Reading Abilities and Strategies: A Short Introduction

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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…

Taiwanese EFL Learners' Perceived Use of Online Reading Strategies

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Chen, Lisa Wen Chun

2015-01-01

Reading strategies are beneficial to learners' reading comprehension. The strategies can be divided into different categories, such as global reading strategies, problem solving strategies and support strategies. Most previous studies investigated the importance of reading strategies in the paper-based reading. However, relatively few studies…

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

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Divoll, Kent; Browning, Sandra

2013-01-01

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

Effects of Reading Strategy Instruction on Attitude toward Strategies and Performance in Reading Texts of Different Difficulty Levels

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Shorkaee, Hossein Zabihi; Talebi, Seyed Hassan

2018-01-01

This study investigated the effects of Reading Strategy Instruction (RSI) on reading performance and attitude toward reading strategies while reading texts of different difficulty levels. Fifty-five university students studying Political and Basic Sciences took part in this study. After homogenizing the participants, 24 students were in the…

Overt use of a tactile-kinesthetic strategy shifts to covert processing in rehabilitation of letter-by-letter reading.

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Lott, Susan Nitzberg; Carney, Aimee Syms; Glezer, Laurie S; Friedman, Rhonda B

2010-11-01

BACKGROUND: Letter-by-letter readers identify each letter of the word they are reading serially in left to right order before recognizing the word. When their letter naming is also impaired, letter-by-letter reading is inaccurate and can render even single word reading very poor. Tactile and/or kinesthetic strategies have been reported to improve reading in these patients, but only under certain conditions or for a limited set of stimuli. AIMS: The primary aim of the current study was to determine whether a tactile/kinesthetic treatment could significantly improve reading specifically under normal reading conditions, i.e. reading untrained words presented in free vision and read without overt use of the strategy. METHODS #ENTITYSTARTX00026; PROCEDURES: Three chronic letter-by-letter readers participated in a tactile/kinesthetic treatment aimed at first improving letter naming accuracy (phase 1) and then letter-by-letter reading speed (phase 2). In a multiple case series design, accuracy and speed of reading untrained words without overt use of the trained tactile/kinesthetic strategy was assessed before phase 1, after phase 1 and again after phase 2. OUTCOMES #ENTITYSTARTX00026; RESULTS: All three patients significantly improved both their speed and accuracy reading untrained words without overt use of the trained tactile/kinesthetic strategy. All three patients required the additional practice in phase 2 to achieve significant improvement. Treatment did not target sentence level reading, yet two of the three patients became so adept that they could read entire sentences. CONCLUSIONS: This study replicates previous findings on the efficacy of tactile/kinesthetic treatment for letter-by-letter readers with poor letter naming. It further demonstrates that this treatment can alter cognitive processing such that words never specifically trained can be read in free vision without overtly using the trained strategy. The data suggest that an important element in achieving

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

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Hong-Nam, Kay

2014-01-01

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

SMART STRATEGY TO BOOST STUDENTS’ READING COMPREHENSION

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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.

Taiwanese EFL Learners’ Perceived Use of Online Reading Strategies

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Lisa Wen Chun Chen

2015-09-01

Full Text Available Reading strategies are beneficial to learners’ reading comprehension. The strategies can be divided into different categories, such as global reading strategies, problem solving strategies and support strategies. Most previous studies investigated the importance of reading strategies in the paper-based reading. However, relatively few studies examined online reading strategies and their effects on reading comprehension. Online reading materials are important sources for EFL students since an increasing number of learners read texts and learn through the Internet. EFL learners in Taiwan, unfortunately, are reported to be overwhelmed with English online materials on the Internet. Therefore, this study intends to examine EFL learners’ perceived use of online reading strategies and whether their perceived strategy uses are different in terms of proficiency levels and gender. There are 94 Taiwanese EFL learners (43% of them are males, n=40 and 57 % of them are females, n=54, who received the Online Survey of Reading Strategies (OSORS adapted from Anderson (2003 in the study. The result showed that EFL online readers tend to use more global strategies, such as using contextual clues and observing tables, figures, and pictures in the on-line text to increase understanding. High level learners used more global and problem solving strategies than low level learners, which corresponds to previous studies. Additionally, there is no difference of strategy use between males and females. Several pedagogical implications, such as the need to raise students’ awareness of strategy use, are addressed in the present study.

Reading Test-taking Strategies in General Training IELTS

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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

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

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Zhongshe Lu

2015-01-01

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

Metacognitive Online Reading Strategies Applied by EFL Students

OpenAIRE

İnceçay, Görsev

2013-01-01

ABSTRACTThe purpose of the present study is twofold. It investigated both what metacognitive online reading strategies the Turkish EFL students report using for academic purposes; and how they use the reported strategies in actual reading tasks. Data came from Online Survey of Reading Strategies (Anderson, 2003), think-aloud protocols and post-reading interview. Results of this study revealed that the students who participated in this study reported a wide range of metacognitive strategies wh...

Assessing Students' Metacognitive Awareness of Reading Strategies.

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Mokhtari, Kouider; Reichard, Carla A.

2002-01-01

Describes development and validation of a new self-report instrument, the Metacognitive Awareness of Reading Strategies Inventory, designed to assess adolescent and adult readers' metacognitive awareness and perceived use of reading strategies while reading academic materials. After a brief review of the literature, the development and validation…

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

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Huang, Jiuhan; Nisbet, Deanna

2014-01-01

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

Applying PQ4R Strategy for Teaching Reading

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Moh.Rodli

2015-07-01

Full Text Available Despite receiving more attention than other language skills in English classroom, the result of students’ reading comprehension achievement is still far from expectation. To help students comprehend English reading texts and have better achievement in reading skill, PQ4R strategy can be an alternative to offer. The PQ4R (also well known as SQ4R strategy of comprehending reading material is an extension of SQ3R (Survey, Question, Read, Recite, and Review This method involves previewing the reading material, questioning the reading, reading to answer the questions, reflecting upon the reading, reciting the reading, and reviewing the material. This method is useful for improving students’ reading effectiveness in addition to help students better remember what they read. This paper highlights the PQ4R strategy and its use as an alternative to improve students’ reading comprehension achievement.

APPLYING PQ4R STRATEGY FOR TEACHING READING

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Moh Rodli

2015-07-01

Full Text Available Despite receiving more attention than other language skills in English classroom, the result of students’ reading comprehension achievement is still far from expectation. To help students comprehend English reading texts and have better achievement in reading skill, PQ4R strategy can be an alternative to offer. The PQ4R (also well known as SQ4R strategy of comprehending reading material is an extension of SQ3R (Survey, Question, Read, Recite, and Review This method involves previewing the reading material, questioning the reading, reading to answer the questions, reflecting upon the reading, reciting the reading, and reviewing the material. This method is useful for improving students’ reading effectiveness in addition to help students better remember what they read. This paper highlights the PQ4R strategy and its use as an alternative to improve students’ reading comprehension achievement.

A Survey of Secondary School Students' Reading Strategy Use ...

African Journals Online (AJOL)

A Survey of Secondary School Students' Reading Strategy Use, Teachers' ... Jimma Zone as well as their English teachers' perceived use of reading strategies ... 16 items that deal with the reading strategies they use when they teach reading ...

A 20 mW, 4.8 Gbit/sec, SEU robust serializer in 65nm for read-out of data from LHC experiments

International Nuclear Information System (INIS)

Felici, D; Bonacini, S; Marchioro, A; Moreira, P; Bertazzoni, S; Ottavi, M

2014-01-01

The availability of a sub 1-W SerDes for future LHC read-out systems is of paramount importance for building new low-mass inner detectors for HL-LHC. This work reports on the design of two alternative architectures for the serializer block within a high speed transmitter with the objective of achieving a power consumption of less than 30 mW at the operating speed of 4.8 Gbit/sec. Two alternative architectures are implemented using a commercial 65nm LP-CMOS technology. The architectures used are a ''simple TMR'' and a ''code-protected'' one, and are meant to investigate different strategies to handle SEUs. While using the same technology and flip-flops, the simple TMR architecture results in a consumption of 30 mW, the code-protected one of 19 mW, which are better than 1/4 of the power used in state-of-the-art rad-hard serializers. Early data on robustness to SEU effects are also presented

The Effect of Reading Involvement through Open-Ended Strategy vs. Fill-in- the- Blanks Strategy on Young EFL Learners’ Reading Comprehension Ability

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Rita Salehi Sepehr

2014-11-01

Full Text Available The present study investigated the extent to which an instructional framework of integrating strategy instruction (open-ended strategy and fill-in-the blanks strategy with motivation- support affected on reading result for young EFL learners. The central area of exploration included a comparison among three approaches to reading instruction: First, fill-in-the blanks strategy intervention; second, open-ended strategy intervention; and last, a control group which received the conventional reading strategies. The participants were sampled from amongst a group of seventy-seven pre-intermediate EFL learners in a language school in Tehran- Iran based on convenient sampling technique. For the sake of measurement, the researchers administered PET and CELT along with reading strategy based-test to quantify the participants’ current level of knowledge as well as the degree of achievement after treatment. For measurement’s sake, different types of tests such as PET, reading comprehension test (CELT, and reading strategy based- test were employed to quantify the participants’ current level of knowledge as well as the degree of achievement before and after instruction. The result of the present study indicated that the experimental groups had a significant improvement over the control group. Also, the level of learners’ reading engagement during classroom work mediated the instructional effects on reading outcomes. The results of this study can be to the benefit of both EFL and ESL teachers to teach reading comprehension using the student's critical mind as well as critical involvement in the reading tasks.

Does reading strategy instruction improve students’ comprehension?

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Oyetunji, Christianah Oluwatoyin

2013-12-01

Full Text Available This paper describes the effect of reading strategy instruction on Second Language (L2 students’ reading comprehension in a Botswana College of Education. The intervention programme was implemented based on the observation that some trainee teachers failed to improve on their L2 proficiency after spending a year in the L2 classroom. Prior to the intervention, difficulty in reading and comprehending had been identified as one of the contributing factors to their failure to improve on their proficiency level. A reading comprehension test was used to collect data from participants who were trainee teachers at a College of Education in Botswana before and after the intervention. The six-week intervention programme focused on seven reading strategies, namely the use of background knowledge, self-questioning, inferencing, rereading, drawing conclusions, identifying main ideas and summarising. The findings suggest that strategy training can increase L2 students’ reading comprehension. Based on the findings, it is recommended that strategy training be introduced into the L2 syllabus of the primary school teacher trainees in all Botswana Colleges of Education.

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

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Lien, Hsin-Yi

2016-08-01

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

Examining the Effectiveness of Pre-Reading Strategies on Saudi EFL College Students' Reading Comprehension

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Al Rasheed, Hana S. S.

2014-01-01

Reading comprehension is a key issue in learning English as a foreign language, and it is critical that teachers utilize pre-reading strategies in reading classes in order to help students enhance their comprehension. The present study investigates the effectiveness of two pre-reading strategies on EFL students' performance in reading…

Metacognitive reading strategies of children with learning disabilities.

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

2017-05-15

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

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

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Akkakoson, Songyut

2013-01-01

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

Survey of Poetry Reading Strategy as the Modern Tool to Identify Poetry Reading Strategies

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Ebrahimi, Shirin Shafiei; Zainal, Zaidah

2016-01-01

This study examines common strategies that English as a Foreign language (EFL) students employ when reading English poetry. To identify the strategies, a survey was designed for data collection from TESL students. The result shows that students significantly tend to use the strategies that require their creativity to construct new ideas in 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...

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

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Kasemsap, Bharani; Lee, Hugo Yu-Hsiu

2015-01-01

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

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

OpenAIRE

Zhongshe Lu; Meihua Liu

2015-01-01

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

The contribution of short-term memory for serial order to early reading acquisition: evidence from a longitudinal study.

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Martinez Perez, Trecy; Majerus, Steve; Poncelet, Martine

2012-04-01

Early reading acquisition skills have been linked to verbal short-term memory (STM) capacity. However, the nature of this relationship remains controversial because verbal STM, like reading acquisition, depends on the complexity of underlying phonological processing skills. This longitudinal study addressed the relation between STM and reading decoding acquisition by distinguishing between STM for item information and STM for order information based on recent studies showing that STM for item information, but not STM for order information, recruits underlying phonological representations. If there is a specific link between STM and reading decoding acquisition, STM for order information should be an independent predictor of reading decoding acquisition. Tasks maximizing STM for serial order or item information, measures of phonological abilities, and reading tests were administered to children followed from kindergarten through first grade. We observed that order STM capacity, but not item STM capacity, predicted independent variance in reading decoding abilities 1 year later. These results highlight the specific role of STM for order in reading decoding acquisition and argue for a causal role of order STM capacity in reading acquisition. Mechanisms relating STM for order information and reading acquisition are discussed. Copyright © 2011 Elsevier Inc. All rights reserved.

Reading Strategies Employed by University Business English Majors with Different Levels of Reading Proficiency

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Chen, Jun; Intaraprasert, Channarong

2014-01-01

The purpose of this study was to investigate the use of reading strategies by the university Business English majors in relation to their levels of reading proficiency. The participants were 926 university Business English majors from 6 universities in southwest China. The Strategy Questionnaire for Business English Reading (SQBER) and the…

Effects of Explicit Instruction in Cognitive and Metacognitive Reading Strategies on Iranian EFL Students' Reading Performance and Strategy Transfer

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Aghaie, Reza; Zhang, Lawrence Jun

2012-01-01

This study explored the impact of explicit teaching of reading strategies on English-as-a-foreign-language (EFL) students' reading performance in Iran. The study employed a questionnaire adapted from Chamot and O'Malley's (1994) cognitive and metacognitive strategies framework. To test the effects of explicit teaching of cognitive and…

Reading strategy instruction and teacher change: Implications for ...

African Journals Online (AJOL)

I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. ... AJOL African Journals Online.

Academic English Reading for International College Students: The Role of Metacognitive Reading Strategies

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Iwai, Yuko; Filce, Hollie; Ramp, Ellen

2011-01-01

In this study, the authors examined the impact of metacognitive reading strategies on international college students' academic success by correcting the Survey of Reading Strategies (SORS) instrument with (a) grade point averages (GPAs) and (b) the English language proficiency levels, categorized by beginning (students at the English Language…

Teachers' perceptions of strategy training in reading instruction

OpenAIRE

Sallı, Ayşegül

2002-01-01

Ankara : The Department of Teaching English as a Foreign Language, the Institute of Economics and Social Sciences of Bilkent University, 2002. Thesis (Master's) -- Bilkent University, 2002. Includes bibliographical references leaves 93-97. Reading strategies are processes used by a learner to enhance reading and to overcome comprehension failures. In order to better help students overcome such difficulties, training in reading strategies is necessary. Only with the appropriate ...

Reading in L2 (English) and L1 (Persian): An Investigation into Reverse Transfer of Reading Strategies

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Talebi, Seyed Hassan

2012-01-01

This study investigates the effect of reading strategies instruction in L2 (English) on raising reading strategies awareness and use and reading ability of Iranian EFL learners in L2 (English) and L1 (Persian) as a result of transfer of reading strategies from L2 to L1. To this purpose, 120 students of intermediate and advanced English proficiency…

Working memory, strategy knowledge, and strategy instruction in children with reading disabilities.

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Swanson, H Lee; Kehler, Pam; Jerman, Olga

2010-01-01

Two experiments investigated the effects of strategy knowledge and strategy training on the working memory (WM) performance in children (ages 10-11) with and without reading disabilities (RD). Experiment 1 examined the relationship between strategy knowledge (stability of strategy choices) and WM performance as a function of initial, gain (cued), and maintenance conditions. WM performance was significantly improved for both groups under cued conditions; however, the performances of children with RD were inferior to those of children without RD across all memory conditions. Measures of WM capacity rather than strategy stability or processing efficiency best predicted reading comprehension performance. Experiment 2 assessed the effects of strategy training on WM performance by randomly assigning children to strategy instruction or control conditions. Significant improvements in WM performance occurred as a function of training conditions, but the residual WM differences between the reading groups remained. Although the results showed that stable strategy choices, cued performance, and strategy instruction significantly bolstered WM performance in children with RD, their overall WM performance, however, was constrained by capacity limitations.

Metacognitive awareness of TOEFL reading comprehension strategies

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Sungatullina Dilyana D.

2016-01-01

Full Text Available The rising demand for exchange and mobility programs as well as double diploma opportunities with world leading universities highlights the importance of ESL proficiency. TOEFL iBT as a test of EAP is accepted by most of the HEI in various countries. The aim of the present study is to determine students’ metacognitive awareness of global academic reading strategies, namely the use of context clues, within the framework of preparation for TOEFL reading section. The article establishes the connection between success in reading comprehension and the degree of students’ metacognitive awareness. The authors concentrate on expository texts from TOEFL reading section as a testing material and provide detailed description of single context clues types and double context clues patterns typical for this text structure. The following study is concerned with comparison and interpretation of the results obtained in three focus groups of students, who have accomplished reading comprehension task from TOEFL iBT with and without learning to employ the context clues reading strategy.

Do Readers Obtain Preview Benefit from Word n + 2? A Test of Serial Attention Shift versus Distributed Lexical Processing Models of Eye Movement Control in Reading

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Rayner, Keith; Juhasz, Barbara J.; Brown, Sarah J.

2007-01-01

Two experiments tested predictions derived from serial lexical processing and parallel distributed models of eye movement control in reading. The boundary paradigm (K. Rayner, 1975) was used, and the boundary location was set either at the end of word n - 1 (the word just to the left of the target word) or at the end of word n - 2. Serial lexical…

The Role of Metacognitive Reading Strategies, Metacognitive Study and Learning Strategies, and Behavioral Study and Learning Strategies in Predicting Academic Success in Students With and Without a History of Reading Difficulties.

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Chevalier, Thérèse M; Parrila, Rauno; Ritchie, Krista C; Deacon, S Hélène

2017-01-01

We examined the self-reported use of reading, study, and learning strategies in university students with a history of reading difficulties (HRD; n = 77) and with no history of reading difficulties (NRD; n = 295). We examined both between-groups differences in strategy use and strategy use as a predictive measure of academic success. Participants completed online questionnaires regarding reading history and strategy use. GPA and frequency of use of academic support services were also obtained for all students. University students with HRD reported a different profile of strategy use than their NRD peers, and self-reported strategy use was differentially predictive of GPA for students with HRD and NRD. For students with HRD, the use of metacognitive reading strategies and the use of study aids predicted academic success. Implications for university student services providers are discussed. © Hammill Institute on Disabilities 2015.

Strategies identification in an experimental reading comprehension task

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Stanković Sanda

2010-01-01

Full Text Available Standardized reading comprehension tests (RCTs usually consist of a small number of texts each accompanied by several multiple-choice questions, with texts and questions simultaneously presented. The score the common measure of reading comprehension ability in RCTs is the score. Literature review suggests that strategies subjects employ may influence their performance on RCT, however the score itself provides no information on the specific strategy employed. Knowledge of test-taking strategies could have impact on understanding of the actual purpose and benefits of using RCTs in pedagogical and psychological practice. With the ultimate objective of constructing a first standard RCT in Serbian language, the preliminary step we took was to conduct an experimental reading comprehension task (ERCT consisting of 27 short texts displayed in succession, each followed by a single multiplechoice question. Using qualitative analysis of subjects’ responses in semi-structured postexperimental interview, we identified four overall strategies used on ERCT. Our results show that groups of students who used specific strategies differed significantly from one another in text reading time, with no differences found regarding the question reading and answering time. More importantly, there were no significant between-group differences found in terms of ERCT score. These findings suggest that choice of strategy is a way to optimize the relation between one’s own potential and ERCT task requirements. RCT based on ERCT principles would allow for a flexible choice of strategy which would not influence the final score.

Possible Effects of Strategy Instruction on L1 and L2 Reading.

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Salataci, Reyhan; Akyel, Ayse

2002-01-01

Investigates the reading strategies of Turkish English-as-a-Foreign-Language (EFL) students in Turkish and English and the possible effects of reading instruction on reading in Turkish and English. Addresses whether strategy instruction in EFL reading effects EFL reading strategies and reading comprehension in English , and whether strategy…

Metacognitive Online Reading Strategies in Foreign Language Learning Context at University

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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

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

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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.

THE ESSENCE OF QUESTIONING AND EXPLICIT READING INSTRUCTION STRATEGY

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Sa’dulloh Muzammil

2014-06-01

Full Text Available Teacher’s questioning may function to assist students comprehend more reading materials and to enable them to be proficient readers. Yet, the students may be less benefited from which if the teacher neither provides sufficient explicit reading strategy nor involves higher-level questions. Consequently, the teacher should pay more careful attentions as follows: 1 teacher should involve both lower- and high-lever questions; 2 teacher should provide students with explicit reading strategy; 3 teacher should be aware of the activities in reading phases: pre-, during-, and post-reading.

The Effect of Three Kinds of Reading Strategies on EFL Learners’ Reading Comprehension and Gender Difference Using Think-aloud Protocol

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Ali Fathi Karizak

2016-09-01

Full Text Available Reading comprehension strategy instruction is a powerful tool in teaching context. The present study examines the effect of teaching three kinds of reading strategies on L2 learners’ reading comprehension ability as well as identifying the gender role in this intervention. This quasi experimental study was carried out on 100 Iranian EFL students who were chosen on the basis of a convenient sampling procedure. These participants were divided into two groups of experimental and control.  50 students (experimental group were taught to use three reading comprehension strategies while reading English texts over 16 sessions, whereas the other 50 students (control group were taught reading comprehension traditionally. The results of the study revealed significant effect of reading strategies application on L2 learners’ reading comprehension ability. It also showed that not only male learners employ reading strategies more than their female counterparts, but also male learners had higher reading comprehension performance in comparison to their female counterparts. Thus, it seems that training of reading strategy raised students' awareness towards these strategies and could encourage some learners to use them; which in turn could improve the students' reading comprehension skill.

Phonological and semantic strategies in immediate serial recall.

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Campoy, Guillermo; Baddeley, Alan

2008-05-01

It has been suggested that certain theoretically important anomalous results in the area of verbal short-term memory could be attributable to differences in strategy. However there are relatively few studies that investigate strategy directly. We describe four experiments, each involving the immediate serial recall of word sequences under baseline control conditions, or preceded by instruction to use a phonological or semantic strategy. Two experiments varied phonological similarity at a presentation rate of one item every 1 or 2 seconds. Both the control and the phonologically instructed group showed clear effects of similarity at both presentation rates, whereas these were largely absent under semantic encoding conditions. Two further experiments manipulated word length at the same two rates. The phonologically instructed groups showed clear effects at both rates, the control group showed a clear effect at the rapid rate which diminished with the slower presentation, while the semantically instructed group showed a relatively weak effect at the rate of one item per second, and a significant reverse effect with slower presentation. The latter finding is interpreted in terms of fortuitous differences in inter-item rated associability between the two otherwise matched word pools, reinforcing our conclusion that the semantically instructed group were indeed encoding semantically. Implications for controlling strategy by instruction are discussed.

The American Serialization of Lord Jim

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Stephen Donovan

2017-12-01

Full Text Available This essay presents the discovery of the American serialization of Joseph Conrad’s Lord Jim in New York’s Evening Telegram in 1903. This ‘lost’ serialization, it argues, invites a new perspective on Conrad’s early career by foregrounding the role of newspaper serialization and syndication in establishing his literary standing. After surveying the principal differences in the respective reading experiences of the periodical versus the book, it concludes by proposing that the prominence of women among Conrad’s first audiences requires us to reassess the basis for his success in North America and elsewhere.

Reading Test-taking Strategies in General Training IELTS

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Vahede Nosrati

2015-01-01

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 obtai...

Reading Motivation: 10 Elements for Success. Motivational Strategies That Work!

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Gerbig, Kori M.

2009-01-01

Motivational processes are the foundation for coordinating cognitive goals and strategies in reading. Becoming an excellent, active reader involves attunement of motivational processes with cognitive and language processes in reading. This article presents K-12 strategies for motivating reading success. It describes 10 instructional elements that…

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

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Hong-Nam, Kay; Page, Larkin

2014-01-01

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

Exploring Metacognitive Strategies and Hypermedia Annotations on Foreign Language Reading

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Shang, Hui-Fang

2017-01-01

The effective use of reading strategies has been recognized as an important way to increase reading comprehension in hypermedia environments. The purpose of the study was to explore whether metacognitive strategy use and access to hypermedia annotations facilitated reading comprehension based on English as a foreign language students' proficiency…

EFL Learners' Use of Online Metacognitive Reading Strategies and Its Relation to Their Self-Efficacy in Reading

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Ahmadian, Moussa; Pasand, Parastou Gholami

2017-01-01

This study explores Iranian EFL learners' online reading metacognitive strategy use and its relation to their self-efficacy in reading comprehension. It further examines the effect of gender in this respect. To these ends, the Online Survey of Reading Strategies (OSORS) and reading selfefficacy questionnaire were adopted and administered to 63…

Linguistic Proficiency and Strategies on Reading Performance in English

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Seyed Hassan Talebi

2015-01-01

Full Text Available General English (L2 proficiency and reading strategies are believed to be highly effective in successful reading performance. However, available studies rarely investigated the combined effects of these two variables on successful reading. To fill this gap, 78 university students were divided into four groups of different degrees of these two variables in L2 and given a reading test in English and an interview for assessing how much of the problems in L2 reading among the four groups were rooted in linguistic competence and/or strategic competence. Findings evinced that the high general proficiency level coupled with high awareness and use of reading strategies would result in best performance and that the pattern of answers to different components of reading question is different in different groups. It is concluded that both of the variables should be emphasized simultaneously for the best performance in reading comprehension.

Reading Skills and Strategies: Assessing Primary School Students’ Awareness in L1 and EFL Strategy Use

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Evdokimos Aivazoglou

2014-09-01

Full Text Available The present study was designed and conducted with the purpose to assess primary school students’ awareness in GL1 (Greek as first language and EFL (English as a foreign language strategy use and investigate the relations between the reported reading strategies use in first (L1 and foreign language (FL.  The sample (455 students attending the fifth and sixth grades of primary schools in Northern Greece was first categorized into skilled and less skilled L1 and EFL readers through screening reading comprehension tests, one in L1 and one in FL, before filling in the reading strategy questionnaires. The findings revealed participants’ preference for “problem solving” strategies, while “global strategies” coming next. Girls were proved to be more aware of their reading strategies use with the boys reporting a more frequent use in both languages. Also, skilled readers were found to use reading strategies more effectively, and appeared to be more flexible in transferring strategies from L1 to FL compared to less-skilled readers.

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

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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…

The Comparison of Students' Use of Metacognitive Reading Strategies between Reading in Bahasa Indonesia and in English

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Vianty, Machdalena

2007-01-01

This article reports an investigation into the students' use of metacognitive reading strategies that involve the use of analytic and pragmatic reading strategies when reading in the two languages: English and Bahasa Indonesia. One-hundred and one students from the English Study Program within the Faculty of Teacher Training and Education of…

Reading strategies of primary school pupils in the Czech Republic

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Veronika Najvarová

2010-09-01

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

Students’ Reading Comprehension Performance with Emotional Literacy-Based Strategy Intervention

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Yusfarina Mohd Yussof

2013-07-01

Full Text Available An effective reading comprehension process demands a strategy to enhance the cognitive ability to digest text information in the effort to elicit meaning contextually. In addition, the role of emotions also influences the efficacy of this process, especially in narrative text comprehension. This quasi-experimental study aims to observe students’ performance in the Reading Comprehension Test resulting from Emotional Literacy-Based Reading Comprehension Strategy (ELBRCS, which is a combination of cognitive and affective strategies. This study involved 90 students, whereby 45 students were clustered in the Experimental Group and received the ELBRCS intervension. The remaining 45 students were placed in the Control Group and underwent the conventional strategy (prevalent classroom method.The students’ reading comprehension performance was measured using the Reading Comprehension Test (RCT. The findings show that the experimental group received a higher score than the control group for RCT. The intervention has successfully increased student’s Reading Comprehension from literal comprehension to higher levels of comprehension i.e. inferential, evaluative and appreciative levels, as indicated by Barret’s Taxonomy.

Enhancing Islamic Students’ Reading Comprehension through Predict Organize Search Summarize Evaluate Strategy

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Darmayenti Darmayenti

2017-02-01

Full Text Available This paper is a report of an experimental research project conducted in a reading comprehension course for first-year students of the Adab Faculty of the State Institute for Islamic Studies Imam Bonjol Padang, West Sumatera, Indonesia, during the academic year 2015/2016. The “Predict Organize Search Summarize Evaluate” (POSSE is one strategy that can enhance students’ comprehension in reading. Two classes of Arabic and History students chosen through cluster random sampling technique were used as the sample of the research. Reading tests were used to collect the data which was given to both of classes on pre-test and post-test. The result of the research showed that the implementation of Predict Organize Search Summarize Evaluate strategy gave a significant difference in term of the students-learning outcome between the students who were taught through POSSE strategy and by traditional one. The finding of the study showed that teaching reading by using POSSE strategy gave significant effect towards students’ reading comprehension. This strategy could improve the students’ reading component on finding topic. It can be concluded that using POSSE Strategy has improved Indonesian students’ reading comprehension. It is also recommended for English lecturers use POSSE strategy as one of teaching strategies for reading comprehension.

Neural Correlates of Word Recognition: A Systematic Comparison of Natural Reading and Rapid Serial Visual Presentation.

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Kornrumpf, Benthe; Niefind, Florian; Sommer, Werner; Dimigen, Olaf

2016-09-01

Neural correlates of word recognition are commonly studied with (rapid) serial visual presentation (RSVP), a condition that eliminates three fundamental properties of natural reading: parafoveal preprocessing, saccade execution, and the fast changes in attentional processing load occurring from fixation to fixation. We combined eye-tracking and EEG to systematically investigate the impact of all three factors on brain-electric activity during reading. Participants read lists of words either actively with eye movements (eliciting fixation-related potentials) or maintained fixation while the text moved passively through foveal vision at a matched pace (RSVP-with-flankers paradigm, eliciting ERPs). The preview of the upcoming word was manipulated by changing the number of parafoveally visible letters. Processing load was varied by presenting words of varying lexical frequency. We found that all three factors have strong interactive effects on the brain's responses to words: Once a word was fixated, occipitotemporal N1 amplitude decreased monotonically with the amount of parafoveal information available during the preceding fixation; hence, the N1 component was markedly attenuated under reading conditions with preview. Importantly, this preview effect was substantially larger during active reading (with saccades) than during passive RSVP with flankers, suggesting that the execution of eye movements facilitates word recognition by increasing parafoveal preprocessing. Lastly, we found that the N1 component elicited by a word also reflects the lexical processing load imposed by the previously inspected word. Together, these results demonstrate that, under more natural conditions, words are recognized in a spatiotemporally distributed and interdependent manner across multiple eye fixations, a process that is mediated by active motor behavior.

EFL Learners' Metacognitive Awareness of Reading Strategies

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Al-Mekhlafi, Abdo Mohammed

2018-01-01

Reading, a literacy skill, is of great importance to all educational systems. Even in tertiary education, many EFL learners have trouble in reading academic texts in English, as they are often found to be using ineffective reading strategies. A review of relevant literature provides insights into a range of issues relating to the teaching of…

IMPROVING THE STUDENTS’ READING COMPREHENSION ABILITY THROUGH SQ3R STRATEGY

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Sabarun Sabarun

2015-12-01

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

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

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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.

The Impact of a Strategies-Based Instruction on Iranian EAP Students’ Reading Strategy Use: Developing Strategic EAP Readers

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Seyyed Hossein Kashef

2014-01-01

Full Text Available Underperformance of students in EAP reading comprehension has been an issue of concern for teachers, syllabus designers, and curriculum developers in general and for EAP practitioners in particular. In spite of the fact that considerable efforts have been made to improve reading comprehension of students through strategies instruction over past decades, EAP students however have not benefited much from learning strategies. Thus, this study intended to investigate the impact of a Strategies-Based Instruction (SBI on undergraduate students’ reading strategy use in an EAP context. Taking an instructional model from strategies taxonomy of Oxford (1990; 2001, it was assumed that in contrast to conventional EAP reading methods, SBI would be more effective in encouraging reading strategy use and as a result developing reading comprehension of EAP students through encouraging the use of effective strategies and skills. To do so, 80 freshman undergraduate students were chosen as the participants of this study who were in two intact classes. After administration of a pre-test, treatment (22 sessions, 2 sessions per week, and a post-test, the collected data was analyzed using t-test to examine the effect of the proposed method of instruction. The results of the analysis showed that the teaching intervention had a significant effect on students’ reading strategy use. The findings have implications for teachers encouraging effective reading comprehension instruction through the use of strategies in EAP teaching contexts.

Using reading to teach a world language strategies and activities

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Spangler, Donna

2015-01-01

To help your students learn a world language, don't forget the power of reading! In this practical book from Donna Spangler and John Alex Mazzante, you'll gain a variety of strategies and activities that you can use to teach students to read in a world language, boosting their comprehension, vocabulary, and fluency. Perfect for any age or proficiency level, these classroom-ready activities can easily be adapted to suit your needs! Special features: A discussion of the challenges to teaching reading in the world language classroom A variety of adaptable pre-reading, during-reading, and post-reading strategies and activities for students across grade levels and languages Essential tips for cultivating vocabulary, fluency, and comprehension Reader's Theater - a special chapter of strategies for implementing this exciting technique A list of helpful websites and apps for world language teachers Useful appendices, including reproducible material for your classroom Busy world language teachers will love this book's...

Effects of Strategy Instruction in an EFL Reading Comprehension Course: A Case Study

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Sergio Lopera Medina

2012-01-01

Full Text Available Strategy instruction is useful in teaching contexts. This paper examines the effects of strategy instruction in an EFL reading comprehension course carried out with 26 undergraduate students at a Colombian university. As a research method, a case study was implemented. There were three instruments with which to collect data: reading comprehension tests, teacher's field notes and self-reflection in class at the strategy instruction phase, and a learning perception questionnaire. Given that students improved in reading comprehension, it would seem that reading strategy instruction is indeed very useful. Also, it was noted that when students applied reading strategies, they became more self-confident and this in turn enhanced their motivation. Finally, when students applied the reading strategy approach, the use of dictionaries decreased considerably.

The Effect of a Course Management System (CMS)-Supported Strategy Instruction on EFL Reading Comprehension and Strategy Use

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Tsai, Yea-Ru; Talley, Paul C.

2014-01-01

This paper reports on the effect of a Moodle-supported strategy instruction on both reading comprehension and strategy use among EFL (English as a Foreign Language) students. Specific reading strategy training was first integrated into a Moodle system, which included reading exercises on problem identification, monitoring comprehension,…

Instructional Strategies Alternative for Reading Comprehension

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Yajaira del Valle Cadenas Terán

2017-05-01

Full Text Available The purpose of this research is to expose significantly instruccionales strategic alternatives that help improve the process of reading in college students to be trained holistically, able to make critical decisions, thoughtful and successful in the academic field. The strategies implemented educational event isolated to produce no change is necessary, that are planned and executed in the proper context of the need to ensure a certain extent the instructional success. It is also essential that teachers be the first to appropriate it. This study was conducted with a literature review serves as instructional foundation - strategic. In conclusion the importance of instructional strategies in reading comprehension was determined, since they increase communication skills, provide specific or complex experiences and promote meaningful learning.

The Most Frequent Metacognitive Strategies Used in Reading Comprehension among ESP Learners

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Hooshang Khoshsima

2015-02-01

Full Text Available Reading strategies are plans for solving problems encountered during reading while learners are deeply engage with the text. So, comprehension is not a simple decoding of symbols, but a complex multidimensional process in which the leaner draws on previous schemata applying strategies consciously. In fact, metacognitive strategies are accessible versatile vehicles if the readers are aware and cognizant of their applications. This paper studied the most frequent used strategies by Iranian ESP students. Fifty six students completed 30-item questionnaire of MARSI (2002. It included three strategy categories: Problem Solving strategies (PROB, Global Reading strategies (GLOB, and Support strategies (SUP. Results indicated that students at the highest level perceived PROB strategies up to 58.93%, SUP strategies up to 32.14%, and GLOB strategies up to 30.37%. Ranking the individual strategies represented that the highest used strategies are strategy 8 (overall mean= 3.51, strategy 20 (overall mean=3.52 and strategy 11 (overall mean=3.77. Keywords: ESP, Metacognitive strategies, Problem Solving strategies, Global Reading strategies, Support strategies

Metacognitive awareness of reading strategies of University of Botswana English as Second Language students of different academic reading proficiencies

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Joel M. Magogwe

2013-02-01

Full Text Available This study explored metacognitive awareness level of University of Botswana students in the Faculty of Social Sciences. It also considered the more recent research focusing on the role of metacognitive awareness in reading and how it relates to proficiency. The following questions are addressed: (1 What are the self-reported reading proficiencies of the University of Botswana students? (2 Are the University of Botswana students aware of their metacognitive reading strategies? (3 What kind of metacognitive reading strategies are frequently used? (4 Is there a difference in metacognitive awareness of reading strategies used by high- and low-proficiency students respectively? The Survey of Reading Strategies Questionnaire (SORS developed by Mokhtari and Sheorey (2002, and the semi-structured interview technique were used to collect data for this study. The findings indicate that University of Botswana English as Second Language (ESL students reported high reading proficiency and high use of metacognitive strategies, but there was no vast difference in terms of proficiency. Students who reported their proficiency as high had an edge over low-proficiency ones mainly because their management and monitoring of reading was guided more by the goals they have set themselves than by the tests and assignments they were supposed to write.

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

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Gönen, Ipek Kuru

2015-01-01

Reading in FL possesses certain challenges for FL readers such as difficulty in inferring underlying messages in texts and dealing with unfamiliar cultural load. All these challenges may be associated with FL learners' reading proficiency and their use of FL reading strategies especially while reading academic materials. This study aims at…

Metacognitive Online Reading Strategies among Pre-Service EFL Teachers in Indonesia

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Heri Mudra

2018-05-01

Full Text Available The study aimed to establish the metacognitive online reading strategies used by pre-service EFL teachers and to describe their experiences in employing the strategies. This mixed-methods study employed 65 participants (n = 65. The data were collected by using Online Survey of Reading Strategies (OSORS, as developed by Anderson (2003, and through a semi-structured interview. The findings showed that the subscale Global Reading Strategies (GLOB was employed most frequently, followed by Problem Solving Strategies (SOLV and then Support Strategies (SUPP. The most frequent levels of strategies included guessing the contents, scrolling through the texts, associating schemata and current information, using context clues, using tables or pictures, pausing and thinking about the contents, using printed texts, and translating the contents into Indonesian. The interview also reported that the strategies employed were focusing on simplified texts, focusing on colorful texts, translating texts into Indonesian, reading for fun, and utilizing schemata. In short, various strategies can be employed to comprehend and increase better understanding of the online texts.

A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English.

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Zhang, Lawrence Jun; Gu, Peter Yongqi; Hu, Guangwei

2008-06-01

This study is conducted in Singapore, where learning to read in English is regarded as essential because it is offered as a First Language (L1) subject in the curriculum and is stipulated as the medium of instruction in the education system, and the mother tongues are offered as Second Language (L2) subjects, although the majority still learn English as an L2. The paper reports on the reading strategies used by Singaporean primary school pupils from a cognitive perspective, which is part of a larger study that aims to investigate these pupils' language learning strategies. The participants were 18 pupils from three neighbourhood primary schools, in grades Primary 4, 5 and 6. The data were collected from high- and low-proficiency pupils at each of the three grades in each school, who read two texts at each level. Grounded in an information-processing theory and based on successful experiences of scholars using think-aloud for data collection, we asked the pupils to read and report what they were thinking about while reading. The think-aloud protocols were recorded, transcribed verbatim, coded and analysed. The results suggest that participants' flexible and appropriate use of reading strategies varies according to language proficiency and grade level, with the high-proficiency group outperforming its lower-proficiency counterpart and the high-graders outnumbering the lower-graders in terms of the number of strategies that they used. These differences were also exemplified with qualitative findings from case studies. The use of reading strategies differs according to proficiency levels, and the quality of pupils' strategy-use patterns has more significant implications for understanding efficient reading among primary school pupils.

Improving Eleventh Graders’ Reading Comprehension Through Text Coding and Double Entry Organizer Reading Strategies

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Rocío Mahecha

2011-07-01

Full Text Available In this article we report on an innovation project developed with a group of eleventh graders at a public school in Bogotá. Its aim was to encourage students to improve reading comprehension of texts in English. It was conducted taking into account students' needs, interests and level of English. To do it, we implemented two reading strategies: text coding and double entry organizer. We observed the students' attitudes during two lesson plans, compared their level of comprehension before and after using the reading strategies and asked them to self-evaluate their performance. At the end, we could see their improvement, how they enjoyed doing the activities and became more confident.

Visual analysis of serial T2-weighted MRI in multiple sclerosis: intra- and interobserver reproducibility

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Molyneux, P.D.; Miller, D.H.; Filippi, M.; Yousry, T.A.; Radue, E.W.; Ader, H.J.; Barkhof, F.

1999-01-01

We evaluated the effect of consensus formation and training on the agreement between observers in scoring the number of new and enlarging multiple sclerosis (MS) lesions on serial T2-weighted MRI studies. The baseline and month 9 MRI studies of 16 patients with a range of MRI activity were used (dual-echo conventional spin-echo sequence, TR 2000, TE 34 and 90 ms, 5 mm contiguous slices, in-plane resolution 1 mm). First, the serial studies were visually analysed for the presence of new and enlarging lesions, on two occasions, by five experienced observers, without adopting any consensus strategy and in isolation. Next, the observers met to identify the common sources of inconsistencies in reporting between observers and formulate consensus rules. Finally, a further independent reading session was performed on the same MRI dataset, this time applying the consensus rules. Agreement between observers was assessed using kappa scores. Without the consensus rules, interobserver kappa scores for the first and second reading sessions for new lesions were only 0.51 and 0.39 respectively; agreement for enlarging lesions was even worse. The mean intraobserver kappa score for new lesions was higher at 0.72, reflecting the fact that the observers were consistently applying their individual assessment strategies. Application of the consensus rules did not lead to a significant improvement in inter observer kappas; the kappa scores adopting the guidelines were 0.46 and 0.21 for new and enlarging lesions respectively. Consensus guidelines thus did not improve the reproducibility of visual analysis of serial T2-weighted MRI, and the level of agreement between observers remained only moderate. Suboptimal repositioning is likely to be a major source of residual variability and this suggests a future role for image registration strategies; until then, a single observer, or pair of observers working in consensus, should be used in MS studies. (orig.)

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

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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...

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

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Cantrell, Susan Chambers; Carter, Janis C.

2009-01-01

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

"Cyber" Reading in L2: Online Reading Strategies of Students in a Philippine Public High School

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De Leon, John Angelo Vinuya; Tarrayo, Veronico Nogales

2014-01-01

This paper seeks to identify the online reading strategies employed by students in a Philippine Public High School. In particular, the study attempts to answer the following questions: (1) What are the online reading strategies used by the respondents (i.e., global, problem-solving, and support)?; (2) What is the frequency of use of the online…

Linguistic Proficiency and Strategies on Reading Performance in English

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Talebi, Seyed Hassan

2015-01-01

General English (L2) proficiency and reading strategies are believed to be highly effective in successful reading performance. However, available studies rarely investigated the combined effects of these two variables on successful reading. To fill this gap, 78 university students were divided into four groups of different degrees of these two…

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

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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…

Lenses on metacognition: Teachers’ perceptions toward strategies in reading in a Pakistani context

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Channa, Mansoor A.

2017-03-01

Full Text Available The research in the field of metacognition for developing reading is not new; metacognition has been used for many years to identify ways to develop students’ reading comprehension. Most previous research has addressed either primary or secondary level students. However, notably few studies have been conducted at the undergraduate level. This study has attempted to initiate strategies to assist first-year engineering students in developing their reading abilities within a Pakistani context. The primary objective of this research was to identify what strategies first-year engineering students use in developing their reading at Quaid-e-Awam University of engineering science and technology in Pakistan. This study used qualitative instruments that included semi-structured interviews with teachers and classroom observations during read-aloud sessions. The data were organized through NVivo version 8 for obtaining nodes, codes, and main themes for interpreting the results. The results of this study demonstrated that teachers should use metacognitive strategies for developing students’ reading abilities. Findings also revealed that reading strategies, such as text scanning, guesses from contextual clues, drawing on prior knowledge, and using a dictionary, are the most important strategies to use for developing the reading skills and comprehension of engineering students. This study has suggested metacognitive strategies be used for promoting students’ reading abilities and that teachers should design and develop more courses using these strategies to enhance the reading and listening skills of engineering students.

Teaching strategies for improving reading and writing in English ...

African Journals Online (AJOL)

Teaching strategies for improving reading and writing in English First Additional Language for men and women. ... Reading and writing have become one serious national issue in primary schools in South ... AJOL African Journals Online.

Reading-Strategy Use by English as a Second Language Learners in Online Reading Tasks

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Park, Ho-Ryong; Kim, Deoksoon

2011-01-01

This study investigates adult English language learners' reading-strategy use when they read online texts in hypermedia learning environments. The learners joined the online Independent English Study Group (IESG) and worked both individually and collaboratively. This qualitative case study aims (a) to assess college-level ESL learners' use of…

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; ...

Appraisal of seven critical reading strategies employed by teachers ...

African Journals Online (AJOL)

Appraisal of seven critical reading strategies employed by teachers in Ogun State senior secondary schools to teach reading comprehension. ... as a result of the teachers' ability to engage the students in skilful and well- framed questions.

Competent Adolescent Readers' Use of Internet Reading Strategies: A Think-Aloud Study

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Cho, Byeong-Young

2014-01-01

The purpose of this study was to investigate the type, pattern, and complexity of Internet reading strategies used by seven accomplished high school readers. Individual participants performed an academic Internet reading task with the goal of developing critical questions about their chosen controversial topic. Strategies for Internet reading were…

Improving Reading Instruction through Research-Based Instructional Strategies

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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…

Serial Expression Analysis: a web tool for the analysis of serial gene expression data

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Nueda, Maria José; Carbonell, José; Medina, Ignacio; Dopazo, Joaquín; Conesa, Ana

2010-01-01

Serial transcriptomics experiments investigate the dynamics of gene expression changes associated with a quantitative variable such as time or dosage. The statistical analysis of these data implies the study of global and gene-specific expression trends, the identification of significant serial changes, the comparison of expression profiles and the assessment of transcriptional changes in terms of cellular processes. We have created the SEA (Serial Expression Analysis) suite to provide a complete web-based resource for the analysis of serial transcriptomics data. SEA offers five different algorithms based on univariate, multivariate and functional profiling strategies framed within a user-friendly interface and a project-oriented architecture to facilitate the analysis of serial gene expression data sets from different perspectives. SEA is available at sea.bioinfo.cipf.es. PMID:20525784

Cognitive Strategies Use in Reading Comprehension and its Contributions to Students’ Achievement

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Imam Suyitno

2018-05-01

Full Text Available The study outlined in this article describes the use of cognitive strategies designed to aid the comprehension of Indonesian texts. It also examines the contributions of such strategies to students' comprehension scores. The participants were 97 students who had completed and passed the reading course. In collecting the research data, the researcher used a reading comprehension test instrument in the form of a cloze test, as well as a Likert scale questionnaire. The cloze test was used to measure the students’ ability to understand the texts, while the questionnaire was used to obtain information about cognitive strategies used by students in comprehension of the texts. Data collection of the comprehension test results and understanding strategy data are performed sequentially over the same day. Research data are described and analyzed by product moment correlation technique. The research found that students' scores in cloze tests ranged from A to D. This score indicates that students have varying abilities in reading comprehension. The research findings also showed that students used various cognitive strategies in understanding text reading. The results of the correlation analysis showed that the use of cognitive strategy has a positive or negative contribution to the results of reading comprehension depending on the accuracy of the selection strategy in accordance with the text he read.

Reading Strategy Instruction and Teacher Change: Implications for Teacher Training

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Klapwijk, Nanda M.

2012-01-01

I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that…

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

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Parviz Ajideh

2018-05-01

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

Effects of Serial Rehearsal Training on Memory Search

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McCauley, Charley; And Others

1976-01-01

Half the subjects were trained to use a serial rehearsal strategy during target set storage and half were given no strategy training. The results indicate that the rate of memory search is IQ-related, and that serial rehearsal training facilitates memory search when rehearsal is covert. (Author/BW)

THE ENGLISH READING STRATEGIES OF TWO COLOMBIAN ENGLISH PRE-SERVICE TEACHERS

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Ángela López Velásquez

2011-08-01

Full Text Available This study focuses on the findings of a research project that aimed at identifying the English reading comprehension strategies used by two preservice English teachers, one a successful reader and the other one a less successful reader. The participants were students of a B.Ed. undergraduate program at a public university located in the Colombian Eje Cafetero. Methodological procedures included the collection of reading data through think-aloud protocols, and analysis was based on the constant-comparative method (Glaser & Strauss, 1999. Findings suggest that three main differences characterized the reading of the two TEFL readers: the number of strategies evoked, the frequency of their use, and the effectiveness of the strategy used by each reader. The article addresses implications for reading instruction and research based on both cases.

EMC² = comprehension: A reading strategy instruction framework for ...

African Journals Online (AJOL)

Hennie

framework for reading strategy instruction, aimed specifically at teachers. ... interaction among the reader, the strategies the reader employs, the material ... test performance of low-ability groups (Purpura, ... so & Brown, 1992), teachers draw upon a small ... ing, scaffolding and guided practice, with a recom- ...... Measuring.

Examining Listening Previewing as a Classwide Strategy to Promote Reading Comprehension and Vocabulary

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Hawkins, Renee O.; Musti-Rao, Shobana; Hale, Andrea D.; McGuire, Shannon; Hailley, Jennifer

2010-01-01

Classwide instructional strategies to improve not only reading fluency but also comprehension and vocabulary knowledge are essential for student reading success. The current study examined the immediate effects of two classwide listening previewing strategies on reading comprehension and vocabulary knowledge. Twenty-one, fourth-grade general…

FOSTERING AWARENESS OF COGNITIVE AND METACOGNITIVE READING STRATEGIES IN TWO FOREIGN LANGUAGES (ENGLISH AND ARABIC

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Seyed Hassan Talebi

2014-06-01

Full Text Available This study attempted to find out the impact of Cognitive and Metacognitive Reading Strategy Instruction (CMRSI in L2 (English in increasing the awareness and use of these reading strategies not only in L2 in which the CMRSI was given but also in L3 (Arabic in which no CMRSI was given as a result of transfer of reading strategies from L2 to L3. It also aimed to find out which strategy items were most and least improved both in L2 and L3 as a result of CMRSI in L2. Fifty five fourth-grade high school male students majoring in math-physics took part in this study. As the reading process is believed to be the same across languages (Mokhtari & Reichard, 2004, the participants were put into two groups of low and high awareness of reading strategies in L1 (Persian. Then, they were given reading comprehension tests in L2 and L3 as triggers for the main instrument (i.e., cognitive and metacognitive reading strategy questionnaire in English and Arabic. After this pretest stage, the two groups underwent the CMRSI. The same pretest instruments were also given to the students as posttest. It was found that there was a significant difference in the awareness and use of cognitive and metacognitive reading strategies from pretest to posttest in English and Arabic for students of low and high strategic reading competence level. However, this improvement was not necessarily the same for different strategy items. It is important to teach reading strategies in L2 as it will have effect on increasing awareness of strategies both in L2 and in L3 as a result of transfer of reading strategies from one language to another. However, as not all strategy items show the same improvement from pretest to posttest, more attention should be paid to the item by item analysis of strategies after CMRSI to maximize students’ awareness of all strategy items equally.

On Non-English Majors' Strategy Training in English Reading Comprehension

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Yang, Xiaoling

2017-01-01

This paper reviewed the literature of the previous research and questionnaire survey on reading strategy. Based on theories of psycholinguistics, a five-week experiment was carried out in order to probe into the effectiveness of strategy training. The experiment was designed to answer the following question: Can reading comprehension be improved…

English teachers’ perceptions of teaching reading and reading strategies to students with dyslexia

OpenAIRE

Grönblad, Johanna

2013-01-01

This is a study about English teachers’ perception on teaching students with dyslexia reading and reading strategies and their knowledge gained on the subject matter. The aim was to identify, describe and analyse the teacher‟s perceptions of teaching Swedish students with dyslexia in four Swedish mainstream secondary schools. The data for this study was collected by interviews from four English teachers in four different mainstream secondary schools. The results show that English teachers get...

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...

Differences in the Metacognitive Awareness of Reading Strategies among Native and Non-Native Readers.

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Sheorey, R.; Mokhtari, K.

2001-01-01

Examines the differences in the reported use of reading strategies of native and non-native English speakers when reading academic materials. Participants were native English speaking and English-as-a-Second-Language college students who completed a survey of reading strategies aimed at discerning the strategies readers report using when coping…

Short-term Memory in Childhood Dyslexia: Deficient Serial Order in Multiple Modalities.

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Cowan, Nelson; Hogan, Tiffany P; Alt, Mary; Green, Samuel; Cabbage, Kathryn L; Brinkley, Shara; Gray, Shelley

2017-08-01

In children with dyslexia, deficits in working memory have not been well-specified. We assessed second-grade children with dyslexia, with and without concomitant specific language impairment, and children with typical development. Immediate serial recall of lists of phonological (non-word), lexical (digit), spatial (location) and visual (shape) items were included. For the latter three modalities, we used not only standard span but also running span tasks, in which the list length was unpredictable to limit mnemonic strategies. Non-word repetition tests indicated a phonological memory deficit in children with dyslexia alone compared with those with typical development, but this difference vanished when these groups were matched for non-verbal intelligence and language. Theoretically important deficits in serial order memory in dyslexic children, however, persisted relative to matched typically developing children. The deficits were in recall of (1) spoken digits in both standard and running span tasks and (2) spatial locations, in running span only. Children with dyslexia with versus without language impairment, when matched on non-verbal intelligence, had comparable serial order memory, but differed in phonology. Because serial orderings of verbal and spatial elements occur in reading, the careful examination of order memory may allow a deeper understanding of dyslexia and its relation to language impairment. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

Influence of Pre-question and genre-based instructional strategies on reading

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Titi J. Fola-Adebayo

2014-12-01

Full Text Available This study investigated the influence of Pre-question and genre-based instructional strategies on science undergraduates’ achievement in, and attitude to, reading. Using purposive sampling,two specialised universities in Nigeria were selected and stratified sampling was employed in assigning students to research groups based on gender and performance in a verbal ability test. Two hundred and eighty-five students participated in the study. Pre-post randomised block experimental design was used with three experimental groups and one control group. The experimental procedure involving Pre-question, genre-based instruction and a combination of Pre-question and genre-based instructional strategies were used for the experimental groups for four weeks whilst the control group received normal teacher input. Data were collected through a Reading Comprehension Achievement Test and Students’ Attitude Questionnaire. Qualitative data, obtained from videotapes of classroom interactions, were subjected to conversation and interaction analyses and quantitative data were analysed with Analysis of Covariance (ANCOVA. The results indicate that although there was no significant main effect of instructional strategy on students’ achievement in reading comprehension, there was significant main effect of instructional strategy on students’ attitude to reading (F(3,231 = 30.9;p <.05. Findings from the qualitative enquiry revealed that female students were more voluble and assertive in their responses probably because of the need to resist male domination whilst male students used discourse strategies to affirm their authority. The study indicated that the combination of pre-question and genre-based approach was the most effective in enhancing the students’ attitude to reading. Reading is one of the most useful of the Language Arts skills which learners need for academic reasons and for lifelong learning. The globalised world demands that the second language

Reading Test-Taking Strategies in General Training IELTS

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Nosrati, Vahede

2015-01-01

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…

How Reading Strategy Use and Personality Types Are Related?

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

2014-01-01

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

Reading Strategies in a L2: A Study on Machine Translation

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Karnal, Adriana Riess; Pereira, Vera Vanmacher

2015-01-01

This article aims at understanding cognitive strategies which are involved in reading academic texts in English as a L2/FL. Specifically, we focus on reading comprehension when a text is read either using Google translator or not. From this perspective we must consider the reading process in its complexity not only as a decoding process. We follow…

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

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Matsumoto, Hiroyuki; Hiromori, Tomohito; Nakayama, Akira

2013-01-01

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

A Comparative Study of Reading Strategies Used by Chinese English Majors

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Zhou, Xiaoqiong; Zhao, Yonggang

2014-01-01

In this thesis, by means of questionnaire, we made an investigation into the reading strategies used by Chinese first-year and third-year English majors. The purpose of this study attempts to identify the typical types of reading strategies among English majors in a normal university of China, and also, to examine what differences exist in…

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

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

2004-01-01

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

Using the Think-Aloud Technique for Determining Different Reading Strategies Used by Iranian EFL Learners

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Bakhshalinezhad, Ladan; Nikou, Farahnaz Reymani; Bonyadi, Alireza

2015-01-01

This study explored the reading strategies used by advanced and intermediate Persian EFL learners in both English and Persian reading comprehension texts. Based on the aims of the study reading comprehension texts were administered to the learners and their reading strategies in both English and Persian reading comprehension texts were examined…

Effective Reading Comprehension in EFL Contexts: Individual and Collaborative Concept Mapping Strategies

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Zahra Riahi

2017-02-01

Full Text Available The present study attempted to investigate the possible impacts of Individual Concept Mapping (ICM and Collaborative Concept Mapping (CCM strategies on Iranian EFL learners' reading comprehension. For this purpose, 90 pre-intermediate female language learners ranged between 12 to 17 years of age were selected to randomly assign into ICM, CCM and Control groups in this study. After taking Key English Test (KET, the ICM and CCM groups received EFL reading materials presented and practiced with ICM and CCM strategies, respectively, while the Control group received only conventional instructions to reading comprehension. After conducting the treatment, all participants took a Concept Mapping post-test constructed by the researchers. The hypothetical assumptions in this study were in favor of ICM and CCM strategies to improve the Iranian EFL learners’ reading comprehension. Statistics supported the outperformance of the ICM and CCM groups comparing to Control group who received convention PPP teaching techniques on Concept Mapping post-test. However, the superiority of neither strategies was statistically proved so that no meaningful difference between the reading comprehension of the ICM and CCM groups were detected. Therefore, the researchers failed to determine which strategy caused a better or higher impact. Some pedagogical implications and recommended topics for further research were provided to the motivated researchers.

Reading Strategy Guides to Assist Middle School Educators of Students with Dyslexia

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Nichols-Yehling, M.; Strohl, C.

2014-07-01

According to the 2010 International Dyslexia Association publication, “Knowledge and Practice Standards for Teachers of Reading,” effective instruction is the key to addressing students' reading difficulties associated with dyslexia, a language-based disorder of learning to read and write. “Informed and effective classroom instruction. . . can prevent or at least effectively address and limit the severity of reading and writing problems.” The Interstellar Boundary Explorer (IBEX) mission Education and Public Outreach program recently funded the development of six strategy guides for teachers of middle school students with reading difficulties, especially dyslexia. These guides utilize space science-themed reading materials developed by the Great Exploration in Math and Science (GEMS), including the IBEX-funded GEMS Space Science Sequence (Grades 6-8). The aforementioned reading strategy guides are now available on the IBEX mission website.

Mortimer Lightwood; or, Seriality, Counterfactuals, Co-Production, and Queer Fantasy

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Holly Furneaux

2015-12-01

Full Text Available In this reflection on her participation as Mortimer Lightwood in Birkbeck’s Our Mutual Friend Twitter reading project, Holly Furneaux situates the project in a long legacy of actively reading Dickens’s works. She opens up some possibilities about the queer potentials of the serial form, the counterfactual, and Dickens fans’ creative responses.

Metacognitive Online Reading Strategy Use: Readers' Perceptions in L1 and L2

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Taki, Saeed

2016-01-01

This study aimed to explore whether first-language (L1) readers of different language backgrounds would employ similar metacognitive online reading strategies and whether reading online in a second language (L2) could be influenced by L1 reading strategies. To this end, 52 Canadian college students as English L1 readers and 38 Iranian university…

Cross-gender Comparison of Metacognitive Strategies Utilized by Omani Students in Reading Comprehension Classes

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Manizheh Alami

2016-07-01

Full Text Available Given the fact that English is the language of the latest technological and scientific developments, comprehending English texts has priority for students to gain the knowledge and skills they will need in the future. However, most Omani students are not efficient L2 readers and do not have sufficient competence in reading authentic English texts. There is a variety of factors that might affect Omani students’ ability to read and comprehend English texts effectively. To find out what factors are involved in Omani students’ reading comprehension, in the first place, it is necessary to know what strategies they employ in reading. To this end, the current study attempts  to explore Omani students reported use of reading strategies using ‘Metacognitive Awareness of Reading Strategies Inventory’ (MARSI developed by Mokhtari and Reichard (2002. The self-reported survey completed by 200 students (90 female and110 male who enrolled for Advanced Foundation program (level 4 at Salalah College of Technology (SCT. The results show that SCT students’ awareness of metacognitive strategies is at medium level (3.46. Furthermore, the comparison between two gender groups (Males Vs. Females shows that male students use metacognitive reading strategies moderately (3.28 while female students use them more frequently (3.64. The outcomes of the study contribute to the improvement of SCT students reading ability and can be used by teachers to teach students different strategies to build meaning of the reading material which is among the goals of any educational system.

Enhancing Reading Comprehension via Metacognitive Strategy Training: Gender and Discipline Variation

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Zohreh Seifoori

2012-11-01

Full Text Available The aim of this quasi-experimental study was to investigate the impact of a metacognitive training program on university freshmen’s reading comprehension skill in a three-credit General English (GE Course. The participants included eight groups of freshmen, in four disciplines: Management, Psychology, Mechanical Engineering and Computer Engineering. They were randomly assigned as four experimental and four control groups, each including approximately 30 participants. The same materials were taught to all groups after their initial homogeneity in English was assessed via Analysis of Variance of the pre-test scores obtained from a Key English Test (KET. In the experimental groups, one whole session was devoted to explicitly teaching three sets of metacognitive strategies and five reading strategies: skimming, scanning, previewing, using context clues, and making inferences. These groups also received metacognitive awareness-raising while applying the strategies in each reading lesson for six sessions. The analyses of the research data revealed that metacognitive strategy training promoted the participants’ learning when integrated with a reading-focused GE course regardless of their gender and a small effect from discipline. The findings have implications for teachers, materials developers, and teacher trainers.

Question answer relationship strategy increases reading comprehension among Kindergarten students

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Leena Furtado

2012-01-01

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

Kindergarteners' performance in a sound-symbol paradigm predicts early reading.

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Horbach, Josefine; Scharke, Wolfgang; Cröll, Jennifer; Heim, Stefan; Günther, Thomas

2015-11-01

The current study examined the role of serial processing of newly learned sound-symbol associations in early reading acquisition. A computer-based sound-symbol paradigm (SSP) was administered to 243 children during their last year of kindergarten (T1), and their reading performance was assessed 1 year later in first grade (T2). Results showed that performance on the SSP measured before formal reading instruction was associated with later reading development. At T1, early readers performed significantly better than nonreaders in learning correspondences between sounds and symbols as well as in applying those correspondences in a serial manner. At T2, SSP performance measured at T1 was positively associated with reading performance. Importantly, serial application of newly learned correspondences at T1 explained unique variance in first-grade reading performance in nonreaders over and above other verbal predictors, including phonological awareness, verbal short-term memory, and rapid automatized naming. Consequently, the SSP provides a promising way to study aspects of reading in preliterate children. Copyright © 2015 Elsevier Inc. All rights reserved.

Instruction of Research-Based Comprehension Strategies in Basal Reading Programs

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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 strategy instruction and teacher change: implications for teacher training

OpenAIRE

Klapwijk, Nanda M

2012-01-01

I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that teachers seem to move through distinct phases in their uptake of RSI. The article focuses on teachers' reaction to RSI and highlights a number of issue...

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

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

2014-01-01

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

THE EFFECT OF LEARNING STRATEGY AND READING INTEREST TO THE READING UNDERSTANDING ABILITY OF STUDENTS OF IAIN BUKIT TINGGI

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Reflinda

2017-10-01

Full Text Available This study aims to determine the influence of learning strategies and reading interest on the ability of reading comprehension of IAIN Bukittinggi students. The question posed is: Whether the discoveri learning strategy associated with learning interests is better than expository learning. The research population is a 5th semester student at the Department of Religious Education at IAIN Bukittinggi. Samples are taken in two classes where one class is taught by a discoveri strategy and the other is taught by an expository strategy. Data were analyzed by using t test (different test. The results show that discover learning strategies in high interest groups and low interest have higher learning outcomes than classes taught with expository strategies

〈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...

EMC² = comprehension: A reading strategy instruction framework for all teachers

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Nanda M Klapwijk

2015-02-01

Full Text Available Comprehension is a critical part of the reading process, and yet learners continue to struggle with it and teachers continue to neglect it in their teaching. Many reasons exist for the lack of focus on reading comprehension instruction, but for the most part, teachers simply do not seem to view comprehension as part of the reading process, are not able to teach the concept, and are seemingly not taught to do so during their teacher training years. In addition to this, comprehension continues to be viewed as part of 'language teaching', and is therefore viewed as the so-called 'language teacher's' domain. In support of effective comprehension instruction in the unique, multilingual South African education environment, this article proposes a framework for reading strategy instruction, aimed specifically at teachers. The framework was developed from a research study, and refined through subsequent application in a university course as well as a further study. The framework acknowledges that reading is a multifaceted and complex process, and accordingly, provides sufficient structure for teachers. It further addresses the issue of comprehension instruction through the use of selected reading strategies, designed to be applied by all teachers in all subjects in a flexible and easy manner.

Reading strategies used by Grade 9 English Second Language learners in a selected school

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Madoda Cekiso

2014-09-01

Full Text Available Knowledge of the reading strategies used by English Second Language learners can help teachers to plan appropriate lessons and apply relevant methods of teaching reading in order to enhance learners’ reading comprehension. The main objective of this study was to investigate the reading strategies used by Grade 9 English Second Language (ESL learners and also to establish if there was any significant difference between perceived strategy use and gender. The respondents (192 were all ESL learners in Grade 9 in 2011 in a selected school. The study employed a quantitative research method. The study used convenience sampling on a group of 192 Grade 9 learners. The data collected through questionnaires was analysed by means of the Statistical Package for Social Sciences (SPSS software. The findings revealed that the learners did not employ a wide range of reading strategies. The results further indicated that there was no significant difference between boys and girls in terms of strategy use. Based on the above findings several suggestions were made to help teachers improve their teaching and help learners improve their reading comprehension and also about possible areas for future research.

Examining the relationship between free recall and immediate serial recall: the serial nature of recall and the effect of test expectancy.

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Bhatarah, Parveen; Ward, Geoff; Tan, Lydia

2008-01-01

In two experiments, we examined the relationship between free recall and immediate serial recall (ISR), using a within-subjects (Experiment 1) and a between-subjects (Experiment 2) design. In both experiments, participants read aloud lists of eight words and were precued or postcued to respond using free recall or ISR. The serial position curves were U-shaped for free recall and showed extended primacy effects with little or no recency for ISR, and there was little or no difference between recall for the precued and the postcued conditions. Critically, analyses of the output order showed that although the participants started their recall from different list positions in the two tasks, the degree to which subsequent recall was serial in a forward order was strikingly similar. We argue that recalling in a serial forward order is a general characteristic of memory and that performance on ISR and free recall is underpinned by common memory mechanisms.

The Use of EFL Reading Strategies among High School Students in Taiwan

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Chen, Kate Tzu-Ching; Chen, Sabina Chia-Li

2015-01-01

In the traditional English l language classroom, reading is the skill that receives the most emphasis (Susser & Rob, 1990). Learners should use reading strategies to plan how to read and to enhance their reading comprehension (Poole, 2010). The purpose of this study was to explore the use of English as a Foreign Language (EFL) reading…

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

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Khusniyah, Nurul Lailatul; Lustyantie, Ninuk

2017-01-01

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

A Case Study of Two College Students’ Reading Strategies and Their Writing Styles

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Zhanfang Li

2016-07-01

Full Text Available The importance of integrating reading and writing has aroused many people’s interest, and how to bridge the gap between input (reading and output (writing is regarded as an urgent necessity. However, input does not equal to intake, and to achieve the stage of intake, the reader’s conscious attention to the input is necessary, which is commonly realized in the reading process, either by intensive reading (focus-on-form or extensive reading (focus-on-meaning. Previous studies put more emphasis on extensive reading, while this study is based on the assumed different effects of reading strategies upon writing styles, that is, intensive reading may guarantee accurate writing and extensive reading may promote fluent writing. Therefore the relationship between two college students’ reading strategies and writing styles is the focus of this study. The research lasts for 16 months (August, 2014 - December, 2015, during which all their journal writing pieces, their term papers, together with their compositions in the final exams, are used as the written data, while materials concerned with their reading strategies are collected by a questionnaire, two interviews, as well as their written self-reflections. Results show that extensive reading with a subconscious focus-on-meaning tends to enhance the fluency of writing while intensive reading with a conscious focus-on-form is more likely to promote the writing accuracy. Findings suggest that production is based on intake, which is the result of either the subconscious or conscious attention to both the language meaning and language form.

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

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

2010-01-01

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

Strategies for Improving Non-Fiction Reading Comprehension.

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Bell, Karen; Caspari, Amy

This report describes a program for introducing students to strategies for improving their comprehension of non-fiction materials. The targeted population consisted of students of one third grade class in a small, middle class suburb, northwest of a large, midwestern city. Difficulty reading and comprehending non-fiction material was documented…

Playing at Serial Acquisitions

NARCIS (Netherlands)

J.T.J. Smit (Han); T. Moraitis (Thras)

2010-01-01

textabstractBehavioral biases can result in suboptimal acquisition decisions-with the potential for errors exacerbated in consolidating industries, where consolidators design serial acquisition strategies and fight escalating takeover battles for platform companies that may determine their future

Reading strategies in mild to moderate strabismic amblyopia: an eye movement investigation.

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Kanonidou, Evgenia; Proudlock, Frank A; Gottlob, Irene

2010-07-01

PURPOSE. To investigate oculomotor strategies in strabismic amblyopia and evaluate abnormalities during monocular and binocular reading. METHODS. Eye movements were recorded with a head-mounted infrared video eye-tracker (250 Hz, amblyopia, reading is impaired, not only during monocular viewing with the amblyopic eye, but also with the nonamblyopic eye and binocularly, even though normal visual acuity pertains to the latter two conditions. The impaired reading performance is associated with differences in both the saccadic and fixational patterns, most likely as adaptation strategies to abnormal sensory experiences such as crowding and suppression.

Reading comprehension metacognitive strategies as a means for controlling behavior

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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.

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

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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…

A Study on Strategies for Teaching Speaking and Reading Comprehension Skills

OpenAIRE

AHMAD; Prof. Dr.I Ketut Seken,MA; Dra. Luh Putu Artini, MA., Ph.D

2013-01-01

The central intention of this study was to analyze the English teachers’ strategies in teaching speaking and reading comprehension skills in SMPN 1 Selong. It was conducted to get detailed information about the students’ responses toward their teachers’ strategies in teaching speaking and reading comprehension skills. This study employed a qualitative research design. Necessary data were gathered using open-ended question, classroom observation, interview, and questionnaire. The result ...

Strategies Training in the Teaching of Reading Comprehension for EFL Learners in Indonesia

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Mistar, Junaidi; Zuhairi, Alfan; Yanti, Nofita

2016-01-01

This study investigated the effect of reading strategies training on the students' literal and inferential reading comprehension. The training involved three concrete strategies: predicting, text mapping, and summarizing. To achieve the purpose of this study, a quasi experimental design was selected with the experimental group being given reading…

IEEE 1394/firewire a low cost, high speed, digital serial bus

Energy Technology Data Exchange (ETDEWEB)

Gaunt, R.

1997-05-01

Does the world need yet another 1/0 bus standard? If you need fast and cheap serial video communication, then the answer is yes. As technology advances, so too must data transport mechanisms advance. You can`t expect RS-232 to support real-time digital video, and if you can`t afford expensive professional serial video interfaces, (such as Sony`s Serial Digital Interface), Firewire may be a good solution. IEEE 1394, or commonly known as Firewire, is a general purpose serial bus that meets many of the 1/0 needs of today`s video and multimedia developers. For those of you who only read the first paragraph, here`s Firewire in a nutshell: It provides a guaranteed transfer rate of 10OMbps or 20OMbps of digital data (such as video direct from camera to computer), over an inexpensive, non-proprietary serial bus. Here is a list of its features.

THINK ALOUD PAIR PROBLEM SOLVING (TAPPS STRATEGY IN TEACHING READING

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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

The Effect of Presentation Strategy on Reading Comprehension of Iranian Intermediate EFL Learners

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Hooshang Khoshsima

2014-06-01

Full Text Available The present experimental study primarily aimed at examining the effect of presentation strategy on reading comprehension of Iranian intermediate EFL learners. To determine the effect of this strategy, 61 students who enrolled in English Language Center of Chabahar Maritime University were initially selected and then divided randomly into two classes one as an experimental group and the other one as the control group. The homogeneity of their proficiency level was established via the administration of a TOEFL (the PBT proficiency test. A reading comprehension test as pre-test administered to the subjects of both groups one week before the initiation of the study. The experimental group used the strategy three sessions each week for ten weeks, while the control group was trained based on the ordinary approaches of teaching reading comprehension. Presentation strategy was worked for every two weeks during the experiment and then at the end of each two-week instruction, an immediate posttest was administered according to the strategy worked. At the end of the study, a post-test was administered to both groups. The statistical techniques being applied were Paired Sample t-test and Independent Sample t-test. The results of the study revealed that presentation strategy had significant effect on promoting reading comprehension of intermediate EFL learners.

Visual and Phonological Similarity Effects in Verbal Immediate Serial Recall: A Test with Kanji Materials

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Saito, Satoru; Logie, Robert H.; Morita, Aiko; Law, Anna

2008-01-01

In a series of three experiments, native speakers of Japanese performed serial ordered written recall of visually presented Japanese kanji characters that varied systematically in visual and phonological similarity. Overall effects of phonological similarity were observed for retention of serial order under silent reading in Experiments 1 and 3…

How Do We Write about Performance in Serial Television?

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Elliott Logan

2015-05-01

Full Text Available Television studies has produced few sustained analyses of performance in serial television. Yet film studies scholarship has shown how attending to the integration of performances with other aspects of film style is crucial to the interpretation and appreciation of expression and meaning in filmed narrative fictions. However, as a particle form of filmed serial narrative, series television raises a number of questions about performance that will not necessarily be satisfyingly addressed by the direct adoption and application of approaches to writing about performance that have been honed in regard to film. How, then, do we write about performance in television serials in ways that recognise and accommodate the form’s relationship to film, while at the same time appropriately acknowledging and responding to long-form television’s serial status? To examine the difficulties and opportunities of approaching performance in serial television this way, the article conducts close readings of various pieces of television studies writing on performance, by scholars such as Jason Mittell, Sue Turnbull, George Toles, and Steven Peacock. Their work brings into view film and television’s points of common relation, and the distinctive challenges, achievements, and rewards of appreciating the best television serials, and the performances in them.

Assessing Reading Strategy Training based on CALLA model in EFL and ESL Context

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Alireza Karbalaei

2011-04-01

Full Text Available Reading strategies instruction is currently gaining much attention as an effective means of enhancing reading comprehension. In this research, we examined the effect of Underlining Strategy Intervention, based on the CALLA model in EFL and ESL contexts. A group of 189 college students were randomly selected from different universities in Iran and India. Based on a proficiency test, students were grouped into high, moderate, and low level. Then, the underlining strategy was taught during the treatment sessions. The results suggest that intervention or explicit instruction was effective in increasing the reading comprehension of both Iranian and Indian students although Indian ESL students were able to perform better in comparison to their Iranian EFL counterparts. There was no significant difference between proficiency level and students' performance in reading comprehension in EFL and ESL contexts. In addition, there was no significant difference between males and females in both contexts.

Effects of Reciprocal Teaching Strategies on Reading Comprehension

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Choo, Tan Ooi Leng; Eng, Tan Kok; Ahmad, Norlida

2011-01-01

Reading Comprehension is one of the four components tested by the "MUET" (Malaysian University English Test) for Sixth-Form students in Malaysia, and school teachers are charged with the task of helping these students improve. This article discusses how "reciprocal teaching strategies" could help low-proficiency Sixth-Form…

Early Reading Strategies in Irish and English: Evidence from Error Types

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Parsons, Christine E.; Lyddy, Fiona

2009-01-01

For the majority of people in Ireland, Irish is a second language acquired primarily through the schooling system. This study examined the reading strategies children used in response to English and Irish words (presented in isolation), through an analysis of their oral reading errors. Children in their 4th year of schooling attending…

Serial Entrepreneurship, Learning by Doing and Self-selection

DEFF Research Database (Denmark)

Rocha, Vera; Carneiro, Anabela; Varum, Celeste

2015-01-01

of the person-specific effect, using information on individuals’ past histories in paid employment, confirm that serial entrepreneurs exhibit, on average, a larger person-specific effect than non-serial business owners. Moreover, ignoring serial entrepreneurs’ self-selection overestimates learning by doing......It remains a question whether serial entrepreneurs typically perform better than their novice counterparts owing to learning by doing effects or mostly because they are a selected sample of higher-than-average ability entrepreneurs. This paper tries to unravel these two effects by exploring a novel...... empirical strategy based on continuous time duration models with selection. We use a large longitudinal matched employer-employee dataset that allows us to identify about 220,000 individuals who have left their first entrepreneurial experience, out of which over 35,000 became serial entrepreneurs. We...

Effects of Online Reciprocal Teaching on Reading Strategies, Comprehension, Self-Efficacy, and Motivation

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Huang, Ching-Ting; Yang, Shu Ching

2015-01-01

This study examines the effects of two types of online remedial reading interventions on the reading strategy and comprehension, motivational beliefs, and self-efficacy of 36 low-achieving students (explicit teaching before reciprocal teaching [ET-RT] vs. direct instruction [DI]). We designed a 10-unit online remedial English reading program based…

Perceived Challenges to Integrating Reading Strategies in Content Areas: A Single Case Study

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Pezzolla, Karen

2017-01-01

An alarming percentage of middle and high school students find themselves unable to read their textbooks at grade level proficiency; lacking the necessary skills to access and process information, and read critically. The Common Core State Standards require students to apply reading strategies across the curriculum, therefore requiring teachers to…

Didactic Strategies to Improve Reading and Writing

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Elide del Rosario Castellanos Santiago

2017-11-01

Full Text Available The importance of the present article is that it tries to reflect on generating theoretical orientations on didactic strategies to improve the literacy in the students of the school Mercedes Diaz of the parish Sabana de Mendoza, municipality Sucre, Trujillo state. Methodologically, the research was documentary, descriptive, supported by the postulates of Lev Vygotsky (1993, Piaget (1978 and Emilia Ferreiro (2000, Ortiz, (2008 Flower and Hayes (2009. The obtained results evidenced the effective participation by the teachers and the commitment acquired through the management and application of didactic strategies of reading and writing that can favor the learning of the subject that learns.

Effects of a Metacognitive Reading Program on the Reading Achievement and Metacognitive Strategies of Students with Cases of Dyslexia

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Camahalan, Faye Marsha G.

2006-01-01

To study the effects of Metacognitve Reading Program on Reading achievement and metacognitive strategies of students with cases of dyslexia, the author conducted a single-case quasi-experimental. The conceptual framework of the study was based on the theories of cognitive processes stating that metacognition helps regulate the flow of information…

Resources and instructional strategies effective middle school science teachers use to improve content area reading skills

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Beaver, Melanie S.

This study examined the resources and instructional strategies effective middle school science teachers use to improve content area reading skills. Reading instruction in the middle school years should follow the natural cognitive progression that occurs in the adolescent brain from learning to read to reading to learn. Scientific reading is a different type of reading than most middle school students are accustomed to. It is important to understand that students will continue to be expected to read non-fiction critically for success in the 21st century. Effective teachers know this, and they perceive themselves as teachers of reading regardless of the content area in which their expertise lies. This qualitative research study was conducted at a rural middle school with three science teachers who employ before, during, and after literacy strategies when reading the textbook content with their students. The methodologies used in this study were interviews, observations, and document collection. The results of this study revealed the students' reading difficulties perceived by the teacher participants, the literacy strategies used by the teacher participants, the instructional resources the teacher participants used to improve comprehension, and the need for professional development in content area literacy.

Reading Strategies among ESL Malaysian Secondary School Students

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Semtin, Semry Anak; Maniam, Mahendran

2015-01-01

This study aimed to investigate the types of cognitive and metacognitive reading strategies employed by secondary school students in Malaysia to improve their comprehension. The study employed a mixed-method approach which involves the instruments of a questionnaire and an interview. This study was conducted at SMK Kapit, involving ninety Form 4…

The Effect of Teaching Strategies and Curiosity on Students' Achievement in Reading Comprehension

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Gurning, Busmin; Siregar, Aguslani

2017-01-01

The objectives of this study were to find out whether 1) students' achievement in reading comprehension taught by using INSERT strategy was higher than those taught by using SQ3R strategy, 2) Students' achievement in reading comprehension having high curiosity was higher than those having low curiosity, 3) there was an interaction between teaching…

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

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Weih, Timothy G.

2013-01-01

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

English Language Learners' Strategies for Reading Computer-Based Texts at Home and in School

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Park, Ho-Ryong; Kim, Deoksoon

2016-01-01

This study investigated four elementary-level English language learners' (ELLs') use of strategies for reading computer-based texts at home and in school. The ELLs in this study were in the fourth and fifth grades in a public elementary school. We identify the ELLs' strategies for reading computer-based texts in home and school environments. We…

Improving text comprehension strategies in reading and listening settings

NARCIS (Netherlands)

Brand-Gruwel, S; Aarnoutse, CAJ; van den Bos, KP

Traditional intervention programs for children with decoding and reading comprehension problems often focus on remediation of the decoding ability. The goal of this study was to determine whether it is possible to teach these children text comprehension strategies. The subjects were fourth-grade

Helping students into, through, and beyond: reading strategies for english-as-a-foreign-language students Helping students into, through, and beyond: reading strategies for english-as-a-foreign-language students

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Sandra Mano

2008-04-01

Full Text Available Reading and writing research indicates that students do both activities more successfully if the process that readers and writers engage in is consciously activated to aid in the production of products. In writing instruction, this has led to a focus on facilitating the composing process through the introduction of pre-writing, composing, revising, and editing activities. Currently the same types of strategies are available to facilitate the reading process. Many of these, developed by individual teachers or projects such as the California Literature Project, aim to help students read challenging materials in their first language. Reading and writing research indicates that students do both activities more successfully if the process that readers and writers engage in is consciously activated to aid in the production of products. In writing instruction, this has led to a focus on facilitating the composing process through the introduction of pre-writing, composing, revising, and editing activities. Currently the same types of strategies are available to facilitate the reading process. Many of these, developed by individual teachers or projects such as the California Literature Project, aim to help students read challenging materials in their first language.

Mexican American mothers of low and middle socioeconomic status: communication behaviors and interactive strategies during shared book reading.

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Rodríguez, Barbara L; Hines, Rachel; Montiel, Miguel

2009-07-01

The aim of this investigation was to describe and compare the communication behaviors and interactive reading strategies used by Mexican American mothers of low- and middle-socioeconomic status (SES) background during shared book reading. Twenty Mexican American mother-child dyads from the Southwestern United States were observed during two book reading sessions. The data were coded across a number of communication behavior categories and were analyzed using the Adult/Child Interactive Reading Inventory (ACIRI; A. DeBruin-Parecki, 1999). Mexican American mothers used a variety of communication behaviors during shared book reading with their preschool children. Significant differences between the SES groups regarding the frequency of specific communication behaviors were revealed. Middle-SES mothers used positive feedback and yes/no questions more often than did low-SES mothers. Mexican American mothers also used a variety of interactive reading strategies with varying frequency, as measured by the ACIRI. They enhanced attention to text some of the time, but rarely promoted interactive reading/supported comprehension or used literacy strategies. There were no significant differences between the SES groups regarding the frequency of interactive reading strategies. Parent literacy programs should supplement Mexican American mothers' communication behaviors and interactive reading strategies to improve effectiveness and participation.

The Reading Strategies Used by Prospective English Teachers in Turkish ELT Context

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Solak, Ekrem; Altay, Firat

2014-01-01

The purpose of this research was to determine what types of reading strategies prospective English Teachers used to accomplish in their reading assignments and activities. The study was conducted at a state-run University, English Language Teaching Department in Turkey. The participants were 130 prospective English Teachers majoring English…

The Effects of Keyword Cues and 3R Strategy on Children's e-Book Reading

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Liang, T.-H.

2015-01-01

Various studies have found that electronic books (e-books) promote learning, but few works have examined the use of e-books along with an adaptive reading strategy for children. The current study implemented a method to extract keyword cues from e-books to support e-book reading with the read, recite and review (3R) strategy, and then examined the…

Purported use and self-awareness of cognitive and metacognitive foreign language reading strategies in tertiary education in Mozambique

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Manuel Cabinda

2016-02-01

Full Text Available This paper explores the results of a Survey of Reading Strategies (SORS-based questionnaire administered to 28 university student participants. The study is carried out in a post-colonial multilingual context, Mozambique. The main aims of the paper are to assess the degree of purported use and awareness of participants own use of reading comprehension skills and strategies in a foreign language (English. The participants were tested for their reading text comprehension using an IELTS comprehension test (Cabinda, 2013. The results revealed low reading comprehension levels. Results contrast with results from the SORS-based questionnaire (Cabinda, 2013 which revealed claims of use of a wide range of cognitive, metacognitive and supply strategies – aspects of high level reading ability and text comprehension. Conclusions show that the participants used or claimed to chiefly use metacognitive and cognitive reading strategies equally, matching the behaviour of good readers, but they also reported a high degree of supply strate- gies to construe meaning from text, mainly code-switching, translation and cognates. The latter cofirms results from studies by Jimenez et al. (1995, 1996 and Zhang & Wu (2009, yet do not conclusively show a correlation between the participants’ degree of text comprehension and their effective use of reading skills and strategies to construe meaning. Further conclusions show that the reported high use of these L1 (Portuguese or other related supply strategies (not used by English L1 readers does not aid their reading comprehension. Key words : EFL, reading strategies, cognition, metacognition, awareness

Strategies to Support High School Students’ Reading Comprehension in the English Language

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Zabala Palacio Freddy Oswaldo

2004-08-01

Full Text Available Teachers are often concerned about the low reading level of their students in both English and Spanish. One way to solve this problem is by using reading strategies. Promoting the development of reading competences in English will offer the students tools that allow them to comprehend texts and will contribute to a closer relation with the second language culture. This article reports on a study carried out when doing my teaching practice in a public high school in Bogotá, Colombia, in 2002. The main objective of my research project was to support the development of eleventh graders’ reading comprehension competence in English. Hence, I refer to the group’s views on English reading comprehension, their handling of strategies to develop reading competence in English and their progress after having applied those strategies. Key words: Foreign Language-Teaching, Reading Strategies El bajo nivel de lectura en los estudiantes de inglés y español es una de las preocupaciones comunes de los docentes. Una forma de solucionar este problema es a través del uso de estrategias de lectura. De tal manera, promover el desarrollo de competencias lectoras en los estudiantes de inglés les ofrecerá herramientas que les permitirán comprender los textos y contribuirá a crear una relación más cercana entre ellos y la cultura de la segunda lengua. Este artículo reporta un estudio llevado a cabo durante mi práctica docente en una escuela pública de Bogotá, Colombia, en el año 2002. El objetivo principal de mi proyecto de investigación fue apoyar el desarrollo de la competencia en comprensión de lectura en el idioma inglés en estudiantes de undécimo grado. Por lo tanto, menciono los puntos de vista de los estudiantes sobre la comprensión de lectura, la forma como utilizan las estrategias para desarrollar esta competencia en inglés y su proceso después de su acercamiento a la comprensión lectora a través del uso de las mismas

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

OpenAIRE

Sibahi, Samir

2017-01-01

Previous studies have shown that explicit reading strategy teaching has positive effects on English second language (ESL) students’ reading comprehension. However, Swedish upper- secondary students’ attitudes towards English reading comprehension classes are relatively unknown. This study therefore has the objectives of finding out to what extent reading strategies are taught explicitly in upper-secondary schools in Sweden, and to investigate how students and teachers perceive reading compreh...

The Impact of Training Metacognitive Strategies on Reading Comprehension among ESL Learner's

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Habibian, Maryam

2015-01-01

The present study investigates the impact of training metacognitive strategies in reading comprehension and has been conducted among students from University Putra Malaysia. Forty eight subjects majoring in English including both males and females participated in the study. They have been chosen from first level of reading and divided into two…

The nature of mind wandering during reading varies with the cognitive control demands of the reading strategy.

Science.gov (United States)

Moss, Jarrod; Schunn, Christian D; Schneider, Walter; McNamara, Danielle S

2013-11-20

Prior studies of mind wandering find the default network active during mind wandering, but these studies have yielded mixed results concerning the role of cognitive control brain regions during mind wandering. Mind wandering often interferes with reading comprehension, and prior neuroimaging studies of discourse comprehension and strategic reading comprehension have shown that there are at least two networks of brain regions that support strategic discourse comprehension: a domain-general control network and a network of regions supporting coherence-building comprehension processes. The present study was designed to further examine the neural correlates of mind wandering by examining mind wandering during strategic reading comprehension. Participants provided ratings of mind wandering frequency that were used to investigate interactions between the strategy being performed and brain regions whose activation was modulated by wind wandering. The results support prior findings showing that cognitive control regions are at times more active during mind wandering than during a task with low control demands, such as rereading. This result provides an initial examination of the neural correlates of mind wandering during discourse comprehension and shows that the processes being engaged by the primary task need to be considered when studying mind wandering. The results also replicate, in a different learning domain, prior findings of key brain areas associated with different reading strategies. © 2013 Published by Elsevier B.V.

QAR: Strategy implementation for reading comprehension of recount texts

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Nira Erdiana

2017-09-01

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

Reading Strategies in French Immersion Science Classes: Preparing Our Students for Tomorrow

Science.gov (United States)

Rivard, Leonard P.; Cormier, Marianne; Turnbull, Miles

2012-01-01

This article proposes strategies and practices that create rich discursive spaces for learning science in French immersion contexts. These strategies and practices are drawn from a variety of scholarly sources; here we adapt them to reading in the French immersion science classroom. The strategies and practices are designed for use in a…

The Comparative Impacts of Using Lexical Glossing and Inferencing Strategies on Students' Reading Comprehension

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Juliana

2018-01-01

The study compared the use of the lexical glossing and inferencing strategies that impact toward the students' reading comprehension. The objective of the study was to find out the effective strategy to use for enhancing the students' reading comprehension. The population of the study was 40 Informatics Systems students of Potensi Utama…

The Role of Knowledge Base and Declarative Metamemory in the Acquisition of a Reading Strategy.

Science.gov (United States)

Gaultney, Jane F.; Hack-Weiner, Nancy

A study examined whether previous knowledge facilitates the acquisition of a reading comprehension strategy by children who are poor readers. Subjects, 54 fourth- and fifth-grade boys in Palm Beach County, Florida, who were poor readers and baseball experts, were trained in the use of a reading strategy (asking "why" questions), with…

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.

Intermediate Teachers' Perceptions of Reading Instruction Strategies and Professional Development Needs

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Joyner, Barbara

2017-01-01

In 1 urban Tennessee school, students in Grades 3 through 5 had not met adequate yearly progress in reading for the past 5 years. The purpose of this case study was to explore teachers' perceptions of current district-recommended teaching practice in reading. The research questions related to current instructional strategies, teaching practices,…

Effective Teaching Strategies for Predicting Reading Growth in English Language Learners

Science.gov (United States)

Melgarejo, Melina

2017-01-01

The goal of the present study was to examine how effective use of teaching strategies predict reading growth among a sample of English Language Learners. The study specifically examined whether the types of teaching strategies that predict growth in decoding skills also predict growth in comprehension skills. The sample consisted of students in…

A serial-kinematic nanopositioner for high-speed atomic force microscopy

Energy Technology Data Exchange (ETDEWEB)

Wadikhaye, Sachin P., E-mail: sachin.wadikhaye@uon.edu.au; Yong, Yuen Kuan; Reza Moheimani, S. O. [School of Electrical Engineering and Computer Science, The University of Newcastle, Callaghan, NSW (Australia)

2014-10-15

A flexure-guided serial-kinematic XYZ nanopositioner for high-speed Atomic Force Microscopy is presented in this paper. Two aspects influencing the performance of serial-kinematic nanopositioners are studied in this work. First, mass reduction by using tapered flexures is proposed to increased the natural frequency of the nanopositioner. 25% increase in the natural frequency is achieved due to reduced mass with tapered flexures. Second, a study of possible sensor positioning in a serial-kinematic nanopositioner is presented. An arrangement of sensors for exact estimation of cross-coupling is incorporated in the proposed design. A feedforward control strategy based on phaser approach is presented to mitigate the dynamics and nonlinearity in the system. Limitations in design approach and control strategy are discussed in the Conclusion.

A serial-kinematic nanopositioner for high-speed atomic force microscopy

International Nuclear Information System (INIS)

Wadikhaye, Sachin P.; Yong, Yuen Kuan; Reza Moheimani, S. O.

2014-01-01

A flexure-guided serial-kinematic XYZ nanopositioner for high-speed Atomic Force Microscopy is presented in this paper. Two aspects influencing the performance of serial-kinematic nanopositioners are studied in this work. First, mass reduction by using tapered flexures is proposed to increased the natural frequency of the nanopositioner. 25% increase in the natural frequency is achieved due to reduced mass with tapered flexures. Second, a study of possible sensor positioning in a serial-kinematic nanopositioner is presented. An arrangement of sensors for exact estimation of cross-coupling is incorporated in the proposed design. A feedforward control strategy based on phaser approach is presented to mitigate the dynamics and nonlinearity in the system. Limitations in design approach and control strategy are discussed in the Conclusion

Reading strategy instruction and teacher change: implications for teacher training

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Nanda M Klapwijk

2012-01-01

Full Text Available I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that teachers seem to move through distinct phases in their uptake of RSI. The article focuses on teachers' reaction to RSI and highlights a number of issues that are important to the implementation of RSI, not the least of which is that a clear need exists for changes to in-service teacher training and support and pre-service teacher training. In an effort to address these training issues the article contains specific recommendations for pre-service teacher training in particular.

Selection and Serial Entrepreneurs

DEFF Research Database (Denmark)

Chen, Jing

2013-01-01

There is substantial evidence that serial entrepreneurs outperform de novo entrepreneurs. But is this positive association between prior experience and performance the result of learning by doing or of selection on ability? This paper proposes a strategy that combines the fixed-effects model and IV...... when the analysis focuses on founding new startups in sectors closely related to entrepreneurs' previous ventures....

Vocabulary test Strategies used by the Students to answer Vocabulary Test the Reading Comprehension of TOEFL

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Suyatman Suyatman

2017-10-01

Full Text Available Test of English as a foreign Language or TOEFL is a standardized test of English for non-native speaker. It consists of three parts or three sections of tests. In Reading Comprehension test, it consists of vocabulary test. To get better result of score, it needs strategies. The purposes of this study are to know the strategies used by the students to answer the vocabulary test on reading section of TOEFL, to know the most strategy used by the students, to know the least strategy used by the students and to know the distribution of strategies used by the students to answer the Vocabulary test of Reading Comprehension of the TOEFL. The researcher used descriptive qualitative research. The subject was twelve students. The instrument was questionnaire that consisted of thirty questions. Data analyzes technique was by using mean score. The result of the research showed that; (1 students used all strategies to answer the vocabulary test of reading comprehension of TOEFL. (2 the most strategies used by the students was ‘Looking for contextual clues to the meaning of unknown words.(3 the least strategy used by the students to answer vocabulary test was ‘Developing a new vocabulary study system, and (4 the distribution of the strategy number 1 was 3.88,strategy number 2 was 3.61, number 3 was 2.94, number four was 2.91, strategy number 5 was3.88, strategy number six was 3.47, strategy number seven was 3.69, strategy number eight was 3.02, strategy number nine was 3.00 and the last strategy was 3.13.

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

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Orhan lyitoglu

2015-05-01

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

Improving Students’ Skimming and Scanning in Reading Skill by Applying Metacognitive Strategy

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Siti Mariam

2016-07-01

Full Text Available Reading is one of the main four language skills that a learner needs to master in order to ensure success in learning English. To facilitate students in comprehending a text, the effective strategies should be used. One of the strategies is Meta-cognitive strategies. The objectives of the research are to identify students’ responses during learned process by using Meta-cognitive strategies and to investigate how high students’ improvement of skimming and scanning reading skill after learned by using Meta-cognitive strategies in recount text. Meta-cognitive strategies improve students to reflect on thought processes and to plan, monitor, and evaluate aspects of their learning. The participants were third semester of English department students of Islamic Education and Teacher Training Faculty of Walisongo State Islamic University.The reserch design was Classroom Action Research with 1 preliminary cycle and 2 cycles. This research was conducted from March, 2th 2015 until March, 21th 2015. Data collection technique was tests. Observations were done in each cycle. Tests form was given the students, they should answer 20 questions of multiple choice test. Then, the data were analyzed using mean (descriptive statistics to find out the improvements. Meta-cognitive strategies were applied in the teaching learning process by giving plan (giving task for students, monitoring, evaluating, and problem solving to the students. After collecting the data, the result showed the improvements of the students. Students’ average score in pre cycle test was 60. In the first cycle, the average score increased became 70. This score hadn’t met the minimum standard score yet 75. Therefore, second cycle was conducted. Students’ average score increased became 82.16. Students’ engagements also increased since the first cycle. Consequently, the objectives were reached. Based on the result, it could be concluded that Meta-cognitive strategy can improve the

IMPROVING STUDENTS’ SKIMMING AND SCANNING IN READING SKILL BY APPLYING METACOGNITIVE STRATEGY

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Siti Mariam

2016-07-01

Full Text Available Reading is one of the main four language skills that a learner needs to master in order to ensure success in learning English. To facilitate students in comprehending a text, the effective strategies should be used. One of the strategies is Meta-cognitive strategies. The objectives of the research are to identify students’ responses during learned process by using Meta-cognitive strategies and to investigate how high students’ improvement of skimming and scanning reading skill after learned by using Meta-cognitive strategies in recount text. Meta-cognitive strategies improve students to reflect on thought processes and to plan, monitor, and evaluate aspects of their learning. The participants were third semester of English department students of Islamic Education and Teacher Training Faculty of Walisongo State Islamic University.The reserch design was Classroom Action Research with 1 preliminary cycle and 2 cycles. This research was conducted from March, 2th 2015 until March, 21th 2015. Data collection technique was tests. Observations were done in each cycle. Tests form was given the students, they should answer 20 questions of multiple choice test. Then, the data were analyzed using mean (descriptive statistics to find out the improvements. Meta-cognitive strategies were applied in the teaching learning process by giving plan (giving task for students, monitoring, evaluating, and problem solving to the students. After collecting the data, the result showed the improvements of the students. Students’ average score in pre cycle test was 60. In the first cycle, the average score increased became 70. This score hadn’t met the minimum standard score yet 75. Therefore, second cycle was conducted. Students’ average score increased became 82.16. Students’ engagements also increased since the first cycle. Consequently, the objectives were reached. Based on the result, it could be concluded that Meta-cognitive strategy can improve the

Learning Strategies and Reading Literacy among Chinese and Finnish Adolescents: Evidence of Suppression

Science.gov (United States)

Cai, Yuyang; Zhu, Xinhua

2017-01-01

Many arguments have been advanced in the context of the predictive correlation between learning strategies and reading achievement. There is insufficient understanding, however, of the subtle ways in which different types of learning strategies (i.e. memorisation, elaboration and control strategies) function in facilitating students' reading…

Examining the Relationship between Free Recall and Immediate Serial Recall: The Role of List Length, Strategy Use, and Test Expectancy

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Grenfell-Essam, Rachel; Ward, Geoff

2012-01-01

Recent findings suggest that the immediate free recall (IFR) of short lists is similar to immediate serial recall (ISR). These findings were obtained using a methodology in which participants did not know the list length in advance of each list, and this uncertainty may have encouraged participants to adopt atypical recall strategies. Therefore,…

In-Service EFL Teachers' Beliefs about Teaching Reading Strategies

Science.gov (United States)

Bamanger, Ebrahim M.; Gashan, Amani K.

2014-01-01

Recent trends in teacher education have focused on exploring teachers' beliefs. Earlier studies have shown the important influence of teachers' beliefs on teaching practices. The present study was conducted to explore the beliefs of Saudi EFL teachers about the significance of teaching English reading strategies. The study aimed also to find the…

Effects of Three Questioning Strategies on EFL Reading Comprehension.

Science.gov (United States)

El-Koumy, Abdel Salam A.

This study investigated the effects of three classroom questioning strategies on the reading comprehension of learners of English as a Foreign Language (EFL). Subjects were 86 first-year EFL students in the school of education of Suez Canal University (Egypt), randomly assigned to three treatment groups. The same instructor taught the three groups…

Reconstructing genealogies of serial samples under the assumption of a molecular clock using serial-sample UPGMA.

Science.gov (United States)

Drummond, A; Rodrigo, A G

2000-12-01

Reconstruction of evolutionary relationships from noncontemporaneous molecular samples provides a new challenge for phylogenetic reconstruction methods. With recent biotechnological advances there has been an increase in molecular sequencing throughput, and the potential to obtain serial samples of sequences from populations, including rapidly evolving pathogens, is fast being realized. A new method called the serial-sample unweighted pair grouping method with arithmetic means (sUPGMA) is presented that reconstructs a genealogy or phylogeny of sequences sampled serially in time using a matrix of pairwise distances. The resulting tree depicts the terminal lineages of each sample ending at a different level consistent with the sample's temporal order. Since sUPGMA is a variant of UPGMA, it will perform best when sequences have evolved at a constant rate (i.e., according to a molecular clock). On simulated data, this new method performs better than standard cluster analysis under a variety of longitudinal sampling strategies. Serial-sample UPGMA is particularly useful for analysis of longitudinal samples of viruses and bacteria, as well as ancient DNA samples, with the minimal requirement that samples of sequences be ordered in time.

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…

IT-based Value Creation in Serial Acquisitions

DEFF Research Database (Denmark)

Henningsson, Stefan; Yetton, Philip

2013-01-01

serial acquirers realize IT-based value, we integrate and model the findings on individual acquisitions from the extant literature, and extend that model to explain the effects of sequential acquisitions in a growth-by-acquisition strategy. This extended model, drawing on the Resource-Based Theory......The extant research on post-acquisition IT integration analyzes how acquirers realize IT-based value in individual acquisitions. However, serial acquirers make 60% of acquisitions. These acquisitions are not isolated events, but are components in growth-by-acquisition programs. To explain how...

Effects of a Computer-Assisted Concept Mapping Learning Strategy on EFL College Students' English Reading Comprehension

Science.gov (United States)

Liu, Pei-Lin; Chen, Chiu-Jung; Chang, Yu-Ju

2010-01-01

The purpose of this research was to investigate the effects of a computer-assisted concept mapping learning strategy on EFL college learners' English reading comprehension. The research questions were: (1) what was the influence of the computer-assisted concept mapping learning strategy on different learners' English reading comprehension? (2) did…

Reading Strategies to Develop Higher Thinking Skills for Reading Comprehension (Estrategias de lectura para el desarrollo de habilidades de pensamiento para la comprensión de lectura)

Science.gov (United States)

Echeverri Acosta, Luz Marina; McNulty Ferri, Maria

2010-01-01

This paper reports an action research project which examined the foreign language reading comprehension of public school eighth graders who experienced a directed reading-thinking approach with strategies for comprehension and application. The strategies used were prediction, prior knowledge, graphic organizers, and questions. Data analyzed…

Effects of Reading Strategies and Depth of Vocabulary Knowledge on Turkish EFL Learners' Text Inferencing Skills

Science.gov (United States)

Çakir, Abdulvahit; Ünaldi, Ihsan; Arslan, Fadime Yalçin; Kiliç, Mehmet

2016-01-01

Within the framework of foreign language teaching and learning, reading strategies, depth of vocabulary knowledge and text inferencing skills have not been researched extensively. This study tries to fill this gap by analyzing the effects of reading strategies used by Turkish EFL learners and their depth of vocabulary knowledge on their text…

English as Second Language: Students' Awareness of Learning Strategies Used in Reading Comprehension

Science.gov (United States)

Hussain, Irshad; Javed, Muhammad; Munshi, Parveen

2015-01-01

This study investigated the reading strategies used by adult learners' to read materials in English language for their studies. The population of the study consisted of students of Universiti Sains Malaysia. A sample of 80 (40 Postgraduates and 40 Undergraduates) TESOL students enrolled in the University were selected randomly. The data were…

Proficiency as a Variable in Gulf EFL Students' Employment of Reading Strategies

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Endley, Martin J.

2016-01-01

This paper reports a study of the reading strategies used by twelve Arabic-speaking undergraduates at a major Gulf university when reading texts in English. The procedure employed was a think-aloud protocol followed by a semi-structured interview. Three research questions were addressed: (a) What are the primary comprehension problems encountered…

Teaching Strategies for Significant Development of Reading of Learners Understanding in Primary Education

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María Edixa Araujo Riveros

2017-02-01

Full Text Available This article aims to propose a manual significant for the development of reading comprehension in students of Educational Unit The Batatal located in the parish Marcelino Briceño, municipality Baralt, Zulia state teaching strategies. To do this, it is based theoretically on the contributions of authors like Campos (2011 Camilloni (2012, Castedo (2011, Ortiz (2012, among others. Methodologically, it developed following the modality of feasible project, which was applied to a population of 24 teachers from the selected institution. survey the survey with a structured according Likert scale questionnaire type instrument, and twenty-four items was used as a technique. The validity was obtained through expert judgment, the reliability of =, 9216 was calculated using Cronbach's alpha coefficient. The results led to the conclusion that teachers had weaknesses related to the implementation of teaching strategies that will enable the development of reading comprehension in students by providing input for the design of the proposed manual. It is recommended to use different strategies for different levels of reading comprehension in accordance with the development achieved by their students.

The role of two reading strategies in text comprehension: An eye fixation study in primary school children

NARCIS (Netherlands)

van der Schoot, M.; Vasbinder, A.L.; Horsley, T.M.; van Lieshout, E.C.D.M.

2008-01-01

This study examined whether 10-12-year-old children use two reading strategies to aid their text comprehension: (1) distinguishing between important and unimportant words; and (2) resolving anaphoric references. Of interest was the question to what extent use of these reading strategies was

Voltage balancing strategies for serial connection of microbial fuel cells

Science.gov (United States)

Khaled, Firas; Ondel, Olivier; Allard, Bruno; Buret, François

2015-07-01

The microbial fuel cell (MFC) converts electrochemically organic matter into electricity by means of metabolisms of bacteria. The MFC power output is limited by low voltage and low current characteristics in the range of microwatts or milliwatts per litre. In order to produce a sufficient voltage level (>1.5 V) and sufficient power to supply real applications such as autonomous sensors, it is necessary to either scale-up one single unit or to connect multiple units together. Many topologies of connection are possible as the serial association to improve the output voltage, or the parallel connection to improve the output current or the series/parallel connection to step-up both voltage and current. The association of MFCs in series is a solution to increase the voltage to an acceptable value and to mutualize the unit's output power. The serial association of a large number of MFCs presents several issues. The first one is the hydraulic coupling among MFCs when they share the same substrate. The second one is the dispersion between generators that lead to a non-optimal stack efficiency because the maximum power point (MPP) operation of all MFCs is not permitted. Voltage balancing is a solution to compensate non-uniformities towards MPP. This paper presents solutions to improve the efficiency of a stack of serially connected MFCs through a voltage-balancing circuit. Contribution to the topical issue "Electrical Engineering Symposium (SGE 2014)", edited by Adel Razek

Effectiveness of a Metacognitive Reading Strategies Program for Improving Low Achieving EFL Readers

Science.gov (United States)

Ismail, Nasrah Mahmoud; Tawalbeh, Tha'er Issa

2015-01-01

As the training of language learners was a main concern of EFL teachers, this study aimed to assess the effectiveness of metacognitive reading strategies instruction (MRSI) on Taif University EFL students who achieved low results in reading. The final sample of this study was (21) female university students. The sample was divided into two groups;…

The Comparative Effect of Teaching Metacognitive Strategies and Collaborative Strategic Reading on EFL Learners' Reading Comprehension

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Mania Nosratinia

2017-03-01

Full Text Available This study was an attempt to systematically investigate the comparative impact of teaching Metacognitive Strategies (MS and Collaborative Strategic Reading (CSR on English as a Foreign Language (EFL learners' Reading Comprehension (RC. The participants were 58 homogenized intermediate level female EFL learners, within the age range of 18-30 (Mage = 24; they were non-randomly selected and were randomly assigned into two experimental groups of 29. One experimental group received MS training based on Anderson's (2002 model, and the other experimental group received training in CSR based on Klingner and Vaughn’s (1998 model. Inspecting the initially-homogenized participants’ post-treatment performance, through using a piloted PET reading test and running an independent-samples t-test, revealed that the MS group performed significantly better than the CSR group in terms of RC. The study concludes with a discussion on the obtained results, followed by presenting some implications for EFL teachers, EFL learners, and EFL material developers.

Using Metacognitive Strategies to Improve Reading Comprehension and Solve a Word Problem

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Tomo Djudin

2017-03-01

Full Text Available This article describes briefly the theories of metacognition and the impacts of metacognitive skills on learning. The differences between cognitive strategy and metacognitive strategy were mentioned. Some strategies to improve students’ meta cognition skills in the classroom explored as well. Based on the theories, two models of metacognitive strategies instruction for deeply understanding in reading textbook and for finding a solution of words physics problem solving were developed. These models will enable students to be independent and strategic learners.

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

Science.gov (United States)

Fayazi-Nasab, Ensieh; Ghafournia, Narjes

2016-01-01

There exist many factors, affecting reading ability. Multiple intelligence and motivational strategies are among the factors that seem to make significant contribution to the reading process. Thus, the present study probed the probable significant relation between Iranian language learners' multiple intelligences and reading ability. The study…

The Role of Perceived Teacher's Support and Motivational Orientation in Prediction of Metacognitive Awareness of Reading Strategies in Learning English

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Zohreh Kazemi

2016-08-01

Full Text Available This study aims to determine the role of perceived teacher support and motivational orientation in predicting metacognitive awareness of reading strategies in learning the English language. The sample included 425 male and female students, studying in the elementary schools in the city of Birjand, eastern Iran, in the 2014-2015 academic year. Three different types of questionnaires were distributed among these students. The questionnaires were, respectively, about the students’ perception of teacher support (Zaki, 2007, motivational orientation for English learning (Sheikholeslami, 2005, and metacognitive awareness of the study methods (Mokhtari & Richard, 2002. Multiple regression analysis was applied to analyze the obtained data. It was found that there was a direct and significant correlation between teacher support variable, and intrinsic motivation, overall reading strategies, problem-solving strategies, reading support strategies, and metacognitive awareness. Additionally, there was an inverse and significant correlation with the non-motivation variable. Furthermore, no significant correlation was observed between the teacher support variable and the extrinsic motivation variable. A direct and significant relationship was, however, spotted between intrinsic motivation, and extrinsic motivation, overall reading strategies, problem-solving strategies, reading support strategies,and metacognitive awareness; and an inverse and significant relationship was noticed between the intrinsic motivation and non-motivation variables. Moreover, there existed a direct and significant relationship between extrinsic motivation, and overall reading strategies, problem-solving strategies, reading support strategies, metacognitive awareness and it had an inverse and significant relationship with non-motivation variable. The findings demonstrated that the components of perceived teacher support and motivational orientation (extrinsic motivation, intrinsic

Serial killers with military experience: applying learning theory to serial murder.

Science.gov (United States)

Castle, Tammy; Hensley, Christopher

2002-08-01

Scholars have endeavored to study the motivation and causality behind serial murder by researching biological, psychological, and sociological variables. Some of these studies have provided support for the relationship between these variables and serial murder. However, the study of serial murder continues to be an exploratory rather than explanatory research topic. This article examines the possible link between serial killers and military service. Citing previous research using social learning theory for the study of murder, this article explores how potential serial killers learn to reinforce violence, aggression, and murder in military boot camps. As with other variables considered in serial killer research, military experience alone cannot account for all cases of serial murder. Future research should continue to examine this possible link.

Belles-Lettres Reading Strategies in the Process of Foreign Language Teaching

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Alexander S. Komarov

2015-01-01

Full Text Available The article is devoted to some of the teaching strategies based on the peculiarities of belles-lettres text. The author of the article analyses the peculiarities of the belles-lettres text which exert influence on the process of teaching reading skills and thus should be taken into account by foreign language teachers in their work with this type of text. The author argues that teaching belles-lettres reading skills should be centered on the five-level communication process between writer and reader. The teacher's aim is to create or adjust a system of reading instruction within the five levels so that he/she could improve students' reading skills. In the article, it is stated that the process of teaching reading skills should be congruent with the process of interpersonal communication between writer and reader. The author outlines the content of the teacher's approach to the work with this type of text within the process of foreign language instruction. The author describes two approaches to teaching belles-lettres reading skills as well as shows the prospects for the subjective approach. He also states high productivity and effectiveness of the subjective approach in teaching foreign languages. The article shows the importance of involving students who specialize in sciences into the process of belles-lettres reading while studying a foreign language for specific purposes.

Strategies for Reading Chinese Texts with and without Pop-Up Dictionary for Beginning Learners of Chinese

Science.gov (United States)

Wang, Jing

2014-01-01

This study is aimed at identifying reading strategies of beginning learners of Chinese as a foreign language (CFL) with and without a pop-up dictionary and at determining if learners retain the reading comprehension gained from using the dictionary. Beginning CFL learners at a Midwestern university answered questions about their reading strategies…

Reading strategies - from L₁ to L₂.

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Maria Inez Mateus Dota

2001-02-01

Full Text Available

This paper intends to present a selection of the most useful reading strategies for the typical ESP students in Brazilian universities, showing whether the readers use them in their native language or not, the way the teacher should develop these strategies in the classroom, the problems involved in their use and the reasons for using them.

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

Science.gov (United States)

Haiyan, Miao; Rilong, Liu

2016-01-01

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

A Research on Reading Strategies among Non-English Major Postgraduates

Science.gov (United States)

Yang, Yang

2016-01-01

As a very important skill both in English teaching and learning, reading strategy has been emphasized at home and abroad for a long time. Many scholars and teachers make research on undergraduates of English major or non-English major. However, the postgraduates are often neglected. Actually, it is also imperative to make a study among…

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…

A Case Study: Reading Strategies Training Scheme in a Hong Kong Primary School

Science.gov (United States)

Lee, Ho Cheung

2017-01-01

This article describes a case study on a reading programme, named Reading Strategies Training Scheme (RSTS), for second language learning in a Hong Kong primary (elementary) school. The scheme, serving learners of English as a second language from Primary One to Six (ages 6--12), was developed by the school's English teaching team. As it was being…

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

OpenAIRE

Parviz Ajideh; Mohammad Zohrabi; Kazem Pouralvar

2018-01-01

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

Reading Strategies to Support Home-to-School Connections Used by Teachers of English Language Learners

Science.gov (United States)

Mendoza, Socorro

2016-01-01

This particularistic qualitative case study design examined reading strategies, approaches, and resources teachers of ELL (English Language Learner) students in kindergarten through third grade use to support reading development and promote the home to school connection regarding literacy proficiency. The purpose of this study was to examine…

Strategies to improve the reading skill in the English language learning

Directory of Open Access Journals (Sweden)

Leticia Mercedes Cedeño Macías

2016-06-01

Full Text Available Reading is one of communicative skills, so it is one of the topics all English learners have to study, it is a receptive skill and it is not using to be very popular among language students because they think it is passive, monotonous and even boring, and all these characteristics are against the extrovert and dynamic nature of youth who live in this century. But, is reading really a passive activity? The objective of this essay is to demonstrate that reading is a participative activity where students can interact in pairs or groups improving the communication through certain active and participative strategies like mind map, debates, drills and panels throughout an effective teacher’s planning. The methodology used for this study will be the bibliographic over the analysis of English teaching experts’ books and their experience.

Modeling the length effect: Specifying the relation with visual and phonological correlates of reading

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van den Boer, M.; de Jong, P.F.; Haentjens-van Meeteren, M.M.

2013-01-01

Beginning readers' reading latencies increase as words become longer. This length effect is believed to be a marker of a serial reading process. We examined the effects of visual and phonological skills on the length effect. Participants were 184 second-grade children who read 3- to 5-letter words

The Effects of Cognitive Strategies i.e. Note-Making and Underlining on Iranian EFL Learners’ Reading Comprehension

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Amir Mahdavi

2012-11-01

Full Text Available The purpose of this study was to investigate the effects of using cognitive strategies namely note- making and underlining, on Iranian EFL learners’ reading comprehension. In doing so, 60 female fourth year high school EFL learners were selected by means of the NELSON test (050A. They were then divided randomly into three groups, each group consisting of 20 homogeneous students: two experimental groups, and one control group. The experimental groups practiced note making (group A and underlining reading strategies (group B on the same reading materials while the control group received the placebo. Then, all the subjects in the three groups took the same reading comprehension test. The results of a One-way Analysis of Variance (ANOVA and a post-hoc analysis of the Scheffe test showed that the learners who utilized note-making and underlining strategies outperformed the control group (p<.05. Furthermore, the experimental group who received note-making instruction revealed a higher efficiency than underlining group. As a result it can be concluded that note making and underlining have had positive effects on students’ rate of reading comprehensibility.

Secondary School Students’ English Literacy: Use of Interactive Read Aloud Instructional Strategy

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Mutiara Ayu

2017-10-01

Full Text Available The Global era has had a great impact on the existence of English as a global language which requires students to be good at its every skill. It is believed that students’ English could be enhanced well with the use of certain strategies, one of which is Interactive Read Aloud Instructional Strategy (IRAIS. This study was aimed at examining the efficacy of IRAIS to help students to improve their English literacy achievements. Forty five out of 746 students were selected randomly as sample based on their grade levels (7th, 8th, 9th and their levels of comprehension. By using time series design, these students were given interventions for three months using IRAIS and their English achievements were obtained from pre- and post-tests of four English literacy skills. During the interventions, the progress of the students was also monitored regularly by using three formative tests.The results showed consistent progress on the students’ achievement during the interventions and upon their total English literacy achievement after the interventions. Among the four English literacy skills, the most significant improvement was in listening followed by writing, reading, and speaking. In terms of aspects of each literacy skill, the highest achievement scores were in inference of listening, narrative techniques of writing, vocabulary of reading, and vocal expression of speaking. These findings lead to the conclusion that IRAIS  is an effective strategy in helping students to improve their level of English proficiency.

The Effect of Collaborative Strategic Reading on Grade Six Students’ Reading Achievement

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Siti Tamah

2016-01-01

Full Text Available One of the language skills to master by Indonesian EFL learners is reading. In order to assist learners comprehend reading texts, teachers are challenged to apply various teaching strategies. As this paper focuses on teaching reading, two teaching strategies dealing with reading instruction are compared. To be specific, in this paper the writers conduct a study to find the difference between Collaborative Strategic Reading (CSR and teacher-centered teaching strategy (by applying skimming and scanning. This study was a quasi experimental, which was conducted upon the sixth graders of an elementary school. The finding showed that reading achievements of the students who are taught using CSR and teacher-centered teaching strategy are not significantly different. Nevertheless, this study using Cohen’s d formula finds that CSR gave a small effect on students’ reading achievement.

Reading Strategy Use and Comprehension Performance of More Successful and Less Successful Readers: A Think-Aloud Study

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Wang, Yen-Hui

2016-01-01

This study explores the differences between more successful and less successful EFL readers in their comprehension performance and abilities to use reading strategies in interaction with English texts through thinking aloud while reading in pairs. Ten freshman high school students participated in pairs in four think-aloud reading tasks to think…

Exploring EFL Students’ Reading Comprehension Process through Their Life Experiences and the Sight Word Strategy

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Jennifer Camargo

2010-12-01

Full Text Available Due to the role language and literature play in the construction of social, economic and cultural systems, reading comprehension has become a growing challenge. This study examined how the relationship between English as a foreign language reading comprehension and life experiences while using the Sight Word Strategy could prove significant. Fifth graders at a public school in Bogotá participated in this study. Data were collected using tape recordings, field notes, archival data and students’ reflections. Analysis indicated that comprehension and construction of meaning were generated by sharing life experiences and through the interaction produced in each one of the Sight Word Strategy stages. The study suggested further research into a more encompassing definition of reading comprehension and life experiences correlation as an appropriate goal for English as a foreign language.

TEACHING DESCRIPTIVE READING BY USING SURVEY, QUESTION, READ, WRITE AND (SQRW STRATEGY TO THE TENTH GRADE STUDENTS OF SMA MUHAMMADIYAH 1 PALEMBANG

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marlen rahmawati

2017-05-01

Full Text Available The objectives of this study are to find out whether or not there is a significant improvement before and after the treatment on the tenth grade students’ reading comprehension scores of SMA Muhammadiyah 1 Palembang by using SQRW strategy and to find out whether or not there is a significant difference on the tenth grade students’ reading comprehension scores of SMA Muhammadiyah 1 Palembang between the students who are taught by using SQRW strategy and those who are not. This study used quasi-experimental design using nonequivalent pretest-posttest design. There were 68 students from class X MIPA 4 and X MIPA 6 chosen as the sample. In collecting the data, test was used. The test was given twice to experimental and control groups, for pretest and posttest. To verify the hypotheses, the data of pretest and posttest were analyzed by using independent sample t-test and paired sample t-test in SPSS 18 program. The findings showed that the p-output from paired sample t-test (sig2-tailed was 0.000 which was lower than 0.05, and t-value 11.294 was higher than t-table (34-1 with df=33 (2.034. The result of p-output from independent sample t-test was 0.003 which was lower that 0.05 and the t-value 3.104 was higher than t-table (68-2 with df=66 (1.996. Therefore it could be stated that teaching reading descriptive text by using SQRW strategy had significant improvement and showed significant difference on the students’ reading comprehension scores.

Research on Eye Movement Tracking in ESL Reading

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Wenlian ZHAN

2014-06-01

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

The Analogy as a Cognitive Strategy that Encourages Reading Comprehension in Expository Texts

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José Viveros-Márquez

2010-12-01

Full Text Available This research arises from the current state of reading in Mexico, because the contextual situation to local and national level has become critical on this issue. Results on standardized tests such as ENLACE (National Assessment of Academic Achievement in Schools and PISA (Program for International Student Assessment have shown that Mexican basic level students have text comprehension problems. Given this reality, this is a qualitative descriptive study on the use of analogies in reading as a strategy for reading comprehension, through application of an ethnographic survey, a questionnaire and the application of a pedagogical model for the use of analogies in reading. The study incorporates the theoretical tenets of Constructivism, referring to Piaget (1969, Vygotsky (1997 and Ausubel (2002. The results show that the use of analogies promotes reading comprehension in 4th grade students, from an expository text that compares the evolution of man and the metamorphosis of a butterfly.

COLLABORATIVE STRATEGIC READING IMPLEMENTATION TO IMPROVE STUDENTS’ READING COMPREHENSION

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Desy Olivia Riani

2013-01-01

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

Online Reading Comprehension Strategies among Fifth- and Sixth-Grade General and Special Education Students

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Chen, Hsin-Yuan

2010-01-01

The present study targeted the online reading strategies of upper-elementary and middle school students with and without learning disabilities in the U.S. and in Taiwan. Several aspects of the comprehension process were studied, including: (1) Internet navigation strategies and behaviours, (2) sensitivity to the organisational structure of…

Metacognitive reading strategies in learning disability: Relations between usage level, academic self-efficacy and self-concept

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Alev Girli

2017-09-01

Full Text Available The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD, academic self-efficacy and the concept of self, in comparison to their typically developing (TD peers. The data to be used in the study were collected using the Metacognitive Awareness of Reading Strategies Inventory, the Academic Self-efficacy Scale, the Piers-Harris Children’s Self-concept Scale and the Demographics Information Form. The study was conducted among a total of 119 students in the fifth,sixth, seventh and eighth grades in İzmir Province, including 59 students diagnosed with SLD and 60 TD students. Considering the results of the study, in comparison to TD students, students diagnosed with SLD were significantly inadequate in terms of the usage levels of metacognitive reading strategies, levels of academic self-efficacy, and the intelligence/school subdimensions of the concept of self.

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

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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…

English as a Foreign Language Learners' Major and Meta-Cognitive Reading Strategy Use at Al-Balqa Applied University

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Abu-Snoubar, Tamador Khalaf

2017-01-01

This quantitative study aimed to investigate and compare the use of metacognitive reading Strategies among English as a foreign language students at Al-Balqa Applied University based on their academic field of study. The Survey of Reading Strategies (SORS) (Mokhtari & Sheory, 2002) was the instrument employed. This survey divides the…

Guidance in Reading Strategies: A First Step Towards Autonomous Learning in a Semi-Distance Education Program

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Jahir Aguirre Morales

2009-04-01

Full Text Available This article aims at sharing the results of a research project focused on guiding students in the use of different reading strategies: reading non- text information, skimming and scanning, using contextual reference, predicting, and using true/false cognates as a first step towards autonomous learning. The project was conducted at a Colombian university with two groups of business administration students who belonged to a semi-distance education program. Informal talks with students, questionnaires, interviews and a teacher’s diary were used to collect the information in this action research study. Findings revealed that by knowing several reading strategies the students could reflect upon their learning; meta-cognition processes were enhanced and confidence for students to work by themselves was built up.

Teaching Reading Strategies and Resources for Grades K-6

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McCormack, Rachel L

2009-01-01

Elementary teachers of reading have one essential goal—to prepare diverse children to be independent, strategic readers in real life. This innovative text helps preservice and inservice teachers achieve this goal by providing knowledge and research-based strategies for teaching phonemic awareness, phonics, fluency, vocabulary, all aspects of comprehension, and writing in response to literature. Special features include sample lessons and photographs of literacy-rich classrooms. Uniquely interactive, the text is complete with pencil-and-paper exercises and reproducibles that facilitate learning

Negotiating new literacies in science: An examination of at-risk and average-achieving ninth-grade readers' online reading comprehension strategies

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Sevensma, Kara

In today's digital world the Internet is becoming an increasingly predominant resource for science information, rapidly eclipsing the traditional science textbook in content area classrooms (Lawless & Schrader, 2008). The shift challenges researchers, educators, administrators, and policy makers to reconsider what it means to read and comprehend online science information. The research on digital literacy is still in its infancy and little is known about the strategies and processes students use when reading science content on the Internet. Even less is known about how at-risk readers comprehend digital science content. Therefore, this study addresses three research questions: (1) What strategies and processes do at-risk and average-achieving readers use as they locate information and generate meaning from science websites? (2) What navigational profiles emerge as at-risk and average-achieving readers construct traversals (unique online paths of information) they locate information and generate meaning from science websites? (3) What individual characteristics influenced students' strategies as they locate information and generate meaning from science websites? Participants were six ninth-grade students in general education biology classrooms. Three were average-achieving readers and three were at-risk readers based on assessments of reading comprehension in traditional print-based texts. The students engaged in a three-day research project about the rainforest biome, locating information online, taking notes, and constructing an information brochure about the rainforest for peers. Data measures prior to and during the research included an Internet use survey, verbal protocols, screen captures of online activity, oral reading fluency assessments, and prior knowledge and topic engagement surveys. Quantitative descriptive and univariate analyses as well as qualitative abductive coding were employed over multiple phases to analyze the data. First, the results suggest

The Role of Book Familiarity and Book Type on Mothers' Reading Strategies and Toddlers' Responsiveness

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Fletcher, Kathryn L.; Finch, W. Holmes

2015-01-01

The purpose of the current study was to examine how maternal reading strategies and book type would impact on toddlers' responsiveness as they became familiar with three books. Eleven mothers and their 2- to 3-year-olds were recorded reading the same set of three different books (i.e. word book, narrative book and no narrative book) on four…

Schemata as a Reading Strategy.

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Mustapha, Zaliha

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

Use of Meta-comprehensive Strategies to Strengthen Reading Comprehension in Second-Cycle Students from a Public School at Bogotá, Colombia

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Bibian Alexandra Rodríguez Ribero

2016-06-01

Full Text Available This research inquired about the effect of a classroom intervention in metacomprehension strategies, specifically self-questioning, on reading comprehension improvement in third and fourth - graders. Reading comprehension was understood as a process that relates content, text and inferences, and is facilitated by metacomprehension or metacognitive processes applied to reading comprehension. The participants were third- and fourth-grade students: the intervention group (which had an initial assessment, and were submitted to classroom intervention in metacomprehension using self-questioning—implemented by the first three authors—, and had a final assessment, and the control group (which had initial assessment, the usual classroom work with other teachers, and final assessment. The Comprensión Lingüística Progresiva (clp, Alliende, Condemarín & Milicic, 2004—a reading comprehension test—and the students’ metacomprehensive strategies questionnaire were administered to students in both groups, in the initial and final assessments. This information was complemented with interview data from other teachers (different from the authors in order to know their perspective on reading comprehension underlying their reading teaching practices. Results showed a rise in reading comprehension tests scores and diversification in the use of metacomprehensive strategies only in the intervention group, and different conceptions of reading comprehension in other teachers, which had nothing to do with metacomprehension strategies.

The Windows serial port programming handbook

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Bai, Ying

2004-01-01

The fundamentals of serial port communications. Serial port programming in ANSI C and Assembly languages for MS-DOS. Serial ports interface developed in VC++ 6.0. Serial port programming in Visual Basic. Serial port programming in LabVIEW. Serial port programming in MATLAB. Serial port programming in Smalltalk. Serial port programming in Java.

Raster-scanning serial protein crystallography using micro- and nano-focused synchrotron beams

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Coquelle, Nicolas [Université Grenoble Alpes, IBS, 38044 Grenoble (France); CNRS, IBS, 38044 Grenoble (France); CEA, IBS, 38044 Grenoble (France); Brewster, Aaron S. [Lawrence Berkeley National Laboratory, Berkeley, CA 94720 (United States); Kapp, Ulrike; Shilova, Anastasya; Weinhausen, Britta [European Synchrotron Radiation Facility, BP 220, 38043 Grenoble (France); Burghammer, Manfred, E-mail: burgham@esrf.fr [European Synchrotron Radiation Facility, BP 220, 38043 Grenoble (France); Ghent University, Ghent B-9000 (Belgium); Colletier, Jacques-Philippe, E-mail: burgham@esrf.fr [Université Grenoble Alpes, IBS, 38044 Grenoble (France); CNRS, IBS, 38044 Grenoble (France); CEA, IBS, 38044 Grenoble (France)

2015-05-01

A raster scanning serial protein crystallography approach is presented, that consumes as low ∼200–700 nl of sedimented crystals. New serial data pre-analysis software, NanoPeakCell, is introduced. High-resolution structural information was obtained from lysozyme microcrystals (20 µm in the largest dimension) using raster-scanning serial protein crystallography on micro- and nano-focused beamlines at the ESRF. Data were collected at room temperature (RT) from crystals sandwiched between two silicon nitride wafers, thereby preventing their drying, while limiting background scattering and sample consumption. In order to identify crystal hits, new multi-processing and GUI-driven Python-based pre-analysis software was developed, named NanoPeakCell, that was able to read data from a variety of crystallographic image formats. Further data processing was carried out using CrystFEL, and the resultant structures were refined to 1.7 Å resolution. The data demonstrate the feasibility of RT raster-scanning serial micro- and nano-protein crystallography at synchrotrons and validate it as an alternative approach for the collection of high-resolution structural data from micro-sized crystals. Advantages of the proposed approach are its thriftiness, its handling-free nature, the reduced amount of sample required, the adjustable hit rate, the high indexing rate and the minimization of background scattering.

Slower saccadic reading in Parkinson's disease.

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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

Comparison of Meaning and Graphophonemic Feedback Strategies for Guided Reading Instruction of Children with Language Delays

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Kouri, Theresa A.; Selle, Carrie A.; Riley, Sarah A.

2006-01-01

Purpose: Guided reading is a common practice recommended for children in the early stages of literacy development. While experts agree that oral reading facilitates literacy skills, controversy exists concerning which corrective feedback strategies are most effective. The purpose of this study was to compare feedback procedures stemming from 2…

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

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Muhammet BAŞTUĞ

2016-06-01

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

GLOSSARY TO READINGS IN HINDI LITERATURE.

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Wisconsin Univ., Madison. Indian Language and Area Center.

INCLUDED IN THIS GLOSSARY ARE THE IMPORTANT VOCABULARY ITEMS WHICH APPEAR IN THE VOLUME OF READINGS. THESE ITEMS ARE ARRANGED BY SELECTION AND ARE IN SERIAL ORDER. THE LISTING INCLUDES THE DEVANAGARI FORM, AN ABBREVIATION OF THE FORM CLASS, AND A SHORT ENGLISH GLOSS. WHEN A NUMBER OF TRANSLATIONS ARE POSSIBLE, THE FIRST ONE GIVEN IS APPROPRIATE TO…

Decreasing Serial Cost Sharing

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Hougaard, Jens Leth; Østerdal, Lars Peter

The increasing serial cost sharing rule of Moulin and Shenker [Econometrica 60 (1992) 1009] and the decreasing serial rule of de Frutos [Journal of Economic Theory 79 (1998) 245] have attracted attention due to their intuitive appeal and striking incentive properties. An axiomatic characterization...... of the increasing serial rule was provided by Moulin and Shenker [Journal of Economic Theory 64 (1994) 178]. This paper gives an axiomatic characterization of the decreasing serial rule...

Decreasing serial cost sharing

DEFF Research Database (Denmark)

Hougaard, Jens Leth; Østerdal, Lars Peter Raahave

2009-01-01

The increasing serial cost sharing rule of Moulin and Shenker (Econometrica 60:1009-1037, 1992) and the decreasing serial rule of de Frutos (J Econ Theory 79:245-275, 1998) are known by their intuitive appeal and striking incentive properties. An axiomatic characterization of the increasing serial...... rule was provided by Moulin and Shenker (J Econ Theory 64:178-201, 1994). This paper gives an axiomatic characterization of the decreasing serial rule....

See before You Jump: Full Recognition of Parafoveal Words Precedes Skips during Reading

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Gordon, Peter C.; Plummer, Patrick; Choi, Wonil

2013-01-01

Serial attention models of eye-movement control during reading were evaluated in an eye-tracking experiment that examined how lexical activation combines with visual information in the parafovea to affect word skipping (where a word is not fixated during first-pass reading). Lexical activation was manipulated by repetition priming created through…

Reading the Web: Internet Guided Reading with Young Children

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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…

Using Self-Regulated Learning Strategies in Enhancing Language Proficiency with a Focus on Reading Comprehension

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Abbasian, Gholam-Reza; Hartoonian, Anahid

2014-01-01

Self-regulated learning strategies have recently received a remarkable attention by researchers. The aim of this study was to explore the relationship between self-regulated learning strategies and students' language proficiency as well as their reading comprehension. To do so, 115 Iranian EFL university students were selected. First, a TOEFL test…

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

Science.gov (United States)

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

2014-01-01

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

Dialogic Reading Aloud to Promote Extensive Reading

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Jacobs, George M.

2016-01-01

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

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

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

2014-01-01

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

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

Concept Mapping as a Reading Strategy: Does It Scaffold Comprehension and Recall?

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Tajeddin, Zia; Tabatabaei, Soudabeh

2016-01-01

Concept maps reflect the linkage of concepts or facts within a text. This study was set out to investigate whether concept mapping as a learning strategy would have any scaffolding effect on the reading comprehension and recall of propositions by L2 learners. Out of 60 high school students, 30 in the experimental group were exposed to concept…

Efficient multitasking: parallel versus serial processing of multiple tasks.

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Fischer, Rico; Plessow, Franziska

2015-01-01

In the context of performance optimizations in multitasking, a central debate has unfolded in multitasking research around whether cognitive processes related to different tasks proceed only sequentially (one at a time), or can operate in parallel (simultaneously). This review features a discussion of theoretical considerations and empirical evidence regarding parallel versus serial task processing in multitasking. In addition, we highlight how methodological differences and theoretical conceptions determine the extent to which parallel processing in multitasking can be detected, to guide their employment in future research. Parallel and serial processing of multiple tasks are not mutually exclusive. Therefore, questions focusing exclusively on either task-processing mode are too simplified. We review empirical evidence and demonstrate that shifting between more parallel and more serial task processing critically depends on the conditions under which multiple tasks are performed. We conclude that efficient multitasking is reflected by the ability of individuals to adjust multitasking performance to environmental demands by flexibly shifting between different processing strategies of multiple task-component scheduling.

How Does Mechanical Weathering Change Rocks? Using Reading-to-Learn Strategies to Teach Science Content

Science.gov (United States)

Wardrip, Peter; Tobey, Jennifer

2009-01-01

Many teachers fall into the pattern of "assumptive teaching" (Herber 1970), assuming that other instructors will teach students the important strategies they need for learning. In this case, tools and strategies may not be taught outside of reading or language arts because a science teacher can say, "It's not my job." However, a sixth-grade team…

Strategies and Shoes: Can We Ever Have Enough? Teaching and Using Reading Comprehension Strategies in General and Vocational Programmes

Science.gov (United States)

Brevik, Lisbeth M.

2017-01-01

This qualitative study examines a reading comprehension strategy use in English as a second language in upper-secondary schools one year after teachers participated in a professional development course. The data comprises observations, teacher narratives, and student interviews. A key finding is that the teachers used a repertoire of strategies…

Examining the Effects of Two Computer Programming Learning Strategies: Self-Explanation versus Reading Questions and Answers

Directory of Open Access Journals (Sweden)

Nancy Lee

2017-08-01

Full Text Available The study described here explored the differential effects of two learning strategies, self-explanation and reading questions and answers, on learning the computer programming language JavaScript. Students’ test performance and perceptions of effectiveness toward the two strategies were examined. An online interactive tutorial instruction implementing worked-examples and multimedia learning principles was developed for this study. Participants were 147 high school students (ages 14 to 18 of a computer introductory course in six periods which were randomly divided into two groups (n = 78; n = 69 of three periods each. The two groups alternated learning strategies to learn five lessons. Students’ prerequisite knowledge of XHTML and motivation to learn computer programming languages were measured before starting the tutorial. Students largely expressed their preference toward self-explanation over reading questions and answers. They thought self-explanation incurred much more work yet was more effective. However, the two learning strategies did not have differential effects on students’ test performance. The seeming discrepancy arising from students’ preferred strategy and their test performance was discussed in the areas of familiar versus new strategy, difficulty of learning materials and testing method, and experimental duration.

A list of websites and reading materials on strategy & complexity

OpenAIRE

Wigboldus, S.A.

2009-01-01

The list has been developed based on a broad interpretation of the subject of ‘strategy & complexity’. Resources will therefore more, or less directly relate to ‘being strategic in the face of complexity’. Many of the articles and reports referred to in the attached bibliography can be accessed and downloaded from the internet. Most books can be found at amazon.com where you will often find a number of book reviews and summaries as well. Sometimes, reading the reviews will suffice and wil...

Factors Affecting Result in Chinese Proficiency Test (HSK Level 6: Reading Section and Preparation Strategies

Directory of Open Access Journals (Sweden)

Sri Haryanti

2013-11-01

Full Text Available Chinese Proficiency Test (HSK is an internationally standardized exam which tests and rates Chinese language proficiency. The highest level in this test is level 6. The writing part of the test consists of 3 (three parts, namely, (1 listening, (2 reading, (3 writing. Furthermore, the reading part is made of 4 components. Level 6 of this test implies a high degree of difficulty. This paper specifically looked on how to prepare effectively for participants to be able to work on the reading part in order to achieve best result. This article used the methods of literature review and observational study as well as field research and would also incorporate the author’s personal experience in taking the test into recommending strategies for doing the reading part in a level 6 HSK test. Finally, research suggested several techniques and tips that might assist participants in achieving maximum scores in handling the reading part of level 6 HSK test.

Dialogic Strategies in Read-Alouds of English-Language Information Books in a Second-Grade Bilingual Classroom

Science.gov (United States)

Pappas, Christine C.; Varelas, Maria; Patton, Sofia Kokkino; Ye, Li; Ortiz, Ibett

2012-01-01

This article shows how various dialogic discourse strategies were used in read-alouds of English science information books in a 2nd-grade bilingual classroom. Using a variety of discursive strategies, Ibett encouraged her Spanish-speaking students to provide explanations and reasoning related to science ideas. Similarly, she used intertextual…

Taxonomies in L1 and L2 Reading Strategies: A Critical Review of Issues Surrounding Strategy-Use Definitions and Classifications in Previous Think-Aloud Research

Science.gov (United States)

Alkhaleefah, Tarek A.

2016-01-01

Considering the various classifications of L1 and L2 reading strategies in previous think-aloud studies, the present review aims to provide a comprehensive look into those various taxonomies reported in major L1 and L2 reading studies. The rationale for this review is not only to offer a comprehensive overview of the different classifications in…

Structure strategy interventions: Increasing reading comprehension of expository text

Directory of Open Access Journals (Sweden)

Bonnie J. F. MEYER

2011-11-01

Full Text Available In this review of the literature we examine empirical studies designed to teach the structure strategy to increase reading comprehension of expository texts. First, we review the research that has served as a foundation for many of the studies examining the effects of text structure instruction. Text structures generally can be grouped into six categories: comparison, problem-and solution, causation, sequence, collection, and description. Next, we provide a historical look at research of structure strategyinterventions. Strategy interventions employ modeling, practice, and feedback to teach students how to use text structure strategically and eventually automatically. Finally, we review recent text structure interventions for elementary school students. We present similarities and differences among these studies and applications for instruction. Our review of intervention research suggests that direct instruction, modeling, scaffolding, elaborated feedback, and adaptation of instruction to student performance are keys in teaching students to strategically use knowledge about text structure.

The Impact of Text Structure Reading Strategy Instruction in a Second Language: Benefits across Languages

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Schwartz, Ana Isabel; Mendoza, Laura; Meyer, Bonnie

2017-01-01

The goal of the present study was to examine the efficacy of learning a text structure strategy (TSS) for improving reading comprehension and recall for second language (L2) learners, as well as to test for transfer of the strategy to the native language (L1). University L2 learners of English completed a five-session course on using the TSS to…

Challenges in Academic Reading and Overcoming Strategies in Taught Master Programmes: A Case Study of International Graduate Students in Malaysia

Science.gov (United States)

Singh, Manjet Kaur Mehar

2014-01-01

This article focuses on research into academic reading practices of international graduate students in taught Master programmes in a Malaysian university. The purpose of the study was to examine the challenges faced in the academic reading practices as well as the strategies employed to overcome the challenges in the academic reading practices.…

Impacts of the Problem-Based Learning Pedagogy on English Learners' Reading Comprehension, Strategy Use, and Active Learning Attitudes

Science.gov (United States)

Lin, Lu-Fang

2017-01-01

This study investigated whether an English reading course integrated with the problem-based learning approach could foster foreign language learners' reading comprehension ability, strategy use, and their active learning attitudes. The pedagogy was featured with the small group scaffolding. Two intact English classes in a Taiwanese university were…

Effects of Technology-Based Teacher Training and Teacher-Led Classroom Implementation on Learning Reading Comprehension Strategies

OpenAIRE

Graves, Michael; Sales, Gregory C.; Lawrenz, Frances; Robelia, Beth; Richardson, Jayson W.

2010-01-01

This study examined the effectiveness of a professionally developed comprehensive reading comprehension strategies program when compared to traditional reading comprehension instruction presented to 865 fourth and fifth graders (682 with full data sets) in 34 classrooms in the United States. The treatment included a strong, technology-based teacher training component as well as highly motivational materials for 53 classroom-delivered student lessons. The research design was a randomized tria...

Navigating Comics: An Empirical and Theoretical Approach to Strategies of Reading Comic Page Layouts

Science.gov (United States)

Cohn, Neil

2013-01-01

Like the sequence of words in written language, comic book page layouts direct images into a deliberate reading sequence. Conventional wisdom would expect that comic panels follow the order of text: left-to-right and down – a “Z-path” – though several layouts can violate this order, such as Gestalt groupings of panels that deny a Z-path of reading. To examine how layouts pressure readers to choose pathways deviating from the Z-path, we presented participants with comic pages empty of content, and asked them to number the panels in the order they would read them. Participants frequently used strategies departing from both the traditional Z-path and Gestalt groupings. These preferences reveal a system of constraints that organizes panels into hierarchic constituents, guiding readers through comic page layouts. PMID:23616776

Navigating comics: an empirical and theoretical approach to strategies of reading comic page layouts

Directory of Open Access Journals (Sweden)

Neil eCohn

2013-04-01

Full Text Available Like the sequence of words in written language, comic book page layouts direct images into a deliberate reading sequence. Conventional wisdom would expect that comic panels follow the order of text: left-to-right and down—a Z-path—though several layouts can violate this order, such as Gestalt groupings of panels that deny a Z-path of reading. To examine how layouts pressure readers to choose pathways deviating from the Z-path, we presented participants with comic pages empty of content, and asked them to number the panels in the order they would read them. Participants frequently used strategies departing from both the traditional Z-path and Gestalt groupings. These preferences reveal a system of constraints that organizes panels into hierarchic constituents, guiding readers through comic page layouts.

Navigating comics: an empirical and theoretical approach to strategies of reading comic page layouts.

Science.gov (United States)

Cohn, Neil

2013-01-01

Like the sequence of words in written language, comic book page layouts direct images into a deliberate reading sequence. Conventional wisdom would expect that comic panels follow the order of text: left-to-right and down - a "Z-path" - though several layouts can violate this order, such as Gestalt groupings of panels that deny a Z-path of reading. To examine how layouts pressure readers to choose pathways deviating from the Z-path, we presented participants with comic pages empty of content, and asked them to number the panels in the order they would read them. Participants frequently used strategies departing from both the traditional Z-path and Gestalt groupings. These preferences reveal a system of constraints that organizes panels into hierarchic constituents, guiding readers through comic page layouts.

Serials collection management in recessionary times

CERN Document Server

Lawson, Karen G

2015-01-01

Strategic planning, collaboration, continual stewardship, best practices, and re-engineering can provide librarians with a toolkit of innovative strategies that meets the worst of economic times with bold, persistent experimentation. This book covers the implications for libraries of a broad range of technological and economic challenges. These challenges include the fallout from the global economic crisis, the positioning of usage statistics, the advent of open access scholarship, database management, responding to budgetary constrictions and general access to serials. Taken as a whole, this

Serial position markers in space: visuospatial priming of serial order working memory retrieval.

Directory of Open Access Journals (Sweden)

Maya De Belder

Full Text Available Most general theories on serial order working memory (WM assume the existence of position markers that are bound to the to-be-remembered items to keep track of the serial order. So far, the exact cognitive/neural characteristics of these markers have remained largely underspecified, while direct empirical evidence for their existence is mostly lacking. In the current study we demonstrate that retrieval from verbal serial order WM can be facilitated or hindered by spatial cuing: begin elements of a verbal WM sequence are retrieved faster after cuing the left side of space, while end elements are retrieved faster after cuing the right side of space. In direct complement to our previous work--where we showed the reversed impact of WM retrieval on spatial processing--we argue that the current findings provide us with a crucial piece of evidence suggesting a direct and functional involvement of space in verbal serial order WM. We outline the idea that serial order in verbal WM is coded within a spatial coordinate system with spatial attention being involved when searching through WM, and we discuss how this account can explain several hallmark observations related to serial order WM.

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

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

2014-01-01

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

A matter of emphasis: Linguistic stress habits modulate serial recall.

Science.gov (United States)

Taylor, John C; Macken, Bill; Jones, Dylan M

2015-04-01

Models of short-term memory for sequential information rely on item-level, feature-based descriptions to account for errors in serial recall. Transposition errors within alternating similar/dissimilar letter sequences derive from interactions between overlapping features. However, in two experiments, we demonstrated that the characteristics of the sequence are what determine the fates of items, rather than the properties ascribed to the items themselves. Performance in alternating sequences is determined by the way that the sequences themselves induce particular prosodic rehearsal patterns, and not by the nature of the items per se. In a serial recall task, the shapes of the canonical "saw-tooth" serial position curves and transposition error probabilities at successive input-output distances were modulated by subvocal rehearsal strategies, despite all item-based parameters being held constant. We replicated this finding using nonalternating lists, thus demonstrating that transpositions are substantially influenced by prosodic features-such as stress-that emerge during subvocal rehearsal.

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

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Small, Ruth V.

2009-01-01

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

Developments in Serials: 1977

Science.gov (United States)

James, John R.

1978-01-01

Discusses issues and developments relating to several aspects of serials, including economics and acquisitions; bibliographic control; automation; education; serials literature and bibliographies; and copyrights. A bibliography is included. (Author/MBR)

To elaborate and implement a brochure of reading strategies with a focus on andragogy “Reading is learning” in order to enhance Reading skills in ESL students of the B1+ level of the Language Centre at Universidad Técnica de Ambato, academic period 2015

OpenAIRE

Hidalgo Camacho, Cynthia Soledad

2016-01-01

This research work: to elaborate and to implement a brochure with Reading strategies “Reading is learning”, aims to enhance Reading comprehension in students from the B1+ level of English, at the languages center in Universidad Técnica De Ambato. The students’ population groups found here are adults from 18 to 40 years of age. Although reading can definitely be affected by some personal factors such as formal educational background, frequency of reading, types of texts used, attitude of th...

Does learning to read shape verbal working memory?

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Demoulin, Catherine; Kolinsky, Régine

2016-06-01

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

Malaysian Serials: Issues and Problems.

Science.gov (United States)

Bahri, Che Norma

This paper analyzes the issues and problems while looking at the trends and developments of serials publishing in Malaysia. The first section provides background; topics addressed include the country and people of Malaysia, the history of serials publishing in Malaysia, categories and formats of serials publishing, academic publications,…

Teaching reading strategies in classrooms does it work?

NARCIS (Netherlands)

Okkinga, Mariska

2018-01-01

Reading comprehension is a necessary skill in today’s knowledge-based economy. However, many children and adolescents have trouble understanding the meaning of texts, which may hinder their school careers and future professions. Since the 1980’s, reading programs have focused on teaching reading

Multiple aspects of high school students' strategic processing on reading outcomes: The role of quantity, quality, and conjunctive strategy use.

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Parkinson, Meghan M; Dinsmore, Daniel L

2018-03-01

While the literature on strategy use is relatively mature, measures of strategy use overwhelmingly measure only one aspect of that use, frequency, when relating that strategy use to performance outcomes. While this might be one important attribute of strategy use, there is increasing evidence that quality and conditional use of cognitive and metacognitive strategies may also be important. This study examines how multiple aspects of strategy use, namely frequency, quality, and conjunctive use of strategies, influence task performance on both well- and ill-structured task outcomes in addition to other concomitant variables that may interact with strategic processing during reading. The sample consisted of 21 high school students enrolled in an upper-level biology class in a suburban school in the north-eastern United States. These participants completed measures of prior knowledge and interest, then read either an expository or persuasive text while thinking aloud. They then completed a passage recall and open-ended response following passage completion. In general, quantity was not positively related to the study outcomes and was negatively related to one of them. Quality of strategy use, on the other hand, was consistently related to positive reading outcomes. The influence of knowledge and interest in terms of strategies is also discussed as well as six cases which illustrate the relation of aspects of strategy use and the other concomitant variables. Evaluating strategy use by solely examining the frequency of strategy use did not explain differences in task performance as well as evaluating the quality and conjunctive use of strategies. Further, important relations between prior knowledge, interest, and the task outcomes appeared to be mediated and moderated by the aspects of strategy use investigated. © 2017 The British Psychological Society.

THINKING ALOUD, TALKING, AND LEAThinking aloud, talking, and learning to read: esl reading comprehension training in small cooperative groups Thinking aloud, talking, and learning to read: esl reading comprehension training in small cooperative groups

Directory of Open Access Journals (Sweden)

Yael Bejanaro

2008-04-01

Full Text Available Training students to become independent skillful readers is a major concern of the EFL reading teacher. How can we best train students in selecting and applying reading strategies so that they become more efficient readers? Can we ensure that an increase in students’ awareness of the need to use strategies will help them become more skillful readers? These questions served as a trigger for this study. The aim of this study was to investigate whether verbal articulation of reading behavior in a small group will improve foreign language comprehension. It is our contention that using verbalization in small groups will raise metacognitive awareness which will in turn enhance effective use of skills and strategies and result in improvement in reading comprehension. We assume that the special features that characterize small group interactions can provide an appropriate setting for raising metacognitive awareness. Training students to become independent skillful readers is a major concern of the EFL reading teacher. How can we best train students in selecting and applying reading strategies so that they become more efficient readers? Can we ensure that an increase in students’ awareness of the need to use strategies will help them become more skillful readers? These questions served as a trigger for this study. The aim of this study was to investigate whether verbal articulation of reading behavior in a small group will improve foreign language comprehension. It is our contention that using verbalization in small groups will raise metacognitive awareness which will in turn enhance effective use of skills and strategies and result in improvement in reading comprehension. We assume that the special features that characterize small group interactions can provide an appropriate setting for raising metacognitive awareness.

Visual Thinking Strategies: Teachers' Reflections on Closely Reading Complex Visual Texts within the Disciplines

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Cappello, Marva; Walker, Nancy T.

2016-01-01

The authors offer a new perspective on close reading that uses a range of multimodal texts to capitalize on the visual nature of contemporary society and to support literacy within the academic disciplines. Specifically, a qualitative study explored teachers' perspectives on the use of Visual Thinking Strategies (VTS), a practice borrowed from…

[Attempt for development of rapid word reading test for children--evaluation of reliability and validity].

Science.gov (United States)

Hashimoto, Ryusaku; Kashiwagi, Mitsuru; Suzuki, Shuhei

2008-09-01

We developed a rapid word reading test for examining the phonological processing ability of Japanese children. We prepared two versions of the test, version A and B. Each test has word and non-word tasks. Twenty-two healthy boys of third grade in primary schools participated in this validation study. For criterion related validity, we performed the serial Hiragana reading test, the sentence reading test, Raven's coloured progressive matrices (RCPM), the Token test for children, the Kana word dictation test, the standardized comprehension test of abstract words (SCTAW), and Trail Circle test. The reading times of the newly developed test correlated moderately or highly with those of the serial Hiragana reading test and the sentence reading test. However, the scores of the other tests (RCPM, Token test for children, Kana word dictation test, SCTAW, Trail Circle test) did not correlated with the reading time of the rapid word reading test. Test-retest reliabilities in the word tasks were more than moderate: 0.52 and 0.76 in versions A and B, while those in the non-word tasks were high: 0.91 and 0.88 in versions A and B. The correlation coefficient between versions A and B was 0.7 for the word tasks and 0.92 for the non-word tasks. This study showed that the rapid word reading test has substantial validity and reliability for testing the phonological processing ability of Japanese children. In addition, the non-word tasks were more suitable for selectively examining the speed of the grapheme to phoneme conversion process.

CRNL library serials list

International Nuclear Information System (INIS)

Alburger, T.P.

1982-04-01

A list of 1900 serial publications (periodicals, society transactions and proceedings, annuals and directories, indexes, newspapers, etc.) is presented with volumes and years held by the Main Library. This library is the largest in AECL as well as one of the largest scientific and technical libraries in North America, and functions as a Canadian resource for nuclear information. A main alphabetical list is followed by broad subject field lists representing research interests, and lists of abstract and index serials, general bibliographic serials, conference indexes, press releases, English translations, and original language journals

Serial casting for elbow flexion contractures in neonatal brachial plexus palsy.

Science.gov (United States)

Duijnisveld, B J; Steenbeek, D; Nelissen, R G H H

2016-09-02

The objective of this study was to evaluate the effectiveness of serial casting of elbow flexion contractures in neonatal brachial plexus palsy. A prospective consecutive cohort study was performed with a median follow-up of 5 years. Forty-one patients with elbow flexion contractures ≥ 30° were treated with serial casting until the contracture was ≤ 10°, for a maximum of 8 weeks. Range of motion, number of recurrences and patient satisfaction were recorded and analyzed using Wilcoxon signed-rank and Cox regression tests. Passive extension increased from a median of -40° (IQR -50 to -30) to -15° (IQR -10 to -20, p casting had to be prematurely replaced by night splinting due to complaints. Serial casting improved elbow flexion contractures, although recurrences were frequent. The severity of elbow flexion contracture is a predictor of recurrence. We recommend more research on muscle degeneration and determinants involved in elbow flexion contractures to improve treatment strategies and prevent side-effects.

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.

The Effect of Reading Comprehension and Problem Solving Strategies on Classifying Elementary 4th Grade Students with High and Low Problem Solving Success

Science.gov (United States)

Ulu, Mustafa

2017-01-01

In this study, the effect of fluent reading (speed, reading accuracy percentage, prosodic reading), comprehension (literal comprehension, inferential comprehension) and problem solving strategies on classifying students with high and low problem solving success was researched. The sampling of the research is composed of 279 students at elementary…

Reading for Pleasure in Paradise: Paired Reading in Antigua and Barbuda

Science.gov (United States)

Warrington, Molly J.; George, Patricia

2014-01-01

Reading for pleasure is essential in the development of literacy. This paper reports on findings from a paired reading strategy introduced into primary schools in Antigua and Barbuda in order to foster children's pleasure in reading. This programme of cross-age peer tutoring intervention began with the training of teachers in a small group of…

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

Science.gov (United States)

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

2016-01-01

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

Scientific and Technical Serials Holdings Optimization in an Inefficient Market: A LSU Serials Redesign Project Exercise.

Science.gov (United States)

Bensman, Stephen J.; Wilder, Stanley J.

1998-01-01

Analyzes the structure of the library market for scientific and technical (ST) serials. Describes an exercise aimed at a theoretical reconstruction of the ST-serials holdings of Louisiana State University (LSU) Libraries. Discusses the set definitions, measures, and algorithms necessary in the design of a computer program to appraise ST serials.…

Lexical semantic access and letter access are involved in different aspects of reading

DEFF Research Database (Denmark)

Poulsen, Mads

). In this subset sample, both letter access and lexical access accounted for unique variance in reading fluency. The pattern of effects for lexical access did not change by controlling for serial rapid naming (RAN). Conclusions: The results suggest that letter access and lexical access are important for different......Purpose: This study investigated the effects of lexical access speed and letter access speed on reading fluency and reading comprehension. We hypothesized that 1) letter access speed would correlate with reading fluency but not comprehension, while 2) lexical access speed would influence reading...... comprehension. For readers who are struggling with recoding, most of the reading effort is probably tied up with recoding, leaving little to be explained by lexical access. Therefore we expected that 3) lexical access speed would primarily predict reading fluency for readers who were no longer struggling...

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.

Union Listing via OCLC's Serials Control Subsystem.

Science.gov (United States)

O'Malley, Terrence J.

1984-01-01

Describes library use of Conversion of Serials Project's (CONSER) online national machine-readable database for serials to create online union lists of serials via OCLC's Serial Control Subsystem. Problems in selection of appropriate, accurate, and authenticated records and prospects for the future are discussed. Twenty sources and sample records…

Effects of the Paraphrasing Strategy on Expository Reading Comprehension of Young Adults with Intellectual Disability

Science.gov (United States)

Hua, Youjia; Woods-Groves, Suzanne; Ford, Jeremy W.; Nobles, Kelly A.

2014-01-01

The purpose of the study was to investigate the effectiveness of teaching a three-step paraphrasing strategy on expository reading comprehension of young adults with intellectual disability. Ten learners from a postsecondary education program for individuals with disability participated in the study. They were randomly assigned to the control and…

Handbook of serial communications interfaces a comprehensive compendium of serial digital input/output (I/O) standards

CERN Document Server

Frenzel, Louis

2015-01-01

This book catalogs the most popular and commonly used serial-port interfaces and provides details on the specifications and the latest standards, enabling you to select an interface for a new design or verify that an interface is working correctly. Each chapter is based on a different interface and is written in an easy to follow, standard format. With this book you will learn: The most widely used serial interfacesHow to select the best serial interface for a specific application or designThe trade-offs between data rate and distance (length or range)The operation and benefits of serial

501 reading comprehension questions

CERN Document Server

2014-01-01

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

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.

The Keefe Inventory of Silent Reading: A Window into the Reading Process.

Science.gov (United States)

Keefe, Donald

1993-01-01

Contains part of the Keefe Inventory of Silent Reading, a silent informal reading inventory. Presents a case study of a student to whom it was administered, including analysis of this individual's reading ability and description of the specific strategies used with this individual on the basis of the results of the inventory. (RS)

Connecting Reading and Mathematical Strategies

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Halladay, Juliet L.; Neumann, Maureen D.

2012-01-01

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

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

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Dirks, Evelien; Wauters, Loes

2018-04-04

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

The Integration of the Big6 Information Literacy and Reading Strategies Instruction in a Fourth Grade Inquiry-Based Learning Course, “Our Aquarium”

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Lin Ching Chen

2013-06-01

Full Text Available This study investigated the student performance in an inquiry learning course which integrated information literacy and reading strategies in a fourth-grade science class. The curriculum design was based on the Big6 model, which includes the stages of task definition, information seeking strategies, location & access, use of information, synthesis, and evaluation. The study duration was one semester. The data was gathered through participant observations, interviews, surveys, tests, and from documents generated in the course implementation. The results showed that the integration of information literacy and reading strategies instruction was feasible. The students performed well in information seeking strategies, locating & accessing information, using and synthesizing information. In contrast, their abilities in task definition and evaluation needed further improvement. Also, while the students did acquire various reading strategies during the inquiry process, they needed more exercises to internalize the skills. The performance on the acquisition of subject knowledge was also improved through the inquiry learning. The participating instructors considered that the collaboration between teachers of different subject matters was the key to a successful integrated instruction [Article content in Chinese

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

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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.

The Use of Metacognitive Reading Strategies among Students at International Burch University: A Case Study

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Becirovic, Senad; Brdarevic-Celjo, Amna; Sinanovic, Jasmina

2017-01-01

Being notably absent from many classrooms and largely unaware of by many language learners, metacognitive reading strategies have attracted a keen interest of scholars and have been extensively researched in very diverse contexts. Thus, the primary goal of this research is to determine the overall usage of different types of metacognitive reading…

Multi-Period Mean-Variance Portfolio Selection with Uncertain Time Horizon When Returns Are Serially Correlated

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Ling Zhang

2012-01-01

Full Text Available We study a multi-period mean-variance portfolio selection problem with an uncertain time horizon and serial correlations. Firstly, we embed the nonseparable multi-period optimization problem into a separable quadratic optimization problem with uncertain exit time by employing the embedding technique of Li and Ng (2000. Then we convert the later into an optimization problem with deterministic exit time. Finally, using the dynamic programming approach, we explicitly derive the optimal strategy and the efficient frontier for the dynamic mean-variance optimization problem. A numerical example with AR(1 return process is also presented, which shows that both the uncertainty of exit time and the serial correlations of returns have significant impacts on the optimal strategy and the efficient frontier.

Universal Visual Features Might Be Necessary for Fluent Reading. A Longitudinal Study of Visual Reading in Braille and Cyrillic Alphabets.

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Bola, Łukasz; Radziun, Dominika; Siuda-Krzywicka, Katarzyna; Sowa, Joanna E; Paplińska, Małgorzata; Sumera, Ewa; Szwed, Marcin

2017-01-01

It has been hypothesized that efficient reading is possible because all reading scripts have been matched, through cultural evolution, to the natural capabilities of the visual cortex. This matching has resulted in all scripts being made of line-junctions, such as T, X, or L. Our aim was to test a critical prediction of this hypothesis: visual reading in an atypical script that is devoid of line-junctions (such as the Braille alphabet read visually) should be much less efficient than reading in a "normal" script (e.g., Cyrillic). Using a lexical decision task, we examined Visual Braille reading speed and efficiency in sighted Braille teachers. As a control, we tested learners of a natural visual script, Cyrillic. Both groups participated in a two semester course of either visual Braille or Russian while their reading speed and accuracy was tested at regular intervals. The results show that visual Braille reading is slow, prone to errors and highly serial, even in Braille readers with years of prior reading experience. Although subjects showed some improvements in their visual Braille reading accuracy and speed following the course, the effect of word length on reading speed (typically observed in beginning readers) was remained very sizeable through all testing sessions. These results are in stark contrast to Cyrillic, a natural script, where only 3 months of learning were sufficient to achieve relative proficiency. Taken together, these results suggest that visual features such as line junctions and their combinations might be necessary for efficient reading.

Efficiency of Using a Web-Based Approach to Teach Reading Strategies to Iranian EFL Learners

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Dehghanpour, Elham; Hashemian, Mahmood

2015-01-01

Applying new technologies with their effective potentials have changed education and, consequently, the L2 teacher role. Coping with online materials imposes the necessity of employing Web-based approaches in L2 instruction. The ability to use reading strategies in a Web-based condition needs sufficient skill which will be fulfilled if it is…

Fostering Fifth Graders’ Reading Comprehension through the use of Intensive Reading in Physical Science

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Alethia Paola Bogoya González

2011-09-01

Full Text Available Reading comprehension in a content area needs to be seen from both the content and language perspectives. This paper examines the use of intensive reading, a strategy taken from the language teaching field, to help students improve their reading comprehension ability and develop understanding of science concepts. The study was carried out in a fifth grade class at a private bilingual institution of Bogotá. Reading was analyzed using a mixed-method approach that utilizes both qualitative and quantitative methods. The first method was done through students’ interviews, artefacts, and a teacher’s journal, and the second by means of two reading tests, Cloze and CARI, Content Area Reading Inventory Test. The statistical analysis shows that students improved their reading comprehension ability as their scores for the post-test were higher than those of the pre-test; this increment is statistically significant as p ≤ .05 when applying a t-test. The qualitative analysis shows that structured reading practices lead to the development of students’ cognitive processes. Overall, the results indicate that reading in sciences hould be seen as dynamic process that incorporates learners’ strategies in order to develop conceptual understanding.

Can pictures promote the acquisition of sight-word reading? An evaluation of two potential instructional strategies.

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Richardson, Amy R; Lerman, Dorothea C; Nissen, Melissa A; Luck, Kally M; Neal, Ashley E; Bao, Shimin; Tsami, Loukia

2017-01-01

Sight-word instruction can be a useful supplement to phonics-based methods under some circumstances. Nonetheless, few studies have evaluated the conditions under which pictures may be used successfully to teach sight-word reading. In this study, we extended prior research by examining two potential strategies for reducing the effects of overshadowing when using picture prompts. Five children with developmental disabilities and two typically developing children participated. In the first experiment, the therapist embedded sight words within pictures but gradually faded in the pictures as needed using a least-to-most prompting hierarchy. In the second experiment, the therapist embedded text-to-picture matching within the sight-word reading sessions. Results suggested that these strategies reduced the interference typically observed with picture prompts and enhanced performance during teaching sessions for the majority of participants. Text-to-picture matching also accelerated mastery of the sight words relative to a condition under which the therapist presented text without pictures. © 2016 Society for the Experimental Analysis of Behavior.

Reading books with young deaf children: strategies for mediating between American Sign Language and English.

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Berke, Michele

2013-01-01

Research on shared reading has shown positive results on children's literacy development in general and for deaf children specifically; however, reading techniques might differ between these two populations. Families with deaf children, especially those with deaf parents, often capitalize on their children's visual attributes rather than primarily auditory cues. These techniques are believed to provide a foundation for their deaf children's literacy skills. This study examined 10 deaf mother/deaf child dyads with children between 3 and 5 years of age. Dyads were videotaped in their homes on at least two occasions reading books that were provided by the researcher. Descriptive analysis showed specifically how deaf mothers mediate between the two languages, American Sign Language (ASL) and English, while reading. These techniques can be replicated and taught to all parents of deaf children so that they can engage in more effective shared reading activities. Research has shown that shared reading, or the interaction of a parent and child with a book, is an effective way to promote language and literacy, vocabulary, grammatical knowledge, and metalinguistic awareness (Snow, 1983), making it critical for educators to promote shared reading activities at home between parent and child. Not all parents read to their children in the same way. For example, parents of deaf children may present the information in the book differently due to the fact that signed languages are visual rather than spoken. In this vein, we can learn more about what specific connections deaf parents make to the English print. Exploring strategies deaf mothers may use to link the English print through the use of ASL will provide educators with additional tools when working with all parents of deaf children. This article will include a review of the literature on the benefits of shared reading activities for all children, the relationship between ASL and English skill development, and the techniques

The contribution of phonological knowledge, memory, and language background to reading comprehension in deaf populations

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Hirshorn, Elizabeth A.; Dye, Matthew W. G.; Hauser, Peter; Supalla, Ted R.; Bavelier, Daphne

2015-01-01

While reading is challenging for many deaf individuals, some become proficient readers. Little is known about the component processes that support reading comprehension in these individuals. Speech-based phonological knowledge is one of the strongest predictors of reading comprehension in hearing individuals, yet its role in deaf readers is controversial. This could reflect the highly varied language backgrounds among deaf readers as well as the difficulty of disentangling the relative contribution of phonological versus orthographic knowledge of spoken language, in our case ‘English,’ in this population. Here we assessed the impact of language experience on reading comprehension in deaf readers by recruiting oral deaf individuals, who use spoken English as their primary mode of communication, and deaf native signers of American Sign Language. First, to address the contribution of spoken English phonological knowledge in deaf readers, we present novel tasks that evaluate phonological versus orthographic knowledge. Second, the impact of this knowledge, as well as memory measures that rely differentially on phonological (serial recall) and semantic (free recall) processing, on reading comprehension was evaluated. The best predictor of reading comprehension differed as a function of language experience, with free recall being a better predictor in deaf native signers than in oral deaf. In contrast, the measures of English phonological knowledge, independent of orthographic knowledge, best predicted reading comprehension in oral deaf individuals. These results suggest successful reading strategies differ across deaf readers as a function of their language experience, and highlight a possible alternative route to literacy in deaf native signers. Highlights: 1. Deaf individuals vary in their orthographic and phonological knowledge of English as a function of their language experience. 2. Reading comprehension was best predicted by different factors in oral deaf and

Perceptions of EFL Students toward Academic Reading

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Akarsu, Oktay; Harputlu, Leyla

2014-01-01

In this study, data were collected using a modified version of Mokhtari and Sheorey's (2002) Survey of Reading Strategies (SORS). Results suggest that Turkish EFL (English as a Foreign Language) students at the graduate level, while engaged in academic reading, are aware of almost all effective reading strategies, though each one is not used…

Long Read Alignment with Parallel MapReduce Cloud Platform

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Ahmed Abdulhakim Al-Absi

2015-01-01

Full Text Available Genomic sequence alignment is an important technique to decode genome sequences in bioinformatics. Next-Generation Sequencing technologies produce genomic data of longer reads. Cloud platforms are adopted to address the problems arising from storage and analysis of large genomic data. Existing genes sequencing tools for cloud platforms predominantly consider short read gene sequences and adopt the Hadoop MapReduce framework for computation. However, serial execution of map and reduce phases is a problem in such systems. Therefore, in this paper, we introduce Burrows-Wheeler Aligner’s Smith-Waterman Alignment on Parallel MapReduce (BWASW-PMR cloud platform for long sequence alignment. The proposed cloud platform adopts a widely accepted and accurate BWA-SW algorithm for long sequence alignment. A custom MapReduce platform is developed to overcome the drawbacks of the Hadoop framework. A parallel execution strategy of the MapReduce phases and optimization of Smith-Waterman algorithm are considered. Performance evaluation results exhibit an average speed-up of 6.7 considering BWASW-PMR compared with the state-of-the-art Bwasw-Cloud. An average reduction of 30% in the map phase makespan is reported across all experiments comparing BWASW-PMR with Bwasw-Cloud. Optimization of Smith-Waterman results in reducing the execution time by 91.8%. The experimental study proves the efficiency of BWASW-PMR for aligning long genomic sequences on cloud platforms.

Long Read Alignment with Parallel MapReduce Cloud Platform

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Al-Absi, Ahmed Abdulhakim; Kang, Dae-Ki

2015-01-01

Genomic sequence alignment is an important technique to decode genome sequences in bioinformatics. Next-Generation Sequencing technologies produce genomic data of longer reads. Cloud platforms are adopted to address the problems arising from storage and analysis of large genomic data. Existing genes sequencing tools for cloud platforms predominantly consider short read gene sequences and adopt the Hadoop MapReduce framework for computation. However, serial execution of map and reduce phases is a problem in such systems. Therefore, in this paper, we introduce Burrows-Wheeler Aligner's Smith-Waterman Alignment on Parallel MapReduce (BWASW-PMR) cloud platform for long sequence alignment. The proposed cloud platform adopts a widely accepted and accurate BWA-SW algorithm for long sequence alignment. A custom MapReduce platform is developed to overcome the drawbacks of the Hadoop framework. A parallel execution strategy of the MapReduce phases and optimization of Smith-Waterman algorithm are considered. Performance evaluation results exhibit an average speed-up of 6.7 considering BWASW-PMR compared with the state-of-the-art Bwasw-Cloud. An average reduction of 30% in the map phase makespan is reported across all experiments comparing BWASW-PMR with Bwasw-Cloud. Optimization of Smith-Waterman results in reducing the execution time by 91.8%. The experimental study proves the efficiency of BWASW-PMR for aligning long genomic sequences on cloud platforms. PMID:26839887

Ideal quantum reading of optical memories

International Nuclear Information System (INIS)

Dall'Arno, Michele; Bisio, Alessandro; D'Ariano, Giacomo Mauro

2013-01-01

Quantum reading is the art of exploiting the quantum properties of light to retrieve classical information stored in an optical memory with low energy and high accuracy. Focusing on the ideal scenario where noise and loss are negligible, we review previous works on the optimal strategies for minimal-error retrieving of information (ambiguous quantum reading) and perfect but probabilistic retrieving of information (unambiguous quantum reading). The optimal strategies largely overcome the optimal coherent protocols (reminiscent of common CD readers), further allowing for perfect discrimination. Experimental proposals for optical implementations of optimal quantum reading are provided.

Investigation of Technological University Students' Use of Metacognitive Reading Strategies in First and Second Languages

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Jou, Yi-Jiun

2015-01-01

Reading, whether the reader's First language, L1 or Second language, L2, is a cognitive enterprise, and it can be treated as a result of the interaction among the reader, the text, and the context. Metacognitive strategies refer to the behaviours applied by learners to plan, arrange, and evaluate their learning. This study aimed to investigate…

O USO DE ESTRATÉGIAS METACOGNITIVAS COMO SUPORTE À COMPREENSÃO TEXTUAL .THE USE OF METACOGNITIVE STRATEGIES SUPPORTING READING COMPREHENSION

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Luciana Vasconcelos dos Santos Dantas Hodges

2012-11-01

Full Text Available A compreensão de um texto, por ser um processo dinâmico de construção de sentidos, se dá a partir de uma postura reflexiva e deliberada do leitor, que precisa fazer uso de diferentes estratégias para entender as informações explícitas no texto e inferir outras, além de integrá-las num todo coerente. Este artigo discute as estratégias de natureza metacognitiva que o leitor pode acessar antes, durante e/ou após a leitura de um texto, ressaltando que diferentes textos podem demandar o uso de diferentes estratégias, sendo necessário que o leitor tome decisões acerca de quais as mais adequadas para o tipo e gênero textual em questão, além das suas próprias expectativas, contexto de leitura e necessidade emergente. A literatura da área aponta que estratégias de leitura, incluindo as de natureza metacognitiva, que levam o indivíduo a refletir sobre o seu próprio pensamento, são eficazes em ajudar o aluno a desenvolver sua compreensão e superar dificuldades. Sendo assim, podem e devem ser ensinadas, pois este ensino é essencial para a formação de leitores autônomos, capazes de compreender diversos tipos de texto. Existem diversas estratégias metacognitivas descritas na literatura, e o presente artigo enfoca particularmente as estratégias de monitoramento, autoexplicações e justificativas, ressaltando a importância de que os professores conheçam, fomentem o uso e auxiliem no domínio de estratégias metacognitivas na compreensão de textos.Reading comprehension is a dynamic process of constructing meaning, and therefore is based on a deliberate, reflective posture from the reader, who needs to use different strategies to understand the information which is explicit in the text, to infer other information, and to integrate them coherently. This article discusses metacognitive strategies the reader can make use of before, during, and/or after reading a test, stressing that different types of text may require the use of

Increased Stroop interference with better second-language reading skill.

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

2011-03-01

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

Building up Autonomy through Reading Strategies (Formación en autonomía a través de estrategias de lectura)

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Izquierdo Castillo, Alexander; Jiménez Bonilla, Sonia

2014-01-01

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…

Linguistic Knowledge Aspects in Academic Reading: Challenges and Deployed Strategies by English-Major Undergraduates at a Jordanian Institution of Higher Education

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Albashtawi, Abeer H.; Jaganathan, Paramaswari; Singh, Manjet

2016-01-01

This study aimed to investigate the linguistic knowledge aspect in academic reading, the challenges and the deployed strategies by English major undergraduates at a Jordanian institution of higher education. The importance of the study is attributed to the importance of the academic reading at university which is closely related to the academic…

How To Tutor Students with Reading Comprehension Problems.

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Parker, Richard; Hasbrouck, Jan E.; Denton, Carolyn

2002-01-01

Suggestions for tutoring students with reading comprehension problems include careful selection of books with readable text segments, use of comprehension strategies such as paraphrasing brief sections, and reading to find specific information. Several reading comprehension strategies for students are summarized. (Contains 7 references.) (DB)

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

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Legge Gordon E

2008-03-01

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

Exploring Animal-Assisted Therapy as a Reading Intervention Strategy

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Kaymen, Maria S.

2005-01-01

This study is an examination of animal-assisted therapy in an attempt to explore the ways it may serve as reading intervention program for struggling readers. Due to the low rate of literacy in the U.S., children are often put into reading intervention programs where they are required to read to an adult; potentially creating anxiety that may act…

Reframing Serial Murder Within Empirical Research.

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Gurian, Elizabeth A

2017-04-01

Empirical research on serial murder is limited due to the lack of consensus on a definition, the continued use of primarily descriptive statistics, and linkage to popular culture depictions. These limitations also inhibit our understanding of these offenders and affect credibility in the field of research. Therefore, this comprehensive overview of a sample of 508 cases (738 total offenders, including partnered groups of two or more offenders) provides analyses of solo male, solo female, and partnered serial killers to elucidate statistical differences and similarities in offending and adjudication patterns among the three groups. This analysis of serial homicide offenders not only supports previous research on offending patterns present in the serial homicide literature but also reveals that empirically based analyses can enhance our understanding beyond traditional case studies and descriptive statistics. Further research based on these empirical analyses can aid in the development of more accurate classifications and definitions of serial murderers.

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

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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

Female serial killing: review and case report.

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Frei, Andreas; Völlm, Birgit; Graf, Marc; Dittmann, Volker

2006-01-01

Single homicide committed by women is rare. Serial killing is very infrequent, and the perpetrators are usually white, intelligent males with sadistic tendencies. Serial killing by women has, however, also been described. To conduct a review of published literature on female serial killers and consider its usefulness in assessing a presenting case. A literature review was conducted, after searching EMBASE, MEDLINE and PsycINFO. The presenting clinical case is described in detail in the context of the literature findings. Results The literature search revealed few relevant publications. Attempts to categorize the phenomenon of female serial killing according to patterns of and motives for the homicides have been made by some authors. The most common motive identified was material gain or similar extrinsic gratification while the 'hedonistic' sadistic or sexual serial killer seems to be extremely rare in women. There is no consistent theory of serial killing by women, but psychopathic personality traits and abusive childhood experiences have consistently been observed. The authors' case did not fit the description of a 'typical' female serial killer. In such unusual circumstances as serial killing by a woman, detailed individual case formulation is required to make sense of the psychopathology in each case. Publication of cases in scientific journals should be encouraged to advance our understanding of this phenomenon. Copyright (c) 2006 John Wiley & Sons, Ltd.

What Brain Research Suggests for Teaching Reading Strategies

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Willis, Judy

2009-01-01

How the brain learns to read has been the subject of much neuroscience educational research. Evidence is mounting for identifiable networks of connected neurons that are particularly active during reading processes such as response to visual and auditory stimuli, relating new information to prior knowledge, long-term memory storage, comprehension,…

Teaching Adolescents EFL by Integrating Think-Pair-Share and Reading Strategy Instruction: A Quasi-Experimental Study

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Shih, Ying-Chun; Reynolds, Barry Lee

2015-01-01

Think-Pair-Share, a cooperative discussion strategy developed by Frank Lyman and colleagues (1981), is often utilized in first language contexts but rarely in second language (L2) contexts. To investigate its usefulness in the L2 context, a traditional English as a Foreign Language (EFL) reading class was transformed by integrating…

The Effects of Visual Thinking Strategies on Reading Achievement of Students with Varying Levels of Motivation

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Zelvis, Rima R.

2008-01-01

This study examined the effects of the Visual Thinking Strategies (VTS) curriculum on reading achievement of students with various motivational levels. A 2X2 factorial design was used. The sample population consisted of 104 fourth grade students from an upper middle class school system in Connecticut. All students were administered a…

Reading Fluency in the Middle and Secondary Grades

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David D. PAIGE

2014-10-01

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

The relationship between multiple intelligence profiles and reading ...

African Journals Online (AJOL)

This study is thereby built on the premise that EFL readers' metacognitive awareness of reading strategies was also influenced by their multiple intelligence profiles. The purpose of this study is to explore the integrated impact of multiple intelligences and reading strategies on EFL learners' reading performance. This was an ...

Improve your reading

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Fry, Ron

2012-01-01

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

Preference-based serial decision dynamics: your first sushi reveals your eating order at the sushi table.

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Jaeseung Jeong

Full Text Available In everyday life, we regularly choose among multiple items serially such as playing music in a playlist or determining priorities in a to-do list. However, our behavioral strategy to determine the order of choice is poorly understood. Here we defined 'the sushi problem' as how we serially choose multiple items of different degrees of preference when multiple sequences are possible, and no particular order is necessarily better than another, given that all items will eventually be chosen. In the current study, participants selected seven sushi pieces sequentially at the lunch table, and we examined the relationship between eating order and preference. We found two dominant selection strategies, with one group selecting in order from most to least preferred, and the other doing the opposite, which were significantly different from patterns generated from a random strategy. Interestingly, we found that more females tended to employ the favorite-first rather than favorite-last strategy. These two choice sequences appear to reflect two opposing behavioral strategies that might provide selective advantages in their own right, while also helping to provide solutions to otherwise unconstrained problems.

The Matters in Teaching Reading Comprehension to EFL Students

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Yuliana Natsir

2016-03-01

Full Text Available The purpose of this study was to find out the efforts that were being made by certified English teachers in teaching reading since reading is considered as one of the determiners of academic success. Descriptive qualitative research was used in this study; the subjects were two English teachers in Banda Aceh and the instrument was an interview guide. The interview questions were adapted from Fletcher, et al. (2012 that focused on curriculum, teacher preparation, teaching methodology, teaching instructions, authentic teaching materials, teachers’ perceptions toward reading attitudes of learners, barriers in teaching reading, and teaching strategies for helping ineffective readers. The interviews revealed that the efforts made by the teachers played a pivotal role at assisting students to achieve reading competency. The attitude of students toward reading was also important in the teaching-learning process. The strategies of the teachers towards the students who were not reading effectively were not in line with the strategies as suggested by some experts:  that the teacher should teach the students the strategies of how to read with interest, how to predict meanings, how to develop knowledge about the topic and so forth .These strategies were not implemented due to the situation and condition of the teaching environment. In brief, proper efforts by teachers to improve the learning environment could assist students to achieve better reading competency.

Metacognitive Reading Strategies in Learning Disability: Relations between Usage Level, Academic Self-Efficacy and Self-Concept

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Girli, Alev; Öztürk, Halil

2017-01-01

The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD), academic self-efficacy and the concept of self, in comparison to their typically developing (TD) peers. The data to be used in the study were collected using the…

C-E1 fusion protein synthesized by rubella virus DI RNAs maintained during serial passage

International Nuclear Information System (INIS)

Tzeng, W.-P.; Frey, Teryl K.

2006-01-01

Rubella virus (RUB) replicons are derivatives of the RUB infectious cDNA clone that retain the nonstructural open reading frame (NS-ORF) that encodes the replicase proteins but not the structural protein ORF (SP-ORF) that encodes the virion proteins. RUB defective interfering (DI) RNAs contain deletions within the SP-ORF and thus resemble replicons. DI RNAs often retain the 5' end of the capsid protein (C) gene that has been shown to modulate virus-specific RNA synthesis. However, when replicons either with or without the C gene were passaged serially in the presence of wt RUB as a source of the virion proteins, it was found that neither replicon was maintained and DI RNAs were generated. The majority DI RNA species contained in-frame deletions in the SP-ORF leading to a fusion between the 5' end of the C gene and the 3' end of the E1 glycoprotein gene. DI infectious cDNA clones were constructed and transcripts from these DI infectious cDNA clones were maintained during serial passage with wt RUB. The C-E1 fusion protein encoded by the DI RNAs was synthesized and was required for maintenance of the DI RNA during serial passage. This is the first report of a functional novel gene product resulting from deletion during DI RNA generation. Thus far, the role of the C-E1 fusion protein in maintenance of DI RNAs during serial passage remained elusive as it was found that the fusion protein diminished rather than enhanced DI RNA synthesis and was not incorporated into virus particles

The Effect of Semantic Mapping on Reading Comprehension

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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.

The eyeball killer: serial killings with postmortem globe enucleation.

Science.gov (United States)

Coyle, Julie; Ross, Karen F; Barnard, Jeffrey J; Peacock, Elizabeth; Linch, Charles A; Prahlow, Joseph A

2015-05-01

Although serial killings are relatively rare, they can be the cause of a great deal of anxiety while the killer remains at-large. Despite the fact that the motivations for serial killings are typically quite complex, the psychological analysis of a serial killer can provide valuable insight into how and why certain individuals become serial killers. Such knowledge may be instrumental in preventing future serial killings or in solving ongoing cases. In certain serial killings, the various incidents have a variety of similar features. Identification of similarities between separate homicidal incidents is necessary to recognize that a serial killer may be actively killing. In this report, the authors present a group of serial killings involving three prostitutes who were shot to death over a 3-month period. Scene and autopsy findings, including the unusual finding of postmortem enucleation of the eyes, led investigators to recognize the serial nature of the homicides. © 2015 American Academy of Forensic Sciences.

“It’s Always the Same, and It’s Always Different” Mythologisation and the Serial Killer in Henry: Portrait of a Serial Killer.

OpenAIRE

Smyth, David A.

2015-01-01

Serial killers are important in American horror because of their ability to exist between ‘myth’ and ‘reality’. The serial killer is one of the most important American myths, but it is one firmly rooted in real life: unlike Paul Bunyan or Superman, serial killers do exist. This essay examines the relationship between the ‘myth’ and the ‘reality’ of serial killers, and the complex relationship between the American public and the serial killer, using Henry: Portrait of a Serial K...

Basic Concepts of Reading Instruction

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Gökhan ARI

2017-12-01

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

Interaction Quality during Partner Reading

OpenAIRE

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

2004-01-01

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

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

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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.

Improving reading comprehension through Reciprocal Teaching Method

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Endang Komariah

2015-10-01

Full Text Available This study is aimed at discovering the benefits of the Reciprocal Teaching Method (RTM in the reading classroom, finding out the achievements of students after four comprehension training sessions of using RTM, and exploring the perceptions of students on the use of RTM. This method uses four comprehension strategies: predicting, questioning, clarifying, and summarizing, to help learners monitor their development of reading comprehension by themselves. Students work in groups of four or five and the members are divided into five roles which are the leader, predictor, clarifier, questioner, and summarizer. The subjects were 24 students from the twelfth grade at a high school in Banda Aceh. Observations, tests, documents and interviews were collected to get the data. The results showed that the students were more active and productive in the reading classroom after RTM sessions and their reading proficiency improved. They learnt how to apply several of the strategies from RTM while reading. The results also showed that they preferred this method for teaching-learning reading compared to the conventional one. Therefore, teachers are suggested to consider using this method for teaching reading that instils the students on how to apply the four comprehension strategies used in reading.

The Effect of Modified Collaborative Strategic Reading on EFL Learners' Reading Anxiety

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Shabnam Abbasnezhad

2016-12-01

Full Text Available The present study was an attempt to investigate the effectiveness of reading instructional approach called MCSR- Modified Collaborative Strategic Reading on reducing intermediate EFL learner's reading anxiety. Based on a pretest-posttest design, MCSR was implemented with 64 EFL learners at intermediate level. They received EFL reading instruction according to MCSR over two and a half months. A questionnaire called English as a Foreign Language Reading Anxiety Inventory EFLRAI was group-administered atthepretest and the posttest. Quantitative results indicated that participating students demonstrated significant gains in reducing reading anxiety. This study highlighted our understanding by considering the effectiveness of MCSR program and also it elaborated the effects of using strategies like MCSR in overcoming the big problem of reading anxiety among EFL learners as non-native students. And teachers changed the focus of attention from using traditional methods for teaching the essential skill of reading to modern programs like MCSR in order to remove their students' anxiety and stress in reading.

PENINGKATAN AKTIVITAS DAN HASIL BELAJAR BIOLOGI MELALUI PENERAPAN STRATEGI PQ4R (PREVIEW, QUESTION, READ, REFLECT, RECITE, AND REVIEW

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Hidayathuz Zahra

2013-11-01

Full Text Available Students achievement in Biology Class XI IPA1 SMA Muhammadiyah 1 Metro is still low, in learning process students participant is low so learning process is not active. From that coundition the researcher aplly PQ4R Strategy (Preview, Question, Read, Relfect, Recite, and Review. This strategy can help students to remember in reading comprehension, asking question and answering question that given by the teacher. In this reseach is Class Room Active Reseach (CAR. This reseach is purpose to increase the activity and students result of the study of XI IPA1 SMA Muhammadiyah 1 Metro. Data of students activities in the class are: students who give attention to the teacher explanation is 87,7%, reading activity is 81,5%, asking question activity 21%, doing an examination is 84,2%, and activity make outhine is 75,4%. The result study of the students in Pra-CAR in cycle II is increasing to be 24,5%, on the Pra-CAR 46,5% to be 71%. While the increasing of cycle I to cycle II is 58% from cycle I from 13% to be 71% to cycle II.A. Kata kunci: PQ4R aktivitas belajar, hasil belajar

Keeping Current. Using BDA Strategies in the Library Media Center

Science.gov (United States)

Keller, Cynthia A.

2005-01-01

This article discusses BDA strategies--reading strategies that "good readers" use before, during, and after reading. These strategies are in conjunction with free reading as well as direct reading instruction by reading specialists and/or teachers. An explanation of "Before Reading Strategies," "During Reading Strategies," and "After Reading…

Mapping the continuous reciprocal space intensity distribution of X-ray serial crystallography.

Science.gov (United States)

Yefanov, Oleksandr; Gati, Cornelius; Bourenkov, Gleb; Kirian, Richard A; White, Thomas A; Spence, John C H; Chapman, Henry N; Barty, Anton

2014-07-17

Serial crystallography using X-ray free-electron lasers enables the collection of tens of thousands of measurements from an equal number of individual crystals, each of which can be smaller than 1 µm in size. This manuscript describes an alternative way of handling diffraction data recorded by serial femtosecond crystallography, by mapping the diffracted intensities into three-dimensional reciprocal space rather than integrating each image in two dimensions as in the classical approach. We call this procedure 'three-dimensional merging'. This procedure retains information about asymmetry in Bragg peaks and diffracted intensities between Bragg spots. This intensity distribution can be used to extract reflection intensities for structure determination and opens up novel avenues for post-refinement, while observed intensity between Bragg peaks and peak asymmetry are of potential use in novel direct phasing strategies.

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

Science.gov (United States)

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

2015-10-01

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

Reading strategies used by undergraduates from different areas to read study textsEstratégias de leitura utilizadas por licenciandos de áreas distintas para lerem textos de estudo

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Elsa Maria Mendes Pessoa Pullin

2010-09-01

Full Text Available O presente trabalho, de natureza exploratória, objetivou investigar as estratégias de leitura utilizadas por alunos matriculados em distintos cursos de licenciatura de uma IES pública. A opção para a seleção de alunos de licenciatura deve-se a que eles, como futuros professores, independente da disciplina que venham a ministrar, serão responsáveis pela formação de seus alunos como leitores. Os alunos participantes (N=366 encontravam-se matriculados no primeiro e quarto ano dos cursos de Biologia (n=59, Filosofia (n=32, Geografia (n=124, Letras Clássicas e Vernáculas (n=106 e Matemática (n=45. Para a coleta de dados, foi utilizada a Escala de Estratégias de Leitura, traduzida e adaptada por Kopke Filho, e informado que, ao responderem, deveriam ter por foco a leitura dos textos prescritos em seu curso. Comparações entre as séries e áreas dos cursos foram realizadas. De modo geral, os resultados assinalam que alunos do último ano do curso informam utilizar com mais frequência estratégias de leitura que favorecem uma leitura mais apropriada dos textos acadêmicos prescritos. A necessidade de os professores do Ensino Superior se preocuparem ensinar os alunos a lerem os textos que prescrevem é ressaltada.This work was exploratory in nature, aimed at investigating the reading strategies used by students enrolled in different degree courses of a public University. The option of selecting undergraduate students was due to the fact that they, as future teachers, will be responsible for training their students as readers, regardless the subject they teach. The participating students (N = 366 were enrolled in the freshman and senior year in the courses of Biology (n=59, Geography (n=124, Languages (n=106, Mathematics (n =45 and Philosophy (n=32. In order to collect data it was used the Scale of Reading Strategies, translated and adapted by Kopke Son. The participants were informed that the answers should focus the reading of the

[Achievements of an educational strategy promoting participation in the development of clinical aptitude and critical reading in cardiology residents, linked to appropriate use of research reports].

Science.gov (United States)

Valencia-Sánchez, Jesús Salvador; Leyva-González, Félix Arturo; Viniegra-Velázquez, Leonardo

2007-01-01

To search the reach of educative strategy promoting the participation, to estimate the development of clinical aptitude and critical reading attaching the appropriate use of clinic research in cardiology residents. Prospective study. The instrument of clinical aptitude was constructed with five cases and 170 items and the instrument of critical reading was developed with five summaries of articles of clinical research in cardiology by 120 items. The strategy was performed with activities one a week during six months by two hours per class, in the period: March and September, 2005. Reading guides were delivered to the participants a week before that included a clinical case and clinic research of cardiology. During the activities in class we were promoting the participation and discussion. Both measuring instruments were performed in the first (initial measuring) and final session (final measuring). Non parametric test were used because the variable of the subjects were not normal distribution and the scale was ordinal. The reliability coefficient in both instruments with the Kuder-Richardson was 0.90 and 0.85 respectively. After educative strategy was observed a significant advance in the global calcifications, such as in critical reading and in clinical aptitude (p = 0.001 and 0.5 respectively). Analyzing in an independent manner the components of critical reading we found significant advancement in the indicators interpretation and judgment. In clinical aptitude we found significant progress in the indicators: the suitable use of paraclinics resources, the appropriate use of therapeutics measurement and iatropatogenic decisions for omission. The educative strategy promoting the participation, permitted to get a change in the clinical aptitude and critical reading attaching the appropriate use of sources of investigation in cardiology residents.

An Analysis of Simplification Strategies in a Reading Textbook of Japanese as a Foreign Language

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Kristina HMELJAK SANGAWA

2016-06-01

Full Text Available Reading is one of the bases of second language learning, and it can be most effective when the linguistic difficulty of the text matches the reader's level of language proficiency. The present paper reviews previous research on the readability and simplification of Japanese texts, and presents an analysis of a collection of simplified texts for learners of Japanese as a foreign language. The simplified texts are compared to their original versions to uncover different strategies used to make the texts more accessible to learners. The list of strategies thus obtained can serve as useful guidelines for assessing, selecting, and devising texts for learners of Japanese as a foreign language.

Serial interprocessor communications system

International Nuclear Information System (INIS)

Labiak, W.; Siemens, P.; Bailey, C.

1980-01-01

A serial communications system based on the EIA RS232-C standard with modem control lines has been developed. The DLV11-E interface is used for this purpose. All handshaking is done with the modem control lines. This allows totally independent full duplex communication. The message format consists of eight bit data with odd parity and a sixteen bit checksum on the whole message. All communications are fully interrupt driven. A program was written to load a program into a remote LSI-11 using the serial line without bootstrap ROM

A Survey of Electronic Serials Managers Reveals Diversity in Practice

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Laura Costello

2014-09-01

Full Text Available A Review of: Branscome, B. A. (2013. Management of electronic serials in academic libraries: The results of an online survey. Serials Review, 39(4, 216-226. http://dx.doi.org/10.1016/j.serrev.2013.10.004 Abstract Objective – To examine industry standards for the management of electronic serials and measure the adoption of electronic serials over print. Design – Survey questionnaire. Setting – Email lists aimed at academic librarians working in serials management. Subjects – 195 self-selected subscribers to serials email lists. Methods – The author created a 20 question survey that consisted primarily of closed-ended questions pertaining to the collection demographics, staff, budget, and tools of serials management groups in academic libraries. The survey was conducted via Survey Monkey and examined using the analytical features of the tool. Participants remained anonymous and the survey questions did not ask them to reveal identifiable information about their libraries. Main Results – Collection demographics questions revealed that 78% of surveyed librarians estimated that print-only collections represented 40% or fewer of their serials holdings. The author observed diversity in the factors that influence print to digital transitions in academic libraries. However 71.5% of participants indicated that publisher technology support like IP authentication was required before adopting digital subscriptions. A lack of standardization also marked serials workflows, department responsibilities, and department titles. The author did not find a correlation between serials budget and the enrollment size of the institution. Participants reported that they used tools from popular serials management vendors like Serials Solutions, Innovative Interfaces, EBSCO, and Ex Libris, but most indicated that they used more than one tool for serials management. Participants specified 52 unique serials management products used in their libraries. Conclusion �

Criminal psychological profiling of serial arson crimes.

Science.gov (United States)

Kocsis, Richard N; Cooksey, Ray W

2002-12-01

The practice of criminal psychological profiling is frequently cited as being applicable to serial arson crimes. Despite this claim, there does not appear to be any empirical research that examines serial arson offence behaviors in the context of profiling. This study seeks to develop an empirical model of serial arsonist behaviors that can be systematically associated with probable offender characteristics. Analysis has produced a model of offence behaviors that identify four discrete behavior patterns, all of which share a constellation of common nondiscriminatory behaviors. The inherent behavioral themes of each of these patterns are explored with discussion of their broader implications for our understanding of serial arson and directions for future research.

CMOS serial link for fully duplexed data communication

Science.gov (United States)

Lee, Kyeongho; Kim, Sungjoon; Ahn, Gijung; Jeong, Deog-Kyoon

1995-04-01

This paper describes a CMOS serial link allowing fully duplexed 500 Mbaud serial data communication. The CMOS serial link is a robust and low-cost solution to high data rate requirements. A central charge pump PLL for generating multiphase clocks for oversampling is shared by several serial link channels. Fully duplexed serial data communication is realized in the bidirectional bridge by separating incoming data from the mixed signal on the cable end. The digital PLL accomplishes process-independent data recovery by using a low-ratio oversampling, a majority voting, and a parallel data recovery scheme. Mostly, digital approach could extend its bandwidth further with scaled CMOS technology. A single channel serial link and a charge pump PLL are integrated in a test chip using 1.2 micron CMOS process technology. The test chip confirms upto 500 Mbaud unidirectional mode operation and 320 Mbaud fully duplexed mode operation with pseudo random data patterns.

The Productivity Advantage of Serial Entrepreneurs

DEFF Research Database (Denmark)

Shaw, Kathryn L.; Sørensen, Anders

Serial entrepreneurs, who open more than one business, are found to have higher sales and higher productivity than novice entrepreneurs, who open one business. Using panel data on entrepreneurs and their firms from Denmark for 2001-2013, the serial entrepreneur has 67% higher sales than the novice......, but also opens firms that are larger in terms of the initial capital and labor, and thus is 39% more productive. There are subsets of firms that perform especially well – serial entrepreneurs that hold a portfolio of overlapping ongoing firms perform the best, as do those that open as limited liability...

Broad ion beam serial section tomography

Energy Technology Data Exchange (ETDEWEB)

Winiarski, B., E-mail: b.winiarski@manchester.ac.uk [School of Materials, University of Manchester, Manchester M13 9PL (United Kingdom); Materials Division, National Physical Laboratory, Teddington TW11 0LW (United Kingdom); Gholinia, A. [School of Materials, University of Manchester, Manchester M13 9PL (United Kingdom); Mingard, K.; Gee, M. [Materials Division, National Physical Laboratory, Teddington TW11 0LW (United Kingdom); Thompson, G.E.; Withers, P.J. [School of Materials, University of Manchester, Manchester M13 9PL (United Kingdom)

2017-01-15

Here we examine the potential of serial Broad Ion Beam (BIB) Ar{sup +} ion polishing as an advanced serial section tomography (SST) technique for destructive 3D material characterisation for collecting data from volumes with lateral dimensions significantly greater than 100 µm and potentially over millimetre sized areas. Further, the associated low level of damage introduced makes BIB milling very well suited to 3D EBSD acquisition with very high indexing rates. Block face serial sectioning data registration schemes usually assume that the data comprises a series of parallel, planar slices. We quantify the variations in slice thickness and parallelity which can arise when using BIB systems comparing Gatan PECS and Ilion BIB systems for large volume serial sectioning and 3D-EBSD data acquisition. As a test case we obtain 3D morphologies and grain orientations for both phases of a WC-11%wt. Co hardmetal. In our case we have carried out the data acquisition through the manual transfer of the sample between SEM and BIB which is a very slow process (1–2 slice per day), however forthcoming automated procedures will markedly speed up the process. We show that irrespective of the sectioning method raw large area 2D-EBSD maps are affected by distortions and artefacts which affect 3D-EBSD such that quantitative analyses and visualisation can give misleading and erroneous results. Addressing and correcting these issues will offer real benefits when large area (millimetre sized) automated serial section BIBS is developed. - Highlights: • In this work we examine how microstructures can be reconstructed in three-dimensions (3D) by serial argon broad ion beam (BIB) milling, enabling much larger volumes (>250×250×100µm{sup 3}) to be acquired than by serial section focused ion beam-scanning electron microscopy (FIB-SEM). • The associated low level of damage introduced makes BIB milling very well suited to 3D-EBSD acquisition with very high indexing rates. • We explore

Adult Age Differences in Eye Movements During Reading: The Evidence From Chinese.

Science.gov (United States)

Wang, Jingxin; Li, Lin; Li, Sha; Xie, Fang; Chang, Min; Paterson, Kevin B; White, Sarah J; McGowan, Victoria A

2018-04-16

Substantial evidence indicates that older readers of alphabetic languages (e.g., English and German) compensate for age-related reading difficulty by employing a more risky reading strategy in which words are skipped more frequently. The effects of healthy aging on reading behavior for nonalphabetic languages, like Chinese, are largely unknown, although this would reveal the extent to which age-related changes in reading strategy are universal. Accordingly, the present research used measures of eye movements to investigate adult age differences in Chinese reading. The eye movements of young (18-30 years) and older (60+ years) Chinese readers were recorded. The older adults exhibited typical patterns of age-related reading difficulty. But rather than employing a more risky reading strategy compared with the younger readers, the older adults read more carefully by skipping words infrequently, making shorter forward eye movements, and fixating closer to the beginnings of two-character target words in sentences. In contrast with the findings for alphabetic languages, older Chinese readers appear to compensate for age-related reading difficulty by employing a more careful reading strategy. Age-related changes in reading strategy therefore appear to be language specific, rather than universal, and may reflect the specific visual and linguistic requirements of the writing system.

Penerapan Metoda Serial Peripheral Interface (SPI pada Rancang Bangun Data Logger berbasis SD card

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RATNA SUSANA

2018-03-01

Full Text Available ABSTRAK Serial Peripheral Interface (SPI adalah protokol komunikasi yang dapat digunakan sebagai interface komunikasi antara mikrokontroler dengan SD Card. Dengan menerapkan metoda SPI pada data logger berbasis SD Card, maka dapat diketahui karakteristik protokol komunikasi SPI antara mikrokontroler dengan SD Card. SD Card diformat dengan tipe FAT 16, dan data di dalam SD Card berupa sekumpulan paket data sensor yang diambil secara periodik dan disimpan dalam bentuk file dengan format.csv. Berdasarkan format paket data sensor yang dibuat, dapat dihitungwaktu perekaman data yang diperlukan agar kapasitas SD Card terisi penuh oleh data sensor. Hasil penelitian menunjukkan,bahwa metoda SPI yang diterapkan pada penelitian ini memiliki sifat akan melakukan pemeriksaan berulang pada pin MISO terhadap command yang dikirimkan oleh mikrokontroler melalui pin MOSI. Proses read/write data pada SD Card data logger memiliki keberhasilan 100%, karena SD Card telah terinisialisasi dalam mode SPI melalui perintah reset dan init SD Card. Komunikasi ini dapat dilakukan dengan menggunakan crystal 4 Mhz – 20 Mhz. Untuk pengujian konfigurasi SPI, hanya Independent Slave Configuration yang dapat digunakan pada komunikasi SPI dengan 2 SD card sebagai slave. Kata kunci: Serial Peripheral Interface (SPI, Data Logger, SD card, FAT16 ABSTRACT Serial Peripheral Interface (SPI is a communication protocol that can be applied as a communication interface between microcontroller to SD Card. By implementing the SPI method to a data logger based on SD Card, it can be known the characteristics of the SPI communications protocol between microcontroller to SD Card. SD Card formatted in FAT 16 type, and data on the SD Card is the form of sensor data packets collection which be captured periodically and saved in .csv format file. Based on the sensor data packet format is created, it can be calculated recording time data required so that the SD Card capacity completely filled by the

An Examination of Student- and Across-Level Mediation Mechanisms Accounting for Gender Differences in Reading Performance: A Multilevel Analysis of Reading Engagement

Science.gov (United States)

Mak, Soi-kei; Cheung, Kwok-cheung; Soh, Kaycheng; Sit, Pou-seong; Ieong, Man-kai

2017-01-01

Enjoyment of reading, diversity of reading and metacognitive awareness of reading strategies are cognitive and affective variables pertaining to three facets of reading engagement for students to read happily, widely and skilfully. These have been found to be related to effectiveness in reading instruction. They together form a focus for this…

Semantic and syntactic reading comprehension strategies used by deaf children with early and late cochlear implantation.

Science.gov (United States)

Gallego, Carlos; Martín-Aragoneses, M Teresa; López-Higes, Ramón; Pisón, Guzmán

2016-01-01

Deaf students have traditionally exhibited reading comprehension difficulties. In recent years, these comprehension problems have been partially offset through cochlear implantation (CI), and the subsequent improvement in spoken language skills. However, the use of cochlear implants has not managed to fully bridge the gap in language and reading between normally hearing (NH) and deaf children, as its efficacy depends on variables such as the age at implant. This study compared the reading comprehension of sentences in 19 children who received a cochlear implant before 24 months of age (early-CI) and 19 who received it after 24 months (late-CI) with a control group of 19 NH children. The task involved completing sentences in which the last word had been omitted. To complete each sentence children had to choose a word from among several alternatives that included one syntactic and two semantic foils in addition to the target word. The results showed that deaf children with late-CI performed this task significantly worse than NH children, while those with early-CI exhibited no significant differences with NH children, except under more demanding processing conditions (long sentences with infrequent target words). Further, the error analysis revealed a preference of deaf students with early-CI for selecting the syntactic foil over a semantic one, which suggests that they draw upon syntactic cues during sentence processing in the same way as NH children do. In contrast, deaf children with late-CI do not appear to use a syntactic strategy, but neither a semantic strategy based on the use of key words, as the literature suggests. Rather, the numerous errors of both kinds that the late-CI group made seem to indicate an inconsistent and erratic response when faced with a lack of comprehension. These findings are discussed in relation to differences in receptive vocabulary and short-term memory and their implications for sentence reading comprehension. Copyright © 2015

Serial Position Functions in General Knowledge

Science.gov (United States)

Kelley, Matthew R.; Neath, Ian; Surprenant, Aimée M.

2015-01-01

Serial position functions with marked primacy and recency effects are ubiquitous in episodic memory tasks. The demonstrations reported here explored whether bow-shaped serial position functions would be observed when people ordered exemplars from various categories along a specified dimension. The categories and dimensions were: actors and age;…

"Superman Says, 'Read!'" National Comics and Reading Promotion

Science.gov (United States)

Tilley, Carol L.

2013-01-01

Between the years 1935 and 1946, National Comics--the leading comic book publisher in the United States--experimented with various strategies such as book lists and juvenile book reviews in order to encourage children and young adults to read books other than comics. This paper surveys these strategies and the work of key persons such as Malcolm…

Using Concept Mapping to Teach Young EFL Learners Reading Skills

Science.gov (United States)

Teo, Adeline; Shaw, Yun F.; Chen, Jimmy; Wang, Derek

2016-01-01

Many English as a foreign language (EFL) students fail to be effective readers because they lack knowledge of vocabulary and appropriate reading strategies. We believe that teaching proper reading strategies can help second-language learners overcome their reading problems, especially when the instruction begins in elementary school. Effective…

Analysis of assembly serial number usage in domestic light-water reactors

International Nuclear Information System (INIS)

Reich, W.J.; Moore, R.S.

1991-05-01

Domestic light-water reactor (LWR) fuel assemblies are identified by a serial number that is placed on each assembly. These serial numbers are used as identifiers throughout the life of the fuel. The uniqueness of assembly serial numbers is important in determining their effectiveness as unambiguous identifiers. The purpose of this study is to determine what serial numbering schemes are used, the effectiveness of these schemes, and to quantify how many duplicate serial numbers occur on domestic LWR fuel assemblies. The serial numbering scheme adopted by the American National Standards Institute (ANSI) ensures uniqueness of assembly serial numbers. The latest numbering scheme adopted by General Electric (GE), was also found to be unique. Analysis of 70,971 fuel assembly serial numbers from permanently discharged fuel identified 11,948 serial number duplicates. Three duplicate serial numbers were found when analysis focused on duplication within the individual fuel inventory at each reactor site, but these were traced back to data entry errors and will be corrected by the Energy Information Administration (EIA). There were also three instances where the serial numbers used to identify assemblies used for hot cell studies differed from the serial numbers reported to the EIA. It is recommended that fuel fabricators and utilities adhere to the ANSI serial numbering scheme to ensure serial number uniqueness. In addition, organizations collecting serial number information, should request that all known serial numbers physically attached or associated with each assembly be reported and identified by the corresponding number scheme. 10 refs., 5 tabs

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

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Baharuddin

2017-10-01

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

Building the Foundation for Close Reading with Developing Readers

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Baker, Sheila F.; McEnery, Lillian

2017-01-01

Close Reading utilizes several strategies to help readers think more critically about a text. Close reading can be performed within the context of shared readings, read-alouds by the teacher, literature discussion groups, and guided reading groups. Students attempting to more closely read difficult texts may benefit from technologies and platforms…

Parafoveal magnification: visual acuity does not modulate the perceptual span in reading.

Science.gov (United States)

Miellet, Sébastien; O'Donnell, Patrick J; Sereno, Sara C

2009-06-01

Models of eye guidance in reading rely on the concept of the perceptual span-the amount of information perceived during a single eye fixation, which is considered to be a consequence of visual and attentional constraints. To directly investigate attentional mechanisms underlying the perceptual span, we implemented a new reading paradigm-parafoveal magnification (PM)-that compensates for how visual acuity drops off as a function of retinal eccentricity. On each fixation and in real time, parafoveal text is magnified to equalize its perceptual impact with that of concurrent foveal text. Experiment 1 demonstrated that PM does not increase the amount of text that is processed, supporting an attentional-based account of eye movements in reading. Experiment 2 explored a contentious issue that differentiates competing models of eye movement control and showed that, even when parafoveal information is enlarged, visual attention in reading is allocated in a serial fashion from word to word.

Pedagogical Model for Explicit Teaching of Reading Comprehension to English Language Learners

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Al Tiyb Al Khaiyali

2017-09-01

Full Text Available Reading comprehension instruction is considered one of the major challenges that most English language teachers and students encounter. Therefore, providing a systematic, explicit, and flexible model to teaching reading comprehension strategies could help resolve some of these challenges and increase the possibility of teaching reading comprehension, particularly in language learners’ classrooms. Consequently, the purpose of this paper is to provide a model to teach reading comprehension strategies in language learning classrooms. The proposed instructional model is divided into three systematic phases through which strategies are taught before reading, during reading, and after reading. Each phase is explained and elaborated using recommended models for teachers. Finally, suggested considerations to consolidate this model are provided.

Poor Performance on Serial Visual Tasks in Persons with Reading Disabilities: Impaired Working Memory?

Science.gov (United States)

Ram-Tsur, Ronit; Faust, Miriam; Zivotofsky, Ari Z.

2008-01-01

The present study investigates the performance of persons with reading disabilities (PRD) on a variety of sequential visual-comparison tasks that have different working-memory requirements. In addition, mediating relationships between the sequential comparison process and attention and memory skills were looked for. Our findings suggest that PRD…

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

Science.gov (United States)

Terada, Kazunori; Yamada, Seiji

2017-01-01

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

Implementation of a Multichannel Serial Data Streaming Algorithm using the Xilinx Serial RapidIO Solution

Science.gov (United States)

Doxley, Charles A.

2016-01-01

In the current world of applications that use reconfigurable technology implemented on field programmable gate arrays (FPGAs), there is a need for flexible architectures that can grow as the systems evolve. A project has limited resources and a fixed set of requirements that development efforts are tasked to meet. Designers must develop robust solutions that practically meet the current customer demands and also have the ability to grow for future performance. This paper describes the development of a high speed serial data streaming algorithm that allows for transmission of multiple data channels over a single serial link. The technique has the ability to change to meet new applications developed for future design considerations. This approach uses the Xilinx Serial RapidIO LOGICORE Solution to implement a flexible infrastructure to meet the current project requirements with the ability to adapt future system designs.

SERIAL TELEVISI DEXTER SEBAGAI ANAKRONISME DALAM SASTRA POPULER

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Ida Rochani Adi

2014-06-01

Full Text Available In the popular literature context, this study aims to investigate: (1 how the formulation of the characterization of Dexter in the television serial Dexter violates the tradition of literary characterization, and (2 how the formula of moral values is dramatized through Dexter, who is a sociopath, psychopath, serial killer, and person without moral. The research object was the television serial Dexter, which ranks five in popularity in the world. The data were collected by documenting 84 episodes of the serial having been broadcast since 2006. They were analyzed by means of content analysis and qualitative descriptive techniques. Based on the findings, the conclusions are as follows. First, there is a violation or anachronism of characterization through the main character in the serial. Second, the dramatized moral values still contain conventional values although they are in different forms.

Quantum reading of unitary optical devices

International Nuclear Information System (INIS)

Dall'Arno, Michele; Bisio, Alessandro; D'Ariano, Giacomo Mauro

2014-01-01

We address the problem of quantum reading of optical memories, namely the retrieving of classical information stored in the optical properties of a media with minimum energy. We present optimal strategies for ambiguous and unambiguous quantum reading of unitary optical memories, namely when one's task is to minimize the probability of errors in the retrieved information and when perfect retrieving of information is achieved probabilistically, respectively. A comparison of the optimal strategy with coherent probes and homodyne detection shows that the former saves orders of magnitude of energy when achieving the same performances. Experimental proposals for quantum reading which are feasible with present quantum optical technology are reported

Influences of Metacognitive and Self-Regulated Learning Strategies for Reading on Mathematical Literacy of Adolescents in Australia and Singapore

Science.gov (United States)

Kaur, Berinderjeet; Areepattamannil, Shaljan

2012-01-01

This study, drawing on data from the Programme for International Student Assessment (PISA) 2009, explored the influences of metacognitive and self-regulated learning strategies for reading on mathematical literacy of adolescents in Australia and Singapore. Ordinary least squares (OLS) regression analyses revealed the positive influences of…

Exploring educators' understanding of developing learners' reading ...

African Journals Online (AJOL)

This study explored what three Intermediate Phase English First Additional Language teachers understood about reading and teaching reading, and the strategies they used to develop learners' reading skills. Data gathered through interviews and observations of classroom practice were used to consider the extent of their ...

Exploring the Effect of Teaching Test-Taking Strategies on Intermediate Level Learners on Reading Section of Ielts; Learners’ Attitude in Focus

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Hooshang Khoshsima

2018-04-01

Full Text Available Language proficiency tests have become common instruments to judge people based on their performance. Thus, the scores on language proficiency tests, such as the International English Language Testing System (IELTS or Teaching English as a Foreign Language (TOEFL, play a crucial role in the test-takers’ lives. Because of increasing demands on the part of students to get a good score on these tests, test preparatory courses have emerged. These preparatory courses, characteristically short and limited in terms of time, equip IELTS candidates with the skills required for passing the test, called test-taking strategies. The present study explored the effect of strategy teaching- namely wash-back effect on reading section of academic IELTS on intermediate learners in Iran. Besides, learners’ attitude toward the strategy teaching was investigated as well. According to the descriptive statistics and t-test results, those learners who received strategy teaching outperformed those who had not received strategy teaching in reading section of IELTS.According to t-test results, there was a significant difference between the mean scores of the two groups since the p value was lower than .05 (p < .001.  Furthermore, the learners had positive attitudes toward receiving strategy teaching since there was a significant difference between the obtained mean score and the presupposed average because the p value was lower than .05.

Delaware's first serial killer.

Science.gov (United States)

Inguito, G B; Sekula-Perlman, A; Lynch, M J; Callery, R T

2000-11-01

The violent murder of Shirley Ellis on November 29, 1987, marked the beginning of the strange and terrible tale of Steven Bryan Pennell's reign as the state of Delaware's first convicted serial killer. Three more bodies followed the first victim, and all had been brutally beaten and sadistically tortured. The body of a fifth woman has never been found. State and county police collaborated with the FBI to identify and hunt down their suspect, forming a task force of over 100 officers and spending about one million dollars. Through their knowledge and experience with other serial killers, the FBI was able to make an amazingly accurate psychological profile of Delaware's serial killer. After months of around-the-clock surveillance, Steven Pennell was arrested on November 29, 1988, one year to the day after the first victim was found. Pennell was found guilty in the deaths of the first two victims on November 29, 1989, and plead no contest to the murder of two others on October 30, 1991. Still maintaining his innocence, he asked for the death penalty so that he could spare his family further agony. Steven Pennell was executed by lethal injection on March 15, 1992.

The Contribution of Short-Term Memory for Serial Order to Early Reading Acquisition: Evidence from a Longitudinal Study

Science.gov (United States)

Perez, Trecy Martinez; Majerus, Steve; Poncelet, Martine

2012-01-01

Early reading acquisition skills have been linked to verbal short-term memory (STM) capacity. However, the nature of this relationship remains controversial because verbal STM, like reading acquisition, depends on the complexity of underlying phonological processing skills. This longitudinal study addressed the relation between STM and reading…

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

Science.gov (United States)

Van Wig, Ann

2016-01-01

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

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).

Flexible high-speed FASTBUS master for data read-out and preprocessing

International Nuclear Information System (INIS)

Wurz, A.; Manner, R.

1990-01-01

This paper describes a single slot FASTBUS master module. It can be used for read-out and preprocessing of data that are read out from FASTBUS modules, e.g., and ADC system. The module consists of a 25 MHz, 32-bit processor MC 68030 with cache memory and memory management, a floating point coprocessor MC68882, 4 MBytes of main memory, and FASTBUS master and slave interfaces. In addition, a DMA controller for read-out of FASTBUS data is provided. The processor allows I/O via serial ports, a 16-bit parallel port, and a transputer link. Additional interfaces are planned. The main memory is multi-ported and can be accessed directly by the CPU, the FASTBUS, and external masters via the high-speed local bus that is accessible by way of a connector. The FASTBUS interface supports most of the standard operations in master and slave mode

Reading strategies of Chinese students with severe to profound hearing loss.

Science.gov (United States)

Cheung, Ka Yan; Leung, Man Tak; McPherson, Bradley

2013-01-01

The present study investigated the significance of auditory discrimination and the use of phonological and orthographic codes during the course of reading development in Chinese students who are deaf or hard of hearing (D/HH). In this study, the reading behaviors of D/HH students in 2 tasks-a task on auditory perception of onset rime and a synonym decision task-were compared with those of their chronological age-matched and reading level (RL)-matched controls. Cross-group comparison of the performances of participants in the task on auditory perception suggests that poor auditory discrimination ability may be a possible cause of reading problems for D/HH students. In addition, results of the synonym decision task reveal that D/HH students with poor reading ability demonstrate a significantly greater preference for orthographic rather than phonological information, when compared with the D/HH students with good reading ability and their RL-matched controls. Implications for future studies and educational planning are discussed.

Classifying serial killers.

Science.gov (United States)

Promish, D I; Lester, D

1999-11-08

We attempted to match the appearance and demeanor of 27 serial killers to the postmortem 'signatures' found on their victims' bodies. Our results suggest that a link may exist between postmortem signatures and two complementary appearance-demeanor types.

Aesthetic-Receptive and Critical-Creative in Appreciative Reading

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Titin Setiartin

2017-10-01

Full Text Available Reading is a process of aesthetically appreciative receptive to emphasize critical-creative reading activities. Metacognitively students understand, address any and explore the idea of the author in the text. Students responded, criticize, and evaluate the author's ideas in the text. At this stage, students can construct their post read text into other forms (new text. The aim of this strategy equips students to understand the meaning of the story, explore ideas, responding critically, and creatively pouring backstory idea. Reading strategies aesthetically-critical-creative receptive grabbed cognitive, effective, and psychomotor toward literacy critical reading and creative writing. Read appreciative included into the activities of reading comprehension. This activity involves the sensitivity and ability to process aesthetically-receptive reading and critical-creative. Readers imagination roam the author to obtain meaningful understanding and experience of reading. Some models of reading comprehension proposed experts covering the steps before reading, when reading, and after reading. At that stage to enable students after reading thinking abilities. Activities that can be done at this stage, for example, examine the back story, retell, make drawings, diagrams, or maps the concept of reading, as well as making a road map that describes the event. Other activities that can be done is to transform our student's text stories through reinforcement form illustrated stories into comic book form, for example (transliteration.

Reading Interventions to Support English Language Learners

Science.gov (United States)

Corella, Jolene

2012-01-01

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

CAMAC serial highway interface for the LSI-11

International Nuclear Information System (INIS)

Lau, N.H.

1980-01-01

A CAMAC Serial Highway Interface has been designed for the Local Control and Instrumentation System of the Mirror Fusion Test Facility. There are over 50 distinguishable systems in the facility, each of which consists of the LSI-11 computer, fiber optic communication links, and the CAMAC system. The LSI-11 computer includes a 32k memory, serial modem interface and the CAMAC Serial Highway Interface

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

Science.gov (United States)

Iyitoglu, Orhan; Aydin, Hasan

2015-01-01

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

The state, use and preservation of newspapers in the serials reading room in NUK

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Katja Rapuš

2003-01-01

Full Text Available Newspapers are often placed in the category of the most imperilled materials, due to the use of a low-grade paper, their large size and relatively frequent use. Unfortunately the methods of preservation and use are extremely time consuming as well as expertly pretentious, therefore in many Slovenian collections, the preservation is utterly inappropriate. Accessibility of this kind of materials is in many cases hindered, in some even impossible. The inventory of the state of newspapers in the Serials department of NUK was performed to assess the current state of newspapers as affected by use and past preservation programs. The intent of the inventory was not only to meet the needs of our research, but also to serve as a selection tool for storage, use and retrospective reproduction. The main intent of the research was to provide a framework for the materials selection for projects of appropriate permanent storage and safe use of newspapers in NUK as well as in other Slovenian libraries.

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

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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.

See Before You Jump: Full Recognition of Parafoveal Words Precedes Skips During Reading

Science.gov (United States)

Gordon, Peter C.; Plummer, Patrick; Choi, Wonil

2013-01-01

Serial attention models of eye-movement control during reading were evaluated in an eye-tracking experiment that examined how lexical activation combines with visual information in the parafovea to affect word skipping (where a word is not fixated during first-pass reading). Lexical activation was manipulated by repetition priming created through prime-target pairs embedded within a sentence. The boundary technique (Rayner, 1975) was used to determine whether the target word was fully available during parafoveal preview or whether it was available with transposed letters (e.g., Herman changed to Hreman). With full parafoveal preview, the target word was skipped more frequently when it matched the earlier prime word (i.e., was repeated) than when it did not match the earlier prime word (i.e., was new). With transposed-letter (TL) preview, repetition had no effect on skipping rates despite the great similarity of the TL preview string to the target word and substantial evidence that TL strings activate the words from which they are derived (Perea & Lupker, 2003). These results show that lexically-based skipping is based on full recognition of the letter string in parafoveal preview and does not involve using the contextual constraint to compensate for the reduced information available from the parafovea. These results are consistent with models of eye-movement control during reading in which successive words in a text are processed one at a time (serially) and in which word recognition strongly influences eye movements. PMID:22686842

Notorious Cases of Serial Killers

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Iosub Elena-Cătălina

2014-05-01

Full Text Available The reconstruction of a death scene provides an overall picture of the crime and will indicate the murder as an event or one of a series of events and also the criminal. But when the criminal is declared a serial killer, many questions are raised up. How could a person kill some else without a reason or why people react in such a disorganized way and become so brutal or what made them act like that and so many questions with also so many answers. This project explains the psychology of a murderer, his own way of thinking and acting by presuming that we may accurately discover what is in their minds when they kill. It is about a very complex issue regarding murder investigations, biological factors and psychological profile of a serial killer. Dealing with this problem we will at last reach to the question that could solve finally the puzzle: ―Are serial murderers distorted reflections of society's own values?

Modus operandi of female serial killers.

Science.gov (United States)

Wilson, W; Hilton, T

1998-04-01

The modus operandi of female serial killers was examined from a chronology of 58 cases in America and 47 cases in 17 other countries, compiled over 25-year intervals. Female serial killers in other countries accounted for a disproportionately greater number of victims, but those in America managed a longer killing career when associated with a low profile modus operandi.

A Linguistic Research Programme for Reading in African ...

African Journals Online (AJOL)

Although ANAs show language conditioned problems in reading comprehension and decoding ability, most South African research focuses disproportionately on ... Obviously African languages are structurally and typologically different to English and Afrikaans; reading strategies required for the mechanics of reading are ...

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

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Kazunori Terada

2017-07-01

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