Relationships among Learner Characteristics and Adolescents' Perceptions about Reading Strategy Use

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Cantrell, Susan Chambers; Carter, Janis C.

2009-01-01

This study investigates relationships among adolescent students' perceived use of academic reading strategies and reading achievement, age, and gender. Good readers reported using global and problem-solving strategies to a greater extent than poor readers. Surface-level problem-solving strategies were more strongly related to higher reading…

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

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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…

An Examination of the Relationship between Computation, Problem Solving, and Reading

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Cormier, Damien C.; Yeo, Seungsoo; Christ, Theodore J.; Offrey, Laura D.; Pratt, Katherine

2016-01-01

The purpose of this study is to evaluate the relationship of mathematics calculation rate (curriculum-based measurement of mathematics; CBM-M), reading rate (curriculum-based measurement of reading; CBM-R), and mathematics application and problem solving skills (mathematics screener) among students at four levels of proficiency on a statewide…

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

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Peyman, Somayeh; Sadighi, Firooz

2011-01-01

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

The Relationships among Cognitive Correlates and Irregular Word, Non-Word, and Word Reading

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Abu-Hamour, Bashir; University, Mu'tah; Urso, Annmarie; Mather, Nancy

2012-01-01

This study explored four hypotheses: (a) the relationships among rapid automatized naming (RAN) and processing speed (PS) to irregular word, non-word, and word reading; (b) the predictive power of various RAN and PS measures, (c) the cognitive correlates that best predicted irregular word, non-word, and word reading, and (d) reading performance of…

The Relationship between Multiple Intelligences and Reading Comprehension of EFL Learners across Genders

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Masoud Khalili Sabet

2016-01-01

Full Text Available With developments in psychology and cognitive sciences in recent years, the significance of individual differences in L2 pedagogy has been highlighted. One of the outcomes of attending to individual differences is the increased attention to the concept of multiple intelligences and its relationship with language learning and different skills including reading comprehension skill. On the same line, the present study aimed at investigating the relationship between multiple intelligences of a group of L2 learners and their reading comprehension ability. To this purpose, 157 medical students studying at the Guilan University of Medical Sciences participated in the study. The instruments utilized were Multiple Intelligences Developmental Assessment Scales (MIDAS and a reading comprehension test. The findings revealed that among the components of multiple intelligences of the medical students verbal-linguistic intelligence was prevalent. Furthermore, results of Pearson correlation demonstrated a positive but weak relationship between medical students’ MI and their reading comprehension ability. The findings also indicated that there is no difference between male and female medical students except in naturalistic intelligence. These findings further pinpoint the importance of attending to multiple intelligences of L2 learners and devising lessons which take their individual differences into account. Keywords: Multiple intelligences, reading comprehension, medical students, gender, EFL

The Relationship of Error Rate and Comprehension in Second and Third Grade Oral Reading Fluency.

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Abbott, Mary; Wills, Howard; Miller, Angela; Kaufman, Journ

2012-01-01

This study explored the relationships of oral reading speed and error rate on comprehension with second and third grade students with identified reading risk. The study included 920 2nd graders and 974 3rd graders. Participants were assessed using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and the Woodcock Reading Mastery Test (WRMT) Passage Comprehension subtest. Results from this study further illuminate the significant relationships between error rate, oral reading fluency, and reading comprehension performance, and grade-specific guidelines for appropriate error rate levels. Low oral reading fluency and high error rates predict the level of passage comprehension performance. For second grade students below benchmark, a fall assessment error rate of 28% predicts that student comprehension performance will be below average. For third grade students below benchmark, the fall assessment cut point is 14%. Instructional implications of the findings are discussed.

The Relationship between Interpersonal Intelligence, Reading Activity and Vocabulary Learning among Iranian EFL Learners

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Mustapha Hajebi

2018-03-01

Full Text Available The aim of this paper was to describe the relationship between Interpersonal Intelligence and the learners' vocabulary learning through teaching reading activity so as to see whether this type of intelligence contributes to better vocabulary learning and whether there is any significant relationship between the performance of participants with interpersonal intelligence and their vocabulary learning in reading activity or not. This quantitative study consisted of a vocabulary test, a reading passage, an English proficiency test and a Multiple Intelligences questionnaire followed the study. A pre- test and post -test were conducted to get the differences in the students‟ post- test vocabulary score and their pre- test vocabulary score served as their gain score in vocabulary knowledge through reading. The comparison between the students‟ scores showed that there was no significant difference in the final performance of two groups. Therefore, this study doesn‟t support the idea of relationship between interpersonal intelligence and vocabulary learning through reading, but as a positive point, the present study indicated that reading texts can greatly assist the learners in developing the level of their vocabulary knowledge. This study proved to be useful for Iranian EFL learners and also EFL teachers can adopt the technique in their classes to advance their students' language learning. A comparison of the results after the next course cycle will then allow us to assess the effects of enhancing vocabulary knowledge, which would not be possible without reading texts.

The contribution of lexical access speed to RAN and reading

DEFF Research Database (Denmark)

Poulsen, Mads

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

Question answer relationship strategy increases reading comprehension among Kindergarten students

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Leena Furtado

2012-01-01

Full Text Available The Question Answer Relationship (QAR strategy equips students with tools to successfully decode and comprehend what they read. An action research project over 18 days with twenty-three kindergarteners adapted exposure to QAR’s "In the Book" and "In my Head" categories with similar questions for each of two popular Aesop’s fables. The challenges and outcomes are presented with special emphasis on teacher-preparation, teacher-reflections, and a hands-on, day-by-day project-implementation. An oral pre-test, after reading The Tortoise and the Hare, served as a baseline assessment for student-comprehension levels. The QAR strategy was then explicitly taught, with opportunities to practice the comprehension skills in small and large groups with parental assistance. Students overwhelmingly scored higher on the post-test reading comprehension after the read-aloud of The Jay and the Peacock with some receiving perfect scores.

The relationship between self-efficacy and reading proficiency of first-year students: An exploratory study

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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.

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

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Lai Yi-Horng

2016-01-01

Full Text Available The purpose of this study was to investigate the relationship of internet communication technologies (ICT usage and reading literacy of Northeast Asian Students in PISA 2009. ICT was crucial for all governments in the world towards promoting equity. ICT had been considered a low cost opportunity towards equalizing educational systems. A multilevel modelling (MLM was applied to identify at which school-level the largest variations in the three indicators exist in this study. With MLM, it could be examine simultaneously the effects of different hierarchical school-level variables; to take account of possible correlations of students’ reading literacy in this study within higher levels (Urbanization, Total number of students Computers for education which may otherwise lead to incorrect standard errors and inefficient estimates; to treat higher levels as related; and to examine inter-area variations at each level. The empirical results include the different between group components was significant. Self-confidence in ICT high level tasks was positive with students’ reading literacy, and self-confidence in ICT high level tasks was negative with students’ reading literacy. The urbanization of schools’ area and total number of students of schools were positive with students’ reading literacy. The urbanization of schools’ area was negative with the relationship of ICT for school related tasks and students’ reading literacy. Total number of students was negative with the relationship of ICT for school related tasks and students’ reading literacy, and ICT availability in school and students’ reading literacy.

[Relationship between magnocellular function and reading skills in children: a study using visual evoked potentials].

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Kobayashi, Tomoka; Inagaki, Masumi; Yamazaki, Hiroko; Kita, Yosuke; Kaga, Makiko; Oka, Akira

2014-11-01

Developmental dyslexia (DD) is a neurodevelopmental disorder that is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. The magnocellular deficit theory is one of several hypotheses that have been proposed to explain the pathophysiology of DD. In this study, we investigated magnocellular system dysfunction in Japanese dyslexic children. Subjects were 19 dyslexic children (DD group) and 19 aged-matched healthy children (TD group). They were aged between 7 and 16 years. Reversed patterns of black and white sinusoidal gratings generated at a low spatial frequency, high reversal frequency of 7.5 Hz, and low contrasts were used specifically to stimulate the magnocellular system. We recorded visual evoked potentials (VEP) from the occipital area and examined their relationship with reading and naming tasks, such as the time to read hiragana characters, rapid automatized naming of pictured objects, and phonological manipulation. Compared to the TD group, the DD group showed a significantly lower peak amplitude of VEPs through the complex demodulation method. Structural equation modeling showed that VEP peak amplitudes were related to the rapid automatized naming of pictured objects, and better rapid automatized naming resulted in higher reading skills. There was no correlation between VEP findings and the capacity for phonological manipulation. VEPs in response to the magnocellular system are useful for understanding the pathophysiology of DD. Single phonological deficit may not be sufficient to cause DD.

The relationship between parental literacy involvement, socio-economic status and reading literacy

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Hemmerechts, K.; Agirdag, O.; Kavadias, D.

2017-01-01

In this article, we explore the relationship between parental literacy activities with the child, socio-economic status (SES) and reading literacy. We draw upon the Bourdieusian theory of habitus development to explore this relationship. Multilevel analyses of a survey of 43,870 pupils (with an

Some Relationships Between Birth Order, Sex, Family Size, Sibling Span, and Reading Achievement.

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Grygo, Rosemary E. Cox

Reading scores earned by 286 fifth-grade pupils taking the California Test of Basic Skills were used in a study examining the relationship between reading achievement and birth order and related family factors. Vocabulary scores were significantly related to birth order, family size, and socioeconomic status. Comprehension scores were…

Pathways of the inferior frontal occipital fasciculus in overt speech and reading.

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Rollans, Claire; Cheema, Kulpreet; Georgiou, George K; Cummine, Jacqueline

2017-11-19

In this study, we examined the relationship between tractography-based measures of white matter integrity (ex. fractional anisotropy [FA]) from diffusion tensor imaging (DTI) and five reading-related tasks, including rapid automatized naming (RAN) of letters, digits, and objects, and reading of real words and nonwords. Twenty university students with no reported history of reading difficulties were tested on all five tasks and their performance was correlated with diffusion measures extracted through DTI tractography. A secondary analysis using whole-brain Tract-Based Spatial Statistics (TBSS) was also used to find clusters showing significant negative correlations between reaction time and FA. Results showed a significant relationship between the left inferior fronto-occipital fasciculus FA and performance on the RAN of objects task, as well as a strong relationship to nonword reading, which suggests a role for this tract in slower, non-automatic and/or resource-demanding speech tasks. There were no significant relationships between FA and the faster, more automatic speech tasks (RAN of letters and digits, and real word reading). These findings provide evidence for the role of the inferior fronto-occipital fasciculus in tasks that are highly demanding of orthography-phonology translation (e.g., nonword reading) and semantic processing (e.g., RAN object). This demonstrates the importance of the inferior fronto-occipital fasciculus in basic naming and suggests that this tract may be a sensitive predictor of rapid naming performance within the typical population. We discuss the findings in the context of current models of reading and speech production to further characterize the white matter pathways associated with basic reading processes. Copyright © 2017 IBRO. Published by Elsevier Ltd. All rights reserved.

Is there a relationship between literature reading and creative writing?

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Broekkamp, H.; Janssen, T.; van den Bergh, H.

2009-01-01

This study attempts to reliably measure literature reading and creative writing ability, and subsequently to determine whether a relationship exists between the two abilities. Participants were 19 eleventh-grade students: 11 were known to be good readers of literature, whereas 8 were known to be

The Relationship between SES and Reading Comprehension in Chinese: A Mediation Model

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Yahua Cheng

2017-04-01

Full Text Available An increasing body of research provides evidence that socioeconomic status (SES was significantly related to children’s reading development; however, the psychological mechanism underlying the association between them remained an open question. The present study is designed to test the hypothesized three-path effect of vocabulary knowledge and morphological awareness as mediators between SES and sentence reading comprehension in Chinese first-graders. Results of mediation model showed that SES exerted its effect on sentence reading comprehension through the indirect path via the simple mediating effect of morphological awareness and the three-path mediating effect of vocabulary knowledge and morphological awareness. The findings highlight a previously unidentified mechanism of the relationship between SES and reading comprehension in Chinese young children.

Investigating the Relationship between Learning Styles and ESP Reading Strategies in Academic Setting

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Parviz Ajideh

2018-05-01

Full Text Available The present study investigated the relationship between Art and Science students’ learning styles and their ESP reading strategies in academic settings. Learning styles are defined as general orientations learners take toward their learning experiences. This notion has recently obtained attention in the area of language learning. Strategies are also defined as specific behaviours or techniques learners employ towards leaning in order to achieve their learning goals. The strategies chosen are often linked to the individual's learning style. The purpose of this study was to identify Art and Science students’ major learning style preferences and their strategies they employ to tackle their reading materials in ESP courses at Tabriz Islamic Art University. To this end, 313 Art and Science students at Tabriz Islamic Art University answered two self-report questionnaires (PLSPQ and SORS to identify their major and minor learning styles as well as their reading strategies in ESP reading. In order to find any relationship between the students’ preferred learning style (s and their reading strategies in ESP, Pearson Product Moment Coefficient r was used to analyze the participants’ answers to the questionnaires. The results showed that Art students favored Kinesthetic, Auditory, Visual and Tactile learning styles as their major learning styles while Science students showed preference to only Kinesthetic Learning style as their major learning style and other learning styles as their minor ones. It was also found that the most dominant reading strategies both Art and Science students apply in reading their ESP texts was cognitive strategies. Correlational analyses of their major learning styles and their reading strategies are discussed.

An Exploratory Study of the Relationships between Reading Comprehension Competence, Reading Attitude and the Vividness of Mental Imagery among Turkish Fourth-Grade Students

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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…

Comprehending Multiple Documents on Scientific Controversies: Effects of Reading Goals and Signaling Rhetorical Relationships

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Stadtler, Marc; Scharrer, Lisa; Skodzik, Timo; Bromme, Rainer

2014-01-01

Understanding conflicts between sources is an inherent part of science text comprehension. We examined whether readers' memories for conflicts and their situational interpretation of conflicts would be affected by reading goals and lexical cue phrases that signal rhetorical relationships. To this end, 198 undergraduates read multiple documents on…

Exploring the association between visual perception abilities and reading of musical notation.

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Lee, Horng-Yih

2012-06-01

In the reading of music, the acquisition of pitch information depends primarily upon the spatial position of notes as well as upon an individual's spatial processing ability. This study investigated the relationship between the ability to read single notes and visual-spatial ability. Participants with high and low single-note reading abilities were differentiated based upon differences in musical notation-reading abilities and their spatial processing; object recognition abilities were then assessed. It was found that the group with lower note-reading abilities made more errors than did the group with a higher note-reading abilities in the mental rotation task. In contrast, there was no apparent significant difference between the two groups in the object recognition task. These results suggest that note-reading may be related to visual spatial processing abilities, and not to an individual's ability with object recognition.

Understanding the Reading Attributes and Their Cognitive Relationships on a High-Stakes Biology Assessment

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Rawlusyk, Kevin James

Test items used to assess learners' knowledge on high-stakes science examinations contain contextualized questions that unintentionally assess reading skill along with conceptual knowledge. Therefore, students who are not proficient readers are unable to comprehend the text within the test item to demonstrate effectively their level of science knowledge. The purpose of this quantitative study was to understand what reading attributes were required to successfully answer the Biology 30 Diploma Exam. Furthermore, the research sought to understand the cognitive relationships among the reading attributes through quantitative analysis structured by the Attribute Hierarchy Model (AHM). The research consisted of two phases: (1) Cognitive development, where the cognitive attributes of the Biology 30 Exam were specified and hierarchy structures were developed; and (2) Psychometric analysis, that statistically tested the attribute hierarchy using the Hierarchy Consistency Index (HCI), and calculate attribute probabilities. Phase one of the research used January 2011, Biology 30 Diploma Exam, while phase two accessed archival data for the 9985 examinees who took the assessment on January 24th, 2011. Phase one identified ten specific reading attributes, of which five were identified as unique subsets of vocabulary, two were identified as reading visual representations, and three corresponded to general reading skills. Four hierarchical cognitive model were proposed then analyzed using the HCI as a mechanism to explain the relationship among the attributes. Model A had the highest HCI value (0.337), indicating an overall poor data fit, yet for the top achieving examinees the model had an excellent model fit with an HCI value of 0.888, and for examinees that scored over 60% there was a moderate model fit (HCI = 0.592). Linear regressions of the attribute probability estimates suggest that there is a cognitive relationship among six of the ten reading attributes (R2 = 0.958 and 0

The Effect of Individual Differences in the Inner and Outer States of ICT on Engagement in Online Reading Activities and PISA 2009 Reading Literacy: Exploring the Relationship between the Old and New Reading Literacy

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Lee, Yuan-Hsuan; Wu, Jiun-Yu

2012-01-01

With the prevalence of ICT, the concept of reading literacy has evolved to encompass both online reading and printed texts. This study clarifies the relationship between reading printed texts and online electronic texts from the perspective of individual differences in the inner and outer phases of ICT in a partial mediation model. We used the…

Revealing the Relationship between Reading Interest and Critical Thinking Skills through Remap GI and Remap Jigsaw

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Zubaidah, Siti; Corebima, Aloysius Duran; Mahanal, Susriyati; Mistianah

2018-01-01

The aim of this research was to reveal the relationship between student's reading interest and critical thinking skills through Reading Concept Map Group Investigation (Remap GI) and Reading Concept Map Jigsaw (Remap Jigsaw) learning models. To do so, two science classes from first grade of two Senior High Schools in Malang, Indonesia were…

Binding Objects to Locations: The Relationship between Object Files and Visual Working Memory

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Hollingworth, Andrew; Rasmussen, Ian P.

2010-01-01

The relationship between object files and visual working memory (VWM) was investigated in a new paradigm combining features of traditional VWM experiments (color change detection) and object-file experiments (memory for the properties of moving objects). Object-file theory was found to account for a key component of object-position binding in VWM:…

Intrinsic reading motivation of Chinese preschoolers and its relationships with home literacy.

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Zhou, Hui; Salili, Farideh

2008-10-01

The relationship between intrinsic motivation and home literacy of preschoolers was explored. One hundred and seventy-seven preschool children (3.8 to 6.6 years old) in Mainland China and one of the parents who primarily took care of each child participated in the study. Six indicators were considered as a measure of home literacy. Results showed that after controlling for parents' education level and children's age, three home literacy indicators-parental model of reading behaviour, number of books, and years of character teaching-could explain children's intrinsic reading motivation. Contrary to previous Western studies, Chinese children's freedom of book choice was not related to their intrinsic reading motivation. Results are discussed in the context of culture differences.

The Structure of Phonological Processing and Its Relationship to Basic Reading

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Nelson, Jason M.; Lindstrom, Jennifer H.; Lindstrom, Will; Denis, Daniel

2012-01-01

We investigated various structural models of phonological processing and the relationship of phonological processing abilities to basic reading. Data were collected on 116 kindergarten and first grade students. The specific ability model, which included phonological awareness, phonological memory, and rapid automatized naming as separate…

Chicken or Egg? Untangling the Relationship between Orthographic Processing Skill and Reading Accuracy

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Deacon, S. Helene; Benere, Jenna; Castles, Anne

2012-01-01

There is increasing evidence of a relationship between orthographic processing skill, or the ability to form, store and access word representations, and reading ability. Empirical research to date has not, however, clarified the direction of this relationship. We examined this question in a three-year longitudinal study of children from Grades 1…

Masked Speech Recognition and Reading Ability in School-Age Children: Is There a Relationship?

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Miller, Gabrielle; Lewis, Barbara; Benchek, Penelope; Buss, Emily; Calandruccio, Lauren

2018-01-01

Purpose: The relationship between reading (decoding) skills, phonological processing abilities, and masked speech recognition in typically developing children was explored. This experiment was designed to evaluate the relationship between phonological processing and decoding abilities and 2 aspects of masked speech recognition in typically…

The Cumulative Effect of Hyperactivity and Peer Relationships on Reading Comprehension

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Johnson, Kaprea F.

2014-01-01

The impact of hyperactivity and peer relationships on academic achievement has long been highlighted in the professional literature. This study highlights how much variation in reading comprehension scores, an indicator of academic achievement, are accounted for by hyperactivity, conduct problems, and peer problems. The participants included 129…

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

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

2016-04-01

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

The Relationship between Bible Reading and Attitude toward Substance Use among 13-15 Year Olds

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Francis, Leslie J.

2002-01-01

The relationship between Bible reading and attitude toward drug use is examined among a sample of 25,888 teenagers, 13-15 year olds, throughout England and Wales. Information about sex, age, personality, belief in God, and church attendance was also considered. The conclusion is that Bible reading makes a small but significant contribution to…

Teaching Reading

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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…

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

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Lara, Monica

2010-01-01

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

Intrinsic and Extrinsic Reading Motivation as Predictors of Reading Literacy: A Longitudinal Study

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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…

Reading and Empathy

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McCreary, John J.; Marchant, Gregory J.

2017-01-01

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

Reading Processes of University Students with Dyslexia - An Examination of the Relationship between Oral Reading and Reading Comprehension.

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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.

[Relationship between clinical symptoms and Hiragana reading ability in children with difficulties in reading and writing:usefulness of a clinical-symptoms-checklist].

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Kita, Yosuke; Kobayashi, Tomoka; Koike, Toshihide; Koeda, Tatsuya; Wakamiya, Eiji; Hosokawa, Torn; Kaga, Makiko; Inagaki, Masumi

2010-11-01

We investigated the clinical symptoms of children with developmental dyslexia (DD) and evaluated the relationship between these symptoms and their Hiragana reading abilities. In order to detect the clinical symptoms of DD, we newly developed a clinical-symptoms-checklist (CL), which consisted of a total of 30 yes/no questions regarding symptoms linked to reading (15 questions) and writing (15 questions). Subjects were 98 Japanese school grade (1 to 9) children, aged 6 to 15 years old, with normal intelligence confirmed by the Wechsler Intelligence Test for Children (WISC-Ill) and they were divided into 2 groups according to their diagnosis. Twenty four children diagnosed as developmental dyslexia consisted the DD group, and the remaining 74 children were grouped in the non-DD group. CL showed significant construct validity (pHiragana reading ability of articulation time in all Hiragana reading tasks (pJapanese children.

Vehicle handling: relationships between subjective and objective measures

NARCIS (Netherlands)

Verschuren, R.M.A.F.; Hogema, J.H.

2003-01-01

TNO Human Factors and TNO Automotive are investigating relationships between subjective and objective measures in the area of vehicle handling. This paper presents a driving simulator study and a field experiment in which these relationships were investigated. First, in the driving simulator

A COMPARATIVE STUDY ON OBJECTIVES AND COMPONENTS OF READING SKILL IN NATIONAL CURRICULUM OF IRAN AND AMERICA (NEW JERSEY AT HIGH SCHOOL

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Elham Ghaderi Doust

2016-12-01

Full Text Available This study aims to provide a preliminary of the codification of the objectives and components of teaching reading within the National Language curriculum in upper secondary in correlation with elementary and lower secondary curriculums. The data includes the Persian Language curriculum in Iranian upper secondary schools (version 2007 and American core curriculum for Language Arts (in New Jersey, 2004 collected through library study and note taking from Iran and foreign documents. The data have been analyzed qualitatively (through grounded theory method at the secondary level. In the present research, objectives and components of teaching reading within the curriculums of mentioned countries are analyzed and surveyed based on Autonomous and Ideological approaches to literacy; suggesting that objectives and components of American curriculum for teaching reading are formularized and influenced by Ideological approach, whereas Iranian reading curriculum owns the features of Autonomous Approach (consciously or unconsciously and features related to Ideological approach are negligible in Iran. After discussing characteristics of curriculums in America (New Jersey, influenced by the Ideological approach to literacy, the merits and demerits of objectives and components of Iranian curriculum for teaching reading and some proposals to refine have been cited.

Comparing Effect of 'Summarizing', 'Question-Answer Relationship', and 'Syntactic Structure Identification' on the Reading Comprehension of Iranian EFL students

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Fatemeh Hemmati

2013-01-01

Full Text Available This study aimed at comparing the effects of 'question-answer relationship strategy', 'summarizing', and 'syntactic structure identification training'on the reading comprehension of Iranian EFL learners. The participants were sixty (34 women and 26 men intermediate students who answered an English reading comprehension test consisting of three reading passages as the pretest. During the treatment, the students in the first group were supposed to summarize the passages. The subjects in the second group familiarized with the syntactic structure identification strategy and the ones in the third group were taught the question-answer relationship strategy. At the end of the treatment, an English reading comprehension test similar to the pretest was administered to the groups as a posttest. The results suggested that there is statistically significant difference between the reading comprehension abilities of the three classes. Furthermore the use of QAR strategy led to better comprehension of reading texts with syntactic structure training and summarizing between which there was no significant difference.

The Relationship between English Language Arts Teachers' Use of Instructional Strategies and Young Adolescents' Reading Motivation, Engagement, and Preference

Science.gov (United States)

Varuzza, Michelle; Sinatra, Richard; Eschenauer, Robert; Blake, Brett Elizabeth

2014-01-01

Conducted at 10 schools in four communities, this study investigated relationships of young adolescents' reading motivation, reading preference, and reading engagement as influenced by their English Language Arts teachers' use of instructional strategies. Students in eight sixth grade (N = 196) and nine seventh grade (N = 218) classes completed a…

Growth curve analyses of the relationship between early maternal age and children's mathematics and reading performance.

Science.gov (United States)

Torres, D Diego

2015-03-01

Regarding the methods used to examine the early maternal age-child academic outcomes relationship, the extant literature has tended to examine change using statistical analyses that fail to appreciate that individuals vary in their rates of growth. Of the one study I have been able to find that employs a true growth model to estimate this relationship, the authors only controlled for characteristics of the maternal household after family formation; confounding background factors of mothers that might select them into early childbearing, a possible source of bias, were ignored. The authors' findings nonetheless suggested an inverse relationship between early maternal age, i.e., a first birth between the ages of 13 and 17, and Canadian adolescents' mean math performance at age 10. Early maternal age was not related to the linear slope of age. To elucidate whether the early maternal age-child academic outcomes association, treated in a growth context, is consistent with this finding, the present study built on it using US data and explored children's mathematics and reading trajectories from age 5 on. Its unique contribution is that it further explicitly controlled for maternal background factors and employed a three-level growth model with repeated measures of children nested within their mothers. Though the strength of the relationship varied between mean initial academic performance and mean academic growth, results confirmed that early maternal age was negatively related to children's mathematics and reading achievement, net of post-teen first birth child-specific and maternal household factors. Once maternal background factors were included, there was no statistically significant relationship between early maternal age and either children's mean initial mathematics and reading scores or their mean mathematics and reading growth. Copyright © 2014 Elsevier Inc. All rights reserved.

The Relationship between EFL Learners’ Emotional Intelligence and Critical Reading

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Mahnaz Saeidi

2008-02-01

Full Text Available This study examined the EFL learners’ Emotional Quotient (EQ and Critical Reading (CR ability to identify possible relationships between these two traits. The results show that there exists a significant relationship between students’ EQ and CR and there is no significant difference between females and males’ EQ and CR ability. Finally, only Intrapersonal and Stress Management subscales of EQ can be regarded as predictors of changes in CR scores. The findings of the study suggest that it is necessary to plan and take action for the management of the learners’ emotions and behaviors if pedagogy is going to develop learners’ skill in rational thinking and problem-solving which will be effective not only in instructional settings but also in daily life.

Increased Stroop interference with better second-language reading skill.

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Braet, Wouter; Noppe, Nele; Wagemans, Johan; Op de Beeck, Hans

2011-03-01

Skilled readers demonstrate remarkable efficiency in processing written words, unlike beginning readers for whom reading occurs more serially and places higher demands on visual attention. In the present study, we used the Stroop paradigm to investigate the relationship between reading skill and automaticity, in individuals learning a second language with a different orthographic system. Prior studies using this paradigm have presented a mixed picture, finding a positive, a negative, or no relationship between the size of Stroop interference and reading skills. Our results show that Stroop interference in the second language was positively related to reading skill (when controlled for interference in the first language). Furthermore, interference was positively related to objective but not subjective indices of the amount of exposure to the second language. We suggest that the lack of consistency in the results of earlier studies may be due, at least in part, to these studies looking at Stroop interference in isolation, rather than comparing interference between languages.

The Relationship between Parenting Styles and Students' Attitude toward Leisure Time Reading

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Rena, Syahidah; Abedalaziz, Nabeel; Leng, Chin Hai

2013-01-01

The main purpose of this study was to state the relationship between the parenting style and students' attitude toward leisure reading. A total of 147 (65 male and 82 female) students from two classes (class five, 80 and class six, 67) were participated in the present study. The Parental Authority Questionnaire (PAQ) and the Elementary Reading…

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

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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…

Semantic Categorization and Reading Skill across Dutch Primary Grades: Development Yes, Relationship No

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Gijsel, Martine A. R.; Ormel, Ellen A.; Hermans, Daan; Verhoeven, L.; Bosman, Anna M. T.

2011-01-01

In the present study, the development of semantic categorization and its relationship with reading was investigated across Dutch primary grade students. Three Exemplar-level tasks (Experiment 1) and two Superordinate-level tasks (Experiment 2) with different types of distracters (phonological, semantic and perceptual) were administered to assess…

The Developmental Relationship between Bilingual Morphological Awareness and Reading for Chinese EFL Adult Learners: A Longitudinal Study

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Xue, Jin; Jiang, Xiaoming

2017-01-01

The present research aimed to explore the developmental relationship between bilingual morphological awareness and reading for Chinese natives learning English as a foreign language (EFL learners). Pre- and post-tests were conducted with in an interval of 9 months. Morphological and reading measures in Chinese and English were administered to 139…

Investigating the Relationships among Metacognitive Strategy Training, Willingness to Read English Medical Texts, and Reading Comprehension Ability Using Structural Equation Modeling

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Hassanpour, Masoumeh; Ghonsooly, Behzad; Nooghabi, Mehdi Jabbari; Shafiee, Mohammad Naser

2017-01-01

This quasi-experimental study examined the relationship between students' metacognitive awareness and willingness to read English medical texts. So, a model was proposed and tested using structural equation modeling (SEM) with R software. Participants included 98 medical students of two classes. One class was assigned as the control group and the…

Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students

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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…

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

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

2010-01-01

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

The Effects of Blended Instruction on Oral Reading Performance and their Relationships to a Five-Factor Model of Personality

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Isao Miyaji

2010-09-01

Full Text Available In recent times, 'Blended Instruction' - an effective method of instructions utilizing e-Learning materials in English education - consists of an individual learning part, a collaborative learning part and a teacher instruction part. In the individual learning, students act out model dialogues in the WBT courseware which incorporated a high quantity of video and sound clips. In the collaborative learning, students perform the dialogues in pairs and assessed each other's performance. Our recent research in a high school showed that the skill of the students' oral reading was improved in most criteria of assessment through blended instruction. However, it is still not clear what kind of relationship exists between the development of the students' oral reading skills and their personalities. With this in mind, the authors have studied the effects of the blended instruction on the junior high school students' oral reading performance and their relationships to the five-factor model of personality. The result of the research shows that the skill of the students' oral reading was improved in most criteria of assessment and the blended instruction was effective for the personality group, 'Introverted unintelligent person' in the most categories of oral reading criteria as well as the personality group, 'Sociable hard-worker'. The important factor for that group in oral reading performance turned out to be 'Sense Reading'.

The Relationship between Multimodal Literacy of Pre-Service Teachers and Their Perception of Self-Efficacy in Critical Reading

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Ulu, Hacer; Avsar-Tuncay, Aysegül; Bas, Özlem

2017-01-01

The aim of this study is to investigate the relationship between the multimodal literacy of pre-service teachers and their perception of self-efficacy in critical reading. At the same time, it is to what extent their multimodal literacy levels predict their perception of self-efficacy in critical reading. 337 students were chosen via convenience…

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

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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…

Object and subject relations in adulthood--towards an integrative model of interpersonal relationships.

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Zvelc, Gregor

2010-12-01

In the article the author presents a model of interpersonal relationships based on integration of object relations theory and theory of attachment. He proposes three main bipolar dimensions of interpersonal relationships: Independence - Dependence, Connectedness - Alienation and Reciprocity - Self-absorption. The author also proposes that it is important to distinguish between two main types of adult interpersonal relationships: object and subject relations. Object relations describe relationships in which the other person is perceived as an object that serves the satisfaction of the first person's needs. Object relations are a manifestation of the right pole of the three main dimensions of interpersonal relationships (Dependence, Alienation and Self-absorption). Subject relations are a counter-pole to the concept of object relations. They describe relationships with other people who are experienced as subjects with their own wishes, interests and needs. Subject relations are a manifestation of the left pole of the main dimensions (Independence, Connectedness and Reciprocity). In this article the author specifically focuses on definitions of object relations in adulthood through a description of six sub-dimensions of object relations: Symbiotic Merging, Separation Anxiety, Social Isolation, Fear of Engulfment, Egocentrism and Narcissism. Every sub-dimension is described in connection to adaptive and pathological functioning. Further research is needed to test the clinical and scientific validity of the model.

The Relationship between Preservice Teachers' Reading Ability and Their Achievement on Teacher Certification Examinations

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Ward, Martin J.; Wells, Tim J.

2006-01-01

Graduates of teacher education programs throughout the nation must pass state-mandated standardized paper-and-pencil exit tests to become certified teachers. This study examines the relationship between the reading levels of preservice teachers enrolled in a south Texas university and their scores on the Texas Examinations of Educator…

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

DEFF Research Database (Denmark)

Rønberg, Louise Flensted-Jensen; Petersen, Dorthe Klint

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

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

African Journals Online (AJOL)

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

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 ...

A study of the relationship between health awareness, lifestyle ...

African Journals Online (AJOL)

Background: The objectives of the study were to determine whether consumers who read food labels, were also more aware of health and lifestyle issues, in terms of nutrition and other health-related lifestyle behaviours, and whether there was a relationship between food-label reading, health awareness and lifestyle ...

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

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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.

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

Science.gov (United States)

Carroll, Julia M.; Fox, Amy C.

2017-01-01

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

Contribution of Word Reading Speed to Reading Comprehension in Brazilian Children: Does Speed Matter to the Comprehension Model?

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Alessandra G. Seabra

2017-04-01

Full Text Available Studies have suggested that reading speed (RS or fluency should be a component of reading comprehension (RC models. There is also evidence of a relationship between RS and RC. However, some questions remain to be explored, as the changes in such a relationship may be a function of development. In addition, while there are studies published with English speakers and learners, less evidence exists in more transparent orthographies, such as Portuguese. This study investigated the relationship between RC and RS in typical readers. Objectives included elucidating the following: (1 the contribution of RS to RC controlling for intelligence, word recognition, and listening and (2 the differential relationships and contributions of RS to comprehension in different school grades. The sample of participants comprised 212 students (M = 8.76; SD = 1.06 from 2nd to 4th grade. We assessed intelligence, word recognition, word RS, listening, and RC. Performance in all tests increased as a function of grade. There were significant connections between RC and all other measures. Nonetheless, the regression analysis revealed that word RS has a unique contribution to RC after controlling for intelligence, word recognition, and listening, with a very modest but significant improvement in the explanatory power of the model. We found a significant relationship between RS and RC only for 4th grade and such relationship becomes marginal after controlling for word recognition. The findings suggest that RS could contribute to RC in Portuguese beyond the variance shared with listening and, mainly, word recognition, but such a contribution was very small. The data also reveal a differential relationship between RS and RC in different school grades; specifically, only for the 4th grade does RS begins to relate to RC. The findings add a developmental perspective to the study of reading models.

The relationship between different measures of oral reading fluency and reading comprehension in second-grade students who evidence different oral reading fluency difficulties.

Science.gov (United States)

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.

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

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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.

Objective and Comprehensive Evaluation of Bisulfite Short Read Mapping Tools

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Hong Tran

2014-01-01

Full Text Available Background. Large-scale bisulfite treatment and short reads sequencing technology allow comprehensive estimation of methylation states of Cs in the genomes of different tissues, cell types, and developmental stages. Accurate characterization of DNA methylation is essential for understanding genotype phenotype association, gene and environment interaction, diseases, and cancer. Aligning bisulfite short reads to a reference genome has been a challenging task. We compared five bisulfite short read mapping tools, BSMAP, Bismark, BS-Seeker, BiSS, and BRAT-BW, representing two classes of mapping algorithms (hash table and suffix/prefix tries. We examined their mapping efficiency (i.e., the percentage of reads that can be mapped to the genomes, usability, running time, and effects of changing default parameter settings using both real and simulated reads. We also investigated how preprocessing data might affect mapping efficiency. Conclusion. Among the five programs compared, in terms of mapping efficiency, Bismark performs the best on the real data, followed by BiSS, BSMAP, and finally BRAT-BW and BS-Seeker with very similar performance. If CPU time is not a constraint, Bismark is a good choice of program for mapping bisulfite treated short reads. Data quality impacts a great deal mapping efficiency. Although increasing the number of mismatches allowed can increase mapping efficiency, it not only significantly slows down the program, but also runs the risk of having increased false positives. Therefore, users should carefully set the related parameters depending on the quality of their sequencing data.

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

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Rachel Schiff

2018-04-01

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

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

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Schiff, Rachel; Saiegh-Haddad, Elinor

2018-01-01

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

Music Memory Following Short-term Practice and Its Relationship with the Sight-reading Abilities of Professional Pianists

OpenAIRE

Aiba, Eriko; Matsui, Toshie

2016-01-01

This study investigated the relationship between the ability to sight-read and the ability to memorize a score using a behavioral experiment. By measuring the amount of memorization following short-term practice, we examined whether better sight-readers not only estimate forthcoming notes but also memorize musical structures and phrases with more practice. Eleven pianists performed the music first by sight-reading. After a 20-minute practice, the participants were asked to perform from memory...

Mother/Daughter Relationship: Psychological Implication of Love in ...

African Journals Online (AJOL)

This paper re-examines Toni Morrison's Beloved to identify an example of the types of mother/daughter relationship that existed between black mothers and their daughters and the implications of such relationship on the Black American society. The paper is a psychoanalytic reading, utilizing Melanie Klein's Object ...

The Relationship between FL Reading Strategies and FL Reading Proficiency: A Study on Turkish EFL Learners

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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…

The Relationship between Intrinsic Couplings of the Visual Word Form Area with Spoken Language Network and Reading Ability in Children and Adults

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Yu Li

2017-06-01

Full Text Available Reading plays a key role in education and communication in modern society. Learning to read establishes the connections between the visual word form area (VWFA and language areas responsible for speech processing. Using resting-state functional connectivity (RSFC and Granger Causality Analysis (GCA methods, the current developmental study aimed to identify the difference in the relationship between the connections of VWFA-language areas and reading performance in both adults and children. The results showed that: (1 the spontaneous connectivity between VWFA and the spoken language areas, i.e., the left inferior frontal gyrus/supramarginal gyrus (LIFG/LSMG, was stronger in adults compared with children; (2 the spontaneous functional patterns of connectivity between VWFA and language network were negatively correlated with reading ability in adults but not in children; (3 the causal influence from LIFG to VWFA was negatively correlated with reading ability only in adults but not in children; (4 the RSFCs between left posterior middle frontal gyrus (LpMFG and VWFA/LIFG were positively correlated with reading ability in both adults and children; and (5 the causal influence from LIFG to LSMG was positively correlated with reading ability in both groups. These findings provide insights into the relationship between VWFA and the language network for reading, and the role of the unique features of Chinese in the neural circuits of reading.

Investigating the Relationship between Learning Styles and ESP Reading Strategies in Academic Setting

OpenAIRE

Parviz Ajideh; Mohammad Zohrabi; Kazem Pouralvar

2018-01-01

The present study investigated the relationship between Art and Science students’ learning styles and their ESP reading strategies in academic settings. Learning styles are defined as general orientations learners take toward their learning experiences. This notion has recently obtained attention in the area of language learning. Strategies are also defined as specific behaviours or techniques learners employ towards leaning in order to achieve their learning goals. The strategies chosen are ...

Guided Reading and Motivation

Science.gov (United States)

Hauptman, Allyson L.

2012-01-01

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

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

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Cathy H Ficzere

2016-09-01

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

The Relationship between Computer Games and Reading Achievement

Science.gov (United States)

Reed, Tammy Dotson

2010-01-01

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

The Relationship between Background Classical Music and Reading Comprehension on Seventh and Eighth Grade Students

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Falcon, Evelyn

2017-01-01

The purpose of this study was to examine if there is any relationship on reading comprehension when background classical music is played in the setting of a 7th and 8th grade classroom. This study also examined if there was a statistically significant difference in test anxiety when listening to classical music while completing a test. Reading…

The Relationship between Reading Fluency and Lexile Measures

Science.gov (United States)

Purvis, Joshua Steve

2017-01-01

With increasing emphasis being placed on teachers to show an improvement in student achievement, schools are relying on indicators such as reading fluency and reading comprehension to gauge student progress throughout the year. Since the growth on these assessments are used in calculating teachers and administrators' yearly job evaluations, the…

The Relationship between Treatment Integrity and Acceptability of Reading Interventions for Children with Attention-Deficit/Hyperactivity Disorder

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Mautone, Jennifer A.; DuPaul, George J.; Jitendra, Asha K.; Tresco, Katy E.; Junod, Rosemary Vile; Volpe, Robert J.

2009-01-01

This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data-based academic intervention (IDAI) and traditional data-based academic intervention (TDAI). Participants included 83 first- through fourth-grade students who met research criteria for…

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

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Bulgurcuoglu, Ahmet Nusret

2016-01-01

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

Readability, Reading Ability, and Readership.

Science.gov (United States)

Kern, Richard P.; And Others

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

Bidirectional relations between text reading prosody and reading comprehension in the upper primary school grades: A longitudinal perspective

NARCIS (Netherlands)

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

Relationships between the National Adult Reading Test and memory.

Science.gov (United States)

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

2011-05-01

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

A Nordic comparison of national objectives for reading instruction and teachers' responses about actual reading practice

DEFF Research Database (Denmark)

Rønberg, Louise Flensted-Jensen; Mejding, Jan

2014-01-01

and Sweden do. The Nordic teachers in general appear to prioritise advanced comprehension activities to a lesser extent than teachers in the English-speaking countries do. Furthermore, 138 Northern Lights on TIMSS and PIRLS 2011 Danish teachers put the least emphasis on formative assessments compared...... texts a higher priority than literary texts – and the opposite is apparent for Danish teachers. The Finnish and Norwegian teachers prioritise activities that enhance students’ oral reading fluency, which is important for reading comprehension development, to a greater extent than teachers in Denmark...

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

Science.gov (United States)

Broeder, Peter; Stokmans, Mia

2013-06-01

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

Reading motivation, reading amount, and text comprehension in deaf and hearing adults.

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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.

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

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Sherwood, Charles; Chambless, Martha

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

Interaction Quality during Partner Reading

OpenAIRE

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

2004-01-01

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

A Comparison of Reading Rates, Comprehension, and Stamina in Oral and Silent Reading of Fourth-Grade 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…

The relationship between sap flow and commercial soil water sensor readings in irrigated potato (Solanum tuberosum L.) production

Science.gov (United States)

Many irrigation scheduling methods utilized in commercial production settings rely on soil water sensors that are normally purchased as off-the-shelf technology or through contracted services that install and monitor readings throughout the season. These systems often assume a direct relationship be...

The Relationship Between Empathy and Reading Fiction: Separate Roles for Cognitive and Affective Components

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John Stansfield

2014-07-01

Full Text Available Research suggests that both life-time experience of reading fiction and the extent to which a reader feels ‘transported’ by the narrative are associated with empathy. This study examined these relationships further by delineating empathy into cognitive and affective components. Thirty-three participants were tested on prior exposure to fiction, transportation, and different measures of cognitive empathy, affective empathy and helping tendency. The results revealed that exposure to fiction was associated with trait cognitive, but not affective, empathy, while the experience of being transported was associated with story-induced affective empathy. Story-induced affective empathy was also associated with helping tendency. The results are discussed by considering implications for relationships between reactions to fictional worlds and reactions to real-world behaviours.

Relationships by objectives: the experience at Petro-Canada

International Nuclear Information System (INIS)

Paulozza, L.

1999-01-01

If Canadian industries are to compete successfully in the new economy, unions and management must dispose of the traditional adversarial approach to labor relations and adopt a novel approach, a conflict resolution method, known as Resolution by Objectives (RBO) that directs unions and management away from conflict and towards cooperation through joint problem solving. RBO was part of the Preventive Mediation Program provided by the Ontario Ministry of Labor beginning in 1978, but dropped by the Ontario Government in 1995. A discussion is included of the rationale for such programs with a comprehensive view taken of the process involved in a RBO program. A further element described is the impact of RBO on the union-management relationship between the Communications, Energy and Paperworkers Union and Petro-Canada's Lubricants Centre in Mississauga, concentrating on the short- and long-term impacts of the program. A case study is described which includes extensive interviews with members of management and union. The effectiveness of the RBO program in promoting industrial peace is evaluated using various industrial relations and economic indicators. The major aspects of the RBO approach dealt with include: conflict management, relationships by objectives, RBO at Petro-Canada, industrial relations indicators, and conclusions and recommendations. The RBO program appears to have been notably successful in improving union-management relationships, and continues to bring unions and their counterparts together on many and varying issues in the United States and Canada. The success of the RBO program at Petro-Canada would not have been possible without the strong commitment and continued efforts of the parties involved. 20 refs., 3 figs., 4 tabs

Relationships by objectives: the experience at Petro-Canada

Energy Technology Data Exchange (ETDEWEB)

Paulozza, L.

1999-07-01

If Canadian industries are to compete successfully in the new economy, unions and management must dispose of the traditional adversarial approach to labor relations and adopt a novel approach, a conflict resolution method, known as Resolution by Objectives (RBO) that directs unions and management away from conflict and towards cooperation through joint problem solving. RBO was part of the Preventive Mediation Program provided by the Ontario Ministry of Labor beginning in 1978, but dropped by the Ontario Government in 1995. A discussion is included of the rationale for such programs with a comprehensive view taken of the process involved in a RBO program. A further element described is the impact of RBO on the union-management relationship between the Communications, Energy and Paperworkers Union and Petro-Canada's Lubricants Centre in Mississauga, concentrating on the short- and long-term impacts of the program. A case study is described which includes extensive interviews with members of management and union. The effectiveness of the RBO program in promoting industrial peace is evaluated using various industrial relations and economic indicators. The major aspects of the RBO approach dealt with include: conflict management, relationships by objectives, RBO at Petro-Canada, industrial relations indicators, and conclusions and recommendations. The RBO program appears to have been notably successful in improving union-management relationships, and continues to bring unions and their counterparts together on many and varying issues in the United States and Canada. The success of the RBO program at Petro-Canada would not have been possible without the strong commitment and continued efforts of the parties involved. 20 refs., 3 figs., 4 tabs.

L2 Extensive Reading and Flow: Clarifying the Relationship

Science.gov (United States)

Kirchhoff, Cheryl

2013-01-01

Among foreign language educators interest in extensive reading is growing along with questions about learner motivation to read. Maintaining learner motivation over long periods of time is influenced by many variables suggesting that multiple means of stimulating motivation is needed. The psychological theory of flow has been suggested to…

Butterfly effects in reading? The relationship between decoding and ...

African Journals Online (AJOL)

Using the metaphor of butterfly effects, this paper considers how literacy inequalities in comprehension performance amongst Grade 6 learners in high poverty schools can be linked to skills that should have been developed in earlier stages of reading development. The reading comprehension skills of Grade 6 learners in ...

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

Directory of Open Access Journals (Sweden)

Hiromitsu Miyata

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

"Irreplaceable": Exploring Identity and Relationships through the Discussion of Invaluable Personal Objects

Science.gov (United States)

Scharp, Kristina M.; Canfield, Clair

2017-01-01

Courses: Interpersonal Communication, Family Communication, Relational Communication. Objectives: Students reflect on and discuss how personal objects are connected to their identity and relationships with others. This activity illustrates the ways course concepts such as relational metaphors, stories, rules, rituals, and other patterns of…

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

Science.gov (United States)

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

2011-06-01

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

Mislabeled Reading and Learning Disabilities: Assessment and Treatment for Reading Difficulties in Students with Learning Disabilities

Science.gov (United States)

Sze, Susan

2009-01-01

Reading affects a plethora of areas in life. Students with learning disabilities often fall into this category due to a lack of practice with reading and less time to focus on building skills. This paper examines the background, the relationship between reading and learning disabilities, the characteristics of students with learning disabilities…

Music memory following short-term practice and its relationship with the sight-reading abilities of professional pianists

Directory of Open Access Journals (Sweden)

Eriko eAiba

2016-05-01

Full Text Available This study investigated the relationship between the ability to sight-read and the ability to memorize a score using a behavioural experiment. By measuring the amount of memorization following short-term practice, we examined whether better sight-readers not only estimate forthcoming notes but also memorize musical structures and phrases with more practice.Eleven pianists performed the music first by sight-reading. After a 20-minute practice, the participants were asked to perform from memory without any advance notice. The number of mistakes was used as an index of performance.There were no correlations in the numbers of mistakes between sight-reading and memory trial performance. Some pianists memorized almost the entire score, while others hardly remembered it despite demonstrating almost completely accurate performance just before memory trial performance. However, judging from the participants’ responses to a questionnaire regarding their practice strategies, we found auditory memory was helpful for memorizing music following short-term practice.

Music Memory Following Short-term Practice and Its Relationship with the Sight-reading Abilities of Professional Pianists.

Science.gov (United States)

Aiba, Eriko; Matsui, Toshie

2016-01-01

This study investigated the relationship between the ability to sight-read and the ability to memorize a score using a behavioral experiment. By measuring the amount of memorization following short-term practice, we examined whether better sight-readers not only estimate forthcoming notes but also memorize musical structures and phrases with more practice. Eleven pianists performed the music first by sight-reading. After a 20-minute practice, the participants were asked to perform from memory without any advance notice. The number of mistakes was used as an index of performance. There were no correlations in the numbers of mistakes between sight-reading and memory trial performance. Some pianists memorized almost the entire score, while others hardly remembered it despite demonstrating almost completely accurate performance just before memory trial performance. However, judging from the participants' responses to a questionnaire regarding their practice strategies, we found auditory memory was helpful for memorizing music following short-term practice.

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

Science.gov (United States)

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

2008-01-01

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

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

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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.

Open Reading Frame Phylogenetic Analysis on the Cloud

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Che-Lun Hung

2013-01-01

Full Text Available Phylogenetic analysis has become essential in researching the evolutionary relationships between viruses. These relationships are depicted on phylogenetic trees, in which viruses are grouped based on sequence similarity. Viral evolutionary relationships are identified from open reading frames rather than from complete sequences. Recently, cloud computing has become popular for developing internet-based bioinformatics tools. Biocloud is an efficient, scalable, and robust bioinformatics computing service. In this paper, we propose a cloud-based open reading frame phylogenetic analysis service. The proposed service integrates the Hadoop framework, virtualization technology, and phylogenetic analysis methods to provide a high-availability, large-scale bioservice. In a case study, we analyze the phylogenetic relationships among Norovirus. Evolutionary relationships are elucidated by aligning different open reading frame sequences. The proposed platform correctly identifies the evolutionary relationships between members of Norovirus.

Do Dispositional Characteristics Influence Reading? Examining the Impact of Personality on Reading Fluency

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Krach, S. Kathleen; McCreery, Michael P.; Loe, Scott A.; Jones, W. Paul

2016-01-01

Previous research demonstrates specific relationships between personality traits and general academic performance. In addition, research studies have demonstrated relationships among personality and variables related to reading fluency (i.e. speed, accuracy, automaticity, and prosody). However, little investigation has examined specific links…

The Role of Trait Anxiety and Preoccupation with Reading Disabilities of Children and Their Mothers in Predicting Children's Reading Comprehension

Science.gov (United States)

Blicher, Shira; Feingold, Liat; Shany, Michal

2017-01-01

This study investigated the relationship between reading comprehension (RC), trait anxiety, and preoccupation with reading disability (RD) in 88 school children in Grades 3 through 5 and in their mothers. Children's trait anxiety had a significant direct negative relationship with RC and also mediated the association between preoccupation with RD…

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

Science.gov (United States)

Gibbs, Vanita M., Comp.; Pabst, Robert L., Comp.

One of a series of publications on selected aspects of reading curriculum development, this monograph contains eight papers that deal with expectations in the teaching of reading. Topics covered include (1) the relationship between reading and writing, (2) changing expectations in education, (3) skills programs for remedial readers, (4) ways to…

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

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Sahiruddin Sahiruddin

2008-12-01

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

Gender Differences in Reading Achievement and Enjoyment of Reading: The Role of Perceived Teaching Quality

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Hochweber, Jan; Vieluf, Svenja

2018-01-01

The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management,…

The relationship between gross motor skills and academic achievement in children with learning disabilities.

Science.gov (United States)

Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

2011-01-01

The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading, spelling, and mathematics were examined in children with learning disabilities. As expected, the children with learning disabilities scored poorer on both the locomotor and object-control subtests than their typically developing peers. Furthermore, in children with learning disabilities a specific relationship was observed between reading and locomotor skills and a trend was found for a relationship between mathematics and object-control skills: the larger children's learning lag, the poorer their motor skill scores. This study stresses the importance of specific interventions facilitating both motor and academic abilities. Copyright © 2011 Elsevier Ltd. All rights reserved.

The role of simultaneous and successive processing in EFL reading.

Science.gov (United States)

Filickova, Marta; Kovalcikova, Iveta; Ropovik, Ivan

2016-10-01

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

Reading for Pleasure and Creativity among College Students

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Kelly, Kathryn E.; Kneipp, Lee B.

2009-01-01

This study explored the relationship between reading for pleasure and creativity. University students (N = 225) completed measures of reading for pleasure and creativity (SCAB). The results indicated that reading for pleasure was significantly, positively correlated to creativity. Implications for the classroom are explored, including possible…

The Contributions of a Hispanic Immigrant Home Reading Practices to A Child’s Bilingual Reading Development

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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.

Types and sequences of self-regulated reading of low-achieving adolescents in relation to reading task achievement

NARCIS (Netherlands)

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

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

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Minoo Alemi

2010-04-01

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

Acquiring Orthographic Processing through Word Reading: Evidence from Children Learning to Read French and English

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Pasquarella, Adrian; Deacon, Helene; Chen, Becky X.; Commissaire, Eva; Au-Yeung, Karen

2014-01-01

This study examined the within-language and cross-language relationships between orthographic processing and word reading in French and English across Grades 1 and 2. Seventy-three children in French Immersion completed measures of orthographic processing and word reading in French and English in Grade 1 and Grade 2, as well as a series of control…

Predicting Word Reading Ability: A Quantile Regression Study

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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…

Sequential-Simultaneous Processing and Reading Skills in Primary Grade Children.

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McRae, Sandra G.

1986-01-01

The study examined relationships between two modes of information processing, simultaneous and sequential, and two sets of reading skills, word recognition and comprehension, among 40 second and third grade students. Results indicated there is a relationship between simultaneous processing and reading comprehension. (Author)

Reading Ability as a Predictor of Academic Procrastination among African American Graduate Students

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Collins, Kathleen M. T.; Onwuegbuzie, Anthony J.; Jiao, Qun G.

2008-01-01

The present study examined the relationship between reading ability (i.e., reading comprehension and reading vocabulary) and academic procrastination among 120 African American graduate students. A canonical correlation analysis revealed statistically significant and practically significant multivariate relationships between these two reading…

Independent Reading: The Relationship of Challenge, Non-Fiction and Gender to Achievement

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Topping, K. J.; Samuels, J.; Paul, T.

2008-01-01

To explore whether different balances of fiction/non-fiction reading and challenge might help explain differences in reading achievement between genders, data on 45,670 pupils who independently read over 3 million books were analysed. Moderate (rather than high or low) levels of challenge were positively associated with achievement gain, but…

Familial History of Reading Difficulty Is Associated with Diffused Bilateral Brain Activation during Reading and Greater Association with Visual Attention Abilities

Science.gov (United States)

Horowitz-Kraus, Tzipi

2017-01-01

Reading difficulty (RD; or dyslexia) is a heritable condition characterized by slow, inaccurate reading accompanied by executive dysfunction, specifically with respect to visual attention. The current study was designed to examine the effect of familial history of RD on the relationship between reading and visual attention abilities in children…

Integrating Reading and Technology: The Development of "Pamanpintermu"

Science.gov (United States)

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…

Effects of mora deletion, nonword repetition, rapid naming, and visual search performance on beginning reading in Japanese.

Science.gov (United States)

Kobayashi, Maya Shiho; Haynes, Charles W; Macaruso, Paul; Hook, Pamela E; Kato, Junko

2005-06-01

This study examined the extent to which mora deletion (phonological analysis), nonword repetition (phonological memory), rapid automatized naming (RAN), and visual search abilities predict reading in Japanese kindergartners and first graders. Analogous abilities have been identified as important predictors of reading skills in alphabetic languages like English. In contrast to English, which is based on grapheme-phoneme relationships, the primary components of Japanese orthography are two syllabaries-hiragana and katakana (collectively termed "kana")-and a system of morphosyllabic symbols (kanji). Three RAN tasks (numbers, objects, syllabary symbols [hiragana]) were used with kindergartners, with an additional kanji RAN task included for first graders. Reading measures included accuracy and speed of passage reading for kindergartners and first graders, and reading comprehension for first graders. In kindergartners, hiragana RAN and number RAN were the only significant predictors of reading accuracy and speed. In first graders, kanji RAN and hiragana RAN predicted reading speed, whereas accuracy was predicted by mora deletion. Reading comprehension was predicted by kanji RAN, mora deletion, and nonword repetition. Although number RAN did not contribute unique variance to any reading measure, it correlated highly with kanji RAN. Implications of these findings for research and practice are discussed.

Relationships between fundamental movement skills and objectively measured physical activity in preschool children.

Science.gov (United States)

Cliff, Dylan P; Okely, Anthony D; Smith, Leif M; McKeen, Kim

2009-11-01

Gender differences in cross-sectional relationships between fundamental movement skill (FMS) subdomains (locomotor skills, object-control skills) and physical activity were examined in preschool children. Forty-six 3- to 5-year-olds (25 boys) had their FMS video assessed (Test of Gross Motor Development II) and their physical activity objectively monitored (Actigraph 7164 accelerometers). Among boys, object-control skills were associated with physical activity and explained 16.9% (p = .024) and 13.7% (p = .049) of the variance in percent of time in moderate-to-vigorous physical activity (MVPA) and total physical activity, respectively, after controlling for age, SES and z-BMI. Locomotor skills were inversely associated with physical activity among girls, and explained 19.2% (p = .023) of the variance in percent of time in MVPA after controlling for confounders. Gender and FMS subdomain may influence the relationship between FMS and physical activity in preschool children.

Elegant objects

CERN Document Server

Bugayenko, Yegor

2017-01-01

There are 23 practical recommendations for object-oriented programmers. Most of them are completely against everything you've read in other books. For example, static methods, NULL references, getters, setters, and mutable classes are called evil. Compound variable names, validators, private static literals, configurable objects, inheritance, annotations, MVC, dependency injection containers, reflection, ORM and even algorithms are our enemies.

The Relation Between Caregivers' Multiliterate Reading Habits and Their Children's Oral Health Status

Science.gov (United States)

2014-01-01

Background Caregivers’ oral health literacy (OHL) assessment results have been found to be related to their children’s oral health status. A further aspect of this relationship may be the role of caregivers’ reading habits. Objective Our goal was to describe the relationship between caregivers’ multimodal (digital and print) and multilingual (English and Chinese) reading habits, their OHL, and their child’s oral health status in Hong Kong. Methods A random sample of 301 child-caregiver dyads was recruited from kindergartens in Hong Kong. Data included sociodemographic information and caregivers’ self-reported digital print and reading habits across two languages (Chinese and English). Caregivers’ OHL levels were assessed by two locally developed and validated oral health literacy assessment tasks: Hong Kong Rapid Estimate of Adult Literacy in Dentistry-30 (HKREALD-30) and the Hong Kong Oral Health Literacy Assessment Task for Pediatric Dentistry (HKOHLAT-P). Children’s oral health status was assessed using two measures: dental caries experience (number of decayed, missing, and filled teeth) and oral hygiene status (Visible Plaque Index). Results Bivariate variations revealed significant differences in mean OHL scores between caregivers with different reading habits (Preading multimodal (print/digital) and multilingual (English/Chinese) texts, their literacy levels, and their children’s oral health status (Preading habits in the regression analysis, the caregivers' habit of reading digital and print texts was significantly retained in the final model. Regression analysis revealed significant associations between caregivers’ reading habits (digital Chinese) and their OHL word recognition scores: OR 5.00, 95% CI 1.10-3.65, P=.027. Significant associations were also evident for their OHL comprehension scores (digital Chinese: OR 2.30, 95% CI 1.30-4.20, P=.004; print Chinese: OR 2.50, 95% CI 1.40-4.30, P=.001). However, no significant associations

Parallel object-oriented decision tree system

Science.gov (United States)

Kamath,; Chandrika, Cantu-Paz [Dublin, CA; Erick, [Oakland, CA

2006-02-28

A data mining decision tree system that uncovers patterns, associations, anomalies, and other statistically significant structures in data by reading and displaying data files, extracting relevant features for each of the objects, and using a method of recognizing patterns among the objects based upon object features through a decision tree that reads the data, sorts the data if necessary, determines the best manner to split the data into subsets according to some criterion, and splits the data.

Genetic covariance structure of reading, intelligence and memory in children

NARCIS (Netherlands)

van Leeuwen, Marieke; van den Berg, Stéphanie Martine; Peper, Jiska S.; Hulshoff Pol, Hilleke E.; Boomsma, Dorret I.

2009-01-01

This study investigates the genetic relationship among reading performance, IQ, verbal and visuospatial working memory (WM) and short-term memory (STM) in a sample of 112, 9-year-old twin pairs and their older siblings. The relationship between reading performance and the other traits was explained

Genetic Covariance Structure of Reading, Intelligence and Memory in Children

NARCIS (Netherlands)

van Leeuwen, M.; van den Berg, S.M.; Peper, J.S.; Hulshoff Pol, H.E.; Boomsma, D.I.

2009-01-01

This study investigates the genetic relationship among reading performance, IQ, verbal and visuospatial working memory (WM) and short-term memory (STM) in a sample of 112, 9-year-old twin pairs and their older siblings. The relationship between reading performance and the other traits was explained

Genetic Covariance Structure of Reading, Intelligence and Memory in Children

NARCIS (Netherlands)

van Leeuwen, Marieke; van den Berg, Stephanie M.; Peper, Jiska S.; Pol, Hilleke E. Hulshoff; Boomsma, Dorret I.

This study investigates the genetic relationship among reading performance, IQ, verbal and visuospatial working memory (WM) and short-term memory (STM) in a sample of 112, 9-year-old twin pairs and their older siblings. The relationship between reading performance and the other traits was explained

Teacher perceptions affect boys’ and girls’ reading motivation differently

NARCIS (Netherlands)

Boerma, I.E.; Mol, S.E.; Jolles, J.

2015-01-01

The aim of this study was to examine the relationship between teacher perceptions and children's reading motivation, with specific attention to gender differences. The reading self-concept, task value, and attitude of 160 fifth and sixth graders were measured. Teachers rated each student's reading

Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence

Science.gov (United States)

Berninger, Virginia; Abbott, Robert; Cook, Clayton R.; Nagy, William

2017-01-01

Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…

The Impact of a Modified Repeated-Reading Strategy Paired with Optical Character Recognition on the Reading Rates of Students with Visual Impairments

Science.gov (United States)

Pattillo, Suzan Trefry; Heller, Kathryn Wolf; Smith, Maureen

2004-01-01

The repeated-reading strategy and optical character recognition were paired to demonstrate a functional relationship between the combined strategies and two factors: the reading rates of students with visual impairments and the students' self-perceptions, or attitudes, toward reading. The results indicated that all five students increased their…

Brain-Behavior Relationships in Reading Acquisition Are Modulated by Socioeconomic Factors

Science.gov (United States)

Noble, Kimberly G.; Wolmetz, Michael E.; Ochs, Lisa G.; Farah, Martha J.; McCandliss, Bruce D.

2006-01-01

Functional neuroimaging may provide insights into the achievement gap in reading skill commonly observed across socioeconomic status (SES). Brain activation during reading tasks is known to be associated with individual differences in children's phonological language skills. By selecting children of equivalent phonological skill, yet diverse…

Does ability to establish sound-symbol pairings mediate the RAN reading relationship?

DEFF Research Database (Denmark)

Poulsen, Mads; Juul, Holger; Elbro, Carsten

for animals in a paired associate learning task. These animals were then used in a rapid naming task. Results Preliminary results show that reading correlated with the amount of training required for learning the animal names (r=-.19, p=.06). RAN speed with the same animals did not correlate with reading......Performance on tests to rapidly name letters and digits has been shown to correlate with reading. One possible reason is that these tests probe the ability to learn and automatise symbol-sound associations. However, most studies have not controlled for the amount of experience with the RAN......-items, so it is unclear whether it is the experience or the ability to take advantage of the experience that is responsible for the correlation between RAN and reading. Paired associate learning tasks have been shown to differentiate dyslexics from controls, and to correlate with reading in unselected...

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

Multiple Mediation Analysis of the Relationship between Rapid Naming and Reading

Science.gov (United States)

Poulsen, Mads; Juul, Holger; Elbro, Carsten

2015-01-01

It is well established that rapid automatised naming (RAN) correlates with reading ability. Despite several attempts, no single component process (mediator) has been identified that fully accounts for the correlation. The present paper estimated the explanatory value of several mediators for the RAN--reading correlation. One hundred and sixty-nine…

Effect of Common Visual Dysfunctions on Reading.

Science.gov (United States)

McPartland, Brian P.

1985-01-01

Six common visual dysfunctions are briefly explained and their relationships to reading noted: (1) ametropia, refractive error; (2) inaccurate saccades, the small jumping eye movements used in reading; (3) inefficient binocularity/fusion; (4) insufficient convergence/divergence; (5) heterophoria, imbalance in extra-ocular muscles; and (6)…

A no-man's-land of sex: Reading Stephen Gordon and "her" critics.

Science.gov (United States)

Costello, Katherine A

2018-04-03

One of the most read novels of lesbian, transgender, and queer criticism, Radclyffe Hall's novel The Well of Loneliness (1928) has given rise to numerous and contradictory interpretations of the protagonist Stephen Gordon's complex relationship to her body. Some have argued that she is a historically specific example of female masculinity, others that she is a lesbian who wishes she were more feminine, and others still that she is a prototypical transsexual character. Focusing on the exemplary essays by Jack Halberstam, Teresa de Lauretis, and Jay Prosser, I argue that the coexistence of mutually exclusive interpretations of Stephen Gordon's relationship to her femaleness suggests that the novel is, in fact, a demand to readers to unmoor identity from sex and to recognize what I call "sexual indeterminacy." Lesbian, transgender, and queer theory's tendency to elide the literariness of literary objects and their reliance on critique as the primary mode of reading and argumentation have made it impossible for critics to see that the novel is explicitly about what cannot be settled.

Reading-Writing Relationships in First and Second Language Academic Literacy Development

Science.gov (United States)

Grabe, William; Zhang, Cui

2016-01-01

Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this…

Visual and Auditory Memory: Relationships to Reading Achievement.

Science.gov (United States)

Bruning, Roger H.; And Others

1978-01-01

Good and poor readers' visual and auditory memory were tested. No group differences existed for single mode presentation in recognition frequency or latency. With multimodal presentation, good readers had faster latencies. Dual coding and self-terminating memory search hypotheses were supported. Implications for the reading process and reading…

Relationship between parental estimate and an objective measure of child television watching

OpenAIRE

Roemmich James N; Fuerch Janene H; Winiewicz Dana D; Robinson Jodie L; Epstein Leonard H

2006-01-01

Abstract Many young children have televisions in their bedrooms, which may influence the relationship between parental estimate and objective measures of child television usage/week. Parental estimates of child television time of eighty 4–7 year old children (6.0 ± 1.2 years) at the 75th BMI percentile or greater (90.8 ± 6.8 BMI percentile) were compared to an objective measure of television time obtained from TV Allowance™ devices attached to every television in the home over a three week pe...

Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension during Early and Middle Childhood

Science.gov (United States)

Abbott, Robert D.; Fayol, Michel; Zorman, Michel; Casalis, Séverine; Nagy, William; Berninger, Virginia W.

2016-01-01

Two longitudinal studies of word reading, spelling, and reading comprehension identified commonalities and differences in morphophonemic orthographies--French (Study 1, n = 1,313) or English (Study 2, n = 114) in early childhood (Grade 2)and middle childhood (Grade 5). For French and English, statistically significant concurrent relationships…

QAR: Strategy implementation for reading comprehension of recount texts

Directory of Open Access Journals (Sweden)

Nira Erdiana

2017-09-01

Full Text Available The objective of this research is to find out whether QAR strategy is effective in reading comprehension of recount text. This research uses experimental research design. This research took place at Madrasah Tsanawiyah Negeri Model Banda Aceh. A second grade class was chosen as the research sample, which consisted of 36 students. The research instrument used to gather the data was a set of essay tests, which were divided to pre-test and post-test. The result of the research was analyzed by using paired t-test formula. The calculation result shows that the observed t value is less than t lower critical vaue in the t distribution table (-5.624 2.030 at the 0.05 level of significance with 35 degree of freedom. It means that null hypothesis (H0 is rejected, which proves that Question Answer Relationship strategy effectively improves the second grade students’ reading comprehension of recount text.

The Online Reading Habits of Malaysian Students

Science.gov (United States)

Abidin, Mohammad Jafre Bin Zainol; Pourmohammadi, Majid; Varasingam, Nalini A/P; Lean, Ooi Choon

2014-01-01

The purpose of this study is to ascertain the differences in online reading habits between genders and investigate the relationship between socio-economic status and online reading habits. Using a questionnaire, a quantitative approach was administered to 240 Form-Four students from four secondary schools in Penang Island, Malaysia. Findings…

STUDENTS’ READING PRACTICES AND ENVIRONMENTS

Directory of Open Access Journals (Sweden)

Aiza Johari

2013-07-01

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

The relationship between epilepsy, sleep disorders, and attention deficit hyperactivity disorder (ADHD) in children: A review of the literature

OpenAIRE

Felipe Kalil Neto; Renan Noschang; Magda Lahorgue Nunes

2016-01-01

Objective: To analyze the relationship between epilepsy, sleep disorders, and attention deficit hyperactivity disorder (ADHD). Bibliographic search: A literature search of the PubMed database was performed using the following key words: epilepsy, sleep, and ADHD. In total, 91 articles were located in PubMed, 34 were selected for abstract reading and twelve articles were reviewed, in which the main objectives were examine the relationship between epilepsy, sleep and ADHD from several perspe...

The power of print reading: comics in the classroom.

Science.gov (United States)

Gabaron, Sabine

2017-09-01

Evidence from neuroscience and psychological studies supporting benefits of print reading over digital reading has recently been discussed in these columns (Perbal 2017 J. Cell Commun. Signal. 11:1-4). In the present commentary, I would like to add my perspective as a Humanities educator, and build upon the idea that print reading results in better comprehension, learning and communication. The argumentation that is presented herein is based on a study performed in a French Comics language class aimed at broadening students' knowledge and experience of graphic novels, and providing them with a cultural representation in the foreign language. The results that are discussed in this commentary indicate that upon reading printed books students created connections for a more meaningful learning experience, leading to personal growth and linguistic development. The impact these graphic novels had on students' learning capacity and relationship to reading was tremendous. The kinesthetic relationship with printed text was deeply enriching and gratifying. The stimulatory effects on their imagination allowed for a more creative reading, and a deeper comprehension, resulting in meaningful communication.

Relationship between retinal distance and object field angles for finite schematic eyes.

Science.gov (United States)

Suheimat, Marwan; Zhu, Hai-Feng; Lambert, Andrew; Atchison, David A

2016-07-01

Retinal anatomical studies have used the Drasdo & Fowler three-refracting surface schematic eye to convert between retinal distances and object field angles. We compared its performance at this task with those of more sophisticated four-refracting surface schematic eyes. Raytracing was performed for Drasdo & Fowler, Lotmar, Navarro, Liou & Brennan, Kooijman and Atchison schematic eyes, and some of their variants. The Drasdo & Fowler eye gives a greater rate of change of object field angle with retinal distance at the retinal centre of about 5% than the other schematic eyes. This rate of change also increases much more quickly into the peripheral retina for the Drasdo & Fowler eye than for the other eyes. The reason for these differences is only that the Drasdo & Fowler eye is shorter than the other eyes. The relationship between retinal distance and visual field angle appears robust to changes in retinal radius of curvature when the retina is spherical. The retinal asphericity of Kooijman and Atchison eyes appears to play a role beyond 14 mm (~50°). Changing the length of the Drasdo & Fowler eye, to match those of the four-refracting surface schematic eyes, gives similar relationships between retinal distance and object field angle up to a retinal distance of approximately 14 mm (~50°). The relationship will change with refractive error as this is related to axial length and to retinal shape, and this should be taken into consideration for accurate conversions. For distances and angles beyond 14 mm and ~50°, retinal shape should be taken into account. © 2016 The Authors Ophthalmic & Physiological Optics © 2016 The College of Optometrists.

Relationship between the nurses’ subjective and objective career success and extraversion and introversion personality types

Directory of Open Access Journals (Sweden)

Reza Najjari

2014-10-01

Full Text Available Background: Career success is an evaluating and relational concept between someone's current progress and his/her future ideals of occupation. Researchers have shown personality characteristics are one of the main predictors of success and favorable job performance. Thus, the aim of present study was to determine the relationship between extraversion and introversion personality types and subjective and objective career success among nurses of selected private hospitals in Tehran. Methods: This research was a descriptive correlational study in which 230 nurses were selected from five private hospitals in Tehran as the study sample through Cochran sampling technique. Proportional to the number of nurses at each hospital, samples were selected via convenient random sampling. Eysenck Personality Questionnaire, Golparvar and Ghazavi career success scale and personal information form were utilized to collect the data. The collected data wereanalyzed by SPSS-19 software using Pearson correlation coefficient and regression analysis. Results: The results indicated a significant relationship between personality type and subjective and objective career success of the nurses. Further, there was a negatively significant relationship between subjective and objective career success and introversion personality type (sig=0/004, r=-0.391 and sig=0.001, r=-0.415, respectively. However, there was a positively significant relationship between subjective and objective career success and extraversion personality type (sig=0.001, r=0.473 and sig=0.001, r=0.545, respectively. Conclusion: It is essential to take into account the relationship between career success and related factors such as personality in the planning, decisions and technical choices. Besides, favorable environmental factors and effective factors such as knowledge, attitudes and cognitive, emotional and behavioral skills, activity level and the situation of the organization should also be taken into

Planning levels in naming and reading complex numerals

NARCIS (Netherlands)

Meeuwissen, M.H.W.; Roelofs, A.P.A.; Levelt, W.J.M.

2003-01-01

On the basis of evidence from studies of the naming and reading of numerals, Ferrand (1999) argued that the naming of objects is slower than reading their names, due to a greater response uncertainty in naming than in reading, rather than to an obligatory conceptual preparation for naming, but not

A Model of Reading Comprehension in Chinese Elementary School Children

Science.gov (United States)

Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa; Wong, Yau-kai

2013-01-01

The relationships of reading-related skills (rapid naming, morphological awareness, syntactic skills, discourse skills, and verbal working memory) and word reading to reading comprehension were examined among 248 Chinese fourth graders in Hong Kong. Multiple regression analysis results showed that syntactic skills (word order knowledge,…

Nocturnal Hot Flashes: Relationship to Objective Awakenings and Sleep Stage Transitions

Science.gov (United States)

Bianchi, Matt T.; Kim, Semmie; Galvan, Thania; White, David P.; Joffe, Hadine

2016-01-01

Study Objectives: While women report sleep interruption secondary to nighttime hot flashes, the sleep disrupting impact of nocturnal hot flashes (HF) is not well characterized. We utilized a model of induced HF to investigate the relationship of nighttime HF to sleep architecture and sleep-stage transitions. Methods: Twenty-eight healthy, premenopausal volunteers received the depot gonadotropin-releasing hormone agonist (GnRHa) leuprolide to rapidly induce menopause, manifesting with HF. Sleep disruption was measured on 2 polysomnograms conducted before and after 4–5 weeks on leuprolide, when HF had developed. Results: 165 HF episodes were recorded objectively during 48 sleep studies (mean 3.4 HF/night). After standardizing to sleep-stage time distribution, the majority of HF were recorded during wake (51.0%) and stage N1 (18.8%). Sixty-six percent of HF occurred within 5 minutes of an awakening, with 80% occurring just before or during the awakening. Objective HF were not associated with sleep disruption as measured by increased transitions to wake or N1, but self-reported nocturnal HF correlated with an increase from pre- to post-leuprolide in the rate of transitions to wake (p = 0.01), and to N1 (p = 0.008). Conclusions: By isolating the effect of HF on sleep in women without the confound of age-related sleep changes associated with natural menopause, this experimental model shows that HF arise most commonly during N1 and wake, typically preceding or occurring simultaneously with wake episodes. Perception of HF, but not objective HF, is linked to increased sleep-stage transitions, suggesting that sleep disruption increases awareness of and memory for nighttime HF events. Clinical Trial Registration: ClinicalTrials.gov Identifier: NCT01116401. Citation: Bianchi MT, Kim S, Galvan T, White DP, Joffe H. Nocturnal hot flashes: relationship to objective awakenings and sleep stage transitions. J Clin Sleep Med 2016;12(7):1003–1009. PMID:26951410

Reading, Writing, and the Study of Literature.

Science.gov (United States)

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…

Internet mediated adolescent relationships

Directory of Open Access Journals (Sweden)

Fabrício de Souza

2010-06-01

Full Text Available This paper aims to contribute towards the comprehension of the adhesion of adolescent to digital technologies and their usage in the search for or consolidation of relationships with their peers. The objective was to analyze the role of blogs in the maintenance and establishment of relationships among adolescents from the State of Espírito Santo, Brazil. Three boys’ blogs and three girls’ blogs were selected, and five pages of each blog were selected, in a total of 30 pages. Categories were elaborated from reading the posts left at the 30 pages and subsequently used to classify and quantify the posts. Messages and comments left at the blogs had a positive affective connotation, in search for approximation and contact with the blog owner. Messages were also noted for gender differences. It was concluded that some determined patterns of offline interaction guided the establishment of online relationships.

Relationship between self-reported cognitive difficulties, objective neuropsychological test performance and psychological distress in chronic pain.

Science.gov (United States)

Baker, K S; Gibson, S J; Georgiou-Karistianis, N; Giummarra, M J

2018-03-01

Persons with chronic pain often report problems with cognitive abilities, such as memory or attention. There is limited understanding of whether objective performance is consistent with subjective reports, and how psychological factors contribute. We aimed to investigate these relationships in a group of patients expressing cognitive concerns, and evaluate the utility of self-report tools for pain management settings. Participants with chronic pain (n = 41) completed standardized neuropsychological tests, and self-report measures of cognitive functioning, pain, mood and sleep, as part of a broader study investigating cognitive performance in pain. Average neuropsychological test performance was subtly below normative means (within one standard deviation). Twenty-five percent of the sample scored substantially below age-adjusted norms on one or more objective tests. There were moderate-to-large associations between objective performance (e.g. Trail-Making B) and subjective cognitive complaints (e.g. Everyday Memory Questionnaire - Revised), controlling for age and education level. This was moderated by anxiety, such that subjective-objective relationships were particularly strong in those with higher anxiety. Poorer test performance was associated with higher pain intensity and catastrophizing. Subjective-objective cognition relationships remained after controlling for catastrophizing. Patients' self-reported cognitive concerns concurred with objectively measured performance, independent of age, education and catastrophizing. Moreover, those with severe anxiety were more accurate in predicting their cognitive performance. The findings highlight some interesting cognition-mood relationships, and suggest that easy-to-administer questionnaires, such as the Everyday Memory Questionnaire - Revised and the Behavior Rating Inventory of Executive Function - Adult Version, may be useful to capture cognitive concerns in clinical settings. Cognitive concerns in chronic pain

Brains with character: Reading and writing neuronarrative

NARCIS (Netherlands)

Yaczo, T.F.

2015-01-01

Brains with Character: Reading and Writing Neuronarrative tracks the concept of neuronarrative by analyzing the reciprocal and catalytic relationships between neuroscience and literary media. Crucial to understanding the contemporary stakes in these two cultural endeavors is how their relationships

Flow and Reading Comprehension: Testing the Mediating Role of Emotioncy

Science.gov (United States)

Shahian, Leila; Pishghadam, Reza; Khajavy, Gholam Hassan

2017-01-01

Considering the importance of psychological factors in learners' reading abilities, this study examines the relationship between flow, emotioncy, and reading comprehension. To this end, 238 upper-intermediate and advanced English as a Foreign Language (EFL) learners were asked to take four tests of reading comprehension along with flow and…

Phonological Awareness and Reading in Boys with Fragile X Syndrome

Science.gov (United States)

Adlof, Suzanne M.; Klusek, Jessica; Shinkareva, Svetlana V.; Robinson, Marissa L.; Roberts, Jane E.

2015-01-01

Background: Reading delays are well documented in children with fragile X syndrome (FXS), but few studies have examined linguistic precursors of reading in this population. This study examined the longitudinal development of phonological awareness and its relationship with basic reading in boys with FXS. Individual differences in genetic,…

How Many U.S. High School Students Have a Foreign Language Reading "Disability"? Reading without Meaning and the Simple View

Science.gov (United States)

Sparks, Richard L.; Luebbers, Julie

2018-01-01

Conventional wisdom suggests that students classified as learning disabled will exhibit difficulties with foreign language (FL) learning, but evidence has not supported a relationship between FL learning problems and learning disabilities. The simple view of reading model posits that reading comprehension is the product of word decoding and…

SHAPING OUR READING CLASSROOM ALIVE

Directory of Open Access Journals (Sweden)

Ani Purjayanti

2017-04-01

Full Text Available Reading Comprehension has been determined (by the Director of First Common Year Program to be one of the core subjects for the first year IPB students, either in semester one or two. With the objective of being able to read English texts effectively and efficiently, the teaching of reading for these undergraduate programs are basically confined to skills that can develop reading speed and improve students‘ comprehension and reasoning abilities. Thus, skills like finding both general and specific ideas, guessing unknown words, finding meanings from English-English dictionary, predicting, ad nfinding inferences are those need to be covered. Such kind of teaching, however, can sometimes become a demanding task when dealing with certain classroom conditions and with certain targets. It is, therefore, a challenge for all English teachers in my university to be able to carry out the task well so as to achieve the above teaching objectives. Meanwhile, students‘ evaluation reveals that 3 semesters ago, teachers obtained various scores in their teaching evaluation, ranging from 2 to 3.7 out of the 1-4 scale. This paper, accordingly, is written to find out the teaching method and strategies used by those obtaining relatively good scores (3.2 and above in order to disseminate them as better insights for the teaching of reading not only in my university but also other schools or colleges.

Follow-up study on reading comprehension in Down's syndrome: the role of reading skills and listening comprehension.

Science.gov (United States)

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.

Investigating Metacognitive Awareness and Reading Strategy Use of EFL Korean University Students

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Hong-Nam, Kay; Page, Larkin

2014-01-01

The metacognitive awareness and reading strategy use by Korean university students in Korea was investigated. The relationships between reading strategy use, self-rated English proficiency, and self-rated reading proficiency were examined. Differences in reading strategy use were also explored by gender and academic classification. Problem-solving…

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.

Joint storybook reading measured with children's book title checklist and the children's language development in early childhood

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Katja Bajc

2005-09-01

Full Text Available In the present study we examined the relationship between parental educational level, joint storybook reading and children's language competence. Our sample included 123 5-year-old children attending one of the Slovenian preschools. Frequency of parent-child joint storybook reading was measured indirectly with the children's book title checklist, which was used in the Slovenian language environment for the first time, and which, in comparison with the parents' report about how often they read to their children, represents a more objective measure of storybook exposure. By using checklist we avoid socially desirable responses, which parents give because they think that reading is important for children's language development. We found out that parental education is positively related to the parental familiarity with the titles of books for children. Furthermore, the results show that storybook exposure is, regardless of parental educational level, a factor of home environment which makes an important contribution to the development of children's language competence.

Falling In: Re-reading Natalie Babbitt's "Tuck Everlasting."

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Seidel, Jackie

2000-01-01

Describes the everlasting effects on herself, her third-grade students, and their parents upon reading the novel "Tuck Everlasting." Suggests the reading of that novel fundamentally altered the author's understanding of teaching, literature, life perhaps, and especially the kinds of relationships teachers have with children. (RS)

Relationship between hot flashes and ambulatory blood pressure: the Hilo women's health study.

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Brown, Daniel E; Sievert, Lynnette L; Morrison, Lynn A; Rahberg, Nichole; Reza, Angela

2011-01-01

To examine ambulatory blood pressure (BP) differences between women who report hot flashes (HFs) and those who do not, and to observe whether an objectively measured HF is associated with transient changes in BP. HFs have been associated with elevated BP, but studies have not examined the relationship between objectively measured HFs and blood pressure during normal daily activities. A sample of 202 women in Hilo, Hawaii, aged 45 to 55 years, were asked to fill out a questionnaire that included demographic information and an inventory of symptoms. The women underwent simultaneous 24-hour monitoring of ambulatory BP and HFs, at the same time keeping a diary that included mood and HF reports. No significant difference was present in mean BP between women who reported having an HF during the last 2 weeks and those who did not. When measurements controlled for negative mood reports and posture, there was a highly significant elevation in Z scores of systolic BP when a measured, objective HF occurred within 10 minutes before a BP reading, and a significant elevation of Z scores of diastolic BP when a subjectively reported HF occurred within 10 minutes after a BP reading. These results suggest that objectively measured HFs precede transient elevations of systolic BP, but it is unclear if there is a causal relationship. These results also suggest that women experience subjective HFs within 10 minutes after a transient increase in diastolic BP. Again, the causal relationship is not understood.

Identity Styles: Predictors of Reading and Writing Abilities

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Zohre Mohamadi

2016-09-01

Full Text Available How the individual differences prime different learning process is well addressed in literature. But, what is missing from these analyses is how learners with different identity styles approach reading and writing skills and if different identity styles can predict differentiated language performance. The present study aims at investigating the relationship between identity styles, and reading/writing skills of Iranian intermediate female EFL learners. One the basis of the results of Nelson language proficiency test, 120 participants were selected to participate in this research. Participants' answers to Berzonsky's Identity Style Inventory (ISI3 and reading and writing parts of Preliminary English Test were analyzed. The results indicated that informational and normative identity styles were found to be positively correlated and diffuse-avoidant style was negatively correlated with reading and writing abilities whereas commitment identity didn't bear any significant relationships. The findings also indicated that informational style acted as the best predictor of these skills. Implications for language teachers are suggested.

Online Sentence Reading in People With Aphasia: Evidence From Eye Tracking.

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Knilans, Jessica; DeDe, Gayle

2015-11-01

There is a lot of evidence that people with aphasia have more difficulty understanding structurally complex sentences (e.g., object clefts) than simpler sentences (subject clefts). However, subject clefts also occur more frequently in English than object clefts. Thus, it is possible that both structural complexity and frequency affect how people with aphasia understand these structures. Nine people with aphasia and 8 age-matched controls participated in the study. The stimuli consisted of 24 object cleft and 24 subject cleft sentences. The task was eye tracking during reading, which permits a more fine-grained analysis of reading performance than measures such as self-paced reading. As expected, controls had longer reading times for critical regions in object cleft sentences compared with subject cleft sentences. People with aphasia showed the predicted effects of structural frequency. Effects of structural complexity in people with aphasia did not emerge on their first pass through the sentence but were observed when they were rereading critical regions of complex sentences. People with aphasia are sensitive to both structural complexity and structural frequency when reading. However, people with aphasia may use different reading strategies than controls when confronted with relatively infrequent and complex sentence structures.

Corneal refractive index-hydration relationship by objective refractometry.

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Patel, Sudi; Alió, Jorge L

2012-11-01

To compare an objective (VCH-1) with a manual subjective Abbé refractometer (MSAR) and evaluate the refractive index (RI)-hydration (H) relationship for the corneal stroma. Epithelial and endothelial layers were removed from a fresh postmortem ovine corneal buttons. RI was measured at both surfaces using (i) MSAR then (ii) VCH-1. The sample was weighed, slowly dehydrated under controlled conditions (2 h), and RI measures were repeated. Sample was oven dried (90°C) for 3 d to obtain dry weight and hydration at each episode of RI measurement. Average difference between individual pairs of measurements obtained using the two refractometers (ΔRI) was 0.00071 (standard deviation ± 0.0029, 95% confidence interval ± 0.0058). Root mean square difference between measurements obtained by the refractometers was 0.0024. There was no relationship between ΔRI and the mean of each measurement pair (r = 0.201, n = 40, p = 0.214). Linear regression revealed a significant relationship between RI and reciprocal of H at both surfaces as follows: anterior (i) RI = 1.355 + 0.111/H (r = -0.852, n = 20, p = <0.001), (ii) RI = 1.357 + 0.105/H (r = -0.849, n = 20, p = <0.001) and posterior (i) RI = 1.353 + 0.085/H (r = -0.882, n = 20, p = <0.001), (ii) RI = 1.350 + 0.088/H (r = -0.813, n = 20, p = <0.001). VCH-1 measurements are in good agreement with MSAR. RI at the anterior stroma was consistently higher suggesting hydration is lower by 1.10 units (6%) compared with the posterior stroma. Dehydration increased RI at both surfaces by similar rates. Current hypothetical models are useful for predicting RI from H for the posterior, but not the anterior, stroma.

What Discrete and Serial Rapid Automatized Naming Can Reveal about Reading

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de Jong, Peter F.

2011-01-01

Serial rapid automized naming (RAN) has been often found to correlate more strongly with reading than discrete RAN. This study aimed to demonstrate that the strength of the RAN-reading fluency relationship is dependent on the format of both RAN and the reading task if the reading task consists of sight words. Seventy-one first-grade, 74…

Performing Materiality: Rethinking the Subject-Object Relationship as a Site of Exchange in Performance Practice

OpenAIRE

Hussein, Nesreen

2011-01-01

This thesis reconsiders the relationship between the human subject and the physical object in performance practice, which has been commonly perceived within hierarchical systems of instrumentalisation. The thesis demonstrates that in processes of performance making and reception, the role of physical objects goes beyond mimesis and direct representation. Physical objects and materials have the capacity to take active parts in a complex and multilayered performance dynamic, articulating ways o...

Modeling the Relationships among Reading Instruction, Motivation, Engagement, and Achievement for Adolescents

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Guthrie, John T.; Klauda, Susan Lutz; Ho, Amy N.

2013-01-01

This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample…

Semantic and functional relationships among objects increase the capacity of visual working memory.

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O'Donnell, Ryan E; Clement, Andrew; Brockmole, James R

2018-04-12

Visual working memory (VWM) has a limited capacity of approximately 3-4 visual objects. Current theories of VWM propose that a limited pool of resources can be flexibly allocated to objects, allowing them to be represented at varying levels of precision. Factors that influence the allocation of these resources, such as the complexity and perceptual grouping of objects, can thus affect the capacity of VWM. We sought to identify whether semantic and functional relationships between objects could influence the grouping of objects, thereby increasing the functional capacity of VWM. Observers viewed arrays of 8 to-be-remembered objects arranged into 4 pairs. We manipulated both the semantic association and functional interaction between the objects, then probed participants' memory for the arrays. When objects were semantically related, participants' memory for the arrays improved. Participants' memory further improved when semantically related objects were positioned to interact with each other. However, when we increased the spacing between the objects in each pair, the benefits of functional but not semantic relatedness were eliminated. These findings suggest that action-relevant properties of objects can increase the functional capacity of VWM, but only when objects are positioned to directly interact with each other. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Exploring Intrinsic and Extrinsic Reading Motivation among Very Good and Very Poor Readers

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McGeown, Sarah P.; Norgate, Roger; Warhurst, Amy

2012-01-01

Background: Research examining the relationship between reading skill and reading motivation has typically been carried out among children with a wide range of reading abilities. There is less research focusing on children who excel in reading or who are attaining very low reading scores. Purpose: To examine whether there were differences between…

The Impact of Vocabulary Knowledge Level on EFL Reading Comprehension

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Shima Kameli

2013-01-01

Full Text Available The present study examined the impact of vocabulary knowledge level on reading comprehension performance among EFL language learners. The ultimate intention was to determine the association between levels of vocabulary knowledge and to clarify the relationship among vocabulary knowledge on reading comprehension performance of EFL Iranian students on subtest of VLT and IELTS. Quantitative data were collected from 220 EFL Iranian adult students at the beginning of second semester of 2011 in private English language institute (BAHAR, Shiraz, Iran. The Vocabulary Levels Test (VLT and Reading Comprehension Test (IELTS were performed in one session as research instruments. The findings indicated that there were positive relationships among different levels of vocabulary test and also test scores on vocabulary size/breadth of vocabulary knowledge, and reading comprehension.

Progress in reading and spelling of dyslexic children is not affected by executive functioning.

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Walda, Sietske A E; van Weerdenburg, Marjolijn; Wijnants, Maarten L; Bosman, Anna M T

2014-12-01

Although poor reading and spelling skills have been associated with weak skills of executive functioning (EF), its role in literacy is not undisputed. Because EF has different theoretical underpinnings, methods of analysis and of assessing, it has led to varying and often contrasting results in its effects in children with dyslexia. The present study has two goals. The first goal is to establish the relationship between a large number of EF tasks and reading and spelling skills in a large number of Dutch dyslexic children (n = 229). More interesting, however, is the second aim. To what extent do EF skills predict progress in reading and spelling in dyslexic children who attended a remediation programme? The results revealed small, but significant relationships between EF and reading and spelling skills, but no relationships between EF and progress in reading and spelling. It is concluded that training EF skills is unlikely to enhance reading and spelling skills. Copyright © 2014 Elsevier Ltd. All rights reserved.

Incidence of Sociodemographic Factors in the Attitudes to the Reading of High School Students

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Teresa Cervera Mata

2016-11-01

Full Text Available The socioeconomic and cultural characteristics of the high school students determine their possibilities to change their attitude towards the reading and, in this way, encourage their reading habit. A program of workshops to inspire Reading carried out in an educational compensation center shows how a relationship between sociodemographic factors and the change happened with their reading habit is established. This methodology is introduced in the classroom as a tool that intends to produce a transformation in their literary education through playful elements, which are required in the necessary contexts of social transformation. An attitude towards reading are the first aspects that must be positively modified to strengthen the relationship between books and students and thus, encourage the reading as an habit. Therefore, the knowloedge of the social and family influential environment will contribute to the application of this methodology in the classroom, enhancing or mitigating the effects of this relationship.

The default modes of reading: Modulation of posterior cingulate and medial prefrontal cortex connectivity associated with subjective and objective differences in reading experience

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Jonathan eSmallwood

2013-11-01

Full Text Available Reading is a fundamental human capacity and yet it can easily be derailed by the simple act of mind-wandering. A large-scale brain network, referred to as the default mode network (DMN, has been shown to be involved in both mind-wandering and reading, raising the question as to how the same neural system could be implicated in processes with both costs and benefits to narrative comprehension. Resting-state functional magnetic resonance imaging (rs-fMRI was used to explore whether the intrinsic functional connectivity of the two key midline hubs of the DMN — the posterior cingulate (PCC and medial prefrontal cortex (aMPFC — was predictive of individual differences in reading effectiveness (better comprehension, superior and task focus recorded outside of the scanner. Worse comprehension was associated with greater functional connectivity between the PCC and a region of the ventral striatum. By contrast reports of increasing task focus were associated with functional connectivity from the aMPFC to clusters in the PCC, the left parietal and temporal cortex, and the cerebellum. Our results suggest that the DMN has both costs (such as poor comprehension and benefits to reading (such as an on-task focus because its midline core can couple its activity with other regions to form distinct functional communities that allow seemingly opposing mental states to occur. This flexible coupling allows the DMN to participate in cognitive states that complement the act of reading as well as others that do not.

Research on Eye Movement Tracking in ESL Reading

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Wenlian ZHAN

2014-06-01

Full Text Available Eye movement behavior in reading can reflect on-line cognitive process. Through the on-line measure of eye movement, under relatively natural reading condition, data of the reader’ s eye movement in the text can be obtained in processing information, and thus help to reveal the internal cognitive mechanisms in reading. With the development of intelligentization, serialization and portable direction in eye tracker, there exist great number of studies on eye movement tracking, but studies on eye movement features in ESL reading are rare. In such circumstances, this paper mainly illustrates eye movement patterns, the relationship between eye movement and perceptual processing, and eye movement control in ESL reading.

What’s in a name depends on the type of name: The relationships between semantic and phonological access, reading fluency and reading comprehension

DEFF Research Database (Denmark)

Poulsen, Mads; Elbro, Carsten

2013-01-01

examined both components in naming tasks – with isolated letters (phonological) and pictures (semantic). Seventy-five Grade 5 students were administered measures of letter and picture naming speed, word and nonword reading fluency, reading comprehension, together with control measures of vocabulary....... The results showed that letter naming was a unique predictor of word reading fluency, while picture naming was not. Conversely, picture naming speed contributed unique variance to reading comprehension, while letter naming did not. The results indicate that phonological and semantic lexical access speed...

Language comprehenders retain implied shape and orientation of objects.

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Pecher, Diane; van Dantzig, Saskia; Zwaan, Rolf A; Zeelenberg, René

2009-06-01

According to theories of embodied cognition, language comprehenders simulate sensorimotor experiences to represent the meaning of what they read. Previous studies have shown that picture recognition is better if the object in the picture matches the orientation or shape implied by a preceding sentence. In order to test whether strategic imagery may explain previous findings, language comprehenders first read a list of sentences in which objects were mentioned. Only once the complete list had been read was recognition memory tested with pictures. Recognition performance was better if the orientation or shape of the object matched that implied by the sentence, both immediately after reading the complete list of sentences and after a 45-min delay. These results suggest that previously found match effects were not due to strategic imagery and show that details of sensorimotor simulations are retained over longer periods.

Towards a Dynamic Model of Skills Involved in Sight Reading Music

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Kopiez, Reinhard; Lee, Ji In

2006-01-01

This study investigates the relationship between selected predictors of achievement in playing unrehearsed music (sight reading) and the changing complexity of sight reading tasks. The question under investigation is, how different variables gain or lose significance as sight reading stimuli become more difficult. Fifty-two piano major graduates…

Hobbies and Hobby-Related Reading: Exploring Preferences, Practices, and Instructional Possibilities.

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Hoffman, Amy R.; Boraks, Nancy E.; Bauer, David

2000-01-01

Considers the relationship between hobbies and hobby-related reading to evaluate a common instructional assumption about using hobbies as a basis for recommending reading. Supports: (1) the potential for recommending authentic, non-traditional hobby-related reading materials in home and instructional settings; and (2) the potential for tapping the…

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

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Márcia Maria Peruzzi Elia da Mota

2009-01-01

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

Social Process Variables Affecting Reading Performance in Delayed Readers.

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Lorton, Mary; Kukuk, Christopher

1978-01-01

Examines the relationship between 14 social process variables and the reading performances of 180 slow learners, ages 7-15. Finds that two of those factors (brith trauma and being held back in school) emerge as predictors of reading comprehension, word recognition, and spelling. (RL)

Exploring the relationship between object realism and object-based attention effects.

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Roque, Nelson; Boot, Walter R

2015-09-01

Visual attention prioritizes processing of locations in space, and evidence also suggests that the benefits of attention can be shaped by the presence of objects (object-based attention). However, the prevalence of object-based attention effects has been called into question recently by evidence from a large-sampled study employing classic attention paradigms (Pilz et al., 2012). We conducted two experiments to explore factors that might determine when and if object-based attention effects are observed, focusing on the degree to which the concreteness and realism of objects might contribute to these effects. We adapted the classic attention paradigm first reported by Egly, Driver, and Rafal (1994) by replacing abstract bar stimuli in some conditions with objects that were more concrete and familiar to participants: items of silverware. Furthermore, we varied the realism of these items of silverware, presenting either cartoon versions or photo-realistic versions. Contrary to predictions, increased realism did not increase the size of object-based effects. In fact, no clear object-based effects were observed in either experiment, consistent with previous failures to replicate these effects in similar paradigms. While object-based attention may exist, and may have important influences on how we parse the visual world, these and other findings suggest that the two-object paradigm typically relied upon to study object-based effects may not be the best paradigm to investigate these issues. Copyright © 2015 Elsevier B.V. All rights reserved.

Reading Fluency in the Middle and Secondary Grades

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David D. PAIGE

2014-10-01

Full Text Available In this article we discuss the specifics of reading fluency and provide suggestions for identifying when reading is fluent and when it is not. We then discuss the important role that reading fluency plays in the attainment of literacy achievement and briefly review research results that highlight the relationship between fluency and comprehension. This is followed by a discussion of reading fluency and comprehension data gathered by one of the authors in India that highlight the possibilities for the acquisition of fluent reading in those learning English as a second language. Following a review of strategies to assist middle and secondary teachers with the development of fluent reading in their students, we conclude with a discussion of word study strategies that promote syllabic and morphemic analysis. Such strategies aid readers in the development of word automaticity and encourage the development of fluent reading.

Factors Related to In-Class Spiritual Experience: Relationship between Pre-Class Scripture Reading, In-Class Note-Taking, and Perceived In-Class Spiritual Experiences

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Hilton, John, III; Sweat, Anthony R.; Plummer, Kenneth

2015-01-01

The purpose of this study is to examine the relationship between student in-class note-taking and pre-class reading with perceived in-class spiritual and religious outcomes. This study surveyed 620 students enrolled in six different sections of an introductory religion course at a private religious university. Full-time religious faculty members…

KEEP Reading Research: 1972-1975. Technical Report No. 57.

Science.gov (United States)

Au, Kathryn H.

This report presents a summary of reading research conducted by the Kamehameha Early Education Program (KEEP) during 1972-75. Research was conducted in four areas: student industriousness, reading readiness, teaching of sound-symbol relationships, and language (especially dialect interference). With regard to industriousness, it was found that…

Working memory, short-term memory and reading proficiency in school-age children with cochlear implants.

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Bharadwaj, Sneha V; Maricle, Denise; Green, Laura; Allman, Tamby

2015-10-01

The objective of the study was to examine short-term memory and working memory through both visual and auditory tasks in school-age children with cochlear implants. The relationship between the performance on these cognitive skills and reading as well as language outcomes were examined in these children. Ten children between the ages of 7 and 11 years with early-onset bilateral severe-profound hearing loss participated in the study. Auditory and visual short-term memory, auditory and visual working memory subtests and verbal knowledge measures were assessed using the Woodcock Johnson III Tests of Cognitive Abilities, the Wechsler Intelligence Scale for Children-IV Integrated and the Kaufman Assessment Battery for Children II. Reading outcomes were assessed using the Woodcock Reading Mastery Test III. Performance on visual short-term memory and visual working memory measures in children with cochlear implants was within the average range when compared to the normative mean. However, auditory short-term memory and auditory working memory measures were below average when compared to the normative mean. Performance was also below average on all verbal knowledge measures. Regarding reading outcomes, children with cochlear implants scored below average for listening and passage comprehension tasks and these measures were positively correlated to visual short-term memory, visual working memory and auditory short-term memory. Performance on auditory working memory subtests was not related to reading or language outcomes. The children with cochlear implants in this study demonstrated better performance in visual (spatial) working memory and short-term memory skills than in auditory working memory and auditory short-term memory skills. Significant positive relationships were found between visual working memory and reading outcomes. The results of the study provide support for the idea that WM capacity is modality specific in children with hearing loss. Based on these

The Relationship of Korean Students' Age and Years of English-as-a-Foreign-Language Exposure with English-Reading Ability: A Cross-Age Study

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Fitzgerald, Jill; Stenner, A. Jackson; Sanford-Moore, Eleanor E.; Koons, Heather; Bowen, Kimberly; Kim, Kee Hyung

2015-01-01

The purpose of the present cross-age study with South Korean students was to investigate the relationship of age and years of English-as-a-foreign-language (EFL) exposure with English-reading ability. The main research question was, "Do individuals' age and number of years of English exposure interact in relation to English-reading…

Facilitating text reading in posterior cortical atrophy

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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

Can the Relationship Between Rapid Automatized Naming and Word Reading Be Explained by a Catastrophe? Empirical Evidence From Students With and Without Reading Difficulties.

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Sideridis, Georgios D; Simos, Panagiotis; Mouzaki, Angeliki; Stamovlasis, Dimitrios; Georgiou, George K

2018-05-01

The purpose of the present study was to explain the moderating role of rapid automatized naming (RAN) in word reading with a cusp catastrophe model. We hypothesized that increases in RAN performance speed beyond a critical point would be associated with the disruption in word reading, consistent with a "generic shutdown" hypothesis. Participants were 587 elementary schoolchildren (Grades 2-4), among whom 87 had reading comprehension difficulties per the IQ-achievement discrepancy criterion. Data were analyzed via a cusp catastrophe model derived from the nonlinear dynamics systems theory. Results indicated that for children with reading comprehension difficulties, as naming speed falls below a critical level, the association between core reading processes (word recognition and decoding) becomes chaotic and unpredictable. However, after the significant common variance attributed to motivation, emotional, and internalizing symptoms measures from RAN scores was partialed out, its role as a bifurcation variable was no longer evident. Taken together, these findings suggest that RAN represents a salient cognitive measure that may be associated with psychoemotional processes that are, at least in part, responsible for unpredictable and chaotic word reading behavior among children with reading comprehension deficits.

Structuralist readings: Painting vs. picture

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Marinkov-Pavlović Lidija

2016-01-01

Full Text Available The aim of the paper is to point to two fundamentally different strategies of painting practice, that is, to two subsystems of painting: picture and painting. This differentiation can be made within the framework of semiotic and semiological analyses which have developed in theory under the influence of structuralism. The first part of the paper offers a basic insight into the linguistic foundation of structuralistic concept, and then sets a thesis about the possibility of analogue reconceptualisation of semiotics/semiology of painting through Julia Kristeva's semiotics and Roland Barthes' semiology. In addition, it points to the concrete concepts of structural analysis which have accentuated the opposition picture-painting with the examples of art practice concurrent to the development of structuralism. However, what is revealed is that various structuralist readings are significantly subjective to unstable relationship between the basic elements in the pictorial object, that is, in the work of painting.

NARCISSISM AND CONCERN: THE RELATIONSHIP OF SELF-OBJECT NEEDS AND NARCISSISTIC SYMPTOMS WITH HEALTHY AND PATHOLOGICAL CONCERN.

Science.gov (United States)

Friedemann, Yael; Tolmacz, Rami; Doron, Yonit

2016-03-01

While concern and narcissism seem to be contradictory in nature, clinical evidence and theoretical writings on pathological forms of concern--tracing their origin to deficiencies in early relationships with primary caretakers--suggest that the actual relationship between these two characteristics might be much more complicated. We respond to a study aimed to add empirical data to the clinical and theoretical knowledge examined the relationships between self-object functions, types of narcissism and pathological concern. The findings of the study showed that pathological concern was positively associated with self-object needs and that this association was mediated by covert narcissism. Our discussion focuses on the developmental and psychodynamic sources of pathological concern, as well as its significance in the intrapersonal and interpersonal domains.

How Reading Strategy Use and Personality Types Are Related?

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Safdarian, Zahra; Ghyasi, Majid; Farsani, Mohammad Amini

2014-01-01

This study sought to uncover the reading strategies utilized by Iranian undergraduate English Foreign Language (EFL) learners and their relationship with personality types. To this end, 194 university EFL learners were asked to fill out the Myers-Briggs Type Indicator (MBTI) to identify their personality types and answer a reading strategy…

Riddle Appreciation and Reading Comprehension in Cantonese-Speaking Children

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Tang, Ivy N. Y.; To, Carol K. S.; Weekes, Brendan S.

2013-01-01

Purpose: Inference-making skills are necessary for reading comprehension. Training in riddle appreciation is an effective way to improve reading comprehension among English-speaking children. However, it is not clear whether these methods generalize to other writing systems. The goal of the present study was to investigate the relationship between…

I RAN Fast and I Remembered What I Read: The Relationship between Reading, Rapid Automatic Naming, and Auditory and Visual Short-Term Memory

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Sheila G. Crewther

2011-05-01

Full Text Available Although rapid automatic naming (RAN speed and short-term auditory memory are widely recognised as good predictors of reading ability in most age groups, the predictive value of short-term memory for visually presented digits for reading and RAN in young typically developing learner readers (mean age 91.5 months has seldom been investigated. We found that visual digit span is a better predictor of reading ability than auditory digit span in learner readers. A significant correlation has also been found between RAN speed and visual, but not auditory digit span. These results suggests that RAN speed may be a good predictor of a child's future reading ability and eventual fluency because like visual digit span, it is a measure of rate of access to memory for the visual icons and their semantic name and meaning. The results also suggest that auditory memory is not an important factor in young children learning to read.

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

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Hart, John

2011-03-01

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

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 ...

The Effect of Key on Vocal Sight-Reading Achievement

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Henry, Michele L.

2013-01-01

At its most basic level, sight-reading can be defined as the production of accurate pitch and rhythm from a previously unseen musical score. For vocalists, sight-reading principally involves the production of pitches by determining their relationship within a tonal framework. The ability to mentally conceive tonal function and convert it into…

Does the Visual Attention Span Play a Role in Reading in Arabic?

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Lallier, Marie; Abu Mallouh, Reem; Mohammed, Ahmed M.; Khalifa, Batoul; Perea, Manuel; Carreiras, Manuel

2018-01-01

It is unclear whether the association between the visual attention (VA) span and reading differs across languages. Here we studied this relationship in Arabic, where the use of specific reading strategies depends on the amount of diacritics on words: reading vowelized and nonvowelized Arabic scripts favor sublexical and lexical strategies,…

I read. You read? Challenges and possibilities in working with literary literacy

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Sayonara Abrantes de Oliveira

2017-07-01

Full Text Available This article is the result of a project linked to the Institutional Program of Scientific Initiation Scholarships for Higher Education (PIBIC-EM. The program’s objective was to analyze the contributing factors for the process of reading literacy training in order to verify how young people make their choices of literary texts, as well as know the difficulties and facilities they face in contact with these genres. To do so, we used the quantitative qualitative research through the application of a questionnaire, consisting of open questions, and applied to the students of the Integrated in Information Technology and Integrated Technician in the Environment of the Federal Institute of Education, Science and Technology of Paraíba (IFPB/campus Sousa courses. We also analyzed the perceptions derived from the observations of the Reader Club of the same campus, in an attempt to verify how the intervention of activities that mediate literary literacy favors the stimulus to the reading formation. Based on the data analysis, we observed that the student's distance element from reading is the lack of incentive, that is, the construction of an atmosphere that surrounds him, both in the classroom and in the other environments that welcome him. To overcome this, it is necessary for the teacher to have a theoretical-methodological apparatus guiding in his classes, since mediation favors literary literacy, having as support the Receptional Method and a conception of reading that articulates the interactional to the discursive, helping in the organization and selection of texts, in order to achieve the objectives of the formation of the reader.

Cortical areas involved in Arabic number reading.

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Roux, F-E; Lubrano, V; Lauwers-Cances, V; Giussani, C; Démonet, J-F

2008-01-15

Distinct functional pathways for processing words and numbers have been hypothesized from the observation of dissociated impairments of these categories in brain-damaged patients. We aimed to identify the cortical areas involved in Arabic number reading process in patients operated on for various brain lesions. Direct cortical electrostimulation was prospectively used in 60 brain mappings. We used object naming and two reading tasks: alphabetic script (sentences and number words) and Arabic number reading. Cortical areas involved in Arabic number reading were identified according to location, type of interference, and distinctness from areas associated with other language tasks. Arabic number reading was sustained by small cortical areas, often extremely well localized (area (Brodmann area 45), the anterior part of the dominant supramarginal gyrus (Brodmann area 40; p area (Brodmann area 37; p areas.

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

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Lectura y Vida: Revista Latinoamericana de Lectura, 1998

1998-01-01

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

The Effectiveness of the Barton’s Intervention Program on Reading Comprehension and Reading Attitude of Students with Dyslexia

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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

The Relationship between Implementation of Collaborative Strategic Reading and Student Outcomes for Adolescents with Disabilities

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Boardman, Alison; Buckley, Pamela; Maul, Andrew; Vaughn, Sharon

2014-01-01

Collaborative Strategic Reading (CSR) is a set of research-based strategies designed to improve reading comprehension, enhance students' content area learning, facilitate access to higher-level texts, and to promote student engagement. The present study examines how fidelity of implementation of CSR is associated with reading outcomes for students…

Make Lemonade: How to Sweeten Your School's Climate for Reading.

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Leonhardt, Mary

1998-01-01

Suggests ways school librarians can implement a free-choice reading program to motivate students to read. Discusses developing a trusting relationship with teachers and administrators; suggesting only small changes initially; involving coaches and activity advisers; asking principals to encourage staff members to designate time for pleasure…

Teachers' Use of Technology in a Reading Clinic.

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Balajthy, Ernest; Reuber, Kristin; Robinson, Corrine

2001-01-01

Explains results when graduate students studying to become reading specialists tutored struggling readers in one-on-one sessions in which the clinicians were required to make significant use of technology in their instruction. Concludes that clinicians often did not have clear reading or literacy objectives when using computer-based instruction.…

How genome complexity can explain the difficulty of aligning reads to genomes.

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Phan, Vinhthuy; Gao, Shanshan; Tran, Quang; Vo, Nam S

2015-01-01

Although it is frequently observed that aligning short reads to genomes becomes harder if they contain complex repeat patterns, there has not been much effort to quantify the relationship between complexity of genomes and difficulty of short-read alignment. Existing measures of sequence complexity seem unsuitable for the understanding and quantification of this relationship. We investigated several measures of complexity and found that length-sensitive measures of complexity had the highest correlation to accuracy of alignment. In particular, the rate of distinct substrings of length k, where k is similar to the read length, correlated very highly to alignment performance in terms of precision and recall. We showed how to compute this measure efficiently in linear time, making it useful in practice to estimate quickly the difficulty of alignment for new genomes without having to align reads to them first. We showed how the length-sensitive measures could provide additional information for choosing aligners that would align consistently accurately on new genomes. We formally established a connection between genome complexity and the accuracy of short-read aligners. The relationship between genome complexity and alignment accuracy provides additional useful information for selecting suitable aligners for new genomes. Further, this work suggests that the complexity of genomes sometimes should be thought of in terms of specific computational problems, such as the alignment of short reads to genomes.

The place of morphology in learning to read in English.

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Rastle, Kathleen

2018-02-24

Morphology is a major organising principle of English and other alphabetic languages, but has been largely neglected in theories of reading acquisition. In this article, I develop the view that learning to appreciate morphological relationships may be a vital part of acquiring a direct mapping between printed words and their meanings, represented in the ventral brain pathway of the reading network. I show that morphology provides an important degree of regularity across this mapping in English, and suggest that this regularity is directly associated with irregularity in the mapping between spelling and sound. I further show that while children in primary school display explicit knowledge of morphological relationships, there is scant evidence they show the rapid morphological analysis of printed words that skilled readers exhibit. These findings suggest that the acquisition of long-term morphological knowledge may be associated with the ongoing development of reading expertise. Implications for reading instruction are discussed. Copyright © 2018 The Author. Published by Elsevier Ltd.. All rights reserved.

Toward a Tripartite Model of L2 Reading Strategy Use, Motivations, and Learner Beliefs

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Matsumoto, Hiroyuki; Hiromori, Tomohito; Nakayama, Akira

2013-01-01

The present study proposes a tripartite model of L2 reading strategy use, reading motivations, and general learner beliefs by examining the relationships among them in an L2 context. Reading strategy instruction was performed for 360 first-year university students enrolled in a reading-based course, in expectation of affecting their motivations…

How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish?

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Goldenberg, Claude; Tolar, Tammy D.; Reese, Leslie; Francis, David J.; Bazán, Antonio Ray; Mejía-Arauz, Rebeca

2014-01-01

This comparative study examines relationships between phonemic awareness and Spanish reading skill acquisition among three groups of Spanish-speaking first and second graders: children in Mexico receiving reading instruction in Spanish and children in the United States receiving reading instruction in either Spanish or English. Children were…

Imitated prosodic fluency predicts reading comprehension ability in good and poor high school readers

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Mara Breen

2016-07-01

Full Text Available Researchers have established a relationship between beginning readers’ silent comprehension ability and their prosodic fluency, such that readers who read aloud with appropriate prosody tend to have higher scores on silent reading comprehension assessments. The current study was designed to investigate this relationship in two groups of high school readers: Specifically Poor Comprehenders (SPCs, who have adequate word level and phonological skills but poor reading comprehension ability, and a group of age- and decoding skill-matched controls. We compared the prosodic fluency of the two groups by determining how effectively they produced prosodic cues to syntactic and semantic structure in imitations of a model speaker’s production of syntactically and semantically varied sentences. Analyses of pitch and duration patterns revealed that speakers in both groups produced the expected prosodic patterns; however, controls provided stronger durational cues to syntactic structure. These results demonstrate that the relationship between prosodic fluency and reading comprehension continues past the stage of early reading instruction. Moreover, they suggest that prosodically fluent speakers may also generate more fluent implicit prosodic representations during silent reading, leading to more effective comprehension.

Reading Processes and Parenting Styles.

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

2016-08-01

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

Literature and Learning to Read. Proceedings of the Annual Reading Conference of the Curriculum Research and Development Center, Indiana State Univ. (2nd, Terre Haute, June 21-22, 1972).

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Indiana State Univ., Terre Haute. Curriculum Research and Development Center.

The papers for this proceeding reveal a variety of techniques and ideas for enhancing reading through literature. Lyman C. Hunt in "Literature and Learning to Read" discusses beginning reading instruction and some mistakes teachers commonly make, and reminds teachers that the primary objective should be to encourage reading and help the student…

Audiovisual communication of object-names improves the spatial accuracy of recalled object-locations in topographic maps.

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Lammert-Siepmann, Nils; Bestgen, Anne-Kathrin; Edler, Dennis; Kuchinke, Lars; Dickmann, Frank

2017-01-01

Knowing the correct location of a specific object learned from a (topographic) map is fundamental for orientation and navigation tasks. Spatial reference systems, such as coordinates or cardinal directions, are helpful tools for any geometric localization of positions that aims to be as exact as possible. Considering modern visualization techniques of multimedia cartography, map elements transferred through the auditory channel can be added easily. Audiovisual approaches have been discussed in the cartographic community for many years. However, the effectiveness of audiovisual map elements for map use has hardly been explored so far. Within an interdisciplinary (cartography-cognitive psychology) research project, it is examined whether map users remember object-locations better if they do not just read the corresponding place names, but also listen to them as voice recordings. This approach is based on the idea that learning object-identities influences learning object-locations, which is crucial for map-reading tasks. The results of an empirical study show that the additional auditory communication of object names not only improves memory for the names (object-identities), but also for the spatial accuracy of their corresponding object-locations. The audiovisual communication of semantic attribute information of a spatial object seems to improve the binding of object-identity and object-location, which enhances the spatial accuracy of object-location memory.

Developing reading literacy by reading badge

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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...

Detection of hardware backdoor through microcontroller read time ...

African Journals Online (AJOL)

The objective of this work, christened “HABA” (Hardware Backdoor Aware) is to collect data samples of series of read time of microcontroller embedded on military grade equipments and correlate it with previously stored expected behavior read time samples so as to detect abnormality or otherwise. I was motivated by the ...

Possible relationships between literacy-based instructional coaching and effects on high school teachers' self-efficacy and attitudes toward teaching reading in the content areas

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Jacobs, Jessica Lynn

Grounded in the Theory of Self-Efficacy and the Theory of Reasoned Action, this quantitative, correlational study examined if participation in literacy-based instructional coaching (one-on-one, small group) predicted both high school teachers' self-efficacy as measured by the Teachers' Sense of Efficacy Scale and teachers' attitudes toward teaching reading in the content areas measured by the Scale to Measure Attitudes Toward Teaching Reading in Content Classrooms. This study utilized a convenience sample of content teachers from three high schools in Northeastern Pennsylvania participating in a literacy coaching initiative. The volunteer sample of teachers completed the Likert-type questionnaires. The study used hierarchical regression analysis to determine values for each block of the regression models. The study correlated instances of literacy-based instructional coaching (one-on-one, small group) with the scores on the SMATTRCC and the TSES to examine predictive validity. Gender, years of experience, and content area were control variables in this study. The results of the first model indicated that there was a significant relationship between the number of coaching instances and attitudes toward teaching reading in the content area with participation in instructional coaching accounting for 9.6% of the variance in scores on the SMATTRCC. The results of the second model indicated that there was a significant relationship between the number of coaching instances and teachers' self-efficacy with participation in instructional coaching accounting for 6.1% of the variance in scores on the TSES.

Screening for Dyslexia Using Eye Tracking during Reading.

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Nilsson Benfatto, Mattias; Öqvist Seimyr, Gustaf; Ygge, Jan; Pansell, Tony; Rydberg, Agneta; Jacobson, Christer

2016-01-01

Dyslexia is a neurodevelopmental reading disability estimated to affect 5-10% of the population. While there is yet no full understanding of the cause of dyslexia, or agreement on its precise definition, it is certain that many individuals suffer persistent problems in learning to read for no apparent reason. Although it is generally agreed that early intervention is the best form of support for children with dyslexia, there is still a lack of efficient and objective means to help identify those at risk during the early years of school. Here we show that it is possible to identify 9-10 year old individuals at risk of persistent reading difficulties by using eye tracking during reading to probe the processes that underlie reading ability. In contrast to current screening methods, which rely on oral or written tests, eye tracking does not depend on the subject to produce some overt verbal response and thus provides a natural means to objectively assess the reading process as it unfolds in real-time. Our study is based on a sample of 97 high-risk subjects with early identified word decoding difficulties and a control group of 88 low-risk subjects. These subjects were selected from a larger population of 2165 school children attending second grade. Using predictive modeling and statistical resampling techniques, we develop classification models from eye tracking records less than one minute in duration and show that the models are able to differentiate high-risk subjects from low-risk subjects with high accuracy. Although dyslexia is fundamentally a language-based learning disability, our results suggest that eye movements in reading can be highly predictive of individual reading ability and that eye tracking can be an efficient means to identify children at risk of long-term reading difficulties.

Screening for Dyslexia Using Eye Tracking during Reading.

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Mattias Nilsson Benfatto

Full Text Available Dyslexia is a neurodevelopmental reading disability estimated to affect 5-10% of the population. While there is yet no full understanding of the cause of dyslexia, or agreement on its precise definition, it is certain that many individuals suffer persistent problems in learning to read for no apparent reason. Although it is generally agreed that early intervention is the best form of support for children with dyslexia, there is still a lack of efficient and objective means to help identify those at risk during the early years of school. Here we show that it is possible to identify 9-10 year old individuals at risk of persistent reading difficulties by using eye tracking during reading to probe the processes that underlie reading ability. In contrast to current screening methods, which rely on oral or written tests, eye tracking does not depend on the subject to produce some overt verbal response and thus provides a natural means to objectively assess the reading process as it unfolds in real-time. Our study is based on a sample of 97 high-risk subjects with early identified word decoding difficulties and a control group of 88 low-risk subjects. These subjects were selected from a larger population of 2165 school children attending second grade. Using predictive modeling and statistical resampling techniques, we develop classification models from eye tracking records less than one minute in duration and show that the models are able to differentiate high-risk subjects from low-risk subjects with high accuracy. Although dyslexia is fundamentally a language-based learning disability, our results suggest that eye movements in reading can be highly predictive of individual reading ability and that eye tracking can be an efficient means to identify children at risk of long-term reading difficulties.

Narrative Language and Reading Comprehension in Students with Mild Intellectual Disabilities

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Barton-Hulsey, Andrea; Sevcik, Rose A.; Romski, MaryAnn

2017-01-01

Past research shows positive correlations between oral narrative skill and reading comprehension in typically developing students. This study examined the relationship between reading comprehension and narrative language ability of 102 elementary students with mild levels of intellectual disability. Results describe the students' narrative…

"Vidas secas": a (hyperintertextual reading

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Giselda Maria Dutra Bandoli

2016-04-01

Full Text Available This work conducts a reflection on the notions of hypertext from a few updated views of Vidas Secas by Graciliano Ramos. Our purpose is to carry out the reading of an art object, dissociating hypertext from the idea of a device enabled only by electronic media. Thus, we show that hypertext is also manifested in printed texts, and postulate that literary language can be a manifestation of hypertextuality. Finally, we perform an intertextual reading of the book, seeking to highlight the dialogue between this and other works by representative Brazilian authors.

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

International Nuclear Information System (INIS)

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

2002-01-01

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

Self-Esteem and Reading Achievement.

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Sweet, Anne E.; Burbach, Harold J.

This study investigated the directionality of the relationship between self-esteem and reading achievement in 286 students in Lynchburg, Virginia. During the first year of the three-year study, subjects were fourth, fifth, and sixth graders. The Coopersmith Self-Esteem Inventory and the SRA Achievement Series subscales were administered; sex and…

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.

Can Ambiguity Tolerance, Success in Reading, and Gender Predict the Foreign Language Reading Anxiety?

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Genç, Gülten

2016-01-01

The present study focuses on the relationship between reading anxiety and ambiguity tolerance of 295 Turkish EFL learners of English (180 females, 115 males). Data were collected using the Turkish version of FLRAS and SLTAS in 2015-2016 academic year. The overall design of the study was based on the quantitative research method. Data were…

Reading literary fiction improves theory of mind.

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Kidd, David Comer; Castano, Emanuele

2013-10-18

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

Simple Assessment of Nitrogen Nutrition Index in Summer Maize by Using Chlorophyll Meter Readings.

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Zhao, Ben; Ata-Ul-Karim, Syed Tahir; Liu, Zhandong; Zhang, Jiyang; Xiao, Junfu; Liu, Zugui; Qin, Anzhen; Ning, Dongfeng; Yang, Qiuxia; Zhang, Yonghui; Duan, Aiwang

2018-01-01

Rapid and non-destructive diagnostic tools to accurately assess crop nitrogen nutrition index (NNI) are imperative for improving crop nitrogen (N) diagnosis and sustaining crop production. This study was aimed to develop the relationships among NNI, leaf N gradient, chlorophyll meter (CM) readings gradient, and positional differences chlorophyll meter index [PDCMI, the ratio of CM readings between different leaf layers (LLs) of crop canopy] and to validate the accuracy and stability of these relationships across the different LLs, years, sites, and cultivars. Six multi-N rates (0-320 kg ha -1 ) field experiments were conducted with four summer maize cultivars (Zhengdan958, Denghai605, Xundan20, and Denghai661) at two different sites located in China. Six summer maize plants per plot were harvested at each sampling stage to assess NNI, leaf N concentration and CM readings of different LLs during the vegetative growth period. The results showed that the leaf N gradient, CM readings gradient and PDCMI of different LLs decreased, while the NNI values increased with increasing N supply. The leaf N gradient and CM readings gradient increased gradually from top to bottom of the canopy and CM readings of the bottom LL were more sensitive to changes in plant N concentration. The significantly positive relationship between NNI and CM readings of different LLs ( LL 1 to LL 3) was observed, yet these relationships varied across the years. In contrast, the relationships between NNI and PDCMI of different LLs ( LL 1 to LL 3) were significantly negative. The strongest relationship between PDCMI and NNI which was stable across the cultivars and years was observed for PDCMI1-3 (NNI = -5.74 × PDCMI1-3+1.5, R 2 = 0.76 ** ). Additionally, the models developed in this study were validated with the data acquired from two independent experiments to assess their accuracy of prediction. The root mean square error value of 0.1 indicated that the most accurate and robust relationship was

Literary, Memory, Reading and Teaching

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Guaraciaba Micheletti

2016-07-01

Full Text Available The teaching of literature even when focused on reading is often overlooked in the face of other classroom needs. The teaching of reading, without well-defined object, is emphasized by performing as a concern of all areas and not only in mother-tongue classes. However, a closer look reveals that this is exactly the reading of literary texts that provides answers to questions from other spheres (LAJOLO, 1982; 1993; COSSON, 2006. In this article, taking as a basis, the intertextuality, one of the constituent elements of literary texts (MAINGUENEAU, 2004, we propose some reflections on the role of literary literacy by presenting suggestions for activities, based on the concept of teacher as mediator of the dialogues constituted in the literary text and other derivatives of these dialogues in the classroom.

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

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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.

Art of reading a journal article: Methodically and effectively

Science.gov (United States)

Subramanyam, RV

2013-01-01

Background: Reading scientific literature is mandatory for researchers and clinicians. With an overflow of medical and dental journals, it is essential to develop a method to choose and read the right articles. Objective: To outline a logical and orderly approach to reading a scientific manuscript. By breaking down the task into smaller, step-by-step components, one should be able to attain the skills to read a scientific article with ease. Methods: The reader should begin by reading the title, abstract and conclusions first. If a decision is made to read the entire article, the key elements of the article can be perused in a systematic manner effectively and efficiently. A cogent and organized method is presented to read articles published in scientific journals. Conclusion: One can read and appreciate a scientific manuscript if a systematic approach is followed in a simple and logical manner. PMID:23798833

Investigating Connections among Reading, Writing, and Language Development: A Multiliteracies Perspective

Science.gov (United States)

Paesani, Kate

2016-01-01

This study explores relationships among reading literature, creative writing, and language development in a university-level advanced French grammar course through the theoretical lens of the multiliteracies framework. The goal is to investigate reading-writing connections and whether these literacy practices facilitate students' understanding and…

Influences of Visual Attention and Reading Time on Children and Adults

Science.gov (United States)

Wei, Chun-Chun; Ma, Min-Yuan

2017-01-01

This study investigates the relationship between visual attention and reading time using a mobile electroencephalography device. The mobile electroencephalography device uses a single channel dry sensor, which easily measures participants' attention in the real-world reading environment. The results reveal that age significantly influences visual…

Does Extensive Reading Promote Reading Speed?

Science.gov (United States)

He, Mu

2014-01-01

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

Age-related changes in crowding and reading speed

OpenAIRE

Liu, Rong; Patel, Bhavika N.; Kwon, MiYoung

2017-01-01

Crowding, the inability to recognize objects in clutter, is known to play a role in developmental changes in reading speed. Here, we investigated whether crowding also plays a role in age-related changes in reading speed. We recruited 18 young (mean age: 22.6???3.5; range: 18~31) and 21 older adults (mean age: 58.2???7.0; range: 50~73) with normal vision. Reading speed was measured with short blocks of text. The degree of crowding was determined by measuring crowding zone (the distance betwee...

Lexical Density Of English Reading Texts For Senior High School

OpenAIRE

Nesia, Bersyebah Herljimsi; Ginting, Siti Aisah

2014-01-01

This study deals with the lexical density especially the lexical items of English reading texts in the textbook for senior high school. The objectives of the study are to find out the lexical density especially the lexical items which formed in the reading texts of Look Ahead textbook and the type of genre which has the highest lexical density of the reading texts. This study was conducted by descriptive method with qualitative approach. The data of this research were the English reading text...

Revisiting Sticht: The Changing Nature of the Relationship between Listening Comprehension and Reading Comprehension among Upper Elementary and Middle School Students over the Last 50 Years

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Verlaan, Wolfram; Pearce, Daniel L.; Zeng, Guang

2017-01-01

This study investigated the relationship between listening comprehension and reading comprehension to determine if environmental factors might be contributing to a possible change in the equalization age for these two comprehension modalities from what was theorized by Thomas Sticht. The study employed a counterbalanced design to measure the…

Making Sense of Close Reading

Science.gov (United States)

Duck, Paul

2018-01-01

The term "close reading" is problematic for English teachers, yet a heightened awareness of the role that language plays in mediating experience and social relationships is fundamental to an informed and critically engaged citizenry. This essay finds that a focus on abstracted ideological content of literary texts comes at the cost of…

readShape

International Nuclear Information System (INIS)

Zitniak, J.; Pargac, M.

2005-01-01

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

Relationship between Phonological Awareness, Rapid Automatized Naming and Reading in First Grade Students in Tehran, Iran

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Zahra Soleymani

2010-06-01

Full Text Available Background and Aim: Reading is one of the human's communicative skills. Phonological awareness and rapid automatized naming are parts of the person's linguistic knowledge. Research in different languages and communities suggest that there is a relation between phonological awareness, rapid automatized naming and reading. To survey these relations in Persian language is the aim of this study.Methods: In this study 130 male students from the first grade were selected at random. They were normal in IQ, visual and hearing status. Language development was also normal in these children. This study was a cross-sectional one. Pearson correlation coefficient and linear regression test were used to analyze data.Results: The relation between phonological awareness and automatized rapid naming was significant (p<0.0001. Pearson correlation coefficient between phonological awareness and reading was direct (0.86. Pearson correlation coefficient between rapid automatized naming and reading was indirect that equals -0.87. In investigating the relation of two variables simultaneously with reading we concluded that the relation between phonological awareness, rapid automatized naming and reading is statistically significant (p<0.0001.Conclusion: The results of this research revealed that in Persian language like other languages there is a relation between phonological awareness, rapid automatized naming, and reading. Reading skills of children could be improved with this exercises.

The etiology of mathematical and reading (dis)ability covariation in a sample of Dutch twins.

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Markowitz, Ezra M; Willemsen, Gonneke; Trumbetta, Susan L; van Beijsterveldt, Toos C E M; Boomsma, Dorret I

2005-12-01

The genetic etiology of mathematical and reading (dis)ability has been studied in a number of distinct samples, but the true nature of the relationship between the two remains unclear. Data from the Netherlands Twin Register was used to determine the etiology of the relationship between mathematical and reading (dis)ability in adolescent twins. Ratings of mathematical and reading problems were obtained from parents of over 1500 twin pairs. Results of bivariate structural equation modeling showed a genetic correlation around .60, which explained over 90% of the phenotypic correlation between mathematical and reading ability. The genetic model was the same for males and females.

A Pedagogical Route for the Reading of the Press Opinion Article

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Niura Maria Fontana

2011-07-01

Full Text Available A teaching sequence for the university level, focusing on the press opinion article as a genre, based on genre assumptions (Bakhtin, 1992, Bronckart, 2003 and on teaching sequences (Dolz, Noverraz e Schneuwly, 2004, comprehends the following activities: pre-reading (previous knowledge activation; hypotheses raising; reading (production conditions; constitution of text meaning; reading strategies; post-reading (relationships between text and reality; critical awareness. These were followed by chain genres production (press opinion article and related genres, promoting interaction among text, reader and writer, complemented by metacognitive reflection. Applied to two groups of freshmen, the sequence showed statistically significant results in the development of reading competence.

Tactile Sensitivity and Braille Reading in People with Early Blindness and Late Blindness

Science.gov (United States)

Oshima, Kensuke; Arai, Tetsuya; Ichihara, Shigeru; Nakano, Yasushi

2014-01-01

Introduction: The inability to read quickly can be a disadvantage throughout life. This study focused on the associations of braille reading fluency and individual factors, such as the age at onset of blindness and number of years reading braille, and the tactile sensitivity of people with early and late blindness. The relationship between reading…

Relationship between Multiple Intelligence, Reading Proficiency, and Implementing Motivational Strategies: A Study of Iranian Secondary Students

Science.gov (United States)

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…

Improving Students' Achievement in Reading Comprehension Through Think Pair Share Strategy

OpenAIRE

Handayani, Umami -

2014-01-01

This research is designed to improve the students' reading comprehension in English through Think Pair Share strategy. the objective of the research is to develop Think Pair Share to improve the students' reading comprehension. The research was conducted by using classroom action research. The finding showed that Think Pair Share strategy was successful in improving students' reading comprehension. The improvement couls be seen from the increase of students' reading scores. Besides, the fin...

A Longitudinal Study of Children's Social Behaviors and Their Causal Relationship to Reading Growth

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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…

The promotion of reading in Education Framework

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Maite Monar van Vliet

2012-11-01

Full Text Available The research implants a theoretical-practical vision of reading promotion at the educative field. On one hand, they show us the state of the issue focusing on the legislative field, the research and promotion of virtual reading and, concretely, in the País Valenciano case, a practical research location. A panoramic from the nowadays legislation is established parting from the UNESCO. The LOE and the reading plans. Specialists’ different studies enrich the vision and virtual platforms complete the established theoretical description. On the other hand, a qualitative field work is done with the objective of evaluating the benefits of webs, blogs and wikis in the classroom for reading promotion during the school year 2010-2011 with three groups in three different centres. The work consists of watching the digital platforms application for the reading promotion in the classroom and analysing its usefulness through some cases studies, a discussion group and the triangulation. The research concludes with some reflections which invite the reader to approach to the reading promotion at the educational field of virtual technology.

EARLY READING ASSESSMENT INSTRUMENTS: ABILITIES AND PROCESSES INVOLVED

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Ana Cláudia de Souza

2017-04-01

Full Text Available This study investigates the following early reading assessment instruments: “Bateria de Recepção e Produção da Linguagem Verbal” (SCLIAR-CABRAL, 2003a and “Teste de Competência de Leitura de Palavras e Pseudopalavras” (SEABRA; CAPOVILLA, 2010. The main research goal is to analyze in each one of these reading assessment instruments some of the multiple cognitive processes and basic low-level abilities involved in reading. In this sense, decoding, word recognition, lexical access, syntactic and textual processing, and comprehension are the cognitive processes taken into account. With regard to the basic reading abilities, accuracy and fluency (rhythm, prosody and speed are considered. The results indicate that each one of the analyzed reading assessment instruments assesses different aspects of the reading processes and abilities, mainly through off-line measures. ScliarCabral’s assessment battery allows the researcher or the teacher to evaluate the following processes: perception of the grapheme opposition in minimal pairs of words and in sentences, difficulties in sentence processing, skills in decoding the graphemic-phonemic relationship, and textual comprehension. In its turn, the reading assessment instrument proposed by Seabra e Capovilla allows one to evaluate student’s reading development level, by classifying the kind of processing as logographic, alphabetic or orthographic.

Predicting the reading skill of Japanese children.

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

2017-02-01

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

Relationship between Implementation of Collaborative Strategic Reading and Student Outcomes for Adolescents with Disabilities

Science.gov (United States)

Boardman, Alison G.; Buckley, Pamela; Vaughn, Sharon; Roberts, Gregory; Scornavacco, Karla; Klingner, Janette K.

2016-01-01

This study examines the interaction between the fidelity of implementation of a set of research-based strategies--Collaborative Strategic Reading (CSR)--and outcomes for students with mild to moderate disabilities using data from two nonoverlapping studies in middle school language arts and reading classrooms (Study 1) and middle school social…

Reading Makes Cents Resource Review

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Lacie Ashby

2011-12-01

Full Text Available In today’s economy, it is more crucial than ever to focus our educational efforts on increasing financial literacy. Many young people are unskilled in managing their personal finances, yet this critical life skill will greatly affect their future economic well-being. Reading Makes Cents, developed by Penn State University, is an excellent resource to address this need. A reviewed and recommended curriculum by National 4-H, this complete, easy to use curriculum targets youth in grades 3-5 with a combination of financial literacy and reading. The curriculum explores basic money concepts such as spending, saving, and sharing money. Lessons incorporate hands-on activities and children’s literature to reinforce lesson objectives. With evaluation questions and family activities included, Reading Makes Cents is a perfect guide for educators to easily pick up and teach.

Does learning to read shape verbal working memory?

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Demoulin, Catherine; Kolinsky, Régine

2016-06-01

Many experimental studies have investigated the relationship between the acquisition of reading and working memory in a unidirectional way, attempting to determine to what extent individual differences in working memory can predict reading achievement. In contrast, very little attention has been dedicated to the converse possibility that learning to read shapes the development of verbal memory processes. In this paper, we present available evidence that advocates a more prominent role for reading acquisition on verbal working memory and then discuss the potential mechanisms of such literacy effects. First, the early decoding activities might bolster the development of subvocal rehearsal, which, in turn, would enhance serial order performance in immediate memory tasks. In addition, learning to read and write in an alphabetical system allows the emergence of phonemic awareness and finely tuned phonological representations, as well as of orthographic representations. This could improve the quality, strength, and precision of lexical representations, and hence offer better support for the temporary encoding of memory items and/or for their retrieval.

Influence of spatial perception abilities on reading in school-age children

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Arnaud Saj

2015-12-01

Full Text Available Spatial perception abilities enable individuals to explore a visual field, to detect spatial position and to infer relationships between visual stimuli. Written words and text are conceptualized spatially along a horizontal mental line, but little is known about the way children develop these representations. The exact relationship between visuo-spatial perception and academic achievement has never been directly assessed. Therefore, our aim was to study the developmental trajectory of space perception abilities by assessing perceptual, attentional and memory components, the relationship between these abilities and reading achievement in school-age children. Forty-nine children aged between 6.5 and 11 years old were divided into four age groups and were assessed with visual bisection, visual search and visual memory location tasks. The results showed that the groups of older children, from the age of nine, improved significantly on the bisection and visual search tasks with respect to all visual fields, while the groups of younger children showed more errors in the left visual field (LVF. Performances on these tasks were correlated with reading level and age. Older children with a low reading score showed a LVF bias, similar to the youngest children. These results demonstrate how abnormal space perception might distort space representation and in turn affect reading and learning processes.

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

OpenAIRE

Kim, Young-Suk Grace

2015-01-01

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

Improving Students' Reading Comprehension in Descriptive Text Through Anticipation Guide

OpenAIRE

Nasution, Maya Puspita

2014-01-01

This study concerrns with improving students' reading comprehension in descriptive text through anticipation guide.The objective was to investigate improvement of students' reading comprehension by applying anticipation guide. This research was conducted by using action research method. The subject of the study was grade VII students of SMP SWASTA TAMAN HARAPAN MEDAN totalling to 30 students. They were taught reading comprehension by anticipation guide. The instruments for collecting data wer...

The Relationship between Home Literary Environments and Attitudes toward Reading in Ninth-Grade Students.

Science.gov (United States)

Kubis, Mary Ellen

A study determined what variables in the home literary environments of ninth-grade students influenced their attitudes toward reading. Subjects, 316 students from 2 ninth-grade classes at 2 metropolitan high schools, were given the Estes Reading Attitude Scale and a researcher-developed, 30-question inventory of their home literary environment.…

Reading and Comprehension Levels in a Sample of Urban, Low-Income Persons

Science.gov (United States)

Delgado, Cheryl; Weitzel, Marilyn

2013-01-01

Objective: Because health literacy is related to healthcare outcomes, this study looked at reading and comprehension levels in a sample of urban, low-income persons. Design: This was a descriptive exploration of reading comprehension levels, controlled for medical problems that could impact on vision and therefore ability to read. Setting: Ninety…

Infantile sexuality, primary object-love and the anthropological significance of the Oedipus complex: re-reading Freud's 'Female sexuality'.

Science.gov (United States)

van Haute, Philippe

2005-12-01

The author attempts to show why and in what respect Freud's famous article 'Female sexuality' can still be a source of inspiration for a contemporary metapsychology. In this text, Freud acknowledges the importance of the child's tie to its mother for the first time. Both Balint and Bowlby consider this text to be a distant forerunner of their own theories on primary object-love and attachment respectively. At the same time, Freud's text contains some elements of a 'theory of generalized seduction' as it was developed in the last decades by Jean Laplanche. 'Female sexuality' therefore presents itself as the perfect point of departure for a discussion of the relation between primary object-love (and attachment) and sexuality. Based on his reading of Freud's text, the author argues that human subjectivity is characterized by the lack of attunement between the world of the adult and the world of the child. This insight allows for a reformulation of the anthropological significance of the Oedipus and castration complexes. They are no longer interpreted as universal problems that every child has to face, but as historical and contingent solutions to the lack of attunement between the child and the adult that is essential to human subjectivity.

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

Science.gov (United States)

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

2012-07-01

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

Measuring Reading Comprehension with the Lexile Framework.

Science.gov (United States)

Stenner, A. Jackson

This paper shows how the concept of general objectivity can be used to improve behavioral science measurement, particularly as it applies to the Lexile Framework, a tool for objectively measuring reading comprehension. It begins with a dialogue between a physicist and a psychometrician that details some of the differences between physical science…

Predictors of Music Sight-Reading Ability in High School Wind Players

Science.gov (United States)

Gromko, Joyce Eastlund

2004-01-01

The purpose of this study, grounded in near-transfer theory, was to investigate relationships among music sight-reading and tonal and rhythmic audiation, visual field articulation, spatial orientation and visualization, and achievement in math concepts and reading comprehension. A regression analysis with data from four high schools (N = 98) in…

Relationship between parental estimate and an objective measure of child television watching

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Roemmich James N

2006-11-01

Full Text Available Abstract Many young children have televisions in their bedrooms, which may influence the relationship between parental estimate and objective measures of child television usage/week. Parental estimates of child television time of eighty 4–7 year old children (6.0 ± 1.2 years at the 75th BMI percentile or greater (90.8 ± 6.8 BMI percentile were compared to an objective measure of television time obtained from TV Allowance™ devices attached to every television in the home over a three week period. Results showed that parents overestimate their child's television time compared to an objective measure when no television is present in the bedroom by 4 hours/week (25.4 ± 11.5 vs. 21.4 ± 9.1 in comparison to underestimating television time by over 3 hours/week (26.5 ± 17.2 vs. 29.8 ± 14.4 when the child has a television in their bedroom (p = 0.02. Children with a television in their bedroom spend more objectively measured hours in television time than children without a television in their bedroom (29.8 ± 14.2 versus 21.4 ± 9.1, p = 0.003. Research on child television watching should take into account television watching in bedrooms, since it may not be adequately assessed by parental estimates.

Assessing reading comprehension with narrative and expository texts: Dimensionality and relationship with fluency, vocabulary and memory.

Science.gov (United States)

Santos, Sandra; Cadime, Irene; Viana, Fernanda L; Chaves-Sousa, Séli; Gayo, Elena; Maia, José; Ribeiro, Iolanda

2017-02-01

Reading comprehension assessment should rely on valid instruments that enable adequate conclusions to be taken regarding students' reading comprehension performance. In this article, two studies were conducted to collect validity evidence for the vertically scaled forms of two Tests of Reading Comprehension for Portuguese elementary school students in the second to fourth grades, one with narrative texts (TRC-n) and another with expository ones (TRC-e). Two samples of 950 and 990 students participated in Study 1, the study of the dimensionality of the TRC-n and TRC-e forms, respectively. Confirmatory factor analyses provided evidence of an acceptable fit for the one-factor solution for all test forms. Study 2 included 218 students to collect criterion-related validity. The scores obtained in each of the test forms were significantly correlated with the ones obtained in other reading comprehension measures and with the results obtained in oral reading fluency, vocabulary and working memory tests. Evidence suggests that the test forms are valid measures of reading comprehension. © 2016 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Developmental relations between reading comprehension and reading strategies

OpenAIRE

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

2017-01-01

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

Unpacking Direct and Indirect Relationships of Short-Term Memory to Word Reading: Evidence From Korean-Speaking Children.

Science.gov (United States)

Kim, Young-Suk Grace; Cho, Jeung-Ryeul; Park, Soon-Gil

2017-08-01

We examined the relations of short-term memory (STM), metalinguistic awareness (phonological, morphological, and orthographic awareness), and rapid automatized naming (RAN) to word reading in Korean, a language with a relatively transparent orthography. STM, metalinguistic awareness, and RAN have been shown to be important to word reading, but the nature of the relations of STM, metalinguistic awareness, and RAN to word reading has rarely been investigated. Two alternative models were fitted. In the indirect relation model, STM was hypothesized to be indirectly related to word reading via metalinguistic awareness and RAN. In the direct and indirect relations model, STM was hypothesized to be directly and indirectly related to word reading. Results from 207 beginning readers in South Korea showed that STM was directly related to word reading as well as indirectly via metalinguistic awareness and RAN. Although the direct effect of STM was relatively small (.16), the total effect incorporating the indirect effect was substantial (.42). These results suggest that STM is an important, foundational cognitive capacity that underpins metalinguistic awareness and RAN as well as word reading, and further indicate the importance of considering both direct and indirect effects of language and cognitive skills on word reading.

Comparison of reading comprehension and working memory in hearing-impaired and normal-hearing children

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Mohammad Rezaei

2013-03-01

Full Text Available Background and Aim: Reading is the most important human need for learning. In normal-hearing people working memory is a predictor of reading comprehension. In this study the relationship between working memory and reading comprehension skills was studied in hearing-impaired children, and then compared with the normal-hearing group.Methods: This was a descriptive-analytic study. The working memory and reading comprehension skills of 18 (8 male, 10 female sever hearing-impaired children in year five of exceptional schools were compared by means of a reading test with 18 hearing children as control group. The subjects in the control group were of the same gender and educational level of the sample group.Results: The children with hearing loss performed similarly to the normal-hearing children in tasks related to auditory-verbal memory of sounds (reverse, visual-verbal memory of letters, and visual-verbal memory of pictures. However, they showed lower levels of performance in reading comprehension (p<0.001. Moreover, no significant relationship was observed between working memory and reading comprehension skills.Conclusion: Findings indicated that children with hearing loss have a significant impairment in the reading comprehension skill. Impairment in language knowledge and vocabulary may be the main cause of poor reading comprehension in these children. In hearing-impaired children working memory is not a strong predictor of reading comprehension.

The role of visual processing speed in reading speed development.

Science.gov (United States)

Lobier, Muriel; Dubois, Matthieu; Valdois, Sylviane

2013-01-01

A steady increase in reading speed is the hallmark of normal reading acquisition. However, little is known of the influence of visual attention capacity on children's reading speed. The number of distinct visual elements that can be simultaneously processed at a glance (dubbed the visual attention span), predicts single-word reading speed in both normal reading and dyslexic children. However, the exact processes that account for the relationship between the visual attention span and reading speed remain to be specified. We used the Theory of Visual Attention to estimate visual processing speed and visual short-term memory capacity from a multiple letter report task in eight and nine year old children. The visual attention span and text reading speed were also assessed. Results showed that visual processing speed and visual short term memory capacity predicted the visual attention span. Furthermore, visual processing speed predicted reading speed, but visual short term memory capacity did not. Finally, the visual attention span mediated the effect of visual processing speed on reading speed. These results suggest that visual attention capacity could constrain reading speed in elementary school children.

The role of visual processing speed in reading speed development.

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Muriel Lobier

Full Text Available A steady increase in reading speed is the hallmark of normal reading acquisition. However, little is known of the influence of visual attention capacity on children's reading speed. The number of distinct visual elements that can be simultaneously processed at a glance (dubbed the visual attention span, predicts single-word reading speed in both normal reading and dyslexic children. However, the exact processes that account for the relationship between the visual attention span and reading speed remain to be specified. We used the Theory of Visual Attention to estimate visual processing speed and visual short-term memory capacity from a multiple letter report task in eight and nine year old children. The visual attention span and text reading speed were also assessed. Results showed that visual processing speed and visual short term memory capacity predicted the visual attention span. Furthermore, visual processing speed predicted reading speed, but visual short term memory capacity did not. Finally, the visual attention span mediated the effect of visual processing speed on reading speed. These results suggest that visual attention capacity could constrain reading speed in elementary school children.

Predicting reading ability in teenagers who are deaf or hard of hearing: A longitudinal analysis of language and reading.

Science.gov (United States)

Worsfold, Sarah; Mahon, Merle; Pimperton, Hannah; Stevenson, Jim; Kennedy, Colin

2018-04-13

Deaf and hard of hearing (D/HH) children and young people are known to show group-level deficits in spoken language and reading abilities relative to their hearing peers. However, there is little evidence on the longitudinal predictive relationships between language and reading in this population. To determine the extent to which differences in spoken language ability in childhood predict reading ability in D/HH adolescents. and procedures: Participants were drawn from a population-based cohort study and comprised 53 D/HH teenagers, who used spoken language, and a comparison group of 38 normally hearing teenagers. All had completed standardised measures of spoken language (expression and comprehension) and reading (accuracy and comprehension) at 6-10 and 13-19 years of age. and results: Forced entry stepwise regression showed that, after taking reading ability at age 8 years into account, language scores at age 8 years did not add significantly to the prediction of Reading Accuracy z-scores at age 17 years (change in R 2  = 0.01, p = .459) but did make a significant contribution to the prediction of Reading Comprehension z-scores at age 17 years (change in R 2  = 0.17, p skills in middle childhood predict reading comprehension ability in adolescence. Continued intervention to support language development beyond primary school has the potential to benefit reading comprehension and hence educational access for D/HH adolescents. Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

Reading skills and mathematics | Bohlmann | South African Journal ...

African Journals Online (AJOL)

This article considers the relationship between poorly-developed reading skills and academic performance in mathematics. It discusses ... South African Journal of Higher Education Vol.16(3) 2002: 196-206 ... AJOL African Journals Online.

The relationship among customer demand, competitive strategy and manufacturing system functional objectives

Directory of Open Access Journals (Sweden)

Wei Xu

2013-09-01

Full Text Available Purpose: To ascertain the relationship between the operation system function goal decision making and customer demand and competition strategy, can better discover and integrate all available resources (including important capital resources to achieve business opportunities, the establishment of sustainable competitive ability. Because, to achieve business development lead policymakers take great uncertainty, which led to the investment behavior required for the operational activities of resources also bear the enormous risks. Design/methodology/approach: Through principal component analysis on the data collected by questionnaires, the manuscript obtains dominant factors for customer demand, competitive strategy and manufacturing system functional objectives respectively. By these factors, it tests its three hypotheses with the data from northeast of China and draws some conclusions. Findings: The results show that customer demand have a significant positive effect on competitive strategy; competitive strategy have positive influence on manufacturing system functional objectives; customer demand affect the functional objectives, by competitive strategy. Research limitations/implications: In this research, competitive strategy and manufacturing system functional objectives are influenced by customer demand. The conclusion of the research can provide theoretical guidance for Chinese enterprises which carry out manufacturing system functional objectives. Originality/value: In this research, a new measure questionnaire of competition strategy, customer satisfaction and operating system function goal was used, analyzed the influence factors of time, quality, cost, efficiency, service and environment, on the operation of the system. The study shows that the effect of competition strategy and customer demand has a direct impact on the operating system functions, customer demand through competitive strategy of indirect effects operating system functions.

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

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

2014-05-01

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

Musical, language and reading abilities in early Portuguese readers

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Jennifer eZuk

2013-06-01

Full Text Available Early language and reading abilities have been shown to correlate with a variety of musical skills and elements of music perception in children. It has also been shown that reading impaired children can show difficulties with music perception. However, it is still unclear to what extent different aspects of music perception are associated with language and reading abilities. Here we investigated the relationship between cognitive-linguistic abilities and a music discrimination task that preserves an ecologically valid musical experience. Forty-three Portuguese-speaking students from an elementary school in Brazil participated in this study. Children completed a comprehensive cognitive-linguistic battery of assessments. The music task was presented live in the music classroom, and children were asked to code sequences of four sounds on the guitar. Results show a strong relationship between performance on the music task and a number of linguistic variables. A Principle Component Analysis of the cognitive-linguistic battery revealed that the strongest component (Prin1 accounted for 33% of the variance and Prin1 was significantly related to the music task. Highest loadings on Prin1 were found for reading measures such as Reading Speed and Reading Accuracy. Interestingly, twenty-two children recorded responses for more than four sounds within a trial on the music task, which was classified as Superfluous Responses (SR. SR was negatively correlated with a variety of linguistic variables and showed a negative correlation with Prin1. When analyzing children with and without SR separately, only children with SR showed a significant correlation between Prin1 and the music task. Our results provide implications for the use of an ecologically valid music-based screening tool for the early identification of reading disabilities in a classroom setting.

Slow Reading: Reading along "Lectio" Lines

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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…

M-Stream Deficits and Reading-Related Visual Processes in Developmental Dyslexia

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Boden, Catherine; Giaschi, Deborah

2007-01-01

Some visual processing deficits in developmental dyslexia have been attributed to abnormalities in the subcortical M stream and/or the cortical dorsal stream of the visual pathways. The nature of the relationship between these visual deficits and reading is unknown. The purpose of the present article was to characterize reading-related perceptual…

Literary text reading and conversation: beyond ethnomethodology boundaries

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Viviana Suárez Galvis

2014-01-01

Full Text Available This article leaves aside ethnomethodological approaches to conversation, and aims at opening the debate about the need of conceiving it under the light of pedagogical principles that position it as a propitious discursive gender to express the emotional, aesthetics, thoughtful, and intellectual meetings embodied while reading literary texts. Such interest arose from a research centered on finding the existing relationships between conversation and construction of aesthetical-literary experiences. The results show that students get a pleasant feeling when giving sense to what they read, and this encourages them to share with others their significant experiences when reading, allowing the internal process of meaning construction and the dialogic strengthening of the experiences to be connected.

The attentional blink is related to phonemic decoding, but not sight-word recognition, in typically reading adults.

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Tyson-Parry, Maree M; Sailah, Jessica; Boyes, Mark E; Badcock, Nicholas A

2015-10-01

This research investigated the relationship between the attentional blink (AB) and reading in typical adults. The AB is a deficit in the processing of the second of two rapidly presented targets when it occurs in close temporal proximity to the first target. Specifically, this experiment examined whether the AB was related to both phonological and sight-word reading abilities, and whether the relationship was mediated by accuracy on a single-target rapid serial visual processing task (single-target accuracy). Undergraduate university students completed a battery of tests measuring reading ability, non-verbal intelligence, and rapid automatised naming, in addition to rapid serial visual presentation tasks in which they were required to identify either two (AB task) or one (single target task) target/s (outlined shapes: circle, square, diamond, cross, and triangle) in a stream of random-dot distractors. The duration of the AB was related to phonological reading (n=41, β=-0.43): participants who exhibited longer ABs had poorer phonemic decoding skills. The AB was not related to sight-word reading. Single-target accuracy did not mediate the relationship between the AB and reading, but was significantly related to AB depth (non-linear fit, R(2)=.50): depth reflects the maximal cost in T2 reporting accuracy in the AB. The differential relationship between the AB and phonological versus sight-word reading implicates common resources used for phonemic decoding and target consolidation, which may be involved in cognitive control. The relationship between single-target accuracy and the AB is discussed in terms of cognitive preparation. Copyright © 2015 Elsevier Ltd. All rights reserved.

L1 and L2 Strategy Use in Reading Comprehension of Chinese EFL Readers

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Tsai, Yea-Ru; Ernst, Cheryl; Talley, Paul C.

2010-01-01

This study revealed the relationship between L1 (Mandarin Chinese) and L2 (English) strategy use in L2 reading comprehension by focusing on the correlation of L1 reading ability, L2 proficiency and employed reading strategies. The participants, 222 undergraduates learning English as a foreign language (EFL), were classified into skilled and…

Dual-sided reading versus single-sided reading: comparison of image quality and radiation dose between the two computed radiography system

International Nuclear Information System (INIS)

Song Shaojuan; Qi Hengtao; Zhao Yongxia; Jiao Fanglian

2007-01-01

Objective: To assess and compare the difference in image quality and exposure dose between single-sided reading image plate (IP) and dual-sided reading IP. Methods: A contrast-detail phantom CDRAD 2.0 was exposed by single-sided and dual-sided reading IP with different mAs sets. The entrance surface doses were recorded for all images. Images were then presented to two radiologists on a high resolution monitor of diagnosis workstation. The image quality figure (IQF) was measured for each image. Statistical analysis was performed using Spearman's correlation test and Wilcoxon signed-rank test to compare the difference in image quality and exposure dose between single-sided IP and dual-sided reading IP. Results: With different tube current dosage of 5.6, 12.0, 20.0, 25.0, and 40.0 mAs, IQF values of single-sided reading IP were 47.95, 37.68, 34.31, 28.61, and 24.65, respectively, while those of dual- sided reading IP were 38.83, 29.81, 29.65, 25.16, and 21.43, respectively. The IQF difference between them showed statistical significance (P<0.05). Conclusion: Image quality of dual-sided reading IP has been proved to be far superior to that of single-sided reading IP, in particular for low contrast detail. The image quality of single-sided reading IP is similar to that of dual-sided reading IP only at high dose levels. The clinical application of dual-sided reading IP will reduce the exposure dose by about 25% compared with single-sided reading IP. (authors)

Reading skills, creativity, and insight: exploring the connections.

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Mourgues, Catalina V; Preiss, David D; Grigorenko, Elena L

2014-08-04

Studies of the relationship between creativity and specific reading disabilities have produced inconclusive results. We explored their relationship in a sample of 259 college students (age range: 17 to 38 years-old) from three Chilean universities. The students were tested on their verbal ability, creativity, and insight. A simple linear regression was performed on the complete sample, and on high- and low-achievement groups that were formed based on reading test scores. We observed a significant correlation in the total sample between outcomes on the verbal ability tasks, and on the creativity and insight tasks (range r =. 152 to r =. 356, ps creativity and insight tasks (range β = .315 to β = .155, ps creative tasks. Instead, higher verbal ability was found to be associated with higher creativity and insight.

[Developmental changes of rapid automatized naming and Hiragana reading of Japanese in elementary-school children].

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Kobayashi, Tomoka; Inagaki, Masumi; Gunji, Atsuko; Yatabe, Kiyomi; Kita, Yosuke; Kaga, Makiko; Gotoh, Takaaki; Koike, Toshihide

2011-11-01

Two hundred and seven Japanese elementary school children aged from 6 (Grade 1) to 12 (Grade 6) years old were tested for their abilities to name numbers and pictured objects along with reading Hiragana characters and words. These children all showed typical development and their classroom teachers judged that they were not having any problems with reading or writing. The children were randomly divided into two groups, the first group was assigned to two naming tasks;the rapid automatized naming (RAN) of "numbers" and "pictured objects," the second group was assigned to two rapid alternative stimulus (RAS) naming tasks using numbers and pictured objects. All children were asked to perform two reading tasks that were written in Hiragana script: single mora reading task and four syllable word reading task. The total articulation time for naming and 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 5th grade for the number naming, while gradual change continued after drastic change in the lower grades for the pictured object naming. The articulation times for the single mora reading and RAN of numbers correlated strongly. The articulation time for the RAS naming was significantly longer compared to that for the RAN, though there were very few errors. The RAS naming showed the highest correlation with the four syllable word reading. This study demonstrated that the performance in rapid automatized naming of numbers and pictures were closely related with performance on reading tasks. Thus Japanese children with reading disorders such as developmental dyslexia should also be evaluated for rapid automatized naming.

Reading apps for children: Readability from the design perspective

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Mohammed, Wasan Abdulwahab; Husni, Husniza

2017-10-01

Electronic reading for young children opens new avenues especially with the advance of modern reading devices. The readability of mobile learning applications has received extensive attention by the designers and developers. The reason for such concern is due to its importance in determining usability related issues especially in the design context for children. In many cases, children find it difficult to interact with mobile reading apps. This is because apps for reading and for entertainment require different features. As such, this study sets out three objectives: 1) to evaluate five reading apps for young children from design perspectives; 2) to examine the readability for current existing mobile apps for reading and 3) to propose and evaluate mobile apps UI guideline for readability. Readability indices, observation and interview were conducted on 6 - 8 years old students. The obtained result showed that certain reading apps provide better reading experience for children than others. Some of the reasons are mostly related to the design characteristics embedded within the app. In addition, the use of animation was found to stimulate children reading experience as it is believed to offer the interactivity elements to gain their interest and willingness to read. These findings are believed to provide the recommendations and insights for designers of reading apps for children.

Metacognitive reading strategies of children with learning disabilities.

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Nicolielo-Carrilho, Ana Paola; Hage, Simone Rocha de Vasconcellos

2017-05-15

to check the use of metacognitive reading strategies in children with learning disabilities and determine whether there is a relationship between their use and text comprehension. the study was conducted on 30 children, aged 8 to 12 years, of both genders, divided into experimental group (EG) - 15 children with learning disabilities; and control group (CG) - 15 children without disability. All children were submitted to the Reading Strategies Scale and Prolec text comprehension subtest. The sample was described in mean, median, minimum and maximum values. Comparative analysis was performed between the groups using the Mann-Whitney test. The degree of correlation between variables was verified by Spearman Correlation Analysis. The significance level was set at 5%. across the total scores of the scale, EG performance was lower in all descriptive measures, with a significant difference compared to CG. The EG achieved a performance close to children without difficulties only in global strategies. The correlation between the use of metacognitive strategies and reading comprehension was positive. children with learning disabilities showed deficits in the use of metacognitive reading strategies when compared to children without learning disabilities. The better the performance in reading strategies, the better textual comprehension was and vice versa, suggesting that metacognitive reading skills contribute to reading comprehension.

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

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Moein Shokr

2015-10-01

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

Adult EFL Reading Selection: Influence on Literacy

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Juan Sebastián Basallo Gómez

2016-01-01

Full Text Available This paper is about the impact of systematic reading selection used to promote English as foreign language learning in adult students. A qualitative action research methodology was used to carry out this project. Ten class sessions were designed to provide students an opportunity to select texts according to criteria based upon their language levels and personal/professional interests. The findings align with three categories of influence: motivation, engagement, and contextualization/interpretation of readings. The main objective of this project was to see how the students’ text selection processes, guided by systematically designed criteria and elaborated strategies, influenced learning and acquisition in terms of motivation, perceptions, and opinions towards reading in English.

Vision Problems and Reduced Reading Outcomes in Queensland Schoolchildren.

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

2017-03-01

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

Centrifugal and centripetal forces in the discourse of early years reading instruction

OpenAIRE

Hunt, Christopher George

2010-01-01

This thesis reports on a research project investigating how a sample of eight teachers of P2 children in Scotland encouraged dialogic interaction in their reading groups while following prescriptive policy. The research is based on a detailed analysis of the discourse of reading sessions conducted by the eight teachers, and is informed by previous research on oral language development, the role of dialogue in children’s learning, and the relationships between reading developmen...

The relationship between constructivist supervisory practices, school climate, and student proficiency in reading, mathematics, and science: Evidence from NELS:88

Science.gov (United States)

Molnar, John Alexander

In an effort to improve instruction and student learning, school reform efforts have become prevalent. School reformers have examined many aspects of the school experience, including learning theories such as behaviorism and constructivism, the changing roles of teachers and supervisors, and even the concept of the school itself. The theoretical framework for this study centered around constructivist learning theory. The study itself focused on the application of constructivist learning theory to the supervisory process. The study examined five areas of interest: (a) teachers' perceptions of constructivist supervisory behavior; (b) teachers' perceptions of efficacy and control in the classroom; (c) teachers' perceptions of school climate; (d) teachers' perceptions of job satisfaction, and (e) the influences of each of the aforementioned on student proficiency in mathematics, reading, and science. Data for the study was drawn from the first follow-up survey of the National Educational Longitudinal Study of 1988 (NELS: 88). NELS: 88 investigated a wide variety of factors that influence the educational process. The first follow-up focuses on environmental factors that affect teachers and students. Variables were selected from the NELS:88 data set that represented the areas to be examined. Factor analysis and correlational analysis were applied to ensure that the variables were measuring distinct constructs and to determine ways they could be grouped for analysis. Multiple linear regression analysis was applied to determine relationships among the individual and composite variables, controlling for student and teacher demographic factors. The results of the study suggest that varying relationships do exist between constructivist supervisory practices and the constructs measuring school climate and job satisfaction. The results also suggest that varying relationships exist between each of these factors and student proficiency in mathematics, reading, and science

Reading comprehension and reading related abilities in adolescents with reading disabilities and attention-deficit/hyperactivity disorder.

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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.

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

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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.

Motor Skills and Exercise Capacity Are Associated with Objective Measures of Cognitive Functions and Academic Performance in Preadolescent Children

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Thomas, Richard; Larsen, Malte Nejst; Dahn, Ida Marie; Andersen, Josefine Needham; Krause-Jensen, Matilde; Korup, Vibeke; Nielsen, Claus Malta; Wienecke, Jacob; Ritz, Christian; Krustrup, Peter; Lundbye-Jensen, Jesper

2016-01-01

Objective To investigate associations between motor skills, exercise capacity and cognitive functions, and evaluate how they correlate to academic performance in mathematics and reading comprehension using standardised, objective tests. Methods This cross-sectional study included 423 Danish children (age: 9.29±0.35 years, 209 girls). Fine and gross motor skills were evaluated in a visuomotor accuracy-tracking task, and a whole-body coordination task, respectively. Exercise capacity was estimated from the Yo-Yo intermittent recovery level 1 children's test (YYIR1C). Selected tests from the Cambridge Neuropsychological Test Automated Battery (CANTAB) were used to assess different domains of cognitive functions, including sustained attention, spatial working memory, episodic and semantic memory, and processing speed. Linear mixed-effects models were used to investigate associations between these measures and the relationship with standard tests of academic performance in mathematics and reading comprehension. Results Both fine and gross motor skills were associated with better performance in all five tested cognitive domains (all Pperformance in mathematics and reading comprehension. Conclusions The data demonstrate that fine and gross motor skills are positively correlated with several aspects of cognitive functions and with academic performance in both mathematics and reading comprehension. Moreover, exercise capacity was associated with academic performance and performance in some cognitive domains. Future interventions should investigate associations between changes in motor skills, exercise capacity, cognitive functions, and academic performance to elucidate the causality of these associations. PMID:27560512

The Comparative Effect of Collaborative Strategic Reading and Content-Based Instruction on EFL Learners' Reading Comprehension

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Mania Nosratinia

2017-09-01

Full Text Available The present study was an attempt to compare the effect of teaching Collaborative Strategic Reading (CSR and Content-Based Instruction (CBI on the reading comprehension of English as a Foreign Language (EFL learners. To fullfill this objective, a group of 90 intermediate female EFL learners, within the age range of 17 to 19, took a piloted sample of the PET as a pre-treatment proficiency test. Sixty of them were selected as homogeneous learners and were randomly divided into two experimental groups of CSR and CBI. The CSR group receieved CSR strategy training based on Klingner, Vaughan, and Schumm's model (2001, while the CBI group receieved CBI-based strategy training, using Tsai and Shang's (2010 model. At the end of the training, another piloted PET reading test was administered  as the posttest. The pre-treatment reading scores were analyzed using the Mann-Whitney U test whose results confirmed the pre-treatment homogeneity of the participants. The post-treatment scores were also analyzed using the Mann-Whitney U test whose results indicated no significant difference in the reading posttest levels of CBI and CSR groups, U = 423.5, z = -.401, p = .688, r = -.0517. The article concludes with a discussion on the results and presenting some implications.

Developmental Relations Between Reading Comprehension and Reading Strategies

NARCIS (Netherlands)

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

2017-01-01

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

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

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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…

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

Science.gov (United States)

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

2017-05-01

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

Small Schools Student Learning Objectives, 9-12: Mathematics, Reading, Reading in the Content Areas, Language Arts.

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Nelson, JoAnne, Ed.; Hartl, David, Ed.

Designed by Washington curriculum specialists and secondary teachers to assist teachers in small schools with the improvement of curriculum and instruction and to aid smaller districts lacking curriculum personnel to comply with Washington's Student Learning Objectives Law, this handbook contains learning objectives in the areas of language arts,…

Reading strategies of primary school pupils in the Czech Republic

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Veronika Najvarová

2010-09-01

Full Text Available This article focuses on reading with comprehension – an activity of the readerwhich is seen as an interaction between the author and the recipient. In order tounderstand a text better, a reader may employ various techniques and strategies. Thearticle consists of three parts. In the first part, categories reading strategy and readingskill and the relationship between them are defined. In the second part, classificationsof reading strategies are presented and sorted according to various criteria. The thirdpart summarises the findings of a research project that concentrated on the readingstrategies of primary school pupils in Czech primary schools in the 2005/06 schoolyear. The findings indicate primary school teachers’ preferred procedures of using textsin teaching and pupils’ preferred reading strategies by the end of primary education.

TOEFL and IELTS as Measures of Academic Reading Ability: An Exploratory Study.

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Buell, James G.

This paper discusses research conducted in the spring of 1991 that measured the relationship of reading subtest scores to teacher ratings of students' reading abilities. Sixty-eight advanced-level students in an intensive English program took an institutional version of the Test of English as a Foreign Language (TOEFL) and a specimen reading…

Effects of Working Memory Training on Reading in Children with Special Needs

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Dahlin, Karin I. E.

2011-01-01

This study examines the relationship between working memory and reading achievement in 57 Swedish primary-school children with special needs. First, it was examined whether children's working memory could be enhanced by a cognitive training program, and how the training outcomes would relate to their reading development. Next, it was explored how…

Lacanian Reading of Marsha Norman's Night, Mother

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Khadijeh Taherifard

2017-05-01

Full Text Available This paper offers a Lacanian/feminist reading of Night, Mother by the American playwright Marsha Norman. The play Night, Mother will be read according to Lacan’s point of view and the concepts of identity and identity formation are studied in this paper. The play will be analyzed based on the Lacanian concepts of the contrast between the Imaginary Order and the Symbolic Order, and the notion of Death Drive, suggesting that in the play Jessie represents the Symbolic Order and her mother, Thelma, represents the Imaginary Order. The notion of Death Drive and its omnipresence in Jessie’s psyche is discussed and emphasized. Thelma functions as the Other for Jessie, while her father functions as the Mother, a reversal of gender roles in the Lacanian reading. Moreover, the relationship between some of the concepts are explained. It will be explicated how the play can be brought in line with a feminist reading of Lacan by reversing the stereotypical gender roles and subsequently getting close to post-feminist authors.

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

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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.

Vocabulary and syntactic knowledge factors in 5th grade students’ reading comprehension

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Kouider Mokhtari

2013-03-01

Full Text Available In this study, we examined 5th grade students’ levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary knowledge and syntactic awareness contributed in significant yet unique ways to students’ reading comprehension performance. Students who showed weaknesses in vocabulary and syntax also performed poorly on measures of reading comprehension. Additionally, we found that syntactic awareness explained a small amount of additional variance in reading comprehension beyond what was explained by vocabulary. The implications of these findings are discussed in light of research and practice addressing the relationships among syntax, vocabulary, and reading comprehension for more and less skilled readers.

Digital reading practices of university students

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Karen Shirley LÓPEZ GIL

2016-06-01

Full Text Available This paper presents results of research on digital reading. The main objective of the research was to analyze the reading on screens practices of university students and how their practices are guided by professors and institutions of higher education. The research design was mixed and the type of study was descriptive of cross-sectional. The data collection techniques were questionnaire, document analysis and discussion group. ibm spss v.22 was used for statistical treatment of data and Atlas.Ti 7.0 was used for content analysis of qualitative information. The study showed that students usually read on screens, although many of their reading practices have recreational purposes. Students have troubles to find reliable information on the Internet when they have academic pursuits and frequently consult secondary sources. When texts are on screens, students generally scan information and surf from one document to another along hyperlinks. The boundaries between academic and leisure activities are not well defined; multitasking appears frequently. Students indicate there is a little guidance received from their professors or university. These findings show that students are constantly faced with digital reading, but practices do not always allow them to achieve their academic purposes, so it is necessary to strengthen the support offered to them, mainly from the classroom language. 

IMPROVING STUDENTS’ READING COMPREHENSION THROUGH IINTERACTIVE READ-ALOUD TECHNIQUE

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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.

Do reading and spelling share orthographic representations? Evidence from developmental dysgraphia.

Science.gov (United States)

Hepner, Christopher; McCloskey, Michael; Rapp, Brenda

Both spelling and reading depend on knowledge of the spellings of words. Despite this commonality, observed dissociations between spelling and reading in cases of acquired and developmental deficits suggest some degree of independence between the cognitive mechanisms involved in these skills. In this paper, we examine the relationship between spelling and reading in two children with developmental dysgraphia. For both children, we identified significant deficits in spelling that affected the processing of orthographic long-term memory representations of words. We then examined their reading skills for similar difficulties. Even with extensive testing, we found no evidence of a reading deficit for one of the children. We propose that there may be an underlying difficulty that specifically affects the learning of orthographic word representations for spelling. These results lead us to conclude that at least some components of lexical orthographic representation and processing develop with considerable independence in spelling and reading.

Relationship between the criminal proceduer setting and the objectives of public prosecution

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Artem O. Gryaznov

2014-01-01

Full Text Available Objective on the basis of the doctrine legislation and practice to make conclusions about the degree of efficiency of such participants in the criminal proceedings as the detective investigator Prosecutor judge and to analyze the observance and implementation of such important principles as adversary equality of the parties and presumption of innocence from the point of view of the thorough study of their practical application. Methods dialectical method analysis synthesis deduction and induction and specific scientific methods of scientific cognition. Results the actual position was determined of the subjects of criminal proceedings from the point of view of feasibility of basic principles of criminal proceedings not in legislative but in practical aspect. Scientific novelty Often the position of criminal proceeding subjects their authority role and status are analyzed from the point of view of legislative norms. It also true for criminal proceedings. In the article an attempt is made to analyze with the new position the relationship of the criminal process setting and the objectives of public prosecution in the modern period of development of criminal procedural science. Practical value the criminal proceedings is an essential element in the aspect of the citizensrsquo rights protection thus it is obvious that the position of the criminal proceedings participants should objective and transparent and the criminal proceedings principles should be implemented. The article shows the problems and proposes was of their solution which are of objective interest. The research results can be applied in practice and taken into account when making changes in the legislation.

The relationship between objective balance, perceived sense of balance, and fear of falling in stroke patients.

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Oguz, Semra; Demirbuken, Ilksan; Kavlak, Bahar; Acar, Gonul; Yurdalan, Saadet Ufuk; Polat, Mine Gulden

2017-10-01

The objective of our study was to investigate the relationship between objective balance, fear of falling, and perceived sense of balance (PSB) in stroke patients. Seventy patients aged 18-65 years with chronically developed hemiplegia or hemiparesis were enrolled in the study. Patients' objective balance scores, fear of falling, and PSB were obtained using the berg balance scale (BBS), the falls efficacy scale (FES), and a visual analog scale, respectively. The Standard Mini-Mental Examination was performed to exclude patients with mental disorders from the study. There was a moderate negative correlation between PSB and BBS scores (p = 0.001, ρ = -0.588); a strong negative correlation between BBS and FES scores (p = 0.001, ρ = -0.808); and a strong positive correlation between PSB and FES scores (p = 0.001, ρ = 0.714). We found that BBS scores had negative correlation with PBS scores in left hemiplegic patients while there was no any relationship between BBS and PBS scores in right hemiplegic patients. PSB assessment, besides the BBS, should be considered among the routine assessment methods that enable the rehabilitation team to be aware of patients' balance capacities.

Reading faster

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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.

Up or down? Reading direction influences vertical counting direction in the horizontal plane - a cross-cultural comparison.

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Göbel, Silke M

2015-01-01

Most adults and children in cultures where reading text progresses from left to right also count objects from the left to the right side of space. The reverse is found in cultures with a right-to-left reading direction. The current set of experiments investigated whether vertical counting in the horizontal plane is also influenced by reading direction. Participants were either from a left-to-right reading culture (UK) or from a mixed (left-to-right and top-to-bottom) reading culture (Hong Kong). In Experiment 1, native English-speaking children and adults and native Cantonese-speaking children and adults performed three object counting tasks. Objects were presented flat on a table in a horizontal, vertical, and square display. Independent of culture, the horizontal array was mostly counted from left to right. While the majority of English-speaking children counted the vertical display from bottom to top, the majority of the Cantonese-speaking children as well as both Cantonese- and English-speaking adults counted the vertical display from top to bottom. This pattern was replicated in the counting pattern for squares: all groups except the English-speaking children started counting with the top left coin. In Experiment 2, Cantonese-speaking adults counted a square array of objects after they read a text presented to them either in left-to-right or in top-to-bottom reading direction. Most Cantonese-speaking adults started counting the array by moving horizontally from left to right. However, significantly more Cantonese-speaking adults started counting with a top-to-bottom movement after reading the text presented in a top-to-bottom reading direction than in a left-to-right reading direction. Our results show clearly that vertical counting in the horizontal plane is influenced by longstanding as well as more recent experience of reading direction.

The Immediate and Longer-Term Effectiveness of a Speech-Rhythm-Based Reading Intervention for Beginning Readers

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Harrison, Emily; Wood, Clare; Holliman, Andrew J.; Vousden, Janet I.

2018-01-01

Despite empirical evidence of a relationship between sensitivity to speech rhythm and reading, there have been few studies that have examined the impact of rhythmic training on reading attainment, and no intervention study has focused on speech rhythm sensitivity specifically to enhance reading skills. Seventy-three typically developing 4- to…

Exploring the Relationship between Reading and Writing in Early Literacy Development.

Science.gov (United States)

Kurth, Ruth J.

Researchers studying emerging literacy have begun building a theory of literacy development that links the processes of reading and writing. Their findings suggest that a child's emerging literacy is based on three factors: a functional expectation for print to make logical sense; an expectation of how language operates in alternate contexts; and…

Cognitive-Linguistic Functioning and Learning to Read in Preschoolers

Science.gov (United States)

Goldstein, David M.

1976-01-01

The major results partially confirm the hypothesis of a reciprocal relationship between the experience of learning to read and the cognitive-linguistic skills which undergo development between the ages of five and seven. (RC)

Reading and listening in people with aphasia: effects of syntactic complexity.

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DeDe, Gayle

2013-11-01

The purpose of this study was to compare online effects of syntactic complexity in written and spoken sentence comprehension in people with aphasia (PWA) and adults with no brain damage (NBD). The participants in Experiment 1 were NBD older and younger adults (n = 20 per group). The participants in Experiment 2 were 10 PWA. In both experiments, the participants read and listened to sentences in self-paced reading and listening tasks. The experimental materials consisted of object cleft sentences (e.g., It was the girl who the boy hugged.) and subject cleft sentences (e.g., It was the boy who hugged the girl.). The predicted effects of syntactic complexity were observed in both Experiments 1 and 2: Reading and listening times were longer for the verb in sentences with object compared to subject relative clauses. The NBD controls showed exaggerated effects of syntactic complexity in reading compared to listening. The PWA did not show different modality effects from the NBD participants. Although effects of syntactic complexity were somewhat exaggerated in reading compared with listening, both the PWA and the NBD controls showed similar effects in both modalities.

Working memory contributions to reading comprehension components in middle childhood children.

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Chrysochoou, Elisavet; Bablekou, Zoe; Tsigilis, Nikolaos

2011-01-01

This study examined working memory contributions to reading comprehension subskills in Greek children (mean age 9 years, 1 month). The phonological loop of the Baddeley and Hitch working memory model was assessed with 3 recall tasks (words, nonwords, and digits) and a word list matching task. The central executive (CE) was assessed with 3 tasks (listening, counting, and backward digit recall). Participants were also given a receptive vocabulary task, a reading fluency task, and written stories accompanied by comprehension questions. Canonical correlation analyses showed that the comprehension variables were related to the CE rather than the phonological loop measures. CE functions were more strongly associated with elaborative inference generation (involving significant offline processing) and comprehension control (involving metacognitive monitoring). Smaller yet significant associations were observed between the CE and the necessary inference and literal comprehension measures, whereas a moderate relationship was found in the case of the simile comprehension variable. Among the CE variables, listening recall demonstrated the highest loading on the canonical function, followed by moderate yet significant counting and backward digit recall loadings. Vocabulary was found to fully mediate several associations between working memory and comprehension measures; however, the relationship between listening recall and elaborative inferences was partly mediated. Reading fluency and, on several occasions, Greek vocabulary knowledge did not mediate the relationships between CE measures and comprehension skills assessed. This study demonstrates the usefulness of CE measures for identifying young children's possible difficulties in carrying out specific reading comprehension processes.

Promoting preschool reading

OpenAIRE

Istenič, Vesna

2013-01-01

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

78 FR 8682 - Culturally Significant Object Imported for Exhibition Determinations: “Vermeer's Woman in Blue...

Science.gov (United States)

2013-02-06

... DEPARTMENT OF STATE [Public Notice 8177] Culturally Significant Object Imported for Exhibition Determinations: ``Vermeer's Woman in Blue Reading a Letter'' SUMMARY: Notice is hereby given of the following... object to be included in the exhibition ``Vermeer's Woman in Blue Reading a Letter,'' imported from...

Subcortical processing of speech regularities underlies reading and music aptitude in children

Science.gov (United States)

2011-01-01

Background Neural sensitivity to acoustic regularities supports fundamental human behaviors such as hearing in noise and reading. Although the failure to encode acoustic regularities in ongoing speech has been associated with language and literacy deficits, how auditory expertise, such as the expertise that is associated with musical skill, relates to the brainstem processing of speech regularities is unknown. An association between musical skill and neural sensitivity to acoustic regularities would not be surprising given the importance of repetition and regularity in music. Here, we aimed to define relationships between the subcortical processing of speech regularities, music aptitude, and reading abilities in children with and without reading impairment. We hypothesized that, in combination with auditory cognitive abilities, neural sensitivity to regularities in ongoing speech provides a common biological mechanism underlying the development of music and reading abilities. Methods We assessed auditory working memory and attention, music aptitude, reading ability, and neural sensitivity to acoustic regularities in 42 school-aged children with a wide range of reading ability. Neural sensitivity to acoustic regularities was assessed by recording brainstem responses to the same speech sound presented in predictable and variable speech streams. Results Through correlation analyses and structural equation modeling, we reveal that music aptitude and literacy both relate to the extent of subcortical adaptation to regularities in ongoing speech as well as with auditory working memory and attention. Relationships between music and speech processing are specifically driven by performance on a musical rhythm task, underscoring the importance of rhythmic regularity for both language and music. Conclusions These data indicate common brain mechanisms underlying reading and music abilities that relate to how the nervous system responds to regularities in auditory input

Subcortical processing of speech regularities underlies reading and music aptitude in children.

Science.gov (United States)

Strait, Dana L; Hornickel, Jane; Kraus, Nina

2011-10-17

Neural sensitivity to acoustic regularities supports fundamental human behaviors such as hearing in noise and reading. Although the failure to encode acoustic regularities in ongoing speech has been associated with language and literacy deficits, how auditory expertise, such as the expertise that is associated with musical skill, relates to the brainstem processing of speech regularities is unknown. An association between musical skill and neural sensitivity to acoustic regularities would not be surprising given the importance of repetition and regularity in music. Here, we aimed to define relationships between the subcortical processing of speech regularities, music aptitude, and reading abilities in children with and without reading impairment. We hypothesized that, in combination with auditory cognitive abilities, neural sensitivity to regularities in ongoing speech provides a common biological mechanism underlying the development of music and reading abilities. We assessed auditory working memory and attention, music aptitude, reading ability, and neural sensitivity to acoustic regularities in 42 school-aged children with a wide range of reading ability. Neural sensitivity to acoustic regularities was assessed by recording brainstem responses to the same speech sound presented in predictable and variable speech streams. Through correlation analyses and structural equation modeling, we reveal that music aptitude and literacy both relate to the extent of subcortical adaptation to regularities in ongoing speech as well as with auditory working memory and attention. Relationships between music and speech processing are specifically driven by performance on a musical rhythm task, underscoring the importance of rhythmic regularity for both language and music. These data indicate common brain mechanisms underlying reading and music abilities that relate to how the nervous system responds to regularities in auditory input. Definition of common biological underpinnings

Subcortical processing of speech regularities underlies reading and music aptitude in children

Directory of Open Access Journals (Sweden)

Strait Dana L

2011-10-01

Full Text Available Abstract Background Neural sensitivity to acoustic regularities supports fundamental human behaviors such as hearing in noise and reading. Although the failure to encode acoustic regularities in ongoing speech has been associated with language and literacy deficits, how auditory expertise, such as the expertise that is associated with musical skill, relates to the brainstem processing of speech regularities is unknown. An association between musical skill and neural sensitivity to acoustic regularities would not be surprising given the importance of repetition and regularity in music. Here, we aimed to define relationships between the subcortical processing of speech regularities, music aptitude, and reading abilities in children with and without reading impairment. We hypothesized that, in combination with auditory cognitive abilities, neural sensitivity to regularities in ongoing speech provides a common biological mechanism underlying the development of music and reading abilities. Methods We assessed auditory working memory and attention, music aptitude, reading ability, and neural sensitivity to acoustic regularities in 42 school-aged children with a wide range of reading ability. Neural sensitivity to acoustic regularities was assessed by recording brainstem responses to the same speech sound presented in predictable and variable speech streams. Results Through correlation analyses and structural equation modeling, we reveal that music aptitude and literacy both relate to the extent of subcortical adaptation to regularities in ongoing speech as well as with auditory working memory and attention. Relationships between music and speech processing are specifically driven by performance on a musical rhythm task, underscoring the importance of rhythmic regularity for both language and music. Conclusions These data indicate common brain mechanisms underlying reading and music abilities that relate to how the nervous system responds to

Birth of the Object: Detection of Objectness and Extraction of Object Shape through Object Action Complexes

DEFF Research Database (Denmark)

Kraft, Dirk; Pugeault, Nicolas; Baseski, Emre

2008-01-01

We describe a process in which the segmentation of objects as well as the extraction of the object shape becomes realized through active exploration of a robot vision system. In the exploration process, two behavioral modules that link robot actions to the visual and haptic perception of objects...... interact. First, by making use of an object independent grasping mechanism, physical control over potential objects can be gained. Having evaluated the initial grasping mechanism as being successful, a second behavior extracts the object shape by making use of prediction based on the motion induced...... system, knowledge about its own embodiment as well as knowledge about geometric relationships such as rigid body motion. This prior knowledge allows the extraction of representations that are semantically richer compared to many other approaches....

Adapted shared reading at school for minimally verbal students with autism.

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Mucchetti, Charlotte A

2013-05-01

Almost nothing is known about the capacity of minimally verbal students with autism to develop literacy skills. Shared reading is a regular practice in early education settings and is widely thought to encourage language and literacy development. There is some evidence that children with severe disabilities can be engaged in adapted shared reading activities. The current study examines the impact of teacher-led adapted shared reading activities on engagement and story comprehension in minimally verbal 5-6-year-old children with autism using a multiple baseline/alternating treatment design. Four students and three teachers participated. Teachers conducted adapted shared reading activities with modified books (visual supports, three-dimensional objects, simplified text) and used specific strategies for increasing student engagement. Student performance during adapted activities was compared to performance during standard shared reading sessions. All four students showed increased story comprehension and engagement during adapted shared reading. Average percentage of session engaged was 87%-100% during adapted sessions, compared with 41%-52% during baseline. Average number of correct responses to story comprehension questions was 4.2-4.8 out of 6 during adapted sessions compared with 1.2-2 during baseline. Visual supports, tactile objects, and specific teaching strategies offer ways for minimally verbal students to meaningfully participate in literacy activities. Future research should investigate adapted shared reading activities implemented classroom-wide as well as joint engagement, language, and literacy outcomes after using such activities over time.

Still Reading Edward P. Thompson

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Elena Hernández Sandoica

2017-05-01

Full Text Available During the final decades of the 20th century, the reading of the works of E.P. Thompson was a necessary exercise for many historians. The object of these reflections, starting from the changes occurred in historiography, is to assert its force as a historian and to reiterate its status of “classic”.

Working memory, intelligence and reading ability in children

NARCIS (Netherlands)

de Jonge, P.; de Jong, P.F.

1996-01-01

The dimensions of working memory in children and the relationships between working memory capacity, reasoning and reading ability were investigated. Simple and complex span tests were administered to 280 grade four, five and six elementary school children. Simple span tests were hypothesized to

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

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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.

Role of Verbal Memory in Reading Text Comprehension of Individuals with Down Syndrome

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Levorato, Maria Chiara; Roch, Maja; Florit, Elena

2011-01-01

This study analyzed the relationship between verbal memory and reading text comprehension in individuals with Down syndrome. The hypothesis that verbal memory provides unique contribution to reading text comprehension after controlling for verbal skills was tested. Twenty-three individuals with Down syndrome (ages 11 years, 2 months-18 years, 1…

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

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

2010-04-01

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

The LGBT-Heroes in Modern Foreign Fairy Tales (How to Read With Children

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Olga Derkachova

2017-06-01

Full Text Available The article is devoted to the LGBT-protagonists as a new type of heroes in modern foreign fairy tales. Such tales are becoming popular in the modern world. So, there is a problem to read or not to read them and if to read how to do it. The best thing is to analyze them not through the LGBT-base, but through the human being. The writers use traditional tale’s plots and heroes and just change sexual nature. LGBT-relationships are typically avoided in children’s books. Such tales put children towards understanding these relationships. They also show that protagonists’ features and acts are more important for readers than their homosexuality. A human with his feelings and acts is the main thing in LGBT-tales.

Reading is fundamentally similar across disparate writing systems: A systematic characterization of how words and characters influence eye movements in Chinese reading

Science.gov (United States)

Li, Xingshan; Bicknell, Klinton; Liu, Pingping; Wei, Wei; Rayner, Keith

2013-01-01

While much previous work on reading in languages with alphabetic scripts has suggested that reading is word-based, reading in Chinese has been argued to be less reliant on words. This is primarily because in the Chinese writing system words are not spatially segmented, and characters are themselves complex visual objects. Here, we present a systematic characterization of the effects of a wide range of word and character properties on eye movements in Chinese reading, using a set of mixed-effects regression models. The results reveal a rich pattern of effects of the properties of the current, previous, and next words on a range of reading measures, which is strikingly similar to the pattern of effects of word properties reported in spaced alphabetic languages. This finding provides evidence that reading shares a word-based core and may be fundamentally similar across languages with highly dissimilar scripts. We show that these findings are robust to the inclusion of character properties in the regression models, and are equally reliable when dependent measures are defined in terms of characters rather than words, providing strong evidence that word properties have effects in Chinese reading above and beyond characters. This systematic characterization of the effects of word and character properties in Chinese advances our knowledge of the processes underlying reading and informs the future development of models of reading. More generally, however, this work suggests that differences in script may not alter the fundamental nature of reading. PMID:23834023

Phonological skills and their role in learning to read: a meta-analytic review.

Science.gov (United States)

Melby-Lervåg, Monica; Lyster, Solveig-Alma Halaas; Hulme, Charles

2012-03-01

The authors report a systematic meta-analytic review of the relationships among 3 of the most widely studied measures of children's phonological skills (phonemic awareness, rime awareness, and verbal short-term memory) and children's word reading skills. The review included both extreme group studies and correlational studies with unselected samples (235 studies were included, and 995 effect sizes were calculated). Results from extreme group comparisons indicated that children with dyslexia show a large deficit on phonemic awareness in relation to typically developing children of the same age (pooled effect size estimate: -1.37) and children matched on reading level (pooled effect size estimate: -0.57). There were significantly smaller group deficits on both rime awareness and verbal short-term memory (pooled effect size estimates: rime skills in relation to age-matched controls, -0.93, and reading-level controls, -0.37; verbal short-term memory skills in relation to age-matched controls, -0.71, and reading-level controls, -0.09). Analyses of studies of unselected samples showed that phonemic awareness was the strongest correlate of individual differences in word reading ability and that this effect remained reliable after controlling for variations in both verbal short-term memory and rime awareness. These findings support the pivotal role of phonemic awareness as a predictor of individual differences in reading development. We discuss whether such a relationship is a causal one and the implications of research in this area for current approaches to the teaching of reading and interventions for children with reading difficulties.

Measurement properties of continuous text reading performance tests.

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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

Children's Implicit and Explicit Gender Stereotypes about Mathematics and Reading Ability

Science.gov (United States)

Nowicki, Elizabeth A.; Lopata, Joel

2017-01-01

Study objectives were to clarify children's gender-based implicit and explicit mathematics and reading stereotypes, and to determine if implicit and explicit measures were related or represented distinct constructs. One hundred and fifty-six boys and girls (mean age 11.3 years) from six elementary schools completed math or reading stereotype…

Predictors of Response to Intervention of Word Reading Fluency in Dutch

Science.gov (United States)

Scheltinga, Femke; van der Leij, Aryan; Struiksma, Chris

2010-01-01

The objective of this study was to investigate the contribution of rapid digit naming, phonological memory, letter sound naming, and orthographic knowledge to the prediction of responsiveness to a school-based, individual intervention of word reading fluency problems of 122 Dutch second and third graders whose reading scores were below the 10th…

Cultural Awareness and Reading. Proceedings of the Annual Reading Conference (12th, Terre Haute, Indiana, June 17-18, 1982).

Science.gov (United States)

Gibbs, Vanita M., Comp.; Pabst, Robert L., Comp.

Reflecting the expertise of the speakers and providing a rich resource of information within the conference theme, the articles in these proceedings explore the relationship between cultural awareness and reading. The proceedings begin with a copy of the conference program and opening remarks by the conference cochair. Following an opening address…

Remote impact of rotating objects on semiconductor detector of gamma radiation

International Nuclear Information System (INIS)

Mel'nik, I.A.

2005-01-01

Remote impact of rotating objects (such as electric motors, flywheels) on meter and ionizing radiation detector readings were studied. A model, explaining diminution of readings of scintillation and gas-discharge intensimeters at switched on hygroscopic electric motor and at mechanically rotating flywheel, is proposed

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

Science.gov (United States)

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

2014-01-01

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

Teachers’ perceptions of reading instruction in selected primary schools in the Eastern Cape

OpenAIRE

Madoda Cekiso

2017-01-01

Background: There is a general outcry that too many South African Foundation Phase (Grades 1–3) teachers do not know how to teach reading and are currently teaching reading in an ad hoc, unsystematic way. Objectives: In response to this, this study explored the Foundation Phase teachers’ perceptions of their role in teaching reading. The focus was on the relevance of the initial training, awareness of reading strategies and how these strategies were reflected in their classroom practice. ...

Teachers' perceptions of reading instruction in selected primary schools in the Eastern Cape

OpenAIRE

Cekiso, Madoda

2017-01-01

Background: There is a general outcry that too many South African Foundation Phase (Grades 1–3) teachers do not know how to teach reading and are currently teaching reading in an ad hoc, unsystematic way. Objectives: In response to this, this study explored the Foundation Phase teachers’ perceptions of their role in teaching reading. The focus was on the relevance of the initial training, awareness of reading strategies and how these strategies were reflected in their classroom practice. ...

African American English-speaking students: an examination of the relationship between dialect shifting and reading outcomes.

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Craig, Holly K; Zhang, Lingling; Hensel, Stephanie L; Quinn, Erin J

2009-08-01

In this study, the authors evaluated the contribution made by dialect shifting to reading achievement test scores of African American English (AAE)-speaking students when controlling for the effects of socioeconomic status (SES), general oral language abilities, and writing skills. Participants were 165 typically developing African American 1st through 5th graders. Half were male and half were female, one third were from low-SES homes, and two-thirds were from middle-SES homes. Dialect shifting away from AAE toward Standard American English (SAE) was determined by comparing AAE production rates during oral and written narratives. Structural equation modeling evaluated the relative contributions of AAE rates, SES, and general oral language and writing skills on standardized reading achievement scores. AAE production rates were inversely related to reading achievement scores and decreased significantly between the oral and written narratives. Lower rates in writing predicted a substantial amount of the variance in reading scores, showing a significant direct effect and a significant indirect effect mediated by measures of oral language comprehension. The findings support a dialect shifting-reading achievement hypothesis, which proposes that AAE-speaking students who learn to use SAE in literacy tasks will outperform their peers who do not make this linguistic adaptation.

Inhibition and Shifting in Children with Learning Deficits in Arithmetic and Reading

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van der Sluis, Sophie; de Jong, Peter F.; van der Leij, Aryan

2004-01-01

The executive functions of inhibition and shifting were studied in arithmetic-disabled children, reading-disabled children, reading plus arithmetic-disabled children, and controls (N = 74). Measures involved the rapid naming of objects, digits, letters, or quantities with or without additional task requirements that reflected inhibition or…

New insights on developmental dyslexia subtypes: heterogeneity of mixed reading profiles.

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Rachel Zoubrinetzky

Full Text Available We examined whether classifications based on reading performance are relevant to identify cognitively homogeneous subgroups of dyslexic children. Each of the 71 dyslexic participants was selected to have a mixed reading profile, i.e. poor irregular word and pseudo-word reading performance (accuracy and speed. Despite their homogeneous reading profile, the participants were found to split into four distinct cognitive subgroups, characterized by a single phonological disorder, a single visual attention span disorder, a double deficit or none of these disorders. The two subgroups characterized by single and contrasted cognitive disorders were found to exhibit a very similar reading pattern but more contrasted spelling performance (quantitative analysis. A qualitative analysis of the error types produced in reading and spelling provided some cues about the participants' underlying cognitive deficit. The overall findings disqualify subtyping based on reading profiles as a classification method to identify cognitively homogeneous subgroups of dyslexic children. They rather show an opaque relationship between the cognitive underpinnings of developmental dyslexia and their behavioral manifestations in reading and spelling. Future neuroimaging and genetic studies should take this issue into account since synthesizing over cognitively heterogeneous children would entail potential pitfalls.

New Insights on Developmental Dyslexia Subtypes: Heterogeneity of Mixed Reading Profiles

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Zoubrinetzky, Rachel; Bielle, Frédérique; Valdois, Sylviane

2014-01-01

We examined whether classifications based on reading performance are relevant to identify cognitively homogeneous subgroups of dyslexic children. Each of the 71 dyslexic participants was selected to have a mixed reading profile, i.e. poor irregular word and pseudo-word reading performance (accuracy and speed). Despite their homogeneous reading profile, the participants were found to split into four distinct cognitive subgroups, characterized by a single phonological disorder, a single visual attention span disorder, a double deficit or none of these disorders. The two subgroups characterized by single and contrasted cognitive disorders were found to exhibit a very similar reading pattern but more contrasted spelling performance (quantitative analysis). A qualitative analysis of the error types produced in reading and spelling provided some cues about the participants' underlying cognitive deficit. The overall findings disqualify subtyping based on reading profiles as a classification method to identify cognitively homogeneous subgroups of dyslexic children. They rather show an opaque relationship between the cognitive underpinnings of developmental dyslexia and their behavioral manifestations in reading and spelling. Future neuroimaging and genetic studies should take this issue into account since synthesizing over cognitively heterogeneous children would entail potential pitfalls. PMID:24918441

Segmentation in reading and film comprehension.

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Zacks, Jeffrey M; Speer, Nicole K; Reynolds, Jeremy R

2009-05-01

When reading a story or watching a film, comprehenders construct a series of representations in order to understand the events depicted. Discourse comprehension theories and a recent theory of perceptual event segmentation both suggest that comprehenders monitor situational features such as characters' goals, to update these representations at natural boundaries in activity. However, the converging predictions of these theories had previously not been tested directly. Two studies provided evidence that changes in situational features such as characters, their locations, their interactions with objects, and their goals are related to the segmentation of events in both narrative texts and films. A 3rd study indicated that clauses with event boundaries are read more slowly than are other clauses and that changes in situational features partially mediate this relation. A final study suggested that the predictability of incoming information influences reading rate and possibly event segmentation. Taken together, these results suggest that processing situational changes during comprehension is an important determinant of how one segments ongoing activity into events and that this segmentation is related to the control of processing during reading. (c) 2009 APA, all rights reserved.

Undergraduate Students’ Difficulties in Reading and Constructing Phylogenetic Tree

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Sa'adah, S.; Tapilouw, F. S.; Hidayat, T.

2017-02-01

Representation is a very important communication tool to communicate scientific concepts. Biologists produce phylogenetic representation to express their understanding of evolutionary relationships. The phylogenetic tree is visual representation depict a hypothesis about the evolutionary relationship and widely used in the biological sciences. Phylogenetic tree currently growing for many disciplines in biology. Consequently, learning about phylogenetic tree become an important part of biological education and an interesting area for biology education research. However, research showed many students often struggle with interpreting the information that phylogenetic trees depict. The purpose of this study was to investigate undergraduate students’ difficulties in reading and constructing a phylogenetic tree. The method of this study is a descriptive method. In this study, we used questionnaires, interviews, multiple choice and open-ended questions, reflective journals and observations. The findings showed students experiencing difficulties, especially in constructing a phylogenetic tree. The students’ responds indicated that main reasons for difficulties in constructing a phylogenetic tree are difficult to placing taxa in a phylogenetic tree based on the data provided so that the phylogenetic tree constructed does not describe the actual evolutionary relationship (incorrect relatedness). Students also have difficulties in determining the sister group, character synapomorphy, autapomorphy from data provided (character table) and comparing among phylogenetic tree. According to them building the phylogenetic tree is more difficult than reading the phylogenetic tree. Finding this studies provide information to undergraduate instructor and students to overcome learning difficulties of reading and constructing phylogenetic tree.

Maximizing Reading Narrative Text Ability by Probing Prompting Learning Technique

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Wiwied Pratiwi

2017-12-01

Full Text Available The objective of this research was to know whether Probing Prompting Learning Technique can be used to get the maximum effect of students’ reading narrative ability in teaching and learning process. This research was applied collaborative action reEsearch, this research was done in two cycle. The subject of this research was 23 students at tenth grade of SMA Kartikatama Metro. The result of the research showed that the Probing Prompting Learning Technique is useful and effective to help students get maximum effect of their reading. Based on the results of the questionnaire obtained an average percentage of 95%, it indicated that application of Probing Prompting Learning Technique in teaching l reading was appropriately applied. In short that students’ responses toward Probing Prompting Learning Technique in teaching reading was positive. In conclusion, Probing Prompting Learning Technique can get maximum effect of students’ reading ability. In relation to the result of the reserach, some suggestion are offered to english teacher, that  the use of Probing Prompting learning Technique in teaching reading will get the maximum effect of students’ reading abilty.

Mass media and the development of pre-reading of preschool children

OpenAIRE

GALATÍKOVÁ, Zuzana

2016-01-01

This thesis maps mass media, especially television broadcasting and electronic devices with connection to the Internet, in the lives of pre-school children, and investigates the relationship between mass media and development of initial reading skills. The theoretical part analyses existing literature relevant to pre-school child development elementary reading and mass media, while the empirical research makes an independent investigation into this phenomenon in society using questionnaires f...

Reading comprehension and textual consciousness on primary school

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Vera Wannmacher Pereira

2014-03-01

Full Text Available The difficulties on reading comprehension in the primary school are evidenced by several official exams applied. Given these statistics and the evidences obtained through academic research and observations on children’s performance during the school life, there is acknowledgment of the situation as a problem that requires further development and finding solutions. The Psycholinguistics is giving its contribution, especially regarding the role of linguistic consciousness on reading learning. Many studies have been conducted specifically focusing on phonological consciousness. Studies on syntactic consciousness are also found, although less than phonological ones. Regarding the role of textual consciousness, few initiatives considers the students of the primary school. This makes the author proposes as the heartland of this communication the textual consciousness with support predominantly on Gombert (1992, aiming to examine the relationship between this level of consciousness and learning to read. Based on recent studies (PEREIRA; SCLIAR-CABRAL, 2012, the author presents in this paper: a the analysis of the context of learning and teaching of reading; b a theoretical exposition about reading learning and textual consciousness; c the pedagogical referrals for education based on the interaction between these two topics; and d the development of reflections on the possibility of the proposed path contribute to the solution of the worrying problem on read learning by the primary schools students.

The (Spatial) Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition.

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Gudde, Harmen B; Griffiths, Debra; Coventry, Kenny R

2018-02-19

The memory game paradigm is a behavioral procedure to explore the relationship between language, spatial memory, and object knowledge. Using two different versions of the paradigm, spatial language use and memory for object location are tested under different, experimentally manipulated conditions. This allows us to tease apart proposed models explaining the influence of object knowledge on spatial language (e.g., spatial demonstratives), and spatial memory, as well as understanding the parameters that affect demonstrative choice and spatial memory more broadly. Key to the development of the method was the need to collect data on language use (e.g., spatial demonstratives: "this/that") and spatial memory data under strictly controlled conditions, while retaining a degree of ecological validity. The language version (section 3.1) of the memory game tests how conditions affect language use. Participants refer verbally to objects placed at different locations (e.g., using spatial demonstratives: "this/that red circle"). Different parameters can be experimentally manipulated: the distance from the participant, the position of a conspecific, and for example whether the participant owns, knows, or sees the object while referring to it. The same parameters can be manipulated in the memory version of the memory game (section 3.2). This version tests the effects of the different conditions on object-location memory. Following object placement, participants get 10 seconds to memorize the object's location. After the object and location cues are removed, participants verbally direct the experimenter to move a stick to indicate where the object was. The difference between the memorized and the actual location shows the direction and strength of the memory error, allowing comparisons between the influences of the respective parameters.

What oral text reading fluency can reveal about reading comprehension

NARCIS (Netherlands)

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

2015-01-01

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

Mobile app reading speed test.

Science.gov (United States)

Kingsnorth, Alec; Wolffsohn, James S

2015-04-01

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

Young Spanish-English Speaking Children's Reading Attitudes in Relation to Language Skills

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Wood, Carla L.; Gabas, Clariebelle M.

2017-01-01

Background: Reading attitudes are recognised as an influencing factor on the language and literacy achievement of school age monolingual English-speaking children. The relationship between reading attitudes and achievement in young Spanish-speaking English Learners (ELs) remains understudied. Purpose: The aim of the current study was to describe…

ISRNA: an integrative online toolkit for short reads from high-throughput sequencing data.

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Luo, Guan-Zheng; Yang, Wei; Ma, Ying-Ke; Wang, Xiu-Jie

2014-02-01

Integrative Short Reads NAvigator (ISRNA) is an online toolkit for analyzing high-throughput small RNA sequencing data. Besides the high-speed genome mapping function, ISRNA provides statistics for genomic location, length distribution and nucleotide composition bias analysis of sequence reads. Number of reads mapped to known microRNAs and other classes of short non-coding RNAs, coverage of short reads on genes, expression abundance of sequence reads as well as some other analysis functions are also supported. The versatile search functions enable users to select sequence reads according to their sub-sequences, expression abundance, genomic location, relationship to genes, etc. A specialized genome browser is integrated to visualize the genomic distribution of short reads. ISRNA also supports management and comparison among multiple datasets. ISRNA is implemented in Java/C++/Perl/MySQL and can be freely accessed at http://omicslab.genetics.ac.cn/ISRNA/.

Approaches to Reading with Multiple Lenses of Interpretation

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Troise, Melissa

2007-01-01

High school teacher Melissa Troise challenges students to recognize the relationships that exist between literary theories, such as Marxism, feminism, and postcolonialism, and urges students to expand their contexts for reading texts by accessing and combining theories. Troise believes theory provides students with the potential to better…

COGNITIVE ANALYSIS OF THE READING IN THE PROCESS RECOGNITION OF WORDS

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Jussara Oliveira Araújo

2016-07-01

Full Text Available The reading is a hard activity to being developed, demanding an extensive learning. On this perspective, the objective is describe and analyze the abilities of recognition of words through of Model of Recognition of the Words, proposed by Ellis (1995. The results could contribute to a more efficient pedagogical practice in the formation of reading competence.

The prevalence of specific reading disability in an amblyopic population. A preliminary report.

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Koklanis, Konstandina; Georgievski, Zoran; Brassington, Kate; Bretherton, Lesley

2006-01-01

To investigate the prevalence of specific reading disability in children with functional amblyopia and to explore the relationship between the two. In this prospective study, 20 consecutive children, aged 6 to 15 years (mean 8 +/-1.99 years), and diagnosed with amblyopia underwent a vision and reading assessment. The orthoptic examination included the assessment of participants' visual acuity, ocular motility and binocular functions. Specific reading disability was diagnosed using the Wide Range Achievement Test (WRAT III Reading Subtest). Intelligence, phonological awareness, rapid automatized naming (RAN), and the ability to read pseudo or nonsense words was also assessed using various psycho-linguistic reading tests. The prevalence of specific reading disability in this small series of amblyopic children was found to be 5% (n=1/20). This was even less than that reported in the local Victoria general population (16%). The type of amblyopia appeared related to phonological awareness (p=0.018) and decoding words (p=0.024), those with anisometropic amblyopia performing significantly better on these tasks than the strabismic amblyopes. The presence of binocular vision functions was also related to decoding words; those with binocular single vision performed better than those with suppression and lacking single binocular vision (p=0.007). Generally, amblyopic children also showed a lower RAN score when compared to phonological awareness score. There was no statistically significant difference for the severity of amblyopia (p=>0.05). In this very small pilot series, reading disorders were relatively rare in children with amblyopia. However, strabismic amblyopia and presence of suppression may have an adverse effect on phonological skills. In addition, amblyopia may be associated with a deficit in RAN. Further research is needed and planned to gain a better understanding about the relationship between amblyopia and reading ability.

Empirical study of the effects of discourse markers on the reading comprehension of Spanish students of English as a foreign language

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Ana Cristina Lahuerta Martínez

2009-12-01

Full Text Available The aim of this work is to analyse how Spanish readers react to English discourse markers in a text. We carry out an empirical study in which we ask three research question: (a if there is any relationship between presence of discourse markers or absence of discourse markers and reading comprehension in English as a foreign language, (b if there is any relationship between the readers’ proficiency in English and the effect of the presence or absence of discourse markers on reading comprehension and, (c if there is any relationship between the readers’ age, sex, competence as learners and as learners of English, and the effect of the presence or absence of discourse markers on reading comprehension. The results obtained show that discourse markers enhance reading comprehension in foreign language reading, and that the more successful students tend to use discourse markers as aids to help their reading comprehension. This latter result is nevertheless limited by the possible effect of the readers’ familiarity with the topic of the text and points to a need for further investigation.

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

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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…

How you ask matters: an experimental investigation of the influence of mood on memory self-perceptions and their relationship with objective memory.

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Lineweaver, Tara T; Brolsma, Jessica W

2014-01-01

Stronger relationships often emerge between mood and memory self-efficacy (MSE) than between MSE and memory abilities. We examined how social desirability, mood congruency and framing influence the mood-MSE relationship. Social desirability correlated with all self-report measures, and covarying social desirability diminished the mood-MSE relationship while enhancing the relationship between MSE and objective memory. Participants rated their memory more harshly on positively than neutrally or negatively worded MSE items. Current mood state did not affect MSE overall or when items were worded positively or neutrally. However, on negatively worded items, participants in a negative mood exhibited lower MSE than participants in a positive mood. Thus, both MSE and the mood-MSE relationship depended upon question wording. These results indicate that controlling social desirability and item framing on MSE questionnaires may reduce their confounding influence on memory self-perceptions and the influence of mood on self-reported abilities, allowing subjective memory to more accurately reflect objective memory in healthy and clinical populations.

Emotion and Cognition in Students Who Struggle to Read: New Insights and Ideas

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Zambo, Debby; Brem, Sarah

2004-01-01

As educators, we need to change the way we think about cognition and emotion, especially for children who struggle to read. Emotion and cognition work in parallel in subtle and powerful ways. In this article, we explore the relationship between emotion and cognition in a group of children with reading disabilities in grades five through nine. We…

Personalization of Reading Passages Improves Vocabulary Acquisition

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Heilman, Michael; Collins-Thompson, Kevyn; Callan, Jamie; Eskenazi, Maxine; Juffs, Alan; Wilson, Lois

2010-01-01

The REAP tutoring system provides individualized and adaptive English as a Second Language vocabulary practice. REAP can automatically personalize instruction by providing practice readings about topics that match interests as well as domain-based, cognitive objectives. While most previous research on motivation in intelligent tutoring…

Peer Influence on Children's Reading Skills: A Social Network Analysis of Elementary School Classrooms

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Cooc, North; Kim, James S.

2017-01-01

Research has found that peers influence the academic achievement of children. However, the mechanisms through which peers matter remain underexplored. The present study examined the relationship between peers' reading skills and children's own reading skills among 4,215 total second- and third-graders in 294 classrooms across 41 schools. One…

Up or down? Reading direction influences vertical counting direction in the horizontal plane – a cross-cultural comparison

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Silke Melanie Goebel

2015-03-01

Full Text Available Most adults and children in cultures where reading text progresses from left to right also count objects from the left to the right side of space. The reverse is found in cultures with a right-to-left reading direction. The current set of experiments investigated whether vertical counting in the horizontal plane is also influenced by reading direction. In experiment 1, native English-speaking children and adults and native Cantonese-speaking children and adults performed three object counting tasks. Objects were presented flat on a table in a horizontal, vertical and square display. Independent of culture, the horizontal array was mostly counted from left to right. While the majority of English-speaking children counted the vertical display from bottom to top, the majority of the Cantonese-speaking children as well as both Cantonese- and English-speaking adults counted the vertical display from top to bottom. This pattern was replicated in the counting pattern for squares: all groups except the English-speaking children started counting with the top left coin. In experiment 2, Cantonese-speaking adults counted a square array of objects after they read a text presented to them either in left to right or in top to bottom reading direction. Most Cantonese-speaking adults starting counting the array by moving horizontally from left to right. However, significantly more Cantonese-speaking adults started counting with a top-to-bottom movement after reading the text presented in a top-to-bottom reading direction than in a left-to-right reading direction. Our results show clearly that vertical counting in the horizontal plane is influenced by longstanding as well as more recent experience of reading direction.

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 ...

Gender effects on phonological processing and reading development in Northern Sotho children learning to read in English: A case study of Grade 3 learners

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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.

Is rapid automatized naming related to reading and mathematics for the same reason(s)? A follow-up study from kindergarten to Grade 1.

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Georgiou, George K; Tziraki, Niki; Manolitsis, George; Fella, Argyro

2013-07-01

We examined (a) what rapid automatized naming (RAN) components (articulation time and/or pause time) predict reading and mathematics ability and (b) what processing skills involved in RAN (speed of processing, response inhibition, working memory, and/or phonological awareness) may explain its relationship with reading and mathematics. A sample of 72 children were followed from the beginning of kindergarten until the end of Grade 1 and were assessed on measures of RAN, general cognitive ability, speed of processing, attention, working memory, phonological awareness, reading, and mathematics. The results indicated that pause time was the critical component in both the RAN-reading and RAN-mathematics relationships and that it shared most of its predictive variance in reading and mathematics with speed of processing and working memory. Our findings further suggested that, unlike the relationship between RAN and reading fluency in Grade 1, there is nothing in the RAN task that is uniquely related to math. Copyright © 2013 Elsevier Inc. All rights reserved.

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

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Allen, Denise A.

2014-01-01

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

Reading: Time

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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:

Relationship between Students' Reading Ability and Their Success in Medical Terminology at a Two-Year College

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Ryan, Mary Gene

2011-01-01

Health sciences faculty members at a two-year college were concerned about the poor pass rates in medical terminology, a gateway course for all students planning to major in health-related fields. Faculty suspected that students coming out of developmental reading might not have adequate reading skills to do well in medical terminology.…

General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach

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Caroline Hornung

2017-10-01

Full Text Available In the present study, we opted for a longitudinal design and examined rapid automatized naming (RAN performance from two perspectives. In a first step, we examined the structure of RAN performance from a general cognitive perspective. We investigated whether rapid naming measures (e.g., digit RAN and color RAN reflect a mainly domain-general factor or domain-specific factors. In a second step, we examined how the best fitting RAN model was related to reading and arithmetic outcomes, assessed several months later. Finally in a third step we took a clinical perspective and investigated specific contributions of RAN measures to reading and arithmetic outcomes. While RAN has emerged as a promising predictor of reading, the relationship between RAN and arithmetic has been less examined in the past. Hundred and twenty-two first graders completed seven RAN tasks, each comprising visually familiar stimuli such as digits, vowels, consonants, dice, finger-numeral configurations, objects, and colors. Four months later the same children completed a range of reading and arithmetic tasks. From a general descriptive perspective, structural equation modeling supports a one-dimensional RAN factor in 6- to -7-year-old children. However, from a clinical perspective, our findings emphasize the specific contributions of RANs. Interestingly, alphanumeric RANs (i.e., vowel RAN were most promising when predicting reading skills and number-specific RANs (i.e., finger-numeral configuration RAN were most promising when predicting arithmetic fluency. The implications for clinical and educational practices will be discussed.

General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach.

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Hornung, Caroline; Martin, Romain; Fayol, Michel

2017-01-01

In the present study, we opted for a longitudinal design and examined rapid automatized naming (RAN) performance from two perspectives. In a first step, we examined the structure of RAN performance from a general cognitive perspective. We investigated whether rapid naming measures (e.g., digit RAN and color RAN) reflect a mainly domain-general factor or domain-specific factors. In a second step, we examined how the best fitting RAN model was related to reading and arithmetic outcomes, assessed several months later. Finally in a third step we took a clinical perspective and investigated specific contributions of RAN measures to reading and arithmetic outcomes. While RAN has emerged as a promising predictor of reading, the relationship between RAN and arithmetic has been less examined in the past. Hundred and twenty-two first graders completed seven RAN tasks, each comprising visually familiar stimuli such as digits, vowels, consonants, dice, finger-numeral configurations, objects, and colors. Four months later the same children completed a range of reading and arithmetic tasks. From a general descriptive perspective, structural equation modeling supports a one-dimensional RAN factor in 6- to -7-year-old children. However, from a clinical perspective, our findings emphasize the specific contributions of RANs. Interestingly, alphanumeric RANs (i.e., vowel RAN) were most promising when predicting reading skills and number-specific RANs (i.e., finger-numeral configuration RAN) were most promising when predicting arithmetic fluency. The implications for clinical and educational practices will be discussed.

Reading acquisition and self-concept

OpenAIRE

Taube, Karin

1988-01-01

The main purpose of the present dissertation was to dismember and reconstruct some aspects of the complex relationship between literacy development and self-concept. Two main principles were included in the general design of the longitudinal investigation. The first principle involved an increasing level of specificity in three steps where the starting point was an overall picture of 700 pupils' reading acquisition and self-concept. The second step was a more detailed analysis with the focus ...

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

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

2017-01-01

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

Dialogic Reading Aloud to Promote Extensive Reading

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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…

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

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Haiyan, Miao; Rilong, Liu

2016-01-01

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

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

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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.

Translating advances in reading comprehension research to educational practice

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Danielle S. McNamara

2011-07-01

Full Text Available The authors review five major findings in reading comprehension and their implications for educational practice. First, research suggests that comprehension skills are separable from decoding processes and important at early ages, suggesting that comprehension skills should be targeted early, even before the child learns to read. Second, there is an important distinction between reading processes and products, as well as their causal relationship: processes lead to certain products. Hence, instructional approaches and strategies focusing on processes are needed to improve students’ reading performance (i.e., product. Third, inferences are a crucial component of skilled comprehension. Hence, children need scaffolding and remediation to learn to generate inferences, even when they know little about the text topic. Fourth, comprehension depends on a complex interaction between the reader, the characteristics of the text, and the instructional task, highlighting the need for careful selection of instructional materials for individual students and specific groups of students. Finally, educators may benefit from heightened awareness of the limitations and inadequacies of standardized reading comprehension assessments, as well as the multidimensionality of comprehension to better understand their students’ particular strengths and weaknesses.

(Women’s Readings of Parvaz- Dar- Hobab

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Jamal Mohammadi

2008-07-01

Full Text Available This research is an attempt to explain how audiences read and decode the dominant or preferred reading of television soap operas ( here, one of them named : Parvaz Dar Hobab . The main problem of this research is that in what way TV soap operas prefer or make dominant some meanings, ideas and values and how audiences interpret and decode these meanings and ideas and values. From this viewpoint, a soap opera is an articulation constructed of different, and sometimes contrast, elements which are unified around a nodal point. In other words, a television soap opera is an articulatory discourse which is constructed through some technical, social and ideological codes by hegemonic system. In a TV soap opera, as a discourse, some ideas and meanings are preferred over the others. The question is that how social subjects, who have an objective position in the social structure, read and decode these dominant ideas and meanings? In this research, in the first part we have used the semilogical- structuralist method to explain the preferred reading of TV soap operas, and in the second part we used focused group interview to study women readings. To mention one of the conclusions of this research, we can say that this soap opera attempts to hide that social nihilism which is the main factor of addiction. Most of the audiences have an oppositional reading of this problem.

Developing and Standardization of a Diagnostic Reading Test

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Tahereh Sima-Shirazi

2004-06-01

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

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

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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)

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

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Frye, Elizabeth M.; Gosky, Ross

2012-01-01

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

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

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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.…

Death, Memory, text: reading the landscape of remembrance

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Katrina Simon

1996-03-01

Full Text Available Victorian cemeteries are landscapes which can be 'read' both literally and metaphorically. In this paper, one particular Victorian cemetery, the Barbadoes St Cemetery in Christchurch, New Zealand is considered for the different meanings that can be found in its location, layout, vegetation, tombstones and written inscriptions. The discussion focuses on how these elements of the cemetery landscape relate to the burial traditions of Western Europe, how they expressed particular concerns about death and remembrance in the Victorian era, and how they can be 'read' in the present, in order to explore the relationship between interpretation and transformation in this highly symbolic landscape.

Reading Every Single Day: A Journey to Authentic Reading

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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'…

Motor-independent Visual Perception Skill Indexes are Related with Reading Skills in Children with Cerebral Palsy

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Vahid Reza Khodabandeh

2015-10-01

Full Text Available Objective: Cerebral palsy is one of the most common causes of physical disability in childhood that lead to various difficulties for children. These children may have abnormalities in visual perception. Visual perception plays an important role in learning of basic childhood’s skills. This research was designed to study the relation between each of subtests of visual perception with accuracy and speed components of reading skills in school-aged cerebral palsy children. Materials & Methods: In this cross-sectional study, 24 spastic cerebral palsy students in second grade (10 girls and 14 boy were selected be available as from Tehran’s rehabilitation clinics. Visual perception and Reading skills were evaluated with the Test of Visual Perceptual Skill-revised (TVPS-R and Diagnostic Reading Test. Results: The results showed that between standard score of visual perception with accuracy and speed components of reading skills of cerebral palsy student were significantly correlated. Visual Discrimination with accuracy (P<0.001 and with speed (P<0.001, Visual Memory with accuracy  (P=0.002 and with speed (P=0.004, Visual-Spatial with accuracy (P<0.001 and with speed (P<0.001, Form Constancy with accuracy (P=0.003 and with speed (p<0.001, Visual Sequential Memory with accuracy (P=0.023 and with speed (P<0.028, Figure Ground Discrimination with accuracy (P=0.010 and with speed (P<0.011, Visual Closure with accuracy (p=0.009 and with speed (P<0.009 Conclusion: In general we can say that the relationship between visual perception skills with reading skills in first and second grade students with cerebral palsy is evident.

100 articles every ecologist should read.

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Courchamp, Franck; Bradshaw, Corey J A

2018-02-01

Reading scientific articles is a valuable and major part of the activity of scientists. Yet, with the upsurge of currently available articles and the increasing specialization of scientists, it becomes difficult to identify, let alone read, important papers covering topics not directly related to one's own specific field of research, or that are older than a few years. Our objective was to propose a list of seminal papers deemed to be of major importance in ecology, thus providing a general 'must-read' list for any new ecologist, regardless of particular topic or expertise. We generated a list of 544 papers proposed by 147 ecology experts (journal editorial members) and subsequently ranked via random-sample voting by 368 of 665 contacted ecology experts, covering 6 article types, 6 approaches and 17 fields. Most of the recommended papers were not published in the highest-ranking journals, nor did they have the highest number of mean annual citations. The articles proposed through the collective recommendation of several hundred experienced researchers probably do not represent an 'ultimate', invariant list, but they certainly contain many high-quality articles that are undoubtedly worth reading-regardless of the specific field of interest in ecology-to foster the understanding, knowledge and inspiration of early-career scientists.

Reading Comics

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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…

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

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

2016-07-01

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

Pleasure Reading Offers Educational, Social, and Personal Benefits for Young Teenagers. A Review of: Howard, V. (2011. The importance of pleasure reading in the lives of young teens: Self-identification, self-construction and self-awareness. Journal of Librarianship and Information Science, 43(1, 46-55. doi:10.1177/0961000610390992

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Ann Medaille

2012-09-01

Full Text Available Objective – To investigate the role thatpleasure reading plays in the lives of youngteenagers.Design – A series of focus groups were used.Setting – Focus groups were held in ninejunior high schools in an eastern Canadianmunicipality.Subjects – Participants consisted of 68students in grades 7, 8, and 9, ranging in agefrom 12-15 years old. Seventy percent ofparticipants were girls and 30% were boys.Methods – A semi-structured interviewprotocol was used. Responses were coded andcategorized by using QSR NUD*IST, and agrounded theory approach was used toanalyze the data.Main Results – This study found that youngteenagers derive numerous benefits frompleasure reading. From an educationalperspective, pleasure reading helps improveliteracy and thinking skills, and helps youngteenagers clarify and explore career goals.From a social perspective, pleasure readinghelps young teenagers understand historicaland current events, helps them developcompassion and empathy, empowers them todevelop and act on their beliefs, and helpsthem to understand the consequences of riskybehaviors. From a personal perspective,pleasure reading provides young teenagers with entertainment, relaxation, reassurance, a creative outlet, and a means of escape.Conclusion – Reading for pleasure provides a means of everyday life information seeking for young teenagers. It helps them improve skills and learn about themselves, their relationships, and their values, all of which help them to make the transition to adulthood.

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

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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.

Reading the Bible, Stressful Life Events, and Hope: Assessing an Overlooked Coping Resource.

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Krause, Neal; Pargament, Kenneth I

2018-03-28

Many people rely on religion to deal with the stressors in their lives. The purpose of this study is to examine a religious coping resource that has received relatively little attention-reading the Bible. We evaluated three hypotheses: (1) reading the Bible moderates the relationship between stress and hope; (2) people who read the Bible more often are more likely to rely on benevolent religious reappraisal coping responses; and (3) individuals who rely on benevolent religious reappraisals will be more hopeful about the future. Support was found for all three hypotheses in our analyses.

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

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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…

Do reading additions improve reading in pre-presbyopes with low vision?

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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.

Self and External Monitoring of Reading Comprehension

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Shiu, Ling-po; Chen, Qishan

2013-01-01

The present study compared the effectiveness of 2 approaches to remedy the inaccuracy of self-monitoring of reading comprehension. The first approach attempts to enhance self-monitoring by strengthening the cues utilized in monitoring. The second approach replaces self-monitoring with external regulation based on objective evaluative information.…

An analysis of the reading profiles of first-year students at ...

African Journals Online (AJOL)

Erna Kinsey

Many South African students enter higher education under-prepared for the reading demands ... quate strategies to face the challenges that emanated from their imple- .... vocal relationship between teaching vocabulary and improving com-.

New memory media: books and reading in the age of weblogs

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Vera Dodebei

2009-01-01

Full Text Available Memory is built with the present time as a starting point, through the tension between two actions: remembering and forgetting, and engages in a permanent dialogue with the objects we choose in order to analyze the condition of knowledge at a given point in time. This paper is divided into three parts. In the first part, we deal with the object "book", its appearance in society, its importance for the transmission of knowledge, its power to control people's attitudes, such as the memory-men created by Bradbury in Fahrenheit 451, and its possible decline in view of information medium technologies. The second part dissociates the act of reading from its most traditional support and deals with "reading" as an independent object, with the suggestion, based on Regina Zilberman's, Alberto Manguel's and Paulo Freire's proposals, that we are meant to read the world, irrespective of the mechanisms used in order to achieve this ultimate aim. In the third and last part, we present some signs of possible ways in which memory may exist in the cyber world, with comments on the role of blogs and websites in relation to the written word on paper.

Teachers’ Thoughts and Students’ Strategies : An empirical study on Swedish upper-secondary students’ andteachers’ perception on reading comprehension

OpenAIRE

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...

Musical Tale as a Reading Comprehension Resource in the Classroom

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Lucía Martínez Vázquez

2017-11-01

Full Text Available Reading comprehension is a complex process, whose teaching involves multiple factors, as highlighted by Psychology, Didactics of languages, and others disciplines. Nevertheless, theoretical frameworks need to be applied by means of innovative practices and resources. The aim of this work is to present an innovation implemented in 2016-2017 in the third year of primary school, in the frame of an action-research, with the objective of reinforcing the learning of reading. In order to cope whit the comprehension difficulties involved in attention and concentration abilities, a didactic intervention was designed with the musical tale as a resource. Different approaches to this sort of text, integrated in diverse activities, facilitated the learning of active listening of tales, expressing reading, and guided the attention of readers to metacognitive strategies. The experience allows better identify some difficulties in the reading process, and prove the usefulness of the musical tale, as a meaningful resource to support the teaching and learning of reading.

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.

Reading Strategies Used by Iranian EFL Learners While Reading Academic Texts

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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.

How do typographical factors affect reading text and comprehension performance in Arabic?

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Ganayim, Deia; Ibrahim, Raphiq

2013-04-01

The objective of this study was to establish basic reading performance that could lead to useful design recommendations for print display text formats and layouts for the improvement of reading and comprehension performance of print text, such as academic writings, books, and newspapers, of Arabic language. Readability of English print text has been shown to be influenced by a number of typographical variables, including interline spacing, column setting and line length, and so on.Therefore, it is very important to improve the reading efficiency and satisfaction of print text reading and comprehension by following simple design guidelines. Most existing research on readability of print text is oriented to build guidelines for designing English texts rather than Arabic. However, guidelines built for English script cannot be simply applied for Arabic script because of orthographic differences. In the current study, manipulating interline spacing and column setting and line length generated nine text layouts. The reading and comprehension performance of 210 native Arab students assigned randomly to the different text layouts was compared. Results showed that the use of multicolumn setting (with medium or short line length) affected comprehension achievement but not reading and comprehension speed. Participants' comprehension scores were better for the single-column (with long line length) than for the multicolumn setting. However, no effect was found for interline spacing. The recommendations for appropriate print text format and layout in Arabic language based on the results of objective measures facilitating reading and comprehension performance is a single-column (with long line length) layout with no relevance of the interline spacing.

MULTIPLE INTELLIGENCES AS PREDICTORS OF READING COMPREHENSION AND VOCABULARY KNOWLEDGE

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Abbas Ali Zarei

2014-07-01

Full Text Available Abstract: The present study was conducted to investigate types of Multiple Intelligences as predictors of reading comprehension and vocabulary knowledge. To meet this objective, a 60-item TOEFL test and a 90-item multiple intelligences questionnaire were distributed among 240 male and female Iranians studying English at Qazali and Parsian Universities in Qazvin. Data were analyzed using a multiple regression procedure. The result of the data analysis indicated that musical, interpersonal, kinesthetic, and logical intelligences were predicators of reading comprehension. Moreover, musical, verbal, visual, kinesthetic and natural intelligences made significant contributions to predicting vocabulary knowledge.   Key words: Multiple intelligences, reading comprehension, vocabulary knowledge.

Role-play experience facilitates reading the mind of individuals with different perception.

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Fumikazu Furumi

Full Text Available The present study examined effects of role-play experience on reading the mind of people with different perception. It is normally difficult but very important in daily life to understand people with different characteristics, including those with restricted color vision. We explored the mechanisms of reading the mind of people with different perception. Forty university students were introduced to a communication task in which the use of mindreading was essential. During each trial, participants viewed a shelf, presented on a laptop computer, which contained several familiar objects, and they were instructed to touch an object on the shelf following an instruction issued by a partner who stood at the opposite side of the shelf. There were two partners: one was a monkey with normal color vision and the other was a dog with restricted color vision. The monkey could see all the objects in the same colors as the participants, whereas the dog saw some objects in different colors (e.g., he saw as yellow objects that the participants saw as red. Participants were required to respond according to the partner's instruction. In the restricted color vision condition, the dog saw the colors of objects differently; thus, participants had to work out his intentions (i.e., mind read, according to his different perspective. In the normal color vision condition, all objects were in the same colors as those seen by the monkey. Before the test phase, the role-play group had a role-play experience in which participants assumed the role of people with restricted color vision. No-role-play participants made significantly more errors in the restricted color vision condition than in the normal color vision condition, whereas among role-play participants, there was no difference between conditions. These results suggest that role-play experience facilitates reading the mind of people with perceptual experiences different from our own.

RADAR: A novel fast-screening method for reading difficulties with special focus on dyslexia