Improving Reading Instruction through Research-Based Instructional Strategies

Science.gov (United States)

Nash, Vickie Lynn

2010-01-01

The diverse population of students in grades 1- 3 at a suburban elementary school has created a challenge for teachers when differentiating instruction in reading. The purpose of this doctoral project study was to explore the lived experiences of these teachers as they have acquired research-based instructional strategies in reading that support…

Comprehension and Time Expended for a Doctoral Student with a Learning Disability when Reading with and without an Accommodation

Science.gov (United States)

Tanners, Adam; McDougall, Dennis; Skouge, Jim; Narkon, Drue

2012-01-01

The purpose of this alternating treatment, single-case research study was to compare reading comprehension and time expended reading, of a doctoral student with learning disabilities, under two reading conditions. In condition one, the student used a self-discovered accommodation, that is, listening, on an iPod, to an audiobook version…

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…

READING HABITS IN DIGITAL ERA: A RESEARCH ON THE STUDENTS IN BORNEO UNIVERSITY

Directory of Open Access Journals (Sweden)

Firima Zona Tanjung

2017-10-01

Full Text Available This research aims to explore the current reading habits of university students. Moreover, it aims to determine the effects of widespread use of the internet and other digital resources in reading habits and to give some possible recommendation to improve students’ reading habits in the digital era. The research design was descriptive survey research. The instrument of the research was questionnaire, which is based on Akarsu and Dariyemez (2014 and Chauhan and Lal (2012. The participants of the research were 320 students studying in six majors in Faculty of Teachers Training and Education at Borneo University. They were selected through the cluster random sampling. The questionnaire involved six categories, namely demographic information, frequency of items read, contents of online reading, online activities, content first clicked when online, and techniques to develop reading habits. All research data was analyzed using SPSS Statistics 22 program.

Changing Perspectives on Research in Reading/Language Processing and Instruction. Thirty-Third Yearbook of the National Reading Conference.

Science.gov (United States)

Niles, Jerome A., Ed.; Harris, Larry A., Ed.

Reflecting current themes that researchers, by their selective attention, have indicated are important in the field of reading/language processing and instruction, this yearbook presents a collection of 51 selected research articles from the National Reading Conference for 1983. Included are the following articles, listed with their authors: (1)…

Student Time Usage during Fall Reading Week

Science.gov (United States)

Cramer, Ken; Pschibul, Rebecca

2017-01-01

The present study investigated the time usage and levels of perceived stress, academic workload, and recreation time for 177 students at the University of Windsor before, during, and after Fall Reading Week (FRW). Over a three-week span (at various times of the day), students received a message to their smartphone to complete a 20-second survey…

The promotion of reading: a critical analysis of research articles

OpenAIRE

Gemma Lluch; Sandra Sánchez-García

2017-01-01

Reading is an increasingly worrisome issue. Low rates of reading, reading comprehension results of students, and the challenge of the new digital context have provoked an important debate around reading and how to promote it. This paper analyzes the research published from 2000 to 2015 in international journals indexed in Scopus and WoS, and highlights the need to look at this matter from an interdisciplinary and empirical perspective. The final aim is to establish the basis for appropriate a...

Connected text reading and differences in text reading fluency in adult readers.

Directory of Open Access Journals (Sweden)

Sebastian Wallot

Full Text Available The process of connected text reading has received very little attention in contemporary cognitive psychology. This lack of attention is in parts due to a research tradition that emphasizes the role of basic lexical constituents, which can be studied in isolated words or sentences. However, this lack of attention is in parts also due to the lack of statistical analysis techniques, which accommodate interdependent time series. In this study, we investigate text reading performance with traditional and nonlinear analysis techniques and show how outcomes from multiple analyses can used to create a more detailed picture of the process of text reading. Specifically, we investigate reading performance of groups of literate adult readers that differ in reading fluency during a self-paced text reading task. Our results indicate that classical metrics of reading (such as word frequency do not capture text reading very well, and that classical measures of reading fluency (such as average reading time distinguish relatively poorly between participant groups. Nonlinear analyses of distribution tails and reading time fluctuations provide more fine-grained information about the reading process and reading fluency.

Real-Time Engagement Area Development Program (READ-Pro)

National Research Council Canada - National Science Library

Burger, Joseph

2002-01-01

The Real Time Engagement Area Development Program (READ-Pro) is a PC-based prototype system which provides company-level commanders with real-time operational analysis tools to develop ENGAGEMENT AREAS(EA) for direct fire (DF) systems...

What Do Teachers Perceive as the Most Important Use of Reading Time?

Science.gov (United States)

McNinch, George H.; Schaffer, Gary L.; Cambell, Patricia; Rakes, Sondra

1999-01-01

Considers what teachers perceive as the appropriate time allocation among the distinct instructional areas during a typical reading session. Evaluates 58 teachers using a questionnaire that investigates four questions concerning ideal use of instruction time. Suggests that time spent reading must exceed time spent talking and writing about reading…

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…

Just-in-Time Teaching Techniques through Web Technologies for Vocational Students' Reading and Writing Abilities

Science.gov (United States)

Chantoem, Rewadee; Rattanavich, Saowalak

2016-01-01

This research compares the English language achievements of vocational students, their reading and writing abilities, and their attitudes towards learning English taught with just-in-time teaching techniques through web technologies and conventional methods. The experimental and control groups were formed, a randomized true control group…

Computer assisted analysis of research-based teaching method in English newspaper reading teaching

Science.gov (United States)

Jie, Zheng

2017-06-01

In recent years, the teaching of English newspaper reading has been developing rapidly. However, the teaching effect of the existing course is not ideal. The paper tries to apply the research-based teaching model to English newspaper reading teaching, investigates the current situation in higher vocational colleges, and analyzes the problems. It designs a teaching model of English newspaper reading and carries out the empirical research conducted by computers. The results show that the teaching mode can use knowledge and ability to stimulate learners interest and comprehensively improve their ability to read newspapers.

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

Science.gov (United States)

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…

Unrecognized Cultural Conventions for Assessing Word Reading That Affect Research and Practice

Science.gov (United States)

Fletcher-Flinn, Claire M.; Thompson, G. Brian; Yamada, Megumi; Naka, Makiko

2014-01-01

In research on the acquisition of reading, there have been cross-orthographic comparisons made between some alphabetic scripts and a few syllabic scripts. In the present study of Japanese Grade 1 children learning to read hiragana, a syllabic script, there was a comparison of assessments of oral word reading accuracy levels recorded by scorers…

Real-Time Engagement Area Development Program (Read-Pro)

National Research Council Canada - National Science Library

Burger, Joseph

2002-01-01

The Real-Tine Engagement Area Development Program (READ-Pro) is a PC-based prototype system which provides company-level commanders with real-time operational analysis tools to develop engagement areas (RA) for direct fire (DR) systems...

Fostering Reading Comprehension and Self-Directed Learning in a Collaborative Strategic Reading (CSR Setting

Directory of Open Access Journals (Sweden)

Jenny Mendieta

2015-04-01

Full Text Available This research project was carried out at five public educational institutions by a group of English teacher-researchers based in different regions of Colombia. Due to a shared concern about the development of reading skills and self-regulation in the L2 classroom, a multiple case action research study was designed to examine whether the use of Collaborative Strategic Reading (CSR (Klingner, Vaughn & Schumm, 1998; Klingner & Vaughn, 1998 could foster reading comprehension in learners and at the same time help them become self-directed learners. Student pre and post questionnaires, reading tests and learning logs, as well as teacher's journals constituted the data collection methods used during the study. Results indicate that the use of CSR impacted participants' learning attitudes and habits positively.

Instruction of Research-Based Comprehension Strategies in Basal Reading Programs

Science.gov (United States)

Pilonieta, Paola

2010-01-01

Research supports using research-based comprehension strategies; however, comprehension strategy instruction is not highly visible in basal reading programs or classroom instruction, resulting in many students who struggle with comprehension. A content analysis examined which research-based comprehension strategies were presented in five…

Reading Research Utilization Project: An RIC Project for Teachers and Other Field Personnel.

Science.gov (United States)

District of Columbia Public Schools, Washington, DC. Dept. of Research and Evaluation.

This is the final report of the Reading Research Utilization Project (RUP) which was funded by the U.S. Office of Education from July, 1971 to June, 1973. The purpose of the RUP was to encourage the translation of research, particularly reading research, into practice in 16 target elementary schools in Washington, D.C. RUP was a school information…

How to Read Scientific Research Articles: A Hands-On Classroom Exercise

Science.gov (United States)

Bogucka, Roxanne; Wood, Emily

2009-01-01

Undergraduate students are generally unfamiliar with scientific literature. Further, students experience frustration when they read research articles the way they read textbooks, from beginning to end. Using a team-based active learning exercise, an instruction librarian and colleagues at University of Texas at Austin introduce nutritional…

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.

Translating advances in reading comprehension research to educational practice

Directory of Open Access Journals (Sweden)

Danielle S. McNamara

2011-07-01

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

Increased control and data acquisition capabilities via microprocessor-based timed reading and time plot CAMAC modules

International Nuclear Information System (INIS)

Barsotti, E.J.; Purvis, D.M.; Loveless, R.L.; Hance, R.D.

1977-01-01

By implementing a microprocessor-based CAMAC module capable of being programmed to function as a time plot or a timed reading controller, the capabilities of the experimental area serial CAMAC control and data acquisition system at Fermilab have been extensively increased. These modules provide real-time data gathering and pre-processing functions synchronized to the main accelerator cycle clock while adding only a minimal amount to the host computer's CPU time and memory requirements. Critical data requiring a fast system response can be read by the host computer immediately following the request for this data. The vast majority of data, being non-critical, can be read via a block transfer during a non-busy time in the main accelerator cycle. Each of Fermilab's experimental areas, Meson, Neutrino and Proton, are controlled primarily by a Lockheed MAC-16 computer. Each of these three minicomputers is linked to a larger Digital Equipment Corporation PDP-11/50 computer. The PDP-11 computers are used primarily for data analysis and reduction. Presently two PDP-11's are linked to the three MAC-16 computers

Influences of Visual Attention and Reading Time on Children and Adults

Science.gov (United States)

Wei, Chun-Chun; Ma, Min-Yuan

2017-01-01

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

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…

[Critical reading of reports of educational research in teachers of IMSS. Multicenter study].

Science.gov (United States)

Leyva-González, Félix Arturo; Cacho-Salazar, Julio M; Degollado-Bardales, Lilia; Zavala-Arenas, Jesús Arturo; Angulo-Bernal, Sonia Elizabeth; Leyva-Salas, César Arturo; Orozco-Bisson, Gisele Victorine

2011-01-01

To determine the effect of an educational strategy promoting participation in the development of critical reading of educational research reports on professors of Educational Research and Teacher Education (CIEFD's). We performed an intervention study, multicenter professors (medical specialists) who enrolled in the courses: Diploma in teaching methodological level 1 and 2 (n = 46, n = 29, respectively) in the six CIEFD's (D.F. Siglo XXI, DF. La Raza, Nuevo León, Sonora, Puebla and Jalisco), in the period March to August 2007. A tool was built that assessed the variables critical appraisal of educational research reports, the construct validity, content and reliability was assessed by experts in education research. The educational strategy developed in the form of seminars, which were held three times a week in the Certification in teaching methodological level 1 and twice per week in the Certification Level 2 in teaching methodology duration per session: 6 h. The instrument was applied at the beginning and end of the course. In the two Graduates it was observed in the total group, an advance in the three indicators of critical reading, which was expressed with statistically significant differences; in the global score of the Diploma level 1 (final vs. initial measurement) the following mediums were observed: 36-67 (p = 0.0001); in the Diploma level 2, it was observed in its overall rating: 42-78 (p = 0.0001). This inquiry from the results observed some of theoretical approaches to mainstreaming participatory. An educational strategy promoting participation produced a breakthrough in the three indicators (to interpret, to judge and to formulate proposals) for critical reading of educational research reports.

KEEP Reading Research 1974: Overall Strategy and Preliminary Results. Technical Report No. 23.

Science.gov (United States)

Tharp, Roland G.; And Others

Reading research is an important aspect of the Kamehameha Early Education Program. This report describes the overall strategy of the reading research program, which is based on a conceptual framework that divides lines of inquiry into motivation, linguistics, instructional procedures, and correlational analysis. Preliminary results for each of…

Read and Move: A New Approach to Read-Aloud Time in Primary Grades

Science.gov (United States)

Kreider, Carri S.

2018-01-01

Literacy is the foundation of education, and so modern education devotes significant school time to promoting and developing literacy. Yet we also need to ensure that young bodies and minds are ready to absorb their literacy lessons. Integrating physical exercise with reading activities in unique ways can be a great benefit to young learners.

Oral Reading Fluency with iPods

Science.gov (United States)

Arens, Karla; Gove, Mary K.; Abate, Ron

2018-01-01

Research suggests that oral reading fluency frees up working memory so readers can focus on the meaning of a text, but traditional instruction in oral reading can be problematic in classrooms with students at different reading levels. Differentiating instruction, providing motivation to practice, as well as timely corrective feedback are practical…

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

Science.gov (United States)

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…

A Study On English Reading Habits Of Students Of English Study Program Of Riau University

OpenAIRE

Al Nazhari, Hafiz; Delfi, Syofia; ', Syafri K

2016-01-01

The aim of this study is to find out the habits of English reading among the students of English Study Program of Riau University. The method used in this research is quantitative research and the design is survey study. A questionnaire was used as the instrument of this research. The questionnaire involved seven indicators of reading habits: attitudes toward reading, reading frequency, reading materials read, time spend on academic reading, time spend on non-academic reading, motivation in t...

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.

How strongly do word reading times and lexical decision times correlate? Combining data from eye movement corpora and megastudies.

Science.gov (United States)

Kuperman, Victor; Drieghe, Denis; Keuleers, Emmanuel; Brysbaert, Marc

2013-01-01

We assess the amount of shared variance between three measures of visual word recognition latencies: eye movement latencies, lexical decision times, and naming times. After partialling out the effects of word frequency and word length, two well-documented predictors of word recognition latencies, we see that 7-44% of the variance is uniquely shared between lexical decision times and naming times, depending on the frequency range of the words used. A similar analysis of eye movement latencies shows that the percentage of variance they uniquely share either with lexical decision times or with naming times is much lower. It is 5-17% for gaze durations and lexical decision times in studies with target words presented in neutral sentences, but drops to 0.2% for corpus studies in which eye movements to all words are analysed. Correlations between gaze durations and naming latencies are lower still. These findings suggest that processing times in isolated word processing and continuous text reading are affected by specific task demands and presentation format, and that lexical decision times and naming times are not very informative in predicting eye movement latencies in text reading once the effect of word frequency and word length are taken into account. The difference between controlled experiments and natural reading suggests that reading strategies and stimulus materials may determine the degree to which the immediacy-of-processing assumption and the eye-mind assumption apply. Fixation times are more likely to exclusively reflect the lexical processing of the currently fixated word in controlled studies with unpredictable target words rather than in natural reading of sentences or texts.

Perceptions of scientific research literature and strategies for reading papers depend on academic career stage.

Science.gov (United States)

Hubbard, Katharine E; Dunbar, Sonja D

2017-01-01

Reading primary research literature is an essential skill for all scientists and students on science degree programmes, however little is known about how researchers at different career stages interact with and interpret scientific papers. To explore this, we conducted a survey of 260 undergraduate students and researchers in Biological Sciences at a research intensive UK university. Responses to Likert scale questions demonstrated increases in confidence and skill with reading the literature between individuals at each career stage, including between postdoctoral researchers and faculty academics. The survey indicated that individuals at different career stages valued different sections of scientific papers, and skill in reading the results section develops slowly over the course of an academic career. Inexperienced readers found the methods and results sections of research papers the most difficult to read, and undervalued the importance of the results section and critical interpretation of data. These data highlight a need for structured support with reading scientific literature at multiple career stages, and for senior academics to be aware that junior colleagues may prioritise their reading differently. We propose a model for the development of literature processing skills, and consider the need for training strategies to help inexperienced readers engage with primary literature, and therefore develop important skills that underpin scientific careers. We also encourage researchers to be mindful of language used when writing papers, and to be more inclusive of diverse audiences when disseminating their work.

Connecting Practice and Research: Integrated Reading and Writing Instruction Assessment

Science.gov (United States)

Caverly, David C.; Taylor, Judi Salsburg; Dimino, Renee K.; Lampi, Jodi P.

2016-01-01

The first "Connecting Practice and Research" column (Lampi, Dimino, & Salsburg Taylor, 2015), introduced a Research-to-Practice partnership (Coburn & Penuel, 2016) between two faculty from a community college and a university professor who were aiming to develop effective integrated reading and writing (IRW) instruction through a…

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…

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...

Strategies for Promoting Autonomous Reading Motivation: A Multiple Case Study Research in Primary Education

Science.gov (United States)

De Naeghel, Jessie; Van Keer, Hilde; Vanderlinde, Ruben

2014-01-01

It is important to reveal strategies which foster students' reading motivation in order to break through the declining trend in reading motivation throughout children's educational careers. Consequently, the present study advances an underexposed field in reading motivation research by studying and identifying the strategies of teachers excellent…

A research on comprehension differences between print and screen reading

Directory of Open Access Journals (Sweden)

Szu-Yuan Sun

2013-12-01

Full Text Available Since the 1980s, extensive research has been conducted comparing reading comprehension from printed text and computer screens. The conclusions, however, are not very consistent. As reading from computer screens requires a certain degree of individual technical skill, such variables should be objectively taken into consideration when conducting an experiment regarding the comparison between print and screen reading. This study analyses the difference in the level of understanding of the two presentational formats (text on printed pages and hypertext on computer screens for people between 45-54 years of age (i.e. “middleaged” adults. In our experimental findings there were no significant differences between the levels of comprehension for print and screen presentations. With regard to individual differences in gender, age group and educational level, the findings are as follows: gender and education effects on print reading comprehension performance were significant, while those on screen reading comprehension performance were not. For middle-aged computer learners, the main effect of age group on both print and screen reading comprehension performance was insignificant. In contrast, linear texts of traditional paper-based material are better for middle-aged readers’ literal text comprehension, while hypertext is beneficial to their inferential text comprehension. It is also suggested that hypermedia could be used as a cognitive tool for improving middle-aged adults’ inferential abilities on reading comprehension, provided that they were trained adequately to use available computers.

Translating advances in reading comprehension research to educational practice

Directory of Open Access Journals (Sweden)

Danielle S. McNAMARA

2011-11-01

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

Issues in Literacy: A Research Perspective. Thirty-Fourth Yearbook of the National Reading Conference.

Science.gov (United States)

Niles, Jerome A., Ed.; Lalik, Rosary V., Ed.

Reflecting current themes that scholars in reading/language research, by their selective attention, have indicated are important in the field of literacy and learning in natural settings, this yearbook presents a collection of 62 selected research articles from the National Reading Conference for 1984. Included are the following articles, listed…

Reading in Japanese as a Second Language : A Review of Empirical Research

OpenAIRE

堀場, 裕紀江; ホリバ, ユキエ; YUKIE, HORIBA

2003-01-01

During the past few decades the Japanese language has grown to be a popular second or foreign language (L2), and research on reading and learning of Japanese as L2 has started to appear in major academic journals and books in the fields of applied linguistics, second language acquisition, second/foreign language education, along with the more commonly researched languages such as English, Spanish and French. In this article. I will first describe theoretical assumptions used in L2 reading res...

Reading Level and Length of Written Research Consent Forms

Science.gov (United States)

Foe, Gabriella; Lally, Rachel

2015-01-01

Abstract In 100 Institutional Review Board approved consent forms (CFs), we assessed pages, reading levels, and whether they included essential elements. CF page numbers ranged from 3 to 28 (mean, 10.3) and readability ranged from grades 5.6 to 28.9 (mean, 11.6). The CF mean score for including essential elements was 90.8% (range: 63.5–100%). There were no significant differences by specialty in number of pages (p = 0.053), but surgical specialties had the highest readability (mean, 13.1), and pediatrics the lowest (10.5), p = 0.008. While approved CFs generally included the Office for Human Research Protections recommended essential elements, they were very long, and even pediatric forms, which had the lowest reading levels, were written on average at a tenth grade level. Researchers need guidance to resolve pressure between regulatory mandates and guidelines and “keeping it simple and clear.” PMID:25580939

An action research study of collaborative strategic reading in English with Saudi medical students

OpenAIRE

Al-Roomy, Muhammad

2013-01-01

This is an investigative action research study on ways of improving the reading comprehension skills of Arabic medical school students. The study first analysed the difficulties of teaching and learning English and reading in English in a Saudi university medical college. An intervention was planned and implemented based on Collaborative Strategic Reading (CSR –Klingner and Vaughn, 1996). This involved using group work to teach explicitly a set of reading strategies to a class of students who...

To read or not to read : a meta-analysis of print exposure from infancy to early adulthood

NARCIS (Netherlands)

Mol, Suzanne E; Bus, Adriana G

This research synthesis examines whether the association between print exposure and components of reading grows stronger across development. We meta-analyzed 99 studies (N = 7,669) that focused on leisure time reading of (a) preschoolers and kindergartners, (b) children attending Grades 1-12, and

Autistic Spectrum Disorder and Assistive Technology: Action Research Case Study of Reading Supports

Science.gov (United States)

Lindsey, Pam

2012-01-01

This descriptive action research experience with case study procedures examined the use of best practices paired with assistive technologies as interventions to individualize fiction reading instruction for a high-functioning elementary student, JB (pseudonym), diagnosed with autistic spectrum disorder. JB's instructional, reading goals were to…

Nurses' attitude to reading research articles and their perception of ...

African Journals Online (AJOL)

This descriptive study aimed at determining nurses' attitude to reading research articles and their ... Level of education of the nurses and years ofworking experience had an impact on their perception of ... AJOL African Journals Online.

Medipix3 array high performance read-out board for synchrotron research

International Nuclear Information System (INIS)

Tartoni, N.; Horswell, I. C.; Marchal, J.; Gimenez, E. N.; Fearn, R. D.; Silfhout, R. G. van

2010-01-01

The Medipix3 ASIC is one of the most advanced chip that is presently available to build photon counting area detectors. The capabilities of the chip include adjacent pixels charge summing circuitry to sort out the distortion due to charge sharing, simultaneous counting and read-out that enables frames to be acquired without dead time, the colour mode of operation that enables up to eight energy bands to be acquired. In order to fully exploit the capabilities of the Medipix3 chip in synchrotron research, a high performance electronic board capable of driving large arrays of chips is necessary. We propose a parallel read-out board of Medipix3 chip arrays with a scalable architecture that allows driving the Medipix3 chip in all of its modes of operation. The board functions include the control of the chip arrays, data formatting and data compression, the management of the communications with the data storage devices, and operation in various trigger modes. In addition to this the board will have some 'intelligence' embedded. This will add some very important features to the final detector such as pattern recognition, capability of variable frame duration as a function of the photon flux, feedback to other equipment and real time calculations of data relevant to experiments such as the autocorrelation function.

Influence of Reading Material Characteristics on Study Time for Pre-Class Quizzes in a Flipped Classroom.

Science.gov (United States)

Persky, Adam M; Hogg, Abigail

2017-08-01

Objective. To examine how instructor-developed reading material relates to pre-class time spent preparing for the readiness assurance process (RAP) in a team-based learning (TBL) course. Methods. Students within pharmacokinetics and physiology were asked to self-report the amount of time spent studying for the RAP. Correlation analysis and multilevel linear regression techniques were used to identify factors within the pre-class reading material that contribute to self-reported study time. Results. On average students spent 3.2 hours preparing for a section of material in the TBL format. The ratio of predicted reading time, based on reading speed and word count, and self-reported study time was greater than 1:3. Self-reported study time was positively correlated with word count, number of tables and figures, and overall page length. For predictors of self-reported study time, topic difficulty and number of figures were negative predictors whereas word count and number of self-assessments were positive predictors. Conclusion. Factors related to reading material are moderate predictors of self-reported student study time for an accountability assessment. A more significant finding is student self-reported study time is much greater than the time predicted by simple word count.

Accuracy and reading time for six strategies using digital breast tomosynthesis in women with mammographically negative dense breasts.

Science.gov (United States)

Tagliafico, Alberto Stefano; Calabrese, Massimo; Bignotti, Bianca; Signori, Alessio; Fisci, Erica; Rossi, Federica; Valdora, Francesca; Houssami, Nehmat

2017-12-01

To compare six strategies using digital breast tomosynthesis in women with mammographically negative dense breasts. This is a substudy of the 'ASTOUND' trial. 163 women who underwent tomosynthesis with synthetically reconstructed projection images (S-2D) inclusive of 13 (7.9%) cases diagnosed with breast cancer at histopathology after surgery were evaluated. Accuracy measures and screen-reading time of six reading strategies were assessed: (A) Single reading of S-2D alone, (B) single reading of tomosynthesis alone, (C) single reading of joint interpretation of tomosynthesis + S-2D, (D) double-reading of S-2D alone, (E) double reading of tomosynthesis alone, (F) double reading of joint interpretation of tomosynthesis + S-2D. The median age of the patients was 53 years (range, 36-88 years). The highest global accuracy was obtained with double reading of tomosynthesis + S2D (F) with an AUC of 0.979 (ptomosynthesis+ S2D had the best accuracy of six screen-reading strategies although it had the longest reading time. • Tomosynthesis acquisitions are progressively implemented with reconstructed synthesized 2D images • Double reading using S-2D plus tomosynthesis had the highest global accuracy (ptomosynthesis increased reading time.

Characterization and modeling of SET/RESET cycling induced read-disturb failure time degradation in a resistive switching memory

Science.gov (United States)

Su, Po-Cheng; Hsu, Chun-Chi; Du, Sin-I.; Wang, Tahui

2017-12-01

Read operation induced disturbance in SET-state in a tungsten oxide resistive switching memory is investigated. We observe that the reduction of oxygen vacancy density during read-disturb follows power-law dependence on cumulative read-disturb time. Our study shows that the SET-state read-disturb immunity progressively degrades by orders of magnitude as SET/RESET cycle number increases. To explore the cause of the read-disturb degradation, we perform a constant voltage stress to emulate high-field stress effects in SET/RESET cycling. We find that the read-disturb failure time degradation is attributed to high-field stress-generated oxide traps. Since the stress-generated traps may substitute for some of oxygen vacancies in forming conductive percolation paths in a switching dielectric, a stressed cell has a reduced oxygen vacancy density in SET-state, which in turn results in a shorter read-disturb failure time. We develop an analytical read-disturb degradation model including both cycling induced oxide trap creation and read-disturb induced oxygen vacancy reduction. Our model can well reproduce the measured read-disturb failure time degradation in a cycled cell without using fitting parameters.

Never Too Late: Approaches to Reading Instruction for Secondary Students with Disabilities. Research to Practice Brief: Improving Secondary Education and Transition Services through Research.

Science.gov (United States)

Clapper, Ann T.; Bremer, Christine D.; Kachgal, Mera M.

This research brief discusses two reading instruction models for teaching secondary school students with disabilities. The first, Collaborative Strategic Reading (CSR), is designed specifically for students with learning disabilities and students who are at risk of reading failure. This strategy adapts reciprocal reading and incorporates…

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…

Timing Childhoods: An Alternative Reading of Children's Development through Philosophy of Time, Temporality, Place and Space

Science.gov (United States)

Tesar, Marek

2016-01-01

This article argues that the denial of development can be a productive space and a liberating time for children in the current outcomes-driven times. The author offers an alternative reading of childhood, considering children's development differently through various philosophical theorizations of events, which emerge through utilizing philosophy…

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...

A summary of the reading comprehension research undertaken with students who are deaf or hard of hearing.

Science.gov (United States)

Luckner, John L; Handley, C Michele

2008-01-01

The American Federation of Teachers (1999) has stated that "the most fundamental responsibility of schools is teaching students to read" (p. 7). The central purpose of reading is comprehension--constructing meaning from text. The purpose of the present study was to identify, review, and summarize the research published in professional peer-reviewed journals related to reading comprehension and school-age students who are deaf or hard of hearing between 1963 and 2005. Fifty-two studies were identified and reviewed. The results were summarized in a table and reported descriptively. The most frequently researched reading comprehension teaching strategies were identified and discussed. The need for more research in this critical area was noted.

39% access time improvement, 11% energy reduction, 32 kbit 1-read/1-write 2-port static random-access memory using two-stage read boost and write-boost after read sensing scheme

Science.gov (United States)

Yamamoto, Yasue; Moriwaki, Shinichi; Kawasumi, Atsushi; Miyano, Shinji; Shinohara, Hirofumi

2016-04-01

We propose novel circuit techniques for 1 clock (1CLK) 1 read/1 write (1R/1W) 2-port static random-access memories (SRAMs) to improve read access time (tAC) and write margins at low voltages. Two-stage read boost (TSR-BST) and write word line boost (WWL-BST) after the read sensing schemes have been proposed. TSR-BST reduces the worst read bit line (RBL) delay by 61% and RBL amplitude by 10% at V DD = 0.5 V, which improves tAC by 39% and reduces energy dissipation by 11% at V DD = 0.55 V. WWL-BST after read sensing scheme improves minimum operating voltage (V min) by 140 mV. A 32 kbit 1CLK 1R/1W 2-port SRAM with TSR-BST and WWL-BST has been developed using a 40 nm CMOS.

Problematizing qualitative educational research: reading observations and interviews through rhizoanalysis and multiple literacies

Directory of Open Access Journals (Sweden)

Diana Masny

2015-06-01

Full Text Available This article problematizes conventional qualitative educational research through a process of reading observation and interview in rhizomatic research. Such an approach to doing research brings together Multiple Literacies Theory and rhizoanalysis, innovative practices with transdisciplinary implications. This article contributes to on-going research regarding the emergence of multiple literacies and rhizoanalysis as a way to experiment in disrupting conventional research concepts, in this case, observations and interviews. Rhizoanalysis is proposed because of its non-hierarchical and non-linear perspective to conducting qualitative research. In a similar manner, Multiple Literacies Theory seeks to release school-based literacy from its privileged position and unfold literacy as multiple and non-hierarchical. This theoretical and practical stance to educational research is deployed in an assemblage that includes a study of multiple writing systems with 5- to 8 –year- old multilingual children. Reading observation and interviews through the lens of rhizoanalysis and Multiple Literacies Theory becomes an exploration in reconceptualization of qualitative research.

USING OF READING, ENCODING, ANNOTATING, AND PONDERING (REAP TECHNIQUE TO IMPROVE STUDENTS’ READING COMPREHENSION (A Classroom Action Research at Eighth Grade Students in MTSN 1 Kota Bengkulu in Academic years 2016

Directory of Open Access Journals (Sweden)

Fera Zasrianita

2017-03-01

Full Text Available Abstract The researcher found the problem at MTSN 1 in the city of  Bengkulu at grade VIII I that students got difficulty in comprehending reading texts, and in understanding meanings of words in paragraphs, and teachers techniques  made the students bored. Therefore, the purpose of the research is to improve students’ reading comprehension through REAP techniques. The subject of the research is the students of  grade VIII I consisting of 27 students, 14 female students and 13 male students. The instruments of the research are reading tets, observation sheetteacher and the students, interview guide and that for documentary study.  The results of the research show that the  REAP teachniques are effective in improving the students’ reading comprehension. The students got involved directly and were able to cooperate with their peers during the teaching-learning process. The research was conducted in two cycles an the test was administered at the end of each cycle. From the average mean scores, it could be seen that there was improvement of the the students’ reading ability. In cycle I, the mean score was 70.5 and in cycle 2, it was 78.7,and at the Post assessment, it was  82.2. It means that the students’ mean scores has reached the research target. Thus, it can be concluded that REAPtechniques can improve the students’ readng comprehension. Kata Kunci: REAP (Reading, Encoding, Annotating, and Pondering technique, Students’ reading comprehension

Hodoscope read-out with space-time mapping through an optical pipeline

International Nuclear Information System (INIS)

Bamberger, A.; Boehler, E.; Kroeger, W.; Soeldner-Rembold, S.

1993-09-01

This note describes a new read-out scheme for fine grained hodoscopes with possible applications for a Small Angle Rear Tracking Detector (SRTD) or a pre-sampler in front of the ZEUS Uranium Calorimeter. Several hodoscope strips are read out by one phototube using optical fibres of different lengths. Optical delays of equal increments ensure a linear mapping of the space coordinate onto the time coordinate. A first prototype has been built and first test measurements are being presented. In addition, Monte Carlo simulations were performed to study the effects of showering electrons on the position resolution of the detector. The results of the test measurements, especially those related to the properties of the light guides, and the results of the simulation are of general importance for the SRTD design beyond the optical delay read-out scheme presented here. (orig.)

Research on Eye Movement Tracking in ESL Reading

Directory of Open Access Journals (Sweden)

Wenlian ZHAN

2014-06-01

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

A study of teacher-researcher collaboration on reading instruction for Chapter one students

OpenAIRE

Magalhaes, Maria Cecilia Camargo

1990-01-01

This study examines a collaborative endeavor in which a Chapter One teacher and a reseacher worked together to plan, conduct and reflect on a reading instruction designed to promote strategic reading. For eleven weeks, data were collected during conversations and reflective/planning sessions conducted by the teacher and the researcher and during instruction for a group of fourth-and fifth-gratle students. Ethnographic methods such as participant observation, interview...

Distributions of Journal Citations in Small Collections of Reading Research.

Science.gov (United States)

Mayes, Bea

The distribution of reading-research citations was investigated in three populations of journals. The rule of Pareto-like distribution was confirmed as appropriate for determining the number of journals that would contribute half the citations in populations of 26 to 112 journals. In populations of 42 to 112 journals, 24% to 29% of the…

Improving Efl Students' Reading Comprehension And Students' Perception On Metacognitive Reading Strategies

OpenAIRE

Linda, Kristina; Regina; Sutapa,, Y. Gatot

2015-01-01

The aims of this study were improving EFL students' reading comprehension by using Metacognitive Reading Strategies and finding out the students' perceptions on Metacognitive Reading Strategies. The method of the research was a classroom action research. The research subjects were 29 students majoring in Accounting Program class 3 of Year-10. This research was conducted in three cycles to maximize the students' improvement in comprehending the text. The findings of data collecting revealed th...

Income Inequality and the Online Reading Gap: Teaching Our Way to Success With Online Research and Comprehension

Science.gov (United States)

Leu, Donald J.; Forzani, Elena; Kennedy, Clint

2015-01-01

A recent study in "Reading Research Quarterly" provided evidence that an online reading achievement gap, based on income inequality, exists that is separate and independent from the well-known achievement gap in offline reading. This column briefly reviews the evidence and provides an initial set of instructional suggestions that may be…

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.

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.

The Reading Habits of Developmental College Students at Different Levels of Reading Proficiency.

Science.gov (United States)

Sheorey, Ravi; Mokhtari, Kouider

1994-01-01

Examines differences in reading habits of developmental college students with varying levels of reading proficiency. Finds that subjects spent an unusually low amount of time on academic reading and even less time on nonacademic reading. Finds no significant differences between high- and low-proficient readers with regard to amount of time spent…

The Impact of Teaching Phonemic Awareness by Means of Direct Instruction on Reading Achievement of Students with Reading Disorder

Directory of Open Access Journals (Sweden)

Ahmad Sharifi

2012-03-01

Full Text Available Background: Phonemic awareness is one of the most important predictors of reading skills that has been taught by different procedures. One of the procedures is implementation of direct instruction in instruction of phonemic awareness. Current study is one of the unique studies in Iran that investigate impact of direct instruction in phonemic awareness on reading achievement of students with reading disorder.Case: Three male second grade elementary students with reading disorder in a regular school in district six of the office of education in Tehran were selected. Multiple-baseline across subjects was selected as a research design. The following tests were used as diagnostic criteria: reading and dyslexia test and Wechsler intelligence scale for children-revised. Moreover, a reading inventory consisting of 100 words was developed by researchers to assess the reading ability of the subjects. Data were collected in three phases: baseline, intervention, and follow-up. During the intervention phase, the intervention strategies were used while during baseline and follow-up, data were collected without any intervention. Comparing three phases of the study, we may conclude that intervention package consisting of direct instruction of phonological awareness was an effective strategy in reading achievement of all three students. In addition, follow-up data indicated that the effects of the intervention procedures were stable across time.Conclusion: Direct instruction of phonological awareness was effective in reading achievement of students with reading disorder in elementary school and increasing their abilities in reading.

Reading Time Allocation Strategies and Working Memory Using Rapid Serial Visual Presentation

Science.gov (United States)

Busler, Jessica N.; Lazarte, Alejandro A.

2017-01-01

Rapid serial visual presentation (RSVP) is a useful method for controlling the timing of text presentations and studying how readers' characteristics, such as working memory (WM) and reading strategies for time allocation, influence text recall. In the current study, a modified version of RSVP (Moving Window RSVP [MW-RSVP]) was used to induce…

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'…

Reading for Understanding: Towards an R&D Program in Reading Comprehension

National Research Council Canada - National Science Library

Snow, Catherine

2001-01-01

This draft report from the Rand Reading Study Group (RRSG)1 formulates an initial proposal concerning the research issues that the community of reading researchers most urgently needs to address over the next 10-15 years...

In the webs of discourse: senses on scholar library, reading and research

Directory of Open Access Journals (Sweden)

Ludmila Ferrarezi

2012-04-01

Full Text Available From the theoretical framework of french Discourse Analysis, we observed how the social, historical and ideological conditions affect the construction / formulation / circulation of the senses which can be naturalized, outlining a particular image on scholar library, reading and research. For this, we did a brief historical account on the development of the brazilian school libraries that was marked by senses of lack and restriction which are updated by the operation of discursive memory when they are reproduced in the contemporary discourse about this institution and the activities that are realized in its space. These senses show the importance of teachers and librarians change of attitude, make possible discoursive practices of reading and research that are more critical, creative and inquisitive, in the classroom and in the library, which is much more than a deposit or a collection of books.

Eye Movement during Silent and Oral Reading: How Can we Compensate the Loss of Multisensory Process during Silent Reading?

Directory of Open Access Journals (Sweden)

Maiko Takahashi

2011-10-01

Full Text Available While reading texts orally, we process the multisensory language information. Accordingly, in the context of reading aloud, we process the visually presented text and produce the auditory information of the text through articulatory movement. These multisensory processing activities are assumed to facilitate the memory and comprehension of textual information. Conversely, while reading silently, we process only the visual information of the text. Although we cannot use the multisensory language information while reading silently, several researchers have found that there is little difference between the degree of comprehension based on silent and oral reading for adult readers. The purpose of this study is to explain how we compensate the loss of multisensory process during silent reading by comparing the visual processing process during silent and oral reading. By conducting two experiments, we measured and compared the eye movement during silent and oral reading. The results showed that silent reading took shorter time for comprehension than oral reading, and readers had more visual fixation points and read back frequently during reading silently than orally. These reading strategies during silent reading seemed to compensate the loss of multisensory process and support the text comprehension.

A Longitudinal Study of the Role of Reading Motivation in Primary Students' Reading Comprehension: Implications for a Less Simple View of Reading

Science.gov (United States)

Cartwright, Kelly B.; Marshall, Timothy R.; Wray, Erica

2016-01-01

Although substantial research indicates motivation contributes significant variance to reading comprehension in upper elementary students, research with students in primary grades has focused, instead, on the relation of motivation to word reading. Assessment of reading motivation in 68 first and second graders indicated word and nonword reading…

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…

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…

Compulsory Book Reading at School and within Leisure

Science.gov (United States)

Pavlovic, Slavica

2015-01-01

This paper deals with attitudes of secondary school pupils towards compulsory book reading at school, being the integral part of the subject Croat language and literature teaching subject, and its possible impact on their book (not-)reading in their leisure time. It is based on the research carried out through five-point Likert-type scale in…

Reading Comprehension and Phonics Research: Review of Correlational Analyses with Deaf and Hard-of-Hearing Students

Science.gov (United States)

Luft, Pamela

2018-01-01

This manuscript reviews 28 studies of reading research on deaf and hard-of-hearing (DHH) students published since 2000 that used correlational analyses. The examination focused on assessment issues affecting measurement and analysis of relationships between early phonological or orthographic skills and reading comprehension. Mixed outcomes…

The New Three Rs: Research, Reading, and Results. Breakthrough to Literacy[TM].

Science.gov (United States)

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

Research in school districts throughout the United States shows that children who use "Breakthrough to Literacy" achieve significant and lasting improvement in their reading skills. At virtually every site studied where implementation criteria were met, children who participated in "Breakthrough" demonstrated marked increases…

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…

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…

Graphic organizers and their effects on the reading comprehension of students with LD: a synthesis of research.

Science.gov (United States)

Kim, Ae-Hwa; Vaughn, Sharon; Wanzek, Jeanne; Wei, Shangjin

2004-01-01

Previous research studies examining the effects of graphic organizers on reading comprehension for students with learning disabilities (LD) are reviewed. An extensive search of the professional literature between 1963 and June 2001 yielded a total of 21 group design intervention studies that met the criteria for inclusion in the synthesis. Using graphic organizers (i.e., semantic organizers, framed outlines, cognitive maps with and without a mnemonic) was associated with improved reading comprehension overall for students with LD. Compared to standardized reading measures, researcher-developed comprehension measures were associated with higher effect sizes. Initial gains demonstrated when using graphic organizers were not revealed during later comprehension tasks or on new comprehension tasks.

Transcranial magnetic stimulation research on reading and dyslexia: a new clinical intervention technique for treating dyslexia?

Directory of Open Access Journals (Sweden)

Maurits van den Noort

2015-01-01

Full Text Available Nowadays, several noninvasive neuroimaging techniques, including transcranial magnetic stimulation (TMS, exist. The working mechanism behind TMS is a rapidly changing magnetic field that generates an electric current via electromagnetic induction. When the coil is placed on the scalp, the magnetic field generates a physiological reaction in the underlying neural tissue. The TMS-induced change in the participant′s behavior is used by researchers to investigate the causal relations between specific brain areas and cognitive functions such as language. A variant of TMS has been developed, which is called rapid-rate TMS (rTMS. In this review, three databases (Medline, Educational Resources Information Center, and Scopus were searched for rTMS studies on normal reading and dyslexia with a cut-off date of October 31, 2014. rTMS was found to be a valuable tool for investigating questions related to reading research, both on the word and the sentence level. Moreover, it can be successfully used in research on dyslexia. Recently, (high-frequency rTMS has been used as a "clinical" intervention technique for treating dyslexia and for improving reading performance by exciting underactive reading pathways in the brain. Finally, we end the paper with a discussion of future directions in the field of rTMS research and dyslexia, for instance, the promising prospect of combining TMS with simultaneous electroencephalographic imaging.

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

RESEARCH INTO THE READING PROCESS OF OF THE ACADEMIC COMMUNITY OF THE OLD VILNIUS UNIVERSITY: ASPECTS OF HISTORIOGRAPHY

Directory of Open Access Journals (Sweden)

Krakyte, Asta

2006-12-01

values common for the establishment of higher education for all parts of Europe that were under the leadership of the Jesuit order. In spite of the fact that the main part of reading sought by academic society was composed of professional literature, professors of Vilnius University were distinguished by rather broad reading interests typical to well-educated persons of their time and assimilated humanistic ideals embedded in Vilnius University by the Jesuit order. Although there are many ways to solve present-day issues of categorizing the reading process, material, strategies etc., sufficient attention to historical approaches has not been given in Lithuania. Many investigations into this area do not reveal the situation well. Yet, even selected quality research into this process can provide us with new directions for research and decision-making, and can increase our knowledge of the development, tendencies and culture of reading in all of Lithuania during the 16–19 centuries.

Improving reading in the primary grades.

Science.gov (United States)

Duke, Nell K; Block, Meghan K

2012-01-01

Almost fifteen years have passed since the publication of the National Research Council's seminal report Preventing Reading Difficulties in Young Children, which provided research-based recommendations on what could be done to better position students in prekindergarten through third grade for success in grade four and above. This article by Nell Duke and Meghan Block first examines whether specific key recommendations from the report have been implemented in U.S. classrooms. They find that recommendations regarding increased access to kindergarten and greater attention to and improvement of students' word-reading skills have been widely adopted. Others have not. Vocabulary and comprehension, long neglected in the primary grades, still appear to be neglected. Contrary to the report's recommendations, attention to building conceptual and content knowledge in science and social studies has actually decreased in the past fifteen years. In other words, the easier-to-master skills are being attended to, but the broader domains of accomplishment that constitute preparation for comprehension and learning in the later grades--vocabulary knowledge, comprehension strategy use, and conceptual and content knowledge--are being neglected. Near stagnation in fourth-grade students' comprehension achievement is thus unsurprising. The authors then turn to research and reviews of research on improving primary-grade reading published since 1998, when Preventing Reading Difficulties was issued. They discuss several instructional approaches identified as effective in improving word-reading skill, vocabulary and conceptual knowledge, comprehension strategies, and reading outside of school; they discuss advances in interventions for struggling readers, and in whole-school literacy reform. Duke and Block then identify three key obstacles that have prevented widespread adoption of these best practices in teaching reading. The first obstacle is a short-term orientation toward instruction and

Metacognitive Online Reading Strategies in Foreign Language Learning Context at University

Directory of Open Access Journals (Sweden)

Vilhelmina Vaičiūnienė

2014-03-01

Full Text Available Purpose – this research is aimed to identify the metacognitive online reading strategies employed by MRU students and assess the interrelation between online reading strategies and metacognitive awareness.Design/methodology/approach – the authors present and evaluate the findings obtained by using Online Survey of Reading Strategies (OSORS, the survey, which helped to identify MRU students’ metacognitive online reading strategies in a foreign language learning context. The methods applied in the research were the following ones: literature review and descriptive analysis of the obtained quantitative data. The quantitative research and descriptive analysis of the data received from the survey was applied. The target group of the study conducted at MRU consisted of 89 full-time students having different online reading experience. The sample was composed of students from five Bachelor study programmes studying in the academic year of 2012-2013. The instrument of the research (OSORS was composed of 38 items.Findings – the findings obtained through the survey revealed that readers work directly with the text to solve problems while reading online. However, a low score on any of the subscales of the inventory (i.e. Support strategies use indicates that there may be strategies in these parts that students might want to learn about and consider using them when reading online. By focusing students’ attention on the metacognitive reading strategies identified in the OSORS language, teachers could help students improve their online reading ability. Teachers should include strategy awareness as training component in their students’ online learning tasks.Research limitations/implications – the research sample is rather limited (89 participants.Practical implications – seeking to develop students’ online reading capacity, it is valuable for teachers to discover students’ preferences for online reading strategies and identify encountered

Processing implicit control: evidence from reading times

Directory of Open Access Journals (Sweden)

Michael eMcCourt

2015-10-01

Full Text Available Sentences such as The ship was sunk to collect the insurance exhibit an unusual form of anaphora, implicit control, where neither anaphor nor antecedent is audible. The nonfinite reason clause has an understood subject, PRO, that is anaphoric; here it may be understood as naming the agent of the event of the host clause. Yet since the host is a short passive, this agent is realized by no audible dependent. The putative antecedent to PRO is therefore implicit, which it normally cannot be. What sorts of representations subserve the comprehension of this dependency? Here we present four self-paced reading time studies directed at this question. Previous work showed no processing cost for implicit versus explicit control, and took this to support the view that PRO is linked syntactically to a silent argument in the passive. We challenge this conclusion by reporting that we also find no processing cost for remote implicit control, as in: The ship was sunk. The reason was to collect the insurance. Here the dependency crosses two independent sentences, and so cannot, we argue, be mediated by syntax. Our Experiments 1-4 examined the processing of both implicit (short passive and explicit (active or long passive control in both local and remote configurations. Experiments 3 and 4 added either three days ago or just in order to the local conditions, to control for the distance between the passive and infinitival verbs, and for the predictability of the reason clause, respectively. We replicate the finding that implicit control does not impose an additional processing cost. But critically we show that remote control does not impose a processing cost either. Reading times at the reason clause were never slower when control was remote. In fact they were always faster. Thus efficient processing of local implicit control cannot show that implicit control is mediated by syntax; nor, in turn, that there is a silent but grammatically active argument in passives.

Tracking the Mind's Eye: A New Technology for Researching Twenty-First-Century Writing and Reading Processes

Science.gov (United States)

Anson, Chris M.; Schwegler, Robert A.

2012-01-01

This article describes the nature of eye-tracking technology and its use in the study of discourse processes, particularly reading. It then suggests several areas of research in composition studies, especially at the intersection of writing, reading, and digital media, that can benefit from the use of this technology. (Contains 2 figures.)

Lies of the Reader: Disadvantages of the Sociological Research Methods for the Study of the Reading

Science.gov (United States)

Tsvetkova, Milena I.

2018-01-01

The research problems of this study are the difficulties in the explanation of the phenomenon of reading in its accelerated transformations by quantitative sociological methods, because of failure to comply with a number of factors: first, the social aspects of the purchase, consumption and possession of reading materials have not yet been…

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…

What Does Research on Computer-Based Instruction Have to Say to the Reading Teacher?

Science.gov (United States)

Balajthy, Ernest

1987-01-01

Examines questions typically asked about the effectiveness of computer-based reading instruction, suggesting that these questions must be refined to provide meaningful insight into the issues involved. Describes several critical problems with existing research and presents overviews of research on the effects of computer-based instruction on…

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.

Investigating Vocabulary and Reading Strategies with Middle Grades English Language Learners: A Research Synthesis

Science.gov (United States)

Cisco, Brooke Kandel; Padron, Yolanda

2012-01-01

Recent data indicate that many adolescent English language learners (ELLs) comprehend English texts at only a limited literal level. The purpose of this research synthesis was to systematically identify and describe the research related to the English reading comprehension of middle grades ELLs while also making practical connections to…

Impact of a voice recognition system on report cycle time and radiologist reading time

Science.gov (United States)

Melson, David L.; Brophy, Robert; Blaine, G. James; Jost, R. Gilbert; Brink, Gary S.

1998-07-01

Because of its exciting potential to improve clinical service, as well as reduce costs, a voice recognition system for radiological dictation was recently installed at our institution. This system will be clinically successful if it dramatically reduces radiology report turnaround time without substantially affecting radiologist dictation and editing time. This report summarizes an observer study currently under way in which radiologist reporting times using the traditional transcription system and the voice recognition system are compared. Four radiologists are observed interpreting portable intensive care unit (ICU) chest examinations at a workstation in the chest reading area. Data are recorded with the radiologists using the transcription system and using the voice recognition system. The measurements distinguish between time spent performing clerical tasks and time spent actually dictating the report. Editing time and the number of corrections made are recorded. Additionally, statistics are gathered to assess the voice recognition system's impact on the report cycle time -- the time from report dictation to availability of an edited and finalized report -- and the length of reports.

Measuring up advances in how we assess reading ability

CERN Document Server

Sabatini, John; O'Reilly, Tenaha

2012-01-01

Sabatini, Albro and O'Reilly believe that in light of federal legislation towards common core standards and assessments, as well as significant national investments in reading and literacy education, it is a critical and opportune time to bring together the research and measurement community to address fundamental issues of measuring reading comprehension, in theory and in practice.

"Daughter of Time": Outside Reading for a Research Writing Course.

Science.gov (United States)

Sosville, Jerri

1987-01-01

Presents an alternative to the usual selections taught in research paper writing courses. Suggests that Josephine Tey's novel is more relevant and enjoyable, as well as better suited for research projects, than, for example, "1984" or "The Sound and the Fury." (HTH)

Tracking the reading eye: towards a model of real-world reading

NARCIS (Netherlands)

Jarodzka, Halszka; Brand-Gruwel, Saskia

2018-01-01

Eye tracking has helped to understand the process of reading a word or a sentence, and this research has been very fruitful over the past decades. However, everyday real-world reading dramatically differs from this scenario: we read a newspaper on the bus, surf the Internet for movie reviews or

Processing Time and Cognitive Effort of Longhand Note Taking When Reading and Summarizing a Structured or Linear Text

Science.gov (United States)

Olive, Thierry; Barbier, Marie-Laure

2017-01-01

We examined longhand note taking strategies when reading and summarizing a source text that was formatted with bullets or that was presented in a single paragraph. We analyzed cognitive effort when reading the source text, when jotting notes, when reading the notes, and when composing the summary, as well as time spent in these activities and the…

(Re- Reading Adam Smith in a Time of Crisis

Directory of Open Access Journals (Sweden)

Ян Дуткевич

2012-03-01

Full Text Available At a time of not only empirical crisis, but also a philosophical crisis of the underpinning ideologies of the liberal capitalist economic system, there is an increasing tendency to dogmatize the work of classical thinkers, using selective readings of their work as the basis for support or critique of the status quo. Few are as subject to selective reading as the so-called father of modern economics, Adam Smith. This paper seeks to reflect on Smith's thought on two central aspects of the modern crisis: the nature of the limited liability corporation (whose profit motive is increasingly being challenged on a number of grounds and the role of the individual in a market economy (amid accusations from across the political and philosophical spectrum about the increasing isolation, individualization, and neo-liberalization of the self. These subjects are not as different as they might seem as they both relate to Smith's conception of the nature role of the individual actor - homo oeconomicus - not only in a market in and of itself, but in a market that Smith saw as a social creation and a part of a human community.

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…

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…

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).

Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices.

Science.gov (United States)

Accardo, Amy L; Finnegan, Elizabeth G

2017-11-01

Students with autism spectrum disorder have been found to experience difficulty with reading comprehension despite intact decoding and word recognition. This identified need for targeted reading comprehension remediation results in a need for teachers to utilize research-based practices and to individualize instruction for students with autism spectrum disorder; however, teachers report a lack of access to such practices. This study utilized survey methodology to gather perceptions and experiences of teachers and to compare teacher preparedness to use effective instructional practices emerging from the extant research to teacher-reported effective practices in the classroom. Study findings, based on 112 participants, reveal a discrepancy between teacher-reported effective practices, and the practices identified as effective through research, indicating a research to practice gap. Implications for practice include professional development recommendations, and the need for increased communication between researchers and teachers.

Tips for Reading Tutors = Consejos para los Tutores en Lectura.

Science.gov (United States)

Department of Education, Washington, DC.

Reading is the basis for learning and school success. While reading is learned primarily in the classroom, many students need extra time and help. Research shows that tutoring is a great way for individuals and groups outside school to support learning, but effective tutoring requires appropriate training and careful planning. This brochure,…

Performing T-tests to Compare Autocorrelated Time Series Data Collected from Direct-Reading Instruments.

Science.gov (United States)

O'Shaughnessy, Patrick; Cavanaugh, Joseph E

2015-01-01

Industrial hygienists now commonly use direct-reading instruments to evaluate hazards in the workplace. The stored values over time from these instruments constitute a time series of measurements that are often autocorrelated. Given the need to statistically compare two occupational scenarios using values from a direct-reading instrument, a t-test must consider measurement autocorrelation or the resulting test will have a largely inflated type-1 error probability (false rejection of the null hypothesis). A method is described for both the one-sample and two-sample cases which properly adjusts for autocorrelation. This method involves the computation of an "equivalent sample size" that effectively decreases the actual sample size when determining the standard error of the mean for the time series. An example is provided for the one-sample case, and an example is given where a two-sample t-test is conducted for two autocorrelated time series comprised of lognormally distributed measurements.

Considering the needs of English language learner populations: an examination of the population validity of reading intervention research.

Science.gov (United States)

Moore, Brooke A; Klingner, Janette K

2014-01-01

This article synthesizes reading intervention research studies intended for use with struggling or at-risk students to determine which studies adequately address population validity, particularly in regard to the diverse reading needs of English language learners. An extensive search of the professional literature between 2001 and 2010 yielded a total of 67 reading intervention studies targeting at-risk elementary students. Findings revealed that many current research studies fail to adequately describe the sample, including the accessible and target populations, and to disaggregate their findings based on demographic characteristics. When population validity issues are not addressed, researchers cannot generalize findings to other populations of students, and it becomes unclear what intervention strategies work, especially with English language learner student populations. However, 25 studies did specifically recognize and address the needs of English language learners, indicating more researchers are taking into consideration the diverse needs of other struggling student populations. © Hammill Institute on Disabilities 2012.

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.

Research Maps New Routes for Reading Success in PLA Early Childhood Initiative.

Science.gov (United States)

Meyers, Elaine

2002-01-01

The Public Library Association (PLA) partnered with the National Institute of Child Health and Human Development (NICHD) to develop research-based tools for parents to prepare children for reading. Inherent in the materials is the major role of the public library in formation of readers. Outlines goals and activities (2001-2002) of the PLA/ALSC…

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.

A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students’ Ability to Read Research Articles

Science.gov (United States)

Lacum, Edwin B. Van; Goedhart, Martin J.

2014-01-01

The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach—based on the work done in the field of genre analysis and argumentation theory—means that we teach students to read research articles by teaching them which rhetorical moves occur in research articles and how they can identify these. Because research articles are persuasive by their very nature, we focused on the rhetorical moves that play an important role in authors’ arguments. We designed a teaching strategy using cognitive apprenticeship as the pedagogical approach. It was implemented in a first-year compulsory course in the life sciences undergraduate program. Comparison of the results of a pretest with those of the posttest showed that students’ ability to identify these moves had improved. Moreover, students themselves had also perceived that their ability to read and understand a research article had increased. The students’ evaluations demonstrated that they appreciated the pedagogical approach used and experienced the assignments as useful. On the basis of our results, we concluded that students had taken a first step toward becoming expert readers. PMID:26086657

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…

IMPROVING THE STUDENTS‘ READING COMPREHENSION THROUGH KNOW-WANT-LEARN (KWL TECHNIQUE TO TEACH ANALYTICAL EXPOSITION ( Class Action Research

Directory of Open Access Journals (Sweden)

Meike Imelda Wachyu

2017-12-01

Full Text Available This study is aimed at finding out the impacts of the use of Know-Want-Learn technique in improving the reading comprehension to teach analytical exposition among eleventh grade students of SMA N 2 Indramayu in the academic year of 2017/2018. The study was action research in two research cycles. In the study, the researcher collaborated with the English teachers and the students. The data of this study were qualitative in nature supported by quantitative data. Qualitative data were obtained from the results of classroom observation and collaborators‘ discussion. Quantitative data were obtained from pre-test and post test results. The instruments for collecting the data were observation guides, interview guides, and the pre-test and posttest. The data were in the form of field notes, interview transcripts, and the scores of the students‘ pre-test and posttest. The results of the two cycles show that the use of Know-WantLearn technique is effective to improve the students‘ reading comprehension. It is supported by the qualitative data which show that (1 Know-Want-Learn technique can help the teacher to scaffold the students‘ comprehension of the text by focusing on the steps before, during, and after reading; (2 Know-Want-Learn technique can help the students to preview the text, assess what they have learned after reading, and motivate their interest in reading; (3 The kind of activities given such as preeteaching vocabulary, using skimming and scanning, using fix-up strategies, and guessing meaning can help the students to read the text efficiently.

Extra-large letter spacing improves reading in dyslexia

Science.gov (United States)

Zorzi, Marco; Barbiero, Chiara; Facoetti, Andrea; Lonciari, Isabella; Carrozzi, Marco; Montico, Marcella; Bravar, Laura; George, Florence; Pech-Georgel, Catherine; Ziegler, Johannes C.

2012-01-01

Although the causes of dyslexia are still debated, all researchers agree that the main challenge is to find ways that allow a child with dyslexia to read more words in less time, because reading more is undisputedly the most efficient intervention for dyslexia. Sophisticated training programs exist, but they typically target the component skills of reading, such as phonological awareness. After the component skills have improved, the main challenge remains (that is, reading deficits must be treated by reading more—a vicious circle for a dyslexic child). Here, we show that a simple manipulation of letter spacing substantially improved text reading performance on the fly (without any training) in a large, unselected sample of Italian and French dyslexic children. Extra-large letter spacing helps reading, because dyslexics are abnormally affected by crowding, a perceptual phenomenon with detrimental effects on letter recognition that is modulated by the spacing between letters. Extra-large letter spacing may help to break the vicious circle by rendering the reading material more easily accessible. PMID:22665803

The Art of Reading Aloud Day celebrated for the First time in Switzerland

CERN Document Server

Jardin des Particules

2018-01-01

Once upon a time, in the CERN Staff Association Nursery School and crèche, something very magical happened. Initiated by the ‘Institut Suisse Jeunesse et Media (ISJM) the first ever ‘Reading Aloud Day’ took place on 23 May 2018 throughout the whole of Switzerland. The goal of this nationwide event is to promote and celebrate the art of reading aloud, not only a pleasure which can be shared, but also a primary and highly useful educational aid. The nursery School and crèche was amongst the hundreds of other public and private establishments to take part. Throughout the day, a large number of the nursery schools’ children’s parents spontaneously took part in this charming event and demonstrated how important story telling aloud is for the development of infants and young children. They took it in turns reading stories to children between the ages of four months and six years old. Despite inclement weather conditions, several story-telling ...

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…

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

OpenAIRE

Sun, Ling

2011-01-01

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

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...

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…

Voice Over the Internet Protocol as a Medium for Delivering Reading Intervention

Directory of Open Access Journals (Sweden)

Craig Wright

2011-10-01

Full Text Available Voice Over the Internet Protocol (VoIP holds promise as a platform by which services can be delivered to students in rural and remote regions who have reading difficulties. VoIP is an Internet-based protocol that allows two or more individuals to videoconference from remote locations. This study used a single-case research design to investigate whether VoIP would produce significant gains in reading ability in BM, a 10-year-old with long-standing word-level reading problems. BM was provided with a theoretically motivated reading intervention 4 times weekly. The intervention was delivered remotely using the Apple iChat software. Substantial growth in regular- and nonword reading covaried with onset and removal of treatment. Treatment gains were maintained at 10-week follow-up. Meaningful gains were also seen in text-reading accuracy and reading comprehension. VoIP-based instruction represents an important avenue for future research and is a teaching method that holds much promise for rural and remote students.

Stress echocardiography with smartphone: real-time remote reading for regional wall motion.

Science.gov (United States)

Scali, Maria Chiara; de Azevedo Bellagamba, Clarissa Carmona; Ciampi, Quirino; Simova, Iana; de Castro E Silva Pretto, José Luis; Djordjevic-Dikic, Ana; Dodi, Claudio; Cortigiani, Lauro; Zagatina, Angela; Trambaiolo, Paolo; Torres, Marco R; Citro, Rodolfo; Colonna, Paolo; Paterni, Marco; Picano, Eugenio

2017-11-01

The diffusion of smart-phones offers access to the best remote expertise in stress echo (SE). To evaluate the reliability of SE based on smart-phone filming and reading. A set of 20 SE video-clips were read in random sequence with a multiple choice six-answer test by ten readers from five different countries (Italy, Brazil, Serbia, Bulgaria, Russia) of the "SE2020" study network. The gold standard to assess accuracy was a core-lab expert reader in agreement with angiographic verification (0 = wrong, 1 = right). The same set of 20 SE studies were read, in random order and >2 months apart, on desktop Workstation and via smartphones by ten remote readers. Image quality was graded from 1 = poor but readable, to 3 = excellent. Kappa (k) statistics was used to assess intra- and inter-observer agreement. The image quality was comparable in desktop workstation vs. smartphone (2.0 ± 0.5 vs. 2.4 ± 0.7, p = NS). The average reading time per case was similar for desktop versus smartphone (90 ± 39 vs. 82 ± 54 s, p = NS). The overall diagnostic accuracy of the ten readers was similar for desktop workstation vs. smartphone (84 vs. 91%, p = NS). Intra-observer agreement (desktop vs. smartphone) was good (k = 0.81 ± 0.14). Inter-observer agreement was good and similar via desktop or smartphone (k = 0.69 vs. k = 0.72, p = NS). The diagnostic accuracy and consistency of SE reading among certified readers was high and similar via desktop workstation or via smartphone.

The impact of trained radiographers as concurrent readers on performance and reading time of experienced radiologists in the UK Lung Cancer Screening (UKLS) trial

International Nuclear Information System (INIS)

Nair, Arjun; Screaton, Nicholas J.; Clements, Leigh; Holemans, John A.; Jones, Diane; Barton, Bruce; Gartland, Natalie; Hansell, David M.; Devaraj, Anand; Duffy, Stephen W.; Baldwin, David R.; Field, John K.

2018-01-01

To compare radiologists' performance reading CTs independently with their performance using radiographers as concurrent readers in lung cancer screening. 369 consecutive baseline CTs performed for the UK Lung Cancer Screening (UKLS) trial were double-read by radiologists reading either independently or concurrently with a radiographer. In concurrent reading, the radiologist reviewed radiographer-identified nodules and then detected any additional nodules. Radiologists recorded their independent and concurrent reading times. For each radiologist, sensitivity, average false-positive detections (FPs) per case and mean reading times for each method were calculated. 694 nodules in 246/369 (66.7%) studies comprised the reference standard. Radiologists' mean sensitivity and average FPs per case both increased with concurrent reading compared to independent reading (90.8 ± 5.6% vs. 77.5 ± 11.2%, and 0.60 ± 0.53 vs. 0.33 ± 0.20, respectively; p < 0.05 for 3/4 and 2/4 radiologists, respectively). The mean reading times per case decreased from 9.1 ± 2.3 min with independent reading to 7.2 ± 1.0 min with concurrent reading, decreasing significantly for 3/4 radiologists (p < 0.05). The majority of radiologists demonstrated improved sensitivity, a small increase in FP detections and a statistically significantly reduced reading time using radiographers as concurrent readers. (orig.)

The impact of trained radiographers as concurrent readers on performance and reading time of experienced radiologists in the UK Lung Cancer Screening (UKLS) trial

Energy Technology Data Exchange (ETDEWEB)

Nair, Arjun [Guy' s and St Thomas' NHS Foundation Trust, Department of Radiology, London (United Kingdom); Screaton, Nicholas J.; Clements, Leigh [Papworth Hospital NHS Foundation Trust, Department of Radiology, Cambridge (United Kingdom); Holemans, John A.; Jones, Diane [Liverpool Heart and Chest Hospital, Department of Radiology, Liverpool, Merseyside (United Kingdom); Barton, Bruce; Gartland, Natalie; Hansell, David M.; Devaraj, Anand [Royal Brompton Hospital, Department of Radiology, London (United Kingdom); Duffy, Stephen W. [Barts and The London School of Medicine and Dentistry, Centre for Cancer Prevention, Wolfson Institute of Preventive Medicine, London (United Kingdom); Baldwin, David R. [Nottingham University Hospitals, Respiratory Medicine Unit, David Evans Research Centre, Nottingham (United Kingdom); Field, John K. [The University of Liverpool, Roy Castle Lung Cancer Research Programme, Department of Molecular and Clinical Cancer Medicine, Institute of Translational Medicine, Liverpool (United Kingdom)

2018-01-15

To compare radiologists' performance reading CTs independently with their performance using radiographers as concurrent readers in lung cancer screening. 369 consecutive baseline CTs performed for the UK Lung Cancer Screening (UKLS) trial were double-read by radiologists reading either independently or concurrently with a radiographer. In concurrent reading, the radiologist reviewed radiographer-identified nodules and then detected any additional nodules. Radiologists recorded their independent and concurrent reading times. For each radiologist, sensitivity, average false-positive detections (FPs) per case and mean reading times for each method were calculated. 694 nodules in 246/369 (66.7%) studies comprised the reference standard. Radiologists' mean sensitivity and average FPs per case both increased with concurrent reading compared to independent reading (90.8 ± 5.6% vs. 77.5 ± 11.2%, and 0.60 ± 0.53 vs. 0.33 ± 0.20, respectively; p < 0.05 for 3/4 and 2/4 radiologists, respectively). The mean reading times per case decreased from 9.1 ± 2.3 min with independent reading to 7.2 ± 1.0 min with concurrent reading, decreasing significantly for 3/4 radiologists (p < 0.05). The majority of radiologists demonstrated improved sensitivity, a small increase in FP detections and a statistically significantly reduced reading time using radiographers as concurrent readers. (orig.)

Reading: from the pleasure of the elites to the common good

Directory of Open Access Journals (Sweden)

Aleš Gabrič

2013-02-01

Full Text Available ABSTRACTPurpose: The author focuses on the reading habits in Slovenia from the 19th century, when many people were still illiterate, to the period of general literacy and wide availability of books in the time of consumer society. The author outlines how the reading habits were influenced by the expanding literacy, book supply, and library networks.Methodology/approach: The analysis is based on the memories of individual people, reports of library associations, and early published reports on most frequently read publications.Results: In the Austrian period the German language prevailed in education and book production. After the improvement of book supply in the period of the First Yugoslavia books were mostly read in the Slovenian language. Until the middle of the 20th century the statistical data on reading habits is still sporadic and unreliable. Nevertheless, the data registered and referred to in the analysis points to the changing reading habits in Slovenia.Research limitations: The research explores the time when serious statistical analyses of reading habits were still non existent. Thus, the author had to limit his work to individual fragments which have been preserved. The more detailed analyses on the reading habits in Slovenia only emerged in the 1970s.Originality/practical implications: In the literature dealing with the reading habits in Slovenia attention was mostly paid to books, libraries, as well as to printing or publishing houses, while the readers were not so important. However, this paper demonstrates how the future analyses could also take the aspect of the readers’ viewpoint into account.

Comparison of sensitivity and reading time for the use of computer-aided detection (CAD) of pulmonary nodules at MDCT as concurrent or second reader

International Nuclear Information System (INIS)

Beyer, F.; Zierott, L.; Juergens, K.U.; Heindel, W.; Fallenberg, E.M.; Stoeckel, J.; Wormanns, D.

2007-01-01

The purpose of this study was to compare sensitivity for detection of pulmonary nodules in MDCT scans and reading time of radiologists when using CAD as the second reader (SR) respectively concurrent reader (CR). Four radiologists analyzed 50 chest MDCT scans chosen from clinical routine two times and marked all detected pulmonary nodules: first with CAD as CR (display of CAD results immediately in the reading session) and later (median 14 weeks) with CAD as SR (display of CAD markers after completion of first reading without CAD). A Siemens LungCAD prototype was used. Sensitivities for detection of nodules and reading times were recorded. Sensitivity of reading with CAD as SR was significantly higher than reading without CAD (p < 0.001) and CAD as CR (p < 0.001). For nodule size of 1.75 mm or above no significant sensitivity difference between CAD as CR and reading without CAD was observed; e.g., for nodules above 4 mm sensitivity was 68% without CAD, 68% with CAD as CR (p 0.45) and 75% with CAD as SR (p < 0.001). Reading time was significantly shorter for CR (274 s) compared to reading without CAD (294 s; p = 0.04) and SR (337 s; p < 0.001). In our study CAD could either speed up reading of chest CT cases for pulmonary nodules without relevant loss of sensitivity when used as CR, or it increased sensitivity at the cost of longer reading times when used as SR. (orig.)

Lexical and Sub-Lexical Effects on Accuracy, Reaction Time and Response Duration: Impaired and Typical Word and Pseudoword Reading in a Transparent Orthography

Science.gov (United States)

Davies, Robert; Rodriguez-Ferreiro, Javier; Suarez, Paz; Cuetos, Fernando

2013-01-01

In an opaque orthography like English, phonological coding errors are a prominent feature of dyslexia. In a transparent orthography like Spanish, reading difficulties are characterized by slower reading speed rather than reduced accuracy. In previous research, the reading speed deficit was revealed by asking children to read lists of words.…

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.

Measuring adult literacy students' reading skills using the Gray Oral Reading Test.

Science.gov (United States)

Greenberg, Daphne; Pae, Hye Kyeong; Morris, Robin D; Calhoon, Mary Beth; Nanda, Alice O

2009-12-01

There are not enough reading tests standardized on adults who have very low literacy skills, and therefore tests standardized on children are frequently administered. This study addressed the complexities and problems of using a test normed on children to measure the reading comprehension skills of 193 adults who read at approximately third through fifth grade reading grade equivalency levels. Findings are reported from an analysis of the administration of Form A of the Gray Oral Reading Tests-Fourth Edition (Wiederholt & Bryant, 2001a, b). Results indicated that educators and researchers should be very cautious when interpreting test results of adults who have difficulty reading when children's norm-referenced tests are administered.

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…

Eye movements when reading sentences with handwritten words.

Science.gov (United States)

Perea, Manuel; Marcet, Ana; Uixera, Beatriz; Vergara-Martínez, Marta

2016-10-17

The examination of how we read handwritten words (i.e., the original form of writing) has typically been disregarded in the literature on reading. Previous research using word recognition tasks has shown that lexical effects (e.g., the word-frequency effect) are magnified when reading difficult handwritten words. To examine this issue in a more ecological scenario, we registered the participants' eye movements when reading handwritten sentences that varied in the degree of legibility (i.e., sentences composed of words in easy vs. difficult handwritten style). For comparison purposes, we included a condition with printed sentences. Results showed a larger reading cost for sentences with difficult handwritten words than for sentences with easy handwritten words, which in turn showed a reading cost relative to the sentences with printed words. Critically, the effect of word frequency was greater for difficult handwritten words than for easy handwritten words or printed words in the total times on a target word, but not on first-fixation durations or gaze durations. We examine the implications of these findings for models of eye movement control in reading.

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

Science.gov (United States)

Parault, Susan J; Williams, Heather M

2010-01-01

The purpose of this study is to examine the relationship between the variables of reading motivation, reading amount, and text comprehension in deaf and hearing adults. Research has shown that less than 50% of deaf students leave high school reading at or above a fourth-grade level (Allen, 1994). Our question is, how does this affect the levels of reading motivation and amount of reading in which deaf adults engage? Assessments of 30 hearing and 24 deaf adults showed that deaf participants reported significantly higher levels of reading motivation despite having been found to read at less than a sixth-grade level. No significant difference in the amount of reading between hearing and deaf adults was found. Amount of reading for personal reasons was found to be the best predictor of text comprehension in the deaf participants, and intrinsic motivation was found to be the best predictor of amount of reading in the deaf participants.

[Developmental changes in reading ability of Japanese elementary school children--analysis of 4 kana reading tasks].

Science.gov (United States)

Kobayashi, Tomoka; Inagaki, Masumi; Gunji, Atsuko; Yatabe, Kiyomi; Kaga, Makiko; Goto, Takaaki; Koike, Toshihide; Wakamiya, Eiji; Koeda, Tatsuya

2010-01-01

Five hundred and twenty-eight Japanese elementary school children aged from 6 (Grade 1) to 12 (Grade 6) were tested for their abilities to read Hiragana characters, words, and short sentences. They were typically developing children whom the classroom teachers judged to have no problems with reading and writing in Japanese. Each child was asked to read four tasks which were written in Hiragana script: single mora reading task, four syllable non-word reading task, four syllable word reading task, and short sentence reading task. The total articulation time for reading and performance in terms of accuracy were measured for each task. Developmental changes in these variables were evaluated. The articulation time was significantly longer for the first graders, and it gradually shortened as they moved through to the upper grades in all tasks. The articulation time reached a plateau in the 4th grade for the four syllable word and short sentence reading tasks, while it did so for the single mora and four syllable non-word reading tasks in the 5th grade. The articulation times for the four syllable word and short sentence reading tasks correlated strongly. There were very few clear errors for all tasks, and the number of such errors significantly changed between the school grades only for the single mora and four syllable word reading tasks. It was noted that more than half of the children read the beginning portion of the word or phrase twice or more, in order to read it accurately, and developmental changes were also seen in this pattern of reading. This study revealed that the combination of these reading tasks may function as a screening test for reading disorders such as developmental dyslexia in children below the age of ten or eleven years old.

Applicability of the Compensatory Encoding Model in Foreign Language Reading: An Investigation with Chinese College English Language Learners.

Science.gov (United States)

Han, Feifei

2017-01-01

While some first language (L1) reading models suggest that inefficient word recognition and small working memory tend to inhibit higher-level comprehension processes; the Compensatory Encoding Model maintains that slow word recognition and small working memory do not normally hinder reading comprehension, as readers are able to operate metacognitive strategies to compensate for inefficient word recognition and working memory limitation as long as readers process a reading task without time constraint. Although empirical evidence is accumulated for support of the Compensatory Encoding Model in L1 reading, there is lack of research for testing of the Compensatory Encoding Model in foreign language (FL) reading. This research empirically tested the Compensatory Encoding Model in English reading among Chinese college English language learners (ELLs). Two studies were conducted. Study one focused on testing whether reading condition varying time affects the relationship between word recognition, working memory, and reading comprehension. Students were tested on a computerized English word recognition test, a computerized Operation Span task, and reading comprehension in time constraint and non-time constraint reading. The correlation and regression analyses showed that the strength of association was much stronger between word recognition, working memory, and reading comprehension in time constraint than that in non-time constraint reading condition. Study two examined whether FL readers were able to operate metacognitive reading strategies as a compensatory way of reading comprehension for inefficient word recognition and working memory limitation in non-time constraint reading. The participants were tested on the same computerized English word recognition test and Operation Span test. They were required to think aloud while reading and to complete the comprehension questions. The think-aloud protocols were coded for concurrent use of reading strategies, classified

Re-Reading Erving Goffman as an Emancipatory Researcher

Directory of Open Access Journals (Sweden)

Thomas Abrams

2014-01-01

Full Text Available Erving Goffman’s work is often employed within Disability Studies.  However, in Canada and the UK, most authors only discuss his Stigma (1963 or Asylums (1961, and his work is often dismissed as: a individualistic; b lacking a notion of social structure; and c politically benign.  In this paper, I argue that a re-reading of Erving Goffman is in order.  In particular I examine his “Mental Symptoms and Public Order” (1967 and “The Insanity of Place” (1971.  I argue that Goffman’s dismissal is unfair: each of the three criticisms above are out of order.  I conclude with a discussion of what a fair-to-Goffman disability studies might look like.   Keywords: Erving Goffman, Emancipatory Research, Social Model of Disability

Advance organizers in advisory reports: Selective reading, recall, and perception

NARCIS (Netherlands)

Lagerwerf, L.; Cornelis, L.; de Geus, J.; Jansen, P

2008-01-01

According to research in educational psychology, advance organizers lead to better learning and recall of information. In this research, the authors explored advance organizers from a business perspective, where larger documents are read under time pressure. Graphic and verbal advance organizers

Reading literacy and reading self-concept of year 6 primary school students

OpenAIRE

Cegnar, Katja

2017-01-01

In the present Master thesis, we research the relation between the reading literacy and its components and the reading self-concept in grade 6 elementary school students. Sixth grade students were chosen because they are partially taught by class teachers and because we assume that they are already familiar with the reading comprehension technique and have a more-or-less stable reading self-concept. In the theoretical part, we present the importance of functional literacy and of other types o...

Students’ Perception on Pre-reading Activities in Basic Reading II Class of the English Language Education Study Program of Sanata Dharma University

Directory of Open Access Journals (Sweden)

Vindy Cahya Ekaningrum

2016-12-01

Full Text Available The students’ perception on the teacher instruction shows whether the teaching techniques meet the students’ need or not. Because of this reason, the researcher wants to find out the varieties of pre-reading activities used by the teacher and the students’ perception on the implementation of the pre-reading activities. There were two problem formulations in this study: 1 What kinds of pre-reading activities that are used by Basic Reading II teacher in the English Language Education Study Program of Sanata Dharma University? 2 How is the students’ perception on pre-reading activities used by the teacher? This research was a survey research. In gathering the data, there were two instruments used in this research. They were interview and questionnaire. The interview was done by interviewing the teacher of Basic Reading II Class. The interview was used to answer the first research question about the varieties of pre-reading activities in Basic Reading II class. Then, the researcher distributed the questionnaire to 56 students of Basic Reading II class. The questionnaire was used to answer the second research question about the students’ perception on pre-reading activities used by the teacher. The result of this research showed that brainstorming, pre-teaching vocabulary, pre-questioning, visual aids, and KWL strategy were the varieties of pre-reading activities used by the teacher. There were two different implementation of pre-teaching vocabulary. There were also two activities combined together, they were the use of visual aids and KWL strategy. The students had positive perception on the implementation of pre-reading activities in Basic Reading II Class.   DOI: https://doi.org/10.24071/llt.2015.180206

Research on natural lighting in reading spaces of university libraries in Jinan under the perspective of energy-efficiency

Science.gov (United States)

Yang, Zengzhang

2017-11-01

The natural lighting design in the reading spaces of university libraries not only influences physical and mental health of readers but also concerns the energy consumption of the libraries. The scientific and rational design of natural lighting is the key to the design of energy saving for physical environment of the reading space. The paper elaborates the present situation and existed problems of natural lighting in reading spaces of university libraries across Jinan region based on characteristics of light climate of Jinan region and concrete utilization of reading spaces in university libraries, and combining field measurement, survey, research and data analysis of reading spaces in Shandong Women’s University’s library. The paper, under the perspective of energy-efficiency, puts forward proposals to improve natural lighting in the reading spaces of university libraries from five aspects, such as adjustment of interior layout, optimization of outer windows design, employment of the reflector panel, design lighting windows on inner walls and utilization of adjustable sun shading facilities.

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.…

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.

Adapting a MOOC for Research: Lessons Learned from the First Presentation of "Literature and Mental Health: Reading for Wellbeing"

Science.gov (United States)

Hodge, Rachael

2016-01-01

The University of Warwick's FutureLearn MOOC "Literature and Mental Health: Reading for Wellbeing," which began its first presentation February 2016, was identified as an opportunity to conduct some research into the course subject area, "reading for wellbeing" or "bibliotherapy". Since 2013, a substantial body of…

[Japanese learners' processing time for reading English relative clauses analyzed in relation to their English listening proficiency].

Science.gov (United States)

Oyama, Yoshinori

2011-06-01

The present study examined Japanese university students' processing time for English subject and object relative clauses in relation to their English listening proficiency. In Analysis 1, the relation between English listening proficiency and reading span test scores was analyzed. The results showed that the high and low listening comprehension groups' reading span test scores do not differ. Analysis 2 investigated English listening proficiency and processing time for sentences with subject and object relative clauses. The results showed that reading the relative clause ending and the main verb section of a sentence with an object relative clause (such as "attacked" and "admitted" in the sentence "The reporter that the senator attacked admitted the error") takes less time for learners with high English listening scores than for learners with low English listening scores. In Analysis 3, English listening proficiency and comprehension accuracy for sentences with subject and object relative clauses were examined. The results showed no significant difference in comprehension accuracy between the high and low listening-comprehension groups. These results indicate that processing time for English relative clauses is related to the cognitive processes involved in listening comprehension, which requires immediate processing of syntactically complex audio information.

Effects of Lexical Features, Textual Properties, and Individual Differences on Word Processing Times during Second Language Reading Comprehension

Science.gov (United States)

Kim, Minkyung; Crossley, Scott A.; Skalicky, Stephen

2018-01-01

This study examines whether lexical features and textual properties along with individual differences on the part of readers influence word processing times during second language (L2) reading comprehension. Forty-eight Spanish-speaking adolescent and adult learners of English read nine English passages in a self-paced word-by-word reading…

Understanding Children's Reading Activities: Reading Motivation, Skill and Child Characteristics as Predictors

Science.gov (United States)

McGeown, Sarah P.; Osborne, Cara; Warhurst, Amy; Norgate, Roger; Duncan, Lynne G.

2016-01-01

This study examined the extent to which a range of child characteristics (sex, age, socioeconomic status, reading skill and intrinsic and extrinsic reading motivation) predicted engagement (i.e., time spent) in different reading activities (fiction books, factual books, school textbooks, comics, magazines and digital texts). In total, 791 children…

AUSES AND GRATIFICTIONS RESEARCH ON READING MOTIVATIONSE AND GRATIFICATIONS OFNEWSPAPER READERS

OpenAIRE

Fatih Bayram

2008-01-01

Giving information is one of the main function of mass communication tools. Newspaper readers are using newspaper for different motivations. Gaining information, entertainment, leisure time activities, social integration is some motivations of media. Uses and gratifications theory asserts that reader is active part of communication process and reading habits figure on social and psychological needs. Items from readers’gratifications are categorized by using factor analysis from questionnair...

An Annotated Bibliography of Research on Reading and Adults Learning English as a Second Language.

Science.gov (United States)

Burt, Miriam, Comp.; Florez, MaryAnn, Comp.; Terrill, Lynda, Comp.; Van Duzer, Carol, Comp.

This annotated bibliography contains 27 references regarding research on reading and adults learning English as a Second Language (ESL). None of the resources are more than 10 years old. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)

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.

Using Research to Promote Literacy and Reading in Libraries: Guidelines for Librarians

Directory of Open Access Journals (Sweden)

Muhittin Gürbüz

2015-09-01

Full Text Available While literacy and promoting reading are essential factors in developed societies, they are also one of the most crucial missions of all types of libraries. Research activities carried out by librarians and other related partners enable this process to be completed efficiently. This document is the translation of the latest revision of 2011guidelines issued by IFLA (Lesley Farmer and Ivanka Stricevic that aims to explore aforementioned issues.

What Is the Value of Connecting Reading and Writing? Reading Education Report No. 55.

Science.gov (United States)

Tierney, Robert J.; Leys, Margie

The study of reading-writing connections involves appreciating how reading and writing work together as tools for information storage and retrieval, discovery and logical thought, communication, and self-indulgence. There are numerous benefits that can be accrued from connecting reading and writing. Thus far, for example, the research data have…

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…

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 ...

Evidence for simultaneous syntactic processing of multiple words during reading.

Directory of Open Access Journals (Sweden)

Joshua Snell

Full Text Available A hotly debated issue in reading research concerns the extent to which readers process parafoveal words, and how parafoveal information might influence foveal word recognition. We investigated syntactic word processing both in sentence reading and in reading isolated foveal words when these were flanked by parafoveal words. In Experiment 1 we found a syntactic parafoveal preview benefit in sentence reading, meaning that fixation durations on target words were decreased when there was a syntactically congruent preview word at the target location (n during the fixation on the pre-target (n-1. In Experiment 2 we used a flanker paradigm in which participants had to classify foveal target words as either noun or verb, when those targets were flanked by syntactically congruent or incongruent words (stimulus on-time 170 ms. Lower response times and error rates in the congruent condition suggested that higher-order (syntactic information can be integrated across foveal and parafoveal words. Although higher-order parafoveal-on-foveal effects have been elusive in sentence reading, results from our flanker paradigm show that the reading system can extract higher-order information from multiple words in a single glance. We propose a model of reading to account for the present findings.

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…

The Time Course of Incremental Word Processing during Chinese Reading

Science.gov (United States)

Zhou, Junyi; Ma, Guojie; Li, Xingshan; Taft, Marcus

2018-01-01

In the current study, we report two eye movement experiments investigating how Chinese readers process incremental words during reading. These are words where some of the component characters constitute another word (an embedded word). In two experiments, eye movements were monitored while the participants read sentences with incremental words…

The profile of a professional reader: Ivo Vojnović’s reading practices

Directory of Open Access Journals (Sweden)

Nada Topić

2012-02-01

Full Text Available The aim of the paper is to reconstruct the reading profile of Ivo Vojnović using the literature overview and the analysis of his personal correspondence, in order to answer the research questions suggested in Robert Darnton’s methodological texts. The paper aims to reconstruct not only what Vojnović was reading, but also when, where, how and why he was reading, starting with the question who he was as a reader. The study sets off from bibliographic data (who on Vojnović, and proceeds to look at the content of his correspondence in three time periods: 1878-1906, 1907-1918, 1919-1929 (when. His place of residence is also stated for each period. The study singled out all references to reading related to both the author and the title (what and particular segments (how and why. Research results give an insight into Ivo Vojnović’s reading world, providing not only the list of authors and titles of books he read, but also his attitude towards what he read, and the context and reasons behind his reading interest. This partly reconstructs the reading profile of Ivo Vojnović as an expert in Croatian and European classical and contemporary literature, a passionate reader bridging European and Croatian culture and literature, in which he for the first time introduced the elements of modernity and symbolism. A study of other available sources that contain the information on Vojnović’s reading (diary entries, literary, theoretical and historical studies of his work, etc. would give a more holistic insight into possible interpretations of his reading profile.

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

Directory of Open Access Journals (Sweden)

Baharuddin

2017-10-01

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

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…

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.

Owning My Thoughts Was Difficult: Encouraging Students to Read and Write Critically in a Tertiary Qualitative Research Methods Course

Science.gov (United States)

Wiles, Janine L.; Allen, Ruth E. S.; Butler, Rachael

2016-01-01

This paper adds to the nascent literature on teaching research methods and what students learn from courses and assessment. Postgraduate students are often confronted with large amounts of reading, and the content of material can be intimidating. Convincing them also to engage critically with readings is even more difficult. We report on a…

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…

A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students' Ability to Read Research Articles.

Science.gov (United States)

Van Lacum, Edwin B; Ossevoort, Miriam A; Goedhart, Martin J

2014-01-01

The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach-based on the work done in the field of genre analysis and argumentation theory-means that we teach students to read research articles by teaching them which rhetorical moves occur in research articles and how they can identify these. Because research articles are persuasive by their very nature, we focused on the rhetorical moves that play an important role in authors' arguments. We designed a teaching strategy using cognitive apprenticeship as the pedagogical approach. It was implemented in a first-year compulsory course in the life sciences undergraduate program. Comparison of the results of a pretest with those of the posttest showed that students' ability to identify these moves had improved. Moreover, students themselves had also perceived that their ability to read and understand a research article had increased. The students' evaluations demonstrated that they appreciated the pedagogical approach used and experienced the assignments as useful. On the basis of our results, we concluded that students had taken a first step toward becoming expert readers. © 2014 E. B. Van Lacum et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Focusing on EFL reading theory and practice

CERN Document Server

Al-Mahrooqi, Rahma

2014-01-01

Reading, a complex and multi-faceted skill, is essential for life and academic success. While its mysteries still baffle first-language research, the nature of reading in a foreign language presents an even greater puzzle. However, given reading's importance for EFL students who study their specializations in English, and whose future employment may depend on their competence in it, researchers must continue to investigate foreign language reading and devise ways of improving students' capaci...

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.

Translating Vocabulary Research to Social Studies Instruction: Before, during, and after Text-Reading Strategies

Science.gov (United States)

Hairrell, Angela; Simmons, Deborah; Swanson, Elizabeth; Edmonds, Meaghan; Vaughn, Sharon; Rupley, William H.

2011-01-01

In the upper elementary grades, content-area text gains increasing importance as a primary source of reading and information. This article focuses on the specialized vocabulary demands of social studies texts and presents a framework of teaching and learning strategies based on vocabulary research. Strategies are introduced before, during, and…

A predictive study of reading comprehension in third-grade Spanish students.

Science.gov (United States)

López-Escribano, Carmen; Elosúa de Juan, María Rosa; Gómez-Veiga, Isabel; García-Madruga, Juan Antonio

2013-01-01

The study of the contribution of language and cognitive skills to reading comprehension is an important goal of current reading research. However, reading comprehension is not easily assessed by a single instrument, as different comprehension tests vary in the type of tasks used and in the cognitive demands required. This study examines the contribution of basic language and cognitive skills (decoding, word recognition, reading speed, verbal and nonverbal intelligence and working memory) to reading comprehension, assessed by two tests utilizing various tasks that require different skill sets in third-grade Spanish-speaking students. Linguistic and cognitive abilities predicted reading comprehension. A measure of reading speed (the reading time of pseudo-words) was the best predictor of reading comprehension when assessed by the PROLEC-R test. However, measures of word recognition (the orthographic choice task) and verbal working memory were the best predictors of reading comprehension when assessed by means of the DARC test. These results show, on the one hand, that reading speed and word recognition are better predictors of Spanish language comprehension than reading accuracy. On the other, the reading comprehension test applied here serves as a critical variable when analyzing and interpreting results regarding this topic.

Whole Language-Based English Reading Materials

Directory of Open Access Journals (Sweden)

Dian Erlina

2016-05-01

Full Text Available This Research and Development (R&D aims at developing English reading materials for undergraduate EFL students of Universitas Islam Negeri (UIN Raden Fatah Palembang, Indonesia. Research data were obtained through questionnaires, tests, and documents. The results of the research show that the existing materials are not relevant to the students’ need, so there is a need for developing new materials based on whole language principles. In general, the new developed materials are considered reliable by the experts, students, and lecturers. The materials are also effective in improving students’ reading achievement. The final product of the materials consists of a course book entitled Whole Language Reading (WLR and a teacher’s manual. WLR provides rich input of reading strategies, variety of topics, concepts, texts, activities, tasks, and evaluations. Using this book makes reading more holistic and meaningful as it provides integration across language skills and subject areas.

FMLRC: Hybrid long read error correction using an FM-index.

Science.gov (United States)

Wang, Jeremy R; Holt, James; McMillan, Leonard; Jones, Corbin D

2018-02-09

Long read sequencing is changing the landscape of genomic research, especially de novo assembly. Despite the high error rate inherent to long read technologies, increased read lengths dramatically improve the continuity and accuracy of genome assemblies. However, the cost and throughput of these technologies limits their application to complex genomes. One solution is to decrease the cost and time to assemble novel genomes by leveraging "hybrid" assemblies that use long reads for scaffolding and short reads for accuracy. We describe a novel method leveraging a multi-string Burrows-Wheeler Transform with auxiliary FM-index to correct errors in long read sequences using a set of complementary short reads. We demonstrate that our method efficiently produces significantly more high quality corrected sequence than existing hybrid error-correction methods. We also show that our method produces more contiguous assemblies, in many cases, than existing state-of-the-art hybrid and long-read only de novo assembly methods. Our method accurately corrects long read sequence data using complementary short reads. We demonstrate higher total throughput of corrected long reads and a corresponding increase in contiguity of the resulting de novo assemblies. Improved throughput and computational efficiency than existing methods will help better economically utilize emerging long read sequencing technologies.

Advance Organizers in Advisory Reports: Selective Reading, Recall, and Perception

Science.gov (United States)

Lagerwerf, Luuk; Cornelis, Louise; de Geus, Johannes; Jansen, Phidias

2008-01-01

According to research in educational psychology, advance organizers lead to better learning and recall of information. In this research, the authors explored advance organizers from a business perspective, where larger documents are read under time pressure. Graphic and verbal advance organizers were manipulated into six versions of an advisory…

The relation between attitude toward reading adolescent literature and literary reading behavior

NARCIS (Netherlands)

Van Schooten, E; de Glopper, Kees

The research presented in this article concludes that the widely accepted Model of Planned Behavior (MPB) is an adequate model for measuring the attitude toward reading adolescent literature [By 'adolescent literature' we mean works of fiction to be read by middle grade students. These can be works

Reading Level and Comprehension of Research Consent Forms: An Integrative Review.

Science.gov (United States)

Foe, Gabriella; Larson, Elaine L

2016-02-01

Consent forms continue to be at a higher reading level than the recommended sixth to eighth grade, making it difficult for participants to comprehend information before enrolling in research. To assess and address the extent of the problem regarding the level of literacy of consent forms and update previously published reports, we conducted an integrative literature review of English language research published between January 1, 2000, and December 31, 2013; 35 descriptive and eight intervention studies met inclusion criteria. Results confirmed that developing forms at eighth-grade level was attainable though not practiced. It was found that risks of participation was the section most poorly understood. There was also a lack of consensus regarding the most effective method to increase comprehension. Further research using standardized tools is needed to determine the best approach for improving consent forms and processes. © The Author(s) 2016.

The Effect of Baby Books on Mothers’ Reading Beliefs and Reading Practices

Science.gov (United States)

Auger, Anamarie; Reich, Stephanie M.; Penner, Emily K.

2014-01-01

The impact of a baby book intervention on promoting positive reading beliefs and increasing reading frequency for low-income, new mothers (n = 167) was examined. The Baby Books Project randomly assigned low-income, first-time mothers to one of three study conditions, receiving educational books, non-educational books, or no books, during pregnancy and over the first year of parenthood. Home-based data collection occurred through pregnancy until 18 months post-partum. Mothers who received free baby books had higher beliefs about the importance of reading, the value of having resources to support reading, and the importance of verbal participation during reading. The results showed that providing any type of baby books to mothers positively influenced maternal reading beliefs, but did not increase infant-mother reading practices. Maternal reading beliefs across all three groups were significantly associated with self-reported reading frequency when children were at least 12 months of age. PMID:25264394

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...

Reading comprehension of pupils with hearing impairment

OpenAIRE

Pinkasová, Lucie

2010-01-01

Presented diploma thesis is focused on reading problems of people with hearing impairment. The theoretical part deals a hearing impairment, process of acquisition of reading skills of healthy people and deaf people as well. The practical part efforts to clarify preparations, process and results of the research. I am presenting my own reading comprehension test, which was compiled on purpose due to the research. The goal of my diploma thesis is to determine when the level of reading acquiremen...

Empirical Research on Native Chinese Speakers Reading in English: Data Driven Issues and Challenges

Science.gov (United States)

Brantmeier, Cindy; Xiucheng, Yu

2014-01-01

Mastery of English in China has gathered increased prominence due to the need to foster cultural, political, and economic connections worldwide. Reading is an obvious skill of vital importance for advancing efforts as a player in the world economy. The present article examines research published in academic journals in Chinese and English to…

The promotion of reading in Education Framework

Directory of Open Access Journals (Sweden)

Maite Monar van Vliet

2012-11-01

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

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.

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.

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.

Reading, Trauma and Literary Caregiving 1914-1918: Helen Mary Gaskell and the War Library.

Science.gov (United States)

Haslam, Sara

2018-03-28

This article is about the relationship between reading, trauma and responsive literary caregiving in Britain during the First World War. Its analysis of two little-known documents describing the history of the War Library, begun by Helen Mary Gaskell in 1914, exposes a gap in the scholarship of war-time reading; generates a new narrative of "how," "when," and "why" books went to war; and foregrounds gender in its analysis of the historiography. The Library of Congress's T. W. Koch discovered Gaskell's ground-breaking work in 1917 and reported its successes to the American Library Association. The British Times also covered Gaskell's library, yet researchers working on reading during the war have routinely neglected her distinct model and method, skewing the research base on war-time reading and its association with trauma and caregiving. In the article's second half, a literary case study of a popular war novel demonstrates the extent of the "bitter cry for books." The success of Gaskell's intervention is examined alongside H. G. Wells's representation of textual healing. Reading is shown to offer sick, traumatized and recovering combatants emotional and psychological caregiving in ways that she could not always have predicted and that are not visible in the literary/historical record.

Middle School Students' Perceptions of Their Interests in Reading as Defined by Engagement and Social Interaction When Using Sustained Silent Reading, SSR, and Peer Interests Reading Strategies, PIRS

Science.gov (United States)

Ware, Regina J.

2012-01-01

Alarming statistics report that middle school students are not reading as much as they should be reading. This study is an examination of two interventions that were incorporated into the regular curriculum to determine if these two reading interventions would encourage this researcher's students to read more. The "Nation's Report Card"…

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

Science.gov (United States)

Wise, Justin C; Sevcik, Rose A; Morris, Robin D; Lovett, Maureen W; Wolf, Maryanne; Kuhn, Melanie; Meisinger, Beth; Schwanenflugel, Paula

2010-07-01

The purpose of this study was to examine whether different measures of oral reading fluency relate differentially to reading comprehension performance in two samples of second-grade students: (a) students who evidenced difficulties with nonsense-word oral reading fluency, real-word oral reading fluency, and oral reading fluency of connected text (ORFD), and (b) students who evidenced difficulties only with oral reading fluency of connected text (CTD). Participants (ORFD, n = 146 and CTD, n = 949) were second-grade students who were recruited for participation in different reading intervention studies. Data analyzed were from measures of nonsense-word oral reading fluency, real-word oral reading fluency, oral reading fluency of connected text, and reading comprehension that were collected at the pre-intervention time point. Correlational and path analyses indicated that real-word oral reading fluency was the strongest predictor of reading comprehension performance in both samples and across average and poor reading comprehension abilities. Results of this study indicate that real-word oral reading fluency was the strongest predictor of reading comprehension and suggest that real-word oral reading fluency may be an efficient method for identifying potential reading comprehension difficulties.

Improved Cognitive Development in Preterm Infants with Shared Book Reading.

Science.gov (United States)

Braid, Susan; Bernstein, Jenny

2015-01-01

To examine the effect of shared book reading on the cognitive development of children born preterm and to determine what factors influence shared book reading in this population. Secondary analysis using the Early Childhood Longitudinal Study-Birth Cohort, a large, nationally representative survey of children born in the United States in 2001. One thousand four hundred singleton preterm infants (22-36 weeks gestation). Cognitive development measured using the Bayley Mental Scale score from the Bayley Scales of Infant Development Research Edition. Adjusting for neonatal, maternal, and socioeconomic characteristics, reading aloud more than two times a week is associated with higher cognitive development scores in two-year-old children born preterm (p book reading holds potential as an early developmental intervention for this population.

A survey of chiropractors practicing in Germany: practice characteristics, professional reading habits, and attitudes and perceptions toward research

Directory of Open Access Journals (Sweden)

Hondras Maria A

2007-05-01

Full Text Available Abstract Background In 2004, a survey conducted by the European Chiropractor's Union among member countries reported that "there appears to be little interest in research among chiropractors in Germany." However, no research has tested this statement. The objective of this study was to explore the attitudes and perceptions of practicing chiropractors in Germany regarding research, to look at their reading and research habits, and to gather demographic and practice data. Methods A questionnaire was developed and distributed among participants at a seminar held by the German Chiropractors' Association in 2005. The questionnaire was mailed to any members of the association who did not attend the seminar. Results A total of 49 (72% of 68 distributed questionnaires were returned. Forty-five (92% respondents stated they would support research efforts in Germany and 15 (31% declared interest in participating in practiced based research. An average of three hours per week were reportedly spent reading scientific literature by 44 (85% respondents. However, few journals listed by respondents were peer-reviewed and indexed; most were newsletters of chiropractic organizations or free publications. Most participants agreed on the importance of research for the profession, but when asked about the most pressing issue for chiropractic in Germany, legislation and recognition of the profession were the dominant themes. Conclusion The results of this survey show that there is a general interest in supporting and participating in research activities among chiropractors practicing in Germany. Next steps could consist of educating practitioners about the resources available to read and interpret the scientific literature and thus further the understanding of research.

Reading Function and Content Words in Subtitled Videos

Science.gov (United States)

Szarkowska, Agnieszka; Łogińska, Maria

2016-01-01

In this study, we examined how function and content words are read in intra- and interlingual subtitles. We monitored eye movements of a group of 39 deaf, 27 hard of hearing, and 56 hearing Polish participants while they viewed English and Polish videos with Polish subtitles. We found that function words and short content words received less visual attention than longer content words, which was reflected in shorter dwell time, lower number of fixations, shorter first fixation duration, and lower subject hit count. Deaf participants dwelled significantly longer on function words than other participants, which may be an indication of their difficulty in processing this type of words. The findings are discussed in the context of classical reading research and applied research on subtitling. PMID:26681268

Slower saccadic reading in Parkinson's disease.

Science.gov (United States)

Jehangir, Naz; Yu, Caroline Yizhu; Song, Jeehey; Shariati, Mohammad Ali; Binder, Steven; Beyer, Jill; Santini, Veronica; Poston, Kathleen; Liao, Yaping Joyce

2018-01-01

Idiopathic Parkinson's Disease (PD) is characterized by degeneration of dopaminergic and other neurons, leading to motor and non-motor deficits. Abnormal eye movements in PD, including fixations, saccades, and convergence, are well described. However, saccadic reading, which requires serial and alternating saccades and fixations, is not well studied, despite its obvious impact on the quality of life. In this study, we assessed saccadic reading using variations of the King-Devick (KD) test, a rapid single digit number naming test, as a way to assess the ability to make serial left-to-right ocular motor movements necessary for reading. We recruited 42 treated PD patients and 80 age-matched controls and compared their reading times with a variety of measures, including age, duration of disease, Unified Parkinson's Disease Rating Scale (UPDRS), the National Eye Institute 25-Item Visual Functioning Questionnaire 25 (VFQ-25), and Montreal Cognitive assessment (MoCA) test. The subjects performed 4 trials of reading 120 single digit numbers aloud as fast as possible without making errors. In each trial, they read 3 pages (KD1, KD2, and KD3), and each page contained 40 numbers per page in 8 lines with 5 numbers/line. We found that PD patients read about 20% slower than controls on all tests (KD1, 2, and 3 tests) (p < 0.02), and both groups read irregularly spaced numbers slower than regularly spaced numbers. Having lines between numbers to guide reading (KD1 tests) did not impact reading time in both PD and controls, but increased visual crowding as a result of decreased spacing between numbers (KD3 tests) was associated with significantly slower reading times in both PD and control groups. Our study revealed that saccadic reading is slower in PD, but controls and PD patients are both impacted by visuospatial planning challenges posed by increased visual crowding and irregularity of number spacing. Reading time did not correlate with UPDRS or MoCA scores in PD patients but

A Randomized Controlled Trial Evaluation of "Time to Read", a Volunteer Tutoring Program for 8- to 9-Year-Olds

Science.gov (United States)

Miller, Sarah; Connolly, Paul

2013-01-01

Tutoring is commonly employed to prevent early reading failure, and evidence suggests that it can have a positive effect. This article presents findings from a large-scale ("n" = 734) randomized controlled trial evaluation of the effect of "Time to Read"--a volunteer tutoring program aimed at children aged 8 to 9 years--on…

How Are Researching and Reading Interwieved during Retrieval from Hierarchically Structured Documents?

DEFF Research Database (Denmark)

Hertzum, Morten; Lalmas, M.; Frøkjær, Erik

2001-01-01

Effective use of information retrieval systems requires that users know when to – temporarily – cease searching to do some reading and where to start reading. In hierarchically structured documents, users can to some extent interchange searching and reading by entering the text at different levels...... information retrieval systems could exploit document structure to return the best points to support reading, rather than merely hits...

What makes people read an online review? The relative effects of posting time and helpfulness on review readership.

Science.gov (United States)

Lee, Jung

2013-07-01

This study explores the factors that make online customers select which reviews to read among the various ones on the Web. While most of literature on online consumer reviews has conveniently assumed that more helpful reviews would be read by more customers, no empirical study has tested whether the helpfulness assessment actually increases readership. Hence, this study explores various factors affecting consumer review readership and proposes that although helpfulness assessment promotes the readership of a review, the most dominant factor contributing to readership is the time of posting. A review posted late loses a significant chance of being read by consumers even if it is assessed as helpful by other readers. The hypotheses are tested using the data collected from Amazon.com , and the result of the study advises practitioners to display reviews in a manner that lessens the impact of posting time while enhancing the helpfulness voting systems.

Reviewing a Reading Program: Professional Development Module. Participant's Guide

Science.gov (United States)

Kosanovich, Marcia; Jordan, Georgia; Arndt, Elissa; Van Sciver, Mary; Wahl, Michelle; Rissman, Lila

2008-01-01

The Curriculum and Instructional Projects Team at the Florida Center for Reading Research (FCRR) developed "Guidelines for Reviewing a Reading Program" ("Guidelines") to assist reviewers in determining if a program is consistent with the scientific research on reading. Based on that work, the Center on Instruction Reading Strand developed this…

The Effect of Background Music While Silent Reading on EFL Learners’ Reading Comprehension

Directory of Open Access Journals (Sweden)

sakineh sahebdel

2014-05-01

Full Text Available This study attempted to determine the effect of background music while silent reading on Iranian EFL learners’ reading comprehension. The participants were 57 Iranian EFL learners between the ages of 14 and 16 in two 3rd grade high schoolclasses at pre-intermediate proficiency level. Before treatment,both experimental and control groups took a reading comprehension pretest. In the experimental group, the researchers played Mozart sonatas as background music and asked them to read the passage silently and then answer the reading comprehension questions. In the control group, the procedure was the same, but no music was played while silent reading by the students. After ten sessions, the students of both groups were asked to answer another independent but parallel form of reading section of PET as their post-test. The independent samples t-testresultsindicated that the experimental group outperformed the control group in reading comprehension posttest, and listening to background music while silent reading had a significantly positive effect on Iranian EFL learners’ reading comprehension. The results of the present study have implications for EFL students, teachers, and teacher educators as well as syllabus designers and materials developers.

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.…

AUTHENTIC MATERIALS IN EXTENSIVE READING CLASS AT STAIN PONOROGO

Directory of Open Access Journals (Sweden)

Dhinuk Puspita Kirana

2013-12-01

Full Text Available It is widely believed that English Foreign Language (EFL learners need to develop their language proficiency by getting so much input. Moreover, students need to be familiarized with the real English us­age where real forms of communication and cultural knowledge are crucially exposed. Teaching through authentic materials will make the learners feel that they are learning a real language which is used by the real native speakers for real communication. incorporating au­thentic materials helps students acquire an effective communicative competence in the language focus. The research intended to describe the implementation of authentic materials in extensive reading class, the problems arise and the students’ responses toward the authen­tic materials in extensive reading class. The design of the research was Descriptive Qualitative method and the research subject was the lecturer of Extensive Reading class and 33 students in B class of the fourth semester of STAIN Ponorogo who took Extensive Read­ing subject. The instruments used were in the form of observation sheet, interview guideline and questionnaire. The implementation of authentic materials in extensive reading class covered some procedures into three main phases namely (1 Pre­ Activity, (2 Main­ Activity and (3 Post­Activity. The activities in main activity are as follows: (a Pre­ Activity; (b Whilst ­Activity; and (3 The language focus stage. There were problems arose during the implementation in terms of complicated planning, more time allocation and some disinterested students. Finally, the students showed significantly positive attitude toward the implementation of authentic materials in extensive reading class.

Implications of Schema-based Pre-Reading Tasks in Facilitating ...

African Journals Online (AJOL)

The subjects of the study were 56 students taking the Reading. Skills (FLEn ... The available research on reading suggests that reading .... a whole. RESEARCH METHODOLOGY AND ..... Mixed Methods Approaches. (3rd ed.). ... A Concise.

Listening to Students: Modification of a Reading Program Based on the Sources of Foreign Language Reading Anxiety

Directory of Open Access Journals (Sweden)

Belgin Aydin

2012-01-01

Full Text Available This paper is concerned with the modifications implemented in a second year foreign language (FL reading program with respect to the problems students experience while reading in FL. This research draws on the sources of FL reading anxiety identified in the first year reading program with a motivation to re-design the second year program to help the students perceive reading positively free from the anxiety. This paper reports on the responses of students to the modifications implemented in the second year reading program

Who Says They Don’t Read? Slovene Elementary School Students’ Reading Motivation in EFL

Directory of Open Access Journals (Sweden)

Anja Pirih

2015-05-01

Full Text Available A typical (Slovene teenager today no longer finds reading materials on the book shelves in the local library, but forms a reading list of electronic sources, very often in English. However, in contrast with an abundance of studies focusing on first language (L1 reading strategies and motivation, not a lot of literature can be found on reading motivation in a foreign language, even though it is perceived as one of the most important factors influencing second language (L2 development. The aim of this research is to determine the influences on reading motivation in English as a foreign language in the group of young teenagers (11-14-year-olds and a possible transfer of L1 reading attitudes to L2 reading. The theoretical framework relies on Wigfield and Guthrie’s (1997 self-efficacy theory and Day and Bamford’s (1998 expectancy value model. The data obtained from 197 questionnaires give an insight into not only the frequency of reading in English and the type of reading materials, but also the factors influencing teenagers’ reading motivation in EFL.

Representing number in the real-time processing of agreement: Self-paced reading evidence from Arabic

Directory of Open Access Journals (Sweden)

Matthew A. Tucker

2015-04-01

Full Text Available In the processing of subject-verb agreement, non-subject plural nouns following a singular subject sometimes attract the agreement with the verb, despite not being grammatically licensed to do so. This phenomenon generates agreement errors in production and an increased tendency to fail to notice such errors in comprehension, thereby providing a window into the representation of grammatical number in working memory during sentence processing. Research in this topic, however, is primarily done in related languages with similar agreement systems. In order to increase the cross-linguistic coverage of the processing of agreement, we conducted a self-paced reading study in Modern Standard Arabic. We report robust agreement attraction errors in relative clauses, a configuration not particularly conducive to the generation of such errors for all possible lexicalizations. In particular, we examined the speed with which readers retrieve a subject controller for both grammatical and ungrammatical agreeing verbs in sentences where verbs are preceded by two NPs, one of which is a local non-subject NP that can act as a distractor for the successful resolution of subject-verb agreement. Our results suggest that the frequency of errors is modulated by the kind of plural formation strategy used on the attractor noun: nouns which form plurals by suffixation condition high rates of attraction, whereas nouns which form their plurals by internal vowel change (ablaut generate lower rates of errors and reading-time attraction effects of smaller magnitudes. Furthermore, we show some evidence that these agreement attraction effects are mostly contained in the right tail of reaction time distributions. We also present modeling data in the ACT-R framework which supports a view of these ablauting patterns wherein they are differentially specified for number and evaluate the consequences of possible representations for theories of grammar and parsing.

Anxiety and Academic Reading Performance among Malay ESL Learners

Science.gov (United States)

Mohd. Zin, Zuhana; Rafik-Galea, Shameem

2010-01-01

Research into the factors that contribute to reading performance decrement in L2 reading among ESL university students is still being extensively researched in the context of ELT. This is because successful academic performance is highly dependent on good reading ability. While it is widely accepted that poor reading performance is due to lack of…

The Effect of Semantic Mapping on Reading Comprehension

Directory of Open Access Journals (Sweden)

Elmira Taghavi

2008-11-01

Full Text Available The research reported here examined the relative effectiveness of semantic mapping, as an interactive pre-reading strategy, on reading comprehension of Iranian undergraduate students (non-EFL majors. It also examined whether there was an interaction between gender and the effect of teaching semantic mapping strategy on reading comprehension. The participants in this study consisted of 120 male and female pre-intermediate undergraduate students taking a General English course at UrmiaUniversity in Spring 2008. A Certificate of Advanced English Reading Paper (CAE was administered to measure the students’ proficiency at the beginning of the research. Later, the participants were semi-randomly (Mackey and Gass, 2005 assigned into experimental and control groups. The experimental group was instructed on how toemploy semantic mapping strategy in reading while the control group received normal reading instruction. The post-test results supported the findings of earlier research that instruction on the application of semantic mapping contributed to reading comprehension. Further findings and implications are discussed in the paper.

Reading and Dyslexia in Different Orthographies

Science.gov (United States)

Brunswick, Nicola, Ed.; McDougall, Sine, Ed.; de Mornay Davies, Paul, Ed.

2010-01-01

This book provides a unique and accessible account of current research on reading and dyslexia in different orthographies. While most research has been conducted in English, this text presents cross-language comparisons to provide insights into universal aspects of reading development and developmental dyslexia in alphabetic and non-alphabetic…

Improving Reading Comprehension Skills through Reading Strategies Used by a Group of Foreign Language Learners

Directory of Open Access Journals (Sweden)

Nancy Gómez Torres

2009-12-01

Full Text Available A research study included the examination and implementation of a variety of strategies in order to improve students’ reading comprehension skills in a foreign language. Reading is the process of identification, interpretation and perception of written or printed material. Comprehension is the understanding of the meaning of written material and involves the conscious strategies that lead to understanding. The reading strategies are conscious techniques or unconscious processes employed by readers in their attempt to make sense of the written text (Barnett as cited by Gascoigne, 2005. Thus, the main goal of this piece of research was to implement some reading strategies in 2 elementary courses in EFL in order to obtain better results in the middle and long term in class and on ECAES, MICHIGAN, MELICET and PET tests.

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...

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…

Effects of reading goals on reading comprehension, reading rate, and allocation of working memory in children and adolescents with spina bifida meningomyelocele

Science.gov (United States)

ENGLISH, LIANNE; BARNES, MARCIA A.; FLETCHER, JACK M.; DENNIS, MAUREEN; RAGHUBAR, KIMBERLY P.

2011-01-01

Spina bifida meningomyelocele (SBM) is a neurodevelopmental disorder associated with intact word decoding and deficient text and discourse comprehension. This study investigated the ability to adjust reading in accordance with specified reading goals in 79 children and adolescents with SBM (9–19 years of age) and 39 controls (8–17 years of age). Both groups demonstrated slower reading times and enhanced comprehension when reading to study or to come up with a title than when reading for specific information or for entertainment. For both groups, verbal working memory contributed to comprehension performance in those reading conditions hypothesized to require more cognitive effort. Despite their sensitivity to the goals of reading, the group with SBM answered fewer comprehension questions correctly across all reading goal conditions. The results are discussed in relation to the hypothesized cognitive underpinnings of comprehension deficits in SBM and to current models of text comprehension. PMID:20338082

Effects of reading goals on reading comprehension, reading rate, and allocation of working memory in children and adolescents with spina bifida meningomyelocele.

Science.gov (United States)

English, Lianne; Barnes, Marcia A; Fletcher, Jack M; Dennis, Maureen; Raghubar, Kimberly P

2010-05-01

Spina bifida meningomyelocele (SBM) is a neurodevelopmental disorder associated with intact word decoding and deficient text and discourse comprehension. This study investigated the ability to adjust reading in accordance with specified reading goals in 79 children and adolescents with SBM (9-19 years of age) and 39 controls (8-17 years of age). Both groups demonstrated slower reading times and enhanced comprehension when reading to study or to come up with a title than when reading for specific information or for entertainment. For both groups, verbal working memory contributed to comprehension performance in those reading conditions hypothesized to require more cognitive effort. Despite their sensitivity to the goals of reading, the group with SBM answered fewer comprehension questions correctly across all reading goal conditions. The results are discussed in relation to the hypothesized cognitive underpinnings of comprehension deficits in SBM and to current models of text comprehension.

Professional reading and the Medical Radiation Science Practitioner

International Nuclear Information System (INIS)

Shanahan, Madeleine; Herrington, Anthony; Herrington, Jan

2010-01-01

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

Professional reading and the Medical Radiation Science Practitioner

Energy Technology Data Exchange (ETDEWEB)

Shanahan, Madeleine, E-mail: mshanahan@rmit.edu.a [School of Medical Science, RMIT University, Bundoora, Victoria (Australia); Herrington, Anthony [Head, School of Regional, Remote and eLearning (RRE), Curtin University, Perth (Australia); Herrington, Jan [School of Education, Murdoch University, Perth (Australia)

2010-11-15

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

Computer Applications in Reading. Third Edition.

Science.gov (United States)

Blanchard, Jay S.; And Others

Intended as a reference for researchers, teachers, and administrators, this book chronicles research, programs, and uses of computers in reading. Chapter 1 provides a broad view of computer applications in education, while Chapter 2 provides annotated references for computer based reading and language arts programs for children and adults in…

SMART STRATEGY TO BOOST STUDENTS’ READING COMPREHENSION

Directory of Open Access Journals (Sweden)

Muhammad Lukman Syafi’i

2015-05-01

Full Text Available 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. This study is developing SMART strategy to boost the reading comprehension achievement of the ninth grade students. The research applies a collaborative classroom action research design in which the researcher and the collaborative teacher work together in preparing a suitable procedure of SMART strategy, designing the lesson plan, determining the criteria of success, implementing the action, observing, and doing reflection. The finding indicated that SMART strategy was successful to enhance students‘ motivation to be actively involved in the instructional process. The improvement on the students‘ participation was 75% in Cycle 1 and 87% in Cycle 2.

Improving English Reading Comprehension Ability through Survey, Questions, Read, Record, Recite, Review Strategy (SQ4R)

Science.gov (United States)

Khusniyah, Nurul Lailatul; Lustyantie, Ninuk

2017-01-01

The aim of this study is to examine the effect of the survey, questions, read, record, recite, review (SQ4R) strategy of the reading comprehension ability students of 2nd semester. The research study was used action research method. The sampling was taken by 34 students. The validity of data used credibility, transferability, dependability, and…

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

Science.gov (United States)

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

2008-01-01

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

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.…

Children's and adults' on-line processing of syntactically ambiguous sentences during reading.

Directory of Open Access Journals (Sweden)

Holly S S L Joseph

Full Text Available While there has been a fair amount of research investigating children's syntactic processing during spoken language comprehension, and a wealth of research examining adults' syntactic processing during reading, as yet very little research has focused on syntactic processing during text reading in children. In two experiments, children and adults read sentences containing a temporary syntactic ambiguity while their eye movements were monitored. In Experiment 1, participants read sentences such as, 'The boy poked the elephant with the long stick/trunk from outside the cage' in which the attachment of a prepositional phrase was manipulated. In Experiment 2, participants read sentences such as, 'I think I'll wear the new skirt I bought tomorrow/yesterday. It's really nice' in which the attachment of an adverbial phrase was manipulated. Results showed that adults and children exhibited similar processing preferences, but that children were delayed relative to adults in their detection of initial syntactic misanalysis. It is concluded that children and adults have the same sentence-parsing mechanism in place, but that it operates with a slightly different time course. In addition, the data support the hypothesis that the visual processing system develops at a different rate than the linguistic processing system in children.

PROMOTING STUDENTS’ EXPLICIT INFORMATION SKILL IN READING COMPREHENSION THROUGH GRAPHIC ORGANIZERS

Directory of Open Access Journals (Sweden)

Syaifudin Latif Darmawan

2013-10-01

Full Text Available This research is carried out to (1 identify whether graphic organizers can improve students’ reading comprehension; and (2 to describe the classroom situation when graphic organizers are employed in instructional process of reading comprehension. The research is adminisitered in two cycles 2014 in the second grade of SMP Muhamadiyah Sekampung, Lampung Timur. The procedure of the research consists of identifying the problem, planning the action, implementing the action, observing the action, and reflecting the result of the research. Qualitative data are collected through interview, observation, questionnaire, and research diary. Quantitative data are collected through test. To analyze qualitative data, the researcher used constant comparative method. It consists of four steps: (1 comparing incidents applicable to each category; (2 Integrating categories and their properties; (3 delimiting the theory; (4 Writing the theory. Meanwhile, to analyze quantitative data, the researcher employed descriptive statistic.    The result of the research shows that using graphic organizers can improve students’ reading comprehension and classroom situation. The improvement on students’ reading comprehension is students are able to find explicit information in a text. The improvement of the classroom situation; (a students come on time in the class (b students are more motivated to join the class (c Students pay more attention in the instructional process. In addition, the improvement also happens to the scores. The mean score increases from 57.56 in the pre-test, 63.34 in the formative test of cycle 1, and 69.56 in the post test of cycle 2

SELF-PACED READING AND THE ACHIEVEMENT OF PERSIAN EFL LEARNERS

Directory of Open Access Journals (Sweden)

Amir Toghyani Khorasgani

2013-12-01

Full Text Available This study aimed at investigating the effects of reading goals on L2 reading comprehension in a computer-mediated environment when reading is self-paced by the learners and students are responsible for their own comprehension. Sixty participants (30 males & 30 females in three groups of 20 were involved. A computer program, written in C#.NET program, presented the text on the screen four lines at a time, and measured the amount of time students would spend on each page initially, how many times students re-read pages, and how much time students would spend re-reading pages. L2 learners’ comprehension and learning strategies were measured in three ways: recall of materials, time spent reading each page of the text and time spent re-reading pages, and the number of times pages were re-read. Finally, after one month from the first test a posttest was administered to determine which group could remember materials better. The results revealed that recall of materials was significantly greater for the teaching-goal group than the other two groups in both first and second tests. Time spent re-reading was significantly greater for the teaching-goal group as well. These findings suggest that reading goals do have an effect on comprehension and recalling in a computer-mediated environment and students with a different reading goal performed differently while reading passages.

ESL Students’ Online and Offline Reading Strategies: Scrolling, Clicking, Flipping and Reading

Directory of Open Access Journals (Sweden)

Izyani Mohamad Zaki

2008-12-01

Full Text Available In this borderless world, computers and the Internet have become important tools of communication and learning and they have also become an important part of our lives. The opportunity to seek information through the computer has made reading an important language skill. Despite the importance of reading and technology, little research to date has been carried out to compare the reading strategies employed by readers when reading online compared to offline. Such studies are important because awareness of the similarities and differences on the strategies employed between these two modes of learning will enable teachers to help develop students’ reading ability. Hence, this study investigates if there is a difference between online and offline strategies used by second language readers. The participants in this study were ESL undergraduates at a university in Malaysia. The instrument employed was the Survey of Reading Strategies (SORS (Sheorey and Mokhtari, 2001 and Online Survey of Register Strategies (OSORS by Anderson (2003. These questionnaires tap three different types of information: global reading strategies, problem solving strategies, and support strategies. The results of the study are discussed in terms of their pedagogical implications in the L2 classroom.

Reading and reading instruction for children from low-income and non-English-speaking households.

Science.gov (United States)

Lesaux, Nonie K

2012-01-01

Although most young children seem to master reading skills in the early grades of elementary school, many struggle with texts as they move through middle school and high school. Why do children who seem to be proficient readers in third grade have trouble comprehending texts in later grades? To answer this question, Nonie Lesaux describes what is known about reading development and instruction, homing in on research conducted with children from low-income and non-English-speaking homes. Using key insights from this research base, she offers two explanations. The first is that reading is a dynamic and multifaceted process that requires continued development if students are to keep pace with the increasing demands of school texts and tasks. The second lies in the role of reading assessment and instruction in U.S. schools. Lesaux draws a distinction between the "skills-based competencies" that readers need to sound out and recognize words and the "knowledge-based competencies" that include the conceptual and vocabulary knowledge necessary to comprehend a text's meaning. Although U.S. schools have made considerable progress in teaching skills-based reading competencies that are the focus of the early grades, most have made much less progress in teaching the knowledge-based competencies students need to support reading comprehension in middle and high school. These knowledge-based competencies are key sources of lasting individual differences in reading outcomes, particularly among children growing up in low-income and non-English-speaking households. Augmenting literacy rates, Lesaux explains, will require considerable shifts in the way reading is assessed and taught in elementary and secondary schools. First, schools must conduct comprehensive reading assessments that discern learners' (potential) sources of reading difficulties--in both skills-based and knowledge-based competencies. Second, educators must implement instructional approaches that offer promise for

Relations of Perceived Parent and Friend Support for Recreational Reading with Children's Reading Motivations

Science.gov (United States)

Klauda, Susan Lutz; Wigfield, Allan

2012-01-01

This study examined elementary school students' perceived support for recreational reading from their mothers, fathers, and friends. Participants, including 130 fourth graders and 172 fifth graders, completed the researcher-developed Reading Support Survey, which assesses how often children experience and how greatly they enjoy multiple types of…

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 ...

Listening to Students: Modification of a Reading Program Based on the Sources of Foreign Language Reading Anxiety

Directory of Open Access Journals (Sweden)

Belgin Aydın

2012-01-01

Full Text Available This paper is concerned with the modifications implemented in a second year foreign language (FL reading program with respect to the problems students experience while reading in FL. This research draws on the sources of FL reading anxiety identified in the first year reading program with a motivation to re-design the second year program to help the students perceive reading positively free from the anxiety. This paper reports on the responses of students to the modifications implemented in the second year reading program. The participants of the study were 50 FL students who were in their second year at a state university in Turkey. All participants had already taken the first year reading course and were enrolled in the second year reading course. It was based on two qualitative research instruments. The first instrument was a semi-structured questionnaire administered to all participants. The second one was a semi-structured interview conducted with half of the participants to obtain more in depth information concerning the modifications that had been introduced. Both instruments revealed that students responded positively to the modifications introduced. The results of the study put forward that obtaining students’ opinions, giving them responsibility and involving them in decision making processes enhance their motivation, confidence and analytical skills while reading in a foreign language.

Slower saccadic reading in Parkinson’s disease

Science.gov (United States)

Jehangir, Naz; Yu, Caroline Yizhu; Song, Jeehey; Shariati, Mohammad Ali; Binder, Steven; Beyer, Jill; Santini, Veronica; Poston, Kathleen

2018-01-01

Idiopathic Parkinson’s Disease (PD) is characterized by degeneration of dopaminergic and other neurons, leading to motor and non-motor deficits. Abnormal eye movements in PD, including fixations, saccades, and convergence, are well described. However, saccadic reading, which requires serial and alternating saccades and fixations, is not well studied, despite its obvious impact on the quality of life. In this study, we assessed saccadic reading using variations of the King-Devick (KD) test, a rapid single digit number naming test, as a way to assess the ability to make serial left-to-right ocular motor movements necessary for reading. We recruited 42 treated PD patients and 80 age-matched controls and compared their reading times with a variety of measures, including age, duration of disease, Unified Parkinson’s Disease Rating Scale (UPDRS), the National Eye Institute 25-Item Visual Functioning Questionnaire 25 (VFQ-25), and Montreal Cognitive assessment (MoCA) test. The subjects performed 4 trials of reading 120 single digit numbers aloud as fast as possible without making errors. In each trial, they read 3 pages (KD1, KD2, and KD3), and each page contained 40 numbers per page in 8 lines with 5 numbers/line. We found that PD patients read about 20% slower than controls on all tests (KD1, 2, and 3 tests) (p read irregularly spaced numbers slower than regularly spaced numbers. Having lines between numbers to guide reading (KD1 tests) did not impact reading time in both PD and controls, but increased visual crowding as a result of decreased spacing between numbers (KD3 tests) was associated with significantly slower reading times in both PD and control groups. Our study revealed that saccadic reading is slower in PD, but controls and PD patients are both impacted by visuospatial planning challenges posed by increased visual crowding and irregularity of number spacing. Reading time did not correlate with UPDRS or MoCA scores in PD patients but significantly

〈Articles〉The Utility of Reading Strategies and Its Connection to Reading Self-Efficacy

OpenAIRE

Lance, Burrows

2016-01-01

[Abstract] Self-efficacy is the expectation that one can successfully complete a particular task within a specific domain.　Although it has been used to predict human behavior in several different contexts, e.g., educational psychology and medicine, it has not been widely utilized in second language research.　There has been some promising research that has shown preliminarily that reading strategy intervention may help promote higher levels of reading self-efficacy.　But the studies that have b...

KEEP Reading Research and Instruction: Results of the 1973-74 Program. Technical Report No. 26.

Science.gov (United States)

Au, Kathryn H.; Speidel, Gisela E.

This report summarizes research related to the use of a conventional basal reading program with students in the Kamehameha Early Education Program (KEEP). Results of instruction were measured by the number of objectives gained each quarter, the total number of objectives gained, the number of lessons taken for each objective, and scores on the…

Role of Text and Student Characteristics in Real-Time Reading Processes across the Primary Grades

Science.gov (United States)

de Leeuw, Linda; Segers, Eliane; Verhoeven, Ludo

2016-01-01

Although much is known about beginning readers using behavioural measures, real-time processes are still less clear. The present study examined eye movements (skipping rate, gaze, look back and second-pass duration) as a function of text-related (difficulty and word class) and student-related characteristics (word decoding, reading comprehension,…

Reading fiction and reading minds: the role of simulation in the default network.

Science.gov (United States)

Tamir, Diana I; Bricker, Andrew B; Dodell-Feder, David; Mitchell, Jason P

2016-02-01

Research in psychology has suggested that reading fiction can improve individuals' social-cognitive abilities. Findings from neuroscience show that reading and social cognition both recruit the default network, a network which is known to support our capacity to simulate hypothetical scenes, spaces and mental states. The current research tests the hypothesis that fiction reading enhances social cognition because it serves to exercise the default subnetwork involved in theory of mind. While undergoing functional neuroimaging, participants read literary passages that differed along two dimensions: (i) vivid vs abstract and (ii) social vs non-social. Analyses revealed distinct subnetworks of the default network respond to the two dimensions of interest: the medial temporal lobe subnetwork responded preferentially to vivid passages, with or without social content; the dorsomedial prefrontal cortex (dmPFC) subnetwork responded preferentially to passages with social and abstract content. Analyses also demonstrated that participants who read fiction most often also showed the strongest social cognition performance. Finally, mediation analysis showed that activity in the dmPFC subnetwork in response to the social content mediated this relation, suggesting that the simulation of social content in fiction plays a role in fiction's ability to enhance readers' social cognition. © The Author (2015). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

Effects of EFL Individual Learner Variables on Foreign Language Reading Anxiety and Metacognitive Reading Strategy Use.

Science.gov (United States)

Lien, Hsin-Yi

2016-08-01

Past research has shown an association between foreign language reading anxiety and reading strategy. However, individual variables tend to affect foreign language anxiety and strategy use. The present study examined a hypothesized model that specified direct and indirect effects among English and foreign languages readers' distinct variables, including academic level; self-perceived English level; and satisfaction with reading proficiency, reading anxiety, and metacognitive awareness of reading strategies. A total of 523 volunteer Taiwanese college students provided 372 valid responses to a written questionnaire (281 women and 91 men; M age = 19.7 years, SD = 1.1) containing the translated versions of Foreign Language Reading Anxiety Scale, Survey of Reading Strategies Inventory, and self-assessment background questionnaire. The results showed that self-evaluation of reading proficiency did not correlate with academic level and readers' perceptions. Satisfaction had a direct effect on foreign language reading anxiety but not on metacognitive awareness of reading strategies. Results of path analysis demonstrated that the perception learners who had their own reading proficiency predicted their foreign language reading anxiety and was a mediating variable for metacognitive reading strategy use. © The Author(s) 2016.

Motivating students to read the textbook before class

Science.gov (United States)

Pepper, Rachel E.

2016-11-01

Many faculty in STEM courses assign textbook reading in advance of lecture, yet evidence shows few students actually read the textbook. Those students that do read often do so only after the material has been presented in class. Preparing for class by reading the textbook beforehand improves student learning and is particularly critical for classes that employ active engagement strategies. Here I present strategies I have used to successfully motivate my students to read the textbook before class in physics classes ranging from introductory algebra-based physics to advanced courses for physics majors. In the introductory course, I used pre-class reading quizzes, a common strategy that has been shown effective in previous studies, but one that is somewhat time-consuming to implement. In my more advanced courses I used reading reflections, which required considerably less time. While it was typical for less than 25% of students to read the textbook before I implemented reading quizzes or reflections, after implementing these strategies 70-90% of students reported reading the textbook before class most of the time. Students also report finding both the readings themselves and the quizzes and reflections valuable for their learning.

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.

Maximizing Reading Narrative Text Ability by Probing Prompting Learning Technique

Directory of Open Access Journals (Sweden)

Wiwied Pratiwi

2017-12-01

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

[Ophthalmologic reading charts : Part 2: Current logarithmically scaled reading charts].

Science.gov (United States)

Radner, W

2016-12-01

To analyze currently available reading charts regarding print size, logarithmic print size progression, and the background of test-item standardization. For the present study, the following logarithmically scaled reading charts were investigated using a measuring microscope (iNexis VMA 2520; Nikon, Tokyo): Eschenbach, Zeiss, OCULUS, MNREAD (Minnesota Near Reading Test), Colenbrander, and RADNER. Calculations were made according to EN-ISO 8596 and the International Research Council recommendations. Modern reading charts and cards exhibit a logarithmic progression of print sizes. The RADNER reading charts comprise four different cards with standardized test items (sentence optotypes), a well-defined stop criterion, accurate letter sizes, and a high print quality. Numbers and Landolt rings are also given in the booklet. The OCULUS cards have currently been reissued according to recent standards and also exhibit a high print quality. In addition to letters, numbers, Landolt rings, and examples taken from a timetable and the telephone book, sheet music is also offered. The Colenbrander cards use short sentences of 44 characters, including spaces, and exhibit inaccuracy at smaller letter sizes, as do the MNREAD cards. The MNREAD cards use sentences of 60 characters, including spaces, and have a high print quality. Modern reading charts show that international standards can be achieved with test items similar to optotypes, by using recent technology and developing new concepts of test-item standardization. Accurate print sizes, high print quality, and a logarithmic progression should become the minimum requirements for reading charts and reading cards in ophthalmology.

A Mixed-Methods Study of Adolescents' Motivation to Read

Science.gov (United States)

Troyer, Margaret

2017-01-01

Background: Research has shown that reading motivation is correlated with achievement. Studying motivation in older students is particularly important as reading motivation declines over the course of elementary and middle school. However, current research largely fails to reflect the nuance and complexity of reading motivation, or its variation…

The time-course of recovery from interruption during reading: eye movement evidence for the role of interruption lag and spatial memory.

Science.gov (United States)

Cane, James E; Cauchard, Fabrice; Weger, Ulrich W

2012-01-01

Two experiments examined how interruptions impact reading and how interruption lags and the reader's spatial memory affect the recovery from such interruptions. Participants read paragraphs of text and were interrupted unpredictably by a spoken news story while their eye movements were monitored. Time made available for consolidation prior to responding to the interruption did not aid reading resumption. However, providing readers with a visual cue that indicated the interruption location did aid task resumption substantially in Experiment 2. Taken together, the findings show that the recovery from interruptions during reading draws on spatial memory resources and can be aided by processes that support spatial memory. Practical implications are discussed.

Building up Autonomy Through Reading Strategies

Directory of Open Access Journals (Sweden)

Alexander Izquierdo Castillo

2014-10-01

Full Text Available This article reports on an action research project conducted with six ninth grade students in a rural public school in Colombia. The purpose of the study was to determine how the implementation of three reading strategies (skimming, scanning, and making predictions, when reading topics selected by learners, helps them to improve their reading comprehension and promotes their autonomy in the learning process. The results show that these learners developed some autonomous features such as making decisions for learning and doing assigned homework, increasing reading awareness and motivation. Additionally, the training on reading strategies allowed them to succeed in their reading comprehension. We conclude that these reading strategies are tools that take learners along the path of autonomy.

The Effects of the Sustained Silent Reading Program on Cultivating Students' Habits and Attitudes in Reading Books for Leisure

Science.gov (United States)

Chua, Siah Poh

2008-01-01

The author examines the effects of the sustained silent reading program on cultivating students' habits and attitudes in reading books for leisure. The author used a time-series design and measured students' reading habits and attitudes three times in twelve months. It was expected that if the program created positive effects on cultivating…

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

OpenAIRE

Handayani, Umami -

2014-01-01

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

A test of the effect of advance organizers and reading ability on seventh-grade science achievement

Science.gov (United States)

Underhill, Patricia Annette

The use of advance organizers was first introduced by Ausubel in his learning theory of meaningful learning. Subsequent research focused on the efficacy of advance organizers. Although, earlier research produced inconclusive results, more recent research suggests advance organizers do facilitate recall. However, the bulk of the research focused on older subjects (students in high school and college and adults). Prior research did not consider that a subject's reading ability may affect the effectiveness of an advance organizer. The purposes of this study were to investigate whether (1) an advance organizer facilitates both immediate and delayed recall, (2) the reading ability of students and the type of pre-instructional material they receive effect recall, and (3) reading ability has an effect on recall with younger students. Seventy-five seventh-grade students were divided into three groups. One group received a written organizer, one group received a graphic organizer, and one group received an introductory passage before reading a learning passage. After completing the reading passage, all subjects received an immediate posttest. Fourteen days later, subjects received the same posttest incorporated in an end-of-the-chapter test. Results of the study indicate the following: (1) no significant difference in immediate and delayed recall of learning material between students who received a written organizer, a graphic organizer, or an introductory passage, (2) there was a main effect for time of testing and a main effect for reading ability, and (3) there was not an interaction between reading ability and the type of pre-instructional material. These findings did not support previous research.

Evaluation of use of reading comprehension strategies to improve reading comprehension of adult college students with acquired brain injury.

Science.gov (United States)

Griffiths, Gina G; Sohlberg, McKay Moore; Kirk, Cecilia; Fickas, Stephen; Biancarosa, Gina

2016-01-01

Adults with mild to moderate acquired brain injury (ABI) often pursue post-secondary or professional education after their injuries in order to enter or re-enter the job market. An increasing number of these adults report problems with reading-to-learn. The problem is particularly concerning given the growing population of adult survivors of ABI. Despite the rising need, empirical evaluation of reading comprehension interventions for adults with ABI is scarce. This study used a within-subject design to evaluate whether adult college students with ABI with no more than moderate cognitive impairments benefited from using reading comprehension strategies to improve comprehension of expository text. Integrating empirical support from the cognitive rehabilitation and special education literature, the researchers designed a multi-component reading comprehension strategy package. Participants read chapters from an introductory-level college anthropology textbook in two different conditions: strategy and no-strategy. The results indicated that reading comprehension strategy use was associated with recall of more correct information units in immediate and delayed free recall tasks; more efficient recall in the delayed free recall task; and increased accuracy recognising statements from a sentence verification task designed to reflect the local and global coherence of the text. The findings support further research into using reading comprehension strategies as an intervention approach for the adult ABI population. Future research needs include identifying how to match particular reading comprehension strategies to individuals, examining whether reading comprehension performance improves further through the incorporation of systematic training, and evaluating texts from a range of disciplines and genres.

When left-hemisphere reading is compromised: Comparing reading ability in participants after left cerebral hemispherectomy and participants with developmental dyslexia.

Science.gov (United States)

Katzir, Tami; Christodoulou, Joanna A; de Bode, Stella

2016-10-01

We investigated reading skills in individuals who have undergone left cerebral hemispherectomy and in readers with developmental dyslexia to understand diverse characteristics contributing to reading difficulty. Although dyslexia is a developmental disorder, left hemispherectomy requires that patients (re)establish the language process needed to perform the language-based tasks in the nondominant (right) hemisphere to become readers. Participants with developmental dyslexia (DD; n = 11) and participants who had undergone left hemispherectomy (HEMI; n = 11) were matched on age and gender, and were compared on timed and untimed measures of single word and pseudo-word reading. The hemispherectomy group was subdivided into prenatal (in utero) and postnatal (>3 years) insult groups, indicating the timing of the primary lesion that ultimately required surgical intervention. On an untimed reading measure, the readers with DD were comparable to individuals who had undergone left hemispherectomy due to prenatal insult, but both scored higher than the postnatal hemispherectomy group. Timed word reading differed across groups. The hemispherectomy prenatal subgroup had low average scores on both timed and untimed tests. The group with dyslexia had average scores on untimed measures and below average scores on timed reading. The hemispherectomy postnatal group had the lowest scores among the groups by a significant margin, and the most pronounced reading difficulty. Patients with prenatal lesions leading to an isolated right hemisphere (RH) have the potential to develop reading to a degree comparable to that in persons with dyslexia for single word reading. This potential sharply diminishes in individuals who undergo hemispherectomy due to postnatal insult. The higher scores of the prenatal hemispherectomy group on timed reading suggest that under these conditions, individuals with an isolated RH can compensate to a significant degree. Wiley Periodicals, Inc. © 2016

A Daily Diary Study of Reading Motivation inside and outside of School: A Dynamic Approach to Motivation to Read

Science.gov (United States)

Neugebauer, Sabina Rak

2013-01-01

Qualitative literacy motivation research increasingly documents students' divergent motivations to read in and outside of the school setting. However, commonly used assessments of literacy motivation do not measure the contribution of in-school and outside-school settings to students' motivation to read. Consequently, quantitative research has not…

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.

Reading with a Purpose: Communicative Reading Tasks for the Foreign Language Classroom. ERIC Digest.

Science.gov (United States)

Knutson, Elizabeth M.

In describing reading proficiency--the relative difficulty or ease that an individual reader experiences reading a particular text--researchers have recognized the importance of both text- and reader-based factors. This digest focuses on the factor of purpose, as determined by the reader or the instructional context. Having a purpose means having…

The Effect of an Enrichment Reading Program on the Cognitive Processes and Neural Structures of Children Having Reading Difficulties

Directory of Open Access Journals (Sweden)

Hayriye Gül KURUYER

2017-06-01

Full Text Available The main purpose of the current study is to explain the effect of an enrichment reading program on the cognitive processes and neural structures of children experiencing reading difficulties. The current study was carried out in line with a single-subject research method and the between-subjects multiple probe design belonging to this method. This research focuses on a group of eight students with reading difficulties. Within the context of the study, memory capacities, attention spans, reading-related activation and white matter pathways of the students were determined before and after the application of the enrichment reading program. This determination process was carried out in two stages. Neuro-imaging was performed in the first stage and in the second stage the students’ cognitive processes and neural structures were investigated in terms of focusing attention and memory capacities by using the following tools: Stroop Test TBAG Form, Auditory Verbal Digit Span Test-Form B, Cancellation Test and Number Order Learning Test. The results obtained show that the enrichment reading program resulted in an improvement in the reading profiles of the students having reading difficulties in terms of their cognitive processes and neural structures.

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

Directory of Open Access Journals (Sweden)

Shan-Ju Lin Chang

2010-12-01

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

DEVELOPING ONLINE READING SUPPLEMENTARYMATERIALSFOR THE TENTH GRADERS OF SMAN 3 PROBOLINGGO

Directory of Open Access Journals (Sweden)

Reny Windi Astuti

2017-04-01

Full Text Available Reading is very important in learning a foreign language. Reading is also the interaction between reader and text. As the hardest skill for foreign language learners, reading requires rich background and knowledge of the language. Curriculum 2013 strongly suggeststhe teachers and students use textbook which government has developed. The researchers findthat English for the tenth graders does not have adequate reading materials. Based on the need analysis done by the researcher, the teacher has to add some other materials outside of the book to accommodate students in learning reading. Therefore, there should be adequate reading materials for English language learners. The purpose of this research was to develop online reading supplementary material based on curriculum 2013 that could be useful for English teachers. This study was carried toR&D (Research and Development. This paper presented; (1 supplementary materials which could be used by the students through online based, and (2 how to develop online reading supplementary materials. By considering these theories, it is hoped that the teachers and scholars can have theoretical insight in developing online reading supplementary materials.

Evaluation of Models of the Reading Process.

Science.gov (United States)

Balajthy, Ernest

A variety of reading process models have been proposed and evaluated in reading research. Traditional approaches to model evaluation specify the workings of a system in a simplified fashion to enable organized, systematic study of the system's components. Following are several statistical methods of model evaluation: (1) empirical research on…

Improving digital breast tomosynthesis reading time: A pilot multi-reader, multi-case study using concurrent Computer-Aided Detection (CAD).

Science.gov (United States)

Balleyguier, Corinne; Arfi-Rouche, Julia; Levy, Laurent; Toubiana, Patrick R; Cohen-Scali, Franck; Toledano, Alicia Y; Boyer, Bruno

2017-12-01

Evaluate concurrent Computer-Aided Detection (CAD) with Digital Breast Tomosynthesis (DBT) to determine impact on radiologist performance and reading time. The CAD system detects and extracts suspicious masses, architectural distortions and asymmetries from DBT planes that are blended into corresponding synthetic images to form CAD-enhanced synthetic images. Review of CAD-enhanced images and navigation to corresponding planes to confirm or dismiss potential lesions allows radiologists to more quickly review DBT planes. A retrospective, crossover study with and without CAD was conducted with six radiologists who read an enriched sample of 80 DBT cases including 23 malignant lesions in 21 women. Area Under the Receiver Operating Characteristic (ROC) Curve (AUC) compared the readings with and without CAD to determine the effect of CAD on overall interpretation performance. Sensitivity, specificity, recall rate and reading time were also assessed. Multi-reader, multi-case (MRMC) methods accounting for correlation and requiring correct lesion localization were used to analyze all endpoints. AUCs were based on a 0-100% probability of malignancy (POM) score. Sensitivity and specificity were based on BI-RADS scores, where 3 or higher was positive. Average AUC across readers without CAD was 0.854 (range: 0.785-0.891, 95% confidence interval (CI): 0.769,0.939) and 0.850 (range: 0.746-0.905, 95% CI: 0.751,0.949) with CAD (95% CI for difference: -0.046,0.039), demonstrating non-inferiority of AUC. Average reduction in reading time with CAD was 23.5% (95% CI: 7.0-37.0% improvement), from an average 48.2 (95% CI: 39.1,59.6) seconds without CAD to 39.1 (95% CI: 26.2,54.5) seconds with CAD. Per-patient sensitivity was the same with and without CAD (0.865; 95% CI for difference: -0.070,0.070), and there was a small 0.022 improvement (95% CI for difference: -0.046,0.089) in per-lesion sensitivity from 0.790 without CAD to 0.812 with CAD. A slight reduction in specificity with a -0

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

Science.gov (United States)

Sze, Susan

2009-01-01

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

Digital reading practices of university students

Directory of Open Access Journals (Sweden)

Karen Shirley LÓPEZ GIL

2016-06-01

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

Are Self-Perception Measures Used in School Library Research Transferable to the Context of Public Library Summer Reading Programs?

Science.gov (United States)

Arnone, Marilyn P.; Small, Ruth V.; Weng, Shicheng

2016-01-01

Several instruments previously validated for use in school library research were tested for their appropriateness in the context of public libraries' summer reading programs for youth. The researchers were also interested in whether the connection between perceived competence in one's own information skills and perceived competence in one's own…

Within-Year Changes in Chinese Secondary School Students' Perceived Reading Instruction and Intrinsic Reading Motivation

Science.gov (United States)

Lau, Kit-ling

2016-01-01

This study aimed to expand on existing research about motivational change by investigating within-year changes of adolescents' intrinsic reading motivation and perceived reading instruction among students from different grades and achievement levels. Six hundred and ninety five students from 10 secondary schools in Hong Kong voluntarily completed…

NEW APPROACHES: Reading in Advanced level physics

Science.gov (United States)

Fagan, Dorothy

1997-11-01

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

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.

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...

Thinking Matters: Inferencing in ESL Reading Lessons

Science.gov (United States)

Lee, Ho Cheung

2013-01-01

This article discusses the significance of inferencing in reading comprehension and addresses theoretical and practical issues related to teaching inferencing in English classrooms. The author explains the nature of inferencing in reading and, drawing on previous research findings and his own reflections on teaching reading to English as a second…

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...

(Women’s Readings of Parvaz- Dar- Hobab

Directory of Open Access Journals (Sweden)

Jamal Mohammadi

2008-07-01

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

Improving South African third graders’ reading skills: Lessons learnt from the use of Guided Reading approach

Directory of Open Access Journals (Sweden)

Mohlanhledi P. Makumbila

2016-06-01

Full Text Available This professional development project, known as Literacy Leadership Project, enabled four Foundation Phase teachers in South Africa to implement the Guided Reading approach. Developed by American researchers Fountas and Pinnell (1996, Guided Reading helps elementary students strengthen their phonemic awareness, vocabulary, reading comprehension and fluency in small group activities. Over an 8-month period, lessons learnt came from data collected from this professional development included workshop activities, classroom observations, teachers’ group discussions and students’ artefacts. Results indicated improvement in students’ literacy engagement and motivation because of the use of levelled books, oral reading and group activities Keywords:  Guided Reading programme; foundation phase; childhood literacy; teacher professional development; literacy leadership; South Africa

A time projection chamber with microstrip read-out

International Nuclear Information System (INIS)

Bootsma, T.M.V.; Van den Brink, A.; De Haas, A.P.; Kamermans, R.; Kuijer, P.G.; De Laat, C.T.A.M.; Van Nieuwenhuizen, G.J.; Ostendorf, R.; Snellings, R.J.M.; Twenhoefel, C.J.W.; Peghaire, A.

1994-01-01

The design and testing of a novel detector for heavy-ion physics in the intermediate-energy regime is described. This detector consists of a large drift chamber with microstrip read-out in combination with thick plastic scintillators. With this system particle identification and energy determination with high spatial resolution and multiple hit capacity is achieved. ((orig.))

Promoting reading skills or wasting time? Students’ perceived benefits of reading in an intermediary programme at the Vaal University of Technology

Directory of Open Access Journals (Sweden)

Linda Scott

2016-05-01

Full Text Available Notwithstanding the substantial transformation of education in South Africa in the last 20 years, specifically to redress the past inequalities, the challenges are ongoing. These challenges include tertiary institutions having to accommodate a culturally and linguistically diverse group of students, often second-language (L2 English speakers, in an English lingua franca classroom. This study investigated the reading attitudes and habits of students in an intermediary programme of a tertiary institution and any perceived changes to these attitudes or habits, as well as their perceptions of the promotion of reading by the programme. On successful completion of the intermediary programme, students register for the compulsory first-year English distance learning course and are required to complete a placement test. Results for students who attended the intermediary programme were compared with those of students who did not attend the intermediary programme but registered directly for mainstream. The teaching of reading appeared invaluable at the tertiary level with the indication that students’ attitudes and behaviour changed and that they inter alia realised the academic value thereof, made decisions to take up reading as a hobby and discovered new genres. Keywords: Reading; Linguistically diverse

Black Deaf Individuals' Reading Skills: Influence of ASL, Culture, Family Characteristics, Reading Experience, and Education

Science.gov (United States)

Myers, Candace; Clark, M. Diane; Musyoka, Millicent M.; Anderson, Melissa L.; Gilbert, Gizelle L.; Agyen, Selina; Hauser, Peter C.

2010-01-01

Previous research on the reading abilities of Deaf individuals from various cultural groups suggests that Black Deaf and Hispanic Deaf individuals lag behind their White Deaf peers. The present study compared the reading skills of Black Deaf and White Deaf individuals, investigating the influence of American Sign Language (ASL), culture, family…

The Relation between Elementary Students' Recreational and Academic Reading Motivation, Reading Frequency, Engagement, and Comprehension: A Self-Determination Theory Perspective

Science.gov (United States)

De Naeghel, Jessie; Van Keer, Hilde; Vansteenkiste, Maarten; Rosseel, Yves

2012-01-01

Research indicates the need to further examine the dimensions of reading motivation. A clear theoretical basis is necessary for conceptualizing reading motivation and considering contextual differences therein. The present study develops and validates the SRQ-Reading Motivation, a questionnaire measuring recreational and academic reading…

The Athens Model: Results of a High Saturation Program in Newspaper Reading Skill.

Science.gov (United States)

Berryman, Charles

Five research reports on the use of instructional modules, originally published in the Atlanta "Journal and Constitution" as "Improving Reading Skills" and widely used in Georgia as the "Athens Model," are summarized in this paper. For research purposes, the modules were concentrated in time as a high saturation…

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

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

Science.gov (United States)

Palomo-Alvarez, Catalina; Puell, María C

2009-09-01

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

The Digital Reading Path: Researching Modes and Multidirectionality with iPads

Science.gov (United States)

Simpson, Alyson; Walsh, Maureen; Rowsell, Jennifer

2013-01-01

This paper reports a study that examines the integration of tablet technologies such as iPads into literacy lessons to investigate how reading and meaning-making occur within this digital medium. Specifically in this paper, we discuss the concept of reading paths as applied to physical and cognitive planes of meaning-making. The paper reports on…

Reading and Engineering: Elementary Students' Co-Application of Comprehension Strategies and Engineering Design Processes

Science.gov (United States)

Wilson-Lopez, Amy; Gregory, Stacie; Larsen, Victor

2016-01-01

For decades, researchers have asserted that K-12 teachers should embed reading comprehension instruction within each academic discipline, including "technical subjects" such as engineering. Recently, this assertion has become a source of controversy among researchers and practitioners who believe that time spent on teaching reading…

Recognizing and Addressing the Barriers to Adolescents' "Reading Like Historians"

Science.gov (United States)

Nokes, Jeffery D.

2011-01-01

In recent years, there has been a growing body of research investigating how historians read, how children and adolescents read historical materials, and how teachers attempt to help adolescents read like historians. This research suggests that historians, unlike students, are unusually skillful readers employing several heuristics to construct…

Novice Teachers' Knowledge of Reading-Related Disabilities and Dyslexia

Science.gov (United States)

Washburn, Erin K.; Mulcahy, Candance A.; Musante, Gail; Joshi, R. Malatesha

2017-01-01

Current understandings about the nature of persistent reading problems have been influenced by researchers in numerous fields. Researchers have noted that a current and accurate understanding of reading disabilities, such as dyslexia, can be helpful in assessing, teaching and supporting individuals with persistent reading problems. The purpose of…

The Future of Reading and Academic Libraries

Science.gov (United States)

Durant, David M.; Horava, Tony

2015-01-01

The e-book is raising fundamental questions around the dynamics and habits of reading; the role of books in the academic library; and the role of librarians in addressing new realities of reading and learning. Print and digital texts foster different styles of reading and different ways of thinking and doing research. This paper examines…

Developing Changes in Our Reading of the World: A Pedagogical Proposal from Participative Action Research

Directory of Open Access Journals (Sweden)

Simona Trovato-Apollaro

2017-04-01

Full Text Available This paper presents the results of a research conducted with the group Women of Theater from Alajuelita. The research intended to answer the question of how to develop changes in our reading of the world. The goal of our study was the co-researchers’ raising awareness process leading them, from themselves, and by means of the abovementioned group, to read, interpret and reconstruct the environment in order to yield transformations in their lives and community. Through reflection, the process was investigated on the basis of the pedagogical practices of Augusto Boal´s Theater of Oppressed (Boal, 1980, as they were applied at the theater workshop together with the group of Women of Theather, at the library of the Educative Center Los Pinos in Alajuelita. The main elements of the implemented methodology respond to the Participative Action Research (PAR, where the dialectical participative relationship and the collective discussion make it possible the creation of learning. We used audio recordings as data collection tools, which were later systematized for their analysis. The paradigmatic position assumed was inspired by an approach related to the concept of complexity. This concept proposes a holistic view of reality, life, and, so, of pedagogy. According to such a view, we all are one, and the multiplicity is interconnected with each one of its parts, in continuous entropy. Under this approach, where the world is a system of systems interconnected among themselves, the main finding was to perceive pedagogy as an instrument for humanization, a magical object capable of valuing diversity and transforming our thoughts, life styles and values, and, in consequence, our reading of the world. We considered that such an important finding might help to develop changes in human beings and might inspire us to assume an ecological perspective towards relationships. Such a perspective might give rise to deep transformations in our social, political and

Distractions, distractions: does instant messaging affect college students' performance on a concurrent reading comprehension task?

Science.gov (United States)

Fox, Annie Beth; Rosen, Jonathan; Crawford, Mary

2009-02-01

Instant messaging (IM) has become one of the most popular forms of computer-mediated communication (CMC) and is especially prevalent on college campuses. Previous research suggests that IM users often multitask while conversing online. To date, no one has yet examined the cognitive effect of concurrent IM use. Participants in the present study (N = 69) completed a reading comprehension task uninterrupted or while concurrently holding an IM conversation. Participants who IMed while performing the reading task took significantly longer to complete the task, indicating that concurrent IM use negatively affects efficiency. Concurrent IM use did not affect reading comprehension scores. Additional analyses revealed that the more time participants reported spending on IM, the lower their reading comprehension scores. Finally, we found that the more time participants reported spending on IM, the lower their self-reported GPA. Implications and future directions are discussed.

Fluent Reading in Special Primary Education

Science.gov (United States)

Houtveen, Anthonia A. M.; van de Grift, Wim J. C. M.; Brokamp, Saskia K.

2014-01-01

The learning gains in reading of students in 57 classrooms in special primary education doubled as a result of implementing the Reading Impulse in Special Education (RISE) programme. Raising the scheduled reading time with 1.5 hr in all classrooms and implementing standards-based teaching characterised by "monitoring of pupil progress",…

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

Directory of Open Access Journals (Sweden)

Xuan Zhenyu

2008-02-01

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

Developmental changes in reading do not alter the development of visual processing skills: An application of explanatory item response models in grades K-2

Directory of Open Access Journals (Sweden)

Kristi L Santi

2015-02-01

Full Text Available Visual processing has been widely studied in regard to its impact on a students’ ability to read. A less researched area is the role of reading in the development of visual processing skills. A cohort-sequential, accelerated-longitudinal design was utilized with 932 kindergarten, first, and second grade students to examine the impact of reading acquisition on the processing of various types of visual discrimination and visual motor test items. Students were assessed four times per year on a variety of reading measures and reading precursors and two popular measures of visual processing over a three-year period. Explanatory item response models were used to examine the roles of person and item characteristics on changes in visual processing abilities and changes in item difficulties over time. Results showed different developmental patterns for five types of visual processing test items, but most importantly failed to show consistent effects of learning to read on changes in item difficulty. Thus, the present study failed to find support for the hypothesis that learning to read alters performance on measures of visual processing. Rather, visual processing and reading ability improved together over time with no evidence to suggest cross-domain influences from reading to visual processing. Results are discussed in the context of developmental theories of visual processing and brain-based research on the role of visual skills in learning to read.

COMPUTING THE VOCABULARY DEMANDS OF L2 READING

Directory of Open Access Journals (Sweden)

Tom Cobb

2007-02-01

Full Text Available Linguistic computing can make two important contributions to second language (L2 reading instruction. One is to resolve longstanding research issues that are based on an insufficiency of data for the researcher, and the other is to resolve related pedagogical problems based on insufficiency of input for the learner. The research section of the paper addresses the question of whether reading alone can give learners enough vocabulary to read. When the computer’s ability to process large amounts of both learner and linguistic data is applied to this question, it becomes clear that, for the vast majority of L2 learners, free or wide reading alone is not a sufficient source of vocabulary knowledge for reading. But computer processing also points to solutions to this problem. Through its ability to reorganize and link documents, the networked computer can increase the supply of vocabulary input that is available to the learner. The development section of the paper elaborates a principled role for computing in L2 reading pedagogy, with examples, in two broad areas, computer-based text design and computational enrichment of undesigned texts.

Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension.

Science.gov (United States)

Duncan, Lynne G; McGeown, Sarah P; Griffiths, Yvonne M; Stothard, Susan E; Dobai, Anna

2016-05-01

This study investigates the concurrent predictors of adolescent reading comprehension (literal, inferential) for fiction and non-fiction texts. Predictors were examined from the cognitive (word identification, reading fluency), psychological (gender), and ecological (print exposure) domains. Print exposure to traditional and digital texts was surveyed using a diary method of reading habits. A cross-sectional sample of 312 students in early (11-13 years) or middle adolescence (14-15 years) participated from a range of SES backgrounds. Word identification emerged as a strong predictor of reading comprehension across adolescence and text genres. Gender effects favouring female students were evident for reading frequency but not for reading skill itself. Reading habits also differed, and comprehension advantages were observed among females for fiction and males for non-fiction. Age effects emerged for reading frequency, which was lower in middle adolescence. Although more time was spent on digital than on traditional texts, traditional extended text reading was the only reading habit to predict inference-making in comprehension and to distinguish skilled from less skilled comprehenders. The theoretical and educational implications of these results are discussed. © 2015 The British Psychological Society.

Successful Reading Strategies To Meet the Texas Reading Initiative Components: A Literary Review and Manual for Administrators, Teachers, and Parents.

Science.gov (United States)

Baker, Bridget; Karr-Kidwell, PJ

This paper provides a literary review and research-based techniques for teaching reading. The paper also examines the different philosophies of reading to ascertain beneficial commonalities. Based on the literature review, a manual was produced to support administrators, teachers, and parents in securing quality reading instruction. Appendix A…

Reading for Understanding: Towards an R&D Program in Reading Comprehension

National Research Council Canada - National Science Library

Snow, Catherine

2001-01-01

.... We encourage readers of this draft version to respond with feedback about our summary of the issues, the coherence of our model of reading comprehension, and our sketch of the research enterprise...

The Reading Connection: Literacy Development and Homeless Children.

Science.gov (United States)

Hanning, Eileen

Educational and developmental researchers suggest that children who have experienced homelessness suffer both in self-esteem and in literacy development, although early research is not complete. The Reading Connection (TRC), a community-based nonprofit organization in northern Virginia, focuses on the social aspect of reading, rather than…

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…

The Inculcation of Loving Reading Quran Values at the Reading Quran Institution, Home, and Community

Directory of Open Access Journals (Sweden)

Wirdanengsih Wirdanengsih

2017-12-01

Full Text Available The purpose of this study was intended to describe the value of loving reading Al-Quran that was implemented by three education centers; Reading Quran Insitution Awaliyah, Family and Community Education for children between 9-12 years old in Nagari Balai Gurah. Also, this research was to discover how is the implementation of loving reading Al-Quran values and who are involved in it.  The result indicated that the implementation of the values of loving reading Al-Quran basically used surveillance approaches and guidance from the tutors, parents, and community in Reading Al-Quran. The socialization pattern that was used in implementing the value of love reading Al-Quran at Reading Quran Institution and family tended to use flexible patterns between authoritative and permissive patterns. Parties who involved in implementing the value of loving reading Al-Quran were the Awaliyah Institution, teacher and management, and family consisting of fathers, mothers, siblings, and grandparents. The uniqueness came from the roles of cultural social values in the community stating children who did not learn and love Al-Quran will be an embarrassment to the family. Moreover, the ceremony of Khatam Quran became the strong factor for children in implementing loving reading Al-Quran, due to this ceremony there was a process of social acknowledgement to the children who love reading Al-Quran.

Are we hammering square pegs into round holes? An investigation of the meta-analyses of reading research with students who are d/Deaf or hard of hearing and students who are hearing.

Science.gov (United States)

Wang, Ye; Williams, Cheri

2014-01-01

In a qualitative meta-analysis, the researchers systematically reviewed qualitative and quantitative meta-analyses on reading research with PK-12 students published after the 2000 National Reading Panel (NRP) report. Eleven qualitative and 39 quantitative meta-analyses were reviewed examining reading research with typically developing hearing students, special education hearing students (including English Language Learners), and d/Deaf or hard of hearing (d/Dhh) students. Generally, the meta-analysis yielded findings similar to and corroborative of the NRP's. Contradictory results (e.g., regarding the role of rhyme awareness in reading outcomes) most often resulted from differing definitions of interventions and their measurements. The analysis provided evidence of several instructional approaches that support reading development. On the basis of the qualitative similarity hypothesis (Paul, 2010, 2012; Paul & Lee, 2010; Paul & Wang, 2012; Paul, Wang, & Williams, 2013), the researchers argue that these instructional strategies also should effectively support d/Dhh children's reading development.

A System for Detecting Miscues in Dyslexic Read Speech

DEFF Research Database (Denmark)

Rasmussen, Morten Højfeldt; Tan, Zheng-Hua; Lindberg, Børge

2009-01-01

While miscue detection in general is a well explored research field little attention has so far been paid to miscue detection in dyslexic read speech. This domain differs substantially from the domains that are commonly researched, as for example dyslexic read speech includes frequent regressions...... that the system detects miscues at a false alarm rate of 5.3% and a miscue detection rate of 40.1%. These results are worse than current state of the art reading tutors perhaps indicating that dyslexic read speech is a challenge to handle....

Can Mary Shelley's Frankenstein be read as an early research ethics text?

Science.gov (United States)

Davies, H

2004-06-01

The current popular view of the novel Frankenstein is that it describes the horrors consequent upon scientific experimentation; the pursuit of science leading inevitably to tragedy. In reality the importance of the book is far from this. Although the evil and tragedy resulting from one medical experiment are its theme, a critical and fair reading finds a more balanced view that includes science's potential to improve the human condition and reasons why such an experiment went awry. The author argues that Frankenstein is an early and balanced text on the ethics of research upon human subjects and that it provides insights that are as valid today as when the novel was written. As a narrative it provides a gripping story that merits careful analysis by those involved in medical research and its ethical review, and it is more enjoyable than many current textbooks! To support this thesis, the author will place the book in historical, scientific context, analyse it for lessons relevant to those involved in research ethics today, and then draw conclusions.

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

Science.gov (United States)

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

2016-01-01

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

Incorporating IStation into Early Childhood Classrooms to Improve Reading Comprehension

Directory of Open Access Journals (Sweden)

Tian Luo

2017-07-01

Full Text Available Aim/Purpose: IStation is an adaptive computer-based reading program that adapts to the learner’s academic needs. This study investigates if the Istation computer-based reading program promotes reading improvement scores as shown on the STAR Reading test and the IStation test scaled scores for elementary school third-grade learners on different reading levels. Background: Prior literature provided a limited evidence base for incorporating computer-adaptive learning technologies to improve reading comprehension in the con-text of early childhood education. Methodology: Using a mixed-method case study research approach, this study purports to investigate the effects of IStation and examine the perspectives of teachers and students. Supported by survey and interview data, this case study employed a sample of 98 public school third-grade students in an urban elementary school in the southeastern United States as well as the three classroom teachers. Contribution: This study has provided a additional data to show evidence for the effectiveness of a computer-based reading program, IStation, by using the students’ and teachers’ viewpoints as well as reading comprehension test scores data; and b recommendations for practitioners and researchers regarding professional development for IStation implementation. Findings: The results of this study show a strong correlation between the usage of IStation and the rise of STAR reading scores during the time IStation was integrated. There were differing opinions regarding the effectiveness of IStation between students and teachers, as well as between low and high achieving students. Teachers recognized that intervening variables of teachers’ whole and small group lessons individualized for each class, as well as students’ practice sessions both at home and at school, could have also resulted in improved STAR reading scores. Recommendations for Practitioners: There is no one-size-fits-all solution when

Short read sequence typing (SRST: multi-locus sequence types from short reads

Directory of Open Access Journals (Sweden)

Inouye Michael

2012-07-01

Full Text Available Abstract Background Multi-locus sequence typing (MLST has become the gold standard for population analyses of bacterial pathogens. This method focuses on the sequences of a small number of loci (usually seven to divide the population and is simple, robust and facilitates comparison of results between laboratories and over time. Over the last decade, researchers and population health specialists have invested substantial effort in building up public MLST databases for nearly 100 different bacterial species, and these databases contain a wealth of important information linked to MLST sequence types such as time and place of isolation, host or niche, serotype and even clinical or drug resistance profiles. Recent advances in sequencing technology mean it is increasingly feasible to perform bacterial population analysis at the whole genome level. This offers massive gains in resolving power and genetic profiling compared to MLST, and will eventually replace MLST for bacterial typing and population analysis. However given the wealth of data currently available in MLST databases, it is crucial to maintain backwards compatibility with MLST schemes so that new genome analyses can be understood in their proper historical context. Results We present a software tool, SRST, for quick and accurate retrieval of sequence types from short read sets, using inputs easily downloaded from public databases. SRST uses read mapping and an allele assignment score incorporating sequence coverage and variability, to determine the most likely allele at each MLST locus. Analysis of over 3,500 loci in more than 500 publicly accessible Illumina read sets showed SRST to be highly accurate at allele assignment. SRST output is compatible with common analysis tools such as eBURST, Clonal Frame or PhyloViz, allowing easy comparison between novel genome data and MLST data. Alignment, fastq and pileup files can also be generated for novel alleles. Conclusions SRST is a novel

Reading Test-taking Strategies in General Training IELTS

Directory of Open Access Journals (Sweden)

Vahede Nosrati

2015-10-01

Full Text Available The significance of gaining a better understanding of how test-taking strategies are used has been recognized by researchers. Considering this fact, this study aimed at investigating the test-taking strategies which were employed by IELTS candidates in reading comprehension test. Besides, it tried to take into account the differences among strategies used for different tasks. In order to gather data, two instruments were employed: the think-aloud protocol, and an IELTS reading test. The obtained data were analyzed and interpreted qualitatively by the researcher. The findings indicated that candidates employed 15 different strategies which were categorized in 3 stages, pre-reading, reading, and post-reading stages. Furthermore, it was revealed that test-takers used certain strategies differently, depending on the type of the task. The findings provide a better understanding of strategy use among IELTS candidates and help teachers to improve their approaches toward teaching and learning goals. Keywords: Test-taking Strategy, Test-taker, Reading Comprehension, Language Learning Strategy, IELTS

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

Science.gov (United States)

Medford, Emma; McGeown, Sarah P.

2012-01-01

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

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

Science.gov (United States)

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

2012-01-01

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

Short Vowels Versus Word Familiarity in the Reading Comprehension of Arab Readers: A Revisited Issue

Directory of Open Access Journals (Sweden)

Abdullah M. SERAYE

2016-03-01

Full Text Available Arab readers, both beginning and advanced, are encouraged to read and accustomed to unvowelized and undiacriticized texts. Previous literature claimed that the presence of short vowels in the text would facilitate the reading comprehension of both beginning and advanced Arab readers. However, with a claimed strict controlling procedure, different results emerged, revealing that the only variable that affected the reading process of Arab adult skilled readers was word frequency, and its effect was limited to the time load of the reading process; this result raised the question of whether the neutral role of short vowels in the text reading process of experienced Arab readers would be maintained for less experienced readers, as represented by fourth graders, or whether word frequency would be the only variable that plays a role in their reading process. In experiment, 1,141 fourth-grade students were randomly assigned to 5 reading conditions: plain, only shaddah, short vowels plus shaddah, only short vowels, and finally the wrong short vowels plus shaddah. In experiment 2, 38 participants from the same population were assigned to a fully vowelized and diacriticized reading condition. Each participant was asked to read two texts, of high and low frequency words and then given recall and multiple-choice tests. In general, the multivariate analysis showed that the only manipulated variable that was found to affect their reading process in terms of reading time load and, to some degree, reading comprehension was word frequency, although its effect was marginal. Accordingly, pedagogical recommendations and future research were proposed.

Short vowels versus word familiarity in the reading comprehension of arab readers: A revisited issue

Directory of Open Access Journals (Sweden)

Abdullah M. Seraye

2016-03-01

Full Text Available Arab readers, both beginning and advanced, are encouraged to read and accustomed to unvowelized and undiacriticized texts. Previous literature claimed that the presence of short vowels in the text would facilitate the reading comprehension of both beginning and advanced Arab readers. However, with a claimed strict controlling procedure, different results emerged, revealing that the only variable that affected the reading process of Arab adult skilled readers was word frequency, and its effect was limited to the time load of the reading process; this result raised the question of whether the neutral role of short vowels in the text reading process of experienced Arab readers would be maintained for less experienced readers, as represented by fourth graders, or whether word frequency would be the only variable that plays a role in their reading process. In experiment, 1,141 fourth-grade students were randomly assigned to 5 reading conditions: plain, only shaddah, short vowels plus shaddah, only short vowels, and finally the wrong short vowels plus shaddah. In experiment 2, 38 participants from the same population were assigned to a fully vowelized and diacriticized reading condition. Each participant was asked to read two texts, of high and low frequency words and then given recall and multiple-choice tests. In general, the multivariate analysis showed that the only manipulated variable that was found to affect their reading process in terms of reading time load and, to some degree, reading comprehension was word frequency, although its effect was marginal. Accordingly, pedagogical recommendations and future research were proposed.

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

African Journals Online (AJOL)

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

The influence of reading motives on the responses after reading blogs.

Science.gov (United States)

Huang, Li-Shia; Chou, Yu-Jen; Lin, Che-Hung

2008-06-01

As the number of blogs increases dramatically, these online forums have become important media people use to share feelings and information. Previous research of blogs focuses on writers (i.e., bloggers), but the influence of blogs also requires investigations from readers' perspectives. This study therefore explores motives for reading blogs and discusses their effects on the responses after reading blogs. According to a factor analysis of 204 respondents in Taiwan, motives for reading blogs consist of affective exchange, information search, entertainment, and getting on the bandwagon. A regression analysis suggests the effects of these motives on three major responses--opinion acceptance, interaction intentions, and word-of-mouth (WOM) intentions--reflect the influence of blogs. Specifically, readers who focus on affective exchanges believe blog messages, interact with bloggers, and spread messages to others. Information search and entertainment motives positively affect opinion acceptance; blog readers who focus on information and those who read for fun both view blogs as trustworthy sources. Getting on the bandwagon also positively influences interaction and WOM intentions; these readers interact with bloggers and transmit messages to others.

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

DEFF Research Database (Denmark)

Rønberg, Louise; Mejding, Jan

2014-01-01

and functional goals in Finland. It appears that the Finnish descriptions are more aligned with current empirical research on reading comprehension. Swedish and Norwegian teachers have the most varied used of both literary and informational text types during a week, whereas Finnish teachers give informational...... texts a higher priority than literary texts – and the opposite is apparent for Danish teachers. The Finnish and Norwegian teachers prioritise activities that enhance students’ oral reading fluency, which is important for reading comprehension development, to a greater extent than teachers in Denmark......This article presents a comparison of the Nordic countries’ official objectives for reading and analyses of 1005 Nordic teachers’ responses regarding their reading instruction. The specificity and transparency vary greatly in the objectives, from broad outlines in Norway to more specific...

Reading and esl writers Reading and esl writers

Directory of Open Access Journals (Sweden)

John R. Edlund

2008-04-01

Full Text Available Whether the student population consists of basic writers, non-native speakers, or well-prepared freshmen and whether the primary goal of the class is improvement in writing ability, language and vocabulary acquisition, or critical thinking skills, there is considerable evidence that substantial amounts of reading arc an essential component of the course (See Krashen Writing: Research, Theory and Applications for a summary. This is especially true in the ESL composition class, where language acquisition is still a major factor in the student's success as a writer. Whether the student population consists of basic writers, non-native speakers, or well-prepared freshmen and whether the primary goal of the class is improvement in writing ability, language and vocabulary acquisition, or critical thinking skills, there is considerable evidence that substantial amounts of reading arc an essential component of the course (See Krashen Writing: Research, Theory and Applications for a summary. This is especially true in the ESL composition class, where language acquisition is still a major factor in the student's success as a writer.

Football to improve math and reading performance

NARCIS (Netherlands)

Van Klaveren, Chris; De Witte, Kristof

2015-01-01

Schools frequently increase the instructional time to improve primary school children's math and reading skills. There is, however, little evidence that math and reading skills are effectively improved by these instruction-time increases. This study evaluates ‘Playing for Success’ (PfS), an extended

Animal Assisted Therapy and the Reading Education Assistance Dogs[RTM] (R.E.A.D.) Program as Perceived by Volunteer R.E.A.D. Facilitators: A National Study

Science.gov (United States)

Swift, Catherine Hayes

2009-01-01

This study investigated the demographics and perceptions of participants who utilize animals in academic programs, specifically the volunteers who use dogs to work with at-risk children in reading programs. It presented an argument for incorporating research-supported elements of reading tutor skills into the volunteer tutor training for the…

Late Emerging Reading Difficulties in English Language Learners

OpenAIRE

Garcia, Nicole Marie

2015-01-01

Research has identified a group of students who do not begin to exhibit reading difficulties until fourth or fifth grade, suggesting late-emerging reading difficulties. Considering that these students do not show signs of reading difficulties in early grades, attempting to identify these students early becomes problematic. Additionally, little is known regarding the characteristics of late-emerging reading deficits within English language learner (ELL) populations. The purpose of this study w...

The Effect of Diagrams on Online Reading Processes and Memory

Science.gov (United States)

McCrudden, Matthew T.; Magliano, Joseph P.; Schraw, Gregory

2011-01-01

This work examined how adjunct displays influence college readers' moment-by-moment processing of text and the products of reading, using reading time (Experiments 1 & 2), and think-aloud methodologies (Experiment 3). Participants did or did not study a diagram before reading a text. Overall, the reading time data, think-aloud data, and recall…

Recreational Reading of International Students in Academic Libraries

Science.gov (United States)

Bordonaro, Karen

2011-01-01

Recreational reading as a method of language learning has been a focus of investigation in second language education. This article considers recreational reading through the additional perspective of academic librarianship. Its purpose is to discover if recreational reading is a topic that lends itself to research through both perspectives. This…

Simple View of Reading in Down's syndrome: the role of listening comprehension and reading skills.

Science.gov (United States)

Roch, Maja; Levorato, M Chiara

2009-01-01

According to the 'Simple View of Reading' (Hoover and Gough 1990), individual differences in reading comprehension are accounted for by decoding skills and listening comprehension, each of which makes a unique and specific contribution. The current research was aimed at testing the Simple View of Reading in individuals with Down's syndrome and comparing their profiles with typically developing first graders. Listening comprehension and the ability to read both words and non-words was compared in two groups with the same level of reading comprehension: 23 individuals with Down's syndrome aged between 11 years 3 months and 18 years 2 months and 23 first-grade typically developing children aged between 6 years 2 months and 7 years 4 months. The results indicate that at the same level of reading comprehension, individuals with Down's syndrome have less developed listening comprehension and more advanced word recognition than typically developing first graders. A comparison of the profiles of the two groups revealed that reading comprehension level was predicted by listening comprehension in both groups of participants and by word-reading skills only in typically developing children. The Simple View of Reading model is confirmed for individuals with Down's syndrome, although they do not show the reading profile of typically developing first graders; rather, they show an atypical profile similar to that of 'poor comprehenders' (Cain and Oakhill 2006). The crucial role of listening comprehension in Down's syndrome is also discussed with reference to the educational implications.

Black deaf individuals' reading skills: influence of ASL, culture, family characteristics, reading experience, and education.

Science.gov (United States)

Myers, Candace; Clark, M Diane; Musyoka, Millicent M; Anderson, Melissa L; Gilbert, Gizelle L; Agyen, Selina; Hauser, Peter C

2010-01-01

Previous research on the reading abilities of Deaf individuals from various cultural groups suggests that Black Deaf and Hispanic Deaf individuals lag behind their White Deaf peers. The present study compared the reading skills of Black Deaf and White Deaf individuals, investigating the influence of American Sign Language (ASL), culture, family characteristics, reading experience, and education. (The descriptor Black is used throughout the present article, as Black Deaf individuals prefer this term to African American. For purposes of parallel construction, the term White is used instead of European American.) It was found that Black Deaf study participants scored lower on measures of both reading and ASL. These findings provide implications for possible interventions at the primary, secondary, and college levels of education.

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...

RESEARCH INTO THE READING PROCESS OF OF THE ACADEMIC COMMUNITY OF THE OLD VILNIUS UNIVERSITY: ASPECTS OF HISTORIOGRAPHY

OpenAIRE

Krakyte, Asta

2006-01-01

The article provides a general overview of the research into the reading process of the academic community of Vilnius University in 1579–1832 derived from significant research in librarianship andbook science. It presents sources and strategies to reveal the multifaceted relations existing between literature, the reader, priorities, the environment, results, etc. This article also analyzes works in humanities and social sciences with significantly reliable data related to particular aspects o...

Research-Driven Reading Assessment: Drilling to the Core

Science.gov (United States)

Hempenstall, Kerry

2009-01-01

There is considerable interest and controversy in the community concerning how our students are faring in the task of mastering reading. Broad scale assessment, formerly at a State level and now at a National level (NAPLAN), is potentially valuable in helping answer this question in a broad sense. However, there are limitations to the value of…

Viewing Eye Movements During Reading through the Lens of Chaos Theory: How Reading Is Like the Weather

Science.gov (United States)

Paulson, Eric J.

2005-01-01

This theoretical article examines reading processes using chaos theory as an analogy. Three principles of chaos theory are identified and discussed, then related to reading processes as revealed through eye movement research. Used as an analogy, the chaos theory principle of sensitive dependence contributes to understanding the difficulty in…

TEACHER CANDIDATES’ VIEWS ON E-BOOKS AND SCREEN READING

Directory of Open Access Journals (Sweden)

Nevin AKKAYA

2015-08-01

Full Text Available Today, it is a necessity to make use of information technologies in creating, distributing and accessing information resources. The electronic resources as products of the developing information technologies include bibliographical text databases, e-journals, e-books, open achieves and web sites. Today, Many printed material can be accesssed by electronically in readers. Furthermore, e-books have been increasingly preferred as a mode of reading because of its advantages such as portability, storage and rich content. Individuals who want to sustain their development on this mode of reading prefer screen reading. Because reading has become a necessity because of the developing information technologies. This study aimed to examine the views of students studying Turkish language teaching at an education faculty on e-books and screen reading. Action research, one of the qualitative research design, was used during the research. Data were analyzed by content analysis. Whereas 40.7% of the ones who have taken part in this study have expressed not knowing anything about e-books, 57.8% of the participants have claimed they have knowledge about the issue of e-books. 55.3% of the participants consider that e-books contribute to the habit of reading. 73% of the participants have expressed that they have no knowledge about screen reading.

EARLY READING ASSESSMENT INSTRUMENTS: ABILITIES AND PROCESSES INVOLVED

Directory of Open Access Journals (Sweden)

Ana Cláudia de Souza

2017-04-01

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

Reading Strategies and Reading Diaries for Autonomous Learning in a Turkish Context

Science.gov (United States)

Course, Simla

2017-01-01

This paper reports the findings of an action research that was conducted over the course of two years. The research investigated the role of using reading diaries and strategy instruction with English Language Teaching trainees to foster greater learner autonomy and looked into the language learning strategies used by these students. The findings…

Effect of phonological and morphological awareness on reading comprehension in Hebrew-speaking adolescents with reading disabilities.

Science.gov (United States)

Schiff, Rachel; Schwartz-Nahshon, Sarit; Nagar, Revital

2011-06-01

This research explored phonological and morphological awareness among Hebrew-speaking adolescents with reading disabilities (RD) and its effect on reading comprehension beyond phonological and word-reading abilities. Participants included 39 seventh graders with RD and two matched control groups of normal readers: 40 seventh graders matched for chronological age (CA) and 38 third graders matched for reading age (RA). We assessed phonological awareness, word reading, morphological awareness, and reading comprehension. Findings indicated that the RD group performed similarly to the RA group on phonological awareness but lower on phonological decoding. On the decontextualized morphological task, RD functioned on par with RA, whereas in a contextualized task RD performed above RA but lower than CA. In reading comprehension, RD performed as well as RA. Finally, results indicated that for normal readers contextual morphological awareness uniquely contributed to reading comprehension beyond phonological and word-reading abilities, whereas no such unique contribution emerged for the RD group. The absence of an effect of morphological awareness in predicting reading comprehension was suggested to be related to a different recognition process employed by RD readers which hinder the ability of these readers to use morphosemantic structures. The lexical quality hypothesis was proposed as further support to the findings, suggesting that a low quality of lexical representation in RD students leads to ineffective reading skills and comprehension. Lexical representation is thus critical for both lexical as well as comprehension abilities.

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…

Reading comprehension metacognitive strategies as a means for controlling behavior

Directory of Open Access Journals (Sweden)

Dinorah Aladina Caballero López

2014-07-01

Full Text Available Textual comprehension implies the use of various metacognitive strategies by the students when they have to face a text to be competent readers. That is why the objective of this article is to illustrate the application of metacognitive strategies in order to achieve an efficient textual comprehension, taking into account the self – regulation the student exerts over his own learning process. It is applied as the main method historical-logical studies based on a professional-researching systematic practice; at the same time observation is largely used. The main result is the introduction of metacognitive strategies in reading comprehension, which subsequently favor the self-control of personal behavior. The article is the result of a research project sponsored by the department of Special Education. Key words: reading comprehension, metacognitive strategies, behavior self-control.

A Lesson Plan Incorporating Collaborative Strategic Reading

Institute of Scientific and Technical Information of China (English)

陈江萍

2017-01-01

This essay is going to have an in-depth analysis of the Collaborative Strategic Reading, a four-step reading comprehen-sion strategy popular in the Western classrooms. It will start with some brief introduction about this instructional approach in company with its theoretical rationale and research evidence for its effectiveness of improving learners 'reading competence. Fo-cused on the previewing skill, the first step of the reading instruction, a modified lesson plan is designed in the Chinese high school setting, followed by justification of the major elements of the plan, and some practical implications.

A Lesson Plan Incorporating Collaborative Strategic Reading

Institute of Scientific and Technical Information of China (English)

陈江萍

2017-01-01

This essay is going to have an in-depth analysis of the Collaborative Strategic Reading, a four-step reading comprehen?sion strategy popular in the Western classrooms. It will start with some brief introduction about this instructional approach in company with its theoretical rationale and research evidence for its effectiveness of improving learners 'reading competence. Fo?cused on the previewing skill, the first step of the reading instruction, a modified lesson plan is designed in the Chinese high school setting, followed by justification of the major elements of the plan, and some practical implications.

Football to Improve Math and Reading Performance

Science.gov (United States)

Van Klaveren, Chris; De Witte, Kristof

2015-01-01

Schools frequently increase the instructional time to improve primary school children's math and reading skills. There is, however, little evidence that math and reading skills are effectively improved by these instruction-time increases. This study evaluates "Playing for Success" (PfS), an extended school day program for underachieving…

The Art of Teaching Reading: A Study of Teachers' Perceptions of Their Teacher Education Reading Course

Science.gov (United States)

Lebsock, Rene Mendel

2016-01-01

This qualitative study examined the influence of a teacher education reading course on teachers' actual classroom reading instruction. The research included a pilot study, followed by a full study consisting of a demographic survey and four focus groups. Fifteen teachers, 9 beginning (1 to 3 years of experience), and 6 seasoned (4 to 8 years of…

Time management strategies for research productivity.

Science.gov (United States)

Chase, Jo-Ana D; Topp, Robert; Smith, Carol E; Cohen, Marlene Z; Fahrenwald, Nancy; Zerwic, Julie J; Benefield, Lazelle E; Anderson, Cindy M; Conn, Vicki S

2013-02-01

Researchers function in a complex environment and carry multiple role responsibilities. This environment is prone to various distractions that can derail productivity and decrease efficiency. Effective time management allows researchers to maintain focus on their work, contributing to research productivity. Thus, improving time management skills is essential to developing and sustaining a successful program of research. This article presents time management strategies addressing behaviors surrounding time assessment, planning, and monitoring. Herein, the Western Journal of Nursing Research editorial board recommends strategies to enhance time management, including setting realistic goals, prioritizing, and optimizing planning. Involving a team, problem-solving barriers, and early management of potential distractions can facilitate maintaining focus on a research program. Continually evaluating the effectiveness of time management strategies allows researchers to identify areas of improvement and recognize progress.

Developing process approach-based reading textbook for grade IV students

Directory of Open Access Journals (Sweden)

Dedy Irawan

2017-07-01

Full Text Available The objective of this research and development study is generating approach-based reading textbook which will be appropriate and feasible for implementation in order to improve the reading skills of Grade IV students. This research and development study referred to the steps of research and development proposed by Borg & Gall. The subjects in this study were the Grade IV students from the State Elementary Schools under the Regional Unit of Technical Implementation in Kutasari District, the Regency of Purbalingga which consist of SD Negeri 1 Cendana, of SD Negeri 1 Karangjengkol, SD Negeri 1 Sumingkir, and SD Negeri 2 Munjul. In gathering the data, the researcher made use of interview, document analysis, rating scale, test, and questionnaire. The results of this research and development study are a process approach-based reading textbook for Theme 9 “My Food is Healthy and Nutritious” which has been designed in five reading activities namely: (1 setting up; (2 reading; (3 responding; (4 understanding; and (5 expanding the understanding. This textbook has been considered feasible for implementation according to the material expert and the media expert with “Good” category and according to the book design expert with “Very Good” category. There are differences in the final results between the experimental group and the control group after the approach based-reading textbook has been applied with the significance < 0.05. These differences show the significant reading skills improvement with sig. value (2-tailed = 0.024.

Report on BAAL "Language in Africa" SIG Meetings Reading in African Languages: Developing Literacies and Reading Methodologies

Science.gov (United States)

Wildsmith-Cromarty, Rosemary

2015-01-01

This report describes ongoing research on reading in African languages. It draws mainly on contributions from two British Association for Applied Linguistics (BAAL) "Language in Africa" (LiA) Special Interest Group (SIG) meetings: the LiA SIG strand at BAAL 2013 and the seminar on "Reading Methodologies in African Languages"…

Preservation of memory-based automaticity in reading for older adults.

Science.gov (United States)

Rawson, Katherine A; Touron, Dayna R

2015-12-01

Concerning age-related effects on cognitive skill acquisition, the modal finding is that older adults do not benefit from practice to the same extent as younger adults in tasks that afford a shift from slower algorithmic processing to faster memory-based processing. In contrast, Rawson and Touron (2009) demonstrated a relatively rapid shift to memory-based processing in the context of a reading task. The current research extended beyond this initial study to provide more definitive evidence for relative preservation of memory-based automaticity in reading tasks for older adults. Younger and older adults read short stories containing unfamiliar noun phrases (e.g., skunk mud) followed by disambiguating information indicating the combination's meaning (either the normatively dominant meaning or an alternative subordinate meaning). Stories were repeated across practice blocks, and then the noun phrases were presented in novel sentence frames in a transfer task. Both age groups shifted from computation to retrieval after relatively few practice trials (as evidenced by convergence of reading times for dominant and subordinate items). Most important, both age groups showed strong evidence for memory-based processing of the noun phrases in the transfer task. In contrast, older adults showed minimal shifting to retrieval in an alphabet arithmetic task, indicating that the preservation of memory-based automaticity in reading was task-specific. Discussion focuses on important implications for theories of memory-based automaticity in general and for specific theoretical accounts of age effects on memory-based automaticity, as well as fruitful directions for future research. (c) 2015 APA, all rights reserved).

Nonvolatile organic write-once-read-many-times memory devices based on hexadecafluoro-copper-phthalocyanine

Science.gov (United States)

Wang, Lidan; Su, Zisheng; Wang, Cheng

2012-05-01

Nonvolatile organic write-once-read-many-times memory device was demonstrated based on hexadecafluoro-copper-phthalocyanine (F16CuPc) single layer sandwiched between indium tin oxide (ITO) anode and Al cathode. The as fabricated device remains in ON state and it can be tuned to OFF state by applying a reverse bias. The ON/OFF current ratio of the device can reach up to 2.3 × 103. Simultaneously, the device shows long-term storage stability and long retention time in air. The ON/OFF transition is attributed to the formation and destruction of the interfacial dipole layer in the ITO/F16CuPc interface, and such a mechanism is different from previously reported ones.

Returning to Reading: An Online Course in French Offers a Snapshot of L2 Reading Habits and Trends

Science.gov (United States)

Gascoigne, Carolyn; Parnell, Juliette

2016-01-01

With todays' students spending increasing amounts of time involved in online activities, there is a growing need to study their online reading habits. Indeed, it is not only students' out-of-class engagement with electronic media that calls for increased attention to the reading skill, in general, and online reading, in particular, but it is also…

How Does Mozart's Music Affect Children's Reading? The Evidence from Learning Anxiety and Reading Rates with E-Books

Science.gov (United States)

Su, Yen-Ning; Kao, Chih-Chien; Hsu, Chia-Cheng; Pan, Lu-Chun; Cheng, Shu-Chen; Huang, Yueh-Min

2017-01-01

Some music has been proved effectively to mitigate anxiety, beneficial to reading. However, little was known on its influence of reading behaviors and outcomes. Thanks to the advance of e-book technology, it becomes possible to track reading rate and outcomes in a real-time manner by the underlying mobile devices. This study intends to examine the…

Longitudinal models of reading achievement of students with learning disabilities and without disabilities.

Science.gov (United States)

Sullivan, Amanda L; Kohli, Nidhi; Farnsworth, Elyse M; Sadeh, Shanna; Jones, Leila

2017-09-01

Accurate estimation of developmental trajectories can inform instruction and intervention. We compared the fit of linear, quadratic, and piecewise mixed-effects models of reading development among students with learning disabilities relative to their typically developing peers. We drew an analytic sample of 1,990 students from the nationally representative Early Childhood Longitudinal Study-Kindergarten Cohort of 1998, using reading achievement scores from kindergarten through eighth grade to estimate three models of students' reading growth. The piecewise mixed-effects models provided the best functional form of the students' reading trajectories as indicated by model fit indices. Results showed slightly different trajectories between students with learning disabilities and without disabilities, with varying but divergent rates of growth throughout elementary grades, as well as an increasing gap over time. These results highlight the need for additional research on appropriate methods for modeling reading trajectories and the implications for students' response to instruction. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Role of Word Recognition, Oral Reading Fluency and Listening Comprehension in the Simple View of Reading: A Study in an Intermediate Depth Orthography

Science.gov (United States)

Cadime, Irene; Rodrigues, Bruna; Santos, Sandra; Viana, Fernanda Leopoldina; Chaves-Sousa, Séli; do Céu Cosme, Maria; Ribeiro, Iolanda

2017-01-01

Empirical research has provided evidence for the simple view of reading across a variety of orthographies, but the role of oral reading fluency in the model is unclear. Moreover, the relative weight of listening comprehension, oral reading fluency and word recognition in reading comprehension seems to vary across orthographies and schooling years.…

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.

Development of Reading Comprehension Skills among Students with Intellectual Disabilities Using Technologically-Based Reading Programs

Science.gov (United States)

Macklin, Ella M.

2016-01-01

This research paper reported the results from research conducted regarding technologically-based reading comprehension programs for students who have intellectual disabilities. It provided evidence-based research and theoretical bases for learning (i.e. Zone of Generativity, Constructivism, Self-Efficacy) on the issue of these students not being…

The Elementary School Students’ Mathematical Problem Solving Based on Reading Abilities

Science.gov (United States)

Wulandari, R. D.; Lukito, A.; Khabibah, S.

2018-01-01

The aim of this research is to describe the third grade of elementary school students’ mathematical problem in solving skills based on their reading abilities. This research is a descriptive research with qualitative approach. This research was conducted at elementary school Kebraon II Surabaya in second semester of 2016-2017 academic years. The participants of this research consist of third grade students with different reading abilities that are independent level, instructional level and frustration level. The participants of this research were selected with purposive sampling technique. The data of this study were collected using reading the narration texts, the Ekwall and Shanker Informal Reading Inventory, problem solving task and interview guidelines. The collected data were evaluated using a descriptive analysis method. Once the study had been completed, it was concluded that problem solving skills varied according to reading abilities, student with independent level and instructional level can solve the problem and students with frustration level can’t solve the problem because they can’t interpret the problem well.

Why does picture naming take longer than word reading? The contribution of articulatory processes.

Science.gov (United States)

Riès, Stéphanie; Legou, Thierry; Burle, Borís; Alario, F-Xavier; Malfait, Nicole

2012-10-01

Since the 19th century, it has been known that response latencies are longer for naming pictures than for reading words aloud. While several interpretations have been proposed, a common general assumption is that this difference stems from cognitive word-selection processes and not from articulatory processes. Here we show that, contrary to this widely accepted view, articulatory processes are also affected by the task performed. To demonstrate this, we used a procedure that to our knowledge had never been used in research on language processing: response-latency fractionating. Along with vocal onsets, we recorded the electromyographic (EMG) activity of facial muscles while participants named pictures or read words aloud. On the basis of these measures, we were able to fractionate the verbal response latencies into two types of time intervals: premotor times (from stimulus presentation to EMG onset), mostly reflecting cognitive processes, and motor times (from EMG onset to vocal onset), related to motor execution processes. We showed that premotor and motor times are both longer in picture naming than in reading, although than in reading, although articulation is already initiated in the latter measure. Future studies based on this new approach should bring valuable clues for a better understanding of the relation between the cognitive and motor processes involved in speech production.

Upper Elementary Students' Motivation to Read Fiction and Nonfiction

Science.gov (United States)

Parsons, Allison Ward; Parsons, Seth A.; Malloy, Jacquelynn A.; Gambrell, Linda B.; Marinak, Barbara A.; Reutzel, D. Ray; Applegate, Mary D.; Applegate, Anthony J.; Fawson, Parker C.

2018-01-01

This research explores upper elementary students' motivation to read fiction and nonfiction. Using expectancy-value theory, the researchers developed separate surveys to measure motivation to read fiction and nonfiction. Researchers administered surveys to 1,104 upper elementary students (grades 3-6) in multiple locations across the United States…

[Efficacy of decoding training for children with difficulty reading hiragana].

Science.gov (United States)

Uchiyama, Hitoshi; Tanaka, Daisuke; Seki, Ayumi; Wakamiya, Eiji; Hirasawa, Noriko; Iketani, Naotake; Kato, Ken; Koeda, Tatsuya

2013-05-01

The present study aimed to clarify the efficacy of decoding training focusing on the correspondence between written symbols and their readings for children with difficulty reading hiragana (Japanese syllabary). Thirty-five children with difficulty reading hiragana were selected from among 367 first-grade elementary school students using a reading aloud test and were then divided into intervention (n=15) and control (n=20) groups. The intervention comprised 5 minutes of decoding training each day for a period of 3 weeks using an original program on a personal computer. Reading time and number of reading errors in the reading aloud test were compared between the groups. The intervention group showed a significant shortening of reading time (F(1,33)=5.40, phiragana.

Navigating the Literacy Waters: Research, Praxis, and Advocacy. The Twenty-Ninth Yearbook: A Peer Reviewed Publication of the College Reading Association. [Papers from the College Reading Association Conference, 2006

Science.gov (United States)

Foote, Martha M., Ed.; Szabo, Susan, Ed.; Falk-Ross, Francine, Ed.; Sampson, Mary Beth, Ed.

2008-01-01

This book presents a selection of the research and papers presented at the 50th Annual Meeting of the College Reading Association in Pittsburgh, Pennsylvania in October, 2006. This Yearbook begins with Karen Bromley's presidential address, which explored the future of writing by discussing four predictions: the notion that pens and pencils will be…

IMPROVING THE STUDENTS’ READING COMPREHENSION ABILITY THROUGH SQ3R STRATEGY

Directory of Open Access Journals (Sweden)

Sabarun Sabarun

2015-12-01

Full Text Available The study is aimed at improving the students’ reading comprehension ability in reading English class using SQ3R strategy, which refers to a reading technique covering a five step system developed by Francis P Robinson. Each of the steps stands for Survey, Question, Read, Recite, and Review. The study employed Classroom Action Research design. The subjects of the study were four of third semester students of the English Department of Palangka Raya State Islamic College of 2009/ 2010 academic year. The study was carried out in two cycles by following the four steps of action research: planning, implementing, observing, and reflecting. Each cycle consisted of one meeting focusing pre-reading, whilst reading and post reading. The data of the study are taken from the results of observation checklists, field notes, and the students’ reading score. The result of the study showed that SQ3R strategy could improve the students’ reading comprehension ability. It could be seen from the improvement of the students’ reading scores. The students were actively involved in reading class and they were highly motivated to attend the SQ3R reading class. Keywords: improving, SQ3R strategy, reading comprehension ability

Public Library Summer Reading Programs Contribute to Reading Progress and Proficiency. A Review of: Roman, S., & Fiore, C. (2010. Do public library summer reading programs close the achievement gap? Children and Libraries, (Winter, 27-31.

Directory of Open Access Journals (Sweden)

Gayle Bogel

2012-03-01

Full Text Available Objectives – To explore summer reading partnerships between public libraries and school libraries, and the impact on student achievement in reading.Design – The design is mixed methods: tests, interviews and surveys.Setting – Eleven US sites involving school and public library partners.Subjects – A total of 357 elementary school students entering fourth grade that met specific criteria. Parents, teachers, school librarians and public librarians were also included.Methods – This study occurred over a three year period from 2006-2009. It was developed as a partnership between Dominican University, the Colorado State Library Agency and the Texas Library and Archives Commission. Additionally, the Center for Summer Learning at Johns Hopkins University was contracted to conduct the research. It was designed to explore the research question central to a 1978 study by Barbara Heyns.An advisory committee, with representatives from each partner agency, developed evaluation questions and established the objective selection criteria for participants in the study. The criteria included: at least 50% of students qualifying for free and reduced price meals; at least 85 percent of school population would take the reading proficiency test in English; public library summer reading programs with a minimum of six weeks of programming; a history of collaboration between the paired school and public library applicants; both school and public library would sign a partnership agreement and participate in conference calls.In spring of 2008, students at participating sites were given a pre-test using the Scholastic Reading Inventory, and also provided with special summer reading logs developed for the study, to be used during their subsequent participation in the public library summer reading programs.In fall of 2008, the same children were tested on the Scholastic Reading Inventory. In addition, surveys of students, parents, teachers and library staff were

Reading skills among students with intellectual disabilities.

Science.gov (United States)

Ratz, Christoph; Lenhard, Wolfgang

2013-05-01

Students with intellectual disabilities (ID) display an extremely wide variety of skills in the field of literacy, and the ability to read and write are central learning aims in the education of students with ID. It is vital to gain detailed knowledge on the literacy skills of students with ID in order to plan instruction, create learning environments, implement educational policies or funding models and specify future fields of research. However, there has been little research into the prevalence and variation of their reading skills. The present study assessed the reading stages of 1629 school-aged students with ID regardless of aetiology (age 6-21) in Bavaria, one of the largest regions in Germany within a randomly chosen and representative sample. Teachers described the reading and writing stages of their students in a questionnaire following the developmental model of Frith. Results indicate that 29.3% do not read at all, 6.8% read at a logographic stage, 31.9% at an alphabetic and 32% at an orthographic level. Writing achievements are lower on average. We analyze and discuss the determinants of literacy in this sample with regard to the sociocultural background of students with ID and draw conclusions for teaching and school policies. Copyright © 2013 Elsevier Ltd. All rights reserved.

Observing documentary reading by verbal protocol

Directory of Open Access Journals (Sweden)

Fujita Mariangela Spotti Lopes

2003-01-01

Full Text Available Verifies the applicability to research on indexers' reading strategies of the process observing technique known as Verbal Protocol or Thinking Aloud. This interpretative-qualitative data collecting technique allows the observation of different kinds of process during the progress of different kinds of tasks. Presents a theoretical investigation into "reading" and into formal methodological procedures to observe reading processes. Describes details of the methodological procedures adopted in five case studies with analysis of samples of data. The project adopted three kinds of parameters for data analysis: theoretical, normative, empirical (derived from observations made in the first case study. The results are compared, and important conclusions regarding documentary reading are drawn.

Eye movements and attention in reading, scene perception, and visual search.

Science.gov (United States)

Rayner, Keith

2009-08-01

Eye movements are now widely used to investigate cognitive processes during reading, scene perception, and visual search. In this article, research on the following topics is reviewed with respect to reading: (a) the perceptual span (or span of effective vision), (b) preview benefit, (c) eye movement control, and (d) models of eye movements. Related issues with respect to eye movements during scene perception and visual search are also reviewed. It is argued that research on eye movements during reading has been somewhat advanced over research on eye movements in scene perception and visual search and that some of the paradigms developed to study reading should be more widely adopted in the study of scene perception and visual search. Research dealing with "real-world" tasks and research utilizing the visual-world paradigm are also briefly discussed.

Involving Parents in a Summer Book Reading Program to Promote Reading Comprehension, Fluency, and Vocabulary in Grade 3 and Grade 5 Children

Science.gov (United States)

Pagan, Stephanie; Sénéchal, Monique

2014-01-01

In this research, parents and children participated in a comprehensive book reading intervention designed to improve children's literacy. Over eight weeks during the summer, children in the intervention condition were encouraged to read one book weekly and parents were trained to foster reading comprehension. Forty-eight Grades 3 and 5 children…

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.

THE USE OF FACEBOOK GROUP DISCUSSION TO IMPROVE READING STRATEGIES, AN ACTION RESEARCH

Directory of Open Access Journals (Sweden)

Endang Yuliani

2017-04-01

Full Text Available The rapid development of technology influence people‘s life in many aspects including the process of teaching and learning in university, school etc. Some social medias are popular in society, one of them is Facebook. This social networking can be used for any purposes Such as interacting, marketing, publishing, learning etc. The study aims to prove whether Facebook‘s group discussion can be effectively used to improve reading strategies which are normally developed through classroom interaction. It is an action research design involving one group consisting of 37 students randomly sampled out from a population of 198 students. A plan-act-observe-reflect design of the study will be carried out in two cycles. Each cycle involves pretest, treatment and post test. Cycle 1 is undertaken to see if there is a significant difference between the pretest and post test upon treatment. The indicator of success of the treatment is that the post test outscores the pretest. If it does, then Cycle 2 will be conducted to convince the results. If the two cycles show an increase in the mean scores, it can be claimed that the method is effective. In other words, Facebook‘s group discussion can be effectively used to improve reading strategies.

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.

Literacy education, reading engagement, and library use in multilingual classes

OpenAIRE

Tonne, Ingebjørg; Pihl, Joron

2012-01-01

The topic of this paper is literacy education and reading engagement in multilingual classes. What facilitates reading engagement in the language of instruction in multilingual classes? In this paper, we analyze reading engagement in a literature-based literacy program in Norway (2007–2011). The design was a research and development project in which teachers, researchers, and librarians collaborated within literacy education. We present pedagogical interventions within the project and analyze...

Improving Students' Reading Comprehension in Descriptive Text Through Anticipation Guide

OpenAIRE

Nasution, Maya Puspita

2014-01-01

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

Understanding reading comprehension amongst Maltese speaking children.

OpenAIRE

Grech, Louisa.

2011-01-01

This thesis investigated reading comprehension levels amongst Maltese bilingual students. A total of 428 participants, aged between 8 and 13, from state schools across Malta, were tested and the results of five studies presented. The primary purpose underlying the research was to inform the development of assessment procedures that can be used in the identification of children who have specific difficulties in reading within the Maltese context. Initially, the suitability of reading comprehen...

Improving reading comprehension skills through the SCRATCH program

Directory of Open Access Journals (Sweden)

Erdal Papatga

2016-09-01

Full Text Available The aim of this study was to reveal how reading comprehension skills of elementary fourth graders who have problems in reading comprehension can be improved by means of the SCRATCH program. The study was designed as a participant action research. It was carried out within a 15-week process at an elementary school with middle socio-economic level in the Eskisehir province in the fall term of the 2015-2016 school year. The participants of the study were eight fourth graders who had problems in reading comprehension and were selected based on the criterion sampling method. Different data gathering tools were employed in different stages of the study. These were the Informal Reading Inventory, readability assessment rubric, participant selection form and identification forms for developmental level in reading comprehension for the quantitative data, and observation notes, a researcher diary, video recordings, teacher and student observation notes, and the projects the students prepared using the SCRATCH program for the qualitative data. In the study, the analysis of the quantitative data was done with correlation analysis, and Kendall W Test that shows inter-rater reliability. In addition, the identification forms for developmental level in reading comprehension were used to reveal the improvement in reading comprehension skills, and the Informal Reading Inventory was employed to score these forms. On the other hand, the qualitative data were analysed through the thematic analysis method, and MAXQDA was used for the analysis. As a result of the analyses, it was found that the reading level of the eight students who had problems in reading comprehension went up from the anxiety level to the instructional level in some forms, and even to the independent reading level in other forms; in other words, there was an improvement in the reading comprehension skills of all eight students.

Analysis of EFL Students' Ability in Reading Vocabulary of Synonyms and Antonyms

Directory of Open Access Journals (Sweden)

Vina Fathira

2017-02-01

Full Text Available Reading is an important thing for academic level. Every student must have many vocabularies to encourage her/his reading skill. The aim of this research is to analyze the students' understanding of reading vocabularies of synonyms and antonyms in the higher education level. Synonyms and antonyms are two important things should be mastered to get better reading comprehension. The method used in this research was quantitative with survey design. The population same as the sample of this research was from fifth semester students of STIBA Persada Bunda Pekanbaru. The procedures of the research were divided into 3 parts. First, students were asked to choose the best choice in the multiple choice for synonyms and anton, number and the wrong number, and grouped the wrong number into difficulties level. Last, the researcher analyzed the students' ability in reading vocabulary of synonyms and antonyms and concluded the result of students' ability in reading vocabulary of synonyms and antonyms in elementary, intermediate, and advanced level. The result of this research showed that the students' ability in reading vocabulary of synonyms and antonyms was categorized into "excellent" level with mean score 85. From the three difficulties level of question, the findings of this research were explained every level of question. In synonyms, the mean score of students' ability were 89, 85, and 84 for elementary, intermediate, and advanced level of question. Whereas, in antonyms, the mean score of students' ability were 97, 85, and 69 for elementary, intermediate, and advanced level of question.Keywords: students' ability, reading vocabulary, synonyms and antonyms

Engaging Social Imagination: The Developmental Work of Wordless Book Reading

Science.gov (United States)

Lysaker, Judith T.; Miller, Angela

2013-01-01

The reading process and reading development have been addressed by researchers for decades. As a result we know much about what reading is and how it happens. However, less is known about how reading influences other aspects of children's development, specifically the development of social imagination. To address this, we examined the narrative…

THINK ALOUD PAIR PROBLEM SOLVING (TAPPS STRATEGY IN TEACHING READING

Directory of Open Access Journals (Sweden)

Muhammad Zuhri Dj

2015-12-01

Full Text Available This research is aim to know what extent the achievement of students’ reading comprehension by using Think Aloud Pair Problem Solving (TAPPS strategy at the tenth grade students of SMKN 3 Watampone. the objectives of the research is to know what extent the achievement of student’s reading comprehension by using Think Aloud Pair Problem Solving (TAPPS strategy. The population of this research is the tenth grade students of SMKN 3 Watampone which has 149 students. The writers applied random sampling, because the school has students more than 100 students. The X Multimedia Class is taken as the sample, because it has many students who have low values in English subject based on their teacher report. This research employs an instrument based on the problem statements investigated, It is Reading comprehension test. After several meetings, this research finds out the achievement of students’ reading comprehension significantly effective to improve the student’s reading comprehension. The result of this research shows that the mean score obtained by the students through pretest was 46.545 and posttest was 88.364; the t-test value was higher than the t-table (49.385 > 2.080. It means that there is a significant difference between the result of the students’ pretest and posttest

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,

The Reading Comprehension Strategies of Second Language Learners: A Spanish-English Study

Science.gov (United States)

Acosta Caballero, Karen Anelice

2012-01-01

Reading comprehension of school-aged students is an important topic of research; however, research on the reading comprehension of adult foreign/second language learners whose first language is English is limited, especially studies investigating the reading comprehension strategies that readers of different proficiency levels use when they…

THE COMPARISON OF STUDENTS’ READING COMPREHENSION IN RECOUNT TEXT INSTRUCTION BETWEEN USING STAD AND JIGSAW TECHNIQUE AT DIFFERENT READING FREQUENCY AT THE FIRST GRADE OF SMA N 1 RUMBIA ACADEMIC YEAR 2012/2013

Directory of Open Access Journals (Sweden)

Didik Firnadi -

2014-04-01

Full Text Available Reading as one of the four skills has always been as a part of the syllabus in English instruction. Based on the Pra survey, reading comprehension of the students of the first grade of SMA N 1 Rumbia is still low, most of them still lack structure knowledge and vocabulary, and their reading frequency in reading is still low. There are two techniques presented as a solution in this research. They are STAD Technique and Jigsaw technique. The objective of this research is to find out the difference result of using STAD and Jigsaw technique toward students’ reading comprehension in recount text at different high and low reading frequency and to find out there is significant interaction and comparison of reading comprehension in recount text, learning technique, and different reading frequency at the first grade students of SMA N 1 Rumbia academic year 2012/2013. The method of investigation is held through quantitative research. The researcher uses true experimental research. In this experiment, the the researcher applies factorials design. The research is conducted at the first grade of SMA N 1 Rumbia in academic year 2012/2013. The population in this research is 180 students. It consisted 6 classes and each class consist 30 students. The researcher takes 52 students from total population as the sample, 26 students as experiment class and 26 as control class that match based on classification of student level. The researcher uses cluster random sampling as technique sampling. To analyze data, the researcher uses ANOVA TWO WAYS formula. The researcher got the result of Fhit is 18, 2 and Ftable  is 7, 14. It means that Fhit > Ftable. And the criterion of Ftest is Ha accepted if Fhit  > Ftable. So, there is any difference result of students’ Reading comprehension in recount text using STAD and Jigsaw, and STAD technique is more effective technique than Jigsaw technique toward students Reading comprehension at different reading frequency at the

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…

Predicting the reading skill of Japanese children.

Science.gov (United States)

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

2017-02-01

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

It's Time to Turn the Digital Page: Preservice Teachers Explore E-Book Reading

Science.gov (United States)

Larson, Lotta C.

2013-01-01

This article describes what happened when 49 preservice teachers participated in an e-book reading experience in order to prepare them to teach with e-books in K-12 classrooms. In addition to examining the preservice teachers' digital reading behaviors and dispositions, this manuscript also examines reader factors and text factors of digital texts…

The teaching of reading in Botswana Government Primary Shcools ...

African Journals Online (AJOL)

This study investigated how reading is taught in Botswana Government schools. The findings indicate that inadequate reading instruction by teachers, their inability to model and provide students with research-based proven strategies, lack of reading specialists/coaches in the primary schools, the use of only basal series as ...

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....

Reading problems and dyslexia : Identification, intervention and treatment within a RTI framework

NARCIS (Netherlands)

Scheltinga, F.

2017-01-01

This thesis focuses on the characteristics of reading problems and dyslexia and its treatment. Reading development and reading difficulties have drawn interest of many researchers. Accurate and fast word decoding is important for reading fluency and this in turn contributes to reading comprehension.

Efficient reading in standardized tests for EFL learners : a case study of reading strategies used by Chinese English major students in TEM-4

OpenAIRE

Xia, Yan

2011-01-01

The aim of this study is to investigate the reading strategies used by Chinese English major students in the reading component in standardized national tests of TEM-4 with regard to reading efficiency. The research questions include: 1) what strategies are used by the students in TEM-4 test context; 2) whether there is a significant correlation between strategy use and efficient reading in the test; 3) what kinds of reading problems are revealed in the students’ use of processing strategies; ...

Language differences in the brain network for reading in naturalistic story reading and lexical decision.

Science.gov (United States)

Wang, Xiaojuan; Yang, Jianfeng; Yang, Jie; Mencl, W Einar; Shu, Hua; Zevin, Jason David

2015-01-01

Differences in how writing systems represent language raise important questions about whether there could be a universal functional architecture for reading across languages. In order to study potential language differences in the neural networks that support reading skill, we collected fMRI data from readers of alphabetic (English) and morpho-syllabic (Chinese) writing systems during two reading tasks. In one, participants read short stories under conditions that approximate natural reading, and in the other, participants decided whether individual stimuli were real words or not. Prior work comparing these two writing systems has overwhelmingly used meta-linguistic tasks, generally supporting the conclusion that the reading system is organized differently for skilled readers of Chinese and English. We observed that language differences in the reading network were greatly dependent on task. In lexical decision, a pattern consistent with prior research was observed in which the Middle Frontal Gyrus (MFG) and right Fusiform Gyrus (rFFG) were more active for Chinese than for English, whereas the posterior temporal sulcus was more active for English than for Chinese. We found a very different pattern of language effects in a naturalistic reading paradigm, during which significant differences were only observed in visual regions not typically considered specific to the reading network, and the middle temporal gyrus, which is thought to be important for direct mapping of orthography to semantics. Indeed, in areas that are often discussed as supporting distinct cognitive or linguistic functions between the two languages, we observed interaction. Specifically, language differences were most pronounced in MFG and rFFG during the lexical decision task, whereas no language differences were observed in these areas during silent reading of text for comprehension.

Being Bilingual, Being a Reader: Prekindergarten Dual Language Learners' Reading Identities

Science.gov (United States)

Wagner, Christopher J.

2018-01-01

This study explores the interplay between early reading, identity and bilingualism. Reading identities, or understandings about what reading is and whom one is as a reader, have been linked to reading achievement and the development of reading skills. Only a small portion of the overall research on reading identities has included dual language…

Children's early reading vocabulary: description and word frequency lists.

Science.gov (United States)

Stuart, Morag; Dixon, Maureen; Masterson, Jackie; Gray, Bob

2003-12-01

When constructing stimuli for experimental investigations of cognitive processes in early reading development, researchers have to rely on adult or American children's word frequency counts, as no such counts exist for English children. The present paper introduces a database of children's early reading vocabulary, for use by researchers and teachers. Texts from 685 books from reading schemes and story books read by 5-7 year-old children were used in the construction of the database. All words from the 685 books were typed or scanned into an Oracle database. The resulting up-to-date word frequency list of early print exposure in the UK is available in two forms from a website address given in this paper. This allows access to one list of the words ordered alphabetically and one list of the words ordered by frequency. We also briefly address some fundamental issues underlying early reading vocabulary (e.g., that it is heavily skewed towards low frequencies). Other characteristics of the vocabulary are then discussed. We hope the word frequency lists will be of use to researchers seeking to control word frequency, and to teachers interested in the vocabulary to which young children are exposed in their reading material.

Students with Learning Disabilities Perspective on Reading Comprehension Instruction: A Qualitative Inquiry

Science.gov (United States)

Rose, Dale Rennard

2017-01-01

The three article dissertation was a presentation of students' with learning disabilities perspectives on reading comprehension instruction. Article 1 set out to provide an historical perspective of reading and reading comprehension instruction. Topics covered in this research review included: reading comprehension, reading and learning…

Teaching and researching

CERN Document Server

Grabe, William

2013-01-01

Teaching and Researching Reading was first written to help language professionals understand the complex nature of reading. Now in a thoroughly updated and improved second edition, the book expands connections from research on reading to instructional practices and teacher-initiated action research. Offering an updated overview of reading theory, it summarises key ideas and issues in first and second language contexts.In addition to providing insightful research analyses, Grabe and Stoller offer practical advice for practitioners and researchers, including evidence-based teaching ideas and a m

Microcomputer Activities Which Encourage the Reading-Writing Connection.

Science.gov (United States)

Balajthy, Ernest

Many reading teachers, cognizant of the creative opportunities for skill development allowed by new reading-writing software, are choosing to use microcomputers in their classrooms full-time. Adventure story creation programs capitalize on reading-writing integration by allowing children, with appropriate assistance, to create their own…

English L2 reading getting to the bottom

CERN Document Server

Birch, Barbara M

2014-01-01

English L2 Reading, Third Edition offers teachers research-based insights into bottom-up skills in reading English as a second language and a solid foundation on which to build reading instruction. Core linguistic and psycholinguistic concepts are presented within the context of their application to teaching. The goal is to balance or supplement (not replace) top-down approaches and methodologies with effective low-level options for teaching English reading. The text's pedagogical features- Questions, Study Guide Questions. Discussion Questions, Spotlight on Teaching sections- engage readers o

An Examination of Offline And Online Reading Strategies in EFL Contexts

OpenAIRE

Ching-Yi Tien; Paul Talley

2014-01-01

With the increasing use of the internet for reading texts, the habit of reading has been greatly influenced. More and more readers are choosing to read online rather than reading paper texts. In a pedagogical context, some research suggest that an increased number of second language (L2) classrooms are engaging learners through online reading tasks. This paper aims to examine the differences between offline (paper) reading and online (computer-assisted language learning) reading strategies as...

Impaired reading comprehension in schizophrenia: evidence for underlying phonological processing deficits.

Science.gov (United States)

Arnott, Wendy; Sali, Lauren; Copland, David

2011-05-15

The present study examined reading ability in high functioning people with schizophrenia. To this end, 16 people with schizophrenia who were living in the community and 12 matched controls completed tests of passage reading (comprehension, accuracy, and rate), word recognition, and phonological processing (phonological awareness, phonological memory and rapid naming) and ratings of reading self-concept and practices. Performance of the participants with schizophrenia was impaired relative to control participants on reading comprehension and rapid naming and relative to the population norms on phonological awareness, and rapid naming. In addition, self-rating data revealed that participants with schizophrenia had poorer perceptions of their reading ability and engaged in reading activities less frequently than their control counterparts. Consistent with earlier research, significant correlations were found between phonological awareness and reading comprehension. These findings expand on previous research in the area to suggest that community-based individuals with schizophrenia experience problems with reading comprehension that may have a phonological basis. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

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

Science.gov (United States)

Mihandoost, Zeinab; Elias, Habibah

2011-01-01

Objective: The current research tested the differences in reading attitude and reading comprehension in the dyslexic students between the control group and the experimental group following the Barton intervention program. Methods: Dyslexia screening instrument and reading text were employed in order to identify dyslexic students. The population of the study included 138 dyslexic students studying in schools in Ilam, Iran. From this population, 64 students were randomly selected and assigned to an experimental group as well as a control group. The experimental group was taught for 36 sessions, using the Barton’s method at two levels, and ten lessons were provided to improve the reading skill. The reading comprehension and reading attitude instruments were employed for the measurement of the attitude and comprehension before and after the intervention program. Results: The analysis of covariance showed a significant difference between the control group and the experimental group following the Barton intervention program. Conclusion: This study showed that dyslexic students learned to read, and a more direct instruction related to decoding could influence their progress more than the general exposure to education. PMID:24644446

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.

Evidence for simultaneous syntactic processing of multiple words during reading

NARCIS (Netherlands)

Snell, Joshua; Meeter, Martijn; Grainger, Jonathan

2017-01-01

A hotly debated issue in reading research concerns the extent to which readers process parafoveal words, and how parafoveal information might influence foveal word recognition. We investigated syntactic word processing both in sentence reading and in reading isolated foveal words when these were

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.

Analyzing the Extensive Reading Approach: Benefits and Challenges in the Mexican Context

Directory of Open Access Journals (Sweden)

Aurora Varona Archer

2012-12-01

Full Text Available Some scholars have highlighted the benefits of using extensive reading as a way to motivate students to learn a second language (L2. This article is derived from a study that aimed at implementing extensive reading in an action research project in a public University in Mexico. Therefore, the following article examines some arguments of different researchers who have carried out extensive reading studies in contexts of teaching English as a foreign language (TEFL. The implementation issues of this reading approach are also analyzed by the approach’s constraints and educational practices in the Mexican TEFL context. The concluding remarks are an attempt to contribute to the growth of future research in the field of extensive reading in Mexico.

An Introspective Study of Arabic- and Mandarin-Speakers' Reading Comprehension Strategies

Science.gov (United States)

Abbott, Marilyn

2010-01-01

Little L2 reading strategy research has explored the effect of linguistic and cross-cultural differences on strategic reading habits. This study attempted to fill this void by examining the reading strategies that Arabic- and Mandarin-speaking immigrants employed when reading and answering Canadian Language Benchmarks Assessment reading…

Analysis of primary school children's abilities and strategies for reading and recording time from analogue and digital clocks

Science.gov (United States)

Boulton-Lewis, Gillian; Wilss, Lynn; Mutch, Sue

1997-09-01

Sixty-seven children in Grades 1-3 and 66 children in Grades 4-6 were tested for their ability to read and record analogue and digital times. The children in Grades 4-6 were asked to describe their strategies. A sequence of time acquisition was proposed, based on a recent theory of cognitive development and the literature. This was: hour, half hour, quarter hour, five minute, and minute times. Times after the hour would be more difficult and digital times would be learned sooner. The sequence was confirmed for Grades 1-3; irregularities occurred in Grades 4-6. Some implications are drawn for the teaching of time.

Finding the plot in South African reading education

Directory of Open Access Journals (Sweden)

Peter Rule

2017-09-01

Full Text Available This article argues that we have lost the plot in South African reading education. To find it, we need to move beyond the predominant mode of reading as oral performance, where the emphasis is on accuracy and pronunciation, to reading as comprehension of meaning in text. While reading research in South Africa has been conducted mainly in school contexts, this case study is of a school and Adult Basic Education and Training Centre in a rural KwaZulu-Natal community near Pietermaritzburg. It found that an oratorical approach to reading dominated in both settings. It suggests that developing the way in which teachers understand the teaching of reading and transforming the teaching practices of those who teach as they were taught in the education system of the apartheid era are key to improving the teaching of reading.

Understanding reading problems in secondary schools: Some ...

African Journals Online (AJOL)

... factors are discussed based on the evidence obtained by observations and research findings. The importance of teaching reading 'as a subject in the secondary school is hinted. Recommendations are made to ensure that reading as a tool to learning is given a prominent place in schools and libraries throughout Nigeria ...

Books and reading: evidence-based standard of care whose time has come.

Science.gov (United States)

Zuckerman, Barry; Augustyn, Marilyn

2011-01-01

Reach Out and Read (ROR) is the only systematically evaluated clinical activity to promote child development in primary care used throughout the United States. The ROR intervention is straightforward: clinicians provide advice about the benefits of reading aloud, as well as directly giving books to high-risk children and parents to take home at each pediatric visit of children aged 6 months to 5 years. ROR builds upon a significant evidence base of the value of reading aloud to young children. The studies evaluating ROR from different sites from subjects from different racial backgrounds and numerous outcome measures are consistently positive. From its initial single site at Boston City Hospital in 1989, to over 4600 clinical sites in 2010, over 30 000 clinicians distributed over 6.2 million books a year to 3.9 million children across the United States. The future efforts for ROR include integrating mental health competencies found in American Academy of Pediatrics guidelines as part of residency and clinician training into the ROR paradigm, quality improvement to ensure fidelity to the intervention, and expanded pediatric clinician involvement in local early childhood/school readiness community efforts. Finally, the most important future goal is the adoption of giving advice about reading aloud and giving developmentally appropriate books to high-risk families as best practice by official bodies. Copyright © 2011 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

The contribution of lexical access speed to RAN and reading

DEFF Research Database (Denmark)

Poulsen, Mads

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

Using Anticipatory Reading Guides to Improve Elementary Students’ Comprehension

Directory of Open Access Journals (Sweden)

Evan Ortlieb

2013-07-01

Full Text Available One of the greatest challenges of an elementary school teacher is equipping students with comprehension strategies that transfer to all content areas. With stable levels of reading achievement over the last two decades in the United States, it is necessary that further research be conducted on methods of increasing students’ comprehension proficiencies. This experimental research study explores the use of an anticipatory reading guide with third grade struggling readers across multiple subject areas. Findings indicate that the experimental treatment group outperformed the control group by a statistically significant rate on both reading and content area measures, indicating that when struggling readers practice and use strategies to explicitly think what will be asked of them after reading the passage they perform at higher levels.

Technology-enhanced shared reading with deaf and hard-of-hearing children: the role of a fluent signing narrator.

Science.gov (United States)

Mueller, Vannesa; Hurtig, Richard

2010-01-01

Early shared reading experiences have been shown to benefit normally hearing children. It has been hypothesized that hearing parents of deaf or hard-of-hearing children may be uncomfortable or may lack adequate skills to engage in shared reading activities. A factor that may contribute to the widely cited reading difficulties seen in the majority of deaf children is a lack of early linguistic and literacy exposure that come from early shared reading experiences with an adult who is competent in the language of the child. A single-subject-design research study is described, which uses technology along with parent training in an attempt to enhance the shared reading experiences in this population of children. The results indicate that our technology-enhanced shared reading led to a greater time spent in shared reading activities and sign vocabulary acquisition. In addition, analysis of the shared reading has identified the specific aspects of the technology and the components of the parent training that were used most often.

Yes, Holden Should Read These Books.

Science.gov (United States)

Lisman, C. David

1989-01-01

Counters Donald Barr's assertion that works such as J. D. Salinger's "Catcher in the Rye" and William Golding's "Lord of the Flies" are unfit reading material for adolescents ("Should Holden Caufield Read These Books?""New York Times Book Review," May 4, 1986). Shows how these works address adolescents'…

Language differences in the brain network for reading in naturalistic story reading and lexical decision.