Sample records for rand reading study
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Reading "The Fountainhead": The Missing Self in Ayn Rand's Ethical Individualism
Fand, Roxanne J.
2009-01-01
Ayn Rand's novel "The Fountainhead" can be a useful text in an undergraduate English class, helping students think through issues of individualism. Rand's own concept of the self, however, ignores its social dimensions. (Contains 7 notes.)
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... Jobs at RAND Media Resources Congressional Resources Doing Business with RAND Supporting RAND Educational Opportunities Alumni Association Follow RAND Corporation on Facebook RAND Corporation on Twitter RAND Corporation on LinkedIn ...
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Reading for Understanding: Towards an R&D Program in Reading Comprehension
National Research Council Canada - National Science Library
Snow, Catherine
2001-01-01
This draft report from the Rand Reading Study Group (RRSG)1 formulates an initial proposal concerning the research issues that the community of reading researchers most urgently needs to address over the next 10-15 years...
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The Asymmetric Effect in the Volatility of the South African Rand
Directory of Open Access Journals (Sweden)
Idoko Ahmed Itodo
2017-09-01
Full Text Available This study investigates the behaviour of the volatility in the South African Rand/USD exchange rate and its impact on the value of the Rand between 2001 and 2017. The key objectives were to assess the impact of its volatility on its market value, and determine the presence of asymmetric effect in the times path of the volatility, resulting from shocks to its market value. From the estimates of our EGARCH-M (1,1 model, we found the value of the Rand to respond negatively to volatility it is time path, suggesting that the Rand appreciates more in value under conditions of less tranquillity. In addition, we found evidence of asymmetric effect, of shocks to the conditional mean, in the conditional variance of the Rand. The asymmetric effect is such that negative shocks to the conditional mean, which causes the Rand to appreciate, have more impact on next point volatility in the Rand than positive shocks of the same magnitude, which causes depreciation in its value.
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The RAND Consensus Study for Primary Open-Angle Glaucoma in Latin America
Paulo E.C. Dantas
2013-01-01
Abstract Purpose: To report the results of a Latin American (LA) consensus panel regarding the diagnosis and management of primary open angle glaucoma, and to compare these results with those from a similar panel in the United States (US). Design: A RAND-like appropriateness methodology was used to assess glaucoma practice in LA. Methods: The 148 polling statements created for the RAND- like analysis in the US and 10 additional statements specific to glaucoma care in LA were presented to a pa...
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RAND-Based Formulations for Isothermal Multiphase Flash
DEFF Research Database (Denmark)
Paterson, Duncan; Michelsen, Michael L.; Stenby, Erling H.
2018-01-01
Two algorithms are proposed for isothermal multiphase flash. These are referred to as modified RAND and vol-RAND. The former uses the chemical potentials and molar-phase amounts as the iteration variables, while the latter uses chemical potentials and phase volumes to cosolve a pressure...
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Early history and reactivation of the rand thrust, southern California
Postlethwaite, Clay E.; Jacobson, Carl E.
The Rand thrust of the Rand Mountains in the northwestern Mojave Desert separates an upper plate of quartz monzonite and quartzofeldspathic to amphibolitic gneiss from a lower plate of metagraywacke and mafic schist (Rand Schist). The Rand thrust is considered part of the regionally extensive Vincent/Chocolate Mountain thrust system, which is commonly believed to represent a Late Cretaceous subduction zone. The initial direction of dip and sense of movement along the Vincent/Chocolate Mountain thrust are controversial. Microfabrics of mylonites and quartzites from the Rand Mountains were analyzed in an attempt to determine transport direction for this region, but the results are ambiguous. In addition, the southwestern portion of the Rand thrust was found to have been reactivated as a low-angle normal fault after subduction. Reactivation might have occurred shortly after subduction, in which case it could account for the preservation of high-pressure mineral assemblages in the Rand Schist, or it could be related to mid-Tertiary extension in the western United States. In either event, the reactivation might be responsible for the complicated nature of the microfabrics. The Rand Schist exhibits an inverted metamorphic zonation. Isograds in the schist are not significantly truncated by the reactivated segment of the Rand thrust. This indicates that other segments of the Vincent/Chocolate Mountain thrust should be re-evaluated for the possibility of late movement, even if they show an apparently undisturbed inverted metamorphic zonation.
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2015-01-01
assault, sexual harassment , and gender discrimination in the military. The resulting study, the RAND Military Workplace Study (RMWS), invited close to...members are highlighted in this brief. Sexual Assault and Sexual Harassment in the U.S. Military HigHligHts from tHe 2014 rAND militAry WorkplAce stuDy...significantly higher rates than men : 22 percent of women and 7 percent of men experienced sexual harassment in the past year. In addition, we estimate
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Calculation of Multiphase Chemical Equilibrium by the Modified RAND Method
DEFF Research Database (Denmark)
Tsanas, Christos; Stenby, Erling Halfdan; Yan, Wei
2017-01-01
method. The modified RAND extends the classical RAND method from single-phase chemical reaction equilibrium of ideal systems to multiphase chemical equilibrium of nonideal systems. All components in all phases are treated in the same manner and the system Gibbs energy can be used to monitor convergence....... This is the first time that modified RAND was applied to multiphase chemical equilibrium systems. The combined algorithm was tested using nine examples covering vapor–liquid (VLE) and vapor–liquid–liquid equilibria (VLLE) of ideal and nonideal reaction systems. Successive substitution provided good initial......A robust and efficient algorithm for simultaneous chemical and phase equilibrium calculations is proposed. It combines two individual nonstoichiometric solving procedures: a nested-loop method with successive substitution for the first steps and final convergence with the second-order modified RAND...
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The RAND Health Insurance Experiment, Three Decades Later*
Aron-Dine, Aviva; Einav, Liran; Finkelstein, Amy
2013-01-01
We re-present and re-examine the analysis from the famous RAND Health Insurance Experiment from the 1970s on the impact of consumer cost sharing in health insurance on medical spending. We begin by summarizing the experiment and its core findings in a manner that would be standard in the current age. We then examine potential threats to the validity of a causal interpretation of the experimental treatment effects stemming from different study participation and differential reporting of outcomes across treatment arms. Finally, we re-consider the famous RAND estimate that the elasticity of medical spending with respect to its out-of-pocket price is −0.2, emphasizing the challenges associated with summarizing the experimental treatment effects from non-linear health insurance contracts using a single price elasticity. PMID:24610973
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Deterrence from Cold War to Long War: Lessons from Six Decades of RAND Research
2008-01-01
that humor was not absent from RAND analysis, gave the first system in this paper the code-name Lucy, making reference to the Beatles ’ song “Lucy in...document was made available from www.rand.org as a public service of the RAND Corporation. 6Jump down to document THE ARTS CHILD POLICY CIVIL JUSTICE...TECHNOLOGY SUBSTANCE ABUSE TERRORISM AND HOMELAND SECURITY TRANSPORTATION AND INFRASTRUCTURE WORKFORCE AND WORKPLACE The RAND Corporation is a nonprofit
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77 FR 6156 - Rand Capital Corporation, et al.; Notice of Application
2012-02-07
... venture capital investments in small, early-stage and developing enterprises. Rand's principal objective... Capital Corporation, et al.; Notice of Application February 1, 2012. AGENCY: Securities and Exchange... Act'') granting an exemption from section 13(a) of the Exchange Act. Applicants: Rand Capital...
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Rand Corporation Mean Monthly Global Snow Depth
National Oceanic and Atmospheric Administration, Department of Commerce — All available monthly snow depth climatologies were integrated by the Rand Corporation, in the early 1980s, into one global (excluding Africa and South America)...
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Rethinking ASGISA and the rand exchange rate
Directory of Open Access Journals (Sweden)
Willem H Boshoff
2012-05-01
Full Text Available Abstract: The ASGISA policy document identifies the exchange rate as one of the factors constraining accelerated growth in South Africa. This note argues that currency developments do not translate into business cycle movements in the aggregate economy, and that a weaker exchange rate is less likely to boost either foreign investment or export performance in the face of regulatory uncertainty. The South African government has recently launched the Accelerated and Shared Growth Initiative (ASGISA aimed at raising the long-term growth path of the economy. The plan identifies several so-called “binding constraints” that are considered to be inhibiting the economy from rising to more elevated levels of economic growth. One such “constraint”, according to the ASGISA policy document, is the “volatility and level of the currency” (Republic of South Africa, 2006. By including this issue, policymakers have signalled that fluctuations in the Rand are considered significant to broader economic fluctuations in South Africa. This research note questions such a conviction by offering evidence that currency fluctuations are not mirrored in the South African business cycle. Nonetheless, proponents may argue that a weaker Rand will stimulate particular sectors, mostly those that are export-oriented, while it will boost Foreign Direct Investment (FDI. However, this note argues further that a weaker Rand is less likely to generate sustainable improvement in either export-oriented industries or FDI in the absence of other reforms. The following sections consider these two issues in sequence.
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Morshed, Mohammad Sarwar; Kamal, Mostafa Mashnoon; Khan, Somaiya Islam
2016-07-01
Inventory has been a major concern in supply chain and numerous researches have been done lately on inventory control which brought forth a number of methods that efficiently manage inventory and related overheads by reducing cost of replenishment. This research is aimed towards providing a better replenishment policy in case of multi-product, single supplier situations for chemical raw materials of textile industries in Bangladesh. It is assumed that industries currently pursue individual replenishment system. The purpose is to find out the optimum ideal cycle time and individual replenishment cycle time of each product for replenishment that will cause lowest annual holding and ordering cost, and also find the optimum ordering quantity. In this paper indirect grouping strategy has been used. It is suggested that indirect grouping Strategy outperforms direct grouping strategy when major cost is high. An algorithm by Kaspi and Rosenblatt (1991) called RAND is exercised for its simplicity and ease of application. RAND provides an ideal cycle time (T) for replenishment and integer multiplier (ki) for individual items. Thus the replenishment cycle time for each product is found as T×ki. Firstly, based on data, a comparison between currently prevailing (individual) process and RAND is provided that uses the actual demands which presents 49% improvement in total cost of replenishment. Secondly, discrepancies in demand is corrected by using Holt's method. However, demands can only be forecasted one or two months into the future because of the demand pattern of the industry under consideration. Evidently, application of RAND with corrected demand display even greater improvement. The results of this study demonstrates that cost of replenishment can be significantly reduced by applying RAND algorithm and exponential smoothing models.
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Ayn Rand's fiction and the shaping of modern american individualism
Stanforth, Daniel Phillip
2018-01-01
A lo largo de la historia, han surgido varios movimientos políticos y filosóficos, pero la gran mayoría no han perdurado. Sin embargo, algunos, como la democracia o el comunismo se popularizan y afectan al mundo entero. Aquí en los Estados Unidos, la nueva filosofía quizás más desafiante e inusual ha sido formada por la novelista, Ayn Rand. El punto de vista de Rand sigue siendo relativamente desconocido en América, pero si se arraigase, revolucionaría nuestras vidas. Esta cita fue la int...
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The Importance of Habits in Meredith Rand and Shane Drinion’s ‘tête-à-tête’ in The Pale King
Directory of Open Access Journals (Sweden)
Alexander Moran
2017-03-01
Full Text Available This article utilises pragmatist philosopher John Dewey’s concept of habit to explore Wallace’s habit-based definition of character through a close reading of the long, confessional ‘tête-á-tête’ between Meredith Rand and Shane Drinion in 'The Pale King' (2011. Analysis of this scene shows the distinction between personal habits and societal customs, and the role of the observer in interpreting such habits and customs. A focus on habit demonstrates how Wallace advocates for a liberal democratic process of evolution and change. Dewey’s ideas are also shown to be a useful means to navigate the burgeoning field of Wallace Studies, and the habits and customs that have come to define the field.
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Ayn Rand phenomenon in contemporary social and ethical problems
Directory of Open Access Journals (Sweden)
M. I. Korobko
2014-03-01
Full Text Available This paper attempts to give a general outline of the phenomenon of wellknown American writer and philosopher Ayn Rand in contemporary social and ethical space. Application to the research of life, literary and philosophical heritage of the writer makes it possible to assess its impact on the current situation in politics and philosophy. Review of Ayn Rand’s artistic positions confirms her role as a landmark figure, who represented at that time the actual sociocultural request of active man in contemporary philosophy and politics, “putting down” in literary form complex of philosophical questions to the level of the ordinary man. Ayn Rand is the focus of the social practices in which she was formed, lived and worked. The ideas of almost all philosophical subjects are presented in her works in a simple way, but they are fundamentally different from conventional notions of ethics, politics and philosophy in general, even the ideas of philosophers, whom she honored, such as Aristotle. That’s why modern philosophers are interested in studying her works now. After all, still there has no comprehensive academic analysis of her philosophical and scientific works of art.
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Bessner, Daniel
2015-01-01
Historians argue that in the early Cold War an interdisciplinary research culture defined the RAND Corporation. However, a significant epistemological gap divided the members of RAND's Social Science Division (SSD) from the rest of the organization. While the social scientists used qualitative methods, most RAND researchers embraced quantified approaches and derided the social sciences as unscientific. This encouraged RAND's social scientists to develop a political-military simulation that embraced everything-politics, culture, and psychology-that RAND's other analysts largely ignored. Yet the fact that the SSD embraced gaming, a heuristic practiced throughout RAND, suggests that the political simulation was nonetheless inspired by social scientists' engagement with their colleagues. This indicates that the concept of interdisciplinarity should move beyond its implication of collaboration to incorporate instances in which research agendas are defined against but also shaped by colleagues in other disciplines. Such a rethinking of the term may make it possible to trace how varieties of interdisciplinary interaction historically informed knowledge production. © 2014 Wiley Periodicals, Inc.
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RandAgiamo™, a Pilot Project Increasing Adoptability of Shelter Dogs in the Umbria Region (Italy)
Menchetti, Laura; Mancini, Stefania; Catalani, Maria Chiara; Boccini, Beatrice; Diverio, Silvana
2015-01-01
Simple Summary In Italy, dog shelters are overcrowded because the rate of dog adoption is lower than that of abandonment. A project called “RandAgiamo” was implemented in a rescue shelter in central Italy. RandAgiamo provides training, socialization and advertising of adult shelter dogs. Official data of the Umbria regional health authorities from the year 2014 showed a higher rate of adoption in shelters involved in the project. RandAgiamo dogs had triple odds of being adopted compared to others housed in shelters of the same province. The increase in adoption rate can be beneficial for both dog welfare and shelter management. Abstract Current Italian legislation does not permit euthanasia of dogs, unless they are ill or dangerous. Despite good intentions and ethical benefits, this “no-kill policy” has caused a progressive overpopulation of dogs in shelters, due to abandonment rates being higher than adoption rates. Shelter overcrowding has negative implications for dog welfare and increases public costs. The aim of this paper is to describe the pilot project “RandAgiamo” implemented in a rescue shelter in the Umbria Region and to evaluate its effectiveness on the rate of dog adoption using official data. RandAgiamo aimed to increase adult shelter dogs’ adoptability by a standard training and socialization programme. It also promoted dogs’ visibility by publicizing them through social media and participation in events. We analysed the official data of the Umbria regional health authorities regarding dog shelters of the Perugia province of the year 2014. In the RandAgiamo shelter, the dog adoption rate was 27.5% higher than that of dogs housed in other shelters located in the same geographical area (p dogs’ welfare, owner satisfaction, shelter management, and public perception of shelter dogs. However, staff were required to provide dog training and related activities. PMID:26479385
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2016-01-01
harassment, and gender discrimination in the military. The RAND Military Workplace Study (RMWS) included one of the largest surveys of its kind: Almost...approach to counting service members who experienced sexual assault, sexual harassment, and gender discrimination , providing DoD with unprecedented...harassment, or gender discrimination . Specifically, both the phone and web follow-up surveys revealed possible nonresponse bias in the RMWS estimates, but
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Perspectives for RandD in Bioenergy in the Baltic States
Energy Technology Data Exchange (ETDEWEB)
Holmberg, Rurik (Technopolis Group, Stockholm (Sweden) )
2009-11-15
This study has identified two almost contradictory trends regarding bioenergy in the Baltic States. On the one hand, RandD performed in bioenergy in the Baltic States is rather limited. This might be somewhat surprising, because on the other hand various forms of bioenergy are either already used on a large scale or are widely assumed to become important in the near future. Bioenergy is explicitly recognized in various policy plans as an important component of the energy system in all the Baltic States. Thus the limited RandD efforts raise a number of questions, which probably lack unequivocal answers, but which would be important to discuss in the Baltic States. In all three Baltic States, bioenergy has a major potential. The present trend with boiler houses using biomass in a district heating systems commenced in the 1990s with significant foreign support. Technology was mainly imported, but in some cases local producers have drawn upon these experiences and become producers in their own right. The result has been that the Baltic States have relatively well developed bioenergy technology in use in district heating. But perhaps more importantly, there is know-how and experience in the Baltic States from the use of bioenergy, which however needs to be constantly upgraded. Regarding interest groups, one question raised by some interviewees was whether the natural gas industry with Russian Gazprom as the key player has a bigger say in the energy policy of the Baltic States than officially admitted. Although this issue remains speculative, the question as such is justified and should not be omitted from the discussion. The interest groups behind bioenergy are relatively weak, at least in comparison with other interest groups in the energy sector. As long as the farmers' organizations are not unambiguously behind bioenergy, the political support for investments in developing new technology is likely to remain lukewarm. Cooperation between the Baltic States in
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Animatsiooni vastu ei saa ükski / Mikk Rand
Rand, Mikk, 1970-
1998-01-01
21.5. esilinastuvad kinos "Sõprus" 6 animafilmi : "Vares ja hiired", autorid Priit Tender ja Mikk Rand; "Just märried", autor Peep Pedmanson; "Päevavalgus", autor Mait Laas; "Tom ja Fluffy", režissöörid Janno Põldma ja Heiki Ernits; "Bermuda", autor Ülo Pikkov; "Primavera", režissöörid Riho Unt ja Hardi Volmer
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South Africa and United States stock prices and the Rand/Dollar exchange rate
Directory of Open Access Journals (Sweden)
Matthew Ocran
2010-09-01
Full Text Available This paper seeks to examine the dynamic causal relations between the two major financial assets, stock prices of the US and South Africa and the rand/US$ exchange rate. The study uses a mixed bag of time series approaches such as cointegration, Granger causality, impulse response functions and forecasting error variance decompositions. The paper identifies a bi-directional causality from the Standard & Poor’s 500 stock price index to the rand/US$ exchange rate in the Granger sense. It was also found that the Standard & Poor’s stock price index accounts for a significant portion of the variations in the Johannesburg Stock Exchange’s All Share index. Thus, while causality in the Granger sense could not be established for the relationship between the price indices of the two stock exchanges it can argued that there is some relationship between them. The results of the study have implications for both business and Government.
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RAND-like appropriateness methodology consensus for primary open-angle glaucoma in Latin America.
Lerner, S Fabian; Singh, Kuldev; Susanna, Remo; Wilson, M Roy; Lee, Brian L; Maul, Eugenio
2012-09-01
To report the results of a Latin American consensus panel regarding the diagnosis and management of primary open-angle glaucoma and to compare these results with those from a similar panel in the United States. A RAND-like (Research and Development) appropriateness methodology was used to assess glaucoma practice in Latin America. The 148 polling statements created for the RAND- like analysis in the United States and 10 additional statements specific to glaucoma care in Latin America were presented to a panel of Latin American glaucoma experts. Panelists were polled in private using the RAND- like methodology before and after the panel meeting. Consensus agreement or disagreement among Latin American experts was reached for 51.3% of statements before the meeting and increased to 66.5% in the private, anonymous meeting after polling (79.0% agreement, 21.0% disagreement). Although there was a high degree of concordance (111 of 148 statements; 75%) between the results of this Latin American panel and the United States panel, there were some notable exceptions relating to diagnostic and therapeutic decision making. This RAND-like consensus methodology provides a perspective of how Latin American glaucoma practitioners view many aspects of glaucoma and compares these results with those obtained using a similar methodology from practitioners in the United States. These findings may be helpful to ophthalmologists providing glaucoma care in Latin America and in other regions of the world. Copyright © 2012 Elsevier Inc. All rights reserved.
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Hydrogeological assessment of Acid mine Drainage impacts in the West Rand Basin, Gauteng Province
CSIR Research Space (South Africa)
Hobbs, PJ
2007-08-01
Full Text Available HYDROGEOLOGICAL ASSESSMENT OF ACID MINE DRAINAGE IMPACTS IN THE WEST RAND BASIN, GAUTENG PROVINCE Principal Author PJ Hobbs (Pr.Sci.Nat.) Co-author JE Cobbing (Pr.Sci.Nat.) August 2007 Report prepared for CSIR / THRIP Document... it is published. A Hydrogeological Assessment of Acid Mine Drainage Report No. Impacts in the West Rand Basin, Gauteng Province CSIR/NRE/WR/ER/2007/0097/C CSIR Natural Resources and the Environment (i) The “Lodge” spring rising...
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Investigation of DBMS for Use in a Research Environment. Rand Paper Series 7002.
Rosenfeld, Pilar N.
This investigation of the use of database management systems (DBMS) in a research environment used the Rand Corporation as a case study. After a general introduction in section 1, eight sections present the major components of the study. Section 2 contains an overview of DBMS terminology and concepts, followed in section 3 by a general dsecription…
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RandAgiamo™, a Pilot Project Increasing Adoptability of Shelter Dogs in the Umbria Region (Italy).
Menchetti, Laura; Mancini, Stefania; Catalani, Maria Chiara; Boccini, Beatrice; Diverio, Silvana
2015-08-14
Current Italian legislation does not permit euthanasia of dogs, unless they are ill or dangerous. Despite good intentions and ethical benefits, this 'no-kill policy' has caused a progressive overpopulation of dogs in shelters, due to abandonment rates being higher than adoption rates. Shelter overcrowding has negative implications for dog welfare and increases public costs. The aim of this paper is to describe the pilot project "RandAgiamo" implemented in a rescue shelter in the Umbria Region and to evaluate its effectiveness on the rate of dog adoption using official data. RandAgiamo aimed to increase adult shelter dogs' adoptability by a standard training and socialization programme. It also promoted dogs' visibility by publicizing them through social media and participation in events. We analysed the official data of the Umbria regional health authorities regarding dog shelters of the Perugia province of the year 2014. In the RandAgiamo shelter, the dog adoption rate was 27.5% higher than that of dogs housed in other shelters located in the same geographical area (P < 0.001). The RandAgiamo project could be beneficial for the dogs' welfare, owner satisfaction, shelter management, and public perception of shelter dogs. However, staff were required to provide dog training and related activities.
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RandAgiamo™, a Pilot Project Increasing Adoptability of Shelter Dogs in the Umbria Region (Italy
Directory of Open Access Journals (Sweden)
Laura Menchetti
2015-08-01
Full Text Available Current Italian legislation does not permit euthanasia of dogs, unless they are ill or dangerous. Despite good intentions and ethical benefits, this ‘no-kill policy’ has caused a progressive overpopulation of dogs in shelters, due to abandonment rates being higher than adoption rates. Shelter overcrowding has negative implications for dog welfare and increases public costs. The aim of this paper is to describe the pilot project “RandAgiamo” implemented in a rescue shelter in the Umbria Region and to evaluate its effectiveness on the rate of dog adoption using official data. RandAgiamo aimed to increase adult shelter dogs’ adoptability by a standard training and socialization programme. It also promoted dogs’ visibility by publicizing them through social media and participation in events. We analysed the official data of the Umbria regional health authorities regarding dog shelters of the Perugia province of the year 2014. In the RandAgiamo shelter, the dog adoption rate was 27.5% higher than that of dogs housed in other shelters located in the same geographical area (P < 0.001. The RandAgiamo project could be beneficial for the dogs’ welfare, owner satisfaction, shelter management, and public perception of shelter dogs. However, staff were required to provide dog training and related activities.
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Değişik Randımanlı Unlarda Tiyamin, Riboflavin ve Demir Miktarı
Directory of Open Access Journals (Sweden)
Recai Ercan
2015-02-01
Full Text Available Undaki besin öğesi miktarı, randımana bağlı olarak değişmektedir. Değişik randımanlı unlardaki doğal besin öğesi miktarı, gıda zenginleştirme uygulaması açısından da önem taşımaktadır. Randımana bağlı olarak ticari unlar 6 tipe ayrılmaktadır. Değişik tip unlardaki riboflavin, tiyamin ve demir miktarını belirlemek amacıyla farklı 10 değirmenden sağlanan un örnekleri analiz edilmiştir. Bulgulara göre ekmek hammaddesi olarak kullanılan Tip 4 unlarında (%80 randıman, tiyamin miktarı 1.15-2.08 mg/kg (ortalama 1.72 mg/kg, riboflavin miktarı 0.65-0.90 mg/kg (ortalama 0.81 mg/kg, demir miktarı 12.0-29.6 mg/kg (ortalama 16.77 mg/kg arasında değişmektedir.
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Pokorny, Lisa; Riina, Ricarda; Mairal, Mario; Meseguer, Andrea S; Culshaw, Victoria; Cendoya, Jon; Serrano, Miguel; Carbajal, Rodrigo; Ortiz, Santiago; Heuertz, Myriam; Sanmartín, Isabel
2015-01-01
The Rand Flora is a well-known floristic pattern in which unrelated plant lineages show similar disjunct distributions in the continental margins of Africa and adjacent islands-Macaronesia-northwest Africa, Horn of Africa-Southern Arabia, Eastern Africa, and Southern Africa. These lineages are now separated by environmental barriers such as the arid regions of the Sahara and Kalahari Deserts or the tropical lowlands of Central Africa. Alternative explanations for the Rand Flora pattern range from vicariance and climate-driven extinction of a widespread pan-African flora to independent dispersal events and speciation in situ. To provide a temporal framework for this pattern, we used published data from nuclear and chloroplast DNA to estimate the age of disjunction of 17 lineages that span 12 families and nine orders of angiosperms. We further used these estimates to infer diversification rates for Rand Flora disjunct clades in relation to their higher-level encompassing lineages. Our results indicate that most disjunctions fall within the Miocene and Pliocene periods, coinciding with the onset of a major aridification trend, still ongoing, in Africa. Age of disjunctions seemed to be related to the climatic affinities of each Rand Flora lineage, with sub-humid taxa dated earlier (e.g., Sideroxylon) and those with more xeric affinities (e.g., Campylanthus) diverging later. We did not find support for significant decreases in diversification rates in most groups, with the exception of older subtropical lineages (e.g., Sideroxylon, Hypericum, or Canarina), but some lineages (e.g., Cicer, Campylanthus) showed a long temporal gap between stem and crown ages, suggestive of extinction. In all, the Rand Flora pattern seems to fit the definition of biogeographic pseudocongruence, with the pattern arising at different times in response to the increasing aridity of the African continent, with interspersed periods of humidity allowing range expansions.
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Le commerce des sels de Guérande (xviie-xviiie siècles)
Buron, Gildas
2015-01-01
Depuis les travaux de Michel Mollat, Henri Touchard, Jean Tanguy et Jean Meyer touchant au sel et aux marais salants du pays de Guérande, l’historien en est resté à l’idée que la production salicole guérandaise n’avait connu, aux Temps modernes, de débouchés que régionaux, vers la Bretagne intérieure par le biais de la troque effectuée par les gens du marais. L’enquête en cours montre que les sels de Guérande, certes peu présents dans le grand commerce international du sel de la Baie du xive ...
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2014-01-01
enhance the validity of their answers. The development of this new approach to measuring sexual assault and sex-based MEO violations was completed...include the buttocks, inner thigh, breast, groin, anus, vagina, penis and testicles. Top-Line Results from the RAND Military Workplace Study 41 12
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DEFF Research Database (Denmark)
Paterson, Duncan; Michelsen, Michael Locht; Yan, Wei
2017-01-01
The recently proposed modified RAND formulation is extended from isothermal multiphase flash to several other state function based flash specifications. The obtained general formulation is applicable to chemical equilibrium although this study is focused on flash with only phase equilibrium. It i...
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Uphoff, Eleonora P. M. M.; Wennekes, Lianne; Punt, Cornelis J. A.; Grol, Richard P. T. M.; Wollersheim, Hub C. H.; Hermens, Rosella P. M. G.; Ottevanger, Petronella B.
2012-01-01
Despite growing attention to patient-centered care, the needs of cancer patients are not always met. Using a RAND modified Delphi method, this study aimed to systematically develop evidence-based indicators, to be used to measure the quality of patient-centered cancer care as a first step toward
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Ellickson, Phyllis L.
This paper describes the Project ALERT program (Adolescent Learning Experiences in Resistance Training) which was established by the Rand Corporation to prevent smoking and drug use among seventh graders. The program is based on the social influence model of drug use initiation. Curriculum features are described including motivation to resist and…
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2015-01-01
95 B.2. Percentage of members who experienced sexual quid pro quo in the past year...Volume 3 B.2. Percentage of members who experienced sexual quid pro quo in the past year Table B.2 Percentage of members who experienced sexual quid ... SEXUAL ASSAULT AND SEXUAL HARASSMENT IN THE U.S. MILITARY Annex to Volume 3. Tabular Results from the 2014 RAND Military Workplace Study for
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Ayn Rand: To be Selfish or Not to be Selfish--That is the Question
Doctor, Tyrus L.; Kritsonis, William Allan
2009-01-01
Ayn Rand's "The Virtue of Selfishness" (1961) is comprised of a philosophy that defies the entire premise of what our education system is and shall be built upon. The "Objectivist" perspective has depicted a clear distinction between the "Have's" and the "Have Not's" or the Bourgeoisie and Proletariat. The "Objectivist" perspective believes that…
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Directory of Open Access Journals (Sweden)
Nerea González
2009-06-01
Full Text Available Objetivos: Identificar y describir los estudios de evaluación del uso apropiado de procedimientos sanitarios en los cuales se haya empleado el método RAND/UCLA. Se trata de una técnica de consenso con varias fases para el desarrollo de criterios de uso apropiado. Métodos: La búsqueda bibliográfica se realizó en 2005, consultando las bases de datos OVID-Medline, ISI Web of Knowledge, Índice Médico Español y Highwire. Se seleccionaron los artículos publicados entre 1999 y 2004 que tuviesen las palabras clave «appropriateness», «utilization review» y «physician practice patterns». Se incluyeron los estudios en que se hubiese aplicado el método RAND y se excluyeron aquellos cuya metodología no estuviese suficientemente explicada. De cada artículo se extrajo información sobre el procedimiento estudiado, el lugar y el año de publicación, y las características de la revista. Resultados y discusión: Se identificaron 5.092 referencias y se seleccionaron 205. Algo más de la mitad analizaban procedimientos quirúrgicos o médicos, mientras que el 16,5% se centraba en la evaluación de la calidad asistencial. Más del 50% fueron trabajos publicados en revistas de salud pública, medicina general, y gastroenterología y hepatología. La media del factor de impacto era de 4,07. El 25,4% de los artículos habían sido publicados en 1999. Conclusiones y perspectivas: El método RAND se sigue utilizando ampliamente. Los criterios de uso apropiado pueden emplearse para la revisión de la utilización de procedimientos, como base para elaborar guías o como apoyo para la toma de decisiones. Estas herramientas han de ser sometidas a revisiones para obtener resultados cada vez más válidos y fiables.Objectives: To identify and describe studies using the RAND/UCLA method to evaluate the appropriateness of health procedures. This method is a consensus technique that involves several phases to develop appropriateness criteria. Methods: We
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Intrinsic and Extrinsic Reading Motivation as Predictors of Reading Literacy: A Longitudinal Study
Becker, Michael; McElvany, Nele; Kortenbruck, Marthe
2010-01-01
The purpose in this study was to examine the longitudinal relationships of intrinsic and extrinsic motivation with reading literacy development. In particular, the authors (a) investigated reading amount as mediator between motivation and reading literacy and (b) probed for bidirectional relationships between reading motivation and reading…
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Engaging Struggling Early Readers to Promote Reading Success: A Pilot Study of Reading by Design
Mendez, Linda M. Raffaele; Pelzmann, Catherine A.; Frank, Michael J.
2016-01-01
In this study, we piloted a Tier 2 intervention designed to improve reading skills among struggling early readers using an intervention that included SRA Reading Mastery, listening-while-reading activities, strategies to increase motivation and engagement in reading, and parent involvement in reading homework. The study included 6 students in…
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Directory of Open Access Journals (Sweden)
Salleh Abu
2009-04-01
Full Text Available Abstract Background Many researchers have reported on the optimization of protease production; nevertheless, only a few have reported on the optimization of the production of organic solvent-tolerant proteases. Ironically, none has reported on thermostable organic solvent-tolerant protease to date. The aim of this study was to isolate the thermostable organic solvent-tolerant protease and identify the culture conditions which support its production. The bacteria of genus Bacillus are active producers of extra-cellular proteases, and the thermostability of enzyme production by Bacillus species has been well-studied by a number of researchers. In the present study, the Bacillus subtilis strain Rand was isolated from the contaminated soil found in Port Dickson, Malaysia. Results A thermostable organic solvent-tolerant protease producer had been identified as Bacillus subtilis strain Rand, based on the 16S rRNA analysis conducted, as well as the morphological characteristics and biochemical properties. The production of the thermostable organic solvent-tolerant protease was optimized by varying various physical culture conditions. Inoculation with 5.0% (v/v of (AB600 = 0.5 inoculum size, in a culture medium (pH 7.0 and incubated for 24 h at 37°C with 200 rpm shaking, was the best culture condition which resulted in the maximum growth and production of protease (444.7 U/ml; 4042.4 U/mg. The Rand protease was not only stable in the presence of organic solvents, but it also exhibited a higher activity than in the absence of organic solvent, except for pyridine which inhibited the protease activity. The enzyme retained 100, 99 and 80% of its initial activity, after the heat treatment for 30 min at 50, 55, and 60°C, respectively. Conclusion Strain Rand has been found to be able to secrete extra-cellular thermostable organic solvent-tolerant protease into the culture medium. The protease exhibited a remarkable stability towards temperature and organic
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Sun, Ling
2011-01-01
For several decades, reading strategies have aroused many researchers’ interest.Readingis a very important language skill for English learners; however, many English majors feel that their reading proficiency is far from satisfying though they have studied English for more than ten years. Therefore, the current situation of using reading strategies among Chinese sophomore English majors is studied in this paper. The research aims to study the relationship between the use of reading strategies...
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Teaching of reading to school beginners : a study of reading programmes in primary one in Uganda
Kemizano, Rosert
2007-01-01
Abstract The study examines reading programmes with the reference to the teaching/learning of reading to school beginners. The teaching of reading at the early stages is important because it is the quality of the experiences that children get that affect or lay the foundation for reading development (Chall, 1996).Therefore, the phenomenon, “teaching of reading to school beginners” studied is of great importance. The theoretical background used includes reading and its importance, Languag...
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"Nafta ja veri : Balti energia ja kommunismi pärand" : ÜBAK-i 7. Balti konverents / Karl Altau
Altau, Karl Stephen, 1959-
2007-01-01
eelteade Ühendatud Balti Ameerika Komitee korraldusel toimuvast konverentsist Washingtonis 9.-10. veebruarini -teemaks Baltimaade energeetiline julgeolek ja kommunismi pärand, peakõnelejaks Valdas Adamkus. Info: jbanc@jbanc.org või telefon 301-340-1954
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The Relationship between Reading Proficiency and Reading Strategy Use: A Study of Adult ESL Learners
Huang, Jiuhan; Nisbet, Deanna
2014-01-01
This article explores the relationship between reading strategy use and reading proficiency among 121 adult ESL learners. Reading strategy use was measured by the SORS, and reading proficiency was determined by the CASAS Reading Test and BEST Literacy Test. Findings of the study reveal that (a) adult ESL learners are active strategies users; (b)…
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Legal issues concerning mine closure and social responsibility on the West Rand
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Francois Durand
2009-04-01
Full Text Available Mining and, especially, gold and uranium mining have played a major role in the economy, history, and demography of South Africa. The contribution of the mines to the economy of South Africa over the past century has been overvalued, while the social injustices and negative environmental impacts that accompanied mining have been underplayed or ignored by the mining houses and government. The environmental situation has worsened significantly over the past few years due to the abandonment and pending closure of most of these mines. A reluctance is perceived on the part of the mining companies, and even government, to take responsibility for the damage caused by pollution, ecological degradation, and impact on human health by mining. Instead, the current informal policy appears to take smaller companies to court on minor environmental injustices to, perhaps, impress the broader public, while one of the biggest environmental concerns is stylishly treated. The inability of government to address the damage by mines effectively is in conflict with the National Water Act, the National Environmental Management Act, the Mineral and Petroleum Resources Act, the National Nuclear Regulator Act, and the Constitution of South Africa. The authors propose a multidisciplinary approach to address water-related environmental injustices on the West Rand and Far West Rand. We also describe the application of the National Environmental Management Act of South Africa (Act No. 107 of 1998 in the Wonderfonteinspruit and Tweelopiespruit Catchments and the current water quality situation.
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Jacobs, Karen Dupre; Kritsonis, William Allan
2007-01-01
Educational leadership is vital to sustain quality educational institutions. It is the role of the school leader to indoctrinate stakeholders with the objectivist ethics-embracing egoism and relinquishing altruistic ideals when it comes to invigorating the system with sustainable change. Ayn Rand's timeless piece of literature "The Virtue of…
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Woitha, Kathrin; Van Beek, Karen; Ahmed, Nisar; Jaspers, Birgit; Mollard, Jean M; Ahmedzai, Sam H; Hasselaar, Jeroen; Menten, Johan; Vissers, Kris; Engels, Yvonne
2014-02-01
Validated quality indicators can help health-care professionals to evaluate their medical practices in a comparative manner to deliver optimal clinical care. No international set of quality indicators to measure the organizational aspects of palliative care settings exists. To develop and validate a set of structure and process indicators for palliative care settings in Europe. A two-round modified RAND Delphi process was conducted to rate clarity and usefulness of a previously developed set of 110 quality indicators. In total, 20 multi-professional palliative care teams of centers of excellence from seven European countries. In total, 56 quality indicators were rated as useful. These valid quality indicators concerned the following domains: the definition of a palliative care service (2 quality indicators), accessibility to palliative care (16 quality indicators), specific infrastructure to deliver palliative care (8 quality indicators), symptom assessment tools (1 quality indicator), specific personnel in palliative care services (9 quality indicators), documentation methodology of clinical data (14 quality indicators), evaluation of quality and safety procedures (1 quality indicator), reporting of clinical activities (1 quality indicator), and education in palliative care (4 quality indicator). The modified RAND Delphi process resulted in 56 international face-validated quality indicators to measure and compare organizational aspects of palliative care. These quality indicators, aimed to assess and improve the organization of palliative care, will be pilot tested in palliative care settings all over Europe and be used in the EU FP7 funded IMPACT project.
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Daubs, Michael D; Brara, Harsimran S; Raaen, Laura B; Chen, Peggy Guey-Chi; Anderson, Ashaunta T; Asch, Steven M; Nuckols, Teryl K
2018-05-01
Degenerative lumbar scoliosis (DLS) is often associated with sagittal imbalance, which may affect patients' health outcomes before and after surgery. The appropriateness of surgery and preferred operative approaches has not been examined in detail for patients with DLS and sagittal imbalance. The goals of this article were to describe what is currently known about the relationship between sagittal imbalance and health outcomes among patients with DLS and to determine how indications for surgery in patients with DLS differ when sagittal imbalance is present. This study included a literature review and an expert panel using the RAND/University of California at Los Angeles (UCLA) Appropriateness Method. To develop appropriate use criteria for DLS, researchers at the RAND Corporation recently employed the RAND/UCLA Appropriateness Method, which involves a systematic review of the literature and multidisciplinary expert panel process. Experts reviewed a synopsis of published literature and rated the appropriateness of five common operative approaches for 260 different clinical scenarios. In the present work, we updated the literature review and compared panelists' ratings in scenarios where imbalance was present versus absent. This work was funded by the Collaborative Spine Research Foundation, a group of surgical specialty societies and device manufacturers. On the basis of 13 eligible studies that examined sagittal imbalance and outcomes in patients with DLS, imbalance was associated with worse functional status in the absence of surgery and worse symptoms and complications postoperatively. Panelists' ratings demonstrated a consistent pattern across the diverse clinical scenarios. In general, when imbalance was present, surgery was more likely to be appropriate or necessary, including in some situations where surgery would otherwise be inappropriate. For patients with moderate to severe symptoms and imbalance, a deformity correction procedure was usually appropriate
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How Does Parental Reading Influence Children's Reading? A Study of Cognitive Mediation
van Bergen, Elsje; Bishop, Dorothy; van Zuijen, Titia; de Jong, Peter F.
2015-01-01
Cognitive processes underlying a behavioural outcome (like reading ability) and the impact of familial risk (e.g., for dyslexia) have been studied in isolation. We present a novel design, linking the two avenues. How do familial influences impact on children's cognitive skills, which subsequently underlie reading development? Participants from the…
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CSIR Research Space (South Africa)
Funke, Nicola S
2012-02-01
Full Text Available -product of mining. This chapter analyses environmental interest groups that campaign on the AMD issue on Johannesburg’s West Rand. To contextualise these advocacy efforts, the chapter scientifically outlines why AMD is a fundamental problem and what socio...
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Gönen, Ipek Kuru
2015-01-01
Reading in FL possesses certain challenges for FL readers such as difficulty in inferring underlying messages in texts and dealing with unfamiliar cultural load. All these challenges may be associated with FL learners' reading proficiency and their use of FL reading strategies especially while reading academic materials. This study aims at…
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Roch, Maja; Florit, Elena; Levorato, Chiara
2011-01-01
According to the 'Simple View of Reading', reading comprehension requires some abilities such as reading skill and listening comprehension. Individuals with Down's syndrome show relative strengths in reading skills, mainly in word recognition, where they attain a reading age of about 7-8 years. Compared with word recognition, their reading comprehension is usually delayed by at least 6 months. Poor reading comprehension is paralleled by weak listening comprehension. It is claimed that poor listening comprehension might constrain the development of reading comprehension and, therefore, be a cause for the asynchrony between reading skills and reading comprehension. A follow-up study was carried out in order to analyse the improvements in reading skills, listening and reading text comprehension, and to support the hypothesis of a causal relationship between listening and reading comprehension. Ten children and adolescents with Down's syndrome, aged between 11 years 3 months and 19 years 10 months, were assessed twice over a one-year period as to their reading skills, listening and reading text comprehension. Three main findings emerged: (1) reading skills, on the one hand, and comprehension (both listening and reading), on the other hand, are independent; (2) reading comprehension development is determined mainly by listening comprehension, which in the present study proved to be very poor; and (3) an improvement after a one-year period, even though limited, occurred for all examined abilities except for listening comprehension. The results are discussed in the light of the theoretical framework of the 'Simple View of Reading' and of their relevance for practical and educational issues. © 2011 Royal College of Speech & Language Therapists.
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Poulsen, T̤roddur
2004-01-01
Sisu: "rand on klaasist ..." = "strondin er av glasi ..."; "vesi kannab endas ka nukrust ..." = "vatiņ ber eisini sorg ..."; "Nägin unes et olid ..." = "Droymdi at t{250} ..."; "Tulevik kuulub lihale ..." = "Visi̤nin er kjaet ..."; "Ma pole kirjutanud ..." = "Eg har ikki skriva̧ ..."; "Fäärid sinus. Fäärid minus. Fäärid sidrunis. Fäärid ..." = "Faeroyar Í t̆r. Faeroyar Í m̆r. Faeroyar Í citr̤nini. Faeroyar ... "; "Ma ei suuda kirjutada ..." = "Eg kan ikki skriva ..."
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Reis, Ana Luiza; Reis, Leonardo Oliveira; Saade, Ricardo Destro; Santos, Carlos Alberto; Lima, Marcelo Lopes de; Fregonesi, Adriano
2015-01-01
To validate the Quality of Erection Questionnaire (QEQ) considering Brazilian social-cultural aspects. To determine equivalence between the Portuguese and the English QEQ versions, the Portuguese version was back-translated by two professors who are native English speakers. After language equivalence had been determined, urologists considered the QEQ Portuguese version suitable. Men with self-reported erectile dysfunction (ED) and infertile men who had a stable sexual relationship for at least 6 months were invited to answer the QEQ, the International Index of Erectile Function (IIEF) and the RAND 36-Item Health Survey (RAND-36). The questionnaires were presented together and answered without help in a private room. Internal consistency (Cronbach's α), test-retest reliability (Spearman), convergent validity (Spearman correlation) coefficients and known-groups validity (the ability of the QEQ Portuguese version to differentiate erectile dysfunction severity groups) were assessed. We recruited 197 men (167 ED patients and 30 non-ED patients), mean age of 53.3 and median of 55.5 years (23-82 years). The Portuguese version of the QEQ had high internal consistency (Cronbach α=0.93), high stability between test and retest (ICC 0.83, with IC 95%: 0.76-0.88, pPortuguese version presented good psychometric properties and high convergent validity in relation to IIEF. The low correlations between the QEQ and the RAND-36, as well as between the IIEF and the RAND-36 indicated IIEF and QEQ specificity, which may have resulted from the patients' psychological adaptations that minimized the impact of ED on Quality of Life (QoL) and reestablished the well-being feeling.
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Levelling the Reading Gap: A Socio-spatial Study of School Libraries and Reading in Singapore
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'…
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A Study On English Reading Habits Of Students Of English Study Program Of Riau University
Al Nazhari, Hafiz; Delfi, Syofia; ', Syafri K
2016-01-01
The aim of this study is to find out the habits of English reading among the students of English Study Program of Riau University. The method used in this research is quantitative research and the design is survey study. A questionnaire was used as the instrument of this research. The questionnaire involved seven indicators of reading habits: attitudes toward reading, reading frequency, reading materials read, time spend on academic reading, time spend on non-academic reading, motivation in t...
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Predicting Word Reading Ability: A Quantile Regression Study
McIlraith, Autumn L.
2018-01-01
Predictors of early word reading are well established. However, it is unclear if these predictors hold for readers across a range of word reading abilities. This study used quantile regression to investigate predictive relationships at different points in the distribution of word reading. Quantile regression analyses used preschool and…
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How Reading Volume Affects both Reading Fluency and Reading Achievement
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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.
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A label field fusion bayesian model and its penalized maximum rand estimator for image segmentation.
Mignotte, Max
2010-06-01
This paper presents a novel segmentation approach based on a Markov random field (MRF) fusion model which aims at combining several segmentation results associated with simpler clustering models in order to achieve a more reliable and accurate segmentation result. The proposed fusion model is derived from the recently introduced probabilistic Rand measure for comparing one segmentation result to one or more manual segmentations of the same image. This non-parametric measure allows us to easily derive an appealing fusion model of label fields, easily expressed as a Gibbs distribution, or as a nonstationary MRF model defined on a complete graph. Concretely, this Gibbs energy model encodes the set of binary constraints, in terms of pairs of pixel labels, provided by each segmentation results to be fused. Combined with a prior distribution, this energy-based Gibbs model also allows for definition of an interesting penalized maximum probabilistic rand estimator with which the fusion of simple, quickly estimated, segmentation results appears as an interesting alternative to complex segmentation models existing in the literature. This fusion framework has been successfully applied on the Berkeley image database. The experiments reported in this paper demonstrate that the proposed method is efficient in terms of visual evaluation and quantitative performance measures and performs well compared to the best existing state-of-the-art segmentation methods recently proposed in the literature.
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Directory of Open Access Journals (Sweden)
Zofia Zasacka
2017-11-01
Full Text Available This article focuses on how digital technologies are used in the reading practices of adolescents. The results presented here are drawn from a study of young people’s reading habits. One of its aims was to determine students’ online reading habits. Selected results are presented from the qualitative and quantitative stages of the study. The quantitative stage was conducted in November 2013 with 1721 students completing primary school and 1816 students from lower secondary school. The paper reviews its key findings about how students read books: offline or online, printed or on-screen, whether they look for information about books on the internet and whether they use the internet as a source of reading material.
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Directory of Open Access Journals (Sweden)
Hossein Yousefi Manesh
2013-01-01
Full Text Available MRI is a new and expensive diagnostic technology, which has been used increasingly all over the world. Low back pain is a worldwide prevalent disorder and MRI technique is one of the several ways to diagnose it. This paper aims to identify the appropriateness of lumbar spine MRI prescriptions in Shiraz teaching hospitals using standardized RAND Appropriateness Method (RAM criteria. Methods This study consisted of two phases. The first phase involved a qualitative enquiry and the second phase had a quantitative cross-sectional nature. In the first phase RAM was used for developing lumbar spine MRI indications and scenarios. In the second phase, the finalized scenarios were compared with the history and physical examination of 300 patients with low back pain. The rate of appropriateness of lumbar spine MRI prescription was then calculated. Results Of 300 cases of lumbar spine MRI prescriptions, approximately 167 (56% were considered inappropriate, 72 (24% were uncertain, and 61 (20% were deemed to be appropriate. The economic burden of inappropriate prescriptions was calculated at 88,009,000 Rials. In addition, the types of expertise and physical examination were considered as related factors to appropriateness of prescriptions. Conclusion In conclusion, a large proportion of lumbar spine MRI prescriptions, which result in financial burden on the insurance companies and the patients alike is unnecessary. This study suggests that policy makers consider this evidence while decision-making. Our findings highlight the imperative role of Health Technology Assessment (HTA and Clinical Practice Guidelines (CPGs. As a result, developing local clinical guidelines may create the commitment needed in physicians in prescribing appropriate prescriptions within the health sector. The study further recommends that appropriate scenarios should be considered as a criterion for payment and reimbursement.
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Reading, Writing, and the Study of Literature.
Biddle, Arthur W., Ed.; Fulwiler, Toby, Ed.
Approaching literary study from two distinct yet interlocking perspectives (by looking at the major genres of literature and by examining the forms in which students of literature are expected to write about the literature they read), this book has two main sections. Following the Prelude, which treats the relationships between reading and writing…
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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…
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A Framework for Analysis of Case Studies of Reading Lessons
Carlisle, Joanne F.; Kelcey, Ben; Rosaen, Cheryl; Phelps, Geoffrey; Vereb, Anita
2013-01-01
This paper focuses on the development and study of a framework to provide direction and guidance for practicing teachers in using a web-based case studies program for professional development in early reading; the program is called Case Studies Reading Lessons (CSRL). The framework directs and guides teachers' analysis of reading instruction by…
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Boosting Reading Fluency: An Intervention Case Study at Subword Level
Kairaluoma, Leila; Ahonen, Timo; Aro, Mikko; Holopainen, Leena
2007-01-01
This study is an intervention case study of fluency in Finnish-speaking children with dyslexia. Two 7-year-old children, a girl and a boy, were selected from the Jyvaskyla Longitudinal Study of Dyslexia. The intervention emphasised syllables as reading units, and proceeded from reading syllables to reading words and text. Letter knowledge, reading…
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A Mixed-Methods Study of Adolescents' Motivation to Read
Troyer, Margaret
2017-01-01
Background: Research has shown that reading motivation is correlated with achievement. Studying motivation in older students is particularly important as reading motivation declines over the course of elementary and middle school. However, current research largely fails to reflect the nuance and complexity of reading motivation, or its variation…
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Lebsock, Rene Mendel
2016-01-01
This qualitative study examined the influence of a teacher education reading course on teachers' actual classroom reading instruction. The research included a pilot study, followed by a full study consisting of a demographic survey and four focus groups. Fifteen teachers, 9 beginning (1 to 3 years of experience), and 6 seasoned (4 to 8 years of…
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I read, you read, we read: the history of reading in Slovenia
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Anja Dular
2013-03-01
Full Text Available ABSTRACTPurpose: The aim of the article is to research reading habits in Slovenia in the period between 16th and 19th century and to find similarities with Austria and other European countries of that time.Methodology/approach: For the purpose of the analysis different resources were used – study books, catechisms, prayer books and manuals. We were focused on introductions in which readers are advised how to read, explaining to whom the work is intended and emphasizing the importance of meditation on the texts.Results: Historically the laud reading was prefered, as to continue the folk tradition. However, the 16th century texts were transmitted by women while the folk tradition was narrated by males. In the 18th century the higher level of literacy and greater book production and availability caused that the books were not a privilege of a few. At that time more texts were intended for silent, individual reading. Interestingly, the authors emphasized the importance of meditation on the texts, too. It was also advised when to read – it wasrecommedend to read in leisure time on Sundays, and on holidays. The role of books was also to breakaway with the reality and to forget everyday problems. Due to the overproduction of books in the 17th centrury it was concerned that books are misleading the crowds. The church considered the reading of books as inappropriate, and criticized fiction, novels and adventure stories mostly read by women.Research limitation: The study is based on Slovenian texts only, although the foreign literature, especially in German, was generally available, too.Originality/practical implications: The study is fullfiling the gap in the history of reading in Slovenia.
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Does Extensive Reading Promote Reading Speed?
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…
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A predictive study of reading comprehension in third-grade Spanish students.
López-Escribano, Carmen; Elosúa de Juan, María Rosa; Gómez-Veiga, Isabel; García-Madruga, Juan Antonio
2013-01-01
The study of the contribution of language and cognitive skills to reading comprehension is an important goal of current reading research. However, reading comprehension is not easily assessed by a single instrument, as different comprehension tests vary in the type of tasks used and in the cognitive demands required. This study examines the contribution of basic language and cognitive skills (decoding, word recognition, reading speed, verbal and nonverbal intelligence and working memory) to reading comprehension, assessed by two tests utilizing various tasks that require different skill sets in third-grade Spanish-speaking students. Linguistic and cognitive abilities predicted reading comprehension. A measure of reading speed (the reading time of pseudo-words) was the best predictor of reading comprehension when assessed by the PROLEC-R test. However, measures of word recognition (the orthographic choice task) and verbal working memory were the best predictors of reading comprehension when assessed by means of the DARC test. These results show, on the one hand, that reading speed and word recognition are better predictors of Spanish language comprehension than reading accuracy. On the other, the reading comprehension test applied here serves as a critical variable when analyzing and interpreting results regarding this topic.
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Expressed Reading Interests of Young Children: An International Study.
Robinson, H. Alan; And Others
A study of the current expressed reading interests of children in the first two years of school conducted in ten countries--Austria, Canada, England, Israel, Italy, Japan, the Netherlands, Panama, Sweden, and the United States--is reported in this paper. Over 2,000 children drew pictures about what they would best like to read or have read to…
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Directory of Open Access Journals (Sweden)
Mohammad Mehdi Yazdani
2015-05-01
Full Text Available Investigating the efficiencies and deficiencies of reading strategies is one of the noticeable issues in the related theory and research in reading comprehension instruction. This study was to examine the impact of Directed Reading Thinking Activity (DRTA and Guided Reading (GR on reading comprehension. Sixty three Iranian students of grade one in Shahed high school in the city of Bojnourd took part in the study. They were assigned in three groups, one control and two experimental groups. The instruction lasted for ten weeks. This study utilized a pretest posttest control group in quantitative quasi- experimental design. The same reading comprehension test was administered as pre-test and post-test. The results were twofold: First, the instruction of learning strategies could foster reading comprehension skill. Second, while the explicit instruction of both strategies could improve the students' reading comprehension skill, Directed Reading Thinking Activity had a more significant positive effect than Guided Reading.
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2015-01-01
Workplace role of the offender(s) among men who experienced sexual harassment or gender discrimination in the past year, by service... Sexual Assault and Sexual Harassment in the U.S. Military: Annex to Volume 2 Table B.10.f Workplace role of the offender(s) among men who experienced... SEXUAL ASSAULT AND SEXUAL HARASSMENT IN THE U.S. MILITARY Annex to Volume 2. Tabular Results from the 2014 RAND Military Workplace
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Mani, Nivedita; Huettig, Falk
2014-10-01
Despite the efficiency with which language users typically process spoken language, a growing body of research finds substantial individual differences in both the speed and accuracy of spoken language processing potentially attributable to participants' literacy skills. Against this background, the current study took a look at the role of word reading skill in listeners' anticipation of upcoming spoken language input in children at the cusp of learning to read; if reading skills affect predictive language processing, then children at this stage of literacy acquisition should be most susceptible to the effects of reading skills on spoken language processing. We tested 8-year-olds on their prediction of upcoming spoken language input in an eye-tracking task. Although children, like in previous studies to date, were successfully able to anticipate upcoming spoken language input, there was a strong positive correlation between children's word reading skills (but not their pseudo-word reading and meta-phonological awareness or their spoken word recognition skills) and their prediction skills. We suggest that these findings are most compatible with the notion that the process of learning orthographic representations during reading acquisition sharpens pre-existing lexical representations, which in turn also supports anticipation of upcoming spoken words. Copyright © 2014 Elsevier Inc. All rights reserved.
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Developmental relations between reading comprehension and reading strategies
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...
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An Introspective Study of Arabic- and Mandarin-Speakers' Reading Comprehension Strategies
Abbott, Marilyn
2010-01-01
Little L2 reading strategy research has explored the effect of linguistic and cross-cultural differences on strategic reading habits. This study attempted to fill this void by examining the reading strategies that Arabic- and Mandarin-speaking immigrants employed when reading and answering Canadian Language Benchmarks Assessment reading…
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Directory of Open Access Journals (Sweden)
Ellen Jones, MD, PhD
2016-01-01
Conclusions: This analysis based on the RAND/UCLA Method shows significant agreement with the 2014 endometrial Guideline. Areas of divergence, often in scenarios with low-level evidence, included use of external beam RT plus vaginal brachytherapy in stages II and III and external beam RT alone in early-stage patients. Furthermore, the analysis explores other important questions regarding management of this disease site.
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Developmental Relations Between Reading Comprehension and Reading Strategies
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,
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Digital Reading Disposition Scale: A Study of Validity and Reliability
Bulut, Berker; Karasakaloglu, Nuri
2018-01-01
In this study, "a Digital Reading Disposition Scale" was developed to determine undergraduate pre-service teacher students' dispositions towards digital reading, opposed to a preference for printed reading material. Initially, a 20-items trial version of the scale was administered to a total sample of N = 301 undergraduate pre-service…
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Directory of Open Access Journals (Sweden)
R Ostovar
2009-07-01
Full Text Available ABSTRACT: Introduction & Objective: Results of different studies show that a relatively large number of healthcare services offered are inappropriate or unnecessary. Benign prostatic hyperplasia is a benign enlargement of the prostate gland. Clinical features of this disease are one of the most common problems encountered by elderly males. The aim of this study was to assess the appropriateness of benign prostatic hyperplasia surgery. Materials & Methods: In this qualitative study which was conducted in 2008-9, in Tehran University of Medical Sciences, the RAN/UCLA method was used, which was designed in 1980 by the RAND institute and the University of California in Los Angeles. Regarding the stages of our method, scenarios and indications for benign prostatic hyperplasia surgery were chosen from the latest approved scientific resources and subsequently sent to urology specialists, who were chosen as members of the specialized panel. Panel members gave scores ranging from 1 to 9 to each indication and scenario based on scientific resources, clinical experiences and patient’s condition in two separate panel sessions. After compilation, the indications were finally grouped as appropriate, equivocal, and inappropriate so that they could be used to determine appropriateness of benign prostatic hyperplasia surgery in hospitals. In this study, the most suitable and most approved clinical guidelines related to benign prostatic hyperplasia, the Guidelines Evaluation and Research Appraisal (AGREE were used.The selected guidelines were used as scientific resources for choosing the indications of benign prostatic hyperplasia surgery. SPSS version 16 and kappa weighted value were used in analysis process of the study. Results: Out of 282 scenarios grouped as 9 conditions related to benign prostatic hyperplasia surgery, which were extracted from scientific sources, 73 cases (25.9% were considered as appropriate, 14 cases (5% as equivocal and 7 cases (2
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Case studies as pedagogy for reading development within a ...
African Journals Online (AJOL)
... as pedagogy for reading development within a vocational education context. ... This article focuses on the case study as a reading strategy to draw on world of ... in a Marketing diploma achieved the desired objective of introducing students ...
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Directory of Open Access Journals (Sweden)
Timothy Dwight Lincoln
2013-07-01
Full Text Available This article reports on a 2012 survey of library patrons at ATLA-affiliated libraries regarding academic reading habits and preferences. The research questions for the study were: [1] To what extent is academic reading done as e-reading?; [2] What features do participants value in e-books?; [3] What library sources do patrons want made available to them electronically? The method used in the study was an online survey. A total of 2,578 individuals took the survey in the spring of 2012. Key findings were that half of respondents regularly read journal articles on a computer screen and one in five regularly reads or listens to e-books in their academic work. Participants wanted e-books to enable them to perform keyword searches, move around quickly within the text, and annotate the text electronically. Seven out of ten participants stated that they would like libraries to provide reference works, Bible commentaries, circulating titles, and textbooks in electronic format. It appeared that the distinction between library-owned resources and those owned by an individual disappeared in the minds of many respondents. The author concludes that theological library directors should consider spending a significant proportion of their collection budget on electronic resources now, despite ongoing difficulties that academic publishers face in making a transition to digital publishing. The author also interprets findings in light of Fred Davis’ model of technology acceptance.
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READING HABITS AND PREFERENCES OF EFL POST GRADUATES: A CASE STUDY
Directory of Open Access Journals (Sweden)
Noorizah Mohd. Noor
2011-07-01
Full Text Available In recent years, more emphasis has been given on the role of the learner in the language learning process considering that language learning is primarily a learner’s oriented activity. Thus, learners’ needs and interests should be taken into consideration for effective language learning and teaching to take place. One significant area where learners’ preferences influence their learning can be seen in reading. In any academic or higher learning context, reading is perceived as the most prominent academic language skill for all second and foreign language learners. It is through reading that these learners learn new information and become able to synthesize, evaluate and interpret in order to learn more about their subject matter. Pursuing a postgraduate study requires extensive reading practices which will enable the learners to extend their literacy development. The present study examines the reading habits and preferences of a group of EFL graduate students. Data was collected through a questionnaire and analysed quantitatively. The findings will report on: i the types of reading materials preferred ii reasons for reading and iii the preferred language for reading. To conclude, the paper will further discuss the implications of the findings in terms of instructional materials development within an EFL context. Key words: EFL learners, reading habits, reading preferences, reading behaviour
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Solcellsparkeringen : En jämförande fallstudie för elbilar och bensinbilar
Myrén Andersson, Isac; Yttermyr-Sütt, Frans
2017-01-01
Av Sveriges totala växthusgasutsläpp är det i nuläget transportsektorn som står för den största andelen och står för mer än 30 % av alla utsläpp. Med ett ökande fordonsbestånd och ett fortsatt behov av transporter blir lösningar som minskar utsläppen från denna sektor avgörande för Sveriges hållbara utveckling. Eftersom 93 % av Sveriges drygt 4,7 miljoner personbilar drivs av fossila bränslen skulle investeringar i alternativa färdmedel såsom elbilar kunna leda Sverige i rätt riktning. Förfat...
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The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and Vocabulary Acquisition
Suk, Namhee
2017-01-01
Several empirical studies and syntheses of extensive reading have concluded that extensive reading has positive impacts on language learning in second- and foreign-language settings. However, many of the studies contained methodological or curricular limitations, raising questions about the asserted positive effects of extensive reading. The…
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Wilder-Kingsby, Ceylynda
2014-01-01
This mixed method study explored three approaches to reading fluency and their impact on students' reading fluency, perceived reading efficacy, and engagement. The quantitative portion of the study was conducted with 182 second-grade students and was guided by the following questions: (a) Which instructional method, iPod Touch, student-pairing, or…
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A Study of Holistic and Subskill Instructional Approaches to Reading Comprehension.
Vacca, Richard T.
1980-01-01
In a six-week study involving seventh- to ninth-grade students in a summer corrective reading program, neither the holistic nor the subskill treatment had a significant advantage in improving student reading comprehension or attitude toward reading. (JT)
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Telford, Lesley
1999-01-01
Examined how reading attitudes of Year 6 boys in British primary schools were influenced by gender issues, peers, and peer group culture. Found that confidence and experience shown in private reading was at odds with boys' public attitudes in discussion with peers. Suggests that siblings and adults might provide more positive role models for…
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Reading and visual search: a developmental study in normal children.
Directory of Open Access Journals (Sweden)
Magali Seassau
Full Text Available Studies dealing with developmental aspects of binocular eye movement behaviour during reading are scarce. In this study we have explored binocular strategies during reading and during visual search tasks in a large population of normal young readers. Binocular eye movements were recorded using an infrared video-oculography system in sixty-nine children (aged 6 to 15 and in a group of 10 adults (aged 24 to 39. The main findings are (i in both tasks the number of progressive saccades (to the right and regressive saccades (to the left decreases with age; (ii the amplitude of progressive saccades increases with age in the reading task only; (iii in both tasks, the duration of fixations as well as the total duration of the task decreases with age; (iv in both tasks, the amplitude of disconjugacy recorded during and after the saccades decreases with age; (v children are significantly more accurate in reading than in visual search after 10 years of age. Data reported here confirms and expands previous studies on children's reading. The new finding is that younger children show poorer coordination than adults, both while reading and while performing a visual search task. Both reading skills and binocular saccades coordination improve with age and children reach a similar level to adults after the age of 10. This finding is most likely related to the fact that learning mechanisms responsible for saccade yoking develop during childhood until adolescence.
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A Case Study Exploring the Reading Engagement of Middle Grades English Learners
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…
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Lifescience Database Archive (English)
Full Text Available rand read from insert in 3'HPRT insertion targeting and chromosome engineering clone MHPP142o16. 50 0.18 1 C...R044130 |CR044130.1 Forward strand read from insert in 3'HPRT insertion targeting and chromosome engineering
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We developed the Generalized Read-Across (GenRA) approach to facilitate automated, algorithmic read across predictions. GenRA uses in vitro bioactivity data in conjunction with chemical information to predict up to 574 different apical outcomes from repeat-dose toxicity studies. ...
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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.
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Experimental Study on RFID Antenna Reading Areas in a Tunnel System
Directory of Open Access Journals (Sweden)
Kai Kordelin
2017-01-01
Full Text Available We study optimized antenna reading area mappings for a radiofrequency identification- (RFID- based access monitoring system, used in an underground nuclear waste storage facility. We shortly introduce the access monitoring system developed for the ONKALO tunnel in Finland and describe the antenna mounting points as well as the research area. Finally, we study the measurement results of the antenna reading areas and factors that affect the reading area size. Based on our results, in addition to antenna location and direction, absorption to obstacles, reflections, diffraction, scattering, and refraction affect the antenna reading area.
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The Changing Role of the Reading Specialist: A Case Study
Ginsburg, Victoria Elaine
2012-01-01
This descriptive qualitative case study explored the changing role of the reading specialist through various perceptions of professionals in the Neon Shadow School District. The purpose of the study was to explore what, how, and why the duties and responsibilities of the reading specialist have changed since first employed as an…
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Reading Strategies Used by Iranian EFL Learners While Reading Academic Texts
Directory of Open Access Journals (Sweden)
Vida Yousefian
2015-11-01
Full Text Available The major aim of this study was to explore the nature and frequency of the reading strategies used by the EFL learners while reading academic texts. Normally, students tend to read all the information provided in reading materials. This study explores whether learners use reading strategies to assist them in reading comprehension. There was a sample of 45 English language (EFL learners from Islamic Azad University, Falavarjan Branch. The instrument utilized in this study was a survey questionnaire with 30 items including 13 global reading strategies, 8 problem solving strategies and 9 support reading strategies. The survey was going to signify how much EFL learners use each of these strategies while reading academic texts. The findings indicated that the participants used global reading strategies more (44.5% than problem solving strategies (29.0% and support reading strategies (26.5%. The results of the present study will let the instructors improve the reading strategies which are not used by EFL learners frequently. It also helps learners to promote the ability of using reading strategies and utilize the strategies in an appropriate and effective way.
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Confrontation Naming and Reading Abilities at Primary School: A Longitudinal Study
Directory of Open Access Journals (Sweden)
Chiara Luoni
2015-01-01
naming (i.e., the Boston Naming Test (BNT in a nonclinical sample of Italian primary school children was conducted (n=126, testing them at the end of each school year, to assess nonverbal intelligence, confrontation naming, and reading abilities. Results. Performance on the BNT emerged as a function of IQ and SES. Significant correlations between confrontation naming and reading abilities, especially comprehension, were found; BNT scores correlated better with reading fluency than with reading accuracy. Conclusions. The longitudinal data obtained in this study are discussed with regard to reading abilities, intelligence, age, gender, and socioeconomic status.
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Strategic process strengthens and orientates the regional RandD capacity
Energy Technology Data Exchange (ETDEWEB)
Knuuttila, Kirsi [JAMK Univ. of Applied Sciences, Jyvaeskylae (Finland)], e-mail: kirsi.knuuttila@jamk.fi; Krissakova, Ingrid [National Forest Centre-Forest Research Inst., Zvolen (Slovakia); Barbena, Goizeder [Centro Nacional de Energias Renovables/ Departamento de Biomasa, CENER, Pamplona (Spain); Hryniewicz, Marek [Inst. of Technology and Life Sciences, ITP, Raszyn (Poland); Ketikidis, Chrysovalantis [Centre for Research and Technology Hellas, CERTH/ Inst. for Solid Fuels Technology and Applications, Thessaloniki (Greece); Wihersaari, Margareta [Jyvaeskylae Univ., Jyvaeskylae (Finland)
2012-11-01
The use of biomasses and competition for biomass resources are rapidly increasing in Europe due to the positive environmental advantages that this energy source entails, including climate change prevention. Central Finland, Navarra (Spain), Western Macedonia (Greece), Slovakia and Wielkopolska (Poland) have taken the joint initiative to strengthen the regional expertise, cooperation capacities and innovation environment in the field of sustainable use of biomass resources. The initiative to develop the regional research driven clusters is supported by BIOCLUS project (www.bioclus.eu) co-financed by FP7 Regions of Knowledge Programme. The biomass research orientated clusters have built up Regional Strategic RandD Agendas (SRA) and Joint Action Plans (JAP) based on the SRAs. The starting point for SRA is the comprehensive understanding of regional biomass resources. SRA and JAP process orientates and strengthens research activities and capacity building in the selected research fields related to sustainable use of biomass. The agenda supports expertise development and cooperation in the regional research-driven cluster. It identifies the focus of research activities in the future and supports the authorities in directing the use of human and financial resources.
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Summer Reading Camp Self-Study Guide. REL 2015-070
Smith, Kevin G.; Foorman, Barbara R.
2015-01-01
This guide is designed to facilitate self-studies of planning and implementation of state-required summer reading camp programs for grade 3 students who scored at the lowest level on the state reading assessment. It provides a template for data collection and guiding questions for discussion that may improve instruction and increase the number of…
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Jiang, Xiangying; Sawaki, Yasuyo; Sabatini, John
2012-01-01
This study examined the relationship among word reading efficiency, text reading fluency, and reading comprehension for adult English as a Foreign Language (EFL) learners. Data from 185 adult Chinese EFL learners preparing to take the Test-of-English-as-a-Foreign-Language[TM] (TOEFL[R]) were analyzed in this study. The participants completed a…
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Broeder, Peter; Stokmans, Mia
2013-06-01
While reading behaviour of adolescents is a frequent object of research, most studies in this field are restricted to a single country. This study investigates reading as a leisure-time activity across social groups from three regions differing in reading tradition as well as in the facilities available for reading. The authors analyse the reading behaviour of a total of 2,173 adolescents in the Netherlands, in Beijing (China), and in Cape Town (South Africa). Taking Icek Ajzen's Theory of Planned Behaviour as a starting point, the authors adjusted it to model the three most important determinants of reading behaviour, namely (1) reading attitude; (2) subjective norms (implicit and explicit social pressure to read); and (3) perceived behavioural control, which includes reading proficiency and appropriateness of the available books (book supply). While they found the adjusted model to fit the Dutch and Beijing situation quite well, it appeared to be inappropriate for the Cape Town situation. Despite considerable cultural and situational differences between the Netherlands and Beijing, the results show a similar pattern for these two environments. The most important determinants turn out to be: the hedonic reading attitude, the implicit norm of family and friends, the attractiveness of the available choice of books, and the perceived reading proficiency.
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Directory of Open Access Journals (Sweden)
Panagiotis G Simos
2014-01-01
Full Text Available The study examined whether individual differences in performance and verbal IQ affect the profiles of reading-related regional brain activation in 127 students experiencing reading difficulties and typical readers. Using magnetoencephalography in a pseudoword read-aloud task, we compared brain activation profiles of students experiencing word-level reading difficulties who did (n=29 or did not (n=36 meet the IQ-reading achievement discrepancy criterion. Typical readers assigned to a lower-IQ (n=18 or a higher IQ (n=44 subgroup served as controls. Minimum norm estimates of regional cortical activity revealed that the degree of hypoactivation in the left superior temporal and supramarginal gyri in both RD subgroups was not affected by IQ. Moreover, IQ did not moderate the positive association between degree of activation in the left fusiform gyrus and phonological decoding ability. We did find, however, that the hypoactivation of the left pars opercularis in RD was restricted to lower-IQ participants. In accordance with previous morphometric and fMRI studies, degree of activity in inferior frontal and inferior parietal regions correlated with IQ across reading ability subgroups. Results are consistent with current views questioning the relevance of IQ measures and IQ-discrepancy criteria in the diagnosis of dyslexia.
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The New 2nd-Generation SRF RandD Facility at Jefferson Lab: TEDF
International Nuclear Information System (INIS)
Reece, Charles E.; Reilly, Anthony V.
2012-01-01
The US Department of Energy has funded a near-complete renovation of the SRF-based accelerator research and development facilities at Jefferson Lab. The project to accomplish this, the Technical and Engineering Development Facility (TEDF) Project has completed the first of two phases. An entirely new 3,100 m 2 purpose-built SRF technical work facility has been constructed and was occupied in summer of 2012. All SRF work processes with the exception of cryogenic testing have been relocated into the new building. All cavity fabrication, processing, thermal treatment, chemistry, cleaning, and assembly work is collected conveniently into a new LEED-certified building. An innovatively designed 800 m2 cleanroom/chemroom suite provides long-term flexibility for support of multiple RandD and construction projects as well as continued process evolution. The characteristics of this first 2nd-generation SRF facility are described
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What oral text reading fluency can reveal about reading comprehension
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
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Directory of Open Access Journals (Sweden)
Vindy Cahya Ekaningrum
2016-12-01
Full Text Available The students’ perception on the teacher instruction shows whether the teaching techniques meet the students’ need or not. Because of this reason, the researcher wants to find out the varieties of pre-reading activities used by the teacher and the students’ perception on the implementation of the pre-reading activities. There were two problem formulations in this study: 1 What kinds of pre-reading activities that are used by Basic Reading II teacher in the English Language Education Study Program of Sanata Dharma University? 2 How is the students’ perception on pre-reading activities used by the teacher? This research was a survey research. In gathering the data, there were two instruments used in this research. They were interview and questionnaire. The interview was done by interviewing the teacher of Basic Reading II Class. The interview was used to answer the first research question about the varieties of pre-reading activities in Basic Reading II class. Then, the researcher distributed the questionnaire to 56 students of Basic Reading II class. The questionnaire was used to answer the second research question about the students’ perception on pre-reading activities used by the teacher. The result of this research showed that brainstorming, pre-teaching vocabulary, pre-questioning, visual aids, and KWL strategy were the varieties of pre-reading activities used by the teacher. There were two different implementation of pre-teaching vocabulary. There were also two activities combined together, they were the use of visual aids and KWL strategy. The students had positive perception on the implementation of pre-reading activities in Basic Reading II Class. DOI: https://doi.org/10.24071/llt.2015.180206
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A Case Study of Two College Students’ Reading Strategies and Their Writing Styles
Directory of Open Access Journals (Sweden)
Zhanfang Li
2016-07-01
Full Text Available The importance of integrating reading and writing has aroused many people’s interest, and how to bridge the gap between input (reading and output (writing is regarded as an urgent necessity. However, input does not equal to intake, and to achieve the stage of intake, the reader’s conscious attention to the input is necessary, which is commonly realized in the reading process, either by intensive reading (focus-on-form or extensive reading (focus-on-meaning. Previous studies put more emphasis on extensive reading, while this study is based on the assumed different effects of reading strategies upon writing styles, that is, intensive reading may guarantee accurate writing and extensive reading may promote fluent writing. Therefore the relationship between two college students’ reading strategies and writing styles is the focus of this study. The research lasts for 16 months (August, 2014 - December, 2015, during which all their journal writing pieces, their term papers, together with their compositions in the final exams, are used as the written data, while materials concerned with their reading strategies are collected by a questionnaire, two interviews, as well as their written self-reflections. Results show that extensive reading with a subconscious focus-on-meaning tends to enhance the fluency of writing while intensive reading with a conscious focus-on-form is more likely to promote the writing accuracy. Findings suggest that production is based on intake, which is the result of either the subconscious or conscious attention to both the language meaning and language form.
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Cartledge, Gwendolyn; Yurick, Amanda; Singh, Angella Harjani; Keyes, Starr E.; Kourea, Lefki
2011-01-01
Early intervention to mitigate special education and reading risk is especially critical for low socioeconomic and minority learners. This study examined the lasting effects of an early reading intervention package of phonemic awareness on the reading skills of 38 second-grade students one and two years after intervention ended. The participants…
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IMPROVING STUDENTS’ READING COMPREHENSION THROUGH IINTERACTIVE READ-ALOUD TECHNIQUE
Directory of Open Access Journals (Sweden)
Edi Santoso
2015-10-01
Full Text Available Abstract: The present study, entitled Improving Students’ Reading Comprehension through Interactive Read-Aloud, attempts to unlock problems found in teaching and reading comprehension through interactive read-aloud in a Senior High School of Sport (SMAN Olah Raga Lampung, in Metro. The findings revealed that students’ reading comprehension improved through interactive read-aloud. The improvement can be seen from the increase of test results, meaning construction, and motivation. The process of reading activities showed that the teacher’s gesture and body language, 20 questions, explain and guess activities were proven to help the students construct meaning from the given texts. In addition, interactive read-aloud is effective to boost students’ motivation to comprehend the texts. Key words: Reading comprehension, interactive read-aloud.
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A Study of the Reading Habits of Students in Selected Secondary ...
African Journals Online (AJOL)
This paper focused on the reading habits of students in four selected secondary schools in Oyo town. The study was designed to find out the difference in the reading habits of the students in selected secondary schools in Oyo town. It is also aimed at finding solutions to poor reading habits, among the students. A survey ...
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Enhancing academic reading skills through extensive reading ...
African Journals Online (AJOL)
Abstract. The current study explores the feasibility of an extensive reading programme in the context of a low-income country (Mozambique), as well as the influence of extensive reading on academic reading. The programme took over 4 months and was conducted among 30 students majoring in Journalism at the Eduardo ...
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Miller, Amanda C.; Fuchs, Douglas; Fuchs, Lynn S.; Compton, Donald L.; Kearns, Devin; Zhang, Wenjuan; Yen, Loulee; Patton, Samuel; Kirchner, Danielle
2014-01-01
The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first grade and third-grade reading comprehension performance. Participants were 110 first grade students identified as at-risk for reading difficulties who received 20 weeks of intensive reading intervention in combination with classroom reading instruction. Path analysis indicated that teacher ratings of student attention significantly ...
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Ghelani, Karen; Sidhu, Robindra; Jain, Umesh; Tannock, Rosemary
2004-11-01
Reading comprehension is a very complex task that requires different cognitive processes and reading abilities over the life span. There are fewer studies of reading comprehension relative to investigations of word reading abilities. Reading comprehension difficulties, however, have been identified in two common and frequently overlapping childhood disorders: reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD). The nature of reading comprehension difficulties in these groups remains unclear. The performance of four groups of adolescents (RD, ADHD, comorbid ADHD and RD, and normal controls) was compared on reading comprehension tasks as well as on reading rate and accuracy tasks. Adolescents with RD showed difficulties across most reading tasks, although their comprehension scores were average. Adolescents with ADHD exhibited adequate single word reading abilities. Subtle difficulties were observed, however, on measures of text reading rate and accuracy as well as on silent reading comprehension, but scores remained in the average range. The comorbid group demonstrated similar difficulties to the RD group on word reading accuracy and on reading rate but experienced problems on only silent reading comprehension. Implications for reading interventions are outlined, as well as the clinical relevance for diagnosis.
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Online Case Studies as a Professional Development Opportunity for Teachers of Elementary Reading
Vereb, Anita; Carlisle, Joanne F.; Mihocko-Bowling, Emily
2015-01-01
This study explores teachers' response to a professional development program called Case Studies of Reading Lessons (CSRL) that uses case studies of reading instruction to provide opportunities for elementary teachers to learn to analyze features that affect the quality of reading lessons. One important question is whether analyzing others'…
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Carien Wilsenach; Patricia Makaure
2018-01-01
Gender differences in reading development are a global phenomenon, with girls typically performing better than boys. Some studies have reported gender differences favouring girls in reading comprehension in South Africa, but little systematic evidence exists about gender differences in the cognitive-linguistic abilities that underlie reading development. This study investigated the effect of gender on phonological processing and reading development in Northern Sotho–English bilingual children...
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Directory of Open Access Journals (Sweden)
Carien Wilsenach
2018-01-01
Full Text Available Gender differences in reading development are a global phenomenon, with girls typically performing better than boys. Some studies have reported gender differences favouring girls in reading comprehension in South Africa, but little systematic evidence exists about gender differences in the cognitive-linguistic abilities that underlie reading development. This study investigated the effect of gender on phonological processing and reading development in Northern Sotho–English bilingual children. Grade 3 learners who received their literacy instruction in English were tested on various phonological processing and reading measures. Phonological awareness was assessed using phoneme isolation and elision tasks. Phonological working memory was assessed using memory for digits and non-word repetition tests while rapid automatised naming was tested using rapid letter, rapid digit, rapid object and rapid colour naming tasks. Reading achievement was assessed with various word reading tasks and with a fluent reading task. A multivariate analysis of variance revealed that gender had a significant effect on the phonological processing and reading abilities of Northern Sotho– English bilingual children. Girls performed significantly better than boys on all the reading measures, as well as on some aspects of phonological processing. The findings provide behavioural evidence in support of biological theories of gender differences, in that girls seemed to have developed some of the cognitive-linguistic skills associated with reading before boys. The girls also coped better with tasks that required increased cognitive processing. This study suggests that sex differences in reading development cannot be ignored in South Africa and need to be addressed in future curriculum development.
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Comparison of reading speed with 3 different log-scaled reading charts.
Buari, Noor Halilah; Chen, Ai-Hong; Musa, Nuraini
2014-01-01
A reading chart that resembles real reading conditions is important to evaluate the quality of life in terms of reading performance. The purpose of this study was to compare the reading speed of UiTM Malay related words (UiTM-Mrw) reading chart with MNread Acuity Chart and Colenbrander Reading Chart. Fifty subjects with normal sight were randomly recruited through randomized sampling in this study (mean age=22.98±1.65 years). Subjects were asked to read three different near charts aloud and as quickly as possible at random sequence. The charts were the UiTM-Mrw Reading Chart, MNread Acuity Chart and Colenbrander Reading Chart, respectively. The time taken to read each chart was recorded and any errors while reading were noted. Reading performance was quantified in terms of reading speed as words per minute (wpm). The mean reading speed for UiTM-Mrw Reading Chart, MNread Acuity Chart and Colenbrander Reading Chart was 200±30wpm, 196±28wpm and 194±31wpm, respectively. Comparison of reading speed between UiTM-Mrw Reading Chart and MNread Acuity Chart showed no significant difference (t=-0.73, p=0.72). The same happened with the reading speed between UiTM-Mrw Reading Chart and Colenbrander Reading Chart (t=-0.97, p=0.55). Bland and Altman plot showed good agreement between reading speed of UiTM-Mrw Reading Chart with MNread Acuity Chart with the Colenbrander Reading Chart. UiTM-Mrw Reading Chart in Malay language is highly comparable with standardized charts and can be used for evaluating reading speed. Copyright © 2013 Spanish General Council of Optometry. Published by Elsevier Espana. All rights reserved.
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The Reading Comprehension Strategies of Second Language Learners: A Spanish-English Study
Acosta Caballero, Karen Anelice
2012-01-01
Reading comprehension of school-aged students is an important topic of research; however, research on the reading comprehension of adult foreign/second language learners whose first language is English is limited, especially studies investigating the reading comprehension strategies that readers of different proficiency levels use when they…
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Xia, Yan
2011-01-01
The aim of this study is to investigate the reading strategies used by Chinese English major students in the reading component in standardized national tests of TEM-4 with regard to reading efficiency. The research questions include: 1) what strategies are used by the students in TEM-4 test context; 2) whether there is a significant correlation between strategy use and efficient reading in the test; 3) what kinds of reading problems are revealed in the students’ use of processing strategies; ...
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Power, Emma; Thomas, Emma; Worrall, Linda; Rose, Miranda; Togher, Leanne; Nickels, Lyndsey; Hersh, Deborah; Godecke, Erin; O'Halloran, Robyn; Lamont, Sue; O'Connor, Claire; Clarke, Kim
2015-01-01
Objectives To develop and validate a national set of best practice statements for use in post-stroke aphasia rehabilitation. Design Literature review and statement validation using the RAND/UCLA Appropriateness Method (RAM). Participants A national Community of Practice of over 250 speech pathologists, researchers, consumers and policymakers developed a framework consisting of eight areas of care in aphasia rehabilitation. This framework provided the structure for the development of a care pathway containing aphasia rehabilitation best practice statements. Nine speech pathologists with expertise in aphasia rehabilitation participated in two rounds of RAND/UCLA appropriateness ratings of the statements. Panellists consisted of researchers, service managers, clinicians and policymakers. Main outcome measures Statements that achieved a high level of agreement and an overall median score of 7–9 on a nine-point scale were rated as ‘appropriate’. Results 74 best practice statements were extracted from the literature and rated across eight areas of care (eg, receiving the right referrals, providing intervention). At the end of Round 1, 71 of the 74 statements were rated as appropriate, no statements were rated as inappropriate, and three statements were rated as uncertain. All 74 statements were then rated again in the face-to-face second round. 16 statements were added through splitting existing items or adding new statements. Seven statements were deleted leaving 83 statements. Agreement was reached for 82 of the final 83 statements. Conclusions This national set of 82 best practice statements across eight care areas for the rehabilitation of people with aphasia is the first to be validated by an expert panel. These statements form a crucial component of the Australian Aphasia Rehabilitation Pathway (AARP) (http://www.aphasiapathway.com.au) and provide the basis for more consistent implementation of evidence-based practice in stroke rehabilitation. PMID:26137883
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Teachers’ beliefs about reading and use of reading strategies
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...
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Competent Adolescent Readers' Use of Internet Reading Strategies: A Think-Aloud Study
Cho, Byeong-Young
2014-01-01
The purpose of this study was to investigate the type, pattern, and complexity of Internet reading strategies used by seven accomplished high school readers. Individual participants performed an academic Internet reading task with the goal of developing critical questions about their chosen controversial topic. Strategies for Internet reading were…
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Book Clubs: An Ethnographic Study of an Innovative Reading Practice in Spain
Álvarez-Álvarez, Carmen
2016-01-01
The most innovative reading practices currently rely on the paradigm of dialogic reading. Book clubs, literary gatherings and study circles are emerging in different social spaces to promote reading and literary discussion amongst adults, and libraries, bookshops, cultural centres, etc. are increasingly developing strategies in this direction.…
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An Exploratory Study of NNES Graduate Students' Reading Comprehension of English Journal Articles
Chen, Kate Tzu-Ching
2017-01-01
The academic success of non-native English speaker (NNES) graduate students greatly relies on their ability to read and comprehend English journal articles (EJA). The purpose of this study was to identify NNES graduate students' comprehension difficulties and reading strategies when reading EJA. In addition, the study explored how the relationship…
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Swift, Catherine Hayes
2009-01-01
This study investigated the demographics and perceptions of participants who utilize animals in academic programs, specifically the volunteers who use dogs to work with at-risk children in reading programs. It presented an argument for incorporating research-supported elements of reading tutor skills into the volunteer tutor training for the…
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Cartwright, Kelly B.; Marshall, Timothy R.; Wray, Erica
2016-01-01
Although substantial research indicates motivation contributes significant variance to reading comprehension in upper elementary students, research with students in primary grades has focused, instead, on the relation of motivation to word reading. Assessment of reading motivation in 68 first and second graders indicated word and nonword reading…
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Wise, Justin C; Sevcik, Rose A; Morris, Robin D; Lovett, Maureen W; Wolf, Maryanne; Kuhn, Melanie; Meisinger, Beth; Schwanenflugel, Paula
2010-07-01
The purpose of this study was to examine whether different measures of oral reading fluency relate differentially to reading comprehension performance in two samples of second-grade students: (a) students who evidenced difficulties with nonsense-word oral reading fluency, real-word oral reading fluency, and oral reading fluency of connected text (ORFD), and (b) students who evidenced difficulties only with oral reading fluency of connected text (CTD). Participants (ORFD, n = 146 and CTD, n = 949) were second-grade students who were recruited for participation in different reading intervention studies. Data analyzed were from measures of nonsense-word oral reading fluency, real-word oral reading fluency, oral reading fluency of connected text, and reading comprehension that were collected at the pre-intervention time point. Correlational and path analyses indicated that real-word oral reading fluency was the strongest predictor of reading comprehension performance in both samples and across average and poor reading comprehension abilities. Results of this study indicate that real-word oral reading fluency was the strongest predictor of reading comprehension and suggest that real-word oral reading fluency may be an efficient method for identifying potential reading comprehension difficulties.
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"You Don't Read a Science Book, You Study It": An Exploration of Cultural Concepts of Reading.
Anderson, Jim; Gunderson, Lee
2001-01-01
Discusses how the differing views held by teachers and immigrant parents and their children affect early reading instruction, secondary content reading, and reading involving technology. Demonstrates that immigrant students and their parents hold different beliefs about reading and schooling than those held by many teachers. Concludes it is…
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Exploring Students' Reading Profiles to Guide a Reading Intervention Programme
Boakye, Naomi A. N. Y.
2017-01-01
There have been a number of studies on reading interventions to improve students' reading proficiency, yet the majority of these interventions are undertaken with the assumption that students' reading challenges are obvious and generic in nature. The interventions do not take into consideration the diversity in students' reading backgrounds and…
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Do reading additions improve reading in pre-presbyopes with low vision?
Alabdulkader, Balsam; Leat, Susan
2012-09-01
This study compared three different methods of determining a reading addition and the possible improvement on reading performance in children and young adults with low vision. Twenty-eight participants with low vision, aged 8 to 32 years, took part in the study. Reading additions were determined with (a) a modified Nott dynamic retinoscopy, (b) a subjective method, and (c) an age-based formula. Reading performance was assessed with MNREAD-style reading charts at 12.5 cm, with and without each reading addition in random order. Outcome measures were reading speed, critical print size, MNREAD threshold, and the area under the reading speed curve. For the whole group, there was no significant improvement in reading performance with any of the additions. When participants with normal accommodation at 12.5 cm were excluded, the area under the reading speed curve was significantly greater with all reading additions compared with no addition (p = 0.031, 0.028, and 0.028, respectively). Also, the reading acuity threshold was significantly better with all reading additions compared with no addition (p = 0.014, 0.030, and 0.036, respectively). Distance and near visual acuity, age, and contrast sensitivity did not predict improvement with a reading addition. All, but one, of the participants who showed a significant improvement in reading with an addition had reduced accommodation. A reading addition may improve reading performance for young people with low vision and should be considered as part of a low vision assessment, particularly when accommodation is reduced.
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How do children read words? A focus on reading processes
van den Boer, M.
2014-01-01
Being able to read is very important in our literate society. Many studies, therefore, have examined children’s reading skills to improve our understanding of reading development. In general, there have been two types of studies. On the one hand, there is a line of research that focuses on the
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COLLABORATIVE STRATEGIC READING IMPLEMENTATION TO IMPROVE STUDENTS’ READING COMPREHENSION
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Desy Olivia Riani
2013-01-01
Full Text Available This collaborative action research is aimed to find out whether or not the implementation of Collaborative Strategic Reading (CSR improves students' reading comprehension and also to identify students' attitude towards the implementation of CSR. CSR is reading strategy that employs four strategies namely Preview, Click and Clunk, Get the Gist and Wrap Up during students’ cooperative learning. A class of eleventh grade students of a public senior high school in Majalengka, West Java, Indonesia is participated as the participant of the study. The required data were collected through the use of questionnaire, observation checklist, and reading test. The data from the questionnaire indicated that 82% students had positive attitude toward the implementation of CSR. They feel that CSR improves their motivation in learning English and CSR brings more fun to the process of learning. Moreover, it was found from observation data that the students were actively participated during CSR implementation and they were motivated when comprehending a text by means CSR strategy. Finally, the study proved that CSR improved students’ reading comprehension. Students’ mean score of reading test in the beginning of the study was 67, meanwhile, after applying CSR as reading strategy, their mean scores improved to 88.
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The association between arithmetic and reading performance in school: A meta-analytic study.
Singer, Vivian; Strasser, Kathernie
2017-12-01
Many studies of school achievement find a significant association between reading and arithmetic achievement. The magnitude of the association varies widely across the studies, but the sources of this variation have not been identified. The purpose of this paper is to examine the magnitude and determinants of the relation between arithmetic and reading performance during elementary and middle school years. We meta-analyzed 210 correlations between math and reading measures, coming from 68 independent samples (the overall sample size was 58923 participants). The meta-analysis yielded an average correlation of 0.55 between math and reading measures. Among the moderators tested, only transparency of orthography and use of timed or untimed tests were significant in explaining the size of the correlation, with the largest correlations observed between timed measures of arithmetic and reading and between math and reading in opaque orthographies. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
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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
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International Nuclear Information System (INIS)
Keshtkaran, Ali; Bagheri, Mohammad Hadi; Ostovar, Rahim; Salari, Hedayat; Farokhi, Majid Reza; Esfandiari, Atefeh; Yousefimanesh, Hossein
2012-01-01
Studies show that a large proportion of healthcare offered may be inappropriate or unnecessary. Magnetic resonance imaging (MRI) is a new and expensive diagnostic technology which has been increasingly used all over the world. Moreover, this trend has been more rapidly increasing in Iran. Low back pain is a common disorder all over the world and MRI technique is one of the several ways to assess its cause. The present study aims to develop scenarios for lumbar spine MRI. In the present study, the RAND Appropriateness Method (RAM) was used in order to reach consensus regarding developing scenarios for lumbar spine MRI. We generated scenarios from valid clinical guidelines as well as the experts’ opinion. The panel members included nine specialists from various medical specialties that had scored scenarios in two rounds, the first of which was without interaction, while the second one was with interaction. We extracted 97 scenarios for the lumbar spine MRI in the scenario extracting phase of the study and the panel members added 18 scenarios. After implementation of two rounds, the scenarios were categorized into three ranges. Sixty seven (58%) of the scenarios were considered as appropriate, 45 (39%) as uncertain, and three (2.6%) as inappropriate. RAM is useful for identifying stakeholder views in settings with limited resources. Since RAM has precise instructions for consensus developing, a large number of scenarios were considered as uncertain. Therefore, more research has to be conducted on the issue
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De Naeghel, Jessie; Van Keer, Hilde; Vanderlinde, Ruben
2014-01-01
It is important to reveal strategies which foster students' reading motivation in order to break through the declining trend in reading motivation throughout children's educational careers. Consequently, the present study advances an underexposed field in reading motivation research by studying and identifying the strategies of teachers excellent…
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The Development of Students’ Cognitive Self-Study While Teaching Reading in FL Training
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Natalia S. Andrianova
2017-11-01
Full Text Available In the informational society while teaching foreign languages the development of students’ skills aimed at searching, analyzing, critical thinking, processing and using the obtained information in the productive speech activity is in demand. In this context, the problem of students’ cognitive self-study development, aimed at “revealing” knowledge while reading, is becoming increasingly important as reading while teaching foreign languages not only contributes to self-development and self-reflection, but also to the formation of a cross-cultural and linguistic personality, which is a priority of linguistic education. The solution of the above-mentioned problems has defined the aim of our research: it is the development and implementation of technologies for optimizing students’ self-study in teaching reading. In the course of our experimental work the implementation of the principle of multi-level approach in the form of five interrelated elements in teaching reading – from the level of mastering reading techniques to the level of critical reading and stylistic comprehension reading – contributed to the ultimate development and improvement of students’ constructive-creative self-study. During the experimental work while testing the effectiveness of our methods of cognitive-practical activities, we concluded that in the process of teaching foreign languages, these methods are an effective way of teaching reading, activating students’ self-study, forming linguistic creativity, which manifests itself in the ability to produce oral and written discourses based on the creative potential development of a linguistic personality. The results obtained in the experiment can be used in educational process while creating and implementing the algorithm of organizing students’ self-study while teaching foreign languages.
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Clinton, Virginia
2015-01-01
The purpose of this study was to examine the associations between reading motivation and inference generation while reading. Undergraduate participants (N = 69) read two science articles while thinking aloud, completed a standardized reading comprehension assessment, and self reported their habitual reading motivation. Findings indicate that…
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Connected text reading and differences in text reading fluency in adult readers.
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Sebastian Wallot
Full Text Available The process of connected text reading has received very little attention in contemporary cognitive psychology. This lack of attention is in parts due to a research tradition that emphasizes the role of basic lexical constituents, which can be studied in isolated words or sentences. However, this lack of attention is in parts also due to the lack of statistical analysis techniques, which accommodate interdependent time series. In this study, we investigate text reading performance with traditional and nonlinear analysis techniques and show how outcomes from multiple analyses can used to create a more detailed picture of the process of text reading. Specifically, we investigate reading performance of groups of literate adult readers that differ in reading fluency during a self-paced text reading task. Our results indicate that classical metrics of reading (such as word frequency do not capture text reading very well, and that classical measures of reading fluency (such as average reading time distinguish relatively poorly between participant groups. Nonlinear analyses of distribution tails and reading time fluctuations provide more fine-grained information about the reading process and reading fluency.
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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…
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Effects of Listening While Reading (LWR on Swahili Reading Fluency and Comprehension
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Filipo Lubua
2016-10-01
Full Text Available A number of studies have examined the contribution of technology in teaching such languages as English, French, and Spanish, among many others. Contrarily, most LCTL’s, have received very little attention. This study investigates if listening while reading (LWR may expedite Swahili reading fluency and comprehension. The study employed the iBook Author tool to create weekly mediated and interactive reading texts, with comprehension exercises, which were eventually used to collect descriptive and qualitative data from four Elementary Swahili students. Participants participated in a seven week reading program, which provided them with some kind of directed self-learning, and met with the instructor for at least 30 minutes every week for observation and more reading activities. The teacher recorded their reading scores, and a number of themes on how LWR influenced reading fluency and comprehension are discussed here. It shows that participants have a positive attitude towards LWR and they suggest it for all the reading classes.
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An action research study of collaborative strategic reading in English with Saudi medical students
Al-Roomy, Muhammad
2013-01-01
This is an investigative action research study on ways of improving the reading comprehension skills of Arabic medical school students. The study first analysed the difficulties of teaching and learning English and reading in English in a Saudi university medical college. An intervention was planned and implemented based on Collaborative Strategic Reading (CSR –Klingner and Vaughn, 1996). This involved using group work to teach explicitly a set of reading strategies to a class of students who...
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Costa, Hugo Câmara; Perdry, Hervé; Soria, Carmen; Pulgar, Salomé; Cusin, Françoise; Dellatolas, Georges
2013-03-01
This study examined the relation between emergent literacy skills, teachers' reports of behavioral problems, and word reading achievement in a community sample of French students. Family background was investigated and included familial antecedents of reading difficulties (Fa/Rd) and parents' educational level. The analyses explored the pattern of concurrent relations between behavioral, familial and emergent literacy measures in a sample of 812 preschoolers, and their predictive power in explaining word reading achievement in a sub-sample of 150 children followed from kindergarten to fifth grade. Word reading at fifth grade was predicted by kindergarten measures of phonological awareness and letter knowledge. Teachers' reports of inattention symptoms at each grade level were associated with early reading skills and with subsequent word reading. Fa/Rd were concurrently and longitudinally associated with emergent literacy skills, teachers' reported inattention and word reading. These results indicate that children with a family history of reading difficulties are at increased risk for the co-occurrence of reading difficulties and attention problems from kindergarten onward. These findings confirm the shared influence of Fa/Rd on the comorbidity between inattention symptoms and reading difficulties in a non-diagnosed community sample of preschool children followed through late elementary school. Copyright © 2012 Elsevier Ltd. All rights reserved.
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The Effect of Collaborative Strategic Reading on Grade Six Students’ Reading Achievement
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Siti Tamah
2016-01-01
Full Text Available One of the language skills to master by Indonesian EFL learners is reading. In order to assist learners comprehend reading texts, teachers are challenged to apply various teaching strategies. As this paper focuses on teaching reading, two teaching strategies dealing with reading instruction are compared. To be specific, in this paper the writers conduct a study to find the difference between Collaborative Strategic Reading (CSR and teacher-centered teaching strategy (by applying skimming and scanning. This study was a quasi experimental, which was conducted upon the sixth graders of an elementary school. The finding showed that reading achievements of the students who are taught using CSR and teacher-centered teaching strategy are not significantly different. Nevertheless, this study using Cohen’s d formula finds that CSR gave a small effect on students’ reading achievement.
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Nagel, I.; Verboord, M.
2012-01-01
In this article we study how the frequency of book-reading - a form of legitimate culture - develops in the period from adolescence to young adulthood and how it is influenced by parents' education, parental reading socialization climate, school and their interactions. In disentangling parental and
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伊東, あゆみ; 田川, 麻央; 石井, 怜子
2011-01-01
Collaborative reading is an activity in which learners work in pairs to comprehend text through sharing their own reading processes with each other. The purpose of this study is to investigate the effects of collaborative reading on learners of Japanese as a second language (JSL). This study included thirty-six intermediate-advanced JSL learners, who were divided in two groups: the collaborative reading group and the non- collaborative one; each was given a sample of expository text to read t...
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Meniado, Joel C.
2016-01-01
Metacognitive reading strategies and reading motivation play a significant role in enhancing reading comprehension. In an attempt to prove the foregoing claim in a context where there is no strong culture for reading, this study tries to find out if there is indeed a relationship between and among metacognitive reading strategies, reading…
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Students with Reading Disabilities Participating in Literature Discussions: A Case Study
O'Brien, Elysha Patino
2011-01-01
This qualitative case study addressed a lack of research concerning literature discussions for students with learning disabilities in reading. Fourth and fifth grade students with reading disabilities participated in twice-weekly literature discussions, 30-to-60 minutes each, for 12 weeks. The students attended a Title I school and most were…
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Akkakoson, Songyut
2013-01-01
This study investigates the relationship between strategic reading instruction, the process of learning second language-based reading strategies and English reading achievement for Thai university students of science and technology. In a course in reading general English texts for 16?weeks, 82 students were taught using a strategies-based approach…
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The Effect of Modified Collaborative Strategic Reading on EFL Learners' Reading Anxiety
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Shabnam Abbasnezhad
2016-12-01
Full Text Available The present study was an attempt to investigate the effectiveness of reading instructional approach called MCSR- Modified Collaborative Strategic Reading on reducing intermediate EFL learner's reading anxiety. Based on a pretest-posttest design, MCSR was implemented with 64 EFL learners at intermediate level. They received EFL reading instruction according to MCSR over two and a half months. A questionnaire called English as a Foreign Language Reading Anxiety Inventory EFLRAI was group-administered atthepretest and the posttest. Quantitative results indicated that participating students demonstrated significant gains in reducing reading anxiety. This study highlighted our understanding by considering the effectiveness of MCSR program and also it elaborated the effects of using strategies like MCSR in overcoming the big problem of reading anxiety among EFL learners as non-native students. And teachers changed the focus of attention from using traditional methods for teaching the essential skill of reading to modern programs like MCSR in order to remove their students' anxiety and stress in reading.
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Zhongshe Lu; Meihua Liu
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 stu...
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Effects of Strategy Instruction in an EFL Reading Comprehension Course: A Case Study
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Sergio Lopera Medina
2012-01-01
Full Text Available Strategy instruction is useful in teaching contexts. This paper examines the effects of strategy instruction in an EFL reading comprehension course carried out with 26 undergraduate students at a Colombian university. As a research method, a case study was implemented. There were three instruments with which to collect data: reading comprehension tests, teacher's field notes and self-reflection in class at the strategy instruction phase, and a learning perception questionnaire. Given that students improved in reading comprehension, it would seem that reading strategy instruction is indeed very useful. Also, it was noted that when students applied reading strategies, they became more self-confident and this in turn enhanced their motivation. Finally, when students applied the reading strategy approach, the use of dictionaries decreased considerably.
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Probing the Perceptual and Cognitive Underpinnings of Braille Reading. An Estonian Population Study
Veispak, Anneli; Boets, Bart; Mannamaa, Mairi; Ghesquiere, Pol
2012-01-01
Similar to many sighted children who struggle with learning to read, a proportion of blind children have specific difficulties related to reading braille which cannot be easily explained. A lot of research has been conducted to investigate the perceptual and cognitive processes behind (impairments in) print reading. Very few studies, however, have…
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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.
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"Reading to Write" in East Asian Studies
Freedman, Leora
2013-01-01
A reading-writing initiative began in 2011-12 at the University of Toronto as a partnership between an East Asian Studies (EAS) department and an English Language Learning (ELL) Program. In this institution, students are expected to enter into scholarly discussions in their first year essays, yet many (both native English speakers and non-native…
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Pedersen, Henriette Folkmann; Fusaroli, Riccardo; Lauridsen, Lene Louise; Parrila, Rauno
2016-11-01
The purpose of this study was to examine the quality of oral reading and how it relates to reading comprehension in students with dyslexia. A group of Danish university students with dyslexia (n = 16) and a comparison group of students with no history of reading problems (n = 16) were assessed on their oral reading performance when reading a complex text. Along with reading speed, we measured not only the number and quality of reading errors but also the extent and semantic nature of the self-corrections during reading. The reading comprehension was measured through aided text retellings. The results showed that, as a group, the dyslexics performed poorer on most measures, but there were notable within-group differences in the reading behaviours and little association between how well university students with dyslexia read aloud and comprehended the text. These findings suggest that many dyslexics in higher education tend to focus their attention on one subcomponent of the reading process, for example, decoding or comprehension, because engaging in both simultaneously may be too demanding for them. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.
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Presence of bias in radiographer plain film reading performance studies
International Nuclear Information System (INIS)
Brealey, S.; Scally, A.J.; Thomas, N.B.
2002-01-01
Purpose To raise awareness of the frequency of bias that can affect the quality of radiographer plain film reading performance studies. Methods Studies that assessed radiographer(s) plain film reading performance were located by searching electronic databases and grey literature, hand-searching journals, personal communication and scanning reference lists. Thirty studies were judged eligible from all data sources. Results A one-way analysis of variance (ANOVA) demonstrates no statistically significant difference (P=0.25) in the mean proportion of biases present from diagnostic accuracy (0.37), performance (0.42) and outcome (0.44) study designs. Pearson's correlation coefficient showed no statistically significant linear association between the proportion of biases present for the three different study designs and the year that the study was performed. The frequency of biases in film and observer selection and application of the reference standard was quite low. In contrast, many biases were present concerning independence of film reporting and comparison of reports for concordance. Conclusions The findings indicate variation in the presence of bias in radiographer plain film reading performance studies. The careful consideration of bias is an essential component of study quality and hence the validity of the evidence-base used to underpin radiographic reporting policy
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Chevalier, Thérèse M; Parrila, Rauno; Ritchie, Krista C; Deacon, S Hélène
2017-01-01
We examined the self-reported use of reading, study, and learning strategies in university students with a history of reading difficulties (HRD; n = 77) and with no history of reading difficulties (NRD; n = 295). We examined both between-groups differences in strategy use and strategy use as a predictive measure of academic success. Participants completed online questionnaires regarding reading history and strategy use. GPA and frequency of use of academic support services were also obtained for all students. University students with HRD reported a different profile of strategy use than their NRD peers, and self-reported strategy use was differentially predictive of GPA for students with HRD and NRD. For students with HRD, the use of metacognitive reading strategies and the use of study aids predicted academic success. Implications for university student services providers are discussed. © Hammill Institute on Disabilities 2015.
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Power, Emma; Thomas, Emma; Worrall, Linda; Rose, Miranda; Togher, Leanne; Nickels, Lyndsey; Hersh, Deborah; Godecke, Erin; O'Halloran, Robyn; Lamont, Sue; O'Connor, Claire; Clarke, Kim
2015-07-02
To develop and validate a national set of best practice statements for use in post-stroke aphasia rehabilitation. Literature review and statement validation using the RAND/UCLA Appropriateness Method (RAM). A national Community of Practice of over 250 speech pathologists, researchers, consumers and policymakers developed a framework consisting of eight areas of care in aphasia rehabilitation. This framework provided the structure for the development of a care pathway containing aphasia rehabilitation best practice statements. Nine speech pathologists with expertise in aphasia rehabilitation participated in two rounds of RAND/UCLA appropriateness ratings of the statements. Panellists consisted of researchers, service managers, clinicians and policymakers. Statements that achieved a high level of agreement and an overall median score of 7-9 on a nine-point scale were rated as 'appropriate'. 74 best practice statements were extracted from the literature and rated across eight areas of care (eg, receiving the right referrals, providing intervention). At the end of Round 1, 71 of the 74 statements were rated as appropriate, no statements were rated as inappropriate, and three statements were rated as uncertain. All 74 statements were then rated again in the face-to-face second round. 16 statements were added through splitting existing items or adding new statements. Seven statements were deleted leaving 83 statements. Agreement was reached for 82 of the final 83 statements. This national set of 82 best practice statements across eight care areas for the rehabilitation of people with aphasia is the first to be validated by an expert panel. These statements form a crucial component of the Australian Aphasia Rehabilitation Pathway (AARP) (http://www.aphasiapathway.com.au) and provide the basis for more consistent implementation of evidence-based practice in stroke rehabilitation. Published by the BMJ Publishing Group Limited. For permission to use (where not already
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Early reading intervention by means of a multicomponent reading game
Ven, M.A.M. van de; Leeuw, L.C. de; Weerdenburg, M.W.C. van; Steenbeek-Planting, E.G.
2017-01-01
This study examined the effects of an intervention with a multicomponent reading game on the development of reading skills in 60 Dutch primary school children with special educational needs. The game contains evidence-based reading exercises and is based on principles of applied gaming. Using a
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Motivational reading on education, meaningful reading realisation
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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.
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The Role of Reading Skills on Reading Comprehension Ability of Turkish EFL Students
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Ebru Kaya
2015-12-01
Full Text Available Reading is a part of our daily lives. It is performed both for pleasure and information. Reading skills are important for the individuals since they foster comprehension in reading. If the students do not have knowledge of reading skills, they cannot be expected to be successful readers. Thus, they cannot achieve the level of comprehension required to pass exams in their own departments. For this reason, reading skills should be taught in universities for the students to be able to cope with comprehension problems. This case study aims to find out whether or not reading skills has a role on the reading comprehension ability of Turkish EFL students. This study is both a qualitative and a quantitative study which lasted for a duration of 14 weeks. Two groups were selected (experimental and control among prep classes at Kahramanmaraş Sütçü Imam University. Both groups were administered a pre-test and questionnaire at the beginning of the study to find out if they were aware of reading skills. In addition, 10 students were chosen randomly for interview. During the study, reading skills were infused into the curriculum through designing lesson plans in accordance with the language content and topics for level C students, as determined by the Common European Language Framework. The lessons required the students to use reading skills before, during, and post reading. At the end of the study, the same questionnaire was re-administered. The students were given the post-test and then interviewed. The quantitative data were analyzed through descriptive statistics. The obtained data revealed that the students enhanced their comprehension ability provided that they were taught to use reading skills.
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THE USE OF SCHEMATA IN READING COMPREHENSION: A CASE OF LEARNERS’ READING PROBLEMS
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Cucu Sutarsyah
2016-02-01
Full Text Available The Use of Schemata in Reading Comprehension: A Case of Learners’ Reading Problems. Schemata have an important role in the process of reading. It is almost impossible for a person to read without utilizing schemata. This study aimed to find learners’ reading problem in terms of using schemata. A group of second year students of English Department of State University of Malang were involved in this study. As a case study, an interview, observation, and test were used to collect the data. The study reveals that the main reading problems were lack of background knowledge, over-reliance on background knowledge, and lack of background knowledge activation. In the process of reading, learners’ background knowledge should be activated. Without optimal activation, the process of reading does not reach satisfactory results. It is also suggested that learners should not be over confident in getting the meaning from the text. Over-reliance on background knowledge might lead to misinterpretation.
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Developing reading literacy by reading badge
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...
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A Comparative Study of Reading Strategies Used by Chinese English Majors
Zhou, Xiaoqiong; Zhao, Yonggang
2014-01-01
In this thesis, by means of questionnaire, we made an investigation into the reading strategies used by Chinese first-year and third-year English majors. The purpose of this study attempts to identify the typical types of reading strategies among English majors in a normal university of China, and also, to examine what differences exist in…
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Jecksembieyva, Nurgaisha
1993-01-01
Ankara : Faculty of Humanities and Letters and the Institute of Economics and Social Sciences of Bilkent University, 1993. Thesis (Master's) -- -Bilkent University, 1993. Includes bibliographical references leaves 35-40. The main focus of this study was to investigate pre-reading activities in EFL/ESL reading textbooks and to determine teachers' attitudes toward pre-reading activities. Fifteen reading textbooks for EFL/ESL students for different proficiency levels (beginning, interm...
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Fluid Reading Practice: On the Queer Potential of Studying Nonhuman Animals
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Sari Irni
2017-10-01
Full Text Available This paper contributes to recent discussions about the relevance of the natural sciences and nonhuman animals in feminist theory by drawing from feminist debates on the queer potential of studying nonhuman animals. The paper discusses readings on the intertwining of scientific accounts of nonhuman animals and politics; how different nonhuman animal bodies have enabled various conceptualisations of sex and physical intimacy and have been enmeshed in the politics of sex; and how to read the relevance of accounts of the diversity of nonhuman animal sex(es for feminist endeavours. These discussions contribute to an exploration of ‘fluid reading’, a feminist reading practice which draws inspiration from and moves with both new materialisms and poststructuralisms. The paper proposes that not only mood is important in feminist reading practices but also movements and flows.
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ELL High School Students' Metacognitive Awareness of Reading Strategy Use and Reading Proficiency
Hong-Nam, Kay
2014-01-01
This study investigated the metacognitive awareness and reading strategies use of high school-aged English language learners (ELLs) and the relationship between ELL reading strategy use and reading proficiency as measured by a standardized reading test and self-rated reading proficiency. Results reveal that participants reported moderate use of…
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Reading While Listening on Mobile Devices: An Innovative Approach to Enhance Reading
Rochdi, Aicha; Eppard, Jenny
2017-01-01
This poster session will describe a study that took place at a university in the United Arab Emirates. The study included a reading app that was downloaded onto each student's individual mobile device. Students could read while listening to the stories. The primary goal of the study was to determine how, if at all, listening while reading in a…
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A Study on Strategies for Teaching Speaking and Reading Comprehension Skills
AHMAD; Prof. Dr.I Ketut Seken,MA; Dra. Luh Putu Artini, MA., Ph.D
2013-01-01
The central intention of this study was to analyze the English teachers’ strategies in teaching speaking and reading comprehension skills in SMPN 1 Selong. It was conducted to get detailed information about the students’ responses toward their teachers’ strategies in teaching speaking and reading comprehension skills. This study employed a qualitative research design. Necessary data were gathered using open-ended question, classroom observation, interview, and questionnaire. The result ...
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Early Reading Intervention by Means of a Multicomponent Reading Game
van de Ven, M.; de Leeuw, L.; van Weerdenburg, M.; Steenbeek-Planting, E. G.
2017-01-01
This study examined the effects of an intervention with a multicomponent reading game on the development of reading skills in 60 Dutch primary school children with special educational needs. The game contains evidence-based reading exercises and is based on principles of applied gaming. Using a multiple baseline approach, we tested children's…
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Gustavo Roberto de Godoy
2010-10-01
Full Text Available PURPOSE: To evaluate the effects of capsaicin on the viability of ischemic random-pattern skin flaps in rats. METHODS:Forty EPM1-Wistar rats were randomized into two groups of 20 animals each, the capsaicin group and the control group. A random-pattern skin flap measuring 10 x 4cm was raised and a plastic barrier was placed between the flap and the donor site. After the surgical procedure, the control group was treated with an inert vehicle in the form of a cream applied uniformly to a rayon bandage which, in turn, was applied to the surface of the skin flap. The capsaicin group was treated in the same way, but in this case capsaicin was added to the cream. This procedure was repeated for two consecutive days. RESULTS: There was a significantly smaller amount of flap necrosis in the capsaicin group (35.07% than in the control group (44.75% (p=0.035. CONCLUSION:Topical administration of capsaicin improved the viability of ischemic random-pattern skin flaps in rats.OBJETIVO: Avaliar os efeitos da capsaicina na viabilidade de retalhos isquêmicos randômicos em ratos. MÉTODOS: Quarenta ratos EPM1-Wistar foram distribuídos ao acaso em dois grupos de 20 animais cada, um grupo capsaicina e um grupo controle. Um retalho isquêmico randômico medindo 10 x 4cm foi elevado e uma barreira plástica foi colocada entre o retalho e a área doadora. Após o procedimento cirúrgico, o grupo controle foi tratado com um veículo inerte sob a forma creme aplicado uniformemente sobre uma atadura de rayon, que, por sua vez, foi aplicada à superfície do retalho. O grupo capsaicina foi tratado da mesma forma, porém a capsaicina foi adicionada ao creme. Este procedimento foi repetido por dois dias consecutivos. RESULTADOS: Houve uma quantidade significativamente menor da necrose do retalho no grupo capsaicina (35,07% comparado ao grupo controle (44,75% (p=0,035. CONCLUSÃO: A administração tópica da capsaicina melhorou a viabilidade de retalhos isquêmicos rand
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ESL Students’ Online and Offline Reading Strategies: Scrolling, Clicking, Flipping and Reading
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Izyani Mohamad Zaki
2008-12-01
Full Text Available In this borderless world, computers and the Internet have become important tools of communication and learning and they have also become an important part of our lives. The opportunity to seek information through the computer has made reading an important language skill. Despite the importance of reading and technology, little research to date has been carried out to compare the reading strategies employed by readers when reading online compared to offline. Such studies are important because awareness of the similarities and differences on the strategies employed between these two modes of learning will enable teachers to help develop students’ reading ability. Hence, this study investigates if there is a difference between online and offline strategies used by second language readers. The participants in this study were ESL undergraduates at a university in Malaysia. The instrument employed was the Survey of Reading Strategies (SORS (Sheorey and Mokhtari, 2001 and Online Survey of Register Strategies (OSORS by Anderson (2003. These questionnaires tap three different types of information: global reading strategies, problem solving strategies, and support strategies. The results of the study are discussed in terms of their pedagogical implications in the L2 classroom.
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Kim, Young-Suk Grace
2015-01-01
The primary goal was to expand our understanding of text reading fluency (efficiency or automaticity)-how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text reading fluency; (3) unique emergent literacy predictors (i.e., phonological awareness, orthographic awareness, morphological awareness, letter name knowledge, vocabulary) of text reading fluency vs. word reading fluency; and (4) unique language and cognitive predictors (e.g., vocabulary, grammatical knowledge, theory of mind) of text reading fluency vs. reading comprehension. These questions were addressed using longitudinal data (two timepoints; Mean age = 5;24 & 6;08) from Korean-speaking children ( N = 143). Results showed that listening comprehension was related to text reading fluency at time 2, but not at time 1. At both times text reading fluency was related to reading comprehension, and reading comprehension was related to text reading fluency over and above word reading fluency and listening comprehension. Orthographic awareness was related to text reading fluency over and above other emergent literacy skills and word reading fluency. Vocabulary and grammatical knowledge were independently related to text reading fluency and reading comprehension whereas theory of mind was related to reading comprehension, but not text reading fluency. These results reveal developmental nature of relations and mechanism of text reading fluency in reading development.
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The Neural Substrates for Letter String Readings in The Normal and Reverse Directions: An fMRI Study
Ge, Sheng; Saito, Takashi; Wu, Jing-Long; Ogasawara, Jun-Ichi; Yamauchi, Shuichi; Matsunaga, Naofumi; Iramina, Keiji
In order to investigate the difference in cortical activations between reading letter strings in the normal direction and the reverse direction, an fMRI study was conducted. In this study, the cortical activations elicited by Japanese letter string reading and Chinese letter string reading were investigated. The subjects performed the normal direction reading task (read letter strings from left to right), and the reverse direction reading task (read letter strings from right to left). According to the experimental results, the activated brain regions during the normal and the reverse direction reading tasks were compared. It was found that visuospatial transformation was involved in the reverse direction reading task, while this function was not significant during the normal direction reading task. Furthermore, we found that there was no significant difference in cortical activation between Japanese and Chinese letter string readings.
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Emtö, Anna
2014-01-01
I den här undersökningen har jag undersökt hur finska konsumenter uppfattar och upplever varumärket Starbucks. Jag har utfört undersökningen genom att använda mig av fokusgruppintervjuer. Intervjuerna utfördes på basen av min frågeguide som utvecklats kring de relevanta teoriområden som är presenterade i arbetet. Mitt urval för intervjuerna var finska konsumenter tillhörande generationerna Y och Z i och med att dessa vuxit upp med varumärket samt upplevt inflytandet av sociala medier i vardag...
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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…
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Reading for Writing: A Meta-Analysis of the Impact of Reading Interventions on Writing
Graham, Steve; Liu, Xinghua; Bartlett, Brendan; Ng, Clarence; Harris, Karen R.; Aitken, Angelique; Barkel, Ashley; Kavanaugh, Colin; Talukdar, Joy
2018-01-01
This meta-analysis examined if students' writing performance is improved by reading interventions in studies (k = 54 experiments; 5,018 students) where students were taught how to read and studies (k = 36 investigations; 3,060 students) where students' interaction with words or text was increased through reading or observing others read. Studies…
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Murphy, Penny, Ed.
This report includes descriptions of ongoing reading programs for Navajo students in Rough Rock, Rock Point, and Navajo Community College, presented by teacher-participants in the conference on reading held in Kayenta, Arizona, January 30-31, 1970. Also included are reports from the Navajo Reading Study staff and a discussion of the problems of…
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The involvement of long-term serial-order memory in reading development: A longitudinal study.
Bogaerts, Louisa; Szmalec, Arnaud; De Maeyer, Marjolijn; Page, Mike P A; Duyck, Wouter
2016-05-01
Recent findings suggest that Hebb repetition learning-a paradigmatic example of long-term serial-order learning-is impaired in adults with dyslexia. The current study further investigated the link between serial-order learning and reading using a longitudinal developmental design. With this aim, verbal and visual Hebb repetition learning performance and reading skills were assessed in 96 Dutch-speaking children who we followed from first through second grade of primary school. We observed a positive association between order learning capacities and reading ability as well as weaker Hebb learning performance in early readers with poor reading skills even at the onset of reading instruction. Hebb learning further predicted individual differences in later (nonword) reading skills. Finally, Hebb learning was shown to explain a significant part of the variance in reading performance above and beyond phonological awareness. These findings highlight the role of serial-order memory in reading ability. Copyright © 2015 Elsevier Inc. All rights reserved.
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Psychometric Research in Reading.
Davis, Frederick B.
This review of psychometric research in reading analyzes the factors which seem related to reading comprehension skills. Experimental analysis of reading comprehension by L. E. Thorndike revealed two major components: knowledge of word meanings and verbal reasoning abilities. Subsequent analysis of experimental studies of reading comprehension…
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ENGLISH, LIANNE; BARNES, MARCIA A.; FLETCHER, JACK M.; DENNIS, MAUREEN; RAGHUBAR, KIMBERLY P.
2011-01-01
Spina bifida meningomyelocele (SBM) is a neurodevelopmental disorder associated with intact word decoding and deficient text and discourse comprehension. This study investigated the ability to adjust reading in accordance with specified reading goals in 79 children and adolescents with SBM (9–19 years of age) and 39 controls (8–17 years of age). Both groups demonstrated slower reading times and enhanced comprehension when reading to study or to come up with a title than when reading for specific information or for entertainment. For both groups, verbal working memory contributed to comprehension performance in those reading conditions hypothesized to require more cognitive effort. Despite their sensitivity to the goals of reading, the group with SBM answered fewer comprehension questions correctly across all reading goal conditions. The results are discussed in relation to the hypothesized cognitive underpinnings of comprehension deficits in SBM and to current models of text comprehension. PMID:20338082
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English, Lianne; Barnes, Marcia A; Fletcher, Jack M; Dennis, Maureen; Raghubar, Kimberly P
2010-05-01
Spina bifida meningomyelocele (SBM) is a neurodevelopmental disorder associated with intact word decoding and deficient text and discourse comprehension. This study investigated the ability to adjust reading in accordance with specified reading goals in 79 children and adolescents with SBM (9-19 years of age) and 39 controls (8-17 years of age). Both groups demonstrated slower reading times and enhanced comprehension when reading to study or to come up with a title than when reading for specific information or for entertainment. For both groups, verbal working memory contributed to comprehension performance in those reading conditions hypothesized to require more cognitive effort. Despite their sensitivity to the goals of reading, the group with SBM answered fewer comprehension questions correctly across all reading goal conditions. The results are discussed in relation to the hypothesized cognitive underpinnings of comprehension deficits in SBM and to current models of text comprehension.
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Directory of Open Access Journals (Sweden)
Hiromitsu Miyata
Full Text Available BACKGROUND: A growing body of evidence suggests that meditative training enhances perception and cognition. In Japan, the Park-Sasaki method of speed-reading involves organized visual training while forming both a relaxed and concentrated state of mind, as in meditation. The present study examined relationships between reading speed, sentence comprehension, and eye movements while reading short Japanese novels. In addition to normal untrained readers, three middle-level trainees and one high-level expert on this method were included for the two case studies. METHODOLOGY/PRINCIPAL FINDINGS: In Study 1, three of 17 participants were middle-level trainees on the speed-reading method. Immediately after reading each story once on a computer monitor, participants answered true or false questions regarding the content of the novel. Eye movements while reading were recorded using an eye-tracking system. Results revealed higher reading speed and lower comprehension scores in the trainees than in the untrained participants. Furthermore, eye-tracking data by untrained participants revealed multiple correlations between reading speed, accuracy and eye-movement measures, with faster readers showing shorter fixation durations and larger saccades in X than slower readers. In Study 2, participants included a high-level expert and 14 untrained students. The expert showed higher reading speed and statistically comparable, although numerically lower, comprehension scores compared with the untrained participants. During test sessions this expert moved her eyes along a nearly straight horizontal line as a first pass, without moving her eyes over the whole sentence display as did the untrained students. CONCLUSIONS/SIGNIFICANCE: In addition to revealing correlations between speed, comprehension and eye movements in reading Japanese contemporary novels by untrained readers, we describe cases of speed-reading trainees regarding relationships between these variables
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The Effect of Background Music While Silent Reading on EFL Learners’ Reading Comprehension
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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.
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Reading motivation, reading amount, and text comprehension in deaf and hearing adults.
Parault, Susan J; Williams, Heather M
2010-01-01
The purpose of this study is to examine the relationship between the variables of reading motivation, reading amount, and text comprehension in deaf and hearing adults. Research has shown that less than 50% of deaf students leave high school reading at or above a fourth-grade level (Allen, 1994). Our question is, how does this affect the levels of reading motivation and amount of reading in which deaf adults engage? Assessments of 30 hearing and 24 deaf adults showed that deaf participants reported significantly higher levels of reading motivation despite having been found to read at less than a sixth-grade level. No significant difference in the amount of reading between hearing and deaf adults was found. Amount of reading for personal reasons was found to be the best predictor of text comprehension in the deaf participants, and intrinsic motivation was found to be the best predictor of amount of reading in the deaf participants.
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Frost, Lena
2014-01-01
Finnish student have for several years proved to be successful in reading in international studies. This interview based study aims to describe how teachers in Finnish schools for Swedish speaking children are relating to reading and reading education during the first two years of schooling. The result shows that reading, reading training and reading comprehension are natural elements in all teaching during the first two years in school and that teaching is based on students’ ability and inte...
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Using Literature Study Groups to Construct Meaning in an Undergraduate Reading Course.
Roberts, Sherron Killingsworth
1998-01-01
Examines the effectiveness of adding a literature-study-group component to an undergraduate reading diagnosis and remediation course for preservice teachers. Group members read nonfiction works related to literacy, periodically meet to discuss the book and their responses, and share with their classmates. The paper explains how to conduct such…
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Syntactic comprehension in reading and listening: a study with French children with dyslexia.
Casalis, Séverine; Leuwers, Christel; Hilton, Heather
2013-01-01
This study examined syntactic comprehension in French children with dyslexia in both listening and reading. In the first syntactic comprehension task, a partial version of the Epreuve de Compréhension syntaxico-sémantique (ECOSSE test; French adaptation of Bishop's test for receptive grammar test) children with dyslexia performed at a lower level in the written but not in the spoken modality, compared to reading age-matched children, suggesting a difficulty in handling syntax while reading. In the second task, syntactic processing was further explored through a test of relative clause processing, in which inflectional markers could aid in attributing roles to the elements in a complex syntactic structure. Children with dyslexia were insensitive to inflectional markers in both reading and listening, as was the reading age control group, while only the older normal reader group appeared to make use of the inflectional markers. Overall, the results support the hypothesis that difficulties in comprehension in dyslexia are strongly related to poor reading skills.
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Izadi, Mehri; Nowrouzi, Hossein
2016-01-01
The present study aimed at exploring the effect of reciprocal reading strategies instruction on reading comprehension of EFL learners. Emotional intelligence, another variable of interest, was assessed to indicate whether it plays a role in learners' comprehension. In a pre- and post-test study, forty-two learners went through a reciprocal reading…
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An Exploratory Study of Reading Comprehension in College Students After Acquired Brain Injury.
Sohlberg, McKay Moore; Griffiths, Gina G; Fickas, Stephen
2015-08-01
This exploratory study builds on the small body of existing research investigating reading comprehension deficits in college students with acquired brain injury (ABI). Twenty-four community college students with ABI completed a battery of questionnaires and standardized tests to characterize self-perceptions of academic reading ability, performance on a standardized reading comprehension measure, and a variety of cognitive functions of this population. Half of the participants in the sample reported traumatic brain injury (n = 12) and half reported nontraumatic ABI (n = 12). College students with both traumatic and nontraumatic ABI cite problems with reading comprehension and academic performance postinjury. Mean performance on a standardized reading measure, the Nelson-Denny Reading Test (Brown, Fischo, & Hanna, 1993), was low to below average and was significantly correlated with performance on the Speed and Capacity of Language Processing Test (Baddeley, Emslie, & Nimmo-Smith, 1992). Injury status of traumatic versus nontraumatic ABI did not differentiate results. Regression analysis showed that measures of verbal attention and suppression obtained from the California Verbal Language Test-II (Delis, Kramer, Kaplan, & Ober, 2000) predicted total scores on the Nelson-Denny Reading Test. College students with ABI are vulnerable to reading comprehension problems. Results align with other research suggesting that verbal attention and suppression problems may be contributing factors.
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F.Y. Jordaan
2012-12-01
Full Text Available This study attempts to explain the source of risk management and diversification benefits that investors may gain from the South African Rand Currency Index (RAIN as it relates to an equity portfolio with stock market exposure (locally or international. These diversification benefits may result from the negative correlation between RAIN and the South African All Share Index (ALSI. To explain and fully exploit the benefits of RAIN, the main variables that represent South Africa’s trading partner equity and bond markets movements, were identified. To account for the interaction of RAIN with the ALSI, the latter was firstly decomposed into its economic groups and secondly into its various sub-sectors. Various analyses were carried out to determine which variables describe the relationship between the ALSI and RAIN. The variables that describe the relationship with a high adjusted R2, were identified. The findings suggest that when the ALSI is decomposed into its ten economic groups and thirty-seven sub-groups, the quadratic as opposed to linear models using response surface regressions, explained the majority of the variation in RAIN over the entire period. The linear models, however, explained more of the variation in RAIN during the recent 2008/2009 financial crisis
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Predictors of Foreign Language Reading Comprehension in a Hypermedia Reading Environment
Akbulut, Yavuz
2008-01-01
This study investigated factors affecting second/foreign language (L2) reading comprehension in a hypermedia environment within the theoretical framework of dual coding and cognitive load theories, and interactive models of L2 reading. The independent variables were reading ability, topic interest, prior topical knowledge, and the number of times…
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Wiegand, Wayne
1997-01-01
Discusses the need to place a greater emphasis on the subject of reading in library and information science (LIS) education and research. Topics include literacy studies, print culture history, reader-response theory, ethnography of reading, genre fiction and cultural studies, information versus reading, and access to information versus content of…
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Female Juvenile Delinquents' Reactions to a Reading Program: A Mixed Methods Study
Sanger, Dixie; Ritzman, Mitzi; Schaefer, Lauren; Belau, Don
2010-01-01
Older students who struggle with reading are more motivated to participate in instructional intervention if they are interested in the program. This mixed methods study examined opinions and reactions of 41 female juvenile delinquents on a 1-hour demonstration of the START-IN (STudents Are Responding To INtervention) reading program. Following a…
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Pictorial, Textual, and Picto-Textual Glosses in E-Reading: A Comparative Study
Shalmani, Hamed Babaie; Sabet, Masoud Khalili
2010-01-01
This research explored the effects of three types of multimedia glosses on the reading comprehension of learners in an EFL context. From among the three experimental groups under study, one received treatment on five academic reading passages through picto-textual glosses where both textual definitions and relevant images of words popped up, thus…
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Bola, Łukasz; Radziun, Dominika; Siuda-Krzywicka, Katarzyna; Sowa, Joanna E; Paplińska, Małgorzata; Sumera, Ewa; Szwed, Marcin
2017-01-01
It has been hypothesized that efficient reading is possible because all reading scripts have been matched, through cultural evolution, to the natural capabilities of the visual cortex. This matching has resulted in all scripts being made of line-junctions, such as T, X, or L. Our aim was to test a critical prediction of this hypothesis: visual reading in an atypical script that is devoid of line-junctions (such as the Braille alphabet read visually) should be much less efficient than reading in a "normal" script (e.g., Cyrillic). Using a lexical decision task, we examined Visual Braille reading speed and efficiency in sighted Braille teachers. As a control, we tested learners of a natural visual script, Cyrillic. Both groups participated in a two semester course of either visual Braille or Russian while their reading speed and accuracy was tested at regular intervals. The results show that visual Braille reading is slow, prone to errors and highly serial, even in Braille readers with years of prior reading experience. Although subjects showed some improvements in their visual Braille reading accuracy and speed following the course, the effect of word length on reading speed (typically observed in beginning readers) was remained very sizeable through all testing sessions. These results are in stark contrast to Cyrillic, a natural script, where only 3 months of learning were sufficient to achieve relative proficiency. Taken together, these results suggest that visual features such as line junctions and their combinations might be necessary for efficient reading.
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Kim, Young-Suk Grace
2015-01-01
The primary goal was to expand our understanding of text reading fluency (efficiency or automaticity)—how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text readi...
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Directory of Open Access Journals (Sweden)
Gara B Field
2009-03-01
Full Text Available Renzulli Learning is an on-line educational profile and educational learning system designed to match student interests, learning styles, and expression styles with a vast array of educational activities and resources designed to enrich and engage students’ learning process. In this experimental study, quantitative procedures were used to investigate the use of Renzulli Learning on oral reading fluency, reading comprehension, science achievement, social studies achievement of 383 elementary and middle schools students. The research took place in two schools, an urban middle school in Georgia where half of all students are considered to be at risk due to poverty or other factors, and a suburban elementary school in southern California. Students in grades 3 5 (n = 185 and grades 6 8 (n = 198 were randomly assigned to use Renzulli Learning for 2-3 hours each week for a 16-week period. Students in the treatment groups were compared to students who did not have the opportunity to use Renzulli Learning in control classes in the same schools. A two-way repeated-measures ANOVA was used to explore differences between treatment and control students. After 16 weeks, students who participated in Renzulli Learning demonstrated significantly higher growth in reading comprehension (p < .001, significantly higher growth in oral reading fluency (p = .016, and significantly higher growth in social studies achievement (p = .013 than those students who did not participate in Renzulli Learning.
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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…
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Kocaarslan, Mustafa
2016-01-01
This study aimed to establish the possible relationships between reading comprehension competence, reading attitude and the vividness of mental imagery among Turkish fourth-grade students. Participants were fourth grade students, selected using convenience sampling from two different public schools (n=103) in Bartin, Turkey. The research was…
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Storybook Read-Alouds to Enhance Students’ Comprehension Skills in ESL Classrooms: A Case Study
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Ainon Omar
2015-06-01
Full Text Available The effectiveness of using storybooks during read-alouds to develop children’s comprehension skills as well as in understanding the story has been widely studied. The reading aloud strategy has also been proven through numerous researches to be the most highly recommended activity for encouraging language and literacy. The study identified the comprehension strategies used by the teachers during their read-aloud sessions, matched teachers’ current practices using the comprehension strategies to the identified practices for the approach, and obtained the teachers’ perceptions of their current practices of the comprehension strategies during reading aloud in their English language classrooms. The teachers’ comprehension strategies were matched with a research-based strategy for comprehending texts during read-alouds proposed by Whitehurst et al (1994. Three primary school English language teachers teaching in the rural schools participated in this study. Qualitative research methods were used in this study. Primary data was obtained through observations using an observation protocol; while secondary data was obtained through interviews from teachers. Findings from the study revealed that the three teachers employed a few of the comprehension strategies that were proposed by researchers in the field. The findings also indicate that the teachers utilized only the strategies that they thought were relevant to their teaching context and as such, proposed the need to provide teachers with knowledge on the best practices for conducting reading aloud to develop ESL students’ comprehension skills
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The role of speech prosody and text reading prosody in children's reading comprehension.
Veenendaal, Nathalie J; Groen, Margriet A; Verhoeven, Ludo
2014-12-01
Text reading prosody has been associated with reading comprehension. However, text reading prosody is a reading-dependent measure that relies heavily on decoding skills. Investigation of the contribution of speech prosody - which is independent from reading skills - in addition to text reading prosody, to reading comprehension could provide more insight into the general role of prosody in reading comprehension. The current study investigates how much variance in reading comprehension scores is explained by speech prosody and text reading prosody, after controlling for decoding, vocabulary, and syntactic awareness. A battery of reading and language assessments was performed by 106 Dutch fourth-grade primary school children. Speech prosody was assessed using a storytelling task and text reading prosody by oral text reading performance. Decoding skills, vocabulary, syntactic awareness, and reading comprehension were assessed using standardized tests. Hierarchical regression analyses showed that text reading prosody explained 6% of variance and that speech prosody explained 8% of variance in reading comprehension scores, after controlling for decoding, vocabulary, and syntactic awareness. Phrasing was the significant factor in both speech and text reading. When added in consecutive order, phrasing in speech added 5% variance to phrasing in reading. In contrast, phrasing in reading added only 3% variance to phrasing in speech. The variance that speech prosody explained in reading comprehension scores should not be neglected. Speech prosody seems to facilitate the construction of meaning in written language. © 2014 The British Psychological Society.
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Using Reading Guides and On-Line Quizzes to Improve Reading Compliance and Quiz Scores
Maurer, Trent W.; Longfield, Judith
2015-01-01
This study compared students' daily in-class reading quiz scores in an introductory Child Development course across five conditions: control, reading guide only, reading guide and on-line practice quiz, reading guide and on-line graded quiz, and reading guide and both types of on-line quizzes. At the beginning of class, students completed a 5-item…
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Anthony, C. Ross; Constant, Louay; Culbertson, Shelby; Click, Peter; Kumar, Krishna B.; Meili, Robin C.; Moore, Melinda; Shatz, Howard J.; Vernez, Georges
2015-01-01
This executive summary describes key results from four studies carried out by the RAND Corporation as part of Phase II of its work for the Kurdistan Regional Government (KRG). The KRG asked RAND to undertake several studies aimed at improving the economic and social development of the Kurdistan Region--Iraq (KRI). RAND's work is intended to help…
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Modelling the rand and commodity prices: A Granger causality and cointegration analysis
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Xolani Ndlovu
2014-11-01
Full Text Available This paper examines the ‘commodity currency’ hypothesis of the Rand, that is, the postulate that the currency moves in line with commodity prices, and analyses the associated causality using nominal data between 1996 and 2010. We address both the short run and long run relationship between commodity prices and exchange rates. We find that while the levels of the series of both assets are difference stationary, they are not cointegrated. Further, we find the two variables are negatively related, with strong and significant causality running from commodity prices to the exchange rate and not vice versa, implying exogeneity in the determination of commodity prices with respect to the nominal exchange rate. The strength of the relationship is significantly weaker than other OECD commodity currencies. We surmise that the relationship is dynamic over time owing to the portfolio-rebalance argument and the Commodity Terms of Trade (CTT effect and, in the absence of an error correction mechanism, this disconnect may be prolonged. For commodity and currency market participants, this implies that while futures and forward commodity prices may be useful leading indicators of future currency movements, the price risk management strategies may need to be recalibrated over time.
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The Effect of Baby Books on Mothers’ Reading Beliefs and Reading Practices
Auger, Anamarie; Reich, Stephanie M.; Penner, Emily K.
2014-01-01
The impact of a baby book intervention on promoting positive reading beliefs and increasing reading frequency for low-income, new mothers (n = 167) was examined. The Baby Books Project randomly assigned low-income, first-time mothers to one of three study conditions, receiving educational books, non-educational books, or no books, during pregnancy and over the first year of parenthood. Home-based data collection occurred through pregnancy until 18 months post-partum. Mothers who received free baby books had higher beliefs about the importance of reading, the value of having resources to support reading, and the importance of verbal participation during reading. The results showed that providing any type of baby books to mothers positively influenced maternal reading beliefs, but did not increase infant-mother reading practices. Maternal reading beliefs across all three groups were significantly associated with self-reported reading frequency when children were at least 12 months of age. PMID:25264394
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Measuring adult literacy students' reading skills using the Gray Oral Reading Test.
Greenberg, Daphne; Pae, Hye Kyeong; Morris, Robin D; Calhoon, Mary Beth; Nanda, Alice O
2009-12-01
There are not enough reading tests standardized on adults who have very low literacy skills, and therefore tests standardized on children are frequently administered. This study addressed the complexities and problems of using a test normed on children to measure the reading comprehension skills of 193 adults who read at approximately third through fifth grade reading grade equivalency levels. Findings are reported from an analysis of the administration of Form A of the Gray Oral Reading Tests-Fourth Edition (Wiederholt & Bryant, 2001a, b). Results indicated that educators and researchers should be very cautious when interpreting test results of adults who have difficulty reading when children's norm-referenced tests are administered.
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Ida Ayu Made Istri Utami
2017-03-01
Full Text Available Knowing students’ problems, especially in reading, is very important to design an appropriate and meaningful learning. From the problem identification, teacher can find the potency of designing and developing material to meet students’ need. Therefore, this study was aimed to identify the potentials and problems toward reading lesson faced by the eighth grade students of Junior High School. This study was based on the result of classroom observation, document study, and also checklists. The identification of potency and problems through classroom observation was done to obtain data on how existing reading material was used in teaching reading on the classroom. There was also document study to evaluate existing reading material and syllabus used for teaching reading. Then, the data from the teacher and students had been gathered by administering checklists. From the result of the study, it can be identified that the problems faced by the eighth grade students of Junior High School in reading dealt with topic selection, pictures or illustration, and reading activities, while the potency was to develop new reading material by using those problems as consideration.
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What Works Clearinghouse, 2013
2013-01-01
The study reviewed in this paper examined the impact of "Collaborative Strategic Reading" ("CSR"), a set of instructional strategies used to build reading proficiency, on the reading comprehension of fifth-grade students. The analysis included 1,355 students from 74 social studies classrooms within 26 linguistically diverse…
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The role of interword spacing in reading Japanese: an eye movement study.
Sainio, Miia; Hyönä, Jukka; Bingushi, Kazuo; Bertram, Raymond
2007-09-01
The present study investigated the role of interword spacing in a naturally unspaced language, Japanese. Eye movements were registered of native Japanese readers reading pure Hiragana (syllabic) and mixed Kanji-Hiragana (ideographic and syllabic) text in spaced and unspaced conditions. Interword spacing facilitated both word identification and eye guidance when reading syllabic script, but not when the script contained ideographic characters. We conclude that in reading Hiragana interword spacing serves as an effective segmentation cue. In contrast, spacing information in mixed Kanji-Hiragana text is redundant, since the visually salient Kanji characters serve as effective segmentation cues by themselves.
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STUDENTS’ READING PRACTICES AND ENVIRONMENTS
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Aiza Johari
2013-07-01
Full Text Available Abstract: The challenges of reading are indeed apparent in most teaching and learning processes in ESL classrooms. As a result, this study is conducted to resolve the issues of students who seem to find reading to be unbearable. Many of them have limited ability to read well and hence, possess insufficient reading habits to become competent readers, particularly out-of-school context. Besides, poor home literacy environments also contribute to their shortcomings in reading. The main objectives of this study are to identify the students’ reasons for reading as well as to find out their home reading environments (reading backgrounds and habits; reading attitudes and motivation; reading exposure and supports. To identify these, questionnaires were distributed to 120 secondary school students (Form 4: 16 years old from one of the urban schools in Sarawak, Malaysia. The findings indicate that the students read to gain information and knowledge though many chose reading as a hobby as their last choice in explaining their motives of reading. Besides, they preferred non-academic reading materials, mainly lighter forms reading materials such as comics, story books and magazines. Though the students acknowledged the importance of reading in their daily lives, their average reading habits, attitude, motivation, exposure and support within the home domain had suggested otherwise. They mainly read for instrumental purposes while reading for pleasure seemed not to be given priority. Besides, the respondents acknowledge that their parents and themselves did not read much at home. As an implication, it is vital for students to improve their reading perceptions, abilities and practices to achieve personal, societal and national progress. On a final note, parents’ early and continuous efforts to be involved in their children’s literacy events in an out-of-school context are believed to be vital to inculcate positive reading environments, habits and culture
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The Influence of Translation on Reading Amount, Proficiency, and Speed in Extensive Reading
Sakurai, Nobuko
2015-01-01
This study attempted to examine the influence of a decrease in translation on the number of words read, reading comprehension, and reading rate in an extensive reading (ER) program. The participants were 70 first-year university students who experienced ER both in and outside the classroom for 15 weeks. The results of regression analyses confirmed…
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Basic Concepts of Reading Instruction
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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.
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Baharuddin
2017-10-01
Full Text Available This study investigated Indonesian EFL learners approach of two reading approaches cognitive and metacognitive their perceived contact on effectiveness and the association between reading approach and effectiveness on their English reading comprehension. Fifty-Three English-major freshmen from University Muhammadiyah of Parepare participated in these lessons. Two principal questions were addressed 1 what is the most frequent use of reading approach reported by individual students 2 Is there any significant association between reading approach and effectiveness on their English reading comprehension To examine the effects of approach instruction on students reading performance a qualitative interview technique and quantitative research methods including a paired-sample t-test and Person Product Moment Correlation were used to estimate the relationship between reading approach use and effectiveness on students reading accomplishment. Significance showed that the most frequent use of reading approach was found to be metacognitive approach followed by the cognitive approach. In addition there was a significant positive connection between reading approach and effectiveness on their English reading comprehension. Reading approach on the other hand was unrelated to reading achievement. Results of interview findings were analyzed to explore in-depth in sequence about the condition of approach used. The implications of these findings for implementing effective reading strategy instruction are discussed.
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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…
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Slow Reading: Reading along "Lectio" Lines
Badley, K. Jo-Ann; Badley, Ken
2011-01-01
The medieval monastic movement preserved and developed reading practices--lectio--from ancient Greek pedagogy as a slow, mindful approach to reading for formation. This ancient way of reading, now better known as lectio divina, challenges the fast, pragmatic reading so characteristic of our time. We propose that the present moment may be ripe for…
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Reading Self-Efficacy Predicts Word Reading But Not Comprehension in Both Girls and Boys.
Carroll, Julia M; Fox, Amy C
2016-01-01
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.
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Reading Self-Efficacy Predicts Word Reading But Not Comprehension in Both Girls and Boys
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
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The Impact of Multimodal Texts on Reading Achievement: A Study of Iranian Secondary School Learners
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Bahareh Baharani
2015-07-01
Full Text Available This study was designed to investigate the impact of multimodal text on reading comprehension test performance of Iranian intermediate learners. A total of 80 students participated in this study. All of them were Iranian female EFL learners with the age ranging from 16 to 18. They were selected from a boarding high school in Nasr Abad, Torbat Jam in Khorasan e Razavi, Iran. The students were randomly settled in four groups, who received different instructional approaches through using linear texts, multimodal printed texts, non-printed multimodal texts, and both multimodal printed and non-printed texts. A pre-test and post-test were used to find out the differences before and after the experimental treatment. The results reflected that the printed and non-printed multimodal texts had significant impact on reading comprehension test performance. In contrast, applying linear texts or traditional texts did not exert significant influence on reading comprehension ability of the participants. The findings provide useful hints for language instructors to improve effectiveness of instructional reading curriculums and reading ability of language learners. The participants who learned reading comprehension through using multimodal printed and non-printed texts enjoy reading programs and develop their intrinsic and extrinsic motivation for improving reading ability.
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Reading competency of first-year undergraduate students at University of Botswana: A case study
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Beauty B. Ntereke
2017-01-01
Full Text Available The ability to read and interpret textbooks and other assigned material is a critical component of success at university level. Therefore, the aims of this study are twofold: to evaluate the reading levels of first-year students when they first enter the university to determine how adequately prepared they are for university reading. It is also to find out if there will be any significant improvement after going through the academic literacy course offered to first-year students. The participants were 51 first-year undergraduate humanities students enrolled in the Communication and Academic Literacy course at the University of Botswana. The data were collected through a reading test adopted from Zulu which was administered at the beginning of the first semester. The same test was administered at the end of the semester after the students had gone through the academic literacy course to see if there was any difference in performance. The findings of this study indicate that there is a mixed and wide variation of students reading competency levels when students first enter the university and that a significant number of first-year entrants are inadequately prepared for university reading.
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Autistic Spectrum Disorder and Assistive Technology: Action Research Case Study of Reading Supports
Lindsey, Pam
2012-01-01
This descriptive action research experience with case study procedures examined the use of best practices paired with assistive technologies as interventions to individualize fiction reading instruction for a high-functioning elementary student, JB (pseudonym), diagnosed with autistic spectrum disorder. JB's instructional, reading goals were to…
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Why and How Mathematicians Read Proofs: An Exploratory Study
Weber, Keith; Mejia-Ramos, Juan Pablo
2011-01-01
In this paper, we report a study in which nine research mathematicians were interviewed with regard to the goals guiding their reading of published proofs and the type of reasoning they use to reach these goals. Using the data from this study as well as data from a separate study (Weber, "Journal for Research in Mathematics Education" 39:431-459,…
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Law, Jeremy M; Vandermosten, Maaike; Ghesquière, Pol; Wouters, Jan
2017-01-01
Purpose: This longitudinal study examines measures of temporal auditory processing in pre-reading children with a family risk of dyslexia. Specifically, it attempts to ascertain whether pre-reading auditory processing, speech perception, and phonological awareness (PA) reliably predict later literacy achievement. Additionally, this study retrospectively examines the presence of pre-reading auditory processing, speech perception, and PA impairments in children later found to be literacy impaired. Method: Forty-four pre-reading children with and without a family risk of dyslexia were assessed at three time points (kindergarten, first, and second grade). Auditory processing measures of rise time (RT) discrimination and frequency modulation (FM) along with speech perception, PA, and various literacy tasks were assessed. Results: Kindergarten RT uniquely contributed to growth in literacy in grades one and two, even after controlling for letter knowledge and PA. Highly significant concurrent and predictive correlations were observed with kindergarten RT significantly predicting first grade PA. Retrospective analysis demonstrated atypical performance in RT and PA at all three time points in children who later developed literacy impairments. Conclusions: Although significant, kindergarten auditory processing contributions to later literacy growth lack the power to be considered as a single-cause predictor; thus results support temporal processing deficits' contribution within a multiple deficit model of dyslexia.
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McGeown, Sarah P.; Osborne, Cara; Warhurst, Amy; Norgate, Roger; Duncan, Lynne G.
2016-01-01
This study examined the extent to which a range of child characteristics (sex, age, socioeconomic status, reading skill and intrinsic and extrinsic reading motivation) predicted engagement (i.e., time spent) in different reading activities (fiction books, factual books, school textbooks, comics, magazines and digital texts). In total, 791 children…
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Sibahi, Samir
2017-01-01
Previous studies have shown that explicit reading strategy teaching has positive effects on English second language (ESL) students’ reading comprehension. However, Swedish upper- secondary students’ attitudes towards English reading comprehension classes are relatively unknown. This study therefore has the objectives of finding out to what extent reading strategies are taught explicitly in upper-secondary schools in Sweden, and to investigate how students and teachers perceive reading compreh...
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Reading motivation in elementary school students
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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.
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Reading-Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill.
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.
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Long, Deanna; Szabo, Susan
2016-01-01
This quasi-experimental mixed methods study examined the use of e-readers during guided reading instruction and its impact on 5th grade students' reading motivation, attitude toward reading, and reading comprehension. For 10 weeks, 19 students received guided reading instruction by means of the traditional paper/text format, while 16 students…
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Adaptive changes in early and late blind: a fMRI study of Braille reading.
Burton, H; Snyder, A Z; Conturo, T E; Akbudak, E; Ollinger, J M; Raichle, M E
2002-01-01
Braille reading depends on remarkable adaptations that connect the somatosensory system to language. We hypothesized that the pattern of cortical activations in blind individuals reading Braille would reflect these adaptations. Activations in visual (occipital-temporal), frontal-language, and somatosensory cortex in blind individuals reading Braille were examined for evidence of differences relative to previously reported studies of sighted subjects reading print or receiving tactile stimulation. Nine congenitally blind and seven late-onset blind subjects were studied with fMRI as they covertly performed verb generation in response to reading Braille embossed nouns. The control task was reading the nonlexical Braille string "######". This study emphasized image analysis in individual subjects rather than pooled data. Group differences were examined by comparing magnitudes and spatial extent of activated regions first determined to be significant using the general linear model. The major adaptive change was robust activation of visual cortex despite the complete absence of vision in all subjects. This included foci in peri-calcarine, lingual, cuneus and fusiform cortex, and in the lateral and superior occipital gyri encompassing primary (V1), secondary (V2), and higher tier (VP, V4v, LO and possibly V3A) visual areas previously identified in sighted subjects. Subjects who never had vision differed from late blind subjects in showing even greater activity in occipital-temporal cortex, provisionally corresponding to V5/MT and V8. In addition, the early blind had stronger activation of occipital cortex located contralateral to the hand used for reading Braille. Responses in frontal and parietal cortex were nearly identical in both subject groups. There was no evidence of modifications in frontal cortex language areas (inferior frontal gyrus and dorsolateral prefrontal cortex). Surprisingly, there was also no evidence of an adaptive expansion of the somatosensory or
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Reading in a Digital Age: Issues and Future of Reading on the Web among Young People
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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
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Directory of Open Access Journals (Sweden)
Lisa Zimmerman
2014-12-01
Full Text Available The evidence of the huge challenges of literacy development faced by South African learners is primarily gleaned from the results of learners’ external assessments. There is little research which explores, in-depth, the strategies used by teachers to teach reading literacy and reading comprehension specifically. Questions remain about what is going wrong and, most importantly,what can be changed to rectify the poor outcomes of learners. To gain insight into the poor achievement of Grade 4 learners, in South Africa in the Progress in International Reading Literacy Study (PIRLS 2006, six case studies were undertaken. Each school case had a different class average achievement profile ranging from low to high on the PIRLS achievement scale.This article presents findings from the observation of Grade 4 reading comprehension lessons in six schools. The comparison of observations of teaching practices aligned to higher achieving schools, against those of lower performing schools, indicates the discrepancies in the quality of teaching reading comprehension across the schools, and reveals potential foci for teacher development. The value of comparative lesson observation for these purposes is highlighted.
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Effects of reading-oriented tasks on students' reading comprehension of geometry proof
Yang, Kai-Lin; Lin, Fou-Lai
2012-06-01
This study compared the effects of reading-oriented tasks and writing-oriented tasks on students' reading comprehension of geometry proof (RCGP). The reading-oriented tasks were designed with reading strategies and the idea of problem posing. The writing-oriented tasks were consistent with usual proof instruction for writing a proof and applying it. Twenty-two classes of ninth-grade students ( N = 683), aged 14 to 15 years, and 12 mathematics teachers participated in this quasi-experimental classroom study. While the experimental group was instructed to read and discuss the reading tasks in two 45-minute lessons, the control group was instructed to prove and apply the same propositions. Generalised estimating equation (GEE) method was used to compare the scores of the post-test and the delayed post-test with the pre-test scores as covariates. Results showed that the total scores of the delayed post-test of the experimental group were significantly higher than those of the control group. Furthermore, the scores of the experimental group on all facets of reading comprehension except the application facet were significantly higher than those of the control group for both the post-test and delayed post-test.
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Motivation for Reading and Upper Primary School Students' Academic Achievement in Reading in Kenya
Mucherah, Winnie; Herendeen, Abbey
2013-01-01
This study examined primary school students' reading motivation and performance on the standardized exam. Participants included 901 seventh and eighth grade students from Kenya. There were 468 females and 433 males. Contrary to previous studies, results showed reading challenge and aesthetics, but not efficacy, predicted reading achievement,…
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Predicting Reading and Spelling Disorders: A 4-Year Prospective Cohort Study.
Bigozzi, Lucia; Tarchi, Christian; Caudek, Corrado; Pinto, Giuliana
2016-01-01
In this 4-year prospective cohort study, children with a reading and spelling disorder, children with a spelling impairment, and children without a reading and/or spelling disorder (control group) in a transparent orthography were identified in third grade, and their emergent literacy performances in kindergarten compared retrospectively. Six hundred and forty-two Italian children participated. This cohort was followed from the last year of kindergarten to third grade. In kindergarten, the children were assessed in phonological awareness, conceptual knowledge of writing systems and textual competence. In third grade, 18 children with a reading and spelling impairment and 13 children with a spelling impairment were identified. Overall, conceptual knowledge of the writing system was the only statistically significant predictor of the clinical samples. No differences were found between the two clinical samples.
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Al Rasheed, Hana S. S.
2014-01-01
Reading comprehension is a key issue in learning English as a foreign language, and it is critical that teachers utilize pre-reading strategies in reading classes in order to help students enhance their comprehension. The present study investigates the effectiveness of two pre-reading strategies on EFL students' performance in reading…
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Underlying skills of oral and silent reading
Van Den Boer, Madelon; van Bergen, Elsje; de Jong, Peter F.
2014-01-01
Many studies have examined reading and reading development. The majority of these studies, however, focused on oral reading rather than on the more dominant silent reading mode. Similarly, it is common practice to assess oral reading abilities rather than silent reading abilities in schools and in
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The Keefe Inventory of Silent Reading: A Window into the Reading Process.
Keefe, Donald
1993-01-01
Contains part of the Keefe Inventory of Silent Reading, a silent informal reading inventory. Presents a case study of a student to whom it was administered, including analysis of this individual's reading ability and description of the specific strategies used with this individual on the basis of the results of the inventory. (RS)
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Early Identification of Reading Difficulties
DEFF Research Database (Denmark)
Poulsen, Mads; Nielsen, Anne-Mette Veber; Juul, Holger
2017-01-01
Early screening for reading difficulties before the onset of instruction is desirable because it allows intervention that is targeted at prevention rather than remediation of reading difficulties. However, early screening may be too inaccurate to effectively allocate resources to those who need...... them. The present study compared the accuracy of early screening before the onset of formal reading instruction with late screening six months into the first year of instruction. The study followed 164 Danish students from the end of Grade 0 to the end of Grade 2. Early screening included measures...... of phonemic awareness, rapid naming, letter knowledge, paired associate learning, and reading. Late screening included only reading. Results indicated that reading measures improved substantially as predictors over the first six months of Grade 1, to the point where late reading measures alone provided...
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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...
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Atkinson, Lynette; Slade, Lance; Powell, Daisy; Levy, Joseph P
2017-12-01
The relation between children's theory of mind (ToM) and emerging reading comprehension was investigated in a longitudinal study over 2.5years. A total of 80 children were tested for ToM, decoding, language skills, and executive function (EF) at Time 1 (mean age=3;10 [years;months]). At Time 2 (mean age=6;03), children's word reading efficiency, language skills, and reading comprehension were measured. Mediation analysis showed that ToM at Time 1, when children were around 4years old, indirectly predicted Time 2 reading comprehension, when children were 6years old, via language ability after controlling for age, nonverbal ability, decoding, EF, and earlier language ability. Importantly, ToM at 4years also directly predicted reading comprehension 2.5years later at 6years. This is the first longitudinal study to show a direct contribution of ToM to reading comprehension in typical development. Findings are discussed in terms of the simple view of reading (SVR); ToM not only supports reading comprehension indirectly by facilitating language but also contributes to it directly over and above the SVR. The potential role of metacognition is considered when accounting for the direct contribution of early ToM to later reading comprehension. Copyright © 2017 Elsevier Inc. All rights reserved.
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[Introduction to critical reading of articles: study design and biases].
García Villar, C
2015-01-01
The critical evaluation of an article enables professionals to make good use of the new information and therefore has direct repercussions for the benefit of our patients. Before undertaking a detailed critical reading of the chosen article, we need to consider whether the study used the most appropriate design for the question it aimed to answer (i.e., whether the level of evidence is adequate). To do this, we need to know how to classify studies in function of their design (descriptive or analytical; prospective or retrospective; cross-sectional or longitudinal) as well as their correlation with the levels of evidence. In critical reading it is also important to know the main systematic errors or biases that can affect a study. Biases can appear in any phase of a study; they can affect the sample, the development of the study, or the measurement of the results. Copyright © 2014 SERAM. Published by Elsevier España, S.L.U. All rights reserved.
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The relations between reading and spelling: an examination of subtypes of reading disability.
Bar-Kochva, Irit; Amiel, Meirav
2016-07-01
Three groups of reading-disabled children were found in studies of English, German, and French: a group with a double deficit in reading and spelling, a group with a single spelling deficit, and a more rarely reported group presenting a single reading deficit. This study set out to examine whether these groups can be found in adults, readers and spellers of Hebrew, which differs from the previously studied orthographies in many aspects. To this end, Hebrew-speaking adults with or without reading disability were administered various literacy and literacy-related tests. Results confirm the existence of the same three groups. While all shared a phonological deficit, subtle differences in phonological decoding ability and in speed of processing distinguished between the groups. The study therefore suggests that the previously reported associations and dissociations between reading and spelling are not restricted to English, German, or French and may not be only developmental in nature.
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Directory of Open Access Journals (Sweden)
Elena G. Vikhareva
2016-01-01
Full Text Available Background: Determination and monitoring of the quality of life of adolescents are needed to examine the social conditions of their life.Objective: Our aim was to study the relation between reading books and the number of read books with the quality of life of adolescents. Patients and Methods: We conducted a cross-sectional cohort study where examined the quality of life of children aged 13–18 years attending secondary educational institutions of Izhevsk city and Udmurtia rural districts. Using PedsQL questionnaire, we analyzed the physical, emotional and social component of the quality of life of adolescents, school functioning and overall assessment score of the quality of life. The attitude to reading was determined by the results of the answers to questions about the love of reading (yes/no and the number of read books.Results: The study included 2,947 high school students, in which 2,473 (83.9% adolescents indicated their attitude toward reading. It has been shown that students who enjoy reading (42.2% have a lower assessment score of the quality of life on the scale of «emotional functioning» (66 ± 17 and higher — on the scale of «school functioning» (69 ± 15 than their peers not liking to read (68 ± 16 and 66 ± 15, respectively; p < 0.001. The number of read books was associated with the quality of life assessment on the scale of «physical functioning» and «school functioning» as well as with the assessment of the social component of quality of life for girls.Conclusion: The studied factors («reading books» and «the number of read books» are related to the quality of life of adolescents that may be taken into account in the preparation of educational programs.
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Chen, Chih-Ming; Wang, Jung-Ying; Chen, Yong-Ting; Wu, Jhih-Hao
2016-01-01
To reduce effectively the reading anxiety of learners while reading English articles, a C4.5 decision tree, a widely used data mining technique, was used to develop a personalized reading anxiety prediction model (PRAPM) based on individual learners' reading annotation behavior in a collaborative digital reading annotation system (CDRAS). In…
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Reading Strategies in a L2: A Study on Machine Translation
Karnal, Adriana Riess; Pereira, Vera Vanmacher
2015-01-01
This article aims at understanding cognitive strategies which are involved in reading academic texts in English as a L2/FL. Specifically, we focus on reading comprehension when a text is read either using Google translator or not. From this perspective we must consider the reading process in its complexity not only as a decoding process. We follow…
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The relationship between children's reading motivation and reading competence
Institute of Scientific and Technical Information of China (English)
白晴雪
2016-01-01
It has been found that motivation is very important to children's reading competence. This paper intended to study intrinsic and extrinsic motivation and find their relationship with children's reading competence. In order to do so, previous investigations about intrinsic and extrinsic motivation were critically reviewed, and their results were discussed in this paper.
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A Study on Reading Printed Books or E-Books: Reasons for Student-Teachers Preferences
Tosun, Nilgun
2014-01-01
This study tried to determine the preferences of student-teachers on reading printed books or e-books and the reasons for these preferences. Reading printed books and e-books preferences of students are discussed in terms of gender and department variables. 258 student-teachers who are studying in Computer Education and Instructional Technologies…
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Snellings, Patrick; van der Leij, Aryan; de Jong, Peter F.; Blok, Henk
2009-01-01
Breznitz (2006) demonstrated that Hebrew-speaking adults with reading disabilities benefited from a training in which reading rate was experimentally manipulated. In the present study, the authors examine whether silent reading training enhances the sentence reading rate and comprehension of children with reading disabilities and whether results…
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Reading Recovery: Exploring the Effects on First-Graders' Reading Motivation and Achievement
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…
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DEFF Research Database (Denmark)
Rønberg, Louise Flensted-Jensen; Petersen, Dorthe Klint
data sets were obtained from 179 Danish Grade 3 pupils. Participants were given a standard reading comprehension test requiring multiple-choice answers to six different texts of various length and type. Orthographic and phonological coding, as well as non-verbal problem solving were assessed by means......Purpose The main aim of this study was to investigate the contribution of aspects of vocabulary, word reading abilities, and reading experience to reading comprehension, and to analyse sub-samples of students with comprehension difficulties. Method The study employed a cross-sectional design. Full......: path, street, road, river). Results Data analyses showed that in the entire sample, skills of semantic lexical structuring and reading experience made strong contributions to reading comprehension. Analyses of the pupils below the 25%-percentile in reading comprehension revealed that for the vast...
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Ito, Misae; Shimizu, Kimiya
2009-09-01
To the compare the reading ability after bilateral cataract surgery in patients who had pseudophakic monovision achieved by monofocal intraocular lens (IOL) implantation and patients who had refractive multifocal IOL implantation. Department of Ophthalmology, Kitasato University Hospital, Kanagawa, Japan. This study evaluated patients who had bilateral cataract surgery using the monovision method with monofocal IOL implantation to correct presbyopia (monovision group) or who had bilateral cataract surgery with refractive multifocal IOL implantation (multifocal group). In the monovision group, the dominant eye was corrected for distance vision and the nondominant eye for near vision. The maximum reading speed, critical character size, and reading acuity were measured binocularly without refractive correction using MNREAD-J acuity charts. The monovision group comprised 38 patients and the multifocal group, 22 patients. The mean maximum reading speed was 350.5 characters per minute (cpm) +/- 62.3 (SD) in the monovision group and 355.0 +/- 53.3 cpm in the multifocal group; the difference was not statistically significant. The mean critical character size was 0.24 +/- 0.12 logMAR and 0.40 +/- 0.16 logMAR, respectively (P<.05). The mean reading acuity was 0.05 +/- 0.12 logMAR and 0.19 +/- 0.11 logMAR, respectively (P<.01). The monovision group had better critical character size and reading acuity results. The monovision method group had better reading ability; however, careful patient selection is essential.
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INTEREST AND READING MOTIVATION
Directory of Open Access Journals (Sweden)
Alhamdu Alhamdu
2016-05-01
Full Text Available The purpose of this study is to examine the relationship between interest and reading motivation based on literature review. The concept of the interest portrayed as a psychological state that occurs during interaction between individual and specific topic, object or activity including process of willingness, increased attention, concentration and positive feeling to the topic, object or activity. Meanwhile reading motivation emphasized to mental readiness, willingness and refers to beliefs and perception of individual to engage in reading activity. Some researchers were identified factors that influenced reading motivation such as intrinsic and extrinsic factors, self-concept and value of reading, and interest. In general, the literature review described that have positive relationship between interest and reading motivation.
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Council, Morris R., III; Cartledge, Gwendolyn; Green, DeLayna; Barber, Mariah; Gardner, Ralph, III
2016-01-01
This descriptive study examined whether a computer-based, repeated reading intervention (i.e., Reading Relevant and Culturally Engaging Stories) is associated with improved reading and social behavior for three primary-aged urban black girls who each showed both academic and behavioral risk. The Reading Relevant and Culturally Engaging Stories…
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Print exposure, reading habits, and reading achievement among deaf and hearing college students.
Marschark, Marc; Sarchet, Thomastine; Convertino, Carol M; Borgna, Georgianna; Morrison, Carolyn; Remelt, Sarah
2012-01-01
This study explored relations of print exposure, academic achievement, and reading habits among 100 deaf and 100 hearing college students. As in earlier studies, recognition tests for book titles and magazine titles were used as measures of print exposure, college entrance test scores were used as measures of academic achievement, and students provided self-reports of reading habits. Deaf students recognized fewer magazine titles and fewer book titles appropriate for reading levels from kindergarten through Grade 12 while reporting more weekly hours of reading. As in previous studies with hearing college students, the title recognition test proved a better predictor of deaf and hearing students' English achievement than how many hours they reported reading. The finding that the recognition tests were relatively more potent predictors of achievement for deaf students than hearing students may reflect the fact that deaf students often obtain less information through incidental learning and classroom presentations.
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The Role of RAN and Reading Rate in Predicting Reading Self-Concept
Kasperski, Ronen; Shany, Michal; Katzir, Tami
2016-01-01
Social identity theory states that a person's self-concept is created from comparison with others (Walsh & Gordon, 2008). In the case of reading, oral reading is a salient feature young children have to compare themselves on to their classroom peer group. The current study was set to explore the ability of oral reading tasks such as rapid…
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Directory of Open Access Journals (Sweden)
Naomi A.N.Y. Boakye
2015-04-01
Full Text Available Self-efficacy, which is the belief about one’s ability to perform a task successfully, has been widely acknowledged as important in learning. This affective factor, though not explicitly evident, has been said to play an important role in academic performance. However, its role in reading development has not been widely investigated. To determine the relationship between self-efficacy and reading proficiency, a study was conducted with first-year students in a South African tertiary institution. Students’ self-efficacy levels were elicited through a questionnaire and their reading proficiency was obtained through the Test of Academic Literacy levels (TALL, which essentially assesses reading proficiency. An analysis of variance showed a robust relationship between reading self-efficacy and reading proficiency for this cohort of students. Regression analysis conducted with other affective factors showed self-efficacy as the best predictor of students’ reading proficiency. Results are discussed as they relate to previous research and recommendations are made to include the development of self-efficacy in reading instruction.
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DEFF Research Database (Denmark)
Kuzmičová, Anežka; Dias, Patrícia; Vogrinčič Čepič, Ana
2017-01-01
in the environment where one engages in individual silent reading. The primary goal of the study was to explore the role and possible associations of a number of variables (text type, purpose, device) in selecting generic (e.g. indoors vs outdoors) as well as specific (e.g. home vs library) reading environments....... Across all six samples included in the study, participants spontaneously attested to varied, and partly surprising, forms of sensitivity to company and social space in their daily efforts to align body with mind for reading. The article reports these emergent trends and discusses their potential...
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The effect of morphology on spelling and reading accuracy: A study on Italian children.
Directory of Open Access Journals (Sweden)
Paola eAngelelli
2014-11-01
Full Text Available In opaque orthographies knowledge of morphological information helps in achieving reading and spelling accuracy. In transparent orthographies with regular print-to-sound correspondences, such as Italian, the mappings of orthography onto phonology and phonology onto orthography are in principle sufficient to read and spell most words. The present study aimed to investigate the role of morphology in the reading and spelling accuracy of Italian children as a function of school experience to determine whether morphological facilitation was present in children learning a transparent orthography. The reading and spelling performances of 15 third-grade and 15 fifth-grade typically developing children were analyzed. Children read aloud and spelled both low-frequency words and pseudowords. Low-frequency words were manipulated for the presence of morphological structure (morphemic words vs non-derived words. Morphemic words could also vary for the frequency (high vs low of roots and suffixes. Pseudo-words were made up of either a real root and a real derivational suffix in a combination that does not exist in the Italian language or had no morphological constituents. Results showed that, in Italian, morphological information is a useful resource for both reading and spelling. Typically developing children benefitted from the presence of morphological structure when they read and spelled pseudowords; however, in processing low-frequency words, morphology facilitated reading but not spelling. These findings are discussed in terms of morpho-lexical access and successful cooperation between lexical and sublexical processes in reading and spelling.
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The effect of morphology on spelling and reading accuracy: a study on Italian children.
Angelelli, Paola; Marinelli, Chiara Valeria; Burani, Cristina
2014-01-01
In opaque orthographies knowledge of morphological information helps in achieving reading and spelling accuracy. In transparent orthographies with regular print-to-sound correspondences, such as Italian, the mappings of orthography onto phonology and phonology onto orthography are in principle sufficient to read and spell most words. The present study aimed to investigate the role of morphology in the reading and spelling accuracy of Italian children as a function of school experience to determine whether morphological facilitation was present in children learning a transparent orthography. The reading and spelling performances of 15 third-grade and 15 fifth-grade typically developing children were analyzed. Children read aloud and spelled both low-frequency words and pseudowords. Low-frequency words were manipulated for the presence of morphological structure (morphemic words vs. non-derived words). Morphemic words could also vary for the frequency (high vs. low) of roots and suffixes. Pseudo-words were made up of either a real root and a real derivational suffix in a combination that does not exist in the Italian language or had no morphological constituents. Results showed that, in Italian, morphological information is a useful resource for both reading and spelling. Typically developing children benefitted from the presence of morphological structure when they read and spelled pseudowords; however, in processing low-frequency words, morphology facilitated reading but not spelling. These findings are discussed in terms of morpho-lexical access and successful cooperation between lexical and sublexical processes in reading and spelling.
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Directory of Open Access Journals (Sweden)
Ángela María López-Velásquez
2011-04-01
Full Text Available The characteristics of the Spanish home reading practices of a US immigrant Hispanic household are studied highlighting the many connections existing between the reading practices at home and at school. This longitudinal study explores how the home and school L1 reading instruction contributed to a first-grader’s initial steps towards reading in English or biliteracy. Details of Natalia ́s reading in Spanish at home and at school are presented and the relationships between the reading practices in both contexts are documented.The findings in this study remind us of the importance of strong native language literacy foundations and of the role that both home and school play in fostering high literacy levels among children.
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Shorkaee, Hossein Zabihi; Talebi, Seyed Hassan
2018-01-01
This study investigated the effects of Reading Strategy Instruction (RSI) on reading performance and attitude toward reading strategies while reading texts of different difficulty levels. Fifty-five university students studying Political and Basic Sciences took part in this study. After homogenizing the participants, 24 students were in the…
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Supporting read-across using biological data.
Zhu, Hao; Bouhifd, Mounir; Donley, Elizabeth; Egnash, Laura; Kleinstreuer, Nicole; Kroese, E Dinant; Liu, Zhichao; Luechtefeld, Thomas; Palmer, Jessica; Pamies, David; Shen, Jie; Strauss, Volker; Wu, Shengde; Hartung, Thomas
2016-01-01
Read-across, i.e. filling toxicological data gaps by relating to similar chemicals, for which test data are available, is usually done based on chemical similarity. Besides structure and physico-chemical properties, however, biological similarity based on biological data adds extra strength to this process. In the context of developing Good Read-Across Practice guidance, a number of case studies were evaluated to demonstrate the use of biological data to enrich read-across. In the simplest case, chemically similar substances also show similar test results in relevant in vitro assays. This is a well-established method for the read-across of e.g. genotoxicity assays. Larger datasets of biological and toxicological properties of hundreds and thousands of substances become increasingly available enabling big data approaches in read-across studies. Several case studies using various big data sources are described in this paper. An example is given for the US EPA's ToxCast dataset allowing read-across for high quality uterotrophic assays for estrogenic endocrine disruption. Similarly, an example for REACH registration data enhancing read-across for acute toxicity studies is given. A different approach is taken using omics data to establish biological similarity: Examples are given for stem cell models in vitro and short-term repeated dose studies in rats in vivo to support read-across and category formation. These preliminary biological data-driven read-across studies highlight the road to the new generation of read-across approaches that can be applied in chemical safety assessment.
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Directory of Open Access Journals (Sweden)
Chad Parker Johnson
2015-01-01
Full Text Available Pediatric traumatic brain injury often results in significant long-term deficits in mastery of reading ability. This study aimed to identify white matter pathways that, when damaged, predicted reading deficits in children. Based on the dual-route model of word reading, we predicted that integrity of the inferior fronto-occipital fasciculus would be related to performance in sight word identification while integrity of the superior longitudinal fasciculus would be related to performance in phonemic decoding. Reading fluency and comprehension were hypothesized to relate to the superior longitudinal fasciculus, inferior fronto-occipital fasciculus, and cingulum bundle. The connectivity of white matter pathways was used to predict reading deficits in children aged 6 to 16 years with traumatic brain injury (n = 29 and those with orthopedic injury (n = 27 using tract-based spatial statistics. Results showed that children with traumatic brain injury and reduced microstructural integrity of the superior longitudinal fasciculus demonstrated reduced word-reading ability on sight word and phonemic decoding tasks. Additionally, children with traumatic brain injury and microstructural changes involving the cingulum bundle demonstrated reduced reading fluency. Results support the association of a dorsal pathway via the superior longitudinal fasciculus with both sight word reading and phonemic decoding. No association was identified between the inferior fronto-occipital fasciculus and sight word reading or phonemic decoding. Reading fluency was associated with the integrity of the cingulum bundle. These findings support dissociable pathways predicting word reading and fluency using Diffusion Tensor Imaging and provide additional information for developing models of acquired reading deficits by specifying areas of brain damage which may predict reading deficits following recovery from the acute phase of TBI.
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Mothers' Reading-Related Activities at Home and Learning to Read during Kindergarten
Silinskas, Gintautas; Parrila, Rauno; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Niemi, Pekka; Nurmi, Jari-Erik
2010-01-01
This longitudinal study investigates how the reading-related activities of mothers at home relate to the development of reading skills among their kindergarten children. A total of 1,529 children (5-to-6-year-olds) were tested on word reading twice, once at the beginning and once at the end of a kindergarten year. The mothers of the children (n =…
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Directory of Open Access Journals (Sweden)
Paul Nation
2009-12-01
Full Text Available This article describes the visual nature of the reading process as it relates to reading speed. It points out that there is a physical limit on normal reading speed and beyond this limit the reading process will be different from normal reading where almost every word is attended to. The article describes a range of activities for developing reading fluency, and suggests how the development of fluency can become part of a reading programme.
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Fayazi-Nasab, Ensieh; Ghafournia, Narjes
2016-01-01
There exist many factors, affecting reading ability. Multiple intelligence and motivational strategies are among the factors that seem to make significant contribution to the reading process. Thus, the present study probed the probable significant relation between Iranian language learners' multiple intelligences and reading ability. The study…
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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.
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Diamanti, Vassiliki; Goulandris, Nata; Stuart, Morag; Campbell, Ruth; Protopapas, Athanassios
2018-05-01
In this study, we followed Greek children with and without dyslexia for 18 months, assessing them twice on a battery of phonological, reading, and spelling tasks, aiming to document the relative progress achieved and to uncover any specific effects of dyslexia in the development of reading and spelling beyond the longitudinal associations among variables that are observed in typical readers. A wide-ranging match was achieved between the dyslexic group and the younger reading-matched comparison group, enabling longitudinal comparisons on essentially identical initial performance profiles. Group differences were found in the development of tasks relying on phonological processing skill, such as phoneme deletion in pseudowords, pseudoword reading accuracy and time, as well as in graphemic spelling accuracy. The results confirm findings from cross-sectional studies of reading difficulty in the relatively transparent Greek orthography and are consistent with a phonological processing deficit underlying and reciprocally interacting with underdevelopment of reading and spelling skills in the impaired population. Copyright © 2018 John Wiley & Sons, Ltd.
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Investigating the Effects of Repeated Reading and NLP : Language Patterns on Reading Rate
Ben, Backwell; Brian, Cullen
2018-01-01
This paper investigates EFL student reading speed and describes a quasi-experimental study that attempted to quantify the effects of repeated reading and the use of NLP language patterns in the instructions. An experimental group (n=30) and a control group (n=30) carried out the same timed reading activity three times each lesson for five lessons. The instructions for the experimental group included NLP language patterns designed to promote faster reading. It was shown that the repeated readi...
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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 ...
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Swanson, H. Lee
2011-01-01
This longitudinal study assessed (a) whether performance changes in working memory (WM) as a function of dynamic testing were related to growth in reading comprehension and (b) whether WM performance among subgroups of children with reading disabilities (RD; children with RD only, children with both reading and arithmetic deficits, and low verbal…
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Reading disorders and dyslexia.
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.
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Nobre, Alexandre de Pontes; de Salles, Jerusa Fumagalli
2016-01-01
The aim of this study was to investigate relations between lexical-semantic processing and two components of reading: visual word recognition and reading comprehension. Sixty-eight children from private schools in Porto Alegre, Brazil, from 7 to 12 years, were evaluated. Reading was assessed with a word/nonword reading task and a reading…
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Who Says They Don’t Read? Slovene Elementary School Students’ Reading Motivation in EFL
Directory of Open Access Journals (Sweden)
Anja Pirih
2015-05-01
Full Text Available A typical (Slovene teenager today no longer finds reading materials on the book shelves in the local library, but forms a reading list of electronic sources, very often in English. However, in contrast with an abundance of studies focusing on first language (L1 reading strategies and motivation, not a lot of literature can be found on reading motivation in a foreign language, even though it is perceived as one of the most important factors influencing second language (L2 development. The aim of this research is to determine the influences on reading motivation in English as a foreign language in the group of young teenagers (11-14-year-olds and a possible transfer of L1 reading attitudes to L2 reading. The theoretical framework relies on Wigfield and Guthrie’s (1997 self-efficacy theory and Day and Bamford’s (1998 expectancy value model. The data obtained from 197 questionnaires give an insight into not only the frequency of reading in English and the type of reading materials, but also the factors influencing teenagers’ reading motivation in EFL.
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Ortlieb, Evan; Sargent, Stephan; Moreland, Meagan
2014-01-01
This study examined the effectiveness of using the online digital reading environment to increase elementary students' comprehension within a reading clinic. Preservice teachers at a four-year university in the Midwest worked one-on-one with 58 fourth-grade students from three schools who were assigned to one of three conditions: print-based text…
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Parents' reading-related knowledge and children's reading acquisition.
Ladd, Megan; Martin-Chang, Sandra; Levesque, Kyle
2011-12-01
Teacher reading-related knowledge (phonological awareness and phonics knowledge) predicts student reading, however little is known about the reading-related knowledge of parents. Participants comprised 70 dyads (children from kindergarten and grade 1 and their parents). Parents were administered a questionnaire tapping into reading-related knowledge, print exposure, storybook reading, and general cultural knowledge. Children were tested on measures of letter-word knowledge, sound awareness, receptive vocabulary, oral expression, and mathematical skill. Parent reading-related knowledge showed significant positive links with child letter-word knowledge and sound awareness, but showed no correlations with child measures of mathematical skill or vocabulary. Furthermore, parent reading-related knowledge was not associated with parents' own print exposure or cultural knowledge, indicating that knowledge about English word structure may be separate from other cognitive skills. Implications are discussed in terms of improving parent reading-related knowledge to promote child literacy.
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Nevo, Einat; Breznitz, Zvia
2014-01-01
Working memory (WM) plays a crucial role in supporting learning, including reading. This study investigated the influence of reading acceleration and WM training programs on improving reading skills and WM abilities. Ninety-seven children in third grade were divided into three study groups and one control group. The three study groups each received a different combination of two training programs: only reading acceleration, WM followed by reading acceleration, and reading acceleration followed by WM. All training programs significantly improved reading skills and WM abilities. Compared with the control group, the group trained with only the reading acceleration program improved word accuracy, whereas the groups trained with a combination of reading and WM programs improved word and pseudo-word fluency. The reading-acceleration-alone group and the WM-program-followed-by-reading-acceleration group improved phonological complex memory. We conclude that a training program that combines a long reading acceleration program and a short WM program is the most effective for improving the abilities most related to scholastic achievement.
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Reading in dyslexia across literacy development: A longitudinal study of effective connectivity.
Morken, Frøydis; Helland, Turid; Hugdahl, Kenneth; Specht, Karsten
2017-01-01
Dyslexia is a literacy disorder affecting the efficient acquisition of reading and writing skills. The disorder is neurobiological in origin. Due to its developmental nature, longitudinal studies of dyslexia are of essence. They are, however, relatively scarce. The present study took a longitudinal approach to cortical connectivity of brain imaging data in reading tasks in children with dyslexia and children with typical reading development. The participants were followed with repeated measurements through Pre-literacy (6 years old), Emergent Literacy (8 years old) and Literacy (12 years old) stages, using Dynamic Causal Modelling (DCM) when analysing functional magnetic resonance imaging (fMRI) data. Even though there are a few longitudinal studies on effective connectivity in typical reading, to our knowledge, no studies have previously investigated these issues in relation to dyslexia. We set up a model of a brain reading network involving five cortical regions (inferior frontal gyrus, precentral gyrus, superior temporal gyrus, inferior parietal lobule, and occipito-temporal cortex). Using DCM, connectivity measures were calculated for each connection in the model. These measures were further analysed using factorial ANOVA. The results showed that the difference between groups centred on connections going to and from the inferior frontal gyrus (two connections) and the occipito-temporal cortex (three connections). For all five connections, the typical group showed stable or decreasing connectivity measures. The dyslexia group, on the other hand, showed a marked up-regulation (occipito-temporal connections) or down-regulation (inferior frontal gyrus connections) from 6 years to 8 years, followed by normalization from 8 years to 12 years. We interpret this as a delay in the dyslexia group in developing into the Pre-literacy and Emergent literacy stages. This delay could possibly be detrimental to literacy development. By age 12, there was no statistically
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Directory of Open Access Journals (Sweden)
Thilina Indrajie Wickramaarachchi
2014-10-01
Full Text Available The study examines the interaction between reading and writing processes in general and more specifically the impact of pre-reading tasks incorporating writing tasks (referred to as “prw tasks” in helping the development of inferential reading comprehension. A sample of 70 first year ESL students of the University of Kelaniya were initially selected with one group (experimental group engaging in “prw tasks” while the other group (control group performing the tasks without a pre-reading component. The intervention was for 6 sessions (one hour in each session. At the end of each session, the performance of the two groups was measured and the test scores were analyzed using the data analysis package SPSS to determine the effectiveness of the intervention. The results indicated that the experimental group had significantly performed better than the control group which indicated the effectiveness of the prw tasks in improving reading comprehension.
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A Case for Improved Reading Instruction for Academic English Reading Proficiency
Directory of Open Access Journals (Sweden)
Glenn Ole Hellekjær
2008-06-01
Full Text Available This article presents a study of the academic reading proficiency in English of 217 senior level Norwegian upper secondary school students who upon graduation are considered qualified for higher education. Testing with an International English Language Testing System (IELTS Academic Reading Module revealed that two thirds of the 178 respondents with ordinary EFL courses did not achieve the equivalent of the IELTS Band 6 score minimum that is usually required for admission to British and Australian universities. In comparison, two thirds of a sample of 39 respondents with a single, sheltered Content and Language Integrated Learning (CLIL subject achieved a Band 6 score or better. Closer analysis indicates that the poor test scores can be attributed to weaknesses in current English as a Foreign Language (EFL instruction where reading is neglected, where students do not learn to adjust how they read to reading purpose, and where they do not learn how to handle unfamiliar words to avoid disrupting the reading process. The article ends with suggestions on how to improve EFL instruction, in Norway and elsewhere.
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Numerical study on over reading coefficient in wet steam flow measurement
International Nuclear Information System (INIS)
Bai Xuesong; Yuan Dewen; Yan Xiao; Peng Xingjian
2013-01-01
This paper investigated the flow process of wet steam in Venturi under interested conditions with CFD simulation software. The effect of pressure, mass flow rate, throat radius on over reading factor was analyzed. This paper aims to improve the wet steam over reading model and the prediction accuracy in wet steam. The results prove that the mass flow has a small effect on over reading coefficient, while the effect that throat radius has on over reading coefficient increases as the pressure rises. (authors)
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A Longitudinal Study of Children's Social Behaviors and Their Causal Relationship to Reading Growth
Lim, Hyo Jin; Kim, Junyeop
2011-01-01
This paper aims at investigating the causal effects of social behaviors on subsequent reading growth in elementary school, using the "Early Childhood Longitudinal Study-Kindergarten" ("ECLS-K") data. The sample was 8,869 subjects who provided longitudinal measures of reading IRT scores from kindergarten (1998-1999) to fifth…
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Persky, Adam M; Hogg, Abigail
2017-08-01
Objective. To examine how instructor-developed reading material relates to pre-class time spent preparing for the readiness assurance process (RAP) in a team-based learning (TBL) course. Methods. Students within pharmacokinetics and physiology were asked to self-report the amount of time spent studying for the RAP. Correlation analysis and multilevel linear regression techniques were used to identify factors within the pre-class reading material that contribute to self-reported study time. Results. On average students spent 3.2 hours preparing for a section of material in the TBL format. The ratio of predicted reading time, based on reading speed and word count, and self-reported study time was greater than 1:3. Self-reported study time was positively correlated with word count, number of tables and figures, and overall page length. For predictors of self-reported study time, topic difficulty and number of figures were negative predictors whereas word count and number of self-assessments were positive predictors. Conclusion. Factors related to reading material are moderate predictors of self-reported student study time for an accountability assessment. A more significant finding is student self-reported study time is much greater than the time predicted by simple word count.
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Reading motivation in elementary school students
Sonja Pečjak; Nataša Bucik
2005-01-01
Reading motivation is one of the crucial factors of reading and consequently also learning efficiency of students. The purpose of the contribution is to establish the connection between dimensions of reading motivation and reading achievement in elementary school students. Participating in the study were 1073 third-grade and 1282 seventh-grade students. We used the questionnaire of reading motivation which consists of two factors: the reading competence factor and the interest and perceived r...
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Solís, Michael; Scammacca, Nancy; Barth, Amy E.; Roberts, Garrett J.
2017-01-01
This experimental study examined the effectiveness of a text-based reading and vocabulary intervention with self-regulatory supports for 4th graders with low reading comprehension. Students with standard scores on the Gates MacGinitie Reading Test between 1.0 standard deviation (SD) and 0.5 SD below the normative sample were included (N=44) and…
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Chen, Chih-Ming; Lin, Yu-Ju
2016-01-01
Despite the popularity of mobile reading devices, many studies have indicated that small screens restrict information transmission, adversely affecting reading performance on mobile devices. Moreover, mobile reading typically occurs in different reading contexts. Therefore, suitable text display type for mobile reading in different reading…
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Write to read: the brain's universal reading and writing network.
Perfetti, Charles A; Tan, Li-Hai
2013-02-01
Do differences in writing systems translate into differences in the brain's reading network? Or is this network universal, relatively impervious to variation in writing systems? A new study adds intriguing evidence to these questions by showing that reading handwritten words activates a pre-motor area across writing systems. Copyright © 2012 Elsevier Ltd. All rights reserved.
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From a WebQuest to a ReadingQuest: learners' reactions in an EFL extensive reading class
Barros, Ana Cláudia; Amorim Carvalho, Ana Amélia
2007-01-01
Most students don’t like reading in a foreign language. They find it a difficult task, mainly due to the high number of unknown words they encounter when reading a text. They consider reading classes boring and uninteresting and as a result our students are poor readers. Concerned with this situation, we conducted a study on the impact of a learning environment based on the WebQuest, a ReadingQuest, and on student engagement in an extensive reading task. The results show that the ReadingQuest...
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Reading across Mediums: Effects of Reading Digital and Print Texts on Comprehension and Calibration
Singer, Lauren M.; Alexander, Patricia A.
2017-01-01
This study explored differences that might exist in comprehension when students read digital and print texts. Ninety undergraduates read both digital and print versions of newspaper articles and book excerpts on topics of childhood ailments. Prior to reading texts in counterbalanced order, topic knowledge was assessed and students were asked to…
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What Is the Value of Connecting Reading and Writing? Reading Education Report No. 55.
Tierney, Robert J.; Leys, Margie
The study of reading-writing connections involves appreciating how reading and writing work together as tools for information storage and retrieval, discovery and logical thought, communication, and self-indulgence. There are numerous benefits that can be accrued from connecting reading and writing. Thus far, for example, the research data have…
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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…
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Linda, Kristina; Regina; Sutapa,, Y. Gatot
2015-01-01
The aims of this study were improving EFL students' reading comprehension by using Metacognitive Reading Strategies and finding out the students' perceptions on Metacognitive Reading Strategies. The method of the research was a classroom action research. The research subjects were 29 students majoring in Accounting Program class 3 of Year-10. This research was conducted in three cycles to maximize the students' improvement in comprehending the text. The findings of data collecting revealed th...
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Are Attitudes Toward Writing and Reading Separable Constructs? A Study With Primary Grade Children
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
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[Ophthalmologic reading charts : Part 2: Current logarithmically scaled reading charts].
Radner, W
2016-12-01
To analyze currently available reading charts regarding print size, logarithmic print size progression, and the background of test-item standardization. For the present study, the following logarithmically scaled reading charts were investigated using a measuring microscope (iNexis VMA 2520; Nikon, Tokyo): Eschenbach, Zeiss, OCULUS, MNREAD (Minnesota Near Reading Test), Colenbrander, and RADNER. Calculations were made according to EN-ISO 8596 and the International Research Council recommendations. Modern reading charts and cards exhibit a logarithmic progression of print sizes. The RADNER reading charts comprise four different cards with standardized test items (sentence optotypes), a well-defined stop criterion, accurate letter sizes, and a high print quality. Numbers and Landolt rings are also given in the booklet. The OCULUS cards have currently been reissued according to recent standards and also exhibit a high print quality. In addition to letters, numbers, Landolt rings, and examples taken from a timetable and the telephone book, sheet music is also offered. The Colenbrander cards use short sentences of 44 characters, including spaces, and exhibit inaccuracy at smaller letter sizes, as do the MNREAD cards. The MNREAD cards use sentences of 60 characters, including spaces, and have a high print quality. Modern reading charts show that international standards can be achieved with test items similar to optotypes, by using recent technology and developing new concepts of test-item standardization. Accurate print sizes, high print quality, and a logarithmic progression should become the minimum requirements for reading charts and reading cards in ophthalmology.
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Methods of Teaching Reading to EFL Learners: A Case Study
Sanjaya, Dedi; Rahmah; Sinulingga, Johan; Lubis, Azhar Aziz; Yusuf, Muhammad
2014-01-01
Methods of teaching reading skill are not the same in different countries. It depends on the condition and situation of the learners. Observing the method of teaching in Malaysia was the purpose of this study and the result of the study shows that there are 5 methods that are applied in classroom activities namely Grammar Translation Method (GTM),…
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Vaughn, Sharon; Roberts, Greg; Wexler, Jade; Vaughn, Michael G; Fall, Anna-Mária; Schnakenberg, Jennifer B
2015-01-01
A 2-year, randomized control trial with 9th to 10th grade students with significant reading problems was provided for 50 minutes a day in small groups. Comparison students were provided an elective class and treatment students the reading intervention. Students were identified as demonstrating reading difficulties through failure on their state accountability test and were randomly assigned to one of three treatment conditions and a business as usual (BAU) condition: reading without dropout prevention, reading with dropout prevention, dropout prevention without reading, or a BAU condition. Findings from the 2-year reading intervention (reading with and without dropout prevention combined and BAU) are reported in this article. Students in reading treatment compared to students in BAU demonstrated significant gains on reading comprehension (effect size = .43), and improved reading was associated with better grades in social studies. Findings from this study provide a rationale for further implementation and investigation of intensive intervention for high school students with reading difficulties. © Hammill Institute on Disabilities 2014.
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Calhoon, Mary Beth; Sandow, Alexia; Hunter, Charles V.
2010-01-01
The primary purpose of this study was to explore if there could be a more beneficial method in organizing the individual instructional reading components (phonological decoding, spelling, fluency, and reading comprehension) within a remedial reading program to increase sensitivity to instruction for middle school students with reading disabilities…
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Schenker, Victoria J; Petrill, Stephen A
2015-01-01
This study investigated the genetic and environmental influences on observed associations between listening comprehension, reading motivation, and reading comprehension. Univariate and multivariate quantitative genetic models were conducted in a sample of 284 pairs of twins at a mean age of 9.81 years. Genetic and nonshared environmental factors accounted for statistically significant variance in listening and reading comprehension, and nonshared environmental factors accounted for variance in reading motivation. Furthermore, listening comprehension demonstrated unique genetic and nonshared environmental influences but also had overlapping genetic influences with reading comprehension. Reading motivation and reading comprehension each had unique and overlapping nonshared environmental contributions. Therefore, listening comprehension appears to be related to reading primarily due to genetic factors whereas motivation appears to affect reading via child-specific, nonshared environmental effects. Copyright © 2015 Elsevier Inc. All rights reserved.
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Schenker, Victoria J.; Petrill, Stephen A.
2015-01-01
This study investigated the genetic and environmental influences on observed associations between listening comprehension, reading motivation, and reading comprehension. Univariate and multivariate quantitative genetic models were conducted in a sample of 284 pairs of twins at a mean age of 9.81 years. Genetic and nonshared environmental factors accounted for statistically significant variance in listening and reading comprehension, and nonshared environmental factors accounted for variance in reading motivation. Furthermore, listening comprehension demonstrated unique genetic and nonshared environmental influences but also had overlapping genetic influences with reading comprehension. Reading motivation and reading comprehension each had unique and overlapping nonshared environmental contributions. Therefore, listening comprehension appears to be related to reading primarily due to genetic factors whereas motivation appears to affect reading via child-specific, nonshared environmental effects. PMID:26321677
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Adachi, Sachiko
This study examines the growing trend of reading movements in Japan and their origins. There are three main movements: Animacion a la Lectura; Ten-Minutes Reading in the Morning; and Reading Aloud by Parents in schools. This paper reports on the three movements from a review of the literature, personal observations, and practice. The paper…
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Martinez Perez, Trecy; Majerus, Steve; Poncelet, Martine
2012-04-01
Early reading acquisition skills have been linked to verbal short-term memory (STM) capacity. However, the nature of this relationship remains controversial because verbal STM, like reading acquisition, depends on the complexity of underlying phonological processing skills. This longitudinal study addressed the relation between STM and reading decoding acquisition by distinguishing between STM for item information and STM for order information based on recent studies showing that STM for item information, but not STM for order information, recruits underlying phonological representations. If there is a specific link between STM and reading decoding acquisition, STM for order information should be an independent predictor of reading decoding acquisition. Tasks maximizing STM for serial order or item information, measures of phonological abilities, and reading tests were administered to children followed from kindergarten through first grade. We observed that order STM capacity, but not item STM capacity, predicted independent variance in reading decoding abilities 1 year later. These results highlight the specific role of STM for order in reading decoding acquisition and argue for a causal role of order STM capacity in reading acquisition. Mechanisms relating STM for order information and reading acquisition are discussed. Copyright © 2011 Elsevier Inc. All rights reserved.
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Directory of Open Access Journals (Sweden)
Shima Ghiabi
2014-07-01
Full Text Available The present study aims at investigating learners’ perceptions on the use of a novel as an extensive reading in a college EFL reading course. For this purpose, fifty Iranian EFL students read and received instructions on an unabridged short novel in addition to, their text book for one semester. Three questionnaires were used to measure students’ attitudes toward novel-reading, students’ confidence in novel reading ability and students’ perceptions toward using a novel as an auxiliary material, prior to and after reading the novel. In addition, three open questions were offered to obtain benefits and obstacles of the novel reading. T-test analysis were used and findings revealed that there was a significant improvement after reading the novel in students’ attitudes, confidence, interest and their novel-reading ability. However, they suggested reading the novels according to the theme that they preferred. The result of this study are of pedagogic significance to EFL teaching in that they indicated how well a novel was received in an EFL Advanced reading class.
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Early Identification of Reading Comprehension Difficulties
Catts, Hugh W.; Nielsen, Diane Corcoran; Bridges, Mindy Sittner; Liu, Yi-Syuan
2016-01-01
Most research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted reading comprehension…
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It Takes Two to Read: Interactive Reading with Young Deaf and Hard-of-Hearing Children.
Dirks, Evelien; Wauters, Loes
2018-04-04
Interactive storybook reading is an important activity to enhance the emergent literacy skills of young deaf and hard-of-hearing (DHH) children. Parents have a crucial role to play in promoting their children's literacy development. However, parents often do not read in an interactive way; therefore guidance is recommended in applying these interactive reading strategies. In the present study we examined how parent reading behavior was affected by implementing an interactive reading training program for parents of young DHH children. Parents of 18 DHH toddlers in the Netherlands participated in a series of group training sessions and their interactive reading behavior was compared to that of 10 parents who did not participate. The results showed that parents' interactive reading behavior tended to increase after they participated in the interactive reading program. After the program, they applied the interactive reading strategies more often than parents who had not participated in the program. The findings suggest that interactive reading programs should be incorporated into early intervention programs for DHH children.
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DEFF Research Database (Denmark)
Therkelsen, Anette; Sørensen, Anders
2005-01-01
of information sought, amount of information read and level of involvement displayed, indicating a three-pronged typology of guidebook readers. The guidebook reader typology thus constructed may be regarded as a first step in understanding the effect of guidebooks on tourists’ behaviour and their experience......This article investigates tourists’ ways of reading their guidebooks on the basis of qualitative interviews with tourists visiting Copenhagen, Denmark. Tourist guidebooks have only been dealt with sporadically by tourism scholars. The relatively few studies that focus on guidebooks either present...... a historical perspective on the guidebook or centre on content analyses of place representation, whereas virtually no research exists on the way in which tourists read and use their guidebooks. This study reveals that tourists read the same guidebooks in a number of different ways regarding types...
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Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools
Baker, Scott K.; Smolkowski, Keith; Katz, Rachell; Fien, Hank; Seeley, John R.; Kame'enui, Edward J.; Beck, Carrie Thomas
2008-01-01
The purpose of this study was to examine oral reading fluency (ORF) in the context of a large-scale federal reading initiative conducted in low performing, high poverty schools. The objectives were to (a) investigate the relation between ORF and comprehensive reading tests, (b) examine whether slope of performance over time on ORF predicted…
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Smith, Susannah
2004-01-01
The reading experiences of six young successful boy readers were studied over a two-year period. In this article, their non-fiction reading is analysed and ways in which the boys make positive connections between masculinity and reading are identified. The boys' non-fiction reading centres on typical boy interest areas and hobbies (for example,…
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A study of teacher-researcher collaboration on reading instruction for Chapter one students
Magalhaes, Maria Cecilia Camargo
1990-01-01
This study examines a collaborative endeavor in which a Chapter One teacher and a reseacher worked together to plan, conduct and reflect on a reading instruction designed to promote strategic reading. For eleven weeks, data were collected during conversations and reflective/planning sessions conducted by the teacher and the researcher and during instruction for a group of fourth-and fifth-gratle students. Ethnographic methods such as participant observation, interview...
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Danelli, Laura; Marelli, Marco; Berlingeri, Manuela; Tettamanti, Marco; Sberna, Maurizio; Paulesu, Eraldo; Luzzatti, Claudio
2015-01-01
According to the dual-route model, a printed string of letters can be processed by either a grapheme-to-phoneme conversion (GPC) route or a lexical-semantic route. Although meta-analyses of the imaging literature support the existence of distinct but interacting reading procedures, individual neuroimaging studies that explored neural correlates of reading yielded inconclusive results. We used a list-manipulation paradigm to provide a fresh empirical look at this issue and to isolate specific areas that underlie the two reading procedures. In a lexical condition, we embedded disyllabic Italian words (target stimuli) in lists of either loanwords or trisyllabic Italian words with unpredictable stress position. In a GPC condition, similar target stimuli were included within lists of pseudowords. The procedure was designed to induce participants to emphasize either the lexical-semantic or the GPC reading procedure, while controlling for possible linguistic confounds and keeping the reading task requirements stable across the two conditions. Thirty-three adults participated in the behavioral study, and 20 further adult participants were included in the fMRI study. At the behavioral level, we found sizeable effects of the framing manipulations that included slower voice onset times for stimuli in the pseudoword frames. At the functional anatomical level, the occipital and temporal regions, and the intraparietal sulcus were specifically activated when subjects were reading target words in a lexical frame. The inferior parietal and anterior fusiform cortex were specifically activated in the GPC condition. These patterns of activation represented a valid classifying model of fMRI images associated with target reading in both frames in the multi-voxel pattern analyses. Further activations were shared by the two procedures in the occipital and inferior parietal areas, in the premotor cortex, in the frontal regions and the left supplementary motor area. These regions are most
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An Experimental Study of Scheduling and Duration of "Tier 2" First-Grade Reading Intervention
Denton, Carolyn A.; Cirino, Paul T.; Barth, Amy E.; Romain, Melissa; Vaughn, Sharon; Wexler, Jade; Francis, David J.; Fletcher, Jack M.
2011-01-01
This study compared the effects on reading outcomes of delivering supplemental, small-group intervention to first-grade students at risk for reading difficulties randomly assigned to one of three different treatment schedules: extended (4 sessions per week, 16 weeks; n = 66), concentrated (4 sessions per week, 8 weeks; n = 64), or distributed (2…
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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.
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Directory of Open Access Journals (Sweden)
Vahid Fallah Golchin
2013-09-01
Full Text Available Language learning has experienced a shift of focus from a form-focused to a meaning-focused approach, and the necessity of using task-based learning, a relatively recent approach, has emerged. The vital role of task-based materials makes it obligatory not to exclude them from the language learning syllabi. The current study aims at investigating whether task-based reading can contribute significantly to the development of reading comprehension of Iranian advanced EFL learners of English. An experimental study was carried out in order to scrutinize the applicability of task-based language teaching. To this end, 60 female advanced EFL learners, selected from among a pool of 100 learners, were assigned equally and randomly into two groups of thirty, consisting of an experimental and a control group. The selection of the participants was based on the results of a standard and piloted version of Paper-based TOEFL. The participant’s mean age was about 23, ranging from 20 to 27 years of age. Both groups received a pretest and a post-test of reading. During the treatment period the experimental group received task-based reading activities while the control group received reading instructions through traditional methods. The impact of the treatment upon the reading comprehension ability of the participants was analyzed through an independent-samples t-test, and comparisons between groups were made. The results clearly indicated the development of reading comprehension ability of the participants in the first group (the experimental group through the application of task-based reading activities.
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Single-Sex Classrooms and Reading Achievement: An Exploratory Study
Stotsky, Sandra; Denny, George
2012-01-01
Gendered schooling is growing in the United States, but little research exists on single-sex classes in public elementary schools. This study sought to find out if single-sex classes in two elementary schools made a difference in boys' reading gains in 2008-2009, as judged by scores on the state's annual literacy test. In one school, boys in the…
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Directory of Open Access Journals (Sweden)
Andrzej Cirocki
2016-11-01
Full Text Available This study is a two-part investigation. The first part focuses on ESL learners' attitudes and motivations for reading in the target language. The second part deals with ESL teachers' beliefs about motivating L2 learners to read. The study involved 100 ESL learners (N=100 and 30 teachers (N=30 from rural schools in Mindanao, the Philippines. All the participants were recruited through convenience sampling. In other words, participants were selected based on their convenient accessibility and proximity. The current study is a mixed-methods project. Both quantitative and qualitative methods were employed to collect different types of data. The instruments used were: a L2 reading attitude survey, a questionnaire dealing with motivations for L2 reading, a survey on beliefs about motivating L2 learners to read in English, a semi-structured interview and a L2-reading-lesson observation. The quantitative data were statistically analysed. Whenever appropriate, the data were presented in tables and on graphs. The qualitative data were analysed through thematic coding and used to support the quantitative data. The findings show that students have both positive and negative attitudes towards various aspects of L2 reading. They also have different levels of motivation for reading in English, with female participants having higher scores than male participants. The teachers, on the other hand, hold diverse beliefs about motivating learners to read in English. No significant correlation was found between teacher beliefs and students' motivations for reading in English. After the findings have been described, implications for teacher education and instructional practice are offered.
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Directory of Open Access Journals (Sweden)
Alethia Paola Bogoya González
2011-09-01
Full Text Available Reading comprehension in a content area needs to be seen from both the content and language perspectives. This paper examines the use of intensive reading, a strategy taken from the language teaching field, to help students improve their reading comprehension ability and develop understanding of science concepts. The study was carried out in a fifth grade class at a private bilingual institution of Bogotá. Reading was analyzed using a mixed-method approach that utilizes both qualitative and quantitative methods. The first method was done through students’ interviews, artefacts, and a teacher’s journal, and the second by means of two reading tests, Cloze and CARI, Content Area Reading Inventory Test. The statistical analysis shows that students improved their reading comprehension ability as their scores for the post-test were higher than those of the pre-test; this increment is statistically significant as p ≤ .05 when applying a t-test. The qualitative analysis shows that structured reading practices lead to the development of students’ cognitive processes. Overall, the results indicate that reading in sciences hould be seen as dynamic process that incorporates learners’ strategies in order to develop conceptual understanding.
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Directory of Open Access Journals (Sweden)
Razanawati Nordin
2017-01-01
Full Text Available Most learners studying English language feel that their educators use irrelevant, uninteresting, and culturally unfamiliar reading materials for teaching reading. As a result, most of them struggle to comprehend the English language texts used by the teachers. Therefore, the aim of this research is to investigate the genre and content preferences of ESL tertiary learners in UiTM Kedah, Malaysia. A two-part questionnaire was administered to 132 respondents aged 20 to 23 years old who are presently furthering their undergraduate studies in Accountancy, Administrative Science and Policy Studies, Business Management, Industrial Design, and Information Management. The results of the study show that these ESL tertiary learners prefer texts from the websites and blogs; and their preferred reading contents are dealing with Business Management, watching movies and listening to music. This article offers guidance to ESL teachers to select L2 reading texts based on the students’ preferred genre and content.
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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
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Reading-Strategy Use by English as a Second Language Learners in Online Reading Tasks
Park, Ho-Ryong; Kim, Deoksoon
2011-01-01
This study investigates adult English language learners' reading-strategy use when they read online texts in hypermedia learning environments. The learners joined the online Independent English Study Group (IESG) and worked both individually and collaboratively. This qualitative case study aims (a) to assess college-level ESL learners' use of…
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A Case Study: Reading Strategies Training Scheme in a Hong Kong Primary School
Lee, Ho Cheung
2017-01-01
This article describes a case study on a reading programme, named Reading Strategies Training Scheme (RSTS), for second language learning in a Hong Kong primary (elementary) school. The scheme, serving learners of English as a second language from Primary One to Six (ages 6--12), was developed by the school's English teaching team. As it was being…
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Wang, Yen-Hui
2016-01-01
This study explores the differences between more successful and less successful EFL readers in their comprehension performance and abilities to use reading strategies in interaction with English texts through thinking aloud while reading in pairs. Ten freshman high school students participated in pairs in four think-aloud reading tasks to think…
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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:
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McGee, Rob; Prior, Margot; Willams, Sheila; Smart, Diana; Sanson, Anne
2002-11-01
The aims of this study were twofold: first, to examine behavioural and academic outcomes of children with hyperactivity, using data from two longitudinal studies; and second, to examine comparable psychosocial outcomes for children with early reading difficulties. Measures of teacher-rated persistent hyperactivity, and reading ability obtained during early primary school were available for children from the Australian Temperament Project and the Dunedin Multidisciplinary Health and Development Study. Both samples were followed up to assess behavioural and academic outcomes during the adolescent and early adult years. Family background, antisocial behaviour and literacy were controlled in the first set of analyses to examine the influence of early hyperactivity. There were strong linear relationships between early hyperactivity and later adverse outcomes. Adjustment for other childhood variables suggested that early hyperactivity was associated with continuing school difficulties, problems with attention and poor reading in adolescence. Early reading difficulties, after controlling for early hyperactivity, predicted continuing reading problems in high school and leaving school with no qualifications. The findings suggest that there are dual pathways from early inattentive behaviours to later inattention and reading problems, and from early reading difficulties to substantial impairments in later academic outcomes.
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Clarke, Mark A.
1980-01-01
Examines a sampling of current ESL reading instruction practices, addressing the concern that the lack of a generally accepted theory of L2 reading constitutes a major obstacle to teaching and testing ESL reading skills. Summarizes the results of two studies and discusses their implications for ESL teachers. (MES)
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Directory of Open Access Journals (Sweden)
Ali Fathi Karizak
2016-09-01
Full Text Available Reading comprehension strategy instruction is a powerful tool in teaching context. The present study examines the effect of teaching three kinds of reading strategies on L2 learners’ reading comprehension ability as well as identifying the gender role in this intervention. This quasi experimental study was carried out on 100 Iranian EFL students who were chosen on the basis of a convenient sampling procedure. These participants were divided into two groups of experimental and control. 50 students (experimental group were taught to use three reading comprehension strategies while reading English texts over 16 sessions, whereas the other 50 students (control group were taught reading comprehension traditionally. The results of the study revealed significant effect of reading strategies application on L2 learners’ reading comprehension ability. It also showed that not only male learners employ reading strategies more than their female counterparts, but also male learners had higher reading comprehension performance in comparison to their female counterparts. Thus, it seems that training of reading strategy raised students' awareness towards these strategies and could encourage some learners to use them; which in turn could improve the students' reading comprehension skill.
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Torppa, Minna; Eklund, Kenneth; Sulkunen, Sari; Niemi, Pekka; Ahonen, Timo
2018-01-01
The present study examined gender gap in Program for International Student Assessment (PISA) Reading and mediators of the gender gap in a Finnish sample (n = 1,309). We examined whether the gender gap in PISA Reading performance can be understood via the effects of reading fluency, achievement behaviour (mastery orientation and task-avoidant…
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Ait Khelifa-Gallois, N; Puget, S; Longaud, A; Laroussinie, F; Soria, C; Sainte-Rose, C; Dellatolas, G
2015-04-01
It has been suggested that the cerebellum is involved in reading acquisition and in particular in the progression from automatic grapheme-phoneme conversion to the internalization of speech required for silent reading. This idea is in line with clinical and neuroimaging data showing a cerebellar role in subvocal rehearsal for printed verbalizable material and with computational "internal models" of the cerebellum suggesting its role in inner speech (i.e. covert speech without mouthing the words). However, studies examining a possible cerebellar role in the suppression of articulatory movements during silent reading acquisition in children are lacking. Here, we report clinical evidence that the cerebellum plays a part in this transition. Reading performances were compared between a group of 17 paediatric patients treated for benign cerebellar tumours and a group of controls matched for age, gender, and parental socio-educational level. The patients scored significantly lower on all reading, but the most striking difference concerned silent reading, perfectly acquired by almost all controls, contrasting with 41 % of the patients who were unable to read any item silently. Silent reading was correlated with the Working Memory Index. The present findings converge with previous reports on an implication of the cerebellum in inner speech and in the automatization of reading. This cerebellar implication is probably not specific to reading, as it also seems to affect non-reading tasks such as counting.
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Dialogic Reading Aloud to Promote Extensive Reading
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…
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Directory of Open Access Journals (Sweden)
Cuc Thi Kim Pham
2017-09-01
Full Text Available The study aimed to correlate the reading comprehension and translation performance of English linguistic students, then inform some pedagogical implications for the teaching of reading comprehension in translation classes in order to enhance the translation quality performed by the students. To this end, 45 junior students of English linguistics specialization of Hung Vuong University, including 5 males and 40 females, aged from 20 to 22, were subject to a TOEFL reading comprehension test and a translation performance test (ATA guidelines, 2011. Data were analyzed using the Pearson Correlation, SPSS version 20.0. The coefficient correlation of students’ reading comprehension and their translation performance was noted 0.721 at the significant level of 0.01. It was found that the Reading comprehension was closely related to translation performance. Along the reading comprehension question types, translation performance was affected by the ability to determine gist and main ideas of the text, identify the vocabulary, infer the implied meanings and identify the writer’s style and attitudes. The results were discussed, and implications for teaching reading comprehension to enhance translation performance were presented.
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Duncan, Lynne G; McGeown, Sarah P; Griffiths, Yvonne M; Stothard, Susan E; Dobai, Anna
2016-05-01
This study investigates the concurrent predictors of adolescent reading comprehension (literal, inferential) for fiction and non-fiction texts. Predictors were examined from the cognitive (word identification, reading fluency), psychological (gender), and ecological (print exposure) domains. Print exposure to traditional and digital texts was surveyed using a diary method of reading habits. A cross-sectional sample of 312 students in early (11-13 years) or middle adolescence (14-15 years) participated from a range of SES backgrounds. Word identification emerged as a strong predictor of reading comprehension across adolescence and text genres. Gender effects favouring female students were evident for reading frequency but not for reading skill itself. Reading habits also differed, and comprehension advantages were observed among females for fiction and males for non-fiction. Age effects emerged for reading frequency, which was lower in middle adolescence. Although more time was spent on digital than on traditional texts, traditional extended text reading was the only reading habit to predict inference-making in comprehension and to distinguish skilled from less skilled comprehenders. The theoretical and educational implications of these results are discussed. © 2015 The British Psychological Society.
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Anglocentrism in reading acquisition models? A study in a language with transparent orthography
Directory of Open Access Journals (Sweden)
Beatriz Diuk
2013-12-01
Full Text Available The present research aimed to check Share’s (2008 thesis about conventional reading acquisition models in a group of Argentinean children. This author proposes that reading models developed for English need to be reviewed when children are learning to read in a language with transparent orthography. Share questions the idea of learning proceeds in stages, the importance given to reading accuracy over speed and the relevance of phonological processing. A group of 52 children from low-income families were tested on letter knowledge, phonological awareness, rapid naming and reading of frequent words at the beginning and the middle of first grade. Additionally, children’s word and pseudo-word reading skills were tested at the end of first and second grade. Results showed that most children never resorted to non-phonological strategies as it is usually done by their equals in English. By the end of second grade the group had reached a high level of accuracy in reading, but important differences were found in reading speed. These results support Share’s (2008 proposal since reading acquisition did not develop in a series of stages but could be described as a continuous process in which children gradually increase their phonological recoding abilities and achieve accuracy early on. Therefore individual differences in reading speed become a critical aspect of reading.
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Clark, Sarah
2016-01-01
Teacher education programmes (TEPs) are left with limited research on how the coursework they provide influences the perceptions teachers have about their ability to teach young children how to read--especially over the long term. The purpose of this study was to compare how teacher candidates rate their ability to teach reading at the conclusion…
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Taiwanese EFL Learners’ Perceived Use of Online Reading Strategies
Lisa Wen Chun Chen
2015-01-01
Reading strategies are beneficial to learners’ reading comprehension. The strategies can be divided into different categories, such as global reading strategies, problem solving strategies and support strategies. Most previous studies investigated the importance of reading strategies in the paper-based reading. However, relatively few studies examined online reading strategies and their effects on reading comprehension. Online reading materials are important sources for EFL stu...
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Billard, C; Fluss, J; Ducot, B; Bricout, L; Richard, G; Ecalle, J; Magnan, A; Warszawski, J; Ziegler, J
2009-06-01
Reading impairment is the major learning disability in children. While research on illiteracy has mainly been conducted from a sociological perspective, research on dyslexia has typically been studied from a cognitive-linguistic perspective. Studies that jointly investigate sociological, behavioral and cognitive factors in predicting reading outcome are rare and limited to English-speaking populations. The goal of the present study was to screen second grade children with reading impairment in French urban elementary schools and to pin down the factors that explain the various facets of reading failure and success. A total of 1062 children from 20 different schools in the city of Paris participated in the study. Different aspects of reading were assessed individually for children with a suspected impairment in reading acquisition. Subsequently, 131 poor readers and 50 typically developing readers were matched for sex, age, and school. For these children, medical, cognitive, behavioral and individual socioeconomic data were obtained. Group differences were examined and multiple regression analyses were conducted to examine how much variance in reading was explained by the various variables. The prevalence of poor reading skills in grade 2 was highly influenced by neighborhood socioeconomic status (SES) (ranging from 3.3% in high SES to 20.5% in low SES areas). Among the SES variables, employment of the father was a significant predictor of poor reading. Among the cognitive variables, phonological awareness and rapid naming were the most significant factors, much more than verbal or nonverbal intelligence. Among the behavioral variables, attention was an important factor but not externalized symptoms. Multiple regression analyses showed that reading outcome was best predicted by phonological awareness skills and attention deficits. The majority of children with reading disability come from low SES areas. As in the English literature, the most robust predictor for
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Ritter, Michaela; Colson, Karen A.; Park, Jungjun
2013-01-01
This exploratory study examined the effects of Interactive Metronome (IM) when integrated with a traditional language and reading intervention on reading achievement. Forty-nine school-age children with language and reading impairments were assigned randomly to either an experimental group who received the IM treatment or to a control group who…
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Veenendaal, N.J.; Groen, M.A.; Verhoeven, L.T.W.
2016-01-01
The purpose of this study was to examine the directionality of the relationship between text reading prosody and reading comprehension in the upper grades of primary school. We compared 3 theoretical possibilities: Two unidirectional relations from text reading prosody to reading comprehension and
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Kim, Young-Suk; Pallante, Daniel
2012-01-01
This study investigated predictors of word reading and reading comprehension skills using longitudinal data from Spanish-speaking kindergartners (N = 163) and first grade students (N = 305) from high SES families in Chile. Individual differences in letter-naming fluency and phonemic segmentation fluency, but not vocabulary, were positive…
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Lindeblad, Emma; Nilsson, Staffan; Gustafson, Stefan; Svensson, Idor
2017-10-01
This pilot study investigated the possible transfer effect on reading ability in children with reading difficulties after a systematic intervention to train and compensate for reading deficiencies by using applications in smartphones and tablets. The effects of using assistive technology (AT) one year after the interventions were completely studied. School related motivation, independent learning and family relations were also considered. 35 pupils aged 10-12 years participated. They were assessed five times with reading tests. The participants, their parents and teachers were surveyed with questionnaires regarding their experience of using AT. The data from the assessments were analyzed with paired t-tests and Wilcoxon signed-rank tests. The data from the questionnaires were analyzed using content analysis. The paper shows that using AT can create transfer effects on reading ability one year after the interventions were finished. This means that reading impaired children may develop at the same rate as non-impaired readers. Also, increased school motivation and an increase in independent learning and family effects have been shown. This paper provides implications in how to facilitate reading impaired pupils' learning process and realizes the need to challenge the concept of reading to change to fit modern means of gaining information. Implications for rehabilitation Children with reading impairment could benefit from assistive technology in regards of their reading development process and increase their chances of not falling behind peers. Assistive technology as applications in smartphones and tablets may aid children with reading impairment to have an equal platform for learning in school as their peers without reading difficulties. Assistive technology could facilitate the information gaining process and subsequently increase motivation to learn and increase interest in reading activities. Assistive technology had wider effects on its users: stigmatizing
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Ware, Regina J.
2012-01-01
Alarming statistics report that middle school students are not reading as much as they should be reading. This study is an examination of two interventions that were incorporated into the regular curriculum to determine if these two reading interventions would encourage this researcher's students to read more. The "Nation's Report Card"…
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The Habit of Reading: A Neglected Dimension of Adult Reading Instruction.
Fink, Katherine T.; Devine, Thomas G.
1993-01-01
Less competent adult readers have not developed the habit of reading. Ways to cultivate adult reading habits include relevant material, environment saturated with reading material, reading aloud to adults, having them read to children, sustained silent reading, modeling, book sharing, author conferences, and recognition. (SK)
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Balbin, Jessie R.; Pinugu, Jasmine Nadja J.; Bautista, Joshua Ian C.; Nebres, Pauline D.; Rey Hipolito, Cipriano M.; Santella, Jose Anthony A.
2017-06-01
Visual processing skill is used to gather visual information from environment however, there are cases that Visual Processing Disorder (VPD) occurs. The so called visual figure-ground discrimination is a type of VPD where color is one of the factors that contributes on this type. In line with this, color plays a vital role in everyday living, but individuals that have limited and inaccurate color perception suffers from Color Vision Deficiency (CVD) and still not aware on their case. To resolve this case, this study focuses on the design of KULAY, a Head-Mounted Display (HMD) device that can assess whether a user has a CVD or not thru the standard Hardy-Rand-Rittler (HRR) test. This test uses pattern recognition in order to evaluate the user. In addition, color vision deficiency simulation and color correction thru color transformation is also a concern of this research. This will enable people with normal color vision to know how color vision deficient perceives and vice-versa. For the accuracy of the simulated HRR assessment, its results were validated thru an actual assessment done by a doctor. Moreover, for the preciseness of color transformation, Structural Similarity Index Method (SSIM) was used to compare the simulated CVD images and the color corrected images to other reference sources. The output of the simulated HRR assessment and color transformation shows very promising results indicating effectiveness and efficiency of the study. Thus, due to its form factor and portability, this device is beneficial in the field of medicine and technology.
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Directory of Open Access Journals (Sweden)
Yael Bejanaro
2008-04-01
Full Text Available Training students to become independent skillful readers is a major concern of the EFL reading teacher. How can we best train students in selecting and applying reading strategies so that they become more efficient readers? Can we ensure that an increase in students’ awareness of the need to use strategies will help them become more skillful readers? These questions served as a trigger for this study. The aim of this study was to investigate whether verbal articulation of reading behavior in a small group will improve foreign language comprehension. It is our contention that using verbalization in small groups will raise metacognitive awareness which will in turn enhance effective use of skills and strategies and result in improvement in reading comprehension. We assume that the special features that characterize small group interactions can provide an appropriate setting for raising metacognitive awareness. Training students to become independent skillful readers is a major concern of the EFL reading teacher. How can we best train students in selecting and applying reading strategies so that they become more efficient readers? Can we ensure that an increase in students’ awareness of the need to use strategies will help them become more skillful readers? These questions served as a trigger for this study. The aim of this study was to investigate whether verbal articulation of reading behavior in a small group will improve foreign language comprehension. It is our contention that using verbalization in small groups will raise metacognitive awareness which will in turn enhance effective use of skills and strategies and result in improvement in reading comprehension. We assume that the special features that characterize small group interactions can provide an appropriate setting for raising metacognitive awareness.
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Miraculous Readings: Using Fantasy Novels about Reading to Reflect on Reading the Bible
Dalton, Russell W.
2009-01-01
This article reflects on the vivid images of reading presented in several popular fantasy novels, including "The Spiderwick Chronicles," "The Great Good Thing," and "The Neverending Story." It suggests that these images can be used to help children, youth, and adults reflect on the nature of reading and the potential power of reading sacred texts.…
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Directory of Open Access Journals (Sweden)
Jenny Mendieta
2015-04-01
Full Text Available This research project was carried out at five public educational institutions by a group of English teacher-researchers based in different regions of Colombia. Due to a shared concern about the development of reading skills and self-regulation in the L2 classroom, a multiple case action research study was designed to examine whether the use of Collaborative Strategic Reading (CSR (Klingner, Vaughn & Schumm, 1998; Klingner & Vaughn, 1998 could foster reading comprehension in learners and at the same time help them become self-directed learners. Student pre and post questionnaires, reading tests and learning logs, as well as teacher's journals constituted the data collection methods used during the study. Results indicate that the use of CSR impacted participants' learning attitudes and habits positively.
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Reading Every Single Day: A Journey to Authentic Reading
Hudson, Alida K.; Williams, Joan A.
2015-01-01
This article details one teacher's implementation of reading workshop in her second grade classroom. She provided a framework for authentic reading using the five components of reading workshop: time, choice, response, community, and structure. She found that reading workshop is a highly effective practice for not only increasing students'…
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Trainin, Guy; Hiebert, Elfrieda H.; Wilson, Kathleen M.
2015-01-01
This study examined the relationships between silent and oral reading fluency and comprehension. Findings indicated that fourth grade students had consistent levels of comprehension in both reading modes. Students of all reading levels showed a similar pattern across the segments of a text set in both oral and silent reading--a gradual increase in…
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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…
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Reading fluency: implications for the assessment of children with reading disabilities.
Meisinger, Elizabeth B; Bloom, Juliana S; Hynd, George W
2010-06-01
The current investigation explored the diagnostic utility of reading fluency measures in the identification of children with reading disabilities. Participants were 50 children referred to a university-based clinic because of suspected reading problems and/or a prior diagnosis of dyslexia, where children completed a battery of standardized intellectual, reading achievement, and processing measures. Within this clinical sample, a group of children were identified that exhibited specific deficits in their reading fluency skills with concurrent deficits in rapid naming speed and reading comprehension. This group of children would not have been identified as having a reading disability according to assessment of single word reading skills alone, suggesting that it is essential to assess reading fluency in addition to word reading because failure to do so may result in the under-identification of children with reading disabilities.
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Olsen, Marilyn
A study (conducted in suburban central New Jersey using 218 second graders' California Achievement Test (CAT) scores from 1986-1988 compared the effectiveness of two well-known reading programs. Results indicated that although there was no statistically significant difference in the scores, the mean difference suggested that children who were…
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"Read the Text, as if!"The Reading Retention Strategy
Divoll, Kent; Browning, Sandra
2013-01-01
Students do not always read what is expected in college courses (Berry, Cook, Hill, & Stevens, 2010; Phillips & Phillips, 2007; Sikorski et al., 2002) or they read to cram for an exam or quiz (Clump, Bauer, & Bradley, 2004). The Reading Retention Strategy (RRS) is designed to motivate students to read and assist students in…
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Processing rhythmic pattern during Chinese sentence reading: An eye movement study
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Yingyi eLuo
2015-12-01
Full Text Available Prosodic constraints play a fundamental role during both spoken sentence comprehension and silent reading. In Chinese, the rhythmic pattern of the verb-object (V-O combination has been found to rapidly affect the semantic access/integration process during sentence reading (Luo and Zhou, 2010. Rhythmic pattern refers to the combination of words with different syllabic lengths, with certain combinations disallowed (e.g., [2+1]; numbers standing for the number of syllables of the verb and the noun respectively and certain combinations preferred (e.g., [1+1] or [2+2]. This constraint extends to the situation in which the combination is used to modify other words. A V-O phrase could modify a noun by simply preceding it, forming a V-O-N compound; when the verb is disyllabic, however, the word order has to be O-V-N and the object is preferred to be disyllabic. In this study, we investigated how the reader processes the rhythmic pattern and word order information by recording the reader’s eye-movements. We created four types of sentences by crossing rhythmic pattern and word order in compounding. The compound, embedding a disyllabic verb, could be in the correct O-V-N or the incorrect V-O-N order; the object could be disyllabic or monosyllabic. We found that the reader spent more time and made more regressions on and after the compounds when either type of anomaly was detected during the first pass reading. However, during re-reading (after all the words in the sentence have been viewed, less regressive eye movements were found for the anomalous rhythmic pattern, relative to the correct pattern; moreover, only the abnormal rhythmic pattern, not the violated word order, influenced the regressive eye movements. These results suggest that while the processing of rhythmic pattern and word order information occurs rapidly during the initial reading of the sentence, the process of recovering from the rhythmic pattern anomaly may ease the reanalysis
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Processing Rhythmic Pattern during Chinese Sentence Reading: An Eye Movement Study.
Luo, Yingyi; Duan, Yunyan; Zhou, Xiaolin
2015-01-01
Prosodic constraints play a fundamental role during both spoken sentence comprehension and silent reading. In Chinese, the rhythmic pattern of the verb-object (V-O) combination has been found to rapidly affect the semantic access/integration process during sentence reading (Luo and Zhou, 2010). Rhythmic pattern refers to the combination of words with different syllabic lengths, with certain combinations disallowed (e.g., [2 + 1]; numbers standing for the number of syllables of the verb and the noun respectively) and certain combinations preferred (e.g., [1 + 1] or [2 + 2]). This constraint extends to the situation in which the combination is used to modify other words. A V-O phrase could modify a noun by simply preceding it, forming a V-O-N compound; when the verb is disyllabic, however, the word order has to be O-V-N and the object is preferred to be disyllabic. In this study, we investigated how the reader processes the rhythmic pattern and word order information by recording the reader's eye-movements. We created four types of sentences by crossing rhythmic pattern and word order in compounding. The compound, embedding a disyllabic verb, could be in the correct O-V-N or the incorrect V-O-N order; the object could be disyllabic or monosyllabic. We found that the reader spent more time and made more regressions on and after the compounds when either type of anomaly was detected during the first pass reading. However, during re-reading (after all the words in the sentence have been viewed), less regressive eye movements were found for the anomalous rhythmic pattern, relative to the correct pattern; moreover, only the abnormal rhythmic pattern, not the violated word order, influenced the regressive eye movements. These results suggest that while the processing of rhythmic pattern and word order information occurs rapidly during the initial reading of the sentence, the process of recovering from the rhythmic pattern anomaly may ease the reanalysis processing at the
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Drury, John E; Baum, Shari R; Valeriote, Hope; Steinhauer, Karsten
2016-01-01
This study presents the first two ERP reading studies of comma-induced effects of covert (implicit) prosody on syntactic parsing decisions in English. The first experiment used a balanced 2 × 2 design in which the presence/absence of commas determined plausibility (e.g., John, said Mary, was the nicest boy at the party vs. John said Mary was the nicest boy at the party ). The second reading experiment replicated a previous auditory study investigating the role of overt prosodic boundaries in closure ambiguities (Pauker et al., 2011). In both experiments, commas reliably elicited CPS components and generally played a dominant role in determining parsing decisions in the face of input ambiguity. The combined set of findings provides further evidence supporting the claim that mechanisms subserving speech processing play an active role during silent reading.
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Measurement properties of continuous text reading performance tests.
Brussee, Tamara; van Nispen, Ruth M A; van Rens, Ger H M B
2014-11-01
Measurement properties of tests to assess reading acuity or reading performance have not been extensively evaluated. This study aims to provide an overview of the literature on available continuous text reading tests and their measurement properties. A literature search was performed in PubMed, Embase and PsycInfo. Subsequently, information on design and content of reading tests, study design and measurement properties were extracted using consensus-based standards for selection of health measurement instruments. Quality of studies, reading tests and measurement properties were systematically assessed using pre-specified criteria. From 2334 identified articles, 20 relevant articles were found on measurement properties of three reading tests in various languages: IReST, MNread Reading Test and Radner Reading Charts. All three reading tests scored high on content validity. Reproducibility studies (repeated measurements between different testing sessions) of the IReST and MNread of commercially available reading tests in different languages were missing. The IReST scored best on inter-language comparison, the MNread scored well in repeatability studies (repeated measurements under the same conditions) and the Radner showed good reproducibility in studies. Although in daily practice there are other continuous text reading tests available meeting the criteria of this review, measurement properties were described in scientific studies for only three of them. Of the few available studies, the quality and content of study design and methodology used varied. For testing existing reading tests and the development of new ones, for example in other languages, we make several recommendations, including careful description of patient characteristics, use of objective and subjective lighting levels, good control of working distance, documentation of the number of raters and their training, careful documentation of scoring rules and the use of Bland-Altman analyses or similar for
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Kamalova, Lera A.; Koletvinova, Natal'ya D.
2016-01-01
This article is aimed to study the problems of reading and improve reading culture of students-bachelors of elementary education in modern high institutions and development of the most effective methods and techniques for improving of reading culture of students in the study of Humanities disciplines. The leading method to the study of this…
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Directory of Open Access Journals (Sweden)
Ana Carolina Sella
2016-01-01
Full Text Available Abstract Behavior Analysis is usually accused of not being able to account for the generalization of verbal behavior that is present in linguistically competent individuals. However, several behavior analytic studies investigate this theme, and gamification has been seen as a useful way to study generalization. The purpose of this study was to evaluate reading and writing generalization in games, after these behaviors were taught through the program Learning to Read in Small Steps. Participants were four children between 7 and 12 years old who had reading and writing deficits. The experimental design was a pre-posttest design that encompassed five phases. Performance in probes suggests generalization of reading and writing skills to new activities (games and responses. This study represents a small step in a systematic understanding of how games can be used to assess behavior change.
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Learning Vocabulary through E-Book Reading of Young Children with Various Reading Abilities
Lee, Sung Hee
2017-01-01
Previous studies revealed that young children learn novel word meanings by simply reading and listening to a printed book. In today's classroom, many children's e-books provide audio narration support so young readers can simply listen to the e-books. The focus of the present study is to examine the effect of e-book reading with audio narration…
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Neugebauer, Sabina Rak
2013-01-01
Qualitative literacy motivation research increasingly documents students' divergent motivations to read in and outside of the school setting. However, commonly used assessments of literacy motivation do not measure the contribution of in-school and outside-school settings to students' motivation to read. Consequently, quantitative research has not…
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Reading by Children with Low Vision
Gompel, Marjolein; van Bon, Wim H. J.; Schreuder, Robert
2004-01-01
This study of the reading of text found that despite their lower reading speed on a reading-comprehension task, the children with low vision comprehended texts at least as well as did the sighted children. Children with low vision need more time to read and comprehend a text, but they seem to use this time with enough efficiency to process the…
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Maternal Reading Self-Efficacy Associated with Perceived Barriers to Reading
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Joyce Lin
2015-01-01
Full Text Available Although early reading practices impact a host of child literacy, language, and school outcomes, many parents do not read to their young children. One possible explanation for this lack of early literacy practices is mothers’ feelings about their ability to successfully read to their children. A series of multiple regressions were used to explore whether new mothers’ reading self-efficacy predicted their perceived barriers to reading to their 18-month-old children. Findings suggest that self-efficacy buffers against mother-centered (e.g., too tired, child-centered (e.g., toddler fussy, and structural (e.g., environmental distractions barriers to reading. Given the importance of early literacy and that not all mothers read to their toddlers, increasing reading self-efficacy may offer a way to reduce perceived barriers to early literacy practices.
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Classroom Talk for Rigorous Reading Comprehension Instruction
Wolf, Mikyung Kim; Crosson, Amy C.; Resnick, Lauren B.
2004-01-01
This study examined the quality of classroom talk and its relation to academic rigor in reading-comprehension lessons. Additionally, the study aimed to characterize effective questions to support rigorous reading comprehension lessons. The data for this study included 21 reading-comprehension lessons in several elementary and middle schools from…
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Wright, Tessa; Wormsley, Diane P.; Kamei-Hannan, Cheryl
2009-01-01
Using a subset of data from the Alphabetic Braille and Contracted Braille Study, researchers analyzed the patterns and characteristics of hand movements as predictors of reading performance. Statistically significant differences were found between one- and two-handed readers and between patterns of hand movements and reading rates. (Contains 6…
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Kids & Family Reading Report™. 5th Edition
Scholastic Inc., 2015
2015-01-01
This report presents the 5th Edition of Scholastic's biannual study of children's and parents' attitudes and behaviors about reading. The latest research touches on reading aloud to children of all ages, the impact of reading independently for fun at school and at home, the importance of frequent reading, and the books children want most to read.…
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Developing Attitudes Scale towards German Reading: A Study on Reliability and Validity
Directory of Open Access Journals (Sweden)
Ayşe ARSLAN ÇAVUŞOĞLU
2017-12-01
Full Text Available The main purpose of this study is to develop a scale for German teacher candidates’ attitude towards the German reading. The scale was applied to 156 students who were enrolled in the Foreign Language Teaching Department of the Ahmet Kelesoglu Education Faculty, Necmettin Erbakan University. Out of 156 students, %14.1 (n=22 were preparation class, %26.3 (n=41 were first grade, %29,5 (n=46 were second grade, %19.8 (n=31 were third grade and %10.3 (n=16 were fourth grade students. In the scale, there were 34 items. To test the validity exploratory factor analysis was used and to determine the reliability Cronbach coefficient was used. According to the exploratory factor analysis a construct with 17 items and 1 dimension was achieved. The Cronbach’s alpha value for the scale was found to be 0.72. In addition, the SAS (University Edition analysis program was used to determine whether the attitudes of the students differed in gender, income and education level of mother and father. The other findings of the study revealed that the students generally had moderate level of attitude towards German reading and the attitude scores did not change according to gender and education of parents. However, the attitude scores changed according to the income. It is amazing that the students, whose income level was highest, had low level of attitude towards German reading. It can be said that high income level affected the German reading attitudes negatively.
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Brain bases of reading fluency in typical reading and impaired fluency in dyslexia.
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Joanna A Christodoulou
Full Text Available Although the neural systems supporting single word reading are well studied, there are limited direct comparisons between typical and dyslexic readers of the neural correlates of reading fluency. Reading fluency deficits are a persistent behavioral marker of dyslexia into adulthood. The current study identified the neural correlates of fluent reading in typical and dyslexic adult readers, using sentences presented in a word-by-word format in which single words were presented sequentially at fixed rates. Sentences were presented at slow, medium, and fast rates, and participants were asked to decide whether each sentence did or did not make sense semantically. As presentation rates increased, participants became less accurate and slower at making judgments, with comprehension accuracy decreasing disproportionately for dyslexic readers. In-scanner performance on the sentence task correlated significantly with standardized clinical measures of both reading fluency and phonological awareness. Both typical readers and readers with dyslexia exhibited widespread, bilateral increases in activation that corresponded to increases in presentation rate. Typical readers exhibited significantly larger gains in activation as a function of faster presentation rates than readers with dyslexia in several areas, including left prefrontal and left superior temporal regions associated with semantic retrieval and semantic and phonological representations. Group differences were more extensive when behavioral differences between conditions were equated across groups. These findings suggest a brain basis for impaired reading fluency in dyslexia, specifically a failure of brain regions involved in semantic retrieval and semantic and phonological representations to become fully engaged for comprehension at rapid reading rates.
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Davies, Florence (1995. Introducing Reading. Davies, Florence (1995. Introducing Reading.
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Sonia Maria Gomes Ferreira
2008-04-01
Full Text Available Arising at a time of unprecedented growth of interest in fostering critical thinking, Introducing Reading offers a clear introduction and thorough account of contemporary developments in the field of reading. While overtly focusing on the special demands of social and human aspects of the reading practice, the issues raised have crucial resonance in the sphere of critical reading. Explicitly addressed to teachers of mother tongue and foreign language contexts, the book claims to elaborate on aspects of reading which have received meager attention to date: individual readers engaged in different real-world reading tasks, the social contexts where such readers engage and interact with texts, and the nature and variety of texts, here regarded as “participants” in the interaction between reader and writer. To this extent, the book successfully reaches the ambitious aim of “socializing and humanizing reading and the teaching of reading” (p. xi. Arising at a time of unprecedented growth of interest in fostering critical thinking, Introducing Reading offers a clear introduction and thorough account of contemporary developments in the field of reading. While overtly focusing on the special demands of social and human aspects of the reading practice, the issues raised have crucial resonance in the sphere of critical reading. Explicitly addressed to teachers of mother tongue and foreign language contexts, the book claims to elaborate on aspects of reading which have received meager attention to date: individual readers engaged in different real-world reading tasks, the social contexts where such readers engage and interact with texts, and the nature and variety of texts, here regarded as “participants” in the interaction between reader and writer. To this extent, the book successfully reaches the ambitious aim of “socializing and humanizing reading and the teaching of reading” (p. xi.
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Talebi, Seyed Hassan
2012-01-01
This study investigates the effect of reading strategies instruction in L2 (English) on raising reading strategies awareness and use and reading ability of Iranian EFL learners in L2 (English) and L1 (Persian) as a result of transfer of reading strategies from L2 to L1. To this purpose, 120 students of intermediate and advanced English proficiency…
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Experimental studies on using silicon photodiode as read-out component of CsI(Tl) crystal
International Nuclear Information System (INIS)
He Jingtang; Chen Duanbao; Li Zuhao; Mao Yufang; Dong Xiaoli
1996-01-01
Experimental studies on using silicon photodiode as the read-out component of CsI(Tl) crystal are reported. The read-out properties of two different types of silicon photodiode produced by Hamamatsu were measured, including relations between energy resolution and bias, shaping time, sensitive area of photodiode and the dimension of the crystal
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A Pilot Study of a Kindergarten Summer School Reading Program in High-Poverty Urban Schools
Denton, Carolyn A.; Solari, Emily J.; Ciancio, Dennis J.; Hecht, Steven A.; Swank, Paul R.
2010-01-01
This pilot study examined an implementation of a kindergarten summer school reading program in 4 high-poverty urban schools. The program targeted both basic reading skills and oral language development. Students were randomly assigned to a treatment group (n = 25) or a typical practice comparison group (n = 28) within each school; however,…
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Maldonado, Michele
2012-01-01
The use of book clubs in college developmental reading classes is an effective way to encourage reluctant readers to build and strengthen reading skills, foster reading enjoyment, and engage students. In addition, book clubs build a sense of community within the classroom as the students converse and share their interpretations of the reading…
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Predicting Early Reading Skills from Pre-Reading Measures of Dorsal Stream Functioning
Kevan, Alison; Pammer, Kristen
2009-01-01
It is well documented that good reading skills may be dependent upon adequate dorsal stream processing. However, the degree to which dorsal stream deficits play a causal role in reading failure has not been established. This study used coherent motion and visual frequency doubling to examine whether dorsal stream sensitivity measured before the…
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Cadime, Irene; Rodrigues, Bruna; Santos, Sandra; Viana, Fernanda Leopoldina; Chaves-Sousa, Séli; do Céu Cosme, Maria; Ribeiro, Iolanda
2017-01-01
Empirical research has provided evidence for the simple view of reading across a variety of orthographies, but the role of oral reading fluency in the model is unclear. Moreover, the relative weight of listening comprehension, oral reading fluency and word recognition in reading comprehension seems to vary across orthographies and schooling years.…
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Can Reading Questions Foster Active Learning? A Study of Six College Courses
Koontz, T. M.; Plank, K. M.
2011-01-01
Many instructors strive to encourage student reading outside of class and active learning in class. One pedagogical tool, structured reading questions, can help do both. Using examples from question sets across six courses, the authors illustrate how reading questions can help students achieve the six active-learning principles described by…
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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.
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Mihandoost, Zeinab; Elias, Habibah
2011-01-01
Objective: The current research tested the differences in reading attitude and reading comprehension in the dyslexic students between the control group and the experimental group following the Barton intervention program. Methods: Dyslexia screening instrument and reading text were employed in order to identify dyslexic students. The population of the study included 138 dyslexic students studying in schools in Ilam, Iran. From this population, 64 students were randomly selected and assigned to an experimental group as well as a control group. The experimental group was taught for 36 sessions, using the Barton’s method at two levels, and ten lessons were provided to improve the reading skill. The reading comprehension and reading attitude instruments were employed for the measurement of the attitude and comprehension before and after the intervention program. Results: The analysis of covariance showed a significant difference between the control group and the experimental group following the Barton intervention program. Conclusion: This study showed that dyslexic students learned to read, and a more direct instruction related to decoding could influence their progress more than the general exposure to education. PMID:24644446
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STUDENTS WITH VISUAL IMPAIRMENTS: BRAILLE READING RATE
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Daniela Blagoj Dimitrova-Radojichikj
2015-06-01
Full Text Available A comparison reading performance was done between 8 students who are using Braille and 14 students who are using enlarged print to read. Reading performance was determined using reading rate (words per minute, wpm. Reading rate results showed no significant difference (p>0.05 between those using the Braille (16.62±11.61 wpm and those using the enlarged print (27.21±24.89 wpm. This study has shown that Braille reader students read at lower reading rate compared to print reader students with visual impairment.
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Building up Autonomy Through Reading Strategies
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Alexander Izquierdo Castillo
2014-10-01
Full Text Available This article reports on an action research project conducted with six ninth grade students in a rural public school in Colombia. The purpose of the study was to determine how the implementation of three reading strategies (skimming, scanning, and making predictions, when reading topics selected by learners, helps them to improve their reading comprehension and promotes their autonomy in the learning process. The results show that these learners developed some autonomous features such as making decisions for learning and doing assigned homework, increasing reading awareness and motivation. Additionally, the training on reading strategies allowed them to succeed in their reading comprehension. We conclude that these reading strategies are tools that take learners along the path of autonomy.
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El-Khechen, Wahiba; Ferdinand, Hanna D.; Steinmayr, Ricarda; McElvany, Nele
2016-01-01
Background: Although various studies on general language performance have investigated determinants of students' reading comprehension (e.g., reading amount), they have paid insufficient attention to how students perceive parental values influence their language-related values and behaviour--and, as a consequence, their performance. This is…
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Drury, John E.; Baum, Shari R.; Valeriote, Hope; Steinhauer, Karsten
2016-01-01
This study presents the first two ERP reading studies of comma-induced effects of covert (implicit) prosody on syntactic parsing decisions in English. The first experiment used a balanced 2 × 2 design in which the presence/absence of commas determined plausibility (e.g., John, said Mary, was the nicest boy at the party vs. John said Mary was the nicest boy at the party). The second reading experiment replicated a previous auditory study investigating the role of overt prosodic boundaries in closure ambiguities (Pauker et al., 2011). In both experiments, commas reliably elicited CPS components and generally played a dominant role in determining parsing decisions in the face of input ambiguity. The combined set of findings provides further evidence supporting the claim that mechanisms subserving speech processing play an active role during silent reading. PMID:27695428
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Directory of Open Access Journals (Sweden)
John E. Drury
2016-09-01
Full Text Available This study presents the first two ERP reading studies of comma-induced effects of covert (implicit prosody on syntactic parsing decisions in English. The first experiment used a balanced 2 x 2 design in which the presence/absence of commas determined plausibility (e.g., John, said Mary, was the nicest boy at the party versus John said Mary was the nicest boy at the party. The second reading experiment replicated a previous auditory study investigating the role of overt prosodic boundaries in closure ambiguities (Pauker et al., 2011. In both experiments, commas reliably elicited CPS components and generally played a dominant role in determining parsing decisions in the face of input ambiguity. The combined set of findings provides further evidence supporting the claim that mechanisms subserving speech processing play an active role during silent reading.
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Ahmadian, Moussa; Pasand, Parastou Gholami
2017-01-01
This study explores Iranian EFL learners' online reading metacognitive strategy use and its relation to their self-efficacy in reading comprehension. It further examines the effect of gender in this respect. To these ends, the Online Survey of Reading Strategies (OSORS) and reading selfefficacy questionnaire were adopted and administered to 63…
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Directory of Open Access Journals (Sweden)
Arezoo Eshghipour
2016-01-01
Full Text Available This study investigated the effect of enactive pre-reading tasks on Iranian pre-intermediate EFL learners’ reading comprehension and self-efficacy. Moreover, it explored whether Iranian per-intermediate EFL learners’ reading comprehension and self-efficacy are influenced by vicarious pre-reading tasks. The required data was gathered through a reading comprehension passage entailing 20 comprehension questions and a 30-item self-efficacy questionnaire with 5-point Likert-scale response options. A total of 66 participants (including 34 individuals in the enactive group and 32 leaners in the vicarious one took part in this study. The Pearson formula, an independent T-Test, paired T-test, and the Mann-Whitney U test were used to analyze the data. Based on the findings of the study, enactive pre-reading tasks played a key role in the Iranian pre-intermediate EFL learners’ reading comprehension ability. Moreover, it was found that vicarious pre-reading tasks served an important role in the Iranian pre-intermediate EFL learners’ self-efficacy.
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Kobayashi, Tomoka; Inagaki, Masumi; Gunji, Atsuko; Yatabe, Kiyomi; Kaga, Makiko; Goto, Takaaki; Koike, Toshihide; Wakamiya, Eiji; Koeda, Tatsuya
2010-01-01
Five hundred and twenty-eight Japanese elementary school children aged from 6 (Grade 1) to 12 (Grade 6) were tested for their abilities to read Hiragana characters, words, and short sentences. They were typically developing children whom the classroom teachers judged to have no problems with reading and writing in Japanese. Each child was asked to read four tasks which were written in Hiragana script: single mora reading task, four syllable non-word reading task, four syllable word reading task, and short sentence reading task. The total articulation time for reading and performance in terms of accuracy were measured for each task. Developmental changes in these variables were evaluated. The articulation time was significantly longer for the first graders, and it gradually shortened as they moved through to the upper grades in all tasks. The articulation time reached a plateau in the 4th grade for the four syllable word and short sentence reading tasks, while it did so for the single mora and four syllable non-word reading tasks in the 5th grade. The articulation times for the four syllable word and short sentence reading tasks correlated strongly. There were very few clear errors for all tasks, and the number of such errors significantly changed between the school grades only for the single mora and four syllable word reading tasks. It was noted that more than half of the children read the beginning portion of the word or phrase twice or more, in order to read it accurately, and developmental changes were also seen in this pattern of reading. This study revealed that the combination of these reading tasks may function as a screening test for reading disorders such as developmental dyslexia in children below the age of ten or eleven years old.
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Tablet vs. paper: The effect on learners' reading performance
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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.
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Ozmen, E. Ruya; Doganay-Bilgi, Arzu
2016-01-01
The purpose of this case study was to improve the reading accuracy and reading comprehension of a 10-year-old fourth-grade female student with reading difficulties. For that purpose, the problem- solving model was implemented in four stages. These stages included problem identification, problem analysis, intervention, and evaluation. During the…
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Ahmad Sharifi
2012-03-01
Full Text Available Background: Phonemic awareness is one of the most important predictors of reading skills that has been taught by different procedures. One of the procedures is implementation of direct instruction in instruction of phonemic awareness. Current study is one of the unique studies in Iran that investigate impact of direct instruction in phonemic awareness on reading achievement of students with reading disorder.Case: Three male second grade elementary students with reading disorder in a regular school in district six of the office of education in Tehran were selected. Multiple-baseline across subjects was selected as a research design. The following tests were used as diagnostic criteria: reading and dyslexia test and Wechsler intelligence scale for children-revised. Moreover, a reading inventory consisting of 100 words was developed by researchers to assess the reading ability of the subjects. Data were collected in three phases: baseline, intervention, and follow-up. During the intervention phase, the intervention strategies were used while during baseline and follow-up, data were collected without any intervention. Comparing three phases of the study, we may conclude that intervention package consisting of direct instruction of phonological awareness was an effective strategy in reading achievement of all three students. In addition, follow-up data indicated that the effects of the intervention procedures were stable across time.Conclusion: Direct instruction of phonological awareness was effective in reading achievement of students with reading disorder in elementary school and increasing their abilities in reading.
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Mahé, Gwendoline; Zesiger, Pascal; Laganaro, Marina
2015-11-15
Most of our knowledge on the time-course of the mechanisms involved in reading derived from electrophysiological studies is based on lexical decision tasks. By contrast, very few ERP studies investigated the processes involved in reading aloud. It has been suggested that the lexical decision task provides a good index of the processes occurring during reading aloud, with only late processing differences related to task response modalities. However, some behavioral studies reported different sensitivity to psycholinguistic factors between the two tasks, suggesting that print processing could differ at earlier processing stages. The aim of the present study was thus to carry out an ERP comparison between lexical decision and reading aloud in order to determine when print processing differs between these two tasks. Twenty native French speakers performed a lexical decision task and a reading aloud task with the same written stimuli. Results revealed different electrophysiological patterns on both waveform amplitudes and global topography between lexical decision and reading aloud from about 140 ms after stimulus presentation for both words and pseudowords, i.e., as early as the N170 component. These results suggest that only very early, low-level visual processes are common to the two tasks which differ in core processes. Taken together, our main finding questions the use of the lexical decision task as an appropriate paradigm to investigate reading processes and warns against generalizing its results to word reading. Copyright © 2015 Elsevier Inc. All rights reserved.
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The Inculcation of Loving Reading Quran Values at the Reading Quran Institution, Home, and Community
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Wirdanengsih Wirdanengsih
2017-12-01
Full Text Available The purpose of this study was intended to describe the value of loving reading Al-Quran that was implemented by three education centers; Reading Quran Insitution Awaliyah, Family and Community Education for children between 9-12 years old in Nagari Balai Gurah. Also, this research was to discover how is the implementation of loving reading Al-Quran values and who are involved in it. The result indicated that the implementation of the values of loving reading Al-Quran basically used surveillance approaches and guidance from the tutors, parents, and community in Reading Al-Quran. The socialization pattern that was used in implementing the value of love reading Al-Quran at Reading Quran Institution and family tended to use flexible patterns between authoritative and permissive patterns. Parties who involved in implementing the value of loving reading Al-Quran were the Awaliyah Institution, teacher and management, and family consisting of fathers, mothers, siblings, and grandparents. The uniqueness came from the roles of cultural social values in the community stating children who did not learn and love Al-Quran will be an embarrassment to the family. Moreover, the ceremony of Khatam Quran became the strong factor for children in implementing loving reading Al-Quran, due to this ceremony there was a process of social acknowledgement to the children who love reading Al-Quran.
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Nurturing a lexical legacy: reading experience is critical for the development of word reading skill
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.
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Myers, Candace; Clark, M Diane; Musyoka, Millicent M; Anderson, Melissa L; Gilbert, Gizelle L; Agyen, Selina; Hauser, Peter C
2010-01-01
Previous research on the reading abilities of Deaf individuals from various cultural groups suggests that Black Deaf and Hispanic Deaf individuals lag behind their White Deaf peers. The present study compared the reading skills of Black Deaf and White Deaf individuals, investigating the influence of American Sign Language (ASL), culture, family characteristics, reading experience, and education. (The descriptor Black is used throughout the present article, as Black Deaf individuals prefer this term to African American. For purposes of parallel construction, the term White is used instead of European American.) It was found that Black Deaf study participants scored lower on measures of both reading and ASL. These findings provide implications for possible interventions at the primary, secondary, and college levels of education.
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Slower saccadic reading in Parkinson's disease.
Jehangir, Naz; Yu, Caroline Yizhu; Song, Jeehey; Shariati, Mohammad Ali; Binder, Steven; Beyer, Jill; Santini, Veronica; Poston, Kathleen; Liao, Yaping Joyce
2018-01-01
Idiopathic Parkinson's Disease (PD) is characterized by degeneration of dopaminergic and other neurons, leading to motor and non-motor deficits. Abnormal eye movements in PD, including fixations, saccades, and convergence, are well described. However, saccadic reading, which requires serial and alternating saccades and fixations, is not well studied, despite its obvious impact on the quality of life. In this study, we assessed saccadic reading using variations of the King-Devick (KD) test, a rapid single digit number naming test, as a way to assess the ability to make serial left-to-right ocular motor movements necessary for reading. We recruited 42 treated PD patients and 80 age-matched controls and compared their reading times with a variety of measures, including age, duration of disease, Unified Parkinson's Disease Rating Scale (UPDRS), the National Eye Institute 25-Item Visual Functioning Questionnaire 25 (VFQ-25), and Montreal Cognitive assessment (MoCA) test. The subjects performed 4 trials of reading 120 single digit numbers aloud as fast as possible without making errors. In each trial, they read 3 pages (KD1, KD2, and KD3), and each page contained 40 numbers per page in 8 lines with 5 numbers/line. We found that PD patients read about 20% slower than controls on all tests (KD1, 2, and 3 tests) (p < 0.02), and both groups read irregularly spaced numbers slower than regularly spaced numbers. Having lines between numbers to guide reading (KD1 tests) did not impact reading time in both PD and controls, but increased visual crowding as a result of decreased spacing between numbers (KD3 tests) was associated with significantly slower reading times in both PD and control groups. Our study revealed that saccadic reading is slower in PD, but controls and PD patients are both impacted by visuospatial planning challenges posed by increased visual crowding and irregularity of number spacing. Reading time did not correlate with UPDRS or MoCA scores in PD patients but
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Developing New Reading Assessments to Promote Beginning Reading in Singapore
Koh, Kim H.; Paris, Scott G.
2011-01-01
Effective reading instruction and intervention are rooted in effective assessments of children's developing skills in reading. The article aims to describe the development of new reading assessments to help promote beginning reading in Singapore primary schools. We begin with an introduction to the educational landscape and policies before…
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Reading Success and Failure among Chinese Children.
Hsu, Chen-chin
Drawing on a cross-national study of children's reading, a study examined the correlates of reading success and failure in Taiwan. Subjects, 240 randomly selected Taipei fifth graders, were administered a reading test, cognitive test, and mathematics achievement test. A structured interview with each child's mother and classroom behavior…
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Active Reading Behaviors in Tablet-Based Learning
Palilonis, Jennifer; Bolchini, Davide
2015-01-01
Active reading is fundamental to learning. However, there is little understanding about whether traditional active reading frameworks sufficiently characterize how learners study multimedia tablet textbooks. This paper explores the nature of active reading in the tablet environment through a qualitative study that engaged 30 students in an active…
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Directory of Open Access Journals (Sweden)
Belgin Aydın
2012-01-01
Full Text Available This paper is concerned with the modifications implemented in a second year foreign language (FL reading program with respect to the problems students experience while reading in FL. This research draws on the sources of FL reading anxiety identified in the first year reading program with a motivation to re-design the second year program to help the students perceive reading positively free from the anxiety. This paper reports on the responses of students to the modifications implemented in the second year reading program. The participants of the study were 50 FL students who were in their second year at a state university in Turkey. All participants had already taken the first year reading course and were enrolled in the second year reading course. It was based on two qualitative research instruments. The first instrument was a semi-structured questionnaire administered to all participants. The second one was a semi-structured interview conducted with half of the participants to obtain more in depth information concerning the modifications that had been introduced. Both instruments revealed that students responded positively to the modifications introduced. The results of the study put forward that obtaining students’ opinions, giving them responsibility and involving them in decision making processes enhance their motivation, confidence and analytical skills while reading in a foreign language.
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Reading Speed as a Constraint of Accuracy of Self-Perception of Reading Skill
Kwon, Heekyung; Linderholm, Tracy
2015-01-01
We hypothesised that college students take reading speed into consideration when evaluating their own reading skill, even if reading speed does not reliably predict actual reading skill. To test this hypothesis, we measured self-perception of reading skill, self-perception of reading speed, actual reading skill and actual reading speed to…
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Iwai, Yuko; Filce, Hollie; Ramp, Ellen
2011-01-01
In this study, the authors examined the impact of metacognitive reading strategies on international college students' academic success by correcting the Survey of Reading Strategies (SORS) instrument with (a) grade point averages (GPAs) and (b) the English language proficiency levels, categorized by beginning (students at the English Language…
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Directory of Open Access Journals (Sweden)
Hayriye Gül KURUYER
2017-06-01
Full Text Available The main purpose of the current study is to explain the effect of an enrichment reading program on the cognitive processes and neural structures of children experiencing reading difficulties. The current study was carried out in line with a single-subject research method and the between-subjects multiple probe design belonging to this method. This research focuses on a group of eight students with reading difficulties. Within the context of the study, memory capacities, attention spans, reading-related activation and white matter pathways of the students were determined before and after the application of the enrichment reading program. This determination process was carried out in two stages. Neuro-imaging was performed in the first stage and in the second stage the students’ cognitive processes and neural structures were investigated in terms of focusing attention and memory capacities by using the following tools: Stroop Test TBAG Form, Auditory Verbal Digit Span Test-Form B, Cancellation Test and Number Order Learning Test. The results obtained show that the enrichment reading program resulted in an improvement in the reading profiles of the students having reading difficulties in terms of their cognitive processes and neural structures.
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The Neurobiological Basis of Reading.
Joseph, Jane; Noble, Kimberly; Eden, Guinevere
2001-01-01
This paper reviews studies using positron emission tomography and functional magnetic resonance imaging in adults to study the reading process and notes that general networks of regions seem to be uniquely associated with different components of the reading process. Findings are evaluated in light of technical and experimental limitations and…
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Does the mean adequately represent reading performance? Evidence from a cross-linguistic study
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Chiara Valeria eMarinellli
2014-08-01
Full Text Available Reading models are largely based on the interpretation of average data from normal or impaired readers, mainly drawn from English-speaking individuals. In the present study we evaluated the possible contribution of orthographic consistency in generating individual differences in reading behaviour. We compared the reading performance of young adults speaking English (one of the most irregular orthographies and Italian (a very regular orthography. In the 1st experiment we presented 22 English and 30 Italian readers with 5-letter words using the Rapid Serial Visual Presentation (RSVP paradigm. In a 2nd experiment, we evaluated a new group of 26 English and 32 Italian proficient readers through the RSVP procedure and lists matched in the two languages for both number of phonemes and letters. The results of the two experiments indicate that English participants read at a similar rate but with much greater individual differences than the Italian participants. In a 3rd experiment, we extended these results to a vocal reaction time (vRT task, examining the effect of word frequency. An ex-Gaussian distribution analysis revealed differences between languages in the size of the exponential parameter (tau and in the variance (sigma, but not the mean, of the Gaussian component. Notably, English readers were more variable for both tau and sigma than Italian readers. The pattern of performance in English individuals runs counter to models of performance in timed tasks (Faust et al., 1999; Myerson et al., 2003 which envisage a general relationship between mean performance and variability; indeed, this relationship does not hold in the case of the English participants. The present data highlight the importance of developing reading models that not only capture mean level performance, but also variability across individuals, especially in order to account for cross-linguistic differences in reading behaviour.
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College Reading: Clone, Illegitimate Child, or Hybrid.
Manzo, Anthony V.
The college reading movement, its methods, organization, and, implicitly, the career opportunities within it, is critiqued in this report in terms of four categories of programs: (1) rapid reading with ancillary attention to study skills; (2) remedial type reading and study skills; (3) compensatory type programs; and (4) content area improvement…
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Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read.
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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.
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Reading Habits of Undergraduates and their Academic ...
African Journals Online (AJOL)
Reading is an indispensable tool of learning. Every course of study is accomplished partly through reading. Lecturers in the University usually have high expectations of a students‟ ability to cope with the demands of reading. However, reading as a practice and an art has tended to diminish. The general expectations of ...
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International Nuclear Information System (INIS)
Bennett, R.L.; Blanks, R.G.; Moss, S.M.
2006-01-01
Aim: To examine current evidence to determine whether the accuracy of single reading with computed-aided detection (CAD) compares with that of double reading. Methods: We performed a literature review to identify studies where both protocols had been investigated and compared. We identified eight studies that compared single reading with CAD against double reading, of which six reported on comparisons of both sensitivity and specificity. Results: Of the six studies identified, three showed no differences in either sensitivity or specificity. One showed single reading with CAD had a higher sensitivity at the same specificity, another that single reading with CAD had a higher specificity at the same sensitivity. However, one study, in a real-life setting, showed that single reading with CAD had a higher sensitivity but a lower specificity. Conclusion: As the majority of the studies were not in a real-life setting, used test sets, lacked sufficient training in the use of CAD and simulated double reading (using a protocol of recall if one suggests), current evidence is therefore limited as to the accuracy, in terms of sensitivity and specificity, of single reading with CAD in comparison with the most common practice in the UK of double reading using a protocol of consensus or arbitration
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Music-reading deficiencies and the brain
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Lola L. Cuddy
2006-01-01
Full Text Available This paper reviews the literature on brain damage and music-reading for the past 25 years. Acquired patterns of selective loss and sparing are described, including both the association and dissociation of music and text reading, and association and dissociation among components of music reading. As well, we suggest that developmental music - reading deficiencies may be isolated in a form analogous to developmental dyslexia for text or congenital amusia for auditory music processing. Finally, we propose that the results of brain damage studies can contribute to the development of a model of normal music reading.
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University Students with Poor Reading Comprehension
Georgiou, George K.; Das, J. P.
2015-01-01
The present study aimed to examine the nature of the working memory and general cognitive ability deficits experienced by university students with a specific reading comprehension deficit. A total of 32 university students with poor reading comprehension but average word-reading skills and 60 age-word-matched controls with no comprehension…
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Reading aids for adults with low vision.
Virgili, Gianni; Acosta, Ruthy; Bentley, Sharon A; Giacomelli, Giovanni; Allcock, Claire; Evans, Jennifer R
2018-04-17
The purpose of low-vision rehabilitation is to allow people to resume or to continue to perform daily living tasks, with reading being one of the most important. This is achieved by providing appropriate optical devices and special training in the use of residual-vision and low-vision aids, which range from simple optical magnifiers to high-magnification video magnifiers. To assess the effects of different visual reading aids for adults with low vision. We searched the Cochrane Central Register of Controlled Trials (CENTRAL) (which contains the Cochrane Eyes and Vision Trials Register) (2017, Issue 12); MEDLINE Ovid; Embase Ovid; BIREME LILACS, OpenGrey, the ISRCTN registry; ClinicalTrials.gov and the World Health Organization (WHO) International Clinical Trials Registry Platform (ICTRP). The date of the search was 17 January 2018. This review includes randomised and quasi-randomised trials that compared any device or aid used for reading to another device or aid in people aged 16 or over with low vision as defined by the study investigators. We did not compare low-vision aids with no low-vision aid since it is obviously not possible to measure reading speed, our primary outcome, in people that cannot read ordinary print. We considered reading aids that maximise the person's visual reading capacity, for example by increasing image magnification (optical and electronic magnifiers), augmenting text contrast (coloured filters) or trying to optimise the viewing angle or gaze position (such as prisms). We have not included studies investigating reading aids that allow reading through hearing, such as talking books or screen readers, or through touch, such as Braille-based devices and we did not consider rehabilitation strategies or complex low-vision interventions. We used standard methods expected by Cochrane. At least two authors independently assessed trial quality and extracted data. The primary outcome of the review was reading speed in words per minute. Secondary
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Reading and Readability Affect on E-Learning Success in a Fortune 100 Company: A Correlational Study
Finnegan, Denis Michael Thomas
2010-01-01
The purpose of this quantitative correlational study was to examine the relationship between employees' reading skills, E-learning readability, student learning, and student satisfaction. The Tests of Adult Basic Education (TABE) form 10 Level A instrument evaluated student-reading skills. The Flesch-Kincaid Grade Level Index course assessed…
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Lee, Jaime B; Sohlberg, McKay Moore; Harn, Beth; Horner, Robert; Cherney, Leora R
2018-06-04
People with aphasia frequently present with nonlinguistic deficits, in addition to their compromised language abilities, which may contribute to their problems with reading comprehension. Treatment of attention, working memory and executive control may improve reading comprehension in individuals with aphasia, particularly those with mild reading problems. This single-case experimental design study evaluated the efficacy of Attention Process Training-3, an intervention combining direct attention training and metacognitive facilitation, for improving reading comprehension in individuals with mild aphasia. A multiple baseline design across six participants was used to evaluate treatment effects. The primary outcome measure was a maze reading task. Cognitive measures were administered pre- and post-treatment. Visual inspection of graphed maze reading performance data indicated a basic effect between APT-3 and improved maze reading for three of the six participants. Quantitative analyses, using Tau-U, corroborated findings identified through visual analysis. The overall effect size was significant (Tau = .48, p = .01). Results suggest that APT-3 has the potential to improve reading in individuals with aphasia, but that it may be more efficacious under certain conditions. Treatment and participant variables, including intensity of treatment and metacognitive strategy usage, are discussed as potential influences on participants' responsiveness to APT-3.
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Idea Sharing: The Use of Read-Share-Act to Promote Extensive Reading
Charumanee, Nisakorn
2014-01-01
Nisakorn Charumanee believes that a reading teacher has an active role in cultivating reading culture or reading habit and in activating students to "want" to read. One way to do this is to integrate extensive reading into the classroom (Day and Bamford, 1998; Bamford and Day, 2004) where extensive reading can be enhanced if the teacher…
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The Assessment of Reading Comprehension Difficulties for Reading Intervention
Woolley, Gary
2008-01-01
There are many environmental and personal factors that contribute to reading success. Reading comprehension is a complex interaction of language, sensory perception, memory, and motivational aspects. However, most existing assessment tools have not adequately reflected the complex nature of reading comprehension. Good assessment requires a…
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Biggs, Brad
2014-01-01
This dissertation examined in a state-required, online preservice teacher course in content area reading instruction (CARI) at a large land-grant university in Minnesota. Few studies have been published to date on revitalized literacy teacher preparation efforts in CARI (See Vagle, Dillon, Davison-Jenkins, & LaDuca, 2005; Dillon, O'Brien,…
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The Role of Speech Prosody and Text Reading Prosody in Children's Reading Comprehension
Veenendaal, Nathalie J.; Groen, Margriet A.; Verhoeven, Ludo
2014-01-01
Background: Text reading prosody has been associated with reading comprehension. However, text reading prosody is a reading-dependent measure that relies heavily on decoding skills. Investigation of the contribution of speech prosody--which is independent from reading skills--in addition to text reading prosody, to reading comprehension could…
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Li, Liping; Wu, Xinchun
2015-01-01
Purpose This study examined the contribution of metalinguistic awareness including morphological awareness, phonological awareness and orthographical awareness to reading comprehension, and the role of reading fluency as a mediator of the effects of metalinguistic awareness on reading comprehension from grades 2 to 4. Methods Four hundred and fifteen elementary students in China mainland were administered a test battery that included measures of morphological awareness, phonological awareness, orthographical awareness, reading fluency, reading comprehension and IQ. Hierarchical regression and structural equation models (SEM) were used to analyze the data. Results Morphological awareness uniquely explained 9%, 10% and 13% variance of reading comprehension respectively from grade 2 to grade 4, however, phonological awareness and orthographical awareness did not contribute to reading comprehension; Reading fluency partially mediated the effect of morphological awareness on reading comprehension in grades 2-4. Conclusions These findings indicated that reading fluency and morphological awareness should be facilitated in the Chinese instruction. Morphological awareness played an important role in Chinese reading and affected reading comprehension in grades 2 to 4; Reading fluency was a significant link between morphological awareness and reading comprehension in grades 2-4. PMID:25799530
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Directory of Open Access Journals (Sweden)
Maiko Takahashi
2011-10-01
Full Text Available While reading texts orally, we process the multisensory language information. Accordingly, in the context of reading aloud, we process the visually presented text and produce the auditory information of the text through articulatory movement. These multisensory processing activities are assumed to facilitate the memory and comprehension of textual information. Conversely, while reading silently, we process only the visual information of the text. Although we cannot use the multisensory language information while reading silently, several researchers have found that there is little difference between the degree of comprehension based on silent and oral reading for adult readers. The purpose of this study is to explain how we compensate the loss of multisensory process during silent reading by comparing the visual processing process during silent and oral reading. By conducting two experiments, we measured and compared the eye movement during silent and oral reading. The results showed that silent reading took shorter time for comprehension than oral reading, and readers had more visual fixation points and read back frequently during reading silently than orally. These reading strategies during silent reading seemed to compensate the loss of multisensory process and support the text comprehension.
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Improving reading comprehension skills through the SCRATCH program
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Erdal Papatga
2016-09-01
Full Text Available The aim of this study was to reveal how reading comprehension skills of elementary fourth graders who have problems in reading comprehension can be improved by means of the SCRATCH program. The study was designed as a participant action research. It was carried out within a 15-week process at an elementary school with middle socio-economic level in the Eskisehir province in the fall term of the 2015-2016 school year. The participants of the study were eight fourth graders who had problems in reading comprehension and were selected based on the criterion sampling method. Different data gathering tools were employed in different stages of the study. These were the Informal Reading Inventory, readability assessment rubric, participant selection form and identification forms for developmental level in reading comprehension for the quantitative data, and observation notes, a researcher diary, video recordings, teacher and student observation notes, and the projects the students prepared using the SCRATCH program for the qualitative data. In the study, the analysis of the quantitative data was done with correlation analysis, and Kendall W Test that shows inter-rater reliability. In addition, the identification forms for developmental level in reading comprehension were used to reveal the improvement in reading comprehension skills, and the Informal Reading Inventory was employed to score these forms. On the other hand, the qualitative data were analysed through the thematic analysis method, and MAXQDA was used for the analysis. As a result of the analyses, it was found that the reading level of the eight students who had problems in reading comprehension went up from the anxiety level to the instructional level in some forms, and even to the independent reading level in other forms; in other words, there was an improvement in the reading comprehension skills of all eight students.
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Metacognitive Online Reading Strategies Applied by EFL Students
İnceçay, Görsev
2013-01-01
ABSTRACTThe purpose of the present study is twofold. It investigated both what metacognitive online reading strategies the Turkish EFL students report using for academic purposes; and how they use the reported strategies in actual reading tasks. Data came from Online Survey of Reading Strategies (Anderson, 2003), think-aloud protocols and post-reading interview. Results of this study revealed that the students who participated in this study reported a wide range of metacognitive strategies wh...
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Reading to Write an Argumentation: The Role of Epistemological, Reading and Writing Beliefs
Mateos, Mar; Cuevas, Isabel; Martin, Elena; Martin, Ana; Echeita, Gerardo; Luna, Maria
2011-01-01
The general aim of this study was to examine the relations among epistemological, reading and writing beliefs held by psychology undergraduates and the role played by these three types of belief in influencing the degree of perspectivism manifested in a written argumentation task based on reading two texts presenting conflicting perspectives on…
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Roy-Charland, Annie; Perron, Melanie; Turgeon, Krystle-Lee; Hoffman, Nichola; Chamberland, Justin A.
2016-01-01
In the current study the reading speed of the narration and the difficulty of the text was manipulated and links were explored with children's attention to the printed text in shared book reading. Thirty-nine children (24 grade 1 and 15 grade 2) were presented easy and difficult books at slow (syllable by syllable) or fast (adult reading speed)…
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Swanson, H Lee; Jerman, Olga
2007-04-01
This 3-year longitudinal study determined whether (a) subgroups of children with reading disabilities (RD) (children with RD only, children with both reading and arithmetic deficits, and low verbal IQ readers) and skilled readers varied in working memory (WM) and short-term memory (STM) growth and (b) whether growth in an executive system and/or a phonological storage system mediated growth in reading performance. A battery of memory and reading measures was administered to 84 children (11-17 years of age) across three testing waves spaced 1 year apart. The results showed that skilled readers yielded higher WM growth estimates than did the RD groups. No significant differentiation among subgroups of children with RD on growth measures emerged. Hierarchical linear modeling showed that WM (controlled attention), rather than STM (phonological loop), was related to growth in reading comprehension and reading fluency. The results support the notion that deficient growth in the executive component of WM underlies RD.
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Nordin, Razanawati; Eng, Lin Siew
2017-01-01
Most learners studying English language feel that their educators use irrelevant, uninteresting, and culturally unfamiliar reading materials for teaching reading. As a result, most of them struggle to comprehend the English language texts used by the teachers. Therefore, the aim of this research is to investigate the genre and content preferences…
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Understanding the Reading Habits of Children in Singapore
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Shaheen Majid
2007-12-01
Full Text Available Leisure reading contributes significantly to improving language competencies of children. This study investigates the reading habits and preferences of children, motivations behind reading, and their attitudes towards reading. A pre-tested questionnaire was used for collecting data and 440 upper primary students participated in the study. The findings suggest that a majority of the participating students were motivated to read for academically-related reasons, such as to improve language skills and to obtain better grades in examinations. Reading was the third most preferred leisure activity after hobbies and playing on computer or the Internet. It was also found that girls were generally more avid readers than boys. This paper offers certain suggestions for promoting reading habits among children.
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Does systematic reading instruction impede prediction of reading a shallow orthography?
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ALFRED SCHABMANN
2009-09-01
Full Text Available Different methods of reading instructions have been the subject of controversy. This study examined the influence of systematic phonics vs. non-systematic phonics methods of instruction on the prediction of reading. 443 kindergarten children were tested on phonological awareness, naming speed and visual word matching using the Bielefelder Screening (BISC. Children were retested in grades one and four. Results showed that although the prognostic validity of kindergarten measures was generally low, it was considerably higher for grade one children in classes with non-systematic phonics instruction. Children who received systematic phonics instruction scored significantly higher on measures of phonological decoding as compared to their peers who received less systematic instruction. Implications for the prediction of reading and early screenings are discussed.
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Text Previews and Three Level Study Guides for Content Area Critical Reading.
Bean, Thomas W.; Ericson, Bonnie O.
1989-01-01
Describes the integration of text previews (teacher-developed synopses of the text) and three-level study guides (encouraging factual, inferential, and problem solving responses). Claims a combination of these constitutes a powerful strategy for content area reading. (RS)
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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.
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Veltze, Linda
2004-01-01
Multicultural reading advocates believe in the power of literature to transform and to change people's lives. They take seriously the arguments that racism and prejudice can be lessened through multicultural reading, and also that children from undervalued societal groups who read books that depict people like themselves in a positive light will…
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Vianty, Machdalena
2007-01-01
This article reports an investigation into the students' use of metacognitive reading strategies that involve the use of analytic and pragmatic reading strategies when reading in the two languages: English and Bahasa Indonesia. One-hundred and one students from the English Study Program within the Faculty of Teacher Training and Education of…
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Schaffner, Ellen; Schiefele, Ulrich
2016-01-01
This study addressed the role of reading motivation as a potential determinant of losses or gains in reading competence over six weeks of summer vacation (SV). Based on a sample of 223 third-grade elementary students, structural equation analyses showed that intrinsic reading motivation before SV contributed positively to both word and sentence…
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Can verbal working memory training improve reading?
Banales, Erin; Kohnen, Saskia; McArthur, Genevieve
2015-01-01
The aim of the current study was to determine whether poor verbal working memory is associated with poor word reading accuracy because the former causes the latter, or the latter causes the former. To this end, we tested whether (a) verbal working memory training improves poor verbal working memory or poor word reading accuracy, and whether (b) reading training improves poor reading accuracy or verbal working memory in a case series of four children with poor word reading accuracy and verbal working memory. Each child completed 8 weeks of verbal working memory training and 8 weeks of reading training. Verbal working memory training improved verbal working memory in two of the four children, but did not improve their reading accuracy. Similarly, reading training improved word reading accuracy in all children, but did not improve their verbal working memory. These results suggest that the causal links between verbal working memory and reading accuracy may not be as direct as has been assumed.
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SchemaOnRead: A Package for Schema-on-Read in R
Energy Technology Data Exchange (ETDEWEB)
North, Michael J.
2016-08-01
Schema-on-read is an agile approach to data storage and retrieval that defers investments in data organization until production queries need to be run by working with data directly in native form. Schema-on-read functions have been implemented in a wide range of analytical systems, most notably Hadoop. SchemaOnRead is a CRAN package that uses R’s flexible data representations to provide transparent and convenient support for the schema-on-read paradigm in R. The schema-on- read tools within the package include a single function call that recursively reads folders with text, comma separated value, raster image, R data, HDF5, NetCDF, spreadsheet, Weka, Epi Info, Pajek network, R network, HTML, SPSS, Systat, and Stata files. The provided tools can be used as-is or easily adapted to implement customized schema-on-read tool chains in R. This paper’s contribution is that it introduces and describes SchemaOnRead, the first R package specifically focused on providing explicit schema-on-read support in R.
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Comprehensive Adult Student Assessment Systems Braille Reading Assessment: An Exploratory Study
Posey, Virginia K.; Henderson, Barbara W.
2012-01-01
Introduction: This exploratory study determined whether transcribing selected test items on an adult life and work skills reading test into braille could maintain the same approximate scale-score range and maintain fitness within the item response theory model as used by the Comprehensive Adult Student Assessment Systems (CASAS) for developing…
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English teachers’ perceptions of teaching reading and reading strategies to students with dyslexia
Grönblad, Johanna
2013-01-01
This is a study about English teachers’ perception on teaching students with dyslexia reading and reading strategies and their knowledge gained on the subject matter. The aim was to identify, describe and analyse the teacher‟s perceptions of teaching Swedish students with dyslexia in four Swedish mainstream secondary schools. The data for this study was collected by interviews from four English teachers in four different mainstream secondary schools. The results show that English teachers get...
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Taiwanese EFL Learners’ Perceived Use of Online Reading Strategies
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Lisa Wen Chun Chen
2015-09-01
Full Text Available Reading strategies are beneficial to learners’ reading comprehension. The strategies can be divided into different categories, such as global reading strategies, problem solving strategies and support strategies. Most previous studies investigated the importance of reading strategies in the paper-based reading. However, relatively few studies examined online reading strategies and their effects on reading comprehension. Online reading materials are important sources for EFL students since an increasing number of learners read texts and learn through the Internet. EFL learners in Taiwan, unfortunately, are reported to be overwhelmed with English online materials on the Internet. Therefore, this study intends to examine EFL learners’ perceived use of online reading strategies and whether their perceived strategy uses are different in terms of proficiency levels and gender. There are 94 Taiwanese EFL learners (43% of them are males, n=40 and 57 % of them are females, n=54, who received the Online Survey of Reading Strategies (OSORS adapted from Anderson (2003 in the study. The result showed that EFL online readers tend to use more global strategies, such as using contextual clues and observing tables, figures, and pictures in the on-line text to increase understanding. High level learners used more global and problem solving strategies than low level learners, which corresponds to previous studies. Additionally, there is no difference of strategy use between males and females. Several pedagogical implications, such as the need to raise students’ awareness of strategy use, are addressed in the present study.
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On the use of hand-held magnifiers during reading
Neve, J.J.
1989-01-01
Little is known about the actual use of magnifiers (or loupes) during reading. In studying the influence of the use of magnifiers on the reading process the reading field is a relevant factor. Four reading fields are distinguished: three horizontal reading fields and the vertical reading field. We
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Klauda, Susan Lutz; Wigfield, Allan
2012-01-01
This study examined elementary school students' perceived support for recreational reading from their mothers, fathers, and friends. Participants, including 130 fourth graders and 172 fifth graders, completed the researcher-developed Reading Support Survey, which assesses how often children experience and how greatly they enjoy multiple types of…
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Facilitating text reading in posterior cortical atrophy.
Yong, Keir X X; Rajdev, Kishan; Shakespeare, Timothy J; Leff, Alexander P; Crutch, Sebastian J
2015-07-28
We report (1) the quantitative investigation of text reading in posterior cortical atrophy (PCA), and (2) the effects of 2 novel software-based reading aids that result in dramatic improvements in the reading ability of patients with PCA. Reading performance, eye movements, and fixations were assessed in patients with PCA and typical Alzheimer disease and in healthy controls (experiment 1). Two reading aids (single- and double-word) were evaluated based on the notion that reducing the spatial and oculomotor demands of text reading might support reading in PCA (experiment 2). Mean reading accuracy in patients with PCA was significantly worse (57%) compared with both patients with typical Alzheimer disease (98%) and healthy controls (99%); spatial aspects of passages were the primary determinants of text reading ability in PCA. Both aids led to considerable gains in reading accuracy (PCA mean reading accuracy: single-word reading aid = 96%; individual patient improvement range: 6%-270%) and self-rated measures of reading. Data suggest a greater efficiency of fixations and eye movements under the single-word reading aid in patients with PCA. These findings demonstrate how neurologic characterization of a neurodegenerative syndrome (PCA) and detailed cognitive analysis of an important everyday skill (reading) can combine to yield aids capable of supporting important everyday functional abilities. This study provides Class III evidence that for patients with PCA, 2 software-based reading aids (single-word and double-word) improve reading accuracy. © 2015 American Academy of Neurology.
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Facilitating text reading in posterior cortical atrophy
Rajdev, Kishan; Shakespeare, Timothy J.; Leff, Alexander P.; Crutch, Sebastian J.
2015-01-01
Objective: We report (1) the quantitative investigation of text reading in posterior cortical atrophy (PCA), and (2) the effects of 2 novel software-based reading aids that result in dramatic improvements in the reading ability of patients with PCA. Methods: Reading performance, eye movements, and fixations were assessed in patients with PCA and typical Alzheimer disease and in healthy controls (experiment 1). Two reading aids (single- and double-word) were evaluated based on the notion that reducing the spatial and oculomotor demands of text reading might support reading in PCA (experiment 2). Results: Mean reading accuracy in patients with PCA was significantly worse (57%) compared with both patients with typical Alzheimer disease (98%) and healthy controls (99%); spatial aspects of passages were the primary determinants of text reading ability in PCA. Both aids led to considerable gains in reading accuracy (PCA mean reading accuracy: single-word reading aid = 96%; individual patient improvement range: 6%–270%) and self-rated measures of reading. Data suggest a greater efficiency of fixations and eye movements under the single-word reading aid in patients with PCA. Conclusions: These findings demonstrate how neurologic characterization of a neurodegenerative syndrome (PCA) and detailed cognitive analysis of an important everyday skill (reading) can combine to yield aids capable of supporting important everyday functional abilities. Classification of evidence: This study provides Class III evidence that for patients with PCA, 2 software-based reading aids (single-word and double-word) improve reading accuracy. PMID:26138948
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Seaver, Barry W
2014-01-01
"Truly fascinating...highly recommended"--Library Journal; "meticulously documented"--Libraries & Culture; "recommended"--The Australian Library Journal. "Iluminates the history of New York City at a time of dramatic political change."--William E. Leuchtenburg, William Rand Kenan Professor Emeritus, University of North Carolina at Chapel Hill. "must reading"--Roger W. Lotchin, Professor of History, University of North Carolina at Chapel Hill.
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Lies of the Reader: Disadvantages of the Sociological Research Methods for the Study of the Reading
Tsvetkova, Milena I.
2018-01-01
The research problems of this study are the difficulties in the explanation of the phenomenon of reading in its accelerated transformations by quantitative sociological methods, because of failure to comply with a number of factors: first, the social aspects of the purchase, consumption and possession of reading materials have not yet been…
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Anthony, C Ross; Hansen, Michael L; Kumar, Krishna B; Shatz, Howard J; Vernez, Georges
2013-01-01
In 2010, the Kurdistan Regional Government (KRG) asked the RAND Corporation to undertake four studies aimed at improving the economic and social development of the Kurdistan Region of Iraq. RAND's work was intended to help the KRG expand access to high-quality education and health care, increase private-sector development and employment for the expanding labor force, and design a data-collection system to support high-priority policies. The studies were carried out over the year beginning February 2010. The RAND teams worked closely with the Ministries of Planning, Education, and Health to develop targeted solutions to the critical issues faced by the KRG. This article summarizes the health care study. It is intended to provide a high-level overview of the approaches, followed by the studies, key findings, and major recommendations.
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"Show-Me Bedtime Reading'" An Unusual Study of the Benefits of Reading to Deaf Children.
Rogers, Deborah
1989-01-01
Nine primary-age children at a residential school for the deaf were read bedtime stories using a Total Communication approach. Every child subsequently demonstrated growth on each of several language assessments, including language comprehension and expressive language. (JDD)
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A Benchmark Study on Error Assessment and Quality Control of CCS Reads Derived from the PacBio RS.
Jiao, Xiaoli; Zheng, Xin; Ma, Liang; Kutty, Geetha; Gogineni, Emile; Sun, Qiang; Sherman, Brad T; Hu, Xiaojun; Jones, Kristine; Raley, Castle; Tran, Bao; Munroe, David J; Stephens, Robert; Liang, Dun; Imamichi, Tomozumi; Kovacs, Joseph A; Lempicki, Richard A; Huang, Da Wei
2013-07-31
PacBio RS, a newly emerging third-generation DNA sequencing platform, is based on a real-time, single-molecule, nano-nitch sequencing technology that can generate very long reads (up to 20-kb) in contrast to the shorter reads produced by the first and second generation sequencing technologies. As a new platform, it is important to assess the sequencing error rate, as well as the quality control (QC) parameters associated with the PacBio sequence data. In this study, a mixture of 10 prior known, closely related DNA amplicons were sequenced using the PacBio RS sequencing platform. After aligning Circular Consensus Sequence (CCS) reads derived from the above sequencing experiment to the known reference sequences, we found that the median error rate was 2.5% without read QC, and improved to 1.3% with an SVM based multi-parameter QC method. In addition, a De Novo assembly was used as a downstream application to evaluate the effects of different QC approaches. This benchmark study indicates that even though CCS reads are post error-corrected it is still necessary to perform appropriate QC on CCS reads in order to produce successful downstream bioinformatics analytical results.
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Observing documentary reading by verbal protocol
Directory of Open Access Journals (Sweden)
Fujita Mariangela Spotti Lopes
2003-01-01
Full Text Available Verifies the applicability to research on indexers' reading strategies of the process observing technique known as Verbal Protocol or Thinking Aloud. This interpretative-qualitative data collecting technique allows the observation of different kinds of process during the progress of different kinds of tasks. Presents a theoretical investigation into "reading" and into formal methodological procedures to observe reading processes. Describes details of the methodological procedures adopted in five case studies with analysis of samples of data. The project adopted three kinds of parameters for data analysis: theoretical, normative, empirical (derived from observations made in the first case study. The results are compared, and important conclusions regarding documentary reading are drawn.
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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.
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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.
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The influence of reading motives on the responses after reading blogs.
Huang, Li-Shia; Chou, Yu-Jen; Lin, Che-Hung
2008-06-01
As the number of blogs increases dramatically, these online forums have become important media people use to share feelings and information. Previous research of blogs focuses on writers (i.e., bloggers), but the influence of blogs also requires investigations from readers' perspectives. This study therefore explores motives for reading blogs and discusses their effects on the responses after reading blogs. According to a factor analysis of 204 respondents in Taiwan, motives for reading blogs consist of affective exchange, information search, entertainment, and getting on the bandwagon. A regression analysis suggests the effects of these motives on three major responses--opinion acceptance, interaction intentions, and word-of-mouth (WOM) intentions--reflect the influence of blogs. Specifically, readers who focus on affective exchanges believe blog messages, interact with bloggers, and spread messages to others. Information search and entertainment motives positively affect opinion acceptance; blog readers who focus on information and those who read for fun both view blogs as trustworthy sources. Getting on the bandwagon also positively influences interaction and WOM intentions; these readers interact with bloggers and transmit messages to others.
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Reading space characteristics in campus environment
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.
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Pupil's motivation in the 3. grades for required reading and The Reading Badge
Logar, Renata
2013-01-01
Reading is extremely important for pupils and their development. The pupil with reading habits riches his vocabulary and gaining knowledge. On the other hand the pupil through reading entry into the world of imagination and stories. Major role in motivating students to read have parents and teachers. In this graduation thesis I was interested in how third grade teachers motivate their pupils to read. In doing so, I was focused mainly to reading for required reading and The Reading Badge. ...
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Iowa City Reads! The Reading Event Worth Shouting About.
Donham van Deusen, Jean; Langhorne, Mary Jo
1997-01-01
Describes the Community Reading Month (CRM) initiative in Iowa City, Iowa; its goals are to promote the value of reading and to build a sense of community. Topics include the development of CRM, increased reading scores of Iowa City's elementary school students, activities for people of all ages, and planning and evaluation. (AEF)
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Meloy, Linda L.; Deville, Craig; Frisbie, David A.
2002-01-01
A study examined the effect of a read aloud testing accommodation on 260 middle school students with and without learning disabilities in reading. Students with learning disabilities in reading, as well as those without, exhibited statistically significant gains with the read aloud test administration. Interaction effects were not significant.…
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Reading-Related Causal Attributions for Success and Failure: Dynamic Links with Reading Skill
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…
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Directory of Open Access Journals (Sweden)
Atefeh Elekaei
2015-09-01
Full Text Available The significance and impact of vocabulary learning in reading comprehension and L2 language learning are apparent to teachers, researchers and language learners. Moreover, glosses are found as one of the most effective strategies regarding vocabulary retention. Therefore, the present study attempted to investigate the effect of different types of glosses on reading comprehension, vocabulary gain and vocabulary retention. To this end, 140 Iranian EFL learners learning English were selected and were divided into four groups (footnote gloss group, interlinear gloss group, marginal gloss group, and glossary group. They were required to read a text and answer four reading comprehension questions. In addition, one immediate vocabulary post-test and one delayed vocabulary post-test were taken in order to investigate learners' vocabulary gain and vocabulary retention. In order to analyze the data, one one-way ANOVA and one MANOVA were run. The results of one-way ANOVA revealed that participants who received interlinear glosses significantly outperformed the other groups regarding comprehending the text. Moreover, the immediate vocabulary post-test was conducted immediately after reading test and the delayed post-test was administered after four weeks. The results of MANOVA indicated that the group which received interlinear glosses outperformed the other groups in both vocabulary gain and vocabulary retention. The present study has implications for teachers and learners. Teachers can find better methods to teach new reading passages as well as vocabulary items. Also, glosses help learners to have a better comprehension of difficult passages and they facilitate learning. Moreover, learners can enhance their vocabulary knowledge with the help of glosses.
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PROMOTING AUTONOMOUS LEARNING IN READING CLASS
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Agus Sholeh
2015-11-01
Full Text Available To have good acquisition and awareness in reading, the learners need a long and continuous process, and therefore, they are required to have autonomy in learning reading. This study aims to promote learner autonomy in reading class by combining learner-centered reading teaching and extensive reading teaching. Learner-centered reading teaching was carried out through group discussion, presentation, and language awareness activities. Meanwhile, extensive reading teaching was done to review the learners‘ materials in presentation and reinforce their acquisition. Those two different approaches were applied due to differences on learner's characteristics and needs. The result showed some success in the practice of autonomy, indicated by changes on learners' attitude. However, many learners showed that they focused more on obtaining score than on developing their language acquisition. By implementing the approach, the teacher can assist learners to be aware of their ability to learn independently and equip them with the skill needed for long-life learning.
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Pretorius, Elizabeth J.; Spaull, Nic
2016-01-01
Most analyses of oral reading fluency (ORF) are based on L1 reading, and the norms that have been developed in English are based on first language reading data. This is problematic for developing countries where many children are learning in English as a second language. The aim of the present study is to model the relationship between English…
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Perceived Challenges to Integrating Reading Strategies in Content Areas: A Single Case Study
Pezzolla, Karen
2017-01-01
An alarming percentage of middle and high school students find themselves unable to read their textbooks at grade level proficiency; lacking the necessary skills to access and process information, and read critically. The Common Core State Standards require students to apply reading strategies across the curriculum, therefore requiring teachers to…
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Framing effects in reading: an fMRI study
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Laura Danelli
2014-04-01
Anatomofunctional results (Figure 1 showed that the left occipital, the anterior and posterior temporal regions, and the left intraparietal sulcus were specifically activated when reading targets in a lexical frame. The left posterior inferior temporal and inferior parietal regions were activated in sublexical condition. Finally, reading along the two routes commonly activated the Visual Word Form Area, the premotor cortex, the left frontal areas and the left SMA, suggesting an involvement of these regions in early-input (early orthographic processing and late-output processes (phonological output buffer and articulatory programming. Conclusions: These results represent a new fine-grained description of the neurofunctional correlates of the dual route model partially supporting the recent anatomical investigations in patients with specific forms of acquired dyslexia (Ripamonti, Aggujaro, Molteni, Zonca, Ghirardi, & Luzzatti, 2014.
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Hurst, Susan; Marsh, Dominic; Brown, Dean; Forbes, Shona
2017-01-01
This case study describes the creation of a leisure reading collection in the Clifford Whitworth library at the University of Salford. It briefly surveys existing literature on leisure reading collections and looks at the growing interest among U.K. academic libraries in recreational reading. It considers the reasons for promoting reading as a…
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van der Schoot, M.; Vasbinder, A.L.; Horsley, T.M.; van Lieshout, E.C.D.M.
2008-01-01
This study examined whether 10-12-year-old children use two reading strategies to aid their text comprehension: (1) distinguishing between important and unimportant words; and (2) resolving anaphoric references. Of interest was the question to what extent use of these reading strategies was
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O'Connor, Rollanda E.
2018-01-01
The goal of improving reading rate and fluency is to positively impact reading comprehension; however, it is unclear how fast students with learning disabilities (LD) need to read to reap this benefit. The purpose of this research was to identify the point of diminishing return for students who were dysfluent readers. Participants included 337…
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IMPROVING THE STUDENTS’ READING COMPREHENSION ABILITY THROUGH SQ3R STRATEGY
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Sabarun Sabarun
2015-12-01
Full Text Available The study is aimed at improving the students’ reading comprehension ability in reading English class using SQ3R strategy, which refers to a reading technique covering a five step system developed by Francis P Robinson. Each of the steps stands for Survey, Question, Read, Recite, and Review. The study employed Classroom Action Research design. The subjects of the study were four of third semester students of the English Department of Palangka Raya State Islamic College of 2009/ 2010 academic year. The study was carried out in two cycles by following the four steps of action research: planning, implementing, observing, and reflecting. Each cycle consisted of one meeting focusing pre-reading, whilst reading and post reading. The data of the study are taken from the results of observation checklists, field notes, and the students’ reading score. The result of the study showed that SQ3R strategy could improve the students’ reading comprehension ability. It could be seen from the improvement of the students’ reading scores. The students were actively involved in reading class and they were highly motivated to attend the SQ3R reading class. Keywords: improving, SQ3R strategy, reading comprehension ability
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Reed, Deborah K.
2015-01-01
This study explored the data-based decision making of 12 teachers in grades 6-8 who were asked about their perceptions and use of three required interim measures of reading performance: oral reading fluency (ORF), retell, and a benchmark comprised of released state test items. Focus group participants reported they did not believe the benchmark or…
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Taiwanese EFL Learners' Perceived Use of Online Reading Strategies
Chen, Lisa Wen Chun
2015-01-01
Reading strategies are beneficial to learners' reading comprehension. The strategies can be divided into different categories, such as global reading strategies, problem solving strategies and support strategies. Most previous studies investigated the importance of reading strategies in the paper-based reading. However, relatively few studies…
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Wang, Xiaojuan; Yang, Jianfeng; Yang, Jie; Mencl, W Einar; Shu, Hua; Zevin, Jason David
2015-01-01
Differences in how writing systems represent language raise important questions about whether there could be a universal functional architecture for reading across languages. In order to study potential language differences in the neural networks that support reading skill, we collected fMRI data from readers of alphabetic (English) and morpho-syllabic (Chinese) writing systems during two reading tasks. In one, participants read short stories under conditions that approximate natural reading, and in the other, participants decided whether individual stimuli were real words or not. Prior work comparing these two writing systems has overwhelmingly used meta-linguistic tasks, generally supporting the conclusion that the reading system is organized differently for skilled readers of Chinese and English. We observed that language differences in the reading network were greatly dependent on task. In lexical decision, a pattern consistent with prior research was observed in which the Middle Frontal Gyrus (MFG) and right Fusiform Gyrus (rFFG) were more active for Chinese than for English, whereas the posterior temporal sulcus was more active for English than for Chinese. We found a very different pattern of language effects in a naturalistic reading paradigm, during which significant differences were only observed in visual regions not typically considered specific to the reading network, and the middle temporal gyrus, which is thought to be important for direct mapping of orthography to semantics. Indeed, in areas that are often discussed as supporting distinct cognitive or linguistic functions between the two languages, we observed interaction. Specifically, language differences were most pronounced in MFG and rFFG during the lexical decision task, whereas no language differences were observed in these areas during silent reading of text for comprehension.
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Directory of Open Access Journals (Sweden)
Henry L. Feng
2017-01-01
Full Text Available Background/Aims. To evaluate the impact of back-illuminated and nonilluminated electronic reading devices on reading speed and comfort in patients with decreased vision. Methods. A prospective study involving a convenience sample of 167 patients at a single retina practice from January 2011 to December 2012. Participants were asked to read five different excerpts on five different media in a randomly assigned order. Media included a printed book at 12-point font (12PF, iPad2 at 12PF, iPad2 at 18-point font (18PF, Kindle2 at 12PF, and Kindle2 at 18PF. Reading speed in words per minute (WPM and medium preference were recorded and stratified by visual acuity (VA. Results. Mean reading speeds in WPM: iPad2 at 18PF (217.0, iPad2 at 12PF (209.1, Kindle2 at 18PF (183.3, Kindle2 at 12PF (177.7, and printed book at 12PF (176.8. Reading speed was faster on back-illuminated media compared to nonilluminated media. Text magnification minimized losses in reading performance with worsening patient VA. The majority of participants preferred reading on the iPad2 at 18PF. Conclusions. Back-illuminated devices may increase reading speed and comfort relative to nonilluminated devices and printed text, particularly in patients with decreased VA.
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Integrating Reading and Technology: The Development of "Pamanpintermu"
Arifani, Yudhi; Rosyid, Harunur
2016-01-01
Reading as one of English skills has paramount features in shaping EFL English competence. Referring to the importance for reading, it is inevitable that teaching method, assessments tools, reading material and activities have indispensable tasks to attain EFL learners' reading objectives. This study is intended to develop integrated reading…
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Waterman, David C., Comp.; Gibbs, Vanita M., Comp.
Focusing on reading for enjoyment, the seven articles in this collection were drawn from the Tenth Annual Reading Conference held at Indiana State University. Topics discussed in the articles are: (1) reading aloud to students, (2) how to have fun while teaching vocabulary, (3) the enjoyment and affective dimensions of "EAS into Reading," (4)…
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Reading literacy intervention with fifth graders in Lima
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Silvia Morales Silva
2009-06-01
Full Text Available This study examined the effects of the reading comprehension program Lectura for fifth graders of middle-class and low-class social economic backgrounds in Lima (Peru on reading literacy and reading motivation. The intervention emphasized reading strategies and dimensions of reading motivation. ANOVA was used in order to calculate the effects of measurement point, group, social economic status and gender on reading comprehension and reading motivation. Results showed that reading literacy increased more in the intervention group than in the control group. Children from the low social economic background benefited more from the intervention than children with a middle social economic background. The program had also a significant impact on children’s reading motivation.
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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…
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Directory of Open Access Journals (Sweden)
S. Salam
2017-08-01
Full Text Available The purpose of this research was to describe the need of development of 'Reading Comprehension' teaching materials to students and lecturers of Indonesian Language and Literature Education Department, Gorontalo. This research is included in the research and development to develop educational products in the form of teaching materials. Mixed research design was used in this study to explore the data needs of the development of reading materials learning. Quantitative data was obtained from the responses of 36 respondents and 2 lecturers of the Reading subjects on the questionnaire needs analysis and questionnaire of teaching material analysis that is being used today. Likert Scale was used in questionnaire of needs analysis seen from 7 aspects, namely: content of teaching material, reading strategy, text type, text genre, text topic, learning activity, and evaluation of learning (81 items and questionnaire of teaching material analysis that was being used that amounted to 5 aspects, namely: the content of teaching materials, organization of teaching materials, language, layout, and completeness of teaching material support (31 items. Qualitative data were obtained from open questions about the experiences of students and lecturers in reading learning in the same questionnaire, as well as content analysis of the material being used. The results showed that the requirement of development of teaching materials, students and lecturers assessed 63 items (77.78% in the required category, and 18 items (22.22% with the required categories. Then, the teaching materials currently in use still lack the aspects of the content, the text type, the text genre, the text topic, and the evaluation of each learning unit. Details of the results obtained 4 items (12.90% as low category, 22 items (70.97% as enough category, and 5 items (16.13% as high category.
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Reading Prosody in Spanish Dyslexics
Suárez-Coalla, Paz; Álvarez-Cañizo, Marta; Martínez, Cristina; García, Noemí; Cuetos, Fernando
2016-01-01
Reading becomes expressive when word and text reading are quick, accurate and automatic. Recent studies have reported that skilled readers use greater pitch changes and fewer irrelevant pauses than poor readers. Given that developmental dyslexics have difficulty acquiring and automating the alphabetic code and developing orthographic…
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de Milliano, Ilona; van Gelderen, Amos; Sleegers, P.J.C.
2016-01-01
This study examines the relationship between types and sequences of self-regulated reading activities in task-oriented reading with quality of task achievement of 51 low-achieving adolescents (Grade 8). The study used think aloud combined with video observations to analyse the students' approach of
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Slower saccadic reading in Parkinson’s disease
Jehangir, Naz; Yu, Caroline Yizhu; Song, Jeehey; Shariati, Mohammad Ali; Binder, Steven; Beyer, Jill; Santini, Veronica; Poston, Kathleen
2018-01-01
Idiopathic Parkinson’s Disease (PD) is characterized by degeneration of dopaminergic and other neurons, leading to motor and non-motor deficits. Abnormal eye movements in PD, including fixations, saccades, and convergence, are well described. However, saccadic reading, which requires serial and alternating saccades and fixations, is not well studied, despite its obvious impact on the quality of life. In this study, we assessed saccadic reading using variations of the King-Devick (KD) test, a rapid single digit number naming test, as a way to assess the ability to make serial left-to-right ocular motor movements necessary for reading. We recruited 42 treated PD patients and 80 age-matched controls and compared their reading times with a variety of measures, including age, duration of disease, Unified Parkinson’s Disease Rating Scale (UPDRS), the National Eye Institute 25-Item Visual Functioning Questionnaire 25 (VFQ-25), and Montreal Cognitive assessment (MoCA) test. The subjects performed 4 trials of reading 120 single digit numbers aloud as fast as possible without making errors. In each trial, they read 3 pages (KD1, KD2, and KD3), and each page contained 40 numbers per page in 8 lines with 5 numbers/line. We found that PD patients read about 20% slower than controls on all tests (KD1, 2, and 3 tests) (p read irregularly spaced numbers slower than regularly spaced numbers. Having lines between numbers to guide reading (KD1 tests) did not impact reading time in both PD and controls, but increased visual crowding as a result of decreased spacing between numbers (KD3 tests) was associated with significantly slower reading times in both PD and control groups. Our study revealed that saccadic reading is slower in PD, but controls and PD patients are both impacted by visuospatial planning challenges posed by increased visual crowding and irregularity of number spacing. Reading time did not correlate with UPDRS or MoCA scores in PD patients but significantly
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Neuro-cognitive mechanisms underlying the emotional modulation of word reading
Institute of Scientific and Technical Information of China (English)
无
2006-01-01
A novel neural model for emotional modulation of word reading is proposed. This model has four principal hypotheses: the dominant activation region hypothesis, the emotional modulation hypothesis, the attentional level hypothesis, and the interaction hypothesis. Four lines of research were reviewed to provide evidence for these hypotheses: (1) neuro-cognitive studies on the mechanisms of word reading (i.e., neural networks for reading); (2) studies on the influence of words' emotional valence on word reading; (3) studies of the effect of attention on word reading; and (4) studies on emotional modulation of word reading under different attentional levels.
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Development of a Case-based Reading Curriculum and Its Effect on Resident Reading.
Messman, Anne M; Walker, Ian
2018-01-01
Textbook reading plays a foundational role in a resident's knowledge base. Many residency programs place residents on identical reading schedules, regardless of the clinical work or rotation the resident is doing. We sought to develop a reading curriculum that takes into account the clinical work a resident is doing so their reading curriculum corresponds with their clinical work. Preliminary data suggests an increased amount of resident reading and an increased interest in reading as a result of this change to their reading curriculum.
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Exploring educators' understanding of developing learners' reading ...
African Journals Online (AJOL)
This study explored what three Intermediate Phase English First Additional Language teachers understood about reading and teaching reading, and the strategies they used to develop learners' reading skills. Data gathered through interviews and observations of classroom practice were used to consider the extent of their ...
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Unearthing a hidden treasure: 60 years of karst research in the Far West Rand, South Africa
Directory of Open Access Journals (Sweden)
Aljoscha Schrader
2015-05-01
Full Text Available Karstified dolomitic formations situated in the Far West Rand goldfield of the Witwatersrand Basin constitute a significant groundwater resource in semi?arid South Africa and would be of strategic importance for alleviating the increasing water stress in nearby metropolitan areas. The deep?level gold mines operating below the dolomites have suffered from large volumes of dolomitic groundwater flowing into the mine voids, rendering mining both expensive and hazardous. In order to secure safe and economical mining, the overlying dolomites were dewatered. Here we review research over 60 years, conducted in three of the four major dolomitic compartments affected by dewatering. After more than six decades of research, these aquifers are arguably the most investigated karst systems in South Africa, and possibly worldwide. The data generated are, in many respects, unique, as many measurements can never be repeated, covering stochastic events such as a major water inrush into mine workings and some of the most catastrophic sinkhole developments ever recorded. Given the potential value for improving the understanding of general and local karst hydrogeology, our main goal for this paper is to alert the scientific community to the existence of this resource of mostly unpublished data and research. A no less important aim is to support a systematic collation of these studies which are in danger of being irretrievably lost as mines increasingly close down. Ecological and economic impacts of the flooding of mines in and around Johannesburg emphasise the lack of reliable historical mine data to optimally address the matter. We provide the first comprehensive, yet not exhaustive, overview on the existing studies, briefly discussing scientific content as well as obstacles for utilising the scattered, and often non?peer reviewed, information sources.
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Metacognitive awareness of TOEFL reading comprehension strategies
Directory of Open Access Journals (Sweden)
Sungatullina Dilyana D.
2016-01-01
Full Text Available The rising demand for exchange and mobility programs as well as double diploma opportunities with world leading universities highlights the importance of ESL proficiency. TOEFL iBT as a test of EAP is accepted by most of the HEI in various countries. The aim of the present study is to determine students’ metacognitive awareness of global academic reading strategies, namely the use of context clues, within the framework of preparation for TOEFL reading section. The article establishes the connection between success in reading comprehension and the degree of students’ metacognitive awareness. The authors concentrate on expository texts from TOEFL reading section as a testing material and provide detailed description of single context clues types and double context clues patterns typical for this text structure. The following study is concerned with comparison and interpretation of the results obtained in three focus groups of students, who have accomplished reading comprehension task from TOEFL iBT with and without learning to employ the context clues reading strategy.
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Development of a Case-based Reading Curriculum and Its Effect on Resident Reading
Directory of Open Access Journals (Sweden)
Anne M. Messman
2017-12-01
Full Text Available Textbook reading plays a foundational role in a resident’s knowledge base. Many residency programs place residents on identical reading schedules, regardless of the clinical work or rotation the resident is doing. We sought to develop a reading curriculum that takes into account the clinical work a resident is doing so their reading curriculum corresponds with their clinical work. Preliminary data suggests an increased amount of resident reading and an increased interest in reading as a result of this change to their reading curriculum.
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Compan, Boonlert; Iamsupasit, Sompoch; Samuels, Jay
A study tested a method for developing reading fluency with third-grade Hill Tribe children in a welfare school in Chiang Mai, a city located in northern Thailand. Most of the students were bilingual, speaking their native tongues and Thai, their second language. Only 18.7% of the Hill Tribe population can read Thai, and many students fail to…
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The relationship between multiple intelligence profiles and reading ...
African Journals Online (AJOL)
This study is thereby built on the premise that EFL readers' metacognitive awareness of reading strategies was also influenced by their multiple intelligence profiles. The purpose of this study is to explore the integrated impact of multiple intelligences and reading strategies on EFL learners' reading performance. This was an ...
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Reading Comprehension Strategies
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Unal Ulker
2017-12-01
Full Text Available The academic success of the university students greatly depends on the mastery of an academic reading skill. However, students as well as teachers, take the learning of this skill for granted, as they tend to presuppose that reading skill is acquired as a part of their secondary education. As a result, most first-year students employ non university strategies to read academic texts, which leads to a surface approach to reading and prevents students from a better understanding of the material. This paper will discuss the strategies that involve students in taking a deep approach to reading academic texts.
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'Syncing' Up with the Quinn-Rand-Strogatz Constant: Hurwitz-ZetaFunctions in Non-Linear physics
Energy Technology Data Exchange (ETDEWEB)
Durgin, Natalie J.; Garcia, Sofia M.; Flournoy, Tamara; Bailey,David H.
2007-12-01
This work extends the analytical and computationalinvestigation of the Quinn-Rand-Strogatz (QRS) constants from non-linearphysics. The QRS constants (c1, c2, ..., cN) are found in a Winfreeoscillator mean-field system used to examine the transition of coupledoscillators as they lose synchronization. The constants are part of anasymptotic expansion of a function related to the oscillatorsynchronization. Previous work used high-precision software packages toevaluate c1 to 42 decimal-digits, which made it possible to recognize andprove that c1 was the root of a certain Hurwitz-zeta function. Thisallowed a value of c2 to beconjectured in terms of c1. Therefore thereis interest in determining the exact values of these constants to highprecision in the hope that general relationships can be establishedbetween the constants and the zeta functions. Here, we compute the valuesof the higher order constants (c3, c4) to more than 42-digit precision byextending an algorithm developed by D.H. Bailey, J.M. Borwein and R.E.Crandall. Several methods for speeding up the computation are exploredand an alternate proof that c1 is the root of a Hurwitz-zeta function isattempted.
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Van Wig, Ann
2016-01-01
The purpose of this quantitative, quasi-experimental study was to investigate the impact of a repeated reading fluency intervention focused on prosody, counterbalanced with an intervention focused on reading strategies. Both of these interventions were designed to promote feelings of achievement through participation in activities intended to…
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Note Launchers: Promoting Active Reading of Mathematics Textbooks
Helms, Josh W.; Helms, Kimberly Turner
2010-01-01
Note launchers, an instructor-designed reading guide, model how to select, decide, and focus upon what textbook material is important to learn. Reading guides are specially-designed study aids that can steer students through difficult parts of assigned readings (Bean, 1996) while encouraging advance preparation. As an example of a reading guide,…
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Processing changes across reading encounters.
Levy, B A; Newell, S; Snyder, J; Timmins, K
1986-10-01
Five experiments examined changes in the processing of a text across reading encounters. Experiment 1 showed that reading speed increased systematically across encounters, with no loss in the extensiveness of analyses of the printed text, as indicated by the ability to detect nonword errors embedded within that passage. Experiment 2 replicated this improved reading fluency with experience and showed that it occurred even with typescript changes across trials, thus indicating that a primed visual operations explanation cannot account for the effect. The third and fourth experiments then extended the study of the familiarity effect to higher level processing, as indicated by the detection of word errors. Familiarity facilitated the detection of these violations at the syntactic-semantic levels. Finally, Experiment 5 showed that these higher level violations continued to be well detected over a series of reading encounters with the same text. The results indicate that prior experience improves reading speed, with no attenuation of analysis of the printed words or of the passage's message.
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Reading Interventions to Support English Language Learners
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…
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Improving the Reading Ability of Science Students through Study Groups and Multiple Intelligences
Owolabi, Tunde; Okebukola, Foluso
2009-01-01
This study explored the effects of appropriate pedagogical skills (study groups and multiple intelligences) on students' efficiencies in reading skills. It employed a factorial design using three variables. A sample of 90 science students choosing from three intact classes were involved in the study. Data analyses were carried out using mean,…
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Focusing on EFL reading theory and practice
Al-Mahrooqi, Rahma
2014-01-01
Reading, a complex and multi-faceted skill, is essential for life and academic success. While its mysteries still baffle first-language research, the nature of reading in a foreign language presents an even greater puzzle. However, given reading's importance for EFL students who study their specializations in English, and whose future employment may depend on their competence in it, researchers must continue to investigate foreign language reading and devise ways of improving students' capaci...
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Directory of Open Access Journals (Sweden)
Xiaojuan Wang
Full Text Available Differences in how writing systems represent language raise important questions about whether there could be a universal functional architecture for reading across languages. In order to study potential language differences in the neural networks that support reading skill, we collected fMRI data from readers of alphabetic (English and morpho-syllabic (Chinese writing systems during two reading tasks. In one, participants read short stories under conditions that approximate natural reading, and in the other, participants decided whether individual stimuli were real words or not. Prior work comparing these two writing systems has overwhelmingly used meta-linguistic tasks, generally supporting the conclusion that the reading system is organized differently for skilled readers of Chinese and English. We observed that language differences in the reading network were greatly dependent on task. In lexical decision, a pattern consistent with prior research was observed in which the Middle Frontal Gyrus (MFG and right Fusiform Gyrus (rFFG were more active for Chinese than for English, whereas the posterior temporal sulcus was more active for English than for Chinese. We found a very different pattern of language effects in a naturalistic reading paradigm, during which significant differences were only observed in visual regions not typically considered specific to the reading network, and the middle temporal gyrus, which is thought to be important for direct mapping of orthography to semantics. Indeed, in areas that are often discussed as supporting distinct cognitive or linguistic functions between the two languages, we observed interaction. Specifically, language differences were most pronounced in MFG and rFFG during the lexical decision task, whereas no language differences were observed in these areas during silent reading of text for comprehension.
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Literacy And Reward: Teachers’ Effort To Build Children Reading Habit
Directory of Open Access Journals (Sweden)
Helena Arisandi Komang Widia
2018-01-01
Full Text Available Children at early levels of primary school require appropriate guidance in their initial reading skill. They need to be trained on how reading becomes an enjoyable routine activity. This study aimed at describing teachers’ effort to build children reading habit. This study employed a qualitative descriptive study and conducted at North Bali Bilingual School Bali. The data were collected through observations and interview. The findings of the study showed that there were several activities conducted by the teacher as efforts to build children reading habit. In terms of building students’ reading habit, the teacher used (1 Point-written in Reading Rocket Chart (PRRC, (2 Chip (white, yellow, green for appreciating good behaviour in reading and using English, (3 Certificate, (4 Class Reward, and (5 Free Play Time. With these efforts, it is evident that the students’ literacy improves and they exhibited great enthusiasm in their reading and studying literacy in the classroom.
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Nurie, Yenus
2017-01-01
Various studies investigating psychological variables associated with reading comprehension are currently available. However, there has been little linguistic research conducted to examine the pedagogical practices of teachers in teaching reading comprehension of EFL Secondary Schools, Ethiopia. The present study was conducted to fill the research…
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The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension
Ahmadi, Mohammad Reza; Ismail, Hairul Nizam; Abdullah, Muhammad Kamarul Kabilan
2013-01-01
Metacognitive reading strategy awareness plays a significant role in reading comprehension and educational process. In spite of its importance, metacognitive strategy has long been the ignored skill in English language teaching, research, learning, and assessment. This lack of good metacognitive reading strategy skill is exacerbated by the central…
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Directory of Open Access Journals (Sweden)
Joel M. Magogwe
2013-02-01
Full Text Available This study explored metacognitive awareness level of University of Botswana students in the Faculty of Social Sciences. It also considered the more recent research focusing on the role of metacognitive awareness in reading and how it relates to proficiency. The following questions are addressed: (1 What are the self-reported reading proficiencies of the University of Botswana students? (2 Are the University of Botswana students aware of their metacognitive reading strategies? (3 What kind of metacognitive reading strategies are frequently used? (4 Is there a difference in metacognitive awareness of reading strategies used by high- and low-proficiency students respectively? The Survey of Reading Strategies Questionnaire (SORS developed by Mokhtari and Sheorey (2002, and the semi-structured interview technique were used to collect data for this study. The findings indicate that University of Botswana English as Second Language (ESL students reported high reading proficiency and high use of metacognitive strategies, but there was no vast difference in terms of proficiency. Students who reported their proficiency as high had an edge over low-proficiency ones mainly because their management and monitoring of reading was guided more by the goals they have set themselves than by the tests and assignments they were supposed to write.
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INCIDENTAL VOCABULARY LEARNING THROUGH READING
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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.
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Student Reading Practices in Print and Electronic Media
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…
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Brewerton, Gary
2014-01-01
This case study explores student and lecturer views of reading lists at Loughborough University. Taking the qualitative data from two surveys previously undertaken at the institution, it uses the grounded theory approach to identify key issues regarding the purpose, importance, visibility, content, currency, and length of reading lists, as well as…
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Returning to Reading: An Online Course in French Offers a Snapshot of L2 Reading Habits and Trends
Gascoigne, Carolyn; Parnell, Juliette
2016-01-01
With todays' students spending increasing amounts of time involved in online activities, there is a growing need to study their online reading habits. Indeed, it is not only students' out-of-class engagement with electronic media that calls for increased attention to the reading skill, in general, and online reading, in particular, but it is also…
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Su, Yen-Ning; Kao, Chih-Chien; Hsu, Chia-Cheng; Pan, Lu-Chun; Cheng, Shu-Chen; Huang, Yueh-Min
2017-01-01
Some music has been proved effectively to mitigate anxiety, beneficial to reading. However, little was known on its influence of reading behaviors and outcomes. Thanks to the advance of e-book technology, it becomes possible to track reading rate and outcomes in a real-time manner by the underlying mobile devices. This study intends to examine the…
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Khusniyah, Nurul Lailatul; Lustyantie, Ninuk
2017-01-01
The aim of this study is to examine the effect of the survey, questions, read, record, recite, review (SQ4R) strategy of the reading comprehension ability students of 2nd semester. The research study was used action research method. The sampling was taken by 34 students. The validity of data used credibility, transferability, dependability, and…