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Sample records for repeated storybook reading

  1. Children Develop Initial Orthographic Knowledge during Storybook Reading

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    Apel, Kenn; Brimo, Danielle; Wilson-Fowler, Elizabeth B.; Vorstius, Christian; Radach, Ralph

    2013-01-01

    We examined whether young children acquire orthographic knowledge during structured adult-led storybook reading even though minimal viewing time is devoted to print. Sixty-two kindergarten children were read 12 storybook "chapters" while their eye movements were tracked. Results indicated that the children quickly acquired initial mental…

  2. Improving Grade One Students' Reading Motivation with Online Electronic Storybooks

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    Ciampa, Katia

    2012-01-01

    This qualitative study stemmed from a concern of the perceived decline in students' reading motivation after the early years of schooling. The current research explored eight grade 1 students' experiences with online electronic storybooks (eBooks). Eight students were given ten 25-minute sessions with the software programs over 15 weeks.…

  3. The Importance of Storybook Reading to Emergent Literacy: A Review of the Research.

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    McCarthy, Rae Lynn

    Educators have known for years that children who come from homes where storybooks are read have an advantage over those children who are not read to. Research has shown that shared reading, reading aloud, making a variety of print materials available, and promoting positive attitudes toward literacy have a significant impact on children's literacy…

  4. Benefits of Repeated Book Readings in Children with SLI

    Science.gov (United States)

    Rohlfing, Katharina J.; Ceurremans, Josefa; Horst, Jessica S.

    2018-01-01

    In this pilot study, we ask whether repeated storybook reading is also beneficial for word learning in children diagnosed with specific language impairment (SLI). We compared 3-year-old German learning children diagnosed with SLI to typically developing children matched on age and socioeconomic status (SES). One week later, children with SLI…

  5. Four Year Old Children's Acquisition of Print Knowledge during Electronic Storybook Reading

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    Gong, Zhiyu; Levy, Betty Ann

    2009-01-01

    The experiment reported here explored the importance of engaging 4-year-old children's interest in the print itself during storybook reading. We explored the effect of computer animation of the print in order to draw the child's attention to each word as it was read. We also investigated the influence of illustrating that not all visual displays…

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

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    Katja Bajc

    2005-09-01

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

  7. Reading Touch Screen Storybooks with Mothers Negatively Affects 7-Year-Old Readers’ Comprehension but Enriches Emotional Engagement

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    Ross, Kirsty M.; Pye, Rachel E.; Randell, Jordan

    2016-01-01

    Touch screen storybooks turn reading into an interactive multimedia experience, with hotspot-activated animations, sound effects, and games. Positive and negative effects of reading multimedia stories have been reported, but the underlying mechanisms which explain how children’s learning is affected remain uncertain. The present study examined the effect of storybook format (touch screen and print) on story comprehension, and considered how level of touch screen interactivity (high and low) and shared reading behaviors (cognitive and emotional scaffolding, emotional engagement) might contribute to comprehension. Seven-year-olds (n = 22) were observed reading one touch screen storybook and one print storybook with their mothers. Story comprehension was inferior for the touch screen storybooks compared to the print formats. Touch screen interactivity level had no significant effect on comprehension but did affect shared reading behaviors. The mother–child dyads spent less time talking about the story in the highly interactive touch screen condition, despite longer shared reading sessions because of touch screen interactions. Positive emotional engagement was greater for children and mothers in the highly interactive touch screen condition, due to additional positive emotions expressed during touch screen interactions. Negative emotional engagement was greater for children when reading and talking about the story in the highly interactive condition, and some mothers demonstrated negative emotional engagement with the touch screen activities. The less interactive touch screen storybook had little effect on shared reading behaviors, but mothers controlling behaviors were more frequent. Storybook format had no effect on the frequency of mothers’ cognitive scaffolding behaviors (comprehension questions, word help). Relationships between comprehension and shared reading behaviors were examined for each storybook, and although length of the shared reading session and

  8. Reading touch screen storybooks with mothers negatively affects seven-year-old readers’ comprehension but enriches emotional engagement

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    Kirsty Mhairi Ross

    2016-11-01

    Full Text Available Touch screen storybooks turn reading into an interactive multimedia experience, with hotspot-activated animations, sound effects, and games. Positive and negative effects of reading multimedia stories have been reported, but the underlying mechanisms which explain how children’s learning is affected remain uncertain. The present study examined the effect of storybook format (touch screen and print on story comprehension, and considered how level of touch screen interactivity (high and low and shared reading behaviors (cognitive and emotional scaffolding, emotional engagement might contribute to comprehension. Seven-year-olds (n = 22 were observed reading one touch screen storybook and one print storybook with their mothers. Story comprehension was inferior for the touch screen storybooks compared to the print versions. Touch screen interactivity had no significant effect on comprehension but did affect shared reading behaviors. The mother-child dyads spent less time talking about the story in the highly interactive touch screen condition, despite longer shared reading sessions because of touch screen interactions. Positive emotional engagement was greater for children and mothers in the highly interactive touch screen condition, due to additional positive emotions expressed during touch screen interactions. Negative emotional engagement was greater for children when reading and talking about the story in the highly interactive condition, and some mothers demonstrated negative emotional engagement with the touch screen activities. The less interactive touch screen storybook had little effect on shared reading behaviors, but mothers controlling behaviors were more frequent. Storybook format had no effect on the frequency of mothers’ cognitive scaffolding behaviors (comprehension questions, word help. Relationships between comprehension and shared reading behaviors were examined for each storybook, and length of the shared reading session and

  9. A Read-Aloud Storybook Selection System for Prereaders at the Preschool Language Level: A Pilot Study

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    Schwarz, Amy Louise; van Kleeck, Anne; Beaton, Derek; Horne, Erin; MacKenzie, Heather; Abdi, Hervé

    2015-01-01

    Purpose: Many well-accepted systems for determining difficulty level exist for books children read independently, but few are available for determining the wide range of difficulty levels of storybooks read aloud to preschoolers. Also, the available tools list book characteristics only on the basis of parents' or authors' opinions. We created an…

  10. "Este Libro Es Mi Historia": Mother-Child Interactions during Storybook Reading in a Mexican-American Household.

    Science.gov (United States)

    Manyak, Patrick

    A study explored the storybook reading experiences between Ms. Garza and her children. A broad conception of the zone of proximal development, involving use, adaptation, and transformation of culturally shaped tools in the process of shared activity, provides the framework for examining this particular Mexican-American family's reading behavior.…

  11. The impact of reading expressiveness on the listening comprehension of storybooks by prekindergarten children.

    Science.gov (United States)

    Mira, William A; Schwanenflugel, Paula J

    2013-04-01

    The purpose of this study was to determine the effect of oral reading expressiveness on the comprehension of storybooks by 4- and 5-year-old prekindergarten children. The possible impact of prosody on listening comprehension was explored. Ninety-two prekindergarten children (M age = 57.26 months, SD = 3.89 months) listened to an expressive or inexpressive recording of 1 of 2 similar stories. Story comprehension was tested using assessments of both free recall and cued recall. Children showed statistically significantly better cued recall for the expressive readings of stories compared to the inexpressive readings of stories. This effect generalized across stories and when story length was controlled across both expressive and inexpressive versions. The effect of expressiveness on children's free recall was not significant. Highly expressive readings resulted in better comprehension of storybooks by prekindergarten children. Further, because recordings were used, this effect might be attributed to the facilitation of language processing rather than to enhanced social interaction between the reader and the child.

  12. Supporting Preschool Teachers' Vocabulary Instruction during Storybook Reading

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    Blamey, Katrin L.; Beauchat, Katherine A.; Sweetman, Heidi

    2012-01-01

    Preschool educators represent a unique population for which to design professional development; as a result, innovative professional development models are necessary. The purpose of this study was to examine the effects of training preschool teachers to use a Shared Reading Innovation Configuration (IC) tool on their planning, implementation, and…

  13. THE EFFECTIVENESS OF USING PHONICS INSTRUCTION AND STORYBOOKS IN ENGLISH READING CLASSES TO IMPROVE STUDENT PARTICIPATION

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    Naning Tri Wahyuni

    2016-08-01

    Full Text Available The purpose of this study is to examine the effectiveness of instructional methods based on phonics instruction in reading classes to improve students participation therefore they can develop to their maximum potential. Using qualitative tools of observation, documentation and interview, this research was focusing the inquiry on investigating students’ reception to the phonics instruction model, observing their participation in the classroom activities, also investigating instructional methods which attract students to more actively contribute in learning activities. The finding shows that the reception of students to the model was good and they showed much eagerness in following the program. Further investigation revealed that students keen to participate more in the classroom activities especially in certain activities with the use of sound sheets, sound book, flash card sheets, word box sheets, songs, games and storybooks. However, there were two challenges identified during 16 weeks running the study; the lack of teachers’ skill in delivering this method efficiently also the limited collection of English story books in school. Hence, to improve the effectiveness of the use of phonics instruction in reading classroom, firstly, training for teachers would be needed to deliver the method effectively, secondly, considering the fact that school still have limited collection of English story books or any English books, the collaboration with government agencies or other promising bodies could be done to help in providing more collection of storybooks in school.

  14. The Effect of Electronic Storybooks on Struggling Fourth-Graders' Reading Comprehension

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    Ertem, Ihsan Seyit

    2010-01-01

    This quantitative research examined the differences in struggling readers' comprehension of storybooks according to the medium of presentation. Each student was randomly assigned with one of three conditions: (1) computer presentation of storybooks with animation; (2) computer presentation of storybooks without animation; and (3) traditional print…

  15. Storybook Read-Alouds to Enhance Students’ Comprehension Skills in ESL Classrooms: A Case Study

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    Ainon Omar

    2015-06-01

    Full Text Available The effectiveness of using storybooks during read-alouds to develop children’s comprehension skills as well as in understanding the story has been widely studied. The reading aloud strategy has also been proven through numerous researches to be the most highly recommended activity for encouraging language and literacy. The study identified the comprehension strategies used by the teachers during their read-aloud sessions, matched teachers’ current practices using the comprehension strategies to the identified practices for the approach, and obtained the teachers’ perceptions of their current practices of the comprehension strategies during reading aloud in their English language classrooms. The teachers’ comprehension strategies were matched with a research-based strategy for comprehending texts during read-alouds proposed by Whitehurst et al (1994. Three primary school English language teachers teaching in the rural schools participated in this study. Qualitative research methods were used in this study. Primary data was obtained through observations using an observation protocol; while secondary data was obtained through interviews from teachers. Findings from the study revealed that the three teachers employed a few of the comprehension strategies that were proposed by researchers in the field. The findings also indicate that the teachers utilized only the strategies that they thought were relevant to their teaching context and as such, proposed the need to provide teachers with knowledge on the best practices for conducting reading aloud to develop ESL students’ comprehension skills

  16. Communication about emotions during storybook reading: Effects of an instruction programme for children with Down syndrome.

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    Na, Ji Young; Wilkinson, Krista M

    2017-08-07

    Children with Down syndrome often have more restricted emotion expression and recognition skills than their peers who are developing typically, and potentially fewer opportunities to learn these skills. This study investigated the effect of the Strategies for Talking about Emotions as PartnerS (STEPS) programme on parents' provision of opportunities for emotion communication using visual communication supports. The study used a single-subject multiple-baseline across participants design with three parent-child dyads. Shared book reading was used as the context for parent instruction and data collection. Parents increased their use of the emotion communication strategies immediately following an instructional session, and continued to use them for the remaining phases of the study. In turn, the children participated more actively in the discussion by making comments about emotions when parents provided more opportunities. The STEPS instructional programme is effective for improving parents' provision of opportunities for discussing emotions during storybook reading with children who have Down syndrome. All parents indicated that they would use the strategy during future reading activities. This paper discusses the results of the study and directions for future research.

  17. Promoting language and social communication development in babies through an early storybook reading intervention.

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    Brown, Michelle I; Westerveld, Marleen F; Trembath, David; Gillon, Gail T

    2017-12-15

    This study examined the effectiveness of low- and high-intensity early storybook reading (ESR) intervention workshops delivered to parents for promoting their babies language and social communication development. These workshops educated parents on how to provide a stimulating home reading environment and engage in parent-child interactions during ESR. Parent-child dyads (n = 32); child age: 3-12 months, were assigned into two intervention conditions: low and high intensity (LI versus HI) groups. Both groups received the same ESR strategies; however, the HI group received additional intervention time, demonstrations and support. Outcome measures were assessed pre-intervention, one and three months post-intervention and when the child turned 2 years of age. A significant time-group interaction with increased performance in the HI group was observed for language scores immediately post-intervention (p = 0.007) and at 2-years-of-age (p = 0.022). Significantly higher broader social communication scores were associated with the HI group at each of the time points (p = 0.018, p = 0.001 and p = 0.021, respectively). Simple main effect revealed that both groups demonstrated a significant improvement in language, broader social communication and home reading practices scores. ESR intervention workshops may promote language and broader social communication skills. The HI ESR intervention workshop was associated with significantly higher language and broader social communication scores.

  18. Goodnight Book: Sleep Consolidation Improves Word Learning via Storybooks

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    Sophie E. Williams

    2014-03-01

    Full Text Available Reading the same storybooks repeatedly helps preschool children learn words. In addition, sleeping shortly after learning also facilitates memory consolidation and aids learning in older children and adults. The current study explored how sleep promotes word learning in preschool children using a shared storybook reading task. Children were either read the same story repeatedly or different stories and either napped after the stories or remained awake. Children’s word retention were tested 2.5 hours later, 24 hours later and 7 days later. Results demonstrate strong, persistent effects for both repeated readings and sleep consolidation on young children’s word learning. A key finding is that children who read different stories before napping learned words as well as children who had the advantage of hearing the same story. In contrast, children who read different stories and remained awake never caught up to their peers on later word learning tests. Implications for educational practices are discussed.

  19. Get the story straight: contextual repetition promotes word learning from storybooks

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    Jessica S Horst

    2011-02-01

    Full Text Available Although reading storybooks to preschool children is a common activity believed to improve language skills, how children learn new vocabulary from being to has been largely neglected in the shared storybook reading literature. The current study systematically explores the effects of repeatedly reading the same storybooks on both young children's fast and slow mapping ability. Specially created storybooks were read to 3-year-old children three times during the course of one week. Each of the nine storybooks contained two novel word-object pairs. At each session, children either heard three different stories with the same two novel name-object pairs or the same story three times. All children heard each novel name the same number of times. A four-alternative forced-choice task with pictures of the objects was used to test both immediate recall and retention. Children who heard the same stories repeatedly were very accurate on both the immediate recall and retention tasks. In contrast, children who heard different stories were only accurate on immediate recall during the last two sessions and failed to learn any of the new words. Overall, then, we found a dramatic increase in children’s ability to both recall and retain novel word-object associations encountered during shared storybook reading when they heard the same stories multiple times in succession. Results are discussed in terms of contextual cueing effects observed in other cognitive domains.

  20. Year 5 Pupils Reading an "Interactive Storybook" on CD-ROM: Losing the Plot?

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    Trushell, John; Burrell, Clare; Maitland, Amanda

    2001-01-01

    This study examined whether small groups of grade 5 students in a London primary school, without teacher supervision, progressed linearly through an interactive storybook on CD-ROM, and whether such diversions as cued animations affected pupil comprehension. Results showed students' recall of the storyline was poor. (Author/LRW)

  1. Vocabulary Acquisition without Adult Explanations in Repeated Shared Book Reading: An Eye Movement Study

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    Evans, Mary Ann; Saint-Aubin, Jean

    2013-01-01

    When preschoolers listen to storybooks, are their eye movements related to their vocabulary acquisition in this context? This study addressed this question with 36 four-year-old French-speaking participants by assessing their general receptive vocabulary knowledge and knowledge of low-frequency words in 3 storybooks. These books were read verbatim…

  2. Once upon a Time: Parent-Child Dialogue and Storybook Reading in the Electronic Era

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    Parish-Morris, Julia; Mahajan, Neha; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick; Collins, Molly Fuller

    2013-01-01

    Early experiences with books predict later reading success, and an interactive shared reading style called "dialogic reading" is especially beneficial to emergent literacy. Electronic console (EC) books, CD-rom books, and e-book apps are designed to teach preschoolers preliteracy skills, but research has yet to systematically explore the…

  3. Electronic Storybooks: A Constructivist Approach to Improving Reading Motivation in Grade 1 Students

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    Ciampa, Katia

    2012-01-01

    This study stemmed from a concern of the perceived decline in students' reading motivation after the early years of schooling. This research investigated the effectiveness of online eBooks on eight grade 1 students' reading motivation. Eight students were given ten 25-minute sessions with the software programs over 15 weeks. Qualitative data were…

  4. Understanding Interactive CD-ROM Storybooks and Their Functions in Reading Comprehension: A Critical Review

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    Ertem, Ihsan Seyit

    2011-01-01

    With dramatic changes and recent advances in multimedia, digital technologies through computers propose new ways for introducing kids to the literacy. Literacy educators have stated that traditional printed books are not sufficient and electronic books have the potential to change reading skills. As a valuable tool in educational settings new and…

  5. Embedded Instruction Improves Vocabulary Learning during Automated Storybook Reading among High-Risk Preschoolers

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    Goldstein, Howard; Kelley, Elizabeth; Greenwood, Charles; McCune, Luke; Carta, Judith; Atwater, Jane; Guerrero, Gabriela; McCarthy, Tanya; Schneider, Naomi; Spencer, Trina

    2016-01-01

    Purpose: We investigated a small-group intervention designed to teach vocabulary and comprehension skills to preschoolers who were at risk for language and reading disabilities. These language skills are important and reliable predictors of later academic achievement. Method: Preschoolers heard prerecorded stories 3 times per week over the course…

  6. Scaffolding or Distracting: CD-ROM Storybooks and Young Readers

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    Pearman, Cathy J.; Chang, Ching-Wen

    2010-01-01

    CD-ROM storybooks, often referred to as electronic texts, e-books, and interactive stories, are learning tools with supplemental features such as automatic reading of text, sound effects, word pronunciations, and graphic animations which support the development of reading skills and comprehension in beginning readers. Some CD-ROM storybooks also…

  7. Preschoolers Explore Interactive Storybook Apps: The Effect on Word Recognition and Story Comprehension

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    Zipke, Marcy

    2017-01-01

    Two experiments explored the effects of reading digital storybooks on tablet computers with 25 preschoolers, aged 4-5. In the first experiment, the students' word recognition scores were found to increase significantly more when students explored a digital storybook and employed the read-aloud function than when they were read to from a comparable…

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

    OpenAIRE

    Ben, Backwell; Brian, Cullen

    2018-01-01

    This paper investigates EFL student reading speed and describes a quasi-experimental study that attempted to quantify the effects of repeated reading and the use of NLP language patterns in the instructions. An experimental group (n=30) and a control group (n=30) carried out the same timed reading activity three times each lesson for five lessons. The instructions for the experimental group included NLP language patterns designed to promote faster reading. It was shown that the repeated readi...

  9. Repeat-aware modeling and correction of short read errors.

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    Yang, Xiao; Aluru, Srinivas; Dorman, Karin S

    2011-02-15

    High-throughput short read sequencing is revolutionizing genomics and systems biology research by enabling cost-effective deep coverage sequencing of genomes and transcriptomes. Error detection and correction are crucial to many short read sequencing applications including de novo genome sequencing, genome resequencing, and digital gene expression analysis. Short read error detection is typically carried out by counting the observed frequencies of kmers in reads and validating those with frequencies exceeding a threshold. In case of genomes with high repeat content, an erroneous kmer may be frequently observed if it has few nucleotide differences with valid kmers with multiple occurrences in the genome. Error detection and correction were mostly applied to genomes with low repeat content and this remains a challenging problem for genomes with high repeat content. We develop a statistical model and a computational method for error detection and correction in the presence of genomic repeats. We propose a method to infer genomic frequencies of kmers from their observed frequencies by analyzing the misread relationships among observed kmers. We also propose a method to estimate the threshold useful for validating kmers whose estimated genomic frequency exceeds the threshold. We demonstrate that superior error detection is achieved using these methods. Furthermore, we break away from the common assumption of uniformly distributed errors within a read, and provide a framework to model position-dependent error occurrence frequencies common to many short read platforms. Lastly, we achieve better error correction in genomes with high repeat content. The software is implemented in C++ and is freely available under GNU GPL3 license and Boost Software V1.0 license at "http://aluru-sun.ece.iastate.edu/doku.php?id = redeem". We introduce a statistical framework to model sequencing errors in next-generation reads, which led to promising results in detecting and correcting errors

  10. Adapted Shared Storybook Reading: A Study of Its Application for Children with Autism Spectrum Disorders in Home Settings

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    Golloher, Andrea N.

    2018-01-01

    This study investigated the use of an adapted shared reading protocol with three children with autism spectrum disorders (ASD) in home settings. Using a multiple baseline across participants design, this investigation replicated and extended a previous investigation by Browder et al. to children with ASD and home settings. In addition, this study…

  11. Analysis of Technical Specifications of the Egyptian and French Electronic Storybooks (e-Storybook)

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    Atta, Mohammed Mahmoud; Abd El Wahab, Shaimaa Mahmoud

    2015-01-01

    This research aims at analysing technical specifications in a sample of Egyptian and French electronic storybooks (e-storybooks), to identify similarities and differences in technical specifications of children's e-storybooks and create a verified analysis list to be used for evaluation of e-storybooks. For this purpose, 32 e-storybooks in CD…

  12. Interactive electronic storybooks for kindergartners to promote vocabulary growth

    NARCIS (Netherlands)

    Smeets, Daisy J. H.; Bus, Adriana G

    2012-01-01

    The goals of this study were to examine (a) whether extratextual vocabulary instructions embedded in electronic storybooks facilitated word learning over reading alone and (b) whether instructional formats that required children to invest more effort were more effective than formats that required

  13. Think Scientifically: Science Hidden in a Storybook

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    Van Norden, W. M.

    2012-12-01

    The Solar Dynamics Observatory's Think Scientifically (TS) program links literacy and science in the elementary classroom through an engaging storybook format and hands-on, inquiry based activities. TS consists of three illustrated storybooks, each addressing a different solar science concept. Accompanying each book is a hands-on science lesson plan that emphasizes the concepts addressed in the book, as well as math, reading, and language arts activities. Written by teachers, the books are designed to be extremely user-friendly and easy to implement in classroom instruction. The objectives of the program are: (1) to increase time spent on science in elementary school classrooms, (2) to assist educators in implementing hands-on science activities that reinforce concepts from the book, (3) to increase teacher capacity and comfort in teaching solar concepts, (4) to increase student awareness and interest in solar topics, especially students in under-served and under-represented communities. Our program meets these objectives through the National Science Standards-based content delivered in each story, the activities provided in the books, and the accompanying training that teachers are offered through the program.; ;

  14. Digital life storybooks for people with dementia living in care homes: an evaluation

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    Subramaniam P

    2016-09-01

    Full Text Available Ponnusamy Subramaniam,1 Bob Woods2 1Health Psychology Programme, University Kebangsaan Malaysia, Kuala Lumpur, Malaysia; 2Dementia Services Development Centre Wales, Bangor University, Bangor, Gwynedd, UK Background and aim: There is increasing interest in using information and communication technology to help older adults with dementia to engage in reminiscence work. Now, the feasibility of such approaches is beginning to be established. The purpose of this study was to establish an evidence-base for the acceptability and efficacy of using multimedia digital life storybooks with people with dementia in care homes, in comparison with conventional life storybooks, taking into account the perspectives of people with dementia, their relatives, and care staff.Methods: Participatory design was used to create a life story movie based on a previously completed conventional life storybook with six older adults with dementia (four females; mean age 82 years. Relatives were involved in helping the participant to provide additional information and materials for the digital life storybook. In this multiple case study design, both quantitative and qualitative approaches were used. For quantitative purposes, a set of questionnaires that had been completed three times before and after the conventional life storybook was developed were repeated 4 weeks after the life story movie was completed. Semistructured interview questions were designed to collect feedback from participants, relatives, and care staff.Results: The result indicated that five of the six participants showed additional improvement in measures of quality of life and autobiographical memory. All participants showed improvement or stability in depression scores. Thematic analysis showed that, participants, relatives, and care home staff viewed digital life storybooks as a very useful tool triggering memories and (largely positive emotions. Participants’ case vignettes were presented to

  15. Repeated E-Book Reading and Its Contribution to Learning New Words among Kindergartners

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    Korat, Ofra; Kozlov-Peretz, Olla; Segal-Drori, Ora

    2017-01-01

    The contribution of repeated e-book reading with and without word explanation support and its effect on receptive and expressive word learning among preschoolers was examined. Seventy-eight kindergartners were randomly divided into an experimental and a control group. The experimental group received two individual reading sessions of an e-book…

  16. Electronic Books: Children's Reading and Comprehension

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    Grimshaw, Shirley; Dungworth, Naomi; McKnight, Cliff; Morris, Anne

    2007-01-01

    This study investigates the differences in children's comprehension and enjoyment of storybooks according to the medium of presentation. Two different storybooks were used and 132 children participated. Of these, 51 children read an extract from "The Magicians of Caprona," about half reading an electronic version with an online dictionary, and the…

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

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    Matt J Cahill

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

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

    KAUST Repository

    Cahill, Matt J.

    2010-07-12

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

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

    KAUST Repository

    Cahill, Matt J.; Kö ser, Claudio U.; Ross, Nicholas E.; Archer, John A.C.

    2010-01-01

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

  20. A Joint Interactive Storybook Intervention Program for Preschool and Kindergarten Children

    Science.gov (United States)

    Vaknin-Nusbaum, Vered; Nevo, Einat

    2017-01-01

    The effectiveness of a joint interactive storybook reading program delivered by class teachers to develop literacy skills is examined in Hebrew-speaking preschool and kindergarten children. Post-intervention, both groups achieved significantly higher gains in language and print concept skills than age-matched comparison groups that did not have…

  1. Effects of a Cross-Linguistic Storybook Intervention on the Second Language Development of Two Preschool English Language Learners

    Science.gov (United States)

    Huennekens, Mary Ellen; Xu, Yaoying

    2010-01-01

    The purpose of this study was to examine the effects of a shared reading experience between parent and child in the child's home language on the emergent literacy and language acquisition in English of preschool-age English Language Learners. Parents of Spanish-speaking four-year-old Head Start students read storybooks in Spanish with their…

  2. "Is That What We Do?" Using a Conversation-Analytic Approach to Highlight the Contribution of Dialogic Reading Strategies to Educator-Child Interactions during Storybook Reading in Two Early Childhood Settings

    Science.gov (United States)

    Cohrssen, Caroline; Niklas, Frank; Tayler, Collette

    2016-01-01

    In Australia, much emphasis in early childhood education is placed on the importance of supporting young children's literacy development, and book-reading occurs frequently during typical early-childhood education and care programmes. Reading a story to a child presents an opportunity for rich language-learning through reciprocal and extended…

  3. SeqEntropy: genome-wide assessment of repeats for short read sequencing.

    Directory of Open Access Journals (Sweden)

    Hsueh-Ting Chu

    Full Text Available BACKGROUND: Recent studies on genome assembly from short-read sequencing data reported the limitation of this technology to reconstruct the entire genome even at very high depth coverage. We investigated the limitation from the perspective of information theory to evaluate the effect of repeats on short-read genome assembly using idealized (error-free reads at different lengths. METHODOLOGY/PRINCIPAL FINDINGS: We define a metric H(k to be the entropy of sequencing reads at a read length k and use the relative loss of entropy ΔH(k to measure the impact of repeats for the reconstruction of whole-genome from sequences of length k. In our experiments, we found that entropy loss correlates well with de-novo assembly coverage of a genome, and a score of ΔH(k>1% indicates a severe loss in genome reconstruction fidelity. The minimal read lengths to achieve ΔH(k<1% are different for various organisms and are independent of the genome size. For example, in order to meet the threshold of ΔH(k<1%, a read length of 60 bp is needed for the sequencing of human genome (3.2 10(9 bp and 320 bp for the sequencing of fruit fly (1.8×10(8 bp. We also calculated the ΔH(k scores for 2725 prokaryotic chromosomes and plasmids at several read lengths. Our results indicate that the levels of repeats in different genomes are diverse and the entropy of sequencing reads provides a measurement for the repeat structures. CONCLUSIONS/SIGNIFICANCE: The proposed entropy-based measurement, which can be calculated in seconds to minutes in most cases, provides a rapid quantitative evaluation on the limitation of idealized short-read genome sequencing. Moreover, the calculation can be parallelized to scale up to large euakryotic genomes. This approach may be useful to tune the sequencing parameters to achieve better genome assemblies when a closely related genome is already available.

  4. 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…

  5. Second-Grade Urban Learners: Preliminary Findings for a Computer-Assisted, Culturally Relevant, Repeated Reading Intervention

    Science.gov (United States)

    Bennett, Jessica G.; Gardner, Ralph, III; Cartledge, Gwendolyn; Ramnath, Rajiv; Council, Morris R., III

    2017-01-01

    This study investigated the effects of a multicomponent, supplemental intervention on the reading fluency of second-grade African-American urban students who showed reading and special education risk. The packaged intervention combined repeated readings and culturally relevant stories, delivered through a novel computer software program to enhance…

  6. Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks : A Meta-Analysis

    NARCIS (Netherlands)

    Takacs, Zsofia K.; Swart, Elise K.; Bus, Adriana G

    2015-01-01

    A meta-analysis was conducted on the effects of technology-enhanced stories for young children's literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension

  7. Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis

    Science.gov (United States)

    Takacs, Zsofia K.; Swart, Elise K.; Bus, Adriana G.

    2015-01-01

    A meta-analysis was conducted on the effects of technology-enhanced stories for young children's literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ =…

  8. 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

  9. Storybook app creation demystified a cast study

    CERN Document Server

    Friedlander, Amy

    2013-01-01

    This case study explains how Wasabi Productions created its first app, Lazy Larry Lizard, and provides insight into the development of soon-to-be-released app, Gorilla Band. Inside, you will find notes on how storybook apps are produced from start to finish, including costs, production process, people, technology, pricing, release cycle, marketing and more. You will also find insights on technology, storyboard development and pricing.

  10. Preschool Children's Exposure to Story Grammar Elements during Parent-Child Book Reading

    Science.gov (United States)

    Breit-Smith, Allison; van Kleeck, Anne; Prendeville, Jo-Anne; Pan, Wei

    2017-01-01

    Twenty-three preschool-age children, 3;6 (years; months) to 4;1, were videotaped separately with their mothers and fathers while each mother and father read a different unfamiliar storybook to them. The text from the unfamiliar storybooks was parsed and coded into story grammar elements and all parental extratextual utterances were transcribed and…

  11. Playing hide and seek with repeats in local and global de novo transcriptome assembly of short RNA-seq reads.

    Science.gov (United States)

    Lima, Leandro; Sinaimeri, Blerina; Sacomoto, Gustavo; Lopez-Maestre, Helene; Marchet, Camille; Miele, Vincent; Sagot, Marie-France; Lacroix, Vincent

    2017-01-01

    The main challenge in de novo genome assembly of DNA-seq data is certainly to deal with repeats that are longer than the reads. In de novo transcriptome assembly of RNA-seq reads, on the other hand, this problem has been underestimated so far. Even though we have fewer and shorter repeated sequences in transcriptomics, they do create ambiguities and confuse assemblers if not addressed properly. Most transcriptome assemblers of short reads are based on de Bruijn graphs (DBG) and have no clear and explicit model for repeats in RNA-seq data, relying instead on heuristics to deal with them. The results of this work are threefold. First, we introduce a formal model for representing high copy-number and low-divergence repeats in RNA-seq data and exploit its properties to infer a combinatorial characteristic of repeat-associated subgraphs. We show that the problem of identifying such subgraphs in a DBG is NP-complete. Second, we show that in the specific case of local assembly of alternative splicing (AS) events, we can implicitly avoid such subgraphs, and we present an efficient algorithm to enumerate AS events that are not included in repeats. Using simulated data, we show that this strategy is significantly more sensitive and precise than the previous version of KisSplice (Sacomoto et al. in WABI, pp 99-111, 1), Trinity (Grabherr et al. in Nat Biotechnol 29(7):644-652, 2), and Oases (Schulz et al. in Bioinformatics 28(8):1086-1092, 3), for the specific task of calling AS events. Third, we turn our focus to full-length transcriptome assembly, and we show that exploring the topology of DBGs can improve de novo transcriptome evaluation methods. Based on the observation that repeats create complicated regions in a DBG, and when assemblers try to traverse these regions, they can infer erroneous transcripts, we propose a measure to flag transcripts traversing such troublesome regions, thereby giving a confidence level for each transcript. The originality of our work when

  12. Effect of Repeated Reading and Self-Directed Behavior on Reading Skills and Generalization of the Reading Skills of Third-Grade Hill Tribe Students.

    Science.gov (United States)

    Compan, Boonlert; Iamsupasit, Sompoch; Samuels, Jay

    A study tested a method for developing reading fluency with third-grade Hill Tribe children in a welfare school in Chiang Mai, a city located in northern Thailand. Most of the students were bilingual, speaking their native tongues and Thai, their second language. Only 18.7% of the Hill Tribe population can read Thai, and many students fail to…

  13. Live Storybook Outcomes of Pilot Multidisciplinary Elementary Earth Science Collaborative Project

    Science.gov (United States)

    Soeffing, C.; Pierson, R.

    2017-12-01

    Live Storybook Outcomes of pilot multidisciplinary elementary earth science collaborative project Anchoring phenomena leading to student led investigations are key to applying the NGSS standards in the classroom. This project employs the GLOBE elementary storybook, Discoveries at Willow Creek, as an inspiration and operational framework for a collaborative pilot project engaging 4th grade students in asking questions, collecting relevant data, and using analytical tools to document and understand natural phenomena. The Institute of Global Environmental Strategies (IGES), a GLOBE Partner, the Outdoor Campus, an informal educational outdoor learning facility managed by South Dakota Game, Fish and Parks, University of Sioux Falls, and All City Elementary, Sioux Falls are collaborating partners in this project. The Discoveries at Willow Creek storyline introduces young students to the scientific process, and models how they can apply science and engineering practices (SEPs) to discover and understand the Earth system in which they live. One innovation associated with this project is the formal engagement of elementary students in a global citizen science program (for all ages), GLOBE Observer, and engaging them in data collection using GLOBE Observer's Cloud and Mosquito Habitat Mapper apps. As modeled by the fictional students from Willow Creek, the 4th grade students will identify their 3 study sites at the Outdoor Campus, keep a journal, and record observations. The students will repeat their investigations at the Outdoor Campus to document and track change over time. Students will be introduced to "big data" in a manageable way, as they see their observations populate GLOBE's map-based data visualization and . Our research design recognizes the comfort and familiarity factor of literacy activities in the elementary classroom for students and teachers alike, and postulates that connecting a science education project to an engaging storybook text will contribute to a

  14. Design of Multimedia-based Digital Storybooks for Preschool Education

    Directory of Open Access Journals (Sweden)

    Didik Dwi Prasetya

    2018-02-01

    Full Text Available Storytelling is one of the suitable approaches to deliver the right information and build the character education of young children. The story content presented by utilizing multimedia elements is able to offer more attractive and increase interest for children. This paper proposes an ICT approach through multimedia-based digital storybook design with an EPUB reflowable format that can be accessed using various electronic devices, whether desktop, laptop, or mobile. The research subjects are limited to 4-5-year-old preschool children. The research reveals that children were very enthusiastic about storybooks, with or without supports from teachers

  15. Emotion displays in media: a comparison between American, Romanian, and Turkish children's storybooks

    Science.gov (United States)

    Wege, Briana Vander; Sánchez González, Mayra L.; Friedlmeier, Wolfgang; Mihalca, Linda M.; Goodrich, Erica; Corapci, Feyza

    2014-01-01

    Children's books may provide an important resource of culturally appropriate emotions. This study investigates emotion displays in children's storybooks for preschoolers from Romania, Turkey, and the US in order to analyze cultural norms of emotions. We derived some hypotheses by referring to cross-cultural studies about emotion and emotion socialization. For such media analyses, the frequency rate of certain emotion displays can be seen as an indicator for the salience of the specific emotion. We expected that all children's storybooks would highlight dominantly positive emotions and that US children's storybooks would display negative powerful emotions (e.g., anger) more often and negative powerless emotions (e.g., sadness) less often than Turkish and Romanian storybooks. We also predicted that the positive and negative powerful emotion expressions would be more intense in the US storybooks compared to the other storybooks. Finally, we expected that social context (ingroup/outgroup) may affect the intensity emotion displays more in Turkish and Romanian storybooks compared to US storybooks. Illustrations in 30 popular children's storybooks (10 for each cultural group) were coded. Results mostly confirmed the hypotheses but also pointed to differences between Romanian and Turkish storybooks. Overall, the study supports the conclusion that culture-specific emotion norms are reflected in media to which young children are exposed. PMID:24987384

  16. Emotion Displays in Media: A Comparison Between American, Romanian, and Turkish Children’s Storybooks

    Directory of Open Access Journals (Sweden)

    Wolfgang eFriedlmeier

    2014-06-01

    Full Text Available Children’s books may provide an important resource of culturally appropriate emotions. This study investigates emotion displays in children’s storybooks for preschoolers from Romania, Turkey, and the US in order to analyze cultural norms of emotions. We derived some hypotheses by referring to cross-cultural studies about emotion and emotion socialization. For such media analyses, the frequency rate of certain emotion displays can be seen as an indicator for the salience of the specific emotion. Therefore, we expected that all children’s storybooks would highlight dominantly positive emotions and that American children’s storybooks would display negative powerful emotions (e.g., anger more often and negative powerless emotions (e.g., sadness less often than Turkish and Romanian storybooks. We also predicted that the positive and negative powerful emotion expressions would be more intense in the American storybooks compared to the other storybooks. Finally, we expected that social context (ingroup/outgroup may affect the intensity emotion displays more in Turkish and Romanian storybooks compared to American storybooks. Illustrations in 30 popular children’s storybooks (10 for each cultural group were coded. Results mostly confirmed the hypotheses but also pointed to differences between Romanian and Turkish storybooks. Overall, the study supports the conclusion that culture-specific emotion norms are reflected in media to which young children are exposed.

  17. Emotion displays in media: a comparison between American, Romanian, and Turkish children's storybooks.

    Science.gov (United States)

    Wege, Briana Vander; Sánchez González, Mayra L; Friedlmeier, Wolfgang; Mihalca, Linda M; Goodrich, Erica; Corapci, Feyza

    2014-01-01

    Children's books may provide an important resource of culturally appropriate emotions. This study investigates emotion displays in children's storybooks for preschoolers from Romania, Turkey, and the US in order to analyze cultural norms of emotions. We derived some hypotheses by referring to cross-cultural studies about emotion and emotion socialization. For such media analyses, the frequency rate of certain emotion displays can be seen as an indicator for the salience of the specific emotion. We expected that all children's storybooks would highlight dominantly positive emotions and that US children's storybooks would display negative powerful emotions (e.g., anger) more often and negative powerless emotions (e.g., sadness) less often than Turkish and Romanian storybooks. We also predicted that the positive and negative powerful emotion expressions would be more intense in the US storybooks compared to the other storybooks. Finally, we expected that social context (ingroup/outgroup) may affect the intensity emotion displays more in Turkish and Romanian storybooks compared to US storybooks. Illustrations in 30 popular children's storybooks (10 for each cultural group) were coded. Results mostly confirmed the hypotheses but also pointed to differences between Romanian and Turkish storybooks. Overall, the study supports the conclusion that culture-specific emotion norms are reflected in media to which young children are exposed.

  18. The African Storybook and Language Teacher Identity in Digital Times

    Science.gov (United States)

    Stranger--Johannessen, Espen; Norton, Bonny

    2017-01-01

    The African Storybook (ASb) is a digital initiative that promotes multilingual literacy for African children by providing openly licenced children's stories in multiple African languages, as well as English, French, and Portuguese. Based on Darvin and Norton's (2015) model of identity and investment, and drawing on the Douglas Fir Group's (2016)…

  19. Who believes in the storybook image of the scientist?

    NARCIS (Netherlands)

    Veldkamp, C.L S; Hartgerink, C.H.J.; van Assen, M.A.L.M.; Wicherts, J.M.

    2017-01-01

    Do lay people and scientists themselves recognize that scientists are human and therefore prone to human fallibilities such as error, bias, and even dishonesty? In a series of three experimental studies and one correlational study (total N = 3,278) we found that the 'storybook image of the

  20. Who Believes in the Storybook Image of the Scientist?

    NARCIS (Netherlands)

    Veldkamp, Coosje L S; Hartgerink, Chris H J; van Assen, Marcel A.L.M.; Wicherts, Jelte M.

    2017-01-01

    Do lay people and scientists themselves recognize that scientists are human and therefore prone to human fallibilities such as error, bias, and even dishonesty? In a series of three experimental studies and one correlational study (total N = 3,278) we found that the “storybook image of the

  1. Exploring Children's Picture Storybooks with Adult and Adolescent EFL Learners

    Science.gov (United States)

    Malu, Kathleen F.

    2013-01-01

    This article presents a theoretical framework to support the use of children's picture storybooks in teaching EFL to adults and adolescents. The author presents ways to use these books, addresses the twin goals of teaching mechanics and culture, and includes a list of books and a wide variety of activities that EFL teachers can use to effectively…

  2. Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks

    Science.gov (United States)

    Takacs, Zsofia K.; Swart, Elise K.; Bus, Adriana G.

    2015-01-01

    A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories. PMID:26640299

  3. Rhyme and Word Placement in Storybooks Support High-Level Verb Mapping in 3- to 5-Year-Olds

    Directory of Open Access Journals (Sweden)

    Kirsten Read

    2018-06-01

    Full Text Available High-level verbs can be especially challenging for young children to initially map to meaning. This study manipulated the format of a storybook designed to support such verb learning from shared reading. We tested whether 3- to 5-year-olds (n = 38 could remember the referents of eight new verbs when presented as essential actions within a narrative story but with differences in placement. Children were randomly assigned to either a rhymed condition, in which target verbs were heard at the end of rhyming stanzas making them maximally appreciable, or a control condition, where the verbs were presented in the same story, but not in final position or within a rhymed stanza. After hearing the story, each child was given three sets of retention questions testing their identification, demonstration, and production of the target verbs. Children identified and successfully demonstrated more target verbs in the rhymed condition than the control condition, and only in the rhymed condition did children’s initial verb mappings exceed chance. No differences between conditions were found in children’s ability to produce the target verbs, in part because of how often they reverted to more generic terms to describe the actions in the story. Nonetheless, these findings support the hypothesis that giving children maximal support within a storybook reading context can facilitate an initial grasp on challenging verbs.

  4. Reading Intervention to Improve Narrative Production, Narrative Comprehension, and Motivation and Interest of Children with Hearing Loss

    Science.gov (United States)

    Pakulski, Lori A.; Kaderavek, Joan N.

    2012-01-01

    This study examined the effects of a reading intervention on narrative production, narrative comprehension, and reading motivation interest in children with hearing loss. Seven school children between the ages of 9 and 11 were paired with younger "reading buddies" (without hearing loss). The children with hearing loss read storybooks to…

  5. Engaging Children with Print: Building Early Literacy Skills through Quality Read-Alouds

    Science.gov (United States)

    Justice, Laura M.; Sofka, Amy E.

    2010-01-01

    Preschool teachers and early childhood professionals know that storybook reading is important, but they may not know how to maximize its benefits for later reading achievement. This indispensable guide presents research-based techniques for using reading aloud to intentionally and systematically build children's knowledge of print. Simple yet…

  6. Infant-Parent Attachment and Parental and Child Behavior during Parent-Toddler Storybook Interaction.

    Science.gov (United States)

    Frosch, Cynthia A.; Cox, Martha J.; Goldman, Barbara Davis

    2001-01-01

    Examined longitudinal associations between infant-parent attachment and parent/toddler behavior during storybook interaction. Found that infants with insecure-resistant attachment with mothers were less enthusiastic and focused during storybook interaction at 24 months. Mothers of insecure-resistant infants were less warm/supportive, and less…

  7. Multimedia Storybooks: Supporting Vocabulary for Students Who Are Deaf/Hard-of-Hearing

    Science.gov (United States)

    Donne, Vicki; Briley, Margaret L.

    2015-01-01

    A single case study examined the use of multimedia storybooks on the vocabulary acquisition of 7 preschool students who are deaf/hard of hearing in two classrooms at a school for the deaf in the U.S. Participants also included 3 speech-language pathologists. Students spent an average of 7.1 minutes daily working with the multimedia storybooks and…

  8. 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.

  9. Interactive reading with young deaf and hard-of-hearing children in ebooks versus print books

    NARCIS (Netherlands)

    Wauters, L.N.; Dirks, E.

    2017-01-01

    Interactive storybook reading is effective in enhancing deaf and hard-of-hearing (DHH) children's emergent literacy skills. The current digital era gives parents more opportunities to read books with their child. From an early age on, interaction between parent and child during literacy activities

  10. Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis.

    Science.gov (United States)

    Takacs, Zsofia K; Swart, Elise K; Bus, Adriana G

    2015-12-01

    A meta-analysis was conducted on the effects of technology-enhanced stories for young children's literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories.

  11. Cost-effectiveness analysis of repeat fine-needle aspiration for thyroid biopsies read as atypia of undetermined significance.

    Science.gov (United States)

    Heller, Michael; Zanocco, Kyle; Zydowicz, Sara; Elaraj, Dina; Nayar, Ritu; Sturgeon, Cord

    2012-09-01

    The 2007 National Cancer Institute (NCI) conference on Thyroid Fine-Needle Aspiration (FNA) introduced the category atypia of undetermined significance (AUS) or follicular lesion of undetermined significance (FLUS). Repeat FNA in 3 to 6 months was recommended for low-risk patients. Compliance with these recommendations has been suboptimal. We hypothesized that repeat FNA would be more effective than diagnostic lobectomy, with decreased costs and improved rates of cancer detection. Cost-effectiveness analysis was performed in which we compared diagnostic lobectomy with repeat FNA. A Markov model was developed. Outcomes and probabilities were identified from literature review. Third-party payer costs were estimated in 2010 US dollars. Outcomes were weighted by use of the quality-of-life utility factors, yielding quality-adjusted life years (QALYs). Monte Carlo simulation and sensitivity analysis were used to examine the uncertainty of probability, cost, and utility estimates. The diagnostic lobectomy strategy cost $8,057 and produced 23.99 QALYs. Repeat FNA cost $2,462 and produced 24.05 QALYs. Repeat FNA was dominant until the cost of FNA increased to $6,091. Dominance of the repeat FNA strategy was not sensitive to the cost of operation or the complication rate. The NCI recommendations for repeat FNA regarding follow-up of AUS/FLUS results are cost-effective. Improving compliance with these guidelines should lead to less overall costs, greater quality of life, and fewer unnecessary operations. Copyright © 2012 Mosby, Inc. All rights reserved.

  12. Learning what feelings to desire: socialization of ideal affect through children's storybooks.

    Science.gov (United States)

    Tsai, Jeanne L; Louie, Jennifer Y; Chen, Eva E; Uchida, Yukiko

    2007-01-01

    Previous findings suggest that cultural factors influence ideal affect (i.e., the affective states that people ideally want to feel). Three studies tested the hypothesis that cultural differences in ideal affect emerge early in life and are acquired through exposure to storybooks. In Study 1, the authors established that consistent with previous findings, European American preschoolers preferred excited (vs. calm) states more (indexed by activity and smile preferences) and perceived excited (vs. calm) states as happier than Taiwanese Chinese preschoolers. In Study 2, it was observed that similar differences were reflected in the pictures (activities, expressions, and smiles) of best-selling storybooks in the United States and Taiwan. Study 3 found that across cultures, exposure to exciting (vs. calm) storybooks altered children's preferences for excited (vs. calm) activities and their perceptions of happiness. These findings suggest that cultural differences in ideal affect may be due partly to differential exposure to calm and exciting storybooks.

  13. ICANREAD: The Effects of an Online Reading Program on Grade 1 Students' Engagement and Comprehension Strategy Use

    Science.gov (United States)

    Ciampa, Katia

    2012-01-01

    This pilot study explores the impact of online electronic storybooks (e-books) on the reading motivation and listening comprehension of six grade 1 students (aged 7 years) from Ontario, Canada. The researcher measured participants' perceived enjoyment of the online e-book reading experience using standardized listening comprehension tests,…

  14. Direct and Indirect Teaching: Using E-Books for Supporting Vocabulary, Word Reading, and Story Comprehension for Young Children

    Science.gov (United States)

    Korat, Ofra; Shamir, Adina

    2012-01-01

    We examine the effect of direct and indirect teaching of vocabulary and word reading on pre-kindergarten and kindergarten children following use of an electronic storybook (e-book). The children in each age group were randomly assigned to an intervention group which read the e-book or to a control group which was afforded the regular school…

  15. Enhancing Parent-Child Shared Book Reading Interactions: Promoting References to the Book's Plot and Socio-Cognitive Themes

    Science.gov (United States)

    Aram, Dorit; Fine, Yaara; Ziv, Margalit

    2013-01-01

    The study examined the efficacy of an intervention designed to promote parents' and preschoolers' references to storybooks' plot and socio-cognitive themes during shared reading within a sample of 58 families from low-SES background. All parents were given four books, one new book weekly, and were instructed to read each book four times per week…

  16. Interactive Reading with Young Deaf and Hard-of-Hearing Children in eBooks versus Print Books

    Science.gov (United States)

    Wauters, Loes; Dirks, Evelien

    2017-01-01

    Interactive storybook reading is effective in enhancing deaf and hard-of-hearing (DHH) children's emergent literacy skills. The current digital era gives parents more opportunities to read books with their child. From an early age on, interaction between parent and child during literacy activities is very important for the development of emergent…

  17. Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language

    Science.gov (United States)

    Mol, Suzanne E.; Bus, Adriana G.; de Jong, Maria T.

    2009-01-01

    This meta-analysis examines to what extent interactive storybook reading stimulates two pillars of learning to read: vocabulary and print knowledge. The authors quantitatively reviewed 31 (quasi) experiments (n = 2,049 children) in which educators were trained to encourage children to be actively involved before, during, and after joint book…

  18. What Works Clearinghouse Quick Review: "Increasing Young Children's Contact with Print during Shared Reading--Longitudinal Effects on Literacy Achievement"

    Science.gov (United States)

    What Works Clearinghouse, 2012

    2012-01-01

    The study examined the impact of Project STAR (Sit Together and Read) on literacy skills of preschool students. Project STAR is a program in which teachers read books aloud to their students and use instructional techniques designed to encourage children to pay attention to print within storybooks. Eighty-five preschool classrooms were randomly…

  19. Perfect Prophets, Helpful Hippos, and Happy Endings: Noah and Jonah in Children's Bible Storybooks in the United States

    Science.gov (United States)

    Dalton, Russell W.

    2007-01-01

    This article is based on a study of hundreds of children's bible storybooks available in the United States from 1850 to the present and focuses on the way the biblical stories of Noah and Jonah have been retold for children. These children's bible storybooks lend insight into the American church's changing assumptions about the purpose of the…

  20. Development of Power Supply Management Module for Radio Signal Repeaters of Automatic Metering Reading System in Variable Solar Density Conditions

    Science.gov (United States)

    Kondratjevs, K.; Zabasta, A.; Selmanovs-Pless, V.

    2016-02-01

    In recent years, there has been significant research focus that revolves around harvesting and minimising energy consumption by wireless sensor network nodes. When a sensor node is depleted of energy, it becomes unresponsive and disconnected from the network that can significantly influence the performance of the whole network. The purpose of the present research is to create a power supply management module in order to provide stable operating voltage for autonomous operations of radio signal repeaters, sensors or gateways of WSN. The developed management module is composed of a solar panel, lithium battery and power supply management module. The novelty of the research is the management module, which ensures stable and uninterrupted operations of electronic equipment in various power supply modes in different situations, simultaneously ensuring energy protection and sustainability of the module components. The management module is able to provide power supply of 5 V for electronics scheme independently, without power interruption switching between power sources and power flows in different directions.

  1. Measuring theory of mind in children. Psychometric properties of the ToM Storybooks.

    Science.gov (United States)

    Blijd-Hoogewys, E M A; van Geert, P L C; Serra, M; Minderaa, R B

    2008-11-01

    Although research on Theory-of-Mind (ToM) is often based on single task measurements, more comprehensive instruments result in a better understanding of ToM development. The ToM Storybooks is a new instrument measuring basic ToM-functioning and associated aspects. There are 34 tasks, tapping various emotions, beliefs, desires and mental-physical distinctions. Four studies on the validity and reliability of the test are presented, in typically developing children (n = 324, 3-12 years) and children with PDD-NOS (n = 30). The ToM Storybooks have good psychometric qualities. A component analysis reveals five components corresponding with the underlying theoretical constructs. The internal consistency, test-retest reliability, inter-rater reliability, construct validity and convergent validity are good. The ToM Storybooks can be used in research as well as in clinical settings.

  2. Data-feedback in teacher training : Using observational data to improve student teachers' reading instruction

    NARCIS (Netherlands)

    Henk van den Hurk; Dr. Thoni Houtveen; W.J.C.M. van de Grift; Dorothe Cras

    A study of the improvement of the quality of student teachers’ lessons in interactive (story)book reading through the use of data-feedback on observed lessons. Variables regarding the optimal time use, the quality of instruction and the student teachers’ pedagogical relation with pupils were

  3. Development of Power Supply Management Module for Radio Signal Repeaters of Automatic Metering Reading System in Variable Solar Density Conditions

    Directory of Open Access Journals (Sweden)

    Kondratjevs K.

    2016-02-01

    Full Text Available In recent years, there has been significant research focus that revolves around harvesting and minimising energy consumption by wireless sensor network nodes. When a sensor node is depleted of energy, it becomes unresponsive and disconnected from the network that can significantly influence the performance of the whole network. The purpose of the present research is to create a power supply management module in order to provide stable operating voltage for autonomous operations of radio signal repeaters, sensors or gateways of WSN. The developed management module is composed of a solar panel, lithium battery and power supply management module. The novelty of the research is the management module, which ensures stable and uninterrupted operations of electronic equipment in various power supply modes in different situations, simultaneously ensuring energy protection and sustainability of the module components. The management module is able to provide power supply of 5 V for electronics scheme independently, without power interruption switching between power sources and power flows in different directions.

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

    Directory of Open Access Journals (Sweden)

    Richard L. ALLINGTON

    2014-10-01

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

  5. Measuring Theory of Mind in Children. Psychometric Properties of the ToM Storybooks

    NARCIS (Netherlands)

    Blijd-Hoogewys, E. M. A.; van Geert, P. L. C.; Serra, M.; Minderaa, R. B.

    Although research on Theory-of-Mind (ToM) is often based on single task measurements, more comprehensive instruments result in a better understanding of ToM development. The ToM Storybooks is a new instrument measuring basic ToM-functioning and associated aspects. There are 34 tasks, tapping various

  6. Measuring Theory of Mind in Children. Psychometric Properties of the ToM Storybooks

    NARCIS (Netherlands)

    Blijd-Hoogewys, E. M. A.; van Geert, P. L. C.; Serra, M.; Minderaa, R. B.

    2008-01-01

    Although research on Theory-of-Mind (ToM) is often based on single task measurements, more comprehensive instruments result in a better understanding of ToM development. The ToM Storybooks is a new instrument measuring basic ToM-functioning and associated aspects. There are 34 tasks, tapping various

  7. Using electronic storybooks to support word learning in children with severe language impairments

    NARCIS (Netherlands)

    Smeets, Daisy J. H.; van Dijken, Marianne J.; Bus, Adriana G

    2012-01-01

    Novel word learning is reported to be problematic for children with severe language impairments (SLI). In this study, we tested electronic storybooks as a tool to support vocabulary acquisition in SLI children. In Experiment 1, 29 kindergarten SLI children heard four e-books each four times: (a) two

  8. Teaching children road safety through storybooks: an approach to child health literacy in Pakistan.

    Science.gov (United States)

    Ahmad, Haris; Naeem, Rubaba; Feroze, Asher; Zia, Nukhba; Shakoor, Amarah; Khan, Uzma Rahim; Mian, Asad Iqbal

    2018-02-07

    Road traffic injuries (RTIs) commonly affect the younger population in low- and-middle-income countries. School children may be educated about road safety using storybooks with colorful pictures, which tends to increase the child's interest in the text. Therefore, this study assessed the use of bilingual pictorial storybooks to improve RTI prevention knowledge among school children. This pretest-posttest study was conducted in eight public and nine private schools of Karachi, Pakistan, between February to May 2015. Children in grades four and five were enrolled at baseline (n = 410). The intervention was an interactive discussion about RTI prevention using a bilingual (Urdu and English) pictorial storybook. A baseline test was conducted to assess children's pre-existing knowledge about RTI prevention followed by administration of the intervention. Two posttests were conducted: first immediately after the intervention, and second after 2 months. Test scores were analyzed using McNemar test and paired sample t-test. There were 57% girls and 55% public school students; age range 8-16 years. Compared to the overall baseline score (5.1 ± 1.4), the number of correct answers increased in both subsequent tests (5.9 ± 1.2 and 6.1 ± 1.1 respectively, p-value education sessions may be incorporated into school curricula using storybooks as teaching tools. Potential exists to create similar models for other developing countries by translating the storybooks into local languages.

  9. Young children can be taught basic natural selection using a picture-storybook intervention.

    Science.gov (United States)

    Kelemen, Deborah; Emmons, Natalie A; Seston Schillaci, Rebecca; Ganea, Patricia A

    2014-04-01

    Adaptation by natural selection is a core mechanism of evolution. It is also one of the most widely misunderstood scientific processes. Misconceptions are rooted in cognitive biases found in preschoolers, yet concerns about complexity mean that adaptation by natural selection is generally not comprehensively taught until adolescence. This is long after untutored theoretical misunderstandings are likely to have become entrenched. In a novel approach, we explored 5- to 8-year-olds' capacities to learn a basic but theoretically coherent mechanistic explanation of adaptation through a custom storybook intervention. Experiment 1 showed that children understood the population-based logic of natural selection and also generalized it. Furthermore, learning endured 3 months later. Experiment 2 replicated these results and showed that children understood and applied an even more nuanced mechanistic causal explanation. The findings demonstrate that, contrary to conventional educational wisdom, basic natural selection is teachable in early childhood. Theory-driven interventions using picture storybooks with rich explanatory structure are beneficial.

  10. Languaging in and about Lunyole: African Storybook materials as a catalyst for re-imagining literacy teaching and learning in two Ugandan primary schools

    Directory of Open Access Journals (Sweden)

    Juliet Tembe

    2016-07-01

    Full Text Available Throughout sub-Saharan Africa, many children are not learning to read competently in the first 3 years of primary school; thus, both ‘reading to learn’ and ‘reading for pleasure’ in these early years, and in higher grades, are constrained. Two of the many reasons for reading failure are the absence of suitable materials in languages with which learners are familiar and teachers’ limited knowledge of pedagogic practices that support reading development. In this article, we describe the African Storybook (ASb initiative as one imaginative response to the dearth of interesting and accessible stories in local languages and report findings from the first phase of a professional development project in which teacher-researchers in two Ugandan schools are using ASb materials to ‘language’ in Lunyole at the meetings of their action research group. We argue that their investment in extending their literacy in a language which they speak more fluently than they read or write, and the contestations over written forms of this language that have surfaced in some of the discussions, are likely to be productive for their professional development as teachers and for their participation in ongoing community debates about the orthography of a recently codified and standardised language. By languaging together in Lunyole, with ASb materials as the main object of their conversations and activities, the teacher-researchers have begun to develop capabilities that are likely to benefit the Lunyole/ English biliteracy of the learners whom they teach. They are imagining new possibilities for themselves and for the learners.

  11. Shared Storybook Reading in the Preschool Setting and Considerations for Young Children's Theory of Mind Development

    Science.gov (United States)

    Martucci, Katrina

    2016-01-01

    Verbal interaction with others has been identified as an important forum for children's developing understanding of the thoughts and feelings of others -- their theory of mind. However, conversational interactions in settings and relationships important to young children beyond the home and family have received little attention in research…

  12. Emergent Literacy Development Through Storybook Reading: One Head Start Teacher's Explanations and Practices

    OpenAIRE

    Jawhar, Salwa Baker

    2000-01-01

    My goal in undertaking this research was to contribute to strengthening kindergarten educational practices in Kuwait with particular focus on literacy development. I was interested in the instructional techniques, tools, methods, language activities that would make sense to Arabic kindergartners and help them learn the formal, written register (i.e., formal literary Arabic) required in Kuwait. To this end, I used part of my graduate studies in education visiting and observing several kinderga...

  13. Assembly of Repeat Content Using Next Generation Sequencing Data

    Energy Technology Data Exchange (ETDEWEB)

    labutti, Kurt; Kuo, Alan; Grigoriev, Igor; Copeland, Alex

    2014-03-17

    Repetitive organisms pose a challenge for short read assembly, and typically only unique regions and repeat regions shorter than the read length, can be accurately assembled. Recently, we have been investigating the use of Pacific Biosciences reads for de novo fungal assembly. We will present an assessment of the quality and degree of repeat reconstruction possible in a fungal genome using long read technology. We will also compare differences in assembly of repeat content using short read and long read technology.

  14. 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…

  15. Using electronic storybooks to support word learning in children with severe language impairments.

    Science.gov (United States)

    Smeets, Daisy J H; van Dijken, Marianne J; Bus, Adriana G

    2014-01-01

    Novel word learning is reported to be problematic for children with severe language impairments (SLI). In this study, we tested electronic storybooks as a tool to support vocabulary acquisition in SLI children. In Experiment 1, 29 kindergarten SLI children heard four e-books each four times: (a) two stories were presented as video books with motion pictures, music, and sounds, and (b) two stories included only static illustrations without music or sounds. Two other stories served as the control condition. Both static and video books were effective in increasing knowledge of unknown words, but static books were most effective. Experiment 2 was designed to examine which elements in video books interfere with word learning: video images or music or sounds. A total of 23 kindergarten SLI children heard 8 storybooks each four times: (a) two static stories without music or sounds, (b) two static stories with music or sounds, (c) two video stories without music or sounds, and (d) two video books with music or sounds. Video images and static illustrations were equally effective, but the presence of music or sounds moderated word learning. In children with severe SLI, background music interfered with learning. Problems with speech perception in noisy conditions may be an underlying factor of SLI and should be considered in selecting teaching aids and learning environments. © Hammill Institute on Disabilities 2012.

  16. It Takes Two to Read: Interactive Reading with Young Deaf and Hard-of-Hearing Children.

    Science.gov (United States)

    Dirks, Evelien; Wauters, Loes

    2018-04-04

    Interactive storybook reading is an important activity to enhance the emergent literacy skills of young deaf and hard-of-hearing (DHH) children. Parents have a crucial role to play in promoting their children's literacy development. However, parents often do not read in an interactive way; therefore guidance is recommended in applying these interactive reading strategies. In the present study we examined how parent reading behavior was affected by implementing an interactive reading training program for parents of young DHH children. Parents of 18 DHH toddlers in the Netherlands participated in a series of group training sessions and their interactive reading behavior was compared to that of 10 parents who did not participate. The results showed that parents' interactive reading behavior tended to increase after they participated in the interactive reading program. After the program, they applied the interactive reading strategies more often than parents who had not participated in the program. The findings suggest that interactive reading programs should be incorporated into early intervention programs for DHH children.

  17. Comparison of initial and tertiary centre second opinion reads of multiparametric magnetic resonance imaging of the prostate prior to repeat biopsy

    Energy Technology Data Exchange (ETDEWEB)

    Hansen, Nienke L. [University Hospital RWTH Aachen, Department of Diagnostic and Interventional Radiology, Aachen (Germany); Addenbrooke' s Hospital and University of Cambridge, CamPARI Clinic, Cambridge (United Kingdom); Koo, Brendan C.; Gallagher, Ferdia A. [Addenbrooke' s Hospital and University of Cambridge, CamPARI Clinic, Cambridge (United Kingdom); Addenbrooke' s Hospital and University of Cambridge, Department of Radiology, Cambridge (United Kingdom); Warren, Anne Y. [Addenbrooke' s Hospital and University of Cambridge, CamPARI Clinic, Cambridge (United Kingdom); Addenbrooke' s Hospital, Department of Pathology, Cambridge (United Kingdom); Doble, Andrew; Gnanapragasam, Vincent; Bratt, Ola; Kastner, Christof [Addenbrooke' s Hospital and University of Cambridge, CamPARI Clinic, Cambridge (United Kingdom); Addenbrooke' s Hospital, Department of Urology, Cambridge (United Kingdom); Barrett, Tristan [Addenbrooke' s Hospital and University of Cambridge, CamPARI Clinic, Cambridge (United Kingdom); Addenbrooke' s Hospital and University of Cambridge, Department of Radiology, Cambridge (United Kingdom); University of Cambridge School of Clinical Medicine, Department of Radiology, Box 218, Cambridge (United Kingdom)

    2017-06-15

    To investigate the value of second-opinion evaluation of multiparametric prostate magnetic resonance imaging (MRI) by subspecialised uroradiologists at a tertiary centre for the detection of significant cancer in transperineal fusion prostate biopsy. Evaluation of prospectively acquired initial and second-opinion radiology reports of 158 patients who underwent MRI at regional hospitals prior to transperineal MR/untrasound fusion biopsy at a tertiary referral centre over a 3-year period. Gleason score (GS) 7-10 cancer, positive predictive value (PPV) and negative (NPV) predictive value (±95 % confidence intervals) were calculated and compared by Fisher's exact test. Disagreement between initial and tertiary centre second-opinion reports was observed in 54 % of cases (86/158). MRIs had a higher NPV for GS 7-10 in tertiary centre reads compared to initial reports (0.89 ± 0.08 vs 0.72 ± 0.16; p = 0.04), and a higher PPV in the target area for all cancer (0.61 ± 0.12 vs 0.28 ± 0.10; p = 0.01) and GS 7-10 cancer (0.43 ± 0.12 vs 0.2 3 ± 0.09; p = 0.02). For equivocal suspicion, the PPV for GS 7-10 was 0.12 ± 0.11 for tertiary centre and 0.11 ± 0.09 for initial reads; p = 1.00. Second readings of prostate MRI by subspecialised uroradiologists at a tertiary centre significantly improved both NPV and PPV. Reporter experience may help to reduce overcalling and avoid overtargeting of lesions. (orig.)

  18. Reading Stories to Learn Math: Mathematics Vocabulary Instruction for Children with Early Numeracy Difficulties.

    Science.gov (United States)

    Hassinger-Das, Brenna; Jordan, Nancy C; Dyson, Nancy

    2015-12-01

    The present study involved examining whether a storybook reading intervention targeting mathematics vocabulary, such as "equal," "more," and "less," and associated number concepts would increase at-risk children's vocabulary knowledge and number competencies. Children with early numeracy difficulties (N = 124) were recruited from kindergarten classes in four schools. Participants were randomly assigned to one of three groups: a storybook number competencies (SNC) intervention, a number sense intervention, or a business-as-usual control. Interventions were carried out in groups of four children over 8 weeks (24 thirty-minute sessions). Findings demonstrated that the SNC intervention group outperformed the other groups on measures of mathematics vocabulary, both in terms of words that were closely aligned to the intervention and those that were not. There was no effect of the SNC intervention, however, on general mathematics measures, suggesting a need to provide the mathematics vocabulary work along with more intensive instruction in number concepts.

  19. Clustered regularly interspaced short palindromic repeats (CRISPR)/CRISPR-associated protein 9 with improved proof-reading enhances homology-directed repair.

    Science.gov (United States)

    Kato-Inui, Tomoko; Takahashi, Gou; Hsu, Szuyin; Miyaoka, Yuichiro

    2018-05-18

    Genome editing using clustered regularly interspaced short palindromic repeats (CRISPR)/CRISPR-associated protein 9 (Cas9) predominantly induces non-homologous end joining (NHEJ), which generates random insertions or deletions, whereas homology-directed repair (HDR), which generates precise recombination products, is useful for wider applications. However, the factors that determine the ratio of HDR to NHEJ products after CRISPR/Cas9 editing remain unclear, and methods by which the proportion of HDR products can be increased have not yet been fully established. We systematically analyzed the HDR and NHEJ products after genome editing using various modified guide RNAs (gRNAs) and Cas9 variants with an enhanced conformational checkpoint to improve the fidelity at endogenous gene loci in HEK293T cells and HeLa cells. We found that these modified gRNAs and Cas9 variants were able to enhance HDR in both single-nucleotide substitutions and a multi-kb DNA fragment insertion. Our results suggest that the original CRISPR/Cas9 system from the bacterial immune system is not necessarily the best option for the induction of HDR in genome editing and indicate that the modulation of the kinetics of conformational checkpoints of Cas9 can optimize the HDR/NHEJ ratio.

  20. Parent-child picture-book reading, mothers' mental state language and children's theory of mind.

    Science.gov (United States)

    Adrian, Juan E; Clemente, Rosa A; Villanueva, Lidon; Rieffe, Carolien

    2005-08-01

    This study focuses on parent-child book reading and its connection to the development of a theory of mind. First, parents were asked to report about frequency of parent-child storybook reading at home. Second, mothers were asked to read four picture-books to thirty-four children between 4;0 and 5;0. Both frequency of parent-child storybook reading at home, and mother's use of mental state terms in picture-books reading tasks were significantly associated with success on false belief tasks, after partialling out a number of potential mediators such as age of children, verbal IQ, paternal education, and words used by mothers in joint picture-book reading. Among the different mental state references (cognitive terms, desires, emotions and perceptions), it was found that the frequency and variety of cognitive terms, but also the frequency of emotional terms correlated positively with children's false belief performance. Relationships between mental state language and theory of mind are discussed.

  1. Deployment Repeatability

    Science.gov (United States)

    2016-04-01

    evaluating the deployment repeatability builds upon the testing or analysis of deployment kinematics (Chapter 6) and adds repetition. Introduction...material yield or failure during a test. For the purposes of this chapter, zero shift will refer to permanent changes in the structure, while reversible ...the content of other chapters in this book: Gravity Compensation (Chapter 4) and Deployment Kinematics and Dynamics (Chapter 6). Repeating the

  2. Storybooks aren't just for fun: narrative and non-narrative picture books foster equal amounts of generic language during mother-toddler book sharing.

    Science.gov (United States)

    Nyhout, Angela; O'Neill, Daniela K

    2014-01-01

    Parents and children encounter a variety of animals and objects in the early picture books they share, but little is known about how the context in which these entities are presented influences talk about them. The present study investigated how the presence or absence of a visual narrative context influences mothers' tendency to refer to animals as individual characters or as members of a kind when sharing picture books with their toddlers (mean age 21.3 months). Mother-child dyads shared both a narrative and a non-narrative book, each featuring six animals and matched in terms of length and quantity of text. Mothers made more specific (individual-referring) statements about animals in the narrative books, whereas they provided more labels for animals in the non-narrative books. But, of most interest, the frequency and proportion of mothers' use of generic (kind-referring) utterances did not differ across the two different types of books. Further coding of the content of the utterances revealed that mothers provided more story-specific descriptions of states and actions of the animals when sharing narrative books and more physical descriptions of animals when sharing non-narrative books. However, the two books did not differ in terms of their elicitation of natural facts about the animals. Overall, although the two types of books encouraged different types of talk from mothers, they stimulated generic language and talk about natural facts to an equal degree. Implications for learning from picture storybooks and book genre selection in classrooms and home reading are discussed.

  3. Facilitating English-Language Learners' Oral Reading Fluency with Digital Pen Technology

    Science.gov (United States)

    Chen, Chih-Ming; Tan, Chia-Chen; Lo, Bey-Jane

    2016-01-01

    Oral reading fluency is an indicator of overall reading competence. Many studies have claimed that repeated reading can promote oral reading fluency. Currently, novel Web- or computer-based reading technologies offer interactive digital materials that promote English oral reading fluency using the repeated reading strategy; however, paper-based…

  4. Reading to deaf children who sign: a response to Williams (2012) and suggestions for future research.

    Science.gov (United States)

    Andrews, Jean F

    2012-01-01

    A commentary on Williams's (2012) invited article on the use of adapted vocabulary learning interventions focuses on three areas: (a) Vocabulary interventions with storybook reading originally designed for hearing children can be adapted for deaf children. (b) Teachers are invited to reflect on how the read-aloud process in English differs from the read-aloud process in sign. (b) Teachers are asked to consider adding drawing and writing activities to reading lessons to show young deaf readers how reading and writing are reciprocal processes. The emergent literacy theory is used, as it informs and drives instructional vocabulary teaching practices for deaf children in preschool, kindergarten, and first grade. The emergent literacy theory broadly captures cognitive, social, perceptual, and linguistic understandings of how young signing deaf children acquire both English word recognition abilities and vocabulary knowledge, among other important prereading concepts.

  5. 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…

  6. Facilitating Vocabulary Acquisition of Children With Cochlear Implants Using Electronic Storybooks.

    Science.gov (United States)

    Messier, Jane; Wood, Carla

    2015-10-01

    The present intervention study explored the word learning of 18 children with cochlear implants in response to E-book instruction. Capitalizing on the multimedia options available in electronic storybooks, the intervention incorporated videos and definitions to provide a vocabulary intervention that includes evidence-based teaching strategies. The extent of the children's word learning was assessed using three assessment tasks: receptive pointing, expressively labeling, and word defining. Children demonstrated greater immediate expressive labeling gains and definition generation gains for words taught in the treatment condition compared to those in the comparison condition. In addition, the children's performance on delayed posttest vocabulary assessments indicated better retention across the expressive vocabulary task for words taught within the treatment condition as compared to the comparison condition. Findings suggest that children with cochlear implants with functional speech perception can benefit from an oral-only multimedia-enhanced intensive vocabulary instruction. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  7. Repeating Marx

    DEFF Research Database (Denmark)

    Fuchs, Christian; Monticelli, Lara

    2018-01-01

    This introduction sets out the context of the special issue “Karl Marx @ 200: Debating Capitalism & Perspectives for the Future of Radical Theory”, which was published on the occasion of Marx’s bicentenary on 5 May 2018. First, we give a brief overview of contemporary capitalism’s development...... and its crises. Second, we argue that it is important to repeat Marx today. Third, we reflect on lessons learned from 200 years of struggles for alternatives to capitalism. Fourth, we give an overview of the contributions in this special issue. Taken together, the contributions in this special issue show...... that Marx’s theory and politics remain key inspirations for understanding exploitation and domination in 21st-century society and for struggles that aim to overcome these phenomena and establishing a just and fair society. We need to repeat Marx today....

  8. Deployment Repeatability

    Science.gov (United States)

    2016-08-31

    large cohort of trials to spot unusual cases. However, deployment repeatability is inherently a nonlinear phenomenon, which makes modeling difficult...and GEMS tip position were both tracked during ground testing by a laser target tracking system. Earlier SAILMAST testing in 2005 [8] used...recalls the strategy used by SRTM, where a constellation of lights was installed at the tip of the boom and a modified star tracker was used to track tip

  9. Factorial structure of the 'ToM Storybooks': A test evaluating multiple components of Theory of Mind.

    Science.gov (United States)

    Bulgarelli, Daniela; Testa, Silvia; Molina, Paola

    2015-06-01

    This study examined the factorial structure of the Theory of Mind (ToM) Storybooks, a comprehensive 93-item instrument tapping the five components in Wellman's model of ToM (emotion recognition, understanding of desire and beliefs, ability to distinguish between physical and mental entities, and awareness of the link between perception and knowledge). A sample of 681 three- to eight-year-old Italian children was divided into three age groups to assess whether factorial structure varied across different age ranges. Partial credit model analysis was applied to the data, leading to the empirical identification of 23 composite variables aggregating the ToM Storybooks items. Confirmatory factor analysis was then conducted on the composite variables, providing support for the theoretical model. There were partial differences in the specific composite variables making up the dimensions for each of the three age groups. A single test evaluating distinct dimensions of ToM is a valuable resource for clinical practice which may be used to define differential profiles for specific populations. © 2014 The British Psychological Society.

  10. 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.

  11. The use of Julia Donaldson’s storybooks as an incentive to actively acquire foreign language in the 1st grade of primary school

    OpenAIRE

    Stošič, Ana

    2017-01-01

    Learning foreign languages in early childhood is very specific, therefore, teaching must take place according to certain principles. The acquisition of a foreign language should happen through games and movement activities. Moreover, the purpose of learning and teaching a foreign language in the first grade is also to encourage a positive attitude towards other languages. Storybooks are classified as basic teaching means or materials and storytelling is a traditional, tested (from folk litera...

  12. Reading in a second language: Considering the "simple view of reading" as a foundation to support ESL readers in Lesotho, Southern Africa

    Directory of Open Access Journals (Sweden)

    van Staden, Annalene

    2016-05-01

    Full Text Available Globally, reading proficiency has been a major area of difficulty for English second-language (ESL learners. This research inter alia utilised a quantitative, quasi-experimental, pre-test/post-test research design to address the paucity of evidence-based second-language reading research internationally, as well as in Sub-Saharan Africa, and in Lesotho in particular; and to determine if second-language learners (L2 in the experimental group can improve their L2 reading abilities after being exposed to reading intervention strategies, based on the “simple view of reading”. Drawing from both psycholinguistic and cognitive linguistic principles, the authors considered this as a working model to develop reading strategies to support ESL learners in Lesotho who experienced significant delays in L2 reading abilities and comprehension. In the present study, strategies based on the “simple view of reading”, , included, inter alia, effective language exposure, building a rich vocabulary, improving reading fluency and word recognition abilities, and creating socio-linguistic opportunities to develop vocabulary and enhance reading comprehension (for example, creating a “word wall”, interactive story-book reading and the application of the ReQuest reading method. Results from this quantitative study demonstrated that Grade 4 ESL learners in the experimental group (N=36 significantly outperformed those in the control group (N=36 with regard to sight word fluency, word recognition, syntactic awareness, vocabulary knowledge and reading comprehension. As we move forward in an attempt to understand the nuances of creating a responsive reading environment to support ESL learners’ reading development, assessing the effectiveness of strategies to improve their reading skills is essential.

  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. Reading Interventions to Support English Language Learners

    Science.gov (United States)

    Corella, Jolene

    2012-01-01

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

  16. Evaluation of a Direct-Instruction Intervention to Improve Movement and Preliteracy Skills among Young Children: A Within-Subject Repeated-Measures Design.

    Science.gov (United States)

    Bedard, Chloe; Bremer, Emily; Campbell, Wenonah; Cairney, John

    2017-01-01

    School readiness involves the development of foundational skills such as emergent literacy and fundamental movement skills as well as the capacity to attentively engage in instructional situations. Children do not develop these skills naturally; therefore, they need the opportunity to develop these skills in their early years prior to entering school. The objective of the current study was to evaluate the effectiveness and feasibility of a direct-instruction movement and preliteracy intervention in children aged 3-4 years. A within-subject repeated-measures design, embedded within a wait-list control study, was used to evaluate the intervention. The intervention was run across 10 weeks with 1 h weekly sessions. Each weekly session consisted of 30-min of movement skill instruction (e.g., through single-step acquisition strategies), 15-min of free play during which time children had access to a variety of equipment (e.g., balls, hula hoops, etc.) or toys (e.g., puzzles, building blocks), and a 15-min interactive reading circle during which children read a storybook and were taught 1-2 preliteracy skills (e.g., alphabet knowledge, narrative knowledge, etc.). A convenience sample of 11 children (mean age = 45.6 months, SD = 7.3) was recruited. All children were assessed four times: baseline (Time 1), pre-intervention (Time 2), post-intervention (Time 3), and 5-week follow-up (Time 4). Gross motor skills and preliteracy skills were assessed at each time point. There was a statistically significant effect of time on the change in gross motor skills (Wilks' lambda = 0.09, p  = .002), print-concept skills (Wilks' lambda = 0.09, p  = .001), and alphabet knowledge (Wilks' lambda = 0.29, p  = .046). Post hoc analyses reveal non-significant changes between time 1 and 2 for motor and print-concept skills and significant changes in all three outcomes between time 2 and time 3. Participation in a direct-instruction movement and preliteracy

  17. Evaluation of a Direct-Instruction Intervention to Improve Movement and Preliteracy Skills among Young Children: A Within-Subject Repeated-Measures Design

    Directory of Open Access Journals (Sweden)

    Chloe Bedard

    2018-01-01

    Full Text Available ObjectiveSchool readiness involves the development of foundational skills such as emergent literacy and fundamental movement skills as well as the capacity to attentively engage in instructional situations. Children do not develop these skills naturally; therefore, they need the opportunity to develop these skills in their early years prior to entering school. The objective of the current study was to evaluate the effectiveness and feasibility of a direct-instruction movement and preliteracy intervention in children aged 3–4 years.MethodsA within-subject repeated-measures design, embedded within a wait-list control study, was used to evaluate the intervention. The intervention was run across 10 weeks with 1 h weekly sessions. Each weekly session consisted of 30-min of movement skill instruction (e.g., through single-step acquisition strategies, 15-min of free play during which time children had access to a variety of equipment (e.g., balls, hula hoops, etc. or toys (e.g., puzzles, building blocks, and a 15-min interactive reading circle during which children read a storybook and were taught 1–2 preliteracy skills (e.g., alphabet knowledge, narrative knowledge, etc.. A convenience sample of 11 children (mean age = 45.6 months, SD = 7.3 was recruited. All children were assessed four times: baseline (Time 1, pre-intervention (Time 2, post-intervention (Time 3, and 5-week follow-up (Time 4. Gross motor skills and preliteracy skills were assessed at each time point.ResultsThere was a statistically significant effect of time on the change in gross motor skills (Wilks’ lambda = 0.09, p = .002, print-concept skills (Wilks’ lambda = 0.09, p = .001, and alphabet knowledge (Wilks’ lambda = 0.29, p = .046. Post hoc analyses reveal non-significant changes between time 1 and 2 for motor and print-concept skills and significant changes in all three outcomes between time 2 and time 3.ConclusionParticipation in a

  18. Do storybooks with anthropomorphized animal characters promote prosocial behaviors in young children?

    Science.gov (United States)

    Larsen, Nicole E; Lee, Kang; Ganea, Patricia A

    2018-05-01

    For millennia, adults have told children stories not only to entertain but also to impart important moral lessons to promote prosocial behaviors. Many such stories contain anthropomorphized animals because it is believed that children learn from anthropomorphic stories as effectively, if not better than, from stories with human characters, and thus are more inclined to act according to the moral lessons of the stories. Here we experimentally tested this belief by reading preschoolers a sharing story with either human characters or anthropomorphized animal characters. Reading the human story significantly increased preschoolers' altruistic giving but reading the anthropomorphic story or a control story decreased it. Thus, contrary to the common belief, realistic stories, not anthropomorphic ones, are better for promoting young children's prosocial behavior. © 2017 John Wiley & Sons Ltd.

  19. 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…

  20. 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…

  1. 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 ...

  2. Towards accurate de novo assembly for genomes with repeats

    NARCIS (Netherlands)

    Bucur, Doina

    2017-01-01

    De novo genome assemblers designed for short k-mer length or using short raw reads are unlikely to recover complex features of the underlying genome, such as repeats hundreds of bases long. We implement a stochastic machine-learning method which obtains accurate assemblies with repeats and

  3. 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)

  4. Visual supports for shared reading with young children: the effect of static overlay design.

    Science.gov (United States)

    Wood Jackson, Carla; Wahlquist, Jordan; Marquis, Cassandra

    2011-06-01

    This study examined the effects of two types of static overlay design (visual scene display and grid display) on 39 children's use of a speech-generating device during shared storybook reading with an adult. This pilot project included two groups: preschool children with typical communication skills (n = 26) and with complex communication needs (n = 13). All participants engaged in shared reading with two books using each visual layout on a speech-generating device (SGD). The children averaged a greater number of activations when presented with a grid display during introductory exploration and free play. There was a large effect of the static overlay design on the number of silent hits, evidencing more silent hits with visual scene displays. On average, the children demonstrated relatively few spontaneous activations of the speech-generating device while the adult was reading, regardless of overlay design. When responding to questions, children with communication needs appeared to perform better when using visual scene displays, but the effect of display condition on the accuracy of responses to wh-questions was not statistically significant. In response to an open ended question, children with communication disorders demonstrated more frequent activations of the SGD using a grid display than a visual scene. Suggestions for future research as well as potential implications for designing AAC systems for shared reading with young children are discussed.

  5. Reading with Ease: The Impact of an Oral Reading Fluency Intervention with Adolescent Struggling Readers

    Science.gov (United States)

    Van Wig, Ann

    2016-01-01

    The purpose of this quantitative, quasi-experimental study was to investigate the impact of a repeated reading fluency intervention focused on prosody, counterbalanced with an intervention focused on reading strategies. Both of these interventions were designed to promote feelings of achievement through participation in activities intended to…

  6. 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.

  7. Revisiting the TALE repeat.

    Science.gov (United States)

    Deng, Dong; Yan, Chuangye; Wu, Jianping; Pan, Xiaojing; Yan, Nieng

    2014-04-01

    Transcription activator-like (TAL) effectors specifically bind to double stranded (ds) DNA through a central domain of tandem repeats. Each TAL effector (TALE) repeat comprises 33-35 amino acids and recognizes one specific DNA base through a highly variable residue at a fixed position in the repeat. Structural studies have revealed the molecular basis of DNA recognition by TALE repeats. Examination of the overall structure reveals that the basic building block of TALE protein, namely a helical hairpin, is one-helix shifted from the previously defined TALE motif. Here we wish to suggest a structure-based re-demarcation of the TALE repeat which starts with the residues that bind to the DNA backbone phosphate and concludes with the base-recognition hyper-variable residue. This new numbering system is consistent with the α-solenoid superfamily to which TALE belongs, and reflects the structural integrity of TAL effectors. In addition, it confers integral number of TALE repeats that matches the number of bound DNA bases. We then present fifteen crystal structures of engineered dHax3 variants in complex with target DNA molecules, which elucidate the structural basis for the recognition of bases adenine (A) and guanine (G) by reported or uncharacterized TALE codes. Finally, we analyzed the sequence-structure correlation of the amino acid residues within a TALE repeat. The structural analyses reported here may advance the mechanistic understanding of TALE proteins and facilitate the design of TALEN with improved affinity and specificity.

  8. Reconfigurable multiport EPON repeater

    Science.gov (United States)

    Oishi, Masayuki; Inohara, Ryo; Agata, Akira; Horiuchi, Yukio

    2009-11-01

    An extended reach EPON repeater is one of the solutions to effectively expand FTTH service areas. In this paper, we propose a reconfigurable multi-port EPON repeater for effective accommodation of multiple ODNs with a single OLT line card. The proposed repeater, which has multi-ports in both OLT and ODN sides, consists of TRs, BTRs with the CDR function and a reconfigurable electrical matrix switch, can accommodate multiple ODNs to a single OLT line card by controlling the connection of the matrix switch. Although conventional EPON repeaters require full OLT line cards to accommodate subscribers from the initial installation stage, the proposed repeater can dramatically reduce the number of required line cards especially when the number of subscribers is less than a half of the maximum registerable users per OLT. Numerical calculation results show that the extended reach EPON system with the proposed EPON repeater can save 17.5% of the initial installation cost compared with a conventional repeater, and can be less expensive than conventional systems up to the maximum subscribers especially when the percentage of ODNs in lightly-populated areas is higher.

  9. 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...

  10. 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

  11. Quantum repeated games revisited

    International Nuclear Information System (INIS)

    Frąckiewicz, Piotr

    2012-01-01

    We present a scheme for playing quantum repeated 2 × 2 games based on Marinatto and Weber’s approach to quantum games. As a potential application, we study the twice repeated Prisoner’s Dilemma game. We show that results not available in the classical game can be obtained when the game is played in the quantum way. Before we present our idea, we comment on the previous scheme of playing quantum repeated games proposed by Iqbal and Toor. We point out the drawbacks that make their results unacceptable. (paper)

  12. Can the computer replace the adult for storybook reading? A meta-analysis on the effects of multimedia stories as compared to sharing print stories with an adult.

    Science.gov (United States)

    Takacs, Zsofia K; Swart, Elise K; Bus, Adriana G

    2014-01-01

    The present meta-analysis challenges the notion that young children necessarily need adult scaffolding in order to understand a narrative story and learn words as long as they encounter optimally designed multimedia stories. Including 29 studies and 1272 children, multimedia stories were found more beneficial than encounters with traditional story materials that did not include the help of an adult for story comprehension (g+ = 0.40, k = 18) as well as vocabulary (g+ = 0.30, k = 11). However, no significant differences were found between the learning outcomes of multimedia stories and sharing traditional print-like stories with an adult. It is concluded that multimedia features like animated illustrations, background music and sound effects provide similar scaffolding of story comprehension and word learning as an adult.

  13. Can the computer replace the adult for storybook reading? A meta-analysis on the effects of multimedia stories as compared to sharing print stories with an adult.

    Directory of Open Access Journals (Sweden)

    Zsofia Katalin Takacs

    2014-12-01

    Full Text Available The present meta-analysis challenges the notion that young children necessarily need adult scaffolding in order to understand a narrative story and learn words as long as they encounter optimally designed multimedia stories. Including 29 studies and 1272 children, multimedia stories were found more beneficial than encounters with traditional story materials that did not include the help of an adult for story comprehension (g+ = 0.40, k = 18 as well as vocabulary (g+ = 0.30, k = 11. However, no significant differences were found between the learning outcomes of multimedia stories and sharing traditional print-like stories with an adult. It is concluded that multimedia features like animated illustrations, background music and sound effects provide similar scaffolding of story comprehension and word learning as an adult.

  14. Can the computer replace the adult for storybook reading? A meta-analysis on the effects of multimedia stories as compared to sharing print stories with an adult

    NARCIS (Netherlands)

    Takacs, Zsofia K.; Swart, Elise K.; Bus, Adriana G

    2014-01-01

    The present meta-analysis challenges the notion that young children necessarily need adult scaffolding in order to understand a narrative story and learn words as long as they encounter optimally designed multimedia stories. Including 29 studies and 1272 children, multimedia stories were found more

  15. 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…

  16. Repeat migration and disappointment.

    Science.gov (United States)

    Grant, E K; Vanderkamp, J

    1986-01-01

    This article investigates the determinants of repeat migration among the 44 regions of Canada, using information from a large micro-database which spans the period 1968 to 1971. The explanation of repeat migration probabilities is a difficult task, and this attempt is only partly successful. May of the explanatory variables are not significant, and the overall explanatory power of the equations is not high. In the area of personal characteristics, the variables related to age, sex, and marital status are generally significant and with expected signs. The distance variable has a strongly positive effect on onward move probabilities. Variables related to prior migration experience have an important impact that differs between return and onward probabilities. In particular, the occurrence of prior moves has a striking effect on the probability of onward migration. The variable representing disappointment, or relative success of the initial move, plays a significant role in explaining repeat migration probabilities. The disappointment variable represents the ratio of actural versus expected wage income in the year after the initial move, and its effect on both repeat migration probabilities is always negative and almost always highly significant. The repeat probabilities diminish after a year's stay in the destination region, but disappointment in the most recent year still has a bearing on the delayed repeat probabilities. While the quantitative impact of the disappointment variable is not large, it is difficult to draw comparisons since similar estimates are not available elsewhere.

  17. The Pentapeptide Repeat Proteins

    OpenAIRE

    Vetting, Matthew W.; Hegde, Subray S.; Fajardo, J. Eduardo; Fiser, Andras; Roderick, Steven L.; Takiff, Howard E.; Blanchard, John S.

    2006-01-01

    The Pentapeptide Repeat Protein (PRP) family has over 500 members in the prokaryotic and eukaryotic kingdoms. These proteins are composed of, or contain domains composed of, tandemly repeated amino acid sequences with a consensus sequence of [S,T,A,V][D,N][L,F]-[S,T,R][G]. The biochemical function of the vast majority of PRP family members is unknown. The three-dimensional structure of the first member of the PRP family was determined for the fluoroquinolone resistance protein (MfpA) from Myc...

  18. 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…

  19. Repeated Causal Decision Making

    Science.gov (United States)

    Hagmayer, York; Meder, Bjorn

    2013-01-01

    Many of our decisions refer to actions that have a causal impact on the external environment. Such actions may not only allow for the mere learning of expected values or utilities but also for acquiring knowledge about the causal structure of our world. We used a repeated decision-making paradigm to examine what kind of knowledge people acquire in…

  20. simple sequence repeat (SSR)

    African Journals Online (AJOL)

    In the present study, 78 mapped simple sequence repeat (SSR) markers representing 11 linkage groups of adzuki bean were evaluated for transferability to mungbean and related Vigna spp. 41 markers amplified characteristic bands in at least one Vigna species. The transferability percentage across the genotypes ranged ...

  1. 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...

  2. Governing conditions of repeatable Barkhausen noise response

    International Nuclear Information System (INIS)

    Stupakov, O.; Pal'a, J.; Takagi, T.; Uchimoto, T.

    2009-01-01

    The paper is devoted to the establishment of experimental conditions, which ensure the repeatability of magnetic Barkhausen noise testing in practice. For this task, the measurements were performed on open flat samples using different experimental configurations, including: different magnetization frequencies, sampling rates, and filter cut-off frequencies; using a sample-wrapped coil and using attached pick-up coils of various dimensions, with different lift-offs of a single yoke magnet and of the attached coil. The sample magnetization was controlled by a vertical array of three Hall sensors; their readings were extrapolated to the sample surface to precisely define its field. After analysis of the results, a scheme for an optimized sensor with a controlled field waveform was suggested to improve the measurement repeatability. The important issues of signal processing and parameter applicability were also discussed in detail.

  3. Neural Signatures of the Reading-Writing Connection: Greater Involvement of Writing in Chinese Reading than English Reading.

    Directory of Open Access Journals (Sweden)

    Fan Cao

    Full Text Available Research on cross-linguistic comparisons of the neural correlates of reading has consistently found that the left middle frontal gyrus (MFG is more involved in Chinese than in English. However, there is a lack of consensus on the interpretation of the language difference. Because this region has been found to be involved in writing, we hypothesize that reading Chinese characters involves this writing region to a greater degree because Chinese speakers learn to read by repeatedly writing the characters. To test this hypothesis, we recruited English L1 learners of Chinese, who performed a reading task and a writing task in each language. The English L1 sample had learned some Chinese characters through character-writing and others through phonological learning, allowing a test of writing-on-reading effect. We found that the left MFG was more activated in Chinese than English regardless of task, and more activated in writing than in reading regardless of language. Furthermore, we found that this region was more activated for reading Chinese characters learned by character-writing than those learned by phonological learning. A major conclusion is that writing regions are also activated in reading, and that this reading-writing connection is modulated by the learning experience. We replicated the main findings in a group of native Chinese speakers, which excluded the possibility that the language differences observed in the English L1 participants were due to different language proficiency level.

  4. Neural Signatures of the Reading-Writing Connection: Greater Involvement of Writing in Chinese Reading than English Reading.

    Science.gov (United States)

    Cao, Fan; Perfetti, Charles A

    2016-01-01

    Research on cross-linguistic comparisons of the neural correlates of reading has consistently found that the left middle frontal gyrus (MFG) is more involved in Chinese than in English. However, there is a lack of consensus on the interpretation of the language difference. Because this region has been found to be involved in writing, we hypothesize that reading Chinese characters involves this writing region to a greater degree because Chinese speakers learn to read by repeatedly writing the characters. To test this hypothesis, we recruited English L1 learners of Chinese, who performed a reading task and a writing task in each language. The English L1 sample had learned some Chinese characters through character-writing and others through phonological learning, allowing a test of writing-on-reading effect. We found that the left MFG was more activated in Chinese than English regardless of task, and more activated in writing than in reading regardless of language. Furthermore, we found that this region was more activated for reading Chinese characters learned by character-writing than those learned by phonological learning. A major conclusion is that writing regions are also activated in reading, and that this reading-writing connection is modulated by the learning experience. We replicated the main findings in a group of native Chinese speakers, which excluded the possibility that the language differences observed in the English L1 participants were due to different language proficiency level.

  5. Mononucleotide repeats are asymmetrically distributed in fungal genes

    NARCIS (Netherlands)

    Passel, van M.W.J.; Graaff, de L.H.

    2008-01-01

    ABSTRACT: BACKGROUND: Systematic analyses of sequence features have resulted in a better characterisation of the organisation of the genome. A previous study in prokaryotes on the distribution of sequence repeats, which are notoriously variable and can disrupt the reading frame in genes, showed that

  6. 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.

  7. Genus-specific protein binding to the large clusters of DNA repeats (short regularly spaced repeats) present in Sulfolobus genomes

    DEFF Research Database (Denmark)

    Peng, Xu; Brügger, Kim; Shen, Biao

    2003-01-01

    terminally modified and corresponds to SSO454, an open reading frame of previously unassigned function. It binds specifically to DNA fragments carrying double and single repeat sequences, binding on one side of the repeat structure, and producing an opening of the opposite side of the DNA structure. It also...... recognizes both main families of repeat sequences in S. solfataricus. The recombinant protein, expressed in Escherichia coli, showed the same binding properties to the SRSR repeat as the native one. The SSO454 protein exhibits a tripartite internal repeat structure which yields a good sequence match...... with a helix-turn-helix DNA-binding motif. Although this putative motif is shared by other archaeal proteins, orthologs of SSO454 were only detected in species within the Sulfolobus genus and in the closely related Acidianus genus. We infer that the genus-specific protein induces an opening of the structure...

  8. Dialogic Reading Aloud to Promote Extensive Reading

    Science.gov (United States)

    Jacobs, George M.

    2016-01-01

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

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

    African Journals Online (AJOL)

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

  10. 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

  11. Nurturing a lexical legacy: reading experience is critical for the development of word reading skill

    Science.gov (United States)

    Nation, Kate

    2017-12-01

    The scientific study of reading has taught us much about the beginnings of reading in childhood, with clear evidence that the gateway to reading opens when children are able to decode, or `sound out' written words. Similarly, there is a large evidence base charting the cognitive processes that characterise skilled word recognition in adults. Less understood is how children develop word reading expertise. Once basic reading skills are in place, what factors are critical for children to move from novice to expert? This paper outlines the role of reading experience in this transition. Encountering individual words in text provides opportunities for children to refine their knowledge about how spelling represents spoken language. Alongside this, however, reading experience provides much more than repeated exposure to individual words in isolation. According to the lexical legacy perspective, outlined in this paper, experiencing words in diverse and meaningful language environments is critical for the development of word reading skill. At its heart is the idea that reading provides exposure to words in many different contexts, episodes and experiences which, over time, sum to a rich and nuanced database about their lexical history within an individual's experience. These rich and diverse encounters bring about local variation at the word level: a lexical legacy that is measurable during word reading behaviour, even in skilled adults.

  12. Repeatability of Cryogenic Multilayer Insulation

    Science.gov (United States)

    Johnson, W. L.; Vanderlaan, M.; Wood, J. J.; Rhys, N. O.; Guo, W.; Van Sciver, S.; Chato, D. J.

    2017-12-01

    Due to the variety of requirements across aerospace platforms, and one off projects, the repeatability of cryogenic multilayer insulation (MLI) has never been fully established. The objective of this test program is to provide a more basic understanding of the thermal performance repeatability of MLI systems that are applicable to large scale tanks. There are several different types of repeatability that can be accounted for: these include repeatability between identical blankets, repeatability of installation of the same blanket, and repeatability of a test apparatus. The focus of the work in this report is on the first two types of repeatability. Statistically, repeatability can mean many different things. In simplest form, it refers to the range of performance that a population exhibits and the average of the population. However, as more and more identical components are made (i.e. the population of concern grows), the simple range morphs into a standard deviation from an average performance. Initial repeatability testing on MLI blankets has been completed at Florida State University. Repeatability of five Glenn Research Center (GRC) provided coupons with 25 layers was shown to be +/- 8.4% whereas repeatability of repeatedly installing a single coupon was shown to be +/- 8.0%. A second group of 10 coupons has been fabricated by Yetispace and tested by Florida State University, the repeatability between coupons has been shown to be +/- 15-25%. Based on detailed statistical analysis, the data has been shown to be statistically significant.

  13. Reducing Risk through a Supplementary Reading Intervention: A Case Study of First- and Second-Grade Urban Students

    Science.gov (United States)

    Council, Morris R., III; Cartledge, Gwendolyn; Green, DeLayna; Barber, Mariah; Gardner, Ralph, III

    2016-01-01

    This descriptive study examined whether a computer-based, repeated reading intervention (i.e., Reading Relevant and Culturally Engaging Stories) is associated with improved reading and social behavior for three primary-aged urban black girls who each showed both academic and behavioral risk. The Reading Relevant and Culturally Engaging Stories…

  14. Repeat Customer Success in Extension

    Science.gov (United States)

    Bess, Melissa M.; Traub, Sarah M.

    2013-01-01

    Four multi-session research-based programs were offered by two Extension specialist in one rural Missouri county. Eleven participants who came to multiple Extension programs could be called "repeat customers." Based on the total number of participants for all four programs, 25% could be deemed as repeat customers. Repeat customers had…

  15. 78 FR 65594 - Vehicular Repeaters

    Science.gov (United States)

    2013-11-01

    ... coordinators estimate the effect on coordination fees? Does the supposed benefit that mobile repeater stations... allow the licensing and operation of vehicular repeater systems and other mobile repeaters by public... email: [email protected] or phone: 202-418- 0530 or TTY: 202-418-0432. For detailed instructions for...

  16. 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…

  17. 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…

  18. 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.

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

    Science.gov (United States)

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

    2008-01-01

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

  20. Declarations and Differences: Describing Elementary African American and Hispanic Boys' Motivation to Read

    Science.gov (United States)

    Mason, Paula K.

    2014-01-01

    The purpose of this mixed methods study was to describe the motivation to read of elementary African American and Hispanic boys and explore the possible differences in reading motivation using the constructs of self-perceptions as a reader and value of reading. Educational research has repeatedly shown that students from disadvantaged minority…

  1. Repeated causal decision making.

    Science.gov (United States)

    Hagmayer, York; Meder, Björn

    2013-01-01

    Many of our decisions refer to actions that have a causal impact on the external environment. Such actions may not only allow for the mere learning of expected values or utilities but also for acquiring knowledge about the causal structure of our world. We used a repeated decision-making paradigm to examine what kind of knowledge people acquire in such situations and how they use their knowledge to adapt to changes in the decision context. Our studies show that decision makers' behavior is strongly contingent on their causal beliefs and that people exploit their causal knowledge to assess the consequences of changes in the decision problem. A high consistency between hypotheses about causal structure, causally expected values, and actual choices was observed. The experiments show that (a) existing causal hypotheses guide the interpretation of decision feedback, (b) consequences of decisions are used to revise existing causal beliefs, and (c) decision makers use the experienced feedback to induce a causal model of the choice situation even when they have no initial causal hypotheses, which (d) enables them to adapt their choices to changes of the decision problem. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

  2. A psychometric evaluation of the Danish version of the Theory of Mind Storybook for 8-14 year-old children.

    Directory of Open Access Journals (Sweden)

    Lars eClemmensen

    2016-03-01

    Full Text Available Abstract Background Theory-of-Mind (ToM keeps on developing in late childhood and early adolescence, and the study of ToM development later in childhood had to await the development of sufficiently sensitive tests challenging more mature children. The current study aimed to investigate the psychometric properties of the Danish version of the Theory-of-Mind Storybook Frederik (ToM-Frederik. Methods We assessed whether ToM-Frederik scores differed between a group of 41 typically developing (TD children and a group of 33 children with High functioning Autism Spectrum Disorder (HFASD. A lower mean ToM-Frederik score was expected in the HFASD group. To determine the convergent validity of ToM-Frederik, potential associations with Strange Stories and Animated Triangles (AT were analyzed. Furthermore, potential associations between ToM-Frederik and the Social Responsiveness Scale (SRS and between ToM-Frederik and the Social Emotional Evaluation (SEE Total score were analyzed. Results A significantly higher ToM-Frederik score was observed in the TD group compared to the HFASD group. Furthermore, the convergent validity of ToM-Frederik as a measure of ToM was supported by significant and positive associations with the Strange Stories and the AT scores in the HFASD group, whereas ToM-Frederik was significantly correlated with Strange Stories, but not with AT in the TD group. ToM-Frederik was not significantly associated with SRS in neither the HFASD nor the TD group.Conclusion The findings are supportive of ToM-Frederik as a valid indicator of deficits at the group level in children with HFASD between 7 and 14 years of age. Furthermore, the convergent validity is supported.

  3. A Psychometric Evaluation of the Danish Version of the Theory of Mind Storybook for 8-14 Year-Old Children.

    Science.gov (United States)

    Clemmensen, Lars; Bartels-Velthuis, Agna A; Jespersen, Rókur Av F; van Os, Jim; Blijd-Hoogewys, Els M A; Ankerstrøm, Lise; Væver, Mette; Daniel, Peter F; Drukker, Marjan; Jeppesen, Pia; Jepsen, Jens R M

    2016-01-01

    Theory-of-Mind (ToM) keeps on developing in late childhood and early adolescence, and the study of ToM development later in childhood had to await the development of sufficiently sensitive tests challenging more mature children. The current study aimed to investigate the psychometric properties of the Danish version of the Theory-of-Mind Storybook Frederik (ToM-Frederik). We assessed whether ToM-Frederik scores differed between a group of 41 typically developing (TD) children and a group of 33 children with High Functioning Autism Spectrum Disorder (HFASD). A lower mean ToM-Frederik score was expected in the HFASD group. To determine the convergent validity of ToM-Frederik, potential associations with Strange Stories and Animated Triangles (AT) were analyzed. Furthermore, potential associations between ToM-Frederik and the Social Responsiveness Scale (SRS) and between ToM-Frederik and the Social Emotional Evaluation (SEE) Total score were analyzed. A significantly higher ToM-Frederik score was observed in the TD group compared to the HFASD group. Furthermore, the convergent validity of ToM-Frederik as a measure of ToM was supported by significant and positive associations with the Strange Stories and the AT scores in the HFASD group, whereas ToM-Frederik was significantly correlated with Strange Stories, but not with AT in the TD group. ToM-Frederik was not significantly associated with SRS in neither the HFASD nor the TD group. The findings are supportive of ToM-Frederik as a valid indicator of deficits at the group level in children with HFASD between 7 and 14 years of age. Furthermore, the convergent validity is supported.

  4. A Psychometric Evaluation of the Danish Version of the Theory of Mind Storybook for 8–14 Year-Old Children

    Science.gov (United States)

    Clemmensen, Lars; Bartels-Velthuis, Agna A.; Jespersen, Rókur av F.; van Os, Jim; Blijd-Hoogewys, Els M. A.; Ankerstrøm, Lise; Væver, Mette; Daniel, Peter F.; Drukker, Marjan; Jeppesen, Pia; Jepsen, Jens R. M.

    2016-01-01

    Background: Theory-of-Mind (ToM) keeps on developing in late childhood and early adolescence, and the study of ToM development later in childhood had to await the development of sufficiently sensitive tests challenging more mature children. The current study aimed to investigate the psychometric properties of the Danish version of the Theory-of-Mind Storybook Frederik (ToM-Frederik). Methods: We assessed whether ToM-Frederik scores differed between a group of 41 typically developing (TD) children and a group of 33 children with High Functioning Autism Spectrum Disorder (HFASD). A lower mean ToM-Frederik score was expected in the HFASD group. To determine the convergent validity of ToM-Frederik, potential associations with Strange Stories and Animated Triangles (AT) were analyzed. Furthermore, potential associations between ToM-Frederik and the Social Responsiveness Scale (SRS) and between ToM-Frederik and the Social Emotional Evaluation (SEE) Total score were analyzed. Results: A significantly higher ToM-Frederik score was observed in the TD group compared to the HFASD group. Furthermore, the convergent validity of ToM-Frederik as a measure of ToM was supported by significant and positive associations with the Strange Stories and the AT scores in the HFASD group, whereas ToM-Frederik was significantly correlated with Strange Stories, but not with AT in the TD group. ToM-Frederik was not significantly associated with SRS in neither the HFASD nor the TD group. Conclusion: The findings are supportive of ToM-Frederik as a valid indicator of deficits at the group level in children with HFASD between 7 and 14 years of age. Furthermore, the convergent validity is supported. PMID:27014139

  5. Supporting read-across using biological data.

    Science.gov (United States)

    Zhu, Hao; Bouhifd, Mounir; Donley, Elizabeth; Egnash, Laura; Kleinstreuer, Nicole; Kroese, E Dinant; Liu, Zhichao; Luechtefeld, Thomas; Palmer, Jessica; Pamies, David; Shen, Jie; Strauss, Volker; Wu, Shengde; Hartung, Thomas

    2016-01-01

    Read-across, i.e. filling toxicological data gaps by relating to similar chemicals, for which test data are available, is usually done based on chemical similarity. Besides structure and physico-chemical properties, however, biological similarity based on biological data adds extra strength to this process. In the context of developing Good Read-Across Practice guidance, a number of case studies were evaluated to demonstrate the use of biological data to enrich read-across. In the simplest case, chemically similar substances also show similar test results in relevant in vitro assays. This is a well-established method for the read-across of e.g. genotoxicity assays. Larger datasets of biological and toxicological properties of hundreds and thousands of substances become increasingly available enabling big data approaches in read-across studies. Several case studies using various big data sources are described in this paper. An example is given for the US EPA's ToxCast dataset allowing read-across for high quality uterotrophic assays for estrogenic endocrine disruption. Similarly, an example for REACH registration data enhancing read-across for acute toxicity studies is given. A different approach is taken using omics data to establish biological similarity: Examples are given for stem cell models in vitro and short-term repeated dose studies in rats in vivo to support read-across and category formation. These preliminary biological data-driven read-across studies highlight the road to the new generation of read-across approaches that can be applied in chemical safety assessment.

  6. Expansion of protein domain repeats.

    Directory of Open Access Journals (Sweden)

    Asa K Björklund

    2006-08-01

    Full Text Available Many proteins, especially in eukaryotes, contain tandem repeats of several domains from the same family. These repeats have a variety of binding properties and are involved in protein-protein interactions as well as binding to other ligands such as DNA and RNA. The rapid expansion of protein domain repeats is assumed to have evolved through internal tandem duplications. However, the exact mechanisms behind these tandem duplications are not well-understood. Here, we have studied the evolution, function, protein structure, gene structure, and phylogenetic distribution of domain repeats. For this purpose we have assigned Pfam-A domain families to 24 proteomes with more sensitive domain assignments in the repeat regions. These assignments confirmed previous findings that eukaryotes, and in particular vertebrates, contain a much higher fraction of proteins with repeats compared with prokaryotes. The internal sequence similarity in each protein revealed that the domain repeats are often expanded through duplications of several domains at a time, while the duplication of one domain is less common. Many of the repeats appear to have been duplicated in the middle of the repeat region. This is in strong contrast to the evolution of other proteins that mainly works through additions of single domains at either terminus. Further, we found that some domain families show distinct duplication patterns, e.g., nebulin domains have mainly been expanded with a unit of seven domains at a time, while duplications of other domain families involve varying numbers of domains. Finally, no common mechanism for the expansion of all repeats could be detected. We found that the duplication patterns show no dependence on the size of the domains. Further, repeat expansion in some families can possibly be explained by shuffling of exons. However, exon shuffling could not have created all repeats.

  7. 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…

  8. Film repeats in radiology department

    International Nuclear Information System (INIS)

    Suwan, A. Z.; Al-Shakharah, A. I

    1997-01-01

    During a one year period, 4910 radiographs of 55780 films were repeated. The objective of our study was to analyse and to classify the causes in order to minimize the repeats, cut the expenses and to provide optimal radiographs for accurate diagnosis. Analysis of the different factors revealed that, 43.6% of film repeats in our service were due to faults in exposure factors, centering comprises 15.9% of the repeats, while too much collimation was responsible for 7.6% of these repeats. All of which can be decreased by awareness and programmed training of technicians. Film blurring caused by patient motion was also responsible for 4.9% for radiographs reexamination, which can be minimized by detailed explanation to the patient and providing the necessary privacy. Fogging of X-Ray films by improper storage or inadequate handling or processing faults were responsible for 14.5% in repeats in our study. Methods and criteria for proper storage and handling of films were discussed. Recommendation for using modern day-light and laser processor has been high lighted. Artefacts are noticeably high in our cases, due to spinal dresses and frequent usage of precious metals for c osmotic purposes in this part of the world. The repeated films comprise 8.8% of all films We conclude that, the main factor responsible for repeats of up to 81.6% of cases was the technologists, thus emphasizing the importance of adequate training of the technologists. (authors). 15 refs., 9 figs., 1 table

  9. Nifty Nines and Repeating Decimals

    Science.gov (United States)

    Brown, Scott A.

    2016-01-01

    The traditional technique for converting repeating decimals to common fractions can be found in nearly every algebra textbook that has been published, as well as in many precalculus texts. However, students generally encounter repeating decimal numerals earlier than high school when they study rational numbers in prealgebra classes. Therefore, how…

  10. Repeated Prescribed Burning in Aspen

    Science.gov (United States)

    Donald A. Perala

    1974-01-01

    Infrequent burning weather, low flammability of the aspen-hardwood association, and prolific sprouting and seeding of shrubs and hardwoods made repeated dormant season burning a poor tool to convert good site aspen to conifers. Repeat fall burns for wildlife habitat maintenance is workable if species composition changes are not important.

  11. Tevatron serial data repeater system

    International Nuclear Information System (INIS)

    Ducar, R.J.

    1981-01-01

    A ten megabit per second serial data repeater system has been developed for the 6.28km Tevatron accelerator. The repeaters are positioned at each of the thirty service buildings and accommodate control and abort system communications as well as distribution of the Tevatron time and energy clocks. The repeaters are transparent to the particular protocol of the transmissions. Serial data are encoded locally as unipolar two volt signals employing the self-clocking Manchester Bi-Phase code. The repeaters modulate the local signals to low-power bursts of 50 MHz rf carrier for the 260m transmission between service buildings. The repeaters also demodulate the transmission and restructure the data for local utilization. The employment of frequency discrimination techniques yields high immunity to the characteristic noise spectrum

  12. All-photonic quantum repeaters

    Science.gov (United States)

    Azuma, Koji; Tamaki, Kiyoshi; Lo, Hoi-Kwong

    2015-01-01

    Quantum communication holds promise for unconditionally secure transmission of secret messages and faithful transfer of unknown quantum states. Photons appear to be the medium of choice for quantum communication. Owing to photon losses, robust quantum communication over long lossy channels requires quantum repeaters. It is widely believed that a necessary and highly demanding requirement for quantum repeaters is the existence of matter quantum memories. Here we show that such a requirement is, in fact, unnecessary by introducing the concept of all-photonic quantum repeaters based on flying qubits. In particular, we present a protocol based on photonic cluster-state machine guns and a loss-tolerant measurement equipped with local high-speed active feedforwards. We show that, with such all-photonic quantum repeaters, the communication efficiency scales polynomially with the channel distance. Our result paves a new route towards quantum repeaters with efficient single-photon sources rather than matter quantum memories. PMID:25873153

  13. Repeatability of visual acuity measurement.

    Science.gov (United States)

    Raasch, T W; Bailey, I L; Bullimore, M A

    1998-05-01

    This study investigates features of visual acuity chart design and acuity testing scoring methods which affect the validity and repeatability of visual acuity measurements. Visual acuity was measured using the Sloan and British Standard letter series, and Landolt rings. Identifiability of the different letters as a function of size was estimated, and expressed in the form of frequency-of-seeing curves. These functions were then used to simulate acuity measurements with a variety of chart designs and scoring criteria. Systematic relationships exist between chart design parameters and acuity score, and acuity score repeatability. In particular, an important feature of a chart, that largely determines the repeatability of visual acuity measurement, is the amount of size change attributed to each letter. The methods used to score visual acuity performance also affect repeatability. It is possible to evaluate acuity score validity and repeatability using the statistical principles discussed here.

  14. 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.…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. Identification, variation and transcription of pneumococcal repeat sequences

    Science.gov (United States)

    2011-01-01

    Background Small interspersed repeats are commonly found in many bacterial chromosomes. Two families of repeats (BOX and RUP) have previously been identified in the genome of Streptococcus pneumoniae, a nasopharyngeal commensal and respiratory pathogen of humans. However, little is known about the role they play in pneumococcal genetics. Results Analysis of the genome of S. pneumoniae ATCC 700669 revealed the presence of a third repeat family, which we have named SPRITE. All three repeats are present at a reduced density in the genome of the closely related species S. mitis. However, they are almost entirely absent from all other streptococci, although a set of elements related to the pneumococcal BOX repeat was identified in the zoonotic pathogen S. suis. In conjunction with information regarding their distribution within the pneumococcal chromosome, this suggests that it is unlikely that these repeats are specialised sequences performing a particular role for the host, but rather that they constitute parasitic elements. However, comparing insertion sites between pneumococcal sequences indicates that they appear to transpose at a much lower rate than IS elements. Some large BOX elements in S. pneumoniae were found to encode open reading frames on both strands of the genome, whilst another was found to form a composite RNA structure with two T box riboswitches. In multiple cases, such BOX elements were demonstrated as being expressed using directional RNA-seq and RT-PCR. Conclusions BOX, RUP and SPRITE repeats appear to have proliferated extensively throughout the pneumococcal chromosome during the species' past, but novel insertions are currently occurring at a relatively slow rate. Through their extensive secondary structures, they seem likely to affect the expression of genes with which they are co-transcribed. Software for annotation of these repeats is freely available from ftp://ftp.sanger.ac.uk/pub/pathogens/strep_repeats/. PMID:21333003

  20. 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...

  1. 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.

  2. 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...

  3. 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

  4. Analysis of repeated measures data

    CERN Document Server

    Islam, M Ataharul

    2017-01-01

    This book presents a broad range of statistical techniques to address emerging needs in the field of repeated measures. It also provides a comprehensive overview of extensions of generalized linear models for the bivariate exponential family of distributions, which represent a new development in analysing repeated measures data. The demand for statistical models for correlated outcomes has grown rapidly recently, mainly due to presence of two types of underlying associations: associations between outcomes, and associations between explanatory variables and outcomes. The book systematically addresses key problems arising in the modelling of repeated measures data, bearing in mind those factors that play a major role in estimating the underlying relationships between covariates and outcome variables for correlated outcome data. In addition, it presents new approaches to addressing current challenges in the field of repeated measures and models based on conditional and joint probabilities. Markov models of first...

  5. Repeated DNA sequences in fungi

    Energy Technology Data Exchange (ETDEWEB)

    Dutta, S K

    1974-11-01

    Several fungal species, representatives of all broad groups like basidiomycetes, ascomycetes and phycomycetes, were examined for the nature of repeated DNA sequences by DNA:DNA reassociation studies using hydroxyapatite chromatography. All of the fungal species tested contained 10 to 20 percent repeated DNA sequences. There are approximately 100 to 110 copies of repeated DNA sequences of approximately 4 x 10/sup 7/ daltons piece size of each. Repeated DNA sequence homoduplexes showed on average 5/sup 0/C difference of T/sub e/50 (temperature at which 50 percent duplexes dissociate) values from the corresponding homoduplexes of unfractionated whole DNA. It is suggested that a part of repetitive sequences in fungi constitutes mitochondrial DNA and a part of it constitutes nuclear DNA. (auth)

  6. Fostering repeat donations in Ghana.

    Science.gov (United States)

    Owusu-Ofori, S; Asenso-Mensah, K; Boateng, P; Sarkodie, F; Allain, J-P

    2010-01-01

    Most African countries are challenged in recruiting and retaining voluntary blood donors by cost and other complexities and in establishing and implementing national blood policies. The availability of replacement donors who are a cheaper source of blood has not enhanced repeat voluntary donor initiatives. An overview of activities for recruiting and retaining voluntary blood donors was carried out. Donor records from mobile sessions were reviewed from 2002 to 2008. A total of 71,701 blood donations; 45,515 (63.5%) being voluntary donations with 11,680 (25%) repeat donations were collected during the study period. Donations from schools and colleges contributed a steady 60% of total voluntary whilst radio station blood drives increased contribution from 10 to 27%. Though Muslim population is less than 20%, blood collection was above the 30-donation cost-effectiveness threshold with a repeat donation trend reaching 60%. In contrast Christian worshippers provided donations. Repeat donation trends amongst school donors and radio blood drives were 20% and 70% respectively. Repeat donations rates have been variable amongst different blood donor groups in Kumasi, Ghana. The impact of community leaders in propagating altruism cannot be overemphasized. Programs aiming at motivating replacement donors to be repeat donors should be developed and assessed. Copyright 2009 The International Association for Biologicals. All rights reserved.

  7. Separating metagenomic short reads into genomes via clustering

    Directory of Open Access Journals (Sweden)

    Tanaseichuk Olga

    2012-09-01

    Full Text Available Abstract Background The metagenomics approach allows the simultaneous sequencing of all genomes in an environmental sample. This results in high complexity datasets, where in addition to repeats and sequencing errors, the number of genomes and their abundance ratios are unknown. Recently developed next-generation sequencing (NGS technologies significantly improve the sequencing efficiency and cost. On the other hand, they result in shorter reads, which makes the separation of reads from different species harder. Among the existing computational tools for metagenomic analysis, there are similarity-based methods that use reference databases to align reads and composition-based methods that use composition patterns (i.e., frequencies of short words or l-mers to cluster reads. Similarity-based methods are unable to classify reads from unknown species without close references (which constitute the majority of reads. Since composition patterns are preserved only in significantly large fragments, composition-based tools cannot be used for very short reads, which becomes a significant limitation with the development of NGS. A recently proposed algorithm, AbundanceBin, introduced another method that bins reads based on predicted abundances of the genomes sequenced. However, it does not separate reads from genomes of similar abundance levels. Results In this work, we present a two-phase heuristic algorithm for separating short paired-end reads from different genomes in a metagenomic dataset. We use the observation that most of the l-mers belong to unique genomes when l is sufficiently large. The first phase of the algorithm results in clusters of l-mers each of which belongs to one genome. During the second phase, clusters are merged based on l-mer repeat information. These final clusters are used to assign reads. The algorithm could handle very short reads and sequencing errors. It is initially designed for genomes with similar abundance levels and then

  8. 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…

  9. 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...

  10. INTEREST AND READING MOTIVATION

    Directory of Open Access Journals (Sweden)

    Alhamdu Alhamdu

    2016-05-01

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

  11. 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.

  12. Case study of read-across predictions using a Generalized Read-Across (GenRA) Approach (10th World Congress)

    Science.gov (United States)

    We developed the Generalized Read-Across (GenRA) approach to facilitate automated, algorithmic read across predictions. GenRA uses in vitro bioactivity data in conjunction with chemical information to predict up to 574 different apical outcomes from repeat-dose toxicity studies. ...

  13. 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.

  14. 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.

  15. 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,

  16. EAMJ Dec. Repeatability.indd

    African Journals Online (AJOL)

    2008-12-12

    Dec 12, 2008 ... wheeze in the past year, and 174 who did not. Interventions:Administered .... best of three spirometer readings was taken, and any individual with ... all those wheezers with reported ever having asthma, and the 'negatives' to ...

  17. Hysteresis of magnetostructural transitions: Repeatable and non-repeatable processes

    Science.gov (United States)

    Provenzano, Virgil; Della Torre, Edward; Bennett, Lawrence H.; ElBidweihy, Hatem

    2014-02-01

    The Gd5Ge2Si2 alloy and the off-stoichiometric Ni50Mn35In15 Heusler alloy belong to a special class of metallic materials that exhibit first-order magnetostructural transitions near room temperature. The magnetic properties of this class of materials have been extensively studied due to their interesting magnetic behavior and their potential for a number of technological applications such as refrigerants for near-room-temperature magnetic refrigeration. The thermally driven first-order transitions in these materials can be field-induced in the reverse order by applying a strong enough field. The field-induced transitions are typically accompanied by the presence of large magnetic hysteresis, the characteristics of which are a complicated function of temperature, field, and magneto-thermal history. In this study we show that the virgin curve, the major loop, and sequentially measured MH loops are the results of both repeatable and non-repeatable processes, in which the starting magnetostructural state, prior to the cycling of field, plays a major role. Using the Gd5Ge2Si2 and Ni50Mn35In15 alloys, as model materials, we show that a starting single phase state results in fully repeatable processes and large magnetic hysteresis, whereas a mixed phase starting state results in non-repeatable processes and smaller hysteresis.

  18. Hysteresis of magnetostructural transitions: Repeatable and non-repeatable processes

    International Nuclear Information System (INIS)

    Provenzano, Virgil; Della Torre, Edward; Bennett, Lawrence H.; ElBidweihy, Hatem

    2014-01-01

    The Gd 5 Ge 2 Si 2 alloy and the off-stoichiometric Ni 50 Mn 35 In 15 Heusler alloy belong to a special class of metallic materials that exhibit first-order magnetostructural transitions near room temperature. The magnetic properties of this class of materials have been extensively studied due to their interesting magnetic behavior and their potential for a number of technological applications such as refrigerants for near-room-temperature magnetic refrigeration. The thermally driven first-order transitions in these materials can be field-induced in the reverse order by applying a strong enough field. The field-induced transitions are typically accompanied by the presence of large magnetic hysteresis, the characteristics of which are a complicated function of temperature, field, and magneto-thermal history. In this study we show that the virgin curve, the major loop, and sequentially measured MH loops are the results of both repeatable and non-repeatable processes, in which the starting magnetostructural state, prior to the cycling of field, plays a major role. Using the Gd 5 Ge 2 Si 2 and Ni 50 Mn 35 In 15 alloys, as model materials, we show that a starting single phase state results in fully repeatable processes and large magnetic hysteresis, whereas a mixed phase starting state results in non-repeatable processes and smaller hysteresis

  19. Alternative Text Types to Improve Reading Fluency for Competent to Struggling Readers

    Directory of Open Access Journals (Sweden)

    Timothy V. Rasinski

    2016-01-01

    Full Text Available This article offers instructional suggestions and strategies based on research and theoretical literature for developing reading fluency through the use of rhyming poetry and other texts beyond the narrative and informational texts that have been traditionally used for reading instruction. Readers’ lack of fluency in reading can be a monumental impediment to proficiency in good comprehension and overall reading competency. For all readers it is well established that as they progress in reading competence their reading ability grows (Stanovich, 1993/1994. This continued reading success begets continued reading growth; however, many struggling readers have difficulty in moving to a level of automaticity and fluency in their reading that enables them to engage in a successful practice. Lack of practice inhibits their reading comprehension. Readers’ abilities to effectively comprehend texts are significantly affected by their proficiency in accurate and automatic word recognition and prosody (May, 1998; Stanovich, 1993/1994; LaBerge & Samuels, 1974; Schreiber, 1991. Repeated reading practice has been shown to be a powerful way to improve these important fluency competencies. Certain texts are particularly well suited for repeated reading that improves both aspects of fluency

  20. 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

  1. 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

  2. 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.…

  3. 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…

  4. 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…

  5. 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…

  6. 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.

  7. Coordination in continuously repeated games

    NARCIS (Netherlands)

    Weeren, A.J.T.M.; Schumacher, J.M.; Engwerda, J.C.

    1995-01-01

    In this paper we propose a model to describe the effectiveness of coordination in a continuously repeated two-player game. We study how the choice of a decision rule by a coordinator affects the strategic behavior of the players, resulting in more or less cooperation. Our model requires the analysis

  8. Repeated checking causes memory distrust

    NARCIS (Netherlands)

    van den Hout, M.; Kindt, M.

    2003-01-01

    This paper attempts to explain why in obsessive-compulsive disorder (OCD) checkers distrust in memory persists despite extensive checking. It is argued that: (1) repeated checking increases familiarity with the issues checked; (2) increased familiarity promotes conceptual processing which inhibits

  9. CRISPR Detection From Short Reads Using Partial Overlap Graphs.

    Science.gov (United States)

    Ben-Bassat, Ilan; Chor, Benny

    2016-06-01

    Clustered regularly interspaced short palindromic repeats (CRISPR) are structured regions in bacterial and archaeal genomes, which are part of an adaptive immune system against phages. CRISPRs are important for many microbial studies and are playing an essential role in current gene editing techniques. As such, they attract substantial research interest. The exponential growth in the amount of bacterial sequence data in recent years enables the exploration of CRISPR loci in more and more species. Most of the automated tools that detect CRISPR loci rely on fully assembled genomes. However, many assemblers do not handle repetitive regions successfully. The first tool to work directly on raw sequence data is Crass, which requires reads that are long enough to contain two copies of the same repeat. We present a method to identify CRISPR repeats from raw sequence data of short reads. The algorithm is based on an observation differentiating CRISPR repeats from other types of repeats, and it involves a series of partial constructions of the overlap graph. This enables us to avoid many of the difficulties that assemblers face, as we merely aim to identify the repeats that belong to CRISPR loci. A preliminary implementation of the algorithm shows good results and detects CRISPR repeats in cases where other existing tools fail to do so.

  10. 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…

  11. Reading Personalized Books with Preschool Children Enhances Their Word Acquisition

    Science.gov (United States)

    Kucirkova, Natalia; Messer, David; Sheehy, Kieron

    2014-01-01

    This study examines whether books that contain personalized content are better facilitators of young children's word acquisition than books which are not personalized for a child. In a repeated-measures experimental design, 18 children (mean age 3;10) were read a picture book which contained both personalized and non-personalized sections, with…

  12. Fast and Loud Background Music Disrupts Reading Comprehension

    Science.gov (United States)

    Thompson, William Forde; Schellenberg, E. Glenn; Letnic, Adriana Katharine

    2012-01-01

    We examined the effect of background music on reading comprehension. Because the emotional consequences of music listening are affected by changes in tempo and intensity, we manipulated these variables to create four repeated-measures conditions: slow/low, slow/high, fast/low, fast/high. Tempo and intensity manipulations were selected to be…

  13. Long-read sequencing and de novo assembly of a Chinese genome

    Science.gov (United States)

    Short-read sequencing has enabled the de novo assembly of several individual human genomes, but with inherent limitations in characterizing repeat elements. Here we sequence a Chinese individual HX1 by single-molecule real-time (SMRT) long-read sequencing, construct a physical map by NanoChannel arr...

  14. The Association of ADHD Symptoms and Reading Acquisition during Elementary School Years

    Science.gov (United States)

    Ehm, Jan-Henning; Kerner auch Koerner, Julia; Gawrilow, Caterina; Hasselhorn, Marcus; Schmiedek, Florian

    2016-01-01

    The present longitudinal study aimed to investigate the influence of ADHD symptoms on reading development in elementary schoolchildren. To this end, repeated assessments of ADHD symptoms (teacher ratings of inattention, hyperactivity, and impulsivity) and reading achievement (standardized tests of decoding speed and text comprehension) were…

  15. The Melding of Literacy Strategies to Enhance Reading Fluency, Comprehension, and Enjoyment

    Science.gov (United States)

    Weih, Timothy G.

    2013-01-01

    This report describes an individualized literacy intervention program that was developed for a fifth grade boy who struggled with reading. Based upon informal assessment and evaluation procedures, the following literacy strategies were taught within a one-to-one instructional setting: Repeated Readings, Personal Vocabulary Journal, Phonemic…

  16. 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.

  17. 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...

  18. Online learning in repeated auctions

    OpenAIRE

    Weed, Jonathan; Perchet, Vianney; Rigollet, Philippe

    2015-01-01

    Motivated by online advertising auctions, we consider repeated Vickrey auctions where goods of unknown value are sold sequentially and bidders only learn (potentially noisy) information about a good's value once it is purchased. We adopt an online learning approach with bandit feedback to model this problem and derive bidding strategies for two models: stochastic and adversarial. In the stochastic model, the observed values of the goods are random variables centered around the true value of t...

  19. A repeating fast radio burst.

    Science.gov (United States)

    Spitler, L G; Scholz, P; Hessels, J W T; Bogdanov, S; Brazier, A; Camilo, F; Chatterjee, S; Cordes, J M; Crawford, F; Deneva, J; Ferdman, R D; Freire, P C C; Kaspi, V M; Lazarus, P; Lynch, R; Madsen, E C; McLaughlin, M A; Patel, C; Ransom, S M; Seymour, A; Stairs, I H; Stappers, B W; van Leeuwen, J; Zhu, W W

    2016-03-10

    Fast radio bursts are millisecond-duration astronomical radio pulses of unknown physical origin that appear to come from extragalactic distances. Previous follow-up observations have failed to find additional bursts at the same dispersion measure (that is, the integrated column density of free electrons between source and telescope) and sky position as the original detections. The apparent non-repeating nature of these bursts has led to the suggestion that they originate in cataclysmic events. Here we report observations of ten additional bursts from the direction of the fast radio burst FRB 121102. These bursts have dispersion measures and sky positions consistent with the original burst. This unambiguously identifies FRB 121102 as repeating and demonstrates that its source survives the energetic events that cause the bursts. Additionally, the bursts from FRB 121102 show a wide range of spectral shapes that appear to be predominantly intrinsic to the source and which vary on timescales of minutes or less. Although there may be multiple physical origins for the population of fast radio bursts, these repeat bursts with high dispersion measure and variable spectra specifically seen from the direction of FRB 121102 support an origin in a young, highly magnetized, extragalactic neutron star.

  20. 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, ...

  1. 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...

  2. 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 ...

  3. 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)

  4. 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...

  5. 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)

  6. 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…

  7. 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'…

  8. 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…

  9. "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…

  10. 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.

  11. 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

  12. 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.

  13. The repeatability of an intraoral dental colorimeter.

    Science.gov (United States)

    Tung, Francis F; Goldstein, Gary R; Jang, Sungkoo; Hittelman, Eugene

    2002-12-01

    Characterizing and reproducing color remain one of the most challenging aspects of dentistry. A relatively new intraoral colorimeter measures the color of natural teeth and metal-ceramic restorations and prints out a color recipe for the Vintage Halo Porcelain System. The reliability of the colorimeter is unknown. The purpose of this study was to evaluate the reliability of a contact dental colorimeter and to correlate the shade registered by the colorimeter with the shade selected by experienced clinicians. In part I of the study, 2 examiners (A and B) took 2 colorimeter measurements from the maxillary right central incisors of 11 subjects. The examiners were blinded to their own data and those of other investigators. The readings were repeated 3 weeks later with the same protocol. The Cronbach alpha reliability coefficient was used to analyze the collected data. In part II of the study, 2 experienced clinicians (examiners D and E) selected a shade from the classic Vita Lumin Vacuum shade guide for the maxillary right central incisors of the same 11 subjects. The clinicians were blinded to each other's selections and the colorimeter readings. It should be noted that the manufacturer of the colorimeter uses the terms shade, value, and hue to represent chroma, value, and hue, respectively, as defined in the Glossary of Prosthodontic Terms (J Prosthet Dent 1999;81:39-110). The reliability analysis results for each of the combined trials for shade, value, and hue were all >.94. The interexaminer reliability alpha values were >.9 for shade and value and.64 to.74 for hue. The interexaminer alpha represented the value range of each of 4 measurements. The intraexaminer reliability alpha values for shade, value, and hue were.99,.95, and.96 for examiner A and.99,.93, and.97 for examiner B, respectively. In part II of the study, the colorimeter agreed with itself 82% of the time, whereas clinicians agreed with each other on the selected shade 73% of the time. Selections made

  14. 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.…

  15. 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)

  16. Improving repeatability by improving quality

    Energy Technology Data Exchange (ETDEWEB)

    Ronen, Shuki; Ackers, Mark; Schlumberger, Geco-Prakla; Brink, Mundy

    1998-12-31

    Time lapse (4-D) seismic is a promising tool for reservoir characterization and monitoring. The method is apparently simple: to acquire data repeatedly over the same reservoir, process and interpret the data sets, then changes between the data sets indicate changes in the reservoir. A problem with time lapse seismic data is that reservoirs are a relatively small part of the earth and important reservoir changes may cause very small differences to the time lapse data. The challenge is to acquire and process economical time lapse data such that reservoir changes can be detected above the noise of varying acquisition and environment. 7 refs., 9 figs.

  17. Telomerase Repeated Amplification Protocol (TRAP).

    Science.gov (United States)

    Mender, Ilgen; Shay, Jerry W

    2015-11-20

    Telomeres are found at the end of eukaryotic linear chromosomes, and proteins that bind to telomeres protect DNA from being recognized as double-strand breaks thus preventing end-to-end fusions (Griffith et al. , 1999). However, due to the end replication problem and other factors such as oxidative damage, the limited life span of cultured cells (Hayflick limit) results in progressive shortening of these protective structures (Hayflick and Moorhead, 1961; Olovnikov, 1973). The ribonucleoprotein enzyme complex telomerase-consisting of a protein catalytic component hTERT and a functional RNA component hTR or hTERC - counteracts telomere shortening by adding telomeric repeats to the end of chromosomes in ~90% of primary human tumors and in some transiently proliferating stem-like cells (Shay and Wright, 1996; Shay and Wright, 2001). This results in continuous proliferation of cells which is a hallmark of cancer. Therefore, telomere biology has a central role in aging, cancer progression/metastasis as well as targeted cancer therapies. There are commonly used methods in telomere biology such as Telomere Restriction Fragment (TRF) (Mender and Shay, 2015b), Telomere Repeat Amplification Protocol (TRAP) and Telomere dysfunction Induced Foci (TIF) analysis (Mender and Shay, 2015a). In this detailed protocol we describe Telomere Repeat Amplification Protocol (TRAP). The TRAP assay is a popular method to determine telomerase activity in mammalian cells and tissue samples (Kim et al. , 1994). The TRAP assay includes three steps: extension, amplification, and detection of telomerase products. In the extension step, telomeric repeats are added to the telomerase substrate (which is actually a non telomeric oligonucleotide, TS) by telomerase. In the amplification step, the extension products are amplified by the polymerase chain reaction (PCR) using specific primers (TS upstream primer and ACX downstream primer) and in the detection step, the presence or absence of telomerase is

  18. Coordinated hybrid automatic repeat request

    KAUST Repository

    Makki, Behrooz

    2014-11-01

    We develop a coordinated hybrid automatic repeat request (HARQ) approach. With the proposed scheme, if a user message is correctly decoded in the first HARQ rounds, its spectrum is allocated to other users, to improve the network outage probability and the users\\' fairness. The results, which are obtained for single- and multiple-antenna setups, demonstrate the efficiency of the proposed approach in different conditions. For instance, with a maximum of M retransmissions and single transmit/receive antennas, the diversity gain of a user increases from M to (J+1)(M-1)+1 where J is the number of users helping that user.

  19. Accurate typing of short tandem repeats from genome-wide sequencing data and its applications.

    Science.gov (United States)

    Fungtammasan, Arkarachai; Ananda, Guruprasad; Hile, Suzanne E; Su, Marcia Shu-Wei; Sun, Chen; Harris, Robert; Medvedev, Paul; Eckert, Kristin; Makova, Kateryna D

    2015-05-01

    Short tandem repeats (STRs) are implicated in dozens of human genetic diseases and contribute significantly to genome variation and instability. Yet profiling STRs from short-read sequencing data is challenging because of their high sequencing error rates. Here, we developed STR-FM, short tandem repeat profiling using flank-based mapping, a computational pipeline that can detect the full spectrum of STR alleles from short-read data, can adapt to emerging read-mapping algorithms, and can be applied to heterogeneous genetic samples (e.g., tumors, viruses, and genomes of organelles). We used STR-FM to study STR error rates and patterns in publicly available human and in-house generated ultradeep plasmid sequencing data sets. We discovered that STRs sequenced with a PCR-free protocol have up to ninefold fewer errors than those sequenced with a PCR-containing protocol. We constructed an error correction model for genotyping STRs that can distinguish heterozygous alleles containing STRs with consecutive repeat numbers. Applying our model and pipeline to Illumina sequencing data with 100-bp reads, we could confidently genotype several disease-related long trinucleotide STRs. Utilizing this pipeline, for the first time we determined the genome-wide STR germline mutation rate from a deeply sequenced human pedigree. Additionally, we built a tool that recommends minimal sequencing depth for accurate STR genotyping, depending on repeat length and sequencing read length. The required read depth increases with STR length and is lower for a PCR-free protocol. This suite of tools addresses the pressing challenges surrounding STR genotyping, and thus is of wide interest to researchers investigating disease-related STRs and STR evolution. © 2015 Fungtammasan et al.; Published by Cold Spring Harbor Laboratory Press.

  20. Reading Skill and Exposure to Orthography Influence Speech Production.

    Science.gov (United States)

    Saletta, Meredith; Goffman, Lisa; Brentari, Diane

    2016-03-01

    Orthographic experience during the acquisition of novel words may influence production processing in proficient readers. Previous work indicates interactivity among lexical, phonological, and articulatory processing; we hypothesized that experience with orthography can also influence phonological processing. Phonetic accuracy and articulatory stability were measured as adult, proficient readers repeated and read aloud nonwords, presented in auditory or written modalities and with variations in orthographic neighborhood density. Accuracy increased when participants had read the nonwords earlier in the session, but not when they had only heard them. Articulatory stability increased with practice, regardless of whether nonwords were read or heard. Word attack skills, but not reading comprehension, predicted articulatory stability. Findings indicate that kinematic and phonetic accuracy analyses provide insight into how orthography influences implicit language processing.

  1. 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)

  2. The development of an automated sentence generator for the assessment of reading speed

    Directory of Open Access Journals (Sweden)

    Legge Gordon E

    2008-03-01

    Full Text Available Abstract Reading speed is an important outcome measure for many studies in neuroscience and psychology. Conventional reading speed tests have a limited corpus of sentences and usually require observers to read sentences aloud. Here we describe an automated sentence generator which can create over 100,000 unique sentences, scored using a true/false response. We propose that an estimate of the minimum exposure time required for observers to categorise the truth of such sentences is a good alternative to reading speed measures that guarantees comprehension of the printed material. Removing one word from the sentence reduces performance to chance, indicating minimal redundancy. Reading speed assessed using rapid serial visual presentation (RSVP of these sentences is not statistically different from using MNREAD sentences. The automated sentence generator would be useful for measuring reading speed with button-press response (such as within MRI scanners and for studies requiring many repeated measures of reading speed.

  3. 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

  4. [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.

  5. 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.

  6. 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.

  7. Nonparametric additive regression for repeatedly measured data

    KAUST Repository

    Carroll, R. J.; Maity, A.; Mammen, E.; Yu, K.

    2009-01-01

    We develop an easily computed smooth backfitting algorithm for additive model fitting in repeated measures problems. Our methodology easily copes with various settings, such as when some covariates are the same over repeated response measurements

  8. 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....

  9. Investigation of a Quadruplex-Forming Repeat Sequence Highly Enriched in Xanthomonas and Nostoc sp.

    Science.gov (United States)

    Rehm, Charlotte; Wurmthaler, Lena A; Li, Yuanhao; Frickey, Tancred; Hartig, Jörg S

    2015-01-01

    In prokaryotes simple sequence repeats (SSRs) with unit sizes of 1-5 nucleotides (nt) are causative for phase and antigenic variation. Although an increased abundance of heptameric repeats was noticed in bacteria, reports about SSRs of 6-9 nt are rare. In particular G-rich repeat sequences with the propensity to fold into G-quadruplex (G4) structures have received little attention. In silico analysis of prokaryotic genomes show putative G4 forming sequences to be abundant. This report focuses on a surprisingly enriched G-rich repeat of the type GGGNATC in Xanthomonas and cyanobacteria such as Nostoc. We studied in detail the genomes of Xanthomonas campestris pv. campestris ATCC 33913 (Xcc), Xanthomonas axonopodis pv. citri str. 306 (Xac), and Nostoc sp. strain PCC7120 (Ana). In all three organisms repeats are spread all over the genome with an over-representation in non-coding regions. Extensive variation of the number of repetitive units was observed with repeat numbers ranging from two up to 26 units. However a clear preference for four units was detected. The strong bias for four units coincides with the requirement of four consecutive G-tracts for G4 formation. Evidence for G4 formation of the consensus repeat sequences was found in biophysical studies utilizing CD spectroscopy. The G-rich repeats are preferably located between aligned open reading frames (ORFs) and are under-represented in coding regions or between divergent ORFs. The G-rich repeats are preferentially located within a distance of 50 bp upstream of an ORF on the anti-sense strand or within 50 bp from the stop codon on the sense strand. Analysis of whole transcriptome sequence data showed that the majority of repeat sequences are transcribed. The genetic loci in the vicinity of repeat regions show increased genomic stability. In conclusion, we introduce and characterize a special class of highly abundant and wide-spread quadruplex-forming repeat sequences in bacteria.

  10. Recombination-dependent replication and gene conversion homogenize repeat sequences and diversify plastid genome structure.

    Science.gov (United States)

    Ruhlman, Tracey A; Zhang, Jin; Blazier, John C; Sabir, Jamal S M; Jansen, Robert K

    2017-04-01

    There is a misinterpretation in the literature regarding the variable orientation of the small single copy region of plastid genomes (plastomes). The common phenomenon of small and large single copy inversion, hypothesized to occur through intramolecular recombination between inverted repeats (IR) in a circular, single unit-genome, in fact, more likely occurs through recombination-dependent replication (RDR) of linear plastome templates. If RDR can be primed through both intra- and intermolecular recombination, then this mechanism could not only create inversion isomers of so-called single copy regions, but also an array of alternative sequence arrangements. We used Illumina paired-end and PacBio single-molecule real-time (SMRT) sequences to characterize repeat structure in the plastome of Monsonia emarginata (Geraniaceae). We used OrgConv and inspected nucleotide alignments to infer ancestral nucleotides and identify gene conversion among repeats and mapped long (>1 kb) SMRT reads against the unit-genome assembly to identify alternative sequence arrangements. Although M. emarginata lacks the canonical IR, we found that large repeats (>1 kilobase; kb) represent ∼22% of the plastome nucleotide content. Among the largest repeats (>2 kb), we identified GC-biased gene conversion and mapping filtered, long SMRT reads to the M. emarginata unit-genome assembly revealed alternative, substoichiometric sequence arrangements. We offer a model based on RDR and gene conversion between long repeated sequences in the M. emarginata plastome and provide support that both intra-and intermolecular recombination between large repeats, particularly in repeat-rich plastomes, varies unit-genome structure while homogenizing the nucleotide sequence of repeats. © 2017 Botanical Society of America.

  11. Topological characteristics of helical repeat proteins

    NARCIS (Netherlands)

    Groves, M R; Barford, D

    The recent elucidation of protein structures based upon repeating amino acid motifs, including the armadillo motif, the HEAT motif and tetratricopeptide repeats, reveals that they belong to the class of helical repeat proteins. These proteins share the common property of being assembled from tandem

  12. Digital storage of repeated signals

    International Nuclear Information System (INIS)

    Prozorov, S.P.

    1984-01-01

    An independent digital storage system designed for repeated signal discrimination from background noises is described. The signal averaging is performed off-line in the real time mode by means of multiple selection of the investigated signal and integration in each point. Digital values are added in a simple summator and the result is recorded the storage device with the volume of 1024X20 bit from where it can be output on an oscillograph, a plotter or transmitted to a compUter for subsequent processing. The described storage is reliable and simple device on one base of which the systems for the nuclear magnetic resonapce signal acquisition in different experiments are developed

  13. Hungarian repeat station survey, 2010

    Directory of Open Access Journals (Sweden)

    Péter Kovács

    2013-03-01

    Full Text Available The last Hungarian repeat station survey was completed between October 2010 and February 2011. Declination, inclination and the total field were observed using one-axial DMI fluxgate magnetometer mounted on Zeiss20A theodolite and GSM 19 Overhauser magnetometer. The magnetic elements of the sites were reduced to the epoch of 2010.5 on the basis of the continuous recordings of Tihany Geophysical Observatory. In stations located far from the reference observatory, the observations were carried out in the morning and afternoon in order to decrease the effect of the distant temporal correction. To further increase the accuracy, on-site dIdD variometer has also been installed near the Aggtelek station, in the Baradla cave, during the survey of the easternmost sites. The paper presents the technical details and the results of our last campaign. The improvement of the accuracy of the temporal reduction by the use of the local variometer is also reported.

  14. Linear Synchronous Motor Repeatability Tests

    International Nuclear Information System (INIS)

    Ward, C.R.

    2002-01-01

    A cart system using linear synchronous motors was being considered for the Plutonium Immobilization Plant (PIP). One of the applications in the PIP was the movement of a stack of furnace trays, filled with the waste form (pucks) from a stacking/unstacking station to several bottom loaded furnaces. A system was ordered to perform this function in the PIP Ceramic Prototype Test Facility (CPTF). This system was installed and started up in SRTC prior to being installed in the CPTF. The PIP was suspended and then canceled after the linear synchronous motor system was started up. This system was used to determine repeatability of a linear synchronous motor cart system for the Modern Pit Facility

  15. Two-dimensional quantum repeaters

    Science.gov (United States)

    Wallnöfer, J.; Zwerger, M.; Muschik, C.; Sangouard, N.; Dür, W.

    2016-11-01

    The endeavor to develop quantum networks gave rise to a rapidly developing field with far-reaching applications such as secure communication and the realization of distributed computing tasks. This ultimately calls for the creation of flexible multiuser structures that allow for quantum communication between arbitrary pairs of parties in the network and facilitate also multiuser applications. To address this challenge, we propose a two-dimensional quantum repeater architecture to establish long-distance entanglement shared between multiple communication partners in the presence of channel noise and imperfect local control operations. The scheme is based on the creation of self-similar multiqubit entanglement structures at growing scale, where variants of entanglement swapping and multiparty entanglement purification are combined to create high-fidelity entangled states. We show how such networks can be implemented using trapped ions in cavities.

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

    Science.gov (United States)

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

    2017-04-20

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

  17. To Repeat or Not To Repeat: That is the Question

    Directory of Open Access Journals (Sweden)

    Leo Cabranes-Grant

    2017-12-01

    Full Text Available I had never been in Copenhagen before, yet this was my second visit to the city. The purpose of my travel was to inhabit, at least for several days, the urban environment that once contained the peripatetic musings of Søren Kierkegaard. I went to Denmark’s capital in order to get closer to a vanished writer, a person now gone and replaced by his textual remnants. Words incite motions: I was there, standing right in front of the Vor Frue Kirke, in response to certain pages once read and pondered. My trip was a tribute to the affective consequences of libraries- books can be-come maps, passions, curiosities, displacements, attractions, resistances, temporalities. Ink in-flects life. In addition, after being in Europe I was planning on spending the upcoming summer back in the United States, learning the Danish language at the Kierkegaard Center in St. Olaf Col-lege, Minnesota. I’d reached the point where translation was no longer enough- I demanded a direct acquaintance with the original sound of Kierkegaard’s multiple voices. After many years of conversations and reasonings and debates, our friendship had turned into a relationship.

  18. Hybrid FRC under repeated loading

    International Nuclear Information System (INIS)

    Komlos, K.; Babal, B.; Nuernbergerova, T.

    1993-01-01

    Fibre reinforced concretes (FRC) containing several volume fractions in different ratios of two types of fibres - polypropylene and steel, were tested under repeated loading. Mechanical properties of specimens - cubes 150/150/150 mm (for compressive strength), prisms 100/100/400 (for flexural strength), short cylinders 150/60 mm (for impact strength) have been experimentally investigated before and after cyclic loading at the age of 28 days curing time. Mix proportions were designed after DIN 1045 with max. aggregate size 8 mm and grading curve B 8. Portland Cement PC 400 in the amount of 450 kg. m -3 was applied and W/C ratio 0.55. Workability of mixes was measured by Vebe method and regulated by plasticizing admixture Ligoplast Na. Maximum hybrid fibre volume fraction (polypropylene + steel) was 1.0%. Dynamic forces generated in Schenck testing machine with frequency 16 Hz had sinusoidal wave form varying between 0.7 and 0.1 of static mechanical characteristics. The number of cycles in all tests was 10 5 . The residual MOR at static four point bending test and working diagram force-deflection was carried out as well. The impact properties after repeated loading in compression were tested by means of falling weight test. Relationships between composition of fibre composites with different combination of polypropylene (0.2, 0.3, 0.5% by volume) and steel (0.5, 0.7, and 0.8% by volume) fibre content were obtained and technological properties of mixes as well. (author)

  19. Quality control during repeated fryings

    Directory of Open Access Journals (Sweden)

    Cuesta, C.

    1998-08-01

    Full Text Available Most of the debate ¡s about how the slow or frequent turnover of fresh fat affects the deterioration, of fat used in frying. Then, the modification of different oils used in repeated fryings of potatoes without or with turnover of fresh oil, under similar frying conditions, was evaluated by two criteria: by measuring the total polar component isolated by column chromatography and by the evaluation of the specific compounds related to thermoxidative and hydrolytic alteration by High Performance Size Exclusion Chromatography (HPSEC. The results indicate that with frequent turnover of fresh oil, the critical level of 25% of polar material is rarely reached, and there are fewer problems with fat deterioration because the frying tended to increase the level of polar material and thermoxidative compounds (polymers and dimers of triglycerides and oxidized triglycerides in the fryer oil during the first fryings, followed by minor changes and a tendency to reach a near-steady state in successive fryings. However, in repeated frying of potatoes using a null turnover the alteration rate was higher being linear the relationship found between polar material or the different thermoxidative compounds and the number of fryings. On the other hand chemical reactions produced during deep-fat frying can be minimized by using proper oils. In addition the increased level of consumers awareness toward fat composition and its impact on human health could had an impact on the selection of fats for snacks and for industry. In this way monoenic fats are the most adequate from a nutritional point of view and for its oxidative stability during frying.

  20. 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…

  1. 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....

  2. 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…

  3. 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…

  4. 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.

  5. 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…

  6. 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…

  7. Reading in Place

    Science.gov (United States)

    Price, Leah

    2012-01-01

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

  8. Reading the Future.

    Science.gov (United States)

    Nettle, Keith

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

  9. Reading's Next Chapter

    Science.gov (United States)

    Kellman, Steven G.

    2008-01-01

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

  10. 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.

  11. 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...

  12. The leucine-rich repeat structure.

    Science.gov (United States)

    Bella, J; Hindle, K L; McEwan, P A; Lovell, S C

    2008-08-01

    The leucine-rich repeat is a widespread structural motif of 20-30 amino acids with a characteristic repetitive sequence pattern rich in leucines. Leucine-rich repeat domains are built from tandems of two or more repeats and form curved solenoid structures that are particularly suitable for protein-protein interactions. Thousands of protein sequences containing leucine-rich repeats have been identified by automatic annotation methods. Three-dimensional structures of leucine-rich repeat domains determined to date reveal a degree of structural variability that translates into the considerable functional versatility of this protein superfamily. As the essential structural principles become well established, the leucine-rich repeat architecture is emerging as an attractive framework for structural prediction and protein engineering. This review presents an update of the current understanding of leucine-rich repeat structure at the primary, secondary, tertiary and quaternary levels and discusses specific examples from recently determined three-dimensional structures.

  13. 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)

  14. 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…

  15. 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…

  16. 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

  17. 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…

  18. 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

  19. 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…

  20. 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...

  1. 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)

  2. 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)

  3. 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...

  4. 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…

  5. 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…

  6. 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…

  7. 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:…

  8. 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…

  9. 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.

  10. 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…

  11. 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…

  12. 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

  13. 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...

  14. 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)

  15. 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

  16. 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...

  17. 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…

  18. 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.

  19. 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.

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

    Science.gov (United States)

    Dalton, Russell W.

    2009-01-01

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

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

    Science.gov (United States)

    O'Connor, Rollanda E.

    2018-01-01

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

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

    Science.gov (United States)

    Maldonado, Michele

    2012-01-01

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

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

    Science.gov (United States)

    Suk, Namhee

    2017-01-01

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

  4. 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…

  5. TAREAN: a computational tool for identification and characterization of satellite DNA from unassembled short reads.

    Science.gov (United States)

    Novák, Petr; Ávila Robledillo, Laura; Koblížková, Andrea; Vrbová, Iva; Neumann, Pavel; Macas, Jirí

    2017-07-07

    Satellite DNA is one of the major classes of repetitive DNA, characterized by tandemly arranged repeat copies that form contiguous arrays up to megabases in length. This type of genomic organization makes satellite DNA difficult to assemble, which hampers characterization of satellite sequences by computational analysis of genomic contigs. Here, we present tandem repeat analyzer (TAREAN), a novel computational pipeline that circumvents this problem by detecting satellite repeats directly from unassembled short reads. The pipeline first employs graph-based sequence clustering to identify groups of reads that represent repetitive elements. Putative satellite repeats are subsequently detected by the presence of circular structures in their cluster graphs. Consensus sequences of repeat monomers are then reconstructed from the most frequent k-mers obtained by decomposing read sequences from corresponding clusters. The pipeline performance was successfully validated by analyzing low-pass genome sequencing data from five plant species where satellite DNA was previously experimentally characterized. Moreover, novel satellite repeats were predicted for the genome of Vicia faba and three of these repeats were verified by detecting their sequences on metaphase chromosomes using fluorescence in situ hybridization. © The Author(s) 2017. Published by Oxford University Press on behalf of Nucleic Acids Research.

  6. Early Identification of Reading Difficulties

    DEFF Research Database (Denmark)

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

    2017-01-01

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

  7. Tracking the Eye Movement of Four Years Old Children Learning Chinese Words

    Science.gov (United States)

    Lin, Dan; Chen, Guangyao; Liu, Yingyi; Liu, Jiaxin; Pan, Jue; Mo, Lei

    2018-01-01

    Storybook reading is the major source of literacy exposure for beginning readers. The present study tracked 4-year-old Chinese children's eye movements while they were reading simulated storybook pages. Their eye-movement patterns were examined in relation to their word learning gains. The same reading list, consisting of 20 two-character Chinese…

  8. Dyslexic adults can learn from repeated stimulus presentation but have difficulties in excluding external noise.

    Directory of Open Access Journals (Sweden)

    Rachel L Beattie

    Full Text Available We examined whether the characteristic impairments of dyslexia are due to a deficit in excluding external noise or a deficit in taking advantage of repeated stimulus presentation. We compared non-impaired adults and adults with poor reading performance on a visual letter detection task that varied two aspects: the presence or absence of background visual noise, and a small or large stimulus set. There was no interaction between group and stimulus set size, indicating that the poor readers took advantage of repeated stimulus presentation as well as the non-impaired readers. The poor readers had higher thresholds than non-impaired readers in the presence of high external noise, but not in the absence of external noise. The results support the hypothesis that an external noise exclusion deficit, not a perceptual anchoring deficit, impairs reading for adults.

  9. Underlying skills of oral and silent reading

    NARCIS (Netherlands)

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

    2014-01-01

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

  10. Reading Abilities and Strategies: A Short Introduction

    Science.gov (United States)

    Liu, Feng

    2010-01-01

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

  11. 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.

  12. Comparing Results of Systematic Reviews: Parallel Reviews of Research on Repeated Reading

    Science.gov (United States)

    O'Keeffe, Breda V.; Slocum, Timothy A.; Burlingame, Cheryl; Snyder, Katie; Bundock, Kaitlin

    2012-01-01

    Education and related services are relying increasingly on empirically supported treatments (ESTs), which have been shown to improve student outcomes through rigorous research. Many organizations have developed review systems with guidelines for judging the quality of studies and identifying ESTs. However, little explicit attention has been paid…

  13. Repeatability & Workability Evaluation of SIGMOD 2009

    KAUST Repository

    Manegold, Stefan

    2010-12-15

    SIGMOD 2008 was the first database conference that offered to test submitters\\' programs against their data to verify the repeatability of the experiments published [1]. Given the positive feedback concerning the SIGMOD 2008 repeatability initiative, SIGMOD 2009 modified and expanded the initiative with a workability assessment.

  14. simple sequence repeats (EST-SSR)

    African Journals Online (AJOL)

    Yomi

    2012-01-19

    Jan 19, 2012 ... 212 primer pairs selected, based on repeat patterns of n≥8 for di-, tri-, tetra- and penta-nucleotide repeat ... Cluster analysis revealed a high genetic similarity among the sugarcane (Saccharum spp.) breeding lines which could reduce the genetic gain in ..... The multiple allele characteristic of SSR com-.

  15. Repeatability & Workability Evaluation of SIGMOD 2009

    KAUST Repository

    Manegold, Stefan; Manolescu, Ioana; Afanasiev, Loredana; Feng, Jieling; Gou, G.; Hadjieleftheriou, Marios; Harizopoulos, Stavros; Kalnis, Panos; Karanasos, Konstantinos; Laurent, Dominique; Lupu, M.; Onose, N.; Ré , C.; Sans, Virginie; Senellart, Pierre; Wu, T.; Shasha, Dennis E.

    2010-01-01

    SIGMOD 2008 was the first database conference that offered to test submitters' programs against their data to verify the repeatability of the experiments published [1]. Given the positive feedback concerning the SIGMOD 2008 repeatability initiative, SIGMOD 2009 modified and expanded the initiative with a workability assessment.

  16. UK 2009-2010 repeat station report

    Directory of Open Access Journals (Sweden)

    Thomas J.G. Shanahan

    2013-03-01

    Full Text Available The British Geological Survey is responsible for conducting the UK geomagnetic repeat station programme. Measurements made at the UK repeat station sites are used in conjunction with the three UK magnetic observatories: Hartland, Eskdalemuir and Lerwick, to produce a regional model of the local field each year. The UK network of repeat stations comprises 41 stations which are occupied at approximately 3-4 year intervals. Practices for conducting repeat station measurements continue to evolve as advances are made in survey instrumentation and as the usage of the data continues to change. Here, a summary of the 2009 and 2010 UK repeat station surveys is presented, highlighting the measurement process and techniques, density of network, reduction process and recent results.

  17. Giro form reading machine

    Science.gov (United States)

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

    1995-08-01

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

  18. Technological Transformations of Reading Culture

    DEFF Research Database (Denmark)

    Albrechtslund, Anne-Mette Bech

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

  19. Science teacher's discourse about reading

    Directory of Open Access Journals (Sweden)

    Isabel Martins

    2006-08-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

  1. 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

  2. Translation of dipeptide repeat proteins from the C9ORF72 expanded repeat is associated with cellular stress.

    Science.gov (United States)

    Sonobe, Yoshifumi; Ghadge, Ghanashyam; Masaki, Katsuhisa; Sendoel, Ataman; Fuchs, Elaine; Roos, Raymond P

    2018-08-01

    Expansion of a hexanucleotide repeat (HRE), GGGGCC, in the C9ORF72 gene is recognized as the most common cause of familial amyotrophic lateral sclerosis (FALS), frontotemporal dementia (FTD) and ALS-FTD, as well as 5-10% of sporadic ALS. Despite the location of the HRE in the non-coding region (with respect to the main C9ORF72 gene product), dipeptide repeat proteins (DPRs) that are thought to be toxic are translated from the HRE in all three reading frames from both the sense and antisense transcript. Here, we identified a CUG that has a good Kozak consensus sequence as the translation initiation codon. Mutation of this CTG significantly suppressed polyglycine-alanine (GA) translation. GA was translated when the G 4 C 2 construct was placed as the second cistron in a bicistronic construct. CRISPR/Cas9-induced knockout of a non-canonical translation initiation factor, eIF2A, impaired GA translation. Transfection of G 4 C 2 constructs induced an integrated stress response (ISR), while triggering the ISR led to a continuation of translation of GA with a decline in conventional cap-dependent translation. These in vitro observations were confirmed in chick embryo neural cells. The findings suggest that DPRs translated from an HRE in C9ORF72 aggregate and lead to an ISR that then leads to continuing DPR production and aggregation, thereby creating a continuing pathogenic cycle. Copyright © 2018 Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    Kim, Young-Suk Grace

    2015-01-01

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

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

    Science.gov (United States)

    Perfetti, Charles A; Tan, Li-Hai

    2013-02-01

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

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

    African Journals Online (AJOL)

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

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

    Science.gov (United States)

    Kendall, Elizabeth L.; Chenoweth, Roberta

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

  7. 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.

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Salyer, David

    2015-01-01

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

  10. Development of analog watch with minute repeater

    Science.gov (United States)

    Okigami, Tomio; Aoyama, Shigeru; Osa, Takashi; Igarashi, Kiyotaka; Ikegami, Tomomi

    A complementary metal oxide semiconductor with large scale integration was developed for an electronic minute repeater. It is equipped with the synthetic struck sound circuit to generate natural struck sound necessary for the minute repeater. This circuit consists of an envelope curve drawing circuit, frequency mixer, polyphonic mixer, and booster circuit made by using analog circuit technology. This large scale integration is a single chip microcomputer with motor drivers and input ports in addition to the synthetic struck sound circuit, and it is possible to make an electronic system of minute repeater at a very low cost in comparison with the conventional type.

  11. Turkey Reading Culture Map.

    Directory of Open Access Journals (Sweden)

    Rahmi Akkılık

    2013-11-01

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

  12. Electricity Bill [second reading

    International Nuclear Information System (INIS)

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

    1989-01-01

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

  13. Phonological coding during reading.

    Science.gov (United States)

    Leinenger, Mallorie

    2014-11-01

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

  14. Nonhybrid, finished microbial genome assemblies from long-read SMRT sequencing data.

    Science.gov (United States)

    Chin, Chen-Shan; Alexander, David H; Marks, Patrick; Klammer, Aaron A; Drake, James; Heiner, Cheryl; Clum, Alicia; Copeland, Alex; Huddleston, John; Eichler, Evan E; Turner, Stephen W; Korlach, Jonas

    2013-06-01

    We present a hierarchical genome-assembly process (HGAP) for high-quality de novo microbial genome assemblies using only a single, long-insert shotgun DNA library in conjunction with Single Molecule, Real-Time (SMRT) DNA sequencing. Our method uses the longest reads as seeds to recruit all other reads for construction of highly accurate preassembled reads through a directed acyclic graph-based consensus procedure, which we follow with assembly using off-the-shelf long-read assemblers. In contrast to hybrid approaches, HGAP does not require highly accurate raw reads for error correction. We demonstrate efficient genome assembly for several microorganisms using as few as three SMRT Cell zero-mode waveguide arrays of sequencing and for BACs using just one SMRT Cell. Long repeat regions can be successfully resolved with this workflow. We also describe a consensus algorithm that incorporates SMRT sequencing primary quality values to produce de novo genome sequence exceeding 99.999% accuracy.

  15. Preventing Repeat Teen Births PSA (:60)

    Centers for Disease Control (CDC) Podcasts

    This 60 second public service announcement is based on the April 2013 CDC Vital Signs report, which discusses repeat teen births and ways teens, parents and guardians, health care providers, and communities can help prevent them.

  16. Cognitive Training and Reading Remediation

    Science.gov (United States)

    Mahapatra, Shamita

    2015-01-01

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

  17. Individualizing Teaching in Beginning Reading

    Science.gov (United States)

    McDonald Connor, Carol

    2014-01-01

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

  18. The Neurobiological Basis of Reading.

    Science.gov (United States)

    Joseph, Jane; Noble, Kimberly; Eden, Guinevere

    2001-01-01

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

  19. Dyslexia and Severe Reading Disability.

    Science.gov (United States)

    Ngandu, Kathleen M.

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

  20. How my brain stopped reading

    DEFF Research Database (Denmark)

    Beier, Sofie

    2012-01-01

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

  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. Reading Prosody in Spanish Dyslexics

    Science.gov (United States)

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

    2016-01-01

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

  3. Semantic Preview Benefit during Reading

    Science.gov (United States)

    Hohenstein, Sven; Kliegl, Reinhold

    2014-01-01

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

  4. Schemata as a Reading Strategy.

    Science.gov (United States)

    Mustapha, Zaliha

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

  5. The Joy of Reading Groups

    Science.gov (United States)

    Southwood, Sue

    2012-01-01

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

  6. Summertime...and Reading Beckons.

    Science.gov (United States)

    Bettmann, Otto

    2000-01-01

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

  7. READ – developing literacy together

    DEFF Research Database (Denmark)

    Christensen, Mette Vedsgaard

    2015-01-01

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

  8. Teaching Literature and Reading Performances

    DEFF Research Database (Denmark)

    Ingerslev, Gitte Holten

    2011-01-01

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

  9. A Study of Boys' Reading.

    Science.gov (United States)

    Telford, Lesley

    1999-01-01

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

  10. Digital repeat analysis; setup and operation.

    Science.gov (United States)

    Nol, J; Isouard, G; Mirecki, J

    2006-06-01

    Since the emergence of digital imaging, there have been questions about the necessity of continuing reject analysis programs in imaging departments to evaluate performance and quality. As a marketing strategy, most suppliers of digital technology focus on the supremacy of the technology and its ability to reduce the number of repeats, resulting in less radiation doses given to patients and increased productivity in the department. On the other hand, quality assurance radiographers and radiologists believe that repeats are mainly related to positioning skills, and repeat analysis is the main tool to plan training needs to up-skill radiographers. A comparative study between conventional and digital imaging was undertaken to compare outcomes and evaluate the need for reject analysis. However, digital technology still being at its early development stages, setting a credible reject analysis program became the major task of the study. It took the department, with the help of the suppliers of the computed radiography reader and the picture archiving and communication system, over 2 years of software enhancement to build a reliable digital repeat analysis system. The results were supportive of both philosophies; the number of repeats as a result of exposure factors was reduced dramatically; however, the percentage of repeats as a result of positioning skills was slightly on the increase for the simple reason that some rejects in the conventional system qualifying for both exposure and positioning errors were classified as exposure error. The ability of digitally adjusting dark or light images reclassified some of those images as positioning errors.

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

    Science.gov (United States)

    Scholastic Inc., 2015

    2015-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Desy Olivia Riani

    2013-01-01

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

  13. Investigation of a Quadruplex-Forming Repeat Sequence Highly Enriched in Xanthomonas and Nostoc sp.

    Directory of Open Access Journals (Sweden)

    Charlotte Rehm

    Full Text Available In prokaryotes simple sequence repeats (SSRs with unit sizes of 1-5 nucleotides (nt are causative for phase and antigenic variation. Although an increased abundance of heptameric repeats was noticed in bacteria, reports about SSRs of 6-9 nt are rare. In particular G-rich repeat sequences with the propensity to fold into G-quadruplex (G4 structures have received little attention. In silico analysis of prokaryotic genomes show putative G4 forming sequences to be abundant. This report focuses on a surprisingly enriched G-rich repeat of the type GGGNATC in Xanthomonas and cyanobacteria such as Nostoc. We studied in detail the genomes of Xanthomonas campestris pv. campestris ATCC 33913 (Xcc, Xanthomonas axonopodis pv. citri str. 306 (Xac, and Nostoc sp. strain PCC7120 (Ana. In all three organisms repeats are spread all over the genome with an over-representation in non-coding regions. Extensive variation of the number of repetitive units was observed with repeat numbers ranging from two up to 26 units. However a clear preference for four units was detected. The strong bias for four units coincides with the requirement of four consecutive G-tracts for G4 formation. Evidence for G4 formation of the consensus repeat sequences was found in biophysical studies utilizing CD spectroscopy. The G-rich repeats are preferably located between aligned open reading frames (ORFs and are under-represented in coding regions or between divergent ORFs. The G-rich repeats are preferentially located within a distance of 50 bp upstream of an ORF on the anti-sense strand or within 50 bp from the stop codon on the sense strand. Analysis of whole transcriptome sequence data showed that the majority of repeat sequences are transcribed. The genetic loci in the vicinity of repeat regions show increased genomic stability. In conclusion, we introduce and characterize a special class of highly abundant and wide-spread quadruplex-forming repeat sequences in bacteria.

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

    Directory of Open Access Journals (Sweden)

    Ana María Montes-Salas

    2014-07-01

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

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

    OpenAIRE

    Logar, Renata

    2013-01-01

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

  16. Peak reading detector circuit

    International Nuclear Information System (INIS)

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

    1975-01-01

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

  17. Automated genotyping of dinucleotide repeat markers

    Energy Technology Data Exchange (ETDEWEB)

    Perlin, M.W.; Hoffman, E.P. [Carnegie Mellon Univ., Pittsburgh, PA (United States)]|[Univ. of Pittsburgh, PA (United States)

    1994-09-01

    The dinucleotide repeats (i.e., microsatellites) such as CA-repeats are a highly polymorphic, highly abundant class of PCR-amplifiable markers that have greatly streamlined genetic mapping experimentation. It is expected that over 30,000 such markers (including tri- and tetranucleotide repeats) will be characterized for routine use in the next few years. Since only size determination, and not sequencing, is required to determine alleles, in principle, dinucleotide repeat genotyping is easily performed on electrophoretic gels, and can be automated using DNA sequencers. Unfortunately, PCR stuttering with these markers generates not one band for each allele, but a pattern of bands. Since closely spaced alleles must be disambiguated by human scoring, this poses a key obstacle to full automation. We have developed methods that overcome this obstacle. Our model is that the observed data is generated by arithmetic superposition (i.e., convolution) of multiple allele patterns. By quantitatively measuring the size of each component band, and exploiting the unique stutter pattern associated with each marker, closely spaced alleles can be deconvolved; this unambiguously reconstructs the {open_quotes}true{close_quotes} allele bands, with stutter artifact removed. We used this approach in a system for automated diagnosis of (X-linked) Duchenne muscular dystrophy; four multiplexed CA-repeats within the dystrophin gene were assayed on a DNA sequencer. Our method accurately detected small variations in gel migration that shifted the allele size estimate. In 167 nonmutated alleles, 89% (149/167) showed no size variation, 9% (15/167) showed 1 bp variation, and 2% (3/167) showed 2 bp variation. We are currently developing a library of dinucleotide repeat patterns; together with our deconvolution methods, this library will enable fully automated genotyping of dinucleotide repeats from sizing data.

  18. The Effects of Handwriting Instruction on Reading for Students in Grades 1 and 2

    Science.gov (United States)

    Stroik, Linda R.

    2016-01-01

    The purpose of this quantitative quasi-experimental group comparison study using a repeated measures comparison group design with random assignment of subjects to groups was to investigate the effects of handwriting instruction on reading progress for learners in grade 1 and grade 2. At three points in time, the number of words each student read…

  19. Mejorar la fluidez lectora en dislexia: diseño de un programa de intervención en español / Improving reading fluency in dyslexia: designing a Spanish

    Directory of Open Access Journals (Sweden)

    Esther Gómez Zapata

    2011-08-01

    Full Text Available This article describes the process of planning an intervention program aimed at improving reading fluency in children with developmental dyslexia. Reading fluency is considered a crucial component in achieving literacy, especially regarding its role in facilitating reading comprehension. Improving reading fluency is particularly important for children with developmental dyslexia as they have difficulties automatizing word recognition. These difficulties lead to suboptimal reading skills that ultimately affect reading comprehension. This study shows the steps involved in planning an intervention program that combines accelerated and repeated reading, two methodologies commonly used to improve fluency. This is a structured and sequential training programme which includes syllable, word and text reading. The aim is to automatize the reading of sublexical units-which are easily recognizable in Spanish-to facilitate faster and more efficient word recognition. This will improve fluency when reading full texts. The program also includes metaphonological ability training.

  20. Fourteen Autumns: A Reading Teacher Teaches Writing.

    Science.gov (United States)

    Wilson, Jo-Anne R.

    1984-01-01

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

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

    Science.gov (United States)

    Charumanee, Nisakorn

    2014-01-01

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

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

    Science.gov (United States)

    Fink, Katherine T.; Devine, Thomas G.

    1993-01-01

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

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

    Science.gov (United States)

    Seok, Soonhwa; DaCosta, Boaventura

    2014-01-01

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

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

    Science.gov (United States)

    Manning, Maryann; Manning, Gary

    1994-01-01

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

  5. Reading motivation in elementary school students

    OpenAIRE

    Sonja Pečjak; Nataša Bucik

    2005-01-01

    Reading motivation is one of the crucial factors of reading and consequently also learning efficiency of students. The purpose of the contribution is to establish the connection between dimensions of reading motivation and reading achievement in elementary school students. Participating in the study were 1073 third-grade and 1282 seventh-grade students. We used the questionnaire of reading motivation which consists of two factors: the reading competence factor and the interest and perceived r...

  6. Role of memory errors in quantum repeaters

    International Nuclear Information System (INIS)

    Hartmann, L.; Kraus, B.; Briegel, H.-J.; Duer, W.

    2007-01-01

    We investigate the influence of memory errors in the quantum repeater scheme for long-range quantum communication. We show that the communication distance is limited in standard operation mode due to memory errors resulting from unavoidable waiting times for classical signals. We show how to overcome these limitations by (i) improving local memory and (ii) introducing two operational modes of the quantum repeater. In both operational modes, the repeater is run blindly, i.e., without waiting for classical signals to arrive. In the first scheme, entanglement purification protocols based on one-way classical communication are used allowing to communicate over arbitrary distances. However, the error thresholds for noise in local control operations are very stringent. The second scheme makes use of entanglement purification protocols with two-way classical communication and inherits the favorable error thresholds of the repeater run in standard mode. One can increase the possible communication distance by an order of magnitude with reasonable overhead in physical resources. We outline the architecture of a quantum repeater that can possibly ensure intercontinental quantum communication

  7. Cryptographic Aspects of Quantum Reading

    Directory of Open Access Journals (Sweden)

    Gaetana Spedalieri

    2015-04-01

    Full Text Available Besides achieving secure communication between two spatially-separated parties,another important issue in modern cryptography is related to secure communication intime, i.e., the possibility to confidentially store information on a memory for later retrieval.Here we explore this possibility in the setting of quantum reading, which exploits quantumentanglement to efficiently read data from a memory whereas classical strategies (e.g., basedon coherent states or their mixtures cannot retrieve any information. From this point ofview, the technique of quantum reading can provide a new form of technological security fordata storage.

  8. Evaluation of the Repeatability and the Reproducibility of AL-Scan Measurements Obtained by Residents

    Directory of Open Access Journals (Sweden)

    Mehmet Kola

    2014-01-01

    Full Text Available Purpose. To assess the repeatability and reproducibility of ocular biometry and intraocular lens (IOL power measurements obtained by ophthalmology residents using an AL-Scan device, a novel optical biometer. Methods. Two ophthalmology residents were instructed regarding the AL-Scan device. Both performed ocular biometry and IOL power measurements using AL-Scan, three times on each of 128 eyes, independently of one another. Corneal keratometry readings, horizontal iris width, central corneal thickness, anterior chamber depth, pupil size, and axial length values measured by both residents were recorded together with IOL power values calculated on the basis of four different IOL calculation formulas (SRK/T, Holladay, and HofferQ. Repeatability and reproducibility of the measurements obtained were analyzed using the intraclass correlation coefficient (ICC. Results. Repeatability (ICC, 0.872-0.999 for resident 1 versus 0.905-0.999 for resident 2 and reproducibility (ICC, 0.916-0.999 were high for all biometric measurements. Repeatability (ICC, 0.981-0.983 for resident 1 versus 0.995-0.996 for resident 2 and reproducibility were also high for all IOL power measurements (ICC, 0.996 for all. Conclusions. The AL-Scan device exhibits good repeatability and reproducibility in all biometric measurements and IOL power calculations, independent of the operator concerned.

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

    Science.gov (United States)

    Ghelani, Karen; Sidhu, Robindra; Jain, Umesh; Tannock, Rosemary

    2004-11-01

    Reading comprehension is a very complex task that requires different cognitive processes and reading abilities over the life span. There are fewer studies of reading comprehension relative to investigations of word reading abilities. Reading comprehension difficulties, however, have been identified in two common and frequently overlapping childhood disorders: reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD). The nature of reading comprehension difficulties in these groups remains unclear. The performance of four groups of adolescents (RD, ADHD, comorbid ADHD and RD, and normal controls) was compared on reading comprehension tasks as well as on reading rate and accuracy tasks. Adolescents with RD showed difficulties across most reading tasks, although their comprehension scores were average. Adolescents with ADHD exhibited adequate single word reading abilities. Subtle difficulties were observed, however, on measures of text reading rate and accuracy as well as on silent reading comprehension, but scores remained in the average range. The comorbid group demonstrated similar difficulties to the RD group on word reading accuracy and on reading rate but experienced problems on only silent reading comprehension. Implications for reading interventions are outlined, as well as the clinical relevance for diagnosis.

  10. Safety of Repeated Yttrium-90 Radioembolization

    International Nuclear Information System (INIS)

    Lam, Marnix G. E. H.; Louie, John D.; Iagaru, Andrei H.; Goris, Michael L.; Sze, Daniel Y.

    2013-01-01

    Purpose: Repeated radioembolization (RE) treatments carry theoretically higher risk of radiation-induced hepatic injury because of the liver’s cumulative memory of previous exposure. We performed a retrospective safety analysis on patients who underwent repeated RE. Methods: From 2004 to 2011, a total of 247 patients were treated by RE. Eight patients (5 men, 3 women, age range 51–71 years) underwent repeated treatment of a targeted territory, all with resin microspheres (SIR-Spheres; Sirtex, Lane Cove, Australia). Adverse events were graded during a standardized follow-up. In addition, the correlation between the occurrence of RE-induced liver disease (REILD) and multiple variables was investigated in univariate and multivariate analyses in all 247 patients who received RE. Results: Two patients died shortly after the second treatment (at 84 and 107 days) with signs and symptoms of REILD. Both patients underwent whole liver treatment twice (cumulative doses 3.08 and 2.66 GBq). The other 6 patients demonstrated only minor toxicities after receiving cumulative doses ranging from 2.41 to 3.88 GBq. All patients experienced objective tumor responses. In the whole population, multifactorial analysis identified three risk factors associated with REILD: repeated RE (p = 0.036), baseline serum total bilirubin (p = 0.048), and baseline serum aspartate aminotransferase (p = 0.043). Repeated RE proved to be the only independent risk factor for REILD in multivariate analysis (odds ratio 9.6; p = 0.002). Additionally, the administered activity per target volume (in GBq/L) was found to be an independent risk factor for REILD, but only in whole liver treatments (p = 0.033). Conclusion: The risk of REILD appears to be elevated for repeated RE. Objective tumor responses were observed, but establishment of safety limits will require improvement in dosimetric measurement and prediction

  11. Repeat Gamma Knife Radiosurgery for Trigeminal Neuralgia

    International Nuclear Information System (INIS)

    Aubuchon, Adam C.; Chan, Michael D.; Lovato, James F.; Balamucki, Christopher J.; Ellis, Thomas L.; Tatter, Stephen B.; McMullen, Kevin P.; Munley, Michael T.; Deguzman, Allan F.; Ekstrand, Kenneth E.; Bourland, J. Daniel; Shaw, Edward G.

    2011-01-01

    Purpose: Repeat gamma knife stereotactic radiosurgery (GKRS) for recurrent or persistent trigeminal neuralgia induces an additional response but at the expense of an increased incidence of facial numbness. The present series summarized the results of a repeat treatment series at Wake Forest University Baptist Medical Center, including a multivariate analysis of the data to identify the prognostic factors for treatment success and toxicity. Methods and Materials: Between January 1999 and December 2007, 37 patients underwent a second GKRS application because of treatment failure after a first GKRS treatment. The mean initial dose in the series was 87.3 Gy (range, 80–90). The mean retreatment dose was 84.4 Gy (range, 60–90). The dosimetric variables recorded included the dorsal root entry zone dose, pons surface dose, and dose to the distal nerve. Results: Of the 37 patients, 81% achieved a >50% pain relief response to repeat GKRS, and 57% experienced some form of trigeminal dysfunction after repeat GKRS. Two patients (5%) experienced clinically significant toxicity: one with bothersome numbness and one with corneal dryness requiring tarsorraphy. A dorsal root entry zone dose at repeat treatment of >26.6 Gy predicted for treatment success (61% vs. 32%, p = .0716). A cumulative dorsal root entry zone dose of >84.3 Gy (72% vs. 44%, p = .091) and a cumulative pons surface dose of >108.5 Gy (78% vs. 44%, p = .018) predicted for post-GKRS numbness. The presence of any post-GKRS numbness predicted for a >50% decrease in pain intensity (100% vs. 60%, p = .0015). Conclusion: Repeat GKRS is a viable treatment option for recurrent trigeminal neuralgia, although the patient assumes a greater risk of nerve dysfunction to achieve maximal pain relief.

  12. Safety of Repeated Yttrium-90 Radioembolization

    Energy Technology Data Exchange (ETDEWEB)

    Lam, Marnix G. E. H.; Louie, John D. [Stanford University School of Medicine, Division of Interventional Radiology (United States); Iagaru, Andrei H.; Goris, Michael L. [Stanford University School of Medicine, Division of Nuclear Medicine (United States); Sze, Daniel Y., E-mail: dansze@stanford.edu [Stanford University School of Medicine, Division of Interventional Radiology (United States)

    2013-10-15

    Purpose: Repeated radioembolization (RE) treatments carry theoretically higher risk of radiation-induced hepatic injury because of the liver's cumulative memory of previous exposure. We performed a retrospective safety analysis on patients who underwent repeated RE. Methods: From 2004 to 2011, a total of 247 patients were treated by RE. Eight patients (5 men, 3 women, age range 51-71 years) underwent repeated treatment of a targeted territory, all with resin microspheres (SIR-Spheres; Sirtex, Lane Cove, Australia). Adverse events were graded during a standardized follow-up. In addition, the correlation between the occurrence of RE-induced liver disease (REILD) and multiple variables was investigated in univariate and multivariate analyses in all 247 patients who received RE. Results: Two patients died shortly after the second treatment (at 84 and 107 days) with signs and symptoms of REILD. Both patients underwent whole liver treatment twice (cumulative doses 3.08 and 2.66 GBq). The other 6 patients demonstrated only minor toxicities after receiving cumulative doses ranging from 2.41 to 3.88 GBq. All patients experienced objective tumor responses. In the whole population, multifactorial analysis identified three risk factors associated with REILD: repeated RE (p = 0.036), baseline serum total bilirubin (p = 0.048), and baseline serum aspartate aminotransferase (p = 0.043). Repeated RE proved to be the only independent risk factor for REILD in multivariate analysis (odds ratio 9.6; p = 0.002). Additionally, the administered activity per target volume (in GBq/L) was found to be an independent risk factor for REILD, but only in whole liver treatments (p = 0.033). Conclusion: The risk of REILD appears to be elevated for repeated RE. Objective tumor responses were observed, but establishment of safety limits will require improvement in dosimetric measurement and prediction.

  13. Repeat Gamma Knife Radiosurgery for Trigeminal Neuralgia

    Energy Technology Data Exchange (ETDEWEB)

    Aubuchon, Adam C., E-mail: acaubuchon@gmail.com [Department of Radiation Oncology, Wake Forest University School of Medicine, Winston-Salem, NC (United States); Chan, Michael D. [Department of Radiation Oncology, Wake Forest University School of Medicine, Winston-Salem, NC (United States); Lovato, James F. [Department of Public Health Sciences, Wake Forest University School of Medicine, Winston-Salem, NC (United States); Balamucki, Christopher J. [Department of Radiation Oncology, University of Florida, Gainesville, FL (United States); Ellis, Thomas L.; Tatter, Stephen B. [Department of Neurosurgery, Wake Forest University School of Medicine, Winston-Salem, NC (United States); McMullen, Kevin P.; Munley, Michael T.; Deguzman, Allan F.; Ekstrand, Kenneth E.; Bourland, J. Daniel; Shaw, Edward G. [Department of Radiation Oncology, Wake Forest University School of Medicine, Winston-Salem, NC (United States)

    2011-11-15

    Purpose: Repeat gamma knife stereotactic radiosurgery (GKRS) for recurrent or persistent trigeminal neuralgia induces an additional response but at the expense of an increased incidence of facial numbness. The present series summarized the results of a repeat treatment series at Wake Forest University Baptist Medical Center, including a multivariate analysis of the data to identify the prognostic factors for treatment success and toxicity. Methods and Materials: Between January 1999 and December 2007, 37 patients underwent a second GKRS application because of treatment failure after a first GKRS treatment. The mean initial dose in the series was 87.3 Gy (range, 80-90). The mean retreatment dose was 84.4 Gy (range, 60-90). The dosimetric variables recorded included the dorsal root entry zone dose, pons surface dose, and dose to the distal nerve. Results: Of the 37 patients, 81% achieved a >50% pain relief response to repeat GKRS, and 57% experienced some form of trigeminal dysfunction after repeat GKRS. Two patients (5%) experienced clinically significant toxicity: one with bothersome numbness and one with corneal dryness requiring tarsorraphy. A dorsal root entry zone dose at repeat treatment of >26.6 Gy predicted for treatment success (61% vs. 32%, p = .0716). A cumulative dorsal root entry zone dose of >84.3 Gy (72% vs. 44%, p = .091) and a cumulative pons surface dose of >108.5 Gy (78% vs. 44%, p = .018) predicted for post-GKRS numbness. The presence of any post-GKRS numbness predicted for a >50% decrease in pain intensity (100% vs. 60%, p = .0015). Conclusion: Repeat GKRS is a viable treatment option for recurrent trigeminal neuralgia, although the patient assumes a greater risk of nerve dysfunction to achieve maximal pain relief.

  14. Some indicators of (unsuccessful reading

    Directory of Open Access Journals (Sweden)

    Vuksanović Jasmina

    2008-01-01

    Full Text Available In the paper we set the aim to determine whether phonological awareness and short-term verbal memory are indicators of a subsequent reading acquisition. The sample consisted of 194 first graders from two primary schools in Belgrade. The results of our research showed that the most significant indicator of the subsequent (unsuccessful reading was phonological awareness. The short-term verbal memory is, to a lesser extent, an indicator of the subsequent reading acquisition defined by the time needed for reading the text and by the text comprehension. Our findings offer basis for proposing that the phonological awareness assessment should be implemented into the regular procedure of assessing child's readiness for school. In this way children in need for preventive stimulation within the inclusive programme in primary schools could be identified.

  15. CDRH FOIA Electronic Reading Room

    Data.gov (United States)

    U.S. Department of Health & Human Services — The CDRH FOIA electronic reading room contains frequently requested information via the Freedom of Information Act from the Center for Devices and Radiological Health.

  16. Repeating pneumatic pellet injector in JAERI

    International Nuclear Information System (INIS)

    Kasai, Satoshi; Hasegawa, Kouichi; Suzuki, Sadaaki; Miura, Yukitoshi; Oda, Yasushi; Onozuka, Masanori; Tsujimura, Seiichi.

    1992-09-01

    A repeating pneumatic pellet injector has been developed and constructed at Japan Atomic Energy Research Institute. This injector can provide repetitive pellet injection to fuel tokamak plasmas for an extended period of time, aiming at the improvement of plasma performance. The pellets with nearly identical speed and mass can be repeatedly injected with a repetition rate of 2-3.3 Hz and a speed of up to 1.7 km/s by controlling the temperature of the cryogenic system, the piston speed and the pressure of the propellant gas. (author)

  17. Repeating pneumatic pellet injector in JAERI

    Energy Technology Data Exchange (ETDEWEB)

    Kasai, Satoshi; Hasegawa, Kouichi; Suzuki, Sadaaki; Miura, Yukitoshi (Japan Atomic Energy Research Inst., Naka, Ibaraki (Japan). Naka Fusion Research Establishment); Oda, Yasushi; Onozuka, Masanori; Tsujimura, Seiichi.

    1992-09-01

    A repeating pneumatic pellet injector has been developed and constructed at Japan Atomic Energy Research Institute. This injector can provide repetitive pellet injection to fuel tokamak plasmas for an extended period of time, aiming at the improvement of plasma performance. The pellets with nearly identical speed and mass can be repeatedly injected with a repetition rate of 2-3.3 Hz and a speed of up to 1.7 km/s by controlling the temperature of the cryogenic system, the piston speed and the pressure of the propellant gas. (author).

  18. Critical reading and critical thinking Critical reading and critical thinking

    Directory of Open Access Journals (Sweden)

    Loni Kreis Taglieber

    2008-04-01

    Full Text Available The purpose of this paper is to provide, for L1 and L2 reading and writing teachers, a brief overview of the literature about critical reading and higher level thinking skills. The teaching of these skills is still neglected in some language classes in Brazil, be it in L1 or in L2 classes. Thus, this paper may also serve as a resource guide for L1 and/or L2 reading and writing teachers who want to incorporate critical reading and thinking into their classes. In modern society, even in everyday life people frequently need to deal with complicated public and political issues, make decisions, and solve problems. In order to do this efficiently and effectively, citizens must be able to evaluate critically what they see, hear, and read. Also, with the huge amount of printed material available in all areas in this age of “information explosion” it is easy to feel overwhelmed. But often the information piled up on people’s desks and in their minds is of no use due to the enormous amount of it. The purpose of this paper is to provide, for L1 and L2 reading and writing teachers, a brief overview of the literature about critical reading and higher level thinking skills. The teaching of these skills is still neglected in some language classes in Brazil, be it in L1 or in L2 classes. Thus, this paper may also serve as a resource guide for L1 and/or L2 reading and writing teachers who want to incorporate critical reading and thinking into their classes. In modern society, even in everyday life people frequently need to deal with complicated public and political issues, make decisions, and solve problems. In order to do this efficiently and effectively, citizens must be able to evaluate critically what they see, hear, and read. Also, with the huge amount of printed material available in all areas in this age of “information explosion” it is easy to feel overwhelmed. But often the information piled up on people’s desks and in their minds is of

  19. 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.

  20. Letter-By-Letter Reading: Natural Recovery and Response to Treatment

    Directory of Open Access Journals (Sweden)

    Pélagie M. Beeson

    2005-01-01

    Full Text Available The present investigation provides a longitudinal study of an individual (RB with acquired alexia following left posterior cerebral artery stroke. At initial testing, RB exhibited acquired alexia characterized by letter-by-letter (LBL reading, mild anomic aphasia, and acquired agraphia. Repeated measures of reading accuracy and rate were collected for single words and text over the course of one year, along with probes of naming and spelling abilities. Improvements associated with natural recovery (i.e., without treatment were documented up to the fourth month post onset, when text reading appeared to be relatively stable. Multiple oral reading (MOR treatment was initiated at 22 weeks post-stroke, and additional improvements in reading rate and accuracy for text were documented that were greater than those expected on the basis of spontaneous recovery alone. Over the course of one year, reading reaction times for single words improved, and the word-length effect that is the hallmark of LBL reading diminished. RB's response to treatment supports the therapeutic value of MOR treatment to in LBL readers. His residual impairment of reading and spelling one-year post stroke raised the question as to whether further progress was impeded by degraded orthographic knowledge.

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

    Science.gov (United States)

    Lee, Jaime B; Moore Sohlberg, McKay

    2013-05-01

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

  2. Neuropsychological and cognitive processes in reading

    CERN Document Server

    Pirozzolo, Francis J

    2013-01-01

    Neuropsychological and Cognitive Processes in Reading explores reading and reading disabilities within the context of cognitive psychology and neuropsychology. Emphasis is on the roles of brain mechanisms in reading and reading disturbances. In the areas of perception and cognition, theoretical models of the reading process are used to highlight the various psychological processes involved in the act of skilled reading. Comprised of 12 chapters, this volume begins with an introduction to the fundamental processes of reading, giving particular attention to a psychological theory that builds on two concepts: that the basic processes of reading are few in number, and that they are separable from one another. A useful and testable information-processing model of reading that consists of three separable, fundamental processes - decoding, word meaning, and sentence comprehension - is described. Subsequent chapters deal with some of the external and internal factors involved in reading; a model of disorders of readi...

  3. INCIDENTAL VOCABULARY LEARNING THROUGH READING

    Directory of Open Access Journals (Sweden)

    Holly Warzecha, M.A. TESOL

    2017-04-01

    Full Text Available The purpose of the following paper is to take a closer look at the benefits of incidental learning through reading, with a specific focus on vocabulary acquisition. The teaching of vocabulary has traditionally been an explicit process where the target vocabulary is taken out of context and taught separately. However, this kind of explicit teaching and learning may only take into account a form-meaning connection. Therefore, this paper explores research on incidental learning and specifically looks at what it takes to acquire new vocabulary incidentally through reading while considering the coverage rates of texts, how many words must be known already from the text, how many repetitions it takes to learn a word, types of texts that promote learning, and the effects of pairing students‘ reading with learner tasks. After reviewing many studies, it can be concluded that more reading is better. More specifically, extensive reading of chosen novels at an appropriate level and interest to the students showed important gains in vocabulary. In addition, readings that were supplemented with additional activities that focused on both form and meaning showed an even higher increase in word retention.

  4. Facilitating text reading in posterior cortical atrophy.

    Science.gov (United States)

    Yong, Keir X X; Rajdev, Kishan; Shakespeare, Timothy J; Leff, Alexander P; Crutch, Sebastian J

    2015-07-28

    We report (1) the quantitative investigation of text reading in posterior cortical atrophy (PCA), and (2) the effects of 2 novel software-based reading aids that result in dramatic improvements in the reading ability of patients with PCA. Reading performance, eye movements, and fixations were assessed in patients with PCA and typical Alzheimer disease and in healthy controls (experiment 1). Two reading aids (single- and double-word) were evaluated based on the notion that reducing the spatial and oculomotor demands of text reading might support reading in PCA (experiment 2). Mean reading accuracy in patients with PCA was significantly worse (57%) compared with both patients with typical Alzheimer disease (98%) and healthy controls (99%); spatial aspects of passages were the primary determinants of text reading ability in PCA. Both aids led to considerable gains in reading accuracy (PCA mean reading accuracy: single-word reading aid = 96%; individual patient improvement range: 6%-270%) and self-rated measures of reading. Data suggest a greater efficiency of fixations and eye movements under the single-word reading aid in patients with PCA. These findings demonstrate how neurologic characterization of a neurodegenerative syndrome (PCA) and detailed cognitive analysis of an important everyday skill (reading) can combine to yield aids capable of supporting important everyday functional abilities. This study provides Class III evidence that for patients with PCA, 2 software-based reading aids (single-word and double-word) improve reading accuracy. © 2015 American Academy of Neurology.

  5. Reading motivation in elementary school students

    Directory of Open Access Journals (Sweden)

    Sonja Pečjak

    2005-02-01

    Full Text Available Reading motivation is one of the crucial factors of reading and consequently also learning efficiency of students. The purpose of the contribution is to establish the connection between dimensions of reading motivation and reading achievement in elementary school students. Participating in the study were 1073 third-grade and 1282 seventh-grade students. We used the questionnaire of reading motivation which consists of two factors: the reading competence factor and the interest and perceived reading importance factor. The findings of the study are the following: third-graders are more competent and more interested in reading compared to seventh-graders. The same is true for girls in both educational levels. Reading competence , interest and perceived reading importance reflect also in the actual reading behaviour of students – students who are more competent and more interested in reading read more frequently, for longer periods and more often autonomously decide to read compared to their less motivated peers. Higher reading motivation has implications also for higher reading efficiency. Namely, good readers are more competent, show higher interest and perceive reading as more important compared to average and bad readers.

  6. 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

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

    Directory of Open Access Journals (Sweden)

    Zhongshe Lu

    2015-01-01

    Full Text Available The present study explored the interrelations between foreign language (FL reading anxiety, FL reading strategy use and their interactive effect on FL reading comprehension performance at the tertiary level in China. Analyses of the survey data collected from 1702 university students yielded the following results: (a Both Foreign Language Reading Anxiety Scale (FLRAS and Foreign Language Reading Strategy Use Scale (FLRSUS had important subcomponents, (b more than half of the students generally did not feel anxious when reading English, and were confident in and satisfied with their English reading proficiency. Meanwhile, (c more than half of them moderately used different types of reading strategies such as planning, checking and confirming, predicting and assessing, when reading English, (d compared with their female peers, male students felt significantly more anxious when facing reading activities, less satisfied with their English reading proficiency, and used specific analyzing and planning strategies significantly less often during a reading activity, (e FLRAS was significantly inversely related to FLRSUS, and both were significantly correlated with the students’ FL reading comprehension performance, and (f FLRAS (overall FL reading anxiety, FLRAS1 (general anxiety about FL reading, and FLRSUS2 (predicting strategies were good predictors of FL reading comprehension performance. Based on the findings, some implications are discussed.

  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. The Effects of the Use of Renzulli Learning on Student Achievement in Reading Comprehension, Reading Fluency, Social Studies, and Science

    Directory of Open Access Journals (Sweden)

    Gara B Field

    2009-03-01

    Full Text Available Renzulli Learning is an on-line educational profile and educational learning system designed to match student interests, learning styles, and expression styles with a vast array of educational activities and resources designed to enrich and engage students’ learning process. In this experimental study, quantitative procedures were used to investigate the use of Renzulli Learning on oral reading fluency, reading comprehension, science achievement, social studies achievement of 383 elementary and middle schools students. The research took place in two schools, an urban middle school in Georgia where half of all students are considered to be at risk due to poverty or other factors, and a suburban elementary school in southern California. Students in grades 3 5 (n = 185 and grades 6 8 (n = 198 were randomly assigned to use Renzulli Learning for 2-3 hours each week for a 16-week period. Students in the treatment groups were compared to students who did not have the opportunity to use Renzulli Learning in control classes in the same schools. A two-way repeated-measures ANOVA was used to explore differences between treatment and control students. After 16 weeks, students who participated in Renzulli Learning demonstrated significantly higher growth in reading comprehension (p < .001, significantly higher growth in oral reading fluency (p = .016, and significantly higher growth in social studies achievement (p = .013 than those students who did not participate in Renzulli Learning.

  10. Mind-Reading and Behavior-Reading against Agents with and without Anthropomorphic Features in a Competitive Situation

    Directory of Open Access Journals (Sweden)

    Kazunori Terada

    2017-07-01

    Full Text Available Humans use two distinct cognitive strategies separately to understand and predict other humans' behavior. One is mind-reading, in which an internal state such as an intention or an emotional state is assumed to be a source of a variety of behaviors. The other is behavior-reading, in which an actor's behavior is modeled based on stimulus-response associations without assuming internal states behind the behavior. We hypothesize that anthropomorphic features are key for an observer switching between these two cognitive strategies in a competitive situation. We provide support for this hypothesis through two studies using four agents with different appearances. We show that only a human agent was thought to possess both the ability to generate a variety of behaviors and internal mental states, such as minds and emotions (Study 1. We also show that humans used mixed (opposing strategies against a human agent and exploitative strategies against the agents with mechanical appearances when they played a repeated zero-sum game (Study 2. Our findings show that humans understand that human behavior is varied; that humans have internal states, such as minds and emotions; that the behavior of machines is governed by a limited number of fixed rules; and that machines do not possess internal mental states. Our findings also suggest that the function of mind-reading is to trigger a strategy for use against agents with variable behavior and that humans exploit others who lack behavioral variability based on behavior-reading in a competitive situation.

  11. Mind-Reading and Behavior-Reading against Agents with and without Anthropomorphic Features in a Competitive Situation.

    Science.gov (United States)

    Terada, Kazunori; Yamada, Seiji

    2017-01-01

    Humans use two distinct cognitive strategies separately to understand and predict other humans' behavior. One is mind-reading, in which an internal state such as an intention or an emotional state is assumed to be a source of a variety of behaviors. The other is behavior-reading, in which an actor's behavior is modeled based on stimulus-response associations without assuming internal states behind the behavior. We hypothesize that anthropomorphic features are key for an observer switching between these two cognitive strategies in a competitive situation. We provide support for this hypothesis through two studies using four agents with different appearances. We show that only a human agent was thought to possess both the ability to generate a variety of behaviors and internal mental states, such as minds and emotions (Study 1). We also show that humans used mixed (opposing) strategies against a human agent and exploitative strategies against the agents with mechanical appearances when they played a repeated zero-sum game (Study 2). Our findings show that humans understand that human behavior is varied; that humans have internal states, such as minds and emotions; that the behavior of machines is governed by a limited number of fixed rules; and that machines do not possess internal mental states. Our findings also suggest that the function of mind-reading is to trigger a strategy for use against agents with variable behavior and that humans exploit others who lack behavioral variability based on behavior-reading in a competitive situation.

  12. Repeating and non-repeating fast radio bursts from binary neutron star mergers

    Science.gov (United States)

    Yamasaki, Shotaro; Totani, Tomonori; Kiuchi, Kenta

    2018-04-01

    Most fast radio bursts (FRB) do not show evidence of repetition, and such non-repeating FRBs may be produced at the time of a merger of binary neutron stars (BNS), provided that the BNS merger rate is close to the high end of the currently possible range. However, the merger environment is polluted by dynamical ejecta, which may prohibit the radio signal from propagating. We examine this by using a general-relativistic simulation of a BNS merger, and show that the ejecta appears about 1 ms after the rotation speed of the merged star becomes the maximum. Therefore there is a time window in which an FRB signal can reach outside, and the short duration of non-repeating FRBs can be explained by screening after ejecta formation. A fraction of BNS mergers may leave a rapidly rotating and stable neutron star, and such objects may be the origin of repeating FRBs like FRB 121102. We show that a merger remnant would appear as a repeating FRB on a time scale of ˜1-10 yr, and expected properties are consistent with the observations of FRB 121102. We construct an FRB rate evolution model that includes these two populations of repeating and non-repeating FRBs from BNS mergers, and show that the detection rate of repeating FRBs relative to non-repeating ones rapidly increases with improving search sensitivity. This may explain why only the repeating FRB 121102 was discovered by the most sensitive FRB search with Arecibo. Several predictions are made, including the appearance of a repeating FRB 1-10 yr after a BNS merger that is localized by gravitational waves and subsequent electromagnetic radiation.

  13. Ecological Panel Inference from Repeated Cross Sections

    NARCIS (Netherlands)

    Pelzer, Ben; Eisinga, Rob; Franses, Philip Hans

    2004-01-01

    This chapter presents a Markov chain model for the estimation of individual-level binary transitions from a time series of independent repeated cross-sectional (RCS) samples. Although RCS samples lack direct information on individual turnover, it is demonstrated here that it is possible with these

  14. Preventing Repeat Teen Births PSA (:60)

    Centers for Disease Control (CDC) Podcasts

    2013-04-02

    This 60 second public service announcement is based on the April 2013 CDC Vital Signs report, which discusses repeat teen births and ways teens, parents and guardians, health care providers, and communities can help prevent them.  Created: 4/2/2013 by Centers for Disease Control and Prevention (CDC).   Date Released: 4/2/2013.

  15. Costly renegotiation in repeated Bertand games

    DEFF Research Database (Denmark)

    Andersson, Ola; Wengström, Erik Roland

    2010-01-01

    This paper extends the concept of weak renegotiation-proof equilibrium (WRP) to allow for costly renegotiation and shows that even small renegotiation costs can have dramatic effects on the set of equilibria. More specifically, the paper analyzes the infinitely repeated Bertrand game. It is shown...

  16. On Solving Intransitivities in Repeated Pairwise Choices

    NARCIS (Netherlands)

    A. Maas (Arne); Th.G.G. Bezembinder (Thom); P.P. Wakker (Peter)

    1995-01-01

    textabstractAn operational method is presented for deriving a linear ranking of alternatives from repeated paired comparisons of the alternatives. Intransitivities in the observed preferences are cleared away by the introduction of decision errors of varying importance. An observed preference

  17. Repeated checking induces uncertainty about future threat

    NARCIS (Netherlands)

    Giele, C.L.|info:eu-repo/dai/nl/318754460; Engelhard, I.M.|info:eu-repo/dai/nl/239681533; van den Hout, M.A.|info:eu-repo/dai/nl/070445354; Dek, E.C.P.|info:eu-repo/dai/nl/313959552; Damstra, Marianne; Douma, Ellen

    2015-01-01

    Studies have shown that obsessive-compulsive (OC) -like repeated checking paradoxically increases memory uncertainty. This study tested if checking also induces uncertainty about future threat by impairing the distinction between danger and safety cues. Participants (n = 54) engaged in a simulated

  18. FRB 121102: A Starquake-induced Repeater?

    Science.gov (United States)

    Wang, Weiyang; Luo, Rui; Yue, Han; Chen, Xuelei; Lee, Kejia; Xu, Renxin

    2018-01-01

    Since its initial discovery, the fast radio burst (FRB) FRB 121102 has been found to be repeating with millisecond-duration pulses. Very recently, 14 new bursts were detected by the Green Bank Telescope during its continuous monitoring observations. In this paper, we show that the burst energy distribution has a power-law form which is very similar to the Gutenberg–Richter law of earthquakes. In addition, the distribution of burst waiting time can be described as a Poissonian or Gaussian distribution, which is consistent with earthquakes, while the aftershock sequence exhibits some local correlations. These findings suggest that the repeating FRB pulses may originate from the starquakes of a pulsar. Noting that the soft gamma-ray repeaters (SGRs) also exhibit such distributions, the FRB could be powered by some starquake mechanisms associated with the SGRs, including the crustal activity of a magnetar or solidification-induced stress of a newborn strangeon star. These conjectures could be tested with more repeating samples.

  19. On balanced minimal repeated measurements designs

    Directory of Open Access Journals (Sweden)

    Shakeel Ahmad Mir

    2014-10-01

    Full Text Available Repeated Measurements designs are concerned with scientific experiments in which each experimental unit is assigned more than once to a treatment either different or identical. This class of designs has the property that the unbiased estimators for elementary contrasts among direct and residual effects are obtainable. Afsarinejad (1983 provided a method of constructing balanced Minimal Repeated Measurements designs p < t , when t is an odd or prime power, one or more than one treatment may occur more than once in some sequences and  designs so constructed no longer remain uniform in periods. In this paper an attempt has been made to provide a new method to overcome this drawback. Specifically, two cases have been considered                RM[t,n=t(t-t/(p-1,p], λ2=1 for balanced minimal repeated measurements designs and  RM[t,n=2t(t-t/(p-1,p], λ2=2 for balanced  repeated measurements designs. In addition , a method has been provided for constructing              extra-balanced minimal designs for special case RM[t,n=t2/(p-1,p], λ2=1.

  20. Repeater For A Digital-Communication Bus

    Science.gov (United States)

    Torres-Guzman, Esteban; Olson, Stephen; Heaps, Tim

    1993-01-01

    Digital repeater circuit designed to extend range of communication on MIL-STD-1553 bus beyond original maximum allowable length of 300 ft. Circuit provides two-way communication, one way at time, and conforms to specifications of MIL-STD-1553. Crosstalk and instability eliminated.

  1. Development of a Case-based Reading Curriculum and Its Effect on Resident Reading.

    Science.gov (United States)

    Messman, Anne M; Walker, Ian

    2018-01-01

    Textbook reading plays a foundational role in a resident's knowledge base. Many residency programs place residents on identical reading schedules, regardless of the clinical work or rotation the resident is doing. We sought to develop a reading curriculum that takes into account the clinical work a resident is doing so their reading curriculum corresponds with their clinical work. Preliminary data suggests an increased amount of resident reading and an increased interest in reading as a result of this change to their reading curriculum.

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

    OpenAIRE

    Zhongshe Lu; Meihua Liu

    2015-01-01

    The present study explored the interrelations between foreign language (FL) reading anxiety, FL reading strategy use and their interactive effect on FL reading comprehension performance at the tertiary level in China. Analyses of the survey data collected from 1702 university students yielded the following results: (a) Both Foreign Language Reading Anxiety Scale (FLRAS) and Foreign Language Reading Strategy Use Scale (FLRSUS) had important subcomponents, (b) more than half of the stu...

  3. Reading by Children with Low Vision

    Science.gov (United States)

    Gompel, Marjolein; van Bon, Wim H. J.; Schreuder, Robert

    2004-01-01

    This study of the reading of text found that despite their lower reading speed on a reading-comprehension task, the children with low vision comprehended texts at least as well as did the sighted children. Children with low vision need more time to read and comprehend a text, but they seem to use this time with enough efficiency to process the…

  4. Waging a Battle to Promote Reading

    Science.gov (United States)

    Dix, Suzanne Liacos

    2010-01-01

    As advocates for reading, librarians cannot help but love a reading program. In this article, the author talks about the Battle of the Books, a reading enrichment program that had been in place since 1996. Battle of the Books promotes reading among middle school students by offering interesting books and a trivia-type competition. The author…

  5. The Politics of the Teaching of Reading

    Science.gov (United States)

    Soler, Janet

    2016-01-01

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

  6. Speaking My Mind: Stop Reading Shakespeare!

    Science.gov (United States)

    Spangler, Susan

    2009-01-01

    Reading skills are vital to student success, and those skills could be practiced with Shakespeare "if students are taught reading skills in the classroom." The problem is that many teachers of English do not consider themselves reading specialists and do not teach reading skills to their students. Fred L. Hamel notes that teachers in a recent…

  7. Reading Habits of Undergraduates and their Academic ...

    African Journals Online (AJOL)

    Reading is an indispensable tool of learning. Every course of study is accomplished partly through reading. Lecturers in the University usually have high expectations of a students‟ ability to cope with the demands of reading. However, reading as a practice and an art has tended to diminish. The general expectations of ...

  8. Learning to Read and the Preschool Years

    Science.gov (United States)

    Wilson, Lorraine

    2012-01-01

    You have young preschool children. You think ahead to when they will begin school, and wonder what you might do to make it easy for your children to learn to read. This article offers some hints for parents and caregivers about learning to read: (1) Reading can begin at birth; (2) When reading aloud to an infant, make the experience a warm, loving…

  9. A reading intervention programme for mathematics students ...

    African Journals Online (AJOL)

    Based on the results of Phase I of a reading skills project in 2000 (SAJHE 16(3) 2002), Phase II was undertaken to set up a reading intervention programme on a voluntary basis for students enrolled in a mathematics access module, to determine whether explicit attention given to reading would improve their reading skills ...

  10. AUTHENTIC TEXTS FOR CRITICAL READING ACTIVITIES

    Directory of Open Access Journals (Sweden)

    Ila Amalia

    2016-03-01

    Full Text Available This research takes an action research aimed at promoting critical reading (“thinking” while reading skills using authentic materials among the students. This research also aims to reveal the students perception on using critical reading skills in reading activities. Nineteen English Education Department students who took Reading IV class, participated in this project. There were three cycles with three different critical reading strategies were applied. Meanwhile, the authentic materials were taken from newspaper and internet articles. The result revealed that the use of critical reading strategies along with the use of authentic materials has improved students’ critical reading skills as seen from the improvement of each cycle - the students critical reading skill was 54% (fair in the cycle 1 improved to 68% (average in cycle 2, and 82% (good in cycle 3.. In addition, based on the critical reading skill criteria, the students’ critical reading skill has improved from 40% (nearly meet to 80% (exceed. Meanwhile, from the students’ perception questionnaire, it was shown that 63% students agreed the critical reading activity using authentic text could improve critical thinking and 58% students agreed that doing critical reading activity could improve reading comprehension. The result had the implication that the use of authentic texts could improve students’ critical reading skills if it was taught by performing not lecturing them. Selectively choosing various strategies and materials can trigger students’ activeness in responding to a text, that eventually shape their critical reading skills.

  11. Sharing a Reading Technique with Families

    Science.gov (United States)

    Irish, Christy K.; Parsons, Seth A.

    2016-01-01

    Sharing reading techniques with families is an important responsibility of teachers. Dialogic reading is one way to improve young students' expressive vocabulary skills, which are important for later reading success. Dialogic reading also supports students' understanding of story structure and content. This well researched technique has not been…

  12. Man's Best Friend as a Reading Facilitator

    Science.gov (United States)

    Shaw, Donita Massengill

    2013-01-01

    The purpose of this manuscript was to describe information about an animal-assisted therapy, specifically the Reading Education Assistance Dog (R.E.A.D.) program. In this manuscript I provide information about R.E.A.D. programs in general. Next, I share perspectives solicited from R.E.A.D. participants, specifically teachers, parents, students and…

  13. A Review of Reading Motivation Scales

    Science.gov (United States)

    Davis, Marcia H.; Tonks, Stephen M.; Hock, Michael; Wang, Wenhao; Rodriguez, Aldo

    2018-01-01

    Reading motivation is a critical contributor to reading achievement and has the potential to influence its development. Educators, researchers, and evaluators need to select the best reading motivation scales for their research and classroom. The goals of this review were to identify a set of reading motivation student self-report scales used in…

  14. Investigating students' motivations and attitudes towards reading ...

    African Journals Online (AJOL)

    This paper reports on an investigation into students' attitudes to and motivations for reading. These socio-affective factors relating to students' reading abilities have been largely ignored in L1 and L2 reading research, especially in L2 contexts. Yet, L2 students tend to display differing motivations and attitudes for L2 reading ...

  15. Introducing Newspapers in Developmental Reading Classes

    Science.gov (United States)

    Karstadt, Roberta; Rey, Victoria M.

    2009-01-01

    Newspapers are an effective educational and motivational tool in developmental reading classes. However, many students are unfamiliar with newspapers and read them infrequently. In order to foster newspaper reading and familiarize the college freshmen enrolled in their developmental reading classes with newspapers, the writers of this article…

  16. Early Identification of Reading Comprehension Difficulties

    Science.gov (United States)

    Catts, Hugh W.; Nielsen, Diane Corcoran; Bridges, Mindy Sittner; Liu, Yi-Syuan

    2016-01-01

    Most research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted reading comprehension…

  17. STUDENTS WITH VISUAL IMPAIRMENTS: BRAILLE READING RATE

    Directory of Open Access Journals (Sweden)

    Daniela Blagoj Dimitrova-Radojichikj

    2015-06-01

    Full Text Available A comparison reading performance was done between 8 students who are using Braille and 14 students who are using enlarged print to read. Reading performance was determined using reading rate (words per minute, wpm. Reading rate results showed no significant difference (p>0.05 between those using the Braille (16.62±11.61 wpm and those using the enlarged print (27.21±24.89 wpm. This study has shown that Braille reader students read at lower reading rate compared to print reader students with visual impairment.

  18. Can verbal working memory training improve reading?

    Science.gov (United States)

    Banales, Erin; Kohnen, Saskia; McArthur, Genevieve

    2015-01-01

    The aim of the current study was to determine whether poor verbal working memory is associated with poor word reading accuracy because the former causes the latter, or the latter causes the former. To this end, we tested whether (a) verbal working memory training improves poor verbal working memory or poor word reading accuracy, and whether (b) reading training improves poor reading accuracy or verbal working memory in a case series of four children with poor word reading accuracy and verbal working memory. Each child completed 8 weeks of verbal working memory training and 8 weeks of reading training. Verbal working memory training improved verbal working memory in two of the four children, but did not improve their reading accuracy. Similarly, reading training improved word reading accuracy in all children, but did not improve their verbal working memory. These results suggest that the causal links between verbal working memory and reading accuracy may not be as direct as has been assumed.

  19. Processing changes across reading encounters.

    Science.gov (United States)

    Levy, B A; Newell, S; Snyder, J; Timmins, K

    1986-10-01

    Five experiments examined changes in the processing of a text across reading encounters. Experiment 1 showed that reading speed increased systematically across encounters, with no loss in the extensiveness of analyses of the printed text, as indicated by the ability to detect nonword errors embedded within that passage. Experiment 2 replicated this improved reading fluency with experience and showed that it occurred even with typescript changes across trials, thus indicating that a primed visual operations explanation cannot account for the effect. The third and fourth experiments then extended the study of the familiarity effect to higher level processing, as indicated by the detection of word errors. Familiarity facilitated the detection of these violations at the syntactic-semantic levels. Finally, Experiment 5 showed that these higher level violations continued to be well detected over a series of reading encounters with the same text. The results indicate that prior experience improves reading speed, with no attenuation of analysis of the printed words or of the passage's message.

  20. 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.

  1. Smart Strategy to Boost Students' Reading Comprehension

    OpenAIRE

    Sfafi'i, Muhammad Lukman

    2015-01-01

    Reading as one of language skills plays significant roles in the teaching English as a foreign language. Since the teacher still uses the conventional way to teach reading, students‘ ability in reading comprehension seems still unsatisfactory yet. So, teacher should explore and develop new strategies. One of strategies in reading comprehension that can trigger our students to attain that purpose is SMART (Self Monitoring Approach for Reading and Thinking) strategy. ...

  2. 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)…

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

    Science.gov (United States)

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

    2016-01-01

    In this study, we piloted a Tier 2 intervention designed to improve reading skills among struggling early readers using an intervention that included SRA Reading Mastery, listening-while-reading activities, strategies to increase motivation and engagement in reading, and parent involvement in reading homework. The study included 6 students in…

  4. Enhancing the Reading Fluency and Comprehension of Children with Reading Disabilities in an Orthographically Transparent Language

    Science.gov (United States)

    Snellings, Patrick; van der Leij, Aryan; de Jong, Peter F.; Blok, Henk

    2009-01-01

    Breznitz (2006) demonstrated that Hebrew-speaking adults with reading disabilities benefited from a training in which reading rate was experimentally manipulated. In the present study, the authors examine whether silent reading training enhances the sentence reading rate and comprehension of children with reading disabilities and whether results…

  5. The Impact of Reading for Pleasure on Georgian University EFL Students' Reading Comprehension (IBSU Case)

    Science.gov (United States)

    Goctu, Ramazan

    2016-01-01

    Reading is one of the most significant skills, particularly for EFL students. Many students today do not have the reading skills needed to do effective work in their courses. This paper explores reading for pleasure, its importance and impact on reading comprehension. Pleasure reading helps students to communicate, listen and, most importantly, to…

  6. 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…

  7. Reading Incentives that Work: No-Cost Strategies to Motivate Kids to Read and Love It!

    Science.gov (United States)

    Small, Ruth V.

    2009-01-01

    In education, it is possible to find dozens of examples of "forced" reading incentive programs that categorize student reading levels, provide limited reading lists coordinated with those reading levels, assess student reading through computer-based tests, and award tangible prizes when they pass the test. Those who perform best get the most…

  8. E-Readers and the Effects on Students' Reading Motivation, Attitude and Comprehension during Guided Reading

    Science.gov (United States)

    Long, Deanna; Szabo, Susan

    2016-01-01

    This quasi-experimental mixed methods study examined the use of e-readers during guided reading instruction and its impact on 5th grade students' reading motivation, attitude toward reading, and reading comprehension. For 10 weeks, 19 students received guided reading instruction by means of the traditional paper/text format, while 16 students…

  9. The Impact of a Therapy Dog Program on Children's Reading Skills and Attitudes toward Reading

    Science.gov (United States)

    Kirnan, Jean; Siminerio, Steven; Wong, Zachary

    2016-01-01

    An existing school program in which therapy dogs are integrated into the reading curriculum was analyzed to determine the effect on student reading. Previous literature suggests an improvement in both reading skills and attitudes towards reading when students read in the presence of a therapy dog. Using a mixed method model, the researchers…

  10. Using Reading Guides and On-Line Quizzes to Improve Reading Compliance and Quiz Scores

    Science.gov (United States)

    Maurer, Trent W.; Longfield, Judith

    2015-01-01

    This study compared students' daily in-class reading quiz scores in an introductory Child Development course across five conditions: control, reading guide only, reading guide and on-line practice quiz, reading guide and on-line graded quiz, and reading guide and both types of on-line quizzes. At the beginning of class, students completed a 5-item…

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

    Science.gov (United States)

    Clinton, Virginia

    2015-01-01

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

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

    Science.gov (United States)

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

    2014-12-01

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

  13. "Passageless" Administration of the Nelson-Denny Reading Comprehension Test: Associations with IQ and Reading Skills

    Science.gov (United States)

    Ready, Rebecca E.; Chaudhry, Maheen F.; Schatz, Kelly C.; Strazzullo, Sarah

    2013-01-01

    There are few tests that assess reading comprehension in adults, but these tests are needed for a comprehensive assessment of reading disorders (RD). "The Nelson-Denny Reading Test" (NDRT) has a long-passage reading comprehension component that can be used with adolescents and adults. A problem with the NDRT is that reading comprehension…

  14. 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…

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

    Science.gov (United States)

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

    2014-01-01

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

  16. Accuracy of home blood pressure readings: monitors and operators.

    Science.gov (United States)

    Stryker, Trina; Wilson, Merne; Wilson, Thomas W

    2004-06-01

    To evaluate the accuracy of automated digital blood pressure monitoring devices and operators in the community. Also, we tested the effects of a simple education program, and looked for arm-arm differences. Subjects who had bought their own automated digital blood pressure monitor were recruited via an advertisement in the local newspaper. On arrival, they were asked to record their blood pressure exactly as they would at home. The investigator noted any technique deficiencies then corrected them. Blood pressures were then recorded by the investigator and the subject, on opposite arms, simultaneously, and repeated with the arms switched. Finally, subjects recorded their blood pressure again. The subjects' readings were compared to the average of monitor and mercury readings using Bland-Altman methods. A total of 80 subjects were tested. Before educating, subjects' systolic blood pressure (SBP) readings were +5.8+/-6.4 (standard deviation) mmHg greater than the mean of all readings, and diastolic blood pressure (DBP) were +1.3+/-4.0 mmHg; after educating they were +1.3+/-4.0 and -1.3+/-2.7 respectively. The monitors, as a group, were accurate, and met British Hypertension Society and AAMI highest standards. We found no differences among monitors that had been validated (n=26) and those that had not. There were differences between the arms: 5.3+/-5.2 mmHg for SBP and 3.4+/-3.3 mmHg for DBP. Most patients had never been informed by anyone of proper blood pressure measuring techniques. We conclude that home blood pressure measurement, as practiced in our community, is prone to error, mostly due to mistakes by the operator. These can easily be corrected, so that readings become more accurate. Attention should be paid to arm-arm differences.

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

    Science.gov (United States)

    Chambers, David W; Lyon, Lucinda J

    2017-12-01

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

  18. Effect of post crosslinking haze on the repeatability of Scheimpflug-based and slit-scanning imaging devices

    Directory of Open Access Journals (Sweden)

    Rohit Shetty

    2017-01-01

    Full Text Available Purpose: The aim of this study was to analyze the effect of postcollagen crosslinking (CXL haze on the measurement and repeatability of pachymetry and mean keratometry (Km of four corneal topographers. Materials and Methods: Sixty eyes of sixty patients with progressive keratoconus who had undergone accelerated CXL (ACXL underwent imaging with a scanning slit imaging device (Orbscan II and three Scheimpflug imaging devices (Pentacam HR, Sirius, and Galilei. Post-ACXL haze was measured using the densitometry software on the Pentacam HR. Readings of the thinnest corneal thickness (TCT and Km from three scans of each device were analyzed. Effect of haze on the repeatability of TCT and Km measurements was evaluated using regression models. Repeatability was assessed by coefficient of variation. Results: Corneal densitometry in different zones affected the repeatability of TCT measurement of Orbscan (P < 0.05 significantly but not the repeatability of TCT with Pentacam HR and Sirius (P = 0.03 and 0.05, respectively. Km values were affected by haze when measured with the Pentacam HR (P < 0.05. The repeatability of Km readings for all devices was unaffected by haze. In the anterior 0–2 mm and 2–6 mm zone, TCT (P = 0.43 and 0.45, respectively, Km values (P = 0.4 and 0.6, respectively, repeatability of TCT (P = 0.1 in both zones, and Km (P = 0.5 and 0.1, respectively with Galilei were found to be the most reliable. Conclusion: Galilei measurements appear to be least affected by post-ACXL haze when compared with other devices. Hence, topography measurements in the presence of haze need to be interpreted with caution.

  19. Overcoming fixation with repeated memory suppression.

    Science.gov (United States)

    Angello, Genna; Storm, Benjamin C; Smith, Steven M

    2015-01-01

    Fixation (blocks to memories or ideas) can be alleviated not only by encouraging productive work towards a solution, but, as the present experiments show, by reducing counterproductive work. Two experiments examined relief from fixation in a word-fragment completion task. Blockers, orthographically similar negative primes (e.g., ANALOGY), blocked solutions to word fragments (e.g., A_L_ _GY) in both experiments. After priming, but before the fragment completion test, participants repeatedly suppressed half of the blockers using the Think/No-Think paradigm, which results in memory inhibition. Inhibiting blockers did not alleviate fixation in Experiment 1 when conscious recollection of negative primes was not encouraged on the fragment completion test. In Experiment 2, however, when participants were encouraged to remember negative primes at fragment completion, relief from fixation was observed. Repeated suppression may nullify fixation effects, and promote creative thinking, particularly when fixation is caused by conscious recollection of counterproductive information.

  20. Deception and Retribution in Repeated Ultimatum Bargaining.

    Science.gov (United States)

    Boles; Croson; Murnighan

    2000-11-01

    This paper investigates the dynamics of deception and retribution in repeated ultimatum bargaining. Anonymous dyads exchanged messages and offers in a series of four ultimatum bargaining games that had prospects for relatively large monetary outcomes. Variations in each party's knowledge of the other's resources and alternatives created opportunities for deception. Revelation of prior unknowns exposed deceptions and created opportunities for retribution in subsequent interactions. Results showed that although proposers and responders chose deceptive strategies almost equally, proposers told more outright lies. Both were more deceptive when their private information was never revealed, and proposers were most deceptive when their potential profits were largest. Revelation of proposers' lies had little effect on their subsequent behavior even though responders rejected their offers more than similar offers from truthful proposers or proposers whose prior deceit was never revealed. The discussion and conclusions address the dynamics of deception and retribution in repeated bargaining interactions. Copyright 2000 Academic Press.

  1. Learning With Repeated-Game Strategies

    Directory of Open Access Journals (Sweden)

    Christos A. Ioannou

    2014-07-01

    Full Text Available We use the self-tuning Experience Weighted Attraction model with repeated-game strategies as a computer testbed to examine the relative frequency, speed of convergence and progression of a set of repeated-game strategies in four symmetric 2x2 games: Prisoner's Dilemma, Battle of the Sexes, Stag-Hunt, and Chicken. In the Prisoner's Dilemma game, we fi□nd that the strategy with the most occurrences is the Grim-Trigger. In the Battle of the Sexes game, a cooperative pair that alternates between the two pure-strategy Nash equilibria emerges as the one with the most occurrences. In the Stag-Hunt and Chicken games, the Win-Stay, Lose-Shift and Grim-Trigger strategies are the ones with the most occurrences. Overall, the pairs that converged quickly ended up at the cooperative outcomes, whereas the ones that were extremely slow to reach convergence ended up at non-cooperative outcomes.

  2. Nonparametric additive regression for repeatedly measured data

    KAUST Repository

    Carroll, R. J.

    2009-05-20

    We develop an easily computed smooth backfitting algorithm for additive model fitting in repeated measures problems. Our methodology easily copes with various settings, such as when some covariates are the same over repeated response measurements. We allow for a working covariance matrix for the regression errors, showing that our method is most efficient when the correct covariance matrix is used. The component functions achieve the known asymptotic variance lower bound for the scalar argument case. Smooth backfitting also leads directly to design-independent biases in the local linear case. Simulations show our estimator has smaller variance than the usual kernel estimator. This is also illustrated by an example from nutritional epidemiology. © 2009 Biometrika Trust.

  3. Repeated interactions in open quantum systems

    Energy Technology Data Exchange (ETDEWEB)

    Bruneau, Laurent, E-mail: laurent.bruneau@u-cergy.fr [Laboratoire AGM, Université de Cergy-Pontoise, Site Saint-Martin, BP 222, 95302 Cergy-Pontoise (France); Joye, Alain, E-mail: Alain.Joye@ujf-grenoble.fr [Institut Fourier, UMR 5582, CNRS-Université Grenoble I, BP 74, 38402 Saint-Martin d’Hères (France); Merkli, Marco, E-mail: merkli@mun.ca [Department of Mathematics and Statistics Memorial University of Newfoundland, St. John' s, NL Canada A1C 5S7 (Canada)

    2014-07-15

    Analyzing the dynamics of open quantum systems has a long history in mathematics and physics. Depending on the system at hand, basic physical phenomena that one would like to explain are, for example, convergence to equilibrium, the dynamics of quantum coherences (decoherence) and quantum correlations (entanglement), or the emergence of heat and particle fluxes in non-equilibrium situations. From the mathematical physics perspective, one of the main challenges is to derive the irreversible dynamics of the open system, starting from a unitary dynamics of the system and its environment. The repeated interactions systems considered in these notes are models of non-equilibrium quantum statistical mechanics. They are relevant in quantum optics, and more generally, serve as a relatively well treatable approximation of a more difficult quantum dynamics. In particular, the repeated interaction models allow to determine the large time (stationary) asymptotics of quantum systems out of equilibrium.

  4. Toxicological characteristics of petroleum products repeated exposure

    Directory of Open Access Journals (Sweden)

    V.M. Rubin

    2015-03-01

    Full Text Available Abstract. The ability of petroleum products to initiate cumulative effects was assessed in experimental intragastric admission to male albino rats for one month. The analysis of skin-resorptive effects was performed using "test-tube" method on the skin of rats’ tails. It has been established that petroleum products can penetrate the intact skin and, with repeated admission, cause a general toxic effect. There were reductions bodyweights, the negative effect on the function of the kidneys and liver, changes of hematological parameters, as well as activation of the antioksidatnoy system. Repeated intragastric administration does not lead to the death of the animals testifying to the lack of accumulation capacity for petroleum products at the level of functional mortal effects, the cumulation coefficient being > 5.1. Negative impact on urinary function and hepatobiliary system, changes in hematological parameters and activation of the «lipid peroxidation – antioksidant defense» were observed.

  5. Childhood experiences and repeated suicidal behavior

    DEFF Research Database (Denmark)

    Krarup, Gertrud; Nielsen, Bent; Rask, P

    1991-01-01

    The aim of this study was to elucidate the influence of various events in childhood on suicidal behavior in adult age. For this purpose, 99 patients admitted to the Department of Psychiatry of Odense University Hospital after making a suicide attempt were followed for 5 years, to register repeated...... that the psychological climate of the home may be more important than the rupture of early home life. It is noteworthy that the group of repeaters, as against the first-evers, could be characterized by personality disorders and abuse, especially of alcohol: disorders known to be precipitated by a discordant childhood....... It is commonly agreed that the experience in childhood of suicidal behavior among family members or other persons in the close environment is of importance in future suicidal risk. The results of this study indicate that the predictive value of this factor mainly applies to attempts with no fatal outcome...

  6. Unveiling the dynamics of reading

    International Nuclear Information System (INIS)

    Posner, M.; Abdullaev, Y.

    1996-01-01

    What happens in our brain when we read isolated words? Are some particular areas of cortex stimulated when these words make sense? Does the reading practice induce others areas? And what about the new senses research? Some studies carried out for a century show that two regions of the left cerebral hemisphere: the Broca and the Wernicke areas are involved. By visualizing in vivo an elementary thought as what is for instance the function of a hammer, the functional cerebral imagery (positron computed tomography, NMR imaging, electro-encephalography) allows to deepen and to explain the analysis. It reveals an areas network called semantic, in the right hemisphere too. Their activation would take place according to a very fast sequence in order to direct the eye movements during the reading. (O.M.)

  7. 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.

  8. Gender affects body language reading

    Directory of Open Access Journals (Sweden)

    Arseny A Sokolov

    2011-02-01

    Full Text Available Body motion is a rich source of information for social cognition. However, gender effects in body language reading are largely unknown. Here we investigated whether, and, if so, how recognition of emotional expressions revealed by body motion is gender dependent. To this end, females and males were presented with point-light displays portraying knocking at a door performed with different emotional expressions. The findings show that gender affects accuracy rather than speed of body language reading. This effect, however, is modulated by emotional content of actions: males surpass in recognition accuracy of happy actions, whereas females tend to excel in recognition of hostile angry knocking. Advantage of women in recognition accuracy of neutral actions suggests that females are better tuned to the lack of emotional content in body actions. The study provides novel insights into understanding of gender effects in body language reading, and helps to shed light on gender vulnerability to neuropsychiatric impairments in visual social cognition.

  9. 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.

  10. Repeated radiation injuries by fission products

    International Nuclear Information System (INIS)

    Vasilenko, I.Ya.

    1986-01-01

    Attention is given to repeated radiation injuries during internal irradiation of theoretical and practical interest, particularly in case of the intake into organism of young products of nuclear fission (PNF). The results of experiments with dogs with repeated radioactive iodine injury the isotopes of which (131-135sub(I)) constitute a considerable part of PNF activity are discussed. The blood reaction and protein metabolism state have been studied. Observations for dogs have been continued for about 4 years. The doses for thyroid, gastrointestinal tract and liver subjected to the most intensive irradiation consituted in the first series of experiments after the first intake about 3;0.3;0.05 Gy, after the second - 5;0.5;0.08 Gy and in the second series of experiments - 3;0.3;0.05 Gy and 0.6;0.06;0.01 Gy, respectively. Hematologic factors,thyroid function, changes in exchange and immunologic reactivity have been studied. The dogs have been under observation for 5 years. It is shown in case of repeated intake of Isup(131) PNF into animals organism in quantity which does not cause during the acute period a clinically outlined sickness, substantial differences in the organism reaction as compared with the first intake of radionuclides have not been found. The presence of residual radiation injuries did not cause charging action during the acute period during PNF and repeated intake which in the author's opinion testifies to perfection of compensator mechanisms in case of intake of such quantities of radioactive products. At the remote periods blastomogenic action manifested which is estimated as a result of general biological action of radionuclides administered to the organism. The necessity in subsequent investigations for obtaining the data on organism reactivity, clinic and pathogenesis with the aim of prophylaxis and treatment of such injuries is indicated

  11. Repeated extraction of DNA from FTA cards

    DEFF Research Database (Denmark)

    Stangegaard, Michael; Ferrero, Laura; Børsting, Claus

    2011-01-01

    Extraction of DNA using magnetic bead based techniques on automated DNA extraction instruments provides a fast, reliable and reproducible method for DNA extraction from various matrices. However, the yield of extracted DNA from FTA-cards is typically low. Here, we demonstrate that it is possible...... to repeatedly extract DNA from the processed FTA-disk. The method increases the yield from the nanogram range to the microgram range....

  12. Electrochemical detection of DNA triplet repeat expansion

    Czech Academy of Sciences Publication Activity Database

    Fojta, Miroslav; Havran, Luděk; Vojtíšková, Marie; Paleček, Emil

    2004-01-01

    Roč. 126, č. 21 (2004), s. 6532-6533 ISSN 0002-7863 R&D Projects: GA AV ČR IAA4004402; GA AV ČR IBS5004355; GA AV ČR KJB4004302; GA AV ČR KSK4055109 Institutional research plan: CEZ:AV0Z5004920 Keywords : DNA triplet repeat expansion * PCR amplification * neurodegenerative diseases Subject RIV: BO - Biophysics Impact factor: 6.903, year: 2004

  13. Repeatability and Workability Evaluation of SIGMOD 2011

    DEFF Research Database (Denmark)

    2011-01-01

    SIGMOD has offered, since 2008, to verify the experiments published in the papers accepted at the conference. This year, we have been in charge of reproducing the experiments provided by the authors (repeatability), and exploring changes to experiment parameters (workability). In this paper, we a...... find that most experiments are distributed as Linux packages accompanied by instructions on how to setup and run the experiments. We are still far from the vision of executable papers...

  14. Anesthetic efficacy of a repeated intraosseous injection following a primary intraosseous injection.

    Science.gov (United States)

    Jensen, Joanne; Nusstein, John; Drum, Melissa; Reader, Al; Beck, Mike

    2008-02-01

    The purpose of this prospective, randomized, single-blinded study was to determine the anesthetic efficacy of a repeated intraosseous injection given 30 minutes after a primary intraosseous injection. Using a crossover design, 55 subjects randomly received a primary X-tip intraosseous injection (Dentsply Inc, York, PA) of 1.4 mL of 2% lidocaine with epinephrine (using the Wand; Milestone Scientific, Deerfield, IL) and a repeated intraosseous or mock injection at 30 minutes in two appointments. The first molar and adjacent teeth were pulp tested every 2 minutes for a total of 120 minutes. Success was defined as obtaining two consecutive 80 readings with the electric pulp tester. Success of the initial intraosseous injection was 100% for the first molar. The repeated intraosseous injection mimicked the initial intraosseous injection in terms of pulpal anesthesia and statistically provided another 15 minutes of pulpal anesthesia. In conclusion, using the methodology presented, repeating the intraosseous injection 30 minutes after an initial intraosseous injection will provide an additional 15 minutes of pulpal anesthesia.

  15. Repeat Stereotactic Radiosurgery for Acoustic Neuromas

    International Nuclear Information System (INIS)

    Kano, Hideyuki; Kondziolka, Douglas; Niranjan, Ajay M.Ch.; Flannery, Thomas J.; Flickinger, John C.; Lunsford, L. Dade

    2010-01-01

    Purpose: To evaluate the outcome of repeat stereotactic radiosurgery (SRS) for acoustic neuromas, we assessed tumor control, clinical outcomes, and the risk of adverse radiation effects in patients whose tumors progressed after initial management. Methods and Materials: During a 21-year experience at our center, 1,352 patients underwent SRS as management for their acoustic neuromas. We retrospectively identified 6 patients who underwent SRS twice for the same tumor. The median patient age was 47 years (range, 35-71 years). All patients had imaging evidence of tumor progression despite initial SRS. One patient also had incomplete surgical resection after initial SRS. All patients were deaf at the time of the second SRS. The median radiosurgery target volume at the time of the initial SRS was 0.5 cc and was 2.1 cc at the time of the second SRS. The median margin dose at the time of the initial SRS was 13 Gy and was 11 Gy at the time of the second SRS. The median interval between initial SRS and repeat SRS was 63 months (range, 25-169 months). Results: At a median follow-up of 29 months after the second SRS (range, 13-71 months), tumor control or regression was achieved in all 6 patients. No patient developed symptomatic adverse radiation effects or new neurological symptoms after the second SRS. Conclusions: With this limited experience, we found that repeat SRS for a persistently enlarging acoustic neuroma can be performed safely and effectively.

  16. Reading Maxwell in Conceptual Physics

    Science.gov (United States)

    Bonham, Scott W.

    2018-05-01

    An important aspect of science education involves helping students learn to read and communicate scientific information and arguments. In this note, I would like to share a resource that I have come across which I have found to be a useful tool for helping students improve those skills, learn content material, and acquaint them with a great scientist. Specifically, this is having non-science college students in my course Light, Color and Vision read and discuss a letter by James Clerk Maxwell entitled "On the Theory of Colours in Relation to Colour-Blindness" (see Fig. 1).

  17. "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.

  18. Social Reading: Promoting Reading in the Millennial Learner

    Science.gov (United States)

    Preddy, Leslie

    2009-01-01

    Students' minds today are attracted to entertainment and all things social. To engage the reading attitudes of this generation, educators need to adapt some old tricks and add new tricks to their bag to meet these Digital Natives where they live--the world of social interaction and social technology. This article discusses the three R's necessary…

  19. Lessons from the Reading Brain for Reading Development and Dyslexia

    Science.gov (United States)

    Wolf, Maryanne; Ullman-Shade, Catherine; Gottwald, Stephanie

    2016-01-01

    This essay is about the improbable emergence of written language six millennia ago that gave rise to the even more improbable, highly sophisticated reading brain of the twenty-first century. How it emerged and what it comprises--both in its most basic iteration in the very young reader and in its most elaborated iteration in the expert reader--is…

  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

    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.

  1. 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

  2. A Unified Model for Repeating and Non-repeating Fast Radio Bursts

    International Nuclear Information System (INIS)

    Bagchi, Manjari

    2017-01-01

    The model that fast radio bursts (FRBs) are caused by plunges of asteroids onto neutron stars can explain both repeating and non-repeating bursts. If a neutron star passes through an asteroid belt around another star, there would be a series of bursts caused by a series of asteroid impacts. Moreover, the neutron star would cross the same belt repetitively if it were in a binary with the star hosting the asteroid belt, leading to a repeated series of bursts. I explore the properties of neutron star binaries that could lead to the only known repeating FRB so far (FRB121102). In this model, the next two epochs of bursts are expected around 2017 February 27 and 2017 December 18. On the other hand, if the asteroid belt is located around the neutron star itself, then a chance fall of an asteroid from that belt onto the neutron star would lead to a non-repeating burst. Even a neutron star grazing an asteroid belt can lead to a non-repeating burst caused by just one asteroid plunge during the grazing. This is possible even when the neutron star is in a binary with the asteroid-hosting star, if the belt and the neutron star orbit are non-coplanar.

  3. A Unified Model for Repeating and Non-repeating Fast Radio Bursts

    Energy Technology Data Exchange (ETDEWEB)

    Bagchi, Manjari, E-mail: manjari@imsc.res.in [The Institute of Mathematical Sciences (IMSc-HBNI), 4th Cross Road, CIT Campus, Taramani, Chennai 600113 (India)

    2017-04-01

    The model that fast radio bursts (FRBs) are caused by plunges of asteroids onto neutron stars can explain both repeating and non-repeating bursts. If a neutron star passes through an asteroid belt around another star, there would be a series of bursts caused by a series of asteroid impacts. Moreover, the neutron star would cross the same belt repetitively if it were in a binary with the star hosting the asteroid belt, leading to a repeated series of bursts. I explore the properties of neutron star binaries that could lead to the only known repeating FRB so far (FRB121102). In this model, the next two epochs of bursts are expected around 2017 February 27 and 2017 December 18. On the other hand, if the asteroid belt is located around the neutron star itself, then a chance fall of an asteroid from that belt onto the neutron star would lead to a non-repeating burst. Even a neutron star grazing an asteroid belt can lead to a non-repeating burst caused by just one asteroid plunge during the grazing. This is possible even when the neutron star is in a binary with the asteroid-hosting star, if the belt and the neutron star orbit are non-coplanar.

  4. La Lectura de Cuentos en el Jardín Infantil: Un Medio Para el Desarrollo de Estrategias Cognitivas y Lingüísticas Story-Reading Experiences in Kindergarten: A Mean for Cognitive and Linguistic Strategies Development

    Directory of Open Access Journals (Sweden)

    Ana María Borzone

    2005-05-01

    Full Text Available En este trabajo se presentan los resultados de una experiencia piloto en la que se analizó la incidencia de la lectura frecuente de cuentos en la producción de discurso narrativo. Un grupo de niños de 5 años de nivel socioeconómico bajo de la ciudad de Buenos Aires, Argentina, participó de una experiencia de intervención durante la cual una maestra leyó diariamente cuentos a los niños e interactuó con ellos para la reconstrucción oral de la historia. Los resultados mostraron que al finalizar el año los niños habían incrementado sus habilidades narrativas, podían producir historias de ficción en las que recuperaban las categorías de la superestructura narrativa y organizaban la información en episodios bien estructurados como en las formas narrativas más complejas.This paper presents the results of a pilot experience in which the effects of story-book reading in the production of narrative discourse were analyzed. A group of five year old children from low-income families from the city of Buenos Aires, Argentina, took part in an intervention program in which a trained teacher daily read stories and interacted with the children about them. Results showed that at the end of the school year children had improved their narrative abilities and were able to produce stories in which they included the categories of the story structure, organized the information in episodic goal related structure and in a coherent sequence of episodes as in the most complex narrative forms.

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

    OpenAIRE

    Kemizano, Rosert

    2007-01-01

    Abstract The study examines reading programmes with the reference to the teaching/learning of reading to school beginners. The teaching of reading at the early stages is important because it is the quality of the experiences that children get that affect or lay the foundation for reading development (Chall, 1996).Therefore, the phenomenon, “teaching of reading to school beginners” studied is of great importance. The theoretical background used includes reading and its importance, Languag...

  6. The repeatability of three diagnostic methods (visual using ICDAS II, laser fluorescence, and radiographic) for early caries detection

    Science.gov (United States)

    Sukmasari, S.; Lestari, W.; Ko, B. B.; Noh, Z.; Asmail, N.; Yaacob, N.

    2017-08-01

    Newly introduced ICDAS II as a visual method, laser fluorescence as another technique that have ability to quantify early mineral loss of tooth structure and intra oral radiograph, are methods can be used in the clinic. To provide standardization for comprehensive caries management at an early stage, all methods supposed to be tested between users. The objective of this research is to evaluate the repeatability of each system. It is a comparative cross sectional study using 100 extracted permanent teeth without obvious cavitation (premolar & molar) that were collected and stored in thymol solution. The teeth were embedded on the wax block and labeled with numbers. All 5 surfaces were examined by 5 examiners using visual (ICDAS II), laser fluorescence (LF) and radiographic examination. The data were then analyzed to measure intra and inter examiner repeatability using Cronbach’s alpha and inter-item correlation matrix. Intra-examiner repeatability for all examiners was >0.7. Chronbach’s a value for inter-examiner repeatability for ICDAS II was >0.8 on 3 surfaces except on buccal and lingual. LF exhibit repeatability of >0.8 on all surfaces. Radiograph shows a low value of inter examiner repeatability (students for inter-item correlation while the 2nd and 3rd reading of LF displays the best agreement. ICDAS II score favors more non-invasive treatment compared to LF. ICDAS II showed good repeatability except on buccal and lingual surfaces. In line with some of the previous study, ICDAS II is applicable for caries detection in daily clinical basis. Laser fluorescence exhibits the highest repeatability while the radiograph showed weak inter-examiner repeatability. Treatment decisions of ICDAS II propose more preventive treatment for early caries lesions compared to laser fluorescence.

  7. Learning Through Reading Scientific Papers.

    Science.gov (United States)

    Valderrama, Jose O.

    1986-01-01

    Describes an activity in which undergraduate students read an international publication to help them have a broader vision of the subject being studied, encourage constructive criticism, promote discussion, and stimulate efforts toward better oral and written communication in the students' native language. (JN)

  8. Processing Determinants of Reading Speed.

    Science.gov (United States)

    Jackson, Mark D.; McClelland, James L.

    1979-01-01

    Two groups of undergraduates differing in reading ability were tested on a number of reaction-time tasks designed to determine the speed of encoding visual information at several different levels, tests of sensory functions, verbal and quantitative reasoning ability, short-term auditory memory span, and ability to comprehend spoken text.…

  9. Urban Pest Management. Selected Readings.

    Science.gov (United States)

    Cowles, Kathleen Letcher, Comp.; And Others

    These readings provide basic background information on urban integrated pest management and the development of Integrated Pest Management (IPM) programs for the control of rodents, cockroaches, and head lice. IPM is a decision-making process for deciding if pest supprssion treatments are needed, when they should be initiated, where they should be…

  10. Results with Open Court Reading.

    Science.gov (United States)

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

    This publication tells the stories of eight schools from around the nation that have used the Open Court Reading program, describing the history of the schools, the challenges they faced, and their attempts to meet those challenges. The schools are located in California, Florida, Texas, and New York. Each of the school stories includes a focus on…

  11. Sublime Imperfections : Annotated Reading List

    NARCIS (Netherlands)

    Rutten, E.

    2016-01-01

    In this reading list, I share thoughts on scholars and journalists from which the Sublime Imperfections project takes its inspiration. The authors of the texts that I clustered ponder the nexus between the imperfect and the sublime, they rethink repair and breakdown, they critically interrogate and

  12. Contingency Teaching during Close Reading

    Science.gov (United States)

    Fisher, Douglas; Frey, Nancy

    2015-01-01

    12 teachers were interviewed and observed as they engaged students in close reading. We analyzed their responses and instruction to determine the scaffolds that were used as well as the contingency teaching plans they implemented when students were unable to understand the text.

  13. Rec and Read Mentor Programs

    Science.gov (United States)

    Johnson, Amy Carpenter; Halas, Joannie

    2011-01-01

    For the past six years in Winnipeg, Canada, young people from diverse Aboriginal backgrounds have been volunteering their time, energy, and talents to develop and deliver after-school physical activity, nutrition, and education programs for children in their school's neighbourhood. Known as "Rec and Read," the after-school activities are…

  14. Reading skills after cochlear implantation

    NARCIS (Netherlands)

    Vermeulen, A.M.

    2007-01-01

    It has frequently been found that profoundly deaf children with conventional hearing aids have difficulties with the comprehension of written text. Cochlear Implants (CIs) were expected to enhance the reading comprehension of these profoundly deaf children because they provide auditory access to

  15. Practical Applications of Reading Research.

    Science.gov (United States)

    Harris, Albert J.

    There are three main reasons why reading research has not had a stronger influence on what goes on in schools. The first reason is the powerful impact of social forces such as the bandwagon effect, the pendulum swing, and the prevailing climate of opinion. These factors determine to an unfortunately large degree whether or not particular research…

  16. 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”.

  17. Reading Edward Said in Myanmar

    DEFF Research Database (Denmark)

    Jensen, Lars

    2014-01-01

    Twenty years after its publication, Culture and Imperialism continues to be seen as part of the defining moment of postcolonial readings of our contemporary world. The anniversary marks an opportunity to revisit the landscape of culture and imperialism as envisaged by Edward Said, but also to dis...

  18. Translanguaging in a Reading Class

    Science.gov (United States)

    Vaish, Viniti; Subhan, Aidil

    2015-01-01

    Using translanguaging as a theoretical foundation, this paper analyses findings from a Grade 2 reading class for low achieving students, where Malay was used as a scaffold to teach English. Data come from one class in one school in Singapore and its Learning Support Programme (LSP), which is part of a larger research project on biliteracy. The LSP…

  19. Affective reading and strategic hermeneutics

    Directory of Open Access Journals (Sweden)

    Riccardo Frangi

    2017-10-01

    Full Text Available This paper deals mainly with three issues: how people interact with linguistically codified messages in everyday life? How this affects people’s behaviour? And how does this thing relates to practicing philosophy? These three issues are faced with the help two concepts: “affective reading” regards the first two of them, while “strategic hermeneutics” regards the last one. This paper thus starts with the analysis of the meaning of affective reading and tries to show how this way of reading is practiced on everyday basis to organize our actions. Then the focus turns to philosophical applications of the affective reading to show how much it affects our discipline. Strategic hermeneutics takes here its place on the stage. Indeed, this concept is the application of affective reading as a philosophical tool and method. Hence, it’s shown how to use this kind of tool with a theoretical analysis and an example given. At the end of the paper I’ve tried to display how this philosophical method affects the foundation and development of the philosopher’s ego under the prospective of Lacan’s theory of Oedipus’ complex.

  20. Flaws in Commercial Reading Materials.

    Science.gov (United States)

    Axelrod, Jerome

    Three flaws found in commercial reading materials, such as workbooks and kits, are discussed in this paper, and examples of the flaws are taken from specific materials. The first problem noted is that illustrations frequently provide the information that the learner is supposed to supply through phonetic or structural analysis; the illustrations…

  1. Reading Teacher, Meet the Librarian

    Science.gov (United States)

    Glick, Andrea

    2005-01-01

    Do school librarians play a role in teaching students to read? Yes, they do, and librarians should embrace that role if they want school administrators and politicians to recognize them as central to fostering literate kids, according to several people who took part in the literacy challenge group. The question of how and what school librarians…

  2. Reading Multimodally: What is Afforded?

    Science.gov (United States)

    O'Brien, David; Voss, Scott

    2011-01-01

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

  3. Reading as an Imaginative Act

    Science.gov (United States)

    McGraw, Amanda; Mason, Mary

    2017-01-01

    The teaching of reading provokes heated discussion, particularly when the reputations of governments and institutions rest on what students do and achieve. This paper focuses on the first two years of a three year project where the researchers worked in communities of practice with secondary school English teachers in state, Catholic and…

  4. Connecting Reading and Mathematical Strategies

    Science.gov (United States)

    Halladay, Juliet L.; Neumann, Maureen D.

    2012-01-01

    Recent years have witnessed a growing interest in interdisciplinary teaching and learning in the elementary grades. Teachers are increasingly looking for ways to help their students integrate literacy instruction with content area learning. This article highlights some of the similarities between reading comprehension and mathematical…

  5. 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…

  6. Identifying uniformly mutated segments within repeats.

    Science.gov (United States)

    Sahinalp, S Cenk; Eichler, Evan; Goldberg, Paul; Berenbrink, Petra; Friedetzky, Tom; Ergun, Funda

    2004-12-01

    Given a long string of characters from a constant size alphabet we present an algorithm to determine whether its characters have been generated by a single i.i.d. random source. More specifically, consider all possible n-coin models for generating a binary string S, where each bit of S is generated via an independent toss of one of the n coins in the model. The choice of which coin to toss is decided by a random walk on the set of coins where the probability of a coin change is much lower than the probability of using the same coin repeatedly. We present a procedure to evaluate the likelihood of a n-coin model for given S, subject a uniform prior distribution over the parameters of the model (that represent mutation rates and probabilities of copying events). In the absence of detailed prior knowledge of these parameters, the algorithm can be used to determine whether the a posteriori probability for n=1 is higher than for any other n>1. Our algorithm runs in time O(l4logl), where l is the length of S, through a dynamic programming approach which exploits the assumed convexity of the a posteriori probability for n. Our test can be used in the analysis of long alignments between pairs of genomic sequences in a number of ways. For example, functional regions in genome sequences exhibit much lower mutation rates than non-functional regions. Because our test provides means for determining variations in the mutation rate, it may be used to distinguish functional regions from non-functional ones. Another application is in determining whether two highly similar, thus evolutionarily related, genome segments are the result of a single copy event or of a complex series of copy events. This is particularly an issue in evolutionary studies of genome regions rich with repeat segments (especially tandemly repeated segments).

  7. Multivariate linear models and repeated measurements revisited

    DEFF Research Database (Denmark)

    Dalgaard, Peter

    2009-01-01

    Methods for generalized analysis of variance based on multivariate normal theory have been known for many years. In a repeated measurements context, it is most often of interest to consider transformed responses, typically within-subject contrasts or averages. Efficiency considerations leads...... to sphericity assumptions, use of F tests and the Greenhouse-Geisser and Huynh-Feldt adjustments to compensate for deviations from sphericity. During a recent implementation of such methods in the R language, the general structure of such transformations was reconsidered, leading to a flexible specification...

  8. Repeat Sequence Proteins as Matrices for Nanocomposites

    Energy Technology Data Exchange (ETDEWEB)

    Drummy, L.; Koerner, H; Phillips, D; McAuliffe, J; Kumar, M; Farmer, B; Vaia, R; Naik, R

    2009-01-01

    Recombinant protein-inorganic nanocomposites comprised of exfoliated Na+ montmorillonite (MMT) in a recombinant protein matrix based on silk-like and elastin-like amino acid motifs (silk elastin-like protein (SELP)) were formed via a solution blending process. Charged residues along the protein backbone are shown to dominate long-range interactions, whereas the SELP repeat sequence leads to local protein/MMT compatibility. Up to a 50% increase in room temperature modulus and a comparable decrease in high temperature coefficient of thermal expansion occur for cast films containing 2-10 wt.% MMT.

  9. Mechanical processes with repeated attenuated impacts

    CERN Document Server

    Nagaev, R F

    1999-01-01

    This book is devoted to considering in the general case - using typical concrete examples - the motion of machines and mechanisms of impact and vibro-impact action accompanied by a peculiar phenomenon called "impact collapse". This phenomenon is that after the initial collision, a sequence of repeated gradually quickening collisions of decreasing-to-zero intensity occurs, with the final establishment of protracted contact between the interacting bodies. The initiation conditions of the impact collapse are determined and calculation techniques for the quantitative characteristics of the corresp

  10. Development of repeating pneumatic pellet injector

    Energy Technology Data Exchange (ETDEWEB)

    Oda, Y.; Onozuka, M.; Shimomura, T. (Mitsubishi Heavy Industries Ltd., Kobe (Japan)) (and others)

    1990-01-01

    A repeating pneumatic pellet injector has been constructed to experiment with the technique of continuous injection for fueling fusion reactors. This device is composed of a cryogenic extruder and a gun assembly in (among others) a high-vacuum vessel, diagnostic vessels, LHe, fuel-gas and propellant-gas supply systems, control and data acquisition systems, etc. The performance tests, using hydrogen, have proved that the device provides the function of extruding frozen hydrogen ribbons at the speed of 6 mm s{sup -1}, chambering pellet at the rate of 5 Hz, and injecting pellet at the speed of 900 m s{sup -1}, as planned. (author).

  11. Development of repeating pneumatic pellet injector

    International Nuclear Information System (INIS)

    Oda, Y.; Onozuka, M.; Shimomura, T.

    1990-01-01

    A repeating pneumatic pellet injector has been constructed to experiment with the technique of continuous injection for fueling fusion reactors. This device is composed of a cryogenic extruder and a gun assembly in (among others) a high-vacuum vessel, diagnostic vessels, LHe, fuel-gas and propellant-gas supply systems, control and data acquisition systems, etc. The performance tests, using hydrogen, have proved that the device provides the function of extruding frozen hydrogen ribbons at the speed of 6 mm s -1 , chambering pellet at the rate of 5 Hz, and injecting pellet at the speed of 900 m s -1 , as planned. (author)

  12. Minor Immediate Effects of a Dog on Children’s Reading Performance and Physiology

    Directory of Open Access Journals (Sweden)

    Lisa Schretzmayer

    2017-06-01

    Full Text Available Literacy is a key factor in occupational success and social integration. However, an increasing number of children lack appropriate reading skills. There is growing evidence that dogs have positive effects on reading performance. We investigated the short-term effects of dogs on reading performance in 36 third-graders and monitored physiological parameters [heart rate (HR, heart rate variability (HRV, and salivary cortisol] as well as behavioral variables. Each child took part in two test sessions at the presence of a tutor, in one of which a dog and its handler were present. To assess reading performance two reading tests were used: two subtests of the standardized “Ein Leseverständnistest für Erst- bis Sechstklässler”, where the children have to carry out time-limited reading tasks, to assess sentence and text comprehension, and repeated reading (RR, where the children have to read the same text twice, to assess reading speed and short-term improvement. Although the dog had no effect on reading performance scores, within the first test session the children improved from the first to the second run of RR when a dog was present but not without dog. The behavior of the children indicated a calming effect of the dog in the first test session with less nervous movements and the children being less talkative. We found no impact of the dog on HR and HRV. However, the excitement about the dog in combination with the unknown situation in the first test session was reflected in a higher difference in the mean HR difference between the two test sessions for the children, who in the first test session had a dog present, compared to the children, who had the dog in the second test session. In the second test session, the children were more aroused with a dog present than with no dog present, as indicated by the area under the curve increase (AUCi of salivary cortisol values. We conclude that the presence of a dog had a minor short-term positive

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

    Science.gov (United States)

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

    2010-06-01

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

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

    Science.gov (United States)

    Kasemsap, Bharani; Lee, Hugo Yu-Hsiu

    2015-01-01

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

  15. 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.

  16. Reading Diagnosis via the Microcomputer (The Printout).

    Science.gov (United States)

    Weisberg, Renee; Balajthy, Ernest

    1989-01-01

    Examines and evaluates microcomputer software designed to assist in diagnosing students' reading abilities and making instructional decisions. Claims that existing software shows valuable potential when used sensibly and critically by trained reading clinicians. (MM)

  17. Reading for national development: Catching them young ...

    African Journals Online (AJOL)

    Reading for national development: Catching them young. ... It also discussed the impact of illiteracy and inefficient use of reading skills in an era of world's advanced technology. Some agencies that ... AJOL African Journals Online. HOW TO ...

  18. Recurring Anomaly Detection System (ReADS)

    Data.gov (United States)

    National Aeronautics and Space Administration — Overview: ReADS can analyze text reports, such as aviation reports and problem or maintenance records. ReADS uses text clustering algorithms to group loosely related...

  19. HBR's 10 must reads on managing people

    National Research Council Canada - National Science Library

    2011-01-01

    ... them. If you read nothing else on managing people, read these articles. We've combed through hundreds of Harvard Business Review articles and selected the most important ones to help you maximize your employee's performance...

  20. Extending Teach and Repeat to Pivoting Wheelchairs

    Directory of Open Access Journals (Sweden)

    Guillermo Del Castillo

    2003-02-01

    Full Text Available The paper extends the teach-and-repeat paradigm that has been successful for the control of holonomic robots to nonholonomic wheelchairs which may undergo pivoting action over the course of their taught movement. Due to the nonholonomic nature of the vehicle kinematics, estimation is required -- in the example given herein, based upon video detection of wall-mounted cues -- both in the teaching and the tracking events. In order to accommodate motion that approaches pivoting action as well as motion that approaches straight-line action, the estimation equations of the Extended Kalman Filter and the control equations are formulated using two different definitions of a nontemporal independent variable. The paper motivates the need for pivoting action in real-life settings by reporting extensively on the abilities and limitations of estimation-based teach-and-repeat action where pivoting and near-pivoting action is disallowed. Following formulation of the equations in the near-pivot mode, the paper reports upon experiments where taught trajectories which entail a seamless mix of near-straight and near-pivot action are tracked.