WorldWideScience

Sample records for relationship objective reading

  1. Empathy, Reading, and Gender Relationships

    Science.gov (United States)

    McCreary, John J.

    2017-01-01

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

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

    Institute of Scientific and Technical Information of China (English)

    白晴雪

    2016-01-01

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

  3. The Relationship between Reading, Writing, and Spelling.

    Science.gov (United States)

    Keegan, Jill

    This paper asks whether there is a relationship between reading, writing, and spelling, whether these subjects should be taught together or separately. A review of the literature found that many theorists saw a strong relationship between just reading and writing, while others believed spelling belonged with these. The consensus of researchers was…

  4. How reading differs from object naming at the neuronal level.

    Science.gov (United States)

    Price, C J; McCrory, E; Noppeney, U; Mechelli, A; Moore, C J; Biggio, N; Devlin, J T

    2006-01-15

    This paper uses whole brain functional neuroimaging in neurologically normal participants to explore how reading aloud differs from object naming in terms of neuronal implementation. In the first experiment, we directly compared brain activation during reading aloud and object naming. This revealed greater activation for reading in bilateral premotor, left posterior superior temporal and precuneus regions. In a second experiment, we segregated the object-naming system into object recognition and speech production areas by factorially manipulating the presence or absence of objects (pictures of objects or their meaningless scrambled counterparts) with the presence or absence of speech production (vocal vs. finger press responses). This demonstrated that the areas associated with speech production (object naming and repetitively saying "OK" to meaningless scrambled pictures) corresponded exactly to the areas where responses were higher for reading aloud than object naming in Experiment 1. Collectively the results suggest that, relative to object naming, reading increases the demands on shared speech production processes. At a cognitive level, enhanced activation for reading in speech production areas may reflect the multiple and competing phonological codes that are generated from the sublexical parts of written words. At a neuronal level, it may reflect differences in the speed with which different areas are activated and integrate with one another.

  5. Atopy patch tests in young adult patients with atopic dermatitis and controls: dose-response relationship, objective reading, reproducibility and clinical interpretation.

    Science.gov (United States)

    Bygum, Anette; Mortz, Charlotte Gotthard; Andersen, Klaus Ejner

    2003-01-01

    The clinical interpretation and reproducibility of atopy patch tests was studied in 23 selected young adult patients with atopic dermatitis and 25 healthy controls using standard inhalant allergens. Non-invasive measurements were used for objective assessment of test reactions and the participants were retested after 6 weeks. Ten of 19 (53%) evaluable patients with atopic dermatitis had at least one positive atopy patch test. However, there was no clear clinical relevance of the atopy patch test results when related to patient history and distribution of dermatitis. Reproducible and dose-dependent results were obtained with Dermatophagoides pteronyssinus, grass and cat with a reproducibility rate of 0.69 to 0.81 in patients and 0.60-0.96 in controls. A unique finding was a significant positive correlation between a positive atopy patch test, allergen dose and increase in transepidermal water loss and erythema, while measurement of capacitance did not distinguish between positive and negative reactions. The results of the present study do not support the routine use of atopy patch tests in the evaluation of adult patients with atopic dermatitis.

  6. The Relationship between Reading Proficiency and Reading Strategy Use: A Study of Adult ESL Learners

    Science.gov (United States)

    Huang, Jiuhan; Nisbet, Deanna

    2014-01-01

    This article explores the relationship between reading strategy use and reading proficiency among 121 adult ESL learners. Reading strategy use was measured by the SORS, and reading proficiency was determined by the CASAS Reading Test and BEST Literacy Test. Findings of the study reveal that (a) adult ESL learners are active strategies users; (b)…

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

    DEFF Research Database (Denmark)

    Rønberg, Louise; Mejding, Jan

    2014-01-01

    and functional goals in Finland. It appears that the Finnish descriptions are more aligned with current empirical research on reading comprehension. Swedish and Norwegian teachers have the most varied used of both literary and informational text types during a week, whereas Finnish teachers give informational...... 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......This article presents a comparison of the Nordic countries’ official objectives for reading and analyses of 1005 Nordic teachers’ responses regarding their reading instruction. The specificity and transparency vary greatly in the objectives, from broad outlines in Norway to more specific...

  8. The Relationship between Strategic Reading Instruction, Student Learning of L2-Based Reading Strategies and L2 Reading Achievement

    Science.gov (United States)

    Akkakoson, Songyut

    2013-01-01

    This study investigates the relationship between strategic reading instruction, the process of learning second language-based reading strategies and English reading achievement for Thai university students of science and technology. In a course in reading general English texts for 16?weeks, 82 students were taught using a strategies-based approach…

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

    Science.gov (United States)

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

    2015-01-01

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

  10. Reading Relationships: Parents, Adolescents, and Popular Fiction by Stephen King.

    Science.gov (United States)

    Chandler, Kelly

    1999-01-01

    Describes a collective case study of 12 high school juniors who identified themselves as avid readers of popular fiction. Finds strong reading relationships between parents and high school students. Describes the different roles that parents played in their adolescent children's reading lives. Looks at implications for secondary English classrooms…

  11. Objective and Comprehensive Evaluation of Bisulfite Short Read Mapping Tools

    Directory of Open Access Journals (Sweden)

    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.

  12. The relationship between working memory and L2 reading comprehension

    Directory of Open Access Journals (Sweden)

    Mohammadtaghi Shahnazari-Dorcheh

    2014-08-01

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

  13. Question answer relationship strategy increases reading comprehension among Kindergarten students

    Directory of Open Access Journals (Sweden)

    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.

  14. Is there a relationship between literature reading and creative writing?

    NARCIS (Netherlands)

    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

  15. Enhancing Parent-Child Relationship through Dialogic Reading

    Science.gov (United States)

    Ganotice, Fraide A., Jr.; Downing, Kevin; Mak, Teresa; Chan, Barbara; Lee, Wai Yip

    2017-01-01

    Dialogic reading (DR) has been identified as an effective strategy for enhancing children's literacy skills in Western and Asian contexts. Given that storytelling is a shared experience between adults and children, parent-child relationships is hypothesised to be enhanced by DR. Despite this possibility, there has been no systematic attempt to…

  16. The relationship between two visual communication systems: reading and lipreading.

    Science.gov (United States)

    Williams, A

    1982-12-01

    To explore the relationship between reading and lipreading and to determine whether readers and lipreaders use similar strategies to comprehend verbal messages, 60 female junior and sophomore high school students--30 good and 30 poor readers--were given a filmed lipreading test, a test to measure eye-voice span, a test of cloze ability, and a test of their ability to comprehend printed material presented one word at a time in the absence of an opportunity to regress or scan ahead. The results of this study indicated that (a) there is a significant relationship between reading and lipreading ability; (b) although good readers may be either good or poor lipreaders, poor readers are more likely to be poor than good lipreaders; (c) there are similarities in the strategies used by readers and lipreaders in their approach to comprehending spoken and written material; (d) word-by-word reading of continuous prose appears to be a salient characteristic of both poor reading and poor lipreading ability; and (c) good readers and lipreaders do not engage in word-by-word reading but rather use a combination of visual and linguistic cues to interpret written and spoken messages.

  17. 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...

  18. Exploring Relationships between Oral Reading Fluency and Reading Comprehension amongst English Second Language Readers in South Africa

    Science.gov (United States)

    Pretorius, Elizabeth J.; Spaull, Nic

    2016-01-01

    Most analyses of oral reading fluency (ORF) are based on L1 reading, and the norms that have been developed in English are based on first language reading data. This is problematic for developing countries where many children are learning in English as a second language. The aim of the present study is to model the relationship between English…

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

    Science.gov (United States)

    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:…

  20. Investigating Chinese English Majors’ Use of Reading Strategies : A Study on the Relationship between Reading Strategies and Reading Achievements 

    OpenAIRE

    Sun, Ling

    2011-01-01

    For several decades, reading strategies have aroused many researchers’ interest.Readingis a very important language skill for English learners; however, many English majors feel that their reading proficiency is far from satisfying though they have studied English for more than ten years. Therefore, the current situation of using reading strategies among Chinese sophomore English majors is studied in this paper. The research aims to study the relationship between the use of reading strategies...

  1. An Investigation of the Relationship between Reading Disabilities and Oral Syntax and the Temporal Aspects of that Relationship.

    Science.gov (United States)

    Dumas, Marsha Rose

    Fifteen eight- and nine-year-old boys with reading disabilities and 15 with normal reading ability participated in a study of the relationships among reading disabilities, oral syntax, and temporal functioning ability (sequencing and the ability to perceive relationships in time). Each subject was given an individual battery of tests which…

  2. Weaving the Cloth of Literacy: The Relationship between Braille and Reading.

    Science.gov (United States)

    Zago, P. A.

    1996-01-01

    This brief article uses a weaving metaphor to address the relationship between braille and reading, with prior knowledge (the warp threads) interacting with reading content (the weft threads) by means of braille (the shuttle). Reading is seen to be an interactive process between reader, text, and the context of the reading situation. (DB)

  3. The Relationship between EFL Learners’ Emotional Intelligence and Critical Reading

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

    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…

  5. 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

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

    Science.gov (United States)

    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.

  7. 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.

  8. 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 ...

  9. 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 ...

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

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

    2016-04-01

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

  13. 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...

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

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    Palomo-Alvarez, Catalina; Puell, María C

    2009-09-01

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

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

    Science.gov (United States)

    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.

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

    Directory of Open Access Journals (Sweden)

    Thilina Indrajie Wickramaarachchi

    2014-10-01

    Full Text Available The study examines the interaction between reading and writing processes in general and more specifically the impact of pre-reading tasks incorporating writing tasks (referred to as “prw tasks” in helping the development of inferential reading comprehension. A sample of 70 first year ESL students of the University of Kelaniya were initially selected with one group (experimental group engaging in “prw tasks” while the other group (control group performing the tasks without a pre-reading component. The intervention was for 6 sessions (one hour in each session. At the end of each session, the performance of the two groups was measured and the test scores were analyzed using the data analysis package SPSS to determine the effectiveness of the intervention. The results indicated that the experimental group had significantly performed better than the control group which indicated the effectiveness of the prw tasks in improving reading comprehension.

  17. 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…

  18. 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…

  19. 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…

  20. 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 ...

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

    Science.gov (United States)

    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…

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

    Directory of Open Access Journals (Sweden)

    Angelina Wan Lin Tan

    2018-01-01

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

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    Peyman, Somayeh; Sadighi, Firooz

    2011-01-01

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

  5. Cross-lagged relationships between morphological awareness and reading comprehension among Chinese children

    Directory of Open Access Journals (Sweden)

    Yahua Cheng

    2016-09-01

    Full Text Available The present study examined the developmental relationship between morphological awareness and reading comprehension using a two-year and four-wave cross-lagged design with a sample of 149 Chinese children (80 male and 69 female. We measured children’s morphological awareness, word reading, and reading comprehension from T1 to T4, in addition to phonological awareness, vocabulary knowledge, and general cognitive ability at T1 as control measures. Four plausible cross-lagged models were assessed and compared to examine the direction of the developmental relationships between morphological awareness and reading comprehension over time. Results found support for a reciprocal-causation model, that is, morphological awareness stably predicted subsequent reading comprehension, and the reverse relation was also found. Longitudinal mediation analyses revealed that word reading partially mediated the relationship between morphological awareness and reading comprehension in Chinese children. These findings extend our understanding of the relationship between morphological awareness and reading comprehension. The practical implications for these two developing skills in Chinese children are discussed.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  11. 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…

  12. Multiple mediation analysis of the relationship between rapid naming and reading

    DEFF Research Database (Denmark)

    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....... The influence of the mediators on the RAN-reading correlation was estimated as indirect effects in mediation analyses. Phonological awareness and letter knowledge significantly mediated the RAN-reading relationship, each accounted for a moderate part of the correlation between RAN and reading fluency. Thus...

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

    Directory of Open Access Journals (Sweden)

    Lai Yi-Horng

    2016-01-01

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

  14. 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

  15. 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.

  16. Teaching Reading

    Science.gov (United States)

    Day, Richard R.

    2013-01-01

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

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

    Directory of Open Access Journals (Sweden)

    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.

  18. Corneal refractive index-hydration relationship by objective refractometry.

    Science.gov (United States)

    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.

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

    Directory of Open Access Journals (Sweden)

    Rachel Schiff

    2018-04-01

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

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

    Science.gov (United States)

    Schiff, Rachel; Saiegh-Haddad, Elinor

    2018-01-01

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

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

    NARCIS (Netherlands)

    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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  4. 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

    Science.gov (United States)

    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…

  5. Examining the Relationship between Quality Writing and Quality Reading.

    Science.gov (United States)

    van der Meij, Hans

    2000-01-01

    Describes the Information SubTypes and Effects (ISTE) approach, which measures the relationship between the design of a document and the way users handle it. Positions the ISTE method within the broader context of usability testing. Describes its basic approach and some recent applications. Demonstrates that ISTE is a viable instrument for…

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

    Science.gov (United States)

    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,…

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

    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…

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

    Directory of Open Access Journals (Sweden)

    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

  10. The Relationship among Localization Skill, Existence Constancy and Object Permanence.

    Science.gov (United States)

    Townes-Rosenwein, Linda

    Two component skills of object permanence were studied: existence constancy -- the infants' ability to expect that an object continues to exist after it is hidden, and localization skill -- infants' ability to search in the correct place for a hidden object. Contradictions within the literature may occur because of task lability caused by failure…

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

    Directory of Open Access Journals (Sweden)

    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.

  12. 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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  17. The Structure of Phonological Processing and Its Relationship to Basic Reading

    Science.gov (United States)

    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…

  18. The Cumulative Effect of Hyperactivity and Peer Relationships on Reading Comprehension

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  20. 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.

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

    Science.gov (United States)

    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

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

    Science.gov (United States)

    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.

  3. 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.

  4. Historical knowledge and the search for truth: a reading of subjectivity and objectivity in the duality between subject and object

    Directory of Open Access Journals (Sweden)

    Fernando Tadeu Germinatti

    2018-04-01

    Full Text Available The present article presents the systematization of theoretical reflections about the debate of neutrality in the human sciences. From the presentation of the conception of scientific neutrality defended by the positivist perspective, a reflection is made on the relation between researcher and object of historical research and its imbrications to the present day. The focus is on the subjective factor and its decisive contribution to research in human science. Thus, the great epistemological richness contained in subjectivity is demonstrated. The methodology used was a bibliographical study, made from researches in classic works of historical science.

  5. 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 ...

  6. INTEREST AND READING MOTIVATION

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    Alhamdu Alhamdu

    2016-05-01

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

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  10. Viewing photos and reading nouns of natural graspable objects similarly modulate motor responses

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    Barbara FM Marino

    2014-12-01

    Full Text Available It is well known that the observation of graspable objects recruits the same motor representations involved in their actual manipulation. Recent evidence suggests that the presentation of nouns referring to graspable objects may exert similar effects. So far, however, it is not clear to what extent the modulation of the motor system during object observation overlaps with that related to noun processing. To address this issue, 2 behavioral experiments were carried out using a go-no go paradigm. Healthy participants were presented with photos and nouns of graspable and non-graspable natural objects. Also scrambled images and pseudowords obtained from the original stimuli were used. At a go-signal onset (150 ms after stimulus presentation participants had to press a key when the stimulus referred to a real object, using their right (Experiment 1 or left (Experiment 2 hand, and refrain from responding when a scrambled image or a pseudoword was presented. Slower responses were found for both photos and nouns of graspable objects as compared to non-graspable objects, independent of the responding hand. These findings suggest that processing seen graspable objects and written nouns referring to graspable objects similarly modulates the motor system.

  11. 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…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

  14. Generally objective measurement of human temperature and reading ability: some corollaries.

    Science.gov (United States)

    Stenner, A Jackson; Stone, Mark

    2010-01-01

    We argue that a goal of measurement is general objectivity: point estimates of a person's measure (height, temperature, and reader ability) should be independent of the instrument and independent of the sample in which the person happens to find herself. In contrast, Rasch's concept of specific objectivity requires only differences (i.e., comparisons) between person measures to be independent of the instrument. We present a canonical case in which there is no overlap between instruments and persons: each person is measured by a unique instrument. We then show what is required to estimate measures in this degenerate case. The canonical case encourages a simplification and reconceptualization of validity and reliability. Not surprisingly, this reconceptualization looks a lot like the way physicists and chemometricians think about validity and measurement error. We animate this presentation with a technology that blurs the distinction between instruction, assessment, and generally objective measurement of reader ability. We encourage adaptation of this model to health outcomes measurement.

  15. On Mature Reflection: "Strange Objects" and the Cultivation of Reflective Reading.

    Science.gov (United States)

    Heyde, Emma

    2000-01-01

    Examines Gary Crew's novel written for a young adult audience, called "Strange Objects," a story containing verifiable historical fact interwoven with elements of fiction and the supernatural. Shows how the numerous genres and viewpoints in the book challenge and contradict one another, forcing young readers to perform resistant readings…

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

    Science.gov (United States)

    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.

  17. 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.

  18. 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.

  19. 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...

  20. "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…

  1. 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'.

  2. 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...

  3. Objectivity

    CERN Document Server

    Daston, Lorraine

    2010-01-01

    Objectivity has a history, and it is full of surprises. In Objectivity, Lorraine Daston and Peter Galison chart the emergence of objectivity in the mid-nineteenth-century sciences--and show how the concept differs from its alternatives, truth-to-nature and trained judgment. This is a story of lofty epistemic ideals fused with workaday practices in the making of scientific images. From the eighteenth through the early twenty-first centuries, the images that reveal the deepest commitments of the empirical sciences--from anatomy to crystallography--are those featured in scientific atlases, the compendia that teach practitioners what is worth looking at and how to look at it. Galison and Daston use atlas images to uncover a hidden history of scientific objectivity and its rivals. Whether an atlas maker idealizes an image to capture the essentials in the name of truth-to-nature or refuses to erase even the most incidental detail in the name of objectivity or highlights patterns in the name of trained judgment is a...

  4. 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.

  5. 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.

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

    Science.gov (United States)

    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).

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

    Science.gov (United States)

    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…

  8. 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…

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

    Science.gov (United States)

    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…

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

    Directory of Open Access Journals (Sweden)

    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.

  11. 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.

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

    Science.gov (United States)

    Bulgurcuoglu, Ahmet Nusret

    2016-01-01

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

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

    Science.gov (United States)

    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…

  14. 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...

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

    Science.gov (United States)

    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…

  16. 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.

  17. 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

  18. 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.

  19. 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.

  20. 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…

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

    Science.gov (United States)

    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…

  2. 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.…

  3. 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…

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

    Science.gov (United States)

    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…

  5. 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…

  6. 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…

  7. 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...

  8. 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...

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

    Science.gov (United States)

    Hart, John

    2011-03-01

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

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

    Science.gov (United States)

    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.

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

    Directory of Open Access Journals (Sweden)

    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.

  12. 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.

  13. 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

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

    Science.gov (United States)

    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.

  15. 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.

  16. A Mobile Outdoor Augmented Reality Method Combining Deep Learning Object Detection and Spatial Relationships for Geovisualization.

    Science.gov (United States)

    Rao, Jinmeng; Qiao, Yanjun; Ren, Fu; Wang, Junxing; Du, Qingyun

    2017-08-24

    The purpose of this study was to develop a robust, fast and markerless mobile augmented reality method for registration, geovisualization and interaction in uncontrolled outdoor environments. We propose a lightweight deep-learning-based object detection approach for mobile or embedded devices; the vision-based detection results of this approach are combined with spatial relationships by means of the host device's built-in Global Positioning System receiver, Inertial Measurement Unit and magnetometer. Virtual objects generated based on geospatial information are precisely registered in the real world, and an interaction method based on touch gestures is implemented. The entire method is independent of the network to ensure robustness to poor signal conditions. A prototype system was developed and tested on the Wuhan University campus to evaluate the method and validate its results. The findings demonstrate that our method achieves a high detection accuracy, stable geovisualization results and interaction.

  17. A Mobile Outdoor Augmented Reality Method Combining Deep Learning Object Detection and Spatial Relationships for Geovisualization

    Directory of Open Access Journals (Sweden)

    Jinmeng Rao

    2017-08-01

    Full Text Available The purpose of this study was to develop a robust, fast and markerless mobile augmented reality method for registration, geovisualization and interaction in uncontrolled outdoor environments. We propose a lightweight deep-learning-based object detection approach for mobile or embedded devices; the vision-based detection results of this approach are combined with spatial relationships by means of the host device’s built-in Global Positioning System receiver, Inertial Measurement Unit and magnetometer. Virtual objects generated based on geospatial information are precisely registered in the real world, and an interaction method based on touch gestures is implemented. The entire method is independent of the network to ensure robustness to poor signal conditions. A prototype system was developed and tested on the Wuhan University campus to evaluate the method and validate its results. The findings demonstrate that our method achieves a high detection accuracy, stable geovisualization results and interaction.

  18. A Mobile Outdoor Augmented Reality Method Combining Deep Learning Object Detection and Spatial Relationships for Geovisualization

    Science.gov (United States)

    Rao, Jinmeng; Qiao, Yanjun; Ren, Fu; Wang, Junxing; Du, Qingyun

    2017-01-01

    The purpose of this study was to develop a robust, fast and markerless mobile augmented reality method for registration, geovisualization and interaction in uncontrolled outdoor environments. We propose a lightweight deep-learning-based object detection approach for mobile or embedded devices; the vision-based detection results of this approach are combined with spatial relationships by means of the host device’s built-in Global Positioning System receiver, Inertial Measurement Unit and magnetometer. Virtual objects generated based on geospatial information are precisely registered in the real world, and an interaction method based on touch gestures is implemented. The entire method is independent of the network to ensure robustness to poor signal conditions. A prototype system was developed and tested on the Wuhan University campus to evaluate the method and validate its results. The findings demonstrate that our method achieves a high detection accuracy, stable geovisualization results and interaction. PMID:28837096

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Directory of Open Access Journals (Sweden)

    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.

  2. Relationship between patient-reported and objective measurements of hand function in patients with rheumatoid arthritis

    Directory of Open Access Journals (Sweden)

    S.M. Günay

    2016-12-01

    Full Text Available Rheumatoid arthritis (RA often results in impairments in upper extremities, especially in the small joints of hand. Involvement of hand brings limitations in activities of daily living. However, it is commonly observed that patient-reported functional status of hand does not always corresponds to their actual physical performance in the clinical setting. The aim of this pilot study is to investigate the relationship between patient self-reported and objectively measured hand functions in patients with RA. Twenty-six patients (51±13 years with RA diagnosis participated in the study. Hand grip and pinch (lateral, bipod, tripod strengths were measured and Jebsen Hand Function Test (JHFT was performed for objective functional performance. Duruöz Hand Index and Beck Depression Inventory - Turkish version were completed by patients. Grip and all three-pinch strength results significantly correlated with Duruöz Hand Index scores (p<0.05. JHFT results except the sentence writing also correlated with the Duruöz scores (p<0.05. Our results showed that self-reported outcome scales might be used for determining functional level of hand in patients with RA in rheumatology practice. Objective quantitative functional tests are the best methods in evaluating functional level of hand, but require valid and reliable equipment with accurate calibration. Therefore, in case of unavailability of objective assessment tools, patient-reported scales may also reflect the real status of hand functions.

  3. Exploring the Relationship between Reading Strategy Use and Multiple Intelligences among Successful L2 Readers

    Science.gov (United States)

    Mirzaei, Azizullah; Rahimi Domakani, Masoud; Heidari, Najmeh

    2014-01-01

    Over the years, the multiple intelligences theory (MIT) proposed by Howard Gardner has renewed interest in learners' use of effective learning strategies and produced interesting results. This MIT-oriented study investigated the role of successful L2 readers' multiple intelligences in their effective use of reading strategies. To this end, a TOEFL…

  4. How Home Enrichment Mediates the Relationship between Maternal Education and Children's Achievement in Reading and Math

    Science.gov (United States)

    Zadeh, Zohreh Yaghoub; Farnia, Fataneh; Ungerleider, Charles

    2010-01-01

    Research Findings: This article addresses the mediating role of early childhood home enrichment in the association between maternal education and academic achievement in the reading and math of 1,093 children aged 7 (Grade 1). Data were extracted from the National Institute of Child Health and Human Development database. We used the bootstrapping…

  5. 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…

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

    Science.gov (United States)

    Allen, Denise A.

    2014-01-01

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

  7. The Relationship between Three Measures of L2 Vocabulary Knowledge and L2 Listening and Reading

    Science.gov (United States)

    Cheng, Junyu; Matthews, Joshua

    2018-01-01

    This study explores the constructs that underpin three different measures of vocabulary knowledge and investigates the degree to which these three measures correlate with, and are able to predict, measures of second language (L2) listening and reading. Word frequency structured vocabulary tests tapping "receptive/orthographic (RecOrth)…

  8. The Relationship between Reading Comprehension, Decoding, and Fluency in Greek: A Cross-Sectional Study

    Science.gov (United States)

    Padeliadu, Susana; Antoniou, Faye

    2014-01-01

    Experts widely consider decoding and fluency as the basis of reading comprehension, while at the same time consistently documenting problems in these areas as major characteristics of students with learning disabilities. However, scholars have developed most of the relevant research within phonologically deep languages, wherein decoding problems…

  9. 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.

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

    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.

  12. Visual perspective in autobiographical memories: reliability, consistency, and relationship to objective memory performance.

    Science.gov (United States)

    Siedlecki, Karen L

    2015-01-01

    Visual perspective in autobiographical memories was examined in terms of reliability, consistency, and relationship to objective memory performance in a sample of 99 individuals. Autobiographical memories may be recalled from two visual perspectives--a field perspective in which individuals experience the memory through their own eyes, or an observer perspective in which individuals experience the memory from the viewpoint of an observer in which they can see themselves. Participants recalled nine word-cued memories that differed in emotional valence (positive, negative and neutral) and rated their memories on 18 scales. Results indicate that visual perspective was the most reliable memory characteristic overall and is consistently related to emotional intensity at the time of recall and amount of emotion experienced during the memory. Visual perspective is unrelated to memory for words, stories, abstract line drawings or faces.

  13. Relationships over time of subjective and objective elements of recovery in persons with schizophreni

    DEFF Research Database (Denmark)

    Jørgensen, Rikke; Zoffmann, Vibeke; Munk-Jørgensen, Povl

    2015-01-01

    of symptoms with four assessments of self-reports of subjective aspects of recovery. Participants were 101 outpatients with schizophrenia. Symptoms were assessed with the Positive and Negative Syndrome Scale (PANSS) while subjective recovery was assessed with the Recovery Assessment Scale (RAS). Separate......Recovery from schizophrenia involves both subjective elements such as self-appraised wellness and objective elements such as symptom remission. Less is known about how they interact. To explore this issue, this study examined the relationship over the course of 1 year of four assessments...... Pearson׳s or Spearman׳s rank׳s correlation coefficients, calculated at all four measurement points, revealed the total symptom score was linked with lower levels of overall self-recovery at all four measurement points. The PANSS emotional discomfort subscale was linked with self-reported recovery at all...

  14. 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.

  15. ‘An Object with No Predecessors’? A Computational Reading of J. H. Prynne’s For the Monogram

    Directory of Open Access Journals (Sweden)

    Louis Goddard

    2017-01-01

    Full Text Available J. H. Prynne’s 1997 book 'For the Monogram' arguably marks the beginning of what has been termed his ‘late style’: a period of avant-garde poetic output characterised by a shift towards monolithic blocks of text featuring highly disrupted syntax and a vocabulary drawn from a range of increasingly technical and specialist fields. This paper considers whether such ‘high-tech’ writing requires a similarly high-tech approach to reading, describing efforts to interpret the poem using a custom-built computer program linked to the Google Books database. In particular, it examines the theoretical implications of such rudimentary machine reading in light of existing interpretations of the poem by Simon Jarvis and Peter Middleton, focusing on the peculiar aesthetic implications of exponential technological development and arguing that 'For the Monogram' is a text which anticipates and even acts out its own mechanized dissection. Through a complex incorporation of sources ranging from Mother Shipton to computer programming manuals, Prynne anticipates and disrupts any attempt at computational processing, leaving a text which is paradoxically both immune to and deformed by technological progress.

  16. The social-devaluation effect: Interactive evaluation deteriorates likeability of objects based on daily relationship

    Directory of Open Access Journals (Sweden)

    Atsunori eAriga

    2015-01-01

    Full Text Available Although previous research has explored the effects of discussion on optimal and collective group outcomes, it is unclear how an individual's preference for an object is modulated by discussion with others. This study investigated the determinants of likeability ratings under two conditions. In Experiment 1, pairs of participants consisting of friends evaluated various photographic images. Under the interactive condition, the participants discussed their impressions of each image for 30 seconds and then independently rated how much they liked it. Under the non-interactive condition, the participants did not interact with each other but instead only thought about their impressions of each image for 30 seconds before rating its likeability. The results indicate that the exchange of impressions between the participants affected the individual likeability ratings of objects. More specifically, the interactive participants generally rated the images as less likeable than did the non-interactive participants (social-devaluation effect. However, in Experiment 2, the effect was eliminated when the pairs consisted of strangers. These findings suggest that shared information modulates individual preferences but only when a daily relationship exists within a group.

  17. Inter-relationships between objective handwriting features and executive control among children with developmental dysgraphia

    Science.gov (United States)

    2018-01-01

    Objective To describe handwriting and executive control features and their inter-relationships among children with developmental dysgraphia, in comparison to controls. Method Participants included 64 children, aged 10–12 years, 32 with dysgraphia based on the Handwriting Proficiency Screening Questionnaire (HPSQ) and 32 matched controls. Children copied a paragraph onto paper affixed to a digitizer that supplied handwriting process objective measures (Computerized Penmanship Evaluation Tool (ComPET). Their written product was evaluated by the Hebrew Handwriting Evaluation (HHE). Parents completed the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire about their child's executive control abilities. Results Significant group differences were found for handwriting performance measures (HHE and ComPET) and executive control domains (BRIEF). Based on one discriminate function, including handwriting performance and executive control measures, 98.4% of the participants were correctly classified into groups. Significant correlations were found in each group between working memory and legibility as well as for other executive domains and handwriting measures. Furthermore, twenty percent of the variability of the mean pressure applied towards the writing surface among children with was explained by their 'emotional control' (BRIEF). Conclusion The results strongly suggest consideration of executive control domains to obtain better insight into handwriting impairment characteristics among children with dysgraphia to improve their identification, evaluation and the intervention process. PMID:29689111

  18. 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...

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

    Directory of Open Access Journals (Sweden)

    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.

  20. Reading Romance: The Impact Facebook Rituals Can Have On A Romantic Relationship

    Directory of Open Access Journals (Sweden)

    Greg Bowe B.A. Mod

    2010-10-01

    Full Text Available Despite the fact that research has identified intimate relationships as being an important factor in how people look to present themselves on social networking sites, there still remains a lack of research in this domain. By comparing trends inside the rituals of the relationship status, public displays of affection and photographs on Facebook this paper examines how they can impact a relationship in the offline world by discussing the extent to which the design and features of the site can impact the emotional repertoire of its users. Results highlighted that the website has the potential to provide a new focus and channel for a person to depict where their relationship is going, feeling rules can be attached to certain rituals on the website. By focusing on the relationship statusoption and public displays of affection, it was emphasized that these rituals accentuate themes of possession and territory and can be used to configure a couple’s superiority. The discussion on photographs illustrated how the website can bring problems and jealousy to the relationship, particularly when the ‘ex-partner’ was taken into account.

  1. 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

  2. Relationship between objectively measured walkability and exercise walking among adults with diabetes.

    Science.gov (United States)

    Hosler, Akiko S; Gallant, Mary P; Riley-Jacome, Mary; Rajulu, Deepa T

    2014-01-01

    Little is known about the relationship between objectively measured walkability and walking for exercise among adults with diabetes. Information regarding walking behavior of adults with diabetes residing in 3 Upstate New York counties was collected through an interview survey. Walkability measures were collected through an environmental audit of a sample of street segments. Overall walkability and 4 subgroup measures of walkability were aggregated at the ZIP level. Multivariate logistic regression was used for analysis. Study participants (n = 208) were 61.0% female, 56.7% non-Hispanic White, and 35.1% African-American, with a mean age of 62.0 years. 108 participants (51.9%) walked for exercise on community streets, and 62 (29.8%) met the expert-recommended level of walking for ≥150 minutes/week. After adjustment for age, gender, race/ethnicity, education, BMI, physical impairment, and social support for exercise, walking any minutes/week was associated with traffic safety (OR 1.34, 95% CI 1.15-1.65). Walking ≥150 minutes/week was associated with overall walkability of the community (2.65, 1.22, and 5.74), as well as sidewalks (1.73, 1.12-2.67), street amenity (2.04, 1.12-3.71), and traffic safety (1.92, 1.02-3.72). This study suggests that walkability of the community should be an integral part of the socioecologic approach to increase physical activity among adults with diabetes.

  3. Objectively measured sedentary behavior and physical activity in office employees: relationships with presenteeism.

    Science.gov (United States)

    Brown, Helen Elizabeth; Ryde, Gemma C; Gilson, Nicholas D; Burton, Nicola W; Brown, Wendy J

    2013-08-01

    Employee presenteeism is the extent to which health conditions adversely affect at-work productivity. Given the links between health and activity, this study examined associations between objectively measured physical activity, sedentary behavior, and presenteeism. Participants were 108 office employees (70% women, mean age 40.7 ± 11.2 years). Activity was measured using ActiGraph GT3X+ accelerometers to determine sedentary (≤150 counts) and light (151 to 1689 counts) activity; presenteeism with the Work Limitations Questionnaire. Fifty-seven percent of time was spent in sedentary behavior and 38% in light activity. The median Work Limitations Questionnaire Index was 4.38; 6% of participants reported at least moderate impairment. Significant associations were reported for time spent in sedentary behavior before/after work (odds ratio [OR] = 2.58; 95% CI: 1.08 to 6.20) and in light activity, overall (OR = 0.43; 95% CI: 0.19 to 0.97) and during workday lunch hours (OR = 0.34; 95% CI: 0.15 to 0.77), and presenteeism. Future studies should seek greater variation in employee levels of activity and presenteeism to confirm these relationships.

  4. Inter-relationships between objective handwriting features and executive control among children with developmental dysgraphia.

    Science.gov (United States)

    Rosenblum, Sara

    2018-01-01

    To describe handwriting and executive control features and their inter-relationships among children with developmental dysgraphia, in comparison to controls. Participants included 64 children, aged 10-12 years, 32 with dysgraphia based on the Handwriting Proficiency Screening Questionnaire (HPSQ) and 32 matched controls. Children copied a paragraph onto paper affixed to a digitizer that supplied handwriting process objective measures (Computerized Penmanship Evaluation Tool (ComPET). Their written product was evaluated by the Hebrew Handwriting Evaluation (HHE). Parents completed the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire about their child's executive control abilities. Significant group differences were found for handwriting performance measures (HHE and ComPET) and executive control domains (BRIEF). Based on one discriminate function, including handwriting performance and executive control measures, 98.4% of the participants were correctly classified into groups. Significant correlations were found in each group between working memory and legibility as well as for other executive domains and handwriting measures. Furthermore, twenty percent of the variability of the mean pressure applied towards the writing surface among children with was explained by their 'emotional control' (BRIEF). The results strongly suggest consideration of executive control domains to obtain better insight into handwriting impairment characteristics among children with dysgraphia to improve their identification, evaluation and the intervention process.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    Sabet, Masoud Khalili; Kiaee, Marjan Mesbah

    2016-01-01

    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…

  7. The Development of Spelling-Sound Relationships in a Model of Phonological Reading.

    Science.gov (United States)

    Zorzi, Marco; Houghton, George; Butterworth, Brian

    1998-01-01

    Developmental aspects of spelling-to-sound mapping for English monosyllabic words are investigated with a simple two-layer network model using a simple, general learning rule. The model is trained on both regularly and irregularly spelled words but extracts regular spelling to sound relationships, which it can apply to new words. Training-related…

  8. Reading and Empathy

    Science.gov (United States)

    McCreary, John J.; Marchant, Gregory J.

    2017-01-01

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

  9. 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...

  10. Young Children's Representations of Groups of Objects: The Relationship between Abstraction and Representation.

    Science.gov (United States)

    Kato, Yasuhiko; Kamii, Constance; Ozaki, Kyoko; Nagahiro, Mariko

    2002-01-01

    Interviews 60 Japanese children between the ages of 3 and 7 years to investigate the relationship between levels of abstraction and representation. Indicates that abstraction and representation are closely related. Implies that educators need to focus more on the mental relationships children make because the meaning children can give to…

  11. The Effect of Ageing on the Relationship between Subjective and Objective Recollection after Differential Encoding Processes

    OpenAIRE

    Macfarlane, Jamie

    2010-01-01

    The provision of environmental support is known to have differential effects on recognition memory in younger and older adults. Age-related differences within recognition memory were explored by investigating recollection and familiarity, and looking at their relationship with associative recognition memory. Additionally, environmental support, manipulated by different encoding conditions, was investigated by looking at its effect on this relationship, by comparing recognition memory for item...

  12. An Exploration and Analysis of the Relationships among Object Oriented Programming, Hypermedia, and Hypertalk.

    Science.gov (United States)

    Milet, Lynn K.; Harvey, Francis A.

    Hypermedia and object oriented programming systems (OOPs) represent examples of "open" computer environments that allow the user access to parts of the code or operating system. Both systems share fundamental intellectual concepts (objects, messages, methods, classes, and inheritance), so that an understanding of hypermedia can help in…

  13. Face and Object Discrimination in Autism, and Relationship to IQ and Age

    Science.gov (United States)

    Pallett, Pamela M.; Cohen, Shereen J.; Dobkins, Karen R.

    2014-01-01

    The current study tested fine discrimination of upright and inverted faces and objects in adolescents with Autism Spectrum Disorder (ASD) as compared to age- and IQ-matched controls. Discrimination sensitivity was tested using morphed faces and morphed objects, and all stimuli were equated in low-level visual characteristics (luminance, contrast,…

  14. 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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  17. 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…

  18. 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.

  19. The relationship between protein synthesis and protein degradation in object recognition memory.

    Science.gov (United States)

    Furini, Cristiane R G; Myskiw, Jociane de C; Schmidt, Bianca E; Zinn, Carolina G; Peixoto, Patricia B; Pereira, Luiza D; Izquierdo, Ivan

    2015-11-01

    For decades there has been a consensus that de novo protein synthesis is necessary for long-term memory. A second round of protein synthesis has been described for both extinction and reconsolidation following an unreinforced test session. Recently, it was shown that consolidation and reconsolidation depend not only on protein synthesis but also on protein degradation by the ubiquitin-proteasome system (UPS), a major mechanism responsible for protein turnover. However, the involvement of UPS on consolidation and reconsolidation of object recognition memory remains unknown. Here we investigate in the CA1 region of the dorsal hippocampus the involvement of UPS-mediated protein degradation in consolidation and reconsolidation of object recognition memory. Animals with infusion cannulae stereotaxically implanted in the CA1 region of the dorsal hippocampus, were exposed to an object recognition task. The UPS inhibitor β-Lactacystin did not affect the consolidation and the reconsolidation of object recognition memory at doses known to affect other forms of memory (inhibitory avoidance, spatial learning in a water maze) while the protein synthesis inhibitor anisomycin impaired the consolidation and the reconsolidation of the object recognition memory. However, β-Lactacystin was able to reverse the impairment caused by anisomycin on the reconsolidation process in the CA1 region of the hippocampus. Therefore, it is possible to postulate a direct link between protein degradation and protein synthesis during the reconsolidation of the object recognition memory. Copyright © 2015 Elsevier B.V. All rights reserved.

  20. Relationships between salmon abundance and tree-ring δ 15N: three objective tests

    Science.gov (United States)

    D.C. Drake; Paul J. Sheppard; Robert J. Naiman

    2011-01-01

    Quantification of a relationship between salmon escapement in rivers and riparian tree-ring δ 15N could allow reconstruction of prehistorical salmon abundance. Unfortunately, attempts to quantify this link have met with little success. We examined the feasibility of the approach using natural abundance of δ 15...

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

    Science.gov (United States)

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

    2010-04-01

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

  2. Assessing Resource Value and Relationships Between Objectives in Effects-Based Operations

    National Research Council Canada - National Science Library

    Jones, Robert D

    2006-01-01

    ...?s objective hierarchy in terms of a set of desired end states for the campaign?s system of systems. Value theory was used to identify the resource's value in terms of the direct and indirect effects that are produced to achieve the campaign...

  3. 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

  4. Objective Classification of Radar Profile Types, and Their Relationship to Lightning Occurrence

    Science.gov (United States)

    Boccippio, Dennis

    2003-01-01

    A cluster analysis technique is used to identify 16 "archetypal" vertical radar profile types from a large, globally representative sample of profiles from the TRMM Precipitation Radar. These include nine convective types (7 of these deep convective) and seven stratiform types (5 of these clearly glaciated). Radar profile classification provides an alternative to conventional deep convective storm metrics, such as 30 dBZ echo height, maximum reflectivity or VIL. As expected, the global frequency of occurrence of deep convective profile types matches satellite-observed total lightning production, including to very small scall local features. Each location's "mix" of profile types provides an objective description of the local convective spectrum, and in turn, is a first step in objectively classifying convective regimes. These classifiers are tested as inputs to a neural network which attempts to predict lightning occurrence based on radar-only storm observations, and performance is compared with networks using traditional radar metrics as inputs.

  5. Objective Ratings of Relationship Skills across Multiple Domains as Predictors of Marital Satisfaction Trajectories

    OpenAIRE

    Lawrence, Erika; Pederson, Ashley; Bunde, Mali; Barry, Robin A.; Brock, Rebecca L.; Fazio, Emily; Mulryan, Lorin; Hunt, Sara; Madsen, Lisa; Dzankovic, Sandra

    2008-01-01

    Expanding upon social-learning and vulnerability-stress-adaptation approaches to marriage, the impact of multiple dyadic behaviors on marital satisfaction trajectories was examined in 101 couples. Semi-structured interviews were administered separately to husbands and wives at 3 months of marriage. Interviewers generated objective ratings for five domains: emotional closeness/intimacy, sexual intimacy/sensuality, interspousal support, decision-making/relational control, and communication/conf...

  6. The Relationship between Recreational Reading Habits, Knowledge of Contemporary Young Adult Literature and Anticipated Instructional Practices in Secondary Education Majors

    Science.gov (United States)

    Bodensteiner, Lacey

    2016-01-01

    Despite the importance of encouraging the development of recreational reading habits in secondary students, there is considerable evidence that many secondary schools implement instructional practices that negatively shape literary experiences. This study examined the recreational reading habits of secondary education majors, their knowledge of…

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

    Science.gov (United States)

    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.…

  8. Relationships between Spontaneous Note-Taking, Self-Reported Strategies and Comprehension When Reading Multiple Texts in Different Task Conditions

    Science.gov (United States)

    Hagen, Åste M.; Braasch, Jason L. G.; Bråten, Ivar

    2014-01-01

    This study investigated note-taking during multiple-text reading across two different task conditions in relation to comprehension performance and self-reports of strategy use. Forty-four undergraduates read multiple texts about climate change to write an argument or a summary. Analysis of students' spontaneous note-taking during reading…

  9. 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.

  10. The relationship between objectively measured physical activity, salivary cortisol, and the metabolic syndrome score in girls.

    Science.gov (United States)

    DuBose, Katrina D; McKune, Andrew J

    2014-08-01

    The relationship between physical activity levels, salivary cortisol, and the metabolic syndrome (MetSyn) score was examined. Twenty-three girls (8.4 ± 0.9 years) had a fasting blood draw, waist circumference and blood pressure measured, and wore an ActiGraph accelerometer for 5 days. Saliva samples were collected to measure cortisol levels. Previously established cut points estimated the minutes spent in moderate, vigorous, and moderate-to-vigorous physical activity. A continuous MetSyn score was created from blood pressure, waist circumference, high-density-lipoprotein (HDL), triglyceride, and glucose values. Correlation analyses examined associations between physical activity, cortisol, the MetSyn score, and its related components. Regression analysis examined the relationship between cortisol, the MetSyn score, and its related components adjusting for physical activity, percent body fat, and sexual maturity. Vigorous physical activity was positively related with 30 min post waking cortisol values. The MetSyn score was not related with cortisol values after controlling for confounders. In contrast, HDL was negatively related with 30 min post waking cortisol. Triglyceride was positively related with 30 min post waking cortisol and area under the curve. The MetSyn score and many of its components were not related to cortisol salivary levels even after adjusting for physical activity, body fat percentage, and sexual maturity.

  11. 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…

  12. 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.

  13. The Relationship between Ethnic Classroom Composition and Turkish-Origin and German Students' Reading Performance and Sense of Belonging.

    Science.gov (United States)

    Mok, Sog Yee; Martiny, Sarah E; Gleibs, Ilka H; Keller, Melanie M; Froehlich, Laura

    2016-01-01

    Past research on ethnic composition effects on migrant and ethnic majority students' performance has reported inconclusive results: Some studies have found no relationship between the proportion of migrant students in school and students' performance, some revealed positive effects, whereas others showed negative effects of the proportion of migrant students. Most of the studies did not consider whether an increase in the proportion of migrant students in the classroom has different effects on migrant and ethnic majority students' performance. For this reason, the present study (N = 9215) extends previous research by investigating the cross-level interaction effect of the proportion of Turkish-origin students in classrooms on Turkish-origin and German students' reading performance with data based on the German National Assessment Study 2008/2009 in the school subject German. In addition, we examined the cross-level interaction effect of Turkish-origin students' proportion on sense of belonging to school for Turkish-origin and German students, as sense of belonging has been shown to be an important predictor of well-being and integration. No cross-level interaction effect on performance emerged. Only a small negative main effect of the Turkish-origin students' proportion on all students' performance was found. As predicted, we showed a cross-level interaction on sense of belonging. Only Turkish-origin students' sense of belonging was positively related to the proportion of Turkish-origin students: The more Turkish-origin students there were in a classroom, the higher Turkish-origin students' sense of belonging. German students' sense of belonging was not related to the ethnic classroom composition. Implications of the results in the educational context are discussed.

  14. Relationship between Objective and Subjective Atmospheric Visibility and Its Influence on Willingness to Accept or Pay in China.

    Directory of Open Access Journals (Sweden)

    Kangkang Yu

    Full Text Available This study is to distinguish the objective and subjective measures of atmospheric visibility, and investigate the relationship between the two measures as well as the effect on the people's behavioral intentions on air pollution in China. A mixed method was adopted in this study combining both lab experiments to measure objective atmospheric visibility and a questionnaire survey to measure subjective atmospheric visibility. The regression results show that: (a The people's perception of atmospheric visibility is based on objective information about the ambient air (Relative Humidity, PM2.5, Atmospheric Visibility and there are some turning points that could enable people to distinguish good and poor air quality; (b The people's perception of visibility has a significant effect on either their willingness-to-accept (WTA the visibility or on their willingness-to-pay (WTP for improving the air quality;

  15. Environmental perceptions as mediators of the relationship between the objective built environment and walking among socio-economically disadvantaged women.

    Science.gov (United States)

    Van Dyck, Delfien; Veitch, Jenny; De Bourdeaudhuij, Ilse; Thornton, Lukar; Ball, Kylie

    2013-09-19

    Women living in socio-economically disadvantaged neighbourhoods are at increased risk for physical inactivity and associated health outcomes and are difficult to reach through personally tailored interventions. Targeting the built environment may be an effective strategy in this population subgroup. The aim of this study was to examine the mediating role of environmental perceptions in the relationship between the objective environment and walking for transportation/recreation among women from socio-economically disadvantaged neighbourhoods. Baseline data of the Resilience for Eating and Activity Despite Inequality (READI) study were used. In total, 4139 women (18-46 years) completed a postal survey assessing physical environmental perceptions (aesthetics, neighbourhood physical activity environment, personal safety, neighbourhood social cohesion), physical activity, and socio-demographics. Objectively-assessed data on street connectivity and density of destinations were collected using a Geographic Information System database and based on the objective z-scores, an objective destinations/connectivity score was calculated. This index was positively scored, with higher scores representing a more favourable environment. Two-level mixed models regression analyses were conducted and the MacKinnon product-of-coefficients test was used to examine the mediating effects. The destinations/connectivity score was positively associated with transport-related walking. The perceived physical activity environment mediated 6.1% of this positive association. The destinations/connectivity score was negatively associated with leisure-time walking. Negative perceptions of aesthetics, personal safety and social cohesion of the neighbourhood jointly mediated 24.1% of this negative association. For women living in socio-economically disadvantaged neighbourhoods, environmental perceptions were important mediators of the relationship between the objective built environment and walking. To

  16. Design and evaluation of a software for the objective and easy-to-read presentation of new drug properties to physicians.

    Science.gov (United States)

    Iordatii, Maia; Venot, Alain; Duclos, Catherine

    2015-05-30

    When new pharmaceutical products appear on the market, physicians need to know whether they are likely to be useful in their practices. Physicians currently obtain most of their information about the market release and properties of new drugs from pharmaceutical industry representatives. However, the official information contained in the summary of product characteristics (SPCs) and evaluation reports from health agencies, provide a more complete view of the potential value of new drugs, although they can be long and difficult to read. The main objective of this work was to design a prototype computer program to facilitate the objective appraisal of the potential value of a new pharmaceutical product by physicians. This prototype is based on the modeling of pharmaceutical innovations described in a previous paper. The interface was designed to allow physicians to develop a rapid understanding of the value of a new drug for their practices. We selected five new pharmaceutical products, to illustrate the function of this prototype. We considered only the texts supplied by national or international drug agencies at the time of market release. The perceived usability of the prototype was evaluated qualitatively, except for the System Usability Scale (SUS) score evaluation, by 10 physicians differing in age and medical background. The display is based on the various axes of the conceptual model of pharmaceutical innovations. The user can select three levels of detail when consulting this information (highly synthetic, synthetic and detailed). Tables provide a comparison of the properties of the new pharmaceutical product with those of existing drugs, if available for the same indication, in terms of efficacy, safety and ease of use. The interface was highly appreciated by evaluators, who found it easy to understand and suggested no other additions of important, internationally valid information. The mean System Usability Scale score for the 10 physicians was 82

  17. The relationship between multiple intelligence profiles and reading strategy use of successful English as a Foreign Language (EFL readers

    Directory of Open Access Journals (Sweden)

    Orhan lyitoglu

    2015-05-01

    Full Text Available This study relied on Sheorey and Mokhtari's (2001 metacognitive knowledge about reading strategies,which was influenced by a number of factors, including previous experiences, beliefs, culture-specific instructional practices and proficiency in a second language (L2. 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 explanatory sequential study, combining quantitative and qualitative research design. A convenience sample of 60 high school EFL learners from one of the Anatolian high schools in Istanbul, Turkey participated in this study. Two quantitative surveys and an achievement test, followed by a qualitative observation checklist, were used in this study to collect the data. The results of the study indicated that females were found to be more successful than males in EFL reading in addition to employing more support and problem solving reading strategies. In addition, this study also found that successful readers in EFL seemed to use more global strategies and tended to support reading strategies if they were dominant in musical, intrapersonal intelligences. Moreover, successful musically or verbally intelligent readers were found to use more problem-solving strategies. As a result, this study provides EFL teachers and curriculum designers with valuable information that will foster awareness of the role of these intelligence-strategy relations may play in triggering success in EFL reading, and thus, in their overall proficiency in the language.

  18. Inter-relationships between objective and subjective measures of the residential environment among urban African American women.

    Science.gov (United States)

    Sealy-Jefferson, Shawnita; Messer, Lynne; Slaughter-Acey, Jaime; Misra, Dawn P

    2017-03-01

    The inter-relationships between objective (census based) and subjective (resident reported) measures of the residential environment is understudied in African American (AA) populations. Using data from the Life Influences on Fetal Environments Study (2009-2011; n = 1387) of AA women, we quantified the area-level variation in subjective reports of residential healthy food availability, walkability, safety, and disorder that can be accounted for with an objective neighborhood disadvantage index (NDI). Two-level generalized linear models estimated associations between objective and subjective measures of the residential environment, accounting for individual-level covariates. In unconditional models, intraclass correlation coefficients for block-group variance in subjective reports ranged from 11% (healthy food availability) to 30% (safety). Models accounting for the NDI (vs. both NDI and individual-level covariates) accounted for more variance in healthy food availability (23% vs. 8%) and social disorder (40% vs. 38%). The NDI and individual-level variables accounted for 39% and 51% of the area-level variation in walkability and safety, respectively. Associations between subjective and objective measures of the residential environment were significant and in the expected direction. Future studies on neighborhood effects on health, especially among AAs, should include a wide range of residential environment measures, including subjective, objective, and spatial contextual variables. Copyright © 2016 Elsevier Inc. All rights reserved.

  19. Objective and subjective burden in relatives of patients with schizophrenia and its influence on care relationships in Chile.

    Science.gov (United States)

    Caqueo-Urízar, Alejandra; Urzúa, Alfonso; Jamett, Patricio Rojas; Irarrazaval, Matias

    2016-03-30

    This study examined the burden on family members of patients with schizophrenia in a Chilean community. Sixty-five caregivers underwent the Subjective and Objective Family Burden Interview. The results showed moderate to high levels of subjective burden and low levels of support from others in providing care. Burden and containment of disturbed behaviour were correlated with worse relationships between patients and caregivers, with the latter spending less time working outside the home. The assessed sample showed a similar pattern of burden to that of caregivers from developed countries; however, the extent of the burden tended to be higher in Chilean caregivers. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  2. The Relationship between Multiple Intelligence Profiles and Reading Strategy Use of Successful English as a Foreign Language (EFL) Readers

    Science.gov (United States)

    Iyitoglu, Orhan; Aydin, Hasan

    2015-01-01

    This study relied on Sheorey and Mokhtari's (2001) metacognitive knowledge about reading strategies,which was influenced by a number of factors, including previous experiences, beliefs, culture-specific instructional practices and proficiency in a second language (L2). This study is thereby built on the premise that EFL readers' metacognitive…

  3. Within-person relationship between self-efficacy and performance across trials. Effect of task objective and task type.

    Science.gov (United States)

    Hepler, Teri J; Ritchie, Jason; Hill, Christopher R

    2017-07-05

    Self-efficacy has been shown to be a consistent, positive predictor of between-persons performance in sport. However, there have been equivocal results regarding the influence of self-efficacy on a person's performance over time. This study investigated the influence of self-efficacy on motor skill performance across trials with respect to two different task objectives and task types. Participants (N=84) performed 4 blocks of 10 trials of a dart throwing (closed skill) and a hitting (open skill) task under 2 different task objectives: competitive and goal-striving. For the goal-striving condition, success was defined as reaching a pre-determined performance level. The competitive condition involved competing against an opponent. Hierarchical linear modeling was used to examine the influence of past performance and self-efficacy on the within-person performance across multiple trials. Previous performance was negatively related with subsequent performance on all conditions. Self-efficacy was not a significant predictor of performance on any of the conditions. While task objective and task type did not moderate the efficacy-performance relationship in the current study, it is important to consider the role of other moderators in future research.

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

    Science.gov (United States)

    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.

  5. The Objective Measurement of Reading Comprehension: In Response to Technical Questions Raised by the California Department of Education Technical Study Group.

    Science.gov (United States)

    Stenner, A. Jackson; Burdick, Donald S.

    This document discusses in depth the theoretical background of the Lexile Framework, which is based on the assumption that reading comprehension is the best predictor of success in higher education and job performance, and that it is the most tested construct in education. The first section defines measurement and differentiates between specific…

  6. Relationship between objectively measured sedentary behavior and health outcomes in schizophrenia patients: The PsychiActive project.

    Science.gov (United States)

    Bueno-Antequera, Javier; Oviedo-Caro, Miguel Ángel; Munguía-Izquierdo, Diego

    2017-11-21

    This study aimed to investigate possible relationships between sedentary behavior and body mass index (BMI), cardiorespiratory fitness (CRF), and health-related quality of life (HRQoL) in schizophrenia patients. Variables contributing to the variability in sedentary behavior were identified. Eighty-two schizophrenia outpatients (mean age±SD: 41.0±8.7years, 87% men, mean illness duration±SD: 17.1±8.9years) wore a multisensor armband for 7 consecutive full days to objectively measure sedentary behavior. BMI, walking capacity (6-minute walking test) as a proxy for CRF estimation and HRQoL (Short Form 36-Item Health Survey questionnaire version 2) were also assessed. Correlation (Pearson or Spearman coefficients) and multiple regression analysis were used. Sedentary behavior was significantly associated with BMI, CRF, and the physical component summary score of HRQoL (r values, -0.34-0.41; all Pdiet, smoking, and antipsychotic medication (all Psedentary behavior. Consistent relationships between sedentary behavior and BMI, CRF, and the physical component summary score of HRQoL were found in schizophrenia patients. All the identified determinants of sedentary behavior are modifiable and may be important areas for future interventions in this population. Copyright © 2017 Elsevier B.V. All rights reserved.

  7. Reading faster

    Directory of Open Access Journals (Sweden)

    Paul Nation

    2009-12-01

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

  8. On the Relationship between Right- brain and Left- brain Dominance and Reading Comprehension Test Performance of Iranian EFL Learners

    Directory of Open Access Journals (Sweden)

    Hassan Soleimani

    2012-05-01

    Full Text Available A tremendous amount of works have been conducted by psycholinguistics to identify hemisphere processing during second/ foreign language learning, or in other words to investigate the role of the brain hemisphere dominance in language performance of learners. Most of these researches have focused on single words and word pairs (e.g., Anaki et al., 1998; Arzouan et. al., 2007; Faust & Mahal, 2007 or simple sentences (Rapp et al., 2007; Kacinik & Chiarello, 2007, and it has been discovered that there is an advantage of right hemisphere for metaphors and an
    advantage of left hemisphere for literal text. But the present research was designed to study Iranian EFL learners' performance in different reading tasks, so there could be differences between the consequences of the former research and the results of the present study due to the context. Here left-brain and right-brain dominance was investigated in 60 individuals (20 right-handed and 10 left-handed male, 20 right-handed and 10 left-handed female via the Edinburg Handedness Questionnaire (EHQ. The research results suggested that the right-handed learners who are supposed to be left-brain outperformed the left-handed ones; and regarding participant's gender, male learners outperformed female learners on reading comprehension test tasks.

  9. Monitoring and evaluation of need for nitrogen fertilizer topdressing for maize leaf chlorophyll readings and the relationship with grain yield

    Directory of Open Access Journals (Sweden)

    Maria Anita Gonçalves da Silva

    2011-08-01

    Full Text Available The study was carried out for two years in maize in succession to the wheat using no tillage system in a distroferric Red Latosol (Hapludox. Methods of management nitrogen fertilizer (120 kg ha-1 with ammonium sulphate were studied; the fertilizer was applied in maize sowing or in maize topdressing, and N with previous application in wheat sowing. In addition, leaf chlorophyll reading was used as an indicator for the need for topdressed nitrogen fertilizer. Nitrogen supply index (NSI was shown to be effective at predicting need for topdressed nitrogen fertilizer for maize. The application of N improved the yield of the maize independent of the management system. The flowering stage was carried out at the appropriate time in order to estimate the nitrogen nutrition state and yield of maize using the relative chlorophyll level (RIC.

  10. 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…

  11. Can You Read My Mind? Age as a Moderator in the Relationship between Theory of Mind and Relational Aggression

    Science.gov (United States)

    Gomez-Garibello, Carlos; Talwar, Victoria

    2015-01-01

    The present study examined whether age moderates the relationship between cognitive factors (theory of mind and attribution of intentions) and relational aggression. Participants (N = 426; 216 boys) between 6 and 9 years of age were asked to complete theory of mind tasks and answer an attribution of intentions questionnaire. Teachers evaluated…

  12. THE IMPACT OF LEFT HEMISPHERE STROKE ON FORCE CONTROL WITH FAMILIAR AND NOVEL OBJECTS: NEUROANATOMIC SUBSTRATES AND RELATIONSHIP TO APRAXIA

    Science.gov (United States)

    Dawson, Amanda M.; Buxbaum, Laurel J.; Duff, Susan V.

    2010-01-01

    Fingertip force scaling for lifting objects frequently occurs in anticipation of finger contact. An ongoing question concerns the types of memories that are used to inform predictive control. Object-specific information such as weight may be stored and retrieved when previously encountered objects are lifted again. Alternatively, visual size and shape cues may provide estimates of object density each time objects are encountered. We reasoned that differences in performance with familiar versus novel objects would provide support for the former possibility. Anticipatory force production with both familiar and novel objects was assessed in 6 left hemisphere stroke patients, 2 of whom exhibited deficient actions with familiar objects (ideomotor apraxia; IMA), along with 5 control subjects. In contrast to healthy controls and stroke participants without IMA, participants with IMA displayed poor anticipatory scaling with familiar objects. However, like the other groups, IMA participants learned to differentiate fingertip forces with repeated lifts of both familiar and novel objects. Finally, there was a significant correlation between damage to the inferior parietal and superior and middle temporal lobes, and impaired anticipatory control for familiar objects. These data support the hypotheses that anticipatory control during lifts of familiar objects in IMA patients are based on object-specific memories, and that the ventro-dorsal stream is involved in the long-term storage of internal models used for anticipatory scaling during object manipulation. PMID:19945445

  13. Reading: Time

    NARCIS (Netherlands)

    Annemarie Wennekers; Frank Huysmans; Jos de Haan

    2018-01-01

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

  14. Reading Comics

    Science.gov (United States)

    Tilley, Carol L.

    2008-01-01

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

  15. 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

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

    Science.gov (United States)

    Jiang, Xiangying; Sawaki, Yasuyo; Sabatini, John

    2012-01-01

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

  17. The Relationship Between Ethnic Classroom Composition on Turkish-Origin and German Students’ Reading Performance and Sense of Belonging

    OpenAIRE

    Sog Yee Mok; Sarah E. Martiny; Ilka H. Gleibs; Melanie M. Keller; Laura Froehlich

    2016-01-01

    Past research on ethnic composition effects on migrant and ethnic majority students’ performance has reported inconclusive results: Some studies have found no relationship between the proportion of migrant students in school and students’ performance, some revealed positive effects, whereas others showed negative effects of the proportion of migrant students. Most of the studies did not consider whether an increase in the proportion of migrant students in the classroom has different effects o...

  18. 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...

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

    Science.gov (United States)

    Hong-Nam, Kay

    2014-01-01

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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  2. Investigating the relationship between two home numeracy measures: A questionnaire and observations during Lego building and book reading.

    Science.gov (United States)

    Mutaf Yildiz, Belde; Sasanguie, Delphine; De Smedt, Bert; Reynvoet, Bert

    2018-06-01

    Home numeracy has been defined as the parent-child interactions that include experiences with numerical content in daily-life settings. Previous studies have commonly operationalized home numeracy either via questionnaires or via observational methods. These studies have shown that both types of measures are positively related to variability in children's mathematical skills. This study investigated whether these distinctive data collection methods index the same aspect of home numeracy. The frequencies of home numeracy activities and parents' opinions about their children's mathematics education were assessed via a questionnaire. The amount of home numeracy talk was observed via two semi-structured videotaped parent-child activity sessions (Lego building and book reading). Children's mathematical skills were examined with two calculation subtests. We observed that parents' reports and number of observed numeracy interactions were not related to each other. Interestingly, parents' reports of numeracy activities were positively related to children's calculation abilities, whereas the observed home numeracy talk was negatively related to children's calculation abilities. These results indicate that these two methods tap on different aspects of home numeracy. Statement of contribution What is already known on this subject? Home numeracy, that is, parent-child interactions that include experiences with numerical content, is supposed to have a positive impact on calculation or mathematical ability in general. Despite many positive results, some studies have failed to find such an association. Home numeracy has been assessed with questionnaires on the frequency of numerical experiences and observations of parent-child interactions; however, those two measures of home numeracy have never been compared directly. What does this study add? This study assessed home numeracy through questionnaires and observations in the 44 parent-child dyads and showed that home numeracy

  3. Increased Stroop interference with better second-language reading skill.

    Science.gov (United States)

    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.

  4. Radiometric temperature reading of a hot ellipsoidal object inside the oral cavity by a shielded microwave antenna put flush to the cheek.

    Science.gov (United States)

    Klemetsen, Øystein; Jacobsen, Svein; Birkelund, Yngve

    2012-05-07

    A new scheme for detection of vesicoureteral reflux (VUR) in children has recently been proposed in the literature. The idea is to warm bladder urine via microwave exposure to at least fever temperatures and observe potential urine reflux from the bladder back to the kidney(s) by medical radiometry. As a preliminary step toward realization of this detection device, we present non-invasive temperature monitoring by use of microwave radiometry in adults to observe temperature dynamics in vivo of a water-filled balloon placed within the oral cavity. The relevance of the approach with respect to detection of VUR in children is motivated by comparing the oral cavity and cheek tissue with axial CT images of young children in the bladder region. Both anatomical locations reveal a triple-layered tissue structure consisting of skin-fat-muscle with a total thickness of about 8-10 mm. In order to mimic variations in urine temperature, the target balloon was flushed with water coupled to a heat exchanger, that was moved between water baths of different temperatures, to induce measurable temperature gradients. The applied radiometer has a center frequency of 3.5 GHz and provides a sensitivity (accuracy) of 0.03 °C for a data acquisition time of 2 s. Three different scenarios were tested and included observation through the cheek tissue with and without an intervening water bolus compartment present. In all cases, radiometric readings observed over a time span of 900 s were shown to be highly correlated (R ~ 0.93) with in situ temperatures obtained by fiberoptic probes.

  5. Objective vs. self-reported physical activity and sedentary time: effects of measurement method on relationships with risk biomarkers.

    Directory of Open Access Journals (Sweden)

    Carlos A Celis-Morales

    Full Text Available PURPOSE: Imprecise measurement of physical activity variables might attenuate estimates of the beneficial effects of activity on health-related outcomes. We aimed to compare the cardiometabolic risk factor dose-response relationships for physical activity and sedentary behaviour between accelerometer- and questionnaire-based activity measures. METHODS: Physical activity and sedentary behaviour were assessed in 317 adults by 7-day accelerometry and International Physical Activity Questionnaire (IPAQ. Fasting blood was taken to determine insulin, glucose, triglyceride and total, LDL and HDL cholesterol concentrations and homeostasis model-estimated insulin resistance (HOMA(IR. Waist circumference, BMI, body fat percentage and blood pressure were also measured. RESULTS: For both accelerometer-derived sedentary time (50% lower for the IPAQ-reported compared to the accelerometer-derived measure (p<0.0001 for both interactions. The relationships for moderate-to-vigorous physical activity (MVPA and risk factors were less strong than those observed for sedentary behaviours, but significant negative relationships were observed for both accelerometer and IPAQ MVPA measures with glucose, and insulin and HOMA(IR values (all p<0.05. For accelerometer-derived MVPA only, additional negative relationships were seen with triglyceride, total cholesterol and LDL cholesterol concentrations, BMI, waist circumference and percentage body fat, and a positive relationship was evident with HDL cholesterol (p = 0.0002. Regression coefficients for HOMA(IR, insulin and triglyceride were 43-50% lower for the IPAQ-reported compared to the accelerometer-derived MVPA measure (all p≤0.01. CONCLUSION: Using the IPAQ to determine sitting time and MVPA reveals some, but not all, relationships between these activity measures and metabolic and vascular disease risk factors. Using this self-report method to quantify activity can therefore underestimate the strength of some

  6. Multicultural Reading

    Science.gov (United States)

    Veltze, Linda

    2004-01-01

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

  7. 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 ...

  8. Examining the Relationship between Leader-Member Exchange (LMX) and Objective Performance within Higher Education: An Exploratory Empirical Study

    Science.gov (United States)

    Peterson, Tim O.; Aikens, Shontarius D.

    2017-01-01

    While the common suggestion in leader-member exchange (LMX) research is that there is a strong relationship between LMX and performance, a closer look at these studies reveal that the performance measures in the majority of studies are primarily subjective in nature such as performance reviews. Relatively few studies examine the LMX-objective…

  9. Detecting changes in real-world objects: The relationship between visual long-term memory and change blindness.

    Science.gov (United States)

    Brady, Timothy F; Konkle, Talia; Oliva, Aude; Alvarez, George A

    2009-01-01

    A large body of literature has shown that observers often fail to notice significant changes in visual scenes, even when these changes happen right in front of their eyes. For instance, people often fail to notice if their conversation partner is switched to another person, or if large background objects suddenly disappear.1,2 These 'change blindness' studies have led to the inference that the amount of information we remember about each item in a visual scene may be quite low.1 However, in recent work we have demonstrated that long-term memory is capable of storing a massive number of visual objects with significant detail about each item.3 In the present paper we attempt to reconcile these findings by demonstrating that observers do not experience 'change blindness' with the real world objects used in our previous experiment if they are given sufficient time to encode each item. The results reported here suggest that one of the major causes of change blindness for real-world objects is a lack of encoding time or attention to each object (see also refs. 4 and 5).

  10. Correspondence of perceived vs. objective proximity to parks and their relationship to park-based physical activity

    Directory of Open Access Journals (Sweden)

    Kaczynski Andrew T

    2009-08-01

    Full Text Available Abstract Background Parks are key environmental resources for encouraging population-level physical activity (PA. In measuring availability of parks, studies have employed both self-reported and objective indicators of proximity, with little correspondence observed between these two types of measures. However, little research has examined how the degree of correspondence between self-reported and objectively-measured distance to parks is influenced by individual, neighborhood, and park-related variables, or which type of measure is more strongly related to physical activity outcomes. Methods We used data from 574 respondents who reported the distance to their closest park and compared this with objective measurements of proximity to the closest park. Both indicators were dichotomized as having or not having a park within 750 m. Audits of all park features within this distance were also conducted and other personal characteristics and neighborhood context variables (safety, connectedness, aesthetics were gleaned from participants' survey responses. Participants also completed detailed seven-day PA log booklets from which measures of neighborhood-based and park-based PA were derived. Results Agreement was poor in that only 18% of respondents achieved a match between perceived and objective proximity to the closest park (kappa = 0.01. Agreement was higher among certain subgroups, especially those who reported engaging in at least some park-based PA. As well, respondents with a greater number of parks nearby, whose closest park had more features, and whose closest park contained a playground or wooded area were more likely to achieve a match. Having a ball diamond or soccer field in the closest park was negatively related to achieving a match between perceived and objective proximity. Finally, engaging in at least some park-based PA was not related to either perceived or objective proximity to a park, but was more likely when a match between and

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

    Science.gov (United States)

    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.

  12. Objective Structures and Symbolic Violence in the Immigrant Family and School Relationships: Study of Two Cases in Chile

    Directory of Open Access Journals (Sweden)

    Rayen Cornejo Torres

    2015-12-01

    Full Text Available The historical trend of migration processes in Chile faces a challenge given the incremental growth of immigration during recent years. This study focuses on the relationship between family and school, distinguishing within it the particular relationship between immigrant families and school agents. The qualitative approach applied here enabled a focus on the effect of the cultural diversity that immigration produces, including the configuration of conflicts between immigrant families and the school institution. The main issues discussed in this article concern the approach and the nature of interaction between schools and immigrant families. This approach is articulated with the observed emergence of symbolic violence. The characterization of the conflict of expectations among immigrant families and schools is also described, suggesting the need to rethink the practices associated with an inclusive education that allows the integration of immigrant families.

  13. The relationship between diet and perceived and objective access to supermarkets among low-income housing residents

    Science.gov (United States)

    Caspi, Caitlin E.; Kawachi, Ichiro; Subramanian, S.V.; Adamkiewicz, Gary; Sorensen, Glorian

    2013-01-01

    In the U.S., supermarkets serve as an important source of year-round produce (Chung & Myers, 1999), and yet access to supermarkets may be scarce in “food deserts,” or poor, urban areas that lack sources of healthy, affordable food (Cummins & Macintyre, 2002). This study examined objective distance to the nearest supermarket and participant-report of supermarket access in relation to fruit and vegetable intake. Street-network distance to the closest supermarket was calculated using GIS mapping. Perceived access was assessed by a survey question asking whether participants had a supermarket within walking distance of home. Cross-sectional survey data were collected from 828 low-income housing residents in three urban areas in greater-Boston. Generalized estimating equations were used to estimate the association between perceived and objective supermarket access and diet. Fruit and vegetable consumption was low (2.63 servings/day). Results suggest that most low-income housing residents in greater-Boston do not live in “food deserts,” as the average distance to a supermarket was 0.76 km (range 0.13–1.22 km). Distance to a supermarket was not associated with fruit and vegetable intake (p = 0.22). Perceived supermarket access was strongly associated with increased fruit and vegetable intake (0.5 servings/day) after controlling for socio-demographic covariates (p supermarket within walking distance from home despite the objective presence of a supermarket within 1 km consumed significantly fewer fruits and vegetables (0.56 servings/day) than those with a supermarket who reported one, even after controlling for socio-demographic variables (p = 0.0008). Perceived measures of the food environment may be more strongly related to dietary behaviors than objective ones, and may incorporate components of food access not captured in objective measures. PMID:22727742

  14. 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

    Directory of Open Access Journals (Sweden)

    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.

  15. Linking School Libraries and Literacy: Young People's Reading Habits and Attitudes to Their School Library, and an Exploration of the Relationship between School Library Use and School Attainment

    Science.gov (United States)

    Clark, Christina

    2010-01-01

    This paper presents additional information from the authors' 2009 survey of young people's reading and writing--for more information see their forthcoming report Clark and Douglas (2010) "Young People's Reading and Writing: An in-depth study focusing on enjoyment, behaviour, attitudes and attainment." To support the School Library…

  16. A Preliminary Investigation of the Relationship between Parenting, Parent-Child Shared Reading Practices, and Child Development in Low-Income Families

    Science.gov (United States)

    Dexter, Casey A.; Stacks, Ann M.

    2014-01-01

    This study examined relations between parenting, shared reading practices, and child development. Participants included 28 children (M = 24.66 months, SD = 8.41 months) and their parents. Measures included naturalistic observations of parenting and shared reading quality, assessments of child cognitive and language development, and home reading…

  17. Engaging Struggling Adolescent Readers through Situational Interest: A Model Proposing the Relationships among Extrinsic Motivation, Oral Reading Proficiency, Comprehension, and Academic Achievement

    Science.gov (United States)

    Paige, David D.

    2011-01-01

    Reading ability and motivation among adolescents across the country continues to be problematic, as only slightly more than one-third read at a proficient level (Grigg, Donahue, & Dion, 2007; Unrau & Schlackman, 2006). Hidi and Renninger (2006) have proposed a four-phase model of situational interest that suggests how activities involving…

  18. Relationships between Event-Related Potentials and Behavioral and Scholastic Measures of Reading Ability: A Large-Scale, Cross-Sectional Study

    Science.gov (United States)

    Khalifian, Negin; Stites, Mallory C.; Laszlo, Sarah

    2016-01-01

    In the cognitive, computational, neuropsychological, and educational literatures, it is established that children approach text in unique ways, and that even adult readers can differ in the strategies they bring to reading. In the developmental event-related potential (ERP) literature, however, children with differing degrees of reading ability…

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

    Science.gov (United States)

    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.

  20. 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

  1. Reading Evaluation

    Science.gov (United States)

    Fagan, W. T.

    1978-01-01

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

  2. The Relationship between Retail Merchandising in the Content Area and Its Effect on Comprehension and Reading Rate as Measured by Retail Merchandising Reading Tests Given to Selected Secondary School Students in Metropolitan Toronto.

    Science.gov (United States)

    Best, Jane

    A total of 99 students from a Toronto secondary vocational school participated in a study to determine whether students who studied retail merchandising differed significantly in comprehension and reading rate from students who did not study retail merchandising. An experimental group composed of 50 merchandising students and a control group of 49…

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

    Directory of Open Access Journals (Sweden)

    Richard L. ALLINGTON

    2014-10-01

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

  4. 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 ...

  5. [Relationship between perceived emotional intelligence and professional quality of life with the achievement of occupational objectives in the costa del sol primary health care district].

    Science.gov (United States)

    Macías Fernández, Antonio José; Gutiérrez-Castañeda, Carlos; Carmona González, Francisco Jesús; Crespillo Vílchez, Daniel

    2016-05-01

    To examine the relationship between "Quality of Professional Life" and "Perceived Emotional Intelligence" and the relationship of both of these with the level of achievement of occupational objectives in the Costa del Sol Primary Health Care District. Multicentre descriptive cross-sectional observational study. The Costa del Sol Primary Health Care District in the province of Málaga. Sample of Employees of all categories in fixed and contracted employment in the Management Units of the Costa del Sol District. (N=303). Respondents 247 (81.5%) The data collected was that of the percentage of achievement of objectives in 2010 and the socio-demographic data of the participants, using ad hoc designed self-report questionnaires. The TMMS -24 questionnaire was used to measure the "Perceived Emotional Intelligence", with the following dimensions: Perception, comprehension, and emotional control, and the CVP-35 measuring: management support, work demands, and intrinsic motivation. Significant correlationas were observed between Quality of Professional Life and Emotional Intelligence in the Regulation (p<.01) and Comprehension categories (p<0.05). There were also significant correlations between the profession and the type of contract in the achievement of objectives (p<.005), and quality of professional life and type of contract (p<.05). The perceived quality of professional life is related to perception and regulation dimensions of Emotional Intelligence. Knowledge of emotion management methods should be promoted by management organisations for all employees. Copyright © 2015 Elsevier España, S.L.U. All rights reserved.

  6. Reading Aloud.

    Science.gov (United States)

    Giorgis, Cyndi; Johnson, Nancy J.

    1999-01-01

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

  7. Facilitating text reading in posterior cortical atrophy

    Science.gov (United States)

    Rajdev, Kishan; Shakespeare, Timothy J.; Leff, Alexander P.; Crutch, Sebastian J.

    2015-01-01

    Objective: We report (1) the quantitative investigation of text reading in posterior cortical atrophy (PCA), and (2) the effects of 2 novel software-based reading aids that result in dramatic improvements in the reading ability of patients with PCA. Methods: Reading performance, eye movements, and fixations were assessed in patients with PCA and typical Alzheimer disease and in healthy controls (experiment 1). Two reading aids (single- and double-word) were evaluated based on the notion that reducing the spatial and oculomotor demands of text reading might support reading in PCA (experiment 2). Results: Mean reading accuracy in patients with PCA was significantly worse (57%) compared with both patients with typical Alzheimer disease (98%) and healthy controls (99%); spatial aspects of passages were the primary determinants of text reading ability in PCA. Both aids led to considerable gains in reading accuracy (PCA mean reading accuracy: single-word reading aid = 96%; individual patient improvement range: 6%–270%) and self-rated measures of reading. Data suggest a greater efficiency of fixations and eye movements under the single-word reading aid in patients with PCA. Conclusions: These findings demonstrate how neurologic characterization of a neurodegenerative syndrome (PCA) and detailed cognitive analysis of an important everyday skill (reading) can combine to yield aids capable of supporting important everyday functional abilities. Classification of evidence: This study provides Class III evidence that for patients with PCA, 2 software-based reading aids (single-word and double-word) improve reading accuracy. PMID:26138948

  8. Structuralist readings: Painting vs. picture

    Directory of Open Access Journals (Sweden)

    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.

  9. 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.

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

    Science.gov (United States)

    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.

  11. 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 ...

  12. Poor Comprehenders in the Classroom: Teacher Ratings of Behavior in Children with Poor Reading Comprehension and Its Relationship with Individual Differences in Working Memory

    Science.gov (United States)

    Pimperton, Hannah; Nation, Kate

    2014-01-01

    Differing etiological explanations have been proposed to account for poor comprehenders' difficulties with reading comprehension, with some researchers emphasizing working memory deficits and others arguing for oral language weaknesses playing a key causal role. The authors contrasted these two theoretical accounts using data obtained from direct…

  13. THE RELATIONSHIP OF MEASURES OF ATTAINMENT VALUE AND ACHIEVEMENT EXPECTANCY TO THE READING ACHIEVEMENT OF FIRST-GRADE CHILDREN FROM LOW-INCOME FAMILIES.

    Science.gov (United States)

    WOOD, FRANK H.

    THIS INVESTIGATION FOCUSED ON THE USEFULNESS OF A PROCEDURE FOR OBTAINING MEASURES OF THE MOTIVATION OF FIRST-GRADE CHILDREN FROM LOW-INCOME FAMILIES TO ACHIEVE IN READING WHICH DID NOT REQUIRE WRITTEN OR ORAL VERBAL RESPONSES FROM THE SUBJECTS. MEASURES OF ACHIEVEMENT MOTIVATION WERE CORRELATED WITH TEACHER RATINGS OF EFFORTS TO ACHIEVE IN…

  14. Relationship between Reading/Writing Skills and Cognitive Abilities among Japanese Primary-School Children: Normal Readers versus Poor Readers (Dyslexics)

    Science.gov (United States)

    Uno, Akira; Wydell, Taeko N.; Haruhara, Noriko; Kaneko, Masato; Shinya, Naoko

    2009-01-01

    Four hundred and ninety-five Japanese primary-school children aged from 8 (Grade-2) to 12 (Grade-6) were tested for their abilities to read/write in Hiragana, Katakana, and Kanji, for their size of vocabulary and for other cognitive abilities including arithmetic, visuo-spatial and phonological processing. Percentages of the children whose…

  15. The Impact of Question-Answer Relationships on Thai Reading Comprehension of Economically Disadvantaged Students: A Mixed Methods Study in Thailand

    Science.gov (United States)

    Mongkolrat, Raveema

    2017-01-01

    Thailand's education has not succeeded in meeting the Ministry of Education Thailand's goals for Thai language. The problem manifests in students' substandard Thai reading comprehension. Results of the Thailand's standardized national test showed that students, especially those with economical disadvantages, have performed poorly in Thai reading…

  16. 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

  17. Reading Letters

    DEFF Research Database (Denmark)

    Beier, Sofie

    2012-01-01

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

  18. Reading Rembrandt

    NARCIS (Netherlands)

    Bal, Mieke

    2006-01-01

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

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

    Science.gov (United States)

    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.

  20. 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…

  1. The relationship between objectively assessed physical activity and bone health in older adults differs by sex and is mediated by lean mass.

    Science.gov (United States)

    McMillan, L B; Aitken, D; Ebeling, P; Jones, G; Scott, D

    2018-03-12

    Relationships between objectively assessed free-living physical activity (PA) and changes in bone health over time are poorly understood in older adults. This study suggests these relationships are sex-specific and that body composition may influence the mechanical loading benefits of PA. To investigate associations of objectively assessed PA and bone health in community-dwelling older adults. This secondary analysis of a subset of the Tasmanian Older Adult Cohort study included participants with PA assessed utilising ActiGraph GT1M accelerometers over 7 days (N = 209 participants, 53% female; mean ± SD age 64.5 ± 7.2 years). Steps/day and PA intensity were estimated via established thresholds. Bone mineral content (BMC) was acquired at the total hip, lumbar spine, legs and whole body by DXA at baseline and approximately 2.2 years later. Relationships between PA and BMC were assessed by multivariable linear regression analyses adjusted for age, smoking status, height and total lean mass. Men with above-median total hip BMC completed significantly less steps per day, but there was no significant difference in PA intensity compared with those with below-median BMC. There were no significant differences in PA in women stratified by median BMC. In women, steps/day were positively associated with leg BMC (B = 0.178; P = 0.017), and sedentary behaviour was negatively associated with leg BMC (- 0.165; 0.016) at baseline. After adjustment for confounders including lean mass and height, higher sedentary behaviour at baseline was associated with declines in femoral neck BMC (- 0.286; 0.011) but also with increases in pelvic BMC (0.246; 0.030) in men and increases in total hip BMC (0.215; 0.032) in women, over 2.2 years. No other significant longitudinal associations were observed after adjustment for body composition. Associations of accelerometer-determined sedentary behaviour and PA with bone health in older adults differ by sex and anatomical

  2. 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

  3. Examining the Relationship among Reading Curriculum-Based Measures, Level of Language Proficiency, and State Accountability Test Scores with Middle School Spanish-Speaking English Language Learners

    Science.gov (United States)

    Stokes, Nicole Osterman

    2010-01-01

    The purpose of the present study was to examine the predictive ability of oral reading fluency (R-CBM) on a sixth grade high-stakes assessment with ELL and non-ELL students, as well as determine the average rate of growth on R-CBM and how that relates to level of English Proficiency. The participants in the current study included 350 sixth grade…

  4. 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…

  5. 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

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

    Directory of Open Access Journals (Sweden)

    Cathy H Ficzere

    2016-09-01

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

  7. Object and Objective Lost?

    DEFF Research Database (Denmark)

    Lopdrup-Hjorth, Thomas

    2015-01-01

    This paper explores the erosion and problematization of ‘the organization’ as a demarcated entity. Utilizing Foucault's reflections on ‘state-phobia’ as a source of inspiration, I show how an organization-phobia has gained a hold within Organization Theory (OT). By attending to the history...... of this organization-phobia, the paper argues that OT has become increasingly incapable of speaking about its core object. I show how organizations went from being conceptualized as entities of major importance to becoming theoretically deconstructed and associated with all kinds of ills. Through this history......, organizations as distinct entities have been rendered so problematic that they have gradually come to be removed from the center of OT. The costs of this have been rather significant. Besides undermining the grounds that gave OT intellectual credibility and legitimacy to begin with, the organization-phobia...

  8. A Comparison of Reading Rates, Comprehension, and Stamina in Oral and Silent Reading of Fourth-Grade Students

    Science.gov (United States)

    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…

  9. 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

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

    Directory of Open Access Journals (Sweden)

    Baharuddin

    2017-10-01

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

  11. 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…

  12. 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…

  13. Slow Reading: Reading along "Lectio" Lines

    Science.gov (United States)

    Badley, K. Jo-Ann; Badley, Ken

    2011-01-01

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

  14. Developing reading literacy by reading badge

    OpenAIRE

    Rejc, Blanka

    2017-01-01

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

  15. Correlation of lycopene measured by HPLC with the L, a, b color readings of a hydroponic tomato and the relationship of maturity with color and lycopene content

    Science.gov (United States)

    Arias, R.; Lee, T. C.; Logendra, L.; Janes, H.

    2000-01-01

    Tomatoes (Lycopersicon esculentum cv. Laura) were separated, according to the ripening stage, by a sensory panel into seven groups, and color was measured on the tomato surface with a Minolta Chroma meter. The L, a, b, hue, chroma, and lycopene content were plotted against the maturity stages of the tomatoes, and several good correlations were found. The a/b ratio and the lycopene content were the parameters that allowed six of seven maturity groups in the tomato to be statistically distinguished. The lycopene content, measured by HPLC, was also correlated with the color measurements, and the a, a/b, and (a/b)(2) color factors produced the best regressions. An estimation of the lycopene content in tomatoes can be achieved by using a portable chroma meter, with a possible field usage application. Equations to calculate the lycopene content of tomatoes based on the color readings are reported.

  16. Poor comprehenders in the classroom: teacher ratings of behavior in children with poor reading comprehension and its relationship with individual differences in working memory.

    Science.gov (United States)

    Pimperton, Hannah; Nation, Kate

    2014-01-01

    Differing etiological explanations have been proposed to account for poor comprehenders' difficulties with reading comprehension, with some researchers emphasizing working memory deficits and others arguing for oral language weaknesses playing a key causal role. The authors contrasted these two theoretical accounts using data obtained from direct measures of working memory and from teacher ratings of poor comprehenders' behavior in the classroom. At the group level, poor comprehenders showed weaknesses on verbal but not nonverbal working memory tasks, in keeping with the "language account." However, they also showed evidence of elevated levels of problem behaviors specifically associated with working memory deficits. Further analysis revealed that these group differences in working-memory-related problem behaviors were carried by a small subgroup of poor comprehenders who also displayed domain-general (verbal and nonverbal) working memory problems, argued to be reflective of "genuine" underlying working memory deficits.

  17. 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.

  18. The Construction of Self in Relationships: Narratives and References to Mental States during Picture-Book Reading Interactions between Mothers and Children.

    Science.gov (United States)

    Rollo, Dolores; Longobardi, Emiddia; Spataro, Pietro; Sulla, Francesco

    2017-01-01

    Previous studies showed that mothers vary in the way in which they discuss past experiences with their children, since they can exhibit narrative ( elaborative ) or paradigmatic ( repetitive ) styles to different extents. Given this background, the aim of the present study was to analyze differences in the mothers' use of narrative styles and mental state language (MSL), as a function of children's age and gender. Thirty dyads consisting of mothers and their 4- to 6-year-old children were observed during a picture-book reading interaction. Maternal utterances were coded according to the categories described by Tessler and Nelson (1994), classifying each mother as Narrative or Paradigmatic . Eight categories of MSL were analyzed: perceptual, emotional (positive and negative), volitional, cognitive, communicative, and moral. The results confirmed the existence of the two maternal styles observed in the earlier studies. Importantly, we found that the mothers of younger children were more narrative than paradigmatic, whereas the opposite pattern occurred for the mothers of older children (they were more paradigmatic than narrative). As concerns MSL, the results indicated that the use of communicative terms was significantly more frequent for narrative than for paradigmatic mothers, and decreased linearly with children's age. Lastly, the mothers of younger children referred their MSL more frequently to the book characters than to themselves or to the child. Taken together, these results support the idea that mothers adapt their narrative styles and MSL input to the growing abilities of their children, therefore contributing to the development of social understanding.

  19. Rearing a reading habit

    OpenAIRE

    Sridhar, M. S.

    2009-01-01

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

  20. 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…

  1. 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.

  2. 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)…

  3. 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…

  4. 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…

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

    Science.gov (United States)

    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…

  6. The Construction of Self in Relationships: Narratives and References to Mental States during Picture-Book Reading Interactions between Mothers and Children

    Directory of Open Access Journals (Sweden)

    Dolores Rollo

    2017-11-01

    Full Text Available Previous studies showed that mothers vary in the way in which they discuss past experiences with their children, since they can exhibit narrative (elaborative or paradigmatic (repetitive styles to different extents. Given this background, the aim of the present study was to analyze differences in the mothers’ use of narrative styles and mental state language (MSL, as a function of children’s age and gender. Thirty dyads consisting of mothers and their 4- to 6-year-old children were observed during a picture-book reading interaction. Maternal utterances were coded according to the categories described by Tessler and Nelson (1994, classifying each mother as Narrative or Paradigmatic. Eight categories of MSL were analyzed: perceptual, emotional (positive and negative, volitional, cognitive, communicative, and moral. The results confirmed the existence of the two maternal styles observed in the earlier studies. Importantly, we found that the mothers of younger children were more narrative than paradigmatic, whereas the opposite pattern occurred for the mothers of older children (they were more paradigmatic than narrative. As concerns MSL, the results indicated that the use of communicative terms was significantly more frequent for narrative than for paradigmatic mothers, and decreased linearly with children’s age. Lastly, the mothers of younger children referred their MSL more frequently to the book characters than to themselves or to the child. Taken together, these results support the idea that mothers adapt their narrative styles and MSL input to the growing abilities of their children, therefore contributing to the development of social understanding.

  7. 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 ...

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

    Directory of Open Access Journals (Sweden)

    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.

  9. Dialogic Reading Aloud to Promote Extensive Reading

    Science.gov (United States)

    Jacobs, George M.

    2016-01-01

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

  10. 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 ...

  11. 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.

  12. Reading Processes and Parenting Styles.

    Science.gov (United States)

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

    2016-08-01

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

  13. Still Reading Edward P. Thompson

    Directory of Open Access Journals (Sweden)

    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”.

  14. 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.

  15. 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

  16. 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,…

  17. Reading for Pleasure and Creativity among College Students

    Science.gov (United States)

    Kelly, Kathryn E.; Kneipp, Lee B.

    2009-01-01

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

  18. 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…

  19. Predicting Word Reading Ability: A Quantile Regression Study

    Science.gov (United States)

    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…

  20. 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,…

  1. 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.

  2. Theme: Parents and Reading.

    Science.gov (United States)

    Jund, Suzanne, Ed.

    1977-01-01

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

  3. Psychometric Research in Reading.

    Science.gov (United States)

    Davis, Frederick B.

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

  4. Relationship between self-reported and objectively measured physical activity and subjective memory impairment in breast cancer survivors: role of self-efficacy, fatigue and distress.

    Science.gov (United States)

    Phillips, Siobhan M; Lloyd, Gillian R; Awick, Elizabeth A; McAuley, Edward

    2017-09-01

    Many breast cancer survivors report cancer and cancer treatment-associated cognitive change. However, very little is known about the relationship between physical activity and subjective memory impairment (SMI) in this population. The purpose of this study is to examine the relationship between physical activity and SMI and longitudinally test a model examining the role of self-efficacy, fatigue and distress as potential mediators. Post-treatment breast cancer survivors (N = 1477) completed measures of physical activity, self-efficacy, distress (depression, concerns about recurrence, perceived stress, anxiety), fatigue and SMI at baseline and 6-month follow-up. A subsample (n = 362) was randomly selected to wear an accelerometer. It was hypothesized that physical activity indirectly influences SMI via exercise self-efficacy, distress and fatigue. Relationships were examined using panel analysis within a covariance modeling framework. The hypothesized model provided a good fit in the full sample (χ 2  = 1462.5, df = 469, p = exercise self-efficacy and reduced distress and fatigue. Higher levels of physical activity, lower levels of fatigue and distress and higher exercise self-efficacy may play an important role in understanding SMI in breast cancer survivors across time. Future research is warranted to replicate and explore these relationships further. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

  5. "Vidas secas": a (hyperintertextual reading

    Directory of Open Access Journals (Sweden)

    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.

  6. 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…

  7. 501 reading comprehension questions

    CERN Document Server

    2014-01-01

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

  8. MULTIPLE OBJECTS

    Directory of Open Access Journals (Sweden)

    A. A. Bosov

    2015-04-01

    Full Text Available Purpose. The development of complicated techniques of production and management processes, information systems, computer science, applied objects of systems theory and others requires improvement of mathematical methods, new approaches for researches of application systems. And the variety and diversity of subject systems makes necessary the development of a model that generalizes the classical sets and their development – sets of sets. Multiple objects unlike sets are constructed by multiple structures and represented by the structure and content. The aim of the work is the analysis of multiple structures, generating multiple objects, the further development of operations on these objects in application systems. Methodology. To achieve the objectives of the researches, the structure of multiple objects represents as constructive trio, consisting of media, signatures and axiomatic. Multiple object is determined by the structure and content, as well as represented by hybrid superposition, composed of sets, multi-sets, ordered sets (lists and heterogeneous sets (sequences, corteges. Findings. In this paper we study the properties and characteristics of the components of hybrid multiple objects of complex systems, proposed assessments of their complexity, shown the rules of internal and external operations on objects of implementation. We introduce the relation of arbitrary order over multiple objects, we define the description of functions and display on objects of multiple structures. Originality.In this paper we consider the development of multiple structures, generating multiple objects.Practical value. The transition from the abstract to the subject of multiple structures requires the transformation of the system and multiple objects. Transformation involves three successive stages: specification (binding to the domain, interpretation (multiple sites and particularization (goals. The proposed describe systems approach based on hybrid sets

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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,…

  11. Experimental Effects and Individual Differences in Linear Mixed Models: Estimating the Relationship between Spatial, Object, and Attraction Effects in Visual Attention

    Science.gov (United States)

    Kliegl, Reinhold; Wei, Ping; Dambacher, Michael; Yan, Ming; Zhou, Xiaolin

    2011-01-01

    Linear mixed models (LMMs) provide a still underused methodological perspective on combining experimental and individual-differences research. Here we illustrate this approach with two-rectangle cueing in visual attention (Egly et al., 1994). We replicated previous experimental cue-validity effects relating to a spatial shift of attention within an object (spatial effect), to attention switch between objects (object effect), and to the attraction of attention toward the display centroid (attraction effect), also taking into account the design-inherent imbalance of valid and other trials. We simultaneously estimated variance/covariance components of subject-related random effects for these spatial, object, and attraction effects in addition to their mean reaction times (RTs). The spatial effect showed a strong positive correlation with mean RT and a strong negative correlation with the attraction effect. The analysis of individual differences suggests that slow subjects engage attention more strongly at the cued location than fast subjects. We compare this joint LMM analysis of experimental effects and associated subject-related variances and correlations with two frequently used alternative statistical procedures. PMID:21833292

  12. 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.

  13. Relationships between perceived chewing ability, objective masticatory function and oral health-related quality of life in mandibulectomy or glossectomy patients with a dento-maxillary prosthesis.

    Science.gov (United States)

    Aimaijiang, Yiliyaer; Otomaru, Takafumi; Taniguchi, Hisashi

    2016-04-01

    This preliminary study examined whether the type of surgery performed for head and neck lesion was associated perceived chewing ability, objective masticatory function, and oral health-related quality of life (OHRQoL) in patients who required a dento-maxillary prosthesis postoperatively. Thirty-eight patients with a dento-maxillary prosthesis were divided into three groups according to the type of surgery received: marginal mandibulectomy, segmental mandibulectomy with bony reconstruction, or glossectomy. Perceived chewing ability, objective mixing ability, and OHRQoL were evaluated using a food intake questionnaire, color-changeable chewing gum, and the Geriatric Oral Health Assessment Index (GOHAI), respectively. Differences in the scores obtained by the three measures were compared between the surgical groups using the Kruskal-Wallis test, and associations between the scores in each group were analyzed by Spearman's rank correlation analysis. Objective mixing ability was found to be significantly low only in patients who underwent glossectomy. No other measures differed significantly between the surgical groups. Perceived chewing ability and objective mixing ability were significantly associated in the marginal mandibulectomy and glossectomy groups but not in the segmental mandibulectomy group. Furthermore, GOHAI score was significantly associated with perceived chewing ability and objective mixing ability in the marginal mandibulectomy group. Within the limitations of this study, the present findings suggest that the type of surgery received might influence food mixing ability. Associations among food mixing ability, perceived chewing and OHRQoL are not accountable depending on the type of surgery received, indicating the presence of other contributing factors to be considered. Copyright © 2015 Japan Prosthodontic Society. Published by Elsevier Ltd. All rights reserved.

  14. Reading Makes Cents Resource Review

    Directory of Open Access Journals (Sweden)

    Lacie Ashby

    2011-12-01

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

  15. Literary, Memory, Reading and Teaching

    Directory of Open Access Journals (Sweden)

    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.

  16. 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

  17. Objective lens

    Science.gov (United States)

    Olczak, Eugene G. (Inventor)

    2011-01-01

    An objective lens and a method for using same. The objective lens has a first end, a second end, and a plurality of optical elements. The optical elements are positioned between the first end and the second end and are at least substantially symmetric about a plane centered between the first end and the second end.

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

    Directory of Open Access Journals (Sweden)

    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.

  19. Perceived risk of female infidelity moderates the relationship between objective risk of female infidelity and sexual coercion in humans (Homo sapiens).

    Science.gov (United States)

    McKibbin, William F; Starratt, Valerie G; Shackelford, Todd K; Goetz, Aaron T

    2011-08-01

    Female extrapair copulation (EPC) can be costly to a woman's long-term romantic partner. If a woman has copulated recently with a man other than her long-term partner, her reproductive tract may contain the sperm of both men, initiating sperm competition (whereby sperm from multiple males compete to fertilize an egg). Should the woman become pregnant, her long-term partner is at risk of cuckoldry-investing unwittingly in offspring to whom he is not genetically related. Previous research in humans (Homo sapiens) and in nonhuman animals suggests that males have evolved tactics such as partner-directed sexual coercion that reduce the risk of cuckoldry. The current research provides preliminary evidence that mated men (n = 223) at greater risk of partner EPC, measured as having spent a greater proportion of time apart from their partner since the couple's last in-pair copulation, more frequently perform partner-directed sexually coercive behaviors. This relationship is moderated, however, by men's perceived risk of partner EPC, such that the correlation between the proportion of time spent apart since last in-pair copulation and sexually coercive behaviors remains significant only for those men who perceive themselves to be at some risk of partner EPC. Discussion addresses limitations of this research and highlights directions for future research investigating the relationship between female EPC and men's partner-directed sexual coercion. PsycINFO Database Record (c) 2011 APA, all rights reserved.

  20. Reading Disabilities and PASS Reading Enhancement Programme

    Science.gov (United States)

    Mahapatra, Shamita

    2016-01-01

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

  1. To read or not to read

    NARCIS (Netherlands)

    Mol, Suzanne Elizabeth

    2010-01-01

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

  2. Predicting the reading skill of Japanese children.

    Science.gov (United States)

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

    2017-02-01

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

  3. 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

  4. 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

  5. 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

  6. 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...

  7. Blinded by the light: on the relationship between CO first overtone emission and mass accretion rate in massive young stellar objects

    Science.gov (United States)

    Ilee, J. D.; Oudmaijer, R. D.; Wheelwright, H. E.; Pomohaci, R.

    2018-04-01

    To date, there is no explanation as to why disc-tracing CO first overtone (or `bandhead') emission is not a ubiquitous feature in low- to medium-resolution spectra of massive young stellar objects, but instead is only detected toward approximately 25 per cent of their spectra. In this paper, we investigate the hypothesis that only certain mass accretion rates result in detectable bandhead emission in the near infrared spectra of MYSOs. Using an analytic disc model combined with an LTE model of the CO emission, we find that high accretion rates (≳ 10-4 M⊙yr-1) result in large dust sublimation radii, a larger contribution to the K-band continuum from hot dust at the dust sublimation radius, and therefore correspondingly lower CO emission with respect to the continuum. On the other hand, low accretion rates (≲ 10-6 M⊙yr-1) result in smaller dust sublimation radii, a correspondingly smaller emitting area of CO, and thus also lower CO emission with respect to the continuum. In general, moderate accretion rates produce the most prominent, and therefore detectable, CO first overtone emission. We compare our findings to a recent near-infrared spectroscopic survey of MYSOs, finding results consistent with our hypothesis. We conclude that the detection rate of CO bandhead emission in the spectra of MYSOs could be the result of MYSOs exhibiting a range of mass accretion rates, perhaps due to the variable accretion suggested by recent multi-epoch observations of these objects.

  8. Extended objects

    International Nuclear Information System (INIS)

    Creutz, M.

    1976-01-01

    After some disconnected comments on the MIT bag and string models for extended hadrons, I review current understanding of extended objects in classical conventional relativistic field theories and their quantum mechanical interpretation

  9. 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…

  10. Trusted Objects

    International Nuclear Information System (INIS)

    CAMPBELL, PHILIP L.; PIERSON, LYNDON G.; WITZKE, EDWARD L.

    1999-01-01

    In the world of computers a trusted object is a collection of possibly-sensitive data and programs that can be allowed to reside and execute on a computer, even on an adversary's machine. Beyond the scope of one computer we believe that network-based agents in high-consequence and highly reliable applications will depend on this approach, and that the basis for such objects is what we call ''faithful execution.''

  11. A relação entre o avaliador e o objeto avaliado The relationship between evaluator and the evaluated object

    Directory of Open Access Journals (Sweden)

    Katia Virginia de Oliveira Feliciano

    2005-12-01

    Full Text Available Em um contexto onde o desenvolvimento do processo de institucionalização da avaliação da atenção básica requisita a participação dos envolvidos, fazendo crescer as dúvidas quanto à possibilidade de isenção dos avaliadores internos diante dos elementos de fracasso que forem identificados no trabalho cotidiano, este artigo discute uma questão que permeia toda prática avaliativa: a relação entre o avaliador e o objeto de avaliação. Adota-se a perspectiva de que na atenção à saúde o objeto da avaliação não é exterior ao avaliador e está inserido em uma rede simbólica que justifica os interesses e comporta uma interpretação da ação. Na inclusão do monitoramento e da pesquisa avaliativa à rotina dos serviços, a realização de uma análise relativamente distanciada resulta do reconhecimento de que a neutralidade é uma ilusão, ou seja, é a capacidade de aceitar as possibilidades de preconceber os fatos que permite, mediante um exercício prático sistemático, admitir a realidade como ela é, não como se gostaria que fosse. Assim, quanto mais se alcança um equilíbrio crítico e auto-crítico entre condições objetivas e subjetivas, mais se desvela a realidade.In a context where the institutionalization process of basic attention evaluation requires the participation of those involved, doubts are raised concerning the possibility of exemption of internal evaluators in the face of failure elements identified in daily work and the object of evaluation. A perspective is adopted relative to healthcare that the object of evaluation is not detached from the evaluator and is inserted in a symbolic network justifying interest and ensuing an action interpretation. When including monitoring and research related to services routine, a relatively unbiased analysis results from the recognition that neutrality is an illusion, or, the ability of accepting the possibilities of preconceiving the facts permitting, through a

  12. Readability and Reading Ability.

    Science.gov (United States)

    Wright, Benjamin D.; Stenner, A. Jackson

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

  13. Free Reading Is UTOPIA

    Science.gov (United States)

    LeCrone, Nancy

    2010-01-01

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

  14. Reading: United States.

    Science.gov (United States)

    Weber, Rose-Marie

    1983-01-01

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

  15. Teaching Reading with Puppets.

    Science.gov (United States)

    Bennett, Ruth

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

  16. 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.

  17. 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.

  18. What Discrete and Serial Rapid Automatized Naming Can Reveal about Reading

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  1. 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....

  2. 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.

  3. Cortical areas involved in Arabic number reading.

    Science.gov (United States)

    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.

  4. 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...

  5. DOLIB: Distributed Object Library

    Energy Technology Data Exchange (ETDEWEB)

    D' Azevedo, E.F.

    1994-01-01

    This report describes the use and implementation of DOLIB (Distributed Object Library), a library of routines that emulates global or virtual shared memory on Intel multiprocessor systems. Access to a distributed global array is through explicit calls to gather and scatter. Advantages of using DOLIB include: dynamic allocation and freeing of huge (gigabyte) distributed arrays, both C and FORTRAN callable interfaces, and the ability to mix shared-memory and message-passing programming models for ease of use and optimal performance. DOLIB is independent of language and compiler extensions and requires no special operating system support. DOLIB also supports automatic caching of read-only data for high performance. The virtual shared memory support provided in DOLIB is well suited for implementing Lagrangian particle tracking techniques. We have also used DOLIB to create DONIO (Distributed Object Network I/O Library), which obtains over a 10-fold improvement in disk I/O performance on the Intel Paragon.

  6. DOLIB: Distributed Object Library

    Energy Technology Data Exchange (ETDEWEB)

    D`Azevedo, E.F.; Romine, C.H.

    1994-10-01

    This report describes the use and implementation of DOLIB (Distributed Object Library), a library of routines that emulates global or virtual shared memory on Intel multiprocessor systems. Access to a distributed global array is through explicit calls to gather and scatter. Advantages of using DOLIB include: dynamic allocation and freeing of huge (gigabyte) distributed arrays, both C and FORTRAN callable interfaces, and the ability to mix shared-memory and message-passing programming models for ease of use and optimal performance. DOLIB is independent of language and compiler extensions and requires no special operating system support. DOLIB also supports automatic caching of read-only data for high performance. The virtual shared memory support provided in DOLIB is well suited for implementing Lagrangian particle tracking techniques. We have also used DOLIB to create DONIO (Distributed Object Network I/O Library), which obtains over a 10-fold improvement in disk I/O performance on the Intel Paragon.

  7. Reading Comprehension Strategies

    Directory of Open Access Journals (Sweden)

    Unal Ulker

    2017-12-01

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

  8. Reading use in preschool

    OpenAIRE

    Laísa Cristina dos Santos Guilherme; Rodrigo Ferreira Daverni

    2016-01-01

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

  9. 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

  10. 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…

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

    Science.gov (United States)

    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…

  12. 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...

  13. Fashion Objects

    DEFF Research Database (Denmark)

    Andersen, Bjørn Schiermer

    2009-01-01

    -- an outline which at the same time indicates the need for transformations of the Durkheimian model on decisive points. Thus, thirdly, it returns to Durkheim and undertakes to develop his concepts in a direction suitable for a sociological theory of fashion. Finally, it discusses the theoretical implications......This article attempts to create a framework for understanding modern fashion phenomena on the basis of Durkheim's sociology of religion. It focuses on Durkheim's conception of the relation between the cult and the sacred object, on his notion of 'exteriorisation', and on his theory of the social...... symbol in an attempt to describe the peculiar attraction of the fashion object and its social constitution. However, Durkheim's notions of cult and ritual must undergo profound changes if they are to be used in an analysis of fashion. The article tries to expand the Durkheimian cult, radically enlarging...

  14. Utilities objectives

    International Nuclear Information System (INIS)

    Cousin, Y.; Fabian, H.U.

    1996-01-01

    The policy of French and german utilities is to make use of nuclear energy as a long term, competitive and environmentally friendly power supply. The world electricity generation is due to double within the next 30 years. In the next 20 to 30 years the necessity of nuclear energy will be broadly recognized. More than for most industries, to deal properly with nuclear energy requires the combination of a consistent political will, of a proper institutional framework, of strong and legitimate control authorities, of a sophisticated industry and of operators with skilled management and human resources. One of the major risk facing nuclear energy is the loss of competitiveness. This can be achieved only through the combination of an optimized design, a consistent standardization, a proper industrial partnership and a stable long term strategy. Although the existing plants in Western Europe are already very safe, the policy is clearly to enhance the safety of the next generation of nuclear plants which are designing today. The French and German utilities have chosen an evolutionary approach based on experience and proven technologies, with an enhanced defense in depth and an objective of easier operation and maintenance. The cost objective is to maintain and improve what has been achieved in the best existing power plants in both countries. This calls for rational choices and optimized design to meet the safety objectives, a strong standardization policy, short construction times, high availability and enough flexibility to enable optimization of the fuel cycle throughout the lifetime of the plants. The conceptual design phase has proven that the French and German teams from industry and from the utilities are able to pursue both the safety and the cost objectives, basing their decision on a rational approach which could be accepted by the safety authorities. (J.S.)

  15. 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

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

    Science.gov (United States)

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

    2017-03-01

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

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

    Science.gov (United States)

    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…

  18. Mathematics Teachers’ Levels of Reading Textbooks: An Investigation within the Context of the Curriculum Objectives [Matematik Öğretmenlerinin Ders Kitaplarını Okuma Düzeyleri: Öğretim Programının Hedefleri Doğrultusunda Bir İnceleme

    Directory of Open Access Journals (Sweden)

    Ferhan Bingölbali

    2016-08-01

    Full Text Available How teachers read or interpret textbooks, which represent curricula, is important for successful implementation of curricula (the level of reading of knowledge, skills and values in the textbooks that curriculum sets forth for students’ learning. This paper aims to investigate how middle school mathematics teachers read mathematics textbooks in the light of goals of middle school mathematics curriculum. To this end, a 5th grade mathematics textbook’s segment which covers one learning objective about simplifying and expanding fractions is given to 30 middle school mathematics teachers and they are asked this following question: “What do think that the textbooks writers pay attention for teaching of this learning objective?” The findings reveal that the teachers did not read such mathematical process skills as reasoning, making connection, and communication which were reflected into the learning objective in the textbook. The findings also show that the teachers mainly read the textbooks by “describing what is done”, “providing suggestion”, and “pointing out short comings” and these suggest that this type of reading is rather superficial as far as the teaching that the curriculum aims to achieve is concerned. The paper draws attention to the issues regarding how the textbook reading skills of mathematics teachers can be developed and presents some implications about textbook research. [Öğretim programlarının bir yansıması konumunda olan ders kitaplarını öğretmenin nasıl okuduğu (programın öngördüğü bilgi, beceri ve değer hedeflerini kitaplarda okuyup okumadığı, vb. davranışlar programın başarıya ulaşmasında önem arz eder. Bu çalışmada ortaokul matematik öğretmenlerinin matematik ders kitaplarını nasıl okuduklarının, öğretim programlarının hedefleri doğrultusunda incelenmesi amaçlanmaktadır. Bunun için 30 ortaokul matematik öğretmenine kesirlerde sadeleştirme ve genişletme ile

  19. Reading in developmental prosopagnosia

    DEFF Research Database (Denmark)

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

    2018-01-01

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

  20. Motivational reading on education, meaningful reading realisation

    Directory of Open Access Journals (Sweden)

    Adriana Qafa

    2017-07-01

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

  1. Improve your reading

    CERN Document Server

    Fry, Ron

    2012-01-01

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

  2. Reading disorders and dyslexia.

    Science.gov (United States)

    Hulme, Charles; Snowling, Margaret J

    2016-12-01

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

  3. 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,

  4. Reading Fluency in the Middle and Secondary Grades

    Directory of Open Access Journals (Sweden)

    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.

  5. CSAF Reading List 2014

    Science.gov (United States)

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

  6. Reading Patterns Changing

    Institute of Scientific and Technical Information of China (English)

    2011-01-01

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

  7. VISION AND READING ABILITY.

    Science.gov (United States)

    MANGRUM, CHARLES T.

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

  8. Reading and Working Memory

    Science.gov (United States)

    Baddeley, Alan

    1984-01-01

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

  9. How Knowledge Powers Reading

    Science.gov (United States)

    Lemov, Doug

    2017-01-01

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

  10. Science Fiction: Serious Reading, Critical Reading

    Science.gov (United States)

    Zigo, Diane; Moore, Michael T.

    2004-01-01

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

  11. TEACHING READING USING MAGAZINE

    Directory of Open Access Journals (Sweden)

    Henny Uswatun Hasanah

    2013-11-01

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

  12. 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

  13. Self-Esteem and Reading Achievement.

    Science.gov (United States)

    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…

  14. 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…

  15. Social Process Variables Affecting Reading Performance in Delayed Readers.

    Science.gov (United States)

    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)

  16. How Reading Strategy Use and Personality Types Are Related?

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  18. Riddle Appreciation and Reading Comprehension in Cantonese-Speaking Children

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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)

  20. The Effect of Key on Vocal Sight-Reading Achievement

    Science.gov (United States)

    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…

  1. 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…

  2. 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…

  3. Translation and spaces of reading

    Directory of Open Access Journals (Sweden)

    Clive Scott

    2014-01-01

    Full Text Available The author discusses relations between the original and translation in terms of imaginary spaces. Target text is understood here as one of the possible images of the source text, from the perspective which could not be accessible to the original. In accordance with the concept presented here, artistic translation can be not so much reconstructed, as conceptually constructed, in the manner of a cubist object. Acts of creative reading are commented on by the author with examples of his own experimental translations from contemporary French poetry.

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

    Science.gov (United States)

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

    2016-01-01

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

  5. 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

  6. 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...

  7. 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.

  8. 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)

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

    Directory of Open Access Journals (Sweden)

    Anja Dular

    2013-03-01

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

  10. Reading and company

    DEFF Research Database (Denmark)

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

    2017-01-01

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

  11. Open Reading Frame Phylogenetic Analysis on the Cloud

    Directory of Open Access Journals (Sweden)

    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.

  12. Reading apps for children: Readability from the design perspective

    Science.gov (United States)

    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.

  13. Understanding Blood Pressure Readings

    Science.gov (United States)

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

  14. Reading the Tourist Guidebook

    DEFF Research Database (Denmark)

    Therkelsen, Anette; Sørensen, Anders

    2005-01-01

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

  15. What Are Reading Disorders?

    Science.gov (United States)

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

  16. Textbook Reading Levels

    Science.gov (United States)

    Hopkins, Charles R.; Kim, Paul Y.

    1974-01-01

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

  17. Sequence Read Archive (SRA)

    Data.gov (United States)

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

  18. Reading-Boxing Class

    Science.gov (United States)

    Kravitz, Richard; Shapiro, Marvin

    1969-01-01

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

  19. Self and External Monitoring of Reading Comprehension

    Science.gov (United States)

    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.…

  20. Personalization of Reading Passages Improves Vocabulary Acquisition

    Science.gov (United States)

    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…

  1. Functional Neuroanatomy of Impaired Reading in Dyslexia

    Science.gov (United States)

    Salmelin, Riitta; Helenius, Paivi

    2004-01-01

    In reading tasks, an underactivation of the left inferior occipitotemporal cortex in dyslexia seems to be the most consistent finding both in neurophysiological and hemodynamic studies. This marked difference appears at about 150 msec after word presentation when the brain enters the letter-string-specific (or, more generally, object-specific)…

  2. Teachers' Use of Technology in a Reading Clinic.

    Science.gov (United States)

    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.…

  3. 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 ...

  4. The promotion of reading in Education Framework

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

    Koh, Kim H.; Paris, Scott G.

    2011-01-01

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

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

    Science.gov (United States)

    Hudson, Alida K.; Williams, Joan A.

    2015-01-01

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

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

    Science.gov (United States)

    Boakye, Naomi A. N. Y.

    2017-01-01

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

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

    Science.gov (United States)

    Divoll, Kent; Browning, Sandra

    2013-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Muhammet BAŞTUĞ

    2016-06-01

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

  10. 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

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

    Directory of Open Access Journals (Sweden)

    Edi Santoso

    2015-10-01

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

  12. 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).

    Science.gov (United States)

    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…

  13. 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.

  14. 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.

  15. The role of visual processing speed in reading speed development.

    Directory of Open Access Journals (Sweden)

    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.

  16. 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…

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

    Science.gov (United States)

    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,…

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

    Science.gov (United States)

    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…

  19. Towards a Dynamic Model of Skills Involved in Sight Reading Music

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Directory of Open Access Journals (Sweden)

    Ángela María López-Velásquez

    2011-04-01

    Full Text Available The characteristics of the Spanish home reading practices of a US immigrant Hispanic household are studied highlighting the many connections existing between the reading practices at home and at school. This longitudinal study explores how the home and school L1 reading instruction contributed to a first-grader’s initial steps towards reading in English or biliteracy. Details of Natalia ́s reading in Spanish at home and at school are presented and the relationships between the reading practices in both contexts are documented.The findings in this study remind us of the importance of strong native language literacy foundations and of the role that both home and school play in fostering high literacy levels among children.

  3. Reading in a Digital Age

    Science.gov (United States)

    Baron, Naomi S.

    2017-01-01

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

  4. Early Reading and Concrete Operations.

    Science.gov (United States)

    Polk, Cindy L. Howes; Goldstein, David

    1980-01-01

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

  5. Reading literary fiction improves theory of mind.

    Science.gov (United States)

    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.

  6. Early object relations into new objects.

    Science.gov (United States)

    Downey, T W

    2001-01-01

    interpretation in relation to the transference--were the sole agents of therapeutic change. Reviewing maturation and development in relation to the resumption of psychological growth suggests that the provision of a beneficient environment, the "white keys," may lead to the resumption of maturational growth and change. The difference between the two modalities would be in the relative need for a significant other to bring about such change. Expanding on Hartmann and Kris, we can say that maturation requires a certain level of human stimulation and a supportive environment to unfold. At times in our work we encounter a psychoanalysis of and about maturation rather than primarily transference and interpretation. By and large the structure and functions of the ego that have been impeded in their exercise by traumatic circumstances in the environment are reactivated by a generalized holding environment rather than a relationship. In the practice of psychoanalysis this means that the child analyst may be more relaxed about the nonverbal play and relational aspects of the work; he need not fear that dynamics not captured in secondary process are lost to change. To the extent that the analysis provides an opportunity for maturational expression, growth will occur. When growth has been impeded by direct and significant interpersonal factors, the standard interpretative clarifications of defense, drive, and object relations in the context of removing the transference distortions regarding the analyst (and the world) are essential for recovery. Where the sequence of repetition through practice to mastery has become frozen by thwarting and stunting relationships, these potentially dead-end examples of neurotic object constancy must be played out on the "black keys." The amalgamation of the black of transference developments and the white of maturational emergence is paradigmatic for the discovery of new objects and new senses of self. In everyday life and analysis, maturation may lead to

  7. Objective interpretation as conforming interpretation

    Directory of Open Access Journals (Sweden)

    Lidka Rodak

    2011-12-01

    Full Text Available The practical discourse willingly uses the formula of “objective interpretation”, with no regards to its controversial nature that has been discussed in literature.The main aim of the article is to investigate what “objective interpretation” could mean and how it could be understood in the practical discourse, focusing on the understanding offered by judicature.The thesis of the article is that objective interpretation, as identified with textualists’ position, is not possible to uphold, and should be rather linked with conforming interpretation. And what this actually implies is that it is not the virtue of certainty and predictability – which are usually associated with objectivity- but coherence that makes the foundation of applicability of objectivity in law.What could be observed from the analyses, is that both the phenomenon of conforming interpretation and objective interpretation play the role of arguments in the interpretive discourse, arguments that provide justification that interpretation is not arbitrary or subjective. With regards to the important part of the ideology of legal application which is the conviction that decisions should be taken on the basis of law in order to exclude arbitrariness, objective interpretation could be read as a question “what kind of authority “supports” certain interpretation”? that is almost never free of judicial creativity and judicial activism.One can say that, objective and conforming interpretation are just another arguments used in legal discourse.

  8. Monitoring Progress toward Independent Silent Reading.

    Science.gov (United States)

    Franc, Lillian H.; Hildebrandt, Jeannette

    1984-01-01

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

  9. 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

  10. The Language of Objects

    DEFF Research Database (Denmark)

    Eskildsen, Kasper Risbjerg

    2012-01-01

    The Danish amateur scholar Christian Jürgensen Thomsen has often been described as a founder of modern “scientific” archaeology. Thomsen's innovation, this essay argues, reflects developments within neighboring fields, such as philology and history. He reacted against historians who limited....... The arrangement of artifacts not only helped him formulate his theories, but also allowed him to present his arguments in a language of objects. At the same time, Thomsen's definition of archaeology as a museum science placed his branch of archaeology in a closer relationship with other museum sciences...

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Lectura y Vida: Revista Latinoamericana de Lectura, 1998

    1998-01-01

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

  13. Reading through Films

    Directory of Open Access Journals (Sweden)

    Madhavi Gayathri Raman

    2016-02-01

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

  14. [Binocular coordination during reading].

    Science.gov (United States)

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

    1992-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Mohammad Mehdi Yazdani

    2015-05-01

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

  16. Reading Bohr physics and philosophy

    CERN Document Server

    Plotnitsky, Arkady

    2006-01-01

    Reading Bohr: Physics and Philosophy offers a new perspective on Niels Bohr's interpretation of quantum mechanics as complementarity, and on the relationships between physics and philosophy in Bohr's work, which has had momentous significance for our understanding of quantum theory and of the nature of knowledge in general. Philosophically, the book reassesses Bohr's place in the Western philosophical tradition, from Kant and Hegel on. Physically, it reconsiders the main issues at stake in the Bohr-Einstein confrontation and in the ongoing debates concerning quantum physics. It also devotes greater attention than in most commentaries on Bohr to the key developments and transformations of his thinking concerning complementarity. Most significant among them were those that occurred, first, under the impact of Bohr's exchanges with Einstein and, second, under the impact of developments in quantum theory itself, both quantum mechanics and quantum field theory. The importance of quantum field theory for Bohr's thi...

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

    Science.gov (United States)

    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.

  18. READING STATISTICS AND RESEARCH

    Directory of Open Access Journals (Sweden)

    Reviewed by Yavuz Akbulut

    2008-10-01

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

  19. Adult EFL Reading Selection: Influence on Literacy

    Directory of Open Access Journals (Sweden)

    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.

  20. Reading Authentic Texts

    DEFF Research Database (Denmark)

    Balling, Laura Winther

    2013-01-01

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

  1. 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…

  2. Digital reading practices of university students

    Directory of Open Access Journals (Sweden)

    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. 

  3. 4. Sınıf Öğrencilerinin Üstbilişsel Okuma Stratejilerini Kullanma Durumları ve Bu Stratejilerle Okuduğunu Anlama Arasındaki İlişki 4th Grade Students' Using Metacognitive Reading Strategies Conditions and between the Relationship Reading Comprehension and Using These Strategies

    Directory of Open Access Journals (Sweden)

    Mustafa BAŞARAN

    2013-09-01

    Full Text Available Aim of this study is to determine that 4th grade students' usingmetacognitive reading strategies conditions and the relationshipbetween reading comprehension rates and using these strategies ratesin this grade. The Research method of this study is relational scan thatis a descriptive method. The universe of the study is 4th grade students,who attend state elementary schools in the center of Kütahya provincein 2012-2013 academic season. The sample of study is 89 4th gradestudents, who were selected from this universe. The study consists offour parts. In the first chapter, Metacognition and metacognitive readingstrategies are discussed. The method of study is explained in the secondchapter. The findings and the comments are available in the thirdsection. In the last chapter, there are the results of the study and thediscussing of results. According to the results of study, 4th gradestudents’ use often before reading, during reading and after readingmetacognitive reading strategies but students use fewer strategies forremembering. The gender of students has no significant effect on usingmetacognitive reading strategies However, the branch has significanteffect on the rate of use metacognitive reading strategies. According tothe results of the research there is not a significant relationshipbetween using metacognitive reading strategies rates andunderstanding. Bu araştırmada 4. sınıf öğrencilerinin üstbilişsel okuma stratejilerini kullanma durumlarının ve bu sınıf seviyesindeki öğrencilerin üstbilişsel okuma stratejilerini kullanma oranı ile okuduğunu anlamaları arasındaki ilişkinin tespiti amaçlanmıştır. Araştırmanın yöntemi, betimsel yöntemlerden, ilişkisel taramadır. Araştırmanın çalışma evreni 2012-2013 eğitim öğretim yılında Kütahya il merkezindeki ilkokullarda öğrenimine devam eden 4. sınıf öğrencileridir. Araştırmanın örneklemini ise bu evrenden rastgele seçilen bir devlet okulunun

  4. 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 ...

  5. Computer Simulation of Reading.

    Science.gov (United States)

    Leton, Donald A.

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

  6. Readings in risk

    National Research Council Canada - National Science Library

    Glickman, Theodore S; Gough, Michael

    1990-01-01

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

  7. Time for Reading

    Science.gov (United States)

    Waters, Lindsay

    2007-01-01

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

  8. Recipe for Reading.

    Science.gov (United States)

    Jenkins, Jacquelyn W.; Shaul, Nancy Pera

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

  9. Painless reading comprehension

    CERN Document Server

    Jones, EdD, Darolyn "Lyn"

    2016-01-01

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

  10. Reading, Perception and Language.

    Science.gov (United States)

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

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

  11. Books for Summer Reading.

    Science.gov (United States)

    Phi Delta Kappan, 1992

    1992-01-01

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

  12. Reading in Place

    Science.gov (United States)

    Price, Leah

    2012-01-01

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

  13. Reading the Future.

    Science.gov (United States)

    Nettle, Keith

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

  14. Reading's Next Chapter

    Science.gov (United States)

    Kellman, Steven G.

    2008-01-01

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

  15. SchemaOnRead Manual

    Energy Technology Data Exchange (ETDEWEB)

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

    2015-09-30

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

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

    Science.gov (United States)

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

    2011-12-01

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

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

    Science.gov (United States)

    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)

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

    OpenAIRE

    VASILIKA RRAKU

    2014-01-01

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

  19. Review of Meeting Objectives

    International Nuclear Information System (INIS)

    Braams, B.J.; Chung, H.-K.

    2011-01-01

    This is the 21st meeting of the International Atomic and Molecular Data Centres Network. The traditional DCN meeting objectives are: to exchange information about activities in the Centres and review progress; to coordinate work in the Centres; to assess priorities in data evaluation and data production; to make plans for specific evaluations; and to evaluate and revise procedures for collection and exchange of bibliographical and numerical data. All of these are objectives for the present meeting too. In addition to the presentations from DCN and prospective DCN members we have two participants from outside the field of fusion data: Dr N. Mason will tell us about coordination of the Virtual Atomic and Molecular Data Centre and Dr S. Simakov will describe the manner in which nuclear structure and cross-section database development is coordinated by our colleagues in the Nuclear Data Section. In the discussions on Thursday and Friday there are two topics that need special attention this year: the future of our bibliographical data compilation and ways in which we can strengthen data evaluation activities, all with emphasis on collision processes and plasma-material interaction. The first 3 Data Centre Network meetings were held in 1977, 1980 and 1982 and the reports of those meetings make interesting reading and can still provide inspiration for the present meeting. I show some excerpts in the presentation. In 1977 the emphasis was on the coordination of the bibliographical database, AMBDAS, and a collision data index, CIAMDA, as the initial activities of the Network and of the newly formed IAEA A+M Data Unit. In 1980 the central topic of discussion at the meeting shifted to the numerical database and to data evaluation. The Network recommended that numerical data be reviewed by a selected group of scientists and that no unevaluated numerical A+M collision data should be distributed by the IAEA. The report of the meeting in 1982 shows that the bibliographical

  20. 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. ...

  1. 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...

  2. 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. ...

  3. Object feature extraction and recognition model

    International Nuclear Information System (INIS)

    Wan Min; Xiang Rujian; Wan Yongxing

    2001-01-01

    The characteristics of objects, especially flying objects, are analyzed, which include characteristics of spectrum, image and motion. Feature extraction is also achieved. To improve the speed of object recognition, a feature database is used to simplify the data in the source database. The feature vs. object relationship maps are stored in the feature database. An object recognition model based on the feature database is presented, and the way to achieve object recognition is also explained

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

    Science.gov (United States)

    Donham van Deusen, Jean; Langhorne, Mary Jo

    1997-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

  6. The Assessment of Reading Comprehension Difficulties for Reading Intervention

    Science.gov (United States)

    Woolley, Gary

    2008-01-01

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

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

    NARCIS (Netherlands)

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

    2017-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

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

    NARCIS (Netherlands)

    van den Boer, M.

    2014-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

  11. 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...

  12. 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...

  13. Research on Eye Movement Tracking in ESL Reading

    Directory of Open Access Journals (Sweden)

    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.

  14. Encouraging Recreational Reading (The Printout).

    Science.gov (United States)

    Balajthy, Ernest

    1988-01-01

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

  15. Selected Readings in Genetic Engineering

    Science.gov (United States)

    Mertens, Thomas R.; Robinson, Sandra K.

    1973-01-01

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

  16. Relación entre adherencia objetiva al tratamiento en la diabetes infantil y variables psicológicas de los cuidadores Relationship between objective treatment compliance in infantile diabetes and psychological variables of caregivers

    Directory of Open Access Journals (Sweden)

    Consuelo Arenas Bermúdez

    2007-11-01

    -15 years. Optimism, self-efficacy, neuroticism, copying styles, parental styles, social support, demographic and family variables of caregivers were evaluated. Objective adherence, demographic and family variables of children were also measured. Analyses of data included means, correlations and differences between groups. Caregivers assisted to some psychoeducational sessions during the study, that lasted one year. Results and Conclusions: Caregivers with higher objective adherence are characterized by having a thorough knowledge of diabetes, and being afraid of consequences of bad treatment compliance; they usually use problem-solving copying strategies, they show a positive motivation and attitude and they do not feel guilty. Finally, they exhibit a high level of control and affect in their parent-son relationships (democratic parental style.

  17. The Impact of Vocabulary Knowledge Level on EFL Reading Comprehension

    Directory of Open Access Journals (Sweden)

    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.

  18. Measurement properties of continuous text reading performance tests.

    Science.gov (United States)

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

    2014-11-01

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

  19. Habilidades metalingüísticas, operaciones metacognitivas y su relación con los niveles de competencia en lectura y escritura: un estudio exploratorio Metalinguistic skills, metacognitive operations and their relationship with the different levels of reading and writing competence: an explorative study

    Directory of Open Access Journals (Sweden)

    Rita Flórez Romero

    2005-06-01

    Full Text Available El propósito de este estudio fue explorar las habilidades metalingüísticas, las operaciones metacognitivas y su relación con las competencias en lectura y escritura. Para evaluar las habilidades metalingüísticas se construyó un instrumento basado en la propuesta de van Kleeck (1995, relacionada con la arbitrariedad del lenguaje y el lenguaje como sistema. Para evaluar las operaciones metacognitivas se diseñaron dos pruebas, una para metacognición en lectura y otra para escritura. Para evaluar las competencias en lectura y escritura se aplicaron los instrumentos del proyecto de Evaluación Censal de Competencias Básicas en Lenguaje diseñados por la Secretaría de Educación del Distrito y por la Universidad Nacional. En el análisis de datos se utilizaron estadísticos descriptivos, como medidas de tendencia central y distribución en caso de las variables continuas y distribuciones de frecuencia y tablas de contingencia en el caso de las variables nominales.The authors of this study endeavour to explore the metalinguistic skills, the metacognitive operations and their relationship with the reading and writing competence. For the evaluation of metalinguistic skills an instrument was developed based on van Kleeck’s (1995 proposal, regarding the subjectivity of language and language as a system. Two specimens were designed for the evaluation of metacognitive operations, one for reading and another one for writing metacognition. For the evaluation of reading and writing competence the project instruments for the Census Evaluation of Basic Language Competence, designed by the District Secretary of Education and by the National University, was applied. In the data evaluation descriptive statistics were applied, as a measure of core tendency in the case of continuous variables, and frequency distributions and tables of contiguity in the case of nominal variables.

  20. Reading Processes and Parenting Styles

    Science.gov (United States)

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

    2016-01-01

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

  1. Initial Reading through Computer Animation.

    Science.gov (United States)

    Geoffrion, Leo D.; Bergeron, R. Daniel

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

  2. MisReading LIS Education.

    Science.gov (United States)

    Wiegand, Wayne

    1997-01-01

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

  3. Teaching Reading in Vocational Education.

    Science.gov (United States)

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

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

  4. Encouraging Students to Read Mathematics

    Science.gov (United States)

    Shepherd, Mary D.

    2005-01-01

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

  5. Reading comprehension in Parkinson's disease.

    Science.gov (United States)

    Murray, Laura L; Rutledge, Stefanie

    2014-05-01

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

  6. The "RAP" on Reading Comprehension

    Science.gov (United States)

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

    2010-01-01

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

  7. Direct reading dosimeter

    International Nuclear Information System (INIS)

    Thomson, I.

    1985-01-01

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

  8. Reading, writing, rebelling

    DEFF Research Database (Denmark)

    Doubinsky, Sebastien

    2017-01-01

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

  9. Group Work, Students' Reading Ability, And Motivation

    OpenAIRE

    Wahidah, Farah Sukmawati

    2014-01-01

    Teachers must be able to cooperate with their students in the class to make the teaching and learning activities enjoyable. A good teacher has to use appropriate strategies to make his or her students fluent readers. Teachers also have to make students feel comfortable so that they can achieve the objective of the teaching and learning activities. Responding to the problems and considering the factors causing them, the researcher taught that the best way to improve the students' reading abili...

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

    International Nuclear Information System (INIS)

    1986-01-01

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

  11. Quantum reading capacity

    International Nuclear Information System (INIS)

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

    2011-01-01

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

  12. Emotional Landscapes of Reading

    OpenAIRE

    Natalia Samutina

    2015-01-01

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

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

    Science.gov (United States)

    Kwon, Heekyung; Linderholm, Tracy

    2015-01-01

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

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

    Science.gov (United States)

    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.

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Directory of Open Access Journals (Sweden)

    Sonia Maria Gomes Ferreira

    2008-04-01

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

  17. Basic Concepts of Reading Instruction

    Directory of Open Access Journals (Sweden)

    Gökhan ARI

    2017-12-01

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

  18. Lacanian Reading of Marsha Norman's Night, Mother

    Directory of Open Access Journals (Sweden)

    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.

  19. EARLY READING ASSESSMENT INSTRUMENTS: ABILITIES AND PROCESSES INVOLVED

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

    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