WorldWideScience

Sample records for length reading level

  1. Ocular Axial Length and Keratometry Readings of Normal Eyes in ...

    African Journals Online (AJOL)

    Aim: To provide average axial length and keratometry readings in healthy eyes of people in Rivers and surrounding states in southern Nigeria. This may guide the purchase of intraocular lens in the study area. Materials and methods: Four hundred consecutive patients with 800 non-cataractous eyes attending the eye clinic ...

  2. NEW APPROACHES: Reading in Advanced level physics

    Science.gov (United States)

    Fagan, Dorothy

    1997-11-01

    Teachers often report that their A-level pupils are unwilling to read physics-related material. What is it about physics texts that deters pupils from reading them? Are they just too difficult for 16 - 18 year olds, or is it that pupils lack specific reading skills? This article describes some of the results from my research into pupils' reading of physics-related texts and tries to clarify the situation.

  3. Precursors and consequences of phonemic length discrimination ability problems in children with reading disabilities and familial risk for dyslexia.

    Science.gov (United States)

    Pennala, Riitta; Eklund, Kenneth; Hämäläinen, Jarmo; Martin, Maisa; Richardson, Ulla; Leppänen, Paavo H T; Lyytinen, Heikki

    2013-10-01

    The authors investigated the importance of phonemic length discrimination ability on reading and spelling skills among children with reading disabilities and familial risk for dyslexia and among children with typical reading skills, as well as the role of prereading skills in reading and spelling development in children with reading disabilities. Finnish children with reading disabilities and discrimination problems (RDDP, n = 13), children with reading disabilities and typical discrimination abilities (RDTD, n = 27), and children with typical reading skills (TR, n = 140) were assessed between the ages of 1 and 6.5 years for language, phonological awareness, IQ, verbal memory, and rapid automatized naming. IQ, discrimination ability, and reading and spelling skills were assessed in the second grade. Statistical differences were examined at the group level. The RDDP group was poorer in spelling accuracy compared with the other groups. The RDDP group's prereading skills were poorer than those of the RDTD group. In regression analyses, the RDDP group's poor spelling skills were partially explained by their discrimination ability. Prereading skills are connected to poor reading skills, but phonemic length discrimination ability plays a critical role in spelling accuracy problems among children with reading disabilities and with familial risk for dyslexia.

  4. Impact of the Reading Buddies Program on Reading Level and Attitude Towards Reading

    Directory of Open Access Journals (Sweden)

    Hayley Dolman

    2013-03-01

    Full Text Available Objective – This research examines the Reading Buddies program at the Grande Prairie Public Library, which took place in July and August of 2011 and 2012. The Reading Buddies program pairs lower elementary students with teen volunteers for reading practice over the summer. The aim of the study was to discover how much impact the program would have on participating children’s reading levels and attitudes towards reading.Methods – During the first and last sessions of the Reading Buddies program, the participants completed the Elementary Reading Attitudes Survey (ERAS and the Graded Word Recognition Lists from the Bader Reading and Language Inventory (6th ed., 2008.Participants were also asked for their grade and sex, and the program coordinator kept track of attendance. Results – There were 37 Reading Buddies participants who completed both the pre- and post-tests for the study. On average, the program had a small positive effect on participants’ reading levels and a small negative effect on their attitudes towards reading. There was a larger range of changes to the ERAS scores than to the reading test scores, but most participants’ scores did not change dramatically on either measure.Conclusions – Although findings are limited by the small size of the data-set, results indicate that many of the Reading Buddies participants maintained their reading level over the summer and had a similar attitude towards reading at the end of the program. On average, reading levels increased slightly and attitudes towards reading were slightly more negative. Many factors could not be taken into account during the study (e.g., the amount of reading done at home. A study with a control group that did not participate in the program could help to assess whether the program helped to combat summer learning loss.

  5. The Relationship between Reading Self-Efficacy Beliefs, Reading Strategy Use and Reading Comprehension Level of Iranian EFL Learners

    Science.gov (United States)

    Naseri, Mahdieh; Zaferanieh, Elaheh

    2012-01-01

    This co-relational study explored the relationship between reading self-efficacy beliefs, reading strategies use and reading comprehension level of Iranian EFL learners. In this study, Michigan reading comprehension test, a self-reported Reading Strategy Use Questionnaire, and a Reading Self-efficacy Questionnaire were administered to eighty…

  6. 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…

  7. Thinking and Reading for Entry Level Workers.

    Science.gov (United States)

    Allentown Literacy Council, PA.

    A pilot project demonstrated that cooperative training programs are effective and cost efficient for small businesses. Common entry-level reading and thinking tasks were identified in a variety of occupational areas. Five growing occupational areas were identified: industrial/machine operator; health care; food preparation; hotel/hospitality; and…

  8. Word skipping: effects of word length, predictability, spelling and reading skill.

    Science.gov (United States)

    Slattery, Timothy J; Yates, Mark

    2017-08-31

    Readers eyes often skip over words as they read. Skipping rates are largely determined by word length; short words are skipped more than long words. However, the predictability of a word in context also impacts skipping rates. Rayner, Slattery, Drieghe and Liversedge (2011) reported an effect of predictability on word skipping for even long words (10-13 characters) that extend beyond the word identification span. Recent research suggests that better readers and spellers have an enhanced perceptual span (Veldre & Andrews, 2014). We explored whether reading and spelling skill interact with word length and predictability to impact word skipping rates in a large sample (N=92) of average and poor adult readers. Participants read the items from Rayner et al. (2011) while their eye movements were recorded. Spelling skill (zSpell) was assessed using the dictation and recognition tasks developed by Sally Andrews and colleagues. Reading skill (zRead) was assessed from reading speed (words per minute) and accuracy of three 120 word passages each with 10 comprehension questions. We fit linear mixed models to the target gaze duration data and generalized linear mixed models to the target word skipping data. Target word gaze durations were significantly predicted by zRead while, the skipping likelihoods were significantly predicted by zSpell. Additionally, for gaze durations, zRead significantly interacted with word predictability as better readers relied less on context to support word processing. These effects are discussed in relation to the lexical quality hypothesis and eye movement models of reading.

  9. Read length and repeat resolution: exploring prokaryote genomes using next-generation sequencing technologies.

    Directory of Open Access Journals (Sweden)

    Matt J Cahill

    Full Text Available BACKGROUND: There are a growing number of next-generation sequencing technologies. At present, the most cost-effective options also produce the shortest reads. However, even for prokaryotes, there is uncertainty concerning the utility of these technologies for the de novo assembly of complete genomes. This reflects an expectation that short reads will be unable to resolve small, but presumably abundant, repeats. METHODOLOGY/PRINCIPAL FINDINGS: Using a simple model of repeat assembly, we develop and test a technique that, for any read length, can estimate the occurrence of unresolvable repeats in a genome, and thus predict the number of gaps that would need to be closed to produce a complete sequence. We apply this technique to 818 prokaryote genome sequences. This provides a quantitative assessment of the relative performance of various lengths. Notably, unpaired reads of only 150nt can reconstruct approximately 50% of the analysed genomes with fewer than 96 repeat-induced gaps. Nonetheless, there is considerable variation amongst prokaryotes. Some genomes can be assembled to near contiguity using very short reads while others require much longer reads. CONCLUSIONS: Given the diversity of prokaryote genomes, a sequencing strategy should be tailored to the organism under study. Our results will provide researchers with a practical resource to guide the selection of the appropriate read length.

  10. Read length and repeat resolution: Exploring prokaryote genomes using next-generation sequencing technologies

    KAUST Repository

    Cahill, Matt J.

    2010-07-12

    Background: There are a growing number of next-generation sequencing technologies. At present, the most cost-effective options also produce the shortest reads. However, even for prokaryotes, there is uncertainty concerning the utility of these technologies for the de novo assembly of complete genomes. This reflects an expectation that short reads will be unable to resolve small, but presumably abundant, repeats. Methodology/Principal Findings: Using a simple model of repeat assembly, we develop and test a technique that, for any read length, can estimate the occurrence of unresolvable repeats in a genome, and thus predict the number of gaps that would need to be closed to produce a complete sequence. We apply this technique to 818 prokaryote genome sequences. This provides a quantitative assessment of the relative performance of various lengths. Notably, unpaired reads of only 150nt can reconstruct approximately 50% of the analysed genomes with fewer than 96 repeat-induced gaps. Nonetheless, there is considerable variation amongst prokaryotes. Some genomes can be assembled to near contiguity using very short reads while others require much longer reads. Conclusions: Given the diversity of prokaryote genomes, a sequencing strategy should be tailored to the organism under study. Our results will provide researchers with a practical resource to guide the selection of the appropriate read length. 2010 Cahill et al.

  11. Axial length and keratometry readings in Nigeria- a guide to biometr

    African Journals Online (AJOL)

    Dr Adio

    Aim: To provide average axial length and keratometry readings in healthy eyes of people in Rivers and surrounding states in southern Nigeria. This may guide the purchase of intraocular lens in the study area. Materials and methods: Four hundred consecutive patients with 800 non-cataractous eyes attending the eye clinic ...

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

    Directory of Open Access Journals (Sweden)

    Cathy H Ficzere

    2016-09-01

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

  13. Reading Strategies Employed by University Business English Majors with Different Levels of Reading Proficiency

    Science.gov (United States)

    Chen, Jun; Intaraprasert, Channarong

    2014-01-01

    The purpose of this study was to investigate the use of reading strategies by the university Business English majors in relation to their levels of reading proficiency. The participants were 926 university Business English majors from 6 universities in southwest China. The Strategy Questionnaire for Business English Reading (SQBER) and the…

  14. On the relation between reading difficulty and mind-wandering: a section-length account.

    Science.gov (United States)

    Forrin, Noah D; Risko, Evan F; Smilek, Daniel

    2017-11-01

    In many situations, increasing task difficulty decreases thoughts that are unrelated to the task (i.e., mind-wandering). In the context of reading, however, recent research demonstrated that increasing passage reading difficulty actually increases mind-wandering rates (e.g., Feng et al. in Psychon Bull Rev 20:586-592, 2013). The primary goal of this research was to elucidate the mechanism that drives this positive relation. Across Experiments 1-3, we found evidence that the effect of Flesch-Kincaid reading difficulty on mind-wandering is partially driven by hard passages having longer sections of text (i.e., more words per screen) than easy passages when passages are presented one sentence at a time. In Experiment 4, we controlled for reading difficulty, and found that section length was positively associated with mind-wandering rates. We conclude by proposing that individuals may tend to disengage their attention from passages with relatively long sections of text because they appear to be more demanding than passages with shorter sections (even though objective task demands are equivalent).

  15. Perception of Phonemic Length and Its Relation to Reading and Spelling Skills in Children with Family Risk for Dyslexia in the First Three Grades of School

    Science.gov (United States)

    Pennala, Riitta; Eklund, Kenneth; Hamalainen, Jarmo; Richardson, Ulla; Martin, Maisa; Leiwo, Matti; Leppanen, Paavo H. T.; Lyytinen, Heikki

    2010-01-01

    Purpose: To examine the ability to discriminate phonemic length and the association of this ability with reading accuracy, reading speed, and spelling accuracy in Finnish children throughout Grades 1-3. Method: Reading-disabled (RDFR, n = 35) and typically reading children (TRFR, n = 69) with family risk for dyslexia and typically reading control…

  16. cDNA Library Enrichment of Full Length Transcripts for SMRT Long Read Sequencing.

    Science.gov (United States)

    Cartolano, Maria; Huettel, Bruno; Hartwig, Benjamin; Reinhardt, Richard; Schneeberger, Korbinian

    2016-01-01

    The utility of genome assemblies does not only rely on the quality of the assembled genome sequence, but also on the quality of the gene annotations. The Pacific Biosciences Iso-Seq technology is a powerful support for accurate eukaryotic gene model annotation as it allows for direct readout of full-length cDNA sequences without the need for noisy short read-based transcript assembly. We propose the implementation of the TeloPrime Full Length cDNA Amplification kit to the Pacific Biosciences Iso-Seq technology in order to enrich for genuine full-length transcripts in the cDNA libraries. We provide evidence that TeloPrime outperforms the commonly used SMARTer PCR cDNA Synthesis Kit in identifying transcription start and end sites in Arabidopsis thaliana. Furthermore, we show that TeloPrime-based Pacific Biosciences Iso-Seq can be successfully applied to the polyploid genome of bread wheat (Triticum aestivum) not only to efficiently annotate gene models, but also to identify novel transcription sites, gene homeologs, splicing isoforms and previously unidentified gene loci.

  17. Effects of parafoveal word length and orthographic features on initial fixation landing positions in reading.

    Science.gov (United States)

    Plummer, Patrick; Rayner, Keith

    2012-07-01

    Previous research has demonstrated that readers use word length and word boundary information in targeting saccades into upcoming words while reading. Previous studies have also revealed that the initial landing positions for fixations on words are affected by parafoveal processing. In the present study, we examined the effects of word length and orthographic legality on targeting saccades into parafoveal words. Long (8-9 letters) and short (4-5 letters) target words, which were matched on lexical frequency and initial letter trigram, were paired and embedded into identical sentence frames. The gaze-contingent boundary paradigm (Rayner, 1975) was used to manipulate the parafoveal information available to the reader before direct fixation on the target word. The parafoveal preview was either identical to the target word or was a visually similar nonword. The nonword previews contained orthographically legal or orthographically illegal initial letters. The results showed that orthographic preprocessing of the word to the right of fixation affected eye movement targeting, regardless of word length. Additionally, the lexical status of an upcoming saccade target in the parafovea generally did not influence preprocessing.

  18. Informal Reading Inventories; Reappraising the Criteria for the Instructional Reading Level.

    Science.gov (United States)

    Lunn, Mary K.; Johns, Jerry L.

    1983-01-01

    Summarizes P. A. Killgallon's 1942 study that helped to establish the criteria for the instructional reading level, examines W. R. Powell's 1970 critique of that study, and presents concerns about Powell's study. (FL)

  19. Multiple Word-Length High-Level Synthesis

    Directory of Open Access Journals (Sweden)

    Coussy Philippe

    2008-01-01

    Full Text Available Abstract Digital signal processing (DSP applications are nowadays widely used and their complexity is ever growing. The design of dedicated hardware accelerators is thus still needed in system-on-chip and embedded systems. Realistic hardware implementation requires first to convert the floating-point data of the initial specification into arbitrary length data (finite-precision while keeping an acceptable computation accuracy. Next, an optimized hardware architecture has to be designed. Considering uniform bit-width specification allows to use traditional automated design flow. However, it leads to oversized design. On the other hand, considering non uniform bit-width specification allows to get a smaller circuit but requires complex design tasks. In this paper, we propose an approach that inputs a C/C++ specification. The design flow, based on high-level synthesis (HLS techniques, automatically generates a potentially pipeline RTL architecture described in VHDL. Both bitaccurate integer and fixed-point data types can be used in the input specification. The generated architecture uses components (operator, register, etc. that have different widths. The design constraints are the clock period and the throughput of the application. The proposed approach considers data word-length information in all the synthesis steps by using dedicated algorithms. We show in this paper the effectiveness of the proposed approach through several design experiments in the DSP domain.

  20. Multiple Word-Length High-Level Synthesis

    Directory of Open Access Journals (Sweden)

    Dominique Heller

    2008-09-01

    Full Text Available Digital signal processing (DSP applications are nowadays widely used and their complexity is ever growing. The design of dedicated hardware accelerators is thus still needed in system-on-chip and embedded systems. Realistic hardware implementation requires first to convert the floating-point data of the initial specification into arbitrary length data (finite-precision while keeping an acceptable computation accuracy. Next, an optimized hardware architecture has to be designed. Considering uniform bit-width specification allows to use traditional automated design flow. However, it leads to oversized design. On the other hand, considering non uniform bit-width specification allows to get a smaller circuit but requires complex design tasks. In this paper, we propose an approach that inputs a C/C++ specification. The design flow, based on high-level synthesis (HLS techniques, automatically generates a potentially pipeline RTL architecture described in VHDL. Both bitaccurate integer and fixed-point data types can be used in the input specification. The generated architecture uses components (operator, register, etc. that have different widths. The design constraints are the clock period and the throughput of the application. The proposed approach considers data word-length information in all the synthesis steps by using dedicated algorithms. We show in this paper the effectiveness of the proposed approach through several design experiments in the DSP domain.

  1. A highly efficient SDRAM controller supporting variable-length burst access and batch process for discrete reads

    Science.gov (United States)

    Li, Nan; Wang, Junzheng

    2016-03-01

    A highly efficient Synchronous Dynamic Random Access Memory (SDRAM) controller supporting variable-length burst access and batch process for discrete reads is proposed in this paper. Based on the Principle of Locality, command First In First Out (FIFO) and address range detector are designed within this controller to accelerate its responses to discrete read requests, which dramatically improves the average Effective Bus Utilization Ratio (EBUR) of SDRAM. Our controller is finally verified by driving the Micron 256-Mb SDRAM MT48LC16M16A2. Successful simulation and verification results show that our controller exhibits much higher EBUR than do most existing designs in case of discrete reads.

  2. Effects of word width and word length on optimal character size for reading of horizontally scrolling Japanese words

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    Wataru eTeramoto

    2016-02-01

    Full Text Available The present study investigated whether word width and length affect the optimal character size for reading of horizontally scrolling Japanese words, using reading speed as a measure. In Experiment 1, three Japanese words, each consisting of 4 Hiragana characters, sequentially scrolled on a display screen from right to left. Participants, all Japanese native speakers, were instructed to read the words aloud as accurately as possible, irrespective of their order within the sequence. To quantitatively measure their reading performance, we used rapid serial visual presentation paradigm, where the scrolling rate was increased until the participants began to make mistakes. Thus, the highest scrolling rate at which the participants’ performance exceeded 88.9% correct rate was calculated for each character size (0.3, 0.6, 1.0, and 3.0° and scroll window size (5 or 10 character spaces. Results showed that the reading performance was highest in the range of 0.6° to 1.0°, irrespective of the scroll window size. Experiment 2 investigated whether the optimal character size observed in Experiment 1 was applicable for any word width and word length (i.e., the number of characters in a word. Results showed that reading speeds were slower for longer than shorter words and the word width of 3.6° was optimal among the word lengths tested (3, 4, and 6 character words. Considering that character size varied depending on word width and word length in the present study, this means that the optimal character size can be changed by word width and word length.

  3. The effects of read length, quality and quantity on microsatellite discovery and primer development: from Illumina to PacBio.

    Science.gov (United States)

    Wei, Na; Bemmels, Jordan B; Dick, Christopher W

    2014-09-01

    The advent of next-generation sequencing (NGS) technologies has transformed the way microsatellites are isolated for ecological and evolutionary investigations. Recent attempts to employ NGS for microsatellite discovery have used the 454, Illumina, and Ion Torrent platforms, but other methods including single-molecule real-time DNA sequencing (Pacific Biosciences or PacBio) remain viable alternatives. We outline a workflow from sequence quality control to microsatellite marker validation in three plant species using PacBio circular consensus sequencing (CCS). We then evaluate the performance of PacBio CCS in comparison with other NGS platforms for microsatellite isolation, through simulations that focus on variations in read length, read quantity and sequencing error rate. Although quality control of CCS reads reduced microsatellite yield by around 50%, hundreds of microsatellite loci that are expected to have improved conversion efficiency to functional markers were retrieved for each species. The simulations quantitatively validate the advantages of long reads and emphasize the detrimental effects of sequencing errors on NGS-enabled microsatellite development. In view of the continuing improvement in read length on NGS platforms, sequence quality and the corresponding strategies of quality control will become the primary factors to consider for effective microsatellite isolation. Among current options, PacBio CCS may be optimal for rapid, small-scale microsatellite development due to its flexibility in scaling sequencing effort, while platforms such as Illumina MiSeq will provide cost-efficient solutions for multispecies microsatellite projects. © 2014 John Wiley & Sons Ltd.

  4. Reading habit and level of utilization of agricultural information ...

    African Journals Online (AJOL)

    Reading habit and level of utilization of agricultural information among farmers in Saki West Local Government Area of Oyo State. MF Siyanbola, PO Eniola, OA Olaniyi. Abstract. No Abstract. International Journal of Tropical Agriculture and Food Systems Vol. 1 (3) 2007: pp. 275-279. http://dx.doi.org/10.4314/ijotafs.v1i3.

  5. Thinking Levels of Questions in Christian Reading Textbooks

    Science.gov (United States)

    Lee, Heather A.

    2015-01-01

    If Christian schools desire students to achieve higher-level thinking, then the textbooks that teachers use should reflect such thinking. Using Risner's (1987) methodology, raters classified questions from two Christian publishers' fifth grade reading textbooks based on the revised Bloom's taxonomy (Anderson et al., 2001). The questions in the A…

  6. Listening and Reading Proficiency Levels of College Students

    Science.gov (United States)

    Tschirner, Erwin

    2016-01-01

    This article examines listening and reading proficiency levels of U.S. college foreign language students at major milestones throughout their undergraduate career. Data were collected from more than 3,000 participants studying seven languages at 21 universities and colleges across the United States. The results show that while listening…

  7. Pathway evidence of how musical perception predicts word-level reading ability in children with reading difficulties.

    Directory of Open Access Journals (Sweden)

    Hugo Cogo-Moreira

    Full Text Available To investigate whether specific domains of musical perception (temporal and melodic domains predict the word-level reading skills of eight- to ten-year-old children (n = 235 with reading difficulties, normal quotient of intelligence, and no previous exposure to music education classes.A general-specific solution of the Montreal Battery of Evaluation of Amusia (MBEA, which underlies a musical perception construct and is constituted by three latent factors (the general, temporal, and the melodic domain, was regressed on word-level reading skills (rate of correct isolated words/non-words read per minute.General and melodic latent domains predicted word-level reading skills.

  8. The Relationship of Reading Comprehension Success with Metacognitive Awareness, Motivation, and Reading Levels of Fifth Grade Students

    Science.gov (United States)

    Memis, Aysel; Bozkurt, Metin

    2013-01-01

    This research aims to investigate the relationship between metacognitive awareness, reading motivations, reading levels and reading comprehension success of fifth grade students using comparative relative scan model. There were 577 students. In the result of the research, in which data were collected with four scales, it was concluded that reading…

  9. Effects of Different Text Difficulty Levels on EFL Learners' Foreign Language Reading Anxiety and Reading Comprehension

    Science.gov (United States)

    Bahmani, Roghayeh; Farvardin, Mohammad Taghi

    2017-01-01

    This study aimed to examine the effects of different text difficulty levels on foreign language reading anxiety (FLRA) and reading comprehension of English as a Foreign Language (EFL) learners. To this end, 50 elementary EFL learners were selected from two intact classes (n = 25 each). Each class was assigned to a text difficulty level (i.e.,…

  10. Do changes in socialization lead to decline in reading level? How parents, literary education, and popular culture affect the level of books read

    NARCIS (Netherlands)

    Verboord, Marc; Rees, Kees van

    2003-01-01

    The influence of reading socialization on the level of books read in adult life was investigated for birth cohorts who finished secondary education between 1975 and 1998. Three forms of reading socialization were taken into account: socialization in the parental home, literary socialization at

  11. Eye movements and word skipping during reading: Effects of word length and predictability

    Science.gov (United States)

    Rayner, Keith; Slattery, Timothy J.; Drieghe, Denis; Liversedge, Simon P.

    2012-01-01

    The extent to which target words were predictable from prior context was varied: half of the target words were predictable and the other half were unpredictable. In addition, the length of the target word varied: the target words were short (4–6 letters), medium (7–9 letters), or long (10–12 letters). Length and predictability both yielded strong effects on the probability of skipping the target words and on the amount of time readers fixated the target words (when they were not skipped). However, there was no interaction in any of the measures examined for either skipping or fixation time. The results demonstrate that word predictability (due to contextual constraint) and word length have strong and independent influences on word skipping and fixation durations. Furthermore, since the long words extended beyond the word identification span, the data indicate that skipping can occur on the basis of partial information in relation to word identity. PMID:21463086

  12. Axial length and keratometry readings in Nigeria- a guide to biometr

    African Journals Online (AJOL)

    Dr Adio

    though not ideal may be useful where biometric machines are either not available or faulty. Surgeries are increasingly being done in the rural areas and in camp settings and a working figure for the axial length and/or keratometry values in the locality where the procedure is taking place are useful. The average A-scan ...

  13. Complex Text or Frustration-Level Text: Using Shared Reading to Bridge the Difference

    Science.gov (United States)

    Stahl, Katherine A. Dougherty

    2012-01-01

    Challenging texts can be made accessible to students by increasing the level of instructional scaffolding. This article describes evidence-based models of shared reading that support reading development across the elementary years. Shared Reading Experience (Holdaway, 1982), Fluency-Oriented Reading Instruction (Stahl & Heubach, 2005),…

  14. Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners

    Science.gov (United States)

    Morisoli, Kelly L.

    2010-01-01

    This researcher investigated the effects of repeated reading, performance feedback, and systematic error correction on the reading fluency of three secondary English language learners (ELLs) with a specific learning disability (SLD) in reading. A multiple baseline reversal design across subjects was used to explore the effects of repeated reading…

  15. Levelling the Reading Gap: A Socio-spatial Study of School Libraries and Reading in Singapore

    Science.gov (United States)

    Loh, Chin Ee

    2016-01-01

    This article takes a comparative socio-spatial approach at the intersection of social class and reading politics to provide a fresh way of examining school reading policies and practices, unearthing previously hidden spaces of inequity for reading intervention. The juxtaposition of two nested case studies in Singapore, one of an elite all-boys'…

  16. Reading.

    Science.gov (United States)

    Judy, Stephen, Ed.

    Articles in this monograph reflect the fact that English teachers see reading and literature as closely related. The opening essay, "Reading Is Non-Linear," provides the theoretical base for a comprehensive approach, drawing on current psycholinguistic theory. "Toward Comprehensive Reading Programs in Secondary Schools," reviews current issues and…

  17. READING: The Nature and Difficulty Levels of Materials Read by Beginning Office Workers.

    Science.gov (United States)

    Salzman, Gerald R.

    1980-01-01

    A high percentage of young people (16-24 years of age) lack essential skills in reading, writing, and arithmetic needed to become workers and citizens. The teaching of reading should be of importance to all educators, not just language arts teachers. (JOW)

  18. Evaluation of students’ mathematical problem solving skills in relation to their reading levels

    Directory of Open Access Journals (Sweden)

    Gökhan Özsoy

    2015-09-01

    Full Text Available The purpose of the current study is to investigate the correlation between students’ reading levels and mathematical problem solving skills. The present study was conducted in line with a qualitative research method, i.e., the phenomenological method. The study group of the current research is composed of six third grade students with different reading levels. The data of the study were collected through the reading of texts, the Ekwall/Shanker reading inventory and the problem solving think-aloud protocol. The collected data were evaluated using a descriptive analysis method. Once the study had been completed, it was concluded that problem solving skills varied according to reading level.

  19. Investigating the Relationship between Connectives and Readers' Reading Comprehension Level

    Science.gov (United States)

    Gençer, Yusuf; ÇetiInkaya, Gökhan

    2015-01-01

    The purpose of this study is to investigate the relationship between connectives in Turkish texts and readers' reading comprehension. Research was conducted with a total of 50 teachers. In the study group, readers' reading comprehension was determined through 10 descriptive texts by using open-ended questions. The results of the analysis revealed…

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

    NARCIS (Netherlands)

    Velleman, Eric Martin; van der Geest, Thea

    2014-01-01

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

  1. The Impact of Gender and Reading Level On: Student Perception, Academic Practice, and Student Enjoyment

    Science.gov (United States)

    Sclafani, Chris; Wickes, Dennis

    2017-01-01

    Much research has been conducted on reading levels of elementary school students. Teachers search for learning experiences that lend inclusion to all genders and levels. How does this all lay out for the students? The initial trial of the study looks into the impact and differences of gender and/or reading level on areas such as school enjoyment,…

  2. Discourse level reading comprehension interventions following acquired brain injury: a systematic review.

    Science.gov (United States)

    Watter, Kerrin; Copley, Anna; Finch, Emma

    2017-02-01

    Purpose Reading comprehension can change following acquired brain injury (ABI), impacting independence and participation. This review aims to identify and evaluate the interventions used for rehabilitation of discourse level reading in adults with ABI. Methods A systematic review was conducted of published journal articles. Methodological quality of studies was reviewed using formal and informal rating scales. Inclusion criteria involved adults with non-progressive ABI who experienced discourse level reading deficits related to aphasia or cognitive-communication disorders. Results A total of 23 studies were identified; these included randomized controlled trials, cohort and case studies. Six different types of reading interventions were found, overall results of these interventions were mixed. Reading deficits were reportedly related to language (aphasia) and/or cognitive deficits, with assessment processes varying. Questions arose regarding comparability of assessment methods and diagnostic issues across the studies. Conclusions Interventions for discourse level reading comprehension can make positive changes to reading function. However, no intervention was identified as a gold standard. A trend toward strategy-based reading was found, with these offering a potential for (comparatively) cost-effective lower-dosage reading treatments with positive-trend results. Cognitive and language features should be considered for assessment and intervention planning for discourse reading in ABI. Implications for Rehabilitation Six different types of discourse reading comprehension interventions for people with ABI were identified, with mixed evidence for each intervention. Clinicians need to consider both the linguistic and cognitive features of reading for assessment and intervention planning for discourse level reading. There is a research trend toward strategy-based reading interventions, which use a lower treatment dosage.

  3. Effect of different levels of sharpness processing filter on the measurement accuracy of endodontic file length

    Directory of Open Access Journals (Sweden)

    Nastaran Farhadi

    2016-01-01

    Full Text Available Introduction: The present study was undertaken to evaluate the effect of different levels of sharpness processing filter on the accuracy of endodontic file length determination using digital periapical radiography. Materials and Methods: Forty human single-rooted permanent teeth were selected and International Organization for Standardization (ISO #08 K-files were inserted into the root canals of the teeth. The file lengths were measured with a digital caliper as the gold standard. Digital periapical images were obtained using a phosphor storage plate as a detector. Three levels of sharpness tool of Scanora software program version 5.1 was used to produce enhanced images: Sharpen 1 (mild level, Sharpen 2 (moderate level, and Sharpen 3 (high level. Two radiologists and two endodontists measured file lengths on the original and enhanced images. The measurements were compared using repeated measures ANOVA and Bonferroni tests (α = 0.05. Results: There were no significant differences between the measurement accuracy of original images and that of the Sharpen 1 and Sharpen 2 enhanced images (P > 0.05. However, significant differences were found between the measurement accuracy of original and that of the Sharpen 3 enhanced images (P 0.05. Conclusion: The application of mild and moderate levels of sharpness processing filter did not influence the accuracy of endodontic file length determination. However, high-level sharpness processing filter is not recommended due to its unfavorable effects on measurement accuracy.

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

    Directory of Open Access Journals (Sweden)

    Angelina Wan Lin Tan

    2018-01-01

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

  5. Studies on the growth of penaeid prawns: 1. Length-weight relation and condition factor under different levels of feeding

    Digital Repository Service at National Institute of Oceanography (India)

    Nair, S.R.S.; Iyer, H.K.; Devi, C.B.L.; Kutty, M.K.

    Length-weight relation and earthworm feeding conditions under different levels for @iPenaeus indicus@@ and @iMetapenaeus dobsoni@@ were estimated. Length-weight exponent in both species was unaffected by the feeding levels and the consequent...

  6. The Analysis of Reading Skills and Visual Perception Levels of First Grade Turkish Students

    Science.gov (United States)

    Memis, Aysel; Sivri, Diler Ayvaz

    2016-01-01

    In this study, primary school first grade students' reading skills and visual perception levels were investigated. Sample of the study, which was designed with relational scanning model, consisted of 168 first grade students studying at three public primary schools in Kozlu, Zonguldak, in 2013-2014 education year. Students' reading level, reading…

  7. 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.…

  8. Reading Habits of University ESL Students at Different Levels of English Proficiency and Education.

    Science.gov (United States)

    Mokhtari, Kouider; Sheorey, Ravi

    1994-01-01

    Examines the degree to which the levels of English proficiency (high vs. low) and education (graduate vs. undergraduate) of English-as-a-Second-Language (ESL) students were associated with differences in their reading behaviors. Finds that the subjects' level of education and English proficiency were associated with their reading behavior…

  9. Libro de Lectura. Nivel A. (Reading Book. Level A.).

    Science.gov (United States)

    Yeats, Alid; And Others

    This is the first in a series of four reading books written in Spanish and designed for use in elementary bilingual education programs. The stories are divided into two main sections, Estudios Sociales (Social Studies) and La Naturaleza (Nature). The five stories in the first section deal with such topics as the home, school, and cleaning. The…

  10. Libro de Lectura. Nivel C. (Reading Book. Level C.).

    Science.gov (United States)

    Yeats, Alid

    This is the third in a series of four reading books written in Spanish and designed for use in elementary bilingual education programs. The reader contains nine stories, most of which deal with some aspect of nature study, such as plants or insects. Each story is followed by a list of new vocabulary and enrichment exercises and activities in the…

  11. Libro de Lectura. Nivel B. (Reading Book. Level B.).

    Science.gov (United States)

    Yeats, Alid; And Others

    This is the second in a series of four reading books written in Spanish and designed for use in elementary bilingual education programs. The stories are divided into two main sections, Estudios Sociales (Social Studies), and La Comunidad (The Community). The stories in the first section have to do with activities in the home, particularly chores…

  12. A theoretical study of the possible use of electroosmotic flow to extend the read length of DNA sequencing by end-labeled free solution electrophoresis.

    Science.gov (United States)

    McCormick, Laurette C; Slater, Gary W

    2006-05-01

    End-labeled free solution electrophoresis (ELFSE) provides a means of separating DNA with free-solution CE, eliminating the need for gels and polymer solutions which increase the run time and can be difficult to load into a capillary. In free-solution electrophoresis, DNA is normally free-draining and all fragments reach the detector at the same time, whereas ELFSE uses an uncharged label molecule attached to each DNA fragment in order to render the electrophoretic mobility size-dependent. With ELFSE, however, the larger molecules are not separated enough (limiting the read length in the case of ssDNA sequencing) while the smaller ones are overseparated; the larger ones are too fast while the shorter ones are too slow, which is the opposite of traditional gel-based methods. In this article, we show how an EOF could be used to overcome these problems and extend the DNA sequencing read length of ELFSE. This counterflow would allow the larger, previously unresolved molecules more time to separate and thereby increase the read length. Through our theoretical investigation, we predict that an EOF mobility of approximately the same magnitude as that of unlabeled DNA would provide the best results for the regime where all molecules move in the same direction. Even better resolution would be possible for smaller values of EOF which allow different directions of migration; however, the migration times then would become too large. The flow would need to be well controlled since the gain in read length decreases as the magnitude of the counterflow increases; an EOF mobility double that of unlabeled DNA would no longer increase the read length, although ELFSE would still benefit from a reduction in migration time.

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

    Directory of Open Access Journals (Sweden)

    Sri Haryanti

    2013-11-01

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

  14. Description of Cognitive and Competence Processes Involved in the Levels of Reading Comprehension in College Students

    Directory of Open Access Journals (Sweden)

    Charles Romel Yáñez Botello

    2013-12-01

    Full Text Available This is a descriptive research whose main objective was to describe the cognitive processes involved in reading and its relation to different levels of reading comprehension. For doing so, it was chosen a sample of 124 college students of Bogotá city. Participants- men and women between 16 and 30 years old- were studying first semester of psychology. The Evaluation Test for Reading Comprehension by Arenas (2007 was applied in order to describe cognitive operations. Moreover, results related to comprehension levels were analyzed through the Rasch Model. Besides, the Angof Methodology was used to specify the competence levels. It was concluded that there are five levels of reading comprehension. It must be said that most of the students were classified in the literal and inferential reading levels. Finally, the findings and limitations of the research were discussed.

  15. Higher circulating levels of IGF-1 are associated with longer leukocyte telomere length in healthy subjects

    DEFF Research Database (Denmark)

    Barbieri, Michelangela; Paolisso, Giuseppe; Kimura, Masayuki

    2009-01-01

    Mutations that inhibit the insulin-like growth factor-1 (IGF-1) extend the lifespan of worms, flies and mice. However, it appears that relatively low circulating levels of IGF-1 in humans are associated with aging-related diseases and diminished longevity. As leukocyte telomere length (LTL) is os...

  16. The effect of different levels of prebiotic on the length of fingerling ...

    African Journals Online (AJOL)

    AGH

    2012-05-03

    May 3, 2012 ... significant effect on fish length and treatment with 0.5 kg per ton showed better performance than ... production without corresponding quality facilities, thus ... Diet preparation. Experimental diets were formulated with five levels of prebiotic A- max (0.0, 0.5, 1, 1.5 and 2 kg/ton). The basal diet composition is.

  17. The effect of different levels of prebiotic on the length of fingerling ...

    African Journals Online (AJOL)

    This work was carried out to evaluate the effect of different levels (0.0, 0.5, 1, 1.5 and 2 kg per ton) of prebiotics (yeast culture concentrate derived from the outer cell wall of Saccharomyces cervisiae) on the length trait of the fingerling rainbow trout. This experiment was conducted in split plot with complete randomize design ...

  18. Light, nutrients, and food-chain length constrain planktonic energy transfer efficiency across multiple trophic levels.

    Science.gov (United States)

    Dickman, Elizabeth M; Newell, Jennifer M; González, María J; Vanni, Michael J

    2008-11-25

    The efficiency of energy transfer through food chains [food chain efficiency (FCE)] is an important ecosystem function. It has been hypothesized that FCE across multiple trophic levels is constrained by the efficiency at which herbivores use plant energy, which depends on plant nutritional quality. Furthermore, the number of trophic levels may also constrain FCE, because herbivores are less efficient in using plant production when they are constrained by carnivores. These hypotheses have not been tested experimentally in food chains with 3 or more trophic levels. In a field experiment manipulating light, nutrients, and food-chain length, we show that FCE is constrained by algal food quality and food-chain length. FCE across 3 trophic levels (phytoplankton to carnivorous fish) was highest under low light and high nutrients, where algal quality was best as indicated by taxonomic composition and nutrient stoichiometry. In 3-level systems, FCE was constrained by the efficiency at which both herbivores and carnivores converted food into production; a strong nutrient effect on carnivore efficiency suggests a carryover effect of algal quality across 3 trophic levels. Energy transfer efficiency from algae to herbivores was also higher in 2-level systems (without carnivores) than in 3-level systems. Our results support the hypothesis that FCE is strongly constrained by light, nutrients, and food-chain length and suggest that carryover effects across multiple trophic levels are important. Because many environmental perturbations affect light, nutrients, and food-chain length, and many ecological services are mediated by FCE, it will be important to apply these findings to various ecosystem types.

  19. Deaf persons' english reading levels and associations with epidemiological, educational, and cultural factors.

    Science.gov (United States)

    Zazove, Philip; Meador, Helen E; Reed, Barbara D; Gorenflo, Daniel W

    2013-01-01

    One hundred six Michigan d/Deaf persons, part of a study evaluating how to improve d/Deaf persons' understanding of cancer prevention recommendations, had reading levels determined using the Test of Reading Comprehension, Syntactic Sentences. Respondents averaged 52 years old, 59% female, 84% Caucasian, 58% married, and 75% Deaf community members. The mean Test of Reading Comprehension, Syntactic Sentences score was 6.1 (women: 6.2, men: 6.0). Higher scores were associated with greater income (p = .02), employment (p = .01), education (high school p = .002, some college p Deaf father (p = .02), losing hearing after age 20 years, believing smoking is bad (p Deaf community membership (p = .02). In multivariate analysis, higher scores were associated with higher income, college degree, and teacher using English. Reading levels of a predominantly Deaf population were low. Higher income, college degree, and teacher using English were associated with higher reading levels.

  20. Deaf College Students' Mathematical Skills Relative to Morphological Knowledge, Reading Level, and Language Proficiency

    Science.gov (United States)

    Kelly, Ronald R.; Gaustad, Martha G.

    2007-01-01

    This study of deaf college students examined specific relationships between their mathematics performance and their assessed skills in reading, language, and English morphology. Simple regression analyses showed that deaf college students' language proficiency scores, reading grade level, and morphological knowledge regarding word segmentation and…

  1. Expanding the environment: gene × school-level SES interaction on reading comprehension.

    Science.gov (United States)

    Hart, Sara A; Soden, Brooke; Johnson, Wendy; Schatschneider, Christopher; Taylor, Jeanette

    2013-10-01

    Influential work has explored the role of family socioeconomic status (SES) as an environmental moderator of genetic and environmental influences on cognitive outcomes. This work has provided evidence that socioeconomic circumstances differentially impact the heritability of cognitive abilities, generally supporting the bioecological model in that genetic influences are greater at higher levels of family SES. The present work expanded consideration of the environment, using school-level SES as a moderator of reading comprehension. The sample included 577 pairs of twins from the Florida Twin Project on Reading, Behavior and Environment. Reading comprehension was measured by the Florida Comprehensive Achievement Test (FCAT) Reading in third or fourth grade. School-level SES was measured by the mean Free and Reduced Lunch Status (FRLS) of the schoolmates of the twins. The best-fitting univariate G × E moderation model indicated greater genetic influences on reading comprehension when fewer schoolmates qualified for FRLS (i.e., 'higher' school-level SES). There was also an indication of moderation of the shared environment; there were greater shared environmental influences on reading comprehension at higher school-level SES. The results supported the bioecological model; greater genetic variance was found in school environments in which student populations experienced less poverty. In general, 'higher' school-level SES allowed genetic and probably shared environmental variance to contribute as sources of individual differences in reading comprehension outcomes. Poverty suppresses these influences. © 2013 The Authors. Journal of Child Psychology and Psychiatry © 2013 Association for Child and Adolescent Mental Health.

  2. Increased circulating full-length betatrophin levels in drug-naïve metabolic syndrome.

    Science.gov (United States)

    Liu, Dan; Li, Sheyu; He, He; Yu, Chuan; Li, Xiaodan; Liang, Libo; Chen, Yi; Li, Jianwei; Li, Jianshu; Sun, Xin; Tian, Haoming; An, Zhenmei

    2017-03-14

    Betatrophin is a newly identified circulating adipokine playing a role in the regulation of glucose homeostasis and lipid metabolism. But its role in metabolic syndrome (MetS) remains unknown. Therefore, we aimed to compare the circulating betatrophin concentrations between patients with MetS and healthy controls. We recruited 47 patients with MetS and 47 age and sex matched healthy controls. Anthropometric and biochemical measurements were performed, and serum betatrophin levels were detected by ELISA. Full-length betatrophin levels in patients with MetS were significantly higher than those in controls (694.84 ± 365.51 pg/ml versus 356.64 ± 287.92 pg/ml; P <0.001). While no significant difference of total betatrophin levels was found between the two groups (1.20 ± 0.79 ng/ml versus 1.31 ± 1.08 ng/ml; P = 0.524). Full-length betatrophin level was positively correlated with fasting plasma glucose (FPG) (r = 0.357, P = 0.014) and 2-hour plasma glucose (2hPG) (r = 0.38, P <0.01). Binary logistic regression models indicated that subjects in the tertile of the highest full-length betatrophin level experienced higher odds of having MetS (OR, 8.6; 95% CI 2.8-26.8; P <0.001). Our study showed that full-length betatrophin concentrations were increased in drug-naïve MetS patients.

  3. An Analysis of Air Passenger Average Trip Lengths and Fare Levels in US Domestic Markets

    OpenAIRE

    Huang, Sheng-Chen Alex

    2000-01-01

    At a national level it is common to express the amount of air travel in terms of the number of revenue passenger miles flown or the number of enplaned passengers. This provides a way to resolve the difficulty of how to aggregate measures of air travel in many different markets of many different distances. However, information about the distribution of trip lengths is lost in the process. This information is of interest for a number of reasons. The ...

  4. Effects of dietary protein levels on length-weight relationships and ...

    African Journals Online (AJOL)

    Feeding trial involving different protein levels on length–weight relationships and condition factor of Clarias gariepinus was conducted in floating hapa system. Fingerlings (average weight, 4.50± 0.01g and average length, 8.0±0.2 cm) were randomly stocked at 20 fish/1m3. Five diets with crude protein: 40.0, 42.5, 45.0, 47.5 ...

  5. On the Accuracy of Iranian EFL Students' Reading Self-assessment and their Level of Reading Proficiency

    Directory of Open Access Journals (Sweden)

    Moein Shokr

    2015-10-01

    Full Text Available Reviewing the literature on self-assessment as an alternative method of assessment we find advocates claiming for the accuracy of the students’ self-assessments in general with little focus on their level of proficiency. With an eye on the students’ level of reading proficiency, the present study aimed at investigating the relationship between students’ reading self-assessment (as a formative and alternative method of assessment on the one hand, and teacher assessment (as a formative type of assessment as well as students’ final examination scores (as a summative and traditional method of assessment on the other. To this end, 65 students of Islamic Azad University- Tehran South Branch were selected to participate in this study. Initially, participants received PET test as pretest for assigning them into different levels of reading proficiency. Based upon the results of the pretest, participants were assigned to elementary and intermediate levels. Throughout the whole semester self-assessment questionnaire was employed for five times. Descriptive statistics and Pearson correlation were the data analysis techniques performed. The results of the study revealed a significant relationship between the intermediate learners’ self-ratings and teacher assessments; however, the results indicated no significant relationship between elementary learners’ self-assessments and teacher assessments. Also, the correlations between students’ self-assessments and their final examination scores were not significant for both levels. Therefore, given the teacher assessment as the yardstick, the accuracy of the intermediate levels and the inaccuracy of the elementary learners’ self-assessments could be concluded. Finally, the low correlation between the learners’ self-assessments and their scores on traditional final examination led the researcher to attribute it to the different nature of these two assessment types.

  6. Human Aqueous Humor Levels of TGF-β2: Relationship with Axial Length

    Directory of Open Access Journals (Sweden)

    Yan Jia

    2014-01-01

    Full Text Available Purpose. To analyze the relationship between transforming growth factor-beta 2 (TGF-β2 levels in the anterior chamber aqueous humor and axial length of patients with myopia. Methods. TGF-β2 was measured with the Luminex xMAP Technology by using commercially available Milliplex xMAP Kits. Sixty-five aqueous humor samples were collected during cataract or clear lens extraction surgery and TGF-β2 levels in these specimens were analyzed. According to the axial length, the samples were divided into three groups: A (AL ≤24 mm, B (24~29 mm, and C (AL ≥ 29 mm. Results. Aqueous humor samples were analyzed from subjects with an average age of 67.0 ± 11.7 years. Mean TGF-β2 concentration of all aqueous samples was 422.2 ± 258.8 pg/mL. TGF-β2 concentration in group C (543 ± 317 pg/mL was significantly greater than that in group A (390 ± 212 pg/mL and group B (337 ± 217 pg/mL. The concentration of TGF-β2 was positively correlated with axial length (r = 0.308, P = 0.013. Conclusions. TGF-β2 is likely to be acting as a critical factor in axial elongation and development of myopia.

  7. Admission uric acid levels and length of expectant management in preterm preeclampsia.

    Science.gov (United States)

    Urato, A C; Bond, B; Craigo, S D; Norwitz, E R; Paulus, J K; Strohsnitter, W C

    2012-10-01

    Uric acid is known to be elevated in preeclampsia. We sought to determine if uric acid levels on admission correlate with the length of expectant management in preterm patients with preeclampsia. A retrospective chart review was conducted on singleton preeclamptic pregnancies delivered between 24 0/7 and 37 0/7 weeks' gestation at Tufts Medical Center between January 2005 and December 2007. Patients with a multiple gestation and those transferred or discharged before delivery were excluded. Data regarding signs and symptoms of preeclampsia, laboratory values, pregnancy complications and outcome were abstracted from the medical records. Correlation between admission uric acid level and days of expectant management was assessed. The relative risk (RR) was used to estimate the effect of uric acid levels on expectant management length >7 days. Mantel-Haenszel χ(2) values were used to construct 95% confidence intervals (CIs) around the RR. Four hundred seventy-one charts were reviewed. Of these, 190 met inclusion criteria. In all, 55 patients (28.9%) were managed expectantly for >1 week. Admission uric acid level correlated with days of expectant management (Pmanagement for >1 week among women with low uric acid level (7.0; 95% CI: 3.34 to 14.68). Women with medium uric acid levels at admission also had a higher likelihood of prolonging pregnancy relative to women with high uric acid levels (RR: 2.81; 95% CI: 1.32 to 5.96) (P-value for trend management in preterm patients with preeclampsia. Pregnancy prolongation for >1 week is significantly more likely in patients with low and medium uric acid levels at the time of admission. Uric acid levels may be helpful in assessing disease severity and counseling preeclamptic patients regarding likelihood of extended expectant management.

  8. Natural Length Scales of Ecological Systems: Applications at Community and Ecosystem Levels

    Directory of Open Access Journals (Sweden)

    Craig R. Johnson

    2009-06-01

    Full Text Available The characteristic, or natural, length scales of a spatially dynamic ecological landscape are the spatial scales at which the deterministic trends in the dynamic are most sharply in focus. Given recent development of techniques to determine the characteristic length scales (CLSs of real ecological systems, I explore the potential for using CLSs to address three important and vexing issues in applied ecology, viz. (i determining the optimum scales to monitor ecological systems, (ii interpreting change in ecological communities, and (iii ascertaining connectivity between species in complex ecologies. In summarizing the concept of characteristic length scales as system-level scaling thresholds, I emphasize that the primary CLS is, by definition, the optimum scale at which to monitor a system if the objective is to observe its deterministic dynamics at a system level. Using several different spatially explicit individual-based models, I then explore predictions of the underlying theory of CLSs in the context of interpreting change and ascertaining connectivity among species in ecological systems. Analysis of these models support predictions that systems with strongly fluctuating community structure, but an otherwise stable long-term dynamic defined by a stationary attractor, indicate an invariant length scale irrespective of community structure at the time of analysis, and irrespective of the species analyzed. In contrast, if changes in the underlying dynamic are forcibly induced, the shift in dynamics is reflected by a change in the primary length scale. Thus, consideration of the magnitude of the CLS through time enables distinguishing between circumstances where there are temporal changes in community structure but not in the long-term dynamic, from that where changes in community structure reflect some kind of fundamental shift in dynamics. In this context, CLSs emerge as a diagnostic tool to identify phase shifts to alternative stable states

  9. Density and length in the neighborhood: Explaining cross-linguistic differences in learning to read in English and Dutch

    NARCIS (Netherlands)

    Marinus, E.; Nation, K.; de Jong, P.F.

    2015-01-01

    Two experiments examined underlying cognitive processes that may explain why it is harder to learn to read in English than in more transparent orthographies such as German and Dutch. Participants were English and Dutch readers from Grades 3 and 4. Experiment 1 probed the transition from serial to

  10. Association of day length and weather conditions with physical activity levels in older community dwelling people.

    Directory of Open Access Journals (Sweden)

    Miles D Witham

    Full Text Available Weather is a potentially important determinant of physical activity. Little work has been done examining the relationship between weather and physical activity, and potential modifiers of any relationship in older people. We therefore examined the relationship between weather and physical activity in a cohort of older community-dwelling people.We analysed prospectively collected cross-sectional activity data from community-dwelling people aged 65 and over in the Physical Activity Cohort Scotland. We correlated seven day triaxial accelerometry data with daily weather data (temperature, day length, sunshine, snow, rain, and a series of potential effect modifiers were tested in mixed models: environmental variables (urban vs rural dwelling, percentage of green space, psychological variables (anxiety, depression, perceived behavioural control, social variables (number of close contacts and health status measured using the SF-36 questionnaire.547 participants, mean age 78.5 years, were included in this analysis. Higher minimum daily temperature and longer day length were associated with higher activity levels; these associations remained robust to adjustment for other significant associates of activity: age, perceived behavioural control, number of social contacts and physical function. Of the potential effect modifier variables, only urban vs rural dwelling and the SF-36 measure of social functioning enhanced the association between day length and activity; no variable modified the association between minimum temperature and activity.In older community dwelling people, minimum temperature and day length were associated with objectively measured activity. There was little evidence for moderation of these associations through potentially modifiable health, environmental, social or psychological variables.

  11. Butt lengths differ by area deprivation level: a field study to explore intensive smoking.

    Science.gov (United States)

    Thomson, George; Wilson, Nick; Bushell, Lisa; Al Matar, Waseem; Ball, Bridget; Chiu, Jessie; Culliford, Nicola; Gately, Callum; Gibson, Kirsty; Hudson, Jennifer; Hunt, Paul; Rangamuwa, Kanishka; Tapp, Dylan; Wickramaratne, Hasith; Young, Vanessa

    2008-05-01

    We collected cigarette butts in a range of residential areas, to assess differences in the length of unburnt tobacco in the butts, and in proportions of roll-your-own (RYO) cigarettes. Two high, two medium, and two low deprivation areas, as classified by deciles of the New Zealand Deprivation Index, were selected for the Wellington region. Collected butts were systematically classified and measured. A mixed model of analysis, treating location clusters nested within deprivation level areas as a random effect, was used to assess differences in mean length of unburnt tobacco in the butts. A total of 6,262 cigarette butts and separate filters were collected, of which 3,509 (56.0%) were measurable manufactured cigarette butts, 1,069 were unmeasurable manufactured butts, 1,450 were RYO butts, and 236 were RYO filters. The RYO butts were not measured because of the extent of their degradation. The unburnt tobacco lengths in manufactured cigarette butts were significantly shorter in the most deprived areas, relative to the least deprived areas (p = .035). Deformed manufactured cigarette butts (i.e., that potentially were stubbed out) showed the same pattern (p = .011 between the most and least deprived areas). We found no significant difference between deprivation areas in the proportion of RYO material found. The shorter mean unburnt tobacco length in the most deprived areas is consistent with more intensive smoking among smokers in those areas. This finding is consistent with other evidence of increased price sensitivity among poorer smokers, and with basic economic theory. Further evidence on observed smoking behavior in the field is necessary to better interpret these preliminary findings.

  12. Cerebrospinal Fluid Hypocretin-1 (Orexin-A Level Fluctuates with Season and Correlates with Day Length.

    Directory of Open Access Journals (Sweden)

    Kim Boddum

    Full Text Available The hypocretin/orexin neuropeptides (hcrt are key players in the control of sleep and wakefulness evidenced by the fact that lack of hcrt leads to the sleep disorder Narcolepsy Type 1. Sleep disturbances are common in mood disorders, and hcrt has been suggested to be poorly regulated in depressed subjects. To study seasonal variation in hcrt levels, we obtained data on hcrt-1 levels in the cerebrospinal fluid (CSF from 227 human individuals evaluated for central hypersomnias at a Danish sleep center. The samples were taken over a 4 year timespan, and obtained in the morning hours, thus avoiding impact of the diurnal hcrt variation. Hcrt-1 concentration was determined in a standardized radioimmunoassay. Using biometric data and sleep parameters, a multivariate regression analysis was performed. We found that the average monthly CSF hcrt-1 levels varied significantly across the seasons following a sine wave with its peak in the summer (June-July. The amplitude was 19.9 pg hcrt/mL [12.8-26.9] corresponding to a 10.6% increase in midsummer compared to winter. Factors found to significantly predict the hcrt-1 values were day length, presence of snow, and proximity to the Christmas holiday season. The hcrt-1 values from January were much higher than predicted from the model, suggestive of additional factors influencing the CSF hcrt-1 levels such as social interaction. This study provides evidence that human CSF hcrt-1 levels vary with season, correlating with day length. This finding could have implications for the understanding of winter tiredness, fatigue, and seasonal affective disorder. This is the first time a seasonal variation of hcrt-1 levels has been shown, demonstrating that the hcrt system is, like other neurotransmitter systems, subjected to long term modulation.

  13. The Effects of Promoting Educational Level on the Development of Reading Comprehension Levels in Hearing-Impaired Students

    Directory of Open Access Journals (Sweden)

    Mohammad Reza Sarmadi

    2011-09-01

    Full Text Available Background and Aim: Hearing-impaired students have some delays in learning language skills such as reading because of hearing loss. To study the effect of promoting educational level on the development of reading comprehension, the students of the 4th grade of elementary and last year guidance school were compared based on international test of reading literacy.Methods: The project was cross-sectional and the tool used was the international standard booklet of PIRLS 2001. Thirty-six students selected with moderately severe and severe hearing loss from the 4th grade of elementary and last year guidance school from Shahriar, Robatkarim, Karaj and Hashtgerd, Iran, exceptional schools. Comparative statistical analysis was performed using t-test.Results: The first level (focus on and retrieve explicity information showed a meaningful difference between the last year guidance school and the 4th grade of elementary students (p<0.05, but there were no significant differences in other levels, make straightforward information-interpret and integrate ideas-examine and evaluate content, (p> 0.05.Conclusion: Hearing-impaired students have difficulties in understanding in deep levels of reading despite promoting educational level. Thus, in making policies for special trainings, continuing the rehabilitation in guidance and high school levels to promote the complex levels of comprehension should be taken more into consideration.

  14. Neurobiological bases of reading comprehension: Insights from neuroimaging studies of word level and text level processing in skilled and impaired readers.

    Science.gov (United States)

    Landi, Nicole; Frost, Stephen J; Menc, W Einar; Sandak, Rebecca; Pugh, Kenneth R

    2013-04-01

    For accurate reading comprehension, readers must first learn to map letters to their corresponding speech sounds and meaning and then they must string the meanings of many words together to form a representation of the text. Furthermore, readers must master the complexities involved in parsing the relevant syntactic and pragmatic information necessary for accurate interpretation. Failure in this process can occur at multiple levels and cognitive neuroscience has been helpful in identifying the underlying causes of success and failure in reading single words and in reading comprehension. In general, neurobiological studies of skilled reading comprehension indicate a highly overlapping language circuit for single word reading, reading comprehension and listening comprehension with largely quantitative differences in a number of reading and language related areas. This paper reviews relevant research from studies employing neuroimaging techniques to study reading with a focus on the relationship between reading skill, single word reading, and text comprehension.

  15. Coordinate regulation between expression levels of telomere-binding proteins and telomere length in breast carcinomas

    International Nuclear Information System (INIS)

    Butler, Kimberly S; Hines, William C; Heaphy, Christopher M; Griffith, Jeffrey K

    2012-01-01

    Telomere dysregulation occurs in both the in situ and invasive stages of many carcinomas, including breast. Knockout experiments have identified several telomere-associated proteins required for proper telomere function and maintenance, including telomere repeat-binding factor 1 and 2 (TRF1 and TRF2), protection of telomeres (POT1), and TRF1-interacting nuclear factor 2 (TIN2). Using telomere content assays and quantitative reverse transcription-polymerase chain reaction (RT-PCR), we examined the relationship between telomere length and the mRNA levels of telomere-associated proteins in breast tumors. The levels of TRF2, TRF1, TIN2, and POT1 mRNA, but not telomerase reverse transcriptase (TERT) RNA, are inversely correlated with telomere content in breast tumors. Significant associations were identified between the mRNA levels of TRF1, TIN2, and POT1; however, there were no significant associations with the mRNA levels of TRF2 or TERT. These associations suggest that a complex transcriptional program coordinately regulates the expression of these mRNAs. We examined the promoter regions of the telomere-associated proteins to identify transcription factors consistent with the observed patterns of presumed coordinate expression. We demonstrated in human breast cancer cell lines that expressions of TRF1, TIN2, and POT1 are upregulated by dexamethasone, suggesting activation of the glucocorticoid receptor, whereas TERT, TRF2, TRF1, TIN2, and POT1 are upregulated by tumor necrosis factor-α (TNF-α), suggesting activation of the nuclear factor kappa B transcription factor. These findings link telomere content in breast tumors to the coordinate expression of several telomere-associated proteins previously shown to be negative regulators of telomere length in cell lines. The results further suggest a possible link between the expressions of the telomere-associated proteins and mediators of stress and inflammation. Telomere content assays and quantitative RT-PCR demonstrate

  16. Telomere length in children environmentally exposed to low-to-moderate levels of lead

    International Nuclear Information System (INIS)

    Pawlas, Natalia; Płachetka, Anna; Kozłowska, Agnieszka; Broberg, Karin; Kasperczyk, Sławomir

    2015-01-01

    Shorter relative telomere length in peripheral blood is a risk marker for some types of cancers and cardiovascular diseases. Several environmental hazards appear to shorten telomeres, and this shortening may predispose individuals to disease. The aim of the present cross-sectional study was to assess the effect of environmental exposure to lead on relative telomere length (rTL) in children. A cohort of 99 8-year-old children was enrolled from 2007–2010. Blood lead concentrations (B-Pb) were measured by graphite furnace atomic absorption spectrometry, and blood rTL was measured by quantitative PCR. The geometric mean of B-Pb was 3.28 μg/dl (range: 0.90–14.2), and the geometric mean of rTL was 1.08 (range: 0.49–2.09). B-Pb was significantly inversely associated with rTL in the children (r S = − 0.25, p = 0.013; in further analyses both log-transformed-univariate regression analysis β = − 0.13, p = 0.026, and R 2 adj 4%; and β = − 0.12, p = 0.056 when adjusting for mothers' smoking during pregnancy, Apgar score, mother's and father's ages at delivery, sex and mother's education, R 2 adj 12%, p = 0.011). The effect of lead remained significant in children without prenatal tobacco exposure (N = 87, r S = − 0.24, p = 0.024; in further analyses, β = − 0.13, p = 0.029, and R 2 adj 4%). rTL was not affected by sex, the concentrations of other elements in the blood (i.e., cadmium and selenium concentrations), or oxidative injury parameters (total antioxidant status, 8-hydroxydeoxyguanosine and thiobarbituric acid-reactive substances). Lead exposure in childhood appears to be associated with shorter telomeres, which might contribute to diseases, such as cardiovascular disease. The inverse association between blood lead level and the telomeres in children emphasizes the importance of further reducing lead levels in the environment. - Highlights: • This cross-sectional study analyzes the association between environmental lead exposure

  17. Telomere length in children environmentally exposed to low-to-moderate levels of lead

    Energy Technology Data Exchange (ETDEWEB)

    Pawlas, Natalia, E-mail: n-pawlas@wp.pl [Institute of Occupational Medicine and Environmental Health, PL 41-200 Sosnowiec (Poland); Płachetka, Anna [Department of Animal Physiology and Ecotoxicology, University of Silesia, Bankowa str. 9, 40-007 Katowice (Poland); Kozłowska, Agnieszka [Institute of Occupational Medicine and Environmental Health, PL 41-200 Sosnowiec (Poland); Broberg, Karin [Institute of Environmental Medicine, Unit of Metals & Health, Box 210, SE-171 77 Stockholm (Sweden); Kasperczyk, Sławomir [Department of Biochemistry, Medical University of Silesia, Katowice, SMDZ in Zabrze, 41-808 Zabrze (Poland)

    2015-09-01

    Shorter relative telomere length in peripheral blood is a risk marker for some types of cancers and cardiovascular diseases. Several environmental hazards appear to shorten telomeres, and this shortening may predispose individuals to disease. The aim of the present cross-sectional study was to assess the effect of environmental exposure to lead on relative telomere length (rTL) in children. A cohort of 99 8-year-old children was enrolled from 2007–2010. Blood lead concentrations (B-Pb) were measured by graphite furnace atomic absorption spectrometry, and blood rTL was measured by quantitative PCR. The geometric mean of B-Pb was 3.28 μg/dl (range: 0.90–14.2), and the geometric mean of rTL was 1.08 (range: 0.49–2.09). B-Pb was significantly inversely associated with rTL in the children (r{sub S} = − 0.25, p = 0.013; in further analyses both log-transformed-univariate regression analysis β = − 0.13, p = 0.026, and R{sup 2}adj 4%; and β = − 0.12, p = 0.056 when adjusting for mothers' smoking during pregnancy, Apgar score, mother's and father's ages at delivery, sex and mother's education, R{sup 2}adj 12%, p = 0.011). The effect of lead remained significant in children without prenatal tobacco exposure (N = 87, r{sub S} = − 0.24, p = 0.024; in further analyses, β = − 0.13, p = 0.029, and R{sup 2}adj 4%). rTL was not affected by sex, the concentrations of other elements in the blood (i.e., cadmium and selenium concentrations), or oxidative injury parameters (total antioxidant status, 8-hydroxydeoxyguanosine and thiobarbituric acid-reactive substances). Lead exposure in childhood appears to be associated with shorter telomeres, which might contribute to diseases, such as cardiovascular disease. The inverse association between blood lead level and the telomeres in children emphasizes the importance of further reducing lead levels in the environment. - Highlights: • This cross-sectional study analyzes the association between

  18. CBM maze-scores as indicators of reading level and growth for seventh-grade students

    NARCIS (Netherlands)

    Chung, S.; Espin, C.A.; Stevenson, C.E.

    The technical adequacy of CBM maze-scores as indicators of reading level and growth for seventh-grade secondary-school students was examined. Participants were 452 Dutch students who completed weekly maze measures over a period of 23 weeks. Criterion measures were school level, dyslexia status,

  19. Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis

    Science.gov (United States)

    Ahmed, Yusra; Wagner, Richard K.; Lopez, Danielle

    2013-01-01

    Relations between reading and writing have been studied extensively but the less is known about the developmental nature of their interrelations. This study applied latent change score modeling to investigate longitudinal relations between reading and writing skills at the word, sentence and text levels. Latent change score models were used to compare unidirectional pathways (reading-to-writing and writing-to-reading) and bidirectional pathways in a test of nested models. Participants included 316 boys and girls who were assessed annually in grades 1 through 4. Measures of reading included pseudo-word decoding, sentence reading efficiency, oral reading fluency and passage comprehension. Measures of writing included spelling, a sentence combining task and writing prompts. Findings suggest that a reading-to-writing model better described the data for the word and text levels of language, but a bidirectional model best fit the data at the sentence level. PMID:24954951

  20. Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis.

    Science.gov (United States)

    Ahmed, Yusra; Wagner, Richard K; Lopez, Danielle

    2014-05-01

    Relations between reading and writing have been studied extensively but the less is known about the developmental nature of their interrelations. This study applied latent change score modeling to investigate longitudinal relations between reading and writing skills at the word, sentence and text levels. Latent change score models were used to compare unidirectional pathways (reading-to-writing and writing-to-reading) and bidirectional pathways in a test of nested models. Participants included 316 boys and girls who were assessed annually in grades 1 through 4. Measures of reading included pseudo-word decoding, sentence reading efficiency, oral reading fluency and passage comprehension. Measures of writing included spelling, a sentence combining task and writing prompts. Findings suggest that a reading-to-writing model better described the data for the word and text levels of language, but a bidirectional model best fit the data at the sentence level.

  1. Predicting Growth in Word Level Reading Skills in Children With Developmental Dyslexia Using an Object Rhyming Functional Neuroimaging Task.

    Science.gov (United States)

    Farris, Emily A; Ring, Jeremiah; Black, Jeffrey; Lyon, G Reid; Odegard, Timothy N

    2016-04-01

    An object rhyming task that does not require text reading and is suitable for younger children was used to predict gains in word level reading skills following an intensive 2-year reading intervention for children with developmental dyslexia. The task evoked activation in bilateral inferior frontal regions. Growth in untimed pseudoword reading was associated with increased pre-intervention activation of the left inferior frontal gyrus, and growth in timed word reading was associated with pre-intervention activation of the left and right inferior frontal gyri. These analyses help identify pre-intervention factors that facilitate reading skill improvements in children with developmental dyslexia.

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

    Science.gov (United States)

    Frye, Elizabeth M.; Gosky, Ross

    2012-01-01

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

  3. Relative Contributions of Caregivers' Level of Education, Role Definition and Average Household Income to Caregiver Involvement in Children's Emergent Reading

    Science.gov (United States)

    Wambiri, Gladwell N.; Ndani, Mary N.

    2015-01-01

    Recent studies have consistently reported low reading achievement levels among primary school children in Kenya. Reading is a very critical component of children's development. Many aspects of learning at school revolve around this skill. Being the media via which other subjects are taught and learnt, reading is very significant and could…

  4. The Prediction of Reading Levels between Second and Third Grade Limited English Proficient Students in a Bilingual Program

    Science.gov (United States)

    Moses, Britani Creel

    2010-01-01

    The purpose of this study was to predict the third grade English reading TAKS scores while considering the same students' native language, Spanish, reading level as assessed by a state-approved reading assessment, the Evaluacion del desarrollo de la lectura (EDL), from the end of the second grade year. In addition, this study was been designed to…

  5. Using the TOEFL to measure the reading proficiency levels of deaf college applicants.

    Science.gov (United States)

    LoMaglio, L J

    1991-07-01

    The TOEFL is widely used by colleges and universities in the United States and Canada to measure the English language proficiency levels of hearing international applicants. At the National Technical Institute for the Deaf, a faculty committee recommended that this popular test instrument be used to measure the English reading skills of deaf international applicants to the National Technical Institute for the Deaf. This study examined the merits of using the TOEFL to measure the English reading ability of hearing post-secondary international students seeking admission to English-based colleges and universities. Forty-one hearing foreign students were tested in the fall of 1989 at the English Language Institute at SUNY Buffalo. The instruments chosen were both the TOEFL and the California Achievement Test of reading ability. The majority of the research subjects who scored between 400 and 500 on the TOEFL achieved a grade level of less than 8.0 on the California Achievement Test.

  6. Most American Academy of Orthopaedic Surgeons' online patient education material exceeds average patient reading level.

    Science.gov (United States)

    Eltorai, Adam E M; Sharma, Pranav; Wang, Jing; Daniels, Alan H

    2015-04-01

    Advancing health literacy has the potential to improve patient outcomes. The American Academy of Orthopaedic Surgeons' (AAOS) online patient education materials serve as a tool to improve health literacy for orthopaedic patients; however, it is unknown whether the materials currently meet the National Institutes of Health/American Medical Association's recommended sixth grade readability guidelines for health information or the mean US adult reading level of eighth grade. The purposes of this study were (1) to evaluate the mean grade level readability of online AAOS patient education materials; and (2) to determine what proportion of the online materials exceeded recommended (sixth grade) and mean US (eighth grade) reading level. Reading grade levels for 99.6% (260 of 261) of the online patient education entries from the AAOS were analyzed using the Flesch-Kincaid formula built into Microsoft Word software. Mean grade level readability of the AAOS patient education materials was 9.2 (SD ± 1.6). Two hundred fifty-one of the 260 articles (97%) had a readability score above the sixth grade level. The readability of the AAOS articles exceeded the sixth grade level by an average of 3.2 grade levels. Of the 260 articles, 210 (81%) had a readability score above the eighth grade level, which is the average reading level of US adults. Most of the online patient education materials from the AAOS had readability levels that are far too advanced for many patients to comprehend. Efforts to adjust the readability of online education materials to the needs of the audience may improve the health literacy of orthopaedic patients. Patient education materials can be made more comprehensible through use of simpler terms, shorter sentences, and the addition of pictures. More broadly, all health websites, not just those of the AAOS, should aspire to be comprehensible to the typical reader.

  7. Using Reading Grade Level to Assess Readability of Selected Plant and Soil Science Textbooks.

    Science.gov (United States)

    Graveel, John G.; Fribourg, Henry A.

    1987-01-01

    Reported is a study designed to determine whether reading grade level (RGL) assessment techniques used for elementary and secondary education textbooks would discriminate among plant and soil science textbooks. The study was to select the RGL indices suited to quantify the readability of these sources, and to identify the factors affecting…

  8. Word Recognition Subcomponents and Passage Level Reading in a Foreign Language

    Science.gov (United States)

    Yamashita, Junko

    2013-01-01

    Despite the growing number of studies highlighting the complex process of acquiring second language (L2) word recognition skills, comparatively little research has examined the relationship between word recognition and passage-level reading ability in L2 learners; further, the existing results are inconclusive. This study aims to help fill the…

  9. Lee y trabaja: Libro de lectura 2, nivel 1 (Read and Work: Reader 2, Level 1).

    Science.gov (United States)

    Martinez, Emiliano; and Others

    This reading textbook, the second of a series, is an anthology of stories designed to relate to the natural interest of the elementary school child. On this level the number of words to memorize is increased (on the average, four per unit) while at the same time, the study of word variants is introduced to begin analysis exercises based on the…

  10. Discourse-Level Reading Comprehension in Chinese Children: What Is the Role of Syntactic Awareness?

    Science.gov (United States)

    Tong, Xiuhong; Tong, Xiuli; Shu, Hua; Chan, Shingfong; McBride-Chang, Catherine

    2014-01-01

    This study aimed to investigate the association between syntactic awareness and discourse-level reading comprehension in 136 Hong Kong Chinese children. These children, aged 11, from a longitudinal study, were administered a set of cognitive and linguistic measures. Partial correlational analyses showed that children's performances in two…

  11. Predictors of Reading Comprehension among Struggling Readers Who Exhibit Differing Levels of Inattention and Hyperactivity

    Science.gov (United States)

    Swanson, Elizabeth; Barnes, Marcia; Fall, Anna-Mari; Roberts, Greg

    2018-01-01

    The purpose of this study was to investigate the impact of inference making, decoding, memory, and vocabulary on reading comprehension among 7th- through 12th-grade struggling readers with varying levels of inattention and hyperactivity. We categorized a group of 414 struggling readers into 3 groups based on results from factor mixture modeling:…

  12. The Effects of Visual Thinking Strategies on Reading Achievement of Students with Varying Levels of Motivation

    Science.gov (United States)

    Zelvis, Rima R.

    2008-01-01

    This study examined the effects of the Visual Thinking Strategies (VTS) curriculum on reading achievement of students with various motivational levels. A 2X2 factorial design was used. The sample population consisted of 104 fourth grade students from an upper middle class school system in Connecticut. All students were administered a…

  13. Relationship of word- and sentence-level working memory to reading and writing in second, fourth, and sixth grade.

    Science.gov (United States)

    Berninger, Virginia W; Abbott, Robert D; Swanson, H Lee; Lovitt, Dan; Trivedi, Pam; Lin, Shin-Ju Cindy; Gould, Laura; Youngstrom, Marci; Shimada, Shirley; Amtmann, Dagmar

    2010-04-01

    The purpose of this study was to evaluate the contribution of working memory at the word and sentence levels of language to reading and writing outcomes. Measures of working memory at the word and sentence levels, reading and writing, were administered to 2nd (N = 122), 4th (N = 222), and 6th (N = 105) graders. Structural equation modeling was used to evaluate whether the 2 predictor working memory factors contributed unique variance beyond their shared covariance to each of 5 outcome factors: handwriting, spelling, composing, word reading, and reading comprehension. At each grade level, except for handwriting and composing in 6th grade, the word-level working memory factor contributed unique variance to each reading and writing outcome. The text-level working memory factor contributed unique variance to reading comprehension in 4th and 6th grade. The clinical significance of these findings for assessment and intervention is discussed.

  14. Levels of Phonology Related to Reading and Writing in Middle Childhood

    Science.gov (United States)

    Del Campo, Roxana; Buchanan, William R.; Abbott, Robert D.; Berninger, Virginia W.

    2015-01-01

    The relationships of different levels of phonological processing (sounds in heard and spoken words for whole words, syllables, phonemes, and rimes) to multi-leveled functional reading or writing systems were studied. Participants in this cross-sectional study were students in fourth-grade (n = 119, mean age 116.5 months) and sixth-grade (n = 105,…

  15. Reading Grade Levels and Mathematics Assessment: An Analysis of Texas Mathematics Assessment Items and Their Reading Difficulty

    Science.gov (United States)

    Lamb, John H.

    2010-01-01

    Increased reading difficulty of mathematics assessment items has been shown to negatively affect student performance. The advent of high-stakes testing, which has serious ramifications for students' futures and teachers' careers, necessitates analysis of reading difficulty on state assessment items and student performance on those items. Using…

  16. Determining the optimum length of a bridge opening with a specified reliability level of water runoff

    Directory of Open Access Journals (Sweden)

    Evdokimov Sergey

    2017-01-01

    Full Text Available Current trends in construction are aimed at providing reliability and safety of engineering facilities. According to the latest government regulations for construction, the scientific approach to engineering research, design, construction and operation of construction projects is a key priority. The reliability of a road depends on a great number of factors and characteristics of their statistical compounds (sequential and parallel. A part of a road with such man-made structures as a bridge or a pipe is considered as a system with a sequential element connection. The overall reliability is the multiplication of the reliability of these elements. The parameters of engineering structures defined by analytical dependences are highly volatile because of the inaccuracy of the defining factors. However each physical parameter is statistically unstable that is evaluated by variable coefficient of their values. It causes the fluctuation in the parameters of engineering structures. Their study may result in the changes in general and particular design rules in order to increase the reliability. The paper gives the grounds for these changes by the example of a bridge. It allows calculating its optimum length with a specified reliability level of water runoff under the bridge.

  17. Root length and alveolar bone level of impacted canines and adjacent teeth after orthodontic traction: a long-term evaluation

    Science.gov (United States)

    da SILVA, Aldir Cordeiro; CAPISTRANO, Anderson; de ALMEIDA-PEDRIN, Renata Rodrigues; CARDOSO, Maurício de Almeida; CONTI, Ana Cláudia de Castro Ferreira; CAPELOZZA, Leopoldino

    2017-01-01

    Abstract Objective The aim of this retrospective study was to evaluate the long-term effects of orthodontic traction on root length and alveolar bone level in impacted canines and adjacent teeth. Material and Methods Sample consisted of 16 patients (nine males and seven females), mean initial age 11 years and 8 months presenting with unilaterally maxillary impacted canines, palatally displaced, treated with the same surgical and orthodontic approach. Teeth from the impacted-canine side were assigned as Group I (GI), and contralateral teeth as control, Group II (GII). The mean age of patients at the end of orthodontic treatment was 14 years and 2 months and the mean post-treatment time was 5 years and 11 months. Both contralateral erupted maxillary canines and adjacent teeth served as control. Root length and alveolar bone level (buccal and palatal) were evaluated on cone-beam computed tomography (CBCT) images. The comparison of root length and alveolar bone level changes between groups were assessed by applying paired t-test, at a significance level of 5% (p<0.05). Results There were no statistically significant differences in root length and buccal and palatal bone levels of canines and adjacent teeth among groups. Conclusions Impacted canine treatment by closed-eruption technique associated with canine crown perforation, has a minimal effect on root length and buccal and palatal alveolar bone level in both canine and adjacent teeth, demonstrating that this treatment protocol has a good long-term prognosis. PMID:28198979

  18. Longitudinal Relationships of Levels of Language in Writing and between Writing and Reading in Grades 1 to 7

    Science.gov (United States)

    Abbott, Robert D.; Berninger, Virginia W.; Fayol, Michel

    2010-01-01

    Longitudinal structural equation modeling was used to evaluate longitudinal relationships across adjacent grade levels 1 to 7 for levels of language in writing (Model 1, subword letter writing, word spelling, and text composing) or writing and reading (Model 2, subword letter writing and word spelling and reading; Model 3, word spelling and…

  19. The Effectiveness of the Smog Index in Determining the Reading Levels of Business and Distributive Education Texts.

    Science.gov (United States)

    Schultheis, Robert A.; Anderson, Roberta

    1982-01-01

    McLaughlin's Smog Index was compared to the Dale-Chall formula for the determination of reading levels of 48 textbooks in business and distributive education. A Modified Smog Index proved a valid substitute for the Dale-Chall formula when used to evaluate the reading levels of business and distributive education narrative. (Author/CT)

  20. Full-length huntingtin levels modulate body weight by influencing insulin-like growth factor 1 expression

    DEFF Research Database (Denmark)

    Pouladi, Mahmoud A; Xie, Yuanyun; Skotte, Niels Henning

    2010-01-01

    Levels of full-length huntingtin (FL htt) influence organ and body weight, independent of polyglutamine length. The growth hormone-insulin like growth factor-1 (GH-IGF-1) axis is well established as a regulator of organ growth and body weight. In this study, we investigate the involvement...... and decreases the body weight of YAC128 animals to WT levels. Furthermore, given the ubiquitous expression of IGF-1 within the central nervous system, we also examined the impact of FL htt levels on IGF-1 expression in different regions of the brain, including the striatum, cerebellum of YAC18, YAC128...

  1. The Simple View of Reading as a Framework for National Literacy Initiatives: A Hierarchical Model of Pupil-Level and Classroom-Level Factors

    Science.gov (United States)

    Savage, Robert; Burgos, Giovani; Wood, Eileen; Piquette, Noella

    2015-01-01

    The Simple View of Reading (SVR) describes Reading Comprehension as the product of distinct child-level variance in decoding (D) and linguistic comprehension (LC) component abilities. When used as a model for educational policy, distinct classroom-level influences of each of the components of the SVR model have been assumed, but have not yet been…

  2. Understanding the Relative Contributions of Lower-Level Word Processes, Higher-Level Processes, and Working Memory to Reading Comprehension Performance in Proficient Adult Readers

    Science.gov (United States)

    Hannon, Brenda

    2012-01-01

    Although a considerable amount of evidence has been amassed regarding the contributions of lower-level word processes, higher-level processes, and working memory to reading comprehension, little is known about the relationships among these sources of individual differences or their relative contributions to reading comprehension performance. This…

  3. Leukocyte telomere length is inversely associated with post-load but not with fasting plasma glucose levels.

    Science.gov (United States)

    Khalangot, Mykola; Krasnienkov, Dmytro; Vaiserman, Alexander; Avilov, Ivan; Kovtun, Volodymir; Okhrimenko, Nadia; Koliada, Alexander; Kravchenko, Victor

    2017-04-01

    Type 2 diabetes mellitus is characterized by shorter leukocyte telomere length, but the relationship between leukocyte telomere length and type 2 diabetes mellitus development is rather questioned. Fasting and post-load glycaemia associated with different types of insulin resistance and their relation with leukocyte telomere length remains unknown. We compared leukocyte telomere length and fasting or post-load glucose levels in persons who do not receive glucose lowering treatment. For 82 randomly selected rural residents of Ukraine, aged 45+, not previously diagnosed with type 2 diabetes mellitus, the WHO oral glucose tolerance test and anthropometric measurements were performed. Leukocyte telomere length was measured by standardized method of quantitative monochrome multiplex polymerase chain reaction in real time. Spearman's or Pearson's rank correlation was used for correlation analysis between fasting plasma glucose or 2-h post-load plasma glucose levels and leukocyte telomere length. Logistical regression models were used to evaluate risks of finding short or long telomeres associated with fasting plasma glucose or 2-h post-load plasma glucose levels. No association of fasting plasma glucose and leukocyte telomere length was revealed, whereas 2-h post-load plasma glucose levels demonstrated a negative correlation ( P leukocyte telomere length. Waist circumference and systolic blood pressure were negatively related ( P = 0.03) with leukocyte telomere length in men. Oral glucose tolerance test result-based glycemic categories did not show differences between mean leukocyte telomere length in categories of normal fasting plasma glucose and 2-h post-load plasma glucose (NGT, n = 33); diabetes mellitus (DM), n = 18 and impaired fasting glucose/tolerance (IFG/IGT, n = 31) levels. A correlation relationship between leukocyte telomere length and 2-h post-load plasma glucose level in NGT; IFG/IGT and DM groups ( P = 0.027; 0.029 and 0

  4. A Comparative Analysis on Two Types of Oral Implants, Bone-Level and Tissue-Level, with Different Cantilever Lengths of Fixed Prosthesis.

    Science.gov (United States)

    Mosavar, Alireza; Nili, Monireh; Hashemi, Sayed Raouf; Kadkhodaei, Mahmoud

    2017-06-01

    Depending on esthetic, anatomical, and functional aspects, in implant-prosthetic restoration of a completely edentulous jaw, the selection of implant type is highly important; however, bone- and tissue-level implants and their stress distribution in bone have not yet been comparatively investigated. Hence, finite element analysis was used to study the influence of cantilever length in a fixed prosthesis on stress distribution in peri-implant bone around these two types of oral implants. A 3D edentulous mandible was modeled. In simulations, a framework with four posterior cantilever lengths and two types of implants, bone-level and tissue-level, was considered. A compressive load was applied to the distal regions of the cantilevers, and the von-Mises stress of peri-implant bone was investigated. The independent t-test and the Pearson correlation coefficient analyzed the results (α = 0.05). Stresses in the cortical bone around the bone-level implants were greater than those in the tissue-level implants with the same cantilever length. In addition, by extending the cantilever length, the stress values in peri-implant bone increased. Therefore, when the cantilever was at its maximum length, the maximum stress was in cortical bone and around the bone-level distal implants. The results of the present study indicate that treatment with tissue-level implants is potentially more advantageous than with bone-level implants for implant-supported fixed prostheses. © 2015 by the American College of Prosthodontists.

  5. An Analysis of the Critical Reading Levels of Pre-Service Turkish and Literature Teachers

    Science.gov (United States)

    Maltepe, Sadet

    2016-01-01

    Problem Statement: Critical reading refers to individuals' thinking about what they read, assessing what they have read, and using their own judgment about what they have read. In order to teach critical reading skills to students, a teacher is expected to have knowledge about text selection, use of appropriate methods, preparation of functional…

  6. Effects of Hydroalcoholic Extract of Matricaria chamomilla on Serum Testosterone and Estradiol Levels, Spermatozoon Quality, and Tail Length in Rat

    Directory of Open Access Journals (Sweden)

    Saied Karbalay-Doust

    2010-06-01

    Full Text Available AbstractBackground: Matricaria chamomilla (chamomile is a herbused to treat various human illnesses. The present study wasconducted to investigate the effects of chamomile extract onspermatozoon quality, serum levels of estradiol and testosterone,and sperm tail length in male adult rat.Methods: Male Sprague-Dawley rats received extract ofchamomile (400 mg/kg once daily, orally during an 8-weekperiod, while the control animals received water. After thisperiod, the animals were sacrificed and the blood sampleswere obtained. The serum levels of testosterone, estradiol, andthe number, motility, and morphology of spermatozoon wereassessed. The spermatozoon tail length was assessed by arapid stereological method.Results: The body weight, and weight, and volume of thetestis in the control and experimental rats did not changesignificantly. Serum testosterone level was decreased (~76%,P<0.005 and the serum estradiol level was increased (~16%,P<0.04 in the experimental animals. The spermatozoon countand motility were decreased in the experimental group butspermatozoon morphology did not show significant changes.The mid-piece and total tail length were reduced in theexperimental group (~22%, P<0.001.Conclusion: Matricaria chamomilla extract can decreasespermatozoa count and motility, spermatozoon tail length, serumtestosterone level and increase serum estradiol level inmale adult rat.Iran J Med Sci 2010; 35(2: 122-128.

  7. The Influence of Epoch Length on Physical Activity Patterns Varies by Child's Activity Level

    Science.gov (United States)

    Nettlefold, Lindsay; Naylor, P. J.; Warburton, Darren E. R.; Bredin, Shannon S. D.; Race, Douglas; McKay, Heather A.

    2016-01-01

    Purpose: Patterns of physical activity (PA) and sedentary time, including volume of bouted activity, are important health indicators. However, the effect of accelerometer epoch length on measurement of these patterns and associations with health outcomes in children remain unknown. Method: We measured activity patterns in 308 children (52% girls,…

  8. Root length and alveolar bone level of impacted canines and adjacent teeth after orthodontic traction: a long-term evaluation.

    Science.gov (United States)

    Silva, Aldir Cordeiro da; Capistrano, Anderson; Almeida-Pedrin, Renata Rodrigues de; Cardoso, Maurício de Almeida; Conti, Ana Cláudia de Castro Ferreira; Capelozza, Leopoldino

    2017-01-01

    The aim of this retrospective study was to evaluate the long-term effects of orthodontic traction on root length and alveolar bone level in impacted canines and adjacent teeth. Sample consisted of 16 patients (nine males and seven females), mean initial age 11 years and 8 months presenting with unilaterally maxillary impacted canines, palatally displaced, treated with the same surgical and orthodontic approach. Teeth from the impacted-canine side were assigned as Group I (GI), and contralateral teeth as control, Group II (GII). The mean age of patients at the end of orthodontic treatment was 14 years and 2 months and the mean post-treatment time was 5 years and 11 months. Both contralateral erupted maxillary canines and adjacent teeth served as control. Root length and alveolar bone level (buccal and palatal) were evaluated on cone-beam computed tomography (CBCT) images. The comparison of root length and alveolar bone level changes between groups were assessed by applying paired t-test, at a significance level of 5% (pteeth among groups. Impacted canine treatment by closed-eruption technique associated with canine crown perforation, has a minimal effect on root length and buccal and palatal alveolar bone level in both canine and adjacent teeth, demonstrating that this treatment protocol has a good long-term prognosis.

  9. Developmental Relations between Reading and Writing at the Word, Sentence, and Text Levels: A Latent Change Score Analysis

    Science.gov (United States)

    Ahmed, Yusra; Wagner, Richard K.; Lopez, Danielle

    2014-01-01

    Relations between reading and writing have been studied extensively, but the less is known about the developmental nature of their interrelations. This study applied latent change score modeling to investigate longitudinal relations between reading and writing skills at the word, sentence, and text levels. Latent change score models were used to…

  10. Children with Communication Impairments: Caregivers' and Teachers' Shared Book-Reading Quality and Children's Level of Engagement

    Science.gov (United States)

    Kaderavek, Joan N.; Pentimonti, Jill M.; Justice, Laura M.

    2014-01-01

    This study addressed two aims: First, to examine the quality of adult shared book-reading behaviors for teachers and caregivers of children with communication impairments (CI) and, second, to compare the level of child literacy engagement during the teacher-led (group) and caregiver-led (one-on-one) shared book-reading sessions. Sixteen children…

  11. Reading Comprehension, Working Memory and Higher-Level Language Skills in Children with SLI and/or Dyslexia

    Science.gov (United States)

    Wong, Anita M.-Y.; Ho, Connie S.-H.; Au, Terry K.-F.; McBride, Catherine; Ng, Ashley K.-H.; Yip, Lesley P.-W.; Lam, Catherine C.-C.

    2017-01-01

    This study examined (1) whether working memory and higher-level languages skills--inferencing and comprehension monitoring--accounted for individual differences among Chinese children in Chinese reading comprehension, after controlling for age, Chinese word reading and oral language skills, and (2) whether children with specific language…

  12. Insert sequence length determines transfection efficiency and gene expression levels in bicistronic mammalian expression vectors

    OpenAIRE

    Payne, Andrew J; Gerdes, Bryan C; Kaja, Simon; Koulen, Peter

    2013-01-01

    Bicistronic expression vectors have been widely used for co-expression studies since the initial discovery of the internal ribosome entry site (IRES) about 25 years ago. IRES sequences allow the 5’ cap-independent initiation of translation of multiple genes on a single messenger RNA strand. Using a commercially available mammalian expression vector containing an IRES sequence with a 3’ green fluorescent protein fluorescent marker, we found that sequence length of the gene of interest expresse...

  13. Postnatal penile length and growth rate correlate to serum testosterone levels

    DEFF Research Database (Denmark)

    Boas, Malene; Boisen, Kirsten A; Virtanen, Helena E

    2006-01-01

    and growth. DESIGN: Prospective, longitudinal population-based study taking place at two large primary obstetric centres at the University Hospitals of Copenhagen, Denmark, and Turku, Finland. METHODS: Infant boys, 728 Danish and 1234 Finnish, underwent clinical examinations at 0, 3, 18 and 36 months...... in Denmark and at 0, 3 and 18 months in Finland with blood samples taken at 3 months (n = 630). Penile length and growth were registered and reproductive hormones (testosterone, sex hormone binding globulin, oestradiol) were analysed. RESULTS: Penile length increased from birth (3.49+/-0.4 cm) to 3 years...... of age (4.53+/-0.51 cm) with the highest growth velocity from birth to 3 months (1.0 mm/month). Penile length and growth were significantly, positively correlated to serum testosterone (r = 0.31 and 0.076, P = 0.006 and 0.001 respectively) and to free testosterone index (r = 0.385 and 0.094, P = 0...

  14. Factors in the development of higher levels of reading literacy: Argumentation skills in educational practice

    Directory of Open Access Journals (Sweden)

    Branković Marija

    2013-01-01

    Full Text Available The highest levels of reading literacy, as defined within PISA study, include the ability to use various cognitive skills, with argumentative skills being one of the most important among them. In the present study our goal was to reveal some of the factors that influence the development of argumentative skills in Serbian schools. We investigated the extent to which argumentative skills are required in PISA reading literacy tasks, as well as the specific difficulties our students have faced on these tasks, through an analysis of student performance. We also conducted an analysis of the educational practice - by doing in-depth interviews with teachers and content analysis of students' textbooks. The results revealed that: 1 Argumentations skills are an important requirement within PISA tasks; 2 Serbian students are mostly successful at basic tasks of recognizing arguments or providing arguments for the given position; they face difficulties answering the tasks which require precise formulation of relevant arguments as well as those demanding meta-cognitive skills (e.g. recognizing persuasive strategies in the given text. Their performance is particularly poor on tasks requiring the combination of information from different sources or information presented in different formats (text, tables, or graphs; 3 There is a significant gap between the requirements for argumentation skills our students usually encounter and PISA reading literacy tasks. In this paper we discuss some of the difficulties and obstacles to encouraging the development of argumentative thinking.

  15. TERRA Expression Levels Do Not Correlate With Telomere Length and Radiation Sensitivity in Human Cancer Cell Lines

    Directory of Open Access Journals (Sweden)

    Alexandra eSmirnova

    2013-05-01

    Full Text Available Mammalian telomeres are transcribed into long non-coding telomeric RNA molecules (TERRA that seem to play a role in the maintenance of telomere stability. In human cells, CpG island promoters drive TERRA transcription and are regulated by methylation. It was suggested that the amount of TERRA may be related to telomere length. To test this hypothesis we measured telomere length and TERRA levels in single clones isolated from five human cell lines: HeLa (cervical carcinoma, BRC-230 (breast cancer, AKG and GK2 (gastric cancers and GM847 (SV40 immortalized skin fibroblasts. We observed great clonal heterogeneity both in TRF (Terminal Restriction Fragment length and in TERRA levels. However, these two parameters did not correlate with each other. Moreover, cell survival to γ-rays did not show a significant variation among the clones, suggesting that, in this cellular system, the intra-population variability in telomere length and TERRA levels does not influence sensitivity to ionizing radiation. This conclusion was supported by the observation that in a cell line in which telomeres were greatly elongated by the ectopic expression of telomerase, TERRA expression levels and radiation sensitivity were similar to the parental HeLa cell line.

  16. The impact of graded levels of day length on turkey health and behavior to 18 weeks of age.

    Science.gov (United States)

    Vermette, C; Schwean-Lardner, K; Gomis, S; Grahn, B H; Crowe, T G; Classen, H L

    2016-06-01

    The impact of graded levels of day length on turkey health and behavior was determined in hens and toms raised to 18 wk of age. Birds were allocated to one of 4 lighting treatments (trt) providing 14 (14L), 17 (17L), 20 (20L), and 23 (23L) h of day length. Two time-replicated trials were completed with each, providing 2 rooms per lighting trt and each room having 3 hen (n = 720) and 3 tom (n = 480) pens. Data collection included gait score (GS), the incidence of footpad dermatitis (FPD), breast buttons and blisters, ocular size and pressure (males only), and behavioral observations (males only). Data were analyzed using SAS 9.3 based on a completely randomized design nested within 4 lighting trt. Regression analysis established relationships between response criteria and day length. Differences were considered significant at P ≤ 0.05 and trends noted at P ≤ 0.10. Gait score, FPD, and the incidence of breast buttons and blisters were assessed on 5 birds per pen at 11 and 17 wk of age. Average GS increased linearly with day length at 11 and 17 wk for both hens and toms, but the effect was larger in toms. Day length did not affect FPD, but more lesions and severe scores were found for hens than toms. The presence of breast buttons and blisters increased linearly with day length (11 wk) with the effect on blisters predominately seen in toms. Eye weight and size increased with increasing day length at 12 and 18 wk. Ocular pressure was not affected by day length. Infrared cameras recorded tom behavior over a 24 h period, and behaviors were classified over 10-min intervals using a scan sampling technique at 11 and 17 wk. Alterations in behavioral repertoire were observed with a linear increase in inactive resting and a linear decrease in standing, walking, preening, and environmental and feather pecking behaviors with increased day length. To conclude, day length affected bird mobility and incidence of breast blisters in an age- and gender-specific manner, and time

  17. Changes in Reading Practices and Perceptions in Low-Literacy-Level Adult Learners

    Science.gov (United States)

    Shore, Jane R.; Sabatini, John P.; Lentini, Jennifer; Holtzman, Steven

    2013-01-01

    This article reports on pre to post changes found in learners who participated in the Relative Effectiveness of Adult Literacy (REAL) reading interventions study (n = 81). Changes reported cover the types of texts learners read, the frequency of self-reported reading, perceptions of how well they read the texts, and their perceptions of how…

  18. Ameliorative effects of curcumin on the spermatozoon tail length, count, motility and testosterone serum level in metronidazole-treated mice.

    Science.gov (United States)

    Karbalay-Doust, S; Noorafshan, A

    2011-01-01

    Metronidazole (MTZ) is used as an antiparasitic drug. Curcumin is considered as anti-oxidant and anti-inflammatory agent. The ameliorative effects of curcumin on MTZ induced toxicity on mice spermatozoon tail length, count, motility and testosterone level were investigated. MTZ was administered in 500 and 165 (high and therapeutic doses) mg/kg/day, with and without curcumin (100 mg/kg/day). After 16 days the above parameters were assessed. Spermatozoon count and motility and serum testosterone level MTZ-treated (500 and 165) mice were reduced. In the mice treated with MTZ+curcumin these parameters decreased but in a lesser extent than the MTZ-treated animals. Mid-piece and total lengths of the spermatozoon tail in control animals were 31.6 ± 9.0 μm and 100.3 ± 15.0 μm and in the mice treated with high doses (500) of MTZ were reduced. The mid-piece and total spermatozoon tail length has been decreased in a lesser extent in the mice treated with high dose MTZ+curcumin than the mice treated with high dose MTZ (pspermatozoon, testosterone level and tail length in MTZ-treated mice.

  19. Muon Identification with the ATLAS Tile Calorimeter Read-Out Driver for Level-2 Trigger Purposes

    CERN Document Server

    Ruiz-Martinez, A

    2008-01-01

    The Hadronic Tile Calorimeter (TileCal) at the ATLAS experiment is a detector made out of iron as passive medium and plastic scintillating tiles as active medium. The light produced by the particles is converted to electrical signals which are digitized in the front-end electronics and sent to the back-end system. The main element of the back-end electronics are the VME 9U Read-Out Driver (ROD) boards, responsible of data management, processing and transmission. A total of 32 ROD boards, placed in the data acquisition chain between Level-1 and Level-2 trigger, are needed to read out the whole calorimeter. They are equipped with fixed-point Digital Signal Processors (DSPs) that apply online algorithms on the incoming raw data. Although the main purpose of TileCal is to measure the energy and direction of the hadronic jets, taking advantage of its projective segmentation soft muons not triggered at Level-1 (with pT<5 GeV) can be recovered. A TileCal standalone muon identification algorithm is presented and i...

  20. Language arts achievement level, attitude survey format, and adolescents' attitudes towards reading.

    Science.gov (United States)

    Smith, L R; Ryan, B E

    1997-01-01

    The joint effects of student achievement level and attitude survey format upon attitudes toward reading were investigated. Sixth-grade students completed reading attitude surveys involving a standard Likert-type format or one involving pictures of the comic strip character, Garfield. The survey items were identical for both formats; only the presentation format was varied. There was no significant main effect on attitude responses due to achievement level, but the main effect due to survey format was significant, with the Likert-type format producing significantly higher attitude responses than the Garfield format. The interaction between achievement level and format also was significant, with above average students and average students giving higher attitude responses than did below average students when the Garfield format was used. When the Likert-type format was used, average students and below average students gave higher attitude responses than did above average students. The results imply that attitude responses of adolescents can be manipulated by varying the format of the survey.

  1. Comics as a Literary-Didactic Method and Their Use for Reducing Gender Differences in Reading Literacy at the Primary Level of Education

    Science.gov (United States)

    Kerneža, Maja; Košir, Katja

    2016-01-01

    The aim of the present study was to examine the effect of the systematic use of comics as a literary-didactic method to reduce gender differences in reading literacy and reading motivation at the primary level of education. It was assumed that the use of comics would have a positive effect on pupils' reading literacy and reading motivation, while…

  2. Tracking Reading: Dual Task Costs of Oral Reading for Young versus Older Adults

    Science.gov (United States)

    Kemper, Susan; Bontempo, Daniel; Schmalzried, RaLynn; McKedy, Whitney; Tagliaferri, Bruno; Kieweg, Doug

    2014-01-01

    A digital pursuit rotor was used to monitor oral reading costs by time-locking tracking performance to the auditory wave form produced as young and older adults were reading out short paragraphs. Multilevel modeling was used to determine how paragraph-level predictors of length, grammatical complexity, and readability and person-level predictors…

  3. An Examination of Student- and Across-Level Mediation Mechanisms Accounting for Gender Differences in Reading Performance: A Multilevel Analysis of Reading Engagement

    Science.gov (United States)

    Mak, Soi-kei; Cheung, Kwok-cheung; Soh, Kaycheng; Sit, Pou-seong; Ieong, Man-kai

    2017-01-01

    Enjoyment of reading, diversity of reading and metacognitive awareness of reading strategies are cognitive and affective variables pertaining to three facets of reading engagement for students to read happily, widely and skilfully. These have been found to be related to effectiveness in reading instruction. They together form a focus for this…

  4. 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.

  5. Does E-Reading Enhance Reading Fluency?

    Science.gov (United States)

    Akbar, Rahima S.; Taqi, Hanan A.; Dashti, Abdulmohsin A.; Sadeq, Taiba M.

    2015-01-01

    Extensive reading is reading as much as possible, for one's own pleasure, at a difficulty level at which one can read smoothly and quickly. In the domain of reading, this paper investigates the effect of extensive reading from e-books, through utilizing a number of downloadable reading application programs on the students' e-devices, as opposed to…

  6. Planning of questions for various level of reading of textbooks for early grade students

    Directory of Open Access Journals (Sweden)

    Edita Haxhijaha

    2015-07-01

    Full Text Available During the entire history of education, questioning has been one of the usual techniques of teaching. Despite all the changes in the education theory and technology, this technique continues to be usual, because it is an efficient tool to increase learning. Questioning is an interactive relation, which enlivens the conversation, by giving continuity to the finding of final result. Questioning should be assessed as a technique, which gives high results, when it is managed successfully and with attention towards the teacher, playing meanwhile an important role during the learning of students. Through various planed activities, I tried to influence teachers in order to plan as many questions as possible, for the development of student’s critical thinking. Taking into account the development of further activities I focused in the results extracted from the data gained from the observation of teachers, target group, consultations with teachers, and took into consideration various literature which considered this issue. This research included five teachers that teach in classes 1-5, in the ELSS “Emin Duraku” in Prizren/Kosovo. Observation consisted of two periods. Results of the first period of observation showed that while preparing the teaching work, specifically planning of questions I noticed that a big number were direct questions with a low level of thinking. The research continued by maintaining the target group focused where important discussions were held about the importance of planning the questions of different levels that helped students to understand what they read and also contributed to the increasing of their interest for reading-understanding of various school texts. Then the second period of observation was conducted. Results showed that there were differences in the planning of questions by teachers, compared to the results of the first period of observation. Conclusions of this operational research showed that students can

  7. Light, nutrients, and food-chain length constrain planktonic energy transfer efficiency across multiple trophic levels

    OpenAIRE

    Dickman, Elizabeth M.; Newell, Jennifer M.; González, María J.; Vanni, Michael J.

    2008-01-01

    The efficiency of energy transfer through food chains [food chain efficiency (FCE)] is an important ecosystem function. It has been hypothesized that FCE across multiple trophic levels is constrained by the efficiency at which herbivores use plant energy, which depends on plant nutritional quality. Furthermore, the number of trophic levels may also constrain FCE, because herbivores are less efficient in using plant production when they are constrained by carnivores. These hypotheses have not ...

  8. TERRA Expression Levels Do Not Correlate with Telomere Length and Radiation Sensitivity in Human Cancer Cell Lines.

    Science.gov (United States)

    Smirnova, Alexandra; Gamba, Riccardo; Khoriauli, Lela; Vitelli, Valerio; Nergadze, Solomon G; Giulotto, Elena

    2013-01-01

    Mammalian telomeres are transcribed into long non-coding telomeric repeat-containing RNA (TERRA) molecules that seem to play a role in the maintenance of telomere stability. In human cells, CpG-island promoters drive TERRA transcription and are regulated by methylation. It was suggested that the amount of TERRA may be related to telomere length. To test this hypothesis we measured telomere length and TERRA levels in single clones isolated from five human cell lines: HeLa (cervical carcinoma), BRC-230 (breast cancer), AKG and GK2 (gastric cancers), and GM847 (SV40 immortalized skin fibroblasts). However, these two parameters did not correlate with each other. Moreover, cell survival to γ-rays did not show a significant variation among the clones, suggesting that, in this cellular system, the intra-population variability in telomere length and TERRA levels does not influence sensitivity to ionizing radiation. This conclusion was supported by the observation that in a cell line in which telomeres were greatly elongated by the ectopic expression of telomerase, TERRA expression levels and radiation sensitivity were similar to the parental HeLa cell line.

  9. An Enriched and Cooperative Reading Program for Achievers at the Sixth Grade Level.

    Science.gov (United States)

    Central Arkansas Education Center, Little Rock.

    An enrichment and cooperative reading program for high achievers in grade 6 involved participants in four reading classes who received supplementary reading instruction with the aid of teacher made cassette tapes, listening stations, current newspapers and magazines, and Reader's Digest skill builders. Testing at the end of the first year…

  10. Relative Effectiveness of Reading Practice or Word-Level Instruction in Supplemental Tutoring: How Text Matters

    Science.gov (United States)

    Vadasy, Patricia F.; Sanders, Elizabeth A.; Peyton, Julia A.

    2005-01-01

    In this quasi-experimental study, which is part of a series of investigations on supplemental reading tutoring variations, the relative effectiveness of more intense decoding instruction or text reading practice was examined. Fifty-seven first-grade students scoring in the lowest quartile for reading skills received either classroom reading…

  11. Full length cluster level swell data at pressures from 2 to 40 bar

    International Nuclear Information System (INIS)

    Pearson, K.G.

    1987-11-01

    This paper gives results of level swell experiments at pressures up to 40 bar, performed at Winfrith in 1981 as described elsewhere. The results have been used by a number of workers to develop voidage correlations and to assess safety codes. The experiment and experimental rig used are described. The results are tabulated. (author)

  12. Reading in developmental prosopagnosia

    DEFF Research Database (Denmark)

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

    2018-01-01

    OBJECTIVE: Recent models suggest that face and word recognition may rely on overlapping cognitive processes and neural regions. In support of this notion, face recognition deficits have been demonstrated in developmental dyslexia. Here we test whether the opposite association can also be found......, 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...

  13. FLO11 gene length and transcriptional level affect biofilm-forming ability of wild flor strains of Saccharomyces cerevisiae.

    Science.gov (United States)

    Zara, Giacomo; Zara, Severino; Pinna, Claudia; Marceddu, Salvatore; Budroni, Marilena

    2009-12-01

    In Saccharomyces cerevisiae, FLO11 encodes an adhesin that is associated with different phenotypes, such as adherence to solid surfaces, hydrophobicity, mat and air-liquid biofilm formation. In the present study, we analysed FLO11 allelic polymorphisms and FLO11-associated phenotypes of 20 flor strains. We identified 13 alleles of different lengths, varying from 3.0 to 6.1 kb, thus demonstrating that FLO11 is highly polymorphic. Two alleles of 3.1 and 5.0 kb were cloned into strain BY4742 to compare the FLO11-associated phenotypes in the same genetic background. We show that there is a significant correlation between biofilm-forming ability and FLO11 length both in different and in the same genetic backgrounds. Moreover, we propose a multiple regression model that allows prediction of air-liquid biofilm-forming ability on the basis of transcription levels and lengths of FLO11 alleles in a population of S. cerevisiae flor strains. Considering that transcriptional differences are only partially explained by the differences in the promoter sequences, our results are consistent with the hypothesis that FLO11 transcription levels are strongly influenced by genetic background and affect biofilm-forming ability.

  14. Algorithmic analysis of the maximum level length in general-block two-dimensional Markov processes

    Directory of Open Access Journals (Sweden)

    2006-01-01

    Full Text Available Two-dimensional continuous-time Markov chains (CTMCs are useful tools for studying stochastic models such as queueing, inventory, and production systems. Of particular interest in this paper is the distribution of the maximal level visited in a busy period because this descriptor provides an excellent measure of the system congestion. We present an algorithmic analysis for the computation of its distribution which is valid for Markov chains with general-block structure. For a multiserver batch arrival queue with retrials and negative arrivals, we exploit the underlying internal block structure and present numerical examples that reveal some interesting facts of the system.

  15. Effect of mini-implant length and diameter on primary stability under loading with two force levels.

    Science.gov (United States)

    Chatzigianni, Athina; Keilig, Ludger; Reimann, Susanne; Eliades, Theodore; Bourauel, Christoph

    2011-08-01

    Mini-implants are widely utilized as anchorage units in orthodontic treatment. Nevertheless, there are factors that interfere with their clinical performance. The aim of this study was to examine the impact of length and diameter on the primary stability of two different types of orthodontic mini-implants loaded with two force levels. A total of 90 self-drilling mini-implants were inserted in bovine ribs in vitro, 62 of which were used in data analysis. The mini-implants were of two types, Aarhus (n=29) and Lomas (n=33), of two lengths (7 and 9 mm, n=26 and n=28, respectively), and of two diameters (1.5 and 2 mm, Lomas only, n=6 and n=8, respectively). A closed nickel-titanium (NiTi) coil spring was attached to each mini-implant. Half of the preparations were loaded with a low force of 0.5 N and the other half with a force of 2.5 N. Mini-implant deflections during force application were non-invasively registered using a three-dimensional (3D) laser-optical system. The results were analysed with analysis of variance for the effects of implant type, implant length, and force level, and with a t-test for the study of the effect of diameter in two different diameter variants of the same (Lomas) implant. In the low-force group, implant displacements were not statistically significant difference according to the investigated parameters. In the high-force group, the 9 mm long mini-implants displaced significantly less (10.5±7.5 μm) than the 7 mm long (22.3±11.3 μm, P<0.01) and the 2 mm wide significantly less (8.8±2.2 μm) than the 1.5 mm implants (21.9±1.5 μm, P<0.001). The force level at which significance occurred was 1 N. The rotation of the Lomas mini-implants in the form of tipping was significantly higher than that of the Aarhus mini-implants at all force levels. Implant length and diameter become statistically significant influencing parameters on implant stability only when a high force level is applied.

  16. The Relations between Lower and Higher Level Comprehension Skills and Their Role in Prediction of Early Reading Comprehension

    Science.gov (United States)

    Silva, Macarena; Cain, Kate

    2015-01-01

    This study of 4- to 6-year-olds had 2 aims: first, to determine how lower level comprehension skills (receptive vocabulary and grammar) and verbal memory support early higher level comprehension skills (inference and literal story comprehension), and second, to establish the predictive power of these skills on subsequent reading comprehension.…

  17. Brain connectivity in children is increased by the time they spend reading books and decreased by the length of exposure to screen-based media.

    Science.gov (United States)

    Horowitz-Kraus, Tzipi; Hutton, John S

    2018-04-01

    This study compared the time spent using screen-based media or reading on the functional connectivity of the reading-related brain regions in children aged 8-12. We recruited 19 healthy American children from a private school in Cincinnati, USA, in 2015-6 after advertising the study to parents. The parents completed surveys on how many hours their children spent on independent reading and screen-based media time, including smartphones, tablets, desktop or laptop computers and television. The children underwent magnetic resonance imaging that assessed their resting-state connectivity between the left visual word form area, as the seed area, and other brain regions, with screen time and reading time applied as predictors. Time spent reading was positively correlated with higher functional connectivity between the seed area and left-sided language, visual and cognitive control regions. In contrast, screen time was related to lower connectivity between the seed area and regions related to language and cognitive control. Screen time and time spent reading showed different effects on functional connectivity between the visual word form area and language, visual and cognitive control regions of the brain. These findings underscore the importance of children reading to support healthy brain development and literacy and limiting screen time. ©2017 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

  18. Comparative analysis of performance in reading and writing of children exposed and not exposed to high sound pressure levels.

    Science.gov (United States)

    Santos, Juliana Feitosa dos; Souza, Ana Paula Ramos de; Seligman, Lilian

    2013-01-01

    To analyze the possible relationships between high sound pressure levels in the classroom and performance in the use of lexical and phonological routes in reading and writing. This consisted on a quantitative and exploratory study. The following measures were carried out: acoustic measurement, using the dosimeter, visual inspection of the external auditory canal, tonal audiometry thresholds, speech recognition tests and acoustic immittance; instrument for evaluation of reading and writing of isolated words. The non-parametric χ² test and Fisher's exact test were used for data analysis. The results of acoustic measurements in 4 schools in Santa Maria divided the sample of 87 children of third and fourth years of primary school, aged 8 to 10 years, in 2 groups. The 1st group was exposed to sound levels higher than 80 dB(A) (Study group) and the 2nd group at levels lower than 80 dB(A) (Control group). Higher prevalence of correct answers in reading and writing of nonwords, reading irregular words and frequency effect were observed. Predominance of correct answers in the writing of irregular words was observed in the Control group. For the Study group, a higher number of type errors neologism in reading and writing were observed, especially regarding the writing of nonwords and the extension effect; fewer errors of lexicalization type and verbal paragraphy in writing were observed. In assessing the reading and writing skills, children in the Study group exposed to high noise levels had poorer performance in the use of lexical and phonological routes, both in reading and in writing.

  19. Beyond reading level: a systematic review of the suitability of cancer education print and Web-based materials.

    Science.gov (United States)

    Finnie, Ramona K C; Felder, Tisha M; Linder, Suzanne Kneuper; Mullen, Patricia Dolan

    2010-12-01

    Consideration of categories related to reading comprehension--beyond reading level--is imperative to reach low literacy populations effectively. "Suitability" has been proposed as a term to encompass six categories of such factors: content, literacy demand graphics, layout/typography, learning stimulation, and cultural appropriateness. Our purpose was to describe instruments used to evaluate categories of suitability in cancer education materials in published reports and their findings. We searched databases and reference lists for evaluations of print and Web-based cancer education materials to identify and describe measures of these categories. Studies had to evaluate reading level and at least one category of suitability. Eleven studies met our criteria. Seven studies reported inter-rater reliability. Cultural appropriateness was most often assessed; four instruments assessed only surface aspects of cultural appropriateness. Only two of seven instruments used, the suitability assessment of materials (SAM) and the comprehensibility assessment of materials (SAM + CAM), were described as having any evidence of validity. Studies using Simplified Measure of Goobledygook (SMOG) and Fry reported higher average reading level scores than those using Flesh-Kincaid. Most materials failed criteria for reading level and cultural appropriateness. We recommend more emphasis on the categories of suitability for those developing cancer education materials and more study of these categories and reliability and validity testing of instruments.

  20. The Impact of Intensive Reading Intervention on Level of Attention in Middle School Students.

    Science.gov (United States)

    Roberts, Greg; Rane, Shruti; Fall, Anna-Mária; Denton, Carolyn A; Fletcher, Jack M; Vaughn, Sharon

    2015-01-01

    The purpose of the study was to estimate the impact of reading intervention on ratings of student attention over time. We used extant data from a longitudinal randomized study of a response-based reading intervention to fit a multiple-indicator, multilevel growth model. The sample at randomization was 54% male, 18% limited English proficient, 85% eligible for free or reduced-price lunch, 58% African American, and 32% Hispanic. Reading ability was measured by using the Woodcock-Johnson III Tests of Achievement. Attention was measured by using the Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Scale. Findings indicate that intensive, response-based reading intervention over 3 years improved reading achievement and behavioral attention in middle school struggling readers, with treatment directly affecting reading, which in turn influenced attention. In the business-as-usual condition, there was no relation between improved reading and attention. The results are consistent with a correlated liabilities model of comorbidity. The results do not align with the inattention-as-cause hypothesis, which predicts that reading intervention should not affect attention. The findings do not support, but do not necessarily preclude, the phenocopy hypothesis. The results are especially pertinent for older students who may be inattentive partly because of years of struggling with reading.

  1. To elaborate and implement a brochure of reading strategies with a focus on andragogy “Reading is learning” in order to enhance Reading skills in ESL students of the B1+ level of the Language Centre at Universidad Técnica de Ambato, academic period 2015

    OpenAIRE

    Hidalgo Camacho, Cynthia Soledad

    2016-01-01

    This research work: to elaborate and to implement a brochure with Reading strategies “Reading is learning”, aims to enhance Reading comprehension in students from the B1+ level of English, at the languages center in Universidad Técnica De Ambato. The students’ population groups found here are adults from 18 to 40 years of age. Although reading can definitely be affected by some personal factors such as formal educational background, frequency of reading, types of texts used, attitude of th...

  2. Effect of external classroom noise on schoolchildren's reading and mathematics performance: correlation of noise levels and gender.

    Science.gov (United States)

    Papanikolaou, M; Skenteris, N; Piperakis, S M

    2015-02-01

    The present study investigated the effect of low, medium, and high traffic road noise as well as irrelevant background speech noise on primary school children's reading and mathematical performance. A total of 676 participants (324 boys, 47.9% and 352 girls, 52.1%) of the 4th and 5th elementary classes participated in the project. The participants were enrolled in public primary schools from urban areas and had ages ranging from 9 to 10 years and from. Schools were selected on the basis of increasing levels of exposure to road traffic noise and then classified into three categories (Low noise: 55-66 dB, Medium noise: 67-77 dB, and High noise: 72-80 dB). We measured reading comprehension and mathematical skills in accordance with the national guidelines for elementary education, using a test designed specifically for the purpose of this study. On the one hand, children in low-level noise schools showed statistically significant differences from children in medium- and high-level noise schools in reading performance (p<0.001). On the other hand, children in low-level noise schools differed significantly from children in high-level noise schools but only in mathematics performance (p=0.001). Girls in general did better in reading score than boys, especially in schools with medium- and high-level noise. Finally the levels of noise and gender were found to be two independent factors.

  3. Literacy in patients with a chronic disease: systemic lupus erythematosus and the reading level of patient education materials.

    Science.gov (United States)

    Hearth-Holmes, M; Murphy, P W; Davis, T C; Nandy, I; Elder, C G; Broadwell, L H; Wolf, R E

    1997-12-01

    (1) To assess literacy in a sample of patients with systemic lupus erythematosus (SLE); (2) to evaluate the reading level of patient education materials specific to SLE; and (3) to compare patient literacy levels to the readability of materials written for patients with SLE. Rapid Estimate of Adult Literacy in Medicine, a reading recognition test, was given to 94 patients with SLE. Socioeconomic status was assessed using Nam-Powers. Patient education materials frequently used with these patients were assessed for readability grade level. The patients with SLE were reading on an average 7th-8th grade level; their average educational level (last grade completed in school) was 11.9. The average socioeconomic status (SES) according to the Nam-Powers assessment was 43, indicating high school completed, no college, an income range of $5000-$10,000, and occupations such as household workers and laborers. Multiple linear regression revealed that race and education correlated with reading (p < 0.001), but age, sex, and SES did not. The readability of surveyed SLE patient education materials ranged from 7th-15th grade level. Eighty-nine percent were written at a 9th grade level or above and were therefore inappropriate for about half the patients surveyed. Reading skills below high school level existed for 48% of patients surveyed, yet only 11% of SLE patient education materials were written below a 9th grade level. Current SLE patient education materials are written on too high a level for many patients. Identifying patients with low literacy may help provide more appropriate patient education and better medical care.

  4. Comparison of Different Levels of Reading Comprehension between Hearing-Impaired Loss and Normal-Hearing Students

    Directory of Open Access Journals (Sweden)

    Azam Sharifi

    2011-12-01

    Full Text Available Background and Aim: Reading skill is one of the most important necessities of students' learning in everyday life. This skill is referred to the ability of comprehension, comment and conclusion from texts and receiving the meaning of the massage which is composed. Educational development in any student has a direct relation with the ability of the comprehension. This study is designed to investigate the effects of hearing loss on reading comprehension in hearing-impaired students compared to normal-hearing ones.Methods: Seventeen hearing-impaired students in 4th year of primary exceptional schools in Karaj, Robatkarim and Shahriyar, Iran, were enrolled in this cross-sectional study. Seventeen normal-hearing students were randomly selected from ordinary schools next to exceptional ones as control group. They were compared for different levels of reading comprehension using the international standard booklet (PIRLS 2001. Results: There was a significant difference in performance between hearing-impaired and normal- hearing students in different levels of reading comprehension (p<0.05.Conclusion: Hearing loss has negative effects on different levels of reading comprehension, so in exceptional centers, reconsideration in educational planning in order to direct education from memorizing to comprehension and deeper layers of learning seems necessary.

  5. Dynamic Assessment of EFL Reading: Revealing Hidden Aspects at Different Proficiency Levels

    Science.gov (United States)

    Ajideh, Parviz; Farrokhi, Farahman; Nourdad, Nava

    2012-01-01

    Dynamic assessment as a complementary approach to traditional static assessment emphasizes the learning process and accounts for the amount and nature of examiner investment. The present qualitative study analyzed interactions for 270 reading test items which were recorded and tape scripted. The reading ability of 9 EFL participants at three…

  6. Reading Images in Graphic Novels: Taking Students to a "Greater Thinking Level"

    Science.gov (United States)

    Pantaleo, Sylvia

    2014-01-01

    During a classroom-based study that explored the teaching and learning of visual elements of art and design, Grade 7 students had the opportunity to read four graphic novels. Theoretically, the research was informed by social semiotics, visual literacy, sociocultural theory, and Rosenblatt's transactional theory of reading. The instructional unit…

  7. Why Some Students Are Less Motivated in Reading Classes at Tertiary Level in Bangladesh

    Science.gov (United States)

    Ullah, Md. Mohib; Fatema, Sayeda

    2013-01-01

    The universal importance of reading, a receptive skill, is enormous. It encompasses a major part of learning and teaching a language. Reading ameliorates language competence of learners and it has an all-inclusive effect on their acquisition of second language. But some students are not found appropriately motivated or found demotivated in reading…

  8. The Use of a Computer-Based Reading Rate Development Program on Pre-University Intermediate Level ESL Learners' Reading Speeds

    Science.gov (United States)

    Haupt, John

    2015-01-01

    Improving L2 learners reading fluency has been identified by leading L2 reading researchers as an important aspect of L2 reading instruction (Grabe, 2004, 2009; Nation, 2009). A number of studies have been conducted on the use of paper-based fluency development methods on ESL and EFL students reading speeds and showed positive results (Al-Homoud…

  9. The Unique Relation of Silent Reading Fluency to End-of-Year Reading Comprehension: Understanding Individual Differences at the Student, Classroom, School, and District Levels

    Science.gov (United States)

    Kim, Young-Suk; Petscher, Yaacov; Foorman, Barbara

    2015-01-01

    Despite many previous studies on reading fluency (measured by a maze task) as a screening measure, our understanding is limited about the utility of silent reading fluency in predicting later reading comprehension and contextual influences (e.g., schools and districts) on reading comprehension achievement. In the present study we examined: (1) How…

  10. Relationship between Critical Thinking Levels and Attitudes towards Reading Habits among Pre-Service Physical Education Teachers

    Science.gov (United States)

    Bulgurcuoglu, Ahmet Nusret

    2016-01-01

    The purpose of the present research is to define the critical thinking levels and reading habits of students studying at the department of physical education and sports teaching and analysing the relationship between these. The participants of the present research are 136 pre-service physical education teachers studying at Mugla Sitki Kocman…

  11. Literacy at All Levels. Proceedings of the Annual Study Conference of the United Kingdom Reading Assn. (8th, Manchester, 1971).

    Science.gov (United States)

    Southgate, Vera, Ed.

    Edited versions of selected major papers presented at the July 1971 study conference of the United Kingdom Reading Association, which had the theme "Literacy at All Levels," are included in this book. This group defines literacy as "the mastery of our native language in all its aspects, as a means of communication," and…

  12. Dimensions of Discourse Level Oral Language Skills and Their Relation to Reading Comprehension and Written Composition: An Exploratory Study

    Science.gov (United States)

    Kim, Young-Suk Grace; Park, Cheahyung; Park, Younghee

    2015-01-01

    We examined the relations of discourse-level oral language skills [i.e., listening comprehension, and oral retell and production of narrative texts (oral retell and production hereafter)] to reading comprehension and written composition. Korean-speaking first grade students (N = 97) were assessed on listening comprehension, oral retell and…

  13. State-of-the-Art Article: The Role and Importance of Lower-Level Processes in Second Language Reading

    Science.gov (United States)

    Nassaji, Hossein

    2014-01-01

    This article examines current research on the role and importance of lower-level processes in second language (L2) reading. The focus is on word recognition and its subcomponent processes, including various phonological and orthographic processes. Issues related to syntactic and semantic processes and their relationship with word recognition are…

  14. Metacognitive Reading Strategies in Learning Disability: Relations between Usage Level, Academic Self-Efficacy and Self-Concept

    Science.gov (United States)

    Girli, Alev; Öztürk, Halil

    2017-01-01

    The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD), academic self-efficacy and the concept of self, in comparison to their typically developing (TD) peers. The data to be used in the study were collected using the…

  15. Reading in Their Own Interests: Teaching Five Levels of Analysis to U.S. Students of Color in Urban Communities

    Science.gov (United States)

    Camangian, Patrick Roz

    2013-01-01

    This article examines the usefulness of engaging culturally relevant texts with five levels of analysis to foster critical thinking and academic writing. Teachers who are not critical of seemingly a theoretical, ahistorical reading methods often overlook the ways that cultural biases in instructional methods ignore the cultural and critical needs…

  16. Long-term language levels and reading skills in mandarin-speaking prelingually deaf children with cochlear implants.

    Science.gov (United States)

    Wu, Che-Ming; Chen, Yen-An; Chan, Kai-Chieh; Lee, Li-Ang; Hsu, Kuang-Hung; Lin, Bao-Guey; Liu, Tien-Chen

    2011-01-01

    The aim of this study was to document receptive and expressive language levels and reading skills achieved by Mandarin-speaking children who had received cochlear implants (CIs) and used them for 4.75-7.42 years. The effects of possible associated factors were also analyzed. Standardized Mandarin language and reading tests were administered to 39 prelingually deaf children with Nucleus 24 devices. The Mandarin Chinese version of the Peabody Picture Vocabulary Test was used to assess their receptive vocabulary knowledge and the Revised Primary School Language Assessment Test for their receptive and expressive language skills. The Graded Chinese Character Recognition Test was used to test their written word recognition ability and the Reading Comprehension Test for their reading comprehension ability. Raw scores from both language and reading measurements were compared to normative data of nor- mal-hearing children to obtain standard scores. The results showed that the mean standard score for receptive vocabulary measurement and the mean T scores for the receptive language, expressive language and total language measurement were all in the low-average range in comparison to the normative sample. In contrast, the mean T scores for word and text reading comprehension were almost the same as for their age-matched hearing counterparts. Among all children with CIs, 75.7% scored within or above the normal range of their age-matched hearing peers on receptive vocabulary measurement. For total language, Chinese word recognition and reading scores, 71.8, 77 and 82% of children with CIs were age appropriate, respectively. A strong correlation was found between language and reading skills. Age at implantation and sentence perception scores account for 37% of variance for total language outcome. Sentence perception scores and preimplantation residual hearing were revealed to be associated with the outcome of reading comprehension. We concluded that by using standard tests, the

  17. 'Length'at Length

    Indian Academy of Sciences (India)

    Admin

    He was interested to know how `large' is the set of numbers x for which the series is convergent. Here large refers to its length. But his set is not in the class ♢. Here is another problem discussed by Borel. Consider .... have an infinite collection of pairs of new shoes and want to choose one shoe from each pair. We have an ...

  18. Tidal Response to Sea-Level Rise in Different Types of Estuaries: The Importance of Length, Bathymetry, and Geometry

    Science.gov (United States)

    Du, Jiabi; Shen, Jian; Zhang, Yinglong J.; Ye, Fei; Liu, Zhuo; Wang, Zhengui; Wang, Ya Ping; Yu, Xin; Sisson, Mac; Wang, Harry V.

    2018-01-01

    Tidal response to sea-level rise (SLR) varies in different coastal systems. To provide a generic pattern of tidal response to SLR, a systematic investigation was conducted using numerical techniques applied to idealized and realistic estuaries, with model results cross-checked by analytical solutions. Our results reveal that the response of tidal range to SLR is nonlinear, spatially heterogeneous, and highly affected by the length and bathymetry of an estuary and weakly affected by the estuary convergence with an exception of strong convergence. Contrary to the common assumption that SLR leads to a weakened bottom friction, resulting in increased tidal amplitude, we demonstrate that tidal range is likely to decrease in short estuaries and in estuaries with a narrow channel and large low-lying shallow areas.

  19. Predicting Levels of Reading and Writing Achievement in Typically Developing, English-Speaking 2nd and 5th Graders

    Science.gov (United States)

    Jones, Jasmin Niedo; Abbott, Robert D.; Berninger, Virginia W.

    2014-01-01

    Human traits tend to fall along normal distributions. The aim of this research was to evaluate an evidence-based conceptual framework for predicting expected individual differences in reading and writing achievement outcomes for typically developing readers and writers in early and middle childhood from Verbal Reasoning with or without Working Memory Components (phonological, orthographic, and morphological word storage and processing units, phonological and orthographic loops, and rapid switching attention for cross-code integration). Verbal Reasoning (reconceptualized as Bidirectional Cognitive-Linguistic Translation) plus the Working Memory Components (reconceptualized as a language learning system) accounted for more variance than Verbal Reasoning alone, except for handwriting for which Working Memory Components alone were better predictors. Which predictors explained unique variance varied within and across reading (oral real word and pseudoword accuracy and rate, reading comprehension) and writing (handwriting, spelling, composing) skills and grade levels (second and fifth) in this longitudinal study. Educational applications are illustrated and theoretical and practical significance discussed. PMID:24948868

  20. Definition of a focus of reading and writing teaching in the process from preparatory to primary level at school

    Directory of Open Access Journals (Sweden)

    Rudy Doria Correa

    2014-08-01

    Full Text Available This paper shows the results of a research exercise in order to define an approach of reading and writing’s teaching and learning in the process from preparatory to primary education in Asodesi’s school in the city of Monteria - Córdoba. This experience is a part of the investigation “classroom projects: an experience of action research in language teaching at school”, theoretically oriented from the study of various approaches about teaching reading and writing early, with a qualitative methodology (IA, by forming a study group work (SGW, within which teachers reflect on their teaching practices, in order to improve and transform them. The main results are: the definition of a comprehensive approach of teaching reading and writing, linked to the goals of training offered in classroom projects in primary and secondary levels and the development of skills incomprehension and textual production. 

  1. Reading for Pleasure: A Reading Resource Room.

    Science.gov (United States)

    Battles, Jane; Tambuscio, Colleen

    1991-01-01

    A reading resource room was developed for 59 deaf and hard-of-hearing secondary-level students, to improve vocabulary and reading skills and encourage reading for pleasure. Books of interest to teenagers with limited reading levels were located from several publishing companies and were arranged in a space with shelves and comfortable seating.…

  2. Comics as a Literary-Didactic Method and Their Use for Reducing Gender Differences in Reading Literacy at the Primary Level of Education

    Directory of Open Access Journals (Sweden)

    Maja Kerneža

    2016-06-01

    Full Text Available The aim of the present study was to examine the effect of the systematic use of comics as a literary-didactic method to reduce gender differences in reading literacy and reading motivation at the primary level of education. It was assumed that the use of comics would have a positive effect on pupils’ reading literacy and reading motivation, while also reducing the aforementioned differences between boys and girls. The dimensions of reading literacy and reading motivation were examined in experimental and control groups, before and after the intervention, by means of questionnaires and tests for pupils. The sample consisted of 143 pupils from second to fifth grade from two Slovenian primary schools in a rural environment, of which 73 pupils participated in the experimental group and 70 pupils represented the control group. Effects of the use of comics as a literary-didactic method were not found: using comics as a literary-didactic method did not have a statistically significant effect on pupils’ reading literacy and reading motivation. However, when the four-way structure of the research (taking into account the age and gender of the pupils was considered, some subgroups showed a statistically significant increase in reading interest and attitude towards reading. No reduction of gender differences in reading literacy and reading motivation was found. Based on the results, guidelines for further research are established and suggestions are offered for teachers’ work.

  3. Determination of the Relationship Between Patient Height Versus Vertebral Column Length and the Level of Subarachnoid Sensory Blockade Produced Using 0.75% Hyperbaric Bupivacaine

    National Research Council Canada - National Science Library

    Bequette, Bonnie

    1996-01-01

    The purpose of this study was to determine the strength of the relationship between patient height versus vertebral column length and the level of subarachniod sensory blockade following administration of 15 mg of 0.75...

  4. Intercomparison of methods for the estimation of displacement height and roughness length from single-level eddy covariance data

    Science.gov (United States)

    Graf, Alexander; van de Boer, Anneke; Schüttemeyer, Dirk; Moene, Arnold; Vereecken, Harry

    2013-04-01

    The displacement height d and roughness length z0 are parameters of the logarithmic wind profile and as such these are characteristics of the surface, that are required in a multitude of meteorological modeling applications. Classically, both parameters are estimated from multi-level measurements of wind speed over a terrain sufficiently homogeneous to avoid footprint-induced differences between the levels. As a rule-of thumb, d of a dense, uniform crop or forest canopy is 2/3 to 3/4 of the canopy height h, and z0 about 10% of canopy height in absence of any d. However, the uncertainty of this rule-of-thumb becomes larger if the surface of interest is not "dense and uniform", in which case a site-specific determination is required again. By means of the eddy covariance method, alternative possibilities to determine z0 and d have become available. Various authors report robust results if either several levels of sonic anemometer measurements, or one such level combined with a classic wind profile is used to introduce direct knowledge on the friction velocity into the estimation procedure. At the same time, however, the eddy covariance method to measure various fluxes has superseded the profile method, leaving many current stations without a wind speed profile with enough levels sufficiently far above the canopy to enable the classic estimation of z0 and d. From single-level eddy covariance measurements at one point in time, only one parameter can be estimated, usually z0 while d is assumed to be known. Even so, results tend to scatter considerably. However, it has been pointed out, that the use of multiple points in time providing different stability conditions can enable the estimation of both parameters, if they are assumed constant over the time period regarded. These methods either rely on flux-variance similarity (Weaver 1990 and others following), or on the integrated universal function for momentum (Martano 2000 and others following). In both cases

  5. Mira y lee: Libro de lectura 1, nivel 1 (Look and Read: Reader 1, Level 1).

    Science.gov (United States)

    Martinez, Emiliano; And Others

    This reading textbook contains a series of stories designed to relate to the natural interest of the school child. Students learn about a Puerto Rican family living in New York. New vocabulary is introduced gradually for the student to memorize. Included are exercises in oral expression and comprehension, auditory discrimination, intonation,…

  6. Prediction of the difficulty level in a standardized reading comprehension test: contributions from cognitive psychology and psychometrics.

    Directory of Open Access Journals (Sweden)

    Brizuela, Armel

    2013-07-01

    Full Text Available This research seeks to identify possible predictors of the difficulty level of reading comprehension items used in a standardized psychometric test for university admission. Several potential predictors of difficulty were proposed, namely, propositional density, negations, grammatical structure, vocabulary difficulty, presence of enhancement elements (words highlighted typographically, item abstraction level and degree of similarity between correct option and relevant text to resolve the item. By Linear Logistic Test Model (Fisher, 1973 it was found that the number of propositions, the syntactic structure, and fundamentally, the presence of difficult words contributed to the prediction of the item difficulty level.

  7. Metacognitive reading strategies in learning disability: Relations between usage level, academic self-efficacy and self-concept

    Directory of Open Access Journals (Sweden)

    Alev Girli

    2017-09-01

    Full Text Available The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD, academic self-efficacy and the concept of self, in comparison to their typically developing (TD peers. The data to be used in the study were collected using the Metacognitive Awareness of Reading Strategies Inventory, the Academic Self-efficacy Scale, the Piers-Harris Children’s Self-concept Scale and the Demographics Information Form. The study was conducted among a total of 119 students in the fifth,sixth, seventh and eighth grades in İzmir Province, including 59 students diagnosed with SLD and 60 TD students. Considering the results of the study, in comparison to TD students, students diagnosed with SLD were significantly inadequate in terms of the usage levels of metacognitive reading strategies, levels of academic self-efficacy, and the intelligence/school subdimensions of the concept of self.

  8. Invariance levels across language versions of the PISA 2009 reading comprehension tests in Spain.

    Science.gov (United States)

    Elosua Oliden, Paula; Mujika Lizaso, Josu

    2013-01-01

    The PISA project provides the basis for studying curriculum design and for comparing factors associated with school effectiveness. These studies are only valid if the different language versions are equivalent to each other. In Spain, the application of PISA in autonomous regions with their own languages means that equivalency must also be extended to the Spanish, Galician, Catalan and Basque versions of the test. The aim of this work was to analyse the equivalence among the four language versions of the Reading Comprehension Test (PISA 2009). After defining the testlet as the unit of analysis, equivalence among the language versions was analysed using two invariance testing procedures: multiple-group mean and covariance structure analyses for ordinal data and ordinal logistic regression. The procedures yielded concordant results supporting metric equivalence across all four language versions: Spanish, Basque, Galician and Catalan. The equivalence supports the estimated reading literacy score comparability among the language versions used in Spain.

  9. Write/erase stress relaxation effect on data-retention and read-disturb errors in triple-level cell NAND flash memory with round-robin wear-leveling

    Science.gov (United States)

    Deguchi, Yoshiaki; Kobayashi, Atsuro; Takeuchi, Ken

    2017-04-01

    This study analyzes the influence of the interval of time (t S-P) between write/erase endurance stress and programming the final data for the data-retention and read-disturb error evaluations in 1X nm triple-level cell (TLC) NAND flash memories. During the interval of time after the write/erase endurance stresses, electrons are de-trapped from the tunnel dielectric. Eventually, the data-retention error decreases in read-“cold” data which is infrequently read. By introducing long t S-P, e.g., 3 h, with round-robin wear-leveling, the bit error rate (BER) of the read-cold data can be decreased by 47%. Moreover, in read-“hot” data which is frequently read, the BER decreases because V TH-down errors are decreased by introducing long t S-P in over 600 read cycles, while the BER does not decrease in case of the smaller read cycles (<600) because V TH-up errors increase during the read operations. This work introduces the mechanism of the V TH-down error in read-“hot” data. The measured BER of the read-hot data decreases by 74% by introducing optimal t S-P with round-robin wear-leveling.

  10. Pleasure Reading and Reading Rate Gains

    Science.gov (United States)

    Beglar, David; Hunt, Alan

    2014-01-01

    This study investigated the effects of (a) the amount of pleasure reading completed, (b) the type of texts read (i.e., simplified or unsimplified books), and (c) the level of simplified texts read by 14 Japanese university students who made the largest reading rate gains over one academic year. The findings indicated that the participants who made…

  11. Multiple Levels of Bilingual Language Control: Evidence from Language Intrusions in Reading Aloud

    OpenAIRE

    Gollan, Tamar H.; Schotter, Elizabeth R.; Gomez, Joanne; Murillo, Mayra; Rayner, Keith

    2013-01-01

    Bilinguals rarely produce words in an unintended language. However, we induced such intrusion errors (e.g., saying el instead of he) in 32 Spanish-English bilinguals who read aloud language-selective and language-mixed paragraphs with English or Spanish word order. Bilinguals produced language intrusions almost exclusively in language-mixed paragraphs, and most often when attempting to produce dominant-language targets (accent-only errors also exhibited reversed language dominance effects). M...

  12. Self-Concept Predicts Academic Achievement Across Levels of the Achievement Distribution: Domain Specificity for Math and Reading.

    Science.gov (United States)

    Susperreguy, Maria Ines; Davis-Kean, Pamela E; Duckworth, Kathryn; Chen, Meichu

    2017-09-18

    This study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the Avon Longitudinal Study of Parents and Children, National Institute of Child Health and Human Development-Study of Early Child Care and Youth Development, and Panel Study of Income Dynamics-Child Development Supplement, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high). © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

  13. ¿Leen en forma voluntaria y recreativa los niños que logran un buen nivel de Comprensión Lectora? Do children who achieve a high level of Reading Comprehension read voluntarily and for recreation?

    Directory of Open Access Journals (Sweden)

    Mónica Valdés

    2013-11-01

    Full Text Available This study aims at determining the reading habits of 4th Grade students (4th Primary who reach an advanced level of reading comprehension. They were evaluated in the 2011 SIMCE test, in Chile. A survey about reading behaviors was conducted in a sample of 107 students from two schools in Talca, Maule region. In this study were items were evaluated: various behaviors associated with reading such as reading habits, defined as behaviors linked with the number of books read voluntarily and the taste for reading; frequency of use of the library and the priority of reading within the student’s free time; type of support utilized for reading and the role of parents in motivating their children to read. The results show that reaching a good level of reading comprehension does not ensure good reading habits or the enjoyment and pleasure of reading. The study also shows that students rarely use the school library and the low reading motivation they get from their parents.Este estudio tiene como objetivo conocer los hábitos lectores de los alumnos de 4° Básico (4° de Primaria que alcanzan un nivel de comprensión lectora avanzado, evaluado en la prueba Sistema de Medición de la Calidad de la Educación (SIMCE en Chile, en 2011. El estudio se realizó con una muestra de 107 alumnos que respondieron una encuesta y que pertenecen a dos colegios de la comuna de Talca, región del Maule. Fueron evaluadas distintas conductas asociadas a la lectura como el hábito lector, definido como las conductas asociadas a cantidad de libros leídos en forma voluntaria, el gusto por la lectura, la frecuencia en el uso de la biblioteca, el lugar que ocupa la lectura dentro del tiempo libre, el tipo de soporte utilizado para leer y el rol de los padres en la motivación por la lectura de sus hijos. Los resultados muestran que el hecho de alcanzarun buen nivel de comprensión lectora no asegura los buenos hábitos lectores, el gusto por la lectura y el leer por placer. Se

  14. Comprehension and Motivation Levels in Conjunction with the Use of eBooks with Audio: A Quasi-Experimental Study of Post-Secondary Remedial Reading Students

    Science.gov (United States)

    Wheeler, Kimberly W.

    2014-01-01

    This quasi-experimental pretest, posttest nonequivalent control group study investigated the comprehension scores and motivation levels of post-secondary remedial reading students in a two-year technical college in Northwest Georgia using an eBook, an eBook with audio, and a print book. After reading a module on Purpose and Tone in the three book…

  15. Reading Comprehension Level and Development in Native and Language Minority Adolescent Low Achievers: Roles of Linguistic and Metacognitive Knowledge and Fluency

    Science.gov (United States)

    Trapman, Mirjam; van Gelderen, Amos; van Schooten, Erik; Hulstijn, Jan

    2017-01-01

    In a longitudinal design, we measured 50 low-achieving adolescents' reading comprehension development from Grades 7 to 9. There were 24 native Dutch and 26 language minority students. In addition, we assessed the roles of (a) linguistic knowledge, (b) metacognitive knowledge, and (c) reading fluency in predicting both the level and growth of…

  16. The relationship between immediate preoperative serum 25-hydroxy-vitamin D₃ levels and cardiac function, dysglycemia, length of stay, and 30-d readmissions in cardiac surgery patients.

    Science.gov (United States)

    Sriram, Krishnan; Perumal, Kalyani; Alemzadeh, Golnaz; Osei, Albert; Voronov, Gennadiy

    2015-06-01

    Vitamin D has pleiotropic effects on cardiac, renal, and endocrine diseases like diabetes mellitus and deficiency has been correlated with increased Intensive Care Unit (ICU) morbidity and mortality. We studied the relationship between preoperative Vitamin D levels and several short-term endpoints including cardiovascular events, glucose levels, ICU, and hospital length of stay. Standard demographic data were obtained. Blood samples were drawn for 25-hydroxy-vitamin D3 (Vit D) levels at baseline (just before induction of anesthesia) and on postoperative day (POD #1). The number of inotropes used on POD # 0, 1, and 2 was recorded as well as the Cardiac Index (CI). Baseline glucose, Blood Urea Nitrogen and Creatinine (Cr) levels were obtained and repeated on POD # 1 & 2. Other variables studied are number of days of ICU and hospital stay. Of the 64 patients included in the cohort, 3 were excluded because of inadequate data. 69% had Vit D levels ICU and hospital length of stay in this cohort. The low levels in this study truly represent the Vit D status as they were obtained before any intervention, including surgery or fluid administration. Vit D levels decreased rapidly after surgery and hence future studies on Vit D may need to focus on premorbid levels obtained at the time of initial presentation and not those obtained after resuscitation or ICU admission. In contrast to epidemiologic reports, we found no association between low Vit D levels and postoperative cardiovascular events. However, low Vit D levels did affect the ICU and hospital length of stay in patients who were undergoing cardiac surgery. This is an important finding especially when many institutions and regulatory agencies are investigating novel therapies and processes to reduce the length of hospitalization. More studies are required to investigate the effect on hospital length of stay of early preadmission or preoperative Vit D supplementation before elective surgery. Published by Elsevier Inc.

  17. Exploring Differential Effects Across Two Decoding Treatments on Item-Level Transfer in Children with Significant Word Reading Difficulties: A New Approach for Testing Intervention Elements

    Science.gov (United States)

    Steacy, Laura M.; Elleman, Amy M.; Lovett, Maureen W.; Compton, Donald L.

    2016-01-01

    In English, gains in decoding skill do not map directly onto increases in word reading. However, beyond the Self-Teaching Hypothesis (Share, 1995), little is known about the transfer of decoding skills to word reading. In this study, we offer a new approach to testing specific decoding elements on transfer to word reading. To illustrate, we modeled word-reading gains among children with reading disability (RD) enrolled in Phonological and Strategy Training (PHAST) or Phonics for Reading (PFR). Conditions differed in sublexical training with PHAST stressing multi-level connections and PFR emphasizing simple grapheme-phoneme correspondences. Thirty-seven children with RD, 3rd – 6th grade, were randomly assigned 60 lessons of PHAST or PFR. Crossed random-effects models allowed us to identify specific intervention elements that differentially impacted word-reading performance at posttest, with children in PHAST better able to read words with variant vowel pronunciations. Results suggest that sublexical emphasis influences transfer gains to word reading. PMID:28596701

  18. Leukocyte Telomere Length and Serum Levels of High-Molecular-Weight Adiponectin and Dehydroepiandrosterone-Sulfate Could Reflect Distinct Aspects of Longevity in Japanese Centenarians

    Directory of Open Access Journals (Sweden)

    Yuji Aoki MD, PhD

    2017-03-01

    Full Text Available Leukocyte telomere length and serum levels of high-molecular-weight adiponectin and dehydroepiandrosterone-sulfate (DHEA-S were assessed in association with nutrition and performance status (PS in Japanese centenarians. Twenty-three centenarians (five men, 18 women were classified according to their PS 1 (nearly fully ambulatory, n = 2, 2 (in bed less than 50% of daytime, n = 10, 3 (in bed greater than 50%, n = 6, and 4 (completely bedridden, n = 5. Leukocyte telomere length was determined by the hybridization protection assay, and the adiponectin and DHEA-S levels were measured by chemiluminescent enzyme immunoassay. Among variables of PS, body mass index (BMI, albumin, adiponectin, DHEA-S, and telomere length, there were significant correlations between PS and albumin ( r = −.694, p < .01, between telomere length and BMI ( r = .522, p < .05, between adiponectin and BMI ( r = −.574, p < .01, and between DHEA-S and albumin ( r = .530, p < .01. When excluding two cancer-bearing centenarians with short telomere, telomere length significantly correlated with PS ( r = −.632, p < .01. It was indicated that the short leukocyte telomere was associated with poor PS and cancer development and that the adiponectin or DHEA-S was associated with adiposity or nutritional status. Despite a small number of subjects, these biomarkers seemed to reflect distinct aspects of longevity in Japanese centenarians.

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

    Science.gov (United States)

    Karakuła-Juchnowicz, Hanna; Stecka, Mariola

    2017-08-29

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

  20. Integration of parafoveal orthographic information during foveal word reading: beyond the sub-lexical level?

    Science.gov (United States)

    Snell, Joshua; Vitu, Françoise; Grainger, Jonathan

    2017-10-01

    Prior research has shown that processing of a given target word is facilitated by the simultaneous presentation of orthographically related stimuli in the parafovea. Here we investigate the nature of such spatial integration processes by presenting orthographic neighbours of target words in the parafovea, considering that neighbours have been shown to inhibit, rather than facilitate, recognition of target words in foveal masked priming research. In Experiment 1, we used the gaze-contingent boundary paradigm to manipulate the parafoveal information subjects received while they fixated a target word within a sentence. In Experiment 2, we used the Flanking Letters Lexical Decision paradigm to manipulate parafoveal information while subjects read isolated words. Parafoveal words were either a higher-frequency orthographic neighbour of targets words (e.g., blue-blur) or a high-frequency unrelated word (e.g., hand-blur). We found that parafoveal orthographic neighbours facilitated, rather than inhibited, processing of the target. Thus, the present findings provide further evidence that orthographic information is integrated across multiple words and suggest that either the integration process does not enable simultaneous access to those words' lexical representations, or that lexical representations activated by spatially distinct stimuli do not compete for recognition.

  1. Chromosomal-Level Assembly of the Asian Seabass Genome Using Long Sequence Reads and Multi-layered Scaffolding.

    Directory of Open Access Journals (Sweden)

    Shubha Vij

    2016-04-01

    Full Text Available We report here the ~670 Mb genome assembly of the Asian seabass (Lates calcarifer, a tropical marine teleost. We used long-read sequencing augmented by transcriptomics, optical and genetic mapping along with shared synteny from closely related fish species to derive a chromosome-level assembly with a contig N50 size over 1 Mb and scaffold N50 size over 25 Mb that span ~90% of the genome. The population structure of L. calcarifer species complex was analyzed by re-sequencing 61 individuals representing various regions across the species' native range. SNP analyses identified high levels of genetic diversity and confirmed earlier indications of a population stratification comprising three clades with signs of admixture apparent in the South-East Asian population. The quality of the Asian seabass genome assembly far exceeds that of any other fish species, and will serve as a new standard for fish genomics.

  2. Teaching Flexibly with Leveled Texts: More Power for Your Reading Block

    Science.gov (United States)

    Glasswell, Kathryn; Ford, Michael P.

    2010-01-01

    The practice of matching texts to readers is one that many teachers use and yet one that can become rigid and cumbersome with everyday classroom use. Here we discuss concerns about leveling and propose that by observing and listening to the students in our classes we can develop more powerful ways with leveled texts.

  3. A teaching intervention for reading laboratory experiments in college-level introductory chemistry

    Science.gov (United States)

    Kirk, Maria Kristine

    The purpose of this study was to determine the effects that a pre-laboratory guide, conceptualized as a "scientific story grammar," has on college chemistry students' learning when they read an introductory chemistry laboratory manual and perform the experiments in the chemistry laboratory. The participants (N = 56) were students enrolled in four existing general chemistry laboratory sections taught by two instructors at a women's liberal arts college. The pre-laboratory guide consisted of eight questions about the experiment, including the purpose, chemical species, variables, chemical method, procedure, and hypothesis. The effects of the intervention were compared with those of the traditional pre-laboratory assignment for the eight chemistry experiments. Measures included quizzes, tests, chemistry achievement test, science process skills test, laboratory reports, laboratory average, and semester grade. The covariates were mathematical aptitude and prior knowledge of chemistry and science processes, on which the groups differed significantly. The study captured students' perceptions of their experience in general chemistry through a survey and interviews with eight students. The only significant differences in the treatment group's performance were in some subscores on lecture items and laboratory items on the quizzes. An apparent induction period was noted, in that significant measures occurred in mid-semester. Voluntary study with the pre-laboratory guide by control students precluded significant differences on measures given later in the semester. The groups' responses to the survey were similar. Significant instructor effects on three survey items were corroborated by the interviews. The researcher's students were more positive about their pre-laboratory tasks, enjoyed the laboratory sessions more, and were more confident about doing chemistry experiments than the laboratory instructor's groups due to differences in scaffolding by the instructors.

  4. Primary School Pre-Service Teachers' Self-Assessed Competency Level of Teaching How to Read in Turkey

    Science.gov (United States)

    Çayir, Aybala

    2017-01-01

    Learning to read is an important step for a child's academic and social success. Meaningful and fluent reading skills are linked to children's progress in their thinking and criticizing abilities. The knowledge and skills required for effective reading are initially taught in primary schools. The main responsibility of primary school teachers' is…

  5. Examining the Impact and School-Level Predictors of Impact Variability of an 8th Grade Reading Intervention on At-Risk Students' Reading Achievement

    Science.gov (United States)

    Fien, Hank; Anderson, Daniel; Nelson, Nancy J.; Kennedy, Patrick; Baker, Scott K.; Stoolmiller, Michael

    2018-01-01

    The purpose of the present article is to report on a large-scale investigation of six school districts' implementation of an initiative aimed at reducing dropout rates by improving reading achievement in the middle grades. Data for the Middle School Intervention Project (MSIP) were collected in 25 middle schools across the state of Oregon. We…

  6. 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…

  7. Seeing Words in Context: The interaction of lexical and sentence level information during reading

    NARCIS (Netherlands)

    Hoeks, J.C.J.; Stowe, L.A.; Doedens, G.

    The ERP experiment reported here addresses some outstanding questions regarding word processing in sentential contexts: (1) Does only the 'message-level' representation (the representation of sentence meaning combining lexico-semantic and syntactic constraints) affect the processing of the incoming

  8. Fundamental length and relativistic length

    International Nuclear Information System (INIS)

    Strel'tsov, V.N.

    1988-01-01

    It si noted that the introduction of fundamental length contradicts the conventional representations concerning the contraction of the longitudinal size of fast-moving objects. The use of the concept of relativistic length and the following ''elongation formula'' permits one to solve this problem

  9. Reading charts in ophthalmology.

    Science.gov (United States)

    Radner, W

    2017-08-01

    A new generation of logarithmic reading charts has sparked interest in standardized reading performance analyses. Such reading charts have been developed according to the standards of the International Council of Ophthalmology. The print size progression in these calibrated charts is in accordance with the mathematical background of EN ISO 8596. These reading charts are: the Bailey-Lovie Word Reading Chart, the Colenbrander English Continuous Text Near Vision Cards, the Oculus Reading Probe II, the MNREAD Charts, the SKread Charts, and the RADNER Reading Charts. The test items used for these reading charts differ among the charts and are standardized to various extents. The Bailey-Lovie Charts, MNREAD Charts, SKread Charts, and RADNER Charts are also meant to measure reading speed and allow determination of further reading parameters such as reading acuity, reading speed based on reading acuity, critical print size, reading score, and logMAR/logRAD ratio. Such calibrated reading charts have already provided valuable insights into the reading performance of patients in many research studies. They are available in many languages and thus facilitate international communication about near visual performance. In the present review article, the backgrounds of these modern reading charts are presented, and their different levels of test-item standardization are discussed. Clinical research studies are mentioned, and a discussion about the immoderately high number of reading acuity notations is included. Using the logReading Acuity Determination ([logRAD] = reading acuity equivalent of logMAR) measure for research purposes would give reading acuity its own identity as a standardized reading parameter in ophthalmology.

  10. Flame Length

    Data.gov (United States)

    Earth Data Analysis Center, University of New Mexico — Flame length was modeled using FlamMap, an interagency fire behavior mapping and analysis program that computes potential fire behavior characteristics. The tool...

  11. Reflections on the development of an EFL reading programme for middle school students of varied levels of English

    Directory of Open Access Journals (Sweden)

    Barfield Randall

    2003-08-01

    Full Text Available This personal-experience article attempts to share with the reader an EFL reading and grammar programme that was designed in 2002 for a group of 12 to 14-year olds (6th and 7th graders whose English levels varied from almost nil to semiconversational. Multi-levels of English in any given group present a considerable challenge to either the EFL or ESL teacher, needless to say. More than one of these students exhibited evidence of a learning disability, not only in L2 but in L1 as well. For instance, transposition of letters (b instead of d and vice versa in both languages, poor spelling in L1 and L2, and in L2, writing on the level of a second or third- grade native speaker. A considerable number of these students had been forced to leave other, larger schools for academic and/or disciplinary reasons. So, this teacher swallowed then rolled up his sleeves to go to work (in fear of what the year would bring?. In other words, the teacher accepted the challenge. Key words: English-Teaching High School-Programs, Reading-Teaching-Programs, Books and Reading for Children-Teaching High School-Programs Este artículo de experiencia personal tiene como objetivo dar a conocer al lector un programa de EFL sobre lectura y gramática que fue diseñado en 2002 para un grupo de niños entre los 12 y 14 años de edad (grados 6 y 7, los cuales tenían niveles de inglés que variaban entre cero conocimiento del idioma y semi-conversacional. Los multi-niveles en inglés en cualquier grupo presentan un desafío considerable para el profesor de EFL o ESL. Adicionalmente, más de un estudiante demostró tener problemas de aprendizaje no sólo en L2 sino en L1. Por ejemplo, la transposición de letras (b en vez de d o viceversa en ambos idiomas, pobre ortografía en L1 y L2 y en L2 la escritura en un nivel igual al de un estudiante nativo que cursa segundo o tercero de primaria. Un número considerable de estudiantes han sido obligados a abandonar otros colegios

  12. Word-level reading achievement and behavioral inattention: exploring their overlap and relations with naming speed and phonemic awareness in a community sample of children.

    Science.gov (United States)

    Martinussen, Rhonda; Grimbos, Teresa; Ferrari, Julia L S

    2014-11-01

    This study investigated the contribution of naming speed and phonemic awareness to teacher inattention ratings and word-level reading proficiency in 79 first grade children (43 boys, 36 girls). Participants completed the cognitive and reading measures midway through the school year. Teacher ratings of inattention were obtained for each child at the same time point. A path analysis revealed that behavioral inattention had a significant direct effect on word reading proficiency as well as significant indirect effects through phonemic awareness and naming speed. For pseudoword reading proficiency, the effects of inattention were indirect only through phonemic awareness and naming speed. A regression analysis indicated that naming speed, but not phonemic awareness, was significantly associated with teacher inattention ratings controlling for word reading proficiency. The findings highlight the need to better understand the role of behavioral inattention in the development of emergent literacy skills and reading proficiency. © The Author 2014. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  13. A decentralised model of psychiatric care: Profile, length of stay and outcome of mental healthcare users admitted to a district-level public hospital in the Western Cape

    Directory of Open Access Journals (Sweden)

    Eileen Thomas

    2015-02-01

    Full Text Available Background. There is a lack of studies assessing the profile and outcome of psychiatric patients at entry-level public hospitals that are prescribed by the Mental Health Care Act to provide a decentralised model of psychiatric care. Objective. To assess the demographic and clinical profile as well as length of stay and outcomes of mental healthcare users admitted to a district-level public hospital in the Western Cape.  Method. Demographic data, clinical diagnosis, length of stay, referral profile and outcomes of patients (N=487 admitted to Helderberg Hospital during the period 1 January 2011 - 31 December 2011 were collected.  Results. Psychotic disorders were the most prevalent (n=287, 59% diagnoses, while 228 (47% of admission episodes had comorbid/secondary diagnoses. Substance use disorders were present in 184 (38% of admission episodes, 37 (57% of readmissions and 19 (61% of abscondments. Most admission episodes (n=372, 76% were discharged without referral to specialist/tertiary care.  Conclusion. Methamphetamine use places a significant burden on the provision of mental healthcare services at entry-level care. Recommendations for improving service delivery at this district-level public hospital are provided.

  14. College Student Academic Online Reading: A Review of the Current Literature

    Science.gov (United States)

    Sandberg, Kate

    2011-01-01

    Teaching college students how to read online effectively is an important area of concern. Libraries have become digitized with online articles and e-books; e-textbooks are available and used; and instructors routinely assign online articles of some length. It is critical that instructors who teach reading at the college level understand the theory…

  15. The Attitudes of Secondary School Students Toward School And Reading: A Comparison In Terms of Mother Tongue, Gender And Class Level

    Directory of Open Access Journals (Sweden)

    Mustafa Yıldız

    2018-01-01

    Full Text Available It is important to determine whether the school attitude of secondary school students has an influence on the reading attitude. For this purpose, such a study was conducted at secondary school level. In addition, the extent to which such variables as mother tongue are determinative in this context has been examined.The objective of this study is to examine the relationship between the attitudes of 5th, 6th, 7th and 8th grade secondary school students toward the school and reading. In addition, the study also examines whether the attitude towards reading and school differs according to gender, class, and mother tongue variables. A total of 513 students (235 females, 278 males attending secondary school in the province of Van in Turkeyparticipated in the research. In the study, Attitude Scale toward Reading developed by Alıcı (2013 is used in order to measure the attitudes of the students towards the school. Additionally, Reading Attitude Scale for Elementary Second Grade Students developed by Özbay and Uyar (2009 isused to measure the students’ attitudes towards reading. According to the results, there is a moderate significant relation between students’ attitudes toward the school and attitudes toward reading. According to the findings obtained from the study,it is seen that the attitudes of female students toward the school are more positive than those of male students. It is concluded that the attitudes of 5th grade students toward the school are more positive than those of the other students. Furthermore, students whose mother tongue is Turkish have more positive reading attitudes than the students whose mother tongue is Kurdish or one of other languages (Arabic, Persian, and so on.

  16. Fundamental length

    International Nuclear Information System (INIS)

    Pradhan, T.

    1975-01-01

    The concept of fundamental length was first put forward by Heisenberg from purely dimensional reasons. From a study of the observed masses of the elementary particles known at that time, it is sumrised that this length should be of the order of magnitude 1 approximately 10 -13 cm. It was Heisenberg's belief that introduction of such a fundamental length would eliminate the divergence difficulties from relativistic quantum field theory by cutting off the high energy regions of the 'proper fields'. Since the divergence difficulties arise primarily due to infinite number of degrees of freedom, one simple remedy would be the introduction of a principle that limits these degrees of freedom by removing the effectiveness of the waves with a frequency exceeding a certain limit without destroying the relativistic invariance of the theory. The principle can be stated as follows: It is in principle impossible to invent an experiment of any kind that will permit a distintion between the positions of two particles at rest, the distance between which is below a certain limit. A more elegant way of introducing fundamental length into quantum theory is through commutation relations between two position operators. In quantum field theory such as quantum electrodynamics, it can be introduced through the commutation relation between two interpolating photon fields (vector potentials). (K.B.)

  17. [Two-step synthesis of the full length Aspergillus niger lipase gene lipA leads to high-level expression in Pichia pastoris].

    Science.gov (United States)

    Yang, Jiangke; Yan, Xiangxiang; Zhang, Zhengping; Jiang, Xueqing; Yan, Yunjun

    2009-03-01

    Aspergillus niger lipases are important biocatalysis widely used in industries for food processing and pharmaceutical preparation. High-level expression recombinants can lead to cost effective lipase large scale production. Full length gene synthesis is an efficient measure to enhance the expression level of the gene. In order to reduce the non-specific binding between oligonucleotides and bases mutation caused by the complicate secondary structure of DNA and excessive PCR amplification, a frequently phenomenon in one-step gene synthesis, we used a two-step method including assembly PCR (A-PCR) and digestion-ligation step to synthesis Aspergillus niger lipase gene lipA. Assisted by DNA2.0 and Gene2Oliga software, we optimized the codon usage and secondary structure of RNA and induced enzyme sites Cla I (237 site) and Pst I (475 site) into the gene. In the first step, fragments F1 (237 bp), F2 (238 bp) and F3 (422 bp) were separately synthesized by assembly PCR. In the second step, fragments F1, F2 and F3 were separately digested by Cla I and Pst I, and then ligated into a full length lipA gene. Two-step method efficiently enhanced successful ratio for full-length gene synthesis and dispersed the risk for gene redesign. The synthesized gene was cloned into pPIC9K vector and transferred into Pichia pastoris. After methanol inducement, the expression level of the codon optimized lipA-syn gene reached 176.0 U/mL, 10.8-fold of the original lipA gene (16.3 U/mL) in Pichia pastoris GS1115. The recombinant offers the possibility for lipase large-scale production.

  18. Effects of thermal annealing on deep-level defects and minority-carrier electron diffusion length in Be-doped InGaAsN

    International Nuclear Information System (INIS)

    Xie, S.Y.; Yoon, S.F.; Wang, S.Z.

    2005-01-01

    We report the effects of ex situ thermal annealing on the deep-level defects and the minority-carrier electron diffusion length in Be-doped, p-type In 0.03 Ga 0.97 As 0.99 N 0.01 grown by solid source molecular-beam epitaxy. Deep-level transient spectroscopy measurements reveal two majority-carrier hole traps, HT1 (0.18 eV) and HT4 (0.59 eV), and two minority-carrier electron traps, ET1 (0.09 eV) and ET3 (0.41 eV), in the as-grown sample. For the sample with postgrowth thermal annealing, the overall deep-level defect-concentration is decreased. Two hole traps, HT2 (0.39 eV) and HT3 (0.41 eV), and one electron trap, ET2 (0.19 eV), are observed. We found that the minority-carrier electron diffusion length increases by ∼30% and the leakage current of the InGaAsN/GaAs p-n junction decreases by 2-3 orders after thermal annealing. An increase of the net acceptor concentration after annealing is also observed and can be explained by a recently proposed three-center-complex model

  19. A Special Chinese Reading Acceleration Training Paradigm: To Enhance the Reading Fluency and Comprehension of Chinese Children with Reading Disabilities

    Directory of Open Access Journals (Sweden)

    Li Dai

    2016-12-01

    Full Text Available According to a number of studies, use of a Reading Acceleration Program as reading intervention training has been demonstrated to improve reading speed and comprehension level effectively in most languages and countries. The objective of the current study was to provide further evidence of the effectiveness of a Reading Acceleration Program for Chinese children with reading disabilities using a distinctive Chinese reading acceleration training paradigm. The reading acceleration training paradigm is divided into a non-accelerated reading paradigm, a Character-accelerated reading paradigm and a Words-accelerated reading paradigm. The results of training Chinese children with reading disabilities indicate that the acceleration reading paradigm applies to children with Chinese-reading disabilities. In addition, compared with other reading acceleration paradigms, Words- accelerated reading training is more effective in helping children with reading disabilities read at a high speed while maintaining superior comprehension levels.

  20. The Effects of Computer-Assisted Instruction Based on Top-Level Structure Method in English Reading and Writing Abilities of Thai EFL Students

    Science.gov (United States)

    Jinajai, Nattapong; Rattanavich, Saowalak

    2015-01-01

    This research aims to study the development of ninth grade students' reading and writing abilities and interests in learning English taught through computer-assisted instruction (CAI) based on the top-level structure (TLS) method. An experimental group time series design was used, and the data was analyzed by multivariate analysis of variance…

  1. Contributions of morphological awareness skills to word-level reading and spelling in first-grade children with and without speech sound disorder.

    Science.gov (United States)

    Apel, Kenn; Lawrence, Jessika

    2011-10-01

    In this study, the authors compared the morphological awareness abilities of children with speech sound disorder (SSD) and children with typical speech skills and examined how morphological awareness ability predicted word-level reading and spelling performance above other known contributors to literacy development. Eighty-eight first-grade students--44 students with SSD and no known history of language deficiencies, and 44 students with typical speech and language skills--completed an assessment battery designed to measure speech sound production, morphological awareness, phonemic awareness, letter-name knowledge, receptive vocabulary, word-level reading, and spelling abilities. The children with SSD scored significantly lower than did their counterparts on the morphological awareness measures as well as on phonemic awareness, word-level reading, and spelling tasks. Regression analyses suggested that morphological awareness predicted significant unique variance on the spelling measure for both groups and on the word-level reading measure for the children with typical skills. These results suggest that children with SSD may present with a general linguistic awareness insufficiency, which puts them at risk for difficulties with literacy and literacy-related tasks.

  2. The Efficacy of PCI's "Reading Program--Level One": A Report of a Randomized Experiment in Brevard Public Schools and Miami-Dade County Public Schools. Research Report

    Science.gov (United States)

    Toby, Megan; Ma, Boya; Jaciw, Andrew; Cabalo, Jessica

    2008-01-01

    PCI Education sought scientifically based evidence on the effectiveness of the "PCI Reading Program--Level One" for students with severe disabilities. During the 2007-2008 academic year. Empirical Education conducted a randomized control trial (RCT) in two Florida districts, Brevard and Miami-Dade County Public Schools. For this…

  3. Braille Reading Accuracy of Students Who Are Visually Impaired: The Effects of Gender, Age at Vision Loss, and Level of Education

    Science.gov (United States)

    Argyropoulos, Vassilis; Papadimitriou, Vassilios

    2015-01-01

    Introduction: The present study assesses the performance of students who are visually impaired (that is, those who are blind or have low vision) in braille reading accuracy and examines potential correlations among the error categories on the basis of gender, age at loss of vision, and level of education. Methods: Twenty-one visually impaired…

  4. Contributions of Morphological Awareness Skills to Word-Level Reading and Spelling in First-Grade Children with and without Speech Sound Disorder

    Science.gov (United States)

    Apel, Kenn; Lawrence, Jessika

    2011-01-01

    Purpose: In this study, the authors compared the morphological awareness abilities of children with speech sound disorder (SSD) and children with typical speech skills and examined how morphological awareness ability predicted word-level reading and spelling performance above other known contributors to literacy development. Method: Eighty-eight…

  5. 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

  6. 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

  7. 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

  8. Comparing the Effect of Two Methods of Acupressure and Ice Massage on the Pain, Anxiety Levels and Labor Length in the Point LI-4

    Directory of Open Access Journals (Sweden)

    MJ Hadian Fard

    2012-06-01

    Full Text Available Introduction: Delivery is one of the most painful experiences to women throughout life; therefore, it seems essential to obtain remedies for labor pain relief, especially in regard to non-invasive methods. This study intends to compare effect of two methods of acupressure and ice massage on the pain severity, anxiety level and length of labor in nulliparous women Methods: In this experimental study, 165 nulliparous women were randomly assigned to three groups. First group: acupressure, Group II: ice massage, and group III: control. Each group consisted of 55 women. Intervention was exerted in cervical dilatation of 3-4 cm on LI-4 and intervention period lasted for 30 minutes. In the first group pressure and in the second group ice massage was applied. Labor pain and anxiety levels in the three groups were assessed by VAS and Spielberger state questionnaire in two stages. Duration of first and second stage of labor was compared in the three groups. Results: There was a significant decrease in pain immediately after intervention in ice massage and acupressure groups in comparison to the control group (P≤0/001. Moreover, pain was decreased more in the ice massage group, whereas pain intensity was increased in the control group (P≤0/001. Anxiety level and the length of first and second stage of labor were significantly reduced (P≤0/001 in comparison with the control group. Conclusion: Both acupressure and ice massage lead to reduce pain intensity, duration of labor and level anxiety in nulliparous women, the ice massage appeared to be more influential

  9. Repeated Reading. What Works Clearinghouse Intervention Report

    Science.gov (United States)

    What Works Clearinghouse, 2014

    2014-01-01

    "Repeated reading" is an academic practice that aims to increase oral reading fluency. "Repeated reading" can be used with students who have developed initial word reading skills but demonstrate inadequate reading fluency for their grade level. During "repeated reading," a student sits in a quiet location with a…

  10. Discrepancies between self-reported years of education and estimated reading level among elderly community-dwelling African-Americans: Analysis of the MOAANS data.

    Science.gov (United States)

    O'Bryant, Sid E; Lucas, John A; Willis, Floyd B; Smith, Glenn E; Graff-Radford, Neill R; Ivnik, Robert J

    2007-03-01

    The influence of education on cognition has received a great deal of attention in the literature. Although there is general consensus regarding the importance of education on cognitive functioning, the extent to which self-reported level of education corresponds to true educational attainment remains unclear, especially in ethnic minority populations where equal access to education has not always been available. Several investigators have suggested that reading skill may serve as a quantitative estimate of true education experience. Among African-Americans, however, research has shown that self-reported educational level consistently over predicts estimated reading level. The current study analyzed the discrepancy between self-reported years of education completed and estimated reading level in a sample of community-dwelling, elderly African-Americans participating in Mayo's Older African Americans Normative Studies (MOAANS) (Lucas, J.A., Ivnik, R.J., Willis, F.B., Ferman, T.J., Smith, G.E., Parfitt, F.C., Petersen, R.C., & Graff-Radford, N.R. (2005). Mayo's Older African Americans Normative Studies: Normative data for commonly used clinical neuropsychological measures. The Clinical Neuropsychologist, 19, 162-183). In this sample, 29% of the participants read at a level that was 3 or more years below what would be expected based on self-report of education attained. This study also sought to evaluate the extent to which this discrepancy fluctuated as a function of demographic variables such as location of schooling (urban, suburban, rural; North vs. South), parental education and literacy, and percentage of segregation in schooling. Implications of these results are discussed, as are areas for further inquiry.

  11. Diffusion length and junction spectroscopy analysis of low-temperature annealing of electron irradiation-induced deep levels in 4H-SiC

    International Nuclear Information System (INIS)

    Castaldini, A.; Cavallini, A.; Rigutti, L.; Pizzini, S.; Le Donne, A.; Binetti, S.

    2006-01-01

    The effects of low-temperature annealing in 8.2 MeV electron-irradiated 4H-SiC Schottky diodes were investigated. Deep-level transient spectroscopy and minority-carrier diffusion length (L d ) measurements were carried out on not-irradiated samples and on irradiated samples before and after thermal treatments up to T=450 deg. C. We found that several deep levels in the upper half band gap (S1 with enthalpy E T =0.27 eV, S2 with E T =0.35 eV, S4 with E T =0.71 eV, and S5 with E T =0.96 eV) anneal out or modify at temperature values lower or equal to T=450 deg. C, whereby their progressive annealing out is accompanied by a net increase of L d , up to 50% of the value in the as-irradiated sample. We drew some conclusions regarding the microscopic nature of the defects related to the deep levels, according to their annealing behavior

  12. Do Students Using Electronic Books Display Different Reading Comprehension and Motivation Levels than Students Using Traditional Print Books?

    Science.gov (United States)

    Wells, Casey L.

    2012-01-01

    The effect of electronic books on the reading comprehension of middle and high school students was examined using an experimental posttest-only control-group design. A convenience sample of 140 randomly assigned middle and high school English students at an independent school in eastern North Carolina participated. Half of the students used…

  13. The Effects of a Peer Tutoring Intervention Program on the Reading Levels of Underachieving Fifth Grade Students.

    Science.gov (United States)

    Perry, Marie J.

    A practicum addressed the cognitive and affective needs of underachieving fifth grade students in a suburban school in southwest Florida. Twelve fifth grade students (the target group) were paired with same age tutors who provided supplemental reading instruction four times a week over a 12-week period. They also participated in weekly…

  14. Functional Anatomy of Listening and Reading Comprehension during Development

    Science.gov (United States)

    Berl, Madison M.; Duke, Elizabeth S.; Mayo, Jessica; Rosenberger, Lisa R.; Moore, Erin N.; VanMeter, John; Ratner, Nan Bernstein; Vaidya, Chandan J.; Gaillard, William Davis

    2010-01-01

    Listening and reading comprehension of paragraph-length material are considered higher-order language skills fundamental to social and academic functioning. Using ecologically relevant language stimuli that were matched for difficulty according to developmental level, we analyze the effects of task, age, neuropsychological skills, and post-task…

  15. Reading ability and reading engagement in older adults with glaucoma.

    Science.gov (United States)

    Nguyen, Angeline M; van Landingham, Suzanne W; Massof, Robert W; Rubin, Gary S; Ramulu, Pradeep Y

    2014-07-22

    We evaluated the impact of glaucoma-related vision loss on reading ability and reading engagement in 10 reading activities. A total of 63 glaucoma patients and 59 glaucoma suspect controls self-rated their level of reading difficulty for 10 reading items, and responses were analyzed using Rasch analysis to determine reading ability. Reading engagement was assessed by asking subjects to report the number of days per week they engaged in each reading activity. Reading restriction was determined as a decrement in engagement. Glaucoma subjects more often described greater reading difficulty than controls for all tasks except puzzles (P reading tasks involved puzzles, books, and finances, while the least difficult reading tasks involved notes, bills, and mail. In multivariable weighted least squares regression models of Rasch-estimated person measures of reading ability, less reading ability was found for glaucoma patients compared to controls (β = -1.60 logits, P reading ability was associated with more severe visual field (VF) loss (β = -0.68 logits per 5-dB decrement in better-eye VF mean deviation [MD], P reading on 18% fewer days (P = 0.003) and newspaper reading on 10% fewer days (P = 0.008). No statistically significant reading restriction was observed for other reading activities (P > 0.05). Glaucoma patients have less reading ability and engage less in a variety of different reading activities, particularly those requiring sustained reading. Future work should evaluate the mechanisms underlying reading disability in glaucoma to determine how patients can maintain reading ability and engagement. Copyright 2014 The Association for Research in Vision and Ophthalmology, Inc.

  16. Age differences in the required coefficient of friction during level walking do not exist when experimentally-controlling speed and step length.

    Science.gov (United States)

    Anderson, Dennis E; Franck, Christopher T; Madigan, Michael L

    2014-08-01

    The effects of gait speed and step length on the required coefficient of friction (COF) confound the investigation of age-related differences in required COF. The goals of this study were to investigate whether age differences in required COF during self-selected gait persist when experimentally-controlling speed and step length, and to determine the independent effects of speed and step length on required COF. Ten young and 10 older healthy adults performed gait trials under five gait conditions: self-selected, slow and fast speeds without controlling step length, and slow and fast speeds while controlling step length. During self-selected gait, older adults walked with shorter step lengths and exhibited a lower required COF. Older adults also exhibited a lower required COF when walking at a controlled speed without controlling step length. When both age groups walked with the same speed and step length, no age difference in required COF was found. Thus, speed and step length can have a large influence on studies investigating age-related differences in required COF. It was also found that speed and step length have independent and opposite effects on required COF, with step length having a strong positive effect on required COF, and speed having a weaker negative effect.

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

    Science.gov (United States)

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

    2015-01-01

    A paucity of research has examined the utility of curriculum-based measurement (CBM) for data-based decision making at the secondary level. As schools move to multitiered systems of service delivery, it is conceivable that multiple screening measures will be used that address various academic subject areas. The value of including different CBM indices measures is not well understood. The purpose of this study was to (a) examine the relationship among a variety of reading, writing, and mathematics CBM indices administered to 249 seventh-grade students; (b) investigate amount and patterns of growth; and (c) examine predictive validity to a high-stakes state test using latent factor analysis and multiple indicator growth models. Results indicated strong correspondence among CBM types for fall static scores but weak relationships among slopes. Different patterns of growth were yielded for CBM writing than for CBM reading and mathematics. Findings from this study suggested that although reading, mathematics, and writing CBM were independently and moderately related to both English Language Arts and Math test scores, reading was the strongest predictor when all 3 CBM constructs were considered jointly. PMID:26347201

  18. Reading between eye saccades.

    Directory of Open Access Journals (Sweden)

    Caroline Blais

    Full Text Available BACKGROUND: Skilled adult readers, in contrast to beginners, show no or little increase in reading latencies as a function of the number of letters in words up to seven letters. The information extraction strategy underlying such efficiency in word identification is still largely unknown, and methods that allow tracking of the letter information extraction through time between eye saccades are needed to fully address this question. METHODOLOGY/PRINCIPAL FINDINGS: The present study examined the use of letter information during reading, by means of the Bubbles technique. Ten participants each read 5,000 five-letter French words sampled in space-time within a 200 ms window. On the temporal dimension, our results show that two moments are especially important during the information extraction process. On the spatial dimension, we found a bias for the upper half of words. We also show for the first time that letter positions four, one, and three are particularly important for the identification of five-letter words. CONCLUSIONS/SIGNIFICANCE: Our findings are consistent with either a partially parallel reading strategy or an optimal serial reading strategy. We show using computer simulations that this serial reading strategy predicts an absence of a word-length effect for words from four- to seven letters in length. We believe that the Bubbles technique will play an important role in further examining the nature of reading between eye saccades.

  19. The effects of course length on freestyle swimming speed in elite female and male swimmers - a comparison of swimmers at national and international level.

    Science.gov (United States)

    Wolfrum, Mathias; Knechtle, Beat; Rüst, Christoph Alexander; Rosemann, Thomas; Lepers, Romuald

    2013-01-01

    Freestyle swimming performance over 50 m, 100 m, 200 m, 400 m, 800 m and 1,500 m was compared on short (25 m) and long (50 m) course for 92,196 national swimmers (i.e. annual high score list Switzerland) and 1,104 international swimmers (i.e. finalists FINA World Championships) from 2000 to 2012. National and international swimmers of both sexes were on average 2.0 ± 0.6% faster on short than on long course. Sex-related differences in swimming speed were greater on short than on long course for international and national swimmers from 50 m to 800 m. Freestyle swimming performance improved across years for international swimmers in both short- and long-course whereas only male national swimmers were able to improve on short and long course events except for short course events on 800 m and 1,500 m. Performance in national women competing in short and long course events showed only improvements on 50 m, 100 m and 1,500 m across years. The sex-related differences in freestyle swimming performance showed no change for international swimmers. For national swimmers, the sex-related differences in freestyle swimming performance increased over time in long course from 50 m to 800 m, but decreased for 1,500 m. In conclusion, elite female and male freestyle swimmers at national and international level were about 2% faster on 25 m compared to 50 m course. During the 2000-2012 period, international as well as national swimmers (i.e. for national level predominantly men) improved freestyle swimming performance in both long and short course. More vigorous and optimized training programs focused on muscular force production in combination with efficient swimming skills might close the performance gap between elite swimmers at national level and FINA finalists. Further research especially including effects of anthropometric, biomechanical, and physiological factors is required to fully understand the effects of course length on freestyle swimming performance, and to determine

  20. 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…

  1. 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:

  2. Understanding Reading.

    Science.gov (United States)

    Kiefer, Barbara

    2001-01-01

    Discusses the need for children to go beyond literacy to become lifelong readers. Highlights include the reading process; reading instruction; and the role of the librarian, including reading books aloud, allowing children to choose their own books, book discussion groups, teaching different purposes of reading, and author studies. (LRW)

  3. SOURCES OF TURKISH EFL LEARNERS’ FOREIGN LANGUAGE READING ANXIETY

    Directory of Open Access Journals (Sweden)

    Cemre Isler

    2017-05-01

    Full Text Available The purpose of this study was to investigate possible sources of reading anxiety experienced by Turkish EFL learners. The participants of the study were 50 first year university students studying at the English Language Teaching program of a public university in Turkey. The study employed the explanatory sequential mixed methods design. First, the quantitative data were collected through Foreign Language Reading Anxiety Scale (FLRAS, and then the qualitative data were collected through semi-structured interviews for the purpose of better understanding quantitative data findings. For analyzing the quantitative data, each participant‟s mean score from FLRAS was computed. As for the qualitative data, the transcribed interviews were analyzed using the constant comparison method, for which the researcher identified the recurring themes through coding, prioritizing and connecting the pieces of data. Results indicated that the participants of the study, in general, experience a moderate level of FL reading anxiety. The following three main categories of FL reading anxiety sources were identified with their ten sub-categories: (1 personal factors (inappropriate reading strategy use, lack of self-confidence, high expectations, (2 features of the reading text (topic familiarity, unknown vocabulary, complex reading structure, text length, figurative language, and (3 reading course (compulsory reading, exam.

  4. 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.

  5. Providing critical laboratory results on time, every time to help reduce emergency department length of stay: how our laboratory achieved a Six Sigma level of performance.

    Science.gov (United States)

    Blick, Kenneth E

    2013-08-01

    To develop a fully automated core laboratory, handling samples on a "first in, first out" real-time basis with Lean/Six Sigma management tools. Our primary goal was to provide services to critical care areas, eliminating turnaround time outlier percentage (TAT-OP) as a factor in patient length of stay (LOS). A secondary goal was to achieve a better laboratory return on investment. In 2011, we reached our primary goal when we calculated the TAT-OP distribution and found we had achieved a Six Sigma level of performance, ensuring that our laboratory service can be essentially eliminated as a factor in emergency department patient LOS. We also measured return on investment, showing a productivity improvement of 35%, keeping pace with our increased testing volume. As a result of our Lean process improvements and Six Sigma initiatives, in part through (1) strategic deployment of point-of-care testing and (2) core laboratory total automation with robotics, middleware, and expert system technology, physicians and nurses at the Oklahoma University Medical Center can more effectively deliver lifesaving health care using evidence-based protocols that depend heavily on "on time, every time" laboratory services.

  6. A Special Chinese Reading Acceleration Training Paradigm: To Enhance the Reading Fluency and Comprehension of Chinese Children with Reading Disabilities

    OpenAIRE

    Li Dai; Chengcheng Zhang; Xiangping Liu

    2016-01-01

    According to a number of studies, use of a Reading Acceleration Program as reading intervention training has been demonstrated to improve reading speed and comprehension level effectively in most languages and countries. The objective of the current study was to provide further evidence of the effectiveness of a Reading Acceleration Program for Chinese children with reading disabilities using a distinctive Chinese reading acceleration training paradigm. The reading acceleration training parad...

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

    Science.gov (United States)

    Sawaki, Yasuyo

    2017-01-01

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

  8. 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.

  9. Profile of reading accuracy acquisition of students from elementary school.

    Science.gov (United States)

    Soares, Aparecido José Couto; Cárnio, Maria Silvia; Wertzner, Haydée Fiszbein

    2015-01-01

    To characterize the profile of reading accuracy acquisition of children from the elementary school, considering word extension and syllabic structure. This study counted on 29 children from the third grade and 28 from the fourth grade of the Brazilian elementary school, with mean age of 8:5 and 9:3 years, respectively, who did not present learning disorders. All participants underwent oral reading assessment through texts according to each school level. The texts were analyzed considering the range of word length and syllabic structure. The performance of the students was analyzed according to the accuracy percentage concerning word length and syllabic structure. All data underwent statistical analysis. We noticed that the variability in the percentage increased due to the number of syllables, with more incidences of error in students from the third year. Furthermore, data pointed out greater accuracy of students from the fourth year with regard to word length and syllabic structure. Analysis of variance with repeated measures indicated interaction effect between both groups and the studied variables. This study showed evidence that word length is a strong factor to reading accuracy acquisition in Brazilian Portuguese. In addition, words with syllabic structure different from the pattern commonly seen in the Portuguese language are more difficult to be read by children of lower schooling levels.

  10. THE ROLE OF GENDER IN READING COMPREHENSION: AN ANALYSIS OF COLLEGE-LEVEL EFL STUDENTS’ COMPREHENSION OF DIFFERENT GENRES

    Directory of Open Access Journals (Sweden)

    Didem Koban Koç

    2016-07-01

    Full Text Available The purpose of the present study is to examine the effects of gender on comprehending different types of genre. The study involved 60 first year college students (30 males and 30 females who were taking an advanced reading course at a government university in Turkey. The students were given three reading passages of different genres such as historical fiction, essay and fantasy and were asked to answer comprehension questions related to the passages. Descriptives statistics, one-way ANOVA and repeated measures ANOVA were employed to analyse the relationship between gender and the test scores for each text type. The results showed that (1 the participants, in general, were significantly better at understanding the essay than historical fiction and fantasy (2 there was not a statistically significant difference between males and females regarding comprehending the different types of genres (3 both the male and female participants were significantly better at understanding the essay than historical fiction and fantasy. The study offers suggestions regarding incorporating different types of genre in the classroom.

  11. The effect of gestational age and cervical length measurements in the prediction of spontaneous preterm birth in twin pregnancies : an individual patient level meta-analysis

    NARCIS (Netherlands)

    Kindinger, L M; Poon, L C; Cacciatore, S; MacIntyre, D A; Fox, N S; Schuit, E; Mol, B W; Liem, S; Lim, A C; Serra, V; Perales, A; Hermans, F; Darzi, A; Bennett, P; Nicolaides, K H; Teoh, T G

    2016-01-01

    OBJECTIVE: To assess the effect of gestational age (GA) and cervical length (CL) measurements at transvaginal ultrasound (TVUS) in the prediction of preterm birth in twin pregnancy. DESIGN: Individual patient data (IPD) meta-analysis. SETTING: International multicentre study. POPULATION:

  12. Evaluation of Efficient Line Lengths for Better Readability

    Directory of Open Access Journals (Sweden)

    Zahid Hussain

    2012-01-01

    Full Text Available In this paper the major findings of a formal experiment about onscreen text line lengths are presented. The experiment examined the effects of four different line lengths on the reading speed and the reading efficiency. Efficiency is defined as a combination of reading speed and accuracy. Sixteen people between the age of 24 and 36 participated at the experiment. The subjects had to read four different texts with an average line length around 2000 characters. The texts contained substitution words, which had to be detected by the subjects to measure reading accuracy. Besides objective measures like reading speed and accuracy, the subjects were asked to subjectively vote on their reading experience. The results from our objective measures show strong similarities to those of the work done previously by different researchers. The absolute reading speed grows when the line length grows from CPL (Characters Per Line 30-120. The measured reading efficiency, however, doesn\\\\\\'t grow steadily, although a growing trend can be seen. This is due to the fact, that the test persons found in average more substitution words from the 60 CPL text than they did from the 30 and 90 CPL texts. The reading speed seems to increase while the line length increases but the overall comprehension seems to peak at medium line lengths. As in the previous studies, our test persons also prefer the medium (60 and 90 CPL line lengths, although they perform better when reading longer lines. In the overall subjective opinion 13 out of 16 test persons selected the 60 or 90 CPL line length as their favorite. The literature doesn\\\\\\'t truly provide a scientific explanation for the difference between the objective performance and the subjective preference. A natural hypothesis would be that the line length that is the fastest to read would also feel most comfortable to the readers but in the light of this and the earlier research it seems like this is not the case.

  13. Reading Prosody Development in Spanish Children

    Science.gov (United States)

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

    2018-01-01

    Reading prosody is considered one of the essential markers of reading fluency, alongside accuracy and speed. The aim of our study was to investigate how development of reading prosody in Spanish children varies with sentence type and length. We compared primary school children from the third and fifth grades with an adult sample. Participants were…

  14. Cognitive coupling during reading.

    Science.gov (United States)

    Mills, Caitlin; Graesser, Art; Risko, Evan F; D'Mello, Sidney K

    2017-06-01

    We hypothesize that cognitively engaged readers dynamically adjust their reading times with respect to text complexity (i.e., reading times should increase for difficult sections and decrease for easier ones) and failure to do so should impair comprehension. This hypothesis is consistent with theories of text comprehension but has surprisingly been untested. We tested this hypothesis by analyzing 4 datasets in which participants (N = 484) read expository texts using a self-paced reading paradigm. Participants self-reported mind wandering in response to pseudorandom thought-probes during reading and completed comprehension assessments after reading. We computed two measures of cognitive coupling by regressing each participant's paragraph-level reading times on two measures of text complexity: Flesch-Kincaid Grade Level and Word Concreteness scores. The two coupling measures yielded convergent findings: coupling was a negative predictor of mind wandering and a positive predictor of both text- and inference-level comprehension. Goodness-of-fit, measured with Akaike information criterion, also improved after adding coupling to the reading-time only models. Furthermore, cognitive coupling mediated the relationship between mind wandering and comprehension, supporting the hypothesis that mind wandering engenders a decoupling of attention from external stimuli. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  15. 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.

  16. Levels of Reading Comprehension Across Text Types: A Comparison of Literal and Inferential Comprehension of Expository and Narrative Texts in Iranian EFL Learners.

    Science.gov (United States)

    Saadatnia, Mahmood; Ketabi, Saeed; Tavakoli, Mansoor

    2017-10-01

    The purpose of this study was to investigate two levels of reading comprehension, namely literal and inferential, of two text types of narration and exposition in Iranian EFL learners. The elicitation instruments were four expository texts and four narrative ones. One hundred eighty upper-intermediate EFL learners were assigned the reading passages followed by both literal and inferential multiple-choice items. Paired-samples t tests were run to provide answers to the research questions of this study. From an inter-text-type angle, the results demonstrated that the participants meaningfully outperformed on the expository texts at the level of literal comprehension. Yet, regarding inferential comprehension, there was no significant difference between the two text types. The results, from an intra-text-type perspective, also revealed that in the expository texts, literal comprehension meaningfully outweighed inferential comprehension, whereas no significant difference was observed between literal and inferential comprehension in the narrative texts. Finally, probable explanations and interpretations for the obtained results were provided.

  17. Professional reading and the Medical Radiation Science Practitioner

    International Nuclear Information System (INIS)

    Shanahan, Madeleine; Herrington, Anthony; Herrington, Jan

    2010-01-01

    Purpose: Updating professional knowledge is a central tenet of Continuing Professional Development (CPD) and professional reading is a common method health practitioners use to update their professional knowledge. This paper reports the level of professional reading by Medical Radiation Science (MRS) practitioners in Australia and examines organisational support for professional reading. Materials and Methods: Survey design was used to collect data from MRS practitioners. A questionnaire was sent to 1142 Australian practitioners, which allowed self-report data to be collected on the length of time practitioners engage in professional reading and the time workplaces allocate to practitioners for professional reading. Results: Of the 362 MRS practitioners who returned the survey, 93.9% engaged in professional reading on a weekly basis. In contrast, only 28.9% of respondents reported that their workplace allocates time for professional reading to practitioners. MRS practitioners employed in universities engaged in higher levels of reading than their colleagues employed in clinical workplaces (p < 0.01) and more university workplaces allocated time for professional reading to their employees than clinical workplaces (p < 0.01). There were no significant differences for clinical practitioners in level of reading across geographic, organisational and professional demographic factors. Significant differences in workplace allocation of time for professional reading in clinical workplaces were evident for health sector (p < 0.01); work environment (p < 0.01); geographic location (p < 0.01) and area of specialisation (p < 0.01). Conclusion: The vast majority of respondent MRS practitioners engage in professional reading to update their professional knowledge. This demonstrates an ongoing commitment at the individual practitioner level for updating professional knowledge. Updating professional knowledge is an organisational as well as an individual practitioner issue. Whilst

  18. What Are Reading Disorders?

    Science.gov (United States)

    ... and they are not a sign of lower intelligence or unwillingness to learn. People with reading disorders ... levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, ...

  19. 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...

  20. 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.

  1. Surname-inferred Andean ancestry is associated with child stature and limb lengths at high altitude in Peru, but not at sea level.

    Science.gov (United States)

    Pomeroy, Emma; Wells, Jonathan C K; Stanojevic, Sanja; Miranda, J Jaime; Moore, Lorna G; Cole, Tim J; Stock, Jay T

    2015-01-01

    Native Andean ancestry gives partial protection from reduced birthweight at high altitude in the Andes compared with European ancestry. Whether Andean ancestry is also associated with body proportions and greater postnatal body size at altitude is unknown. Therefore, we tested whether a greater proportion of Andean ancestry is associated with stature and body proportions among Peruvian children at high and low altitude. Height, head circumference, head-trunk height, upper and lower limb lengths, and tibia, ulna, hand and foot lengths, were measured in 133 highland and 169 lowland children aged 6 months to 8.5 years. For highland and lowland groups separately, age-sex-adjusted anthropometry z scores were regressed on the number of indigenous parental surnames as a proxy for Andean ancestry, adjusting for potential confounders (maternal age and education, parity, altitude [highlands only]). Among highland children, greater Andean ancestry was negatively associated with stature and tibia, ulna, and lower limb lengths, independent of negative associations with greater altitude for these measurements. Relationships were strongest for tibia length: each additional Andean surname or 1,000 m increase at altitude among highland children was associated with 0.18 and 0.65 z score decreases in tibia length, respectively. Anthropometry was not significantly associated with ancestry among lowland children. Greater Andean ancestry is associated with shorter stature and limb measurements at high but not low altitude. Gene-environment interactions between high altitude and Andean ancestry may exacerbate the trade-off between chest dimensions and stature that was proposed previously, though we could not test this directly. © 2015 Wiley Periodicals, Inc.

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

    Science.gov (United States)

    Forsyth, Robert

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

  3. 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.

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

    Science.gov (United States)

    Rosa, Andreia Martins; Farinha, Cláudia Louro; Radner, Wolfgang; Diendorfer, Gabriela; Loureiro, Maria Fátima; Murta, Joaquim Neto

    2016-01-01

    To develop 27 short sentence optotypes for the Portuguese version of the Radner Reading Charts. 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). 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. 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.

  5. A study on the development of reading skills of the students having difficulty in reading: Enrichment reading program

    OpenAIRE

    Hayati Akyol; Ahmet Çakıroğlu; Hayriye Gül Kuruyer

    2014-01-01

    The aim of this study is to improve the reading skills of the students having difficulty in reading through an enrichment reading program. The current study was conducted by means of one-subject research technique and between-subjects multiple-starting levels model belonging to this technique. The study was carried out with three participants from fifth grade. In order to collect data for the study, word recognition test, reading texts, Ekwall and Shanker reading inventory and reading compreh...

  6. Exploring Differential Effects across Two Decoding Treatments on Item-Level Transfer in Children with Significant Word Reading Difficulties: A New Approach for Testing Intervention Elements

    Science.gov (United States)

    Steacy, Laura M.; Elleman, Amy M.; Lovett, Maureen W.; Compton, Donald L.

    2016-01-01

    In English, gains in decoding skill do not map directly onto increases in word reading. However, beyond the Self-Teaching Hypothesis, little is known about the transfer of decoding skills to word reading. In this study, we offer a new approach to testing specific decoding elements on transfer to word reading. To illustrate, we modeled word-reading…

  7. Watt-level short-length holmium-doped ZBLAN fiber lasers at 1.2  μm.

    Science.gov (United States)

    Zhu, Xiushan; Zong, Jie; Wiersma, Kort; Norwood, R A; Prasad, Narasimha S; Obland, Michael D; Chavez-Pirson, Arturo; Peyghambarian, N

    2014-03-15

    In-band core-pumped Ho3+-doped ZBLAN fiber lasers at the 1.2 μm region were investigated with different gain fiber lengths. A 2.4 W 1190 nm all-fiber laser with a slope efficiency of 42% was achieved by using a 10 cm long gain fiber pumped at a maximum available 1150 nm pump power of 5.9 W. A 1178 nm all-fiber laser was demonstrated with an output power of 350 mW and a slope efficiency of 6.5%. High Ho3+ doping in ZBLAN is shown to be effective in producing single-frequency fiber lasers and short-length fiber amplifiers immune from stimulated Brillouin scattering.

  8. Hombres y Lugares. Que Bonito Es Leer, II. Libro IV. Libro de Lectura (Men and Places. How Nice Reading Is, II. Book IV. Reading Book).

    Science.gov (United States)

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    With the accompanying workbook and teacher's guide, this reader comprises the fourth and last level of a series of supplementary instructional materials for teaching reading in Spanish to second grade students. There are six stories, each from 8 to 14 pages in length, and one "corrido". All are written in Spanish. Black and white illustrations…

  9. Noche del Sol. Que Bonito Es Leer, II. Libro III. Libro de Lectura (Night of the Sun. How Nice Reading Is, II. Book III. Reading Book).

    Science.gov (United States)

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    Third in a series of materials designed to supplement the teaching of reading in Spanish at the second grade level, this reader is accompanied by a workbook and a teacher's guide of the same title. There are seven stories in Spanish, from six to fourteen pages in length, and illustrated in black and white. The first four stories demonstrate the…

  10. The Contributions of Oral and Silent Reading Fluency to Reading Comprehension

    Science.gov (United States)

    Price, Katherine W.; Meisinger, Elizabeth B.; Louwerse, Max M.; D'Mello, Sidney

    2016-01-01

    Silent reading fluency has received limited attention in the school-based literatures across the past decade. We fill this gap by examining both oral and silent reading fluency and their relation to overall abilities in reading comprehension in fourth-grade students. Lower-level reading skills (word reading, rapid automatic naming) and vocabulary…

  11. Reading Attitude as a Mediator between Contextual Factors and Reading Behavior

    Science.gov (United States)

    Lim, Hyo Jin; Bong, Mimi; Woo, Yeon-Kyung

    2015-01-01

    Background: Among the factors known to influence reading development and performance, attitude toward reading is shown to be particularly critical for developing learners. Reading attitude (McKenna, 1994; McKenna et al., 1995) enhances independent reading, levels of engagement in classroom reading activities, and the amount and variety of topics…

  12. Scanpath Based N-Gram Models for Predicting Reading Behavior

    DEFF Research Database (Denmark)

    Mishra, Abhijit; Bhattacharyya, Pushpak; Carl, Michael

    2013-01-01

    Predicting reading behavior is a difficult task. Reading behavior depends on various linguistic factors (e.g. sentence length, structural complexity etc.) and other factors (e.g individual's reading style, age etc.). Ideally, a reading model should be similar to a language model where the model i...

  13. 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…

  14. 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.

  15. 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 ...... these aspects by drawing on typography history, designers’ ideas, and available scientific data concerning the reading process....

  16. Against Readings

    Science.gov (United States)

    Edmundson, Mark

    2009-01-01

    Edmundson states that if he could make one wish for the members of his profession, college and university professors of literature, he would wish that for one year, two, three, or five, they would give up readings. By "a reading," he means the application of an analytical vocabulary to describe and (usually) to judge a work of literary art.…

  17. 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...... these aspects by drawing on typography history, designers’ ideas, and available scientific data concerning the reading process....

  18. Musical notation reading in pure alexia

    DEFF Research Database (Denmark)

    Starrfelt, Randi; Wong, Yetta K.

    2017-01-01

    -term memory capacity was intact in the left visual field.1 We investigated KH's letter and note reading using simultaneous matching tasks with stimuli presented slightly to the left of fixation. KH was compared to 9 controls matched for age, education, and music reading experience, using single case......Abstract Pure alexia (PA) is an acquired reading disorder following lesions to left ventral temporo-occipital cortex. Patients with PA read slowly but correctly, and show an abnormal effect of word length on RTs. However, it is unclear how pure alexia may affect musical notation reading. We report...... a pure alexic patient, KH, who was a highly skilled amateur musician before a stroke that resulted in PA (elevated reading RTs; word length effect; intact writing and language) and right hemianopia. KH experienced difficulties in note reading and playing by notes post-stroke. KH's visual short...

  19. 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 ...

  20. L2 Japanese Learners' Responses to Translation, Speed Reading, and "Pleasure Reading" as a Form of Extensive Reading

    Science.gov (United States)

    Tabata-Sandom, Mitsue

    2017-01-01

    Fluency development instruction lacks in reading in Japanese as a foreign language instruction. This study examined how 34 upper-intermediate level learners of Japanese responded when they first experienced pleasure reading and speed reading. The participants also engaged in intensive reading, the main component of which was translation. Survey…

  1. Functional Anatomy of Listening and Reading Comprehension during Development

    OpenAIRE

    Berl, Madison M.; Duke, Elizabeth S.; Mayo, Jessica; Rosenberger, Lisa R.; Moore, Erin N.; VanMeter, John; Ratner, Nan Bernstein; Vaidya, Chandan J.; Gaillard, William Davis

    2010-01-01

    Listening and reading comprehension of paragraph-length material are considered higher-order language skills fundamental to social and academic functioning. Using ecologically relevant language stimuli that were matched for difficulty according to developmental level, we analyze the effects of task, age, neuropsychological skills, and post-task performance on fMRI activation and hemispheric laterality. Areas of supramodal language processing are identified, with the most robust region being l...

  2. Umbilical cord blood levels of maternal antibodies reactive with p200 and full-length Ro 52 in the assessment of risk for cardiac manifestations of neonatal lupus.

    Science.gov (United States)

    Reed, Joanne H; Clancy, Robert M; Lee, Kristen H; Saxena, Amit; Izmirly, Peter M; Buyon, Jill P

    2012-09-01

    Maternal anti-Ro autoantibodies are associated with cardiac manifestations of neonatal lupus (cardiac NL), yet only 2% of women with this reactivity have an affected child. Identification of a more specific marker would channel intense monitoring to fetuses at greater risk. This study aimed to determine whether autoantibodies against Ro 52 amino acids 200-239 (p200) confer added risk over autoantibodies to full-length Ro 52, Ro 60, or La. Anti-Ro-exposed pregnancies resulting in cardiac NL or no cardiac manifestations were identified from the Research Registry for Neonatal Lupus and the PR Interval and Dexamethasone Evaluation study. Umbilical cord (n = 123) and maternal (n = 115) samples were evaluated by enzyme-linked immunosorbent assay. The frequencies of p200, Ro 52, Ro 60, and La autoantibodies were not significantly different between affected and unaffected children. However, neonatal anti-Ro 52 and Ro 60 titers were highest in cardiac NL and their unaffected siblings compared to unaffected neonates without a cardiac NL sibling. Although both maternal anti-Ro 52 and p200 autoantibodies were less than 50% specific for cardiac NL, anti-p200 was the least likely of the Ro autoantibodies to be false-positive in mothers who have never had an affected child. Titers of anti-Ro 52 and p200 did not differ during a cardiac NL or unaffected pregnancy from the same mother. Maternal reactivity to p200 does not confer an added risk to fetal conduction defects over full-length Ro 52 or Ro 60 autoantibodies. Mothers who may never be at risk for having an affected child have lower anti-Ro 60 titers and may require less stringent echocardiographic monitoring compared to women with high-titer autoantibodies. Copyright © 2012 by the American College of Rheumatology.

  3. Third-Grader's Think-Aloud Protocols: Types of Reading Activities in Reading an Expository Text

    Science.gov (United States)

    Schellings, Gonny; Aarnoutse, Cor; van Leeuwe, Jan

    2006-01-01

    In the present study, we examined the reading activities of young readers, while reading an expository text. A total of 24 third-graders was administered a think-aloud task on two occasions. Their protocols were analysed by a coding system that captured two levels of the reading process: the word identification level and the reading comprehension…

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

    OpenAIRE

    Richard L. ALLINGTON

    2014-01-01

    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 comp...

  5. Reading comprehension level and development in native and language minority adolescent low achievers : Roles of linguistic and metacognitive knowledge and fluency

    NARCIS (Netherlands)

    Trapman, M.; van Gelderen, A.; van Schooten, E.; Hulstijn, J.

    2017-01-01

    In a longitudinal design, we measured 50 low-achieving adolescents’ reading comprehension development from Grades 7 to 9. There were 24 native Dutch and 26 language minority students. In addition, we assessed the roles of (a) linguistic knowledge, (b) metacognitive knowledge, and (c) reading fluency

  6. Reading Comprehension Level and Development in Native and Language Minority Adolescent Low Achievers: Roles of Linguistic and Metacognitive Knowledge and Fluency

    NARCIS (Netherlands)

    Dr E.J. van Schooten; Dr. A.J.S. van Gelderen; M. Trapman; J. Hulstijn

    2016-01-01

    In a longitudinal design, we measured 50 low-achieving adolescents’ reading comprehension development from Grades 7 to 9. There were 24 native Dutch and 26 language minority students. In addition, we assessed the roles of (a) linguistic knowledge, (b) metacognitive knowledge, and (c) reading fluency

  7. 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

  8. Pulse Wave Velocity as Marker of Preclinical Arterial Disease: Reference Levels in a Uruguayan Population Considering Wave Detection Algorithms, Path Lengths, Aging, and Blood Pressure

    Directory of Open Access Journals (Sweden)

    Ignacio Farro

    2012-01-01

    Full Text Available Carotid-femoral pulse wave velocity (PWV has emerged as the gold standard for non-invasive evaluation of aortic stiffness; absence of standardized methodologies of study and lack of normal and reference values have limited a wider clinical implementation. This work was carried out in a Uruguayan (South American population in order to characterize normal, reference, and threshold levels of PWV considering normal age-related changes in PWV and the prevailing blood pressure level during the study. A conservative approach was used, and we excluded symptomatic subjects; subjects with history of cardiovascular (CV disease, diabetes mellitus or renal failure; subjects with traditional CV risk factors (other than age and gender; asymptomatic subjects with atherosclerotic plaques in carotid arteries; patients taking anti-hypertensives or lipid-lowering medications. The included subjects (n=429 were categorized according to the age decade and the blood pressure levels (at study time. All subjects represented the “reference population”; the group of subjects with optimal/normal blood pressures levels at study time represented the “normal population.” Results. Normal and reference PWV levels were obtained. Differences in PWV levels and aging-associated changes were obtained. The obtained data could be used to define vascular aging and abnormal or disease-related arterial changes.

  9. Reading Self-Efficacy Predicts Word Reading But Not Comprehension in Both Girls and Boys

    Science.gov (United States)

    Carroll, Julia M.; Fox, Amy C.

    2017-01-01

    The relationship between cognitive skills and reading has been well-established. However, the role of motivational factors such as self-efficacy in reading progress is less clear. In particular, it is not clear how self-efficacy relates to word level reading versus comprehension, and whether this differs in boys and girls. This study examines the relationship between self-efficacy, word reading and reading comprehension across the range of reading abilities after controlling for reading-related cognitive factors. One hundred and seventy nine children (86 males and 93 females) between 8 and 11 years old completed a self-report measure of reading self-efficacy together with measures of reading comprehension and word reading, working memory, auditory short-term memory, phonological awareness, and vocabulary. Boys and girls showed similar levels of attainment and reading self-efficacy. Reading self-efficacy was associated with word reading, but not with reading comprehension in either boys or girls. It is argued that this may reflect important differences between reading self-efficacy and more general measures of reading motivation and engagement. Reading self-efficacy is an element of reading motivation that is closely associated with a child’s perceived attainments in reading and is less susceptible to the gender differences seen in broader measures. PMID:28144223

  10. An investigation of Chinese university EFL learner’s foreign language reading anxiety, reading strategy use and reading comprehension performance

    OpenAIRE

    Lu, Zhongshe; Liu, Meihua

    2015-01-01

    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 gen...

  11. 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.

  12. Effect of the electrostatic surface potential on the oligomerization of full-length human recombinant prion protein at single-molecule level

    Energy Technology Data Exchange (ETDEWEB)

    Wang, Bin; Xu, Bingqian, E-mail: bxu@engr.uga.edu [Single Molecule Study Laboratory, College of Engineering and Nanoscale Science, and Engineering Center, University of Georgia, Athens, Georgia 30605 (United States); Lou, Zhichao [Single Molecule Study Laboratory, College of Engineering and Nanoscale Science, and Engineering Center, University of Georgia, Athens, Georgia 30605 (United States); College of Materials Science and Technology, Nanjing University of Aeronautics and Astronautics, Nanjing 210016 (China); Zhang, Haiqian [College of Materials Science and Technology, Nanjing University of Aeronautics and Astronautics, Nanjing 210016 (China)

    2016-03-21

    The electrostatic surface potential (ESP) of prion oligomers has critical influences on the aggregating processes of the prion molecules. The atomic force microscopy (AFM) and structural simulation were combined to investigate the molecular basis of the full-length human recombinant prion oligomerization on mica surfaces. The high resolution non-intrusive AFM images showed that the prion oligomers formed different patterns on mica surfaces at different buffer pH values. The basic binding units for the large oligomers were determined to be prion momoners (Ms), dimers (Ds), and trimers (Ts). The forming of the D and T units happened through the binding of hydrophobic β-sheets of the M units. In contrast, the α-helices of these M, D, and T units were the binding areas for the formation of large oligomers. At pH 4.5, the binding units M, D, and T showed clear polarized ESP distributions on the surface domains, while at pH 7.0, they showed more evenly distributed ESPs. Based on the conformations of oligomers observed from AFM images, the D and T units were more abundantly on mica surface at pH 4.5 because the ESP re-distribution of M units helped to stabilize these larger oligomers. The amino acid side chains involved in the binding interfaces were stabilized by hydrogen bonds and electrostatic interactions. The detailed analysis of the charged side chains at pH 4.5 indicated that the polarized ESPs induced the aggregations among M, D, and T to form larger oligomers. Therefore, the hydrogen bonds and electrostatic interactions worked together to form the stabilized prion oligomers.

  13. Effect of the electrostatic surface potential on the oligomerization of full-length human recombinant prion protein at single-molecule level

    Science.gov (United States)

    Wang, Bin; Lou, Zhichao; Zhang, Haiqian; Xu, Bingqian

    2016-03-01

    The electrostatic surface potential (ESP) of prion oligomers has critical influences on the aggregating processes of the prion molecules. The atomic force microscopy (AFM) and structural simulation were combined to investigate the molecular basis of the full-length human recombinant prion oligomerization on mica surfaces. The high resolution non-intrusive AFM images showed that the prion oligomers formed different patterns on mica surfaces at different buffer pH values. The basic binding units for the large oligomers were determined to be prion momoners (Ms), dimers (Ds), and trimers (Ts). The forming of the D and T units happened through the binding of hydrophobic β-sheets of the M units. In contrast, the α-helices of these M, D, and T units were the binding areas for the formation of large oligomers. At pH 4.5, the binding units M, D, and T showed clear polarized ESP distributions on the surface domains, while at pH 7.0, they showed more evenly distributed ESPs. Based on the conformations of oligomers observed from AFM images, the D and T units were more abundantly on mica surface at pH 4.5 because the ESP re-distribution of M units helped to stabilize these larger oligomers. The amino acid side chains involved in the binding interfaces were stabilized by hydrogen bonds and electrostatic interactions. The detailed analysis of the charged side chains at pH 4.5 indicated that the polarized ESPs induced the aggregations among M, D, and T to form larger oligomers. Therefore, the hydrogen bonds and electrostatic interactions worked together to form the stabilized prion oligomers.

  14. Expression of Telomeres in Astrocytoma WHO Grade 2 to 4: TERRA Level Correlates with Telomere Length, Telomerase Activity, and Advanced Clinical Grade12

    Science.gov (United States)

    Sampl, Sandra; Pramhas, Sibylle; Stern, Christian; Preusser, Matthias; Marosi, Christine; Holzmann, Klaus

    2012-01-01

    Cancer cells bypass replicative senescence, the major barrier to tumor progression, by using telomerase or alternative lengthening of telomeres (ALT) as telomere maintenance mechanisms (TMMs). Correlation between ALT and patient survival was demonstrated for high-grade astrocytomas. Transcription from subtelomeres produces telomeric repeat-containing RNA (TERRA), a natural inhibitor of telomerase activity (TA). This led us to evaluate correlations of TERRA and TMM with tumor grade and outcome in astrocytoma patients. SYBR Green real-time reverse transcription-polymerase chain reaction assays for quantitation of total and chromosome 2p and 18p specific TERRA levels were developed. Tumor samples from 46 patients with astrocytoma grade 2 to 4, tissue controls, and cell lines were assessed. TMMs were evaluated by measuring TA and by detecting long telomeres due to ALT. In glioblastoma multiforme (GBM) grade 4, total TERRA levels were similar to cell lines but 14-, 31-, and 313-fold lower compared with grade 3, grade 2, and nonmalignant tissue, respectively. Total TERRA levels differed from chromosomal levels. Low 2p TERRA levels correlated with dense promoter methylation of subtelomeric CpG islands, indicating that TERRA expression in gliomas may be chromosome specific and epigenetically regulated. Total TERRA levels correlated with diagnosis, with low or absent TA and the presence of ALT, and were tentatively associated with favorable patient prognosis in our cohort (P = .06). TA and short telomeres identified a subset of GBM with a median survival of only 14.8 months. TERRA and TA may be prognostic in astrocytic tumors. PMID:22348177

  15. Expression of telomeres in astrocytoma WHO grade 2 to 4: TERRA level correlates with telomere length, telomerase activity, and advanced clinical grade.

    Science.gov (United States)

    Sampl, Sandra; Pramhas, Sibylle; Stern, Christian; Preusser, Matthias; Marosi, Christine; Holzmann, Klaus

    2012-02-01

    Cancer cells bypass replicative senescence, the major barrier to tumor progression, by using telomerase or alternative lengthening of telomeres (ALT) as telomere maintenance mechanisms (TMMs). Correlation between ALT and patient survival was demonstrated for high-grade astrocytomas. Transcription from subtelomeres produces telomeric repeat-containing RNA (TERRA), a natural inhibitor of telomerase activity (TA). This led us to evaluate correlations of TERRA and TMM with tumor grade and outcome in astrocytoma patients. SYBR Green real-time reverse transcription-polymerase chain reaction assays for quantitation of total and chromosome 2p and 18p specific TERRA levels were developed. Tumor samples from 46 patients with astrocytoma grade 2 to 4, tissue controls, and cell lines were assessed. TMMs were evaluated by measuring TA and by detecting long telomeres due to ALT. In glioblastoma multiforme (GBM) grade 4, total TERRA levels were similar to cell lines but 14-, 31-, and 313-fold lower compared with grade 3, grade 2, and nonmalignant tissue, respectively. Total TERRA levels differed from chromosomal levels. Low 2p TERRA levels correlated with dense promoter methylation of subtelomeric CpG islands, indicating that TERRA expression in gliomas may be chromosome specific and epigenetically regulated. Total TERRA levels correlated with diagnosis, with low or absent TA and the presence of ALT, and were tentatively associated with favorable patient prognosis in our cohort (P = .06). TA and short telomeres identified a subset of GBM with a median survival of only 14.8 months. TERRA and TA may be prognostic in astrocytic tumors.

  16. Beyond classification: gene-family phylogenies from shotgun metagenomic reads enable accurate community analysis.

    Science.gov (United States)

    Riesenfeld, Samantha J; Pollard, Katherine S

    2013-06-22

    Sequence-based phylogenetic trees are a well-established tool for characterizing diversity of both macroorganisms and microorganisms. Phylogenetic methods have recently been applied to shotgun metagenomic data from microbial communities, particularly with the aim of classifying reads. But the accuracy of gene-family phylogenies that characterize evolutionary relationships among short, non-overlapping sequencing reads has not been thoroughly evaluated. To quantify errors in metagenomic read trees, we developed MetaPASSAGE, a software pipeline to generate in silico bacterial communities, simulate a sample of shotgun reads from a gene family represented in the community, orient or translate reads, and produce a profile-based alignment of the reads from which a gene-family phylogenetic tree can be built. We applied MetaPASSAGE to a variety of RNA and protein-coding gene families, built trees using a range of different phylogenetic methods, and compared the resulting trees using topological and branch-length error metrics. We identified read length as one of the major sources of error. Because phylogenetic methods use a reference database of full-length sequences from the gene family to guide construction of alignments and trees, we found that error can also be substantially reduced through increasing the size and diversity of the reference database. Finally, UniFrac analysis, which compares metagenomic samples based on a summary statistic computed over all branches in a read tree, is very robust to the level of error we observe. Bacterial community diversity can be quantified using phylogenetic approaches applied to shotgun metagenomic data. As sequencing reads get longer and more genomes across the bacterial tree of life are sequenced, the accuracy of this approach will continue to improve, opening the door to more applications.

  17. How Reading Volume Affects Both Reading Fluency and Reading Achievement

    Science.gov (United States)

    Allington, Richard L.

    2014-01-01

    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…

  18. 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.

  19. Reading Amount as a Mediator of the Effects of Intrinsic and Extrinsic Reading Motivation on Reading Comprehension

    Science.gov (United States)

    Schaffner, Ellen; Schiefele, Ulrich; Ulferts, Hannah

    2013-01-01

    This study examined the role of reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on higher order reading comprehension (comprised of paragraph-and passage-level comprehension) in a sample of 159 fifth-grade elementary students. A positive association between intrinsic reading motivation and reading amount…

  20. Reading Disorders:

    Science.gov (United States)

    Seaber, Emma

    2016-01-01

    This article explores the relationship between eating disorders and reading behaviors, arguing that there is a meaningful difference in a minority of readers' approach to and understanding of anorexia life-writing, and of literary texts more broadly. To illuminate this distinction, this article begins by considering the reported deleterious influence of Marya Hornbacher’s anorexia memoir, Wasted, elaborating the ways Hornbacher offers a positive presentation of anorexia nervosa that may, intentionally or not, induce certain readers to “try it” themselves. This is followed by an exploration of how Hornbacher’s own reading praxis is implicated in a discursive feedback loop around anorexia narratives. It concludes with a discussion of disordered reading attitudes in relation to the emergence of the “pro-anorexia” phenomenon. PMID:28569728

  1. Robust long-read native DNA sequencing using the ONT CsgG Nanopore system [version 1; referees: 2 approved

    Directory of Open Access Journals (Sweden)

    Jean-Michel Carter

    2017-04-01

    Full Text Available Background: The ability to obtain long read lengths during DNA sequencing has several potentially important practical applications. Especially long read lengths have been reported using the Nanopore sequencing method, currently commercially available from Oxford Nanopore Technologies (ONT. However, early reports have demonstrated only limited levels of combined throughput and sequence accuracy. Recently, ONT released a new CsgG pore sequencing system as well as a 250b/s translocation chemistry with potential for improvements. Methods: We made use of such components on ONTs miniature ‘MinION’ device and sequenced native genomic DNA obtained from the near haploid cancer cell line HAP1. Analysis of our data was performed utilising recently described computational tools tailored for nanopore/long-read sequencing outputs, and here we present our key findings. Results: From a single sequencing run, we obtained ~240,000 high-quality mapped reads, comprising a total of ~2.3 billion bases. A mean read length of 9.6kb and an N50 of ~17kb was achieved, while sequences mapped to reference with a mean identity of 85%. Notably, we obtained ~68X coverage of the mitochondrial genome and were able to achieve a mean consensus identity of 99.8% for sequenced mtDNA reads. Conclusions: With improved sequencing chemistries already released and higher-throughput instruments in the pipeline, this early study suggests that ONT CsgG-based sequencing may be a useful option for potential practical long-read applications.

  2. Examining School-Level Reading and Math Proficiency Trends and Changes in Achievement Gaps for Grades 3-8 in Florida, Mississippi, and North Carolina. REL 2017-235

    Science.gov (United States)

    Herrera, Sarah; Zhou, Chengfu; Petscher, Yaacov

    2017-01-01

    The 2001 authorization of the No Child Left Behind Act and its standards and accountability requirements generated interest among state education agencies in Florida, Mississippi, and North Carolina, which are served by the Regional Educational Laboratory Southeast, in monitoring changes in student reading and math proficiency at the school level.…

  3. Effects of two types of low-level laser wave lengths (850 and 630 nm) on the orthodontic tooth movements in rabbits.

    Science.gov (United States)

    Seifi, Massoud; Shafeei, Hasan Ali; Daneshdoost, Shahram; Mir, Maziar

    2007-11-01

    The effects of low-level lasers on bone cellular activity, bone structures, bone healing, fibroblasts activity and inflammation process have already been investigated. Considering orthodontic tooth movement, which is a complicated inflammatory process involving simultaneous bone apposition and resorption, the aim of this controlled study is to investigate the quantitative effects of a pulsed 850 nm laser (Optodan) and a continuous 630 nm laser (KLO3) on the orthodontic tooth movement in rabbits. This experimental study was conducted on 18 male albino rabbits divided into three equal groups of control, Optodan and KLO3. In all the groups, NiTi-closed coil springs were used on the first mandibular molars with 4-oz tension. The control group was not irradiated by laser, but the teeth in the laser groups were irradiated 9 days according to the periodontal therapeutic protocols. After 16 days, samples were sacrificed. The distance between the distal surface of the first molar and the mesial surface of the second molar was measured with 0.05-mm accuracy. The data were subjected to the statistical tests of Kolmogrov Smirnov and variance analysis. The mean orthodontic tooth movements of the first mandibular molars were 1.7 +/- 0.16 mm in control group, 0.69 +/- 0.16 mm in Optodan group and 0.86 +/- 0.13 mm in KLO3 group. There were statistically significant difference between the control and the two other laser-irradiated groups (P orthodontic tooth movement, after low-level laser therapy, are diminished. It could not be concluded that any low-level laser will reduce the speed of teeth movement in orthodontic treatments, and further studies with less or more energies may show different results.

  4. 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.

  5. Reading Cooperatively or Independently? Study on ELL Student Reading Development

    Science.gov (United States)

    Liu, Siping; Wang, Jian

    2015-01-01

    This study examines the effectiveness of cooperative reading teaching activities and independent reading activities for English language learner (ELL) students at 4th grade level. Based on simple linear regression and correlational analyses of data collected from two large data bases, PIRLS and NAEP, the study found that cooperative reading…

  6. Parents' Reading History as an Indicator of Risk for Reading Difficulties

    Science.gov (United States)

    Giménez, A.; Ortiz, A.; López-Zamora, M.; Sánchez, A.; Luque, J. L.

    2017-01-01

    Children from families whose members have reading impairments are found to be poorer performers, take less advantage of instruction, and require more time to reach the reading level of children whose relatives are good readers. As a family's reading history may not be available, a self-report of reading abilities is used to identify children's…

  7. 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

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

    Science.gov (United States)

    Wallot, Sebastian; O'Brien, Beth A; Haussmann, Anna; Kloos, Heidi; Lyby, Marlene S

    2014-11-01

    Reading speed is commonly used as an index of reading fluency. However, reading speed is not a consistent predictor of text comprehension, when speed and comprehension are measured on the same text within the same reader. This might be due to the somewhat ambiguous nature of reading speed, which is sometimes regarded as a feature of the reading process, and sometimes as a product of that process. We argue that both reading speed and comprehension should be seen as the result of the reading process, and that the process of fluent text reading can instead be described by complexity metrics that quantify aspects of the stability of the reading process. In this article, we introduce complexity metrics in the context of reading and apply them to data from a self-paced reading study. In this study, children and adults read a text silently or aloud and answered comprehension questions after reading. Our results show that recurrence metrics that quantify the degree of temporal structure in reading times yield better prediction of text comprehension compared to reading speed. However, the results for fractal metrics are less clear. Furthermore, prediction of text comprehension is generally strongest and most consistent across silent and oral reading when comprehension scores are normalized by reading speed. Analyses of word length and word frequency indicate that the observed complexity in reading times is not a simple function of the lexical properties of the text, suggesting that text reading might work differently compared to reading of isolated word or sentences. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  9. Reading Clubs, Workshops, Reading in the Park

    OpenAIRE

    Banaurs, Daniela

    2013-01-01

    Reading clubs are networks made up of book lovers who read the same book at the same time and then share their ideas and feelings inspired by that reading. This short paper discusses the benefits of reading clubs and reading workshops.

  10. 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…

  11. 10 Questions about Independent Reading

    Science.gov (United States)

    Truby, Dana

    2012-01-01

    Teachers know that establishing a robust independent reading program takes more than giving kids a little quiet time after lunch. But how do they set up a program that will maximize their students' gains? Teachers have to know their students' reading levels inside and out, help them find just-right books, and continue to guide them during…

  12. 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...

  13. READING AND WRITING STANDARD ENGLISH.

    Science.gov (United States)

    CRAIG, MYRTLE C.

    THE PROBLEM OF HOW TO TEACH PUPILS IN THE ELEMENTARY SCHOOLS TO READ AND WRITE STANDARD ENGLISH IS DISCUSSED. THE VALUE OF ORAL LANGUAGE AS A MEANS OF ATTAINING READING AND WRITING PROFICIENCY IS SUGGESTED. SUCCESS IN THESE AREAS CAN BE ATTAINED IF (1) THE HOME LANGUAGE OF THE CHILD IS ACCEPTED, (2) THE CHILD IS OFFERED MATERIALS ON HIS LEVEL OF…

  14. The Influence of Personality Characteristics on Children's Intrinsic Reading Motivation

    Science.gov (United States)

    Medford, Emma; McGeown, Sarah P.

    2012-01-01

    Research suggests that children's motivation to read is influenced by their level of reading skill and reading self-concept. However, it is possible that characteristics unrelated to reading, such as underlying personality characteristics, may also influence children's motivation to read. The current study examined the extent to which children's…

  15. Increasing Reading Compliance and Metacognitive Strategies in Border Students

    Science.gov (United States)

    Culver, Tiffany F.

    2016-01-01

    In an effort to increase reading compliance and active reading strategies, quizzes and reading guides were given to 100 participants in four psychology courses. Each participant was given four weeks of reading quizzes and four weeks of reading guides. Participants consisted of students (freshman through senior level) from two colleges along the…

  16. The Effects of a Comprehensive Reading Program on Reading Outcomes for Middle School Students With Disabilities.

    Science.gov (United States)

    Hock, Michael F; Brasseur-Hock, Irma F; Hock, Alyson J; Duvel, Brenda

    Reading achievement scores for adolescents with disabilities are markedly lower than the scores of adolescents without disabilities. For example, 62% of students with disabilities read below the basic level on the NAEP Reading assessment, compared to 19% of their nondisabled peers. This achievement gap has been a continuing challenge for more than 35 years. In this article, we report on the promise of a comprehensive 2-year reading program called Fusion Reading. Fusion Reading is designed to significantly narrow the reading achievement gap of middle school students with reading disabilities. Using a quasi-experimental design with matched groups of middle school students with reading disabilities, statistically significant differences were found between the experimental and comparison conditions on multiple measures of reading achievement with scores favoring the experimental condition. The effect size of the differences were Hedges's g = 1.66 to g = 1.04 on standardized measures of reading achievement.

  17. Simultaneous Listening and Reading in ESL: Helping Second Language Learners Read (and Enjoy Reading) More Efficiently

    Science.gov (United States)

    Woodall, Billy

    2010-01-01

    This study investigated the effects of simultaneously reading and listening to the same text on comprehension and fluency gains for basic-level English language learners at a university in Puerto Rico. The quiz scores and fluency rates of two English lab groups (n = 69) who read and listened to E. B. White's novel "Charlotte's Web" were…

  18. Reading deficiencies in older patients.

    Science.gov (United States)

    Jackson, R H; Davis, T C; Murphy, P; Bairnsfather, L E; George, R B

    1994-08-01

    To participate effectively in their health care, older patients often are expected to read a wide variety of materials, including written instructions, brochures, and consent forms. This study quantitates the reading ability of older patients and compares it to that of younger patients. Two hundred seventy-two patients 30 and older were selected from five outpatient clinics at a public teaching hospital and tested for objective reading ability using the Peabody Individual Achievement Test--Revised. The 76 patients 60 and older read significantly worse (grade level 2.9) than the 196 patients younger than 60 (grade level 5.8) (P < 0.0001). Older patients also completed significantly fewer years of school than younger patients (7.3 years versus 10.6 years). Analysis of variance for age categories 30-44, 45-59, 60-74, and 75 and older confirmed declining reading ability and educational status with advancing age. Multiple regression analysis helped show that an equation could be derived to predict reading ability from age, educational status, race, and sex, but the coefficient of determination was so low (r2 = 0.39) that it cannot be considered clinically useful for individual patients. In this study, older patients read significantly worse than younger patients, and a formula that combines age, race, sex, and educational status cannot reliably predict reading ability for individual patients. Most older patients read on a level so low that they cannot be expected to read most commonly used written materials. Routine testing of reading ability may allow more appropriate design and use of written materials.

  19. Are Attitudes Toward Writing and Reading Separable Constructs? A Study With Primary Grade Children

    Science.gov (United States)

    Graham, Steve; Berninger, Virginia; Abbott, Robert

    2012-01-01

    This study examined whether or not attitude towards writing is a unique and separable construct from attitude towards reading for young, beginning writers. Participants were 128 first-grade children (70 girls and 58 boys) and 113 third-grade students (57 girls and 56 boys). Each child was individually administered a 24 item attitude measure, which contained 12 items assessing attitude towards writing and 12 parallel items for reading. Students also wrote a narrative about a personal event in their life. A factor analysis of the 24 item attitude measure provided evidence that generally support the contention that writing and reading attitudes are separable constructs for young beginning writers, as it yielded three factors: a writing attitude factor with 9 items, a reading attitude factor with 9 parallel items, and an attitude about literacy interactions with others factor containing 4 items (2 items in writing and 2 parallel items in reading). Further validation that attitude towards writing is a separable construct from attitude towards reading was obtained at the third-grade level, where writing attitude made a unique and significant contribution, beyond the other two attitude measures, to the prediction of three measures of writing: quality, length, and longest correct word sequence. At the first-grade level, none of the 3 attitude measures predicted students’ writing performance. Finally, girls had more positive attitudes concerning reading and writing than boys. PMID:22736933

  20. Reading in Developmental Prosopagnosia: Evidence for a Dissociation Between Word and Face Recognition

    DEFF Research Database (Denmark)

    Starrfelt, Randi; Klargaard, Solja; Petersen, Anders

    2018-01-01

    Objective: Recent models suggest that face and word recognition may rely on overlapping cognitive processes and neural regions. In support of this notion, face recognition deficits have been demonstrated in developmental dyslexia. Here we test whether the opposite association can also be found......, 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. EMPOWERING THE READING READABILITY

    OpenAIRE

    Handoko Handoko

    2014-01-01

    A general assumption about reading is that students improve their reading ability by reading a lot. This research was conducted to explain the use of extensive reading and aimed to figure out its implementation in improving students’ reading readability by using the class action research technique. The data of this research relates to the students ‘reading progress shown in their reading reports: spoken and written summary, reading comprehension and vocabulary mastery and their participation....

  2. An Investigation of Chinese University EFL Learner's Foreign Language Reading Anxiety, Reading Strategy Use and Reading Comprehension Performance

    Science.gov (United States)

    Lu, Zhongshe; Liu, Meihua

    2015-01-01

    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…

  3. L2 Reading in Thailand: Vocational College Students' Application of Reading Strategies to Their Reading of English Texts

    Science.gov (United States)

    Kasemsap, Bharani; Lee, Hugo Yu-Hsiu

    2015-01-01

    This study aims to explore the application of reading strategies to the reading of English texts by Thai vocational college students. Data were collected via questionnaire surveys, think-aloud experiments and semi-structured interviews. The research results reveal different typologies of reading strategies adopted by lower and higher level English…

  4. A Study on the Development of Reading Skills of the Students Having Difficulty in Reading: Enrichment Reading Program

    Science.gov (United States)

    Akyol, Hayati; Çakiroglu, Ahmet; Kuruyer, Hayriye Gül

    2014-01-01

    The aim of this study is to improve the reading skills of the students having difficulty in reading through an enrichment reading program. The current study was conducted by means of one-subject research technique and between-subjects multiple-baseline levels model belonging to this technique. The study was carried out with three participants from…

  5. Telomere length analysis.

    Science.gov (United States)

    Canela, Andrés; Klatt, Peter; Blasco, María A

    2007-01-01

    Most somatic cells of long-lived species undergo telomere shortening throughout life. Critically short telomeres trigger loss of cell viability in tissues, which has been related to alteration of tissue function and loss of regenerative capabilities in aging and aging-related diseases. Hence, telomere length is an important biomarker for aging and can be used in the prognosis of aging diseases. These facts highlight the importance of developing methods for telomere length determination that can be employed to evaluate telomere length during the human aging process. Telomere length quantification methods have improved greatly in accuracy and sensitivity since the development of the conventional telomeric Southern blot. Here, we describe the different methodologies recently developed for telomere length quantification, as well as their potential applications for human aging studies.

  6. Effect of central corneal thickness, corneal curvature, and axial length on applanation tonometry.

    Science.gov (United States)

    Kohlhaas, Markus; Boehm, Andreas G; Spoerl, Eberhard; Pürsten, Antje; Grein, Hans J; Pillunat, Lutz E

    2006-04-01

    To evaluate the effect of central corneal thickness (CCT), corneal curvature, and axial length on applanation tonometry in an in vivo study. In a masked, prospective clinical trial, we examined 125 eyes of 125 patients scheduled for cataract surgery. Corneal curvature was measured by means of keratometry and axial length by A-scan ultrasonography. By cannulating the anterior chamber before surgery, intraocular pressure (IOP) was set to 20, 35, and 50 mm Hg in a closed system by means of a water column. After measuring thickness, the IOP was measured with an applanation tonometer. Pearson product moment correlations and multiple linear regression analyses were performed, and significance levels were evaluated by the paired, 2-tailed t test. The difference between measured and real IOP was significantly dependent (P < .001) on CCT. The associations between IOP and corneal curvature or IOP and axial length were not statistically significant (P = .31). The association between IOP reading and CCT is shown in the "Dresdner correction table," which illustrates an approximately 1-mm Hg correction for every 25-microm deviation from a CCT of 550 microm. The correction values were positive as thickness decreased and negative as thickness increased. Central corneal thickness significantly affects IOP readings obtained by applanation tonometry according to the Goldmann principle. A correction of IOP readings by considering CCT according to the Dresdner correction table might be helpful for determining an accurate IOP value.

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

    Science.gov (United States)

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

    2015-01-01

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

  8. Union County Public Schools Action Research: Comparing Early Literacy Interventions Used in Union County Public Schools; Reading Recovery vs. Leveled Literacy Intervention

    Science.gov (United States)

    Harvey, Michael W.

    2011-01-01

    School systems across the country continuously seek to find ways to increase academic achievement at all grades. Possessing the ability to read is one of the keys to academic success; not being able to presents many challenges. Union County Public Schools and the state of North Carolina expect students leaving their kindergarten year to be able to…

  9. Evaluating Teachers' Support Requests When Just-in-Time Instructional Support is Provided to Introduce a Primary Level Web-Based Reading Program

    Science.gov (United States)

    Wood, Eileen; Anderson, Alissa; Piquette-Tomei, Noella; Savage, Robert; Mueller, Julie

    2011-01-01

    Support requests were documented for 10 teachers (4 kindergarten, 4 grade one, and 2 grade one/two teachers) who received just-in-time instructional support over a 2 1/2 month period while implementing a novel reading software program as part of their literacy instruction. In-class observations were made of each instructional session. Analysis of…

  10. Recreational Reading for Gifted Children.

    Science.gov (United States)

    Mangieri, John N.; Isaacs, Carolyn W.

    1983-01-01

    A bibliography lists approximately 100 works (1974-82) of fiction, biography, poetry, fantasy/science fiction, picture books, and mystery/adventure for gifted elementary children's recreational reading. Citations include information on author, approximate grade level, and publisher. (CL)

  11. Collaborative Strategic Reading with University EFL Learners

    Science.gov (United States)

    Zoghi, Masoud; Mustapha, Ramlee; Maasum, Tg. Nor Rizan Mohd.

    2010-01-01

    The present study was an attempt to probe into the feasibility and effectiveness of a reading instructional approach called MCSR--Modified Collaborative Strategic Reading. Based on a pretest-posttest design, MCSR was implemented with 42 university-level EFL freshmen. They met once a week and received EFL reading instruction according to MCSR for…

  12. Investigating the Reading-to-Write Construct

    Science.gov (United States)

    Delaney, Yuly Asencion

    2008-01-01

    This study explored the extent to which the reading-to-write construct is the sum of one's reading and writing abilities or an independent construct. The investigation included an analysis of (a) test tasks, (b) the relationship of test task scores and scores on reading and writing measures, and (c) the effects of proficiency level and educational…

  13. Guided Reading: The Romance and the Reality

    Science.gov (United States)

    Fountas, Irene C.; Pinnell, Gay Su

    2013-01-01

    The authors examine the growth and impact of guided reading, small group teaching for differentiated instruction in reading that was stimulated by their early publications. Many changes in literacy education have been observed as a result--almost as if educators had a "romance" with guided reading and leveled books. While changes have been…

  14. Reading Interventions to Support English Language Learners

    Science.gov (United States)

    Corella, Jolene

    2012-01-01

    High stakes assessments conducted in the southwestern United States demonstrate that fewer than 50% of English language learners (ELLs) are achieving proficiency levels in reading fluency. The purpose of this study was to understand if reading interventions using the framework of Samuels's repeated reading (RR) strategy increased student…

  15. Guided Reading in Inclusive Middle Years Classrooms

    Science.gov (United States)

    Lyons, Wanda; Thompson, Scott Anthony

    2012-01-01

    Teachers in inclusive classrooms are challenged to provide reading instruction for students with a wide range of instructional levels. This article reports on the implementation of guided reading in four middle years inclusive classrooms, the impact on student engagement and reading progress, and teacher perspectives on the guided reading…

  16. NARROW READING IN AN EXTENSIVE READING COURSE: LEXICALLY-BASED

    Directory of Open Access Journals (Sweden)

    Siusana Kweldju

    2016-02-01

    Full Text Available One shot case study was conducted in one semester to undergraduate English majors who were preparing themselves to become English teachers at high school level. This study was to find out whether or not students had positive attitudes towards narrow reading, how high narrow reading helped them improve their English proficiency, and what problems students might have with narrow reading. Four questionnaires were completed during the case study to discover how students felt and thought about the course and how the course improved their English. It was found out that narrow reading not only improved students' language proficiency but also helped students develop their general knowledge, the love of reading and the appreciation on literary work.

  17. Reading Together: A Successful Reading Fluency Intervention

    Science.gov (United States)

    Young, Chase; Mohr, Kathleen A. J.; Rasinski, Timothy

    2015-01-01

    The article describes a reading fluency intervention called Reading Together that combines the method of repeated readings (Samuels, 1979) and the Neurological Impress Method (Heckelman, 1969). Sixteen volunteers from various backgrounds were recruited and trained to deliver the Reading Together intervention to struggling readers in third through…

  18. Uneven Profiles: Language Minority Learners' Word Reading, Vocabulary, and Reading Comprehension Skills.

    Science.gov (United States)

    Lesaux, Nonie K; Crosson, Amy C; Kieffer, Michael J; Pierce, Margaret

    2010-12-01

    English reading comprehension skill development was examined in a group of 87 native Spanish-speakers developing English literacy skills, followed from fourth through fifth grade. Specifically, the effects of Spanish (L1) and English (L2) oral language and word reading skills on reading comprehension were investigated. The participants showed average word reading skills and below average comprehension skills, influenced by low oral language skills. Structural equation modeling confirmed that L2 oral language skills had a large, significant effect on L2 reading comprehension, whereas students' word-level reading skills, whether in L1 or L2, were not significantly related to English reading comprehension in three of four models fitted. The results converge with findings from studies with monolinguals demonstrating the influence of oral language on reading comprehension outcomes, and extend these findings by showing that, for language minority learners, L2 oral language exerts a stronger influence than word reading in models of L2 reading.

  19. Co-reading: investigating collaborative group reading.

    OpenAIRE

    Pearson, J.; Owen, T.; Thimbleby, H. W.; Buchanan, G.

    2012-01-01

    Collaborative reading, or co-reading as we call it, is ubiquitous—it occurs, for instance, in classrooms, book-clubs, and in less coordinated ways through mass media. While individual digital reading has been the subject of much investigation, research into co-reading is scarce. We report a two-phase field study of group reading to identify an initial set of user requirements. A co-reading interface is then designed that facilitates the coordination of group reading by providing temporary ‘Po...

  20. 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...

  1. Assessment of Marginal Peri-implant Bone-Level Short-Length Implants Compared with Standard Implants Supporting Single Crowns in a Controlled Clinical Trial: 12-Month Follow-up.

    Science.gov (United States)

    Mendoza-Azpur, Gerardo; Lau, Miguel; Valdivia, Erick; Rojas, Jorge; Muñoz, Henry; Nevins, Myron

    In oral rehabilitation, crown-to-root ratio is accepted as an indicator of bone loss, and this concept was transferred to implants. Recent studies have indicated that there is no significant difference between short and standard implants. The aim of this study was to compare marginal bone-level alteration through radiographic evaluation and clinical parameters between short and standard implants supporting single crowns. This prospective clinical trial study included 82 systemically healthy, nonsmoking subjects. Patients were divided into two groups: one group for short dental implants measuring 5.5 or 7 mm, and one group for standard dental implants measuring 10 or 12 mm, in accordance with the individual needs of the patient. A clinical dental history was taken for each subject, including model casts, dental radiography, and cone beam computed tomography. A periapical analysis was also performed using ImageJ computer software to establish the initial bone measurement and periapical bone loss. A statistically significant difference was found in favor of the standard-length implants after 12 months, with greater gingival recession around the implant; however, bone loss in the short implants did not exceed 0.53 mm. The treatment with 5.5- to 7-mm-length implants is as reliable as treatment with 10- or 12-mm implants. Peri-implant bone loss is minimal, and therefore use of short implants can be recommended as treatment for the restoration of partially edentulous patients without the need for splinted crowns.

  2. Easy-to-read texts for students with intellectual disability: linguistic factors affecting comprehension.

    Science.gov (United States)

    Fajardo, Inmaculada; Ávila, Vicenta; Ferrer, Antonio; Tavares, Gema; Gómez, Marcos; Hernández, Ana

    2014-05-01

    The use of 'easy-to-read' materials for people with intellectual disabilities has become very widespread but their effectiveness has scarcely been evaluated. In this study, the framework provided by Kintsch's Construction-Integration Model (1988) is used to examine (i) the reading comprehension levels of different passages of the Spanish text that have been designed following easy-to-read guidelines and (ii) the relationships between reading comprehension (literal and inferential) and various linguistic features of these texts. Sixteen students with mild intellectual disability and low levels of reading skills were asked to read easy-to-read texts and then complete a reading comprehension test. The corpus of texts was composed of a set of forty-eight pieces of news selected from www.noticiasfacil.es, a Spanish digital newspaper that publishes daily journalistic texts following international guidelines for the design of easy-to-read documents (IFLA, Tronbacke B. (1997) Guidelines for Easy-to-read Materials. IFLA, The Hague). Participants correctly answered 80% of the comprehension questions, showing significantly higher scores for literal questions than for inferential questions. The analyses of the texts' linguistic features revealed that the number of coreferences was the variable that best predicted literal comprehension, but contrary to what the previous literature seemed to indicate, the relationship between the two variables was inverse. In the case of inferential comprehension, the number of sentences was a significant negative predictor; that is, the higher the sentence density, the lower the ability of these students to find relationships between them. The effects of the rest of linguistic variables, such as word frequency and word length, on comprehension were null. These results provide preliminary empirical support for the use of easy-to-read texts but bring into question the validity of some popular design guidelines (e.g. augmenting word frequency) to

  3. Extensive reading in a tertiary reading programme: Students’ accounts of affective and cognitive benefits

    Directory of Open Access Journals (Sweden)

    Naomi A. Boakye

    2017-11-01

    Full Text Available This article reports on the extensive reading (ER component of a reading intervention programme to improve first-year students’ reading proficiency. To make the intervention more practical and to accelerate improvement, an ER component was included in the programme. Two groups of first-year students (high-risk and low-risk were required to read short stories and novels of their choice and to record their affective and cognitive experiences during the reading to submit as a portfolio. In addition, students answered pre- and post-intervention questionnaires on their reading habits. Students were selected based on their performance in a reading test and interviewed to gain more insight into their reading experiences. The questionnaires were analysed using the t-test, and the interview responses were analysed by content analysis. The findings show that students had benefited from ER. Questionnaire results show that students’ reading habits had improved significantly. The reports from the interviews and inventories show that students’ affective and cognitive reading levels, including reading speed, had also improved. Students also reported on the transfer of reading strategies from their ER to their academic reading. Based on the findings, recommendations are made for reading programmes at the tertiary level, specifically at this institution, to include ER in order to complement explicit teaching, instil motivation and accelerate the improvement of students’ reading proficiency.

  4. Telomere length and depression

    DEFF Research Database (Denmark)

    Wium-Andersen, Marie Kim; Ørsted, David Dynnes; Rode, Line

    2017-01-01

    BACKGROUND: Depression has been cross-sectionally associated with short telomeres as a measure of biological age. However, the direction and nature of the association is currently unclear. AIMS: We examined whether short telomere length is associated with depression cross-sectionally as well...... as prospectively and genetically. METHOD: Telomere length and three polymorphisms, TERT, TERC and OBFC1, were measured in 67 306 individuals aged 20-100 years from the Danish general population and associated with register-based attendance at hospital for depression and purchase of antidepressant medication....... RESULTS: Attendance at hospital for depression was associated with short telomere length cross-sectionally, but not prospectively. Further, purchase of antidepressant medication was not associated with short telomere length cross-sectionally or prospectively. Mean follow-up was 7.6 years (range 0...

  5. Myofilament length dependent activation

    Energy Technology Data Exchange (ETDEWEB)

    de Tombe, Pieter P.; Mateja, Ryan D.; Tachampa, Kittipong; Mou, Younss Ait; Farman, Gerrie P.; Irving, Thomas C. (IIT); (Loyola)

    2010-05-25

    The Frank-Starling law of the heart describes the interrelationship between end-diastolic volume and cardiac ejection volume, a regulatory system that operates on a beat-to-beat basis. The main cellular mechanism that underlies this phenomenon is an increase in the responsiveness of cardiac myofilaments to activating Ca{sup 2+} ions at a longer sarcomere length, commonly referred to as myofilament length-dependent activation. This review focuses on what molecular mechanisms may underlie myofilament length dependency. Specifically, the roles of inter-filament spacing, thick and thin filament based regulation, as well as sarcomeric regulatory proteins are discussed. Although the 'Frank-Starling law of the heart' constitutes a fundamental cardiac property that has been appreciated for well over a century, it is still not known in muscle how the contractile apparatus transduces the information concerning sarcomere length to modulate ventricular pressure development.

  6. Upper Extremity Length Equalization

    OpenAIRE

    DeCoster, Thomas A.; Ritterbusch, John; Crawford, Mark

    1992-01-01

    Significant upper extremity length inequality is uncommon but can cause major functional problems. The ability to position and use the hand may be impaired by shortness of any of the long bones of the upper extremity. In many respects upper and lower extremity length problems are similar. They most commonly occur after injury to a growing bone and the treatment modalities utilized in the lower extremity may be applied to the upper extremity. These treatment options include epiphysiodesis, sho...

  7. Teaching reading comprehension strategies

    Directory of Open Access Journals (Sweden)

    Majlinda Lika

    2017-03-01

    Full Text Available The academic debate nowadays is focused on producing an applied science of learning, aiming to teach students how to learn and be strategic in their acquisition. The aim of the study is to identify and discuss the reading comprehension instruction approach applied in the Albanian system of education. Findings from 10 classes of Albanian language and literature with students of third grade were directly observed and analyzed, in order to gather evidence based on indicators and instruments that assess the way of reading comprehension. Findings were categorized according to strategy use; the frequency of their application in different classes was counted and represented in percentages. In this paper we will try to respond to questions like: What are students' main barriers of comprehending? Does the instructional approach respond to students’ needs and level of comprehension? Are teachers prepared to teach comprehension strategies? Furthermore, examples of procedures on how to deliver instruction of comprehension strategies in natural contexts will be represented. Results from teacher practices during lessons of reading comprehension confirmed that teachers use limited teaching strategies to deliver lessons. They mainly use strategies to test comprehension; while the approach of teaching students to read independently and strategically is an unknown practice.

  8. Serum albumin levels in burn people are associated to the total body surface burned and the length of hospital stay but not to the initiation of the oral/enteral nutrition

    Science.gov (United States)

    Pérez-Guisado, Joaquín; de Haro-Padilla, Jesús M; Rioja, Luis F; DeRosier, Leo C; de la Torre, Jorge I

    2013-01-01

    Objective: Serum albumin levels have been used to evaluate the severity of the burns and the nutrition protein status in burn people, specifically in the response of the burn patient to the nutrition. Although it hasn’t been proven if all these associations are fully funded. The aim of this retrospective study was to determine the relationship of serum albumin levels at 3-7 days after the burn injury, with the total body surface area burned (TBSA), the length of hospital stay (LHS) and the initiation of the oral/enteral nutrition (IOEN). Subject and methods: It was carried out with the health records of patients that accomplished the inclusion criteria and were admitted to the burn units at the University Hospital of Reina Sofia (Córdoba, Spain) and UAB Hospital at Birmingham (Alabama, USA) over a 10 years period, between January 2000 and December 2009. We studied the statistical association of serum albumin levels with the TBSA, LHS and IOEN by ANOVA one way test. The confidence interval chosen for statistical differences was 95%. Duncan’s test was used to determine the number of statistically significantly groups. Results: Were expressed as mean±standard deviation. We found serum albumin levels association with TBSA and LHS, with greater to lesser serum albumin levels found associated to lesser to greater TBSA and LHS. We didn’t find statistical association with IOEN. Conclusion: We conclude that serum albumin levels aren’t a nutritional marker in burn people although they could be used as a simple clinical tool to identify the severity of the burn wounds represented by the total body surface area burned and the lenght of hospital stay. PMID:23875122

  9. 網路課輔中層次性閱讀教學對偏鄉學童閱讀能力影響之研究 Effects of Four-Level Reading Instruction for an Online Tutoring Project on Promoting the Reading Ability of Rural Students

    Directory of Open Access Journals (Sweden)

    高台茜 Tai-Chien Kao

    2015-12-01

    Full Text Available 為滿足偏鄉學童的國語文學習需求,提升其閱讀能力,本研究於線上課輔活動中導入層次性閱讀教學,並探求此教學對學童閱讀的助益。本研究以教育部數位學伴網路課輔計畫中,國立東華大學輔導的82 位(實驗組與對照組各41 位)東部偏鄉國小學童為研究對象。研究方法採不等組前後測設計。實驗組學童於每週兩次的一對一即時線上課輔活動中,各接受30分鐘層次性故事短文的閱讀教學,共15 次。對照組依學童學校國語課程進度進行課業輔導。 兩組於教學實驗前、後皆進行閱讀測驗。層次性閱讀教學是依閱讀能力發展進程,將教學分成字詞理解、訊息截取、訊息推論及統整詮釋四個層次。本研究先採多因子共變數分析探求兩組在整體閱讀能力表現上的差異,並進一步將性別與年段納為調節變項,進行多因子多變量共變數分析,以探知網路課輔中閱讀教學對偏鄉學童閱讀能力進步的影響。結果顯示,網路課輔中,接受層次性閱讀教學之學童整體閱讀表現優於一般語文教學。背景變項中,年段具調節作用。中年段實驗組學童之訊息推論表現顯著優於對照組;高年段實驗組學童則在統整詮釋上顯著優於對照組,此結果建議網路課輔閱讀教學應依據學童能力的發展階段進行適性調整。 To satisfy the language-learning needs of students living in rural areas and to promote their reading ability, this study developed four-level reading instruction for an afterschool online tutoring program and evaluated its effects on student reading ability. The study participants were drawn from 142 students at 11 elementary schools in Eastern Taiwan who were tutored by college students at National Dong-Hwa University as a part of the Digital Partner Afterschool Online Tutoring Program in the fall semester of 2014. 41

  10. Reading in developmental prosopagnosia: Evidence for a dissociation between word and face recognition.

    Science.gov (United States)

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

    2018-02-01

    Recent models suggest that face and word recognition may rely on overlapping cognitive processes and neural regions. In support of this notion, face recognition deficits have been demonstrated in developmental dyslexia. Here we test whether the opposite association can also be found, that is, impaired reading in developmental prosopagnosia. 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 exposure durations (targeting the word superiority effect), and d) text reading. 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, as the difference in performance with faces and words was significantly greater for participants with developmental prosopagnosia than for controls. Adult developmental prosopagnosics read as quickly and fluently as controls, while they are seemingly unable to learn efficient strategies for recognizing faces. We suggest that this is due to the differing demands that face and word recognition put on the perceptual system. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  11. [Effects of computer-assisted practice on reading and spelling in children with learning disabilities].

    Science.gov (United States)

    Jiménez, Juan E; Muñetón, Mercedes A

    2010-11-01

    The main purpose of this study was to analyze the effects of computer-assisted practice on reading and spelling in children with learning disabilities (LD). We compared three practice conditions, one with reading and two with spelling, in order to test whether computer-based reading and spelling practice has an influence on the development of reading and spelling ability in children with LD. A sample was selected of 85 children with LD, with age range between 8 years and 10 years (age, M=111.02, SD=9.6), whose spelling performance was two years below grade level. The participants were randomly assigned to one of four groups: 1) Copy the target word from the computer screen (n=22), 2) Memorize the target word and write it from memory (n=21), 3) Word reading (n=21), and 4) the untrained control group (n=21). We administered measures of pseudoword reading, phonological awareness, phonological word decoding and orthographical word decoding tasks. We examined the learning effects and transfer effects on words classified as a function of length, consistency, and complexity of syllable structure. Overall, the results showed that reading training did not improve spelling; however, the children who participated in the copy training condition improved their spelling skills.

  12. SU-E-I-62: Investigation of Dominant Factors Affecting Fatigue in Image Reading of Radiologists.

    Science.gov (United States)

    Ikushima, Y; Yabuuchi, H; Honda, H; Morishita, J

    2012-06-01

    To investigate dominant factors affecting fatigue in image reading of radiologists. Two kinds of fatigue were assessed in this study. One was fatigue in the central nervous system evaluated by the critical fusion frequency (CFF). The other was eye fatigue evaluated by a score determined from a questionnaire based on the oculomotor strain subscale from the Simulator Sickness Questionnaire (SSQ). When fatigue increases, the CFF and the SSQ score indicate low and high values, respectively. The fatigue of seventeen radiologists was assessed before and after their daily image reading. The reading times and the numbers of images were different among the assessments, and ranged about 1.5 - 5.0 hours and 1,000 - 12,000 images, respectively. The assessments of fatigue were repeated four times for each radiologist on different days. Finally, the measurements of the two kinds of fatigue were analyzed in terms of years of experience, age, sleeping time the previous night, ambient light conditions, reading time, and the numbers of interpreted images, series, and cases. The CFF and SSQ score after image reading were significantly lower and higher than those measured before image reading, respectively. Younger and less experienced radiologists indicated a higher level of fatigue than older and more experienced radiologists in both the CFF and the SSQ score. When radiologists interpreted clinical images for longer hours, the SSQ score tended to be higher. On the other hand, there was little incremental difference in the CFF among different lengths of reading time. No obvious differences were observed in the other items. Less experience with reading images, a younger age, and a longer reading time could be dominant factors affecting fatigue in image reading. © 2012 American Association of Physicists in Medicine.

  13. Short-Read Sequencing for Genomic Analysis of the Brown Rot Fungus Fibroporia radiculosa

    Science.gov (United States)

    J. D. Tang; A. D. Perkins; T. S. Sonstegard; S. G. Schroeder; S. C. Burgess; S. V. Diehl

    2012-01-01

    The feasibility of short-read sequencing for genomic analysis was demonstrated for Fibroporia radiculosa, a copper-tolerant fungus that causes brown rot decay of wood. The effect of read quality on genomic assembly was assessed by filtering Illumina GAIIx reads from a single run of a paired-end library (75-nucleotide read length and 300-bp fragment...

  14. 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.

  15. Relativistic Length Agony Continued

    Science.gov (United States)

    Redzic, D. V.

    2014-06-01

    We made an attempt to remedy recent confusing treatments of some basic relativistic concepts and results. Following the argument presented in an earlier paper (Redzic 2008b), we discussed the misconceptions that are recurrent points in the literature devoted to teaching relativity such as: there is no change in the object in Special Relativity, illusory character of relativistic length contraction, stresses and strains induced by Lorentz contraction, and related issues. We gave several examples of the traps of everyday language that lurk in Special Relativity. To remove a possible conceptual and terminological muddle, we made a distinction between the relativistic length reduction and relativistic FitzGerald-Lorentz contraction, corresponding to a passive and an active aspect of length contraction, respectively; we pointed out that both aspects have fundamental dynamical contents. As an illustration of our considerations, we discussed briefly the Dewan-Beran-Bell spaceship paradox and the 'pole in a barn' paradox.

  16. Telomere Length and Mortality

    DEFF Research Database (Denmark)

    Kimura, Masayuki; Hjelmborg, Jacob V B; Gardner, Jeffrey P

    2008-01-01

    Leukocyte telomere length, representing the mean length of all telomeres in leukocytes, is ostensibly a bioindicator of human aging. The authors hypothesized that shorter telomeres might forecast imminent mortality in elderly people better than leukocyte telomere length. They performed mortality...... telomeres predicted the death of the first co-twin better than the mTRFL did (mTRFL: 0.56, 95% confidence interval (CI): 0.49, 0.63; mTRFL(50): 0.59, 95% CI: 0.52, 0.66; mTRFL(25): 0.59, 95% CI: 0.52, 0.66; MTRFL: 0.60, 95% CI: 0.53, 0.67). The telomere-mortality association was stronger in years 3-4 than...

  17. Reading Mastery/SRA/McGraw-Hill. What Works Clearinghouse Intervention Report

    Science.gov (United States)

    What Works Clearinghouse, 2006

    2006-01-01

    "Reading Mastery" is a direct instruction program designed to provide explicit, systematic instruction in English language reading. Reading Mastery is available in two versions, "Reading Mastery Classic" levels I and II (for use in grades K-3) and "Reading Mastery Plus," an integrated reading-language program for…

  18. 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.

  19. Effects of exposure to moderate levels of ethanol during prenatal brain development on dendritic length, branching, and spine density in the nucleus accumbens and dorsal striatum of adult rats.

    Science.gov (United States)

    Rice, James P; Suggs, Lisa E; Lusk, Alexandra V; Parker, Matthew O; Candelaria-Cook, Felicha T; Akers, Katherine G; Savage, Daniel D; Hamilton, Derek A

    2012-09-01

    Reductions in measures of dendritic morphology in the agranular insular cortex have been identified as consequences of prenatal exposure to moderate levels of ethanol in the rat. Motivated by the strong connectivity between this region of frontal cortex and the striatum and a growing body of data linking specific components of the mesocortical/limbic system to effects of ethanol and ethanol self-administration, the current study investigated the effects of moderate fetal ethanol exposure on the dendritic morphology of medium spiny neurons (MSNs) in several regions of the striatum. Throughout gestation, pregnant rat dams either consumed a saccharin solution (control) or achieved average daily blood ethanol concentrations of 84 mg% via voluntary consumption of a 5% ethanol solution. The brains of adult male offspring were extracted and processed for Golgi-Cox staining. MSNs from the dorsomedial striatum, dorsolateral striatum and the nucleus accumbens core and shell were sampled for analysis. Relative to saccharin controls, robust reductions in dendritic length and branching, but not spine density, were observed in the shell of the nucleus accumbens in fetal-ethanol-exposed rats. No significant prenatal ethanol effects were found in the other regions of the striatum. These findings suggest that exposure to moderate levels of ethanol in utero can have profound effects on brain regions related to reward processing and provide possible clues relevant to understanding increased self-administration of drugs of abuse in animals exposed to ethanol during brain development. Copyright © 2012 Elsevier Inc. All rights reserved.

  20. Full Length Research Article

    African Journals Online (AJOL)

    Administrator

    Out of the 320 male sheep examined, 87(27.2%) were infected, while 9(19.1%) of the 47 females examined were infected (Table 2). Infection varied from one abattoir to another. Age related distribution of P. cervi is shown in Table 3. Out of 356 adult sheep (>2yrs) examined, 35. Full Length Research Article. 12 ...

  1. Length effects in pseudo-word spelling: stronger in dyslexic than in non-dyslexic students.

    Science.gov (United States)

    Juul, Holger; Petersen, Dorthe Klint

    2017-10-01

    It is often discussed whether dyslexics show a deviant pattern of reading and spelling development when compared to typically developing students, or whether they follow the same pattern as other students, only at markedly slower rate. The present cross-sectional study investigated phonological encoding skills in dyslexic Danish students. We compared dyslexic and non-dyslexic students from grades 3, 5, 7, and 9 and examined whether effects of item length were stronger in the dyslexic groups. Mixed between-within subjects analyses of variance revealed significant interactions between dyslexia status and item length as the dyslexics at all grade levels were more affected by item length than their non-dyslexic peers. A marked developmental delay was apparent as the dyslexic group from grade 9 performed on approximately the same level as the non-dyslexic group from grade 3. Although the overall difference between these two groups was not significant, a significant interaction between dyslexia status and item length remained because the grade 9 dyslexics were more affected by item length than the younger non-dyslexic students. This difference in error profiles suggests a difference in the developmental patterns of dyslexic vs. non-dyslexic students.

  2. The Effects of Pre-Reading Activities on Reading Comprehension of Iranian EFL Learners

    Science.gov (United States)

    Moghaddam, Nahid Nemati; Mahmoudi, Asgar

    2016-01-01

    This study investigated the effects of three types of pre-reading activities (movie-watching, vocabulary presentation, and pre-reading summarization) on the reading comprehension of 76 elementary-level EFL Iranian learners. The participants were randomly assigned to one control and three experimental conditions and then a pretest was given to…

  3. Too Long to Read: Assessing the Motivation behind Graduate Student Attendance in Reading Groups

    Science.gov (United States)

    Schenk, John J.; Steppan, Scott J.

    2014-01-01

    Graduate-level reading groups serve as a primary forum for students to learn current and complex concepts in their field. Because graduate students lament that reading "abnormally long" articles discourage them from attending particular reading group sessions, we tested the hypothesis that attendance will decrease proportionally with…

  4. Enhancing academic reading skills through extensive reading ...

    African Journals Online (AJOL)

    The study applied a reading comprehension pre-test and post-test design, as well as three-minute reading speed preand post-tests. Using SPSS statistical analysis, three paired-samples t-tests were administered and the progress from the reading speed pre-test to the post-test was found to be significant. Study results ...

  5. Cosmetology Reading Strategies. 1980 Vocational Reading Series.

    Science.gov (United States)

    Thornton, L. Jay; And Others

    Cosmetology Reading Strategies is one of five instructional guides in the Reading Strategies in Vocational Education Series. Developed to assist teachers working with students considered disadvantaged because of reading deficiency, the guide contains several strategies, suitable for adaptation, specifically related to cosmetology instruction. Each…

  6. Developing Students' Reading Ability through Extensive Reading

    Science.gov (United States)

    Meng, Fanshao

    2009-01-01

    A good reading competence is a necessity for those studying English for academic and occupational purposes. Based on the results of previous research, theory and practice on L2 Extensive Reading, this paper analyses current situation for teaching and learning reading in our Chinese universities and proposes practical applications of extensive…

  7. 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…

  8. Reading Anxiety in L1: Reviewing the Concept

    Science.gov (United States)

    Piccolo, Luciane R.; Giacomoni, Claudia Hofheinz; Julio-Costa, Annelise; Oliveira, Susani; Zbornik, John; Haase, Vitor G.; Salles, Jerusa F.

    2017-01-01

    Elevated levels of anxiety have been associated with students' poor academic performance. Research on domain-specific anxiety patterns in reading has demonstrated that reading anxiety is associated with, yet distinctive from, general anxiety. Reading anxiety is an unpleasant emotional reaction experienced by students when reading; it is a specific…

  9. Best Practices for Achieving High, Rapid Reading Gains

    Science.gov (United States)

    Carbo, Marie

    2008-01-01

    The percentage of students who read at the proficient level on the National Assessment of Educational Progress (NAEP) has not improved, and is appallingly low. In order for students to achieve high reading gains and become life-long readers, reading comprehension and reading enjoyment must be the top two goals. This article presents several…

  10. 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…

  11. Read 180®. What Works Clearinghouse Intervention Report

    Science.gov (United States)

    What Works Clearinghouse, 2016

    2016-01-01

    "READ 180®" is a reading program designed for struggling readers who are reading 2 or more years below grade level. It combines online and direct instruction, student assessment, and teacher professional development. "READ 180®" is delivered in 90-minute sessions that include whole-group instruction, three small-group…

  12. Hermeneutic reading of classic texts.

    Science.gov (United States)

    Koskinen, Camilla A-L; Lindström, Unni Å

    2013-09-01

    The purpose of this article is to broaden the understandinfg of the hermeneutic reading of classic texts. The aim is to show how the choice of a specific scientific tradition in conjunction with a methodological approach creates the foundation that clarifies the actual realization of the reading. This hermeneutic reading of classic texts is inspired by Gadamer's notion that it is the researcher's own research tradition and a clearly formulated theoretical fundamental order that shape the researcher's attitude towards texts and create the starting point that guides all reading, uncovering and interpretation. The researcher's ethical position originates in a will to openness towards what is different in the text and which constantly sets the researcher's preunderstanding and research tradition in movement. It is the researcher's attitude towards the text that allows the text to address, touch and arouse wonder. Through a flexible, lingering and repeated reading of classic texts, what is different emerges with a timeless value. The reading of classic texts is an act that may rediscover and create understanding for essential dimensions and of human beings' reality on a deeper level. The hermeneutic reading of classic texts thus brings to light constantly new possibilities of uncovering for a new envisioning and interpretation for a new understanding of the essential concepts and phenomena within caring science. © 2012 The Authors Scandinavian Journal of Caring Sciences © 2012 Nordic College of Caring Science.

  13. EMPOWERING THE READING READABILITY

    Directory of Open Access Journals (Sweden)

    Handoko Handoko

    2014-06-01

    Full Text Available A general assumption about reading is that students improve their reading ability by reading a lot. This research was conducted to explain the use of extensive reading and aimed to figure out its implementation in improving students’ reading readability by using the class action research technique. The data of this research relates to the students ‘reading progress shown in their reading reports: spoken and written summary, reading comprehension and vocabulary mastery and their participation. The strategy was evolved in the continuity of reading. Students were encouraged to read extensively in and outside class. The findings indicated that the implementation could improve students’ reading readability.This attainment demonstrated that students’ reading readabilityis frosted through the continuity of reading. Other facts showed that students enjoyed reading. Students’ curiosity was also a significant factor. Their high curiosity explained why students continued reading though they realized that materials they read were difficult enough. Students’ self-confidence was also built as they were required to write a retelling story and to share their previous reading. Instead of their retelling and summarizing, students felt to be appreciated as readers. This appreciation indirectly helped students to improve the reading fondness.

  14. On the accuracy of short read mapping

    DEFF Research Database (Denmark)

    Menzel, Karl Peter; Frellsen, Jes; Plass, Mireya

    2013-01-01

    .e., mapping the reads to a reference genome. In this new situation, conventional alignment tools are obsolete, as they cannot handle this huge amount of data in a reasonable amount of time. Thus, new mapping algorithms have been developed, which are fast at the expense of a small decrease in accuracy....... In this chapter we discuss the current problems in short read mapping and show that mapping reads correctly is a nontrivial task. Through simple experiments with both real and synthetic data, we demonstrate that different mappers can give different results depending on the type of data, and that a considerable...... fraction of uniquely mapped reads is potentially mapped to an incorrect location. Furthermore, we provide simple statistical results on the expected number of random matches in a genome (E-value) and the probability of a random match as a function of read length. Finally, we show that quality scores...

  15. 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...... parallel versions in four different Danish LSP texts. While a range of control predictors, including the length of the target constructions and their position in the texts, had significant effects on reading time, there was no effect of whether a target construction followed or opposed the advice given...

  16. Reading Habits and Attitudes of UMSKAL Undergraduates

    Directory of Open Access Journals (Sweden)

    Shameem Ahmed

    2016-03-01

    Full Text Available Effective reading is essential for success in acquiring a foreign language (Mikulecky 2008. Students have to read a wide range of textbooks and related materials at the tertiary level. Lack of adequate reading habit is, therefore, bound to impede students’ progress towards mastery of a foreign language. This study investigated reading habits and attitudes on reading of the undergraduate students attending ESL courses at a public university in Malaysia. For data collection, a 35 item questionnaire based on the Adult Survey of Reading Attitude (ASRA from the work of Smith (1991 were designed and administered on around 314 students. The questionnaire investigated the students’ general habit, preferences, and attitude towards reading. This study was based on the following research questions: What are the reading habits of these undergraduate students? What are the attitudes of these students to reading as a useful language learning skill? What are the reading preferences of these undergraduate students? The research findings through qualitative analysis revealed that the undergraduate students had an overall positive attitude towards reading in spite of their minimal enjoyment of it and the resulting anxieties and difficulties they face. Based on the findings, few recommendations were made to improve reading among those undergraduates.

  17. Martian Length of Day Measurements from Rovers

    Science.gov (United States)

    Eubanks, T. M.; Bills, B.

    2012-06-01

    Changes in the Martian Length of Day (LOD) can be determined at a scientifically use level by a combination of regular (but not necessarily frequent) range and Doppler measurements from Earth and dead reckoning in a Kalman filter.

  18. Gap length distributions by PEPR

    International Nuclear Information System (INIS)

    Warszawer, T.N.

    1980-01-01

    Conditions guaranteeing exponential gap length distributions are formulated and discussed. Exponential gap length distributions of bubble chamber tracks first obtained on a CRT device are presented. Distributions of resulting average gap lengths and their velocity dependence are discussed. (orig.)

  19. Length of excitable knots

    Science.gov (United States)

    Maucher, Fabian; Sutcliffe, Paul

    2017-07-01

    In this paper, we present extensive numerical simulations of an excitable medium to study the long-term dynamics of knotted vortex strings for all torus knots up to crossing number 11. We demonstrate that FitzHugh-Nagumo evolution preserves the knot topology for all the examples presented, thereby providing a field theory approach to the study of knots. Furthermore, the evolution yields a well-defined minimal length for each knot that is comparable to the ropelength of ideal knots. We highlight the role of the medium boundary in stabilizing the length of the knot and discuss the implications beyond torus knots. We also show that there is not a unique attractor within a given knot topology.

  20. Pion nucleus scattering lengths

    International Nuclear Information System (INIS)

    Huang, W.T.; Levinson, C.A.; Banerjee, M.K.

    1971-09-01

    Soft pion theory and the Fubini-Furlan mass dispersion relations have been used to analyze the pion nucleon scattering lengths and obtain a value for the sigma commutator term. With this value and using the same principles, scattering lengths have been predicted for nuclei with mass number ranging from 6 to 23. Agreement with experiment is very good. For those who believe in the Gell-Mann-Levy sigma model, the evaluation of the commutator yields the value 0.26(m/sub σ//m/sub π/) 2 for the sigma nucleon coupling constant. The large dispersive corrections for the isosymmetric case implies that the basic idea behind many of the soft pion calculations, namely, slow variation of matrix elements from the soft pion limit to the physical pion mass, is not correct. 11 refs., 1 fig., 3 tabs

  1. Length-weight and length-length relationships of freshwater wild ...

    African Journals Online (AJOL)

    Length-weight and length-length relationships of freshwater wild catfish Mystus bleekeri from Nala Daik, Sialkot, Pakistan. ... Linear regression analysis was used, first to compute the degree of relationship between length and weight and then among total (TL), standard (SL) and fork lengths (FL). LWR exhibited a highly ...

  2. Relativistic length agony continued

    Directory of Open Access Journals (Sweden)

    Redžić D.V.

    2014-01-01

    Full Text Available We made an attempt to remedy recent confusing treatments of some basic relativistic concepts and results. Following the argument presented in an earlier paper (Redžić 2008b, we discussed the misconceptions that are recurrent points in the literature devoted to teaching relativity such as: there is no change in the object in Special Relativity, illusory character of relativistic length contraction, stresses and strains induced by Lorentz contraction, and related issues. We gave several examples of the traps of everyday language that lurk in Special Relativity. To remove a possible conceptual and terminological muddle, we made a distinction between the relativistic length reduction and relativistic FitzGerald-Lorentz contraction, corresponding to a passive and an active aspect of length contraction, respectively; we pointed out that both aspects have fundamental dynamical contents. As an illustration of our considerations, we discussed briefly the Dewan-Beran-Bell spaceship paradox and the ‘pole in a barn’ paradox. [Projekat Ministarstva nauke Republike Srbije, br. 171028

  3. The Zanzibar English Reading Programme.

    Science.gov (United States)

    Cunningham, Roger.

    1991-01-01

    The Zanzibar Ministry of Education instituted an English reading program into all secondary schools in 1989 to raise the levels of English teaching and learning (English being the medium of instruction and testing from secondary level and beyond). The program description and conclusions include implications for program design and implementation.…

  4. MedlinePlus FAQ: Easy-to-Read Documents

    Science.gov (United States)

    ... are easy to read and what is their reading level? To use the sharing features on this page, please enable JavaScript. Answer: MedlinePlus is a consumer health ... are at the same reading level. MedlinePlus does not decide the literacy level ...

  5. Response to Intervention with Secondary School Students with Reading Difficulties

    Science.gov (United States)

    Vaughn, Sharon; Fletcher, Jack M.

    2012-01-01

    The authors summarize evidence from a multiyear study with secondary students with reading difficulties on (a) the potential efficacy of primary-level (Tier 1), secondary-level (Tier 2), and tertiary-level (Tier 3) interventions in remediating reading difficulties with middle school students, (b) the likelihood of resolving reading disabilities…

  6. Using Speed Reading and Extensive Reading Activities to Improve Students’ Reading Fluency

    OpenAIRE

    Sri Wardani

    2015-01-01

    Abstract: This study examines the implementation of Speed Reading and Extensive Reading activities to improve students’ reading fluency of students. Using a Classroom Action Research, Speed Reading and Extensive Reading activities was applied in 2 cycles with 2 x 45 minutes per week. Speed Reading and Extensive Reading activities were taught using three phase techniques: Pre-Reading, Whilst-Reading, and Post-Reading. Speed Reading was implemented through some techniques including scanning, sk...

  7. Using quality scores and longer reads improves accuracy of Solexa read mapping

    Directory of Open Access Journals (Sweden)

    Xuan Zhenyu

    2008-02-01

    Full Text Available Abstract Background Second-generation sequencing has the potential to revolutionize genomics and impact all areas of biomedical science. New technologies will make re-sequencing widely available for such applications as identifying genome variations or interrogating the oligonucleotide content of a large sample (e.g. ChIP-sequencing. The increase in speed, sensitivity and availability of sequencing technology brings demand for advances in computational technology to perform associated analysis tasks. The Solexa/Illumina 1G sequencer can produce tens of millions of reads, ranging in length from ~25–50 nt, in a single experiment. Accurately mapping the reads back to a reference genome is a critical task in almost all applications. Two sources of information that are often ignored when mapping reads from the Solexa technology are the 3' ends of longer reads, which contain a much higher frequency of sequencing errors, and the base-call quality scores. Results To investigate whether these sources of information can be used to improve accuracy when mapping reads, we developed the RMAP tool, which can map reads having a wide range of lengths and allows base-call quality scores to determine which positions in each read are more important when mapping. We applied RMAP to analyze data re-sequenced from two human BAC regions for varying read lengths, and varying criteria for use of quality scores. RMAP is freely available for downloading at http://rulai.cshl.edu/rmap/. Conclusion Our results indicate that significant gains in Solexa read mapping performance can be achieved by considering the information in 3' ends of longer reads, and appropriately using the base-call quality scores. The RMAP tool we have developed will enable researchers to effectively exploit this information in targeted re-sequencing projects.

  8. Reading Assessment: Looking Ahead

    Science.gov (United States)

    Afflerbach, Peter

    2016-01-01

    In this article, I focus on three areas of reading assessment that I believe to be crucial for students' reading development: developing comprehensive formative assessments, assessing the wide array of factors that contribute to students' reading development, and fostering student independence by helping students learn to use reading assessment on…

  9. Measuring Reading Performance.

    Science.gov (United States)

    Blanton, William E., Ed.; And Others

    Designed to provide solutions to some of the problems related to measuring reading behavior, this publication explores some of the problems of test selection and usage which confront educators. Contents include "Reading Testing for Reading Evaluation" by Walter R. Hill, "Reading Tests and the Disadvantaged" by Thomas J. Fitzgibbon, "What Is…

  10. Mindless reading revisited: an analysis based on the SWIFT model of eye-movement control.

    Science.gov (United States)

    Nuthmann, Antje; Engbert, Ralf

    2009-02-01

    In this article, we revisit the mindless reading paradigm from the perspective of computational modeling. In the standard version of the paradigm, participants read sentences in both their normal version as well as the transformed (or mindless) version where each letter is replaced with a z. z-String scanning shares the oculomotor requirements with reading but none of the higher-level lexical and semantic processes. Here we use the z-string scanning task to validate the SWIFT model of saccade generation [Engbert, R., Nuthmann, A., Richter, E., & Kliegl, R. (2005). SWIFT: A dynamical model of saccade generation during reading. Psychological Review, 112(4), 777-813] as an example for an advanced theory of eye-movement control in reading. We test the central assumption of spatially distributed processing across an attentional gradient proposed by the SWIFT model. Key experimental results like prolonged average fixation durations in z-string scanning compared to normal reading and the existence of a string-length effect on fixation durations and probabilities were reproduced by the model, which lends support to the model's assumptions on visual processing. Moreover, simulation results for patterns of regressive saccades in z-string scanning confirm SWIFT's concept of activation field dynamics for the selection of saccade targets.

  11. Lexical and buffer effects in reading and in writing Noun-Noun compound nouns.

    Science.gov (United States)

    Mondini, Sara; Arcara, Giorgio; Semenza, Carlo

    2012-01-01

    Reading and writing Noun-Noun compound nouns was investigated in two Italian aphasic patients: one with phonological dyslexia and the other with phonological dysgraphia. The patients were required to read, write and repeat a list of Noun-Noun compounds and length-matched non-compound nouns. The dyslexic patient RF read compounds better than non-compounds, and his repetition was flawless for both categories. The dysgraphic patient DA wrote non-compounds better than compounds because of a deficit in keeping separate entries at the lemma level. Differential performance when processing compounds and non-compounds is the result of a deficit in different components within the mental lexicon architecture.

  12. Short cervical length dilemma.

    Science.gov (United States)

    Suhag, Anju; Berghella, Vincenzo

    2015-06-01

    Preterm birth (PTB) is a leading cause of neonatal morbidity and mortality. With research efforts, the rate of PTB decreased to 11.4% in 2013. Transvaginal ultrasound (TVU) cervical length (CL) screening predicts PTB. In asymptomatic singletons without prior spontaneous PTB (sPTB), TVU CL screening should be done. If the cervix is 20 mm or less, vaginal progesterone is indicated. In asymptomatic singletons with prior sPTB, serial CL screening is indicated. In multiple gestations, routine cervical screening is not indicated. In symptomatic women with preterm labor, TVU CL screening and fetal fibronectin testing is recommended. Copyright © 2015 Elsevier Inc. All rights reserved.

  13. discouraged by queue length

    Directory of Open Access Journals (Sweden)

    P. R. Parthasarathy

    2001-01-01

    Full Text Available The transient solution is obtained analytically using continued fractions for a state-dependent birth-death queue in which potential customers are discouraged by the queue length. This queueing system is then compared with the well-known infinite server queueing system which has the same steady state solution as the model under consideration, whereas their transient solutions are different. A natural measure of speed of convergence of the mean number in the system to its stationarity is also computed.

  14. Primary length standard adjustment

    Science.gov (United States)

    Ševčík, Robert; Guttenová, Jana

    2007-04-01

    This paper deals with problems and techniques connected with primary length standard adjusting, which includes disassembling of the device and by use of the secondary laser with collimated beam and diffraction laws successively reassembling of the laser. In the reassembling process the device was enhanced with substituting the thermal grease cooling of cold finger by copper socket cooler. This improved external cooling system enables more effective cooling of molecular iodine in the cell, which allows better pressure stability of iodine vapor and easier readjustment of the system.

  15. 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.

  16. Improvement of Reading Speed and Eye Movements

    Directory of Open Access Journals (Sweden)

    Kenji Yokoi

    2011-05-01

    Full Text Available Although many studies have examined eye movements in reading, little is known which factors differentiate slow and fast readers. Recently, Rayner et al. (2010 reported that fast readers had a larger effective visual field than did slow readers by using the gaze-contingent window method. The fast readers they selected, however, may have acquired better attentional skills inherently or through long experience, and this visual superiority would improve reading performance. To clarify this issue, we investigated eye movements in reading while practicing speed reading. Participants (approx. 600 letters per minute in Japanese exercised speed reading programs for half an hour per day for about 30 days. Reading performance of Japanese editorial articles was recorded every five days of training by the gaze-contingent window method. Our results showed that the size of the effective visual field did not increase in the same manner as reading speed (up to 1000 lpm. Instead, we found that saccadic length became longer and less varied. Fixation duration and the number of regressions were also reduced. These findings suggest that efficiency of comprehension at a single gaze may be the important factor for reading speed.

  17. Axial Length/Corneal Radius of Curvature Ratio and Refractive ...

    African Journals Online (AJOL)

    2017-12-05

    Dec 5, 2017 ... variously described as determined by the ocular biometric variables. There have been many studies on the relationship between refractive error and ocular axial length (AL), anterior chamber depth, corneal radius of curvature (CR), keratometric readings as well as other ocular biometric variables such as ...

  18. Can anchovy age structure be estimated from length distribution ...

    African Journals Online (AJOL)

    The analysis provides a new time-series of proportions-at-age 1, together with associated standard errors, for input into assessments of the resource. The results also caution against the danger of scientists reading more information into data than is really there. Keywords: anchovy, effective sample size, length distribution, ...

  19. Word length effects on novel words: evidence from eye movements.

    Science.gov (United States)

    Lowell, Randy; Morris, Robin K

    2014-01-01

    The present study investigated the effects of word length on eye movement behavior during initial processing of novel words while reading. Adult skilled readers' eye movements were monitored as they read novel or known target words in sentence frames with neutral context preceding the target word. Comparable word length effects on all single-fixation measures for novel and known words suggested that both types of words were subject to similar initial encoding strategies. The impact of the absence of an existing lexical entry emerged in multiple first-pass fixation measures in the form of interactions between word length (long and short) and word type (novel and known). Specifically, readers spent significantly more first-pass time refixating long novel targets than short novel targets; however, the first-pass time spent refixating known controls did not differ as a function of length. Implications of these findings for models of eye movement control while reading, as well as for vocabulary acquisition in reading, are discussed.

  20. A comparative phylogenetic analysis of full-length mariner elements

    Indian Academy of Sciences (India)

    Mariner like elements (MLEs) are widely distributed type II transposons with an open reading frame (ORF) for transposase. We studied comparative phylogenetic evolution and inverted terminal repeat (ITR) conservation of MLEs from Indian saturniid silkmoth, Antheraea mylitta with other full length MLEs submitted in the ...

  1. Reading for Meaning: What Influences Paragraph Understanding in Aphasia?

    Science.gov (United States)

    Webster, Janet; Morris, Julie; Howard, David; Garraffa, Maria

    2018-03-01

    The current study investigated the effect of text variables including length, readability, propositional content, and type of information on the reading comprehension of people with aphasia. The performance of 75 people with aphasia was compared with 87 healthy, age-matched control participants. Reading comprehension was considered in terms of both accuracy in responding to questions tapping comprehension and reading time. Participants with aphasia (PWA) were divided into 2 groups (no reading impairment [PWA:NRI] and reading impairment [PWA:RI]) depending on whether their performance fell within the 5th percentile of control participants. As groups, both PWA:NRI and PWA:RI differed significantly from control participants in terms of reading time and comprehension accuracy. PWA:NRI and PWA:RI differed from each other in terms of accuracy but not reading time. There was no significant effect of readability or propositional density on comprehension accuracy or reading time for any of the groups. There was a significant effect of length on reading time but not on comprehension accuracy. All groups found main ideas easier than details, stated information easier than inferred, and had particular difficulty with questions that required integration of information across paragraphs (gist). Both accuracy of comprehension and reading speed need to be considered when characterizing reading difficulties in people with aphasia.

  2. 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

  3. 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.

  4. A better sequence-read simulator program for metagenomics

    OpenAIRE

    Johnson, Stephen; Trost, Brett; Long, Jeffrey R; Pittet, Vanessa; Kusalik, Anthony

    2014-01-01

    Background There are many programs available for generating simulated whole-genome shotgun sequence reads. The data generated by many of these programs follow predefined models, which limits their use to the authors' original intentions. For example, many models assume that read lengths follow a uniform or normal distribution. Other programs generate models from actual sequencing data, but are limited to reads from single-genome studies. To our knowledge, there are no programs that allow a us...

  5. Müzakereli Okumanın Üst Düzey Zihinsel Becerileri Kullanmadaki Etkisinin Belirlenmesi The Effect of Discussing the Reading in using High-Level Cognitive Skills

    Directory of Open Access Journals (Sweden)

    Zekerya BATUR

    2013-03-01

    Full Text Available Reading has an important role in an individual's life. Theindividual can make his/her life more meaningful through reading.Thus, reading habit is thought to be a necessary interest in people's life;gradually for kids and youngs primarily and then for adults. When thestudies are analyzed, it is seen that people have difficulties in bothunderstanding and expressing what they read. That's why, it isnecessary to make the reading habit compulsory both in class and outclass. In this context, the students are to gain conciousness and theirnegative attitudes towards reading should be changed.This study is an experimental search with a control group.Totally24 volunteer participant consisting of 12 people in experimental groupand 12 people in control group participated in this search .The studylasted four weeks.The experimental group met together everyWednesday and read 50 pages of the book. The debate was led by theteacher and they discussed about the parts they were reading. Thesame book was given another group and one month later a they wereapplied a comprehension test. In this test both groups were asked lowand high level of questions and while responses of both groups for lowlevelquestions didn’t ended with meaningful differences, experimantalgroup had better results of meaningful answers in high-level questions.As a result it was seen that negotiational reading has positive effects inreading comprehension, and by the help of this technique one canproceed to analysis and evaluation level from perception andcomprehension level. Okuma eylemi, bireyin yaşamında önemli bir yer tutmaktadır. Birey okuma eylemiyle yaşamını daha anlamlı bir hale getirebilmektedir. Bu bağlamda okuma alışkanlığı başta çocuk ve gençlerde daha sonra ise yetişkinlerde mutlaka olması gereken bir uğraş olarak düşünülmektedir. Yapılan çalışmalar incelendiğinde insanların okuduğunu anlama ve anlatma becerileri konusunda sorun ya

  6. A Meta-Analysis of Extensive Reading Research

    Science.gov (United States)

    Nakanishi, Takayuki

    2015-01-01

    The purposes of this study were to investigate the overall effectiveness of extensive reading, whether learners' age impacts learning, and whether the length of time second language learners engage in extensive reading influences test scores. The author conducted a meta-analysis to answer research questions and to identify future research…

  7. Beyond a Clockwork Orange: Acquiring Second Language Vocabulary Through Reading.

    Science.gov (United States)

    Horst, Marlise; Cobb, Tom; Meara, Paul

    1998-01-01

    This replication study demonstrated that Jordanian college students studying English recognized the meanings of new words and built associations between them after comprehension-focused extensive reading. Controlled book-length reading generated more incidental word learning and a higher pickup rate than shorter tasks. Word frequency did not make…

  8. Are reading and face processing related?

    DEFF Research Database (Denmark)

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

    was abnormal. First, we examined if reading speed was affected by word length in any of the subjects. Secondly, we compared performance with single word and single letter stimuli using RT measures. Third, we measured the word superiority effect in accuracy of word and letter report with brief exposure...... test, they show normal RTs, and no abnormal word length effects. As a group, they also show an RT advantage for short words over single letters, as we have previously found in normal subjects.2 In the word superiority experiment, the group of prosopagnosics show the typical word superiority effect......, reflected in better overall accuracy, a lower perceptual threshold, and higher processing speed for words compared to letters. In sum, we find no evidence that reading skills are abnormal in developmental prosopagnosia, a finding that may challenge the recently proposed hypothesis that reading development...

  9. Relative effectiveness of kinetic analysis vs single point readings for classifying environmental samples based on community-level physiological profiles (CLPP)

    Science.gov (United States)

    Garland, J. L.; Mills, A. L.; Young, J. S.

    2001-01-01

    The relative effectiveness of average-well-color-development-normalized single-point absorbance readings (AWCD) vs the kinetic parameters mu(m), lambda, A, and integral (AREA) of the modified Gompertz equation fit to the color development curve resulting from reduction of a redox sensitive dye from microbial respiration of 95 separate sole carbon sources in microplate wells was compared for a dilution series of rhizosphere samples from hydroponically grown wheat and potato ranging in inoculum densities of 1 x 10(4)-4 x 10(6) cells ml-1. Patterns generated with each parameter were analyzed using principal component analysis (PCA) and discriminant function analysis (DFA) to test relative resolving power. Samples of equivalent cell density (undiluted samples) were correctly classified by rhizosphere type for all parameters based on DFA analysis of the first five PC scores. Analysis of undiluted and 1:4 diluted samples resulted in misclassification of at least two of the wheat samples for all parameters except the AWCD normalized (0.50 abs. units) data, and analysis of undiluted, 1:4, and 1:16 diluted samples resulted in misclassification for all parameter types. Ordination of samples along the first principal component (PC) was correlated to inoculum density in analyses performed on all of the kinetic parameters, but no such influence was seen for AWCD-derived results. The carbon sources responsible for classification differed among the variable types with the exception of AREA and A, which were strongly correlated. These results indicate that the use of kinetic parameters for pattern analysis in CLPP may provide some additional information, but only if the influence of inoculum density is carefully considered. c2001 Elsevier Science Ltd. All rights reserved.

  10. Functional anatomy of listening and reading comprehension during development.

    Science.gov (United States)

    Berl, Madison M; Duke, Elizabeth S; Mayo, Jessica; Rosenberger, Lisa R; Moore, Erin N; VanMeter, John; Ratner, Nan Bernstein; Vaidya, Chandan J; Gaillard, William Davis

    2010-08-01

    Listening and reading comprehension of paragraph-length material are considered higher-order language skills fundamental to social and academic functioning. Using ecologically relevant language stimuli that were matched for difficulty according to developmental level, we analyze the effects of task, age, neuropsychological skills, and post-task performance on fMRI activation and hemispheric laterality. Areas of supramodal language processing are identified, with the most robust region being left-lateralized activation along the superior temporal sulcus. Functionally, this conjunction has a role in semantic and syntactic processing, leading us to refer to this conjunction as "comprehension cortex." Different from adults, supramodal areas for children include less extensive inferior frontal gyrus but more extensive right cerebellum and right temporal pole. Broader neuroanatomical pathways are recruited for reading, reflecting the more active processing and larger set of cognitive demands needed for reading compared to listening to stories. ROI analyses reveal that reading is a less lateralized language task than listening in inferior frontal and superior temporal areas, which likely reflects the difficulty of the task as children in this study are still developing their reading skills. For listening to stories, temporal activation is stable by age four with no correlations with age, neuropsychological skills or post-task performance. In contrast, frontal activation during listening to stories occurs more often in older children, and frontal activation is positively correlated with better performance on comprehension questions, suggesting that the activation of frontal networks may reflect greater integration and depth of story processing. 2010 Elsevier Inc. All rights reserved.

  11. What Oral Text Reading Fluency Can Reveal about Reading Comprehension

    Science.gov (United States)

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

    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 to reading comprehension outcomes in addition to…

  12. Identification of genomic indels and structural variations using split reads

    Directory of Open Access Journals (Sweden)

    Urban Alexander E

    2011-07-01

    Full Text Available Abstract Background Recent studies have demonstrated the genetic significance of insertions, deletions, and other more complex structural variants (SVs in the human population. With the development of the next-generation sequencing technologies, high-throughput surveys of SVs on the whole-genome level have become possible. Here we present split-read identification, calibrated (SRiC, a sequence-based method for SV detection. Results We start by mapping each read to the reference genome in standard fashion using gapped alignment. Then to identify SVs, we score each of the many initial mappings with an assessment strategy designed to take into account both sequencing and alignment errors (e.g. scoring more highly events gapped in the center of a read. All current SV calling methods have multilevel biases in their identifications due to both experimental and computational limitations (e.g. calling more deletions than insertions. A key aspect of our approach is that we calibrate all our calls against synthetic data sets generated from simulations of high-throughput sequencing (with realistic error models. This allows us to calculate sensitivity and the positive predictive value under different parameter-value scenarios and for different classes of events (e.g. long deletions vs. short insertions. We run our calculations on representative data from the 1000 Genomes Project. Coupling the observed numbers of events on chromosome 1 with the calibrations gleaned from the simulations (for different length events allows us to construct a relatively unbiased estimate for the total number of SVs in the human genome across a wide range of length scales. We estimate in particular that an individual genome contains ~670,000 indels/SVs. Conclusions Compared with the existing read-depth and read-pair approaches for SV identification, our method can pinpoint the exact breakpoints of SV events, reveal the actual sequence content of insertions, and cover the whole

  13. The relationship between socio-affective factors and reading ...

    African Journals Online (AJOL)

    Research in the field of reading literacy has focussed predominantly on the foundation phase and primary and secondary levels. In addition, these studies in reading literacy are predominantly cognitive-oriented. As a result, information on academic reading at tertiary level is sparse; even more so with regard to ...

  14. Skills and Techniques Useful in Developing Reading Abilities in Science.

    Science.gov (United States)

    Putnam, Lillian R.

    This guide to teaching reading skills in the science classroom incorporates methods primarily associated with teaching reading as an isolated subject. Recommendations include determining the students' reading instructional level, matching text materials to that level, developing vocabulary through context clues and Latin and Greek roots, and…

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

    DEFF Research Database (Denmark)

    Rønberg, Louise Flensted-Jensen; Petersen, Dorthe Klint

    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...... 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...... of standard tests. Assessments of reading experience and aspects of vocabulary (size and semantic lexical structuring) entailed new assessment tools developed for group administration by the authors of this paper. Lexical structuring was assessed with odd one out tasks (e.g. which one does not belong here...

  16. Reading Journal as A Way to Improve Students’ Comprehension toward A Textbook Reading Material

    Directory of Open Access Journals (Sweden)

    Menik Winiharti

    2014-11-01

    Full Text Available Reading journal is one way to record students’ independent learning based on text they read. This study was conducted to find out the students’ level of reading comprehension through some notes written in the reading journal, the extent to which the activity of writing reading journals improved students’ reading comprehension, whether the students got benefit from reading journal. There were 104 respondents coming from four different departments in Bina Nusantara University were asked to read a text related to the subject they learned in a certain session. Then they were assigned to write a journal that records the things they had read. When this task was finished, the lecturer ran a quiz containing related questions to check whether they really understood the content of the text. Afterwards, students were to fill in a questionnaire regarding their opinion on the impact of the reading journal toward their reading comprehension. The findings indicate that more than half of the participants appear to understand the material well, and the task plays a certain role in improving students’ understanding. The most crucial thing is that most students think they get benefit by writing the reading journal.

  17. Pediatric ophthalmology and childhood reading difficulties: Overview of reading development and assessments for the pediatric ophthalmologist.

    Science.gov (United States)

    Collins, Megan E; Mudie, Lucy I; Inns, Amanda J; Repka, Michael X

    2017-12-01

    Reading difficulties are common in the pediatric population, and large socioeconomic disparities exist. In the United States 46% of white children achieved expected reading proficiency by the end of fourth grade, while only 21% of Hispanic and 18% of African American children were reading at the expected level. Reading is an involved cognitive process with many subskills; likewise, development of reading proficiency is a complex and continuous process. Failure to achieve reading proficiency or even early difficulty with reading can affect a child's academic performance for years to come. Some studies suggest reading proficiency may be related to later success in life. Although many problems with reading are not related to vision, a vision assessment is recommended for children with reading difficulties and a suspected vision problem. The process of reading development as well as the varied educational assessments of reading are presented here for pediatric ophthalmologists. Copyright © 2017 American Association for Pediatric Ophthalmology and Strabismus. Published by Elsevier Inc. All rights reserved.

  18. Constructing Complexity: Using Reading Levels to Differentiate Reading Comprehension Activities

    Science.gov (United States)

    FitzPatrick, Declan

    2008-01-01

    The author remembers a class when he asked his students to discuss in small groups how Edgar Allan Poe suggests a judgment of the main character in "The Cask of Amontillado". During their discussion it became clear to the author that the students couldn't come to consensus because they had no grasp of the narrator's explanations of his motivations…

  19. Are reading and face processing related?

    DEFF Research Database (Denmark)

    Starrfelt, Randi; Klargaard, Solja; Petersen, Anders

    2015-01-01

    . In this light, investigating face processing in dyslexia, and reading in prosopagnosia becomes interesting: Do deficits in the two domains dissociate? Developmental prosopagnosia (DP) is a disorder of face processing in the absence of brain injury, and in the context of normal intelligence and general cognitive......Traditionally, perceptual processing of faces and words is considered highly specialized, strongly lateralized, and largely independent. This has, however, recently been challenged by studies showing that learning to read may affect the perceptual and neural processes involved in face recognition...... development. In three experiments, we investigated reading performance in a group of 11 participants with DP and matched controls: First, we examined if reading speed was affected by word length. Secondly, we compared RTs for single word and single letter stimuli. Third, we measured the word superiority...

  20. 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

  1. Oral Reading Intonation and Reading Comprehension.

    Science.gov (United States)

    Karlin, Andrea

    A study investigated whether fluency in oral reading, as indicated by proper intonation, could be used as a measure of college students' reading comprehension. The study was designed to look at the three features of intonation--pitch, stress, and juncture--separately and in combination to determine whether any one or a combination of all the…

  2. Cutting Whole Length or Partial Length of Internal Anal Sphincter in Managementof Fissure in Ano

    Directory of Open Access Journals (Sweden)

    Furat Shani Aoda

    2017-12-01

    Full Text Available A chronic anal fissure is a common painful perianal condition.The main operative procedure to treat this painful condition is a lateral internal sphincteretomy (LIS.The aim of study is to compare the outcome and complications of closed LIS up to the dentate line (whole length of internal sphincter or up to the fissure apex (partial length of internal sphincter in the treatment of anal fissure.It is a prospective comparativestudy including 100 patients with chronic fissure in ano. All patients assigned to undergo closed LIS. Those patients were randomly divided into two groups: 50 patients underwent LIS to the level of dentate line (whole length and other 50 patients underwent LIS to the level of fissure apex (partial length. Patients were followed up weekly in the 1st month, twice monthly in the second month then monthly   for next 2 months and finally after 1 year. There was satisfactory relief of pain in all patients in both groups & complete healing of the fissure occurred. Regarding post operative incontinence no major degree of incontinence occur in both group but minor degree of incontinence persists In 7 patients after whole length LIS after one year. In conclusion, both whole length & partial length LIS associated with improvement of pain, good chance of healing but whole length LIS associated with more chance of long term  flatus incontinence. Hence,we recommend partial length LIS as treatment forchronic anal fissure.

  3. Foundation-Level Dyslexia: Assessment and Treatment.

    Science.gov (United States)

    Evans, Henryka M.; Seymour, Philip H. K.

    1999-01-01

    An assessment of foundation processes was administered to 51 Scottish children with reading difficulties and to 56 reading-level-matched controls. Results suggested the foundation is in place by the reading age of 7 years and that foundation-level dyslexia is identifiable in children with reading difficulty whose reading ages fall below this…

  4. Full Length Research Article

    African Journals Online (AJOL)

    Dr Ahmed

    essential component of diet (Baloch et al., 2000). Many developing regions of the world suffer from either ... facilities and general low level of personal hygiene have been attributed to have resulted in high level of enteric ..... The Effect of Phenol on the Distribution and. Relative abundance of Zooplankton in Romi Stream, ...

  5. Reading in a Digital Age: Issues and Future of Reading on the Web among Young People

    Directory of Open Access Journals (Sweden)

    Shan-Ju Lin Chang

    2010-12-01

    Full Text Available “Reading on the Internet” or digital reading has been a controversial issue in recent years as more and more young adults spent more time on Internet, and engaged in reading activities which may differ from the traditional conception of reading. More importantly, some observe that digital reading seems to have negative impacts on students’ reading capabilities at the individual level and citizens’ literacy at the national level. How can we understand the phenomenon of reading in a digital age? Online activities are facilitating or hindering the development of reading capabilities of young adults? What do we mean when we evaluate the reading capabilities in a digital age? This paper explores the pros and cons of reading on the Internet or digital reading, the technological, social and economic forces that influence those viewpoints, and discusses the findings of some empirical studies. The implications from this study for educational policy makers and educators conclude this paper. [Article content in Chinese; Extended abstract in English

  6. Reading-Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill.

    Science.gov (United States)

    Frijters, Jan C; Tsujimoto, Kimberley C; Boada, Richard; Gottwald, Stephanie; Hill, Dina; Jacobson, Lisa A; Lovett, Maureen W; Mahone, E Mark; Willcutt, Erik G; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R

    2018-01-01

    The present study investigated the relation among reading skills and attributions, naming speed, and phonological awareness across a wide range of reading skill. Participants were 1,105 school-age children and youths from two understudied populations: African Americans and Hispanic Americans. Individual assessments of children ranging in age from 8 to 15 years were conducted for reading outcomes, cognitive and linguistic predictors of reading, and attributions for success and failure in reading situations. Quantile regressions were formulated to estimate these relations across the full skill span of each outcome. Reading-related attributions predicted contextual word recognition, sight word and decoding fluency, and comprehension skills. Attributions to ability in success situations were positively related to each outcome across the full span. On three reading outcomes, this relation strengthened at higher skill levels. Attributions to effort in success situations were consistently and negatively related to all reading outcomes. The results provide evidence that the strength of the relation between reading and attributions varies according to reading skill levels, with the strongest evidence for ability-based attributions in situations of reading success.

  7. A Discussion on A Code Sound Reading System: A Case Study of I Can Read Greenville Language Center

    Directory of Open Access Journals (Sweden)

    Wiwik Andreani

    2014-11-01

    Full Text Available Article described the code sound reading system applied in I Can Read (ICR Greenville language center. The research was done qualitatively through the observation of teaching and learning process in three different classes of ICR 1 level at the center. A pre-test and post-test for reading were taken from Book 2 of ICR 1. Participants were three classes with three different teachers having different working experiences. The results of the research were: (1 the use of code sounds in reading was useful to improve students’ reading skill which was shown by the increasing of correctly pronounced code sounds; (2 the students’ reading skill and reading comprehension had improved, regardless the teachers’ teaching style. In conclusion, a code sound reading system is successful in helping students to improve their reading skill and reading comprehension, regardless the teachers’ teaching style.

  8. ClassWide Peer Tutoring: Two Experiments Investigating the Generalized Relationship between Increased Oral Reading Fluency and Reading Comprehension

    Science.gov (United States)

    Neddenriep, Christine E.; Skinner, Christopher H.; Wallace, Monica A.; McCallum, Elizabeth

    2009-01-01

    We conducted two experiments designed to investigate the effects of ClassWide Peer Tutoring (CWPT) on oral reading fluency and the generalization to students' rate and level of reading comprehension. First, an alternating treatment design was used to compare two sixth-grade, general education students' rates and level of oral reading comprehension…

  9. Deterioration of word meaning: implications for reading.

    Science.gov (United States)

    Patterson, K; Hodges, J R

    1992-12-01

    We investigated six patients with progressive focal dementia or progressive aphasia, who showed impairments in knowledge of word meaning ranging from moderate to very severe. In all cases, a test of oral word reading demonstrated preserved reading of words with regular spelling-to-sound correspondences (e.g. MINT), but impaired reading of words with atypical correspondences (e.g. PINT). The level of success on these "exception" words was significantly related to word frequency, and the most common error was the assignment of a more typical spelling-sound correspondence. Various explanations are considered for this common association between loss of word meaning and a surface alexic pattern of reading performance.

  10. Measuring reading performance.

    Science.gov (United States)

    Rubin, Gary S

    2013-09-20

    Despite significant changes in the treatment of common eye conditions like cataract and age-related macular degeneration, reading difficulty remains the most common complaint of patients referred for low vision services. Clinical reading tests have been widely used since Jaeger introduced his test types in 1854. A brief review of the major developments in clinical reading tests is provided, followed by a discussion of some of the main controversies in clinical reading assessment. Data for the Salisbury Eye Evaluation (SEE) study demonstrate that standardised clinical reading tests are highly predictive of reading performance under natural, real world conditions, and that discrepancies between self-reported reading ability and measured reading performance may be indicative of people who are at a pre-clinical stage of disability, but are at risk for progression to clinical disability. If measured reading performance is to continue to increase in importance as a clinical outcome measure, there must be agreement on what should be measured (e.g. speed or comprehension) and how it should be measured (e.g. reading silently or aloud). Perhaps most important, the methods for assessing reading performance and the algorithms for scoring reading tests need to be optimised so that the reliability and responsiveness of reading tests can be improved. Copyright © 2013 Elsevier Ltd. All rights reserved.

  11. Relationship between Prior Knowledge and Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Noureldin Mohamed Abdelaal

    2014-12-01

    Full Text Available This study investigates the relationship between prior knowledge and reading comprehension in second language among postgraduate students in UPM. Participants in the study were 20 students who have the same level in English as a second language from several faculties. On the basis of a prior-knowledge questionnaire and test, students were selected; they were asked to sit a two-passage reading comprehension exam. According to the questionnaire and the short prior quiz, students had high prior knowledge in one of the two passages, and low prior knowledge in the other. The result showed significantly high relationship between the high prior knowledge and reading comprehension. However, the results showed significantly low relationship between low prior knowledge and reading comprehension. Yet the performance of students in a reading comprehension with high prior knowledge was significantly better than reading comprehension with low prior knowledge.

  12. Lexical Inferencing in Reading L2 Russian

    Science.gov (United States)

    Comer, William J.

    2012-01-01

    This study describes how intermediate-level first language English readers of Russian as a second language deploy lexical inferencing and other strategies when reading informational texts. Fifth-semester students of Russian performed think-alouds while reading two texts; one written for the general adult reader, and the other meant for school-age…

  13. Senate Report Cites "Reading First" Conflicts

    Science.gov (United States)

    Manzo, Kathleen Kennedy

    2007-01-01

    A federal official gained significant financial benefit from a commercial reading program he wrote, which he actively promoted while serving as a high-level adviser to states during the implementation of the Reading First program, a Senate report said last week. The official, Edward J. Kame'enui, may have misrepresented those details when he…

  14. The Kids Can't Read

    Science.gov (United States)

    Brunner, Judy

    2009-01-01

    Reading instruction at the secondary level is important, and it is necessary. Students need to be taught how to organize ideas, question authors' conclusions, make predictions, draw inferences, and use and apply the information they learn to a variety of situations. Getting students excited about reading expository text is possible, and it…

  15. A Computer Assisted Reading Program, Targeting Struggling Readers in a Title I Elementary School: A Program Evaluation

    Science.gov (United States)

    Roy, Jon F.

    2016-01-01

    This study examined the effectiveness of READ 180, a computer based reading intervention on Lexile reading levels, Standardized Test of Reading Achievement (STAR) score, and attendance rates students in grades 3-5 who participated in the READ 180 program. The study compared the Scholastic Reading Inventory (SRI) scores of each group administered…

  16. A Case Study Exploring the Reading Engagement of Middle Grades English Learners

    Science.gov (United States)

    Protacio, Maria Selena

    2017-01-01

    This study investigates the reading engagement of four middle school English learners in their English or English as a Second Language classroom. Students with high levels of reading engagement are those who (a) are motivated to read, (b) use strategies when reading, (c) use reading as a way to construct meaning from texts, and (d) participate in…

  17. Equivalence of Screen versus Print Reading Comprehension Depends on Task Complexity and Proficiency

    Science.gov (United States)

    Lenhard, Wolfgang; Schroeders, Ulrich; Lenhard, Alexandra

    2017-01-01

    As reading and reading assessment become increasingly implemented on electronic devices, the question arises whether reading on screen is comparable with reading on paper. To examine potential differences, we studied reading processes on different proficiency and complexity levels. Specifically, we used data from the standardization sample of the…

  18. Can Reading Help?

    Science.gov (United States)

    Crowe, Chris

    2003-01-01

    Ponders the effect of September 11th on teenagers. Proposes that reading books can help teenagers sort out complicated issues. Recommends young adult novels that offer hope for overcoming tragedy. Lists 50 short story collections worth reading. (PM)

  19. Developmental reading disorder

    Science.gov (United States)

    ... brain does not properly recognize and process certain symbols. It is also called dyslexia. Causes Developmental reading ... child's early reading skills are based on word recognition. That involves being able to separate out the ...

  20. Reading Recovery: Exploring the Effects on First-Graders' Reading Motivation and Achievement

    Science.gov (United States)

    Bates, Celeste C.; D'Agostino, Jerome V.; Gambrell, Linda; Xu, Meling

    2016-01-01

    This study examined the effects of Reading Recovery on children's motivational levels, and how motivation may contribute to the effect of the intervention on literacy achievement. Prior studies concluded that Reading Recovery was positively associated with increased student motivation levels, but most of those studies were limited…

  1. Student Perceptions on Using Guided Reading Questions to Motivate Student Reading in the Flipped Classroom

    Science.gov (United States)

    Brown, Charles A.; Danvers, Kreag; Doran, David T.

    2016-01-01

    Although upper-level accounting majors tend to be more motivated than introductory-level students, or non-accounting majors, it is still challenging to motivate such students to complete and understand assigned readings. The purpose of this study is to assess student perceptions on the implementation of guided reading questions to motivate and…

  2. Character Reading Fluency, Word Segmentation Accuracy, and Reading Comprehension in L2 Chinese

    Science.gov (United States)

    Shen, Helen H.; Jiang, Xin

    2013-01-01

    This study investigated the relationships between lower-level processing and general reading comprehension among adult L2 (second-language) beginning learners of Chinese, in both target and non-target language learning environments. Lower-level processing in Chinese reading includes the factors of character-naming accuracy, character-naming speed,…

  3. Correlation lengths of electrostatic turbulence

    International Nuclear Information System (INIS)

    Guiziou, L.; Garbet, X.

    1995-01-01

    This document deals with correlation length of electrostatic turbulence. First, the model of drift waves turbulence is presented. Then, the radial correlation length is determined analytically with toroidal coupling and non linear coupling. (TEC). 5 refs

  4. The Implementation of ‘Comic Life’ Through Directed Reading Activities to Increase Students’ Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Suardi

    2014-08-01

    Full Text Available The research was conducted to know the effectiveness of the use of Comic Life through Directed Reading Activities to increase students’ reading comprehension. It covered students’ literal comprehension, interpretive comprehension and applied comprehension. And to find out the students’ interest in teaching reading comprehension toward the application of Comic Life through Directed Reading Activities to increase students’ reading comprehension. The research method employed was quasi experimental. This research was designed into two groups, namely experimental group and control group. Each group consisted of 32 students. The sample was chosen by applying cluster sampling technique. The researcher used multiple choice of reading test both in experimental and control groups. The data obtained through the test were analyzed by using inferential statistic through SPSS 16.0 program. The research findings showed that Comic Life through Directed Reading Activities gave higher contribution to the students’ reading comprehension. The mean score of pre- test of the experimental and control group was not significantly different. The mean score of post- test of the experimental group was higher than the control group (75.62 > 56.87. Besides, all the three level of comprehension improved after the treatment, the literal level got the highest improvement with 9.69 point. It was followed by interpretive level which got 21.25 point and applied level which got 42.19 point improvement. This led to the conclusion that the application of Comic Life through Directed Reading Activities increased the students’ reading comprehension. It means that the use of Comic Life through Directed Reading Activities in teaching reading is very effective to increase the students’ reading comprehension.

  5. Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders

    Directory of Open Access Journals (Sweden)

    Bettina Müller

    2017-09-01

    Full Text Available In transparent orthographies, persistent reading fluency difficulties are a major cause of poor reading skills in primary school. The purpose of the present study was to investigate effects of a syllable-based reading intervention on word reading fluency and reading comprehension among German-speaking poor readers in Grade 4. The 16-session intervention was based on analyzing the syllabic structure of words to strengthen the mental representations of syllables and words that consist of these syllables. The training materials were designed using the 500 most frequent syllables typically read by fourth graders. The 75 poor readers were randomly allocated to the treatment or the control group. Results indicate a significant and strong effect on the fluency of recognizing single words, whereas text-level reading comprehension was not significantly improved by the training. The specific treatment effect provides evidence that a short syllable-based approach works even in older poor readers at the end of primary school.

  6. Reading to Learn

    Science.gov (United States)

    Herman, Phillip; Wardrip, Peter

    2012-01-01

    Science teachers expect high school students to know how to read, understand, and learn from texts at the core of the curriculum. But though students learn to read in grade school, many do not know how to "read to learn" science. And science teachers are often too busy teaching science to actively help students increase their science reading…

  7. 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…

  8. 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…

  9. Reading Difficulties in Albanian

    Science.gov (United States)

    Avdyli, Rrezarta; Cuetos, Fernando

    2012-01-01

    Albanian is an Indo-European language with a shallow orthography, in which there is an absolute correspondence between graphemes and phonemes. We aimed to know reading strategies used by Albanian disabled children during word and pseudoword reading. A pool of 114 Kosovar reading disabled children matched with 150 normal readers aged 6 to 11 years…

  10. Tips in Reading Instruction.

    Science.gov (United States)

    Ediger, Marlow

    Some tips can assist teachers in guiding each pupil to achieve more optimally, with respect to the ability to read well and reading comprehension. Among these 10 specific tips are: (1) teach individualized phonics in context; (2) assist the student to read in proper thought units by covering up words in sentences for clarification; (3) assist…

  11. Free Voluntary Reading

    Directory of Open Access Journals (Sweden)

    Yakup Çetin

    2010-12-01

    Full Text Available Doubtless to say, the contribution of reading skill to first and second language acquisition is enormous. From one‟s speaking and writing we can more or less conclude how much s/he has read. We can list the characteristics of good readers as follows: rich vocabulary knowledge advanced reading comprehension, accurate grammar usage, broad general knowledge, correct spelling and punctuation, writing ability, and so on. If reading is so powerful, why cannot we promote reading books in our society, particularly among young people? The fact that we are imposed to read books which we think are necessary or compulsory rather than the ones which we would like to read voluntarily, is the main reason why many of us are not able to develop a life-time reading habit. Since compulsory books, such as teacher-selected books are outside one‟s interest; they are destined to be forgotten sometime, or they suffer form shallow reading, or they are mostly returned to their place on the shelf after browsing the initial pages. However, if people of all ages, especially children would read self-selected books they enjoy, they would be surprised to notice the great change inside them. Therefore, the purpose of this study is to revitalize free voluntary reading by referring to Krashen‟s well-known hypotheses. Also, it aims to revive the reader‟s belief in free voluntary reading with theoretical and practical examples

  12. 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…

  13. Correlation lengths of electrostatic turbulence

    International Nuclear Information System (INIS)

    Guiziou, L.; Garbet, X.

    1995-01-01

    In this paper, the radial correlation length of an electrostatic drift wave turbulence is analytically determined in various regimes. The analysis relies on the calculation of a range of mode non linear interaction, which is an instantaneous correlation length. The link with the usual correlation length has not been investigated yet. (TEC). 5 refs

  14. Silent Reading Fluency and Comprehension in Bilingual Children

    Science.gov (United States)

    O'Brien, Beth A.; Wallot, Sebastian

    2016-01-01

    This paper focuses on reading fluency by bilingual primary school students, and the relation of text fluency to their reading comprehension. Group differences were examined in a cross-sectional design across the age range when fluency is posed to shift from word-level to text-level. One hundred five bilingual children from primary grades 3, 4, and 5 were assessed for English word reading and decoding fluency, phonological awareness, rapid symbol naming, and oral language proficiency with standardized measures. These skills were correlated with their silent reading fluency on a self-paced story reading task. Text fluency was quantified using non-linear analytic methods: recurrence quantification and fractal analyses. Findings indicate that more fluent text reading appeared by grade 4, similar to monolingual findings, and that different aspects of fluency characterized passage reading performance at different grade levels. Text fluency and oral language proficiency emerged as significant predictors of reading comprehension. PMID:27630590

  15. 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...

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

    Science.gov (United States)

    Cao, Fan; Perfetti, Charles A

    2016-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Fan Cao

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

  18. Continuity between childhood dyslexia and adult reading.

    Science.gov (United States)

    Scarborough, H S

    1984-08-01

    If reading disabilities were the result of developmental lags, disabled readers should catch up to their peers in proficiency at maturity. As a test of this hypothesis, current literacy skills were assessed for adults who did, and did not, have childhood reading disabilities. Contrary to the developmental lag hypothesis, most of the former group remained poor readers in adulthood, in many cases reading more than two standard deviations below levels predicted by IQ. Both within and between groups, very similar relationships were observed between reading level and: word recognition; phonic analysis; prose comprehension; reading speed; spelling ability and error types; and tolerance for visual and semantic text transformations. Other purported characteristics of dyslexia differentiated disabled from normal adult readers with only limited success. The results have implications for theoretical, methodological, and practical issues in the study of dyslexia in childhood as well as adulthood.

  19. Full length Research Article

    African Journals Online (AJOL)

    Dr Ahmed

    ABSTRACT. This paper considered contamination of aquifer resulting from petroleum spillage, which is a common phenomenal in the. Niger Delta area of Nigeria. We used the model given by. Bestman (1987) and assumed that some endogenous variables are built into the system. To achieve a level of desirable state, we ...

  20. 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

  1. 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...

  2. The effects of reading comprehension and launch site on frequency-predictability interactions during paragraph reading.

    Science.gov (United States)

    Whitford, Veronica; Titone, Debra

    2014-01-01

    We used eye movement measures of paragraph reading to examine whether word frequency and predictability interact during the earliest stages of lexical processing, with a specific focus on whether these effects are modulated by individual differences in reading comprehension or launch site (i.e., saccade length between the prior and currently fixated word--a proxy for the amount of parafoveal word processing). The joint impact of frequency and predictability on reading will elucidate whether these variables additively or multiplicatively affect the earliest stages of lexical access, which, in turn, has implications for computational models of eye movements during reading. Linear mixed effects models revealed additive effects during both early- and late-stage reading, where predictability effects were comparable for low- and high-frequency words. Moreover, less cautious readers (e.g., readers who engaged in skimming, scanning, mindless reading) demonstrated smaller frequency effects than more cautious readers. Taken together, our findings suggest that during extended reading, frequency and predictability exert additive influences on lexical and postlexical processing, and that individual differences in reading comprehension modulate sensitivity to the effects of word frequency.

  3. Eye Movement Patterns in Natural Reading: A Comparison of Monolingual and Bilingual Reading of a Novel

    Science.gov (United States)

    Cop, Uschi; Drieghe, Denis; Duyck, Wouter

    2015-01-01

    Introduction and Method This paper presents a corpus of sentence level eye movement parameters for unbalanced bilingual first language (L1) and second-language (L2) reading and monolingual reading of a complete novel (56 000 words). We present important sentence-level basic eye movement parameters of both bilingual and monolingual natural reading extracted from this large data corpus. Results and Conclusion Bilingual L2 reading patterns show longer sentence reading times (20%), more fixations (21%), shorter saccades (12%) and less word skipping (4.6%), than L1 reading patterns. Regression rates are the same for L1 and L2 reading. These results could indicate, analogous to a previous simulation with the E-Z reader model in the literature, that it is primarily the speeding up of lexical access that drives both L1 and L2 reading development. Bilingual L1 reading does not differ in any major way from monolingual reading. This contrasts with predictions made by the weaker links account, which predicts a bilingual disadvantage in language processing caused by divided exposure between languages. PMID:26287379

  4. Eye Movement Patterns in Natural Reading: A Comparison of Monolingual and Bilingual Reading of a Novel.

    Directory of Open Access Journals (Sweden)

    Uschi Cop

    Full Text Available This paper presents a corpus of sentence level eye movement parameters for unbalanced bilingual first language (L1 and second-language (L2 reading and monolingual reading of a complete novel (56 000 words. We present important sentence-level basic eye movement parameters of both bilingual and monolingual natural reading extracted from this large data corpus.Bilingual L2 reading patterns show longer sentence reading times (20%, more fixations (21%, shorter saccades (12% and less word skipping (4.6%, than L1 reading patterns. Regression rates are the same for L1 and L2 reading. These results could indicate, analogous to a previous simulation with the E-Z reader model in the literature, that it is primarily the speeding up of lexical access that drives both L1 and L2 reading development. Bilingual L1 reading does not differ in any major way from monolingual reading. This contrasts with predictions made by the weaker links account, which predicts a bilingual disadvantage in language processing caused by divided exposure between languages.

  5. Eye Movement Patterns in Natural Reading: A Comparison of Monolingual and Bilingual Reading of a Novel.

    Science.gov (United States)

    Cop, Uschi; Drieghe, Denis; Duyck, Wouter

    2015-01-01

    This paper presents a corpus of sentence level eye movement parameters for unbalanced bilingual first language (L1) and second-language (L2) reading and monolingual reading of a complete novel (56 000 words). We present important sentence-level basic eye movement parameters of both bilingual and monolingual natural reading extracted from this large data corpus. Bilingual L2 reading patterns show longer sentence reading times (20%), more fixations (21%), shorter saccades (12%) and less word skipping (4.6%), than L1 reading patterns. Regression rates are the same for L1 and L2 reading. These results could indicate, analogous to a previous simulation with the E-Z reader model in the literature, that it is primarily the speeding up of lexical access that drives both L1 and L2 reading development. Bilingual L1 reading does not differ in any major way from monolingual reading. This contrasts with predictions made by the weaker links account, which predicts a bilingual disadvantage in language processing caused by divided exposure between languages.

  6. Tablet vs. paper: The effect on learners' reading performance

    Directory of Open Access Journals (Sweden)

    Hakan Dündar

    2012-06-01

    Full Text Available The purpose of this study is to compare primary school 5th-class students’ electronic text reading performance, reading speed and reading comprehension with tablet PCs and printed books. This study examined a sample of 20 students. The students were randomly divided into two groups, a control group and a treatment group. The control group students read ordinary printed books, and the students in the treatment group read the same text on an electronic tablet PC display. Both qualitative and quantitative data collection tools were used for the study. Qualitative data were collected on the reading speed and reading comprehension skills for both groups of students. Statistically, there was no significant difference between the groups in reading speed or the level of reading comprehension. Students’ opinions on tablet PCs and recommendations for future studies are also discussed.

  7. The Development of Adolescent Online Reading Literacy Assessments

    Directory of Open Access Journals (Sweden)

    Kuei-Lin Chang

    2013-12-01

    Full Text Available By adopting the constructs of reading literacy and with the use of information and communication technology, the purpose of this study is to develop two adolescent online reading literacy assessments (ORLA and examine the preliminary validity of ORLA. In addition, samples of online reading literacy performance are described. The design of ORLA is based on PISA electronic reading assessment framework and Leu et al. (2004’s online reading comprehension definition. A total of 601 eighth graders from junior high schools and 618 tenth graders from senior high schools in Taiwan City participated in this study. This study uses Rasch IRT model to calibrate the item parameter and scale scores. The results indicated: the online reading literacy assessments had adequate difficulty level, reasonable validity evidences, and students’ online reading literacy performance contains ICT element which is different from offline reading; the gender effect exists in the online reading environment by grades.

  8. Effect of the rally length on performance according to the final action and the playing level in high-level men’s volleyball. [Efecto de la duración de la jugada sobre el rendimiento en función de la acción final y del nivel de juego en voleibol masculino de alto nivel].

    Directory of Open Access Journals (Sweden)

    Joaquín Sánchez-Moreno

    2018-04-01

    Full Text Available Abstract The aim of this study was to analyze how rally length affected performance according to the final action of the rally and the playing level, as well as to identify potential critical rallies associated with rally length in high-level men’s volleyball. Thirty-one matches (5,438 rallies of the top ranking national teams were sampled from two of the premier worldwide competitions: Men’s World Championship and Men’s World League. Rallies between eight and ten seconds emerged as critical incidents of the game, changing the general trend in performance according to the final action of the rally (attack point or attack error with or without opposite team’s contact. Rallies longer than ten seconds seemed to balance the chances of success between both teams, with the team in the side-out phase losing the initial advantage of being the first team to attack. Differences were found among teams of similar level, suggesting that the ability to efficiently manage some game situations might be attributed to team’s features. Coaches may deliver drills with varying playing styles and strategies depending on the length of the really, determining the degree of risk according to the length. Resumen El objetivo de este estudio fue analizar cómo la duración de la jugada afecta al rendimiento de los equipos en función de la acción final y del nivel de juego, así como identificar las jugadas potencialmente críticas asociadas a su duración en voleibol masculino de alto nivel. Se analizaron treinta y un partidos (5438 jugadas, donde se enfrentaban las mejores selecciones nacionales clasificadas en dos de las mejores competiciones mundiales: el Campeonato del Mundo Masculino y la Liga Mundial Masculina. Las jugadas de entre ocho y diez segundos surgieron como incidentes críticos del juego alterando la tendencia general esperada respecto al rendimiento de los equipos en función de la acción final ocurrida (puntos o errores de ataque, directos o

  9. Low-Level Test of the New Read-Out-Driver (ROD) Module and Back-of-Crate (BOC) Module for ATLAS IBL Data Acquisition System Upgrade

    CERN Document Server

    Hanindhito, Bagus

    2014-01-01

    During first long shutdown of The Large Hadron Collider, most of experiment infrastructures at CERN will be upgraded for preparation to operate at higher energy thus can open new possibilities to discover the unknown in particle physics. ATLAS, which is the biggest particle detector at CERN, will also be upgraded by constructing new pixel sensor layer. This new pixel sensor layer is called ATLAS Insertable B-Layer (IBL). IBL will be installed between the existing pixel sensor and new, smaller radius beam pipe. The installation of IBL will introduce new level of radiation and pixel occupancy. Therefore, it requires development of new technologies to supports the ATLAS IBL upgrade and also improve the physics performance of the existing pixel sensor. One of the important key technologies that must be upgraded is data acquisition system. The development of new front-end ASIC, the FE-I4, to answer the challenge in data acquisition system will require new off-detector electronics. The new off-detector electronics ...

  10. PEAR: a fast and accurate Illumina Paired-End reAd mergeR.

    Science.gov (United States)

    Zhang, Jiajie; Kobert, Kassian; Flouri, Tomáš; Stamatakis, Alexandros

    2014-03-01

    The Illumina paired-end sequencing technology can generate reads from both ends of target DNA fragments, which can subsequently be merged to increase the overall read length. There already exist tools for merging these paired-end reads when the target fragments are equally long. However, when fragment lengths vary and, in particular, when either the fragment size is shorter than a single-end read, or longer than twice the size of a single-end read, most state-of-the-art mergers fail to generate reliable results. Therefore, a robust tool is needed to merge paired-end reads that exhibit varying overlap lengths because of varying target fragment lengths. We present the PEAR software for merging raw Illumina paired-end reads from target fragments of varying length. The program evaluates all possible paired-end read overlaps and does not require the target fragment size as input. It also implements a statistical test for minimizing false-positive results. Tests on simulated and empirical data show that PEAR consistently generates highly accurate merged paired-end reads. A highly optimized implementation allows for merging millions of paired-end reads within a few minutes on a standard desktop computer. On multi-core architectures, the parallel version of PEAR shows linear speedups compared with the sequential version of PEAR. PEAR is implemented in C and uses POSIX threads. It is freely available at http://www.exelixis-lab.org/web/software/pear.

  11. Teacher's reading comprehension: Implication for teaching practices

    Directory of Open Access Journals (Sweden)

    Adriana Benevides Soares

    2010-11-01

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

  12. A Comparison of Deaf and Hearing Children's Reading Comprehension Profiles

    Science.gov (United States)

    Kyle, Fiona E.; Cain, Kate

    2015-01-01

    Purpose: Although deaf children typically exhibit severe delays in reading achievement, there is a paucity of research looking at their text-level comprehension skills. We present a comparison of deaf and normally hearing readers' profiles on a commonly used reading comprehension assessment: the Neale Analysis of Reading Ability II. Methods:…

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

    Science.gov (United States)

    Abu-rabia, Salim; Taha, Haitham

    2004-01-01

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

  14. Graphosyllabic Analysis Helps Adolescent Struggling Readers Read and Spell Words

    Science.gov (United States)

    Bhattacharya, Alpana; Ehri, Linnea C.

    2004-01-01

    Adolescents with word-reading skills below grade level were randomly assigned to one of three conditions. Those receiving interventions practiced reading 100 multisyllabic words, either by analyzing graphosyllabic units in the words or by reading the words as unanalyzed wholes. The third group received no special instruction. Posttests revealed…

  15. Assessment of reading habits of national open university of Nigeria ...

    African Journals Online (AJOL)

    Only 49% of NOUN students read for leisure. A general recommendation was made to the ministry of education in Nigeria to make reading a subject of its own which should be made compulsory and seriously taught from primary school to the university level. In the case of NOUN, seminars and workshops on reading should ...

  16. Reading Efficiency of Deaf and Hearing People in Spanish

    Science.gov (United States)

    Moreno-Pérez, Francisco J.; Saldaña, David; Rodríguez-Ortiz, Isabel R.

    2015-01-01

    Different studies have showed poor reading performance in the deaf compared to the hearing population. This has overshadowed the fact that a minority of deaf children learns to read successfully and reaches levels similar to their hearing peers. We analyze whether deaf people deploy the same cognitive and learning processes in reading as their…

  17. Inhibitory control during sentence reading in dyslexic children

    NARCIS (Netherlands)

    van der Schoot, M.; Licht, R.; Horsley, T.M.; Aarts, L.T.; van Koert, B.; Sergeant, J.A.

    2004-01-01

    The present study focused on the nature of the reading disability of children with the guessing subtype of dyslexia (who read fast and inaccurately). The objective was to separate the excitatory account of their reading disturbance (i.e., in guessers the words' resting levels of activation are

  18. Inhibibitory control during sentence reading in dyslexic children

    NARCIS (Netherlands)

    van der Schoot, M.; Licht, R.; Horsley, T.M.; Aarts, L.T.; van Koert, B.; Sergeant, J.A.

    2004-01-01

    The present study focused on the nature of the reading disability of children with the guessing subtype of dyslexia (who read fast and inaccurately). The objective was to separate the excitatory account of their reading disturbance (i.e., in guessers the words' resting levels of activation are

  19. Guided Reading in First-Fourth Grade: Theory to Practice

    Science.gov (United States)

    Gaffner, Jacqueline; Johnson, Kary; Torres-Elias, Annette; Dryden, Lisa

    2014-01-01

    The purpose of this study was to examine the effects of collaborative efforts between a large metropolitan school district and the school of education at an area urban university. A reading clinic, in which university students conducted small guided reading group lessons with elementary students reading below grade level, was established through…

  20. Teaching Reading as Concept Development: Emphasis on Affective Thinking.

    Science.gov (United States)

    Henry, George H.

    The purposes of this monograph are to reveal how the language arts teacher at any level of instruction might go about the teaching of reading as concept development and to suggest that this method of teaching reading be made part of the preparation of both the reading teacher and the English teacher. The monograph is composed of two parts. Part 1,…

  1. Foreign Language Reading Anxiety among Yemeni Secondary School Students

    Directory of Open Access Journals (Sweden)

    Yehia Ahmed Y. Al-Sohbani

    2018-03-01

    Full Text Available The aim of this study was to examine Foreign Language (FL reading anxiety level of Arabicspeaking Yemeni students learning English as a foreign language (n = 106. It utilized (a a background information questionnaire, (b the Foreign Language Reading Anxiety Scale (FLRAS, and (c students' English school marks. Results of the study showed that learners of English experienced an above moderate level of FL reading anxiety. There was no significant difference between students' FL reading anxiety and their gender. However, a statistically reliable difference between the means of public and private schools regarding their FL reading anxiety in favor of the private school. Moreover, a positive correlation was found between students' FL reading anxiety and their type of school. Difficulties of uncertainty, pronunciation of English words, unfamiliar topic, unknown vocabulary, reading aloud, using word by word translation, unfamiliar English culture and history, unfamiliar grammar, English letters and symbols were identified as the major sources of FL reading anxiety.

  2. Engagement during reading instruction for students who are deaf or hard of hearing in public schools.

    Science.gov (United States)

    Donne, Vicki; Zigmond, Naomi

    2008-01-01

    An observational study of reading instruction was conducted in general education, resource, and self-contained classrooms, grades 1-4, in public schools. Participants included students who were deaf or hard of hearing and their reading teachers. Results indicated that time engaged in reading and/or academically responding varied significantly by grade level enrolled, reading curriculum grade level, and instructional setting, but not level of hearing loss or presence or absence of concomitant conditions. Students working with reading curriculum one grade level below spent significantly less time in reading instruction and reading than students working on grade level or two levels below. Students in general education settings spent significantly more time in reading instruction and reading silently than students in self-contained settings. The probability that students would engage in reading was significantly increased by several teacher and ecological conditions more likely to be observed in general education settings.

  3. Eye movement control in reading: accounting for initial fixation locations and refixations within the E-Z Reader model.

    Science.gov (United States)

    Reichle, E D; Rayner, K; Pollatsek, A

    1999-10-01

    Reilly and O'Regan (1998, Vision Research, 38, 303-317) used computer simulations to evaluate how well several different word-targeting strategies could account for results which show that the distributions of fixation locations in reading are systematically related to low-level oculomotor variables, such as saccade distance and launch site [McConkie, Kerr, Reddix & Zola, (1988). Vision Research, 28, 1107-1118]. Their simulation results suggested that fixation locations are primarily determined by word length information, and that the processing of language, such as the identification of words, plays only a minimal role in deciding where to move the eyes. This claim appears to be problematic for our model of eye movement control in reading, E-Z Reader [Rayner, Reichle & Pollatsek (1998). Eye movement control in reading: an overview and model. In G. Underwood, Eye guidance in reading and scene perception (pp. 243-268). Oxford, UK: Elsevier; Reichle, Pollatsek, Fisher & Rayner (1998). Psychological Review, 105, 125-157], because it assumes that lexical access is the engine that drives the eyes forward during reading. However, we show that a newer version of E-Z Reader which still assumes that lexical access is the engine driving eye movements also predicts the locations of fixations and within-word refixations, and therefore provides a viable framework for understanding how both linguistic and oculomotor variables affect eye movements in reading.

  4. 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…

  5. A STUDY ON THE READING SKILLS OF EFL UNIVERSITY STUDENTS

    Directory of Open Access Journals (Sweden)

    Flora Debora Floris

    2009-01-01

    Full Text Available Abstract: The present study attempts to investigate kinds of reading skills that EFL (English as a Foreign Language University students have difficulty with. For this purpose, two reading tests which covered seventeen kinds of reading skills were developed and administered to ten students of batch 2003 studying at an English Department of a private university in Surabaya, Indonesia. The analysis showed that each reading skill had different level of difficulty for the respondents..

  6. Teaching Reading Skills In Iain Sultan Amai Gorontalo

    OpenAIRE

    Hasan, Jhems Richard

    2014-01-01

    The importance of reading in IAIN Sultan Amai Gorontalo cannot be denied. Tomake the students fit nationally and internationally, their reading skills must beof an advanced level. If reading skills are improved, learners will be able toutilize maximum resources for acquiring knowledge and information, and it willchange the whole educational scenario of the Institute. So, the present study on€˜An Evaluation of the Teaching of Reading Skills in IAIN Sultan AmaiGorontalo€™ is of great importance...

  7. Calibration of Reading Self-Concept and Reading Achievement among 15-Year-Olds: Cultural Differences in 34 Countries

    Science.gov (United States)

    Chiu, Ming Ming; Klassen, Robert M.

    2009-01-01

    Self-concept is linked to student achievement in many domains. In this study, we examined reading self-concept's (RSC) and RSC calibration accuracy's links to reading achievement across different contexts via multi-level analyses of 34 countries' 158,848 fifteen-year-olds' reading tests and questionnaire responses. Students with higher RSC, higher…

  8. Latent Profiles of Reading and Language and Their Association with Standardized Reading Outcomes in Kindergarten through 10th Grade

    Science.gov (United States)

    Foorman, Barbara R.; Petscher, Yaacov; Stanley, Christopher

    2016-01-01

    The idea of targeting reading instruction to profiles of students' strengths and weaknesses in component skills is central to teaching. However, these profiles are often based on unreliable descriptions of students' oral reading errors, text reading levels, or learning profiles. This research utilized latent profile analysis (LPA) to examine…

  9. Reading Strategies and Literature Instruction: Teaching Learners to Generate Questions to Foster Literary Reading in the Second Language

    Science.gov (United States)

    Urlaub, Per

    2012-01-01

    Reading and discussing literary texts in a second language (L2) is a significant component of intermediate and advanced level collegiate language education. However, in spite of more attention to the role of literary texts in L2 instruction, the function of reading strategy instruction to teaching literary reading in the L2 has remained…

  10. Training for developing reading comprehension and reading for learning

    OpenAIRE

    Pribac, Tina

    2015-01-01

    Understanding a readed text is the aim of reading at school. A reader reads to understand the meaning of a readed text and possibly use acquired informations in new sizuations. Student books and other written material is commonly used at schools. Reading comprehension difficulties lead toward loweer grades and consequently, to learning insuccess. Among students whit reading comprehension difficulties are some whit lacks in specific learning areas, such as difficulties at reading and writt...

  11. Telomeric repeat factor 1 protein levels correlates with telomere length in colorectal cancer Los niveles proteicos del factor de repetición telomérico 1 se correlacionan con la longitud del telómero en el cáncer colorrectal

    Directory of Open Access Journals (Sweden)

    Cristina Valls-Bautista

    2012-11-01

    Full Text Available Background: colorectal cancer is the third cancer cause of death in Spain. It is important to investigate new tumoral markers for early diagnosis, disease monitoring and prevention strategies. Telomeres protect the chromosome from degradation by nucleases and end-to-end fusion. The progressive loss of the telomeric ends of chromosomes is an important mechanism in the timing of human cellular aging. Telomeric Repeat Factor 1 (TRF1 is a protein that binds at telomere ends. Purpose: to measure the concentrations of TRF1 and the relationships among telomere length, telomerase activity, and TRF1 levels in tumor and normal colorectal mucosa. Method: from normal and tumoral samples of 83 patients who underwent surgery for colorectal cancer we analyzed TRF1 protein concentration by Western Blot, telomerase activity, by the fluorescent-telomeric repeat amplification protocol assay and telomere length by Southern Blot. Results: high levels of TRF1 were observed in 68.7% of tumor samples, while the majority of normal samples (59% showed negative or weak TRF1 concentrations. Among the tumor samples, telomere length was significantly associated with TRF1 protein levels (p = 0.023. Conclusions: a relationship was found between telomere length and TRF1 abundance protein in tumor samples, which means that TRF1 is an important factor in the tumor progression and maybe a diagnostic factor.

  12. Performance of RC columns with partial length corrosion

    International Nuclear Information System (INIS)

    Wang Xiaohui; Liang Fayun

    2008-01-01

    Experimental and analytical studies on the load capacity of reinforced concrete (RC) columns with partial length corrosion are presented, where only a fraction of the column length was corroded. Twelve simply supported columns were eccentrically loaded. The primary variables were partial length corrosion in tensile or compressive zone and the corrosion level within this length. The failure of the corroded column occurs in the partial length, mainly developed from or located nearby or merged with the longitudinal corrosion cracks. For RC column with large eccentricity, load capacity of the column is mainly influenced by the partial length corrosion in tensile zone; while for RC column with small eccentricity, load capacity of the column greatly decreases due to the partial length corrosion in compressive zone. The destruction of the longitudinally mechanical integrality of the column in the partial length leads to this great reduction of the load capacity of the RC column

  13. Nurturing a lexical legacy: reading experience is critical for the development of word reading skill

    Science.gov (United States)

    Nation, Kate

    2017-12-01

    The scientific study of reading has taught us much about the beginnings of reading in childhood, with clear evidence that the gateway to reading opens when children are able to decode, or `sound out' written words. Similarly, there is a large evidence base charting the cognitive processes that characterise skilled word recognition in adults. Less understood is how children develop word reading expertise. Once basic reading skills are in place, what factors are critical for children to move from novice to expert? This paper outlines the role of reading experience in this transition. Encountering individual words in text provides opportunities for children to refine their knowledge about how spelling represents spoken language. Alongside this, however, reading experience provides much more than repeated exposure to individual words in isolation. According to the lexical legacy perspective, outlined in this paper, experiencing words in diverse and meaningful language environments is critical for the development of word reading skill. At its heart is the idea that reading provides exposure to words in many different contexts, episodes and experiences which, over time, sum to a rich and nuanced database about their lexical history within an individual's experience. These rich and diverse encounters bring about local variation at the word level: a lexical legacy that is measurable during word reading behaviour, even in skilled adults.

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

    Directory of Open Access Journals (Sweden)

    sakineh sahebdel

    2014-05-01

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

  15. 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

  16. The effects of chain length, embedded polar groups, pressure, and pore shape on structure and retention in reversed-phase liquid chromatography: molecular-level insights from Monte Carlo simulations.

    Science.gov (United States)

    Rafferty, Jake L; Siepmann, J Ilja; Schure, Mark R

    2009-03-20

    Particle-based simulations using the configurational-bias and Gibbs ensemble Monte Carlo techniques are carried out to probe the effects of various chromatographic parameters on bonded-phase chain conformation, solvent penetration, and retention in reversed-phase liquid chromatography (RPLC). Specifically, we investigate the effects due to the length of the bonded-phase chains (C(18), C(8), and C(1)), the inclusion of embedded polar groups (amide and ether) near the base of the bonded-phase chains, the column pressure (1, 400, and 1000 atm), and the pore shape (planar slit pore versus cylindrical pore with a 60A diameter). These simulations utilize a bonded-phase coverage of 2.9 micromol/m(2)and a mobile phase containing methanol at a molfraction of 33% (about 50% by volume). The simulations show that chain length, embedded polar groups, and pore shape significantly alter structural and retentive properties of the model RPLC system, whereas the column pressure has a relatively small effect. The simulation results are extensively compared to retention measurements. A molecular view of the RPLC retention mechanism emerges that is more complex than can be inferred from thermodynamic measurements.

  17. Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read.

    Directory of Open Access Journals (Sweden)

    Janet McHardy

    2016-12-01

    Full Text Available Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary widely, often reflecting the individual beliefs of each teacher about how an adult can learn to read. In this study, phenomenographic analysis was used to identify categories of approaches to teaching adult reading, used by a group of 60 teachers in Western Australia and New Zealand. Four approaches were identified: reassurance, task-based, theory-based and responsive. It is argued that for teachers to become effective and consistent in responding to learner needs, they must understand their own beliefs and the consequences of these. The identification of different approaches in adult reading education is an important step in this process.

  18. Reading Is Your Thing (Even if You're Not a Reading Teacher)

    Science.gov (United States)

    Zwiers, Jeff

    2011-01-01

    The activities described in this article, Prediction Path and Quotation Cafe, are adapted from the IRA book "Building Reading Comprehension Habits in Grades 6-12." They highlight the reading comprehension habit of making inferences and predictions, which can be used across content areas and grade levels. In creating this toolkit of activities, the…

  19. Within-Year Changes in Chinese Secondary School Students' Perceived Reading Instruction and Intrinsic Reading Motivation

    Science.gov (United States)

    Lau, Kit-ling

    2016-01-01

    This study aimed to expand on existing research about motivational change by investigating within-year changes of adolescents' intrinsic reading motivation and perceived reading instruction among students from different grades and achievement levels. Six hundred and ninety five students from 10 secondary schools in Hong Kong voluntarily completed…

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

    Science.gov (United States)

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

    2009-06-01

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

  1. Unique Contributions of Maternal Reading Proficiency to Predicting Children's Preschool Receptive Vocabulary and Reading Proficiency

    Science.gov (United States)

    Phillips, Linda M.; Norris, Stephen P.; Hayward, Denyse V.; Lovell, Meridith A.

    2017-01-01

    This study investigated whether mothers' measured reading proficiency and their educational level predict, over and above each other, their children's receptive vocabulary and reading proficiency when confounding factors of speaking a minority language, ethnicity, number of children in the family, and marital and employment status are controlled.…

  2. 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.

  3. 7 Length-weight relationship

    African Journals Online (AJOL)

    Administrator

    Length-weight measurements were taken from well-preserved fish specimens from which stomachs were extracted for the analysis of the food contents, using frequency of occurrence, numerical and gravimetric methods, as well as index of relative importance. The length-frequency analysis showed a size distribution with a ...

  4. Comparison of fiber length analyzers

    Science.gov (United States)

    Don Guay; Nancy Ross Sutherland; Walter Rantanen; Nicole Malandri; Aimee Stephens; Kathleen Mattingly; Matt Schneider

    2005-01-01

    In recent years, several fiber new fiber length analyzers have been developed and brought to market. The new instruments provide faster measurements and the capability of both laboratory and on-line analysis. Do the various fiber analyzers provide the same length, coarseness, width, and fines measurements for a given fiber sample? This paper provides a comparison of...

  5. The Importance of Teaching Reading: Emphasize for Reading Fluency or Accuracy in Improving Students’ Reading Comprehension in EFL Context

    Directory of Open Access Journals (Sweden)

    Muhammad Rochman

    2017-02-01

    Full Text Available Current methods for teaching reading comprehension tend to emphasize the products of comprehension and neglect the processes of comprehension. Teachers often provide insufficient opportunities for learners to practice English in teaching reading. To make the situation worse, both teachers and learners frequently use Indonesian language throughout English classes. There are two sets of skills that are particularly important to teach. The first set includes comprehension monitoring skills that involve readers' monitoring their continuing processing for possible comprehension failure and taking remedial action when failures occur. Comprehension failures can occur at various levels, including: particular words, particular sentences, relations between sentences, and relations between larger units. For each kind of failure, there are specific remedial actions readers can take. The second set of processing skills that can be taught involves using clues in the text to generate, evaluate, and revise hypotheses about current and future events in the text. During teaching reading in a class teachers may confuse to give exercises relate to fluency or accuracy. The correlation between fluency and reading comprehension showed a significant positive relationship between oral reading fluency and reading comprehension performance. Therefore, automaticity of decoding fluency is essential for high levels of reading achievement. Hence, what educators should do now is conscientiously try to shift educators’ attention from emphasizing the accuracy of students ‘oral presentation to developing their ability to express themselves both accurately and fluently in English.

  6. Assisted Reading with Digital Audiobooks for Students with Reading Disabilities

    Science.gov (United States)

    Esteves, Kelli J.; Whitten, Elizabeth

    2011-01-01

    The goal of this study was to compare the efficacy of assisted reading with digital audiobooks with the traditional practice of sustained silent reading (SSR) in terms of reading fluency and reading attitude with upper elementary students with reading disabilities. Treatment group participants selected authentic children's literature and engaged…

  7. Developmental relations between reading comprehension and reading strategies

    NARCIS (Netherlands)

    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,

  8. Developmental Relations between Reading Comprehension and Reading Strategies

    Science.gov (United States)

    Muijselaar, Marloes M. L.; Swart, Nicole M.; Steenbeek-Planting, Esther G.; Droop, Mienke; Verhoeven, Ludo; de Jong, Peter 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, and working memory were administered. A structural…

  9. Framework for inculcation of reading skills in children with reading ...

    African Journals Online (AJOL)

    Most children are likely to learn how to read but a percentage of them need special help in order to master the skill. When this assistance is lacking the reading-impaired children tend to have difficulties in learning in later years as the switch is made from learning to read to reading to learn. Reading difficulties may deter a ...

  10. 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,

  11. The impact of cultural distance on bilateral arm's length exports

    NARCIS (Netherlands)

    Slangen, A.H.L.; Beugelsdijk, S.; Hennart, J.-F.

    2011-01-01

    Prior studies have argued and regularly found that cultural distance is negatively related to bilateral export flows, which are the sum of arm’s length and intra-firm exports. However, these macro-level studies overlook the firm-level insights that arm’s length exports are a substitute for arm’s

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

    Science.gov (United States)

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

    2012-01-01

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

  13. Linguistic Proficiency and Strategies on Reading Performance in English

    Directory of Open Access Journals (Sweden)

    Seyed Hassan Talebi

    2015-01-01

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

  14. Reading space characteristics in campus environment

    Science.gov (United States)

    Tampubolon, A. C.; Kusuma, H. E.

    2018-03-01

    Reading activity is a part of daily learning activities that are usually done by college students and takes place in the facilities that are provided by the campus. However, students tend to have a perception of a particular location that is considered appropriate with the activities undertaken. This study identified students’ perceptions of reading space characteristics in campus environment which are considered able to accommodate reading activity. Exploratory qualitative research methods were used to collect data from selected types of space and the reasons for the students in choosing the specifics space to do their reading. The results showed that students do not only use library facilities as a support unit of academic activities. This study found that students tend to use some places with non-library function, such as students’ union room, hallway, and classroom. Students perceive reading space by its physical and social characteristics. The physical consist of ambiance, quiet place, tranquility, availability of facilities, the level of coolness, lighting, location accessibility, connection with nature, convenience furniture, air quality, aesthetics, the flexibility of activities, the crowd of place, the level of shade, outdoor, ownership, and indoor. While the social characteristics of the reading space are to have privacy, favorable reading position, and the presence of others.

  15. Does Content Knowledge Affect TOEFL iBT[TM] Reading Performance? A Confirmatory Approach to Differential Item Functioning. TOEFL iBT Research Report. RR-09-29

    Science.gov (United States)

    Liu, Ou Lydia; Schedl, Mary; Malloy, Jeanne; Kong, Nan

    2009-01-01

    The TOEFL iBT[TM] has increased the length of the reading passages in the reading section compared to the passages on the TOEFL[R] computer-based test (CBT) to better approximate academic reading in North American universities, resulting in a reduced number of passages in the reading test. A concern arising from this change is whether the decrease…

  16. Reading, Writing, and Art

    Science.gov (United States)

    Reist, Kay M.

    2010-01-01

    With No Child Left Behind, schools are cutting extracurricular activities, doing away with aides, and even getting rid of art and physical education so that reading specialists and writing tutors can be hired. But what can the art teachers do to assist in teaching reading and writing skills? The author believes they need to provide their students…

  17. 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…

  18. Assistive Technologies for Reading

    Science.gov (United States)

    Ruffin, Tiece M.

    2012-01-01

    Twenty-first century teachers working with diverse readers are often faced with the question of how to integrate technology in reading instruction that meets the needs of the techno-generation. Are today's teachers equipped with the knowledge of how to effectively use Assistive Technologies (AT) for reading? This position paper discusses AT for…

  19. Teaching Grammar and Reading

    OpenAIRE

    高棹, 聰子

    2005-01-01

    The purpose of this paper is to explore what effectiveness of teaching grammar would be expected in reading, analyzing the statistical data. The data show the lack of the students' motivation and their reluctance about reading the whole passage. In conclusion, we should think out the problems caused by methodology as well as course design.

  20. Superheroes and Summer Reading.

    Science.gov (United States)

    Meyer, Ron; Buckner, Joyce

    1980-01-01

    To combat summer learning loss among remedial readers, teachers and consultants in the Omaha, Nebraska, Title I program designed a series of comic-book reading units and mailed them to students' homes. Parents were pleased with the project and it appeared that less reading skill had been lost by September. (SJL)