozyme activity and a colorimetric one for protein concentration. Familiarity with the assays is reinforced by an independently designed project to modify a variable in one of these assays. The assay for lysozyme activity is that of Shugar (6), based on hydrolysis of a cell-wall suspension from the bacterium Micrococcus lysodeikticus, a substrate that is particularly sensitive to lysozyme. As the cell walls are broken down by the enzyme, the turbidity of the sample decreases. This decrease can be conveniently measured by following the decrease in absorbance at a wavelength of 450 nm, using a spectrophotometer or other device for measuring light scattering. The Bradford method (7), a standard assay, is used to determine protein concentration. Using the data from both lysozyme activity assays and protein concentration assays, students can calculate the specific activity for commercial lysozyme and an egg- white solution. These calculations clearly demonstrate the increase in specific activity with increasing purity, since the purified (commercial) preparation has a specific activity approximately 20-fold higher than that of the crude egg-white solution. Lysozyme Purification by Ion-Exchange Chromatography (5 weeks) As suggested by Strang (8), students can design a rational purification of lysozyme using ion-exchange chromatography when presented with information on the isoelectric point of the enzyme and the properties of ion- exchange resins. One week is spent discussing protein purification and the relative advantages and disadvantages of different resins. Each group has a choice of anion-exchange (DEAE) or cation-exchange (CM) resins. Because lysozyme is positively charged below a pH of 11, it will not be adsorbed to an anion-exchange resin, but will be adsorbed to the cation-exchange resin. Therefore, for the cation-exchange protocols, there are further options for methods of collecting and eluting the desired protein. A purification table, including

  12. Prick test: evolution towards automated reading.

    Science.gov (United States)

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

    2016-08-01

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

  13. Reading comprehension and reading related abilities in adolescents with reading disabilities and attention-deficit/hyperactivity disorder.

    Science.gov (United States)

    Ghelani, Karen; Sidhu, Robindra; Jain, Umesh; Tannock, Rosemary

    2004-11-01

    Reading comprehension is a very complex task that requires different cognitive processes and reading abilities over the life span. There are fewer studies of reading comprehension relative to investigations of word reading abilities. Reading comprehension difficulties, however, have been identified in two common and frequently overlapping childhood disorders: reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD). The nature of reading comprehension difficulties in these groups remains unclear. The performance of four groups of adolescents (RD, ADHD, comorbid ADHD and RD, and normal controls) was compared on reading comprehension tasks as well as on reading rate and accuracy tasks. Adolescents with RD showed difficulties across most reading tasks, although their comprehension scores were average. Adolescents with ADHD exhibited adequate single word reading abilities. Subtle difficulties were observed, however, on measures of text reading rate and accuracy as well as on silent reading comprehension, but scores remained in the average range. The comorbid group demonstrated similar difficulties to the RD group on word reading accuracy and on reading rate but experienced problems on only silent reading comprehension. Implications for reading interventions are outlined, as well as the clinical relevance for diagnosis.

  14. Progressive outcomes of collaborative strategic reading to EFL learners

    Directory of Open Access Journals (Sweden)

    Sofyan A. Gani

    2016-09-01

    Full Text Available This study aimed to discover the effects of using Collaborative Strategic Reading (CSR in teaching reading to EFL learners. The method used in this study was experimental research which referred to the true experimental design through tests and a questionnaire as data collection instruments. The questionnaire consisted of items to gain the students' responses toward 3 categories of Collaborative Strategic Reading (CSR implementation on their reading ability, namely: instruction, procedure, and impact. In total, 67 students in a senior high school in Banda Aceh were involved as participants (32 students in the experimental group and 35 students in the control group. The data were analyzed using the mean, standard deviation, and Z-test percentage. The Z-score between the experimental group and control group was 2.37. The critical value of the Z-score for 68 degrees of freedom was 2.01 at the .05 significance level. Therefore, the critical value of the students' Z-score (2.37 was significant at the .05 level. This indicated that the students who were taught reading using CSR achieved better scores than those who were taught using the non-CSR approach. The results of the questionnaire further showed that more than 80 percent of the students gave vastly positive responses in relation to CSR classroom implementation. This approach not only helped them to develop their reading skills, but also produced positive outcomes in their social relationships and interactions in the classroom.

  15. Air Force standards for nickel hydrogen battery

    Science.gov (United States)

    Hwang, Warren; Milden, Martin

    1994-01-01

    The topics discussed are presented in viewgraph form and include Air Force nickel hydrogen standardization goals, philosophy, project outline, cell level standardization, battery level standardization, and schedule.

  16. Strategies identification in an experimental reading comprehension task

    Directory of Open Access Journals (Sweden)

    Stanković Sanda

    2010-01-01

    Full Text Available Standardized reading comprehension tests (RCTs usually consist of a small number of texts each accompanied by several multiple-choice questions, with texts and questions simultaneously presented. The score the common measure of reading comprehension ability in RCTs is the score. Literature review suggests that strategies subjects employ may influence their performance on RCT, however the score itself provides no information on the specific strategy employed. Knowledge of test-taking strategies could have impact on understanding of the actual purpose and benefits of using RCTs in pedagogical and psychological practice. With the ultimate objective of constructing a first standard RCT in Serbian language, the preliminary step we took was to conduct an experimental reading comprehension task (ERCT consisting of 27 short texts displayed in succession, each followed by a single multiplechoice question. Using qualitative analysis of subjects’ responses in semi-structured postexperimental interview, we identified four overall strategies used on ERCT. Our results show that groups of students who used specific strategies differed significantly from one another in text reading time, with no differences found regarding the question reading and answering time. More importantly, there were no significant between-group differences found in terms of ERCT score. These findings suggest that choice of strategy is a way to optimize the relation between one’s own potential and ERCT task requirements. RCT based on ERCT principles would allow for a flexible choice of strategy which would not influence the final score.

  17. Identifying structural variants using linked-read sequencing data.

    Science.gov (United States)

    Elyanow, Rebecca; Wu, Hsin-Ta; Raphael, Benjamin J

    2017-11-03

    Structural variation, including large deletions, duplications, inversions, translocations, and other rearrangements, is common in human and cancer genomes. A number of methods have been developed to identify structural variants from Illumina short-read sequencing data. However, reliable identification of structural variants remains challenging because many variants have breakpoints in repetitive regions of the genome and thus are difficult to identify with short reads. The recently developed linked-read sequencing technology from 10X Genomics combines a novel barcoding strategy with Illumina sequencing. This technology labels all reads that originate from a small number (~5-10) DNA molecules ~50Kbp in length with the same molecular barcode. These barcoded reads contain long-range sequence information that is advantageous for identification of structural variants. We present Novel Adjacency Identification with Barcoded Reads (NAIBR), an algorithm to identify structural variants in linked-read sequencing data. NAIBR predicts novel adjacencies in a individual genome resulting from structural variants using a probabilistic model that combines multiple signals in barcoded reads. We show that NAIBR outperforms several existing methods for structural variant identification - including two recent methods that also analyze linked-reads - on simulated sequencing data and 10X whole-genome sequencing data from the NA12878 human genome and the HCC1954 breast cancer cell line. Several of the novel somatic structural variants identified in HCC1954 overlap known cancer genes. Software is available at compbio.cs.brown.edu/software. braphael@princeton.edu. Supplementary data are available at Bioinformatics online. © The Author (2017). Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com

  18. Some indicators of (unsuccessful reading

    Directory of Open Access Journals (Sweden)

    Vuksanović Jasmina

    2008-01-01

    Full Text Available In the paper we set the aim to determine whether phonological awareness and short-term verbal memory are indicators of a subsequent reading acquisition. The sample consisted of 194 first graders from two primary schools in Belgrade. The results of our research showed that the most significant indicator of the subsequent (unsuccessful reading was phonological awareness. The short-term verbal memory is, to a lesser extent, an indicator of the subsequent reading acquisition defined by the time needed for reading the text and by the text comprehension. Our findings offer basis for proposing that the phonological awareness assessment should be implemented into the regular procedure of assessing child's readiness for school. In this way children in need for preventive stimulation within the inclusive programme in primary schools could be identified.

  19. CDRH FOIA Electronic Reading Room

    Data.gov (United States)

    U.S. Department of Health & Human Services — The CDRH FOIA electronic reading room contains frequently requested information via the Freedom of Information Act from the Center for Devices and Radiological Health.

  20. Implementing Home Health Standards in Clinical Practice.

    Science.gov (United States)

    Gorski, Lisa A

    2016-02-01

    In 1986, the American Nurses Association (ANA) published the first Standards of Home Health Practice. Revised in 1992 and expanded in 1999 to become Home Health Nursing: Scope and Standards of Practice, it was revised in 2008 and again in 2014. In the 2014 edition, there are 6 standards of home healthcare nursing practice and 10 standards of professional performance for home healthcare nursing. The focus of this article is to describe the home healthcare standards and to provide guidance for implementation in clinical practice. It is strongly encouraged that home healthcare administrators, educators, and staff obtain a copy of the standards and fully read this essential home healthcare resource.

  1. Critical reading and critical thinking Critical reading and critical thinking

    Directory of Open Access Journals (Sweden)

    Loni Kreis Taglieber

    2008-04-01

    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

  2. Reading handprinted addresses on IRS tax forms

    Science.gov (United States)

    Ramanaprasad, Vemulapati; Shin, Yong-Chul; Srihari, Sargur N.

    1996-03-01

    The hand-printed address recognition system described in this paper is a part of the Name and Address Block Reader (NABR) system developed by the Center of Excellence for Document Analysis and Recognition (CEDAR). NABR is currently being used by the IRS to read address blocks (hand-print as well as machine-print) on fifteen different tax forms. Although machine- print address reading was relatively straightforward, hand-print address recognition has posed some special challenges due to demands on processing speed (with an expected throughput of 8450 forms/hour) and recognition accuracy. We discuss various subsystems involved in hand- printed address recognition, including word segmentation, word recognition, digit segmentation, and digit recognition. We also describe control strategies used to make effective use of these subsystems to maximize recognition accuracy. We present system performance on 931 address blocks in recognizing various fields, such as city, state, ZIP Code, street number and name, and personal names.

  3. EXPLORING STUDENTS‟ DIFFICULTIES IN READING ACADEMIC TEXTS

    Directory of Open Access Journals (Sweden)

    Ira Ernawati

    2017-04-01

    Full Text Available Academic texts play an important role for university students. However, those texts are considered difficult. This study is intended to investigate students‘ difficulties in reading academic texts. The qualitative approach was employed in this study. The design was a case study. The participants were ten students from fifth semester of CLS: EE (Classroom Language and Strategy: Explaining and Exemplifying class who were selected by using purposive sampling. The data were gathered from students‘ journal reflections, observation, and interview. The finding shows that the students encountered reading difficulties in area of textual factors, namely vocabulary, comprehending specific information, text organization, and grammar and human factors including background knowledge, mood, laziness, and time constraint.

  4. Does Good Writing Mean Good Reading?

    DEFF Research Database (Denmark)

    Balling, Laura Winther

    2013-01-01

    Many writing guides list constructions that writers should avoid, including passives, nominalisations and long complex words and sentences. This study presents an eye-tracking experiment that compared the reading of such supposedly problematic constructions with the reading of their recommended...... in writing guides. This suggests that, in themselves, the supposed problem constructions are not inherently problematic to understand. Therefore, factors previously put forward as important, such as the information structure of texts and the image the sender wishes to project, should be what influences...... the choice of constructions rather than simplified rules such as “Avoid passives!”. The implications of this finding for writing guides and for company and institutional language policies are discussed....

  5. Reading Processes and Parenting Styles.

    Science.gov (United States)

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

    2016-08-01

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

  6. Lenses on reading an introduction to theories and models

    CERN Document Server

    Tracey, Diane H

    2017-01-01

    Widely adopted as an ideal introduction to the major models of reading, this text guides students to understand and facilitate children's literacy development. Coverage encompasses the full range of theories that have informed reading instruction and research, from classical thinking to cutting-edge cognitive, social learning, physiological, and affective perspectives. Readers learn how theory shapes instructional decision making and how to critically evaluate the assumptions and beliefs that underlie their own teaching. Pedagogical features include framing and discussion questions, learning a

  7. Neuropsychological and cognitive processes in reading

    CERN Document Server

    Pirozzolo, Francis J

    2013-01-01

    Neuropsychological and Cognitive Processes in Reading explores reading and reading disabilities within the context of cognitive psychology and neuropsychology. Emphasis is on the roles of brain mechanisms in reading and reading disturbances. In the areas of perception and cognition, theoretical models of the reading process are used to highlight the various psychological processes involved in the act of skilled reading. Comprised of 12 chapters, this volume begins with an introduction to the fundamental processes of reading, giving particular attention to a psychological theory that builds on two concepts: that the basic processes of reading are few in number, and that they are separable from one another. A useful and testable information-processing model of reading that consists of three separable, fundamental processes - decoding, word meaning, and sentence comprehension - is described. Subsequent chapters deal with some of the external and internal factors involved in reading; a model of disorders of readi...

  8. Reading characteristics of deaf and hard-of-hearing pupils

    Directory of Open Access Journals (Sweden)

    Karić Jasmina

    2012-01-01

    Full Text Available Background/Aim. Speech motor mechanisms play a crucial role in the process of demutization, due to the fact that they cover all the elements of the successive development of spech production movements leading to speech formation (socalled kinesthesia in speach. The aim of this study was to estimate the impact of perceptual motor actions on the cognitive process of reading in 130 students in regular schools and schools for the deaf and hard-of-hearing children in the Republic of Serbia. Methods. Kostić and Vladisavljević test consisted of the ten levels weight was used for the assessment of reading speed. To assess understanding of text read by verbal responses, we used three-dimensional adapted reading test of Helene Sax. Results. The triage-articulation test for assessing reading speed (Kostić and Vladisavljević’s test according to the weight of ten levels, revealed that students in regular schools statistically significantly faster read texts as compared to the deaf students. The results of the threedimensional adapted reading test of Helena Sax, show that the words learned by deaf children exist in isolation in their mind, ie, if there is no standard of acoustic performance for graphic image, in deaf child every word, printed or written, is just the sum of letters without meaning. Conclusion. There is a significant difference in text reading speed and its understanding among the children who hear and the deaf and hard of-hearing children. It is essential that in deaf and heard-of hearing children education, apart from the development of speech, parallelly use the concept of semantic processing in order to get each word by the fullness of its content and the possibility of expanding its meaning in a variety of assets.

  9. [Reading characteristics of deaf and hard-of-hearing pupils].

    Science.gov (United States)

    Karić, Jasmina; Ristić, Sinisa; Medenica, Snezana; Tadić, Vaska; Slavnić, Svetlana

    2012-10-01

    Speech motor mechanisms play a crucial role in the process of demutization, due to the fact that they cover all the elements of the successive development of spech production movements leading to speech formation (so-called kinesthesia in speach). The aim of this study was to estimate the impact of perceptual motor actions on the cognitive process of reading in 130 students in regular schools and schools for the deaf and hard-of-hearing children in the Republic of Serbia. Kostić and Vladisavljević test consisted of the ten levels weight was used for the assessment of reading speed. To assess understanding of text read by verbal responses, we used three-dimensional adapted reading test of Helene Sax. The triage-articulation test for assessing reading speed (Kostié and Vladisavljević's test according to the weight of ten levels, revealed that students in regular schools statistically significantly faster read texts as compared to the deaf students. The results of the three-dimensional adapted reading test of Helena Sax, show that the words learned by deaf children exist in isolation in their mind, i.e., if there is no standard of acoustic performance for graphic image, in deaf child every word, printed or written, is just the sum of letters without meaning. There is a significant difference in text reading speed and its understanding among the children who hear and the deaf and hard-of-hearing children. It is essential that in deaf and heard-of-hearing children education, apart from the development of speech, parallelly use the concept of semantic processing in order to get each word by the fullness of its content and the possibility of expanding its meaning in a variety of assets.

  10. ReadDepth: a parallel R package for detecting copy number alterations from short sequencing reads.

    Directory of Open Access Journals (Sweden)

    Christopher A Miller

    2011-01-01

    Full Text Available Copy number alterations are important contributors to many genetic diseases, including cancer. We present the readDepth package for R, which can detect these aberrations by measuring the depth of coverage obtained by massively parallel sequencing of the genome. In addition to achieving higher accuracy than existing packages, our tool runs much faster by utilizing multi-core architectures to parallelize the processing of these large data sets. In contrast to other published methods, readDepth does not require the sequencing of a reference sample, and uses a robust statistical model that accounts for overdispersed data. It includes a method for effectively increasing the resolution obtained from low-coverage experiments by utilizing breakpoint information from paired end sequencing to do positional refinement. We also demonstrate a method for inferring copy number using reads generated by whole-genome bisulfite sequencing, thus enabling integrative study of epigenomic and copy number alterations. Finally, we apply this tool to two genomes, showing that it performs well on genomes sequenced to both low and high coverage. The readDepth package runs on Linux and MacOSX, is released under the Apache 2.0 license, and is available at http://code.google.com/p/readdepth/.

  11. Reading, Demographic, Social and Psychological Factors Related to Pre-adolescent Smoking and Non-smoking Behaviors and Attitudes.

    Science.gov (United States)

    Sunseri, Albert J.; And Others

    1983-01-01

    A study examined reading, demographic, social, and psychological factors related to preadolescent smoking and nonsmoking behaviors and attitudes. Variables studied included reading achievement, family involvement, and racial and sex differences. (Authors/CJ)

  12. INCIDENTAL VOCABULARY LEARNING THROUGH READING

    Directory of Open Access Journals (Sweden)

    Holly Warzecha, M.A. TESOL

    2017-04-01

    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.

  13. Facilitating text reading in posterior cortical atrophy.

    Science.gov (United States)

    Yong, Keir X X; Rajdev, Kishan; Shakespeare, Timothy J; Leff, Alexander P; Crutch, Sebastian J

    2015-07-28

    We report (1) the quantitative investigation of text reading in posterior cortical atrophy (PCA), and (2) the effects of 2 novel software-based reading aids that result in dramatic improvements in the reading ability of patients with PCA. Reading performance, eye movements, and fixations were assessed in patients with PCA and typical Alzheimer disease and in healthy controls (experiment 1). Two reading aids (single- and double-word) were evaluated based on the notion that reducing the spatial and oculomotor demands of text reading might support reading in PCA (experiment 2). Mean reading accuracy in patients with PCA was significantly worse (57%) compared with both patients with typical Alzheimer disease (98%) and healthy controls (99%); spatial aspects of passages were the primary determinants of text reading ability in PCA. Both aids led to considerable gains in reading accuracy (PCA mean reading accuracy: single-word reading aid = 96%; individual patient improvement range: 6%-270%) and self-rated measures of reading. Data suggest a greater efficiency of fixations and eye movements under the single-word reading aid in patients with PCA. These findings demonstrate how neurologic characterization of a neurodegenerative syndrome (PCA) and detailed cognitive analysis of an important everyday skill (reading) can combine to yield aids capable of supporting important everyday functional abilities. This study provides Class III evidence that for patients with PCA, 2 software-based reading aids (single-word and double-word) improve reading accuracy. © 2015 American Academy of Neurology.

  14. Reading motivation in elementary school students

    Directory of Open Access Journals (Sweden)

    Sonja Pečjak

    2005-02-01

    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.

  15. Facilitating text reading in posterior cortical atrophy

    Science.gov (United States)

    Rajdev, Kishan; Shakespeare, Timothy J.; Leff, Alexander P.; Crutch, Sebastian J.

    2015-01-01

    Objective: We report (1) the quantitative investigation of text reading in posterior cortical atrophy (PCA), and (2) the effects of 2 novel software-based reading aids that result in dramatic improvements in the reading ability of patients with PCA. Methods: Reading performance, eye movements, and fixations were assessed in patients with PCA and typical Alzheimer disease and in healthy controls (experiment 1). Two reading aids (single- and double-word) were evaluated based on the notion that reducing the spatial and oculomotor demands of text reading might support reading in PCA (experiment 2). Results: Mean reading accuracy in patients with PCA was significantly worse (57%) compared with both patients with typical Alzheimer disease (98%) and healthy controls (99%); spatial aspects of passages were the primary determinants of text reading ability in PCA. Both aids led to considerable gains in reading accuracy (PCA mean reading accuracy: single-word reading aid = 96%; individual patient improvement range: 6%–270%) and self-rated measures of reading. Data suggest a greater efficiency of fixations and eye movements under the single-word reading aid in patients with PCA. Conclusions: These findings demonstrate how neurologic characterization of a neurodegenerative syndrome (PCA) and detailed cognitive analysis of an important everyday skill (reading) can combine to yield aids capable of supporting important everyday functional abilities. Classification of evidence: This study provides Class III evidence that for patients with PCA, 2 software-based reading aids (single-word and double-word) improve reading accuracy. PMID:26138948

  16. Reading comprehension of deaf students in regular education.

    Science.gov (United States)

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

    2012-01-01

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

  17. TEACHER CANDIDATES’ VIEWS ON E-BOOKS AND SCREEN READING

    Directory of Open Access Journals (Sweden)

    Nevin AKKAYA

    2015-08-01

    Full Text Available Today, it is a necessity to make use of information technologies in creating, distributing and accessing information resources. The electronic resources as products of the developing information technologies include bibliographical text databases, e-journals, e-books, open achieves and web sites. Today, Many printed material can be accesssed by electronically in readers. Furthermore, e-books have been increasingly preferred as a mode of reading because of its advantages such as portability, storage and rich content. Individuals who want to sustain their development on this mode of reading prefer screen reading. Because reading has become a necessity because of the developing information technologies. This study aimed to examine the views of students studying Turkish language teaching at an education faculty on e-books and screen reading. Action research, one of the qualitative research design, was used during the research. Data were analyzed by content analysis. Whereas 40.7% of the ones who have taken part in this study have expressed not knowing anything about e-books, 57.8% of the participants have claimed they have knowledge about the issue of e-books. 55.3% of the participants consider that e-books contribute to the habit of reading. 73% of the participants have expressed that they have no knowledge about screen reading.

  18. Eye movements when reading sentences with handwritten words.

    Science.gov (United States)

    Perea, Manuel; Marcet, Ana; Uixera, Beatriz; Vergara-Martínez, Marta

    2016-10-17

    The examination of how we read handwritten words (i.e., the original form of writing) has typically been disregarded in the literature on reading. Previous research using word recognition tasks has shown that lexical effects (e.g., the word-frequency effect) are magnified when reading difficult handwritten words. To examine this issue in a more ecological scenario, we registered the participants' eye movements when reading handwritten sentences that varied in the degree of legibility (i.e., sentences composed of words in easy vs. difficult handwritten style). For comparison purposes, we included a condition with printed sentences. Results showed a larger reading cost for sentences with difficult handwritten words than for sentences with easy handwritten words, which in turn showed a reading cost relative to the sentences with printed words. Critically, the effect of word frequency was greater for difficult handwritten words than for easy handwritten words or printed words in the total times on a target word, but not on first-fixation durations or gaze durations. We examine the implications of these findings for models of eye movement control in reading.

  19. An investigation of Chinese university EFL learner’s foreign language reading anxiety, reading strategy use and reading comprehension performance

    Directory of Open Access Journals (Sweden)

    Zhongshe Lu

    2015-01-01

    Full Text Available The present study explored the interrelations between foreign language (FL reading anxiety, FL reading strategy use and their interactive effect on FL reading comprehension performance at the tertiary level in China. Analyses of the survey data collected from 1702 university students yielded the following results: (a Both Foreign Language Reading Anxiety Scale (FLRAS and Foreign Language Reading Strategy Use Scale (FLRSUS had important subcomponents, (b more than half of the students generally did not feel anxious when reading English, and were confident in and satisfied with their English reading proficiency. Meanwhile, (c more than half of them moderately used different types of reading strategies such as planning, checking and confirming, predicting and assessing, when reading English, (d compared with their female peers, male students felt significantly more anxious when facing reading activities, less satisfied with their English reading proficiency, and used specific analyzing and planning strategies significantly less often during a reading activity, (e FLRAS was significantly inversely related to FLRSUS, and both were significantly correlated with the students’ FL reading comprehension performance, and (f FLRAS (overall FL reading anxiety, FLRAS1 (general anxiety about FL reading, and FLRSUS2 (predicting strategies were good predictors of FL reading comprehension performance. Based on the findings, some implications are discussed.

  20. The Relationship between Strategic Reading Instruction, Student Learning of L2-Based Reading Strategies and L2 Reading Achievement

    Science.gov (United States)

    Akkakoson, Songyut

    2013-01-01

    This study investigates the relationship between strategic reading instruction, the process of learning second language-based reading strategies and English reading achievement for Thai university students of science and technology. In a course in reading general English texts for 16?weeks, 82 students were taught using a strategies-based approach…